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

Dosen Pembimbing Mariam Sumarni.Pd. I. . Mengidentifikasi makna tindak tutur menyatakan tidak puas. Indikator 1. Siswa dapat merespon tindak tutur menyatakan tidak puas.Titiek Volleyati. S. Merespon tindak tutur menyatakan tidak puas. Siswa dapat merespon tindak tutur menyatakan puas. Merespon tindak tutur menyatakan puas. Kompetensi Dasar 1. A. 2. Siswa dapat mengidentifikasi makna tindak tutur menyatakan tidak puas. Tujuan Pembelajaran : 1. lancar. 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 puas 2. 4. dan menyatakan tidak puas.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. 4.Md. Mengidentifikasi makna tindak tutur menyatakan puas. menyatakan puas. 3. meminta pendapat.. 3. M.1 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat.

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

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

Everyone was very pleased with the information given about the amusing cities around the world. Task 2 Dissatisfaction Satisfaction Satisfaction Dissatisfaction Satisfaction PEDOMAN PENILAIAN Task 1 No. 4.3. Soal 1 2 3 4 5 6 Nilai Siswa Task 2 No. It’s very horrible! 5. The tour was very great! Key Answer Task 1 Person’s name Place (s) visited Experience during vacation Satisfactory Vacation (1) Ian. The beach was very dirty. and went snorkeling. 4. 2. 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 . Ayu went to beaches and went parasailing. 3. Bali (5) Ian visited some beaches and museum. Unsatisfactory vacation (2) Retno (4) A beach (6) it was raining heavily and the hotel had a bad service. 1. 5. Ayu (3) Maluku.

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

. meminta pendapat. ..... ..very delighted with. 4.. Siswa dapat merespon tindak tutur menyatakan puas... Expression of Satisfaction and Dissatisfaction Percakapan/dialog dan pernyataan yang memuat ungkapan–ungkapan berikut : FORMAL SITUATION SATISFACTION DISSATISFACTION . Menggunakan tindak tutur menyatakan tidak puas.....displeased with..very pleased with.discontented with.... ... Menggunakan tindak tutur menyatakan puas..... ... .dissatisfied with. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari..... 4. Kompetensi Dasar 3... .........disappointed with... Merespon tindak tutur menyatakan tidak puas... dan menyatakan tidak puas.... Merespon tindak tutur menyatakan puas. 3.. 3.content with. satisfied with.. Tujuan Pembelajaran 1. 2. Siswa dapat menggunakan tindak tutur menyatakan tidak puas. menyatakan puas... I. . Indikator 1. lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur menyampaikan pendapat.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat... Siswa dapat merespon tindak tutur menyatakan tidak puas...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.. 2... . I.. Materi : : : Siswa dapat menggunakan tindak tutur menyatakan puas.

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

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

4. Dosen Pembimbing Mariam Sumarni.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.Pd. S. ……… September2010 Mahasiswa PPL Titiek Volleyati.TESOL . M. A.2..3.Md. Guru Pamong Pontianak.Task 2 Nomor soal Kriteria Grammar : Correct grammar = 10 Wrong grammar = 0 1.

3. Tujuan Pembelajaran : 1. dan menyatakan tidak puas.? How do you feel about…? How do you see …? Giving Opinion I think … I believe … I feel … It seems to me … II. Metode Pengajaran 1. Siswa dapat merespon tindak tutur menyampaikan pendapat..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. Indikator 1. Merespon tindak tutur menyampaikan pendapat. Pre – Activity (Kegiatan Awal) 1. 3. Materi : Expression Giving and Asking for Opinion Asking for Opinion What is your opinion? What do you think of. I. 4. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari. Langkah Pembelajaran : A. Guru memeriksa absen siswa : .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. meminta pendapat. I. Siswa dapat menggunakan tindak tutur menyampaikan pendapat. Siswa dapat merespon tindak meminta pendapat.. Menggunakan tindak tutur menyampaikan pendapat. Merespon tindak tutur meminta pendapat. 2. 2. Siswa dapat menggunakan tindak tutur meminta pendapat. 4. Diskusi III. Kompetensi Dasar 3. lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur menyampaikan pendapat. Menggunakan tindak tutur meminta pendapat. Guru memberi salam kepada siswa. menyatakan puas.

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

A. Dosen Pembimbing Mariam RENCANA PELAKSANAAN PEMBELAJARAN Nama Sekolah : SMA WISUDA Pontianak Sumarni. S.Pd.2. ……… Agustus 2010 Mahasiswa PPL Titiek Volleyati. 2. Expression of asking for opinion. 3.1. Guru Pamong : Skor perolehan x 100 Skor Maksimal Pontianak. No.3.5 30 Task 2.4. Expression of asking for opinion.TESOL . M. Expression of giving for opinion. 5. 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. Expression of giving opinion. 4.Md. PEDOMAN PENILAIAN Task 1 . Skor Maksimum : 200 Nilai Siswa Mengetahui. Expression of giving for opinion..

.... meluluskan permintaan.. if I were you. . is it really true that we can get addicted only after the first try? That is certainly true.. Mengidentifikasi makna tindak tutur memperingatkan.. Memahami makna teks dalam percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari.. I.. pain... so if I were you I wouldn’t even touch it.. Take my advice and . Siswa dapat merespon tindak tutur menasehati. Oh... I’d. Watch out for.. 4. I wouldn’t.. I think everyone should know about it especially teenagers. dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur:menasehati. Yeah.... Indikator 1.. memperingatkan. Merespon tindak tutur memperingatkan. 3. 2.Mata Pelajaran Kelas / Semester Alokasi : : Bahasa Inggris : XI / Ganjil 2 x 35 menit Standar Kompetensi : Mendengarkan (Listening) 1. ADVISING TO DO SOMETHING NOT TO DO SOMETHING I think you should…. Siswa dapat mengidentifikasi makna tindak tutur memperingatkan.. You’d better not.... Merespon tindak tutur menasehati. Kompetensi Dasar 1.. They are the closest people around them.. Why is that? Well. Materi : Listening / Expression of Advising and Warning WARNING Look out! Be careful of... Where do you think children should learn all of that knowledge from? In my opinion. Siswa dapat mengidentifikasi makna tindak tutur menasehati. Mengidentifikasi makna tindak tutur menasehati. Make sure you. I wouldn’t advice. I don’t think you should. lancar. Tujuan Pembelajaran : 1. If i were you. 4. drugs have side effects and that it can be harmful so everybody should know the truth about it. Siswa dapat merespon tindak tutur memperingatkan... serta menyatakan perasaan relief.. 3. 2.2 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) secara akurat.. their family and teachers are the one who should inform them. You’d better. I guess you’re right.. I. dan pleasure... Dialogue 1: Panji : Bayu : Panji : Bayu : Panji : Bayu : Panji : Bayu : Do you think we need to know about drugs? Yes.

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

………………………. Sumber Belajar : • Buku : Interlanguage:English for Senior High School Students XI. Intoxicating drinks containing alcohol. 1. I. 2. Pusat Perbukuan Departemen Pendidikan Nasional. ……………………… TASK 2 Answer the following questions based on the dialogue. 3. 1. Media Pembelajaran : Gambar dan Students’ Worksheet II. 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. Science and Social Study Programme. 2008. An illegal drug used as stimulant and relaxer of inhibitions. 4. ………………………..I. What are the boys talking about? . Illegal drug made from hemp. A white powder derived from morphine that is highly addictive narcotic drug. ……………………….

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

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

2 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari. lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur : menasehati. dan pleasure. pain. memperingatkan. S. Kompetensi Dasar 3. meluluskan permintaan. M.Sumarni. serta menyatakan perasaan relief. .Pd.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..

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

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

Mengidentifikasi informasi tertentu dari teks fungsional pendek yang didengar. Soal 1 2 3 Nilai Siswa : Skor perolehan x 100 Skor Maksimal Score 30 30 40 Skor Maksimum : 100 Mengetahui.TESOL Standar Kompetensi : Mendengarkan (Listening) 2. Indikator 1.No. Kompetensi Dasar 2. ……… Oktober 2010 Mahasiswa PPL Titiek Volleyati. M. 2. A. lancar dan berterima dalam berbagai konteks kehidupan sehari-hari. I..Md. Tujuan Pembelajaran : 1.1 Merespon makna yang terdapat dalam teks lisan fungsional pendek resmi dan tak resmi secara akurat. S. Mengidentifikasi tujuan komunikasi teks fungsional pendek yang didengar. Guru Pamong Pontianak. Memahami makna teks fungsional pendek dan monolog berbentuk reports. narrative.Pd. 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. . Siswa dapat mengidentifikasi informasi tertentu dari teks fungsional pendek yang didengar. dan analytical exposition dalam konteks kehidupan sehari-hari.

guidance. The festival is celebrated on the 1st of June every year. the ceremony to cast the greediness spirit away (Muai Antu Rua) is held. offering ceremony (miring) is conducted. Then. and ngajat competitions are held. Then. It is also during this time of the year that many Dayak weddings take place. the celebration gets merrier as people start singing and reading poems. Look at the following picture. Those far away receive greeting cards. Siswa dapat mengidentifikasi tujuan komunikasi teks fungsional pendek yang didengar. On the evening of 31st of May. Gawai Dayak literally means “Dayak Festival”. Pre – Activity (Kegiatan Awal) : 1. Guru memberi salam kepada siswa. The mode of celebrations varies from place to place. 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. blowpipe skill demonstration. siswa diminta untuk memperhatikan gambar yang diberikan. – Secara individu. Apersepsi – Guru memperkenalkan materi yang akan diajarkan. 2. It is both a religious and social occasion. blessings and long life is done through sacrificing a cockerel. Three-phase Technique 2.2. Today. Guru memeriksa absen siswa 3. the homes of the Dayaks are opened to visitors. : Teks Monolog Report . 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. However. It is a thanksgiving day marking good harvest and a time to plan for the new farming season or activities ahead. On the 1st of June. Gawai Dayak celebration may last for several days. Diskusi II. it is an integral part of Dayak social life. Metode Pengajaran 1. Dayak visit their friends and relatives on this day. – Siswa menjawab beberapa pertanyaan yang berkaitan dengan gambar. Then answer the questions. Langkah Pembelajaran : A. it actually starts on the evening of 31st of May. is a festival celebrated in Kalimantan. Materi Teks : Gawai Dayak Gawai Day or Gawai Dayak. I. Cock-fighting. I. At midnight spirit welcoming procession (Ngaluh Petara) is held. Thanking gods for the good harvest.

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

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

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

3. Tujuan Pembelajaran : 1.Sumarni. dan berterima dalam konteks kehidupan sehari-hari. I. narrative. M.1 Mengungkapkan makna dalam bentuk teks fungsional pendek resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat. Siswa dapat mengidentifikasi informasi tertentu dari teks fungsional pendek dalam bentuk Simple Present Tense. dan analytical exposition dalam konteks kehidupan sehari-hari. Mengidentifikasi informasi tertentu dari teks fungsional pendek dalam bentuk Simple Present Tense.. Mengubah kalimat dalam bentuk Simple Present Tense menjadi Simple Past Tense. . Siswa dapat mengidentifikasi ciri-ciri kebahasaan teks report. Indikator 1. lancar.Pd. Kompetensi Dasar 6. 2. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana report. S.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. Mengidentifikasi ciri-ciri kebahasaan teks report. 2.

3. On the 1st of June. 2. The mode of celebrations varies from place to place. it is an integral part of Dayak social life. Thanking gods for the good harvest. Gawai Dayak celebration may last for several days. Ceramah 2. : Teks Monolog Report and Simple Past Tense form Simple Present Tense Tenses ini digunakan untuk menyatakan keadaan pada masa sekarang atau kebiasaan. Guru memeriksa absen siswa. the homes of the Dayaks are opened to visitors. Langkah Pembelajaran : A. 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. At midnight spirit welcoming procession (Ngaluh Petara) is held. the ceremony to cast the greediness spirit away (Muai Antu Rua) is held. Materi Teks : Gawai Dayak Gawai Day or Gawai Dayak. Then. The festival is celebrated on the 1st of June every year. Dayaks visit their friends and relatives on this day. I. . 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. Siswa dapat mengubah kalimat dalam bentuk Simple Present Tense menjadi Simple Past Tense. the celebration gets merrier as people start singing and reading poems. blowpipe skill demonstration. Pre – Activity (Kegiatan Awal) : 1. is a festival celebrated in Kalimantan. blessings and long life is done through sacrificing a cockerel. Diskusi III. Cock-fighting. Guru memberi salam kepada siswa. Apersepsi – Guru memperkenalkan materi yang akan diajarkan. Gawai Dayak literally means “Dayak Festival”. offering ceremony (miring) is conducted. Those far away receive greeting cards. Metode Pengajaran 1. On the evening of 31st of May. Today. Then. it actually starts on the evening of 31st of May. guidance. and ngajat competitions are held. It is also during this time of the year that many Dayak weddings take place. However.3. It is both a religious and social occasion.

(last week) – KEY ANSWERS Task 1 1. John eats out once a week.com/vocabulary/irregular-verbs-list. Siswa mengidentifikasi informasi tertentu dalam teks report yang memiliki pola Simple Present Tense. Task 2.Secara individu. (yesterday) 7. Sam doesn’t have much free time today. Post – Activity(kegiatan akhir). (last spring) 5. siswa diminta untuk menyebutkan aktivitas yang dilakukannya secara rutin. Media Pembelajaran : Irregular Verb List and Students’ Worksheet II. Siswa mengerjakan Task 2. 2. Siswa mendapat penjelasan tentang Simple Present Tense. I don’t leave the house until noon.C. 4. Peterson comes home until 5. Farmers plant their crops in the spring. • http://www. (yesterday) 8. Siswa mendapat penjelasan tentang Simple Past Tense. 2008. (yesterday) 9. A. Science and Social Study Programme. We go to Washington. Siswa bersama guru membentuk kalimat dengan pola Simple Present Tense. Sumber Belajar : • Buku : Interlanguage:English for Senior High School Students XI. We spend a lot of money in market. (yesterday) 6. (last year) 4. Change these sentences to the past tense. Siswa membuat kesimpulan mengenai materi yang telah dipelajari. (last April) 2. A. Identify 5 (five) sentences using Simple Present Tense in the text. (last month) 3. Siswa mengubah kalimat Simple Present Tense menjadi Simple Past Tense. Those far away receive greeting cards. Mrs. Dayaks visit their friends and relatives on this day. 3. The mode of celebrations varies from place to place. Whilst – Activity (Kegiatan Inti) : 1.htm I. every year. Jerry writes a letter to Tom everyday. . 1. Pusat Perbukuan Departemen Pendidikan Nasional. 2. Penilaian Teknik : Test and non test Bentuk penilaian : uraian singkat dan performance Soal/instrumen : Task 1. 1. I. (yesterday) 10. Frank knows the answer. 6. Task 1 5. Use the time expression that is given in parentheses. Some students carry their books in a backpack.00 everyday..englishclub. Siswa dan guru mendiskusikan jawaban pada Task 1. 3. D.

D.C. 2. Mrs. (last week). I didn’t leave the house yesterday. 9.00 yesterday. Then. 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. We spent a lot of money last month. Guru Pamong Pontianak.4. 10. John ate out yesterday. However. 5. 4. Frank knew the answer. Peterson came home until 5. Farmers planted their crops last April. the celebration gets merrier as people start singing and reading poems.. 5. No. Sam didn’t have much free time today yesterday. Some students carried their books in a backpack last year. 7. Jumlah kalimat yang benar 1 2 3 4 Task 2. 6. last spring. PEDOMAN PENILAIAN Task 1 . it actually starts on the evening of 31st of May. Task 2 1. ……… Oktober 2010 Mahasiswa PPL . 8. We went to Washington. 3. Jerry wrote a letter to Tom everyday yesterday.

Pd. M. Mengidentifikasi informasi tertentu dari teks fungsional pendek. Tujuan Pembelajaran : 1.Md. S. A. 2.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. Indikator 1.Titiek Volleyati. I. Siswa dapat membaca nyaring bermakna wacana ragam bahasa tulis yang dibahas dengan ucapan dan intonasi yang benar. narrative dan analytical exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan. Membaca nyaring bermakna wacana ragam bahasa tulis yang dibahas dengan ucapan dan intonasi yang benar. 3. I. lancar dan berterima dalam konteks kehidupan sehari-hari. 2. Dosen Pembimbing Mariam Sumarni. Materi Teks : : Teks Monolog Report Thanksgiving Day . Siswa dapat mengidentifikasi informasi tertentu dari teks fungsional pendek.. Kompetensi Dasar 5. Siswa dapat mengidentifikasi makna kata.1 Merespon makna yang terdapat dalam teks lisan fungsional pendek resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat. Mengidentifikasi makna kata. 3. Memahami makna teks fungsional pendek dan esei sederhana berbentuk report.

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

Where is it celebrated? 3. f. Siswa menjawab pertanyaan untuk mencari informasti tertentu yang ada di dalam teks bacaan. Penilaian Teknik : Test and non test Bentuk penilaian : uraian singkat Soal/instrumen : Task 1 Match the following words from the text with its meaning. dishes (n) 6. Where . 1. Find the answers to the following questions. How is it celebrated? Task 3 Homework : Write a short report about traditional celebration in Pontianak. 2008. Celebration b. Siswa mengerjakan Task 2. etc. The report is based on the following information. 1. cups. happening time when something happens. harvest (n) 2. Pusat Perbukuan Departemen Pendidikan Nasional. occasion (n) Task 2 Read the following information on thanksgiving celebrations in USA and Canada. c. What is Thanksgiving Day? 2. 4. When is it celebrated in Canada? 4. part of a meal. How long does the celebration last in the USA? 5. etc. 5.3. made of fine white clay. Sumber Belajar : • Buku : Interlanguage:English for Senior High School Students XI. Siswa dan guru mendiskusikan jawaban pada Task 1 dan Task 2. Guru member tugas kepada siswa untuk menuliskan informasi tentang perayaan-perayaan tradisional di daerah Pontianak I. 1. wreath (n) 3. Media Pembelajaran : Pictures and Students’ Worksheet II. I. picking ripe crops. plate of prepared food. a. b. plates. Post – Activity(kegiatan akhir). a. Siswa mengerjakan Task 1. Siswa mengidentifikasi makna kata dengan memasangkan beberapa kata yang berkaitan dengan Thanksgiving dengan makna katanya. china (n) 4. circle of flowers or leaves especially given at a funeral in memory of the dead person.. plates and cups. 2. Science and Social Study Programme. dish (n) 5. C. d. e. Siswa membuat kesimpulan mengenai materi yang telah dipelajari.

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

When e. Guru Pamong Pontianak. Food f. Celebration b. 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. ……… Oktober 2010 Mahasiswa PPL Titiek Volleyati. M. A.Nilai Siswa : Skor perolehan x 100 Skor Maksimal Information a. S. Function d. Where c.Pd.. Dosen Pembimbing Mariam Sumarni.TESOL .Md.

Siswa dapat mengidentifikasi informasi tertentu dari teks fungsional pendek dalam bentuk Passive Voice pola Simple Past Tense. Indikator 1. Mengubah kalimat aktif pola Simple Present Tense menjadi kalimat Passive pola Simple Past Tense. 3. narrative. 2. Siswa dapat mengidentifikasi informasi tertentu dari teks fungsional pendek dalam bentuk Passive Voice pola Simple Present Tense. dan berterima dalam konteks kehidupan sehari-hari. Mengubah kalimat aktif pola Simple Present Tense menjadi kalimat Passive pola Simple Present Tense. Siswa dapat mengubah kalimat aktif pola Simple Present Tense menjadi kalimat Passive pola Simple Present Tense. 4. 2. 4.1 Mengungkapkan makna dalam bentuk teks fungsional pendek resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat. lancar. Siswa dapat mengubah kalimat aktif pola Simple Present Tense menjadi kalimat Passive pola Simple Past Tense. Kompetensi Dasar 6. I. 3. Mengidentifikasi informasi tertentu dari teks fungsional pendek dalam bentuk Passive Voice pola Simple Present Tense. Materi : Teks Monolog Report and Passive Voice Thanksgiving Day . Tujuan Pembelajaran : 1. I.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. dan analytical exposition dalam konteks kehidupan sehari-hari. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana report. Mengidentifikasi informasi tertentu dari teks fungsional pendek dalam bentuk Passive Voice pola Simple Past Tense.

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

What is Thanksgiving Day? 2. a. made of fine white clay. plate of prepared food.. 2008. china (n) 4.3.----sampai tanda tangan belum disesuaikan ya. dish (n) 5. Guru member tugas kepada siswa untuk menuliskan informasi tentang perayaan-perayaan tradisional di daerah Pontianak I. etc. Find the answers to the following questions. occasion (n) Task 2 Read the following information on thanksgiving celebrations in USA and Canada. e. happening time when something happens. Pusat Perbukuan Departemen Pendidikan Nasional. Siswa dan guru menyimpulkan pembentukan pola kalimat pasif. Penilaian Teknik : Test and non test Bentuk penilaian : uraian singkat Soal/instrumen : Task 1 Match the following words from the text with its meaning. etc. c. 1. Food f. circle of flowers or leaves especially given at a funeral in memory of the dead person.. picking ripe crops. Celebration b. f. wreath (n) 3. plates and cups. cups. a. 1. b. Sumber Belajar : • Buku : Interlanguage:English for Senior High School Students XI.. How is it celebrated? Task 3 Homework : Write a short report about traditional celebration in Pontianak. Where c. 1. Post – Activity(kegiatan akhir).. plates. When e. How . part of a meal. How long does the celebration last in the USA? 5. When is it celebrated in Canada? 4. Siswa membuat kesimpulan mengenai materi yang telah dipelajari. Function d. Media Pembelajaran : Pictures and Students’ Worksheet II. Siswa mengubah B. harvest (n) 2. Where is it celebrated? 3.. The report is based on the following information. 2. Science and Social Study Programme. 4.. I. d. dishes (n) 6.

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

Pd. M. Food f. Guru Pamong Pontianak. A. 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. Function d. Dosen Pembimbing Mariam Sumarni..Information a. Where c. When e. ……… Oktober 2010 Mahasiswa PPL Titiek Volleyati.Md.TESOL RENCANA PELAKSANAAN PEMBELAJARAN . S. Celebration b.

Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana report.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 . poster. 4. Mengidentifikasi topik dari teks yang dibaca. I. Siswa dapat menghasilkan poster sesuai dengan tema yang ditentukan. Elements of posters : Typically posters include both textual and graphicelements. Group Work . narrative. Siswa dapat menemukan makna kata yang berkaitan dengan topik teks. Metode Pengajaran 1. 4. dan analytical exposition dalam konteks kehidupan sehari-hari. 2. Tujuan Pembelajaran : 1. pamphlet. Materi : Poster Definition : A poster is any piece of printed paper designed to be attached to a wall or vertical surface.) resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat. Memahami makna kata yang berkaitan dengan topik teks. dan berterima dalam konteks kehidupan sehari-hari. musicians and films) and means to communicate a message. Siswa dapat mengidentifikasi topik dari teks yang dibaca. dll. 3. Siswa dapat mengidentifikasi informasi tertentu dari teks fungsional pendek. although a poster may be either wholly graphical or wholly text. lancar. Kompetensi Dasar 6. Posters are designed to be both eye-catching and convey information. I. 2. 3. II. Menghasilkan poster sesuai dengan tema yang ditentukan. Discussion 2. They are a frequent tool of advertisers (particularly of events. Indikator 1.1 Mengungkapkan makna dalam bentuk teks fungsional pendek (misalnya banner. Function : Posters may be used for many purposes.

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

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

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

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

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

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

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