Ibu Hijra Edit
Ibu Hijra Edit
Standar Kompetensi
1. Memahami makna dalam teks fungsional pendek dan teks monolog
sederhana berbentuk narrative,spoof dan hortatory exposition dalam
konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan
populer.
2. Mengungkapkan makna dalam monolog yang berbentuk
narrative,spoof dan hortatory exposition secara akurat, lancar, dan
berterima dalam konteks kehidupan sehari-hari dan mengakses ilmu
pengetahuan.
Kompetensi Dasar
1. Merespon makna dalam makna dalam teks monolog sederhana
menggunakan ragam bahasa lisan secara akurat, lancar dan berterima
dalam teks berbentuk: narrative
2. Mengungkapkan makna dalam teks monolog secara akurat, lancar dan
berterima yang menggunakan ragam bahasa lisan yang berbentuk:
narrative
Indikator
1. Merespon wacana monolog: narrative
2. Melakukan monolog berbentuk : narrative
1. Tujuan Pembelajaran
Siswa dapat merespon wacana monolog: narrative
Siswa dapat melakukan melakukan monolog berbentuk : narrative
2. Materi Pokok
Wacana monolog berbentuk: narrative contohnya:
Today, I’d 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. “It’s God’s will that the
first man who comes here will be my husband to-be. I’ve 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.“Don’t worry. You’ll recover soon and I’ll 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
3. Metode
Tisnawati. Do you know Pembelajaran/Teknik: Three-phase
what the stone flower was ? The stone technique
flower was actually the swallow’s nest. It was made of the bird’s
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
after4.youLangkah-langkah Kegiatan
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 Arungbinang’s 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.
107
Kegiatan Awal (10’)
Siswa mencocokkan gambar dengan judul cerita rakyat.
Kegiatan Inti (75’)
5. Sumber/Bahan/Alat
Buku Look Ahead 2
Kaset/CD
Tape
Script dari Look Ahead 2
6. Penilaian
Teknik: Performance Assessment (responding)
Bentuk: Pertanyaan lisan,
Mengetahui …………………,
….
Kepala Sekolah Guru Mata
Pelajaran
______________________
__________________
NIP. NIP.
108
Rencana Pelaksanaan Pembelajaran
Standar Kompetensi
1. Memahami makna dalam percakapan transaksional/ interpersonal
resmi dalam konteks kehidupan sehari-hari.
2. Mengungkapkan makna dalam teks percakapan transaksional resmi
dan percakapan berlanjut (sustained) secara akurat, lancar, dan
berterima dalam konteks kehidupan sehari-hari dan mengakses ilmu
pengetahuan.
Kompetensi Dasar
1. Merespon makna dalam percakapan transaksional (to get things done)
dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat,
lancar, dan berterima menggunakan ragam bahasa lisan yang
melibatkan tindak tutur: menyatakan perasaan ( expressing: love).
1. Tujuan 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).
2. Materi Pokok
Percakapan/dialog dan pernyataan yang memuat ungkapan–ungkapan berikut
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,there’s a beggary in the love that can be
reckoned
4. Langkah-langkah Kegiatan
109
Kegiatan Awal (10’)
Tanya-jawab mengenai ungkapan cinta yang ada di film.
5. Sumber/Bahan/Alat
Buku Look Ahead 2
Kaset/CD
Tape
6. Penilaian
Teknik: Performance Assessment (responding)
Bentuk: Pertanyaan lisan
Mengetahui …………………,
….
Kepala Sekolah Guru Mata
Pelajaran
______________________
__________________
NIP. NIP.
110
Mata Pelajaran :B. Inggris
Kelas/Semester : XI/2
Pertemuan ke :3
Alokasi Waktu: 2 x 45 menit
Standar Kompetensi
Kompetensi Dasar
1. Merespon makna dalam percakapan transaksional (to get things done)
dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat,
lancar, dan berterima menggunakan ragam bahasa lisan yang
melibatkan tindak tutur: menyatakan perasaan (expressing: sorrow&
attention) )
Indikator
1. Merespon dengan benar terhadap tindak tutur: menyatakan perasaan
(expressing: sorrow& attention) )
2. Melakukan berbagai tindak tutur dalam wacana lisan
interpersonal/transaksional: menyatakan perasaan (expressing:
sorrow& attention) )
1. Tujuan Pembelajaran
Siswa dapat merespon dengan benar terhadap tindak tutur:
menyatakan peringatan.
Siswa dapat melakukan berbagai tindak tutur dalam wacana
lisan interpersonal/transaksional: menyatakan perasaan
peringatan.
2. Materi Pokok
Pernyataan yang memuat ungkapan –ungkapan berikut
Menyatakan perasaan (expressing: sorrow& attention))
mis. My heart is so burdened I’m so sad to hear that
111
4. Langkah-langkah Kegiatan
Kegiatan Awal (5’)
Tanya jawab dengan siswa mengenai apakah mereka pernah
mendengar cerita teman dan mersa sedih. Ungkapan apa
yang digunakan untuk menyatakan sedih dan menaruh
perhatian besar akan ceritanya.
5. Sumber/Bahan/Alat
Buku Look Ahead 2
Kaset/CD
Tape
6. Penilaian
Teknik: Performance Assesment (Responding,
Bentuk: Pertanyaan Lisan, tugas berpasangan
Mengetahui …………………,
….
Kepala Sekolah Guru Mata
Pelajaran
______________________
__________________
NIP. NIP.
112
Rencana Pelaksanaan Pembelajaran
Standar Kompetensi
1. Memahami dalam teks monolog lisan berbentuk narrative,spoof dan
hortatory exposition secara akurat, lancar, dan berterima dalam konteks
kehidupan sehari-hari dan mengakses ilmu pengetahuan
Kompetensi Dasar
1. Merespon makna dalam teks monolog sederhana menggunakan ragam bahasa
lisan secara akurat, lancar dan berterima dalam teks berbentuk: narrative
Indikator
Merespon wacana monolog: narrative
Melakukan monolog berbentuk : narrative
1. Tujuan Pembelajaran
Siswa dapat merespon wacana monolog: narrative
Siswa dapat melakukan monolog berbentuk narrative
2. Materi Pokok
Teks monolog narrative contohnya berikut:
Today, I’d 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. “It’s God’s will that the
first man who comes here will be my husband to-be. I’ve 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.“Don’t worry. You’ll recover soon and I’ll 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 swallow’s nest. It was made of the bird’s
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
3. theMetode
day, queen was Pembelajaran/Teknik: Three-phase
getting healthier and healthier. The queen technique
was touched by Arungbinang’s story and gave her blessing for
Arungbinang to marry Dewi Tisnawati.So in the end, Tumenggung Arungbinang and Dewi Tisnawati married and lived at
4. Langkah-langkah Kegiatan
Karangbolong hill.
113
Kegiatan Awal (10’)
Tanya-jawab mengenai bentuk tenses apa yang biasa
digunakan dalam teks monolog narrative
5. Sumber/Bahan/Alat
Buku Look Ahead 2
Kaset/CD
Script dari Look Ahead 2
6. Penilaian
Teknik: Performance Assesment
Bentuk: pertanyaan lisan
Mengetahui …………………,
….
Kepala Sekolah Guru Mata
Pelajaran
______________________
__________________
NIP. NIP.
114
Mata Pelajaran :B.Inggris
Kelas/Semester : XI/2
Pertemuan ke :5
Alokasi Waktu: 2 x 45 menit
Standar Kompetensi
1. Memahami dalam teks monolog lisan berbentuk narrative,spoof dan
hortatory exposition secara akurat, lancar, dan berterima dalam konteks
kehidupan sehari-hari dan mengakses ilmu pengetahuan
Kompetensi Dasar
1. Merespon makna dalam teks monolog sederhana menggunakan ragam bahasa
lisan secara akurat, lancar dan berterima dalam teks berbentuk:narrative
Indikator
Merespon wacana monolog: narrative
Melakukan monolog berbentuk: narrative
1. Tujuan Pembelajaran
Siswa dapat merespon wacana monolog: narrative
Siswa dapat melakukan monolog berbentuk narrative
2. Materi Pokok
Teks monolog narrative contohnya berikut:
Today, I’d 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. “It’s God’s will that the
first man who comes here will be my husband to-be. I’ve 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.“Don’t worry. You’ll recover soon and I’ll 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 swallow’s nest. It was made of the bird’s
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 Arungbinang’s story and gave her blessing for
Arungbinang to marry Dewi Tisnawati.So in the end, Tumenggung Arungbinang and Dewi Tisnawati married and lived at
3. Metode
Karangbolong hill. Pembelajaran/Teknik: Three-phase technique
4. Langkah-langkah Kegiatan
115
Kegiatan Inti (75’)
Siswa berkelompok melakukan drama secara bergantian.
Siswa lain memperhatikan dan mendengar drama yang
dilakukan temannya.
5. Sumber/Bahan/Alat
Buku Look Ahead 2
6. Penilaian
Teknik: Performance Assesment
Bentuk: drama
Mengetahui …………………,
….
Kepala Sekolah Guru Mata
Pelajaran
______________________
__________________
NIP. NIP.
116
Standar Kompetensi
1. Memahami dalam teks monolog lisan berbentuk narrative,spoof dan
hortatory exposition secara akurat, lancar, dan berterima dalam konteks
kehidupan sehari-hari dan mengakses ilmu pengetahuan
Kompetensi Dasar
1. Merespon makna dalam teks monolog sederhana menggunakan ragam bahasa
lisan secara akurat, lancar dan berterima dalam teks berbentuk: narrative
Indikator
Merespon wacana monolog: narrative
Melakukan monolog berbentuk : narrative
1. Tujuan Pembelajaran
Siswa dapat merespon wacana monolog: narrative
Siswa dapat melakukan monolog berbentuk narrative(mendongeng)
2. Materi Pokok
Teks monolog narrative, contohnya berikut:
Today, I’d 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. “It’s God’s will that the
first man who comes here will be my husband to-be. I’ve 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.“Don’t worry. You’ll recover soon and I’ll 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 swallow’s nest. It was made of the bird’s
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
3. Metode Pembelajaran/Teknik:
Arungbinang.Arungbinang took the flower to the queen Three-phase
and the stone flowertechnique
was made into soup and given to the queen. Day by
4.
day, Langkah-langkah
the queen was getting healthierKegiatan
and healthier. The queen was touched by Arungbinang’s 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.
Kegiatan Awal (10’)
Siswa menyiapkan hal yang diperlukan untuk mendongeng
117
Siswa lain mendengarkan presentasi dongeng yang
dilakukan.
5. Sumber/Bahan/Alat
Buku Look Ahead 2
Alat Bantu (gambar, poster)
Boneka tangan
6. Penilaian
a. Teknik: Performance Assesment , Checklist
b. Bentuk: mendongeng
Mengetahui …………………,
….
Kepala Sekolah Guru Mata
Pelajaran
______________________
__________________
NIP. NIP.
118
Standar Kompetensi
Memahami makna teks monolog/esei berbentuk narrative,spoof dan
hortatory exposition secara akurat, lancar, dan berterima dalam konteks
kehidupan sehari-hari dan mengakses ilmu pengetahuan
Kompetensi Dasar
Memahami dan merespon makna dalam teks monolog/esei yang menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk:
narrative
Indikator
Memahami cerita Valentine’s Day Is Not Part Of Our Culture
1. Tujuan Pembelajaran
Siswa memahami Valentine’s Day
2. Materi Pokok
Wacana teks berjudul Valentine’s Day Is Not Part Of Our Culture
4. Langkah-langkah Kegiatan
5. Sumber/Bahan/Alat
Buku Look Ahead 2
6. Penilaian
Teknik: responding
Bentuk: pertanyaan tertulis
119
Mengetahui …………………,
….
Kepala Sekolah Guru Mata
Pelajaran
______________________
__________________
NIP. NIP.
Standar Kompetensi
120
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
Kompetensi Dasar
Memahami dan merespon makna dalam teks monolog/esei yang menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk:
narrative
Indikator
1. Tujuan Pembelajaran
2. Materi Pokok
Teks tertulis berbentuk narrative,contoh,
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. “Wasn’t I right? “ said the little Mouse.Moral: Little friends may prove great friends.
(AESOP)
121
Siswa berpasangan menjodohkan fable dengan pesan
moralnya.
Kegiatan Akhir (10’)
Siswa memberikan pendapat mengenai cerita narrative
yang dibacanya
5. Sumber/Bahan/Alat
Buku Look Ahead 2
6. Penilaian
Teknik: Unjuk kerja
Bentuk: pertanyaan lisan dan tertulis
Mengetahui …………………,
….
Kepala Sekolah Guru Mata
Pelajaran
______________________
__________________
NIP. NIP.
Standar Kompetensi
122
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.
Kompetensi Dasar
Memahami dan merespon makna dalam teks monolog/esei yang menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk:
narrative
Indikator
Mengidentifikasi ciri-ciri kebahasaan teks narrative
1. Tujuan Pembelajaran
Siswa dapat mengidentifikasi ciri-ciri kebahasaan teks narrativee
2. Materi Pokok
Teks tulis berbentuk narrative, contoh:
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. “Wasn’t I right? “ said the little Mouse.Moral: Little friends may prove great friends.
(AESOP)
4. Langkah-langkah Kegiatan
123
Siswa membaca penjelasan mengenai thinking verbs dan
feeling verbs
Siswa menentukan thinking verbs, feeling verbs atau saying
verbs dari suatu kalimat
Siswa membaca penjelasan tentang Noun dan Noun
Phrases
Siswa mengembangkan noun menjadi noun phrases
.
Kegiatan Akhir (10’)
Siswa mengulas penjelasan tentang. past tenses, action
verbs, thinking verbs, feeling verb,saying verbs Noun dan
Noun Phrases.
5. Sumber/Bahan/Alat
Buku Look Ahead 2
6. Penilaian
Teknik: Unjuk kerja
Bentuk: latihan
Mengetahui …………………,
….
Kepala Sekolah Guru Mata
Pelajaran
______________________
__________________
NIP. NIP.
Standar Kompetensi
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.
124
Kompetensi Dasar
Memahami dan merespon makna dalam teks monolog/esei yang menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk:
narrative
Indikator
Mengidentifikasi ciri-ciri kebahasaan teks narrative
1. Tujuan Pembelajaran
Siswa dapat mengidentifikasi ciri-ciri kebahasaan teks narrativee
2. Materi Pokok
Teks tulis berbentuk narrative, contoh:
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. “Wasn’t I right? “ said the little Mouse.Moral: Little friends may prove great friends.
(AESOP)
4. Langkah-langkah Kegiatan
5. Sumber/Bahan/Alat
Buku Look Ahead 2
125
6. Penilaian
Teknik: Unjuk kerja
Bentuk: latihan
Mengetahui …………………,
….
Kepala Sekolah Guru Mata
Pelajaran
______________________
__________________
NIP. NIP.
Standar Kompetensi
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
Kompetensi Dasar
126
Memahami dan merespon makna dalam teks monolog/esei yang menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk:
narrative
Indikator
1. Tujuan Pembelajaran
2. Materi Pokok
Teks monolog/esei berbentuk narrative;
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. “Wasn’t I right? “ said the little Mouse.Moral: Little friends may prove great friends.
(AESOP)
4. Langkah-langkah Kegiatan
Kegiatan Akhir (10’)
Siswa menyimpulkan bentuk organisasi teks narrative
5. Sumber/Bahan/Alat
Buku Look Ahead 2
6. Penilaian
127
Teknik: Unjuk kerja
Bentuk: pertanyaan lisan dan tertulis
Mengetahui …………………,
….
Kepala Sekolah Guru Mata
Pelajaran
______________________
__________________
NIP. NIP.
Standar Kompetensi
1. Memahami makna teks monolog/esei berbentuk report, narrative dan
analytical exposition secara akurat, lancar, dan berterima dalam
konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan
128
berterima dalam konteks kehidupan sehari-hari dan mengakses ilmu
pengetahuan
Kompetensi Dasar
1. Memahami dan merespon makna dalam teks monolog/esei yang
menggunakan ragam bahasa tulis secara akurat, lancar dan berterima
dalam teks berbentuk: narrative
2. Mengungkapkan makna dalam teks monolog/esei yang menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam teks
berbentuk: narrative
Indikator
Mengidentifikasi makna dalam teks narrative
Mengidentifikasi langkah-langkah retorika dalam wacana: narrative
Menulis teks berbentuk monolog/esei berbentuk narrative
1. Tujuan Pembelajaran
Siswa dapat mengidentifikasi makna dalam teks narrative
Siswa dapat mengidentifikasi langkah-langkah retorika dalam wacana:
narrative
Siswa dapat menulis teks berbentuk monolog/esei berbentuk narrative
2. Materi Pokok
Teks tulis berbentuk narrative, contoh:
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. “Wasn’t I right? “ said the little Mouse.Moral: Little friends may prove great friends.
(AESOP)
4. Langkah-langkah Kegiatan
129
Siswa mereview tentang ciri-ciri teks tulis narrative
5. Sumber/Bahan/Alat
Buku Look Ahead 2
6. Penilaian
Teknik: Unjuk kerja
Bentuk: hasil tulisan
Mengetahui …………………,
….
Kepala Sekolah Guru Mata
Pelajaran
______________________
__________________
NIP. NIP.
Standar Kompetensi
1. Memahami makna teks monolog/esei berbentuk report, narrative dan
analytical exposition secara akurat, lancar, dan berterima dalam konteks
kehidupan sehari-hari dan mengakses ilmu pengetahuan.
2. Mengungkapkan makna dalam teks monolog/esei tulis berbentuk
narrative,spoof dan hortatory exposition secara akurat, lancar dan berterima
dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan.
130
Kompetensi Dasar
1. Memahami dan merespon makna dalam teks monolog/esei yang menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk:
narrative
2. Mengungkapkan makna dalam teks monolog/esei yang menggunakan ragam
bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk:
narrative
Indikator
Mengidentifikasi makna dalam teks narrative
Mengidentifikasi langkah-langkah retorika dalam wacana: narrative
Menulis teks berbentuk monolog/esei berbentuk narrative
1. Tujuan Pembelajaran
Siswa dapat mengidentifikasi makna dalam teks narrative
Siswa dapat menulis teks berbentuk monolog/esei berbentuk narrative
Siswa dapat mengidentifikasi langkah-langkah retorika dalam wacana:
narrative
2. Materi Pokok
Teks tertulis berbentuk narrative, contoh;
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. “Wasn’t I right? “ said the little Mouse.Moral: Little friends may prove great friends.
(AESOP)
3. Metode Pembelajaran/Teknik: Three-phase technique
4. Langkah-langkah Kegiatan
Kegiatan Awal (10’)
5. Sumber/Bahan/Alat
131
Buku Look Ahead 2
6. Penilaian
Teknik: Performance Assessment, Checklist
Bentuk: tulisan
Mengetahui …………………,
….
Kepala Sekolah Guru Mata
Pelajaran
______________________
__________________
NIP. NIP.
Standar Kompetensi
1. Memahami makna dalam percakapan transaksional/ interpersonal
resmi dalam konteks kehidupan sehari-hari.
2. Mengungkapkan makna dalam monolog yang berbentuk narrative,
spoof dan hortatory exposition secara akurat, lancar, dan berterima
dalam konteks kehidupan sehari-hari dan mengakses ilmu
pengetahuan.
Kompetensi Dasar
1. Merespon makna dalam makna dalam teks monolog sederhana
menggunakan ragam bahasa lisan secara akurat, lancar dan berterima
dalam teks berbentuk: spoof
132
2. Mengungkapkan makna dalam teks monolog secara akurat, lancar dan
berterima yang menggunakan ragam bahasa lisan yang berbentuk:
spoof
Indikator
1. Merespon wacana monolog: spoof
2. Melakukan monolog berbentuk : spoof
1. Tujuan Pembelajaran
Siswa dapat merespon wacana monolog: spoof
Siswa dapat melakukan monolog berbentuk : spoof
2. 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 didn’t 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 didn’t like doing his homework? Because he always made a lot of mistakes when he did
it.
Well, one day, his mathematics teacher looked at Michael’s homework and found that all
his homework was correct. Wow, that’s 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, you’ve got all your
homework right this time. You’re 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 couldn’t do my homework. Then, I had to do it by myself.
(Adapted from: Intermediate Reading Comprehension,L.G.Alexander)
5. Sumber/Bahan/Alat
Buku Look Ahead 2
Kaset/CD
Tape
6. Penilaian
133
Teknik: Performance Assessment (responding)
Bentuk: Pertanyaan lisan
Mengetahui …………………,
….
Kepala Sekolah Guru Mata
Pelajaran
______________________
__________________
NIP. NIP.
Standar Kompetensi
1. Memahami makna dalam percakapan transaksional/ interpersonal
resmi dalam konteks kehidupan sehari-hari.
2. Mengungkapkan makna dalam teks percakapan transaksional resmi
dan percakapan berlanjut (sustained) secara akurat, lancar, dan
berterima dalam konteks kehidupan sehari-hari dan mengakses ilmu
pengetahuan.
Kompetensi Dasar
1. Merespon makna dalam percakapan transaksional (to get things done)
dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat,
lancar, dan berterima menggunakan ragam bahasa lisan yang
melibatkan tindak tutur: menyatakan perasaan (expressing:
embarrassment & anger )
134
2. Mengungkapkan makna dalam percakapan transaksional (to get things
done) dan interpersonal (bersosialisasi) resmi dan tak resmi dalam
ragam lisan secara akurat, lancar dan berterima yang melibatkan tindak
tutur: menyatakan perasaan malu& marah (expressing: embarrassment
& anger)
Indikator
1. Merespon dengan benar terhadap tindak tutur: menyatakan peringatan.
2. Melakukan berbagai tindak tutur dalam wacana lisan
interpersonal/transaksional: menyatakan perasaan malu& marah
(expressing: embarrassment & anger)
1. Tujuan 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 malu & marah
(expressing: embarrassment & anger )
2. Materi Pokok
Pernyataan yang memuat ungkapan –ungkapan berikut,contoh,
Menyatakan perasaan malu (embarrassment)
mis. It really makes me ashamed
I was very embarrassed
Menyatakan perasaan marah (anger)
mis. Oh,hell!! You burn me up!
3. Metode Pembelajaran/Teknik: Three-phase technique
4. Langkah-langkah Kegiatan
Kegiatan Awal (15’)
Tanya jawab dengan siswa mengenai pengalaman mereka
yang memalukan dan apa yang mereka rasakan setelah itu
malu atau marah?
135
Siswa membuat dialog berpasangan yang menggunakan
ungkapan untuk menyatakan perasaan malu & marah
(expressing: embarrassment & anger )
Siswa mempraktekkan dialog yang menggunakan ungkapan
untuk menyatakan perasaan malu atau marah (expressing:
embarrassment & anger )di depan kelas, yang dipilh secara
acak oleh guru
Mengetahui …………………,
….
Kepala Sekolah Guru Mata
Pelajaran
______________________
__________________
NIP. NIP.
Standar Kompetensi
1. Memahami dalam teks monolog lisan berbentuk narrative,spoof dan
hortatory exposition secara akurat, lancar, dan berterima dalam konteks
kehidupan sehari-hari dan mengakses ilmu pengetahuan
Kompetensi Dasar
1. Merespon makna dalam teks monolog sederhana menggunakan ragam
bahasa lisan secara akurat, lancar dan berterima dalam teks berbentuk:
reports
136
2. Mengungkapkan makna dalam teks monolog secara akurat, lancar dan
berterima yang menggunakan ragam bahasa lisan yang berbentuk:
narrative, spoof dan hortatory exposition
Indikator
Merespon wacana monolog: spoof
Melakukan monolog berbentuk : spoof
1. Tujuan Pembelajaran
Siswa dapat merespon wacana monolog: spoof
Siswa dapat melakukan monolog berbentuk spoof
2. Materi Pokok
Teks monolog lisan berbentuk spoof contohnya berikut:
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 didn’t 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 didn’t like doing his homework? Because he always made a lot of mistakes when he did
it.
Well, one day, his mathematics teacher looked at Michael’s homework and found that all
his homework was correct. Wow, that’s 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, you’ve got all your
homework right this time. You’re 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 couldn’t do my homework. Then, I had to do it by myself.
(Adapted from: Intermediate Reading Comprehension,L.G.Alexander)
4. Langkah-langkah Kegiatan
137
Siswa mendapat tugas kelompok untuk mencari artikel
majalah/Koran berbentuk spoof dan menceritakannya
5. Sumber/Bahan/Alat
Buku Look Ahead 2
Kaset/CD
Script dari Look Ahead 2
6. Penilaian
Teknik: Performance Assesment
Bentuk: Cloze passages (listening) pertanyaan lisan, membaca
teks monolog (speaking)
Mengetahui …………………,
….
Kepala Sekolah Guru Mata
Pelajaran
______________________
__________________
NIP. NIP.
Standar Kompetensi
1. Kemampuan memahami dalam teks monolog lisan berbentuk narrative, spoof
dan hortatory exposition secara akurat, lancar, dan berterima dalam konteks
kehidupan sehari-hari dan mengakses ilmu pengetahuan
Kompetensi Dasar
1. Merespon makna dalam teks monolog sederhana menggunakan ragam bahasa
lisan secara akurat, lancar dan berterima dalam teks berbentuk: spoof
138
Indikator
Merespon wacana monolog berbentuk spoof
Melakukan monolog berbentuk spoof
1. Tujuan Pembelajaran
Siswa dapat merespon wacana monolog berbentuk spoof
Siswa dapat melakukan monolog berbentuk spoof
2. Materi Pokok
Teks monolog lisan berbentuk spoof, contohnya berikut:
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 didn’t 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 didn’t like doing his homework? Because he always made a lot of mistakes when he did
it.
Well, one day, his mathematics teacher looked at Michael’s homework and found that all
his homework was correct. Wow, that’s 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, you’ve got all your
homework right this time. You’re 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 couldn’t do my homework. Then, I had to do it by myself.
(Adapted from: Intermediate Reading Comprehension,L.G.Alexander)
4. Langkah-langkah Kegiatan
5. Sumber/Bahan/Alat
Buku Look Ahead 2
Kaset/CD
6. Penilaian
139
Teknik: Performance Assesment,Tugas
Bentuk: Menceritakan spoof, Tugas presentasi kelompok
Mengetahui …………………,
….
Kepala Sekolah Guru Mata
Pelajaran
______________________
__________________
NIP. NIP.
Standar Kompetensi
1. Memahami dalam teks monolog lisan berbentuk narrative,spoof dan
hortatory exposition secara akurat, lancar, dan berterima dalam konteks
kehidupan sehari-hari dan mengakses ilmu pengetahuan
Kompetensi Dasar
1. Merespon makna dalam teks monolog sederhana menggunakan ragam
bahasa lisan secara akurat, lancar dan berterima dalam teks berbentuk:
spoof
Indikator
Merespon wacana monolog berbentuk spoof
140
Melakukan monolog berbentuk spoof (mendongeng)
Tujuan Pembelajaran
Siswa dapat merespon wacana teks monolog lisan berbentuk spoof
Siswa dapat melakukan teks monolog lisan berbentuk spoof
Materi Pokok
Teks monolog lisan berbentuk spoof , contohnya berikut:
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 didn’t 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 didn’t like doing his homework? Because he always made a lot of mistakes when he did
it.
Well, one day, his mathematics teacher looked at Michael’s homework and found that all
his homework was correct. Wow, that’s 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, you’ve got all your
homework right this time. You’re 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 couldn’t do my homework. Then, I had to do it by myself.
(Adapted from: Intermediate Reading Comprehension,L.G.Alexander)
Langkah-langkah Kegiatan
Sumber/Bahan/Alat
Buku Look Ahead 2
OHP/LCD
Alat Bantu (gambar, poster)
Penilaian
Teknik: Performance Assesment , Checklist
Bentuk: Mendongeng spoof
141
Mengetahui …………………,
….
Kepala Sekolah Guru Mata
Pelajaran
______________________
__________________
NIP. NIP.
Standar Kompetensi
Memahami makna teks monolog/esei
Kompetensi Dasar
Memahami body language sebagai salah satu alat untuk berkomunikasi
Indikator
Merespon wacana yang berkaitan dengan sosiokultural.
1. Tujuan Pembelajaran
Siswa dapat merespon wacana yang berkaitan dengan sosiokultural
2. Materi Pokok
Wacana mengenai Body language
4. Langkah-langkah Kegiatan
Kegiatan Awal (10’)
Tanya jawab mengenai arti beberapa gerak tubuh (body language)
142
Kegiatan Akhir (10’)
Siswa menyimpulkan perbedaan antara gerak tubuh (body
language) di Indonesia dengan di Amerika
5. Sumber/Bahan/Alat
Buku Look Ahead 2
6. Penilaian
Teknik: Nontes
Bentuk: pertanyaan tertulis
Mengetahui …………………,
….
Kepala Sekolah Guru Mata
Pelajaran
______________________
__________________
NIP. NIP.
Rencana Pelaksanaan Pembelajaran
Standar Kompetensi
Memahami makna teks monolog/esei berbentuk narrative, spoof dan hortatory
exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-
hari dan mengakses ilmu pengetahuan
Kompetensi Dasar
Memahami dan merespon makna dalam teks monolog/esei yang menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk: spoof
Indikator
Mengidentifikasi makna dalam teks berbentuk spoof
Mengidentifikasi langkah-langkah retorika dalam wacana: spoof
1. Tujuan Pembelajaran
Siswa dapat mengidentifikasi makna dalam teks report spoof
Siswa dapat mengidentifilasi langkah-langkah retorika dalam wacana:
spoof
2. Materi Pokok
Teks tulis berbentu spoof
New Baby
A woman is sitting at home entertaining her parents who have come
around to congratulate her on their first grandchild. “So, when can we see the
bay?,asks the grandmother. “In a little while”,replies the mother. Some time passes.
The grandparents are looking quite anxious at this point. “So, when can we see the
baby?, asks the grandfather. “When the baby starts crying”,replies the mother. The
grandparents turn to look each other, a little
143perplexed and ask,”Why do we have to
wait until she starts crying?!” The mother snaps back,”because I put her down
somewhere this morning and I can’t remember where she is!”
3. Metode Pembelajaran/Teknik: Three-phase technique
4. Langkah-langkah Kegiatan
5. Sumber/Bahan/Alat
Buku Look Ahead 2
6. Penilaian
Teknik: Tugas
Bentuk: latihan tertulis
Mengetahui …………………,
….
Kepala Sekolah Guru Mata
Pelajaran
______________________
__________________
NIP. NIP.
144
Rencana Pelaksanaan Pembelajaran
Standar Kompetensi
Memahami makna teks monolog/esei berbentuk narrative,spoof dan
hortatory exposition secara akurat, lancar, dan berterima dalam konteks
kehidupan sehari-hari dan mengakses ilmu pengetahuan
Kompetensi Dasar
Memahami dan merespon makna dalam teks monolog/esei yang menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk:
spoof
Indikator
Mengidentifikasi ciri-ciri kebahasaan teks spoof
1. Tujuan Pembelajaran
Siswa dapat mengidentifikasi ciri-ciri kebahasaan teks spoof
2. Materi Pokok
Teks tulis berbentuk spoof, contohnya,
New Baby
A woman is sitting at home entertaining her parents who have come
around to congratulate her on their first grandchild. “So, when can we see the
bay?,asks the grandmother. “In a little while”,replies the mother. Some time passes.
The grandparents are looking quite anxious at this point. “So, when can we see the
baby?, asks the grandfather. “When the baby starts crying”,replies the mother. The
grandparents turn to look each other, a little perplexed and ask,”Why do we have to
wait until she starts crying?!” The mother snaps back,”because I put her down
somewhere this morning and I can’t remember where she is!”
145
3. Metode Pembelajaran/Teknik: Three-phase technique
4. Langkah-langkah Kegiatan
5. Sumber/Bahan/Alat
Buku Look Ahead 2
6. Penilaian
Teknik: Unjuk kerja
Bentuk: latihan
Mengetahui …………………,
….
Kepala Sekolah Guru Mata
Pelajaran
______________________
__________________
NIP. NIP.
146
Rencana Pelaksanaan Pembelajaran
Standar Kompetensi
Memahami makna teks monolog/esei berbentuk narrative,spoof dan
hortatory exposition secara akurat, lancar, dan berterima dalam konteks
kehidupan sehari-hari dan mengakses ilmu pengetahuan
Kompetensi Dasar
Memahami dan merespon makna dalam teks monolog/esei yang menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk:
spoof
Indikator
Mengidentifikasi ciri-ciri kebahasaan teks spoof
1. Tujuan Pembelajaran
Siswa dapat mengidentifikasi ciri-ciri kebahasaan teks spoof
2. Materi Pokok
Teks tulis berbentuk spoof, contohnya,
New Baby
A woman is sitting at home entertaining her parents who have come
around to congratulate her on their first grandchild. “So, when can we see the
bay?,asks the grandmother. “In a little while”,replies the mother. Some time passes.
The grandparents are looking quite anxious at this point. “So, when can we see the
baby?, asks the grandfather. “When the baby starts crying”,replies the mother. The
grandparents turn to look each other, a little perplexed and ask,”Why do we have to
wait until she starts crying?!” The mother snaps back,”because I put her down
somewhere this morning and I can’t remember where she is!”
4. Langkah-langkah Kegiatan
147
Siswa mereview penjelasan mengenai pronoun
Kegiatan Inti (70’)
Siswa menentukan penggunaan pronoun yang tepat pada
teks spoof
Siswa membaca penjelasan tentang saying verbs
Siswa menentukan pemakaian saying verbs yang tepat pada
suatu kalimat
Siswa menjodohkan kalimat yang tepat dengan
menggunakan while dan when
Siswa berkelompok memprediksi kejadian apa yang terjadi
sebelum situasi yang disediakan
5. Sumber/Bahan/Alat
Buku Look Ahead 2
6. Penilaian
Teknik: Unjuk kerja
Bentuk: latihan
Mengetahui …………………,
….
Kepala Sekolah Guru Mata
Pelajaran
______________________
__________________
NIP. NIP.
148
Rencana Pelaksanaan Pembelajaran
Standar Kompetensi
1. Mengungkapkan makna dalam teks monolog/esei tulis berbentuk narrative,
spoof dan hortatory exposition secara akurat, lancar dan berterima dalam
konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan.
Indikator
Mengidentifikasi makna dalam teks spoof
Mengidentifikasi langkah-langkah retorika dalam wacana: spoof
Menulis teks berbentuk monolog/esei berbentuk spoof
1. Tujuan Pembelajaran
Siswa dapat mengidentifikasi makna dalam teks spoof
Siswa dapat mengidentifilasi langkah-langkah retorika dalam wacana:
spoof
Siswa menulis teks berbentuk monolog/esei berbentuk spoof
2. Materi Pokok
Teks tulis berbentuk spoof, contoh:
New Baby
A woman is sitting at home entertaining her parents who have come
around to congratulate her on their first grandchild. “So, when can we see the
bay?,asks the grandmother. “In a little while”,replies the mother. Some time passes.
The grandparents are looking quite anxious at this point. “So, when can we see the
baby?, asks the grandfather. “When the baby starts crying”,replies the mother. The
grandparents turn to look each other, a little perplexed and ask,”Why do we have to
wait until she starts crying?!” The mother snaps back,”because I put her down
somewhere this morning and I can’t remember where she is!”
149
Rencana Pelaksanaan Pembelajaran
4. Langkah-langkah Kegiatan
6. Penilaian
Teknik: Unjuk kerja
Bentuk: hasil tulisan
Mengetahui …………………,
….
Kepala Sekolah Guru Mata
Pelajaran
______________________
__________________
NIP. NIP.
150
Rencana Pelaksanaan Pembelajaran
Standar Kompetensi
Kompetensi Dasar
Indikator
1. Tujuan Pembelajaran
Siswa dapat menulis teks berbentuk monolog/esei berbentuk spoof
2. Materi Pokok
Teks tertulis berbentuk spoof ,contohnya,
New Baby
A woman is sitting at home entertaining her parents who have come
around to congratulate her on their first grandchild. “So, when can we see the
bay?,asks the grandmother. “In a little while”,replies the mother. Some time passes.
The grandparents are looking quite anxious at this point. “So, when can we see the
baby?, asks the grandfather. “When the baby starts crying”,replies the mother. The
grandparents turn to look each other, a little perplexed and ask,”Why do we have to
wait until she starts crying?!” The mother snaps back,”because I put her down
somewhere this morning and I can’t remember where she is!”
4. Langkah-langkah Kegiatan
Kegiatan Awal (10’)
151
Kegiatan Inti (70’)
Siswa menulis teks spoof
Siswa memperlihatkan dfrat pertamanya kepada guru
Siswa mendpat feedback dari guru dan menulis ulang
Siswa saling mengevaluasi tulisan masing-masing
5. Sumber/Bahan/Alat
Buku Look Ahead 2
6. Penilaian
Teknik: Performans Assessment, Checklist
Bentuk: tulisan
Mengetahui …………………,
….
Kepala Sekolah Guru Mata
Pelajaran
______________________
__________________
NIP. NIP.
152
Kelas/Semester : XI/2
Pertemuan ke : 24
Alokasi Waktu: 2 x 45 menit
Standar Kompetensi
1. Memahami dalam teks monolog lisan berbentuk narrative, spoof dan
hortatory exposition secara akurat, lancar, dan berterima dalam
konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan
2. Mengungkapkan makna dalam monolog yang berbentuk narrative,
spoof dan hortatory exposition secara secara akurat, lancar, dan
berterima dalam konteks kehidupan sehari-hari dan mengakses ilmu
pengetahuan.
Kompetensi Dasar
1. Merespon makna dalam makna dalam teks monolog sederhana
menggunakan ragam bahasa lisan secara akurat, lancar dan berterima
dalam teks berbentuk: hortatory exposition
2. Mengungkapkan makna dalam teks monolog secara akurat, lancar dan
berterima yang menggunakan ragam bahasa lisan yang berbentuk:
hortatory exposition
Indikator
1. Merespon wacana monolog: hortatory exposition
2. Melakukan monolog berbentuk : hortatory exposition
1. Tujuan Pembelajaran
Siswa dapat merespon wacana monolog: hortatory exposition
Siswa dapat melakukan melakukan monolog berbentuk : hortatory
exposition
2. Materi Pokok
Wacana monolog berbentuk hortatory exposition, contohnya:
Program Presenter : It’s ten to three and time for our special program today ‘ Beautiful World’ with
me Thery. I will be your host for about 30 minutes. Well, listeners we have two senior high school students,
Sarah and Astari on the line ready to debate about ‘Quashing litter-bug habits.’ So, if you’re interested, find
a pen and paper. Then choose the best suggestion of all by sending your SMS. Remember, at the end of the
segment we will give you a cool gift for the winner.
Okay Sarah and Astari and all listeners the problem of littering reflects a lack of responsibility on
all sides. Although heavy penalty has already been arranged under government regulation, many people still
drop broken bottles or empty cans in public places, like parks or streets, even in the river. It’s always
interesting to know how the youth are concerned about social problems like littering.
First on the line is Sarah. Hello. Thank you for being part of our program. Tell me what do you
think of this bad habit?
Sarah : I am against this bad habit 100%.I personally believe that throwing litter on the ground is a very
bad habit. Everybody knows. However many people do it. Why? Because they don’t care about a clean
and healthy environment. They are careless and thoughtless. That’s disgusting, isn’t it?
153
Siswa membaca teks tentang sampah dan menjawab
pertanyaan secara lisan
Kegiatan Inti (75’)
5. Sumber/Bahan/Alat
Buku Look Ahead 2
Kaset/CD
Tape
Script dari Look Ahead 2
6. Penilaian
Teknik: Performance Assessment (responding &discussion)
Bentuk: Pertanyaan lisan
Mengetahui …………………,
….
Kepala Sekolah Guru Mata
Pelajaran
______________________
__________________
NIP. NIP.
154
Mata Pelajaran :B. Inggris
Kelas/Semester : XI/1
Pertemuan ke : 25
Alokasi Waktu: 2 x 45 menit
Standar Kompetensi
1. Memahami makna dalam percakapan transaksional/ interpersonal
resmi dalam konteks kehidupan sehari-hari.
2. Mengungkapkan makna dalam teks percakapan transaksional resmi
dan percakapan berlanjut (sustained) secara akurat, lancar, dan
berterima dalam konteks kehidupan sehari-hari dan mengakses ilmu
pengetahuan.
Kompetensi Dasar
1. Merespon makna dalam percakapan transaksional (to get things done)
dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat,
lancar, dan berterima menggunakan ragam bahasa lisan yang
melibatkan tindak tutur: menyatakan sikap ( expressing:attitude).
1. Tujuan Pembelajaran
Siswa dapat merespon dengan benar terhadap tindak tutur: menyatakan
sikap ( expressing:attitude).
Siswa dapat melakukan berbagai tindak tutur dalam wacana lisan
interpersonal/transaksional: menyatakan sikap ( expressing:attitude).
2. Materi Pokok
Percakapan/dialog dan pernyataan yang memuat ungkapan–ungkapan berikut
Menyatakan perasaan attitude
4. Langkah-langkah Kegiatan
155
Kegiatan Inti (75’)
Siswa mendengarkan percakapan
interpersonal/transaksional yang berisikan ungkapan untuk
menyatakan sikap ( expressing:attitude). melalui tape
secara klasikal.
Siswa melafalkan ungkapan-ungkapan untuk menyatakan
sikap
( expressing:attitude).
Siswa memberikan pendapat tentang suatu isu dengan
menggunakan ungkapan untuk menyatakan sikap
( expressing:attitude).
Siswa memberikan solusi terhadap suatu isu dengan
menggunakan ungkapan untuk menyatakan sikap
( expressing:attitude).
5. Sumber/Bahan/Alat
Buku Look Ahead 2
Kaset/CD
Tape
6. Penilaian
Teknik: Performance Assessment (responding & dialog)
Bentuk: Pertanyaan lisan
Mengetahui …………………,
….
Kepala Sekolah Guru Mata
Pelajaran
______________________
__________________
NIP. NIP.
156
Pertemuan ke : 26
Alokasi Waktu: 2 x 45 menit
Standar Kompetensi
1. Memahami makna dalam percakapan transaksional/ interpersonal
resmi dalam konteks kehidupan sehari-hari.
2. Mengungkapkan makna dalam teks percakapan transaksional resmi
dan percakapan berlanjut (sustained) secara akurat, lancar, dan
berterima dalam konteks kehidupan sehari-hari dan mengakses ilmu
pengetahuan.
Kompetensi Dasar
1. Merespon makna dalam percakapan transaksional (to get things done)
dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat,
lancar, dan berterima menggunakan ragam bahasa lisan yang
melibatkan tindak tutur: menyatakan kekesalan (
expressing:annoyance).
1. Tujuan Pembelajaran
Siswa dapat merespon dengan benar terhadap tindak tutur: menyatakan
kekesalan (expressing:annoyance).
Siswa dapat melakukan berbagai tindak tutur dalam wacana lisan
interpersonal/transaksional: menyatakan kekesalan
(expressing:annoyance).
2. Materi Pokok
Percakapan/dialog dan pernyataan yang memuat ungkapan–ungkapan berikut
Menyatakan perasaan annoyance
mis. I can’t take it anymore I need a break
4. Langkah-langkah Kegiatan
157
Kegiatan Awal (10’)
Tanya-jawab mengenai ongkos angkutan umum yang makin
naik
Kegiatan Inti (75’)
Siswa mendengarkan ungkapan menyatakan kekesalan
( expressing:annoyance) untuk melalui tape secara klasikal.
Siswa melafalkan ungkapan-ungkapan untuk menyatakan
kekesalan ( expressing:annoyance).
Siswa mendengarkan percakapan
transaksional/interpersonal yang berisikan ungkapan untuk
menyatakan kekesalan
( expressing:annoyance).
Siswa melengkapi percakapan tersebut dengan informasi
yang didengar
Siswa membaca dialog tersebut dan menjawab pertanyaan.
Siswa berpasangan mempraktekkan percakapan
transaksional/interpersonal yang berisikan ungkapan untuk
menyatakan kekesalan (expressing: annoyance).
5. Sumber/Bahan/Alat
Buku Look Ahead 2
Kaset/CD
Tape
6. Penilaian
Teknik: Performance Assessment (responding & dialog)
Bentuk: Pertanyaan lisan
Mengetahui …………………,
….
Kepala Sekolah Guru Mata
Pelajaran
______________________
__________________
NIP. NIP.
158
Kelas/Semester : XI/1
Pertemuan ke : 27
Alokasi Waktu: 2 x 45 menit
Standar Kompetensi
1. Memahami dalam teks monolog lisan berbentuk narrative,spoof dan
hortatory exposition secara akurat, lancar, dan berterima dalam konteks
kehidupan sehari-hari dan mengakses ilmu pengetahuan
Kompetensi Dasar
1. Merespon makna dalam teks monolog sederhana menggunakan ragam
bahasa lisan secara akurat, lancar dan berterima dalam teks berbentuk:
Hortatory exposition
Indikator
Merespon wacana monolog: Hortatory exposition.
Melakukan monolog berbentuk : Hortatory exposition.
1. Tujuan Pembelajaran
Siswa dapat merespon wacana monolog: Hortatory exposition.
Siswa dapat melakukan monolog berbentuk hortatory exposition.
2. Materi Pokok
Teks monolog lisan berbentuk hortatory exposition,
contohnya berikut:
Program Presenter : It’s ten to three and time for our special program today ‘ Beautiful World’ with me Thery. I will be your host for
about 30 minutes. Well, listeners we have two senior high school students, Sarah and Astari on the line ready to debate about ‘Quashing
litter-bug habits.’ So, if you’re interested, find a pen and paper. Then choose the best suggestion of all by sending your SMS.
Remember, at the end of the segment we will give you a cool gift for the winner.
Okay Sarah and Astari and all listeners the problem of littering reflects a lack of responsibility on all sides. Although heavy penalty has
already been arranged under government regulation, many people still drop broken bottles or empty cans in public places, like parks or
streets, even in the river. It’s always interesting to know how the youth are concerned about social problems like littering.
First on the line is Sarah. Hello. Thank you for being part of our program. Tell me what do you think of this bad habit?
Sarah : I am against this bad habit 100%.I personally believe that throwing litter on the ground is a very bad habit.
Everybody knows. However many people do it. Why? Because they don’t care about
a clean and healthy environment. They are careless and thoughtless. That’s
disgusting, isn’t it? (lanjutan di buku teks)
3. Metode Pembelajaran/Teknik: Three-phase technique
4. Langkah-langkah Kegiatan
159
Siswa membaca teks monolog lisan berbentuk hortatory
exposition
Siswa memperhatikan tujuan tiap paragraf teks monolog
lisan berbentuk hortatory exposition
Siswa menjawab pertanyaan mengenai teks tersebut.
Siswa mendiskusikan isi jawaban mereka
Siswa mendengar teks monolog lisan berbentuk hortatory
exposition yang didengar melalui kaset secara klasikal.
Siswa melengkapi teks teks monolog lisan berbentuk
hortatory exposition dengan informasi yang didengarnya.
Siswa memjawab pertanyan mengenai teks yang
didengarnya.
Kegiatan Akhir (10’)
Siswa membuat kesimpulan mengenai karakteristik teks
monolog hortatory exposition dan mendapat tugas membuat
presentasi berkelompok mengenai Should Mobile Phones
be Banned in Schools
5. Sumber/Bahan/Alat
Buku Look Ahead 2
Kaset/CD
Script dari Look Ahead 2
6. Penilaian
Teknik: Performance Assesment
Bentuk: Cloze passages (listening) pertanyaan lisan, membaca
teks monolog (speaking)
Mengetahui …………………,
….
Kepala Sekolah Guru Mata
Pelajaran
______________________
__________________
NIP. NIP.
160
Alokasi Waktu: 2 x 45 menit
Standar Kompetensi
1. Kemampuan memahami dalam teks monolog lisan berbentuk narrative,spoof,
dan hortatory exposition secara akurat, lancar, dan berterima dalam konteks
kehidupan sehari-hari dan mengakses ilmu pengetahuan
Kompetensi Dasar
1. Merespon makna dalam teks monolog sederhana menggunakan ragam bahasa
lisan secara akurat, lancar dan berterima dalam teks berbentuk: hortatory
exposition
2. Mengungkapkan makna dalam teks monolog secara akurat, lancar dan
berterima yang menggunakan ragam bahasa lisan yang berbentuk: hortatory
exposition
Indikator
Merespon wacana monolog: hortatory exposition
Melakukan monolog berbentuk : hortatory exposition
1. Tujuan Pembelajaran
Siswa dapat merespon wacana monolog berbentuk hortatory exposition
Siswa dapat melakukan monolog berbentuk hortatory exposition
2. Materi Pokok
Teks monolog berbentuk hortatory exposition, contohnya berikut:
Program Presenter : It’s ten to three and time for our special program today ‘ Beautiful World’ with me Thery. I will be your host for
about 30 minutes. Well, listeners we have two senior high school students, Sarah and Astari on the line ready to debate about ‘Quashing
litter-bug habits.’ So, if you’re interested, find a pen and paper. Then choose the best suggestion of all by sending your SMS.
Remember, at the end of the segment we will give you a cool gift for the winner.
Okay Sarah and Astari and all listeners the problem of littering reflects a lack of responsibility on all sides. Although heavy penalty has
already been arranged under government regulation, many people still drop broken bottles or empty cans in public places, like parks or
streets, even in the river. It’s always interesting to know how the youth are concerned about social problems like littering.
First on the line is Sarah. Hello. Thank you for being part of our program. Tell me what do you think of this bad habit?
Sarah : I am against this bad habit 100%.I personally believe that throwing litter on the ground is a very bad habit.
Everybody knows. However many people do it. Why? Because they don’t care about
a clean and healthy environment. They are careless and thoughtless. That’s
disgusting, isn’t it? (lanjutan di buku teks)
4. Langkah-langkah Kegiatan
161
Siswa melakukan tugasnya, mempresentasikan teks
monolog lisan hortatory exposition secara berkelompok
Siswa lain mendengarkan presentasi teks monolog
hortatory exposition yang dilakukan kelompok lain
Siswa mengomentari presentasi teks monolog hortatory
exposition yang dilakukan kelompok lain
Siswa mendiskusikan kekurangan presentasi mereka
masing-masing.
5. Sumber/Bahan/Alat
Buku Look Ahead 2
Kaset/CD
6. Penilaian
Teknik: Performance Assesment
Bentuk: Tugas presentasi berpasangan, Responding
Mengetahui …………………,
….
Kepala Sekolah Guru Mata
Pelajaran
______________________
__________________
NIP. NIP.
162
Standar Kompetensi
Mengungkapkan makna dalam teks percakapan transaksional resmi dan
percakapan berlanjut (sustained) secara akurat, lancar, dan berterima dalam
konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan.
Kompetensi Dasar
Mengungkapkan makna dalam percakapan transaksional (to get things done)
dan interpersonal (bersosialisasi) resmi dan tak resmi dalam ragam lisan
secara akurat, lancar dan berterima
Indikator
Merespon wacana yang berkaitan dengan sosiokultural.
1. Tujuan Pembelajaran
Siswa dapat merespon wacana yang berkaitan dengan sosiokultural
2. Materi Pokok
Wacana mengenai Touchy Topics
4. Langkah-langkah Kegiatan
5. Sumber/Bahan/Alat
Buku Look Ahead 2
6. Penilaian
Teknik: Nontes
Bentuk: pertanyaan tertulis
163
Mengetahui …………………,
….
Kepala Sekolah Guru Mata
Pelajaran
______________________
__________________
NIP. NIP.
Standar Kompetensi
Memahami makna teks monolog/esei berbentuk narrative, spoof dan hortatory
exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-
hari dan mengakses ilmu pengetahuan
Kompetensi Dasar
164
Memahami dan merespon makna dalam teks monolog/esei yang menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk:
hortatory exposition
Indikator
Mengidentifikasi makna dalam teks: hortatory exposition
Mengidentifikasi langkah-langkah retorika dalam wacana: hortatory
exposition
Siswa mengidentifikasi ciri-ciri kebahasaan teks hortatory exposition
1. Tujuan Pembelajaran
Siswa dapat mengidentifikasi makna dalam teks hortatory exposition
Siswa dapat mengidentifikasi langkah-langkah retorika dalam wacana:
hortatory exposition
Siswa mengidentifikasi ciri-ciri kebahasaan teks hortatory exposition
2. Materi Pokok
Teks monolog/esei berbentuk hortatory exposition contoh,
Can “AFI” Guarantee One to be a Talented Singer?
“Menuju Puncak” is a song that is so popular now. No one can deny that AFI (Akademi Fantasi
Indosiar) has fascinated many fans around the nation. As one of the many talent search shows, AFI is bound to
be compared with other such programs like “Indonesian Idol”, “Penghuni Rumah Terakhir”, “KDI”, “Indonesia
Cantik “ and so on.AFI has offered a unique package for viewers; a combination between a reality show and a
talent show. Their way of finding real entertainers has increased the public’s awareness of the difficulties in
reaching the top in the entertainment business.
But frankly saying, AFI has not fully succeeded in reaching its main goal. If you take an objective
look at a number of the winners, you’ll see that they are not yet able to fill the most basic requirements, which is
to sing properly. This is ironic, considering all the criticisms coming from the judges about pitch tones, tempos,
and everything that has to do with becoming a good singer.
Thus, if we want to improve the Indonesian music industry, we should really think about the singer’s
and the musician’s talents and train them appropriately, so they can be a professional singer or musician.
165
Siswa berpasangan mengidentifikasi Abstract Nouns dari
suatu teks.
Siswa menentukan Abstract Nouns yang sesuai untuk
kalimat
Siswa mengidentifikasi perbedaan mengutarakann
pertanyaan secara subyektif dan obyektif (subjective and
objective statements)
Siswa membaca teks horatory exposition dan
menggarisbawahi pernyataan subyektif.
Siswa mengubah pernyataan subyektif yang ditemukan
menjadi pernyataan obyektif.
Siswa melengkapi teks horatory exposition dengan kata
penghubung dan frase yang tepat.
______________________
__________________
NIP. NIP.
Standar Kompetensi
Memahami makna teks monolog/esei berbentuk narrative, spoof dan hortatory
exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-
hari dan mengakses ilmu pengetahuan
Kompetensi Dasar
Memahami dan merespon makna dalam teks monolog/esei yang menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk:
hortatory exposition
166
Indikator
Mengidentifikasi makna dalam teks: hortatory exposition
Mengidentifikasi langkah-langkah retorika dalam wacana: hortatory
exposition
1. Tujuan Pembelajaran
Siswa dapat mengidentifikasi makna dalam teks hortatory exposition
Siswa dapat mengidentifikasi langkah-langkah retorika dalam wacana:
hortatory exposition
2. Materi Pokok
Teks monolog/esei berbentuk hortatory exposition contoh,
Can “AFI” Guarantee One to be a Talented Singer?
“Menuju Puncak” is a song that is so popular now. No one can deny that AFI (Akademi Fantasi
Indosiar) has fascinated many fans around the nation. As one of the many talent search shows, AFI is bound to
be compared with other such programs like “Indonesian Idol”, “Penghuni Rumah Terakhir”, “KDI”, “Indonesia
Cantik “ and so on.AFI has offered a unique package for viewers; a combination between a reality show and a
talent show. Their way of finding real entertainers has increased the public’s awareness of the difficulties in
reaching the top in the entertainment business.
But frankly saying, AFI has not fully succeeded in reaching its main goal. If you take an objective
look at a number of the winners, you’ll see that they are not yet able to fill the most basic requirements, which is
to sing properly. This is ironic, considering all the criticisms coming from the judges about pitch tones, tempos,
and everything that has to do with becoming a good singer.
Thus, if we want to improve the Indonesian music industry, we should really think about the singer’s
and the musician’s talents and train them appropriately, so they can be a professional singer or musician.
5. Sumber/Bahan/Alat
Buku Look Ahead 2
167
6. Penilaian
Teknik: Tugas
Bentuk: latihan tertulis
Mengetahui …………………,
….
Kepala Sekolah Guru Mata
Pelajaran
______________________
__________________
NIP. NIP.
Standar Kompetensi
1. Memahami makna teks monolog/esei berbentuk narrative,spoof dan hortatory
exposition secara akurat, lancar, dan berterima dalam konteks kehidupan
sehari-hari dan mengakses ilmu pengetahuan.
168
2. Mengungkapkan makna dalam teks monolog/esei yang menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk:
hortatory exposition
Indikator
Mengidentifikasi makna dalam teks hortatory exposition
Mengidentifikasi langkah-langkah retorika dalam wacana: hortatory
exposition
Menulis teks berbentuk monolog/esei berbentuk hortatory exposition
1. Tujuan Pembelajaran
Siswa dapat mengidentifikasi makna dalam teks hortatory exposition
Siswa dapat mengidentifikasi langkah-langkah retorika dalam wacana:
hortatory exposition
Siswa dapat menulis teks berbentuk monolog/esei berbentuk hortatory
exposition.
2. Materi Pokok
Teks monolog/esei berbentuk hortatory exposition, contoh,
“Menuju Puncak” is a song that is so popular now. No one can deny that AFI (Akademi Fantasi
Indosiar) has fascinated many fans around the nation. As one of the many talent search shows, AFI is bound to
be compared with other such programs like “Indonesian Idol”, “Penghuni Rumah Terakhir”, “KDI”, “Indonesia
Cantik “ and so on.AFI has offered a unique package for viewers; a combination between a reality show and a
talent show. Their way of finding real entertainers has increased the public’s awareness of the difficulties in
reaching the top in the entertainment business.
But frankly saying, AFI has not fully succeeded in reaching its main goal. If you take an objective
look at a number of the winners, you’ll see that they are not yet able to fill the most basic requirements, which is
to sing properly. This is ironic, considering all the criticisms coming from the judges about pitch tones, tempos,
and everything that has to do with becoming a good singer.
Thus, if we want to improve the Indonesian music industry, we should really think about the singer’s
and the musician’s talents and train them appropriately, so they can be a professional singer or musician.
169
Siswa membaca tips untuk memudahkannya menulis teks
hortatory exposition
Siswa saling bertukar tulisan antar kelompok dan
menganalisanya
Tiap kelompok memberikan komentar atas tulisan
kelompok lain.
Kegiatan Akhir (10’)
Siswa menyimpulkan hal-hal yang perlu diperhatikan dalam
menulis teks hortatory exposition dan mendapat tugas
untuk membuat draft tulisan hortatory exposition.
5. Sumber/Bahan/Alat
Buku Look Ahead 2
6. Penilaian
Teknik: Performannce Assessment
Bentuk: latihan tertulis
Mengetahui …………………,
….
Kepala Sekolah Guru Mata
Pelajaran
______________________
__________________
NIP. NIP.
Rencana Pelaksanaan Pembelajaran
Standar Kompetensi
1. Memahami dan merespon makna dalam teks monolog/esei yang menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk:
hortatory exposition
2. Mengungkapkan makna dalam teks monolog/esei tulis berbentuk
narrative,spoof dan hortatory exposition secara akurat, lancar dan berterima
dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan.
Kompetensi Dasar
1. Memahami dan merespon makna dalam teks monolog/esei yang menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk:
hortatory exposition
2. Mengungkapkan makna dalam teks monolog/esei yang menggunakan ragam
bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk:
hortatory exposition
Indikator
Mengidentifikasi makna dalam teks hortatory exposition
Mengidentifikasi langkah-langkah retorika dalam wacana: hortatory
exposition
170
Menulis teks berbentuk monolog/esei berbentuk hortatory exposition
1. Tujuan Pembelajaran
Siswa dapat mengidentifikasi makna dalam teks hortatory exposition.
Siswa dapat mengidentifikasi langkah-langkah retorika dalam wacana:
hortatory exposition.
Siswa dapat menulis teks berbentuk monolog/esei berbentuk hortatory
exposition
2. Materi Pokok
Teks monolog/esei berbentuk hortatory exposition
“Menuju Puncak” is a song that is so popular now. No one can deny that AFI (Akademi Fantasi
Indosiar) has fascinated many fans around the nation. As one of the many talent search shows, AFI is bound to
be compared with other such programs like “Indonesian Idol”, “Penghuni Rumah Terakhir”, “KDI”, “Indonesia
Cantik “ and so on.AFI has offered a unique package for viewers; a combination between a reality show and a
talent show. Their way of finding real entertainers has increased the public’s awareness of the difficulties in
reaching the top in the entertainment business.
But frankly saying, AFI has not fully succeeded in reaching its main goal. If you take an objective
look at a number of the winners, you’ll see that they are not yet able to fill the most basic requirements, which is
to sing properly. This is ironic, considering all the criticisms coming from the judges about pitch tones, tempos,
and everything that has to do with becoming a good singer.
Thus, if we want to improve the Indonesian music industry, we should really think about the singer’s
and the musician’s talents and train them appropriately, so they can be a professional singer or musician.
171
Siswa bertanya kepada guru yang tidak dimengerti
Siswa mendapat feedback dari guru
Siswa memperbaiki tulisannya
6. Sumber/Bahan/Alat
Buku Look Ahead 2
7. Penilaian
Teknik: Performans Assessment, Checklist.
Bentuk: tulisan
Mengetahui …………………,
….
Kepala Sekolah Guru Mata
Pelajaran
______________________
__________________
NIP. NIP.
172