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SILABUS

Nama Sekolah : SMA NEGERI 10 BANDAR LAMPUNG


Mata Pelajaran : BAHASA INGGRIS
Kelas/semester : XI / I

Standar Kompetensi :
Menulis
4. Mengungkapkan makna dalam teks esei berbentuk report, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari

Kompetensi Dasar :
Mengungkapkan makna dalam bentuk teks fungsional pendek (misalnya banner, poster, pamphlet, dll.) resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima
dalam konteks kehidupan sehari-hari
Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk:
report, narrative, dan analytical exposition
Alokasi Waktu : 16 x 45 Menit

Alokasi Sumber
Materi Pokok/ Pembelajaran Kegiatan Pembelajaran Indikator THP Penilaian Waktu Belajar
 Mendaftar gagasan C1
Teks fungsional “Poster”  T elicits SS outlook on the material they ideasional rancangan sebuah
bertema lingkungan are going to study. (Well class ..What poster dengan cara
brainstorming.
do you know about the word C1
ENVIRONMENT? ) T writes the word on
the white board and invites more
 Menamai gagasan ideasional
rancangan sebuah poster
questions: (What parts of environment dengan cara brainstorming. C2
are there? What are they?) T draws
bubbles to write down SS answers.  Memperkirakan gagasan
penjelas berdasarkan
gagasan ideasional rancangan
garbage sebuah poster dengan teknik C3
beach mind mapping balloon.

 Mengurutkan gagasan
E NVIRONMENT penjelas berdasarkan
gagasan ideasional rancangan C4
sebuah poster dengan teknik
mind mapping balloon.

 Membagankan gagasan
 T explains steps of writing skill to SS by penjelas berdasarkan
C5

demonstrating the techniques of gagasan ideasional rancangan


sebuah poster dengan teknik
writing on the board. He, then, asks
mind mapping balloon.
invites questions to SS, peer’s C5
correction, and answers questions.
 Merancang draft sebuah
 T asks SS to sit in-group of three. He poster berdasarkan gagasan
tells SS to enlist the ideas on the paper ideasional dan penjelas C5
they have. T moves around the class to
check SS works.  Menyunting sket ( sketch
 T tells SS to specify the main idea design) sebuah poster
C5
they’ve enlisted on the poster they’re berdasarkan gagasan
ideasional dan penjelas
going to design; t moves around while
he is offering helps.  Merevisi draft sebuah poster
 T asks SS to predict the supporting berdasarkan gagasan
details of their designing poster by ideasional dan penjelas
mean of mind mapping balloon; t
checks SS works and ensures that they  Menghasilkan sebuah poster
understand what they must do berdasarkan gagasan
 T poses SS to classify ideas they’ve
ideasional dan penjelas

jotted down in the previous activity of


their designing poster; t moves around
to offer helps and check SS works.
 T asks SS to organize the idea of their
designing poster; t moves around to
offer helps and check SS works.
 T asks SS to design a poster based on
the main idea and supporting details
 T asks SS to edit a designed poster
based on the main idea and supporting
details, they’ve planned.
 T tells SS to revise the misleading-
designed-poster (if there is any) to stick
to the designed poster based on the
main idea and supporting details
they’ve planned.
 SS are to produce a poster based on
the main idea and supporting details,
they’ve planned.
A narrative text based on a  T elicits SS outlook on the material they
given situation (fable, myth, are going to study. (Well class ..What
legend, short story, do you know about Ande Ande
folktales, etc) Lumut? ) T writes the word on the white
board and invites more questions:
(What parts of story it is? Do you its
generic structure? What are they?) T
draws bubbles to write down SS
answers.

Resolution Complication
Orientation

Ande Ande Lumut

 T explains steps of writing skill to SS by


demonstrating the techniques of
writing on the board. He, then, asks
invites questions to SS, peer’s
correction, and answers questions.
 T asks SS to sit in-group of three. He
tells SS to enlist the ideas on the paper
they have. T moves around the class to
check SS works.
 T tells SS to specify the main idea
they’ve enlisted on the narrative text
they’re going to design; t moves
around while he is offering helps.
 T asks SS to predict the supporting
details of their designing narrative text
by mean of mind mapping balloon; t
checks SS works and ensures that they
understand what they must do
 T poses SS to classify ideas they’ve
jotted down in the previous activity of
their designing narrative text; t moves
around to offer helps and check SS
works.
 T asks SS to organize the idea of their
designing narrative text; t moves
around to offer helps and check SS
works.
 T asks SS to design a narrative text
based on the main idea and supporting
details
 T asks SS to edit a designed narrative
text based on the main idea and
supporting details, they’ve planned.
 T tells SS to revise the misleading-
designed-narrative text (if there is any)
to stick to the designed narrative text
based on the main idea and supporting
details they’ve planned.
 SS are to produce a narrative text
based on the main idea and supporting
details, they’ve planned.
An analytical Text  T elicits SS outlook on the material they
are going to study. (Well class ..2day
we r going to study on an analytical
text. What is it? How can we identify it?
Is there anybody knows the
organization of the text? What possibly
the reason the writer writes it? ) T
writes the word on the white board and
invites more questions: (What parts of
writing does it belong to?) T draws
bubbles to write down SS answers.

Thesis
garbage
 T explains steps of writing skill to SS by
demonstrating the techniques of
writing on the board. He, then, asks
invites questions to SS, peer’s
correction, and answers questions.
 T asks SS to sit in-group of three. He
tells SS to enlist the ideas on the paper
they have. T moves around the class to
check SS works.
 T tells SS to specify the main idea
they’ve enlisted on the poster they’re
going to design; t moves around while
he is offering helps.
 T asks SS to predict the supporting
details of their designing poster by
mean of mind mapping balloon; t
checks SS works and ensures that they
understand what they must do
 T poses SS to classify ideas they’ve
jotted down in the previous activity of
their designing poster; t moves around
to offer helps and check SS works.
 T asks SS to organize the idea of their
designing poster; t moves around to
offer helps and check SS works.
 T asks SS to design a narrative text
based on the main idea and supporting
details
 T asks SS to edit a designed poster
based on the main idea and supporting
details, they’ve planned.
 T tells SS to revise the misleading-
designed-poster (if there is any) to stick
to the designed poster based on the
main idea and supporting details
they’ve planned.
 SS are to produce a narrative text
based on the main idea and supporting
details, they’ve planned.
 T elicits SS outlook on the material they
are going to study. (Well class ..What
do you know about the word
ENVIRONMENT? ) T writes the word on
the white board and invites more
questions: (What parts of environment
are there? What are they?) T draws
bubbles to write down SS answers.

garbage
beach

E NVIRONMENT

 T explains steps of writing skill to SS by


demonstrating the techniques of
writing on the board. He, then, asks
invites questions to SS, peer’s
correction, and answers questions.
 T asks SS to sit in-group of three. He
tells SS to enlist the ideas on the paper
they have. T moves around the class to
check SS works.
 T tells SS to specify the main idea
they’ve enlisted on the poster they’re
going to design; t moves around while
he is offering helps.
 T asks SS to predict the supporting
details of their designing poster by
mean of mind mapping balloon; t
checks SS works and ensures that they
understand what they must do
 T poses SS to classify ideas they’ve
jotted down in the previous activity of
their designing poster; t moves around
to offer helps and check SS works.
 T asks SS to organize the idea of their
designing poster; t moves around to
offer helps and check SS works.
 T asks SS to design a poster based on
the main idea and supporting details
 T asks SS to edit a designed poster
based on the main idea and supporting
details, they’ve planned.
 T tells SS to revise the misleading-
designed-poster (if there is any) to stick
to the designed poster based on the
main idea and supporting details
they’ve planned.
 SS are to produce a poster based on
the main idea and supporting details,
they’ve planned.

Bandar Lampung,
Mengetahui Guru Mata Pelajaran

Drs. Zulfuad Zahary ___________________


NIP. 131662800 NIP.