RPP Bahasa Inggris SMA-MA Berkarakter XI

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

Satuan Pendidikan : SMA / MA
Kelas/Semester : XI / 1
Nama Guru : .................................................

NIP/NIK : .................................................
Sekolah : .................................................
KUR IK ULUM TI NG KAT S ATU AN P END ID IK AN

(KTS P )
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : SMA/MA .............................

Alokasi Waktu : 2 x 45 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,
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 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  It’s

o Good heavens alone. wonderful.
o Thanks God I am  I can’t 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  It’s my
o God bless me burdened pleasure.
o God bless you  I’m so sad to hear this  It gives me
 I’m feeling bad at this pleasure.
time being  That’s
great.
 That
terrific.
 I am happy
with ……
 I like it.
 I love it.
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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. What’s wrong with you. You look so sad.
Sally : Please, leave me alone.
Karen : What’s the problem? Tell me.
Sally : I can’t tell my pain in words.
Karen : Oh, I guess. It must be about Josh . Am I right?
Dialog 3
Dea : “Ouch!”
Sally: “What’s up, Dea?”
Dea : “I have a headache.”
Sally: “Poor you. I think you should take an aspirin.”
Dea : “Yes, you are right. But I don’t 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 : “What’s 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
______________________ __________________
NIP. NIP.
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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
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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.
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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
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______________________ __________________
NIP. NIP.
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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
kehidupan sehari-hari.
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,
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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 don’t 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 wife’s 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 Pluto’s 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 couldn’t 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
17
was so glad that I said, “ Gentlemen, this is a well-built house. Look at this wall.” I
lifted a stick and beat the wall in which I had buried my wife.

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(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
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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
Kusuma’s voice. Kusuma’s 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
______________________ __________________
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
sehari-hari
B. Kompetensi Dasar
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. What’s the matter?
Claire : I can’t wake up early in the mornings.
Ben : Oh dear! That is a problem. But don’t you have an alarm clock?
Claire : Yes, of course. But I never seem to hear that.
Ben : Well, why don’t 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, I’m thinking of going to Ujung Kulon National Park
next December. What do you think?
Mother : Ujung Kulon National Park? It’s interesting. We can see
rhinoceros, reptiles, and many kinds of birds… but it sound
dangerous. You shouldn’t go by yourself. You ought to go with a
friend.
29
Andrea : Yes, I’ve thought of that.
Mother : And you’d better talk to your father first.
Andrea : I did already. He thinks it’s good idea. He wants to come with
me.
Mother : well, but you must be careful. Don’t forget to bring your raincoat.
It’s rainy season.
Andrea : don’t worry, Mom. I’ll 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 can’t 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

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
30
tidak lancar.
Nilai 100 90 80 70
Task 2
Setiap nomor score max 10
Jumlah score max : 100
Task 3
Setiap nomor score max 20
Jumlah score max : 100
______________________ __________________
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
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). 


 Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang
 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
 Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks

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.

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

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


Jumlah = 100
______________________ __________________
NIP. NIP.

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
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,
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
 Post Listening

(monolog).


Eksplorasi
 Memberikan stimulus berupa pemberian materi monolog berbentuk report.
mengenai monolog berbentuk report.
lisan atau mempresentasikan mengenai monolog berbentuk report.
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
I. Penilaian

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
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 aren’t e. No, they don’t
c. Not clear
Text script.
Text 1
Whales are sea-living mammals.
They therefore breathe air but cannot survive on land. Some species are
very large indeed and the blue whale, which can exceed 30 m in length, is the
large animal to have live on earth. Superficially, the whale looks rather like a fish,
but there are important differences in its external structure; its tail consists of a
pair of broad, flat horizontal paddles ( the tail of a fish is vertical) and it has a
single nostril on top of its large, broad head. The skin is smooth and shinny and
beneath it lies a layer of fat (blubber). This is up to 30 cm in thickness and serves
to conserve heat and body fluids.
Text 2
American black bears appear in a variety of colours despite their name. In
the eastern part of their range, most of these bears have shiny black fur, but in
the west they grow brown, red or even yellow coats. To the north, the black bear
is actually gray or white in colour. Even in the same littler, both brown and black
furred bears may be born.
Black bears are the smallest of all American bears, ranging in length from
five to six feet, weighing from three hundred to five hundred pounds. Their eyes
and ears are small and their eyesight and hearing are not as good as their sense
of smell.
Like all bears, the black bear is timid, clumsy and rarely dangerous, but if
attacked, most can climb trees and cover ground at great speeds. When angry or
frightened, it is a formidable enemy.
Activity 2
Find and object about animals, plants, or others. It must be a representative of
their class. Make a report about it.

No. Uraian Skor


Jumlah = 100
______________________ __________________
NIP. NIP.

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,
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
 Post Listening

(monolog).


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.

 Siswa diminta membuat rangkuman dari materi mengenai Esei berbentuk
Report.
dilaksanakan.
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi Esei
berbentuk Report.
XI
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.
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 person’s five senses. We taste with the help of
taste-buds in the tongue.
There are four main kinds of taste: sweet, sour, salty and bitter. All other tasles
are just mixtures of two or more of these main type.
The surface of the tongue has more than fifteen thousand taste-buds (or cells).
These are connected to the brain by special nerves which send the so-called “ taste
messages.
When the tongue comes into contact with food of asny kind, the taste-buds will
pick up the taste. The nerves then send a message to the brain. This will make as
aware of the taste. All this happens in just a few seconds.
There are four kinds of tastebuds, each of which is sensitive to only a particular
taste.
These four groups are located in different parts of the tongue.
The taste-buds for salty and sweet tastes are found round the tip of the tongue
and along its side. Sour taste can be picked up only at the sides of the tongue. The
taste-buds for bitter taste are found at the inner-most edge of the tongue. There are
taste-buds at the centre of the tongue.
The senses of smell and sight can affect taste. The good smell of food increases
its taste. Similarly, attractive colours can make food appear taster and more
delicious. If food does not smell good or is dull-coloured, it will look tasty and may not
taste good at all.
Very hot or cold sensations can make the taste-buds insensitive. Food that is too
hot or cold, when placed in the mouth, will have no taste at all.
6. We can taste any kind of food because of....
a. the good smell of food
b. the four main kinds of taste
c. the taste-buds in the tongue
d. the senses of smell and sight
e. the taste-buds round the tip of the tongue
7. When we eat very hot or cold food, ....
a. the food will lose its taste
b. the food won’t smell good
c. the taste of the food increases
d. the taste-buds will be sensitive
e. the taste buds will be very response
8. The sense of smell and sight....
a. increase the taste of the food.
b. affect the taste of the food
c. make food more delicious
d. make the food look good
e. make the food attractive
9. The purpose of the text is ....
a. to explain how we can taste any food in the mouth.
b. to give a report about the sense of taste
c. to inform how important the tongue is
d. to describe the use of the tongue
e. to tell the taste of the food.
10. The following sentences are correct, except...
a. There are four main kinds of taste: sweet, sour, salty and bitter
b. The taste-buds will pick up the taste
c. The taste-buds for bitter taste are found round the tip of the tongue
d. The senses of smell and sight can affect taste.
e. Sour taste can be picked up only at the sides of the tongue
Task 2
Write your own report. Find and object about animals, plants, or others.
1). Untuk Task 1, soal membaca berbentuk pilihan ganda : Betul skor 1, salah
skor 0
2). Untuk Task 2, soal menulis berbentuk soal uraian bebas
No. Aspek yang dinilai Skor

1 Ketepatan isi dan tema 0 - 20
2 Struktur kalimat 0 - 20
3 Koherensi antar kalimat 0 - 10
4 Kompleksitas (Ketepatan penggunaan kata dan istilah) 0 - 20
5 Tanda baca 0 - 15
6. Ejean kata 0 - 15
Skor maksimum 100
______________________ __________________
NIP. NIP.
PERANGKAT PEMBELAJARAN
RENCANA PELAKSANAAN
PEMBELAJARAN
(RPP)
PENDIDIKAN BUDAYA DAN KARAKTER BANGSA

Satuan Pendidikan : SMA / MA
Nama Guru : .................................................

NIP/NIK : .................................................
Sekolah : .................................................
KUR IK ULUM TI NG KAT S ATU AN P END ID IK AN

(KTS P )

Topik Pembelajaran : Monolog : narrative
Pertemuan Ke :
Mendengarkan
8. Memahami makna dalam teks fungsional pendek dan monolog berbentuk
narrative, spoof dan hortatory exposition dalam konteks kehidupan
sehari-hari.
Berbicara
10. Mengungkapkan makna dalam teks fungsional pendek dan esei
berbentuk narrative, spoof dan hortatory exposition dalam konteks
kehidupan sehari-hari .
B. Kompetensi Dasar
8.2 Merespon makna dalam teks monolog yang menggunakan ragam
kehidupan sehari-hari dalam teks berbentuk: narrative, spoof, dan
hortatory exposition.
10.2 Mengungkap-kan makna dalam esei dengan mengguna-kan ragam
Nilai Budaya Dan

Karakter Bangsa
 Merespon wacana monolog: narrative Religius, jujur, toleransi, disiplin, kerja
 Melakukan monolog berbentuk : keras, mandiri, demokratis, rasa ingin
narrative tahu, semangat kebangsaan, cinta
tanah air, menghargai prestasi,
Merespon wacana monolog: narrative
Melakukan melakukan monolog berbentuk : narrative
E. 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 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 Karangbolong hill.

tentang monolog belajarnya, siswa diberi berbagai kegiatan
berbentuk: narrative tugas untuk melakukan terkait dengan wacana
dalam monolog kesulitan yang dihadapi. setiap hasil kerja dalam
berbentuk: narrative.  Bertanya jawab tentang portofolio, dan
 Membahas unsur dan monolog berbentuk: melaporkan hal-hal
langkah retorika narrative didengar yang sudah diperoleh
dalam teks naratif. dengan kelompok serta kesulitan yang
 Membahas ciri-ciri belajarnya dihadapi secara rutin
leksikogramatika.  Membahas nilai-nilai kepada guru.
(secara langsung atau monolog berbentuk:
dengan media narrative.
cerita kepada  Mendengarkan cerita
kelompok atau kelas (secara langsung atau
(monolog). dengan media
 Membahas kesulitan elektronik).
yang dihadapi siswa  Membacakan cerita
dalam melakukan kepada kelompok
kegiatan terstruktur (monolog).
dan mandiri.  Menceritakan kembali
(monolog).

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

Eksplorasi
 Memberikan stimulus berupa pemberian materi monolog berbentuk:
narrative
mengenai monolog berbentuk: narrative
lisan atau mempresentasikan mengenai monolog berbentuk: narrative
Inggris mengenai monolog berbentuk: narrative.
Elaborasi
 Membiasakan siswa membuat monolog berbentuk: narrative
Konfirmasi
dalam materi mengenai monolog berbentuk: narrative.

 Siswa diminta membuat rangkuman dari materi monolog berbentuk:
narrative
dilaksanakan.
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi monolog
berbentuk: narrative.
 Buku Look Ahead 2

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

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

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

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

tidak lancar.
Nilai 100 90 80 70
______________________ __________________
NIP. NIP.

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

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

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

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


Eksplorasi
 Memberikan stimulus berupa pemberian materi cara menyatakan perasaan
(expressing: love).
mengenai cara menyatakan perasaan (expressing: love).
lisan atau mempresentasikan mengenai cara menyatakan perasaan
(expressing: love).
Inggris mengenai cara menyatakan perasaan (expressing: love).
Elaborasi
 Membiasakan siswa membuat cara menyatakan perasaan (expressing:
love).
Konfirmasi
dalam materi mengenai cara menyatakan perasaan (expressing: love).

 Siswa diminta membuat rangkuman dari materi cara menyatakan perasaan
(expressing: love).
dilaksanakan.
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi cara
menyatakan perasaan (expressing: love).

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

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

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

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

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

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

tidak lancar.
Nilai 100 90 80 70
______________________ __________________
NIP. NIP.

Topik Pembelajaran : perasaan (expressing: sorrow& attention)
Pertemuan Ke :
Mendengarkan
resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari.
Berbicara
sehari-hari.
B. Kompetensi Dasar
dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) yang
menyatakan perasaan malu, menyatakan perasaan marah, dan
menyatakan perasaan jengkel.
9.2 Mengungkap-kan makna dalam percakapan transaksional (to get things
yang menggunakan ragam bahasa lisan secara akurat, lancar dan
tutur: menyatakan perasaan malu, menyatakan perasaan marah, dan
menyatakan perasaan jengkel.
Nilai Budaya Dan

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

Pada akhir 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.
E. Materi Pokok
Menyatakan perasaan (expressing: sorrow& attention)
mis. My heart is so burdened I’m so sad to hear that

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


Eksplorasi
 Memberikan stimulus berupa pemberian materi cara menyatakan perasaan
(expressing: sorrow& attention).
mengenai cara menyatakan perasaan (expressing: sorrow& attention).
lisan atau mempresentasikan mengenai cara menyatakan perasaan
Inggris mengenai cara menyatakan perasaan (expressing: sorrow&
attention).
Elaborasi
 Membiasakan siswa membuat cara menyatakan perasaan (expressing:
sorrow& attention).
Konfirmasi
dalam materi mengenai cara menyatakan perasaan (expressing: sorrow&
attention).

 Siswa diminta membuat rangkuman dari materi cara menyatakan perasaan
dilaksanakan.
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi cara
menyatakan perasaan (expressing: sorrow& attention).

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

menyatakan dialog dialogue below
perasaan using the suitable
(expressing: expression!
sorrow&
attention)
2. Mempraktikkan Tes Lisan Tugas Listen to the

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

Woman: Certainly, It’s a marvelous place I’ve ever seen
Conversation 2
Woman: Frankly, darling, having holiday in a quiet island is boring to me.

Man: Alright, alright. We’ll go home tomorrow.
Conversation 3
Boy 1: Oh, it’s a shame. I was hoping we got a big fish.

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

 Sorry, I’ve completely forgotten.
 I’m afraid I forget.
 I really can’t remember.
 I’m afraid I have no memory of him.
 Err, let me think. No, it’s gone.
Sorry, it slipped off my mind.

tidak lancar.
Nilai 100 90 80 70
______________________ __________________
NIP. NIP.

Topik Pembelajaran : Teks monolog narrative
Pertemuan Ke :
Mendengarkan
8. Memahami makna dalam teks fungsional pendek dan monolog
Menulis
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa
 Merespon wacana monolog: Religius, jujur, toleransi, disiplin,
narrative kerja keras, mandiri, demokratis,
 Melakukan monolog berbentuk : rasa ingin tahu, semangat
narrative kebangsaan, cinta tanah air,
menghargai prestasi, bersahabat,
Pada akhir pembelajaran:
 Siswa dapat merespon wacana monolog: narrative
 Siswa dapat melakukan monolog berbentuk narrative
E. Materi Pokok
Teks monolog narrative
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
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 Karangbolong hill.
 Pre listening
 Post Listening


Eksplorasi
 Memberikan stimulus berupa pemberian materi Tesk narrative.
mengenai Tesk narrative.
lisan atau mempresentasikan mengenai Tesk narrative.
Inggris mengenai Tesk narrative.
Elaborasi
 Membiasakan siswa membuat kalimat Tesk narrative.
Konfirmasi
dalam materi Tesk narrative.

 Siswa diminta membuat rangkuman dari materi mengenai Tesk narrative.
dilaksanakan.
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi Tesk
narrative.
I. Penilaian
1. Memahami isi Tes Lisan Pilihan Ganda Listen to the

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

1. What is the best title of the story above?
2. Who were the characters in that story?
3. Where is the setting of the story?
4. What problem was the rabbit faced?
5. How was the problem solved?
Kunci Jawaban
1. The poor rabbit
2. A bear and a rabbit
3. in a jungle/ forest
4. The bear never gives the rabbit meat for his meal
5. The bear’s youngest children send the rabbit the meat to the rabbit’s house
secretly
No Uraian Skor
1,2,3,4,5 Isi benar, tata bahasa benar 20

Isi benar, tata bahasa kurang tepat 10
Tidak menjawab 0
Jumlah skor maksimal = 5 x 20 = 100

Penilaian : Jumlah skor perolehan : skor maksimal x 100
______________________ __________________
NIP. NIP.

Topik Pembelajaran : Teks berbentuk Narrative
Pertemuan Ke :
Mendengarkan
8. Memahami makna dalam teks fungsional pendek dan monolog
Menulis
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa
 Merespon wacana monolog: Religius, jujur, toleransi, disiplin,
narrative kerja keras, mandiri, demokratis,
 Melakukan monolog berbentuk : rasa ingin tahu, semangat
Pada akhir pembelajaran:
 Siswa dapat merespon wacana monolog: narrative
 Siswa dapat melakukan monolog berbentuk narrative
E. Materi Pokok
Teks narrative
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
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 Karangbolong hill.
 Pre listening
 Post Listening

a. Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang
d. Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir

Eksplorasi
 Memberikan stimulus berupa pemberian materi Tesk narrative.
Elaborasi
Konfirmasi

dilaksanakan.
narrative.
I. Penilaian
1. Memahami isi Tes Lisan Pilihan Ganda Listen to the

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

6. What is the best title of the story above?
7. Who were the characters in that story?
8. Where is the setting of the story?
9. What problem was the rabbit faced?
10. How was the problem solved?
Kunci Jawaban
1. The poor rabbit
2. A bear and a rabbit
3. in a jungle/ forest
4. The bear never gives the rabbit meat for his meal
5. The bear’s youngest children send the rabbit the meat to the rabbit’s house
secretly
No Uraian Skor
1,2,3,4,5 Isi benar, tata bahasa benar 20

Isi benar, tata bahasa kurang tepat 10
Tidak menjawab 0

______________________ __________________
NIP. NIP.

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

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


Menghasilkan teks berbentuk narrative
E. Materi Pokok
Teks narrative
The Lion and The Mouse
Once, when a Lion was asleep, a little mouse began running up and
down upon him; this soon wakened the Lion, who placed his huge paw upon
him, and opened his big jaws to swallow him. “Pardon, O king,” cried the little
Mouse, “ Forgive me this time, I shall never forget it; who knows but what I may
be able to do you a turn some of these days?” The Lion was so tickled at the
idea of the Mouse being able to help him, that he lifted up his paw and let him
go.Some time after the Lion was caught in a trap, and the hunters, who desired
to carry himalive to the king, tied him to a tree while they wentin search of a
wagon to carry him on. Just then the little Mouse happened to passby, and see
the sad plight in which the Lion was.He went up to the lion and soon gnawed
away the ropes that bound the king of the Beasts. “Wasn’t I right? “ said the little
Mouse.
Moral: Little friends may prove great friends.(AESOP)
 Pre listening
 Post Listening


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

Eksplorasi
 Memberikan stimulus berupa pemberian materi Teks narrative.
Elaborasi
Konfirmasi

dilaksanakan.
narrative.
I. Penilaian
1. Memahami isi Tes Tertulis Essay Listen to the

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

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

Topik Pembelajaran : Narrative
Pertemuan Ke :
B. Kompetensi Dasar
narrative.
Nilai Budaya Dan

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

 Orientasi ke masa depanThe
(punya
Lionperspektif untuk masa depan)
and The Mouse

D. Once, when a Lion was asleep, a little mouse began running up and
Tujuan Pembelajaran
Pada
him, akhir pembelajaran
and opened siswa
his big jaws to dapat
swallow: him. “Pardon, O king,” cried the little
Menghasilkan teksme
Mouse, “ Forgive berbentuk
this time, narrative
I shall never forget it; who knows but what I may
E. idea ofPokok
Materi the Mouse being able to help him, that he lifted up his paw and let him
Teks narrative
Mouse.

 Pre listening
 Post Listening


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

Eksplorasi
Elaborasi
Konfirmasi

dilaksanakan.
narrative.
I. Penilaian

answer
Test Writing
and resolution
Title : __________________
Orientation ______________________________________________
where the story ______________________________________________
______________________________________________
_________
Complication ______________________________________________
problem(s) faced ______________________________________________
character ______________________________________________
_________
______________________________________________
_________
______________________________________________
_________
______________________________________________
_________
Resolution ______________________________________________
__________
______________________________________________
_________

Skor maksimum 100
______________________ __________________
NIP. NIP.

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

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


Menghasilkan teks berbentuk narrative
The Lion and The Mouse
E. Materi Pokok
Once, when a Lion was asleep, a little mouse began running up and
Teks narrative
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
idea of the Mouse being able to help him, that he lifted up his paw and let him
Mouse.

 Pre listening
 Post Listening


8. Kegiatan Awal (10’)
a. Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang
d. Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir
9. Kegiatan Inti (70’)

Eksplorasi
Elaborasi
Konfirmasi
Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh siswa
10. Kegiatan Akhir (10’)
dilaksanakan.
narrative.
I. Penilaian

answer
Test Writing
and resolution
Title : __________________
Orientation ______________________________________________
where the story ______________________________________________
______________________________________________
_________
Complication ______________________________________________
problem(s) faced ______________________________________________
character ______________________________________________
_________
______________________________________________
_________
______________________________________________
_________
______________________________________________
_________
Resolution ______________________________________________
__________
______________________________________________
_________

Skor maksimum 100
______________________ __________________
NIP. NIP.

Topik Pembelajaran : Teks monolog berbentuk Spoof
Pertemuan Ke :
Memahami makna dalam teks fungsional pendek dan monolog berbentuk
narrative, spoof dan hortatory exposition dalam konteks kehidupan sehari-hari.
Mengungkapkan makna dalam teks fungsional pendek dan esei berbentuk

narrative, spoof dan hortatory exposition dalam konteks kehidupan sehari-hari
B. Kompetensi Dasar
Merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan
secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam
teks berbentuk: narrative, spoof, dan hortatory exposition.
Mengungkap-kan makna dalam esei dengan mengguna-kan ragam bahasa lisan

secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam
teks berbentuk: narrative, spoof, dan hortatory exposition
Nilai Budaya Dan

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


PadaOkay
akhirstudents. Listensiswa
pembelajaran to me. I have
dapat : a good story. The story is about a boy
named oMichael. He wacana
Merespon was tenmonolog:
years old. He was not a very good pupil. Why?
spoof
Because he didn’t like doing his homework. What did he like then ?Oh, he liked
o Melakukan monolog berbentuk : spoof
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
E. it. Materi Pokok
Well,monolog
Wacana one day,berbentuk
his mathematics teacher looked at Michael’s homework and
spoof, contohnya;
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)

 Pre listening
 Post Listening



Eksplorasi
 Memberikan stimulus berupa pemberian materi wacana monolog berbentuk
spoof.
mengenai wacana monolog berbentuk spoof.
lisan atau mempresentasikan mengenai wacana monolog berbentuk spoof.
Inggris mengenai wacana monolog berbentuk spoof.
Elaborasi
 Membiasakan siswa membuat kalimat wacana monolog berbentuk spoof.
Konfirmasi
dalam materi wacana monolog berbentuk spoof.

 Siswa diminta membuat rangkuman dari materi mengenai wacana monolog
berbentuk spoof.
dilaksanakan.
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi wacana
monolog berbentuk spoof.
I. Penilaian

teks wacana monolog and
monolog choose the best
berbentuk spoof answer

Listen to Mike, talking about his experience about earthquake. Check the
answers.
Has everybody here heard of an earthquake? Do you know what it is like

when it happens? Well, I once experienced it. Okay, I’ll tell you about my
experience. Listen.
I was driving along the coast road when the car suddenly lurched to one side.
You know what happened? At first I thought a tire had gone flat but then I saw
telegraph poles collapsing like matchsticks. It’s terrible, isn’t it? Next, guess what?
The rocks came tumbling across the road and I had to get out of the car. When I
got back to town, well as I said, there wasn’t much left. My God, that was a
nightmare.
Say It Right
 earthquake
 coast
 collapsing
 nightmare
 experience
 tyre
 matchsticks
 abandoned
 tumbling
 terrible

Skor maksimum 100
______________________ __________________
NIP. NIP.

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

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

 Menemukan gagasan umum tesk iklan
 Menemukan informasi rinci dalam teks iklan
 Menemukan makna kata tertentu dalam teks iklan
E. Materi Pokok
 Tesk fungsional pendek”Iklan ”
 Kosakata terkait tema/ jenis tesk
 Pre listening
 Post Listening


Eksplorasi
 Memberikan stimulus berupa pemberian materi Tesk fungsional
pendek”Iklan ”.
mengenai Tesk fungsional pendek”Iklan ”.
lisan atau mempresentasikan mengenai Tesk fungsional pendek”Iklan ”.
Inggris mengenai Tesk fungsional pendek”Iklan ”.
Elaborasi
 Membiasakan siswa membuat kalimat Tesk fungsional pendek”Iklan ”.
Konfirmasi

 Siswa diminta membuat rangkuman dari materi mengenai Tesk fungsional
pendek”Iklan ”.
dilaksanakan.
fungsional pendek”Iklan ”.
XI
I. Penilaian
1. Memahami isi Tes Lisan Pertanyaan Listen to the

Tesk fungsional Lisan following
pendek”Iklan ” advertisement
and answer the
questions!
I. Listen to the following advertisement and answer the questions!
Sale! Sale! Sale!
25% off all men’s and women’s business suits

25% off all men’s and women’s shoes
50% of all women’s summer clothes
Monday through Saturday
Matahari Department store at Simpang Lima

Semarang
Open Monday-Saturday, 8:30 AM-9:00 PM
Closed Sunday
Listen to the following advertisement and answer the questions!
1. What is on sale?
2. Whom is the sale for?
3. Where is the store located
4. What time is the store opened?
5. How many days is the store opened?
Kunci Jawaban
1. Busines’s clothes, shoes and summer’s clothes
2. Men and women
3. At Simpang Lima Semarang
4. 8.30 am to 9.00 pm
5. Six days
No Uraian Skor
Isi benar, tata bahasa benar 20
1,2,3,4,5 Isi benar, tata bahasa kurang tepat 10
Tidak menjawab 0
______________________ __________________
NIP. NIP.

RPP Bahasa Inggris SMA-MA Berkarakter XI

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Hak Cipta

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RPP Bahasa Inggris SMA-MA Berkarakter XI

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Hak Cipta:

Format Tersedia

PERANGKAT PEMBELAJARAN

Mata Pelajaran : Bahasa Inggris

Nama Guru : .................................................

KUR IK ULUM TI NG KAT S ATU AN P END ID IK AN

Nama Sekolah : SMA/MA .............................

C. Indikator Pencapaian Kompetensi

Nilai Budaya Dan

Kewirausahaan/ Ekonomi Kreatif :

Expression of relief Expression of pain Expression of pleasure

 Please, leave me  It’s

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

Nama Sekolah : SMA/MA .............................

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 : SMA/MA .............................

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

Nama Sekolah : SMA/MA .............................

C. Indikator Pencapaian Kompetensi

Nilai Budaya Dan

Kewirausahaan/ Ekonomi Kreatif :

Asking for advice

Langkah-langkah Kegiatan Pembelajaran