A.

IDENTITAS MODUL
1. Nama Sekolah : MAN 4 KEDIRI
2. Mata Pelajaran : Bahasa Inggris
3. Materi : Discussion Text
4. Fase/ Kelas/ Semester : F/ XI/ 2
5. Tahun Pelajaran : 2023/2024
6. Alokasi Waktu : 2 JP x 45 menit x 3 pertemuan
B. KOMPETENSI AWAL
1. Peserta didik belum mampu mengetahui dan memahami informasi umum Discussion Text
2. Peserta didik cukup mampu menganalisis generic structure dan language features dalam
Discussion Text
3. Peserta didik cukup mampu menganalisis informasi tersurat maupun tersirat dalam
Discussion Text
4. Peserta didik belum mampu menyusun Discussion Text
C. PROFIL PELAJAR PANCASILA & PROFIL PELAJAR RAHMATAN LIL ‘ALAMIN
1. Beriman dan bertaqwa kepada Tuhan YME
Berdoa saat permulaan dan akhir pembelajaran
2. Bernalar kritis
Diimplementasikan pada saat kegiatan ranya jawab terkait materi yang dipelajari
3. Gotong royong dan Syura’ (Musyawarah)
Diimplementsikan pada saat proses pembelajaran berkelompok
4. Kreatif dan Mandiri
Diimplementasikan pada saat mengerjakan tugas secara individu maupun berkelompok
D. TARGET PESERTA DIDIK
1. Peserta didik regular kelas XI
2. Peserta didik dengan kesulitan belajar
E. SARANA PRASARANA
1. Papan tulis
2. Alat tulis
3. LCD proyektor
4. Laptop/ponsel
5. Jaringan internet
6. Handout materi
F. PENDEKATAN, MODEL, DAN METODE PEMBELAJARAN
1. Pendekatan pembelajaran : Student centered
2. Model pembelajaran : Genre Based Approach (GBA)
3. Metode pembelajaran : Ceramah, Tanya jawab, Diskusi, Kerja kelompok
G. CAPAIAN PEMBELAJARAN
Pada akhir Fase F, peserta didik:
Menggunakan teks lisan, tulisan dan visual dalam bahasa Inggris untuk berkomunikasi sesuai
dengan situasi, tujuan, dan pemirsa/pembacanya. Berbagai jenis teks seperti naratif, eksposisi,
diskusi, teks sastra, teks otentik maupun multiteks menjadi rujukan utama dalam mempelajari
bahasa inggris pada fase ini. Peserta didik menggunakan kemampuan bahasa Inggris untuk
 mengeksplorasi teks naratif, eksposisi, dan diskusi dalam berbagai macam topik termasuk isu
sosial dan konteks budaya.
H. TUJUAN PEMBELAJARAN
1. Melalui kegiatan kegiatan pembelajaran interaktif, peserta didik mampu mengeahui dan
memahami informasi umum Discussion Text
2. Melalui kegiatan pembelajaran interaktif, peserta didik mampu menganalisis generic
structure dan language features dalam Discussion Text
3. Melalui kegiatan pembelajaran interaktif, peserta didik mampu menganalisis informasi
tersurat maupun tersirat dalam Discussion Text
4. Melalui kegiatan pembelajaran interaktif, peserta didik mampu menyusun Discussion Text
I. KRITERIA KETERCAPAIAN TUJUAN PEMBELAJARAN
1. Mampu mengetahui dan memahami informasi umum Discussion Text
2. Mampu menganalisis generic structure dan language features dalam Discussion Text
3. Mampu menganalisis informasi tersirat maupun tersirat dalam Discussion Text
4. Mampu menyusun Discussion Text
J. PEMAHAMAN BERMAKNA
1. Pada akhir pembelajaran, peserta didik telah mampu mengetahui dan memahami informasi
umum Discussion Text
2. Pada akhir pembelajaran, peserta didik telah mampu menganalisis generic structure dan
language features dalam Discussion Text.
3. Pada akhir pembelajaran, peserta didik telah mampu menganalisis informasi tersurat maupun
tersirat dalam Discussion Text
4. Pada akhir pembelajaran, peserta didik telah mampu menyusun Discussion Text
K. PERTANYAAN PEMANTIK
1. Have you ever heard about Discussion Text?
2. Have you ever discussing about something, and then your friend has a different argument?
3. How do you solve the problem in arguing different statement?
L. KEGIATAN PEMBELAJARAN

Pertemuan 1 A. Pendahuluan (10 menit)

1. Guru melakukan pembukaan dengan salam pembuka dan berdoa.
2. Guru menanyakan kehadiran dari setiap peserta didik
3. Guru menyiapkan peserta didik secara fisik dengan melakukan gerakan-
gerakan sederhana (Ice breaking)
4. Guru menyampaikan tujuan pembelajaran
5. Guru memberikan pertanyaan pemantik
a) Have you ever heard about Discussion Text?
b) Have you ever discussing about something, and then your friend has a
contra argument?
c) How do you solve the problem in arguing different statement?

B. Kegiatan Inti (70 menit)

Building Knowledge of Field

 1. Peserta didik disajikan sebuah gambar sebagai sumber diskusi

2. Peserta didik diberi beberapa pertanyaan untuk mengungkap argument

terkait gambar yang disajikan
3. Peserta didik bersama dengan guru mendiskusikan beberapa argument
tersebut

Modelling of the Text

1. Peserta didik menyimak penjelasan materi melalui media powerpoint dan
penjelasan guru
2. Peserta didik memberi tanggapan maupun bertanya jawab terkait materi
tersebut
3. Peserta didik diberi contoh teks terkait dengan materi
4. Peserta didik mendiskusikan isi teks didampingi oleh guru
C. Penutup (10 menit)
1. Sebelum mengakhiri pembelajaran guru mengajak peserta didik
menyimpulkan bersama materi yang telah dipelajari hari ini
2. Guru melakukan refleksi bersama peserta didik
3. Guru menyampaikan kegiatan pembelajaran untuk pertemuan berikutnya
4. Guru menyampaikan pesan motivasi kepada peserta didik
5. Pembelajaran diakhiri dengan salam dan do’a penutup

Pertemuan 2 A. Pendahuluan (10 menit)

1. Melakukan pembukaan dengan salam pembuka dan berdoa.
2. Menanyakan kehadiran dari setiap peserta didik
3. Menyiapkan peserta didik secara fisik dengan melakukan gerakan-
gerakan sederhana (Ice breaking)
4. Guru mengulas kembali materi yang diberikan pada pertemuan
sebelumnya.
5. Menyampaikan tujuan pembelajaran.
6. Guru meminta peserta didik untuk mempersiapkan diri melakukan
kegiatan selanjutnya.

B. Kegiatan Inti (70 menit)

Join Construction of the Text
1. Peserta didik membentuk grup dengan anggota yang sama seperti
peertemuan sebelumnya
2. Setiap kelompok memilih salah satu gambar dengan media spinning
 wheel
3. Peserta didik diminta untuk membuat mindmap yang berisi argument pro
dan kontra terkait gambar yang didapat
4. Peserta didik diperbolehkan untuk meminta bantuan kepada guru apabila
menemui kendala
5. Peserta didik menyelesaikan tugas tersebut untuk dipresentasikan

Penutup (10 menit)

1. Sebelum mengakhiri pembelajaran guru mengajak peserta didik
menyimpulkan bersama materi yang telah dipelajari hari ini
2. Guru melakukan refleksi bersama peserta didik
3. Guru menyampaikan kegiatan pembelajaran untuk pertemuan berikutnya
4. Guru mengakhiri kegiatan belajar dengan memberikan feedback dan
motivasi mengenai kegiatan yang telah dilakukan agar tetap semangat
belajar dan diakhiri dengan berdoa/salam penutup.

Pertemuan 3 A. Pendahuluan (10 menit)

1. Melakukan pembukaan dengan salam pembuka dan berdoa.
2. Menanyakan kehadiran dari setiap peserta didik
3. Menyiapkan peserta didik secara fisik dengan melakukan gerakan-
gerakan sederhana (Ice breaking)
4. Guru mengulas kembali materi yang diberikan pada pertemuan
sebelumnya.
5. Menyampaikan tujuan pembelajaran.
6. Guru meminta peserta didik untuk mempersiapkan diri melakukan
kegiatan selanjutnya.

B. Kegiatan Inti (70 menit)

Independent Construction of the Text

1. Peserta didik diminta untuk menyimak sebuah video terkait sebuah
issue
Pros and cons of fast food:
[Link]
2. Peserta didik secara individu membuat discussion text tentang fast food
dengan ketentuan yang ditetapkan
3. Peserta didik diperbolehkan untuk meminta bantuan kepada guru saat
menemui kendala
4. Peserta didik mengunggah hasil kerja pada akun Instagram kelas

C. Penutup (10 menit)

1. Sebelum mengakhiri pembelajaran guru mengajak peserta didik
menyimpulkan bersama materi yang telah dipelajari hari ini
 2. Guru melakukan refleksi bersama peserta didik
3. Guru menyampaikan kegiatan pembelajaran untuk pertemuan
berikutnya
4. Guru mengakhiri kegiatan belajar dengan memberikan feedback dan
motivasi mengenai kegiatan yang telah dilakukan agar tetap semangat
belajar dan diakhiri dengan berdoa/salam penutup.

M. REFLEKSI PESERTA DIDIK DAN GURU

Refleksi peserta didik 1. Apakah kamu suka dengan kegiatan pembelajaran ini?
2. Adakah hal menarik lainnya?
3. Kesulitan apa saja yang kamu temui dalam belajar materi
Discussion text ini?
4. Apakah kamu merasa puas memiliki ide untuk membuat teks
Discussion pada kegiatan pembelajaran yang telah kamu
lalui?
Refleksi guru 1. Apakah kegiatan membuka pelajaran yang saya lakukan
dapat mengarahkan dan mempersiapkan siswa mengikuti
pelajaran dengan baik?
2. Bagaimana tanggapan siswa terhadap kegiatan belajar yang
saya rancang?
3. Bagaimana tanggapan siswa terhadap metode atau teknik
pembelajaran yang saya gunakan?

N. ASESMEN
1. Asesmen Diagnostik : Tes tertulis
2. Asesmen Formatif : Tes tertulis dan produk
b. Pengetahuan (LKPD)
c. Keterampilan
d. Sikap
3. Asesmen Sumatif : Tes terulis
O. REMIDIAL & PENGAYAAN
1. Remidial
Peserta didik dengan kemampuan yang belum memenuhi kriteria diberikan [Link]
2. Pengayaan
Peserta didik dengan kemampuan yang sudah mencapai kriteria diberikan pemantapan materi
berupa mencari contoh teks yang kemudian dirangkum menjadi paragraph singkat
P. SUMBER BELAJAR/ REFERENSI
1. Rida Afrilyasanti, (2021), Buku Panduan Siswa Bahasa Inggris Tingkat Lanjut untuk SMA
Kelas XI, Jakarta, Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik
Indonesia.
2. Anik Muslikah Indriastuti, (2021), Buku Panduan Guru Bahasa Inggris Tingkat Lanjut untuk
SMA Kelas XI, Jakarta, Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi
Republik Indonesia
Q. GLOSARIUM
1. Discussion Text: A text that presents both sides of an issue or argument
 2. Issue: Contains of statement and preview about something
3. Arguments for/pro: Present the argument to support that one point is agreeing
4. Arguments against/contra: Present the arguments which disagree to the stated issue
5. Conclusion/Recommendation: Stating the writer’ recommendation of the discourse
R. LAMPIRAN
1. Materi ajar
2. Media pembelajaran
3. Asesmen diagnostik
4. Penilaian pengetahuan: LKPD
5. Penilaian sikap
6. Penilaian keterampilan
7. Asesmen sumatif
8. Instrumen Penilaian
S. DAFTAR PUSTAKA
1. Rida Afrilyasanti, (2021), Buku Panduan Siswa Bahasa Inggris Tingkat Lanjut untuk SMA
Kelas XI, Jakarta, Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik
Indonesia.
2. Anik Muslikah Indriastuti, (2021), Buku Panduan Guru Bahasa Inggris Tingkat Lanjut untuk
SMA Kelas XI, Jakarta, Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi
Republik Indonesia
3. Link canva materi ajar
[Link]
utm_content=DAGD1pPRuf8&utm_campaign=designshare&utm_medium=link2&utm_sour
ce=sharebutton
4. Link video issue
[Link]
5. [Link]
6. [Link]
7. [Link]
[Link]
8. [Link]
Kediri, 13 Maret 2024

Kepala Madrasah MAN 4 Kediri Guru Pamong

Drs. H. Slamet Hariyanto, [Link].i. Mufah Himah Aini, S.S.

196610151999031005 198603092023212027

Mahasiswa Penyusun Modul

 Wanda Sheilina Salsabila
T. ISI LAMPIRAN
1. Materi ajar

DISCUSSION TEXT
Introduction
Discussion is a text which presents a problematic discourse. This problem will be
discussed from different points of view. It presents pro and contra opinion on certain issue.
Discussion texts are usually written in the present tense. Discussion is a process to find the meet
point between two different ideas. It is important to get the understanding between the two
differences. In many social activities, discussion is the effective way to calm down any friction
and difference in thought, perception and recommendation.
Social Function
The purpose of a discussion text is to present arguments and information from differing
viewpoints.
Generic Structure
1. Issue
This part states the author’s point of view (thesis), preview of the arguments that will
follow in the next section, and a question or emotional statement to get the audience’
attention.
2. Arguments
 Arguments for/pro
The writer offers opinions or arguments which support the issue. There are two
components in this part, i.e. main argument and elaboration or supporting details. To
understand this part better, student may use these following clues available in ‘argument
for’: support, agree, like, proponent, supporter, fond of, advantage, approve, benefit,
strength, positive, agreement, pro, plus, favor, good point, etc.
 Arguments against/contra
The next step is presenting the contradictory opinions. Similar to arguments for, it starts
with the main argument and followed by supporting details. Clues for this part are as
follows: oppose, disagree, dislike, opponent, disappointed, disadvantage, disapprove,
object to, condemn, weakness, negative, disagreement, contra, minus, bad point, contrast,
etc.
3. Conclusion/Recommendation
In this section, the writer has found the common ground between the conflicting
viewpoints. It is either a conclusion which shows that the writer is being neutral (doesn’t
take sides) or a recommendation where the writer takes one of the sides (pro or contra).
Language features
1. Simple present tense
2. Thinking verb; feel, hope, believe, etc
3. Contrastive conjunction; however, on the other hand, but, in other side, although, etc
4. Modal; must, should, could, may, etc
5. Adverbial of manner; deliberately, hopefully, etc
Example
Video Games

Nowadays, the video games industry is developing rapidly. It becomes a multi-billion

dollars industry. Video games have become an important part not only in the children’ life, but
also in the adults’ life. Nevertheless, there is an argument whether video games bring good or
bad influences on children.

People who have a pro argument claim that video games give a lot of benefits, playing
video games is a good way to kill children’s boredom. It can refresh the children’s mind after a
tiring school day. Moreover, they also argue that video games can trigger children to be more
creative because the games provide challenging ways to win. In other words, they believe that
the video games can actually sharpen a human’s brain.

Conversely, some people believe that video games make children lazy. They argue that
playing video games is addictive. As a consequence, most of the children prefer playing video
games to studying. These children find it hard to concentrate on their study because they always
think about how to spend more time playing video games. In fact, there are also some children
who skip their extracurricular lessons, just because they want to play video games. In addition,
most of the video games often expose too much violence. Two years ago in the USA, for
example, a student shot his teacher and some of his friends. Newspapers said that the boy was
deeply influenced by the actions in the video games he used to play with.

It is obvious that video games have more disadvantages than advantages. Therefore,
parents should be very careful in selecting the appropriate games for their children.

Adapted from Discussion Text: Pengertian, Tujuan, Struktur & Contoh | Bahasa Inggris Kelas 12
([Link]).

2. Media pembelajaran
Canva presentation

3. Asesmen Diagnostik
1. Diagnostik Non-Kognitif & Kognitif
Nama:
Kelas:
Nomor:

Bacalah pertanyaan berikut dengan seksama, kemudian pilih jawaban yang sesuai
dengan diri Anda!

1. Saat Anda belajar materi baru, Anda lebih suka:

 A. Mendengarkan penjelasan dari guru
B. Melihat diagram atau gambar yang menjelaskan konsep
C. Melakukan kegiatan praktik langsung atau bergerak
2. Saat Anda menghadapi materi yang sulit dipahami, cara terbaik bagi Anda untuk
memahaminya adalah dengan:
A. Mendengarkan penjelasan ulang atau diskusi tentang materi tersebut
B. Melihat contoh atau diagram yang menjelaskan konsep tersebut
C. Mencoba mengerjakan tugas atau melakukan eksperimen
3. Saat Anda belajar, apakah Anda lebih suka:
A. Berpartisipasi dalam diskusi atau ceramah
B. Melihat presentasi visual atau slide
C. Melakukan kegiatan fisik atau praktek langsung
4. Ketika Anda mengingat informasi penting, Anda cenderung:
A. Mengingat suara atau kata-kata yang dengar
B. Mengingat gambar atau visual yang lihat
C. Mengingat tindakan atau pengalaman yang lakukan
5. Anda merasa lebih nyaman saat:
A. Mendengarkan instruksi atau penjelasan lisan
B. Membaca petunjuk atau informasi tertulis
C. Mencoba sendiri atau melakukan percobaan

Read the text below for question 6-8!

Television has certainly changed our lives. Today, most people prefer watching TV to
going to the cinema. Without it, nobody would have paid much attention to national or
international – historical, political, sport, etc – events. Even, television proved that pictures
of suffering can move a nation to pity. Besides, many things can be learnt from TV

Are there any advantages of TV? Many parents admitted that they found difficulties to stop
their children’s bad habit, for example, they spend their leisure time for watching TV more
than reading. Children become very lazy and irresponsible for their tasks. This is of course
denied by TV producers or people whose works is related to TV.

They are very sure that there are a lot of benefits of TV for viewers, especially children or
students. On the other hand, they honestly admit that TV programs can endanger children’s
mental. They regret because parents sometimes don’t have much time to watch TV together
with their children. They suggest parents to have more discussion with their children on any
programs they have seen.

6. What kind of the text above?

A. News item
B. Descriptive
C. Narrative
D. Discussion
E. Report
7. What does paragraph 2 tell us about TV?
A. The benefit of TV for viewers, especially for parents
B. The difficulties of students in stopping their bad habit
C. The disadvantage of TV programs to children and students
D. The contrary of producer to people who work for TV
 E. The different point of views between many parents and children
8. “On the other hand, they honestly admit that TV programs…” (Paragrap-3) The word
“they” refers to ….
A. TV programs.
B. TV producers
C. Benefits of TV
D. Many parents
E. Children

Read the text below for question 9-10!

The government has decided to submit the draft of the bill against pornography and
pornographic acts. The bill states that anyone engaging in pornography is punishable by law.
This includes public acts such as spouses kissing and people sunbathing in bikini or
swimwear. As a consequence, the bill causes controversy.

The government argues that the bill is made to protect women’s right. Women have so far
been the object of exploitation in mass media and this only gives more benefits to the owner
of the business.

Woman activists, on the other hand, argue that the bill will limit women’s freedom. They
believe the bill will dictate what women should wear and on how to dress and behave. If
they fail following the rule, they will get penalties between Rp50 million and Rp1 billion.

Nevertheless, I do support the bill against pornography and pornographic acts. I believe that
the bill can decrease the rampant pornography shown or written in mass media that gives
bad effects on young generations.

9. What is the purpose of the text?

A. To persuade people that the bill against pornography is necessary
B. To describe the bill against pornography and pornographic
C. To present two points on of view about the bill against pornography
D. To explain the process involved in the draft-making of the bill against pornography
E. To inform the reader about the bill against pornography
10. What is the first paragraph called?
A. Orientation
B. Issue
C. Argument
D. Preview
E. Conclusion
4. LKPD
Activity 1
1. Spin the wheel to get a picture (online shopping/online learning)

or
2. Work in group to identify and discuss the picture
3. Make a mind-map that consist of argument pro and argument contra based on the picture
 you get
Member of the group:

The Pros and Cons of …….

(Stick the picture)

Argument Pro Argument Contra

Activity 2
1. Watch the video of “the pros and cons of fast food”
2. Write a short discussion text by your own based on the topic you have
watched
3. Pay attention to the classification of the text
4. Upload your work on the class’s IG account

Name:
Number:
the pros and cons of fast food

Issue

Argument pro

Argument contra

Conclusion

5. Penilaian sikap
Profil Pelajar Pancasila & Profil Pelajar Rohmatan Lil ‘Alamin
Bertaqwa kepada Tuhan Berdoa dengan sungguh-sungguh
YME Berperilaku santun selama pembelajaran berlangsung
Mandiri Berani mengambil keputusan
Mampu mengembangkan kemampuan diri
Bernalar kritis Berpikir kritis dan analitis terhadap informasi yang diterima
Gotong royong Mampu bekerja sama dengan baik
Mampu berkontribusi terhadap kelompok
Kreatif Mampu mengaplikasikan ide sesuai dengan konteks
Mampu menyampaikan gagasan
Musyawarah Mampu menghargai pendapat orang lain
Mampu menerima keputusan bersama
 Profil Pelajar Pancasila & Profil Pelajar Rohmatan Lil ‘Alamin
No Nama Bertaqwa Mandir Bernala Goton Kreati Musyawara
. kepada Tuhan i r kritis g f h
YME royong

Pada kolom penilaian diisi sebagai berikut:

1= cukup baik 2= baik 3= sangat baik
6. Penilaian keterampilan
Skor
Aspek penilaian
1 2 3 4 5
Menyimak penjelasan materi dengan baik
Mengerjakan tugas kelompok/ idividu dengan baik
Aktif memberi respon saat pembelajaran
Tertib dan rapi saat pembleajararn
keterangan skor: 1= kurang 2= cukup 3= sedang 4= baik 5= sangat baik
Nilai = jumlah skor perolehan x 20
7. Asesmen sumatif
Read the following text to answer the question 1-5!
Two students were discussing the school’s new rule that all students must wear a cap
and a tie. One of them showed her annoyance. She said that wearing a cap and a tie was
only suitable for a flag rising ceremony. So, she was against the rule.

Contrary to the girl’s opinion, the other students was glad with it. The boy said that he
didn’t mind with the new rule because wearing a cap and a tie will make the students
look great and like real educated persons. The first student gave the reasons that they
would feel uncomfortable and hot. Moreover, the classrooms were not air conditioned.
The second said it wasn’t a big problem. He was sure that the students would wear
them proudly. They would surely be used to it any way.
1. The two students are discussing ……….
A. The facilities in school
B. Their uniform
C. Their family
D. Their homework
E. Their friends
2. The boy said that he agreed with the new rule in his school. Which statement shows his
agreement?
A. He was not annoyed
B. He didn’t like wearing a cap and a tie
C. He would not obey the rule
D. He didn’t mind wearing a cap and a tie
E. He didn’t care about the rule
3. The boy believed that all students would …..
A. Have a high spirit to study
B. Follow the new rule
C. Solve their own problem
D. Feel comfortable
E. Care for their environment
4. One of them showed her annoyance. (Paragraph 1). The underlined word has the closest
meaning to …….
A. Responsibility
B. Agreement
C. Response
D. Displeasure
E. Applause
5. The communicative purposes of the text is …
A. To analyze something worthy in an issue
B. To describe that something should or should not be in the case
C. To persuade the readers by presenting arguments
D. To explain the readers by persuading
E. To present information and opinions about more than one side of an issue
Read the following text to answer the question 6-10!
Advertisements
There are many reasons for both sides of the question, "Should we have printed
advertisement'?" Many people have strong views and feel that ads are nothing more than
useless junk mail, while other people feel it is important source information.

There are some reasons why we should have advertisement in newspaper and
magazines. One reason is ads give us information about what is available. Looking at
ads we can find out what is on sale and what is new in the market. This is an easy way
of shopping. Another reason is that advertisement promotes business. When shop
owners compete against each other the buyer saves money, more people come to their
shops and they sell more goods.

On the other hand, some people argue that ads should not be put in newspapers and
magazines for these various reasons. Firstly, ads cost the shopkeepers a lot of money to
print onto paper. Also some people don't like finding junk mail in their letter boxes. Ads
also influence people to buy items they don't need and can't really afford. Ads use up a
lot of space and a lot of effort has to be made the ads eye-catching.

After looking at both sides of issue, I think we should not have advertisements because
they cost a lot of money and take up a lot of room in the papers. I don't think I find some
of them interesting. I mainly disagree because it's junk mail.
6. Why does the writer present two sides of opinions of advertisements?
A. She/he wants to take side
B. She/he wants to be in the affirmative side
C. She/he uses the opinions to emphasize her own stance
D. She/he wants the readers know the opinion about the issue
E. She/he wants the readers to understand her stance
7. The writer influences the readers by repeatedly saying that ....
A. The ads are only garbage
B. The ads contain unimportant business information
C. The ads promote unnecessary service products
D. The ads inform us tips of easy shopping
E. The ads become the source of information
8. "Ads use up a lot of space and a lot of effort has to be made the ads eye-catching. The
 underlined word is closest in meaning to ....
A. Newsworthy
B. Subtle
C. Plain
D. Impressive
E. Delicate
9. What is the generic structure of the text?
A. Arguments-Recommendation-Thesis
B. Recommendation-Issue-Arguments-Thesis
C. Issue-Supporting Points-Contrasting Points-Conclusion
D. Thesis-Supporting Points-Contrasting Points-Reiteration
E. Reiteration-Arguments-Thesis
11. "... their shops and they sell more goods." (paragraph 2) The underlined word refers to
[Link]
[Link] owners
[Link]
[Link]
E. Advertiser
1. Remidial & Pengayaan
Remidial
Read the text below
There are a lot of discussions as to whether children should be given homework or not.

Some people claim that children to enough work in school already. They also argue that
children have hobbies that they want to do after school, such as sports or music. A further
point they make is that a lot of homework is pointless and doesn't help the child learn at all.

However, there are also strong arguments against this point of view. Parents and teachers
argue that it is important to find out whether children can work on their own without the
support from the teacher. They say that the evening is a good time for children to sit down
and think about what they have learned in school.

Furthermore, they claim that the school day is too short to get anything done that needs
doing and it makes sense to send home tasks like independent reading or further writing
tasks that don't need teacher's support.

On balance, I think that some homework is a good idea but that it should only given at the
weekend when children have more time.

1. How do we compare the second and the fourth paragraph ....

A. Both paragraphs argue that homework is necessary for students
B. Unlike the fourth paragraph, the second paragraph argues that homework is
unnecessary
C. The second paragraph supports that students need homework, but the fourth
paragraph does not
D. The second paragraph and the fourth paragraph argue that students do not need
homework
E. The second and the fourth paragraphs do not say anything about the benefit of
homework
 2. How many reasons are presented by those who are against homework ....
A. 1
B. 2
C. 3
D. 4
E. 5
3. Those who are pro homework think that the students can ..... in the evening.
A. Prepare for the next lesson
B. Review their lessons
C. Enjoy their pastime
D. Do their hobbies
E. Test themselves
4. "A further point they make is that a lot of homework is pointless and doesn't help the
child learn at all." (Paragraph 2). The underlined word is synonymous with ....
A. Terrible
B. Careless
C. Difficult
D. Unimportant
E. Uninteresting
5. What is the writer's suggestion about homework ....
A. Homework is pointless
B. Homework is badly needed
C. Homework should be given at weekend
D. Student should not be given any homework
E. Student must frequently have homework

Pengayaan
Find a Discussion text and then retell by using your own sentences
2. Instrument penilaian
LKPD I
Score Grammar Vocabulary Detailed
Information
25 True and correct True and correct Very detailed and
complete
20 True enough and True enough and Quite detailed and
precise enough precise enough complete
15 Not quite correct Not quite correct Less detailed and
and not quite right and not quite less complete
right
10 = jumlah
Nilai Incorrect
skorand not
perolehan +Incorrect
25 and Not detailed and
appropriate not incomplete
appropriate

LKPD II
Nilai = jumlah skor perolehan
Score Grammar Vocabulary Detailed Text Structure
Information
25 True and correct True and correct Very detailed and Perfect fit, no
complete errors
20 True enough and True enough and Quite detailed and Quite appropriate
precise enough precise enough complete and
understandable
15 Not quite correct Not quite correct Less detailed and Less appropriate
and not quite right and not quite less complete and less
right understandable
10 Incorrect and not Incorrect and Not detailed and Inappropriate and
appropriate not incomplete incomprehensible
appropriate

Asesmen sumatif

Benar = 10
Salah =0
Nilai = jawaban benar x 10