Name: Imelda Agusta Putri
Class: PBI-2A
NIM: 20230410012
TEACHING MODULE
GENERAL INFORMATION
A. Module Identification
School Identity : SMAN 1 Cigugur
Core Topic : Bahasa Inggris
Learning Content : Procedure Text
Grade Level :X
Phase :E
Time Allocation : 2 x 45 Menit
B. Initial Competencies
Procedure text is a text that explains, informs, or helps the reader on how to make or
use something. It aims to enable students to identify the characteristics of procedure
texts and to comprehend the content of simple texts that explain how to make or do
something.
C. Pancasila Student Profile Atributes
Character 4C
1. Religious 1. Creativity
2. Responsible 2. Critical thinking
3. Cooperation 3. Collaboration
4. Dicipline 4. Communication
5. Honesty
D. Facilities and Infrastructure
Laptop
PowerPoint
Video
Worksheet
Canva
E. Target Learners
This material is intended for regular students and the maximum number of
participants is 20.
F. Learning Model
The learning process uses a scientific approach through the Problem-Based Learning
(PBL) model, supported by small group discussions (GSD). This model engages
students in observing visuals, analyzing procedure texts, collaborating in groups,
presenting findings, and participating in literacy activities, assignments, and guided
Q&A sessions.
CORE COMPONENTS
LEARNING SEQUENCE 1
A. Learning Outcomes
After completing the learning activities, students are expected to be able to understand
the information, structure, and language features of procedure texts, and demonstrate
reading comprehension by identifying steps, purposes, and key elements in simple
procedure texts.
B. Learning Objectives (Reading / Viewing)
1. Students are able to identify the social function, text structure, and language
features of procedure texts through guided observation.
2. Students are able to determine implied information in procedure texts by
analyzing details critically. (Critical Thinking)
3. Students are able to conclude the content of procedure texts and communicate the
results clearly. (Communication)
4. Students are able to collaborate in groups to present their analysis of procedure
texts creatively. (Collaboration + Creativity)
C. Essential Understandings
Procedure text is a text that tell how to make, operate, or do something through a
sequence of actions or steps.
D. Learning Assesment
Asesmen Diagnostik
Asesmen Formatif
E. Guiding Questions
1. What is your favorite food or drink?
2. Do you know how to make it?
F. Learning Activities
1. Meeting-1 (2 x 45 Minutes)
Introduction (10 Minutes)
1. The teacher greets the students.
2. The teacher checks students’ attendance.
3. The teacher asks questions to understand students’ prior knowledge.
(Appreciation)
4. The teacher provides learning motivation and explains the benefits of studying
today’s material. (Motivation)
5. The teacher states the learning objectives.
6. The teacher presents relevant and accessible material for students.
7. The teacher gives a prompting question.
8. The teacher conducts an initial assessment.
9. The teacher divides students into learning groups based on their readiness level
as determined from the initial assessment results.
Main Activities ( 70 Minutes )
Syntax of the
Learning Model:
Learning Activities
Problem-Based
Learning
A. Orienting - The teacher presents pictures or videos related to
procedure texts.
students
- Students are encouraged to focus their attention while
toward the problem observing the pictures/videos.
- Students carefully observe the pictures/videos presented
by the teacher. (Content differentiation)
- After observing the pictures/videos, students are asked to
share what they have observed.
- Students are asked to pose questions related to the
pictures/videos they observed.
- The teacher provides prior knowledge related to
procedure texts.
B. Organizing - The teacher explains the task procedure for group
discussions.
students
- The teacher asks each member of the group to actively
participate in the discussion.
- Students are asked to discuss topics related to procedure
texts
C. Guiding - Students are given instructions for completing the
worksheet (LKPD).
individual and
- The teacher asks students to discuss the questions in the
group worksheet in groups.
- The teacher circulates around the classroom to guide the
investigations
groups and assist students who face difficulties.
D. Developing and - Students discuss and collaborate to answer the questions
in the worksheet. (Process differentiation)
presenting
- Students are asked to present the results of their group
the work/results discussion.
- The teacher asks students, in their groups, to analyze the
structure of procedure texts.
- Students work together in groups to analyze the structure
of procedure texts. (Process differentiation)
E. Analyzing and - Students present the results of their analysis of the
structure of procedure texts. (Product differentiation)
evaluating
- The teacher gives opportunities for students from other
the problem-solving groups to provide feedback and comments.
- Students discuss, within their groups, the questions posed
process
by the teacher.
- Students and the teacher engage in a whole-class
discussion to align their understanding of the material.
- The teacher and students conclude the learning activities
together.
Closing Activities (10 Menit)
1. The teacher communicates the results of the formative assessment analysis to
the students.
2. The teacher and the students communicate the feedback on both the learning
process and the learning outcomes.
3. The teacher leads a reflection on the learning activities, such as “How do you
feel about the lesson?” or “What lesson have you learned today?”
4. The teacher informs students about the plan for the next learning session.
5. The teacher gives a closing greeting to end the lesson.
G.
H. Assesment
Diagnostic Assessment
The teacher explains that, to identify students’ initial knowledge and readiness related
to the material, a diagnostic assessment is conducted at the beginning of the lesson.
This includes asking guiding questions, observing students’ responses, and reviewing
their initial answers to the pre-learning tasks or questions.
Students’ Category
Name Sangat Paham Kurang Tidak
Paham Paham Paham
Formative Assessment
Formative assessment is conducted throughout the learning process to
monitor students’ understanding of procedure texts. The teacher evaluates
students’ analytical skills, accuracy of responses, and participation in
completing the assigned tasks. Rubrics in Task 2, Task 3, and Task 4 are
used to measure students’ progress and provide immediate feedback for
improvement.
Task 2
Score Criteria
1 Not yet able to analyze the
structure of a procedure text
2 Able to analyze the structure of a
procedure text, but still not
accurately
3 Able to analyze the
structure of a procedure
text accurately
Task 2
Score Criteria
1
2
3
Task 2
Score Criteria
1
Assessment Rubric:
Criteria Excellent Good Fair Needs
Improvement
Understanding Clearly explains Explains the Explains the Has little
of the Job the job role, job role with job role, but understanding
tasks, and mostly correct some details of the job and
responsibilities details are unclear or gives vague
with accurate inaccurate details
details
Text Structure Uses correct and Uses correct Structure is No clear
complete structure with incomplete or structure is
structure minor errors confusing used
(introduction &
description)
Vocabulary & Uses rich, job- Uses Limited Poor
Grammar related appropriate vocabulary and vocabulary
vocabulary and vocabulary noticeable and many
correct grammar with few grammar errors grammar
throughout grammar mistakes
(present mistakes
continuous tense)
Clarity & Ideas are clear, Ideas are Ideas are Ideas are
Creativity well-organized, mostly clear somewhat clear confusing or
and creatively and organized but not well- disorganized
presented developed
Group Actively Participates Participates Rarely
Collaboration contributes and and cooperates with minimal contributes or
collaborates in well effort disrupts group
the group work
I. Enrichment and Remedial Activities
Enrichment Activity
• The teacher asks students to read a text describing the activities involved in a
particular occupation.
• The teacher instructs students to investigate the content of the text. Students may use
the following guiding questions to support their research and writing process:
– What is the name of the occupation?
– How is the introduction of the occupation presented?
– How is the occupation described?
• The teacher asks students to present their written work in their Notebook.
Remedial Activity
Task:
Choose 1 simple job for each student (e.g., cashier, waiter, gardener).
Write 1 short paragraph including:
o Job title
o Main responsibility
o Workplace
Example:
A cashier is someone who works at a supermarket. They receive money from
customers and give change.
Purpose: To strengthen understanding of descriptive text structure and basic
vocabulary.
J. Appendices
1. TEACHING MATERIAL:
DESCRIBING ACTIVITY
A. PRESENT CONTINUOUS TENSE
Simple past tense is a tenses that tell about an activity is happening now.
Pattern:
(+) Subject + tobe (am/are/is) + Verb-ing + Object/Complement
(-) Subject + tobe (am/are/is) + not + Verb-ing + Object/Complement
(?) Tobe (am/are/is)+ Subject + Verb-ing + Object/Complement+?
Example:
(+) We are studying right now
(-) We are not studying right now
(?) Are we studying right now?
B. DESCRIBING ACTIVITY
1. Definition of Describing Activity
Describing activity is type of English text that describes an activity about something.
2. Generic Structures of Recount Text
a. Introduction
The content of introduction is information about the definition or orientation about the
things.
b. Description
It describes the description of the things
Customer Service
Customer service is a service offered by a company to customers, either before or after
purchasing a product or service. The goal of customer service is to provide comfort so
that their transaction experience is better and hopefully meets their expectations.
Job descriptions of customer service are:
1. Recruit potential customers by recommending goods or services and explaining how the
company's products can benefit them.
2. Answer any questions customers may have about the company's products and services.
3. Help customers create new accounts and record account information in written or digital
form.
4. Listen to customer complaints to identify the cause of the problem.
Provide appropriate responses to customer problems and try to resolve them quickly and
precisely.
LKPD 1
Activity 1 (Individual)
Open your previous activity about simple present tense!
You have made 2 sentences in the previous tenses, then change it into present
continuous tense!
LKPD 2
Activity 2 (Group)
Make a group of 5 people, choose one of these jobs:
1. Junior administrative assistant
2. Event organizer
3. Receptionist
4. Office administrative staff
5. Admin online
6. Entrepreneur
7. Digital marketer
Describe the activity of the job based on the generic structures, such as introduction
and description!