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
Menjelaskan tujuan pembelajaran atau Guru menyampaikan Mengkondisikan peserta didik untuk siap
|
10Menit |
KEGIATAN INTI | STIMULUS/PEMBERIANRANGSANGAN DRAW AND GUESS
Your teacher will All right
|
10Menit |
KEGIATAN INTI | PENGUMPULAN Guru menjelaskan tujuan pembelajaran 2.Siswa dibagi dalam 3 kelompok berdasar 3.Guru memberi instruksi dan menjelaskan cara a.Keompok 1 siswa yang suka membaca b.Kelompok 2 siswa menonton video c.Kelompok 3siswa mengamati tempat
4.Guru mengecek pemahaman siswa dengan
5.Guru mengajak Contoh kata yang digunakan : cave, Siswa yang lain dan guru memberikan tanggapan dan LISTENING
Listen to the recording and fill in the Taman pavilions with the collections of LISTENING Taman based recreational area located in East lake with a miniature of the archipelago
Answer 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 Guru meminta siswa untuk bercakap-cakap secara berpasangan tentang tempat-tempat menarik.
(Last Pair Have What |
40 Menit |
| PEMBUKTIAN Murid membuktikan hasil pekerjaannya dengan |
5 Menit |
| PENARIKAN 1.Murid Well,
3.Menyimpulkan |
|
PENUTUP
|
Meminta siswa menyampaikan pendapat atau Memberikan penugasan terstruktur individu menyampaikan rencana kegiatan pertemuan |
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 | 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 ………………………………………………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………………………………………………………….. Dari proses belajar hari ini, hal yang belum saya ………………………………………………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………………………………………………………….. Dari proses belajar hari ini, hal yang akan saya lakukan ………………………………………………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………………………………………………..……………………………………………………………………………………………………………………………………………………………………..
|
Refleksibagiguru:
No | Informasiyangdiharapkan | Pertanyaan | Jawaban |
1. | Mengetahui kesesuaian antara tujuan | Apakah materi pembelajaran sudah sesuai dengan pembelajaran? |
|
2. | Mengetahui kesesuaian alokasi waktu | Apakah alokasi waktu pembelajaransudahsesuai dengan Yang direncanakan? |
|
3. | Mengetahui efektivitas pembelajaran | Apakah pembelajaran dengan menggunakan model |
|
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
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 |
3 | Mandiri | Pengamatan | Tugas | Lembar observasi |
4 | BernalarKritis | Pengamatan | Proses | Lembar observasi |
No. |
NamaPesertaDidik | Aspek Sikap | Jumlah Skor | Skor Sikap | Kode Nilai | |||
Kreatif | Kerja sama | Mandiri | Bernalar Kritis | |||||
1 |
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2 |
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3 |
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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 | 25 | |
Peserta didik bersedia membantu temannya dalam Kelompok yang mengalami kesulitan | 25 | |
Peserta didik menghargai hasil kerja anggotakelompok | 25 | |
TOTAL | 100 | |
Mandiri | Peserta didik | 25 |
Peserta didik tidak | 25 | |
Peserta didik | 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 | 100 |
|
250 |
83,33 |
SB |
Mengusulkan ide/gagasan. | ||||||
2 | Ketika kami |
100 |
| |||
anggota mendapatkan | ||||||
untuk | ||||||
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 |
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2 |
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3 |
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| Jumlah |
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| Rata-rata |
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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 |
Format
| |||||
| NO | ASPEK | KRETERIA | SKOR |
| |
1 | Leksikogramatika | Tata bahasa dan kosa kata tepat Tata bahasa dan kosa kata kadang- kadang kurang tepat dan tidak 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- Sering terjadi kesalahan dalam Tidak mampu melakukan dan merespon Memproduksi kata-kata yang tidak | 4
3
2
1
0 |
| ||
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b. Monolog | Sesuai dengan struktur teks yang 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 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 Maka Jawabannya:
The text is
|
4 |
2 | Question 2 Who might be interested in reading this text?
Pertanyaan
Maka Jawabannya: . People who might be interested in reading Tourists,
|
4 |
3 | Question 3 What is the purpose of writing each text?
Tujuan teks desriptif Pada text 1 Maka jawabannya.
The purpose of writing each text is to |
4
|
4 | Question 4
d. What is the benefit of reading this text?
Manfaat membaca
Maka jawabannya:
The benefit
|
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
The Sydney Opera House is a Attending a performance at the Opera Unless visiting on a guided tour,
|
| 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 identify Sydney Opera House, as a To retell the writer’s experience in
2.What is the writer’s Restaurants and bars are the only 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 Visitors must know several things The Sydney Opera House has many Sydney Opera House’s visitors are The Sydney Opera House is accessible
4.“..Distinguished by soaring halls the sails of a yacht.” The 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 Visitor must accompined by a tour guide
|
3 | D | 1 | 3.The main idea of paragraph 3 is.... Sydney Opera House’s visitors are
|
4 | E | 1 | 4.“..Distinguished by soaring halls the sails of a yacht.” The large
|
|
|
|
|
|
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 7........ the Theater Tanah Airku and other
Answer the 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 What is |
Lampiran 7
Bahan Bacaan
Guru dan Siswa
BAHAN AJAR |
Kata yang ditebak: cave,
LISTENING SCRIPT
Taman Mini is a culture- based recreational architecture, clothing, dances and |
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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