CONTOH MODUL AJAR BAHASA INGGRIS SMA KELAS X PEMBELAJARAN BERDIFERENSIASI

 

 

MODUL AJAR DIFERENSIASI

Informasi Umum

A.Identitas Modul

1.Nama Penyusun           : Benny Harnanto ,S.Pd

2.Institusi            : SMA Negeri 1 Kemusu

3.Tahun                : 2022

4.Jenjang Sekolah            : SMA

5.Kelas  : X

6.Alokasi Waktu                :  2 JP

B.Kompetensi Awal         :  Peserta didik  mengenal seperti apakah teks deskripsi .

C.Profil Pelajar Pancasila               :  Profil Pelajar Pancasila yang diharapkan dapat tercapai yaitu :

                                                                        1.Bergotongroyong

Kerja sama (Membangun tim dan mengelola kerjasama untuk mencapai tujuan bersama sesuai dengan target yang sudah ditentukan)

Komunikasi untuk mencapai tujuan bersama (Aktif menyimak untuk memahami dan menganalisis informasi, gagasan, emosi, keterampilan dan keprihatinan yang disampaikan oleh orang lain dan kelompok menggunakan berbagai simbol dan media secara efektif, serta menggunakan berbagai strategi komunikasi untuk menyelesaikan masalah guna mencapai berbagai tujuan bersama)

                                                                                     2.Mandiri

Mengenali kualitas dan minat diri serta tantangan yang dihadapi (Mengidentifikasi kekuatan dan tantangan-tantangan yang akan dihadapi pada konteks pembelajaran, sosial dan pekerjaan yang akan dipilihnya di masa depan

Mengembangkan refleksi diri (Melakukan refleksi terhadap umpan balik dari teman, guru, dan orang dewasa lainnya, serta informasi-informasi karir yang akan dipilihnya untuk menganalisis karakteristik dan keterampilan yang dibutuhkan dalam menunjang atau menghambat karirnya di masa depan).

Percaya diri, tangguh (resilient), dan adaptif (Menyesuaikan dan mulai menjalankan rencana dan strategi pengembangan dirinya dengan mempertimbangkan minat dan tuntutan pada konteks belajar maupun pekerjaan yang akan dijalaninya di masa depan, serta berusaha untuk mengatasi tantangan-tantangan yang ditemui.)

                                                                                                      3. Bernalar kritis

Mengajukan pertanyaan (Mengajukan pertanyaan untuk menganalisis secara kritis permasalahan yang kompleks dan abstrak)

Mengidentifikasi, mengklarifikasi, dan mengolah informasi dan gagasan(Secara kritis mengklarifikasi serta menganalisis gagasan dan informasi yang kompleks dan abstrak dari berbagai sumber. Memprioritaskan suatu gagasan yang paling relevan dari hasil klarifikasi dan analisis)

Elemen menganalisis dan mengevaluasi penalaran dan prosedurnya(Menganalisis dan mengevaluasi penalaran yang digunakannya dalam menemukan dan mencari solusi serta mengambil keputusan)

Merefleksi dan mengevaluasi pemikirannya sendiri (Menjelaskan alasan untuk mendukung pemikirannya dan memikirkan pandangan yang mungkin berlawanan dengan pemikirannya dan mengubah pemikirannya jika diperlukan.)

                                                                                    4. Kreatif

Menghasilkan gagasan yang orisinal

Menghasilkan karya dan tindakan yang orisinal

Memiliki keluwesan berpikir dalam mencari alternatif solusi permasalahan

D.Sarana dan Prasarana                             :     HP/ Komputer/ Laptop Jaringan internet,Buku Paket Peserta Didik,AlatTulis dan Bahan Ajar

E.Target Peserta Didik    :               Peserta didik  reguler

F.Model Pembelajaran yang digunakan  :               Model pembelajaran Discovery  Learning dengan moda luring

 Komponen Inti

A.Tujuan Pembelajaran

       LISTENING AND SPEAKING

10. A. 5 Menganalisis dan menangkap makna secara kontekstual fungsi sosial, struktur teks, dan unsur kebahasaan teks lisan berbentuk deskriptif (descriptive) secara kritis, kreatif dan santun terkait topik lingkungan fisik dan sosial masyarakat dengan tingkat kelancaran dan ketepatan yang  optimal.

 

READING AND VIEWING

10. B.3 Menganalisis, menangkap makna dan mengevaluasi fungsi sosial, struktur teks, dan unsur kebahasaan teks lisan dan tertulis berbentuk deskriptif (descriptive) secara kritis, kreatif dan jujur terkait topik  lingkungan fisik dan sosial masyarakat dengan tingkat kelancaran dan ketepatan yang optimal.

       WRITING AND PRESENTING

 10.C.3 Merancang dan mempresentasikan teks lisan dan tertulis berbentuk deskriptif terkait topik lingkungan fisik dan sosial masyarakat dengan memerhatikan fungsi sosial, struktur teks, dan unsur kebahasaan sesuai konteks secara santun, kritis, kreatif, dan mandiri dengan tingkat kelancaran dan ketepatan yang optimal.

B.Pemahaman Bermakna

Setelah mengikuti pembelajaran ini,

      Peserta didik  mampu membaca dan merespon berbagai macam teks secara mandiri.

     Peserta didik  mampu menunjukkan keterampilan merespon teks yang makin kompleks.

     Peserta didik  mampu menulis melalui aktivitas yang dipandu dan menyampaikan ide kompleks dan menggunakan berbagai kosa kata dan kata kerja dalam tulisannya

               C.Pertanyaan Pemantik

Memberikan Pertanyaan Pemantik tempat wisata  terkenal di Indonesia.

Have you ever been there?

What do you think about this place?

Menyampaikan topik dan agenda pembelajaran

 

D.Persiapan Pembelajaran

                               

1.Mengkondisikan peserta didik

2.Persiapan Modul ajar dan kegiatan peserta didik

 

Kegiatan Pembelajaran               

Tahapan	Kegiatan	Waktu
PENDAHULUAN	Menyiapkan peserta didik  untuk mengikuti proses pembelajaran seperti berdoa, absensi, menyiapkan buku pelajaran;    Memotivasi peserta didik secara kontekstual sesuai dengan manfaat pembelajaran mengenai teks descripsi  dalam kehidupan sehari-hari. Menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai; dan menyampaikan cakupan materi dan penjelasan uraian kegiatan. Guru menyampaikan bahwa mereka akan mempelajari tentang teks deskripsi dan tujuan dalam komunikasi sehari-hari serta ciri –ciri kebahasaan . Mengkondisikan peserta didik untuk siap mengikuti pelajaran dengan menunjukkan teks deskripsi	10Menit
KEGIATAN INTI	STIMULUS/PEMBERIANRANGSANGAN DRAW AND GUESS   Your teacher will divide the class into  groups and show you how to play Draw and Guess. Listen to your teacher’s explanation and do the activity as quickly as possible. Try to be the winner All right students (S). Please choose one representative from your group I‟ll show a word to your representative in the front, one word at a time.Then, your representative in the front will draw a picture in the board and you have to guess what picture it is. The group to guess the first time will score 100.I‟ll show the second word, your representative draw again, and you guess. We do it until you can guess all words correctly. You do it as quickly as possible. The group that get more score will be the winner).	10Menit
KEGIATAN INTI	PENGUMPULAN DATA DAN PENGOLAHAN DATA Guru menjelaskan tujuan pembelajaran menyampaikan cakupan materi dan penjelasan uraian kegiatan     2.Siswa dibagi dalam 3 kelompok berdasar gaya belajar siswa.     3.Guru  memberi instruksi dan menjelaskan cara melakukan aktivitas(diferensiasi proses ) sesuai kelompok .       a.Keompok 1 siswa yang suka membaca ,siswa di beri buku / teks deskripsi  dan  siswa menceritakan kembali isi teks .       b.Kelompok 2 siswa menonton video tempat wisata dan siswa  menceritakan  kembali video tersebut .       c.Kelompok 3siswa mengamati tempat wisata sekitar dan siswa  menceritakannya.   4.Guru mengecek pemahaman siswa dengan pertanyaan, “To whom I‟ll show the word?”,“What will your representative in the front do?” ,“What will you do?” “Who will the winner be?”   5.Guru mengajak siswa mencoba melakukan draw and guess . Setelah siswa  mengerti dan dapat melakukan aktivitas maka aktivitas dapat  dimulai.  Contoh kata yang digunakan : cave, waterfalls, headscarf, Hurricane, thunder, rainbow, theater,museum, boat, wax, downtown, helicopter. Siswa  yang lain dan guru memberikan tanggapan dan menganalisis hasil presentasi dalam bentuk materi deskripsi, teks ,dan video, dengan  tanya jawab untuk mengkonfirmasi, memberikan tambahan informasi, melengkapi informasi ataupun tanggapan lainnya  (diferensiasi produk  ) LISTENING    Memperdengarkan monolog tentang deskripsi Taman Mini dan meminta siswa melengkapinya Listen to the recording and fill in the blanks. Taman Mini Indonesia Indah (TMII) is a culture-based 1...........area located in East Jakarta, Indonesia. It  has  an  area  of  about  2......  acres  (1.0 km2). The park is a miniature of Indonesian culture, with virtually all 3.........  of  daily  life  in  Indonesia's  provinces.   There  are  many     4......... pavilions with the collections of Indonesian 5.........., clothing, dances and traditions. Apart from that, there is a lake with a miniature of the 6.........in  the middle of it. Cable cars, museums, Keong Emas Imax cinema, a theater 7........ the Theater Tanah Airku and other recreational 8......... which make TMII one of the most popular tourist destinations in the city. LISTENING SCRIPT Taman Mini Indonesia Indah (TMII) is a culture- based recreational area located in East Jakarta, Indonesia. It has an area of about 250 acres (1.0 km2). The park is a miniature of Indonesian culture, with virtually all aspects of daily life in Indonesia's provinces. There are many separate pavilions with the collections of Indonesian architecture, clothing, dances and traditions. Apart from that, there is a lake with a miniature of the archipelago in the middle of it. Cable cars, museums, Keong Emas Imax cinema, a theater called the Theater Tanah Airku and other recreational facilities which make TMII one of the most popular tourist destinations in the city.    Meminta siswa menjawab pertanyaan deskripsi yang didengar siswa  Answer the questions based on the recording What makes Taman Mini Indonesia Indah attractive? How large is Taman Mini Indonesia Indah? What are the pavillions? What is the purpose of the tex SPEAKING   Guru menceritakan satu tempat menarik yang baru dikunjungi. Ini menjadi contoh bagi siswa untuk melaksanakan aktiftas selanjutnya.     Guru meminta siswa untuk bercakap-cakap secara berpasangan tentang tempat-tempat menarik.    Pada saat siswa bercakap-cakap, guru berkeliling untuk memonitor aktiftas siswa. Jika ada siswa yang kesulitan,guru bisa membantu dengan bertanya atau memberikan contoh.    Siswa yang menceritakan pengalamannya tentang tempat wisata dengan bagus dalam aktivitas kelompok selanjutnya diminta untuk menceritakan pengalamannya untuk seluruh kelas (diferensiasi produk ) (Last month I went to Bali. There are a lot of interesting places there. One of them is Kuta Beach. What is interesting in Kuta Beach is the sunset. Alright, students. Now it‟s time for you to talk about interesting places with your friends. Have you visited an interesting place recently? What makes it interesting? Tell your friends.) Pair Work Have you ever visited a waterfall or other natural tourists objects? What is interesting or not interesting about the place?  Will  you recommend that place to your friends? Why? Take turns describing the places.	40 Menit
	PEMBUKTIAN / VERIFIKASI Murid  membuktikan hasil pekerjaannya dengan membaca literatur dan mencocokan jawabannya.	5 Menit
	PENARIKAN KESIMPULAN 1.Murid melakukan refleksi   2.Memberikan umpan balik terhadap proses pembelajaran: Well, class, you have done a very good job today. Most of you are active. I hope next time, all of you involve in the interaction. How do you feel during the lesson? Is there anyone want to say something?    3.Menyimpulkan apa yang dipelajari hari ini.
PENUTUP	Meminta siswa menyampaikan pendapat atau perasaan atas pembelajaran yang dilakukan Memberikan penugasan terstruktur individu untuk browsing macam- macam teks deskriptif menyampaikan rencana kegiatan pertemuan berikutnya yaitu menulis dan membuat monolog deskripsi tempat	10 Menit

E.Asesmen :

Bentukasesmen :

NO	Penilaian	deskripsi	keterangan
1	Asesmen diaognostik non kognitif, non kognitif)	lisan	Lampiran 1
2	Asesmen formatif (Sikap, Ketrampilan)	Observasi, Performa	Lampiran 2
3	Asesmen  Sumatif (Pengetahuan)	Tertulis Pilihan Ganda	Lampiran 3

 

F. Pengayaan dan Remedial

NO	Penilaian	deskripsi	keterangan
1	Pengayaan	Untuk peserta didik yang telah mencapa itujuan pembelajaran.	Lampiran 4
2	Remedial	untuk peserta didik yang belum mencapai tujuan pembelajaran	Lampiran 5

               

Refleksi Peserta Didik dan Guru                

Refleksibagipesertadidik

Dari proses belajar hari ini, hal yang saya pahami adalah ………………………………………………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………………………………………………………….. Dari proses belajar hari ini, hal yang belum saya pahami adalah/saya ingin mengetahui lebih dalam tentang ………………………………………………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………………………………………………………….. Dari proses belajar hari ini, hal yang akan saya lakukan dalam kehidupan sehari-hari ………………………………………………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………………………………………………..……………………………………………………………………………………………………………………………………………………………………..

 

Refleksibagiguru:

No	Informasiyangdiharapkan	Pertanyaan	Jawaban
1.	Mengetahui kesesuaian antara tujuan pembelajaran dengan materi yang disampaikan	Apakah materi pembelajaran sudah sesuai dengan tujuan pembelajaran?
2.	Mengetahui kesesuaian alokasi waktu	Apakah alokasi  waktu pembelajaransudahsesuai dengan Yang direncanakan?
3.	Mengetahui efektivitas pembelajaran	Apakah pembelajaran dengan menggunakan model discovery learning  dapat diterapkan pada pembelajaran hari ini?

               

LAMPIRAN

A. Lembar Kerja Peserta Didik                    

Lampiran 6

B. Bahan Bacaan Guru dan Peserta Didik               

Lampiran 7

 

      C. Glosarium

       Descriptive text is  a text which says what a person or thing is like .Its purpose is to describe and reveal a particular person ,place,or thing .                 

D. Daftar Pustaka

Cambridge University Press 2012. This test is not for sale.Distributed in Indonesia by  Mentari Books.

Widiati, U & Rohmah, Z.. 2016. Buku Siswa Bahasa Inggris SMA / SMK Kelas X.  Jakarta, Kemdikbud RI

www.national geographic.com

 

 

Mengetahui                                                                              Kemusu, 30 Mei  2022

Kepala Sekolah,                                                                       Guru Mapel,

Muh Zuhri    ,S.Pd, M.Pd.                                                         Benny Harnanto.S.Pd

NIP. 19720708   199801 1 001                                                 NIP. 19770308  200501 1 008

 

Lampiran 1

ASESMEN DIAGNOSTIK – ASESMEN NON-KOGNITIF

Apa kabar semuanya pada hari ini?

Apa saja yang kamu lakukan sebelum belajardi pagi ini?

Apa harapan kalian setelah mengikut ipembelajaran ini nanti ?

ASESMEN DIAGNOSTIK – ASESMEN KOGNITIF

1. Jelaskan pengertian teks deskripsi !

2. Apa fungsi social teks deskrisi ?

 

Lampiran 2

ASESMEN FORMATIF ( LKPD 1)

PENILAIAN RANAH SIKAP

LEMBAR OBSERVASI

No	Aspekyangdinilai	Teknikpenilaian	Waktupenilaian	Instrument
1	Kreatif	Pengamatan	Proses dan tugas	Lembar observasi
2	Kerjasama	Pengamatan	Proses dan tugas	Lembar  observasi
3	Mandiri	Pengamatan	Tugas	Lembar observasi
4	BernalarKritis	Pengamatan	Proses	Lembar observasi

 

No.	NamaPesertaDidik	Aspek Sikap yang dinilai				Jumlah Skor	Skor Sikap	Kode Nilai
		Kreatif	Kerja sama	Mandiri	Bernalar Kritis
1
2
3

 

2). RUBRIK PENILAIAN SIKAP

 

ASPEK	INDIKATOR	NILAI
Kreatif	Peserta didik memiliki rasa ingin tahu	25
	Peserta didik tertarik dalam mengerjakan tugas	25
	Peserta didik berani dalam mengambil resiko	25
	Peserta didik tidak mudah putus asa	25
TOTAL		100
Kerjasama	Peserta didik terlibat aktif dalam bekerja kelompok	25
	Peserta didik bersedia melaksanakan tugas sesuai kesepakatan	25
	Peserta didik bersedia membantu temannya dalam satu Kelompok yang mengalami kesulitan	25
	Peserta didik menghargai hasil kerja anggotakelompok	25
TOTAL		100
Mandiri	Peserta didik mampu memecahkan masalah	25
	Peserta didik tidak lari atau menghindari masalah	25
	Peserta didik mampu mengambil keputusan	25
	Peserta didik bertanggung jawab	25
BernalarKritis	Peserta didik mampu merumuskan pokok-pokok permasalahan	25
	Peserta didik mampu mengungkap fakta yang dibutuhkan Dalam menyelesaikan suatu masalah	25
	Peserta didik mampu memilih argumen logis,relevan,dan Akurat	25
	Peserta didik dapat mempertimbangkan kredibilitas (kepercayaan)sumber informasi yang diperoleh.	25
TOTAL		100
SKORTOTAL		400

CATATAN:

𝐍𝐢𝐥𝐚𝐢 =

𝐒𝐤𝐨𝐫𝐲𝐚𝐧𝐠𝐝𝐢𝐩𝐞𝐫𝐨𝐥𝐞𝐡 𝐒𝐤𝐨𝐫𝐓𝐨𝐭𝐚𝐥

𝐱𝟏𝟎𝟎

Kodenilai/predikat:

75,01 – 100,00   =SangatBaik(SB)

50,01 – 75,00     = Baik (B)

25,01 – 50,00     =Cukup(C)

00,00 –25,00      =Kurang(K) 

LEMBAR PENILAIAN DIRI

Penilaian tetap bersifat objektif, maka guru hendaknya menjelaskan terlebih dahulu tujuan dari penilaian diri ini,menentukan kompetensi yang akan dinilai, kemudian menentukan kriteria penilaian yang akan digunakan,danmerumuskan format penilaiannya Jadi,singkatnya format penilaiannya disiapkan oleh guru terlebih dahulu.

 

No	Pernyataan	Ya	Tidak	Jumlah Skor	Skor Sikap	Kode Nilai
1	Selamad   Diskusi,saya ikut serta	100		250	83,33	SB
	Mengusulkan ide/gagasan.
2	Ketika   kami berdiskusi,setiap	100
	anggota                mendapatkan kesempatan
	untuk berbicara.
3	Saya       ikut        serta      dalam    membuat
	Kesimpulan hasil diskusi kelompok.

 

CATATAN:

Skor penilaian Ya=100 danTidak=50

Skor maksimal=jumlah pernyataan dikalikan jumlah kriteria=3x100=300

Sko rsikap=(jumlah skor dibagi skor maksimal dikali 100)=(250:300)x100=83,33

Kode nilai/predikat:

75,01 – 100,00   =SangatBaik(SB)

50,01 – 75,00     = Baik (B)

25,01 – 50,00     =Cukup(C)

00,00 –25,00      =Kurang(K)

 

LEMBAR PENILAIAN  TEMAN SEBAYA

Penilaian ini dilakukan dengan meminta peserta didik untuk menilai temannya sendiri. Sama halnya dengan penilaian hendaknya guru telah menjelaskan maksud dan tujuan penilaian,membuat kriteria penilaian,dan juga menentukan format penilaiannya.

Nama teman yang diamati:

Pengamat           :

No	Pernyataan	Ya	Tidak	Jumlah Skor	Skor Sikap	Kode Nilai
1	Mau menerima pendapat teman.	100		350	87,5	SB
2	Memberikan solusi terhadap permasalahan.	100
3	Memaksakan pendapat sendiri kepada Anggota kelompok.	50
4	Marah saat  diberi kritik.		100

 

CATATAN:

Skor penilaian Ya =100 dan Tidak=50 untuk pernyataan yang positif,sedangkan untukpernyataan yang negatif,Ya= 50 danTidak= 100

Skor maksimal=jumlah pernyataan dikalikan jumlah kriteria=(3x100)+(1x50)=350

Skor sikap=(jumlah skor dibag iskor maksimal dikali 100)=(350:400)x100=87,5

Kode nilai/predikat:

75,01 – 100,00   =SangatBaik(SB)

50,01 – 75,00     = Baik (B)

25,01 – 50,00     =Cukup(C)

00,00 –25,00      =Kurang(K)

 

PENILAIAN KETERAMPILAN PEMECAHAN MASALAH

Kategori pengamatan proses ketrampilan pemecahan masalah

Proses kemampuan memahami masalah

Proses kemampuan merencanakan penyelesaian masalah

Proses kemampuan menyelesaiakan masalah

Proses kemampuan menafsirkan solusi penyelesaian masalah

Aspek yang diamati

No.	Nama	Memahami masalah	Merencanakan penyelesaian	Menyelesaikan masalah	Menafsirkan solusi	Jumlah
1
2
3
	Jumlah
	Rata-rata

 

 

 

Pedoman penarikan kesimpulan

Rata-rata (x)	Kategori
0 < n ≤ 1,0	Tidak baik
1,0 < n ≤ 2,0	Kurang baik
2,0 < n ≤ 3,0	Cukup baik
3,0 < n ≤ 4,0	Baik
4,0 < n ≤ 5,0	Sangat baik

 

Penilaian performa/unjuk kerja	Format Penilaian Speaking
		NO	ASPEK	KRETERIA	SKOR
		1	Leksikogramatika	Tata bahasa dan kosa kata tepat Tata bahasa dan kosa kata kadang- kadang kurang tepat dan tidak mempengaruhi makna Tata bahasa dan kosa kata kurang tepat dan mempengaruhi makna Tata bahasa dan kosa kata sulit dipahami. Diam	4 3   2 1 0
		2	Sistematika     a.             Interaktional	Melakukan dan merespon tindak tutur dengan tepat dalam bahasa lisan Melakukan dan merespon tindak tutur dalam bahasa lisan dimana kadang- kadang terdapat kesalah-pahaman Sering terjadi kesalahan dalam melakukan dan merespon tindak tutur. Tidak mampu melakukan dan merespon tindak tutur sederhana. Memproduksi kata-kata yang tidak berbentuk teks	4   3     2   1   0

			b.             Monolog	Sesuai dengan struktur teks yang maksimal dalam genre yang dipilih. Sesuai dengan struktur teks minimal dengan genre yang dipilih. Struktur teks yang kurang jelas dan mempengaruhi kejelasan makna. Gagasan dan struktur kurang jelas.   Gagasan dan struktur sulit dipahami.	4   3   2   1 0
		3	Ucapan dan Intonasi	Sangat jelas dan mendekati penutur asli. Sangat jelas walaupun dengan aksen bahasa ibu. Kurang jelas dan mempengaruhi makna. Tidak jelas dan menghilangkan sebagian makna Tidak jelas dan tidak bermakna	4 3   2 1   0
		4	Komunikasi Interaktif	Percaya diri dan lancar dalam mengambil giliran bicara serta mampu mengkoreksi diri jika melakukan kesalahan. Percaya diri meskipun ada pengulangan dan kerakuguan. Lebih banyak merespon dari berinisiatif. Sulit diajak bicara meskipun sudah dipancing. Tidak mampu merespon dan berinisiatif.	4     3 2 1 0
				Jumlah	16

 

Lampiran 3

ASESMEN SUMATIF

 

A.   MULTIPLE CHOICE

 

This text for questions no 1 – 3

The Great Wall, one of the greatest wonders of the world, was listed as a World Heritage by UNESCO in 1987. Just like a gigantic dragon, the Great Wall winds up and down across deserts, grasslands, mountains and plateaus, stretching approximately 8,851.8 kilometers (5,500 miles) from east to west of China. With a history of more than 2000 years, some of the sections are now in ruins or have disappeared. However, it is still one of the most appealing attractions all around the world owing to its architectural grandeur and historical significance.

Great Wall of China is the longest structure ever built. It was erected entirely by hand. The main part of the wall is about 3,460 kilometres long. One of the highest sections of the Great Wall, on Mount Badaling, near Beijing, rises to about 11 metres high. This section is  about

7.5 metres wide at its base and nearly 6 metres at the top. Watchtowers stand about 90 to 180 metres apart along the wall.

 

1.We know from the text that Great Wall is ….

not a high building

located in southeast china

built by using high technology

built without  using technology

the longest construction in the world

 

2.What makes people attracted to come to Great Wall?

Its highest and long sections

Its longest structure ever built

Its location and the condition of the win

Its deserts, grasslands, mountains and plateaus

Its architectural grandeur and historical significance.

 

3.Why did the writer write the text?

To identify Great Wall of China

To criticize Great Wall of China

To promote Great Wall of China

To describe of Great Wall of China

To compliment Great Wall of China

 

PETRUK CAVE

Petruk Cave is one of the leading tourist attractions in Kebumen, Central Java. The cave is located in 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. The name is taken from the Punokawan of puppet characters that is Petruk. The cave named Petruk cave because the length of it is like the petruk’s nose.

 

In the cave there are three floors, the first is a basic cave, Hindu cave and Petruk. 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 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 the end of the cave

 

4.The purpose of the text is to ….

inform about tourism in Kebumen

tell the readers about Petruk cave

explain how to get to Petruk cave

acknowledge Petruk Cave

promote Petruk Cave

 

5.What makes Petruk cave worth to visit?

It is not far from the beach and waterfall.

It has so many stalactites and stalagmites.

The cave’s depth is as deep as Petruk’s nose

It is the place to put offerings to the ancestor.

It’s length is the similar form as Petruk’s nose

 

6.In the Petruk Cave there is no lighting that illuminates the cave. The underlined word means....

lights

raises

clarifies

darkens

explains

 

KUNCI JAWABAN:

 

E

E

D

B

B

A

Lampiran 4

SOAL PENGAYAAN

JenisSoal:Essay

Text 1

 

Komodo island is located between Sumbawa and Flores, along western Nusa Tenggara Timur, and is popular for the presence of giant Monitor Lizards known as Komodo Dragons. The island is arid, rugged and

barren and forms a part of the Komodo National Park and Marine Reserve. Aerial views prove that it is inarguably, among the most beautiful places in Indonesia.

 

The best time to visit the park is during the dry season, which runs from April to December.

 

Besides spotting endangered Komodo dragons, a range of activities can be enjoyed at the Komodo National Park such as go for kayaking, diving, trekking or the guided island tours.

Around Komodo Island can be relatively easy, but to get to Komodo, you first need to travel to Bali and then to Labuan Bajo by either plane or boat, and finally to Komodo Island by boat. A couple of local airlines fly from Bali to Labuan Bajo on Flores Island.

 

Text 2

The Taj Mahal is a white marble mausoleum recognised as 'the jewel of Muslim art in India'. It is regarded as one of the finest examples of Mughal architecture – an amalgamation of Persian, Turkish and Indian styles.

The most impressive in the Taj Mahal complex next to the tomb, is the main gate, which stands majestically in the centre of the southern wall of the

forecourt. The gate is flanked on the north front by double arcade galleries. The garden in front of the galleries is subdivided into four quarters by two main walkways and each quarters in turn subdivided by the narrower cross-axial walkways, on the Timurid-Persian scheme of the walled in garden. The enclosure walls on the east and west have a pavilion at the centre.

The Taj Mahal is a perfect symmetrical planned building, with an emphasis of bilateral symmetry along a central axis on which the main features are placed. The building material used is brick-in-lime mortar veneered with red sandstone and marble and inlay work of precious/semi precious stones. The mosque and the guest house in the Taj Mahal complex are built of red sandstone in contrast to the marble tomb in the centre. Both the buildings have a large platform over the terrace at their front. Both the mosque and the guest house are the identical structures.

They have an oblong massive prayer hall consist of three vaulted bays arranged in a row with central dominant portal. The frame of the portal arches and the spandrels are veneered in white marble. The spandrels are filled with flowery arabesques of stone intarsia and the arches bordered with rope molding.

 

The Taj Mahal is located on the right bank of the Yamuna River in a vast Mughal garden that encompasses nearly 17 hectares, in the Agra District in Uttar Pradesh. It was built by Mughal Emperor Shah Jahan in memory of his wife Mumtaz Mahal with construction starting in 1632 AD and completed in 1648 AD, with the mosque, the guest house and the main gateway on the south, the outer courtyard and its cloisters were added subsequently and completed in 1653 AD. The existence of several historical and Qur’anic inscriptions in Arabic script have facilitated setting

 

Text 3

Derawan Island is a favorite place for exploring marine life. There are many rare animals such as the green turtle, the scarlet turtle, star fruit turtle and sea cow. The place is also home to many rare species of marine plants and coral reef. It is also a good place for scuba diving, pearl diving, fishing,

swimming and other water sports.

The entire marine conservancy region covers a total area of no less than 1.27 million hectares. It is the perfect tropical qparadise with warm, isolated islands, soft white sand beaches fringed with waving palm trees, pristine seas that change color from green to deep blue, and an amazing underwater life of giant turtles, dolphins, manta rays, dugongs and barracudas, stingless jellyfish and sometimes, whales. Here, you can find 460 different species of corals, ranking this area second only to the Raja Ampat Islands in West Papua. The Nature Conservancy and a team of international experts also found more than 870 species of fish here, ranging from tiny pygmy seahorses to giant manta rays. So, if you love marine life and water sport, Darawan island is waiting for you.

It is located just away from the mainland of East Kalimantan in the district of Berau, the Derawan archipelago comprises 31 islands, most well-known among these are the islands of Derawan, Maratua, Sangalaki and Kakaban.

Here is Indonesia’s largest nesting site of the rare and endangered giant green turtles and hawksbill turtles, where one can daily watch turtles lay their eggs in the sand or swim to sea with the turtles.

 

The best time to visit this fascinating island is during the months of September and March, when temperatures are much cooler-in the vicinity of 27°C with pleasant sea breezes.

 

Read out those texts (text 1, 2, and 3) one more time then answer these questions.

 

What is the text about?

Who might be interested in reading this text?

What is the purpose of writing each text?

What is the benefit of reading this text?

 

PEMBAHASAN DAN SKOR

 

No.	Pembahasan	Skor
1	Question 1 What is the text about?   Kata awal dari teks adalah nama tempat yang di deskripsikan maka merupakan Subyek dari kalimat utama yang merupakan Topik teks tersebut. Maka Jawabannya:   The text is about the description of Komodo Island.	4
2	Question 2 Who might be interested in reading this text?   Pertanyaan menggunakan kata tanya “who” maka untuk menjawab pertanyaan ini Anda perlu membuat list orang-orang yang tertarik terhadap komodo, keindahan alam, laut.   Maka Jawabannya: . People who might be interested in reading this text are tourists, local people, environmental lovers. Tourists, local people, environmental lovers might be interested in reading this text.	4
3	Question 3 What is the purpose of writing each text?   Tujuan teks desriptif bisa dilihat bagaimana penulis memulai deskripsinya. Oleh sebab itu perhatikan kalimat awal yang digunakan. Apakah kalimat fakta, kalimat pujian/opini, atau kalimat mengajak. Pada text 1 kalimat awal yang digunakan adalah kalimat fakta “Komodo island is located between Sumbawa and Flores, along western Nusa Tenggara Timur,” tujuannya adalah untuk mengidentifikasi. Maka jawabannya.   The purpose of writing each text is to identify Komodo Island	4
4	Question 4   d.            What is the benefit of reading this text?   Manfaat membaca teks tentu terkait dengan informasi yang diberikan sehinnga pembaca lebih mengetahui lokasi yang dideskripsikan lebih rinci.   Maka jawabannya:   The benefit of reading this text is the readers will know more about Komodo Island such as location, the best time to visit, activities, how to go there.	4

 

RumusPenilaian:              KONVERSITINGKATPENGUASAAN:
			90 - 100%	=	BaikSekali
Skoryangdiperoleh Nilai=     Skortotal              x100			80 - 89%	=	Baik
			70 - 79%	=	Cukup
			< 70%	=	Kurang

 

Lampiran 5

SOAL REMEDIAL

 

JENIS SOAL

SOAL

PG

Sydney Opera House The Sydney Opera House, a world-class performing arts venue and iconic Australian landmark, defines the Sydney Harbour in the heart of the city. Designed by Danish architect Jorn Utzon, the structure is a masterpiece of late 20th-century architecture, despite challenges that plagued the 15-year project before it was formally opened by Queen Elizabeth II in 1973. Distinguished by soaring halls with a white ceramic-tiled exterior shaped to evoke the sails of a yacht, this UNESCO World Heritage Site is a must-see Sydney attraction.   The Sydney Opera House is a highlight of any city tour or harbor cruise, and it is well worth an up-close look, too. It’s best explored as part of a guided tour, either a guided walking option that hits highlights of the building's history and architecture or an in- depth tour that goes backstage to concert halls, green rooms, and studios usually off- limits to visitors. Given that this is a functioning performance venue, visitors can also experience the Opera House by attending a show, whether pairing a theater performance with dinner as part of an evening package, or dining along the waterfront before a night of ballet. Attending a performance at the Opera House is a must for music, dance, and theater fans. Tickets for tours and events often sell out, so it’s best to book in advance. Public areas of the complex are wheelchair accessible, and accessible show seating is available for all performances (seats must be pre-booked, and availability is limited). Unless visiting on a guided tour, travelers are unable to access the Concert Hall and Joan Sutherland Theatre foyers or performance spaces. The Opera House complex contains restaurants, bars, cafes, shops, and outdoor plazas.

1.What is the purpose of the text above? To compliment the Sydney Opera House. To promote Sydney Opera House to the readers. To explain about Sydney Opera House to the readers. To identify Sydney Opera House, as a tourist attraction. To retell the writer’s experience in Sydney Opera House.   2.What is the writer’s recommendation in visiting Sydney Opera House? Restaurants and bars are the only place to visit Visitor must accompined by a tour guide Sydney Opera House’s tickets are free Visitors must like music, dance and art Visitors must use wheelchairs   3.The main idea of paragraph 3 is.... Visitors to Sydney Opera House must buy tickets in advance due to limited seat. Visitors must know several things before going to Sydney Opera House The Sydney Opera House has many facilities that suit wheelchairs Sydney Opera House’s visitors are music, dance, and theater fans The Sydney Opera House is accessible for wheelchairs   4.“..Distinguished by soaring halls with a white ceramic-tiled exterior shaped to evoke the sails of a yacht.” The underlined word has the same meaning as …. big wide huge high large

 

JAWABAN DAN PEMBAHASAN

 

Nomor Soal	Option Jawaban	Skor	Pembahasan
1	B	1	1.What is the purpose of the text above? To promote Sydney Opera House to the readers.
2	B	1	2.What is the writer’s recommendation in visiting Sydney Opera House? Visitor must accompined by a tour guide

3	D	1	3.The main idea of paragraph 3 is.... Sydney Opera House’s visitors are music, dance, and theater fans
4	E	1	4.“..Distinguished by soaring halls with a white ceramic-tiled exterior shaped to evoke the sails of a yacht.” The underlined word has the same meaning as …. large

90 - 100% = BaikSekali 80 - 89% = Baik 70 - 79% = Cukup < 70% = Kurang

KONVERSITINGKAT PENGUASAAN:

Nilai=

Skoryangdiperoleh Skortotal

x100

Lampiran 6

LEMBAR KERJA PESERTA DIDIK

LEMBAR KERJA

LISTENING   Listen to the recording and fill in the blanks.   Taman Mini Indonesia Indah (TMII) is a culture-based 1...........area located in East Jakarta, Indonesia. It  has  an  area  of  about  2......  acres  (1.0 km2). The park is a miniature of Indonesian culture, with virtually all 3......... of daily life in Indonesia's provinces. There are many 4......... pavilions with the collections of Indonesian 5.........., clothing, dances and traditions. Apart from that, there is a lake with a miniature of the 6.........in  the middle of it. Cable cars, museums, Keong Emas Imax cinema, a    theater 7........ the Theater Tanah Airku and other recreational 8......... which make TMII one of the most popular tourist destinations in the city   Answer the questions based on the recording What makes Taman Mini Indonesia Indah attractive? How large is Taman Mini Indonesia Indah? What are the pavillions? What is the purpose of the text? SPEAKING   Pair Work   Have you ever visited a waterfall or other natural tourists objects? What is interesting or not interesting about the place? Will  you recommend that place to your friends? Why? Take turns describing the places.

 

Lampiran 7

Bahan Bacaan Guru dan Siswa

BAHAN AJAR

Kata yang ditebak: cave, waterfalls, headscarf, Hurricane, thunder, rainbow, theater,museum, boat, wax, downtown, helicopter.     LISTENING SCRIPT   Taman Mini Indonesia Indah (TMII)  is a culture- based recreational area located in East Jakarta, Indonesia. It has an area of about 250 acres (1.0 km2). The park is a miniature of Indonesian culture, with virtually all aspects of daily life in Indonesia's provinces. There are many separate pavilions with the collections of Indonesian architecture, clothing, dances and traditions. Apart from that, there is a lake with a miniature of the archipelago in the middle of it. Cable cars, museums, Keong Emas Imax cinema, a theater called the Theater Tanah Airku and other recreational facilities which make TMII one of the most popular tourist destinations in the city.

 

Kata yang ditebak: cave, waterfalls, headscarf, Hurricane, thunder, rainbow, theater,museum, boat, wax, downtown, helicopter.

 LISTENING SCRIPT

 

Taman Mini Indonesia Indah (TMII)

 is a culture-based recreational area located in East Jakarta, Indonesia. It has an area of about 250 acres (1.0 km2). The park is a miniature of Indonesian culture, with virtually all aspects of daily life in Indonesia's provinces. There are many separate pavilions with the collections of Indonesian

architecture, clothing, dances and traditions. Apart from that, there is a lake with a miniature of the archipelago in the middle of it. Cable cars, museums, Keong Emas Imax cinema, a theater called the Theater Tanah Airku and other recreational facilities which make TMII one of the most popular tourist destinations in the city

 

UNDUH FILE PDF MODUL AJAR BERDIFERENSIASI MAPEL BAHASA INGGRIS DI SINI

 

 KUMPULAN MODUL AJAR PEMBELAJARAN BERDIFERENSIASI (TIPE-TIPE GAYA BELAJAR) SMA KELAS X

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