MODUL PKB GURU

MAPEL BAHASA INGGRIS MTs

UP 08. DESCRIPTIVE TEXT
Ni’matuz Zahroh, M.Pd
Direktorat Jenderal Pendidikan Islam
Kementerian Agama Republik
Indonesia
 APERSEPSI
 Do you have favorite singer or actress or actor?
 Is he handsome? or is she beautiful?
 Can you describe him or her?

Click this link

https://www.menti.com/alno2vye5x5s
The code 3102 6046

https://www.liveworksheets.com/nu2060953ie
1 TARGET KOMPETENSI
 Target Kompetensi Pedagogik Guru

1 Karakteristik peserta didik

6 Potensi Peserta Didik

2 Teori & Prinsip Belajar

7 Komunikasi Efektif

3 Mengembangkan Kurikulum
8 Penilaian & Evaluasi
Pembelajaran yang
4 mendidik Memanfaatkan Hasil
9 Evaluasi
5 Teknologi Informasi
10 Tindakan Reflektif
 TARGET KOMPETENSI PROFESIONAL

1 2 3 4 5

Materi, Kompeten Mengem-

PKB Teknologi
konsep, si Inti, bangkan
dengan Informasi
struktur Kompeten materi sec.
reflektif
keilmuan si Dasar kreatif
 TARGET KOMPETENSI SISWA
KOMPETENSI DASAR KELAS VII
Pengetahuan
3.7 membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa
teks deskriptif lisan dan tulis dengan memberi dan meminta informasi terkait
dengan deskripsi orang, binatang, dan benda, sangat pendek dan sederhana,
sesuai dengan konteks penggunaannya
Keterampilan
4.7. 2 menyusun teks deskriptif lisan dan tulis, sangat pendek dan sederhana,
terkait orang, binatang, dan benda, dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks
DAYA SERAP UN BAHASA INGGRIS
SMP Tahun 2019 (https://hasilun.puspendik.kemdikbud.go.id/)
DAYA SERAP UN BAHASA INGGRIS
MTs Tahun 2019 https://hasilun.puspendik.kemdikbud.go.id/
DAYA SERAP UN BAHASA INGGRIS
Berdasarkan Ruang Lingkup Tahun 2019
https://hasilun.puspendik.kemdikbud.go.id/
DAYA SERAP UN BAHASA INGGRIS
MTs Materi Descriptive Text Tahun 2019
DAYA SERAP UN BAHASA INGGRIS
MTs Materi Iklan/Advertisement Tahun 2019
2 TUJUAN
 TUJUAN
Meningkatkan
kompetensi Meningkatkan Memfasilitasi
pedagogik Memfasilitasi Menjadikan
hasil sumber Meningkatkan
dan
belajar bagi pembelajaran guru dan
kompetensi Asesmen hasil belajar
guru dalam
professional abad 21, peserta didik
guru melalui Kompetensi penyelengga peserta didik
kegiatan PKB raan PKB yaitu 4C yang literate
Guru (AKG)
di MGMP

01 02 03 04 05 06
3 ORGANISASI PEMBELAJARAN
 ORGANISASI PEMBELAJARAN
PADA PELATIHAN
No Keterangan Kegiatan Jumlah Output/RTL
JP
1. Kajian materi UP 8 4 JP Desain
In Service 2. Pengembangan desain Pembelajaran
1 Learning – 1 pembelajaran yang sesuai untuk kegiatan
dengan kondisi dan 3 JP
(In-1) On the job
kebutuhan learning
2 On The Job Melaksanakan pembelajaran
Learning di madrasah masing-masing Laporan On the
(On) sesuai dengan desain 6 JP
Job Learning
pembelajaran
3 In Service Mendiskusikan dan Dokumentasi
Learning – 2 melakukan refleksi terkait 2 JP praktik baik guru
(In-2) Laporan praktik On terkait materi UP
Jumlah JP 15 JP  
4 LANGKAH KEGIATAN
 LANGKAH KEGIATAN
1 PENGANTAR
(10’)
3 PENGUATAN
(60’) 4JP x 60’ (240’)
2
BRAIN
STORMING 5 PRESENTASI/PAMERAN
KARYA (50’)
(15’)
DISKUSI
4
KELOMPOK (50’)
ICE
TANYA JAWAB & 6 7 BREAKING
KESIMPULAN (10’)
KELOMPOK (15’)

PENGUATAN 8
REFLEKSI/
FEEDBACK (10’)
9 (20’)

Note: Langkah kegiatan ini disesuaikan dengan

langkah kegiatan pelaksanaan PKB
5 BRAINSTORMING
 Let’s brainstorm …
Enjoy this video and answer the questions below it orally
https://www.youtube.com/watch?v=x0YQX7gGkQs
6 PENGUATAN 1 (60’)
 TEXT1
If you are a sports fan, you are sure to know the name Michael Jordan.
He is probably the greatest basketball player the world has ever seen.
Although his career as a player is over, his fame will live on for many
years to come.
Michael Jordan certainly looks like a star. He is tall, well-built and
handsome, with friendly brown eyes and a wide grin. He always manages
to look well-dressed, even in his casual clothes or smart suits.
His personality, too, is as outstanding as his playing ability. Michael is a
very determined person. This has made him a successful basketball star.
He has given lots of money and support to charities. All in all, Michael
Jordan is not only a great athlete, but also a warm, caring person. Is it no
wonder that so many boys have dreamed of growing up to be just like him?
https://www.scribd.com/document/402432340/MICHAEL-JORDAN-Descriptive-
 TEXT 2
Pink Beach 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.
LK 1
Social Function of the Text
Ruang Lingkup Materi Text 1 Text 2

   
Fungsi
  sosial
1.
  What is the intention of the text?
2. What does the text tell us about?
LK 2
Text Structure of the Text

Ruang Lingkup Materi Text 1 Text 2

   
Unsur
 
Kebahasaan

1. What is the identification of the text?

2. What is the description of the text?
LK 3
Language feature of the Text
Questions Text 1 Text 2
Does the text use simple present? Give 2 examples

Does the text use verbs of being Relational Processes? Give

the example.
Does the text use verbs of having Relational Processes? Give
the example
Does the text use descriptive adjectives? Give the example
LK 4
1. What is 3. What is the generic
Descriptive Text ? structure of Descriptive text?

2. What is the social function

4. What is the language
of Descriptive Text?
feature of Descriptive text
1. Descriptive text : Descriptive text is a text which describe what a
person or a thing is like. Its purpose is to describe and reveal a
particular person, place, or thing.
2. Social Function
SOCIAL FUNCTION LANJUTAN
3. STRUCTURE TEXT
4. LANGUAGE FEATURES
Target Kompetensi
Pengetahuan (KD 3.7) dan Keterampilan (KD 4.7.2)

LK 1
Text
LK 2
Social Function

Text Structures

Language
Features

LK 3
Standard Kompetensi Lulusan (SKL) UN

Ruang Lingkup Ruang Lingkup Ruang Lingkup

Fungsi Sosial Struktur Teks Unsur Kebahasaan
1. Topik 1. Ide Utama Paragraf 1. Persamaan kata / Lawan kata
2. Tujuan Penulisan Teks 2. Rincian (deskripsi, 2. Word Order
3. Alasan penulisan Teks argumentasi, langkah, 3. Artikel
4. Dampak Membaca Teks peristiwa, unsur teks) 4. Agreement and number
5. Peran Penulis/Pembicara 3. Plot/alur 5. Tenses
6. Peran Pembaca/Pendengar 6. Passive Voice
7. Konteks Penggunaan 7. Referensi Gramatika
(kapan/di mana) 8. Kata sambung
8. Nilai Moral 9. Preposisi
10. Referensi makna
 Example of Descriptive Text
My Uncle
My Uncle Martin is my mother's elder brother. He is my favorite among my
mother's brothers. He is a very interesting man. He lives quite near us with my Aunt
Angela and my cousins Anne and Bob. I often go to his house.
He is about 45 with grey hair. He is still quite good-looking. He is tall and well-
built. He has blue eyes and a strong face. He wears glasses. He is short sighted. He
takes them off when he doesn't work.
Uncle Martin is a textile engineer. He works for a big firm in the city. He travels
widely in his job. He is an expert in solving problems with machines. At present, he is in
the United States. He is visiting the firm's customers there.
He is very fond of the sea. He has a boat at seaside. He goes there every
weekend in summer to sail it. I sometimes stay with my cousins at their house on
the coast. When Uncle Martin is at home, he usually takes us out in the boat.
 Pendalaman Kompetensi Dasar

Fungsi Sosial

LK 5 Questions
Struktur Teks

Unsur
Kebahasaan
LK 5. After reading the text of “MY UNCLE”, do
these tasks (Task1, 2, 3).

TASK 1. Write down questions related to social function based

on the text and write the answer!
1.
2
3.
4.
5.
6.
7.
8.
TASK 2. Write down questions related to text
structure based on the text and write the answer!

1.
2.
3.
4.
5.
TASK 3. Write down questions related to language
features based on the text and write the answer!

1.
2.
3.
4.
5.
 CONTOH AKTIVITAS PEMBELAJARAN
2 JPL (2x40 menit)
Note: AKAN dibahas pada Sesi
DESAIN PEMBELAJARAN (LK 8)

5 M: 4C
Mengamati
Menanya Literate
Mengumpulkan Data Pembelajaran Abad 21
Mengasosiasi 4C:
Mengkomunikasi Creative,
Critical Thinking,
Communication,
Collaboration, Pembelajaran Berbasis
Literasi
7 DISKUSI KELOMPOK (50’)
DISKUSI KELOMPOK/GROUP DISCUSSION (50’)

1. Make groups of 3 or 4 people.

2. Find out one descriptive text in any sources (book, internet, etc), you can
choose whether describing people, describing animal, describing thing or
places.
3. Show your descriptive text to your class by presenting them (on a
projector) or sticking on a Plano paper put on the wall of your classroom.
4. Write questions of both ads based on three aspects (social function, text
structures, and language features).  See LK 6.
5. Discuss your work with your friends in your group
LK 6.
TASK 1. Analisis Teks Berdasar Fungsi Sosial

Teks Fungsi Sosial

 
Teks Descriptive
1. Topik
 
……………………………………..
  2. Tujuan penulisan teks
  …………………………………….
  3. Peran penulis/Pembaca
 
……………………………………
 
4. Setting tempat
……………………………………
 
5. Dampak setelah membaca teks
TASK 2. Analisis Teks Berdasar Struktur Teks

Teks Struktur Teks

1. Rincian deskripsi
Teks Descriptive
…………………………………..
 
2. Rincian argumentasi
  …………………………………..
  3. Rincian peristiwa
  …………………………………...
 
4. Rincian unsur-unsur teks
 
…………………………………..
5. Plot/Alur
 
…………………………………..
 

 
TASK 3. Analisis Teks Berdasar Unsur Kebahasaan

Teks Unsur Kebahasaan

Teks Descriptive
 
1. Referensi makna
 
……………………………………..
 
2. Kata Sambung
 
…………………………………….
  3. Preposisi
  …………………………………….
  4. Referensi Gramatika
 
……………………………………..
5. Menyusun kata acak menjadi kalimat
 
terkait teks
 
……………………………………..
LET’S GO
 PAMERAN KARYA (50’)
8
GALLERY WALK DAN PRESENTASI HASIL (50’)
❑ Tiap peserta mencatat hasil diskusi di kertas plano.
❑ Tiap kelompok menempelkan kertas plano hasil diskusi di dinding
❑ 1 perwakilan kelompok menunggu pameran karya
❑ Anggota kelompok lain berkunjung ke kelompok lain untuk melihat
karya kelompok lain dan mengamati serta menanyakan poin-poin
penting
❑ Tiap kelompok mencatat poin-poin penting yang diperoleh dari
kelompok lain dan memberikan penilaian terhadap pameran karya
kelompok lain untuk Penentuan Karya Terbaik
❑ Presentasi tiap kelompok
Present your work here!
 TANYA JAWAB DAN
9 KESIMPULAN KELOMPOK (15’)
TANYA JAWAB DAN
KESIMPULAN KELOMPOK (15’)

Peserta kembali ke kelompoknya

dan mengkonfirmasi temuan-
temuan dari kelompok lain,
menganalisis dan membuat
kesimpulan terkait permasalahan
dalam LK
11 ICE BREAKING (10’)
 ICE BREAKING (10’)

https://www.youtube.com/watch?v=QJHPuv3Z3qI

LET’S DO TOGEHER
12 PENGUATAN (20’)
Contoh Penerapan Critical Thinking pada Fungsi Sosial

The writer's intention to write the text is ....

A. to describe the beauty of the writer's father
B. to describe a kind, handsome, and neat man
C. to show the writer's pride to his father
D. to let the readers know what a great father the writer is
Contoh Penerapan Critical Thinking pada Fungsi Sosial

What is the writer's purpose to write the text?

A. To admire her friend's style
B. To show her jealousy
C. To tell about a friend's physical appearance
D. To describe a fashionable model
Critical Thinking pada Ruang Lingkup Struktur Teks
One of the most well-known landmarks in the world, the Statue of Liberty, is synonymous with freedom and
liberty. Situated in New York Harbor on Liberty Island, the statue is situated just two miles from the tip of Manhattan and
just 2,000 feet from Jersey City, N.J. However, while you may be well-versed in some of the main facts about the looming
Lady Liberty, there are some interesting tidbits about the statue's physical features that you might not know.
The Statue of Liberty depicts a tall female form with a torch in one hand and a tablet in the other. The tablet has a
date on it--JULY IV MDCCLXXVI, which depicts the day of America's independence from England. She has chains on her feet
and there are seven spikes in the crown of the statue, which stand for the seven continents or seven seas of the world.
She measures in at 305 feet from the top of the torch all the way to the ground; this measurement considers the
foundation on which the statue stands as well as her pedestal. The statue alone measures at 151 feet. Moreover,
according to The Statue of Liberty-Ellis Island Foundation Inc., the face of the statue is more than eight feet in height. The
weight of the statue overall is 225 tons, and her waistline is 35 feet in diameter.
A restoration of the statue was completed in 1986. During the process, the torch of the Statue of Liberty was
covered in 24 karat gold. It was also rebuilt during this process, with copper that had already been aged to match the
existing hue of the rest of the statue. An elevator was also installed at this time, though visitors still have the option of
climbing the 354 steps to the crown.

What will readers probably do after reading the text?

A. Arranging a special tour to visit the landmarks C. Visiting popular object with their family
B. Seeking for more information related to the iconic object D. Using knowledge to promote the object..
Critical Thinking pada Ruang Lingkup Unsur Kebahasaan
The Flatiron Building is one of the most famous historic landmarks in New York. The iconic twenty-one story building, best
known for its triangular shape, was one of the early spectacular high-rises that have come to define Manhattan.
It was constructed between 1901 and 1903 at the intersection of Broadway and Fifth Avenue, at the time one of the
most prominent locations in New York City. It is situated near Madison Square at the end of the Ladies' Mile, one of
Manhattan's most important shopping districts at the turn of the nineteenth century.
It was designed by Chicago's Daniel Burnham as a steel-frame skyscraper clad in white terra-cotta. At 21 stories and
307 ft (93 meters), it was one of the city's tallest buildings. It was not - as is often incorrectly thought - the tallest building
in the world or even the tallest building in New York (these titles belonged to the Park Row Building, built in 1899), but its
singular shape and prominent location soon made it one of New York City's most famous landmarks.
The building probably featured on more postcards than any other building of its time. The whole area, the Flatiron
district, was even named after the building. Originally the Flatiron Building featured an observation deck on the top floor,
but taller buildings have taken over this function. It is still, however, a popular tourist attraction, and one of the most
photographed landmarks in New York. (Taken from http://m.aviewoncities.com, 2020)

THE

... being the highest building, Flatiron Building observation deck is not functioned as originally planned.
A. Despite of B. Instead of. C. In spite of D. Because of
Descriptive (a)
LEVEL KOGNITIF 2 (L2)
The Aceh Tsunami Museum is located on Jalan Iskandar Muda Banda Aceh, and is opened daily (except Friday). The Museum
building has adopted the traditional Aceh House, while at the same time it resembles a ship with its protruding bowsprit.
Stepping inside, one will find a narrow corridor with water flowing from either side accompanied by scary rumbling sounds,
reminding of the devastation made by the 2004 tsunami. The Museum also features an electronic simulation of the Indian
Ocean earthquake, pictures of the casualties, and stories and testimonies of survivors.The first floor is an open area
which serves as reminder of the tsunami disaster. There are several sections on the first floor which recall the unfortunate
day including pre-tsunami, the D-day, and post-tsunami pictures. Several images, ruins, and a diorama are showcased here.
Some of the most notable dioramas are fishing boats being hit by the high waves and dashed ashore. There is also a picture of
the PLTD Apung Ship which was swept up and carried far inland to finally come aground at Punge Blang Cut
The second floor features educational media including a library, simulation rooms, 4D room, and a souvenir shop. Some of
the exhibits showcased here are an earthquake resistant building and a model of the earth crust. There is also a room
displaying tsunami disaster paintings and dioramas.
What is the main idea of the third paragraph?
A. Despite the devastating disaster, some boats managed to come aground
 

B. Visitors may feel terrified and touched by the testimonies of survivors.

C. The reminders of the tsunami disaster are displayed on the first floor.
D. How fishing boats dashed onto the shore.

(SOAL UN 2019)

57
Descriptive (b)
LEVEL KOGNITIF 4 (L4)
Rani is my closed-friend. She lives in Palembang. She likes pempek, the
traditional dish from Palembang. She also likes the city because it is not too crowded.
She thinks Palembang is hot most of the time. This is the thing she complains about.
Rani is not too tall but she is cute and pretty. She has fair complexion with her
lone black hair. She is good at most of the subjects at school. She likes writing song
lyrics. She is my best friend.
 
What is the purpose of the text?
A. to tell reasons why the writer loves Rani
B. to inform readers how the writer got to know Rani
C. to entertain readers with the story of Rani
D. to tell readers how Rani looks like
(SOAL UN 2018)
58
 Pengembangan soal HOTS sesuai KD

Amati dan analisis contoh-contoh teks Descriptive

beserta pertanyaan-pertanyaan yang mencakup
ruang lingkup fungsi sosial, struktur teks, unsur
kebahasaan beserta analisis level kognitifnya: L1,
L2, L3 di dalam modul halaman 34-36.
(LK 7)
PENYUSUNAN SOAL HOTS
 Level Kognitif & Ruang Lingkup
Fungsi Sosial:
•Pengetahuan dan Pemahaman (L1):
Peserta didik mampu mengidentifikasi
aspek-aspek fungsi sosial.
•Aplikasi (L2): Peserta didik mampu
membandingkan, mengklasifikasi atau
menjelaskan aspek-aspek fungsi
sosial.
•Penalaran (L3) : Peserta didik mampu
menyimpulkan, merinci
perbedaan/persamaan atau
menganalisis aspek-aspek fungsi
sosial.
Struktur Teks: Unsur Kebahasaan:
Pengetahuan dan Pemahaman (L1): Pengetahuan dan Pemahaman (L1): Peserta didik
mampu mengidentifikasi unsur kebahasaan yang
Peserta didik mampu mengidentifikasi
terkait dengan isi teks.
keterkaitan makna antar bagian-bagian
dalam teks. Aplikasi (L2): Peserta didik mampu membandingkan,
mengklasifikasi, menjelaskan unsur kebahasaan yang
terkait dengan isi teks
Aplikasi (L2): Peserta didik mampu
membandingkan, mengklasifikasi atau Penalaran (L3): Peserta didik mampu
menjelaskan keterkaitan makna antar menyimpulkan, merinci perbedaan/persamaan atau
menganalisis unsur kebahasaan yang terkait dengan
bagian-bagian dalam teks.
isi teks.
Penalaran (L3): Peserta didik mampu
menyimpulkan, merinci
perbedaan/persamaan atau
menganalisis keterkaitan makna antar
bagian-bagian dalam teks 
 APLIKASI DUNIA
DESCRIBING PEOPLE , NYATA
THING, PLACE

DESTINATION INVIRONMENT,
STUDENT CAN PROMOTE IT
AND THEIR CULTURE
COMMUNICATION SKILL

62
INTEGRASI KEISLAMAM

63
13 REFLEKSI/FEEDBACK (10’)
Reflection after the Discussion of
Advertisement Text

What I What I want to What I have

Text
Know know learnt

Descriptive text    
 REFLEKSI/FEEDBACK (10’)

1.Apa yang sudah saya pelajari dari sesi pelatihan ini

2.Apa yang akan saya lakukan untuk mempraktikkan
pelajaran yang saya dapatkan dari sesi pelatihan ini?
3.Apa yang masih harus diperbaiki dari sesi pelatihan ini?
4.Apa saran saya untuk perbaikan sesi ini?
THE END
The teacher’s job is to
change civilisation.
So, let’s keep learning!