UNIVERSITAS PANCASAKTI TEGAL

PENDIDIKAN PROFESI GURU PRAJABATAN

SEKOLAH MENENGAH KEJURUAN (SMK)

NEGERI 1 SLAWI

MODUL AJAR

UNIT PEMBELAJARAN

FACTUAL REPORT TEXT

Disusun Oleh: Sarah Jasmin Adeline

NPM : 1922730075

KEMENTERIAN PENDIDIKAN,
KEBUDAYAAN, RISET, DAN
TEKNOLOGI UNIVERSITAS
PANCASAKTI TEGALFAKULTAS
KEGURUAN DAN ILMU
PENDIDIKAN PROGRAM STUDI
PENDIDIKAN PROFESI GURU
PRAJABATAN 2023
 LEMBAR PENGESAHAN MODUL AJAR

Tegal, 26 Januari2023
Penyusun,

Sarah Jassmin Adeline, S.S.

Mahasiswa PPG Prajabatan Gel.2

Mengetahui,

Kepala Sekolah SMKN 1 Slawi Guru Pamong

Drs. Parman,.M.Pd Nur Khikmah,S.Pd,M.Pd

NIP. 196406291990031002 NIP. 197708212008012006

 MODUL AJAR Bahasa Inggris SMA/SMK

FACTUAL REPORT TEXT

A. Informasi Umum

Kode Modul Bhs Inggris E.X.1

Penyusun/Tahun Sarah Jasmin Adeline, Ss/2023
Sekolah/ Kelas SMKN 1 Slawi/ X AKL 4
Kompetensi Awal
Peserta didik mampu mengidentifikasikan teks report
dalam hal ini Factual Report Text.

Alokasi Waktu 135 menit (3 X Pertemuan)

Pertemuan 3 pertemuan
Profil Pelajar Pancasila Berakhlak Mulia, Berkebinekaan Global. Mandiri,
Bernalar Kritis, Kreatif, dan Bergotong royong
Sarana Prasarana LCD, Proyektor, Papan Tulis,
Media PPT, Buku Paket (splash), lembar kerja peserta didik,
Canva g
Pendekatan Saintifik
Metode pembelajaran Ceramah, diskusi kelompok, Tanya jawab, penugasan
Target Pesrta Didik Reguler/tipikal
Model Pembelajaran Discovery Learning
Moda Pembelajaran Tatap muka

B. Komponen Inti
Tujuan Pembelajaran
1. Peserta didik dapat mengidentifikasi teks report dan membedakannya dengan teks
deksriptif .
2. Peserta didik dapat membaca teks report.
3. Peserta didiik mendapat banyak kosakata baru dari teks teport.

Pertanyaan Bermakna

1. How is your feeling?

2. How are you today?

Pertanyaan Pemantik

1. What do you see in the picture?

2. What is your opinion once you have looked at the picture?
Persiapan Pembelajaran

1. Guru Menyiapkan bahan tayang PPT materi teks report dan membagikan di grup
whatsapp kelas .

Materi Pembelajaran

1. Contoh Teks report

2. Struktur, dan unsur kebahasan yang ada di teks report

Langkah Pembelajaran
Pertemuan 1 (2JP)

Kegiatan awal (10’)

• Mempersiapkan peserta didik untuk siap dalam melaksanakan pembelajaran
(berdoa, absensi, dan menyiapkan sumber belajar (5’)
• Memberikan pertanyaan pemantik terkait gambar yang ditampilkan di PPT.
(5’)
1. What do you see in the picture?
2. What is your opinion once you have looked at the picture?
• Menyampaikan topik dan agenda pembelajaran

Kegiatan Inti (70’)

• Peserta didik diminta untuk mencari informasi terkait materi report text (5’)
• Peserta didik diminta untuk mengemukakan hasil temuan (5’)
• Guru memberikan penjelasan terkait informasi generic structure teks report
dan membedakannya dengan teks deksriptif.(15’)
• Guru memberikan contoh beberapa teks report (5’)
• Guru memberikan contoh untuk mengidentiifikasi generic structure teks report
(15’)
• Guru meminta peserta didik agar membaca teks report Bersama-sama, satu
anak satu kalimat (20’)

Kegiatan Penutup (10’)

 • Melakukan refleksi pembelajaran (5’)
• Menyampaikan agenda pertemuan selanjutnya, memberi tugas untuk
mencari contoh teks report secara berkelompok dan mencari kosakata yang
sulit pada teks tersebut. (5’)

Pertemuan 2 (2 JP)

Kegiatan awal (15’)

• Mempersiapkan peserta didik untuk siap dalam melaksanakan pembelajaran
(berdoa, absensi, menyanyakan kabar dan menyiapkan sumber belajar)
• Memberikan pertanyaan pemantik terkait tugas yang diberikan sebelumnya..
1. Have you finished the homework?
2. Do you have any difficulties to search the text?
• Membahas tugas pertemuan sebelumnya .
• Menyampaikan topik dan agenda pembelajaran

Kegiatan Inti (65’)

• Peserta didik diminta untuk mengemukakan hasil temuan (5’)

• Guru meminta tiap kelompok membacakan kata-kata yang sulit (10’)
• Guru memberikan contoh struktur dan juga penggunaan language features
pada teks report (10’)
• Guru membagikan peserta didik kedalam beberapa kelompok berdasarkan
barisan tempat duduk. (5’)
• Guru memberikan 4 gambar hewan di papan tulis. Memberi waktu anak
berdiskusi tentang menulis 2 kalimat per kelompok. (5’)
• Tiap kelompok menulis kalimat report text di papan tulis . Kelompok yang
paling banyak kalimatnya benar mendapatkan hadiah jajan.(10’)

Kegiatan Penutup (10’)

• Melakukan refleksi pembelajaran (5’)

• Membagi kelas menjadi beberapa kelompok (5’)
• Meminta peserta didik untuk mencari teks report dan menganalisis unsur
kebahasaannya (10’)
• Menyampaikan agenda pertemuan selanjutnya. (5’)
 Pertemuan 3 (3 JP)

Kegiatan awal (15’)

• Mempersiapkan peserta didik untuk siap dalam melaksanakan pembelajaran
(berdoa, absensi, menyanyakan kabar dan menyiapkan sumber belajar)
• Memberikan pertanyaan pemantik terkait tugas yang diberikan sebelumnya..
3. Have you finished the homework?
4. Do you have any difficulties to search the text?
• Membahas tugas pertemuan sebelumnya .
• Menyampaikan topik dan agenda pembelajaran

Kegiatan Inti (65’)

• Guru menjelaskan materi tentang Simple Present Tense (10’)

• Meminta peserta didik memberikan contoh kalimat simple Present Tense. (5’)
• Guru membagikan soal sumatif soal Factual Report per individu untuk
dikerjakan per individu dan menuliskan mana menuliskan mana soal-ssoal
yang dianggap sulit.

Kegiatan Penutup (15’)

• Melakukan refleksi pembelajaran (10’)

• Meminta peserta didik untuk menyelesaikan tugass mereka (5’)
Assessment Summative

1. Penilaian Sikap (Profil Pelajar Pancasila)

Penilaian spiritual : Jujur
Penilaian sosial : Bergotong royong, berpikir kritis dan mandiri.
Teknik : Observasi, penilaian diri dan penilaian antarteman
Format instrumen penilaian
Format Penilaian Observasi

Nama : ........................

Kelas/Semester : ........................

Petunjuk Berilah tanda centang (√) pada kolom di bawah ini, dengan kriteria berikut:

1 (Tidak Pernah), 2 (Kadang-kadang), 3 (Sering), 4 (Selalu) sesuai dengan keadaan kalianyang

sebenarnya!

Skor Kriteria
No. Pernyataan
1 2 3 4
1. Berdoa sebelum belajar.
2. Jujur / tidak menyontek dalam mengerjakan tugas
3. Menghormati dan menghargai teman.
4. Menghormati dan menghargai guru.
5. Membantu teman yang kesulitan dalam belajar
6. Berani mengungkapkan pendapat dan saran.
7. Berani mengemukakan pertanyaan apabila ada yang kurang
dipahami.
8. Membuat catatan hal-hal yang dianggap penting
9. Berperan aktif dalam kelompok
10. Melaksanakan tugas tepat waktu

Kriteria Penilaian
Skor Nilai
30 – 40 A (Sangat Baik)
20 – 30 B (Baik)
10 – 20 C (Cukup Baik)
≤ 10 D (Kurang Baik)

2. Penilaian Pengetahuan
• Peserta didik diminta menulis contoh kalimat text report sebagai Latihan
• Kelompok yang paling banyak mendekati benar maka akan mendapat hadiah .
 Ketrampilan Speaking
Intruksi :

• Peserta didik diminta untuk mempresentasikan hasil kelompok di depan kelas.

• Rubrik penilaian ketrampilan berbicara

PENGUCAPAN SCORE
TATA BAHASA
KOSAKATA
KELANCARAN
PEMAHAMAN

Keterangan :

PENGUCAPAN:
▪ Mudah dipahami dan memiliki aksen penutur asli (5)
▪ Mudah dipahami meskipun dengana ksen tertentu (4)
▪ Ada masalah pengucapan yang membuat pendengar harus konsentrasi penuh
dan kadang-kadangada kesalahpahaman (3)
▪ Sulit dipahami karena ada masalahpengucapan, sering dimintamengulang
(2)
▪ Masalah pengucapan serius sehinggatidak bisa dipahami (1)

TATA BAHASA:

▪ Tidak ada atau sedikit kesalahan tata bahasa (5)

▪ Kadang-kadang membuat kesalahan tata bahasa tetapitidak mempengaruhi
makna (4)
▪ Sering membuat kesalahan tata bahasa yangmempengaruhi makna (3)
▪ Banyak kesalahan tata bahasa yang menghambat maknadan sering menata
ulang kalimat (2)
▪ Kesalahan tata bahasa begitu parah sehingga sulit dipahami (1)

KOSA KATA
▪ Menggunakan kosa kata dan ungkapan seperti penutur asli (5)
▪ Kadang-kadang menggunakan kosa kata yang tidak tepat (4)
▪ Sering menggunakan kosa kata yang tidak tepat,percakapan menjadi terbatas
karena keterbatasan kosakata (3)
▪ Menggunakan kosa kata secara salah dan kosa kataterbatas sehingga sulit
dipahami (2)
▪ Kosa kata sangat terbatas sehingga percakapan tidak mungkin terjadi (1)

KELANCARAN

▪ Lancar seperti penutur asli (5)

▪ Kelancaran tampak sedikit terganggu oleh masalah bahasa (4)
▪ Kelancaran agak banyak terganggu oleh masalah Bahasa (3)
▪ Sering ragu-ragu dan terhenti karena keterbatasan Bahasa (2)
▪ Bicara terputus-putus dan terhenti sehingga percakapantidak mungkin terjadi
(1)

PEMAHAMAN

▪ Memahami semua tanpa mengalami kesulitan (5)

▪ Memahami hampir semuanya, walau ada pengulangan pada bagian tertentu
(4)
▪ Memahami sebagian besar apa yang dikatakan bila bicaraagak diperlambat
walau ada pengulangan (3)
▪ Susah mengikuti apa yang dikatakan. (2)
▪ Tidak bisa memahami walaupun percakapan sederhana (1)

Jumlah score x 4 = 100

Assesmen Sumatif

• Peserta didik mengerjakan soal sumatif yang dibagikan guru di

pertemuan ketiga
• Jumlah soal berupa 20 soal pilihan ganda.
Jumlah score x 4 = 100
Pengayaan dan Remidial

• Peserta didik yang memiliki nilai speaking kurang akan dibebri tugas pribadi mencari
kata-kata sulit dan berlatih mengucapkannya.
• Guru memberi siswa yang memiliki nilai kurang soal remidial untuk dikerjakan. Nilai
yang dianggap kurang adalah yang memiliki nilai dibawah 70.

Refleksi peserta didik dan Guru

• Peserta didik masih tidak percaya diri dalam berbicara Bahasa Inggris, perlu adanya
motivasi dari guru untuk meningkatkan rasa percaya diri siswa
• Peserta didik masih kesusahan memahami teks report yang berhubungan dengan hal-hal
ilmiah. Perlu adanya pembiasaan membaca teks ilmiah dalam Bahasa inggris.
 MATERI PEMBELAJARAN

PERTEMUAN PERTAMA

Brainstorming factual report text

1. What do you see in the picture?

2. What is your opinion once you have looked at the picture?

PERBEDAAN TEKS DEKSRIPTIF DENGAN TEKS REPORT

Contoh Ilustrasi teks report:

CAT

Contoh Ilustrasi teks deksriptif:

MY CAT
PERANGKAT PEMBELAJARAN

PPT
PERTEMUAN KE 2
Lembar Kerja Peserta Didik

CAPYBARA

Capybara, (genus Hydrochoerus), also called carpincho or water hog, either of two species of
large semiaquatic South American rodents.
Capybaras inhabit forests and wetlands from Panama to Argentina. The larger of the two species,
the capybara (Hydrochoerus hydrochaeris), is the largest living rodent in the world, growing up
to about 1.3 metres (4.3 feet) long and weighing up to 79 kg (174 pounds). The lesser capybara
(H. isthmius) is smaller, growing to about 1 metre (about 3 feet) in length and weighing about 28
kg (62 pounds). Some classifications list capybaras as the only members of family
Hydrochoeridae, whereas others place them within the subfamily Hydrochoerinae of the family
Caviidae. Capybaras resemble the cavy and the guinea pig.

Capybaras are short-haired brownish rodents with blunt snouts, short legs, small ears, and almost
no tail. They are shy and associate in groups along the banks of lakes and rivers. They normally
feed in the morning and evening and spend most of the day resting under cover along the banks.
They are vegetarian and in cultivated areas sometimes become pests by eating melons, grain,
and squash. They swim and dive readily and commonly enter water to elude predators such
as jaguars and anacondas. The female bears a single litter of three to eight young each
year; gestation takes about 100 to 110 days.

1. How much does Capybara weight?

a. 13 kg-79 kg
b. 28 kg -79 kg
c. 62 kg – 79 kg
d. 29 kg- 79 kg
e. 79 kg- 179 kg
2. Where did Capybara live?
a. North America
 b. Africa
c. Panama
d. Brazil
e. Portugal
3. We know from the text that Capybara…
a. are short-haired grayish rodents with blunt snouts.
b. Spend most of the day eating.
c. Cannot swim and dive
d. They are social animal.
e. They are eating fishes.
4. How do Capybara spend most of the day?
a. Resting under cover along banks.
b. Swimming and diving.
c. Becoming a pests.
d. Eating vegetables.
e. Running.
5. They swim and dive readily and commonly enter water to elude predators such
as jaguars and anacondas.
The blond word has a same meaning as….
a. Eat
b. Sleep
c. Escape
d. Hide
e. Run

REMOTE SENSING

Remote sensing is the acquisition of information about an object or

phenomenon, without making physical contact with the object. In modern usage, the term
generally refers to the use of aerial sensor technology to detect and classify objects on Earth
(both on the surface, and in the atmosphere and ocean) by means of propagated signals
(e.g. electromagnetic radiation emitted from aircraft or satellites).
 There are two main types or remote sensing: passive remote sensing and active
remote sensing. Passive sensors detect natural radiation that is emitted or reflected by the
objects or surrounding area being observed. Reflected sunlight is the most common source
of radiation measured by passive censors. Examples of passive remote sensors include film
photography, infra-red, charge-coupled devices, and radiometers. Active collection, on the
other hand, emits energy in order to scan objects and areas whereupon a sensor then detects
and measures the radiation that is reflected or backscattered from the target. RADAR and
LIDAR are examples of active remote sensing where the time delay between emission and
return is measured, stabilizing the location, height, speed and direction of an object.

6. From the text above we know that remote sensing …

a. is the acquisition of information about an object or phenomenon, with making physical
contact with the object
b. In old usage, the term generally refers use of aerial sensor technology to detect and
classify objects on Earth
c. have three main types of remote sensing
d. Passive sensing and active sensing are types of remote sensing.
e. Active remote emits energy in order to scan objects and areas whereupon a sensor then
detects and measures the radiation that is reflected or backscattered from the target.
7. What is main idea of first paragraph?
a. Remote sensing obtained of information about an object or phenomenon, without making

physical contact with the object.

b. The energy in sunlight is important for remote sensing.

c. Active sensing is better than passive sensing.

d. There are two main types or remote sensing: passive remote sensing and active remote
sensing.

e. In modern usage, the term generally refers to the use of aerial sensor technology to hide
and classify objects on Earth.

8. What is the main idea of the second paragraph?

a. Active sensing is better than passive sensing
b. The energy in sunlight is important for remote sensing
c. Passive sensing is not as strong as active sensing
d. The source of energy radiated for sensing determines whether it is the active or passive
type
 e. Active remote sensing and passive remote sensing are equally useful for the
development of knowledge and technology.
9. Based on the text we can say that…
a. Remote sensing is expensive technology
b. Remote sensing is useful for transportation
c. We can apply the technology to study animals
d. Medical science can be improved through remote sensing
e. Remote sensing make it possible to collect information of an object in a dangerous
area
10. Examples of passive remote sensors include..
a. Radar and Lidar
b. Sensor and Radiator
c. film photography, infra-red.
d. Radar and sensor
e. charge-coupled devices and Lida

CHOCOLATE

Chocolate is a food made from roasted and ground cacao seed kernels that is available as
a liquid, solid, or paste, either on its own or as a flavoring agent in other foods. Cacao has been
consumed in some form since at least the Olmec civilization (19th-11th century BCE),[1][2] and the
majority of Mesoamerican people ─ including the Maya and Aztecs ─ made chocolate
beverages.[3]
The seeds of the cacao tree have an intense bitter taste and must be fermented to develop
the flavor. After fermentation, the seeds are dried, cleaned, and roasted. The shell is removed to
produce cocoa nibs, which are then ground to cocoa mass, unadulterated chocolate in rough form.
Once the cocoa mass is liquefied by heating, it is called chocolate liquor. The liquor may also be
cooled and processed into its two components: cocoa solids and cocoa butter.
Baking chocolate, also called bitter chocolate, contains cocoa solids and cocoa butter in
varying proportions, without any added sugar. Powdered baking cocoa, which contains
more fiber than cocoa butter, can be processed with alkali to produce dutch cocoa. Much of the
chocolate consumed today is in the form of sweet chocolate, a combination of cocoa solids, cocoa
butter or added vegetable oils, and sugar. Milk chocolate is sweet chocolate that additionally
contains milk powder or condensed milk. White chocolate contains cocoa butter, sugar, and milk,
but no cocoa solids.

11. The main idea of paragraph two is…

a. History of chocolate
b. Type of chocolate
c. How to make chocolate
d. How to fermented chocolate
e. Described about chocolate powder.
12. Which of the following is not the characteristic of a chocolate fruit?
a. intense bitter taste
b. sweet taste
c. roasted
d. milky
e. shrink.
13. The writer’s purpose in writing the text is..
a. to retell the events in Maya and Aztec.
b. to inform about classification of chocolate.
c. to describe about chocolate in general.
d. to persuade reader to keep chocolate habitat.
e. to entertain reader with the story of chocolate.
14. What are the procedure to make chocolate?
a. Fermentation, drying cleaning and roasting, and heating.
b. Fermentation, drying and removing sheed.
c. Drying, cleaning, and roasting.
d. Fermentation, drying, heating.
e. Drying, removing sheed, heating.
15. Powdered baking cocoa, which contains more fiber than cocoa butter, can be processed
with alkali to produce dutch cocoa.
 The word fiber has the same meaning as…
a. Line
b. Scratch
c. Tendril
d. Seed
e. Water.

Gold is a precious metal. Gold is used as ornaments or as money. Gold is found in many
places, but in a small supply. It is often found on the surface of the earth. Since gold is a
heavy substance, it is sometimes found loose on bottom of rivers. The gold is found
together with sand and rocks, and must be separated from them. It is simple to search for
this type of gold. It is not usually necessary to drill for gold, but when a layer of gold is
located deep below the surface of the earth, it is possible to drill a hole into the ground.
Engineers have developed modern process for removing gold from rocks. Since gold is not
very hard, it is sometimes melted and added to other substances for making rings, coins,
and art objects. It will be priced forever because it is beautiful, rare, and useful.
16. The best title of the text above is …..
a. Gold
b. Type of Gold
c. Previous Metal
d. Rare Ornaments
e. Removing Gold from Rocks
17. The following are associated with gold, EXCEPT …..
a. useful
b. precious
c. beautiful
d. expensive
e. unnecessary
18. The text above is mainly intended to …. about gold.
a. discuss
 b. classify
c. describe
d. elaborate
e. document
19. “It will be priced forever because….” (Paragraph 4). The word “priced” means ……
a. valuable
b. worthless
c. interesting
d. wonderful
e. eye catching
Blueberries, cranberries, and huckleberries-like dark skinned bunch grapes-contain restorative, a
potential anticancer agent. That’s a new finding from preliminary data from ARS collaborative
studies with Rutgers University-New Jersey and Ag Canada, Kent ville, Nova Scotti. Restorative
protects dark-skinned bunch grapes from fungal diseases and provides health benefits to
consumers, including protection from cardiovascular disease. The compound’s anticancer
potential warranted its examination in other fruits.
Using gas chromatographic and mass spectrometric procedures, the scientists measured the
restorative content of 30 whole fruit samples of blueberry, cranberry, huckleberry, and related
plants representing 5 families and 10 species of Vaccination fruit. They found that several samples
contained varying amounts of the compound. Analysis of extracts of the skin, juice/pulp, and seed
of muscadine grapes showed that its concentration in fruit skin was highest. Levels in the juice/pulp
were much lower than in either skin or seeds. Researchers are continuing to analyze more
Vaccination and muscadine samples. Future research goals will include enhancing production of
restorative in selected species.

20. What is the purpose of the text?

a. To tell kinds of fruits
b. To describe some fruits
c. To persuade people to keep health
d. To inform the importance of research on fruits
e. To report the result of a research on certain fruits
 DAFTAR PUSTAKA

http://britishcourse.com/report-text-definition-purposes-generic-structures-language-
features.php

https://www.englishtopgrammar.com/2020/10/report-text-definition-and-example.html

https://www.detik.com/bali/berita/d-6595433/mengenal-apa-itu-report-text-fungsi-jenis-
struktur-dan-contohnya

http://elimarseliana.blogspot.com/2015/07/text-report-text-definition-of-report.html

https://sites.google.com/site/tarqdirection/the-four-fields-of-functional-language/report-vs-
descriptive-text

https://www.ef.co.id/englishfirst/kids/blog/contoh-report-text-dalam-bahasa-inggris/

https://www.bola.com/ragam/read/5147971/15-contoh-soal-materi-tentang-report-text-dan-
kunci-jawabannya