C.

LAMPIRAN

1. RANGKUMAN MATERI
DESCRIPTIVE TEXT

a. Definition
Descriptive text is a text used to give a detailed information (description) about a particular
object. It describes particular object like things, animals, persons or places, for instance: pets
or persons we know well.

b. Social Functions
1. Giving information about a particular object by describing its features dan special characteristics;
2. Giving information about a particular object by describing its physical attributes, behavior, functions,
etc.

c. Generic Structures
The generic structure of a descriptive text consists of two main parts:
a) Identification/Introduction/Classification
 Identification introduces and identifies specific objects (a person, thing, place,
animal, or event) intended to be described. It is used to gives a general idea about the
object we want to describe.
 What specific topic, person, idea, or thing is beaing described or explained?
 How is the topic being described of explained?

b) Descriptions/Characteristic Features
 Description describes the intended objects using descriptive details or information about
the objects’ characteristics, appearances, personality, habits, or qualities.
 What features or characteristics (physical appearance, qualities, habitual behavior,
significant attributes) are important to remember or understand about the topic being
described?

c) Conclusion/Concluding statement (optional)

 What are the main ideas and important details that are necessary to include?
 How will you state them in you own words following the structure of the text?

d. Language features
Language features commonly used in descriptive text:
 Specific characteristics or features are described or expained (size, shape, location, coloured, etc.).
 Descriptive adjective are used throughout the text.
 Details are provided to help the reader visualize the topic.
 Examples are often provided (for instance, such as, an example, to illustrate, to demonstrate).
 The topic word or a synonym for the topic is often repeated.
 Use of thinking and feeling verbs to express the writer’s personal view about the subject.
 Use of similes and metaphors.

e. Examples of short spoken conversation

Source: [Link]
1. Conversation 1
A: Have you met the new
girl? B: No. Have you?
A: She's one of the prettiest girls at the
school. B: What does she look like?
A: Well, she's quite short.
B: How tall would you say that she
is? A: I would say she's only five
feet.
B: What about her facial features?
A: She has light brown eyes, absolutely
beautiful. B: I think I know who you're
talking about.
A: Have you seen
her? B: I think that I
have.
 2. Conversation 2
A: Have you seen the new girl in
school? B: No, I haven't.
A: She's really
pretty. B: Describe
her to me. A: She's
not too tall.
B: Well, how tall is she?
A: She's about five feet even.
B: What does she look like,
though? A: She has pretty light
brown eyes.
B: I may know which girl you're talking
about. A: So you have seen her
around?
B: Yes, I have.

Asking description (appearance or

personality) Stating description
(appearance or personality) Asking
detail of description

DESCRIBING PEOPLE / SOMEONE

1. Why Describe Someone?

We describe people all the time. For example, you might tell your friends what your boss is like. You
might tell your sister what that cute guy you saw looks like.
Even outside of everyday conversations, it’s very useful to know how to describe people.
Descriptions are used a lot in books, in articles and in other kinds of communication in English. Reading or
hearing a description of someone can give you a better idea of what they look like or act like.
Descriptions are also useful in the business world, often crucial to conversations and presentations at work.
2. What Are the Different Ways to Describe People?
Let’s say you want to describe a friend, a family member or a boss. You will probably use a few kinds of
information.
 Appearance is what someone looks like on the outside.
 Mannerisms are the ways that someone acts or behaves.
 Character traits are the little things that make someone who they are. In other words, they make
up someone’s personality.
 Emotions are what someone feels at a certain time.

3. How to Describe People in English: 4 Ways

1. Describing someone’s appearance
To describe someone’s appearance, you will often use adjectives. An adjective is a kind of word
that describes a noun (a person, place or thing).
Some of them are synonyms, or words that mean almost or exactly the same thing. Knowing
more than one way of saying something is very helpful when describing people.
 To describe someone’s height, you can say they are tall or short. Tall people are higher than
short people. Someone who is thin and tall can be called lanky. To say someone is short and
also small, you can say they are petite. If you’re talking about a child, they might be pint-sized.
 Someone who weighs more than average can be curvy, well-built, full-bodied or heavy. (Curvy is
usually only used to describe women.) You might also say someone has some meat on their bones.
This is a casual way of saying they are overweight, and it might seem rude to someone sensitive.
The opposite of overweight can be thin, slim or skinny.
 Light, yellowish hair can be described as blonde. But you can also call a person who has that
kind of hair a blonde. (This means blonde can be used as a noun or an adjective.) A person with
dark hair can be called a brunette. Someone with red hair can be called a redhead.
 Besides what color someone’s hair is, you also can say they are short-haired or long-haired. You
can say they have curly, straight or wavy hair. Sometimes hair can also be frizzy, which is when it
looks puffy with small, tight curls. If someone has no hair at all on their head, they are bald.
 Men sometimes have hair on their faces. Hair that covers the chin and cheeks is called a beard. When
there’s hair only above the lips it’s a moustache. A beard that’s only on the chin can be called a
goatee. None of these are adjectives. They are all nouns. To describe someone with a beard, you
would say, “He has a beard.”
 How does a person look overall? If you think a woman is attractive, you can say she is beautiful,
pretty or maybe even gorgeous (very beautiful). You can call an attractive man handsome. Both
men and women can be good- looking. If you’re speaking very casually, good-looking men or
women can be hot. To say someone is not very
 good-looking, you can say they are not much to look at. This is not a nice way to describe
someone, but it’s better than ugly.
 If someone dresses well, they are smartly dressed or they look smart. You can also just say
they are well- dressed. If someone dresses fashionably, they are stylish or trendy. If someone has
bad taste in clothes, you can say they’re unfashionable. A less nice way to say this is frumpy.

2. Describing someone’s mannerisms

Someone’s mannerisms are the way they act or speak. When you speak, do you move your arms
a lot? Do you touch your hair or bite your lip? All these things are mannerisms.
Since mannerisms are usually actions, they are often described by phrases with verbs
(action words). Here are some common mannerisms you might use to describe people:
 Many people have mannerisms that appear when they’re feeling negative (bad) emotions. If
someone feels nervous or impatient, for example, they might tap their fingers, crack their
knuckles, bite their fingernails or chew the tips of their pencils.
 Sometimes people don’t even notice that they twirl their hair around their finger. Other times
mannerisms are deliberate (on purpose). For example, someone might roll their eyes to show that
they’re being sarcastic (not serious).
 When a person thinks hard about something, they sometimes tilt their head to the side or even
stick out their tongue.
 You can sometimes tell someone is annoyed if they rub the back of their neck, sigh a lot or clench their
hands.

3. Describing someone’s character

A person’s character is their personality, who they are on the inside. When you talk about
someone, you might mention what they are like as a person.
Here are some ways to do that:
 We all know people who are nice and kind. They are a pleasure to be with and always seem
to be smiling. These people are usually also friendly and generous. People who are generous like
to help others by giving them things. Someone who is the opposite of nice is mean. Mean people can
be unpleasant, nasty or vicious. Hopefully you don’t know anyone like this!
 Some people always show respect to others, which makes them polite and well-mannered.
Someone who doesn’t care about other’s feelings or rules is rude and impolite. If they use bad
language, you can say they are vulgar or obscene.
 Someone smart is intelligent or clever. If they are smart because of age or experience, they can be
called wise. Someone who is not very intelligent could be dumb or slow, but a slightly nicer way
to say that is that they’re not too bright.
 How does the person you’re describing deal with difficult situations? Some people get angry easily.
They are hot- headed. Others are calm and sensible and look at everything in a relaxed way.
Others go right from being calm to being mad. They are moody.
 To describe a person who does not like to go out or be with people much, you can use the word
introvert. If that person doesn’t talk a lot and doesn’t seem comfortable around others, they
might be shy. People who love company and parties are extroverts. They are often easy-going,
meaning not much bothers them.
 Someone who tries hard to do big things is ambitious. They might also be resourceful. Resourceful
people use everything they can to help them reach a goal. Someone who is happy with what
they have can be called content or fulfilled. None of these are bad things to be.
 If a person is good at making people laugh, they are funny. If they’re funny in a clever (smart)
way, they’re witty. Some people don’t like to laugh a lot, and are very serious instead. Sometimes
serious people can seem boring.
 Arrogant, conceited people are not fun to be around because they act like they are better than
you. They can be show-offs, meaning they try to make you see how great they are. Modest people
don’t show off how great they are, even if they’re awesome!

4. Describing someone’s feelings

People’s feelings are always changing. You can be happy one moment, and then hear some bad
news and become sad.
You always know how you feel, but it isn’t always easy to tell how someone else is feeling. You can
look at how someone is speaking or even how they’re sitting to understand how they feel. When you’re
not sure how someone feels, you can say they might be feeling something. You can also say someone
looks like they’re feeling a certain way. These phrases show that you might be wrong.
For example, you can say, “I’m mad” when you’re talking about yourself. But you might say “He
looks mad,”when you’re talking about another person. This makes sense if this person is yelling into
his phone with his face red and his fists clenched (all signs that someone is mad!).
You can use these words to talk about how someone is feeling, how they were feeling before or
how they might feel in the future.
  There are so many ways to say that someone is happy! They can be elated, exuberant, cheerful,
delighted or even ecstatic (very, very happy). Someone sad might be described as
melancholy, miserable (very sad) or out of sorts.
 When something makes a person mad, they become angry or fed up. Someone very angry is furious or
livid. Stay away from those people!
 We all feel like we have too much to deal with sometimes. This can make us stressed and
anxious. New or scary things can make us nervous. Once that stress is gone, you can feel tranquil
or serene, which are other ways of saying relaxed.
 Did the person you’re describing get enough sleep last night? If not, they might look tired or worn
out. If they look extremely tired, they might be exhausted. Sleeping well makes a person look
well-rested.
 If someone looks like they’re not interested in what’s going on around them, they might seem bored. If
they’re very interested, you might say they’re enthusiastic.

4. Example of Conversation

Fiki : Linda is your neighbor, isn't she?

Nina : Yes, Fahri. She is my neighbor.
Fiki : Good! I saw her when she was walking near your house yesterday.
Nina : Really!
Wahyu : How does your friend look like?
Nina : Linda is a chubby girl. She has straight long hair. She wears glasses. When she
smile, she has two dimples on her cheeks.
Fizzy : Is she good at school?
Nina : Yes, very. Ari is our model student. He is so smart, humble, and friendly.
Fizzy :
Great.
Notes:
Asking other appearance
Stating other appearance

5. Words that describe physical apperance

HEIGHT short, average height, tall (He/She is …, I am…)
AGE around 15…, in his/her 20s (He/She is…, You are….)
HAIR short, long
straight, wavy, curly, a ponytail
white, grey, black, dark/ light brown, blonde, fair, red (He/She has
got…., I/You/We/They have got…)
bald (He is bald.)
beard, moustache (He has got a….)
FACE square, round, wide, plain ( He/She has got…., I/You/We/They have got…)
COMPLEXION light, dark ( He/She has got…., I/You/We/They have got…)
EYES green, blue, brown
beautiful, big ( He/She has got…., I/You/We/They have got…)
OTHER beautiful, pretty, handsome, cute, good-looking, young, old, overweight…
(He/She is
…, I am…),
CLOTHES and He/She is wearing….(a blue T-shirt and black jeans)
ACCESSORIES glasses
2. BAHAN BACAAN GURU DAN PESERTA DIDIK
 [Link]
 [Link]
 [Link]

3. GLOSARIUM
1. Teks (Text) : ungkapan bahasa yang menurut isi, sintaksis dan pragmatik merupakan suatu
kesatuan.
2. Descriptive text : teks yang digunakan untuk memberikan informasi (deskripsi) secara rinci
tentang suatu hal tertentu obyek.
3. Genre text : bentuk aktual teks tertentu yang masuk dalam pembahasan
konteks budaya, yaitu struktur skematika.
4. Structure : tatanan dan bentuk umum dari sebuah narasi
5. Linguistic features : macam-macam gaya penulisan atau bahasa yang dilakukan
6. Social Function : tujuan dari penulisan suatu teks dalam masyarakat

4. DAFTAR PUSTAKA
 Buku Bahasa Inggris SPLASH Smart Path to Learning English Kelas X, Penerbit Erlangga –
Kurikulum Merdeka
 Buku Bahasa Inggris SMA/SMK Kelas X Kementerian Pendidikan, Kebudayaan, Riset, Dan
Teknologi Badan Penelitian Dan Pengembangan Dan Perbukuan Pusat Kurikulum Dan
Perbukuan – Kurikulum Merdeka

7. LEMBAR KERJA PESERTA DIDIK

A. Identitas
Kelompok : …………………………………………………..
Kelas : …………………………………………………..
Angggota Kelompok : 1. ………………………………………………..
2. ………………………………………………..
3. ………………………………………………..
4. ………………………………………………..

B. Tujuan Pembelajaran
Melalui kegiatan pembelajaran dengan model problem based learning, peserta didik dapat:
1. Mengidentifikasi informasi describing people dari beberapa short spoken conversation dengan baik
dan sesuai konteks bebasis HOTS (High Order Thinking Skill) dan TPACK (Technological Pedagogical
Content Knowledge).
2. Menganalisis informasi tersurat dan rinci pada short spoken conversation terkait descriptive text
dengan baik dan sesuai konteks bebasis HOTS (High Order Thinking Skill) dan TPACK
(Technological Pedagogical Content Knowledge).
3. Menampilkan short spoken conversation tentang describing classmates dengan baik dan sesuai
konteks bebasis HOTS (High Order Thinking Skill) dan TPACK (Technological Pedagogical Content
Knowledge).

C. Alat dan Bahan

Video
Pembelajaran
LCD Projektor
Headset/headphone/earphone

D. Profil Pelajar Pancasila

1. Gotong royong
Bekerja sama mencari informasi lebih tentang materi yang diberikan dalam kelompok.
2. Berfikir Kritis
Mengembangkan dan mengaitkan materi dalam kehidupan sehari-hari.

E. Petunjuk
Bacalah setiap instruksi dengan cermat sebelum mengerjakan seluruh aktivitas di LKPD ini.
F. Langkah Kegiatan
1. Look at the picture and then discuss together for the following questions below!
(Mengidentifikasi gambar terkait describing people.)

1. What picture is it?

2. How about your family members?
3. What do they look like?

2. Use your headphones before you watch the video and fill in the blanks with the appropriate
words/phrases!
(menyimak video dan melengkapi percakapan rumpang terkait video yang mereka simak.)

Elena : What does your wife.........(1), John?

John : She has medium-length wavy black hair and likes to wear large
earrings. She is
Elena : ...........(2)
He has shortand
black hair
thin. andabout
How a............(3) he is a little overweight. What does
your husband?
your boss look like?

Elena : He is average height and.........(5) He is usually clean-shaven. He has a mole

above his upper lip. What does your best friend look like?

Elena : She has dyed green spiky hair and freckles. She is short and..(7).

3. Work in a group. Watch the video and choose the correct answer
(Mencari informasi tersurat dan rinci terkait short spoken conversation serta menganalisisnya)
1. What does George Hawkins look like?
a. He’s really short.
b. He’s really tall.
c. He’s really fat.
d. He’s really thin.
 According to Samantha, when did Tony first meet him?
a. at Bill’s birthday party
b. at a restaurant
c. at his office
d. at a Christmas
party What is his
wife’s name?
a. Jessica
b. Anne
c. Lucy
d. Frizzy
4. What does Jessica look like?
a. She has short black hair.
b. She has long blond hair.
c. She has short blond hair.
d. She has long black hair.
5. When did Tony last speak with Jessica?
a. at Bill’s birthday party
b. at a restaurant
c. at her office
d. at christmas party

4. Work in a group. Observe the other group member’s physical appearance and then write in the table or
discuss together.
(Mengumpulkan informasi terkait deskripsi beberapa teman di kelompoknya dari ciri fisik atau penampilan.)
No Friends’ name Physical appearance
1.

2.

3.
 5. Work in a group. Pay attention to the example and then make a dialogue describing your classmates
based on your observation / discussion results.
Example:

Fiki : Linda is your neighbor, isn't she?

Nina : Yes, Fahri. She is my neighbor.
Fiki : Good! I saw her when she was walking near your house yesterday.
Nina : Really!
Wahyu : How does your friend look like?
Nina : Linda is a chubby girl. She has straight long hair. She wears glasses.
When she smile, she has two dimples on her cheeks.
Fizzy : Is she good at school?
Nina : Yes, very. Ari is our model student. He is so smart, humble, and friendly.
Fizzy : Great.
Discussion sheet:

G. Glosarium
look like (v) : mirip dalam penampilan dengan seseorang atau
sesuatu skinny (adj) : sangat kurus
mustache (n) : rambut yang tumbuh di atas bibir atas
 :
yang lebar di bahu dan dada
:
:
:
:
seseorang
lip (n) : salah satu dari dua bagian lunak yang membentuk tepi atas
dan bawah mulut

spiky (adj) : ditutupi dengan paku atau memiliki penampilan itu

:
terutama pada orang dengan kulit pucat
mannerism (n): sesuatu yang dilakukan seseorang berulang kali dengan wajah,
tangan, atau suara mereka, dan bahwa mereka mungkin tidak
menyadari bahwa mereka melakukannya
:
dimple (n) : tempat berlubang kecil, terutama yang muncul di wajah
seseorang ketika mereka tersenyum
:

H. Hasil Kegiatan
Contoh hasil:
A: hi, good
morning. B: Good
morning.
A: Have you heard that we got a new students at
school? B: oh. I didn't know that. what does she
look like?
A: She has a long black hair and brown
eyes B: ooh! that's very good! I can't wait
to see her. A: yeah, me too. Okay see
you.
B: See you.

I. Kesimpulan
Based on our learning process, what can we learn how to ask and describe other people?

How to ask someone to describe other people?

How to state someone else description?

8. ASESMEN – ASESMEN
1. Penilaian Sikap
a. Observasi
Aspek Yang Dinilai
No. Nama Peserta didik Bernala Goton Jml Skor Nilai
r g
Kritis Royon
g
1
2
3
4
5
Keterangan:
 Aspek yang dinilai :
1. Kritis
2. Gotong royong
  Skor yang dituangkan dalam tiap kolom :
1. Jika kurang baik
2. Jika cukup baik
3. Jika baik
4. Jika sangat baik

b. Penilaian diri
A. Petunjuk Umum: (1) Instrumen ini untuk mendapatkan informasi mengenai pencapaian
kompetensi berdasarkan pengakuan atau refleksi peserta didik atas sikap Gotong Royong.
(2) Instrumen ini diisi oleh peserta didik dan untuk memberikan kesempatan menilai dirinya
sendiri mengenai Kedisiplinan yang sudah dilakukannya.
B. Petunjuk Pengisian: Isilah instrument ini dengan memberikan tanda cek (√) pada kolom sesuai
dengan keseringan yang kamu lakukan atas setiap butir pernyataan sikap dengan ketentuan: (1)
Pada kolom 4 jika kamu merasa Selalu Melakukan, (2) Pada kolom 3 jika kamu merasa Sering
Melakukan (3) Pada kolom 2 jika kamu merasa Kadang-kadang Melakukan (4) Pada kolom 1 jika
kamu merasa Jarang Melakukan
C. Identitas Subjek dan Penilaian
Nama Peserta didik : …………………………………….
Kelas/Semester/Tahun....................../……/[20…./20….]
Periode Penilaian : Gotong Royong ke- ……..
Penilaian Diri terhadap : Kompetensi Sikap Gotong Royong
D. Format Penilaian
Skor Penilaian
Ya/ Diri
No. Butir Pernyataan
Td
1 2 3 4
k
1 Saya terlibat aktif dalam menyelesaikan tugas-tugas kelompok.
2 Saya melakukan tugas sesuai kesepakatan bersama.
3 Saya membantu teman lain tanpa banyak alasan
4 Saya memusatkan perhatian pada tujuan kelompok
5 Saya mencari jalan untuk mengatasi perbedaan pendapat/pikiran
antara diri sendiri dengan orang lain
6 Saya segera memulai ambil
kesempatan melakukan
kegiatan kelompok.
7 Saya berbagi tugas dan pekerjaan pada penyelesaian tugas-tugas
kelompok.
8 Saya rela meluangkan waktu untuk penyelesaian tugas-tugas
kelompok.
Saya menyediakan tempat melaksanakan
9
kegiatan-kegiatan kelompok.
10 Saya rela menyumbangkan tenaga dan pikiran saya untuk
penyelesaian tugastugas kelompok.
11 Saya rela menyumbangkan sebagian uang saya untuk mendanai
kebutuhan penyelesaian tugas-tugas kelompok.
12 Saya bekerja sama dengan teman sekelompok atau lainnya
dalam penyelesaian banyak tugas-tugas yang diberikan kepada
peserta didik.
Jumlah (Sesuai kolom Skor Penilaian) … … … …
Jumlah Skor Total
Nilai Sikap Spiritual […../48] x 4 = …..

c. Penilaian teman sejawat

Aspek Yang
Jml Skor Nilai
No. Nama Teman Dinilai
1 2
1
2
3
4
5
 Aspek : Skor :
 Kritis 1. Jika kurang baik
 Gotong royong 2. Jika cukup baik
3. Jika baik
4. Jika sangat baik
2. Penilaian Formatif (Pengetahuan)
a. Soal

Work in a group. Watch the video and choose the correct answer.
1. What does George Hawkins look like?
a. He’s really short.
b. He’s really tall.
c. He’s really fat.
d. He’s really thin.
e. He’s really chubby
2. According to Samantha, when did Tony first meet him?
a. at Bill’s birthday party
b. at a restaurant
c. at his office
d. at a Christmas party
e. at the garden
3. What is his wife’s name?
a. Jessica
b. Anne
c. Lucy
d. Frizzy
e. Intan
4. What does Jessica look like?
a. She has short black hair.
b. She has long blond hair.
c. She has short blond hair.
d. She has long black hair.
e. She has short curly hair.
5. When did Tony last speak with Jessica?
a. at Bill’s birthday party
b. at a restaurant
c. at her office
d. at a Christmas party
e. at the park

b. Kunci Jawaban
1. B
2. D
3. A
4. B
5. A

c. Rubrik Penilaian
Jawaban benar x 2 poin = Nilai akhir
d. Kisi-kisi
No Jenis
Capaian Pembelajaran Indikator Indikator Soal
Soal Soal
Pada akhir Fase E, peserta  Menganalisis  Peserta didik 1-5 Pilihan
didik menggunakan teks informasi dapat Ganda
lisan, tulisan dan visual tersurat dan rinci menganalisis
dalam bahasa Inggris untuk
pada short informasi
berkomunikasi sesuai
dengan situasi, tujuan, spoken tersurat dan
dan pemirsa/pembacanya. conversation
Berbagai jenis teks seperti terkait rinci
narasi, deskripsi, prosedur, descriptive text tersurat/tersirat
eksposisi, recount, report, dengan baik dan dari short
dan teks otentik menjadi
rujukan utama dalam sesuai konteks spoken
mempelajari bahasa Inggris di bebasis HOTS conversation
fase ini. Peserta didik (High Order
menggunakan bahasa Inggris Thinking Skill) dan
untuk TPACK
(Technological
menyampaikan
keinginan/perasaan dan
berdiskusi
 mengenai topik yang dekat Pedagogical
dengan keseharian mereka Content
atau isu yang hangat sesuai Knowledge).
usia peserta didik di fase ini.
Mereka membaca teks
tulisan untuk
mempelajari
sesuatu/mendapatkan
informasi.
Keterampilan inferensi
tersirat ketika
memahami informasi, dalam
bahasa Inggris mulai
berkembang. Peserta didik
memproduksi teks tulisan
dan visual yang lebih
beragam, dengan
kesadaran
terhadap tujuan dan
target pembaca.
e. Kartu Soal
KARTU SOAL NOMOR 1
(PILIHAN GANDA)
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X / Gasal
Tujuan Melalui kegiatan pembelajaran dengan model problem based learning,
Pembelajaran peserta didik dapat:
1. Mengidentifikasi informasi describing people dari beberapa short
spoken conversation dengan baik dan sesuai konteks bebasis
HOTS (High Order Thinking Skill) dan TPACK (Technological
Pedagogical Content Knowledge).
2. Menganalisis informasi tersurat dan rinci pada short spoken
conversation terkait descriptive text dengan baik dan sesuai
konteks bebasis HOTS (High Order Thinking Skill) dan TPACK
(Technological Pedagogical Content Knowledge).
3. Menampilkan short spoken conversation tentang describing
classmates
dengan baik dan sesuai konteks bebasis HOTS (High Order Thinking
Skill) dan TPACK (Technological Pedagogical Content Knowledge).
Materi Describing People
Indikator Soal Peserta didik dapat menganalisis informasi tersurat dan rinci
tersurat/tersirat dari
short spoken conversation
Level Kognitif C2
Soal
What does George Hawkins look like?
a. He’s really short.
b. He’s really tall.
c. He’s really fat.
d. He’s really thin.
e. He’s really chubby

KARTU SOAL NOMOR 2

(PILIHAN GANDA)
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X / Gasal
Tujuan Melalui kegiatan pembelajaran dengan model problem based learning,
Pembelajaran peserta didik dapat:
a. Mengidentifikasi informasi describing people dari beberapa short
spoken conversation dengan baik dan sesuai konteks bebasis
HOTS (High Order Thinking Skill) dan TPACK (Technological
Pedagogical Content Knowledge).
b. Menganalisis informasi tersurat dan rinci pada short spoken
conversation terkait descriptive text dengan baik dan sesuai
konteks bebasis HOTS (High Order Thinking Skill) dan TPACK
(Technological Pedagogical Content Knowledge).
c. Menampilkan short spoken conversation tentang describing
classmates
dengan baik dan sesuai konteks bebasis HOTS (High Order Thinking
 Skill) dan TPACK (Technological Pedagogical Content Knowledge).
Materi Describing People
Indikator Soal Peserta didik dapat menganalisis informasi tersurat dan rinci
tersurat/tersirat dari
short spoken conversation
Level Kognitif C2
 KARTU SOAL NOMOR 3
(PILIHAN GANDA)
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X / Gasal
Tujuan Melalui kegiatan pembelajaran dengan model problem based learning,
Pembelajaran peserta didik dapat:
a. Mengidentifikasi informasi describing people dari beberapa short
spoken conversation dengan baik dan sesuai konteks bebasis
HOTS (High Order Thinking Skill) dan TPACK (Technological
Pedagogical Content Knowledge).
b. Menganalisis informasi tersurat dan rinci pada short spoken
conversation terkait descriptive text dengan baik dan sesuai
konteks bebasis HOTS (High Order Thinking Skill) dan TPACK
(Technological Pedagogical Content Knowledge).
c. Menampilkan short spoken conversation tentang describing
classmates
dengan baik dan sesuai konteks bebasis HOTS (High Order Thinking
Skill) dan TPACK (Technological Pedagogical Content Knowledge).
Materi Describing People
Indikator Soal Peserta didik dapat menganalisis informasi tersurat dan rinci
tersurat/tersirat dari short spoken conversation
Level Kognitif C2
Soal

KARTU SOAL NOMOR 4

(PILIHAN GANDA)
Mata : Bahasa Inggris
Pelajaran : X / Gasal
Kelas/Semeste
r
Tujuan Melalui kegiatan pembelajaran dengan model problem based learning,
Pembelajaran peserta didik dapat:
a. Mengidentifikasi informasi describing people dari beberapa short
spoken conversation dengan baik dan sesuai konteks bebasis
HOTS (High Order Thinking Skill) dan TPACK (Technological
Pedagogical Content Knowledge).
b. Menganalisis informasi tersurat dan rinci pada short spoken
conversation terkait descriptive text dengan baik dan sesuai
konteks bebasis HOTS (High Order Thinking Skill) dan TPACK
(Technological Pedagogical Content Knowledge).
c. Menampilkan short spoken conversation tentang describing
classmates dengan baik dan sesuai konteks bebasis HOTS (High
Order Thinking Skill) dan TPACK (Technological Pedagogical Content
Knowledge).
Materi Describing People
Indikator Soal Peserta didik dapat menganalisis informasi tersurat dan rinci
tersurat/tersirat dari short spoken conversation
Level Kognitif C2
Soal
What does Jessica look like?
a. She has short black hair.
b. She has long blond hair.
c. She has short blond hair.
d. She has long black hair.
e. She has short curly hair.
 Tujuan Pembelajaran Melalui kegiatan pembelajaran dengan model problem based learning,
peserta didik dapat:
a. Mengidentifikasi informasi describing people dari beberapa short
spoken conversation dengan baik dan sesuai konteks bebasis
HOTS (High Order Thinking Skill) dan TPACK (Technological
Pedagogical Content Knowledge).
b. Menganalisis informasi tersurat dan rinci pada short spoken
conversation terkait descriptive text dengan baik dan sesuai
konteks bebasis HOTS (High Order Thinking Skill) dan TPACK
(Technological Pedagogical Content Knowledge).
c. Menampilkan short spoken conversation tentang describing
classmates dengan baik dan sesuai konteks bebasis HOTS (High
Order Thinking Skill) dan
TPACK (Technological Pedagogical Content Knowledge).
Materi Describing People
Indikator Soal Peserta didik dapat menganalisis informasi tersurat dan rinci
tersurat/tersirat dari short spoken conversation
Level Kognitif C2
Soal
When did Tony last speak with Jessica?
a. at Bill’s birthday party
b. at a restaurant
c. at her office
d. at christmas party
e. at the park

3. Penilaian Sumatif (Keterampilan)

a. Soal
Work in a group. Pay attention to the example and then make a dialogue describing your classmates
based on your observation / discussion results.
Example:

Fiki : Linda is your neighbor, isn't she?

Nina : Yes, Fahri. She is my neighbor.
Fiki : Good! I saw her when she was walking near your house yesterday.
Nina : Really!
Wahyu : How does your friend look like?
Nina : Linda is a chubby girl. She has straight long hair. She wears glasses.
When she smile, she has two dimples on her cheeks.
Fizzy : Is she good at school?
Nina : Yes, very. Ari is our model student. He is so smart, humble, and friendly.
Fizzy : Great.
b. Kunci Jawaban
Contoh hasil dalam bentuk tertulis:
A: hi, good
morning. B: Good
morning.
A: Have you heard that we got a new students at
school? B: oh. I didn't know that. what does she
look like?
A: She has a long black hair and brown
eyes B: ooh! that's very good! I can't wait
to see her. A: yeah, me too. Okay see
you.
B: See you.

c. Rubrik Penilaian
1. Format Penilaian
Kriteria Penilaian Jml
No. Nama Peserta didik P I F C Nilai
Skor
1
2
3
4
5
Keterangan:
P : Pronunciation
I : Intonation
F : Fluency
C : Content

2. Deskripsi Kriteria Penilaian

No. Criteria Description

5 = Almost perfect
4 = there is an error but does not interfere with the
1. Pronunciation meaning 3 = there are a number of errors and
disrupting meanings
2 = many errors and disrupting meanings
1 = too many mistakes so it's hard to understand
 5 = Almost perfect
4 = there is an error but does not interfere with the
2. Intonation meaning 3 = there are a number of errors and
disrupting meanings
2 = many errors and disrupting meanings
1 = too many mistakes so it's hard to understand
5 = very
fluent 4 =
3. Fluency fluent
3 = quite
fluent 2 =
less fluent 1
= not fluent
5 = very clear and
complete 4 = clear and
4. Content complete
3 = enough clear and
complete 2 = less clear
and complete
1 = not clear and not complete
Note:
1. The total score is 20.
2. The final score is then converted to a scale of 100 using the formula:
Score = Result X 100
20

d. Kisi-kisi
Capaian Pembelajaran Indikator Indikator instrumen Jenis Penilaian
Pada akhir Fase E, peserta Menampilkan Peserta didik Berbicara
didik menggunakan teks short dapat (Speaking)
lisan, tulisan dan visual conversation menampilkan
dalam bahasa Inggris untuk tentang describing percakapan
berkomunikasi sesuai classmates
dengan situasi, tujuan, dengan baik dan tentang describing
dan pemirsa/pembacanya. sesuai konteks classmates
Berbagai jenis teks seperti bebasis HOTS (High
narasi, deskripsi, prosedur, Order
eksposisi, recount, report, Thinking Skill)
dan teks otentik menjadi dan
rujukan utama dalam TPACK
mempelajari bahasa Inggris di (Technological
fase ini. Peserta didik Pedagogical
menggunakan bahasa Inggris Content
untuk Knowledge).

menyampaikan
keinginan/perasaan dan
berdiskusi mengenai topik yang
dekat dengan keseharian
mereka atau isu yang hangat
sesuai usia peserta didik di
fase ini. Mereka membaca
teks tulisan untuk
mempelajari
sesuatu/mendapatkan
informasi. Keterampilan
inferensi tersirat ketika
memahami informasi, dalam
bahasa Inggris mulai
berkembang. Peserta didik
memproduksi teks tulisan
dan visual yang lebih
beragam, dengan
 kesadaran
terhadap tujuan dan
target pembaca.

e
 Tujuan Pembelajaran Melalui kegiatan pembelajaran dengan model problem based learning,
peserta didik dapat:
a. Mengidentifikasi informasi describing people dari beberapa short
spoken conversation dengan baik dan sesuai konteks bebasis
HOTS (High Order Thinking Skill) dan TPACK (Technological
Pedagogical Content Knowledge).
b. Menganalisis informasi tersurat dan rinci pada short spoken
conversation terkait descriptive text dengan baik dan sesuai
konteks bebasis HOTS (High Order Thinking Skill) dan TPACK
(Technological Pedagogical Content Knowledge).
c. Menampilkan short spoken conversation tentang describing
classmates
dengan baik dan sesuai konteks bebasis HOTS (High Order Thinking
Skill) dan TPACK (Technological Pedagogical Content Knowledge).
Materi Describing People
Indikator Soal Peserta didik dapat menampilkan percakapan tentang describing
classmates
Level Kognitif C6
Work in a group. Pay attention to the example and then make a dialogue describing your
classmates based on
your observation / discussion results.

4. Pengayaaan Ketentuan
Pengayaan diberikan kepada peserta didik yang telah meraih nilai minimal
mencapai capaian pembelajaran/batas minimal pada penilaian formatif.
Pengayaan ini diharapkan dapat memperkaya pemahaman peserta didik
terhadap materi yang disampaiakan.
Kegiatan
Peserta didik yang telah mencapai KKM diberikan tugas atau projek lain untuk
meningkatkan pemahaman dan memperkaya keterampilan peserta didik. Guru
meminta peserta didik untuk mendeskripsikan keluarga mereka masing-masing
dan dipresentasikan.

5. Remidi
Ketentuan
Remidial diberikan kepada peserta didik yang masih belum mencapai capaian
pembelajaran atau batasminimal pada penilaian formatif. Remidial teaching dan
testing diberikan setelah penilaian [Link] diberikan untuk
meningkatkan pemahaman peserta didik dan memberikan kesempatan
kepadapeserta didik untuk memperbaiki nilai.

Kegiatan
Peserta didik menerima materi dengan contoh dan metode penyampaian yang
berbeda. Guru memberikan remidial teaching dan testing.

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