4 RPP Bhs Inggris Sma

KURIKULUM TINGKAT SATUAN PENDIDIKAN (KTSP)
PERANGKAT PEMBELAJARAN
RENCANA PELAKSANAAN PEMBELAJARAN
Mata Pelajaran : Bahasa
Inggris
Satuan Pendidikan : SMA / MA
Kelas/Semester : X/1
Nama Guru :
NIKY :
Sekolah :
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah :
Mata Pelajaran : Bahasa Inggris
Alokasi Waktu : 2 x 45 menit ( 1x pertemuan )
Topik Pembelajaran : Responding to initial greetings
Pertemuan Ke :
A. Standar Kompetensi
Mendengarkan
1. Memahami makna dalam percakapan transaksional dan interpersonal dalam
konteks kehidupan sehari-hari.
Berbicara
3. Mengungkapkan makna dalam percakapan transaksional dan interpersonal
dalam konteks kehidupan seharihari.
B. Kompetensi Dasar
1.1 Merespon makna yang terdapat dalam percakapan transaksional (to get
things done) dan interpersonal (bersosialisasi) resmi dan tak resmi yang
menggunakan ragam bahasa lisan sederhana secara akurat, lancar dan
berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur:
berkenalan, bertemu/berpisah, menyetujui ajakan/tawaran/ undangan,
menerima janji, dan membatal-kan janji
3.1 Mengung-kapkan makna dalam percakapan transaksional (to get things
done) dan interpersonal ( bersosiali-sasi) resmi dan tak resmi secara akurat,
lancar dan berterima dengan mengguna-kan ragam bahasa lisan sederhana
dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur:
berkenalan, bertemu/ berpisah, menyetujui ajakan/ tawaran/ undangan,
menerima janji, dan membatalkan janji
C. Indikator Pencapaian Kompetensi
Nilai Budaya Dan

Indikator Pencapaian Kompetensi
Karakter Bangsa
Merespon dengan benar terhadap tindak tutur: Religius, jujur, toleransi, disiplin, kerja
berkenalan, bertemu dan berpisah . keras, mandiri, demokratis, rasa ingin
tahu, semangat kebangsaan, cinta
Melakukan berbagai tindak tutur dalam wacana tanah air, menghargai prestasi,
lisan interpersonal / transaksional: berkenalan, bersahabat, cinta damai, gemar
bertemu dan berpisah. membaca, peduli lingkungan, peduli
sosial, tanggung jawab, mandiri
Kewirausahaan/ Ekonomi Kreatif :

Percaya diri (keteguhan hati, optimis).
Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
Pengambil resiko (suka tantangan, mampu memimpin)
Orientasi ke masa depan (punya perspektif untuk masa depan)
D. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat :
Merespon dengan benar terhadap tindak tutur: berkenalan, bertemu dan
berpisah .
Melakukan berbagai tindak tutur dalam wacana lisan interpersonal /
transaksional: berkenalan, bertemu dan berpisah.
E. Materi Pokok
Responding to initial greetings
- very well, thank you and how are you.
- Im good/okay/alright
- Very well. Thank you
- Oh, pretty good
- Not to bad, thanks
- Fine, thanks.
- exellent
F. Metode Pembelajaran/Teknik:
Total Physical Response
G. Strategi Pembelajaran
Tatap Muka Terstruktur Mandiri

Bertanya jawab tentang Dengan kelompok Siswa melakukan
tindak tutur: belajarnya, siswa diberi berbagai kegiatan terkait
berkenalan, bertemu tugas untuk melakukan dengan wacana
dan berpisah. hal-hal berikut, dan berbentuk naratif di luar
Membahas unsur dan melaporkan setiap tugas tatap muka dan
langkah retorika dalam kegiatan kepada guru, a.l. terstruktur yang
pertanyaan teks tindak tentang tempat, siapa saja diberikan guru.
tutur: berkenalan, yang datang, kesulitan Siswa mengumpulkan
bertemu dan berpisah. yang dihadapi. setiap hasil kerja dalam
Membahas ciri-ciri tindak tutur: berkenalan, portofolio, dan
leksikogramatika. bertemu dan berpisah melaporkan hal-hal yang
Membacakan cerita dengan kelompok sudah diperoleh serta
kepada kelompok atau belajarnya kesulitan yang dihadapi
kelas (monolog). Membahas unsur dan secara rutin kepada guru.
Menceritakan kembali langkah retorika dalam
cerita kepada kelompok teks naratif.
atau kelas (monolog). Membahas ciri-ciri
Membahas kesulitan leksikogramatika.
yang dihadapi siswa Membacakan cerita
dalam melakukan kepada kelompok
kegiatan terstruktur (monolog).
dan mandiri. Menceritakan kembali
cerita kepada kelompok
(monolog).
Langkah-langkah Kegiatan Pembelajaran
Kegiatan Awal (10)

- Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas
(nilai yang ditanamkan: santun, peduli)
- Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)
- Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter
- Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir
karakter yang hendak dikembangkan selain yang terkait dengan SK/KD
- Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks
Kegiatan Inti (70)

Eksplorasi
Dalam kegiatan eksplorasi guru:
Memberikan stimulus berupa pemberian materi pertanyaan teks tindak tutur:
berkenalan, bertemu dan berpisah.
Mendiskusikan materi bersama siswa (Buku : Bahan Ajar Bahasa Inggris
mengenai pertanyaan teks tindak tutur: berkenalan, bertemu dan berpisah.
Memberikan kesempatan pada peserta didik mengkomunikasikan secara lisan
atau mempresentasikan mengenai pertanyaan teks tindak tutur: berkenalan,
bertemu dan berpisah.
Siswa diminta membahas contoh soal dalam Buku : Bahan Ajar Bahasa Inggris
Elaborasi
Dalam kegiatan elaborasi guru:
Membiasakan siswa membuat kalimat pertanyaan teks tindak tutur: berkenalan,
Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal yang ada
pada buku ajar Bahasa Inggris untuk dikerjakan secara individual.
Konfirmasi
Dalam kegiatan konfirmasi guru:
Memberikan umpan balik pada siswa dengan memberi penguatan dalam bentuk
lisan pada siswa yang telah dapat menyelesaikan tugasnya.
Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh siswa
melalui sumber buku lain.
Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar
yang sudah dilakukan.
Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti
dalam materi mengenai pertanyaan teks tindak tutur: berkenalan, bertemu dan
berpisah.
Kegiatan Akhir (10)
Siswa diminta membuat rangkuman dari materi mengenai pertanyaan teks
tindak tutur: berkenalan, bertemu dan berpisah.
Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.
Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi mengenai
pertanyaan teks tindak tutur: berkenalan, bertemu dan berpisah.
Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
H. Sumber/Bahan/Alat
Buku Look Ahead 1 , English for Better Life
Buku Inter-Language Kelas X
Kaset/CD
Tape
Script dari Look Ahead 1 dan Inter-Language
I. Penilaian
I. Indikator, Teknik, Bentuk, dan Contoh.
No. Indikator Teknik Bentuk Contoh
1. Merespon dengan Performance Melengkapi Read and give a

benar terhadap Assessment dialog response to the
tindak tutur: (responding) following
berkenalan, bertemu expressions.
dan berpisah .
2.
Tes Lisan Membuat To end the
Melakukan berbagai dialog conversation,
tindak tutur dalam what would you
wacana lisan say to someone.
interpersonal /
transaksional:
berkenalan, bertemu
dan berpisah.
II. Instrumen Penilaian
Read and give a response to the following expressions.
1. How are you doing ?

2. Hello,
3. see you tomorrow
4. goodbye
5. see you about seven, then.
6. good night
7. see you later
8. how do you do ?
9. see you soon.
III. Pedoman Penilaian
Scoring
No Aspect of Scoring Average (60- Good (76-
Low (45-59)
75) 100)
1 Pronunciation
2 Intonation
3 Stress
4 Gestures
Total
Total Score
Mengetahui, , Juli 2011

Kepala Sekolah, Guru Mapel Bahasa Inggris,
Nama Sekolah :
Topik Pembelajaran : Closing Leave Taking
Pertemuan Ke :
Mendengarkan
Berbicara
B. Kompetensi Dasar
things done) dan interpersonal (bersosialisasi) resmi dan tak resmi yang
menggunakan ragam bahasa lisan sederhana secara akurat, lancar dan
berkenalan, bertemu/berpisah, menyetujui ajakan/tawaran/ undangan,
menerima janji, dan membatal-kan janji
3.1 Mengung-kapkan makna dalam percakapan transaksional (to get things
done) dan interpersonal ( bersosiali-sasi) resmi dan tak resmi secara akurat,
lancar dan berterima dengan mengguna-kan ragam bahasa lisan sederhana
berkenalan, bertemu/ berpisah, menyetujui ajakan/ tawaran/ undangan,
menerima janji, dan membatalkan janji
Nilai Budaya Dan

Karakter Bangsa
Merespon dengan benar terhadap tindak tutur: Religius, jujur, toleransi, disiplin, kerja
berkenalan, bertemu dan berpisah . keras, mandiri, demokratis, rasa ingin
Melakukan berbagai tindak tutur dalam wacana tanah air, menghargai prestasi,
lisan interpersonal / transaksional: berkenalan, bersahabat, cinta damai, gemar
bertemu dan berpisah. membaca, peduli lingkungan, peduli

Merespon dengan benar terhadap tindak tutur: berkenalan, bertemu dan
berpisah .
Melakukan berbagai tindak tutur dalam wacana lisan interpersonal /
transaksional: berkenalan, bertemu dan berpisah.
E. Materi Pokok
Closing/ leave taking
- goodbye
- bye bye, bye now, see you, take care
- see you later..fine
- see you soon
- see you tonight..all right
good night

tindak tutur: belajarnya, siswa diberi berbagai kegiatan terkait
berkenalan, bertemu tugas untuk melakukan dengan wacana
dan berpisah. hal-hal berikut, dan berbentuk naratif di luar
pertanyaan teks tindak tentang tempat, siapa saja diberikan guru.
tutur: berkenalan, yang datang, kesulitan Siswa mengumpulkan
bertemu dan berpisah. yang dihadapi. setiap hasil kerja dalam
Membahas ciri-ciri tindak tutur: berkenalan, portofolio, dan
leksikogramatika. bertemu dan berpisah melaporkan hal-hal yang
Membacakan cerita dengan kelompok sudah diperoleh serta
kepada kelompok atau belajarnya kesulitan yang dihadapi
kelas (monolog). Membahas unsur dan secara rutin kepada guru.
Menceritakan kembali langkah retorika dalam
cerita kepada kelompok teks naratif.
atau kelas (monolog). Membahas ciri-ciri
Membahas kesulitan leksikogramatika.
(monolog).
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Memberikan stimulus berupa pemberian materi pertanyaan teks tindak tutur:
berkenalan, bertemu dan berpisah.
atau mempresentasikan mengenai pertanyaan teks tindak tutur: berkenalan,
Elaborasi
Membiasakan siswa membuat kalimat pertanyaan teks tindak tutur: berkenalan,
Konfirmasi
dalam materi mengenai pertanyaan teks tindak tutur: berkenalan, bertemu dan
berpisah.
Kegiatan Akhir (10)
tindak tutur: berkenalan, bertemu dan berpisah.
pertanyaan teks tindak tutur: berkenalan, bertemu dan berpisah.
Kaset/CD
Tape
I. Penilaian
1. Merespon dengan Performance Melengkapi Read and give a

benar terhadap Assessment dialog response to the
tindak tutur: (responding) following
berkenalan, bertemu expressions.
dan berpisah .
2. Tes Lisan Membuat To end the

Melakukan berbagai dialog conversation,
tindak tutur dalam what would you
wacana lisan say to someone.
interpersonal /
transaksional:
berkenalan, bertemu
dan berpisah.
To end the conversation, what would you say to someone
Youre going to see in the evening.

Whos going away for along time
Your just leaving
Youve just been introduced to,
You know well and meet to the street.
You havent see for along time.
You are leaving at 9.30 pm.
You are going to see the next day.
Scoring
Low (45-59)
75) 100)
1 Pronunciation
2 Intonation
3 Stress
4 Gestures
Total
Total Score

Nama Sekolah :
Topik Pembelajaran : Expressing Happiness
Pertemuan Ke :
Mendengarkan
Berbicara
B. Kompetensi Dasar
things done) dan interpersonal (bersosiali-sasi) resmi dan tak resmi yang
mengguna-kan ragam bahasa lisan sederhana secara akurat, lancar dan
mengungkapkan perasaan bahagia, menunjukkan perhatian,
menunjukkan simpati, dan memberi instruksi.
3.2 Mengungkap-kan makna dalam perca-kapan tran-saksional (to get things
done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara aku-rat,
lancar dan berteri-ma dengan menggunakan ragam ba-hasa lisan sederhana
dalam kon-teks kehidu-pan sehari-hari dan meli-batkan tindak tutur: meng-
ungkapkan perasaan bahagia, menunjukkan perhatian,
menunjukkan simpati, dan memberi instruksi.
Nilai Budaya Dan

Karakter Bangsa
Merespon berbagai tindak tutur dalam wacana Religius, jujur, toleransi, disiplin, kerja
lisan interpersonal/ transaksional: dalam berbagai keras, mandiri, demokratis, rasa ingin
acara secara senang dan bahagia. tahu, semangat kebangsaan, cinta
tanah air, menghargai prestasi,
Melakukan berbagai tindak tutur dalam wacana bersahabat, cinta damai, gemar
lisan interpersonal/ transaksional: dalam berbagai membaca, peduli lingkungan, peduli
acara secara senang dan bahagia. sosial, tanggung jawab, mandiri

Merespon berbagai tindak tutur dalam wacana lisan interpersonal/
transaksional: dalam berbagai acara secara senang dan bahagia .
Melakukan berbagai tindak tutur dalam wacana lisan interpersonal/
transaksional: dalam berbagai acara secara senang dan bahagia.
E. Materi Pokok
- Expreesing happiness : formal
oh, Im so happy.
I cant say how pleased I am.
I had a splendid time there.
What a marvelous place I,Ve ever seen.
Its an interesting experience.
Its an outstanding adventure.
It a sensational trip.

berbagai tindak tutur belajarnya, siswa diberi berbagai kegiatan terkait
dalam wacana lisan tugas untuk melakukan dengan wacana
interpersonal/ hal-hal berikut, dan berbentuk naratif di luar
transaksional: dalam melaporkan setiap tugas tatap muka dan
berbagai acara secara kegiatan kepada guru, a.l. terstruktur yang
senang dan bahagia. tentang tempat, siapa saja diberikan guru.
Membahas unsur dan yang datang, kesulitan Siswa mengumpulkan
langkah retorika yang dihadapi. setiap hasil kerja dalam
berbagai tindak tutur Membahas unsur dan portofolio, dan
dalam wacana lisan langkah retorika dalam melaporkan hal-hal yang
interpersonal/ teks naratif. sudah diperoleh serta
transaksional: dalam Membahas ciri-ciri kesulitan yang dihadapi
berbagai acara secara leksikogramatika. secara rutin kepada guru.
senang dan bahagia. Membacakan cerita
Membahas ciri-ciri kepada kelompok
leksikogramatika. (monolog).
Membacakan cerita Menceritakan kembali
kepada kelompok atau cerita kepada kelompok
kelas (monolog). (monolog).
Menceritakan kembali
atau kelas (monolog).
Membahas kesulitan
yang dihadapi siswa
dalam melakukan
kegiatan terstruktur
dan mandiri.
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Memberikan stimulus berupa pemberian materi pertanyaan teks berbagai tindak
tutur dalam wacana lisan interpersonal/ transaksional: dalam berbagai acara
secara senang dan bahagia.
mengenai pertanyaan teks berbagai tindak tutur dalam wacana lisan
interpersonal/ transaksional: dalam berbagai acara secara senang dan bahagia.
atau mempresentasikan mengenai pertanyaan teks berbagai tindak tutur dalam
wacana lisan interpersonal/ transaksional: dalam berbagai acara secara senang
dan bahagia.
mengenai pertanyaan teks berbagai tindak tutur dalam wacana lisan
interpersonal/ transaksional: dalam berbagai acara secara senang dan bahagia.
Elaborasi
Membiasakan siswa membuat kalimat pertanyaan teks berbagai tindak tutur
dalam wacana lisan interpersonal/ transaksional: dalam berbagai acara secara
senang dan bahagia.
Konfirmasi
dalam materi mengenai pertanyaan teks berbagai tindak tutur dalam wacana
lisan interpersonal/ transaksional: dalam berbagai acara secara senang dan
bahagia.
Kegiatan Akhir (10)
berbagai tindak tutur dalam wacana lisan interpersonal/ transaksional: dalam
berbagai acara secara senang dan bahagia.
pertanyaan teks berbagai tindak tutur dalam wacana lisan interpersonal/
transaksional: dalam berbagai acara secara senang dan bahagia.
Kaset/CD
Tape
I. Penilaian
1. Merespon dengan Performance Melengkapi Listen to the tape

benar terhadap Assessment dialog carefully and
tindak tutur dalam (responding) choose the correct
wacana lisan responses to the
interpersonal/ expressions you
transaksional: dalam heard.
berbagai acara
secara senang dan
bahagia .
2. Tes Lisan Membuat To end the

dialog conversation,
Melakukan berbagai what would you
tindak tutur dalam say to someone.
wacana lisan
interpersonal/
transaksional: dalam
berbagai acara
secara senang dan
bahagia.
Listen to the tape carefully and choose the correct responses to the
expressions you heard.
For example:
You will hear: Hello, I'm Cut Nia. I'm your neighbour.
What's your name?
The correct response for the expression is ....
a. Hello, Cut Nia. Nice to meet you.
b. Hi, Cut Nia. My name is Edo. Nice to meet you.
The correct response is (b) Hi, Cut Nia. My name is Edo.
Nice to meet you.
1. a. Good morning. What's your name?
b. Good morning. I'm Deni.
2. a. How do you do?
b. Hi, Desi. How are you?
3. a. I'm just fine.
b. Good morning. My name is Risa.
4. a. What's your name?
b. Hi, Rudi. Nice to see you.
5. a. Good bye. Nice to meet you.
b. Glad to meet you, too.
Scoring
Low (45-59)
75) 100)
1 Pronunciation
2 Intonation
3 Stress
4 Gestures
Total
Total Score

Nama Sekolah :
Topik Pembelajaran : Making, accepting and declining an invitation;
Pertemuan Ke :
Mendengarkan
2. Memahami makna teks fungsional pendek dan teks monolog sederhana
berbentuk recount, narrative dan procedure dalam konteks kehidupan
sehari-hari.
Berbicara
4. Mengungkapkan makna dalam teks fungsional pendek dan monolog
berbentuk recount, narrative dan procedure sederhana dalam konteks
kehidupan sehari-hari.
B. Kompetensi Dasar
2.1 Merespon makna secara akurat, lancar dan berterima dalam teks lisan
fungsional pendek sederhana (misalnya pengumuman, iklan,
undangan dll.) resmi dan tak resmi dalam berbagai konteks kehidupan
sehari-hari
4.1 Mengung-kapkan makna dalam bentuk teks fungsional pendek
(misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi
dengan menggunakan ragam bahasa lisan dalam berbagai konteks
Nilai Budaya Dan

Karakter Bangsa
Menjawab pertanyaan teks lisan fungsional
pendek sederhana (misalnya pengumuman, Religius, jujur, toleransi, disiplin, kerja
iklan, undangan dll. keras, mandiri, demokratis, rasa ingin
Melakukan teks lisan fungsional pendek tahu, semangat kebangsaan, cinta
sederhana (misalnya pengumuman, iklan, tanah air, menghargai prestasi,
undangan dll. bersahabat, cinta damai, gemar
Mempresentasikan teks lisan fungsional membaca, peduli lingkungan, peduli
pendek sederhana (misalnya pengumuman, sosial, tanggung jawab, mandiri
iklan, undangan dll.

Menjawab pertanyaan teks lisan fungsional pendek sederhana (misalnya
pengumuman, iklan, undangan dll.
Melakukan teks lisan fungsional pendek sederhana (misalnya
Mempresentasikan teks lisan fungsional pendek sederhana (misalnya
E. Materi Pokok
Making, accepting and declining an invitation;
The tone of an invitation is always positive, in anticipation of a pleasurable

occasion. Picture your guests smiling when they read your letter of invitation.
Clever phrasing, poetry or a themed approach may be appropriate for an
informal occasion, but you should express the details clearly. For further tips
visit to invite someone
www.write.express.com

pertanyaan pertanyaan belajarnya, siswa diberi berbagai kegiatan terkait
teks lisan fungsional tugas untuk melakukan dengan wacana
pendek sederhana hal-hal berikut, dan berbentuk naratif di luar
(misalnya melaporkan setiap tugas tatap muka dan
pengumuman, iklan, kegiatan kepada guru, a.l. terstruktur yang
undangan dll. tentang tempat, siapa saja diberikan guru.
langkah retorika dalam yang dihadapi. setiap hasil kerja dalam
pertanyaan pertanyaan Bertanya jawab portofolio, dan
teks lisan fungsional pertanyaan teks lisan melaporkan hal-hal yang
pendek sederhana fungsional pendek sudah diperoleh serta
(misalnya sederhana (misalnya kesulitan yang dihadapi
pengumuman, iklan, pengumuman, iklan, secara rutin kepada guru.
undangan dll. undangan dll dibaca,
Membahas ciri-ciri ditonton, dan/atau
leksikogramatika. didengar dengan kelompok
Membacakan cerita belajarnya
kepada kelompok atau Membahas unsur dan
kelas (monolog). langkah retorika dalam
Menceritakan kembali teks naratif.
cerita kepada kelompok Membahas ciri-ciri
atau kelas (monolog). leksikogramatika.
Membahas kesulitan Membacakan cerita
yang dihadapi siswa kepada kelompok
(monolog).
dalam melakukan Menceritakan kembali
kegiatan terstruktur cerita kepada kelompok
dan mandiri. (monolog).
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Memberikan stimulus berupa pemberian materi pertanyaan teks lisan fungsional
pendek sederhana (misalnya pengumuman, iklan, undangan dll.
mengenai pertanyaan teks monolog sederhana berbentuk procedure.
atau mempresentasikan mengenai pertanyaan teks lisan fungsional pendek
sederhana (misalnya pengumuman, iklan, undangan dll.
mengenai pertanyaan teks lisan fungsional pendek sederhana (misalnya
Elaborasi
Membiasakan siswa membuat kalimat pertanyaan teks lisan fungsional pendek
sederhana (misalnya pengumuman, iklan, undangan dll.
Konfirmasi
dalam materi mengenai pertanyaan teks lisan fungsional pendek sederhana
(misalnya pengumuman, iklan, undangan dll.
Kegiatan Akhir (10)
Siswa diminta membuat rangkuman dari materi mengenai pertanyaan teks lisan
fungsional pendek sederhana (misalnya pengumuman, iklan, undangan dll.
pertanyaan teks lisan fungsional pendek sederhana (misalnya pengumuman,
iklan, undangan dll.
Kaset/CD
Tape
I. Penilaian
1. Menjawab Performance Melengkapi Complete the

pertanyaan teks Assessment dialog dialogue below
lisan fungsional (responding) using the suitable
pendek expression!
sederhana
(misalnya
pengumuman,
iklan, undangan
dll.
2. Tes Lisan Membuat Give your
Melakukan teks dialog responses orally
lisan fungsional based on the
pendek situations below!
sederhana
(misalnya
pengumuman,
iklan, undangan
dll.
3 Tes Lisan Presentasi Listen carefully
individual and then identify
Mempresentasik the goal, mate-
an teks lisan rials needed and
fungsional steps
pendek
sederhana
(misalnya
pengumuman,
iklan, undangan
dll
Look at the picture and study it. Then, answer the

questions.
1. What kind of card is this?

2. Have you ever been invited by someone?
3. What do you say if you want to invite someone?
4. What do you say if you want to accept an invitation?
5. What do you say if you want to decline an invitation?
6. What do you say when someone makes an appointment with you?
7. What do you feel when someone cancels his/her appointment?
8. What will you say to him/her?
No. Uraian Skor
1. Isi, langkah retorika dan tata bahasa benar 81 100

2. Isi,langkah retorika dan tata bahasa kurang tepat 61 - 80
3. Isi, langkah retorika dan tata bahasa tidak tepat 0 - 60

Nama Sekolah :
Topik Pembelajaran : Procedure
Pertemuan Ke :
Mendengarkan
3. Memahami makna teks fungsional pendek dan teks monolog sederhana
sehari-hari.
Berbicara
B. Kompetensi Dasar
2.2 Merespon makna dalam teks monolog sederhana yang menggunakan ragam
bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks
kehidupan sehari-hari dalam teks: recount, narrative, dan procedure.
4.2 Mengung-kapkan makna dalam teks monolog sederhana dengan
menggunakan ragam bahasa lisan secara akurat, lancar dan berterima
dalam berbagai konteks kehidupan sehari-hari dalam teks berbentuk:
recount, narrative, dan procedure.
Nilai Budaya Dan

Karakter Bangsa
Menjawab pertanyaan teks monolog Religius, jujur, toleransi, disiplin, kerja
sederhana berbentuk procedure keras, mandiri, demokratis, rasa ingin
Melakukan teks monolog lisan berbentuk tahu, semangat kebangsaan, cinta
procedure tanah air, menghargai prestasi,
Mempresentasikan teks monolog lisan bersahabat, cinta damai, gemar
berbentuk procedure membaca, peduli lingkungan, peduli

Siswa dapat menjawab pertanyaan teks monolog sederhana berbentuk
procedure
Siswa dapat melakukan teks monolog lisan berbentuk procedure
Siswa mempresentasikan teks monolog lisan berbentuk procedure
E. Materi Pokok
1. Teks monolog berbentuk procedure, contohnya:
How to Make Gudeg Jogja (Green Jack Fruit Sweet Stew)
Ingredients:
- 5 onions
- 10 candlenuts
- 10 garlic cloves
- 4 bay Leaves
- 1/2 lb. (250g) green jack fruit
- 2-1/2 tsp. (12g) coriander seeds
- 1-1/4 tsp. (6g) cumin
- 1/4 cup (62ml) coconut sugar
- 2 cups (500ml) coconut milk
- 2 tsp. (30g) tamarind
- 2 lb. (1kg) chicken (cut into small pieces with bone)
- 5 cups (1.25l) water
- 2 inches bruised galangal
Instructions:
- First, cut green jack fruit 1 inch thick. Wash and boil until tender.
- Next, ground onions, candle nuts, saut paste, bay leaves, and galangal until
fragrant.
- Add the chicken pieces, stir fry until chicken changes clour.
- Then, pour 4 cups of water and coconut sugar, bring to a boil.
- Add the green jack fruit and simmer until the chicken and vegetables are
tender.
- Finally, add coconut milk 5 minutes before its done, bring back to a boil.
Serve hot with ice.
- This dish is sweet and usually served with shrimp cracker
2. Procedure text can be explained as bellow:
Social function : to describe how something is accomplished through
a sequence of actions or steps.
Generic structure:
- Goal.
- Materials (not required for all procedural texts)
- Steps (a series of steps oriented to achieving the goal)
pertanyaan teks belajarnya, siswa diberi berbagai kegiatan terkait
monolog sederhana tugas untuk melakukan dengan wacana
berbentuk procedure. hal-hal berikut, dan berbentuk naratif di luar
pertanyaan teks tentang tempat, siapa saja diberikan guru.
monolog sederhana yang datang, kesulitan Siswa mengumpulkan
berbentuk procedure. yang dihadapi. setiap hasil kerja dalam
Membahas ciri-ciri Bertanya jawab tentang isi portofolio, dan
leksikogramatika. cerita (karakter, setting, melaporkan hal-hal yang
Membacakan cerita plot) yang sudah dibaca, sudah diperoleh serta
kepada kelompok atau ditonton, dan/atau kesulitan yang dihadapi
kelas (monolog). didengar dengan kelompok secara rutin kepada guru.
Menceritakan kembali belajarnya
cerita kepada kelompok Membahas unsur dan
atau kelas (monolog). langkah retorika dalam
Membahas kesulitan teks naratif.
yang dihadapi siswa Membahas ciri-ciri
dalam melakukan leksikogramatika.
kegiatan terstruktur Membacakan cerita
dan mandiri. kepada kelompok
(monolog).
(monolog).
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Memberikan stimulus berupa pemberian materi pertanyaan teks monolog
sederhana berbentuk procedure.
atau mempresentasikan mengenai pertanyaan teks monolog sederhana
berbentuk procedure.
Elaborasi
Membiasakan siswa membuat kalimat pertanyaan teks monolog sederhana
Konfirmasi
dalam materi mengenai pertanyaan teks monolog sederhana berbentuk
procedure.
Kegiatan Akhir (10)
monolog sederhana berbentuk procedure.
pertanyaan teks monolog sederhana berbentuk procedure.
Kaset/CD
Tape
I. Penilaian

monolog (responding) using the suitable
sederhana expression!
berbentuk
procedure
2. Melakukan teks Tes Lisan Membuat Give your

monolog lisan dialog responses orally
berbentuk based on the
procedure. situations below!
3 Mempresentasik Tes Lisan Presentasi Listen carefully

an teks monolog individual and then identify
lisan berbentuk the goal, mate-
procedure rials needed and
steps
Your teacher will read the following text. Listen carefully and then identify
the goal, materials needed and steps.
How to Make an Omelet
Hello friend, how are you? Have you ever eaten a cheese omelet? Do
you know how to make a Cheese Omelet? No? Would you like me to tell
it for you? Okay. This is the way. Listen to me.
To make a Cheese Omelet, you should prepare ingredients such as
one egg, 50 grams of cheese, uhm... cup of milk, three tablespoons
of cooking oil, uhm...what else ....? Oh, yeah, a pinch of salt and dont
forget some pepper. Now, to make a Cheese Omelet, you will need
some kitchen utensils like a frying pan, a fork, a whisk, a spatula,
uhm..... a cheese grater ...and a bowl and of course ....a plate. Okay?
Are you following me ? Right! Let me tell you how to make it.
First, crack an egg into a bowl like this. Then whisk the egg with a
fork until it is smooth. After that, add some milk and whisk well. Grate
the cheese into the bowl and stir. Next, heat the oil in a frying pan, and
pour the mixture into the frying pan. Then, turn the omelet with a
spatula when it browns. See, like this. Okay, next cook both sides. After
the omelet is done, place it on a plate, dont forget to season it with
salt and pepper and you can eat it while warm. Its easy, isnt it? Bon
appetite!
Find out:
a. What is the text talking about?
b. What is the purpose of the text?
c. How many steps are there in the text?
Please represent in front of the class how to make or to do something!
Scoring
Low (45-59)
75) 100)
1 Pronunciation
2 Intonation
3 Stress
4 Gestures
Total
Total Score
Nama Sekolah :
Pertemuan Ke :
Mendengarkan
2 Memahami makna teks fungsional pendek dan teks monolog sederhana berbentuk
recount, narrative dan procedure dalam konteks kehidupan sehari-hari.
Berbicara
B. Kompetensi Dasar
2.2 Merespon makna dalam teks monolog sederhana yang menggunakan ragam
bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks
kehidupan sehari-hari dalam teks: recount, narrative, dan procedure.
4.2 Mengung-kapkan makna dalam teks monolog sederhana dengan
dalam berbagai konteks kehidupan sehari-hari dalam teks berbentuk:
recount, narrative, dan procedure.
Nilai Budaya Dan

Karakter Bangsa
Menjawab pertanyaan teks monolog Religius, jujur, toleransi, disiplin, kerja
sederhana berbentuk procedure keras, mandiri, demokratis, rasa ingin
Melakukan teks monolog lisan berbentuk tahu, semangat kebangsaan, cinta
procedure tanah air, menghargai prestasi,
Mempresentasikan teks monolog lisan bersahabat, cinta damai, gemar
berbentuk procedure membaca, peduli lingkungan, peduli

procedure
E. Materi Pokok
Teks monolog berbentuk procedure, contohnya:
How to Make Gudeg Jogja (Green Jack Fruit Sweet Stew)
Ingredients:
- 5 onions
- 10 candlenuts
- 10 garlic cloves
- 4 bay Leaves
- 1/2 lb. (250g) green jack fruit
- 2-1/2 tsp. (12g) coriander seeds
- 1-1/4 tsp. (6g) cumin
- 1/4 cup (62ml) coconut sugar
- 2 cups (500ml) coconut milk
- 2 tsp. (30g) tamarind
- 2 lb. (1kg) chicken (cut into small pieces with bone)
- 5 cups (1.25l) water
- 2 inches bruised galangal
Instructions:
- First, cut green jack fruit 1 inch thick. Wash and boil until tender.
- Next, ground onions, candle nuts, saut paste, bay leaves, and galangal until
fragrant.
- Add the chicken pieces, stir fry until chicken changes clour.
- Then, pour 4 cups of water and coconut sugar, bring to a boil.
- Add the green jack fruit and simmer until the chicken and vegetables are
tender.
- Finally, add coconut milk 5 minutes before its done, bring back to a boil.
Serve hot with ice.
- This dish is sweet and usually served with shrimp cracker
3. Procedure text can be explained as bellow:
Social function : to describe how something is accomplished through
a sequence of actions or steps.
Generic structure:
- Goal.
- Materials (not required for all procedural texts)
- Steps (a series of steps oriented to achieving the goal)

(monolog).
(monolog).
Kegiatan Awal (10)

- Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang
kelas (nilai yang ditanamkan: santun, peduli)
Kegiatan Inti (70)

Eksplorasi
Elaborasi
Konfirmasi
procedure.
Kegiatan Akhir (10)

Kaset/CD
Tape
I. Penilaian

monolog (responding) using the suitable
sederhana expression!
berbentuk
procedure
2. Melakukan teks Tes Lisan Membuat Give your

monolog lisan dialog responses orally
berbentuk based on the
procedure. situations below!
3 Mempresentasik Tes Lisan

an teks monolog Presentasi Listen carefully
lisan berbentuk individual and then identify
procedure the goal, mate-
rials needed and
steps
Your teacher will read the following text. Listen carefully and then identify
the goal, materials needed and steps.
How to Make an Omelet
Hello friend, how are you? Have you ever eaten a cheese omelet? Do
you know how to make a Cheese Omelet? No? Would you like me to tell
it for you? Okay. This is the way. Listen to me.
To make a Cheese Omelet, you should prepare ingredients such as
one egg, 50 grams of cheese, uhm... cup of milk, three tablespoons
of cooking oil, uhm...what else ....? Oh, yeah, a pinch of salt and dont
forget some pepper. Now, to make a Cheese Omelet, you will need
some kitchen utensils like a frying pan, a fork, a whisk, a spatula,
uhm..... a cheese grater ...and a bowl and of course ....a plate. Okay?
Are you following me ? Right! Let me tell you how to make it.
First, crack an egg into a bowl like this. Then whisk the egg with a
fork until it is smooth. After that, add some milk and whisk well. Grate
the cheese into the bowl and stir. Next, heat the oil in a frying pan, and
pour the mixture into the frying pan. Then, turn the omelet with a
spatula when it browns. See, like this. Okay, next cook both sides. After
the omelet is done, place it on a plate, dont forget to season it with
salt and pepper and you can eat it while warm. Its easy, isnt it? Bon
appetite!
Find out:
a. What is the text talking about?
b. What is the purpose of the text?
c. How many steps are there in the text?
Please represent in front of the class how to make or to do something!
Scoring
Low (45-59)
75) 100)
1 Pronunciation
2 Intonation
3 Stress
4 Gestures
Total
Total Score
Nama Sekolah :
Pertemuan Ke :
Membaca
5. Memahami makna teks tulis fungsional pendek dan esei sederhana
sehari-hari dan untuk mengakses ilmu pengetahuan .
Menulis
6 Mengungkapkan makna dalam teks tulis fungsional pendek dan esei
sederhana berbentuk recount, narrative, dan procedure dalam konteks
B. Kompetensi Dasar
5.2 Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar
dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses
ilmu pengetahuan dalam teks berbentuk: recount, narrative, dan
procedure.
6.2 Mengung-kapkan makna dan langkah-langkah retorika secara akurat, lancar
dan berterima dengan menggunakan ragam bahasa tulis dalam konteks
kehidupan sehari-hari dalam teks berbentuk: recount, narrative, dan
procedure.
Nilai Budaya Dan

Karakter Bangsa
Mengidentifikasi makna dalam teks procedure Religius, jujur, toleransi, disiplin, kerja
Mengidentifikasi langkah-langkah retorika keras, mandiri, demokratis, rasa ingin
dalam teks procedure tahu, semangat kebangsaan, cinta
Membaca nyaring teks procedure tanah air, menghargai prestasi,
bersahabat, cinta damai, gemar
Menulis teks berbentuk procedure.
membaca, peduli lingkungan, peduli

procedure
E. Materi Pokok
Teks tulis monolog/esei sederhana berbentuk procedure,contohnya ;
THE HOLE GAME

Materials needed:
Two players, one marble per person, a hole
in ground,a line (distance) to start from.
Steps:
You must dub (click marbles together)
You must check that the marbles are in good condition and are nearly worth the
same value. Dig a hole in the ground and draw a line a fair distance away from the
hole. The first player carefully throws his or her marble towards the hole. Then the
second player tries to throw his or her marble closer to the hole than his or her
opponent. The player whose marble is closest to the hole tries to flick his / her
marble into the hole. If successful, this player tries to flick his or her opponents
marble into the hole. The person flicking the last marble into the hole wins and gets
to keep both marbles.

(monolog).
(monolog).
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Elaborasi
Konfirmasi
procedure.
Kegiatan Akhir (10)

Kaset/CD
Tape
I. Penilaian
1. Membaca Tes Lisan Melengkapi Complete the

nyaring teks dialog dialogue below
procedure using the suitable
expression!
2. Menulis teks Tes Tulis Tugas Individu Make writing by

berbentuk completing the
procedure. following
procedure text
Make writing by completing the following procedure text. Dont forget to use time
connectors in your writing.
Tomato Soup
Ingredients:
4 large tomatoes spices
1 small onion teaspoon of salt
8 cups of water teaspoon of pepper
small clove garlic teaspoon of butter
Steps:
1. Cut .
2. Fry .
3. Add.
4. Heat
5. Turn.
Scoring
Low (45-59)
75) 100)
1 Pronunciation
2 Intonation
3 Stress
4 Gestures
Total
Total Score

.
Nama Sekolah :
Topik Pembelajaran : recount
Pertemuan Ke :
Membaca
Menulis
B. Kompetensi Dasar
ilmu pengetahuan dalam teks berbentuk: recount, narrative, dan procedure.
procedure.
Nilai Budaya Dan

Karakter Bangsa
Mengidentifikasi makna dalam teks recount Religius, jujur, toleransi, disiplin, kerja
dalam teks recount tahu, semangat kebangsaan, cinta
Membaca nyaring teks recount tanah air, menghargai prestasi,
Menulis teks berbentuk recount .
recount
Siswa dapat melakukan teks monolog lisan berbentuk recount
Siswa mempresentasikan teks monolog lisan berbentuk recount
E. Materi Pokok
Teks monolog berbentuk recount contohnya:
My Day
I had a terrible day yesterday. First, I woke up an hour late because my alarm
clock didn't go off. Then, I was in such a hurry that I burned my hand when I was
making breakfast. After breakfast, I got dressed so quickly that I forgot to wear socks.
Next, I ran out of the house trying to get the 9:30 bus, but of course I missed it. I
wanted to take a taxi, but I didn't have enough money.
Finally, I walked the three miles to my school only to discover that it was
Sunday! I hope I never have a day as the one I had yesterday.
Text Structure of the text above:
Paragraph Generic Structure

I had a terrible day yesterday. Orientation: provides the
First, I woke up an hour late setting and introduces
because my alarm clock didn't go participants.
off (paragraph 1)
Next, I ran out of the house Events: tell what happened, in

trying to get the 9:30 bus, but of what sequence.
course I missed it. I wanted to
take a taxi, but I didn't have
enough money (paragraph 2)
Finally, I walked the three miles Re-orientation: optional closure

to my school only to discover of events.
that it was Sunday! I hope I
never have a day as the one I
had yesterday (paragraph 3)

berbentuk recount. hal-hal berikut, dan berbentuk naratif di luar
berbentuk recount. yang dihadapi. setiap hasil kerja dalam
Membahas kesulitan teks recount.
(monolog).
(monolog).
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
sederhana berbentuk recount.
mengenai pertanyaan teks monolog sederhana berbentuk recount.
berbentuk recount.
Elaborasi
berbentuk recount.
Konfirmasi
recount.
Kegiatan Akhir (10)

monolog sederhana berbentuk recount.
pertanyaan teks monolog sederhana berbentuk recount.
Kaset/CD
Tape
I. Penilaian

recount using the suitable
expression!
2. Menulis teks Tes Tulis Tugas Individu Make writing by

berbentuk completing the
recount. following
procedure text
Listen to the teacher reading the text, then retell what is the content of the text.
An Excursion to Bogor Botanic Garden
All right, everybody, Ill tell you about this great place.
On Friday 16 March we went to Bogor Botanic Garden. We went there by
bus and we arrived at that famous garden at 10 oclock.
Arriving at the garden, we were divided into two groups. Group A
followed Mrs. Nina and Group B followed Mr. Ahmad. I was in group A. Well,
first we went to odd tropical plants and Mrs. Nina read us some of the
information. Then, we looked at all the lovely plants. After that, we went to a
little spot near the Raffles cemetery and had morning tea. Next, we did some
sketching and then we met group B at the information center to have our
lunch.
Soon, it was time for us to go to the orchid section while Group B did
some research on flowers. UhmA lady led us to the orchid section. Then, she
explained about many kinds of Orchids.
Next, we had a look at the Indonesian orchid. Wow, we saw many kinds of Indonesian
orchids. They were all beautiful. Later, we took a look at the American, European and Asian
orchids section. I was interesting. Soon after we had finished our observations, we went
back outside and met group B. Then, we got on the bus and returned to school. We really
enjoyed the trip and to Bogor Botanic Garden.
Questions:
1. What do you know about an excursion?
2. When and how did they go to Bogor Botanic Garden?
3. What time did they arrive there?
Scoring
Low (45-59)
75) 100)
1 Pronunciation
2 Intonation
3 Stress
4 Gestures
Total
Total Score

Nama Sekolah :
Topik Pembelajaran : recount
Pertemuan Ke :
Membaca
Menulis
B. Kompetensi Dasar
ilmu pengetahuan dalam teks berbentuk: recount, narrative, dan procedure.
procedure.
Nilai Budaya Dan

Karakter Bangsa
Mengidentifikasi makna dalam teks recount Religius, jujur, toleransi, disiplin, kerja
dalam teks recount tahu, semangat kebangsaan, cinta
Membaca nyaring teks recount tanah air, menghargai prestasi,
Menulis teks berbentuk recount .

recount
Siswa dapat melakukan teks monolog lisan berbentuk recount
Siswa mempresentasikan teks monolog lisan berbentuk recount
E. Materi Pokok
Teks tulis monolog/esei sederhana berbentuk recount
Last weekend, my friends and I went camping. We reached the camping

ground after we walked for about one and a half hour from the parking lot. We built
the camp next to a small river. It was getting darker and colder, so we built a fire
camp.
The next day, we spent our time observing plantation and insects while the
girls were preparing meals. In the afternoon we went to the river and caught some
fish for supper. At night, we held a fire camp night. We sang, danced, read poetry,
played magic tricks, and even some of us performed a standing comedy.
On Monday, we packed our bags and got ready to go home.
Dalam text recount selalu menggunakan bentuk past tense, berikut penjelasan
bentuk past tense:
1. Simple Past Tense

The simple past tense is used to tell actions or situations in the past. In Unit 1
you learned the simple past tense used in positive and negative sentences. In this
unit you learn the simple past tense in interrogative sentences. Here are the
patterns.
a. Verbal Sentence.
S + V2 + O (positive sentence)
S + did + not + V1 + O (negative sentence)
Did + S + V1 + O (interrogative sentence)
Example:
Donita went to Jakarta yesterday.
Iman walked alone last night.
b. Nominal Sentence.
S + to be (was/were) + adj/adv/N (positive sentence)
S + was/ were + not + adj/adv/N (negative sentence)
Was/ were + S + adj/adv/N (interrogative sentence)
Example:
Rani was here last month.
Bani was not in Jakarta yesterday.

berbentuk recount. hal-hal berikut, dan berbentuk naratif di luar
berbentuk recount. yang dihadapi. setiap hasil kerja dalam
Membahas kesulitan teks recount.
(monolog).
(monolog).
3 Kegiatan Awal (10)

a. Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang
b. Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)
c. Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter
d. Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir
e. Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks
Kegiatan Inti (70)

Eksplorasi
sederhana berbentuk recount.
berbentuk recount.
Elaborasi
berbentuk recount.
Konfirmasi
recount.
Kegiatan Akhir (10)

monolog sederhana berbentuk recount.
pertanyaan teks monolog sederhana berbentuk recount.
Kaset/CD
Tape
I. Penilaian

recount using the suitable
expression!
2. Tes Tulis Tugas Individu Make writing by

Menulis teks completing the
berbentuk following
recount. procedure text
Listen to the teacher reading the text, then retell what is the content of the text.
An Excursion to Bogor Botanic Garden
All right, everybody, Ill tell you about this great place.
On Friday 16 March we went to Bogor Botanic Garden. We went there by
bus and we arrived at that famous garden at 10 oclock.
Arriving at the garden, we were divided into two groups. Group A
followed Mrs. Nina and Group B followed Mr. Ahmad. I was in group A. Well,
first we went to odd tropical plants and Mrs. Nina read us some of the
information. Then, we looked at all the lovely plants. After that, we went to a
little spot near the Raffles cemetery and had morning tea. Next, we did some
sketching and then we met group B at the information center to have our
lunch.
Soon, it was time for us to go to the orchid section while Group B did
some research on flowers. UhmA lady led us to the orchid section. Then, she
explained about many kinds of Orchids.
Next, we had a look at the Indonesian orchid. Wow, we saw many kinds of Indonesian
orchids. They were all beautiful. Later, we took a look at the American, European and Asian
orchids section. I was interesting. Soon after we had finished our observations, we went
back outside and met group B. Then, we got on the bus and returned to school. We really
enjoyed the trip and to Bogor Botanic Garden.
Questions:
What do you know about an excursion?
When and how did they go to Bogor Botanic Garden?
What time did they arrive there?
Scoring
Low (45-59)
75) 100)
1 Pronunciation
2 Intonation
3 Stress
4 Gestures
Total
Total Score

Nama Sekolah :
Topik Pembelajaran : Narrative
Pertemuan Ke :
Mendengarkan
2. Memahami makna teks fungsional pendek dan monolog berbentuk reports,
narrative, dan analytical exposition dalam konteks kehidupan sehari-hari.
Berbicara
4. Mengungkapkan makna dalam teks fungsional pendek dan monolog yang
berbentuk report, narrative dan analytical exposition dalam konteks
kehidupan sehari-hari
B. Kompetensi Dasar
2.1. Merespon makna yang terdapat dalam teks lisan fungsional pendek resmi
dan tak resmi secara akurat, lancar dan berterima dalam berbagai konteks
4.1 Mengungkapkan makna dalam teks lisan fungsional pendek resmi dan tak
resmi secara akurat, lancar dan berterima dalam berbagai konteks
Nilai Budaya Dan

Karakter Bangsa
Merespon dengan benar terhadap
tindak tutur: menyetujui Religius, jujur, toleransi, disiplin,
ajakan/tawaran/undangan kerja keras, mandiri, demokratis,
Melakukan berbagai tindak tutur dalam rasa ingin tahu, semangat
wacana lisan interpersonal/ kebangsaan, cinta tanah air,
transaksional: menyetujui menghargai prestasi, bersahabat,
ajakan/tawaran/undangan cinta damai, gemar membaca,
Membuat dialog berisi tentang tindak peduli lingkungan, peduli sosial,
tutur: menyetujui tanggung jawab, mandiri
ajakan/tawaran/undangan.

Pada akhir pembelajaran siswa dapat:
o Merespon dengan benar terhadap tindak tutur: menyetujui
ajakan/tawaran/undangan
o Melakukan berbagai tindak tutur dalam wacana lisan interpersonal/
transaksional: menyetujui ajakan/tawaran/undangan
o Membuat dialog berisi tentang tindak tutur: menyetujui
ajakan/tawaran/undangan.
E. Materi Pokok
Percakapan/dialog dan pernyataan yang memuat ungkapanungkapan berikut:
1. Someone, Accepting or Declining Invitation.
Read following expressions of inviting, accepting, declining an invitation and an

appointment.
a. Formal Situation
Inviting Accepting an Declining an Invitation

Invitation
Would you like That's very kind I'm very sorry, I
to .... of you. don'
I'd very much like We'd very much think I can.
you to .... like I'd like to, but ....
We should be to .... I'm afraid I've
pleased/delighted What a delightful already
if you could .... idea. promised ....
Would you care With the greatest Thank you for
to .... pleasure. asking me, but ....
You will ... won't Thank you very Unfortunately, I
you? much can't
for inviting me.
b. Informal Situation
Inviting Accepting an Declining an Invitation

Invitation
Why don't you I would/will .... Sorry, I can't.
come to .... That would be I'd love to, but ....
Like to come very nice I don't think I can.
to .... OK! I wish I could, but ...
Come and .... I'd like to love
Shall we come to to come.
.... All right (then).
You must come
to ....
Making an Cancelling an Accepting an

Appointment Appointment Appointment
How about I'll come I Sorry, I don't think
tomorrow promise I can make it.
morning? I'll be there. I'm so sorry I can't
Let's meet at ... make it.
o'clock
Contoh:
Ira : Hello?
Ari : Hi, Ira! This is Ari.
Ira : Hi, how've you been?
Ari : Alright, thanks. Say, would you like to go out tonight?
Ira : Sorry, I can't. I have many matters to settle down.
Ari : Well, how about tomorrow night? Are you still busy?
Ira : I guess not.
Ari : Well, would you like to go to a concert?
Ira : Sure, I'd love to!
Ari : That's settled then
Three phase technique
Pre listening
Whilst listening
Post Listening

isi cerita (karakter, belajarnya, siswa diberi berbagai kegiatan terkait
setting, plot) yang tugas untuk melakukan dengan wacana
sudah dibaca, ditonton, hal-hal berikut, dan berbentuk naratif di luar
dan/atau didengar. melaporkan setiap tugas tatap muka dan
Membahas nilai-nilai kegiatan kepada guru, a.l. terstruktur yang
yang terkandung dalam tentang tempat, siapa saja diberikan guru.
cerita, sikap dan yang datang, kesulitan Siswa mengumpulkan
perilaku para tokoh. yang dihadapi. setiap hasil kerja dalam
Membahas unsur dan Bertanya jawab tentang isi portofolio, dan
langkah retorika dalam cerita (karakter, setting, melaporkan hal-hal yang
teks naratif. plot) yang sudah dibaca, sudah diperoleh serta
Membahas ciri-ciri ditonton, dan/atau kesulitan yang dihadapi
leksikogramatika. didengar dengan kelompok secara rutin kepada guru.
Nonton film belajarnya
Mendengarkan cerita Membahas nilai-nilai yang
(secara langsung atau terkandung dalam cerita,
dengan media sikap dan perilaku para
elektronik). tokoh.
Membacakan cerita Membahas unsur dan
kepada kelompok atau langkah retorika dalam
kelas (monolog). teks naratif.

Kegiatan Awal (10)

Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas
Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)
Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter
Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir karakter
yang hendak dikembangkan selain yang terkait dengan SK/KD
Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks
Kegiatan Inti (70)

Eksplorasi
Memberikan stimulus berupa pemberian materi teks fungsional pendek.
mengenai teks fungsional pendek.
atau mempresentasikan mengenai teks fungsional pendek.
Elaborasi
Membiasakan siswa membuat kalimat teks fungsional pendek.
Konfirmasi
dalam materi teks fungsional pendek.
Kegiatan Akhir (10)

Siswa diminta membuat rangkuman dari materi mengenai teks fungsional
pendek
Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi teks fungsional
pendek.
Buku teks yang relevan : English Texts in Use jilid XI, English For Better Life XI
Transkrip percakapan atau rekaman percakapan/ kaset
Gambar yang relevan
Script monolog berbentuk banner, poster atau pamplet
I. Penilaian
Teknik: Performance Assesment

Bentuk: Responding pada pertanyaan lisan, dialog

Nama Sekolah :
Pertemuan Ke :
Membaca
5 Memahami makna teks tulis fungsional pendek dan esei sederhana
sehari-hari dan untuk mengakses ilmu pengetahuan
Berbicara
6. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei
B. Kompetensi Dasar
ilmu pengetahuan dalam teks berbentuk: recount, narrative, dan procedure
procedure.
Nilai Budaya Dan

Karakter Bangsa
Merespon teks monolog sederhana
berbentuk narrative Religius, jujur, toleransi, disiplin,
Melakukan teks monolog lisan kerja keras, mandiri, demokratis,
berbentuk narrative rasa ingin tahu, semangat
kebangsaan, cinta tanah air,
menghargai prestasi, bersahabat,
cinta damai, gemar membaca,
peduli lingkungan, peduli sosial,
tanggung jawab, mandiri

Siswa dapat merespon teks monolog sederhana berbentuk narrative
Siswa dapat melakukan teks monolog lisan berbentuk narrative
E. Materi Pokok
teks tulis monolog/esei sederhana berbentuk narrative,contohnya,
Queen Aji Bidara Putih
Muara Kaman lies along the Mahakam River, in eastern Borneo. In the past the
area was a kingdom ruled by Queen Aji Bidara Putih. She was a typical queen of
myths: beautiful, wise, and sensitive. Many princes and kings proposed to her but she
always refused them because she was more concerned with ruling her country and
guarding her people.
One day, a Chinese boat came to eastern Borneo. First, the people thought it
was a merchant ship but the boat was loaded with trade goods and highly trained
soldiers. Their envoys brought gold and porcelain to announce the marriage proposal
from a prince of China. The queen didnt refuse instantly and replied that she had to
ponder the proposal first. After the envoys left the palace, the queen called a court
officer and ordered him to infiltrate the Chinese boat to gather information on the
prince...
Adapted from: www.st.rim.or.jp
Narrative dapat dijelaskan sebagai berikut:
a. Purpose
To amuse, entertain, and to deal with actual or vicarious experiences in different
ways. (Untuk menghibur pembaca melalui cerita).
b. Generic structure.
1) Orientation: Sets the scene and introduces the participants. (Memperkenalkan
tokoh dan setting)
2) Complication : A crisis arises (Munculnya masalah).
3) Resolution : the crisis is resolved (Terselesainya masalah).
4) Evaluation : A stepping back to evaluate the plight. (Melangkah ke belakang
untuk memikirkan nilai / makna sebuah peristiwa, bisa ada dan tidak)
5) Reorientation : Optional (Bisa a )
Pre listening
Whilst listening
Post Listening

elektronik). tokoh.
Menceritakan kembali Membahas ciri-ciri
cerita kepada kelompok leksikogramatika.
atau kelas (monolog). Nonton film.
Membahas kesulitan Mendengarkan cerita
yang dihadapi siswa (secara langsung atau
dalam melakukan dengan media elektronik).
(monolog).
(monolog).
Kegiatan Awal (10)

Kegiatan Inti (70)
Eksplorasi
Memberikan stimulus berupa pemberian materi monolog berbentuk naratif.
mengenai monolog berbentuk naratif
atau mempresentasikan mengenai monolog berbentuk naratif
mengenai monolog berbentuk naratif.
Elaborasi
Membiasakan siswa membuat kalimat monolog berbentuk naratif.
Konfirmasi
dalam materi monolog berbentuk naratif
Kegiatan Akhir (10)

Siswa diminta membuat rangkuman dari materi mengenai monolog berbentuk
naratif
Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi monolog
berbentuk naratif.
Gambar yang relevan
I. Penilaian
1. Merespon wacana Tes Tulis Pilihan Ganda Listen to the

monolog naratif monolog and
choose the best
answer
Melakukan
2. monolog Unjuk Kerja Presentasi Describe the
berbentuk naratif Lisan general facts of
the following
animal.
Task 1
Listen to the monolog and choose the best answer
Listening text for number 1 to 5
1. What is the text about?
a. Shark d. Whale
b. Dholphin e. Pirranha
c. Fish
2. What does the text intend to?
a. to describe d. to persuade
b. to entertain e. to review
c. to amuse
3. What is the largest creature lived on earth ?
It is .... .
a. an elephant c. blue whale e. giraffe
b. a rhinoceroses d. shark
4. What is blubber ?
Blubber is .... .
a. the hole on the head d. the fins of the fish
b. the paddle of the tails e. the layer of fats
c. the skin of the fish
5. Where is the nostril to spray the sea water ?

a. in the fin d. on top of broad head
b. in the tail e. in the skin
c. in the paddle
Listening text for number 6 and 10
6. The second paragraph tells us about the .....of black bears.
a. size d. definition
b. height e. description
c. length
7. Which one of the following statement is true?
a. In the western most of these bears have shiny black fur
b. in the east they grow brown, red or even yellow coats
c. Black bears are the biggest of all American bears
d. Their eyes and ears are big
e. their eyesight and hearing are not as good as their sense of smell
8. In the condition of being scared, black bears can make their enemy feel .... and
lose confidence.
a. wild d. dangerous
b. crazy e. intimidated
c. rude
9. What is the aim of the text?
c. to amuse
10. Are all American Black Bears black?
a. Yes, They are d. Yes, they do
b. No, they arent e. No, they dont
c. Not clear
Text script.
Text 1
Whales are sea-living mammals.
They therefore breathe air but cannot survive on land. Some species are very
large indeed and the blue whale, which can exceed 30 m in length, is the large animal
to have live on earth. Superficially, the whale looks rather like a fish, but there are
important differences in its external structure; its tail consists of a pair of broad, flat
horizontal paddles ( the tail of a fish is vertical) and it has a single nostril on top of its
large, broad head. The skin is smooth and shinny and beneath it lies a layer of fat
(blubber). This is up to 30 cm in thickness and serves to conserve heat and body
fluids.
Text 2
American black bears appear in a variety of colours despite their name. In the
eastern part of their range, most of these bears have shiny black fur, but in the west
they grow brown, red or even yellow coats. To the north, the black bear is actually
gray or white in colour. Even in the same littler, both brown and black furred bears
may be born.
Black bears are the smallest of all American bears, ranging in length from five
to six feet, weighing from three hundred to five hundred pounds. Their eyes and ears
are small and their eyesight and hearing are not as good as their sense of smell.
Like all bears, the black bear is timid, clumsy and rarely dangerous, but if attacked,
most can climb trees and cover ground at great speeds. When angry or frightened, it
is a formidable enemy.
Activity 2
Find and object about animals, plants, or others. It must be a representative of their
class. Make a report about it.
a. Untuk nomor 1, tiap jawaban benar diberi skor 5

b. Untuk nomor 2, mengikuti rubrik penilaian berikut ini:
No. Uraian Skor

Jumlah skor maksimal 1. 10 X 5 = 50

2. Jika skor maksimal diraih = 50
Jumlah = 100

Nama Sekolah :
Topik Pembelajaran : Esei berbentuk Report
Pertemuan Ke :
Membaca
5. Memahami makna teks fungsional pendek dan esei berbentuk report,
narrative dan analytical exposition dalam konteks kehidupan sehari-hari dan
untuk mengakses ilmu pengetahuan.
Menulis
6. Mengungkapkan makna dalam teks esei berbentuk report, narrative, dan
analytical exposition dalam konteks kehidupan sehari-hari.
B. Kompetensi Dasar
5.2. Merespon makna dan langkah retorika dalam esei yang menggunakan ragam
bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk:
report, narrative, dan analytical exposition.
6.2. 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.
Nilai Budaya Dan

Karakter Bangsa
Merespon wacana monolog report Religius, jujur, toleransi, disiplin,
kerja keras, mandiri, demokratis,
rasa ingin tahu, semangat
Menulis monolog berbentuk report cinta damai, gemar membaca,

1. Merespon wacana Esei berbentuk Report.
2. Melakukan Esei berbentuk Report.
E. Materi Pokok
Report
Social Function:
To describe the way things are, with reference to a range of natural, man-made and social
phenomena in our environment
Generic (Schematic) Structure:

1. General Classification: tells what the phenomenon under discussion is
2. Description : tells what the phenomenon under discussion is like in terms of
parts (and their function)
qualities
habits/behaviour or uses if non-natural
Significant Lexicogrammatical Features:

Focus on Generic Participants (group of things)
Use of simple present tense
No temporal sequence
Use of Relational Processes to state what is and that which it is
Use of linking verbs and behavioural verb
Use of technical term
Pre listening
Whilst listening
Post Listening

elektronik). tokoh.
(monolog).
(monolog).
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Memberikan stimulus berupa pemberian materi Esei berbentuk Report.
mengenai Esei berbentuk Report.
atau mempresentasikan mengenai Esei berbentuk Report.
Elaborasi
Membiasakan siswa membuat kalimat Esei berbentuk Report.
Konfirmasi
dalam materi Esei berbentuk Report.
Kegiatan Akhir (10)

Siswa diminta membuat rangkuman dari materi mengenai Esei berbentuk
Report.
Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi Esei berbentuk
Report.
Gambar yang relevan
I. Penilaian

monolog report monolog and
choose the best
answer
Menulis monolog
2. berbentuk report Unjuk Kerja Presentasi Describe the
Lisan general facts of
the following
animal.
Task 1
Choose the correct answer!
Text 1.
Piranha fish are the fiercest animals in the world. They live in the fresh water rivers of
South America, from Venezuela to Northern Argentina. These fish hunt in groups, called
schools. They usually eat other fish smaller than themselves. Sometimes Piranhas will
attack and eat each other.
There are about 18 kinds of piranha fish. Only four kinds attack man. Piranhas have
large head and short thick bodies. They are usually about 20 cm { 9 inches long) but one
kind can be as much as 60 cm (two feet). It lives in the Sao Francisco river from Eastern
Brazil. It is one of the most dangerous fish.
The most noticeable thing about Piranha fish is the large mouth. The mouth has a lot
of triangular teeth with sharp point. The points pierce the skin of the prey. The razor
sharp edges of the teeth chop out pieces of flesh. The teeth of the upper and lower jaws
fit together like scissors. The muscles moving the jaws are big and very powerful.
On the back of the Piranha fish there is a ridge called a keel. There is another keel
running along it belly. The tail is slender and muscular. Its tail fins are broad. All these
features held the piranha to swim fast through the water. The piranha fish cat a large
South American rat-like animal, called a Capy-bara, weighing 50 kilos (100 ponds) to a
skeleton in less than 60 seconds.
1. What is the social function of the text above?
a. To explain.
b. To retell events
c. To persuade the readers
d. To amuse the readers
e. To describe
2. What are schools in the text mean.....
a. Piranha fish are the fiercest animals in the world
b. Piranhas will attack and eat each other
c. The piranha fish eat Capybara
d. Piranha fish has a large mouth
e. Piranhas fish hunt in groups
3. These are the characteristics of piranha, except ....
a. They live in the fresh water rivers.
b. They usually eat other fish smaller than themselves
c. Piranhas have large head and short thick bodies.
d. Piranha fish has large mouth with of triangular teeth with sharp point.
e. The muscles moving the jaws are small and very weak
4. The razor sharp edges of the teeth chop out pieces of flesh.
The synonym of the underlined word is ....
a. give up d. cut
b. throw away e. bend
c. run out
5. Why can piranha swim fast through the water.
a. its tail fins are not broad
b. Piranha fish has a ridge
c. there is another keel running along its belly
d. they live in the fresh water rivers of South America
e. the tail is slender and muscular
Text 2.
This text is for questions 6 to 10.
The sense of taste is one of a persons five senses. We taste with the help of taste-
buds in the tongue.
There are four main kinds of taste: sweet, sour, salty and bitter. All other tasles are
just mixtures of two or more of these main type.
The surface of the tongue has more than fifteen thousand taste-buds (or cells). These
are connected to the brain by special nerves which send the so-called taste messages.
When the tongue comes into contact with food of asny kind, the taste-buds will pick
up the taste. The nerves then send a message to the brain. This will make as aware of
the taste. All this happens in just a few seconds.
There are four kinds of tastebuds, each of which is sensitive to only a particular taste.
These four groups are located in different parts of the tongue.
The taste-buds for salty and sweet tastes are found round the tip of the tongue and
along its side. Sour taste can be picked up only at the sides of the tongue. The taste-buds
for bitter taste are found at the inner-most edge of the tongue. There are taste-buds at
the centre of the tongue.
The senses of smell and sight can affect taste. The good smell of food increases its
taste. Similarly, attractive colours can make food appear taster and more delicious. If
food does not smell good or is dull-coloured, it will look tasty and may not taste good at
all.
Very hot or cold sensations can make the taste-buds insensitive. Food that is too hot
or cold, when placed in the mouth, will have no taste at all.
6. We can taste any kind of food because of....
a. the good smell of food
b. the four main kinds of taste
c. the taste-buds in the tongue
d. the senses of smell and sight
e. the taste-buds round the tip of the tongue
7. When we eat very hot or cold food, ....
a. the food will lose its taste
b. the food wont smell good
c. the taste of the food increases
d. the taste-buds will be sensitive
e. the taste buds will be very response
8. The sense of smell and sight....
a. increase the taste of the food.
b. affect the taste of the food
c. make food more delicious
d. make the food look good
e. make the food attractive
9. The purpose of the text is ....
a. to explain how we can taste any food in the mouth.
b. to give a report about the sense of taste
c. to inform how important the tongue is
d. to describe the use of the tongue
e. to tell the taste of the food.
10. The following sentences are correct, except...
a. There are four main kinds of taste: sweet, sour, salty and bitter
b. The taste-buds will pick up the taste
c. The taste-buds for bitter taste are found round the tip of the tongue
d. The senses of smell and sight can affect taste.
e. Sour taste can be picked up only at the sides of the tongue
Task 2
Write your own report. Find and object about animals, plants, or others.
1). Untuk Task 1, soal membaca berbentuk pilihan ganda : Betul skor 1, salah skor 0
2). Untuk Task 2, soal menulis berbentuk soal uraian bebas
No. Aspek yang dinilai Skor

1 Ketepatan isi dan tema 0 - 20
2 Struktur kalimat 0 - 20
3 Koherensi antar kalimat 0 - 10
4 Kompleksitas (Ketepatan penggunaan kata dan istilah) 0 - 20
5 Tanda baca 0 - 15
6. Ejean kata 0 - 15
Skor maksimum 100

SILABUS

Inggris
Nama Guru :
NIKY :
Sekolah :
Nama Sekolah :
Pertemuan Ke : 1
Alokasi Waktu : 2 x 45 menit
Mendengarkan
B. Kompetensi Dasar
7.1. Merespon makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan
berterima yang menggunakan ragam bahasa lisan sederhana dalam berbagai
konteks kehidupan sehari-hari dan melibatkan tindak tutur: berterima kasih,
memuji, dan mengucapkan selamat.
Nilai Budaya Dan

Karakter Bangsa
Mengidentifikasi kata yang didengar Religius, jujur, toleransi, disiplin, kerja

Mengidentifikasi makna kata keras, mandiri, demokratis, rasa ingin
Mengidentifikasi hubungan antar pembicara tanah air, menghargai prestasi,
Mengidentifikasi makna tindak tutur berterima bersahabat, cinta damai, gemar
kasih membaca, peduli lingkungan, peduli
Merespon tindak tutur berterima kasih sosial, tanggung jawab, mandiri
Mengidentifikasi makna tindak tutur memuji
Merespon tindak tutur memuji
Mengidentifikasi makna tindak tutur
mengucapkan selamat
Merespon tindak tutur mengucapkan
selamat
Mengidentifikasi konteks situasi

- Percaya diri (keteguhan hati, optimis).
- Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
- Pengambil resiko (suka tantangan, mampu memimpin)
- Orientasi ke masa depan (punya perspektif untuk masa depan)
Siswa dapat mengidentifikasi kata yang didengar
Siswa dapat mengidentifikasi makna kata
Siswa dapat mengidentifikasi hubungan antar pembicara
Siswa dapat mengidentifikasi makna tindak tutur berterima kasih
Siswa dapat merespon tindak tutur berterima kasih
Siswa dapat mengidentifikasi makna tindak tutur memuji
Siswa dapat merespon tindak tutur memuji
Siswa dapat mengidentifikasi makna tindak tutur mengucapkan selamat
Siswa dapat merespon tindak tutur mengucapkan selamat
Siswa dapat mengidentifikasi konteks situasi
E. Materi Pokok
Responding to expressions of congratulating and complimenting.
No. Words Exspressions

1. great You look great!
2. charming What a charming dress!
3. fantastic That's a very fantastic!
4. congratulate I must congratulate you!
5. terrific Nice to meet you
6. farewell See you later
7. achievements Terrific. Well done!
8. extremely How extremely nice of
Three-phase technique
Siswa mampu Siswa menganalisa kata yang Siswa mengetahui dan

mengidentifikasi kata didengar, makna kata, menghafal kata yang
yang didengar, makna hubungan antar pembicara, didengar, makna kata,
kata, hubungan antar makna tindak tutur berterima hubungan antar pembicara,
pembicara, makna kasih, makna tindak tutur makna tindak tutur berterima
tindak tutur berterima memuji, makna tindak tutur kasih, makna tindak tutur
kasih, makna tindak mengucapkan selamat, dan memuji, makna tindak tutur
tutur memuji, makna konteks situasi mengucapkan selamat, dan
tindak tutur konteks situasi
mengucapkan selamat,
dan konteks situasi

Kegiatan Awal (10)
Kegiatan Inti (70)

Eksplorasi
Memberikan stimulus berupa pemberian materi teks kata yang didengar, makna
kata, hubungan antar pembicara, makna tindak tutur berterima kasih, makna tindak
tutur memuji, makna tindak tutur mengucapkan selamat, dan konteks situasi.
mengenai kata yang didengar, makna kata, hubungan antar pembicara, makna
tindak tutur berterima kasih, makna tindak tutur memuji, makna tindak tutur
mengucapkan selamat, dan konteks situasi.
atau mempresentasikan berbagai teks kata yang didengar, makna kata, hubungan
antar pembicara, makna tindak tutur berterima kasih, makna tindak tutur memuji,
makna tindak tutur mengucapkan selamat, dan konteks situasi.
Elaborasi
Membiasakan siswa berbagai teks lisan fungsional pendek berupa kata yang
didengar, makna kata, hubungan antar pembicara, makna tindak tutur berterima
kasih, makna tindak tutur memuji, makna tindak tutur mengucapkan selamat, dan
konteks situasi.
Konfirmasi
dalam materi teks kata yang didengar, makna kata, hubungan antar pembicara,
makna tindak tutur berterima kasih, makna tindak tutur memuji, makna tindak tutur
Kegiatan Akhir (10)

Siswa diminta membuat rangkuman dari materi teks kata yang didengar, makna
Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi teks kata yang
konteks situasi.
- Developing English Competencies for Grade X Senior High School (SMA/MA)
- Tape
- Kamus
- Kaset/CD
- Tape/CD Player
- OHP/LCD
- Foto/ Poster
- Gambar
- Koran berbahasa Inggris
- Majalah
I. Penilaian
Teknik : Tugas individu, Kuis, Ulangan harian.
Bentuk Instrumen : Tertulis uraian singkat dan pilihan ganda, Lisan.
Contoh Instrumen :
Answer these questions orally.
1. Have your ever got any achievements in your life?

2. What was the best achievement you got?
3. How did you feel when you got an achievement?
4. How did people respond to your achievement? Did they congratulate you?
5. What do you say when you want to congratulate someone?
6. How do you respond to someone congratulations?
7. What do you say when you want to compliment someone?
8. How do you respond to someone compliment?

Nama Sekolah :
Pertemuan Ke : 2
Mendengarkan
B. Kompetensi Dasar
7.2 Merespon makna dalam percakapan transaksional (to get things done) dan
konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan rasa
terkejut, menyatakan rasa tak percaya, serta menerima undangan, tawaran,
dan ajakan.
Nilai Budaya Dan

Karakter Bangsa
Mengidentifikasi makna tindak tutur Religius, jujur, toleransi, disiplin, kerja

menyatakan rasa terkejut keras, mandiri, demokratis, rasa ingin
Merespon tindak tutur menyatakan rasa tahu, semangat kebangsaan, cinta tanah
terkejut air, menghargai prestasi, bersahabat,
cinta damai, gemar membaca, peduli
Mengidentifikasi makna tindak tutur lingkungan, peduli sosial, tanggung
menyatakan rasa tak percaya jawab, mandiri
Merespon tindak tutur menyatakan rasa tak
percaya.
menyetujui undangan, tawaran, ajakan.
Merespon tindak tutur menyetujui undangan,
tawaran, ajakan.

Siswa dapat mengidentifikasi makna tindak tutur menyatakan rasa terkejut
Siswa dapat merespon tindak tutur menyatakan rasa terkejut
Siswa dapat mengidentifikasi makna tindak tutur menyatakan rasa tak percaya
Siswa dapat merespon tindak tutur menyatakan rasa tak percaya.
Siswa dapat mengidentifikasi makna tindak tutur menyetujui undangan, tawaran,
ajakan.
Siswa dapat merespon tindak tutur menyetujui undangan, tawaran, ajakan.
E. Materi Pokok
Responding to expressions of congratulating and complimenting
Responding to narrative texts
Siswa mampu Siswa mampu menganalisa Siswa mampu mengerti dan

mengidentifikasi dan makna tindak tutur menghafal makna tindak
merespon makna tindak menyatakan rasa terkejut, tutur menyatakan rasa
tutur menyatakan rasa rasa tak percaya, menyetujui terkejut, rasa tak percaya,
terkejut, rasa tak percaya, undangan, tawaran, ajakan. menyetujui undangan,
tawaran, ajakan.
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Memberikan stimulus berupa pemberian materi merespon makna tindak tutur
menyatakan rasa terkejut, rasa tak percaya, menyetujui undangan, tawaran,
ajakan.
mengenai merespon makna tindak tutur menyatakan rasa terkejut, rasa tak
percaya, menyetujui undangan, tawaran, ajakan.
atau mempresentasikan berbagai merespon makna tindak tutur menyatakan
rasa terkejut, rasa tak percaya, menyetujui undangan, tawaran, ajakan.
mengenai tindak tutur merespon makna tindak tutur menyatakan rasa terkejut,
rasa tak percaya, menyetujui undangan, tawaran, ajakan.
Elaborasi
Membiasakan siswa berbagai teks lisan fungsional pendek merespon makna
tindak tutur menyatakan rasa terkejut, rasa tak percaya, menyetujui undangan,
tawaran, ajakan.
Konfirmasi
dalam materi merespon makna tindak tutur menyatakan rasa terkejut, rasa tak
Kegiatan Akhir (10)

Siswa diminta membuat rangkuman dari materi merespon makna tindak tutur
ajakan.
Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi merespon
makna tindak tutur menyatakan rasa terkejut, rasa tak percaya, menyetujui
undangan, tawaran, ajakan.
- Tape
- Kamus
- Kaset/CD
- Tape/CD Player
- OHP/LCD
- Foto/ Poster
- Gambar
- Majalah
I. Penilaian
Contoh Instrumen :
Listen to the tape and choose the best response from the expressions you hear.
For example:
You will hear : My sister got a car accident last night.
The best response is .
a. Oh really? It is nice to hear that.
b. Oh really? I'm sorry to hear that.
The correct response is (b) Oh really? I'm sorry to hear that.
1. a. Oh, that's good news.

b. Oh, that's bad news.
2. a. How terrible!
b. I'm delighted to hear that.
3. a. Is that right? That's too bad.
b. Is that right? How nice! I'm happy with that.
4. a. I'm sorry to hear that.
b. How poor she is.
5. a. Oh really? That's too bad.
b. Oh really? That's great.

Nama Sekolah :
Pertemuan Ke : 3
Mendengarkan
8. Memahami makna dalam teks fungsional pendek dan monolog yang
berbentuk narrative, descriptive, dan news item sederhana dalam konteks
B. Kompetensi Dasar
8.1 Merespon makna yang terdapat dalam teks lisan fungsional pendek sederhana
(misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi secara
akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari.
Nilai Budaya Dan

Karakter Bangsa
Mengidentifikasi topik sebuah pengumuman Religius, jujur, toleransi, disiplin, kerja

lisan keras, mandiri, demokratis, rasa ingin
Mengidentifikasi informasi tertentu dari tahu, semangat kebangsaan, cinta tanah
undangan lisan air, menghargai prestasi, bersahabat,
Mengidentifikasi tujuan dari pengumuman lingkungan, peduli sosial, tanggung
yang didengar. jawab, mandiri

Siswa dapat mengidentifikasi topik sebuah pengumuman lisan
Siswa dapat mengidentifikasi informasi tertentu dari undangan lisan
Siswa dapat mengidentifikasi tujuan dari pengumuman yang didengar.
E. Materi Pokok

Siswa mampu 4 Siswa mampu 5 Siswa mampu

mengidentifikasi topik menganalisa topik sebuah mengerjakan dan
sebuah pengumuman pengumuman lisan, mengerti topik sebuah
lisan, undangan lisan undangan lisan dan pengumuman lisan,
dan pengumuman yang pengumuman yang undangan lisan dan
didengar. didengar. pengumuman yang
didengar.
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Memberikan stimulus berupa pemberian materi topik sebuah pengumuman
lisan, undangan lisan dan pengumuman yang didengar.
mengenai topik sebuah pengumuman lisan, undangan lisan dan pengumuman
yang didengar.
atau mempresentasikan berbagai topik sebuah pengumuman lisan, undangan
lisan dan pengumuman yang didengar.
yang didengar.
Elaborasi
Membiasakan siswa berbagai topik pengumuman lisan, undangan lisan dan
pengumuman yang didengar.
Konfirmasi
dalam materi topik sebuah pengumuman lisan, undangan lisan dan
Kegiatan Akhir (10)

Siswa diminta membuat rangkuman dari materi topik sebuah pengumuman
Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi topik sebuah
pengumuman lisan, undangan lisan dan pengumuman yang didengar.
- Tape
- Kamus
- Kaset/CD
- Tape/CD Player
- OHP/LCD
- Foto/ Poster
- Gambar
- Majalah
I. Penilaian
Contoh Instrumen :
.
Nama Sekolah :
Pertemuan Ke : 4
Mendengarkan
B. Kompetensi Dasar
8.2. Merespon makna dalam teks monolog sederhana yang menggunakan ragam
bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan
sehari-hari dalam teks berbentuk; narrative, descriptive, dan news item.
Nilai Budaya Dan

Karakter Bangsa
Mengidentifikasi main idea dari teks yang Religius, jujur, toleransi, disiplin, kerja
didengar keras, mandiri, demokratis, rasa ingin
Mengidentifikasi tokoh dari cerita yang tahu, semangat kebangsaan, cinta tanah
didengar air, menghargai prestasi, bersahabat,
Mengidentifikasi kejadian dalam teks yang lingkungan, peduli sosial, tanggung
didengar jawab, mandiri
Mengidentifikasi ciri-ciri dari benda/orang yang
dideskripsikan
Mengidentifikasi inti berita yang didengar
Mengidentifikasi sumber berita yang didengar

Siswa dapat mengidentifikasi main idea dari teks yang didengar
Siswa dapat mengidentifikasi tokoh dari cerita yang didengar
Siswa dapat mengidentifikasi kejadian dalam teks yang didengar
Siswa dapat mengidentifikasi ciri-ciri dari benda/orang yang dideskripsikan
Siswa dapat mengidentifikasi inti berita yang didengar
Siswa dapat mengidentifikasi sumber berita yang didengar
E. Materi Pokok
Pendekatan : Contextual Teaching and Learning (CTL)
Strategi Pembelajaran : Cooperative Learning
Siswa mampu Siswa mampu menganalisa Siswa mampu mengerjakan

mengidentifikasi main main idea dari teks, tokoh dan mengerti main idea dari
idea dari teks, tokoh dari dari cerita, kejadian, ciri-ciri teks, tokoh dari cerita,
cerita, kejadian, ciri-ciri dari benda/orang yang kejadian, ciri-ciri dari
dari benda/orang yang dideskripsikan dan yang benda/orang yang
dideskripsikan dan yang didengar. dideskripsikan dan yang
didengar. didengar.
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Memberikan stimulus berupa pemberian materi main idea dari teks, tokoh dari
cerita, kejadian, ciri-ciri dari benda/orang yang dideskripsikan dan yang
didengar.
mengenai main idea dari teks, tokoh dari cerita, kejadian, ciri-ciri dari
benda/orang yang dideskripsikan dan yang didengar.
Memberikan kesempatan pada siswa mengkomunikasikan secara lisan atau
mempresentasikan main idea dari teks, tokoh dari cerita, kejadian, ciri-ciri dari
benda/orang yang dideskripsikan dan yang didengar..
Elaborasi
Membiasakan siswa berbagai main idea dari teks, tokoh dari cerita, kejadian,
ciri-ciri dari benda/orang yang dideskripsikan dan yang didengar.
Konfirmasi
dalam materi main idea dari teks, tokoh dari cerita, kejadian, ciri-ciri dari
Kegiatan Akhir (10)

Siswa diminta membuat rangkuman dari materi main idea dari teks, tokoh dari
didengar.
Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi teks lisan
fungsional pendek main idea dari teks, tokoh dari cerita, kejadian, ciri-ciri dari
- Tape
- Kamus
- Kaset/CD
- Tape/CD Player
I. Penilaian
Contoh Instrumen :
Create a dialogue based on the following situations, using the expressions given
in 'What to Say'.
Your best friend has passed his exam and he gets a good mark.
Your relative is going abroad for studying.
Your brother has done excellent job.
Your teacher is honoured with the "Teacher of the month" title.
Nama Sekolah :
Pertemuan Ke : 5
Berbicara
9 Mengungkapkan makna dalam percakapan transaksional dan interpersonal
dalam konteks kehidupan sehari-hari.
B. Kompetensi Dasar
9.1 Mengungkap-kan makna dalam percakapan transaksional (to get things done)
dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar
dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam
Nilai Budaya Dan

Karakter Bangsa
Menggunakan tindak tutur berterima kasih Religius, jujur, toleransi, disiplin, kerja
Merespon tindak tutur berterima kasih keras, mandiri, demokratis, rasa ingin
tahu, semangat kebangsaan, cinta tanah
Menggunakan tindak tutur memuji air, menghargai prestasi, bersahabat,
Merespon tindak tutur memuji cinta damai, gemar membaca, peduli
Menggunakan tindak tutur mengucapkan lingkungan, peduli sosial, tanggung
selamat jawab, mandiri
Merespon tindak tutur mengucapkan selamat

Siswa dapat menggunakan tindak tutur berterima kasih
Siswa dapat menggunakan tindak tutur memuji
Siswa dapat menggunakan tindak tutur mengucapkan selamat
E. Materi Pokok
Congratulate and compliment others; &
Perform a monologue of narrative texts.
Exspressions Situations
What a nice dress! You compliment someone on their

You look great! appearance.
You're looking glamorous. You say nice thing about your friends'
Congratulations! dress.
Well, Done! Your colleague is very fashionable and
Thank you very much for your well dress.
compliment. Your friend has just passed an important
exam.
Your brother have got an award.
You give response to your friend
compliment/congratulation.

didengar. didengar.
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
didengar.
atau mempresentasikan berbagai main idea dari teks, tokoh dari cerita,
kejadian, ciri-ciri dari benda/orang yang dideskripsikan dan yang didengar.
Elaborasi
Membiasakan siswa berbagai teks lisan fungsional pendek berupa main idea
dari teks, tokoh dari cerita, kejadian, ciri-ciri dari benda/orang yang
dideskripsikan dan yang didengar.
Konfirmasi
Kegiatan Akhir (10)

Siswa diminta membuat rangkuman dari materi teks lisan fungsional pendek
berupa main idea dari teks, tokoh dari cerita, kejadian, ciri-ciri dari benda/orang
yang dideskripsikan dan yang didengar.
fungsional pendek berupa main idea dari teks, tokoh dari cerita, kejadian, ciri-
ciri dari benda/orang yang dideskripsikan dan yang didengar.
Developing English Competencies for Grade X Senior High School (SMA/MA)
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Koran berbahasa Inggris
Majalah
I. Penilaian
Contoh Instrumen :
Look at the picture and answer the questions.
1. What do you see in the picture?

2. What are they doing?
3. How do you congratulate anyone and give compliment in your culture?
4. On what occasions do people usually congratulate or compliment each other?
5. Mention some expressions of congratulating and giving complement.
Nama Sekolah :
Pertemuan Ke : 6
Berbicara
B. Kompetensi Dasar
9.2. Mengungkap-kan makna dalam percakapan transaksional (to get things done)
dan interpersonal (bersosiali-sasi) resmi dan tak resmi secara akurat, lancar
dan berterima dengan mengguna-kan ragam bahasa lisan sederhana dalam
dan ajakan.
Nilai Budaya Dan

Karakter Bangsa
Menggunakan tindak tutur menyatakan rasa Religius, jujur, toleransi, disiplin, kerja
terkejut keras, mandiri, demokratis, rasa ingin
Menggunakan tindak tutur menyatakan rasa lingkungan, peduli sosial, tanggung
tak percaya jawab, mandiri
percaya
Menggunakan tindak tutur menerima
undangan

Orientasi ke masa depan (punya perspektif untuk masa depan).
Siswa dapat menggunakan tindak tutur menyatakan rasa terkejut
Siswa dapat menggunakan tindak tutur menyatakan rasa tak percaya
Siswa dapat merespon tindak tutur menyatakan rasa tak percaya
Siswa dapat menggunakan tindak tutur menerima undangan
E. Materi Pokok
It's really great. I'm so happy.

I'm delighted to hear that.
It gives me a great pleasure.
What a nice news. It makes me happy.
I'm really sorry to hear that!
Oh that's awful. What a shame.
Are you fine?
Oh dear. I know how it feels.
Please accept my condolences!
What a terrible situation for you.

menggunakan dan menggunakan dan merespon dan mengerti menggunakan
merespon tindak tutur tindak tutur menyatakan rasa dan merespon tindak tutur
menyatakan rasa terkejut terkejut dan menerima menyatakan rasa terkejut
dan menerima undangan. undangan. dan menerima undangan.
Kegiatan Awal (10)

Kegiatan Inti (70)
Eksplorasi
Memberikan stimulus berupa pemberian materi tindak tutur menyatakan rasa
terkejut dan menerima undangan.
mengenai tindak tutur menyatakan rasa terkejut dan menerima undangan.
atau mempresentasikan berbagai tindak tutur menyatakan rasa terkejut dan
menerima undangan.
mengenai tindak tutur: berkenalan, bertemu dan berpisah.
Elaborasi
Membiasakan siswa berbagai teks lisan fungsional pendek berupa tindak tutur
menyatakan rasa terkejut dan menerima undangan.
Konfirmasi
dalam materi tindak tutur menyatakan rasa terkejut dan menerima undangan.
Kegiatan Akhir (10)

berupa tindak tutur menyatakan rasa terkejut dan menerima undangan.
Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi tindak tutur
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
X : I haven't met John for three days. What happened to him?
Y : He was sent to the hospital because of his sickness.
X : Oh, poor John. I hope he'll be better soon. The italicised sentence is used to
express ..............
a. pleasure
b. agreement
c. sympathy
d. expectation
e. satisfaction

Nama Sekolah :
Pertemuan Ke : 7
Berbicara
sederhana berbentuk narrative, descriptive dan news item dalam konteks
B. Kompetensi Dasar
10.1. Mengungkap-kan makna dalam bentuk teks lisan fungsional pendek (misalnya
pengumuman, iklan, undangan dll.) resmi dan tak resmi dengan menggunakan
ragam bahasa lisan sederhana dalam berbagai konteks kehidupan sehari-hari.
Nilai Budaya Dan

Karakter Bangsa
Memberi pengumuman lisan Religius, jujur, toleransi, disiplin, kerja

Menyampaikan undangan lisan keras, mandiri, demokratis, rasa ingin
Melakukan monolog untuk mengiklankan air, menghargai prestasi, bersahabat,
sesuatu cinta damai, gemar membaca, peduli
Menggunakan bahasa lisan lingkungan, peduli sosial, tanggung
jawab, mandiri

Siswa dapat memberi pengumuman lisan
Siswa dapat menyampaikan undangan lisan
Siswa dapat melakukan monolog untuk mengiklankan sesuatu
Siswa dapat menggunakan bahasa lisan
E. Materi Pokok
Siswa dapat membuat dan Siswa mampu menganalisa Siswa mampu mengerjakan
menggunakan pengumuman lisan, monolog dan mengerti pengumuman
pengumuman lisan, untuk mengiklankan sesuatu lisan, monolog untuk
monolog untuk dengan bahasa lisan dan mengiklankan sesuatu
mengiklankan sesuatu melakukan teks monolog dengan bahasa lisan dan
dengan bahasa lisan dan lisan berbentuk narrative melakukan teks monolog
melakukan teks monolog lisan berbentuk narrative
lisan berbentuk narrative
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Memberikan stimulus berupa pemberian materi pengumuman lisan, monolog
untuk mengiklankan sesuatu dengan bahasa lisan dan melakukan teks monolog
lisan berbentuk narrative.
mengenai pengumuman lisan, monolog untuk mengiklankan sesuatu dengan
bahasa lisan dan melakukan teks monolog lisan berbentuk narrative.
atau mempresentasikan berbagai teks lisan fungsional pendek berupa
pengumuman lisan, monolog untuk mengiklankan sesuatu dengan bahasa lisan
dan melakukan teks monolog lisan berbentuk narrative.
Elaborasi
Membiasakan siswa berbagai teks lisan fungsional pendek berupa pengumuman
lisan, monolog untuk mengiklankan sesuatu dengan bahasa lisan dan
melakukan teks monolog lisan berbentuk narrative.
Konfirmasi
dalam materi pengumuman lisan, monolog untuk mengiklankan sesuatu dengan
Kegiatan Akhir (10)

berupa pengumuman lisan, monolog untuk mengiklankan sesuatu dengan
fungsional pendek berupa Pengumuman Kematian dengan tindak tutur:
mengingat kejadian tertentu.
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
Answer the following questions.
1. What do you know about storytelling?

2. Did you ever tell a story to your friend?
3. If yes, what was the story about?
4. What can you get from a story?

Nama Sekolah :
Pertemuan Ke : 8
Berbicara
B. Kompetensi Dasar
10.2. Mengungkap-kan makna dalam teks monolog sederhana dengan
menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam
konteks kehidupan sehari-hari dalam teks berbentuk: narrative, descriptive,
dan news item.
Nilai Budaya Dan

Karakter Bangsa
Menggunakan kalimat simple present Religius, jujur, toleransi, disiplin, kerja

dalam mendeskripsikan benda atau orang keras, mandiri, demokratis, rasa ingin
Melakukan monolog untuk tahu, semangat kebangsaan, cinta tanah
menyampaikan sebuah berita air, menghargai prestasi, bersahabat,
Melakukan monolog untuk lingkungan, peduli sosial, tanggung
menyampaikan sebuah deskripsi jawab, mandiri
Bercerita secara lisan
Menjadi reporter
Menjadi toryteller

Siswa dapat membuat dan menggunakan pengumuman lisan, monolog untuk
mengiklankan sesuatu atau sebuah berita, menyampaikan sebuah deskripsi , bercerita,
menjadi reporter , toryteller dengan bahasa lisan.
Siswa dapat melakukan teks monolog lisan berbentuk narrative.
E. Materi Pokok
monolog untuk atau sebuah berita, mengiklankan sesuatu atau
mengiklankan sesuatu menyampaikan sebuah sebuah berita,
atau sebuah berita, deskripsi , bercerita, menjadi menyampaikan sebuah
menyampaikan sebuah reporter , toryteller dengan deskripsi , bercerita,
deskripsi , bercerita, bahasa lisan dan melakukan menjadi reporter , toryteller
menjadi reporter , teks monolog lisan berbentuk dengan bahasa lisan dan
toryteller dengan bahasa narrative. melakukan teks monolog
lisan dan melakukan teks lisan berbentuk narrative.
monolog lisan berbentuk
narrative.
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Memberikan stimulus berupa pemberian materi teks lisan fungsional pendek
berupa Pengumuman Kematian dengan tindak tutur: mengingat kejadian
tertentu.
Pengumuman Kematian dengan tindak tutur: mengingat kejadian tertentu.
Elaborasi
Membiasakan siswa berbagai teks lisan fungsional pendek berupa Pengumuman
Kematian dengan tindak tutur: mengingat kejadian tertentu.
Konfirmasi
dalam materi teks lisan fungsional pendek berupa Pengumuman Kematian
dengan tindak tutur: mengingat kejadian tertentu.
Kegiatan Akhir (10)

tertentu.
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
Work in pairs and make a dialogue based on the following situations. Use the
expressions and responses you have learned.
You introduce yourself to a new neighbour and ask him/her to come to your house.
You meet a new classmate at school. Ask his/her name, hometown and address.
You introduce yourself to a new English teacher in the classroom.
Your brother/sister brings his/her friends to the house. Introduce yourself to them.
When you are going shopping with your father, you meet your father's friend.
Introduce yourself to him/ her.

Nama Sekolah :
Pertemuan Ke : 10
Membaca
11. Memahami makna teks fungsional pendek dan esei sederhana berbentuk
narrative, descriptive dan news item dalam konteks kehidupan sehari-hari
dan untuk mengakses ilmu pengetahuan.
B. Kompetensi Dasar
11.1. Merespon makna dalam teks fungsional pendek (misalnya pengumuman,
iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima
yang menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari.
Nilai Budaya Dan

Karakter Bangsa
Membaca nyaring bermakna wacana Religius, jujur, toleransi, disiplin, kerja

ragam tulis yang di bahas dengan keras, mandiri, demokratis, rasa ingin
ucapan dan intonasi yang benar tahu, semangat kebangsaan, cinta tanah
Mengidentifikasi topik dari teks yang air, menghargai prestasi, bersahabat,
dibaca cinta damai, gemar membaca, peduli
lingkungan, peduli sosial, tanggung
Mengidentifikasi informasi tertentu jawab, mandiri

6 Siswa dapat membaca nyaring bermacam wacana ragam tulis yang di bahas
dengan ucapan dan intonasi yang benar, mengidentifikasi topik dari teks yang
dibaca dan informasi tertentu.
E. Materi Pokok
Identify factual meaning in the texts;
Identify the structure of narrative texts;
Reading and understanding narrative texts.
The Legend of Beowulf
Once upon a time, there was a horrible monster called Grendel. He was half-man and
half-monster. He lived in Denmark. One day, he went to the King's castle. The king and his
men tried to kill the monster but their swords were useless. A knight called Beowulf heard
about the problem and went to Denmark to help the king.
That night, Beowulf and his men took off their armour and put away their swords and
went to sleep. The monster came into the castle and killed a knight. Beowulf woke up and
fought the monster-he pulled off an arm! Grendel went back to his home in a lake and died.
Grendel's mother was very angry and the next night she went to the castle and killed a
knight.
In the morning, Beowulf went to the lake. He killed Grendel's mother with a special
sword. When he came back, the king was very happy and he gave Beowulf presents and
money.
Beowulf went back to his country and became a king. He was king for fifty years. But
one day, a dragon came to his country, and it attacked people. It lived in a cave with
treasure. The dragon was very big and breathed fire. The knights were afraid and they did
not want to fight the dragon. King Beowulf was an old man but he put on his armour again
and went to the dragon's cave with his men.
Taken from Opportunities Elementary, 2003
Announcement
The Niagara Branch of the Canadian Authors Association is pleased to announce the
finalists of our Ten Stories High Eighth Annual Short Story Competition. We would like to
thank each and every one of our entrants for making our contest such an ongoing success!
We will be officially launching our latest edition of Ten Stories High in the Mills Room at
the Public Library on Saturday, September 29 from 2 to 5 p.m. This gala event will feature
readings by this year's winning contestants as well as refreshments. We will also be offering
copies of our anthology for sale at that time.
The Niagara Branch of the Canadian Authors Association wishes to congratulate the
winners of our Ten Stories High Eighth Annual Short Story Competition. Our top ten winners
are:
First Prize
Colette Maitland
"Until Death Do We Part"
Second Prize
Ruth Taylor
"At the Corner of Petapa and Thirty-first"
Third Prize
Alison McCabe
"Until Recently"
Once again, we wish to thank all the entrants who participated in our contest this
year and congratulations to our winners!
Taken from www.canauthorsniagara.org
Siswa dapat membaca Siswa mampu menganalisa Siswa mampu mengerjakan

nyaring bermacam bermacam wacana ragam dan mengerti bermacam
wacana ragam tulis yang tulis yang di bahas dengan wacana ragam tulis yang di
di bahas dengan ucapan ucapan dan intonasi yang bahas dengan ucapan dan
dan intonasi yang benar, benar, mengidentifikasi topik intonasi yang benar,
mengidentifikasi topik dari dari teks yang dibaca dan mengidentifikasi topik dari
teks yang dibaca dan informasi tertentu. teks yang dibaca dan
informasi tertentu. informasi tertentu
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Memberikan stimulus berupa pemberian materi mengenai cara membaca
nyaring bermacam wacana ragam tulis yang di bahas dengan ucapan dan
intonasi yang benar, mengidentifikasi topik dari teks yang dibaca dan informasi
tertentu.
mengenai cara membaca nyaring bermacam wacana ragam tulis yang di bahas
atau mempresentasikan mengenai cara membaca nyaring bermacam wacana
ragam tulis yang di bahas dengan ucapan dan intonasi yang benar,
mengidentifikasi topik dari teks yang dibaca dan informasi tertentu.
berhubungan dengan penyelesaian suatu soal.
Elaborasi
Membiasakan siswa membaca nyaring bermacam wacana ragam tulis yang di
bahas dengan ucapan dan intonasi yang benar, mengidentifikasi topik dari teks
yang dibaca dan informasi tertentu.
Konfirmasi
dalam materi mengenai cara membaca nyaring bermacam wacana ragam tulis
yang di bahas dengan ucapan dan intonasi yang benar, mengidentifikasi topik
dari teks yang dibaca dan informasi tertentu.
Kegiatan Akhir (10)

Siswa diminta membuat rangkuman dari materi mengenai cara membaca
tertentu.
Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi mengenai cara
membaca nyaring bermacam wacana ragam tulis yang di bahas dengan ucapan
dan intonasi yang benar, mengidentifikasi topik dari teks yang dibaca dan
informasi tertentu dari soal-soal latihan yang belum terselesaikan di kelas .
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
Answer these questions.
1. What is the picture about?

2. Can you predict what the story is about?
3. Do you have a favourite folklore?
4. What is the title of the folklore?
5. Tell the class about it.

Nama Sekolah :
Pertemuan Ke : 12
Membaca
B. Kompetensi Dasar
11.2 Merespon makna dan langkah-langkah retorika dalam esei sederhana secara
akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk
mengakses ilmu pengetahuan dalam teks berbentuk narrative, descriptive,
dan news item.
Nilai Budaya Dan

Karakter Bangsa
Mengidentifikasi makna kata dalam teks Religius, jujur, toleransi, disiplin, kerja
yang dibaca keras, mandiri, demokratis, rasa ingin
Mengidentifikasi makna kalimat dalam tahu, semangat kebangsaan, cinta tanah
teks yang dibaca air, menghargai prestasi, bersahabat,
Mengidentifikasi komplikasi dalam sebuah lingkungan, peduli sosial, tanggung
cerita narasi jawab, mandiri
Mengidentifikasi kejadian dalam teks
yang dibaca
Mengidentifikasi ciri-ciri dari benda/orang
yang dideskripsikan
Mengidentifikasi sumber berita yang
didengar
Mengidentifikasi langkah-langkah retorika
dari teks
Mengidentifikasi tujuan komunikasi teks
dibaca

Siswa dapat mengidentifikasi makna kata dalam teks yang dibaca
Siswa dapat mengidentifikasi makna kalimat dalam teks yang dibaca
Siswa dapat mengidentifikasi komplikasi dalam sebuah cerita narasi
Siswa dapat mengidentifikasi kejadian dalam teks yang dibaca
Siswa dapat mengidentifikasi langkah-langkah retorika dari teks
Siswa dapat mengidentifikasi tujuan komunikasi teks dibaca
E. Materi Pokok
The Fox and the Crow
A crow, perched in a tree with a piece of cheese in his beak, attracted the eye and
nose of a fox. "If you can sing as prettily as you sit," said the fox, "then you are the prettiest
singer within my scent and sight." The fox hadread somewhere, and somewhere, and
somewhere else, that praising the voice of a crow with a cheese in his beak would make him
drop the cheese and sing. But this is not what happened to this particular crow in this
particular case.
"They say you are sly and they say you are crazy," said the crow, having carefully
removed the cheese from his beak with the claws of one foot, "but you must be nearsighted
as well. Warblers wear gay hats and colored jackets and bright vest, and they are a dollar a
hundred. I wear black and I am unique.
"I am sure you are," said the fox, who was neither crazy nor nearsighted, but sly. "I
recognize you, now that I look more closely, as the most famed and talented of all birds, and
I fain would hear you tell about yourself, but I am hungry and must go."
"Tarry awhile," said the crow quickly, "and share my lunch with me." Whereupon he
tossed the cunning fox the lion's share of the cheese, andbegan to tell about himself. "A ship
that sails without a crow's nest sails to doom," he said. "Bars may come and bars may go,
but crow bars last forever. I am the pioneer of flight, I am the map maker. Last, but never
least, my flight is known to scientists and engineers, geometricians, and scholar, as the
shortest distance between two points. Any two points," he concluded arrogantly.
"Oh, every two points, I am sure," said the fox. "And thank you for the lion's share of
what I know you could not spare." And with this he trotted away into the woods, his appetite
appeased, leaving the hungry crow perched forlornly in the tree.
Taken from www.aesopfables.com

Siswa dapat Siswa mampu menganalisa Siswa mampu mengerjakan

mengindentifikasi makna makna kata dan kalimat dan mengerti makna kata
kata dan kalimat dalam dalam teks komplikasi dalam dan kalimat dalam teks
teks komplikasi dalam sebuah cerita narasi, kejadian komplikasi dalam sebuah
sebuah cerita narasi, dalam teks, ciri-ciri dari cerita narasi, kejadian
kejadian dalam teks, ciri- benda/orang yang dalam teks, ciri-ciri dari
ciri dari benda/orang yang dideskripsikan, langkah- benda/orang yang
dideskripsikan, langkah- langkah retorika, tujuan dideskripsikan, langkah-
langkah retorika, tujuan komunikasi dari teks yang langkah retorika, tujuan
komunikasi dari teks yang dibaca, inti berita yang komunikasi dari teks yang
dibaca, inti berita yang didengar. dibaca, inti berita yang
didengar didengar.
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Memberikan stimulus berupa pemberian materi mengenai makna kata dan
kalimat dalam teks komplikasi dalam sebuah cerita narasi, kejadian dalam teks,
ciri-ciri dari benda/orang yang dideskripsikan, langkah-langkah retorika, tujuan
komunikasi dari teks yang dibaca, inti berita yang didengar.
mengenai makna kata dan kalimat dalam teks komplikasi dalam sebuah cerita
narasi, kejadian dalam teks, ciri-ciri dari benda/orang yang dideskripsikan,
langkah-langkah retorika, tujuan komunikasi dari teks yang dibaca, inti berita
yang didengar.
atau mempresentasikan mengenai makna kata dan kalimat dalam teks
komplikasi dalam sebuah cerita narasi, kejadian dalam teks, ciri-ciri dari
benda/orang yang dideskripsikan, langkah-langkah retorika, tujuan komunikasi
dari teks yang dibaca, inti berita yang didengar. informasi tertentu.
yang didengar.
Elaborasi
Membiasakan siswa makna kata dan kalimat dalam teks komplikasi dalam
sebuah cerita narasi, kejadian dalam teks, ciri-ciri dari benda/orang yang
dideskripsikan, langkah-langkah retorika, tujuan komunikasi dari teks yang
dibaca, inti berita yang didengar.
Konfirmasi
dalam materi mengenai makna kata dan kalimat dalam teks komplikasi dalam
Kegiatan Akhir (10)

tertentu.
makna kata dan kalimat dalam teks komplikasi dalam sebuah cerita narasi,
kejadian dalam teks, ciri-ciri dari benda/orang yang dideskripsikan, langkah-
langkah retorika, tujuan komunikasi dari teks yang dibaca, inti berita yang
didengar. dari soal-soal latihan yang belum terselesaikan di kelas .
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
Read and study the story in Activity 5 once again. Then decide whether these
statements are true or false.
1. There are two main characters in the story.

2. The story probably took place in the jungle.
3. The fox had read somewhere that praising the voice of a crow with a cheese in
his beak would make him drop the cheese and sing.
4. The fox said that the crows are sly and crazy.
5. The fox recognise that the crow look more closely, as the most famed and
talented of all birds
6. Whereupon the crow tossed the cunning fox the crow's share of the cheese.
7. The fox is really arrogant. He is the map maker.
8. The crow's appetite appeased, leaving the hungry crow perched forlornly in the
tree.

Nama Sekolah :
Pertemuan Ke : 13
Menulis
B. Kompetensi Dasar
12.1 Mengungkap-kan makna dalam bentuk teks tulis fungsional pendek (misalnya
pengumuman, iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar
dan berterima yang menggunakan ragam bahasa tulis dalam konteks
Nilai Budaya Dan

Karakter Bangsa
Menggunakan tata bahasa, kosa kata, Religius, jujur, toleransi, disiplin, kerja
tanda baca, ejaan, dan tata tulis dengan keras, mandiri, demokratis, rasa ingin
akurat tahu, semangat kebangsaan, cinta tanah
Menulis gagasan utama air, menghargai prestasi, bersahabat,
Mengelaborasi gagasan utama lingkungan, peduli sosial, tanggung
Membuat draft, merevisi, menyunting jawab, mandiri
Menghasilkan teks fungsional pendek

Siswa dapat menggunakan tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis
dengan akurat
Siswa dapat menulis gagasan utama
Siswa dapat mengelaborasi gagasan utama
Siswa dapat membuat draft, merevisi, menyunting
Siswa dapat menghasilkan teks fungsional pendek
E. Materi Pokok
Develop paragraph of narrative texts;
Writing narrative texts.
The first important thing to remember about a narrative essay is that it tells
a story. The second important thing about a narrative essay is that the story
should have a point. In the final paragraph, the author should come to an
important conclusion about the experience that has just been described. For
further steps in writing narrative,
visit www.infoplease.com

menggunakan tata tata bahasa, kosa kata, tanda dan mengerti tata bahasa,
bahasa, kosa kata, tanda baca, ejaan, dan tata tulis kosa kata, tanda baca,
baca, ejaan, dan tata tulis dengan akurat, menulis ejaan, dan tata tulis dengan
dengan akurat, menulis gagasan utama, akurat, menulis gagasan
gagasan utama, mengelaborasi gagasan utama, mengelaborasi
mengelaborasi gagasan utama, membuat draft, gagasan utama, membuat
utama, membuat draft, merevisi, menyunting, draft, merevisi, menyunting,
merevisi, menyunting, menghasilkan teks fungsional menghasilkan teks
menghasilkan teks pendek. fungsional pendek.
fungsional pendek.
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Memberikan stimulus berupa pemberian materi mengenai tata bahasa, kosa
kata, tanda baca, ejaan, dan tata tulis dengan akurat, menulis gagasan utama,
mengelaborasi gagasan utama, membuat draft, merevisi, menyunting,
menghasilkan teks fungsional pendek.
mengenai tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan
akurat, menulis gagasan utama, mengelaborasi gagasan utama, membuat draft,
merevisi, menyunting, menghasilkan teks fungsional pendek.
atau mempresentasikan mengenai tata bahasa, kosa kata, tanda baca, ejaan,
dan tata tulis dengan akurat, menulis gagasan utama, mengelaborasi gagasan
utama, membuat draft, merevisi, menyunting, menghasilkan teks fungsional
pendek.. informasi tertentu. berhubungan dengan penyelesaian suatu soal.
Elaborasi
Membiasakan siswa membuat tata bahasa, kosa kata, tanda baca, ejaan, dan
tata tulis dengan akurat, menulis gagasan utama, mengelaborasi gagasan
pendek..
Konfirmasi
dalam materi mengenai tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis
dengan akurat, menulis gagasan utama, mengelaborasi gagasan utama,
membuat draft, merevisi, menyunting, menghasilkan teks fungsional pendek.
Kegiatan Akhir (10)

Siswa diminta membuat rangkuman dari materi mengenai tata bahasa, kosa
Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi mengenai tata
bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat, menulis
gagasan utama, mengelaborasi gagasan utama, membuat draft, merevisi,
menyunting, menghasilkan teks fungsional pendek.
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
1. Have you ever written a story?
2. What do you do first when you write a story?
3. Have you ever written a fairy tale?
4. Are there any differences between writing fairy tales and ordinary short stories?

Nama Sekolah :
Pertemuan Ke : 14
Menulis
B. Kompetensi Dasar
12.2 Mengungkap-kan makna dan langkah retorika dalam esei sederhana secara
akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks
berbentuk narrative, descriptive, dan news item.
Nilai Budaya Dan

Karakter Bangsa
Menggunakan kalimat reported speech Religius, jujur, toleransi, disiplin, kerja

dalam menyampaikan sebuah berita keras, mandiri, demokratis, rasa ingin
Menggunakan kalimat simple present tahu, semangat kebangsaan, cinta tanah
dalam membuat sebuah deskripsi air, menghargai prestasi, bersahabat,
Menggunakan adverbial clause dalam lingkungan, peduli sosial, tanggung
menulis sebuah narasi jawab, mandiri
Menghasilkan teks berbentuk news item
Menghasilkan teks berbentuk narrative

Siswa dapat menggunakan kalimat reported speech dalam menyampaikan sebuah
berita
Siswa dapat menggunakan kalimat simple present dalam membuat sebuah deskripsi
Siswa dapat menggunakan adverbial clause dalam menulis sebuah narasi
Siswa dapat menghasilkan teks berbentuk news item
Siswa dapat menghasilkan teks berbentuk narrative
E. Materi Pokok

menggunakan kalimat kalimat reported speech dan mengerti kalimat
reported speech dalam dalam menyampaikan sebuah reported speech dalam
menyampaikan sebuah berita, kalimat simple present menyampaikan sebuah
berita, kalimat simple dalam membuat sebuah berita, kalimat simple
present dalam membuat deskripsi, adverbial clause present dalam membuat
sebuah deskripsi, dalam menulis sebuah narasi, sebuah deskripsi, adverbial
adverbial clause dalam teks berbentuk news clause dalam menulis
menulis sebuah narasi, item,dan narrative. sebuah narasi, teks
teks berbentuk news berbentuk news item,dan
item,dan narrative. narrative.
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Memberikan stimulus berupa pemberian materi mengenai kalimat reported
speech dalam menyampaikan sebuah berita, kalimat simple present dalam
membuat sebuah deskripsi, adverbial clause dalam menulis sebuah narasi, teks
berbentuk news item,dan narrative..
mengenai kalimat reported speech dalam menyampaikan sebuah berita, kalimat
simple present dalam membuat sebuah deskripsi, adverbial clause dalam
menulis sebuah narasi, teks berbentuk news item,dan narrative.
atau mempresentasikan mengenai kalimat reported speech dalam
menyampaikan sebuah berita, kalimat simple present dalam membuat sebuah
deskripsi, adverbial clause dalam menulis sebuah narasi, teks berbentuk news
item,dan narrative.
Elaborasi
Membiasakan siswa membuat kalimat reported speech dalam menyampaikan
sebuah berita, kalimat simple present dalam membuat sebuah deskripsi,
adverbial clause dalam menulis sebuah narasi, teks berbentuk news item,dan
narrative.
Konfirmasi
dalam materi mengenai kalimat reported speech dalam menyampaikan sebuah
berita, kalimat simple present dalam membuat sebuah deskripsi, adverbial
clause dalam menulis sebuah narasi, teks berbentuk news item,dan narrative.
Kegiatan Akhir (10)

Siswa diminta membuat rangkuman dari materi mengenai kalimat reported
kalimat reported speech dalam menyampaikan sebuah berita, kalimat simple
present dalam membuat sebuah deskripsi, adverbial clause dalam menulis
sebuah narasi, teks berbentuk news item,dan narrative.
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
Change the following sentences into passive voice.
1. The cameraman takes the President's several times.

2. A fire melts the wax statue at the House of Wax.
3. My brother buys me this new computer game.
4. She writes the beautiful story of prince and princesses.
5. The firefighters helps a family from being trapped in a ruin.

Nama Sekolah :
Pertemuan Ke : 1
Mendengarkan
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa

mengucapkan selamat
selamat

E. Materi Pokok
Responding to expressions of gratitude
Responding to invitation
Responding to a monologue of a descriptive text
1. Language Functions
Expressing gratitude
a. Thank you very much.
b. Thanks a lot.
c. I really appreciate your ...
d. I'm very grateful to you for....
Accepting an invitation
a. I'd love to
b. I'd be delighted to.
c. That sounds a nice idea.
d. I'd be happy to accept
2. Genre
Descriptive
Function : to describe a particular person, place or thing.
Generic Structure
a. Identification : identifies phenomenon to be described.
b. Description : describes parts, qualities, characters.
Siswa mampu 7 Siswa menganalisa 8 Siswa mengetahui

mengidentifikasi kata kata yang didengar, makna dan menghafal kata yang
yang didengar, makna kata, hubungan antar didengar, makna kata,
kata, hubungan antar pembicara, makna tindak hubungan antar pembicara,
pembicara, makna tutur berterima kasih, makna makna tindak tutur
tindak tutur berterima tindak tutur memuji, makna berterima kasih, makna
kasih, makna tindak tindak tutur mengucapkan tindak tutur memuji, makna
tutur memuji, makna selamat, dan konteks situasi tindak tutur mengucapkan
tindak tutur selamat, dan konteks
mengucapkan selamat, situasi
dan konteks situasi
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Elaborasi
konteks situasi.
Konfirmasi
Kegiatan Akhir (10)

konteks situasi.
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
1. How do you respond to someone expressing gratitude?

2. Is it alright if you just say nothing?
Nama Sekolah :
Pertemuan Ke : 2
Mendengarkan
B. Kompetensi Dasar
dan ajakan.
Nilai Budaya Dan

Karakter Bangsa

percaya.
tawaran, ajakan.

ajakan.
E. Materi Pokok
b. Thanks a lot.
a. I'd love to
2. Genre
Descriptive
Generic Structure

tawaran, ajakan.

Kegiatan Awal (10)
Kegiatan Inti (70)

Eksplorasi
ajakan.
Elaborasi
tawaran, ajakan.
Konfirmasi
Kegiatan Akhir (10)

ajakan.
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
Listen to the tape. You will hear some expressions.

Choose the best response for the expressions.
1. a. No, I won't.
b. Yes, I'd love to.
2. a. I'm sorry, I can't.
b. Thank you so much.
3. a. I'm very grateful to you.
b. How can I refuse?
4. a. I'd love to come.
b. You're great.
5. a. How can I thank you?
b. It doesn't matter.

Nama Sekolah :
Pertemuan Ke : 3
Mendengarkan
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa


E. Materi Pokok
b. Thanks a lot.
a. I'd love to
2. Genre
Descriptive
Generic Structure

mengidentifikasi topik topik sebuah pengumuman dan mengerti topik sebuah
sebuah pengumuman lisan, undangan lisan dan pengumuman lisan,
lisan, undangan lisan pengumuman yang didengar. undangan lisan dan
dan pengumuman yang pengumuman yang
didengar. didengar.
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
yang didengar.
yang didengar.
Elaborasi
Konfirmasi
Kegiatan Akhir (10)

Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
Study the picture and then answer these questions orally.
1. What picture is it?
2. Where do you usually find that place?
3. What can you do if you go to that place?
4. Can you describe the situation on the picture?
5. How do we prevent the beauty of the place?

Nama Sekolah :
Pertemuan Ke : 4
Mendengarkan
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa
dideskripsikan

E. Materi Pokok
b. Thanks a lot.
a. I'd love to
2. Genre
Descriptive
Generic Structure

didengar. didengar.

Kegiatan Awal (10)
Kegiatan Inti (70)

Eksplorasi
didengar.
Elaborasi
Konfirmasi
Kegiatan Akhir (10)

didengar.
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
Listen to the tape then complete the following description of Lawang Sewu.
Lawang Sewu
Lawang Sewu is one of the famous in Indonesia. It is named . which

means .. Besides its thousand doors, it is also well known for the fascinating
.. representing the Dutch Symbolism. The stained glass windows are similar with
those of the places like The Hague and Rotterdam and also the Royal family. The building has
numerous . which open out to the offices on one side of the office and the other
end of the building on the other hand. It is a famous . in the region of Semarang and
a pride for Java.
Adapted from www.central-java-tourism.com

Nama Sekolah :
Pertemuan Ke : 5
Berbicara
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa

E. Materi Pokok
Express gratitude;
Perform a monologue of descriptive text.
Preposition
Study the following explanation of prepositions.

1. At is used with times and also with places: at Niagara Falls, at midnight, at lunch,
at Jln. Sokano.11.
2. In is used with periods of time and also with places: in October, in 2005, in the
Middle Ages, in the United States, in Canada, in the park.
3. On is used with dates and days and also with places: on Niagara River, on June 18,
on Monday, on the wall.
4. Of is used with nouns and also with -ing forms: legs of the table, glance of eye, of
making.
5. Off is used with verbs: get off, take off, put off.
6. After/before is used with period of times, with pronouns and also with -ing forms:
before winter, before June, after summer, after lunch time, after me, before him,
after reading, before asking.
7. For is used with a period of time: for one hour, for a week, for ages. For is also
intended to be given to or belong to a particular person: The Great Sphinx was
probably built for Khafre.
8. During is used with a period of time: during our holiday, during the night.
9. While is used with subject + verb: while you went out, while she was at the bank.
Some prepositions with more than one word are

in front of, for the sake of, at the corner of.
Example:
I stand in front of the class.
For the sake of God.
He has to stand at the corner of the classroom.

didengar. didengar.
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
didengar.
Elaborasi
Konfirmasi
Kegiatan Akhir (10)

Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
1. When is the time to express gratitude to someone?

2. What do you say when you want to thank someone who helps you?

Nama Sekolah :
Pertemuan Ke : 6
Berbicara
B. Kompetensi Dasar
dan ajakan.
Nilai Budaya Dan

Karakter Bangsa
percaya
undangan

E. Materi Pokok
Express gratitude;
Preposition

at Jln. Sokano.11.
making.

Example:

Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
menerima undangan.
Elaborasi
Konfirmasi
Kegiatan Akhir (10)

Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
Answer the following questions based on the information given in the dialogue
above.
1. When will they go to the museum?

2. Who invites Ratna to go to the museum?
3. Does Ratna like to go the museum? What does she say?
4. Is Ardi free tonight?
5. Can Ardi go to Ratna's house to have dinner together? Why?
6. What does Ardi say to decline Ratna's invitation?

Nama Sekolah :
Pertemuan Ke : 7
Berbicara
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa

jawab, mandiri

E. Materi Pokok
Express gratitude;
Preposition

at Jln. Sokano.11.
making.

Example:
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Elaborasi
Konfirmasi
Kegiatan Akhir (10)
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
Work in pairs. Give suitable responses.
There are many kinds of expressions for thanks. Use them

to express your gratitude for the following.
1. Your friend has just given you a bar of chocolate.
2. Tini has lent you a magazine.
3. Sandi has just given you a ticket for a music show.
4. A policeman has just shown you the way to the railway station.

Nama Sekolah :
Pertemuan Ke : 8
Berbicara
B. Kompetensi Dasar
dan news item.
Nilai Budaya Dan

Karakter Bangsa

Menjadi reporter
Menjadi toryteller

E. Materi Pokok
Express gratitude;
Inviting someone Accepting invitations
Id like to invite you Id be delighted I would like to thank

to ... to .... you for ....
Would you like to ...? Yes, Id like to very Let me express my
Will you join ...? much. gratitude ....
Do you want to come I wont say no .... Thank you.
with ...? Id love to. Thanks.
narrative.
Kegiatan Awal (10)

Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai
yang ditanamkan: santun, peduli)
Kegiatan Inti (70)

Eksplorasi
tertentu.
Elaborasi
Konfirmasi
Kegiatan Akhir (10)

tertentu.
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
Create dialogues based on the following situations.
There are many kinds of expressions for thanking. Use them to

express your gratitude for the following.


Nama Sekolah :
Pertemuan Ke : 10
Membaca
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa


Siswa dapat membaca nyaring bermacam wacana ragam tulis yang di bahas dengan
ucapan dan intonasi yang benar, mengidentifikasi topik dari teks yang dibaca dan
informasi tertentu.
E. Materi Pokok
Find specific information from descriptive texts;
Identify the structure of descriptive texts;
Read and understand descriptive texts.
Words Meanings or Synonyms
located view
lime considered
scenery to be brave
peddlers strike something with a hard blow
agates situated
sacred a hollow place in the side of hill
dared very hard stones
chased place on which Muslims kneel
bump when praying
prayer mat goods sellers moving from place to
seclude place
cave keep apart from others
stream a small narrow river
run after something
holy

Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
tertentu.
Elaborasi
Konfirmasi
Kegiatan Akhir (10)

tertentu.
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
Answer the questions based on the picture.
Can you find a place like this in your village?

What do people call this place?
Is it a kind of tourist resort?
What do you think of this place?
Where can you find this place?
Have you ever visited some tourist resorts in East
Java? Mention them.

Nama Sekolah :
Pertemuan Ke : 12
Membaca
B. Kompetensi Dasar
dan news item.
Nilai Budaya Dan

Karakter Bangsa
yang dibaca
yang dideskripsikan
didengar
dari teks
dibaca

E. Materi Pokok
Find specific information from descriptive texts;
Identify the structure of descriptive texts;
Read and understand descriptive texts.
Gua Tabuhan Is a Lively Unique Cave
In the cave, Nyi (Mrs) Kamiyem and Ki (Mr) Padmo sit on a big stone.
Nyi Kamiyem will sing a song and Ki Padmo will beat the drum. Joining them
are people called wiyogo which are drummers and other gamelan musicians.
IDEN-
TIFICA What makes this unique is that they mix gamelan with the sounds of
nature. The visitors dance, forgetting all problems.
-TION
Many tourists go to this cave. Maybe you are interested in going there
too but you don't know where it is. Gua Tabuhan is located near Pacitan in East
Java. It is situated in a lime hill called Tapan, in Tabuhan, Wareng village. The
route is easy. Along the road there is beautiful tropical scenery to enjoy rice
fields, coconutpalms and birds.
East of the cave peddlers sell souvenirs. The drink and food peddlers
are on the north side. People sell agates on the cave terraces. Somehow, it is
like a fair.
It is said that the cave is the only place where nature produces sounds
like the music of gamelan. Nyi Kamiyem, a well-known pesinden (traditional
Javanese singer) from the village of Gabuhan, who often sings in the cave,
does not doubt anything.
D
E Gua Tabuhan did not use to welcome visitors. According to Kartowiryo
(90), village elder, Gua Tabuhan used to be a hiding place for robbers. It was
S
believed to be a sacred place. No one dared go inside. However, Wedana
C (chief of a district) Kertodiprojo, went to the cave to find out what was wrong.
RI He found out that the cave was inhabited by the annoying evil spirits. The
P people chased the spirits away.
T
I The cave is dark, so people need lights, and a local guide will lead the
way. Sometimes visitors bump their heads against the sharp rocks on the
O ceiling.
N
Inside the cave there is a plain big stone which is believed to be the
prayer mat of Pangeran Diponegoro, one of the Indonesian heroes who fought
against the Dutch. It is said that Pangeran Diponegoro used to seclude himself
in the cave. Some people now use the place for meditation.
There is a stream in the cave, in the east corner, which can only be
seen outside. However, it can be heard from inside. Besides the cave,
Watukarang, a beach nearby, is good to visit. By the way, do you want
different souvenirs? You can find them in Donorodjo village where agate
craftsman work. So, have a nice journey.
Taken from Hello English Magazine, January, 1996


didengar didengar.
Kegiatan Awal (10)

Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir
Kegiatan Inti (70)

Eksplorasi
yang didengar.
yang didengar.
Elaborasi
Konfirmasi
Kegiatan Akhir (10)

tertentu.
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
Answer the following questions.

1. What do you call people who join Nyi Kamiyem and Ki Padmo in the cave?
2. Where is Gua Tabuhan located?
3. What can you see along the road to Gua Tabuhan?
4. Where can you find peddlers selling souvenirs?
5. What is Nyi Kamiyem?
6. How old is Ki Kartowiryo?
7. What did Kertodiprojo find out inside the cave?
8. What do people need when they enter the cave?
9. What did Pangeran Diponegoro use as a prayer mat to perform prayer in the cave?
10. Can you see the stream inside the cave?

Nama Sekolah :
Pertemuan Ke : 13
Menulis
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa

dengan akurat
E. Materi Pokok
Write a short description;
Write descriptive texts.
Bali Action
The amazing choice of different activities available in Bali means that there is indeed
something for everyone. Whether you want to throw yourself from high attitudes, hurtle
down frothing rapids, explore the wonders of the deep or just lie back and take it easy. Bali
has perfected the art of keeping its guests happy.
The beach is a major factor in any island holiday and Bali has a coastline which offers
every possible water activity including surfing some of the best waves in the world,
swimming with dolphins, cruises, snorkelling, diving, sailing and parasailing. For snorkelling
and diving, the closest spots to Kuta are Benoa and Sanur beaches where all the relevant
equipment can be hired. Further afield, good destinations include Pulau Serangan, Nusa
Penida and Nusa Lembongan in the south, Padang Bai, Candidasa, Tulamben and Amed in
the east, Lovina, in the north and the amazing Pulau Menjangan in the northwest.
Bali's waves are world famous and range from safe beach breaks for beginners like
Kuta to the awesome swells at Padang Padang, Uluwatu and Nusa Lembongan, which
regularly attract the pros. Beginners should respect the sea and stay within depth to start
with as the current can be very strong. Apart from Kuta and Legian beaches, Medewi is also
good for beginners. For the more experienced, Nusa Dua has a number of breaks as does
Sanur; Canggu, Ketewel and the area around the airport are also popular with experienced
surfers.
Taken from Hello Bali, September 2000
Mount Kosciusko
Mount Kosciusko is actually the highest mountain (2,228 metres) on the world's
flattest and smallest continent, Australia. It does not rise up out of the surrounding
countryside as do many of Indonesia's spectacular mountains. Elevation gain is minimal and
the wide open terrain is scenic. In the winter there is deep snow on the upper parts of the
mountain. The mountain is within a national park so no cars are allowed and the vegetation
and wildlife is protected. Mt. Kosciusko was named by Polish explorer Paul Strzelecki in 1840.
Actually, Australia does have some interesting moun tainous terrain, including areas of the
Blue Mountains, the crags of Tasmania, and even Mt. Townshend, a craggier peak about one
kilometre north of Kosciusko.
Taken from Kang Guru, 2004

fungsional pendek.
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Elaborasi
pendek..
Konfirmasi
Kegiatan Akhir (10)

Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :

1. Do the texts have a similarity in their structure? Explain your answer.
2. What are the topics of the texts?

Nama Sekolah :
Pertemuan Ke : 14
Menulis
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa


berita
E. Materi Pokok
the tower of london
the tower of london was first built in the 11th century within the roman city walls its
purpose was to protect and control the city.
since then it has been a fortress a palace and a prison the scene of murder execution
ceremonies and years of imprisonments.
the tower is one of the UK's finest castles and as one of the strongest fortresses in the
land is the home of the crown jewels it also houses a fine collection of armour and many
other displays showing nine centuries of british history
Taken from Take Off, 2006

Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
item,dan narrative.
Elaborasi
narrative.
Konfirmasi
Kegiatan Akhir (10)

Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
Have you ever visited Bali or another famous tourist resorts in Indonesia?
Write the description about it on a paper. Compare it to your friend's.
Nama Sekolah :
Pertemuan Ke : 1
Mendengarkan
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa

mengucapkan selamat
selamat

E. Materi Pokok
Responding to expressions of surprise and amazement
Responding to news item texts
Siswa mampu Siswa menganalisa kata yang Siswa mengetahui dan

mengidentifikasi kata didengar, makna kata, menghafal kata yang
yang didengar, makna hubungan antar pembicara, didengar, makna kata,
kata, hubungan antar makna tindak tutur berterima hubungan antar pembicara,
pembicara, makna kasih, makna tindak tutur makna tindak tutur berterima
tindak tutur berterima memuji, makna tindak tutur kasih, makna tindak tutur
kasih, makna tindak mengucapkan selamat, dan memuji, makna tindak tutur
tutur memuji, makna konteks situasi mengucapkan selamat, dan
tindak tutur konteks situasi
mengucapkan selamat,
dan konteks situasi
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Elaborasi
konteks situasi.
Konfirmasi
Kegiatan Akhir (10)

konteks situasi.
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
1. What is your reaction when you hear bad news?
2. What is your reaction when you hear good news?
3. What will you say if you hear a news that surprise you?
4. What news that make you surprise lately?
Nama Sekolah :
Pertemuan Ke : 2
Mendengarkan
B. Kompetensi Dasar
dan ajakan.
Nilai Budaya Dan

Karakter Bangsa

percaya.
tawaran, ajakan.

ajakan.
E. Materi Pokok

tawaran, ajakan.
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
ajakan.
Elaborasi
tawaran, ajakan.
Konfirmasi
Kegiatan Akhir (10)

ajakan.
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
Listen to the tape. You will hear some expressions.
1. What a surprise!
2. Oh really? Is it true?
3. Are you serious?
4. You must be kidding.
5. Good heavens!
6. No, I don't believe it.
7. I find that very surprising.

Nama Sekolah :
Pertemuan Ke : 3
Mendengarkan
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa


9 Percaya diri (keteguhan hati, optimis).
10 Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
11 Pengambil resiko (suka tantangan, mampu memimpin)
12 Orientasi ke masa depan (punya perspektif untuk masa depan)
E. Materi Pokok

mengidentifikasi topik topik sebuah pengumuman dan mengerti topik sebuah
sebuah pengumuman lisan, undangan lisan dan pengumuman lisan,
lisan, undangan lisan pengumuman yang didengar. undangan lisan dan
dan pengumuman yang pengumuman yang
didengar. didengar.
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
yang didengar.
yang didengar.
Elaborasi
Konfirmasi
Kegiatan Akhir (10)

Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
In groups of four, answer these questions. Report your answers in front of the
class. The other groups respond to each news that the group told.
1. Who has had the best week? What is it about?

2. Who has had the worst week? What is it about?
3. Who has had the best news this year?
4. Who has the most shocking news?
5. Who has had the most unusual news story to tell? Tell it to the class.

Nama Sekolah :
Pertemuan Ke : 4
Mendengarkan
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa
dideskripsikan

E. Materi Pokok

didengar. didengar.
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
didengar.
Elaborasi
Konfirmasi
Kegiatan Akhir (10)

didengar.
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
Listen to the news once again and make any responses based on each news you
hear.
For example:
You hear news about the plan of Jakarta administration to build a public park.
Your response: I think it's good news. I think it will be great if we have many city parks in
Jakarta.

Nama Sekolah :
Pertemuan Ke : 5
Berbicara
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa

E. Materi Pokok
Express surprise and amazement;
Perform a dialogue of news item texts.
Expressions of Surprise and Amazement
I must say that ... surprises me.

I find it astonishing/extraordinary. More Formal
I find that very surprising.
How very surprising/amazing.
Well, that's very surprising.
Really?
My goodness!
Are you serious?
You're kidding!
That's amazing/extraordinary. Less Formal

didengar. didengar.
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
didengar.
Elaborasi
Konfirmasi
Kegiatan Akhir (10)

Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
Make dialogues based on the following situations. Act them out with your friends.
1. You read the news about tsunami in Aceh and North Sumatra. Tell your classmates
about it.
2. Your friend's father has passed away. Express your sympathy.
3. You heard that one of your friends is invited to Istana Merdeka to meet with the
President. Give respond to the news.
4. You heard that a dinosaur-like fish is found in Indonesian sea. Respond to the news
appropriately.
5. Your brother who is an athletic athlete has broken the world record and claimed as the
fastest man in the world. Express your amazement.
Nama Sekolah :
Pertemuan Ke : 6
Berbicara
B. Kompetensi Dasar
dan ajakan.
Nilai Budaya Dan

Karakter Bangsa
percaya
undangan

E. Materi Pokok
Express surprise and amazement;
Perform a dialogue of news item texts.
Pronounce the following words related to news item.
1. news /nju:z/
2. newspaper /nju:spep(r)/
3. magazine /magz:n/
4. television /telvn/
5. headline /hedlan/
6. newscaster /nju:zkast(r)/
7. article /:tikl/
8. reporter /rp:ta/
9. journalist /d:nlz/
10. media /mi:d/
11. entertainment /enttenmnt/
12. daily /dl/
13. weekly /wkl/
14. bulletin /bltn/
15. features /f:tr/

Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
menerima undangan.
Elaborasi
Konfirmasi
Kegiatan Akhir (10)

Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
Discuss with your friend and decide the type of the news
Sport news : ..
Social news : ..
Headline news : ..
Breaking news : ..

Nama Sekolah :
Pertemuan Ke : 7
Berbicara
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa

jawab, mandiri

E. Materi Pokok
Identify factual information in news item texts;
Identify the structure of news item texts.
No. Activities Name Kind of news
1. Read a daily newspaper . .

2. Read a weekly news magazine . .
3. Listen to news on the radio . .
4. Watch cable network news . .
5. Watch news on the TV . .
6. Read news on the Internet . .
7. Read news on a school bulletin . .
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Elaborasi
Konfirmasi
Kegiatan Akhir (10)

Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
Read the following words taken from text and find the synonyms.
1. former
2. court
3. article
4. tensions
5. insist
6. lawyer
7. pretend
8. convince
9. contracts
10. advertise

Nama Sekolah :
Pertemuan Ke : 8
Berbicara
B. Kompetensi Dasar
dan news item.
Nilai Budaya Dan

Karakter Bangsa

Menjadi reporter
Menjadi toryteller

E. Materi Pokok
Identify factual information in news item texts;
Identify the structure of news item texts.
Seven Killed in Accident on Jalan Sultan
Seven people were killed in a collision between a bus, a car

Newsworthy event and a truck at 10:35 p.m. on Jalan Sultan last night. The dead were
all passengers in the car. Police believe the car may have been
trying to overtake the bus when it was struck by a truck coming
from the opposite direction. The driver of the car may not have
Background event been using his lights, as the truck driver said he did not see the car
approaching.
The police said the car should not have been trying to pass the
bus, since overtaking is not allowed on Jalan Sultan. In addition, the
police reported that the cara small Japanese carshould not have
source
been carrying more than five people. The names of the victims are
not yet known.
Taken from www.thejakartapost.com
narrative.
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
tertentu.
Elaborasi
Konfirmasi
Kegiatan Akhir (10)

tertentu.
13 Developing English Competencies for Grade X Senior High School (SMA/MA)
14 Tape
15 Kamus
16 Kaset/CD
17 Tape/CD Player
18 OHP/LCD
19 Foto/ Poster
20 Gambar
21 Koran berbahasa Inggris
22 Majalah
I. Penilaian
Contoh Instrumen :
Create dialogues based on the following situations.
There are many kinds of expressions for thanking. Use them to

express your gratitude for the following.


Nama Sekolah :
Pertemuan Ke : 10
Membaca
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa


Siswa dapat membaca nyaring bermacam wacana ragam tulis yang di bahas dengan
ucapan dan intonasi yang benar, mengidentifikasi topik dari teks yang dibaca dan
informasi tertentu.
E. Materi Pokok
Develop paragraph of a news item text;
Write news item text.
Fire in City Hotel
There was a fire at the Plaza Hotel on Jalan Ciomas at 1:30 a.m. last night. Most of the
74 guests had already gone to bed when the fire started on the third floor. The hotel
manager, Mr Iwan Sugiarto, said the fire had started in a guest bedroom. A guest had fallen
asleep while smoking a cigarette. The guest was badly injured in the fire, but all the other
guests escaped safely. By the time the fire department arrived, the fire had spread to the 4th
and 5th floors of the hotel. Mr Sugiarto said the fire had caused over US$70,000 worth of
damage to the hotel.
Source: www.tempointeraktif.com

Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
tertentu.
Elaborasi
Konfirmasi
Kegiatan Akhir (10)

tertentu.
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
Write a news report for your bulletin board at your school. Pay attention to the
text structure of news item text. You can choose one of the following topics.
1. sport events
2. outdoors activities
3. extracurricular activities
4. gathering (class, groups, etc)
5. contest (speech, debate, etc)
6. technology
7. education, etc
Nama Sekolah :
Pertemuan Ke : 12
Membaca
B. Kompetensi Dasar
dan news item.
Nilai Budaya Dan

Karakter Bangsa
yang dibaca
yang dideskripsikan
didengar
dari teks
dibaca

E. Materi Pokok
Develop paragraph of a news item text;
Write news item text.
Fire in City Hotel
There was a fire at the Plaza Hotel on Jalan Ciomas at 1:30 a.m. last night. Most of the
74 guests had already gone to bed when the fire started on the third floor. The hotel
manager, Mr Iwan Sugiarto, said the fire had started in a guest bedroom. A guest had fallen
asleep while smoking a cigarette. The guest was badly injured in the fire, but all the other
guests escaped safely. By the time the fire department arrived, the fire had spread to the 4th
and 5th floors of the hotel. Mr Sugiarto said the fire had caused over US$70,000 worth of
damage to the hotel.
Source: www.tempointeraktif.com

didengar didengar.
Kegiatan Awal (10)

o Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang
o Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)
o Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter
o Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir
o Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks
Kegiatan Inti (70)

Eksplorasi
yang didengar.
yang didengar.
Elaborasi
Konfirmasi
Kegiatan Akhir (10)

tertentu.
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
After learning the lesson in this chapter, you are expected to be able to:
1. respond to surprise, and amazement;
2. respond to news item texts;
3. express surprise, and amazement;
4. perform a monologue of news item texts;
5. identify factual information in news item texts;
6. write news item texts.
Now, answer the questions:

1. What will you say when you feel surprised?
2. How do you respond when you hear an amazing news?
3. What should be included in a news item text?
If you find some difficulties, consult your teacher or discuss with your friends

Nama Sekolah :
Pertemuan Ke : 13
Menulis
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa

dengan akurat
E. Materi Pokok
Bali Action
The amazing choice of different activities available in Bali means that there is indeed
something for everyone. Whether you want to throw yourself from high attitudes, hurtle
down frothing rapids, explore the wonders of the deep or just lie back and take it easy. Bali
has perfected the art of keeping its guests happy.
The beach is a major factor in any island holiday and Bali has a coastline which offers
every possible water activity including surfing some of the best waves in the world,
swimming with dolphins, cruises, snorkelling, diving, sailing and parasailing. For snorkelling
and diving, the closest spots to Kuta are Benoa and Sanur beaches where all the relevant
equipment can be hired. Further afield, good destinations include Pulau Serangan, Nusa
Penida and Nusa Lembongan in the south, Padang Bai, Candidasa, Tulamben and Amed in
the east, Lovina, in the north and the amazing Pulau Menjangan in the northwest.
Bali's waves are world famous and range from safe beach breaks for beginners like
Kuta to the awesome swells at Padang Padang, Uluwatu and Nusa Lembongan, which
regularly attract the pros. Beginners should respect the sea and stay within depth to start
with as the current can be very strong. Apart from Kuta and Legian beaches, Medewi is also
good for beginners. For the more experienced, Nusa Dua has a number of breaks as does
Sanur; Canggu, Ketewel and the area around the airport are also popular with experienced
surfers.
Taken from Hello Bali, September 2000
Mount Kosciusko
Mount Kosciusko is actually the highest mountain (2,228 metres) on the world's
flattest and smallest continent, Australia. It does not rise up out of the surrounding
countryside as do many of Indonesia's spectacular mountains. Elevation gain is minimal and
the wide open terrain is scenic. In the winter there is deep snow on the upper parts of the
mountain. The mountain is within a national park so no cars are allowed and the vegetation
and wildlife is protected. Mt. Kosciusko was named by Polish explorer Paul Strzelecki in 1840.
Actually, Australia does have some interesting moun tainous terrain, including areas of the
Blue Mountains, the crags of Tasmania, and even Mt. Townshend, a craggier peak about one
kilometre north of Kosciusko.
Taken from Kang Guru, 2004

fungsional pendek.
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Elaborasi
pendek..
Konfirmasi
Kegiatan Akhir (10)

Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :

1. Do the texts have a similarity in their structure? Explain your answer.
2. What are the topics of the texts?

Nama Sekolah :
Pertemuan Ke : 14
Menulis
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa


berita
E. Materi Pokok
the tower of london
the tower of london was first built in the 11th century within the roman city walls its
purpose was to protect and control the city.
since then it has been a fortress a palace and a prison the scene of murder execution
ceremonies and years of imprisonments.
the tower is one of the UK's finest castles and as one of the strongest fortresses in the
land is the home of the crown jewels it also houses a fine collection of armour and many
other displays showing nine centuries of british history
Taken from Take Off, 2006

Kegiatan Awal (10)

Kegiatan Inti (70)
Eksplorasi
item,dan narrative.
Elaborasi
narrative.
Konfirmasi
Kegiatan Akhir (10)

Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
Have you ever visited Bali or another famous tourist resorts in Indonesia?
Write the description about it on a paper. Compare it to your friend's.

Inggris
Kelas/Semester : XI/1
Nama Guru :
NIKY :
Sekolah :
Nama Sekolah :
Kelas/Semester : XI / 1
Topik Pembelajaran : Expressions of relief, pain, and pleasure
Pertemuan Ke :
Mendengarkan
1. Memahami makna dalam percakapan transaksional dan
interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan
sehari-hari.
Berbicara
3. Mengungkapkan makna dalam teks percakapan transaksional dan
sehari-hari.
B. Kompetensi Dasar
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: menasehati,
memperingatkan, meluluskan permintaan, serta menyatakan perasaan
relief, pain, dan pleasure.
3.1 Mengungkapkan makna dalam percakapan transaksional (to get things done)
dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan
menasehati, memperingatkan, meluluskan permintaan, serta menyatakan
perasaan relief, pain, dan pleasure.
Nilai Budaya Dan

Karakter Bangsa
Merespon ungkapan-ungkapan relief, pain, Religius, jujur, toleransi, disiplin, kerja
dan pleasure keras, mandiri, demokratis, rasa ingin
Mengungkapkan perasaan relief, pain, dan tahu, semangat kebangsaan, cinta
pleasure tanah air, menghargai prestasi,
Mempraktekkan tindak tutur menyatakan bersahabat, cinta damai, gemar
perasaan relief, pain, dan pleasure membaca, peduli lingkungan, peduli

Merespon ungkapan-ungkapan relief, pain, dan pleasure
Mengungkapkan perasaan relief, pain, dan pleasure
Mempraktikkan tindak tutur menyatakan perasaan relief, pain, dan pleasure
E. Materi Pokok
Gambits dan dialog yang memuat ungkapan menasehati, memperingatkan, meluluskan
permintaan, serta menyatakan perasaan relief, pain, dan pleasure
Expression of relief Expression of pain Expression of pleasure
Please, leave me Its

o Good heavens alone. wonderful.
o Thanks God I am I cant tell my pain in How
alive words marvelous
o Thanks for heaven It brought me a lot of I am please
o I am relief that.. miseries with it / that.
o God bless me My heart is so Its my
o God bless you burdened pleasure.
Im so sad to hear this It gives me
Im feeling bad at this pleasure.
time being Thats
great.
That terrific.
I am happy
with
I like it.
I love it.
Dialog 1
Andika : What a terrible journey it is!
Andina : Is there any problem with your journey my husband?
Andika : Yes, I took a flight from New York to come here. When I were in the middle of
the journey. My plane struck a turbulence . It shook hard and went down a
couple of feet. My head hit the front chair. Look! It is wounded. I feel
headache and all my body is in pain.
Andina : Thanks God. You are still alive.
Andika : Yes, thanks for the heaven. Fortunately, the pilots are the experienced ones.
They can handle the problems.
Andina : Ok. Go to the bed and take a rest first.
Dialog 2
Karen : Hi, Sally. Whats wrong with you. You look so sad.
Sally : Please, leave me alone.
Karen : Whats the problem? Tell me.
Sally : I cant tell my pain in words.
Karen : Oh, I guess. It must be about Josh . Am I right?
Dialog 3
Dea : Ouch!
Sally : Whats up, Dea?
Dea : I have a headache.
Sally : Poor you. I think you should take an aspirin.
Dea : Yes, you are right. But I dont have an aspirin. Can you buy me in the drugstore?
Sally : All right. Wait a minute.
Dea : Thanks Sally.
Sally : You are welcome.

elektronik). tokoh.
(monolog).
(monolog).
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Memberikan stimulus berupa pemberian materi ungkapan-ungkapan relief, pain,
dan pleasure.
mengenai ungkapan-ungkapan relief, pain, dan pleasure.
atau mempresentasikan mengenai ungkapan-ungkapan relief, pain, dan
pleasure.
mengenai ungkapan-ungkapan relief, pain, dan pleasure.
Elaborasi
Membiasakan siswa membuat kalimat ungkapan-ungkapan relief, pain, dan
pleasure.
Konfirmasi
dalam materi mengenai ungkapan-ungkapan relief, pain, dan pleasure.
Kegiatan Akhir (10)

Siswa diminta membuat rangkuman dari materi mengenai ungkapan-ungkapan
relief, pain, dan pleasure.
ungkapan-ungkapan relief, pain, dan pleasure.
1. Buku teks yang relevan : English Texts in Use jilid XI, English For Better Life XI
2. Transkrip percakapan atau rekaman percakapan/ kaset
3. Gambar yang relevan
I. Penilaian
1. Merespon dan Tes Tertulis Melengkapi Complete the

menggunakan dialog dialogue below
ungkapan- using the suitable
ungkapan relief, expression!
pain, dan
pleasure dengan
tepat
2. Mempraktikkan Tes Lisan Membuat Give your

tindak tutur dialog responses orally
menyatakan based on the
perasaan relief, situations below!
pain, dan
pleasure
1. Complete the dialogues below using the suitable expressions!

1. Desi : . My foot is hurt.
Nino : Whats going on?
Desi : You step on my foot.
2. Ima : Indra, I have a good news for you.
Indra : What is it?
Ima : The english test is cancelled.
Indra : . I am not ready for the test today.
3. Jay : Pedrosa won the Motogp race last night.
Deo : ..
2. Make a dialogue using the expression of relief, pain, and pleasure with your
partner. Perform your dialogue in front of the class!
Jika respon Jika respon benar, Jika respon Jika respon

Kriteri benar, ucapan ucapan benar, benar, kurang tepat,
benar, intonasi intonasi benar, ucapan ucapan salah,
benar, dan dan pengucapan benar, intonasi salah,
pengucapan tidak lancar. intonasi dan
lancar. salah, dan pengucapan
pengucapan tidak lancar.
tidak lancar.
Nilai 100 90 80 70

Nama Sekolah :
Topik Pembelajaran : Expressions of relief, pain, and pleasure
Pertemuan Ke :
Mendengarkan
Berbicara
B. Kompetensi Dasar
2.2. Merespon makna dalam teks monolog yang menggunakan ragam bahasa
lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-
hari dalam teks berbentuk: narrative.
4.2. Mengungkapkan makna dalam teks monolog dengan menggunakan ragam
sehari-hari dalam teks berbentuk: narrative.
Nilai Budaya Dan

Karakter Bangsa
Religius, jujur, toleransi, disiplin, kerja

keras, mandiri, demokratis, rasa ingin
Merespon wacana monolog berbentuk
air, menghargai prestasi, bersahabat,
narrative
jawab, mandiri

1. Merespon wacana monolog berbentuk narrative
2. Melakukan monolog berbentuk narrative
E. Materi Pokok
1. Teks monolog berbentuk narrative
Tangkuban Perahu
Dayang Sumbi was exiled in the jungle, because she was unmarried
but pregnant. She gave a birth to a baby boy and named him Sang Kuriang.
And he became a young and hard working boy. He was a good hunter too.
One day he went hunting with his dog, Si Tumang. In the bush he saw
a pig, Wayungyang. He wanted to shoot Wayungyang but Si Tumang
hindered him. He was angry at it and killed it, and then took its heart home.
He cooked it and ate it with his mother. When he told that it was Si Tumang's
heart, she was very angry and hit Sang Kuriang 's head with a spoon. And
he ran away and left his mother to the east. He did not know himself and
forgot his name. He was about 16 years of age.
After a long time Sang Kuriang came back to the jungle where his
mother lived. She looked younger than her age, so Sang Kuriang fell in love
with her. "Will you marry me?" one day he asked her. But Dayang Sumbi
refused because she recognized that he was her son. He insisted to marry
her and Dayang Sumbi asked him two marriage settlements (requirements).
One, he had to dammed Citarum river, and two, had to make a boat in one
night.
Sang Kuriang almost finished his work but Dayang Sumbi cheated
him. He was angry and kicked the boat. The boat fell upside down on the
peak of mountain. It was known as mount Tangkuban Perahu, at the
northern of Bandung, West Java.
2. Kosa kata terkait tema/Jenis teks.
Misalnya : legend, long time ago, once upon a time
3. Tenses
Misalnya : past tenses. Dayang Sumbi was exiled in the jungle, because she
was unmarried
4. Direct and indirect speeches.
Misalnya :
When he told that it was Si Tumang's heart, she was very angry and hit Sang
Kuriang 's head with a spoon
"Will you marry me?" one day he asked her.
2 cycles 4 stages ( Building Knowledge of Field, Modeling of Text, Joint Construction of
Text, Independent Construction of Text)
elektronik). tokoh.
(monolog).
(monolog).
Pertemuan 1
1. Buiding Knowledge of Field
Greetings
Calling the roll
Pre test
Berinteraksi dengan siswa untuk membekali kosa kata terkait dengan narrative
Berinteraksi dengan siswa untuk menemukan makna kata
2. Modeling of Text
Mendengarkan teks monolog lisan narrative
Merespon isi teks dengan menjawab pertanyaan dan melafalkan beberapa
kosakata.
Menjawab pertanyaan mengenai teks monolog lisan narratives
Mengidentifikasi urutan kejadian dalam teks
Menemukan struktur teks/langkah retorika dalam teks
Mengidentifikasi ciri-ciri kebahasaan dalam teks dan mengerjakan latihan-latihan
terkait
Menyebutkan fungsi komunikatif teks yang didengar
Pertemuan 2
1. Joint Construction of Text
Dalam kelompok, siswa diminta mencari kata-kata kunci dari cerita yang akan
disampaikan kelompok tersebut.
Key words : once upon a time, a prince, a princess, a witch etc.
Dalam kelompok siswa diminta untuk mendiskusikan plot atau alur cerita sebuah
kisah yang akan disampaikan .
Setiap kelompok mempresentasikan hasil diskusi dikelompoknya,
2. Independent Construction of Text

Menulis draft teks sederhana berbentuk narrative secara mandiri
Melakukan revisi atas draft tersebut
Mempresentasikan secara lisan teks tersebut di depan kelas
1. Buku teks : English texts in Use XI, Aneka Ilmu, 2006
2. Script monolog berbentuk narratives
I. Penilaian
1. Merespon wacana Tes Tulis Essay Listen to the

monolog berstruktur monolog and fill in
narrative the blank with the
correct answer
Choose one of the

2. Melakukan Unjuk Kerja Presentasi following stories,
monolog Lisan then tell it in front
berbentuk of the class.
narrative
1. Fill the blanks with the words you heard.
The Legend of Lake Toba

There was a fisherman who (1) ____________ in Batak Land. His name was Batara Guru
Sahala. When he was angling, he (2) __________ a fish. He was surprised to find that
fish because the fish could talk and it (3) ___________ to set it free. He did accordingly.
After getting free, the fish (4) __________ into a beautiful woman and Sahala fell
in love with her. Sahala asked her to marry him and the woman received him.
However, she asked his promised not to tell anyone the (5) ___________ that she was
once a fish. They were very happily married, and got two daughters.
It was a pity on Sahala. One day when he got very angry with his
daughters, he (6) ________ his promise and he (7) ________ it. He told his
daughters that they were the daughters of a fish.
His wife could not (8) ____________ him. Suddenly, the earth began to
shake and volcanoes started to erupt. The earth (9) _____________and formed
a big hole. People said that the hole (10) ______Lake Toba.
Answer key
1. lived
2. caught
3. begged
4. changed
5. secret
6. forgot
7. broke
8. forgive
9. cracked
10. became
2. Choose one of the following stories, then tell in front of the class!
1. Cinderella
2. The Beauty and the Beast
3. Snow White

No. Uraian Skor


Jumlah = 100
Nama Sekolah :
Topik Pembelajaran : Narrative Text The Black Cat
Pertemuan Ke :
Membaca
Menulis
5. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana
report, narrative dan analytical exposition dalam konteks kehidupan sehari-
hari.
B. Kompetensi Dasar
5.2. Mengungkapkan makna dalam teks monolog dengan menggunakan ragam
sehari-hari dalam teks berbentuk: narrative.
konteks kehidupan sehari-hari dalam teks berbentuk: narrative.
Nilai Budaya Dan

Karakter Bangsa
Mengidentifikasi makna dalam teks tulis
narrative Religius, jujur, toleransi, disiplin, kerja
Mengidentifikasi langkah-langkah retorika tahu, semangat kebangsaan, cinta tanah
dalam wacana: narrative air, menghargai prestasi, bersahabat,
jawab, mandiri

Mengidentifikasi makna dalam teks tulis narrative
Mengidentifikasi langkah-langkah retorika dalam wacana:
E. Materi Pokok
Teks tertulis berbentuk narrative:
The Black Cat
I dont expect you to believe the story I am about to write. But in order to die
peacefully, I must tell my story.
My wife and I loved pets. One of my wifes favorite pets was Pluto, the cat. Pluto
was a very clever black cat.
One day I came home very drunk. I was in a very bad temper. For some reasons,
Pluto made me angry. In a rage I seized the cat, took a small knife out of my pocket and
cut its throat and took one of its eyes out ! Then I hanged the poor creature until it was
dead
The next morning, I wake up and remembered what I had done and I felt sorry very
much. I buried my memory in the drink.
One night my house was burning. There was nothing left, but a strange thing
happened. I found out in my bedroom wall the shape of a huge cat with one eye and a
rope around its neck. I was terrified and could not forget such a horrible sight.
I regretted and felt sorry for Pluto so I bought another cat to take Plutos place. This
cat had a white patch on its chest.
I soon began to dislike the cat because it often stared at me with a strange and
hatred look. It terrified me very much.
One day my wife and I went to the cellar. I was getting drunk at that time. The cat
followed us. It got between my feet and nearly made me trip down the stairs. I was
carrying an axe in my hand. I was so angry that I raised my axe wanting to kill the poor
animal when my wife prevented me from doing so. My rage soon directed the axe at her.
She fell dead at my feet.
Then I dug a grave to hide her body inside the cellar wall. I looked for the cat because
I decided to kill it too, but I couldnt find it anywhere.
The fourth day after the death of my wife, the police came to my house because of
my neighbours suspicion. The police searched the house and found nothing. I was so
glad that I said, Gentlemen, this is a well-built house. Look at this wall. I lifted a stick
and beat the wall in which I had buried my wife.

elektronik). tokoh.
(monolog).
(monolog).
Pertemuan 1
Greetings
Calling the roll
Pre test
Tanya jawab mengenai film-film horror yang ada di buku teks
Siswa menulis kata-kata yang berhubungan dengan film horror dan
menterjemahkannya ke dalam B.Inggris
2. Modeling of Text
Mendengarkan teks monolog lisan narrative
Siswa membaca teks tulis narrative: The Black Cat
Sisa menjawab pertanyaan tentang teks narrative tersebut dan membahasnya.
Mengidentifikasi urutan kejadian dalam teks
Menemukan struktur teks/langkah retorika dalam teks
Mengidentifikasi ciri-ciri kebahasaan dalam teks dan mengerjakan latihan-latihan
terkait
Menyebutkan fungsi komunikatif teks yang didengar
Pertemuan 2
Dalam kelompok, siswa membuat teks narasi yang berhubungan dengan legenda
terjadinya suatu tempat.
Siswa diminta mencari kata-kata kunci dari cerita yang akan disampaikan
kelompok tersebut.
Key words : once upon a time, a prince, a princess, a witch, etc.
Dalam kelompok siswa diminta untuk mendiskusikan plot atau alur cerita kisah
legenda yang akan disampaikan .
Setiap kelompok mempresentasikan hasil diskusi dikelompoknya
Siswa menulis sebuah teks narasi yang berhubungan dengan mitos (myth)
Siswa menulis draft teks terlebih dahulu
Siswa melakukan revisi atas draft tersebut
Siswa mengembangkan draft teks yang telah dibuat agar menjadi sebuah teks
narasi yang utuh
I. Penilaian
1. Memahami teks Tes Tulis Essay Read the text

narrative berstruktur carefully and
answer the
following
questions
2. Membuat teks Unjuk Kerja Menulis Choose one of the

sederhana following topics,
berbentuk then compose a
narrative narrative text
based on the topic
1. Read the text below and answer the following questions!
The Legend of Kesodo Feast

Hundreds years ago, the last king of Majapahit had a young princess from one
of his wives. The princess was named Roro Anteng. Later, Roro Anteng married
Joko Seger, who came from Brahman caste.
Because of unfortunate situation the couple was forced to leave the kingdom.
They settled in the mountain area. They ruled the area and named it Tengger,
which was derived from their names, Roro Anteng and Joko Seger.
After several years of reign, the region flourished in prosperity, but Roro
Anteng and Joko Seger were sad because they did not have a child. They climbed
the top of mountain and prayed there night and day hoping that the God would
listen. The prayer was heard and Betoro Bromo promised them many children.
However, they had to promise that they would sacrifice their youngest child in
return.
Roro Anteng gave birth to a child, then another and another. In the end, Roro
Anteng and Joko Seger had 25 children. Soon it was time to sacrifice the youngest
child, Kusuma, but the parents could not do it. They tried to hide him, but an
eruption happened and Kusuma fell into the crater. There was silence before they
heard a voice. I have to be sacrificed so that you will all stay alive. From now on,
you should arrange an annual offering ceremony on the 14 th of Kesodo (the twelfth
month of Tengerese calendar). It was Kusumas voice. Kusumas brothers and
sisters held the offering ceremony every year. Instead of human being, they
collected fruits, vegetables, rice, and meat to be offered to the Gods. And this has
been done generation after generation until today.
Questions:
1. What is the title of the story above?
Answer:
2. How many characters in the story above? Mention them!
Answer:
3. Who was Roro Anteng?
Answer:
4. How could Roro Anteng and Joko Seger name the place where they lived
Tengger?
Answer:
5. Why were Roro Anteng and Joko Seger sad?
Answer:
6. What was the requirement for Roro Anteng and Joko Seger to have a child?
Answer:
7. How many children did Roro Anteng and Joko Seger have?
Answer:
8. What happened to Kusuma?
Answer:
9. When do the Tenggerese hold the annual offering ceremony?
Answer:
10. What do the Tenggerese offer to the Gods instead of human being?
Answer:
2. Choose one of the following stories, then write a narrative text using the topic!
Nyi Roro Kidul
Roro Jonggrang
Situ Bagendit
Kuntilanak

No. Uraian Skor


Jumlah = 100

Nama Sekolah :
Topik Pembelajaran : Teks Percakapan Transaksional dan Interpersonal
Pertemuan Ke :
Mendengarkan
1. Memahami makna dalam percakapan transaksional dan interpersonal resmi
dan berlanjut (sustained) dalam konteks kehidupan sehari-hari
Berbicara
interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-
hari
B. Kompetensi Dasar
lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks
kehidupan sehari-hari dan melibatkan tindak tutur: menasehati dan memberi
saran.
Mengungkapkan makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan
konteks kehidupan sehari-hari dan melibatkan tindak tutur: menasehati dan
memberi saran.
Nilai Budaya Dan

Karakter Bangsa
Merespon tindak tutur menasehati dan
memberi saran
Mengungkapkan tindak tutur Religius, jujur, toleransi, disiplin, kerja
menasehati dan memberi saran keras, mandiri, demokratis, rasa ingin
jawab, mandiri
Mempraktekkan tindak tutur
menasehati dan memberi saran
Menggunakan dan merespon tindak tutur menasehati dan memberi saran
Mengidentifikasi kata yang didengar
Mengidentifikasi hubungan antar pembicara
Mengidentifikasi makna tindak tutur menasehati
Merespon tindak tutur menasehati
E. Materi Pokok
Gambits dan dialog yang memuat ungkapan menasehati dan memberi saran
Asking for advice
Do you think I ought to call the police?
What do you think I should buy him for his birthday?
Do you have any ideas about how I can sell my car?
If you were me, what would you tell her?
Do you have any advice for me?
Offering advice
I think you'd better start looking for a new job.
If I were you, I'd stop writing her.
It would probably be a good idea to send this mail by express mail.
I advice you to talk with your lawyer.

elektronik). tokoh.
(monolog).
(monolog).
Pertemuan 1
Greetings
Tanya jawab seputar kondisi umum siswa.
Mengidentifikasi kosa kata baru dari teks
Mendengarkan contoh dialog yang dibaca guru
Menentukan makna dan fungsi kalimat yang didengar
Menirukan ungkapan yang diucapkan guru
Activity 1
Listen to your teacher.
What do you think the expressions are used for?
You look bored.

Why don't you go out
and get some fresh air?
It sounds like
a good suggestion
2. Modeling of Text
Mendengarkan percakapan tentang menasehati dan memberi saran dari kaset
/guru
Menjawab pertanyaan yang berkaitan dengan dialog
Merespon ungkapan ungkapan menyampaikan menasehati dan memberi saran
Menggunakan tindak tutur yang dipelajari.
Activity 2
Study and practice the following ialogue with a partner. Then, answer the
questions.
Ben : You look a bit worried Claire. Whats the matter?
Claire : I cant wake up early in the mornings.
Ben : Oh dear! That is a problem. But dont you have an alarm clock?
Claire : Yes, of course. But I never seem to hear that.
Ben : Well, why dont you buy an electric one? They go on ringing until you switch
them off.
Claire : Mmm, I doubt if that would do any good. I'd just switch it off and go back
to sleep.
Ben : Well, perhaps you could ask the telephone operator to give you an early
morning call, it's not that expensive.
Claire : Yes, that sounds a good idea. Thanks a lot.
Ben : Not at all. I hope it works.
Questions
1. Who are in the dialogue above?
2. What are they talking about?
3. What problem does Claire have?
4. What is Ben's suggestion giving to Claire?
Activity 3
Fill in the following dialogue with the expression in the box.
a. May be you can take here there
b. Why don't you take her to the movie?

c. You'd better go to the ticket box to get the tickets before
they're sold out.
d. 1 don't know what to do.

e. 1 thought Dita might like to go to concert.
Ivan is planning to make a surprise party for her sister, Dita. But he doesn't know what
to do, so he asks his mother about it.
Ivan : Mom, I have a plan for Dita's birthday party.

Mother : Really? What is it?
Ivan : I'd like to give her a surprise party, but... (1) Would you give me any
suggestion?
Mother : ... (2). Instead of having a surprise party?
Ivan : Hmm, actually .... (3)
Mother : Well, let's see the entertainment schedule then. There will be "Dewa"
concert on the Town Hall tomorrow.... (4)
Ivan : That sounds interesting.
Mother : .... (4)
Ivan : Thank's, mom!
Pertemuan 2
Menanyakan kesulitan siswa selama PBM
Menyimpulkan materi pembelajaran
Membuat dialog yang menggunakan tindak tutur menasehati dan memberi saran
dengan cara menjodohkan.
Activity 4
Match up the problems from A with an appropriate piece of advice from B
A.
My car's been stolen!

I forgot to go to the meeting this morning.
I've left my purse at home.
I've run out of cigarettes.
The last train goes in five minutes.
I'm in love with Jan.
I'm beginning to put on weight.
B.
I think you ought to go and buy some more.
If I were you I'd ring up and apologize.
I'd advice you to go on a diet.
I think you'd better hurry up, then.
I suggest you report it to the police immediately.
Why don't you ask her out, then?
I think you should go back and get it.
Siswa menulis sebuah teks narasi yang berhubungan dengan mitos (myth)
1. Membuat dialog dengan menggunakan ekspresi yang telah dipelajari secara
mandiri (tanpa bantuan guru).
2. Menugaskan siswa menggunakan ungkapan ungkapan yang dipelajari dalam
situasi yang sesungguhnya.
Activity 5
RADIO PHONE-IN
Work in groups of up to six
One person is the expert on the radio who answers all problems.
The other people are members of the public who phone in for advice:
1. A person who has run up a huge gambling debt.
2. A hard working person who feels life is not exciting enough.
3. A parent whose family live in a small flat and are thinking of getting a Great Dane
4. A student who is feeling worried about his/her examinations.
5. A school leaver who is having difficulty finding a job.
3. LKS
4. Gambar yang relevan
I. Penilaian
1. Merespon tindak Tes Tulis Essay Read the text

tutur menasehati berstruktur carefully and
dan memberi answer the
saran following
questions
2. Mengungkapkan Tes Lisan Membuat Study and practice

tindak tutur dialog the following
menasehati dan ialogue with a
memberi saran partner. Then,
answer the
questions.
3. Mempraktekkan Unjuk Kerja Presentasi Choose one of the

tindak tutur Lisan following stories,
menasehati dan then tell it in front
memberi saran of the class.
Task 1
Read the dialogue and practice with your friends!
Andrea : Hey Mom, Im thinking of going to Ujung Kulon National Park next
December. What do you think?
Mother : Ujung Kulon National Park? Its interesting. We can see rhinoceros,
reptiles, and many kinds of birds but it sound dangerous. You
shouldnt go by yourself. You ought to go with a friend.
Andrea : Yes, Ive thought of that.
Mother : And youd better talk to your father first.
Andrea : I did already. He thinks its good idea. He wants to come with me.
Mother : well, but you must be careful. Dont forget to bring your raincoat.
Its rainy season.
Andrea : dont worry, Mom. Ill prepare everything.
Mother : OK, you may go.
Task 2
Answer the questions according to the dialogue above!
1. What is the dialogue talking about?
2. What is the relationship between the speaker?
3. Where will Andrea go next December?
4. What does her mother think about it?
5. Does her mother feel worry about it?
6. What advice does she give to Andrea?
7. How does she warn about the rainy season?
8. Does she give her permission?
9. How does she express it?
10. Mention the other expressions to give advice and warn!
Task 3
What will you say to give advice to the following situations!
1. Your friend cant wake up early.
Answer:
2. Your friend always forgetting the thing he should do.
Answer:
3. Your friend will go camping in rainy season.
Answer:
4. Your brother is driving on crowded road.
Answer:
Task 1
Jika respon Jika respon Jika respon Jika respon

benar, ucapan benar, ucapan benar, kurang
benar, intonasi benar, intonasi ucapan tepat,
benar, dan benar, dan benar, ucapan
pengucapan pengucapan intonasi salah,
Kriteri lancar. tidak lancar. salah, dan intonasi
pengucapa salah, dan
n tidak pengucapa
lancar. n tidak
lancar.
Nilai 100 90 80 70
Task 2
Setiap nomor score max 10
Jumlah score max : 100
Task 3
Setiap nomor score max 20
Jumlah score max : 100
Nama Sekolah :
Topik Pembelajaran : Teks Fungsional Pendek
Pertemuan Ke :
Mendengarkan
Berbicara
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa
Merespon isi teks fungsional pendek Religius, jujur, toleransi, disiplin,
dengan benar kerja keras, mandiri, demokratis,
Membaca nyaring teks fungsional cinta damai, gemar membaca,
pendek secara berterima peduli lingkungan, peduli sosial,

1. Mengidentifikasi makna dalam teks fungsional pendek berbentuk poster
2. Mengidentifikasi informasi yang terdapat dalam teks fungsional pendek berbentuk
poster.
3. Menyampaikan isi dari sebuah teks fungsional pendek berbentuk poster secara
lisan.
E. Materi Pokok
a. Teks fungsional pendek poster
b. Kosakata yang terkait dengan tema / jenis teks, misal : wanted, litter, healthy
c. Verbs: come, do, go,etc.
d. Auxiliary verbs: is, am , are, could, would, will, may
e. To do: do, does, did
f. Personal pronoun : I, You, They, He, She, It, We
g. Tenses: simple present tense, imperative,
Note:
A poster is any large piece of printed paper designed to be attached to a wall or
vertical surface. Typically posters include both textual and graphic elements,
although a poster may be either wholly graphical or wholly textual. Posters are
designed to be both eye-catching and convey information. Posters may be used for
many purposes, and they are a frequent tool of advertisers (particularly of events,
musicians and films) to communicate a message.
PosterF. Metode Pembelajaran/Teknik:

Pre listening
Whilst listening
Post Listening

elektronik). tokoh.

Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Memberikan stimulus berupa pemberian materi teks fungsional pendek.
atau mempresentasikan mengenai teks fungsional pendek.
Elaborasi
Membiasakan siswa membuat kalimat teks fungsional pendek.
Konfirmasi
dalam materi teks fungsional pendek.
Kegiatan Akhir (10)

Siswa diminta membuat rangkuman dari materi mengenai teks fungsional
pendek
Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi teks fungsional
pendek.
Gambar yang relevan
I. Penilaian
1. Merespon isi teks Tes Tertulis Essay Listen to the teks

fungsional and write your
pendek dengan best answer
benar
2. Membaca nyaring Unjuk Kerja Presentasi Read the text

teks fungsional Lisan loudly and
pendek secara correctly.
berterima
Task 1
Listen to the teachers and anwer the questions
1. What does the poster tell about?

2. Where do you usually see the poster?
3. What problems are there in the poster?
4. Why do we have to protect our ocean?
5. Where can you get more inormation?
Task 2
Look at the pictures!
Task 3
Answer the questions below!
1. What pictures are they?
Answer:.............................................................................................................................
2. Where can you find the pictures?
Answer:.............................................................................................................................
3. Do you think that the pictures are funny?
Answer:.............................................................................................................................
4. Can the content of these pictures motivate you?
Answer:.............................................................................................................................
5. What for do people usually put on this picture?
Answer:.............................................................................................................................
6. Do you have the picture which is like them?
Answer:.............................................................................................................................
7. Where do you usually put on it?
Answer:
Task 4
Arrange a dialogue according to the poster, (choose one of them).

b. Untuk nomor 2,3,4 mengikuti rubrik penilaian berikut ini:
No. Uraian Skor


Jumlah = 100

Nama Sekolah :
Topik Pembelajaran : Monolog (Report)
Pertemuan Ke :
Mendengarkan
2. Memahami makna teks fungsional pendek dan monolog berbentuk
reports, narrative, dan analytical exposition dalam konteks kehidupan
sehari-hari.
Berbicara
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa
Merespon isi teks fungsional pendek Religius, jujur, toleransi, disiplin,
dengan benar kerja keras, mandiri, demokratis,
Membaca nyaring teks fungsional cinta damai, gemar membaca,
pendek secara berterima peduli lingkungan, peduli sosial,

1. Merespon wacana monolog berbentuk report
2. Melakukan monolog berbentuk report
E. Materi Pokok
a. Teks monolog berbentuk report
b. Kosa kata terkait tema/Jenis teks.
Misalnya : Live, structures scatter
c. Tenses
Misalnya : Present tense. They have large heavy bodies
d. The use of relating verbs
Misalnya : - their skins are very thick.
Pre listening
Whilst listening
Post Listening

elektronik). tokoh.
(monolog).
(monolog).
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Memberikan stimulus berupa pemberian materi monolog berbentuk report.
mengenai monolog berbentuk report.
atau mempresentasikan mengenai monolog berbentuk report.
mengenai monolog berbentuk report.
Elaborasi
Membiasakan siswa membuat kalimat monolog berbentuk report.
Konfirmasi
dalam materi monolog berbentuk report.
23 Kegiatan Akhir (10)
Siswa diminta membuat rangkuman dari materi mengenai monolog berbentuk
report.
berbentuk report.
Gambar yang relevan
I. Penilaian

choose the best
answer
Melakukan
2. monolog Unjuk Kerja Presentasi Describe the
berbentuk report Lisan general facts of
the following
animal.
Task 1
Listen to the monolog and choose the best answer
Listening text for number 1 to 5
1. What is the text about?
a. Shark d. Whale
b. Dholphin e. Pirranha
c. Fish
2. What does the text intend to?
c. to amuse
3. What is the largest creature lived on earth ?
It is .... .
c. an elephant c. blue whale e. giraffe
d. a rhinoceroses d. shark
4. What is blubber ?
Blubber is .... .
d. the hole on the head d. the fins of the fish
e. the paddle of the tails e. the layer of fats
f. the skin of the fish
5. Where is the nostril to spray the sea water ?

d. in the fin d. on top of broad head
e. in the tail e. in the skin
f. in the paddle
Listening text for number 6 and 10

6. The second paragraph tells us about the .....of black bears.
d. size d. definition
e. height e. description
f. length
7. Which one of the following statement is true?
f. In the western most of these bears have shiny black fur
g. in the east they grow brown, red or even yellow coats
h. Black bears are the biggest of all American bears
i. Their eyes and ears are big
j. their eyesight and hearing are not as good as their sense of smell
8. In the condition of being scared, black bears can make their enemy feel .... and
lose confidence.
d. wild d. dangerous
e. crazy e. intimidated
f. rude
9. What is the aim of the text?
c. to amuse
10. Are all American Black Bears black?
a. Yes, They are d. Yes, they do
b. No, they arent e. No, they dont
c. Not clear
Text script.
Text 1
Whales are sea-living mammals.
They therefore breathe air but cannot survive on land. Some species are very
large indeed and the blue whale, which can exceed 30 m in length, is the large animal
to have live on earth. Superficially, the whale looks rather like a fish, but there are
important differences in its external structure; its tail consists of a pair of broad, flat
horizontal paddles ( the tail of a fish is vertical) and it has a single nostril on top of its
large, broad head. The skin is smooth and shinny and beneath it lies a layer of fat
(blubber). This is up to 30 cm in thickness and serves to conserve heat and body
fluids.
Text 2
American black bears appear in a variety of colours despite their name. In the
eastern part of their range, most of these bears have shiny black fur, but in the west
they grow brown, red or even yellow coats. To the north, the black bear is actually
gray or white in colour. Even in the same littler, both brown and black furred bears
may be born.
Black bears are the smallest of all American bears, ranging in length from five
to six feet, weighing from three hundred to five hundred pounds. Their eyes and ears
are small and their eyesight and hearing are not as good as their sense of smell.
Like all bears, the black bear is timid, clumsy and rarely dangerous, but if attacked,
most can climb trees and cover ground at great speeds. When angry or frightened, it
is a formidable enemy.
Activity 2
Find and object about animals, plants, or others. It must be a representative of their
class. Make a report about it.
No. Uraian Skor


Jumlah = 100
Nama Sekolah :
Topik Pembelajaran : Esei berbentuk Report
Pertemuan Ke :
Membaca
5. Memahami makna teks fungsional pendek dan esei berbentuk report,
narrative dan analytical exposition dalam konteks kehidupan sehari-hari dan
untuk mengakses ilmu pengetahuan.
Menulis
6. Mengungkapkan makna dalam teks esei berbentuk report, narrative, dan
analytical exposition dalam konteks kehidupan sehari-hari.
B. Kompetensi Dasar
report, narrative, dan analytical exposition.
konteks kehidupan sehari-hari dalam teks berbentuk: report, narrative, dan
analytical exposition.
Nilai Budaya Dan

Karakter Bangsa
Merespon wacana monolog report Religius, jujur, toleransi, disiplin,
Menulis monolog berbentuk report cinta damai, gemar membaca,

1. Merespon wacana Esei berbentuk Report.
2. Melakukan Esei berbentuk Report.
E. Materi Pokok
Report
Social Function:
To describe the way things are, with reference to a range of natural, man-made and social
phenomena in our environment
Generic (Schematic) Structure:

1. General Classification: tells what the phenomenon under discussion is
2. Description : tells what the phenomenon under discussion is like in terms of
parts (and their function)
qualities
habits/behaviour or uses if non-natural
Significant Lexicogrammatical Features:

Focus on Generic Participants (group of things)
Use of simple present tense
No temporal sequence
Use of Relational Processes to state what is and that which it is
Use of linking verbs and behavioural verb
Use of technical term
Pre listening
Whilst listening
Post Listening

elektronik). tokoh.
(monolog).
(monolog).
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Memberikan stimulus berupa pemberian materi Esei berbentuk Report.
atau mempresentasikan mengenai Esei berbentuk Report.
Elaborasi
Membiasakan siswa membuat kalimat Esei berbentuk Report.
Konfirmasi
dalam materi Esei berbentuk Report.
Kegiatan Akhir (10)

Siswa diminta membuat rangkuman dari materi mengenai Esei berbentuk
Report.
Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi Esei berbentuk
Report.
Gambar yang relevan
I. Penilaian

choose the best
answer
Menulis monolog
2. berbentuk report Unjuk Kerja Presentasi Describe the
Lisan general facts of
the following
animal.
Task 1
Choose the correct answer!
Text 1.
Piranha fish are the fiercest animals in the world. They live in the fresh water rivers of
South America, from Venezuela to Northern Argentina. These fish hunt in groups, called
schools. They usually eat other fish smaller than themselves. Sometimes Piranhas will
attack and eat each other.
There are about 18 kinds of piranha fish. Only four kinds attack man. Piranhas have
large head and short thick bodies. They are usually about 20 cm { 9 inches long) but one
kind can be as much as 60 cm (two feet). It lives in the Sao Francisco river from Eastern
Brazil. It is one of the most dangerous fish.
The most noticeable thing about Piranha fish is the large mouth. The mouth has a lot
of triangular teeth with sharp point. The points pierce the skin of the prey. The razor
sharp edges of the teeth chop out pieces of flesh. The teeth of the upper and lower jaws
fit together like scissors. The muscles moving the jaws are big and very powerful.
On the back of the Piranha fish there is a ridge called a keel. There is another keel
running along it belly. The tail is slender and muscular. Its tail fins are broad. All these
features held the piranha to swim fast through the water. The piranha fish cat a large
South American rat-like animal, called a Capy-bara, weighing 50 kilos (100 ponds) to a
skeleton in less than 60 seconds.
1. What is the social function of the text above?
a. To explain.
b. To retell events
c. To persuade the readers
d. To amuse the readers
e. To describe
2. What are schools in the text mean.....
a. Piranha fish are the fiercest animals in the world
b. Piranhas will attack and eat each other
c. The piranha fish eat Capybara
d. Piranha fish has a large mouth
e. Piranhas fish hunt in groups
3. These are the characteristics of piranha, except ....
a. They live in the fresh water rivers.
b. They usually eat other fish smaller than themselves
c. Piranhas have large head and short thick bodies.
d. Piranha fish has large mouth with of triangular teeth with sharp point.
e. The muscles moving the jaws are small and very weak
4. The razor sharp edges of the teeth chop out pieces of flesh.
The synonym of the underlined word is ....
a. give up d. cut
b. throw away e. bend
c. run out
5. Why can piranha swim fast through the water.
a. its tail fins are not broad
b. Piranha fish has a ridge
c. there is another keel running along its belly
d. they live in the fresh water rivers of South America
e. the tail is slender and muscular
Text 2.
This text is for questions 6 to 10.
The sense of taste is one of a persons five senses. We taste with the help of taste-
buds in the tongue.
There are four main kinds of taste: sweet, sour, salty and bitter. All other tasles are
just mixtures of two or more of these main type.
The surface of the tongue has more than fifteen thousand taste-buds (or cells). These
are connected to the brain by special nerves which send the so-called taste messages.
When the tongue comes into contact with food of asny kind, the taste-buds will pick
up the taste. The nerves then send a message to the brain. This will make as aware of
the taste. All this happens in just a few seconds.
There are four kinds of tastebuds, each of which is sensitive to only a particular taste.
These four groups are located in different parts of the tongue.
The taste-buds for salty and sweet tastes are found round the tip of the tongue and
along its side. Sour taste can be picked up only at the sides of the tongue. The taste-buds
for bitter taste are found at the inner-most edge of the tongue. There are taste-buds at
the centre of the tongue.
The senses of smell and sight can affect taste. The good smell of food increases its
taste. Similarly, attractive colours can make food appear taster and more delicious. If
food does not smell good or is dull-coloured, it will look tasty and may not taste good at
all.
Very hot or cold sensations can make the taste-buds insensitive. Food that is too hot
or cold, when placed in the mouth, will have no taste at all.
6. We can taste any kind of food because of....
a. the good smell of food
b. the four main kinds of taste
c. the taste-buds in the tongue
d. the senses of smell and sight
e. the taste-buds round the tip of the tongue
7. When we eat very hot or cold food, ....
a. the food will lose its taste
b. the food wont smell good
c. the taste of the food increases
d. the taste-buds will be sensitive
e. the taste buds will be very response
8. The sense of smell and sight....
a. increase the taste of the food.
b. affect the taste of the food
c. make food more delicious
d. make the food look good
e. make the food attractive
9. The purpose of the text is ....
a. to explain how we can taste any food in the mouth.
b. to give a report about the sense of taste
c. to inform how important the tongue is
d. to describe the use of the tongue
e. to tell the taste of the food.
10. The following sentences are correct, except...
f. There are four main kinds of taste: sweet, sour, salty and bitter
g. The taste-buds will pick up the taste
h. The taste-buds for bitter taste are found round the tip of the tongue
i. The senses of smell and sight can affect taste.
j. Sour taste can be picked up only at the sides of the tongue
Task 2
Write your own report. Find and object about animals, plants, or others.
3). Untuk Task 1, soal membaca berbentuk pilihan ganda : Betul skor 1, salah skor 0
4). Untuk Task 2, soal menulis berbentuk soal uraian bebas
1 Ketepatan isi dan tema 0 - 20
2 Struktur kalimat 0 - 20
3 Koherensi antar kalimat 0 - 10
4 Kompleksitas (Ketepatan penggunaan kata dan istilah) 0 - 20
5 Tanda baca 0 - 15
6. Ejean kata 0 - 15
Skor maksimum 100
Mengetahui .,
Inggris
Kelas/Semester : XI/2
Nama Guru :
NIKY :
Sekolah :
Nama Sekolah :
Topik Pembelajaran : Monolog : narrative
Pertemuan Ke :
Mendengarkan
8. Memahami makna dalam teks fungsional pendek dan monolog berbentuk
narrative, spoof dan hortatory exposition dalam konteks kehidupan sehari-
hari.
Berbicara
10. Mengungkapkan makna dalam teks fungsional pendek dan esei berbentuk
hari .
B. Kompetensi Dasar
8.2 Merespon makna dalam teks monolog yang menggunakan ragam bahasa
hari dalam teks berbentuk: narrative, spoof, dan hortatory exposition.
10.2 Mengungkap-kan makna dalam esei dengan mengguna-kan ragam bahasa
Nilai Budaya Dan

Karakter Bangsa
Merespon wacana monolog: narrative Religius, jujur, toleransi, disiplin, kerja
Melakukan monolog berbentuk : narrative keras, mandiri, demokratis, rasa ingin
Merespon wacana monolog: narrative
Melakukan melakukan monolog berbentuk : narrative
E. Materi Pokok
Wacana monolog berbentuk: narrative contohnya:
Today, Id like to tell you a legend from South Sea, Central Java. The title is The Stone
Flower or Bunga Batu. Well, listen carefully. A long long time ago the people of Wanakerta
Kingdom were very worried because the Queen Dewi Kalasekti had suffered from a strange
illness for a long time. Doctors and shamans were ordered to cure the Queen, but the queen
was not healed. Meanwhile, the high priest of the kingdom was praying to God, when he heard
a voice echoing, The queen can be cured by the stone flower. This flower has no leaves or
stem. It is white. It grows on a stone hill in the same direction of the sunset.Well, the queen
ordered Tumenggung Arungbinang to search for the flower. Tumenggung Arungbinang was a
brave, honest and loyal nobleman.It so happened then, Tumenggung Arungbinang followed the
direction of the sunset. Finally he arrived at a steep hill slope near the South Sea. What
happened then ?He climbed up the hill. But Alas! As he was climbing up the hill, he slipped and
he slid down, he rolled over and fell down unconsciously.Well, slowly, he woke up and you
know what? He saw a beautiful princess treating his wound gently. Then she fed him with
some hot soup.Who are you really, princess ? asked Tumenggung Arungbinang. I am Dewi
Tisnawati, the guardian fairy who guard the stone flower garden. said Dewi Tisnawati gently.
Its Gods will that the first man who comes here will be my husband to-be. Ive been waiting
for you for a long time. But but.. I have to get the stone flower for my queens, princess.
She is terribly ill. said Arungbinang.Dont worry. Youll recover soon and Ill show you the way
to get the flower.So to cut a long story, Tumenggung Arungbinang managed to get the stone
flower with the help of Dewi Tisnawati. Do you know what the stone flower was ? The stone
flower was actually the swallows nest. It was made of the birds saliva when it was sleeping.
The nest was stuck on the cave wall of Karangbolong hill. Would you come back to me and
marry me after you have finished your task ? pleaded Dewi Tisnawati. Yes, you have my
word, Dewi. replied Tumenggung Arungbinang.Arungbinang took the flower to the queen and
the stone flower was made into soup and given to the queen. Day by day, the queen was
getting healthier and healthier. The queen was touched by Arungbinangs story and gave her
blessing for Arungbinang to marry Dewi Tisnawati.So in the end, Tumenggung Arungbinang
and Dewi Tisnawati married and lived at Karangbolong hill.

monolog berbentuk: belajarnya, siswa diberi berbagai kegiatan terkait
narrative yang sudah tugas untuk melakukan dengan wacana
dibaca, ditonton, hal-hal berikut, dan berbentuk naratif di luar
tentang tempat, siapa saja diberikan guru.
yang terkandung dalam yang datang, kesulitan Siswa mengumpulkan
monolog berbentuk: yang dihadapi. setiap hasil kerja dalam
narrative. Bertanya jawab tentang portofolio, dan
Membahas unsur dan monolog berbentuk: melaporkan hal-hal yang
langkah retorika dalam narrative didengar dengan sudah diperoleh serta
teks naratif. kelompok belajarnya kesulitan yang dihadapi
Membahas ciri-ciri Membahas nilai-nilai yang secara rutin kepada guru.
leksikogramatika. terkandung dalam
Mendengarkan cerita monolog berbentuk:
(secara langsung atau narrative.
dengan media Membahas unsur dan
elektronik). langkah retorika dalam
Membacakan cerita teks naratif.
kepada kelompok atau Membahas ciri-ciri
kelas (monolog). leksikogramatika.
Menceritakan kembali Mendengarkan cerita
cerita kepada kelompok (secara langsung atau
atau kelas (monolog). dengan media elektronik).
dalam melakukan (monolog).
kegiatan terstruktur Menceritakan kembali
dan mandiri. cerita kepada kelompok
(monolog).
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Memberikan stimulus berupa pemberian materi monolog berbentuk: narrative
mengenai monolog berbentuk: narrative
atau mempresentasikan mengenai monolog berbentuk: narrative
mengenai monolog berbentuk: narrative.
Elaborasi
Membiasakan siswa membuat monolog berbentuk: narrative
Konfirmasi
dalam materi mengenai monolog berbentuk: narrative.
Kegiatan Akhir (10)

Siswa diminta membuat rangkuman dari materi monolog berbentuk: narrative
berbentuk: narrative.
Buku Look Ahead 2

Kaset/CD
Tape
Script dari Look Ahead 2
I. Penilaian
1. Merespon dan Tes Tertulis Melengkapi Complete the

menggunakan dialog dialogue below
monolog using the suitable
berbentuk: expression!
narrative.

tindak tutur dialog responses orally
monolog based on the
berbentuk: situations below!
narrative.

Vocabulary and Pronunciation
Part A. Try This. Listen and repeat.
cannery
quay
hatchery
bakery
vineyard
orchard
apiary
resort
dockyard
cemetery
Say It Right
excursion
famous
divided
cemetery
sketching
European
American

tidak lancar.
Nilai 100 90 80 70

Nama Sekolah :
Topik Pembelajaran : Menyatakan perasaan (expressing: love)
Pertemuan Ke :
Mendengarkan
dan berlanjut (sustained) dalam konteks kehidupan sehari-hari.
Berbicara
sehari-hari.
B. Kompetensi Dasar
interpersonal (bersosialisasi) resmi dan berlanjut (sustained) yang
menyatakan sikap terhadap sesuatu, menyatakan perasaan cinta, dan
menyatakan perasaan sedih.
9.1. Mengungkap-kan makna dalam percakapan transaksional (to get things
done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained)
dengan menggunakan ragam bahasa lisan secara akurat, lancar dan
menyatakan sikap terhadap sesuatu, menyatakan perasaan cinta, dan
menyatakan perasaan sedih.
Nilai Budaya Dan

Karakter Bangsa
Merespon dengan benar terhadap tindak Religius, jujur, toleransi, disiplin, kerja
tutur: menyatakan perasaan keras, mandiri, demokratis, rasa ingin
(expressing: love). tahu, semangat kebangsaan, cinta tanah
Melakukan berbagai tindak tutur dalam air, menghargai prestasi, bersahabat,
wacana lisan cinta damai, gemar membaca, peduli
interpersonal/transaksional: menyatakan lingkungan, peduli sosial, tanggung
perasaan (expressing:love). jawab, mandiri

Pada akhir pembelajaran :
Siswa dapat merespon dengan benar terhadap tindak tutur: menyatakan
perasaan (expressing: love).
Siswa dapat melakukan berbagai tindak tutur dalam wacana lisan
interpersonal/transaksional: menyatakan perasaan (expressing: love).
E. Materi Pokok
Menyatakan perasaan (expressing: love)
Mis. A : Oh, my deaest Antony. How could you marry such a woman like Octavia.
You said you loved me. Oh, how dare you!How deep is your love for me?
B : My sweetest queen,theres a beggary in the love that can be reckoned .

cara menyatakan belajarnya, siswa diberi berbagai kegiatan terkait
perasaan (expressing: tugas untuk melakukan dengan wacana
love). hal-hal berikut, dan berbentuk naratif di luar
Membahas nilai-nilai melaporkan setiap tugas tatap muka dan
yang terkandung dalam kegiatan kepada guru, a.l. terstruktur yang
cara menyatakan tentang tempat, siapa saja diberikan guru.
perasaan (expressing: yang datang, kesulitan Siswa mengumpulkan
love). yang dihadapi. setiap hasil kerja dalam
Membahas unsur dan Bertanya jawab tentang portofolio, dan
langkah retorika dalam cara menyatakan perasaan melaporkan hal-hal yang
cara menyatakan (expressing: love) yang sudah diperoleh serta
perasaan (expressing: didengar dengan kelompok kesulitan yang dihadapi
love). belajarnya secara rutin kepada guru.
Membahas ciri-ciri Membahas nilai-nilai yang
leksikogramatika. terkandung dalam cara
Mendengarkan cerita menyatakan perasaan
(secara langsung atau (expressing: love).
(monolog).
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Memberikan stimulus berupa pemberian materi cara menyatakan perasaan
(expressing: love).
mengenai cara menyatakan perasaan (expressing: love).
atau mempresentasikan mengenai cara menyatakan perasaan (expressing:
love).
mengenai cara menyatakan perasaan (expressing: love).
Elaborasi
Membiasakan siswa membuat cara menyatakan perasaan (expressing: love).
Konfirmasi
dalam materi mengenai cara menyatakan perasaan (expressing: love).
Kegiatan Akhir (10)
Siswa diminta membuat rangkuman dari materi cara menyatakan perasaan
(expressing: love).
Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi cara
menyatakan perasaan (expressing: love).
Buku Look Ahead 2

Kaset/CD
Tape
I. Penilaian
1. Merespon cara Tes Tertulis Melengkapi Complete the

menyatakan dialog dialogue below
perasaan using the suitable
(expressing: expression!
love)..

tindak tutur cara dialog responses orally
menyatakan based on the
perasaan situations below!
(expressing:
love).
Part A. Active Listening. Listen to the cassette and fill in the blanks. Act out this
conversation.
Situation 1 : Soraya meets Adam at the cafeteria.
Soraya : Hello, Adam. How are you getting on?

Adam : Fine, thanks. How are you?
Soraya : Im very well. Thank you.
Adam : Have you finished your lunch?
Soraya : Yes, I have. Id better be going, or Ill be late at my office. Goodbye,
Adam.
Adam : Goodbye, Soraya. See you tomorrow.
Situation 2 : In the banquet room was a group of well-dressed people chatting

among themselves. Soraya approached one of them.
Soraya : Good morning. Do you know who Susan Brandy is?

Adam : Shes over there.
Soraya : Thank you. (Soraya went up to her). Hi, I am Soraya. How do you
`do?
Susan : Hello, Soraya. This is Peter and Teddy. Im sure youve heard of
them.
Soraya : How do you do, sir?
Peter : Hello. My wife has told me a great deal about you.
Soraya : Nothing too terrible I hope, sir.
Peter : On the contrary. She has said only good things about you.
Soraya : Thank you, sir. (She turns to Teddy). Good afternoon, sir.
Teddy : Hello, Soraya.
Soraya : Its a pleasure to meet you, sir.
Teddy : Thank you. Youre looking very well.
Soraya : So are you, sir. Im so sorry about what happened yesterday.
Teddy : Thank you. Are you set up here to take care of all of us?
Soraya : Oh, yes. I think we can make everyone comfortable.
Teddy : Thats good. Sorry, but I would like to get freshened up.
Soraya : Of course. It was pleased to meet you.
Teddy : Well, good night.
Ways to say it: Expressing feelings

tidak lancar.
Nilai 100 90 80 70
Nama Sekolah :
Topik Pembelajaran : perasaan (expressing: sorrow& attention)
Pertemuan Ke :
Mendengarkan
Berbicara
sehari-hari.
B. Kompetensi Dasar
menyatakan perasaan malu, menyatakan perasaan marah, dan menyatakan
perasaan jengkel.
9.2 Mengungkap-kan makna dalam percakapan transaksional (to get things
yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima
perasaan jengkel.
Nilai Budaya Dan

Karakter Bangsa
Merespon dengan benar terhadap tindak
tutur: menyatakan perasaan
(expressing: sorrow& attention) )
Melakukan berbagai tindak tutur dalam
interpersonal/transaksional: menyatakan
perasaan (expressing: sorrow& jawab, mandiri
attention)

peringatan.
interpersonal/transaksional: menyatakan perasaan peringatan.
E. Materi Pokok
Menyatakan perasaan (expressing: sorrow& attention)
mis. My heart is so burdened Im so sad to hear that

perasaan tugas untuk melakukan dengan wacana
(expressing: hal-hal berikut, dan berbentuk naratif di luar
sorrow& attention). melaporkan setiap tugas tatap muka dan
cara menyatakan yang datang, kesulitan Siswa mengumpulkan
perasaan yang dihadapi. setiap hasil kerja dalam
(expressing: Bertanya jawab tentang portofolio, dan
sorrow& attention). cara menyatakan perasaan melaporkan hal-hal yang
Membahas unsur dan (expressing: love) yang sudah diperoleh serta
langkah retorika dalam didengar dengan kelompok kesulitan yang dihadapi
cara menyatakan belajarnya secara rutin kepada guru.
perasaan Membahas nilai-nilai yang
(expressing: terkandung dalam cara
sorrow& attention) menyatakan perasaan
Membahas ciri-ciri (expressing: sorrow&
leksikogramatika. attention).
Mendengarkan cerita Membahas unsur dan
(secara langsung atau langkah retorika dalam
dengan media teks naratif.
elektronik). Membahas ciri-ciri
Membacakan cerita leksikogramatika.
kepada kelompok atau Mendengarkan cerita
kelas (monolog). (secara langsung atau
Menceritakan kembali dengan media elektronik).
cerita kepada kelompok Membacakan cerita
atau kelas (monolog). kepada kelompok
Membahas kesulitan (monolog).
yang dihadapi siswa Menceritakan kembali
dalam melakukan cerita kepada kelompok
dan mandiri.
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
(expressing: sorrow& attention).
mengenai cara menyatakan perasaan (expressing: sorrow& attention).
sorrow& attention).
Elaborasi
Membiasakan siswa membuat cara menyatakan perasaan (expressing: sorrow&
attention).
Konfirmasi
dalam materi mengenai cara menyatakan perasaan (expressing: sorrow&
attention).
Kegiatan Akhir (10)

menyatakan perasaan (expressing: sorrow& attention).
Buku Look Ahead 2

Kaset/CD
Tape
I. Penilaian

sorrow&
attention)
2. Mempraktikkan Tes Lisan Tugas Listen to the

tindak tutur cara Berpasangan conversations.
menyatakan Then answer the
perasaan following
(expressing: questions
sorrow&
attention).
Listen to the conversations. Then answer the following questions.
Conversation 1
Man: Did you enjoy your weekend at the tea plantation ?

Woman: Certainly, Its a marvelous place Ive ever seen
Conversation 2
Woman: Frankly, darling, having holiday in a quiet island is boring to me.

Man: Alright, alright. Well go home tomorrow.
Conversation 3
Boy 1: Oh, its a shame. I was hoping we got a big fish.

Boy 2: Never mind. We are fishing again tomorrow. Cheer up!
Ways to say it: Asking if someone remembers or not
Formal expressions
I wonder if you remember .
You remember ...., dont you?
You havent forgotten ...., have you?
Dont you remember ....?
Do you happen to remember it now?
Ways to respond
Let me think, yes, I remember.
I remember especially the scenery.
Ill never forget that.
Ill always remember.
I can remember it clearly.
Informal expressions
Remember the old house we used to live in?
Remember that?
Im sorry, I dont remember.
Ways to respond
Hold on. Yes, got it!
I know .
Its coming back to me now.
Response if you forget

Sorry, Ive completely forgotten.
Im afraid I forget.
I really cant remember.
Im afraid I have no memory of him.
Err, let me think. No, its gone.
Sorry, it slipped off my mind.

tidak lancar.
Nilai 100 90 80 70

Nama Sekolah :
Topik Pembelajaran : Teks monolog narrative
Pertemuan Ke :
Mendengarkan
hari.
Menulis
hari.
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa
Merespon wacana monolog: narrative Religius, jujur, toleransi, disiplin,
Melakukan monolog berbentuk : kerja keras, mandiri, demokratis,
narrative rasa ingin tahu, semangat

Pada akhir pembelajaran:
Siswa dapat merespon wacana monolog: narrative
Siswa dapat melakukan monolog berbentuk narrative
E. Materi Pokok
Teks monolog narrative
Today, Id like to tell you a legend from South Sea, Central Java. The title is The
Stone Flower or Bunga Batu. Well, listen carefully. A long long time ago the people of
Wanakerta Kingdom were very worried because the Queen Dewi Kalasekti had
suffered from a strange illness for a long time. Doctors and shamans were ordered to
cure the Queen, but the queen was not healed. Meanwhile, the high priest of the
kingdom was praying to God, when he heard a voice echoing, The queen can be
cured by the stone flower. This flower has no leaves or stem. It is white. It grows on a
stone hill in the same direction of the sunset.Well, the queen ordered Tumenggung
Arungbinang to search for the flower. Tumenggung Arungbinang was a brave, honest
and loyal nobleman.It so happened then, Tumenggung Arungbinang followed the
happened then ?He climbed up the hill. But Alas! As he was climbing up the hill, he
slipped and he slid down, he rolled over and fell down unconsciously.Well, slowly, he
woke up and you know what? He saw a beautiful princess treating his wound gently.
Then she fed him with some hot soup.Who are you really, princess ? asked
Tumenggung Arungbinang. I am Dewi Tisnawati, the guardian fairy who guard the
stone flower garden. said Dewi Tisnawati gently. Its Gods will that the first man who
comes here will be my husband to-be. Ive been waiting for you for a long time. But
but.. I have to get the stone flower for my queens, princess. She is terribly ill. said
Arungbinang.Dont worry. Youll recover soon and Ill show you the way to get the
flower.So to cut a long story, Tumenggung Arungbinang managed to get the stone
flower with the help of Dewi Tisnawati. Do you know what the stone flower was ? The
stone flower was actually the swallows nest. It was made of the birds saliva when it
was sleeping. The nest was stuck on the cave wall of Karangbolong hill. Would you
come back to me and marry me after you have finished your task ? pleaded Dewi
Tisnawati. Yes, you have my word, Dewi. replied Tumenggung
Arungbinang.Arungbinang took the flower to the queen and the stone flower was made
into soup and given to the queen. Day by day, the queen was getting healthier and
healthier. The queen was touched by Arungbinangs story and gave her blessing for
Arungbinang to marry Dewi Tisnawati.So in the end, Tumenggung Arungbinang and
Dewi Tisnawati married and lived at Karangbolong hill.
Pre listening
Whilst listening
Post Listening

elektronik). tokoh.
(monolog).
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Memberikan stimulus berupa pemberian materi Tesk narrative.
mengenai Tesk narrative.
atau mempresentasikan mengenai Tesk narrative.
Elaborasi
Membiasakan siswa membuat kalimat Tesk narrative.
Konfirmasi
dalam materi Tesk narrative.
Kegiatan Akhir (10)

Siswa diminta membuat rangkuman dari materi mengenai Tesk narrative.
Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi Tesk narrative.
Buku Look Ahead 2
Gambar yang relevan
I. Penilaian

1. Memahami isi Tes Lisan Pilihan Ganda Listen to the

teks narrative monolog and
yang didengar choose the best
answer
LISTENING TEXT 1
Well, here is the story. Once upon a time there lived as neighbors, a bear and a
rabbit. The rabbit was a good shot, and the bear being very clumsy could not use the
arrow to good advantage. The bear was very unkind to the rabbit.
Every morning, the bear would call over to the rabbit and ask the rabbit to take
his bow and arrows and came with the bear to the other side of the hill. The rabbit,
fearing to arouse the bears anger by refusing, consented, and went with the bear and
shot enough buffalo to satisfy the hungry family. Indeed, he shot and kill so many that
there was lots of meat left after the bear and his family had loaded themselves, packed
all they could carry home. The bear was very gluttonous, and did not want the rabbit to
get any of the meat so the poor rabbit could not even taste the blood from the
butchering, as the bear would throw earth on the blood and dry it up. Poor Rabbit would
have to go hungry after his hard days work.
The bear was the father of five children. The youngest boy was very kind to the
rabbit. The mother bear, knowing that the youngest was very hearty eater, always gave
him an extra large piece of meat. What the baby bear did not eat, he would take outside
with him and pretend to play food ball with it, kicking it toward the rabbits house, and
when he got close to the door he would give the meat such a good kick, that it would fly
into the rabbits house, and in this way poor Rabbit would get his meal unknown to the
papa bear.
Answer the following questions!

1. What is the best title of the story above?
2. Who were the characters in that story?
3. Where is the setting of the story?
4. What problem was the rabbit faced?
5. How was the problem solved?
Kunci Jawaban
1. The poor rabbit
2. A bear and a rabbit
3. in a jungle/ forest
4. The bear never gives the rabbit meat for his meal
5. The bears youngest children send the rabbit the meat to the rabbits house secretly
No Uraian Skor
1,2,3,4,5 Isi benar, tata bahasa benar 20
Isi benar, tata bahasa kurang tepat 10
Tidak menjawab 0
Jumlah skor maksimal = 5 x 20 = 100

Penilaian : Jumlah skor perolehan : skor maksimal x 100

Nama Sekolah :
Topik Pembelajaran : Teks berbentuk Narrative
Pertemuan Ke :
Mendengarkan
hari.
Menulis
hari.
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa
E. Materi Pokok
Teks narrative
Today, Id like to tell you a legend from South Sea, Central Java. The title is The
Stone Flower or Bunga Batu. Well, listen carefully. A long long time ago the people of
Wanakerta Kingdom were very worried because the Queen Dewi Kalasekti had
suffered from a strange illness for a long time. Doctors and shamans were ordered to
cure the Queen, but the queen was not healed. Meanwhile, the high priest of the
kingdom was praying to God, when he heard a voice echoing, The queen can be
cured by the stone flower. This flower has no leaves or stem. It is white. It grows on a
stone hill in the same direction of the sunset.Well, the queen ordered Tumenggung
Arungbinang to search for the flower. Tumenggung Arungbinang was a brave, honest
and loyal nobleman.It so happened then, Tumenggung Arungbinang followed the
happened then ?He climbed up the hill. But Alas! As he was climbing up the hill, he
slipped and he slid down, he rolled over and fell down unconsciously.Well, slowly, he
woke up and you know what? He saw a beautiful princess treating his wound gently.
Then she fed him with some hot soup.Who are you really, princess ? asked
Tumenggung Arungbinang. I am Dewi Tisnawati, the guardian fairy who guard the
stone flower garden. said Dewi Tisnawati gently. Its Gods will that the first man who
comes here will be my husband to-be. Ive been waiting for you for a long time. But
but.. I have to get the stone flower for my queens, princess. She is terribly ill. said
Arungbinang.Dont worry. Youll recover soon and Ill show you the way to get the
flower.So to cut a long story, Tumenggung Arungbinang managed to get the stone
flower with the help of Dewi Tisnawati. Do you know what the stone flower was ? The
stone flower was actually the swallows nest. It was made of the birds saliva when it
was sleeping. The nest was stuck on the cave wall of Karangbolong hill. Would you
come back to me and marry me after you have finished your task ? pleaded Dewi
Tisnawati. Yes, you have my word, Dewi. replied Tumenggung
Arungbinang.Arungbinang took the flower to the queen and the stone flower was made
into soup and given to the queen. Day by day, the queen was getting healthier and
healthier. The queen was touched by Arungbinangs story and gave her blessing for
Arungbinang to marry Dewi Tisnawati.So in the end, Tumenggung Arungbinang and
Dewi Tisnawati married and lived at Karangbolong hill.
Pre listening
Whilst listening
Post Listening
elektronik). tokoh.
(monolog).
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Elaborasi
Konfirmasi
Kegiatan Akhir (10)

Buku Look Ahead 2
Gambar yang relevan
I. Penilaian
1. Memahami isi Tes Lisan Pilihan GandA Listen to the

answer
LISTENING TEXT 1
papa bear.

Kunci Jawaban
1. The poor rabbit
No Uraian Skor

Tidak menjawab 0

Nama Sekolah :
Pertemuan Ke :
Memahami makna teks monolog/esei berbentuk narrativ,spoof dan hortatory
exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari
dan mengakses ilmu pengetahuan.
B. Kompetensi Dasar
Memahami dan merespon makna dalam teks monolog/esei yang menggunakan ragam
bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk: narrative.
Nilai Budaya Dan

Karakter Bangsa
Menggunakan simple past tense dalam Religius, jujur, toleransi, disiplin,
tesk narrative kerja keras, mandiri, demokratis,
Menghasilkan teks berbentuk narrative rasa ingin tahu, semangat


E. Materi Pokok
Teks narrative
The Lion and The Mouse
Once, when a Lion was asleep, a little mouse began running up and
down upon him; this soon wakened the Lion, who placed his huge paw upon
him, and opened his big jaws to swallow him. Pardon, O king, cried the little
Mouse, Forgive me this time, I shall never forget it; who knows but what I may
be able to do you a turn some of these days? The Lion was so tickled at the
idea of the Mouse being able to help him, that he lifted up his paw and let him
go.Some time after the Lion was caught in a trap, and the hunters, who desired
to carry himalive to the king, tied him to a tree while they wentin search of a
wagon to carry him on. Just then the little Mouse happened to passby, and see
the sad plight in which the Lion was.He went up to the lion and soon gnawed
away the ropes that bound the king of the Beasts. Wasnt I right? said the little
Mouse.
Moral: Little friends may prove great friends.(AESOP)
Pre listening
Whilst listening
Post Listening

elektronik). tokoh.
(monolog).
Kegiatan Awal (10)

f. Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang
g. Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)
h. Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter
i. Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir
j. Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks
Kegiatan Inti (70)

Eksplorasi
Memberikan stimulus berupa pemberian materi Teks narrative.
Elaborasi
Konfirmasi
Kegiatan Akhir (10)

Buku Look Ahead 2
Gambar yang relevan
I. Penilaian
1. Memahami isi Tes Tertulis Essay Listen to the

answer
Test Writing
Now its time for you to create your own story
Remember to make sure that your story includes orientation, complication
and resolution
Title : __________________
Orientation _______________________________________________________
(Telling who, when, _______________________________________________________
where the story
takes place) _______________________________________________________
Complication _______________________________________________________
(telling the _______________________________________________________
problem(s) faced by
the main character _______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Resolution
(Telling how the ________________________________________________________
problem is solved) _______________________________________________________

1 Ketepatan isi dan tema 0 17
2 Struktur kalimat 0 17
3 Koherensi antar kalimat 0 17
4 Kompleksitas (Ketepatan penggunaan kata dan istilah) 0 17
5 Tanda baca 0 16
6. Ejean kata 0 16
Skor maksimum 100

Nama Sekolah :
Pertemuan Ke :
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa
Mengidentifikasi ciri-ciri kebahasaan Religius, jujur, toleransi, disiplin,
teks narrative kerja keras, mandiri, demokratis,


E. Materi Pokok
Teks narrative
idea of the Mouse being able to help him, that he lifted up his paw and let him
Mouse.
Pre listening
Whilst listening
Post Listening

elektronik). tokoh.
(monolog).
Kegiatan Awal (10)

k. Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang
l. Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)
m. Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter
n. Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir
o. Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks
Kegiatan Inti (70)

Eksplorasi
Elaborasi
Konfirmasi
Kegiatan Akhir (10)

Buku Look Ahead 2
Gambar yang relevan
I. Penilaian

answer
Test Writing
and resolution
Title : __________________
Orientation _______________________________________________________
(Telling who, when, _______________________________________________________
where the story
takes place) _______________________________________________________
Complication _______________________________________________________
(telling the _______________________________________________________
problem(s) faced by _______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Resolution
(Telling how the ________________________________________________________

5 Tanda baca 0 16
6. Ejean kata 0 16
Skor maksimum 100

Nama Sekolah :
Topik Pembelajaran : Teks monolog berbentuk Narrative
Pertemuan Ke :
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa
Mengidentifikasi makna dalam teks Religius, jujur, toleransi, disiplin,
tulis narrative. kerja keras, mandiri, demokratis,
Mengidentifilasi langkah-langkah rasa ingin tahu, semangat
retorika dalam wacana: narrative kebangsaan, cinta tanah air,


E. Materi Pokok
Teks
ideanarrative
of the Mouse being able to help him, that he lifted up his paw and let him
Mouse.

Pre listening
Whilst listening
Post Listening

elektronik). tokoh.
(monolog).
8. Kegiatan Awal (10)

9. Kegiatan Inti (70)

Eksplorasi
Elaborasi
Konfirmasi
10. Kegiatan Akhir (10)
Buku Look Ahead 2
Gambar yang relevan
I. Penilaian

answer
Test Writing
and resolution
Title : __________________
Orientation _______________________________________________________
(Telling who, when, _______________________________________________________
where the story
takes place) _______________________________________________________
Complication _______________________________________________________
(telling the _______________________________________________________
problem(s) faced by
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Resolution
(Telling how the ________________________________________________________

5 Tanda baca 0 16
6. Ejean kata 0 16
Skor maksimum 100

Nama Sekolah :
Topik Pembelajaran : Teks monolog berbentuk Spoof
Pertemuan Ke :
Memahami makna dalam teks fungsional pendek dan monolog berbentuk narrative,
spoof dan hortatory exposition dalam konteks kehidupan sehari-hari.
Mengungkapkan makna dalam teks fungsional pendek dan esei berbentuk narrative,
spoof dan hortatory exposition dalam konteks kehidupan sehari-hari
B. Kompetensi Dasar
Merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan secara
berbentuk: narrative, spoof, dan hortatory exposition.
Mengungkap-kan makna dalam esei dengan mengguna-kan ragam bahasa lisan secara
berbentuk: narrative, spoof, dan hortatory exposition
Nilai Budaya Dan

Karakter Bangsa
Merespon wacana monolog: spoof Religius, jujur, toleransi, disiplin,
Melakukan monolog berbentuk : spoof kerja keras, mandiri, demokratis,


o Merespon wacana monolog: spoof
o Melakukan monolog berbentuk : spoof
E. Materi Pokok
Wacana monolog berbentuk spoof, contohnya;
Okay students. Listen to me. I have a good story. The story is about a boy
named Michael. He was ten years old. He was not a very good pupil. Why?
Because he didnt like doing his homework. What did he like then ?Oh, he liked
playing in his leisure time. He liked football very much. Do you know why he didnt
like doing his homework? Because he always made a lot of mistakes when he did
it.
Well, one day, his mathematics teacher looked at Michaels homework and
found that all his homework was correct. Wow, thats a good job! Of course
students, the teacher was very pleased and surprised. So, he called Michael to
his office and said to him, Michael, youve got all your homework right this time.
Youre doing great. Well done, Michael. Did your father help you?
No, sir Michael said, Usually my father did it for me. But last night he was
very busy. He had a meeting. So, he couldnt do my homework. Then, I had to do
it by myself.
(Adapted from: Intermediate Reading Comprehension,L.G.Alexander)
Pre listening
Whilst listening
Post Listening

belajarnya
Nonton film Membahas nilai-nilai yang
Mendengarkan cerita terkandung dalam cerita,
(secara langsung atau sikap dan perilaku para
dengan media tokoh.
elektronik). Membahas unsur dan
Membacakan cerita langkah retorika dalam
kepada kelompok atau teks naratif.
kelas (monolog). Membahas ciri-ciri
Menceritakan kembali leksikogramatika.
cerita kepada kelompok Nonton film.
atau kelas (monolog). Mendengarkan cerita
Membahas kesulitan (secara langsung atau
yang dihadapi siswa dengan media elektronik).
dalam melakukan Membacakan cerita
kegiatan terstruktur kepada kelompok
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Memberikan stimulus berupa pemberian materi wacana monolog berbentuk
spoof.
mengenai wacana monolog berbentuk spoof.
atau mempresentasikan mengenai wacana monolog berbentuk spoof.
mengenai wacana monolog berbentuk spoof.
Elaborasi
Membiasakan siswa membuat kalimat wacana monolog berbentuk spoof.
Konfirmasi
dalam materi wacana monolog berbentuk spoof.
Kegiatan Akhir (10)

Siswa diminta membuat rangkuman dari materi mengenai wacana monolog
berbentuk spoof.
Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi wacana monolog
berbentuk spoof.
Buku Look Ahead 2
Gambar yang relevan
I. Penilaian

teks wacana monolog and
monolog choose the best
berbentuk spoof answer
Listen to Mike, talking about his experience about earthquake. Check the answers.
Has everybody here heard of an earthquake? Do you know what it is like when
it happens? Well, I once experienced it. Okay, Ill tell you about my experience. Listen.
I was driving along the coast road when the car suddenly lurched to one side.
You know what happened? At first I thought a tire had gone flat but then I saw
telegraph poles collapsing like matchsticks. Its terrible, isnt it? Next, guess what?
The rocks came tumbling across the road and I had to get out of the car. When I got
back to town, well as I said, there wasnt much left. My God, that was a nightmare.
Say It Right
earthquake
coast
collapsing
nightmare
experience
tyre
matchsticks
abandoned
tumbling
terrible

5 Tanda baca 0 16
6. Ejean kata 0 16
Skor maksimum 100

Nama Sekolah :
Topik Pembelajaran : Tesk fungsional pendek Advertisement /iklan
Pertemuan Ke :
Mendengarkan
2. Memahami makna teks fungsional pendek dan monolog berbentuk narrative,
explanation, dan discussion dalam konteks kehidupan sehari-hari.
B. Kompetensi Dasar
2.1 Merespon makna yang terdapat dalam teks lisan fungsional pendek resmi
Nilai Budaya Dan

Karakter Bangsa
Mengidentifikasi topik sebuah teks Religius, jujur, toleransi, disiplin,
fungsional pendek yang didengar kerja keras, mandiri, demokratis,
Mengidentifikasi informasi tertentu dari rasa ingin tahu, semangat
teks fungsional pendek yang didengar kebangsaan, cinta tanah air,
Mengidentifikasi tujuan teks fungsional menghargai prestasi, bersahabat,
pendek yang didengar. cinta damai, gemar membaca,

Menemukan gagasan umum tesk iklan
Menemukan informasi rinci dalam teks iklan
Menemukan makna kata tertentu dalam teks iklan
E. Materi Pokok
Tesk fungsional pendekIklan
Kosakata terkait tema/ jenis tesk
Pre listening
Whilst listening
Post Listening

elektronik). tokoh.
(monolog).
Kegiatan Awal (10)

Kegiatan Inti (70)
Eksplorasi
Memberikan stimulus berupa pemberian materi Tesk fungsional pendekIklan .
mengenai Tesk fungsional pendekIklan .
atau mempresentasikan mengenai Tesk fungsional pendekIklan .
Elaborasi
Membiasakan siswa membuat kalimat Tesk fungsional pendekIklan .
Konfirmasi
Kegiatan Akhir (10)

Siswa diminta membuat rangkuman dari materi mengenai Tesk fungsional
pendekIklan .
Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi Tesk fungsional
pendekIklan .
Gambar yang relevan
I. Penilaian
Indikator Teknik Bentuk Contoh

No.
1. Memahami isi Tes Lisan Pertanyaan Listen to the
Tesk fungsional Lisan following
pendekIklan advertisement and
answer the
questions!
I. Listen to the following advertisement and answer the questions!
Sale! Sale! Sale!
25% off all mens and womens business suits

25% off all mens and womens shoes
50% of all womens summer clothes
Monday through Saturday
Matahari Department store at Simpang Lima

Semarang
Open Monday-Saturday, 8:30 AM-9:00 PM
Listen to the followingClosed Sunday and answer the questions!
advertisement
1. What is on sale?
2. Whom is the sale for?
3. Where is the store located
4. What time is the store opened?
5. How many days is the store opened?
Kunci Jawaban
1. Business clothes, shoes and summers clothes
2. Men and women
3. At Simpang Lima Semarang
4. 8.30 am to 9.00 pm
5. Six days

No Uraian Skor
Isi benar, tata bahasa benar 20
1,2,3,4,5 Isi benar, tata bahasa kurang tepat 10
Tidak menjawab 0

Inggris
Kelas/Semester : XII/1
Nama Guru :
NIKY :
Sekolah :
Nama Sekolah :
Kelas/Semester : XII / 1
Topik Pembelajaran : Iklan
Pertemuan Ke :
Berbicara
berbentuk narrative, explanation, dan discussion dalam konteks kehidupan
sehari-hari.
B. Kompetensi Dasar
4.1. Mengungkapkan makna dalam teks lisan fungsional pendek resmi dan tak
kehidupan sehari-hari (teks Pengumuman).
Nilai Budaya Dan

Karakter Bangsa
Menggunakan bahasa lisan dalam Religius, jujur, toleransi, disiplin,
menyampaikan teks fungsional pendek. kerja keras, mandiri, demokratis,

Memahami bahasa dan struktur bahasa short functional text.
Menggunakan bahasa lisan dalam menyampaikan teks fungsional pendek
E. Materi Pokok
Tesk fungsional pendek
Kosakata terkait
Pre listening
Whilst listening
Post Listening

elektronik). tokoh.
(monolog).
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Elaborasi
Konfirmasi
Kegiatan Akhir (10)

pendekIklan .
pendekIklan .
Gambar yang relevan
I. Penilaian
1. Memahami isi Tes Lisan Unjuk Kerja Listen to the

Tesk fungsional following
answer the
questions!
Read the pamphlet aloud.
No Aspek Aspek Skor

1 Pronounciation - Anak berbicara dengan lafal, intonasi 3
yang benar
- Anak berbicara dengan lafal dan 2
intonasi yang benar namun ada
beberapa kesalahan
intonasi yang masih salah
2. Fluency - Anak berbicara dengan lancar 3
- Anak berbicara dengan beberapa 2
hambatan
- Anak berbicara dengan tidak lancar 1
3. Performance - Anak maju ke depan kelas berbicara 3
dengan keyakinan yang tinggi
- Anak maju ke depan kelas berbicara 2
dengan agak ragu-ragu
- Anak maju ke depan kelas 1
berberbicara dengan keyakinan
yang sangat rendah
Nilai = peroleh skor dibagi 15 x 100


Nama Sekolah :
Topik Pembelajaran : Pamphlet
Pertemuan Ke :
Membaca
narrative, explanation, dan discussion dalam konteks kehidupan sehari-hari
B. Kompetensi Dasar
narrative, explanation, dan discussion.
Nilai Budaya Dan

Karakter Bangsa
Membaca wacana ragam tulis yang Religius, jujur, toleransi, disiplin,
dibahas: Teks pamphlet kerja keras, mandiri, demokratis,
Mengidentifikasi topik dari teks yang rasa ingin tahu, semangat
dibaca kebangsaan, cinta tanah air,
Mengidentifikasi informasi tertentu dari menghargai prestasi, bersahabat,
teks yang dibaca cinta damai, gemar membaca,

Mengidentifikasi makna kata dalam teks pamplet yang dibaca
Mengidentifikasi makna kalimat dalam teks iklan yang dibaca
Menjawab pertanyaan tentang isi teks dengan tepat
E. Materi Pokok
Teks pamphlet , kosa kata yang terkait
Pre listening
Whilst listening
Post Listening

teks pamphlet , kosa belajarnya, siswa diberi berbagai kegiatan terkait
kata yang terkait. tugas untuk melakukan dengan wacana
Membahas nilai-nilai hal-hal berikut, dan berbentuk naratif di luar
yang terkandung dalam melaporkan setiap tugas tatap muka dan
teks pamphlet , kosa kegiatan kepada guru, a.l. terstruktur yang
kata yang terkait. tentang tempat, siapa saja diberikan guru.
teks pamphlet , kosa Bertanya jawab tentang portofolio, dan
kata yang terkait. teks pamphlet , kosa kata melaporkan hal-hal yang
Membahas ciri-ciri yang terkait. dengan sudah diperoleh serta
leksikogramatika. kelompok belajarnya kesulitan yang dihadapi
Mendengarkan cerita Membahas nilai-nilai yang secara rutin kepada guru.
(secara langsung atau terkandung dalam teks
dengan media pamphlet , kosa kata yang
elektronik). terkait.
Membacakan teks Membahas unsur dan
pamphlet , kosa kata langkah retorika dalam
yang terkait.. teks pamphlet , kosa kata
Menceritakan kembali yang terkait..
Membahas ciri-ciri
Mendengarkan cerita
dalam melakukan Membacakan teks
kegiatan terstruktur pamphlet , kosa kata yang
dan mandiri. terkait.kepada kelompok
(monolog).
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Memberikan stimulus berupa pemberian materi teks pamphlet , kosa kata yang
terkait.
mengenai teks pamphlet , kosa kata yang terkait..
atau mempresentasikan mengenai teks pamphlet , kosa kata yang terkait.
mengenai teks pamphlet , kosa kata yang terkait.
Elaborasi
Membiasakan siswa membuat kalimat teks pamphlet , kosa kata yang terkait.
Konfirmasi
Kegiatan Akhir (10)

Siswa diminta membuat rangkuman dari materi mengenai teks pamphlet , kosa
kata yang terkait.
Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi teks pamphlet ,
kosa kata yang terkait.
Gambar yang relevan
I. Penilaian

materi teks following
pamphlet , kosa advertisement and
kata yang terkait. answer the
questions!
I. Read the following pamphlet then answer the questions
What is the pamphlet about?

Whom is the pamphlet for?
Whats the function of septic tank in rural area?
How many questions must we answer to know enough about
septic tank system?
In Urban and there are sewer s to carry .(par.1)?
What does the underlined word means?
Setiap nomor apabila benar nilainya 20, apabila salah 0

Skor maksimal 5 X 20 = 100

Nama Sekolah :
Topik Pembelajaran : Explanation
Pertemuan Ke :
Membaca
dan untuk mengakses ilmu pengetahuan..
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa
Mengidentifikasikan tema teks yang
Religius, jujur, toleransi, disiplin,
dibaca
Mengidentifikasikan makna kalimat
dalam teks yang dibaca
Mengidentifikasi tujuan komunikasi
teks dibaca
Merespon berbagai informasi tentang peduli lingkungan, peduli sosial,
isi teks tanggung jawab, mandiri

Mengidentifikasikan tema teks yang dibaca
Mengidentifikasikan makna kalimat dalam teks yang dibaca
Mengidentifikasi tujuan komunikasi teks dibaca
Merespon berbagai informasi tentang isi teks
E. Materi Pokok
teks explanation , kosa kata yang terkait
Pre listening
Whilst listening
Post Listening

teks explanation , kosa belajarnya, siswa diberi berbagai kegiatan terkait
teks explanation , kosa kegiatan kepada guru, a.l. terstruktur yang
teks explanation , kosa Bertanya jawab tentang portofolio, dan
kata yang terkait. teks explanation , kosa melaporkan hal-hal yang
Membahas ciri-ciri kata yang terkait dengan sudah diperoleh serta
dengan media explanation , kosa kata
elektronik). yang terkait.
explanation , kosa kata langkah retorika dalam
yang terkait. teks explanation , kosa
Menceritakan kembali kata yang terkait.
Membahas ciri-ciri
Mendengarkan cerita
kegiatan terstruktur explanation , kosa kata
dan mandiri. yang terkait kepada
kelompok (monolog).
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Memberikan stimulus berupa pemberian materi teks explanation , kosa kata
yang terkait.
mengenai teks explanation , kosa kata yang terkait.
atau mempresentasikan mengenai teks explanation , kosa kata yang terkait.
Elaborasi
Membiasakan siswa membuat kalimat teks explanation , kosa kata yang terkait.
Konfirmasi
dalam teks explanation , kosa kata yang terkait.
Kegiatan Akhir (10)

Siswa diminta membuat rangkuman dari materi teks explanation , kosa kata
yang terkait.
Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi teks explanation
, kosa kata yang terkait.
Gambar yang relevan
I. Penilaian
1. Memahami isi Tes Tertulis Pilihan ganda Listen to the

explanation , kosa advertisement and
questions!
A. Choose the correct answer by crossing a,b,c,d or e
Text 1
Have you ever wondered how people get chocolate for? In this article well
enter the amazing world for chocolate so you can understand exactly what youre
eating.
Chocolate starts with a tree called the cacao tree. This tree grows in equatorial
regions, especially in place such as South America, Africa, and Indonesia. The cacao
tree produces a fruit about the size of small pine apple. Inside the fruit are the trees
seeds, also known as cacao beans.
The beans are fermented for about a week, dried in the sun and then shipped
to the chocolate maker. The chocolate maker starts by roasting the beans to bring out
the flavor. Different beans from different place have different qualities and flavor, so
the are often sorted and blended to produce a distinctive mix. Next, the roasted
beans are winnowed. Winnowing removes the meat nib of the cacao beans bean from
its shell. Then, the nibs are blended. The blended nibs are ground to make it a liquid.
The liquid is called chocolate liquor. It tastes bitter. All seeds contain some amount of
fat, and cacao beans are not different. However, cacao beans are half fat, which is
why the ground nibs from liquid. Its pure bitter chocolate.
1. The text is about .

a. the cacao tree
b. the cacao beans
c.the raw chocolate
d. the making of chocolate
e. the flavor of chocolate
2. The third paragraph focuses on .

a. the process of producing chocolate
b. how to produce the cacao flavor
c.where chocolate comes from
d. the chocolate liquor
e. the cacao fruit
3. ., so the are often sorted and blended to produce . ( Paragraph 3 )

The underline word is close in meaning to .
a. arranged
b. combined
c.separated
d. distributed
e. organized
4. How does the chocolate maker start to make chocolate?

a. By fermenting the beans.
b. By roasting the beans.
c.By blending the beans.
d. By sorting the beans.
e. By drying the beans.
Text 2
Wood chipping is a process used to obtain pulp and paper product from the
forest. The wood chipping process begins when the trees are cut down is in selected
area of the forest called a couple.
Next, the top and branches of the trees are cut out and the logs are taken to
the mill. At the mill, the bark of the logs is removed and the logs are taken to a
chipper, which cut them into small pieces called woodchip. The woodchips are the
screened to remove dirt and other impurities. At this stage, the are either exported in
this from or made into pulp by chemicals and heat. The pulp is then bleached and the
water content is removed.
Finally, the pulp is rolled out to make paper.
5. The text describes the process of .

a. cutting down the forest
b. producing woodchip
c.paper making
d. wood chipping
e. reforestation
6. What do the mill workers first do with the logs?

a. They export the woodchip.
b. The cut them into pieces.
c.They roll out the paper.
d. The remove the bark.
e. The screen the logs.
7. At this stage, they are either exported in this from or . ( Paragraph 2 )

The underlined word refer to .
a. logs
b. pulp
c.process pulp
d. raw woodchips
e. clean woodchip
8. The woodchips are then screened to remove dirt and other impurities.
( Paragraph 2 )
In other word, they are .
a. repaired
b. cleaned
c.moved
d. removed
e. processed
Text 3
Nearly all energy is derived from the sun, either indirectly or directly, in the
form of the form of heat rays and light rays. Electrical energy is derived from the sun
indirectly. It can be derived from the power of the earths surface, by mean of the
suns heat. This water vapour rises, condenses on cooling, and falls as rain.
The light and heat energy from coal is also derived indirectly from the sun.
Coal was formed by the pressure of the rocks on vegetation which died million of
years ago. That vegetation grew with the aid of sunlight, from which carbohydrates
were formed, thus converting solar energy into chemical energy. When coal is burn
some of this energy is released.
Energy used to drive car engines is derived from petrol, which is also formed
with the indirect aid of the sun. Plants and animal were pressed under the rocks in the
earth. These dead animals and vegetables remains formed petroleum, from which
petrol and oil are now obtained.
Thus the sun can be said to be source of nearly all energy, and in the
absence of the suns heat and light, no life could exist on earth.
9. The most suitable title for the text is .

a. solar energy
b. electrical energy
c.fossil fuel energy
d. light and heat energy
e. sources of energy
10. Where does energy come from originally? It comes from .

a. the sun
b. the electricity
c.the coal
d. the petrol
e. head and light rays
Kunci Jawaban
No.
1. D
2. A
3. B
4. A
5. C
6. D
7. E
8. B
9. E
10. A
Untuk setiap nomor betul nilai 10, salah 0


Nama Sekolah :
Topik Pembelajaran : Text Explanation
Pertemuan Ke :
Menulis
sederhana narrative, explanation, dan discussion dalam konteks kehidupan
sehari-hari.
B. Kompetensi Dasar
konteks kehidupan sehari-hari dalam teks berbentuk: narrative, explanation,
dan discussion .
Nilai Budaya Dan

Karakter Bangsa
Menggunakan adverbial clause dalam Religius, jujur, toleransi, disiplin,
membuat sebuah explanation kerja keras, mandiri, demokratis,
Menghasilkan teks berbentuk rasa ingin tahu, semangat
explanation kebangsaan, cinta tanah air,

Menggunakan adverbial clause dalam membuat sebuah explanation
Menghasilkan teks berbentuk explanation
E. Materi Pokok
teks berbentuk explanation , kosa kata yang terkait
Pre listening
Whilst listening
Post Listening

Membahas ciri-ciri
Mendengarkan cerita
kelompok (monolog).
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
yang terkait.
Elaborasi
Konfirmasi
Kegiatan Akhir (10)

yang terkait.
Gambar yang relevan
I. Penilaian

questions!
Writing Test
Now it is time for you to write your own explanation text.
Choose one of the titles below
Dont forget to use the generic structure of an explanation text.
Titles :
How telephone works?
How telex works
Why leaves fall in Autumn season
(your own title)
Generic Structure

A General Statement
..

..
Explanation
..

..
Closing (if any)

..

..

5 Tanda baca 0 16
6. Ejean kata 0 16
Skor maksimum 100

Nama Sekolah :
Pertemuan Ke :
Menulis
sehari-hari.
B. Kompetensi Dasar
dan discussion .
Nilai Budaya Dan

Karakter Bangsa

E. Materi Pokok
Pre listening
Whilst listening
Post Listening

Membahas ciri-ciri
Mendengarkan cerita
kelompok (monolog).
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
yang terkait.
Elaborasi
Konfirmasi
Kegiatan Akhir (10)

yang terkait.
Gambar yang relevan
I. Penilaian

questions!
Writing Test
Titles :
How telex works
(your own title)
Generic Structure

A General Statement
..

..
Explanation
..

..
Closing (if any)

..

..
5 Tanda baca 0 16
6. Ejean kata 0 16
Skor maksimum 100

Nama Sekolah :
Topik Pembelajaran : Teks Berbentuk Narrative
Pertemuan Ke :
Mendengarkan
narrative, explanation dan discussion dalam konteks kehidupan sehari-hari.
Menulis
berbentuk narrative, explanation dan discussion dalam konteks kehidupan
sehari-hari.
B. Kompetensi Dasar
hari dalam teks dalam teks berbentuk: narrative, explanation, dan
discussion.
4.2. Mengungkap-kan makna dalam teks monolog dengan menggunakan ragam
sehari-hari dalam teks berbentuk: narrative, explanation, dan discussion.
Nilai Budaya Dan

Karakter Bangsa
Mengidentifikasi topik atau judul cerita Religius, jujur, toleransi, disiplin,
yangdidengar kerja keras, mandiri, demokratis,
Mengidentifikasi tokoh dari cerita yang rasa ingin tahu, semangat
didengar kebangsaan, cinta tanah air,
Mengidentifikasi kejadian dalam teks menghargai prestasi, bersahabat,
yang didengar cinta damai, gemar membaca,
Mengidentifikasi urutan suatu peristiwa peduli lingkungan, peduli sosial,
dalam teks narasi tanggung jawab, mandiri

Memahami isi teks narrative yang didengar
E. Materi Pokok
Tesk narrative
Pre listening
Whilst listening
Post Listening

elektronik). tokoh.
(monolog).
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Elaborasi
Konfirmasi
Kegiatan Akhir (10)

Gambar yang relevan
I. Penilaian

answer
LISTENING TEXT 1
papa bear.

Kunci Jawaban
1. The poor rabbit
No Uraian Skor

Tidak menjawab 0


Nama Sekolah :
Topik Pembelajaran : Teks Berbentuk Narrative
Pertemuan Ke :
Mendengarkan
narrative, explanation dan discussion dalam konteks kehidupan sehari-hari.
Menulis
berbentuk narrative, explanation dan discussion dalam konteks kehidupan
sehari-hari.
B. Kompetensi Dasar
hari dalam teks dalam teks berbentuk: narrative, explanation, dan
discussion.
4.2. Mengungkap-kan makna dalam teks monolog dengan menggunakan ragam
sehari-hari dalam teks berbentuk: narrative, explanation, dan discussion.
Nilai Budaya Dan

Karakter Bangsa
Mengidentifikasi topik atau judul cerita Religius, jujur, toleransi, disiplin,
yangdidengar kerja keras, mandiri, demokratis,
Mengidentifikasi tokoh dari cerita yang rasa ingin tahu, semangat
didengar kebangsaan, cinta tanah air,
Mengidentifikasi kejadian dalam teks menghargai prestasi, bersahabat,
yang didengar cinta damai, gemar membaca,
Mengidentifikasi urutan suatu peristiwa peduli lingkungan, peduli sosial,
dalam teks narasi tanggung jawab, mandiri

Memahami isi teks narrative yang didengar
E. Materi Pokok
Tesk narrative
Pre listening
Whilst listening
Post Listening

elektronik). tokoh.
(monolog).


Eksplorasi
Elaborasi
Konfirmasi
Gambar yang relevan
I. Penilaian

answer
LISTENING TEXT 1
papa bear.

Kunci Jawaban
1. The poor rabbit
No Uraian Skor

Tidak menjawab 0


Nama Sekolah :
Pertemuan Ke :
Menulis
4. Mengungkapkan makna dalam teks tulis monolog yang berbentuk narrative,
explanation dan discussion secara akurat, lancar dan berterima dalam
B. Kompetensi Dasar
4.2 Mengungkap-kan makna dan langkah retorika da-lam teks mo-nolog dengan
mengguna-kan ragam bahasa tulis secara aku-rat, lancar dan berteri-ma
dalam konteks kehi-dupan sehari-hari dalam teks berben-tuk: narrative,
explanation, dan discus-sion.
Nilai Budaya Dan

Karakter Bangsa

E. Materi Pokok
Teks narrative
Pre listening
Whilst listening
Post Listening

elektronik). tokoh.
(monolog).
Kegiatan Awal (10)

Kegiatan Inti (70)
Eksplorasi
Elaborasi
Konfirmasi
Kegiatan Akhir (10)

Gambar yang relevan
I. Penilaian

answer
Test Writing
and resolution
Title : __________________
Orientation _______________________________________________________
(Telling who, when, _______________________________________________________
where the story
takes place) _______________________________________________________
Complication _______________________________________________________
(telling the _______________________________________________________
problem(s) faced by
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Resolution
(Telling how the ________________________________________________________

5 Tanda baca 0 16
6. Ejean kata 0 16
Skor maksimum 100
Nama Sekolah :
Topik Pembelajaran : Tesk fungsional pendek Advertisement /iklan
Pertemuan Ke :
Mendengarkan
2. Memahami makna teks fungsional pendek dan monolog berbentuk narrative,
explanation, dan discussion dalam konteks kehidupan sehari-hari.
B. Kompetensi Dasar
2.1 Merespon makna yang terdapat dalam teks lisan fungsional pendek resmi
Nilai Budaya Dan

Karakter Bangsa
Mengidentifikasi topik sebuah teks Religius, jujur, toleransi, disiplin,
fungsional pendek yang didengar kerja keras, mandiri, demokratis,
Mengidentifikasi informasi tertentu dari rasa ingin tahu, semangat
teks fungsional pendek yang didengar kebangsaan, cinta tanah air,
Mengidentifikasi tujuan teks fungsional menghargai prestasi, bersahabat,
pendek yang didengar. cinta damai, gemar membaca,

Menemukan gagasan umum tesk iklan
Menemukan informasi rinci dalam teks iklan
Menemukan makna kata tertentu dalam teks iklan
E. Materi Pokok
Tesk fungsional pendekIklan
Kosakata terkait tema/ jenis tesk
Pre listening
Whilst listening
Post Listening

elektronik). tokoh.
(monolog).

Eksplorasi
Elaborasi
Konfirmasi
pendekIklan .
pendekIklan .
Gambar yang relevan
I. Penilaian

Tesk fungsional Lisan following
answer the
questions!
Sale! Sale! Sale!


Semarang
advertisement
6. What is on sale?
Kunci Jawaban
7. Men and women
9. 8.30 am to 9.00 pm
10. Six days
No Uraian Skor
Tidak menjawab 0


Nama Sekolah :
Topik Pembelajaran : Iklan
Pertemuan Ke :
Berbicara
berbentuk narrative, explanation, dan discussion dalam konteks kehidupan
sehari-hari.
B. Kompetensi Dasar
4.1. Mengungkapkan makna dalam teks lisan fungsional pendek resmi dan tak
kehidupan sehari-hari (teks Pengumuman).
Nilai Budaya Dan

Karakter Bangsa
Menggunakan bahasa lisan dalam Religius, jujur, toleransi, disiplin,
menyampaikan teks fungsional pendek. kerja keras, mandiri, demokratis,

Memahami bahasa dan struktur bahasa short functional text.
Menggunakan bahasa lisan dalam menyampaikan teks fungsional pendek
E. Materi Pokok
Tesk fungsional pendek
Kosakata terkait
Pre listening
Whilst listening
Post Listening

elektronik). tokoh.
(monolog).
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Elaborasi
Konfirmasi
Kegiatan Akhir (10)

pendekIklan .
pendekIklan .
Gambar yang relevan
I. Penilaian
1. Memahami isi Tes Lisan Unjuk Kerja Listen to the

Tesk fungsional following
answer the
questions!
Read the pamphlet aloud.

No Aspek Aspek Skor
1 Pronounciation - Anak berbicara dengan lafal, intonasi 3
yang benar
intonasi yang benar namun ada
beberapa kesalahan
intonasi yang masih salah
2. Fluency - Anak berbicara dengan lancar 3
- Anak berbicara dengan beberapa 2
hambatan
- Anak berbicara dengan tidak lancar 1
3. Performance - Anak maju ke depan kelas berbicara 3
dengan keyakinan yang tinggi
- Anak maju ke depan kelas berbicara 2
dengan agak ragu-ragu
- Anak maju ke depan kelas 1
berberbicara dengan keyakinan
yang sangat rendah
Nilai = peroleh skor dibagi 15 x 100

Nama Sekolah :
Topik Pembelajaran : Pamphlet
Pertemuan Ke :
Membaca
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa
Membaca wacana ragam tulis yang Religius, jujur, toleransi, disiplin,
dibahas: Teks pamphlet kerja keras, mandiri, demokratis,
Mengidentifikasi topik dari teks yang rasa ingin tahu, semangat
dibaca kebangsaan, cinta tanah air,
Mengidentifikasi informasi tertentu dari menghargai prestasi, bersahabat,
teks yang dibaca cinta damai, gemar membaca,

Mengidentifikasi makna kata dalam teks pamplet yang dibaca
Mengidentifikasi makna kalimat dalam teks iklan yang dibaca
Menjawab pertanyaan tentang isi teks dengan tepat
E. Materi Pokok
Teks pamphlet , kosa kata yang terkait
Pre listening
Whilst listening
Post Listening

teks pamphlet , kosa belajarnya, siswa diberi berbagai kegiatan terkait
teks pamphlet , kosa kegiatan kepada guru, a.l. terstruktur yang
teks pamphlet , kosa Bertanya jawab tentang portofolio, dan
kata yang terkait. teks pamphlet , kosa kata melaporkan hal-hal yang
Membahas ciri-ciri yang terkait. dengan sudah diperoleh serta
dengan media pamphlet , kosa kata yang
elektronik). terkait.
pamphlet , kosa kata langkah retorika dalam
yang terkait.. teks pamphlet , kosa kata
Menceritakan kembali yang terkait..
Membahas ciri-ciri
Mendengarkan cerita
kegiatan terstruktur pamphlet , kosa kata yang
dan mandiri. terkait.kepada kelompok
(monolog).
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Memberikan stimulus berupa pemberian materi teks pamphlet , kosa kata yang
terkait.
mengenai teks pamphlet , kosa kata yang terkait..
atau mempresentasikan mengenai teks pamphlet , kosa kata yang terkait.
Elaborasi
Membiasakan siswa membuat kalimat teks pamphlet , kosa kata yang terkait.
Konfirmasi
Kegiatan Akhir (10)

Siswa diminta membuat rangkuman dari materi mengenai teks pamphlet , kosa
kata yang terkait.
Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi teks pamphlet ,
kosa kata yang terkait.
Gambar yang relevan
I. Penilaian

pamphlet , kosa advertisement and
questions!
I. Read the following pamphlet then answer the questions
What is the pamphlet about?

Whom is the pamphlet for?
Whats the function of septic tank in rural area?
How many questions must we answer to know enough about
septic tank system?
In Urban and there are sewer s to carry .(par.1)?
What does the underlined word means?
Setiap nomor apabila benar nilainya 20, apabila salah 0


Nama Sekolah :
Topik Pembelajaran : Explanation
Pertemuan Ke :
Membaca
dan untuk mengakses ilmu pengetahuan..
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa
Mengidentifikasikan tema teks yang
dibaca
Mengidentifikasikan makna kalimat
dalam teks yang dibaca
Mengidentifikasi tujuan komunikasi
teks dibaca cinta damai, gemar membaca,
Merespon berbagai informasi tentang
isi teks tanggung jawab, mandiri

Mengidentifikasikan tema teks yang dibaca
Mengidentifikasikan makna kalimat dalam teks yang dibaca
Mengidentifikasi tujuan komunikasi teks dibaca
Merespon berbagai informasi tentang isi teks
E. Materi Pokok
teks explanation , kosa kata yang terkait
Pre listening
Whilst listening
Post Listening

Membahas ciri-ciri
Mendengarkan cerita
kelompok (monolog).
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
yang terkait.
Elaborasi
Konfirmasi
Kegiatan Akhir (10)

yang terkait.
Gambar yang relevan
I. Penilaian
1. Memahami isi Tes Tertulis Pilihan ganda Listen to the

questions!
A. Choose the correct answer by crossing a,b,c,d or e
Text 1
Have you ever wondered how people get chocolate for? In this article well
enter the amazing world for chocolate so you can understand exactly what youre
eating.
Chocolate starts with a tree called the cacao tree. This tree grows in equatorial
regions, especially in place such as South America, Africa, and Indonesia. The cacao
tree produces a fruit about the size of small pine apple. Inside the fruit are the trees
seeds, also known as cacao beans.
The beans are fermented for about a week, dried in the sun and then shipped
to the chocolate maker. The chocolate maker starts by roasting the beans to bring out
the flavor. Different beans from different place have different qualities and flavor, so
the are often sorted and blended to produce a distinctive mix. Next, the roasted
beans are winnowed. Winnowing removes the meat nib of the cacao beans bean from
its shell. Then, the nibs are blended. The blended nibs are ground to make it a liquid.
The liquid is called chocolate liquor. It tastes bitter. All seeds contain some amount of
fat, and cacao beans are not different. However, cacao beans are half fat, which is
why the ground nibs from liquid. Its pure bitter chocolate.
11. The text is about .

a. the cacao tree
b. the cacao beans
c.the raw chocolate
d. the making of chocolate
e. the flavor of chocolate
12. The third paragraph focuses on .

a. the process of producing chocolate
b. how to produce the cacao flavor
c.where chocolate comes from
d. the chocolate liquor
e. the cacao fruit
13. ., so the are often sorted and blended to produce . ( Paragraph 3 )

The underline word is close in meaning to .
a. arranged
b. combined
c.separated
d. distributed
e. organized
14. How does the chocolate maker start to make chocolate?

a. By fermenting the beans.
b. By roasting the beans.
c.By blending the beans.
d. By sorting the beans.
e. By drying the beans.
Text 2
Wood chipping is a process used to obtain pulp and paper product from the
forest. The wood chipping process begins when the trees are cut down is in selected
area of the forest called a couple.
Next, the top and branches of the trees are cut out and the logs are taken to
the mill. At the mill, the bark of the logs is removed and the logs are taken to a
chipper, which cut them into small pieces called woodchip. The woodchips are the
screened to remove dirt and other impurities. At this stage, the are either exported in
this from or made into pulp by chemicals and heat. The pulp is then bleached and the
water content is removed.
Finally, the pulp is rolled out to make paper.
15. The text describes the process of .

a. cutting down the forest
b. producing woodchip
c.paper making
d. wood chipping
e. reforestation
16. What do the mill workers first do with the logs?

a. They export the woodchip.
b. The cut them into pieces.
c.They roll out the paper.
d. The remove the bark.
e. The screen the logs.
17. At this stage, they are either exported in this from or . ( Paragraph 2 )
The underlined word refer to .
a. logs
b. pulp
c.process pulp
d. raw woodchips
e. clean woodchip
18. The woodchips are then screened to remove dirt and other impurities.
( Paragraph 2 )
In other word, they are .
a. repaired
b. cleaned
c.moved
d. removed
e. processed
Text 3
Nearly all energy is derived from the sun, either indirectly or directly, in the
form of the form of heat rays and light rays. Electrical energy is derived from the sun
indirectly. It can be derived from the power of the earths surface, by mean of the
suns heat. This water vapour rises, condenses on cooling, and falls as rain.
The light and heat energy from coal is also derived indirectly from the sun.
Coal was formed by the pressure of the rocks on vegetation which died million of
years ago. That vegetation grew with the aid of sunlight, from which carbohydrates
were formed, thus converting solar energy into chemical energy. When coal is burn
some of this energy is released.
Energy used to drive car engines is derived from petrol, which is also formed
with the indirect aid of the sun. Plants and animal were pressed under the rocks in the
earth. These dead animals and vegetables remains formed petroleum, from which
petrol and oil are now obtained.
Thus the sun can be said to be source of nearly all energy, and in the
absence of the suns heat and light, no life could exist on earth.
19. The most suitable title for the text is .

a. solar energy
b. electrical energy
c.fossil fuel energy
d. light and heat energy
e. sources of energy
20. Where does energy come from originally? It comes from .

a. the sun
b. the electricity
c.the coal
d. the petrol
e. head and light rays
Kunci Jawaban
No.
1. D
2. A
3. B
4. A
5. C
6. D
7. E
8. B
9. E
10. A
Untuk setiap nomor betul nilai 10, salah 0

Nama Sekolah :
Pertemuan Ke :
Menulis
sehari-hari.
B. Kompetensi Dasar
dan discussion .
Nilai Budaya Dan

Karakter Bangsa

E. Materi Pokok
Pre listening
Whilst listening
Post Listening

Membahas ciri-ciri
Mendengarkan cerita
kelompok (monolog).
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
yang terkait.
Elaborasi
Konfirmasi
Kegiatan Akhir (10)

yang terkait.
Gambar yang relevan
I. Penilaian

questions!
Writing Test
Titles :
How telex works
(your own title)
Generic
Structure
A General .
Statement .
.
.
Explanation .
.
.
.
Closing (if any) .

.
.
.
5 Tanda baca 0 16
6. Ejean kata 0 16
Skor maksimum 100

Nama Sekolah :
Pertemuan Ke :
Menulis
sehari-hari.
B. Kompetensi Dasar
dan discussion .
Nilai Budaya Dan

Karakter Bangsa

E. Materi Pokok
Pre listening
Whilst listening
Post Listening

Membahas ciri-ciri
Mendengarkan cerita
kelompok (monolog).
Kegiatan Awal (10)

Kegiatan Inti (70)
Eksplorasi
yang terkait.
Elaborasi
Konfirmasi
Kegiatan Akhir (10)

yang terkait.
Gambar yang relevan
I. Penilaian

questions!
Writing Test
Titles :
How telex works
(your own title)
Generic Structure

A General .
Statement .
.
.
Explanation .
.
.
.
Closing (if any) .

.
.
.

5 Tanda baca 0 16
6. Ejean kata 0 16
Skor maksimum 100

Inggris
Kelas/Semester : XII/2
Nama Guru :
NIKY :
Sekolah :
Nama Sekolah :
Topik Pembelajaran : Monolog : narrative
Pertemuan Ke :
Mendengarkan
7. Memahami makna dalam teks percakapan transaksional dan interpersonal
resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari.
.
B. Kompetensi Dasar
Mendengarkan
7.1 Merespon makna dalam percakapan transaksional dan (to get things done)
dan interpersonal (bersosialisasi) berlanjut (sustained) secara akurat, lancar
dan berterima yang menggunakan ragam bahasa lisan dalam berbagai
konteks kehidupan sehari-hari dan melibatkan tindak tutur: membujuk,
mendorong semangat, mengkritik, mengungkapakan harapan dan
mencegah.
Nilai Budaya Dan

Karakter Bangsa
Merespons percakapan. Religius, jujur, toleransi, disiplin, kerja
Melakukan monolog berbentuk narrative keras, mandiri, demokratis, rasa ingin

Sisvva dapat incrcspons narrative
Siswa dapat melakukan monolog berbentuk: narrative
E. Materi Pokok
Preventing/Asking Someone Not to Do Something
Read the following dialog.
Father : Look at what I have here. You must explain

it to me. Anton : I can explain it, Dad. I had
lots of work to do that day, so I couldn't
prepare myself well.
Father : That's not the point I guess. You should
have studied some days before the test,
and not just a day before.
Anton : You mean...
Father : The point is that you have spent a lot of time in the Internet cafe. From now
on, stop going there.
Anton : But, . Dad.
Father : No excuses, please. You are now in the last semester. You must spend your
time studying.
Anton : O.K., Dad.
The sentence "From now on, stop going there." is used to prevent or to ask someone
not to do something.
Here are some other expressions to prevent or to ask someone not to do something.
Preventing/Asking Someone Not to Do Something
You mustn't...!
You can't...!
You shouldn't (really)....
You're not (really) supposed to ...
You'd better not....
I don't really think you should ....
(For goodness sake) don't look!
Stop! Wait! (Or other imperatives

monolog berbentuk: belajarnya, siswa diberi berbagai kegiatan terkait
narrative yang sudah tugas untuk melakukan dengan wacana
dibaca, ditonton, hal-hal berikut, dan berbentuk naratif di luar
monolog berbentuk: yang datang, kesulitan Siswa mengumpulkan
narrative. yang dihadapi. setiap hasil kerja dalam
langkah retorika dalam monolog berbentuk: melaporkan hal-hal yang
teks naratif. narrative didengar dengan sudah diperoleh serta
Membahas ciri-ciri kelompok belajarnya kesulitan yang dihadapi
leksikogramatika. Membahas nilai-nilai yang secara rutin kepada guru.
Mendengarkan cerita terkandung dalam
(secara langsung atau monolog berbentuk:
dengan media narrative.
elektronik). Membahas unsur dan
Membacakan cerita langkah retorika dalam
kepada kelompok atau teks naratif.
kelas (monolog). Membahas ciri-ciri
Menceritakan kembali leksikogramatika.
cerita kepada kelompok Mendengarkan cerita
atau kelas (monolog). (secara langsung atau
Membahas kesulitan dengan media elektronik).
(monolog).
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Memberikan stimulus berupa pemberian materi monolog berbentuk: narrative
mengenai monolog berbentuk: narrative
atau mempresentasikan mengenai monolog berbentuk: narrative
mengenai monolog berbentuk: narrative.
Elaborasi
Membiasakan siswa membuat monolog berbentuk: narrative
Konfirmasi
dalam materi mengenai monolog berbentuk: narrative.
Kegiatan Akhir (10)

Siswa diminta membuat rangkuman dari materi monolog berbentuk: narrative
berbentuk: narrative.
Buku Look Ahead 3

Kaset/CD
Tape
I. Penilaian
1. Memahami dan Tes Tertulis Melengkapi Listen to some

merespons dialog dialogues from the
wacana monolog tape. Then fill in
berbentuk the blanks with
narrative the expressi-ons
you hear
Menentukan
2. pesan dalam Tes Lisan Membuat Give your
cerita dialog responses orally
based on the
situations below!
Listen to some dialogues from the tape. Then Fill in

the blanks with the expressions you hear.
Dialogue 1
Dudi : Hi, Adi. You look awful. What's wrong with you?
Adi : I didn't get much sleep last night. I finished writing the book
review. Today is the deadline for the submission of the
assignment. Dudi : Why didn't you finish it last week? You had
a plenty of time
Adi : Actually, I went camping last weekend.
1 . ..I wish I hadn't gone camping.
2 . I had finished writing the book review.
Dudi : 3 .
Dialogue 2
Dudi : 4 after leaving high school, Adi?
Adi : 5 .studying Indonesian literature.How about you,
Dudi?
Dudi : 6 going teaching. After leaving the college, I'm
going to go to Papua. I want to teach the children of this
remote spot.
Adi : Really? It's so far away, Dudi. ..7 ?
Dudi : Well, 8 to make myself useful.
Adi : What makes you want to go to Papua? You don't have a
relative there, do you?
Dudi : No, I don't. This book, The City of Joy, has inspired me to go to
Papua.. 9 .
Adi : What's it about?
Dudi : The novel tells a priest who lives in a slum in Calcutta. He
comes from a country in Europe.And he tries hard to adapt to
the culture of the people he lives with. He helps the poor living
in the slum. All people are treated the same.
Adi : 10
Dudi : That's right. It makes me feel like finished my school as soon
as I can. So I can leave for Papua.
Adi : Talking of your school, have you prepared yourself for the
admission test?
Dudi : Of course, I have. 11 the test will be very much like the test of
last year.
Adi : 12 . We can speculate that the questions will follow a
set of pattern.
Dudi : 13

tidak lancar.
Nilai 100 90 80 70
Nama Sekolah :
Topik Pembelajaran : Persuading
Pertemuan Ke :
Mendengarkan
resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari.
Berbicara
9. Mengungkapkan makna dalam teks interaksional, dengan penekanan pada
percakapan transaksional resmi dan berlanjut dalam konteks kehidupan
sehari-hari.
B. Kompetensi Dasar
lancar dan berterima yang menggunakan ragam bahasa lisan dan
melibatkan tindak tutur: membujuk, mendorong semangat, mengkritik,
mengungkapkan harapan, dan mencegah.
lancar dan berterima dengan menggunakan ragam bahasa lisan dalam
konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyesali,
mengungkapkan/menanyakan rencana, tujuan, maksud, memprediksi,
berspekulasi, dan memberikan penilaian.
Nilai Budaya Dan

Karakter Bangsa
Merespons dengan benar lerhadap
tindak lulur: menanyakan,
mengungkapkan, dan menyembunyikan
rencana.
interpersonal/transaksional:
menanyakan, mengungkapkan, dan jawab, mandiri
menyembunyikan rencana.

Pada akhir pembelajaran Siswa dapat :
Siswa dapat merespons dengan benar terhadap tindak lulur: menanyakan,
mengungkapkan. dan menyembunyikan rencana..
Siswa dapat melakukan berbagai (indak lulur dalam wacana lisan
interpersonal/transaksional: menanyakan, mengungkapkan, dan
E. Materi Pokok
Read the following dialog.
Riko : Danny, please buy me that DVD. Dann

: I think you have had many DVDs at
home.
Riko : But I haven't got the film, and it is
on sale. Please?
Danny : How much is it?
Riko : Rp20.000.00
Danny : O.K. then. Here is the money.
Riko : Thank you.
The sentence, "But I haven't got the film, and It Is on sale. Please? is an
expression to persuade someone to do something.
Here are some other expressions you can use to persuade someone to do something.
Persuading Someone
Why don't you ... ?
I really think you'd do well to....
Are you really sure you can't'couldn't... ?
Oh, come on!\
Don't be like that!
Just this once!
I really think it would be a pity if we didn't
Can't I persuade you to... ?
Are you quite sure you won't consider... ?
Ungkapan-ungkapan yang menanyakan, mengungkapkan. dan menyembunyikan
rencana, misalnya:
- What is your plan?

- I'm going to....
- I've got a particular plan.

perasaan (expressing: tugas untuk melakukan dengan wacana
love). hal-hal berikut, dan berbentuk naratif di luar
Membahas nilai-nilai melaporkan setiap tugas tatap muka dan
yang terkandung dalam kegiatan kepada guru, a.l. terstruktur yang
cara menyatakan tentang tempat, siapa saja diberikan guru.
perasaan (expressing: yang datang, kesulitan Siswa mengumpulkan
love). yang dihadapi. setiap hasil kerja dalam
langkah retorika dalam cara menyatakan perasaan melaporkan hal-hal yang
cara menyatakan (expressing: love) yang sudah diperoleh serta
perasaan (expressing: didengar dengan kelompok kesulitan yang dihadapi
love). belajarnya secara rutin kepada guru.
Membahas ciri-ciri Membahas nilai-nilai yang
leksikogramatika. terkandung dalam cara
Mendengarkan cerita menyatakan perasaan
(secara langsung atau (expressing: love).
(monolog).
Kegiatan Awal (10)

Siswa membaca dialog yang di dalamnya terdapal ekspresi menanyakan
rencana dan menggarisbawahi ekspresi menanyakan rencana yang mereka
temukan.
Kegiatan Inti (70)

Eksplorasi
Memberikan stimulus berupa pemberian materi cara menanyakan,
mengungkapkan, dan menyembunyikan rencana.
mengenai cara menanyakan, mengungkapkan, dan menyembunyikan rencana.
atau mempresentasikan mengenai cara menanyakan, mengungkapkan, dan
mengenai cara menanyakan, mengungkapkan, dan menyembunyikan rencana.
Elaborasi
Membiasakan siswa membuat cara menanyakan, mengungkapkan, dan
Konfirmasi
dalam materi mengenai cara menanyakan, mengungkapkan, dan
Kegiatan Akhir (10)

Siswa diminta membuat rangkuman dari materi cara menanyakan,
mengungkapkan, dan menyembunyikan rencana.
menyatakan perasaan (expressing: love).
Buku Look Ahead 2

Kaset/CD
Tape
I. Penilaian
1. Merespons dengan Tes Tertulis Melengkapi Complete the

benar lerhadap tindak dialog dialogue below
lulur: menanyakan, using the suitable
mengungkapkan, dan expression!
menyembunyikan
rencana.
Give your
2. Melakukan berbagai Tes Lisan Membuat responses orally
tindak tutur dalam dialog based on the
wacana lisan situations below!
interpersonal/transaksio
nal: menanyakan,
mengungkapkan, dan
menyembunyikan
rencana.
Part A. Active Listening. Listen to the cassette and fill in the blanks. Act out this
conversation.
Situation 1 : Soraya meets Adam at the cafeteria.
Soraya : Hello, Adam. How are you getting on?

Adam : Fine, thanks. How are you?
Soraya : Im very well. Thank you.
Adam : Have you finished your lunch?
Soraya : Yes, I have. Id better be going, or Ill be late at my office. Goodbye,
Adam.
Adam : Goodbye, Soraya. See you tomorrow.
Situation 2 : In the banquet room was a group of well-dressed people chatting

among themselves. Soraya approached one of them.
Soraya : Good morning. Do you know who Susan Brandy is?
Adam : Shes over there.
Soraya : Thank you. (Soraya went up to her). Hi, I am Soraya. How do you
`do?
Susan : Hello, Soraya. This is Peter and Teddy. Im sure youve heard of
them.
Soraya : How do you do, sir?
Peter : Hello. My wife has told me a great deal about you.
Soraya : Nothing too terrible I hope, sir.
Peter : On the contrary. She has said only good things about you.
Soraya : Thank you, sir. (She turns to Teddy). Good afternoon, sir.
Teddy : Hello, Soraya.
Soraya : Its a pleasure to meet you, sir.
Teddy : Thank you. Youre looking very well.
Soraya : So are you, sir. Im so sorry about what happened yesterday.
Teddy : Thank you. Are you set up here to take care of all of us?
Soraya : Oh, yes. I think we can make everyone comfortable.
Teddy : Thats good. Sorry, but I would like to get freshened up.
Soraya : Of course. It was pleased to meet you.
Teddy : Well, good night.
Ways to say it: Expressing feelings

tidak lancar.
Nilai 100 90 80 70

Nama Sekolah :
Topik Pembelajaran : perasaan (expressing: sorrow& attention)
Pertemuan Ke :
Mendengarkan
Berbicara
sehari-hari.
B. Kompetensi Dasar
perasaan jengkel.
yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima
perasaan jengkel.
Nilai Budaya Dan

Karakter Bangsa
Merespon dengan benar terhadap tindak
tutur: menyatakan perasaan
(expressing: sorrow& attention) )
interpersonal/transaksional: menyatakan
perasaan (expressing: sorrow& jawab, mandiri
attention)

peringatan.
interpersonal/transaksional: menyatakan perasaan peringatan.
E. Materi Pokok
Menyatakan perasaan (expressing: sorrow& attention)
mis. My heart is so burdened Im so sad to hear that

perasaan tugas untuk melakukan dengan wacana
(expressing: hal-hal berikut, dan berbentuk naratif di luar
sorrow& attention). melaporkan setiap tugas tatap muka dan
cara menyatakan yang datang, kesulitan Siswa mengumpulkan
perasaan yang dihadapi. setiap hasil kerja dalam
(expressing: Bertanya jawab tentang portofolio, dan
sorrow& attention). cara menyatakan perasaan melaporkan hal-hal yang
Membahas unsur dan (expressing: love) yang sudah diperoleh serta
langkah retorika dalam didengar dengan kelompok kesulitan yang dihadapi
cara menyatakan belajarnya secara rutin kepada guru.
perasaan Membahas nilai-nilai yang
(expressing: terkandung dalam cara
sorrow& attention) menyatakan perasaan
Membahas ciri-ciri (expressing: sorrow&
leksikogramatika. attention).
Mendengarkan cerita Membahas unsur dan
(secara langsung atau langkah retorika dalam
dengan media teks naratif.
elektronik). Membahas ciri-ciri
Membacakan cerita leksikogramatika.
kepada kelompok atau Mendengarkan cerita
kelas (monolog). (secara langsung atau
Menceritakan kembali dengan media elektronik).
cerita kepada kelompok Membacakan cerita
atau kelas (monolog). kepada kelompok
Membahas kesulitan (monolog).
yang dihadapi siswa Menceritakan kembali
dalam melakukan cerita kepada kelompok
dan mandiri.
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
sorrow& attention).
Elaborasi
Membiasakan siswa membuat cara menyatakan perasaan (expressing: sorrow&
attention).
Konfirmasi
dalam materi mengenai cara menyatakan perasaan (expressing: sorrow&
attention).
Kegiatan Akhir (10)

menyatakan perasaan (expressing: sorrow& attention).
Buku Look Ahead 2

Kaset/CD
Tape
I. Penilaian

sorrow&
attention)
2. Mempraktikkan Tes Lisan Tugas Listen to the

tindak tutur cara Berpasangan conversations.
menyatakan Then answer the
perasaan following
(expressing: questions
sorrow&
attention).
Listen to the conversations. Then answer the following questions.
Conversation 1
Man: Did you enjoy your weekend at the tea plantation ?

Woman: Certainly, Its a marvelous place Ive ever seen
Conversation 2
Woman: Frankly, darling, having holiday in a quiet island is boring to me.

Man: Alright, alright. Well go home tomorrow.
Conversation 3
Boy 1: Oh, its a shame. I was hoping we got a big fish.

Boy 2: Never mind. We are fishing again tomorrow. Cheer up!
Ways to say it: Asking if someone remembers or not
Formal expressions
I wonder if you remember .
You remember ...., dont you?
You havent forgotten ...., have you?
Dont you remember ....?
Do you happen to remember it now?
Ways to respond
Let me think, yes, I remember.
I remember especially the scenery.
Ill never forget that.
Ill always remember.
I can remember it clearly.
Informal expressions
Remember the old house we used to live in?
Remember that?
Im sorry, I dont remember.
Ways to respond
Hold on. Yes, got it!
I know .
Its coming back to me now.
Response if you forget

Sorry, Ive completely forgotten.
Im afraid I forget.
I really cant remember.
Im afraid I have no memory of him.
Err, let me think. No, its gone.
Sorry, it slipped off my mind.

tidak lancar.
Nilai 100 90 80 70

Nama Sekolah :
Topik Pembelajaran : Regreting
Pertemuan Ke :
Membaca
11. Memahami makna teks lulls monolog yang berbentuk narrative dan review
secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari
B. Kompetensi Dasar
11.1 Merespon makna dalam teks fungsional pendek resmi dan tak resmi yang
konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan
Nilai Budaya Dan

Karakter Bangsa
Merespon wacana yang berkaitan Religius, jujur, toleransi, disiplin,
dengan sosiokultural. kerja keras, mandiri, demokratis,

Siswa dapat merespon wacana yang berkaitan dengan sosiokultural.
E. Materi Pokok
Drunella : Cinderella, I'm so sorry for all the bad
things I have done to you. I feel really
regretful doing them.
Cinderella : It's O.K., Drunella. I have forgiven
you since you did them.
Drunella : Thank you, Cinderella. But, do you
still consider me as your sister?
Cinderella : Of course, I do.
Drunella : You are really kind.
Cinderella : Don't mention it.
The sentence "I feel really regretful doing them." is used

to express regret. The sentence, "It's O.K.,
Here are some other expressions you can use to express regret
Regretting Responding
I regret to say that... No problem.
Regretfully, I must say .... No worries.
I'm so sorry for.... Don't worry about that. I'm O.K.
How could it happen? I'm happy you said that. If
I had (hadn't).... I would (wouldn't) have
Encouraging Someone
Read the following dialog .
In the dialog above, the boy got a bad mark because he wasn't feeling well during the test.
His friend doesn't believe it because he is the best student in class. However, she
encourages him by saying, "Don't be sad. I'm sure you'll catch up."
You need to encourage others when they are down. Here are some expressions you can use
to encourage someone.
Encouraging Someone
Don't worry. I'm sure you'll do better next time.
Come on. This is not the end of the world.
You have my support.
We feel you should go ahead.
You're doing very well.
I'm sure you'll win!
You like it? Go for it!
Go on, you can do it!
It wouldn't hurt.
Don't give up.
Keep at it!
Keep it up!
You can do it!
Stick to it!
No pain, no gain
Give it a shot.
In the first dialog, the boy asked the girl what she was going to do with the old newspapers.
The girl stated her objective of collecting the newspapers that is to make recycling paper.
She said, "I'm going to make recycling paper."
In the second dialog, both of the speakers were talking about their intention after graduating
from high school. The girl said, 1 want to continue my study in tourism.", while the boy
said, 1 intend to join the army."
Here are some other expressions of stating objectives and intentions..
Stating Objectives Staring Intentions
The objective is to accommodate 1 intend to complete my collection.

all the Harry Potter fans in this school. It is my intention to have my
It is also aimed at improving the private library.
members' literary appreciation ability. 1 have every intention of
The aim is .... building a public library.
It aims to.... I want to take TOEFL preparation:
I'm certainly going to ....
Read the following dialog
The sentence "I hope you will do your best." expresses the boy's hope for the girl He hopes
that the girl will do her best in the swimming competition.
Expressing Hope
I hope I can buy it by the end of this month
I wish I had enough money to buy the book
I also expect the same
I do hope the book will be mine
I'm hoping I'll soon have the book
Keep your finger crossed
Hopefully, you are lucky
Let's hope for your luck
Wacana mengenai akronim
Pre listening
Whilst listening
Post Listening

elektronik). tokoh.
(monolog).
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Elaborasi
Konfirmasi
Kegiatan Akhir (10)

Buku Look Ahead 2
Gambar yang relevan
I. Penilaian

answer
LISTENING TEXT 1
papa bear.

What is the best title of the story above?
Who were the characters in that story?
Where is the setting of the story?
What problem was the rabbit faced?
How was the problem solved?
Kunci Jawaban
1. The poor rabbit
No Uraian Skor

Tidak menjawab 0

Nama Sekolah :
Topik Pembelajaran : Teks berbentuk Narrative
Pertemuan Ke :
Membaca
B. Kompetensi Dasar
11.2 Merespon makna dan langkah retorika dalam teks monolog yang
konteks kehidupan sehari-hari dan dan untuk mengakses ilmu pengetahuan
dalam teks berbentuk: narrative dan review.
Nilai Budaya Dan

Karakter Bangsa

E. Materi Pokok
Teks monolog berbenluk narrative, misalnya:
The Wrestling Match
One day, something happened which really changed the lives of the two girls, Rosalind
and Celia. There was a wrestling tournament at the court. Charles, a famous wrestler,
had come to display his strength and skill. He wrestled with three brothers and
defeated them all easily, one after the other. Then, still fresh and smiling, he was ready
for his fourth opponent.
The fourth opponent was a noble and handsome youth, much younger than Charles.
The girls pitied him instantly and begged him not to wrestle. "Charles is an extremely
strong fighter. He will kill you," they tokl him.'Tou have no chance of winning. Don't risk
your life!"
"Ladies, I thank you for your kindness," the young man replied. "Let him kill me. It
doesn't matter, because I have no friends to grieve over my death." He spoke so sadly
that Rosalind was filled with pity. "I have little strength," she told him, "bul I would add
that lo yours." The young man smiled gratefully at her. Then he turned away from the
ladies to face Charles, the champion wrestler. The match began.
Pre listening
Whilst listening
Post Listening

elektronik). tokoh.
(monolog).
Kegiatan Awal (10)

Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang
Kegiatan Inti (70)

Eksplorasi
Elaborasi
Konfirmasi
Kegiatan Akhir (10)

Buku Look Ahead 2
Gambar yang relevan
I. Penilaian

answer
LISTENING TEXT 1
papa bear.

What is the best title of the story above?
Who were the characters in that story?
Where is the setting of the story?
What problem was the rabbit faced?
How was the problem solved?
Kunci Jawaban
1. The poor rabbit
No Uraian Skor

Tidak menjawab 0


Nama Sekolah :
Pertemuan Ke :
Membaca
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa

E. Materi Pokok
Teks monolog/esei berbentuk narrative, misalnya:
The Wrestling Match

and Cclia. There was a wrestling tournament at the court. Charles, a famous wrestler,
strong fighter. He will kill you," they told him.'Tou have no chance of winning. Don't risk
your life!"
"Ladies, I thank you foL^our kindness," the young man replied. "Let him kill me. It
doesn't matter, because T have no friends to grieve over my death."
He spoke so sadly that Rosalind was filled with pity. "I have little strength," site told
him, ''but I would add that to yours." The young man smiled gratefully at her. Then he
turned away from the ladies to face Charles, the champion wrestler. The match began.
Pre listening
Whilst listening
Post Listening

elektronik). tokoh.
(monolog).
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Elaborasi
Konfirmasi
Kegiatan Akhir (10)
Buku Look Ahead 2
Gambar yang relevan
I. Penilaian

answer
Test Writing
and resolution
Title : __________________
Orientation _______________________________________________________
(Telling who, when, _______________________________________________________
where the story
takes place) _______________________________________________________
Complication _______________________________________________________
(telling the _______________________________________________________
problem(s) faced by
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Resolution ________________________________________________________
(Telling how the _______________________________________________________
problem is solved)

5 Tanda baca 0 16
6. Ejean kata 0 16
Skor maksimum 100

Nama Sekolah :
Pertemuan Ke :
Membaca
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa
Merespons wacana berbentuk Religius, jujur, toleransi, disiplin,
narrative. kerja keras, mandiri, demokratis,
Mengidentifikasi tujuan teks narrative. rasa ingin tahu, semangat
Mengidentifikasi fitur bahasa dalam kebangsaan, cinta tanah air,
teks narrative. menghargai prestasi, bersahabat,
Mengidentifikasi generic structure cinta damai, gemar membaca,
dalam teks berbentuk narrative. peduli lingkungan, peduli sosial,

o Merespons wacana berbentuk narrative.
o Mengidentifikasi tujuan teks narrative.
o Mengidentifikasi fitur bahasa dalam teks narrative.
o Mengidentifikasi generic structure dalam teks berbentuk narrative.
E. Materi Pokok
Wacana berhentuk narrative, misalnya:
The Wrestling Match

and Celia. There was a wrestling tournamen^ the court. Charles, a famous wrestler,
strong fighter. He will kill you," they told him.'Tou have no chance of winning. Don't risk
your life!"
"Ladies, T thank you for your kindness," the young man replied. "Let him kill me. It
doesn't matter, because I have no friends to grieve over my death."
He spoke so sadly that Rosalind was filled with pity. "I have little strength," she told him,
"but I would add that to yours." The young man smiled gratefully at her. Then he turned
away from the ladies to face Charles, the champion wrestler. The match began.
Pre listening
Whilst listening
Post Listening

elektronik). tokoh.
(monolog).
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Elaborasi
Konfirmasi
Kegiatan Akhir (10)

Buku Look Ahead 2
Gambar yang relevan
I. Penilaian

answer
Test Writing
and resolution
Title : __________________
Orientation _______________________________________________________
(Telling who, when, _______________________________________________________
where the story
takes place) _______________________________________________________
Complication _______________________________________________________
(telling the _______________________________________________________
problem(s) faced by
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Resolution
(Telling how the ________________________________________________________

5 Tanda baca 0 16
6. Ejean kata 0 16
Skor maksimum 100

Nama Sekolah :
Topik Pembelajaran : Teks monolog berbentuk Narrative
Pertemuan Ke :
Berbicara
10 Mengungkapkan makna dalam teks fungsional pendek dan monolog yang
berbentuk narrative dan review secara akurat, lancar dan berterima dalam
B. Kompetensi Dasar
10.2 Mengungkap-kan makna dalam teks monolog dengan menggunakan ragam
sehari-hari dalam teks berbentuk: narrative dan review.
Nilai Budaya Dan

Karakter Bangsa
Menentukan judul, orientasi, dan Religius, jujur, toleransi, disiplin,
resolusi utama cerita narrative kerja keras, mandiri, demokratis,


Siswa dapat menentukan judul, orientasi, dan resolusi utama cerita narrative.
E. Materi Pokok
Naskah "As You like It
Pre listening
Whilst listening
Post Listening

elektronik). tokoh.
(monolog).
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Elaborasi
Konfirmasi
Kegiatan Akhir (10)

Buku Look Ahead 2
Gambar yang relevan
I. Penilaian


answer
Test Writing
and resolution
Title : __________________
Orientation _______________________________________________________
(Telling who, when, _______________________________________________________
where the story
takes place) _______________________________________________________
Complication _______________________________________________________
(telling the _______________________________________________________
problem(s) faced by
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Resolution
(Telling how the ________________________________________________________

5 Tanda baca 0 16
6. Ejean kata 0 16
Skor maksimum 100
Nama Sekolah :
Topik Pembelajaran : Teks monolog berbentuk Review
Pertemuan Ke :
Berbicara
9 Mengungkapkan makna dalam teks interaksional, dengan penekanan pada
sehari-hari
Berbicara
Membaca
11 Memahami makna teks tulis monolog yang berbentuk narrative dan review
secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari
B. Kompetensi Dasar
secara akurat, lancar dan berterima dengan menggunakan ragam bahasa
lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak
tutur:membujuk, mendorong semangat, mengkritik , mengungkapkan
harapan, dan mencegah.
dalam teks berbentuk: narrative dan review
Nilai Budaya Dan

Karakter Bangsa
Merespons teks berbentuk review Religius, jujur, toleransi, disiplin,
Melakukan percakapan tentang review. kerja keras, mandiri, demokratis,

1. Siswa dapat merespons teks berbentuk review
2. Siswa dapat melakukan percakapan tentang review.
E. Materi Pokok
Teks tertulis berbentuk review, misalnya:
Jurassic Park Part II is a motion picture about an island populated with real dinosaurs.
Released in 1997, this science fiction adventure is the sequel to the box-office hit
Jurassic Park (1993), in which a scientist built a dinosaur theme park on a remote
island. Although those dinosaurs were destroyed, there were some left on another
island. Dr. Sarah Harding (played by Julianne Moore) and Dr. lan Malcolm (Jeff Goldblum)
travel to the island to observe the dinosaurs and try to prevent Roland Tembo (Pete
Postlethwaite) from Founding the beasts up and taking them to a theme park in the
United Slates. The weather turns bad. the dinosaurs become violent, and one of the
angry beasts makes its way to Los Angeles, California.
Pre listening
Whilst listening
Post Listening

elektronik). tokoh.
Nonton film.
atau kelas (monolog). Mendengarkan cerita
dalam melakukan Membacakan cerita
kegiatan terstruktur kepada kelompok
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Memberikan stimulus berupa pemberian materi wacana monolog berbentuk
review.
mengenai wacana monolog berbentuk review.
atau mempresentasikan mengenai wacana monolog berbentuk review.
mengenai wacana monolog berbentuk review.
Elaborasi
Membiasakan siswa membuat kalimat wacana monolog berbentuk review.
Konfirmasi
dalam materi wacana monolog berbentuk review.
Kegiatan Akhir (10)

Siswa diminta membuat rangkuman dari materi mengenai wacana monolog
berbentuk review.
Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi wacana monolog
berbentuk review.
Buku Look Ahead 2
Gambar yang relevan
I. Penilaian

teks wacana monolog and
monolog choose the best
berbentuk review answer
Listen to Mike, talking about his experience about earthquake. Check the answers.
Has everybody here heard of an earthquake? Do you know what it is like when
it happens? Well, I once experienced it. Okay, Ill tell you about my experience. Listen.
I was driving along the coast road when the car suddenly lurched to one side.
You know what happened? At first I thought a tire had gone flat but then I saw
telegraph poles collapsing like matchsticks. Its terrible, isnt it? Next, guess what?
The rocks came tumbling across the road and I had to get out of the car. When I got
back to town, well as I said, there wasnt much left. My God, that was a nightmare.
Say It Right
earthquake
coast
collapsing
nightmare
experience
tyre
matchsticks
abandoned
tumbling
terrible

5 Tanda baca 0 16
6. Ejean kata 0 16
Skor maksimum 100

Nama Sekolah :
Topik Pembelajaran : Ungkapan-ungkapan
Pertemuan Ke :
Mendengarkan
resmi dan berlanjut (sustained) dalam konteks kehidupan
Berbicara
9 Mengungkapkan makna dalam teks interaksional, dengan penekanan pada
sehari-hari.
B. Kompetensi Dasar
lancar dan berterima yang menggunakan ragam bahasa lisan dan
melibatkan tindak tutur: membujuk, mendorong semangat, mengkritik,
mengungkapkan harapan, dan mencegah.
secara akurat, lancar dan berterima dengan menggunakan ragam bahasa
lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak
tutur:membujuk, mendorong semangat, mengkritik , mengungkapkan
harapan, dan mencegah.
Nilai Budaya Dan

Karakter Bangsa
Merespons dengan benar terhadap
tindak tutur: memberikan penilaian,
suka dan tidak suka.
Merespons dengan benar terhadap
tindak tutur: mengkritik. Religius, jujur, toleransi, disiplin,
Melakukan berbagai tindak tutur dalam kerja keras, mandiri, demokratis,
wacana lisan interpersonal/ rasa ingin tahu, semangat
transaksional: menanyakan penilaian kebangsaan, cinta tanah air,
orang lain. menghargai prestasi, bersahabat,
Melakukan berbagai tindak tutur dalam cinta damai, gemar membaca,
wacana lisan interpersonal/ peduli lingkungan, peduli sosial,
transaksional: memberikan penilaian, tanggung jawab, mandiri
wacana lisan interpersonal/
transaksional: menukritik

1. Siswa dapat merespons dengan benar terhadap tindak tutur: menanyakan
penilaian orang lain.
2. Siswa dapat merespons dengan benar terhadap tindak tutur: memberikan
penilaian, suka dan tidak suka.
3. Siswa dapat merespons dengan benar terhadap tindak tutur: mengkritik.
4. Siswa dapat melakukan berbagai tindak tutur dalam wacana lisan interpersonal/
transaksional: menanyakan penilaian orang lain.
transaksional: memberikan penilaian, suka dan tidak suka.
transaksional: mengkritik.
E. Materi Pokok
Ungkapan-ungkapan yang menanyakan penilaian orang lain, memberikan penilaian,
suka dan tidak suka, misalnya:
- What do you think about TV shows?
- In my view,....
- How wonderful! How irritating! It's awful!
Pre listening
Whilst listening
Post Listening

cara menanyakan belajarnya, siswa diberi berbagai kegiatan terkait
penilaian orang lain, tugas untuk melakukan dengan wacana
memberikan penilaian, hal-hal berikut, dan berbentuk naratif di luar
suka dan tidak suka, melaporkan setiap tugas tatap muka dan
mengkritik. kegiatan kepada guru, a.l. terstruktur yang
Membahas nilai-nilai tentang tempat, siapa saja diberikan guru.
yang terkandung cara yang datang, kesulitan Siswa mengumpulkan
menanyakan penilaian yang dihadapi. setiap hasil kerja dalam
orang lain, memberikan Bertanya jawab tentang isi portofolio, dan
penilaian, suka dan cerita (karakter, setting, melaporkan hal-hal yang
tidak suka, mengkritik. plot) yang sudah dibaca, sudah diperoleh serta
Membahas unsur dan ditonton, dan/atau kesulitan yang dihadapi
langkah retorika dalam didengar dengan kelompok secara rutin kepada guru.
cara menanyakan belajarnya
penilaian orang lain, Membahas nilai-nilai yang
memberikan penilaian, terkandung dalam cerita,
suka dan tidak suka, sikap dan perilaku para
mengkritik. tokoh.
Membahas ciri-ciri Membahas unsur dan
leksikogramatika. langkah retorika dalam
Nonton film teks naratif.
Mendengarkan cerita Membahas ciri-ciri
(secara langsung atau leksikogramatika.
dengan media Nonton film.
elektronik). Mendengarkan cerita
Membacakan cerita (secara langsung atau
kepada kelompok atau dengan media elektronik).
kelas (monolog). Membacakan cerita
Menceritakan kembali kepada kelompok
cerita kepada kelompok (monolog).
atau kelas (monolog).
Membahas kesulitan
yang dihadapi siswa
dalam melakukan
kegiatan terstruktur
dan mandiri.
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Memberikan stimulus berupa pemberian materi cara menanyakan penilaian
orang lain, memberikan penilaian, suka dan tidak suka, mengkritik.
mengenai cara menanyakan penilaian orang lain, memberikan penilaian, suka
dan tidak suka, mengkritik.
atau mempresentasikan mengenai cara menanyakan penilaian orang lain,
memberikan penilaian, suka dan tidak suka, mengkritik.
mengenai cara menanyakan penilaian orang lain, memberikan penilaian, suka
dan tidak suka, mengkritik.
Elaborasi
Membiasakan siswa membuat kalimat cara menanyakan penilaian orang lain,
memberikan penilaian, suka dan tidak suka, mengkritik.
Konfirmasi
dalam materi cara menanyakan penilaian orang lain, memberikan penilaian,
suka dan tidak suka, mengkritik.
Kegiatan Akhir (10)

Siswa diminta membuat rangkuman dari materi mengenai cara menanyakan
penilaian orang lain, memberikan penilaian, suka dan tidak suka, mengkritik
menanyakan penilaian orang lain, memberikan penilaian, suka dan tidak suka,
mengkritik.
Buku Look Ahead 3
Kaset/CD
Tape
I. Penilaian

cara menanyakan Lisan following
penilaian orang advertisement and
lain, memberikan answer the
penilaian, suka questions!
dan tidak suka,
mengkritik
Sale! Sale! Sale!
25%tooff
I. Listen theallfollowing
mens and womens business
advertisement suits the questions!
and answer

Semarang
Closed Sunday
Listen to the following advertisement and answer the questions!
11. What is on sale?

Kunci Jawaban
12. Men and women
14. 8.30 am to 9.00 pm
15. Six days
No Uraian Skor
Tidak menjawab 0

Nama Sekolah :
Topik Pembelajaran : wacana berbentuk review
Pertemuan Ke :
Mendengarkan
8 Memahami makna dalam teks fungsional pendek dan monolog yang
berbentuk narrative dan review dalam konteks kehidupan sehari-hari.
Membaca
B. Kompetensi Dasar
8.2 Memahami dan merespon makna dalam teks monolog yang menggunakan
ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks
kehidupan sehari-hari dalam teks berbentuk: narrative dan review.
Nilai Budaya Dan

Karakter Bangsa
Merespons wacana berbentuk review
Mengidentitlkasi generic structure kerja keras, mandiri, demokratis,
wacana review.Mengidentifikasi tujuan rasa ingin tahu, semangat
wacana berbentuk review kebangsaan, cinta tanah air,
Melakukan berbagai tindak tutur dalam cinta damai, gemar membaca,
wacana lisan interpersonal/ peduli lingkungan, peduli sosial,
transaksional: memberikan penilaian, tanggung jawab, mandiri

Siswa dapat merespons wacana berbentuk review.
Siswa dapat mengidentifikasi generic structure wacana review.
Siswa dapat mengidentifikasi tujuan wacana berbentuk review.
E. Materi Pokok
Teks lulls berbentuk review, misalnya:
Posllethwaite) from rounding the beasts up and taking them to a theme park in the
United States. The weather turns bad, the beasts up and taking them to a theme park
in the United States. The weather turns bad, the dinosaurs become violent, and one of
the angry beasts makes its way to Los Angeles, California
Pre listening
Whilst listening
Post Listening

cara wacana berbentuk belajarnya, siswa diberi berbagai kegiatan terkait
review. tugas untuk melakukan dengan wacana
yang terkandung cara melaporkan setiap tugas tatap muka dan
wacana berbentuk kegiatan kepada guru, a.l. terstruktur yang
review. tentang tempat, siapa saja diberikan guru.
cara wacana berbentuk Bertanya jawab tentang isi portofolio, dan
review. cerita (karakter, setting, melaporkan hal-hal yang
Membahas ciri-ciri plot) yang sudah dibaca, sudah diperoleh serta
leksikogramatika. ditonton, dan/atau kesulitan yang dihadapi
Nonton film didengar dengan kelompok secara rutin kepada guru.
Mendengarkan cerita belajarnya
(secara langsung atau Membahas nilai-nilai yang
dengan media terkandung dalam cerita,
elektronik). sikap dan perilaku para
Membacakan cerita tokoh.
Membahas kesulitan Nonton film.
yang dihadapi siswa Mendengarkan cerita
dalam melakukan (secara langsung atau
kegiatan terstruktur dengan media elektronik).
dan mandiri. Membacakan cerita
kepada kelompok
(monolog).
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Memberikan stimulus berupa pemberian materi wacana berbentuk review.
mengenai wacana berbentuk review.
atau mempresentasikan mengenai wacana berbentuk review.
Elaborasi
Membiasakan siswa membuat kalimat wacana berbentuk review.
Konfirmasi
dalam materi cara wacana berbentuk review.
Kegiatan Akhir (10)
Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi wacana
berbentuk review
Buku Look Ahead 3
Kaset/CD
Tape
I. Penilaian

wacana Lisan following
berbentuk review advertisement and
answer the
questions!
Sale! Sale! Sale!


Semarang
Closed Sunday
What is on sale?
Whom is the sale for?
Where is the store located
What time is the store opened?
How many days is the store opened?
Kunci Jawaban
Business clothes, shoes and summers clothes
Men and women
At Simpang Lima Semarang
8.30 am to 9.00 pm
Six days
No Uraian Skor
Tidak menjawab 0

Nama Sekolah :
Pertemuan Ke :
Mendengarkan
8 Memahami makna dalam teks fungsional pendek dan monolog yang
berbentuk narrative dan review dalam konteks kehidupan sehari-hari.
Berbicara
konteks kehidupan sehari-hari
B. Kompetensi Dasar
8.2 Memahami dan merespon makna dalam teks monolog yang menggunakan
ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks
kehidupan sehari-hari dalam teks berbentuk: narrative dan review.
Nilai Budaya Dan

Karakter Bangsa

Membuat review sebuah film dan kerja keras, mandiri, demokratis,
membacakannya rasa ingin tahu, semangat

Siswa dapat membuat review sebuah film dan membacakannya.
E. Materi Pokok
Pre listening
Whilst listening
Post Listening

kepada kelompok
(monolog).
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Elaborasi
Konfirmasi
Kegiatan Akhir (10)

berbentuk review
Buku Look Ahead 3
Kaset/CD
Tape
I. Penilaian
1. Membuat review Tes Lisan Pertanyaan Listen to the

sebuah film dan Lisan following
membacakannya advertisement and
answer the
questions!
Sale! Sale! Sale!


Semarang
advertisement
What is on sale?
Kunci Jawaban
Men and women
8.30 am to 9.00 pm
Six days
No Uraian Skor
Tidak menjawab 0

Nama Sekolah :
Pertemuan Ke :
Membaca
Menulis
12 Mengungkapkan makna dalam teks tulis monolog/esei berbentuk narrative
dan review dalam konteks kehidupan sehari-hari.
B. Kompetensi Dasar
12.2 Mengung-kapkan makna dan langkah retorika dalam esei dengan
konteks kehidupan sehari-hari dalam teks berbentuk: narrative dan review.
Nilai Budaya Dan

Karakter Bangsa

Membuat review salah satu bentuk kerja keras, mandiri, demokratis,
hiburan rasa ingin tahu, semangat
Membacakan review yang telah ditulis kebangsaan, cinta tanah air,

Siswa dapat membuat review salah satu bentuk hiburan.
Siswa dapat membaca review yang telah ditulis.
E. Materi Pokok
Teks lulis berbentuk review, misalnya:
Pre listening
Whilst listening
Post Listening

Membahas unsur dan
(monolog).
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Elaborasi
Konfirmasi
Kegiatan Akhir (10)
berbentuk review
Buku Look Ahead 3
Kaset/CD
Tape
I. Penilaian

answer the
questions!
Sale! Sale! Sale!


Semarang
Closed Sunday
What is on sale?
Kunci Jawaban
Men and women
8.30 am to 9.00 pm
Six days
No Uraian Skor
Tidak menjawab 0

Nama Sekolah :
Topik Pembelajaran : wacana mengenai komunikasi interkultural
Pertemuan Ke :
Membaca
B. Kompetensi Dasar
11.1 Merespon makna dalam teks fungsional pendek resmi dan tak resmi yang
konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
Nilai Budaya Dan

Karakter Bangsa

Merespon wacana yang berkaitan dengan kerja keras, mandiri, demokratis,
sosiokultural. rasa ingin tahu, semangat

Siswa dapat wacana mengenai komunikasi interkultural.
E. Materi Pokok
Pre listening
Whilst listening
Post Listening

kepada kelompok
(monolog).
Kegiatan Awal (10)

Kegiatan Inti (70)

Eksplorasi
Elaborasi
Konfirmasi
Kegiatan Akhir (10)

berbentuk review
Buku Look Ahead 3
Kaset/CD
Tape
I. Penilaian

answer the
questions!
Sale! Sale! Sale!


Semarang
advertisement
What is on sale?
Kunci Jawaban
Men and women
8.30 am to 9.00 pm
Six days
No Uraian Skor
Tidak menjawab 0


4 RPP Bhs Inggris Sma

Diunggah oleh

Informasi Dokumen

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

4 RPP Bhs Inggris Sma

Diunggah oleh

Hak Cipta:

Format Tersedia

KURIKULUM TINGKAT SATUAN PENDIDIKAN (KTSP)

C. Indikator Pencapaian Kompetensi

Nilai Budaya Dan

Kewirausahaan/ Ekonomi Kreatif :

Tatap Muka Terstruktur Mandiri

Kegiatan Awal (10)

Kegiatan Inti (70)

I. Indikator, Teknik, Bentuk, dan Contoh.

No. Indikator Teknik Bentuk Contoh

1. Merespon dengan Performance Melengkapi Read and give a

Read and give a response to the following expressions.

1. How are you doing ?

Mengetahui, , Juli 2011

C. Indikator Pencapaian Kompetensi

Nilai Budaya Dan

Kewirausahaan/ Ekonomi Kreatif :

Tatap Muka Terstruktur Mandiri

Kegiatan Awal (10)

Kegiatan Inti (70)

I. Indikator, Teknik, Bentuk, dan Contoh.

No. Indikator Teknik Bentuk Contoh

1. Merespon dengan Performance Melengkapi Read and give a

2. Tes Lisan Membuat To end the

II. Instrumen Penilaian

To end the conversation, what would you say to someone

Youre going to see in the evening.

Mengetahui, , Juli 2011

C. Indikator Pencapaian Kompetensi

Nilai Budaya Dan

Kewirausahaan/ Ekonomi Kreatif :

Tatap Muka Terstruktur Mandiri

Langkah-langkah Kegiatan Pembelajaran

Kegiatan Awal (10)

Kegiatan Inti (70)

I. Indikator, Teknik, Bentuk, dan Contoh.

No. Indikator Teknik Bentuk Contoh

1. Merespon dengan Performance Melengkapi Listen to the tape

2. Tes Lisan Membuat To end the

III. Pedoman Penilaian

Mengetahui, , Juli 2011

C. Indikator Pencapaian Kompetensi

Nilai Budaya Dan

Kewirausahaan/ Ekonomi Kreatif :

The tone of an invitation is always positive, in anticipation of a pleasurable

Tatap Muka Terstruktur Mandiri

Langkah-langkah Kegiatan Pembelajaran

Kegiatan Awal (10)

Kegiatan Inti (70)

I. Indikator, Teknik, Bentuk, dan Contoh.

No. Indikator Teknik Bentuk Contoh

1. Menjawab Performance Melengkapi Complete the

Look at the picture and study it. Then, answer the

1. What kind of card is this?

III. Pedoman Penilaian

No. Uraian Skor

1. Isi, langkah retorika dan tata bahasa benar 81 100

Mengetahui, , Juli 2011

C. Indikator Pencapaian Kompetensi

Nilai Budaya Dan

Kewirausahaan/ Ekonomi Kreatif :

How to Make Gudeg Jogja (Green Jack Fruit Sweet Stew)

Langkah-langkah Kegiatan Pembelajaran

Kegiatan Awal (10)