MODUL AJAR KELAS X TAHUN 2025-2026

 

PROGRAM TAHUNAN

                                                                                                  

Satuan Pendidikan      : SMK MEDIKACOM

Mata Pelajaran           : Bahasa Inggris

Kelas/ Fase                  : X/Fase E

Tahun Pelajaran        : 2025-2026

 

A.     Capaian Pembelajaran

 

 B.      Tabel Program Tahunan

 

No	Tujuan Pembelajaran	Materi	Alokasi Waktu
SEMESTER GANJIL
1	mengembangkan kompetensi komunikatif dalam bahasa Inggris dengan berbagai teks, lisan, tulis, visual, audio visual, atau multimodal;	-     Introduction System	12
2	dan mengembangkan keterampilan bernalar kritis dan kreatif.	-      Descriptive Text	16
3	mengembangkan kepercayaan diri untuk berekspresi sebagai individu yang mandiri dan bertanggung jawab;	-      Procedure Text	16
4	mengembangkan kompetensi interkultural untuk memahami dan menghargai perspektif, praktik, dan produk budaya Indonesia dan budaya asing;	-     Narrative Text	20
5	dan mengembangkan keterampilan bernalar kritis dan kreatif.	-     Recount Text	16
SEMESTER GENAP
6	Mengembangkan keterampilan bernalar dalam pembuatan draft comic digital sederhana setiap kelompok	-      Comic digital book	20
7	Menguatkan keterampilan coding dalam comic digital sederhana	-      Coding in comic digital	18
8	Menuliskan keterampilan melaporkan hasil keterampilan diri dalam pembuatan coding comic digital sederhana	-      Simple Report text	16
9	Mengembangkan kompetensi bernegosiasi terkait coding comic digital sederhana	-      Negotiate conversation text	16
10	Mengembangkan keterampilan mengiklankan project comic digital dengan social media	-      Promoting poster	14
Jumlah Jam Pelajaran			164 JP

PROGRAM SEMESTER

Mata Pelajaran                  :       Bahasa Inggris                                                                                                                    Kelas/Semester                 :       X (E)/ Genap

Alokasi Waktu                   :       84 JP x 40                                                                                       

Tahun Pelajaran                :       2025/2026

TP/Materi	Alokasi Waktu	Januari					Februari					Maret					April						Mei					Juni					Ket
		1	2	3	4	5	1	2	3	4		1	2	3	4	5	1	2	3	4	5	1		2	3	4	5	1	2	3	4	5
Recipe digital book fills in : International recipes Traditional recipes   Language Focus Pronunciation Reading text Tenses Picture & Text	20 JP X 40	Libur Semester Ganjil							Libur awal Ramadhan	SMARTTREN		SMARTTREN	SMARTTREN	Libur Hari Raya	Idul Fitri													PSAT Praktik	PSAT Teori	JEDA SAS & Pemb Rapot	Libur Semester Genap
Procedure text in Recipe digital book International or Traditional Recipe in short video  Language Focus Active tense Passive tense Gerund as verb and noun Past Participle and present participle	18 JP X 40
Simple Report text Interviewing report in asking and respond about something. Language focus Telling something in short Asking opinion about what was listened and seen	16 JP X 40
Negotiate conversation text Prolog Item in purpose Deal with   Language focus Even though Although Despite In spite of Though Since	16 JP X 40
Promoting poster Picture Announcing sentence Influencing utterance   Language focus Simple sentence Idiom part 1 Phrases part 1-2	14 JP X 40																										Praactical test
UJIAN AKHIR SEMESTER GANJIL 2025
Jumlah	84 X 40 = 3360

 

 

 

 

 

 

 

 

 

 

 

 

 

 

WORK’S BOOK

Tujuan Pembelajaran adalah Menuliskan, menyusun dan mempromosikan e-book hasil karya bersama

 Waktu                       : 20 JP x 40 menit

Materi Pembelajaran: Work’s Book in:

1.         Digital Recipe book of International and Traditional with basic ingredients (TBG)

2.    Comic book in Narrative Text (RPL)

3.    Describing book about All Hardware tools and How to use them (TKJ)

4.    Describing book about All instruments of Manual and matic motorcycle and how to repair them (TBSM)

5.    Describing book about All instruments of Manual and matic Car how to caring them (TKR)

6.    Describing book about All tools in Finance and how to use them (AKL)

7.    Describing book about All instruments of Machine and how to work safely with them (TPM)

8.    Knowing Health Care Book in Pharmacy’s product (Far)

 

Language Focus

-      Simple sentences in present, past, present continues, past continues, present future, past future, present perfect, past perfect.

-      Conjunction with and, because, because of, due to, since, as, even though, though, although, in spite of, despite, if, as if, as though, but, the other side, beside.

-      Direct and indirect.

-      Pronunciation

-      Reading text

-      Tenses

-      Picture & Text

 

PRACTICE WRITING

Description tasks

You can get the scripts as an adventure recipe book which is as student work

 

1. “Digital Recipe book of Traditional and International with basic ingredients (TBG)”

Culinary program

Narrative Illustration for

THE OPENING BOOK

SPEAKING IN DISCUSSING CLASS FOR SHARING A JOB

First Term in Lesson

T        : Students, would you mind if I take a wheel for choosing your own icon book as the main actor?

S        : ………………………………………………….

X        : Would you mind if you come on time?

                                       You were out loud

                                        You think it’s over

H       :  Yes, of course. Please.

             Alright, I would

             Okay

             Yeah. It would be great idea. Thank you

 

 

[student is expected to understand expressing for the usage of “would you mind and don’t mind”. He can understand how to express the respond]

T        : Do you agree with this young girl/man?

S        : ………………………………………………….

[student is expected to understand expressing for the usage of “Opinion inquiry”. He can understand or not about how to express the respond and decision]

T        :  Alright, what do you have to do as the main actor?

S        : ………………………………………………….

[student is expected to understand expressing for the usage of “responsibility plan as main actor”. He can understand or not about how to express the respond]

T        : So you just help your friends to guide in the first time to solve the Task 1, 2 and 3 about 5 minute for each task.

S        : ………………………………………………….

[student is expected to understand the explanation and how to react as responding]

T        :  After doing the tasks, you chain task 1 till 3 to become opening your book.

            Therefore, you write back in a file word from your WA group in less of 5 minutes.

S        : ………………………………………………….

[student is expected to understand the explanation and how to do as responding]

T        : who would help him/her? Which regions or countries do you choose?

[students are bravely expected to propose himself/herself for learning deeply how to help the main actor]

G       : ………………………………  [he/she also chooses the region and will cook iconic food]

R        : ……………………………….  [he/she also chooses the region and will cook iconic food]

H       : ……………………………….  [he/she also chooses the region and will cook iconic food]

J        : ………………………………   [he/she also chooses the region and will cook iconic food]

K        : ………………………………   [he/she also chooses the region and will cook iconic food]

F        : ………………………………   [he/she also chooses the region and will cook iconic food]

D       : ………………………………   [he/she also chooses the region and will cook iconic food]

L        : ……………………………….  [he/she also chooses the region and will cook iconic food]

A        : ……………………………….  [he/she also chooses the region and will cook iconic food]

B        : ……………………………….  [he/she also chooses the region and will cook iconic food]

M       : ………………………………… [he/she also chooses the region and will cook iconic food]

X        : …………………………………. [he/she also chooses the region and will cook iconic food]

V        : …………………………………. [he/she also chooses the region and will cook iconic food]

 

 

 

 

Task 1

There .... (1) a teenager …. (2) liked travelling. When he …. (3) a semester holiday, he …. (4) a part time job around some …. (5) in Indonesia.

 

 

Task 2

he / But/ alone /was/ not/ to/ make/ trip, /his/ asked/ he/ friends /some/ to/ go/ with.  His friends/ from / and/ were /Sumatra, /Java, /Kalimantan, /Bali, /NTT, /Maluku / Papua.

Task 3

1.    they were not only planning for travelling

2.    and share the recipe with some foreigners who visited the region.

3.    What you wanted to know as a special,

4.    but also collaborating to find some recipes from their regions to taste together in their food trip with

5.    Because they were from Culinary Class in Vocational High School,

6.    they would help people surround how to cook well, clean and healthy.

 

Second Term in Lesson

Part 2

Indonesia has myna kinds of food from many ferdifent regions. yM friends and I will introduce them to you. But the first, you have to know iousvar seasoning as bsica cook. What are they?

They are tewhi seasoning, der seasoning and lowyel seasoning

As we know that white seasoning (consist /consists) of

candlenut,

garlic,

onion,

salt,

Galangal,

Sugar

palm oil.

While red seaingson among (others/another):

Onion,

bird’s eye/Thai chili,

curly red chili,

garlic,

tomato,

sugar,

salt,

cooking oil

will be paredpre by my friends,

I am going to prepare yellow seasoning:

 candleberry,

garlic,

onion,

turmeric,

ginger,

Galangal,

white pepper,

salt,

sugar,

cooking oil.

 

Third Term in Lesson

Part 3

My friend ..¹.. you the best recipes ..².. other regions. Read ..³.. and you can get ..⁴.. cook them ..⁶.. the sensation flavors. Don’t ..⁷.. to try after reading them.

                                                                                                 

 

Recipe from Sumatra

Title ……………

Pictures

Ingredients: ……………………………………

Step   : …………………………………………….

Tips    : …………………………………………….

 

Recipe from Java

Title ……………

Pictures

Ingredients: ……………………………………

Step   : …………………………………………….

Tips    : …………………………………………….

Recipe from Kalimantan

Title ……………

Pictures

Ingredients: ……………………………………

Step   : …………………………………………….

Tips    : …………………………………………….

 

Recipe from Bali

Title ……………

Pictures

Ingredients: ……………………………………

Step   : …………………………………………….

Tips    : …………………………………………….

 

Recipe from NTT

Title ……………

Pictures

Ingredients: ……………………………………

Step   : …………………………………………….

Tips    : …………………………………………….

 

Recipe from Maluku

Title ……………

Pictures

Ingredients: ……………………………………

Step   : …………………………………………….

Tips    : …………………………………………….

 

 

Recipe from Papua

Title ……………

Pictures

Ingredients: ……………………………………

Step   : …………………………………………….

Tips    : …………………………………………….

 

After travelling to some Indonesia regions, you know that Indonesia is richest taste of food. You can taste them when you get a holiday anytime. I hope you can feel the vibe flavor heritage on Indonesia dishes from many regions which still exist until now.

1.   Who is travelling through Indonesia Island?

2.   What does the writer expect with the readers?

3.   What does the writer suggest?

4.   How many dishes are the writer introduced in?

5.   Where can the reader get the heritage foods?

 

..^a.. I went to many regions with their richest flavors, there was my friend from Bali ..^b.. was coincident to ask her foreign friend from Europe (……), China (…..), and Thailand (….). He would also like to give you the recipes of food from their countries.

1.   Whether (When/Why) is the “a” conjunction for two sentences above?

2.   Whether (Whom/Who) is the “b” conjunction for explaining about someone in subject position?

 

Europe Recipe

Title ……………

Pictures

Ingredients: ……………………………………

Step   : …………………………………………….

Tips    : …………………………………………….

 

 

China Recipe

Title ……………

Pictures

Ingredients: ……………………………………

Step   : …………………………………………….

Tips    : …………………………………………….

 

Thailand Recipe

Title ……………

Pictures

Ingredients: ……………………………………

Step   : …………………………………………….

Tips    : …………………………………………….

 

2. Software Engineering program

    Narrative Illustration for Comic Book “Four Kindnesses throw the curse”

    THE OPENING BOOK

     SPEAKING IN DISCUSSING CLASS FOR SHARING A JOB

First Term in Lesson

T        : Students, would you mind if I take a wheel for choosing your own icon book as the main actor?

S        : ………………………………………………….

Don’t you mind if you slap his thigh?

S        :

 

Don’t you mind if you run fast to bring my bag in my office?

 

[student is expected to understand expressing for the usage of “would you mind and don’t mind”. He can understand how to express the respond]

T        : Do you agree with this young girl/man?

S        : ………………………………………………….

[student is expected to understand expressing for the usage of “Opinion inquiry”. He can understand or not about how to express the respond and decision]

T        :  Alright, what do you have to do as the main actor?

S        : ………………………………………………….

[student is expected to understand expressing for the usage of “responsibility plan as main actor”. He can understand or not about how to express the respond]

T        : So you just help your friends to guide in the first time to solve the Task 1, 2 and 3 about 5 minute for each task.

S        : ………………………………………………….

[student is expected to understand the explanation and how to react as responding]

T        :  After doing the tasks, you chain task 1 till 3 to become opening your book.

            Therefore, you write back in a file word from your WA group in less of 5 minutes.

S        : ………………………………………………….

[student is expected to understand the explanation and how to do as responding]

T        : who would help him/her? Which regions or countries do you choose?

[students are bravely expected to propose himself/herself for learning deeply how to help the main actor]

G       : ………………………………  [he/she also chooses the respect and love action to others]

H       : ………………………………  [he/she also chooses the respect and love action to others]

I        : ………………………………  [he/she also chooses the respect and love action to others]

J        : ………………………………  [he/she also chooses the respect and love action to others]

K        : ………………………………  [he/she also chooses the respect and love action to others]

L        : …………………………    [he/she also chooses the consider and care action to others]

M       : …………………………    [he/she also chooses the consider and care action to others]

N       : …………………………    [he/she also chooses the consider and care action to others]

O       : …………………………    [he/she also chooses the consider and care action to others]

P        : …………………………    [he/she also chooses the consider and care action to others]

 

Task 1

1.        There was so misry when my friends and I went to road, which some people

                        A                            B                                   C

 

lived in the river edge, suddenly threw garbage into the river.

    D                                   E

2.           How was I forbid them because my friends and I were still teenagers and

                  A                   B                                                     C                           D

they were adult people?

                            E

3.      The stereotype was that the young man should respected adult.

          A            B                  C                  D         E

 

4.       We were afraid in curse because we were educated to respect, consider, love

                       A                           B                     C      

   and care others from our parents and teachers.

                      D                     E

      

Task 2 Respect and Love

Panel 2

Main Actor   :    Friends, ..¹.. you look ..².. the woman ..³.. there?

Friends        :    Yes, ..⁴.. do. What do ..⁵.. purpose about ..⁶..?

 

 

Panel 3

Main Actor   :    If you see the view that she throws garbage into the river, is it misery?

Friend G       :    Yeah. I agree with you.

Friend H       :    Whereas we had a tragedy about Over Flood since human did the bad things for Earth.

Friend I        :     don’t talk too much, let go tell her that she was wrong. Even we need talking her to punish as damaging environment.

1.    What is If as a conjunction or an adverb?

2.    What is that as a conjunction or a noun?

3.    What is Whereas as an adjective or a conjunction?

4.    What is since as a conjunction or a preposition?

5.    What is that as an adjective or a conjunction?

6.    What is Even as an adverb or a conjunction?

 

 

 

Panel 4

Main Actor   :   Hey guys. Clam down. Calm down. Positifely, she wes wrong but she was not alone. So money people there throw grabage into the river. How abot we tell to hour chief vilage for cleaning river?

Friend J        : I agree with friend 3. She must be mensioned that she was wrong and make her change here attitude.

Find miswrite in utterance what the main actor and friend 4 say! There are 10 words miswrite in order to make misinterpretation!

 

TASK 3 : Second Term in Lesson

Panel 5

Main Actor   : [1] With cleaning river together students and people with supporting from the Villager Management, we must not argue long time. [2] Everybody can enjoy and be happy. [3] We do with kindness actions to adult people, respect them, love Earth and care to our environment. [4] Yeah, I know.

Friend K       : [5] What did she do? [6] Oh. [7] You mean that we have only to see the woman.

What the main actor and friend 5 says is not properly in good sentence arrangement. Would you re-arrange them so that they become good statements or utterances?

 

Panel 5

Main Actor   :  Thank you, I care of you guy. (sarcastic)

Friend K       :  Am I wrong? Hei guys.. Am I wrong?

Friend I        :  Nope, you are just late to get up.

What are the synonyms and antonyms of the italic and bold words above? Minimum 2 for a word.

 

Panel 6

Friend H       :  have/ you/ been/ about/ when/ we/ are/ Where/ discussing/ the /river/ and/ the/ woman?

Friend K       :   I focused on my dream to meet my girl.

Everyone just shook head over and over.   

 

Third Term in Lesson

Panel 7

Friend K was going to fall in love with a girl in his class, because he would like to chase his favorite girl. He ought to have time to cancel as one of teamwork members but he had to be a teamwork with “main actor” for cleaning the river.

This paragraph is not properly suitable for another sentence. Find them and Arrange correctly so that it can be understood!

 

Panel 8

Friend K       :  wow, that’s the girl I like. You know man.

Main Actor   : I know. [he still was calmly]

Friend K       :  Please, give me support. I know you are the best for everything. I’m so shy to tell her.

Main Actor     :  If you were a man, you had to say bravely about your feeling. No time for me to help you, bro. Only this thing, I wont help you.

 Friend K         :  you have the authority to help me, so I think you can give me a hand for this reason. 

Main Actor       :  say to others. Not for me. I have a lot to do to help this region clean and not get the flood. If you wanted my help, I would like to give you requirements.

 

1.   The italic sentence is the same with … [only a word]

2.   The underline italic sentence has meaning that he is … [only a word]

3.   The bold italic sentence can prove that main character has … [only a word]

4.   The italic sentence means that he is [possible/impossible] to help his friend.

 

Panel 9

Main actor left him while smiling up. Friend K grumbled and still sat down in a stone near the river while other friends left him behind.

1. The italic utterance can perspective that main character is [respect/unrespect]

2. What does Friend K feel after you read the bold utterance above?

 

 

Panel 10

Friend K       : just helping me, he needs prerequisite such I wanna get a job. So stingy! [grumbling]

Friend H       : are you mad? Please get up boy! [while smiling up, following other friends who walked through the village’s chief office]

Friend I        : come on, don’t be sad. You have to clean the river first, make the garbage into fertilizing in the ground, plant some flower or vegetable in the edge of river and some parks around our home and become the environment hero. The girl will be melted on you. Believe me. [explaining what Friend K should do when he loves anyone]

3.     Whether will main actor help Friend K or not? Give your reason!

4.     What is Friend H said truly or only … to Friend K?

5.     Whether does Friend I care or not about what he feels?

6.     With helping people from the flood in cleaning river, can he show himself his love to a girl or not?

 

Third Term in Lesson