MODUL AJAR

Nama penyusun Trisna Sukmawati,S.Pd

Institusi SMK NEGERI 1 WAY PANJI
Tahun pembuatan 2022
Mapel BAHASA INGGRIS
Jenjang SMK
Kelas X (Sepuluh) Reguler
Alokasi waktu 24 JP @45 menit = 1080 menit ( 6 X Pertemuan )
Kode ING.E.TAM.10. 10.A.5
Tahapan Fase E
Domain konten 1. Menyimak dan Berbicara (Listening and Speaking)
2. Membaca dan Memirsa (Reading and Viewing)
3. Menulis dan Presentasi (Writing and Presenting)

Tujuan Pembelajaran LISTENING AND SPEAKING

10. A. 5 Menganalisis dan menangkap makna secara kontekstual fungsi

sosial, struktur teks, dan unsur kebahasaan teks lisan berbentuk deskriptif
(descriptive) secara kritis, kreatif dan santun terkait topik lingkungan fisik
dan sosial masyarakat dengan tingkat kelancaran dan ketepatan yang
optimal.

READING AND VIEWING

10. B.3 Menganalisis, menangkap makna dan mengevaluasi fungsi sosial,

struktur teks, dan unsur kebahasaan teks lisan dan tertulis berbentuk
deskriptif (descriptive) secara kritis, kreatif dan jujur terkait topik
lingkungan fisik dan sosial masyarakat dengan tingkat kelancaran
dan ketepatan yang optimal.

WRITING AND PRESENTING

10.C.3 Merancang dan mempresentasikan teks lisan dan tertulis berbentuk

deskriptif terkait topik lingkungan fisik dan sosial masyarakat dengan
memerhatikan fungsi sosial, struktur teks, dan unsur kebahasaan sesuai
konteks secara santun, kritis, kreatif, dan mandiri dengan tingkat kelancaran
dan ketepatan yang optimal.

Konten Utama Teks Deskriptif

Pertanyaan inti What do they look like?

Think of your favourite place.Why you like it and mention to describe it

Prasyarat
Pengetahuan/Ketrampilan
Target profil pelajar Siswa yang beriman, bertakwa kepada Tuhan YME, mandiri dan berpikir
Siswa merespon pertanyaan terbuka dan menggunakan strategi
untuk memulai, mempertahankan dan menyimpulkan percakapan
dan diskusi dalam teks deskripsi menjadi rujukan utama dalam
kemampuan berbicara
Siswa membaca dan merespon teks deskripsi secara mandiri
terhadap ide pokok.
Siswa menulis jenis teks deskripsi menyajikan informasi dalam
mode presentasi
1
Pancasila kritis dan kreatif.

Target siswa Siswa Reguler/Tipikal

Jumlah siswa Maksimum 36-40 siswa
Ketersediaan materi  Pengayaan lebih lanjut : YA
 Alternatif penjelasan tambahan : YA

Model pembelajaran Tatap Muka

Assessmen Individu, berpasangan kelompok
Jenis assessmen : tertulis, unjuk kerja
Materi ajar, Alat dan A. MATERI PEMEBELAJARAN
bahan  Fungsi Sosial
Membanggakan, menjual, mengagumi, mengenalkan,
mengidentifikasi, mengkritik, dsb.
 Struktur Teks
Struktur deskripsi dapat mencakup:
- Identifikasi (nama keseluruhan dan bagian)
- Sifat (ukuran, warna, jumlah, bentuk, dsb.)
- Fungsi, manfaat, tindakan, kebiasaan
 Unsur Kebahasaan
- Kata benda yang terkait dengan tempat wisata dan bangunan
bersejarah terkenal, dengan atau tanpa a dan the, plural (-s), this,
that, those, my, his, dst.
- Kata sifat untuk mendeskripsikan tempat wisata dan bangunan
bersejarah di sekitar lingkungan peserta didik dengan atau tanpa
kata keterangan seperti quite, very, extremely, dst.
- Kata kerja untuk menyatakan keadaan, lokasi, dan kenyataan
dalam simple present tense.
- Ucapan, tekanan kata, intonasi.
- Ejaan dan tanda baca.
- Tulisan tangan

B. Metode :
Menyimak, diskusi kelompok, studi pustaka, role- play, penugasan
individu dan kelompok, presentasi dan tanya jawab.

C. MEDIA/ALAT/BAHAN/SUMBER
1. Media/Alat : Laptop, Computer, LCD, Rekaman untuk Listening,
Loud Speaker, Film/gambar, Power Point Presentation.

2. Bahan : PPT dan LKS

3. Sumber Belajar :

Utama Widiati dkk, 2016. Buku Siswa Bahasa Inggris Kelas X

SMA/MA/SMK/MAK, Kementrian Pendidikan dan Kebudayaan RI.
www.national geographic.com

2
PERTEMUAN KE-1 1.Kelas : X Regular
dan 2 ( @180 2.Waktu : 8 x 45 menit
MENIT) 3.Tujuan Pembelajaran :

LISTENING AND SPEAKING

10. A. 5 Menganalisis dan menangkap makna secara kontekstual fungsi

sosial, struktur teks, dan unsur kebahasaan teks lisan berbentuk deskriptif
(descriptive) secara kritis, kreatif dan santun terkait topik lingkungan fisik
dan sosial masyarakat dengan tingkat kelancaran dan ketepatan yang
optimal.

READING AND VIEWING

10. B.3 Menganalisis, menangkap makna dan mengevaluasi fungsi sosial,

struktur teks, dan unsur kebahasaan teks lisan dan tertulis berbentuk
deskriptif (descriptive) secara kritis, kreatif dan jujur terkait
topik lingkungan fisik dan sosial masyarakat dengan tingkat
kelancaran dan ketepatan yang optimal.

WRITING AND PRESENTING

10.C.3 Merancang dan mempresentasikan teks lisan dan tertulis berbentuk

deskriptif terkait topik lingkungan fisik dan sosial masyarakat
dengan memerhatikan fungsi sosial, struktur teks, dan unsur kebahasaan
sesuai konteks secara santun, kritis, kreatif, dan mandiri dengan tingkat
kelancaran dan ketepatan yang optimal.

4. Materi : Teks lisan dan tertulis berbentuk deskriptif

Fungsi Sosial
Membanggakan, menjual, mengagumi, mengenalkan, mengidentifikasi,
mengkritik, dsb.
Struktur Teks
Struktur deskripsi dapat mencakup:
- Identifikasi (nama keseluruhan dan bagian)
- Sifat (ukuran, warna, jumlah, bentuk, dsb.)
- Fungsi, manfaat, tindakan, kebiasaan

Unsur Kebahasaan
- Kata benda yang terkait dengan tempat wisata dan bangunan
bersejarah terkenal, dengan atau tanpa a dan the, plural (-s), this,
that, those, my, his, dst.
- Kata sifat untuk mendeskripsikan tempat wisata dan bangunan
bersejarah di sekitar lingkungan peserta didik dengan atau tanpa
kata keterangan seperti quite, very, extremely, dst.
- Kata kerja untuk menyatakan keadaan, lokasi, dan kenyataan
dalam simple present tense.
- Ucapan, tekanan kata, intonasi.
- Ejaan dan tanda baca.
- Tulisan tangan

3
 -
5.Langkah Pembelajaran:
Kegiatan awal:

Menyiapkan peserta didik untuk mengikuti proses pembelajaran

seperti berdoa, absensi, menyiapkan buku pelajaran.
Memotivasi peserta didik secara kontekstual sesuai dengan manfaat
pembelajaran mengenai teks deskriptif dalam kehidupan sehari-hari,
misalnya mempromosikan di dalam koran, majalah, pamplet dll.
Mengajukan pertanyaan-pertanyaan yang terkait dengan materi yang
akan dipelajari.

DRAW AND GUESS

Kegiatan Awal
(15 menit)

Your teacher will divide the class into two big groups and show you how to
play Draw and Guess. Listen to your teacher’s explanation and do the
activity as quickly as possible. Try to be the winner

Siswa (S) dibagi dalam dua kelompok.

- Guru (G) memberi instruksi dan menjelaskan cara melakukan aktivitas.

- Guru mengecek pemahaman siswa dengan pertanyaan, “To whom I‟ll show
the word?”,“What will your representative in the front do?” ,“What will
you do?” “Who will the winner be?”

- Guru mengajak siswa mencoba melakukan draw and guess satu kata saja.
Setelah Students mengerti dan dapat melakukan aktivitas, maka aktivitas
adu cepat dimulai.

- Kata yang ditebak: cave, waterfalls, headscarf, Hurricane, thunder,

rainbow, theater,museum, boat, wax, downtown, helicopter.

(All right students (S). Please choose one representative from your group I‟ll
show a word to your representative in the front, one word at a time.Then,
your representative in the front will draw a picture in the board and you
have to guess what picture it is. The group to guess the first time will score
100.I‟ll show the second word, your representative draw again, and you
guess. We do it until you can guess all words correctly. You do it as quickly
as possible. The group that get more score will be the winner).

Menjelaskan tujuan pembelajaran menyampaikan cakupan materi dan

penjelasan uraian kegiatan.
 LISTENING AND SPEAKING

10. A. 5 Menganalisis dan menangkap makna secara kontekstual fungsi

sosial, struktur teks, dan unsur kebahasaan teks lisan berbentuk deskriptif
(descriptive) secara kritis, kreatif dan santun terkait topik lingkungan fisik
dan sosial masyarakat dengan tingkat kelancaran dan ketepatan yang
optimal.

Kegiatan Inti LISTENING

( 150 menit)
Memperdengarkan monolog tentang deskripsi Taman Mini dan
meminta siswa melengkapinya

Listen to the recording and fill in the blanks.

Taman Mini Indonesia Indah (TMII) is a culture-based 1...........area

located in East Jakarta, Indonesia. It has an area of about 2...... acres
2
(1.0 km ). The park is a miniature of Indonesian culture, with virtually all
3......... of daily life in Indonesia's provinces. There are many 4.........
pavilions with the collections of Indonesian 5.........., clothing, dances and
traditions. Apart from that, there is a lake with a miniature of the 6.........in
the middle of it. Cable cars, museums, Keong Emas Imax cinema, a theater
7........ the Theater Tanah Airku and other recreational 8......... which make
TMII one of the most popular tourist destinations in the city.

LISTENING SCRIPT

Taman Mini Indonesia Indah (TMII) is a culture-

based recreational area located in East Jakarta, Indonesia. It has an area
2
of about 250 acres (1.0 km ). The park is a miniature of Indonesian
culture, with virtually all aspects of daily life in Indonesia's provinces.
There are many separate pavilions with the collections of Indonesian
architecture, clothing, dances and traditions. Apart from that, there is a
lake with a miniature of the archipelago in the middle of it. Cable cars,
museums, Keong Emas Imax cinema, a theater called the Theater Tanah
Airku and other recreational facilities which make TMII one of the most
popular tourist destinations in the city.

Meminta siswa menjawab pertanyaan deskripsi yang didengar siswa

Answer the questions based on the recording

a. What makes Taman Mini Indonesia Indah attractive?
b. How large is Taman Mini Indonesia Indah?
c. What are the pavillions?
d. What is the purpose of the text?

5
 SPEAKING

Guru menceritakan satu tempat menarik yang baru dikunjungi. Ini

menjadi contoh bagi siswa untuk melaksanakan aktiftas selanjutnya.

Guru meminta siswa untuk bercakap-cakap secara berpasangan

tentang tempat-tempat menarik.

Pada saat siswa bercakap-cakap, guru berkeliling untuk memonitor

aktiftas siswa. Jika ada siswa yang kesulitan,guru bisa membantu
dengan bertanya atau memberikan contoh.

Siswa yang menceritakan pengalamannya dengan bagus dalam

aktivitas berpasangan selanjutnya diminta untuk menceritakan
pengalamannya untuk seluruh kelas.

(Last month I went to Bali. There are a lot of interesting places there. One of
them is Kuta Beach. What is interesting in Kuta Beach is the sunset. Alright,
students. Now it‟s time for you to talk about interesting places with your
friends. Have you visited an interesting place recently? What makes it
interesting? Tell your friends.)

Pair Work
Have you ever visited a waterfall or other natural tourists objects?
What is interesting or not interesting about the place? Will you
recommend that place to your friends? Why? Take turns describing the
places.
Kegiatan Akhir Memberi panduan menyimpulkan hasil pembelajaran
(15 menit) Meminta siswa menyampaikan pendapat atau perasaan atas
pembelajaran yang dilakukan
Memberikan penugasan terstruktur individu untuk browsing macam-
macam teks deskriptif
menyampaikan rencana kegiatan pertemuan berikutnya yaitu menulis
dan membuat monolog deskripsi tempat.
PENILAIAN PEDOMAN PENSKORAN
a. Jawaban singkat
Penskoran instrument dilakukan dengan memberikan skor 2
untuk setiap jawaban benar dan 0 untuk jawaban salah.
b. Uraian singkat/uraian objektif
Penskoran instrument dilakukan dengan memberikan skor 2
untuk setiap jawaban benar dan 0 untuk jawaban salah.
Format Penilaian Speaking
NO ASPEK KRETERIA SKOR

1 Leksikogramatika  Tata bahasa dan kosa kata tepat 4

 Tata bahasa dan kosa kata kadang- 3
kadang kurang tepat dan tidak
mempengaruhi makna 2
 Tata bahasa dan kosa kata kurang tepat 1
dan mempengaruhi makna 0
 Tata bahasa dan kosa kata sulit dipahami.
 Diam
2 Sistematika a. Melakukan dan merespon tindak tutur 4
dengan tepat dalam bahasa lisan
b. Melakukan dan merespon tindak tutur 3
dalam bahasa lisan dimana kadang-
a. Interaktional
kadang terdapat kesalah-pahaman
c. Sering terjadi kesalahan dalam 2
melakukan dan merespon tindak tutur.
d. Tidak mampu melakukan dan 1
merespon tindak tutur sederhana.
e. Memproduksi kata-kata yang tidak 0
berbentuk teks

6
  Sesuai dengan struktur teks yang 4
maksimal dalam genre yang dipilih.
b. Monolog  Sesuai dengan struktur teks minimal 3
dengan genre yang dipilih.
 Struktur teks yang kurang jelas dan 2
mempengaruhi kejelasan makna.
 Gagasan dan struktur kurang jelas. 1
 Gagasan dan struktur sulit dipahami. 0
3 Ucapan dan Intonasi  Sangat jelas dan mendekati penutur asli. 4
 Sangat jelas walaupun dengan aksen 3
bahasa ibu.
 Kurang jelas dan mempengaruhi makna. 2
 Tidak jelas dan menghilangkan sebagian 1
makna
 Tidak jelas dan tidak bermakna 0

4 Komunikasi Interaktif  Percaya diri dan lancar dalam mengambil 4

giliran bicara serta mampu mengkoreksi
diri jika melakukan kesalahan.
 Percaya diri meskipun ada pengulangan
3
dan kerakuguan.
 Lebih banyak merespon dari berinisiatif. 2
 Sulit diajak bicara meskipun sudah
dipancing. 1
 Tidak mampu merespon dan berinisiatif.
0

Jumlah 16

BAHAN AJAR

Kata yang ditebak: cave, waterfalls, headscarf, Hurricane, thunder,

rainbow, theater,museum, boat, wax, downtown, helicopter.

LISTENING SCRIPT

Taman Mini Indonesia Indah (TMII) is a culture-

based recreational area located in East Jakarta, Indonesia. It has an area
2
of about 250 acres (1.0 km ). The park is a miniature of Indonesian
culture, with virtually all aspects of daily life in Indonesia's provinces.
There are many separate pavilions with the collections of Indonesian
architecture, clothing, dances and traditions. Apart from that, there is a
lake with a miniature of the archipelago in the middle of it. Cable cars,
museums, Keong Emas Imax cinema, a theater called the Theater Tanah
Airku and other recreational facilities which make TMII one of the most

7
 popular tourist destinations in the city.

LEMBAR KERJA
LISTENING

Listen to the recording and fill in the blanks.

Taman Mini Indonesia Indah (TMII) is a culture-based 1...........area

located in East Jakarta, Indonesia. It has an area of about 2...... acres
2
(1.0 km ). The park is a miniature of Indonesian culture, with virtually all
3......... of daily life in Indonesia's provinces. There are many 4.........
pavilions with the collections of Indonesian 5.........., clothing, dances and
traditions. Apart from that, there is a lake with a miniature of the 6.........in
the middle of it. Cable cars, museums, Keong Emas Imax cinema, a theater
7........ the Theater Tanah Airku and other recreational 8......... which make
TMII one of the most popular tourist destinations in the city

Answer the questions based on the recording

a. What makes Taman Mini Indonesia Indah attractive?
b. How large is Taman Mini Indonesia Indah?
c. What are the pavillions?
d. What is the purpose of the text?
SPEAKING

Pair Work

Have you ever visited a waterfall or other natural tourists objects?

What is interesting or not interesting about the place? Will you
recommend that place to your friends? Why? Take turns describing the
places.

REFLECTION At the end of this lesson, ask youself the following questions to know how
effective your learning process is
1. What have you learned from this lesson, which is about a
2. Can you do all the exercises here? If not, what is your plan to solve your
problem? If you can, what is your plan to further your English
competence?

PENGAYAAN Program Tindak Lanjut

 Remedial
 Peserta didik yang belum mencapai KKM (75) diberi tugas untuk
membaca beberapa teks deskriptif dalam bahasa Inggris terkait
tempat wisata yang ada di Indonesia selama dua minggu. Setelah
dua minggu guru mengevaluasi kemajuan kompetensi peserta
didik dalam menangkap makna dan atau menyusun teks
deskriptif. Kemudian guru melaksanakan penilaian remedial.

 Pengayaan
 Bagi peserta didik mempunyai nilai di atas 75 diberi pengayaan
berupa tugas mandiri untuk membaca dan atau menuliskan
deskriptif terkait tempat wisata dan bangunan bersejarah terkenal
di Indonesia. Kemudian mempublikasi dengan ditempel di
madding.

8
PERTEMUAN KE-3 1.Kelas : X Regular
dan 4 ( 2.Waktu : 8 x 45 menit
@180MENIT) 3.Tujuan Pembelajaran :

READING AND VIEWING

10. B.3 Menganalisis, menangkap makna dan mengevaluasi fungsi sosial,

struktur teks, dan unsur kebahasaan teks lisan dan tertulis berbentuk
deskriptif (descriptive) secara kritis, kreatif dan jujur terkait
topik lingkungan fisik dan sosial masyarakat dengan tingkat
kelancaran dan ketepatan yang optimal.

4. Materi : Descriptive Text Dealing with Famous Historical

Buildings and Tourism Places
 Fungsi Sosial
Membanggakan, menjual, mengagumi, mengenalkan,
mengidentifikasi, mengkritik, dsb.
 Struktur Teks
Struktur deskripsi dapat mencakup:
- Identifikasi (nama keseluruhan dan bagian)
- Sifat (ukuran, warna, jumlah, bentuk, dsb.)
- Fungsi, manfaat, tindakan, kebiasaan
 Unsur Kebahasaan
- Kata benda yang terkait dengan tempat wisata dan bangunan
bersejarah terkenal, dengan atau tanpa a dan the, plural (-s), this,
that, those, my, his, dst.
- Kata sifat untuk mendeskripsikan tempat wisata dan bangunan
bersejarah di sekitar lingkungan peserta didik dengan atau tanpa
kata keterangan seperti quite, very, extremely, dst.
- Kata kerja untuk menyatakan keadaan, lokasi, dan kenyataan
dalam simple present tense.
- Ucapan, tekanan kata, intonasi.
- Ejaan dan tanda baca.
- Tulisan tangan

5.Langkah Pembelajaran:
Kegiatan awal:
Memberi salam kepada siswa
Mengajak siswa berdoa
Mengecek kehadiran siswa
Mereview pembelajaran sebelumnya dengan bermain ODD MAN
OUT.
Kegiatan Awal
(15 menit)
Siswa dibagi dalam kelompok-kelompok yang terdiri atas 4 orang.
Guru menjelaskan dan memberi instruksi cara mengerjakan permainan “odd
man out”.

Pada saat menjelaskan contoh, berikan pertanyaan mengapa kata air

conditioner dicoret. Beri waktu siswa mencari jawabannya sebelum guru
memberi tahu atau mengkonfrmasi jawaban siswa.

Guru menunggu siswa memberi jawaban. Dorong banyak siswa untuk

menjawab.

9
 Setelah siswa bertukar ide, guru memberikan jawaban/mengkonfrmasi
jawaban yang benar.

(All right students. We are going to play “Odd Man Out” game. This is how
to play the game. Read carefully the lists of words below. They are all
related to ecotourism. All the words in each list belong to the same category.
Your task is to fnd the category and cross out the word that does not fit with
the The word conditioner is crossed out because it does not belong to the
category of the list: outdoor activities. Now work fast with your group. Let‟s
see which group can do this activity the fastest. Don‟t forget to give the
reason for your answer).

ODD MAN OUT

Below are lists of words related to tourist destinations. Let’s play odd man
out game this game in groups of four. Find the word that does not belong to
the same category as the other words in the same group. That word is the odd
word (the odd man) Cross out or circle the word and explain your reason.
Look at the example. Compete with other groups to finish this game.

outdoor camping ground air conditioner sleeping bag

1 2 3
wave Savannah Canopy
trees Botanical garden Leafy
sandy Wood Green
breeze jungle Blue

4 5 6
Cool Coral Dir ty
Hot Cle ar Nice
Cold Sofa Clean
Fresh fish Comfortable
7 8 9
Ship Fall down Valley
Boat Rock amusement
Raft Splash Park
canoe waterfall Hot spring
Crater
10 11 12
Sunny Terrible Impressive
Wet Amazing Interesting
Warm Awesome Boring
hot Marvelous unforgettable

***
Kegiatan Inti VOCABULARY BUILDER
( 150 menit)
Guru meminta siswa untuk mencari kata-kata bahasa Inggris yang
padanannya dalam bahasa Indonesia sudah diberikan. Beritahukan
bawa jumlah garis bawah menunjukkan jumlah huruf kata-kata yang
dicari. Huruf yang disediakan (2 huruf) diberikan sebagai bantuan.

Guru meminta siswa untuk mencocokkan hasil pekerjaan sendiri

dengan temannya.Selain untuk membekali siswa dengan vocabulary
yang berhubungan dengan teks bacaan.

10
Now, let‟s develop our vocabulary. Read the following description about a
tourist destination quickly. After you read it, scan the text quickly to fnd the
English equivalents of the list of the Indonesian words given. You are given
the dashes and some letters of the English words as the clues. Each dash
represents a letter. After you fnd the words, compare your answer to your
classmate‟s sitting next to you.Catatan: Kegiatan ini juga untuk latihan
scanning skill.

VOCABULARY BUILDER

Read the text about Tanjung Puting National Park.After you read it, scan the
text quickly to find the English equivalents for Indonesian words below. You
are given the dashes and some letters of the English wordss as the clues.
Each dash represents a letter. After you find the words, compare your answer
to your friends.

_ _ _t_ _ _ _ _ _ (noun) ekoturisme

_ _ _tin _ _ _ _ _ (noun) tujuan
_ _ _ _ _ _ _ la (noun) tanjung
un _ _ _ _ (adjective) tidak seperti
s_____ (noun) hidung
_ _ _mo_ _ (adjective) sangat besar
es _ _ _ _ _ _ _ (verb) mendirikan
h____ (noun) pusat/inti
_ _ _ _ _ ss _ _ _ (adjective) mengesankan
ex_ _ _ _ _ _ _ (adjective) bekas tangkapan
_ _ _ _ _ _ _ _ tion (noun) pelestarian
_ _ _z_ _ _ _ (adjective) mengagumkan

Task 1:
Sebelum membaca teks bacaan, guru meminta siswa untuk membaca
pertanyaan di atas teks, yaitu : What do you think about the place?

Dengan mengingat pertanyaan di awal bacaan, guru meminta siswa

membaca teks bacaan dengan cepat, tetapi seksama (skimming). Guru juga
mengingatkan siswa untuk mengingat arti kosakata baru dalam bacaan yang
sudah diberikan di vocabulary builder.

Siswa sharing pendapat dengan singkat.

Now, read the text again carefully. What do you think about the place
described below? Is it interesting or not? Why do think so? As you read,
remember the meaning of the new words you already learn in the vocabulary
section Di latihan ini siswa berlatih skimming skill dan pada saat membaca
sudah berpikir untuk mendapatkan jawaban atas pertanyaan di awal teks.

11
READING

Task 1:
Now, read the text carefully.What do you think about the place described
below?

TANJUNG PUTING NATIONAL PARK

Guru meminta siswa membaca comprehension questions dan

membahas bersama pertanyaan yang tidak dimengerti.
Setelah itu, siswa membaca bacaan dengan intensif sambil mencoba
mencari jawaban pertanyaan.

(Now, read the comprehension questions. Do you understand them?

If you don‟t understand, we can discuss together)

Siswa kemudian membahas jawaban pertanyaan. Dalam kegiatan ini

guru bisa meminta siswa untuk bekerja dalam kelompok yang
masing-masing beranggotakan empat orang. Tiap anggota kelompok
diberi nomor, 1, 2, 3 dan 4.

(Now, work in groups of four to answer the comprehension questions

below the reading text. Number each member in the group with 1, 2,
3, and 4.Let me check now. Who is number one? Number two?
Number 3? Number 4? Good. Now start to work.)

Kegiatan ini merupakan intensive reading activity, dan dilakukan dengan

pembelajaran kelompok model numbered-heads together.

12
COMPREHENSION QUESTION.
Answer the following questions briefly
1. Based on the text, can you guess what ecotourism is. Give some
examples of other ecotourism destinations.
2. As one of ecotourism destinations, what does Tanjung Puting
National Park offer to tourists?
3. How is the park different from the parks in cities?
4. How is Camp Leaky related to Tanjung Puting National Park?
5. What does the word ex-captive tell you about the orangutans in Camp
Leaky, which is a rehabilitation site for orangutans?
6. What is special about the means of transportation to Camp Leaky.
7. Which do you think is the most interesting scene in Tanjung Puting
National Park?
8. How important is the research by Dr. Birute Galdikas?
9. What is the author’s purpose in writing this text?
10. How is each paragraph related to each other?

Membahas jawaban pertanyaan. Pada saat sharing, guru tinggal

memanggil nomor tertentu untuk menjawab. Misalnya, number
one(s) what is your opinion? Maka semua yang nomor 1 mengangkat
tangan dan guru tinggal memilih di antara para siswa yang bernomor
ini. (Kerja kelompok model Numbered-head together).

Setelah seorang siswa bernomor tertentu (1 misalnya) menjawab guru

sebaiknya selalu minta konfrmasi dari siswa lain (bisa siswa
bernomor 1 atau 2 dan seterusnya) sebelum member pendapatnya.

Number one(s), raise your hands. Okay, now Dita (whose number is
one) what is your answer to question number one? Deni (whose
number is also one) do youagree with Dita? Why do you think so?
….And so forth.

VIEWING

Task 3:
Identifying text structures
Pada bagian ini siswa mengidentifkasi struktur teks. Guru meminta siswa
melihat contoh dan bertanya dari mana bisa didapatkan informasi tentang
main idea. Guru membimbing siswa menemukan topic sentence yang berisi
main idea dengan guiding questions.
Now identify the main ideas and details in each paragraph. How can we fnd
the main ideas?
Look at the example. What is the function of the sentence: Tanjung Puting
National Park (TNP) offer. impressive experience to its visitors. Compare
that sentence with the other sentences in the paragraph.
Does it tell general idea or details? (general idea →offers impressive
experience).
What do the rest of the sentences afer that tell? Te details of what makes the
experience in TNP impressive.
What is the name of the sentence? (Topic Sentence/TS)
So, how do we fnd the TS? (Find the most general sentence which is
elaborated by the other sentences in the paragraph. TS is the general
sentence that tells what a paragraph is about).
Where is the usual position of the sentence? (at the beginning of a
paragraph. Sometimes it‟s in the middle or at the end of the paragraph).
Where can we fnd the details? (in the sentences that follow TS that elaborate
the sentence.

13
 Task 3:
After Reading the text, in the chart below, identify the main idea of the
paragraphs, and the summarize the most important details in your own
words: work individually first, then compare your answer to that of your
classmates sitting next to you.

Paragraph Main Idea Details

1 Tanjung Puting A jungle which is the

National Park offers habitat of orang utans
impressive and proboscis monkeys
experience to its
visitors

Kegiatan Akhir Memberi panduan menyimpulkan hasil pembelajaran.

(15 menit) Meminta siswa menyampaikan pendapat atau perasaan atas
pembelajaran yang dilakukan.
Menyampaikan rencana kegiatan pertemuan berikutnya.

PENILAIAN Rubrik Penilaian tes lisan dan tulis

JAWABAN SKOR
1. Jawaban tepat kalimat benar 3
2. Jawaban kurang tepat kalimat benar 2
3. Jawaban salah dan kalimat kurang pas 1
BAHAN AJAR outdoor camping ground air conditioner sleeping bag

1 2 3
wave Savannah Canopy
trees Botanical garden Leafy
sandy Wood Green
breeze Jungle Blue

4 5 6
Cool Coral Dirty
Hot Clear Nice
Cold Sofa Clean
Fresh fish Comfortable
7 8 9
Ship Fall down Valley
Boat Rock amusement
Raft Splash Park
canoe waterfall Hot spring
Crater
10 11 12
Sunny Terrible Impressive
Wet Amazing Interesting
Warm Awesome Boring
hot Marvelous unforgettable

14
 TANJUNG PUTING NATIONAL PARK

LEMBAR KERJA ODD MAN OUT

Below are lists of words related to tourist destinations. Let’s play odd man
out game this game in groups of four. Find the word that does not belong to
the same category as the other words in the same group. That word is the odd
word (the odd man) Cross out or circle the word and explain your reason.
Look at the example. Compete with other groups to finish this game.

outdoor camping ground air conditioner sleeping bag

1 2 3
wave Savannah Canopy
trees Botanical garden Leafy
sandy Wood Green
breeze jungle Blue

4 5 6
Cool Coral Dir ty
Hot Cle ar Nice
Cold Sofa Clean
Fresh fish Comfortable
7 8 9
Ship Fall down Valley
Boat Rock amusement
Raft Splash Park
canoe waterfall Hot spring
Crater
10 11 12
Sunny Terrible Impressive
Wet Amazing Interesting
Warm Awesome Boring
hot Marvelous unforgettable

15
VOCABULARY BUILDER

Read the text about Tanjung Puting National Park.After you read it, scan the
text quickly to find the English equivalents for Indonesian words below. You
are given the dashes and some letters of the English wordss as the clues.
Each dash represents a letter. After you find the words, compare your answer
to your friends.

_ _ _t_ _ _ _ _ _ (noun) ekoturisme

_ _ _tin _ _ _ _ _ (noun) tujuan
_ _ _ _ _ _ _ la (noun) tanjung
un _ _ _ _ (adjective) tidak seperti
s_____ (noun) hidung
_ _ _mo_ _ (adjective) sangat besar
es _ _ _ _ _ _ _ (verb) mendirikan
h____ (noun) pusat/inti
_ _ _ _ _ ss _ _ _ (adjective) mengesankan
ex_ _ _ _ _ _ _ (adjective) bekas tangkapan
_ _ _ _ _ _ _ _ tion (noun) pelestarian
_ _ _z_ _ _ _ (adjective) mengagumkan

READING

Task 1:
Now, read the text carefully.What do you think about the place described
below?

TANJUNG PUTING NATIONAL PARK

16
 COMPREHENSION QUESTIONS

Answer the following questions briefly

11. Based on the text, can you guess what ecotourism is. Give some
examples of other ecotourism destinations.
12. As one of ecotourism destinations, what does Tanjung Puting
National Park offer to tourists?
13. How is the park different from the parks in cities?
14. How is Camp Leaky related to Tanjung Puting National Park?
15. What does the word ex-captive tell you about the orangutans in Camp
Leaky, which is a rehabilitation site for orangutans?
16. What is special about the means of transportation to Camp Leaky.
17. Which do you think is the most interesting scene in Tanjung Puting
National Park?
18. How important is the research by Dr. Birute Galdikas?
19. What is the author’s purpose in writing this text?
20. How is each paragraph related to each other?

Task 3:
After Reading the text, in the chart below, identify the main idea of the
paragraphs, and the summarize the most important details in your own
words: work individually first, then compare your answer to that of your
classmates sitting next to you.

Paragraph Main Idea Details

1 Tanjung Puting A jungle which is the

National Park offers habitat of orang utans
impressive and proboscis monkeys
experience to its
visitors

REFLECTION Setelah kegiatan pembelajaran usai, guru mengajak siswa untuk melakukan
refleksi.Guru juga bisa melakukannya sambil mengevaluasi kemampuan
siswa-siswa. Jika ada di antara siswa-siswa yang menjawab „no‟
atas pertanyaan dalam refleksi, guru perlu mempertimbangkan cara
mengatasinya untuk diterapkan baik pada pembelajaran berikut
atau di luar kelas.

Okay, students. You have fnished learning this chapter about „Visiting
natural areas. Do you know how to describe an interesting place? Do you
know how to write about an interesting place?
1. Can you do all the exercises here? Which part is the most diffcult one?
Can you do that part well?
2. What is your plan to increase your ability in describing an interesting
place?

17
PENGAYAAN Guru memberitahu siswa bahwa noun phrases ada di semua teks bacaan.
Guru meminta siswa mencari contoh-contoh noun phrases dalam buku
biologi, atau buku-buku lain yang menggunakan bahasa Inggris.

At home, or at the library time, get a scientifc English book, such as a

biology book. When you read the book, you will get many examples of noun
phrases. Noun phrases are important element in a descriptive passages. Tey
give information about the nouns described. Try to indentify them and how
they are constructed or made.

PERTEMUAN KE-5 dan 1.Kelas : X Regular

6 2.Waktu : 8 JP x 45 menit
(@ 180 MENIT) 3.Tujuan Pembelajaran :

WRITING AND PRESENTING

10.C.3 Merancang dan mempresentasikan teks lisan dan tertulis berbentuk

deskriptif terkait topik lingkungan fisik dan sosial masyarakat dengan
memerhatikan fungsi sosial, struktur teks, dan unsur kebahasaan sesuai
konteks secara santun, kritis, kreatif, dan mandiri dengan tingkat kelancaran
dan ketepatan yang optimal.

4. Materi : Descriptive Text Dealing with Famous Historical

Buildings and Tourism Places
 Fungsi Sosial
Membanggakan, menjual, mengagumi, mengenalkan,
mengidentifikasi, mengkritik, dsb.
 Struktur Teks
Struktur deskripsi dapat mencakup:
- Identifikasi (nama keseluruhan dan bagian)
- Sifat (ukuran, warna, jumlah, bentuk, dsb.)
- Fungsi, manfaat, tindakan, kebiasaan
 Unsur Kebahasaan
- Kata benda yang terkait dengan tempat wisata dan bangunan
bersejarah terkenal, dengan atau tanpa a dan the, plural (-s), this,
that, those, my, his, dst.
- Kata sifat untuk mendeskripsikan tempat wisata dan bangunan
bersejarah di sekitar lingkungan peserta didik dengan atau tanpa
kata keterangan seperti quite, very, extremely, dst.
- Kata kerja untuk menyatakan keadaan, lokasi, dan kenyataan
dalam simple present tense.
- Ucapan, tekanan kata, intonasi.
- Ejaan dan tanda baca.
- Tulisan tangan

18
 5.Langkah Pembelajaran:
Kegiatan Awal Kegiatan awal:
(15 menit) memberi salam kepada siswa
mengajak siswa berdoa
mengecek kehadiran siswa
Mereview pembelajaran sebelumnya

Guru memulai kegiatan pembelajaran dengan mengajukan pertanyaan

tentang historical building.Jika siswa tidak dapat memberikan jawaban, guru
dapat mengarahkan pertanyaan yang disesuaikan dengan kondisi sejarah
bangunan atau lokasi setempat.Pemanfaatan pengetahuan siswa tentang
tempat-tempat bersejarah di sekitar diharapkan mampu untuk mendorong
siswa mengungkapkan pendapat. Juga perlu diarahkan agar mereka dapat
mengembangkan rasa syukur dengan banyaknya tempat-tempat bersejarah.
(Students, has any one of you ever visited a historical building? Have you
ever heard about in ? What is the name of the building? Where
is it? Describe what it looks like. Is there any information about how
mysterious this place is?)

Kegiatan Inti WRITING

( 150 menit)
Guru meminta siswa membaca paragraf dengan cermat dan membetulkan 15
kata yang salah.

Read the paragraphs carefully. See that there are 15 errors in the
paragraphs. Correct them

Task 1:

The following text is not written properly. Edit the text to find out the 15
mispelled words so that it makes sense

Parker Pearson goes on to explain that the houses neer Durrington Walls
were probably occupied at certain times of the yeer when people gatherd
forthe summer and winter solstices (the longest and shortst days of the
year) to celebrate certain religius ceremonies. And in fact, large amounts
of pottery and anmal bones have been found near Durrington,suggesting
that this site was used as a place for eating and drinking. In contrst, very
little pottery has been found in Stonehenge. In addition, almst no human
remains have been found at Durrington, but a number of grves have
been uncovered at Stonehenge. Paths from Stonehenge and Durrington
Walls to the nearbi River Avon also suggest that the two sites were linkd.
At certain times of the year, most of the ded would have been carred
down the road from Durrington and put in the river. Later, remains of
the society’s rulers would have been brought down the river, carried up
the long avenu, and deposited at Stonehenge.

19
Task 2: Collaborative description
Guru membagi siswa ke dalam kelompok besar (antara 12-15)
Guru meminta siswa menyiapkan selembar kertas untuk menulis.
Guru memberi instruksi kepada siswa untuk melaksanakan aktiftas
collaborative description.
Setelah selesai, guru meminta siswa untuk membaca hasil tulisannya
bersama teman-temannya.
Guru meminta siswa untuk mengidentifkasi hal-hal yang kurang tepat dalam
tulisan bersama tersebut.
(Allright students, now imagine an interesting place that you‟ve
visited.You‟re gonna write an essay about the place collaboratively.You need
only to write a sentence at a time. When I clap my hand, stop writing and
give your paper to your friend on your right. When you receive a paper from
your friend on your lef, read your friend‟s sentence(s) and continue writing
another sentence.Use connecting words or phrases whenever possible. When
I clap again, give the paper to your friend. Do this until your paper is back
to you.)

Task 2

Using your own words, rewrite the above paragraphs

Parker Pearson further suggests that........................................................

Task 3 : Work in Pairs

Guru meminta siswa untuk kerja berpasangan mengidentifkasi tujuan dan
rincian masing-masing paragraf dalam teks bacaan.

Task 3
Work in Pairs
Complete the following chart to understand the structure of the
descriptive text in the Reading Comprehension

Parts of Text Purposes Details

Introductory
paragraph

Supporting
paragraph 1

Supporting To describe Maid of the

paragraph 2 Mist Boat Tour

Supporting
paragraph 3

Supporting
paragraph 4

Supporting
paragraph 5

Supporting
paragraph 6

Concluding
paragraph

***

20
 Visiting Niagara Falls

Niagara Falls is the collective name for three waterfalls that cross the international border
between the Canadian province of Ontario and the USA’s state of New York. They form the
southern end of the Niagara Gorge. From largest to smallest, the three waterfalls are the
Horseshoe Falls, the American Falls and the Bridal Veil Falls. The Horseshoe Falls lie on
the Canadian side and the American Falls on the American side. They are separated by Goat
Island. The smaller Bridal Veil Falls are also located on the American side, separated from
the other waterfalls by Luna Island. There are various attractions that people can enjoy in
Niagara Falls, six of them are described here.
The first to enjoy in Niagara Falls is Cave of the Winds. This attraction helps people get
closer to the falls and go face-to-face with the pounding waters of the Falls. People can get
soaked on the Hurricane Deck where they are just feet from the thundering waters.
Waterproof clothing and sandals are provided. A trip at night when the Falls are illuminated
in a rainbow of color is really amazing.
The second charm is Maid of the Mist Boat Tour. It is a world-famous scenic boat tour of
the American and Canadian Falls for about a half-hour ride. People may access the tour via
the Observation Tower elevator at Prospect Point in the state park. The boat operates mid-
May until late October.
The next to visit in Niagara Falls is Niagara Adventure Theater. Here tourists may enjoy the
most powerful and involving film experience that brings reality to life on a 45 foot screen.
Audience members are given the priviledge to discover the thundering Falls from a
completely new and exhilarating perspective, and plunge over them. The theater shows
hourly and free multi-language headsets are made available.
Niagara Science Museum is another place to visit. It is a sanctuary for the preservation and
appreciation of old science instruments and philosophical apparatus. The fifth point of
interest is Niagara’s Wax Museum of History. Here, life-size wax figures portraying
dramatic history of Niagara Falls are presented to guests. They can see Fort Niagara Scene,
Indian Village, old store, blacksmith and barber shop scenes and how electricity is made.
Wax figures of Julia Roberts, Princess Diana and many more are displayed here, too.
Finally, people can also enjoy Rainbow Air Helicopter Tours above and around the
American and Canadian Falls. The tours start from downtown, next to the entrance to the
Rainbow Bridge, and open from 9am to dusk when weather permits. The tours operate every
day from second weekend in May until October 31st.
The Niagara Falls are renowned both their beauty and as a valuable source of hydroelectric
power. Managing the balance between recreational, commercial and industrial usus has been
a challange for the stewards of the falls since the 19th century.

(Now, refer back to the reading text and fill in the chart).

Task 4: Collaborative Description

Guru membagi siswa ke dalam kelompok besar (antara 12-15)
Guru meminta siswa menyiapkan selembar kertas untuk menulis.
Guru memberi instruksi kepada siswa untuk melaksanakan aktiftas
collaborative description.
Setelah selesai, guru meminta siswa untuk membaca hasil tulisannya
bersama teman temannya.
Guru meminta siswa untuk mengidentifkasi hal-hal yang kurang tepat dalam
tulisan bersama tersebut.

Alright students, now imagine an interesting place that you‟ve visited. You‟re
gonna write an essay about the place collaboratively. You need only to write
a sentence at a time. When I clap my hand, stop writing and give your paper
to your friend on your right. When you receive a paper from your friend on
yourslef, read your friend‟s sentence(s) and continue writing

21
 another sentence.Use connecting words or phrases whenever possible. When
I clap again, give the paper to your friend. Do this until your paper is back
to you.

Task 4:
Collaborative Description
Your teacher will assign you sit in groups of 12-15 students. Sit in a circle
and do the following steps.

1. Write a sentence about an interesting place. When a sentence. When your

teacher gives a signal to stop, stop writing and give your paper to your friend
on your right and you’ll receive you friend’s paper. Continue writing a
sentence on your friend’s paper, one sentence at a time. Continue doing this,
until your paper is back to you.

When writing, pay attention to the following guiding questions:

 What is the name of the place and why is it interesting?

 What attractions are available in this place? Describe one by one

 What is your overall impression about the place?

2. Read your and your friends’ description. What do you think?Is it a

funny description? Is your paragraph logical? If not, then go to the
next activity.

Kegiatan Akhir Memberi panduan menyimpulkan hasil pembelajaran

(15 menit) Meminta siswa menyampaikan pendapat atau perasaan atas
pembelajaran yang dilakukan.

PENILAIAN
WRITING RUBRIC ASSESSMENT

Name : ……………… Class/Number : ……../ ……..

No Criteria to Low Good Very Good Score

22
 be assessed performance Performance Performance
7 8 9
1. Text Doesn’t use Use the Use the
Organization the correct correct text correct text
text organization organization
organization but has not and with
of recount elaborated elaborated
text the idea idea
2. Sentence Use simple begins to Use simple
formation sentences vary simple sentences,
sentences and compound
compound sentences and
sentences complex
sentences
correctly

3. Grammar Too many 6 until 10 Under 5

mistakes mistakes
mistakes
4. Vocabulary Basic Developed Purposefully
Vocabulary, vocabulary chosen
less precise vocabulary
5. Mechanic Some errors Mostly Effective use
with spelling effective use of
and of capitalization,
punctuation mechanics; punctuation,
errors do not and spelling
detract from
meaning
6. Tidiness and Write Write quite Write neatly,
deadline awkwardly, neatly, quite clear font,
clear font, submit the
Unreadable,
submit late work in/on
submit late
three days time
more than 3
from the
days from the
deadline
deadline

Total score
Final Score =
Total score : 6

BAHAN AJAR
Visiting Niagara
Falls

23
 Niagara Falls is the collective name for three waterfalls that cross the international border
between the Canadian province of Ontario and the USA’s state of New York. They form the
southern end of the Niagara Gorge. From largest to smallest, the three waterfalls are the
Horseshoe Falls, the American Falls and the Bridal Veil Falls. The Horseshoe Falls lie on
the Canadian side and the American Falls on the American side. They are separated by Goat
Island. The smaller Bridal Veil Falls are also located on the American side, separated from
the other waterfalls by Luna Island. There are various attractions that people can enjoy in
Niagara Falls, six of them are described here.
The first to enjoy in Niagara Falls is Cave of the Winds. This attraction helps people get
closer to the falls and go face-to-face with the pounding waters of the Falls. People can get
soaked on the Hurricane Deck where they are just feet from the thundering waters.
Waterproof clothing and sandals are provided. A trip at night when the Falls are illuminated
in a rainbow of color is really amazing.
The second charm is Maid of the Mist Boat Tour. It is a world-famous scenic boat tour of
the American and Canadian Falls for about a half-hour ride. People may access the tour via
the Observation Tower elevator at Prospect Point in the state park. The boat operates mid-
May until late October.
The next to visit in Niagara Falls is Niagara Adventure Theater. Here tourists may enjoy the
most powerful and involving film experience that brings reality to life on a 45 foot screen.
Audience members are given the priviledge to discover the thundering Falls from a
completely new and exhilarating perspective, and plunge over them. The theater shows
hourly and free multi-language headsets are made available.
Niagara Science Museum is another place to visit. It is a sanctuary for the preservation and
appreciation of old science instruments and philosophical apparatus. The fifth point of
interest is Niagara’s Wax Museum of History. Here, life-size wax figures portraying
dramatic history of Niagara Falls are presented to guests. They can see Fort Niagara Scene,
Indian Village, old store, blacksmith and barber shop scenes and how electricity is made.
Wax figures of Julia Roberts, Princess Diana and many more are displayed here,
too.
Finally, people can also enjoy Rainbow Air Helicopter Tours above and around the
American and Canadian Falls. The tours start from downtown, next to the entrance to the
Rainbow Bridge, and open from 9am to dusk when weather permits. The tours operate every
day from second weekend in May until October 31st.
The Niagara Falls are renowned both their beauty and as a valuable source of hydroelectric
power. Managing the balance between recreational, commercial and industrial usus has been
a challange for the stewards of the falls since the 19th century.

Task 2

Using your own words, rewrite the above paragraphs

Parker Pearson further suggests that........................................................

LEMBAR KERJA Task 1:

The following text is not written properly. Edit the text to find out the 15
mispelled words so that it makes sense

Parker Pearson goes on to explain that the houses neer Durrington Walls
were probably occupied at certain times of the yeer when people gatherd
forthe summer and winter solstices (the longest and shortst days of the
year) to celebrate certain religius ceremonies. And in fact, large amounts
of pottery and anmal bones have been found near Durrington,suggesting
that this site was used as a place for eating and drinking. In contrst, very
little pottery has been found in Stonehenge. In addition, almst no human

24
remains have been found at Durrington, but a number of grves have
been uncovered at Stonehenge. Paths from Stonehenge and Durrington
Walls to the nearbi River Avon also suggest that the two sites were linkd.
At certain times of the year, most of the ded would have been carred
down the road from Durrington and put in the river. Later, remains of
the society’s rulers would have been brought down the river, carried up
the long avenu, and deposited at Stonehenge.

Task 2

Using your own words, rewrite the above paragraphs

Parker Pearson further suggests that........................................................

Task 3
Work in Pairs
Complete the following chart to understand the structure of the
descriptive text in the Reading Comprehension

Parts of Text Purposes Details

Introductory
paragraph

Supporting
paragraph 1

Supporting To describe Maid of the

paragraph 2 Mist Boat Tour

Supporting
paragraph 3

Supporting
paragraph 4

Supporting
paragraph 5

Supporting
paragraph 6

Concluding
paragraph

25
 Visiting Niagara Falls

Niagara Falls is the collective name for three waterfalls that cross the international border
between the Canadian province of Ontario and the USA’s state of New York. They form the
southern end of the Niagara Gorge. From largest to smallest, the three waterfalls are the
Horseshoe Falls, the American Falls and the Bridal Veil Falls. The Horseshoe Falls lie on
the Canadian side and the American Falls on the American side. They are separated by Goat
Island. The smaller Bridal Veil Falls are also located on the American side, separated from
the other waterfalls by Luna Island. There are various attractions that people can enjoy in
Niagara Falls, six of them are described here.
The first to enjoy in Niagara Falls is Cave of the Winds. This attraction helps people get
closer to the falls and go face-to-face with the pounding waters of the Falls. People can get
soaked on the Hurricane Deck where they are just feet from the thundering waters.
Waterproof clothing and sandals are provided. A trip at night when the Falls are illuminated
in a rainbow of color is really amazing.
The second charm is Maid of the Mist Boat Tour. It is a world-famous scenic boat tour of
the American and Canadian Falls for about a half-hour ride. People may access the tour via
the Observation Tower elevator at Prospect Point in the state park. The boat operates mid-
May until late October.
The next to visit in Niagara Falls is Niagara Adventure Theater. Here tourists may enjoy the
most powerful and involving film experience that brings reality to life on a 45 foot screen.
Audience members are given the priviledge to discover the thundering Falls from a
completely new and exhilarating perspective, and plunge over them. The theater shows
hourly and free multi-language headsets are made available.
Niagara Science Museum is another place to visit. It is a sanctuary for the preservation and
appreciation of old science instruments and philosophical apparatus. The fifth point of
interest is Niagara’s Wax Museum of History. Here, life-size wax figures portraying
dramatic history of Niagara Falls are presented to guests. They can see Fort Niagara Scene,
Indian Village, old store, blacksmith and barber shop scenes and how electricity is made.
Wax figures of Julia Roberts, Princess Diana and many more are displayed here, too.
Finally, people can also enjoy Rainbow Air Helicopter Tours above and around the
American and Canadian Falls. The tours start from downtown, next to the entrance to the
Rainbow Bridge, and open from 9am to dusk when weather permits. The tours operate every
day from second weekend in May until October 31st.
The Niagara Falls are renowned both their beauty and as a valuable source of hydroelectric
power. Managing the balance between recreational, commercial and industrial usus has been
a challange for the stewards of the falls since the 19th century.

Task 4:
Collaborative Description
Your teacher will assign you sit in groups of 12-15 students. Sit in a circle
and do the following steps.

1. Write a sentence about an interesting place. When a sentence. When your

teacher gives a signal to stop, stop writing and give your paper to your friend
on your right and you’ll receive you friend’s paper. Continue writing a
sentence on your friend’s paper, one sentence at a time. Continue doing this,
until your paper is back to you.

When writing, pay attention to the following guiding questions:

 What is the name of the place and why is it interesting?

 What attractions are available in this place? Describe one by one

 What is your overall impression about the place?

26
 3. Read your and your friends’ description. What do you think?Is it a
funny description? Is your paragraph logical? If not, then go to the
next activity.

REFLECTION Kegiatan ini bisa dimanfaatkan guru untuk mengevaluasi pemahaman siswa.
Okay, students. You have fnished learning this material about historical buildings.
Check whether you have understood by referring to the questions there.
For your learning journal

Before I studied this I didn’t understand about...

chapter

When I was studied this I found some difficulties...

chapter
And I overcome them by...

After I have studied this I think...

chapter

PENGAYAAN Look at the picture below. Can you describe it?

Daftar Pustaka www.national geographic.com

Lembar kerja siswa (Jika

ada)

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Bahan bacaan siswa -

Bahan bacaan Guru -

Pengayaan

Materi untuk siswa yang Untuk siswa yang kesulitan belajar topik ini, akan diberi waktu khusus untuk
kesulitan belajar mengulang aktivitas yang sudah dikerjakan dengan Lembar kerja yang sama
(drilling).

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