RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

MATA PELAJARAN : BAHASA INGGRIS

KELAS X SEMESTER GANJIL

Diajukan untuk bahan simulasi praktek mengajar calon Fasilitator Guru

Penggerak pada Program Guru Penggerak

PENYUSUN

NAMA : REFNITA, S.Pd. M.Pd

NIP : 197301311998022006
PANGKAT/GOLONGAN : PEMBINA TK. 1/ IV B
JABATAN : PENGAWAS MADYA
JENJANG : SMA
INSTANSI : DINAS PENDIDIKAN PROVINSI
SUMATERA BARAT

PADANG 2021
 RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)

Satuan Pendidikan : SMA ………….

Kelas / Semester :X/1
Tema : Teks Deskriptif
Sub Tema : Fungsi sosial, struktur teks, dan unsur kebahasaan tempat
wisata dan bagunan bersejarah terkenal
Pembelajaran ke :1
Alokasi Waktu : 2 x 45 menit (1 kali pertemuan)

A. TUJUAN PEMBELAJARAN
Melalui pembelajaran dengan menggunakan genre based approach,
peserta didik mahir dan terampil membedakan, menangkap dan menyusun
fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks deskriptif lisan
dan tulis dengan memberi dan meminta informasi terkait tempat wisata dan
bangunan bersejarah terkenal, pendek dan sederhana, sesuai dengan konteks
penggunaannya untuk menguatkan sikap beriman, bertaqwa kepada Tuhan
YME dan berakhlak mulia, berkebinekaan global, gotong royong, kreatif,
bernalar kritis, dan mandiri.

B. KEGIATAN PEMBELAJARAN

1. Kegiatan Pendahuluan (15 menit) Sintak

1. Peserta didik mengawali proses pembelajaran dengan
berdoa, Asmaul Husna, membaca Al-Quran, dan
menyanyikan Indonesi Raya (sikap beriman, bertaqwa
kepada Tuhan YME dan berakhlak mulia)
2. Pendidik mencek kehadiran peserta didik.
3. Peserta didik menjawab pertanyaan pendidik terkait materi
yang telah dipelajari.
4. Peserta didik mendengarkan motivasi dari pendidik.
5. Peserta didik mendengarkan penjelasan tentang KD, manfaat
materi yang akan dipelajari, tujuan yang akan dicapai,
cakupan materi serta kegiatan-kegiatan yang akan
dilaksanakan pada pertemuan tersebut.
6. Peserta didik menyimak informasi tentang nilai kehidupan
yang sesuai dengan (QS. Al Ankabut: 20) dan pepatah
Minang: Bajalan paliharo kaki, bakato pelihara lidah.
2. Kegiatan Inti (60 menit)
1. Peserta didik diberikan pertanyaan terkait pengalaman
liburan mereka. Background
2. Peserta didik menjawab pertanyaan pendidik berdasarkan knowledgeof
gambar yang disajikan. the field
(BKOF)
3. Peserta didik diberitahu oleh Pendidik bahwa mereka akan
membaca teks deskriptif terkait salah satu bangunan
bersejarah di Sumatera Barat (Jam Gadang) (berkebinekaan
global)
4. Peserta didik diberi tahu bahwa mereka akan melaksanakan
kegiatan membaca dengan menggunakan teknik jigsaw
reading.
5. Pendidik menjelaskan tentang tatacara dalam menggunakan
teknik jigsaw reading.
6. Masing masing peserta didik diberi guntingan kertas yang
memuat kalimat bagian dari teks deskriptif berjudul Jam
Modelling
Gadang Bukittinggi yang sudah ditandai dengan nomor dan of the Text
warna yang berbeda.
7. Pada proses pertama, peserta didik diminta untuk bergabung
dengan temannya yang memiliki nomor yang sama.
8. Peserta didik dengan nomor kertas yang sama saling
berdiskusi untuk memahami teks karena mereka nantinya
akan menjadi expert dari paragraph yang mereka punya.
9. Setelahnya, pada proses kedua, peserta didik diminta untuk
bergabung dengan temannya yang memiliki warna kertas
yang sama.
10. Dalam kelompok kecil yang beranggotakan 4 orang, peserta
didik menyusun potongan-potongan paragraph sesuai
dengan struktur dari teks deskriptif (gotong royong)
11. Dalam kelompok dengan warna yang sama, kemudian
peserta didik melengkapi tabel informasi terkait struktur teks
serta unsur kebahasaan dari teks deskriptif tersebut
(bernalar kritis)
12. Masing masing kelompok menyampaikan hasil kerjanya di
depan kelas.
13. Peserta didik secara individual menjawab pertanyaan terkait
dengan teks yang dibaca (mandiri)
14. Peserta didik dan pendidik mendiskusikan teks.
15. Peserta didik membaca teks kedua dan menjawab
pertanyaan dari teks tersebut (bernalar kritis)
16. Peserta didik membedakan antara teks pertama dengan teks
kedua dari segi fungsi sosial, struktur teks, dan unsur
kebahasaannya (bernalar kritis)
3. Kegiatan Penutup (15 menit)
• Peserta didik menyimpulkan pembelajaran (dibimbing oleh
pendidik).
• Peserta didik melakukan evaluasi yang diberikan pendidik.
 • Peserta didik melakukan refleksi terhadap pencapaian
tujuan pembelajaran yang telah dilakukan
• Peserta didik mendengarkan penjelasan tentang penugasan
dan rencana kegiatan pembelajaran berikutnya
• Peserta didik dan pendidik mengakhiri kegiatan dengan
dengan berdoa bersama (beriman, bertaqwa kepada Tuhan
YME dan berakhlak mulia)

C. PENILAIAN PEMBELAJARAN
Sikap : Observasi, Jurnal
Pengetahuan : Tes Lisan (Tanya Jawab), Tertulis (Pilihan Ganda Dan
Jawaban Singkat), Penugasan
Keterampilan : Unjuk Kerja (menulis teks dan Presentasi), teknik lain
(tertulis)

Pembelajaran Remedial akan dilaksanakan apabila nilai peserta didik

tidak memenuhi KKM (80) dengan melakukan pembelajaran ulang, tutor
sebaya, atau pemberian tugas menganalisis beberapa teks deskriptif.

Pengayaan diberikan bagi peserta didik yang mempunyai nilai di atas 80

berupa tugas menganalisis teks deskriptif atau mempromosikan tempat
wisata/bangunan bersejarah yang pernah dikunjungi dan mempublishnya
di madding sekolah, media sosial atau youtube.

Menyetujui Padang, Juli 2021

Kepala SMA Pendidik Bahasa Inggris

……………………………. ………………………..
 BAHAN AJAR

A. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

3.4 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa
teks deskriptif lisan dan tulis dengan memberi dan meminta informasi
terkait tempat wisata dan bangunan bersejarah terkenal, pendek dan
sederhana, sesuai dengan konteks penggunaannya
3.4.1 Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan
beberapa teks deskriptif lisan dan tulis dengan memberi dan meminta
informasi terkait tempat wisata dan bangunan bersejarah terkenal,
pendek dan sederhana,
3.4.2 Menjelaskan fungsi sosial, struktur teks, dan unsur kebahasaan
beberapa teks deskriptif lisan dan tulis dengan memberi dan meminta
informasi terkait tempat wisata dan bangunan bersejarah terkenal,
pendek dan sederhana,
3.4.3 Menggunakan fungsi sosial, struktur teks, dan unsur kebahasaan
beberapa teks deskriptif lisan dan tulis dengan memberi dan meminta
informasi terkait tempat wisata dan bangunan bersejarah terkenal,
pendek dan sederhana,
3.4.4 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan
beberapa teks deskriptif lisan dan tulis dengan memberi dan meminta
informasi terkait tempat wisata dan bangunan bersejarah terkenal,
pendek dan sederhana.

4.4. Teks Deskriptif

4.4.2. Menangkap makna secara kontekstual terkait fungsi sosial, struktur
teks, dan unsur kebahasaan teks deskriptif, lisan dan tulis, pendek dan
sederhana terkait tempat wisata dan bangunan bersejarah terkenal
4.4.2.1. Menentukan informasi umum, tersirat, tersurat, dan makna
kata dari teks deskriptif lisan dan tulis dengan memberi dan
meminta informasi terkait tempat wisata dan bangunan
bersejarah terkenal, pendek dan sederhana,
4.4.1.2 Menceritakan kembali isi teks yang sudah dipahami

4.4.3. Menyusun teks deskriptif lisan dan tulis, pendek dan sederhana,
terkait tempat wisata dan bangunan bersejarah terkenal, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan,
secara benar dan sesuai konteks
4.4.2.1 Menyusun teks deskriptif lisan dan tulis dengan memberi dan
meminta informasi terkait tempat wisata dan bangunan
bersejarah terkenal, pendek dan sederhana,
 4.4.2.2 Mendemonstrasikan teks deskriptif lisan dan tulis dengan
memberi dan meminta informasi terkait tempat wisata dan
bangunan bersejarah terkenal.

B. MATERI PEMBELAJARAN

DESCRIPTIVE TEXT

1. Faktual : Teks descriptive

2. Konseptual :
Definition: Descriptive text is a text which describes people, animals,
things and place (Historical places and tourism destinations)

a. Social function:

 to describe people, animals, things and places

 To criticize
 To promote or to advertise
 To persuade

b. Generic Structure of DescriptiveText

1. Identification : to identify something described in general
2. Descriptions : characterisics and phisical appearance of something
described
c. language feature:
1. Adjectives : beautiful, interesting
2. Simple Present tense: looks, appears
3. Simple Past tense: it was built
3. Relating verb: is, am, are, was, were

3. Prosedur : Langkah-langkah membuat teks descriptive

- Buat draft
- Menyunting draft
- Menghasilkan teks descriptive
- Menampilkan deskripsi tempat wisata di depan kelas

4. Metakognitif : Membuat deskripsi sebuah tempat wisata di Sumatera Barat dan

mendeskripsinya langsung di tempat tersebut, serta mem
videokannya langsung untuk di upload ke Youtube.

Integrasi Agama
Allah subhanahu wa ta’ala berfirman:
َ ‫ُئ نش ُ ي ُ َّ ال َّل َّ ُم ث َ ْقلَ ْخ ال َأَدَ ب َ ْف َيك ٍ ْء‬
‫ي ش ِ ُل ى ك َ َل ع َ َّ ال َّل َِّن‬ َّ ْ‫وا ُُر انظ َ ف ِض َْر ي األ ِ وا ف ُ ير ِ س ْلُق َة َأ‬
ِ ‫ش الن‬
ْ ْ ‫إَة َِرخ‬
‫ال‬
(20 )‫ ٌ ير ِدَ ق‬:‫سورة العنكبوت‬
Katakanlah: "Berjalanlah di (muka) bumi, maka perhatikanlah bagaimana Allah menciptakan
(manusia) dari permulaannya, kemudian Allah menjadikannya sekali lagi. Sesungguhnya Allah
Maha Kuasa atas segala sesuatu. (QS. AlAnkabut: 20).

BAM: Bajalan paliharo kaki, bakato pelihara lidah

C. LATIHAN

Task 1. Answer the following questions

1. Do you like travelling?
2. What places do you like to go for travelling?
3. Why do you like to visit the place?
4. What do you want to see or know when you visit the tourism object?
5. Where is your favorite place to visit so far?

Task 2. Observe the picture and answer the questions

1. Do you know where this tower is located?

2. What is the similar tower found?
3. Do you know the name of this tower?
4. Have you ever visit this tower?
5. How can you describe this place?
Task 3. Read the text and analyze the text by filling in the table.

The Clock Tower of Bukittinggi or Jam Gadang is the landmark of

Bukittinggi and West Sumatra in Indonesia. It is located in central Bukittinggi, a city
in the Minangkabau Highlands of West Sumatra. It sits in the middle of the Sabai Nan
Aluih Park, near the Ateh Market and palace of Mohammad Hatta.[1] The structure
was built in 1926, during the Dutch colonial era, as a gift from Queen Wilhelmina to
the city's controleur.[2][3] It was designed by architects Yazid Abidin and Sutan Gigi
Ameh, reportedly at a cost of 3,000 guilder.[2]
Originally a rooster figure was placed on the apex, but it was changed into a Shinto
shrine-like ornament during the Japanese occupation (1942–1945).
Following Indonesian independence, the tower's top was reshaped to its present
form, which resembles traditional Minang roofs (see Rumah Gadang).[2] Local oral
tradition holds that the internal mechanisms of the clock are twin to those in
the Elizabeth Tower (Big Ben) in London.[1]
On March 6, 2007, the Jam Gadang tower was damaged by two earthquakes that
struck western Sumatra. Over the following years it was refurbished by the Indonesia
Heritage Trust (Badan Pelestarian Pusaka Indonesia). Funding for the
600 million rupiah (approximately 55 thousand euros) restoration came from the
Netherlands. The refurbished tower was inaugurated on December 22, 2010, as part
of Bukittinggi's 262nd anniversary celebrations.[3]
The Jam Gadang tower has been used as an observation post during fires, such as
one that affected the Ateh Market. During Ramadhan, the call to prayer that marks
the breaking of the fast is sounded from the tower.[1]
https://en.wikipedia.org/wiki/Jam_Gadang

Task 4. Read the text and identify the structure of the text
Title

Identification

Description

……………
……………
Task 5. Identify the sentences used in the text
Sentence Example
Simple Present tense

Past tense

Perfect tense

Task 6. Read this text carefully

1. What is the writer’s purpose to write this text?
2. Why was the Jam Gadang renovated?
3. Why was the roof of the Jam Gadang changed into Minang roof?
4. What has the tower of Jam Gadang used for?
5. What should we do to maintain this historical tower?

Task 7. Read this text carefully

Air Manis beach is a favorite tourist site for local and foreign tourists because it
has low waves and beutiful views of Mount Padang.
There is also a small island called “Pisang Kecil” (literally means “small banana)
on its right side. From morning to afternoon, you can walk to this one hectare
island through shallow water. In late afternoon, however, there is a tide and you
must take a boat to return. On its right, there is another island called “Pisang
Besar” (literally means “big banana). Local inhabitants on this island are mostly
ramers and fishermen.
Beside playing in the water and swimming, visitors can rent a motor boat to visit
Pisang Kecil dan Pisang Besar islands which are located some 500 meters from
the beach. On Pisang kecil island, visitors can sit under gazebos and enjoy sea
and beach sceneries. If you want to stay overnight on Pisang besar island, you
can stay in a local inhabitant’s home and beach sceneries. If you visit Sikuai
island, you can try water sports such as surfing and diving. This island is famous
for its white sand.
http://www.topindonesiaholidays.com

Task 8. Answer the questions based on the text.

1. Why does the writer write the text?
2. Whom this text addressed to?
3. Why should you take the boat to return to Air Manis beach from Pulau
Pisang Kecil?
4. What can you suggest to the manager of the place?
5. What should the government do to promote the tourist objects?

Task 9. Compare the Jam Gadang and Air Manis Beach text in social
function, structure of the text, and the linguistic features of the text.
Jam Gadang Air Manis Beach
Social
Function

Generic
Structure
Linguistic
Features

Task 10. In pairs, write the description based on the picture given.
No Picture Description
1.

2.

Task 10. Work in group of 3 - 5. Write the descriptive text about one of the
tourist object or historical places in your area. Put the picture of the place to
support your writing.
Follow the writing process to compose your text:
1. Pre –writing
2. Drafting
3. Editting
4. Revising
5. Publishing

Task 11. Put your writing on the wall and do Gallery Walk.
1. Choose one from your group to stand in front of your gallery and explain the
place (your descriptive text) to the visitors.
2. Other members of the groups visit other gallery.
3. Show your appreciation others gallery by giving good comment and
constructive inputs.

Task 12. Write your favorite place to visit. Create an inforgrafis or poster to
promote the place and post it in poster in your social media.
 Lampiran 2

RANCANGAN PENILAIAN
1. Instrumen Penilaian
a. Intrumen Penilaian Sikap

Kejadian/ Pos/
No Waktu Nama Butir Sikap Tindak Lanjut
Perilaku Neg
1
2
3
4

Penilaian Pengetahuan

INSTRUMEN PENILAIAN PENGETAHUAN

KISI-KISI PENILAIAN HARIAN
Pertemuan 1 & 2

Kompetensi IPK Materi Indikator Soal Bentuk

Dasar Soal
3.4.1 Mengidentifikasi • Fungsi Sosial Disajikan
3.4 Membed sebuah teks
fungsi sosial, struktur Membanggakan,
akan fungsi deskriptif,
teks, dan unsur menjual,
sosial, peserta didik
kebahasaan beberapa mengenalkan, dapat meng-
struktur teks,
teks deskriptif lisan dan mengidentifikasi, identifikasi:
dan unsur
kebahasaan tulis dengan memberi
mengkritik, dsb. • Social
beberapa teks dan meminta informasi Function
deskriptif terkait tempat wisata dan • Struktur Teks • Struktur Tertulis
lisan dan bangunan bersejarah Dapat mencakup teks
tulis dengan terkenal, pendek dan • Unsur
memberi dan sederhana - Identifikasi kebahasaan
meminta 3.4.2 Menjelaskan fungsi (nama
informasi sosial, struktur teks, dan keseluruhan dan
terkait unsur kebahasaan bagian)
tempat beberapa teks deskriptif - Sifat (ukuran,
wisata dan Peserta didik
lisan dan tulis dengan warna, jumlah,
bangunan dapat
memberi dan meminta bentuk, dsb.)
bersejarah menjelaskan
terkenal, informasi terkait tempat - Fungsi, manfaat, fungsi sosial,
pendek dan wisata dan bangunan tindakan, struktur teks
sederhana, bersejarah terkenal, kebiasaan dan unsur Lisan
sesuai pendek dan sederhana, kebahasaan
dengan • Unsur kebahasaan dari teks
3.4.3 Menggunakan
konteks fungsi sosial, struktur - Kosa kata dan diskusi
penggunaann teks, dan unsur istilah terkait
ya dengan tempat
kebahasaan beberapa
teks deskriptif lisan dan wisata dan
tulis dengan memberi bangunan
dan meminta informasi bersejarah Disajikan Tulis
terkait tempat wisata dan terkenal sebuah teks
bangunan bersejarah - Adverbia deskriptif
terkenal, pendek dan terkait sifat acak, peserta
sederhana, seperti quite, didik dapat
3.4.4 Membedakan menyusunnya
very, extremely,
fungsi sosial, struktur sesuai dengan
dst. struktur teks
teks, dan unsur
- Kalimat yang tepat.
kebahasaan beberapa
dekalraif dan
teks deskriptif lisan dan
interogatif dalam
tulis dengan memberi
tense yang benar Disajikan dua
dan meminta informasi buah teks
terkait tempat wisata dan - Nomina singular
deskriptif,
bangunan bersejarah dan plural secara
peserta didik
terkenal, pendek dan tepat, dengan atau dapat
sederhana. tanpa a, the, this, membedakan
those, my, their, kedua teks
dsb. tersebut dari
- Ucapan, segi fungsi
sosial,
tekanan kata,
struktur teks
intonasi, ejaan, dan unsur
tanda baca, dan kebahasaanny
tulisan tangan a.
• Topik
Deskripsi tempat
wisata dan bangunan
bersejarah yang dapat
menumbuhkan
perilaku yang
termuat di KI
The Japanese Cave is a relic, built during the Japanese colonization, during World War II. It
is located on Jl. Panorama, Ngarai Sianok, Bukittinggi about 2 kilometers from the Clock
Tower of Bukittinggi. Most people visit the Japanese Cave on weekends or public holidays.
This artificial cave is about 3 m high and 2 m wide. Previously, it was about 1.5 km in
length. However, due to security reasons, it was shortened to 750 m. Entering the cave,
people are able to feel the cool atmosphere of the cave. Fluorescent lights at several points in
the cave also create a mystical atmosphere. People have heard many depressing stories about
the cave.
The cave is located on Sianok Canyon. It previously had three main doors, i.e. at the road
through Sianok Canyon, Panorama Park and the Bung Hatta palace and six emergency exits.
However, only the Panorama Park is used as the entrance these days.
There are several rooms in the Japanese Cave, i.e. an ammunition room, a meeting room, a
holding room, a bedroom and barracks for workers (romusha). Above all, the Japanese Cave
bears witness to our history and we should maintain it.
1. What is the writer’s purpose in writing the text?
A. To compare the Japanese cave with Panorama park.
B. To persuade the readers to keep the Japanese cave.
C. To show that the Japanese cave is horrible.
D. To explain how to get Japanese cave.

2. From the text we can infer that visitors can ....

A. enter the Japanese cave through Sianok canyon only.
B. get into the Japanese cave through the three main doors.
C. reach the Japanese cave through the Panorama park only.
D. go out from the Japanese cave through the Panorama park.

3. Why was the Japanese cave shortened?

A. For the unpleasant condition
B. For the mystical atmosphere
C. For the sticky condition
D. For the visitors’ safety

4. One function of paragraph one is to ....

A. Explain the Japanese cave
B. Inform about the Japanese cave
C. Identify the Japanese cave particularly
D. Persuade people to visit the Japanese cave
5. People have heard many depressing stories about the cave.The underlined word
is closest in meaning to ....
A. Discouraging
B. Empowering
C. Encouraging
D. Satisfying

Kunci jawaban:
1. B
2. C
3. D
4. C
5. A
Setiap soal yang benar diberi bobot 20.

II. Identify the generic structure of the text

Kunci Jawaban:
Paragrap 1 : (identification)
Paragraph 2; Description of the location
Paragraph 3: Description of the cave
Paragraph 4; Description of the functions of the rooms

Susunan yang tepat akan mendapatkan poin 100

III. Identify the linguistic features of the text

Kunci Jawaban
1. Present tense : The Japanese Cave is a relic, built during the Japanese
colonization, during World War II
2. Present perfect tense: People have heard many depressing stories about
the cave.
3. Past tense: . It previously had three main doors, i.e. at the road through
Sianok Canyon, Panorama Park
 4. Pasive Voice: the Panorama Park is used as the entrance these days.

Arrange the paragraphs to make a good descriptive text

No Paragraphs No
1 Not only that, travelers can also drop on the Cingkuk island. The distance is
only 200 meters from the Carocok beach. In Cingkuk island, tourists can see
the ruins of the fort over Portuguese. Local people believe, this is where the
Portuguese immigrants first set foot on Sumatra. Some of the tombs and
inscriptions have been a silent witness traces of the Portuguese people here.
2 Carocok beach is just 2 km from the center of Painan, precisely in the IV Jurai
Subdistrict. The beach is always crowded by tourists, usually on weekend or
holidays. Access to the beach is very easy and convenient. Especially after the
Pesisir Selatan district government completes supporting facilities for the
comfort of tourists. Some culinary shop built there. There are also toilets are
quite clean, not far from the beach.
3 Carocok beach is located in Pesisir Selatan district, West Sumatra, has a
beach atmosphere was relaxed and comfortable. The sky was clear, the wind
blows gently sloping beaches, sparkling white sand exposed to sunlight, the
leaves of palm trees waving unsteadily, as if signaling to nature that there are
visitors who came to relieve fatigue. This relaxed atmosphere is recorded
when we recently set foot on the Carocok beach, Painan city, Pesisir Selatan
District, West Sumatra Province.

4 Carocok beach also has some attractions that can be visited by tourists. Just a
few meters from the beach, there is a cluster of coral islands connected by a
bridge to the tip of Bukit Langkisau. The hill is also a famous tourist
attraction in Painan. A wooded cluster of coral is called Batu Kereta Island.
To reach the island, travelers need not cross oceans. The local government has
built bridges linking several attractions in Coastal Carocok. No need to fear
suffering because some shelters have also been built. Staying walk, we will
arrive at the Batu Kereta Island.

Kunci jawaban: 3 – 2 – 4 - 1

Read the texts and compare both text in social function, structure of the text
and the linguistic feature of the text
Text 1.
One of the tourism icon of Lombok Island is Gili Trawangan, which is one of the
small island, a clusters of three Gilis; Gili Trawangan, Gili Meno, Gili Air, as it is
abbreviated by GILI TRAMENA. Gili Tramena which is located in the west of
Lombok Island, is a destination mostly visited by Foreigner whenever they visit to
West Nusa Tenggara. The 7 square kilometer island with less than 1,000
inhabitants offers stunning coastal beauty, charming white sand and stunning blue
sea views, fresh air, as well as other potentials.

This small island is complete for its entertainment event especially those
underwater and beach lovers. Tourists will be offered the beauty by the activity of
diving, snorkeling, as well as visiting some beautiful beach spots. In addition to
that visitors can also do surfing for Trawangan coastal waves. It also a place for
the turtle to live and breed. As it is full of sea and beach comforts, Trawangan is
also a place to practice horseback riding with professional guides to ensure the
safety and comfort.

The next island is Gili Air which is part of Gili's famous three. Gili Air is one of
the interesting places on the island of Lombok. Gili Air is a perfect combination
of Gili Trawangan and Gili Meno. Gili Trawangan offers many restaurants and
diving centers, yet Gili Air also offers the depth atmosphere nature. Here you can
also enjoy the views of the open sea without being blocked by the mountains of
Lombok on the North Coast. On the east coast, the visitor can snorkel to enjoy the
beautiful coral reefs as well as they have the opportunity to see fish and turtles.
On the west side, they will find white fresh and beautiful sand beaches.

Gili Meno is the smallest island with the quietest atmosphere in the Gili islands.
Presenting the beauty of the beaches with crystal-clear waters that surround the
island, Gili Meno is a place for the best beach. It is a great place for visitors who
want to have huts roof thatched, or explore the ocean by boat.

Text 2.

Pagaruyung Palace (Minangkabau: Istano Basa Pagaruyuang) is

the istana (royal palace) of the former Pagaruyung Kingdom, located in Tanjung
Emas subdistrict near Batusangkar town, Tanah Datar Regency, West
Sumatra, Indonesia. It was built in the traditional Minangkabau Rumah
Gadang vernacular architectural style, but had a number of atypical elements
including a three-story structure and a larger dimension in comparison to common
rumah gadang.[1]
Since the Pagaruyung Kingdom was disbanded in 1833, no king or royal family
resides in the palace today but is still held in high esteem among Minangkabau
people, as the descendants of scattered Minang nobles (bangsawan) still find roots
and links to the former royal house of Pagaruyung. The palace has been destroyed
by fire several times, in 1804, 1966 and 2007. It has been rebuilt again and today
functions as a museum and popular tourist attraction.
The original Pagaruyung palace was built entirely from timber masonry, however, the
current building frame was built using modern concrete structure. Nevertheless,
the Istano Basa Pagaruyung was quite faithfully restored using traditional techniques
and materials adorned with 60 carvings that signify Minang philosophy and culture.[2]
 The palace has three stories with 72 pillars and the typical Rumah gadang gonjong, a
horn-like curved roof made from 26 tons of black ijuk aren palm fibers. The palace is
also furnished with over 100 replicas of Minang antique furniture and artifacts, aiming
the palace to be revived as Minangkabau cultural center as well as a tourism
attraction in West Sumatra.
https://en.wikipedia.org/wiki/Pagaruyung_Palace

Kunci jawaban:
Gili Trawangan Pagaruyung Palace
Social To promote one of the To give information/describe about
Function tourism icon in Lombok; the Pagaruyung palace
Gili Trawangan

Generic Idenfication (place, Identification (definition, place)

Structure meaning)
Description;
Description:
Activities
History
Facilities
Structure
The beauty of the island
Architecture, furniture etc

Linguistic Present tense Present tense

Features Pasive voice Past tense
Future tense Pasive Voice
Modal Present perfect
Past perfect tense

Penilaian Keterampilan
1. Tulislah teks descriptive tentang tempat wisata/tempat bersejarah yang pernah ananda
kunjungi. Lengkapi teks ananda dengan infografis.
Rubrik penilaian Writing (Rubric Writing)

Aspect Score Remarks

3 the ideas are concrete and thoroughly developed

Content 2 Essay addresses the issues but misses some points;

1 Ideas incomplete

3 Adequate opening, content, closing

Organization 2 Svere problems with ordering of ideas

1 Absence of orientation or conclusion; no apparent organization of

body

3 Proficient in using present tense

Language 2 Grammar problems are apparent and have negative effect on

communication

1 Numerous serious language problems

3 Capitals, paragraph intended, punctuation and spelling; very neat.

Mechanic 2 Some problems with writing conventions or punctuation, spelling error

1 Serious problem errors in sentence punctuation and final punctuation

Assessment guidance
Example: Total maximal score = 12
Score = 9
Mark = score x 100 = 9 x 100 = 75
Max.score 12

Rubric Speaking

Aspect Score Remarks

3 All correct, based on the appropriate pronunciation standard

Pronunciation 2 Almost all correct with two or three mistakes

1 Many mistakes

3 Fluent without any disturbance

Fluency 2 Fluent with some doubt

 1 Not fluent

3 All correct, based on the appropriate standard.

Intonation 2 Almost all correct with two or three inappropriate intonation

1 Many inappropriate intonation

3 All correct, based on appropriate expressions

Expression 2 Almost all correct with few inappropriate expressions

1 Many inappropriate expressions

Assessment guidance
Example: Total maximal score = 12
Score = 9
Mark = score x 100 = 9 x 100 = 75
Max.score 12