MODUL AJAR

Informasi Umum

Penyusun Mar’atus Sholikhah Kelas/Jenjang 10 / Sekolah

Sekolah Menengah Kejuruan

Instansi SMKN 11 Malang Mata pelajaran Bahasa Inggris

(AKREDITASI A)
<,

Alokasi Waktu 1 kali pertemuan Jumlah Siswa/ 20 / Siswa Unggulan

(45 menit) Target Peserta

Profil Pelajar ● Beriman, bertakwa Model & Metode ● Tatap Muka

Pancasila kepada Tuhan YME, Pembelajaran ● Pendekatan
dan Berakhlak Mulia GBA (Genre
● Berkebhinekaan Based
Global Approach)
● Bergotong-royong ● Metode TBLT
● Mandiri
● Bernalar Kritis
● Kreatif

Fase E Domain Mapel Menulis -

Mempresentasikan
(WP)

Materi Report Text Topik Healthy Food

Teaching aids Proyektor, LCD, Level B1 (Intermediate)

dan Teaching Laptop, Worksheet Kemampuan
media Paper, Double tip, Siswa
Peardeck, Wordwall,
Print out paragraphs.

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 Komponen Utama

Capaian Pembelajaran Umum

Pada akhir Fase E, peserta didik menggunakan teks lisan, tulisan dan visual dalam bahasa
Inggris untuk berkomunikasi sesuai dengan situasi, tujuan, dan pemirsa/ pembacanya. Berbagai
jenis teks seperti narasi, deskripsi, prosedur, eksposisi, recount, report, dan teks otentik menjadi
rujukan utama dalam mempelajari bahasa Inggris di fase ini. Peserta didik menggunakan
bahasa Inggris untuk menyampaikan keinginan/perasaan dan berdiskusi mengenai topik yang
dekat dengan keseharian mereka atau isu yang hangat sesuai usia peserta didik di fase ini.
Mereka membaca teks tulisan untuk mempelajari sesuatu/mendapatkan informasi. Keterampilan
inferensi tersirat ketika memahami informasi, dalam bahasa Inggris mulai berkembang. Peserta
didik memproduksi teks tulisan dan visual yang lebih beragam, dengan kesadaran terhadap
tujuan dan target pembaca.

Capaian Pembelajaran Elemen (Menulis - Mempresentasikan)

Pada akhir Fase E, peserta didik menulis berbagai jenis teks fiksi dan non-fiksi, melalui aktivitas
yang dipandu, menunjukkan kesadaran peserta didik terhadap tujuan dan target pembaca.
Mereka membuat perencanaan, menulis, mengulas dan menulis ulang berbagai jenis tipe teks
dengan menunjukkan strategi koreksi diri, termasuk tanda baca dan huruf besar. Mereka
menyampaikan ide menggunakan kosakata dan kata kerja umum dalam tulisannya. Mereka
menyajikan informasi menggunakan berbagai mode presentasi untuk menyesuaikan dengan
pembaca/pemirsa dan untuk mencapai tujuan yang berbeda-beda, dalam bentuk cetak dan
digital.

Tujuan Pembelajaran

Pada akhir pembelajaran, siswa kelas 10 diharapkan mampu untuk:

● Menggunakan pengetahuan mereka mengenai fungsi sosial, struktur teks, serta unsur
kebahasaan dari teks report untuk menyusun teks report sederhana mengenai salah satu
jenis makanan sehat untuk mencegah penyakit magh sesuai dengan konteks yang diberikan
dengan susunan teks dan unsur kebahasaan yang baik dan benar.
● Mempresentasikan hasil teks report yang telah disusun sebelumnya berdasarkan konteks
yang diberikan melalui kegiatan presentasi di depan kelas serta pembuatan artikel di blog
dengan minimal 250 kata.

Langkah-langkah Pembelajaran

Langkah-langkah yang perlu dilakukan guru sebelum melakukan pembelajaran tatap muka:
● Menyiapkan papan tulis, laptop, serta proyektor LCD.
● Menyiapkan Peardeck untuk penjelasan materi.
● Menyiapkan worksheet, Wordwall, serta print out paragraphs yang akan digunakan oleh
siswa untuk melakukan tugas pertama.
● Menyiapkan buku presensi siswa.

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Pre-Teaching (5 menit)

● Peserta didik ditanya mengenai kabar serta dicek kehadirannya.

● Peserta didik diajak bermain Picture Riddles Game sebagai warming up sebelum
masuk ke pembelajaran.
(Link games dapat dilihat pada bagian media pembelajaran)
● Peserta didik mendapatkan penjelasan mengenai topik materi, tujuan pembelajaran,
serta agenda yang akan dilakukan pada pertemuan tersebut.

Whilst-Teaching (36 menit)

BKoF ● Peserta didik bertanya jawab dengan guru mengenai jenis makanan yang
(5 menit) baik dan buruk untuk penyakit asam lambung serta bertanya jawab
dengan guru mengenai hal-hal yang berhubungan dengan report teks
dengan menjawab beberapa pertanyaan berikut:
1. What do you usually call the name of condition when someone having
sick on their stomach because late to eat food, when you want to
vomit?
2. When you have a symptoms of gerd or gastritis, what do you usually
do?
3. Have you ever looked for information on the internet about some food
that you can eat to help you?
4. Don’t you think that the information is very helpful?
*diintegrasikan dengan pertanyaan pemantik

MoT ● Peserta didik mendapatkan penjelasan materi mengenai mengenai fungsi

(14 menit) sosial, struktur teks, serta unsur kebahasaan yang ada pada report teks
dan berpartisipasi aktif dalam menjawab beberapa soal pada
pembelajaran bersama guru melalui Peardeck. (Link peardeck dapat
dilihat pada bagian media pembelajaran)

JCoT ● Peserta didik akan mendapatkan Task 1 untuk menyusun report teks
(15 menit) secara berkelompok serta mempresentasikan hasil pekerjaannya di depan
kelas. Instruksi mengenai task 1 ini dapat dilihat lebih lanjut pada
lampiran 1
● Satu kelompok berisi 4 siswa, 1 siswa menjadi leader, 3 siswa menjadi
anggota. Pemilihan kelompok dilakukan dengan cara berhitung.
● Setiap kelompok akan mendapatkan satu nama makanan sehat secara
acak melalui wordwall.net, diantaranya adalah ginger, oat, banana,
broccoli, yougurt.
(Link Wordwall dapat dilihat pada bagian media pembelajaran)
● Leader bertugas untuk mengambil general classification paragraf yang
telah disediakan oleh guru sesuai dengan topik yang didapatkan oleh
kelompoknya, membagi tugas pengerjaan description paragraf, serta
mempresentasikan hasil pekerjaan kelompoknya.
List paragraph dapat dilihat dan dicetak pada lampiran 3
● 3 anggota lainnya bertugas untuk mengerjakan descriptions paragraf.
Masing-masing akan membuat 1-2 kalimat yang mendeskripsikan topik
yang didapatkan, mencakup physical characteristic/appearance, nutrient

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 content, dan function.
● Dibawah pantauan guru, siswa harus bekerjasama dalam kelompok untuk
menyusun report teks sesuai dengan topik yang didapatkan.
● Setelah 8 menit, perwakilan kelompok akan maju membacakan text yang
sudah disusun di depan teman-teman kelas.
● Hasil kerja dari setiap kelompok diserahkan kepada guru yang akan
digunakan sebagai bahan penilaian untuk writing.

ICoT ● Peserta didik akan mendapatkan Task 2 berupa take home project untuk
(2 menit) membuat report text dari informasi yang terdapat di beberapa website
yang telah disediakan oleh guru.
● Siswa bertugas untuk mengubah teks dalam website tersebut menjadi
jenis teks report sesuai dengan generic structure serta language features
yang baik dan benar.
● Kemudian, siswa diminta untuk menganalisis teks yang telah dibuat dari
segi generic structure dan language features dari teks report.
● Hasil dari pekerjaan siswa diunggah pada website blog pribadi siswa.
● Instruksi lebih lanjut mengenai task 2 dapat dilihat pada lampiran 4

Post-Teaching (4 menit)

● Peserta didik menyampaikan refleksi terkait materi yang mereka pelajari di pertemuan
hari ini. Refleksi dilakukan dengan cara menjawab pertanyaan yang terdapat di
Peardeck, dapat berupa pertanyaan seperti:
1. In one minute, write the most important thing from today’s lesson.
2. How well did you like this lesson?
3. What do you think about the media used in todays class?
● Peserta didik dapat mengajukan pertanyaan terkait materi.

Assessment

Assessment awal (Warm-up/ Formative)

Peserta didik dipilih secara random dan diberikan pertanyaan pemantik oleh guru dalam
rangka membangun minat mereka terhadap topik yang akan dibahas sebelum masuk untuk
membahas materi lebih lanjut, seperti:
1. What do you usually call the name of condition when someone having sick on their
stomach because late to eat food, when you want to vomit?
2. When you have a symptoms of gerd or gastritis, what do you usually do?
3. Have you ever looked for information on the internet about some food that you can
eat to help you?
4. Don’t you think that the information is very helpful?

Assessment proses (Formative)

● Peserta didik akan mendapatkan tugas untuk menyusun report teks secara
berkelompok serta mempresentasikan hasil pekerjaannya di depan kelas.

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 ● Akan ada 5 kelompok, setiap kelompok berisi 4 siswa, 1 siswa menjadi leader, 3 siswa
menjadi anggota. Setiap kelompok akan mendapatkan satu nama makanan sehat untuk
menjadi judul report text, pemilihan dilakukan secara acak menggunakan wordwall.net,
diantaranya adalah ginger, oat, banana, broccoli, yougurt.
● Dibawah pantauan guru, siswa harus bekerjasama dalam kelompok untuk menyusun
report teks sesuai dengan topik yang didapatkan.
● Setelah 8 menit, perwakilan kelompok akan maju membacakan text yang sudah
disusun di depan teman-teman kelas.
Instruksi lebih lanjut mengenai tugas, list paragraf untuk dicetak, serta scoring rubric
dapat dilihat pada lampiran 1, 2, dan 7.

Assessment akhir (Summative)

● Peserta didik mendapatkan take home project untuk membuat report text dari informasi
yang terdapat di beberapa website yang disediakan oleh guru.
● Siswa bertugas untuk mengubah teks dalam website tersebut menjadi jenis teks report
sesuai dengan generic structure serta language features yang baik dan benar.
● Kemudian, siswa diminta untuk menganalisis teks yang telah dibuat dari segi generic
structure dan language features dari teks report.
Instruksi lebih lanjut mengenai tugas serta scoring rubric dapat dilihat pada lampiran 4
dan 7.

Materi Pembelajaran

Peserta didik dapat mengakses materi pembelajaran pada link atau barcode student-paced
learning mode, sedangkan guru bisa mengakses link atau barcode Google Slides untuk
presentasi:

https://bit.ly/StudentsPearDeck https://bit.ly/GoogleSlidesMaterial
(student-paced learning mode) (Google slides presentation)

Pemahaman bermakna

1. Fungsi sosial
Siswa mampu menginformasikan kepada pembaca atau pendengar mengenai hasil
laporan dari suatu analisis, observasi, atau penelitian yang telah dilakukan
berdasarkan fakta yang ada.
2. Struktur Teks

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 Siswa mampu menyusun teks report berdasarkan generic structure yang sesuai yaitu
a. General Classification (berisi deskripsi general mengenai objek yang dibahas)
b. Descriptions (berisi deskripsi yang lebih terperinci mengenai objek yang sedang
dibahas, baik dari segi physical appearance, habit/behavior, function, etc)
3. Unsur Kebahasaan
Siswa mampu menggunakan unsur kebahasaan di dalam penyusunan teks report
dengan baik dan benar, yang meliputi:
● General Noun: penggunaan kata benda yang bersifat umum (e.g.: Cat, Banana,
Rice, Yogurt, etc.)
● Simple Present Tense: penggunaan kata kerja bentuk sekarang untuk menyatakan
kenyataan asli (e.g.: Brown rice contains many nutrients.)
● Passive Voice (e.g.: It's cooked in twice the volume of water.)
● Adverb of Frequency (e.g.: usually, always, commonly, etc.)
● Scientific Terms: penggunaan kata-kata scientific untuk menyatakan deskripsi dari
objek, biasanya digunakan untuk menjelaskan nama latin (e.g.: Oryza Sativa →
Rice, Cucumis Sativus → Cucumber, etc.)

Media Pembelajaran

● Link Picture Riddles Game dapat diakses pada link berikut:

https://bit.ly/PictureRiddlesGame
● Link materi pembelajaran dapat diakses pada link berikut:
https://bit.ly/StudentsPearDeck (student-paced learning mode)
● Link pemilihan topik task 1 dapat diakses pada link berikut:
https://wordwall.net/resource/57113208
● Worksheet untuk kegiatan kelompok dapat dicetak (Lihat pada lampiran 2)
● List paragraf untuk task 1 yang dapat dicetak, digunting, dan diberikan double-tip (Lihat pada
lampiran 3)

Pengayaan

Peserta didik dapat menambah pengetahuan secara mandiri dengan mengunjungi link di bawah:
● britishcourse.com/report-text-definition-purposes-generic-structures-language-features.php
● https://www.english-academy.id/blog/report-text-adalah
● www.youtube.com/watch?v=6XUVe09VXYA&t=301s&pp=ygULcmVwb3J0IHRleHQ%3D

Atau mencoba berlatih menjawab soal-soal pada liveworksheet:

● https://www.liveworksheets.com/worksheets/en/English_language/Reading_comprehension/
Report_Text_dz2845483bh
● https://www.liveworksheets.com/sj1553947ay

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Daftar Pustaka

Brown Rice. (n.d.). Nuova Terra. Retrieved May 26, 2023, from
https://www.nuovaterra.net/ingredienti/brown-rice/
Cucumber. (n.d.). New World Encyclopedia. Retrieved May 25, 2023, from
https://www.newworldencyclopedia.org/entry/Cucumber
English Pedia (Director). (2022). Report Text Lengkap | Teks Laporan Bahasa Inggris | Function,
Structures, Language Features [Film].
Oral Presentation Rubric. (n.d.). Oral Presentation Grading Rubric. Retrieved May 27, 2023,
from
https://pages.cs.wisc.edu/~david/courses/cs758/Fall2010/handouts/Oral_presentation_gr
ading.pdf
Speaking Rubric. (n.d.). Rubric Speaking. Retrieved May 27, 2023, from
https://www.dcs.k12.oh.us/cms/lib07/OH16000212/Centricity/Domain/104/Rubric_Speaki
ng.pdf
Syarifah, M. (2018). Contoh Rubrik dan Lembar Penilaian, Sikap, Pengetahuan dan
Keterampilan. Mushlihatun Syarifah. Retrieved May 27, 2023, from
https://www.msyarifah.my.id/2018/01/26/contoh-rubrik-dan-lembar-penilaian-sikap-penget
ahuan-dan-keterampilan/
Yulanda, E. S. (2018). IMPROVING STUDENTS’ ENGLISH WRITING THROUGH
THINK-PAIR-SHARE.
https://repository.ar-raniry.ac.id/id/eprint/3576/1/Erika%20Sari%20Yulanda.pdf

Daftar Lampiran

I. Instruksi Task 1 …………………………………………………………….………(halaman 8)

II. Lembar Kerja Siswa Task 1 .….…….….………….…….……..….……….…….(halaman 9)
III. List Paragraf Task 1………………………………………………………………..(halaman 24)
IV. Instruksi Task 2 …………………….………………………………………………(halaman 26)
V. Test Specification untuk Task 1 ……………………………………………….....(halaman 27)
VI. Test Specification untuk Task 2 ………………………………………………….(halaman 28)
VII. Scoring rubric
A. Task 1 …………………………………………………………………...…(halaman 29)
B. Task 2 ……………………………………………………………………...(halaman 31)
C. Penilaian sikap ……………………………………………………………(halaman 32)

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 Activity 1
(Instruction)
Work in a group of 4 students to create a report text
and present the result in front of the class.

There will be 5 topics (Ginger, Oat, Broccoli, Banana,

Yogurt), each group will get one topic to work on it,
and the topic will be chosen through Wordwall.

For each group, please choose 1 person to be a leader

of your group. The role of the leader is:
◆ Come in front of the class to take the general
classification paragraph that is suitable for your group
topic.
◆ Divide the tasks for each member to work on the
description paragraph.
◆ Write the complete paragraph and present it in
front of the class.

The member of the group which consists of 3 people

work on the descriptive paragraph, each of them will
make 1-2 sentences describing the physical
characteristic/appearance, nutrient content, and
function.

You can browse the information on the internet and

write the references on the worksheet.

Students work collaboratively for 9 minutes.

8
Let's Make a
Report Text
Ginger Group Members:
DESCRIPTIONS
Please write 1-2 sentences that describe your group topic

GINGER
including several items below. Don't forget to write the sources.
For example:

Nutrient content of Brown Rice

The nutrient content is much more complete than white rice, which
only has a high starch content. Brown rice is, in fact, a highly digestible
grain, which is high in fiber and is very energizing, because of its
complex carbohydrates and B vitamins.

Source : https://www.nuovaterra.net/ingredienti/brown-rice/

Physical Characteristic/Appearance

Nutrient Content

Function
 COMPLETE TEXT
Please stick the general classification paragraph below and

GINGER
write the complete the description paragraph with the
correct linking words.

GINGER
General Classification Paragraph

Description Paragraph

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Let's Make a
Report Text
Oat Group Members:
DESCRIPTIONS
Please write 1-2 sentences that describe your group topic

OAT
including several items below. Don't forget to write the sources.
For example:

Nutrient content of Brown Rice

The nutrient content is much more complete than white rice, which
only has a high starch content. Brown rice is, in fact, a highly digestible
grain, which is high in fiber and is very energizing, because of its
complex carbohydrates and B vitamins.

Source : https://www.nuovaterra.net/ingredienti/brown-rice/

Physical Characteristic/Appearance

Nutrient Content

Function
 COMPLETE TEXT
Please stick the general classification paragraph below and

OAT
write the complete the description paragraph with the
correct linking words.

OAT
General Classification Paragraph

Description Paragraph

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Let's Make a
Report Text
Broccoli Group Members:
DESCRIPTIONS
Please write 1-2 sentences that describe your group topic

BROCCOLI
including several items below. Don't forget to write the sources.
For example:

Nutrient content of Brown Rice

The nutrient content is much more complete than white rice, which
only has a high starch content. Brown rice is, in fact, a highly digestible
grain, which is high in fiber and is very energizing, because of its
complex carbohydrates and B vitamins.

Source : https://www.nuovaterra.net/ingredienti/brown-rice/

Physical Characteristic/Appearance

Nutrient Content

Function
 COMPLETE TEXT
Please stick the general classification paragraph below and

BROCCOLI
write the complete the description paragraph with the
correct linking words.

BROCCOLI
General Classification Paragraph

Description Paragraph

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Let's Make a
Report Text
Banana Group Members:
DESCRIPTIONS
Please write 1-2 sentences that describe your group topic

BANANA
including several items below. Don't forget to write the sources.
For example:

Nutrient content of Brown Rice

The nutrient content is much more complete than white rice, which
only has a high starch content. Brown rice is, in fact, a highly digestible
grain, which is high in fiber and is very energizing, because of its
complex carbohydrates and B vitamins.

Source : https://www.nuovaterra.net/ingredienti/brown-rice/

Physical Characteristic/Appearance

Nutrient Content

Function
 COMPLETE TEXT
Please stick the general classification paragraph below and

BANANA
write the complete the description paragraph with the
correct linking words.

BANANA
General Classification Paragraph

Description Paragraph

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Let's Make a
Report Text
Yogurt Group Members:
DESCRIPTIONS
Please write 1-2 sentences that describe your group topic

YOGURT
including several items below. Don't forget to write the sources.
For example:

Nutrient content of Brown Rice

The nutrient content is much more complete than white rice, which
only has a high starch content. Brown rice is, in fact, a highly digestible
grain, which is high in fiber and is very energizing, because of its
complex carbohydrates and B vitamins.

Source : https://www.nuovaterra.net/ingredienti/brown-rice/

Physical Characteristic/Appearance

Nutrient Content

Function
 COMPLETE TEXT
Please stick the general classification paragraph below and

YOGURT
write the complete the description paragraph with the
correct linking words.

YOGURT
General Classification Paragraph

Description Paragraph

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 Zingiber officinale, commonly known as ginger, is a spice consumed worldwide
for culinary and medicinal purposes. Ginger is in the family Zingiberaceae, which
also includes turmeric (Curcuma longa), cardamom (Elettaria cardamomum), and
galangal. Ginger originated in Maritime Southeast Asia and was likely
domesticated first by the Austronesian peoples. Ginger is one of the first spices
to have been exported from Asia, arriving in Europe with the spice trade, and was
used by ancient Greeks and Romans.

The oat (Avena sativa), sometimes called the common oat, is a species of cereal
grain grown for its seed, which is known by the same name. Oats are suitable for
human consumption as oatmeal and rolled oats. Oats are usually thought to have
emerged as a secondary crop, i.e., derived from a weed of the primary cereal
domesticates, then spreading westward into cooler, wetter areas favorable for
oats, then leading to the Middle East and Europe.

Brassica oleracea (Italica Group), commonly called broccoli, is a cool-weather

vegetable that is grown for the harvest of large, tight, terminal heads of green
flower buds at the ends of thick edible stems. Broccoli is in the same species as a
number of other cool-season vegetables including kale, cabbage, Brussels
sprouts, cauliflower, and kohlrabi. It is best grown in organically rich, consistently
moist, well-composted, well-drained loams in full sun.

A banana is an edible fruit produced by several kinds of large herbaceous

flowering plants in the genus Musa. In some countries, bananas used for cooking
may be called plantains. The fruits grow in clusters hanging from the top of the
plant. Almost all modern edible parthenocarpic (seedless) bananas come from
two wild species - Musa acuminata and Musa balbisiana. Musa species are native
to tropical Indomalaya and Australia and are likely to have been first
domesticated in New Guinea.

Lactobacillus bulgaricus, commonly known as yogurt, is a Turkish word for a

Middle Eastern dish that is milk deliciously fermented by particular strains of
common bacteria. It has been made for at least four thousand years, and it may
be as old as civilization itself. Lactobacillus comes from the Latin root words
lacto- and baci-, meaning milk rod. Its species name is Bulgaricus because it was
once only found in Bulgaria and used specifically to make Bulgarian yogurt.

24
Rice – scientific name, Oryza sativa – is a plant that is classified as a grain, and
belongs to the Gramineae family. Brown rice is regular rice that has not been
deprived of its bran layer, that is, the coating that covers the grain, which, in
addition to having a distinctive dark color, is rich in fiber and substances with
beneficial properties. Rice is the world's most consumed grain, and is the staple
for nearly a third of the world's population.

Orange is a famous fruit in the world. Almost people know it, including Indonesian
people. It usually has a sweet taste and sometimes it is not sweet or sour. There
are some names or kinds of orange, such as orange Bali (citrus maxima),
Palembang orange, Mandarin orange, Purut orange (kaffirlime), lemon orange and
etc. Everyone can buy oranges in a market or at a fruit seller.

Cucumber is the common name for a widely cultivated creeping vine, Cucumis
sativus, in the gourd family Cucurbitaceae. It is characterized by large leaves, thin
tendrils, and a typically elongated, green-skinned fruit with tapered ends.
Cucumbers are commonly harvested while still green. They can be eaten raw or
cooked, or pickled. The seeds are edible and the thin skin does not require peeling
(unless waxed).

The word cheese comes from Latin caseus, from which the modern word casein is
also derived. The earliest source is from the proto-Indo-European root *kwat-,
which means "to ferment, become sour". Cheese is a dairy product produced in
wide ranges of flavors, textures, and forms by coagulation of the milk protein
casein. It comprises proteins and fat from milk (usually the milk of cows, buffalo,
goats, or sheep).

Turmeric is a flowering plant, Curcuma longa, of the ginger family, Zingiberaceae,

the rhizomes of which are used in cooking. The plant is a perennial, rhizomatous,
herbaceous plant native to the Indian subcontinent and Southeast Asia that
requires temperatures between 20 and 30 °C (68 and 86 °F) and high annual
rainfall to thrive. Plants are gathered each year for their rhizomes, some for
propagation in the following season and some for consumption.

25
 Activity 2
(Instruction)
Scan and choose one of the following website links:

Potatoes Asparagus Bean

Change the text on the website into report text by

using the appropriate and correct generic structure
and language features.

You need to develop the report text in your own

language. Do not copy and paste directly from the
website so as not to be exposed to plagiarism.

After creating the report text, then analyze the text

regarding its generic structure and language features.

The length of the report text is around 250-350 words.

Upload your work to your blogspot and submit your

website link to our Google Classroom.
350 words.

26

No
1 Objective of the test
2 General instructional
objective of writing and
presenting test
3 Specific instructional
objective
4 Kind of test
5 Number of items
6 Time allotment
7 Equipment
8 Scoring
TEST SPECIFICATION FOR TASK 1
Test Specification
: Improve students’ writing and presenting skills related to report
texts.
:Evaluate and measure student’s writing and presenting skill on
the report text by writing a simple procedure text and present the
result of the text.
:To measure the student’s writing skill, especially in making a
good procedure text while able to:
a. Organize a good content based on the title chosen
(ginger, oat, banana, broccoli, yogurt) and include the
references
b. Use a good organization of the text based on the
generic structure
c. Use an appropriate vocabulary in developing the
descriptions paragraph
d. Make use of correct grammar based on the language
features
And also presentation skills where they can apply a good:
a. Pronunciation and accent
b. Body language
c. Fluency
: Essay and presentation
:-
: 15 minutes
: Worksheet, paragraph list, word wall, pen, internet connection.
: The maximum score can reach when the students get 4 points
in each aspect on the scoring rubrics
27

No
1 Objective of the test
2 General instructional
objective of writing and
presenting test
3 Specific instructional
objective
4 Kind of test
5 Number of items
6 Time allotment
7 Equipment
8 Scoring
TEST SPECIFICATION FOR TASK 2
Test Specification
: Improve students’ writing skills related to report texts.
: Evaluate and measure student’s writing skill on the report text
by writing a report text through changing the type of text from the
content information on the website given.
:To measure the student’s writing skill, especially in making a
good procedure text while able to:
a. Organize a good content based on the website chosen
and include the references
b. Using a good organization of the text based on the
generic structure
c. Choose an appropriate vocabulary
d. Make use of correct grammar based on the language
features
e. Apply the correct mechanics
: Essay
:-
: 1 week
: Paper and pen/pencil, Smartphone, Internet connection,
: The maximum score can reach when the students get 4 points
in each aspect on the scoring rubrics
28
 SCORING RUBRIC TASK 1

Assessment Components Score

Component of Content 4 the topic is clear and complete and the details are
writing related to the topic. Write the three sources from
the information taken.

3 the topic is clear and complete but the details are

almost related to the topic. Write the two sources
from the information taken.

2 the topic is clear and complete but the details are

not related to the topic. Write the source from the
information taken.

1 the topic is not clear and the details are not related
to the topic. Do not write the sources from the
information taken.

Organization 4 General classification paragraph is correct and the

description paragraph is arranged with proper
connectives.

3 General classification paragraph is correct and the

description paragraph is arranged with almost
proper connectives.

2 General classification paragraph is correct and the

description paragraph is arranged with few misuse
of connectives.

1 General classification paragraph is incorrect and

the description paragraph is arranged with misuse
of connectives.

Vocabulary 4 very effective choice of words, no misuse of

vocabulary

3 effective choice of words, few misuse of vocabulary

2 less effective choice of words, some misuse of

vocabulary

1 not effective choice of words, a lot of misuse of

vocabulary

Grammar 4 few (if any) noticeable errors of tenses, word order,

prepositions, and articles.

3 some errors of tenses, word order, prepositions,

and articles which do not interfere with meaning.

2 errors of tenses, word order, prepositions, and

articles frequently which sometimes interfere with
meaning

29
 1 error of tenses, word order, prepositions, and
articles frequently which often interfere meaning.

Component of Pronunciation 4 Pronunciation is excellent; good effort at accent

the and accent
presentation

3 Pronunciation is good; good effort at accent

2 Pronunciation is good; some effort at accent, but is

definitely non-native

1 Pronunciation is okay; no effort towards a native

accent

Body 4 Movements seem fluid and help the audience

language visualize

3 Made movements or gestures that enhance

articulation

2 Very little movement or descriptive gestures

1 No movement or descriptive gestures

Fluency 4 Smooth and fluid speech; few to no hesitations; no

attempts to search for words; volume is excellent

3 Smooth and fluid speech; few hesitations; a slight

search for words; an inaudible word or two

2 Speech is relatively smooth; some hesitation and

unevenness caused by rephrasing and searching
for words; volume wavers

1 Speech is frequently hesitant with some sentences

left uncompleted; volume very soft

30
 SCORING RUBRIC TASK 2

Assessment Components Score

Component of Content 4 the topic is clear and complete and the details are
writing related to the topic.

3 the topic is clear and complete but the details are

almost related to the topic.

2 the topic is clear and complete but the details are

not related to the topic.

1 the topic is not clear and the details are not related
to the topic.

Organization 4 General classification paragraph is complete and

the description paragraph is arranged with proper
connectives.

3 General classification paragraph is almost

complete and the description paragraph is
arranged with almost proper connectives.

2 General classification paragraph is not complete

and the description paragraph is arranged with few
misuse of connectives.

1 General classification paragraph is not complete

and the description paragraph is arranged with
misuse of connectives.

Vocabulary 4 very effective choice of words, no misuse of

vocabulary

3 effective choice of words, few misuse of vocabulary

2 less effective choice of words, some misuse of

vocabulary

1 not effective choice of words, a lot of misuse of

vocabulary

Grammar 4 few (if any) noticeable errors of tenses, word order,

prepositions, and articles.

3 some errors of tenses, word order, prepositions,

and articles which do not interfere with meaning.

2 errors of tenses, word order, prepositions, and

articles frequently which sometimes interfere with
meaning.

1 error of tenses, word order, prepositions, and

articles frequently which often interfere meaning.

Mechanic 4 It uses correct spelling, punctuation, and

capitalization

31
 3 It has occasional errors of spelling, punctuation,
and capitalization

2 It has frequent errors of spelling, punctuation, and

capitalization

1 It is dominated by errors of spelling, punctuation,

and capitalization

RUBRIC PENILAIAN SIKAP

Lembar Penilaian Sikap - Observasi pada Kegiatan Diskusi

Mata Pelajaran :_________________

Kelas/Semester :_________________
Topik :_________________
Indikator : Peserta didik menunjukkan perilaku kerja sama, santun, toleran, responsif
dan proaktif serta bijaksana sebagai wujud kemampuan memecahkan
masalah dan membuat keputusan.

Kerja Rasa Ingin

No Nama Siswa Santun Komunikatif Keterangan
sama Tahu

….

Kolom aspek perilaku diisi dengan angka yang sesuai dengan kriteria berikut.
4 = Sangat baik
3 = Baik
2 = Cukup
1 = Kurang

32
REKAP PENILAIAN TASK 1
(Hanya 1 kelompok yang melakukan presentasi)
Final score = Total poin/28 x 100

Component of writing Component of presentation Final

No Nama Siswa
Content Organization Vocab Grammar Pronoun Body language Fluency
Score

MUHAMMAD FARIS
1 ABDUL HAKIM 4 1 3 4 4 2 4 78

2 AMANDA SHAFA M 4 1 3 4 4 2 4 78

3 FARAH AINUN NISA 4 1 4 4

4 SEVINA GUNTAMA P

5 FITA NUR AULIA 2 3 4 3

6 HAYA AQILA PUTRI 4 1 4 4

7 DWI AGUSTINA ARIANI 2 2 4 4

8 DINDA AN NISA 2 2 4 4

9 FARAH KHAIRANI A

10 DIANA MUSTAFIDAH

11 MARIA ZITA SIH A

12 AGNIA ILMA
DIAH NUTQI ALIF
13 FRASHA 4 1 3 4 4 2 4 78

SYAIFINA ANDINI EKA

14 PUTRI

15 LINDUNG SUKMA S 4 1 3 4 4 2 4 78

16 ERICHA DHEA AYU P 2 2 4 4

FANNYSA DYAH
17 ARDNYANANISARI 2 2 4 4

TRISTANIA
18 HANDIKANINGTYAS 4 1 4 4

BAGUS WAHYU
19 PAMUNGKAS 4 1 4 4

VINCENTIA DEWI
20 FIDELIA 2 3 4 3
 REKAP PENILAIAN SIKAP

Lembar Penilaian Sikap - Observasi pada Kegiatan Diskusi

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : IX / Genap
Topik : Procedure Text

Kerja Rasa Ingin

No Nama Siswa Santun Komunikatif Keterangan
sama Tahu
MUHAMMAD FARIS
1 ABDUL HAKIM
4 2 4 1 -

2 AMANDA SHAFA M 4 3 3 4 -

3 FARAH AINUN NISA 4 3 4 4 -

4 SEVINA GUNTAMA P -

5 FITA NUR AULIA 4 3 4 3 -

6 HAYA AQILA PUTRI 4 3 4 2 -

7 DWI AGUSTINA A 3 2 4 2 -

8 DINDA AN NISA 3 4 4 4 -

9 FARAH KHAIRANI A -

10 DIANA MUSTAFIDAH -

11 MARIA ZITA SIH A -

12 AGNIA ILMA -

13 DIAH NUTQI ALIF F 4 4 2 4 -

SYAIFINA ANDINI
14 EKA PUTRI -

15 LINDUNG SUKMA S 4 3 4 4 -

16 ERICHA DHEA AYU P 3 3 4 3 -

17 FANNYSA DYAH A 3 3 4 3 -
TRISTANIA
18 HANDIKANINGTYAS 4 4 4 3 -

19 BAGUS WAHYU P 4 4 4 4 -

20 VINCENTIA DEWI F 4 3 4 4 -