TEACHING MODULE

A. GENERAL INFORMATION
Teacher’s Name I Komang Budiarta
School SMAN 1 Nusa Penida
Year 2023
Subject English
Class X
Stage – Phase Senior High School – Phase E
Time Allotment 6 x 45 Minutes (3 Meetings @90 Minutes)
Initial Competency 1. Students can question, answer, conclude, and
present discussion results on descriptive texts.
2. Students can read and identify generic structure
of the descriptive texts independently.
3. Students can explain the characteristics of a
good descriptive texts.
Pancasila Student - Having faith in God
Profile - Independent
- Critical thinking
- Creative
Learning Materials 1. Learning Material and Resources
and Resources, - Descriptive Text
Media/Tools, and - Social Function
Materials - Generic Structure
- Language Feature
Resources: Student Book, Chapter I: Great
Athletes (Page 3 – 27) and Descriptive Paragraph
Handout

2. Media/Tools and Materials

- Media/Tools : Laptop, Recording and Speaker
- Materials : PPT and Student Worksheet
Targeted Students Regular Students
Learning Model Lecture
Pair Work (Think Pair Share)
Group Work (KWL)

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B. MAIN COMPONENT
1. Learning Objective
a. Listening and Speaking (10.A.5)
- When the students are given an incomplete descriptive text,
they are able to complete it and identify the general and specific
information correctly.
b. Reading and Viewing (10.B.3)
- When the students are given a descriptive text, they are able to
identify general information, specific information, textual
meaning and textual reference correctly.
- When the students are given a descriptive text, they are able to
analyze the strengths and weaknesses of the text
comprehensively using their own language.
c. Writing and Presenting (10.C.3)
- When the students are given a topic, they are able to write a
descriptive text that is unified and coherent and has a complete
generic structure (70).
- When the students are given topics about interesting places,
they are able to perform a short descriptive monologue in their
own language fluently, comprehensively, and grammatically.
2. Meaningful Understanding
a. Students can identify information in the spoken and written texts
particularly general information, specific information, textual
meaning and textual reference.
b. Students can perform the descriptive monologue fluently,
comprehensively and grammatically.
c. Students can give information that requires the ability to write a
short descriptive text.
3. Stimulating Questions
a. What are the generic structures of a descriptive text?
b. What are the criteria of an interesting and informative descriptive
text?
c. What are the steps of writing a good descriptive text?
4. Learning Activities
The First Meeting (2 x 45 minutes)
a. Pre-activity (10 minutes)
1) Greeting the students friendly.
2) Checking their attendance and asking one of them to lead the
prayer.

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 3) Proposing questions about the previous learning materials which
have been learned and relating them with the next materials.
4) Giving learning motivation generally and specifically related to
the material to be learned.
5) Explaining the learning objective which is going to be achieved.
6) Delivering the outline of the materials and explaining the activity
which is going to be conducted.
b. Whilst-activity (70 minutes)
1) Presenting an example of descriptive text and asking the students
to observe the text.
2) Inviting them to ask questions related to the descriptive text (the
teacher responds to their questions while explaining the concepts).
3) Playing an audio recording entitled ‘Nusa Lembongan’ and asking
the students to fill in the incomplete text and answer the questions
(Attachment 2).
4) Asking them to discuss the descriptive text which has been
completed and answer the questions with their pair.
5) Asking them to share their answers which have been discussed to
the whole students in the classroom.
6) Directing some students to deliver their short descriptions about
Nusa Lembongan to the students in the classroom.
7) Giving important notes on descriptive text particularly text
structure, social function, and language features.
c. Post-activity (10 minutes)
1) Asking the students to conclude the learning material.
2) Asking them to reflect on the learning process (challenges faced
and other best practices).
3) Giving feedback and reinforcement on their statement about the
obstacles that they have faced.
4) Assigning them to read other examples of descriptive texts on the
attached learning material or on the internet.
5) Telling them the teaching and learning plans for the next meeting
(i.e., reading descriptive text and answering the related questions).

The Second Meeting (2 x 45 minutes)

a. Pre-activity (5 minutes)
1) Greeting the students friendly.
2) Checking their attendance and asking one of them to lead the
prayer.

Mr. Budi | 3
 3) Reviewing the previous learning materials which have been
learned and relating them with the next materials.
4) Giving learning motivation generally and specifically related to
the material to be learned.
5) Explaining the learning objective which is going to be achieved.
6) Delivering the outline of the materials and explaining the activity
which is going to be conducted.
b. Whilst-activity (80 minutes)
1) Asking the students to make a group of 4 students in each group.
2) Giving them a topic that would be discussed entitled ‘Taj Mahal’
and asking them to fill in what they know about Taj Mahal in K
column (Attachment 3).
3) Asking the groups to write what they want to know about the topic
in the W column.
4) Presenting the descriptive text entitled ‘Taj Mahal’ and asking
them to read the text.
5) Asking the groups to write in the L column what they have learned
about the topic.
6) Asking them to state the text structure, social function, and
language feature of the text that has been read.
7) Asking them to individually draft their descriptive text based on
the topic that has been given, ‘Angel Billabong’, (Attachment 4).
8) Asking them to discuss in pair the descriptive text draft which has
been individually written and asking them to construct a revised
descriptive text with their pair.
9) Asking some students to share their descriptive text and asking the
other students to give comments and corrections.
c. Post-activity (5 minutes)
1) Asking the students to conclude the learning material.
2) Asking them to reflect on the learning process (challenges faced
and other best practices).
3) Giving feedback and reinforcement on their statement about the
obstacles that they have faced.
4) Assigning them to read the descriptive text that has been
composed and revise it necessarily.
5) Telling them the teaching and learning plans for the next meeting
(i.e., writing a descriptive text and presenting it in the form of
descriptive monologue).

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The Third Meeting (2 x 45 minutes)
a. Pre-activity (5 minutes)
1) Greeting the students friendly.
2) Checking their attendance and asking one of them to lead the
prayer.
3) Reviewing the previous learning materials which have been
learned and relating them with the next materials.
4) Giving learning motivation generally and specifically related to
the material to be learned.
5) Explaining the learning objective which is going to be achieved.
6) Delivering the outline of the materials and explaining the activity
which is going to be conducted.
b. Whilst-activity (10 minutes)
1) Asking the students to discuss and recheck their descriptive text
that has been previously written with their pair.
2) Asking a few pairs who did not yet share their texts to present their
texts and asking the other students to pay attention and give
comments and corrections.
c. Post-activity (75 minutes)
1) Asking the students to conclude the learning material.
2) Asking them to reflect on the learning process (challenges faced
and other best practices).
3) Giving feedback and reinforcement on their statement about the
obstacles that they have faced.
4) Administering the assessment sheet to the student to assess their
ability to listen, read, write and speak (Attachment 5).
5) Telling them the teaching and learning plans for the next meeting
(i.e., writing a descriptive text and presenting it in the form of
descriptive monologue).
5. Assessment
Learning Assessment Sheet Scoring
Objective (Instrument) Procedure
Item Number 1 Answer Key
10.A.5
(Listening Cloze)
Item Number 2 Scoring Rubric
10.B.3
(Short-answer Task)
Item Number 3 Scoring Rubric
10.C.3 (Text Construction Task and
Short Monologue Performance

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6. Enrichment and Remedy
a. Enrichment
Students who are able to achieve the learning objective are asked
to read various descriptive texts, conduct an analysis on the
detailed information in the texts, and write a comprehensive text.
b. Remedy
Students who are not able to achieve the learning objective are
asked to reread the descriptive text, practice their understanding
of the four aspects of reading, and practice their writing ability.

C. ATTACHMENTS
Learning Materials - Attachment 1 Learning Material
Student Worksheet - Attachment 2 Student Worksheet 1
- Attachment 3 Student Worksheet 2
- Attachment 4 Student Worksheet 3
Assessment Sheet - Attachment 5 Assessment Sheet
Teacher and 1. Teacher Book
Student Book - Hermawan, B., Haryanti, D., &
Suryaningsih, N. (2022). Bahasa inggris: Work
in progress SMA/SMK/MA KELAS X. Jakarta:
Pusat Perbukuan BSKAP
Kemendikbudristek. (Teacher Book)
2. Student Book
- Hermawan, B., Haryanti, D., &
Suryaningsih, N. (2022). Bahasa inggris: Work
in progress SMA/SMK/MA KELAS X. Jakarta:
Pusat Perbukuan BSKAP
Kemendikbudristek. (Student Book)
- http://letsrockwriting.blogspot.com/
Glossaries - Conclusion is the optional part of a descriptive
text that sums up the whole descriptions.
- Descriptions are a verbal picture of the object so
that the readers can clearly imagine the object
being described.
- Descriptive Text is a text which describes an
object in such vivid detail, and it is completed
with an identification, descriptions, and a
conclusion.

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 - Identification is a general statement that states
the object which is going to be described.
- Spatial Organization is used to arrange the
descriptions so that they will make the readers
easier in picturing the object.
References - Hermawan, B., Haryanti, D., & Suryaningsih, N.
(2022). Bahasa inggris: Work in progress. Jakarta:
Pusat Perbukuan BSKAP Kemendikbudristek.
- Kementerian Pendidikan dan Kebudayaan.
(2017). Bahasa inggris SMA/MA/SMK/MAK Kelas
X. Jakarta: Kemdikbud.
- Budiarta, I K. (2019, February 24). Paragraph
writing: Descriptive paragraph. Retrieved from:
https://letsrockwriting.blogspot.com/2019/
02/descriptive-paragraph.html

Lembongan, 10 June 2022

Teacher,

Dr. I Komang Budiarta, S.Pd., M.Hum., M.Pd.

NIP. 19821212 200703 1 007

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ATTACHMENT 1: LEARNING MATERIAL

Descriptive Text
I Komang Budiarta

Unit
By the end of this unit, the students are expected to
be able to:
• define what a descriptive text is and

1 • mention its generic structure.

1.1 Definition of a Descriptive Text

According to Folse et al. (2010:135), a descriptive text is a text which
describes how something or someone looks or feels. It gives an impression
of something. It has sentences that work together to describe and give a
clear picture of a person, event, place or thing. In addition, Oshima and
Hogue (2007:61) argue that descriptive writing appeals to the senses (looks,
feels, smells, tastes and sounds). A good description is the readers can
imagine the object, place, or person in their mind. It is usually written
logically and vivid detail; thus, the readers can see and feel what is written
by the writers.
Descriptive text is text which expresses or describes a place, thing or
person in such vivid detail that the readers can easily visualize the
described person, thing and place or they can picture what it looks like. In
addition, descriptive text is also defined as a text which is written with the
writers’ senses since the text will make the readers see, touch, taste, hear or
smell the object; thus, visualizing what is being described in a descriptive
text is of necessary.
The writers should try to present their text in the light of the five
senses so that the readers will have the same picture as the writers.
Furthermore, writing a descriptive text is mainly intended to provide the
readers with a vivid description so that the text appears as a picture to the
readers. Therefore, a good descriptive text will make the readers clearly
catch what is trying to describe. In other words, descriptive text is a ‘verbal
painting’ in which the writers should paint the description by using
sentences. In writing a good and interesting descriptive text, there are
generic structures.

1.2 Generic Structure

In addition, Zemach and Rumisek (2005:25) define that a descriptive
text explains how someone, or something looks or feels. This text uses
adjectives which tell the readers how things look, feel, taste, sound, or smell.
It also uses prepositions to tell about how space is organized. Paying
attention to the social function and generic structure in writing descriptive

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text is also a must. In writing a good and interesting descriptive text, there
are some generic structures which have to be considered; they can be
elucidated as follows.
1. Identification:
Identification is a part in which the writers identify or write the
recognition; moreover, it can be a general statement about a person,
thing, or place that the writers want to describe. Identification can be
used as the topic sentence of the text. Hogue (2008:99) who states that
the topic part of a topic sentence for a text of description usually
names the person, place, or thing to be described.
2. Description
Kane (2000:351) states that description is about sensory experience
how something looks, sounds, tastes. Description is vivid details
place, person, or thing that the writers want to describe so that the
readers can easily imagine or picture the descriptions. The
descriptions are verbal descriptions so that the words used in the
sentence should be descriptive.
3. Conclusion
Conclusion is the last part of descriptive text. According to Savage
and Mayer (2005:23) state that the conclusion gives the writers’ final
opinion about the description. Moreover, in this part, the writers also
conclude the text from the identification and description with the
different words; nevertheless, it has same meaning that gives the
readers a brief conclusion.

SUMMARY:
 Descriptive text is text which expresses or describes a place, thing or
person in such vivid detail that the readers can easily picture or visualize
what is being written about, or when the readers read the text, it appears
in their five senses.
 In writing descriptive text, there are some generic structures that
should be followed:
a. Identification
You identify or write a general statement of the place, person, or thing
that you want to describe.
b. Descriptions
You describe the place, person, or thing in such vivid detail in order
to give a crystal-clear picture to the readers.
c. Conclusion
This part may be included or not. It can be restatement or conclusion
of the text.

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 By the end of this unit, the students are expected to

Unit be able to:

• mention characteristics of a good descriptive

2
text and
• write a good descriptive text.
2.1 Characteristics of a Good Descriptive Text
A good descriptive text, in general, should be able to present a
picture to the reader. Therefore, it should be written on the basis of the
following characteristics.
a. Using descriptive words that appeal to the readers’ senses.
b. Presenting verbal pictures what the readers can see, touch, taste, hear
or smell.
c. Using specific and concrete vocabulary to describe details.
d. Involving the reader enough so he/she can actually visualize or
picture the things, person or people being described.
e. Using appropriate transitional phrases so that the text will be well
organized and structured.

2.2 Writing Descriptive Text

In this sub-discussion you will be given step by step processes of
writing descriptive text. The process of writing descriptive text is preceded
by writing the identification, descriptions, and conclusion, and it can be
further described as the following elaboration:
a. Identification
Identification states or identifies the place, person or thing that you
want to describe. Identification tells the reader what is going to be
described, and it clearly clarifies what will be described.
b. Descriptions
After stating identification of the text, now you try to develop it
through providing it with some descriptions that can picture the place,
person, or thing that you are going to describe. These descriptions should
be well organized in order to make it unified and coherent. Use as many as
possible descriptive words that reveal the description of the object.
In descriptive the more details you include, the more clearly your
readers will imagine what you are describing. Your details should appeal
to the five senses, and they should tell the reader how something looks,
smells, sounds, feels and tastes. Write about colors, sizes, shapes, odors,
noises, and textures. These will be very important in descriptions.
To develop your descriptions, in order to make them well organized,
you can use spatial order (Oshima and Hogue, 2007). In description, a writer
uses spatial order to organize his/her ideas. Spatial order is the
arrangement of items in order by space. Here are some spatial order signals:
at the top of, in the center, on the left, in front of, in the front of, inside, next

Mr. Budi | 10
to, between, behind, in back of, in the back of, across. The use of spatial
order organization will make the readers easier in visualizing the verbal
picture in their imagination. The following are some descriptions which can
be drawn from the identification.
c. Conclusion
After writing a good identification and its descriptions, now you
should also write a good conclusion. A conclusion is not absolutely
necessary, but it is often very helpful to the readers because it usually
signals the end of the text and because it reminds them of your important
points.
A concluding sentence can be a paraphrase (i.e., repetition of the
topic sentence in different words) of the topic sentence or summary which
is not specifically stated in the identification.
After constructing identification, descriptions, and conclusion, these
three elements are further arranged into a descriptive text. In arranging
these elements, the writers, obviously, have to consider the two additional
elements (i.e., unity and coherence). Unity reflects that the text describes a
specific person, thing, and place; moreover, coherence makes the text easy
to understand because of good organization and the use of appropriate
transitions. When those parts are arranged, the text will be as follows:
Tanjung Puting National Park
Tanjung Puting National Park is an internationally famous
ecotourism destination, which is located in the southwest of Central
Kalimantan peninsula. Visitors from foreign countries come to this park
because of its amazing nature. This is called a park, but unlike any park that
you have seen in your city, this is a jungle! It is a real jungle, which is home
to the most interesting animal in the world: orangutans.
Though the park is home to many animals, seeing orangutans is
usually the visitors’ main reason to visit the park. Orangutans, which
literally mean the man of the forest, are the largest arboreal animal on
the planet. Most of their lives are spent in trees where orangutans travel
from branch to branch by climbing or swinging with their long arms.
To see orangutans, we should go to Camp Leakey, which is located
in the heart of Tanjung Puting National Park. Camp Leakey is a
rehabilitation place for ex-captive orang utans and also a preservation site.
It is also a famous center for research about orangutans which has been
conducted by the famous primatologist Dr. Birute Galdikas since 1971. Here
visitors can see daily feedings to orangutans at jungle platforms as part of
the rehabilitation process to their natural habitat. This event gives them an
opportunity to see orangutans up close.
To reach the place, we should take a boat down Sekonyer river. The
boat is popularly called perahu klotok which is a boathouse that can
accommodate four people. The trip by boat to Camp Leakey takes three days
and two nights. You sleep, cook, and eat in that klotok, night and day during
your journey into the jungle.

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 Travelling in the boat offers an unforgettable experience. In
daylight, on your way to Camp Leakey, you can see trees filled with
proboscis monkeys, monkeys that have enormous snout which can only be
found in Kalimantan. The monkeys anxiously await klotok arrivals. A troop
of 30 light-brown monkeys may plunge from branches 10 meters or higher
into the river and cross directly in front of the boat. These monkeys know
that the boat’s engine noise and the threat of its propeller scare crocodiles,
which find these chubby monkeys delicious. At night, you can enjoy the
clear sky and the amazingly bright stars as the only lights for the night.
With such exotic nature, no wonder many tourists from foreign
countries who love ecotourism frequently visit Tanjung Puting National
Park. What about you?

SUMMARY:
 A well-written descriptive text has five elements: identification,
descriptions, conclusion, unity and coherence. Besides, a good
descriptive text should use descriptive words that appeal to the readers’
senses, use concrete/specific vocabularies, involve the readers, and use
appropriate transitional phrases.
 After stating the identification, and then you have to provide some
descriptions so that the reader will be able to picture the idea, and
conclusion is drawn if it is necessary. Finally, to make the text more
interesting and understandable to read, these elements should be well
arranged to make it unity and coherence.

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ATTACHMENT 2: STUDENT WORKSHEET 1

STUDENT WORKSHEET 1 (LISTENING)

Instructions
1. Please listen to the audio recording entitled ’Nusa Lembongan’ twice.
2. Complete the blank spaces.
Nusa Lembongan
Nusa Lembongan is one of the three sets of islands located in the
southeast of Bali, Nusa Penida, Nusa Lembongan and Nusa Ceningan.
These three islands are the other (1)___________ of Bali Island which are
separated of the main island. These islands are (2)___________. From those
three islands, Nusa Lembongan is the best one.
Having conditions which are still beautiful and natural, this island is
ready to pamper you. If you like water sports, especially diving or
(3)___________, it is recommended for you to decide Nusa Lembongan as
the next destination. There are several locations with (4)___________
natural beauty which are not doubtful. The coral reefs and (5)__________
fish around the island of Nusa Lembongan are so riveting. There are also
some (6)__________ for snorkeling and diving to rent.
Most residents of Nusa Lembongan are seaweed farmers, so it is not
(7)_________ if you get in Nusa Lembongan, and you will see seaweed
which is being spread out in the sun because there are also some villages
where seaweed (8)_________ becomes a main commodity. Not infrequently
travelers rent a motorbike or bicycle to (9)__________ the island.
Lembongan island is the island that makes the visitor feel fantastic
escape. They can run away from their original place and enjoy the beauty
of the island. Come and prove the (10)___________ of this island.

3. After you complete the blank spaces, please answer the questions in a
complete and grammatical sentence.
4. You have 10 minutes to answer the questions.
1) Where is Nusa Lembongan located?
2) What are the water sports that you can do in Lembongan?
3) How are the coral reefs and fish?
4) What is the major livelihood of the villagers?
5) What do you think about the island based on the descriptions?

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 SCORING PROCEDURE
STUDENT WORKSHEET 1 (LISTENING)

Answer Key (Listening)

1. paradise
2. gorgeous
3. snorkeling
4. underwater
5. colorful
6. equipment
7. surprising
8. cultivation
9. surround
10. naturalness

The Scoring Rubric of The Short-answer Task

Criteria Score
The answer and grammar are correct. 2
The answer is correct, but the grammar is incorrect 1
The answer is incorrect. 0

Obtained Score
Final Score = x 100
Maximum Score

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ATTACHMENT 3: STUDENT WORKSHEET 2

STUDENT WORKSHEET 2 (READING)

Instructions
1. Please complete your identity on your answer sheet.
2. Read the texts and answer the questions by using a complete and
grammatical sentence.
3. Answer the questions from the easiest one.
4. Do not look up your dictionary while answering the questions.
5. Check your work again before you submit it.
6. Do the test in 15 minutes.
Good Luck

Name :
No. :
Taj Mahal
Taj Mahal, an epitome of love, is actually a mausoleum. Standing
majestically on the banks of River Yamuna, the Taj Mahal is synonymous to
love and romance. It was constructed by Mughal Emperor Shah Jahan in
the memory of his beloved wife and queen. The name “Taj Mahal” was
derived from the name of Shah Jahan’s wife, Mumtaz Mahal, which means
crown of palaces.
Taj Mahal represents the finest architectural and artistic
achievement. The mausoleum was constructed of pure white marble. The
white marble is inlaid with semi-precious stones (including jade, crystal,
lapis lazuli, amethyst and turquoise) that form the intricate designs. Its
central dome reaches a height of 240 feet (73 meters). The dome is
surrounded by four smaller domes. Four slender towers, or minarets, stand
at the corners. Inside the mausoleum, an octagonal marble chamber
adorned with carvings and semi-precious stones house the false tomb of
Mumtaz Mahal. Her actual remains lie below, at garden level.
Taj Mahal shows shades of magnificent beauty at different time
during the day. At dawn when the first rays of the sun hit the dome of this
epic monument, it radiates like a heavenly pinkish palace. At daytime,
when the sky is bright and clear, the Taj looks milky white. On a moonlit
night when the full moon rays fall on the glistening white marble, the cool
moon rays reflect back from the white marble and give the Taj Mahal a tinge
of blue color.

Mr. Budi | 15
 This place is an outstanding human-made building which becomes
the iconic place in India. It’s simply breathtaking! With such beauty, no
wonder that Taj Mahal has become one of the Seven Wonders of the World.
Questions
1. What is the synonym of ’Taj Mahal’?
2. How does the dome look like?
3. Where do four slender towers or minarets stand?
4. What is inside the mausoleum?
5. When does Taj Mahal become pinkish palace?
6. Why does Taj Mahal become the seven wonders of the world?
7. ”It was constructed by Mughal Emperor Shah...” (Paragraph 1, Line 3)
What does the underlined word refer to?
8. What are the generic structure of the descriptive text?
9. What are the strengths of the descriptive text?
10. What are the weaknesses of the descriptive text?

Answers
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 SCORING PROCEDURE
STUDENT WORKSHEET 2 (READING)

The Scoring Rubric (Reading)

The Scoring Rubric of the Short-answer Task

Criteria Score
The answer and grammar are correct. 2
The answer is correct, but the grammar is incorrect 1
The answer is incorrect. 0

Obtained Score
Final Score = x 100
Maximum Score

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ATTACHMENT 4: STUDENT WORKSHEET 3

STUDENT WORKSHEET 3 (WRITING AND SPEAKING)

A. Assessment Sheet for Writing

Instructions
1. Please write a descriptive text based on the title, Angel Billabong.
2. Write a short descriptive text that consists of 15 – 20 sentences.
3. The text should fulfil the following criteria:
- complete and tidy format,
- correct uses of punctuation and mechanics,
- unified and coherent arrangement of ideas,
- complete generic structure of descriptive text (i.e., an identification,
descriptions and a conclusion), and
- grammatical sentences.
4. You have 30 minutes to finish the text.

B. Assessment Sheet for Speaking

Instructions
1. Perform the descriptive monologue in maximum two (2) minutes.
2. Record your voice using WhatsApp Voice note and send it to my
personal chat.
3. Perform your monologue fluently.
4. Perform your monologue comprehensibly.
5. Perform your monologue grammatically.

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 ANSWER SHEET

Name : __________________________________________________________
Class : ______________

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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 SCORING PROCEDURE
STUDENT WORKSHEET 3

A. Scoring Rubric for Writing

Max. Actual
Criteria
Score Score
Format – 5 Points
- There is a title. 1
- The title is centered. 1
- The first line is indented. 1
- There are margins on both sides. 1
- The work is tidy. 1
Total 5

Punctuation and Mechanics – 5 Points

- There is a period after every sentence. 1
- Capital letters are used correctly. 1
- Commas and other punctuations are used correctly. 1
- The spellings are correct. 2
Total 5

Content – 25 Points
- The text fits the assignment. 5
- The text provides unified sentences. 10
- The text flows smoothly or coherently. 10
Total 25

Organization – 40 Points
- The text begins with a crystal clear identification about 10
the object to be described.
- The text describes the object in vivid detail and spatial 25
order so that the reader can easily imagine or picture
the object in their five senses.
- The text ends with an appropriate concluding sentence. 5
Total 40

Grammar and Sentence Structure – 25 Points

Estimate a grammar and sentence structure score 25

Grand Total 100

Mr. Budi | 20
B. Scoring Rubric for Speaking
Criteria Score Descriptor
Fluency 5 The student is able to continue the descriptive
monologue fluently and clearly with a few
pauses.
4 The student’s fluency is little bit disturbed.
3 The student makes some unnecessary pauses
while doing the descriptive monologue.
2 The student is quite often hesitated and stops
while performing the descriptive monologue.
1 The student often stops speaking while
performing the descriptive monologue.
Comprehension 5 The student can express and understand the
descriptive monologue well and the content is
clear.
4 The student comprehends the whole
descriptive monologue although there is
repetition in certain parts.
3 The student quite comprehends the descriptive
monologue and there are some repetitions.
2 The student is difficult to understand the topic
in simple descriptive monologue.
1 The student does not understand the topic in
simple descriptive monologue.
Grammar 5 The student makes a few grammatical errors
but the meaning is still acceptable.
4 The student makes some grammatical errors
but do not influence the meaning.
3 The student often makes grammatical errors
that influence the meaning.
2 The student makes a lot of grammatical errors
that block the meaning and often rearranges the
sentences.
1 The student has bad grammatical errors so it
becomes hard to understand.

Obtained Score
Final Score = x 100
Maximum Score

Mr. Budi | 21
ATTACHMENT 5: ASSESSMENT SHEET

The Table of Assessment Sheet Specification

Assessment
Scoring
Learning Objective Sheet
Procedure
(Instrument)
1. When the students are given an Item Number Answer
incomplete descriptive text, they are 1 Key
able to complete it and identify the (Listening
general and specific information Cloze)
correctly.
2. When the students are given a Item Number Scoring
descriptive text, they are able to identify 2 Rubric
general information, specific (Short-
information, textual meaning and answer Task)
textual reference correctly.
3. When the students are given a
descriptive text, they are able to analyze
the strengths and weaknesses of the text
comprehensively using their own
language.
4. When the students are given a topic, Item Number Scoring
they are able to write a descriptive text 3 Rubric
that is unified and coherent and has a (Text
complete generic structure (70). Construction
5. When the students are given topics Task dan
about interesting places, they are able to Short
perform a short descriptive monologue Monologue
in their own language fluently, Performance)
comprehensively, and grammatically.

Mr. Budi | 22
 ASSESSMENT SHEET

Name :
No. :

A. Assessment Sheet for Listening

Instructions
1. Please listen to the audio recording entitled ’Nusa Lembongan’ twice.
2. Complete the blank spaces.
Mount Merapi
Mount Merapi is an active stratovolcano located on the border
between Central Java and Yogyakarta, Indonesia. It is the most
(1)__________ volcano in Indonesia and has erupted regularly since 1548. It
is located approximately 28 kilometers (17 mi) north of the large Yogyakarta
city, and thousands of people live on the (2)__________ of the volcano, with
villages as high as 1,700 meters (5,600 ft.) above sea level.
Smoke can be seen emerging from the mountaintop at least 300 days
a year, and several eruptions have caused fatalities. Pyroclastic flow from a
(3)__________ explosion killed 27 people on 22 November in 1994, mostly
in the town of Muntilan, west of the volcano. Another large (4)__________
occurred in 2006, shortly before the Yogyakarta earthquake. In light of the
hazards that Merapi poses to (6)__________ areas, it has been designated as
one of the Decade Volcanoes.
On 25 October 2010 the Indonesian government raised the alert for
Mount Merapi to its highest level and warned villagers in (6)__________
areas to move to safer ground. People living within a 20 km (12 mi) zone
were told to evacuate. Officials said about 500 volcanic earthquakes had
been (7)__________ on the mountain over the weekend of 23–24 October,
and that the magma had risen to about 1 kilometer (3,300 ft.) below the
surface due to the (8)__________ activity. On the afternoon of 25 October
2010 Mount Merapi erupted lava from its southern and southeastern slopes.
The mountain was still erupting on 30 November 2010 however due
to lowered (9)__________ activity on 3 December 2010 the official alert
status was reduced to level 3. The (10)__________ is now 2930 meters high,
38 meters lower than before the 2010 eruptions.

Mr. Budi | 23
B. Assessment Sheet for Reading
Instructions
1. Read the complete text above and answer the following questions by
using a complete and grammatical sentence.
2. Answer the questions from the easiest one.
3. Do not look up your dictionary while answering the questions.
4. Do the test in 15 minutes.

Questions
1. Where is Mount Merapi located?
2. How long can smoke be seen from the mountaintop?
3. When did the explosion kill 27 people?
4. Who were told to evacuate?
5. Where did Mount Merapi erupt lava from in 25 October 2010?
6. How many times had volcanic earthquakes been recorded?
7. When was the official alert status reduced to level 3?
8. What are the generic structure of the descriptive text?
9. What are the strengths of the descriptive text?
10. What are the weaknesses of the descriptive text?

Answers
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Mr. Budi | 24
C. Assessment Sheet for Writing
Instructions
1. Please write a descriptive text based on the title, Atuh Beach.
2. Write a short descriptive text that consists of 15 – 20 sentences.
3. The text should fulfil the following criteria:
- complete and tidy format,
- correct uses of punctuation and mechanics,
- unified and coherent arrangement of ideas,
- complete generic structure of descriptive text (i.e., an identification,
descriptions and a conclusion), and
- grammatical sentences.
4. You have 30 minutes to finish the text.
ANSWER SHEET
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Mr. Budi | 25
D. Assessment Sheet for Speaking
Instructions
1. Perform the descriptive monologue in maximum two (2) minutes.
2. Record your voice using WhatsApp Voice note and send it to my
personal chat.
3. Perform your monologue fluently.
4. Perform your monologue comprehensibly.
5. Perform your monologue grammatically.

Mr. Budi | 26
 SCORING PROCEDURE
ASSESSMENT SHEET

A. Answer Key of Assessment Sheet for Listening

1. active
2. flanks
3. large
4. eruption
5. populated
6. threatened
7. recorded
8. seismic
9. eruptive
10. volcano

B. Scoring Rubric of Assessment Sheet for Reading

Rubrik Penilaian Short-answer Task
Criteria Score
The answer and grammar are correct. 2
The answer is correct, but the grammar is incorrect 1
The answer is incorrect. 0
Obtained Score
Final Score = x 100
Maximum Score

C. Scoring Rubric of Assessment Sheet for Writing

Max. Actual
Criteria
Score Score
Format – 5 Points
- There is a title. 1
- The title is centered. 1
- The first line is indented. 1
- There are margins on both sides. 1
- The work is tidy. 1
Total 5

Punctuation and Mechanics – 5 Points

- There is a period after every sentence. 1
- Capital letters are used correctly. 1

Mr. Budi | 27
- Commas and other punctuations are used correctly. 1
- The spellings are correct. 2
Total 5

Content – 25 Points
- The text fits the assignment. 5
- The text provides unified sentences. 10
- The text flows smoothly or coherently. 10
Total 25

Organization – 40 Points
- The text begins with a crystal clear identification about 10
the object to be described.
- The text describes the object in vivid detail and spatial 25
order so that the reader can easily imagine or picture
the object in their five senses.
- The text ends with an appropriate concluding sentence. 5
Total 40

Grammar and Sentence Structure – 25 Points

Estimate a grammar and sentence structure score 25

Grand Total 100

D. Scoring Rubric of Assessment Sheet for Speaking

Criteria Score Descriptor
Fluency 5 The student is able to continue the descriptive
monologue fluently and clearly with a few
pauses.
4 The student’s fluency is little bit disturbed.
3 The student makes some unnecessary pauses
while doing the descriptive monologue.
2 The student is quite often hesitated and stops
while performing the descriptive monologue.
1 The student often stops speaking while
performing the descriptive monologue.
Comprehension 5 The student can express and understand the
descriptive monologue well and the content is
clear.

Mr. Budi | 28
 4 The student comprehends the whole
descriptive monologue although there is
repetition in certain parts.
3 The student quite comprehends the descriptive
monologue and there are some repetitions.
2 The student is difficult to understand the topic
in simple descriptive monologue.
1 The student does not understand the topic in
simple descriptive monologue.
Grammar 5 The student makes a few grammatical errors
but the meaning is still acceptable.
4 The student makes some grammatical errors
but do not influence the meaning.
3 The student often makes grammatical errors
that influence the meaning.
2 The student makes a lot of grammatical errors
that block the meaning and often rearranges the
sentences.
1 The student has bad grammatical errors so it
becomes hard to understand.

Obtained Score
Final Score = x 100
Maximum Score

Mr. Budi | 29