ENGLISH TEACHING MODUL

Name : Ilhan Arya Wiangga

Educational Unit : SMAN 1 Wakanda
Academic Year : 2024/2025
Class : XI
Material : Descriptive Text
Time Duration : 6 Class Hours x 40 min

Basic 1. Learners already have a vocabulary of adjectives, prepositions,

Competence adverbs, location-related nouns, and pronouns.
2. Learners already possess knowledge of the Simple Present Tense.

Student Profile Critical Thinking, Creative

Facilities and Projector, laptop or computer, whiteboard, marker, teaching book,

Infrastructures worksheet, video, social media platform
Learner Target Reguler Learners are able to write and present a descriptive
text in the form of a brief review of a tourist
destination.
With Learning Learners can apply the structure and linguistic
Difficulties elements of a descriptive text related to a brief
review of a tourist destination.
High Achievement Learners can write responses and present a
descriptive text in the form of a review of a
tourist destination.
Learning Method Project-Based Learning (PJBL)

A. Learning Purpose

1. Learners are able to identify the purpose, structure, and linguistic elements of a descriptive
text related to a review of a tourist destination.
2. Learners can apply the structure and linguistic elements of a descriptive text related to a
review of a tourist destination.
3. Learners can draw conclusions from information in a descriptive text related to a review of
a tourist destination.
4. Learners can plan the composition of a descriptive text related to a review of a tourist
destination.
5. Learners can write a descriptive text related to a review of a tourist destination.
6. Learners present a descriptive text related to a review of a tourist destination.

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B. Meaningful Understanding

Learners are capable of composing a descriptive text in the form of a brief review
about a tourist destination..

C. Triggering Question

1. Have you ever visited one or some tourist destinations in Yogyakarta?

2. In your opinion, what does ... (name of the tourist destination) look like?
3. What tourist destination do you really want to visit it?

D. Learning Activities

First Meeting (2x40 min)

Learning Purpose :

1. Learners are able to identify the purpose, structure, and linguistic elements of a
descriptive text related to a review of a tourist destination.
2. Learners can apply the structure and linguistic elements of a descriptive text related
to a review of a tourist destination.

Learning Description of Activities Time

Activities Duratio
n
Introduction 1. Begin with greetings and prayer to start the learning session. 10
2. Check the attendance of learners. min
3. Prepare the psychological readiness of learners by initiating the
learning activity with questions about nearby tourist destinations.
4. Connect the learning objectives with previously covered material
and convey their real-life significance.
5. Pose triggering questions related to the upcoming lesson content.
6. Communicate the learning objectives and activities, linking them
to real-life situations.

Main 1. Learners watch a video showcasing tourist destinations in 60

Activities Indonesia. Video link: min
https://youtu.be/IwtNFzX0ni8?si=fHYP1rK0NMksFvxu

2. The teacher asks learners to mention the tourist destinations

in the video, share their favorite places, and provide brief
descriptions related to those locations.

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 3. The teacher plays a second video containing a description
of Prambanan Temple. Video link:
https://www.youtube.com/watch?v=oKDh404dE44

4. Learners mention information related to Prambanan

Temple.
5. The teacher displays a descriptive text about Prambanan
Temple using a projector.
6. Learners and the teacher read the text together, identifying
its social function, text structure, and linguistic elements.
The teacher facilitates and provides feedback on learners'
responses.
7. After reviewing the descriptive text of Prambanan Temple,
learners are presented with two examples of review texts
about Prambanan Temple.
8. Learners compare and contrast the two text forms.
9. Questions the teacher can use as triggers:
a. What is the difference between those texts?
b. How about the language they use in text 1 and text 2?
c. Which one is more formal, and which one is informal?
d. What about the paragraphs? How many paragraphs
does text 1 consist of? What about text 2? Is it necessary to
write in paragraphs?
e. Do the authors of those texts use grammar?

10. The teacher facilitates and provides feedback on learners'

responses.
11. The teacher provides a worksheet (Worksheet 1 –
Descriptive Text); learners work on the worksheet.
12. Learners and the teacher together check the results of the
worksheet answers.

Designing 1. Learners are asked to visit one of the tourist destinations in

Project Plan Indonesia.
2. Learners must write down details and some specifics they
find at that location.
3. To equip their observations, learners are provided with a
guideline sheet (Guideline 1 – List of Information) that they
need to fill out during their visit to the tourist destination.
Creating 1. Learners are informed to bring the filled guideline sheet to
Production the upcoming meeting.
Schedule 2. Learners are informed about the creative description project
for the next meeting and what they need to bring and
prepare.

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Closing 1. The teacher, together with learners, draws conclusions and 10
summarizes the learning outcomes. min
2. The teacher and learners reflect on today's learning
activities.
3. The teacher presents the material that will be covered in the
next meeting.
4. The teacher closes the lesson with a prayer.

Second Meeting (2x40 min)

Learning Purpose :

1. Learners are able to summarize information in a descriptive text related to a review of a

tourist destination.
2. Learners can plan the composition of a descriptive text related to a review of a tourist
destination.
Learning Description of Activities Time
Activities Duration
Introduction 1. The teacher greets and leads in a prayer before the 10 min
lesson begins.
2. The teacher checks the attendance of learners.
3. The teacher provides an introduction and links it to
previous and current day's learning.
4. The teacher communicates the objectives to be
achieved in today's lesson.
5. The teacher outlines the scope of the material to be
covered.
6. The teacher presents the learning method (Project-
Based Learning) and assessment techniques that will
be used.
Main Activities 1. Learners bring the guideline sheet (Guideline 1 – 60 min
List of Information) they have worked on.
Monitoring 2. The teacher asks learners to develop the
Project Activity information they recorded in the guideline into a
and Progress brief review text and write it in their respective
assignment books.
3. While learners create the review text, the teacher
acts as a facilitator and provides feedback on their
writing.
4. The teacher assesses their writing using the
Assessment 1 – Writing Comprehension sheet.
5. The teacher informs about developing their
descriptive writing into a creative review, either:

a. Paper & Pencil Review: handwritten text

adorned manually with pencil and coloring.
b. Digital Review: typed text decorated using
digital tools such as Canva, Corel Draw, etc.

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 c. Audio Review: Learners record their voices using
a voice recording application.
d. Video Review: Learners create a video
documentation/animation/other creative forms by
incorporating sound or text.
6. Learners choose one of the four creative review
formats.
7. The teacher distributes the guideline sheet (Guideline
2 – Posting A Creative Description) containing
information about the four creative description
formats and other detailed instructions, including:

- Information on uploading their work to Instagram

using a specific hashtag,
e.g., #Instareview #Instacreative.
- Instructions regarding the caption content.
- Information on the deadline for uploading.

8. The teacher informs that learners must present their

work in front of the class and receive feedback from
their fellow learners.
Closing 1. The teacher, together with learners, draws 10 min
conclusions and summarizes the learning outcomes.
2. The teacher and learners reflect on today's learning
activities.
3. The teacher communicates the activities that will be
carried out in the next meeting.
4. The teacher concludes the lesson with a prayer.

Third Meeting (2x40 min)

Learning Purpose :

1. Learners are able to write a descriptive text related to a review of a tourist destination.
2. Learners present a descriptive text related to a review of a tourist destination.
Learning Description of Activities Time
Activities Duration
Introduction 1. The teacher greets and leads in a prayer before the 10 min
lesson begins.
2. The teacher checks the attendance of learners.
3. The teacher provides an introduction and links it to
previous and current day's learning.
4. The teacher communicates the objectives to be
achieved in today's lesson.
5. The teacher outlines the scope of the material to be
covered.
6. The teacher presents the learning method (Project-
Based Learning) and assessment techniques that will
be used.

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 Main 1. The teacher has checked all the artworks uploaded by 60 min
learners on Instagram.
Activities 2. The teacher distributes the Assessment 2 – Presenting
(for Students) sheet to all learners.
Testing the 3. Learners present their artworks in front of the class.
4. While learners present, their peers write feedback on
Results the Assessment 2 – Presenting for Students sheet. The
teacher assesses using the Assessment – Presenting (for
Teacher) sheet.

Evaluating the 1. The teacher and learners collectively evaluate and

Learning provide feedback for the presentations that have been
Experience conducted.

Closing 1. The teacher, together with learners, draws conclusions 10 min

and summarizes the learning outcomes.
2. The teacher and learners reflect on today's learning
activities.
3. The teacher communicates the activities that will be
carried out in the next meeting.
4. The teacher concludes the lesson with a prayer.

E. Assessment

Type Form
• Attitude Assessment • Attitude Observation
• Formatif Assessment • Worksheet, Observation
• Sumatif Assessment • Project

F. Enrichment and Remedial

Enrichment Remedial
Learners are asked to create a video The learners are given the task to redo the
describing a nearby tourist destination descriptive text related to the tourist
review, then upload it to YouTube. destination review.

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G. Teacher and Learners Reflection

Teacher :

1. Did the learning activities proceed according to the plan?

2. Were students able to follow the learning process well?
3. Were students happy and enthusiastic about participating in the learning activities?
4. What difficulties were encountered during the implementation of this learning activity?
5. What steps need to be taken to improve the learning process?

Learners :
1. Do you understand the material presented in today's lesson?
2. Was today's learning enjoyable?
3. Do you feel comfortable in the group?
4. Did you find the teacher's use of instructional media enjoyable?
5. Does using Instagram for creating creative reviews motivate you to learn English more?

NB : Answer Briefly

H. Criteria for Achievement of Learning Objectives (Quantitative)

1. Learners can identify the purpose, structure, and linguistic elements of a descriptive
text related to a review of a tourist destination.
2. Learners can apply the structure and linguistic elements of a descriptive text related
to a review of a tourist destination.
3. Learners can summarize information in a descriptive text related to a review of a
tourist destination.

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 ATTACHMENTS

Glosarium Descriptive Text (Review about Tourist Destination)

Archipelago Ceremony Cuisine Curiosity Derive Exhibition For Merchant Vendor Vibrant

1. Materi Descriptive Text

A. Definition of Descriptive Text

Descriptive text is a text that describes a particular object in detail or reveal a particular
person, place, or thing.

B. Kinds of Descriptive Text

1. Describing Process
Describing a process is not only to explain how something is accomplished, but also to
explain on why it is done and what is needed to complete the process.
2. Describing Events
To describe an event, a writer should be able to memorize and remember what
happened in that event. As the example, people is going to write about inspection of
Virus at vegetable, he/she has to explain all details related to the event, so that the
readers can imagine the real situation and condition perfectly.
3. Describing Personality
The first thing that we must do in describing a person is recognizing the individual
characteristics. We need to describe people occurs fairly areas of physical attribute
(hair, eyes, skin), emotional (warm, nervous,), attributes (greedy, honest, humble,
trusted) and intellectual.
4. Describing Object and Describing Places
Presenting a concrete thing is the way to describe place, for example; a house, library,
swimming pool, bus station, and market.

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C. Social Function of Descriptive Text
The social function of writing descriptive text is to describe a particular person, place,
thing, or animal.

D. Generic Structure of Descriptive Text

It consists of two parts, namely:

(a) Identification: contains about the introduction of a person, place, animal or object will
be described
(b) Description: contains a description of something such as animal, things, place or
person by describing its features, forms, colors, or anything related to what the writer
describes

E. Grammatical Feature of Descriptive Text

Grammatical features:

• Specific participant : has a certain object, is not common and unique (only one).
For example: Pandawa beach, my house, Sarangan Lake, Daren’s House
• The use of the adjective (an adjective) to clarify the noun, for example: a beautiful
beach, a handsome man, the famous place in Jepara, etc.
• The use of simple present tense: The sentence pattern used is simple present
because it tells the fact of the object described.
• Action verb: verbs that show an activity (for example, run, sleep, walk, cut etc.)
• Preposition : Use preposition to combine a noun (for example: in, on, at, with, by
• Adverb: beautifully, slowly, in the morning, in the office, etc.
• Pronoun: He, She, They, Him, her, them, my, your, etc

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F. Example of Descriptive Text (Review) about A Tourist Destination
FORM 1 : DESCRIPTIVE TEXT ABOUT PRAMBANAN TEMPLE

PRAMBANAN TEMPLE

Identification:
For anyone who likes history, Prambanan temple is the historical tourism place that
must be visited. The location is in Yogyakarta, around 10 minutes from Adisucipto Airport.
Spending Rp. 40.000,- we can explore around it all the day we want to enjoy the beauty, take
some picture and learn something historical about it.
Description:
Prambanan temple is the biggest Hindu temple site in Asia. The building was completed
in the mid-9th century during the regime of Sanjaya Dynasty. The history explains that Rakai
Pikatan is the one who initiated the building of that giant temple. The original name of
Prambanan temple is Shivagrha because the temple was built to dedicate to the God of Shiva.
Equal with Borobudur temple, the Prambanan temple at every main building recognizes the
three world hierarchy which spanned from the lower world to theholiest place.At the first
level of the building symbolizes the lowest realm of the world. It is called Bhurloka or the
world in which human being are still bound by their desire, lust, sins, and unholy way of life
or stupidity. The middle level is Bhuvarloka, that is the world of enlighten where human
learn to see the truth or living in the holy way. The top level is
Svarloka or the highest andthe holiest world. This is the place for people who already get the
perfection of life.

Source: http://britishcourse.com/contoh-descriptive-text-tentang-prambanan-temple.php

FORM 2 : REVIEW TEXT ABOUT PRAMBANAN TEMPLE

Text 1
 Text 2

Source: https://www.tripadvisor.com/Attraction_Review-g8067878-d317481-Reviews-
Prambanan_Temples-Prambanan_Central_Java_Java.html

2. Descriptive Text Worksheet

WORKSHEET 1 – DESCRIPTIVE TEXT

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Name :
Class :
Score :
(Part A + B + C) x 4

PART A. Please find the meaning of the words using a dictionary! 10 points (@ 1 point)
English Meaning in Bahasa English Meaning in Bahasa
No. No.
Words Indonesia Words Indonesia
1. Archipelago 6. Exhibition
2. Ceremony 7. Fort
3. Cuisine 8. Merchant
4. Curiosity 9. Vendor
5. Derive 10. Vibrant

PART B. Please arrange the following text! Write the number of the paragraph in the
provided box! 4 points (@ 1 point)
Malioboro Street

1. Malioboro is packed with shops selling curiosities, and street vendors offering
souvenirs at affordable prices, so you’re bound to find something of interest in this
street. If you’re after some batik to take home as a souvenir, then Malioboro is the
right place for you. Batik can also be made into bags, table cloths, bed sheets, pillow
covers, curtains, and a whole lot more.

2. Malioboro is the most famous street in Yogyakarta. Located in the heart of the city,
this isthe main street and was once the ceremonial avenue for the Sultan to pass
through on his way to and from the Keraton. Some say that the name Malioboro
derives from the name of the British governor Marlborough from the era when
Britain ruled the archipelago, between 1811-1816.

3. At night, the street comes alive with merchants opening up tents serving all kinds of
localcuisine. You need to sit down cross-legged in the tents, which the locals refer
to as “lesehan”. Enjoy your meal while taking in Malioboro’s vibrant nightlife. It’s
an experience you shall not forget.

4. Across the road is the Vredenburg fort, which used to be the barracks of Dutch
soldiers and is now a center for arts and painting exhibitions. On the same side of the
road is Beringharjo market, Yogyakarta’s crowded main market. On this street,
you will also find Yogyakarta’s oldest hotel, the Garuda Hotel, built in Dutch
colonial architecture.

Source: https://www.indonesia.travel/id/en/destinations/java/yogyakarta/malioboro

………... ………... ………... ………...

PART C. Please answer the questions based on the text! 11 points

1. What does the text mainly talk about? 2 points
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2. What is the main idea showed in the paragraph number 2? 2 points
3. Where is Malioboro located in? 2 points
4. What makes Malioboro popular among tourists? 3 points
 5. What things the tourists can do in Malioboro at night? 2 points

ANSWER KEY FOR WORKSHEET 1 – DESCRIPTIVE TEXT

PART A.

English Meaning in Bahasa English Meaning in Bahasa

No. No.
Words Indonesia Words Indonesia
1. Archipelago Kepulauan 6. Exhibition Pameran
2. Ceremony Upacara 7. Fort Benteng
3. Cuisine Masakan 8. Merchant Pedagang
4. Curiosity Rasa Ingin Tahu 9. Vendor Penjual
5. Derive Memperoleh 10. Vibrant Bersemangat

PART B.

Paragraph #2 → Paragraph #1 → Paragraph #4 → Paragraph #3

PART C.

1. The text mainly about the description of Malioboro Street.

2. The main idea of Paragraph number 2 is the location of Malioboro Street.
3. Malioboro Street is located in the heart of Yogyakarta City.
4. Malioboro Street is popular among tourists because it sells items with affordable prices.
5. At night, the tourists can buy and eat local cuisine by sitting down crossed-leg in the tentswhile
enjoying the vibrant nightlife of the city.

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 ASSESSMENT GUIDELINES WORKSHEET 1 – DESCRIPTIVE
TEXT

PART A.

No. 1 : 1 point No. 6: 1 point

No. 2 : 1 point No. 7: 1 point
No. 3 : 1 point No. 8: 1 point
No. 4 : 1 point No. 9: 1 point
No. 5 : 1 point No. 10: 1
point

Total point : 10 point

PART B.

Box 1: 1 point
Box 2: 1 point
Box 3: 1 point
Box 4: 1 point

Total point : 4 point

PART C.

No. 1 : 2 point
No. 2 : 2 point
No. 3 : 2 point
No. 4 : 3 point
No. 5 : 2 point

Total point : 11 point

TOTAL :

(Part A + Part B + Part C) x 4

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GUIDELINE 1 – LIST OF
INFORMATION

Name :
Tourist Destination:
Class :

No. List of Information Details

1. Address

2. Opening hours (if any)

3. Working days (if any)
4. Why do you choose this
place?
5. Facilities

6. Things you like / things

you find interesting from
the place

7. Things to improve from

the place / things you
don’t like from the place

8. Other notes

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 GUIDELINE 2 – POSTING A CREATIVE REVIEW

After you finish writing your descriptive text and consult the text to your teacher, please
CHOOSE 1 of the following kinds of creative description as your final project!

Paper & Pencil Review

• Write your descriptive text in a sheet of paper.
• You can draw anything to beautify your text or you can stick ribbons, colored papers, or
anything you like to make it more interesting.
• Don’t forget to write your name & your class.

Digital Review
• Type your descriptive text using a computer/a laptop.
• Don’t forget to mention your name & your class
• You can get creative by using any application you like to beautify your text, such as
Canva or CorelDraw.
• Don’t forget to write your name & your class.

Audio Review
• Record your voice when reading your descriptive text.
• You can use any other application or media to record your voice.
• Make sure your voice is clear enough to hear
• Don’t forget to mention your name & your class.

Video Review
• Make a documentary video / animated video / any other kinds of video that you like about
the tourist destination you have visited
• Please insert your recorded voice to explain about the tourist destination / put a text in
your video
• The duration of the video: 5 to 10 minutes
• Make sure your video is not blurry or shaking
• Don’t forget to put your name & your class in the video.
•
POST YOUR RESULT:

• Upload your final result on Instagram.

(If you choose paper & pencil description, take a photo of it (make sure it’s not blurry),
then post it on Instagram)
• What to write in the caption:
- Your full name
- Your class
- The title of your descriptive text
Use this hashtag in the caption: #Instareview #Instacreative
• Let others like or give comments on your post as feedback
• FINAL POST: On Sunday, …. at 09.00 PM!!!

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 2. ASSESSMENT RUBRIC

ASSESSMENT 1 – WRITING COMPREHENSION

Total
No. Student’s Vocabular Mechanic
Content Clarity Coherence Score
Name / y s
(n x 5)
Class
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

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 ASSESSMENT 1 – WRITING COMPREHENSION

Criteria Score Level Indicators

The entire text fits under the umbrella of one main idea
4 Excellent
(reviewing a place)
Most of the text in unified under one idea, but there are one
3 Good or two places where the author seemed to get off the track
Content
of the main idea.
Parts of the text are not unified under one idea. There are
2 Fair
several places the readers lost track of the main idea.
1 Poor The text is not unified under one idea.
4 Excellent Good in vocabulary choice.
Errors in vocabulary choice are few and do not interfere
3 Good
with understanding.
Vocabulary Errors in vocabulary choice are and sometimes they
2 Fair
interfere with understand.
Many errors in vocabulary choice that severally interfere
1 Poor
with understanding.
Each sentence, as well as the overall text, is totally clear.
4 Excellent There is no place where the readers would be puzzled or
confused.
One or two sentences are not completely clear. There are
3 Good
Clarity one or two places where a reader would be confused.
Several sentences are not completely clear. There are
2 Fair
several places where a reader would be confused.
Many / all sentences are not clear. There are many places
1 Poor
where a reader would be confused.
Each word and sentence fits exactly where it is. Each word
4 Excellent
and sentence clearly flows from the one to the text.
Only a few words or sentences seem out of place. There is
3 Good
only one or two awkward sentences.
Coherence
Several words or sentences seem out of place. More than
2 Fair
one or two awkward sentences.
No words or sentences are out of place. There are many
1 Poor
awkward sentences.
4 Excellent Good in spelling, punctuation and capitalization
3 Good Error in spelling, punctuation and capitalization
Error in spelling, punctuation and capitalization, and
Mechanics 2 Fair
sometimes interfere with understanding
Error in spelling, punctuation and capitalization, and
1 Poor
severely interfere with understanding

TOTAL SCORE: (content + vocabulary + clarity + coherence + mechanics) x 5

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 ASSESSMENT 2 – PRESENTING (FOR TEACHER)

Total
No. Student’s Confi- Content Pronun- Teacher’s
Clarity Fluency Score
Name / dence Delivery ciation Notes
(n x 5)
Class
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

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 ASSESSMENT 2 – PRESENTING (FOR TEACHER)

Criteria Score Level Indicators

Facial expressions and body language generate a strong
4 Excellent interest and enthusiasm about the topic/content.
Facial expressions and body language sometimes
3 Good generate a strong interest and enthusiasm about the
Confidence topic/content.
Facial expressions and body language are used to try
2 Fair
generate enthusiasm about the topic/content.
Very little use of facial expression or body language. Do
1 Poor not generate much interest in the topic/content.
Shows a full understanding of the topic / about the
4 Excellent content; very well-prepared.
Shows a good understanding of the topic / about the
3 Good
Content content, well-prepared.
Delivery Shows a good understanding of parts of the topic / the
2 Fair content; not really well-prepared.
Does not seem to understand the topic well; do not show
1 Poor
any well-preparation.
Speak clearly and distinctly (100 % - 95%) all the time
4 Excellent
and do not make the audience confused.
Speak clearly and distinctly (100 % - 95%) all the time
3 Good but make the audience confused with only one or two
things.
Clarity
Speak clearly and distinctly (94 % - 85%) most of the
2 Fair
time and make the audience confused with some things.
Often mumble or cannot be understood all the time and
1 Poor make the audience confused with all the things being
presented.
4 Excellent Fluent and natural speech with few pauses or false start.
Somewhat fluent speech with some hesitation but
3 Good
speaker manages to continue and complete thoughts.
Fluency Speech choppy and/or slow with frequent pauses; few or
2 Fair
no incomplete thoughts.
Speech halting and uneven with long pauses or
1 Poor
incomplete thoughts.
4 Excellent Speak clearly and mispronounce no words.
3 Good Speak clearly but mispronounce one or two words.
Often mumble and mispronounce only some words (not
Pronunciation 2 Fair more than 5 words)
Frequently mumble and mispronounce several or all
1 Poor
words.

TOTAL SCORE: (confidence + content delivery + clarity + fluency + pronunciation) x 5

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 ASSESSMENT 2 – PRESENTING (FOR STUDENTS)

Name: / Class:
Instruction:

While your friends are presenting the result of their descriptive text, please give comments /
feedback in this box!
No. Name Feedback / Comments

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 ASSESSMENT RUBRIC OF STUDENT PROFILE

Creativ Critical Thinking

Learner Name ity
No.
Composing a simple review Comparing 2 forms of descriptive
text text and review text

Wakanda, 25th November 2023

Subject Teacher,

………………………..

Notes:
1. Minimum Mastery Level (KKM) for Student Profile with BSH criteria (Developing as Expected).

2. Explanation of assessment criteria:

- MB (Masih Berkembang) - Still Developing

- SB (Sudah Berkembang) - Developing
- BSH (Berkembang Sesuai Harapan) - Developing as Expected
- SAB (Sangat Berkembang) - Highly Developing

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Reflection Worksheet for Learners

Name : ………………………………….
Number : ……………..
Class : ……………..

Knowledge or skills that I have learned :

1. …………………………………………………………………………………………………...
2. …………………………………………………………………………………………………...
Learning Process
1. The most challenging activity for me in this chapter :
………………………………………………..
2. Things I do to improve my learning outcomes :
………………………………...
3. Who do I ask for help to improve my learning outcomes :
………………………..
4. My perspective on yhe learning efforts I have made :
1) Very Unsatisfied
2) Unsatisfied
3) Normal
4) Satisfied
5) Very Satisfied
Circle one to answer!

Worksheet of Attitude Assessment

Day, Date : ……………………………….

Material : ……………………………….

No. Learner Name Creativity Critical Collaboration Description

Thinking

The attitude aspect column is filled in with numbers corresponding to the following criteria.
4 very good
3 good
2 enough
1 less

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