Learning Material Module

(Modul Bahan Pembelajaran)

Subject :

Level :

Phase :

Grade :

Duration :

Topic :

Learning Objectives

Students' ability to understand the structure and elements of argumentative text, analyze the
arguments given, and be able to compose an effective argumentative text.

Basic Competencies

1. To understand the structure of argumentative texts

2. To Analyze the strengths and weaknesses of arguments
3. To develop critical thinking skills, including the ability to analyze and evaluate
arguments, identify logical fallacies, and make informed judgments.

Learning Indicators

1. Be able to identify the structure and elements in argumentative text.

2. Be able to determine the main idea and purpose of the author in an argumentative text.
3. Able to understand and evaluate the arguments given in argumentative texts.
4. Able to relate argumentative text with social context and everyday life.

Learning Methods

Learning Approach : Inquiry-Based Learning

Learning Type : Offline

Learning Style : Discussion and Individual Student Assignment (worksheet)

Learning Media

Media Type : Textbook by Buku Bahasa Inggris SMA/MA/SMK/MAK Kelas XII

Learning Equipment : Whiteboard, Marker, and Eraser

Learning Materials

Regarding: Argumentative text (Definition, purpose, generic structure)

- Definition:
Argumentative text is a type of discourse that aims to persuade readers or listeners to
accept the writer or speaker's point of view on a particular issue or topic. It presents a
logical argument and supports it with evidence and reasoning.
- Purpose:
The purpose of an argumentative text is to convince the reader or listener to agree with
the writer's point of view on a particular issue or topic. It aims to persuade the audience
to take action or change their beliefs or behaviors.
- Generic Structure:
A. Thesis statement: The writer's opinion on the topic is presented clearly and concisely
in a single sentence.
B. Arguments: The writer presents several arguments to support their thesis statement.
Each argument is presented in a separate paragraph, and each paragraph starts with a
topic sentence that states the main idea of the argument.
C. Counterargument: The writer acknowledges the opposing views and presents
counterarguments to refute them.
D. Conclusion: The writer summarizes the main points of the argument and restates the
thesis statement, leaving a strong impression on the reader. The conclusion may also
include a call to action or a recommendation.

[1]

Learning Activities
Activities
Pre-Learning
While Learning
1. Independent Construction
of the Text (ICoT)
2. Independent Construction
of the Text (ICoT)
3. Numbered Heads Together
Time Allocation
Teacher: 10 Minutes
- Give greetings to students in
the classroom
- Check student attendance
list
- Tells the topic that will be
studied in class today
- Ask whether students are
ready to start learning in class
with the topics that have been
told
Inquiry-Based Learning
- Students are asked to make 10 Minutes
a list of words or phrases
related to the topic to be
studied, and then share it with
the rest of the class by saying
it out-loud alternately
- Students identify and 15 Minutes
explore information related to
definitions, objectives, and
generic structures of
argumentative texts sourced
from Class XII English
Books for
SMA/MA/SMK/MAK
- Students are divided into 15 Minutes
small groups and given a
 number. After that, the
teacher will ask questions
about argumentative texts and
each group must work
together to answer these
questions. When the teacher
calls a number, the group
member with that number
must answer the question
with the help of other group
members.
4. Individual Work Students are asked to work on 20 Minutes
worksheet 1 given by the
teacher.
Post-Learning Class Discussion - Students 10 Minutes
are asked to discuss topics
that have been studied and
give their views on these
topics.

Assessment – The teacher

gives an assessment of
students' knowledge of the
argumentative text that has
been studied, based on
worksheet 1 that has been
done by students
Total Learning Time 80 Minutes
 Student’s Worksheet
Student’s Name :
Student’s Attendance Number :
Text
(Source: Buku Bahasa Inggris
SMA/MA/SMK/MAK Kelas XII)
Assignment
Question
1. Determine the main idea and
purpose of the author in the
Living in a city has both adventages and
disadvantages. On the plus side, it is often easier to
find work and there is usually a choice of public
transportation, so you don't need to own a car. Also,
there is a lot of interesting things to do and places
to see. What is more, you can find a park where
you can feed the ducks or just sit on a park bench or
read a book when you want to relax. All in all, city
life is full of bustle and variety and you will never
feel bored.
However, for every plus there is a minus. For one
thing, you might have a job, but unless it is well-
paid, you will not be able to afford many things
because living in a city is often very expensive. It is
particulary difficult to find good and cheap
accommodations. What's more, public
transportation sometimes crowded and dirty,
particularly in the rush hours, and even the parks
can become very crowded, especially on sundays
when it seems that every city-dweller is looking for
some open space and green grass.
Answer
 argumentative text above (Mark:
25)
2. Identify the structure of the
argumentative text above (Mark:
25)
3. Identification of the arguments
given in the argumentative text
above, both pro (agree) and con
(disagree) arguments (Mark: 25)
4. Relate the argumentative text
above to the social context and
everyday life. (Mark: 25)

Assesment

1. Individual Assessment
The teacher assesses students personally based on how active they are in class
discussions and how well students search for and find information related to
argumentative texts
2. Group Discussion Assessment
The teacher assesses students in groups based on group cohesiveness and activity in class
group discussions
3. Worksheet Assessment
The teacher assesses students personally based on the number of correct questions
answered by these students
4. Reading Assessment
The teacher assesses students individually when they finish reading material from books
with the reading time that has been given, and how much students understand their
reading

Worksheet Assessment Rubric

Question Score Criteria

1. 15-25 Students can identify the main
idea and purpose of the author
in the argumentative text on
the worksheet
4-14 Students can identify just one
of the main ideas or just the
author's goals in the
argumentative text on the
worksheet
0-4 Students cannot fully identify
one of the main ideas or the
author's goals in the
argumentative text in the
worksheet
2. 15-25 Students can fully identify all
structures in argumentative
texts in worksheets
4-14 Students can identify some of
the structures in argumentative
texts on worksheets
0-4 Students cannot fully identify
some of the structures in the
argumentative text on the
worksheet
3. 15-25 Students can fully identify the
 arguments agree and disagree
in the argumentative text on
the worksheet
4-14 Students can only identify one
of the arguments agree or
disagree in the argumentative
text on the worksheet
0-4 Students cannot identify
completely one of them
between agreeing and
disagreeing arguments in the
argumentative text on the
worksheet
4. 15-25 Students can fully identify the
relationship of argumentative
text in the worksheet with
everyday life
4-14 Students can only partially
identify the relationship of
argumentative text on
worksheets with everyday life
0-4 Students cannot fully identify
some of the relationships of
argumentative text in the
worksheet with everyday life

References
[1] A. Syaifudin, "Pengembangan Model Pembelajaran Menulis Argumentasi Siswa SMA
Melalui Dukungan ICT," Seloka: Jurnal Pendidikan Bahasa dan Sastra Indonesia, vol. 1,
pp. 40-44, 2012.