PERANGKAT PEMBELAJARAN

RPP
LKPD
BAHAN AJAR
MEDIA PEMBELAJARAN
PENILAIAN

Disusun Oleh:
Eva Helviana Hafsah, S.Pd.

IKIP SILIWANGI
Jalan Terusan Jendral Sudirman Cimahi
Jawa Barat
 RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Satuan Pendidikan : SMKN 1 Cikalongkulon
Mata Pelajaran : Bahasa Inggris
Materi Pembelajaran : Descriptive Text
Kelas/Semester : X/Satu
Alokasi Waktu : 4x45 Menit
Moda Pembelajaran : Luring
Pertemuan : Ke-1

A. KOMPETENSI INTI
KI-1 : Menghargai dan menghayati ajaran agama yang dianutnya.
KI-2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab
peduli (toleransi, gotong royong), santun, percaya diri dan berinteraksi secara
efektif dengan lingkungan sosial, dan alam dalam jangkauan pergaulan dan
keberadadaannya.
KI-3 : Memahami, menerapkan, menganalisis, dan mengevaluasi tentang
pengetahuan faktual, konseptual, prosedural dasar, dan metakognitif sesuai dengan
bidang dan lingkup kajian Bahasa Inggris pada tingkat teknis, spesifik, detil, dan
kompleks, berkenaan dengan ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dalam konteks pengembangan potensi diri sebagai bagian dari keluarga,
sekolah, dunia kerja, warga masyarakat nasional, regional, dan internasional.
KI-4 : Melaksanakan tugas spesifik dengan menggunakan alat, informasi, dan
prosedur kerja yang lazim dilakukan serta memecahkan masalah sesuai dengan
bidang kajian Bahasa Inggris. Menampilkan kinerja di bawah bimbingan dengan
mutu dan kuantitas yang terukur sesuai dengan standar kompetensi kerja.
Menunjukkan keterampilan menalar, mengolah, dan menyaji secara efektif, kreatif,
produktif, kritis, mandiri, kolaboratif, komunikatif, dan solutif dalam ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah, serta mampu
melaksanakan tugas spesifik di bawah pengawasan langsung. Menunjukkan
keterampilan mempersepsi, kesiapan, meniru, membiasakan, gerak mahir,
menjadikan gerak alami dalam ranah konkret terkait dengan pengembangan dari
yang dipelajarinya di sekolah, serta mampu melaksanakan tugas spesifik di bawah
pengawasan langsung.
B. KOMPETENSI DASAR DAN INDIKATOR PENCAPAIAN KOMPETENSI
KOMPETENSI DASAR INDIKATOR PENCAPAIAN
KOMPETENSI
3.4 Menganalisis fungsi
sosial, struktur teks, dan unsur
kebahasaan beberapa teks
deskriptif lisan dan tulis
dengan memberi dan meminta
informasi pendek dan
sederhana terkait orang, benda
dan tempat sesuai dengan
konteks penggunaannya.
4.4 Menyusun teks deskriptif
lisan dan tulis, pendek dan
sederhana, terkait orang,
benda dan tempat, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan, secara benar dan
sesuai konteks.
3.4.1 Mengidentifikasi (C1) fungsi sosial,
struktur teks dan unsur bahasa dalam teks
mengenai memberi dan meminta informasi
pendek dan sederhana terkait tempat sesuai
dengan konteks penggunaannya.
3.4.2 Membedakan (C2) fungsi sosial,
struktur teks dan unsur bahasa dari berbagai
ungkapan mengenai memberi dan meminta
informasi pendek dan sederhana terkait
tempat sesuai dengan konteks
penggunaannya.
3.4.3 Menganalisis (C4) fungsi sosial,
struktur teks, dan unsur kebahasaan
beberapa teks deskriptif lisan dan tulis
terkait tempat sesuai dengan konteks
penggunaannya secara tepat.
4.4 Menyusun (C6) teks deskriptif lisan dan
tulis, pendek dan sederhana, terkait tempat,
dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan, secara
benar dan sesuai konteks.

C. TUJUAN PEMBELAJARAN
1. Setelah peserta didik dan guru mengamati contoh teks deskripsi melalui gambar dan
video dalam PPT dan melakukan diskusi dengan teliti, peserta didik dapat
mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan teks deskripsi
dengan tepat.
2. Setelah peserta didik dan guru berdiskusi dan berlatih dengan kreatif dan percaya
diri mengenai teks deskripsi terkait tempat melalui video dalam PPT, peserta didik
dapat membedakan fungsi sosial, struktur teks dan unsur kebahasaan teks deskripsi
dengan benar.
3. Setelah peserta didik dan guru berdiskusi dan berlatih dengan kreatif dan percaya
diri mengenai teks deskripsi terkait tempat melalui video dalam PPT, peserta didik
dapat menganalisis fungsi sosial, struktur teks dan unsur kebahasaan teks deskripsi
dengan benar.
 4. Setelah peserta didik dan guru berdiskusi dan berlatih dengan kreatif dan percaya
diri mengenai teks deskripsi terkait tempat melalui video dalam PPT, peserta didik
mampu menyusun teks deskripsi sesuai dengan fungsi sosial, struktur teks dan
unsur kebahasaan teks deskripsi dengan benar.

D. MATERI PEMBELAJARAN
1. Definition
The descriptive text is a meaningful text that describes particular person, animals, things
and place.
2. Social function of descriptive text (things and places):
To give information about a particular entity by describing its features, history, and
special characteristics.
3. Generic structures of descriptive text (Things and places):
A descriptive text is made up of identification or general statement and description
element. Identification introduces and identifies specific objects (a person, thing, place,
animal, or event) intended to be described.
4. Language features of descriptive text:
Language features of descriptive text (things and places):
- Specific participant: it has a certain object, is not common and unique (only one).
for example: Bandengan beach, my house, Borobudur temple.
- The use of the adjective (an adjective) to clarify the noun, for example: a beautiful
beach, the famous place in Jepara, etc.
- The use of simple present tense: The sentence pattern used is simple present because
it tells the fact of the object described.
- Action verb: verbs that show an activity (i.e, run, sleep, walk, cut etc….
- Using passive voice
- Using noun phrase
- Using technical terms
- Using general and abstract noun.
- Using conjunction of time and cause-effect.

E. MODEL/PENDEKATAN/METODE PEMBELAJARAN
Model pembelajaran : Problem Based Learning (PBL)
Pendekatan : Scientific Approach
Metode pembelajaran : Diskusi, Tanya jawab, Presentasi, Penugasan

F. MEDIA DAN ALAT

Media: :
1. Aplikasi Quizizz untuk tes kemampuan awal dan akhir
2. Google form untuk refleksi
3. Video dari Youtube
4. PPT
Alat : Laptop, Proyektor, Smartphone, Alat tulis.
G. SUMBER BELAJAR
Sumber belajar :
1. Kementerian Pendidikan dan Kebudayaan. 2017. Buku Bahasa Inggris SMK
Kelas X. Jakarta: Kementerian Pendidikan dan Kebudayaan.
2. Ciptaningsih, D. J., Mering, A., & Astuti, I. (2021). Pengembangan Video
Animasi Untuk Pembelajaran Descriptive Text Dalam Mata Pelajaran
Bahasa Inggris. Jurnal Pendidikan Dan Pembelajaran Khatulistiwa,
10(2). http://dx.doi.org/10.26418/jppk.v10i2.43758
3. Husna, L. (2017). An analysis of students’ writing skill in descriptive text
at grade X1 IPA 1 of MAN 2 Padang. Jurnal Ilmiah Pendidikan Scholastic,
1(1), 16-28.
4. Putri, D. M., & Syafar, D. N. (2022). PENGEMBANGAN ASSESSMENT
READING BERBASIS HOTS UNTUK OPTIMALISASI KEMAMPUAN
LITERASI. JUPADAI: Jurnal Pengabdian Kepada Masyarakat, 1(1), 72-
77.
5. Sudarmika, P. (2021). Model problem based learning meningkatkan
kemampuan reading comprehension siswa: meta-analisis. Indonesian
Journal of Educational Development, 2(3), 512-523.
https://doi.org/10.5281/zenodo.5681622
6. Sumber belajar online
7. YouTube

H. KEGIATAN PEMBELAJARAN
Model Pembelajaran: Model PBL Pembelajaran Luring
Pertemuan Ke-1
Kegiatan dan Langkah-Langkah
Alokasi waktu Deskripsi Kegiatan Pembelajaran Model
Pendahuluan Orientasi
(10 menit) 1. Peserta didik bersama guru memulai pembelajaran
dengan membaca salam dan berdoa sebagai bentuk
rasa syukur kepada Tuhan. (Communication,
Collaboration, Religius-PPK/PPP).
2. Guru bertanya jawab memeriksa kehadiran peserta
didik dan mendoakan agar semua keluarga dalam
kondisi sehat. (Communication, Collaboration,
Religius-PPK/PPP).
Motivasi
1. Guru bertanya jawab dengan memberikan motivasi
kepada peserta didik. (Communication,
Collaboration)
2. Guru Bersama peserta didik melakukan ice
breaking (yel-yel) supaya pembelajaran menjadi
Kegiatan dan Langkah-Langkah
Alokasi waktu Deskripsi Kegiatan Pembelajaran Model
semangat. (Communication, Collaboration)
Apersep si
1. Peserta didik dan guru bertanya jawab
mengenai pembelajaran sebelumnya
dikaitkan dengan materi yang akan
diajarkan (Communication,
Collaboration).
2. Peserta didik menyimak dilanjutkan
dengan bertanya jawab dengan guru
mengenai tujuan pembelajaran yang
ditayangkan melalui PPT.
(Communication, Collaboration,
Literasi TPACK)
3. Peserta didik dibimbing guru membentuk
kelompok diskusi. (Communication,
Collaboration).
4. Peserta didik dibimbing oleh guru
mengisi tes diagnostik kognitif melalui
aplikasi Quizizz mengenai Descriptive
Place untuk mengetahui kemampuan
awal peserta didik. (Communication,
Collaboration, Literasi, TPACK)
5.

Kegiatan Inti 1. Peserta didik dan guru mengamati gambar yang Orientasi peserta
(65 menit) ditayangkan melalui PPT dan bertanya jawab
didik pada
tentang gambar tersebut. (Communication,
Collaboration, Literasi, TPACK) masalah
2. Peserta didik dan guru melakukan pengamatan
terhadap video dalam tayangan PPT. (Scientific
Approach-Mengamati) (Communication,
Collaboration-4C, Literasi, TPACK, PPK)
3. Guru dan peserta didik bertanya jawab berkaitan
dengan video yang ditayangkan, misalnya, “What is
the video about?”, “Who has ever gone to this
place?”, “What do you think about the place?”, “Can
you mention the beautiful tourists’ places in
Indonesia?” (Scientific Approach: Menanya)
(Communication, Collaboration, TPACK)
4. Peserta didik beserta guru berdiskusi mengenai Mengorganisasi
pemecahan masalah yang terdapat di dalam LKPD.
peserta didik
untuk belajar
(Communication, Collaboration, Literasi)
5. Peserta didik di dalam kelompoknya dibimbing oleh
guru mencari dan memilih informasi pemecahan Membimbing
masalah menggunakan media yang relevan. penyelidikan
 (Scientific approach: Mengumpulkan informasi) individu maupun
(Communication, Collaboration, Creativity, kelompok
Literasi, TPACK)
6. Peserta didik dan guru berdiskusi mengenai
pemecahan masalah beserta hambatan-
hambatannya disertai memeriksa LKPD kegiatan
tiap peserta didik. (Scientific approach: Mengolah
informasi) (Communication, Collaboration,
Critical Thinking)
7. Peserta didik dibimbing oleh guru menampilkan
Mengembangkan
hasil akhir pemecahan masalah melalui PPT.
dan menyajikan
(Scientific approach: mengkomunikasikan)
hasil karya
(Communication, Collaboration, Creativity,
Literasi, TPACK)
8. Guru dan peserta didik dari kelompok lain Menganalisis dan
menyimak dan memberi tanggapan terhadap mengevaluasi
presentasi tiap kelompok. (Communication, proses pemecahan
Collaboration, Literasi) masalah
9. Peserta didik di dalam kelompoknya dan guru
berdiskusi memperbaiki hasil pemecahan masalah
berdasarkan hasil masukan dari guru dan kelompok
lain dan membuat kesimpulan hasil diskusi.
(Communication, Collaboration).
Penutup (15 1. Guru bersama peserta didik merefleksi kegiatan
menit) pembelajaran dan membuat simpulan
(Communication, Collaboration)
2. Peserta didik dengan dibimbing oleh guru
melakukan tes pemahaman (tes akhir) melalui
aplikasi Quizizz untuk mengetahui pemahaman
peserta didik mengenai materi yang telah
didiskusikan (Communication, Collaboration,
Critical Thinking, TPACK)
3. Peserta didik ditugaskan oleh guru mengisi link
refleksi pembelajaran melalui Google Form.
(Communication, Collaboration, TPACK)
4. Guru dengan bertanya jawab dengan peserta didik
menyampaikan rencana pembelajaran pada
pertemuan berikutnya. (Communication,
Collaboration)
5. Guru bersama peserta didik berdoa dan memberikan
salam pada akhir pembelajaran. (Communication,
Collaboration, Religius)

I. PENILAIAN 1. Aspek Pengetahuan (Terlampir)

Jenis penilaian : Tes
Bentuk penilaian : PG
2. Aspek Keterampilan (Terlampir)
Jenis penilaian : Non Tes
Bentuk penilaian : Lembar unjuk kerja/observasi/dsb
 3. Aspek Sikap (Terlampir)
Jenis penilaian : Non Tes
Bentuk penilaian : Lembar unjuk kerja/observasi/dsb

Mengetahui Cianjur, 11 Juni 2023

Kepala SMKN 1 Cikalongkulon, Guru Mata Pelajaran,

Drs. Jajat Sudrajat Eva Helviana Hafsah, S.Pd.

NIP. 19650907 199112 1 001 NUPTK. 1454760663300023
A. KOMPETENSI INTI

• KI-1 dan KI-2: Menghayati dan mengamalkan ajaran agama yang dianutnya. Menghayati
dan mengamalkan perilaku jujur, disiplin, santun, peduli (gotong royong, kerjasama,
toleran, damai), bertanggung jawab, responsif, dan pro-aktif dalam berinteraksi secara
efektif sesuai dengan perkembangan anak di lingkungan, keluarga, sekolah, masyarakat
dan lingkungan alam sekitar, bangsa, negara, kawasan regional, dan kawasan
internasional”.

• KI 3: Mengidentifikasi, menerapkan, dan menganalisis pengetahuan faktual, konseptual,

prosedural, dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan,
kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan
pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan
minatnya untuk memecahkan masalah

• KI4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak
secara efektif dan kreatif, serta mampu menggunakan metode sesuai kaidah keilmuan.
B. KOMPETENSI DASAR DAN INDIKATOR PENCAPAIAN KOMPETENSI

KOMPETENSI DASAR INDIKATOR PENCAPAIAN KOMPETENSI

3.4 Menganalisis fungsi sosial, 3.4.1 Mengidentifikasi (C1) fungsi sosial,

struktur teks, dan unsur
kebahasaan beberapa teks
deskriptif lisan dan tulis dengan
memberi dan meminta
informasi pendek dan
sederhana terkait orang, benda
dan tempat sesuai dengan
konteks penggunaannya.
struktur teks dan unsur bahasa dalam teks
mengenai memberi dan meminta informasi
pendek dan sederhana terkait tempat sesuai
dengan konteks penggunaannya.
3.4.2 Membedakan (C2) fungsi sosial, struktur
teks dan unsur bahasa dari berbagai ungkapan
mengenai memberi dan meminta informasi
pendek dan sederhana terkait tempat sesuai
dengan konteks penggunaannya

3.4.3 Menganalisis (C4) fungsi sosial, struktur

teks, dan unsur kebahasaan beberapa teks
 struktur teks, dan unsur deskriptif lisan dan tulis terkait tempat sesuai
kebahasaan, secara benar dan dengan konteks penggunaannya secara tepat.
sesuai konteks

4.4 Menyusun teks deskriptif
lisan dan tulis, pendek dan
sederhana, terkait orang, benda
dan tempat, dengan
memperhatikan fungsi sosial,
4.4 Menyusun (C6) teks deskriptif lisan dan
tulis, pendek dan sederhana, terkait tempat,
dengan memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan, secara benar dan
sesuai konteks.

C. TUJUAN PEMBELAJARAN

1. Setelah peserta didik dan guru mengamati contoh teks deskripsi melalui gambar video
dalam PPT dan melakukan diskusi dengan teliti, peserta didik dapat mengidentifikasi
fungsi sosial, struktur teks dan unsur kebahasaan teks deskripsi dengan tepat.
2. Setelah peserta didik dan guru berdiskusi dan berlatih dengan kreatif dan percaya diri
mengenai teks deskripsi terakit benda melalui video dalam PPT, peserta didik dapat
membedakan fungsi sosial, struktur teks dan unsur kebahasaan teks deskripsi dengan
benar.
3. Setelah peserta didik dan guru berdiskusi dan berlatih dengan kreatif dan percaya diri
mengenai teks deskripsi terkait tempat melalui video dalam PPT, peserta didik dapat
menganalisis fungsi sosial, struktur teks dan unsur kebahasaan teks deskripsi dengan
benar.
4. Setelah peserta didik dan guru berdiskusi dan berlatih dengan kreatif dan percaya diri
mengenai teks deskripsi terkait tempat melalui video dalam PPT, peserta didik mampu
menyusun teks deskripsi sesuai dengan fungsi sosial, struktur teks dan unsur kebahasaan
teks deskripsi dengan benar.

D. MEDIA PEMBELAJARAN
1. Aplikasi Quizizz untuk tes kemampuan awal dan akhir
2. Google form sebagai alat evaluasi dan refleksi
3. Video dari Youtube
4. PPT
E. MATERI PEMBELAJARAN

1. Definition
The descriptive text is a meaningful text that describes particular person, animals, things and
place.
 2. Social function of descriptive text (things and places):
To give information about a particular entity by describing its features, history, and special
characteristics.
3. Generic structures of descriptive text (Things and places):
A descriptive text is made up of identification or general statement and description element.
Identification introduces and identifies specific objects (a person, thing, place, animal, or
event) intended to be described.

4. Language features of descriptive text:

Language features of descriptive text (things and places):
- Specific participant: it has a certain object, is not common and unique (only one). for
example: Bandengan beach, my house, Borobudur temple.
- The use of the adjective (an adjective) to clarify the noun, for example: a beautiful beach,
the famous place in Jepara, etc.
- The use of simple present tense: The sentence pattern used is simple present because it
tells the fact of the object described.
- Action verb: verbs that show an activity (i.e, run, sleep, walk, cut etc….
- Using passive voice
- Using noun phrase
- Using technical terms
- Using general and abstract noun.
- Using conjunction of time and cause-effect.

F. LANGKAH-LANGKAH LKPD

1. Activity 1

Read text and answer the questions below!

Borobudur temple is one of the most beautiful tourist resorts in Indonesia. It is situated in central

Java. Borobudur temple is one of the seven wonders of the world which needs to be preserved

its circumstances. The people all over the world know that Borobudur is one of the greatest art

works that ever known since long time ago.

Borobudur temple was built by Syailendra Dynasty during the eighth century. It needed more than

two million river stones. It is the biggest temple in the world.

After going into some restorations, Borobudur is visited by more and more tourists, both

domestic and foreign tourists. Most of them admire Borobudur temple because of its beauty, its

elegance and the story of the relief on its walls.

Domestic tourists usually go there by bus or private cars, while foreign tourists like to join travel bureau

because they don’t need to think of the transportation, accommodation, and itinerary.

There are some money changers around the location. It makes them easier to change their money.

But some of them like to bring credit cards and checks.

1. Why does the author’s purpose in writing the text?

2. Why does Borobudur should be preserved?
3. Why is Borobudur very popular?
4. How do domestic tourist and foreign tourist visit Borobudur?
5. Do you agree if Borobudur become a tourist place? Why?

Activity 2

Analyse the descriptive text above based on:

1. Social function
2. Generic structures
3. Language function

Activity 3

Read the text and answer the questions below!

The Eiffel Tower

The Eiffel Tower is an iron lattice tower located on the Champ de Mars in Paris. Built in 1889, it has
become both a global icon of France and one of the most recognizable structures in the world. The
tower is the tallest building in Paris and the most-visited paid monument in the world; millions of
people ascend it every year.
 Named for its designer, engineer Gustave Eiffel, the tower was built as the entrance arch to the
1889 World's Fair. The tower stands 324 meters (1,063 ft) tall, about the same height as an 81-story
building. Upon its completion, it surpassed the Washington Monument to assume the title of tallest
man-made structure in the world, a title it held for 41 years, until the Chrysler Building in New York
City was built in 1930; however, due to the addition in 1957 of the antenna, the tower is now taller
than the Chrysler Building. Not including broadcast antennas, it is the second-tallest structure in
France after the 2004 Millau Viaduct.

The tower has three levels for visitors. Tickets can be purchased to ascend, by stairs or lift, to the first
and second levels. The walk to the first level is over 300 steps, as is the walk from the first to the
second level. The third and highest level is accessible only by elevator. Both the first and second levels
feature restaurants.

The tower has become the most prominent symbol of both Paris and France, often in the
establishing shot of films set in the city.

1. What is the writer’s intention to write the text?

2. …, it has become both a global icon of France … (paragraph 1 line 1)

The underlined word, refers to …

3. What is the main idea of paragraph 3?

4. From the text we can inferred that Eiffel tower is …. Than Chrysler Building.

5. From the text we can conclude that Eiffel Tower …..

Answer Sheet

Activity 1

1. ………………………………………

2. ……………………………………..

3. ………………………………………

4. ……………………………………….

5. ………………………………………

Activity 2
 1. ……………………………..

2. ……………………………..

3. ……………………………..

Activity 3

1. ……………………………..

2. ……………………………...

3. ……………………………..

4. …………………………….

5. ……………………………..
 BAHAN AJAR

Mata Pelajaran : Bahasa Inggris

Materi Pembelajaran: Descriptive Text (Describing Places)

Kelas/semester : X/1

A. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

KOMPETENSI DASAR INDIKATOR PENCAPAIAN
KOMPETENSI
3.4 Menganalisis fungsi 3.4.1 Mengidentifikasi (C1) fungsi sosial,
sosial, struktur teks, dan unsur struktur teks dan unsur bahasa dalam teks
kebahasaan beberapa teks mengenai memberi dan meminta informasi
deskriptif lisan dan tulis pendek dan sederhana terkait orang, benda
dengan memberi dan meminta dan tempat sesuai dengan konteks
informasi pendek dan penggunaannya.
sederhana terkait orang, benda 3.4.2 Membedakan (C2) fungsi sosial,
dan tempat sesuai dengan struktur teks dan unsur bahasa dari berbagai
konteks penggunaannya. ungkapan mengenai memberi dan meminta
informasi pendek dan sederhana terkait
orang, benda dan tempat sesuai dengan
konteks penggunaannya.
3.4.3 Menganalisis(C4) fungsi sosial,
struktur teks, dan unsur kebahasaan
beberapa teks deskriptif lisan dan tulis
terkait orang sesuai dengan konteks
penggunaannya secara tepat.

4.4 Menyusun teks deskriptif
lisan dan tulis, pendek dan
sederhana, terkait orang,
benda dan tempat, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan, secara benar dan
sesuai konteks
4.4 Menyusun (C6) teks deskriptif lisan dan
tulis, pendek dan sederhana, terkait tempat,
dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan, secara
benar dan sesuai konteks.

B. Tujuan Pembelajaran

1. Setelah peserta didik dan guru mengamati contoh teks deskripsi terkait tempat melalui
gambar dan video dalam Power Point dan melakukan diskusi dengan teliti, peserta
didik dapat mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan teks
deskripsi dengan tepat.
2. Setelah peserta didik dan guru berdiskusi dan berlatih mengenai teks deskripsi terkait
benda dan tempat melalui video dalam PPT, peserta didik dapat membedakan fungsi
sosial, struktur teks dan unsur kebahasaan teks deskripsi dengan benar.
3. Setelah peserta didik dan guru berdiskusi dan berlatih dengan kreatif dan percaya diri
mengenai teks deskripsi terkait benda dan tempat melalui video dalam PPT, peserta
didik mampu menganalisis fungsi sosial, struktur teks dan unsur kebahasaan teks
deskripsi dengan benar.
 4. Setelah peserta didik dan guru berdiskusi dan berlatih dengan kreatif dan percaya diri
mengenai teks deskripsi terkait tempat melalui video dalam PPT, peserta didik mampu
menyusun teks deskripsi sesuai dengan fungsi sosial, struktur teks dan unsur
kebahasaan teks deskripsi dengan benar.

Isi bahan ajar

1. Materi bahan ajar https://www.jagoanbahasainggris.com/2017/11/contoh-

descriptivetext-tentang-tempat-wisata.html
Contoh Descriptive Text 1

Borobudur Temple

Borobudur temple is one of the most beautiful tourist resorts in Indonesia. It is situated
in central Java. Borobudur temple is one of the seven wonders of the world which
needs to be preserved its circumstances. The people all over the world know that
Borobudur is one of the greatest art works that ever known since long time ago.
Borobudur temple was built by Syailendra Dynasty during the eighth century. It needed
more than two million river stones. It is the biggest temple in the world.
After going into some restorations, Borobudur is visited by more and more tourists,
both domestic and foreign tourists. Most of them admire Borobudur temple because of
its beauty, its elegance and the story of the relief on its walls.
Domestic tourists usually go there by bus or private cars, while foreign tourists
like to join travel bureau because they don’t need to think of the transportation,
accommodation, and itinerary. There are some money changers around the location.
It makes them easier to change their money. But some of them like to bring credit cards
and checks.

Contoh Descriptive Text 2

 The Eiffel Tower

The Eiffel Tower is an iron lattice tower located on the Champ de Mars in Paris. Built in 1889,
it has become both a global icon of France and one of the most recognizable structures in the
world. The tower is the tallest building in Paris and the most-visited paid monument in the
world; millions of people ascend it every year.
Named for its designer, engineer Gustave Eiffel, the tower was built as the entrance
arch to the 1889 World's Fair.The tower stands 324 metres (1,063 ft) tall, about the same
height as an 81-story building. Upon its completion, it surpassed the Washington Monument
to assume the title of tallest man-made structure in the world, a title it held for 41 years, until
the Chrysler Building in New York City was built in 1930; however, due to the addition in 1957
of the antenna, the tower is now taller than the Chrysler Building. Not including broadcast
antennas, it is the second-tallest structure in France after the 2004 Millau Viaduct.
The tower has three levels for visitors. Tickets can be purchased to ascend, by stairs or
lift, to the first and second levels. The walk to the first level is over 300 steps, as is the walk
from the first to the second level. The third and highest level is accessible only by elevator.
Both the first and second levels feature restaurants.
The tower has become the most prominent symbol of both Paris and France, often in
the establishing shot of films set in the city.
Contoh Descriptive Text 3

Monas National Monument

The National Monument, or "Monas" as it is popularly called, is one of the monuments built
during the Sukarno era of fierce nationalism. The top of the National Monument (Monas) is
Freedom Square. It stands for the people's determination to achieve freedom and the crowning
of their efforts in the Proclamation of Independence in August 1945. The 137-meter tall marble
obelisk is topped with a flame coated with 35 kg of gold. The base houses a historical museum
and a hall for meditations. The monument is open to the public and upon request the lift can
carry visitors to the top, which offers a bird's eye view on the city and the sea.
Go early to beat the crowds and the haze. It is easy for the less physically able as lifts
take visitors to the top. The diorama exhibition in the basement gives such a distorted view of
Indonesian history.
 This imposing obelisk is Jakarta's most famous landmark. Construction started in 1961
under President Soekarno but was not completed until 1975, under President Soeharto. The
monument houses a couple of museums. The Freedom Hall depicts Indonesia's struggle for
independence through a series of dioramas, whereas the Hall of Contemplation displays the
original Declaration of Independence document and a recording of the speech.
Contoh Descriptive Text 4

Way Kambas National Park

Way Kambas National Park is a national park for elephant sanctuary located in Lampung
precisely in the Labuhan Ratu sub district, East Lampung, Indonesia. Way Kambas National
Park, established in 1985, is the first school for elephant in Indonesia. In the beginning of its
establishment, Way Kambas National Park was named the Elephant Training Center / Pusat
Latihan Gajah (PLG), but the last few years this name was changed into Elephant
Conservation Center / Pusat Konservasi Gajah (PKG), which is expected to become a center
for elephant conservation in taming, training, breeding and conserving elephants. Until now,
this PKG has trained for about 300 elephants which have been deployed to all over the country.
In Way Kambas National Park, there are some endangered animals such as Sumatran
Rhinos, Sumatran elephant, Sumatran tiger, Mentok Rimba, and Buaya sepit. There are also
so some plants which are mostly found there such as Api-api, Pidada, Nipah, and Pandan. On
the marshy coasts of Way Kambas National Park is often found various species of birds, such
as, Lesser Adjutant, Pheasant Blue, Kuau Raja, Pependang Timur, and some other birds.
Contoh Descriptive Text 5
 Pink Beach

Pink Beach or Pantai Merah Muda is one of the beaches in Komodo island, East Nusa
Tenggara. The beach is called Pink Beach because the sand beach is pink. The pink color of
its beach is a mixture of white sand beach colors mixed with crushed coral, shells, calcium
carbonate from marine invertebrates that are very small, and also Foraminifera, microscopic
amoeba that has a red body shell.
At Pink Beach, there are so many marine organisms. No fewer than 1,000 species of
fish, 260 species of coral, and 70 species of sponge can be found here. Having so much
marine life, this place is a proper spot for snorkeling and diving for sea sports lovers.

2. Materi Bahan Ajar dari Modul

1. Definition Descriptive text
The descriptive text is a meaningful text that describes particular person, animals, things
and place.
2. Social function of descriptive text (things and places): To give information
about a particular entity by describing its features, history, and special characteristics.
3. Generic structures of descriptive text (Things and places):
A descriptive text is made up of identification or general statement and description
element. Identification introduces and identifies specific objects (a person, thing, place,
animal, or event) intended to be described.
4. Language features of descriptive text:
Language features of descriptive text (things and places):
- Specific participant: it has a certain object, is not common and unique (only
one). for example: Bandengan beach, my house, Borobudur temple.
- The use of the adjective (an adjective) to clarify the noun, for example: a
beautiful beach, the famous place in jepara, etc.
- The use of simple present tense: The sentence pattern used is simple present
because it tells the fact of the object described.
- Action verb: verbs that show an activity (i.e, run, sleep, walk, cut etc….
- using passive voice
- using noun phrase
- using technical terms
- using general and abstract noun.
- using conjunction of time and cause-effect.
Read and observe the following texts!
Komodo National Park
Flores is one of the most fascinating and beautiful island, located in the
Southern part of Indonesia in East Nusa Tenggara province. Geographically,
Flores is part of Indonesia’s Lesser Sunda islands. From west to east the main Lesser
Sunda islands are Bali, Lombok, Sumbawa, Flores, Sumba, Timor, Alor archipelago,
 Barat Daya islands, and Tanimbar islands. Long hidden in the shadows of its more
famous neighbor Bali, the island of Flores is finally emerging as a unique destination
of its own.
So, after visiting the lair of Komodo dragons, take time to marvel at some
of the wonders of Flores. Here, you can swim in pristine lakes and waterfalls, dive at
one of the 50 spectacular dive sites, go kayaking among craggy coasts and mangrove
shores, explore mysterious caves and be warmly welcomed by the island’s people in
their rituals, dances and daily life. Flores spell adventure, diving, eco-tours, and
mountain climbing interspersed with visits to prehistoric heritage sites, traditional
villages and cultural events. Find some of the world’s most exotic underwater life, dive
in the pristine seas of Komodo, or swim along with huge manta rays, dolphins, and
dugongs on the island of Flores!.
There are 8 major ethnic groups in Flores, namely the Manggarai, Riung,
Ngada, Nage-Keo, Ende, Lio, Sikka and Larantuka. There are also 8 regencies in Flores:
West Manggarai, Manggarai, East Manggarai, Ngada, Nagekeo, Ende, Sikka and East
Flores. Labuan Bajo is the capital of West Manggarai, the gateway to many splendors
of Flores. You can watch Caci dance in Manggarai,a live war dance performed in
numerous traditional ceremonies. The dance is also popular as a warm greeting to
welcome important guests. In East Manggarai, you can visit Rana Tonjong, a vast lake
covered with giant lotus flowers that bloom from April to June. If you love beaches,
don’t forget to sunbathe at Laing Lewe! In Ngada, you can come by and explore Taman
Laut 17 Pulau. Translates as The17 Islands Ocean Park, it was also named in accordance
to Indonesia’s anniversary date on the 17th. Here, you can discover exotic wildlife on
land and beneath the ocean’s waters.
Nagakeo is famous for Pulau Pasir Putih Rii Taa, a pristine pearly white pink is an
island located just around an hour boat ride from the Marapokot harbor in Mbay city.
The renowned three colored Lake Kelimutu is located in Ende. An amazing natural
wonders that you definitely must experience yourself. While in Ende, you can also visit
the unique Pengganjawa beach. With black sand and plenty of stones in turquoise hues
scattered on its shore, a sight that you don’t see often!. Maumere is the capital of Sikka.
Besides the museum and beaches, you can head to Tanjung Kajuwulu and Nilo hill, to
enjoy the soothing view unfolding beneath you. Last but certainly not least is Larantuka,
the capital of East Flores. The city is famous for its Easter celebration named Semana
Santa. A festive march carried off the day of Good Friday, across the heart of Larantuka.
Source:https://www.indonesia.travel/gb/en/destinations/bali-nusatenggara/ labuan-
bajo/komodo-national-park
3. Video
Tempat wisata favorit di Indonesia
https://www.youtube.com/watch?v=ClWsSFSF1Wk&t=49s
 Media Pembelajaran
Mata Pelajaran : Bahasa Inggris

Materi Pembelajaran : Descriptive Text (Places)

Kelas/Semester : X/1

A. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

KOMPETENSI DASAR INDIKATOR PENCAPAIAN
KOMPETENSI
3.4 Menganalisis fungsi 3.4.1 Mengidentifikasi (C1) fungsi sosial,
sosial, struktur teks, dan unsur struktur teks dan unsur bahasa dalam teks
kebahasaan beberapa teks mengenai memberi dan meminta informasi
deskriptif lisan dan tulis pendek dan sederhana terkait tempat sesuai
dengan memberi dan meminta dengan konteks penggunaannya.
informasi pendek dan 3.4.2 Membedakan (C2) fungsi sosial,
sederhana terkait orang, benda struktur teks dan unsur bahasa dari berbagai
dan tempat sesuai dengan ungkapan mengenai memberi dan meminta
konteks penggunaannya. informasi pendek dan sederhana terkait
tempat sesuai dengan konteks
penggunaannya
3.4.3 Menganalisis (C4) fungsi sosial,
struktur teks, dan unsur kebahasaan
beberapa teks deskriptif lisan dan tulis
terkait tempat sesuai dengan konteks
penggunaannya secara tepat.

4.4 Menyusun teks deskriptif
lisan dan tulis, pendek dan
sederhana, terkait orang,
benda dan tempat, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan, secara benar dan
sesuai konteks
4.4 Menyusun (C6) teks deskriptif lisan dan
tulis, pendek dan sederhana, terkait tempat,
dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan, secara
benar dan sesuai konteks.

B. Tujuan Pembelajaran

1. Setelah peserta didik dan guru mengamati contoh teks deskripsi terkait tempat
melalui gambar dan video dalam Power Point dan melakukan diskusi dengan teliti,
peserta didik dapat mengidentifikasi fungsi sosial, struktur teks dan unsur
kebahasaan teks deskripsi dengan tepat.
2. Setelah peserta didik dan guru berdiskusi dan berlatih mengenai teks deskripsi
terkait tempat melalui video dalam PPT, peserta didik dapat membedakan fungsi
sosial, struktur teks dan unsur kebahasaan teks deskripsi dengan benar.
3. Setelah peserta didik dan guru berdiskusi dan berlatih dengan kreatif dan percaya
diri mengenai teks deskripsi tempat melalui video dalam PPT, peserta didik mampu
menganalisis fungsi sosial, struktur teks dan unsur kebahasaan teks deskripsi
dengan benar.
 4. Setelah peserta didik dan guru berdiskusi dan berlatih dengan kreatif dan percaya
diri mengenai teks deskripsi terkait tempat melalui video dalam PPT, peserta didik
mampu menyusun teks deskripsi sesuai dengan fungsi sosial, struktur teks dan unsur
kebahasaan teks deskripsi dengan benar.

C. Isi Media Pembelajaran

1. Video dari YouTube https://www.youtube.com/watch?v=ClWsSFSF1Wk&t=49s

2. PPT
3. Menggunakan Quizizz https://quizizz.com/admin/quiz/62fbabb2bc1194001d752900

4. Google form refleksi pembelajaran

 PENILAIAN
Mata Pelajaran : Bahasa Inggris

Materi Pembelajaran : Descriptive Text (Places)

Kelas/Semester : X/1
A. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

KOMPETENSI DASAR INDIKATOR PENCAPAIAN

3.4 Menganalisis fungsi
sosial, struktur teks, dan unsur
kebahasaan beberapa teks
deskriptif lisan dan tulis
dengan memberi dan meminta
informasi pendek dan
sederhana terkait orang, benda
dan tempat sesuai dengan
konteks penggunaannya.
KOMPETENSI
3.4.1 Mengidentifikasi (C1) fungsi sosial,
struktur teks dan unsur bahasa dalam teks
mengenai memberi dan meminta informasi
pendek dan sederhana terkait orang, benda
dan tempat sesuai dengan konteks
penggunaannya.
3.4.2 Membedakan (C2) fungsi sosial,
struktur teks dan unsur bahasa dari berbagai
ungkapan mengenai memberi dan meminta
informasi pendek dan sederhana terkait
orang, benda dan tempat sesuai dengan
konteks penggunaannya.
3.4.3 Menganalisis(C4) fungsi sosial,
struktur teks, dan unsur kebahasaan
beberapa teks deskriptif lisan dan tulis
terkait orang sesuai dengan konteks
penggunaannya secara tepat.

4.4 Menyusun teks deskriptif
lisan dan tulis, pendek dan
sederhana, terkait orang,
benda dan tempat, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan, secara benar dan
sesuai konteks
4.4 Menyusun (C6) teks deskriptif lisan dan
tulis, pendek dan sederhana, terkait tempat,
dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan, secara
benar dan sesuai konteks.

B. Tujuan Pembelajaran
1. Setelah peserta didik dan guru mengamati contoh teks deskripsi terkait tempat
melalui gambar dan video dalam Power Point dan melakukan diskusi dengan teliti,
peserta didik dapat mengidentifikasi fungsi sosial, struktur teks dan unsur
kebahasaan teks deskripsi dengan tepat.
2. Setelah peserta didik dan guru berdiskusi dan berlatih mengenai teks deskripsi
terkait tempat melalui video dalam PPT, peserta didik dapat membedakan fungsi
sosial, struktur teks dan unsur kebahasaan teks deskripsi dengan benar.
3. Setelah peserta didik dan guru berdiskusi dan berlatih dengan kreatif dan percaya
diri mengenai teks deskripsi tempat melalui video dalam PPT, peserta didik
mampu menganalisis fungsi sosial, struktur teks dan unsur kebahasaan teks
deskripsi dengan benar.
 4. Setelah peserta didik dan guru berdiskusi dan berlatih dengan kreatif dan percaya
diri mengenai teks deskripsi terkait tempat melalui video dalam PPT, peserta didik
mampu menyusun teks deskripsi sesuai dengan fungsi sosial, struktur teks dan unsur
kebahasaan teks deskripsi dengan benar.

C. Instrumen Penilaian
Aspek Pengetahuan
Jenis penilaian : Tes
Bentuk penilaian : PG
Aspek Keterampilan
Jenis penilaian : Non Tes
Bentuk penilaian : Lembar unjuk kerja/observasi/dsb
Aspek Sikap
Jenis penilaian : Non Tes
Bentuk penilaian : Lembar unjuk kerja/observasi/dsb
 Lampiran Penilaian Pengetahuan

Kisi-kisi soal
Jenis
Tujuan Tes/ No Tingkat Bobot
Mapel/KD Indikator Soal Butir Soal Kunci Jawaban
Pembelajaran Bentuk soal kesulitan skor
soal
3.4 Menganalisis 3.4.1 Setelah peserta Diisi dengan Tes Angkor Wat
fungsi sosial, struktur didik dan guru indikator soal yang Tulis
teks, dan unsur mengamati contoh sesuai dengan tujuan PG Angkor Wat was faced a Hindu temple,
kebahasaan beberapa teks deskripsi melalui pembelajaran a man of Budhist temple completed in
teks deskriptif lisan video dalam PPT dan
Cambodia. It is the largest religious
dan tulis dengan melakukan diskusi
memberi dan dengan teliti di dalam monument in the world. The temple wa
meminta informasi Zoom Meeting, built by the Khmer King, Suryawarman
pendek dan peserta didik dapat II in the early twelveth century in
sederhana terkait menganalisis fungsi Yosadapura, the capital of the Khmer
orang, benda dan sosial, struktur teks Empire as this temple of eventual
tempat sesuai dengan dan unsur kebahasaan moslem. It is dedicated to Wisnu. It is
konteks teks deskripsi dengan designed to represent Khmer Meru,
penggunaannya. tepat. frame of the Devis in Hindu mithology
within the mouth and has an outer wall
3.4.2 Setelah peserta which is 3 to 7 km long. It has three
didik dan guru
berdiskusi dan
rectangular galleries which races about
berlatih dengan the neck. At the centre of the temple
kreatif dan percaya stand Queen Cap of Tower.
diri mengenai teks
deskripsi terkait 1. What is the monolog about?
benda melalui video
D Mudah 1
dalam PPT di dalam A. Gallery complex
Zoom Meeting, B. Buddhist technology
peserta didik dapat C. Cambodia
mengevaluasi fungsi
D. Angkor Wat
sosial, struktur teks
dan unsur kebahasaan E. Khmer Empire
teks deskripsi dengan
benar.
2 In the twelfth century which Empire
was strong enough to build the biggest
temple of the world?

A. Khmer Empire
B. Old Empire Sedang 2
A
C. Yosadapura Empire
D. The King Empire
E. Buddhist Empire

Paris

Paris is the capital city of France. It is

one of the most bautiful cities in the
world. It is also one of the world’s most
crowded cities. Lovely gardens and
parks are found throughout Paris. At
night, many palaces and statues are lit
up. For this reason, Paris is often called
the city of light. Every year, millions of
people visit Paris. The most popular
place is the Eiffel Tower. This huge
structure has become the symbol of
Paris. D’Louvre, one of the world’s
largest art museums draws many
visitors. The Cathedral Notre Dame, a
 famous church, is another favourite
place to visit.

What is the monologue about?

3
A Mudah 1
A. Paris
B. The Louvre
C. Notre Dame
D. The Crowded City
E. The City of Light

4 What has become the symbol of Paris?

A. The Louvre
B. The Cathedral
Sedang
C. The Eifel Tower C
3
D. The Lovely Garden
E. The Light Structure

Kediri

Kediri is a name of a town. It is situated

in a valley between the Kelud and
Willis mountains and inhabited by
about 1.3 million people. In the centre
of the town there is a large hill which
called the Dathok Mountain. Because
of the topographyof the region, Kediri
 is called a chilly town by the locals.
There is a big river called Brantas
cutting off the centre of the town.
Beside the temples, Kediri is also
famous for its products like cigarettes
and a special kind of tofu or bean curd.
This highly nutritious food is delicacy
of Kediri and has a distinctive taste.
The cigarettes factory dominates the
town economy and employs the
majority of the women labour force.
Kediri and the cigarettes factory are
inseparable and it is considered the
biggest cigarette factory in Indonesia.
Most of the local people work in this
factory. Those who do not work here
are farmers or traders.

5 What does the text above tell about?

C
A. The history of Kediri Sulit 3
B. The famous products of Kediri
C. The description of Kediri
D. The people
E. 1.3 million people

6 Which one has a distinctive taste?

A. The cigarette Sedang 3

B. The special food C
C. The bean curd
 D. The highly nutritious food
E. Tofu

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 animals in the world: orang
utans. (orientation/identification)
7
What does the author mean by saying D Sulit 4
that Tanjung Putting National Park is a
real jungle? (Jawaban D)

A. Because many visitors come to

this place because of its
amazing nature
B. Because in Tanjung Putting
National Park people can only
find orang utans
C. Because It is located in
Kalimantan Peninsula
 D. Because we can find many
varieties of interesting animals.
E. Because It is home to the animal

To see orangutans, we should go to

Camp Leakey, which is located in the
heart of Tanjung Puting National Park.
Camp Leakey is a rehabilitation place
for ex-captive orang utans and also a
preservation site. It is also a famous
center for research about orangutans
which has been conducted by the
famous primatologist Dr. Birute
Galdikas since 1971. Here visitors can
see daily feedings to orangutans at
jungle platforms as part of the
rehabilitation process to their natural
habitat. This event gives them
opportunity to see orangutans up close.

8 Why do the orang utans need to be

rehabilitated?

A. Because they need to be

preserved.
B. Because they are the subject of
research
C. Because they are not used to
living in the jungle
D. Because they need to be seen by
the visitors
 E. Because they are almost extinct C Sulit 4

The Kasepuhan Keraton (Palace) is

located in the sub-district of
Lemahwungkuk in the City of Cirebon,
built by Prince Mas Mochammad Arifin
II in 1529. This is, therefore, the oldest
palace in Java with the longest history.
All royal families of Cirebon still live
on until today, but all are now, of
course, subjects of the Republic of
Indonesia.

Standing on a total area of 10 hectares,

the Kasepuhan Keraton is the largest,
most impressive, and best kept among
the Cirebon palaces, where every niche
carries its own historic significance.
The inner buildings are all painted
white where the throne room, living
rooms of the royal household, and
reception areas to meet guests are
found. The palace stands on the south
side facing the large green square
where stands the Sang Cipta Rasa
Grand Mosque on the western side.

Another interesting feature of the

palace is the Lawang Sanga Building
located on its south side, directly on the
 banks of Krayan River. This is the tax
and customs office during the reign of
the Cirebon Kingdom. All goods from
overseas entering the kingdom must
pass Krayan River where the King’s
officials will levy the necessary
customs duty. This building is most
significant for the wealth and welfare of
the kingdom.

What is the purpose of the text?

9
A. To describe a palace
A Sedang 2
B. To introduce royal families
C. To relate the Cirebon Kingdom
D. To describe the condition of a
palace
E. To inform tourist attractions in
Cirebon

10 What is the most attractive thing of the

place? Its...

A. events D Sedang
B. building process 2
C. beautiful scenery
D. architectural buildings
E. atmosphere
Lampiran Instrumen Penilaian Pengetahuan

TES HASIL BELAJAR

NAMA SEKOLAH : SMKN 1 Cikalongkulon
MATA PELAJARAN : Bahasa Inggris
MATERI : DESCRIPTIVE TEXT
KELAS/SEMESTER : X/1
ALOKASI WAKTU : 45 menit
JUMLAH SOAL : 10

Nama peserta didik : Kelas:

Petunjuk Umum
1. Tulislah identitas dengan jelas dan lengkap.
2. Perhatikan petunjuk soal dengan teliti.
3. Bacalah soal dengan baik.
4. Jawablah soal langsung pada lembar soal.

For question no 1-2, read the text below!

Angkor Wat

Angkor Wat was faced a Hindu temple, a man of Budhist temple completed in Cambodia. It is
the largest religious monument in the world. The temple wa built by the Khmer King,
Suryawarman II in the early twelveth century in Yosadapura, the capital of the Khmer Empire
as this temple of eventual moslem. It is dedicated to Wisnu. It is designed to represent Khmer
Meru, frame of the Devis in Hindu mithology within the mouth and has an outer wall which is
3 to 7 km long. It has three rectangular galleries which races about the neck. At the centre of
the temple stand Queen Cap of Tower.

1. What is the monolog about?

A. Gallery complex
B. Buddhist technology
C. Cambodia
D. Angkor Wat
E. Khmer Empire

2. In the twelfth century which Empire was strong enough to build the biggest temple of
the world?

A. Khmer Empire
B. Old Empire
C. Yosadapura Empire
D. The King Empire
E. Buddhist Empire

For questions number 3-4, Read the text below!

Paris

Paris is the capital city of France. It is one of the most bautiful cities in the world. It is also
one of the world’s most crowded cities. Lovely gardens and parks are found throughout Paris.
At night, many palaces and statues are lit up. For this reason, Paris is often called the city of
light. Every year, millions of people visit Paris. The most popular place is the Eiffel Tower.
This huge structure has become the symbol of Paris. D’Louvre, one of the world’s largest art
museums draws many visitors. The Cathedral Notre Dame, a famous church, is another
favourite place to visit.

3. What is the monologue about?

A. Paris
B. The Louvre
C. Notre Dame
D. The Crowded City
E. The City of Light

4. What has become the symbol of Paris?

A. The Louvre
B. The Cathedral
C. The Eifel Tower
D. The Lovely Garden
E. The Light Structure

For questions number 5-6, read the text below!

Kediri

Kediri is a name of a town. It is situated in a valley between the Kelud and Willis mountains
and inhabited by about 1.3 million people. In the centre of the town there is a large hill which
called the Dathok Mountain. Because of the topographyof the region, Kediri is called a chilly
town by the locals. There is a big river called Brantas cutting off the centre of the town.
Beside the temples, Kediri is also famous for its products like cigarettes and a special kind of
tofu or bean curd. This highly nutritious food is delicacy of Kediri and has a distinctive taste.
The cigarettes factory dominates the town economy and employs the majority of the women
labour force. Kediri and the cigarettes factory are inseparable and it is considered the biggest
cigarette factory in Indonesia. Most of the local people work in this factory. Those who do
not work here are farmers or traders.

5. What does the text above tell about?

A. The history of Kediri

B. The famous products of Kediri
C. The description of Kediri
D. The people
E. 1.3 million people

6. Which one has a distinctive taste?

A. The cigarette
B. The special food
C. The bean curd
D. The highly nutritious food
E. Tofu

For questions number 7-8, read the text below!

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 animals in the world: orang utans. (orientation/identification)

7. What does the author mean by saying that Tanjung Putting National Park is a real
jungle?

A. Because many visitors come to this place because of its amazing nature
B. Because in Tanjung Putting National Park people can only find orang utans
C. Because It is located in Kalimantan Peninsula
D. Because we can find many varieties of interesting animals.
E. Because It is home to the animal

8. Why do the orang utans need to be rehabilitated?

A. Because they need to be preserved.

B. Because they are the subject of research
C. Because they are not used to living in the jungle
D. Because they need to be seen by the visitors
E. Because they are almost extinct

For questions number 9-10, read the text below!

The Kasepuhan Keraton (Palace) is located in the sub-district of Lemahwungkuk in the City
of Cirebon, built by Prince Mas Mochammad Arifin II in 1529. This is, therefore, the oldest
palace in Java with the longest history. All royal families of Cirebon still live on until today,
but all are now, of course, subjects of the Republic of Indonesia.

Standing on a total area of 10 hectares, the Kasepuhan Keraton is the largest, most
impressive, and best kept among the Cirebon palaces, where every niche carries its own
historic significance. The inner buildings are all painted white where the throne room, living
rooms of the royal household, and reception areas to meet guests are found. The palace stands
on the south side facing the large green square where stands the Sang Cipta Rasa Grand
Mosque on the western side.

Another interesting feature of the palace is the Lawang Sanga Building located on its south
side, directly on the banks of Krayan River. This is the tax and customs office during the
reign of the Cirebon Kingdom. All goods from overseas entering the kingdom must pass
Krayan River where the King’s officials will levy the necessary customs duty. This building
is most significant for the wealth and welfare of the kingdom.

9. What is the purpose of the text?

A. To describe a palace
B. To introduce royal families
C. To relate the Cirebon Kingdom
D. To describe the condition of a palace
E. To inform tourist attractions in Cirebon

10. What is the most attractive thing of the place? Its...

A. events
B. building process
C. beautiful scenery
D. architectural buildings
E. atmosphere
Pedoman penskoran soal Pilihan Ganda
NOMOR
SOAL SKOR KETERANGAN

1. 1 Apabila jawaban peserta didik benar

0 Apabila jawaban peserta didik salah
2. 2 Apabila jawaban peserta didik benar
0 Apabila jawaban peserta didik salah
3. 1 Apabila jawaban peserta didik benar
0 Apabila jawaban peserta didik salah
4. 3 Apabila jawaban peserta didik benar
0 Apabila jawaban peserta didik salah
5. 3 Apabila jawaban peserta didik benar
0 Apabila jawaban peserta didik salah
6. 3 Apabila jawaban peserta didik benar
0 Apabila jawaban peserta didik salah
7. 4 Apabila jawaban peserta didik benar
0 Apabila jawaban peserta didik salah
8. 4 Apabila jawaban peserta didik benar
0 Apabila jawaban peserta didik salah
9. 2 Apabila jawaban peserta didik benar
0 Apabila jawaban peserta didik salah
10. 2 Apabila jawaban peserta didik benar
0 Apabila jawaban peserta didik salah

Rumus memperoleh nilai = Jumlah skor benar x 2

5
Penilaian Pengetahuan
NO NAMA PESERTA DIDIK SKOR NILAI KETERANGAN
LULUS BELUM
LULUS
1 ALDI AHMAD FAUZI

2 ALYA WANDIRA

3 ANDINI ADELIA

4 ASRI RIANTI

5 DESI RAHMAWATI

6 DINA NURMALA

7 DYANI PUTRI WANDIRA

8 FANI FADILAH ZAINI

9 FARID SURYA AJI

10 HOERUNNISA FAOZILAH

11 INTAN NURUL SOPIAN

12 JULIA HARIRI NISA

13 LULU AMALIA

14 MEMEY MAESHA

15 MOCH SULTAN RIZKI

16 MUHAMAD RIVAN

17 NAILA NUR ANNISA

18 NAZWA SAFITRI
 19 NOVI SULIS TIAWATI

20 PATMAWATI

21 RAHMA AMELIA

22 REVA RIANTI FADILLA

23 REZA FAUZAN
FEBRIANSYAH
24 RISMA SEPTIANI

25 SANTI AULIA

26 SERLI ROSALINA

27 SINTIA HOERUNISA

28 SITI RAHAYU ARDINI

29 SITI WULAN SARI

30 SITI ZAHRA NURAULIA

31 WIWI ROBIATUL
ADAWIYAH
32 WULAN SRI RAHAYU

Instrumen Penilaian Keterampilan

Menyusun Teks Deskripsi
No. Kriteria jawaban/Aspek yang dinilai Tingkat Skor
1. Isi
• Amat memahami; amat luas dan lengkap; amat terjabar; amat Amat baik 4
sesuai dengan kutipan.
• Memahami; luas dan lengkap; terjabar; sesuai dengan kutipan, Baik 3
meskipun kurang terinci.
• Memahami secara terbatas; kurang lengkap; kurang terjabar; Sedang 2
kurang terinci. Kurang 1
• Tidak memahami isi; tidak mengena.
2. Kosakata dan Diksi
• Amat luas; penggunaan amat efektif; amat menguasai Amat baik 4
pembentukan kata; pemilihan kata amat tepat.
• Luas; penggunaan efektif; menguasai pembentukan kata; Baik 3
pemilihan kata yang tepat.
• Terbatas; kurang efektif; kurang menguasai pembentukan kata; Sedang 2
pemilihan kata kurang tepat.
• Seperti terjemahan; tidak memahami pembentukan kata; tidak Kurang 1
menguasai kata-kata.
3. Bahasa (Tata Bahasa dan Struktur)
• Amat menguasai tata bahasa; amat sedikit kesalahan penggunaan Amatbaik 4
dan penyusunan kalimat dan kata-kata.
• Penggunaan dan penyusunan kalimat sederhana; sedikit kesalahan Baik 3
tata bahasa tanpa mengaburkan makna.
• Kesulitan dalam penggunaan dan penyusunan kalimat sederhana; Sedang 2
kesalahan tata bahasa yang mengaburkan makna. Kurang
• Tidak menguasai penggunaan dan penyusunan kalimat ; tidak 1
komunikatif.
4. Penulisan (Ejaan dan Tanda Baca)
• Amat menguasai kaidah penulisan kata dan ejaan. Amatbaik 4
• Menguasai kaidah penulisan kata dan ejaan, dengan sedikit Baik
kesalahan. Sedang 3
• Kurang menguasai kaidah penulisan kata dan ejaan, dengan 2
banyak kesalahan. Kurang
• Tidak menguasai kaidah penulisan kata dan ejaan, tulisan sulit 1
dibaca.
5. Kerapian
• Terbaca, bersih dan rapi. Amat baik 4
 • Terbaca, bersih, tapi tidak rapi. Baik 3
• Terbaca, tidak bersih dan tidak rapi. Sedang 2
• Tidak terbaca, tidak bersih, dan tidak rapi. Kurang 1

Penilaian Keterampilan

Menyusun teks Deskripsi

No Nama Peserta Didik

4 3 2 1
1 ALDI AHMAD FAUZI

2 ALYA WANDIRA

3 ANDINI ADELIA

4 ASRI RIANTI

5 DESI RAHMAWATI

6 DINA NURMALA

7 DYANI PUTRI WANDIRA

8 FANI FADILAH ZAINI

9 FARID SURYA AJI

10 HOERUNNISA
FAOZILAH
11 INTAN NURUL SOPIAN

12 JULIA HARIRI NISA

13 LULU AMALIA

14 MEMEY MAESHA

15 MOCH SULTAN RIZKI

16 MUHAMAD RIVAN

17 NAILA NUR ANNISA

18 NAZWA SAFITRI

19 NOVI SULIS TIAWATI

20 PATMAWATI

21 RAHMA AMELIA

22 REVA RIANTI FADILLA

23 REZA FAUZAN
FEBRIANSYAH
24 RISMA SEPTIANI

25 SANTI AULIA

26 SERLI ROSALINA

27 SINTIA HOERUNISA
28 SITI RAHAYU ARDINI

29 SITI WULAN SARI

30 SITI ZAHRA NURAULIA

31 WIWI ROBIATUL
ADAWIYAH
Penilaian Sikap
No Nama Peserta
Didik
Percaya Diri Mandiri Kreatif Gotong royong

4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
1 ALDI AHMAD
FAUZI
2 ALYA WANDIRA

3 ANDINI ADELIA

4 ASRI RIANTI

5 DESI
RAHMAWATI
6 DINA NURMALA

7 DYANI PUTRI
WANDIRA
8 FANI FADILAH
ZAINI
9 FARID SURYA AJI

10 HOERUNNISA
FAOZILAH
11 INTAN NURUL
SOPIAN
12 JULIA HARIRI
NISA
13 LULU AMALIA

14 MEMEY MAESHA

15 MOCH SULTAN
RIZKI
16 MUHAMAD
RIVAN
17 NAILA NUR
ANNISA
18 NAZWA SAFITRI

19 NOVI SULIS
TIAWATI
20 PATMAWATI

21 RAHMA AMELIA

22 REVA RIANTI
FADILLA
23 REZA FAUZAN
FEBRIANSYAH
24 RISMA SEPTIANI

25 SANTI AULIA

26 SERLI ROSALINA

27 SINTIA
HOERUNISA
28 SITI RAHAYU
ARDINI
29 SITI WULAN SARI

30 SITI ZAHRA
NURAULIA
 31 WIWI ROBIATUL
ADAWIYAH
32 WULAN SRI
RAHAYU

Rubrik/Pedoman Penskoran
No Indikator Rubrik Penilaian

4 3 2 1
1 Percaya diri Berani tampil, Cukup berani Kurang berani Tidak berani
berpendapat tampil, tampil, tampil,
atau menjawab berpendapat berpendapat berpendapat
pertanyaan atau menjawab atau menjawab atau menjawab
pertanyaan pertanyaan pertanyaan

2 Mandiri Mampu Cukup mampu Kurang mampu Tidak mampu

mengerjakan mengerjakan mampu mengerjakan
tugas individu tugas individu mengerjakan tugas individu
dan dan tugas individu dan
mengerjakan mengerjakan dan mengerjakan
tes tanpa tes tanpa mengerjakan tes tanpa
bantuan orang bantuan orang tes tanpa bantuan orang
lain kelompok lain kelompok bantuan orang lain
lain

3 Kreatif Kreatif dalam Cukup kreatif Kurang kreatif Tidak kreatif

mengemukakan dalam dalam dalam
gagasan atau mengemukakan mengemukakan mengemukakan
pendapat dan gagasan atau gagasan atau gagasan atau
menyelesaikan pendapat dan pendapat dan pendapat dan
tugas menyelesaikan menyelesaikan menyelesaikan
tugas tugas tugas

4 Gotong Terlibat aktif Cukup terlibat Kurang terlibat Tidak terlibat

royong dalam aktif dalam aktif dalam aktif dalam

mendorong mendorong mendorong mendorong

kerja sama di kerja sama di kerja sama di kerja sama di
dalam dalam dalam dalam
kelompok

Rumus untuk memperoleh Nilai

Daftar Nilai Sikap Peserta Didik

NO NAMA PESERTA DIDIK SKOR NILAI KETERANGAN
LULUS BELUM LULUS
1 ALDI AHMAD FAUZI

2 ALYA WANDIRA

3 ANDINI ADELIA

4 ASRI RIANTI
5 DESI RAHMAWATI

6 DINA NURMALA

7 DYANI PUTRI WANDIRA

8 FANI FADILAH ZAINI

9 FARID SURYA AJI

10 HOERUNNISA FAOZILAH

11 INTAN NURUL SOPIAN

12 JULIA HARIRI NISA

13 LULU AMALIA

14 MEMEY MAESHA

15 MOCH SULTAN RIZKI

16 MUHAMAD RIVAN

17 NAILA NUR ANNISA

18 NAZWA SAFITRI

19 NOVI SULIS TIAWATI

20 PATMAWATI

21 RAHMA AMELIA

22 REVA RIANTI FADILLA

23 REZA FAUZAN
FEBRIANSYAH
24 RISMA SEPTIANI

25 SANTI AULIA

26 SERLI ROSALINA

27 SINTIA HOERUNISA

28 SITI RAHAYU ARDINI

29 SITI WULAN SARI

30 SITI ZAHRA NURAULIA

31 WIWI ROBIATUL
ADAWIYAH
32 WULAN SRI RAHAYU