PG B. Inggris X

PROGRAM TAHUNAN
Mata Pelajaran : Bahasa Inggris

Satuan Pendidikan : Sekolah Menengah Atas
Kelas : X (Sepuluh)
Tahun Pelajaran : 2012 - 2013
Semester Standar Kompetensi Alokasi Waktu
Mendengarkan
1. Memahami makna dalam percakapan transaksional dan interpersonal
dalam konteks kehidupan sehari-hari.
2. Memahami makna teks fungsional pendek dan teks monolog sederhana
berbentuk recount, narrative, dan procedure dalam konteks kehidupan
sehari-hari.
Berbicara
3. Mengungkapkan makna dalam percakapan transaksional dan
Semester I
interpersonal dalam konteks kehidupan sehari-hari.

4. Mengungkapkan makna dalam teks fungsional pendek dan monolog
berbentuk recount, narrative, dan procedure sederhana dalam konteks
kehidupan sehari-hari.
Membaca
5. Memahami makna teks tulis fungsional pendek dan esai sederhana
berbentuk recount, narrative, dan procedure dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan.
Menulis
6. Mengungkapkan makna dalam teks tulis fungsional pendek dan esai
sederhana berbentuk recount, narrative, dan procedure dalam konteks
Mendengarkan
7. Memahami makna dalam percakapan transaksional dan interpersonal
8. Memahami makna dalam teks fungsional pendek dan monolog yang
berbentuk narrative, descriptive, dan news item sederhana dalam
konteks kehidupan sehari-hari.
Berbicara
9. Mengungkapkan makna dalam percakapan transaksional dan
Semester II
interpersonal dalam konteks kehidupan sehari-hari.

10. Mengungkapkan makna dalam teks fungsional pendek dan monolog
sederhana berbentuk narrative, descriptive, dan news item dalam
Membaca
11. Memahami makna teks fungsional pendek dan esai sederhana
berbentuk narrative, descriptive, dan news item dalam konteks
kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
Menulis
12. Mengungkapkan makna dalam teks tulis fungsional pendek dan esai
sederhana berbentuk narrative, descriptive, dan news item dalam
Mengetahui
Kepala Sekolah Guru Mata Pelajaran
............................................. .............................................
NIP. NIP.
Pegangan Guru Bahasa Inggris Kelas X SMA/MA 1

PROGRAM SEMESTER 1
2
Kelas : X (Sepuluh)
Alokasi Juli Agustus September Oktober November Desember

No. Kompetensi Dasar Materi Pokok
Waktu
1 2 3 4 1 2 3 4 5 1 2 3 4 1 2 3 4 5 1 2 3 4 1 2 3 4
1. 1.1 Merespons makna yang Telling past event
terdapat dalam • Self introduction
percakapan transaksional • Meeting and departing
(to get things done) dan • Giving sympathy
i n t e r p e r s o n a l • Recount texts
(bersosialisasi) resmi • Simple past tense
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.
1.2 Merespons makna yang
terdapat dalam per-
cakapan transaksional
(to get things done) dan
i n t e r p e r s o n a l
Pegangan Guru Bahasa Inggris Kelas X SMA/MA

(bersosialisasi) resmi
dan tak resmi yang
menggunakan ragam
secara akurat, lancar dan
tutur menunjukkan
simpati.
Waktu
1 2 3 4 1 2 3 4 5 1 2 3 4 1 2 3 4 5 1 2 3 4 1 2 3 4
2.1 Merespons makna
berterima dalam teks
lisan fungsional pendek
sederhana (misalnya
pengumuman, iklan,
undangan dan lain-lain.)
resmi dan tak resmi
dalam berbagai konteks
2.2 Merespons makna
dalam teks monolog
sederhana yang
menggunakan ragam
bahasa lisan secara
akurat, lancar dan
berterima dalam berbagai
konteks kehidupan
sehari-hari dalam teks:
recount.
3.1 Mengungkapkan makna
dalam percakapan
transaksional (to get
things done) dan
dan tak resmi secara

akurat, lancar, dan
berterima dengan
menggunakan ragam
dalam konteks
tutur: berkenalan,
bertemu/berpisah.
3
4
Waktu
1 2 3 4 1 2 3 4 5 1 2 3 4 1 2 3 4 5 1 2 3 4 1 2 3 4
dalam percakapan
things done) dan
akurat, lancar dan
berterima dengan
menggunakan ragam
dalam konteks
tutur menunjukkan
simpati.
dalam bentuk teks
fungsional pendek
(misalnya pengumuman,
iklan, undangan, dan
lain-lain) resmi dan tak
resmi dengan menggunakan
ragam bahasa lisan

dalam teks monolog
sederhana dengan
menggunakan ragam
bahasa lisan secara
akurat, lancar, dan
konteks kehidupan
sehari-hari dalam teks
berbentuk recount.
Waktu
1 2 3 4 1 2 3 4 5 1 2 3 4 1 2 3 4 5 1 2 3 4 1 2 3 4
5.1 Merespons makna
dalam teks tulis
fungsional pendek
resmi secara akurat,
lancar dan berterima
dalam konteks kehidupan
sehari-hari dan untuk
mengakses ilmu
pengetahuan.
5.2 Merespons makna dan
langkah retorika teks tulis
esai secara akurat, lancar
dan berterima dalam
konteks kehidupan
sehari-hari dan untuk
mengakses ilmu
pengetahuan dalam teks
berbentuk recount.
dalam bentuk teks tulis
fungsional pendek

resmi dengan
menggunakan ragam
bahasa tulis secara
akurat, lancar, dan
dan langkah-langkah
retorika secara akurat,
lancar, dan berterima
dengan menggunakan
ragam bahasa tulis
5
berbentuk recount.
6
Waktu
1 2 3 4 1 2 3 4 5 1 2 3 4 1 2 3 4 5 1 2 3 4 1 2 3 4
2. 1.1 Merespons makna yang Story and tale
terdapat dalam per- - Accepting invitation
cakapan transaksional - Breaking a promise
(to get things done) dan - Narrative texts
interpersonal (ber- - Past continuous
sosialisasi) resmi dan tense
tak resmi yang
menggunakan ragam
tutur menyetujui ajakan/
tawaran/undangan dan
membatalkan janji.
2.2 Merespons makna dalam
teks monolog sederhana
yang menggunakan
ragam bahasa lisan
konteks kehidupan sehari-
hari dalam teks narrative.
dalam percakapan

things done) dan inter-
personal (bersosialisasi)
resmi dan tak resmi
berterima dengan
menggunakan ragam
sehari-hari dan menyetujui
ajakan/tawaran/undangan
dan melibatkan tindak tutur
membatalkan janji.
Waktu
1 2 3 4 1 2 3 4 5 1 2 3 4 1 2 3 4 5 1 2 3 4 1 2 3 4
dalam teks monolog
sederhana dengan
menggunakan ragam
bahasa lisan secara
akurat, lancar, dan
hari dalam teks berbentuk
narrative.
esai secara akurat,
dalam konteks
dan untuk mengakses
ilmu pengetahuan dalam
teks berbentuk narrative.
dan langkah-langkah
dengan menggunakan
ragam bahasa tulis
dalam konteks

dalam teks berbentuk
narrative.
3. 1.1 Merespons makna yang Steps and Instructions

terdapat dalam per- - Giving instruction
cakapan transaksional - Giving and approving
(to get things done) dan a promise
i n t e r p e r s o n a l - Expressing happiness
(bersosialisasi) resmi - Showing attention
dan tak resmi yang - Procedure text
- Imperative sentence
7
8
Waktu
1 2 3 4 1 2 3 4 5 1 2 3 4 1 2 3 4 5 1 2 3 4 1 2 3 4
menggunakan ragam
tutur menerima janji.
terdapat dalam per-
cakapan transaksional
interpersonal (ber-
sosialisasi) resmi dan
tak resmi yang
menggunakan ragam
tutur: mengungkapkan
perasaan bahagia,
menunjukkan perhatian,
dan memberi instruksi.
2.2 Merespons makna
dalam teks monolog

sederhana yang
menggunakan ragam
bahasa lisan secara
akurat, lancar, dan
konteks kehidupan
procedure.
Waktu
1 2 3 4 1 2 3 4 5 1 2 3 4 1 2 3 4 5 1 2 3 4 1 2 3 4
dalam percakapan
things done) dan
akurat, lancar, dan
berterima dengan
menggunakan ragam
dalam konteks
tutur menerima janji.
dalam percakapan
things done) dan inter-
personal (bersosialisasi)
resmi dan tak resmi
berterima dengan
menggunakan ragam
dalam konteks

tutur: mengungkapkan
perasaan bahagia,
menunjukkan perhatian,
dan memberi instruksi.
9
10
Waktu
1 2 3 4 1 2 3 4 5 1 2 3 4 1 2 3 4 5 1 2 3 4 1 2 3 4
dalam bentuk teks
fungsional pendek
iklan, undangan dan lain-
lain) resmi dan tak resmi
dengan menggunakan
ragam bahasa lisan
dalam teks monolog
sederhana dengan
menggunakan ragam
bahasa lisan secara
akurat, lancar, dan
konteks kehidupan
berbentuk procedure.
teks tulis fungsional
pendek (misalnya
pengumuman, iklan,
undangan, dan lain-lain)
resmi dan tak resmi

dan untuk mengakses
ilmu pengetahuan.
esai secara akurat, lancar,
dan berterima dalam
hari dan untuk mengakses
teks berbentuk procedure.
Waktu
1 2 3 4 1 2 3 4 5 1 2 3 4 1 2 3 4 5 1 2 3 4 1 2 3 4
dan langkah-langkah
dengan menggunakan
ragam bahasa tulis
dalam konteks
procedure.
Ulangan Akhir Semester 1
Mengetahui
............................................. .............................................
NIP. NIP.

11
PROGRAM SEMESTER 2
12
Kelas : X (Sepuluh)
Alokasi Januari Februari Maret April Mei Juni

Waktu
1 2 3 4 5 1 2 3 4 1 2 3 4 1 2 3 4 5 1 2 3 4 1 2 3 4
1. 7.1 Merespons makna dalam Facts and figures
p e r c a k a p a n • Expressing thanks
transaksional (to get • Congratulating others
things done) dan • Descriptive texts
i n t e r p e r s o n a l • The simple present
(bersosialisasi) resmi tense
akurat, lancar dan
berterima yang
menggunakan ragam
tutur berterima kasih dan
mengucapkan selamat.
terdapat dalam teks lisan
fungsional pendek
sederhana (misalnya

pengumuman, iklan,
resmi dan tak resmi
berterima dalam
berbagai konteks
yang menggunakan ragam
bahasa lisan secara akurat,
lancar dan berterima dalam
hari dalam teks berbentuk
descriptive.
Waktu
1 2 3 4 5 1 2 3 4 1 2 3 4 1 2 3 4 5 1 2 3 4 1 2 3 4
dalam percakapan
things done) dan
akurat, lancar, dan
berterima dengan
menggunakan ragam
dalam konteks
tutur berterima kasih dan
dalam bentuk teks lisan
fungsional pendek
resmi dengan
menggunakan ragam

dalam teks monolog
sederhana dengan
menggunakan ragam
bahasa lisan secara
akurat, lancar, dan
berterima dalam
descriptive.
13
14
Waktu
1 2 3 4 5 1 2 3 4 1 2 3 4 1 2 3 4 5 1 2 3 4 1 2 3 4
2. 7.2 Merespons makna Incidents and accidents
dalam percakapan • Expressing surprise
transaksional (to get • Expressing disbelief
things done) dan • News item texts
i n t e r p e r s o n a l • Present perfect tense
akurat, lancar, dan
berterima yang
menggunakan ragam
tutur: menyatakan rasa
terkejut dan menyatakan
rasa tak percaya.
yang menggunakan ragam
berbentuk news item.

dalam percakapan
transaksional (to get things
done) dan interpersonal
(bersosialisasi) resmi dan
tak resmi secara akurat,
dengan menggunakan
ragam bahasa lisan
sederhana dalam konteks
kehidupan sehari-hari dan
melibatkan tindak tutur
menyatakan rasa terkejut
dan menyatakan rasa tak
percaya.
Waktu
1 2 3 4 5 1 2 3 4 1 2 3 4 1 2 3 4 5 1 2 3 4 1 2 3 4
10.1Mengungkapkan makna
dalam bentuk teks lisan
fungsional pendek
resmi dengan mengguna-
kan ragam bahasa lisan
sederhana dalam berbagai
konteks kehidupan
sehari-hari.
dalam teks monolog
sederhana dengan
menggunakan ragam
berbentuk news item.
teks fungsional pendek
iklan, undangan , dan lain-
lain) resmi dan tak resmi
berterima yang

menggunakan ragam
bahasa tulis dalam konteks
langkah-langkah retorika
dalam esai sederhana
dan untuk mengakses
teks berbentuk news item.
15
16
Waktu
1 2 3 4 5 1 2 3 4 1 2 3 4 1 2 3 4 5 1 2 3 4 1 2 3 4
dalam bentuk teks tulis
fungsional pendek
( m i s a l n y a
pengumuman, iklan,
resmi dan tak resmi
berterima yang
menggunakan ragam
bahasa tulis dalam
konteks kehidupan
sehari-hari.
dan langkah retorika
news item.

Waktu
1 2 3 4 5 1 2 3 4 1 2 3 4 1 2 3 4 5 1 2 3 4 1 2 3 4
3. 7.1 Merespons makna dalam Fable, myth, and legend
p e r c a k a p a n • Making and accepting
transaksional (to get invitation/offer
things done) dan • Expressing praise
i n t e r p e r s o n a l • Narrative texts
(bersosialisasi) resmi • Present perfect
dan tak resmi secara continuous
akurat, lancar, dan
berterima yang
menggunakan ragam
tutur memuji.
percakapan transaksional
interpersonal (ber-
sosialisasi) resmi dan tak
resmi secara akurat,
yang menggunakan
ragam bahasa lisan
sederhana dalam
berbagai konteks

tutur menerima
undangan, tawaran, dan
ajakan.
yang menggunakan
ragam bahasa lisan
narrative.
17
18
Waktu
1 2 3 4 5 1 2 3 4 1 2 3 4 1 2 3 4 5 1 2 3 4 1 2 3 4
dalam percakapan
transaksional (to get things
done) dan interpersonal
(bersosialisasi) resmi dan
tak resmi secara akurat,
dengan menggunakan
ragam bahasa lisan
sederhana dalam konteks
kehidupan sehari-hari dan
melibatkan tindak tutur
memuji.
dalam percakapan
things done) dan
akurat, lancar, dan
berterima dengan
menggunakan ragam
sehari-hari dan melibat-

kan tindak tutur menerima
undangan, tawaran, dan
ajakan.
dalam teks monolog
sederhana dengan
menggunakan ragam
bahasa lisan secara
akurat, lancar, dan
narrative.
Waktu
1 2 3 4 5 1 2 3 4 1 2 3 4 1 2 3 4 5 1 2 3 4 1 2 3 4
langkah-langkah retorika
dan untuk mengakses
teks berbentuk narraive.
dan langkah retorika
narrative.
Ulangan Akhir Semester II

Mengetahui
............................................. .............................................
NIP. NIP.
19
KURIKULUM BAHASA INGGRIS KELAS X
Semester 1
Standar Kompetensi Kompetensi Dasar
Mendengarkan
1. Memahami makna dalam percakapan 1.1 Merespons makna yang terdapat dalam percakapan
transaksional dan interpersonal dalam konteks transaksional (to get things done) dan interpersonal
kehidupan sehari-hari. (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
membatalkan janji.
1.2 Merespons 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
mengungkapkan perasaan bahagia, menunjukkan
perhatian, menunjukkan simpati, dan memberi
instruksi.
2. Memahami makna teks fungsional pendek dan teks 2.1 Merespons makna secara akurat, lancar, dan
monolog sederhana berbentuk recount, narrative berterima dalam teks lisan fungsional pendek
dan procedure dalam konteks kehidupan sehari- sederhana (misalnya pengumuman, iklan,
hari. undangan, dan lain lain) resmi dan tak resmi dalam
berbagai konteks kehidupan sehari-hari.
2.2 Merespons 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.
Berbicara
3. Mengungkapkan makna dalam percakapan 3.1 Mengungkapkan makna dalam percakapan
kehidupan sehari-hari. (bersosialisasi) resmi dan tak resmi secara akurat,
lancar dan berterima dengan menggunakan 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.
3.2 Mengungkapkan makna dalam percakapan
(bersosialisasi) resmi dan tak resmi secara akurat,
lancar, dan berterima dengan menggunakan ragam
sehari-hari dan melibatkan tindak tutur:
mengungkapkan perasaan bahagia, menunjukkan
perhatian, menunjukkan simpati, dan memberi
instruksi.
20 Pegangan Guru Bahasa Inggris Kelas X SMA/MA

4. Mengungkapkan makna dalam teks fungsional 4.1 Mengungkapkan makna dalam bentuk teks
pendek dan monolog berbentuk recount, narrative fungsional pendek (misalnya pengumuman, iklan,
dan procedure sederhana dalam konteks undangan, dan lain lain) resmi dan tak resmi dengan
kehidupan sehari-hari. menggunakan ragam bahasa lisan dalam berbagai
4.2 Mengungkapkan 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.
Membaca
5. Memahami makna teks tulis fungsional pendek dan 5.1 Merespons makna dalam teks tulis fungsional
esai sederhana berbentuk recount, narrative, dan pendek (misalnya pengumuman, iklan, undangan,
procedure dalam konteks kehidupan sehari-hari dan lain lain) resmi dan tak resmi secara akurat,
dan untuk mengakses ilmu pengetahuan. lancar dan berterima dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu
pengetahuan.
5.2 Merespons makna dan langkah retorika teks tulis
esai secara akurat, lancar, dan berterima dalam
konteks kehidupan sehari-hari dan untuk
mengakses ilmu pengetahuan dalam teks
berbentuk: recount, narrative, dan procedure.
Menulis
6. Mengungkapkan makna dalam teks tulis fungsional 6.1 Mengungkapkan makna dalam bentuk teks tulis
pendek dan esai sederhana berbentuk recount, fungsional pendek (misalnya pengumuman, iklan,
narrative, dan procedure dalam konteks kehidupan undangan, dan lain lain) resmi dan tak resmi dengan
sehari-hari. menggunakan ragam bahasa tulis secara akurat, lancar
dan berterima dalam konteks kehidupan sehari-hari.
6.2 Mengungkapkan 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.
Semester 2
Mendengarkan
7. Memahami makna dalam percakapan transaksional 7.1 Merespons makna dalam percakapan transaksional
dan interpersonal dalam konteks kehidupan sehari- (to get things done) dan interpersonal (bersosialisasi)
hari. 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.
7.2 Merespons makna dalam percakapan transaksional
(to get things done) dan interpersonal
lancar, dan berterima yang menggunakan ragam
bahasa lisan sederhana dalam berbagai konteks
menyatakan rasa terkejut, menyatakan rasa tak
percaya, serta menerima undangan, tawaran, dan
ajakan.

8. Memahami makna dalam teks fungsional pendek 8.1 Merespons makna yang terdapat dalam teks lisan
dan monolog yang berbentuk narrative, descriptive, fungsional pendek sederhana (misalnya
dan news item sederhana dalam konteks kehidupan pengumuman, iklan, undangan, dan lain-lain) resmi
sehari-hari. dan tak resmi secara akurat, lancar, dan berterima
dalam berbagai konteks kehidupan sehari-hari.
8.2 Merespons 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.
Berbicara
9. Mengungkapkan makna dalam percakapan 9.1 Mengungkapkan makna dalam percakapan
kehidupan sehari-hari. (bersosialisasi) resmi dan tak resmi secara akurat,
sehari-hari dan melibatkan tindak tutur: berterima
kasih, memuji, dan mengucapkan selamat.
9.2 Mengungkapkan makna dalam percakapan
sehari-hari dan melibatkan tindak tutur: menyatakan
rasa terkejut, menyatakan rasa tak percaya, serta
menerima undangan, tawaran, dan ajakan.
10. Mengungkapkan makna dalam teks fungsional 10.1 Mengungkapkan makna dalam bentuk teks lisan
pendek dan monolog sederhana berbentuk fungsional pendek (misalnya pengumuman, iklan,
narrative, descriptive, dan news item dalam konteks undangan, dan lain-lain) resmi dan tak resmi dengan
kehidupan sehari-hari. menggunakan ragam bahasa lisan sederhana
dalam berbagai konteks kehidupan sehari-hari.
10.2 Mengungkapkan makna dalam teks monolog
sederhana dengan menggunakan ragam bahasa
lisan secara akurat, lancar, dan berterima dalam
konteks kehidupan sehari-hari dalam teks
berbentuk: narrative, descriptive, dan news item.
Membaca
11. Memahami makna teks fungsional pendek dan esai 11.1Merespons makna dalam teks fungsional pendek
sederhana berbentuk narrative, descriptive, dan (misalnya pengumuman, iklan, undangan, dan lain-
news item dalam konteks kehidupan sehari-hari dan lain) resmi dan tak resmi secara akurat, lancar dan
untuk mengakses ilmu pengetahuan. berterima yang menggunakan ragam bahasa tulis
11.2Merespons makna dan langkah-langkah retorika
dalam esai sederhana secara akurat, lancar, dan
berterima dalam konteks kehidupan sehari-hari dan
untuk mengakses ilmu pengetahuan dalam teks
berbentuk narrative, descriptive, dan news item.

Menulis 12.1Mengungkapkan makna dalam bentuk teks tulis

12. Mengungkapkan makna dalam teks tulis fungsional fungsional pendek (misalnya pengumuman, iklan,
pendek dan esai sederhana berbentuk narrative, undangan, dan lain-lain) resmi dan tak resmi secara
descriptive dan news item dalam konteks kehidupan akurat, lancar, dan berterima yang menggunakan
sehari-hari ragam bahasa tulis dalam konteks kehidupan
sehari-hari.
12.2 Mengungkapkan makna dan langkah retorika dalam
esai sederhana secara akurat, lancar, dan berterima
dalam konteks kehidupan sehari-hari dalam teks
berbentuk: narrative, descriptive, dan news item.
Mengetahui
................................................ .............................................
NIP. NIP.

SILABUS DAN SISTEM PENILAIAN
24
Kelas/Semester : XI/1
Standar Kompetensi : Mendengarkan
1. Memahami makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari.
2. Memahami makna teks fungsional pendek dan teks monolog sederhana berbentuk recount, narrative dan procedure dalam konteks
Berbicara
3. Mengungkapkan makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari.
4. Mengungkapkan makna dalam teks fungsional pendek dan monolog berbentuk recount, narrative dan procedure sederhana dalam
Membaca
5. Memahami makna teks tulis fungsional pendek dan esai sederhana berbentuk recount, narrative, dan procedure dalam konteks kehidupan
Menulis
6. Mengungkapkan makna dalam teks tulis fungsional pendek dan esai sederhana berbentuk recount, narrative, dan procedure dalam
Materi Pokok Penilaian Karakter

Kegiatan Alokasi Sumber/
Kompetensi Dasar dan Uraian Indikator Siswa yang
Pembelajaran Bentuk Contoh Bahan Ajar
Teknik Waktu Diharapkan
Materi Instrumen Instrumen
1.1 Merespons makna • Self • Mendengarkan Merespons • Tes lisan • Tugas Listen and ... × 45 • Buku I CAN • Bersahabat
yang terdapat introduction: percakapan ungkapan • Tes tertulis mandiri complete the menit DO IT: English • Komunikatif
dalam percakapan - Let me interpersonal/ berkenalan, • Performance • Tugas dialogue. for Senior • Peduli sosial
transaksional (to introduce transaksional melalui bertemu/berpisah, Kelompok Dana: Hi, High School • Rasa ingin
get things done) myself. kaset/CD secara menyetujui ajakan/ • Kuis Aji. What Students tahu
dan interpersonal My name klasikal. tawaran/ are you Grade X • Mandiri
(bersosialisasi) is .... • Mengindentifikasi undangan, doing here? terbitan • Kerja keras
resmi dan tak - I'd like to beragam tindak tutur menerima janji, dan Aji : I'm Masmedia • Demokratis
resmi yang introduce yang terdapat dalam membatalkan janji waiting for Buana
menggunakan myself. percakapan yang secara tepat dan geting a ride Pustaka

ragam bahasa My name didengar sesuai berterima. home. • Kaset/CD
lisan sederhana is .... dengan tema yang Mr. Mulyana: • Buku BSE
secara akurat, - May I dibahas secara Get on the Bahasa
lancar dan introduce mandiri. car, boy. I'll Inggris Kelas
berterima dalam myself? • Mendiskusikan drive you X
konteks kehidupan • Meeting beragam tindak tutur home. • Kamus
sehari-hari dan and yang terdapat dalam Aji: Thank • Majalah
melibatkan tindak departing percakapan yang you, Sir. It's berbahasa
tutur: berkenalan, • Break a didengar sesuai very kind of Inggris
bertemu/berpisah, promise dengan tema yang you. • Internet
menyetujui ajakan/ • Accepting dibahas secara Mr. Mulyana: • Gambar
tawaran/ invitation kelompok. It's my • Koran
undangan, • Giving and • Mengindentifikasi pleasure. berbahasa
menerima janji, dan approving beragam respons Aji: (1) Inggris
membatalkan janji. a promise yang diberikan ........ I'm
terhadap tindak tutur
Materi Pokok Penilaian
Kegiatan Alokasi Sumber/ Karakter
Kompetensi Dasar dan Uraian Indikator Bentuk Contoh Siswa yang
Pembelajaran Teknik Waktu Bahan Ajar Diharapkan
yang didengar Aji, Dana's

secara mandiri dan classmate.
kelompok. I'm glad to
• Melengkapi kata-kata meet you,
yang hilang dalam Sir.
suatu dialog dengan Mr. Mulyana:
kata yang didengar. I'm glad to
• Menjawab meet you,
pertanyaan yang too. Where
berhubungan have you
dengan dialog yang been?
diperdengarkan. Aji: (2)
........
Dana: Why
did you wait
for a ride
home?
Aji: (3)
........
1.2 Merespons makna • Expressing • Mendengarkan Merespons • Tes lisan • Tugas Answer the .... × 45 • Buku I CAN • Bersahabat
yang terdapat happiness: percakapan ungkapan • Tes tertulis mandiri following menit DO IT: English • Komunikatif
dalam percakapan interpersonal/ menyatakan • Performance • Tugas questions for Senior
- I can't say • Peduli sosial
transaksional (to transaksional melalui perasaan kelompok based on High School
how happy
get things done) kaset/CD secara bahagia, • Kuis the dialogue Students • Rasa ingin
I am.
dan interpersonal klasikal. menunjukkan you've Grade X tahu
(bersosialisasi) - I'm (so) perhatian, heard. terbitan
• Mengindentifikasi • Mandiri
resmi dan tak happy. menunjukkan 1. What Masmedia
beragam tindak tutur • Demokratis
resmi yang - I'm (so) yang terdapat dalam simpati, dan does the Buana
menggunakan glad. percakapan yang memberi instruksi boy ask Pustaka.
ragam bahasa - I'm (so) didengar sesuai secara tepat dan the girl to • Kaset/CD
do? • Buku BSE

lisan sederhana delightful. dengan tema yang berterima.
secara akurat, dibahas secara 2. What Bahasa
lancar, dan - I'm (so) materials Inggris Kelas
content. mandiri.
berterima dalam • Mendiskusikan are X
konteks kehidupan • Showing beragam tindak tutur needed to • Kamus
sehari-hari dan attention yang terdapat dalam make • Majalah
melibatkan tindak • Giving percakapan yang tomato berbahasa
tutur: sympathy: didengar sesuai soup? Inggris
mengungkapkan dengan tema yang 3. What • Internet
- Oh, what a spices • Gambar
perasaan bahagia, dibahas secara
shame. are • Koran
menunjukkan kelompok.
perhatian, - Oh, what a • Mengindentifikasi needed? berbahasa
menunjukkan pity. beragam respons Inggris
simpati, dan - How awful. yang diberikan
memberi instruksi. terhadap tindak tutur
25
26
- How yang didengar

terrible. sesuai dengan tema
- Oh, I'm yang dibahas
sorry to secara mandiri.
hear that. • Mendiskusikan
beragam respons
• Giving yang berterima
instruction diberikan terhadap
tindak tutur yang
didengar secara
mandiri dan
kelompok.
• Melengkapi kata-kata
yang hilang dalam
suatu dialog dengan
kata yang didengar.
• Menjawab
pertanyaan yang
berhubungan
dengan dialog yang
diperdengarkan.
• Menjawab • Tes lisan • Tugas Listen and .... × 45 • Buku I CAN • Bersahabat
2.1 Merespons makna In this task, • Mengidentifikasi
beberapa undangan pertanyaan teks • Tes tertulis mandiri answer the menit DO IT: English • Komunikatif
secara akurat, you'll listen
lisan secara lisan fungsional • Performance • Tugas questions. for Senior
lancar dan to an • Peduli sosial
berkelompok. pendek Kelompok 1. What is High School
berterima dalam invitation.
• Mendengarkan sederhana • Kuis the text Students • Rasa ingin
teks lisan The
undangan melalui (pengumuman, about? Grade X tahu
fungsional pendek invitation is
tape/CD secara iklan, 2. When will terbitan • Mandiri
sederhana also printed
the party Masmedia

(misalnya in your book klasikal. undangan,dan • Demokratis
lain-lain) be held? Buana Pustaka
pengumuman, but there are • Mendiskusikan isi
• Kaset/CD
iklan, undangan, some dan bentuk bahasa • Mempresentasikan
yang digunakan • Buku BSE
dan lain lain) resmi missing teks lisan Bahasa Inggris
dan tak resmi words. Your secara berkelompok. fungsional pendek
Kelas X
dalam berbagai task is sederhana • Kamus
konteks kehidupan completing (pengumuman, • Majalah ber-
sehari-hari. them. Listen iklan, undangan, bahasa Inggris
to the dan lain-lain) • Internet
speaker
• Gambar
carefully and
• Koran
write the
berbahasa
words you've
Inggris
heard.
• Teks
fungsional
pendek
2.2 Merespons makna Teks • Mendengarkan • Merespons teks • Tes lisan • Tugas Answer the .... × 45 • Buku I CAN • Bersahabat
dalam teks monolog cerita monolog monolog • Tes tertulis mandiri questions menit DO IT: English • Komunikatif
monolog berbentuk berbentuk recount sederhana • Performance • Tugas based on for Senior
sederhana yang recount, secara mandiri. berbentuk Kelompok the High School • Peduli sosial
menggunakan narrative, • Mendengarkan recount, • Kuis monologue Students • Rasa ingin
ragam bahasa dan cerita monolog narrative, you've Grade X tahu
lisan secara procedure. berbentuk narrative procedure. heard. terbitan • Mandiri
akurat, lancar, dan secara mandiri. • Mempraktikkan 1. Who was Masmedia
berterima dalam • Mendengarkan monolog late this Buana • Demokratis
berbagai konteks dialogue/cerita berbentuk morning? Pustaka.
kehidupan sehari- tentang petunjuk recount, 2. Why was • Kaset/CD
hari dalam teks: melakukan sesuatu. narrative, he late? • Skrip
recount, narrative, • Mendiskusikan procedure yang 3. Could he percakapan
dan procedure. perbedaan dibuat secara go into the • Buku BSE
penggunaan bahasa mandiri. class Bahasa
secara lisan dan • Menjawab directly? Inggris Kelas
tertulis secara pertanyaan teks Why? X
berkelompok. monolog 4. Who gave • Kamus
• Menjawab sederhana him a • Majalah
pertanyaan yang berbentuk letter of berbahasa
berhubungan recount, permission? Inggris
dengan monolog procedure,narrative • Internet
yang dan recount. • Gambar
diperdengarkan. • Mempresentasi- • Koran
• Melengkapi kata kan teks monolog berbahasa
yang hilang dalam lisan berbentuk Inggris
suatu monolog yang recount,
diperdengarkan. procedure,narrative
dan recount.
3.1 Mengungkapkan • Self • Bermain peran • Melakukan • Tes lisan • Tugas Look at the .... × 45 • Buku I CAN • Bersahabat

makna dalam introduction: secara berbagai tindak • Tes tertulis mandiri picture and menit DO IT: English • Komunikatif
percakapan - Let me berpasangan tutur dalam • Performance • Tugas answer the for Senior
menggunakan tindak wacana lisan Kelompok questions High School • Peduli sosial
transaksional (to introduce
get things done) myself. My tutur yang sedang interpersonal/ • Kuis orally. Students • Rasa ingin
dan interpersonal name is .... dipelajari dan transaksional: 1. What are Grade X tahu
(bersosialisasi) - I'd like to responnya. berkenalan, the boys terbitan • Mandiri
resmi dan tak introduce • Membuat dialog bertemu/berpisah, doing? Masmedia
• Demokratis
resmi secara myself. My sendiri secara menyetujui ajakan/ 2. How do Buana
akurat, lancar, dan name is .... berpasangan tawaran/ you know? Pustaka.
berterima dengan - May I dengan melibatkan undangan, 3. Did you • Kaset/CD
menggunakan introduce ekspresi yang menerima janji, ever have • Buku BSE
ragam bahasa myself? sedang dipelajari. dan membatalkan a similar Bahasa
lisan sederhana • Meeting and janji. experience Inggris Kelas
dalam konteks departing to the X
picture?
27
28
kehidupan sehari- • Break a • Menjawab 4. When did

hari dan melibatkan promise pertanyaan you do
tindak tutur: • Accepting secara lisan, that?
berkenalan, invitation pertanyaan yang 5. What do
bertemu/berpisah, • Giving and berhubungan you say
menyetujui ajakan/ approving a dengan dialog/ when you
tawaran/ promise gambar. introduce
undangan, yourself to
menerima janji, dan others?
membatalkan janji.
3.2 Mengungkapkan • Expressing • Bermain peran • Melakukan • Tes lisan • Tugas Study and .... × 45 • Buku I CAN • Bersahabat
makna dalam happiness: secara berbagai tindak • Tes tertulis mandiri practise the menit DO IT: English • Komunikatif
percakapan - I can't say berpasangan tutur dalam • Performance • Tugas following for Senior
• Peduli sosial
transaksional (to how happy menggunakan tindak wacana lisan Kelompok dialogue. High School
get things done) I am. tutur yang sedang interpersonal/ • Kuis Then, Students • Rasa ingin
dan interpersonal - I'm (so) dipelajari dan transaksional: answer the Grade X tahu
(bersosialisasi) happy. responnya. mengungkapkan questions terbitan • Mandiri
resmi dan tak - I'm (so) • Membuat dialog perasaan orally. Masmedia
• Demokratis
resmi secara glad. sendiri secara bahagia, Mr. Buana
akurat, lancar, dan - I'm (so) berpasangan menunjukkan Henderson : Pustaka.
berterima dengan delightful. dengan melibatkan perhatian, Are you ready • Buku BSE
menggunakan - I'm (so) ekspresi yang menunjukkan to practise Bahasa
ragam bahasa content. sedang dipelajari. simpati, dan driving this Inggris Kelas
lisan sederhana • Showing memberi instruksi. afternoon? X
dalam konteks attention • Menjawab Mrs. • Kamus
kehidupan sehari- • Giving pertanyaan Henderson : • Majalah
hari dan melibatkan sympathy: secara lisan, Yes, I am. berbahasa
tindak tutur: - Oh, what pertanyaan yang I've been Inggris

mengungkapkan a shame. berhubungan waiting for • Internet
perasaan bahagia, - Oh, what dengan dialog/ ages to drive • Gambar
menunjukkan a pity. gambar. myself. … • Koran
perhatian, - How 1. What are berbahasa
menunjukkan awful. Mr. and Inggris
simpati, dan - How Mrs.
memberi instruksi. terrible. Henderson
- Oh, I'm doing?
sorry to 2. Who is
hear that. learning
• Giving driving?
instruction 3. What
does Mr.
Henderson
ask his wife
to do first?
4.1 Mengungkapkan • Signs • Mengidentifikasi • Menjawab • Tes lisan • Tugas Say your .... × 45 • Buku I CAN • Bersahabat
makna dalam • Letters tanda-tanda lalu pertanyaan teks • Tes tertulis mandiri instructions menit DO IT: English • Komunikatif
bentuk teks • Invitation lintas yang tersirat di lisan fungsional • Performance • Tugas in the for Senior
fungsional pendek dalam gambar pendek Kelompok positive and High School • Peduli sosial
(misalnya secara lisan dan sederhana • Kuis negative Students • Rasa ingin
pengumuman, mandiri. (signs, letters, ones based Grade X tahu
iklan, undangan, • Menyampaikan and invitations). on the terbitan • Mandiri
dan lain lain) resmi undangan di depan • Mempresentasikan following Masmedia
dan tak resmi kelas. teks lisan pictures. Buana • Demokratis
dengan • Menyampaikan isi fungsional pendek 1. Pustaka.
menggunakan surat pribadi dan sederhana • Buku BSE
ragam bahasa mendiskusikannya (signs, letters, Bahasa
lisan dalam secara klasikal. and invitations) di Inggris Kelas
berbagai konteks depan kelas. 2. X
kehidupan sehari- • Kamus
hari. • Majalah
berbahasa
Inggris
• Internet
• Gambar
• Koran
berbahasa
Inggris
4.2 Mengungkapkan Teks monolog • Menceritakan • Merespons teks • Tes lisan • Tugas Contoh .... × 45 • Buku I CAN • Bersahabat
makna dalam teks berbentuk kembali isi monolog monolog • Tes tertulis mandiri monolog menit DO IT: English • Komunikatif
monolog recount, berbentuk recount, sederhana • Performance • Tugas narrative: for Senior
berbentuk Kelompok High School • Peduli sosial
sederhana dengan narrative, dan narrative, dan
menggunakan procedure. procedure. recount, • Kuis Good Students • Rasa ingin
ragam bahasa • Mendiskusikan isi narrative, dan morning my Grade X tahu
lisan secara monolog lisan procedure. friends. How terbitan • Mandiri

akurat, lancar, dan berbentuk recount • Menyampaikan isi are you Masmedia
teks monolog today? I Buana • Demokratis
berterima dalam narrative, dan
berbagai konteks procedure secara sederhana hope you are Pustaka.
kehidupan sehari- kelompok. berbentuk recount all fine. On • Buku BSE
hari dalam teks • Membuat monolog narrative, dan this Bahasa Inggris
berbentuk: sederhana procedure occasion, I'd Kelas X
recount, narrative, berbentuk recount dengan bahasa like to tell • Kamus
dan procedure. narrative, dan sendiri secara you a fairy • Majalah ber-
procedure secara mandiri dan tale. It's bahasa Inggris
mandiri. kelompok. Hansel and • Internet
• Menjawab Gretel. • Gambar
pertanyaan- Once, there • Koran
pertanyaan yang were a berbahasa
berkaitan dengan woodcutter Inggris
29
30
teks monolog and his wife

sederhana who lived by
berbentuk the woods.
recount, They were
narrative, dan so poor that
procedure. they could
• Mempresentasikan hardly give
teks monolog lisan food to their
berbentuk two children,
recount, Hansel and
narrative, dan Gretel.
procedure. One day, …
5.1 Merespons makna • Signs • Mengidentifikasi • Membaca nyaring • Tes lisan • Tugas Contoh .... × 45 • Buku I CAN • Bersahabat
dalam teks tulis • Letters signs, letters, dan dengan intonasi • Tes tertulis mandiri letter: menit DO IT: English • Komunikatif
fungsional pendek • Invitations invitations secara yang benar dan • Performance • Tugas for Senior
berkelompok. tepat dari teks Kelompok Read the High School • Peduli sosial
(misalnya
pengumuman, tulis fungsional • Kuis letter and Students • Rasa ingin
• Mendiskusikan isi pendek (signs, answer the Grade X tahu
iklan, undangan,
dan bentuk bahasa letters, dan questions. terbitan
dan lain lain) resmi • Mandiri
yang digunakan invitations). Masmedia
dan tak resmi • Demokratis
dalam teks tulis • Mengidentifikasi Dear Buana
secara akurat,
fungsional pendek isi teks tulis Grandpa Pustaka.
lancar dan
(signs, letters, fungsional pendek and • Buku BSE
berterima dalam
invitations). (signs, letters, Grandma Bahasa Inggris
konteks kehidupan
sehari-hari dan dan invitations). Kelas X
untuk mengakses • Menjawab Yesterday, • Kamus
ilmu pengetahuan. pertanyaan yang we had an • Majalah ber-
berhubungan International bahasa Inggris
dengan isi teks Day. My • Internet

tulis fungsional friends and I • Gambar
pendek (signs, had • Koran
letters, dan performances, berbahasa
invitations). food stalls, Inggris
displays, • Tanda-tanda
raffle ticket lalu lintas,
draw, and surat, dan
some of us undangan
were
dressed in
costumes.
….
Kegiatan Alokasi Sumber/ Siswa yang
Kompetensi Dasar dan Uraian Indikator Bentuk Contoh Diharapkan
Pembelajaran Teknik Waktu Bahan Ajar
5.2 Merespons makna • Teks tulis • Membaca nyaring • Mengidentifikasi • Tes lisan • Tugas Contoh teks .... × 45 • Buku I CAN • Komunikatif
dan langkah berbentuk bermakna teks makna yang • Tes tertulis mandiri recount: menit DO IT: English • Peduli sosial
retorika teks tulis recount. recount, narrative, terdapat dalam • Performance • Tugas Read the for Senior • Rasa ingin
esai secara • Teks tulis dan procedure teks recount, Kelompok texts High School tahu
akurat, lancar, dan berbentuk secara individu narrative, dan • Kuis carefully Students • Mandiri
berterima dalam narrative. dengan intonasi dan procedure. then answer Grade X • Demokratis
konteks kehidupan • Teks tulis pronunciation yang • Mengidentifikaciri- the terbitan • Senang
sehari-hari dan berbentuk tepat. ciri kebahasaan questions. Masmedia membaca
untuk mengakses procedure. • Mendiskusikan ciri- yang digunakan As It Buana
ilmu pengetahuan ciri dan struktur masing-masing Happened Pustaka.
dalam teks masing-masing teks teks. One very • Buku BSE
berbentuk: secara berkelompok. • Menjawab spooky Bahasa
recount, narrative, • Mengidentifikasi pertanyaan yang encounter Inggris Kelas
dan procedure. jenis-jenis teks berhubungan with a UFO X
berdasarkan ciri-ciri dengan bacaan. (an • Kamus
yang telah dipelajari. • Menulis teks unidentified • Majalah
berbentuk flying berbahasa
recount, narrative, object) Inggris
dan procedure. occurred in • Internet
• Menentukan May 1974 • Gambar
pikiran utama involving a • Koran
masing-masing couple berbahasa
paragraf dari tiap driving from Inggris
teks. Zimbabwe
to South
Africa. ….
Contoh teks
narrative:
Read the
story

carefully and
pay attention
to the
generic
structures.
Many years
ago the
world had
two parts.
Animals lived
in the lower
part, which
was
31
32
completely
covered in
water and
had no land
or soil. …
Contoh teks
procedure:
Read the
following
text and pay
attention to
the generic
structures.
Then,
answer the
questions.
Today, I am
going to tell
you a way of
measuring
the amount
of air that
your lungs
hold.
To do this
you will need
a ….

6.1 Mengungkapkan • Signs • Membuat teks • Menggunakan tata • Performance • Tugas Contoh: .... × 45 • Buku I CAN • Bersahabat
makna dalam • Letters fungsional pendek bahasa, kosa • Tes tulis mandiri menit DO IT: English • Komunikatif
bentuk teks tulis • Invitations secara tertulis kata, tanda baca, • Observasi • Tugas Study the for Senior • Peduli sosial
fungsional pendek (signs, letters, ejaan, dan tata • Ulangan Kelompok following High School • Rasa ingin
(misalnya invitations) secara tulis dengan • Kuis letter. Then, Students tahu
pengumuman, mandiri. benar. write a Grade X • Mandiri
iklan, undangan, • Menulis gagasan similar letter terbitan • Demokratis
• Membuat teks • Senang
dan lain lain) resmi utama dari teks telling your Masmedia
fungsional pendek membaca
dan tak resmi fungsional last tour to Buana
secara tertulis
dengan pendek. your pen pal. Pustaka.
(signs, letters,
menggunakan • Menulis teks • Buku BSE
invitations) secara
ragam bahasa tulis fungsional. Bahasa
berkelompok dan
secara akurat, Inggris Kelas
mempresentasikannya
lancar, dan X
di depan kelas.
berterima dalam • Kamus

konteks kehidupan • Internet
sehari-hari. • Tanda-tanda
lalu lintas,
surat, dan
undangan
• Koran
berbahasa
Inggris
Mengetahui
............................................. .............................................
NIP. NIP.

33
SILABUS DAN SISTEM PENILAIAN
34
Kelas/Semester : X/2
Standar Kompetensi : Mendengarkan
8. Memahami makna dalam teks fungsional pendek dan monolog yang berbentuk narrative, descriptive, dan news item sederhana dalam
Berbicara
10. Mengungkapkan makna dalam teks fungsional pendek dan monolog sederhana berbentuk narrative, descriptive, dan news item dalam
Membaca
11. Memahami makna teks fungsional pendek dan esai sederhana berbentuk narrative, descriptive, dan news item dalam konteks kehidupan
Menulis
12. Mengungkapkan makna dalam teks tulis fungsional pendek dan esai sederhana berbentuk narrative, descriptive dan news item dalam

7.1 Merespons makna • Expressing • Mendengarkan • Mengidentifikasi • Tes lisan • Tugas Listen to the ... × 45 • Buku I CAN • Bersahabat
dalam percakapan thanks percakapan kata dan makna • Tes tertulis mandiri dialogue menit DO IT: English • Komunikatif
transaksional (to When we interpersonal/ kata yang • Diskusi • Tugas carefully for Senior • Peduli sosial
get things done) want to transaksional melalui didengar. Kelompok then answer High School • Rasa ingin
dan interpersonal express kaset/CD secara • Mengidentifikasi • Kuis these Students tahu
(bersosialisasi) our thanks, klasikal. makna tindak tutur questions. Grade X • Mandiri
resmi dan tak we can • Mengindentifikasi berterima kasih, 1. Where terbitan • Kerja keras
resmi secara say: beragam tindak tutur memuji, dan does Masmedia • Demokratis
akurat, lancar, dan - Thanks. berterima kasih, mengucapkan Fuad's Buana
berterima yang - Thank memuji, dan selamat. mother Pustaka.

menggunakan you. mengucapkan • Merespons tindak plan to go • Kaset/CD
ragam bahasa - Thank selamat pada tutur berterima on a • Buku BSE
lisan sederhana you very percakapan yang kasih, memuji, dan picnic at Bahasa
dalam berbagai much. didengar secara mengucapkan the Inggris Kelas
konteks kehidupan - Thank mandiri. selamat. weekend? X
sehari-hari dan you so • Mendiskusikan • Menjawab 2. Why isn't • Kamus
melibatkan tindak much. tindak tutur pertanyaan yang Fuad • Majalah
tutur: berterima - Thanks berterima kasih, berhubungan interested berbahasa
kasih, memuji, dan a lot. memuji, dan dengan dialog to go to Inggris
mengucapkan - Many mengucapkan yang Tawang- • Internet
selamat. thanks. selamat yang diperdengarkan. mangu? • Gambar
Thank terdapat dalam 3. When did • Koran
you for percakapan yang Fuad go berbahasa
your ... diperdengarkan to Tawang- Inggris
(kindness, secara kelompok. mangu?
advice,
etc).
• Congratulating • Mengindentifikasi 4. Where is
others beragam respons Tawang-
• Expressing yang diberikan mangu
praise terhadap tindak tutur located?
berterima kasih, 5. How far is
memuji, dan it from
mengucapkan Solo?
selamat yang
diperdengarkan
secara mandiri.
• Mendiskusikan
beragam respons
yang berterima
terhadap tindak tutur
yang didengar
secara mandiri dan
kelompok.
yang hilang dalam
suatu dialog dengan
kata yang didengar.
7.2 Merespons makna • Expressing • Mendengarkan • Mengidentifikasi • Tes lisan • Tugas Listen to the ... x 45 • Buku I CAN • Bersahabat
dalam percakapan surprise percakapan kata dan makna • Tes tertulis mandiri dialogue menit DO IT: English • Komunikatif
transaksional (to get The interpersonal/ kata yang • Diskusi • Tugas carefully for Senior • Peduli sosial
things done) dan following transaksional melalui didengar. Kelompok then answer High School • Rasa ingin
interpersonal sentences kaset/CD secara • Mengidentifikasi • Kuis the following Students tahu
(bersosialisasi) are the klasikal. makna tindak tutur questions. Grade X • Mandiri
resmi dan tak resmi examples • Mengindentifikasi menyatakan rasa 1. What terbitan • Kerja keras
secara akurat, of beragam tindak tutur terkejut, assignment Masmedia • Demokratis
lancar dan expressing menyatakan rasa menyatakan rasa does Buana
berterima yang surprise: terkejut, menyatakan tak percaya, serta Martha Pustaka.

menggunakan - This is a rasa tak percaya, menerima get? • Kaset/CD
ragam bahasa lisan nice serta menerima undangan, 2. What • Buku BSE
sederhana dalam surprise. undangan, tawaran, tawaran, dan news Bahasa Inggris
berbagai konteks - What a dan ajakan pada ajakan pada does Kelas X
kehidupan sehari- surprise. dialog yang dialog yang Martha • Kamus
hari dan melibatkan - Imagine diperdengarkan diperdengarkan get? • Majalah
tindak tutur: that! secara mandiri. • Merespons tindak 3. How did berbahasa
menyatakan rasa She's • Mendiskusikan tutur menyatakan Martha Inggris
terkejut, getting beragam tindak tutur rasa terkejut, get the • Internet
menyatakan rasa married menyatakan rasa menyatakan rasa news? • Gambar
tak percaya, serta for the terkejut, menyatakan tak percaya, serta • Koran ber-
menerima fifth rasa tak percaya, menerima bahasa Inggris
undangan, tawaran, time. serta menerima undangan, • Sumber lain
dan ajakan. - Really? undangan, tawaran, tawaran, dan yang relevan
35
36
- I'm dan ajakan secara ajakan pada
surprised kelompok. dialog yang
at you. • Mengindentifikasi diperdengarkan
- Goodness beragam respons • Menjawab
me, yang diberikan pertanyaan yang
what's terhadap tindak tutur berhubungan
happening? menyatakan rasa dengan dialog
- Good terkejut, menyatakan yang
gracious. rasa tak percaya, diperdengarkan.
Why serta menerima
didn't undangan, tawaran,
you tell dan ajakan pada
me? dialog yang
- My diperdengakan
goodness, secara
what a berpasangan.
noise. • Mendiskusikan
• Expressing beragam respons
disbelief yang berterima
• Making terhadap tindak tutur
and menyatakan rasa
accepting terkejut, menyatakan
invitation/ rasa tak percaya,
offer serta menerima
undangan, tawaran,
dan ajakan yang
didengar secara
mandiri dan
kelompok.

yang hilang dalam
suatu dialog dengan
kata yang didengar.
8.1 Merespons makna Teks • Mengidentifikasi teks • Mengidentifikasi • Tes lisan • Tugas Listen to the ... × 45 • Buku I CAN • Bersahabat
yang terdapat fungsional fungsional pendek topik • Tes tertulis mandiri invitation menit DO IT: English • Komunikatif
dalam teks lisan pendek sederhana yang pengumuman • Diskusi • Tugas carefully for Senior • Peduli sosial
fungsional pendek sederhana didengar. lisan. Kelompok then answer High School • Rasa ingin
sederhana • Mendiskusikan isi • Mengidentifikasi • Kuis the following Students tahu
(misalnya dan bentuk bahasa informasi tertentu questions. Grade X • Mandiri
pengumuman, teks fungsional dari undangan terbitan • Kerja keras
iklan, undangan, pendek yang lisan. Masmedia • Demokratis
dan lain-lain) resmi digunakan secara • Mengidentifikasi Buana
dan tak resmi kelompok. tujuan pengumuman Pustaka.
secara akurat, yang diperdengar. • Kaset/CD
lancar dan • Buku BSE
berterima dalam Bahasa
berbagai konteks Inggris Kelas
kehidupan sehari- X
hari. • Kamus
• Majalah
berbahasa
Inggris
• Internet
• Koran
berbahasa
Inggris
• Teks
fungsional
pendek
8.2 Merespons makna • Narrative • Mendengarkan • Mengidentifikasi • Tes lisan • Tugas State ... × 45 • Buku I CAN • Bersahabat
dalam teks The text in monolog lisan kata dan makna • Tes tertulis mandiri whether the menit DO IT: English • Komunikatif
monolog task 2 is a berbentuk naratif, kata dari monolog • Diskusi • Tugas following for Senior • Rasa ingin
sederhana yang narrative deskriptif, dan news lisan berbentuk Kelompok statements High School tahu
menggunakan text. A item untuk naratif, deskriptif, • Kuis are true or Students • Mandiri
ragam bahasa narrative is mendapatkan dan news item false based Grade X • Kerja keras
lisan secara a piece of berbagai informasi yang didengar. on the terbitan • Demokratis
akurat, lancar, dan text which secara klasikal • Mengidentifikasi monologue Masmedia
berterima dalam tells a melalui kaset/CD. perbedaan you've Buana
konteks kehidupan story to • Menjawab struktur heard. Pustaka.
sehari-hari dalam amuse and pertanyaan kebahasaan yang 1. The main • Kaset/CD
teks berbentuk; entertain berhubungan dipergunakna character • Buku BSE
narrative, the reader dengan monolog dalam teks of the Bahasa
descriptive, dan or listener. yang monolog yang folklore is Inggris Kelas
news item. Narrative diperdengarkan diperdengarkan. a farmer's X
deals with secara mandiri. • Mengidentifikasi daughter. • Kamus

problematic • Mendiskusikan tokoh cerita dan 2. Her job • Majalah
events or perbedaan struktur setting kejadian was berbahasa
complications bahasa yang dalam teks yang milking Inggris
which lead digunakan dalam diperdengarkan. the cows. • Internet
to a crisis monolog lisan yang • Mengidentifikasi 3. She • Gambar
and ends diperdengarkan ciri-ciri dari returned • Koran
in a secara kelompok. benda/orang yang to the berbahasa
resolution. • Melengkapi kata dideskripsikan. dairy Inggris
Some yang hilang sesuai • Menentukan inti carrying • Sumber lain
examples dengan kata yang berita yang pails of yang relevan
of narratives didengar. diperdengarkan. milk by
are: • Menentukan her
legends, sumber berita yang hands.
horror diperdengarkan.
37
38
stories, • Menjawab
ballads, pertanyaan yang
fables, berhubungan
mystery dengan monolog
stories, yang
romance diperdengarkan.
stories, • Menceritakan
myths, kembali isi
adventure monolog lisan
stories, yang
one's slice diperdengarkan
of life, fairy dengan bahasa
stories, sendiri secara
science mandiri.
fictions, • Menentukan
etc. kebenaran suatu
• Descriptive pernyataan
• News item sesuai dengan
monolog yang
diperdengarkan.
9.1 Mengungkapkan • Expressing • Bermain peran • Melakukan • Tes lisan • Tugas Study and ... × 45 • Buku BSE • Bersahabat
makna dalam thanks secara berbagai tindak • Tes tertulis mandiri practise the menit Bahasa • Komunikatif
percakapan When we berpasangan tutur dalam • Diskusi • Tugas dialogue. Inggris Kelas • Rasa ingin
transaksional (to want to menggunakan tindak wacana lisan Kelompok Then, X tahu
get things done) express tutur berterima interpersonal/ • Kuis answer the • Kamus • Mandiri
dan interpersonal our thanks, kasih, memuji, dan transaksional questions • Majalah • Kerja keras
(bersosialisasi) we can mengucapkan yang melibatkan orally. berbahasa
resmi dan tak say: selamat dan tindak tutur Inggris
resmi secara - Thanks. responnya. berterima kasih, Raka : • Internet

akurat, lancar dan - Thank • Membuat dialog memuji, dan Happy • Gambar
berterima dengan you. secara berpasangan mengucapkan birthday, Yuli. • Koran
menggunakan - Thank dengan melibatkan selamat. Yuli: Thank berbahasa
ragam bahasa you very ekspresi berterima • Merespons you. I didn't Inggris
lisan sederhana much. kasih, memuji, dan ekspresi see you last • Sumber lain
dalam konteks - Thank mengucapkan berterima kasih, night. yang relevan
kehidupan sehari- you so selamat dan responnya memuji, dan Raka: I'm • Buku I CAN
hari dan melibatkan much. sesuai dengan situasi mengucapkan sorry. I went DO IT:
tindak tutur: - Thanks yang telah ditentukan. selamat secara to see my English for
berterima kasih, a lot. • Menjawab pertanyaan tepat dan grandma. Senior High
memuji, dan - Many secara lisan sesuai berterima. She was ill. School
mengucapkan thanks. dengan dialog yang • Menjawab Yuli : I'm Students
selamat. Thank melibatkan tindak pertanyaan sorry to hear Grade X
you for tutur berterima kasih, secara lisan that. Is her terbitan
your ... memuji, dan mengucap- sesuai isi dialog illness Masmedia
(kindness, kan selamat. yang di dalamnya serious? Buana Pustaka
• Congratulating melibatkan tindak Raka: I
others tutur berterima think it's not
• Expressing kasih, memuji, dan serious. She
praise mengucapkan was tired of
selamat. working.
…
9.2 Mengungkapkan • Expressing • Bermain peran • Melakukan berbagai • Tes lisan • Tugas Create good ... x 45 • Buku I CAN • Bersahabat
makna dalam surprise secara tindak tutur dalam • Diskusi mandiri dialogues menit DO IT: • Komunikatif
percakapan The following berpasangan wacana lisan • Performance • Tugas about English for • Rasa ingin
transaksional (to sentences menggunakan tindak interpersonal/ Kelompok congratulating Senior High tahu
get things done) are the tutur berterima transaksional • Kuis someone School • Mandiri
dan interpersonal examples of kasih, memuji, dan yang melibatkan based on Students • Kerja keras
(bersosialisasi) expressing mengucapkan tindak tutur the following Grade X
resmi dan tak surprise: selamat dan menyatakan rasa situations. terbitan
resmi secara - This is a responnya. terkejut, menyatakan Then, Masmedia
akurat, lancar dan nice • Membuat dialog rasa tak percaya, practise Buana Pustaka
berterima dengan surprise. secara serta menerima them with • Buku BSE
menggunakan - What a berpasangan undangan, tawaran, your friends. Bahasa
ragam bahasa surprise. dengan melibatkan dan ajakan. 1. Nuril tells Inggris Kelas
lisan sederhana - Imagine ekspresi • Merespons ekspresi Amin that X
dalam konteks that! menyatakan rasa menyatakan rasa he is • Kamus
kehidupan sehari- She's terkejut, menyatakan terkejut, menyata- selected • Majalah
hari dan melibatkan getting rasa tak percaya, kan rasa tak the berbahasa
tindak tutur: married serta menerima percaya, serta member Inggris
menyatakan rasa for the undangan, tawaran, menerima undangan, of the • Internet
terkejut, fifth dan ajakan dan tawaran, dan school • Gambar
menyatakan rasa time. responnya sesuai ajakan secara volleyball • Koran
tak percaya, serta - Really? dengan situasi yang tepat dan berterima. team. berbahasa
menerima - I'm telah ditentukan. • Menjawab Amin Inggris
undangan, surprised • Menjawab pertanyaan congratulates • Sumber lain

tawaran, dan at you. pertanyaan secara secara lisan Nuril. yang relevan
ajakan. - Goodness lisan sesuai dengan sesuai isi dialog 2. Lisa tells
me, dialog yang yang di dalamnya Dea that
what's melibatkan tindak melibatkan tindak she got a
happening? tutur menyatakan tutur menyatakan trophy.
39
40
- Good rasa terkejut, rasa terkejut, Then, Dea
gracious. menyatakan rasa tak menyatakan rasa congratulates
Why percaya, serta tak percaya, serta Lisa on
didn't menerima undangan, menerima his
you tell tawaran, dan ajakan undangan, success.
me? secara mandiri. tawaran, dan 3. Maria
- My ajakan. tells
goodness, Marla that
what a she got a
noise. new
• Expressing motorcycle.
disbelief Marla
• Making and congratulates
accepting Maria.
invitation/
offer
10.1 Mengungkapkan Teks lisan • Menyampaikan iklan • Memberi • Tes lisan • Tugas Read the ... × 45 • Buku I CAN • Bersahabat
makna dalam fungsional lisan secara mandiri pengumuman • Diskusi mandiri invitation menit DO IT: • Komunikatif
bentuk teks lisan pendek di depan kelas. lisan • Performance • Tugas aloud and English for • Rasa ingin
fungsional pendek • Menceritakan • Menyampaikan Kelompok retell it in Senior High tahu
(misalnya kembali iklan yang undangan secara • Kuis your own School • Mandiri
pengumuman, dilihat atau lisan. words. Students • Kerja keras
iklan, undangan didengarnya. • Melakukan Grade X
dll.) resmi dan tak • Menyampaikn monolog untuk terbitan
resmi dengan undangan secara mengiklankan Masmedia
menggunakan lisan di depan kelas. sesuatu. Buana Pustaka
ragam bahasa • Buku BSE
lisan sederhana Bahasa
dalam berbagai Inggris Kelas

konteks kehidupan X
sehari-hari. • Kamus
• Majalah
berbahasa
Inggris
• Internet
• Gambar
• Koran
berbahasa
Inggris
• Teks
fungsional
pendek
10.2 Mengungkapkan • Narrative • Menceritakan • Merespons teks • Tes lisan • Tugas Study the ... × 45 • Buku I CAN • Bersahabat
makna dalam teks texts kembali isi monolog monolog • Performance mandiri text below menit DO IT: • Komunikatif
monolog The text in berbentuk narrative, sederhana • Tugas and present English for • Rasa ingin
sederhana dengan task 2 is a descriptive, dan berbentuk Kelompok a descriptive Senior High tahu
menggunakan narrative news item. narrative, • Kuis monologue School • Mandiri
ragam bahasa text. A • Mendiskusikan isi descriptive, dan to your Students • Kerja keras
lisan secara narrative is monolog berbentuk news item. friends. Grade X • Demokratis
akurat, lancar, dan a piece of narrative, • Menyampaikan isi One of the terbitan
berterima dalam text which descriptive, dan teks monolog most famous Masmedia
konteks kehidupan tells a news item secara sederhana women in Buana Pustaka
sehari-hari dalam story to kelompok. berbentuk world history • Buku BSE
teks berbentuk: amuse and • Membuat monolog narrative, was Bahasa
narrative, entertain sederhana descriptive, dan Cleopatra Inggris Kelas
descriptive, dan the reader berbentuk narrative, news item dengan VII. She was X
news item. or listener. descriptive, dan bahasa sendiri the brilliant • Kamus
Narrative news item secara secara mandiri and • Majalah
deals with mandiri. dan kelompok. beautiful berbahasa
problematic • Menjawab last Pharaoh Inggris
events or pertanyaan- of Egypt. • Internet
complications pertanyaan yang Historically, • Gambar
which lead berkaitan dengan she became • Koran
to a crisis teks monolog queen of berbahasa
and ends in sederhana Egypt in 51 Inggris
a resolution. berbentuk B.C. at the • Sumber lain
Some narrative, age … . yang relevan.
examples of descriptive, dan
narratives news item.
are: legends, • Mempresentasikan
horror stories, teks monolog lisan
ballads, berbentuk
fables, narrative,
mystery descriptive, dan

stories, news item.
romance
stories, myths,
adventure
stories,
one's slice
of life, fairy
stories,
science
fictions, etc.
• Descriptive
texts
• News item
texts
41
42
11.1 Merespons makna Teks • Mengidentifikasi teks • Membaca nyaring • Tes lisan • Tugas Read the ... × 45 • Buku I CAN • Bersahabat
dalam teks fungsional fungsional pendek dengan intonasi • Performance mandiri invitation menit DO IT: English • Komunikatif
fungsional pendek pendek secara berkelompok. yang benar dan • Observasi • Tugas below and for Senior • Rasa ingin
(misalnya • Mendiskusikan isi tepat dari teks Kelompok answer the High School tahu
pengumuman, dan bentuk bahasa fungsional questions. Students Grade • Mandiri
iklan, undangan, yang digunakan pendek. X terbitan • Kerja keras
dan lain-lain) resmi dalam teks • Mengidentifikasi Masmedia • Demokratis
dan tak resmi fungsional pendek. isi teks fungsional Buana Pustaka
secara akurat, • Membaca nyaring pendek. • BukuBSEBahasa
lancar dan teks fungsional • Menjawab Inggris Kelas X
berterima yang pendek dengan pertanyaan yang • Kamus
menggunakan intonasi dan berhubungan • Majalah
ragam bahasa tulis pronunciation yang dengan isi teks • Teks
dalam konteks tepat. fungsional fungsional
kehidupan sehari- pendek. pendek
hari. • Koran berbahasa
Inggris
11.2 Merespons makna • Narrative • Membaca nyaring • Mengidentifikasi • Tes • Tugas Read the ... × 45 • Buku I CAN • Komunikatif
dan langkah- texts bermakna teks makna yang tertulis mandiri following menit DO IT: English • Rasa ingin
langkah retorika • Descriptive narrative, terdapat dalam • Observasi • Tugas text and for Senior tahu
dalam esai texts descriptive, dan narrative, Kelompok answer the High School • Mandiri
sederhana secara The text news item secara descriptive, dan questions. Students Grade • Kerja keras
akurat, lancar, dan above is a individu dengan news item. The Lesser X terbitan • Senang
berterima dalam description intonasi dan • Mengidentifikasi Slow Loris is Masmedia membaca
konteks kehidupan text. A pronunciation yang ciri-ciri kebahasaan a mammal Buana Pustaka
sehari-hari dan description tepat. yang digunakan which can • Buku BSE
untuk mengakses is a text that • Mendiskusikan ciri- dalam teks narrative, clamp on to Bahasa
ilmu pengetahuan describes a ciri dan struktur descriptive, dan branches for Inggris Kelas
dalam teks particular masing-masing teks news item. long periods X

berbentuk person, secara berkelompok. • Menjawab of time. It is • Kamus
narrative, place, thing, • Mengidentifikasi pertanyaan yang a solitary • Majalah
descriptive, dan etc. The jenis-jenis teks berhubungan animal berbahasa
news item. generic berdasarkan ciri-ciri dengan bacaan. which Inggris
structures yang telah dipelajari. • Menentukan belongs to • Internet
of • Menggali informasi pikiran utama the family • Gambar
description dan pesan yang masing-masing … • Koran
text are disampaikan dalam paragraf dari teks berbahasa
identification. teks narrative, narrative, descriptive, Inggris
It identifies descriptive, dan dan news item.
the news item. • Menentukan
particular kebenaran suatu
participant pernyataan dari
(person, teks narrative,
place, thing, descriptive, dan
etc) that to be news item yang
telah dibaca.
described.
It describes
the
particular
participant
detail
including
the physical
description,
characteristic,
etc.
• News item
texts
12.1 Mengungkapkan Teks • Menulis teks • Menggunakan tata • Tes • Tugas In groups of ... × 45 • Buku I CAN • Komunikatif
makna dalam fungsional fungsional pendek bahasa, kosa tertulis mandiri four, write an menit DO IT: English • Rasa ingin
bentuk teks tulis pendek (pengumuman) kata, tanda baca, • Observasi • Tugas announcement for Senior tahu
fungsional pendek secara individu dan ejaan, dan tata Kelompok and then High School • Mandiri
(misalnya mempublikasikan di tulis dengan present it in Students Grade • Kerja keras
pengumuman, depan kelas. akurat. front of the X terbitan • Senang
iklan, undangan, • Secara • Menulis gagasan class. The Masmedia membaca
dan lain-lain) resmi berkelompok, utama dari teks theme is Buana Pustaka
dan tak resmi mengamati teks fungsional free. • Buku BSE
secara akurat, fungsional pendek pendek. Bahasa
lancar dan (pengumuman) di • Mengelaborasi Inggris Kelas
berterima yang sekitar sekolah gagasan utama X
menggunakan kemudian dari teks • Kamus
ragam bahasa tulis menulisnya kembali fungsional • Majalah
dalam konteks dengan bahasa pendek. berbahasa

kehidupan sehari- sendiri. • Menulis teks Inggris
hari. fungsional • Internet
pendek. • Gambar
• Koran
berbahasa
Inggris
• Teks
fungsional
pendek.
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44
12.2 Mengungkapkan • Narrative • Mengembangkan • Menulis teks • Tes • Tugas Build the ... × 45 • Buku I CAN • Komunikatif
makna dan langkah texts tulisan teks narrative. tertulis mandiri following menit DO IT: English • Rasa ingin
retorika dalam esai • Descriptive deskriptif sesuai • Menulis teks • Observasi • Tugas text into a for Senior tahu
sederhana secara texts dengan petunjuk descriptive, dan Kelompok good High School • Mandiri
akurat, lancar, dan The text yang ditentukan. news item. description. Students Grade • Kerja keras
berterima dalam above is a • Menulis teks The Hanging X terbitan • Senang
konteks kehidupan description deskriptif sesuai Gardens of Masmedia membaca
sehari-hari dalam text. A dengan gambar Babylon was Buana Pustaka
teks berbentuk description yang tersedia. a man-made • Buku BSE
narrative, is a text • Mengunjungi tempat structure Bahasa
descriptive, dan that wisata terdekat that was Inggris Kelas
news item. describes a kemudian one of the X
particular menggambarkannya Seven • Kamus
person, dengan paragraf- Wonders of • Majalah
place, paragraf yang the berbahasa
thing, etc. mendeskripsikan Ancient Inggris
The generic tempat tersebut. World. The • Internet
structures • Menulis teks naratif Hanging • Gambar
of sesuai dengan alur Gardens • Koran
description yang ditentukan. originated in berbahasa
text are • Membuat ringkasan approximately Inggris
identification. tentang cerita yang 605 B.C. • Sumber lain
It identifies dibaca. Babylon, the yang relevan
the • Mengembangkan capital of
particular sebuah topik menjadi Babylonia,
participant berita. was built
(person, • Menulis hal-hal yang between the
place, terjadi di sekolah Euphrates
thing, etc) dan mengemasnya and Tigris
that to be menjadi sebuah Rivers, ….

described. berita yang baik.
It describes
the
particular
participant
detail
including
the physical
description,
characteristic,
etc.
• News item
texts
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : SMA …………
Kelas/Semester : X/1 (satu)
Alokasi Waktu : … x 45 menit
STANDAR KOMPETENSI
Mendengarkan
Berbicara
3. Mengungkapkan makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-
hari.
KOMPETENSI DASAR
1.1 Merespons 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.
3.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi)
resmi dan tak resmi secara akurat, lancar, dan berterima dengan menggunakan ragam bahasa lisan sederhana
dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: berkenalan, bertemu/berpisah.
A. Tujuan Pembelajaran
1. Merespons ungkapan berkenalan, bertemu/berpisah dengan benar dan berterima.
2. Mempraktikkan tindak tutur dalam berkenalan, bertemu/berpisah dalam wacana lisan secara tepat dan
berterima.
B. Materi Pembelajaran
1. Self introduction:
a. Let me introduce myself. My name is ....
b. I'd like to introduce myself. My name is ....
c. May I introduce myself?
2. Meeting and departing
C. Karakter Siswa yang Diharapkan

1. Bersahabat
2. Komunikatif
3. Peduli sosial
4. Rasa ingin tahu
5. Mandiri
6. Kerja keras
7. Demokratis
8. Santun
D. Metode Pembelajaran
Diskusi, tanya jawab, inkuiri, dan penugasan.

E. Langkah-langkah Kegiatan Pembelajaran
Kegiatan Awal
1. Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (santun, peduli)
2. Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter.
3. Memberikan apersepsi mengenai topik bahasan yang akan dibahas.
Kegiatan Inti
Eksplorasi
1. Memberikan stimulus dengan menyampaikan pertanyaan yang melibatkan tindak tutur berkenalan, bertemu
dan berpisah.
2. Mendiskusikan materi bersama siswa mengenai pertanyaan yang melibatkan tindak tutur berkenalan,
bertemu dan berpisah (demokratis).
3. Memberikan kesempatan pada peserta didik mengkomunikasikan secara lisan atau mempresentasikan
mengenai pertanyaan yang melibatkan tindak tutur berkenalan, bertemu dan berpisah (mandiri, bersahabat,
komunikatif)
4. Siswa diminta membahas contoh soal dalam buku teks mengenai pertanyaan yang melibatkan tindak tutur
berkenalan, bertemu dan berpisah (kerja keras).
Elaborasi
1. Membiasakan siswa membuat kalimat pertanyaan yang melibatkan tindak tutur berkenalan, bertemu dan
berpisah dalam kehidupan sehari-hari (santun, komunikatif, bersahabat).
2. Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal yang ada pada buku teks untuk
dikerjakan secara individu maupun kelompok (mandiri dan bersahabat).
Konfirmasi
1. Memberikan penguatan dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya dengan
baik (kerja keras).
2. Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh siswa melalui sumber buku lain.
3. Melakukan refleksi.
4. Memberikan motivasi kepada siswa agar lebih memperdalam lagi materi yang sedang dipelajari (kerja
keras).
Kegiatan akhir
1. Siswa membuat ringkasan mengenai tindak tutur berkenalan, bertemu/berpisah.
2. Guru dan siswa melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.
3. Guru memberikan tugas-tugas berkaitan dengan materi mengenai pertanyaan teks tindak tutur: berkenalan,
bertemu/berpisah.
F. Sumber/Bahan/Alat
1. Buku I CAN DO IT: English for Senior High School Students Grade X terbitan Masmedia Buana Pustaka
halaman 2 - 14.
2. Kaset/CD dan skrip percakapan
3. Buku BSE Bahasa Inggris Kelas X
4. Kamus
5. Majalah berbahasa Inggris
6. Internet
G. Penilaian
- Teknik : Tes lisan, tes tertulis, tes performance.
- Bentuk instrumen : Tugas mandiri, tugas kelompok, kuis.
- Contoh instrumen :

Listen and complete the dialogue.
Diana : Hi, Aji. What are you doing here?

Aji : I'm waiting for getting a ride home.
Mr. Mulyana : Get on the car, boy. I'll drive you home.
Aji : Thank you, Sir. It's very kind of you.
Mr. Mulyana : It's my pleasure.
Aji : (1) ... I'm Aji, Dana's classmate. I'm glad to meet you, Sir.
Mr. Mulyana : I'm glad to meet you, too. Where have you been?
Aji : (2) ....
Dana : Why did you wait for a ride home?
Aji : (3) ....
Mengetahui
Kepala Sekolah Guru Mata Pelajaran,
..................................................... .....................................................
NIP. NIP.

(RPP)
STANDAR KOMPETENSI
Mendengarkan
Berbicara
hari.
KOMPETENSI DASAR
(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 menerima janji dan membatalkan
janji.
resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana
dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur menerima janji dan membatalkan janji.
1. Merespons ungkapan menerima janji dan membatalkan janji dengan benar dan berterima.
2. Mempraktikkan tindak tutur menerima janji dan membatalkan janji dalam wacana lisan secara tepat dan
berterima.
Accept and break a promise
1. Expressions to accept a promise:
a. Thank you.
b. Yes, with pleasure.
2. Expressions to break a promise:
a. I'm sorry I break my promise.
b. Sorry for breaking the promise.
c. I'm sorry. I change my mind.
d. I'm really sorry. I don't remember that I have another plan.

1. Bersahabat
2. Komunikatif
3. Peduli sosial
4. Rasa ingin tahu
5. Mandiri
6. Kerja keras
7. Demokratis


Kegiatan Awal
1. Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (santun, peduli).
Kegiatan Inti
Eksplorasi
1. Memberikan stimulus dengan menyampaikan pertanyaan yang melibatkan tindak tutur menerima janji dan
membatalkan janji.
2. Mendiskusikan materi bersama siswa mengenai pertanyaan yang melibatkan tindak tutur menerima janji
dan membatalkan janji (demokratis).
mengenai pertanyaan yang melibatkan tindak tutur menerima janji dan membatalkan janji (mandiri,
bersahabat, komunikatif).
menerima janji dan membatalkan janji (kerja keras).
Elaborasi
1. Membiasakan siswa membuat kalimat pertanyaan yang melibatkan tindak tutur menerima janji dan
membatalkan janji dalam kehidupan sehari-hari (santun, komunikatif, bersahabat).
Konfirmasi
baik (kerja keras).
keras).
Kegiatan akhir
1. Siswa membuat ringkasan mengenai tindak tutur menerima janji dan membatalkan janji.
3. Guru memberikan tugas berkaitan dengan materi wacana lisan yang melibatkan tindak tutur menerima
janji dan membatalkan janji.
halaman 33 - 35, dan 37
4. Kamus
6. Internet
G. Penilaian
- Teknik : Tes lisan, tes tertulis, dan tes performance.
- Bentuk instrumen : Tugas mandiri, tugas kelompok, dan kuis.

Complete the following dialogues and practice them.
1. Johan : Will you join us for seeing a music concert tonight?

Bima : ... What band will have the show?
Johan : It's not a band. It's a violin recital.
Bima : I'm sorry. I break my ... Piano recital is not my music.
2. Yuyun : Will you join me for a ...?
Lia : That would be great fun. Where ...?
Yuyun : We plan to visit the temple complex in Prambanan.
Lia : Going to the temples is boring. I'm sorry I must ... the promise to join you.
Mengetahui
..................................................... .....................................................
NIP. NIP.

(RPP)
STANDAR KOMPETENSI
Mendengarkan
Berbicara
hari.
KOMPETENSI DASAR
dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak menyetujui ajakan/tawaran/undangan.
resmi dan tak resmi secara akurat, lancar, dan berterima dengan menggunakan ragam bahasa lisan sederhana
dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur menyetujui ajakan/tawaran/undangan.
1. Merespons ungkapan menyetujui ajakan/tawaran/undangan dengan tepat dan berterima.
2. Mempraktikkan tindak tutur menyetujui ajakan/tawaran/undangan dalam wacana lisan secara tepat dan
berterima.
Accepting invitation
1. Expressions to invite someone:
a. Will you come in?
b. Would you like to come to the cinema this evening?
c. Would you care to practice basketball with us this afternoon?
2. Expressions to accept invitation:
a. Thank you.
b. Yes, I'd like to very much.
c. Yes, I'd love to.
d. I'll be there.
e. That would be great.
f. Yes, with pleasure.

1. Bersahabat
2. Komunikatif
3. Peduli sosial
4. Rasa ingin tahu

5. Mandiri
6. Kerja keras
7. Demokratis

Kegiatan Awal
Kegiatan Inti
Eksplorasi
1. Memberikan stimulus dengan menyampaikan pertanyaan yang melibatkan tindak tutur menyetujui ajakan/
tawaran/undangan.
2. Mendiskusikan materi bersama siswa mengenai pertanyaan yang melibatkan tindak tutur menyetujui ajakan/
tawaran/undangan (demokratis).
mengenai pertanyaan yang melibatkan tindak tutur menyetujui ajakan/tawaran/undangan (mandiri,
bersahabat, komunikatif).
4. Siswa diminta membahas contoh dialog dalam buku teks mengenai pertanyaan yang melibatkan tindak
tutur menyetujui ajakan/tawaran/undangan (kerja keras).
Elaborasi
1. Membiasakan siswa membuat kalimat pertanyaan yang melibatkan tindak tutur menyetujui ajakan/tawaran/
undangan dalam kehidupan sehari-hari (santun, komunikatif, bersahabat).
Konfirmasi
baik (kerja keras).
keras).
Kegiatan akhir
1. Siswa membuat ringkasan mengenai tindak tutur menyetujui ajakan/tawaran/undangan.
3. Guru memberikan tugas berkaitan dengan materi wacana lisan yang melibatkan tindak tutur menyetujui
ajakan/tawaran/undangan.
halaman 30 - 32.
4. Kamus
6. Internet

G. Penilaian
- Teknik : Tes lisan, tes tertulis, dan performance.
Respond to the following invitations orally.
1. A : Would you like to come for a meeting tomorrow?
B : ....
2. A : Can you come to dinner with us tonight?
B : ....
3. A : We're having a party on Saturday. Could you come?
B : ....
4. A : Could you come to our band show next Sunday?
B : ....
5. A : Have you got time to drop in for some supper this evening?
B : ....
Mengetahui
..................................................... .....................................................
NIP. NIP.

(RPP)
STANDAR KOMPETENSI
Mendengarkan
Berbicara
hari.
KOMPETENSI DASAR
dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur menunjukkan simpati.
dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur menunjukkan simpati.
1. Merespons ungkapan menunjukkan simpati dengan tepat dan berterima.
2. Mempraktikkan tindak tutur yang melibatkan ungkapan menunjukkan simpati dalam wacana lisan secara
tepat dan berterima.
Giving sympathy
1. Oh, what a shame.
2. Oh, what a pity.
3. How awful.
4. How terrible.
5. Oh, I'm sorry to hear that.
6. Oh no.
7. What a nuisance.
8. Poor you are.

1. Bersahabat
2. Komunikatif
3. Peduli sosial
4. Rasa ingin tahu
5. Mandiri
6. Kerja keras
7. Demokratis


Kegiatan Awal
Kegiatan Inti
Eksplorasi
1. Memberikan stimulus dengan menyampaikan pertanyaan yang melibatkan tindak tutur menunjukkan simpati.
2. Mendiskusikan materi bersama siswa mengenai pertanyaan yang melibatkan tindak tutur menunjukkan
simpati (demokratis).
3. Memberikan kesempatan pada siswa untuk mengkomunikasikan secara lisan atau mempresentasikan
pertanyaan yang melibatkan tindak tutur menunjukkan simpati (mandiri, bersahabat, komunikatif).
menunjukkan simpati (kerja keras).
Elaborasi
1. Membiasakan siswa membuat kalimat pertanyaan yang melibatkan tindak tutur menunjukkan simpati
dalam kehidupan sehari-hari (santun, komunikatif, bersahabat).
Konfirmasi
baik (kerja keras).
2. Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh siswa melalui sumber lain.
keras).
Kegiatan akhir
1. Siswa membuat ringkasan mengenai tindak tutur menunjukkan simpati
3. Guru memberikan tugas berkaitan dengan materi wacana lisan yang melibatkan tindak tutur menunjukkan
simpati.
halaman 11 - 14
4. Kamus
6. Internet
G. Penilaian
- Teknik : Tes lisan, tes tertulis, tes performance.

Study and practise the dialogue. Then, answer the questions orally.
Bety : Look at my new dress. It's ruined.

Yulia : Oh, what a shame. It seems to be burnt.
Bety : Yes, you're right.
Ana : I'm sorry, I burnt it this morning.
Bety : Oh, what a shame! It seems that it's burnt.
Ana : Yes, it is. I burnt it.
Bety : I'm sorry to hear that. Why did you burn it?
Ana : I burnt it not on purpose. I left the iron was on it while I was going out for a guest.
Bety : Didn't you smell something burning?
Ana : I smelt it, but it was too late.
Mengetahui
..................................................... .....................................................
NIP. NIP.

(RPP)
STANDAR KOMPETENSI
Mendengarkan
Berbicara
KOMPETENSI DASAR
dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur mengungkapkan perasaan
bahagia, menunjukkan perhatian, dan memberi instruksi.
dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur mengungkapkan perasaan bahagia,
menunjukkan perhatian, dan memberi instruksi.
1. Merespons ungkapan mengungkapkan perasaan bahagia, menunjukkan perhatian, dan memberi instruksi
dengan tepat dan berterima.
2. Mempraktikkan tindak tutur yang melibatkan ungkapan mengungkapkan perasaan bahagia, menunjukkan
perhatian, dan memberi instruksi dalam wacana lisan secara tepat dan berterima.
Giving instruction
1. When we ask someone to do thing, we say:
a. Put the books on my desk, please. or Please, put the books on my desk.
b. Peel the potatoes before you wash them.
c. Be careful to tighten the screws.
2. When we ask someone not to do thing, we say:
a. Don't put the books on my desk, please.
b. Please, don't put the books on my desk.
c. Don't peel the potatoes before you wash them.
d. Don't be careless to tighten the screws.
3. We may put the word please at the beginning of the instruction or at the end of the instruction.
a. Expressing happiness
b. Showing attention

1. Bersahabat 5. Mandiri
2. Komunikatif 6. Kerja keras
3. Peduli sosial 7. Demokratis
4. Rasa ingin tahu


Kegiatan Awal
Kegiatan Inti
Eksplorasi
1. Memberikan stimulus dengan menyampaikan pertanyaan yang melibatkan tindak tutur mengungkapkan
perasaan bahagia, menunjukkan perhatian, dan memberi instruksi.
2. Mendiskusikan materi bersama siswa mengenai pertanyaan yang melibatkan tindak tutur mengungkapkan
perasaan bahagia, menunjukkan perhatian, dan memberi instruksi (demokratis).
mengenai pertanyaan yang melibatkan tindak tutur mengungkapkan perasaan bahagia, menunjukkan
perhatian, dan memberi instruksi (mandiri, bersahabat, komunikatif).
4. Siswa diminta membahas contoh dialog dalam buku teks yang melibatkan tindak tutur mengungkapkan
perasaan bahagia, menunjukkan perhatian, dan memberi instruksi (kerja keras).
Elaborasi
1. Membiasakan siswa membuat kalimat pertanyaan yang melibatkan tindak tutur mengungkapkan perasaan
bahagia, menunjukkan perhatian, dan memberi instruksi dalam kehidupan sehari-hari (santun, komunikatif,
bersahabat).
Konfirmasi
1. Memberikan penguatan dalam bentuk lisan pada siswa yang dapat menyelesaikan tugasnya dengan baik
(kerja keras).
keras).
Kegiatan akhir
1. Siswa membuat ringkasan mengenai tindak tutur mengungkapkan perasaan bahagian, menunjukkan
perhatian, dan memberi instruksi.
3. Guru memberikan tugas berkaitan dengan materi wacana lisan yang melibatkan tindak tutur mengungkapkan
perasaan bahagia, menunjukkan perhatian, dan memberi instruksi
- Buku I CAN DO IT: English for Senior High School Students Grade X terbitan Masmedia Buana Pustaka
halaman 58 - 61 dan 65 - 70
- Kaset/CD dan skrip percakapan
- Buku BSE Bahasa Inggris Kelas X
- Kamus
- Majalah berbahasa Inggris
- Internet

G. Penilaian
- Teknik : Tes lisan, tes tertulis, dan performance.
Answer the following questions based on the dialogue you've heard.
1. What does the boy ask the girl to do?

2. What materials are needed to make tomato soup?
3. What spices are needed?
4. What is the first step to do?
5. How much salt is needed to make tomato soup?
Mengetahui
..................................................... .....................................................
NIP. NIP.

(RPP)
STANDAR KOMPETENSI
Mendengarkan
2. Memahami makna teks fungsional pendek dan monolog sederhana berbentuk recount, narrative, dan procedure
Berbicara
4. Mengungkapkan makna dalam teks lisan fungsional pendek dan monolog berbentuk recount, narrative, dan
procedure dalam konteks kehidupan sehari-hari.
KOMPETENSI DASAR
2.1 Merespons makna secara akurat, lancar, dan berterima dalam teks lisan fungsional pendek sederhana (misalnya
pengumuman, iklan, undangan dan lain-lain.) resmi dan tak resmi dalam berbagai konteks kehidupan sehari-hari.
4.1 Mengungkapkan makna dalam bentuk teks fungsional pendek (misalnya pengumuman, iklan, undangan, dan
lain-lain) resmi dan tak resmi dengan menggunakan ragam bahasa lisan dalam berbagai konteks kehidupan
sehari-hari.
1. Siswa mampu merespons teks lisan fungsional pendeks sederhana (pengumuman, iklan, undangan,
dan lain-lain).
2. Siswa mampu mempresentasikan teks lisan fungsional pendek sederhana (pengumuman, iklan, undangan,
dan lain-lain).
1. Signs
2. Letters
3. Invitation

4. Rasa ingin tahu

Kegiatan Awal

Kegiatan Inti
Eksplorasi
1. Memberikan rangsangan berupa pemberian materi pertanyaan teks lisan fungsional pendek sederhana
(misalnya signs, letters, invitations, dan lain-lain).
2. Mendiskusikan materi bersama siswa mengenai pertanyaan teks lisan fungsional sederhana pendek
sederhana (misalnya signs, letters, invitations, dan lain-lain) (rasa ingin tahu, demokratis).
teks lisan fungsional pendek sederhana (komunikatif).
4. Berdiskusi soal-soal yang berhubungan dengan teks lisan fungsional pendek sederhana (demokratis).
Elaborasi
1. Mengajak siswa untuk membiasakan diri membuat kalimat pertanyaan yang melibatkan teks lisan fungsional
pendek misalnya: signs, letters, invitations (santun, komunikatif, bersahabat).
Konfirmasi
1. Memberikan penghargaan kepada siswa yang telah berhasil menyelesaikan tugasnya dengan baik (kerja keras).
2. Memberikan motivasi kepada siswa agar lebih giat lagi mempelajari materi tentang teks lisan fungsional
pendek (kerja keras).
Kegiatan akhir
1. Siswa membuat ringkasan tentang teks lisan fungsional pendek.
3. Guru memberikan tugas berkaitan dengan materi mengenai teks lisan fungsional pendek sederhana.
halaman 30 dan 60.
3. Kamus
5. Internet
6. Teks fungsional pendek (signs, letters, dan invitations)
G. Penilaian
- Teknik : Tes lisan dan performance.
Say your instructions in the positive and negative ones based on the following pictures.
1. 2.
Mengetahui
..................................................... .....................................................
NIP. NIP.

(RPP)
STANDAR KOMPETENSI
Mendengarkan
2. Memahami makna teks fungsional pendek dan monolog sederhana berbentuk recount, narrative, dan procedure
Berbicara
KOMPETENSI DASAR
2.2 Merespons 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 Mengungkapkan 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.
1. Siswa mampu merespons teks monolog sederhana berbentuk recount, narrative, dan procedure.
2. Siswa mampu mempraktikkan monolog berbentuk recount, narrative, dan procedure secara mandiri.
3. Siswa mampu mempresentasikan teks monolog lisan berbentuk recount, narrative, dan procedure.
1. Teks monolog lisan berbentuk recount.
2. Teks monolog lisan berbentuk narrative.
3. Teks monolog lisan berbentuk procedure.

4. Rasa ingin tahu

Kegiatan Awal

Kegiatan Inti
Eksplorasi
1. Memberikan rangsangan dengan pertanyaan seputar teks monolog lisan berbentuk recount, narrative, dan
procedure (rasa ingin tahu, komunikatif).
2. Berdiskusi tentang teks monolog lisan berbentuk recount, narrative, dan procedure (demokratis).
3. Memberi kesempatan kepada siswa untuk mengkomunikasikan secara lisan atau mempresentasikan
monolog lisan berbentuk recount, narrative, dan procedure (komunikatif).
Elaborasi
1. Mengajak siswa untuk membiasakan diri berlatih mendengarkan monolog lisan berbentuk recount, narrative,
dan procedure secara mandiri maupun kelompok (mandiri dan bersahabat).
Konfirmasi
1. Memberikan penghargaan kepada siswa yang telah berhasil menyelesaikan tugasnya dengan baik (kerja
keras).
2. Memberikan motivasi kepada siswa agar lebih giat lagi mempelajari materi tentang teks lisan fungsional
Kegiatan akhir
1. Siswa membuat ringkasan tentang teks monolog lisan berbentuk recount, narrative, dan procedure.
2. Guru melakukan refleksi.
3. Guru memberikan tugas latihan terkait materi.
halaman 9 - 10, 14, 38 - 39, 60 - 64 dan 68 - 70
3. Kamus
5. Internet
6. Koran berbahasa Inggris
G. Penilaian
- Teknik : Tes lisan dan performance.
Answer the questions based on the monologue you've heard.
1. Where did Milova go last Saturday?
2. What did Milova do first before he left his room?
3. How did he go to his uncle's house?
4. How was the bus?
5. How long did the bus take to Croydon?
Mengetahui
..................................................... .....................................................
NIP. NIP.

(RPP)
STANDAR KOMPETENSI
Membaca
5. Memahami makna teks tulis fungsional pendek dan esai sederhana berbentuk recount, narrative, dan procedure
dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
Menulis
KOMPETENSI DASAR
5.1 Merespons makna dalam teks tulis fungsional pendek (misalnya pengumuman, iklan, undangan, dan lain lain)
resmi dan tak resmi secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk
mengakses ilmu pengetahuan.
6.1 Mengungkapkan makna dalam bentuk teks tulis fungsional pendek (misalnya pengumuman, iklan, undangan,
dan lain lain) resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima
1. Siswa mampu membaca nyaring dengan intonasi yang benar dan tepat dari teks fungsional pendek yang
sedang dipelajari.
2. Siswa mampu mengidentifikasi isi teks tulis fungsional pendek.
1. Signs 3. Invitations
2. Letters

1. Senang membaca
2. Bersahabat
3. Komunikatif
4. Peduli sosial
5. Rasa ingin tahu
6. Mandiri
7. Demokratis

Kegiatan Awal

2. Memberikan apersepsi mengenai topik bahasan yang akan dibahas dan mengaitkannya dengan nilai-nilai
karakter bangsa.
Kegiatan Inti
Eksplorasi
1. Memberikan rangsangan dengan menyampaikan materi pertanyaan teks tulis fungsional pendek (rasa
ingin tahu, komunikatif).
2. Berdiskusi tentang teks tulis fungsional pendek (bersahabat, demokratis).
teks tulis fungsional pendek (komunikatif).
Elaborasi
1. Mengajak siswa untuk membiasakan diri berlatih membaca teks tulis fungsional pendek secara mandiri
(mandiri).
2. Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal yang ada di buku teks untuk
diselesaikan baik secara individu maupun kelompok (mandiri dan bersahabat).
Konfirmasi
keras).
2. Memberikan motivasi kepada siswa agar lebih giat lagi mempelajari materi tentang teks tulis fungsional
Kegiatan akhir
1. Siswa membuat ringkasan tentang teks tulis fungsional pendek
halaman 25 dan 30
3. Kamus
5. Internet
7. Surat pribadi, tanda-tanda lalu lintas, dan undangan
G. Penilaian
- Teknik : Tes performance, tes tulis, dan ulangan.
Mengetahui
..................................................... .....................................................
NIP. NIP.

(RPP)
STANDAR KOMPETENSI
Membaca
5. Memahami makna teks tulis fungsional pendek dan esai sederhana berbentuk recount, narrative, dan procedure
Menulis
6. Mengungkapkan makna dalam teks tulis fungsional pendek dan esai sederhana berbentuk recount, narrative,
dan procedure dalam konteks kehidupan sehari-hari.
KOMPETENSI DASAR
5.2 Merespons makna dan langkah retorika teks tulis esai secara akurat, lancar, dan berterima dalam konteks
kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk recount, narrative, dan
procedure.
6.2 Mengungkapkan 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.
1. Siswa mampu mengidentifikasi makna yang terdapat dalam teks recount, narrative, dan procedure.
2. Siswa mampu mengidentifikasi ciri-ciri kebahasaan yang digunakan pada teks recount, narrative, dan
procedure.
3. Siswa mampu menulis teks berbentuk recount, narrative, dan procedure.
4. Siswa mampu menentukan pikiran utama masing-masing paragraf dari teks recount, narrative, dan
procedure.
1. Recount texts
2. Narrative texts
3. Procedure texts

1. Senang membaca 4. Rasa ingin tahu
2. Komunikatif 5. Mandiri

Kegiatan Awal
karakter bangsa.

Kegiatan Inti
Eksplorasi
1. Memberikan rangsangan dengan menyampaikan materi pertanyaan teks tulis berbentuk recount, narrative,
dan procedure (rasa ingin tahu, komunikatif).
2. Berdiskusi tentang esai berbentuk recount, narrative, dan procedure (bersahabat, demokratis).
esai berbentuk recount, narrative, dan procedure (rasa ingin tahu, komunikatif).
Elaborasi
1. Membiasakan siswa membuat kalimat esai berbentuk recount, narrative, dan procedure.
2. Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal yang ada pada buku teks.
3. Mengajak siswa untuk membaca dan menarik pikiran utama esai sederhana berbentuk recount, narrative,
dan procedure yang dibaca (suka membaca).
Konfirmasi
keras).
2. Memberikan motivasi kepada siswa agar lebih giat lagi mempelajari materi tentang esay sederhana
berbentuk recount, narative, dan procedure pendek (kerja keras).
Kegiatan akhir
1. Siswa membuat ringkasan tentang materi esai berbentuk recount, narrative, dan procedure.
halaman 15 - 19, 39 - 47, dan 70 - 76.
3. Kamus
5. Internet
7. Esay berbentuk recount, narrative, dan procedure.
8. Gambar yang relevan dengan materi.
G. Penilaian
- Teknik : Tes performance, tes tulis, dan ulangan.
Mengetahui
..................................................... .....................................................
NIP. NIP.

(RPP)
Kelas/Semester : X/2 (dua)
STANDAR KOMPETENSI
Mendengarkan
Berbicara
KOMPETENSI DASAR
7.1 Merespons 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
9.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi
dan tak resmi secara akurat, lancar, dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam
konteks kehidupan sehari-hari dan melibatkan tindak tutur berterima kasih, memuji, dan mengucapkan selamat.
1. Siswa mampu melakukan berbagai tindak tutur dalam wacana lisan interpersonal/transaksional yang
melibatkan tindak tutur berterima kasih, memuji, dan mengucapkan selamat.
2. Siswa mampu merespons ekspresi berterima kasih, memuji, dan mengucapkan selamat secara tepat
dan berterima.
1. Expressing thanks
When we want to express our thanks, we can say:
a. Thanks. e. Thanks a lot.
b. Thank you. f. Many thanks.
c. Thank you very much. g. Thank you for your ... (kindness, advice, etc).
d. Thank you so much.
2. Congratulating others
3. Expressing praise

1. Bersahabat 5. Kerja keras
2. Komunikatif 6. Peduli
3. Rasa ingin tahu 7. Santun
4. Mandiri

Kegiatan Awal

Kegiatan Inti
Eksplorasi
1. Memberikan stimulus dengan menyampaikan pertanyaan yang melibatkan kata yang didengar, makna
kata, hubungan antar pembicara, makna tindak tutur berterima kasih, memuji, dan mengucapkan selamat.
2. Mendiskusikan materi bersama siswa mengenai pertanyaan-pertanyaan yang melibatkan kata yang
didengar, makna kata, hubungan antar pembicara, makna tindak tutur berterima kasih, memuji, dan
3. Memberikan kesempatan pada peserta didik untuk mengkomunikasikan secara lisan atau
mempresentasikan pertanyaan yang melibatkan tindak tutur berterima kasih, memuji, dan mengucapkan
selamat (mandiri, bersahabat, komunikatif).
4. Siswa diminta membahas contoh soal dalam mengenai pertanyaan yang melibatkan tindak tutur berterima
kasih, memuji, dan mengucapkan selamat (kerja keras).
Elaborasi
1. Membiasakan siswa membuat kalimat pertanyaan yang melibatkan tindak tutur kata yang didengar, makna
kata, hubungan antar pembicara, makna tindak tutur berterima kasih, memuji, dan mengucapkan selamat
dalam kehidupan sehari-hari (santun, komunikatif).
Konfirmasi
baik (kerja keras).
4. Memberikan motivasi kepada siswa agar lebih memperdalam lagi materi yang sedang dipelajari (kerja keras).
Kegiatan akhir
1. Siswa membuat ringkasan mengenai tindak tutur berterima kasih, memuji, dan mengucapkan selamat.
3. Guru memberikan tugas berkaitan dengan materi mengenai tindak tutur: berterima kasih, memuji, dan
mengucapkan selamat
halaman 92 - 100, 137 - 143.
4. Kamus
6. Internet
7. Gambar yang relevan
G. Penilaian
- Teknik : Tes lisan, diskusi, dan performance.
Mengetahui
..................................................... .....................................................
NIP. NIP.

(RPP)
STANDAR KOMPETENSI
Mendengarkan
Berbicara
hari.
KOMPETENSI DASAR
7.2 Merespons 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 menyatakan rasa terkejut, menyatakan
rasa tak percaya, serta menerima undangan, tawaran, dan ajakan.
9.2 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosiali-
sasi) resmi dan tak resmi secara akurat, lancar, dan berterima dengan menggunakan ragam bahasa lisan
sederhana dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur menyatakan rasa terkejut,
menyatakan rasa tak percaya, serta menerima undangan, tawaran, dan ajakan.
1. Siswa mampu mengidentifikasi kata dan makna kata yang didengar.
2. Siswa mampu mengidentifikasi makna tindak tutur menyatakan rasa terkejut, menyatakan rasa tak percaya,
serta menerima undangan, tawaran, dan ajakan pada dialog yang diperdengarkan.
3. Siswa mampu merespons tindak tutur menyatakan rasa terkejut, menyatakan rasa tak percaya, serta
menerima undangan, tawaran, dan ajakan pada dialog yang diperdengarkan.
4. Siswa mampu melakukan berbagai tindak tutur dalam wacana lisan interpersonal/ transaksional yang
melibatkan tindak tutur menyatakan rasa terkejut, menyatakan rasa tak percaya, serta menerima undangan,
tawaran, dan ajakan.
5. Siswa mampu merespons ekspresi menyatakan rasa terkejut, menyatakan rasa tak percaya, serta
menerima undangan, tawaran, dan ajakan secara tepat dan berterima.
1. Expressing surprise
The following sentences are the examples of expressing surprise:
a. This is a nice surprise.
b. What a surprise.
c. Imagine that! She's getting married for the fifth time.
d. Really?
e. I'm surprised at you.
f. Goodness me, what's happening?
g. Good gracious. Why didn't you tell me?
h. My goodness, what a noise.
2. Expressing disbelief
3. Making and accepting invitation/offer

1. Bersahabat
2. Komunikatif
3. Rasa ingin tahu
4. Mandiri
5. Kerja keras
6. Santun
7. Peduli

Kegiatan Awal
Kegiatan Inti
Eksplorasi
1. Memberikan stimulus dengan menyampaikan pertanyaan yang melibatkan kata yang didengar, makna
kata, hubungan antar pembicara, makna tindak tutur menyatakan rasa terkejut, menyatakan rasa tak percaya,
serta menerima undangan, tawaran, dan ajakan.
2. Mendiskusikan materi bersama siswa mengenai pertanyaan-pertanyaan yang melibatkan kata yang
didengar, makna kata, hubungan antar pembicara, makna tindak tutur menyatakan rasa terkejut, menyatakan
rasa tak percaya, serta menerima undangan, tawaran, dan ajakan.
3. Memberikan kesempatan pada peserta didik untuk mengkomunikasikan secara lisan atau
mempresentasikan pertanyaan yang melibatkan tindak tutur menyatakan rasa terkejut, menyatakan rasa
tak percaya, serta menerima undangan, tawaran, dan ajakan (mandiri, bersahabat, komunikatif)
4. Siswa diminta membahas contoh soal mengenai pertanyaan yang melibatkan tindak tutur menyatakan
rasa terkejut, menyatakan rasa tak percaya serta menerima undangan, tawaran, dan ajakan (kerja keras).
Elaborasi
1. Membiasakan siswa membuat kalimat pertanyaan yang melibatkan tindak tutur kata yang didengar, makna
kata, hubungan antar pembicara, makna tindak tutur menyatakan rasa terkejut, menyatakan rasa tak percaya,
serta menerima undangan, tawaran, dan ajakan dalam kehidupan sehari-hari (santun, komunikatif).
Konfirmasi
baik (kerja keras).
keras).
Kegiatan akhir
1. Siswa membuat ringkasan mengenai tindak tutur menyatakan rasa terkejut, menyatakan rasa tak percaya,
serta menerima undangan, tawaran, dan ajakan.
3. Guru memberikan tugas berkaitan dengan materi mengenai tindak tutur menyatakan rasa terkejut,
menyatakan rasa tak percaya, serta menerima undangan, tawaran, dan ajakan.

halaman 92 - 98 dan 137 - 139
4. Kamus
6. Internet
7. Gambar yang relevan
G. Penilaian
Mengetahui
..................................................... .....................................................
NIP. NIP.

(RPP)
STANDAR KOMPETENSI
Mendengarkan
8. Memahami makna dalam teks fungsional pendek dan monolog yang berbentuk narrative, descriptive, dan news
item sederhana dalam konteks kehidupan sehari-hari.
Berbicara
10. Mengungkapkan makna dalam teks fungsional pendek dan monolog sederhana berbentuk narrative, descriptive,
dan news item dalam konteks kehidupan sehari-hari.
KOMPETENSI DASAR
8.1 Merespons makna yang terdapat dalam teks lisan fungsional pendek sederhana (misalnya pengumuman,
iklan, undangan, dan lain-lain) resmi dan tak resmi secara akurat, lancar, dan berterima dalam berbagai konteks
10.1 Mengungkapkan makna dalam bentuk teks lisan fungsional pendek (misalnya pengumuman, iklan, undangan,
dan lain-lain) resmi dan tak resmi dengan menggunakan ragam bahasa lisan sederhana dalam berbagai
1. Siswa mampu merespons teks lisan fungsional pendeks sederhana.
2. Siswa mampu mempresentasikan teks lisan fungsional pendek sederhana.
Teks fungsional pendek sederhana.

1. Bersahabat
2. Komunikatif
3. Rasa ingin tahu
4. Mandiri
5. Kerja keras

Kegiatan Awal

Kegiatan Inti
Eksplorasi
1. Memberikan rangsangan berupa pemberian materi pertanyaan teks lisan fungsional pendek sederhana.
2. Mendiskusikan materi bersama siswa mengenai pertanyaan teks fungsional pendek sederhana
(demokratis).
teks lisan fungsional pendek sederhana (komunikatif).
4. Berdiskusi soal-soal yang berhubungan dengan teks lisan fungsional pendek sederhana (demokratis).
Elaborasi
1. Membiasakan siswa membuat kalimat pertanyaan yang melibatkan materi teks fungsional penndek (santun,
komunikatif, bersahabat).
Konfirmasi
baik (kerja keras).
4. Memberikan motivasi kepada siswa agar lebih memperdalam lagi materi yang sedang dipelajari
Kegiatan akhir
1. Siswa membuat ringkasan mengenai teks fungsional pendek yang dipelajari.
3. Guru memberikan tugas berkaitan dengan materi wacana lisan yang melibatkan teks fungsional pendek
yang dipelajari.
halaman 101 - 107
4. Kamus
6. Internet
7. Teks fungsional pendek
G. Penilaian
Mengetahui
..................................................... .....................................................
NIP. NIP.

(RPP)
STANDAR KOMPETENSI
Mendengarkan
8. Memahami makna dalam teks fungsional pendek dan monolog yang berbentuk narrative, descriptive, dan news
item sederhana dalam konteks kehidupan sehari-hari.
Berbicara
10. Mengungkapkan makna dalam teks fungsional pendek dan monolog sederhana berbentuk narrative, descriptive,
KOMPETENSI DASAR
8.2 Merespons 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.
10.2 Mengungkapkan makna dalam teks monolog sederhana dengan menggunakan ragam bahasa lisan secara
akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, descriptive,
dan news item.
1. Siswa mampu mengidentifikasi kata dan makna kata dari monolog lisan berbentuk naratif, deskriptif, dan
news item yang didengar.
2. Siswa mampu mengidentifikasi perbedaan struktur kebahasaan yang dipergunakan dalam teks monolog
yang diperdengarkan.
3. Siswa mampu mengidentifikasi tokoh cerita dan setting kejadian dalam teks yang diperdengarkan.
4. Siswa mampu mengidentifikasi ciri-ciri dari benda/orang yang dideskripsikan.
5. Siswa mampu menentukan inti berita yang diperdengarkan.
6. Siswa mampu menentukan sumber berita yang diperdengarkan.
7. Siswa mampu menceritakan kembali isi monolog lisan yang diperdengarkan dengan bahasa sendiri
secara mandiri.
8. Siswa mampu menentukan kebenaran suatu pernyataan sesuai dengan monolog yang diperdengarkan.
9. Siswa mampu merespons teks monolog sederhana berbentuk narrative, descriptive, dan news item.
10. Siswa mampu mempresentasikan teks monolog lisan berbentuk narrative, descriptive, dan news item.
1. Teks monolog lisan berbentuk narrative.
2. Teks monolog lisan berbentuk descriptive.
3. Teks monolog lisan berbentuk news item.

3. Rasa ingin tahu 6. Demokratis


Kegiatan Awal
karakter bangsa.
Kegiatan Inti
Eksplorasi
1. Memberikan rangsangan dengan memberikan pertanyaan seputar teks monolog lisan berbentuk narrative,
descriptive, dan news item (rasa ingin tahu, komunikatif).
2. Berdiskusi tentang teks monolog lisan berbentuk narrative, descriptive, dan news item (demokratis).
monolog lisan berbentuk narrative, descriptive, dan news item (komunikatif).
Elaborasi
1. Mengajak siswa untuk membiasakan diri berlatih mendengarkan monolog lisan berbentuk narrative,
descriptive, dan news item secara mandiri maupun kelompok (mandiri dan bersahabat).
Konfirmasi
1. Memberikan penghargaan kepada siswa yang telah berhasil menyelesaikan tugasnya dengan baik (kerja keras).
2. Memberikan motivasi kepada siswa agar lebih giat lagi mempelajari materi tentang monolog lisan berbentuk
narrative, descriptive, dan news item (kerja keras).
Kegiatan akhir
1. Siswa membuat ringkasan tentang teks monolog lisan berbentuk narrative, descriptive, dan news item.
halaman 99 - 100, 117 - 121, dan 140 - 143.
4. Kamus
6. Internet
G. Penilaian
- Bentuk instrumen : Tugas mandiri, dan tugas kelompok.
Mengetahui
..................................................... .....................................................
NIP. NIP.

(RPP)
STANDAR KOMPETENSI
Membaca
11. Memahami makna teks fungsional pendek dan esai sederhana berbentuk narrative, descriptive, dan news item
12. Mengungkapkan makna dalam teks tulis fungsional pendek dan esai sederhana berbentuk narrative, descriptive
KOMPETENSI DASAR
11.1 Merespons makna dalam teks fungsional pendek (misalnya pengumuman, iklan, undangan, dan lain-lain)
resmi dan tak resmi secara akurat, lancar, dan berterima yang menggunakan ragam bahasa tulis dalam konteks
12.1 Mengungkapkan makna dalam bentuk teks tulis fungsional pendek (misalnya pengumuman, iklan, undangan,
dan lain-lain) resmi dan tak resmi secara akurat, lancar, dan berterima yang menggunakan ragam bahasa tulis
1. Siswa mampu membaca nyaring dengan intonasi yang benar tepat dari teks fungsional pendek.
2. Siswa mampu mengidentifikasi isi teks fungsional pendek.
3. Siswa mampu menggunakan tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat.
4. Siswa mampu menulis gagasan utama dari teks fungsional pendek.
5. Siswa mampu mengelaborasi gagasan utama dari teks fungsional pendek.
6. Siswa mampu menulis teks fungsional pendek.
Teks fungsional pendek

1. Komunikatif
2. Rasa ingin tahu
3. Mandiri
4. Kerja keras
5. Senang membaca

Kegiatan Awal
karakter bangsa.

Kegiatan Inti
Eksplorasi
1. Memberikan rangsangan dengan menyampaikan materi pertanyaan teks tulis fungsional pendek (rasa
ingin tahu, komunikatif).
2. Berdiskusi tentang teks tulis fungsional pendek (bersahabat, demokratis).
teks tulis fungsional pendek (komunikatif).
Elaborasi
1. Mengajak siswa untuk membiasakan diri berlatih membaca teks tulis fungsional pendek secara mandiri
(mandiri).
2. Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal yang ada di buku teks untuk
diselesaikan baik secara individu maupun kelompok (mandiri dan bersahabat).
Konfirmasi
keras).
2. Memberikan motivasi kepada siswa agar lebih giat lagi mempelajari materi tentang teks tulis fungsional
Kegiatan akhir
1. Siswa membuat ringkasan tentang teks tulis fungsional pendek.
halaman 125
3. Kamus
5. Internet
7. Surat pribadi, tanda-tanda lalu lintas, dan undangan.
G. Penilaian
Mengetahui
..................................................... .....................................................
NIP. NIP.

(RPP)
STANDAR KOMPETENSI
Membaca
11. Memahami makna teks fungsional pendek dan esai sederhana berbentuk narrative, descriptive, dan news item
Menulis
12. Mengungkapkan makna dalam teks tulis fungsional pendek dan esai sederhana berbentuk narrative, descriptive,
KOMPETENSI DASAR
11.2 Merespons makna dan langkah-langkah retorika dalam esai sederhana secara akurat, lancar, dan berterima
dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk narrative,
descriptive, dan news item.
12.2 Mengungkapkan makna dan langkah-langkah retorika dalam esai sederhana secara akurat, lancar, dan berterima
dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, descriptive, dan news item.
1. Siswa mampu mengidentifikasi makna yang terdapat dalam teks narrative, descriptive, dan news item.
2. Siswa mampu mengidentifikasi ciri-ciri kebahasaan yang digunakan pada teks narrative, descriptive, dan
news item.
3. Siswa mampu menulis teks berbentuk narrative, descriptive, dan news item.
4. Siswa mampu menentukan pikiran utama masing-masing paragraf dari teks narrative, descriptive, dan
news item.
1. Narrative texts 3. News item texts
2. Descriptive texts

2. Rasa ingin tahu 5. Senang membaca
3. Mandiri

Kegiatan Awal
karakter bangsa.

Kegiatan Inti
Eksplorasi
1. Memberikan rangsangan dengan menyampaikan materi pertanyaan teks tulis berbentuk teks narrative,
descriptive, dan news item (rasa ingin tahu, komunikatif).
2. Berdiskusi tentang teks tulis berbentuk teks narrative, descriptive, dan news item (bersahabat, demokratis).
esai berbentuk narrative, descriptive, dan news item (rasa ingin tahu, komunikatif).
Elaborasi
1. Membiasakan siswa membuat esai berbentuk narrative, descriptive, dan news item.
2. Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal yang ada pada buku teks.
3. Mengajak siswa untuk membaca dan menarik pikiran utama dari teks esai berbentuk teks narrative,
descriptive, dan news item yang dibaca (suka membaca).
Konfirmasi
keras).
2. Memberikan motivasi kepada siswa agar lebih giat lagi mempelajari materi tentang teks narrative, descriptive,
dan news item (kerja keras).
Kegiatan akhir
1. Siswa membuat ringkasan tentang materi esai berbentuk teks narrative, descriptive, dan news item.
halaman 101 - 110, 122 - 130, dan 143 - 156
3. Kamus
5. Internet
7. Esay berbentuk narrative, descriptive, dan news item.
G. Penilaian
- Teknik : Tes tertulis dan observasi.
- Bentuk instrumen : Tugas mandiri dan tugas kelompok.
Mengetahui
..................................................... .....................................................
NIP. NIP.

Kunci Bahasa Inggris Kelas X SMA/MA
Unit 1 4. No, he didn't.

Telling Past Event 5. Mr. Sutrisno, the physics teacher.
Oral Cycle Task 5

Task 1 Kreativitas siswa
Jawaban siswa
Task 6
Self Introduction Kreativitas siswa
Task 2
1. Ria Task 7
2. "Let me introduce myself, I'm Ria." Jawaban bebas berterima.
3. No, they don't. Misalnya:
4. She comes from Semarang. Interviewer : Good morning, Madam? Let me introduce myself.
5. She usually goes to school by motorcycle. I'm Yeni from Putri Magazine.
6. Because it was out of order on the way to school. Artist : Good morning. I'm glad to meet you. What can I do
7. She put it in the nearby garage. for you?
8. No, they don't. Interviewer : Would you have an interview a little about your
9. Ria comes from Pekan Baru. biography?
10. When the bell is ringing. Artis : Sure, but sorry, I only have a few minutes.
Interviewer : OK. Mmm... first question. When were you born?
Task 3 Artist : I was born at about 9.30 a.m. on June 1st in Solo.
Jawaban bebas berterima Well, I am the third daughter in my family. Five months
after I was born, unexpected accident happened.
Task 4 My parents were dead in a serious accident when
Jawaban bebas berterima they went to my grandma's house. And then I lived
with my foster parents.
Task 5 (etc)
1. He would like to tell her that he saw a student broke the
school regulation this morning. Giving Sympathy
2. He saw Agus, a student of X.3, smoking when Hendra was Task 1
going to the toilet. 1. Ana did.
3. He smoked in near Mr. Bambang's school canteen. 2. She burnt it not on purpose. She left the iron was on it while
4. He is a student of X.3 at Hendra's school. she was going out for a guest.
5. He smoked alone. 3. It's Betty's dress.
4. When she heard Yulia's comment that it was burnt.
Task 6 5. No, she is not.
Aktivitas siswa It can be seen in the last dialogue between Betty and Anna
as follows:
Task 7 Bety : Be careful when doing anything.
Aktivitas siswa Ana : OK. Please, forgive me, Bety.
Bety : It's all right.
Meeting and Departing
Task 1 Task 2
1. He joined the camping. Kreativitas siswa
2. He had to the camping with his schoolmates.
3. They left school at 3 p.m. for the camping ground. Task 3
4. First, they set up the tent. Then they cooked and played an Kreativitas siswa
indoor game.
5. They sang and read poems around the camp fire. After that, Task 4
they went to sleep at almost midnight. 1. They are talking about Fred that didn't come home on time
6. They had hiking in the morning. because he couldn't catch the 3 p.m. train. It is caused by his
7. They left the camping site after hiking. taxi trapped in a traffic jam.
8. Because he had to go to the bank. 2. Because he comes late.
9. No, he didn't. 3. Train.
10. They are talking about the school camping yesterday. 4. By phone.
5. She says "How awful."
Task 2
Kreativitas siswa Individual Task
A. Jawaban bebas berterima.
Task 3 B. Aktivitas siswa
Jawaban bebas berterima
Catch What You Hear
Task 4 Task 1
1. They talked about the lessons when Galih didn't come to Listening script:
school this morning. Dana : Hi, Aji. What are you doing here?
2. Galih. (Jawaban bebas berterima sesuai dialog). Aji : I'm waiting to get a ride home.
3. The first period was economics. Mr. Mulyana : Get on the car, boy. I'll drive you home.

Aji : Thank you, Sir. It's very kind of you. Written Cycle
Mr. Mulyana : It's my pleasure. Let’s Read
Aji : I'd like to introduce myself. I'm Aji, Dana's classmate. Task 1
I'm glad to meet you, Sir. Jawaban siswa
Mr. Mulyana : Nice to meet you, too. Where have you been?
Aji : I've been from the bookstore, Sir. Task 2
Dana : Why did you wait for a ride home? 1. It happened when the couple driving from Zimbabwe to South
Aji : I missed the latest bus. Africa.
Dana : What happened to you? 2. Two persons.
Aji : I spent too much time in the store. 3. They were in the car. They were driving from Zimbabwe to
Dana : Did it take hours to find it? South Africa.
Aji : No, it didn't. Before I bought a book for me, I met 4. They saw a flashing blue-white light that was going on and
Desi. She asked me to find her a book. off in a slow, steady rhythm. Shortly after noticing this, the
Dana : Did it take hours to find her a book? car was covered in a bright circle of light.
Aji : Yes, it did. When at last I got it, it was 10 minutes 5. Suddenly the headlights went off.
late for me to catch the bus. 6. The brake failed.
Mr. Mulyana : Don't worry. I'll drive you home. 7. It locked.
Aji : Thank you, Sir. 8. They lost consciousness.
9. The speed was at 190 kilometers an hour.
Task 2 10. The car's odometer showed that only 12 kilometers had been
Listening script: traveled, yet the distance from where they first saw the UFO
Last Saturday afternoon, Milova went to visit his uncle who lives to Fort Victoria was 290 kilometers.
in the Croydon. Before leaving his room he shut the windows
and drew the curtains. Then he locked the door, opened his black Task 3
umbrella and walked straight to the bus stop. Five minutes later Kegiatan siswa
he caught a bus and asked the conductor for a return ticket to
Croydon. The bus was completely full. The bus took an hour for Task 4
him to get to Croydon. It was almost dark when he arrived in 1. Because she didn't feel very well at dinner last night.
Croydon. After walking for ten minutes, Milova arrived in his 2. She tried to read.
uncle's house. 3. She slept for eight hours.
4. She woke up at five o'clock.
1. He went to visit his uncle who lives in the Croydon. 5. Because she had time to dry it.
2. Before leaving his room he shut the windows and drew the 6. Before reading the newspaper, she had breakfast.
curtains. Then he locked the door, opened his black umbrella. 7. She left her house in the morning after having breakfast.
3. He went there by a bus. 8. Karen did her homework in the early morning.
4. The bus was completely full. 9. It refers to Karen's hair.
5. It took an hour for him to get to Croydon. 10. Because he had enough sleeping last night.
Task 3 Task 5
Listening script: 1. The sender of the letter is Ricky.
Good afternoon, my friends. On this occasion, I'd like to tell you 2. The writer's schools held an International Day.
an event I experienced this morning. This morning I came late to 3. After playing games, the writer had lunch.
school, because I got up late. I was ten minutes late. So I ran 4. They came from Australia, Asia, Arab, and Greece.
hurriedly to meet the teachers on duty. I had to get a permission 5. The writer's job was to sell International Day Books.
letter from teachers on duty. Mrs. Endang asked me a few
questions why I was late. She advised me to get up earlier next Task 6
time. Then she gave him the letter of permission. I ran hurriedly to Aktivitas siswa
my classroom. The first period was mathematics. I showed her
the permission later then she let me sit and attend the lesson. Task 7
1. False
1. The speaker was. 2. True
2. He was late because he got up late. 3. False
3. No, he can't. Because he had to get a permission letter from 4. True
teachers on duty at first. If the teacher gave him permission, 5. False
he may join the class. 6. False
4. Mrs. Endang. 7. True
5. She advised him to get up earlier next time. 8. False
9. False
Task 4 10. True
Listening script:
Grammar Corner
The Big New York Blackout Task 1
Aktivitas siswa
On a very hot evening last week, a summer storm knocked
out high-voltage power lines in the New York suburbs and within Task 2
the hour returned 9 million people to the dark. The city became Jawaban bebas berterima
very quiet and hot. For a night and a day, nothing worked except
telephones and transistor radios. Subways ran dead. Elevators Task 3
did not work. Water pumps failed, and with them sinks, tubs and Jawaban siswa
toilets. Street-lights and spotlights went out. And in the ghetos,
the thieves and burners were soon in the street. They tore of the Task 4
protective metal grills, broke shop windows and started fires. Jawaban bebas berterima
More than 2000 stores were pillaged.

Let's Write Ryan : Yes, she was. Although I apologized for being wrong,
Task 1 she's still angry with me.
o A thief broke into my house last night.
o He stole a valuable silver tea-service. Break a Promise
o Therefore, I was not able to report the police until tea-time. Task 1
o I blamed myself for not noticing the thief earlier. 1. He gets invitation for lunch.
o I did not miss it until the afternoon. 2. He plans to have lunch in Pondok Bambu.
o I doubted very much whether the police would succeed in 3. Yes, he does.
catching the thief and finding out the tea-service. 4. Because he had an awful experience with the restaurant.
5. When he had lunch there with his friend last month, the
Task 2 waiter gave him menu that he didn't order.
When Jimmy set out to ride his motorcycle to school this 6. Because he should pay more than the prize he ordered.
morning, it was raining hard and it was stormy. He succeeded in 7. First, it was not his writing. Secondly, the date on the sheet
getting his motorcycle out of the garage, but he could not ride in was one day before he came there.
the hard rain along the 10 km away to his school. Then he decided 8. He invites Darwin to have lunch at Gubug Indah Restaurant.
to wait for the rain and the storm to stop. He waited it to stop in 9. Yes, he does.
half-an-hour or so, but after an hour and a half he would never 10. The dialogue tells about Yudy's invitation to Darwin for having
go to school that morning. Therefore, he rode back into the garage lunch.
and telephoned the school to tell that he was prevented from
coming. Task 2
Jawaban bebas berterima
Task 3
Kegiatan siswa Task 3
Kegiatan siswa
Task 4
Kegiatan siswa Task 4
1. Raka does.
Individual Task 2. Yes, she does.
Kegiatan siswa 3. It's my sister's wedding party.
4. It is conducted next Saturday night.
Unit 2 5. Rudi, Erni, Galih, Fendi, and many others.
Story and Tale 6. Raka does.
7. Because Raka also invites Galih to his sister's party. And
Oral Cycle Anita doesn't want to meet Galih anymore.
Task 1 8. Because of something private she can't tell him about it.
Jawaban siswa
Task 5
Accepting Invitation Aktivitas siswa
Task 2
1. She will invite Indra to buy a fiction book. Individual Task
2. Yes, he did. A. Jawaban bebas berterima.
3. She wants to read Cinderella. Contoh:
4. He offers to lend his book about Cinderella to Dika. 1. Rinto : Hello, Dito. How's life?
5. Cinderella lived with her stepmother and step sisters. Dito : I'm fine. Thanks.
6. Cinderella's family. Rinto : Would you be free to go to Royal theatre tonight?
7. A Fairy Godmother. Dito : (a) Yes, I have nothing to do tonight. What's going
8. The end of the story about Cinderella is she married with the on?
prince and lived happily ever after. Rinto : Escape from Alcatras
Dito : I saw it last night with Fariz.
Task 3 Rinto : (b) What is the story about?
Jawaban bebas berterima Dito : It's about an innocent prisoner who ran away from
prison.
Task 4 Rinto : (c) What is the main conflict?
Jawaban bebas berterima Dito : Getting into trouble with other prisoners and his trial
to find ways to escape are the main conflicts.
Task 5 Rinto : Is he successful to escape from prison at last?
Bimbo : Would you care to have a picnic with us next Sunday? Dito : Yes, (d) he had a challenging journey surrounds
Ryan : That would be great fun. the Alcatras Isle.
Bimbo : Be ready at 8 next Sunday. Rinto : Can he swim across the icy waters?
Ryan : Okay. Who will be with us? Dito : (e) The film doesn't present whether he can swim
Bimbo : There are four of us, Suhita and I; you and Marlina. across or not. That's the end of the film.
Ryan : No, no. I am still in conflict with her. (dan sebagainya)
Bimbo : What happens to both of you?
Ryan : I broke my promise last Tuesday. B. Kegiatan siswa
Bimbo : What did you promise her?
Ryan : I didn't ride her to the course. Catch What You Hear
Bimbo : Why didn't you ride her? Task 1
Ryan : I overslept. When I came to fetch her, it was 30 minutes Listening script:
late Ms. Datik : Wawan, you haven't handed your assignment, have
Bimbo : Better late than never. you?
Ryan : Yes, you're right. But she decided not to go to the course. Wawan : No, I haven't, mom.
Bimbo : Was she angry?

Ms. Datik : What did you promise last Tuesday? and went away in a fury down into a cleft in the rocks. That is
Wawan : I promised to submit my assignment on Friday. the way to cheat the devil, said the peasant, and went and
Ms. Datik : What day is it today? fetched away the treasure.
Wawan : It's Friday.
Ms. Datik : So? Jawaban:
Wawan : I'm sorry, mom. I've broken my promise. 1. peasant
Ms. Datik : When will you hand it to me? 2. hold
Wawan : I'll hand it tomorrow. 3. the journey
Ms. Datik : You won't break your promise, will you? 4. astonishment
Wawan : Sure. I'll keep my promise. 5. treasure
6. replied
1. Ms. Datik and Wawan. 7. belongs
2. He haven't handed his assignment that he promised to submit 8. bargain
it to Ms. Datik on Friday. 9. dispute
3. He said his promise last Tuesday. 10. satisfied
4. He promised to submit his assignment on Friday. 11. harvest
5. It takes place at school when Wawan had Ms. Datik's lesson. 12. leaves
6. He'll hand it Saturday. 13. grows
14. s o w
Task 2 15. rocks
Listening script:
Mrs. Ida : Hello. This is Mrs. Ida speaking. Task 4
Mr. Herry : Hello. This is Herry. What can I help you, Madam? Listening script:
Mrs. Ida : What time will you come? Good morning, students. How are you today? I hope you are
Mr. Herry : I'll come in the afternoon. all fine. On this occasion I'd like to tell you the fairy tale of Hansel
Mrs. Ida : You said you'd come before ten this morning and and Gretel.
now it's almost twelve. Hansel and Gretel were glad to find their house. They lived
Mr. Herry : I'm sorry for breaking my promise. I'm still busy right together with their father and stepmother.
now. Some days later Hansel and Gretel heard their stepmother
Mrs. Ida : All right. I must cancel this order. I'll find another plotting again. This time, however, Hansel could not go out to get
plumber who is able to come right now. pebbles. The door was locked.
Mr. Herry : It's all right. You can call me later if you have a problem. The next morning their stepmother gave them both a piece of
bread. Hansel put his bread into his pocket. He broke it into crumbs.
Jawaban: Hansel dropped the crumbs along the path as before. The children
1. speaking were left as before. The moon rose. Hansel looked for the crumbs.
2. what time They were not there. Birds had eaten them. Now Hansel and
3. you'd come Gretel were lost.
4. I'm sorry Three days passed. Hansel and Gretel followed a white bird.
5. is able It led them to a house. An old woman welcomed them. She gave
6. call me later them food to eat and a bed to sleep in. The children thought she
was kind. She was really a witch. The witch shut Hansel in a
Task 3 stable. She wanted to fatten him up before she ate him.
Listening script: One day the witch could wait no longer. "Fetch some water,
There was once upon a time a far-sighted, crafty peasant girl. Fill the pot!" she said. When that was done, she said, "Crawl
whose tricks were much talked about. The best story, however, into the oven, girl. Make sure it is hot." The witch was going to
is how he once got hold of the devil, and made a fool of him. The push Gretel into the oven. "Would you show me how to get into
peasant had one day been working in his field, and as twilight the oven?" Gretel said. "Silly girl!" said the witch. "I will show
had set in, was making ready for the journey home, when he you."
saw a heap of burning coals in the middle of his field, and when, Gretel stood behind the witch. She pushed the witch into the
full of astonishment, he went up to it, a little black devil was sitting oven. Then she closed the door. It took only a moment to free
on the live coals. "Are you sitting upon a treasure?" said the Hansel. They filled their pockets with treasure from the witch's
peasant. "Yes, in truth," replied the devil," On a treasure which house.
contains more gold and silver than you have ever seen in your Then they set of to find their way home. A white duck took
life", added him. The treasure lies in my field and belongs to me," them part of the way.
said the peasant. "It is yours," answered the devil," If you will for The woodcutter was very glad to see them. He told them
two years give me one half of everything your field produces. their stepmother was dead. They sold the treasure and three of
Money I have enough, but I have a desire for the fruits of the them lived happily ever after.
earth." The peasant agreed to the bargain. "In order, however,
that no dispute may arise about the division," he said, "Everything 1. They heard their step mother plotting to leave Hansel and
that is above ground shall belong to you, and what is under the Gretel in the wood again.
earth to me." The devil was quite satisfied with that, but the 2. Because the door was locked so that he couldn't go out
cunning peasant had sown turnips. home to fill his pocket with pebbles.
Now when the time for harvest came, the devil appeared 3. He dropped the crumbs along the path as before to help him
and wanted to take away his crop. But he found nothing but the show the way to go home.
yellow withered leaves, while the peasant, full of delight, was 4. Because the birds had eaten them.
digging up his turnips. "You have had the best of it for once, but 5. A white bird.
the next time that won't do," said the devil. "What grows above 6. They found a house of an old woman. It looks like a common
ground shall be yours, and what is under it, mine. I am willing," house. There was a bed and a place to cook.
replied the peasant. But when the time came to sow, he did not 7. She is a witch.
again sow turnips, but wheat. The grain became ripe, and the 8. She shut Hansel in a stable. She wanted to fatten him up
peasant went into the field and cut the full stalks down to the before she ate him. But she didn't do anything for Gretel.
ground. When the devil came, he found nothing but the stubble,

9. She stood behind the witch and pushed her into the oven Task 8
that actually was prepared to fatten Hansel up. Then she 1. The Straw, the Coal, and the Bean.
closed the door. 2. When the poor old woman was emptying the beans into the
10. A white duck. pan, one dropped without her observing it and lay on the
ground.
Written Cycle 3. It leapt down from the fire.
Let’s Read 4. It was afraid of if the old woman had got it into the pan and
Task 1 made into broth without any mercy, like their comrades.
Jawaban siswa 5. It was safe from the fire and smoke.
6. The bean.
Task 2 7. Because there was no bridge or foot plank, they didn't know
Aktivitas siswa how they were to get over it.
8. The straw lay itself straight across, and then the two can
Task 3 walk over on as on a bridge. The straw stretched itself from
1. A long time ago, animals lived in the lower part, which was one bank to the other.
completely covered in water and had no land or soil. 9. The coal slipped after her, hissed when she got into the
2. The Sky World. water and breathed her last.
3. When she sat down under the spreading branches of an 10. The bean.
apple tree and quickly fell asleep. Suddenly, there was a
rumbling sound like thunder and the ground began to crack. A
big hole opened up next to the apple tree. She tried to move Grammar Corner
but it was too late. She and the tree slid through the hole and Task 1
tumbled over and over towards the watery world below. Aktivitas siswa
4. There was a rumbling sound like thunder and the ground
began to crack. A big hole opened up next to the apple tree. Task 2
5. The Big Turtle. Jawaban bebas berterima
6. She sneezed because the swan feathers are getting up her
nose. Task 3
7. The Otter. 1. The players were playing the game when the rain began to
8. It was the little toad. fall.
9. The Toskwaye. 2. When I entered the room, Mr. Gunadi was reading a
10. The descendants of the Sky Girl. newspaper.
3. The child was keeping guard his sheep when he saw) a
Task 4 UFO.
Kegiatan siswa 4. When I went into the room, he was working at the computer.
5. The old man was crossing the street, when a motorcycle hit
Task 5 him.
1. It talks about the greedy wolf that tried to deceive the seven 6. Sinta was having breakfast at the time I came to her house.
little kids of an old goat. 7. The teacher was explaining the lesson when Dinar got to
2. She had seven little kids. see class.
3. Because she wanted to go into the forest and fetch some 8. I was enjoying the party but Yona wanted to go home.
food.
4. She warned her children to be on their guard against the Let's Write
wolf, if he comes in because he will devour their all -skin, Task 1
hair, and everything. The wolf had rough voice and black Kreativitas siswa
feet.
5. They knew by the voice he had. It is rough. While their mother Task 2
has a soft and pleasant voice. Kreativitas siswa
6. The wolf went away to a shopkeeper and bought himself a
great lump of chalk, ate this and made his voice soft with it. Task 3
7. They knew by looking at its feet. It has black feet. 1. Jenny was out for a walk one day when she came to a gate
8. The miller. in a fence.
9. They were terrified and wanted to hide themselves. 2. "I wonder," she said to herself, "Where this leads to?"
10. The story has happy ending. Finally the wolf was dead when 3. "Does the dog bite?" she asked the boy who was standing
he got to the well and stopped over the water to drink, the beside the dog.
heavy stones made him fall in. The seven little kids could be 4. "No, it doesn't," he replied.
saved. 5. Jenny leaned forward to pat the dog on the head.
6. "Nice dog," she said.
Task 6 7. She went through it and immediately came face to face with
1. False a very fierce dog.
2. False 8. It ran after her and growling.
3. True 9. It made her nervous.
4. True 10. But the dog immediately jumped at her, as she ran for safety
5. True towards a tree.
6. True 11. "I thought you said your dog didn't bite," she said to the boy
7. True as she hung from a branch of a tree.
8. False 12. "That's right," he replied. "It doesn't. But this isn't my dog."
9. False
10. True Individual Task
Jawaban siswa
Task 7
Aktivitas siswa

Unit 3 Task 3
Steps and Instructions The steps in making a call using public telephone:
- Pick up the receiver, wait for the dial tone.
Oral Cycle - Insert the coin.
Task 1 - Dial the number.
1. It shows the sign that prohibits us to park any vehicles near - Wait for the ringing tone.
the area. - Hung up the telephone.
2. We often see the sign at the street or public services. (or
free acceptable answer). Task 4
3. It means that we are not allowed to park any vehicles near 1. It tells about the wrong procedures on how to operate public
the area. telephone.
4. Free acceptable answer (e.g.: Don't park here.) 2. Sulistyo.
5. We will get sanction or fine. 3. He inserts the correct coin.
4. He dialed Norman's numbers.
Giving Instructions 5. He hung up the telephone.
Task 2
1. Mrs. and Mr. Henderson are in the car. He instructs his wife Expressing Happiness
to practise driving. Task 1
2. Mrs. Henderson. 1. Anton expresses his happiness with the game. He also gives
3. He asks his wife to make sure the car is out of gear first. Fitri instructions to play the game.
4. Her left foot. 2. He is happy with the game.
5. Because Mrs. Henderson put her foot into gear. 3. He plays Armored Core 2.
4. Armored Core 2.
Task 3 5. First, select the number of players. And then from the
Jawaban bebas berterima, misalnya: preferences menu, select sound.
1. Do not turn right.
2. Do not park here both directions. Task 2
3. Slippery road. Kreativitas siswa
4. Speed limit is 60 km/hour.
5. Staggered junction. Task 3
Aktivitas siswa
Task 4
Jawaban bebas berterima Showing Attention
Task 1
Task 5 1. He has been waiting for Dimas for about twenty minutes.
1. e. Put 2 glasses of water into a pan then boil it. 2. They plan to go to the swimming pool.
2. c. Put the noodles into the boiling water, and simmer for 3 3. He informs that the swimming pool was closed today.
minutes. 4. A worker of the cleaning service.
3. a. Take the noodles from the pan and drain them. 5. The swimming pool was closed because the police wanted
4. d. Pour the seasoning, vegetable oil, soy sauce, and chili to have investigation related to a dead body found floating in
powder on a plate or bowl, while the noodles are being the swimming pool this morning.
boiled.
5. f . Mix noodles thoroughly with the seasoning, vegetable Task 2
oil, soy sauce, and chili powder. Mix them well. Kreativitas siswa
6. b. Garnish with fried onion and then it's ready to be served.
Task 3
Task 6 Kreativitas siswa
Kegiatan siswa
Individual Task
Task 7 Hani : Hey... Hani. Please, come in.
Kreativitas siswa Putri : Hey Putri. Thanks.
Hani : Have a sit. Do you remember what you promised me
Giving and Approving a Promise yesterday?
Task 1 Putri : Yes, of course. I promised you to make you brownies.
1. There are two speakers in the dialogue. Hani : That's right. Will you make it now?
2. They are talking about the instruction on how to calculate Putri : Well, I am so sorry, I can't make it now. My brother got
with excel-worksheet. cold this morning, so I must accompany him to see a
3. He promised Bekti to give guidance on calculation. doctor.
4. She was dinning. Hani : Thanks, I'm very happy and I'll be waiting for that.
5. Make sure that the cells have been formatted in the 'number' Putri : Thanks, Hani. O.K, I will make you special brownies next
or 'ac-counting format. Sunday.
6. No, he mustn't.
7. He takes common bracket from the keyboard. Catch What You Hear
8. He should type a 'closing-bracket' then press 'enter'. Task 1
9. She promises to guide him to perform other formulas Listening script:
tomorrow. Totok : Can you tell me how to make tomato soup?
10. He asks Bekti to keep her promise. Mariana : Sure. When will you make it?
Totok : Right now.
Task 2 Mariana : Prepare the materials.
Jawaban bebas berterima Totok : What are they?
Mariana : They are four large tomatoes, one onion, 6 cups of
water and one piece of garlic.
Totok : What about the spices?

Mariana : ½ a teaspoon of salt, a little pepper, a saucepan with Seal the patient's nose with your thumb and index finger.
a lid. Open your mouth wide and place it over the patient's mouth.
Totok : What is the first thing to do? Blow firmly into the patient's mouth and watch to see the chest
Mariana : Cut the tomatoes, onions, garlic into pieces. rise.
Totok : What's next? Remove your mouth, turn your head to the side and watch
Mariana : Put vegetables, and the spices into the saucepan then to see the patient's chest fall. Repeat at a rate of ten to twelve
add water. times a minute.
Totok : What must I do then?
Mariana : Heat it until the water boils. 1. Place patient fat on back.
Totok : All right. What's the next step? 2. Turn patient's head to the side to clear any obstacles in the
Mariana : Turn down the heat. And cook it gently for thirty mouth.
minutes. 3. Place the padding under the patient's shoulders.
Totok : Thank you. Next time I want you to help me make a 4. Seal the patient's nose with your thumb and index finger.
chicken soup, won't you, Mariana? 5. Open your mouth wide and place it over the patient's mouth.
Mariana : Sure. Blow firmly into the patient's mouth and watch to see the
Totok : Thanks for the promise. chest rise.
6. Turn your head to the side and watch to see the patient's
1. He asks the girl to tell the instruction on how to make tomato chest fall. Repeat at a rate of ten to twelve times a minute.
soup.
2. They are four large tomatoes, one onion, 6 cups of water, Written Cycle
vegetables, and one piece of garlic. Let’s Read
3. ½ a teaspoon of salt, a little pepper, and a teaspoon of sugar. Task 1
4. Cut the tomatoes, onions, garlic into pieces. Jawaban siswa
5. ½ a teaspoon of salt.
6. 6 cups of water. Task 2
7. He must heat it until the water boils. 1. The text tells about the way of measuring the amount of air
8. He turns down the heat to cook the soup gently for thirty that our lungs hold.
minutes. 2. A bath or laundry tub, a piece of plastic tube, masking tape,
9. She'll help Totok to make a chicken soup. a large plastic bottle, a waterproof pen, a measuring jug,
10. He thanks Mariana for the promise. water and a friend to help us.
3. Firstly, fill the bath or laundry tub to about half-full.
Task 2 4. Two persons; you and your friend.
Listening script: 5. Take a deep breath.
Good morning, audience. Today's topic is 'How to get to 6. Remove the bottle from the tub without letting any more water
school on time'. enter or leave it.
Life can be very busy. Planning a schedule can help us to 7. We can know the amount of air in our lungs by turning the
use time more efficiently. Your school has a timetable that is a plastic bottle up the right way. Use the measuring jug to fill the
procedure for ensuring the goal of learning is met. Here is an bottle back up to the first mark we made. The amount of
example of a schedule for getting to school on time. water that we add is approximately equal to the amount of air
What you need is an alarm clock. in our lungs.
In the night before, pack the school bad and have the clothes 8. The plastic bottle.
for the next day ready. Check the train timetable or the bus leave 9. The bottle.
if you go to school by public transportation. Next, set alarm for 10. Capacity means the amount that can be contained.
4.30 a.m. and put the clock next to bed. Go to bed at 9.00. When
the alarm goes off, get out of bed immediately. Do a morning pray, Task 3
do your house work, take a bath, eat your breakfast, wash and Kegiatan siswa
get dressed. Finish this by 6 a.m. The next thing to do is walk
quickly to the station or bus stop so that you arrive 6.15 a.m. Task 4
Catch the 6.24 train or bus. Then, get off the train and walk Kegiatan siswa
directly to school.
I hope this will be useful for you. Thank you for your attention. Task 5
1. The text tells about the procedures on how to make banana
1. The topic of the monologue is how to get to school on time. cake.
2. Planning a schedule can help us to use time more efficiently. 2. 4 teaspoonfuls.
3. Prepare an alarm clock. 3. We need to put the egg yolk after creaming the butter and
4. Set alarm for 4.30 a.m. sugar.
5. Go to bed at 9.00. 4. We need 30 minutes to bake the cake.
6. As soon as the alarm clock rings, it's about 4.30 a.m. 5. 2 eggs.
7. Do a morning pray, do the house work, take a bath, eat the
breakfast, wash and get dressed. Task 6
8. At 6 a.m. Kegiatan siswa
9. At 6.15 a.m.
10. At 6.24. Task 7
1. False
Task 3 2. False
Listening script: 3. True
The following is a procedure of the basic steps for 4. True
performing mouth-to-mouth resuscitation. 5. False
Place patient fat on back. Turn patient's head to the side to
clear any obstacles in the mouth. Task 8
Kneel by the patient. Tilt patient's head back and place Aktivitas siswa
padding (for example, towel or shirt) under shoulders. Open
patient's mouth.

Task 9 6. Create the burgers. Handle the meat as little as possible, so
1. False you don't squeeze out the juices.
2. True 7. Arrange the burgers on a plate. Cover them with plastic
3. False wrap or wax paper. Chill for 30 minutes to a few hours to
4. True make the burgers firmer and easier to cook. Burger meat is
5. False best cooked cold.
8. Choose your cooking method. The homemade burgers can
Task 10 be cooked with a broiler or grill, fried in the skillet or frying
1. The texts are a kind of advertisement. pan, or barbecued. They can also be baked. The method
2. It gives information about the ingredients of the National Brand used depends on what you have available and what you
Whole Wheat Biscuits. It also recommends people to buy the prefer by way of taste and texture. Whichever method you
product. choose, after taking the patties out of the fridge, spritz them
3. It advertises the Meadow Gold Ice Cream. It also gives with a little cooking oil or brush them with some melted butter
information about its ingredients. before cooking.
4. Roasted whole wheat, four, sugar, eggs, and honey. - Broiler/grill: Preheat the broiler (upper level grill) to medium
5. Meadow Gold Ice Cream contains real fruit and no artificial heat. Line a broiler pan with foil, for easier cleanup after
favouring or colouring additives. The contents: creams, butter, cooking. Place the burgers in the broiler pan. Broil them
salt, sugar, fruit, natural favouring. for 6-7 minutes on each side or until thoroughly cooked.
- Frying pan or skillet: Add oil or butter to the pan and fry
Grammar Corner the burgers well.
Task 1 - Frying pan or skillet: Add oil or butter to the pan and fry
Aktivitas siswa the burgers well. Be sure to use low heat and a long
cook to properly cook the burgers the whole way through.
Task 2 - Place on the barbecue grill. Cook as usual for hamburgers
Jawaban bebas berterima on the barbecue.
Contoh: 9. While the burgers are cooking, prepare the toppings:
1. Let's finish our homework right now. It's 4 p.m. and I have an - Wash the lettuce and tomatoes.
English course fifteen minutes later. - Halve the burger buns, and then thinly slice the tomatoes.
2. Bend your hands up and hold. - Place the ketchup and mayonnaise on the table for diners
3. Make a call to your father. to make their own choice.
4. Let's win the swimming competition. 10. Serve. Once the burgers are cooked to each diner's liking,
5. Use your raincoat if you get rain when driving a motor. serve the burgers. Place inside the bun with the toppings
Dan sebagainya. and deliver to the table.
(Taken from: http://www.wikihow.com/Make-a-Hamburger)
Task 3 2. How to make pizza:
Jawaban bebas berterima Prepare the ingredients: tomatoes, cheese, topping, spices,
flour, yeast, and pan.
Task 4 Procedure:
Jawaban bebas berterima - First get some yeast and a pan.
Contoh: - Turn on your bread machine.
1. How to make burger: - Put flour, yeast into bread machine.
Ingredients: - Take out in 30 min to an hour.
- 1 lb. (453g) 85% lean ground beef/chuck - Smash tomatoes, open can put spices on pizza.
- 6 burger buns - Open cheese bag sprinkle on sauce.
- 1 egg yolk - Put topping of your choice on the pizza.
Recommended seasonings: - Cook in oven 30 minutes to an hour.
- ½ small red or white onion (optional) - Open oven and takeout pizza. Caution! Pan is hot!
- Ketchup (optional) - Cut pizza into slices.
- 1 tbsp Worcestershire sauce (optional) (Taken from: http://www.buddies.org)
- 1 tbsp mustard (optional)
- 1 garlic clove (optional)
- Handful fresh herbs, chopped roughly (optional) Let's Write
- Salt and pepper (to taste) Task 1
Recommended toppings: How to Make Jelly
- 2 thinly sliced tomatoes (optional) Jelly can be made very simply by these directions.
- 6 slices of cheese (optional) You will need one packet of jelly crystals, a 500 ml jug, 250 ml of
- Lettuce leaves (optional) boiling water, and a bowl.
- Ketchup and mayonnaise on the table - (3) Add boiling water.
Procedure: - (4) Add a packet of jelly crystals into the pan.
1. Start with good meat. Get a butcher to grind chuck beef for - (6) Add the cold water and stir.
you with a 15% fat content. (More fat and it will just drip off - (5) Stir well until the crystals dissolve.
the meat and cause fire flare-ups; less and the burgers will - (1) Pour the mixture into a plastic bowl.
be dry.) If possible, buy the meat the day you're going to cook - (2) Refrigerate it until it firm.
it. Ask the butcher to grind the meat twice, once in the coarse
plate of the grinder and then through the fine plate. Task 2
2. Place the ground beef in a bowl. Kreativitas siswa
3. Roughly chop the onion and garlic. Put them in a bowl and mix
them together until combined. Task 3
4. Add the egg yolk. Season with salt and pepper and mix Jawaban bebas berterima
everything together.
5. Mix it all together. It is easier to start mixing with a spoon; then Individual Task
use your clean hands to thoroughly combine the ingredients. A. Aktivitas siswa

B. - (4) The teacher explains the lesson. 5. No, he is not. He is a handsome boy. He has bright skin and
- (7) The students listen to the teacher attentively. pointed nose. His hair is dark and straight.
- (1) The students take notes.
- (10)The teacher asks questions after his/her explanation. Task 3
- (9) The students do the exercises. Kreativitas siswa
- (3) The teacher and the students discuss the exercise.
- (6) The students take the first test. Task 4
- (5) The teacher returns the answer sheet of the test. Aktivitas siswa
- (2) The students take remedial test.
- (8) The teacher checks the remedial test. Task 5
1. They are talking about the description of Selera Restaurant
Review Semester I (location, building, etc) and its facilities.
1. a. Hi Indah 2. It serves many kinds of Indonesian food.
2. d. looking after my mother 3. She goes there as soon as after they have conversation.
3. e. I'm sorry to hear that 4. It offers some facilities such as internet, game room, karaoke
4. b. I don't mind at all room, and live music show in the main building.
5. d. it' a pity 5. The customers will get 50% discount while the grand opening.
6. c. invitation
7. a. That would be very nice Task 6
8. b. the dove helped the ant Aktivitas siswa
9. b. entertain the readers
Pembahasan Task 7
Teks yang terdapat dalam soal merupakan contoh teks Aktivitas siswa
yang berbentuk naratif. Teks naratif dapat berbentuk
cerita binatang, mitos, legenda, novel, cerpen, dan Task 8
sebagainya. Tujuan teks naratif adalah untuk menghibur Jawaban bebas berterima
pembaca.
10. d. simple past tense Congratulating Others
11. d. Because his foot was bitten by an ant. Task 1
12. b. He intended to do biology assignment. 1. Raka's grandma.
13. b. The manager explained the plants. 2. Yuli.
14. b. On the Valentine's Day and Mother's Day there were not 3. Because he went to see his grandma who was ill.
lots of people came to the Garden Center to buy flowers. 4. She is a farmer.
15. b. Goal, material, steps 5. Raka.
Pembahasan
Teks yang terdapat dalam soal tersebut merupakan contoh Task 2
teks prosedur yang bertujuan untuk menginformasikan Kreativitas siswa
kepada pembaca tentang langkah-langkah pembuatan
sesuatu. Struktur teks prosedur terdiri dari goal, material, Task 3
dan steps. Aktivitas siswa
16. a. put in
17. b. inform the steps on making shrimp ball soup Task 4
18. c. 15 minutes 1. Daniar congratulates Anita because she wins the puppy
19. c. Shelia contest.
20. b. Lutfi 2. She wants to congratulate Anita and to have a look at her
21. c. the driver who wants to apply a new driver's license puppy.
22. b. the BRI 3. She says "Congratulations on winning the puppy contest,
23. b. To inform readers about applying a new driver's license. Anita."
24. d. amusing 4. It's a cute dog. Its fur is brown on its body and black on its
25. d. sat down mouth. It's about 30 cm in height and 25 cm in width.
5. Because it is fierce dog.
Unit 4
Facts and Figures Individual Task
Kreativitas siswa
Oral Cycle
Expressing Thanks Catch What You Hear
Task 1 Task 1
1. She gives Rara a present for her birthday. Listening script:
2. She said "thank you, Mirna". Shela : What's your plan for the weekend, Fuad?
3. Because she has birthday. Fuad : I'd like to go to Parangtritis beach, actually. But my mother
4. She said "you're welcome". has different idea.
5. - Great job Shela : Where does your mother plan to go?
- I applaud you. Fuad : She plans to go to Tawangmangu.
- Congratulations. Shela : Why don't you agree with your mother?
- Thanks a lot. Fuad : I've ever gone there for camping. We camped there when
- etc. I was in SMP.
Shela : Where is Tawangmangu?
Task 2 Fuad : It's located 45 km to the east of Solo.
1. Nilam's brother. Shela : What place is it?
2. Dina thanks to Nilam because she had sent her a birthday Fuad : It's a mountainous tourist object. It's 1000 meters above
party yesterday. sea level.
3. It was really a surprising present. Shela : It must be cool.
4. She will introduce Nilam's brother after school. Fuad : Yes. It has fresh and cool air.

Shela : What tourist attraction do we find there? c. spread
Fuad : There is a waterfall. It's located downhill. We must go d. feet
down to the waterfall as deep as 200 meters.
Shela : How do you like it? Task 4
Fuad : We can enjoy swimming in the cool pool near the waterfall. Listening script:
Shela : So you will go to the beach then. Good morning, listeners. Pay attention to the announcement
Fuad : Yes, I do. about the lost child.
Shela : Have a nice trip! A child failed to return to his house at Jl. Siliwangi 34 yesterday
Fuad : Thank you. morning. His name is Iwan Setyawan or Wawan. He is 7 years
old with light brown skin. He weighs about 25 kilos and is 1 meter
1. She plans to go to Tawangmangu. tall. He has a pointed nose and thick black hair. He is wearing a
2. Because he has ever gone there for camping. light blue sweater and dark blue trousers. His shoes and back
3. When he was in SMP. bag are green. He speaks little.
4. It is located in Cental Java.
5. It is located 45 km to the east of Solo. 1. Iwan Setyawan.
6. A waterfall that is located downhill. 2. Wawan.
7. Swimming in the cool pool. 3. He lives at Jl. Siliwangi 34.
8. Have a nice trip! 4. He is 7 years old.
9. There are two speakers in the dialogue. 5. He is 1 meter tall.
10. They are Shela and Fuad. 6. He weighs about 25 kilos.
7. He has light brown skin.
Task 2 8. His shoes are green.
Listening script: 9. He wore a light blue sweater and dark blue trousers. He also
Iin : Good morning, Sir. wore green shoes and green back bag.
Mr. Wijaya : Good morning. Sit down, please. 10. He speaks little.
Iin : Thank you.
Mr. Wijaya : Congratulations on your achievement. You get a Let's Read
scholarship from the government. Task 1
Iin : Thank you. Jawaban bebas berterima
Mr. Wijaya : You can get the money in the Department of Education
Office tomorrow. Meet Mr. Sahid. Task 2
Iin : Sure. But how will I recognize him? 1. The Lesser Slow Loris.
Mr. Wijaya : Well, he is about fifty. He's quite tall with grey hair 2. It straightens its body, and maintaining a clamp-like hold on
and glasses. the branch.
Iin : Is he thin? 3. On its second toe, it has a sharp claw.
Mr. Wijaya : He's rather fat, I think. 4. soft,
5. It is ranging in colour from light brownish-grey to deep
1. In the dialogue, Mr. Wijaya congratulates Iin for her success reddish-brown with a dark stripe down the back and neck.
on getting achievement on scholarship from the government. 6. It can be found in Southern Asia, Vietnam, Borneo, and
He also gives Iin the description of Mr. Sahid that she has to Sumatra.
meet. 7. Fruit and leaves, tender shoots, insects, birds, small mammals
2. He congratulates Iin for her success on getting achievement and reptiles.
on scholarship from the government. 8. An interesting fact about this animal is that it has a single-
3. She can get the money in the Department of Education Office note whistle. As it is tree-living, it is restricted to tropical rain
tomorrow. forests.
4. She must meet Mr. Sahid.
5. He is about fifty. He's quite tall with grey hair and glasses. Task 3
He's rather fat. Aktivitas siswa
Task 3 Task 4
Listening script: 1. It's one of the world's great restaurants.
1. Police are searching for a man who robbed the Hill Street 2. It is on the Rue Royale in Paris.
Bank at 11 a.m. yesterday. The suspect is described as in his 3. It is a typical Parisian building and the famous red awning that
twenties, about 65 kilos. He has short curly brown hair, brown says "Maxim's".
eyes, and dark complexion. At the time of the robbery he 4. He can see a luxury restaurant inside the building.
was wearing soft shoes, brown trousers, a leather jacket, 5. The light isn't very bright, so it takes a few minutes to see the
and a blue cap. lovely gold mirror, the paintings of famous customers, the
2. Sprinter begins from a crouched position. He rests on one white tablecloths, the red velvet seats, and the beautifully-
knee, look forward about ten meters down the track, spread dressed men and women have familiar faces.
his fingers evenly behind the line, and take most of his weight
on his feet and knee. Task 5
Aktivitas siswa
Jawaban:
1. a. 65 Task 6
b. curly 1. False
c. brown 2. True
d. soft 3. False
e. trousers 4. True
f . blue 5. False
2. a. position 6. No information about it.
b. ten 7. True
8. True

9. True 4. It needs help from the public to increase our food supplies.
10. True 5. Radio station.
Grammar Corner Expressing Disbelief

Task 1 Task 1
Aktivitas siswa 1. He'll plan to go home by bus.
2. He offers Samsul a ride home.
Task 2 3. Because the bridge of Kali Baru was collapsed an hour ago.
Kreativitas siswa 4. Kali Baru.
5. From the news on Dody's mobile phone radio.
Task 3
Kreativitas siswa Task 2
Aktivitas siswa
Let's write
Task 1 Task 3
Kreativitas siswa 1. Arni likes to watch a football match on television.
2. Manchester United.
Task 2 3. Because she was too sleepy to watch it.
Kreativitas siswa 4. Manchester United and AC Milan.
5. AC Milan
Individual Task
Aktivitas siswa Task 4
Kreativitas siswa
Unit 5
Incident and Accident Task 5
Kreativitas siswa
Oral Cycle
Task 1 Individual Task
Jawaban siswa A. Jawaban bebas berterima
B. Rido : Did you watch the "The European Cup Qualification"
Expressing Surprise football match last night?
Task 2 Yoga: No. I didn't. I had done my homework until 10 p.m. Who
1. There are two speakers in the dialogue. They are Ferry and was the winner?
Teddy. Rido : Croatia. They won the match and went to the European
2. He has been from Tinto's house Cup.
3. Tinto is Ferry's and Teddy's schoolmate when they were Yoga: Really? I don't believe it. Croatia consists of less popular
studying in Junior High School. players.
4. He's a very important figure now. Rido : You may not believe it but it is true. They defeated
5. He's the best extreme motor rider in his town. England by three goals to two.
6. Tinto began racing in last August when he won the motor Yoga: It's impossible. England failed to get through to the
racing of 100 cc class. European Cup.
7. Because Ferry used to see him speeding on the road. C. 1. There are two persons in the dialogue.
8. He knows much about Tinto from reading the local newspaper. 2. They are talking about the football match last night
9. Next Sunday. between Croatia and England.
10. They are talking about Tinto. 3. No, he didn't.
4. Croacia
Task 3 5. He doesn't belief in the score.
Aktivitas siswa
Catch What You Hear
Task 4 Task 1
1. Lenny invited Suci to go shopping. Listening script:
2. She declined the invitation because she'll prepare for her Diana : Hi, Fariz. I heard that you get a job.
test. Fariz : Hi, Diana. Yes, I work as a part time waiter.
3. Lenny suggests Susi to prepare for her test it in the evening. Diana : Where do you work?
4. Susi suggests Lenny to prepare for having a thunderstorm Fariz : I work in Lamoro's Restaurant. Do you know it?
and hurricane tomorrow. Diana : Yes, I do. My father knows Mr. Lamoro well.
5. She says "My goodness!" Fariz : His five years old daughter was kidnapped last Monday.
6. There was having a thunderstorm and hurricane tomorrow. Diana : Really? It's hard to believe.
7. They collect more food in case the forecast comes. Fariz : But the police was able to take her home.
8. They'll finally go shopping now. Diana : I'm glad to hear it. What about the kidnapper?
Fariz : He was arrested. He is one of our customers.
Task 5 Diana : It's unbelievable.
Kreativitas siswa
1. Two persons.
Task 6 2. Fariz gets job as a part time waiter.
Kreativitas siswa 3. The police.
4. He is one of our customers.
Task 7 5. He was arrested by the police.
1. It gets flood and food supplies are running low.
2. Due to the large amount of rain in the area that causes flood.
3. You should contact this radio station for the address of the
food collection center nearest you.

Task 2 6. board
Listening script: 7. various
Good morning, listeners. I'm sorry to interrupt your breakfast,
but I have hot news to tell you. Written Cycle
There was an underground explosion at the corner of Main Task 1 Let’s Read
Street and Central Avenue. Authorities do not yet know the cause, Kreativitas siswa
but they suspect a leaking gas pipe. Streets in the area were
closed, and workers were evacuated from nearby office Task 2
buildings. In spite of the force of the explosion, no injuries were 1. He is the Russian President.
reported. 2. Russian's Prime Minister.
3. Because he would appoint a fresh team that would form a
1. There was an underground explosion at the corner of Main newly policy.
Street and Central Avenue. 4. Next month.
2. Authorities do not yet know the cause, but they suspect a 5. The synonym of tacit is silent.
leaking gas pipe.
3. Streets in the area were closed, and workers were evacuated Task 3
from nearby office buildings. Aktivitas siswa
4. No injuries were reported.
5. Radio station. Task 4
1. A row of shop-houses was in fire in Randford Road
Task 3 yesterday. It was predicted that the loss was $150,000.
Listening script: 2. It happened in Randford Road.
Martha : Mrs. Ratna gave us an assignment this morning. 3. Forty five people.
Hendri : Really? What assignment did she give? 4. Three shops and a house.
Martha : Writing a news item text. 5. Fifteen minutes.
Hendri : Right. What news have you got? 6. The fire started at about 11.50 a.m.
Martha : It is a mother who found her small child smoking in the 7. A newspaper.
toilet. 8. To give readers information about the fire that happened in
Hendri : What nonsense news. Radford Road.
Martha : The news must be about an incident in our real life and
we witness it or we have evidence about it. Task 5
Hendri : Did you witness it? 1. Indonesia will receive dozens of used LVT 7 A2 tanks as a
Martha : No, I didn't. But, the child's mother told me about it. One grant from South Korea.
morning, Mrs. Yety went to the toilet. She found the 2. South Korea.
door was closed. She smelt the smoke of cigarette. 3. No, it hasn't.
After she opened the door by force, she found a child 4. It is the dozens of used LVT 7 A2 tanks.
was smoking there. 5. The Jakarta Post.
Hendri : Well, thanks for the information. Goodbye, Martha. 6. Navy spokesman Commodore.
Martha : Goodbye. 7. It was still unclear how many used tanks would arrive from
South Korea.
1. Writing a news item text. 8. It cannot yet ascertain when they will be sent to Indonesia.
2. She gets news about a mother who found her small child 9. BMP3 tanks.
smoking in the toilet. 10. It has a purpose to give the readers information about our
3. She got the news from Mrs. Yety, the child's mother herself. Navy will get used tanks from South Korea and purchase
4. She opened the door by force. new tanks from Russia.
5. The topic of the dialogue is about a mother who found her
small child smoking in the toilet. Task 6
1. The local health organization.
Task 4 2. ZZ oat cookies contain egg but egg is not indicated in the
Listening script: labeling.
Belarusian Plane Crashes in Armenia 3. Consumers and retail stores.
4. They are asked to return the affected products to the point of
ARMENIA: A Belarusian passenger plane caught free and sale or to send an empty package to the address Firma Oy,
crashed Thursday at the airport of the Armenian capital Yerevan, X-katu 2, 12345 Town. The date marking or the batch code
a spokesman for Armenia's civil aviation authority said. shall be legible on the package. The consumers will be
The 18 passengers and three crew members survived the refunded for the product.
crash but four people were taken to hospital with serious burns, 5. Refund means repayment. It means the act of returning money
Gayane Davtyan said. received previously.
The Canadian-built CRJ-100 owned by carrier Belavia and
bound for Belarus' capital Minsk caught fire and crashed from a Task 7
low altitude after hitting the runway on attempting take-off at Aktivitas siswa
4.15 a.m. (0015 GMT), she said.
"Four people with serious burns were hospitalized. Nearly Task 8
everyone on board received burns of various degrees," she 1. True
said. _ Reuters 2. False
3. True
Jawaban: 4. False
1. caught 5. True
2. spokesman 6. True
3. c r e w 7. False
4. fire
5. burns

Grammar corner Expressing Praise
Task 1 Task 1
Aktivitas siswa 1. At the mobile phones counter.
2. She comes to Keke to have a complaint with the mobile phone
Task 2 that she bought a week ago.
Jawaban bebas berterima 3. A week ago.
4. She bought it from Keke' mobile phones counter.
Let's Write 5. She bought a bought a used mobile phone.
Task 1 6. Because it is incapable of being on for more than two hours.
Jawaban bebas berterima 7. She wants Keke to change it with another good one.
8. Because she doesn't give a guarantee for the used phone.
Task 2 9. They will take it to go to a repairer.
Kreativitas siswa 10. She promises her to be responsible for the cost of any repair.
Individual Task Task 2

Kreativitas siswa Kegiatan siswa
Unit 6 Task 3
Fable, Myth, and Legend Kreativitas siswa
Oral Cycle Task 4

Task 1 Kegiatan siswa
Jawaban siswa
Task 5
Making and Accepting Invitation/Offer 1. She is typing her assignment.
Task 2 2. In Ajeng's room.
1. They are talking about the assignment given by Mrs. Ary. 3. Tomorrow.
Tiara was confused for her writing's title because Mrs. Ary 4. Assignment.
refused it. 5. He suggests copying a file from Galuh's friend and just editing
2. Tiara. it in the evening.
3. Because it was the same with that of Lina's title.
4. Yes, he did. Task 6
5. Because she has finished her writing. Kreativitas siswa
6. She offers help for Tiara to her writing.
7. She invites Tiara to go to her house. Task 7
8. She accepts the invitation by saying "I'd love to. Thanks." Kreativitas siswa
Task 3 Individual Task

Kreativitas siswa A. Kegiatan siswa
B. 1. Two persons. They are Nancy and Lia.
Task 4 2. The dialogue takes place at Nancy's house.
1. Two persons. 3. Yes, she does.
2. Rico and Fredy. 4. She says, "Wow... you look great. It suits on you."
3. In the dialogue, Rico missed the book of Laskar Pelangi 5. It looks great and suit on Nancy.
borrowed from the library. He wanted to purchase the book C. Kreativitas siswa
but the librarian rejected him. Then, Fredy, his friend offered
him to make a copy of his book and Rico accepted it. Catch What You Hear
4. Rico Task 1
5. He'll make a copy of 'Laskar Pelangi'. Listening Script
6. He left it at the canteen. Mrs. Rita : Darsana, you haven't handed your paper, have
7. Because the librarian wanted the copy of the book not money. you?
8. He said "I'd like to". Darsana : No, I haven't, mom.
Mrs. Rita : When will you hand it?
Task 5 Darsana : I'll hand it next week, mom.
Aktivitas siswa Mrs. Rita : Can you hand it tomorrow?
Darsana : I haven't got any title yet, Mom.
Task 6 Mrs. Rita : What have you been doing for a week?
1. Beny invites Mila to go to a fun bike next Sunday morning. Darsana : Neni has finished writing her paper in the same title
2. No, she doesn't. with me.
3. At 6 a.m. Mrs. Rita : Will you come to me in the second break? I'll help
4. He asked Mila to bring her camera with her. you to find a good title for you.
5. Because it's broken. Darsana : I'd be glad to. Thank you, Mom.
6. Ratri did. Mrs. Rita : It's all right.
7. Mila borrowed the camera from school.
8. It is school's camera. 1. There are two people in the dialogue. They are Mrs. Ria and
9. Mila. Darsana.
10. He gives opinion to Mila that she and Ratri should share for 2. He'll hand it next week.
the cost. 3. Because he hasn't got any title yet.
4. Because it has been a week and he has not finish his writing
yet.
5. She will help him to find a good title for you.

Task 2 Then I shall sell some of my fowls, and with the money which
Listening Script they will bring in. I will buy myself a new gown, which I shall
wear when I go to the fair; and all the young fellows will admire
The Broken Pot it, and come and make love to me, but I shall toss my head and
have nothing to say to them.
In a certain place there lived a Brahman by the name of Forgetting all about the pail, and suiting the action to the
Svabhâvakripana, which means "luckless by his very nature." word, she tossed her head. Down went the pail, all the milk was
By begging he acquired a quantity of rice gruel, and after he had spilled, and all her fine castles in the air vanished in a moment!
eaten what he wanted, there was still a pot full left. He hung this What do you think about that folklore? Do you get the moral
pot on a nail in the wall above his bed. As night progressed, he teaching?
could not take his eyes from the pot. All the while he was thinking. Well, the moral teaching of it is: 'Do not count your chickens
This pot is filled to overflowing with rice gruel. If a famine before they are hatched'.
should come to the land, then I could sell it for a hundred pieces
of silver. Then I could buy a pair of goats. They have kids every 1. True
six months, so I would soon have an entire herd of goats. Then 2. True
I would trade the goats for cattle. As soon as the cows had 3. False
calved, I would sell the calves. Then I would trade the cattle for 4. True
buffalo. And the buffalo for horses. And when the horses foaled, 5. True
I would own many horses. From their sale I would gain a large 6. False
amount of gold. With this gold I would buy a house with four 7. False
buildings in a rectangle. 8. False
Then a Brahman would enter my house and give me a very 9. False
beautiful girl with a large dowry for my wife. She will give birth to 10. False
a son, and I will give him the name Somasarman. When he is old
enough to be bounced on my knee, I will take a book, sit in the Written Cycle
horse stall, and read. In the meantime, Somasarman will see me Let’s Read
and want to be bounced on my knee. He will climb down from his Task 1
mother's lap and walk toward me, coming close to the horses Aktivitas siswa
hooves. Then, filled with anger, I will shout at my wife, "Take the
child! Take the child!" Task 2
But she, busy with her housework, will not hear me. So I 1. She is Prabu Siliwangi's daughter with his bride.
will jump up and give her a kick! 2. The beauties of Dewi Kadita and her mother made other
And, buried in his thoughts, he struck out with his foot, harems jealous.
breaking the pot, and painting himself white with the rice gruel 3. The harems.
that had been in it. Therefore I say: 4. Because he thought that she would to be bad luck for the
He who dreams about unrealistic projects for the future will kingdom.
have the same fate as Somasarman's father. He will find himself 5. They were wandering around the country.
lying there painted white with rice gruel. 6. She had a vision that she must have to jump into the water to
help herself out of the curse.
Jawaban: 7. She returned to a beautiful lady as she was but then she
1. lived realized that she was not a human anymore. She turned into
2. begging a supernatural form of life.
3. eaten 8. To avenge her father because Mataram kings were the rival
4. his eyes of Pajaran kingdom.
5. filled 9. She accessed Java through the river of Bengawan Solo and
6. silver mystical mountain of Merapi in Central Java as the tunnel.
7. goats 10. She traps males in green costume who are walking on the
8. cattle shore. They are swallowed by the wave and missing or
9. buffalo dead but he will become her guard or (maybe) male.
10. buffalo
11. gold Task 3
12. buy Aktivitas siswa
13. enter
14. give Task 4
15. old Aktivitas siswa
16. read
17. climb Task 5
18. shout 1. She went to see a witch.
19. busy 2. The witch gave her a barleycorn.
20. kick 3. She took the barleycorn home and planted it.
4. She came from inside the flower.
Task 3 5. She is a tiny girl no bigger than the woman's thumb.
Listening script: 6. Thumbelina slept in a cradle made from a walnut shell. The
Good morning, students. How are you today? I hope you covers were made from flower petals. She played in a boat
are all fine. On this occasion I'd like to tell you folklore about 'The made from a tulip petal.
Milkmaid and Her Pail'. 7. Because the toad wanted Thumbelina as a wife for her son.
A farmer's daughter had been out to milk the cows, and 8. They nibbled through the lily stem. The leaf floated down the
was returning to the dairy carrying her pail of milk upon her head. river. Thumbelina went with it.
As she walked along, she fell amusing after this fashion. 9. Thumbelina stayed in the wood.
The milk in this pail will provide me with cream, which I will 10. She lived in a field where the corn had been cut
make into butter and take to market to sell. With the money I will 11. She saw along a dark tunnel.
buy a number of eggs, and these, when hatched, will produce 12. She helped the swallow. She waited until the others were
chickens, and by and by I shall have quite a large poultry yard. asleep. Then she went back to the tunnel. She laid her head

on the swallow's chest. Its heart was beating. It was not trap. He took pity on the animal and set it free."
dead. It had fainted because it was cold. Thumbelina covered 8. a. By making performances to make money.
it up to make it as warm as she could. 9. e. wise and not greedy
13. Because she had to marry the mole. Pembahasan
14. She did not like the mole. She did not want to live underground Dari cerita, dapat disimpulkan bahwa the ragman
for the rest of her life. merupakan orang yang bijaksana dan tidak rakus. Hal ini
15. She spent her day at the spinning wheel, spinning and thread dapat kita simpulkan dari paragraf kedua, kalimat "He
for her wedding dress. decided to take it at once to the priests in the temple as a
16. She could take one last look at the sun. gift, so that they might always remember him in their
17. The swallow. prayers."
18. The swallow took Thumbelina to the place where the Selain itu, perhatikan pula paragraf terakhir "So that the
swallows make their nests. teapot might not fall into the hand of some greedier person,
19. The King of the tiny people. he took it back to the temple where the priests again
20. A pair of wings. agreed to look after it."
10. a. When we help someone, we are not supposed to obtain
Task 6 something in return.
Kegiatan siswa 11. d. To inform readers about bomb explosion.
Pembahasan
Task 7 Teks tersebut merupakan contoh jenis teks "news item"
1. False 6. True yang dibuat dengan tujuan untuk menginformasikan
2. True 7. True kepada pembaca tentang kejadian yang menjadi topik
3. True 8. True berita.
4. False 9. True 12. c. Bomb explosion
5. False 10. True 13. e. The bomb exploded after a warning call.
14. b. exploded
Grammar Corner 15. e. the delay of the match
Task 1 16. b. April 9
Aktivitas siswa 17. b. we are not supposed to believe in whatever others say
18. a. the fox is more intelligent than the crow
Task 2 19. e. the crow does not have a beautiful voice
1. a. Yes, she has. 20. c. use energy to do their work
b. No, she hasn't. 21. e. to hold the body erect
She has been ironing for ten minutes. 22. c. Paragraph 3
2. a. No, he hasn't. 23. d. the differences between the human body and machine
He has been sleeping since thirty minutes ago. 24. b. muscles
b. Yes, he has. Pembahasan
3. a. Yes, they have. Sarana informasi dapat masuk dalam tubuh kita antara
b. No, they haven't. lain melalui mata, telinga, hidung, lidah, kulit, dan indera-
4. a. No, they haven't. indera yang lain. Hal ini dapat kita simpulkan dari kalimat
b. Yes, they have. "Information comes to us through our eyes, ears, nose,
tongue, skin and some other senses." (paragraf ke-3)
Task 3 25. b. broken
Jawaban bebas berterima 26. d. was carrying
Pembahasan
Let's Write Perhatikan dialog yang terdapat dalam soal:
Task 1 The librarian suddenly heard a noise.
Kreativitas siswa Librarian : What was it?
Student : I dropped some books while I … them to the
Task 2 table.
Aktivitas siswa Tense yang tepat untuk melengkapi dialog di atas adalah
bentuk Past Perfect Continuous Tense karena kata kerja
Task 3 yang digunakan pada dialog menunjukkan bahwa kejadian
Aktivitas siswa tersebut sedang berlangsung pada masa lampau
(menggunakan verb past).
Review Semester II 27. c. I am still reading it
1. a. At Celuk 28. c. are sold
Pembahasan 29. a. is being used
Gold and silver ornamen biasanya dibuat di daerah Celuk, 30. e. accepts Rani's invitation
Bali. Jawaban ini tersirat pada paragraf kedua, kalimat 31. d. I'm sorry
"Celuk is the village just north of Batubulan where gold 32. a. doesn't grow
and silver work for jewelry and ornaments is done." Pembahasan
2. b. oplets Verb yang tepat untuk melengkapi kalimat "Rice … in
3. b. Bali's woodcarvers exhibit their arts in Denpasar Britain" adalah "doesn't grow" (menggunakan bentuk
4. a. woodcarvers Simple Present Tense karena merupakan kalimat yang
5. c. 3 menyatakan kebenaran umum).
6. e. memamerkan 33. e. inviting someone
7. b. The ragman had set the badger free. 34. a. You may disbelieve it
Pembahasan 35. a. Congratulation, Bill.
The badger ingin membalas kebaikan the ragman karena
ia telah membebaskannya dari sebuah perangkap. Kalimat
tersebut dapat kita temukan pada paragraf pertama,
"Once upon a time, a ragman found a badger caught in

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PG B. Inggris X

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PROGRAM TAHUNAN

Mata Pelajaran : Bahasa Inggris

Semester Standar Kompetensi Alokasi Waktu

interpersonal dalam konteks kehidupan sehari-hari.

interpersonal dalam konteks kehidupan sehari-hari.

Pegangan Guru Bahasa Inggris Kelas X SMA/MA 1

Alokasi Juli Agustus September Oktober November Desember

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Pegangan Guru Bahasa Inggris Kelas X SMA/MA

Pegangan Guru Bahasa Inggris Kelas X SMA/MA

Pegangan Guru Bahasa Inggris Kelas X SMA/MA

Pegangan Guru Bahasa Inggris Kelas X SMA/MA

Pegangan Guru Bahasa Inggris Kelas X SMA/MA

3. 1.1 Merespons makna yang Steps and Instructions

Pegangan Guru Bahasa Inggris Kelas X SMA/MA

Pegangan Guru Bahasa Inggris Kelas X SMA/MA

Pegangan Guru Bahasa Inggris Kelas X SMA/MA

Ulangan Akhir Semester 1

Pegangan Guru Bahasa Inggris Kelas X SMA/MA

Alokasi Januari Februari Maret April Mei Juni

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Pegangan Guru Bahasa Inggris Kelas X SMA/MA

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Pegangan Guru Bahasa Inggris Kelas X SMA/MA

Pegangan Guru Bahasa Inggris Kelas X SMA/MA

Ulangan Akhir Semester II

Pegangan Guru Bahasa Inggris Kelas X SMA/MA

Standar Kompetensi Kompetensi Dasar

20 Pegangan Guru Bahasa Inggris Kelas X SMA/MA

Standar Kompetensi Kompetensi Dasar

Pegangan Guru Bahasa Inggris Kelas X SMA/MA 21

22 Pegangan Guru Bahasa Inggris Kelas X SMA/MA

Menulis 12.1Mengungkapkan makna dalam bentuk teks tulis

Pegangan Guru Bahasa Inggris Kelas X SMA/MA 23

Materi Pokok Penilaian Karakter

Pegangan Guru Bahasa Inggris Kelas X SMA/MA

yang didengar Aji, Dana's

Pegangan Guru Bahasa Inggris Kelas X SMA/MA

- How yang didengar

Pegangan Guru Bahasa Inggris Kelas X SMA/MA

Pegangan Guru Bahasa Inggris Kelas X SMA/MA

kehidupan sehari- • Break a • Menjawab 4. When did

Pegangan Guru Bahasa Inggris Kelas X SMA/MA

Pegangan Guru Bahasa Inggris Kelas X SMA/MA

teks monolog and his wife

Pegangan Guru Bahasa Inggris Kelas X SMA/MA

Pegangan Guru Bahasa Inggris Kelas X SMA/MA

Pegangan Guru Bahasa Inggris Kelas X SMA/MA

berterima dalam • Kamus

Pegangan Guru Bahasa Inggris Kelas X SMA/MA

Materi Pokok Penilaian Karakter

Pegangan Guru Bahasa Inggris Kelas X SMA/MA

Pegangan Guru Bahasa Inggris Kelas X SMA/MA

Pegangan Guru Bahasa Inggris Kelas X SMA/MA

Pegangan Guru Bahasa Inggris Kelas X SMA/MA

Pegangan Guru Bahasa Inggris Kelas X SMA/MA

Pegangan Guru Bahasa Inggris Kelas X SMA/MA

Pegangan Guru Bahasa Inggris Kelas X SMA/MA

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Pegangan Guru Bahasa Inggris Kelas X SMA/MA

Pegangan Guru Bahasa Inggris Kelas X SMA/MA

Pegangan Guru Bahasa Inggris Kelas X SMA/MA