English Xi

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

Satuan Pendidikan : SMA / MA
Kelas/Semester :X/1
Nama Guru : IFA NUZILA,SS
NIP/NIK : 197511202007102003
Sekolah : MAN MOJOSARI
KUR IK ULUM TI NG KAT S ATU AN P END ID IK AN

(KTS P )
2
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : MAN MOJOSARI

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

Indikator Pencapaian Kompetensi
Karakter Bangsa
Merespon dengan benar terhadap tindak tutur: Religius, jujur, toleransi, disiplin, kerja
berkenalan, bertemu dan berpisah . keras, mandiri, demokratis, rasa ingin
3
Melakukan berbagai tindak tutur dalam wacana tahu, semangat kebangsaan, cinta
lisan interpersonal / transaksional: berkenalan, tanah air, menghargai prestasi,
bertemu dan berpisah. bersahabat, cinta damai, gemar
membaca, peduli lingkungan, peduli
sosial, tanggung jawab, mandiri
Kewirausahaan/ Ekonomi Kreatif :

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

 Bertanya jawab  Dengan kelompok  Siswa melakukan
tentang tindak tutur: belajarnya, siswa diberi berbagai kegiatan
berkenalan, bertemu tugas untuk melakukan terkait dengan wacana
4
dan berpisah. hal-hal berikut, dan berbentuk naratif di luar
 Membahas unsur dan melaporkan setiap tugas tatap muka dan
langkah retorika kegiatan kepada guru, terstruktur yang
dalam pertanyaan a.l. tentang tempat, siapa diberikan guru.
teks tindak tutur: saja yang datang,  Siswa mengumpulkan
berkenalan, bertemu kesulitan yang dihadapi. setiap hasil kerja dalam
dan berpisah.  tindak tutur: berkenalan, portofolio, dan
 Membahas ciri-ciri bertemu dan berpisah melaporkan hal-hal
leksikogramatika. dengan kelompok yang sudah diperoleh
 Membacakan cerita belajarnya serta kesulitan yang
kepada kelompok atau  Membahas unsur dan dihadapi secara rutin
kelas (monolog). langkah retorika dalam kepada guru.
 Menceritakan kembali teks naratif.
cerita kepada  Membahas ciri-ciri
kelompok atau kelas leksikogramatika.
(monolog).  Membacakan cerita
 Membahas kesulitan kepada kelompok
yang dihadapi siswa (monolog).
dalam melakukan  Menceritakan kembali
kegiatan terstruktur cerita kepada kelompok
dan mandiri. (monolog).
Langkah-langkah Kegiatan Pembelajaran

 Kegiatan Awal (10’)
- Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang
kelas (nilai yang ditanamkan: santun, peduli)
- Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)
- Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter
- Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir
karakter yang hendak dikembangkan selain yang terkait dengan SK/KD
- Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks
 Kegiatan Inti (70’)

Eksplorasi
Dalam kegiatan eksplorasi guru:
 Memberikan stimulus berupa pemberian materi pertanyaan teks tindak tutur:
berkenalan, bertemu dan berpisah.
 Mendiskusikan materi bersama siswa (Buku : Bahan Ajar Bahasa Inggris
mengenai pertanyaan teks tindak tutur: berkenalan, bertemu dan berpisah.
5
 Memberikan kesempatan pada peserta didik mengkomunikasikan secara
lisan atau mempresentasikan mengenai pertanyaan teks tindak tutur:
 Siswa diminta membahas contoh soal dalam Buku : Bahan Ajar Bahasa
Inggris mengenai pertanyaan teks tindak tutur: berkenalan, bertemu dan
berpisah.
Elaborasi
Dalam kegiatan elaborasi guru:
 Membiasakan siswa membuat kalimat pertanyaan teks tindak tutur:
 Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal yang
ada pada buku ajar Bahasa Inggris untuk dikerjakan secara individual.
Konfirmasi
Dalam kegiatan konfirmasi guru:
 Memberikan umpan balik pada siswa dengan memberi penguatan dalam
bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya.
 Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh siswa
melalui sumber buku lain.
 Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman
belajar yang sudah dilakukan.
 Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti
dalam materi mengenai pertanyaan teks tindak tutur: berkenalan, bertemu
dan berpisah.
 Kegiatan Akhir (10’)
 Siswa diminta membuat rangkuman dari materi mengenai pertanyaan teks
tindak tutur: berkenalan, bertemu dan berpisah.
 Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah
dilaksanakan.
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi mengenai
pertanyaan teks tindak tutur: berkenalan, bertemu dan berpisah.
 Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
H. Sumber/Bahan/Alat
 Buku Look Ahead 1 , English for Better Life
 Buku Inter-Language Kelas X
 Kaset/CD
 Tape
 Script dari Look Ahead 1 dan Inter-Language
I. Penilaian
6
I. Indikator, Teknik, Bentuk, dan Contoh.
No. Indikator Teknik Bentuk Contoh
1. Merespon dengan Performance Melengkapi Read and give a

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

tindak tutur dalam dialog conversation,
wacana lisan what would you
interpersonal / say to someone.
transaksional:
berkenalan,
bertemu dan
berpisah.
II. Instrumen Penilaian
Read and give a response to the following expressions.
1. How are you doing ?

2. Hello,
3. see you tomorrow
4. goodbye
5. see you about seven, then.
6. good night
7. see you later
8. how do you do ?
9. see you soon.
III. Pedoman Penilaian
Scoring
No Aspect of Scoring Good (76-
Low (45-59) Average (60-75)
100)
1 Pronunciation
2 Intonation
7
3 Stress
4 Gestures
Total
Total Score
EVALUASI
Penilaian kognitif :
Jenis : latihan soal dikerjakan secara kelompok
Bentuk : Isian
Alat Penilian : Terlampir
Indikatornya adalah siswa dapat menjawab soal latihan.
Pedoman penilaian : jumlah jawaban benar X 100 = 100

jumlah soal latihan yang dikerjakan
Penilian Psikomotor
Siswa dapat mendemonstrasikan pertanyaan secara lisan
Jenis tagihan : kelompok
Bentuk penilaian : tanya jawab secara lisan (quick quiz)
Pedoman penilaian : jika jawaban benar mendapat poin 10
jika jawaban salah tidak ada pengurangan
poin dimiliki semua anggota dalam kelompok
Penilaian Afektif
Siswa melengkapi semua latihan soal chapter 1 yang dikumpulkan setelah
kegiatan selesai.
Jenis tagihan : tugas individu
Pedoman penilaian : Jumlah latihan soal yang dikerjakan
(misalnya 200 soal) X 100 = 80
Total latihan soal chapter 1 (misalnya 250 soal)
Mengetahui MOJOSARI, 20 JUNI 2011

Kepala Sekolah Guru Mata Pelajaran
DR.Hj.HANIFAH,MM IFA NUZILA,SS
8
NIP.195507171982032002 NIP.197511202007102003
9

Topik Pembelajaran : Closing Leave Taking
Pertemuan Ke : 2
Mendengarkan
Berbicara
B. Kompetensi Dasar
things done) dan interpersonal (bersosialisasi) resmi dan tak resmi yang
menggunakan ragam bahasa lisan sederhana secara akurat, lancar dan
tutur: berkenalan, bertemu/berpisah, menyetujui ajakan/tawaran/
undangan, menerima janji, dan membatal-kan janji
3.1 Mengung-kapkan makna dalam percakapan transaksional (to get things
done) dan interpersonal ( bersosiali-sasi) resmi dan tak resmi secara
tutur: berkenalan, bertemu/ berpisah, menyetujui ajakan/ tawaran/
undangan, menerima janji, dan membatalkan janji
Nilai Budaya Dan

Karakter Bangsa
Merespon dengan benar terhadap tindak tutur: Religius, jujur, toleransi, disiplin, kerja
berkenalan, bertemu dan berpisah . keras, mandiri, demokratis, rasa ingin
10
Melakukan berbagai tindak tutur dalam wacana tahu, semangat kebangsaan, cinta
lisan interpersonal / transaksional: berkenalan, tanah air, menghargai prestasi,
bertemu dan berpisah. bersahabat, cinta damai, gemar

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

tentang tindak tutur: belajarnya, siswa diberi berbagai kegiatan
berkenalan, bertemu tugas untuk melakukan terkait dengan wacana
dan berpisah. hal-hal berikut, dan berbentuk naratif di luar
 Membahas unsur dan melaporkan setiap tugas tatap muka dan
11
langkah retorika kegiatan kepada guru, terstruktur yang
dalam pertanyaan a.l. tentang tempat, siapa diberikan guru.
teks tindak tutur: saja yang datang,  Siswa mengumpulkan
berkenalan, bertemu kesulitan yang dihadapi. setiap hasil kerja dalam
dan berpisah.  tindak tutur: berkenalan, portofolio, dan
 Membahas ciri-ciri bertemu dan berpisah melaporkan hal-hal
leksikogramatika. dengan kelompok yang sudah diperoleh
 Membacakan cerita belajarnya serta kesulitan yang
kepada kelompok atau  Membahas unsur dan dihadapi secara rutin
kelas (monolog). langkah retorika dalam kepada guru.


Eksplorasi
 Memberikan stimulus berupa pemberian materi pertanyaan teks tindak tutur:
mengenai pertanyaan teks tindak tutur: berkenalan, bertemu dan berpisah.
lisan atau mempresentasikan mengenai pertanyaan teks tindak tutur:
12
Inggris mengenai pertanyaan teks tindak tutur: berkenalan, bertemu dan
berpisah.
Elaborasi
 Membiasakan siswa membuat kalimat pertanyaan teks tindak tutur:
Konfirmasi
dalam materi mengenai pertanyaan teks tindak tutur: berkenalan, bertemu
dan berpisah.
tindak tutur: berkenalan, bertemu dan berpisah.
dilaksanakan.
pertanyaan teks tindak tutur: berkenalan, bertemu dan berpisah.
 Kaset/CD
 Tape
13
I. Penilaian
1. Merespon dengan Performance Melengkapi Read and give a

benar terhadap Assessment dialog response to the
tindak tutur: (responding) following
berkenalan, expressions.
bertemu dan
berpisah .

interpersonal / say to someone.
transaksional:
berkenalan,
bertemu dan
berpisah.
To end the conversation, what would you say to someone
 You’re going to see in the evening.

 Who’s going away for along time
 You’r just leaving
 You’ve just been introduced to,
 You know well and meet to the street.
 You haven’t see for along time.
 You are leaving at 9.30 pm.
 You are going to see the next day.
14
Ranah Psikomotor
Scoring
Low (45-59) Average (60-75)
100)
1 Pronunciation
2 Intonation
3 Stress
4 Gestures
Total
Total Score


NIP.195507171982032002 NIP.197511202007102003
15

Topik Pembelajaran : Expressing Happiness
Pertemuan Ke : 3
Mendengarkan
Berbicara
B. Kompetensi Dasar
things done) dan interpersonal (bersosiali-sasi) resmi dan tak resmi yang
mengguna-kan ragam bahasa lisan sederhana secara akurat, lancar dan
tutur: mengungkapkan perasaan bahagia, menunjukkan perhatian,
menunjukkan simpati, dan memberi instruksi.
3.2 Mengungkap-kan makna dalam perca-kapan tran-saksional (to get things
done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara aku-
rat, lancar dan berteri-ma dengan menggunakan ragam ba-hasa lisan
sederhana dalam kon-teks kehidu-pan sehari-hari dan meli-batkan tindak
tutur: meng-ungkapkan perasaan bahagia, menunjukkan perhatian,
menunjukkan simpati, dan memberi instruksi.
Nilai Budaya Dan

Karakter Bangsa
Merespon berbagai tindak tutur dalam wacana Religius, jujur, toleransi, disiplin, kerja
lisan interpersonal/ transaksional: dalam keras, mandiri, demokratis, rasa ingin
berbagai acara secara senang dan bahagia. tahu, semangat kebangsaan, cinta
16
Melakukan berbagai tindak tutur dalam wacana tanah air, menghargai prestasi,
lisan interpersonal/ transaksional: dalam bersahabat, cinta damai, gemar
berbagai acara secara senang dan bahagia. membaca, peduli lingkungan, peduli

 Merespon berbagai tindak tutur dalam wacana lisan interpersonal/
transaksional: dalam berbagai acara secara senang dan bahagia .
 Melakukan berbagai tindak tutur dalam wacana lisan interpersonal/
transaksional: dalam berbagai acara secara senang dan bahagia.
E. Materi Pokok
- Expreesing happiness : formal
 oh, I’m so happy.
 I can’t say how pleased I am.
 I had a splendid time there.
 What a marvelous place I,Ve ever seen.
 It’s an interesting experience.
 It’s an outstanding adventure.
 It’ a sensational trip.

tentang berbagai belajarnya, siswa diberi berbagai kegiatan
tindak tutur dalam tugas untuk melakukan terkait dengan wacana
wacana lisan hal-hal berikut, dan berbentuk naratif di luar
17
interpersonal/ melaporkan setiap tugas tatap muka dan
transaksional: dalam kegiatan kepada guru, terstruktur yang
berbagai acara secara a.l. tentang tempat, siapa diberikan guru.
senang dan bahagia. saja yang datang,  Siswa mengumpulkan
 Membahas unsur dan kesulitan yang dihadapi. setiap hasil kerja dalam
langkah retorika  Membahas unsur dan portofolio, dan
berbagai tindak tutur langkah retorika dalam melaporkan hal-hal
dalam wacana lisan teks naratif. yang sudah diperoleh
interpersonal/  Membahas ciri-ciri serta kesulitan yang
transaksional: dalam leksikogramatika. dihadapi secara rutin
berbagai acara secara  Membacakan cerita kepada guru.
senang dan bahagia. kepada kelompok
 Membahas ciri-ciri (monolog).
leksikogramatika.  Menceritakan kembali
 Membacakan cerita cerita kepada kelompok
kepada kelompok atau (monolog).
kelas (monolog).
 Menceritakan kembali
cerita kepada
kelompok atau kelas
(monolog).
 Membahas kesulitan
yang dihadapi siswa
dalam melakukan
kegiatan terstruktur
dan mandiri.


Eksplorasi
18
 Memberikan stimulus berupa pemberian materi pertanyaan teks berbagai
tindak tutur dalam wacana lisan interpersonal/ transaksional: dalam
berbagai acara secara senang dan bahagia.
mengenai pertanyaan teks berbagai tindak tutur dalam wacana lisan
interpersonal/ transaksional: dalam berbagai acara secara senang dan
bahagia.
lisan atau mempresentasikan mengenai pertanyaan teks berbagai tindak
tutur dalam wacana lisan interpersonal/ transaksional: dalam berbagai acara
secara senang dan bahagia.
Inggris mengenai pertanyaan teks berbagai tindak tutur dalam wacana lisan
interpersonal/ transaksional: dalam berbagai acara secara senang dan
bahagia.
Elaborasi
 Membiasakan siswa membuat kalimat pertanyaan teks berbagai tindak tutur
dalam wacana lisan interpersonal/ transaksional: dalam berbagai acara
secara senang dan bahagia.
Konfirmasi
dalam materi mengenai pertanyaan teks berbagai tindak tutur dalam
wacana lisan interpersonal/ transaksional: dalam berbagai acara secara
senang dan bahagia.
berbagai tindak tutur dalam wacana lisan interpersonal/ transaksional:
dalam berbagai acara secara senang dan bahagia.
dilaksanakan.
pertanyaan teks berbagai tindak tutur dalam wacana lisan interpersonal/
transaksional: dalam berbagai acara secara senang dan bahagia.
19
 Kaset/CD
 Tape
I. Penilaian
1. Merespon dengan Performance Melengkapi Listen to the tape

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

interpersonal/ say to someone.
transaksional:
dalam berbagai
acara secara
senang dan
bahagia.

Listen to the tape carefully and choose the correct responses to the
expressions you heard.
For example:
You will hear: Hello, I'm Cut Nia. I'm your neighbour.
What's your name?
20
The correct response for the expression is ....
a. Hello, Cut Nia. Nice to meet you.
b. Hi, Cut Nia. My name is Edo. Nice to meet you.
The correct response is (b) Hi, Cut Nia. My name is Edo.
Nice to meet you.
1. a. Good morning. What's your name?
b. Good morning. I'm Deni.
2. a. How do you do?
b. Hi, Desi. How are you?
3. a. I'm just fine.
b. Good morning. My name is Risa.
4. a. What's your name?
b. Hi, Rudi. Nice to see you.
5. a. Good bye. Nice to meet you.
b. Glad to meet you, too.
Scoring
Low (45-59) Average (60-75)
100)
1 Pronunciation
2 Intonation
3 Stress
4 Gestures
Total
Total Score
IV. Evaluasi
Penilaian kognitif
Indikatornya adalah siswa dapat membuat media pembelajran bahasa iggris
No. Aspek yang dinilai Total

1. Accuracy yang meliputi; kejelasan uraian materi dan
50
pengembangan materi
2. Creative dan inovative 50
Total score 100
Ranah Psikomotor
Indikatornya adalah siswa dapat menjelaskan materi secara lisan
Kemampuan speaking secara individu meliputi
21
Spelling Accuracy =1–5 TN = 10 X 10 = 100
Performance Fluency =1–5
Ranah Afektif
Indikatornya adalah siswa dapat memberi respon dengan mengikuti kegiatan
presentasi
Kriteria Pengamatan Afektif secara individu
Participation = 0–5 Total nilai (TN) 20 X 5 =100

Attendance = 0–5
Punctuality = 0–5
Activeness = 0–5


NIP.195507171982032002 NIP.197511202007102003
22

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

Karakter Bangsa
 Menjawab pertanyaan teks lisan fungsional Religius, jujur, toleransi, disiplin, kerja
pendek sederhana (misalnya pengumuman, keras, mandiri, demokratis, rasa ingin
iklan, undangan dll. tahu, semangat kebangsaan, cinta
 Melakukan teks lisan fungsional pendek tanah air, menghargai prestasi,
sederhana (misalnya pengumuman, iklan, bersahabat, cinta damai, gemar
undangan dll. membaca, peduli lingkungan, peduli
 Mempresentasikan teks lisan fungsional sosial, tanggung jawab, mandiri
23
pendek sederhana (misalnya pengumuman,
iklan, undangan dll.

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

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

tentang pertanyaan belajarnya, siswa diberi berbagai kegiatan
pertanyaan teks lisan tugas untuk melakukan terkait dengan wacana
fungsional pendek hal-hal berikut, dan berbentuk naratif di luar
sederhana (misalnya melaporkan setiap tugas tatap muka dan
pengumuman, iklan, kegiatan kepada guru, terstruktur yang
24
undangan dll. a.l. tentang tempat, siapa diberikan guru.
 Membahas unsur dan saja yang datang,  Siswa mengumpulkan
langkah retorika kesulitan yang dihadapi. setiap hasil kerja dalam
dalam pertanyaan  Bertanya jawab portofolio, dan
pertanyaan teks lisan pertanyaan teks lisan melaporkan hal-hal
fungsional pendek fungsional pendek yang sudah diperoleh
sederhana (misalnya sederhana (misalnya serta kesulitan yang
pengumuman, iklan, pengumuman, iklan, dihadapi secara rutin
undangan dll. undangan dll dibaca, kepada guru.
 Membahas ciri-ciri ditonton, dan/atau
leksikogramatika. didengar dengan
 Membacakan cerita kelompok belajarnya
kepada kelompok atau  Membahas unsur dan
kelas (monolog). langkah retorika dalam


Eksplorasi
 Memberikan stimulus berupa pemberian materi pertanyaan teks lisan
fungsional pendek sederhana (misalnya pengumuman, iklan, undangan dll.
mengenai pertanyaan teks monolog sederhana berbentuk procedure.
25
lisan atau mempresentasikan mengenai pertanyaan teks lisan fungsional
pendek sederhana (misalnya pengumuman, iklan, undangan dll.
Inggris mengenai pertanyaan teks lisan fungsional pendek sederhana
Elaborasi
 Membiasakan siswa membuat kalimat pertanyaan teks lisan fungsional
pendek sederhana (misalnya pengumuman, iklan, undangan dll.
Konfirmasi
dalam materi mengenai pertanyaan teks lisan fungsional pendek sederhana
lisan fungsional pendek sederhana (misalnya pengumuman, iklan,
undangan dll.
dilaksanakan.
pertanyaan teks lisan fungsional pendek sederhana (misalnya
pengumuman, iklan, undangan dll.
 Kaset/CD
 Tape
I. Penilaian
26
1. Menjawab Performance Melengkapi Complete the

pertanyaan teks Assessment dialog dialogue below
lisan fungsional (responding) using the suitable
pendek sederhana expression!
(misalnya
pengumuman,
iklan, undangan
dll.
2. Melakukan teks Tes Lisan Membuat Give your

lisan fungsional dialog responses orally
pendek sederhana based on the
(misalnya situations below!
pengumuman,
iklan, undangan
dll.
3 Mempresentasikan Tes Lisan Presentasi Listen carefully

teks lisan individual and then identify
fungsional pendek the goal, mate-
sederhana rials needed and
(misalnya steps
pengumuman,
iklan, undangan dll
Look at the picture and study it. Then, answer the

questions.
1. What kind of card is this?

2. Have you ever been invited by someone?
3. What do you say if you want to invite someone?
4. What do you say if you want to accept an invitation?
5. What do you say if you want to decline an invitation?
6. What do you say when someone makes an appointment with you?
7. What do you feel when someone cancels his/her appointment?
8. What will you say to him/her?
27
No. Uraian Skor
1. Isi, langkah retorika dan tata bahasa benar 81 – 100

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


NIP.195507171982032002 NIP.197511202007102003
28
Topik Pembelajaran : Procedure
Pertemuan Ke : 5
Mendengarkan
3. Memahami makna teks fungsional pendek dan teks monolog sederhana
sehari-hari.
Berbicara
B. Kompetensi Dasar
2.2 Merespon makna dalam teks monolog sederhana yang menggunakan
ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai
konteks kehidupan sehari-hari dalam teks: recount, narrative, dan
procedure.
4.2 Mengung-kapkan makna dalam teks monolog sederhana dengan
menggunakan ragam bahasa lisan secara akurat, lancar dan berterima
dalam berbagai konteks kehidupan sehari-hari dalam teks berbentuk:
recount, narrative, dan procedure.
Nilai Budaya Dan

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

29
 Siswa dapat menjawab pertanyaan teks monolog sederhana berbentuk
procedure
 Siswa dapat melakukan teks monolog lisan berbentuk procedure
 Siswa mempresentasikan teks monolog lisan berbentuk procedure
E. Materi Pokok
1. Teks monolog berbentuk procedure, contohnya:
How to Make Gudeg Jogja (Green Jack Fruit Sweet Stew)
Ingredients:
- 5 onions
- 10 candlenuts
- 10 garlic cloves
- 4 bay Leaves
- 1/2 lb. (250g) green jack fruit
- 2-1/2 tsp. (12g) coriander seeds
- 1-1/4 tsp. (6g) cumin
- 1/4 cup (62ml) coconut sugar
- 2 cups (500ml) coconut milk
- 2 tsp. (30g) tamarind
- 2 lb. (1kg) chicken (cut into small pieces with bone)
- 5 cups (1.25l) water
- 2 inches bruised galangal
Instructions:
- First, cut green jack fruit 1 inch thick. Wash and boil until tender.
- Next, ground onions, candle nuts, sauté paste, bay leaves, and galangal
until fragrant.
- Add the chicken pieces, stir fry until chicken changes clour.
- Then, pour 4 cups of water and coconut sugar, bring to a boil.
- Add the green jack fruit and simmer until the chicken and vegetables are
tender.
- Finally, add coconut milk 5 minutes before it’s done, bring back to a boil.
Serve hot with ice.
- This dish is sweet and usually served with shrimp cracker
2. Procedure text can be explained as bellow:
Social function : to describe how something is accomplished through
a sequence of actions or steps.
Generic structure:
30
- Goal.
- Materials (not required for all procedural texts)
- Steps (a series of steps oriented to achieving the goal)

teks monolog tugas untuk melakukan terkait dengan wacana
sederhana berbentuk hal-hal berikut, dan berbentuk naratif di luar
procedure. melaporkan setiap tugas tatap muka dan
 Membahas unsur dan kegiatan kepada guru, terstruktur yang
langkah retorika a.l. tentang tempat, siapa diberikan guru.
dalam pertanyaan saja yang datang,  Siswa mengumpulkan
teks monolog kesulitan yang dihadapi. setiap hasil kerja dalam
sederhana berbentuk  Bertanya jawab tentang portofolio, dan
procedure. isi cerita (karakter, melaporkan hal-hal
 Membahas ciri-ciri setting, plot) yang sudah yang sudah diperoleh
leksikogramatika. dibaca, ditonton, serta kesulitan yang
 Membacakan cerita dan/atau didengar dihadapi secara rutin
kepada kelompok atau dengan kelompok kepada guru.
kelas (monolog). belajarnya
 Menceritakan kembali  Membahas unsur dan
cerita kepada langkah retorika dalam
kelompok atau kelas teks naratif.
(monolog).  Membahas ciri-ciri
 Membahas kesulitan leksikogramatika.
yang dihadapi siswa  Membacakan cerita
dalam melakukan kepada kelompok
kegiatan terstruktur (monolog).
dan mandiri.  Menceritakan kembali
cerita kepada kelompok
(monolog).

31

Eksplorasi
 Memberikan stimulus berupa pemberian materi pertanyaan teks monolog
sederhana berbentuk procedure.
lisan atau mempresentasikan mengenai pertanyaan teks monolog
Inggris mengenai pertanyaan teks monolog sederhana berbentuk
procedure.
Elaborasi
 Membiasakan siswa membuat kalimat pertanyaan teks monolog sederhana
berbentuk procedure.
Konfirmasi
dalam materi mengenai pertanyaan teks monolog sederhana berbentuk
procedure.
monolog sederhana berbentuk procedure.
32
dilaksanakan.
pertanyaan teks monolog sederhana berbentuk procedure.
 Kaset/CD
 Tape
I. Penilaian

monolog (responding) using the suitable
sederhana expression!
berbentuk
procedure

monolog lisan dialog responses orally
berbentuk based on the
procedure. situations below!

teks monolog lisan individual and then identify
berbentuk the goal, mate-
procedure rials needed and
steps
Your teacher will read the following text. Listen carefully and then identify
the goal, materials needed and steps.
How to Make an Omelet
33
Hello friend, how are you? Have you ever eaten a cheese omelet?
Do you know how to make a Cheese Omelet? No? Would you like
me to tell it for you? Okay. This is the way. Listen to me.
To make a Cheese Omelet, you should prepare ingredients such
as one egg, 50 grams of cheese, uhm... ¼ cup of milk, three
tablespoons of cooking oil, uhm...what else ....? Oh, yeah, a pinch
of salt and don’t forget some pepper. Now, to make a Cheese
Omelet, you will need some kitchen utensils like a frying pan, a fork,
a whisk, a spatula, uhm..... a cheese grater ...and a bowl and of
course ....a plate. Okay? Are you following me ? Right! Let me tell
you how to make it.
First, crack an egg into a bowl like this. Then whisk the egg with
a fork until it is smooth. After that, add some milk and whisk well.
Grate the cheese into the bowl and stir. Next, heat the oil in a frying
pan, and pour the mixture into the frying pan. Then, turn the omelet
with a spatula when it browns. See, like this. Okay, next cook both
sides. After the omelet is done, place it on a plate, don’t forget to
season it with salt and pepper and you can eat it while warm. It’s
easy, isn’t it? Bon appetite!
Find out:
a. What is the text talking about?
b. What is the purpose of the text?
c. How many steps are there in the text?
Please represent in front of the class how to make or to do something!
Scoring
Low (45-59) Average (60-75)
100)
34
1 Pronunciation
2 Intonation
3 Stress
4 Gestures
Total
Total Score


NIP.195507171982032002 NIP.197511202007102003

35
Pertemuan Ke : 6
Mendengarkan
2 Memahami makna teks fungsional pendek dan teks monolog sederhana
sehari-hari.
Berbicara
B. Kompetensi Dasar
2.2 Merespon makna dalam teks monolog sederhana yang menggunakan
ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai
konteks kehidupan sehari-hari dalam teks: recount, narrative, dan
procedure.
4.2 Mengung-kapkan makna dalam teks monolog sederhana dengan
dalam berbagai konteks kehidupan sehari-hari dalam teks berbentuk:
recount, narrative, dan procedure.
Nilai Budaya Dan

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

36
procedure
E. Materi Pokok
Teks monolog berbentuk procedure, contohnya:
How to Make Gudeg Jogja (Green Jack Fruit Sweet Stew)
Ingredients:
- 5 onions
- 10 candlenuts
- 10 garlic cloves
- 4 bay Leaves
- 1/2 lb. (250g) green jack fruit
- 2-1/2 tsp. (12g) coriander seeds
- 1-1/4 tsp. (6g) cumin
- 1/4 cup (62ml) coconut sugar
- 2 cups (500ml) coconut milk
- 2 tsp. (30g) tamarind
- 2 lb. (1kg) chicken (cut into small pieces with bone)
- 5 cups (1.25l) water
- 2 inches bruised galangal
Instructions:
- First, cut green jack fruit 1 inch thick. Wash and boil until tender.
- Next, ground onions, candle nuts, sauté paste, bay leaves, and galangal
until fragrant.
- Add the chicken pieces, stir fry until chicken changes clour.
- Then, pour 4 cups of water and coconut sugar, bring to a boil.
- Add the green jack fruit and simmer until the chicken and vegetables are
tender.
- Finally, add coconut milk 5 minutes before it’s done, bring back to a boil.
Serve hot with ice.
- This dish is sweet and usually served with shrimp cracker
3. Procedure text can be explained as bellow:
Social function : to describe how something is accomplished through
a sequence of actions or steps.
Generic structure:
- Goal.
- Materials (not required for all procedural texts)
37
- Steps (a series of steps oriented to achieving the goal)

(monolog).

Kegiatan Awal (10’)
- Mengucapkan salam dengan ramah kepada siswa ketika memasuki
ruang kelas (nilai yang ditanamkan: santun, peduli)
38
- Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan
butir karakter yang hendak dikembangkan selain yang terkait dengan
SK/KD
Kegiatan Inti (70’)

Eksplorasi
procedure.
Elaborasi
Konfirmasi
procedure.
Kegiatan Akhir (10’)

dilaksanakan.
39
 Kaset/CD
 Tape
I. Penilaian

monolog (responding) using the suitable
sederhana expression!
berbentuk
procedure

monolog lisan dialog responses orally
berbentuk based on the
procedure. situations below!

teks monolog lisan individual and then identify
berbentuk the goal, mate-
procedure rials needed and
steps
Your teacher will read the following text. Listen carefully and then identify
the goal, materials needed and steps.
How to Make an Omelet
Hello friend, how are you? Have you ever eaten a cheese omelet?
Do you know how to make a Cheese Omelet? No? Would you like
me to tell it for you? Okay. This is the way. Listen to me.
40
To make a Cheese Omelet, you should prepare ingredients such
as one egg, 50 grams of cheese, uhm... ¼ cup of milk, three
tablespoons of cooking oil, uhm...what else ....? Oh, yeah, a pinch
of salt and don’t forget some pepper. Now, to make a Cheese
Omelet, you will need some kitchen utensils like a frying pan, a fork,
a whisk, a spatula, uhm..... a cheese grater ...and a bowl and of
course ....a plate. Okay? Are you following me ? Right! Let me tell
you how to make it.
First, crack an egg into a bowl like this. Then whisk the egg with
a fork until it is smooth. After that, add some milk and whisk well.
Grate the cheese into the bowl and stir. Next, heat the oil in a frying
pan, and pour the mixture into the frying pan. Then, turn the omelet
with a spatula when it browns. See, like this. Okay, next cook both
sides. After the omelet is done, place it on a plate, don’t forget to
season it with salt and pepper and you can eat it while warm. It’s
easy, isn’t it? Bon appetite!
Find out:
a. What is the text talking about?
b. What is the purpose of the text?
c. How many steps are there in the text?
Please represent in front of the class how to make or to do something!
Scoring
Low (45-59) Average (60-75)
100)
1 Pronunciation
2 Intonation
3 Stress
41
4 Gestures
Total
Total Score


NIP.195507171982032002 NIP.197511202007102003
42

Pertemuan Ke : 7
Membaca
5. Memahami makna teks tulis fungsional pendek dan esei sederhana
sehari-hari dan untuk mengakses ilmu pengetahuan .
Menulis
6 Mengungkapkan makna dalam teks tulis fungsional pendek dan esei
sederhana berbentuk recount, narrative, dan procedure dalam konteks
B. Kompetensi Dasar
5.2 Merespon makna dan langkah retorika teks tulis esei secara akurat,
lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk
mengakses ilmu pengetahuan dalam teks berbentuk: recount, narrative,
dan procedure.
6.2 Mengung-kapkan makna dan langkah-langkah retorika secara akurat,
lancar dan berterima dengan menggunakan ragam bahasa tulis dalam
konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative,
dan procedure.
Nilai Budaya Dan

Karakter Bangsa
 Mengidentifikasi makna dalam teks Religius, jujur, toleransi, disiplin, kerja
procedure keras, mandiri, demokratis, rasa ingin
 Mengidentifikasi langkah-langkah retorika tahu, semangat kebangsaan, cinta
dalam teks procedure tanah air, menghargai prestasi,
 Membaca nyaring teks procedure bersahabat, cinta damai, gemar
 Menulis teks berbentuk procedure. membaca, peduli lingkungan, peduli
43
procedure
E. Materi Pokok
Teks tulis monolog/esei sederhana berbentuk procedure,contohnya ;
THE HOLE GAME

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

44
(monolog).

SK/KD

Eksplorasi
45
procedure.
Elaborasi
Konfirmasi
procedure.

dilaksanakan.
 Kaset/CD
 Tape
I. Penilaian
46
1. Membaca Tes Lisan Melengkapi Complete the

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

berbentuk completing the
procedure. following
procedure text
Make writing by completing the following procedure text. Don’t forget to use time
connectors in your writing.
Tomato Soup
Ingredients:
• 4 large tomatoes • spices
• 1 small onion • ½ teaspoon of salt
• 8 cups of water • ¼ teaspoon of pepper
• small clove garlic • ¼ teaspoon of butter
Steps:
1. Cut ……………………………………………….
2. Fry ……………………………………………….
3. Add……………………………………………….
4. Heat ………………………………………………
5. Turn……………………………………………….
47
Scoring
Low (45-59) Average (60-75)
100)
1 Pronunciation
2 Intonation
3 Stress
4 Gestures
Total
Total Score


NIP.195507171982032002 NIP.197511202007102003
48

Topik Pembelajaran : recount
Pertemuan Ke : 8
Membaca
Menulis
B. Kompetensi Dasar
dan procedure.
dan procedure.
Nilai Budaya Dan

Karakter Bangsa
 Mengidentifikasi makna dalam teks recount Religius, jujur, toleransi, disiplin, kerja
 Mengidentifikasi langkah-langkah retorika keras, mandiri, demokratis, rasa ingin
dalam teks recount tahu, semangat kebangsaan, cinta
 Membaca nyaring teks recount tanah air, menghargai prestasi,
 Menulis teks berbentuk recount . bersahabat, cinta damai, gemar
49
recount
 Siswa dapat melakukan teks monolog lisan berbentuk recount
 Siswa mempresentasikan teks monolog lisan berbentuk recount
E. Materi Pokok
Teks monolog berbentuk recount contohnya:
My Day
I had a terrible day yesterday. First, I woke up an hour late because my

alarm clock didn't go off. Then, I was in such a hurry that I burned my hand when
I was making breakfast. After breakfast, I got dressed so quickly that I forgot to
wear socks.
Next, I ran out of the house trying to get the 9:30 bus, but of course I missed
it. I wanted to take a taxi, but I didn't have enough money.
Finally, I walked the three miles to my school only to discover that it was
Sunday! I hope I never have a day as the one I had yesterday.
Text Structure of the text above:
Paragraph Generic Structure

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

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

to my school only to discover closure of events.
50
that it was Sunday! I hope I
never have a day as the one I
had yesterday (paragraph 3)

recount. melaporkan setiap tugas tatap muka dan
recount. isi cerita (karakter, melaporkan hal-hal
kelompok atau kelas teks recount.
(monolog).
51
SK/KD

Eksplorasi
sederhana berbentuk recount.
mengenai pertanyaan teks monolog sederhana berbentuk recount.
Inggris mengenai pertanyaan teks monolog sederhana berbentuk recount.
Elaborasi
berbentuk recount.
Konfirmasi
recount.
52
monolog sederhana berbentuk recount.
dilaksanakan.
pertanyaan teks monolog sederhana berbentuk recount.
 Kaset/CD
 Tape
I. Penilaian

recount using the suitable
expression!

recount. following
procedure text
Listen to the teacher reading the text, then retell what is the content of the text.
An Excursion to Bogor Botanic Garden
53
All right, everybody, I’ll tell you about this great place.
On Friday 16 March we went to Bogor Botanic Garden. We went
there by bus and we arrived at that famous garden at 10 o’clock.
Arriving at the garden, we were divided into two groups. Group A
followed Mrs. Nina and Group B followed Mr. Ahmad. I was in group A.
Well, first we went to odd tropical plants and Mrs. Nina read us some of the
information. Then, we looked at all the lovely plants. After that, we went to
a little spot near the Raffles cemetery and had morning tea. Next, we did
some sketching and then we met group B at the information center to have
our lunch.
Soon, it was time for us to go to the orchid section while Group B did
some research on flowers. Uhm…A lady led us to the orchid section. Then,
she explained about many kinds of Orchids.
Next, we had a look at the Indonesian orchid. Wow, we saw many kinds of
Indonesian orchids. They were all beautiful. Later, we took a look at the
American, European and Asian orchid’s section. I was interesting. Soon after we
had finished our observations, we went back outside and met group B. Then, we
got on the bus and returned to school. We really enjoyed the trip and to Bogor
Botanic Garden.
Questions:
1. What do you know about an excursion?
2. When and how did they go to Bogor Botanic
Garden?
3. What time did they arrive there?
No Aspect of Scoring Scoring
54
Good (76-
Low (45-59) Average (60-75)
100)
1 Pronunciation
2 Intonation
3 Stress
4 Gestures
Total
Total Score


NIP.195507171982032002 NIP.197511202007102003
55

Topik Pembelajaran : recount
Pertemuan Ke : 9
Membaca
Menulis
B. Kompetensi Dasar
dan procedure.
dan procedure.
Nilai Budaya Dan

Karakter Bangsa
 Mengidentifikasi makna dalam teks recount Religius, jujur, toleransi, disiplin, kerja
 Mengidentifikasi langkah-langkah retorika keras, mandiri, demokratis, rasa ingin
dalam teks recount tahu, semangat kebangsaan, cinta
 Membaca nyaring teks recount tanah air, menghargai prestasi,
 Menulis teks berbentuk recount . bersahabat, cinta damai, gemar
56
recount
 Siswa dapat melakukan teks monolog lisan berbentuk recount
 Siswa mempresentasikan teks monolog lisan berbentuk recount
E. Materi Pokok
Teks tulis monolog/esei sederhana berbentuk recount
Last weekend, my friends and I went camping. We reached the camping

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

penjelasan bentuk past tense:
1. Simple Past Tense

The ‘simple past tense’ is used to tell actions or situations in the past. In
Unit 1 you learned the ‘simple past tense’ used in positive and negative
sentences. In this unit you learn the ‘simple past tense’ in interrogative sentences.
Here are the patterns.
a. Verbal Sentence.
S + V2 + O (positive sentence)
S + did + not + V1 + O (negative sentence)
Did + S + V1 + O (interrogative sentence)
57
Example:
 Donita went to Jakarta yesterday.
 Iman walked alone last night.
b. Nominal Sentence.
S + to be (was/were) + adj/adv/N (positive sentence)
S + was/ were + not + adj/adv/N (negative sentence)
Was/ were + S + adj/adv/N (interrogative sentence)
Example:
 Rani was here last month.
 Bani was not in Jakarta yesterday.

recount. melaporkan setiap tugas tatap muka dan
recount. isi cerita (karakter, melaporkan hal-hal
kelompok atau kelas teks recount.
58
(monolog).

3 Kegiatan Awal (10’)
a. Mengucapkan salam dengan ramah kepada siswa ketika memasuki
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
mengenai pertanyaan teks monolog sederhana berbentuk recount.
Inggris mengenai pertanyaan teks monolog sederhana berbentuk recount.
Elaborasi
berbentuk recount.
Konfirmasi
59
recount.

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

recount using the suitable
expression!

recount. following
procedure text
Listen to the teacher reading the text, then retell what is the content of the text.
60
An Excursion to Bogor Botanic Garden
All right, everybody, I’ll tell you about this great place.
On Friday 16 March we went to Bogor Botanic Garden. We went
there by bus and we arrived at that famous garden at 10 o’clock.
Arriving at the garden, we were divided into two groups. Group A
followed Mrs. Nina and Group B followed Mr. Ahmad. I was in group A.
Well, first we went to odd tropical plants and Mrs. Nina read us some of the
information. Then, we looked at all the lovely plants. After that, we went to
a little spot near the Raffles cemetery and had morning tea. Next, we did
some sketching and then we met group B at the information center to have
our lunch.
Soon, it was time for us to go to the orchid section while Group B did
some research on flowers. Uhm…A lady led us to the orchid section. Then,
she explained about many kinds of Orchids.
Next, we had a look at the Indonesian orchid. Wow, we saw many kinds of
Indonesian orchids. They were all beautiful. Later, we took a look at the
American, European and Asian orchid’s section. I was interesting. Soon after we
had finished our observations, we went back outside and met group B. Then, we
got on the bus and returned to school. We really enjoyed the trip and to Bogor
Botanic Garden.
Questions:
 What do you know about an excursion?
 When and how did they go to Bogor Botanic Garden?
 What time did they arrive there?
61
Scoring
Low (45-59) Average (60-75)
100)
1 Pronunciation
2 Intonation
3 Stress
4 Gestures
Total
Total Score


NIP.195507171982032002 NIP.197511202007102003
62

Topik Pembelajaran : Narrative
Pertemuan Ke : 10
Mendengarkan
2. Memahami makna teks fungsional pendek dan monolog berbentuk
reports, narrative, dan analytical exposition dalam konteks kehidupan
sehari-hari.
Berbicara
yang berbentuk report, narrative dan analytical exposition dalam
konteks kehidupan sehari-hari
B. Kompetensi Dasar
2.1. Merespon makna yang terdapat dalam teks lisan fungsional pendek
resmi dan tak resmi secara akurat, lancar dan berterima dalam berbagai
konteks kehidupan sehari-hari.
4.1 Mengungkapkan makna dalam teks lisan fungsional pendek resmi dan
tak resmi secara akurat, lancar dan berterima dalam berbagai konteks
Nilai Budaya Dan

Karakter Bangsa
 Merespon dengan benar terhadap
tindak tutur: menyetujui Religius, jujur, toleransi, disiplin,
ajakan/tawaran/undangan kerja keras, mandiri, demokratis,
 Melakukan berbagai tindak tutur rasa ingin tahu, semangat
dalam wacana lisan interpersonal/ kebangsaan, cinta tanah air,
transaksional: menyetujui menghargai prestasi, bersahabat,
ajakan/tawaran/undangan cinta damai, gemar membaca,
 Membuat dialog berisi tentang tindak peduli lingkungan, peduli sosial,
tutur: menyetujui tanggung jawab, mandiri
ajakan/tawaran/undangan.
63
Pada akhir pembelajaran siswa dapat:
o Merespon dengan benar terhadap tindak tutur: menyetujui
ajakan/tawaran/undangan
o Melakukan berbagai tindak tutur dalam wacana lisan interpersonal/
transaksional: menyetujui ajakan/tawaran/undangan
o Membuat dialog berisi tentang tindak tutur: menyetujui
ajakan/tawaran/undangan.
E. Materi Pokok
Percakapan/dialog dan pernyataan yang memuat ungkapan–ungkapan berikut:
1. Someone, Accepting or Declining Invitation.
Read following expressions of inviting, accepting, declining an invitation and

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

Invitation
 Would you like  That's very kind  I'm very sorry, I
to .... of you. don'
 I'd very much like  We'd very much  think I can.
you to .... like  I'd like to, but ....
 We should be  to ....  I'm afraid I've
pleased/delighted  What a  already
if you could .... delightful idea. promised ....
 Would you care to  With the  Thank you for
.... greatest asking me, but ....
 You will ... won't  pleasure.  Unfortunately, I
you?  Thank you very can't…
much
 for inviting me.
64
b. Informal Situation
Inviting Accepting an Declining an Invitation

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

Appointment Appointment Appointment
 How about  I'll come I  Sorry, I don't think

tomorrow promise I can make it.
morning?  I'll be there.  I'm so sorry I can't
 Let's meet make it.
at ... o'clock
Contoh:
Ira : Hello?
Ari : Hi, Ira! This is Ari.
Ira : Hi, how've you been?
Ari : Alright, thanks. Say, would you like to go out tonight?
Ira : Sorry, I can't. I have many matters to settle down.
Ari : Well, how about tomorrow night? Are you still busy?
Ira : I guess not.
Ari : Well, would you like to go to a concert?
Ira : Sure, I'd love to!
Ari : That's settled then
Three – phase technique
 Pre listening
 Whilst listening
 Post Listening
65

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
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). 


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
66
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
67
 Transkrip percakapan atau rekaman percakapan/ kaset
 Gambar yang relevan
 Script monolog berbentuk banner, poster atau pamplet
I. Penilaian
 Teknik: Performance Assesment

 Bentuk: Responding pada pertanyaan lisan, dialog


NIP.195507171982032002 NIP.197511202007102003
68

Pertemuan Ke : 11
Membaca
5 Memahami makna teks tulis fungsional pendek dan esei sederhana
sehari-hari dan untuk mengakses ilmu pengetahuan
Berbicara
6. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei
B. Kompetensi Dasar
dan procedure
dan procedure.
Nilai Budaya Dan

Karakter Bangsa
 Merespon teks monolog sederhana Religius, jujur, toleransi, disiplin,
berbentuk narrative kerja keras, mandiri, demokratis,
 Melakukan teks monolog lisan rasa ingin tahu, semangat
berbentuk narrative kebangsaan, cinta tanah air,
menghargai prestasi, bersahabat,
cinta damai, gemar membaca,
peduli lingkungan, peduli sosial,
tanggung jawab, mandiri
69
 Siswa dapat merespon teks monolog sederhana berbentuk narrative
 Siswa dapat melakukan teks monolog lisan berbentuk narrative
E. Materi Pokok
teks tulis monolog/esei sederhana berbentuk narrative,contohnya,
Queen Aji Bidara Putih
Muara Kaman lies along the Mahakam River, in eastern Borneo. In the past
the area was a kingdom ruled by Queen Aji Bidara Putih. She was a typical
queen of myths: beautiful, wise, and sensitive. Many princes and kings proposed
to her but she always refused them because she was more concerned with ruling
her country and guarding her people.
One day, a Chinese boat came to eastern Borneo. First, the people thought
it was a merchant ship but the boat was loaded with trade goods and highly
trained soldiers. Their envoys brought gold and porcelain to announce the
marriage proposal from a prince of China. The queen didn’t refuse instantly and
replied that she had to ponder the proposal first. After the envoys left the palace,
the queen called a court officer and ordered him to infiltrate the Chinese boat to
gather information on the prince…...
Adapted from: www.st.rim.or.jp
Narrative dapat dijelaskan sebagai berikut:
a. Purpose
To amuse, entertain, and to deal with actual or vicarious experiences in
different ways. (Untuk menghibur pembaca melalui cerita).
b. Generic structure.
1) Orientation: Sets the scene and introduces the participants.
(Memperkenalkan tokoh dan setting)
2) Complication : A crisis arises (Munculnya masalah).
70
3) Resolution : the crisis is resolved (Terselesainya masalah).
4) Evaluation : A stepping back to evaluate the plight. (Melangkah ke belakang
untuk memikirkan nilai / makna sebuah peristiwa, bisa ada dan tidak)
5) Reorientation : Optional (Bisa a )
 Pre listening
 Post Listening

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).
71
dalam melakukan  Membacakan cerita
kegiatan terstruktur kepada kelompok
(monolog).

SK/KD

Eksplorasi
 Memberikan stimulus berupa pemberian materi monolog berbentuk naratif.
mengenai monolog berbentuk naratif
lisan atau mempresentasikan mengenai monolog berbentuk naratif
Inggris mengenai monolog berbentuk naratif.
Elaborasi
 Membiasakan siswa membuat kalimat monolog berbentuk naratif.
Konfirmasi
72
dalam materi monolog berbentuk naratif

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

wacana monolog monolog and
naratif choose the best
answer
2. Melakukan Unjuk Kerja Presentasi Describe the

monolog Lisan general facts of
berbentuk the following
naratif animal.
Task 1
73
Listen to the monolog and choose the best answer
Listening text for number 1 to 5
1. What is the text about?
a. Shark d. Whale
b. Dholphin e. Pirranha
c. Fish
2. What does the text intend to?
a. to describe d. to persuade
b. to entertain e. to review
c. to amuse
3. What is the largest creature lived on earth ?
It is .... .
a. an elephant c. blue whale e. giraffe
b. a rhinoceroses d. shark
4. What is blubber ?
Blubber is .... .
a. the hole on the head d. the fins of the fish
b. the paddle of the tails e. the layer of fats
c. the skin of the fish
5. Where is the nostril to spray the sea water ?

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

6. The second paragraph tells us about the .....of black bears.
a. size d. definition
b. height e. description
c. length
7. Which one of the following statement is true?
a. In the western most of these bears have shiny black fur
b. in the east they grow brown, red or even yellow coats
c. Black bears are the biggest of all American bears
d. Their eyes and ears are big
e. their eyesight and hearing are not as good as their sense of smell
8. In the condition of being scared, black bears can make their enemy feel ....
and lose confidence.
a. wild d. dangerous
b. crazy e. intimidated
c. rude
9. What is the aim of the text?
c. to amuse
74
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.
a. Untuk nomor 1, tiap jawaban benar diberi skor 5

b. Untuk nomor 2, mengikuti rubrik penilaian berikut ini:
No. Uraian Skor
75
Jumlah skor maksimal 1. 10 X 5 = 50

2. Jika skor maksimal diraih = 50
Jumlah = 100


NIP.195507171982032002 NIP.197511202007102003
76
77

Topik Pembelajaran : Esei berbentuk Report
Pertemuan Ke : 12
Membaca
5. Memahami makna teks fungsional pendek dan esei berbentuk report,
narrative dan analytical exposition dalam konteks kehidupan sehari-hari
dan untuk mengakses ilmu pengetahuan.
Menulis
6. Mengungkapkan makna dalam teks esei berbentuk report, narrative,
dan analytical exposition dalam konteks kehidupan sehari-hari.
B. Kompetensi Dasar
5.2. Merespon makna dan langkah retorika dalam esei yang menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks
kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam
teks berbentuk: report, narrative, dan analytical exposition.
6.2. Mengungkapkan makna dan langkah retorika dalam esei dengan
menggunakan ragam bahasa tulis secara akurat, lancar dan berterima
dalam konteks kehidupan sehari-hari dalam teks berbentuk: report,
narrative, dan analytical exposition.
Nilai Budaya Dan

Karakter Bangsa
 Merespon wacana monolog report Religius, jujur, toleransi, disiplin,
kerja keras, mandiri, demokratis,
rasa ingin tahu, semangat
kebangsaan, cinta tanah air,
 Menulis monolog berbentuk report menghargai prestasi, bersahabat,
78
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
79

(monolog).

80
SK/KD

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.
81
XI
I. Penilaian

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
82
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.
83
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
84
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.195507171982032002 NIP.197511202007102003
85
RENCANA PELAKSANAAN
PEMBELAJARAN
(RPP)

Kelas/Semester :X/2

NIP/NIK : 197511202007102003
K URI KULU M TI NG KAT S ATUAN P E NDI DI KAN

( KTS P)
86

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

Karakter Bangsa
 Mengidentifikasi kata yang didengar Religius, jujur, toleransi, disiplin, kerja
 Mengidentifikasi makna kata keras, mandiri, demokratis, rasa
ingin tahu, semangat kebangsaan,
 Mengidentifikasi hubungan antar pembicara
cinta tanah air, menghargai prestasi,
 Mengidentifikasi makna tindak tutur bersahabat, cinta damai, gemar
berterima kasih membaca, peduli lingkungan, peduli
 Merespon tindak tutur berterima kasih sosial, tanggung jawab, mandiri
 Mengidentifikasi makna tindak tutur memuji
 Merespon tindak tutur memuji
 Mengidentifikasi makna tindak tutur
mengucapkan selamat
 Merespon tindak tutur mengucapkan
 selamat
 Mengidentifikasi konteks situasi
87
- Percaya diri (keteguhan hati, optimis).
- Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
- Pengambil resiko (suka tantangan, mampu memimpin)
- Orientasi ke masa depan (punya perspektif untuk masa depan)
 Siswa dapat mengidentifikasi kata yang didengar
 Siswa dapat mengidentifikasi makna kata
 Siswa dapat mengidentifikasi hubungan antar pembicara
 Siswa dapat mengidentifikasi makna tindak tutur berterima kasih
 Siswa dapat merespon tindak tutur berterima kasih
 Siswa dapat mengidentifikasi makna tindak tutur memuji
 Siswa dapat merespon tindak tutur memuji
 Siswa dapat mengidentifikasi makna tindak tutur mengucapkan selamat
 Siswa dapat merespon tindak tutur mengucapkan selamat
 Siswa dapat mengidentifikasi konteks situasi
E. Materi Pokok
Responding to expressions of congratulating and complimenting.
No. Words Exspressions

1. Great You look great!
2. Charming What a charming dress!
3. Fantastic That's a very fantastic!
4. Congratulate I must congratulate you!
5. Terrific Nice to meet you
6. Farewell See you later
7. Achievements Terrific. Well done!
8. Extremely How extremely nice of
Three-phase technique

 Siswa mampu Siswa menganalisa kata yang Siswa mengetahui dan
mengidentifikasi kata didengar, makna kata, menghafal kata yang
88
yang didengar, hubungan antar pembicara, didengar, makna kata,
makna kata, makna tindak tutur berterima hubungan antar pembicara,
hubungan antar kasih, makna tindak tutur makna tindak tutur berterima
pembicara, makna memuji, makna tindak tutur kasih, makna tindak tutur
tindak tutur berterima mengucapkan selamat, dan memuji, makna tindak tutur
kasih, makna tindak konteks situasi mengucapkan selamat, dan
tutur memuji, makna konteks situasi
tindak tutur
mengucapkan
selamat, dan konteks
situasi

SK/KD

Eksplorasi
 Memberikan stimulus berupa pemberian materi teks kata yang didengar,
makna kata, hubungan antar pembicara, makna tindak tutur berterima kasih,
makna tindak tutur memuji, makna tindak tutur mengucapkan selamat, dan
konteks situasi.
mengenai kata yang didengar, makna kata, hubungan antar pembicara, makna
tindak tutur berterima kasih, makna tindak tutur memuji, makna tindak tutur
mengucapkan selamat, dan konteks situasi.
lisan atau mempresentasikan berbagai teks kata yang didengar, makna kata,
hubungan antar pembicara, makna tindak tutur berterima kasih, makna tindak
tutur memuji, makna tindak tutur mengucapkan selamat, dan konteks situasi.
Inggris mengenai kata yang didengar, makna kata, hubungan antar pembicara,
makna tindak tutur berterima kasih, makna tindak tutur memuji, makna tindak
tutur mengucapkan selamat, dan konteks situasi.
89
Elaborasi
 Membiasakan siswa berbagai teks lisan fungsional pendek berupa kata yang
didengar, makna kata, hubungan antar pembicara, makna tindak tutur berterima
kasih, makna tindak tutur memuji, makna tindak tutur mengucapkan selamat,
dan konteks situasi.
Konfirmasi
dalam materi teks kata yang didengar, makna kata, hubungan antar pembicara,

 Siswa diminta membuat rangkuman dari materi teks kata yang didengar,
konteks situasi.
dilaksanakan.
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi teks kata
yang didengar, makna kata, hubungan antar pembicara, makna tindak tutur
berterima kasih, makna tindak tutur memuji, makna tindak tutur mengucapkan
selamat, dan konteks situasi.
- Developing English Competencies for Grade X Senior High School (SMA/MA)
- Tape
- Kamus
- Kaset/CD
- Tape/CD Player
- OHP/LCD
- Foto/ Poster
- Gambar
90
- Koran berbahasa Inggris
- Majalah
I. Penilaian
 Teknik : Tugas individu, Kuis, Ulangan harian.
 Bentuk Instrumen : Tertulis uraian singkat dan pilihan ganda, Lisan.
Contoh Instrumen :
Answer these questions orally.
1. Have your ever got any achievements in your life?

2. What was the best achievement you got?
3. How did you feel when you got an achievement?
4. How did people respond to your achievement? Did they congratulate you?
5. What do you say when you want to congratulate someone?
6. How do you respond to someone congratulations?
7. What do you say when you want to compliment someone?
8. How do you respond to someone compliment?
Mengetahui MOJOSARI,24-12-2011

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91

Pertemuan Ke : 2
Mendengarkan
B. Kompetensi Dasar
7.2 Merespon makna dalam percakapan transaksional (to get things done)
menyatakan rasa terkejut, menyatakan rasa tak percaya, serta menerima
undangan, tawaran, dan ajakan.
Nilai Budaya Dan

Karakter Bangsa
 Mengidentifikasi makna tindak tutur Religius, jujur, toleransi, disiplin, kerja
menyatakan rasa terkejut keras, mandiri, demokratis, rasa ingin
 Merespon tindak tutur menyatakan rasa tahu, semangat kebangsaan, cinta
terkejut tanah air, menghargai prestasi,
bersahabat, cinta damai, gemar
menyatakan rasa tak percaya
 Merespon tindak tutur menyatakan rasa
tak percaya.
menyetujui undangan, tawaran, ajakan.
 Merespon tindak tutur menyetujui
undangan, tawaran, ajakan.

92
 Siswa dapat mengidentifikasi makna tindak tutur menyatakan rasa terkejut
 Siswa dapat merespon tindak tutur menyatakan rasa terkejut
 Siswa dapat mengidentifikasi makna tindak tutur menyatakan rasa tak percaya
 Siswa dapat merespon tindak tutur menyatakan rasa tak percaya.
 Siswa dapat mengidentifikasi makna tindak tutur menyetujui undangan,
tawaran, ajakan.
 Siswa dapat merespon tindak tutur menyetujui undangan, tawaran, ajakan.
E. Materi Pokok
Responding to expressions of congratulating and complimenting
Responding to narrative texts

Siswa mampu Siswa mampu menganalisa Siswa mampu mengerti
mengidentifikasi dan makna tindak tutur dan menghafal makna
merespon makna tindak menyatakan rasa terkejut, tindak tutur menyatakan
tutur menyatakan rasa rasa tak percaya, rasa terkejut, rasa tak
terkejut, rasa tak menyetujui undangan, percaya, menyetujui
percaya, menyetujui tawaran, ajakan. undangan, tawaran,
ajakan.
SK/KD
93

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

 Siswa diminta membuat rangkuman dari materi merespon makna tindak
tawaran, ajakan.
dilaksanakan.
94
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi merespon
- Tape
- Kamus
- Kaset/CD
- Tape/CD Player
- OHP/LCD
- Foto/ Poster
- Gambar
- Majalah
I. Penilaian
Contoh Instrumen :
Listen to the tape and choose the best response from the expressions you hear.
For example:
You will hear : My sister got a car accident last night.
The best response is ….
a. Oh really? It is nice to hear that.
b. Oh really? I'm sorry to hear that.
The correct response is (b) Oh really? I'm sorry to hear that.
1. a. Oh, that's good news.

b. Oh, that's bad news.
2. a. How terrible!
b. I'm delighted to hear that.
3. a. Is that right? That's too bad.

b. Is that right? How nice! I'm happy with that.
4. a. I'm sorry to hear that.
95
b. How poor she is.
5. a. Oh really? That's too bad.

b. Oh really? That's great.

NIP.195507171982032002 NIP.197511202007102003
96

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

Karakter Bangsa
 Mengidentifikasi topik sebuah Religius, jujur, toleransi, disiplin, kerja
pengumuman lisan keras, mandiri, demokratis, rasa ingin
 Mengidentifikasi informasi tertentu dari tahu, semangat kebangsaan, cinta
undangan lisan tanah air, menghargai prestasi,
 Mengidentifikasi tujuan dari pengumuman
yang didengar.

97
 Siswa dapat mengidentifikasi topik sebuah pengumuman lisan
 Siswa dapat mengidentifikasi informasi tertentu dari undangan lisan
 Siswa dapat mengidentifikasi tujuan dari pengumuman yang didengar.
E. Materi Pokok


 Siswa mampu 4 Siswa mampu 5 Siswa mampu
mengidentifikasi topik menganalisa topik sebuah mengerjakan dan
sebuah pengumuman pengumuman lisan, mengerti topik sebuah
lisan, undangan lisan undangan lisan dan pengumuman lisan,
dan pengumuman pengumuman yang undangan lisan dan
yang didengar. didengar. pengumuman yang
didengar.


Eksplorasi
98
 Memberikan stimulus berupa pemberian materi topik sebuah pengumuman
lisan, undangan lisan dan pengumuman yang didengar.
mengenai topik sebuah pengumuman lisan, undangan lisan dan
pengumuman yang didengar.
lisan atau mempresentasikan berbagai topik sebuah pengumuman lisan,
undangan lisan dan pengumuman yang didengar.
Inggris mengenai topik sebuah pengumuman lisan, undangan lisan dan
Elaborasi
 Membiasakan siswa berbagai topik pengumuman lisan, undangan lisan dan
Konfirmasi
dalam materi topik sebuah pengumuman lisan, undangan lisan dan

 Siswa diminta membuat rangkuman dari materi topik sebuah pengumuman
dilaksanakan.
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi topik
sebuah pengumuman lisan, undangan lisan dan pengumuman yang
didengar.
- Tape
- Kamus
99
- Kaset/CD
- Tape/CD Player
- OHP/LCD
- Foto/ Poster
- Gambar
- Majalah
I. Penilaian

NIP.195507171982032002 NIP.197511202007102003
100

Pertemuan Ke : 4
Mendengarkan
B. Kompetensi Dasar
8.2. Merespon makna dalam teks monolog sederhana yang menggunakan
ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks
kehidupan sehari-hari dalam teks berbentuk; narrative, descriptive, dan
news item.
Nilai Budaya Dan

Karakter Bangsa
 Mengidentifikasi main idea dari teks yang Religius, jujur, toleransi, disiplin, kerja
didengar keras, mandiri, demokratis, rasa ingin
 Mengidentifikasi tokoh dari cerita yang tahu, semangat kebangsaan, cinta
didengar tanah air, menghargai prestasi,
 Mengidentifikasi kejadian dalam teks yang
didengar
 Mengidentifikasi ciri-ciri dari benda/orang
yang dideskripsikan
 Mengidentifikasi inti berita yang didengar
 Mengidentifikasi sumber berita yang
didengar
101
 Siswa dapat mengidentifikasi main idea dari teks yang didengar
 Siswa dapat mengidentifikasi tokoh dari cerita yang didengar
 Siswa dapat mengidentifikasi kejadian dalam teks yang didengar
 Siswa dapat mengidentifikasi ciri-ciri dari benda/orang yang dideskripsikan
 Siswa dapat mengidentifikasi inti berita yang didengar
 Siswa dapat mengidentifikasi sumber berita yang didengar
E. Materi Pokok
 Pendekatan : Contextual Teaching and Learning (CTL)
 Strategi Pembelajaran : Cooperative Learning

Siswa mampu Siswa mampu menganalisa Siswa mampu
mengidentifikasi main main idea dari teks, tokoh mengerjakan dan mengerti
idea dari teks, tokoh dari dari cerita, kejadian, ciri-ciri main idea dari teks, tokoh
cerita, kejadian, ciri-ciri dari benda/orang yang dari cerita, kejadian, ciri-
dari benda/orang yang dideskripsikan dan yang ciri dari benda/orang yang
dideskripsikan dan yang didengar. dideskripsikan dan yang
didengar. didengar.

102
SK/KD

Eksplorasi
 Memberikan stimulus berupa pemberian materi main idea dari teks, tokoh
dari cerita, kejadian, ciri-ciri dari benda/orang yang dideskripsikan dan yang
didengar.
mengenai main idea dari teks, tokoh dari cerita, kejadian, ciri-ciri dari
benda/orang yang dideskripsikan dan yang didengar.
 Memberikan kesempatan pada siswa mengkomunikasikan secara lisan atau
mempresentasikan main idea dari teks, tokoh dari cerita, kejadian, ciri-ciri
dari benda/orang yang dideskripsikan dan yang didengar..
Inggris mengenai main idea dari teks, tokoh dari cerita, kejadian, ciri-ciri dari
Elaborasi
 Membiasakan siswa berbagai main idea dari teks, tokoh dari cerita,
kejadian, ciri-ciri dari benda/orang yang dideskripsikan dan yang didengar.
Konfirmasi
dalam materi main idea dari teks, tokoh dari cerita, kejadian, ciri-ciri dari
103
 Siswa diminta membuat rangkuman dari materi main idea dari teks, tokoh
didengar.
dilaksanakan.
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi teks lisan
fungsional pendek main idea dari teks, tokoh dari cerita, kejadian, ciri-ciri
dari benda/orang yang dideskripsikan dan yang didengar.
- Tape
- Kamus
- Kaset/CD
- Tape/CD Player
I. Penilaian
Contoh Instrumen :
Create a dialogue based on the following situations, using the expressions given
in 'What to Say'.
 Your best friend has passed his exam and he gets a good mark.
 Your relative is going abroad for studying.
 Your brother has done excellent job.
 Your teacher is honoured with the "Teacher of the month" title.

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104

Pertemuan Ke : 5
Berbicara
9 Mengungkapkan makna dalam percakapan transaksional dan
interpersonal dalam konteks kehidupan sehari-hari.
B. Kompetensi Dasar
9.1 Mengungkap-kan makna dalam percakapan transaksional (to get things
done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat,
lancar dan berterima dengan menggunakan ragam bahasa lisan
tutur: berterima kasih, memuji, dan mengucapkan selamat.
Nilai Budaya Dan

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

105
 Siswa dapat menggunakan tindak tutur berterima kasih
 Siswa dapat menggunakan tindak tutur memuji
 Siswa dapat menggunakan tindak tutur mengucapkan selamat
E. Materi Pokok
Congratulate and compliment others; &
Perform a monologue of narrative texts.
Exspressions Situations
 What a nice dress!  You compliment someone on their

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

didengar. didengar.
106
SK/KD

Eksplorasi
didengar.
lisan atau mempresentasikan berbagai main idea dari teks, tokoh dari cerita,
Elaborasi
 Membiasakan siswa berbagai teks lisan fungsional pendek berupa main
idea dari teks, tokoh dari cerita, kejadian, ciri-ciri dari benda/orang yang
dideskripsikan dan yang didengar.
Konfirmasi
107

 Siswa diminta membuat rangkuman dari materi teks lisan fungsional pendek
berupa main idea dari teks, tokoh dari cerita, kejadian, ciri-ciri dari
dilaksanakan.
fungsional pendek berupa main idea dari teks, tokoh dari cerita, kejadian,
ciri-ciri dari benda/orang yang dideskripsikan dan yang didengar.
Developing English Competencies for Grade X Senior High School (SMA/MA)
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Koran berbahasa Inggris
Majalah
I. Penilaian
Contoh Instrumen :
108
Look at the picture and answer the questions.
1. What do you see in the picture?

2. What are they doing?
3. How do you congratulate anyone and give compliment in your culture?
4. On what occasions do people usually congratulate or compliment each other?
5. Mention some expressions of congratulating and giving complement.

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109

Pertemuan Ke : 6
Berbicara
B. Kompetensi Dasar
9.2. Mengungkap-kan makna dalam percakapan transaksional (to get things
done) dan interpersonal (bersosiali-sasi) resmi dan tak resmi secara
tutur: menyatakan rasa terkejut, menyatakan rasa tak percaya, serta
menerima undangan, tawaran, dan ajakan.
Nilai Budaya Dan

Karakter Bangsa
 Menggunakan tindak tutur menyatakan Religius, jujur, toleransi, disiplin, kerja
rasa terkejut keras, mandiri, demokratis, rasa ingin
 Menggunakan tindak tutur menyatakan
rasa tak percaya
tak percaya
 Menggunakan tindak tutur menerima
undangan

Percaya diri (keteguhan hati, optimis).
110
Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
Pengambil resiko (suka tantangan, mampu memimpin)
Orientasi ke masa depan (punya perspektif untuk masa depan).
 Siswa dapat menggunakan tindak tutur menyatakan rasa terkejut
 Siswa dapat menggunakan tindak tutur menyatakan rasa tak percaya
 Siswa dapat merespon tindak tutur menyatakan rasa tak percaya
 Siswa dapat menggunakan tindak tutur menerima undangan
E. Materi Pokok
 It's really great. I'm so happy.

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

menggunakan dan menggunakan dan mengerjakan dan mengerti
merespon tindak tutur merespon tindak tutur menggunakan dan
menyatakan rasa terkejut menyatakan rasa terkejut merespon tindak tutur
dan menerima dan menerima undangan. menyatakan rasa terkejut
undangan. dan menerima undangan.
111

Eksplorasi
 Memberikan stimulus berupa pemberian materi tindak tutur menyatakan
rasa terkejut dan menerima undangan.
mengenai tindak tutur menyatakan rasa terkejut dan menerima undangan.
lisan atau mempresentasikan berbagai tindak tutur menyatakan rasa terkejut
dan menerima undangan.
Inggris mengenai tindak tutur: berkenalan, bertemu dan berpisah.
Elaborasi
 Membiasakan siswa berbagai teks lisan fungsional pendek berupa tindak
tutur menyatakan rasa terkejut dan menerima undangan.
Konfirmasi
dalam materi tindak tutur menyatakan rasa terkejut dan menerima
undangan.
112
berupa tindak tutur menyatakan rasa terkejut dan menerima undangan.
dilaksanakan.
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi tindak tutur
menyatakan rasa terkejut dan menerima undangan.
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
X : I haven't met John for three days. What happened to him?
Y : He was sent to the hospital because of his sickness.
X : Oh, poor John. I hope he'll be better soon. The italicised sentence is
used to express ..............
113
a. pleasure
b. agreement
c. sympathy
d. expectation
e. satisfaction

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114

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

Karakter Bangsa
 Memberi pengumuman lisan Religius, jujur, toleransi, disiplin, kerja
 Menyampaikan undangan lisan keras, mandiri, demokratis, rasa ingin
 Melakukan monolog untuk
mengiklankan sesuatu
 Menggunakan bahasa lisan membaca, peduli lingkungan, peduli

115
 Siswa dapat memberi pengumuman lisan
 Siswa dapat menyampaikan undangan lisan
 Siswa dapat melakukan monolog untuk mengiklankan sesuatu
 Siswa dapat menggunakan bahasa lisan
E. Materi Pokok

Siswa dapat membuat Siswa mampu menganalisa Siswa mampu
dan menggunakan pengumuman lisan, mengerjakan dan mengerti
pengumuman lisan, monolog untuk pengumuman lisan,
monolog untuk mengiklankan sesuatu monolog untuk
mengiklankan sesuatu dengan bahasa lisan dan mengiklankan sesuatu
dengan bahasa lisan dan melakukan teks monolog dengan bahasa lisan dan
melakukan teks lisan berbentuk narrative melakukan teks monolog
monolog lisan berbentuk lisan berbentuk narrative
narrative


Eksplorasi
116
 Memberikan stimulus berupa pemberian materi pengumuman lisan,
monolog untuk mengiklankan sesuatu dengan bahasa lisan dan melakukan
teks monolog lisan berbentuk narrative.
mengenai pengumuman lisan, monolog untuk mengiklankan sesuatu
dengan bahasa lisan dan melakukan teks monolog lisan berbentuk
narrative.
lisan atau mempresentasikan berbagai teks lisan fungsional pendek berupa
pengumuman lisan, monolog untuk mengiklankan sesuatu dengan bahasa
lisan dan melakukan teks monolog lisan berbentuk narrative.
Inggris mengenai pengumuman lisan, monolog untuk mengiklankan sesuatu
narrative.
Elaborasi
 Membiasakan siswa berbagai teks lisan fungsional pendek berupa
Konfirmasi
dalam materi pengumuman lisan, monolog untuk mengiklankan sesuatu
narrative.

berupa pengumuman lisan, monolog untuk mengiklankan sesuatu dengan
bahasa lisan dan melakukan teks monolog lisan berbentuk narrative.
dilaksanakan.
117
fungsional pendek berupa Pengumuman Kematian dengan tindak tutur:
mengingat kejadian tertentu.
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
Answer the following questions.
1. What do you know about storytelling?

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

NIP.195507171982032002 NIP.197511202007102003
118

Pertemuan Ke : 8
Berbicara
B. Kompetensi Dasar
10.2. Mengungkap-kan makna dalam teks monolog sederhana dengan
dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative,
descriptive, dan news item.
Nilai Budaya Dan

Karakter Bangsa
 Menggunakan kalimat simple present Religius, jujur, toleransi, disiplin, kerja
dalam mendeskripsikan benda atau keras, mandiri, demokratis, rasa ingin
orang tahu, semangat kebangsaan, cinta
 Melakukan monolog untuk tanah air, menghargai prestasi,
menyampaikan sebuah berita bersahabat, cinta damai, gemar
menyampaikan sebuah deskripsi
 Bercerita secara lisan
 Menjadi reporter
 Menjadi toryteller

119
Siswa dapat membuat dan menggunakan pengumuman lisan, monolog untuk
mengiklankan sesuatu atau sebuah berita, menyampaikan sebuah deskripsi ,
bercerita, menjadi reporter , toryteller dengan bahasa lisan.
Siswa dapat melakukan teks monolog lisan berbentuk narrative.
E. Materi Pokok

monolog untuk mengiklankan sesuatu atau monolog untuk
mengiklankan sesuatu sebuah berita, mengiklankan sesuatu
atau sebuah berita, menyampaikan sebuah atau sebuah berita,
menyampaikan sebuah deskripsi , bercerita, menyampaikan sebuah
deskripsi , bercerita, menjadi reporter , toryteller deskripsi , bercerita,
menjadi reporter , dengan bahasa lisan dan menjadi reporter , toryteller
toryteller dengan bahasa melakukan teks monolog dengan bahasa lisan dan
lisan dan melakukan lisan berbentuk narrative. melakukan teks monolog
teks monolog lisan lisan berbentuk narrative.
berbentuk narrative.

120

Eksplorasi
 Memberikan stimulus berupa pemberian materi teks lisan fungsional pendek
berupa Pengumuman Kematian dengan tindak tutur: mengingat kejadian
tertentu.
mengenai tindak tutur: berkenalan, bertemu dan berpisah.
Pengumuman Kematian dengan tindak tutur: mengingat kejadian tertentu.
Elaborasi
Konfirmasi
dalam materi teks lisan fungsional pendek berupa Pengumuman Kematian
dengan tindak tutur: mengingat kejadian tertentu.

tertentu.
dilaksanakan.
121
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
Work in pairs and make a dialogue based on the following situations. Use the
expressions and responses you have learned.
 You introduce yourself to a new neighbour and ask him/her to come to your
house.
 You meet a new classmate at school. Ask his/her name, hometown and address.
 You introduce yourself to a new English teacher in the classroom.
 Your brother/sister brings his/her friends to the house. Introduce yourself to them.
 When you are going shopping with your father, you meet your father's friend.
Introduce yourself to him/ her.

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122

Pertemuan Ke : 9
Membaca
11. Memahami makna teks fungsional pendek dan esei sederhana berbentuk
narrative, descriptive dan news item dalam konteks kehidupan sehari-hari
B. Kompetensi Dasar
11.1. Merespon makna dalam teks fungsional pendek (misalnya pengumuman,
iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan
berterima yang menggunakan ragam bahasa tulis dalam konteks
Nilai Budaya Dan

Karakter Bangsa
 Membaca nyaring bermakna wacana Religius, jujur, toleransi, disiplin, kerja
ragam tulis yang di bahas dengan keras, mandiri, demokratis, rasa ingin
ucapan dan intonasi yang benar tahu, semangat kebangsaan, cinta
 Mengidentifikasi topik dari teks yang tanah air, menghargai prestasi,
dibaca bersahabat, cinta damai, gemar
 Mengidentifikasi informasi tertentu

123
6 Siswa dapat membaca nyaring bermacam wacana ragam tulis yang di bahas
dengan ucapan dan intonasi yang benar, mengidentifikasi topik dari teks yang
dibaca dan informasi tertentu.
E. Materi Pokok
Identify factual meaning in the texts;
Identify the structure of narrative texts;
Reading and understanding narrative texts.
The Legend of Beowulf
Once upon a time, there was a horrible monster called Grendel. He was half-man
and half-monster. He lived in Denmark. One day, he went to the King's castle. The king
and his men tried to kill the monster but their swords were useless. A knight called
Beowulf heard about the problem and went to Denmark to help the king.
That night, Beowulf and his men took off their armour and put away their swords
and went to sleep. The monster came into the castle and killed a knight. Beowulf woke
up and fought the monster-he pulled off an arm! Grendel went back to his home in a lake
and died. Grendel's mother was very angry and the next night she went to the castle and
killed a knight.
In the morning, Beowulf went to the lake. He killed Grendel's mother with a
special sword. When he came back, the king was very happy and he gave Beowulf
presents and money.
Beowulf went back to his country and became a king. He was king for fifty years.
But one day, a dragon came to his country, and it attacked people. It lived in a cave with
treasure. The dragon was very big and breathed fire. The knights were afraid and they
did not want to fight the dragon. King Beowulf was an old man but he put on his armour
again and went to the dragon's cave with his men. …
Taken from Opportunities Elementary, 2003
Announcement
The Niagara Branch of the Canadian Authors Association is pleased to announce

the finalists of our Ten Stories High Eighth Annual Short Story Competition. We would
like to thank each and every one of our entrants for making our contest such an ongoing
success!
124
We will be officially launching our latest edition of Ten Stories High in the Mills
Room at the Public Library on Saturday, September 29 from 2 to 5 p.m. This gala event
will feature readings by this year's winning contestants as well as refreshments. We will
also be offering copies of our anthology for sale at that time.
The Niagara Branch of the Canadian Authors Association wishes to congratulate

the winners of our Ten Stories High Eighth Annual Short Story Competition. Our top ten
winners are:
First Prize
Colette Maitland
"Until Death Do We Part"
Second Prize
Ruth Taylor
"At the Corner of Petapa and Thirty-first"
Third Prize
Alison McCabe
"Until Recently"
Once again, we wish to thank all the entrants who participated in our contest this
year and congratulations to our winners!
Taken from www.canauthorsniagara.org

Siswa dapat membaca Siswa mampu menganalisa Siswa mampu
nyaring bermacam bermacam wacana ragam mengerjakan dan mengerti
wacana ragam tulis yang tulis yang di bahas dengan bermacam wacana ragam
di bahas dengan ucapan ucapan dan intonasi yang tulis yang di bahas
dan intonasi yang benar, benar, mengidentifikasi topik dengan ucapan dan
mengidentifikasi topik dari teks yang dibaca dan intonasi yang benar,
dari teks yang dibaca informasi tertentu. mengidentifikasi topik dari
dan informasi tertentu. teks yang dibaca dan
informasi tertentu

125

Eksplorasi
 Memberikan stimulus berupa pemberian materi mengenai cara membaca
nyaring bermacam wacana ragam tulis yang di bahas dengan ucapan dan
intonasi yang benar, mengidentifikasi topik dari teks yang dibaca dan
informasi tertentu.
mengenai cara membaca nyaring bermacam wacana ragam tulis yang di
bahas dengan ucapan dan intonasi yang benar, mengidentifikasi topik dari
teks yang dibaca dan informasi tertentu.
lisan atau mempresentasikan mengenai cara membaca nyaring bermacam
wacana ragam tulis yang di bahas dengan ucapan dan intonasi yang
benar, mengidentifikasi topik dari teks yang dibaca dan informasi tertentu.
berhubungan dengan penyelesaian suatu soal.
Inggris mengenai cara membaca nyaring bermacam wacana ragam tulis
yang di bahas dengan ucapan dan intonasi yang benar, mengidentifikasi
topik dari teks yang dibaca dan informasi tertentu.
Elaborasi
 Membiasakan siswa membaca nyaring bermacam wacana ragam tulis yang
di bahas dengan ucapan dan intonasi yang benar, mengidentifikasi topik
dari teks yang dibaca dan informasi tertentu.
Konfirmasi
126
dalam materi mengenai cara membaca nyaring bermacam wacana ragam
tulis yang di bahas dengan ucapan dan intonasi yang benar,
mengidentifikasi topik dari teks yang dibaca dan informasi tertentu.

 Siswa diminta membuat rangkuman dari materi mengenai cara membaca
informasi tertentu.
dilaksanakan.
cara membaca nyaring bermacam wacana ragam tulis yang di bahas
dengan ucapan dan intonasi yang benar, mengidentifikasi topik dari teks
yang dibaca dan informasi tertentu dari soal-soal latihan yang belum
terselesaikan di kelas .
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
Answer these questions.
1. What is the picture about?
127
2. Can you predict what the story is about?
3. Do you have a favourite folklore?
4. What is the title of the folklore?
5. Tell the class about it.

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128

Pertemuan Ke : 10
Membaca
B. Kompetensi Dasar
11.2 Merespon makna dan langkah-langkah retorika dalam esei sederhana
secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari
dan untuk mengakses ilmu pengetahuan dalam teks berbentuk narrative,
Nilai Budaya Dan

Karakter Bangsa
 Mengidentifikasi makna kata dalam Religius, jujur, toleransi, disiplin, kerja
teks yang dibaca keras, mandiri, demokratis, rasa ingin
 Mengidentifikasi makna kalimat dalam tahu, semangat kebangsaan, cinta
teks yang dibaca tanah air, menghargai prestasi,
 Mengidentifikasi komplikasi dalam
sebuah cerita narasi
 Mengidentifikasi kejadian dalam teks
yang dibaca
 Mengidentifikasi ciri-ciri dari
benda/orang yang dideskripsikan
 Mengidentifikasi inti berita yang
didengar
didengar
 Mengidentifikasi langkah-langkah
129
retorika dari teks
 Mengidentifikasi tujuan komunikasi teks
dibaca

 Siswa dapat mengidentifikasi makna kata dalam teks yang dibaca
 Siswa dapat mengidentifikasi makna kalimat dalam teks yang dibaca
 Siswa dapat mengidentifikasi komplikasi dalam sebuah cerita narasi
 Siswa dapat mengidentifikasi kejadian dalam teks yang dibaca
 Siswa dapat mengidentifikasi langkah-langkah retorika dari teks
 Siswa dapat mengidentifikasi tujuan komunikasi teks dibaca
E. Materi Pokok
The Fox and the Crow
A crow, perched in a tree with a piece of cheese in his beak, attracted the eye
and nose of a fox. "If you can sing as prettily as you sit," said the fox, "then you are the
prettiest singer within my scent and sight." The fox hadread somewhere, and
somewhere, and somewhere else, that praising the voice of a crow with a cheese in his
beak would make him drop the cheese and sing. But this is not what happened to this
particular crow in this particular case.
"They say you are sly and they say you are crazy," said the crow, having carefully
removed the cheese from his beak with the claws of one foot, "but you must be
nearsighted as well. Warblers wear gay hats and colored jackets and bright vest, and
they are a dollar a hundred. I wear black and I am unique.
130
"I am sure you are," said the fox, who was neither crazy nor nearsighted, but sly.
"I recognize you, now that I look more closely, as the most famed and talented of all
birds, and I fain would hear you tell about yourself, but I am hungry and must go."
"Tarry awhile," said the crow quickly, "and share my lunch with me." Whereupon
he tossed the cunning fox the lion's share of the cheese, andbegan to tell about himself.
"A ship that sails without a crow's nest sails to doom," he said. "Bars may come and bars
may go, but crow bars last forever. I am the pioneer of flight, I am the map maker. Last,
but never least, my flight is known to scientists and engineers, geometricians, and
scholar, as the shortest distance between two points. Any two points," he concluded
arrogantly.
"Oh, every two points, I am sure," said the fox. "And thank you for the lion's share
of what I know you could not spare." And with this he trotted away into the woods, his
appetite appeased, leaving the hungry crow perched forlornly in the tree.
Taken from www.aesopfables.com

Siswa dapat Siswa mampu menganalisa Siswa mampu
mengindentifikasi makna makna kata dan kalimat mengerjakan dan mengerti
kata dan kalimat dalam dalam teks komplikasi makna kata dan kalimat
teks komplikasi dalam dalam sebuah cerita narasi, dalam teks komplikasi
sebuah cerita narasi, kejadian dalam teks, ciri-ciri dalam sebuah cerita
kejadian dalam teks, ciri- dari benda/orang yang narasi, kejadian dalam
ciri dari benda/orang dideskripsikan, langkah- teks, ciri-ciri dari
yang dideskripsikan, langkah retorika, tujuan benda/orang yang
langkah-langkah retorika, komunikasi dari teks yang dideskripsikan, langkah-
tujuan komunikasi dari dibaca, inti berita yang langkah retorika, tujuan
teks yang dibaca, inti didengar. komunikasi dari teks yang
berita yang didengar dibaca, inti berita yang
didengar.

131

Eksplorasi
 Memberikan stimulus berupa pemberian materi mengenai makna kata dan
kalimat dalam teks komplikasi dalam sebuah cerita narasi, kejadian dalam
teks, ciri-ciri dari benda/orang yang dideskripsikan, langkah-langkah
retorika, tujuan komunikasi dari teks yang dibaca, inti berita yang didengar.
mengenai makna kata dan kalimat dalam teks komplikasi dalam sebuah
cerita narasi, kejadian dalam teks, ciri-ciri dari benda/orang yang
dideskripsikan, langkah-langkah retorika, tujuan komunikasi dari teks yang
dibaca, inti berita yang didengar.
lisan atau mempresentasikan mengenai makna kata dan kalimat dalam teks
komplikasi dalam sebuah cerita narasi, kejadian dalam teks, ciri-ciri dari
benda/orang yang dideskripsikan, langkah-langkah retorika, tujuan
komunikasi dari teks yang dibaca, inti berita yang didengar. informasi
tertentu. berhubungan dengan penyelesaian suatu soal.
Inggris mengenai makna kata dan kalimat dalam teks komplikasi dalam
sebuah cerita narasi, kejadian dalam teks, ciri-ciri dari benda/orang yang
Elaborasi
 Membiasakan siswa makna kata dan kalimat dalam teks komplikasi dalam
Konfirmasi
132
dalam materi mengenai makna kata dan kalimat dalam teks komplikasi
dalam sebuah cerita narasi, kejadian dalam teks, ciri-ciri dari benda/orang
yang dideskripsikan, langkah-langkah retorika, tujuan komunikasi dari teks
yang dibaca, inti berita yang didengar.

informasi tertentu.
dilaksanakan.
makna kata dan kalimat dalam teks komplikasi dalam sebuah cerita narasi,
kejadian dalam teks, ciri-ciri dari benda/orang yang dideskripsikan, langkah-
langkah retorika, tujuan komunikasi dari teks yang dibaca, inti berita yang
didengar. dari soal-soal latihan yang belum terselesaikan di kelas .
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
133
Read and study the story in Activity 5 once again. Then decide whether these
statements are true or false.
1. There are two main characters in the story.

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

NIP.195507171982032002 NIP.197511202007102003
134

Pertemuan Ke : 11
Menulis
B. Kompetensi Dasar
12.1 Mengungkap-kan makna dalam bentuk teks tulis fungsional pendek
(misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi secara
akurat, lancar dan berterima yang menggunakan ragam bahasa tulis
Nilai Budaya Dan

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

135
 Siswa dapat menggunakan tata bahasa, kosa kata, tanda baca, ejaan, dan tata
tulis dengan akurat
 Siswa dapat menulis gagasan utama
 Siswa dapat mengelaborasi gagasan utama
 Siswa dapat membuat draft, merevisi, menyunting
 Siswa dapat menghasilkan teks fungsional pendek
E. Materi Pokok
Develop paragraph of narrative texts;
Writing narrative texts.
The first important thing to remember about a narrative essay is that it tells
a story. The second important thing about a narrative essay is that the story
should have a point. In the final paragraph, the author should come to an
important conclusion about the experience that has just been described. For
further steps in writing narrative,
visit www.infoplease.com

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

136

Eksplorasi
 Memberikan stimulus berupa pemberian materi mengenai tata bahasa, kosa
kata, tanda baca, ejaan, dan tata tulis dengan akurat, menulis gagasan
utama, mengelaborasi gagasan utama, membuat draft, merevisi,
menyunting, menghasilkan teks fungsional pendek.
mengenai tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan
akurat, menulis gagasan utama, mengelaborasi gagasan utama, membuat
draft, merevisi, menyunting, menghasilkan teks fungsional pendek.
lisan atau mempresentasikan mengenai tata bahasa, kosa kata, tanda baca,
ejaan, dan tata tulis dengan akurat, menulis gagasan utama, mengelaborasi
gagasan utama, membuat draft, merevisi, menyunting, menghasilkan teks
fungsional pendek.. informasi tertentu. berhubungan dengan penyelesaian
suatu soal.
Inggris mengenai tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis
dengan akurat, menulis gagasan utama, mengelaborasi gagasan utama,
membuat draft, merevisi, menyunting, menghasilkan teks fungsional
pendek.
Elaborasi
 Membiasakan siswa membuat tata bahasa, kosa kata, tanda baca, ejaan,
dan tata tulis dengan akurat, menulis gagasan utama, mengelaborasi
fungsional pendek..
Konfirmasi
137
dalam materi mengenai tata bahasa, kosa kata, tanda baca, ejaan, dan tata
tulis dengan akurat, menulis gagasan utama, mengelaborasi gagasan
utama, membuat draft, merevisi, menyunting, menghasilkan teks fungsional
pendek.

 Siswa diminta membuat rangkuman dari materi mengenai tata bahasa, kosa
dilaksanakan.
tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat,
menulis gagasan utama, mengelaborasi gagasan utama, membuat draft,
merevisi, menyunting, menghasilkan teks fungsional pendek.
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
1. Have you ever written a story?
2. What do you do first when you write a story?
138
3. Have you ever written a fairy tale?
4. Are there any differences between writing fairy tales and ordinary short stories?

NIP.195507171982032002 NIP.197511202007102003
139

Pertemuan Ke : 12
Menulis
B. Kompetensi Dasar
12.2 Mengungkap-kan makna dan langkah retorika dalam esei sederhana
dalam teks berbentuk narrative, descriptive, dan news item.
Nilai Budaya Dan

Karakter Bangsa
 Menggunakan kalimat reported speech Religius, jujur, toleransi, disiplin, kerja
dalam menyampaikan sebuah berita keras, mandiri, demokratis, rasa ingin
 Menggunakan kalimat simple present tahu, semangat kebangsaan, cinta
dalam membuat sebuah deskripsi tanah air, menghargai prestasi,
 Menggunakan adverbial clause dalam
menulis sebuah narasi
 Menghasilkan teks berbentuk news
item
 Menghasilkan teks berbentuk narrative

140
 Siswa dapat menggunakan kalimat reported speech dalam menyampaikan
sebuah berita
 Siswa dapat menggunakan kalimat simple present dalam membuat sebuah
deskripsi
 Siswa dapat menggunakan adverbial clause dalam menulis sebuah narasi
 Siswa dapat menghasilkan teks berbentuk news item
 Siswa dapat menghasilkan teks berbentuk narrative
E. Materi Pokok

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

141

Eksplorasi
 Memberikan stimulus berupa pemberian materi mengenai kalimat reported
speech dalam menyampaikan sebuah berita, kalimat simple present dalam
membuat sebuah deskripsi, adverbial clause dalam menulis sebuah narasi,
teks berbentuk news item,dan narrative..
mengenai kalimat reported speech dalam menyampaikan sebuah berita,
kalimat simple present dalam membuat sebuah deskripsi, adverbial clause
dalam menulis sebuah narasi, teks berbentuk news item,dan narrative.
lisan atau mempresentasikan mengenai kalimat reported speech dalam
menyampaikan sebuah berita, kalimat simple present dalam membuat
sebuah deskripsi, adverbial clause dalam menulis sebuah narasi, teks
berbentuk news item,dan narrative.
Inggris mengenai kalimat reported speech dalam menyampaikan sebuah
berita, kalimat simple present dalam membuat sebuah deskripsi, adverbial
clause dalam menulis sebuah narasi, teks berbentuk news item,dan
narrative.
Elaborasi
 Membiasakan siswa membuat kalimat reported speech dalam
Konfirmasi
142
dalam materi mengenai kalimat reported speech dalam menyampaikan
sebuah berita, kalimat simple present dalam membuat sebuah deskripsi,
adverbial clause dalam menulis sebuah narasi, teks berbentuk news
item,dan narrative.

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

2. A fire melts the wax statue at the House of Wax.
3. My brother buys me this new computer game.
4. She writes the beautiful story of prince and princesses.
5. The firefighters helps a family from being trapped in a ruin.
143

NIP.195507171982032002 NIP.197511202007102003
144
Nama Sekolah : SMA/MA .............................

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

Karakter Bangsa
mengucapkan selamat
 selamat
145
Orientasi ke masa depan (punya perspektif untuk masa depan)
E. Materi Pokok
Responding to expressions of gratitude
Responding to invitation
Responding to a monologue of a descriptive text
1. Language Functions
Expressing gratitude
a. Thank you very much.
b. Thanks a lot.
c. I really appreciate your ...
d. I'm very grateful to you for....
Accepting an invitation
a. I'd love to
b. I'd be delighted to.
c. That sounds a nice idea.
d. I'd be happy to accept
2. Genre
Descriptive
Function : to describe a particular person, place or thing.
Generic Structure
a. Identification : identifies phenomenon to be described.
b. Description : describes parts, qualities, characters.
146

 Siswa mampu 7 Siswa menganalisa 8 Siswa mengetahui
mengidentifikasi kata kata yang didengar, makna dan menghafal kata yang
yang didengar, kata, hubungan antar didengar, makna kata,
makna kata, pembicara, makna tindak hubungan antar
hubungan antar tutur berterima kasih, pembicara, makna tindak
pembicara, makna makna tindak tutur memuji, tutur berterima kasih,
tindak tutur berterima makna tindak tutur makna tindak tutur
kasih, makna tindak mengucapkan selamat, dan memuji, makna tindak
tutur memuji, makna konteks situasi tutur mengucapkan
tindak tutur selamat, dan konteks
mengucapkan situasi
situasi


Eksplorasi
konteks situasi.
147
Elaborasi
Konfirmasi

konteks situasi.
dilaksanakan.
148
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
1. How do you respond to someone expressing gratitude?

2. Is it alright if you just say nothing?
Mengetahui …………….………, ……
______________________ __________________
NIP. NIP.
149

Pertemuan Ke : 2
Mendengarkan
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa
tak percaya.

150
tawaran, ajakan.
E. Materi Pokok
b. Thanks a lot.
a. I'd love to
2. Genre
Descriptive
Generic Structure
151

ajakan.

Eksplorasi
tawaran, ajakan.
tawaran, ajakan.
Elaborasi
152
Konfirmasi

tawaran, ajakan.
dilaksanakan.
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
153
Contoh Instrumen :
Listen to the tape. You will hear some expressions.

Choose the best response for the expressions.
1. a. No, I won't.
b. Yes, I'd love to.
2. a. I'm sorry, I can't.
b. Thank you so much.
3. a. I'm very grateful to you.
b. How can I refuse?
4. a. I'd love to come.
b. You're great.
5. a. How can I thank you?
b. It doesn't matter.
______________________ __________________
NIP. NIP.
154

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

Karakter Bangsa
yang didengar.

 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)
155
E. Materi Pokok
b. Thanks a lot.
a. I'd love to
2. Genre
Descriptive
Generic Structure

 Siswa mampu Siswa mampu menganalisa Siswa mampu
mengidentifikasi topik topik sebuah pengumuman mengerjakan dan mengerti
sebuah pengumuman lisan, undangan lisan dan topik sebuah pengumuman
lisan, undangan lisan pengumuman yang lisan, undangan lisan dan
dan pengumuman didengar. pengumuman yang
yang didengar. didengar.
156

Eksplorasi
Elaborasi
Konfirmasi
157
dilaksanakan.
didengar.
 Developing English Competencies for Grade X Senior High School (SMA/MA)
 Tape
 Kamus
 Kaset/CD
 Tape/CD Player
 OHP/LCD
 Foto/ Poster
 Gambar
 Koran berbahasa Inggris
 Majalah
I. Penilaian
Contoh Instrumen :
Study the picture and then answer these questions orally.
1. What picture is it?
2. Where do you usually find that place?
3. What can you do if you go to that place?
4. Can you describe the situation on the picture?
5. How do we prevent the beauty of the place?
158
______________________ __________________
NIP. NIP.
159

Pertemuan Ke : 4
Mendengarkan
B. Kompetensi Dasar
news item.
Nilai Budaya Dan

Karakter Bangsa
didengar
yang dideskripsikan
didengar
160
E. Materi Pokok
b. Thanks a lot.
a. I'd love to
2. Genre
Descriptive
Generic Structure
161

didengar. didengar.


Eksplorasi
didengar.
Elaborasi
162
Konfirmasi

didengar.
dilaksanakan.
 Tape
 Kamus
 Kaset/CD
 Tape/CD Player
 OHP/LCD
 Foto/ Poster
 Gambar
 Majalah
I. Penilaian
163
Contoh Instrumen :
Listen to the tape then complete the following description of Lawang Sewu.
Lawang Sewu
Lawang Sewu is one of the famous ………… in Indonesia. It is named

……………. which means …………….. Besides its thousand doors, it is also well known
for the fascinating …………….. representing the Dutch Symbolism. The stained glass
windows are similar with those of the places like The Hague and Rotterdam and also the
Royal family. The building has numerous ……………. which open out to the offices on
one side of the office and the other end of the building on the other hand. It is a famous
…………. in the region of Semarang and a pride for Java.
Adapted from www.central-java-tourism.com
______________________ __________________
NIP. NIP.
164

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

Karakter Bangsa
selamat

165
E. Materi Pokok
Express gratitude;
Perform a monologue of descriptive text.
Preposition
Study the following explanation of prepositions.

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

in front of, for the sake of, at the corner of.
Example:
• I stand in front of the class.
• For the sake of God.
• He has to stand at the corner of the classroom.
166

didengar. didengar.


Eksplorasi
didengar.
Elaborasi
167
Konfirmasi

dilaksanakan.
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
168
Contoh Instrumen :
1. When is the time to express gratitude to someone?

2. What do you say when you want to thank someone who helps you?
______________________ __________________
NIP. NIP.
169

Pertemuan Ke : 6
Berbicara
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa
rasa tak percaya
tak percaya
undangan

170
E. Materi Pokok
Express gratitude;
Preposition

eye, of making.
bank.

Example:
171



Eksplorasi
Elaborasi
172
Konfirmasi
undangan.

dilaksanakan.
 Tape
 Kamus
 Kaset/CD
 Tape/CD Player
 OHP/LCD
 Foto/ Poster
 Gambar
 Majalah
I. Penilaian
Contoh Instrumen :
173
Answer the following questions based on the information given in the dialogue
above.
1. When will they go to the museum?

2. Who invites Ratna to go to the museum?
3. Does Ratna like to go the museum? What does she say?
4. Is Ardi free tonight?
5. Can Ardi go to Ratna's house to have dinner together? Why?
6. What does Ardi say to decline Ratna's invitation?
______________________ __________________
NIP. NIP.
174

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

Karakter Bangsa

 Orientasi ke masa depan (punya perspektif untuk masa depan).
175
E. Materi Pokok
Express gratitude;
Preposition

eye, of making.
bank.

Example:
176

narrative

 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
narrative.
177
narrative.
Elaborasi
Konfirmasi
narrative.

dilaksanakan.
 Tape
 Kamus
 Kaset/CD
 Tape/CD Player
 OHP/LCD
 Foto/ Poster
178
 Gambar
 Majalah
I. Penilaian
Contoh Instrumen :
Work in pairs. Give suitable responses.
There are many kinds of expressions for thanks. Use them

to express your gratitude for the following.
1. Your friend has just given you a bar of chocolate.
2. Tini has lent you a magazine.
3. Sandi has just given you a ticket for a music show.
4. A policeman has just shown you the way to the railway station.
______________________ __________________
NIP. NIP.
179

Pertemuan Ke : 8
Berbicara
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa

180
E. Materi Pokok
Express gratitude;
Inviting someone Accepting invitations
 I’d like to invite you  I’d be delighted  I would like to thank
to ... to .... you for ....
 Would you like  Yes, I’d like to very  Let me express my
to ...? much. gratitude ....
 Will you join ...?  I won’t say no ....  Thank you.
 Do you want to  I’d love to.  Thanks.
come with ...?

181

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

Eksplorasi
tertentu.
Elaborasi
Konfirmasi
182

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

express your gratitude for the following.

183
______________________ __________________
NIP. NIP.
184

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

Karakter Bangsa

185
Siswa dapat membaca nyaring bermacam wacana ragam tulis yang di bahas
E. Materi Pokok
Find specific information from descriptive texts;
Identify the structure of descriptive texts;
Read and understand descriptive texts.
Words Meanings or Synonyms
 located  view
 lime  considered
 scenery  to be brave
 peddlers  strike something with a hard
 agates blow
 sacred  situated
 dared  a hollow place in the side of hill
 chased  very hard stones
 bump  place on which Muslims kneel
 prayer mat when praying
 seclude  goods sellers moving from place
 cave to place
 stream  keep apart from others
 a small narrow river
 run after something
 holy

186
informasi tertentu


Eksplorasi
informasi tertentu.
Elaborasi
187
Konfirmasi

informasi tertentu.
dilaksanakan.
 Tape
 Kamus
 Kaset/CD
 Tape/CD Player
 OHP/LCD
 Foto/ Poster
 Gambar
 Majalah
I. Penilaian
188
Contoh Instrumen :
Answer the questions based on the picture .
 Can you find a place like this in your village?

 What do people call this place?
 Is it a kind of tourist resort?
 What do you think of this place?
 Where can you find this place?
 Have you ever visited some tourist resorts in East
 Java? Mention them.
______________________ __________________
NIP. NIP.
189

Pertemuan Ke : 12
Membaca
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa
yang dibaca
didengar
didengar
190
retorika dari teks
dibaca

E. Materi Pokok
Find specific information from descriptive texts;
Identify the structure of descriptive texts;
Read and understand descriptive texts.
Gua Tabuhan Is a Lively Unique Cave
In the cave, Nyi (Mrs) Kamiyem and Ki (Mr) Padmo sit on a big
stone. Nyi Kamiyem will sing a song and Ki Padmo will beat the drum.
Joining them are people called wiyogo which are drummers and other
IDEN-
gamelan musicians.
TIFICA
-TION
What makes this unique is that they mix gamelan with the sounds of
nature. The visitors dance, forgetting all problems.
191
Many tourists go to this cave. Maybe you are interested in going
there too but you don't know where it is. Gua Tabuhan is located near
Pacitan in East Java. It is situated in a lime hill called Tapan, in Tabuhan,
Wareng village. The route is easy. Along the road there is beautiful tropical
scenery to enjoy rice fields, coconutpalms and birds.
East of the cave peddlers sell souvenirs. The drink and food
peddlers are on the north side. People sell agates on the cave terraces.
Somehow, it is like a fair.
It is said that the cave is the only place where nature produces
sounds like the music of gamelan. Nyi Kamiyem, a well-known pesinden
(traditional Javanese singer) from the village of Gabuhan, who often sings
D in the cave, does not doubt anything.
E
S Gua Tabuhan did not use to welcome visitors. According to
C Kartowiryo (90), village elder, Gua Tabuhan used to be a hiding place for
RI robbers. It was believed to be a sacred place. No one dared go inside.
P However, Wedana (chief of a district) Kertodiprojo, went to the cave to find
T out what was wrong. He found out that the cave was inhabited by the
I annoying evil spirits. The people chased the spirits away.
O
N The cave is dark, so people need lights, and a local guide will lead
the way. Sometimes visitors bump their heads against the sharp rocks on
the ceiling.
Inside the cave there is a plain big stone which is believed to be the
prayer mat of Pangeran Diponegoro, one of the Indonesian heroes who
fought against the Dutch. It is said that Pangeran Diponegoro used to
seclude himself in the cave. Some people now use the place for
meditation.
There is a stream in the cave, in the east corner, which can only be
seen outside. However, it can be heard from inside. Besides the cave,
Watukarang, a beach nearby, is good to visit. By the way, do you want
different souvenirs? You can find them in Donorodjo village where agate
craftsman work. So, have a nice journey.
Taken from Hello English Magazine, January, 1996
192
didengar.


Eksplorasi
193
Elaborasi
Konfirmasi

informasi tertentu.
dilaksanakan.
194
 Tape
 Kamus
 Kaset/CD
 Tape/CD Player
 OHP/LCD
 Foto/ Poster
 Gambar
 Majalah
I. Penilaian
Contoh Instrumen :
Answer the following questions.

1. What do you call people who join Nyi Kamiyem and Ki Padmo in the cave?
2. Where is Gua Tabuhan located?
3. What can you see along the road to Gua Tabuhan?
4. Where can you find peddlers selling souvenirs?
5. What is Nyi Kamiyem?
6. How old is Ki Kartowiryo?
7. What did Kertodiprojo find out inside the cave?
8. What do people need when they enter the cave?
9. What did Pangeran Diponegoro use as a prayer mat to perform prayer in the cave?
10. Can you see the stream inside the cave?
______________________ __________________
NIP. NIP.
195

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

Karakter Bangsa

196
tulis dengan akurat
E. Materi Pokok
Write a short description;
Write descriptive texts.
Bali Action
The amazing choice of different activities available in Bali means that there is
indeed something for everyone. Whether you want to throw yourself from high attitudes,
hurtle down frothing rapids, explore the wonders of the deep or just lie back and take it
easy. Bali has perfected the art of keeping its guests happy.
The beach is a major factor in any island holiday and Bali has a coastline which
offers every possible water activity including surfing some of the best waves in the world,
swimming with dolphins, cruises, snorkelling, diving, sailing and parasailing. For
snorkelling and diving, the closest spots to Kuta are Benoa and Sanur beaches where
all the relevant equipment can be hired. Further afield, good destinations include Pulau
Serangan, Nusa Penida and Nusa Lembongan in the south, Padang Bai, Candidasa,
Tulamben and Amed in the east, Lovina, in the north and the amazing Pulau Menjangan
in the northwest.
Bali's waves are world famous and range from safe beach breaks for beginners
like Kuta to the awesome swells at Padang Padang, Uluwatu and Nusa Lembongan,
which regularly attract the pros. Beginners should respect the sea and stay within depth
to start with as the current can be very strong. Apart from Kuta and Legian beaches,
Medewi is also good for beginners. For the more experienced, Nusa Dua has a number
of breaks as does Sanur; Canggu, Ketewel and the area around the airport are also
popular with experienced surfers.
Taken from Hello Bali, September 2000
Mount Kosciusko
Mount Kosciusko is actually the highest mountain (2,228 metres) on the world's
flattest and smallest continent, Australia. It does not rise up out of the surrounding
countryside as do many of Indonesia's spectacular mountains. Elevation gain is minimal
197
and the wide open terrain is scenic. In the winter there is deep snow on the upper parts
of the mountain. The mountain is within a national park so no cars are allowed and the
vegetation and wildlife is protected. Mt. Kosciusko was named by Polish explorer Paul
Strzelecki in 1840. Actually, Australia does have some interesting moun tainous terrain,
including areas of the Blue Mountains, the crags of Tasmania, and even Mt. Townshend,
a craggier peak about one kilometre north of Kosciusko.
Taken from Kang Guru, 2004



Eksplorasi
198
suatu soal.
pendek.
Elaborasi
fungsional pendek..
Konfirmasi
pendek.
199
dilaksanakan.
 Tape
 Kamus
 Kaset/CD
 Tape/CD Player
 OHP/LCD
 Foto/ Poster
 Gambar
 Majalah
I. Penilaian
Contoh Instrumen :

1. Do the texts have a similarity in their structure? Explain your answer.
2. What are the topics of the texts?
200
______________________ __________________
NIP. NIP.
201

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

Karakter Bangsa
item

202
sebuah berita
deskripsi
E. Materi Pokok
the tower of london
the tower of london was first built in the 11th century within the roman city walls its
purpose was to protect and control the city.
since then it has been a fortress a palace and a prison the scene of murder
execution ceremonies and years of imprisonments.
the tower is one of the UK's finest castles and as one of the strongest fortresses in
the land is the home of the crown jewels it also houses a fine collection of armour and
many other displays showing nine centuries of british history
Taken from Take Off, 2006

203


Eksplorasi
narrative.
Elaborasi
204
Konfirmasi
item,dan narrative.

dilaksanakan.
 Tape
 Kamus
 Kaset/CD
 Tape/CD Player
 OHP/LCD
 Foto/ Poster
 Gambar
 Majalah
205
I. Penilaian
Contoh Instrumen :
Have you ever visited Bali or another famous tourist resorts in Indonesia?
Write the description about it on a paper. Compare it to your friend's.
______________________ __________________
NIP. NIP.
206
Pertemuan Ke : 1
Mendengarkan
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa
mengucapkan selamat
 selamat

207
E. Materi Pokok
Responding to expressions of surprise and amazement
Responding to news item texts

 Siswa mampu Siswa menganalisa kata yang Siswa mengetahui dan
mengidentifikasi kata didengar, makna kata, menghafal kata yang
yang didengar, hubungan antar pembicara, didengar, makna kata,
makna kata, makna tindak tutur berterima hubungan antar pembicara,
hubungan antar kasih, makna tindak tutur makna tindak tutur berterima
pembicara, makna memuji, makna tindak tutur kasih, makna tindak tutur
tindak tutur berterima mengucapkan selamat, dan memuji, makna tindak tutur
kasih, makna tindak konteks situasi mengucapkan selamat, dan
tutur memuji, makna konteks situasi
tindak tutur
mengucapkan
situasi
208

Eksplorasi
konteks situasi.
Elaborasi
Konfirmasi
209

konteks situasi.
dilaksanakan.
 Tape
 Kamus
 Kaset/CD
 Tape/CD Player
 OHP/LCD
 Foto/ Poster
 Gambar
 Majalah
I. Penilaian
Contoh Instrumen :
1. What is your reaction when you hear bad news?

2. What is your reaction when you hear good news?
210
3. What will you say if you hear a news that surprise you?
4. What news that make you surprise lately?
______________________ __________________
NIP. NIP.
211

Pertemuan Ke : 2
Mendengarkan
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa
tak percaya.

212
tawaran, ajakan.
E. Materi Pokok

ajakan.
213

Eksplorasi
tawaran, ajakan.
tawaran, ajakan.
Elaborasi
Konfirmasi

tawaran, ajakan.
dilaksanakan.
214
 Tape
 Kamus
 Kaset/CD
 Tape/CD Player
 OHP/LCD
 Foto/ Poster
 Gambar
 Majalah
I. Penilaian
Contoh Instrumen :
Listen to the tape. You will hear some expressions.
1. What a surprise!
2. Oh really? Is it true?
3. Are you serious?
4. You must be kidding.
5. Good heavens!
6. No, I don't believe it.
7. I find that very surprising.
215
______________________ __________________
NIP. NIP.
216

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

Karakter Bangsa
yang didengar.

9 Percaya diri (keteguhan hati, optimis).
10 Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
11 Pengambil resiko (suka tantangan, mampu memimpin)
12 Orientasi ke masa depan (punya perspektif untuk masa depan)
217
E. Materi Pokok

 Siswa mampu Siswa mampu menganalisa Siswa mampu
mengidentifikasi topik topik sebuah pengumuman mengerjakan dan mengerti
sebuah pengumuman lisan, undangan lisan dan topik sebuah pengumuman
lisan, undangan lisan pengumuman yang lisan, undangan lisan dan
dan pengumuman didengar. pengumuman yang
yang didengar. didengar.


Eksplorasi
218
Elaborasi
Konfirmasi

dilaksanakan.
didengar.
 Tape
 Kamus
 Kaset/CD
219
 Tape/CD Player
 OHP/LCD
 Foto/ Poster
 Gambar
 Majalah
I. Penilaian
Contoh Instrumen :
In groups of four, answer these questions. Report your answers in front of the
class. The other groups respond to each news that the group told.
1. Who has had the best week? What is it about?

2. Who has had the worst week? What is it about?
3. Who has had the best news this year?
4. Who has the most shocking news?
5. Who has had the most unusual news story to tell? Tell it to the class.
______________________ __________________
NIP. NIP.
220

Pertemuan Ke : 4
Mendengarkan
B. Kompetensi Dasar
news item.
Nilai Budaya Dan

Karakter Bangsa
didengar
yang dideskripsikan
didengar
221
E. Materi Pokok

didengar. didengar.

222

Eksplorasi
didengar.
Elaborasi
Konfirmasi
223
didengar.
dilaksanakan.
 Tape
 Kamus
 Kaset/CD
 Tape/CD Player
 OHP/LCD
 Foto/ Poster
 Gambar
 Majalah
I. Penilaian
Contoh Instrumen :
Listen to the news once again and make any responses based on each news you
hear.
For example:
You hear news about the plan of Jakarta administration to build a public park.
Your response: I think it's good news. I think it will be great if we have many city parks in
Jakarta.
224
______________________ __________________
NIP. NIP.
225

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

Karakter Bangsa
selamat

226
E. Materi Pokok
Express surprise and amazement;
Perform a dialogue of news item texts.
Expressions of Surprise and Amazement
• I must say that ... surprises me. More Formal

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

didengar. didengar.
227

Eksplorasi
didengar.
Elaborasi
Konfirmasi
228

dilaksanakan.
 Tape
 Kamus
 Kaset/CD
 Tape/CD Player
 OHP/LCD
 Foto/ Poster
 Gambar
 Majalah
I. Penilaian
Contoh Instrumen :
Make dialogues based on the following situations. Act them out with your friends.
1. You read the news about tsunami in Aceh and North Sumatra. Tell your classmates
about it.
2. Your friend's father has passed away. Express your sympathy.
3. You heard that one of your friends is invited to Istana Merdeka to meet with the
President. Give respond to the news.
229
4. You heard that a dinosaur-like fish is found in Indonesian sea. Respond to the
news appropriately.
5. Your brother who is an athletic athlete has broken the world record and claimed as
the fastest man in the world. Express your amazement.
______________________ __________________
NIP. NIP.
230

Pertemuan Ke : 6
Berbicara
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa
rasa tak percaya
tak percaya
undangan

231
E. Materi Pokok
Express surprise and amazement;
Perform a dialogue of news item texts.
Pronounce the following words related to news item.
1. news /nju:z/
2. newspaper /nju:speɪpə(r)/
3. magazine /magəˈzɪ:n/
4. television /ˈtelɪvɪʒn/
5. headline /hedlaɪn/
6. newscaster /nju:zkastə(r)/
7. article /ˈɑ:tikl/
8. reporter /rɪˈpɔ:ta/
9. journalist /ˈdʒɜ:nlɪz/
10. media /ˈmi:dɪə/
11. entertainment /entəˈteɪnmənt/
12. daily /dɵɪlɪ/
13. weekly /ˈwɪklɪ/
14. bulletin /ˈbʊlətɪn/
15. features /fɪ:tʃər/

232


Eksplorasi
Elaborasi
Konfirmasi
233
undangan.

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

• Social news : ………………………………………..
• Headline news : ………………………………………..
• Breaking news : ………………………………………..
234
______________________ __________________
NIP. NIP.
235

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

Karakter Bangsa

236
E. Materi Pokok
Identify factual information in news item texts;
Identify the structure of news item texts.
No. Activities Name Kind of news
1. Read a daily newspaper ………………. ……………………….

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

narrative
237

Eksplorasi
narrative.
narrative.
Elaborasi
Konfirmasi
238
narrative.

dilaksanakan.
 Tape
 Kamus
 Kaset/CD
 Tape/CD Player
 OHP/LCD
 Foto/ Poster
 Gambar
 Majalah
I. Penilaian
Contoh Instrumen :
Read the following words taken from text and find the synonyms.
1. former
2. court
3. article
4. tensions
5. insist
239
6. lawyer
7. pretend
8. convince
9. contracts
10. advertise
______________________ __________________
NIP. NIP.
240

Pertemuan Ke : 8
Berbicara
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa

241
E. Materi Pokok
Identify factual information in news item texts;
Identify the structure of news item texts.
Seven Killed in Accident on Jalan Sultan
Newsworthy event Seven people were killed in a collision between a bus, a car
and a truck at 10:35 p.m. on Jalan Sultan last night. The dead
were all passengers in the car. Police believe the car may have
been trying to overtake the bus when it was struck by a truck
Background event coming from the opposite direction. The driver of the car may not
have been using his lights, as the truck driver said he did not
see the car approaching.
The police said the car should not have been trying to pass
the bus, since overtaking is not allowed on Jalan Sultan. In
source addition, the police reported that the car–a small Japanese car–
should not have been carrying more than five people. The
names of the victims are not yet known.
Taken from www.thejakartapost.com

242


Eksplorasi
tertentu.
Elaborasi
Konfirmasi
243

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

express your gratitude for the following.
244
______________________ __________________
NIP. NIP.
245

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

Karakter Bangsa

246
Siswa dapat membaca nyaring bermacam wacana ragam tulis yang di bahas
E. Materi Pokok
Develop paragraph of a news item text;
Write news item text.
Fire in City Hotel
There was a fire at the Plaza Hotel on Jalan Ciomas at 1:30 a.m. last night. Most of
the 74 guests had already gone to bed when the fire started on the third floor. The hotel
manager, Mr Iwan Sugiarto, said the fire had started in a guest bedroom. A guest had
fallen asleep while smoking a cigarette. The guest was badly injured in the fire, but all
the other guests escaped safely. By the time the fire department arrived, the fire had
spread to the 4th and 5 th floors of the hotel. Mr Sugiarto said the fire had caused over
US$70,000 worth of damage to the hotel.
Source: www.tempointeraktif.com

informasi tertentu
247

Eksplorasi
informasi tertentu.
Elaborasi
Konfirmasi
248

informasi tertentu.
dilaksanakan.
 Tape
 Kamus
 Kaset/CD
 Tape/CD Player
 OHP/LCD
 Foto/ Poster
 Gambar
 Majalah
I. Penilaian
Contoh Instrumen :
249
Write a news report for your bulletin board at your school. Pay attention to the
text structure of news item text. You can choose one of the following topics .
1. sport events
2. outdoors activities
3. extracurricular activities
4. gathering (class, groups, etc)
5. contest (speech, debate, etc)
6. technology
7. education, etc
______________________ __________________
NIP. NIP.
250

Pertemuan Ke : 12
Membaca
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa
yang dibaca
didengar
didengar
251
retorika dari teks
dibaca

E. Materi Pokok
Develop paragraph of a news item text;
Write news item text.
Fire in City Hotel
There was a fire at the Plaza Hotel on Jalan Ciomas at 1:30 a.m. last night. Most of
the 74 guests had already gone to bed when the fire started on the third floor. The hotel
manager, Mr Iwan Sugiarto, said the fire had started in a guest bedroom. A guest had
fallen asleep while smoking a cigarette. The guest was badly injured in the fire, but all
the other guests escaped safely. By the time the fire department arrived, the fire had
spread to the 4th and 5 th floors of the hotel. Mr Sugiarto said the fire had caused over
US$70,000 worth of damage to the hotel.
Source: www.tempointeraktif.com
252

didengar.
 Kegiatan Awal (10’)

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

Eksplorasi
253
Elaborasi
Konfirmasi

informasi tertentu.
254
dilaksanakan.
 Tape
 Kamus
 Kaset/CD
 Tape/CD Player
 OHP/LCD
 Foto/ Poster
 Gambar
 Majalah
I. Penilaian
Contoh Instrumen :
After learning the lesson in this chapter, you are expected to be able to:
1. respond to surprise, and amazement;
2. respond to news item texts;
3. express surprise, and amazement;
4. perform a monologue of news item texts;
5. identify factual information in news item texts;
6. write news item texts.
Now, answer the questions:

1. What will you say when you feel surprised?
2. How do you respond when you hear an amazing news?
3. What should be included in a news item text?
If you find some difficulties, consult your teacher or discuss with your friends
255
______________________ __________________
NIP. NIP.
256

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

Karakter Bangsa

257
tulis dengan akurat
E. Materi Pokok
Bali Action
The amazing choice of different activities available in Bali means that there is
indeed something for everyone. Whether you want to throw yourself from high attitudes,
hurtle down frothing rapids, explore the wonders of the deep or just lie back and take it
easy. Bali has perfected the art of keeping its guests happy.
The beach is a major factor in any island holiday and Bali has a coastline which
offers every possible water activity including surfing some of the best waves in the world,
swimming with dolphins, cruises, snorkelling, diving, sailing and parasailing. For
snorkelling and diving, the closest spots to Kuta are Benoa and Sanur beaches where
all the relevant equipment can be hired. Further afield, good destinations include Pulau
Serangan, Nusa Penida and Nusa Lembongan in the south, Padang Bai, Candidasa,
Tulamben and Amed in the east, Lovina, in the north and the amazing Pulau Menjangan
in the northwest.
Bali's waves are world famous and range from safe beach breaks for beginners
like Kuta to the awesome swells at Padang Padang, Uluwatu and Nusa Lembongan,
which regularly attract the pros. Beginners should respect the sea and stay within depth
to start with as the current can be very strong. Apart from Kuta and Legian beaches,
Medewi is also good for beginners. For the more experienced, Nusa Dua has a number
of breaks as does Sanur; Canggu, Ketewel and the area around the airport are also
popular with experienced surfers.
Taken from Hello Bali, September 2000
Mount Kosciusko
Mount Kosciusko is actually the highest mountain (2,228 metres) on the world's
flattest and smallest continent, Australia. It does not rise up out of the surrounding
countryside as do many of Indonesia's spectacular mountains. Elevation gain is minimal
258
and the wide open terrain is scenic. In the winter there is deep snow on the upper parts
of the mountain. The mountain is within a national park so no cars are allowed and the
vegetation and wildlife is protected. Mt. Kosciusko was named by Polish explorer Paul
Strzelecki in 1840. Actually, Australia does have some interesting moun tainous terrain,
including areas of the Blue Mountains, the crags of Tasmania, and even Mt. Townshend,
a craggier peak about one kilometre north of Kosciusko.
Taken from Kang Guru, 2004



Eksplorasi
259
suatu soal.
pendek.
Elaborasi
fungsional pendek..
Konfirmasi
pendek.
260
dilaksanakan.
 Tape
 Kamus
 Kaset/CD
 Tape/CD Player
 OHP/LCD
 Foto/ Poster
 Gambar
 Majalah
I. Penilaian
Contoh Instrumen :

1. Do the texts have a similarity in their structure? Explain your answer.
2. What are the topics of the texts?
261
______________________ __________________
NIP. NIP.
262

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

Karakter Bangsa
item

263
sebuah berita
deskripsi
E. Materi Pokok
the tower of london
the tower of london was first built in the 11th century within the roman city walls its
purpose was to protect and control the city.
since then it has been a fortress a palace and a prison the scene of murder
execution ceremonies and years of imprisonments.
the tower is one of the UK's finest castles and as one of the strongest fortresses in
the land is the home of the crown jewels it also houses a fine collection of armour and
many other displays showing nine centuries of british history
Taken from Take Off, 2006

264


Eksplorasi
narrative.
Elaborasi
265
Konfirmasi
item,dan narrative.

dilaksanakan.
 Tape
 Kamus
 Kaset/CD
 Tape/CD Player
 OHP/LCD
 Foto/ Poster
 Gambar
266
 Majalah
I. Penilaian
Contoh Instrumen :
Have you ever visited Bali or another famous tourist resorts in Indonesia?
Write the description about it on a paper. Compare it to your friend's.
______________________ __________________
NIP. NIP.
267
RENCANA PELAKSANAAN
PEMBELAJARAN
(RPP)

Kelas/Semester : XI / 1

NIP/NIK : 197511202007102003

(KTS P )
268

Topik Pembelajaran : Expressions of relief, pain, and pleasure
Pertemuan Ke : 1
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
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
tutur: menasehati, memperingatkan, meluluskan permintaan, serta
menyatakan perasaan relief, pain, dan pleasure.
Nilai Budaya Dan

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,
269
 Mempraktekkan tindak tutur menyatakan bersahabat, cinta damai, gemar
perasaan relief, pain, dan pleasure membaca, peduli lingkungan, peduli

 Merespon ungkapan-ungkapan relief, pain, dan pleasure
 Mengungkapkan perasaan relief, pain, dan pleasure
 Mempraktikkan tindak tutur menyatakan perasaan relief, pain, dan pleasure
E. Materi Pokok
Gambits dan dialog yang memuat ungkapan menasehati, memperingatkan,
meluluskan permintaan, serta menyatakan perasaan relief, pain, dan pleasure
Expression of relief Expression of pain Expression of pleasure
 Please, leave me  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.
270
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.”

271
(monolog).

272
Eksplorasi
 Memberikan stimulus berupa pemberian materi ungkapan-ungkapan relief,
pain, dan pleasure.
mengenai ungkapan-ungkapan relief, pain, dan pleasure.
lisan atau mempresentasikan mengenai ungkapan-ungkapan relief, pain,
dan pleasure.
Inggris mengenai ungkapan-ungkapan relief, pain, dan pleasure.
Elaborasi
 Membiasakan siswa membuat kalimat ungkapan-ungkapan relief, pain, dan
pleasure.
Konfirmasi
dalam materi mengenai ungkapan-ungkapan relief, pain, dan pleasure.

 Siswa diminta membuat rangkuman dari materi mengenai ungkapan-
ungkapan relief, pain, dan pleasure.
dilaksanakan.
ungkapan-ungkapan relief, pain, dan pleasure.
1. Buku teks yang relevan : English Texts in Use jilid XI, English For Better Life XI
2. Transkrip percakapan atau rekaman percakapan/ kaset
3. Gambar yang relevan
273
I. Penilaian
1. Merespon dan Tes Tertulis Melengkapi Complete the

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

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

1. Desi : “…………. My foot is hurt.”
Nino : “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!
274
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 MOJOSARI,20 JUNI 2011


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Topik Pembelajaran : Expressions of relief, pain, and pleasure
Pertemuan Ke : 2
Mendengarkan
sehari-hari.
Berbicara
B. Kompetensi Dasar
2.2. Merespon makna dalam teks monolog yang menggunakan ragam
bahasa lisan secara akurat, lancar dan berterima dalam konteks
kehidupan sehari-hari dalam teks berbentuk: narrative.
4.2. Mengungkapkan makna dalam teks monolog dengan menggunakan
Nilai Budaya Dan

Karakter Bangsa
Religius, jujur, toleransi, disiplin, kerja
keras, mandiri, demokratis, rasa ingin
Merespon wacana monolog berbentuk
narrative
276
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
277
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)

278
(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
279
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.
280
His wife could not (8) ____________ him. Suddenly, the earth began
to shake and volcanoes started to erupt. The earth (9) _____________and
formed a big hole. People said that the hole (10) ______Lake Toba.
Answer key
1. lived
2. caught
3. begged
4. changed
5. secret
6. forgot
7. broke
8. forgive
9. cracked
10. became
2. Choose one of the following stories, then tell in front of the class!
1. Cinderella
2. The Beauty and the Beast
3. Snow White

No. Uraian Skor


Jumlah = 100

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Topik Pembelajaran : Narrative Text “The Black Cat”
Pertemuan Ke : 3
Membaca
4. Memahami makna teks fungsional pendek dan monolog berbentuk reports,
narrative, dan analytical exposition dalam konteks kehidupan sehari-
hari.
Menulis
sederhana report, narrative dan analytical exposition dalam konteks
B. Kompetensi Dasar
5.2. Mengungkapkan makna dalam teks monolog dengan menggunakan
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,
283
 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
284
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.

285
(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
286
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
287
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

288
No. Uraian Skor


Jumlah = 100


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Topik Pembelajaran : Teks Percakapan Transaksional dan Interpersonal
Pertemuan Ke : 4
Mendengarkan
resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari
Berbicara
sehari-hari
B. Kompetensi Dasar
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
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,
290
 Mempraktekkan tindak tutur membaca, peduli lingkungan, peduli
menasehati dan memberi saran sosial, tanggung jawab, mandiri

 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.
291
(monolog).

Pertemuan 1
292
 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.
293
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
294
 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.
295
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.
296
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
297
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


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Topik Pembelajaran : Teks Fungsional Pendek
Pertemuan Ke : 5
Mendengarkan
sehari-hari.
Berbicara
yang berbentuk report, narrative dan analytical exposition dalam konteks
kehidupan sehari-hari
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa
 Merespon isi teks fungsional pendek Religius, jujur, toleransi, disiplin,
dengan benar kerja keras, mandiri, demokratis,
 Membaca nyaring teks fungsional menghargai prestasi, bersahabat,
pendek secara berterima cinta damai, gemar membaca,
299
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
300
 Pre 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
140
 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.
fungsional pendek.
XI
141
I. Penilaian
1. Merespon isi Tes Tertulis Essay Listen to the teks

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

nyaring teks Lisan loudly and
fungsional correctly.
pendek secara
berterima
Task 1
Listen to the teachers and anwer the questions
142
1. What does the poster tell about?
2. Where do you usually see the poster?
3. What problems are there in the poster?
4. Why do we have to protect our ocean?
5. Where can you get more inormation?
Task 2
Look at the pictures!
Task 3
Answer the questions below!
1. What pictures are they?
Answer:........................................................................................................................
2. Where can you find the pictures?
Answer:........................................................................................................................
3. Do you think that the pictures are funny?
Answer:........................................................................................................................
4. Can the content of these pictures motivate you?
Answer:........................................................................................................................
5. What for do people usually put on this picture?
Answer:........................................................................................................................
6. Do you have the picture which is like them?
Answer:........................................................................................................................
7. Where do you usually put on it?
143
Answer:
Task 4
Arrange a dialogue according to the poster, (choose one of them).

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


Jumlah = 100


NIP.195507171982032002 NIP.197511202007102003
144

Topik Pembelajaran : Monolog (Report)
Pertemuan Ke : 6
Mendengarkan
sehari-hari.
Berbicara
konteks kehidupan sehari-hari
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa
 Merespon isi teks fungsional pendek Religius, jujur, toleransi, disiplin,
dengan benar kerja keras, mandiri, demokratis,
 Membaca nyaring teks fungsional menghargai prestasi, bersahabat,
pendek secara berterima cinta damai, gemar membaca,
145
1. Merespon wacana monolog berbentuk report
2. Melakukan monolog berbentuk report
E. Materi Pokok
a. Teks monolog berbentuk report
b. Kosa kata terkait tema/Jenis teks.
Misalnya : Live, structures scatter
c. Tenses
Misalnya : Present tense. They have large heavy bodies
d. The use of relating verbs
Misalnya : - their skins are very thick.
 Pre listening
 Post Listening

146
(monolog).


Eksplorasi
 Memberikan stimulus berupa pemberian materi monolog berbentuk report.
mengenai monolog berbentuk report.
lisan atau mempresentasikan mengenai monolog berbentuk report.
147
Inggris mengenai monolog berbentuk report.
Elaborasi
 Membiasakan siswa membuat kalimat monolog berbentuk report.
Konfirmasi
dalam materi monolog berbentuk report.
23 Kegiatan Akhir (10’)
 Siswa diminta membuat rangkuman dari materi mengenai monolog
berbentuk report.
dilaksanakan.
berbentuk report.
XI
I. Penilaian
148
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?
c. to amuse
3. What is the largest creature lived on earth ?
It is .... .
c. an elephant c. blue whale e. giraffe
d. a rhinoceroses d. shark
4. What is blubber ?
Blubber is .... .
d. the hole on the head d. the fins of the fish
e. the paddle of the tails e. the layer of fats
f. the skin of the fish
5. Where is the nostril to spray the sea water ?

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

6. The second paragraph tells us about the .....of black bears.
d. size d. definition
149
e. height e. description
f. length
7. Which one of the following statement is true?
f. In the western most of these bears have shiny black fur
g. in the east they grow brown, red or even yellow coats
h. Black bears are the biggest of all American bears
i. Their eyes and ears are big
j. their eyesight and hearing are not as good as their sense of smell
8. In the condition of being scared, black bears can make their enemy feel ....
and lose confidence.
d. wild d. dangerous
e. crazy e. intimidated
f. rude
9. What is the aim of the text?
c. to amuse
10. Are all American Black Bears black?
a. Yes, They are d. Yes, they do
b. No, they 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.
150
Activity 2
Find and object about animals, plants, or others. It must be a representative of
their class. Make a report about it.

No. Uraian Skor


Jumlah = 100


NIP.195507171982032002 NIP.197511202007102003
151

Topik Pembelajaran : Esei berbentuk Report
Pertemuan Ke : 7
Membaca
5. Memahami makna teks fungsional pendek dan esei berbentuk report,
narrative dan analytical exposition dalam konteks kehidupan sehari-hari
Menulis
6. Mengungkapkan makna dalam teks esei berbentuk report, narrative,
dan analytical exposition dalam konteks kehidupan sehari-hari.
B. Kompetensi Dasar
teks berbentuk: report, narrative, dan analytical exposition.
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,
 Menulis monolog berbentuk report menghargai prestasi, bersahabat,
152
1. Merespon wacana Esei berbentuk Report.
2. Melakukan Esei berbentuk Report.
E. Materi Pokok
Report
Social Function:
To describe the way things are, with reference to a range of natural, man-made and
social phenomena in our environment
Generic (Schematic) Structure:

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

Focus on Generic Participants (group of things)
Use of simple present tense
No temporal sequence
Use of Relational Processes to state what is and that which it is
Use of linking verbs and behavioural verb
Use of technical term
 Pre listening
 Post Listening
153

(monolog).

154

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.
155
XI
I. Penilaian

answer
2. Menulis monolog Unjuk Kerja Presentasi Describe the

berbentuk Lisan general facts of
report the following
animal.
Task 1
Choose the correct answer!
Text 1.
Piranha fish are the fiercest animals in the world. They live in the fresh water
rivers of South America, from Venezuela to Northern Argentina. These fish hunt in
groups, called schools. They usually eat other fish smaller than themselves.
Sometimes Piranhas will attack and eat each other.
There are about 18 kinds of piranha fish. Only four kinds attack man. Piranhas
have large head and short thick bodies. They are usually about 20 cm { 9 inches
long) but one kind can be as much as 60 cm (two feet). It lives in the Sao Francisco
river from Eastern Brazil. It is one of the most dangerous fish.
The most noticeable thing about Piranha fish is the large mouth. The mouth has a
lot of triangular teeth with sharp point. The points pierce the skin of the prey. The
razor sharp edges of the teeth chop out pieces of flesh. The teeth of the upper and
lower jaws fit together like scissors. The muscles moving the jaws are big and very
powerful.
156
On the back of the Piranha fish there is a ridge called a keel. There is another
keel running along it belly. The tail is slender and muscular. Its tail fins are broad. All
these features held the piranha to swim fast through the water. The piranha fish cat a
large South American rat-like animal, called a Capy-bara, weighing 50 kilos (100
ponds) to a skeleton in less than 60 seconds.
1. What is the social function of the text above?
a. To explain.
b. To retell events
c. To persuade the readers
d. To amuse the readers
e. To describe
2. What are schools in the text mean.....
a. Piranha fish are the fiercest animals in the world
b. Piranhas will attack and eat each other
c. The piranha fish eat Capybara
d. Piranha fish has a large mouth
e. Piranhas fish hunt in groups
3. These are the characteristics of piranha, except ....
a. They live in the fresh water rivers.
b. They usually eat other fish smaller than themselves
c. Piranhas have large head and short thick bodies.
d. Piranha fish has large mouth with of triangular teeth with sharp point.
e. The muscles moving the jaws are small and very weak
4. The razor sharp edges of the teeth chop out pieces of flesh.
The synonym of the underlined word is ....
a. give up d. cut
b. throw away e. bend
c. run out
5. Why can piranha swim fast through the water.
a. its tail fins are not broad
b. Piranha fish has a ridge
c. there is another keel running along its belly
d. they live in the fresh water rivers of South America
e. the tail is slender and muscular
Text 2.
This text is for questions 6 to 10.
The sense of taste is one of a 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.
157
When the tongue comes into contact with food of asny kind, the taste-buds will
pick up the taste. The nerves then send a message to the brain. This will make as
aware of the taste. All this happens in just a few seconds.
There are four kinds of tastebuds, each of which is sensitive to only a particular
taste.
These four groups are located in different parts of the tongue.
The taste-buds for salty and sweet tastes are found round the tip of the tongue
and along its side. Sour taste can be picked up only at the sides of the tongue. The
taste-buds for bitter taste are found at the inner-most edge of the tongue. There are
taste-buds at the centre of the tongue.
The senses of smell and sight can affect taste. The good smell of food increases
its taste. Similarly, attractive colours can make food appear taster and more
delicious. If food does not smell good or is dull-coloured, it will look tasty and may not
taste good at all.
Very hot or cold sensations can make the taste-buds insensitive. Food that is too
hot or cold, when placed in the mouth, will have no taste at all.
6. We can taste any kind of food because of....
a. the good smell of food
b. the four main kinds of taste
c. the taste-buds in the tongue
d. the senses of smell and sight
e. the taste-buds round the tip of the tongue
7. When we eat very hot or cold food, ....
a. the food will lose its taste
b. the food 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...
f. There are four main kinds of taste: sweet, sour, salty and bitter
g. The taste-buds will pick up the taste
h. The taste-buds for bitter taste are found round the tip of the tongue
i. The senses of smell and sight can affect taste.
158
j. Sour taste can be picked up only at the sides of the tongue
Task 2
Write your own report. Find and object about animals, plants, or others.
3). Untuk Task 1, soal membaca berbentuk pilihan ganda : Betul skor 1, salah
skor 0
4). Untuk Task 2, soal menulis berbentuk soal uraian bebas

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


NIP.195507171982032002 NIP.197511202007102003
159
RENCANA PELAKSANAAN
PEMBELAJARAN
(RPP)


NIP/NIK : 197511202007102003

(KTS P )

160
Topik Pembelajaran : Monolog : narrative
Pertemuan Ke : 1
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
161
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.
162
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).
(monolog).

163

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.
berbentuk: narrative.
 Buku Look Ahead 2

 Kaset/CD
164
 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
165
 divided
 cemetery
 sketching
 European
 American

tidak lancar.
Nilai 100 90 80 70

NIP.195507171982032002 NIP.197511202007102003
166

Topik Pembelajaran : Menyatakan perasaan (expressing: love)
Pertemuan Ke : 2
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.
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:
167
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
168
 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
169
 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
170
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.
171
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
172

tidak lancar.
Nilai 100 90 80 70

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173

Topik Pembelajaran : perasaan (expressing: sorrow& attention)
Pertemuan Ke : 3
Mendengarkan
Berbicara
sehari-hari.
B. Kompetensi Dasar
menyatakan perasaan malu, menyatakan perasaan marah, dan
menyatakan perasaan jengkel.
yang menggunakan ragam bahasa lisan secara akurat, lancar dan
tutur: menyatakan perasaan malu, menyatakan perasaan marah, dan
Nilai Budaya Dan

Karakter Bangsa
(expressing: sorrow& attention) ) tahu, semangat kebangsaan, cinta
interpersonal/transaksional: membaca, peduli lingkungan, peduli
174
menyatakan perasaan (expressing:
sorrow& attention)

peringatan.
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

(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
175
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).


Eksplorasi
(expressing: sorrow& attention).
mengenai cara menyatakan perasaan (expressing: sorrow& attention).
176
Inggris mengenai cara menyatakan perasaan (expressing: sorrow&
attention).
Elaborasi
sorrow& attention).
Konfirmasi
dalam materi mengenai cara menyatakan perasaan (expressing: sorrow&
attention).

dilaksanakan.
menyatakan perasaan (expressing: sorrow& attention).

 Kaset/CD
 Tape
I. Penilaian
177

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
178
 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.
179
tidak lancar.
Nilai 100 90 80 70

NIP.195507171982032002 NIP.197511202007102003
180
Topik Pembelajaran : Teks monolog narrative
Pertemuan Ke : 4
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,
181
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.
182
 Pre listening
 Post Listening

183

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.
184
 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
185
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

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186
Topik Pembelajaran : Teks berbentuk Narrative
Pertemuan Ke : 5
Mendengarkan
Menulis
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa
187
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.
188
 Pre listening
 Post Listening

189
a. Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang
d. Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir

Eksplorasi
Elaborasi
Konfirmasi

dilaksanakan.
190
narrative.
I. Penilaian

answer
LISTENING TEXT 1
191

Kunci Jawaban
1. The poor rabbit
secretly
No Uraian Skor

Tidak menjawab 0


NIP.195507171982032002 NIP.197511202007102003
192
Pertemuan Ke : 6
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
193
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

194

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
195
Konfirmasi

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

answer
196
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) ______________________________________________
__________
______________________________________________
_________
197
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

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198
Pertemuan Ke : 7
B. Kompetensi Dasar
narrative.
Nilai Budaya Dan

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

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
199
Mouse.

 Pre listening
 Post Listening

200

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
201
Konfirmasi

dilaksanakan.
narrative.
I. Penilaian

answer
202
Test Writing
and resolution
Title : __________________
Orientation ______________________________________________
where the story ______________________________________________
______________________________________________
_________
Complication ______________________________________________
problem(s) faced ______________________________________________
character ______________________________________________
_________
______________________________________________
_________
______________________________________________
_________
______________________________________________
_________
Resolution ______________________________________________
__________
______________________________________________
_________
203

Skor maksimum 100

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204
Topik Pembelajaran : Teks monolog berbentuk Narrative
Pertemuan Ke : 8
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,


E. Materi Pokok
Teks narrative
205
Once, when a Lion was asleep, a little mouse began running up and
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

206

8. Kegiatan Awal (10’)
9. Kegiatan Inti (70’)

Eksplorasi
Elaborasi
207
Konfirmasi
10. Kegiatan Akhir (10’)
dilaksanakan.
narrative.
I. Penilaian

answer
208
Test Writing
and resolution
Title : __________________
Orientation ______________________________________________
where the story ______________________________________________
______________________________________________
_________
Complication ______________________________________________
problem(s) faced ______________________________________________
character ______________________________________________
_________
______________________________________________
_________
______________________________________________
_________
______________________________________________
_________
Resolution ______________________________________________
__________
______________________________________________
_________

209
Skor maksimum 100

NIP.195507171982032002 NIP.197511202007102003

Topik Pembelajaran : Teks monolog berbentuk Spoof
Pertemuan Ke : 9
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
210
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


o Merespon wacana monolog: spoof
o Melakukan
Okay students. monolog
Listen toberbentuk
me. I have: spoof
a good story. The story is about a boy
named Michael. He was ten years old. He was not a very good pupil. Why?
E. Because he didn’t like doing his homework. What did he like then ?Oh, he liked
Materi Pokok
playing in his leisureberbentuk
time. He liked football very much. Do you know why he didn’t
Wacana monolog spoof, contohnya;
like doing his homework? Because he always made a lot of mistakes when he did
it.
Well, one day, his mathematics teacher looked at Michael’s homework and
found that all his homework was correct. Wow, that’s a good job! Of course
students, the teacher was very pleased and surprised. So, he called Michael to
his office and said to him, Michael, you’ve got all your homework right this time.
You’re doing great. Well done, Michael. Did your father help you?
“No, sir” Michael said, “Usually my father did it for me. But last night he was
very busy. He had a meeting. So, he couldn’t do my homework. Then, I had to do
it by myself. 211
(Adapted from: Intermediate Reading Comprehension,L.G.Alexander)

 Pre listening
 Post Listening

212


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
213
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.
214
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
215
NIP.195507171982032002 NIP.197511202007102003

Topik Pembelajaran : Tesk fungsional pendek “Advertisement /iklan”
Pertemuan Ke : 10
Mendengarkan
narrative, explanation, dan discussion dalam konteks kehidupan sehari-
hari.
B. Kompetensi Dasar
216
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

217


Eksplorasi
218
 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
219
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?
220
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.195507171982032002 NIP.197511202007102003
221
RENCANA PELAKSANAAN
PEMBELAJARAN
(RPP)

Kelas/Semester : XII / 1
Nama Guru : .................................................

NIP/NIK : .................................................
Sekolah : .................................................

(KTS P )
222

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

Karakter Bangsa
 Menggunakan bahasa lisan dalam Religius, jujur, toleransi, disiplin,
menyampaikan teks fungsional kerja keras, mandiri, demokratis,
pendek. rasa ingin tahu, semangat
223

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

224


Eksplorasi
pendek”Iklan ”.
225
Elaborasi
Konfirmasi

pendek”Iklan ”.
dilaksanakan.
XI
I. Penilaian
226
1. Memahami isi Tes Lisan Unjuk Kerja Listen to the
Tesk fungsional following
and answer the
questions!
Read the pamphlet aloud.
No Aspek Aspek Skor

1 Pronounciation - Anak berbicara dengan lafal, 3
intonasi yang benar
- Anak berbicara dengan lafal dan 2
intonasi yang benar namun ada
beberapa kesalahan
intonasi yang masih salah
2. Fluency - Anak berbicara dengan lancar 3
- Anak berbicara dengan beberapa 2
hambatan
- Anak berbicara dengan tidak 1
lancar
3. Performance - Anak maju ke depan kelas 3
berbicara dengan keyakinan yang
tinggi
227
- Anak maju ke depan kelas 2
berbicara dengan agak ragu-ragu
berberbicara dengan keyakinan
yang sangat rendah
Nilai = peroleh skor dibagi 15 x 100
______________________ __________________
NIP. NIP.
228

Topik Pembelajaran : Pamphlet
Pertemuan Ke :
Membaca
5. Memahami makna teks fungsional pendek dan esei sederhana
berbentuk narrative, explanation, dan discussion dalam konteks
kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
B. Kompetensi Dasar
teks berbentuk: narrative, explanation, dan discussion.
Nilai Budaya Dan

Karakter Bangsa
 Membaca wacana ragam tulis yang Religius, jujur, toleransi, disiplin,
dibahas: Teks pamphlet kerja keras, mandiri, demokratis,
 Mengidentifikasi topik dari teks yang rasa ingin tahu, semangat
dibaca kebangsaan, cinta tanah air,
 Mengidentifikasi informasi tertentu menghargai prestasi, bersahabat,
229
dari teks yang dibaca cinta damai, gemar membaca,

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

tentang teks pamphlet belajarnya, siswa diberi berbagai kegiatan
, kosa kata yang tugas untuk melakukan terkait dengan wacana
terkait. hal-hal berikut, dan berbentuk naratif di luar
dalam teks pamphlet , a.l. tentang tempat, siapa diberikan guru.
kosa kata yang terkait. saja yang datang,  Siswa mengumpulkan
langkah retorika  Bertanya jawab tentang portofolio, dan
dalam teks pamphlet , teks pamphlet , kosa kata melaporkan hal-hal
kosa kata yang terkait. yang terkait. dengan yang sudah diperoleh
 Membahas ciri-ciri kelompok belajarnya serta kesulitan yang
230
leksikogramatika.  Membahas nilai-nilai dihadapi secara rutin
 Mendengarkan cerita yang terkandung dalam kepada guru.
(secara langsung atau teks pamphlet , kosa kata
dengan media yang terkait.
 Membacakan teks langkah retorika dalam
pamphlet , kosa kata teks pamphlet , kosa kata
yang terkait.. yang terkait..
dengan media
elektronik).
yang dihadapi siswa
 Membacakan teks
dalam melakukan
pamphlet , kosa kata
yang terkait.kepada
dan mandiri.
kelompok (monolog).


Eksplorasi
 Memberikan stimulus berupa pemberian materi teks pamphlet , kosa kata
yang terkait.
mengenai teks pamphlet , kosa kata yang terkait.”.
lisan atau mempresentasikan mengenai teks pamphlet , kosa kata yang
terkait.
Inggris mengenai teks pamphlet , kosa kata yang terkait.
231
Elaborasi
 Membiasakan siswa membuat kalimat teks pamphlet , kosa kata yang
terkait.
Konfirmasi

 Siswa diminta membuat rangkuman dari materi mengenai teks pamphlet ,
kosa kata yang terkait.
dilaksanakan.
pamphlet , kosa kata yang terkait.
XI
I. Penilaian

materi teks following
pamphlet , kosa advertisement
232
kata yang and answer the
terkait. questions!
I. Read the following pamphlet then answer the questions
233
 What is the pamphlet about?
 Whom is the pamphlet for?
 What’s the function of septic tank in rural area?
 How many questions must we answer to know enough
about septic tank system?
 In Urban and ……………there are sewer s to carry ….
(par.1)?
What does the underlined word means?
234
Setiap nomor apabila benar nilainya 20, apabila salah 0

Skor maksimal 5 X 20 = 100
______________________ __________________
NIP. NIP.
235
Topik Pembelajaran : Explanation
Pertemuan Ke :
Membaca
kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan..
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa
 Mengidentifikasikan tema teks yang
Religius, jujur, toleransi, disiplin,
dibaca
 Mengidentifikasikan makna kalimat
dalam teks yang dibaca
 Mengidentifikasi tujuan komunikasi
teks dibaca
 Merespon berbagai informasi tentang
isi teks

 Mengidentifikasikan tema teks yang dibaca
236
 Mengidentifikasikan makna kalimat dalam teks yang dibaca
 Mengidentifikasi tujuan komunikasi teks dibaca
 Merespon berbagai informasi tentang isi teks
E. Materi Pokok
teks explanation , kosa kata yang terkait
 Pre listening
 Post Listening

tentang teks belajarnya, siswa diberi berbagai kegiatan
explanation , kosa tugas untuk melakukan terkait dengan wacana
kata yang terkait. hal-hal berikut, dan berbentuk naratif di luar
dalam teks a.l. tentang tempat, siapa diberikan guru.
explanation , kosa saja yang datang,  Siswa mengumpulkan
kata yang terkait. kesulitan yang dihadapi. setiap hasil kerja dalam
langkah retorika teks explanation , kosa melaporkan hal-hal
dalam teks kata yang terkait dengan yang sudah diperoleh
explanation , kosa kelompok belajarnya serta kesulitan yang
kata yang terkait.  Membahas nilai-nilai dihadapi secara rutin
 Membahas ciri-ciri yang terkandung dalam kepada guru.
leksikogramatika. teks explanation , kosa
 Mendengarkan cerita kata yang terkait.
elektronik). teks explanation , kosa
 Membacakan teks kata yang terkait.
explanation , kosa  Membahas ciri-ciri
kata yang terkait. leksikogramatika.
 Menceritakan kembali  Mendengarkan cerita
cerita kepada (secara langsung atau
kelompok atau kelas dengan media
(monolog). elektronik).
Membacakan teks
 Membahas kesulitan 
237
yang dihadapi siswa explanation , kosa kata
dalam melakukan yang terkait kepada
kegiatan terstruktur kelompok (monolog).
dan mandiri.


Eksplorasi
 Memberikan stimulus berupa pemberian materi teks explanation , kosa kata
yang terkait.
mengenai teks explanation , kosa kata yang terkait.
lisan atau mempresentasikan mengenai teks explanation , kosa kata yang
terkait.
Elaborasi
 Membiasakan siswa membuat kalimat teks explanation , kosa kata yang
terkait.
Konfirmasi
238
dalam teks explanation , kosa kata yang terkait.

 Siswa diminta membuat rangkuman dari materi teks explanation , kosa kata
yang terkait.
dilaksanakan.
explanation , kosa kata yang terkait.
XI
I. Penilaian
1. Memahami isi Tes Tertulis Pilihan ganda Listen to the

explanation , advertisement
kosa kata yang and answer the
terkait. questions!
A. Choose the correct answer by crossing a,b,c,d or e
Text 1
239
Have you ever wondered how people get chocolate for? In this article we’ll
enter the amazing world for chocolate so you can understand exactly what you’re
eating.
Chocolate starts with a tree called the cacao tree. This tree grows in
equatorial regions, especially in place such as South America, Africa, and
Indonesia. The cacao tree produces a fruit about the size of small pine apple.
Inside the fruit are the tree’s seeds, also known as cacao beans.
The beans are fermented for about a week, dried in the sun and then
shipped to the chocolate maker. The chocolate maker starts by roasting the
beans to bring out the flavor. Different beans from different place have different
qualities and flavor, so the are often sorted and blended to produce a distinctive
mix. Next, the roasted beans are winnowed. Winnowing removes the meat nib of
the cacao beans bean from its shell. Then, the nibs are blended. The blended
nibs are ground to make it a liquid. The liquid is called chocolate liquor. It tastes
bitter. All seeds contain some amount of fat, and cacao beans are not different.
However, cacao beans are half fat, which is why the ground nibs from liquid. It’s
pure bitter chocolate.
1. The text is about ….

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

a. the process of producing chocolate
b. how to produce the cacao flavor
c. where chocolate comes from
d. the chocolate liquor
e. the cacao fruit
3. “ …., so the are often sorted and blended to produce ….” ( Paragraph 3 )
The underline word is close in meaning to ….
a. arranged
b. combined
c. separated
d. distributed
e. organized
4. How does the chocolate maker start to make chocolate?

a. By fermenting the beans.
b. By roasting the beans.
c. By blending the beans.
d. By sorting the beans.
e. By drying the beans.
240
Text 2
Wood chipping is a process used to obtain pulp and paper product from
the forest. The wood chipping process begins when the trees are cut down is in
selected area of the forest called a couple.
Next, the top and branches of the trees are cut out and the logs are
taken to the mill. At the mill, the bark of the logs is removed and the logs are
taken to a chipper, which cut them into small pieces called woodchip. The
woodchips are the screened to remove dirt and other impurities. At this stage, the
are either exported in this from or made into pulp by chemicals and heat. The
pulp is then bleached and the water content is removed.
Finally, the pulp is rolled out to make paper.
5. The text describes the process of ….

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

a. They export the woodchip.
b. The cut them into pieces.
c. They roll out the paper.
d. The remove the bark.
e. The screen the logs.
7. “At this stage, they are either exported in this from or ….” ( Paragraph 2 )
The underlined word refer to ….
a. logs
b. pulp
c. process pulp
d. raw woodchips
e. clean woodchip
8. “ The woodchips are then screened to remove dirt and other impurities.”
( Paragraph 2 )
In other word, they are ….
a. repaired
b. cleaned
c. moved
d. removed
e. processed
Text 3
Nearly all energy is derived from the sun, either indirectly or directly, in
the form of the form of heat rays and light rays. Electrical energy is derived from
the sun indirectly. It can be derived from the power of the earth’s surface, by
241
mean of the sun’s heat. This water vapour rises, condenses on cooling, and falls
as rain.
The light and heat energy from coal is also derived indirectly from the
sun. Coal was formed by the pressure of the rocks on vegetation which died
million of years ago. That vegetation grew with the aid of sunlight, from which
carbohydrates were formed, thus converting solar energy into chemical energy.
When coal is burn some of this energy is released.
Energy used to drive car engines is derived from petrol, which is also
formed with the indirect aid of the sun. Plants and animal were pressed under the
rocks in the earth. These dead animals and vegetables remains formed
petroleum, from which petrol and oil are now obtained.
Thus the sun can be said to be source of nearly all energy, and in the
absence of the sun’s heat and light, no life could exist on earth.
9. The most suitable title for the text is ….

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

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

242
______________________ __________________
NIP. NIP.

243
Topik Pembelajaran : Text Explanation
Pertemuan Ke :
Menulis
sederhana narrative, explanation, dan discussion dalam konteks
B. Kompetensi Dasar
explanation, dan discussion .
Nilai Budaya Dan

Karakter Bangsa
 Menggunakan adverbial clause Religius, jujur, toleransi, disiplin,
dalam membuat sebuah explanation kerja keras, mandiri, demokratis,
explanation kebangsaan, cinta tanah air,

 Menggunakan adverbial clause dalam membuat sebuah explanation
 Menghasilkan teks berbentuk explanation
E. Materi Pokok
244
teks berbentuk explanation , kosa kata yang terkait
 Pre listening
 Post Listening

Membacakan teks
explanation , kosa kata
yang dihadapi siswa
yang terkait kepada
dalam melakukan
kelompok (monolog).
dan mandiri.
245

Eksplorasi
yang terkait.
terkait.
Elaborasi
terkait.
Konfirmasi
246
yang terkait.
dilaksanakan.
XI
I. Penilaian

terkait. questions!
Writing Test
 Now it is time for you to write your own explanation text.
 Choose one of the titles below
 Don’t forget to use the generic structure of an explanation text.
Titles :
 How telephone works?
 How telex works
 Why leaves fall in Autumn season
 …………………………………(your own title)
247
Generic
Structure ……………………………………
A General …………………………………………………………………………………..
Stateme …………………………………………………………………………………..
nt
Explanation …………………………………………………………………………………..
…………………………………………………………………………………..
Closing (if …………………………………………………………………………………..

any) …………………………………………………………………………………..

Skor maksimum 100
______________________ __________________
NIP. NIP.
248

Pertemuan Ke :
249
Menulis
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa

E. Materi Pokok
250
 Pre listening
 Post Listening

Membacakan teks
yang dihadapi siswa
yang terkait kepada
dalam melakukan
kelompok (monolog).
dan mandiri.

251

Eksplorasi
yang terkait.
terkait.
Elaborasi
terkait.
Konfirmasi

yang terkait.
dilaksanakan.
252
XI
I. Penilaian

terkait. questions!
Writing Test
Titles :
 How telex works
 …………………………………(your own title)
Generic
Structure ……………………………………
A General …………………………………………………………………………………..
253
Stateme …………………………………………………………………………………..
nt
Explanation …………………………………………………………………………………..
…………………………………………………………………………………..
Closing (if …………………………………………………………………………………..

any) …………………………………………………………………………………..

Skor maksimum 100
______________________ __________________
NIP. NIP.
254

Topik Pembelajaran : Teks Berbentuk Narrative
Pertemuan Ke :
Mendengarkan
255
berbentuk narrative, explanation dan discussion dalam konteks
Menulis
B. Kompetensi Dasar
kehidupan sehari-hari dalam teks dalam teks berbentuk: narrative,
explanation, dan discussion.
4.2. Mengungkap-kan makna dalam teks monolog dengan menggunakan
kehidupan sehari-hari dalam teks berbentuk: narrative, explanation, dan
discussion.
Nilai Budaya Dan

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

Memahami isi teks narrative yang didengar
256
E. Materi Pokok
Tesk narrative
 Pre listening
 Post Listening

257


Eksplorasi
Elaborasi
Konfirmasi
258
dilaksanakan.
narrative.
XI
I. Penilaian

answer
LISTENING TEXT 1
259

Kunci Jawaban
1. The poor rabbit
secretly
No Uraian Skor

Tidak menjawab 0

260
______________________ __________________
NIP. NIP.

Topik Pembelajaran : Teks Berbentuk Narrative
Pertemuan Ke :
Mendengarkan
Menulis
261
B. Kompetensi Dasar
kehidupan sehari-hari dalam teks dalam teks berbentuk: narrative,
explanation, dan discussion.
4.2. Mengungkap-kan makna dalam teks monolog dengan menggunakan
kehidupan sehari-hari dalam teks berbentuk: narrative, explanation, dan
discussion.
Nilai Budaya Dan

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

Memahami isi teks narrative yang didengar
E. Materi Pokok
Tesk narrative
262
 Pre listening
 Post Listening

263

Eksplorasi
Elaborasi
Konfirmasi
dilaksanakan.
narrative.
264
XI
I. Penilaian

answer
LISTENING TEXT 1
265

Kunci Jawaban
1. The poor rabbit
secretly
No Uraian Skor

Tidak menjawab 0

______________________ __________________
NIP. NIP.
266

Pertemuan Ke :
Menulis
4. Mengungkapkan makna dalam teks tulis monolog yang berbentuk
narrative, explanation dan discussion secara akurat, lancar dan
berterima dalam konteks kehidupan sehari-hari.
B. Kompetensi Dasar
4.2 Mengungkap-kan makna dan langkah retorika da-lam teks mo-nolog
dengan mengguna-kan ragam bahasa tulis secara aku-rat, lancar dan
berteri-ma dalam konteks kehi-dupan sehari-hari dalam teks berben-tuk:
narrative, explanation, dan discus-sion.
267
Nilai Budaya Dan

Karakter Bangsa

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

268


Eksplorasi
269
Elaborasi
Konfirmasi

dilaksanakan.
narrative.
XI
I. Penilaian
270

answer
Test Writing
and resolution
Title : __________________
Orientation ______________________________________________
where the story ______________________________________________
______________________________________________
_________
Complication ______________________________________________
problem(s) faced ______________________________________________
character ______________________________________________
_________
______________________________________________
_________
______________________________________________
_________
______________________________________________
_________
Resolution ______________________________________________
__________
______________________________________________
271
_________

Skor maksimum 100
______________________ __________________
NIP. NIP.
272

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

Karakter Bangsa
 Mengidentifikasi topik sebuah teks Religius, jujur, toleransi, disiplin,
fungsional pendek yang didengar kerja keras, mandiri, demokratis,
273
 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

274


Eksplorasi
pendek”Iklan ”.
275
Elaborasi
Konfirmasi
pendek”Iklan ”.
dilaksanakan.
XI
I. Penilaian
Indikator Teknik Bentuk Contoh
276
No.

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


Semarang
Closed Sunday
6. What is on sale?
Kunci Jawaban
7. Men and women
9. 8.30 am to 9.00 pm
277
10. Six days
No Uraian Skor
Tidak menjawab 0
______________________ __________________
NIP. NIP.
278

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

Karakter Bangsa
 Menggunakan bahasa lisan dalam Religius, jujur, toleransi, disiplin,
menyampaikan teks fungsional kerja keras, mandiri, demokratis,
pendek. rasa ingin tahu, semangat
279

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

280


Eksplorasi
pendek”Iklan ”.
281
Elaborasi
Konfirmasi

pendek”Iklan ”.
dilaksanakan.
XI
I. Penilaian

No.
282
1. Memahami isi Tes Lisan Unjuk Kerja Listen to the
Tesk fungsional following
and answer the
questions!
Read the pamphlet aloud.
No Aspek Aspek Skor

1 Pronounciation - Anak berbicara dengan lafal, 3
intonasi yang benar
intonasi yang benar namun ada
beberapa kesalahan
intonasi yang masih salah
2. Fluency - Anak berbicara dengan lancar 3
- Anak berbicara dengan beberapa 2
hambatan
- Anak berbicara dengan tidak 1
lancar
3. Performance - Anak maju ke depan kelas 3
berbicara dengan keyakinan yang
283
tinggi
berbicara dengan agak ragu-ragu
berberbicara dengan keyakinan
yang sangat rendah
Nilai = peroleh skor dibagi 15 x 100
______________________ __________________
NIP. NIP.
284

Topik Pembelajaran : Pamphlet
Pertemuan Ke :
Membaca
kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa
 Membaca wacana ragam tulis yang Religius, jujur, toleransi, disiplin,
dibahas: Teks pamphlet kerja keras, mandiri, demokratis,
 Mengidentifikasi topik dari teks yang rasa ingin tahu, semangat
dibaca kebangsaan, cinta tanah air,
285
 Mengidentifikasi informasi tertentu menghargai prestasi, bersahabat,
dari teks yang dibaca cinta damai, gemar membaca,

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

tentang teks pamphlet belajarnya, siswa diberi berbagai kegiatan
, kosa kata yang tugas untuk melakukan terkait dengan wacana
terkait. hal-hal berikut, dan berbentuk naratif di luar
dalam teks pamphlet , a.l. tentang tempat, siapa diberikan guru.
kosa kata yang terkait. saja yang datang,  Siswa mengumpulkan
langkah retorika  Bertanya jawab tentang portofolio, dan
dalam teks pamphlet , teks pamphlet , kosa kata melaporkan hal-hal
kosa kata yang terkait. yang terkait. dengan yang sudah diperoleh
286
 Membahas ciri-ciri kelompok belajarnya serta kesulitan yang
leksikogramatika.  Membahas nilai-nilai dihadapi secara rutin
 Mendengarkan cerita yang terkandung dalam kepada guru.
(secara langsung atau teks pamphlet , kosa kata
dengan media yang terkait.
 Membacakan teks langkah retorika dalam
pamphlet , kosa kata teks pamphlet , kosa kata
yang terkait.. yang terkait..
dengan media
elektronik).
yang dihadapi siswa
 Membacakan teks
dalam melakukan
pamphlet , kosa kata
yang terkait.kepada
dan mandiri.
kelompok (monolog).


Eksplorasi
 Memberikan stimulus berupa pemberian materi teks pamphlet , kosa kata
yang terkait.
mengenai teks pamphlet , kosa kata yang terkait.”.
lisan atau mempresentasikan mengenai teks pamphlet , kosa kata yang
terkait.
287
Elaborasi
 Membiasakan siswa membuat kalimat teks pamphlet , kosa kata yang
terkait.
Konfirmasi

 Siswa diminta membuat rangkuman dari materi mengenai teks pamphlet ,
kosa kata yang terkait.
dilaksanakan.
pamphlet , kosa kata yang terkait.
XI
I. Penilaian

pamphlet , kosa advertisement
288
kata yang and answer the
terkait. questions!
I. Read the following pamphlet then answer the questions
289
 What is the pamphlet about?
 Whom is the pamphlet for?
 What’s the function of septic tank in rural area?
 How many questions must we answer to know enough
about septic tank system?
 In Urban and ……………there are sewer s to carry ….
(par.1)?
What does the underlined word means?
290
Setiap nomor apabila benar nilainya 20, apabila salah 0

______________________ __________________
NIP. NIP.
291
Topik Pembelajaran : Explanation
Pertemuan Ke :
Membaca
kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan..
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa
 Mengidentifikasikan tema teks yang
dibaca
 Mengidentifikasikan makna kalimat
dalam teks yang dibaca
 Mengidentifikasi tujuan komunikasi
teks dibaca
 Merespon berbagai informasi tentang
isi teks

 Mengidentifikasikan tema teks yang dibaca
292
 Mengidentifikasikan makna kalimat dalam teks yang dibaca
 Mengidentifikasi tujuan komunikasi teks dibaca
 Merespon berbagai informasi tentang isi teks
E. Materi Pokok
teks explanation , kosa kata yang terkait
 Pre listening
 Post Listening

Membacakan teks
293
yang dihadapi siswa explanation , kosa kata
dalam melakukan yang terkait kepada
kegiatan terstruktur kelompok (monolog).
dan mandiri.


Eksplorasi
yang terkait.
terkait.
Elaborasi
terkait.
Konfirmasi
294

yang terkait.
dilaksanakan.
XI
I. Penilaian
1. Memahami isi Tes Tertulis Pilihan ganda Listen to the

terkait. questions!
A. Choose the correct answer by crossing a,b,c,d or e
Text 1
295
Have you ever wondered how people get chocolate for? In this article we’ll
enter the amazing world for chocolate so you can understand exactly what you’re
eating.
Chocolate starts with a tree called the cacao tree. This tree grows in
equatorial regions, especially in place such as South America, Africa, and
Indonesia. The cacao tree produces a fruit about the size of small pine apple.
Inside the fruit are the tree’s seeds, also known as cacao beans.
The beans are fermented for about a week, dried in the sun and then
shipped to the chocolate maker. The chocolate maker starts by roasting the
beans to bring out the flavor. Different beans from different place have different
qualities and flavor, so the are often sorted and blended to produce a distinctive
mix. Next, the roasted beans are winnowed. Winnowing removes the meat nib of
the cacao beans bean from its shell. Then, the nibs are blended. The blended
nibs are ground to make it a liquid. The liquid is called chocolate liquor. It tastes
bitter. All seeds contain some amount of fat, and cacao beans are not different.
However, cacao beans are half fat, which is why the ground nibs from liquid. It’s
pure bitter chocolate.
11. The text is about ….

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

a. the process of producing chocolate
b. how to produce the cacao flavor
c. where chocolate comes from
d. the chocolate liquor
e. the cacao fruit
13. “ …., so the are often sorted and blended to produce ….” ( Paragraph 3 )
The underline word is close in meaning to ….
a. arranged
b. combined
c. separated
d. distributed
e. organized
14. How does the chocolate maker start to make chocolate?

a. By fermenting the beans.
b. By roasting the beans.
c. By blending the beans.
d. By sorting the beans.
e. By drying the beans.
296
Text 2
Wood chipping is a process used to obtain pulp and paper product from
the forest. The wood chipping process begins when the trees are cut down is in
selected area of the forest called a couple.
Next, the top and branches of the trees are cut out and the logs are
taken to the mill. At the mill, the bark of the logs is removed and the logs are
taken to a chipper, which cut them into small pieces called woodchip. The
woodchips are the screened to remove dirt and other impurities. At this stage, the
are either exported in this from or made into pulp by chemicals and heat. The
pulp is then bleached and the water content is removed.
Finally, the pulp is rolled out to make paper.
15. The text describes the process of ….

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

a. They export the woodchip.
b. The cut them into pieces.
c. They roll out the paper.
d. The remove the bark.
e. The screen the logs.
17. “At this stage, they are either exported in this from or ….” ( Paragraph 2 )
The underlined word refer to ….
a. logs
b. pulp
c. process pulp
d. raw woodchips
e. clean woodchip
18. “ The woodchips are then screened to remove dirt and other impurities.”
( Paragraph 2 )
In other word, they are ….
a. repaired
b. cleaned
c. moved
d. removed
e. processed
Text 3
Nearly all energy is derived from the sun, either indirectly or directly, in
the form of the form of heat rays and light rays. Electrical energy is derived from
the sun indirectly. It can be derived from the power of the earth’s surface, by
297
mean of the sun’s heat. This water vapour rises, condenses on cooling, and falls
as rain.
The light and heat energy from coal is also derived indirectly from the
sun. Coal was formed by the pressure of the rocks on vegetation which died
million of years ago. That vegetation grew with the aid of sunlight, from which
carbohydrates were formed, thus converting solar energy into chemical energy.
When coal is burn some of this energy is released.
Energy used to drive car engines is derived from petrol, which is also
formed with the indirect aid of the sun. Plants and animal were pressed under the
rocks in the earth. These dead animals and vegetables remains formed
petroleum, from which petrol and oil are now obtained.
Thus the sun can be said to be source of nearly all energy, and in the
absence of the sun’s heat and light, no life could exist on earth.
19. The most suitable title for the text is ….

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

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

298
______________________ __________________
NIP. NIP.

299
Pertemuan Ke :
Menulis
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa

300
E. Materi Pokok
 Pre listening
 Post Listening

Membacakan teks
yang dihadapi siswa
yang terkait kepada
dalam melakukan
kelompok (monolog).
301
dan mandiri.


Eksplorasi
yang terkait.
terkait.
Elaborasi
terkait.
Konfirmasi
302
yang terkait.
dilaksanakan.
XI
I. Penilaian

terkait. questions!
Writing Test
Titles :
 How telex works
303
 …………………………………(your own title)
Generic
Structure ……………………………………
A General …………………………………………………………………………………..
Stateme …………………………………………………………………………………..
nt
Explanation …………………………………………………………………………………..
…………………………………………………………………………………..
Closing (if …………………………………………………………………………………..

any) …………………………………………………………………………………..

Skor maksimum 100
______________________ __________________
NIP. NIP.
304

Pertemuan Ke :
305
Menulis
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa

E. Materi Pokok
306
 Pre listening
 Post Listening

Membacakan teks
yang dihadapi siswa
yang terkait kepada
dalam melakukan
kelompok (monolog).
dan mandiri.
307

Eksplorasi
yang terkait.
terkait.
Elaborasi
terkait.
Konfirmasi

yang terkait.
308
dilaksanakan.
XI
I. Penilaian

terkait. questions!
Writing Test
Titles :
 How telex works
 …………………………………(your own title)
Generic Structure
309
……………………………………
A General …………………………………………………………………………………..
Statement …………………………………………………………………………………..
Explanation …………………………………………………………………………………..
…………………………………………………………………………………..
Closing (if any) …………………………………………………………………………………..

…………………………………………………………………………………..

Skor maksimum 100
______________________ __________________
NIP. NIP.
310
311
RENCANA PELAKSANAAN
PEMBELAJARAN
(RPP)

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

NIP/NIK : .................................................
Sekolah : .................................................

(KTS P )

Topik Pembelajaran : Monolog : narrative
Pertemuan Ke :
312
Mendengarkan
7. Memahami makna dalam teks percakapan transaksional dan
sehari-hari.
.
B. Kompetensi Dasar
Mendengarkan
7.1 Merespon makna dalam percakapan transaksional dan (to get things
done) dan interpersonal (bersosialisasi) berlanjut (sustained) secara
akurat, lancar dan berterima yang menggunakan ragam bahasa lisan
dalam berbagai konteks kehidupan sehari-hari dan melibatkan tindak
tutur: membujuk, mendorong semangat, mengkritik, mengungkapakan
harapan dan mencegah.
Nilai Budaya Dan

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

 Sisvva dapat incrcspons narrative
 Siswa dapat melakukan monolog berbentuk: narrative
E. Materi Pokok
Preventing/Asking Someone Not to Do Something
Read the following dialog.
313
Father : Look at what I have here. You must
explain it to me. Anton : I can explain it,
Dad. I had lots of work to do that day, so
I couldn't prepare myself well.
Father : That's not the point I guess. You should
have studied some days before the test,
and not just a day before.
Anton : You mean...
Father : The point is that you have spent a lot of time in the Internet cafe. From
now on, stop going there.
Anton : But, . Dad.
Father : No excuses, please. You are now in the last semester. You must spend
your time studying.
Anton : O.K., Dad.
The sentence "From now on, stop going there." is used to prevent or to ask
someone not to do something.
Here are some other expressions to prevent or to ask someone not to do something.
Preventing/Asking Someone Not to Do Something
 You mustn't...!
 You can't...!
 You shouldn't (really)....
 You're not (really) supposed to ...
 You'd better not....
 I don't really think you should ....
 (For goodness sake) don't look!
 Stop! Wait! (Or other imperatives

tentang monolog belajarnya, siswa diberi berbagai kegiatan
berbentuk: narrative tugas untuk melakukan terkait dengan wacana
314
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).
(monolog).


Eksplorasi
 Memberikan stimulus berupa pemberian materi monolog berbentuk:
narrative
315
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.
berbentuk: narrative.

 Kaset/CD
 Tape
I. Penilaian
316
No.
1. Memahami dan Tes Tertulis Melengkapi Listen to some

merespons dialog dialogues from
wacana the tape. Then fill
monolog in the blanks with
berbentuk the expressi-ons
narrative you hear
2. Menentukan Tes Lisan Membuat Give your

pesan dalam dialog responses orally
cerita based on the
situations below!
Listen to some dialogues from the tape. Then Fill in

the blanks with the expressions you hear.
Dialogue 1
Dudi : Hi, Adi. You look awful. What's wrong with you?
Adi : I didn't get much sleep last night. I finished writing the book
review. Today is the deadline for the submission of the
assignment. Dudi : Why didn't you finish it last week? You
had a plenty of time
Adi : Actually, I went camping last weekend.
1 . ……………..I wish I hadn't gone camping.
2 ………………. I had finished writing the book review.
Dudi : 3 ……………….
Dialogue 2
Dudi : 4 ………………after leaving high school, Adi?
Adi : 5 ……………….studying Indonesian literature.How about
you, Dudi?
Dudi : 6……………… going teaching. After leaving the college, I'm
going to go to Papua. I want to teach the children of this
remote spot.
Adi : Really? It's so far away, Dudi. …………..7 ?
Dudi : Well, 8 to make myself useful.
Adi : What makes you want to go to Papua? You don't have a
relative there, do you?
Dudi : No, I don't. This book, The City of Joy, has inspired me to
go to Papua………….. 9 .
Adi : What's it about?
317
Dudi : The novel tells a priest who lives in a slum in Calcutta. He
comes from a country in Europe.And he tries hard to adapt
to the culture of the people he lives with. He helps the poor
living in the slum. All people are treated the same.
Adi : 10 ……………
Dudi : That's right. It makes me feel like finished my school as
soon as I can. So I can leave for Papua.
Adi : Talking of your school, have you prepared yourself for the
admission test?
Dudi : Of course, I have. 11 the test will be very much like the test
of last year.
Adi : 12 ……………. We can speculate that the questions will
follow a set of pattern.
Dudi : 13 …………………

tidak lancar.
Nilai 100 90 80 70
______________________ __________________
NIP. NIP.
318

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

Karakter Bangsa
 Merespons dengan benar lerhadap Religius, jujur, toleransi, disiplin, kerja
tindak lulur: menanyakan, keras, mandiri, demokratis, rasa ingin
mengungkapkan, dan tahu, semangat kebangsaan, cinta
menyembunyikan rencana. tanah air, menghargai prestasi,
 Melakukan berbagai tindak tutur bersahabat, cinta damai, gemar
dalam wacana lisan
319
interpersonal/transaksional:
menanyakan, mengungkapkan, dan membaca, peduli lingkungan, peduli
menyembunyikan rencana. sosial, tanggung jawab, mandiri

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

Dann : I think you have had many
DVDs at home.
Riko : But I haven't got the film, and it is
on sale. Please?
Danny : How much is it?
Riko : Rp20.000.00
Danny : O.K. then. Here is the money.
Riko : Thank you.
320
The sentence, "But I haven't got the film, and It Is on sale. Please?’’ is an
expression to persuade someone to do something.
Here are some other expressions you can use to persuade someone to do
something.
Persuading Someone
 Why don't you ... ?
 I really think you'd do well to....
 Are you really sure you can't'couldn't... ?
 Oh, come on!\
 Don't be like that!
 Just this once!
 I really think it would be a pity if we didn't
 Can't I persuade you to... ?
 Are you quite sure you won't consider... ?
Ungkapan-ungkapan yang menanyakan, mengungkapkan. dan menyembunyikan

rencana, misalnya:
- What is your plan?

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

(expressing: love). hal-hal berikut, dan berbentuk naratif di luar
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
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.
321
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.
(monolog).

 Siswa membaca dialog yang di dalamnya terdapal ekspresi menanyakan
rencana dan menggarisbawahi ekspresi menanyakan rencana yang mereka
temukan.

Eksplorasi
 Memberikan stimulus berupa pemberian materi cara menanyakan,
mengungkapkan, dan menyembunyikan rencana.
322
mengenai cara menanyakan, mengungkapkan, dan menyembunyikan
rencana.
lisan atau mempresentasikan mengenai cara menanyakan,
Inggris mengenai cara menanyakan, mengungkapkan, dan
Elaborasi
 Membiasakan siswa membuat cara menanyakan, mengungkapkan, dan
Konfirmasi
dalam materi mengenai cara menanyakan, mengungkapkan, dan

 Siswa diminta membuat rangkuman dari materi cara menanyakan,
dilaksanakan.
menyatakan perasaan (expressing: love).

 Kaset/CD
 Tape
323
I. Penilaian
1. Merespons dengan benar Tes Tertulis Melengkapi Complete the

lerhadap tindak lulur: dialog dialogue below
menanyakan, using the
mengungkapkan, dan suitable
menyembunyikan rencana. expression!
Melakukan berbagai tindak

2. tutur dalam wacana lisan Tes Lisan Membuat Give your
interpersonal/transaksional dialog responses
: menanyakan, orally based on
mengungkapkan, dan the situations
menyembunyikan rencana. below!
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.
324
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
325
______________________ __________________
NIP. NIP.
326

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

Karakter Bangsa
(expressing: sorrow& attention) ) tahu, semangat kebangsaan, cinta
interpersonal/transaksional: membaca, peduli lingkungan, peduli
327
menyatakan perasaan (expressing:
sorrow& attention)

peringatan.
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

(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
328
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).
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).


Eksplorasi
mengenai cara menyatakan perasaan (expressing: sorrow& attention).
329
Inggris mengenai cara menyatakan perasaan (expressing: sorrow&
attention).
Elaborasi
sorrow& attention).
Konfirmasi
dalam materi mengenai cara menyatakan perasaan (expressing: sorrow&
attention).

dilaksanakan.
menyatakan perasaan (expressing: sorrow& attention).

 Kaset/CD
 Tape
I. Penilaian
330

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
331
 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.
332
Nilai 100 90 80 70
______________________ __________________
NIP. NIP.
333

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

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

334
 Siswa dapat merespon wacana yang berkaitan dengan sosiokultural.
E. Materi Pokok
Drunella : Cinderella, I'm so sorry for all the
bad things I have done to you. I feel
really regretful doing them.
Cinderella : It's O.K., Drunella. I have forgiven
you since you did them.
Drunella : Thank you, Cinderella. But, do you
still consider me as your sister?
Cinderella : Of course, I do.
Drunella : You are really kind.
Cinderella : Don't mention it.
The sentence "I feel really regretful doing them." is

used to express regret. The sentence, "It's O.K.,
Here are some other expressions you can use to express regret
Regretting Responding
I regret to say that... No problem.
Regretfully, I must say .... No worries.
I'm so sorry for.... Don't worry about that. I'm O.K.
How could it happen? I'm happy you said that. If
I had (hadn't).... I would (wouldn't) have
Encouraging Someone
Read the following dialog .
335
In the dialog above, the boy got a bad mark because he wasn't feeling well during the
test. His friend doesn't believe it because he is the best student in class. However, she
encourages him by saying, "Don't be sad. I'm sure you'll catch up."
You need to encourage others when they are down. Here are some expressions you can
use to encourage someone.
Encouraging Someone
Don't worry. I'm sure you'll do better next time.
Come on. This is not the end of the world.
You have my support.
We feel you should go ahead.
You're doing very well.
I'm sure you'll win!
You like it? Go for it!
Go on, you can do it!
It wouldn't hurt.
Don't give up.
Keep at it!
Keep it up!
You can do it!
Stick to it!
No pain, no gain
Give it a shot.
In the first dialog, the boy asked the girl what she was going to do with the old
newspapers. The girl stated her objective of collecting the newspapers that is to make
recycling paper. She said, "I'm going to make recycling paper."
336
In the second dialog, both of the speakers were talking about their intention after
graduating from high school. The girl said, 1 want to continue my study in tourism.",
while the boy said, 1 intend to join the army."
Here are some other expressions of stating objectives and intentions..
Stating Objectives Staring Intentions
 The objective is to  1 intend to complete my

accommodate all the Harry Potter collection.
fans in this school.  It is my intention to have my
 It is also aimed at improving the private library.
members' literary appreciation ability.  1 have every intention of
 The aim is .... building a public library.
 It aims to....  I want to take TOEFL
 I'm certainly going to .... preparation:
Read the following dialog
The sentence "I hope you will do your best." expresses the boy's hope for the girl He
hopes that the girl will do her best in the swimming competition.
337
Expressing Hope
 I hope I can buy it by the end of this month
 I wish I had enough money to buy the book
 I also expect the same
 I do hope the book will be mine
 I'm hoping I'll soon have the book
 Keep your finger crossed
 Hopefully, you are lucky
 Let's hope for your luck
Wacana mengenai akronim
 Pre listening
 Post Listening

338


Eksplorasi
Elaborasi
Konfirmasi
339

dilaksanakan.
narrative.
I. Penilaian

answer
LISTENING TEXT 1
340

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

Tidak menjawab 0
341
______________________ __________________
NIP. NIP.

342
Topik Pembelajaran : Teks berbentuk Narrative
Pertemuan Ke :
Membaca
B. Kompetensi Dasar
11.2 Merespon makna dan langkah retorika dalam teks monolog yang
dalam konteks kehidupan sehari-hari dan dan untuk mengakses ilmu
pengetahuan dalam teks berbentuk: narrative dan review.
Nilai Budaya Dan

Karakter Bangsa

E. Materi Pokok
343
Teks monolog berbenluk narrative, misalnya:
The Wrestling Match
One day, something happened which really changed the lives of the two girls,
Rosalind and Celia. There was a wrestling tournament at the court. Charles, a
famous wrestler, had come to display his strength and skill. He wrestled with three
brothers and defeated them all easily, one after the other. Then, still fresh and
smiling, he was ready for his fourth opponent.
The fourth opponent was a noble and handsome youth, much younger than
Charles. The girls pitied him instantly and begged him not to wrestle. "Charles is an
extremely strong fighter. He will kill you," they tokl him.'Tou have no chance of
winning. Don't risk your life!"
"Ladies, I thank you for your kindness," the young man replied. "Let him kill me. It
doesn't matter, because I have no friends to grieve over my death." He spoke so
sadly that Rosalind was filled with pity. "I have little strength," she told him, "bul I
would add that lo yours." The young man smiled gratefully at her. Then he turned
away from the ladies to face Charles, the champion wrestler. The match began.
 Pre listening
 Post Listening

344


Eksplorasi
345
Elaborasi
Konfirmasi

dilaksanakan.
narrative.
I. Penilaian

answer
346
LISTENING TEXT 1

 What is the best title of the story above?
 Who were the characters in that story?
 Where is the setting of the story?
 What problem was the rabbit faced?
 How was the problem solved?
Kunci Jawaban
1. The poor rabbit
secretly
347
No Uraian Skor

Tidak menjawab 0

______________________ __________________
NIP. NIP.

Pertemuan Ke :
348
Membaca
B. Kompetensi Dasar
Nilai Budaya Dan

Karakter Bangsa

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

Rosalind and Cclia. There was a wrestling tournament at the court. Charles, a
349
extremely strong fighter. He will kill you," they told him.'Tou have no chance of
"Ladies, I thank you foL^our kindness," the young man replied. "Let him kill me. It
doesn't matter, because T have no friends to grieve over my death."
He spoke so sadly that Rosalind was filled with pity. "I have little strength," site told
him, ''but I would add that to yours." The young man smiled gratefully at her. Then
he turned away from the ladies to face Charles, the champion wrestler. The match
began.
 Pre listening
 Post Listening

350


Eksplorasi
Elaborasi
Konfirmasi
351

dilaksanakan.
narrative.
I. Penilaian

answer
Test Writing
352
and resolution
Title : __________________
Orientation ______________________________________________
where the story ______________________________________________
______________________________________________
_________
Complication ______________________________________________
problem(s) faced ______________________________________________
character ______________________________________________
_________
______________________________________________
_________
______________________________________________
_________
______________________________________________
_________
Resolution ______________________________________________
__________
______________________________________________
_________

353
Skor maksimum 100
______________________ __________________
NIP. NIP.

Pertemuan Ke :
Membaca
B. Kompetensi Dasar
354
Nilai Budaya Dan

Karakter Bangsa
 Merespons wacana berbentuk
narrative.
 Mengidentifikasi tujuan teks
narrative.
 Mengidentifikasi fitur bahasa dalam
teks narrative.
 Mengidentifikasi generic structure
dalam teks berbentuk narrative.

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

Rosalind and Celia. There was a wrestling tournamen^ the court. Charles, a
355
extremely strong fighter. He will kill you," they told him.'Tou have no chance of
"Ladies, T thank you for your kindness," the young man replied. "Let him kill me. It
doesn't matter, because I have no friends to grieve over my death."
He spoke so sadly that Rosalind was filled with pity. "I have little strength," she told
him, "but I would add that to yours." The young man smiled gratefully at her. Then
he turned away from the ladies to face Charles, the champion wrestler. The match
began.
 Pre listening
 Post Listening

356


Eksplorasi
Elaborasi
Konfirmasi
357

dilaksanakan.
narrative.
I. Penilaian

answer
Test Writing
and resolution
Title : __________________
358
Orientation ______________________________________________
where the story ______________________________________________
______________________________________________
_________
Complication ______________________________________________
problem(s) faced ______________________________________________
character ______________________________________________
_________
______________________________________________
_________
______________________________________________
_________
______________________________________________
_________
Resolution ______________________________________________
__________
______________________________________________
_________

Skor maksimum 100
359
______________________ __________________
NIP. NIP.

Topik Pembelajaran : Teks monolog berbentuk Narrative
Pertemuan Ke :
Berbicara
10 Mengungkapkan makna dalam teks fungsional pendek dan monolog
yang berbentuk narrative dan review secara akurat, lancar dan
B. Kompetensi Dasar
10.2 Mengungkap-kan makna dalam teks monolog dengan menggunakan
kehidupan sehari-hari dalam teks berbentuk: narrative dan review.
Indikator Pencapaian Kompetensi Nilai Budaya Dan
360
Karakter Bangsa
 Menentukan judul, orientasi, dan Religius, jujur, toleransi, disiplin,
resolusi utama cerita narrative kerja keras, mandiri, demokratis,

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

361


Eksplorasi
362
Elaborasi
Konfirmasi

dilaksanakan.
narrative.
I. Penilaian

No.
363
answer
Test Writing
and resolution
Title : __________________
Orientation ______________________________________________
where the story ______________________________________________
______________________________________________
_________
Complication ______________________________________________
problem(s) faced ______________________________________________
character ______________________________________________
_________
______________________________________________
_________
______________________________________________
_________
______________________________________________
_________
Resolution ______________________________________________
__________
______________________________________________
_________
364

Skor maksimum 100
______________________ __________________
NIP. NIP.
365

Topik Pembelajaran : Teks monolog berbentuk Review
Pertemuan Ke :
Berbicara
9 Mengungkapkan makna dalam teks interaksional, dengan penekanan
kehidupan sehari-hari
Berbicara
Membaca
11 Memahami makna teks tulis monolog yang berbentuk narrative dan
review secara akurat, lancar dan berterima dalam konteks kehidupan
B. Kompetensi Dasar
secara akurat, lancar dan berterima dengan menggunakan ragam
bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak
tutur:membujuk, mendorong semangat, mengkritik , mengungkapkan
harapan, dan mencegah.
366
pengetahuan dalam teks berbentuk: narrative dan review
Nilai Budaya Dan

Karakter Bangsa
 Merespons teks berbentuk review Religius, jujur, toleransi, disiplin,
 Melakukan percakapan tentang kerja keras, mandiri, demokratis,
review. rasa ingin tahu, semangat

1. Siswa dapat merespons teks berbentuk review
2. Siswa dapat melakukan percakapan tentang review.
E. Materi Pokok
Teks tertulis berbentuk review, misalnya:
Jurassic Park Part II is a motion picture about an island populated with real
dinosaurs. Released in 1997, this science fiction adventure is the sequel to the
box-office hit Jurassic Park (1993), in which a scientist built a dinosaur theme park
on a remote island. Although those dinosaurs were destroyed, there were some left
on another island. Dr. Sarah Harding (played by Julianne Moore) and Dr. lan
Malcolm (Jeff Goldblum) travel to the island to observe the dinosaurs and try to
prevent Roland Tembo (Pete Postlethwaite) from Founding the beasts up and
367
taking them to a theme park in the United Slates. The weather turns bad. the
dinosaurs become violent, and one of the angry beasts makes its way to Los
Angeles, California.
 Pre listening
 Post Listening

368


Eksplorasi
 Memberikan stimulus berupa pemberian materi wacana monolog berbentuk
review.
mengenai wacana monolog berbentuk review.
lisan atau mempresentasikan mengenai wacana monolog berbentuk review.
Inggris mengenai wacana monolog berbentuk review.
Elaborasi
 Membiasakan siswa membuat kalimat wacana monolog berbentuk review.
Konfirmasi
dalam materi wacana monolog berbentuk review.
369
 Siswa diminta membuat rangkuman dari materi mengenai wacana monolog
berbentuk review.
dilaksanakan.
monolog berbentuk review.
I. Penilaian

teks wacana monolog and
monolog choose the best
berbentuk answer
review
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.
370
Say It Right
 earthquake
 coast
 collapsing
 nightmare
 experience
 tyre
 matchsticks
 abandoned
 tumbling
 terrible

Skor maksimum 100
______________________ __________________
NIP. NIP.
371

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

Karakter Bangsa
 Merespons dengan benar terhadap Religius, jujur, toleransi, disiplin,
tindak tutur: memberikan penilaian, kerja keras, mandiri, demokratis,
suka dan tidak suka. rasa ingin tahu, semangat
372
 Merespons dengan benar terhadap
tindak tutur: mengkritik.
 Melakukan berbagai tindak tutur
dalam wacana lisan interpersonal/
transaksional: menanyakan penilaian kebangsaan, cinta tanah air,
orang lain. menghargai prestasi, bersahabat,
 Melakukan berbagai tindak tutur cinta damai, gemar membaca,
dalam wacana lisan interpersonal/ peduli lingkungan, peduli sosial,
transaksional: memberikan penilaian, tanggung jawab, mandiri
suka dan tidak suka.
 Melakukan berbagai tindak tutur
dalam wacana lisan interpersonal/
transaksional: menukritik

1. Siswa dapat merespons dengan benar terhadap tindak tutur: menanyakan
penilaian orang lain.
2. Siswa dapat merespons dengan benar terhadap tindak tutur: memberikan
penilaian, suka dan tidak suka.
3. Siswa dapat merespons dengan benar terhadap tindak tutur: mengkritik.
4. Siswa dapat melakukan berbagai tindak tutur dalam wacana lisan
interpersonal/ transaksional: menanyakan penilaian orang lain.
interpersonal/ transaksional: memberikan penilaian, suka dan tidak suka.
interpersonal/ transaksional: mengkritik.
E. Materi Pokok
Ungkapan-ungkapan yang menanyakan penilaian orang lain, memberikan
penilaian, suka dan tidak suka, misalnya:
- What do you think about TV shows?
- In my view,....
- How wonderful! How irritating! It's awful!
373
 Pre listening
 Post Listening

menanyakan penilaian tugas untuk melakukan terkait dengan wacana
orang lain, hal-hal berikut, dan berbentuk naratif di luar
memberikan penilaian, melaporkan setiap tugas tatap muka dan
suka dan tidak suka, kegiatan kepada guru, terstruktur yang
mengkritik. a.l. tentang tempat, siapa diberikan guru.
 Membahas nilai-nilai saja yang datang,  Siswa mengumpulkan
yang terkandung cara kesulitan yang dihadapi. setiap hasil kerja dalam
menanyakan penilaian  Bertanya jawab tentang portofolio, dan
orang lain, isi cerita (karakter, melaporkan hal-hal
memberikan penilaian, setting, plot) yang sudah yang sudah diperoleh
suka dan tidak suka, dibaca, ditonton, serta kesulitan yang
mengkritik. dan/atau didengar dihadapi secara rutin
 Membahas unsur dan dengan kelompok kepada guru.
langkah retorika belajarnya
dalam cara  Membahas nilai-nilai
menanyakan penilaian yang terkandung dalam
orang lain, cerita, sikap dan perilaku
memberikan penilaian, para tokoh.
suka dan tidak suka,  Membahas unsur dan
mengkritik. langkah retorika dalam
 Membahas ciri-ciri teks naratif.
leksikogramatika.  Membahas ciri-ciri
 Nonton film leksikogramatika.
 Mendengarkan cerita  Nonton film.
(secara langsung atau  Mendengarkan cerita
dengan media (secara langsung atau
elektronik). dengan media
 Membacakan cerita elektronik).
kepada kelompok atau  Membacakan cerita
kelas (monolog). kepada kelompok
 Menceritakan kembali (monolog).
cerita kepada
kelompok atau kelas
(monolog).
yang dihadapi siswa
374
dalam melakukan
dan mandiri.


Eksplorasi
 Memberikan stimulus berupa pemberian materi cara menanyakan penilaian
orang lain, memberikan penilaian, suka dan tidak suka, mengkritik.
mengenai cara menanyakan penilaian orang lain, memberikan penilaian,
suka dan tidak suka, mengkritik.
lisan atau mempresentasikan mengenai cara menanyakan penilaian orang
lain, memberikan penilaian, suka dan tidak suka, mengkritik.
Inggris mengenai cara menanyakan penilaian orang lain, memberikan
penilaian, suka dan tidak suka, mengkritik.
Elaborasi
 Membiasakan siswa membuat kalimat cara menanyakan penilaian orang
lain, memberikan penilaian, suka dan tidak suka, mengkritik.
Konfirmasi
375
dalam materi cara menanyakan penilaian orang lain, memberikan penilaian,
suka dan tidak suka, mengkritik.

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

cara Lisan following
menanyakan advertisement
penilaian orang and answer the
lain, questions!
memberikan
penilaian, suka
dan tidak suka,
mengkritik
376
Sale! Sale! Sale!


Semarang
Closed Sunday
11. What is on sale?

Kunci Jawaban
12. Men and women
14. 8.30 am to 9.00 pm
15. Six days
No Uraian Skor
377
Tidak menjawab 0
______________________ __________________
NIP. NIP.
378

Topik Pembelajaran : wacana berbentuk review
Pertemuan Ke :
Mendengarkan
8 Memahami makna dalam teks fungsional pendek dan monolog yang
berbentuk narrative dan review dalam konteks kehidupan sehari-hari.
Membaca
B. Kompetensi Dasar
8.2 Memahami dan merespon makna dalam teks monolog yang
dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative
dan review.
Nilai Budaya Dan

Karakter Bangsa
 Merespons wacana berbentuk review Religius, jujur, toleransi, disiplin,
 Mengidentitlkasi generic structure rasa ingin tahu, semangat
wacana review.Mengidentifikasi tujuan kebangsaan, cinta tanah air,
wacana berbentuk review menghargai prestasi, bersahabat,
 Melakukan berbagai tindak tutur dalam peduli lingkungan, peduli sosial,
wacana lisan interpersonal/
379
transaksional: memberikan penilaian,
suka dan tidak suka.

 Siswa dapat merespons wacana berbentuk review.
 Siswa dapat mengidentifikasi generic structure wacana review.
 Siswa dapat mengidentifikasi tujuan wacana berbentuk review.
E. Materi Pokok
Teks lulls berbentuk review, misalnya:
prevent Roland Tembo (Pete Posllethwaite) from rounding the beasts up and taking
them to a theme park in the United States. The weather turns bad, the beasts up
and taking them to a theme park in the United States. The weather turns bad, the
Angeles, California
 Pre listening
 Post Listening

tentang cara wacana belajarnya, siswa diberi berbagai kegiatan
berbentuk review. tugas untuk melakukan terkait dengan wacana
380
 Membahas nilai-nilai hal-hal berikut, dan berbentuk naratif di luar
yang terkandung cara melaporkan setiap tugas tatap muka dan
wacana berbentuk kegiatan kepada guru, terstruktur yang
review. a.l. tentang tempat, siapa diberikan guru.
dalam cara wacana  Bertanya jawab tentang portofolio, dan
berbentuk review. isi cerita (karakter, melaporkan hal-hal
 Nonton film dan/atau didengar dihadapi secara rutin
 Mendengarkan cerita dengan kelompok kepada guru.
(secara langsung atau belajarnya
dengan media  Membahas nilai-nilai
elektronik). yang terkandung dalam
 Membacakan cerita cerita, sikap dan perilaku
kepada kelompok atau para tokoh.
kelas (monolog).  Membahas unsur dan
 Menceritakan kembali langkah retorika dalam
cerita kepada teks naratif.
kelompok atau kelas  Membahas ciri-ciri
(monolog). leksikogramatika.
 Membahas kesulitan  Nonton film.
yang dihadapi siswa  Mendengarkan cerita
dalam melakukan (secara langsung atau
kegiatan terstruktur dengan media
dan mandiri. elektronik).
 Membacakan cerita
kepada kelompok
(monolog).


Eksplorasi
381
 Memberikan stimulus berupa pemberian materi wacana berbentuk review.
mengenai wacana berbentuk review.
lisan atau mempresentasikan mengenai wacana berbentuk review.
Inggris mengenai wacana berbentuk review.
Elaborasi
 Membiasakan siswa membuat kalimat wacana berbentuk review.
Konfirmasi
dalam materi cara wacana berbentuk review.

dilaksanakan.
berbentuk review
 Kaset/CD
 Tape
I. Penilaian
382

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


Semarang
Closed Sunday
 What is on sale?
 Whom is the sale for?
 Where is the store located
 What time is the store opened?
 How many days is the store opened?
383
Kunci Jawaban
 Busines’s clothes, shoes and summer’s clothes
 Men and women
 At Simpang Lima Semarang
 8.30 am to 9.00 pm
 Six days
No Uraian Skor
Tidak menjawab 0
______________________ __________________
NIP. NIP.
384

Pertemuan Ke :
Mendengarkan
8 Memahami makna dalam teks fungsional pendek dan monolog yang
berbentuk narrative dan review dalam konteks kehidupan sehari-hari.
Berbicara
berterima dalam konteks kehidupan sehari-hari
B. Kompetensi Dasar
8.2 Memahami dan merespon makna dalam teks monolog yang
dan review.
Nilai Budaya Dan

Karakter Bangsa
 Membuat review sebuah film dan kerja keras, mandiri, demokratis,
membacakannya rasa ingin tahu, semangat
385
 Siswa dapat membuat review sebuah film dan membacakannya.
E. Materi Pokok
Angeles, California
 Pre listening
 Post Listening

386
kepada kelompok
(monolog).


Eksplorasi
387
Elaborasi
Konfirmasi

dilaksanakan.
berbentuk review
 Kaset/CD
 Tape
I. Penilaian
388
1. Membuat review Tes Lisan Pertanyaan Listen to the
sebuah film dan Lisan following
membacakannya advertisement
and answer the
questions!
Sale! Sale! Sale!


Semarang
Closed Sunday
Kunci Jawaban
 Men and women
 8.30 am to 9.00 pm
 Six days
389
No Uraian Skor
Tidak menjawab 0
______________________ __________________
NIP. NIP.
390
Pertemuan Ke :
Membaca
Menulis
12 Mengungkapkan makna dalam teks tulis monolog/esei berbentuk
narrative dan review dalam konteks kehidupan sehari-hari.
B. Kompetensi Dasar
12.2 Mengung-kapkan makna dan langkah retorika dalam esei dengan
dan review.
Nilai Budaya Dan

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

391
 Siswa dapat membuat review salah satu bentuk hiburan.
 Siswa dapat membaca review yang telah ditulis.
E. Materi Pokok
Teks lulis berbentuk review, misalnya:
Angeles, California
 Pre listening
 Post Listening

392
kepada kelompok
(monolog).


Eksplorasi
393
Elaborasi
Konfirmasi

dilaksanakan.
berbentuk review
 Kaset/CD
 Tape
I. Penilaian
394
and answer the
questions!
Sale! Sale! Sale!


Semarang
Closed Sunday
Kunci Jawaban
 Men and women
 8.30 am to 9.00 pm
 Six days
395
No Uraian Skor
Tidak menjawab 0
______________________ __________________
NIP. NIP.
396
Topik Pembelajaran : wacana mengenai komunikasi interkultural
Pertemuan Ke :
Membaca
B. Kompetensi Dasar
11.1 Merespon makna dalam teks fungsional pendek resmi dan tak resmi
yang menggunakan ragam bahasa tulis secara akurat, lancar dan
berterima dalam konteks kehidupan sehari-hari dan untuk mengakses
ilmu pengetahuan.
Nilai Budaya Dan

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

 Siswa dapat wacana mengenai komunikasi interkultural.
397
E. Materi Pokok
Angeles, California
 Pre listening
 Post Listening

398
kepada kelompok
(monolog).


Eksplorasi
Elaborasi
Konfirmasi
399

dilaksanakan.
berbentuk review
 Kaset/CD
 Tape
I. Penilaian

and answer the
questions!
400
Sale! Sale! Sale!


Semarang
Closed Sunday
Kunci Jawaban
 Men and women
 8.30 am to 9.00 pm
 Six days
No Uraian Skor
Tidak menjawab 0
401
______________________ __________________
NIP. NIP.
402

English Xi

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Hak Cipta:

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Hak Cipta:

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PERANGKAT PEMBELAJARAN

Mata Pelajaran : Bahasa Inggris

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

Nama Sekolah : MAN MOJOSARI

C. Indikator Pencapaian Kompetensi

Nilai Budaya Dan

Kewirausahaan/ Ekonomi Kreatif :

Tatap Muka Terstruktur Mandiri

Langkah-langkah Kegiatan Pembelajaran

 Kegiatan Inti (70’)

No. Indikator Teknik Bentuk Contoh

1. Merespon dengan Performance Melengkapi Read and give a

2. Melakukan berbagai Tes Lisan Membuat To end the

II. Instrumen Penilaian

Read and give a response to the following expressions.

1. How are you doing ?

III. Pedoman Penilaian

Pedoman penilaian : jumlah jawaban benar X 100 = 100

Mengetahui MOJOSARI, 20 JUNI 2011

DR.Hj.HANIFAH,MM IFA NUZILA,SS

Nama Sekolah : MAN MOJOSARI

C. Indikator Pencapaian Kompetensi

Nilai Budaya Dan

Kewirausahaan/ Ekonomi Kreatif :

Tatap Muka Terstruktur Mandiri

Langkah-langkah Kegiatan Pembelajaran

 Kegiatan Inti (70’)

I. Indikator, Teknik, Bentuk, dan Contoh.

No. Indikator Teknik Bentuk Contoh

1. Merespon dengan Performance Melengkapi Read and give a

2. Melakukan berbagai Tes Lisan Membuat To end the

II. Instrumen Penilaian

To end the conversation, what would you say to someone

 You’re going to see in the evening.

Mengetahui MOJOSARI, 20 JUNI 2011

DR.Hj.HANIFAH,MM IFA NUZILA,SS

Nama Sekolah : MAN MOJOSARI

C. Indikator Pencapaian Kompetensi

Nilai Budaya Dan

Kewirausahaan/ Ekonomi Kreatif :

Tatap Muka Terstruktur Mandiri

Langkah-langkah Kegiatan Pembelajaran

 Kegiatan Inti (70’)

I. Indikator, Teknik, Bentuk, dan Contoh.

No. Indikator Teknik Bentuk Contoh

1. Merespon dengan Performance Melengkapi Listen to the tape

2. Melakukan berbagai Tes Lisan Membuat To end the

II. Instrumen Penilaian

III. Pedoman Penilaian

No. Aspek yang dinilai Total

Participation = 0–5 Total nilai (TN) 20 X 5 =100

Mengetahui MOJOSARI, 20 JUNI 2011

DR.Hj.HANIFAH,MM IFA NUZILA,SS

Nama Sekolah : MAN MOJOSARI

C. Indikator Pencapaian Kompetensi

Nilai Budaya Dan

Kewirausahaan/ Ekonomi Kreatif :

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

Tatap Muka Terstruktur Mandiri

Langkah-langkah Kegiatan Pembelajaran

 Kegiatan Inti (70’)

No. Indikator Teknik Bentuk Contoh

1. Menjawab Performance Melengkapi Complete the