TEACHING MODULE

GENERAL INFORMATION

A. Module Identity
Author : Putri Rakhil Siti Maryam
School Name : SMAN 1 Pagundan
Subject : English
Learning Material : Procedure Text
Grade / Semester : XI (Semester 1)
Phase :F
Time Allocation : 2 x 45 Minutes (90 Minutes)

B. Prior Competence
Students are able to understand the basic concepts of procedural texts, are able to create
procedural texts and identify their structure (Objectives, Materials, Steps).

C. Pancasila Student Profile

1. Faith in God Almighty and noble character.
2. Global Diversity.
3. Communication
4. Collaboration
5. Independence.
6. Creativity.
7. Critical Thinking.

D. Facilities and Infrastructure

 Projector
 Internet Access
 Laptop
 PowerPoint Presentation
 Student Worksheet (LKPD)

E. Target Students
 This module is designed for regular students.
  Maximum number of students per class: 18

F. Learning Model
 Problem-Based Learning (PBL)
This model develops authentic problem-solving skills through structured projects,
with collaboration, critical thinking, and communication. This method places
students at the center of learning through contextual problem solving. Students work
in small groups to find solutions to given problems, then present their results
independently. The teacher acts as a facilitator.

CORE COMPONENT

LEARNING FLOW 1

A. Learning Outcomes
Writing:
By the end of the lesson, students are able to understand and compose procedure texts.
They can identify and analyze the structure (goal, materials, steps), use appropriate
language features such as imperative verbs, action verbs, and sequencing words, and
write their own procedure texts clearly and effectively.
Reading:
Students are able to read various examples of procedure texts (e.g., recipes,
instructions, manuals), analyze their structure, understand their purpose, and respond
appropriately to the content.

B. Learning Objectives
After following the learning process, students can:
1) Identify important information in oral and written procedure texts.
2) Analyze the structure and linguistic elements in procedure texts.
3) Compile and present procedure texts systematically and logically according to
context.
4) Communicate effectively and collaboratively in completing problem-based tasks.
5) Demonstrate an active, creative, critical, and responsible attitude during the
learning process.
C. Meaningful Understanding
Understanding and writing procedure texts equip students with the ability to
communicate instructions clearly, logically, and efficiently. These texts are commonly
found in real-life contexts such as recipes, manuals, and how-to guides, making them
highly relevant to students' everyday experiences. Mastery of procedure texts helps
students develop essential skills in sequencing, organizing ideas, and using precise
language to guide others in completing a task or achieving a goal.

D. Guiding Questions
1. What happens if we follow unclear or unordered instructions?
2. How can procedural texts help us solve everyday problems?
3. How to create effective and easy-to-understand procedural texts?

E. Learning Activities
1. Introduction (15 minutes):
 The teacher greets students and sets a conducive classroom environment.
 The class opens with a prayer.
 Students sing the National Anthem.
 The teacher presents guiding questions to spark curiosity.
2. Main Activities (65 minutes):
 Syntax 1: Problem orientation (10 minutes)
o The teacher shows a video “Problems in Following Instructions”
(example: making pudding without the correct sequence).
o Class discussion: What went wrong? Why did the error occur?
o The teacher conveys the learning objectives and explains the importance
of understanding procedural texts.
 Syntax 2: Organizing students (5 minutes)
o Students are divided into groups (2-3 people).
o The teacher gives a worksheet containing identification of procedural
texts and a case study: "The school cafe received many complaints
because the instructions for making drinks were unclear. Your task is to
create better and more interesting procedural instructions."
  Syntax 3: Group investigation (20 minutes)
o Students: Analyze existing procedural texts (example: how to make a
milkshake), compose their group's version of the procedural text based
on the video/problem, and design a procedural text product (for example
in the form of a digital poster, infographic, or short video).
o The teacher guides the discussion and critical thinking process.
 Syntax 4: Presentation of work results (20 minutes)
o Each group presents the results of their procedural text.
o Other groups provide input and questions.
 Syntax 5: Analysis and reflection (10 minutes)
o Individual reflection through the form:
o “What did I learn?”, “What were my difficulties?”, “How did I overcome
them?”
o The teacher concludes the learning and reinforces the values of the
Pancasila student profile.
3. Closing (10 minutes):
 Learning reflection
 Summarizing the lesson
 Closing prayer

F. Assessment
a. Diagnostic Assessment
 Initial oral questions or quizzes:
“Have you ever read the instructions? Is it easy to understand? Why?”
b. Formatif Assessment
 Observation of group discussion activities
 Assessment of collaboration and problem-solving processes in LKPD
c. Summative Assessment
 Procedural text products (posters/videos)
 Presentation and use of language
d. Assessment Rubric

Aspect Needs Needs Sufficient Good Excellent

 Guidance Reinforcement
Text Does not The structure is Most parts of The text The structure
Structure follow the incomplete or the structure follows a is complete,
structure poorly are present complete and well-
(Goal, organized. and clear organized,
Materials, somewhat structure. and logically
Steps) at all. organized. presented.
Language Incorrect or Limited use of Uses some Language Consistent,
Features missing use language language features are accurate, and
of imperative features with features with used varied use of
verbs, several errors. a few errors. correctly and appropriate
sequencing appropriately. language
words, and features.
adverbs.
Content and Steps are Some steps are Steps are Steps are Steps are
Step unclear, missing or not mostly logical, clear, very clear,
Accurancy illogical, or logical. appropriate and aligned detailed,
do not match and logical, with the goal logical, and
the purpose. but not of the text. fully aligned
detailed. with the
purpose.
Presentation No Minimal Participates Actively Highly
/ participation participation and fairly in participates active, leads
Collaboratio in group limited group work and or contributes
n work or collaboration. and/or collaborates significantly,
presentation. presentation. well in group and presents
tasks. with clarity
and
confidence.

G. Enrichment
Create additional procedure text with the theme:
“How to Make a Milkshake”
 “How to Take Care of a Plant”
The task must:
 Be written in a good and logical order.
 Use the procedure text structure (Goal, Materials, Steps).
 Use imperative sentences.

H. Remedial
1. What is the purpose of a procedure text?
2. What are the correct generic structures of a procedure text?
3. Identify the imperative sentence:
a. “You must be happy.”
b. “Break the eggs carefully.”
c. “He is cooking now.”
4. Rearrange these steps into a correct procedure:
 Pour water into the cup
 Serve and enjoy!
 Add powdered milk to the cup
 Stir until the powder is dissolved

I. Appendix
Student Worksheet (LKPD) – Activity 1

Name : _______________________________
_______________________________
_______________________________
Class : _______________________________
Date : _______________________________

General Instructions :
1) This LKPD is used for group work activities (2–3 people).
2) The answers are written concisely, clearly, and based on the results of group
discussions.
3) Use creativity and critical thinking skills in compiling procedural text products.
A. Identifying the Procedure Text
Read the procedural text shared by the teacher “How to Operate a Rice Cooker”,
then do the following task!

1. How many steps are there in this procedure text?

Answer:_________________________________________________
2. What is the purpose of the text?
Answer:__________________________________________________
3. What will you do after plugging the cable?
Answer:__________________________________________________
4. What should you do before rinsing the rice?
Answer:__________________________________________________
5. How much water is needed to cook the rice?
Answer:__________________________________________________
6. Why do you need to close the rice cooker lid?
Answer:__________________________________________________

B. Writing procedural text

Case Study: The school cafeteria receives a lot of complaints because the written
instructions for making drinks are unclear and confusing. As a creative student
team, you are tasked with remaking the instructions to make them more appealing
and easier for customers to understand.
Choose one of the drinks below, then make a complete procedure text. Use the
right language structure and features.
Drink Choices:
 Dalgona Coffee
 Mango Yakult
 Matcha Latte
 Thai Tea
Write the procedural text below!
1. Goal :
_________________________________________________________
2. Materials / Tools :
 ______________________________________________________
  ______________________________________________________
3. Steps :
1. ______________________________________________________
2. ______________________________________________________
3. ______________________________________________________
4. ______________________________________________________
5. ______________________________________________________
4. Please make an illustration of the product!
_________________________________________________________

J. References
 [Link]
 [Link]
 [Link]
 [Link]

Kuningan, 06 Juni 2025

Mengetahui,
Kepala Sekolah Guru Mata Pelajaran

Dr. NANI ROSANI THAMRIN, [Link]. PUTRI RAKHIL S.M

NIP. 20230410038
 The Answer of Student Worksheet (LKPD) – Activity 1

A. Identifying the Procedure Text

Read the procedural text shared by the teacher “How to Operate Rice Cooker”,
then do the following task!
1. How many steps are there in this procedure text?
Answer : 10 Steps.
2. What is the purpose of the text?
Answer : The purpose of a procedure text is to explain how to do something
or how to make something through a series of step-by-step instructions. It is
designed to help the reader achieve a specific goal or complete a task
correctly and efficiently.
3. What will you do after plugging the cable?
Answer : Start the rice cooker by pressing the cooking / timer button
4. What should you do before rinsing the rice?
Answer : Make sure to give space for the rice, water and the expansion.
5. How much water is needed to cook the rice?
Answer : 1 cm above the rice surface.
6. Why do you need to close the rice cooker lid?
Answer : Because we want to cook the rice and plug the cable in the next
step.

B. Writing procedural text

Write the procedural text below!
Topic : “How to Make a Dalgona Coffee”
1. Goal :
To make a creamy and delicious Dalgona Coffee that is easy to follow and
visually appealing.
2. Materials / Tools :
 2 tablespoons of instant coffee
 2 tablespoons of sugar
 2 tablespoons of hot water
 A glass of cold or warm milk
 A mixing bowl and whisk (or electric mixer)
  A spoon
3. Steps :

1. Put the instant coffee, sugar, and hot water into a mixing bowl.
2. Whisk the mixture quickly for about 5–10 minutes until it becomes thick
and foamy.
3. Prepare a glass and pour the milk into it (either cold or warm, as you
prefer).
4. Spoon the whipped coffee mixture on top of the milk carefully.
5. Serve and enjoy your Dalgona Coffee. Stir before drinking for the best
taste.

4. Illustration Product :