43 Unit Pembelajaran 8 : Descriptive Text My Pet Identification .......................................................................................................................................................... .......................................................................................................................................................... Description .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... Aktifitas 3 : Membuat Teks deskriptif tentang benda. Perhatikan dan simak tayangan video di link youtube berikut ini https://www.youtube.com/watch?v=kiyNYWGL-yg kemudian lengkapilah lembar kerja berikut ini. Lembar Kerja 1. Write as many adjectives as possible describing in the video: Shape : ……………………………………………………………………………………… ………………………………………………………………………………………. Color : ……………………………………………………………………………………….. ……………………………………………………………………………………….. Things you can do with certain object(s) : …………………………………… ………………………………………………………………………………………… …………………………………………………………………………………………… 2. Describe the following picture using these guided questions as in the video.
Unit Pembelajaran 8 : Descriptive Text 44 a. What is its shape? b. What color is it? c. What can you do with it? My basketball Identification .......................................................................................................................................................... .......................................................................................................................................................... Description .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... Aktivitas 4 : Mengkaji RPP, LKPD dan perangkat penilaian Setelah menguasai materi membuat teks deskriptif, aktivitas berikutnya adalah membuat atau menyempurnakan rancangan kegiatan pembelajaran yang sesuai dengan kondisi madrasah dan karakteristik peserta didik. Kemudian membuat LKPD atau menyempurnakan contoh LKPD dalam Unit Pembelajaran ini
45 Unit Pembelajaran 8 : Descriptive Text sehingga sesuai dengan rancangan pembelajaran Anda. Tuangkan rancangan pembelajaran Anda dalam kolom seperti berikut ini: Lembar Kerja : Format rancangan pembelajaran materi membuat teks deskriptif No. Aktivitas Peserta Didik Aktivitas Guru Waktu 1 2 3 dst b. Kegiatan On Job Learning (4 JP) Pada kegiatan ini, guru kembali mendalami materi secara mandiri dan mempraktikkan pembelajaran terhadap peserta didik di madrasah masing-masing sesuai dengan perangkat pembelajaran yang telah dibuat pada kegiatan in-1. Lakukan pencatatan pelaksanaan pembelajaran dalam kolom seperti berikut ini: Catatan refleksi kegiatan pembelajaran materi membuat teks deskriptif No. Refleksi Aktivitas Peserta Didik Refleksi Aktivitas Guru Hambatan Lain 1 2 3 Dst Selain lembar catatan refleksi pembelajaran, hasil-hasil aktivitas peserta didik selama pembelajaran perlu Anda dokumentasikan sebagai bukti pelaksanaan on. c. Kegiatan In Learning Service-2 (2 JP) Kegiatan ini dilakukan secara tatap muka bersama fasilitator dan teman sejawat untuk melaporkan dan mendiskusikan hasil kegiatan on. Diskusikan hambatan pelaksanaan pembelajaran Anda dengan teman sejawat untuk mendapatkan pemecahan masalah guna perbaikan pembelajaran yang akan datang.
Unit Pembelajaran 8 : Descriptive Text 46 D. Lembar Kerja Peserta Didik (LKPD) Bagian ini menampilkan contoh LKPD yang dapat digunakan untuk memandu peserta didik dalam mencapai tujuan pembelajaran. Anda dapat mengembangkan LKPD yang lain sesuai dengan rancangan pembelajaran yang akan Anda lakukan, atau Anda dapat menyempurnakan LKPD dalam Unit Pembelajaran ini sehingga sesuai dengan rancangan pembelajaran Anda. 1. Contoh LKPD 1 Nama Peserta didik : 1.............................................................................. 2.............................................................................. 3............................................................................. Kelas :................................................................................ Hari/tanggal :................................................................................ Tujuan Pembelajaran: Melalui kegiatan diskusi kelompok, peserta didik dapat: Mengidentifikasi menjelaskan dan menggunakan fungsi sosial teks report secara tulis Pengantar: Aspek-aspek fungsi sosial: - topik/isu/masalah - tujuan/fungsi/pesan - latar belakang/alasan - akibat/dampak/manfaat - sikap/nilai yang diusung - peran dan fungsi pembicara/penulis - peran dan fungsi pendengar/pembaca - konteks penggunaan (a.l. tempat, waktu, situasi, dsb)
47 Unit Pembelajaran 8 : Descriptive Text Lembar Kerja Peserta Didik: Activity 1 Tulislah tujuan dan topik Kalimat dari teks berikut ini No Texts The purpose and the topic of the text 1. My dad bought me a dog on my birthday. It is a male golden retriever dog. I really love him as my pet. His name is Choco. He has brown fur. His fur is really soft and he likes to be rubbed on his belly. He has a long tail and big body. I always take him for walk around because he really likes it. Choco is already as the part of our family 1. The purpose ................................................. ................................................ 2. The Topic ................................................. ................................................ 2. I have a stray cat as my pet. He is really playful. He loves to play with me and the new things he finds. He has brown and white fur, his fur is so soft and I like to rubs it for him. He has a long tail. He likes to play with it. He is also always try to catch his tail sometimes. I also like to hold him in my hand, when i hold him like that he will fall asleep. 1. The purpose ................................................. ................................................ 2. The Topic ................................................. ................................................. 3. My sister has a male rabbit. His fur is white and has black spots. He has long ears and a short tail. He also has cute red big eyes! Her rabbit likes to eat carrot and other vegetables. When my sister make her rabbit out of his cage, he used to jump everywhere and hard to catch. So, she could just put him on his cage because She is afraid that he might running away. She does not want wanna lost her rabbit because she loves him very much. 1. The purpose ................................................. ................................................ 2. The Topic ................................................. ................................................ 4. Pink Beach or Pantai Merah Muda is one of the beaches in Komodo island, East Nusa Tenggara. The beach is called Pink Beach because the sand beach is pink. The pink color of its beach is a mixture of white sand beach colors mixed with crushed coral, shells, calcium carbonate from marine invertebrates that 1. The purpose ................................................. ................................................ 2.The Topic ................................................. .................................................
Unit Pembelajaran 8 : Descriptive Text 48 are very small, and also Foraminifera, microscopic amoeba that has a red body shell. Activity 2 Play Shopping Trip Game In this game the teacher prepares the words that want to guess. Then the teacher tell students that he/she went to the store yesterday to buy something. Bit by bit, give them clues and allow students to guess. Decide on clues that talk about the item’s characteristics or how it is used. For example : Teacher : “There are twelve of them. They’re small and break easily. I eat them for breakfast.” Students : “They’re eggs” Tip: Play the game several times over a semester, identifying a store each time that matches your unit of study (supermarket, clothes store, hardware store, butcher, office supplier, etc). 2. Contoh LKPD 2 Nama Peserta didik : 1.............................................................................. 2.............................................................................. 3............................................................................. Kelas :................................................................................ Hari/tanggal :................................................................................ Tujuan Pembelajaran: Melalui kegiatan diskusi kelompok, peserta didik dapat: Mengidentifikasi struktur teks dari teks deskriptif Pengantar: Struktur teks merupakan keterkaitan makna antar bagian-bagian dalam teks: - pandangan/maksud/pendapat yang menjadi ide utama - rincian argumentasi, - rincian langkahlangkah - rincian peristiwa - rincian deskripsi - rincian unsur-unsur teks - plot, alur pikiran
49 Unit Pembelajaran 8 : Descriptive Text Lembar Kerja Peserta Didik Choose the appropriate answer A, B, C, or D The following text for questions no 1 to 3 I have some pets. However my favorite pet is grocy Grocy is a male cat. I call it grocy because his fur is grey. He is adorable with his soft stripes. He has innocent round eyes and feeble sweet voice. He always meow when he feels hungry. Actually his voice is not suitable with his giant body. When I come home, he usually gives me a kiss. Grocy is a nice playmate. I am happy to spend my time with him. Most of the time, he is a good pet. It’s almost impossible for me to be angry with him. In the morning he always wakes me up early. When he wakes up early, he waits quietly by me beside until I wake up 1. Why is the pet called grocy ? A. Because of the color of its fur B. Because it has got sweet voice. C. Because it is a male cat D. Because it is adorable 2. Based on the text we know that… A. Every morning, the writer always wakes grocy up B. Grocy always kisses the writer in the morning C. I am happy to spend my time without grocy D. Grocy has a big body 3. When does grocy gives a kiss to the writer? A. When the writer comes B. When grocy feels hungry C. When the writer wakes up D. When grocy wakes up earlier The following text for questions no 4 to 6 My Uncle My Uncle Martin is my mother's elder brother. He is my favourite 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 wellbuilt. 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.
Unit Pembelajaran 8 : Descriptive Text 50 4. Who is Uncle Martin? A. Bob's father. B. Anne's uncle. C. My mother's uncle. D. Aunt Angela's neighbour. 5. Which paragraph talks about the physical description of Uncle Martin? A. 1 B. 2 C. 3 D. 4 6. How many children does Uncle Martin have? A. One B. Two C. Three D. Four The following text is for no 7 to 10 Wingo Island The Island of Wingo is by the island of Singa. In the water around Wingo Island, there are hundreds of sharks. They are so many that the water bubbles like a whirlpool. People can only get to Wingo Island by boat. The boat has a rocket on it. The rocket takes people over the sharks and onto the island. Wingo Island has no sand but it has green moss. At night the moss sparkles like stars. Tall stars called Fruji grow everywhere The Fruji tress have purple leaves at the top and yellow fruit all over them. When a fruit falls off, another tree grows in a minute. The Weather on Wingo Island is very hot but at twelve o’clock, everyday, it rains. Sometimes, there are windstorms. They happen when too many animals fly around at the same time. People who stay on Wingo Island sleep in a big-gloo. It is like an igloo but it is on long poles. It has a ladder to get up and a slide to come down. The big-gloo has a moss bed, chairs, and tables that are made of Fruji tress. There is no television on Wingo Island. So is the telephone and computer. It is place to listen to the leaves whispering. It is a place to lie on soft green moss and look at the clouds. It is really a place to dream. (sumber: detik-detik UN bahasa Inggris; 2005/2006 Intan Pariwara) 7. Fruji is the … on Wingo Island. A. Name of a tree B. Name of a river C. Name of a mountain D. Name of someone who lives 8. What are the chairs and tables in that island made of? A. Iron B. Moss C. Trees D. Fruji trees
51 Unit Pembelajaran 8 : Descriptive Text 9. What causes windstorms at Wingo? A. Moss B. The sand C. Animals D. The sea around Wingo 10. Where do the people of the island live in? A. In the houses B. In the forest C. In the tree holes D. In the big-gloos The following text for question 11 to 15 Losari Beach Losari beach is a beautiful beach and located on the edge city of Makassar. It is located only about 3 km from the center of Makassar (Karebosi Park). The beach used to be the longest café in Asia, because many cafes stand in along the beach, but now the cafes are collected in a special place so it does not spread along the coast. Charm of the beach is mainly seen in the evening when the sunset stands out. This is a major attraction of people’s coming to the Losari beach. Every evening hundreds of people come to witness the panorama of red as the sun will disappear into the ocean, so do not miss the sunset at the Losari beach. If the sky is sunny, the scenery is absolutely perfect. Because of its location in a bay, the water of Losari is even often quiet as usual pool water. Losari is its waterfront of Makassar. The lengthy of the beach is approximately one kilometer and it is a public space that can be accessed by anyone. On this beach there is a park called the Pelataran Bahari (Marine Park), with semicircular area of nearly one hectare. This place is a plaza with a clean floor for children to play and running around, while parents and teens sit on concrete benches to enjoy the sea breeze. From this place, you are also free to view out to the sea and watch the sunset slowly turns reddish in the line of the horizon. The reflected light also creates sheen on the surface of sea water. The Pelataran Bahari also serves as the stadium of open water to watch the coastal waters in front of Losari beach. This coastal water is often used as a racecourse jet ski, boat races and traditional boat jolloro katinting, or become a transit point of rely of Sandeq traditional sailboats and yachts. In Losari there are also a few hotels. Some of them qualified as a tree stars hotel. The hotel is offering panoramic beauty of the sea with luxury service treats. There are Losari Beach Hotel, Losari Beach Inn, Makassar Golden Hotel, and Pantai Gapura Hotel. All of the hotels located in Jalan Penghibur. (Adapted from indotravelinfo.blogspot.com) 1. Where is Losari beach located? 2. What attraction does Losari beach offer? 3. Based on the text, how long is Losari beach? 4. What is the name of the place where the children can play and run? 5. How many hotels does the writer mention?
Unit Pembelajaran 8 : Descriptive Text 52 3. Contoh LKPD 3 Nama Peserta didik : 1........................................................................... 2........................................................................... 3.......................................................................... Kelas :............................................................................. Hari/tanggal :............................................................................. Tujuan Pembelajaran: Melalui kegiatan permainan, peserta didik dapat: Mengidentifikasi unsur kebahasaan teks deskriptif Pengantar: Unsur kebahasaan yang terkait dengan isi teks terdiri atas: - persamaan kata - word order - artikel - demonstrative - possessive pronoun - agreement dan number - tense - passive voice - referensi gramatika - kata sambung - preposisi - referensi makna Lembar Kerja Peserta Didik Activity 1 Playing Yes/No Question Game In playing this game, we devide the class into some group. Each grup consists of 4 or 5 students. Then choose one student from each group as a leader to take a word that has been prepared by the teacher. The leader must not tell the word to the members of the group. After that the members of each grup ask some yes/no question to guess the word in the group. (The words are the things). For example : “Is the thing in this room?” “Can I write with it?” “Can I use it alone?” “Is it dangerous?” “Can I eat it?”
53 Unit Pembelajaran 8 : Descriptive Text Acticity 2 Play “Guess who?” game In this game, teacher prepares some cut outs of celebrities or stock images to make a personalized “Guess Who?” game. And then the teacher asks the students to work in pairs. After that each pairs receive the same set of picture cards and must individually choose a character to focus on. The partner asks the questions about If one has chosen one picture, she/he can not show it to his/her partner because her/his partner must guess who person in order to discover who the people in picture is: “Does she or he have black hair?” “Is your character a woman?” “Is she old or young?” Students place unnecessary cards face down in front of them, in this way focusing only on the cards that could have their partner’s character. Tips : In those games students also practice the use of simple present Activity 3 Lost and Find Game In this game, the teacher asks the students to work in pair. Then they create a short dialogue about describing something You’re at the Lost and Found Departement in a railway station. Choose one of your belonging and describe it for the clerk. Start with these: Passenger : Excuse me. Clerk : Yes, ma’am/sir. May I help you? Passenger : I hope so. I’ve lost my…………….. Clerk : I see. And, what ……………….? Passenger : Well, It’s ……………………… and it’s got …………….. Clerk : (Be sure to find out: what it’s made of; what colour it is: how big it is, if it’s got a/any …………………., where the person saw it last)
Unit Pembelajaran 8 : Descriptive Text 54 E. Pengembangan Soal Bagian ini menyajikan contoh kisi-kisi pengembangan soal sesuai dengan kompetensi, lingkup materi, dan indikator soal. Selanjutnya buatlah kisi-kisi yang lain dan kembangkan menjadi instrumen penilaian dari kisi tersebut dalam aktivitas In Learning Service-1. Tabel 9 Kisi-kisi Pengembangan Soal Kompetensi Dasar Lingkup Materi Indikator KD Indikator Soal No. Soal Level Kognit if Bentuk soal g. Membandi ngkan fungsi sosial, struktur teks, dan unsur kebahasa an 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 Deskripti f text Membanding kan fungsi social, struktur teks dan unsur kebahasaan beberapa teks deskriptif tulisan dengan memberi informasi terkait dengan deskripsi orang, binatang dan benda sangat pendek dan sederhana sesuai dengan konteks penggunaann ya. Disajikan video pembelajaran dari https://www.y outube.com/ watch?v=USG NJmcO8p0 peserta didik mampu mengidentifik asi fungsi sosial, struktur teks, dan unsur kebahasaan dengan benar. Exercis e 1 1-5 L3 Pilihan ganda
55 Unit Pembelajaran 8 : Descriptive Text pengguna annya 4.7.2 Menyusun teks deskriptif lisan dan tulis, sangat pendek dan sederhana, terkait orang, binatang, dan benda, dengan memperhatika n fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks Deskripti f text Menulis teks deskriptif lisan dan tulis, sangat pendek dan sederhana, terkait orang, binatang, dan benda, dengan memperhatik an fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks Disajikan video pembelajaran https://www.y outube.com/ watch?v=Coz QkMKZat4 peserta didik mampu membuat teks deskriptif dengan benar. Exercis e 2 L3 Essei pendek Berikut ini contoh soal-soal Ujian Nasional dua tahun terakhir yang dapat dijadikan sebagai sarana mengembangkan soal yang setipe pada materi teks deskriptif Soal Ujian Nasional tahun 2018 Butir Soal 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
Unit Pembelajaran 8 : Descriptive Text 56 Identifikasi soal: Level kognitif Aplikasi (C4) Indikator yang sesuai Mengidentifikasi tujuan teks Materi yang diperlukan Fungsi sosial teks deskriptif Pembahasan Soal ini mengukur kemampuan peserta didik dalam mengidentifikasi tujuan teks bacaan. Di paragraph 1 dan 2 penulis mendeskripsikan Rani secara jelas dan ini berarti sesuai dengan language feature dari descriptive text. Paragraph 1 identification dan paragraph 2 description. Kunci jawaban D Soal Ujian Nasional tahun 2019 Butir Soal 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.
57 Unit Pembelajaran 8 : Descriptive Text Identifikasi soal: Level kognitif Memahami (C2) Indikator yang sesuai Mengidentifikasi ide pokok dari satu paragraph dalam teks Materi yang diperlukan Struktur teks deskriptif Soal ini mengukur kompetensi peserta didikdalam materi Struktur Teks dengan mengidentifikasi ide pokok dari satu paragraph dalam teks. Untuk menjawab soal ini, peserta didikharus membaca paragraph ketiga dari teks. Jawaban dapat ditemukan pada kalimat pertama di paragraph yaitu “The first floor is an open area which serves as reminder of the tsunami disaster.” Dibutuhkan kemampuan peserta didikuntuk memahami keterkaitan makna antar bagian dalam teks, kosakata yang digunakan, dan keterampilan memilah mana yang merupakan main sentence dan supporting sentences dalam paragraf. Meski kunci jawaban tidak tertulis sama persis dengan yang ada di teks, soal ini masih termasuk relative mudah karena hanya struktur kalimatnya saja yang diubah tanpa mengubah makna. Kunci jawaban C Soal Ujian Nasional tahun 2019 Butir Soal Benjamin Franklin House is a museum and education centre based on the surviving remains of surviving Benjamin Franklin’s house. During the 16-year of his stay at 36 Craven Street, he carried out numerous experiments in the fields of electricity, optics, music, health,and heating. He published a newspaper called the Craven Street Gazette, and lived at the hub of high society London. The interesting thing about Benjamin Franklin House is that the curators have made a serious attempt to bring history to life. It is to make the museum more than a collection of artifacts and really give visitors a sense of what life was like here over 200 years ago. To do this the museum makes use of modern audio and visual techniques like projecting images into space, and this is blended with a soundtrack of Franklin telling the story of his life in London in his own words. Your guide to the house is Polly Hewson, the daughter of Franklin’s landlady. Polly’s husband, William, runs a school of anatomy in the basement of the house. There are two further sections of Franklin House: the Student Science Centre which offers younger visitors a chance to explore the science behind Franklin’s work, and the top floor Scholarship Centre which allows more academic study of Franklin’s life, including his letters and other papers. Benjamin Franklin House Museum opened its doors to visitors on the Franklin’s 300th birthday in January 2006. (taken from:http://www.britainexpress.com/London/Benjamin-Franklin.htm)
Unit Pembelajaran 8 : Descriptive Text 58 The visitors can get information about Benyamin Franklin’s life ... they visit the top floor scholarship centre. A. because B. if C. although D. so Identifikasi soal: Level kognitif Aplikasi (C4) Indikator yang sesuai Menentukan kata sambung pada dua klausa dalam kalimat pengandaian. Materi yang diperlukan Unsur Kebahasaan Pembahasan Untuk menjawab soal ini peserta didikperlu mengetahui hubungan antara dua klausa yang diberikan. Karena hubungan keduanya bersifat conditional, maka peserta didikperlu menjawab dengan kata sambung pengandaian/conditional yang tepat. Kunci jawaban B
59 Unit Pembelajaran 8 : Descriptive Text 05 PENILAIAN A. Tes Formatif Pilihlah jawaban yang paling tepat! The following text is for questions 1 and 2 1. What is the writer’s father hope? A. The writer always support him B. The writer will be a succesful person C. The writer will have unconditional love D. The writer will be confident with himself 2. “The fact that he never shows his exhausted face has always surprised me”. The underlined word means ... A. sad C. dissapointed B. tired D. unsatisfied The text is for number 3 to 4 The most influential person in my life is my father. He teaches me how to have a goal in life. He assures me that I will accomplish it. He always builds my confidence with his best efforts. My father's love is unconditional. Leaving all of his ambitions and dreams, he helps me to have a dream and support me to reach it. Since my childhood, he has been working in a small company. In the afternoon, he comes from his wearying work with his same old suitcase, asking, "How is your day?" with his cheerful and contented eyes. The fact that he never shows his exhausted face has always surprised me. Although we may be an ordinary family living in a small apartment room, our family is always distinguished by his everlasting love, strong support, and inspiriting courage. It has always been my father that inspired me in many ways. “Don’t be lazy, keep up trying, don’t give up” that what he says lovingly whenever I feel disappointed with my study. He always reminds me if I want my dream come true I must struggle for it. My little brother’s name is Fadil. Ten years ago, he was born in Depok on the second of June. Fadil has dark and short hair. He has got brown eyes, a pointed nose and dimples on both his cheeks. He has such a warm smile. He looks very cute when he smiles. He is also a caring and clever boy. He is quite a shy person to the people he just knows but he will talk a lot after you know him better. His favorite hobbies are watching TV and listening to the music. His favorite TV program is cartoon. He also likes to play a guitar. Even though he is still young, he is an expert in playing guitar. He likes to play a guitar with my father. They usually play acoustic guitars together.
Unit Pembelajaran 8 : Descriptive Text 60 3. What is the intention of the text above? A. To inform about Fadil’s brother. B. To describe about Fadil’s brother. C. To explain about the writer’s activity. D. To describe about the writer’s brother. 4. What does the writer’s brother look like based on the text? A. He is a good guitar player. B. His hair is dark and brown. C. He is still young and brave person. D. He is a kind, caring, and clever boy. For question 5 to 7, choose the best answer to complete the text Nambo Beach is one of the (5).... beaches in Southeast Sulawesi. It can be reach only 30 minutes from the city of Kendari, the capital city of Southeast Sulawesi. Formely this beach was a swamp. Then the local government constructed it as a tourism object. As you approach this beach, you will soon see the beauty and tranquilty of Nambo Beach. There is no much noise in this beach. It is a sloping beach, with breezy winds, and beautiful palm trees waving. The water sea is (6)... and clear. It is really suitable for swimming. There are some pavilions built along the beach. In these pavilions you can enjoy the wide ocean with small Bokori island in far away. The fresh young coconuts can be easily found in this beach. Come and Enjoy this beautiful beach and you will be (7).... 5. A. beauty C. very beauty B. beautiful D. beautifulness 6. A. deep C. wide B. dirty D. calm 7. A. satisfying C. satisfied B. satisfy D. satisfaction For question 8 to 10, choose the best answer to complete the text My favorite toy is a doll. I have a doll. I call my doll, Donna. It was a gift from my aunt who lived in England. Donna is very beautiful doll. It is 22 cm tall. Is body is perfect, tall and slim. It is like a body of a model. It (8).... long auburn-red brush able hair. It is wonderful hair. Her face is very pretty. Its green eyes are stunning. It has a pointed nose. There (9) ... also two dimples near her mouth on the left and on the right. They make her more beautiful .Her body is covered with yellow, orange, and green flower bud print dress. I like to play with it. I put it at my side when I (10) ... at night. I sometimes ask my friends to come to my house and play with Donna. They like Donna too.
61 Unit Pembelajaran 8 : Descriptive Text 8. A. have C. had B. has D. will have 9. A. is C. are B. was D. were 10. A. sleep C. slept B. am sleeping D. have slept 11. Berikut ini disajikan beberapa pernyataan yang mencerminkan langkah-langkah pembelajaran. a. Pemberian Rangsangan (Stimulation) b. Pernyataan/Identifikasi Masalah (Problem Statement) c. Pengumpulan Data (Data Collection) d. Pengolahan Data (Data Processing) e. Pembuktian (Verification) f. Menarik Kesimpulan (Generalization) Urutan langkah-langkah di atas merupakan langkah pembelajaran dengan model… A. projek based learning C. Problem Based Learning B. discovery Learning D. Inquiry learning 12. Perhatikan pernyataan berikut : (1). eksplorasi (2). motivasi (3). Membuat rangkuman (4). konfirmasi (5). apersepsi (6). Menyampaikan tujuan (7). Refleksi (8). Memberi tugas rumah (9). Elaborasi Urutan kegiatan pembelajaran di kelas yang paling tepat adalah... . A. (5), (2), (6),(1), (3), (7), (9), (4), (8) B. (1), (9), (4),(5), (2), (6), (7), (8), (3) C. (5), (2), (6), (1), (9), (4), (3), (7), (8) D. (3), (7), (8), (5), (2), (6), (1), (9), (4) 13. Di bawah ini adalah kemampuan guru yang termasuk pada kelompok kompetensi pedagogik A. Pemahaman terhadap karakteristik peserta didik, menyusun PBM, melaksanakan PBM, melaksanakan penilaian, pengelolaan kelas. B. Pemahaman terhadap karakteristik peserta didik, penguasaan substansi materi, melaksanakan PBM, melaksanakan penilaian, pengelolaan kelas C. Menyusun program pembelajaran, penguasaan substansi materi ajar, melaksanakan PBM, melaksanakan penilaian dan pengelolaan kelas. D. Menyusun program pembelajaran, penguasaan materi ajar, melaksanakan PBM, penguasaan strategi metode belajar dan melaksanakan penilaian.
Unit Pembelajaran 8 : Descriptive Text 62 14. Komponen rancangan pelaksanaan pembelajaran terdiri dari.... A. Identitas, kompetensi Inti, kompetensi dasar, indikator, tujuan pembelajaran, materi, metode, media pembelajaran, sumber belajar, langkah-langkah pembelajaran, evaluasi B. Identitas, kompetensi Inti, kompetensi dasar, tujuan pembelajaran, indikator,materi, metode, media pembelajaran, sumber belajar, langkah-langkah pembelajaran, evaluasi C. Identitas, kompetensi Inti, kompetensi dasar, indikator, tujuan pembelajaran, materi, metode, sumber belajar, media pembelajaran, langkah-langkah pembelajaran, evaluasi D. Identitas, kompetensi Inti, kompetensi dasar, indikator, tujuan pembelajaran, materi, metode, media pembelajaran, sumber belajar, evaluasi, langkah-langkah pembelajaran 15. Dalam mengawali pelajarannya, Pak Widayanto menyampaikan suatu permasalahan guna menggugah dan menimbulkan kepenasaran-kepenasaran para peserta didik. Langkah tersebut bertujuan untuk mendorong peserta didiknya agar mau mengembangkan kreativitasnya .Langkah yang dilakukan Widayanto itu merupakan bagian dari model pembelajaran…. A. Portofolio C. penemuan B. Saintifik D. autentik
63 Unit Pembelajaran 8 : Descriptive Text B. Penilaian 1. Penilaian untuk Guru Tabel 10 Instrumen Penilaian untuk Guru Indikator Pencapaian Kompetensi Guru Penilaian Diri Ket Tercapai Belum 4.1 Memahami prinsip-prinsip perancangan pembelajaran yang mendidik. 4.2 Mengembangkan komponenkomponen rancangan pembelajaran. 4.3 Menyusun rancangan pembelajaran yang lengkap, baik untuk kegiatan di dalam kelas, laboratorium, maupun lapangan. 4.4 Melaksanakan pembelajaran yang mendidik di kelas, di laboratorium, dan di lapangan dengan memperhatikan standar keamanan yang dipersyaratkan. 4.5 Menggunakan media pembelajaran dan sumber belajar yang relevan dengan karakteristik peserta didik dan mata pelajaran yang diampu untuk mencapai tujuan pembelajaran secara utuh. 4.6 Mengambil keputusan transaksional dalam pembelajaran yang diampu sesuai dengan situasi yang berkembang. 5.1 Memanfaatkan teknologi informasi dan komunikasi dalam pembelajaran yang diampu 20.1 Memiliki pengetahuan tentang berbagai aspek kebahasaan dalam bahasa Inggris (linguistik, wacana, sosiolinguistik, dan strategis) 20.2 Menguasai bahasa Inggris lisan dan tulis, reseptif dan produktif dalam segala aspek komunikatifnya
Unit Pembelajaran 8 : Descriptive Text 64 (linguistik, wacana, sosiolinguistik, dan strategis) 21.1 Menganalisis standar kompetensi mata pelajaran yang diampu. 21.2 Menganalisis kompetensi dasar mata pelajaran yang diampu. 21.3 Menganalisis tujuan pembelajaran yang diampu. 22.1 Memilih materi pembelajaran yang diampu sesuai dengan tingkat perkembangan peserta didik. 22.2. Mengolah materi pelajaran yang diampu secara kreatif sesuai dengan tingkat perkembangan peserta didik. 23.4 Mengikuti kemajuan zaman dengan belajar dari berbagai sumber. 24.1 Memanfaatkan teknologi informasi dan komunikasi dalam berkomunikasi. 24.2 Memanfaatkan teknologi informasi dan komunikasi untuk pengembangan diri. Catatan:
65 Unit Pembelajaran 8 : Descriptive Text 2. Penilaian untuk Peserta Didik Tabel 11 Instrumen Penilaian untuk Peserta Didik Indikator Capaian Kompetensi Penilaian Diri Tercapai Belum IPK Inti: 3.7.5 Mengidentifikasi fungsi sosial beberapa teks deskriptif dengan memberi dan meminta informasi terkait dengan deskripsi orang, binatang dan benda sangat pendek dan sederhana, sesuai dengan konteks penggunaannya. 3.7.6. Mengidentifikasi struktur teks beberapa teks deskriptif dengan memberi dan meminta informasi terkait dengan deskripsi orang, binatang dan benda sangat pendek dan sederhana, sesuai dengan konteks penggunaannya. 3.7.7. Mengidentifikasi unsur kebahasaan beberapa teks deskriptif dengan memberi dan meminta informasi terkait dengan deskripsi orang, binatang dan benda sangat pendek dan sederhana, sesuai dengan konteks penggunaannya. 3.7.8 Membandingkan fungsi sosial beberapa teks deskriptif dengan memberi dan meminta informasi terkait dengan deskripsi orang, binatang dan benda sangat pendek dan sederhana, sesuai dengan konteks penggunaannya. 3.7.9. Membandingkan struktur teks beberapa teks deskriptif dengan memberi dan meminta informasi terkait dengan deskripsi orang, binatang dan benda sangat pendek dan sederhana, sesuai dengan konteks penggunaannya.
Unit Pembelajaran 8 : Descriptive Text 66 3.7.10. Membandingkan unsur kebahasaan beberapa teks deskriptif dengan memberi dan meminta informasi terkait dengan deskripsi orang, binatang dan benda sangat pendek dan sederhana, sesuai dengan konteks penggunaannya. IPK Inti: 4.7.1. Menceritakan teks deskriptif secara lisan terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks deskripsi orang sangat pendek dan sederhana, sesuai dengan konteks penggunaannya. 4.7.2. Menyusun teks deskriptif sangat pendek dan sederhana, terkait binatang, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks 4.7.3. Menyusun teks deskriptif sangat pendek dan sederhana, terkait, benda, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks
67 Unit Pembelajaran 8 : Descriptive Text 06 PENUTUP Sebagaimana yang telah disampaikan pada pendahuluan Unit Pembelajaran ini, bahwa tujuan utama PKB ini adalah meningkatkan kompetensi pedagogik dan profesional guru sehingga mampu meningkatkan hasil belajar peserta didik. Oleh karena itu, setelah Anda mempelajari Unit Pembelajaran ini, hal yang paling penting adalah menerapkannya kepada peserta didik di kelas masing- masing. Semoga Unit Pembelajaran ini dapat menjadi referensi Anda dalam mengembangkan pembelajaran dan penilaian yang berorientasi Higher Order Thinking Skills/HOTS, terintegrasi dengan nilai-nilai keislaman, dan literasi dalam rangka membentuk generasi unggul yang moderat, beriman dan bertakwa serta berakhlak mulia. Aktivitas pembelajaran yang disajikan dalam Unit Pembelajaran ini tentu perlu Anda sesuaikan dengan kondisi nyata kelas Anda masing-masing. Untuk itu setelah mempelajari Unit Pembelajaran ini, anda perlu menyusun Unit Pembelajaran (modul) sendiri yang memuat materi ajar, rencana pelaksanaan pembelajaran, LKPD, serta instumen penilaian yang berorientasi HOTS sesuai pengalaman atau praktik terbaik pembelajaran yang Anda lakukan. Anda perlu mengaktifkan diri dalam kegiatan MGMP Bahasa Inggris untuk dapat saling berbagi pengalaman praktik baik bersama rekan sejawat guru Bahasa Inggris lainnya. Penulis menyadari bahwa Unit Pembelajaran ini masih banyak kekurangan. Untuk itu, penulis mengharap saran dan masukan yang membangun demi lebih sempurnanya Unit Pembelajaran ini maupun dalam upaya perbaikan dan pengembangan Unit Pembelajaran lainnya. Semoga Unit Pembelajaran ini bermanfaat bagi khasanah ilmu pengetahuan dan pembelajaran secara umum maupun bagi pihak-pihak yang memerlukan.
Unit Pembelajaran 8 : Descriptive Text 68 KUNCI JAWABAN TES FORMATIF 1. D 2. B 3. D 4. D 5. B 6. D 7. C 8. B 9. C 10.A 11. B 12.A 13.A 14.A 15.C
69 Unit Pembelajaran 8 : Descriptive Text GLOSARIUM Discovery Learning : Model pembelajaran penemuan adalah model pembelajaran dengan memahami konsep, arti, dan hubungan melalui proses intuitif untuk akhirnya sampai kepada suatu kesimpulan Descriptive text` : teks yang bertujuan untuk menjelaskan, menggambarkan, atau mendeskripsikan sesuatu. Sesuatu ini bentuknya bisa berupa apa saja, baik itu orang, hewan, benda, lokasi, dan sebagainya Social function : kerangka konseptual yang berperan dalam membedakan berbagai jenis teks berdasarkan pada tujuan komunikatifnya Generic Structure : sistematika pada suatu alur yang tersaji di dalam sebuah teks atau tahapan demi tahapan pemetaan gagasan atau informasi di dalam teks Simple Present Tense : tenses yang digunakan ketika suatu kejadian sedang berlangsung saat ini atau kejadian yang berlangsung berulang kali (kebiasaan). Kompetensi Dasar : Kemampuan dan muatan pembelajaran untuk suatu mata pelajaran pada Sekolah Menengah Pertama/Madrasah Tsanawiyah yang mengacu pada Kompetensi Inti. Kurikulum : Seperangkat rencana dan pengaturan mengenai tujuan, isi, dan bahan pelajaran serta cara yang digunakan sebagai pedoman penyelenggaraan kegiatan pembelajaran untuk mencapai tujuan pendidikan tertentu. Link : Sambungan atau koneksi dari sebuah sumber ke sumber yang lain, misalnya dalam sistem networking atau internet URL : (Uniform Resorce Locator) rangkaian karakter menurut suatu format standar tetentu, yang digunakan untuk menunjukkan alamat suatu sumber seperti dokumen dan gambar di internet
Unit Pembelajaran 8 : Descriptive Text 70 DAFTAR PUSTAKA Ariani, Farida dkk. 2016. Model Pembelajaran . Jakarta: Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan Bahasa, Direktorat Jenderal Guru dan Tenaga Kependidikan BIORMATIKA Jurnal Ilmiah FKIP Universitas Subang Vol.3 No 2 September 2016. Penerapan Pembelajaran Kontekstual Menggunakan Brosur Dalam Menulis Teks Teks Descriptive. file:///C:/Users/Hp/Downloads/161- Article%20Text-565-1-10-20180208.pdf Direktorat Jenderal Guru dan Tenaga Kependidikan Kementrian Pendidikan dan Kebudayaan. Unit Pembelajaran Program Pengembangan Keprofesian Berkelanjutan (PKB) Melalui Peningkatan Kompetensi Pembelajaran (PKP) Berbasis Zonasi. Mata Pelajaran Bahasa Inggris Teks Deskriptif. ESENSIA, Vol. 15, No. 2, September 2014 161 ETIKA JURNALISTIK PERSPEKTIF AL-QUR’AN Limmatus Sauda’ Pascasarjana UIN Sunan Kalijaga Yogyakarta Jalan Marsda Adisucipto Yogyakarta, 55281, Indonesia [email protected] Harris, Joseph. 2020. The Work of Teaching Writing. University Press of Colorado. Indonesia. Kementerian Pendidikan dan Kebudayaan. Bahasa Inggris, When English Rings a Bell/ Kementerian Pendidikan dan Kebudayaan.-- . Edisi Revisi Jakarta: Kementerian Pendidikan dan Kebudayaan, 2017. vi, 194 hlm. : ilus. ; 25 cm. Muchlisin Riadi September 13, 2017 Metode Pembelajaran Penemuan (Discovery Learning) https://www.kajianpustaka.com/2017/09/metode-pembelajaranpenemuan-discovery-learning.html M. Mursyid PW. English Learning Handout for Grade VIII : Learning Descriptive Text. https://mmursyidpw.files.wordpress.com/2011/02/learningdescription.pdf Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 37 Tahun 2018 Tentang Perubahan Atas Peraturan Menteri Pendidikan dan Kebudayaan Nomor 24 Tahun 2016 Tentang Kompetensi Inti dan
71 Unit Pembelajaran 8 : Descriptive Text Kompetensi Dasar Pelajaran pada Kurikulum 2013 pada Pendidikan Dasar dan Pendidikan Menengah. Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 16 Tahun 2007 Tentang Standar Kualifikasi Akademik dan Kompetensi Guru. Raka Joni, T. Kelompok peduli pendidikan guru UM. 2007. Prospek Pendidikan Profesional Guru Di bawah naungan UU No 14 tahun 2005. Malang: Universitas Negeri Malang. Sulipan, Metode Pembelajaran Penemuan (Discovery Learning. https://sulipan.wordpress.com/2011/05/16/metode-pembelajaranpenemuan-discovery-learning/ Soal Ujian Nasional Tahun 2018 Badan Nasional Standar Pendidikan. Puspendik Jakarta: Balitbang. Soal Ujian Nasional Tahun 2019 Badan Nasional Standar Pendidikan. Puspendik Jakarta: Balitbang. Undang-Undang Nomor 14 Tahun 2005 tentang Guru dan Dosen. https://www.kajianpustaka.com/2017/09/metode-pembelajaran-penemuandiscovery-learning.html http://pgdikdas.kemdikbud.go.id/read-news/mengenal-model-pembelajarandiscovery-learning https://zuhriindonesia.blogspot.com/2017/11/soal-uraian-dan-jawaban-ppgkompetensi.html
Unit Pembelajaran 8 : Descriptive Text 72