PPM

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PERENCANAAN PEMBELAJARAN MENDALAM (PPM) Mata Pelajaran : Bahasa Inggris

Topik : Report Text – Indonesian Indigenous Animals

Kelas : IX

Alokasi Waktu : 3 x Pertemuan (6 x 40 minutes)

Identifikasi

Peserta Didik:

✅Telah mendapatkan pembelajaran teks deskripsi di kelas 7 dan 8. (diuraikan hasil asesmen awal)

✅Memiliki minat pada kegiatan berkolaborasi dan penggunaan IT.

✅Wilayah lingkungan perkotaan sehingga jarang melihat langsung hewan asli Indonesia.

Materi Pelajaran

✅Pemahaman: Struktur dan fitur-fitur kebahasaan teks Report

✅Aplikasi: Penulisan dan Presentasi Teks Report

✅Karakter dan Nilai2: Menghargai keanekaragaman hayati dan mendorong kecintaan terhadap alam

Dimensi Profil Lulusan:

DPL 1

Keimanan dan Ketakwaan terhadap Tuhan YME

√

DPL 3 Penalara n Kritis

√ DPL 5

Kolaborasi DPL 7 Kesehata n

DPL 2

Kewargaan √ DPL 4

Kreativit as

DPL 6 Kemandiri

an √ DPL 8

Komunika si

Desain

Pembelajaran Capaian Pembelajaran:

Elemen Deskripsi

Membaca –

Memirsa Peserta didik membaca dan merespons teks familiar dan tidak familiar yang mengandung struktur yang telah dipelajari dan kosakata yang familiar secara mandiri. Peserta didik mencari dan mengevaluasi ide utama dan informasi spesifik dalam berbagai jenis teks. Teks ini dapat berbentuk cetak atau digital, termasuk diantaranya teks visual, multimodal atau interaktif. Peserta didik mengidentifikasi tujuan teks dan mulai melakukan inferensi untuk memahami informasi tersirat dalam sebuah teks.

Menulis –

presentasi Peserta didik mengomunikasikan ide dan pengalaman mereka melalui paragraf sederhana dan terstruktur, menunjukkan perkembangan dalam penggunaan kosakata spesifik dan struktur kalimat sederhana.

Menggunakan contoh, peserta didik merencanakan, menuliskan, dan menyajikan berbagai jenis teks dengan menggunakan kalimat sederhana dan majemuk untuk menyusun argumen dan menjelaskan atau mempertahankan suatu pendapat. Peserta didik berupaya untuk menulis kata-kata baru berdasarkan pemahaman mereka terhadap hubungan huruf bunyi dalam bahasa Inggris. Peserta didik menunjukkan

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pemahaman yang lebih konsisten bahwa teks dalam bahasa Inggris ditulis dengan kaidah (konvensi) yang disesuaikan dengan konteks dan tujuannya.

Lintas Disiplin Ilmu:

IPA - Keanekaragaman Hayati (Fauna) Tujuan Pembelajaran:

Pertemuan 1.

1. Mengidentifikasi struktur dan karakteristik teks report.

Pertemuan 2.

2. Menemukan berbagai informasi dalam sebuah teks report.

3. Menulis teks report binatang asli Indonesia.

Pertemuan 3.

4. Mempresentasikan teks report Topik Pembelajaran:

“Indonesian Indigenous Animals”

Praktik Pedagogis:

✅ Text-Based Approach – Building Knowledge, Modelling, Joint Construction, Independent Construction

✅ Collaborative Learning – Think Pair Share

✅ Group discussions, peer reviews, and presentations.

Kemitraan Pembelajaran:

✅ Guru IPA -

✅ Komunitas Pecinta Hewan Lingkungan Pembelajaran:

✅Ruang fisik: ruang kelas, perpustakaan

✅Ruang virtual: Google Docs untuk penulisan secara kolaboratif, Canva untuk presentasi

✅Budaya belajar: Menghargai alam, dan budaya gotong royong dalam menyelesaikan tugas yang bermakna.

Pemanfaatan Digital:

Perencanaan:

✅Guru mengakses web https://www.nationalgeographic.com/animals/reptiles/facts/komodo- dragon.

Proses:

✅Siswa mengakses website untuk memperoleh data

✅Siswa mengunakan gambar, video dan paparan digital

✅Siswa menggunakan Padlet dan Google Classroom Asesmen:

✅Penggunaan Googledocs & Canva

Pengalaman Belajar

Langkah-Langkah Pembelajaran AWAL (Berkesadaran, Bermakna) – 20 menit

1. Icebreaker: Guru memperlihatkan gambar/video binatang asli Indonesia dan bertanya

“What do you know about these animals?”

2. Tujuan Pembelajaran: Guru menyampaikan tujuan pembelajaran dan pentingnya mempelajari topik terkait hewan asli Indonesia.

INTI (Bermakna, Menggembirakan, Berkesadaran) – 200 menit

✅ Memahami (Berkesadaran & Bermakna) - 80 Minutes BKOF

1. Think-Pair-Share: Siswa menjawab tantangan pertanyaan berikut: “If you could be an

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animal, which would you choose and why?”

2. Mendata berbagai fitur terkait binatang berdasarkan jawaban dari pertanyaan di langkah 1.

MOT

3. Membaca sebuah teks report tentang the Komodo Dragon.

4. Menganalisis: General Classification & Description (Appearance, Habitat, Diet, Behaviour, Conservation Status).

5. Mendiskusikan: Language features: simple present tense, factual language, and technical vocabulary.

6. Mengerjakan: Latihan terkait fitur kebahasaan teks report (LKPD).

7. Membandingkan dengan sebuah teks deskripsi untuk menemukan perbedaannya dengan teks report.

✍️ Mengaplikasi (Bermakna & Mengembirakan) - 60 Minutes JCOT

1. Kerja kelompok: Tiap kelompok memilih binatang yang berbeda (e.g., Sumatran Rhino, Bekantan, Maleo Bird).

2. Masing-masing kelompok mencari data dan menyusun teks r eport sebagai berikut:

o Gather facts from books and online sources.

o Organize findings into a structured report.

o Write using the correct language featuresi

3. Kegiatan kreatif: Design a poster, infographic, or digital slideshow about the animal.

Refleksi (Berkesadaran & Bermakna) - 70 Minutes ICOT

1. Presentation & Feedback:

o Each group presents their report text. Masing-masing kelompok mempresentasikan teks report mereka.

o Peers provide constructive feedback using a simple evaluation rubric.

Kelompok lain memberi tanggapan menggunakan rubrik evaluasi.

PENUTUP (Mindful & Meaningful) - 10 Minutes 1. Self-Reflection:

o “What did I learn in this lesson?”

o “What was the most interesting fact I discovered?”

2. Siswa menarik kesimpulan terkait pembelajaran teks report.

3. Guru memberi penghargaan terhadap usaha murid selama proses pembelajaran.

4. Guru memberi informasi singkat/asesmen awal terkait pembelajaran berikutnya.

Asesmen Pembelajaran

Asesmen pada Awal Pembelajaran:

- Deskripsikan salah satu hewan yang dapat kamu temukan di sekitarmu. (boleh hewan peliharan, atau hewan liar). Tulisan minimal terdiri dari 100 kata.

(Tujuan asesmen ini untuk mengetahui sejauh mana siswa telah menguasai penggunaan fitur kebahasaan teks deskripsi dan pemilihan kosa kata teknis untuk menggambarkan seekor binatang)

Asesmen pada proses:

✅ Group research quality and organization.

✅ Writing assessment using a rubric (structure, accuracy, creativity).

✅ Peer review on clarity and content accuracy.

Asesmen pada akhir:

✅ Final Product: Written report + creative presentation.

✅ Speaking Assessment: Group presentations and Q&A session.

✅ Reflection Journal: Students write about their experience learning and working in groups.

LAMPIRAN:

1. Materi

REPORT TEXT

LANGUAGE FEATURES TEXT

STRUCTURE

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GENERAL

CLASSIFICATION

Komodo Dragon

Komodo dragon (Varanus komodoensis) is the largest living species of lizard in the world. It is a type of monitor lizard and is native to a few Indonesian islands, including Komodo, Rinca, Flores, and Gili Motang. Known for its large size, powerful build, and unique hunting abilities, the Komodo dragon is a fascinating predator.

DESCRIPTION

Komodo dragons can grow up to 3 meters (around 10 feet) in length and weigh over 70 kilograms (about 150 pounds). They have strong, muscular bodies, thick tails, and scaly skin. Their forked tongues help them detect smells from several kilometers away, aiding in locating prey. They are usually grayish-brown in color and have sharp claws and serrated teeth.

These reptiles are found in dry, open grasslands, savannas, and tropical forests at low elevations. Komodo dragons are endemic to Indonesia and can only be found in a few islands in the region. They prefer hot and dry climates and often dig burrows for shelter.

Komodo dragons are carnivores and top predators in their habitat. They eat a variety of animals, including deer, wild boars, and smaller reptiles. They are also known to consume carrion (dead animals). Komodo dragons have a powerful bite, and their saliva contains toxic bacteria and venom, which can weaken or kill their prey over time. They often follow injured animals for hours before attacking again.

Komodo dragons usually breed between May and August, and females lay about 15–30 eggs in September. The eggs are buried in the ground and hatch after about eight months. Baby dragons are vulnerable and often live in trees for safety until they grow larger.

The Komodo dragon is listed as Endangered on the IUCN Red List. Its population is threatened by habitat loss, natural disasters, and human activities. Conservation efforts are being made through national parks like Komodo National Park, where the species is protected.

2. LKPD FORMATIVE LKPD 1

To describe a thing/event in general. It contains facts that can be scientifically proven.

1.

General Classification

It contains general information based on the author's observations

2. Description

It contains a deeper description of the details of the author's research results in detail.

1.

Using present tense

Example: Komodo dragon is a carnivore; Javan rhinos are endemic animals.

2.

Using general noun (not specific noun)

Example: Persian cat (general); not ‘My Little Cat’ (specific)

3.

Using action verb

Example: turtles can swim very well in water.

4.

Using noun phrase

Example: a fascinating predator; strong muscular bodies; a powerful bite SOCIAL

FUNCTION

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Read this journal about Komodo Dragon :

https://www.nationalgeographic.com/animals/reptiles/facts/komodo-dragon.

1. SUMMARIZE THE TEXT FROM EACH PARAGRAPH!

Paragraph 1 (What is Komodo Dragon?

Paragraph 2 (Habitat) Paragraph 3 (Reproduction) Paragraph 4 (Diet) Paragraph 5 (Feeding) Paragraph 6

(Threats to Survival) Paragraph 7

(Conservations)

2. Based on the journal and summary, make a short report text about Komodo Dragon with your own understanding!

LKPD 2

THINK PAIR SHARE / GROUP DISCUSSION

Watch this video about UJUNG KULON NATIONAL PARK: https://www.youtube.com/watch?v=C7OgLjiEoOg There are 16 parts in the video about Ujung Kulon National Park. Make a group/pair and discuss about the video. Write it down in GoogleDocs.

Find some interesting facts about Ujung Kulon National Park!

1.

2.

3.

4.

5.

dst

Based on the video, we can learn about Javan Rhino which is listed as endangered animal.

Please do some research about Javan Rhino and write a report about it in the group! Remember to analyse the generic structures, social function, and language features from your report! Present the result at the next meeting and ask for other groups’ reviews of your work.

You can use Canva or other apps to support your presentation.

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3. Rubrik/Soal Asesmen RUBRIC

📝 Writing (Report Text Assessment)

Criteria 4 (Excellent) 3 (Good) 2 (Needs

Improvement) 1 (Emerging) Structure Follows report text

structure perfectly

Mostly correct

structure Some missing parts Not structured well Content Informative, accurate,

detailed

Some details missing

Lacks clarity and

accuracy Very little information Grammar Correct tense and

vocabulary

Some minor mistakes

Several grammar

issues Many errors affecting meaning Creativity Visually appealing with

engaging elements

Good effort in presentation

Some effort but lacks

creativity Minimal effort, not engaging Speaking (Presentation Assessment)

Criteria 4 (Excellent) 3 (Good) 2 (Needs Improvement) 1 (Emerging) Fluency Smooth and confident

delivery Few hesitations Many pauses, lacks confidence

Struggles to speak clearly

Pronunciation Clear and accurate Mostly clear Some words

mispronounced Hard to understand Engagement Interactive, expressive, and

well-paced

Good eye contact and volume

Limited expression and volume

No expression, monotone voice Visuals Creative and informative Mostly relevant and

clear Some elements unclear Minimal or no effort in visuals

………., ………

Mengetahui, Guru Mapel Kepala

……….. ………

NIP. ………. NIP………

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