MODUL AJAR ENGLISH FASE E_2022

7
‘

PERTEMUAN KE-2 Tujuan Pembelajaran:
( 90 MENIT)
WRITING AND PRESENTING
INVITATION MENULIS dan MEMPRESENTASIKAN

10.C.1 Merancang dan mempresentasikan teks lisan dan tertulis berbentuk
iklan, undangan dan pengumuman terkait topik fenomena alam dan sosial
dengan memerhatikan fungsi sosial, struktur teks, dan unsur kebahasaan sesuai
konteks secara santun, kritis, kreatif, dan mandiri dengan tingkat kelancaran
dan ketepatan yang optimal

Kegiatan Awal Materi : teks tertulis berbentuk iklan, undangan dan Pengumuman.
(15 menit)
 Teks khusus, lisan dan tulis, berbentuk undangan resmi sederhana
Kegiatan Inti
(150 menit)  Fungsi Sosial :Menjagahubungan transaksional dengan orang lain

 Struktur : Salutation, ungkapan Will/ Couid you come with me to the
exhibition?,Is it possible for you to attend my birthday partyr?,
Closing

 Unsur kebahasaan:Kata dan tata bahasa baku, Ejaan dan tulisan tangan
dan cetak yang jelas dan rapi, Ucapan, tekanan kata, intonasi, ketika
mempresentasikan secara lisan, Layout ,Rujukan kata
Guru memberi salam kepada siswa
Guru mengajak siswa berdoa
Guru mengecek kehadiran siswa
Guru mereview pelajaran tentang undangan resmi sederhana

 Guru meminta siswa berpasangan membaca sebuah undangan serta
menganalisa bagain yang terdapat atau tidak terdapat dalam undangan
tersebut.

 Guru meminta siswa secara mandiri untuk melengkapi bagain dari
sebuahundangan

 Guru meminta siswa untuk berpasangan membuat sebuah undangan
resmi sederhana serta respon undangan untuk menerima/menolak
undangan tersebut.

 Guru meminta siswa lain saling memberikan komentar
/masukkan atas

 undangan resmi sederhana dan responnya yang telah dibuat.
 Guru meminta siswa untuk merevisi bagian-bagian yang masih kurang

dalam undangan resmi sederhana tersebut.
 Guru memberi masukan baik dari aspek fungsi sosial, struktur teks,

bentuk bahasa maupun format penulisannya.
 Siswa memilih salah satu dari kegiatan berikut:

 Membuat undangan resmi yang ditujukan kepada kepala sekolah
untuk hadir pada acara kelulusan

 Membuat undangan resmi yang ditujukan kepada kepala kantor
pendidikan setempat untuk menghadiri acara pembukaan
laboratorium IPA yang baru di sekolah

 Membuat desain kartu undangan resmi
 Membuat diorama berdasarkan cerita yang dipelajari Proyek

dilakukan selama 1 minggu. Guru menginformasikannya pada
akhir pelajaran minggu ke-2.
Classroom Language:
You know how to write invitations, right? Now, you will create an
awesome invitation. You have 4 options and you are free to choose any
one of the projects given in the book. You have 1 week to fnish the
project).
Guru meminta siswa menuliskan permasalahan dalam menggunakan
bahasa Inggris mengenai undangan resmi sederhana dalam jurnal belajar
(learning journal)

8

‘ Refleksi sejenak tentang apa yang sudah dipelajari dalam pertemuan ini

Kegiatan Akhir dan sebelumnya
(15 menit) “Let’s share how far can you follow the lesson and how feel during

PENILAIAN the lesson? Who can conclude what you have studied during this two
Kriteria pengukur meetings?”
ketercapaian
Pembelajaaran dan Memberikan tugas teks khusus berbentuk a formal card invitation card
assessmen template, di print out dan digunting.

WRITING RUBRIC ASSESSMENT

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

No Criteria to be Low Good Very Good Score

assessed performance Performance Performance

7
89

1. Text Doesn’t use Use the Use the
Organization the correct correct text correct text
organization organization
text but has not
organization elaborated and with
of recount elaborated
the idea
text idea

9
‘

Rubrik Penilaian tes lisan dan tulis

JAWABAN Kreteria SKOR
Tepat 3
1. The general and specific information
about the picture Kurang tepat 2

2. The general information/specific Tidak tepat 1
information about the picture

3. Other then 1 and 2

BAHAN AJAR Materi Pembelajaran

 Teks khusus, lisan dan tulis, berbentuk undangan resmi sederhana

 Fungsi Sosial :Menjagahubungan transaksional dengan orang lain

 Struktur : Salutation, ungkapan Will/ Couid you come with me to the
exhibition?,Is it possible for you to attend my birthday partyr?, Closing

 Unsur kebahasaan:Kata dan tata bahasa baku, Ejaan dan tulisan tangan dan
cetak yang jelas dan rapi, Ucapan, tekanan kata, intonasi, ketika
mempresentasikan secara lisan, Layout ,Rujukan kata

10
‘

Read this letter of invitation. Check the writing based on this checklist

June 12
Dana and Chuck Norris
777 Lander Lane
Meridian, ID 83642

Dear Mr, and Mrs Norris
You are cordially invited to a formal dinner in honor of Samuel Green
on July 21 at 8 pm at the Boise Hilton.
As you are an associate of Mr. Green we would like you to speak briefly
about his work in the lumber industry. If this is possible, please let me
know within the next week
Please note that this is a black-tie event, RSVP with the names of those
attending by July 14.

Sincerely yours,
John Cougar
Chairman, Social Committee
***

WRITING CHECKLIST

No. Items Yes No

1. Has the writer written
 The sender’s address
 The date
 The recipient’s name
 The recipient’s address
 The greeting/salutation

2 Has the writer used the correct phrases of inviting?

3 Has the writer stated my purpose to invite?
Has the writer included:
 The date
 The time
 The contact for RSVP
 The dress code

4 Has the writer stated his/her brief statement
indicating hopes of the recipient’s attendance?

5 Has the writer written his/her name and put a
signature to close the letter?

6 Has the writer used the correct punctuation,
spellings and capitalization?

Complete the following informal invitation and its reply based on the event
given.
Event: You are opening a new Indonesian restaurant. You want to invite your
friend to grand opening. The event will take place on 24 March at 7 p.m at
Pancawala Street III/67-68 Semarang.

( your address)

(the date)

Dear ,

We’re opening -----------------and we were
wondering if
======================

Love,

(your name)

11
‘

Once you have finished writing the letter, check your work with the editing list
below.

No. Items Yes No

1 Have I written

 The sender’s address

 The date

 The recipient’s name

 The recipient’s address

 The greeting/salutation

2. Have I introduced myself as the owner of the
restaurant?

3 Have I stated my purpose to invite?

Have I included:

 The date

 The time

 The contact for RSVP

 The dress code

4 Have I included my brief statement indicating
hopes of his/her attendance

5 Have I written my name and put a signature to
close the letter?

6 Have I used the correct punctuation, spellings and
capitalization?

Write a reply to the invitation confirming that you will attend at the event.
(your address)

(the date)

Dear ,

Thank you very much for the invitation
to .

I would love to .

All the best,

(your name)

Siswa memilih salah satu dari kegiatan berikut:
a. Membuat undangan resmi yang ditujukan kepada kepala sekolah untuk

hadir pada acara kelulusan
b. Membuat undangan resmi yang ditujukan kepada kepala kantor

pendidikan setempat untuk menghadiri acara pembukaan laboratorium
IPA yang baru di sekolah
c. Membuat desain kartu undangan resmi
d. Membuat diorama berdasarkan cerita yang dipelajari
Proyek dilakukan selama 1 minggu. Guru menginformasikannya pada
akhir pelajaran minggu ke-2.

12
‘

Example of diorama

Choose on of the activities given below
- With your partner, create a formal invitation for the head of your school,
inviting him/her to the graduation ceremony in your school. Use the
format you learnt in the building blocks.
- With a partner, create a formal invitation for the head of your district,
inviting him/her to the ribbon-cutting ceremony to inaugurate the new
science laboratory in your school. Use the format you learnt.
- With your partner, create a diorama of your favourite scene from the
play. Present it in front of your classmates and teacher
- Design and Create a formal invitation card template.

1

Nama penyusun Rini Handayani
Institusi SMAN 1 Mentaya Hilir Selatan
Tahun pembuatan 2022
Mapel BAHASA INGGRIS
Jenjang SMA
Kelas X (Sepuluh) Reguler
Alokasi waktu 6 Pertemuan @ 45 menit :270 menit
Tahapan Fase E
Domain konten
1. Menyimak dan Berbicara (Listening and Speaking)
2. Membaca dan Memirsa (Reading and Viewing)
3. Menulis dan Presentasi (Writing and Presenting)

Tujuan Pembelajaran LISTENING AND SPEAKING

10. A. 5 Menganalisis dan menangkap makna secara kontekstual fungsi
sosial, struktur teks, dan unsur kebahasaan teks lisan berbentuk deskriptif
(descriptive) secara kritis, kreatif dan santun terkait topik lingkungan fisik
dan sosial masyarakat dengan tingkat kelancaran dan ketepatan yang
optimal.

READING AND VIEWING

10. B.3 Menganalisis, menangkap makna dan mengevaluasi fungsi sosial,
struktur teks, dan unsur kebahasaan teks lisan dan tertulis berbentuk
deskriptif (descriptive) secara kritis, kreatif dan jujur terkait topik
lingkungan fisik dan sosial masyarakat dengan tingkat kelancaran dan
ketepatan yang optimal.
WRITING AND PRESENTING

Konten Utama 10.C.3 Merancang dan mempresentasikan teks lisan dan tertulis berbentuk
Pertanyaan inti deskriptif terkait topik lingkungan fisik dan sosial masyarakat dengan
memerhatikan fungsi sosial, struktur teks, dan unsur kebahasaan sesuai
konteks secara santun, kritis, kreatif, dan mandiri dengan tingkat kelancaran
dan ketepatan yang optimal.

Teks Deskriptif
What do they look like?
Think of your favourite place.Why you like it and mention to describe it

Prasyarat Siswa merespon pertanyaan terbuka dan menggunakan strategi untuk
Pengetahuan/Ketrampilan  memulai, mempertahankan dan menyimpulkan percakapan dan diskusi
dalam teks deskripsi menjadi rujukan utama dalam kemampuan
berbicara.

 Siswa membaca dan merespon teks deskripsi secara mandiri terhadap
ide pokok.

Target profil pelajar  Siswa menulis jenis teks deskripsi menyajikan informasi dalam mode
Pancasila presentasi
Target siswa
Jumlah siswa Siswa yang beriman, bertakwa kepada Tuhan YME, mandiri dan berpikir
Ketersediaan materi kritis dan kreatif.
Siswa Reguler/Tipikal
Model pembelajaran Maksimum 36-40 siswa
Assessmen  Pengayaan lebih lanjut : YA
 Alternatif penjelasan tambahan : YA
Tatap Muka
Individu, berpasangan kelompok
Jenis assessmen : tertulis, unjuk kerja

2

3

Materi ajar, Alat dan A. MATERI PEMEBELAJARAN
bahan  Fungsi Sosial

Membanggakan, menjual, mengagumi, mengenalkan,

mengidentifikasi, mengkritik, dsb.

 Struktur Teks

Struktur deskripsi dapat mencakup:

- Identifikasi (nama keseluruhan dan bagian)
- Sifat (ukuran, warna, jumlah, bentuk, dsb.)
- Fungsi, manfaat, tindakan, kebiasaan

 Unsur Kebahasaan

- Kata benda yang terkait dengan tempat wisata dan bangunan
bersejarah terkenal, dengan atau tanpa a dan the, plural (-s), this,
that, those, my, his, dst.

- Kata sifat untuk mendeskripsikan tempat wisata dan bangunan
bersejarah di sekitar lingkungan peserta didik dengan atau tanpa
kata keterangan seperti quite, very, extremely, dst.

- Kata kerja untuk menyatakan keadaan, lokasi, dan kenyataan
dalam simple present tense.

- Ucapan, tekanan kata, intonasi.
- Ejaan dan tanda baca.

- Tulisan tangan
B. Metode :

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

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

2. Bahan : PPT dan LKS

3. Sumber Belajar :

Utama Widiati dkk, 2016. Buku Siswa Bahasa Inggris Kelas X
SMA/MA/SMK/MAK, Kementrian Pendidikan dan Kebudayaan RI.

www.national geographic.com

4

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

LISTENING AND SPEAKING

10. A. 5 Menganalisis dan menangkap makna secara kontekstual fungsi
sosial, struktur teks, dan unsur kebahasaan teks lisan berbentuk deskriptif
(descriptive) secara kritis, kreatif dan santun terkait topik lingkungan fisik
dan sosial masyarakat dengan tingkat kelancaran dan ketepatan yang
optimal.

READING AND VIEWING

10. B.3 Menganalisis, menangkap makna dan mengevaluasi fungsi sosial,
struktur teks, dan unsur kebahasaan teks lisan dan tertulis berbentuk
deskriptif (descriptive) secara kritis, kreatif dan jujur terkait topik
lingkungan fisik dan sosial masyarakat dengan tingkat kelancaran dan
ketepatan yang optimal.

WRITING AND PRESENTING

10.C.3 Merancang dan mempresentasikan teks lisan dan tertulis berbentuk
deskriptif terkait topik lingkungan fisik dan sosial masyarakat dengan
memerhatikan fungsi sosial, struktur teks, dan unsur kebahasaan sesuai
konteks secara santun, kritis, kreatif, dan mandiri dengan tingkat kelancaran
dan ketepatan yang optimal.

4. Materi : Teks lisan dan tertulis berbentuk deskriptif

Fungsi Sosial

Membanggakan, menjual, mengagumi, mengenalkan, mengidentifikasi,
mengkritik, dsb.

Struktur Teks

Struktur deskripsi dapat mencakup:

- Identifikasi (nama keseluruhan dan bagian)
- Sifat (ukuran, warna, jumlah, bentuk, dsb.)
- Fungsi, manfaat, tindakan, kebiasaan

Unsur Kebahasaan

- Kata benda yang terkait dengan tempat wisata dan bangunan
bersejarah terkenal, dengan atau tanpa a dan the, plural (-s), this,
that, those, my, his, dst.

- Kata sifat untuk mendeskripsikan tempat wisata dan bangunan
bersejarah di sekitar lingkungan peserta didik dengan atau tanpa
kata keterangan seperti quite, very, extremely, dst.

- Kata kerja untuk menyatakan keadaan, lokasi, dan kenyataan
dalam simple present tense.

- Ucapan, tekanan kata, intonasi.
- Ejaan dan tanda baca.
- Tulisan tangan

5

5.Langkah Pembelajaran:
Kegiatan awal:

 Menyiapkan peserta didik untuk mengikuti proses pembelajaran
seperti berdoa, absensi, menyiapkan buku pelajaran.

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

DRAW AND GUESS

Kegiatan Awal
(15 menit)

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

Siswa (S) dibagi dalam dua kelompok.
- Guru (G) memberi instruksi dan menjelaskan cara melakukan aktivitas.

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

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

- Kata yang ditebak: cave, waterfalls, headscarf, Hurricane, thunder,
rainbow, theater,museum, boat, wax, downtown, helicopter.

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

Menjelaskan tujuan pembelajaran menyampaikan cakupan materi dan
penjelasan uraian kegiatan.

6

Kegiatan Inti LISTENING AND SPEAKING
( 150 menit)
10. A. 5 Menganalisis dan menangkap makna secara kontekstual fungsi
sosial, struktur teks, dan unsur kebahasaan teks lisan berbentuk deskriptif
(descriptive) secara kritis, kreatif dan santun terkait topik lingkungan fisik
dan sosial masyarakat dengan tingkat kelancaran dan ketepatan yang
optimal.

LISTENING

Memperdengarkan monolog tentang deskripsi Taman Mini dan
meminta siswa melengkapinya

Listen to the recording and fill in the blanks.

Taman Mini Indonesia Indah (TMII) is a culture-based 1. area
located in East Jakarta, Indonesia. It has an area of about 2. acres
(1.0 km2). The park is a miniature of Indonesian culture, with virtually all
3......... of daily life in Indonesia's provinces. There are many 4.........
pavilions with the collections of Indonesian 5.........., clothing, dances and
traditions. Apart from that, there is a lake with a miniature of the 6. in
the middle of it. Cable cars, museums, Keong Emas Imax cinema, a theater
7........ the Theater Tanah Airku and other recreational 8......... which make
TMII one of the most popular tourist destinations in the city.

LISTENING SCRIPT

Taman Mini Indonesia Indah (TMII) is a culture-
based recreational area located in East Jakarta, Indonesia. It has an area
of about 250 acres (1.0 km2). The park is a miniature of Indonesian
culture, with virtually all aspects of daily life in Indonesia's provinces.
There are many separate pavilions with the collections of Indonesian
architecture, clothing, dances and traditions. Apart from that, there is a
lake with a miniature of the archipelago in the middle of it. Cable cars,
museums, Keong Emas Imax cinema, a theater called the Theater Tanah
Airku and other recreational facilities which make TMII one of the most
popular tourist destinations in the city.

Meminta siswa menjawab pertanyaan deskripsi yang didengar siswa

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

7

SPEAKING

Guru menceritakan satu tempat menarik yang baru dikunjungi. Ini
menjadi contoh bagi siswa untuk melaksanakan aktiftas selanjutnya.

Guru meminta siswa untuk bercakap-cakap secara berpasangan
tentang tempat-tempat menarik.

Pada saat siswa bercakap-cakap, guru berkeliling untuk memonitor
aktiftas siswa. Jika ada siswa yang kesulitan,guru bisa membantu
dengan bertanya atau memberikan contoh.

Siswa yang menceritakan pengalamannya dengan bagus dalam
aktivitas berpasangan selanjutnya diminta untuk menceritakan
pengalamannya untuk seluruh kelas.

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

Kegiatan Akhir Pair Work
(15 menit) Have you ever visited a waterfall or other natural tourists objects?
What is interesting or not interesting about the place? Will you
PENILAIAN recommend that place to your friends? Why? Take turns describing the
places.

Memberi panduan menyimpulkan hasil pembelajaran
Meminta siswa menyampaikan pendapat atau perasaan atas
pembelajaran yang dilakukan
Memberikan penugasan terstruktur individu untuk browsing macam-
macam teks deskriptif
menyampaikan rencana kegiatan pertemuan berikutnya yaitu menulis
dan membuat monolog deskripsi tempat.
PEDOMAN PENSKORAN
a. Jawaban singkat

Penskoran instrument dilakukan dengan memberikan skor 2
untuk setiap jawaban benar dan 0 untuk jawaban salah.

b. Uraian singkat/uraian objektif
Penskoran instrument dilakukan dengan memberikan skor 2
untuk setiap jawaban benar dan 0 untuk jawaban salah.

Format Penilaian Speaking KRETERIA SKOR
NO ASPEK 4
1 Leksikogramatika  Tata bahasa dan kosa kata tepat 3
 Tata bahasa dan kosa kata kadang- 2
2 Sistematika 1
a. Interaktional kadang kurang tepat dan tidak 0
mempengaruhi makna
 Tata bahasa dan kosa kata kurang tepat 4
dan mempengaruhi makna 3
 Tata bahasa dan kosa kata sulit dipahami.
 Diam 2
a. Melakukan dan merespon tindak tutur 1
0
dengan tepat dalam bahasa lisan
b. Melakukan dan merespon tindak tutur

dalam bahasa lisan dimana kadang-
kadang terdapat kesalah-pahaman
c. Sering terjadi kesalahan dalam
melakukan dan merespon tindak tutur.
d. Tidak mampu melakukan dan
merespon tindak tutur sederhana.
e. Memproduksi kata-kata yang tidak
berbentuk teks

8

 Sesuai dengan struktur teks yang 4
3
b. Monolog maksimal dalam genre yang dipilih.
 Sesuai dengan struktur teks minimal 2

dengan genre yang dipilih. 1
0
 Struktur teks yang kurang jelas dan 4
3
mempengaruhi kejelasan makna.
2
 Gagasan dan struktur kurang jelas. 1
 Gagasan dan struktur sulit dipahami.
0
3 Ucapan dan Intonasi  Sangat jelas dan mendekati penutur asli.
4
 Sangat jelas walaupun dengan aksen
3
bahasa ibu. 2
1
 Kurang jelas dan mempengaruhi makna. 0
16
 Tidak jelas dan menghilangkan sebagian

makna

 Tidak jelas dan tidak bermakna

4 Komunikasi Interaktif  Percaya diri dan lancar dalam mengambil
giliran bicara serta mampu mengkoreksi
diri jika melakukan kesalahan.

 Percaya diri meskipun ada pengulangan
dan kerakuguan.

 Lebih banyak merespon dari berinisiatif.
 Sulit diajak bicara meskipun sudah

dipancing.
 Tidak mampu merespon dan berinisiatif.

Jumlah

BAHAN AJAR

Kata yang ditebak: cave, waterfalls, headscarf, Hurricane, thunder,
rainbow, theater,museum, boat, wax, downtown, helicopter.

LISTENING SCRIPT

Taman Mini Indonesia Indah (TMII) is a culture-
based recreational area located in East Jakarta, Indonesia. It has an area
of about 250 acres (1.0 km2). The park is a miniature of Indonesian
culture, with virtually all aspects of daily life in Indonesia's provinces.
There are many separate pavilions with the collections of Indonesian
architecture, clothing, dances and traditions. Apart from that, there is a
lake with a miniature of the archipelago in the middle of it. Cable cars,
museums, Keong Emas Imax cinema, a theater called the Theater Tanah
Airku and other recreational facilities which make TMII one of the most
popular tourist destination in the city.

9

LEMBAR KERJA LISTENING

REFLECTION Listen to the recording and fill in the blanks.
PENGAYAAN
Taman Mini Indonesia Indah (TMII) is a culture-based 1. area
located in East Jakarta, Indonesia. It has an area of about 2. acres
(1.0 km2). The park is a miniature of Indonesian culture, with virtually all
3......... of daily life in Indonesia's provinces. There are many 4.........
pavilions with the collections of Indonesian 5.........., clothing, dances and
traditions. Apart from that, there is a lake with a miniature of the 6. in
the middle of it. Cable cars, museums, Keong Emas Imax cinema, a theater
7........ the Theater Tanah Airku and other recreational 8......... which make
TMII one of the most popular tourist destinations in the city

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

SPEAKING

Pair Work

Have you ever visited a waterfall or other natural tourists objects?
What is interesting or not interesting about the place? Will you
recommend that place to your friends? Why? Take turns describing the
places.
At the end of this lesson, ask youself the following questions to know how
effective your learning process is
1. What have you learned from this lesson, which is about a
2. Can you do all the exercises here? If not, what is your plan to solve your

problem? If you can, what is your plan to further your English
competence?

Program Tindak Lanjut
 Remedial
 Peserta didik yang belum mencapai KKM (75) diberi tugas untuk
membaca beberapa teks deskriptif dalam bahasa Inggris terkait
tempat wisata yang ada di Indonesia selama dua minggu. Setelah
dua minggu guru mengevaluasi kemajuan kompetensi peserta
didik dalam menangkap makna dan atau menyusun teks
deskriptif. Kemudian guru melaksanakan penilaian remedial.
 Pengayaan
 Bagi peserta didik mempunyai nilai di atas 75 diberi pengayaan
berupa tugas mandiri untuk membaca dan atau menuliskan
deskriptif terkait tempat wisata dan bangunan bersejarah terkenal
di Indonesia. Kemudian mempublikasi dengan ditempel di
madding.

10

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

READING AND VIEWING

10. B.3 Menganalisis, menangkap makna dan mengevaluasi fungsi sosial,
struktur teks, dan unsur kebahasaan teks lisan dan tertulis berbentuk
deskriptif (descriptive) secara kritis, kreatif dan jujur terkait topik
lingkungan fisik dan sosial masyarakat dengan tingkat kelancaran dan
ketepatan yang optimal.

4. Materi : Descriptive Text Dealing with Famous Historical Buildings
and Tourism Places

 Fungsi Sosial

Membanggakan, menjual, mengagumi, mengenalkan,

mengidentifikasi, mengkritik, dsb.

 Struktur Teks

Struktur deskripsi dapat mencakup:

- Identifikasi (nama keseluruhan dan bagian)
- Sifat (ukuran, warna, jumlah, bentuk, dsb.)
- Fungsi, manfaat, tindakan, kebiasaan

 Unsur Kebahasaan
- Kata benda yang terkait dengan tempat wisata dan bangunan
bersejarah terkenal, dengan atau tanpa a dan the, plural (-s), this,
that, those, my, his, dst.

- Kata sifat untuk mendeskripsikan tempat wisata dan bangunan
bersejarah di sekitar lingkungan peserta didik dengan atau tanpa
kata keterangan seperti quite, very, extremely, dst.

- Kata kerja untuk menyatakan keadaan, lokasi, dan kenyataan
dalam simple present tense.

- Ucapan, tekanan kata, intonasi.
- Ejaan dan tanda baca.
- Tulisan tangan

Kegiatan Awal 5.Langkah Pembelajaran:
(15 menit) Kegiatan awal:
Memberi salam kepada siswa
Mengajak siswa berdoa
Mengecek kehadiran siswa
Mereview pembelajaran sebelumnya dengan bermain ODD MAN
OUT.

Siswa dibagi dalam kelompok-kelompok yang terdiri atas 4 orang.
Guru menjelaskan dan memberi instruksi cara mengerjakan permainan “odd
man out”.

Pada saat menjelaskan contoh, berikan pertanyaan mengapa kata air
conditioner dicoret. Beri waktu siswa mencari jawabannya sebelum guru
memberi tahu atau mengkonfrmasi jawaban siswa.

Guru menunggu siswa memberi jawaban. Dorong banyak siswa untuk
menjawab.

11

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

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

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

outdoor camping ground air conditioner sleeping bag

1 2 3
wave
trees Savannah Canopy
sandy Botanical garden Leafy
breeze Wood Green
jungle Blue
4
Cool 5 6
Hot Coral
Cold Clear Dirty
Fresh Sofa Nice
7 fish Clean
Ship 8 Comfortable
Boat Fall down 9
Raft Rock
canoe Splash Valley
waterfall amusement
10 Park
Sunny 11 Hot spring
Wet Terrible Crater
Warm Amazing 12
hot Awesome Impressive
Marvelous Interesting
Boring
unforgettable

Kegiatan Inti ***
( 150 menit)
VOCABULARY BUILDER

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

Guru meminta siswa untuk mencocokkan hasil pekerjaan sendiri
dengan temannya.Selain untuk membekali siswa dengan vocabulary
yang berhubungan dengan teks bacaan.

12

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

VOCABULARY BUILDER

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

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

_ _ _tin _ _ _ _ _ (noun) tujuan

_ _ _ _ _ _ _ la (noun) tanjung

un _ _ _ _ (adjective) tidak seperti

s_____ (noun) hidung

_ _ _mo_ _ (adjective) sangat besar

es _ _ _ _ _ _ _ (verb) mendirikan

h____ (noun) pusat/inti

_ _ _ _ _ ss _ _ _ (adjective) mengesankan

ex_ _ _ _ _ _ _ (adjective) bekas tangkapan

_ _ _ _ _ _ _ _ tion (noun) pelestarian

_ _ _z_ _ _ _ (adjective) mengagumkan

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

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

Siswa sharing pendapat dengan singkat.

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

13

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

TANJUNG PUTING NATIONAL PARK

Guru meminta siswa membaca comprehension questions dan
membahas bersama pertanyaan yang tidak dimengerti.
Setelah itu, siswa membaca bacaan dengan intensif sambil mencoba
mencari jawaban pertanyaan.
(Now, read the comprehension questions. Do you understand them?
If you don‟t understand, we can discuss together)
Siswa kemudian membahas jawaban pertanyaan. Dalam kegiatan ini
guru bisa meminta siswa untuk bekerja dalam kelompok yang
masing-masing beranggotakan empat orang. Tiap anggota kelompok
diberi nomor, 1, 2, 3 dan 4.
(Now, work in groups of four to answer the comprehension questions
below the reading text. Number each member in the group with 1, 2,
3, and 4.Let me check now. Who is number one? Number two?
Number 3? Number 4? Good. Now start to work.)
Kegiatan ini merupakan intensive reading activity, dan dilakukan dengan
pembelajaran kelompok model numbered-heads together.

14

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

Membahas jawaban pertanyaan. Pada saat sharing, guru tinggal
memanggil nomor tertentu untuk menjawab. Misalnya, number one(s)
what is your opinion? Maka semua yang nomor 1 mengangkat tangan dan
guru tinggal memilih di antara para siswa yang bernomor ini. (Kerja
kelompok model Numbered-head together).
Setelah seorang siswa bernomor tertentu (1 misalnya) menjawab guru
sebaiknya selalu minta konfrmasi dari siswa lain (bisa siswa bernomor 1
atau 2 dan seterusnya) sebelum member pendapatnya.
Number one(s), raise your hands. Okay, now Dita (whose number is one)
what is your answer to question number one? Deni (whose number is also
one) do youagree with Dita? Why do you think so?
….And so forth.
VIEWING

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

15

Task 3:

After Reading the text, in the chart below, identify the main idea of the

paragraphs, and the summarize the most important details in your own

words: work individually first, then compare your answer to that of your

classmates sitting next to you.

Paragraph Main Idea Details Paragraph

1 Tanjung Puting A jungle which is 1

National Park the habitat of

offers impressive orang utans and

experience to its proboscis

visitors monkeys

2.

3.

4.

5.

Kegiatan Akhir Memberi panduan menyimpulkan hasil pembelajaran. Meminta siswa
(15 menit)
PENILAIAN menyampaikan pendapat atau perasaan ataspembelajaran yang

BAHAN AJAR dilakukan.Menyampaikan rencana kegiatan pertemuan berikutnya.

Rubrik Penilaian tes lisan dan tulis

JAWABAN SKOR

1. Jawaban tepat kalimat benar 3

2. Jawaban kurang tepat kalimat benar 2

3. Jawaban salah dan kalimat kurang pas 1

outdoor camping ground air conditioner sleeping bag

123

wave trees Savannah Botanical Canopy

sandy gardenWood Leafy

breeze jungle Green

Blue

456

CoolHot Coral Dirty

Cold Clear Nice

Fresh Sofa Clean

fish Comfortable

789

Ship Boat Fall down Valley

Raft canoe Rock Splash amusement

waterfall Park

Hot spring

Crater

10 11 12

SunnyWet Terrible Impressive

Warmhot Amazing Interesting

Awesome Boring

Marvelous unforgettable

16
TANJUNG PUTING NATIONAL PARK

17

18

LEMBAR KERJA ODD MAN OUT
Below are lists of words related to tourist destinations. Let’s play odd man
out game this game in groups of four. Find the word that does not belong to
the same category as the other words in the same group. That word is the odd

word (the odd man) Cross out or circle the word and explain your reason.

Look at the example. Compete with other groups to finish this game.

outdoor camping ground air conditioner sleeping bag

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

breeze jungle Blue

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

19

VOCABULARY BUILDER

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

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

_ _ _tin _ _ _ _ _ (noun) tujuan

_ _ _ _ _ _ _ la (noun) tanjung

un _ _ _ _ (adjective) tidak seperti

s_____ (noun) hidung

_ _ _mo_ _ (adjective) sangat besar

es _ _ _ _ _ _ _ (verb) mendirikan

h____ (noun) pusat/inti

_ _ _ _ _ ss _ _ _ (adjective) mengesankan

ex_ _ _ _ _ _ _ (adjective) bekas tangkapan

_ _ _ _ _ _ _ _ tion (noun) pelestarian

_ _ _z_ _ _ _ (adjective) mengagumkan

READING

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

TANJUNG PUTING NATIONAL PARK

20

COMPREHENSION QUESTIONS

Answer the following questions briefly

11. Based on the text, can you guess what ecotourism is. Give some
examples of other ecotourism destinations.

12. As one of ecotourism destinations, what does Tanjung Puting
National Park offer to tourists?

13. How is the park different from the parks in cities?
14. How is Camp Leaky related to Tanjung Puting National Park?
15. What does the word ex-captive tell you about the orangutans in Camp

Leaky, which is a rehabilitation site for orangutans?
16. What is special about the means of transportation to Camp Leaky.
17. Which do you think is the most interesting scene in Tanjung Puting

National Park?
18. How important is the research by Dr. Birute Galdikas?
19. What is the author’s purpose in writing this text?
20. How is each paragraph related to each other?

Task 3:

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

Paragraph Main Idea Details

1 Tanjung Puting A jungle which is the
National Park offers habitat of orang utans
impressive and proboscis monkeys
experience to its
visitors

2

3

4

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

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

21

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

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

PERTEMUAN KE-5 1. Kelas : X Regular
dan KE – 6 ( 180
2. Waktu : 4 JP x 45 menit = 180 menit
MENIT)
3.Tujuan Pembelajaran :

WRITING AND PRESENTING

10.C.3 Merancang dan mempresentasikan teks lisan dan tertulis berbentuk
deskriptif terkait topik lingkungan fisik dan sosial masyarakat dengan
memerhatikan fungsi sosial, struktur teks, dan unsur kebahasaan sesuai
konteks secara santun, kritis, kreatif, dan mandiri dengan tingkat kelancaran
dan ketepatan yang optimal.

4. Materi : Descriptive Text Dealing with Famous Historical Buildings
and Tourism Places

 Fungsi Sosial

Membanggakan, menjual, mengagumi, mengenalkan,

mengidentifikasi, mengkritik, dsb.

 Struktur Teks

Struktur deskripsi dapat mencakup:

- Identifikasi (nama keseluruhan dan bagian)
- Sifat (ukuran, warna, jumlah, bentuk, dsb.)
- Fungsi, manfaat, tindakan, kebiasaan

 Unsur Kebahasaan
- Kata benda yang terkait dengan tempat wisata dan bangunan
bersejarah terkenal, dengan atau tanpa a dan the, plural (-s), this,
that, those, my, his, dst.

- Kata sifat untuk mendeskripsikan tempat wisata dan bangunan
bersejarah di sekitar lingkungan peserta didik dengan atau tanpa
kata keterangan seperti quite, very, extremely, dst.

- Kata kerja untuk menyatakan keadaan, lokasi, dan kenyataan
dalam simple present tense.

- Ucapan, tekanan kata, intonasi.
- Ejaan dan tanda baca.
- Tulisan tangan

22

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

Guru memulai kegiatan pembelajaran dengan mengajukan pertanyaan
tentang historical building.Jika siswa tidak dapat memberikan jawaban, guru
dapat mengarahkan pertanyaan yang disesuaikan dengan kondisi sejarah
bangunan atau lokasi setempat.Pemanfaatan pengetahuan siswa tentang
tempat-tempat bersejarah di sekitar diharapkan mampu untuk mendorong
siswa mengungkapkan pendapat. Juga perlu diarahkan agar mereka dapat
mengembangkan rasa syukur dengan banyaknya tempat-tempat bersejarah.

(Students, has any one of you ever visited a historical building? Have you

ever heard about in ? What is the name of the building? Where

is it? Describe what it looks like. Is there any information about how

mysterious this place is?)

WRITING

Guru meminta siswa membaca paragraf dengan cermat dan membetulkan 15
kata yang salah.

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

Task 1:

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

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

23

Task 2: Collaborative description
Guru membagi siswa ke dalam kelompok besar (antara 12-15)
Guru meminta siswa menyiapkan selembar kertas untuk menulis.
Guru memberi instruksi kepada siswa untuk melaksanakan aktiftas
collaborative description.
Setelah selesai, guru meminta siswa untuk membaca hasil tulisannya
bersama teman-temannya.
Guru meminta siswa untuk mengidentifkasi hal-hal yang kurang tepat dalam
tulisan bersama tersebut.
(Allright students, now imagine an interesting place that you‟ve
visited.You‟re gonna write an essay about the place collaboratively.You need

only to write a sentence at a time. When I clap my hand, stop writing and

give your paper to your friend on your right. When you receive a paper from
your friend on your lef, read your friend‟s sentence(s) and continue writing

another sentence.Use connecting words or phrases whenever possible. When

I clap again, give the paper to your friend. Do this until your paper is back

to you.)

Task 2

Using your own words, rewrite the above paragraphs

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

Task 3 : Work in Pairs
Guru meminta siswa untuk kerja berpasangan mengidentifkasi tujuan dan
rincian masing-masing paragraf dalam teks bacaan.

Task 3
Work in Pairs
Complete the following chart to understand the structure of the

descriptive text in the Reading Comprehension

Parts of Text Purposes Details
Introductory
paragraph

Supporting
paragraph 1

Supporting To describe Maid of the
paragraph 2 Mist Boat Tour

Supporting
paragraph 3

Supporting
paragraph 4

Supporting
paragraph 5

Supporting
paragraph 6

Concluding
paragraph

***

24

Visiting Niagara Falls

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

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

Task 4: Collaborative Description
Guru membagi siswa ke dalam kelompok besar (antara 12-15)
Guru meminta siswa menyiapkan selembar kertas untuk menulis.
Guru memberi instruksi kepada siswa untuk melaksanakan aktiftas
collaborative description.
Setelah selesai, guru meminta siswa untuk membaca hasil tulisannya
bersama teman temannya.
Guru meminta siswa untuk mengidentifkasi hal-hal yang kurang tepat dalam
tulisan bersama tersebut.

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

25

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

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

1. Write a sentence about an interesting place. When a sentence. When
your teacher gives a signal to stop, stop writing and give your paper to
your friend on your right and you’ll receive you friend’s paper.
Continue writing asentence on your friend’s paper, one sentence at a time.
Continue doing this, until your paper is back to you.

When writing, pay attention to the following guiding questions:
 What is the name of the place and why is it interesting?
 What attractions are available in this place? Describe one by one
 What is your overall impression about the place?

2. Read your and your friends’ description. What do you think?Is it
afunny description? Is your paragraph logical? If not, then go to
thenext activity.

Kegiatan Memberi panduan menyimpulkan hasil pembelajaran
Akhir(15 Meminta siswa menyampaikan pendapat atau perasaan
menit)
ataspembelajaran yang dilakukan.
PENILAIAN

WRITING RUBRIC ASSESSMENT

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

No Criteria to Low Good Very Good Score

26

be assessed performance Performance Performance

78 9

1. Text Doesn’t use Use the Use the

Organization the correct correct text correct text

text organization organization

organization but has not and with

of recount elaborated elaborated

text the idea idea

2. Sentence Use simple begins to Use simple
formation sentences vary simple sentences,
sentences and compound
compound sentences and
sentences complex
sentences
correctly

3. Grammar Too many 6 until 10 Under 5
mistakes mistakes mistakes

4. Vocabulary Basic Developed Purposefully
Vocabulary, vocabulary chosen
less precise
vocabulary

5. Mechanic Some errors Mostly Effective use
with spelling effective use of

and of capitalization,
punctuation mechanics; punctuation,
errors do not and spelling
detract from

meaning

6. Tidiness and Write Write quite Write neatly,

deadline awkwardly, neatly, quite clear font,

Unreadable, clear font, submit the
submit late submit late work in/on
more than 3 three days
days from the time
from the
deadline deadline

Total score Final Score =
Total score : 6

BAHAN AJAR

Visiting Niagara Falls

27

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

Task 2

Using your own words, rewrite the above paragraphs

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

LEMBAR KERJA Task 1:

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

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

28

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

Task 2

Using your own words, rewrite the above paragraphs

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

Task 3
Work in Pairs
Complete the following chart to understand the structure of the

descriptive text in the Reading Comprehension

Parts of Text Purposes Details
Introductory
paragraph

Supporting
paragraph 1

Supporting To describe Maid of the
paragraph 2 Mist Boat Tour

Supporting
paragraph 3

Supporting
paragraph 4

Supporting
paragraph 5

Supporting
paragraph 6

Concluding
paragraph

29

Visiting Niagara Falls

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

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

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

When writing, pay attention to the following guiding questions:

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

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

 What is your overall impression about the place?

30

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

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

Before I studied this I didn’t understand about...
chapter
I found some difficulties...
When I was studied this And I overcome them by...
chapter

After I have studied this I think...
chapter

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

Daftar Pustaka www.national geographic.com

Lembar kerja siswa (Jika
ada)

31

Bahan bacaan siswa -

Bahan bacaan Guru -

Pengayaan

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

1

MODUL AJAR

Nama penyusun Rini Handayani
Institusi SMAN 1 Mentaya Hilir Selatan
Tahun pembuatan 2022
Mapel BAHASA INGGRIS
Jenjang SMA
Kelas X (Sepuluh) Reguler
Alokasi waktu 4 @ 45 menit :180 menit ( 2 kali pertemuan)
Tahapan Fase E
Domain konten
1. Menyimak dan Berbicara (Listening and Speaking)
2. Membaca dan Memirsa (Reading and Viewing)
3. Menulis dan Presentasi (Writing and Presenting)

Tujuan Pembelajaran LISTENING AND SPEAKING
Konten Utama
10. A. 1 Menganalisis dan menangkap makna secara kontekstual fungsi
sosial, struktur teks, dan unsur kebahasaan serta merancang teks interaksi
transaksional lisan yang melibatkan tindakan memberi dan meminta
pendapat (asking & giving opinion) secara kritis, kreatif dan santun terkait
topik fenomena alam dan sosial dengan tingkat kelancaran dan ketepatan
yang optimal.
(Perhatikan intonasi, nada, kecepatan ujaran, volume suara, penekanan untuk
memengaruhi makna, penggunaan thinking verbs serta strategi inisiasi dan
pemertahanan pertuturan)

Tindakan memberi dan meminta pendapat ( asking for and giving opinion)

Pertanyaan inti What is asking for opinion?

What is giving opinion?

Prasyarat  Siswa mampu memperluas rentang Penguasaan kosakata dan
Pengetahuan/Ketrampilan
struktur gramatikalnya agar mampu berkomunikasi
Target profil pelajar  Siswa mampu menganalisis ide pokok dan detailnya dalam
Pancasila
sebuah teks tertulis.
 Siswa mampu membuat tugas komunikasi, termasuk ketika

mendengarkan secara aktif, bertanya dan mengklarifikasi

pertanyaan.

Siswa yang beriman, bertakwa kepada Tuhan YME, mandiri dan berpikir

kritis dan kreatif.

Target siswa Siswa Reguler/Tipikal
Jumlah siswa Maksimum 36-40 siswa
Ketersediaan materi  Pengayaan lebih lanjut : YA
 Alternatif penjelasan tambahan : YA
Model pembelajaran Tatap Muka
Assessmen Individu, berpasangan kelompok
Jenis assessmen : tertulis, unjuk kerja
Materi ajar, Alat dan A. Materi :
bahan
 Teks lisan dan tulis untuk menyatakan pendapat dan pikiran serta
responnya

 Fungsi Sosial :Menjaga hubungan interpersonal dengan guru, teman,
dan orang lain

2

 Ungkapan : menyatakan pendapat/pikiran: I think … I suppose...
In my opinion …

 Unsur Kebahasaan : Ucapan, tekanan kata, intonasi.

When we wan to express opinion we use:

 Certain verbs such as: feel, think, believe, understand, etc
example:

• I think you should support this policy.
• I believe that Indonesia still has a chance.
 inking verbs such as : appear, seem, look, and get

example:
• He seems the right person for the job.
• She appears younger than her age.
 Opinion adjective, such as: the best, nice, clean, excellent, etc

example:
• He’s an excellent student.
• The decision to take that role is the best.
 Phrases, such as: In my opinion…., according to me….., etc

example:
• In my opinion, he seems the right person for the job.
• According to me, he’s excellent student.

Ways to say it…

Asking someone’s opinion

What do you think of….?
How do you feel about…..?
How do you feel about…..?

Expressing opinion

Well, if you ask me, they’re terrible
As far as I’m concerned, they’re pretty good
Most of the program are not interesting
The program is not educational
The program is not educational

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

C. Media :
Laptop, Computer, LCD, Rekaman untuk Listening, Loud Speaker,
Film/gambar, Power Point Presentation

D. Sumber :
 CD/ Audio/ VCD
 Koran/ majalah berbahasa Inggris
 www.dailyenglish.com
 http://americanenglish.state.gov/files/ae/resource_files

 http://learnenglish.britishcouncil.org/en/

PERTEMUAN KE 1 1. Kelas : X Regular
dan KE 2
(180 menit) 2. Waktu : 4 x 45 menit

3.Tujuan Pembelajaran :

LISTENING AND SPEAKING

10.A.1 Menganalisis secara kontekstual fungsi sosial, struktur teks, dan
unsur kebahasaan teks interaksi transaksional lisan yang melibatkan tindakan

3

memberi dan meminta pendapat secara kritis, kreatif dan santun terkait topik
kiat belajar yang efektif dengan tingkat kelancaran dan ketepatan yang
optimal. (Perhatikan intonasi, nada, kecepatan ujaran, volume suara,
penekanan untuk memengaruhi makna, penggunaan thinking verbs serta
strategi inisiasi dan pemertahanan pertuturan).

10.A.2 Menangkap makna secara kontekstual terkait fungsi sosial, struktur
teks, dan unsur kebahasaan teks transaksional lisan yang melibatkan
tindakan memberi dan meminta pendapat secara kritis, kreatif dan santun
terkait topik kiat belajar yang efektif dengan tingkat kelancaran dan
ketepatan yang optimal. (Perhatikan intonasi, nada, kecepatan ujaran,
volume suara, penekanan untuk memengaruhi makna, penggunaan thinking
verbs serta strategi inisiasi dan pemertahanan pertuturan)

10.A.3 Merancang teks interaksi lisan secara kontekstual yang melibatkan
tindakan memberi dan meminta pendapat dengan memerhatikan fungsi
sosial, struktur teks, dan unsur kebahasaan secara kritis, kreatif dan santun
terkait topik kiat belajar yang efektif dengan tingkat kelancaran dan
ketepatan yang optimal. (Perhatikan intonasi, nada, kecepatan ujaran,
volume suara, penekanan untuk memengaruhi makna, penggunaan thinking
verbs serta strategi inisiasi dan pemertahanan pertuturan

4. Materi : Tindakan memberi dan meminta pendapat
(asking for and giving opinion)

Kegiatan Awal 5.Langkah Pembelajaran:
(15 menit)
Kegiatan awal:
Kegiatan Inti
( 150 menit)  Memberi salam kepada siswa
 Mengajak siswa berdoa
 Mengecek kehadiran siswa

LISTENING

 Mengkondisikan siswa untuk siap mengikuti pelajaran dengan
menunjukkan gambar yang menunjukkan situasi keluarga (hubungan
ayah dan anak laki-laki serta ibu dan anak perempuan) dan
memberikan pertanyaan terkait dengan gambar.

Divide the class into two groups: boys and girls. Think about the house
rules often cause a conflict between a father and his teen son or a mother
and her teen daughter

Questions for girls group:
a. Which of these house rules cause conflicts between a daughter and
a mother?
b. What exactly are the conflicts about?

4

Questions for boys’ group:
a. Which of these house rules cause conflicts between son and a
father?
b. What exactly are the conflicts about?

 Meminta siswa mendengarkan dialog dengan ungkapan menyatakan
pendapat dan pikiran serta responnya.

`1. You will listen to a mother and her teenage daughter commenting

on each topic. Do they agree or disagree? Mention the reasons.

Topic Mother Reasons Teenage Reasons

(agree/disagree) daughter

(agree/disagree)

Keeping

room tidy

Choosing

an

appropriate

dress

Using a

cellular

phone

Learning .

to cook

2. You will hear a father and his teenage boy commenting on each topic.
Do they agree or disagree and mention the reasons.

Topics Father Reasons Teenage son Reasons
(agree/disagree) (agree/disagree)
Getting
up in the
morning
Hanging
around
with
some
friends
Playing
games
too
much
Going
home
late at
night

5

SCRIPT OF LISTENING

1.You will listen to a mother and her teenage daughter commenting on each
topic. Do they agree or disagree? Mention the reasons.

Topics Mother Teenage daughter

Keeping What a mother says about What a daughter says about

room tidy Keeping room tidy: Keeping room tidy:

My late mother used to tell Why should I? If you don’t

me to keep my bedroom mind me saying, we employ

tidy when I was young. a maid-servant and she had

She said your bedroom to do the task to make-up

reflected your personality. my room. Moreover, I don’t

Somebody could assess have time to do it.

you what kind of person

you were from your

Bedroom

Choosing What a mother says about What a daughter says about

an choosing an appropriate choosing an appropriate

appropriate dress: dress:

dress

As daughters become Well, in my opinion my
teenagers, they often mother is a little bit old –

choose a style of clothing fashioned person. As a

that you object to. Her teenager, I have to look

reasons for dressing this trendy. I am a big girl, you
know. She doesn’t have to
way may be due to their tell me which one is
friends’ trend. I often say, appropriate and which one
”Sweetie, I really dislike is not.
how we’ve become

enemies over the way you
dress.”

Using What a mother says about What a daughter says about
cellular
using cell phone: using cell phone:

phone

My 16 year –old daughter Oh, Mom, c’mon. This is a

becomes obsessed with her hi-tech age. I just

Facebook and BlackBerry communicate with my

Message. I think this is friends and with my

ridiculous. Even her relatives, too. Is that a

school subject grades have problem to you? Is that an

6

Learning suffered as she would be illegal deed? My school
to cook busy texting instead of subject grades have nothing
studying or doing her to do with it.
homework.
What a mother says about What a mother says about
learning to cook learning to cook

Learning to cook? Well, To my mind, we live in
what can I say? I have modern world. Everything
nothing to say. I am not should be fast and instant.
smart at cooking. So, I There are some restaurants
don’t force her to learn to where we can buy our
cook for the family. meals. That’s it.

2. You will hear a father and his teenage boy commenting on each topic.

Do they agree or disagree? Mention the reasons.

Topics Father Teenage boy

Getting What a father says about What a son says about

up in the getting up in the morning: getting up in the morning:

morning

If you ask me, getting up In my opinion, school
early in the morning may should start later. It’s not

actually be good for our practical for high school
health. A survey states that classes to start at 7:00. It’s

people who stay in bed just too early for a

until 9 a.m. are more likely teenager’s mind to function

to be stressed, overweight properly.

and depressed than those

who got up early.

Hanging What a father says about What a son says about

around hanging around with some hanging around with some

with friends: friends:

some

friends

I always remind him to Yes, dad. I don’t object to

choose pals carefully. I tell your advice. I don’t like

him to avoid hanging hanging out with those who
around with friends of get in trouble, because I’ll

different values or get into trouble with them

inappropriate behaviors later.

who influence his

7

Playing behaviors in negative What a son says about
games ways. playing games too much:
too What a father says about
much playing games too much:

Going My 16 year-old son plays I personally think that
home
late at video games 4 hours a day. playing video games is a
night
It is OK as long as his great way to wind down

school grade is not from the day. I did not turn

bothered. out to be a horrible person

from playing video games

every day.

What a father says about What a son says about going

going home late at night: home late at night:

I don’t agree with the idea I don’t see why there should

of a teenage going home be a reason that dad
late. I don’t want my son wouldn’t let me go out until

to be tired so that he will late at night because all my

not be able to perform well other friends are allowed to

at school the next day. No, go out on Saturday evening

my son should go home at until late at night and their

least 9 p.m. parents are okay.

 Meminta siswa mengidentifikasi bagian dialog yang merupakan
pendapat dan pikiran serta responnya.

 Meminta siswa menjawab pertanyaan yang berhubungan dengan
dialog sebelumnya.

What is your opinion? Consider each of the topics again.
Do you think...

a. The mother is:

too strict moderate too liberal Why do
you think

so?

b. The father is: moderate Too liberal Why do
Too strict
you think
so?

8

Meminta siswa untuk menirukan pengucapan ungkapan menyatakan
pendapat dan pikiran serta responnya.

Menirukan pengucapan ungkapan menyatakan pendapat dan pikiran serta
responnya.

Listen and repeat these sentences.
a) People think Toyota cars are good value for money.
b) I feel that Indonesia could produce its own national cars.
c) I think the Japanese products are available in every country in
the world.
d) My brother sells what he calls “ super economic” T-shirts.
e) Our company will only buy the best quality of tea leaves from the
tea-leaf pickers.
f) According to Gianni Versace, Italian fashions are the most
glamorous.

SPEAKING

 Meminta siswa berpasangan melengkapi dialog tentang menyatakan
pendapat dan pikiran serta responnya.

 Memberi masukan baik dari aspek struktur teks, kebahasaan maupun
ucapan, tekanan kata dan intonasi.

Practice asking and giving opinions with your friend about these topics.

Talk about your hometown

Asking opinion Topics

What do you think 1. The housing complex

of..? 2. The transportation

How do you feel 3. The roads

about..? 4. The education system

What’s your opinion 5. The buildings

of...? 6. The public facility

Example:

Student A : What do you think of the housing complex in your town?
Student B :Well, I think it’s pretty good. The housing complex is

comfortable and safe. They provide 24-hour security guards.

Complete the dialogue with the expressions provided in the box

Ahmed: Have you visited the International Education Expo held by
IALF?

Beta : Yes, I have, I visited it last week. Many people went there, too
Cyrus............ 1) Indonesian students should continue their study

abroad?
Ahmed: ..........2) I would rather say”No” because studying abroad can

be very overwhelming.
Beta ............. (3) but if you have better financial support, you have to

expand your knowledge by studying abroad.
Ahmed: ..............(4)
Cyrus.......... (5) if you continue your study abroad, you’ll get the chance

9

of exploring issues related to globalization, development,
poverty, environment and social inequity. You will return home
with a more nuanced understanding of the world.
Beta...........(6) Besides, you will quickly enhance your skills in the language
you’re studying. You will learn spoken languange by the local community.
Ahmed ......(7)

 Yes, I think so, too
 Do you think so?
 Well, I don’t object to your opinions,
but to some degree, I’m not so sure
 Well, If you ask me
 Yes, i entirely support Beta’s idea
 I partly agree with your opinion
 Do you think that

Complete the following dialogue with the expressions of agreeing and
disagreeing opinions.

Dialogue 1
A : How do you feel about wearing uniforms in school?
B..................(agree and give reasons)
C..................(disagree and give reasons)
D .................(partly agree)
E................... (avoid opinions)

Dialogue 2
A : Do you agree that smoking should be banned in this country?
B..................(agree and give reasons)
C..................(disagree and give reasons)
D .................(partly agree)
E................... (avoid opinions)

Meminta siswa berpasangan membuat contoh dialog tentang
menyatakan pendapat dan pikiran serta responnya dan
menunjukkannya dalam role play sederhana

Complete the following transactional conversations. Using role-play
approach reenact the conversation with your classmates.

Buying a new car
A: I think we should buy a new car
B: Why? Our old car is fine and functional
A:......................
B:...........................
A:....................
B:.....................

10

Kegiatan Akhir Banning Cigarettes
(15 menit) A: I believe that smoking should be banned
B: I don’t think I agree with you
PENILAIAN A:...........................
B:.............................
A:...........................
B:........................

Songs
A: What kind of music do you like?
B: I like Rock n Roll
A: How can you like Rock n Roll, it is so loud?
B:................
A:................
B:.....................
A:........................

Memberikan umpan balik terhadap proses pembelajaran: Well, class,
you have done a very good job today. Most of you are active. I hope
next time, all of you involve in the interaction. How do you feel
during the lesson? Is there anyone want to say something?

Secara klasikal guru meminta siswa untuk menyampaikan
kesimpulan dari kegiatan pembelajaran hari ini.
Meminta siswa menyampaikan pendapat atau perasaan atas
pembelajaran yang dilakukan
Memberikan penugasan terstruktur individu dengan membaca
pelajaran berikutnya yang masih terkait menyatakan pendapat dan
pikiran serta responnya
Memberi masukan baik dari aspek struktur teks, kebahasaan maupun
ucapan, tekanan kata dan intonasi
Menyampaikan rencana kegiatan pertemuan berikutnya

PEDOMAN PENSKORAN
a. Jawaban singkat
Penskoran instrument dilakukan dengan memberikan skor 2
untuk setiap jawaban benar dan 0 untuk jawaban salah.

b. Uraian singkat/uraian objektif
Penskoran instrument dilakukan dengan memberikan skor 2
untuk setiap jawaban benar dan 0 untuk jawaban salah.

Format Penilaian Speaking KRETERIA SKOR
NO ASPEK 4
1 Leksikogramatika  Tata bahasa dan kosa kata tepat 3
 Tata bahasa dan kosa kata kadang- 2
2 Sistematika 1
a. Interaktional kadang kurang tepat dan tidak 0
mempengaruhi makna
 Tata bahasa dan kosa kata kurang tepat 4
dan mempengaruhi makna 3
 Tata bahasa dan kosa kata sulit dipahami.
 Diam 2
1
a. Melakukan dan merespon tindak tutur 0
dengan tepat dalam bahasa lisan

b. Melakukan dan merespon tindak tutur
dalam bahasa lisan dimana kadang-
kadang terdapat kesalah-pahaman

c. Sering terjadi kesalahan dalam
melakukan dan merespon tindak tutur.

d. Tidak mampu melakukan dan
merespon tindak tutur sederhana.

e. Memproduksi kata-kata yang tidak
berbentuk teks

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 Sesuai dengan struktur teks yang 4
3
b. Monolog maksimal dalam genre yang dipilih.
 Sesuai dengan struktur teks minimal 2

dengan genre yang dipilih. 1
0
 Struktur teks yang kurang jelas dan 4
3
mempengaruhi kejelasan makna.
2
 Gagasan dan struktur kurang jelas. 1

 Gagasan dan struktur sulit dipahami. 0

3 Ucapan dan Intonasi  Sangat jelas dan mendekati penutur asli. 4

 Sangat jelas walaupun dengan aksen 3
2
bahasa ibu. 1
0
 Kurang jelas dan mempengaruhi makna. 16

 Tidak jelas dan menghilangkan sebagian

makna

 Tidak jelas dan tidak bermakna

4 Komunikasi Interaktif  Percaya diri dan lancar dalam mengambil
giliran bicara serta mampu mengkoreksi
diri jika melakukan kesalahan.

 Percaya diri meskipun ada pengulangan
dan kerakuguan.

 Lebih banyak merespon dari berinisiatif.
 Sulit diajak bicara meskipun sudah

dipancing.
 Tidak mampu merespon dan berinisiatif.

Jumlah

BAHAN AJAR Materi :
 Teks lisan dan tulis untuk menyatakan pendapat dan pikiran serta
responnya
 Fungsi Sosial :Menjaga hubungan interpersonal dengan guru, teman,
dan orang lain

 Ungkapan : menyatakan pendapat/pikiran: I think … I suppose...
In my opinion …

 Unsur Kebahasaan : Ucapan, tekanan kata, intonasi.

When we wan to express opinion we use:

 Certain verbs such as: feel, think, believe, understand, etc
example:
I think you should support this policy.
I believe that Indonesia still has a chance.

 Linking verbs such as : appear, seem, look, and get
example:
He seems the right person for the job.
She appears younger than her age.

 Opinion adjective, such as: the best, nice, clean, excellent, etc
example:
He’s an excellent student.
The decision to take that role is the best.

 Phrases, such as: In my opinion…., according to me….., etc
example:
In my opinion, he seems the right person for the job.
According to me, he’s excellent student.

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Ways to say it…

Asking someone’s opinion

What do you think of….?
How do you feel about…..?
How do you feel about…..?

Expressing opinion

Well, if you ask me, they’re terrible
As far as I’m concerned, they’re pretty good
Most of the program are not interesting
The program is not educational
The program is not educational

LEMBAR KERJA Divide the class into two groups: boys and girls. Think about the house
rules often cause a conflict between a father and his teen son or a mother
and her teen daughter

Questions for girls group:
c. Which of these house rules cause conflicts between a daughter and
a mother?
d. What exactly are the conflicts about?

Questions for boys’ group:
c. Which of these house rules cause conflicts between son and a
father?
d. What exactly are the conflicts about?

13

 Meminta siswa mendengarkan dialog dengan ungkapan menyatakan
pendapat dan pikiran serta responnya.

`1. You will listen to a mother and her teenage daughter commenting

on each topic. Do they agree or disagree? Mention the reasons.

Topic Mother Reasons Teenage Reasons

(agree/disagree) daughter

(agree/disagree)

Keeping

room tidy

Choosing

an

appropriate

dress

Using a

cellular

phone

Learning .

to cook

2. You will hear a father and his teenage boy commenting on each topic.
Do they agree or disagree and mention the reasons.

Topics Father Reasons Teenage son Reasons
(agree/disagree) (agree/disagree)
Getting
up in the
morning
Hanging
around
with
some
friends
Playing
games
too
much
Going
home
late at
night

Practice asking and giving opinions with your friend about these topics.

Talk about your hometown

Asking opinion Topics

What do you think 1. The housing complex

of..? 2. The transportation

How do you feel 3. The roads

about..? 4. The education system

What’s your opinion 5. The buildings

of...? 6. The public facility

Example:

Student A: What do you think of the housing complex in your town?
Student B: Well, I think it’s pretty good. The housing complex is

comfortable and safe. They provide 24-hour security guards