RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Sekolah : SMA Mambaus Sholihin Blitar

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X / Ganjil
Program : IPA/IPS
Materi Pokok : Descriptive Text
Alokasi Waktu : 4 X 30 menit

A. Kompetensi Inti (KI 3 dan KI 4)

KI 1. Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI 2. Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli (gotong royong,
kerjasama, toleran, damai), bertanggung jawab, responsif, dan pro-aktif dalam berinteraksi
secara efektif sesuai dengan perkembangan anak di lingkungan, keluarga, sekolah,
masyarakat dan lingkungan alam sekitar, bangsa, negara, kawasan regional, dan kawasan
internasional”.
KI 3. Memahami,menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural
berdasarkan rasa ingintahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait
penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang
kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah
KI 4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan
pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan
metode sesuai kaidah keilmuan

B. Kompetensi Dasar

3.4 Membedakan fungsi sosial, struktur 4.4.1 Menemukan makna secara

teks, dan unsur kebahasaan beberapa kontekstual terkait fungsi sosial, struktur
teks deskriptif lisan dan tulis dengan teks, dan unsur kebahasaan descriptive text,
memberi dan meminta informasi lisan dan tulis, pendek dan sederhana terkait
terkait tempat wisata dan bangunan tempat wisata dan bangunan bersejarah
bersejarah terkenal, pendek dan terkenal.
sederhana, sesuai dengan konteks 4.4.2 Menyusun teks deskriptif lisan dan
penggunaannya tulis, pendek dan sederhana, terkait tempat
wisata dan bangunan bersejarah terkenal,
dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan, secara
benar dan sesuai konteks

C. Indikator Pencapaian Kompetensi (IPK)

3.4.1. Menentukan social function teks 4.4.1. Menyusun teks deskriptif tentang
deskriptif tentang tempat wisata dan tempat wisata dan bangunan bersejarah
bangunan bersejarah terkenal. terkenal secara utuh berdasarkan struktur
teks deskriptif yang sesuai secara lisan.
3.4.2. Menentukan identification dan
description teks deskriptif tentang tempat 4.4.2. Menyajikan teks deskriptif tentang
wisata dan bangunan bersejarah terkenal. tempat wisata dan bangunan bersejarah
terkenal secara utuh berdasarkan struktur
3.4.3. Membedakan unsur kebahasaan teks teks deskriptif yang sesuai secara lisan.
deskriptif tentang tempat wisata dan
 bangunan bersejarah terkenal (noun phrase
dan simple present tense).

D. Tujuan Pembelajaran
1. Melalui pemberian contoh PPT/ video teks descriptive yang di share melalui grup wa
/quizizz , peserta didik dapat menemukan informasi umum dan menetukan (social
function) teks descriptive tentang tempat wisata dan bangunan bersejarah terkenal dengan
benar secara mandiri
2. Melalui pemberian contoh PPT /video teks descriptive yang di share melalui grup wa
/quizizz, peserta didik dapat menentukan struktur teks (identification dan description)
dari teks deskriptif tentang tempat wisata dan bangunan bersejarah terkenal yang runtut
dengan benar secara mandiri
3. Melalui pemberian contoh PPT/ video teks descriptive yang di share melalui grup wa
/quizizz, peserta didik dapat membedakan unsur kebahasaan teks deskriptif tentang tempat
wisata dan bangunan bersejarah terkenal (simple present tense ,noun phrase) yang baik
dengan benar secara mandiri
4. Melalui diskusi kelompok tentang teks descriptive di grup whatsapp, peserta didik dapat
menyusun (merangkai) teks deskriptif tentang tempat wisata dan bangunan bersejarah
terkenal yang masih acak berdasarkan struktur teks deskriptif yang runtut dengan benar
secara bekejasama.
5. Melalui kegiatan video presentasi di grup whatsapp, peserta didik dapat menyajikan video
contoh deskriptif teks yang telah di buat secara lisan yang runtut dan benar secara mandiri.

E. Materi Pembelajaran
 Definition of descriptive text
 Social function of descriptive text
 Generic structure of descriptive text
 Language features of of descriptive text

F. Pendekatan dan Model Pembelajaran

Pendekatan: Scientific Approach
Model: Cooperative Learning
Metode: diskusi, presentasi, dan penugasan

G. Media Pembelajaran
 Power point berisikan materi teks deskriptif
 Teks dan gambar tempat wisata / bangunan terkenal
 Laptop dan LCD, smartphone ( whatsapp, quizizz)
 Buku English on Target kelas 10 kurikulum 2013 revisi (penerbit Erlangga)

H. Sumber Belajar
 Grace, Eudia and Sudarwati, M. 2017. Pathway to English for SMA/MA Grade X. Jakarta:
Penerbit Erlangga.
 Sarwoko. 2017. English on Target for SMA/MA Grade X. Jakarta: Penerbit Erlangga.
 https://www.indonesia.travel/gb/en/destinations/java/bromo-tengger-semeru-national-
park/mount-bromo
 http://www.belajarbahasainggris.us/2012/02/contoh-descriptive-text-borobudur-
temple.html
 http://www.indonesia-tourism.com/north-sumatra/toba_lake.html
I. Kegiatan Pembelajaran

Kegiatan Deskripsi kegiatan guru Deskripsi kegiatan peserta didik Alokasi

waktu
Pendahuluan 1. Guru memberi memberi salam dan 1. Peserta didik menjawab salam 10 menit
mempersilahkan peserta didik untuk dan berdoa bersama sebelum
berdoa. mulai pembelajaran.
2. Guru menayangkan slide tentang 2. Peserta didik
beberapa ciri ciri tempat wisata dan menjawab/menebak
bangunan bersejarah terkenal di pertanyaan yang diajukan guru
Indonesia dan dunia melalui share berdasarkan tayangan slide
whatsapp/quizizz, kemudian meminta yang dimaksud.
peserta didik menebak nama tempat 3. Peserta didik menyimak dan
wisata tersebut tersebut. memahami penjelasan dari
3. Guru menjelaskan apa tujuan guru.
pembelajaran atau kompetensi yang 4. Peserta didik menyimak dan
akan dicapai peserta didik tentang teks memahami penjelasan dari
deskriptif. guru.
4. Guru menyampaikan garis besar
cakupan materi dan penjelasan tentang
kegiatan yang akan dilakukan peserta
didik.
Inti 5. Guru membagi peserta didik secara 5. Peserta didik membuat 40 menit
berkelompok (1 kelompok terdiri dari kelompok yang beranggotakan
maksimal 5 peserta didik yang maksimal 5 peserta didik yang
heterogen) bisa dengan grup heterogen.
whatsapp. 6. Peserta didik secara
6. Guru memberikan contoh gambar dan berkelompok mengamati dan
teks deskriptif. Kemudian, guru memahami gambar dan teks
meminta masing-masing kelompok deskriptif tersebut.
untuk mengamati teks deskriptif 7. Peserta didik secara
tersebut. bekelompok berdiskusi untuk
7. Guru menginstruksikan kepada menentukan fungsi sosial,
masing-masing kelompok berdiskusi struktur kebahasaan, struktur
melalui grup whatsapp untuk kebahasaan (identification and
menguraikan fungsi sosial, struktur description) dan unsur
kebahasaan, struktur kebahasaan kebahasaan (simple present
(identification and description) dan and noun phrase).
unsur kebahasaan (simple present and 8. Masing-masing kelompok
noun phrase). mencari dan mengumpulkan
8. Guru menginstruksikan kepada informasi dari berbagai
masing-masing kelompok untuk sumber, kemudian
mencari dan mengumpulkan menuliskannya pada selembar
informasi dari berbagai sumber, kertas A4.
kemudian menuliskannya pada 9. Peserta didik menyusun
selembar kertas A4. paragraf yang masih acak,
9. Guru memberikan sebuah teks kemudian meminta peserta
deskriptif dengan susunan paragraf didik merangkai menjadi teks
yang masih acak, kemudian meminta deskriptif utuh sesuai struktur
peserta didik merangkai menjadi teks teks yang benar.
deskriptif utuh sesuai struktur teks 10. Seluruh kelompok
yang benar. memperhatikan petunjuk atau
10. Guru mendampingi seluruh kelompok arahan terhadap tugas yang
 secara bergantian dengan memberikan diberikan.
petunjuk atau arahan terhadap tugas 11. Masing-masing kelompok
yang diberikan melaui whatsapp/ mengirimkan video
quizizz mempresentasikan social
11. Guru mempersilahkan masing-masing function, language features
kelompok mengirimkan video untuk (simple present and noun
mempresentasikan social function, phrase), dan generic
language features (simple present and structures (identification and
noun phrase), dan generic structures description) melalui tugas
(identification and description) merangkai paragraph acak
melalui tugas merangkai paragraph menjadi teks deskriptif secara
acak menjadi teks deskriptif secara utuh.
utuh. 12. kelompok lain yang tidak
12. Guru mempersilahkan kepada presentasi secara bergantian
kelompok lainnya untuk bertanya bertanya maupun
maupun menyampaian opininya menyampaian opininya
tentang presentasi yang diberikan. tentang presentasi yang
diberikan.
Penutup 13. Guru memberikan penghargaan 13. Peserta didik memperhatikan 10 menit
(reward) atas proses kinerja masing- dan menerima apresiasi yang
masing kelompok dan video presentasi telah diberikan guru.
yang diberikan. 14. Peserta didik memperhatikan
14. Guru memberikan umpan balik umpan balik (feedback) dan
(feedback) dan saran atas hasil saran dari guru atas presentasi
kerja/diskusi yang dipresentasikan yang dilakukan oleh masing-
oleh masing-masing kelompok. masing kelompok.
15. Guru memberikan kesimpulan 15. Peserta didik memperhatikan
pembelajaran tentang fungsi sosial, dan mencatat kesimpulan
struktur teks, dan unsur kebahasaan pembelajaran yang diberikan
teks deskriptif. guru tentang fungsi sosial,
16. Guru melakukan refleksi atas kegiatan struktur teks, dan unsur
yang telah dilakukan peserta kebahasaan teks deskriptif.
didik/kelompok di hari itu tentang teks 16. Peserta didik memperhatikan
deskriptif. refleksi yang diberikan guru
17. Guru memberikan tugas atau atas kegiatan yang telah
pekerjaan rumah reading dilakukan peserta
comprehension of descriptive text didik/kelompok di hari itu.
dalam bentuk pilihan ganda. 17. Peserta didik mencatat tugas
18. Guru menyampaikan rencana yang diberikan guru.
pembelajaran untuk pertemuan 18. Peserta didik memperhatikan
berikutnya. rencana pembelajaran untuk
19. Guru mengakhiri pembelajaran pertemuan berikutnya.
dengan ucapan terima kasih, berdoa, 19. Peserta didik menutup
dan salam. pembelajaran dengan berdoa
dan menjawab salam guru

J. Jenis dan Teknik penilaian

 Sikap
 Penilaian sikap diperoleh dari observasi peserta didik selama kerja kelompok dan penilaian
teman sejawat.

 Pengetahuan:
Pengetahuan peserta didik tentang fungsi sosial, struktur teks, dan unsur kebahasaan teks
deskriptif, dievaluasi dengan menggunakan penugasan berupa tes tulis (reading
comprehension)

 Keterampilan:
Proses menganalisis pengertian, tujuan, struktur kebahasaan, dan unsur kebahasaan dari teks
deskriptif serta presentasi yang dilakukan masing-masing kelompok dievaluasi dengan
menggunakan penilaian hasil kerja (proses).

K. Rencana Tindak Lanjut Hasil Penilaian (Program Remedial dan Pengayaan)

 Program Remedial
Peserta didik yang belum mencapai KKM (75), akan diberi tugas untuk membaca sebuah
teks deskriptif tentang tempat wisata lokal dalam bahasa Inggris (yang telah ditentukan
oleh guru), kemudian meminta peserta didik tersebut menganalisis social function,
generic structure, dan language features dari teks deskriptif tersebut selama seminggu.
Setelah satu minggu, guru mengevaluasi dan menilai kemajuan kompetensi peserta didik
dalam menganalisis social function, generic structure, dan language features. Kemudian
guru memberikan penilaian remedial tambahan berupa reading comprehension of
descriptive text.
 Program Pengayaan
Bagi peserta didik yang memperoleh nilai di atas 75, guru akan memberikan pengayaan
berupa tugas mandiri untuk menuliskan teks deskriptif terkait gambar beberapa tempat
wisata atau bangunan bersejarah. Kemudian guru menyeleksi untuk memilih beberapa
karya terbaik, kemudian mempublikasikannya dengan menempel di mading sekolah.

Blitar, 19 September 2020

Mengetahui,
Kepala SMA Mambaus Sholihin Guru Mata Pelajaran

Moh. Annas Setiawan, S.Pd Hendun Lailiyah, S.Pd.I

Lampiran-lampiran:

1. Lampiran 1: Materi Pembelajaran (Bahan Ajar)

2. Lampiran 2: Media Pembelajaran
3. Lampiran 3: Lembar Kerja Peserta Didik (LKPD)
4. Lampiran 4: Instrumen Penilaian

Lampiran 1: Materi Pembelajaran (Bahan Ajar)

 BAHAN AJAR

Sekolah : SMA Mambaus Sholihin

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X / Ganjil
Program : IPA/ IPS
Materi Pokok : Descriptive Text

In this lesson, we will learn:

 What is Descriptive text?
 What is the purpose of Descriptive text?
 What are the generic structures of Descriptive text?
 What are the language features of Descriptive text?

Descriptive text is a text which says what a person, place or a thing is like.
The purpose descriptive text is to describe certain characteristics or features of a particular thing, a
particular place, a particular person or a particular animal.

Generic structures of descriptive text.

Identification Introduce general information of the thing will be described.

Description Mention the part, quality, and characteristics of the subject being
described specifically. Describing a tourism place  parts of place,
physical appearance, the function of each place, etc.

Language features of descriptive text

 Noun
Example: my cat, my house, Singapore
 Simple Present
Example: It lies in the southern part of France.
The university is located at the North of city park.
It consists of five federal states.
 Noun Phrase
Examples: It is a beautiful large terrace.
She is a clever cat.
The black leather handbag is mine.
 Adverbial Phrase
Ex: It sleeps at the tree house.

Pay attention to the examples of descriptive texts below!

Reading Text 1

BROMO MOUNTAIN

Located some 4 hours drive from Surabaya, the capital of East Java, Mount Bromo is a part of the
Bromo Tengger Semeru National Park that covers a massive area of 800 square km. While it may be
small when measured against other volcanoes in Indonesia, the magnificent Mt Bromo will not
disappoint with its spectacular views and dramatic landscapes. At 2,392 meters tall, Mt Bromo is not
among the tallest of Indonesia’s mountains but its stunning beauty lies in its incredible setting.

From a vantage point on Mount Penanjakan (2,770 meters above sea level), 2.5 hours from Malang.
Visitors from around the world come to see the sunrise over Mt Bromo. From this spot the vista is
magnificent. All you will hear is the click of cameras as visitors snap their camera’s hoping to
capture the incredible scene of Mt Bromo in the foreground with Mt Semeru smoking in the distance
and the sun shining brightly, quickly rising in the sky.

The eerie landscape has spurned countless legends and myths. Mt Bromo has particular significance
for the Tengger people who believe that this was the site where a brave prince sacrificed his life for
his family. The people here appease the Gods once a year during the annual Kasada festival where
offerings of vegetables, chickens and money are thrown into the crater of the volcano.

Reading Text 2
 Instruction: Have you ever visited Toba lake? If you haven’t visited it, this text may help you to
explain the description of Toba lake.
Unfortunately, the paragraphs in this text are still unordered. Please re-arrange the paragraphs into
a complete descriptive text.

TOBA LAKE

Lake Toba is an area of 1,707 km², we can say that this is 1,000 km² bigger than Singapore. It formed
by a gigantic volcanic eruption some 70,000 years ago, it is probably the largest resurgent caldera on
A
Earth. Pulau Samosir or Samosir Island, The island in the middle, was joined to the caldera wall by a
narrow isthmus, which was cut through to enable boats to pass; a road bridge crosses the cutting.
Samosir island is the cultural centre of the Batak tribe, the indigenous from North Sumatra.

Lake Toba is actually more like a sea than a lake considering its size. Therefore, the Lake placed as
B the largest lake in Southeast Asia and the second largest in the world after Lake Victoria in Africa.
Lake Toba is also including the deepest lake in the world, which is approximately 450 meters.

Danau Toba or Toba Lake is one of the most popular destinations in Indonesia, especially in Medan,
C North Sumatra. Danau Toba is the largest volcanic lake in Indonesia, even in the Southeast Asia.
Which make it more special is taken from the Samosir Island, an Island that settled in the middle of
the lake.

By the eruption of a super volcano (Mount Toba) was estimated to have caused mass death and
D extinction of several species of living creatures. The eruption of Mount Toba has led to changes in the
earth's weather and the start into the ice age that affects the world civilization.

The appropriate order of the paragraphs should be? ___ ___ ___ ___
Remedial Program
Instruction: Pay attention to this descriptive text! Decide the generic structures of each paragraph below!
(50 points)

BOROBUDUR TEMPLE

Borobudur is a Buddhist temple. It was built in the ninth century under Sailendra dynasty of ancient
Mataram kingdom. Borobudur is located in Magelang, Central Java, Indonesia.

Borobudur is well-known all over the world. Its construction is influenced by the Gupta architecture
of India. The temple is constructed on a hill 46 meter high and consists of eight steps like stone
terrace. The first five terraces are square and surrounded by walls adorned with Buddhist sculpture
in bas-relief. The upper three are circular. Each of them is with a circle of bell shape-stupa. The
entire upper structure is crowned by a large stupa at the center of the top circle. The way to the
summit extends through some 4.8 km of passage and stairways.

The design of Borobudur symbolizes the conception of universe in Buddhist cosmology. It is believed
that the universe is divided into three spiritual spheres, kamadhatu, rupadhatu, and arupadhatu. The
first sphere, kamadhatu, represents respectively the sphere of desires where we are bound to our
desires; the second sphere, rupadhatu, represents forms where we abandon our desires but are still
bound to name and form; and the last sphere, arupadhatu, represents formlessness where there is no
longer either name or form. Borobudur temple which is rededicated as an Indonesian monument in
1983 is a valuable treasure for Indonesian people. With its magnificent size and architecture, no
wonder that Borobudur Temple includes 7 wonders of the world.

Remedial Program
Do the following reading comprehension exercises by choosing a true answer from each multiple choice question!
(50 points)

Text 1 (for no. 1-3)

Magelang is an interesting tourist resort with many attractive old buildings. It is located in
Central Java about forty kilometers north of Yogyakarta. It takes about an hour by bus from
Yogyakarta.
Pucang, Secang, a sub-district in Magelang, is one of the popular places for horn carving
handicrafts. It is said that most of the people are skilled in this art. More than fifty five families
actually make their living by carving horns of buffaloes or cows.
They normally produce one thousand carvings a day. However, this is not a record for a
single day. They once received an order for one hundred and forty two thousands combs to be
completed within a month.
Any kind of horn carving handicraft is displayed at the workshop where the tourist often
come to buy souvenirs.

1- Most people in Pucang earn their living by ….

A. producing horns of buffaloes
B. producing thousand of combs
C. carving horns of buffaloes or cows
D. providing horns of buffaloes or cows
E. buying and selling any kinds of souvenirs

2- Which statement is true according to the text?

A. The people are able to carve more than ten thousands horns a day.
B. Every family has their own workshop to display their handicrafts.
C. It takes some hours to go to Magelang from Yogyakarta.
D. Less than a hundred people are skillful in carving horns.
E. They once made 142,000 combs within a month.

3- “ … make their living by carving horns of buffaloes or cows.” (Paragraph 2)

The underlined word has the closest meaning to make an object by cutting a piece of ….
A. copper
B. wood
C. steel
D. iron
E. tin

Text 2 (for no. 4-6)

 The Yogya Kembali Monument is located in Yogyakarta. It is three kilometres north of
the Yogya city centre in the Jongkang villageof the Sleman Regency. The monument was
inaugurated on June 29th, 1985 to commemorate the historic Indonesianstruggle for
independence. Yogya Kembali means Yogya Returns, as a reminder of the returning of the
Indonesian Republic Government.
There are two sections of the Yogya Kembali Monument. The first section of the Cureng
Aircraft is on the eastern gate, while the other section of Guntai Aircraft stands closer to the
western entrance of the monument. The Monument has two wheeled-machine guns which can
be seen from a podium towards the eastern and the western side. In the southern end of the
yard, there is a wall engraved with 420 names of freedom fighters who lost their lives during a
great struggle, from December 19th, 1948 to June 29th, 1949. A poem by Chairil Anwar, titled
Karawang Bekasi, is written on one side of the wall dedicated to these unknown patriots.
The Yogya Kembali Monument is surrounded by fish ponds. It is divided into four alleys
which lead to the main building. The main building consists of different floors displaying a wide
range of collections during and after the war times. It shows dioramas, carved reliefs or
collection of clothes and weapons.

4- What can be found in the western entrance of the monument?

A. A poem by Chairil Anwar.
B. Two wheeled machine guns.
C. A replica of the Guntai Aircraft.
D. A replica of the Cureng Aircraft.
E. A wall engraved with 420 names of freedom fighters.

5- What is the topic of the text above?

A. Yogyakarta.
B. The Guntai Aircraft.
C. The Yogya Kembali Monument.
D. The history of Indonesian struggle.
E. The history of Yogya Kembali Monument

6- From the text above we can conclude that ….

A. the collection during and after the war is displayed outside the building
B. the monument is to commemorate the historic Indonesian victory
C. the Yogya Kembali Monument is surrounded by fish ponds
D. dioramas can be seen in one of the four alleys
E. the main building has only one floor

Text 3 (for no.7-10)

 Jawa Timur Park

For people in East Java, Jatim Park may have been heard many times because it is one of
the famous tourist objects in East Javaprovince. Jatim Park offers a recreation pace as well as a
study center. Jatim Park is located at Jl. Kartika 2 Barn, East Java. The location is easy to reach
because it is only 2,5 kilometers from Batu. This tourist object is about 22 hectares in width.
Visitors can enjoy more then 36 kinds of facilities that will entertain and educate them.
After passing the gate, the visitor will find Gallery Nusantara, continue further we will step into
Taman Sejarah which display the miniature size of famous landmark in East Java like
Sumberawan Tample, Custom Houseof Kiai Hasan Besari Pnorogo and Sumerawan Statue.
Another facility that can be enjoyed is Agro Park. This area has an array of rare crops,
fruits and animal diorama which consist of unique animals that have been conserved. Jatim Park
is suitable for family and school recreation. The recreation area sites offerprecious tour as an
alternative media of study.

7- How many facility can be enjoyed by visitors?

A. Two
B. Five
C. Fourty
D. Thirty six
E. Twenty two

8- What does Jatim Park offer?

A. Miniatur size of famous landmark
B. A place at Jl. Kartika no 2 East Java
C. A sports center for family and students
D. A place for recreation and a study center
E. 22 hectares land used for used for Kiai Hasan’s house

9- What is the main idea of the second paragraph?

A. The Sumberawan Statue is a tourist object in Jatim Park.
B. East Java’s temple is displayed in miniature size.
C. Gallery Nusantara area located next to the gate.
D. There are a lot facilities in Jatim Park.
E. There are a lot of famous landmark.

10 - “The recreation area sites offer precious tour ….“ (Paragraph 3).
The underlined word is closest in meaning to ….
A. important
B. sufficient
C. valuable
D. cheap
E. good

Enrichment Program
Write a descriptive text about one of the famous tourism places in your city! The text should consists of at least
200 words. You can do pre-writing activity first, such as mind mapping, brainstorming, journalist questions, etc.
in order to make you easy in writing the descriptive text. (+10 points)

________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________
 References:
 Grace, Eudia and Sudarwati, M. 2017. Pathway to English for SMA/MA Grade X. Jakarta:
Penerbit Erlangga.
 Sarwoko. 2017. English on Target for SMA/MA Grade X. Jakarta: Penerbit Erlangga.
 https://www.indonesia.travel/gb/en/destinations/java/bromo-tengger-semeru-national-
park/mount-bromo
 http://www.belajarbahasainggris.us/2012/02/contoh-descriptive-text-borobudur-
temple.html
 http://www.indonesia-tourism.com/north-sumatra/toba_lake.html

Lampiran 2: Media Pembelajaran

 MEDIA PEMBELAJARAN

Sekolah : SMA Mambaus Sholihin

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X / Ganjil
Program : IPA/IPS
Materi Pokok : Descriptive Text
Lampiran 3: Lembar Kerja Peserta Didik (LKPD)

LEMBAR KERJA PESERTA DIDIK (LKPD)

Sekolah : SMA Mambaus Sholihin Blitar

Mata Pelajaran : Bahasa Inggris
Kelas / Semester : X / Ganjil
Program : IPA/ IPS
Materi Pokok : Descriptive Text

A. Kompetensi Dasar

3.4 Membedakan fungsi sosial, struktur 4.4.1 Menemukan makna secara

teks, dan unsur kebahasaan beberapa kontekstual terkait fungsi sosial, struktur
teks deskriptif lisan dan tulis dengan teks, dan unsur kebahasaan descriptive text,
memberi dan meminta informasi lisan dan tulis, pendek dan sederhana terkait
terkait tempat wisata dan bangunan tempat wisata dan bangunan bersejarah
bersejarah terkenal, pendek dan terkenal.
sederhana, sesuai dengan konteks 4.4.2 Menyusun teks deskriptif lisan dan
penggunaannya tulis, pendek dan sederhana, terkait tempat
wisata dan bangunan bersejarah terkenal,
dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan, secara
benar dan sesuai konteks

B. Indikator Pencapaian Kompetensi (IPK)

3.4.1. Menentukan social function teks 4.4.1. Menyusun teks deskriptif tentang
deskriptif tentang tempat wisata dan tempat wisata dan bangunan bersejarah
bangunan bersejarah terkenal. terkenal secara utuh berdasarkan struktur
teks deskriptif yang sesuai secara lisan.
3.4.2. Menentukan identification dan
description teks deskriptif tentang tempat 4.4.2. Menyajikan teks deskriptif tentang
wisata dan bangunan bersejarah terkenal. tempat wisata dan bangunan bersejarah
terkenal secara utuh berdasarkan struktur
3.4.3. Membedakan unsur kebahasaan teks teks deskriptif yang sesuai secara lisan.
deskriptif tentang tempat wisata dan
bangunan bersejarah terkenal (noun phrase
dan simple present tense).

C. Tujuan Pembelajaran
1. Melalui pemberian contoh PPT/ video teks descriptive yang di share melalui grup wa
/quizizz , peserta didik dapat menemukan informasi umum dan menetukan (social
function) teks descriptive tentang tempat wisata dan bangunan bersejarah terkenal dengan
benar secara mandiri
2. Melalui pemberian contoh PPT /video teks descriptive yang di share melalui grup
wa /quizizz, peserta didik dapat menentukan struktur teks (identification dan
description) dari teks deskriptif tentang tempat wisata dan bangunan bersejarah
terkenal yang runtut dengan benar secara mandiri
 3. Melalui pemberian contoh PPT/ video teks descriptive yang di share melalui grup wa
/quizizz, peserta didik dapat membedakan unsur kebahasaan teks deskriptif tentang tempat
wisata dan bangunan bersejarah terkenal (simple present tense ,noun phrase) yang baik
dengan benar secara mandiri
4. Melalui diskusi kelompok tentang teks descriptive di grup whatsapp, peserta didik dapat
menyusun (merangkai) teks deskriptif tentang tempat wisata dan bangunan bersejarah
terkenal yang masih acak berdasarkan struktur teks deskriptif yang runtut dengan benar
secara bekejasama.
5. Melalui kegiatan video presentasi di grup whatsapp, peserta didik dapat menyajikan video
contoh deskriptif teks yang telah di buat secara lisan yang runtut dan benar secara mandiri.
1.

Exercise 1
Instruction: Have you ever visited Batu Night Spectacular (BNS)? If you haven’t visited it, this text
may help you to explain the description of Batu Night Spectacular. Unfortunately, the paragraphs in
this text are still unordered. Please re-arrange the paragraphs into a complete descriptive text.

BATU NIGHT SPECTACULAR (BNS)

BNS is open at 3 pm until midnight, so you do not have to worry benighted to enjoy the
beautiful attractions of this one. Because of its uniqueness is also the one that is only open in the
A evening until midnight. Batu Night Spectacular visited by many visitors who want to unwind after
doing daily activities. Thus, a visit to Batu Night Spectacular can be one alternative to reduce feeling
tired and stress.

The attractions can be enjoyed in BNS such as, kid’s zone, some variety of rides, some
attractive galleries to visit, Gallery of Ghost, Slalom Test, Highest Air Bike, Lantern Garden,
B
Trampoline and four-dimensional cinema. You can also test your adrenaline by trying the drag race,
mouse coaster, and various other games.

Malang city which is the second largest city in East Java, after Surabaya, has its own
C uniqueness and attractiveness. Lots of unique culinary that you must taste, destination places for
 recreation such as Panorama of Ngliyep Beach, and also some amazing attractions around the cities.
One of amazing attraction is Batu Night Spectacular or commonly known as BNS.

After enjoying a variety of rides that are provided in an area of 3 thousand square meters, you
can continue going to the night market. Its area is peddling a variety of needs and souvenirs. At the
D
end of the night market, there are hundreds of chairs lined up which are provided for visitors in the
food court area. There are many menu options of drinks and food in this area. Just choose which one
you like, cold or hot drinks, and many variety of food. Many of the menu can be selected according to
taste.

BNS is a recreation place as the same kind as WBL. However, each of them has specific
E characteristics. Batu Night Spectacular can only be enjoyed at night, as the name suggests it is a
tourist attraction spectacular. Batu Night Spectacular is located in the village of Oro-oro Ombo,
district of Batu. You can achieve this place by using a personal vehicle for 15 – 30 minutes from
Malang city.

Question:
The appropriate order of the paragraphs should be? ___ ___ ___ ___ ___

Exercise 2
After re-arranging and reading the complete descriptive text of Toba Lake above, answer
the following questions!
1. What are the unique things of BNS?
2. Where is the location of BNS exactly?
3. What is the social function of the text above?
4. What are the generic structures of the text above?
5. Malang city which is the second largest city in East Java, after Surabaya, has its own
uniqueness and attractiveness.
The word “its” in the sentence above refers to …
Exercise 3
Do the following reading comprehension exercises by choosing a true answer from each
multiple choice question!

Text 1 (for no. 1-5)

Orchard Road

Orchard Road is a Boulevard which becomes business and entertainment center in

Singapore. Orchard Road is surrounded by a lush tropical and flower gardens which are
beautiful. At first, Orchard Road is just a suburban street lined with orchards, plantations
nutmeg, and pepper farming. However, in the 1970s, it turned into a shopping center in
Singapore. In 1960 and 1970 entertainment industries began to enter this road. Shopping centers
such as mall and Plaza was built in 1974.
Orchard Road runs along about 2.2 km. This road is one-way street flanked by a variety
of shopping malls, hotels and restaurants. The shopping area which is nearly 800,000 square
meters provides a wide range of things, food, and entertainment. In this area there are many
options that can satisfy visitors from all walks of life starting from the luxury branded things to
the Popular branded, from exclusive restaurants to fast food.
There are so many ways that can be accessed to get to Orchard road such as: by taxi, bus
or drive your own car. For those who are driving to Orchard Road can be entered from the west
through the Napier Road. Vehicles from Dunearn Road can turn to left at the intersection of the
Marriott Hotel junction. Vehicles that come from Paterson can turn right onto Orchard Road.
Orchard is always crowded so you have to be careful in order not to get lost.

1- The text mainly focuses on ….

A. Singapore
B. Plaza and Mall
C. Shopping Center
D. Orchard Plantation
E. Orchard road as business and entertainment center

2- Which statement is true based on the text?

A. Orchard road is infamous place at Singapore.
B. At first Orchard Road is a crowded settlement.
C. Orchard road is not surrounded by flower garden.
D. Orchard road became business and entertainment center since 1974.
E. Vehicles from Dunrean road turn to the left at intersection of the Marriott Hotel
junction.

3- In the third paragraph the writer describes about?

 A. The history of Orchard Road
B. The location of Orchard Road
C. The distance of Orchard Road
D. The direction to get to Orchard Road
E. The things that we can see at orchard road
4- The word it in line 4 refers to?
A. The plaza
B. Singapore
C. The plantation
D. Suburban street
E. Luxury branded things

5- The word satisfy in line eighth has the closest meaning with?
A. Frighten
B. Pleased
C. Threat
D. Loved
E. Free

Text 2 (for no. 6-8)

Petruk Cave

Petruk cave is one of the leading tourist attractions in Kebumen, Central Java. The cave
is located in the dukuh Mandayana Candirenggo Village, Ayah District, Kebumen regency. In the
petruk cave there is no lighting that illuminates the cave. It is still very natural cave so that petruk
cave is very dark to be entered. Petruk cave’s name is taken from the punokawan of puppet
characters that is Petruk. The cave Named Petruk cave because the length of cave is as long as
petruk’s nose.
In the cave there are 3 floors that are the first is a basic cave, Hindu caves and Petruk
cave. The base cave is a short cave which is just 100 meters away. The cave is used for tourist
attractions. Hindu cave is part of the cave that is usually used to put offerings to the ancestor.
Inside Petruk cave there are so many stalactites and stalagmites which are really awesome. If you
want to explore this cave, you must be led by guides who are ready to take you through the cave.
After arriving at the end of the cave, you can see the beach or waterfall located near at the end of
the cave.

6- What is the text purpose?

A. To explain the reader about floors in Petruk Cave
B. To inform readers about tourism in Kebumen
C. To introduce the Local tourism in Kebumen
D. To entertain reader about Petruk Cave
E. To describe Petruk Cave

7- Why did Petruk cave named as one of character in Punokawan puppet?

A. Because Petruk is buried at the cave
 B. Because the cave is belong to Petruk
C. Because Petruk is the first explorer of the cave
D. Because the cave’s depth is as deep as Petruk’s hair
E. Because the cave’s length is as long as Petruk’s nose
8- What is led means in paragraph 2?
A. Guide
B. Place
C. Bring
D. Take
E. Put

Text 3 (for no. 9 and 10)

Kediri is a name of a town. It is situated in a valley between the Kelud and Wilis
mountains and inhabited by about 1.3 million people. In the center of the town there is a large
hill which is called the Dathok mountain. Because of the topography of the region, Kediri is
called a chily town by the locals. There is a big river called Brantas cutting off the centerof the
town.
Besides temples, Kediri is also famous for its products like cigarettes and a special kind
of tofu or bean curd. This highly nutritious food is a delicacy of Kediri and has a distinctive taste.
The cigarette factory dominates the town’s economy and employs the majority of the women
labor force. Kediri and the cigarette factory are inseparable and it is considered the biggest
cigarette factory in Indonesia. Most of the local people work in this factory. Those who do not
work here are farmers or traders.

9- What does the above text tell us about?

A. The famous products of Kediri
B. The description of Kediri
C. The Kediri topography
D. The history of Kediri
E. The people of Kediri

10 - “Those who do not work here ….” (Last sentence)

The underlined word refers to ….
A. the local people
B. the factory workers
C. the farmers
D. the traders
E. the workers
Lampiran 4: Instrumen Penilaian

1. Penilaian Sikap
- Penilaian Observasi
Penilaian observasi berdasarkan pengamatan sikap dan perilaku peserta didik sehari-hari,
baik terkait dalam proses pembelajaran maupun secara umum. Pengamatan langsung
dilakukan oleh guru. Berikut contoh instrumen penilaian sikap.

Nama Aspek Perilaku yang Dinilai Predi

Jumlah Skor
No Peserta Bekerja Tanggung kat
Jujur Disiplin Skor Sikap
didik sama jawab Nilai
1 Student A 75 75 50 75 275 68,75 C
2 Students B 80 80 80 80 320 80 B

Catatan :

1. Aspek perilaku dinilai dengan kriteria:

86 – 100 = Sangat Baik (SB)
76 – 85 = Baik (B)
50 – 75 = Cukup (C)
25 – 50 = Kurang (K)
0 – 25 = Sangat Kurang (K)
2. Skor maksimal = jumlah sikap yang dinilai dikalikan jumlah kriteria = 100 x 4 = 400
3. Skor sikap = jumlah skor dibagi jumlah sikap yang dinilai. Misal = 275 : 4 = 68,75

2. Penilaian Pengetahuan

KISI-KISI PENULISAN SOAL

Jenjang Pendidikan : SMA

Mata Pelajaran : Bahasa Inggris
Kurikulum : 2013
Kelas :X
Jumlah Soal : 10
Bentuk Soal : Pilihan Ganda

No Kompetensi Kelas Materi Indikator Soal Level Nomor Bentuk soal

Dasar Kognitif Soal
1 3.4. Membedakan 10 Teks essei Diberikan C4 1 What is the text
fungsi sosial, berbentuk sebuah teks about?
struktur teks, dan descriptive descriptive, A. Traghetti
unsur kebahasaan siswa dapat B. Gondola
beberapa teks menentukan C. Venice
deskriptif lisan topik / ide D. Canal
dan tulis dengan pokok dari teks E. Italy
memberi dan tersebut.
meminta Diberikan C4 2 Which statement is
informasi terkait sebuah teks TRUE according to
tempat wisata dan descriptive, the text?
bangunan siswa dapat A. Venice has 150
bersejarah menentukan islands.
terkenal, pendek informasi B. It is famous for its
dan sederhana, tersurat dari canals.
sesuai dengan teks tersebut. C. It is located in
konteks southern Italy.
penggunaannya D. Venice has been
known as the
“King of the
Adriatic”.
E. There are many
gondolas available
to be used
nowadays.

Diberikan C4 3 “It is built on an

sebuah teks archipelago of 117
descriptive, islands formed by
siswa dapat about 150 canals in a
menentukan shallow lagoon.”
antonim salah (Paragraph 2)
satu kata di The antonym of the
teks tersebut. underlined word is …
A. black
B. small
C. large
D. deep
E. dark
Diberikan C4 4 What does the text
sebuah teks mainly talk about?
descriptive, A. Amazing tourist
siswa dapat resorts in Jambi.
menentukan B. Gunung Tujuh
topik / ide Lake in Jambi.
pokok dari teks C. Steep forest slopes
tersebut. in Jambi.
D. Volcanic lakes in
Jambi.
E. Waterfalls in
Jambi.

Diberikan C4 5 Which statement is

sebuah teks TRUE according to
descriptive, the text?
siswa dapat
menentukan A. The lake is 3 km
informasi long.
tersurat dari B. Gunung Tujuh
teks tersebut. Lake is not a
volcanic lake.
C. Gunung Tujuh
Lake is 4.5 km
 away from Sungai
Penuh.
D. There are steep
forest slopes and
seven mountains
around the lake.
E. Siamangs are the
only animals that
can be found in
Gunung Tujuh
Lake

Diberikan C4 6 What does the above

sebuah teks text tell us about?
descriptive, A. The famous
siswa dapat products of Kediri
menentukan B. The description of
topik / ide Kediri
pokok dari teks C. The Kediri
tersebut. topography
D. The history of
Kediri
E. The people of
Kediri
Diberikan C4 7 “Those who do not
sebuah teks work here ….” (Last
descriptive, sentence).
siswa dapat The underlined word
menentukan refers to ….
unsur A. the local people
kebahasaan B. the factory
berupa kata workers
ganti orang C. the farmers
jamak D. the traders
(pronoun). E. the workers
C4 8 Most people in
Diberikan Pucang earn their
sebuah teks living by ….
descriptive,
siswa dapat A. producing horns
menentukan of buffaloes
informasi B. producing
tersurat dari thousand of combs
teks tersebut. C. carving horns of
buffaloes or cows
D. providing horns of
buffaloes or cows
E. buying and selling
any kinds of
souvenirs
C4 9 Which statement is
Diberikan true according to the
sebuah teks text?
descriptive, A. The people are
 siswa dapat able to carve more
menentukan than ten thousand
informasi horns a day.
tersurat dari B. Every family has
teks tersebut. their own
workshop to
display their
handicrafts.
C. It takes some
hours to go to
Magelang from
Yogyakarta.
D. Less than a
hundred people
are skillful in
carving horns.
E. They once made
142,000 combs
within a month.
C4 10 “ … make their
Diberikan living by carving
sebuah teks horns of buffaloes
descriptive, or cows.”
siswa dapat (Paragraph 2)/
menentukan The underlined
informasi word has the
tersurat dari closest meaning to
teks tersebut. make an object by
cutting a piece of
….
A. copper
B. wood
C. steel
D. iron
E. tin

SOAL EVALUASI

Instruction: Do the following reading comprehension exercises by choosing a true answer from each multiple choice
question!

Text 1 (for questions no. 1-3)

Venice is a city in northern Italy. It has been known as the “Queen of the Adriatic”, “City of
Bridges”, and “The City of Light”. The city stretches across 117 small islands in the marshy Venetian
Lagoon along the Adriatic Sea in northeast Italy.
Venice is world famous for its canals. It is built on an archipelago of 117 islands formed by about
150 canals in a shallow lagoon. The islands on which the city is built are connected by about 400 bridges.
In the old centre, the canals serve the function of roads, and every form of transport is on water or on
foot.
 You can ride gondola there. It is the classical Venetian boat which nowadays is mostly used for
tourists, or weddings, funerals, or other ceremonies. Now, most Venetians travel by motorised waterbuses
which play regular routes along the major canals and between the city’s islands. The city has many private
boats. The only gondolas still in common use by Venetians are the Traghetti, foot passenger ferries
crossing the Grand Canal at certain points without bridges.
1. What is the text about?
A. Traghetti
B. Gondola
C. Venice
D. Canal
E. Italy

2. Which statement is TRUE according to the text?

A. Venice has 150 islands.
B. It is famous for its canals.
C. It is located in southern Italy.
D. Venice has been known as the “King of the Adriatic”.
E. There are many gondolas available to be used nowadays.

3. “It is built on an archipelago of 117 islands formed by about 150 canals in a shallow lagoon.”
(Paragraph 2)
The antonym of the underlined word is .…
A. black
B. small
C. large
D. deep
E. dark

Text 2 (for questions no. 4-5)

Gunung Tujuh Lake is one of the many lakes in Kabupaten Kerinci in Jambi province. It is an
amazing tourist place to visit. The location of Gunung Tujuh Lake is in Kecamatan Kayu Aro. It is about
50 km from Sungai Penuh to Pelompek village by public transportion. Then people climb and walk for
another 4 km or for 2.5 hours. The lake is surrounded by steep forest slopes and seven mountains. The
highest peak of Gunung Tujuh Lake is 1,950 m above sea level. The length of the lake is 4,5 km and the
width is 3 km. It is a volcanic lake and the highest in Southeast Asia. The temperature around the lake is
very cold. Besides waterfalls you can also find animals such as siamang. elephants and birds. Gunung
Tujuh Lake is really beautiful with a spectacular scenery.
4. What does the text mainly talk about?
A. Amazing tourist resorts in Jambi.
B. Gunung Tujuh Lake in Jambi.
C. Steep forest slopes in Jambi.
D. Volcanic lakes in Jambi.
E. Waterfalls in Jambi.

5. Which statement is TRUE according to the text?

A. The lake is 3 km long.
B. Gunung Tujuh Lake is not a volcanic lake.
C. Gunung Tujuh Lake is 4.5 km away from Sungai Penuh.
D. There are steep forest slopes and seven mountains around the lake.
 E. Siamangs are the only animals that can be found in Gunung Tujuh Lake

Text 3 (for no. 6 and 7)

Kediri is a name of a town. It is situated in a valley between the Kelud and Wilis mountains and
inhabited by about 1.3 million people. In the center of the town there is a large hill which is called the
Dathok mountain. Because of the topography of the region, Kediri is called a chily town by the locals.
There is a big river called Brantas cutting off the centerof the town.
Besides temples, Kediri is also famous for its products like cigarettes and a special kind of tofu or
bean curd. This highly nutritious food is a delicacy of Kediri and has a distinctive taste. The cigarette
factory dominates the town’s economy and employs the majority of the women labor force. Kediri and
the cigarette factory are inseparable and it is considered the biggest cigarette factory in Indonesia. Most of
the local people work in this factory. Those who do not work here are farmers or traders.
6. What does the above text tell us about?
A. The famous products of Kediri
B. The description of Kediri
C. The Kediri topography
D. The history of Kediri
E. The people of Kediri
7. “Those who do not work here ….” (Last sentence)
The underlined word refers to ….
A. the local people
B. the factory workers
C. the farmers
D. the traders
E. the workers

Text 4 (for no. 8-10)

Magelang is an interesting tourist resort with many attractive old buildings. It is located in Central
Java about forty kilometers north of Yogyakarta. It takes about an hour by bus from Yogyakarta.
Pucang, Secang, a sub-district in Magelang, is one of the popular places for horn carving
handicrafts. It is said that most of the people are skilled in this art. More than fifty five families actually
make their living by carving horns of buffaloes or cows.
They normally produce one thousand carvings a day. However, this is not a record for a single
day. They once received an order for one hundred and forty two thousands combs to be completed
within a month.
Any kind of horn carving handicraft is displayed at the workshop where the tourist often come to
buy souvenirs.

8. Most people in Pucang earn their living by ….

A. producing horns of buffaloes
B. producing thousand of combs
 C. carving horns of buffaloes or cows
D. providing horns of buffaloes or cows
E. buying and selling any kinds of souvenirs

9. Which statement is true according to the text?

A. The people are able to carve more than ten thousands horns a day.
B. Every family has their own workshop to display their handicrafts.
C. It takes some hours to go to Magelang from Yogyakarta.
D. Less than a hundred people are skillful in carving horns.
E. They once made 142,000 combs within a month.

10. “ … make their living by carving horns of buffaloes or cows.” (Paragraph 2)

The underlined word has the closest meaning to make an object by cutting a piece of ….
A. copper
B. wood
C. steel
D. iron
E. tin

Pedoman Penilaian

Soal Kunci jawaban Nilai Jawaban Nilai Jawaban

Nomor benar salah

1 Venice (C) 10 0

2 It is famous for its canals (B) 10 0

3 Deep (D) 10 0

4 Gunung Tujuh Lake in Jambi (B) 10 0

5 There are steep forest (D) 10 0

6 The description of Kediri (B) 10 0

7 The local people (A) 10 0

8 Carving horns of buffaloes or cows (C) 10 0

9 They once made 142,000 combs within a month 10 0

(E)

10 Wood (B) 10 0

Skor Maksimal 100

3. Penilaian Keterampilan

a. Penilaian Presentasi

Nama peserta didik: ________ Kelas: _____

Jumlah Predikat
No. Aspek yang Dinilai Nilai Nilai
1. Organisasi presentasi (pengantar, isi, kesimpulan)
2. Isi presentasi (kedalaman, logika)
3. Koherensi dan kelancaran berbahasa
4. Bahasa (Ucapan, Tata Bahasa, Perbendaharaan kata)
5. Penyajian (tatapan, ekspresi wajah, bahasa tubuh)
Skor yang dicapai
Skor maksimum

Keterangan:
1. Rentang penilaian presentasi
17 – 20 = Sangat Baik (SB)
12 – 16 = Baik (B)
9 – 11 = Cukup (C)
6 – 8 = Kurang (K)
1 – 5 = Sangat Kurang (K)
2. Skor maksimal = jumlah sikap yang dinilai dikalikan jumlah kriteria = 100
3. Skor yang dicapai = jumlah skor X 5 aspek

b. Penilaian Kemampuan penyampaian opini / pendapat terhadap presentasi

kelompok lain (Speaking Skill)

Aspek yang
No Kriteria Skor 1-5
Dinilai
Hampir sempurna 5
Ada beberapa kesalahan, tetapi
tidak 4
mengganggu makna
Ada beberapa kesalahan dan
Pengucapan 3
1 mengganggu makna
(pronounciation) Banyak kesalahan
Hampir
dan mengganggu 2
semua
makna
salah dan
Terlalu banyak
mengganggu
kesalahan dan 1
makna
mengganggu
 makna

Hampir sempurna 5
Ada beberapa kesalahan, tetapi
tidak 4
mengganggu makna
Ada beberapa kesalahan dan
3
Intonasi mengganggu makna
2 Banyak kesalahan
(intonation)
dan mengganggu Hampir 2
makna semua
Terlalu banyak salah dan
kesalahan dan mengganggu
1
mengganggu makna
makna
Sangat lancer 5

Lancar 4
Kelancaran
3 Cukup lancer 3
(fluency)
Kurang lancar Sangat tidak 2

Tidak lancar lancer 1

Sangat tepat 5

Tepat 4
Ketepatan
4 Makna Cukup tepat 3
(accuracy)
Kurang tepat Hampir tidak 2

Tidak tepat tepat 1

Keterangan:
Total nilai = Jumlah nilai keempat aspek x 5
Nilai Maksimal = 100

c. Penilaian membentuk (merangkai) jumbled paragraphs

No Jawaban Benar Jawaban Salah

1 CADB Jawaban selain C A D B

Catatan :
1. Skor Jawaban benar = 10 dan Salah = 0
2. Skor maksimal dari total nilai = 10
4. Instrumen Program Remedial dan Pengayaan

a. Rubrik Penilaian Program Remedial (Analisis teks deskriptif)

Kurang
No. Aspek yang Dinilai Sesuai Cukup
Sesuai
1. Definition
2. Social Function
3. Generic structures
4. Language features
Skor yang dicapai
Skor maksimum 100

Keterangan:
Sesuai mendapat skor 25
Cukup mendapat skor 10
Kurang sesuai mendapat skor 5

b. Rubrik Penilaian dan Kunci Jawaban Program Remedial (Reading Comprehension)

Jumlah Jumlah Total nilai
No Aspek soal yang
Jawaban jawaban jawaban
soal dinilai
benar salah
1 Ide pokok C 10 0 10
Informasi 10 10
2 B 0
tersurat
3 Antonim D 10 0 10

4 Fungsi sosial B 10 0 10

Informasi 10 10
5 D 0
tersurat
6 Sinonim A 10 0 10

7 Ide pokok C 10 0 10

8 Informasi tersirat A 10 0 10

Informasi 10 10
9 D 0
tersurat
10 Sinonim E 10 0 10

Total Nilai 100

 Catatan :
1. Skor Jawaban benar = 10 dan Salah = 0
2. Skor maksimal dari total nilai = 10 soal x 10 = 100

c. Penilaian program pengayaan (writing)

Aspek
No yang Kriteria Skor 1-5
Dinilai
Isi sangat sesuai dengan judul 5

Isi sesuai dengan judul 4

Kesesuaian
1 isi dengan Isi cukup sesuai dengan judul 3
judul Isi kurang sesuai
2
dengan judul Isi hampir tidak
Isi tidak sesuai sesuai dengan judul
1
dengan judul
Keruntutan teks sangat tepat 5

Keruntutan teks tepat 4

Keruntutan Keruntutan teks cukup tepat 3
2
Teks
Keruntutan teks
2
kurang tepat Isi hampir tidak
Keruntutan teks sesuai dengan judul
1
tidak tepat
Pilihan kosakata sangat tepat 5

Pilihan kosakata tepat 4

Pilihan Pilihan kosakata cukup tepat 3
3
Kosakata
Pilihan kosakata
2
kurang tepat Pilihan kosakata hampir tidak
Pilihan kosakata tepat
1
tidak tepat
Pilihan tata bahasa sangat tepat 5

Pilihan tata bahasa tepat 4

Pilihan tata Pilihan tata bahasa cukup tepat 3
4
bahasa
Pilihan tata bahasa
2
kurang tepat Pilihan tata bahasa hamper
Pilihan tata bahasa tidak tepat
1
tidak tepat
5 Penulisan Penulisan kosakata sangat tepat 5
Kosakata Penulisan kosakata tepat 4

Penulisan kosakata cukup tepat 3

Penulisan kosakata
2
kurang tepat Penulisan kosakata hampir
Penulisan kosakata tidak tepat
1
tidak tepat
Keterangan:
Total nilai = Jumlah nilai kelima aspek x 4
Nilai Maksimal = 100

Skor Penilaian
No. Huruf Rentang angka
1. Sangat Baik (A) 86-100
2. Baik (B) 71-85
3. Cukup (C) 56-70
4. Kurang (D) ≤ 55