RPP Bhs Inggris Kelas Xi Semester 1

PERANGKAT PEMBELAJARAN
RENCANA PELAKSANAAN
PEMBELAJARAN
(RPP)
PENDIDIKAN BUDAYA DAN KARAKTER BANGSA
Mata Pelajaran : Bahasa Inggris

Satuan Pendidikan : SMK
Kelas/Semester : XI / 1
Nama Guru : MUHAMAD BASRI

NIP/NIK :-
Sekolah : SMK AZZAHRO
K URI KULU M TI NG KAT S ATUAN P E NDI DI KAN

( KTS P)
Bimbingan Teknis Peningkatan PBM Melalui MGMP Tingkat Satuan Pendidikan 1

(Smandelta)
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : SMK AZZAHRO

Alokasi Waktu : 2 x40 menit ( 1x pertemuan )
Topik Pembelajaran : Expressions of relief, pain, and pleasure
Pertemuan Ke :
A. Standar Kompetensi
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
1.1 Merespon makna dalam percakapan transaksional (to get things done)
dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara
akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan
dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur:
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 menggunakan ragam bahasa lisan secara akurat, lancar dan
berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak
tutur: menasehati, memperingatkan, meluluskan permintaan, serta
menyatakan perasaan relief, pain, dan pleasure.
C. Indikator Pencapaian Kompetensi
Nilai Budaya Dan

Indikator Pencapaian Kompetensi
Karakter Bangsa
Merespon ungkapan-ungkapan relief, Religius, jujur, toleransi, disiplin, kerja
pain, dan pleasure keras, mandiri, demokratis, rasa ingin
Mengungkapkan perasaan relief, pain, tahu, semangat kebangsaan, cinta
dan pleasure tanah air, menghargai prestasi,
2
Mempraktekkan tindak tutur menyatakan bersahabat, cinta damai, gemar
perasaan relief, pain, dan pleasure 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 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 It brought me a lot of I am please
heaven miseries with it / that.
o I am relief that.. My heart is so Its my
o God bless me burdened pleasure.
o God bless you 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.
3
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.
F. Metode Pembelajaran/Teknik:
Total Physical Response
G. Strategi Pembelajaran
Tatap Muka Terstruktur Mandiri

Bertanya jawab Dengan kelompok Siswa melakukan
tentang isi cerita belajarnya, siswa diberi berbagai kegiatan
(karakter, setting, plot) tugas untuk melakukan terkait dengan wacana
yang sudah dibaca, hal-hal berikut, dan berbentuk naratif di luar
ditonton, dan/atau melaporkan setiap tugas tatap muka dan
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didengar. kegiatan kepada guru, terstruktur yang
Membahas nilai-nilai a.l. tentang tempat, siapa diberikan guru.
yang terkandung saja yang datang, Siswa mengumpulkan
dalam cerita, sikap kesulitan yang dihadapi. setiap hasil kerja dalam
dan perilaku para Bertanya jawab tentang portofolio, dan
tokoh. isi cerita (karakter, melaporkan hal-hal
Membahas unsur dan setting, plot) yang sudah yang sudah diperoleh
langkah retorika dibaca, ditonton, serta kesulitan yang
dalam teks naratif. dan/atau didengar dihadapi secara rutin
Membahas ciri-ciri dengan kelompok kepada guru.
leksikogramatika. belajarnya
Nonton film Membahas nilai-nilai
Mendengarkan cerita yang terkandung dalam
(secara langsung atau cerita, sikap dan perilaku
dengan media para 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 Nonton film.
kelompok atau kelas Mendengarkan cerita
(monolog). (secara langsung atau
Membahas kesulitan dengan media
yang dihadapi siswa elektronik).
dalam melakukan Membacakan cerita
kegiatan terstruktur kepada kelompok
dan mandiri. (monolog).
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
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Kegiatan Inti (70)
Eksplorasi
Dalam kegiatan eksplorasi guru:
Memberikan stimulus berupa pemberian materi ungkapan-ungkapan relief,
pain, dan pleasure.
Mendiskusikan materi bersama siswa (Buku : Bahan Ajar Bahasa Inggris
mengenai ungkapan-ungkapan relief, pain, dan pleasure.
Memberikan kesempatan pada peserta didik mengkomunikasikan secara
lisan atau mempresentasikan mengenai ungkapan-ungkapan relief, pain,
dan pleasure.
Siswa diminta membahas contoh soal dalam Buku : Bahan Ajar Bahasa
Inggris mengenai ungkapan-ungkapan relief, pain, dan pleasure.
Elaborasi
Dalam kegiatan elaborasi guru:
Membiasakan siswa membuat kalimat ungkapan-ungkapan relief, pain, dan
pleasure.
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 ungkapan-ungkapan relief, pain, dan pleasure.
Kegiatan Akhir (10)

Siswa diminta membuat rangkuman dari materi mengenai ungkapan-
ungkapan relief, pain, dan pleasure.
Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah
dilaksanakan.
Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi mengenai
ungkapan-ungkapan relief, pain, dan pleasure.
Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
H. Sumber/Bahan/Alat
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
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I. Penilaian
I. Indikator, Teknik, Bentuk, dan Contoh.
No. Indikator Teknik Bentuk Contoh
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
II. Instrumen Penilaian
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!
III. Pedoman Penilaian
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Jika respon Jika respon Jika respon Jika respon
Kriteri benar, ucapan benar, ucapan benar, kurang tepat,
benar, intonasi benar, intonasi ucapan ucapan salah,
benar, dan benar, dan benar, intonasi
pengucapan pengucapan intonasi salah, dan
lancar. tidak lancar. salah, dan pengucapan
pengucapan tidak lancar.
tidak lancar.
Nilai 100 90 80 70
Mengetahui .,
Kepala Sekolah Guru Mata Pelajaran
M. ULIL ALBAB MUHAMAD BASRI

NIP. NIP.
8

Alokasi Waktu : 4 x 40 menit ( 2x pertemuan )
Topik Pembelajaran : Expressions of relief, pain, and pleasure
Pertemuan Ke :
Mendengarkan
1. 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
2.2. 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 bahasa lisan secara akurat, lancar dan berterima dalam konteks
Nilai Budaya Dan

Karakter Bangsa
Religius, jujur, toleransi, disiplin, kerja
keras, mandiri, demokratis, rasa ingin
tahu, semangat kebangsaan, cinta
Merespon wacana monolog berbentuk
tanah air, menghargai prestasi,
narrative
bersahabat, cinta damai, gemar
membaca, peduli lingkungan, peduli
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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
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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)

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(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
12
1. Buku teks : English texts in Use XI, Aneka Ilmu, 2006
2. Script monolog berbentuk narratives
I. Penilaian
1. Merespon Tes Tulis Essay Listen to the

wacana monolog berstruktur monolog and fill
narrative in the blank with
the correct
answer
2. Melakukan Unjuk Kerja Presentasi Choose one of

monolog Lisan the following
berbentuk stories, then tell it
narrative in front of the
class.
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.
13
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
a. Untuk nomor 1, tiap jawaban benar diberi skor 5

b. Untuk nomor 2, mengikuti rubrik penilaian berikut ini:
No. Uraian Skor
1. Isi, langkah retorika dan tata bahasa benar 41 50

2. Isi,langkah retorika dan tata bahasa kurang tepat 21 - 40
3. Isi, langkah retorika dan tata bahasa tidak tepat 0 - 20
Jumlah skor maksimal 1. 10 X 5 = 50

2. Jika skor maksimal diraih = 50
Jumlah = 100
Mengetahui .,
14
NIP. NIP.
15

Topik Pembelajaran : Narrative Text The Black Cat
Pertemuan Ke :
Membaca
1. Memahami makna teks fungsional pendek dan monolog berbentuk reports,
narrative, dan analytical exposition dalam konteks kehidupan sehari-
hari.
Menulis
2. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei
sederhana report, narrative dan analytical exposition dalam konteks
B. Kompetensi Dasar
5.2. Mengungkapkan makna dalam teks monolog dengan menggunakan
ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks
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: narrative.
Nilai Budaya Dan

Karakter Bangsa
Mengidentifikasi makna dalam teks tulis Religius, jujur, toleransi, disiplin, kerja
narrative keras, mandiri, demokratis, rasa ingin
Mengidentifikasi langkah-langkah retorika tahu, semangat kebangsaan, cinta
dalam wacana: narrative tanah air, menghargai prestasi,
membaca, peduli lingkungan, peduli
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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
17
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.

18
(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
19
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

sederhana the following
berbentuk topics, then
narrative compose a
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
20
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 14th 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

21
No. Uraian Skor


Jumlah = 100
Mengetahui .,

NIP. NIP.
22

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
3. Mengungkapkan makna dalam teks percakapan transaksional dan
sehari-hari
B. Kompetensi Dasar
1.1 Merespon makna dalam percakapan transaksional (to get things done)
dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara
akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan
menasehati dan memberi saran.
Mengungkapkan makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan
menggunakan ragam bahasa lisan secara akurat, lancar dan berterima
menasehati dan memberi saran.
Nilai Budaya Dan

Karakter Bangsa
Merespon tindak tutur menasehati dan Religius, jujur, toleransi, disiplin, kerja
memberi saran keras, mandiri, demokratis, rasa ingin
Mengungkapkan tindak tutur tahu, semangat kebangsaan, cinta
menasehati dan memberi saran tanah air, menghargai prestasi,
23
Mempraktekkan tindak tutur membaca, peduli lingkungan, peduli
menasehati dan memberi saran sosial, tanggung jawab, mandiri

Pada akhir pembelajaran siswa dapat:
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
Mengidentifikasi konteks situasi
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.
24
(monolog).

Pertemuan 1
25
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.
26
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
27
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.
28
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

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

tindak tutur Lisan the following
menasehati dan stories, then tell it
memberi saran in front 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.
29
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, benar, benar, kurang
ucapan ucapan ucapan tepat,
benar, benar, benar, ucapan
intonasi intonasi intonasi salah,
Kriteri benar, dan benar, dan salah, dan intonasi
pengucapan pengucapan pengucapan salah, dan
lancar. tidak lancar. tidak lancar. pengucapan
tidak lancar.
30
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
Mengetahui .,
M.ULIL ALBAB MUUHAMAD BASRI

NIP. NIP.
31

Topik Pembelajaran : Teks Fungsional Pendek
Pertemuan Ke :
Mendengarkan
sehari-hari.
Berbicara
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 kehidupan sehari-hari.
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 isi teks fungsional pendek Religius, jujur, toleransi, disiplin,
dengan benar kerja keras, mandiri, demokratis,
rasa ingin tahu, semangat
kebangsaan, cinta tanah air,
Membaca nyaring teks fungsional menghargai prestasi, bersahabat,
pendek secara berterima cinta damai, gemar membaca,
peduli lingkungan, peduli sosial,
tanggung jawab, mandiri
32
Pada akhir pembelajaran siswa dapat:
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.
Poster
33
Three phase technique
Pre listening
Whilst listening
Post Listening

kelas (monolog).


Kegiatan Awal (10)
140
Kegiatan Inti (70)

Eksplorasi
Memberikan stimulus berupa pemberian materi teks fungsional pendek.
mengenai teks fungsional pendek.
lisan atau mempresentasikan mengenai teks fungsional pendek.
Inggris 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
dilaksanakan.
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
141
Script monolog berbentuk banner, poster atau pamplet
I. Penilaian
1. Merespon isi Tes Tertulis Essay Listen to the teks

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

nyaring teks Lisan loudly and
fungsional correctly.
pendek secara
berterima
Task 1
Listen to the teachers and anwer the questions
142
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?
143
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
Mengetahui .,
M. ULIL ALAB MUHAMAD BASRI

NIP. NIP.
144

Topik Pembelajaran : Monolog (Report)
Pertemuan Ke :
Mendengarkan
sehari-hari.
Berbicara
yang berbentuk report, narrative dan analytical exposition dalam
konteks kehidupan sehari-hari
B. Kompetensi Dasar
2.2. Merespon makna yang terdapat dalam teks lisan fungsional pendek
resmi dan tak resmi secara akurat, lancar dan berterima dalam berbagai
konteks kehidupan sehari-hari.
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 isi teks fungsional pendek Religius, jujur, toleransi, disiplin,
dengan benar kerja keras, mandiri, demokratis,
Membaca nyaring teks fungsional menghargai prestasi, bersahabat,
pendek secara berterima cinta damai, gemar membaca,
145
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

146
(monolog).

Kegiatan Awal (10)
Kegiatan Inti (70)

Eksplorasi
Memberikan stimulus berupa pemberian materi monolog berbentuk report.
mengenai monolog berbentuk report.
lisan atau mempresentasikan mengenai monolog berbentuk report.
147
Inggris mengenai monolog berbentuk report.
Elaborasi
Membiasakan siswa membuat kalimat monolog berbentuk report.
Konfirmasi
dalam materi monolog berbentuk report.
3 Kegiatan Akhir (10)
Siswa diminta membuat rangkuman dari materi mengenai monolog
berbentuk report.
dilaksanakan.
Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi monolog
berbentuk report.
XI
Gambar yang relevan
I. Penilaian
148
1. Merespon Tes Tulis Pilihan Ganda Listen to the
wacana monolog monolog and
report choose the best
answer
2. Melakukan Unjuk Kerja Presentasi Describe the

monolog Lisan general facts of
berbentuk the following
report 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.
b. size d. definition
149
c. height e. description
d. 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?
a. to describe d. to persuade
b. to entertain e. to review
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.
150
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
Mengetahui .,

NIP. NIP.
151

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,
Menulis monolog berbentuk report menghargai prestasi, bersahabat,
cinta damai, gemar membaca,
152
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
153

(monolog).

Kegiatan Awal (10)
154
Kegiatan Inti (70)

Eksplorasi
Memberikan stimulus berupa pemberian materi Esei berbentuk Report.
mengenai Esei berbentuk Report.
lisan atau mempresentasikan mengenai Esei berbentuk Report.
Inggris 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.
dilaksanakan.
Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi Esei
berbentuk Report.
155
XI
Gambar yang relevan
I. Penilaian
1. Merespon Tes Tulis Pilihan Ganda Listen to the

wacana monolog monolog and
report choose the best
answer
2. Menulis monolog Unjuk Kerja Presentasi Describe the

berbentuk Lisan general facts of
report 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.
156
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.
157
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.
158
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
Mengetahui .,

NIP. NIP.
159

RPP Bhs Inggris Kelas Xi Semester 1

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RPP Bhs Inggris Kelas Xi Semester 1

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PERANGKAT PEMBELAJARAN

Mata Pelajaran : Bahasa Inggris

Nama Guru : MUHAMAD BASRI

K URI KULU M TI NG KAT S ATUAN P E NDI DI KAN

Bimbingan Teknis Peningkatan PBM Melalui MGMP Tingkat Satuan Pendidikan 1

Nama Sekolah : SMK AZZAHRO

C. Indikator Pencapaian Kompetensi

Nilai Budaya Dan

Kewirausahaan/ Ekonomi Kreatif :

Expression of relief Expression of pain Expression of pleasure

Please, leave me Its

Tatap Muka Terstruktur Mandiri

Langkah-langkah Kegiatan Pembelajaran

Kegiatan Akhir (10)

I. Indikator, Teknik, Bentuk, dan Contoh.

No. Indikator Teknik Bentuk Contoh

1. Merespon dan Tes Tertulis Melengkapi Complete the

2. Mempraktikkan Tes Lisan Membuat Give your

II. Instrumen Penilaian

1. Complete the dialogues below using the suitable expressions!

III. Pedoman Penilaian

M. ULIL ALBAB MUHAMAD BASRI

Nama Sekolah : SMK AZZAHRO

C. Indikator Pencapaian Kompetensi

Nilai Budaya Dan

Kewirausahaan/ Ekonomi Kreatif :

2. Kosa kata terkait tema/Jenis teks.

Tatap Muka Terstruktur Mandiri

Langkah-langkah Kegiatan Pembelajaran

2. Independent Construction of Text

I. Indikator, Teknik, Bentuk, dan Contoh.

No. Indikator Teknik Bentuk Contoh

1. Merespon Tes Tulis Essay Listen to the

2. Melakukan Unjuk Kerja Presentasi Choose one of

II. Instrumen Penilaian

1. Fill the blanks with the words you heard.

The Legend of Lake Toba

III. Pedoman Penilaian

a. Untuk nomor 1, tiap jawaban benar diberi skor 5

No. Uraian Skor

1. Isi, langkah retorika dan tata bahasa benar 41 50

Jumlah skor maksimal 1. 10 X 5 = 50

Nama Sekolah : SMK AZZAHRO

C. Indikator Pencapaian Kompetensi

Nilai Budaya Dan

The Black Cat

Tatap Muka Terstruktur Mandiri

Langkah-langkah Kegiatan Pembelajaran

I. Indikator, Teknik, Bentuk, dan Contoh.

No. Indikator Teknik Bentuk Contoh

1. Memahami teks Tes Tulis Essay Read the text

2. Membuat teks Unjuk Kerja Menulis Choose one of

II. Instrumen Penilaian

1. Read the text below and answer the following questions!

The Legend of Kesodo Feast

III. Pedoman Penilaian

a. Untuk nomor 1, tiap jawaban benar diberi skor 5

1. Isi, langkah retorika dan tata bahasa benar 41 50

Jumlah skor maksimal 1. 10 X 5 = 50

M. ULIL ALBAB MUHAMAD BASRI

Nama Sekolah : SMK AZZAHRO

C. Indikator Pencapaian Kompetensi

Nilai Budaya Dan