Rpp Sejarah Indonesia Kelas 10
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- Rpp Sejarah Indonesia Kelas X Kurikulum 2013
- Rpp Sejarah Indonesia
- Pelajaran Sejarah Indonesia Kelas 10 Kurikulum 2013
SatuanPendidikan: SMA XXX
Media Informasi Guru dan Pendidikan Indonesia. Okey, secara mudah dan cepat Anda bisa langsung mengunduh file RPP Sejarah K-13 yang kami sediakan linknya di bawah ini: RPP Sejarah SMA-MA-SMK-MAK Kurikulum 2013. Meri pyari bindu online. Mata Pelajaran: Sejarah Kelas/Semester: X, XI, XII/1 dan 2.
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Kelas/Semester: X / I
Materi Pokok:Teks deskriptiftentang tempat wisata dan bangunan bersejarah
Alokasi Waktu: 1 x 2 JP (90 menit)
A.Kompetensi Inti
KI 1Menghayati dan mengamalkanajaranagama yang dianutnya
KI 2Menghayatidan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotongroyong,kerjasama, toleran, damai),santun, responsif dan pro-aktifdan menunjukkan sikap sebagai bagian dari solusi atas berbagaipermasalahan dalam berinteraksi secara efektif dengan lingkungan sosial danalam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulandunia.
KI 3Memahami,menerapkan, menganalisis pengetahuan faktual,konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmupengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasankemanusiaan,kebangsaan, kenegaraan, danperadaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuanprosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnyauntuk memecahkan masalah.
KI 4Mengolah,menalar,dan menyajidalam ranah konkret dan ranah abstrak terkaitdengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, danmampumenggunakan metoda sesuai kaidahkeilmuan.
B.Kompetensi Dasar
1.1Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
2.3Menunjukkanperilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalammelaksanakan komunikasi fungsional.
Rpp Sejarah Indonesia Kelas X Kurikulum 2013
3.7Menganalisis fungsisosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhanatentang orang, tempat wisata, d an bangunan bersejarah terkenal, sesuai dengan kontekspenggunaannya.
4.8Menangkapmakna dalam teks deskripsi lisan dan sederhana.
4.10 Menyusun teks deskriptif lisan dan tulissederhana tentang orang, tempat wisata dan bangunan bersejarah terkenal, dengan memperhatikan tujuan, struktur teks dan unsur kebahasaan,secara benar dan sesuai dengan konteks.
C.Indikator
1.1.1Menunjukkan semangat mengikuti pembelajaran
2.3.1Menunjukkanperilaku santun dalam berkomunikasiinterpersonal dengan guru dan teman.
2.3.2Menunjukkanperilaku peduli dalam berkomunikasidengan guru dan teman.
(Pengetahuan)
3.7.1Mengidentifikasifungsi sosial, struktur teks dan unsur kebahasaan pada teks deskriptif tentangtempat wisata danbangunan bersejarah.
(Penerapan)
4.8.1Menangkap makna dalam teks deskriptif lisan dan tulis sederhana.
4.10.1Menyusun teks deskriptif sederhana tentang tempat wisata dan bangunan bersejarah dengan memperhatikan fungsi sosial, struktur eks dan unsurkebahasaan secara benar dan sesuai dengan konteks.
D.Tujuan Pembelajaran
1.1.1Siswa dapat menunjukkan semangat mengikuti pembelajaran.
1.1.2Siswa dapat menunjukkan rasa antusias mengikuti pembelajaran.
2.3.1Siswa dapat menunjukkan perilaku santun dalam berkomunikasi interpersonal dengan guru dan teman.
2.3.2Siswa dapat menunjukkan perilaku peduli dalam berkomunikasi interpersonal dengan guru dan teman.
(Pengetahuan)
3.7.1Siswa dapatmengidentifikasifungsi sosial, struktur teks dan unsur kebahasaan dari teks deskriptif tentangtempat wisata danbangunan bersejarah dengan baik.
(Penerapan)
4.8.1Menangkap makna dalam teks deskriptif lisan dan tulis sederhana dengan benar.
4.10.1Siswa dapat menyusun teks deskriptif sederhana tentang tempat wisata dan bangunan bersejarah dengan memperhatikan fungsi sosial, struktur eks dan unsurkebahasaan secara benar dan sesuai dengan konteks dengan baik.
E.Materi
1.Teks deskriptiflisan dan tulis, sederhana,tentangorang, tempatwisata, dan bangunan bersejarah terkenal.
2.Fungsi Sosial : Membanggakan, mengenalkan, mengidentifikas, memuji, mengkritik, mempromosikan, dsb.
a.Penyebutan nama orang, tempat wisata, dan bangunan bersejarah terkenal dan nama bagian-bagiannya yang dipilih untuk didiskripsikan.
b.Penyebutan sifatorang, tempatwisata, dan bangunan bersejarah terkenal dan bagiannya, dan
c.Penyebutan tindakandari atau terkait dengan orang, tempat wisata, dan bangunan bersejarah terkenal.
a.Kata benda yangterkait dengan orang, tempat wisata, dan bangunan bersejarah terkenal.
b.Kata sifat yangterkait dengan orang, tempat wisata, dan bangunan bersejarah terkenal.
c.Ejaan dan tulisantangan dan cetak yang jelas dan rapi.
d.Ucapan, tekanankata, intonasi, ketika mempresentasikan secara lisan.
Menyimak, diskusi kelompok, penugasan individu dan kelompok.
G.Media
·Buku Bahasa InggrisSolatif kelas X Semester 1
·Buku Bahasa Inggrisuntuk SMA/MA/SMK/MAK kelas X semester 1
I.Langkah-Langkah Pembelajaran
Kegiatan Siswa | |
-Guru memberikan salam kepada siswa | |
-Guru mengajak siswa berdo’a | |
-Guru menanyakan kabar siswa | |
-Guru mengecek kehadiran siswa |
Kegiatan Siswa | ||
a.Mengamati (Observing) | ||
-Guru menyajikan gambar-gambar tentang tempat wisata dan bangunanbersejarah terkenal. | -Siswa memperhatikan gambar dan melakukan tanya jawab berkaitan dengan ciri-ciri bentuk dan lokasi tempat sesuai dengan pengalamannya (ingin tahu, komunikasi). | 10 Menit |
-Guru memberikan pertanyaan terkait dengan gambar-gambar yang telah siswa amati. | -Berdasarkan gambar yang telah diamati, Siswa menjawab pertanyaan guru secara lisan (literasi, komunikasi). | |
-Guru memberi feedback terhadap jawaban yang ditemukan oleh siswa. | -Siswa mendengarkan dan meperhatikan penjelasan dan masukkan dari guru (ingin tahu). | |
-Guru memberikan teks deskrptif kepada siswa dan memerintahkan siswa untuk membaca teks tersebut. | -Siswa membaca teks yang diberikan oleh guru (literasi). | |
-Guru memberikan pertanyaan berdasarkan teks yang telah diberikan. | -Siswa mendiskusikan dan menjawab soal secara berpasang-pasangan (kritis, kreatif). | |
-Guru mendiskusikan materi tentang deskriptif text. | -Siswa mendengar dan memahami materi yang disampaikan oleh guru (literasi, menghargai, ingin tahu). | |
-Guru memberikan beberapa clue berkaitan dengan deskripsi sekolah tempat siswa belajar. | -Siswa membaca dan memahami clue yang diberikan oleh guru (literasi, ingin tahu). | 10 Menit |
-Guru meminta siswa berpasangan untuk menyusun teks deskriptif menggunakan clue-clue yang telah diberikan. | -Siswa menulis teks deskriptif secara berpasangan (kerjasama, kreatif). | |
-Guru meminta siswa untuk menuliskan hasilnya dipapan tulis. | -Para siswa mengoreksi hasil pekerjaan temannya (kritis). | |
-Guru meminta siswa menuliskan satu teks deskriptif baik tempat wisata atau tempat bersejarah yang pernah mereka kunjungi di daerah Purwokerto. | -Siswa menuliskan satu teks deskriptif baik itu tempat wisata atau bangunan bersejarah yang pernah dikunjunginya (kritis, kerja keras, kreatif). | |
-Guru meminta siswa menuliskan hasil pekerjaannya di papan tulis. | -Siswa menuliskan hasil teks deskriptif yang telah dibuat di papan tulis (kerja keras, aktif). | |
-Guru meminta siswa untuk memberikan tanggapan terhadap teks deskriptif yang telah ditulis dipapan tulis | -Siswa menanggapi hasil teks deskriptif yang telah dibuat oleh siswa (kreatif, aktif, kritis) | |
-Guru memberikan feedback terhadap teks deskriptif yang ditulis oleh siswa | -Siswa mendengarkan dan memperhatikan feedback yang diberikan oleh guru (menghargai) | |
3.Kegiatan Penutup
Kegiatan Guru | Waktu | |
-Guru menanyakan kesulitan siswa dalam menulis teks deskriptive | -Siswa menjawab pertanyaan guru dan menyampaikan kesulitan yang masih dihadapi (aktif, ingin tahu) | |
-Guru memberikan kesimpulan mengenai materi | -Siswa mendengarkan dan menyimak(menghargai, ingin tahu) | |
-Guru memberikan penugasan secara individu untuk mengerjakan soal-soal dari berbagai macam teks deskriptif | -Siswa mendengarkan dan mencatat tugas yang diberikan oleh guru (kerja keras, menghargai) | |
-Guru menyampaikan kegiatan pembelajaran pertemuan berikutnya | -Siswa mendengarkan arahan dari guru (ingin tahu, menghargai) | |
-Guru mengakhiri pelajaran dan memberikan salam penutup |
1.Penilaian sikapspiritual dan sosial
(Lembar pengamatan sikap spiritual dan sosial terlampir)
2.Penilaianpengetahuan dilakukan dengan : tes tertulis (soal terlampir)
3.Penilaian penerapandilakukan dengan penilaian rubrik (lembar rubrik terlampir)
Kepala Sekolah NAMA............... | Tempat, Tanggal Pembuatan NIP................ |
Lembarpengamatan penilaian sikap spiritual
No | Nomor daftar hadir siswa kelas X | |||||||||||||
2 | 4 | 6 | 8 | 10 | 12 | 36 | ||||||||
Siswa menunjukkan semangat dalam mengikuti pembelajaran | ||||||||||||||
Siswa menunjukkan keseriusan dalam mengikuti pembelajaran | ||||||||||||||
Kriteria penilaiansemangat:
3Telah menunjukkansemangat (tidak mudah menyerah menghadapi kesulitan, menghargai waktu, belajar dengansepenuh hati/ikhlas, rajin belajar) dalam mengikuti pembelajaran.
2Mulai menampakkansemangat (tidak mudah menyerah menghadapi kesulitan, menghargai waktu, belajardengan sepenuh hati/ ikhlas, rajin belajar) sama sekali dalammengikutipembelajaran.
1Belummenampakkan semangat (tidak mudah menyerah menghadapi kesulitan, menghargaiwaktu, belajar dengan sepenuh hati/ikhlas, rajin belajar) sama sekali dalammengikuti pembelajaran.
Kriteria penilaian serius:
3Telah menunjukkanserius (berkomitmen tinggi, sedia bekerja keras, bersungguh-sungguh) dalammengikuti pembelajaran.
2Mulaimenampakkan serius tidak mudah menyerah menghadapi kesulitan, menghargai waktu,belajar dengan sepenuh hati/ ikhlas, rajin belajar dalam mengikutipembelajaran, namun belum sepenuhnya.
1 Belummenampakkan serius, tidak mudah menyerah menghadapi kesulitan, menghargaiwaktu, belajar dengan sepenuh hati/ikhlas, rajin belajar sama sekali dalammengikuti pembelajaran.
Lembar pengamatan penilaian sikap sosial
No | Nomor daftar hadir siswa kelas XI | |||||||||||||
2 | 4 | 6 | 8 | 10 | 12 | 36 | ||||||||
Siswa menunjukkan perilaku santun dalam melaksanakan komunikasi interpersonal dengan guru dan teman. | ||||||||||||||
Siswa menunjukkan perilaku peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman. | ||||||||||||||
3 telah menunjukkan perilaku santun (mengatakan “tolong” dan“terimakasih”, menghargai dan menghormati orang lain tanpa membeda-bedakangolongan, memandang orang yang diajak bicara, menggunakan bahasa yang tidakmenyinggung perasaan orang lain) dalam melaksanakan komunikasi interpersonaldengan guru dan teman.
2 mulaimenampakkan perilaku santun mengatakan “tolong” dan “terimakasih”, menghargaridan menghormati orang lain tanpa membeda-bedakan golongan, memandang orang yangdiajak bicara, menggunakan bahasa yang tidak menyinggung perasaan orang lain)dalam melaksanakan komunikasi interpersonal dengan guru dan teman, namun belummemakai kaidah-kaidah kesantunan (misalnya, please,thank you, Can 1 .. ?.
1belummenampakkan perilaku santun mengatakan “tolong” dan “terimakasih”, menghargaidan menghormati otang lain tanpa membeda-bedakan golonganm memandang orang yangdiajak bicara, menggunakan bahasa yang tidak menyinggungperasaan orang lain) sama sekali dalammelaksanakankomunikasi interpersonaldengan guru dan teman.
Kriteria penilaian perilaku peduli
3 telah menunjukkan perilaku peduli (menawarkan bantuan padateman dan tidak egois) dalam melaksanakan komuniksi interpersonal dengan gurudan teman.
2mulaimenampakkan perilaku peduli 9 (menawarkan bantuan pada teman dan tidak egois)dalam melaksakan komunikasi interpersonal dengan guru dan teman.
1belummenampakkan erilaku peduli (menawarkan bantuan pada teman dan tidak egois) samasekali dalam melaksanakan komunikasi interpersonal dengan guru dan teman.
Kisi-kisi soalpengetahuan dan penerapan
No | Kompetensi Dasar | Materi Pokok | No. soal | ||
KI .3 Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. | KD. 3.7 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, d an bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya. | X/1 | Teks deskriptif sederhana tentang orang, tempat wisata, d an bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya. | Disajikan beberapa teks deskriptif, siswa diminta untuk menjawab pertanyaan yang mengarah pada fungsi sosial, struktur teks dan unsur kebahasaan. | (PG) dan no. 1 (uraian) |
KI. 4 Mengolah, menalar,dan menyajidalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampumenggunakan metoda sesuai kaidah keilmuan. | KD. 4.8 Menangkap makna dalam teks deskripsi lisan dan sederhana. | Teks deskriptif sederhana tentang orang, tempat wisata, d an bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya. | Diberikan beberapa teks deskriptif, siswa diminta untuk menjawab pertanyaan yang mengarah pada pemahaman siswa terhadap isi teks deskriptif yang disajikan. Pertanyaan yang diajukan meliputi : -informasi rinci -arti kata rujukan | (PG) (uraian) | |
KD. 4.9 Menyunting teks deskriptif lisan dan tulis, sederhana, tentang orang, tempat wisata dan bangunan bersejarah terkenal dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. | Teks deskriptif sederhana tentang orang, tempat wisata, d an bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya. | Disajikan sebuah teks deskriptif, siswa diminta untuk menyunting kembali teks dan menemukan semua noun phrases yang terdapat dalam teks, serta menentukkan bagian identifikasi dan deskripsi. | (uraian) |
Lampiran 3 :
SPEAKING RUBRIC ASSESMENT
Class/Number: .................
Indicators | ||
1 | 3 | |
Vocabulary | ||
2 | ||
Pronunciation | ||
4 | ||
Accuracy | ||
No. | Rubric |
Vocabulary | 1.Make many mistakes of vocabulary that make them difficult to understand. 2.There are some mistakes but they can still be understood. 3.No mistakes of using vocabulary so it is easy to understand. |
1.There are many spelling mistakes that make their speech difficult to understand. 2.There are some spelling mistakes but their speech can still be understood. 3.There are no spelling mistakes so that their speech is easy to understand. | |
Pronunciation | 1.Many mistakes while pronouncing English words and sentences, so it is difficult to understand. 2.There are several mistakes while pronouncing English words and sentences but still understandable. 3.No mistakes while pronouncing English words and sentences that is easy to be understood. |
Fluency | 1.Very not fluent and make too long pause when speak in English. 2.Quite fluent and only make some short pauses when speak in English. |
5 | 1.Make many mistakes in grammar, it makes the speech is difficult to understand. 2.There are some mistakes in grammar but their speech can still be understood. |
Scoring System :
Score:x 100
Class/Number: ........./........
Criteria to be assesed | 7 | 8 | 9 |
1. | Doesn’t use the correct textorganization of direct and indirect speech in the form of dialogue and paragraph | Use the correct text organization of direct and indirect speech in the form of dialogue and paragraph but has not elaborated the idea | Use the correct text organization of direct and indirect speech in the form of dialogue and paragraph with elaborated idea |
2. | Use simple sentences | Begin to very simple sentences and compound sentences | Use simple sentences, compound sentences and compound complex sentences correctly. |
3. | Too many mistakes | Under 5 mistakes | |
4. | Basic vocabulary, less precise | Purposefully chosen vocabulary | |
5. | Some errors with spelling and punctuation | Mostly effective use of mechanics; errors do not detract from meaning | Effective use of capitalization, punctuation and spelling |
6. | Write awkwardly, unreadable, submit late more than 3 days from the deadline | Write quite neatly, quite clear font, submit late three days from the deadline | |
Total score | |||
Alamat : Jalan XXX
LEMBAR SOAL
Waktu : 60 menit
Petunjuk:
- Berdoalah sebelum mengerjakan soal.
- Baca soal dengan cermat.
- Untuk soal pilihan ganda berilah tanda silang pada lembar jawab yang disediakan. Jika ingin mengganti jawaban berilah tanda (=) untuk jawaban yang salah dan beri tanda (X) kembali untuk jawaban yang dianggap benar.
A.Choose either a, b, c, d or e for the correctanswer!
Wakatobi is the name of an archipelago and regency in Sulawesi Tengggara, Indonesia. The name Wakatobi is derived from the names of the main island of the archipelago: Wangiwangi, Kaledupa, Tomea, and Binongko. The group is part of a largergroup calledthe Tukangbesi island. The archipelago, located in the diverse hotspot known as Wall acea. It is part of the Wakatobi National Park. Wakatobi as one of the world’s marine tourism object is now preparing it self and ready to welcome you and your family with hospitality and its particular culture. The Wakatobi is also home to Operation Wallacea, a UK based,non profit conservation group looking at sustainable development of fisheries and coral reef research.An independent non commercial website has been set up about a marine park. This website contains tourist and travel information in Wakatobi, including the biodiversity, conservation and local people. Wakatobi is also situated geographically at the world’s coral reef triangle center with its 942 fish species and 750 coral reef species from a total of 850 world’s collection comparing to the two world’s famous diving center of the Caribbean Sea that owes only 50 species and other 300 species in the red sea. |
1.What is the text about?
b.Wakatobi as a tourist spot.
d.Wakatobi as a fishing center.
2.This website contains tourist and travel information in Wakatobi,including the biodiversity, conservation and local people. (Paragraph 2). Thesentence above is a part of descriptive text called . . . .
b.event
d.description
a.Non-profit conservation group looking at sustainable development of fisheries and coral reef research.
b.The additional sources about the biodiversity, conservation and localpeople.
c.Tourist and travel information about the wakatobi.
e.The world’s marine tourism objects.
The Yogya Kembali Monument is located in Yogyakarta. It is three kilometres north of the Yogya city centre in the Jongkang village of the Sleman Regency. The monument was inaugurated on June 29th, 1985 to commemorate the historic Indonesian struggle for independence. Yogya Kembali means Yogya Returns, as a reminder of the returning of the Indonesian Republic Government. There are two sections of the Yogya Kembali Monument. The first section of the Cureng Aircraft is on the eastern gate, while the other section of Guntai Aircraft stands closer to the western entrance of the monument. The Monument has two wheeled-machine guns which can be seen from a podium towards the eastern and the western side. In the southern end of the yard, there is a wall engraved with 420 names of freedom fighters who lost their lives during a great struggle, from December 19th, 1948 to June 29th, 1949. A poem by Chairil Anwar, titled Karawang Bekasi, is written on one side of the wall dedicated to these unknown patriots. The Yogya Kembali Monument is surrounded by fish ponds. It is divided into four alleys which lead to the main building. The main building consists of different floors displaying a wide range of collections during and after the war times. It shows dioramas, carved reliefs or collection of clothes and weapons. |
4.What can be found in the western entrance of themonument?
b.A replica of the Guntai Aircraft.
d.A wall engraved with 420 names of freedom fighters.
e.A wide range of collections during and after the war times.
5.In the southern end of the yard, there is a wallengraved with 420 names of freedom fighters who lost their lives during agreat struggle, from December 19th, 1948 to June 29th, 1949. (Paragraph 2).
a.who lost
c.a great struggle
e.during a great struggle
6.What is the topic of the text above?
b.The Guntai Aircraft.
d.The Yogya Kembali Monument.
7.From the text above we can conclude that . . . .
a.the collection during and after the war isdisplayed outside the building
b.the Yogya Kembali Monument is surrounded by fishponds
c.There are two sections of the Yogya KembaliMonument
e.the main building has only one floor
8.The identification of the text above isshown by the sentence . . . .
a.the Yogya Kembali Monument is surrounded by fishponds.
b.the monument was inaugurated on June 29th, 1985 to commemorate the historic Indonesian struggle for independence.
c.a poem by Chairil Anwar, titled Karawang Bekasi, is written on one side of the wall dedicated to these unknownpatriots.
d.the main building consists of different floorsdisplaying a wide range of collections during and after the war times.
e.there are two sections of the Yogya KembaliMonument. The first section of the Cureng Aircraft is on the eastern gate,while the other section of Guntai Aircraft stands closer to the westernentrance of the monument.
Jawa Timur Park For people in East Java, Jatim Park may have been heard many times because it is one of the famous tourist objects in EastJavaprovince. Jatim Park offers a recreation pace as well as a study center. Jatim Park is located at Jl. Kartika 2 Barn, East Java. The location is easy to reach because it is only 2,5 kilometers from Batu. This tourist object is about 22 hectares in width. Visitors can enjoy more then 36 kinds of facilities that will entertain and educate them. After passing the gate, the visitor will find Galvy Nusantara, continue further we will step into Taman Sejarah which display the miniature size of famous landmark in East Java like Sumberawan Tample, Custom House of Kiai Hasan Besari Pnorogo and Sumerawan Statue. Another facility that can be enjoyd is Agro Park. This area has an array of rare crops, fruits and animal diorama which con-sist of unique animals that have been con-served. Jatim Park is suitable for family and school recreation. The recreation area sites offer precious tour as an alternative media of study. |
9.How many facilities can be enjoyed by visitors?
b.Five
d.Thirty two
a.A place at Jl. Kertika no 2 East Java
c.A place for recreation and a study center
d.it is a place which is only 2,5 kilometers from Batu
e.22 hectares land used for used for Kiai Hasan’shouse
11.What is the main idea of the second para-graph?
b.Gallery Nusantara area located next to the gate
c.East Java’s temple is displayed in minia-ture size
d.The Sumberawan Statue is a tourist ob-ject in JatimPark
e.Another facilities that can be enjoyed by thevisitors is Agro park
12.“Therecreation area sites offer precious tour” (Paragraph 3). The underline word is closest in meaning to . . . .
b.valuable
d.cheap
Stonehenge The Stonehenge is a prehistoric monument located in Wiltshere, England. Various stones in the Stonehenge are fallen or missing, making the original plan difficult to understand. The first major construction at Stonehenge was a circular dicth, with an internal bank and a smaller external bank. Archaeologist believe that it was built arround 3000 B.C. There were two original entrances to the enclosure-a wide one to the north-east and a smaller one on the southern side. The stones of the central cluster, are brought to the site about 2500 B.C, are of two types-the larger sarsens and the smaller bluestones. The sarsens were erected to two concentric arrangements The inner one is horseshoe of five trilithones (two vertical stones capped by a horizontal lintel). Of these, three complete trilithones still stand (one fell in 1797 and was renovated in 1958), and two are partly fallen. Near the center is the Altar Stone, which is mostly buried beneath the fallen stone of the talllest trilithon. |
13.The first major constructionat Stonehenge was a circular ditch, with an internal bank and a smallerexternal bank. (part 2).
The sentence above is a part of descriptive textcalled . . . .
b.event
d.description
14.The purpose of text about Stonehenge is . . . .
b.to persuade the readers to visit Stonehenge.
d.to describe about the construction of Stonehenge.
e.to explain about the archaeologists’ discoveries at the Stonehenge site.
15.The sarsens were erectedto two concentric arrangements. (Paragraph 2). The underlined word is similiarin meaning to . . . .
b.lowered
d.connected
16.There were two originalentrances to the enclosure-a wide one to the north-east and a smaller one on the southern side. (paragraph 2).The underlined phrase is a noun phrase containing the adjective that describes. . . .
b.determiner and opinion
d.size and colour
For questions number 17-20, Study the following sentences and identify thenoun phrase.
17.Imagine yourselfto be in the jungleand meet thesespecial animalsin their original
6
a.1
c.3
e.5
18.The gigantic treesin the forestindicate thattheforest iswell preserved.
The noun phrase is on number . . . .
b.2
d.4
19.Arrange the jumbled words below based on the order of the adjectives.
12345
b.4 – 3 – 1 – 5 – 2
d.4 – 5 – 1 – 3 – 2
20.Arrange the jumbled words below based on the order of the adjectives.
123 4
b.2 – 3 – 1 – 4
d.2 – 3 – 4 – 1
B.Read the text and answer the following questionbased on the text (1-5).
Rpp Sejarah Indonesia
One of the internationally famous ecotourism destinations in Indonesia is Tanjung Puting National Park in the southwest of Central Kalimantan peninsula. Tanjung Puting National Park offers impressive experience to its visitors. This is called a park, but unlike any park that you have seen in your city, this is a jungle! It is a real jungle, which is home to the most incredible animals in the world: orang utans and proboscis monkeys! The male proboscis monkeys are interesting because they have enormous snout. So, imagine yourself to be in the jungle and meet these special animals in their original habitat. What will you do when you meet them? To see orang utans we should go to Camp Leakey. Camp Leaky is located in the heart of Tanjung Puting National Park. This is a rehabilitation place for ex-captive orang utans and also a preservation site. This camp was established by Birute Galdikas, an important scientist who has studied orang utans since 1971. To reach the place, we should take a boat down Sekonyer river. The boat is popularly called perahu klotok which is a boathouse that can accommodate four people. The trip by the boat to Camp Leaky takes three days and two nights. The traveling in the boat offers another unforgettable experience. You sleep, cook, and eat in that klotok, night and day during your journey into the jungle. In daylight, on your way to Camp Leaky, you can see trees filled with proboscis monkeys. At night, you can enjoy the clear sky and the amazingly bright stars as the only lights for the night. |
1.What is the kind of the text above? Give the reason to support youranswer by using your own words.
2.As one of ecotourism destinations, what does TanjungPuting National Park offer to tourists?
3.Identify the structure of the text above. Which one is theidentification and which are the descriptions?
4.Mention all noun phrases that you can find in the text above.
5.How interested are you in visiting TanjungPuting National Park? What makes you interested (or not interested) in thepark.
Key Answers
A.Multiple Choices
2.D12. B
4.B14. D
6.D16. C
8.B18. A
10.C20.B
B.Essay
1.The kind of thetext above is descriptive text as it describes about Tanjung Puting NationalPark in details. It’s started from theindentification of Tanjung Puting National Park which is a park that offersmany animals to be seen like monkey and orang utans. That’s why, it is a parkbut it’s not like a park. It’s like a jungle. In the description it isexplained how we can see Orang Utans. We have to go to the camp leakey. Toarrive there, we can ride boat named perahu klotok. We can get a greatexperience during our journey to the camp leakey.
Pelajaran Sejarah Indonesia Kelas 10 Kurikulum 2013
2.Tanjung PutingNational Park offers natural view to the tourist. It comes form the amazinganimals we can see there and also the beauty of the jungle. We can also get agreat experience by taking Perahu Klotok to reach to the Camp leakey. Duringthe journey, we can eat, cook and sleep in the boat, we can also see theProbosics monkey in the jungle we passed by. By the time we reach camp Leakeywe will see Orang Utan.
ØTanjung Puting National Park is a park where we see OrangUtans and Probosics monkey.
ØParagraph 2 describes about camp leakey, a place where wecan see Orang Utan.
ØParagraph 3 describes about how to reach camp leakey, wehave to take a bout and we will have a journey for three days and two nights.
ØParagraph 4 describes about a great journey to the campleakey by using Perahu Klotok. We not only can sleep, cook and eat but also seethe Probosics monkey during our journey, we can see beutiful view at night as well.
·famous ecotourismdestination
·impressiveexperience
·incredible animals
·enermous snout
·there specialanimal
·a preservation site
·unforgettableexperience
5.It depends on thestudents opinion. All opinion will be correct as long as they give logicalreason.
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