📘 RPP Bahasa Inggris Kelas XI – Pertemuan 5

Materi: Descriptive Text – Writing a Description about Favorite Place
Durasi: 135 menit (3 x 45 menit)
Kurikulum: Merdeka

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1. Identitas RPP

• Satuan Pendidikan: SMA/MA

• Mata Pelajaran: Bahasa Inggris

• Kelas/Semester: XI / Ganjil

• Pertemuan: 5

• Materi Pokok: Menulis teks Descriptive tentang tempat favorit.

• Model Pembelajaran: Deep Learning (kolaboratif, reflektif, kontekstual).

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2. Capaian Pembelajaran

• Elemen: Teks

• CP: Peserta didik mampu menulis teks Descriptive sesuai struktur dan kosakata deskriptif yang tepat, dengan fokus pada tempat favorit.

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3. Tujuan Pembelajaran

Peserta didik diharapkan mampu:

1. Menyusun kerangka teks deskriptif tentang tempat favorit.

2. Menggunakan kosakata deskriptif untuk menggambarkan tempat (sensory words, adjectives).

3. Menulis teks deskriptif dengan struktur Identification + Description.

4. Menyajikan tulisannya dalam bentuk lisan atau tertulis.

5. Merefleksikan kesulitan dan strategi menulis.

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4. Alokasi Waktu (135 Menit)

🔹 Pendahuluan (15’)

• Ice breaking: Guru menampilkan gambar beberapa tempat (pantai, gunung, taman, kota). Tanya: “Which one is your favorite place? Why?”

• Apersepsi: menghubungkan dengan pengalaman liburan/kunjungan siswa.

• Menyampaikan tujuan pembelajaran.

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🔹 Kegiatan Inti (Deep Learning Approach – 105’)

Tahap 1: Observing (20’)

• Siswa membaca contoh teks deskriptif tentang sebuah tempat (Bali, Borobudur, atau sekolah).

• Guru menanyakan: “What makes this text descriptive? Which words describe the place?”

Tahap 2: Questioning (15’)

• Diskusi kelas: Apa struktur teksnya? Apa kata sifat yang dipakai?

• Guru menulis daftar adjectives & sensory words di papan.

Tahap 3: Associating (25’)

• Siswa dalam kelompok kecil membuat mind map tentang tempat favorit masing-masing (contoh: pantai, taman kota, mall, gunung).

  • Bagian 1 → Identification (nama tempat, lokasi).

  • Bagian 2 → Description (suasana, pemandangan, aktivitas, perasaan).

Tahap 4: Experimenting (30’)

• Individu: siswa menulis teks deskriptif 2–3 paragraf tentang tempat favorit mereka.

• Guru berkeliling memberi feedback (struktur & kosakata).

Tahap 5: Reflecting (15’)

• Beberapa siswa membacakan hasilnya di depan kelas.

• Teman memberi apresiasi/feedback singkat.

• Guru menegaskan kembali struktur teks dan kosakata penting.

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🔹 Penutup (15’)

• Siswa bersama guru menyimpulkan: struktur teks (Identification + Description), pentingnya kata sifat & detail sensorik.

• Refleksi pribadi: siswa menulis di buku catatan → “Writing about my favorite place is … (easy/difficult/fun).”

• Tugas rumah: ambil foto tempat favoritmu → buat deskripsi (100–120 kata) + sertakan 5 adjectives baru.

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5. Penilaian

🔹 Teknik

• Proses: keaktifan diskusi, pembuatan mind map.

• Produk: teks deskriptif individu.

🔹 Rubrik Penilaian (Skor 1–4)

Aspek	4 (Sangat Baik)	3 (Baik)	2 (Cukup)	1 (Kurang)
Struktur Teks	Identification & Description jelas, lengkap	Hampir lengkap	Kurang lengkap	Tidak sesuai
Kosakata	Kaya & tepat (≥10 adjectives)	Cukup tepat (6–9 adjectives)	Terbatas (3–5 adjectives)	Sangat minim (<3 adjectives)
Tata Bahasa	Hampir tanpa kesalahan	Ada sedikit kesalahan	Banyak kesalahan minor	Banyak kesalahan mayor
Kreativitas	Menarik & detail	Menarik tapi sederhana	Kurang detail	Tidak berkembang

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📑 Lembar Kerja Siswa (LKS) – Pertemuan 5

Topik: Writing a Descriptive Text – My Favorite Place

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A. Tujuan

1. Mengidentifikasi struktur teks Descriptive.

2. Menggunakan kosakata deskriptif dalam menulis.

3. Menulis teks tentang tempat favorit.

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B. Aktivitas

1. Reading & Identifying
Read the text below and answer the questions.

Text Example – Borobudur Temple
Borobudur is a famous Buddhist temple in Central Java, Indonesia. It is one of the largest temples in the world. The temple is surrounded by green hills and rice fields. Its stone walls are decorated with beautiful carvings. Every year, thousands of visitors come to admire its unique design and peaceful atmosphere.

Questions:
a) What place is described?
b) Which part is the Identification?
c) Which part is the Description?
d) Underline the adjectives.

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2. Vocabulary Bank
Fill the table with at least 8 adjectives you know:

Adjectives about Nature	Adjectives about Buildings	Adjectives about Feelings
beautiful	ancient	peaceful
…	…	…

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3. Mind Mapping
Choose your favorite place. Make a mind map with these sections:

• Name & location

• Scenery (what you see, hear, smell)

• Activities you can do

• Your feelings about the place

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4. Writing Practice
Write a short descriptive text (2–3 paragraphs) about your favorite place. Use at least 10 adjectives.

Guideline:

• Paragraph 1 → Identification (Introduce the place).

• Paragraph 2–3 → Description (details: scenery, activities, feelings).

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5. Reflection
Finish the sentence:
“Today I learned that writing a descriptive text is …”

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📖 Contoh Teks Model Jawaban

🏖 Example 1 – Describing a Beach

My Favorite Place: Parangtritis Beach

Parangtritis Beach is my favorite place to visit. It is located in Yogyakarta, about 27 kilometers from the city. The beach is wide and has soft black sand. Many people know it as one of the most beautiful beaches in Java.

The scenery at Parangtritis is very stunning. The waves are strong and the sound of the water makes me feel relaxed. Sometimes I can see a beautiful sunset that colors the sky in orange and pink. On the sand, I like to walk barefoot and feel the warm texture. The beach is also surrounded by green hills that make the view even more attractive. For me, Parangtritis Beach is not only beautiful but also peaceful. I always feel calm and happy whenever I go there.

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🏞 Example 2 – Describing a Mountain

My Favorite Place: Mount Bromo

Mount Bromo is my favorite place because it has an amazing view. It is located in East Java, inside Bromo Tengger Semeru National Park. The mountain is about 2,300 meters high. Many tourists from all over the world visit Bromo to see its beauty.

The best thing about Mount Bromo is the sunrise. When the sun rises, the sky looks golden and the sea of clouds covers the hills. The air is cold and fresh, which makes me feel very comfortable. The crater is huge and still active, so it looks unique and powerful. For me, Bromo is a magical place that always gives me unforgettable memories.

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🏙 Example 3 – Describing a City Spot

My Favorite Place: Bandung City Square

One of my favorite places is Bandung City Square. It is located in the center of Bandung, near the Grand Mosque. The square is wide and covered with green artificial grass, so many families and children like to play there.

The atmosphere in Bandung City Square is very lively. At night, the lamps around the mosque look colorful and beautiful. I usually come with my friends to sit, talk, and enjoy street food nearby. The air feels fresh, and the people are friendly. This place makes me happy because I can relax and spend quality time with my family and friends.

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📌 Catatan untuk Guru

• Contoh jawaban bisa dipilih sesuai konteks siswa (pantai/gunung/kota).

• Masing-masing teks sudah memenuhi struktur Descriptive Text:

  • Identification: nama & lokasi tempat.

  • Description: detail suasana, pemandangan, aktivitas, perasaan.

• Setiap teks menggunakan adjectives (beautiful, peaceful, stunning, lively, fresh, etc.) sesuai target LKS.

RPP Bahasa Inggris Kelas XI - Pertemuan 4

 

📘 RPP Bahasa Inggris Kelas XI

Materi: Descriptive Text – Describing Places and People
Durasi: 135 menit (3 x 45 menit)
Kurikulum: Merdeka

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1. Identitas RPP

• Satuan Pendidikan: SMA/MA

• Mata Pelajaran: Bahasa Inggris

• Kelas/Semester: XI / Ganjil

• Materi Pokok: Descriptive Text (Describing People and Places)

• Model Pembelajaran: Deep Learning (kolaboratif, reflektif, kontekstual)

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2. Capaian Pembelajaran

• Elemen: Teks

• Tujuan: Peserta didik dapat mengidentifikasi struktur teks Descriptive, menggunakan kosakata deskriptif, serta memproduksi teks sederhana untuk mendeskripsikan orang atau tempat.

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3. Tujuan Pembelajaran

Setelah mengikuti pembelajaran, siswa diharapkan mampu:

1. Mengidentifikasi struktur teks Descriptive (Identification & Description).

2. Mengenali dan menggunakan kosakata deskriptif (adjectives, sensory words).

3. Menganalisis contoh teks deskriptif tentang orang dan tempat.

4. Menyusun teks deskriptif sederhana tentang orang atau tempat.

5. Merefleksikan makna dari teks yang mereka buat.

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4. Alokasi Waktu (135 Menit)

🔹 Pendahuluan (15 menit)

• Ice breaking: guru menunjukkan gambar tempat terkenal & tokoh terkenal → tanya siswa: “What can you say about this place/person?”

• Apersepsi: menghubungkan pengalaman siswa tentang mendeskripsikan sesuatu.

• Menyampaikan tujuan & manfaat pembelajaran.

🔹 Kegiatan Inti (Deep Learning Approach) – 105 menit

Tahap 1: Observing (20’)

• Siswa membaca 2 contoh Descriptive Text (satu tentang tempat, satu tentang orang).

• Guru menanyakan: “What is the text about? Who/what is being described?”

Tahap 2: Questioning (15’)

• Diskusi: Apa ciri-ciri teks Descriptive? (struktur, kosakata, fungsi)

• Guru menuliskan kata sifat dari teks di papan, siswa menambah dengan kata sifat lain yang mereka tahu.

Tahap 3: Associating (30’)

• Siswa bekerja dalam kelompok: mengidentifikasi struktur (Identification vs Description) dari teks contoh.

• Menandai kosakata deskriptif (kata sifat, perasaan, bentuk, warna, ukuran, dll).

Tahap 4: Experimenting (25’)

• Siswa memilih: mendeskripsikan seseorang yang mereka kagumi atau tempat yang mereka sukai.

• Menulis teks deskriptif pendek (± 2 paragraf).

Tahap 5: Reflecting (15’)

• Beberapa siswa membacakan hasil deskripsinya.

• Siswa lain memberi feedback (kata sifat yang menarik, struktur sudah benar/tidak).

• Guru memberikan penguatan & refleksi makna.

🔹 Penutup (15 menit)

• Merangkum: struktur teks Descriptive, kosakata yang dipelajari, pentingnya kemampuan mendeskripsikan.

• Refleksi pribadi: siswa menulis 1 kalimat “Today I learned …”

• Memberi tugas rumah: mencari gambar tempat favorit lalu menulis 1 teks deskriptif (100 kata).

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5. Penilaian

🔹 Aspek yang Dinilai

1. Kognitif: pemahaman struktur teks dan kosakata.

2. Keterampilan: kemampuan menulis teks deskriptif.

3. Sikap: partisipasi dan kerjasama.

🔹 Rubrik Penilaian (Skor 1–4)

Aspek	4 (Sangat Baik)	3 (Baik)	2 (Cukup)	1 (Kurang)
Struktur Teks	Lengkap & sesuai (Identification + Description jelas)	Hampir lengkap	Ada tapi kurang jelas	Tidak sesuai
Kosakata Deskriptif	Kaya & bervariasi	Cukup variatif	Terbatas	Sangat minim
Tata Bahasa	Hampir tanpa kesalahan	Sedikit kesalahan	Banyak kesalahan minor	Banyak kesalahan mayor
Kreativitas	Teks menarik & detail	Menarik tapi kurang detail	Sederhana	Tidak berkembang

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📑 Lembar Kerja Siswa (LKS)

Topik: Descriptive Text – Describing People and Places

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A. Tujuan

1. Mengenali struktur teks Descriptive.

2. Menemukan kosakata deskriptif.

3. Menulis teks Descriptive tentang orang atau tempat.

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B. Aktivitas Siswa

1. Observing (Membaca Teks Contoh)
Read the text below and answer the questions.

Text 1 – Describing a Place
Bali is a beautiful island in Indonesia. It is known for its stunning beaches, traditional dances, and unique culture. The people are friendly and the weather is warm all year round. Visitors can enjoy surfing, hiking, and exploring temples.

Questions:
a) What place is described?
b) What makes it special?
c) Underline the adjectives in the text.

Text 2 – Describing a Person
Raisa is a famous Indonesian singer. She has a sweet voice and a bright smile. She is tall and elegant. Many people admire her kindness and confidence on stage.

Questions:
a) Who is described?
b) What does she look like?
c) Highlight the adjectives in the text.

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2. Analyzing Structure

• Identify which part is Identification and which is Description in both texts.

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3. Vocabulary Practice
Fill in the blanks with suitable descriptive words:

1. The mountain is very ____ (tall/short).

2. My best friend has ____ hair (curly/flat).

3. The beach looks ____ (crowded/empty).

4. She has a ____ smile (bright/dark).

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4. Writing Practice
Choose ONE:
a) Describe a person you admire. (minimum 2 paragraphs)
b) Describe your favorite place. (minimum 2 paragraphs)

Use this guide:

• Paragraph 1: Identification (Who/what is described?)

• Paragraph 2: Description (details: appearance, features, activities, etc.)

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C. Refleksi

Write one sentence about what you learned today:
“Today I learned that descriptive text …”

RPP Bahasa Inggris Kelas 12 - Pertemuan 18

 

📘 RPP Pertemuan 18

Satuan Pendidikan : SMA
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI / Ganjil
Pertemuan : 18
Alokasi Waktu : 90 menit
Materi Pokok : Analyzing Both Sides of an Issue (Pro vs Contra)

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A. Tujuan Pembelajaran

Setelah mengikuti pembelajaran, peserta didik mampu:

1. Mengidentifikasi argumen pro dan contra dari isu aktual.

2. Menganalisis kelebihan dan kelemahan setiap sisi argumen.

3. Menggunakan kosakata akademik (connectors, modal verbs, evaluative language) untuk menyampaikan pendapat.

4. Menyajikan analisis isu dalam bentuk teks Discussion sederhana maupun presentasi lisan.

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B. Pendekatan Belajar

Deep Learning dengan langkah: observing → questioning → reasoning → connecting → reflecting → creating.

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C. Langkah-Langkah Pembelajaran (90 menit)

1. Pendahuluan (10’)

• Ice breaking: Guru menayangkan headline berita aktual, misalnya:
  “Should TikTok be banned for teenagers under 17?”

• Siswa diminta berdiri di dua sisi kelas: “Pro” dan “Contra” sesuai pendapat awal.

• Guru menyampaikan tujuan pembelajaran.

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2. Kegiatan Inti (70’)

🔹 Observing (10’)

• Siswa membaca teks pendek tentang isu aktual (misalnya TikTok ban).

• Guru menjelaskan struktur argumen pro vs contra.

🔹 Questioning (10’)

• Siswa menanyakan: “Apa alasan yang paling sering dipakai pihak pro/contra?”

• Guru memandu agar pertanyaan fokus pada argumen, bukan emosi.

🔹 Reasoning (15’)

• Siswa bekerja kelompok: mengidentifikasi argumen pro dan contra dari teks.

• Mencatat evaluasi: mana argumen kuat, mana yang lemah.

🔹 Connecting (10’)

• Guru memberi topik baru: “Should smartphones be allowed in classrooms?”

• Kelompok membandingkan argumen dengan pengalaman nyata di sekolah.

🔹 Creating (20’)

• Kelompok menulis analisis 2 sisi (pro vs contra) dalam bentuk tabel + paragraf singkat (150 kata).

• Beberapa kelompok mempresentasikan hasilnya.

🔹 Reflecting (5’)

• Guru memandu refleksi: “Apa manfaat melihat dua sisi argumen sebelum mengambil keputusan?”

• Siswa menulis insight di kertas kecil (exit slip).

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3. Penutup (10’)

• Guru menegaskan pentingnya berpikir kritis & objektif.

• Menyampaikan tugas rumah: menulis teks Discussion individu tentang isu pilihan (misal AI in education, homework ban, online learning).

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D. Lembar Kerja Siswa (LKS)

LKS Pertemuan 18 – Analyzing Both Sides of an Issue

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A. Membaca Teks Isu Aktual

Should TikTok be Banned for Teenagers under 17?

In recent years, TikTok has become one of the most popular apps among teenagers. However, there is an ongoing debate about whether it should be banned for users under 17.

Pro (For the ban):

• TikTok can be addictive and waste teenagers’ study time.

• Some contents are inappropriate or harmful for young audiences.

• Too much screen time may affect mental health.

Contra (Against the ban):

• TikTok can be educational if used wisely (learning English, tutorials, news).

• It helps teenagers express creativity and talent.

• Banning may limit freedom of expression.

Conclusion:
There are both advantages and disadvantages. The best solution may not be a total ban, but stricter guidance and parental control.

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Tugas A:

1. Tentukan mana argumen pro dan mana contra.

2. Sebutkan 1 argumen pro yang menurutmu paling kuat dan jelaskan alasannya.

3. Sebutkan 1 argumen contra yang menurutmu paling lemah dan jelaskan alasannya.

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B. Analisis Bahasa

Contoh Connectors untuk Argumen:

• Pro: firstly, moreover, in addition, one reason is…

• Contra: on the other hand, however, some people argue that…

Modal Verbs yang relevan:

• should, must, may, might, could

Evaluative Language:

• dangerous, beneficial, harmful, creative, addictive, effective

Tugas B:

1. Temukan connectors, modal verbs, dan evaluative language dalam teks.

2. Tambahkan minimal 3 kosakata evaluatif baru dari kamus/HP.

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C. Diskusi Kelompok
Topik: Should smartphones be allowed in classrooms?

📖 Model Text – Should Smartphones Be Allowed in Classrooms?

Smartphones have become an essential part of modern life, and many students bring them to school every day. The question is whether smartphones should be allowed in classrooms.

On the one hand, smartphones can be very beneficial for learning. They provide quick access to online dictionaries, educational videos, and learning apps that can support classroom activities. Students can also use them to search for information instantly during discussions, which makes learning more interactive. Moreover, smartphones can help teachers share digital materials easily.

On the other hand, smartphones may also become a major distraction. Many students are tempted to check social media, play games, or chat with friends instead of paying attention to the lesson. This can reduce concentration and lower academic performance. In addition, not all students have the same type of device, which can create inequality and even bullying.

In conclusion, smartphones in classrooms have both advantages and disadvantages. Instead of a total ban, schools should regulate their use—allowing smartphones for learning purposes while restricting them during exams or lectures. This balanced approach ensures that technology supports education without harming focus and discipline.

Pro (For)	Contra (Against)
1. ______	1. ______
2. ______	2. ______
3. ______	3. ______

Tuliskan analisis singkat (150 kata) dengan menyebutkan mana argumen yang lebih kuat dan mengapa.

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D. Produksi Teks
Tuliskan teks Discussion singkat (150–200 kata) tentang topik:
“Is online gaming harmful or beneficial for teenagers?”

Gunakan struktur:

• Issue

• Arguments for

• Arguments against

• Conclusion

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E. Rubrik Penilaian

Aspek yang Dinilai	Skor 4 (Sangat Baik)	Skor 3 (Baik)	Skor 2 (Cukup)	Skor 1 (Kurang)
Identifikasi Argumen	Tepat & lengkap (semua sisi dianalisis)	Hampir lengkap, ada yang kurang	Banyak yang salah/kurang	Tidak mampu mengidentifikasi
Analisis Kekuatan Argumen	Analisis kritis, logis, mendalam	Analisis cukup logis, kurang mendalam	Analisis dangkal	Tidak ada analisis
Bahasa (connectors, modal, evaluative)	Tepat, bervariasi, konsisten	Tepat tapi kurang variasi	Banyak kesalahan	Tidak menggunakan
Teks/Presentasi	Tersusun rapi, logis, sesuai struktur	Cukup rapi, ada sedikit kekurangan	Kurang terstruktur	Tidak terstruktur

Skor Akhir = (Jumlah skor ÷ 16) × 100

RPP Bahasa Inggris Kelas 12 - Pertemuan 17

 

📘 RPP Pertemuan 17

Satuan Pendidikan : SMA
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI / Ganjil
Pertemuan : 17
Alokasi Waktu : 90 menit
Materi Pokok : Discussion Text – mengenal struktur argumen

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A. Tujuan Pembelajaran

Setelah mengikuti pembelajaran, peserta didik mampu:

1. Mengidentifikasi ciri dan fungsi teks Discussion.

2. Memahami struktur teks Discussion (Issue – Arguments for – Arguments against – Conclusion).

3. Menemukan unsur kebahasaan teks Discussion (connectors, modal verbs, evaluative language).

4. Menyusun teks Discussion sederhana dengan argumen mendukung dan menentang suatu isu.

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B. Pendekatan Belajar

Deep Learning – pembelajaran berfokus pada pemahaman mendalam melalui tahapan observing, questioning, reasoning, connecting, reflecting, creating.

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C. Langkah-Langkah Pembelajaran (90 menit)

1. Pendahuluan (10 menit)

• Ice breaking: Guru menayangkan headline kontroversial, misalnya “Should social media be banned for students under 17?”

• Tanya jawab singkat: “Siapa yang setuju? Siapa yang menolak? Mengapa?”

• Menyampaikan tujuan pembelajaran hari ini.

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2. Kegiatan Inti (70 menit)

🔹 Observing (10’)

• Siswa membaca contoh teks Discussion:
  Issue: Should homework be banned?
  Arguments for: Homework makes students stressed…
  Arguments against: Homework helps discipline…

• Guru menjelaskan struktur teks Discussion.

🔹 Questioning (10’)

• Siswa mengajukan pertanyaan: “Apa bedanya discussion dengan exposition?”

• Guru menjelaskan perbedaan fokus argumen (dua sisi vs satu sisi).

🔹 Reasoning (15’)

• Siswa bekerja dalam kelompok kecil, mengidentifikasi bagian teks (Issue, For, Against, Conclusion).

• Menganalisis unsur kebahasaan: kata penghubung (however, on the other hand, moreover), modal verbs (should, must, may).

🔹 Connecting (10’)

• Siswa menghubungkan isu dengan kehidupan nyata: “Should smartphones be allowed in class?”

• Diskusi kelas, guru memandu agar siswa melihat kedua sisi argumen.

🔹 Creating (20’)

• Kelompok menulis teks Discussion singkat (150–200 kata) tentang isu: “Online learning: more beneficial or more harmful?”

• Menyajikan hasil tulisan kelompok secara lisan.

🔹 Reflecting (5’)

• Guru memandu refleksi: Apa manfaat memahami dua sisi argumen?

• Siswa menuliskan insight pribadi di kertas kecil (exit slip).

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3. Penutup (10 menit)

• Guru menegaskan kembali struktur Discussion Text.

• Menyampaikan nilai penting berpikir kritis.

• Menugaskan siswa membuat teks Discussion individu untuk pertemuan berikutnya.

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D. Lembar Kerja Siswa (LKS)

A. Identifikasi Struktur

Bacalah teks berikut, lalu identifikasi bagian Issue, Arguments for, Arguments against, Conclusion.

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Teks 1 – Should School Uniforms Be Compulsory?

Many schools around the world require students to wear uniforms. This issue has raised debates among parents, students, and educators.

On the one hand, school uniforms can create a sense of equality among students. They reduce visible differences in social and economic background, so students can focus more on learning rather than appearance. Moreover, uniforms can increase school pride and discipline.

On the other hand, some people argue that uniforms limit students’ freedom of expression. Clothing is one way for young people to show their individuality. In addition, buying uniforms can be expensive for some families, especially when the school requires more than one type of uniform.

In conclusion, school uniforms have both advantages and disadvantages. It is important for schools to consider the needs of their students and find a balanced solution.

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Tugas:

1. Tentukan bagian mana yang termasuk Issue, Arguments for, Arguments against, Conclusion.

2. Tandai dengan warna/garis di teks.

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B. Analisis Bahasa

Tandai connectors dan modal verbs dalam teks di atas.

Contoh Connectors dalam Discussion Text:

• On the one hand, On the other hand, Moreover, In addition, However, Therefore, In conclusion

Contoh Modal Verbs yang sering muncul:

• should, must, may, can, might, could

Contoh Evaluative Language:

• important, beneficial, harmful, effective, useful, unnecessary, expensive

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Tugas:

1. Temukan connectors dalam teks.

2. Temukan modal verbs dalam teks.

3. Tuliskan evaluative language yang muncul.

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C. Diskusi Kelompok

Tuliskan minimal 2 alasan pro dan 2 alasan kontra untuk topik:

“Should students bring their own gadgets to school?”

Pro (For)	Contra (Against)
1. ______	1. ______
2. ______	2. ______

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D. Produksi Teks

Susunlah teks Discussion singkat (150–200 kata) dengan struktur berikut:

• Issue

• Arguments for

• Arguments against

• Conclusion

Topik: “Online learning: more beneficial or more harmful?”

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🔖 Contoh Model Text (bisa dipelajari sebelum menulis)

Should Online Learning Replace Traditional Classes?

Since the COVID-19 pandemic, online learning has become a major part of education. Many people wonder if it should replace traditional face-to-face classes.

On the one hand, online learning is more flexible and accessible. Students can learn from anywhere and save time on transportation. It also allows the use of modern technology, interactive apps, and recorded lessons, which can support independent learning.

On the other hand, online learning reduces social interaction. Students may feel isolated and less motivated without direct contact with teachers and friends. Furthermore, not all students have stable internet or proper devices, which creates inequality.

In conclusion, online learning has clear benefits but also serious drawbacks. It should be used to complement, not completely replace, traditional classes.

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👉 Dengan materi ini, siswa sudah memiliki:

• Teks contoh untuk dianalisis (A).

• Daftar connectors, modal verbs, evaluative language (B).

• Topik untuk diskusi pro-kontra (C).

• Contoh model text sebagai acuan menulis (D).

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LKS Pertemuan 17 – Discussion Text

A. Identifikasi Struktur
Bacalah teks berikut, lalu identifikasi bagian Issue, Arguments for, Arguments against, Conclusion.

Topic: Should school uniforms be compulsory?

1. _____ (Issue)

2. _____ (Arguments for)

3. _____ (Arguments against)

4. _____ (Conclusion)

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B. Analisis Bahasa
Tandai connectors dan modal verbs dalam teks.

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C. Diskusi Kelompok
Tuliskan minimal 2 alasan pro dan 2 alasan contra untuk topik:
“Should students bring their own gadgets to school?”

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D. Produksi Teks
Susunlah teks Discussion singkat (150–200 kata) dengan struktur:

• Issue

• Arguments for

• Arguments against

• Conclusion

Topik: “Online learning: more beneficial or more harmful?”

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E. Rubrik Penilaian

Aspek yang Dinilai	Skor 4 (Sangat Baik)	Skor 3 (Baik)	Skor 2 (Cukup)	Skor 1 (Kurang)
Struktur Teks	Lengkap & urut (Issue–For–Against–Conclusion)	Hampir lengkap, sedikit kurang urut	Ada bagian hilang	Tidak jelas sama sekali
Argumen	Argumen logis, seimbang, relevan	Argumen cukup logis & relevan	Argumen kurang logis atau tidak seimbang	Argumen tidak relevan
Unsur Kebahasaan	Konsisten pakai connectors, modal verbs, evaluative language	Sebagian besar benar	Banyak kesalahan tapi masih dipahami	Tidak menggunakan unsur khas
Kreativitas & Refleksi	Ide kritis, orisinal, insight jelas	Ide cukup baik, ada refleksi	Ide kurang orisinal, refleksi minim	Tidak ada ide/refleksi

Skor Akhir = (Jumlah skor ÷ 16) × 100

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10 emotional quotes and scripts

 

🎥 Format Notes:

• Reader Presence: The reader appears on screen in every scene.

• Tone: Soft, emotional delivery.

• Visual style: Cinematic, low saturation, warm light, natural settings.

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1. "Hidden Battles"

Quote: “Sometimes, the people who smile the most are the ones who cry the hardest when no one's watching.”

Part	Script (Voiceover)	Visuals (Reader On-Screen)
Hook (0–3s)	(softly) “You think you know them… just because they smile?”	Reader walks into frame smiling, greeting people, holding coffee.
Content (4–12s)	“But sometimes… the ones who smile the most cry the hardest… when no one’s watching.”	Reader closes door at home, drops the smile, stares at mirror, tears well up.
CTA (13–15s)	“Comment ‘Stay strong’ if you’ve been that person.”	Reader wipes eyes, turns to camera, small nod of understanding.

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2. "Scars into Strength"

Quote: “Healing doesn’t mean the damage never existed. It means the pain no longer controls your life.”

Part	Script	Visual
Hook	(calm tone) “They say time heals everything… But does it?”	Reader sits alone on steps, hands wrapped around warm mug, eyes down.
Content	“Healing doesn’t mean the damage never existed… It means the pain no longer controls your life.”	Reader looks up slowly, takes a deep breath, slight smile breaking through.
CTA	“Type ‘I’m healing’ if you’re still working through it.”	Reader walks away from the camera toward sunrise.

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3. "Strength in Silence"

Quote: “You never realize how strong you are until being strong is the only choice you have.”

Part	Script	Visual
Hook	“You want to know what real strength looks like?”	Reader stands in an empty street, looking at the camera with tired eyes.
Content	“It’s when you keep going… because you have no other choice.”	Reader slowly walks forward, clenched jaw, breathing steady.
CTA	“Tag someone who keeps going—even when it’s hard.”	Reader turns to side profile, looking forward determined.

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4. "Tired of the Fight"

Quote: “I’m tired of fighting. I’m tired of hoping. I just want peace—even if it means letting go.”

Part	Script	Visual
Hook	(softly, like a whisper) “Ever been so tired… your soul just wants peace?”	Reader sits on bed in dim room, head down, hand covering face.
Content	“I’m tired of fighting. I’m tired of hoping. I just want peace… even if it means letting go.”	Reader opens window, breeze brushes through, face softens.
CTA	“Comment ‘I need peace’ if this is your heart right now.”	Reader looks out window as camera slowly zooms out.

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5. "Good Heart, Heavy World"

Quote: “It hurts when you have a good heart and it feels like the world keeps trying to break it.”

Part	Script	Visual
Hook	“Having a good heart… is beautiful. But it hurts.”	Reader gives a sandwich to someone on the street, then walks away silently.
Content	“Because sometimes… the world just keeps trying to break it.”	Reader stops walking, takes deep breath, looks up to the sky.
CTA	“Drop a ❤️ if you’re still choosing kindness.”	Reader looks into camera, gives a gentle smile.

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6. "No Answers, Just Survival"

Quote: “You don’t always need to understand the pain—sometimes you just need to survive it.”

Part	Script	Visual
Hook	“You don’t always need to explain your pain…”	Reader walks slowly through rainy street with hoodie up, camera follows from behind.
Content	“Sometimes… you just need to survive it.”	Reader stops, removes hoodie, rain falls on face, stares upward.
CTA	“Type ‘Still here’ if you’re surviving quietly.”	Reader looks into lens, solemn but proud.

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7. "Silent Wars"

Quote: “The hardest battles are the ones we fight in silence.”

Part	Script	Visual
Hook	“The loudest pain… is the one no one sees.”	Reader sits alone in a classroom/workspace, surrounded by people but visibly withdrawn.
Content	“The hardest battles… are the ones we fight in silence.”	Reader stares blankly, forcing a small smile as others talk around them.
CTA	“Send this to someone who hides their pain too well.”	Reader closes eyes briefly, then opens them—calm but weary.

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8. "The Aftermath Hurts More"

Quote: “Sometimes, it’s not the goodbye that hurts. It’s the flashbacks that follow.”

Part	Script	Visual
Hook	“It wasn’t the goodbye that broke me…”	Reader holds old photo in hand, sits at edge of bed.
Content	“It’s the flashbacks that follow… that still do.”	Reader closes eyes, quick flashback montage plays behind them (laughter, touch, silence).
CTA	“Comment ‘Still remembering’ if this echoes inside you.”	Reader looks at photo again, then slowly puts it away.

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9. "The Bleeding Healer"

Quote: “She’s the kind of soul who heals others while silently bleeding herself.”

Part	Script	Visual
Hook	“She saves everyone… but who saves her?”	Reader (female) comforts friend crying, strokes their back.
Content	“She’s the kind of soul who heals others… while silently bleeding herself.”	Reader leaves room alone, leans on wall, eyes closed, silent tear falls.
CTA	“Tag someone who gives their all.”	Reader looks at camera, small smile, voice shakes a little.

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10. "You Made It"

Quote: “You grew through what you never thought you'd get through. And that alone makes you powerful.”

Part	Script	Visual
Hook	“This is for you. Yes—you reading this.”	Reader walks toward camera through forest or open road, wind blowing.
Content	“You grew through what you never thought you’d get through. And that… makes you powerful.”	Reader stops in front of camera, heart beating fast, voice steady.
CTA	“Type ‘I survived’ if that’s your truth.”	Reader puts hand on chest, nods softly.