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All RPP 4

All RPP 4

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Sections

  • I. Tujuan Pembelajaran :
  • II. Materi : Expression of Satisfaction and Dissatisfaction
  • III. Langkah Pembelajaran :
  • IV. Sumber Belajar :
  • V. Media Pembelajaran : Example of Dialogue and Students¶ Worksheet
  • VI. Media Pembelajaran : Gambar dan Students¶ Worksheet
  • VIII. Sumber Belajar :
  • IX. Media Pembelajaran : Irregular Verb List and Students¶ Worksheet
  • X. Penilaian
  • XI. Sumber Belajar :
  • XII. Media Pembelajaran :
  • XIII. Penilaian

RENCANA PELAKSANAAN PEMBELAJARAN

Nama Sekolah Mata Pelajaran Kelas / Semester Alokasi : : SMA WISUDA Pontianak : Bahasa Inggris : XI / Ganjil 2 x 35 menit

Standar Kompetensi : Mendengarkan (Listening) Memahami makna teks dalam percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari, Kompetensi Dasar 1.1 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyampaikan pendapat, meminta pendapat, menyatakan puas, dan menyatakan tidak puas. Indikator 1. Mengidentifikasi makna kata. 2. Mengidentifikasi makna tindak tutur menyampaikan pendapat. 3. Merespon tindak tutur menyampaikan pendapat. I. Tujuan Pembelajaran : 1. Siswa dapat mengidentifikasi makna kata . 2. Siswa dapat mengidentifikasi makna tindak tutur menyampaikan pendapat. 3. Siswa dapat merespon tindak tutur menyampaikan pendapat. I. Materi : Expression Giving and Asking for Opinion Asking for Opinion
What is your opinion? What do you think of...? How do you feel about…? How do you see …?

Giving Opinion
I think … I believe … I feel … It seems to me …

Dialogue 1 Mother : What do you think of this refrigerator? Nita : I think the other one’s better. Mother : Really? But this one’s cheaper. And look at the design. It’s great isn’t it? Nita : Yes, but it doesn’t have an Energy Star sticker. Mother : What sticker? Nita : Energy Star sticker. Mother : What does a sticker affect? Nita : Well, the sticker tells you that the product has been checked and approved by an international body of it’s effi ciency. Mother : Are you sure?

Nita

:

Nita : Mother : Nita :

I’m defi nitely sure mom. All electronic appliances which have this sticker on it mean they don’t waste electricity. We automatically will also save money from saving electricity. Where did you learn that from? From an article that I read. OK, we’ll take the one with the Energy Star sticker on it.

Dialogue 2 Helmi : Retno, what do you think is the best action to reduce global warming? Retno : I think everyone should start changing their way of life. Helmi : What do you mean? Retno : Well, we have to start to do what we can, to help reduce global warming. Helmi : What do you suggest that we should do? Retno : Well, there are lots of things that we can do. We should start saving electricity, start recycling things, start using public transport means, buying and consuming as much as we need only, etc. Basically, just save anything that we can. Helmi : Wow! You know a lot of things about reducing global warming. Where did you learn all of that from? Retno : Well, I read newspapers, magazines, and also search for information in the internet. Actually, I want to inform what I’ve learned to everyone so that everybody can start helping to save our mother nature. Helmi : You’re so awesome. How about if you write it in our school magazine next month? Retno : That’s a great idea. I’ll do that. Helmi : OK, I’ve got to go now. Retno : Bye. II. Metode Pengajaran 1. Three-phase Technique 2. Diskusi III.Langkah Pembelajaran: A. Pre – Activity (Kegiatan Awal) : 1. Guru memberi salam kepada siswa. 2. Guru memeriksa absen siswa 3. Apersepsi – Guru memperkenalkan materi yang akan diajarkan. – Secara individu, siswa diminta untuk memperhatikan gambar yang diberikan. – Siswa menjawab beberapa pertanyaan yang berkaitan dengan gambar.

Look at the following picture. Then answer the questions.

a. What does the poster tell you? b. Why is it important for us to stop global warming? c. Do you know how we can help stop global warming? A. Whilst – Activity (Kegiatan Inti) : 1. Siswa memasangkan kata-kata yang berkaitan dengan Global Warming dengan artinya. Siswa mengerjakan Task 1 secara berpasangan. 2. Siswa membahas jawaban mereka. 3. Siswa mendengarkan percakapan interpersonal/transaksional yang berisikan ungkapan untuk mengungkapkan/meminta pendapat (expressing: opinion) yang dibacakan oleh guru.(Dialogue 1) 4. Siswa mengidentifikasi ungkapan mengungkapkan/meminta pendapat (expressiong : opinion) yang ada dalam dialog. 5. Siswa mendengarkan penjelasan guru tentang ungkapan-ungkapan lainnya untuk mengungkapkan/meminta pendapat (expressiong : opinion). 6. Siswa melafalkan ungkapan-ungkapan mengungkapkan/meminta pendapat (expressing: opinion ). 7. Siswa dapat membuat ungkapan untuk meminta pendapat berdasarkan respon yang diberikan. Siswa mengerjakan Task 2. C. Post – Activity(kegiatan akhir). 1. Siswa dan guru menyimpulkan materi yang sudah dipelajari. 2. Guru memberikan tugas pekerjaan rumah.(Dialogue 2, Task 3)

I. Sumber Belajar : • Buku : Interlanguage:English for Senior High School Students XI, Science and Social Study Programme, Pusat Perbukuan Departemen Pendidikan Nasional, 2008. I. Media Pembelajaran : Poster tentang Global Warming dan Students’ Worksheet II. Penilaian Teknik : Test and non test Bentuk penilaian : uraian singkat dan performance Soal/instrumen : TASK 1 Work in pairs and match each word/phrase with its meaning. 1. a. the production or release of something. b. the gas breathed out by people and animals from the lungs 2. greenhouse gas or produced by burning carbons.

3. carbon dioxide 4. emissions 5. methane

c. the increase of the earth’s temperature because green house gases trapped the sun’s heat in the atmosphere. d. a colorless gas, produced naturally from rotting organic waste and is one of the main greenhouse gas. e. gases which are thought to contribute to the rise of temperature of the earth’s atmosphere.

TASK 2 Match the questions with the correct responses. 1. What is your opinion about changing traditional light bulbs to florescent ones? 2. What do you think is the best action to reduce global warming? 3. Do you think greenhouse gases are dangerous for earth’s atmosphere? 4. When do you think we should start reducing global warming? 5. How do you see the condition of the earth now? a. I think we should start it now. b. I think we can reduce it by changin g our way of life. c. In my opinion, it is an effectiv e way to save energy and money. d. It seems to me that the earth needs more trees. e. Yes, because they contribu te to the rise of the tempera ture.

Homework

Task 3. Read Dialogue 2 and identify expression asking and giving for opinion. Task 4. Answer the following questions based on the dialogue between Helmi and Retno. 1. 2. 3. 4. 5. What does Helmi ask Retno for? What is Retno’s opinion on the action that should be done to reduce global warming? Where did Retno learn all the information on global warming? What does Helmi think of Retno? What does Helmi suggest that Retno should do?

Key Answer
Task 1 1. C 2. E 3. B 4. A 5. D Task 4 1. 2. 3. 4. 5. Task 2 1. 2. 3. 4. 5. C B E A D

He asks Retno’s opinion. She thinks everyone should start changing their way of life. She read newspapers, magazines, and also search for information in the internet. He thinks that Retno is so awesome. He suggests that Retno should write in their school magazine next month

PEDOMAN PENILAIAN
Task 1, Task 2, Task 4 No. Soal 1 2 3 4 5 Nilai Siswa : Skor perolehan x 100 Skor Maksimal Score 20 20 20 20 20 Skor Maksimum : 100

Mengetahui, Guru Pamong

Pontianak, ……… Agustus 2010 Mahasiswa PPL

lancar. meminta pendapat.TESOL RENCANA PELAKSANAAN PEMBELAJARAN Nama Sekolah Mata Pelajaran Kelas / Semester Alokasi : : SMA WISUDA Pontianak : Bahasa Inggris : XI / Ganjil 2 x 35 menit Standar Kompetensi : Mendengarkan (Listening) Memahami makna teks dalam percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari. A. dan menyatakan tidak puas. Siswa dapat merespon tindak tutur menyatakan puas. M. 3. Merespon tindak tutur menyatakan tidak puas. . Kompetensi Dasar 1.Pd. Siswa dapat mengidentifikasi makna tindak tutur menyatakan puas 2.1 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat. S. Tujuan Pembelajaran : 1. 3. 4. I. Merespon tindak tutur menyatakan puas. dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyampaikan pendapat. Siswa dapat mengidentifikasi makna tindak tutur menyatakan tidak puas. menyatakan puas.Titiek Volleyati. Dosen Pembimbing Mariam Sumarni. Mengidentifikasi makna tindak tutur menyatakan tidak puas.. Mengidentifikasi makna tindak tutur menyatakan puas. Siswa dapat merespon tindak tutur menyatakan tidak puas.Md. 2. 4. Indikator 1.

.. .displeased with.. : Yes. : Wow. I think I’ll do that. What made it worse was the hotel where I stayed had a bad service.very delighted with. actually I was visiting my grandparents... I’m quite displeased about it. : How’s your vacation in Bali? : It was terrific! The beaches are beautiful and the sun set from Tanah Lot is satisfying.. It was awesome... But.. : Really? What else did you do there? : Oh. Denias : Ian : Denias : Ian : Denias : Ian : Denias : Ian : Denias : Ian : Denias : 3.. Materi : Expression of Satisfaction and Dissatisfaction Percakapan/dialog dan pernyataan yang memuat ungkapan–ungkapan berikut : FORMAL SITUATION SATISFACTION DISSATISFACTION . where have you been? I’ve been looking for you for the past six days. ..dissatisfied with.. I went parasailing! It was the most breath-taking thing that I’ve ever done...... I know. What happened? Well..disappointed with.. INFORMAL SITUATION SATISFACTION DISSATISFACTION Super! Horrible! Great! Very sad! Terrific! Annoying! Fantastic! Disappointing! Smashing! Frustrating! 1.. I also visited some beaches and a museum there... it must be a very fun trip for you...very pleased with. I didn’t really enjoy being there.. Why? Well.... I thought you were on vacation. I just got back from Maluku.. .... the beach was very dirty. I did.discontented with. Well.. . ...... ..content with. Did you have fun? Absolutely. satisfied with. I’m very satisfied with my vacation there. Don’t tell me you went snorkeling! Yes. Yes.. . Really? So you had your vacation there? Well. Andi : Retno : Andi : Retno : Andi : Retno : Andi : Retno : 2....... Retno Ayu Retno Ayu Retno Ayu Retno Retno..I.. and when I got there it was raining heavily. .. Oh. I got back early. You seem to be unhappy with your vacation. The beaches are great and the sea is full of beautiful coral reefs... I wished I had been there too.... : Yes... You should go there sometime... Yes. Ian. I’m really content with my trip. You must go there.

Langkah Pembelajaran : A. Siswa mengisi tabel dalam Task 1. 4. 1. 2. Metode Pengajaran 1. Expressions 1. Tanya-jawab mengenai apakah siswa pernah mendapat pengalaman buruk ketika berlibur. A. Siswa membaca dialog yang berisikan ungkapan untuk kepuasaan/ketidakpuasan (expression : satisfaction/dissatisfaction). 3. Pusat Perbukuan Departemen Pendidikan Nasional. 5. The trip to the museum of science was fantastic! satisfaction dissatisfaction Unsatisfactory vacation (2) (4) (6) menyatakan dari tokohmenyatakan menyatakan menyatakan menyatakan . Siswa dan guru menyimpulkan materi yang sudah dipelajari. 2. Study the dialogue then complete the table Satisfactory Vacation Person’s name (1) Place (s) visited (3) Experience during vacation (5) Task 2. 2. Whilst – Activity (Kegiatan Inti) : 1. Media Pembelajaran : Example of Dialogue and Students’ Worksheet II. Three-phase Technique 2. I. Siswa mengidentifikasi pengalaman memuaskan/ tidak memuaskan tokoh dalam dialog berdasarkan ungkapan untuk kepuasaan/ketidakpuasan. Science and Social Study Programme. Decide what the speaker expresses. I’m disappointed with the unclear information that was given by the travel guide. Pre – Activity (Kegiatan Awal) : 1. Siswa mendengar ungkapan-ungkapan lain untuk kepuasaan/ketidakpuasan yang dibacakan oleh guru. I. Sumber Belajar : • Buku : Interlanguage:English for Senior High School Students XI. Siswa mengerjakan Task 2. B. Siswa melafalkan ungkapan-ungkapan untuk kepuasaan/ketidakpuasan. Guru memeriksa absen siswa 3. Diskusi III. Siswa mengidentifikasi ungkapan-ungkapan untuk kepuasaan/ketidakpuasan. 2008. Penilaian Teknik : Test and non test Bentuk penilaian : uraian singkat dan performance Soal/instrumen : Task 1.II. Post – Activity(kegiatan akhir). Guru memberi salam kepada siswa.

4. Ayu (3) Maluku. 3. Everyone was very pleased with the information given about the amusing cities around the world. 5.3. 2. 4. The tour was very great! Key Answer Task 1 Person’s name Place (s) visited Experience during vacation Satisfactory Vacation (1) Ian. Soal 1 2 3 4 Score 20 20 20 20 : Skor perolehan x 100 Skor Maksimal Score 15 15 15 15 20 20 Skor Maksimum : 100 . Task 2 Dissatisfaction Satisfaction Satisfaction Dissatisfaction Satisfaction PEDOMAN PENILAIAN Task 1 No. Unsatisfactory vacation (2) Retno (4) A beach (6) it was raining heavily and the hotel had a bad service. Bali (5) Ian visited some beaches and museum. 1. Ayu went to beaches and went parasailing. The beach was very dirty. and went snorkeling. Soal 1 2 3 4 5 6 Nilai Siswa Task 2 No. It’s very horrible! 5.

……… Agustus 2010 Mahasiswa PPL Titiek Volleyati. Guru Pamong Pontianak. M.. Dosen Pembimbing Mariam Sumarni.TESOL . A.Pd.5 20 Skor Maksimum : 100 Nilai Siswa : Skor perolehan x 100 Skor Maksimal Mengetahui. S.Md.

. 3.. 3. dan menyatakan tidak puas...dissatisfied with...... 2.. 4..displeased with. ..very pleased with. I. Menggunakan tindak tutur menyatakan tidak puas. ..content with..... Tujuan Pembelajaran 1..... .. Menggunakan tindak tutur menyatakan puas.. Merespon tindak tutur menyatakan puas. Indikator 1.disappointed with.... menyatakan puas. meminta pendapat.... ..... Siswa dapat merespon tindak tutur menyatakan tidak puas.. satisfied with. .. 4.. . Merespon tindak tutur menyatakan tidak puas.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat.. 2. I..RENCANA PELAKSANAAN PEMBELAJARAN Nama Sekolah Mata Pelajaran Kelas / Semester Alokasi : : SMA WISUDA Pontianak : Bahasa Inggris : XI / Ganjil 2 x 35 menit Standar Kompetensi : Berbicara (Speaking) 3......... Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari.. Siswa dapat menggunakan tindak tutur menyatakan tidak puas.discontented with... Expression of Satisfaction and Dissatisfaction Percakapan/dialog dan pernyataan yang memuat ungkapan–ungkapan berikut : FORMAL SITUATION SATISFACTION DISSATISFACTION . Materi : : : Siswa dapat menggunakan tindak tutur menyatakan puas.. lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur menyampaikan pendapat.. ..... Siswa dapat merespon tindak tutur menyatakan puas.. .very delighted with. Kompetensi Dasar 3...

Pre – Activity (Kegiatan Awal) : 1. A. Siswa melengkapi dialog dengan ungkapan yang tepat untuk menyatakan kepuasaan/ketidakpuasan (expression : satisfaction/dissatisfaction). Post – Activity(kegiatan akhir). Siswa mendapat feedback dari guru. Siswa mengerjakan Task 1. Siswa dan guru mendiskusikan tugas dalam Task 1. how’s your trip? : Fantastic! Venice is a beautiful city. I’m very ……… .yang dipilih secara acak oleh guru. I. Compare your answer with your partner’s. Langkah Pembelajaran : A. Diskusi 2. A. Science and Social Study Programme. Guru memberi salam kepada siswa. Siswa mengerjakan Task 2. Penilaian Teknik : Test and non test Bentuk penilaian : uraian singkat dan performance Soal/instrumen : TASK 1 Complete the dialogue with the suitable expressions. 4. Siswa menentukan ungkapan yang tepat untuk menyatakan kepuasaan/ketidakpuasan (expression : satisfaction/dissatisfaction) berdasarkan situasi yang diberikan.INFORMAL SITUATION SATISFACTION DISSATISFACTION Super! Horrible! Great! Very sad! Terrific! Annoying! Fantastic! Disappointing! Smashing! Frustrating! I. 1. 2. 5. Siswa dan guru mereview ungkapan yang digunakan untuk kepuasaan/ketidakpuasan (expression : satisfaction/dissatisfaction). Sumber Belajar : • Buku : Interlanguage:English for Senior High School Students XI. Siswa dan guru membahas tugas sebelumnya untuk mengidentifikasi ungkapan untuk menyatakan kepuasaan/ketidakpuasan (expression : satisfaction/dissatisfaction). Guru memeriksa absen siswa 3. Students’ centered learning I. Metode Pengajaran 1. Siswa berpasangan mempraktekkan dialog untuk menyatakan kepuasaan/ketidakpuasan (expression : satisfaction/dissatisfaction). 2008. Pusat Perbukuan Departemen Pendidikan Nasional. Media Pembelajaran : Example of Dialogue and Students’ Worksheet II. 2. 3. menyatakan I. 1. Whilst – Activity (Kegiatan Inti) : 1. Maya Delia : Aunt Delia.

You felt very bored and disappointed. Any satisfaction expressions. Any dissatisfaction expressions. 1. Compare your expressions with your classmates. You feel like staying there. 5. You decided not to go there again. the museum was closed just when it was your turn. 1. Any satisfaction expressions. 4. : My vacation was horrible. 3. Wawan my visit. 2. KEY ANSWER Task 1 1. The lake that you visited was splendid. Robby Joko 3. Any dissatisfaction expressions. 2. : Lembah Baliem is very fascinating! I’m very………………………. 3. 4. You went on a tour. : Oh. Any satisfaction expressions. I’m…………………………. Any dissatisfaction expressions.. The zoo that you visited has a limited number of animals and it’s very dirty. 3. Rina : How was your holiday? : It was…………………………. 4. I don’t want to go there again. Any dissatisfaction expressions.with : Really? TASK 2 Express what would you say in the following situations. 5. You have a great time being there. PEDOMAN PENILAIAN Task 2 Task 1 No.. Soal 1 2 3 4 Nilai Siswa : Skor perolehan x 100 Skor Maksimal Score 25 25 25 25 Skor Maksimum : 100 . Any satisfaction expressions. Totti Ridwan 4.. 2. However. You were very disappointed. Any dissatisfaction expressions. You visited Monas and you were in a queue to get up the museum. but the places you visited were the same with the one last year. I’m sorry to hear that.2. The botanical garden in Bogor was great.

Md.4. Dosen Pembimbing Mariam Sumarni.TESOL . S. M..2.Pd. ……… September2010 Mahasiswa PPL Titiek Volleyati.3. A.5 Vocabulary (choice of words) : Very good = 30 Good = 20 Bad = 10 Score 10 30 Skor Maksimum : 200 Nilai Siswa : Skor perolehan x 100 Skor Maksimal Mengetahui.Task 2 Nomor soal Kriteria Grammar : Correct grammar = 10 Wrong grammar = 0 1. Guru Pamong Pontianak.

Materi : Expression Giving and Asking for Opinion Asking for Opinion What is your opinion? What do you think of.. 2.RENCANA PELAKSANAAN PEMBELAJARAN Nama Sekolah Mata Pelajaran Kelas / Semester Alokasi : : SMA WISUDA Pontianak : Bahasa Inggris : XI / Ganjil 2 x 35 menit Standar Kompetensi : Berbicara (Speaking) 3. I. 3. Metode Pengajaran 1. Merespon tindak tutur menyampaikan pendapat. 4. Pre – Activity (Kegiatan Awal) 1. Siswa dapat merespon tindak tutur menyampaikan pendapat. Langkah Pembelajaran : A. Menggunakan tindak tutur menyampaikan pendapat. Tujuan Pembelajaran : 1. 2. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari. Kompetensi Dasar 3.? How do you feel about…? How do you see …? Giving Opinion I think … I believe … I feel … It seems to me … II. Indikator 1. 4.. Guru memberi salam kepada siswa. dan menyatakan tidak puas. 2. menyatakan puas. Siswa dapat menggunakan tindak tutur menyampaikan pendapat. Merespon tindak tutur meminta pendapat. lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur menyampaikan pendapat. Menggunakan tindak tutur meminta pendapat. I. meminta pendapat. Guru memeriksa absen siswa : .1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat. Diskusi III. 3. Siswa dapat merespon tindak meminta pendapat. Siswa dapat menggunakan tindak tutur meminta pendapat.

Siswa mendengarkan percakapan interpersonal/transaksional yang berisikan ungkapan untuk mengungkapkan/meminta pendapat (expressing: opinion) yang dibacakan oleh guru. 3. Siswa berpasangan mempraktekkan dialog untuk mengungkapkan/meminta pendapat (expressing: opinion) yang dipilih secara acak oleh guru. A : _________________ of unplugging electronic devices when they are not being used? B : In my opinion. Practice the dialogues and perform it in front of the class. Post – Activity(kegiatan akhir). Task 2. KEY ANSWER Task 1 . A : ___________________ of the carbon credits? B : I think that is an unnecessary action. Siswa membahas tugas sebelumnya untuk mengidentifikasi ungkapan mengungkapkan/meminta pendapat (expressing: opinion). Penilaian Teknik : Test and non test Bentuk penilaian : uraian singkat dan performance Soal/instrumen : Task 1 . A. I. Pusat Perbukuan Departemen Pendidikan Nasional. that does make sense. I. 5. A : What do you think we should do to save energy? B : ___________ reduce the use of it. Complete the following dialogues! 1. Siswa mendapat feedback dari guru dan mereview ungkapan yang digunakan untuk mengungkapkan/meminta pendapat (expressing: opinion ).(Task 1) 4. Whilst – Activity (Kegiatan Inti) : 1. Sumber Belajar : • Buku : Interlanguage:English for Senior High School Students XI. 2. A : What do you think will happen if we don’t stop global warming? B : _______________ sooner or later the world will be destroyed. 1. 2. 2008. Siswa membuat dialog singkat untuk mengungkapkan/meminta pendapat (expressing: opinion) berdasarkan situasi yang diberikan.3. Siswa melafalkan ungkapan-ungkapan mengungkapkan/meminta pendapat (expressing: opinion ). Science and Social Study Programme. A : What is your opinion on the tree planting action? B : ___________ is a brilliant idea and we all should do it. 4. 5. Siswa melengkapi dialog berdasarkan situasi yang diberikan dengan menggunakan ungkapan untuk mengungkapkan/meminta pendapat (expressing: opinion ). A. 3. Media Pembelajaran : Example of Dialogue and Students’ Worksheet II.

3. No. Expression of giving opinion. 4. ……… Agustus 2010 Mahasiswa PPL Titiek Volleyati.1. Expression of asking for opinion. Guru Pamong : Skor perolehan x 100 Skor Maksimal Pontianak.TESOL . 5. Expression of giving for opinion. A. PEDOMAN PENILAIAN Task 1 . Dosen Pembimbing Mariam RENCANA PELAKSANAAN PEMBELAJARAN Nama Sekolah : SMA WISUDA Pontianak Sumarni.Pd. M. Soal 1 2 3 4 5 Nilai Siswa : Skor perolehan x 100 Skor Maksimal Kriteria Pronounciation : Correct pronunciation = 1 Wrong pronunciation = 0 Fluency : Fluent = 3 Halting = 2 Score 10 Score 20 20 20 20 20 Skor Maksimum : 100 Nomor soal 1.5 30 Task 2. Expression of giving for opinion. S.Md.4. Expression of asking for opinion. Skor Maksimum : 200 Nilai Siswa Mengetahui..3. 2.2.

dan pleasure. so if I were you I wouldn’t even touch it.. if I were you.Mata Pelajaran Kelas / Semester Alokasi : : Bahasa Inggris : XI / Ganjil 2 x 35 menit Standar Kompetensi : Mendengarkan (Listening) 1.. Siswa dapat mengidentifikasi makna tindak tutur menasehati... 4. is it really true that we can get addicted only after the first try? That is certainly true. lancar. Make sure you. serta menyatakan perasaan relief. You’d better. Indikator 1. 2. Mengidentifikasi makna tindak tutur memperingatkan. Kompetensi Dasar 1..... If i were you.. drugs have side effects and that it can be harmful so everybody should know the truth about it... 3. .... 4. I wouldn’t. Oh. They are the closest people around them... I wouldn’t advice.. I. dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur:menasehati. Memahami makna teks dalam percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari. memperingatkan.... Siswa dapat merespon tindak tutur memperingatkan.. Where do you think children should learn all of that knowledge from? In my opinion.. pain.... Merespon tindak tutur memperingatkan. Watch out for. Siswa dapat mengidentifikasi makna tindak tutur memperingatkan. I’d. Dialogue 1: Panji : Bayu : Panji : Bayu : Panji : Bayu : Panji : Bayu : Do you think we need to know about drugs? Yes.. 2. I think everyone should know about it especially teenagers. 3. I.. Merespon tindak tutur menasehati. I guess you’re right. Tujuan Pembelajaran : 1. Yeah. Materi : Listening / Expression of Advising and Warning WARNING Look out! Be careful of. Mengidentifikasi makna tindak tutur menasehati... Siswa dapat merespon tindak tutur menasehati..... Why is that? Well. I don’t think you should. ADVISING TO DO SOMETHING NOT TO DO SOMETHING I think you should…. Take my advice and . meluluskan permintaan.. You’d better not.. their family and teachers are the one who should inform them.2 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) secara akurat.

2. – Secara individu. siswa memasangkan gambar dengan penjelasannya. 2. – Siswa menjawab beberapa pertanyaan yang berkaitan dengan gambar. Post – Activity(kegiatan akhir). Look at the following picture. II. where did you first learn about them? Do you know their effects ? Do you think it is important to know them? Where do you think you and your friends should learn about them? What should the government do about them? What do you think we should do to drug dealers? A. 2. e. f. 5. Pre – Activity (Kegiatan Awal) : 1. Langkah Pembelajaran : Pertemuan ke-4 A. I won’t. siswa diminta untuk memperhatikan gambar yang diberikan. Apersepsi – Guru memperkenalkan materi yang akan diajarkan. Guru memberi salam kepada siswa. Guru memberi pekerjaan rumah pada siswa (Task 3 and Task 4) . a. Make sure you don’t get persuaded or attracted by it. Good. Then answer the questions. b. C. c. Siswa membaca dialog dan mengidentifikasi ungkapan-ungkapan untuk menasehati dan memperingatkan (expression : advising and warning). Secara individu. Whilst – Activity (Kegiatan Inti) : 1. Siswa menemukan informasi rinci dari dialog yang dibacakan oleh guru. Diskusi III. Secara individual. Metode Pengajaran 1. Siswa mendiskusikan dialog dan fungsi ungkapan yang didengar. Siswa mengerjakan Task 1. Do you know those things? If so. Don’t worry. Siswa mendengarkan dialog yang dibacakan oleh guru.Panji : Bayu : Panji : Don’t worry I wouldn’t even get near it. d. Guru memeriksa absen siswa 3. 4. siswa mengerjakan Task 2. 1. Three-phase Technique 2. 3. Siswa dan guru menyimpulkan materi yang sudah dipelajari.

An illegal drug used as stimulant and relaxer of inhibitions. Science and Social Study Programme. 4. ………………………. 1. Penilaian Teknik : Test and non test Bentuk penilaian : uraian singkat dan performance Soal/instrumen : TASK 1 Arrange these pictures and the name based on the meaning you hear. I. ………………………. ………………………. 1. 3. A white powder derived from morphine that is highly addictive narcotic drug.. What are the boys talking about? . 2008. Pusat Perbukuan Departemen Pendidikan Nasional. 2. Intoxicating drinks containing alcohol. Sumber Belajar : • Buku : Interlanguage:English for Senior High School Students XI. Illegal drug made from hemp.I. Media Pembelajaran : Gambar dan Students’ Worksheet II. ……………………… TASK 2 Answer the following questions based on the dialogue.

4. We have to be careful not to get plunged into using drugs. you’re right. How does Aspani give the advice? 3. Task 2 . 1. From their families and teachers. The boys are talking about the importance of learning about drugs. We will also need high technology equipments too. I think the government should give a thought about that. Well. What do you mean? Well. we should also control the drug traffic more strictly. more drug users were caught. it’s so sad. TASK 4 Answer the questions based on the dialogue. city borders. Task 3 Expressions to advise : .2. Why does Bayu suggest Panji? What does he say? TASK 3 (Homework) Read the dialogue between Danias and Aspani then identify expression for advising and warning) Danias : Aspani : Danias : Aspani : Danias : Aspani : Danias : Aspani : Danias : Aspani : Danias : Look at these articles. I think beside educating everyone with the information of what drugs are and what they can do to our body. 1. An illegal drug used as stimulant and relaxer of inhibitions.etc Wouldn’t that take time? We will need more policemen then. That way. Who gives the warning? 4. the security checking will be much faster and thorough I agree with you. Why does Bayu think it is important for everyone to know the truth about drugs? 3. 2. But. How does he express his warning? Key Answer Task 1 1. harbours. Yes. of course. Because drugs have side effects and that it can be harmful. A white powder derived from morphine that is highly addictive narcotic drug. From whom should children first learn information on drugs? 4. What are Denias and Aspani talking about? 2. How do you think we can stop or at least decrease the number of drug users. 4. Illegal drug made from hemp. Intoxicating drinks containing alcohol. I think if we stop the drug traffic the drugs available in our society will decrease or even be gone Yes. Yeah. 3. what do you think we should do to stop the drug traffic? I think the police should increase its luggage checking in airports. 3. He suggest that everybody should know the truth about drugs. 2. Yeah. I think the number of drug users is increasing.

” PEDOMAN PENILAIAN Task 1. Denias does.Md. 4. Guru Pamong Pontianak. 2. Task 2. I think the government should give a thought about that. harbors. They are talking about how to stop or decrease the number of drug users. Expressions to warn : 1. 2. 3. (Aspani).1. and Task 4 No. etc.” 3. harbors. (Danias). city borders. He says : “We have to be careful not to get plunged into using drugs. city borders. He says : “We should also control the drug traffic more strictly” and “I think the police should increase its luggage checking in airports. We should also control the drug traffic more strictly (Aspani). etc. Soal 1 2 3 4 Nilai Siswa : Skor perolehan x 100 Skor Maksimal Score 25 25 25 25 Skor Maksimum : 100 Task 3 Jumlah Benar 1 2 3 4 Score 25 50 75 100 Mengetahui. We have to be careful not to get plunged into using drugs. A. Task 4 1. I think the police should increase its luggage checking in airports. ……… September 2010 Mahasiswa PPL Titiek Volleyati. Dosen Pembimbing Mariam .

memperingatkan. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari. M.TESOL RENCANA PELAKSANAAN PEMBELAJARAN Nama Sekolah Mata Pelajaran Kelas / Semester Alokasi : : SMA WISUDA Pontianak : Bahasa Inggris : XI / Ganjil 2 x 35 menit Standar Kompetensi : Berbicara (Speaking) 3.. S. serta menyatakan perasaan relief. Kompetensi Dasar 3. meluluskan permintaan. lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur : menasehati.Sumarni. dan pleasure.Pd.2 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat. pain. .

... Siswa dapat menggunakan tindak tutur memperingatkan. Menggunakan tindak tutur menasehati. Siswa membuat ungkapan menasehati dan memperingatkan (expression : advising and warning) berdasarkan situasi yang diberikan. 2008... Siswa mendapat feedback dari guru dan mereview ungkapan yang digunakan untuk mengungkapkan/meminta pendapat (expressing: opinion ). II... I. Audiolingual Method 2. I. I wouldn’t advice... if I were you. Metode Pengajaran 1. (Task 2)... Siswa melafalkan ungkapan-ungkapan menasehati dan memperingatkan (expression : advising and warning)...(Task 1) 4. 3. Sumber Belajar : • Buku : Interlanguage:English for Senior High School Students XI.. Pusat Perbukuan Departemen Pendidikan Nasional.. I. A. Siswa mendengarkan percakapan interpersonal/transaksional yang berisikan ungkapan menasehati dan memperingatkan (expression : advising and warning). Merespon tindak tutur memperingatkan. Diskusi I.. Siswa melengkapi kalimat dengan ungkapan menasehati dan memperingatkan (expression : advising and warning) berdasarkan kata-kata yang disediakan. 3. Whilst – Activity (Kegiatan Inti) : 1. Tujuan Pembelajaran : 1... I don’t think you should. Pre – Activity (Kegiatan Awal) : 1. Post – Activity(kegiatan akhir). I’d.. 2. Merespon tindak tutur menasehati. Siswa dapat menggunakan tindak tutur menasehati.. Siswa membahas tugas sebelumnya untuk makna tindak tutur menasehati dan memperingatkan.. If i were you. 3.. You’d better not.. Siswa dapat merespon tindak tutur menasehati. Materi : Listening / Expression of Advising and Warning WARNING Look out! Be careful of. ADVISING TO DO SOMETHING NOT TO DO SOMETHING I think you should…...Indikator 1.. Siswa dapat merespon tindak tutur memperingatkan. 2.. Watch out for... I.. Science and Social Study Programme... Langkah Pembelajaran : A.. You’d better. 1... Menggunakan tindak tutur memperingatkan. Make sure you. A. 4. 4. Media Pembelajaran : Example of Dialogue and Students’ Worksheet . I wouldn’t. Take my advice and . 2.

E Task 2 1. You want to warn your brother not to get persuaded by other people in trying drugs. 3. . I think he’s a drug dealer. 1. You won’t regret it.. 4. 2. Take my advice and come … d. Your friend thinks that using drugs will make him cool and want to try some. A 4... 3... any of addictive drugs because they are really bad for you. to the talk show tomorrow.II.. Task 2. that person. . 1.. Expression warning 3. so that they can arm themselves with the information that they have to stay away from it. 5. Match the sentences with suitable expressions to complete them. . You want to tell your friends to learn the truth about drugs. Express what you would say in the following situations. D 5. I guarantee. You tell him not to do that because it’s dangerous.. Expression advising 2. tell your friend the truth about drugs. a. B 3. Soal 1 2 3 4 5 Nilai Siswa Task 2. Expression advising PEDOMAN PENILAIAN Task 1 . : Skor perolehan x 100 Skor Maksimal Score 20 20 20 20 20 Skor Maksimum : 100 . . Watch out for … c. 2... touch any of those dangerous drugs. Penilaian Teknik : Test and non test Bentuk penilaian : uraian singkat dan performance Soal/instrumen : Task 1. No. You’d better not … b. I think you should … e. . Make sure you don’t try… Key answer Task 1 1. C 2.

dan analytical exposition dalam konteks kehidupan sehari-hari.Md. M. S.1 Merespon makna yang terdapat dalam teks lisan fungsional pendek resmi dan tak resmi secara akurat. narrative..No.Pd. Indikator 1. Mengidentifikasi tujuan komunikasi teks fungsional pendek yang didengar.TESOL Standar Kompetensi : Mendengarkan (Listening) 2. 2. A. Soal 1 2 3 Nilai Siswa : Skor perolehan x 100 Skor Maksimal Score 30 30 40 Skor Maksimum : 100 Mengetahui. Siswa dapat mengidentifikasi informasi tertentu dari teks fungsional pendek yang didengar. Mengidentifikasi informasi tertentu dari teks fungsional pendek yang didengar. Kompetensi Dasar 2. I. Tujuan Pembelajaran : 1. Dosen Pembimbing Mariam RENCANA PELAKSANAAN PEMBELAJARAN Nama Sekolah Mata Pelajaran Kelas / Semester Alokasi : : SMA WISUDA Pontianak : Bahasa Inggris : XI / Ganjil 2 x 35 menit Sumarni. Guru Pamong Pontianak. ……… Oktober 2010 Mahasiswa PPL Titiek Volleyati. Memahami makna teks fungsional pendek dan monolog berbentuk reports. lancar dan berterima dalam berbagai konteks kehidupan sehari-hari. .

it actually starts on the evening of 31st of May. I. Materi Teks : Gawai Dayak Gawai Day or Gawai Dayak. the homes of the Dayaks are opened to visitors. Today. Gawai Dayak literally means “Dayak Festival”. : Teks Monolog Report . Look at the following picture. – Siswa menjawab beberapa pertanyaan yang berkaitan dengan gambar. Guru memberi salam kepada siswa. It is both a religious and social occasion. Metode Pengajaran 1.2. offering ceremony (miring) is conducted. – Secara individu. blessings and long life is done through sacrificing a cockerel. and ngajat competitions are held. On the evening of 31st of May. On the 1st of June. blowpipe skill demonstration. Gawai Dayak celebration may last for several days. Explanation : The text entitled Gawai Dayak has general information on Gawai Dayak in its first paragraph and specific information on Gawai Dayak on the rest of the paragraphs. It is a thanksgiving day marking good harvest and a time to plan for the new farming season or activities ahead. Then answer the questions. Such a text is an information report which consist of two main parts : • General information • Bundles of more specific information Its social purpose is presenting information about something. the ceremony to cast the greediness spirit away (Muai Antu Rua) is held. Thanking gods for the good harvest. I. The mode of celebrations varies from place to place. However. Diskusi II. Cock-fighting. guidance. At midnight spirit welcoming procession (Ngaluh Petara) is held. Langkah Pembelajaran : A. it is an integral part of Dayak social life. Then. The festival is celebrated on the 1st of June every year. 2. Pre – Activity (Kegiatan Awal) : 1. the celebration gets merrier as people start singing and reading poems. is a festival celebrated in Kalimantan. Dayak visit their friends and relatives on this day. Apersepsi – Guru memperkenalkan materi yang akan diajarkan. Siswa dapat mengidentifikasi tujuan komunikasi teks fungsional pendek yang didengar. siswa diminta untuk memperhatikan gambar yang diberikan. Then. Guru memeriksa absen siswa 3. It is also during this time of the year that many Dayak weddings take place. Those far away receive greeting cards. Three-phase Technique 2.

Science and Social Study Programme. Siswa membaca teks monolog report. Siswa mengidentifikasi pernyataan yang benar dan salah berdasarkan teks bacaan yang didengar. Guru memberi tugas pekerjaan rumah (Task 3) I. Post – Activity(kegiatan akhir). 6. 5. 4. What celebration is in the pictures? Why do people celebrate it? How do they celebrate it? When do they celebrate it? A. A. Siswa mendapat penjelasan menngenai teks monolog report (definisi dan organisasi teks).1. Siswa mengerjakan Task 2. Siswa mendengarkan teks information report yang dibacakan oleh guru. 2. I. 2008. Secara individu. Whilst – Activity (Kegiatan Inti) : 1. 1. 3. 3. 2. Media Pembelajaran : Example of Dialogue and Students’ Worksheet II. Siswa membuat kesimpulan mengenai tujuan komunikasi teks fungsional pendek (teks monolog report) dan informasi-informasi apa saja yang diperoleh dari teks yang telah dibaca. Siswa mendiskusikan jawaban mereka. 4. siswa mengerjakan Task 1. Pusat Perbukuan Departemen Pendidikan Nasional. Sumber Belajar : • Buku : Interlanguage:English for Senior High School Students XI. Penilaian Teknik : Test and non test Bentuk penilaian : uraian singkat dan performance Soal/instrumen : Task 1. 2. Decide whether the statements below True or False . Siswa dan guru mendiskusikan jawaban pada Task 2. 7. Siswa menjawab pertanyaan untuk mengidentifikasi informasi tertentu dari teks fungsional pendek yang didengar (text : information report).

clean the area around the tomb. 1. Task 2. In the Gawai Dayak’s eve the people are very silent. Sacrifice is done through slaughtering a turkey. 5. In modern South Korea. It is celebrated on the 15th day of the 8th month of the lunar Korean calendar. 3. The celebration started one day before and after. and offer food. 4. a tug of war in Jeolla and Gyeongsang provinces. Answer the questions based on the text. C. D. 5. drink. and crops to their ancestors. 3. in all regions. 2. It is a celebration of the good harvest. 3. 2. Other regions hold wrestling and archery contests. also called Han-ga-wi (from archaic Korean for “great middle”). on Chuseok there is a mass exodus of Koreans returning to their hometowns to pay respects to the spirits of one’s ancestors. 2. KEY ANSWERS Task 1 1. Compare your report with your partner’s. T F F T F . Koreans visit their ancestral hometowns and share a feast of Korean traditional food. The celebration begins on the 1st of June. but these vary from region to region. it is a three days celebration. For all games. Therefore. is a major three-day holiday in Korea. A variety of folk games are played on Chuseok. What is Gawai Day? Where is it celebrated? When is it celebrated ? Why sacrificing cockerel is done? How is it celebrated? T F Task 3 Rewrite the following jumbled paragraphs into a good report. 4. Chuseok. A lion dance is performed in the north-west. Harvest crops are attributed to the blessing of ancestors. They often visit the tombs of their immediate ancestors to trim plants. Gawai Dayak is now a thanksgiving day of good harvest and planting season.Statements Gawai Dayak is a Dayak festival. 4. B. 5. a Nongak band performs. People perform ancestral worship rituals early in the morning. 1. A.

and sending greeting cards. 5.Task 2 1. A. ……… Oktober 2010 Mahasiswa PPL Titiek Volleyati. 2. 4. No. Task 3 C–A–B–D PEDOMAN PENILAIAN Task 1 . Gawai Dayak is a festival celebrated in Kalimantan. It is celebrated in Kalimantan. Soal 1 2 3 Nilai Siswa Task 3 Jumlah Urutan Benar 1 2 3 4 Score 25 50 75 100 : Skor perolehan x 100 Skor Maksimal Score 30 30 40 Skor Maksimum : 100 : Skor perolehan x 100 Skor Maksimal Score 20 20 20 20 20 Skor Maksimum : 100 Mengetahui. blessing. Soal 1 2 3 4 5 Nilai Siswa Task 2.Md. Dosen Pembimbing Mariam . guidance. It is celebrated by visiting their friends and relatives. No. It is celebrated on the 1st of June every year. It is both a religious and social occasion. and long life. 3. Guru Pamong Pontianak. It is done to thank Gods for the good harvest.

TESOL RENCANA PELAKSANAAN PEMBELAJARAN Nama Sekolah Mata Pelajaran Kelas / Semester Alokasi : : SMA WISUDA Pontianak : Bahasa Inggris : XI / Ganjil 2 x 35 menit Standar Kompetensi : Menulis (Writing) 6. narrative.1 Mengungkapkan makna dalam bentuk teks fungsional pendek resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat.. S. 3. Mengidentifikasi ciri-ciri kebahasaan teks report. 2.Sumarni. dan berterima dalam konteks kehidupan sehari-hari. dan analytical exposition dalam konteks kehidupan sehari-hari.Pd. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana report. Indikator 1. Tujuan Pembelajaran : 1. Siswa dapat mengidentifikasi informasi tertentu dari teks fungsional pendek dalam bentuk Simple Present Tense. M. Mengidentifikasi informasi tertentu dari teks fungsional pendek dalam bentuk Simple Present Tense. lancar. Siswa dapat mengidentifikasi ciri-ciri kebahasaan teks report. Kompetensi Dasar 6. Mengubah kalimat dalam bentuk Simple Present Tense menjadi Simple Past Tense. I. . 2.

blowpipe skill demonstration. It is also during this time of the year that many Dayak weddings take place. Guru memeriksa absen siswa. Then. it is an integral part of Dayak social life. Today. Ceramah 2. Siswa dapat mengubah kalimat dalam bentuk Simple Present Tense menjadi Simple Past Tense. and ngajat competitions are held. Diskusi III. offering ceremony (miring) is conducted. Those far away receive greeting cards. the ceremony to cast the greediness spirit away (Muai Antu Rua) is held. Rumus dasar dari tenses ini adalah : (+) : S + Kata Kerja bentuk pertama (Verb I) + Object (-) : S + don`t/doesn`t + Verb 1 + object (?) : Do/Does + S + Verb I + object ? Simple Past Tense Tenses ini digunakan untuk menyatakan keadaan pada masa lalu. Rumus dasar dari tenses ini adalah : (+) : S + Kata Kerja bentuk kedua (Verb II) + Object (-) : S + didn’t + Verb 1 + object (?) : Did + S + Verb I + object ? II. It is a thanksgiving day marking good harvest and a time to plan for the new farming season or activities ahead. It is both a religious and social occasion. The mode of celebrations varies from place to place. blessings and long life is done through sacrificing a cockerel. Langkah Pembelajaran : A. . The festival is celebrated on the 1st of June every year. the celebration gets merrier as people start singing and reading poems.3. 2. Gawai Dayak literally means “Dayak Festival”. However. Gawai Dayak celebration may last for several days. Guru memberi salam kepada siswa. Thanking gods for the good harvest. it actually starts on the evening of 31st of May. Materi Teks : Gawai Dayak Gawai Day or Gawai Dayak. Pre – Activity (Kegiatan Awal) : 1. : Teks Monolog Report and Simple Past Tense form Simple Present Tense Tenses ini digunakan untuk menyatakan keadaan pada masa sekarang atau kebiasaan. is a festival celebrated in Kalimantan. the homes of the Dayaks are opened to visitors. At midnight spirit welcoming procession (Ngaluh Petara) is held. Cock-fighting. 3. On the 1st of June. Metode Pengajaran 1. On the evening of 31st of May. Apersepsi – Guru memperkenalkan materi yang akan diajarkan. Dayaks visit their friends and relatives on this day. I. Then. guidance.

We spend a lot of money in market. • http://www. I. I don’t leave the house until noon. . Identify 5 (five) sentences using Simple Present Tense in the text. Jerry writes a letter to Tom everyday. (last week) – KEY ANSWERS Task 1 1.00 everyday. Siswa dan guru mendiskusikan jawaban pada Task 1. every year. (last April) 2.englishclub. Whilst – Activity (Kegiatan Inti) : 1. Sumber Belajar : • Buku : Interlanguage:English for Senior High School Students XI. siswa diminta untuk menyebutkan aktivitas yang dilakukannya secara rutin. 1. The mode of celebrations varies from place to place.. A. (last year) 4. Task 1 5. 6. (last spring) 5. Post – Activity(kegiatan akhir). Siswa bersama guru membentuk kalimat dengan pola Simple Present Tense. Change these sentences to the past tense. 4. (yesterday) 10. (yesterday) 9. Siswa mendapat penjelasan tentang Simple Past Tense. Sam doesn’t have much free time today. John eats out once a week. Some students carry their books in a backpack.com/vocabulary/irregular-verbs-list. A. Siswa mengubah kalimat Simple Present Tense menjadi Simple Past Tense. We go to Washington. Mrs. Siswa mengerjakan Task 2.Secara individu. 1. 3. Pusat Perbukuan Departemen Pendidikan Nasional. Use the time expression that is given in parentheses. 2008. (last month) 3. 2. Siswa mengidentifikasi informasi tertentu dalam teks report yang memiliki pola Simple Present Tense. D. Task 2. 2. Farmers plant their crops in the spring. Penilaian Teknik : Test and non test Bentuk penilaian : uraian singkat dan performance Soal/instrumen : Task 1. Siswa mendapat penjelasan tentang Simple Present Tense. Science and Social Study Programme. Those far away receive greeting cards. Peterson comes home until 5.C. (yesterday) 7. Media Pembelajaran : Irregular Verb List and Students’ Worksheet II.htm I. Dayaks visit their friends and relatives on this day. (yesterday) 6. Siswa membuat kesimpulan mengenai materi yang telah dipelajari. Frank knows the answer. 3. (yesterday) 8.

Soal 1 2 3 4 5 6 7 8 9 10 Nilai Siswa : Skor perolehan x 100 Skor Maksimal Score 10 10 10 10 10 10 10 10 10 10 Skor Maksimum : 100 Score 25 50 75 100 Mengetahui. Jerry wrote a letter to Tom everyday yesterday. Some students carried their books in a backpack last year. Jumlah kalimat yang benar 1 2 3 4 Task 2. Task 2 1. We went to Washington. PEDOMAN PENILAIAN Task 1 . 6. the celebration gets merrier as people start singing and reading poems. We spent a lot of money last month. it actually starts on the evening of 31st of May. However. 10.4. Guru Pamong Pontianak. Mrs. Then. 5. Peterson came home until 5. John ate out yesterday.C. 3. Sam didn’t have much free time today yesterday. 7. No. last spring. D. 4. 5. 8.00 yesterday. Farmers planted their crops last April.. ……… Oktober 2010 Mahasiswa PPL . I didn’t leave the house yesterday. Frank knew the answer. 9. 2. (last week).

Mengidentifikasi makna kata. M. Materi Teks : : Teks Monolog Report Thanksgiving Day . 3. Tujuan Pembelajaran : 1. I. S. 2. 2. Dosen Pembimbing Mariam Sumarni.TESOL RENCANA PELAKSANAAN PEMBELAJARAN Nama Sekolah Mata Pelajaran Kelas / Semester Alokasi : : SMA WISUDA Pontianak : Bahasa Inggris : XI / Ganjil 2 x 35 menit Standar Kompetensi : Reading (Membaca) 5.1 Merespon makna yang terdapat dalam teks lisan fungsional pendek resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat. lancar dan berterima dalam konteks kehidupan sehari-hari. Siswa dapat mengidentifikasi makna kata. Siswa dapat mengidentifikasi informasi tertentu dari teks fungsional pendek. Memahami makna teks fungsional pendek dan esei sederhana berbentuk report.Titiek Volleyati. I. A. Mengidentifikasi informasi tertentu dari teks fungsional pendek. 3.Md. Siswa dapat membaca nyaring bermakna wacana ragam bahasa tulis yang dibahas dengan ucapan dan intonasi yang benar. Membaca nyaring bermakna wacana ragam bahasa tulis yang dibahas dengan ucapan dan intonasi yang benar.Pd. Indikator 1.. Kompetensi Dasar 5. narrative dan analytical exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.

In the past. Lamps are lighted to brighten the environment. however. 2. Langkah Pembelajaran : A. However. thankfulness for peace. it had been celebrated as in New England. Metode Pengajaran 1. It is celebrated in late autumn. Thanksgiving festivals are held every fourth Thursday of November in the U. In North America. Guru memberi salam kepada siswa. It is celebrated through families and friends gathering to eat and give good luck. siswa diminta untuk memperhatikan gambar yang diberikan. in Canada. Tables are decorated with best china and antique silver dishes to mark the occasion. – Siswa menjawab beberapa pertanyaan yang berkaitan dengan gambar. it was originally held to thank God for their survival in the new land which was not easy for them.Thanksgiving or Thanksgiving Day is a celebration of harvest. Apersepsi – Guru dan siswa mereview kembali tentang teks ”Gawai Dayak”. Pre – Activity (Kegiatan Awal) : 1. Diskusi III. Then answer the questions. . 1. 2. and the attempt of Native Americans. homes are decorated with wreaths.S and on the second Monday of October in Canada. In Thanksgiving. Where do people celebrate it? 3. Look at the following picture. Whilst – Activity (Kegiatan Inti) : 1. Siswa diminta untuk membaca teks secara individual. Turkey is the main dish in the thanksgiving dinner. Guru memeriksa absen siswa 3. What kind of celebration do you see in the picture? 2. Thanksgiving now is celebrated in United States of America and in Canada. Thanksgiving was celebrated for their rich harvest in New England. What is the similarity between Thanksgiving and Gawai Dayak? B. fresh and dried fl owers. It is usually celebrated in four to five days in the North America and for three days in Canada. – Secara individu. Thanksgiving parades are also usually held. Guru meminta siswa secara bergiliran untuk membacakan teks “Thanksgiving Day”. II.

The report is based on the following information. 2008. 2. occasion (n) Task 2 Read the following information on thanksgiving celebrations in USA and Canada. Post – Activity(kegiatan akhir). e. dishes (n) 6. circle of flowers or leaves especially given at a funeral in memory of the dead person. part of a meal. happening time when something happens. Celebration b. Siswa mengerjakan Task 2. china (n) 4. Sumber Belajar : • Buku : Interlanguage:English for Senior High School Students XI. c. made of fine white clay. Find the answers to the following questions. etc. d.3. 4. What is Thanksgiving Day? 2. C. 1. Guru member tugas kepada siswa untuk menuliskan informasi tentang perayaan-perayaan tradisional di daerah Pontianak I. plates.. f. Science and Social Study Programme. Siswa mengerjakan Task 1. Where . a. Siswa menjawab pertanyaan untuk mencari informasti tertentu yang ada di dalam teks bacaan. 1. Siswa mengidentifikasi makna kata dengan memasangkan beberapa kata yang berkaitan dengan Thanksgiving dengan makna katanya. plate of prepared food. Siswa dan guru mendiskusikan jawaban pada Task 1 dan Task 2. I. How is it celebrated? Task 3 Homework : Write a short report about traditional celebration in Pontianak. Media Pembelajaran : Pictures and Students’ Worksheet II. b. How long does the celebration last in the USA? 5. cups. picking ripe crops. plates and cups. Penilaian Teknik : Test and non test Bentuk penilaian : uraian singkat Soal/instrumen : Task 1 Match the following words from the text with its meaning. wreath (n) 3. Siswa membuat kesimpulan mengenai materi yang telah dipelajari. Pusat Perbukuan Departemen Pendidikan Nasional. When is it celebrated in Canada? 4. harvest (n) 2. dish (n) 5. a. 1. etc. 5. Where is it celebrated? 3.

D A C E F B PEDOMAN PENILAIAN Task 1 . d. It is celebrated on the second Monday of October in Canada. It is usually celebrated in four to five days in the North America. e. 3. Soal 1 2 3 4 5 Score 20 20 20 20 20 Skor Maksimum : 100 : Skor perolehan x 100 Skor Maksimal Score 20 20 15 15 15 15 Skor Maksimum : 100 . 4. Thanksgiving or Thanksgiving Day is a celebration of harvest. No. 2. 3. 4. 2. Task 2 1. No. f. Thanksgiving now is celebrated in United States of America and in Canada. thankfulness for peace. and the attempt of Native Americans. Soal 1 2 3 4 5 6 Nilai Siswa Task 2. 6. 5. Function When Food How KEY ANSWERS Task 1 1.c. 5. It is celebrated through families and friends gathering to eat and give good luck.

Pd. S. A. Food f..Nilai Siswa : Skor perolehan x 100 Skor Maksimal Information a. Celebration b. ……… Oktober 2010 Mahasiswa PPL Titiek Volleyati. How Task 3 Kriteria Grammar : Correct Grammar =1 Wrong Grammar =0 Vocabulary (Choice of Words): Very good = 3 Good = 2 Bad = 1 Score 10 30 Skor Maksimum : 240 Nilai Siswa : Skor perolehan x 100 Skor Maksimal Mengetahui. Function d. M. Guru Pamong Pontianak. Dosen Pembimbing Mariam Sumarni.Md. Where c.TESOL . When e.

3. I. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana report. Siswa dapat mengubah kalimat aktif pola Simple Present Tense menjadi kalimat Passive pola Simple Past Tense. I. 4. narrative. Materi : Teks Monolog Report and Passive Voice Thanksgiving Day . dan analytical exposition dalam konteks kehidupan sehari-hari. Siswa dapat mengidentifikasi informasi tertentu dari teks fungsional pendek dalam bentuk Passive Voice pola Simple Past Tense. Siswa dapat mengubah kalimat aktif pola Simple Present Tense menjadi kalimat Passive pola Simple Present Tense. 3. Mengubah kalimat aktif pola Simple Present Tense menjadi kalimat Passive pola Simple Present Tense. 2. Mengubah kalimat aktif pola Simple Present Tense menjadi kalimat Passive pola Simple Past Tense. lancar. dan berterima dalam konteks kehidupan sehari-hari. Tujuan Pembelajaran : 1. Siswa dapat mengidentifikasi informasi tertentu dari teks fungsional pendek dalam bentuk Passive Voice pola Simple Present Tense. Indikator 1. 4.1 Mengungkapkan makna dalam bentuk teks fungsional pendek resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat. 2. Mengidentifikasi informasi tertentu dari teks fungsional pendek dalam bentuk Passive Voice pola Simple Past Tense. Kompetensi Dasar 6.RENCANA PELAKSANAAN PEMBELAJARAN Nama Sekolah Mata Pelajaran Kelas / Semester Alokasi : : SMA WISUDA Pontianak : Bahasa Inggris : XI / Ganjil 2 x 35 menit Standar Kompetensi : Menulis (Writing) 1. Mengidentifikasi informasi tertentu dari teks fungsional pendek dalam bentuk Passive Voice pola Simple Present Tense.

Turkey is the main dish in the thanksgiving dinner. Metode Pengajaran 1. Pre – Activity (Kegiatan Awal) : 1. Langkah Pembelajaran : A. . Apersepsi – Guru mereview tentang berbagai ungkapan-ungkapan yang telah dipelajari. – Guru menjelaskan bahwa ungkapan-ungkapan yang telah dipelajari menggunakan pola kalimat aktif – Guru meminta siswa membedakan makna kalimat aktif dan pasif. 3. 2. yaitu yang menerima aksi dari sebuah pekerjaan. it had been celebrated as in New England. Tables are decorated with best china and antique silver dishes to mark the occasion. In North America. Guru meminta siswa memperhatikan beberapa kalimat pasif dalam teks “Thanksgiving Day” .S and on the second Monday of October in Canada. Whilst – Activity (Kegiatan Inti) : 1. homes are decorated with wreaths. by Rita. Guru memberi salam kepada siswa. it was originally held to thank God for their survival in the new land which was not easy for them. Mechanical Drills I. however. Thanksgiving was celebrated for their rich harvest in New England. In Thanksgiving. thankfulness for peace. Thanksgiving festivals are held every fourth Thursday of November in the U. Siswa diminta untuk menemukan beberapa kalimat dengan pola kalimat pasif dalam teks “Thanksgiving Day”. A. Rita A letter Rita A letter Rita A letter writes is written wrote was written has written has been written a letter. in Canada. Example : Tense Subject Verb Object Simple Present Simple Past Present Perfect Active: Passive: Active: Passive: Active: Passive: II. a letter. by Rita. Thanksgiving now is celebrated in United States of America and in Canada.Thanksgiving or Thanksgiving Day is a celebration of harvest. It is celebrated through families and friends gathering to eat and give good luck. Lamps are lighted to brighten the environment. Guru memeriksa absen siswa. However. Thanksgiving parades are also usually held. 2. PASSIVE VOICES Passive Voice berarti suatu bentuk kata kerja transitif dimana secara tata Bahasa Inggris subjek dari kalimat berpelaku sebagai ‘pasien’. Diskusi 2. It is usually celebrated in four to five days in the North America and for three days in Canada. and the attempt of Native Americans. a letter. It is celebrated in late autumn. by Rita. In the past. fresh and dried flowers.

Food f.. Post – Activity(kegiatan akhir). f. How long does the celebration last in the USA? 5. Where c. 1. 1. a. china (n) 4. Where is it celebrated? 3. circle of flowers or leaves especially given at a funeral in memory of the dead person. 2008. dishes (n) 6. When is it celebrated in Canada? 4. e. made of fine white clay. plate of prepared food. How is it celebrated? Task 3 Homework : Write a short report about traditional celebration in Pontianak. etc. dish (n) 5. harvest (n) 2.3. plates. 1. plates and cups. Penilaian Teknik : Test and non test Bentuk penilaian : uraian singkat Soal/instrumen : Task 1 Match the following words from the text with its meaning. cups. Guru member tugas kepada siswa untuk menuliskan informasi tentang perayaan-perayaan tradisional di daerah Pontianak I. Siswa membuat kesimpulan mengenai materi yang telah dipelajari. wreath (n) 3.. Siswa dan guru menyimpulkan pembentukan pola kalimat pasif. c.. When e.. I. b. Function d. Siswa mengubah B. happening time when something happens.----sampai tanda tangan belum disesuaikan ya. picking ripe crops. a. Science and Social Study Programme. What is Thanksgiving Day? 2. d. The report is based on the following information. part of a meal. etc.. How . Sumber Belajar : • Buku : Interlanguage:English for Senior High School Students XI. Media Pembelajaran : Pictures and Students’ Worksheet II. Pusat Perbukuan Departemen Pendidikan Nasional. 2. Find the answers to the following questions. 4.. occasion (n) Task 2 Read the following information on thanksgiving celebrations in USA and Canada. Celebration b.

2. Thanksgiving now is celebrated in United States of America and in Canada. Soal 1 2 3 4 5 6 Nilai Siswa Task 2. It is usually celebrated in four to five days in the North America. 6. Soal 1 2 3 4 5 Nilai Siswa : Skor perolehan x 100 Skor Maksimal Score 20 20 20 20 20 Skor Maksimum : 100 : Skor perolehan x 100 Skor Maksimal Score 20 20 15 15 15 15 Skor Maksimum : 100 Task 3 . 2. No. 5. Thanksgiving or Thanksgiving Day is a celebration of harvest. 5. It is celebrated on the second Monday of October in Canada. No. 3. 4.KEY ANSWERS Task 1 1. thankfulness for peace. Task 2 1. It is celebrated through families and friends gathering to eat and give good luck. 3. 4. D A C E F B PEDOMAN PENILAIAN Task 1 . and the attempt of Native Americans.

……… Oktober 2010 Mahasiswa PPL Titiek Volleyati.. Function d.TESOL RENCANA PELAKSANAAN PEMBELAJARAN . Guru Pamong Pontianak. When e. A.Pd.Information a. Food f. How Kriteria Grammar : Correct Grammar =1 Wrong Grammar =0 Vocabulary (Choice of Words): Very good = 3 Good = 2 Bad = 1 Score 10 30 Skor Maksimum : 240 Nilai Siswa : Skor perolehan x 100 Skor Maksimal Mengetahui. Dosen Pembimbing Mariam Sumarni. M. Celebration b.Md. S. Where c.

II. although a poster may be either wholly graphical or wholly text. Group Work . 2. narrative. I. Siswa dapat menghasilkan poster sesuai dengan tema yang ditentukan. 2.) resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat. 3. dll. Siswa dapat mengidentifikasi informasi tertentu dari teks fungsional pendek. poster. Function : Posters may be used for many purposes. Mengidentifikasi informasi tertentu dari teks fungsional pendek . Menghasilkan poster sesuai dengan tema yang ditentukan. Memahami makna kata yang berkaitan dengan topik teks. 4. Materi : Poster Definition : A poster is any piece of printed paper designed to be attached to a wall or vertical surface. Siswa dapat mengidentifikasi topik dari teks yang dibaca. Discussion 2. musicians and films) and means to communicate a message. I. Indikator 1. Posters are designed to be both eye-catching and convey information. Siswa dapat menemukan makna kata yang berkaitan dengan topik teks. Mengidentifikasi topik dari teks yang dibaca. Tujuan Pembelajaran : 1. dan analytical exposition dalam konteks kehidupan sehari-hari. Kompetensi Dasar 6. pamphlet. Elements of posters : Typically posters include both textual and graphicelements.Nama Sekolah Mata Pelajaran Kelas / Semester Alokasi : : SMA WISUDA Pontianak : Bahasa Inggris : XI / Ganjil 2 x 35 menit Standar Kompetensi : Menulis (Writing) 1. 4. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana report. Metode Pengajaran 1. 3.1 Mengungkapkan makna dalam bentuk teks fungsional pendek (misalnya banner. They are a frequent tool of advertisers (particularly of events. lancar. dan berterima dalam konteks kehidupan sehari-hari.

Siswa menemukan elemen-elemen apa saja yang terdapat dalam poster. 5. Science and Social Study Programme. Langkah Pembelajaran : A. 4. Sumber Belajar : • Buku : Interlanguage:English for Senior High School Students XI. 4. Look at the following posters and answer the questions. 2. 3. siswa diminta untuk memperhatikan beberapa poster yang ditunjukkan oleh guru. Guru menyampaikan tujuan pembelajaran dan rencana kegiatan kepada siswa. 2. Guru dan siswa memberikan penilaian untuk poster-poster yang telah siswa buat. Post – Activity(kegiatan akhir). a. • Gambar poster : crimestoppers-uk. Guru dan siswa membuat kesimpulan tentang materi yang telah dipelajari. 2008. graphical and textual poster). What are the differences between poster A . What do you think a good poster should have? A. 1. Whilst – Activity (Kegiatan Inti) : 1. and poster C? c. poster B. Pusat Perbukuan Departemen Pendidikan Nasional. What messages can you get from the posters? b. Apersepsi – Guru bertanya kepada siswa tentang poster yang mereka miliki.III. Pre – Activity (Kegiatan Awal) : 1. 2. Secara berkelompok siswa membuat poster sesuai dengan tema yang ditentukan. wholly textual poster. Guru meminta siswa membandingkan tiga poster yang ditunjukkan oleh guru (wholly graphical poster. A. Siswa A B C mengerjakan Task 1. 3. Siswa dan guru mendiskusikan jawaban pada Task 1. I. – Guru dan siswa berdiskusi tentang jenis-jenis poster lainnya. Guru memberi salam kepada siswa. Siswa mengidentifikasi informasi-informasi tertentu dalam poster. Guru memeriksa absen siswa.org . – Secara individu.

i. F 1. Match the words with the meanings. H ii .b iii.http://www. d i. In a group of three. i.com/apps/links/. To cause someone pain or to injure them KEY ANSWERS Task 1 1. 2. What is the poster about? 2. I.c ii. Study the Poster and answer the questions. 1. or frightening might happen b. The poster is about how to stop illegal drugs.rsfkerry. Penilaian Teknik : Test and non test Bentuk penilaian : uraian singkat dan performance Soal/instrumen : Task 1. unpleasant feeling that you get when you think that something bad. c. dangerous.a 1. People can give information by calling Crimstoppers on 0800 555 111. Media Pembelajaran : • Poster • Karton • Spidol warna I. Not giving a name d. A ii i. The place where a judge decides whether someone is guilty of a crime. . C i v . make a poster about the danger of drugs. How do people can give information on the criminal activity? Task 2. a.

No. Dosen Pembimbing Mariam RENCANA PELAKSANAAN PEMBELAJARAN Sumarni. menarik. Pemilihan kata baik. rapi. 70 60 Mengetahui. soal 1 2 3 Score 30 35 35 Skor Maksimum : 100 Nilai Siswa : Skor perolehan x 100 Skor Maksimal Task 2. ……… November 2010 Mahasiswa PPL Titiek Volleyati. S. A. Guru Pamong Pontianak.TESOL . Score dan 80 Salah satu dari tiga kriteria di atas tidak terpenuhi.Pd.Md.. M. Gambar mewakili topik. Sama sekali tidak memenuhi tiga kriteria di atas.PEDOMAN PENILAIAN Task 1 . • • • Kriteria Menggunakan warna.

. Siswa dapat mengartikan beberapa kata dalam bahasa Inggris ke dalam bahasa Indonesia. heartbroken. he saw an elderly couple sharing an umbrella in the rain walking to some destination. 4. etc. just to make something out of himself. they were still drenched. Memahami makna teks fungsional pendek dan monolog berbentuk reports. Siswa dapat mengidentifikasi tokoh dari cerita yang didengar. When he regained his confidence.. so let’s go their own ways there and then. Siswa dapat mengidentifikasi kejadian dalam teks yang didengar. dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk : report. He had made it in life! Let Me Love You . while this guy was driving.2 Merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan secara akurat. Mengidentifikasi kejadian dalam teks yang didengar. He wanted them to know that he wasn’t the same anymore. condo.000 pieces of paper cranes as a gift to his girl. Mengartikan beberapa kata dalam bahasa Inggris ke dalam bahasa Indonesia. Materi : Teks Narrative Once upon a time. he worked hard day and night. 2. With a heart in getting back at them. dan analytical exposition dalam konteks kehidupan sehari-hari. Kompetensi Dasar 2. the guy agreed. Mengidentifikasi informasi tertentu dalam teks yang didengar. narrative.. he had his own company. Finally with all these hard work and with the help of friends. his future doesn’t seem too bright. this guy had set up his own company. “You never fail until you stop trying. She also told him that she cannot visualize any future for the both of them. his girl told him she was going to Paris and will never come back. Mengidentifikasi tokoh dari cerita yang didengar. they were very happy together. Until one day. lancar. Tujuan Pembelajaran : 1. at that time he was just a small executive in his company. narrative. dan analytical exposition Indikator 1. car. 3.” He always told himself. Siswa dapat mengidentifikasi informasi tertentu dalam teks yang didengar I. This romantic guy folded 1. Even with the umbrella.. “I must make it in life!” One rainy day. Although. he drove slowly beside the couple. wanting them to spot him in his luxury saloon.Nama Sekolah Mata Pelajaran Kelas / Semester Alokasi : : SMA WISUDA Pontianak : Bahasa Inggris : XI / Ganjil 2 x 35 menit Standar Kompetensi : Mendengarkan (Listening) 2. It didn’t take him long to realise those were his ex-girlfriend’s parents. there was once a guy who was very much in love with this girl. I.

He walked over and asked them why this had happened. and he got out of his car and followed them. .and he saw his ex-girlfriend. The guy just wept. Her parents saw him. therefore she had chosen to leave him. In her heart. if the day comes when fate brings him to her again he can take some of those back with him. She had wanted her parents to put his paper cranes beside her. She was stricken ill with cancer.. a photograph of her smiling sweetly as ever at him from her tombstone.. the couple was walking towards a cemetery... but she did not want her illness to be his obstacle . They explained that she did not leave for France at all. and he saw his precious paper cranes in a bottle placed beside her tomb.Before the guy can realize. because.. she had believed that he will make it someday..

.. the couple was walking towards a cemetery. In her heart. wanting them to spot him in his luxury saloon.. a photograph of her smiling sweetly as ever at him from her tombstone. The guy just wept.. With a heart in getting back at them. because. She had wanted her parents to put his paper cranes beside her. if the day comes when fate brings him to her again he can take some of those back with him. and he got out of his car and followed them. . therefore she had chosen to leave him. He had made it in life! Before the guy can realize. They explained that she did not leave for France at all. It didn¶t take him long to realise those were his ex-girlfriend¶s parents. she had believed that he will make it someday. He wanted them to know that he wasn¶t the same anymore. etc.. Her parents saw him. he had his own company. and he saw his precious paper cranes in a bottle placed beside her tomb. car. She was stricken ill with cancer. He walked over and asked them why this had happened.and he saw his ex-girlfriend. he drove slowly beside the couple.. but she did not want her illness to be his obstacle . condo.drenched.

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