Module Exposition Text CLASS X SMA Swasta Seminari Pius XII Kisol Page 1
Module Exposition Text CLASS X SMA Swasta Seminari Pius XII Kisol Page 2 CORE COMPETENCE
Learning Objectives
Learning objectives are constructed based
on A, B, C, and D.
The following are the learning objectives of this lesson, they are:
10.3.1 Based on the given analytical exposition text, students are able (will be able) to identify the social function of analytical exposition text correctly.
10.3.2 Based on the given analytical exposition text, students are able (will be able) to determine the text organization of analytical expositionntext correctly.
10.3.3 Based on the given exposition text, the students are able (will be able) to analyze the language elements (simple present tense, mental verbs, saying verbs, connecting verbs, causal conjunction, and persuasive technique) of analytical exposition text correctly.
10.3.4 Based on the example given, students are able (will be able) to create an analytical exposition text correctly.
10.3.5 Based on the text created, students are able to (will be able to) present it correctly (speaking activity).
10.3.6 Based on the given factual exposition text, students are able (will be able) to
GENERAL INFORMATION
Teacher’s name Kristoforus Ningka, S.Pd Grade X School SMAS Seminari Pius XII
Kisol
Subject English Time Allocation 10 hours (10 x 45 minutes) The number of
students
44 students Profil Pelajar
Pancasila
o Beriman, bertakwa kepada Tuhan YME, dan Berakhlak Mulia
o Bergotong-royong o Mandiri
o Bernalar Kritis Kreatif
Learning Model Face-to-face learning
Phase E Domain o Listening – Speaking
o Reading
o Writing-presenting Facility and
infrastructure
o Classrooms
o Whiteboard, board marker, eraser, LCD Projector, etc.
Initial Competence 1. The concept of descriptive text.
2. The use of simple present tense.
3. The concept of recount text.
4. The use of simple past tense.
5. Passive voice Teaching and
Learning Materials
1. Enrichment Material YES/NO Appendix
2. Alternative method for some students who have difficulties in understanding learning material.
YES/NO Appendix
3. Remedial YES/NO Appendix
Module Exposition Text CLASS X SMA Swasta Seminari Pius XII Kisol Page 3 determine the main idea/ specific information properly.
Concept (meaningful) Analytical exposition is a text that elaborates the writer’s opinion on phenomena/issues. It is a type of argumentative text.
Trigger Questions Curiosity
Have you ever heard the term “Analytical Exposition Text?”
What are the generic structures of Analytical Exposition Text?
Critical Thinking
How do you identify that a text is categorized as Analytical Exposition Text?
Guidance
Are you ready to learn Analytical Exposition Text and join this lesson until the end? Let’s start the class!
Learning Preparation Steps that will be done before teaching are as follow:
Preparing some learning steps/activities during the lesson.
Preparing teaching learning materials, leaning media, and students’
worksheets.
Making note on time management.
Meeting 1 (2x45 minutes) for learning objective 10.3.1 and 10.3.2
Learning Scenario
(Problem Based Learning)
Pre-Activities (10 minutes) Orientation
Teacher greets the students.
The teacher leads the students to open the lesson with prayer.
The teacher checks the students’ attendance list.
The teacher checks the students’ readiness.
Apperception
Recalling prerequisite materials by asking questions related to analytical exposition text.
Asking questions related to the material that will be carried out.
Motivation
Providing an overview of the benefits of learning the lessons that will be learned in everyday life.
Telling the subject matter that will be discussed at the meeting at that time.
Delivering the learning objectives.
Core Activities (70 minutes) The syntax of
learning model
Description of learning Activity Orientating to
the students’
Problem
1. The teacher motivates the students and stimulates the students about the material that will be learned.
2. The teacher asks the students related to the topic.
Organizing the students to learn
1. The teacher explains the students about the material, such as: the social function of the text, the main part of the text, and language elements of the text.
2. The teacher explains to the students how to identify the main parts of analytical exposition text.
3. The teacher explains to the students how to identify the language elements of the text.
4. The teacher devides the students into 7 groups.
5. The teacher gives a text and worksheets to the students.
Guiding and 1. The teacher explains to the students how to do the task in
Module Exposition Text CLASS X SMA Swasta Seminari Pius XII Kisol Page 4 Investigating their worksheets.
2. The teacher asks the students to write the words which are difficult to pronounce.
3. The teacher asks the students to determine the main part, qualities, and habit/behavior by underlining the words/phrases.
4. The teacher asks the students to determine the generic structure of the text.
5. The teacher guides and helps the students when they are discussing.
Developing and presenting the
result of the discussion
1. The teacher asks the students to present the result of their discussion.
2. The students in their group present the result of their discussion in front of the class.
Analyzing and evaluating
1. The teacher gives the students guideline to make analysis and evaluation.
2. After presenting the result of the discussion, the other groups/students give comments and inputs.
3. The group writes the comments, input, and corrections given by the other groups and the teacher.
4. The teacher shares knowledge evaluation worksheets and asks the students to finish it.
Post Activity (10 minutes)
1. Both teacher and students draw a conclusion about the learning material that has been learned.
2. The teacher gives a guideline before the students make a reflection.
3. The teacher gives to the students reflection sheets about the difficulties during the lesson.
4. The teacher gives appreciation and feedback on their performance in presenting the result of the discussion.
5. The teacher gives information about the next learning material.
6. The teacher leads the students to end the lesson with pray.
Formative Assessment Meeting 1
Name : ………
Class : ………
The model of assessment: Essay Test
Instruction 1: Read the text belowand answer the questions correctly!
Learning English through music and songs can be very enjoyable. You can mix pleasure with learning when you listen to a song and exploit the song as a means to your English progress. Some underlying reason can be drawn to support the idea why we use songs in language learning.
Firstly, “the song stuck in my head” Phenomenon (the echoing in our minds of the last song we heard after leaving a restaurant, shopping malls, etc) can be both enjoyable and sometimes unnerving. This phenomenon also seems to reinforce the idea that songs work on our short-and-long term memory.
Secondly, songs in general also use simple conversational language, with a lot of repetition, which is just what many learners look for sample text. The fact that they are effective makes them many times more motivating than other text. Although usually simple, some songs can be quite complex syntactically, lexically and poetically, and can be analyzed in the same way as any other literary sample.
Furthermore, song can be appropriated by listener for their own purpose. Most pop songs and probably many other types don’t have precise people, place or time reference.
In addition, songs are relaxing. They provide variety and fun, and encourage harmony
Module Exposition Text CLASS X SMA Swasta Seminari Pius XII Kisol Page 5 within oneself and within one group. Little wonder they are important tools in sustaining culture, religion, patriotism and yeas, even revolution. Last but not least, there are many learning activities we can do with songs such as studying grammar, practicing selective listening comprehension, translating songs, learning vocabulary, spelling and culture.
From the elaboration above, it can be concluded that learning through music and songs, learning English can be enjoyable and fun.
Questions:
1. What is the communicative purpose of the text?
2. What are the generic structure of the text?
3. What is the text about?
4. Based on the text, there are …..reasons for using songs in learning language.
Teacher’s Reflection 1. Did the learning process run well?
………..
2. Did the students feel enjoyable and enthusiastic during the lesson?
………
3. What are the students’ difficulties during the lesson?
……….
4. What things need to be corrected/ improved during the lesson?
………..
Students’ Reflection 1. Do you find any difficulties during the lesson? If yes, what is that?
………
2. What are you going to do in order to increase your learning achievement?
………
3. What have you got/learned from the learning material?
………
4. What makes you are interested in learning this material?
………
Meeting 2 ( 2x 45 minutes) for learning objective 10.3.3
Learning Scenario
(Problem Based Learning)
Pre-Activities (10 minutes) Orientation
Teacher greets the students.
The teacher leads the students to open the lesson with prayer.
The teacher checks the students’ attendance list.
The teacher checks the students’ readiness.
Apperception
Recalling prerequisite materials by asking questions related to analytical exposition text.
Asking questions related to the material that will be carried out.
Motivation
Providing an overview of the benefits of learning the lessons that will be learned in everyday life.
Telling the subject matter that will be discussed at the meeting at that time.
Delivering the learning objectives.
Core Activity (70 minutes minutes) The syntax of
learning model
Description of learning Activity Orientating to
the students’
Problem
1. The teacher motivates the students and stimulates the students about the material that will be learned.
2. The teacher asks the students related to the topic.
Organizing the students to learn
1. The teacher re-explains the students about the material (language features of factual exposition text) such as:
Module Exposition Text CLASS X SMA Swasta Seminari Pius XII Kisol Page 6 (simple present tense, mental verbs, saying verbs, connecting verbs, causal conjunction, and persuasive technique)
2. The teacher re-explains to the students how to identify the language features of factual exposition text.
3. The teacher devides the students into 7 groups.
4. The teacher gives a text and worksheets to the students.
Guiding and Investigating
1. The teacher explains to the students how to do the task in their worksheets.
2. The teacher asks the students to write the words which are difficult to pronounce.
3. The teacher asks the students to determine the language element of the text by underlining (simple present tense, mental verbs, saying verbs, connecting verbs, causal conjunction, and persuasive technique)
4. The teacher guides and helps the students when they are discussing.
Developing and presenting the
result of the discussion
1. The teacher asks the students to present the result of their discussion.
2. The students in their group present the result of their discussion in front of the class.
Analyzing and evaluating
1. The teacher gives the students guideline to make analysis and evaluation.
2. After presenting the result of the discussion, the othergroups/students give comments and inputs.
3. The group writes the comments, input, and corrections given by the other groups and the teacher.
4. The teacher shares knowledge evaluation worksheetsand asks the students to finish it.
Post Activity (10 minutes)
1. Both teacher and students draw a conclusion about the learning material that has been learned.
2. The teacher gives a guideline before the students make a reflection.
3. The teacher gives to the students reflection sheets about the difficulties during the lesson.
4. The teacher gives appreciation and feedback on their performance in presenting the result of the discussion.
5. The teacher gives information about the next learning material.
6. The teacher leads the students to end the lesson with pray.
Formative Assessment Meeting 2
Name : ………
Class : ………
Instruction:
Choose a casual conjuction to fill the blanks!
that reason, in this way, as the result, because, because of, since 1. He has no wife . . . why he always cooks by himself.
2. I failed go to University last year, . . . I try to do my best.
3. I divided it into 3 categories, . . . data is normal 4. I was bored . . . the Lecture’s speech was too much.
5. . . . . his achievement on job, He promoted as the Manager
Module Exposition Text CLASS X SMA Swasta Seminari Pius XII Kisol Page 7 Teacher’s Reflection 1. Did the learning process run well?
………..
2. Did the students feel enjoyable and enthusiastic during the lesson?
………
3. What are the students’ difficulties during the lesson?
………...
4. What things need to be corrected/ improved during the lesson?
………...
Students’ Reflection 1. Do you find any difficulties during the lesson? If yes, what is that?
………
2. What are you going to do in order to increase your learning achievement?
………
3. What have you got/learned from the learning material?
………
4. What makes you are interested in learning this material?
………
Meeting 3 (2x45 minutes) for learning objective 10.3.4
Learning Scenario
(Problem Based Learning)
Pre-Activities (10 minutes) Orientation
Teacher greets the students.
The teacher leads the students to open the lesson with prayer.
The teacher checks the students’ attendance list.
The teacher checks the students’ readiness.
Apperception
Recalling prerequisite materials by asking questions related to analytical exposition text.
Asking questions related to the material that will be carried out.
Motivation
Providing an overview of the benefits of learning the lessons that will be learned in everyday life.
Telling the subject matter that will be discussed at the meeting at that time.
Delivering the learning objectives.
Core Activity (70 minutes) The syntax of
learning model
Description of learning Activity Orientating to
the students’
Problem
1. The teacher motivates the students and stimulates the students about the material that will be learned.
2. The teacher asks the students related to the topic.
Organizing the students to learn
1. The teacher explains the students about the way how create an analytical exposition text.
2. The teacher explains the students the way how to create a factual exposition text.
3. The teacher asks the students to consider the generic structure and language features in writing analytical exposition text.
4. The teacher gives worksheets to the students.
Guiding and Investigating
1. The teacher explains to the students how to do the taskin their worksheets.
Module Exposition Text CLASS X SMA Swasta Seminari Pius XII Kisol Page 8 2. The teacher asks the students to raise hand if they find any
difficulties in writing the text.
3. The teacher guides and helps the students when they are creating the text.
Developing and presenting the
result of the discussion
1. The teacher asks the students to present their work.
2. The students present their work in front of the class.
Analyzing and evaluating
1. The teacher gives the students guideline to make analysis and evaluation.
2. After presenting the result of the discussion, the other groups/students give comments and inputs.
3. The group writes the comments, input, and corrections given by the other groups and the teacher.
4. The teacher shares knowledge evaluation worksheets and asks the students to finish it.
Post Activity (10 minutes)
1. Both teacher and students draw a conclusion about the learning material that has been learned.
2. The teacher gives a guideline before the students makea reflection.
3. The teacher gives to the students reflection sheets about the difficulties during the lesson.
4. The teacher gives appreciation and feedback on theirperformance in presenting the result of the discussion.
5. The teacher gives information about the next learning material.
6. The teacher leads the students to end the lesson with pray.
Formative Assessment Meeting 3
Teacher’s Reflection
Name : ………
Class : ………
Instruction:
1. Please write write down your own analytical exposition text correctly!
………..
………..
………..
………..
………..
………..
………..
………..
………..
………..
………..………..……….………
………
1. Did the learning process run well?
………
2. Did the students feel enjoyable and enthusiastic during the lesson?
………
3. What are the students’ difficulties during the lesson?
………
4. What things need to be corrected/improved during the lesson?
………
Module Exposition Text CLASS X SMA Swasta Seminari Pius XII Kisol Page 9 Students’ Reflection 1. Do you find any difficulties during the lesson? If yes, what is that?
………
2. What are you going to do in order to increase your learning achievement?
………
3. What have you got/learned from the learning material?
………
4. What makes you are interested in learning this material?
………
Scoring Rubric for writing analytical exposition text
Component Score Level Indicators Weight
Content 4 Excellent Present the information well choosen across the paragraph
3 Good Present the information with details in parts of 3 the paragraph
2 Fair Present the information with some details 1 Poor Present no clear information
Vocabulary 4 Excellent Good in vocabulary choice
2,5 3 Good Error in vocabulary are few and do not interfere
with understanding.
2 Fair Error in vocabulary choice and sometimes they interfere with understanding
1 Poor Many error in vocabulary choice that severally interfere with understanding
Grammar 4 Excellent Good in grammar
2,5 3 Good Error in grammar choice are few and do not
interfere with understanding
2 Fair Error in grammar choise and interfere with understanding
1 Poor Many error in grammar choise that severally interfere with understanding
Mechanics 4 Excellent Good in spelling, punctuation, and capitalization
2 3 Good Error in spelling, punctuation, and
capitalization are few
2 Fair Error in spelling, punctuation, and
capitalization, and sometimes interfere with understanding.
1 Poor Error in spelling, punctuation, and capitalization and severally interfere with understanding.
Meeting 4 (2x 45 minutes)for learning objective 10.3.5
Pre-Activities (10 minutes) Orientation
Teacher greets the students.
The teacher leads the students to open the lesson with prayer.
The teacher checks the students’ attendance list.
The teacher checks the students’ readiness.
Apperception
Recalling prerequisite materials by asking questions related to analytical exposition text.
Asking questions related to the material that will be carried out.
Motivation
Providing an overview of the benefits of learning the lessons that will be learned in everyday life.
Telling the subject matter that will be discussed at the meeting at that time.
Module Exposition Text CLASS X SMA Swasta Seminari Pius XII Kisol Page 10
Learning Scenario
(Problem Based Learning)
Formative Assessment Meeting 4
Teacher’s Reflection
Delivering the learning objectives.
Core Activitiy (70 minutes) The syntax of
learning model
Description of learning Activity Orientating to
the students’
Problem
1. The teacher motivates the students and stimulates the students about the material that will be learned.
2. The teacher asks the students related to the topic.
Organizing the students to learn
1. The teacher explains to the stiudents how to present the work orally.
2. The teacher asks the students to consider pronunciation, grammar, vocabulary, fluency and expressions.
Guiding and Investigating
1. The students prepare themselves to present their works individually.
Developing and presenting the
result of the discussion
1. The teacher observes the students when they are speaking.
2. Ask the other students to pay attention their friend who is presenting.
Analyzing and evaluating
1. The teacher gives the students guideline to make analysis and evaluation.
2. After presenting the result of the the otherstudents give comments and inputs.
3. The teacher and students evaluate the speaker who has just finished presenting.
Post Activity (10 inutes)
1. Both teacher and students draw a conclusion about the learning material that has been learned.
2. The teacher gives a guideline before the students makea reflection.
3. The teacher gives to the students reflection sheets about the difficulties during the lesson.
4. The teacher gives appreciation and feedback on theirperformance in presenting the result of the discussion.
5. The teacher gives information about the next learning material.
6. The teacher leads the students to end the lesson with pray.
Instruction:
After creating an analytical exposition text, please present it in front of the class!
Speaking Activity
………..
………..
1. Did the learning process run well?
……….
2. Did the students feel enjoyable and enthusiastic during the lesson?
………
3. What are the students’ difficulties during the lesson?
……….
4. What things need to be corrected/ improved during the lesson?
……….
Module Exposition Text CLASS X SMA Swasta Seminari Pius XII Kisol Page 11 Students’ Reflection
1. Do you find any difficulties during the lesson? If yes, what is that?
………
2. What are you going to do in order to increase your learning achievement?
………
3. What have you got/learned from the learning material?
………
4. What makes you are interested in learning this material?
……….
Scoring Rubric for Speaking Activity
Speaking test is conducted to know the result of quantitative data from the students’
speaking test before and after the treatment. Hughes (2003:131) creates the assessment criteria for speaking test as follows:
Pronunciation
No Indicators Score
1 Pronunciation frequently unintelligible 1.0-4.5 2 Frequent gross errors and every heavy accent make
understanding difficult, require frequent repetition.
4.6-5.5 3 “Foreign accent” requires concentrated listening and
mispronunciations lead to occasional misunderstanding
5.6-6.5 4 Marked “foreign accent” and occasional and mispronunciations
which do not interfere with understanding
6.6-7.5 5 No conspicuous mispronunciations, but would not be taken for
a native speaker
7.6-8.5 6 Native pronunciation, with no trace of “foreign accent” 8.6-
10.0 Grammar
No Indicators Score
1 Grammar almost entirely inaccurate except in stock phrases 1.0-4.5 2 Constant errors showing control of very few major patterns and
frequently preventing communication
4.6-5.5 3 Frequent errors showing some major patterns uncontrolled and
causing occasional irritation and misunderstanding
5.6-6.5 4 Occasional errors showing imperfect control of some patterns
but no weaknesses that causes misunderstanding
6.6-7.5 5 Few errors, with no patterns of failure 7.6-8.5
6 No more than errors during interview 8.6-
10.0 Vocabulary
No Indicators Score
1 Vocabulary inadequate for even the simplest conversation 1.0-4.5 2 Constant limited to basic personal and survival areas. 4.6-5.5 3 Choice of word sometimes inaccurate, limitations of vocabulary
prevent discussion of some common professional and social topic
5.6-6.5
4 Professional vocabulary adequate to discuss special interest;
general vocabulary permits discussion of any non-technical subject with some circumlocutions
6.6-7.5
5 Professional vocabulary broad and precise; general adequate to cope with complex practical problems and varied social
7.6-8.5
Module Exposition Text CLASS X SMA Swasta Seminari Pius XII Kisol Page 12 situations
6 Vocabulary apparently as accurate and extensive as that of an educated native speaker
8.6- 10.0 Fluency
No Indicators Score
1 Speech is so halting and fragmentary that conversation is virtually impossible
1.0-4.5 2 Speech is very slow and uneven except for short routine
sentences.
4.6-5.5 3 Speech is frequently hesitant and jerky; sentences may be left
uncompleted
5.6-6.5 4 Speech is occasionally hesitant, with some unevenness caused
by rephrasing and grouping for words
6.6-7.5 5 Speech is effortless and smooth, but perceptively non-native in
speed and evenness
7.6-8.5 6 Speech on all professional and general topics as effortless and
smooth as a native speaker’s
8.6- 10.0 Expression
No Indicators Score
1 Facial expressions show absolutely no interest in topic presented
1.0-4.5 2 Facial expressions show some negativity toward topic presented 4.6-5.5 3 Facial expressions have either a deadpan expression of shows a
conflicting expression during presentation
5.6-6.5 4 Facial expression occasionally displays both a deadpan and
conflicting expressions during presentation
6.6-7.5 5 Facial expressions occasionally demonstrate either a deadpan or
conflicting expression during presentation
7.6-8.5 6 Facial expressions give audience clues to what the content of
speech is about; appropriate expression
8.6- 10.0 Meeting 3 (2x45 minutes) for learning objective 10.3.6
Learning Scenario
(Problem Based Learning)
Pre-Activities (10 minutes) Orientation
Teacher greets the students.
The teacher leads the students to open the lesson with prayer.
The teacher checks the students’ attendance list.
The teacher checks the students’ readiness.
Apperception
Recalling prerequisite materials by asking questions related to analytical exposition text.
Asking questions related to the material that will be carried out.
Motivation
Providing an overview of the benefits of learning the lessons that will be learned in everyday life.
Telling the subject matter that will be discussed at the meeting at that time.
Delivering the learning objectives.
Core Activity (70 minutes) The syntax of
learning model
Description of learning Activity
Orientating to 1. The teacher motivates the students and stimulates the
Module Exposition Text CLASS X SMA Swasta Seminari Pius XII Kisol Page 13 the students’
Problem
students about the material that will be learned.
2. The teacher asks the students related to the topic.
Organizing the students to learn
1. The teacher shows an example of analytical exposition text.
2. The teacher explains to the students about the way how to identify main idea and specific information of the text.
3. The teacher divides the students into 7 groups.
4. The teacher gives worksheets to the students.
Guiding and Investigating
1. The teacher explains to the students how to do the taskin their worksheets.
2. The teacher asks the students to raise hand if they find any difficulties in writing the text.
3. The teacher guides and helps the students when they are discussing.
Developing and presenting the
result of the discussion
1. The teacher asks the students to present their work.
2. The students present their work in front of the class.
Analyzing and evaluating
1. The teacher gives the students guideline to make analysis and evaluation.
2. After presenting the result of the discussion, the other groups/students give comments and inputs.
3. The group writes the comments, input, and corrections given by the other groups and the teacher.
Post Activity (10 inutes)
1. Both teacher and students draw a conclusion about the learning material that has been learned.
2. The teacher gives a guideline before the students make a reflection.
3. The teacher gives to the students reflection sheets about the difficulties during the lesson.
4. The teacher gives appreciation and feedback on their performance in presenting the result of the discussion.
5. The teacher gives information about the next learning material.
6. The teacher leads the students to end the lesson with pray.
Formative Assessment
Meeting 5 Instruction:
Read the text below and answer the questions 1-5 correctly!
Laptop as Students’ Friend
Conventionally, students need book, pen, eraser, drawing book, ruler and such other stuff. Additionally, in this multimedia era, students need more to reach their progressive development. Students need mobile keyboards to record every presented subject easily.
Of course it will need more cost but it will deserve for its function.
First, modern schools tend to apply fast transferring knowledge because the school needs to catch the target of curriculum. Every subject will tend to be given in demonstrative method. Consequently students need extra media cover the subject. Since there is a laptop on every student’s desk, this method will help student to get better understanding.
Secondly, finding an appropriate laptop is not difficult as it was. Recently there is an online shop which provides comprehensive information. The best is that the shop has service of online shopping. The students just need to brows that online shop, decide which computer or laptop they need, and then complete the transaction. After that the laptop will be delivered to the students’ houses. That is really easy and save time and money.
Module Exposition Text CLASS X SMA Swasta Seminari Pius XII Kisol Page 14 From all of that, having mobile computer is absolutely useful for students who want to catch the best result for their study. Buying laptop online is advisable because it will cut the price.
This online way is recommended since online shop also provides several laptop types.
Students just need to decide which type they really need.
Questions:
1. What is the text about?
……….
2. Where can you find this kind of text?
……….
3. What is the main purpose of text?
……….
4. Why does modern school tend to use laptop?
……….
5. What can you conclude from the text?
……….
I. Assessment
Diagnostic Assessment
This assessment will be done at the beginning of the lesson.
Cognitive -Diagnostic Assessment
Cognitive-Diagnostic Assessment
Name : ……….
Class : ……….
(Please answer the following questions correctly!)
List of questions Answer
1. What do you know about exposition Text? ………
2. What are the generic structure of exposition? ………
3. What information do you know about passive voice?
………
4. What is narrative text? ………
5. What are the generic structures of narrative text? ………
6. Please create 5 sentences using simple past tense! ………
7. What information do you know about descriptive text?
………
8. What are the generic structures of descriptive text?
………
9. Please mention English conjunction you know! ………
10. What information do you know about recount text?
………
11. What do you know about factual report text? ………
Formative Assessment
Formative assessment will be done during the lesson. The tests had been attached in meeting 1,2,3,4, and 5 (See the worksheets)
Summative Assessment
Essay Test
APPENDIX
Module Exposition Text CLASS X SMA Swasta Seminari Pius XII Kisol Page 15
Name : ……….
Class : ……….
Text 1
The use of formalin and other dangerous preservatives in food has been serious problem for three reasons.
Firstly, formalin is not for human beings, but it is for biological specimens and experiments. Formalin in Biology is a 10% solution of formaldehyde in water which is usually used as a disinfectant or to preserve biological specimens. Thus, it is not for food preservatives. Of course when it is used for food preservative, it will be very dangerous to human’s body.
The second reason is that there is no tight control from the government. This condition makes the people’s health is really in a threat. When the control is weak and the use formalin was spread wide all over the Indonesian regions, and these days it has really happened, the citizen’s bodies will be badly contaminated with the poisons.
Fish or food traders still sell their products which contain formalin and dangerous preservatives. Can you imagine that our digestive system absorbs the substance that should be for the human and animal corpses?
Considering the reasons, we can make a conclusion that the use of formalin and other preservatives is really a serious problem if it is not resolved immediately.
Questions:
1. Why is formalin dangerous for human`s body?
………
2. The main idea of paragraph two is ……….
Text 2
Smoking in restaurants is not just disturbing. It must not be allowed because it is rude, harmful to others and dangerous for the smokers.
Firstly, smoking in a restaurant is impolite. The smell of the smoke affects all people and can turn them off their food. People pay to taste good food and not to be put off by foul smelling smoke.
Another reason smoking should not be allowed in restaurant is the harm it can do to others. Passive smoking that is breathing in smoke made by a smoker can lead to asthma attacks and even cancer.
Finally, smoking is dangerous and a health risk to the smokers. Cigarettes cause heart and lung disease and people should not smoke anywhere, not just in restaurants.
Therefore, smoking in restaurants is impolite, harmful to others and a health risk to the smokers and should not be allowed in any restaurants.
Questions:
1. Smoking in the restaurants must be avoided because……….
2. We have many reasons to say that smoking must be avoided. The word reasons mean…..
3. What is the purpose of the text?
4. Synonym of the word dangerous in the text is……
5. Smoking in restaurants is impolite, harmful to others and a health risk to the smokers and should not be allowed in any restaurants.
The sentence above characterize as….. of the text.
6. Smoking in restaurant should not be allowed. It means
that………
II. Remedial and Enrichment Material
Remedial Material
Name : ……….
Class : ……….
Read the text below and answer question 1-3!
To improve comfort and cleanliness at our school, a number of dust bins should be increased.
When we look at classrooms, school corridors and school yard, there are paper mineral water cups, straws, and napkins here and there. The condition of uncleanliness and discomfort really hinders learning and teaching environment. Litters thrown carelessly cause disease, especially empty plastic cup or glasses. They can be filled out with water coming from the rain. This can be placed for dengue mosquitoes to spread out.
Besides, these rubbish can deteriorate the scene. Well painted wall and green school yard do not mean anything litters are scattered everywhere.
Anyway I notice that most of the students in our school have responsibilities for the school environment.
Module Exposition Text CLASS X SMA Swasta Seminari Pius XII Kisol Page 16 They put their litters on the proper places. But some are not diligent enough to find the dust bins. The numbers of dust bins in our schools are not enough. One dust bins should be put beside each of steps, outside of the classrooms, and some more also in the corridors.
Probably one dust bin should be in every ten meters. So when students want to throw away their litters, they can find the dust bins easily.
When school is equipped with sufficient dust bins, we do not have problems of freak and discomfort any more. Our school will be very clean and become a nice place to study.
Questions:
1. According to the writer, more dust bins….. in every ten meters.
2. What is the writer’s argument on a sufficient number of dust bins?
3. Based on the text, what is the writer’s suggestion?
4. Arrange these jumbled paragraphs into the correct order.
a. Those who want to penalize older, leaded petrol vehicles and their owners don’t seem to appreciate that, in the country, there is no public transport to fall back upon and one’s own vehicle is the only way to get about.
b. In all the discussion over the removal of lead from petrol there doesn’t seem to have been any mention of difference between driving in the city and the country.
c. While I realise my leaded petrol car is polluting the air wherever I drive, I feel that when you travel through the country, where you only see another car every five to ten minutes, the problem is not as severe as when traffic is concentrated on city roads.
d. I feel that country people, who often have to travel huge distances to the nearest town and who already spend a great deal of money on petrol, should be treated differently to the people who live in the city.
Enrichment Material
Name : ……….
Class : ……….
Read the text below and answer the question 1-5!
School uniform is special clothes worn by all students of a particular school. The uniform of a school may differ from others. Why should schools use uniforms? Below are some reasons.
First of all, Notre Dame’s Department of Sociology produced a study in 1998 concerning school uniforms. Their findings using 10th grade students showed that uniforms have no direct effect on
“substance abuse, behavioral problems or attendance.” It also claimed a negative effect on student achievements for those students considered ‘pro-school’.
Secondly, uniform helps to create a strong sense school ethos and a sense of belonging to a particular community. As such it promotes discipline and helps to drive up academic standards, which is why a uniform is often adopted by schools which are being reopened with a fresh start after being classified as failing.
Finally, uniform acts as a social leveler, under which all students are equal in the eyes of the school and of each other. In institutions without uniform students are often competitive and worry endlessly about their appearance and the clothes they should wear. Pupils without expensive designer clothes and trainers may be singled out as social outcasts, or stigmatized as being from poor backgrounds. For these reasons many parents prefer uniforms as they save their money on buying clothes for school wear.
Considering the findings, schools should implement the uniform as their identity. The government should also publish some kind of rule which makes uniform compulsory for schools.
Questions:
1. In institutions without uniform students, one will be regarded poor because he/she………
2. “As such it promotes discipline and helps to drive up academic standards ……” (Paragraph 3).
What does the it word refer?
3. What is the last paragraph about?
4. “…. Substance abuse, behavioral problems or attendance.” (Paragraph 2). The antonym of
“attendance” word is …….
5. Arrange these jumbled paragraphs into the correct order!
Module Exposition Text CLASS X SMA Swasta Seminari Pius XII Kisol Page 17 a. The first, college students are adults, not elementary school children. The student has an ability
to determine which of the acts he should be doing which is not because the student has a different mindset with the child. The student is able to determine what he needs in the course so he will not neglect to improve his knowledge even though he is not attending the class
b. To summarize, attendance in college classes should be optional. Students may already know the material that the professor will cover. Sometimes the professor lectures on material that is in the textbook, so students can read it on their own time. Therefore, in my opinion, compulsory attendance in college classes should be abolished.
c. On my first day of class in an American university, I discovered that there are many differences between universities in US and in my country. One difference hit me immediately when the professor walked into the classroom dressed in casual pants and a sports shirt. Then he sat down, and I received a second shock. He sat down on the desk, not behind the desk. The biggest shock happened when hepassed out a piece of paper listing the requirements of the class. I learned that I was not allowed to miss any classes! In my country, professors do not know or care if students attend lectures, but in the United States, professors actually call the roll at the beginning of each class meeting. In my opinion, compulsory attendance in college is completely inappropriate for two reasons.
d. Students often have other obligations such as work and family. Not infrequently we meet there are students who have to work to help the cost of lectures and this has become a necessity for him. So also with students who already have a family. Sometimes the affairs involving the family are more important than attending the class so the students tend to leave the class because they think the class can be
replaced by learning independently.
III. Teaching Material
Module Exposition Text CLASS X SMA Swasta Seminari Pius XII Kisol Page 18
Module Exposition Text CLASS X SMA Swasta Seminari Pius XII Kisol Page 19
GLOSARIUM
Word Meaning
Exposition A full explanation of a theory, plan, etc.
Bilingual A person who can speaks two languages
Sociology The scientific study of the nature and development and society and social behavior.
Uniform A special set of clothes worn by all members of an organization or group at work, or by children at school.
Preservative The act of keeping something in its original state or in good condition.
Outcasts (of a person) not accepted by society or by a particular group.
Casual Comfortable clothes that you choose to wear in your free time.
Formalin A liquid made by mixing formaldehyde and water, used for preserving biological specimens, making plastics and as a disinfectant.
BIBLIOGRAPHY
Hughes, Arthur. 2003. Testing for Language Teachers. Cambridge: Cambridge University Press.
Priyana, J., Riandi, and Mumpuni, A.P. (2008). Interlanguage: English For Senior High School Students. Grasindo.
Sudarwati,Th. M. & Grace, E (2013). Path Way to English.. Jakarta: Erlangga
Oxford Learner's Dictionaries | Find definitions, translations, and grammar explanations at Oxford Learner's Dictionaries (oxfordlearnersdictionaries.com)
https://www.oxfordlearnersdictionaries.com/
https://www.merriam-webster.com/
