MODUL AJAR

MODUL PEMBELAJARAN
BAHASA INGGRIS
REPORT TEXT
Nama Penyusun MGMP BAHASA INGGRIS
Institusi SMK Negeri 1 Gerung
Tahun 2024
Jenjang SMK
Kelas/ Prog. Keahlian X Seluruh Program Keahlian
Alokasi Waktu
Kode
Tahapan Fase F
Domain konten 1. Menyimak dan Berbicara (Listening and Speaking)
2. Membaca dan Memirsa (Reading and Viewing)
3. Menulis dan Presentasi (Writing and Presenting)

Tujuan Pembelajaran Menyimak dan Berbicara (Listening and Speaking)

11. A. 10 Menganalisis dan menyimpulkan makna secara
kontekstual fungsi sosial, struktur teks, dan unsur kebahasaan
teks lisan berbentuk laporan (report) secara kritis, kreatif dan
santun terkait topik fenomena alam dan sosial dengan tingkat
kelancaran dan ketepatan yang optimal.
Membaca dan Memirsa (Reading and Viewing)
11. B. 8 Menganalisis, menyimpulkan makna dan
mengevaluasi fungsi sosial, struktur teks, dan unsur
kebahasaan teks lisan dan tulis berbentuk laporan (report)
secara kritis, kreatif dan jujur terkait topik manusia, flora &
fauna sesuai dengan konteks penggunaannya dengan tingkat
kelancaran dan ketepatan yang optimal.
Menulis dan Presentasi (Writing and Presenting)
11. C. 8 Merancang teks tulis dan mempresentasikan secara
lisan teks berbentuk laporan (report) terkait topik manusia,
flora dan fauna dengan memerhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan sesuai konteks secara santun,
kritis, kreatif, dan mandiri dengan tingkat kelancaran dan
ketepatan yang optimal

Materi teks fungsional teks berbentuk laporan (report)

Menjelaskan tujuan pembelajaran yang akan dicapai; dan

menyampaikan cakupan materi dan penjelasan uraian
kegiatan
Konten Utama Teks fungsional teks berbentuk laporan (report)
Pertanyaan Inti 1. How to make report text?
2. What activities did you do during weekend?
Prasyarat 1. Siswa mampu membaca dan merespon berbagai
Pengetahuan/Ketrampilan macam teks secara mandiri.
2. Siswa mampu menunjukkan keterampilan merespon
teks yang makin kompleks.
3. Siswa mampu menulis melalui aktivitas yang dipandu
 dan menyampaikan ide kompleks dan menggunakan
berbagai kosa kata dan kata kerja dalam tulisannya.

Target profil pelajar Siswa yang beriman, bertakwa kepada Tuhan YME, mandiri
Pancasila dan berpikir kritis dan kreatif.
Target siswa Siswa Reguler/Tipikal
Jumlah siswa Maksimum 35-40 siswa
Ketersediaan Materi Pengayaan lebih Lanjut: Ya
Alternatif penjelasan Lanjutan : Ya
Model Pembelajaran Discovery Learning
Assessmen Individu, berpasangan kelompok
Jenis assessmen : tertulis, unjuk kerja
Materi ajar, Alat dan bahan A. Materi :
REPORT TEXT
 Teks factual report
 Fungsi sosial : Menguraikan gambaran umum tentang
gejala alam, sosial, dan benda-benda buatan manusia,
secara objektif dan ilmiah
 Struktur Teks :
- General classification
- Description
 Unsur Kebahasaan : Kata benda; singular dan plural,
Kalimat dengan noun modifiers, Ucapan, tekanan kata,
intonasi, Ejaan dan tanda baca
 Multimedia : Layout, dekorasi, yang membuat tampilan
teks lebih menarik

B.Media : Laptop, Power Point Presentation, Video, Gambar

C.Metode : Menyimak, diskusi kelompok, studi pustaka, role-
play, penugasan individu dan kelompok.
D.Sumber :

Pertemuan ke-1 1.Kelas : XI Regular

2.Waktu : 4 x 45 menit
3.Tujuan Pembelajaran :
Menyimak dan Berbicara (Listening and Speaking)
11. A. 10 Menganalisis dan menyimpulkan makna secara
kontekstual fungsi sosial, struktur teks, dan unsur kebahasaan
teks lisan berbentuk laporan (report) secara kritis, kreatif dan
santun terkait topik fenomena alam dan sosial dengan tingkat
kelancaran dan ketepatan yang optimal.
Membaca dan Memirsa (Reading and Viewing)
11. B. 8 Menganalisis, menyimpulkan makna dan
mengevaluasi fungsi sosial, struktur teks, dan unsur
kebahasaan teks lisan dan tulis berbentuk laporan (report)
secara kritis, kreatif dan jujur terkait topik manusia, flora &
fauna sesuai dengan konteks penggunaannya dengan tingkat
kelancaran dan ketepatan yang optimal.
Menulis dan Presentasi (Writing and Presenting)
11. C. 8 Merancang teks tulis dan mempresentasikan secara
 lisan teks berbentuk laporan (report) terkait topik manusia,
flora dan fauna dengan memerhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan sesuai konteks secara santun,
kritis, kreatif, dan mandiri dengan tingkat kelancaran dan
ketepatan yang optimal
Kegiatan awal
(15 Menit)
Pendahuluan
Pendahuluan:
Guru memberi salam (greeting) dan mengajak berdoa
Guru memeriksa kehadiran siswa
Guru menyiapkan peserta didik secara psikis dan
fisik untuk mengikuti proses pembelajaran dengan
memberikan leading questions;
Guru mengajukan tentang kaitan antara pengetahuan
sebelumnya dengan materi yang akan dipelajari;
Guru membagi kelas menjadi 4 sampai 5 kelompok
Guru memberikan brainstorming dengan menunjukkan
beberapa gambar yang berhubungan dengan topic yang
akan dibahas

1. What are they in the above pictures?

2. Have you felt or seen it before?
3. How are they look like?

Guru menyampaikan kompetensi yang akan dicapai.

Kegiatan Inti Kegiatan Inti ( 70 menit)

(70 Menit) Mengamati (Observing)
1. Guru menayangkan sebuah video tentang bencana alam
2. Siswa mengidentikasi fungsi sosial, struktur teks, dan
unsur kebahasaan pada ungkapan menunjukkan teks
factual report berdasarkan video yang mereka lihat.
3. Setelah siswa mengamati guru membagikan contoh text
factual report
Menanya (Questioning)
1. Siswa membuat pertanyaan berkaitan dengan teks
factual report yang disajikan
2. Siswa menanya berbagai hal tentang teks factual report
dalam bahasa Inggris pada proses pembelajaran.
Mengeksplorasi
1. Siswa mencari fungsi sosial, struktur teks serta unsur
 kebahasaan yang terdapat pada teks tersebut.
Mengasosiasi
1. Peserta didik mendiskusikan dengan temannya main
idea dari masing-masing paragraph
2. Masing-masing kelompok menuliskan main idea dari
setiap paragraph yang mereka dapatkan di depan kelas
3. Guru dan siswa membahas jawaban dari setiap
kelompok yang ditulis tadi
Mengkomunikasikan
1. Setiap kelompok memilih atau memencet satu nomor
setelah itu akan muncul pertanyaan dilayar, setelah itu
setelah itu setiap kelompok berlomba untuk menjawab
pertanyaan tersebut dengan tepat.
2. Setelah habis semua pertanyaan maka akan ditentukan
kelompok siapa yang mendapat nilai paling tinggi yang
sekaligus akan menjadi pemenang dalam permainan tersebut.

Kegiatan Penutup
(10 Menit) 1. Guru bersama-sama dengan peserta didik membuat
rangkuman/simpulan pelajaran
2. Melakukan penilaian dan/atau refleksi terhadap kegiatan
yang sudah dilaksanakan secara konsisten dan terprogram,
3. Memberikan umpan balik terhadap proses dan hasil
pembelajaran,
4. Guru memberitahukan kepada siswa tentang materi yang
akan dibahas dalam pertemuan berikutnya.
Pertemuan II
Kegiatan awal Pendahuluan:
(15 Menit) 1. Guru memberi salam (greeting) dan mengajak berdoa
2. Guru memeriksa kehadiran siswa
3. Guru menyiapkan peserta didik secara psikis dan fisik
untuk mengikuti proses pembelajaran dengan
memberikan leading questions;
4. Guru mengajukan tentang kaitan antara pengetahuan
sebelumnya dengan materi yang akan dipelajari;
5. Guru membagi kelas menjadi 4 sampai 5 kelompok
6. Guru memberikan brainstorming dengan menanyakan
beberapa pertanyaan yang berkaitan dengan materi
sebelumnya
7. Guru menyampaikan kompetensi yang akan dicapai.
Kegiatan Inti Kegiatan Inti
(110 Menint) Mengamati (Observing)
1. Guru menayangkan sebuah video tentang apa itu factual
report
2. Peserta didik menyimak dengan seksama video tersebut
3. Setelah siswa mengamati guru juga memberikan beberapa
penjelasan yang berkaitan dengan factual report
Menanya (Questioning)
1. Siswa membuat pertanyaan berkaitan dengan penggunaan
teks factual report
 2. Siswa menanya berbagai hal tentang teks factual report
dalam bahasa Inggris pada proses pembelajaran.
Mengeksplorasi
1. Siswa mempelajari fungsi sosial, struktur teks serta unsur
kebahasaan yang terdapat pada teks tersebut.
Mengasosiasi
1. Peserta didik diberikan sebuah contoh teks factual report
dan juga analisis dari teks tersebut
2. Guru meminta peserta didik untuk mempelajari dengan
seksama analisis teks tersebut
3. Guru memberikan jumble teks kepada peserta didik
4. Peserta didik menysusun kembali teks tersebut menjadi
teks yang baik
Mengkomunikasikan
1. Masing-masing kelompok setelah menjadikan paragraph
itu sesuai dengan urutan, peserta didik menganalisis teks
tersebut dari general classification dan detailed facts dari
teks tersebut.
2. Setelah itu guru dan peserta didik bersama-sama
membahas analisis teks tersebut

Kegiatan Penutup Penutup (10 menit)

(10 Menit) 1. Guru bersama-sama dengan peserta didik membuat
rangkuman/simpulan pelajaran dengan karakteristik dari
factual report
2. Melakukan penilaian dan/atau refleksi terhadap kegiatan
yang sudah dilaksanakan secara konsisten dan terprogram,
3. Memberikan umpan balik terhadap proses dan hasil
pembelajaran,
4. Guru memberitahukan kepada siswa tentang materi yang
akan dibahas dalam pertemuan berikutnya.

Pertemuan III
Kegiatan awal Pendahuluan:
(15 Menit) 1. Guru memberi salam (greeting) dan mengajak berdoa
2. Guru memeriksa kehadiran siswa
3. Guru menyiapkan peserta didik secara psikis dan fisik
untuk mengikuti proses pembelajaran dengan
memberikan leading questions;
4. Guru mengajukan tentang kaitan antara pengetahuan
sebelumnya dengan materi yang akan dipelajari;
5. Guru membagi kelas menjadi 4 sampai 5 kelompok
6. Guru memberikan brainstorming dengan sebuah game
Whispering
7. Guru menyampaikan kompetensi yang akan dicapai.
Kegiatan inti Kegiatan Inti
(110 Menit) Mengamati (Observing)
1. Guru menayangkan sebuah video tentang factual report of
 elephant
b. Peserta didik menyimak dengan seksama video tersebut
Menanya (Questioning)
1. Siswa menanyakan kata-kata sulit yang dia temukan
dalam video tersebut.
2. Siswa menanya berbagai hal tentang teks factual report
dalam bahasa Inggris pada proses pembelajaran.
Mengeksplorasi
1. Siswa menganalisis teks factual report tentang elephant
tersebut sesuai dengan form yang disediakan
Mengasosiasi
1. Peserta didik diminta untuk menulis sebuah teks factual
report berdasarkan hal-hal yang ada di dekat lingkungan
mereka
2. Peserta didik membuat factual report
Mengkomunikasikan
1. Masing-masing peserta didik mengkomunikasikan apa
yang mereka buat di depan kelas
2. Setelah itu guru dan peserta didik bersama-sama
membahas teks factual report yang mereka buat

Kegiatan penutup Penutup (10

(10 Menit) 1. Guru bersama-sama dengan peserta didik membuat
rangkuman/simpulan pelajaran hal-hal penting yang
mereka telah pelajari
2. Melakukan penilaian dan/atau refleksi terhadap kegiatan
yang sudah dilaksanakan secara konsisten dan terprogram,
3. Memberikan umpan balik terhadap proses dan hasil
pembelajaran,
4. Guru memberitahukan kepada siswa tentang materi yang
akan dibahas dalam pertemuan berikutnya

Materi Ajar Factual Report

MATERI AJAR TENTANG FACTUAL REPORT FOR VOCATIONAL SCHOOL
GRADE XI KD. 10

Warming up: The teacher shows some pictures related to the topic.
 4. What are they in the above pictures?
5. Have you felt or seen it before?
6. How are they look like?

Task 1

The students observe the video

Have you watched it before?

How is it look like?

The students and the teacher discuss what the video was talking about.

The teacher divided the students into some groups, each group consists of 4 to 5 students, and
they mix between male and female. And then each group should choose one name of animal
as their group’s name.

And then the teacher gives every group a text that related with the video that has been
watched before that is about Tsunami.

TSUNAMI

The word “tsunami” comes from the Japanese language meaning Great Waves
(Tsu: port and Nami: wave). Adapan agreed definition many people is a tsunami is a
natural disaster caused by rising sea waves to the mainland at high speeds due to the
earthquake centered under the sea. The quake could have been caused by soil erosion; the
plates were shifting, volcanic eruptions and who experienced meteor that crashed in the
ocean. This usually happens when the tsunami earthquakes exceeding magnitude 7 on the
Richter scale. Tsunami is quite dangerous, especially for those who live in Area beach.
With great power, he will sweep everything in its path.

When talking about the tsunami, then we would have to start from the cause,
namely the earthquake in the ocean. Tsunami always preceded a powerful movement that
we commonly call the earthquake. Although it is known that there are various types of this
earthquake, but 90% of the tsunami caused by the movement of the plates in the earth that
happened to be located in areas of the oceans. It should be also mentioned, the history of
tsunamis ever recorded due to the eruption of Krakatoa.

An earthquake in the bowels of the earth will result in the emergence of pressure to
the vertical direction so that the bottom of the sea will rise and fall in a short time span.
This will then lead to an imbalance in the ocean water which is then pushed into a large
wave that moves reached the mainland.

With great power there in the water waves, naturally if the buildings on the
mainland can be washed away easily. The tsunami waves propagate at speeds
unimaginable. He could reach 500 to 1000 kilometers per hour at sea. And when it reaches
the shore, the speed is reduced to 50 to 30 kilometers per hour. Although reduced rapidly,
but the pace was able to cause severe damage to humans.

If we look at the tsunami, of course we understand that there is no human

intervention in it. Thus, we do not have control to prevent these causes. However, the
preparation and maximum vigilance, we can minimize the impact of the tsunami itself. A
good example has been shown in Japan. Although prone to tsunamis, but the awareness of
people able to reduce the number of victims of the disaster.
After that every group read the text and identifies the main idea of each paragraph.
Group Paragraph Main Idea
1
2
3
4
5

The teacher make a game for answering the following questions, so the students will choose
one of the questions from the number that they enter and then there will be a question occur,
then each group as fast as possible answer the question to get the point. The winner is the
groups that get the higher point.

The questions are:

1. What does the word Tsunami mean?

2. What are caused of Tsunami?
3. What is the second paragraph about?
4. Why is Tsunami very dangerous for us?
5. How is the speed of Tsunami?
6. Why does the human being cannot control the disaster of Tsunami?
7. What are the characteristics of Tsunami?
8. Where can we find a good example to minimize the impacts of Tsunami?
9. What is the relationship between Tsunami and Earthquake?

Pertemuan Ke 2

The students watch the video of factual report

Function:
• Report text is a text which present information about something, as it is. It is as a result of
systematic observation and analyses.
• Its social purpose is presenting information about something. They generally describe an
entire class of things, whether natural or made: mammals, the planets, rocks, plants, countries
of region, culture, transportation, and so on.

Generic Structure of Report Text:

• General Classification: General statements that describe the subject of the report,
description, and classification.
• Description: tells what the phenomenon under discussion ; in terms of parts, qualities, habits
or behaviors.

Language features of Report text:

• Nouns and noun phrases are used rather than personal pronouns. The use of personal
pronouns is limited.
• Most reports are written in the present tense.
• Use some passive voice
• Some reports use technical or scientific terms.
• Linking verbs are used, eg. is, are, has, have, belong to, to give coherence.
• Uses some action verbs (climb, eat).
• Descriptive language is used that is factual rather than imaginative eg. color, shape, size,
body parts, habits, behaviors, functions, uses.

Language focus
Study the following pattern

Rumus Simple Present Tense Contoh Simple Present Tense

She likes eating out

kalimat positif (+):
The children are naughty.
S + verb-1/be (am/is/are)
 kalimat negatif (-): She doesn’t like eating out

 S + auxiliary (do/does) + not + bare

infinitive The children aren’t naughty
 S + be (am/is/are) + not

kalimat interogatif (?): Does she like eating out

 do/does + S + bare infinitive Are the children naughty

 be (am/is/are) + S

Language Focus
Declarative sentences
Declarative sentence is a sentence to state a statement about fact or opinion
 Batik is a traditional cloth from Indonesia.
 The rain has just stopped.
 Niels Bohr was born in Copenhagen on October 7, 1885.
 I like roasted garlic mashed potatoes.
 Some audience may agree with the speaker’s opinion.
Work in your group. Let’s look more closely into the two texts by using a table of analysis
below. The analyses of the texts about the buffalo and the bat have been done for you. Copy
them on a piece of paper. Write your work on a piece of paper. Underline every verb. Make
sure you know the meaning of every word and spell it correctly.

Buffalo
MAIN IDEA
SPECIES Buffalo are big, strong, dark-colored mammals with huge
horns
DETAILED FACTS
HABITAT 1. Water buffalo are found in the water areas of Asia.
2. Few are found in the wild now.
3. Only a few survive in the wild in Asia,
4. But buffalo are released to run free in the swamps of the
Northern Territory of Australia.
HABITS 1. African buffalo live in herds of several hundred –
usually near water,
2. as they love to wallow in mud.

PHYSICAL Buffalo are big, strong, dark-colored mammals with huge

CHARACTERISTICS horns
EMOTIONAL African buffalo have very bad tempers,
CHARACTERISTICS
FUNCTIONS 1. so humans have never managed to tame them.
2. and they are mostly kept as farm animals.
3. water buffalo have been domesticated for 3,000 years.
4. They are used to pull carts and ploughs,
5. but they can be kept for their meat, milk, and hides.

Rearrange some sentences below to be a good paragraph of information report text referring
to the social function and text structure based on the table provided.
1. Homes were situated together for sociability and defence, and land surrounding the
living quarters was farmed.
2. My village
3. Further, the dwellings of a village are fairly close to one another, not scattered broadly
over the landscape, as a dispersed settlement.
4. A village is a clustered human settlement or community, larger than a hamlet but
smaller than a town, with a population ranging from a few hundred to a few thousand.
5. Although many patterns of village life have existed, the typical village was small,
consisting of perhaps 5 to 30 families.
 6. Villages are normally permanent, with fixed dwellings; however, transient villages
can occur.
7. Though often located in rural areas, the term urban village is also applied to certain
urban neighbourhoods

GENERAL
CLASSIFICATION

DETAILED FACTS

Brainstorming
A family is a group of people who live together in the same house. It is called a nuclear
family. This big family is called an extended family. A complete family consists of parents
and one or more children. In many countries, a family can be extended to include relatives
such as grandparents, uncles, aunts, cousins, nephews and nieces living together under the
same house. The members of a family share the housework and take care of each other. With
the family we feel safe and happy. To go home means to return to our family in order to have
a rest, to watch TV, to eat together, and to share happiness and sadness with each other. With
our family we grow up to be healthy and useful individuals.
One of the student of every group will come in front of the class and then read every sentence
of the text after that she/he whisper the sentence to his/her friend and the last of the group write
what that they heard from his/her friend.
THE STUDENTS OBSERVE THE VIDEO AND ANALYSIS THE VIDEO WHICH
ONE IS THE GENERAL CLASSIFICATION AND WHICH ONE IS THE DETAILED
FACTS
Elephant
MAIN IDEA
SPECIES

DETAILED FACTS
HABITAT

HABITS

PHYSICAL
CHARACTERISTICS
EMOTIONAL
CHARACTERISTICS
FUNCTIONS

After finishing the analysis, the students make a factual report individually about their
favorite animal, the accident that happened around their environment, things that
she/he likes most and others thing that they known well.
After they finish their work, each student read their work in front of the classroom.
Example a factual report about “Panda”
 Panda

Panda or also known as “Giant Panda” or “Panda Bear” is a species of bear originated from

Central China. The most distinguishable things from them are the black and white patterns of

the body and alo the black fur encircling their eyes. They consume bamboo as their main diet

but they also eat other grasses, wild tubers, birds, rodents, honey, eggs, fish, oranges and

banana occassionally.

Panda have two legs and two hands. Although they can stand on two feet, but most of the

time they are just like any other bears who walked on both hands and legs. They have five

fingers and a thumb on their paws. The thumb is a modified bone that help them to hold

bamboo while eating. The fur around their belly is white while the fur around their chest,

hands, legs and ears are black.

An adult panda can reach the size of 1,2 to 1,9 m long from nose to tail. The tail is about 10

to 15 cm long. The body height of an adult panda can reach 60 to 90 cm and their body

weight can reach 160 kg. They can live up to 20 years in the wild and about 30 years
in captivity. They are a solitary animal who has a defined territory. They communicate to

each other by making sound and through scent marking.