Teaching Module
A. School Identity
Modul Developers 1. Ulfa Afifah
2. Azizah Putri Khofiya Nida
3. Faradilla Navisa Rindang .P
4. Iqri Nur Aeni
5. Robby
School SMA Negeri 5 Cipurut
Academic Years 2025/2026
Education Level Senior High School (SMA)
Class/Semester X/Ood Semester
Time Allocation 2 X 45 Minutes / 2 Learning Hours
Phase F
Learning Element Reading-Writing
Material Procedure Text
B. Pengetahuan Awal
1. Students are familiar with several types of texts in English, including descriptive and
narrative texts.
2. Students have experience reading or following step-by-step instructions in everyday life, such
as recipes or how to use a tool.
C. Profil Belajar Pancasila
1. Faithful → Students believe in and practice their religion in daily life.
2. Collaborative → Students can work together, help friends, and respect each other in groups.
3. Critical Thinking → Students can analyze, find solutions, and evaluate information
effectively.
4. Creative → Students are capable of producing unique and useful ideas or works.
5. Independent → Students take responsibility for their tasks and do not always rely on others.
D. Sarana dan Prasarana
1. Media 1. Internet
2. Procedure texts
3. Student Worksheets (LKPD)
4. Quizizz App (for interactive quizzes)
2. Tools 1. Paper
2. Pen
3. Illustration images
4. Digital devices (HP/Laptop) needed
to access Quizizz
E. Target Students
Regular class of 20 students
F. Learning Method
Project Based Learning 1 Worksheet (LKPD)
CORE COMPONENTS
A. Learning Achievement
At the end of Phase F, students use spoken, written, and visual texts in various types and contextual
topics to communicate according to the situation, purpose, and audience. Students produce structured
spoken, written, and visual texts in English with a broader vocabulary for discussion and expressing
desires/feelings/opinions. They understand spoken, written, and visual texts to learn something, gain
information, and for entertainment. Their text comprehension becomes deeper. Inference skills in
understanding implied information and the ability to evaluate various types of texts in English are
developed.
B. Learning Objectives
1. Students can understand and identify the definition, purpose, and structure of a procedure
text.
2. Students can analyze the language features of a procedure text.
3. Students can present the results of their discussion in front of the class.
C. Assesment
1. Formative Assessment: Short quiz about procedure text
2. Attitude Assessment: Observing student engagement and cooperation in groups
D. Meaningful Understanding
Based on their own experiences, students can write procedure texts for various purposes, such as
cooking, using tools, or doing simple experiments.
E. Guiding Question
● What do you see in the picture?
● Do you know how to make this food?
● Have you ever tried making pudding? What do you need?
● Why do you think procedures are important in cooking?
● How do you give instructions clearly and effectively?
F. Learning Activities
Introduction (15 Minutes)
1. Teacher greets and checks on students.
2. Teacher invites students to pray before starting.
3. Attendance check.
4. Teacher motivates students to engage in learning activities.
5. Physical and mental preparation through ice breaking.
6. Brief review of the previous meeting’s material.
7. Teacher introduces today’s material, goals, and benefits of learning.
Main Activity (45 Minutes)
Exploration(20 minutes)
Teacher asks the following questions:
a. What do you see in picture?
b. Do you know how to make this food?
c. Have you ever tried making pudding ?what do you need?
d. Why do you think procedures are important in cooking?
e. How do you give instructions clearly and effectively?
Divide students into 4 groups.
Students search for definitions, structures, and language features of procedure texts from
various sources (books, internet, etc.).
Teacher gives an overview of procedure text.
Teacher provides an example of procedure text and explains its parts.
Elaboration (25 minutes)
The teacher assigns the students to identify the structure and linguistic features of the sample
procedure text that has been given (Purpose, materials, and steps and the use of imperative
verbs, connectors, adverbs).
Each group writes the task on the LKPD that has been given by the teacher
The teacher then goes around to ensure that each group does the task according to the
directions
Confirmation (15 minutes)
● Each group presents the results of the discussion in front of the class
● Other groups provide responses or questions related to the results of the discussion presented
● The teacher provides feedback on each group's presentation and confirms understanding of
the procedure text
Penutup (15 Menit)
1. 1. The teacher together with the students summarize the material that has been learned.
2. Students reflect on what they have learned and what needs to be improved in their
understanding.
a) What did you learn from the process of creating procedure text?
b) What is difficult in composing procedure text? How did you overcome it?
c) After learning the structure of procedure text, what comes to your mind for your future
project?
3. The teacher gives an individual assignment to find one example of procedure text related to
your project later, we will discuss it in the next meeting.
G. Enrichment and Remedial
Enrichment: Students who have mastered the material are given the challenge to make a video
tutorial on their procedure text.
Remedial: Students who have difficulty are given a simpler procedure text with individual guidance.
H. Reflection
For Teachers:
Was the learning method used effective?
What is the level of student participation in learning?
What are the challenges faced in teaching procedure text?
Untuk Students:
● What new things did I learn today?
● Which part of the material was most interesting to me?
● Do I feel more confident in creating procedure texts?
● What can I do to understand the procedure text better?
LEMBAR KERJA PESERTA DIDIK (LKPD)
Name Group :
Class :
Members :
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
A. Work Instructions
1. Read the procedure text given by the teacher
2. Discuss in groups about the structure and linguistic features of the procedure text
3. Write down the group identification in the table below
4. Present the results of the group discussion in front of the class
B. Teks Procedure
How to Make a Fruit Salad
Materials
1 Apple
1 Banana
1 Orange
6 grapes
6 strawberries
yogurt
honey
bowl
Steps
1. Prepare the ingredients; Various fruits (its' been cut into cubes), yogurt, honey, and
bowl
2. Wash all the fruits thoroughly under running water
3. Peel and cut fruits into small pieces
4. Place all the cut fruits into a large bowl
5. Add yogurt and drizzle some honey over fruits
6. Mix everything well using a spoon
7. Serve the fruit salad fresh and enjoy
C. Group Task
Instructions: Complete the following table based on the procedure text above.
No. Elements of Procedure Identify the Text
Text
1. Tittle
2. Purpose
3. Materials
4. Steps
5. Language Feature
(imperative verbs,
connectors, adverbs)
LEMBAR KERJA PESERTA DIDIK (LKPD)
Name Group :
Class :
Members :
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
A. Work Instructions
1. Read the procedure text given by the teacher
2. Discuss in groups about the structure and linguistic features of the procedure text
3. Write down the group identification in the table below
4. Present the results of the group discussion in front of the class
B. Teks Procedure
How to Make Cheese Omelet
Materials
2 eggs
Grated cheese to taste
Salt to taste
Ground pepper to taste
Butter or oil for frying
Steps
1. Crack the eggs into a bowl.
2. Add salt and pepper and whisk until well combined.
3. Heat a pan and melt the butter or pour some oil.
4. Pour the egg mixture into the skillet
5. Sprinkle the grated cheese over the cooked eggs.
6. Fold the omelette in half and cook until fully cooked.
7. Remove and serve warm.
C. Group Task
Instructions: Complete the following table based on the procedure text above.
No. Elements of Procedure Identify the Text
Text
1. Title
2. Purpose
3. Materials
4. Steps
5. Language Feature
(imperative verbs,
connectors, adverbs)
LEMBAR KERJA PESERTA DIDIK (LKPD)
Name Group :
Class :
Members :
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
A. Work Instructions
1. Read the procedure text given by the teacher
2. Discuss in groups about the structure and linguistic features of the procedure text
3. Write down the group identification in the table below
4. Present the results of the group discussion in front of the class
B. Teks Procedure
How to Make Pancake
Materials
1 cup flour
1 tablespoon sugar
1 teaspoon baking powder
Pinch of salt
1 egg
1 cup melted milk
2 tablespoons melted butter
Steps
1. Combine the dry ingredients: In a large bowl, whisk together the flour, sugar, baking
powder, and salt until well combined.
2. Add the wet ingredients: Add the egg, milk, and melted butter to the dry ingredient
mixture. Stir until the batter becomes smooth and there are no lumps.
3. Heat the skillet: Heat a non-stick skillet over medium heat and brush lightly with
butter or oil.
4. Pour the batter: Pour about 1/4 cup of batter onto the griddle for each pancake.
5. Cook the pancakes: Cook until bubbles appear on the surface of the pancake and the
bottom is golden, then flip and cook the other side until done.
6. Serve: Remove pancakes and serve warm with favorite toppings such as maple syrup,
honey, or fresh fruit.
C. Group Task
Instructions: Complete the following table based on the procedure text above.
No. Elements of Procedure Identify the Text
Text
1. Title
2. Purpose
3. Materials
4. Steps
5. Language Feature
(imperative verbs,
connectors, adverbs)
LEMBAR KERJA PESERTA DIDIK (LKPD)
Name Group :
Class :
Members :
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
A. Work Instructions
1. Read the procedure text given by the teacher
2. Discuss in groups about the structure and linguistic features of the procedure text
3. Write down the group identification in the table below
4. Present the results of the group discussion in front of the class
B. Teks Procedure
How to Make Egg Fried Rice
Materials
2 cups cold white rice (preferably leftover rice from last night)
2 eggs
2 tablespoons cooking oil (e.g. vegetable oil or sesame oil)
cloves garlic, finely chopped
1/4 cup green onions, thinly sliced
tablespoons soy sauce
teaspoon sweet soy sauce (optional)
teaspoon ground black pepper
Salt to taste
Steps
1. Heat the Wok: Heat a large skillet or frying pan over medium heat and add 1 tablespoon
of oil.
2. Cook the Egg: Whisk the eggs in a bowl, then pour into the wok. Stir quickly until the
eggs are cooked and in small pieces. Remove and set aside.
3. Stir-fry Garlic: Add the remaining oil to the same wok. Saute the minced garlic until
fragrant.
4. Add Rice: Add the cold rice to the wok. Mix well with the garlic, making sure there are
no lumps of rice.
5. Season the Rice: Pour in the soy sauce, sweet soy sauce (if using), black pepper, and salt.
Stir until all ingredients are well combined and the rice is evenly colored.
6. Add Eggs and Scallions: Add the cooked egg and sliced spring onions. Stir again until all
ingredients are fully incorporated.
7. Serve: Remove the fried rice from the pan and serve warm.
C. Group Task
Instructions: Complete the following table based on the procedure text above.
No. Elements of Procedure Identify the Text
Text
1. Title
2. Purpose
3. Materials
4. Steps
5. Language Feature
(imperative verbs,
connectors, adverbs)
LEMBAR KERJA PESERTA DIDIK (LKPD)
Nama kelompok :
Kelas :
Anggota :
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
A. Work Instructions
1. Read the procedure text given by the teacher
2. Discuss in groups about the structure and linguistic features of the procedure text
3. Write down the group identification in the table below
4. Present the results of the group discussion in front of the class
B. Teks Procedure
How to Make Ginger Pudding
Materials
1 cup milk (whole milk, low-fat milk, fat-free milk, lactose-free milk will all work)
1 tbsp granulated sugar or to taste
1.5 tbsp fresh ginger juice
Steps
1. Ginger is the setting agent in this recipe. You need to use fresh ginger. Or the
enzymes will be inactive and you will fail this recipe.
2. You need to grate 1.5 inches of ginger, which you can get about 1.5 tbsp of ginger
juice.
3. Fresh ginger juice needs to be used as soon as possible or it will oxidize and you also
lose its effect.
4. Quickly add 1 cup of milk to the pot along with 1 tbsp sugar. Turn the heat to
medium. Stir to melt the sugar faster. Bring the temperature to 158 - 167 F (70-75 C).
You will need a thermometer to be precise. Pour the milk into the ginger juice. The
enzymes start working instantly so do not stir as it will break the connection.
5. Let it sit for a few minutes. Then you can test it with a spoon, put it gently on the
pudding. If the spoon doesn't sink, it means it's set. This is a super soft pudding. The
jello texture can be seen but when you put it in your mouth it will feel runny. I know,
it sounds weird but it's so delicious - very warm and soft. I love the spicy taste of the
ginger. We usually eat this in the morning for breakfast or as a dessert for lunch.
Enjoy
C. Group Task
Instructions: Complete the following table based on the procedure text above.
No. Elements of Procedure Identify the Text
Text
1. Title
2. Purpose
3. Materials
4. Steps
5. Language Feature
(imperative verbs,
connectors, adverbs)
