CONTOH MODUL AJAR BAHASA INGGRIS SMA KELAS X PEMBELAJARAN BERDIFERENSIASI

CONTOH MODUL AJAR BAHASA INGGRIS SMA KELAS X PEMBELAJARAN BERDIFERENSIASI

نموذج الاتصال

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.

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

Penilaian

deskripsi

keterangan

Pengayaan

Untuk peserta didik yang telah mencapa itujuan pembelajaran.

Lampiran 4

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
No.	NamaPesertaDidik	Kreatif	Kerja sama	Mandiri	Bernalar Kritis	Jumlah Skor	Skor Sikap	Kode Nilai
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

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:

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

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.

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.

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

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.

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

Lampiran 5

SOAL REMEDIAL

JENIS

SOAL

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.What is the purpose of the text above?

To promote Sydney Opera House to the readers.

2.What is the writer’s
recommendation in visiting Sydney Opera House?

Visitor must accompined by a tour guide

3.The main idea of paragraph 3 is....

Sydney Opera House’s visitors are
music, dance, and theater fans

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

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INGGRIS DI SINI

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

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