MODUL AJAR BAHASA INGGRIS

I. INFORMASI UMUM
A. Identitas Modul
Nama Penyusun : Lia Khaliawati, M.Pd.
Institusi : SMKN 1 Rangkasbitung
Tahun : 2022
Jenjang : SMK
Kelas :X
Alokasi Waktu : 15 JP
B. Kompetensi Awal : Peserta didik memahami tentang teks pemaparan
jati diri dan teks deskriptif
C. Profil Pelajar Pancasila : - Beriman dan bertakwa kepada Tuhan Yang Maha
Esa, Berkebinekaan global, Bergotong royong,
Mandiri, Bernalar kritis dan Kreatif
D. Sarana dan Prasarana : Gawai, PPT, Jaringan Internet, Alat tulis dan Buku
E. Target Peserta didik : 1. Peserta didik Reguler/ tipikal
2. Peserta didik dengan kesulitan belajar (hanya
Menonjol pada salah satu gaya belajar saja)
3. Peserta didik dengan pencapaian tinggi
F. Model Pembelajaran : Model pembelajaran yang digunakan adalah
pembelajaran luring dengan metode Discovery
Learning.

II. KOMPONEN INTI

A. Tujuan Pembelajaran :
Pada akhir pembelajaran, peserta didik mampu:
1 Mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan
teks pemaparan jati diri dan teks deskriptif.
2 Mengidentifikasi informasi berdasarkan teks pemaparan jati diri dan
teks deskriptif
3 Merespon ungkapan-ungkapan yang digunakan dalam pemaparan jati
 diri
4 Menemukan ide pokok atau gagasan utama, informasi rinci dari teks
pemaparan jati diri dan teks deskriptif

5 Menganalisis penggunaan adjective, adjective prhase dan pronouns

dalam teks pemaparan jati diri dan teks deskriptif.
6 Menggunakan kalimat present tense dalam membuat teks deskriptif
7 Membuat percakapan tentang pemaparan jati diri.
8 Menyusun teks deskriptif pendek dan sederhana, terkait orang, benda
dan tempat, dengan memperhatikan fungsi sosial, struktur teks, dan
unsur kebahasaan yang tepat.
9 Mempresentasikan teks pemaparan jati diri dan teks deskriptif

B. Pemahaman Bermakna
1 Mampu menjalin hubungan dengan guru, teman dan orang lain, dapat
lebih mengenal orang lain dan membuat suasana lebih nyaman
2 Setiap orang mempunyai kesan terhadap seseorang, suatu benda atau
tempat dan mendeskripsikannya dengan menyebutkan ciri-ciri orang,
benda atau tempat yang pernah mereka temui. Mereka akan
menggambarkan secara detail hal-hal tersebut.

C. Pertanyaan Pemantik
1. Have you known each other in this class?
2. Who was the first person you met here (in this class)?
3. How did you get to know her/him?

D. Kegiatan Pembelajaran
Kegiatan Belajar 1:
LURING (135 MENIT)
I. Kegiatan Awal (10 menit)
1. Guru membuka atau memulai pelajaran dengan salam dan berdo’a
bersama yang dipimpin oleh seorang peserta didik.
 2 Guru menyapa peserta didik terkait kondisi mereka dan
melakukan pemeriksaan kehadiran peserta didik.
3 Peserta didik bersama dengan guru membahas tentang
kesepakatan yang akan diterapkan dalam pembelajaran.

4 Peserta didik dan guru berdiskusi melalui pertanyaan pemantik:

1 Have you known each other in this class?
2 Who was the first person you met here (in this class)?
3 How did you get long with her/him?

II. Kegiatan inti (115 menit)

1. Peserta didik menyimak contoh monolog perkenalan dari guru
sebagai contoh pemaparan jati diri
2. Peserta didik diberikan kesempatan bertanya berkaitan dengan
informasi tentang pemaran jati diri dari guru
3. Peserta didik menyebutkan informasi apa saja yang didapat setelah
menyimak informasi pemaparan jati diri
4. Peserta didik diminta untuk membaca teks pemaparan jati diri yang
diberikan oleh guru.
5. Peserta didik diberikan kesempatan untuk melakukan studi pustaka
(browsing) guna mengeksplorasi: Fungsi sosial, struktur teks, unsur
kebahasaan teks pemaparan jati diri
4. Peserta didik mengelola informasi yang didapat serta
mengamati teks mengenai pemaparan jati diri
5. Peserta didik diminta melaporkan hasil studinya dan kemudian
bersama-sama dengan bimbingan guru mendiskusikan hasil
laporannya di depan kelas.
6. Peserta didik mengerjakan latihan soal berdasarkan teks
pemaparan jati diri.
7. Peserta didik menyimpulkan pembelajaran yang telah dilakukan
III. Kegiatan Penutup (10 menit)

1. Guru bersama-sama dengan peserta didik melakukan refleksi

untuk mengidentifikasi kelebihan dan kekurangan kegiatan
pembelajaran serta manfaat baik secara langsung maupun tidak
langsung.
2. Peserta didik dapat menuliskan pertanyaan yang ingin diketahui
lebih lanjut dalam sticky note atau dalam kolom komentar untuk
daring.

3. Peserta didik mengomunikasikan kendala yang dihadapi selama

mengerjakan soal latihan.
4. Peserta didik menerima apresiasi dan motivasi dari guru.
5. Siswa mendengarkan arahan guru untuk materi pada pertemuan
berikutnya.
6. Peserta didik dan guru menutup kegiatan pembelajaran dengan
berdo’a bersama.

Kegiatan Belajar 2:
LURING (135 MENIT)
I. Kegiatan Awal (10 menit)
1. Peserta didik dan guru memulai pembelajaran dengan berdoa
bersama
2. Guru menyapa peserta didik terkait kondisi mereka dan melakukan
pemeriksaan kehadiran peserta didik.
3. Peserta didik dan guru berdiskusi melalui pertanyaan pemantik:
a. Have you ever introduced yourself to others or at the public
forum?
b. What did you tell about?
II. Kegiatan inti (115 menit)
1. Peserta didik mendapatkan pemaparan umum tentang how to
introduce or describe ourselves
2. Peserta didik mengamati tayangan materi mengenai teks pemaparan
jati diri.
3. Peserta didik dibentuk kelompok yang teridiri dari 6 orang dan
diminta untuk membaca kembali teks mengenai pemaran jati diri
yang berjudul "Amber Bauerly"
4. Peserta didik menganalisis fungsi sosial, struktur teks dan unsur
kebahasaan yang digunaka dalam teks pemaparan jati diri.
5. Peserta didik menyebutkan berbagai jenis-jenis kata sifat/ adjective,
adjective phrase, pronouns/ kata ganti yang terdapat pada teks
Amber Bauerly
6. Peserta didik menuliskan ajdective, adjective phrase, pronouns/ kata
ganti.
7. Peserta didik diminta untuk mempresentasikan hasil dari diskusi
kelompoknya mengenai berbagai jenis-jenis kata sifat/ adjective,
Adjective phrase, pronouns/ kata ganti dalam pemaparan jati diri.
8. Peserta didik mengerjakan soal latihan berkaitan dengan ajdective,
adjective phrase dan pronouns
9. Peserta didik diberikan tugas untuk menyusun teks pemaparan jati
diri dengan menggunakan struktur dan unsur kebahasaan yang tepat.

III. Kegiatan penutup (10 menit)

1. Peserta didik dapat menanyakan hal yang tidak dipahami pada guru
2. Peserta didik mengomunikasikan kendala yang dihadapi
3. Peserta didik menerima apresiasi dan motivasi dari guru
4. Menyampaikan kompetensi yang akan datang
5. Salam dan berdoa
Kegiatan Belajar 3:
LURING (135 MENIT)
I. Kegiatan Awal (10 menit)
1. Guru membuka atau memulai pelajaran dengan salam dan berdo’a
bersama yang dipimpin oleh seorang peserta didik.
2. Guru menyapa peserta didik terkait kondisi mereka dan
melakukan pemeriksaan kehadiran peserta didik.
3. Guru menjelaskan keterkaitan materi hari ini dengan
pembelajaran sebelumnya
4. Peserta didik dan guru berdiskusi melalui pertanyaan pemantik:
a. Do you have a best friend?
b. When and where did you met him/her for the first time?
c. What did you say or ask when you met her/him at the first time?

II. Kegiatan inti ( 115 menit)

1. Peserta didik menyimak pemaparan umum mengenai pemaparan jati
diri atau perkenalan
2. Peserta didik megamati tayangan materi tentang dialog pemaparan
jati diri atau berkenalan
3. Peserta didik mengidentifikasi fungsi sosial, struktur teks dan unsur
kebahasaan yang digunakan dalam memaparkan jati diri atau
berkenalan.
4. Peserta didik menemukan informasi rinci, ide pokok atau topik dari
sebuah teks percakapan pemaparan jati diri.
5. Peserta didik menuliskan ungkapan yang digunakan dalam
memaparkan jati diri atau berkenalan.
6. Peserta didik menganalisis penggunaan kalimat tanya ( WH
Questions) yang digunakan dalam menanyakan informasi mengenai
jati diri
7. Peserta didik diberikan kesempatan untuk melakukan studi pustaka
(browsing) mengenai penggunaan kalimat tanya (WH Questions)
 8. Peserta didik bersama pasangan (deskmate) menyusun dialog
tentang pemaparan jati diri atau berkenalan dengan memperhatikan
struktur dan unsur kebahasaan yang tepat
9. Peserta didik mempraktekan dialog tentang berkenalan

III. Kegiatan penutup (10 menit)

1. Peserta didik dapat menanyakan hal yang tidak dipahami pada guru
2. Peserta didik mengomunikasikan kendala yang dihadapi
3. Peserta didik menerima apresiasi dan motivasi dari guru
4. Menyampaikan kompetensi yang akan datang
5. Salam dan berdoa

Kegiatan Belajar 4:
LURING (135 MENIT)
I. Kegiatan Awal (10 menit)
1. Guru membuka atau memulai pelajaran dengan salam dan berdo’a
bersama yang dipimpin oleh seorang peserta didik.
2. Guru menyapa peserta didik terkait kondisi mereka dan melakukan
pemeriksaan kehadiran peserta didik.
3. Guru menjelaskan keterkaitan materi hari ini dengan pembelajaran
sebelumnya
4. Peserta didik dan guru berdiskusi melalui pertanyaan pemantik:
d. Have you ever met someone who impressed you much?
e. What does she look like? Can you describe him/her?

II. Kegiatan inti (115 menit)

1 Peserta didik menyimak pemaparan umum mengenai teks
deskriptif.
2 Peserta didik membaca teks deskriptif dalam buku paket
3 Peserta didik menganalisis fungsi sosial, struktur teks dan unsur
kebahasaan teks deskriptif.
 4 Peserta didik menentukan ide pokok, kalimat utama, informai rinci
dan makna kata yang terdapat dalam teks deskriptif
5 Peserta didik dibentuk kelompok yang terdiri dari 6 orang untuk
menuliskan kalimat-kalimat present tense yang terdapat dalam teks
deskriptif.
6 Peserta didik bersama kelompoknya melakukan studi pustaka
(browsing) untuk menemukan informasi mengenai present tense.
7 Peserta didik bersama kelompoknya menyampaikan hasil studi
pustakannya dengan cara mempresentasikan di depan kelas.
8 Peserta didik dan guru menyimpulkan tentang penggunaan kalimat
present tense
9 Peserta didik mengerjakan latihan soal secara individu mengenai
kalimat present tense.

III. Kegiatan penutup (10 menit)

1. Peserta didik dapat menanyakan hal yang tidak dipahami pada guru
2. Peserta didik mengomunikasikan kendala yang dihadapi
3. Peserta didik menerima apresiasi dan motivasi dari guru
4. Menyampaikan kompetensi yang akan datang
5. Salam dan berdoa

Kegiatan Belajar 5:
DARING / LURING (135 MENIT)
I. Kegiatan Awal (10 menit)
1. Guru membuka atau memulai pelajaran dengan salam dan berdo’a
bersama yang dipimpin oleh seorang peserta didik.
2 Guru menyapa peserta didik terkait kondisi mereka dan
melakukan pemeriksaan kehadiran peserta didik.
3 Guru menjelaskan keterkaitan materi hari ini dengan
pembelajaran sebelumnya
4 Peserta didik dan guru berdiskusi melalui pertanyaan pemantik:
a. Have you ever met someone who impressed you much?
 b. What does she look like? Can you describe him/her?

II. Kegiatan inti (115 menit)

1. Peserta didik menyimak pemaparan umum mengenai teks
deskriptif.
2. Peserta didik mengamati berbagai macam jenis teks descriptif yang
diberikan oleh guru tentang mendeskripsikan orang, benda atau
tempat.
3. Peserta didik membedakan jenis-jenis teks deskriptif
4. Peserta didik menganalisis fungsi sosial, struktur teks dan unsur
kebahasaan teks deskriptif
5. Peserta didik menentukan ide pokok, kalimat utama, informasi rinci
dan makna kata berbagai teks deskriptif
6. Peserta didik menyusun teks deskriptif berdasarkan topik yang
diberikan.
7. Peserta didik mempresentasikan hasil tulisannya di depan kelas

III. Kegiatan penutup (10 menit)

1. Peserta didik dapat menanyakan hal yang tidak dipahami pada guru
2. Peserta didik mengomunikasikan kendala yang dihadapi
3. Peserta didik menerima apresiasi dan motivasi dari guru
4. Menyampaikan kompetensi yang akan datang
5. Salam dan berdoa

E. Asesmen
Pertemuan 1
I. Write down 5 (Five) sentences of the information based on the monolog
you have watched.
II. Read the following text and answer the questions!
 ABOUT ME
AMBER BAUERLY

I have the best family in the world. I have a father and mother who have
been happily married for 25 years. I have an older sister and a younger
brother, each two years apart. I have a dog named Baldoand, he is the best
dog in the world. I go to the University of South Dakota and I am in the best
sorority ever, Pi Beta Phi. I love all my friends and family and I am very
thankful to have them in my life.
I am majoring in Elementary Education/Early Childhood and when I
graduate from college, I hope to become a Kindergarten teacher

My hobbies and activities

My biggest interest is gymnastics. I was a completive gymnast for 14 years.
I traveled around to different cities and competed with another gymnasts. I
have many medals to show for my hard work. Gymnastics was my life, and
even now after I had to retire.
I love to Dance. I have been dancing for at least 10 years. I danced at a studio
and on my high school team. When I got to college, I keep dancing for the
Strollers show at USD.
Softball is another interest of mine. I played on a league for years, and I also
play softball intramurals at USD. I like to watch sports such as baseball,
softball, football, dance, and gymnastics. My sorority is a big interest and
activity for myself. It keeps me busy and it is very fun. It feels good to know
that I always have sisters by my side forever.

Professional Goals
Some of my professional goals are to graduate college with my Elementary
Education major and a bachelor degree. I want to become a Kindergarten
teacher and want to be the best Kindergarten teacher and really help children
learn in their early stages of life.

In 10 years……
In 10 years, I want to have a job as a Kindergarten teacher in Minnesota or
some place warm. I want to be making good money to support my self and
my family. I want to be married and have children. I want to have a house
of my own, my own car, be on my own insurance plan, etc. I want to stay
close to all my family and friends

Pi Beta Phi
Pi Beta Phi is the sorority I chose to join. Joining this sorority was one of the
best decision I have made. My best friends are in my sorority. All of us are
close and have fun together. We all care for each other and are always there
whenever someone needs us. It is so hard to explain the feeling of being in
a sorority, the best thing to say to people who don’t know is: “From the
outside looking in you can never understand it. From the inside looking out
you can never explain it”

Family and Friends

I am very close to my family. We are the American family. We always have
fun together and share so many memories with each other. I have the best
friends in the world. I would not change them for anything. I am very lucky
to have the friends and family I have.

Answer the questions based on the text above!

1 What does the text tell about?
2 What is the writer’s last name?
3 How many bothers and sisters does the writer have?
4 What is the nationality of the writer?
5 What university does she go to?

6 What sorority does she join?

7 Where will she want to have a job as a Kindergarten teacher?
8 What hobby that made the writer got many medals?
9 Does she like dancing?
10 Why she said that joining the sorority was one of the best decision that
she have made?

Pertemuan ke 2
I. Underlinde or point the words of Adjectives or pronouns in the text?
II. Read the guidance book on page 69-73. And do the task in part A, B, and
she

Pertemuan ke 3
I. Read the dialog below and find the questions that using WH Question in
the dialog.
II.Construct a short dialog about introducing yourself and practice it with
partner in front of the class

Pertemuan ke 4
Fill the blank with the appropriate word:
 Traveler Girl

She …1… Traveler Girl. Her name is Romana

Maya, …2… friends call her as May. …3… likes
to go somewhere with a single destination or
more. She has long brown hair. …4… mother is
Chinese so she has slanted black eyes as like as
his mother. She has a medium nose and she has
thin lips. She …5… oriental skin. She …6…
pretty tall. It’s about 168 cm. Her friends love her
so much because she is independent, easy going
person, friendly and helpfulness. …7… has a
favorite color. It is black. Right now, she is sitting
and enjoying the view. She is …8… maroon
headgear and a maroon scarf. She …9… wearing
sunglasses and watch. She is wearing …10…
blouse. She is wearing black jeans. She is wearing
sock and black mountain sandal. She is bringing
a black backpack. She is bringing photography
stick.

The answer
She is a Traveler Girl. Her name is Romana Maya, her friends call her in May.
She likes to go somewhere to a single destination or more. She has long brown
hair. Her mother is Chinese so she has slanted black eyes as like as his mother.
She has a medium nose and she has thin lips. She has oriental skin. She is pretty
tall. It’s about 168 cm. Her friends love her so much because she is independent,
easy-going person, friendly and helpfulness. She has a favorite color. It is black.
Right now, she is sitting and enjoying the view. She is wearing maroon headgear
and a maroon scarf. She is wearing sunglasses and a watch. She is wearing a blue
blouse. She is wearing black jeans. She is wearing socks and black mountain
sandal. She is bringing a black backpack. She is bringing photography stick.
Choose the correct answer
Questions number 1 – 2 based on the following text:

Tanjung Puting National Park

Tanjung Puting National Park is an internationally famous ecotourism
destination, which is located in the southwest of Central Kalimantan peninsula.
Visitors from foreign countries come to this park because of its amazing nature. This
is called a park, but unlike any park that you have seen in your city, this is a jungle!
It is a real jungle, which is home to the most interesting animal in the world:
orangutans.
Though the park is home to many animals, seeing orangutans is usually the
visitors’ main reason to visit the park. Orangutans, which literally mean the man of
the forest, are the largest arboreal animal on the planet. Most of their lives are spent
in trees where orangutans travel from branch to branch by climbing or swinging
with their long arms.

1. What do you think the most interesting scene in Tanjung Puting National Park?
A. seeing Orangutans
B. seeing buildings
C. seeing the park
D. seeing the city

2. What is the most dominant tense used in this text?

A. Simple Past Tense
B. Simple Present Tense
C. Present perfect Tense
D. Future Tense

Questions number 3 – 5 based on the following text:

I have a new cat, its name is Shorty. I call it Shorty because it is short than
the other cats. My cat is a Persian cat with flat nose and fluffy hair. It has
sharp, yellow eyes that glow in the dark. Shorty likes to run around the house,
 chasing any moving things. I like to see Shorty sleeping because it looks cute.
Shorty does not like to eat canned food, instead it prefers fresh tuna.

3. My cat is ….. (line 2). The word “my” refers to ….

A. Tuna
B. Cat
C. Writer
D. Mother

4. Which breed is Shorty?

A. Persian
B. Angora
C. Half-breed
D. Domestic cat

5. What does the writer tell about?

A. New toy
B. New cat named Shorty
C. Writer’s new hobby
D. Family

Questions number 6 – 7 based on the following text:

CUBAN RONDO
Cuban Rondo is a must-see waterfall because of its spectacular scenery. The first
amazing natural charm to enjoy is the huge greenish rock. The gigantic rock and its
vegetation that surrounds the waterfall soar high into the sky. The top of the rock
bends inward so that when we stand close to the waterfall, we will feel as if we were
inside of a gigantic cave or a giant bowl. The greatness of the nature will make you
feel very small and praise God.
The second scenery to enjoy is the waterfall itself. From the top of the soaring
rock, a huge amount of water continuously falls down, splashes on the large black
 stones at the bottom of the waterfall, and forms a shallow small lake and stream.
The water in the lake and stream is crystal clear and icy cold. The wind that blows
the falling water and the splash produce millions of tiny droplets of water.

6. Is there any sentence that begins the description by introducing the object to be
described?
A. yes, it is in paragraph 1
B. yes, it is in paragraph 2
C. no, it is not
D. no, it is not in paragraph 2

7. Does each paragraph start with a sentence that intoduces the object to be described?
A. yes, it does
B. yes, it is
C. no, it does not
D. no, it is not

Questions number 8 – 10 based on the following:

TAJ MAHAL
Taj Mahal, an epitome of love, is actually a mausoleum. Standing majestically
on the banks of River Yamuna, the Taj Mahal is synonymous to love and romance.
Taj Mahal was constructed by Mughal Emperor Shah Jahan in the memory of his
beloved wife and queen. The name “Taj Mahal” was derived from the name of Shah
Jahan’s wife, Mumtaz Mahal, which means crown of palaces.
Taj Mahal represents the finest architectural and artistic achievement. The
mausoleum was constructed of pure white marble. The white marble is inlaid with
semi-precious stones (including jade, crystal, lapis lazuli, amethyst and turquoise)
that form the intricate design. The cental dome reaches a height of 240 feet (73
meters). The dome is surrounded by four smaller domes. Four slender towers or
minarets stand at the corners. Inside the mausoleum, an octagonal marble chamber
adorned with carvings and semi-precious stones house the false tomb of Mumtaz
Mahal. Her actual remains lie below, at garden level.

8. What is Taj Mahal actually?

A. It’s mausoleum
B. it’s a museum
C. it’s a palace
D. it’s a big house

9. How are the materials and architectural design of Taj Mahal?

A. it is a good place
B. the materials, like the precious stones are high quality and the design is sophisticated
C. it was using common materials
D. the design is complicated

10. What is the writer’s purpose in writing that text?

A. to tell the story of Mumtaz Mahal
B. to memorize of the history
C. to describe the beauty of the building to attract people to come and visit Taj Mahal
D. to talk about a person

Pertemuan ke 5
I. Write a descriptive text based on your own topic after that present your work in front
of the class

Lampiran
Pengertian Introducing Yourself adalah sebuah ungkapan yang digunakan
untuk memperkenalkan diri seseorang.
• First of all I would like to introduce my self……
• I want introduce myself
• My name is …
• My full name is …
• My nick name is ,,,
• Allow me to introduce my self …
• I am …
• Excuse me, my name is …
• Hello, my name is …
• Good Evening, my name is …

Unsur Kebahasaan yang digunakan untuk memaparkan jati diri.

▪ Simple present tense. -
▪ Pronouns
▪ Kata tanya What? Who? Which? (WH- Question)

OBSERVE THE MONOLOG

Good morning everyone. Let me introduce myself in a short time. I am Ahmad Suyadi
and you can call me Suyadi . I was born in Jakarta, April 22nd 2005. It means that I’m
seventeen years old right now. I moved from Jakarta to this great city because my
father has some jobs that must be done. Here, I live at Jl. Untung Suropati, Jasaraya.
My house actually is not far from this school and you are only ride of about 100m to
the east.

I have a nice hobby and that is writing and blogging. I get money from internet
especially through blogging. I have a nice blog that provide information of
Technology, newest gadget, and many more. You can visit the
Techjourney.Com to see my articles.
In my house, I live with my parents named Mr. and Mrs. Wibawa. Both of them
work as entrepreneur. My father manages his futsal shoes business while my
mother is managing her Batik dress business. I love them very much and I’m
actually five brothers. I have two elder sisters and two younger brothers. My
first sister is 22 years old named Andina Rizki and now she has been a student
of Indonesian University especially for English Literature. Next to my second
sister who has been 20 years old named Andien Aulia and she is studying at
Gajah Mada University especially for Psychology. I think, I will not tell more
about my brothers because it consumes time too much
That’s all and I would say thank to your attention. Good morning everyone,
nice to see you.

GRAMMAR FOCUS
Simple present tense is used to states habit
examples:
▪ Everybody calls me Salman. -
▪ She lives at 5 Rejosari Street.
Pattern :
S+V1+O (they,we, are, you, am)
S+V1(s/es)+O ( she,he, it)

Simple present tense

To be:
the verb “to be” acts as linking verb, joining the sentence subject with subject
complement or complement.

Pattern :
S + to be + complement/subject complement.
Examples
▪ I am Salman Punjabi.
▪ Fajar is 15 years old.

To have:
as main verb “to have” implies the meaning of possession.
Examples:
▪ I have brother.
▪ I have a good job.

Question Positive
Statements Negative Statements Singular
Do I have…?
▪ I have…
▪ I don’t have…
Does he/she/it have…?
▪ He/she/It has
▪ He/she/it doesn’t have…
Do you have…?
▪ You have…
▪ You don’t have…

Plural
Do we/you/they have…?
▪ We/you/they have…
▪ We/you/they don’t have..

Pronouns
1. The subjective pronouns (he, she, I, it, they, you, we) are used for the subject
of a clause.
▪ For examples: He studies at Diponegoro University I call her Fajar
2.The objective pronouns (him, her, me, it, them, you, us) are used for the object
of a verb or a preposition.
▪ For examples: Our parents take cares us well. We also very love them
3.The possessive before a noun (my, his, her, our, their, its, your) is used to
show possession.
▪ For examples: Her favorite film actor is Rain Who is your favorite
tennis player?
4.The possessive after a noun (mine, his, her, theirs, yours, ours) is also used to
show possession.
▪ For examples: This book is mine, but that one on the table is yours.

WH- questions (Question Words)

There are two main types of questions: Yes/No questions and WH- questions.
WH-questions are questions starting with WH-words including: what, when,
where, who, whom, which, whose, why and how.
Question words are used to ask about specific qualities, times, places, people
and so on. Below is a list of question words and example sentences:

Question
Usages Examples
words

- What are you doing?

What Used to ask about things
- What do you think about the movie?

- When will the meeting start?

When Used to ask about time
- When are you leaving?

- Where’s my bag?
Where Used to ask about places
- Where do you live?

- Who do you love the most in your family?

Who Used to ask about people
- Who told you that story?

- Whom did you see in the morning? I saw

Used to ask about people Mr. Mark, my English teacher.
Whom
(object of verb) - Whom was Jim talking to? He was talking
to Jack, his new roommate.

- Which one do you choose? The left or

Which Used to ask about choices right?
- Of all the drinks in the menu, which one
would you like?

Used to ask - Whose pencil is this? Is it yours?

Whose
about possession - Whose books are these?
 Question
Usages Examples
words

Used to ask - Why did it happen? I didn’t understand.

Why
about reasons/ causes - Why is he crying?

- How can you explain this problem? Please

Used to ask
How tell us.
about manner/ process
- How can you get here?

I. How to form WH-questions?

1. with an auxiliary
Wh-word + auxiliary + subject + main verb …?
➢ Auxiliary verbs are helping verbs (not main verbs).
➢ Common auxiliary verbs include be, do, have. Others are will, shall, would,
can, could, must, should, may, might, etc.
▪ What do you do for a living?
▪ Why should we read books?
▪ When is she coming?

2. without any auxiliary

(when WH-words replace subjects already)

Wh-word + main verb …?
▪ What happened to Peter?
✓ A bad accident happened to him today.
▪ Who won the game?
✓ Tio won the game.
▪ Who gave you this present?
✓ My cousin gave me this present.

II. Responding to WH-questions

 1. What
▪ What is it?
✓ It’s a table.
▪ What color is your dress?
✓ It’s purple.
▪ What is your mom doing?
✓ She’s cooking in the kitchen.
▪ What do you think about the party?
✓ Well. It’s fun. I like the music best.
▪ What will happen if our team loses this time?
✓ We’ll be out of the game.

2. When
▪ When will the train arrive?
✓ The train will arrive in 30 minutes.
▪ When does she get up?
✓ She gets up at 6 am.
▪ When did the party end?
✓ It ended before 8 pm.
▪ When are you going to visit James?
✓ I’m going to see him tomorrow.

3. Where
▪ Where do you live?
✓ I live in Washington D.C.
▪ Where are you going?
✓ I’m going to the zoo.
▪ Where’s the coffee bar?
✓ It’s between the supermarket and the cinema.
 ▪ Where did you leave my jacket?
✓ I left it in my bedroom.
▪ Where have you been?
✓ I’ve been in the library reading books.

4. Who
▪ Who’s this?
✓ She’s my new roommate.
▪ Who wants to be a scientist in the future?
✓ My sister does. I don’t.
▪ Who would you like to travel with?
✓ I would like to travel with my best friend, Kim.

▪ Who told you that secret?

✓ Jenny did. She told me everything.
▪ Who do you like the most in this class?
✓ I like Henry. He’s so friendly.

5. Whom
▪ Whom should we talk to?
✓ We should talk to the principal. She’s responsible for student issues.
▪ Whom did you see yesterday?
✓ I saw Kevin and his girlfriend.
▪ Whom would you like to interview?
✓ I would like to interview Mr.Patrick, the director.
▪ Whom do we have to contact?
✓ We have to contact the representative of that company.
▪ Whom did you meet in front of the building last week?
 ✓ That was Annie, my secretary.
▪ Whom do you know in this class?
✓ I only know Danny.
▪ Whom are you going to invite?
✓ I’m going to invite all of my classmates
▪ With whom do you agree?
✓ I agree with Henry’s team.

6. Which
▪ Which shirt do you like?
✓ I like the one with the big yellow star on it.
▪ Which color do you choose?
✓ I choose red.
▪ Which part do you like the most in this story?

✓ I love the 2nd part when the prince came and proposed to the princess.
▪ Which is the longest river in the world?
✓ That’s the Nile.
▪ Which one is yours?
✓ Mine is the biggest one.

7. Whose
▪ Whose jacket is this?
✓ It’s my mom’s.
▪ Whose birthday is today?
✓ It’s Jenny’s.
▪ Whose pencil is on the floor?
✓ That’s mine.
 ▪ Whose team is better?
✓ Will’s team is much better.

8. Why
▪ Why don’t we visit him now?
✓ It’s a good idea.
▪ Why did you leave so early?
✓ Because I didn’t enjoy the party.
▪ Why do you think that he loves you?
✓ Because he’s given me lots of chocolate on Valentine’s day.
▪ Why do people celebrate Thanksgiving?
✓ Because it’s a special day.
▪ Why can’t I go to the cinema now?
✓ Because you haven’t done your homework.
▪ Why are you so late?
✓ Sorry, teacher. I missed the bus.

9. How
▪ How’s the weather?
✓ It’s sunny and hot.
▪ How do you feel?
✓ I feel much better now.
▪ How did you know him?
✓ We were old friends.
▪ How’s your new job?
✓ It’s interesting. I enjoy it.
▪ How often do you go to the movie theater?
✓ I sometimes go there. I’m quite busy.
▪ How far is it from your house to school?
✓ Not too far. I walk to school every day.
▪ How much did it cost?
✓ It costs $4.
▪ How many people are there in your class?
✓ There are 30 of them.
▪ How come you lost the game?
✓ I couldn’t answer the first question well enough.

SOAL LATIHAN
Match the expression: on the left with the responses on the right. One has been done
as an example.
Situation one
1. Good morning, ma’am. My name is Kristina Kasseger. I am new student.
2. Please take a seat…
3. Nice to meet you, Mrs. Guritno
4. Please call me Anti, ma’am
a) Okay, Anti. I’m Mrs. Guritno. I’m your English teacher for this semester.
b) It’s nice to meet you, too.
c) Good morning, Krisnanti
d) Thank you

Situation Two
1. Good afternoon, my name’s Michael Claway. I’m from Hamilton Consultants,
Sydney Australia..
2. Let me introduce you to the others in the department.
3. So, when did you arrive in Jakarta?
4. It’s a pleasure to meet you.
5. Did you have a nice trip?.
6. I’m really sorry to hear that.
a) Not too good. I’m afraid. I lost my luggage
b) Pleased to meet you too.
c) Oh, only two days ago.
d) Wonderful.
e) I appreciate your concern
f) Good afternoon. I’m Retnowati Hassan

Put the exchanges from matter of above in the correct order so they will make a
dialogue for situation one and two. Some lines for each situation have been done
for you. Then practice the dialogue.

Situation one
Krisnanti : Good morning, ma’am. My name is Kristina Kasseger. I am new student.
Mrs Guritno : Good morning. Krisnanti.
Krisnanti :
Mrs Guritno :
Krisnanti :
Mrs. Guritno : Please take a seat.
Krisnanti :
Michael :
Retnowati :
Michael :
Retnowati : Pleased to meet you, too. So when did you arrive in Jakarta?
Michael :
Retnowati :
Michael :
Retnowati :
Michael :
Retnowati : Let me introduce you to the others in the department.
Michael :
EVALUATION
Evaluation 1
Fill in the gap based on the context!
My name is Kanokporn Pothitat. My ……… is Nok. I am 12 years old. My ………..
is on 18 July. I have one brother. His name is Sokolchai. He is younger…….. me,
he is 8 years old. My brother …………….. to the same school as me. He likes to
eat omelette. My father’s occupation is trader and my ………….. occupation is
housewife. I love my dad and my mum. In the holidays, my family goes to my
grandmother’s ………. My grandmother is kind and loves me. In the morning, I get
up at 6.30. I usually go to school with my father and my brother. I go to school
……. car. My hobbies are …………. a bicycle, reading cartoon books and ………..
badminton. I like fish, but hate mice and snakes. My favorite ………….. are Maths,
because it is fun, English and History (if it is easy). I want to be a doctor when I
grow up.

Evaluation 2
Answer the questions based on the text!
1.What is the writer’s name?
2.What is his nickname?
3.How old is he?
4. On what date is his birthday?
5. How many brothers does he have?
6.How old is his younger brother?
7. What do the writer and his family do during holiday?
8. What time does he get up in the morning?
9. What are his hobbies?
10. What subjects does he like?
 Descriptive text
1. Definitions
A Descriptive text desribes a particular object like a place, thing or person. The
author/ writer wants to describe the particular object by describing its or his/her
specific features to help readers visualize what a person, an animal, a park or a
thing is like.
2. Social Function of Descriptive text
a. To give information about a particular entity by describing its features,
history, and special characteristics.
b. To give information about things by describing physical attributes,
behaviour, uses, etc.
3. Generic Structure of descriptive text
The generic structure of this text consists of:
a. Identification or general statements. It introduces or identifies specific
object (a person and animal).
b. Descriptions: The parts of a text describe the object characteristics,
appeareances, personality, habits or qualities (Derewianka, 2004; Butt et.al.,
2000; Gerot & Wignell, 1994; Knapp and Watkins, 2005, p. 149; Emilia &
Christie, 2013)
Generic Structure Function
Identification Identifies phenomenon to be

described
Description Describes or explains personality,

qualities, or characteristics

4. Grammar and language Feature of Descriptive Text:

a. The use of adjective (e.g.: beautiful white palace) that perform noun phrase
b. Focus on specific participants as the main character;
c. Use present tense as dominant tenses;
d. Use linking verbs or relational process frequently (is, are, has, have, belongs to)
in order to classify and describe appearance or qualities and parts or functions of
phenomena;
 e. Use action verbs or material process and behavioural process in giving additional
description regarding action and behaviour done by the participants in text;
f. Use mental verb or mental process when describing feelings;
g. Use nominal group frequently to describe;
h. Use adjective and adverbs to add information to nouns and add information to
verbs to provide more detailed description about the topic;
i. Use adverbial phrases to add more information about manner, place, or time and
sometimes realized inembedded clause which functions as circumstance

Penilaian Diri 1
Berilah tanda centang (√) pada kolom “ya” atau “tidak” yang paling
menggambarkan kemampuan dirimu. Lakukan dengan jujur!

REFLEKSI GURU

□ Apakah pembelajaran yang saya lakukan sudah sesuai dengan apa yang
saya rencanakan?

□ Bagian rencana pembelajaran manakah yang sulit dilakukan?

□ Apa yang dapat saya lakukan untuk mengatasi hal tersebut?

□ Berapa persen siswa yang berhasil mencapai tujuan pembelajaran?

□ Apa kesulitan yang dialami oleh siswa yang belum mencapai tujuan pembelajaran?

□ Apa yang akan saya lakukan untuk membantu mereka?

REFLEKSI SISWA

□ Apakah kalian memahami konsep materi yang dipelajari hari ini?

□ Pada bagian mana yang belum kalian pahami?

□ Apakah LKS membantu kalian memahami materi hari ini?

Umpan Balik dan Tindak Lanjut
Setelah kamu mengerjakan evaluasi dan mengisi penilaian diri, selanjutnya cocokkan
jawaban kalian pada soal evaluasi dengan kunci jawaban. Untuk mengetahui tingkat
pemahaman atau ketuntasan pada pembelajaran ini gunakan rumus berikut:
Skor yang diperoleh
𝑅𝑢𝑚𝑢𝑠 𝑡𝑖𝑛𝑔𝑘𝑎𝑡 𝑝𝑒𝑚𝑎ℎ𝑎𝑚𝑎𝑛 = × 100%
jumlah Skor maksimum

Kriteria Tingkat Pemahaman

90% - 100% = Amat baik
80% - 89% = Baik
60% - 79% = Cukup
< 60% = Kurang

Batas minimal tingkat pemahaman adalah “Baik” dan kamu dapat melanjutkan ke
pembelajaran selanjutnya. Jika tingkat pemahamankamu “Cukup” atau “Kurang” silakan
mempelajari kembali bagian yang belum dimengerti dalam pembelajaran ini dan ulangi
mengerjakan latihan soal.

F. Pengayaan dan Remedial

1. Pengayaan
Siswa dengan performa terbaik, akan melakukan pengayaan dengan membuat teks
yang berisi deskripsi tempat, bangunan, hewan peliharaan atau tokoh yang mereka
kenal pada media sosial masing- masing, link di unggah pada Elearning atau
Google Classroom
2. Remedial
Siswa dengan nilai atau performa di bawah rata-rata kelas, maka akan mendapat
tugas untuk melakukan belajar terbimbing, yaitu dengan meminta bantuan kepada
siswa dengan nilai di atas rata-rata kelas, kemudian setelah diperbaiki, mengirim
ulang tugas- tugas.

.
Referensi

Widiati, Utami, dkk. 2016. Bahasa Inggris kelas X. Kementerian Pendidikan dan
Kebudayaan. Jakarta.
Wahyukti, Dra. Titi. 2019. Module 3 English for Social Communication. Kementerian
Pendidikan dan Kebudayaan. Jakarta.
Sutinah, Entin, dkk. 2010. Get Along with English for Vocational School Grade X. Penerbit
Erlangga. Jakarta

Rangkasbitung, Juli 2022

Kepala SMKN 1 Rangkasbitung Guru Mapel Bahasa Inggris

Drs. H. MUKMIN, M.Pd LIA KHALIAWATI, M,Pd

NIP. 196401011988031036 NIP. 198210242006042011