Modul Bahasa dan Sastra Inggris

MODUL

BAHASA DAN SASTRA INGGRIS

UNTUK JENJANG SMA

Disusun oleh:
ANNISA HANI PRASTIWI, S.Pd

Kelas XII – Semester 2

SMA NEGERI 1 PATIKRAJA
Tahun 2022

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ii

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KATA PENGANTAR

Puji syukur kami panjatkan kehadirat Allah SWT,atas rahmat-Nya sehingga
penyusunan modul pembelajaran Pelajaran Bahasa dan Sastra Inggris kelas XII
Semester 2 Tahun Pelajaran 2021/2022 penulis dapat dengan baik

Modul ini disusun berdasarkan Kurikulum 13 dan mengimplementasikan
pendidikan karakter bangsa dengan menumbuhkan rasa cinta tanah air terhadap
bangsa dan negara Indonesia dengan mengacu kepada : Peraturan Menteri
Pendidikan No 22 tahun 2006 tentang standar isi, Peraturan Menteri Pendidikan No
23 tahun 2006 tentang standar kelulusan, Peraturan Pendidikan Nasional tahun
2007 tentangsatandar penilaian pendidikan dan Peraturan Menteri Pendidikan
Nasional No 41 tahun 2007 tentang standar penilaian pendidikan
Modul ini kami susun dengan tujuan memenuhi persyaratan dalam pembelajaran
karakter berbasis kompetensi agar pembelajaran mata Pelajaran Bahasa dan Sastra
Inggris di sekolah satuan tingkat pendidikan SMA Negeri 1 Patikraja dapat
terlaksana dengan efektif dan efisien berdasarkan indikator yang telah ditetapkan .
Semoga didktat ini secara proporsional dapat meningkatkan kwalitas dalam proses
belajar mengajar mata pelajaran bahasa dan sastra inggris dan mutu output siswa
SMA Negeri 1 Patikraja pada umumnya.

Dalam penulisan makalah ini penulis menyampaikan ucapan terima kasih yang
tak terhingga kepada pihak-pihak yang membantu dalam menyelesaikan penulisan
modul ini, khususnya kepada :
1. Nastiti Rahayu, M.Pd. selaku Kepala Sekolah yang telah meluangkan waktu,

tenaga dan pikiran dalam pelaksanaan bimbingan, pengarahan, dorongan dalam
rangka penyelesaian penyusunan modul ini.
2. Rekan-rekan guru SMA Negeri I Patikraja yang memberikan dorongan dan
semangat serta kritikan yang membangaun dalam pembuatan modul ini
3. Semua pihak yang tidak dapat disebutkan satu persatu, yang telah memberikan
bantuan dalam penulisan makalah ini.
Dalam pembuatan modul ini saya merasa masih banyak kekurangan-kekurangan
baik pada teknis penulisan maupun materi, mengingat akan kemampuan yang saya
miliki masih jauh dari sempurna untuk itu kritik dan saran dari semua pihak sangat
saya harapkan demi penyempurnaan dalam pembuatan modul ini. Semoga modul
ini dapat bermanfaat dan diridhoi oleh Allah SWT.Aamiin ya Robal Alamin

Patikraja, Januari 2021
Penyusun

Annisa Hani Prastiwi,S.Pd

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TUJUAN PENULISAN MODUL PEMBELAJARAN

Penulisan modul pembelajaran ini bertujuan untuk:
1. Sebagai buku pegangan bagi siswa
2. Sebagai buku pegangan bagi guru
3. Sebagai acuan materi pelajaran dalam proses pembelajaran

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DAFTAR ISI

Halaman Pengesahaan .............................................................................i
Kata Pengantar........................................................................................ii
Tujuan Penulisan .................................................................................. iii
Daftar Isi ................................................................................................iv
Pendahuluan............................................................................................v

Surat Keterangan.....................................................................................vi

LESSON 1
Can you fill out this form? ……………… ............ ……………………..1

A. Kompetensi Dasar & Pemetaan Kompetensi…..................... 2
B. Tujuan Pembelajaran.............................................................. 4
C. Lesson 1 ........................................................................................8
D. Lesson 2 ................................................................................ 10
E. Lesson 3 ......................................................................................12
F. Lesson 4 .....................................................................................14
G. Evaluasi .....................................................................................19
H. Kunci Jawaban Evaluasi ...........................................................23

LESSON 2
BE JOYFUL ........................................................... 27

A. KompetensiDasar&PemetaanKompetensi… .................. 28
B. Tujuan Pembelajaran.......................................................... 29
C. Lesson 1................................................................................... 32
D. Lesson 2 .................................................................................. 35
E. Lesson 3 ................................................................................... 36
F. Lesson 4 .................................................................................. 37
G. Evaluasi ..................................................................................53
H.Daftar Pustaka..................................................................... 60

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PENDAHULUAN

MODUL ini merupakan bahan ajar berseri yang dirancang untuk
Ananda gunakan dalam belajar mandiri. Modul ini akan membantu
dan memberikan pengalaman belajar yang bermakna bagi Ananda
untuk mencapai kompetensi yang dituju secara mandiri.

Sebagai bahan ajar, unsur-unsur pokok modul ini terdiri atas
(a) tujuan pembelajaran, (b) aktivitas pembelajaran, dan (c)
evaluasi. Tujuan pembelajaran menjadi sasaran penguasaan
kompetensi yang dituju dalam belajar. Aktivitas pembelajaran
berupa aktivitas-aktivitas yang Ananda akan lakukan agar mem-
peroleh pengalaman-pengalaman belajar yang bermakna dalam
mencapai tujuan pembelajaran. Evaluasi ialah proses penentuan
kesesuaian antara proses dan hasil belajar dengan tujuan pem-
belajaran. Dalam hal ini, evaluasi bertujuan untuk memberikan
latihan sekaligus mengukur tingkat ketercapaian kompetensi yang
Ananda peroleh sesuai dengan tujuan pembelajaran yang telah
ditetapkan pada bagian awal modul.

Modul ini menggunakan pendekatan belajar tuntas. Dalam hal ini
Ananda harus mencapai tingkat ketuntasan kompetensi ter- tentu
sebelum Ananda melanjutkan untuk pencapaian kompetensi
selanjutnya pada Belajar mandiri ialah proses belajar aktif yang
Ananda akan lakukan dengan menggunakan modul ini. Dalam
belajar aktif tersebut dibutuhkan dorongan niat atau motif
Ananda untuk menguasai kompetensi yang telah ditetapkan pada
bagian awal modul. Sasaran utama dalam belajar mandiri
tersebut ialah Ananda dapat memperoleh kompetensi yang telah
ditetapkan serta memperoleh kemandirian dalam belajar.

Aktivitas pembelajaran dalam modul ini berpusat pada diri
Ananda, bukan pada guru maupun materi ajar. Artinya, Ananda
merupakan subjek yang aktif dan bertanggung jawab dalam

MODUL PEMBELAJARAN JARAK JAUH PADA MASA PANDEMI COVID-19 UNTUK JENJANG SMA

pembelajaran Ananda sendiri sesuai dengan kecepatan belajar
Ananda.

Strategi pembelajaran dalam modul ini memfasilitasi peng-
alaman belajar bermakna. Selain memperoleh kompetensi utama,
yaitu kompetensi yang ditetapkan pada tujuan pembelajaran,
Ananda juga akan memperoleh pengalaman belajar terkait dengan
pengembangan karakter, literasi, berpikir kritis, kreativitas,
kolaborasi, dan komunikasi efektif.

Modul ini juga dapat digunakan oleh orang tua Ananda secara
mandiri untuk mendukung aktivitas belajar Ananda di rumah.
Dukungan orang tua sangat diharapkan agar Ananda benar-benar
memiliki kebiasaan belajar yang mandiri dan bertanggungjawab.
Orang tua juga diharapkan menyediakan diri untuk berdiskusi dan
terlibat dalam aktivitas belajar jika Ananda membutuhkannya.

Aktivitas-aktivitas belajar Ananda dalam modul ini ini sedapat
mungkin memaksimalkan potensi semua sumber belajar yang ada di
lingkungan sekitar Ananda. Amatilah dan manfaatkanlah.

Setiap aktivitas pembelajaran dapat disesuaikan dengan kon-
disi Ananda, orang tua, guru, sekolah, dan lingkungan sekitar.

Bagaimana pun utamakan kesehatan. Jangan melakukan hal-hal
yang membahayakan kesehatan diri sendiri, keluarga, guru,
sekolah, dan lingkungan Ananda.

Tetap semangat dan selamat belajar!

MODUL PEMBELAJARAN JARAK JAUH PADA MASA PANDEMI COVID-19 UNTUK JENJANG SMA

LESSON 1
Overall, It‟s a Wonderful Movie!

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KOMPETENSI DASAR
3.3 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan

beberapa teks ulasan (review) lisan dan tulis terkait penilaian film/
buku/ cerita, sesuai dengan konteks penggunaannya 4.3
Menangkap makna secara kontekstual terkait fungsi sosial, struktur
teks, dan unsur kebahasaan teks ulasan (review), lisan dan tulis,
terkait penilaian film/buku/cerita
4.3 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks,
dan unsur kebahasaan teks ulasan (review), lisan dan tulis, terkait
penilaian film/buku/cerita

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PETA KOMPETENSI

Teks interaksi fungsi sosial, Membangun
struktur teks,
dan tulis transaksional terkait teks
tentang teks tentang teks review

review review Menganalisis

interaksi dan tulis tentang
lisan dan tulis teks review yang

kebahasaan.

Menerapkan
pengetahuan
tentang teks

interaksi
dan tulis tentang
teks review secara

bersama-sama

Menerapkan
pengetahuan
tentang teks

interaksi
dan tulis tentang
teks review diri
secara

MODUL PEMBELAJARAN JARAK JAUH PADA MASA PANDEMI
COVID-19 UNTUK JENJANG SMA SEMESTER GASAL

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TUJUAN PEMBELAJARAN

Lesson 1:
1. Melalui kegiatan mengamati gambar kartu pelajar dan

menjawab pertanyaan berdasarkan gambar tersebut, siswa
dapat memahami poin-poin penting terkait teks review
dengan tepat.
2. Melalui kegiatan menyimak teks lisan yang diperdengarkan,
siswa dapat mengidentifikasi informasi penting terkait teks
review dengan tepat.
3. Melalui kegiatan diskusi dengan teman dan atau keluarga, siswa
dapat mengidentifikasi ungkapan- ungakapan terkait teks review
dari teks yang disajikan (lisan & tulis) dengan tepat.
4. Melalui kegiatan membaca dan melengkapi form yang kosong siswa
dapat mengidentifikasi kosakata terkait dengan teks reviwe
dengan tepat.
5. Melalui serangkaian kegiatan yang dilakukan selama
pembelajaran, siswa dapat menunjukkan rasa tanggung jawab,
disiplin dan percaya diri.
6. Melalui berbagai kegiatan pembelajaran, siswa dapat
menunjukkan kemampuan berliterasi.
7. Melalui berbagai kegiatan pembelajaran, siswa dapat
menunjukkan kemampuan berpikir kritis dan berkomunikasi.

MODUL PEMBELAJARAN JARAK JAUH PADA MASA PANDEMI
COVID-19 UNTUK JENJANG SMA SEMESTER GASAL

Lesson 2:
1. Melalui kegiatan membaca teks percakapan dalam bentuk

dialog, siswa dapat memahami struktur teks percakapan tentang
teksberbentukfreviewdan ungkapan yang tepat dengan tepat.

2. Melalui kegiatan mendengarkan teks percakapan dalam
bentuk dialog, siswa dapat memahami struktur teks percakapan
tentang teksberbentukreviewdan ungkapan yang tepat dengan tepat.

3. Melalui kegiatan melengkapi teks percakapan rumpang, siswa
dapat memahami kosakata.

4. Melalui kegiatan menuliskan kembali teks percakapan tentang
teks review, siswa dapat mengidentifikasi fungsi sosial,
sturktur teks dan unsur kebahasaan teks dengan baik.

5. Melalui serangkaian kegiatan yang dilakukan selama
pembelajaran, siswa dapat menunjukkan sikap tanggung-
jawab, disiplin dan percaya diri.

6. Melalui berbagai kegiatan pembelajaran, siswa dapat
menunjukkan kemampuan berliterasi.

7. Melalui berbagai kegiatan pembelajaran, siswa dapat
menunjukkan kemampuan berpikir kritis dan berkomunikasi.

MODUL PEMBELAJARAN JARAK JAUH PADA MASA PANDEMI 5
COVID-19 UNTUK JENJANG SMA SEMESTER GASAL

Lesson 3:
1. Melalui kegiatan mengamati dan melengkapi teks review, siswa

dapat memahami struktur teks dan unsur kebahasaan teks
perckapan dengan baik.
2. Melalui serangkaian kegiatan yang dilakukan selama
pembelajaran, siswa dapat meningkatkan rasa tanggung jawab,
disiplin dan percaya dirinya.
3. Melalui berbagai kegiatan pembelajaran, siswa dapat
menunjukkan kemampuan berliterasi.
4. Melalui berbagai kegiatan pembelajaran, siswa dapat
menunjukkan kemampuan berpikir kritis, berkolaborasi, dan
berkomunikasi.

MODUL PEMBELAJARAN JARAK JAUH PADA MASA PANDEMI 6
COVID-19 UNTUK JENJANG SMA SEMESTER GASAL

Lesson 4:
1. Melalui kegiatan membuat formulir yang menarik dan mengisi

template/format tsb dengan data pribadi, siswa dapat memahami
komponen teksreviewdengan baik.
2. Melalui kegiatan membuat teks review, siswa dapat menyusun
teks review dengan baik dan percaya diri.
3. Melalui serangkaian kegiatan yang dilakukan selama

pembelajaran, siswa dapat meningkatkan rasa tanggung jawab,
disiplin dan percaya diri.
4. Melalui berbagai kegiatan pembelajaran, siswa dapat
menunjukkan kemampuan berliterasi.
5. Melalui berbagai kegiatan pembelajaran, siswa dapat
menunjukkan kemampuan berpikir kritis dan berkomunikasi.

\

MODUL PEMBELAJARAN JARAK JAUH PADA MASA PANDEMI COVID-19 UNTUK JENJANG SMA 7

LESSON 1

Overall, It’s a Wonderful Movie

At the end of the lesson, you will be able to understand various
information about review text.

ACTIVITY 1

Look at this picture below, and then answer questions related the
picture!

MODUL PEMBELAJARAN JARAK JAUH PADA MASA PANDEMI COVID-19 UNTUK JENJANG SMA 8

1. How often do you watch movie or read novel/book?
2. Have you ever seen that movie before?
3. Which one do you like?

ACTIVITY 2

Thanks for answering the questions in Activity 1. You found some new
words, right? Match the words with their true meaning.

1. Director a. apersonwhoacts inplays,filmetc.
2. Actor b. a person or company that

3. Publisher publishes books, etc
4. Writer/author c. apersonwhowritesabook
5. Audience d. person who directsa playor film
6. Duration e. a numberof peoplewhobroadcastprogram
f. Time during something lasts

MODUL PEMBELAJARAN JARAK JAUH PADA MASA PANDEMI COVID-19 UNTUK JENJANG SMA 9

ACTIVITY 3

DO YOU KNOW?
Review text is an evaluation of a publication, such as a movie, video
game, musical composition, book; a piece of hardware like a car, home
appliance, or computer; or an event or performance, such as a live music
concert, a play, musical theatre show or dance show.

Generic Structure of Review Text

1. Orientation: Background information of the text.
2. Evaluations: Concluding statement: judgment, opinion, or

recommendation. It can consist of more than one.
3. Interpretative Recount: Summary of an art works including character

and plot.
4. Evaluative Summation: The last opinion consists the appraisal or the

punch line of the art works being criticized.

Purpose of Review Text

Review text is used to critic the events or art works for the reader or
listener, such as movies, shows, book, and others.

The Characteristics / Language Feature of Review Text

– Focus on specific participants
– Using adjectives
– Using long and complex clauses
– Using metaphor style

MODUL PEMBELAJARAN JARAK JAUH PADA MASA PANDEMI COVID-19 UNTUK JENJANG SMA 10

Example Review Text

Orientation Spiderman-Home coming

Evaluation Spider-Man: Homecoming is a fun movie about one of Marvel‘s
most during popular characters. Starring an actual teen (Tom
Evaluation Holland) as web-slinging high schooler Peter Parker, its spirit is
very much in line with the original comics. As always with
Interpretati Spider-Man, there are messages about power and responsibility,
ve recount finding strength within yourself, being brave, and persevering.

Evaluative Clever, funny, and true to the Spider-Man spirit, this take on
summation everyone‘s favorite web-slinger is thoroughly entertaining. The
world was understandably skeptical of yet another Spidey
reboot, but in this case, it was the right call. Even more than the
Toby Maguire and Andrew Garfield takes on the wall crawler —
as good as those were — Spider-Man: Homecoming really
captures the tone of the original comics. A large part of that is
thanks to the fact that, for the first time on the big screen, Peter
is being played by an actual teenager.

It‘s not a perfect film; the plot doesn‘t always have a totally
clear trajectory. And while Tony and Peter‘s lack of
communication/mutual frustration brings to mind Harry‘s
relationship with Professor Dumbledore during some of the
Harry Potter saga, their dynamic brings something new and
powerful to the Marvel-verse as well: true mentorship.

Spider-Man: Homecoming‘ – the 16th installment in the Marvel
Cinematic Universe – might just be one of the best ones yet! The
latest Spider-Man movie introduces us to a new, hilarious,
middle-school aged Peter Parker (Tom Holland), who is facing
multiple difficulties in his teenage life. While he‘s trying to
prove to his new mentor, Tony Stark/Iron Man (Robert Downey
Jr), that he has what it takes to become an Avenger.

Overall, Spiderman movie is an excellent movie.

MODUL PEMBELAJARAN JARAK JAUH PADA MASA PANDEMI COVID-19 UNTUK JENJANG SMA 11

ACTIVITY 4

Read the following text in activity 3 then complete the table

Paragraph Part of text Main Ideas
1

2

3

4

5

ACTIVITY 5

Read the following review

Transformers 4: Age of Extinction, released on 24 June 2014, is a sci-fi film about
robots turning into dinosaurs and weapons that enable humans to explode,
freeze and burst into flames at once. The robots are trying to protect the Earth
from the evil robots Deception (Megatron). This is the 4th film of box office hit
Transformers. For a transformer lover, this is a must seen film.

Cade Yeager (Mark Walberg) is a Texan inventor who likes to collect scraps and
make them into mini-robots. In an old cinema, he found a dusty battered truck
which is caked in plaster. Then, with his last few dollars he decided to salvage the
truck. Amazingly, it turned out that the truck is a Transformer. At first, the
Transformer seemed as if it was a useless and meaningless robot. But later, it
was found that the Transformer had more value a hundred years ago.

The film director, Michael Bay, thought that the only hope for cinema's survival
in the era of video games and the box set is his method and aesthetic. The
Dinobots, another new type ofTransformer, emerge with a seriously impressive

MODUL PEMBELAJARAN JARAK JAUH PADA MASA PANDEMI COVID-19 UNTUK JENJANG SMA 12

special effect besides their ability to dissolve into a swarm of pixels and then
resume their physical forms. In addition, the great battle between the Autobots
and Deceptions in the third act is moved to Hong Kong.

Complete the dialogue below with the information based

on the review text above

Situation: Melisa is reading a movie review about

Transformer 4 : Age of Extinction

Arinda : Do you have a plan for this weekend?
Meilisa : Uhmm….I think so. What about you? You looks

so happy.
Arinda : Yes. I want to go somewhere to relax but I don‘t

have any idea for this weekend.

Meilisa : What about watching Transformer 4 : Age of

Extinction at Century theatre? It must be great.
Arinda : It‘s a good idea. Who is the director?
Meilisa : 1)……………….

Arinda : What is the movie about?
Melisa : 2)………………………

Arinda : Is it a new movie?
Meilisa : 3)……………………….

Arinda : it must be science fiction movie
Meilisa : 4)…………….
Arinda : Let‘s go now Mel, I can‘t wait.

Meilisa : But you must wait until tomorrow at 3 pm.
Arinda : What? I thought we‘d go right away.

Meilisa : Calm down. The second show starts at 5 pm, and
now is 2 pm. We can‘t make it on time.

MODUL PEMBELAJARAN JARAK JAUH PADA MASA PANDEMI COVID-19 UNTUK JENJANG SMA 13

ACTIVITY 6

Find review on the internet, in magazine or an English newspaper.
Use the information to make dialogue with your friend.

Remember that your dialogue includes information about:
1. The title of the film, the actress/actor/director
2. A short plot, summary
3. appraisal

MODUL PEMBELAJARAN JARAK JAUH PADA MASA PANDEMI COVID-19 UNTUK JENJANG SMA 14

ACTIVITY 7

Listen the monologue about review text, and then answer
questions below. You can download the audio:

https://drive.google.com/file/d/1FmPc13bxeDbI_mxvq5GLHqKOn0hm6Au
W/view?usp=sharing

1. The speaker says that the movie is unique how ….
A. The director selects the cast
B. The actors act in the movie
C. The movie was made
D. The number of ticket sold
E. The criticism it receives

2. We know that the movie was produced …
A. Outside the audio system
B. By major movie studio
C. Inside major labels
D. By famous film director
E. To compete for Oscar

3. How long was the movie made?
A. 10 years
B. 11 years
C. 13 years
D. 14 years
E. 15 years

MODUL PEMBELAJARAN JARAK JAUH PADA MASA PANDEMI COVID-19 UNTUK JENJANG SMA 15

4. What can conclude that Boyhood …
A. Did not attract any attention
B. Was the best in the world
C. Sold the most ticket
D. Did not make a huge profit
E. Made a lot profit

5. How old was Ellan Coltrane when he started to star the movie?
A. 6
B. 7
C. 8
D. 9
E. 10

6. When the film was done, Ellar Coltrane was …taller.
A. 50
B. 60
C. 70
D. 80
E. 90

7. In the beginning of the movie, it is told that Mason, the main character,
is living in …

A. Texas
B. New York
C. Illinois
D. Virginia
E. Wisconsin

8. The movie is about …
A. Changes inn the life of a boy
B. How a boy relates to his family
C. Life experiences of a boy
D. How a boy is attracted to girl

MODUL PEMBELAJARAN JARAK JAUH PADA MASA PANDEMI COVID-19 UNTUK JENJANG SMA 16

E. The physical growth of boy

9. A movie reviewer categorizes the movie as…
A. Oscar-winning movie
B. Independent movie
C. Cinematic realism
D. Documentary film
E. Dependent movie

10. The movie reviewer also says that the theme of the movie is …
A. Interesting
B. Boring
C. Surprising
D. Flat
E. Simple

MODUL PEMBELAJARAN JARAK JAUH PADA MASA PANDEMI COVID-19 UNTUK JENJANG SMA 17

ACTIVITY 8

Choose the best answer

This series is based on a true story of a girl named Aya Kito who

was stricken by a cruel disease called Spinocerebellar
Degeneration. This disease affects Aya‘s nervous system and as the

names suggest, it poses a degeneration of her movement, and will

eventually affect her mobility, speech and even her ability to eat.

The theme of this series is very depressing but the overall tone is
very heartwarming. Aya Kite‘s diary was made into a best-selling

book and the series follows her sufferings as she struggles to find

hope, strength and courage to face such a devastating disease.

1. What is the most suitable title for the text?

A. The Spinocerebellar Degeneration

B. The tear jerking scene

C. The legend of Aya Kito
D. Aya Kito‘s true story
E. Aya Kito‘s suffering

2. Which of the following statement is NOT TRUE according to the
text?
A. The story was based on Aya‘s letters
B. The diary was bestseller
C. The story was based on a true story
D. Aya was a strong girl
E. The disease is devastating

MODUL PEMBELAJARAN JARAK JAUH PADA MASA PANDEMI COVID-19 UNTUK JENJANG SMA 18

Text 2 for question 2 to 3

Since the first production of ―Private Lives‖ in 1930, with the theatre‘s
two leading sophisticates Noel Coward and Gertrude Lawrence in the leads, the
play as tended to be chosen as a vehicle for starts.

QUT Academy of the Arts‘ production boasted no ‗stars‘, but certainly
fielded potential stars in a sparkling performance that brought out just how fine a
piece of craftsmanship Coward‘s play is. More than 60 years later, what new could
be deduced from so familiar a theme? Director Rod Wissler‘s highly perceptive
approach went beyond the glittery surface of Witty banter to the darker implications
beneath.

With the shifting of attitudes to social values, it became clear that Victor
and Sibly were potentially the more admirable of the couples, with standards better
adjusted than the volatile and self-indulgent Elyot and Amanda.

The wit was there, dexterously ping-ponged to and fro by a vibrant
Amanda (Catherine Jones) and a suave Elyot (Daniel Kealy). Julie Eckersley‘s
Sibly was a delightful creation, and Phillip Cameron-Smith‘s more serious playing
was just right for Victor. Jodie Levesconte was a superb French maid, James
Maclean‘s set captured the thirties atmosphere with many subtle touches.

All involved deserve the highest praise.

3. According to the passage, ―Private Live‖ brought out a sparkling performance of
the stars because of the great work of ….
A. QUT Academy of the Arts
B. Director Rod Wissler
C. Victor and Sibly
D. Catherine Jones and Daniel Kealy
E. Noel Coward and Gertrude Lawrence

4. Who did act as couples for Victor and Sibly in the ―Private Live‖?
A. Noel Coward and Gertrude Lawrence
B. Phillip Cameron Smith and Julie Eckersley
C. Catherine Jones and Daniel Kealy
D. Jodie Lavesconte and James Maclean
E. Rod Wissler and Noel Coward

MODUL PEMBELAJARAN JARAK JAUH PADA MASA PANDEMI COVID-19 UNTUK JENJANG SMA 19

5. ―All involved deserve the highest praise‖. (the last paragraph)
The closest word in meaning to the underlined word is ….

A. Earn
B. Honor
C. Bright
D. Energetic
E. charming

MODUL PEMBELAJARAN JARAK JAUH PADA MASA PANDEMI COVID-19 UNTUK JENJANG SMA 20

LET'S SUMUP

Well, students. We have come to the end of lesson one. What
have you learned so far? Complete the chart below to show
the point of learning you get in this lesson.

What is it? What is the generic
Review Text
structure of review
text?

MODUL PEMBELAJARAN JARAK JAUH PADA MASA PANDEMI COVID-19 UNTUK JENJANG SMA 21

LET'S REFLECT

Reflect on your learning in this lesson by reading the
statements and giving a smile or a frown in the column
below.

SELF ASSESSMENT

Day/date :
Name :
Class :
Student Number :

No Statements

1. I said prayer before and after the
lesson.

2. I shared my opinion with my partner in
doing the activities provided.

3. I know now how to fill out the form.

4. I know now how to make form.

5. I have learnt some new words in
English.

6. I got some difficulties when doing the
activities provided.

MODUL PEMBELAJARAN JARAK JAUH PADA MASA PANDEMI COVID-19 UNTUK JENJANG SMA 22

23

RECOMENDATION

Well students, now you have finished studying Lesson 1 and
you have checked your answers of all the activities, haven‘t
you? How is the result? Show your impression by putting a
tick on the icon provided in the table. Follow the
recommendation given in each column.

24

LESSON 2

BE JOYFUL

25

KOMPETENSI DASAR
3.4 Menafsirkan fungsi sosial dan unsur kebahasaan lirik lagu

terkait kehidupan remaja SMA/MA/ SMK/MAK
4.4 Menangkap makna secara kontekstual terkait fungsi sosial dan

unsur kebahasaan lirik lagu terkaitKkehidupan remaja
SMA/MA/ SMK/MAK

26

P ETA KOMPETENSI

Teks interaksi fungsi sosial, Membangun
struktur teks,
dan tulis transaksional terkaitsong
tentang song tentang song
Menganalisis
interaksi
lisan dan tulis dan tulis tentang
Song yang

kebahasaan.

Menerapkan
pengetahuan
tentang teks

interaksi
dan tulis tentang

song secara
bersama-sama

Menerapkan
pengetahuan
tentang teks

interaksi
dan tulis tentang

song

29

TUJUAN PEMBELAJARAN

Lesson 1:
1. Melalui kegiatan mengamati gambar kartu pelajar dan
menjawab pertanyaan berdasarkan gambar tersebut, siswa
dapat memahami poin-poin penting terkait teks review
dengan tepat.
2. Melalui kegiatan menyimak teks lisan yang diperdengarkan,
siswa dapat mengidentifikasi informasi penting dalam lirik
lagu dengan tepat.
3. Melalui kegiatan diskusi dengan teman dan atau keluarga, siswa
dapat mengidentifikasi ungkapan- ungakapan terkait lagu dari
teks yang disajikan (lisan & tulis) dengan tepat.
4. Melalui kegiatan membaca dan melengkapi formyangkosong
siswa dapat mengidentifikasi kosakata terkait dengan song
dengan tepat.
5. Melalui serangkaian kegiatan yang dilakukan selama
pembelajaran, siswa dapat menunjukkan rasa tanggung jawab,
disiplin dan percaya diri.
6. Melalui berbagai kegiatan pembelajaran, siswa dapat
menunjukkan kemampuan berliterasi.
7. Melalui berbagai kegiatan pembelajaran, siswa dapat
menunjukkan kemampuan berpikir kritis dan berkomunikasi.

30

Lesson 2:
8. Melalui kegiatan membaca teks percakapan dalam bentuk

dialog, siswa dapat memahami song dan makna yang terdapat
dalam lagu.
9. Melalui kegiatan mendengarkan teks percakapan dalam
bentuk dialog, siswa dapat memahami struktur song.
10. Melalui kegiatan melengkapi teks percakapan rumpang, siswa
dapat memahami kosakata.
11. Melalui kegiatan menuliskan kembali teks percakapan tentang
teks review, siswa dapat mengidentifikasi fungsi sosial,
sturktur teks dan unsur kebahasaan teks dengan baik.
12. Melalui serangkaian kegiatan yang dilakukan selama
pembelajaran, siswa dapat menunjukkan sikap tanggung-
jawab, disiplin dan percaya diri.
13. Melalui berbagai kegiatan pembelajaran, siswa dapat
menunjukkan kemampuan berliterasi.
14. Melalui berbagai kegiatan pembelajaran, siswa dapat
menunjukkan kemampuan berpikir kritis dan berkomunikasi.

31

Lesson 3:
1. Melalui kegiatan mengamati dan melengkapi teks review,
siswa dapat memahami struktur teks dan unsur song.
2. Melalui serangkaian kegiatan yang dilakukan selama
pembelajaran, siswa dapat meningkatkan rasa tanggung jawab,
disiplin dan percaya dirinya.
3. Melalui berbagai kegiatan pembelajaran, siswa dapat
menunjukkan kemampuan berliterasi.
4. Melalui berbagai kegiatan pembelajaran, siswa dapat
menunjukkan kemampuan berpikir kritis, berkolaborasi, dan
berkomunikasi.

32

Lesson 4:
1. Melalui kegiatan membuat formulir yang menarik dan mengisi

template/ format tsb dengan data pribadi, siswa dapat memahami
komponen lagu.
2. Melalui serangkaian kegiatan yang dilakukan selama
pembelajaran, siswa dapat meningkatkan rasa tanggung jawab,
disiplin dan percaya diri.
3. Melalui berbagai kegiatan pembelajaran, siswa dapat
menunjukkan kemampuan berliterasi.
4. Melalui berbagai kegiatan pembelajaran, siswa dapat
menunjukkan kemampuan berpikir kritis dan berkomunikasi.

33

LESSON 2

ACTIVITY 1

Pay attention to the picture carefully. Then, answer your
teacher‘s questions orally.

AB

CD
1. Are they your favourite singer?
2. What can you learn from their the song?
3. Have you ever listened their song?

34

ACTIVITY 2

Based on activity 1, answer these questions, choose the best
pictures to fill these columns

No Information Picture

1. He was an American singer, songwriter, and dancer.
Dubbed the "King of Pop", he is regarded as one of
the most significant cultural figures of the 20th
century. Through stage and video performances, he
popularized complicated dance techniques such as
the moonwalk, to which he gave the name. One of
his famous albums is “Dangerous”. “Heal the World”
is one of the songs is
known all over the world

2. He is an Indonesian pop singer and actor. He released
his debut album, Confession No.1, in January 2008.

In 2010, he released his second album, The One. He

won various awards for his work, including Best Male

Vocalist in the 2009 Anugerah Musik Indonesia and

Best Male Artist in the 2009 Anugerah Planet Muzik.

One of his famous song is “Terima Kasih Cinta”.

3. This is an Irish boy band, which was formed
1998 in Sligo, Ireland. They disbanded in 2012 and
reunited in 2018. Known for their brand of ballads
and pop songs, Westlife grew to become one of the
world‟s most successful boy bands. Back in the late
90s and early 2000s, the Westlife sound was one of
the most easily recognizable on the radio.In April
1999, Westlife released its first single „Swear It
Again„ and it became the
bestselling debut single that Ireland had ever seen.

35

4. She is an Indonesian singer, songwriter, actress,
performer, and dancer. She has made a name for
herself as an award-winning, multi-platinum singer
and highly acclaimed actress. With eight albums
under her belt, she has gained commercial success in
many countries, including her homeland Indonesia,
as well as Malaysia, Singapore, Brunei, the
Philippines, and even the Netherlands. She has
numerous awards to her name, including 10
Anugerah Musik Indonesia Awards, seven Panasonic
Awards, four MTV Indonesia Awards, three Indonesia
Kid's Choice Awards, and seven JpopAsia
International Music Awards.

ACTIVITY 3

Fill in the blanks lyrics from the song below with
the appropriate words from the box.

Hero
By Mariah Carey

There‘s a hero
If you look ... (1) your heart You don‘t have to be afraid Of what you are

There‘s an answer

If you ... (2) into your soul And the ... (3) that you know Will ... (4) away

[Chorus]
And then a hero comes along With the strength to carry on And you cast your ...
(5) aside And you know you can survive
So when you feel like hope is gone Look inside you and be strong And you‘ll

36

finally see the ... (6)
That a hero lies in you

It‘s a long road
When you face the world alone No one reaches out a hand
For you to hold

You can find love
If you search within yourself And the … (7) you felt
Will disappear

[Chorus] Lord knows
Dreams are hard to follow
But don‘t let anyone
(8)…… them away

Hold on There Will be (9)
In time You‘ll find the…… (10)

ACTIVITY 4

Practice 4 :Answer the questions based on the song ‗HERO‘. Then, answer the
following questions.
1.What is the song about?
2.Who is the singer?
3.Do you like this song?
4.Which part of the song do you like best?
5.What is your interpretation of the song?
6.What moral value can you gain from this song?
7.What tense is mostly used in this song?
8.Who do you think a herois?
9.Who is your hero? Why is he/she a hero for you?
10.Can you become a hero? How?

37

Song is a composition of tone or voice in sequence, combination
and temporal relation to produse a musical compositian that has
unity and continuity.
Jadi, Lagu adalah gubahan seni nada atau suara dalam suatu urutan,
kombinasi, dan hubungan temporal (biasanya diiringi dengan alat
musik) untuk menghasilkan gubahan musik yang mengandung
kesatuan dan kesinambungan.
Social Function of the Song
Songs are used to express feeling and idea in an entertaining world.
Songs can be used to deliver social criticism. The moral values are
hidden in the lyrics.
Lagu merupakan salah satu cara untuk mengekspresikan emosi dan
perasaan dengan cara yang menyenangkan. Lagu juga dapat
menjadi media untuk menyampaikan kritikan tentang situasi yang
ada di masyarakat. Moral value atau amanat biasanya tersirat
dalam lirik yang dibuat penulis lagu.
Language Features of the Song
a. Imagery. Imagery describes about feelings and emotions.

Sebuah lagu biasanya berusaha menggambarkan perasaan yang
dirasakan si penulis.
b. Rhythm. Ritme disini digunakan untuk menciptakan mood.
Misalnya, apabila kita sedang bersedih dan mendengarkan lagu
dengan ritme slow, maka kita akan terbawa suasana dengan lagu
tersebut. So, rhythm creates mood!
c. Figures of speech :
1. Metaphor, comparing twothings that are not alike to suggest
that they actually have something in common. Sekilas memang
kedua hal yang dibandingkan tidak berkaitan, tetapi sebenarnya
ada kesamaan antara dua hal tersebut. e.g. ―Time is a thief‖ or
―Her hair was silk‖.
2. Simile, compares two things using ―like‖ or ―as‘‘. Suatu hal
digambarkan dengan hal yang mirip dengan menggunakan kata
‗like‘ atau ‗as‘ e.g. ―My love is like a redrose‖.

38

3. Hyperbole, a dramatic language. Big exaggeration, usually
with humor. Suatu hal digambarkan secara berlebihan, terkadang
menggelitik karena terlalu berlebihan. e.g. ―That math homework
took me 8 million years to finish‖.

4. Personification, an object appear like a person. Objek (bukan
manusia) memiliki kemampuan seperti manusia. e.g. ―The wind
whisper‖ or ―The snowflakes danced in the wind‖.
5. Allititration, the repetation of the same beginning sound in a
series of words. Perulangan bunyi suara yang terdapat di awal
setiap kata. e.g. ―Peter Parker pick a pack of pants punctually‖
Text Structure of the Song

a. Intro, yaitu bagian awal lagu, biasanya belum terdengar
suara penyanyi (hanya instrumennya saja)
b. Verse, atau bait adalah bagian pengantar ke chorus.
c. Refrain, peralihan dari verse ke chorus
d. Chorus, bagian inti, biasanya yang paling mudah diingat
e. Bridge, penghubung chorus ke chorus selanjutnya ataupun
ke coda.
f.Coda, penutup lagu.

39

ACTIVITY 5

Read the song “hero” again and put „T‟ if the sentence is
true and „F‟ if the sentence is false.

a. You will find a hero for your self if you search it with your heart.

b. Knowing what you are as a fearful thing.

c. Your sorrow will be gone by itself, so you do not need to care

about it.

d. A hero comes along with the power to keep you strong to carry

on in facing hard times. _
e. Don‘t get scared to face hard times in your life.
f.You need to rely on other‘s love.

g. You can survive because you have tears and hope.

h. When you feel like our hope is gone, do not let you lose it, but

you have to keep it with you.
i.A long road refers to a long journey in one‘s life.

j.Do not feel alone facing the world because you carry love within

yourself.

40

ACTIVITY 6

HEAL THE WORLD
[Intro:]
Think about the generations and say that we want to make it a better place for
our children, and our children's children, so that they know it's a better world
for them And think, if they can make it a better place...

Verse 1
There's a place in your heart And I know that it is love And this place could be
much Brighter than tomorrow
And if you really try
You'll find there's no need to cry In this place you'll feel
There's no hurt or sorrow

Pre – Chorus
There are ways to get there
If you care enough for the living Make a little space
Make a better place

Chorus
Heal the world
Make it a better place For you and for me
And the entire human race There are people dying
If you care enough for the living Make it a better place
For you and for me

Verse 2
If you want to know why There's a love that cannot lie Love is strong,
it only cares for joyful giving If we try, we shall see
In this bliss we cannot feel Fear or dread,
we stop existing and start living

[Pre-Chorus 2]
Then it feels that always Love's enough for us growing So make a better world

MODUL PEMBELAJARAN JARAK JAUH PADA MASA PANDEMI 41
COVID-19 UNTUK JENJANG SMA SEMESTER GASAL

To make a better world

Chorus
Heal the world
Make it a better place For you and for me
And the entire human race There are people dying
If you care enough for the living
Make it a better place for you and for me

[Bridge]
And the dream we were conceived in will reveal a joyful face
And the world we once believed in will shine again in grace
Then why do we keep strangling life? Would this Earth crucify its soul?
Though it's plain to see This world is heavenly Be God's glow

[Verse 3]
We could fly so high

Let our spirits never die 42
In my heart, I feel you are all my brothers Create a world with no fear
Together, we'll cry happy tears
See the nations Turn their swords into ploughshares

[Pre-Chorus 3]
We could really get there
If you cared enough for the living Make a little space
To make a better place

[Chorus]
Heal the world
Make it a better place For you and for me
And the entire human race There are people dying
If you care enough for the living
Make a better place For you and for me

[Post-Chorus]
There are people dying
If you care enough for the living Make a better place
For you and for me

MODUL PEMBELAJARAN JARAK JAUH PADA MASA PANDEMI
COVID-19 UNTUK JENJANG SMA SEMESTER GASAL