MODUL AJAR BAHASA INGGRIS

GENERAL INFORMATION
School level : VIII Grade of Junior High School
Elemen : Menyimak-berbicara & menulis-mempresentasikan

A. Capaian pembelajaran:
1. Menyimak-berbicara: By the end of Phase D, students use English to interact and
exchange ideas, experiences, interests, opinions and views with teachers, peers and
others in an increasing variety of familiar formal and informal contexts. With some
repetition and rewording, they comprehend the main ideas and relevant details of
discussions or presentations on a variety of general interest topics. They engage in
discussion such as giving opinions, making comparisons and stating preferences.
They explain and clarify their answers using basic sentence structure and verb tenses.

2. Menulis-mempresentasikan: By the end of Phase D, students communicate their

ideas and experience through simple, organized paragraphs, demonstrating a
developing use of specific vocabulary and simple sentence structures. Using models,
they plan, create and present informative, imaginative and persuasive texts in simple
and compound sentences to structure arguments and to explain or justify a position.
They include basic information and detail, and also vary their sentence construction in
their writing. Students express ideas in the present, future, and past tenses. They use
time markers, adverbs of frequency and common conjunctions to link ideas. Their
attempts to spell new words are based on known English letter-sound relationships
and they use punctuation and capitalization with consistency.

3. Identitas Modul
a. Created by :
- Adila Evawidayati
- Aledya Sabilla M. A
- Diah Puspita Ningrum
- Sevani Alvia Nur. F
- Ulfah Munadziroh
b. Educational Unit : SMP
c. Year : 2023-2024
d. Level :D
e. Class/Semester : VIII/Gasal
f. Time Allocation : 2 x 40 menit

4. Initial competency
Provide an explanation of how to perform an action in the food domain, both through
oral and written communication using English, both in formal and informal situations.

5. Pancasila Learner Profile

Students are expected to have the character of faith, devotion to God Almighty,
morality, independence, critical thinking, helping each other, and creativity.
 6. Facilities and Infrastructure
Tools and Equipment : Computer/laptop, LCD, handout, speaker.
Materials : YouTube video, powerpoint, English Book for Grade VIII,
dictionary

7. Students’ Target
This teaching device target can be used by teacher to teach:
a. Regular/typical students: general, there is no difficulty in understanding the
teaching material. (tidak ada kesulitan dalam mencerna dan memahami materi
ajar.)
b. Slow learners: having difficulty with language and comprehension teaching
material and lack of focus.
c. Fast learners: understanding and absorbing the teaching material correctly, and
being able to achieve high order thinking skills.

8. Teaching Style
Genre Text Based Learning with Technological Pedagogical Content Knowledge
Approach (TPACK)

B. CORE COMPONENT
1. Learning Objectives
1. Cognitive goals
Students can identify a procedure text on how to make fried rice, including its
social function, general structure and language features.

2. Skill goals
Students are able to create a written text on how to make fried rice correctly,
appropriately, and appropriately for students.

3. Attitude goals
With the activity of identifying and creating a procedure text on how to make fried
rice, students are expected to become independent, critical thinking, and creative.

2. Meaningful Understanding
a. Students can identify a procedure text on how to make fried rice.
b. Students can create a procedure text about how to make fried rice that can be
seen and done in daily life.

3. Prompting Questions
a. What is your favorite food?
b. What kind of food do you usually eat for breakfast?
c. How often do you eat nasi goreng?
d. Have you ever tried making fried rice at home? How is it?
 e. Do you follow a particular step?

4. Learning Activities
A. Opening (10 minutes)
1. The teacher opens the lesson with greetings.
2. The teacher checks the learners' readiness:
a. Physical : stationery, books and dictionaries.
b. Mental : focus on learning.
c. Learning environment: picking up trash around the learners
3. Teacher checks the attendance of students
4. Teacher motivates students with positive things and connects with the material
5. Learning in daily life about mutual cooperation, critical thinking, and
creativity.
6. Teacher tells the learning objectives
7. Teacher gives initial diagnostic test (attachment)

B. Core Activities (65 menit)

1. Building Knowledge of the Field (BKoF) – 10 menit
- Teacher asks students about the material they are going to learn based on
their prior knowledge (apperception).
- Teachers ask these following questions to the students.
1. What is your favorite food?
2. What kind of food do you usually eat for breakfast?
3. How often do you eat nasi goreng?
4. Have you ever tried making fried rice at home? How is it?
5. Do you follow a particular step?
- Teacher shows a YouTube video about how to make fried rice and asks
students to take notes on some important information.

2. Modeling of the Text (MoT) – 20 minute

- Teacher displays an example of procedure text about “Homemade Fried
Rice.”
- Teacher shows students the materials about procedure text in the form of
PPTs slides.
- Teachers invite students to identify the generic structure (goals,
ingredients, steps) using Learning Apps.
- Teachers invite students to identify the language feature (simple present
tense, imperative sentence, temporal conjunction, and adverbs) using
Word Wall.

3. Joint Construction of the Text – 20 minutes

- Teacher divides the class into several groups consisting of 3-4 students.
- Students create a procedure text based on the theme given by the teacher
that is traditional food.
 - Each group discusses the food they want to make by considering
appropriate ingredients and steps.
- Teachers gradually remove support and guidance as the students become
more proficient.
- Students submit their work to the teacher.

4. Independent Construction of the Text – 15 minutes

- Typical slow learners create procedure texts on the paper provided.
- Typical fast learner students create procedure texts in the form of digital
posters.

C. Closing - 5 minutes
1. Teacher summarizes and reflects on the learning activities.
Teacher can use these questions:
a. What have you learned today?
b. What was interesting about today's learning?
c. Did you enjoy learning about the procedure text today?
d. What are the suggestions for the teacher about today's learning?
2. Teacher provides feedback, follow-up, and reinforcement of character values.
3. Teacher tells what material will be given next week.
4. Teacher gives homework assignments in the form of writing difficult
vocabulary (students' version) in the next material.
5. Teacher says greetings to end the lesson.

C. ASSESSMENT
➢ Types of assessment:
○ Pre-learning assessment (diagnostic)
○ Assessment during the learning process (formative)
○ Assessment at the end of the learning process (summative)
➢ Form of assessment:
○ Written: objective test
○ Attitude (Profile Pelajar Pancasila) in the form of observation

D. APPENDIX
1. Lembar Kerja Peserta Didik (LKPD)
2. Diagnostic Test
3. Teaching and learning Material

Mengetahui, Sleman, 20 November 2023

Kepala SMPN 1 Yogyakarta, Guru Bahasa Inggris
NIP: Diah
 APPENDIX

DIAGNOSTIC TEST
A. cognitive
1. How familiar are you with the generic structure of procedural text?
2. Why is it important to follow the correct sequence of steps in making fried rice?
3. Can you identify the key ingredients needed for cooking fried rice based on
procedural instructions?
4. What types of sentences are commonly used in procedure texts related to cooking?
5. In procedural writing, what role do transitional words and phrases play in guiding the
reader through the steps of making fried rice?

LEARNING MATERIALS

PROCEDURE TEXT FOR GRADE VIII

“Homemade Fried Rice”
Ingredients:

Chicken

- 1 tbsp oil
- 5 oz / 150g chicken breast, thinly sliced (or other protein)
- 1 tbsp kecap manis (sweet soy sauce)

Rice

- 1.5 tbsp oil

- 2 garlic cloves, finely chopped
- 1 tsp red chili, finely chopped
- 1 onion, small, diced
- 3 cups cooked white rice, day old, cold
- 2 tbsp kecap manis (sweet soy sauce)
- 2 tsp shrimp paste, optional

Garnishes / Side Servings (optional)

- 4 eggs, fried to taste

- 1 green onion, sliced
- Tomatoes and cucumbers, cut into wedges/chunks
- Fried shallots, store bought (optional)
- Lime wedges

How to make:

1. Heat oil in a large skillet or wok over high heat.

2. Add chilli and garlic, stir for 10 seconds.
3. Add onion, cook for 1 minute.
4. Add chicken, cook until it mostly turns white, then add 1 tbsp kecap manis and cook
 for a further 1 minute or until chicken is mostly cooked through and a bit caramelized.
5. Add rice, 2 tbsp kecap manis and shrimp paste, if using. Cook, stirring constantly, for
2 minutes until sauce reduces down and rice grains start to caramelise (key for
flavour!).
6. Serve, garnished with garnishes of choice (green onions, red chilli, fried shallots).

Source: https://www.recipetineats.com/nasi-goreng-indonesian-fried-rice/

Teaching Material
Procedure Text
1. Definition
Procedure text is a piece of written or spoken text which has the social function to
inform the readers or the listeners how to make or to do something. It can be in the
form of a set of instructions, directions or a manual.

2. Social function
- To describe how food is completely made or cooked through a sequence of
series/actions or steps.

3. Generic structure
- Goal : How to make homemade fried rice
- Ingredients
- Step

4. Language features
- Use adverbial of sequence / Using temporal conjunction:

1, 2, 3, 4, 5, 6.

- Use command / imperative sentence:

"Heat oil," "Add chili and garlic," "Add onion," "Add chicken," "Add rice."

- Using adverbials (Adverbs):

"Over high heat," "for 10 seconds," "for 1 minute," “until it mostly turns
white,” “for 2 minutes.”

- Using action verbs:

“cook,” “stir,” “serve."

- Using Simple Present Tense

PPT Slides

Link:
https://www.canva.com/design/DAF0JCVKe_g/iMO8Zj8m6l8Zs-_yi9I3qw/edit?utm_content
=DAF0JCVKe_g&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutt
on

Matching Structures using Learning Apps

Link: https://learningapps.org/watch?v=pcmbi3pok23

Identify the language feature (simple present tense, imperative sentence, temporal
conjunction, and adverbs) using Word Wall.
Link: https://wordwall.net/resource/64235925

LEMBAR KERJA PESERTA DIDIK

1. Title:

2. Goal:

3. Ingredients:
4. Steps:

ASSESSMENT RUBRIC

REFERENCES