MODUL KELAS 9 GANJIL

Example of Medicine Label

Picture 5 Medicine Label
www.guruspensaka.com

 Language Feature
1) Terms used in the product: serving size, servings per container, dosage,
values.
2) Using imperative sentence (examples: keep the syrup in a dry place. Keep
away from children, Don’t accept the product if the seal is broken, etc)
3) Noun phrases (examples: significant source, dietary fiber, saturated fat, etc)

50

Task 3
A label contains specific language. Read the following explanation carefully and
answer the questions.

LANGUAGE OF LABELS

Know what some terms mean when choosing low fat, low-calorie, and low-sodium

items

Phrase What It Means

FATS

Fat free Less than 0.5 gram per serving

Low saturated fat 1 gram or less per serving

Low fat 3 grams or less preserving

Reduced fat At least 25% less fat than the regular version

Light in fat Half the fat of the regular version

CALORIES

Calorie free Less than 5 calories per serving

Low calorie 40 calories or less preserving

Reduced or less calories At least 25% fewer calories than regular version

Light or lite Half the fat or a third of the calories of regular version

SODIUM

Sodium free or salt free Less than 5 milligrams per serving

Very low sodium 35 milligrams or less per serving

Low sodium 140 milligrams or less than per serving

Low sodium meal 140 milligrams or less than per 3 ½ ounces

Reduced or less sodium At least 25% less sodium than regular version

Light in sodium Half the sodium of the regular version

Unsalted or no salt added No salt added to the product during processing

Bright An English

Questions

1. A snack with less than 5 calories per serving is labelled as .

2. Some products have no salt in the process of their productions. They are

labelled as .

3. If we want to buby a low-sodium item, we should buy the item that is

labelled . .
4. “Reduce calories” means
5. “Light in fat” means .

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3. Assessment of Label Text
Are you ready?

Let’s follow these learning activities patiently and full of concentration!
LEARNING
ACTIVITY 1

TEXT 1: Label of food
Observe the label of food below. Then, complete the table based on the label

Picture 6 Food Label
www.guruspensaka.com

52

TEXT 2: Label of medicine
Observe the label of medicine below. Then, complete the table based on the label

Picture 7 Medicine Label
www.labelobat.com

53

If you have been able to answer the above questions, you can go to the second
learning activity!

Let’s try again LEARNING
ACTIVITY 2

Look the picture carefully. Your teacher will identify you as A or B. Students
identified as A, look picture 1; students identified as B, look picture 2.

Picture 1

www.indonesian.alibaba.com
54

Picture 2

www.kicknkmotocross.com

After observing the picture, in the chart below, answer the questions based

on the label you observed. Students identified as A, refer to Picture 1;

students identified as B, refer to Picture 2.

Questions for Picture 1.

No. Questions Answer

1. What do you know about the label

above?

2. What is the social function of label?

3. What is the most important in parts
of label? Support your answer!

4. Is it a healthy product if cosuming
more than 1 pack a day? Why do you
think so?

5. Is it save for people who are allergic
sufferers? Why do you think so?

6. Who can consume the product?
Why?

7. What may happen if we don’t pay
attention to labels?

55

Questions for Picture 2. Answer
No. Questions
1. What do you know about the label LEARNING
above? ACTIVITY 3
2. What is the social function of label?
3. What is the most important in parts
of label? Support your answer!
4. Is it a healthy product if consuming
continuously a day? Why do you
think so?
5. Is it save for people who are allergic
sufferers? Why do you think so?
6. Who can consume the product?
Why?
7. What may happen if we don’t pay
attention to labels?

Let’s continue to
the 3rd learning

activity !

Work in pairs.
Instruction:

 The teacher will give the students any kinds of labels of the products.
 The students will be asked to choose one of them, and observe the label.
 The students then explore the label by answer the following questions.
 Share the results with the class.
 Each student tell another students about the label they have

56

www.shopee.co.id
Food Label

1. What is the name of the product?
2. What are the ingredients in the product?
3. Are there any specific instructions on the label? What are they?
4. What is tense used on the label?
5. Is the product healthy or not? Why do you think so?

www.labelmakanan.com

57

Drug Label
1. What is the name of the product?
2. What kind of drug is it?
3. Are there any specific instructions on the label? What are they?
4. What is tense used on the label?
5. Write down the dosage?

4. Discussion Forum
After you have learnt the material about Label Text, it’s time to evaluate your
comprehension. Share your knowledge, and experience, and improve your
comprehension towards this topic of materials either with other participants
and instructor. Therefore, you should get involved in this discussion forum.
Let’s start

C. CLOSING
1. Summary

a. A label is used to give information about a product. It is usually put on the
back of most products. Product labels can be made from a variety of
materials. Common materials include: paper or cardboard (often attached
with plastic, twine or metal staples), cloth, metal (often aluminum), and
plastic.

b. The social function Social Function
 To give detailed information of the product. It is used to identify type,
size, brand, product line, manufacturer and other product-specific
information in order to inform the consumer and encourage a purchase.
 To choose healthy and safe products.
 To avoid harmful effects
 To get the best result

c. Generic Structure
The generic structure of this text consists of;
1) Name of the product,
2) Name of the brand,
3) Description of the product,
4) The ingredients/the contents,
5) The nutrition facts,
6) Suggested uses/doses,
7) Storage, and
8) Expiry date.

58

d. Language Feature
1) Terms used in the product: serving size, servings per container,
dosage, values.
2) Using imperative sentence (examples: keep the syrup in a dry place.
Keep away from children, Don’t accept the product if the seal is
broken, etc)
3) Noun phrases (examples: significant source, dietary fiber, saturated
fat, etc)

2. Formative test
Choose the correct answer
The following text is for questions 1 to 3

1. What is the name of the product?
A. Mustika Jaya.
B. Ingredients.
C. Yogyakarta.
D. Co-milk.

2. What are the ingredients of the product?
A. Coffee and milk.
B. Coffee and sugar.
C. Coffee, milk, and salt.
D. Coffee, milk, and sugar.

3. According to the label, the product should be used . . .
A. any time
B. on fifth of March two thousand twenty-three
C. after fifth of March two thousand twenty-three
D. before fifth of March two thousand twenty-three
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The following text is for question 4 to 9
DRUG WARNING LABEL

Drowsiness
May cause drowsiness or impair alertness. Avoid alcohol and drugs with sedative and/or
relaxing effect, especially before driving a motor vehicle.
Drug dependency
May cause a drug habit. Must not be taken over a prolonged period.
Talk to your pharmacist
Talk to your pharmacist before using this product. He/she must explain the specific
instructions to be followed when taking this medication.
Contraindication
Maybe hazardous to your health if you suffer from hypertension, prostatic hypertrophy,
hyperthyroidism (goiter), or if you are taking antidepressants.
Diabetes
Not recommended for diabetics. This medication may cause adverse effects.
Intolerance
Contains aspirin. Must be avoided if you suffer from gout, stomach ulcers, asthma, or if
you are taking an anticoagulant agent (blood thinner).

4. What is the synonym of "drowsiness"?
A. Sleepiness.
B. Happiness.
C. Tiredness.
D. Laziness.

5. "May be hazardous to . . .”(Contraindication)
The antonym of the underlined word is
A. cheap
B. high
C. safe
D. low

6. If the medicine is labelled "Drug dependency", this means that . . .
A. it makes people sleep
B. it is dangerous for children
C. it can cause drug addiction
D. it should be taken for a long time

7. Why are people with diabetes not recommended to use the medicine? Because
...
A. it may cause adverse effects
B. it will make the people thin
C. it can kill the people
D. it is very expensive

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8. What kind of drug should be avoided by a person who suffers from gout?
A. The drug which contains aspirin.
B. The drug which can cause migraine.
C. The drug which makes people sleepy.
D. The drug which is sold on the free market.

9. Which statement is TRUE according to the text?
A. It is important to ask for suggestions from a pharmacist before taking a
drug labelled talk to your pharmacist.
B. If you are taking antidepressants, it is suggested that you take a drug with
the label drowsiness on it.
C. It is suggested to take a drug with the label Drug dependency for a long
period.
D. It is alright to ride a motorcycle after taking a drug with the label
drowsiness on it.

10. Look at the picture

Which activity should not be undertaken when taking the drug with the label
above.
A. Driving a vehicle.
B. Sleeping.
C. Sitting
D. Eating

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11. Look at the picture

The notice means . . .
A. we have to shake the medicine well before using it
B. we have to shake the medicine well after using it
C. we have to prepare a shaker to use the medicine
D. the medicine is very liquid
12. Look at the picture

The drug should be taken
A. with meals
B. before meals
C. without meals
D. with a lot of meals
13. Look at the notice of label

DO NOT DRINK
SOFT DRINK

WHEN TAKING
THIS MEDICATION
The label means … .
A. the medicine contains some soft drink
B. we should not drink any water when taking the medicine
C. we should drink plenty of water after taking the medicine
D. we should not consume soft drinks when taking the medicine

62

The following text is for questions 14 to 16

14. What does "runny nose" mean?

A. When there is a lot of dirt blocking your nose.

B. When the nose produces a lot of liquid.

C. When the nose has run down.

D. When you have a long nose.

15. Which of the following sicknesses cannot be relieved by this medicine?

A. Headaches.

B. Coughs.

C. Cancer.

D. Fever.

16. How does the drug work?

A. Quickly.

B. Heavily.

C. Slowly.

D. Firmly.

The following text is for questions 17 to 20

ASHTON-REYNO PHARMACY

423 OLD LAKE ROAD

SWEETLAND

NAME : Rob Thomas Dr: Han

Rx# 228463844 Exp : 08/09

ZENDREX 40 mg

One tablet daily, with or without food.

Preferably at the same time every day.

Take exactly as directed. Do not alter the quantity or frequency of dosage.

Store at controlled room temperature (250C)

63

17. What is the name of the physician?
A. Ashton-Reyno.
B. Rob Thomas.
C. Dr Han.
D. James.

18. How many tablets should be taken in a day?
A. One.
B. Two.
C. Three.
D. Four.

19. "Take exactly as directed. Do not alter..."
What is the meaning of the underlined word?
A. Change.
B. Take.
C. Give.
D. Put.

20. Which statement is TRUE according to the text?
A. The drug is intended for Rob Thomas.
B. The patlent may modify the dosage if needed.
C. The drug should be stored in the refrigerator
D. The drug should nat be taken after the eighth of July

Answer Key 11. A
1. D 12. A
2. D 13. D
3. D 14. B
4. A 15. C
5. C 16. A
6. C 17. C
7. A 18. A
8. C 19. A
9. A 20. A
10. A

64

DAFTAR PUSTAKA

Zaida, Nur. 2018. Bright An English. Jakarta: Erlangga.

Association, American Heart. 2019. Food Label Smart.
https://youtu.be/KlwCAM30NQI, diakses pada 23 September 2021 pukul
10.27

Inggris, Media. 2020. Labels-Materi Bahasa Inggris.

https://www.mediainggris.com/2020/10/labels-materi-bahasa-inggris-smp-

kelas.html?m=1

Windi, Wahyu. 2020. Materi Bahasa Inggris Kelas 9: Label.
https://www.guruspensaka.com.

Saefurrohman. 2019. English For Public Information. Purwokerto: Kemendikbud

65

CHAPTER 5
PROCEDURE TEXT

LEARNING ACTIVITY 1
RECIPE

A. INTRODUCTION
1. Short Description
Welcome to the first learning activity. This module is designed to
provide materials about procedure text specifically in term of recipes. I tis
based on core competencies and basic competencies that are mentioned in
PERMENDIKBUD . This module presents the material to enhance your
knowledge about what recipe is, its structure, language features, as well
how to create a simple and good recipe.

2. Problem Exposure
While teaching English lesson for nineth grade of junior high school

students, there is one material related to procedure text, which when viewed
in learning indicators, students are expected to be able to find the definition of
recipe and compare social functions, text structures, and linguistic elements
of several oral and written procedural texts by giving and asking for
information related to food/beverage recipes, short and simple, according to
the context of their use. On the other hand, the students are also expected
capture contextual meaning related to social functions, text structure, and
linguistic elements of spoken and written procedure texts, very short and
simple, in the form of recipes. But,in the fact, students still have difficulty in
achieving the indicators. There are some obstacles that can be seen, they are:

a. Some students are still difficult to determine the elements or generic
structure of recipe

b. Some students can not identify language features of recipe procedure text
c. Some students can not make simple procedure text

3. Identify the Material Concept of the Problem
Based on the problem stated above, the concept of the material taught to
students must be in the form of a detailed explanation of procedure text by
identifying the content of video.

4. Relevance
Have you ever read a recipe? Where do you you usually find the recipe?

What information do you get from the recipe? Have you ever made the
recipe of food or drink? If you have no experience in making recipe , this
learning activity will help you to deepen your comprehension about recipe.

66

5. Learning Guide
To help the students in achieving the goals of learning, there are three

activities that the students have to do them, namely pre-activity, main
activity and post acitivity.
a. Pre-Activity: building background knowledge about recipe.

Since background knowledge greatly influences comprehension, it is
important to have specific concepts of recipe. Students can provide
themselves from other resources.

b.Main activity: Many activities encourage understanding and enjoyment
while you are comprehending the materials about recipe.
 Identify the definition, social function, generic structure, and
language features of recipe
 Find factual information from a variety of recipe
 Determine the meaning of words based on context

c. Post-Activity: Questioning, Discussion, Creating and Presenting
 Questioning: This activities encourage students to think about and
respond to the information and ideas about recipe.
 Discussion: It is exchanging ideas out loud. The intent is to freely
explore ideas, to learn something new or gain different
perspective by pooling the information or insights that more than
one person can give.
 Creating: Making students’ own recipe are another enjoyable
activity.
 Presenting Students’ texts: Presenting students’ own text is another
enjoyable activity.

B. MAIN SECTION
1. Learning Outcomes
In this learning activity, students will learn comptencies:
a.Attitude
The formulation of the Spiritual Attitude Competence is appreciate and
live the teachings of the religion that students adhere.
The formulation of Social Attitude Competence is "Showing honest
behavior, discipline, responsibility, caring (tolerance, mutual
cooperation), polite, confident, in interacting effectively with the social
and natural environment within the reach of the association and its
existence.

67

b. Knowledge
To analyze the social functions, text structure, and language features of
recipe in regard to the context of situation

c. Skill
After learning this chapter, the students are expected to be able to:

 Comprehend a series of procedure texts of recipe meaningfully
 Compare the social functions of recipe regarding the context of

situation, the target readers, the points of interests or importance
 Compare the structure of procedure texts
 Compare the language features of procedure texts recipe
 Create procedure text specifically recipe
2. Learning Material

a. Definiton of Recipe
Have you ever cooked something based on a recipe? Does it help you in
cooking? Do you know what recipe is? To help your understanding
what a recipe is, you need to watch the following videos about recipe.

Video : https://youtu.be/2Z3fJlgUpP8

TASK 1
Write the difficult vocabularies that you found in the video, then look for the
meaning!

68

Video Vocabularies Meaning
(Phrase/ Sentence)
No

1
2
3
4
5
6
7
8
9
10

TASK 2
A. After watching both videos, answer the question below!

1. What was being explained in the video?
2. In your opinion, what is the definition of Procedure text of recipe?
3. What is the function of procedure text especially recipe?
4. Are there ingredients in making food or drink based on the video?
5. Are there steps in making food or drink based on the video?
6. So, in your opinion, what are the generic structure of procedure text?

You can put your answer in the table below:
No Your answer
1

2

3

4

5

6

B. Identify the generic structure of procedure text in the video

69

C. TASK 3
Read this procedure text!

D.

E. How to make avocado salad

F.

G.

H.

I.

J.You need: ►2 Tbsp extra virgin olive oil or sunflower
K.►1 lb Roma tomatoes

L.oil

M.►1 English cucumber ►Juice of 1 medium lemon (about 2 Tbsp)
N.
O.►½ medium red onion, sliced ►¼ cup (1/2 bunch) cilantro, chopped

P.►2 avocados, diced ►⅛ tsp black pepper

Q.►1 tsp sea salt or ¾ tsp table salt

R.

S.  Chop a pound of fresh roma potatoes, cucumber, red onion and slice
T.
U. avocado. Then, put them in a bowl

 After that, add fresh cilantro just makes this salad come alive

 Dress the salad with virgin olive oil and two tablespoons of fresh lemon

juice which really keeps the avocado from browning

 Finally, Finish it with a little bit of black pepper and a teaspoon of salt

Identify procedure text above by filling table below!
Aim / Goal/ Title
Ingredients

Steps

70

b. Social Function

Recipe is used to describe how food is completely made or cooked through a
sequence of series.

c. Generic Stucture

1. Goal/aim (tujuan): it is usually stated in the title.
2. Ingredients (bahan-bahan): it is what we need to achieve the goal.
3. Steps (Langkah-langkah): it is a sequence of way to obtain the goal

TASK 4

Compare between video 1 and video 2 by answering the questions below!

1. Do video 1 and video 2 have the similarities? What are they?

2. Do video 1 and video 2 have the differences? What are they?

You can put your answer in the table below:

Similarities Differences

71

TASK 5 (Pengayaan)
Make a summary about procedure text!

Definition

Social Function

Generic structure

B. Discussion Forum
Look for one of procedure text in google. Then, identify the social function and
generic structure of the text!

C. CLOSING SECTION
1. Summary
Recipe is a text which gives the steps or procedures on how to make or
cook a food or drink.
The social function of it is to tell how food or drink is completely made
through a sequence of actions or steps.
The followings are the generic structure of recipe;
 Goal/aim
 Ingredients
 Steps/Methods
Language Features
 Using imperatives
 Using simple present tense
 Using adverbial of sequence
 Using adverb of time
 Using conjunction
To comprehend your knowledge about Procedure text of Recipe, you
can show the video below!

72

Video 2: https://youtu.be/gnskjOlMoAE

2. Reflection

No Laerning Journal
1 What have you learnt from this material?

.........................................................................................................
.........................................................................................................
.........................................................................................................
.........................................................................................................
..................................................................................................
2 What activity do you like most from the lesson today?
.........................................................................................................
.........................................................................................................
.........................................................................................................
.........................................................................................................
..................................................................................................
3 What materials are considering difficult to you?
.........................................................................................................
.........................................................................................................
.........................................................................................................
.........................................................................................................
.................................................................................................

3. Formative Test
Watch the video through the link https://youtu.be/2Vf37Z535S8 in you
house. Then determine the sosial function and generic structure of this
video!

73

Social Function
Goal/ Aim
Ingredients

Generic structure Steps

74

REFERENCES
Saefurrohman, (2019). Pendalaman Materi Bahasa Inggris. Modul 5: English For
Practical Use. Jakarta: Kemendikbud RI
Pailin’sa Kitchen (2016) https://youtu.be/2Z3fJlgUpP8 diakses pada Tanggal 23
September 2021pukul 08.00
Natashas Kitchen (2014) https://youtu.be/nASg3fVe60c accessed on 23
September 2021 at 09.30

75

Answer Key Meaning
TASK 1 (Berdasarkan isi video)

Video 1

No Vocabularies
(Phrase/ Sentence)

1
2
3
4
5
6
7
8
9
10

TASK 2
No Answer
1 Video 1 how to make mango ice cream
Video 2 how to make avocado salad
2 Procedure text is a text which gives the steps or procedures on how to
make something or cook a food or drink.
3 To describe how to make something
4 Yes, there are ingredients
5 Yes, there are steps
6 Goal, ingredients, steps

Generic Answer
structure

Goal Goal : How to make avocado salad

Ingredients ► 1 lb Roma tomatoes
► 1 English cucumber
► ½ medium red onion, sliced

76

Steps ► 2 avocados, diced

► 2 Tbsp extra virgin olive oil or sunflower oil

► Juice of 1 medium lemon (about 2 Tbsp)

► ¼ cup (1/2 bunch) cilantro, chopped

► 1 tsp sea salt or ¾ tsp table salt
► ⅛ tsp black pepper

 Chop a pound of fresh roma tomatoes, cucumber, red onion and
slice avocado. Then, put them in a bowl

 Add fresh cilantro just makes this salad come alive
 Dress the salad with virgin olive oil and two tablespoons of

fresh lemon juice which really keeps the avocado from
browning.
 Finish it off with a little bit of black pepper and a teaspoon of
salt
 Just toss everything to combine and that’s really all there is to
it.

TASK 3 Similarities Differences
Kind of procedure text Title, ingredients dan steps
No
1 Social function
video 1: how to make mango ice
2 Etc cream
video 2: How to make avocado salad

3 Etc

TASK 4 Recipe is a text which gives the steps or procedures on
how to make or cook a food or drink.
Definition of
procedure text
recipe

77

Social Function The social function of it is to tell how food or drink is
completely made through a sequence of actions or
steps.

Generic structure The followings are the generic structure of recipe;
 Goal/aim
 Ingredients
 Steps/Methods

Example of
procedure text

Formative Test To tell how to make mie goreng
Social Function

Goal/ Aim How to make mie goreng

Ingredients The sauce
1 Tbsp+ 1tsp Sweet soy sauce
Generic structure 1 Tbsp oyster sauce
1 ½ Tbsp sesame oil
1 Tbsp sambal ullek
The rest
5 cloves garlic, chopped
1 heads shallots, chopped
Thai chilies, chopped, to taste, optional
15-18 shrimp, or another protein of your
choice
1 cup cabbage, chopped
2 cups dark sturdy greens, cut into
ribbons
2 eggs
450 gram cooked egg noodel
2 tomatoes, wedges
Fried shallots, optional

78

Steps Combine all suce ingredients together in
a small bowl and stir to mix
In a work, heat a little oil over medium
high heat and sear off the shrimp or
whatever protein you are using. When
fully cooked, remove from wok and set
aside. Do not clean the wok.
Add a littke more oil in the wok as
needed, turn heat on tomedium low, and
add the garlic, shallots and chilies, saute
until the shallots are translucent

MATERI AJAR
9th GRADE ENGLISH LESSON

PROCEDURE TEXT: RECIPE AND MANUAL
(KElAS IX: 3.4/4.4)

Nama Guru : Siti Salma, S.Pd.
Mata Pelajaran : Bahasa Inggris

MTs MIFTAHUL ULUM YAKIN TUTUR
Jl. Gadjah Mada No. 26 Desa Wonosari, Kecamatan Tutur, Kabupaten Pasuruan

67165 Telp. (0343) 499667
2021

PREFACE
First of all, thanks to Allah The Almighty God because of the blees to the
writer in writing this module entitled “Problem – Based Learning Module 9th
Grade English Lesson Procedure Text: Recipe And Manual”.
This problem -based learning module for 9th Grade students in English
lesson on topic “Procedure Text Recipe and Manual” is compiled to fulfill the
duties of PPG Dalam Jabatan students year 2021 Islamic University of Malang
(UNISMA). In this module, the author identify problem that arise during learning
process as well as present several references and solutions to overcome these
problems. This module is developed by prioritizing the Higher Order Thinking
Skill HOTs) approach and integrating technological, pedagogical, content
knowledge (TPACK) thinking frameworks.
I would like to thank all those who have helped me completeing this
module. Thank you for your hard work and valuable input. I hope this module can
be usefull not only for the writer but also for all people who read and study this
module.
The writer realizes that there must be some weaknesses in this module. So
that, the writer expects some advices to make this module be better. Hopefully,
this module will expand the readers’ knowledge of hortatory exposition text and
can be applied well.

Pasuruan, 28th of September 2021

The writer

2

TABLE OF CONTENTS

COVER .............................................................................................. 1

PREFACE .......................................................................................... 2

TABLE OF CONTENT ....................................................................... 3

LEARNING ACTIVITY 1 : MANUAL

A. INTRODUCTION 4
1. Short Description .............................................................. 4
2. Problem Exposure ............................................................. 4
3. Identify the Material Concept of Problem ......................... 5
4. Relevance ......................................................................... 5
5. Learning Guide .................................................................
6
B. MAIN SECTION 6
1. Learning Outcomes............................................................ 6
a. Attitude ............................................................................ 6
b. Knowledge ....................................................................... 7
c. Skill .................................................................................. 7
2. Learning Material .......................................................... 7
a. Definition of Manual ........................................................ 7
b. Social Function ............................................................... 8
c. Generic Structure .............................................................. 14
d. Language Features ............................................................
3. Discussion Forum ............................................................. 16
16
C. CLOSING SECTION 17
1. Summary .......................................................................... 23
2. Reflection .........................................................................
3. Formative Test ..................................................................
4. References ........................................................................

3

LEARNING ACTIVITY 2
RECIPE AND MANUAL

A. INTRODUCTION
1. Short Description
Welcome to the second learning activity. This module is designed
to provide materials about procedure text specifically in term of manuals. I
tis based on core competencies and basic competencies that are mentioned
in PERMENDIKBUD . This module presents the material to enhance your
knowledge about what recipe is, its structure, language features, as well
how to create a simple and good manual.

2. Problem Exposure
While teaching English lesson for nineth grade of junior high school

students, there is one material related to procedure text, which when viewed
in learning indicators, students are expected to be able to find the definition of
manual and compare social functions, text structures, and linguistic elements
of several oral and written procedural texts by giving and asking for
information related to manual, short and simple, according to the context of
their use. On the other hand, the students are also expected capture contextual
meaning related to social functions, text structure, and linguistic elements of
spoken and written procedure texts, very short and simple, in the form of
mamual. But,in the fact, students still have difficulty in achieving the
indicators. There are some obstacles that can be seen, they are:

a. Some students are still difficult in comprehending text because lack
of vocabularies

b. Some students are still difficult to determine the elements or
generic structure and language features of procedure text

c. Some students are still difficult in making simple procedure text

3. Identify the Material Concept of the Problem
Based on the problem stated above, the concept of the material taught to
students must be in the form of a detailed explanation of procedure text by
identifying the content of video.

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4. Relevance
Have you ever read a manual? Where do you you usually find the

manual? What information do you get from the manual? Have you ever
made the manual? If you have no experience in making manual, this
learning activity will help you to deepen your comprehension about
manual.

5. Learning Guide
To help the students in achieving the goals of learning, there are

three activities that the students have to do them, namely pre-activity, main
activity and post activity.

a. Pre-Activity: building background knowledge about manual.
Since background knowledge greatly influences comprehension, it is
important to have specific concepts of manual. Students can provide
themselves from other resources.

b. Main activity: Many activities encourage understanding and
enjoyment while you are comprehending the materials about
manual.
 Look for the meaning of difficult words
 Identify the definition, social function, generic structure,
and language features of manual
 Find factual information from a variety of manual
 Compare two procedure texts

c. Post-Activity: Questioning, Discussion, Creating and Presenting
 Questioning: This activities encourage students to think
about and respond to the information and ideas about
manual.
 Discussion: It is exchanging ideas out loud. The intent is to
freely explore ideas, to learn something new or gain
different perspective by pooling the information or insights
that more than one person can give.
 Presenting Students’ texts: Presenting students’ own text is
another enjoyable activity.

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B. MAIN SECTION
1. Learning Outcomes
In this learning activity, students will learn competencies:

a. Attitude
The formulation of the Spiritual Attitude Competence is
appreciate and live the teachings of the religion that students
adhere.
The formulation of Social Attitude Competence is "Showing
honest behavior, discipline, responsibility, caring (tolerance,
mutual cooperation), polite, confident, in interacting effectively
with the social and natural environment within the reach of the
association and its existence.

b. Knowledge
 To analyze the social function, text structure, and language
features of manual in regard to the context of situation
 To critize grammatical error

c. Skill
After learning this chapter, the students are expected to be able to:

 Make a simple procedure text
 Present the result discussion

2. Learning Material
a. Definition of Manual
Do you often charge your mobile phone by your selves?? What are
the steps charging mobile phone? To help your understanding what a
manual is, you need to watch the following videos about manual.

Video 1: https://youtu.be/fjH1V-xRZ4A

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TASK 1

Video 1 provides the example of recipe in form of reading text

1. What do you see in the video?
2. What was person doing in the video?
3. What was being explained in the video?
4. Give your conclusion about the definition of procedure text of

manual?

What is manual?

Manual is a book or phamlet that contains information about a program or piece
of hardware. For example, a camera may come with documentation explaining
how to operate it. Or, a charger may come explaining how to operate the charger

b. Social function of manual
 It is used to describe how something is done in sequence steps
 It provides a series of steps in sequence that explain the reader how to
do something while allowing them to reach outcome successfully
 To get best results efficiently.
 To avoid accidents, damage and unnecessary waste

c. Generic structure of Manual
The followings are generic structure of manual:

1. Goal/ aim
This part describes the purpose of doing or operating something

2. Materials/ equipments
This part describe the materials or equipments needed in the process of
doing or operating something.

3. Steps / methods
This part describes the set of instructions in order to achieve the goal

d. Language feature
1. Using simple present tense
In the simple present, most regular verbs use the root form, except in
the third-person singular (which ends in -s).
The simple present is a verb tense with two main uses. We use the
simple present tense when an action is happening right now, or when it
happens regularly (or unceasingly, which is why it’s sometimes called

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present indefinite). Depending on the person, the simple present tense
is formed by using the root form or by adding -s or -es to the end.
The are two forms of simple present tense. They are nominal and
verbal.
For instance:

Nominal : fry it until the mixture is brown)

Subject +be +Complement

Verbal : we use mobile phone every day

S + V+ O +Adv

2. Using imperative
Imperative sentences are used to issue a command or instruction, make
a request, or offer advice. Basically, they tell people what to do.
Below, you'll find some imperative sentence examples and learn about
their function.
Imperative sentences usually end with a period but can occasionally
end with an exclamation point. These sentences are sometimes
referred to as directives because they provide direction to whoever is
being addressed. In the examples of imperative sentences here, you'll
note that each line is issuing a command of some sort:
Pass the salt.
Move out of my way!
Shut the front door.
Find my leather jacket.
Be there at five.

3. Using adverb of sequence
We use the sequence adverbs to describe the order in which two or
more actions happen. For example first, second, the last, etc.)

Picture 1: http://iticenglish.blogspot.com/p/sequence-adverbs.html
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4. Action verb
An action verb is a verb that expresses physical or mental action. The
action verb tells us what the subject of our clause or sentence is doing-
physically or mentally. For example turn, put, cut, etc.

5. Conjunction
Some of the conjunctions that show a sequence of process here are
such as then, after that, etc.

Picture 2: https://englishgrammarhere.com/conjunctions/conjunction-
types-kinds-of-conjunctions-definition-and-example-sentences/
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6. Adverbial of time
The adverb of time in this part means the duration or the length. It can
be stated in second, minute, or hour. For example for five minutes, in
two hours, etc.

Picture 3: https://examplesentences.net/adverb-sentences/50-
adverbs-of-time-word-and-definition/
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Pay Attention to the text 1 below!
“How to Insert Sim Card Cellphone”

Cellphone is a modern communication device which connects one to the
others by voice, written message and data. However, this device cannot work
until the SIM card is inserted.
When inserting the SIM Card to cellphone, make sure that the cellphone has
been switched off and follow the direction bellow:

 First of all, press the locking catch and slide the cover then lift it off the
phone.

 After that, push two catches in the opposite directions and remove the
battery.

 Next, slide the SIM card carefully into the slot and make sure that the
golden connect arson are facing to the connector of the phone.

 Then, put the battery and align it until snaps into its place.
 Finally, insert the two catches of the back cover corresponding slot in the

phone and slide the cover forward button of the phone until locks into
place
 Don’t forget to switch on the cellphone. Wait until it is ready to use.

Language Features in procedure text above!

Language Features Sentences

Simple present tense Cellphone is a modern communication device which
connects one to the others by voice, written message
and data

this device cannot work until the SIM card is inserted.

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Imperatives  press the locking catch and slide the cover then
Adverb of sequence lift it off the phone.

 push two catches in the opposite directions and
remove the battery.

 slide the SIM card carefully into the slot and
make sure that the golden connect arson are
facing to the connector of the phone.

 put the battery and align it until snaps into its
place.

 insert the two catches of the back cover
corresponding slot

First of all, Finally After that, next, then,

Adver of time -

Conjunction Then, Until, after, next,

TASK 2
Analyze the procedure text below. Then, fill the table with suitable answer!
(Telaah teks prosedur dibawah ini. Kemudian, isilah tabel di bawahnya!)

How To Operate TV

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Materials :
 Television
 TV Remote

Instructions :
1. Firstly, Plug the cable television into electricity
2. After that, press the power button to turn on the television
3. Wait untill the televison shows the picture
4. Choose the channel that you want to watch use the button or the
remote.
5. Then, Set the volume use the remote or button volume
6. Last, if you want to turn off the television you can use the power
button

TASK 3 (GROUPWORK)

Choose one of three problems below. Discuss with your group to get the
best result!

The first problem
Amira and dad are in the living room watching TV. Her mother goes to market to
buy fruits and vegetables. Her dad ask her to make a cup of tea for him. Amira is
confused because she have never make tea. She does not know what materials she
need and how to make it. Can you help her to make a cup of tea? Make simple
procedure text about how to make a cup of tea for helping her.

The second problem
The weather is very hot today. Indah’s younger brother cries because he feels hot.
Indah wants to make a fan from paper. But, she does not know how to make it. Help
indah to make a paper fan by giving her procedure text!

The third problem

Sonia comes to Sherin’s house to study English together. After studying, Sherin says to

Sonia that she is hungry. Sonia is confused because there are not rice and another

food in the kitchen. Then, she looks for something in the refrigerator. There is some

pieces of bread, butter and sprinkles. Can you help Sonia and Sherin how to make

sprinkle breads? 13

You can use this outline below! (Kamu bisa menggunakan outine di bawah ini!)
Title

Ingredients/
Materials

Steps 1. Firstly,
2. Then,
3. After that,
4.
5.
6.
7.
8.
9. Finally,

3. Discussion Forum
Looking for procedure text around you. It can be recipe or
manual. Then, Identify the procedure text!

Generic structure Sentences
Goal/ Aim

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Ingredients
Steps

Language Features Sentences
Simple present tense 15

Imperatives

Adverb of sequence
Adverb of time
Conjunctions

C. CLOSING SECTION
1. Summary
Manual is a text that provides a series of precise, sequenced steps or
directions that explain to the readers how to do something.
The social function of it is to describe how something is done in sequenced
steps.
The followings are the generic structure of recipe;
• Goal/aim
• Material/Tools
• Steps/Methods

Language Features
 Using imperatives
 Using simple present tense
 Using adverbial of sequence
 Using adverb of time
 Using conjunction

2. Reflection
Now, I know that :
Manual is ........................................................
It has social function to ....................................................................
I tis constructed by 3 elements/ generic structure .
They are :
1.
2.
3.
The language features that are used in the manual are :
1.
2.
3.
4.
5.

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3. Formative Test
Choose the best answer between A, B, C or D!
The following text is for questions 1 - 5

How to Make Mini Plant Pots

Materials:
- 1 egg carton
- Four seed packets
- Some potting soil
- Water

Equipments:

- Scissors
- A black marker
- A spoon
- A plate

Steps:

1) Cut off the top of the egg carton and leave the bottom part.
2) Take four cups from the egg carton and smoothen the

edges by cutting themwith scissors.
3) Mark each pot with the name of each plant.
4) Add a few scoops of potting soil to each of the egg cups.
5) Place a few plant seeds in the labelled pot.
6) Set all the pots in a large plate. Place them near the

window to get enoughsunlight.
7) Water the plants sufficiently according to the instruction

found in the seedpackages.
8) Move the plants to bigger pots or to the garden when they

grow too big to fitthe pots. The plants can be directly
planted in the garden without getting rid of the egg cups
because they are decomposable.

1. Which part of the egg cartoon do we use for making the pots?
A. The bottom part.

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B. The middle part.
C. The upper part.
D. The whole part.
2. “Place a few plant seeds .
. .” (step 5) Which picture
represents the underlined
word?
A.

B.

C.

D.

3. "Mark each pot with the name of

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each plant." (Step 3)Why should
we do the instruction above?
A. To mark the level of the soil in each pot.
B. To decorate the pots with colourful markers.
C. To make sure that we put the seeds into the correct cups.
D. To make sure that we plant the seeds according to

the instruction onthe package.
4. Where should we put the pots?

A. In the field.
B. In a bathroom.
C. In a dark room.
D. Near a sunny window.
5. “...smoothen the edges by cutting them with
scissors." (Step 2)The underlined word refers
to . . .
A. the scissors
B. the plants
C. the edges
D. the seeds

The text below for No. 6-10
Healthy Fried Rice

Fried rice is healthy and delicious food. You can make it yourself. If you find
any difficulty, you can ask an adult to help you.
Ingredients:
- Frozen green peas soaked in hot water.
- A spoonful of oyster sauce
- 5 spoonfuls cooking oil
- Chicken fillet
- A plate of rice
- Two eggs
- Pepper

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- Leeks
- Garlic
- Salt
Preparations:
1) Cut up chicken fillet into small pieces.
2) Chop up the leeks into very small pieces.
3) Grind garlic, pepper, and salt together.
4) Break and stir together two eggs.

How to make it:
1) First, fry the chicken fillet in the cooking oil.
2) Then, pour on the eggs and green peas.
3) After that, pour in the ground garlic, pepper, and salt.
4) Add a spoonful of oyster sauce.
5) Add in the leeks.
6) Then, add the rice. Mix well.
7) Finally, serve the Healthy Fried Rice on a plate.

6. What kind of chicken do we use in the recipe?
A. Fillet.
B. Sliced.
C. Cut up.
D. Chopped up.

7. How much oyster sauce do we use?
A. A teaspoonful.
B. A spoonful.
C. A bottle.
D. A cup.

8. What should we do to the garlic, pepper, and salt?
A. We cut them up.

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