RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Satuan
Pendidikan : SMA XXX
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X / I
Materi Pokok :Teks deskriptif
tentang tempat wisata dan bangunan bersejarah
Kemampuan : Membaca dan
Menulis
Alokasi Waktu : 1 x 2 JP (90 menit)
A.
Kompetensi Inti
KI 1 Menghayati dan mengamalkan ajaran
agama yang dianutnya
KI 2 Menghayati
dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong
royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai
permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan
alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan
dunia.
KI 3 Memahami,
menerapkan, menganalisis pengetahuan faktual,
konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan
peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan
prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya
untuk memecahkan masalah.
KI 4 Mengolah,
menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan
mampu menggunakan metoda sesuai kaidah
keilmuan.
B.
Kompetensi Dasar
1.1
Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
2.3
Menunjukkan
perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional.
3.7 Menganalisis fungsi
sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana
tentang orang, tempat wisata, d an bangunan bersejarah terkenal, sesuai dengan konteks
penggunaannya.
4.8 Menangkap
makna dalam teks deskripsi lisan dan sederhana.
4.10 Menyusun teks deskriptif lisan dan tulis
sederhana tentang orang, tempat wisata dan bangunan bersejarah terkenal, dengan memperhatikan tujuan, struktur teks dan unsur kebahasaan,
secara benar dan sesuai dengan konteks.
C.
Indikator
(Sikap
Spiritual)
1.1.1
Menunjukkan semangat mengikuti pembelajaran
1.1.2
Menunjukkan
keseriusan mengikuti
pembelajaran
(Sikap Sosial)
2.3.1
Menunjukkan
perilaku santun dalam berkomunikasi
interpersonal dengan guru dan teman.
2.3.2
Menunjukkan
perilaku peduli dalam berkomunikasi
dengan guru dan teman.
(Pengetahuan)
3.7.1 Mengidentifikasi
fungsi sosial, struktur teks dan unsur kebahasaan pada teks deskriptif tentang
tempat wisata dan
bangunan bersejarah.
(Penerapan)
4.8.1 Menangkap makna dalam teks deskriptif lisan dan tulis sederhana.
4.10.1 Menyusun teks deskriptif sederhana tentang tempat wisata dan bangunan bersejarah dengan memperhatikan fungsi sosial, struktur eks dan unsur
kebahasaan secara benar dan sesuai dengan konteks.
D.
Tujuan Pembelajaran
(Sikap Spiritual)
1.1.1
Siswa dapat menunjukkan semangat mengikuti pembelajaran.
1.1.2
Siswa dapat menunjukkan rasa antusias mengikuti pembelajaran.
(Sikap Sosial)
2.3.1 Siswa dapat menunjukkan perilaku santun dalam berkomunikasi interpersonal dengan guru dan teman.
2.3.2
Siswa dapat menunjukkan perilaku peduli dalam berkomunikasi interpersonal dengan guru dan teman.
(Pengetahuan)
3.7.1 Siswa dapat
mengidentifikasi
fungsi sosial, struktur teks dan unsur kebahasaan dari teks deskriptif tentang
tempat wisata dan
bangunan bersejarah dengan baik.
(Penerapan)
4.8.1 Menangkap makna dalam teks deskriptif lisan dan tulis sederhana dengan benar.
4.10.1 Siswa dapat menyusun teks deskriptif sederhana tentang tempat wisata dan bangunan bersejarah dengan memperhatikan fungsi sosial, struktur eks dan unsur
kebahasaan secara benar dan sesuai dengan konteks dengan baik.
E.
Materi
1.
Teks deskriptif
lisan dan tulis, sederhana, tentang
orang, tempat
wisata, dan bangunan bersejarah terkenal.
2.
Fungsi Sosial : Membanggakan, mengenalkan, mengidentifikas, memuji, mengkritik, mempromosikan, dsb.
3.
Struktur Teks :
a.
Penyebutan nama orang, tempat wisata, dan bangunan bersejarah terkenal dan nama bagian-bagiannya yang dipilih untuk didiskripsikan.
b.
Penyebutan sifat
orang, tempat
wisata, dan bangunan bersejarah terkenal dan bagiannya, dan
c.
Penyebutan tindakan
dari atau terkait dengan orang, tempat wisata, dan bangunan bersejarah terkenal.
4.
Unsur Kebahasaan
a.
Kata benda yang
terkait dengan orang, tempat wisata, dan bangunan bersejarah terkenal.
b.
Kata sifat yang
terkait dengan orang, tempat wisata, dan bangunan bersejarah terkenal.
c.
Ejaan dan tulisan
tangan dan cetak yang jelas dan rapi.
d.
Ucapan, tekanan
kata, intonasi, ketika mempresentasikan secara lisan.
e.
Rujukan kata.
F.
Metode
Menyimak, diskusi kelompok, penugasan individu dan kelompok.
G.
Media
Laptop, LCD,
Gambar dan Power
Point Presentation.
H.
Sumber
·
Buku Bahasa Inggris
Solatif kelas X Semester 1
·
Buku Bahasa Inggris
untuk SMA/MA/SMK/MAK kelas X semester 1
I.
Langkah-Langkah Pembelajaran
1.
Kegiatan
Pendahuluan
Kegiatan Guru
|
Kegiatan Siswa
|
Waktu
|
-
Guru memberikan salam
kepada siswa
|
-
Siswa membalas salam dari guru
|
10 Menit
|
-
Guru mengajak siswa berdo’a
|
-
Berdo’a
bersama dengan guru
|
|
-
Guru menanyakan kabar
siswa
|
-
Siswa menjawab dan
menanyakan kabar guru
|
|
-
Guru mengecek
kehadiran siswa
|
-
Siswa menanggapi
|
2.
Kegiatan Inti
Kegiatan Guru
|
Kegiatan Siswa
|
Waktu
|
a. Mengamati (Observing)
|
||
-
Guru menyajikan gambar-gambar
tentang tempat wisata dan
bangunanbersejarah terkenal.
|
-
Siswa memperhatikan gambar dan melakukan tanya jawab berkaitan dengan ciri-ciri bentuk
dan lokasi tempat sesuai dengan pengalamannya (ingin
tahu, komunikasi).
|
10 Menit
|
b.
Mempertanyakan (Questioning)
|
||
-
Guru
memberikan pertanyaan terkait dengan gambar-gambar yang telah siswa amati.
|
-
Berdasarkan
gambar yang telah diamati, Siswa menjawab pertanyaan guru secara lisan (literasi, komunikasi).
|
10 Menit
|
-
Guru memberi feedback terhadap jawaban yang ditemukan oleh siswa.
|
-
Siswa mendengarkan dan meperhatikan penjelasan dan masukkan dari guru (ingin
tahu).
|
|
c.
Mengeksplorasi
(Exploring)
|
||
-
Guru
memberikan teks deskrptif kepada siswa dan memerintahkan siswa untuk membaca
teks tersebut.
|
-
Siswa membaca teks yang diberikan oleh guru (literasi).
|
10 Menit
|
-
Guru
memberikan pertanyaan berdasarkan teks yang telah diberikan.
|
-
Siswa mendiskusikan dan menjawab soal secara
berpasang-pasangan (kritis, kreatif).
|
|
-
Guru
mendiskusikan materi tentang deskriptif text.
|
-
Siswa
mendengar dan memahami materi yang disampaikan oleh guru (literasi, menghargai, ingin tahu).
|
|
d. Mengasosiasi (Associating)
|
||
-
Guru
memberikan beberapa clue berkaitan
dengan deskripsi sekolah tempat siswa belajar.
|
-
Siswa
membaca dan memahami clue yang
diberikan oleh guru (literasi, ingin
tahu).
|
10 Menit
|
-
Guru meminta
siswa berpasangan untuk menyusun teks deskriptif menggunakan clue-clue yang telah diberikan.
|
-
Siswa
menulis teks deskriptif secara berpasangan (kerjasama, kreatif).
|
|
-
Guru meminta
siswa untuk menuliskan hasilnya dipapan tulis.
|
-
Para siswa
mengoreksi hasil pekerjaan temannya (kritis).
|
|
e. Mengkomunikasikan (communicating)
|
||
-
Guru meminta siswa menuliskan satu teks deskriptif baik tempat wisata atau tempat bersejarah yang pernah mereka kunjungi di daerah
Purwokerto.
|
-
Siswa menuliskan satu teks deskriptif baik itu tempat wisata atau bangunan bersejarah yang pernah
dikunjunginya (kritis, kerja keras,
kreatif).
|
30 Menit
|
-
Guru meminta siswa menuliskan hasil pekerjaannya di papan tulis.
|
-
Siswa menuliskan hasil teks deskriptif yang telah dibuat di
papan tulis (kerja keras, aktif).
|
|
-
Guru meminta siswa untuk memberikan tanggapan terhadap teks deskriptif yang telah
ditulis dipapan tulis
|
-
Siswa menanggapi hasil teks deskriptif yang telah dibuat oleh
siswa (kreatif, aktif, kritis)
|
|
-
Guru memberikan feedback
terhadap teks deskriptif yang ditulis oleh siswa
|
-
Siswa mendengarkan dan memperhatikan feedback yang diberikan oleh guru (menghargai)
|
|
3.
Kegiatan Penutup
Kegiatan Guru
|
Kegiatan Siswa
|
Waktu
|
-
Guru menanyakan
kesulitan siswa dalam menulis teks deskriptive
|
-
Siswa menjawab
pertanyaan guru dan menyampaikan kesulitan yang masih dihadapi (aktif,
ingin tahu)
|
10 Menit
|
-
Guru memberikan kesimpulan
mengenai materi
|
-
Siswa mendengarkan
dan menyimak (menghargai,
ingin tahu)
|
|
-
Guru memberikan penugasan secara individu untuk mengerjakan soal-soal dari berbagai macam teks deskriptif
|
-
Siswa mendengarkan dan mencatat tugas yang diberikan oleh guru (kerja keras, menghargai)
|
|
-
Guru menyampaikan kegiatan pembelajaran pertemuan berikutnya
|
-
Siswa mendengarkan arahan dari guru (ingin tahu, menghargai)
|
|
-
Guru mengakhiri
pelajaran dan memberikan salam penutup
|
-
Siswa menjawab salam
guru (menghargai)
|
J.
Penilaian
1.
Penilaian sikap
spiritual dan sosial
(Lembar pengamatan sikap spiritual dan sosial terlampir)
2.
Penilaian
pengetahuan dilakukan dengan : tes tertulis (soal terlampir)
3.
Penilaian penerapan
dilakukan dengan penilaian rubrik (lembar rubrik terlampir)
Mengetahui,
Kepala Sekolah
NAMA.............................
NIP. ..........................
|
Tempat, Tanggal Pembuatan
Guru Mata Pelajaran
NAMA...................
NIP................................
|
Lampiran 1 :
Lembar
pengamatan penilaian sikap spiritual
No
|
Indikator
|
Nomor daftar
hadir siswa kelas X
|
|||||||||||||
1
|
2
|
3
|
4
|
5
|
6
|
7
|
8
|
9
|
10
|
11
|
12
|
...
|
36
|
||
1
|
Siswa menunjukkan
semangat dalam mengikuti pembelajaran
|
||||||||||||||
2
|
Siswa menunjukkan
keseriusan dalam mengikuti pembelajaran
|
||||||||||||||
Kriteria penilaian
semangat :
3
Telah menunjukkan
semangat (tidak mudah menyerah menghadapi kesulitan, menghargai waktu, belajar dengan
sepenuh hati/ikhlas, rajin belajar) dalam mengikuti pembelajaran.
2
Mulai menampakkan
semangat (tidak mudah menyerah menghadapi kesulitan, menghargai waktu, belajar
dengan sepenuh hati/ ikhlas, rajin belajar) sama sekali dalammengikuti
pembelajaran.
1 Belum
menampakkan semangat (tidak mudah menyerah menghadapi kesulitan, menghargai
waktu, belajar dengan sepenuh hati/ikhlas, rajin belajar) sama sekali dalam
mengikuti pembelajaran.
Kriteria penilaian serius :
3
Telah menunjukkan
serius (berkomitmen tinggi, sedia bekerja keras, bersungguh-sungguh) dalam
mengikuti pembelajaran.
2 Mulai
menampakkan serius tidak mudah menyerah menghadapi kesulitan, menghargai waktu,
belajar dengan sepenuh hati/ ikhlas, rajin belajar dalam mengikuti
pembelajaran, namun belum sepenuhnya.
1 Belum
menampakkan serius, tidak mudah menyerah menghadapi kesulitan, menghargai
waktu, belajar dengan sepenuh hati/ikhlas, rajin belajar sama sekali dalam
mengikuti pembelajaran.
Lembar pengamatan penilaian sikap sosial
No
|
Indikator
|
Nomor daftar
hadir siswa kelas XI
|
|||||||||||||
1
|
2
|
3
|
4
|
5
|
6
|
7
|
8
|
9
|
10
|
11
|
12
|
...
|
36
|
||
1
|
Siswa menunjukkan
perilaku santun dalam melaksanakan komunikasi interpersonal dengan guru dan
teman.
|
||||||||||||||
2
|
Siswa menunjukkan
perilaku peduli dalam melaksanakan komunikasi interpersonal dengan guru dan
teman.
|
||||||||||||||
Kriteria
penilaian perlaku santun
3 telah menunjukkan perilaku santun (mengatakan “tolong” dan
“terimakasih”, menghargai dan menghormati orang lain tanpa membeda-bedakan
golongan, memandang orang yang diajak bicara, menggunakan bahasa yang tidak
menyinggung perasaan orang lain) dalam melaksanakan komunikasi interpersonal
dengan guru dan teman.
2 mulai
menampakkan perilaku santun mengatakan “tolong” dan “terimakasih”, menghargari
dan menghormati orang lain tanpa membeda-bedakan golongan, memandang orang yang
diajak bicara, menggunakan bahasa yang tidak menyinggung perasaan orang lain)
dalam melaksanakan komunikasi interpersonal dengan guru dan teman, namun belum
memakai kaidah-kaidah kesantunan (misalnya, please,
thank you, Can 1 ... ?.
1 belum
menampakkan perilaku santun mengatakan “tolong” dan “terimakasih”, menghargai
dan menghormati otang lain tanpa membeda-bedakan golonganm memandang orang yang
diajak bicara, menggunakan bahasa yang tidak menyinggung perasaan orang lain) sama sekali dalam
melaksanakan komunikasi interpersonal
dengan guru dan teman.
Kriteria penilaian perilaku peduli
3 telah menunjukkan perilaku peduli (menawarkan bantuan pada
teman dan tidak egois) dalam melaksanakan komuniksi interpersonal dengan guru
dan teman.
2 mulai
menampakkan perilaku peduli 9 (menawarkan bantuan pada teman dan tidak egois)
dalam melaksakan komunikasi interpersonal dengan guru dan teman.
1 belum
menampakkan erilaku peduli (menawarkan bantuan pada teman dan tidak egois) sama
sekali dalam melaksanakan komunikasi interpersonal dengan guru dan teman.
Lampiran 2 :
Kisi-kisi soal
pengetahuan dan penerapan
No
|
Kompetensi
inti
|
Kompetensi
Dasar
|
Kelas/
Semester
|
Materi Pokok
|
Indikator
soal
|
No. soal
|
1
|
KI .3 Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni,
budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban
terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan
prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya
untuk memecahkan masalah.
|
KD. 3.7 Menganalisis fungsi sosial, struktur teks, dan
unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, d an bangunan bersejarah terkenal, sesuai
dengan konteks penggunaannya.
|
X/1
|
Teks deskriptif sederhana tentang orang, tempat wisata, d an bangunan bersejarah terkenal, sesuai
dengan konteks penggunaannya.
|
Disajikan beberapa teks deskriptif, siswa diminta untuk
menjawab pertanyaan yang mengarah pada fungsi sosial, struktur teks dan unsur
kebahasaan.
|
2, 8, 12,
13,14,15,16,17,18,19,20
(PG) dan no.
1 (uraian)
|
2
|
KI. 4 Mengolah, menalar, dan menyaji
dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari
yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
|
KD. 4.8 Menangkap
makna dalam teks deskripsi lisan dan sederhana.
|
X/1
|
Teks deskriptif sederhana tentang orang, tempat wisata, d an bangunan bersejarah terkenal, sesuai
dengan konteks penggunaannya.
|
Diberikan beberapa teks deskriptif, siswa diminta untuk
menjawab pertanyaan yang mengarah pada pemahaman siswa terhadap isi teks
deskriptif yang disajikan. Pertanyaan yang diajukan meliputi :
-
informasi
tertentu
-
informasi
rinci
-
informasi
tersurat
-
arti kata
rujukan
|
1,3,4,5,6,7,9,10,
11
(PG)
dan soal no.
2,5
(uraian)
|
KD. 4.9 Menyunting teks deskriptif lisan dan tulis, sederhana,
tentang orang, tempat wisata dan bangunan bersejarah terkenal dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai konteks.
|
Teks deskriptif sederhana tentang orang, tempat wisata, d an bangunan bersejarah terkenal, sesuai
dengan konteks penggunaannya.
|
Disajikan sebuah teks deskriptif, siswa diminta untuk
menyunting kembali teks dan menemukan semua noun phrases yang terdapat dalam
teks, serta menentukkan bagian identifikasi dan deskripsi.
|
3 dan 4
(uraian)
|
Lampiran 3 :
SPEAKING RUBRIC ASSESMENT
Name : ..................................
Class/Number : ..................................
KKM : 70
No
|
Indicators
|
Score
|
||
1
|
2
|
3
|
||
1
|
Vocabulary
|
|||
2
|
Spelling
|
|||
3
|
Pronunciation
|
|||
4
|
Fluency
|
|||
5
|
Accuracy
|
|||
Total Score
|
||||
No.
|
Indicator
|
Rubric
|
1
|
Vocabulary
|
1.
Make many mistakes of vocabulary
that make them difficult to understand.
2.
There are some mistakes but they
can still be understood.
3.
No mistakes of using vocabulary so
it is easy to understand.
|
Spelling
|
1.
There are many spelling mistakes
that make their speech difficult to understand.
2.
There are some spelling mistakes
but their speech can still be understood.
3.
There are no spelling mistakes so
that their speech is easy to understand.
|
|
3
|
Pronunciation
|
1.
Many mistakes while pronouncing
English words and sentences, so it is difficult to understand.
2.
There are several mistakes while
pronouncing English words and sentences but still understandable.
3.
No mistakes while pronouncing
English words and sentences that is easy to be understood.
|
4
|
Fluency
|
1.
Very not fluent and make too long
pause when speak in English.
2.
Quite fluent and only make some
short pauses when speak in English.
3.
Very fluent when speak in English.
|
5
|
Accuracy
|
1.
Make many mistakes in grammar, it
makes the speech is difficult to understand.
2.
There are some mistakes in grammar
but their speech can still be understood.
|
Scoring System :
The
total of scores obtained
Score : x 100
Maximum
Score
WRITING RUBRIC ASSESMENT
Name :
.................................
Class/Number : ................./................
No
|
Criteria
to be assesed
|
Low
perfomance
7
|
Good
perfomance
8
|
Very good
perfomance
9
|
Score
|
1.
|
Text Organization
|
Doesn’t use the correct text organization of direct and indirect speech
in the form of dialogue and paragraph
|
Use the correct text organization of direct and
indirect speech in the form of dialogue and paragraph but has not elaborated
the idea
|
Use the correct text organization of direct and
indirect speech in the form of dialogue and paragraph with elaborated idea
|
|
2.
|
Sentence formatiom
|
Use simple sentences
|
Begin to very simple sentences and compound sentences
|
Use simple sentences, compound sentences and compound
complex sentences correctly.
|
|
3.
|
Grammar
|
Too many mistakes
|
6 until 10 mistakes
|
Under 5 mistakes
|
|
4.
|
Vocabulary
|
Basic vocabulary, less precise
|
Developed vocabulary
|
Purposefully chosen vocabulary
|
|
5.
|
Mechanic
|
Some errors with spelling and punctuation
|
Mostly effective use of mechanics; errors do not
detract from meaning
|
Effective use of capitalization, punctuation and
spelling
|
|
6.
|
Tidiness and deadline
|
Write awkwardly, unreadable, submit late more than 3
days from the deadline
|
Write quite neatly, quite clear font, submit late three
days from the deadline
|
Write neatly, clear font, submit the work on time
|
|
Total score
|
|||||
Final Score = Total score : 6
|
|||||
Lampiran 4 :
Soal Tes Tertulis
SMA XXX
Alamat : Jalan XXX
No. Telp/Fax : XXX
LEMBAR SOAL
Mata Pelajaran : Bahasa
Inggris
Waktu : 60 menit
Kelas : X IPA/Bhs.
Petunjuk:
- Berdoalah sebelum mengerjakan soal.
- Baca soal dengan cermat.
- Untuk soal pilihan ganda berilah tanda silang pada lembar jawab yang disediakan. Jika ingin mengganti jawaban berilah tanda (=) untuk jawaban yang salah dan beri tanda (X) kembali untuk jawaban yang dianggap benar.
A. Choose either a, b, c, d or e for the correct
answer!
The following text is for questions 1 – 3.
Wakatobi is the name of an archipelago and regency in Sulawesi
Tengggara, Indonesia. The name Wakatobi is derived from the names of the main
island of the archipelago: Wangiwangi, Kaledupa, Tomea, and Binongko. The
group is part of a larger group called the Tukangbesi island.
The archipelago, located in the diverse hotspot known as Wall acea. It is part of the Wakatobi National Park. Wakatobi as one of the world’s marine tourism object is now preparing it self and ready to welcome you and your family with hospitality and its particular culture. The Wakatobi is also home to Operation Wallacea, a UK based,non profit conservation group looking at sustainable development of fisheries and coral reef research.An independent non commercial website has been set up about a marine park. This website contains tourist and travel information in Wakatobi, including the biodiversity, conservation and local people. Wakatobi is also situated geographically at the world’s coral reef triangle center with its 942 fish species and 750 coral reef species from a total of 850 world’s collection comparing to the two world’s famous diving center of the Caribbean Sea that owes only 50 species and other 300 species in the red sea. |
1.
What is the text about?
a.
Wakatobi as a regency.
b.
Wakatobi as a tourist spot.
c.
Wakatobi as a research spot.
d.
Wakatobi as a fishing center.
e.
Wakatobi as a conservation center.
2.
This website contains tourist and travel information in Wakatobi,
including the biodiversity, conservation and local people. (Paragraph 2). The
sentence above is a part of descriptive text called . . . .
a.
title
b.
event
c.
text body
d.
description
e.
identification
3.
What is the operation of Wallacea?
a.
Non-profit conservation group looking at sustainable development of fisheries and coral reef research.
b.
The additional sources about the biodiversity, conservation and local
people.
c.
Tourist and travel information about the wakatobi.
d.
It is part of the Wakatobi National Park.
e.
The world’s marine tourism objects.
The following text is for questions 4 – 8.
The Yogya Kembali Monument is located in Yogyakarta. It is three kilometres north of the Yogya city
centre in the Jongkang village of the Sleman Regency. The monument was inaugurated on June 29th, 1985 to commemorate the historic Indonesian struggle for independence. Yogya Kembali means
Yogya Returns, as a reminder of the returning of the Indonesian Republic
Government.
There are two sections of the
Yogya Kembali Monument. The first section of the Cureng Aircraft is on the
eastern gate, while the other section of Guntai Aircraft stands closer to the
western entrance of the monument. The Monument has two wheeled-machine guns
which can be seen from a podium towards the eastern and the western side. In
the southern end of the yard, there is a wall engraved with 420 names of freedom fighters who lost their lives during
a great struggle, from December 19th, 1948 to June 29th, 1949. A poem by Chairil Anwar, titled Karawang Bekasi, is written on one side of the wall dedicated to
these unknown patriots.
The Yogya Kembali Monument is surrounded by fish ponds.
It is divided into four alleys which lead to the main building. The main building consists of different floors displaying a
wide range of collections during and after the war times. It shows dioramas,
carved reliefs or collection of clothes and weapons.
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4. What can be found in the western entrance of the
monument?
a.
Two wheeled machine guns.
b.
A replica of the Guntai Aircraft.
c.
A replica of the Cureng Aircraft.
d.
A wall engraved with 420 names of freedom fighters.
e.
A wide range of collections during and after the war times.
5. In the southern end of the yard, there is a wall
engraved with 420 names of freedom fighters who lost their lives during a
great struggle, from December 19th, 1948 to June 29th, 1949. (Paragraph 2).
The noun phrase of the sentence above is . . . .
a. who lost
b. there is a wall
c. a great struggle
d. wall engraved with
e. during a great struggle
a. Yogyakarta.
b. The Guntai Aircraft.
c. The history place in Jogjakarta
d. The Yogya Kembali Monument.
e. The history of Indonesian struggle.
7. From the text above we can conclude that . . . .
a. the collection during and after the war is
displayed outside the building
b. the Yogya Kembali Monument is surrounded by fish
ponds
c. There are two sections of the Yogya Kembali
Monument
d. dioramas can be seen in one of the four alleys
e. the main building has only one floor
8. The identification of the text above is
shown by the sentence . . . .
a. the Yogya Kembali Monument is surrounded by fish
ponds.
b. the monument was inaugurated on June 29th, 1985 to commemorate the historic Indonesian struggle for independence.
c. a poem by Chairil Anwar, titled Karawang Bekasi, is written on one side of the wall dedicated to these unknown
patriots.
d. the main building consists of different floors
displaying a wide range of collections during and after the war times.
e. there are two sections of the Yogya Kembali
Monument. The first section of the Cureng Aircraft is on the eastern gate,
while the other section of Guntai Aircraft stands closer to the western
entrance of the monument.
The following text is for questions 9 – 12.
Jawa Timur Park
For people in East Java, Jatim Park may have been heard many times
because it is one of the famous tourist objects in East Java province. Jatim Park offers a recreation pace as well as a study center. Jatim Park is located at Jl. Kartika 2
Barn, East Java. The location is easy to reach because it is only 2,5
kilometers from Batu. This tourist object is about 22 hectares in width.
Visitors can enjoy more then 36 kinds of facilities that will
entertain and educate them. After passing the gate, the visitor will find
Galvy Nusantara, continue further we will step into Taman Sejarah which
display the miniature size of famous landmark in East Java like Sumberawan
Tample, Custom House of Kiai Hasan Besari Pnorogo and Sumerawan
Statue.
Another facility that can be enjoyd is Agro
Park. This area has an array of rare crops, fruits and animal diorama which con-sist of unique animals that
have been con-served. Jatim Park is suitable for family and school
recreation. The recreation area sites offer precious tour as an alternative media of study.
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a. Two
b. Five
c. Thirty six
d. Thirty two
e. Twenty two
10. What does Jatim Park offer?
b. A sports center for family and students
c. A place for recreation and a study center
e. 22 hectares land used for used for Kiai Hasan’s
house
11. What is the main idea of the second para-graph?
a. There are a lot facilities in Jatim Park
b. Gallery Nusantara area located next to the gate
d. The Sumberawan Statue is a tourist ob-ject in Jatim
Park
e. Another facilities that can be enjoyed by the
visitors is Agro park
12. “The
recreation area sites offer precious tour” (Paragraph 3). The underline word is closest in meaning to . . . .
a.
important
b.
valuable
c.
urgent
d.
cheap
e.
good
The following text is for questions 13 – 16.
Stonehenge
The Stonehenge is a prehistoric
monument located in Wiltshere, England. Various stones in the Stonehenge are
fallen or missing, making the original plan difficult to understand.
The first major construction at
Stonehenge was a circular dicth, with an internal bank and a smaller external
bank. Archaeologist believe that it was built arround 3000 B.C. There were
two original entrances to the enclosure-a wide one to the north-east and a
smaller one on the southern side. The stones of the central cluster, are brought
to the site about 2500 B.C, are of two types-the larger sarsens and the
smaller bluestones. The sarsens were erected to two concentric arrangements
The inner one is horseshoe of five
trilithones (two vertical stones capped by a horizontal lintel). Of these,
three complete trilithones still stand (one fell in 1797 and was renovated in
1958), and two are partly fallen. Near the center is the Altar Stone, which
is mostly buried beneath the fallen stone of the talllest trilithon.
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13.
The first major construction
at Stonehenge was a circular ditch, with an internal bank and a smaller
external bank. (part 2).
The sentence above is a part of descriptive text
called . . . .
a.
tittle
b.
event
c.
text body
d.
description
e.
identification
14.
The purpose of text about Stonehenge is . . . .
a.
to retell the history of Stonehenge.
b.
to persuade the readers to visit Stonehenge.
c.
to retell about Stonehenge renovation in 1958.
d.
to describe about the construction of Stonehenge.
e.
to explain about the archaeologists’ discoveries at the Stonehenge site.
15.
The sarsens were erected
to two concentric arrangements. (Paragraph 2). The underlined word is similiar
in meaning to . . . .
a.
shaped
b.
lowered
c.
horizontal
d.
connected
e.
constructed
16.
There were two original
entrances to the enclosure-a wide one to the north-east and a smaller one on the southern side. (paragraph 2).
The underlined phrase is a noun phrase containing the adjective that describes
. . . .
a.
determiner and quantity
b.
determiner and opinion
c.
quantity and opinion
d.
size and colour
e.
size and shape
For questions number 17-20, Study the following sentences and identify the
noun phrase.
17.
Imagine yourself to be in the jungle and meet these special animals
in their original
1 2 3 4 5 habitat.
6
The noun phrase is on number . . . .
a.
1
b.
2
c.
3
d.
4
e.
5
18. The gigantic trees in the forest indicate that the
forest is well preserved.
1 2
3 4 5
The noun phrase is on number . . . .
a.
1
b.
2
c.
3
d.
4
e.
5
19.
Arrange the jumbled words below based on the order of the adjectives.
young – little – beautiful – a – girl
1 2 3
4 5
a.
4 – 2 – 3 – 1 – 5
b.
4 – 3 – 1 – 5 – 2
c.
4 – 1 – 3 – 2 – 5
d.
4 – 5 – 1 – 3 – 2
e.
4 – 3 – 2 – 1 – 5
20.
Arrange the jumbled words below based on the order of the adjectives.
Golden – an – unique – monkey
1 2 3 4
a. 2 – 1 – 3 – 4
b. 2 – 3 – 1 – 4
c. 2 – 4 – 3 – 1
d. 2 – 3 – 4 – 1
e. 4 – 2 – 1 – 3
B. Read the text and answer the following question
based on the text (1-5).
Tanjung Puting National Park
One of the internationally famous ecotourism
destinations in Indonesia is Tanjung Puting National Park in the southwest of
Central Kalimantan peninsula. Tanjung Puting National Park offers impressive
experience to its visitors. This is called a park, but unlike any park that
you have seen in your city, this is a jungle! It is a real jungle, which is
home to the most incredible animals in the world: orang utans and proboscis
monkeys! The male proboscis monkeys are interesting because they have
enormous snout. So, imagine yourself to be in the jungle and meet these
special animals in their original habitat. What will you do when you meet
them?
To see orang utans we should go to Camp
Leakey. Camp Leaky is located in the heart of Tanjung Puting National Park.
This is a rehabilitation place for ex-captive orang utans and also a
preservation site. This camp was established by Birute Galdikas, an important
scientist who has studied orang utans since 1971.
To reach the place, we should take a boat
down Sekonyer river. The boat is popularly called perahu klotok which is a
boathouse that can accommodate four people. The trip by the boat to Camp
Leaky takes three days and two nights.
The traveling in the boat offers another
unforgettable experience. You sleep, cook, and eat in that klotok, night and
day during your journey into the jungle. In daylight, on your way to Camp
Leaky, you can see trees filled with proboscis monkeys. At night, you can
enjoy the clear sky and the amazingly bright stars as the only lights for the
night.
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1.
What is the kind of the text above? Give the reason to support your
answer by using your own words.
2.
As one of ecotourism destinations, what does Tanjung
Puting National Park offer to tourists?
3.
Identify the structure of the text above. Which one is the
identification and which are the descriptions?
4.
Mention all noun phrases that you can find in the text above.
5.
How interested are you in visiting Tanjung
Puting National Park? What makes you interested (or not interested) in the
park.
Key Answers
A.
Multiple Choices
1.
B 11. A
2.
D 12. B
3.
A 13. D
4.
B 14. D
5.
C 15. E
6.
D 16. C
7.
B/C 17. D
8.
B 18. A
9.
C 19. E
10. C 20.
B
B.
Essay
1.
The kind of the
text above is descriptive text as it describes about Tanjung Puting National
Park in details. I t’s started from the
indentification of Tanjung Puting National Park which is a park that offers
many animals to be seen like monkey and orang utans. That’s why, it is a park
but it’s not like a park. It’s like a jungle. In the description it is
explained how we can see Orang Utans. We have to go to the camp leakey. To
arrive there, we can ride boat named perahu klotok. We can get a great
experience during our journey to the camp leakey.
2.
Tanjung Puting
National Park offers natural view to the tourist. It comes form the amazing
animals we can see there and also the beauty of the jungle. We can also get a
great experience by taking Perahu Klotok to reach to the Camp leakey. During
the journey, we can eat, cook and sleep in the boat, we can also see the
Probosics monkey in the jungle we passed by. By the time we reach camp Leakey
we will see Orang Utan.
3.
The identification
is the first paragraph
Ø Tanjung Puting National Park is a park where we see Orang
Utans and Probosics monkey.
The
description are in the paragraph 2,3 and 4
Ø Paragraph 2 describes about camp leakey, a place where we
can see Orang Utan.
Ø Paragraph 3 describes about how to reach camp leakey, we
have to take a bout and we will have a journey for three days and two nights.
Ø Paragraph 4 describes about a great journey to the camp
leakey by using Perahu Klotok. We not only can sleep, cook and eat but also see
the Probosics monkey during our journey, we can see beutiful view at night as well.
4.
Noun Pharses found
in the text :
·
famous ecotourism
destination
·
tanjung Puting National Park
·
impressive
experience
·
a jungle
·
incredible animals
·
male probosics
monkey
·
enermous snout
·
their original
habitat
·
there special
animal
·
a rehabilitation
place
·
a preservation site
·
an important
scientist
·
unforgettable
experience
·
the clear sky
5.
It depends on the
students opinion. All opinion will be correct as long as they give logical
reason.
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