Kunci + Perangkat Bhs. Inggris 12

embelajara n
Perangkat Pe
Berkarakter dan Kunci
Jawaban
BAHASA INGGRIS
untuk SMA/MA
Kelas
X II
M e m ua t
Prota
Promes
Silabus Berkarakter
Rencana Pelaksanaan
Pembelajaran (RPP)
Berkarakter
Kunci Jawaban dan
Pembahasan
Diterbitkan oleh CV Sindunata

Jl. Diponegoro No. 123 Kartasura, Sukoharjo 57166
Telp. (0271) 781797, 781853
Email: cv_sindhunata@yahoo.com
Kunci Bahasa Inggris 12 1

embelaja ra
Model Perangkat Pe an
Berkarakter
ah
Program Ta hu
unna
an ((P
Prro
otta
a)
Mata Pelajaran : Bahasa Inggris Kelas : XII
Tingkat Pendidikan : SMA/MA Tahun Ajaran : 2012/2013
Pertemuan
Semester Kegiatan Pembelajaran Program Alokasi Waktu
Ke-
1 1 Wonderful Story - Menyusun bahan .... x 1 JP
A. Spoken Activity pembelajaran
- Listening Ability - Ulangan Harian
- Speaking Ability - Program Perbaikan
dan - Program Pengayaan
B. Written Activity - Menyusun bahan .... x 1 JP
- Reading Ability pembelajaran
- Writing Ability - Ulangan Harian
2
- Program Perbaikan
- Program Pengayaan
3 How is It Happened? - Menyusun bahan .... x 1 JP
- Program Pengayaan
- Menyusun bahan .... x 1 JP
pembelajaran
- Ulangan Harian
- Program Perbaikan
- Program Pengayaan
Ulangan Tengah Semester .... x 1 JP
5 Discussing a General Issue - Menyusun bahan .... x 1 JP
- Program Pengayaan
pembelajaran
- Ulangan Harian
- Program Perbaikan
- Program Pengayaan
Ulangan Semester .... x 1 JP
2 Kunci Bahasa Inggris 12

Pertemuan
Semester Kegiatan Pembelajaran Program Alokasi Waktu
Ke-
2 1 My Favourite Stories - Menyusun bahan .... x 1 JP
- Program Pengayaan
pembelajaran
- Ulangan Harian
- Program Perbaikan
- Program Pengayaan
3 Let’s Talk About Movie! - Menyusun bahan .... x 1 JP
- Program Pengayaan
pembelajaran
- Ulangan Harian
- Program Perbaikan
- Program Pengayaan
5 A Wise King - Menyusun bahan .... x 1 JP
dan - Program Pengayaan
B. Written Activity - Menyusun bahan .... x 1 JP
- Reading Ability pembelajaran
- Writing Ability - Ulangan Harian
6
- Program Perbaikan
- Program Pengayaan
Ujian Nasional .... x 1 JP

Program S
Seem
mees
stte
er ((P
Prro
omme
ess)
4
Mata Pelajaran : Bahasa Inggris
Tingkat Pendidikan : SMA/MA
Kelas : XII
Semester : Ganjil
Tahun Ajaran : 2012/2013
Alokasi Bulan / Minggu

Keterangan
No Kegiatan Pembelajaran Waktu Juli Agustus September Oktober November Desember
(JP) 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
1. Wonderful Story .... x 1 JP
A. Spoken Activity
- Listening Ability
- Speaking Ability
B. Written Activity
- Reading Ability
- Writing Ability
Ulangan Harian .... x 1 JP
2. How is It Happened? .... x 1 JP
A. Spoken Activity
- Listening Ability
- Speaking Ability
B. Written Activity
- Reading Ability
- Writing Ability
3 Discussing a General Issue
Kunci Bahasa Inggris 12
A. Spoken Activity
- Listening Ability
- Speaking Ability
B. Written Activity
- Reading Ability
- Writing Ability
Ulangan Harian
Ulangan Semester
Program S
Seem
mees
stte
er ((P
Prro
omme
ess)
Tingkat Pendidikan : SMA/MA
Kelas : XII
Semester : Genap
Tahun Ajaran : 2012/2013
Alokasi Bulan / Minggu

Keterangan
No Kegiatan Pembelajaran Waktu Juli Agustus September Oktober November Desember
(JP) 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
1. My Favourite Stories .... x 1 JP
A. Spoken Activity
- Listening Ability
- Speaking Ability
B. Written Activity
- Reading Ability
- Writing Ability
2. Let’s Talk About Movie! .... x 1 JP
A. Spoken Activity
- Listening Ability
- Speaking Ability
B. Written Activity
- Reading Ability
- Writing Ability
3 A Wise King
A. Spoken Activity
- Listening Ability
- Speaking Ability
B. Written Activity
- Reading Ability
- Writing Ability
Ulangan Harian
5
Ujian Nasional
Silabus B
Beerrk
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6
Nama Sekolah : …………….
Kelas/Semester : XII/1
Standar Kompetensi :
1. Memahami makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut dalam konteks kehidupan sehari-hari.
3. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari.
5. Memahami makna teks fungsional pendek dan esei sederhana berbentuk narrative, explanation, dan discussion dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
6. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana narrative, explanation, dan discussion dalam konteks kehidupan sehari-hari.
Nilai Semangat
Nilai Pendidikan Kewirausahaan, Penilaian Alokasi
Indikator
Materi Budaya dan Ekonomi Kegiatan Waktu Sumber /Media
No. Kompetensi Pertemuan Pencapaian Tindak
Pembelajaran Karakter Kreatif, Daya Pembelajaran (Jam Belajar
Dasar Kompetensi Bentuk Contoh Lanjut
Bangsa Saing, dan Etos Jenis Pelajaran)
Kerja Instrumen Instrumen
1.1 Merespon makna 1 Wonderful Story Gemar - Percaya diri 1.Mendengarkan • Mengidentifikasi Tes - Pertanyaan - Respond the ... x 1 JP - Perbaikan Sumber
dalam percakapan A. Spoken membaca (keteguhan sebuah teks main idea dari lisan teacher’s - Pengayaan - Doff, A. 1086. Meaning
transaksional (to Activity Religius hati, optimis). narrative teks narasi yang statement! into Words. Oxford:
get the things done) - Listening Komunikatif - Berorientasi secara klasikal. didengar T: “What Oxford University
dan interpersonal Ability pada tugas should I do?” Press.
(bersosialisasi) - Speaking (bermotivasi, 2. Mendiskusikan • Mengidentifikasi S: “.......” - Murphy, R. 1983.
resmi dan berlanjut Ability tekun/tabah, isi teks yang tokoh dari cerita English Grammar
(substained) secara bertekad, didengar yang didengar - Pilihan in Use. Cambridge:
akurat, lancar dan enerjik). secara Tes ganda - Complete the Cambridge University
berterima dalam berpasangan. • Mengidentifikasi tertulis dialogues Press.
- Pengambil kejadian dalam
konteks kehidupan with the - Hornby, A.S. 1984.
resiko (suka 3.Mendiskusikan teks yang
sehari-hari dan correct Advance Learner’s
tantangan, bentuk didengar
melibatkan tindak expression! Dictionary of Current
mampu bahasa lisan
tutur: mengusulkan, English. Oxford: Oxford
memimpin) berdasarkan • Mengidentifikasi
memohon, mengeluh, - Melengkapi - Complete University Press.
- Orientasi ke teks yang urutan suatu
membahas per cakapan the dialogue Media
masa depan didengar peristiwa dalam
kemungkinan atau according - Buku teks yang relevan
(punya secara teks narasi
untuk melakukan to the - Kaset/CD
sesuatu, dan perspektif berkelompok. • Menggunakan conversation! - Workbook Kaset/CD
memerintah. untuk masa 4.Bermain tindak tutur - Script percakapan
depan)l peran secara mengusulkan dan/atau rekaman
3.1 Mengungkapkan makna berkelompok. • Menggunakan percakapan
dalam percakapan tindak tutur - Gambar-gambar yang
transaksional (to memohon relevan
get things done)
dan interpersonal
(bersosialisasi)
resmi dan berlanjut
(sustained) dengan
menggunakan ragam
bahasa lisan secara
akurat, lancar dan
berterima dalam
konteks kehidupan
sehari-hari dan
melibatkan tindak
tutur: mengusulkan,
memohon, mengeluh,
membahas
kemungkinan atau
kemampuan untuk
melakukan sesuatu,
dan memerintah
Nilai Semangat

Materi Bangsa
Budaya dan Saing, dan Etos
Ekonomi Kegiatan Pelajaran)
Waktu Sumber /Media
No. Kompetensi Pertemuan Tindak
Dasar Bentuk Contoh Lanjut
Instrumen Instrumen
Kerja
5.2 Merespon makna 2 B. Written Activity Gemar - Percaya diri 1. Membaca nyaring • Mengidentifikasi Tes tertulis Isian singkat • Read the ... x 1 JP - Perbaikan Sumber
dan langkah - Reading membaca (keteguhan bermakna teks makna dalam teks text, then - Pengayaan - Alauddin,
retorika dalam esei Religius hati, optimis). naratif secara naratif. answer its Majid. 1999.
Ability
yang menggunakan Komunikatif - Berorientasi individu. questions! et. al. Window
- Writing Ability • Mengidentifikasi
ragam bahasa pada tugas on the World. A
2. Mendiskusikan langkah-langkah
tulis secara (bermotivasi, • Arrange New Approach
berbagai aspek retorika dalam teks
akurat, lancar dan tekun/tabah, the jumbled to Learning
berterima dalam dari teks seperti isi, naratif. sentences English for
bertekad,
konteks kehidupan struktur teks, secara into a good SMU Year 3.
enerjik).
sehari-hari dan berkelompok. • Membaca nyaring paragraph! Jakarta:
untuk mengakses - Pengambil teks naratif. Erlangga
3. Berlatih
resiko (suka - Murphy, R.
ilmu pengetahuan menggunakan • Menulis teks berbentuk
dalam teks tantangan, 1983. English
kalimat yang di naratif.
berbentuk: mampu Grammar in
dalamnya terdapat
memimpin) • Menggunakan tata
narrative, unsur causative Use.
bahasa, kosa kata,
explanation, dan - Orientasi ke dan reported Cambridge:
tanda baca, ejaan,
discussion masa depan speech. Cambridge
dan tata tulis dengan
(punya University
akurat.
6.2 Mengungkapkan perspektif Press.
makna dalam untuk masa • Menulis gagasan Media
langkah retorika depan) utama. - Buku teks yang
dalam teks relevan
monolog dengan • Mengelaborasi - Kaset/CD
menggunakan gagasan utama. - Workbook
ragam bahasa Kaset/CD
tulis secara • Membuat draft, - Script
akurat lancar dan merevisi, menyunting. percakapan
berterima dalam dan/atau
• Menghasilkan teks
konteks kehidupan rekaman
fungsional pendek.
sehari-hari dalam percakapan
teks berbentuk - Gambar-
narrative. gambar yang
relevan
7
Silabus B
Beerrk
kaarra
akktte
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8
1. Memahami makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut dalam konteks kehidupan sehari-hari.
6. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana narrative, explanation, dan discussion dalam konteks kehidupan sehari-hari.
Nilai Semangat
Nilai Penilaian
Kewirausahaan, Alokasi
Pendidikan Indikator
Materi Ekonomi Kegiatan Waktu Sumber /Media
No. Kompetensi Pertemuan Budaya dan Pencapaian Tindak
Pembelajaran Kreatif, Daya Pembelajaran (Jam Belajar
Dasar Karakter Kompetensi Bentuk Contoh Lanjut
Saing, dan Etos Jenis Pelajaran)
Bangsa Instrumen Instrumen
Kerja
1.2 Merespon makna dalam 3 How is It Disiplin • Percaya diri 1.Mendengarkan • Mengidentifikasi Tes lisan - Pertanyaan - Respond ... x 1 JP - Perbaikan Sumber
percakapan transaksional Happened? Rasa ingin (keteguhan percakapan makna tindak the - Pengayaan - Soegeng HS. 1994.
(to get things done) dan A. Spoken Activity tahu hati, optimis). interpersonal/ tutur berjanji teacher’s Komunikasi Aktif
interpersonal (bersosialisasi) - Listening Ability Religius transaksional statement! bahasa Inggris 3A.
• Berorientasi
resmi dan berlanjut - Speaking Ability secara klasikal. • Merespon A: “Is that a Surakarta: Tiga
pada tugas
(sustained) secara akurat, tindak tutur promise?” Serangkai.
(bermotivasi, 2. Mendiskusikan
lancar, dan berterima yang berjanji B: “.......” - Doff, A. 1086.
tekun/tabah, respon yang
menggunakan ragam Tes - Pilihan Meaning into
bertekad, diberikan • Mengidentifikasi
bahasa lisan dalam konteks tertulis ganda Words. Oxford:
enerjik). terhadap makna
kehidupan sehari-hari dan - Choose Oxford University
melibatkan tindak tutur: • Pengambil tindak tutur tindak tutur the correct Press.
mengakui kesalahan, resiko (suka yang didengar. menyalahkan/ expression - Murphy, R. 1983.
berjanji, menyalahkan, tantangan, menuduh to complete English Grammar
3.Tanya jawab
menuduh, mengungkapkan mampu the in Use. Cambridge:
memimpin) menggunakan • Merespon
keingintahuan dan hasrat, dan - Melengkapi dialogue Cambridge
ungkapan tindak tutur
menyatakan berbagai sikap • Orientasi ke percakapan below. University Press..
terkait materi. menyalahkan/
masa depan Media
menuduh
3.2 Mengungkapkan makna dalam (punya - Buku teks yang
4. Mendengarkan
percakapan transaksional perspektif - Complete relevan
percakapan
(to get things done) dan untuk masa the - Kaset/CD .
menggunakan
interpersonal (bersosialisasi) depan) dialogue - Workbook
ungkapan
resmi dan berlanjut with the Kaset/CD .
terkait.
(sustained) secara akurat, correct - Script percakapan
lancar, dan erterima dalam expression! dan/atau rekaman
5. Menjawab
konteks kehidupan sehari-hari percakapan
pertanyaan
danmelibatkan tindak tentang isi - Gambar-gambar
tutur: mengakui kesalahan, yang relevan
percakapan
bejanji, menyalahkan,
menuduh, mengungkapkan
keingintahuan dan hasrat, dan
menyatakan berbagai sikap
Nilai Semangat

Indikator
Materi Bangsa
Budaya Bangsa
dan Saing, dan Etos
Waktu Sumber /Media
Instrumen Instrumen
Kerja
5.1 Merespon makna 4 B. Written Activity Disiplin • Percaya diri 1. Membaca nyaring • Membaca Tes tertulis Isian singkat Read the ... x 1 JP - Perbaikan Sumber
dalam teks - Reading Ability Rasa ingin tahu (keteguhan bermakna teks nyaring text - Pengayaan - Swan, Michael.
fungsional pendek - Writing Ability Religius hati, optimis). explanation secara bermakna aloud! 1980. Practical
resmi dan tak resmi individu. wacana ragam English Usage.
yang menggunakan • Berorientasi tulis yang Arrange the Oxford: Oxford
2. Mendiskusikan
ragam bahasa pada tugas dibahas dengan jumbled University Press.
berbagai aspek
resmi dan tak resmi (bermotivasi, ucapan dan paragraphs - Doff, A. 1086.
dari teks seperti
yang menggunakan tekun/tabah, intonasi yang into the Meaning into Words.
isi, struktur
ragam bahasa bertekad, benar. correct Oxford: Oxford
teks, secara
tulis secara enerjik). explanation University Press.
berkelompok.
akurat, lancar dan • Pengambil 3. Berlatih • Mengidentifikasi text ! - Murphy, R. 1983.
berterima dalam resiko (suka menggunakan topik dari teks English Grammar
konteks kehidupan tantangan, kalimat berbentuk yang dibaca. in Use. Cambridge:
sehari-hari dan mampu passive voice. Cambridge
untuk mengakses memimpin) • Mengidentifikasi University Press.
sehari-hari dan langkah- Media
• Orientasi ke langkah retorika
untuk mengakses masa depan - Buku teks yang
ilmu pengetahuan. dalam teks relevan: Kaset/CD
(punya explanation.
perspektif - Workbook Kaset/CD
6.2 Mengungkapkan - Script percakapan
untuk masa • Membaca
makna dan langkah dan/atau rekaman
depan) nyaring teks
retorika dalam teks explanation. lagu, kata-kata yang
monolog dengan mendapat pelafalan
menggunakan • Menulis teks huruf vokal
ragam bahasa berbentuk - Gambar-gambar
tulis secara explanation. yang relevan
akurat, lancar dan
berterima dalam
konteks kehidupan
sehari-hari dalam
teks berbentuk
explanation.
9
Silabus B
Beerrk
kaarra
akktte
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10
2. Memahami makna teks fungsional pendek dan monolog berbentuk narrative, explanation, dan discussion dalam konteks kehidupan sehari-hari.
6. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana narrative, explanation, dan discussion dalam konteks kehidupan sehari-hari
Nilai Semangat
Indikator
Pembelajaran Karakter
Bangsa Kreatif,
Saing, danDaya
Etos Pembelajaran (Jam
Pelajaran) Belajar
Instrumen Instrumen
Kerja
2.2 Merespon makna 5 Discussing a Disiplin • Percaya diri 1. Mendengarkan • Bertanya dan Tes lisan - Pertanyaan - Respond the ... x 1 JP - Perbaikan Sumber
dalam teks monolog General Issue Rasa ingin tahu (keteguhan teks fungsional menjawab tentang teacher’s - Pengayaan - Heasley,
yang menggunakan A. Spoken Activity Religius hati, optimis). pendek terkait ungkapan yang statement! Brendan.1999.
ragam bahasa lisan - Listening Ability • Berorientasi tema / topik berhubungan A: “What English for
secara akurat, lancar, pada tugas tertentu. dengan tema do you say Communication SLTP.
- Speaking Ability
dan berterima dalam (bermotivasi, Menjawab about it?” Erlangga.
konteks kehidupan tekun/tabah, pertanyaan • Mengidentifikasi B: “.......” - Doff, A. 1086.
sehari-hari dalam teks bertekad, tentang isi makna dalam Tes - Pilihan Meaning into Words.
berbentuk: narrative, enerjik). 2.Tanya jawab teks fungsional tertulis ganda Oxford: Oxford
explanation, dan • Pengambil menggali kosa pendek: pesan - Complete University Press.
discussion. resiko (suka kata terkait topik singkat, iklan dan the - Murphy, R. 1983.
tantangan, / tema yang pengumuman. dialogues English Grammar
3.2 Mengungkapkan mampu dipelajari. with the in Use. Cambridge:
makna dalam memimpin) 3.Tanya jawab • Mengidentifikasi correct Cambridge University
percakapan • Orientasi ke menggunakan informasi yang - Melengkapi expression! Press.
transaksional (to masa depan ungkapan terkait terdapat dalam percakapan Media
get things done) (punya materi. teks-teks - Buku teks yang
dan interpersonal perspektif 4. Mendengarkan fungsional/ - Make simple relevan
(bersosialisasi) untuk masa percakapan pendek, pesan dialogues - Kaset/CD
resmi dan berlanjut depan) menggunakan singkat, iklan, ased on the - Workbook Kaset/CD
(sustained) secara ungkapan pengumuman. situations - Script percakapan
akurat, lancar, dan terkait. given! dan/atau rekaman
erterima dalam konteks 5. Menjawab percakapan
kehidupan sehari-hari pertanyaan - Gambar-gambar yang
danmelibatkan tindak tentang isi relevan
tutur: mengakui percakapan.
kesalahan, bejanji,
menyalahkan,
menuduh,
mengungkapkan
keingintahuan
dan hasrat, dan
menyatakan berbagai
sikap
Nilai Semangat

Materi Budaya dan Ekonomi Kegiatan Indikator Pencapaian Waktu Sumber /Media
Pembelajaran Karakter Kreatif, Daya Pembelajaran Kompetensi (Jam Belajar
5.2 Merespon makna 6 B. Written Activity Disiplin • Percaya diri 1. Membaca nyaring • Mengidentifikasi Tes Isian singkat - Arrange ... x 1 JP - Perbaikan Sumber
dan langkah - Reading Rasa ingin tahu (keteguhan bermakna teks makna dalam teks tertulist the jumbled - Pengayaan - Doff, A. 1086.
retorika dalam esei Ability Religius hati, optimis). discussion secara discussion . paragraphs Meaning into
yang menggunakan - Writing Ability • Berorientasi individu into the Words. Oxford:
ragam bahasa pada tugas • Mengidentifikasi correct Oxford University
tulis secara (bermotivasi, 2. Mendiskusikan langkah-langkah discussion Press.
akurat, lancar dan tekun/tabah, berbagai aspek dari retorika dalam teks text ! - Murphy, R. 1983.
berterima dalam bertekad, teks seperti isi dan discussion . English Grammar
konteks kehidupan enerjik). struktur teks, secara - Make a in Use. Cambridge:
sehari-hari dan • Pengambil berkelompok. • Membaca nyaring simple Cambridge
untuk mengakses resiko (suka teks discussion . discussion University Press.
3. Berlatih
ilmu pengetahuan tantangan, • Menulis teks text with - Alauddin, Majid.
dalam teks mampu menggunakan your own 1999. et. al.
berbentuk
berbentuk: memimpin) conjuction showing words ! Window on the
discussion .
narrative, • Orientasi ke contrast dan World. A New
comment adverbs • Menggunakan
explanation, dan masa depan Approach to
dalam kalimat. tata bahasa,
discussion (punya Learning English
kosa kata, tanda
perspektif for SMU Year 3.
baca, ejaan, dan
6.2 Mengukapkan untuk masa Jakarta: Erlangga..
tata tulis dengan
makna dan langkah depan) Media
akurat.
retorika dalam teks - Buku teks yang
monolog dengan • Menulis gagasan relevan: Kaset/CD
menggunakan utama. - Workbook
ragam bahasa Kaset/CD
tulis secara • Mengelaborasi - Script percakapan
akurat, lancar dan gagasan utama. dan/atau rekaman
berterima dalam lagu, kata-kata
konteks kehidupan • Membuat yang mendapat
sehari-hari dalam draft, merevisi, pelafalan huruf
teks berbentuk menyunting. vokal
discussion. - Gambar-gambar
• Menghasilkan teks
fungsional. pendek yang relevan
11
Silabus B
Beerrk
kaarra
akktte
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12
8. Memahami makna dalam teks fungsional pendek dan monolog yang berbentuk narrative dan review dalm konteks kehidupan sehari-hari.
9. Mengungkapkan makna dalam teks interaksional, dengan penekanan pada percakapan transaksional resmi dan berlanjut dalam konteks kehidupan sehari-hari.
11. Memahami makna teks tulis monolog yang berbentuk narrative dan review secara akurat, lancar, dan berterima dalam konteks kehidupan sehari hari dan untuk mengakses ilmu penetahuan.
12. Mengungkapkan makna dalam teks tulis monolog/esei berbentuk narrative dan review dalam konteks kehidupan sehari hari
Nilai Semangat
Indikator
Bangsa Kreatif,
Saing, danDaya
Pelajaran) Belajar
Instrumen Instrumen
Kerja
7.1 Merespon makna 1 My Favourite Disiplin • Percaya diri 1. Mendengarkan • Bertanya dan Tes lisan - Pertanyaan - Respond the ... x 1 JP - Perbaikan Sumber
dalam percakapan Stories Rasa ingin tahu (keteguhan teks menjawab tentang teacher’s - Pengayaan - Doff, A. 1086.
transaksional (to A. Spoken Activity Peduli hati, optimis). rumpang dan ungkapan yang statement! Meaning into Words.
get things done) - Listening Ability lingkungan • Berorientasi melengkapinya berhubungan A: “Would it Oxford: Oxford
dan interpersonal pada tugas 2.Tanya jawab dengan tema be possible University Press.
- Speaking Ability
(bersosialisasi) (bermotivasi, menggali kosa for you to do - Murphy, R. 1983.
resmi dan berlanjut tekun/tabah, kata terkait topik • Mengidentifikasi that?” English Grammar
(sustained) secara bertekad, / tema yang makna dalam Tes - Pilihan B: “.......” in Use. Cambridge:
akurat, lancar, dan enerjik). dipelajari. teks fungsional tertulis ganda Cambridge University
berterima yang • Pengambil 3.Tanya jawab pendek: pesan Press.
menggunakan ragam resiko (suka menggunakan singkat, iklan dan - Complete - Setiawan Djuharie,
bahasa lisan dan tantangan, ungkapan terkait pengumuman. the text with Otong. 2010. 1700
melibatkan tindak tutur: mampu materi. the words Bank Soal Bimbingan
membujuk, mendorong memimpin) 4. Mendengarkan • Mengidentifikasi you hear! Pemantapan Bahasa
semangat, mengkritik, • Orientasi ke percakapan informasi yang - Melengkapi Inggris. Bandung: CV.
mengungkapkan masa depan menggunakan terdapat dalam percakapan Yrama Widya.
harapan, dan (punya ungkapan teks-teks - Make simple Media
mencegah. perspektif terkait. fungsional/ dialogues - Buku teks yang
untuk masa 5. Menjawab pendek, pesan ased on the relevan: Kaset/CD
9.1 Mengungkapkan depan) pertanyaan singkat, iklan, situations - Workbook Kaset/CD
makna dalam tentang isi pengumuman. given! - Script percakapan
percakapan percakapan. dan/atau rekaman
transaksional (to percakapan
get things done) - Gambar-gambar yang
dan interpersonal relevan
(bersosialisasi) - Buku Ajar Fokus
resmi dan berlanjut Bahasa Inggris Kelas
(sustained) secara 12
akurat, lancar, dan
berterima dengan
menggunakan ragam
bahasa lisan dalam
konteks kehidupan
sehari hari dan
melibatkan tindak tutur:
membujuk, mendorong
semangat, mengkritik,
mengungkapkan
harapan, dan
mencegah.
Nilai Semangat

Materi Budaya dan Ekonomi Kegiatan Indikator Pencapaian Waktu Sumber /Media
Pembelajaran Karakter Kreatif, Daya Pembelajaran Kompetensi (Jam Belajar
11.2 Merespon makna 2 B. Written Activity Disiplin • Percaya diri 1. Membaca nyaring • Mengidentifikasi Tes Isian singkat - Arrange ... x 1 JP - Perbaikan Sumber
dan langkah - Reading Rasa ingin tahu (keteguhan bermakna teks makna dalam teks tertulis the jumbled - Pengayaan - Tim Penulis.
retorika dalam esei Ability Peduli hati, optimis). narrative secara narrative. paragraphs 2010. Konsep
yang menggunakan - Writing Ability lingkungan • Berorientasi individu into the Inti dan Soal
ragam bahasa pada tugas • Mengidentifikasi correct Jawab Bahasa
tulis secara (bermotivasi, 2. Mendiskusikan langkah-langkah narrative Inggris. Solo: PT.
akurat, lancar, dan tekun/tabah, berbagai aspek dari retorika dalam teks text ! Tiga Serangkai
berterima dalam bertekad, teks seperti isi dan narrative. Pustaka Mandiri.
konteks kehidupan enerjik). struktur teks, secara - Make a - http://dewisudjia.w
sehari-hari dan • Pengambil berkelompok. • Membaca nyaring simple ordpress.com
untuk mengakses resiko (suka teks narrative. narrative Media
3. Berlatih
ilmu pengetahuan tantangan, • Menulis teks text with - Buku teks yang
dalam teks mampu menggunakan your own relevan: Kaset/CD
berbentuk narrative.
berbentuk: memimpin) kalimat dalam words ! - Workbook
bentuk subjunctive. • Menggunakan
narrative, • Orientasi ke Kaset/CD
tata bahasa,
explanation, dan masa depan - Script percakapan
kosa kata, tanda
discussion. (punya dan/atau rekaman
baca, ejaan, dan
perspektif lagu, kata-kata
tata tulis dengan
12.2 Mengungkapkan untuk masa yang mendapat
akurat.
makna dan langkah depan) pelafalan huruf
retorika dalam teks • Menulis gagasan vokal
monolog dengan utama. - Gambar-gambar
menggunakan yang relevan
ragam bahasa • Mengelaborasi
tulis secara gagasan utama.
akurat, lancar, dan
berterima dalam • Membuat
konteks kehidupan draft, merevisi,
sehari-hari dalam menyunting.
teks berbentuk: • Menghasilkan teks
narrative, fungsional. pendek
explanation, dan
discussion.
13
Silabus B
Beerrk
kaarra
akktte
err
14
8. Memahami makna dalam teks fungsional pendek dan monolog yang berbentuk narrative dan review dalm konteks kehidupan sehari-hari.
Nilai Semangat
Indikator
Bangsa Kreatif,
Saing, danDaya
Pelajaran) Belajar
Instrumen Instrumen
Kerja
8.2 Memahami dan 3 Let’s Talk about Gemar • Percaya diri 1. Mendengarkan • Bertanya dan Tes lisan - Pertanyaan - Respond the ... x 1 JP - Perbaikan Sumber
merespon makna Movie! membaca (keteguhan teks menjawab tentang teacher’s - Pengayaan - Ambarini, Yuke
dalam teks monolog A. Spoken Activity Religius hati, optimis). rumpang dan ungkapan yang statement! Hilma, Raden. 2005.
yang menggunakan Komunikatif • Berorientasi melengkapinya berhubungan A: “What do Ringkasan dan Bank
- Listening Ability
ragam bahasa lisan pada tugas 2.Tanya jawab dengan tema. you think Soal Bahasa Inggris.
secara akurat, lancar, - Speaking Ability (bermotivasi, menggali kosa about the Bandung: CV. Yrama
dan berterima dalam tekun/tabah, kata terkait • Mengidentifikasi movie?” Widya.
konteks kehidupan bertekad, topik / tema makna dalam Tes - Pilihan B: “.......” - Doff, A. 1086. Meaning
sehari-hari dalam teks enerjik). yang dipelajari. teks fungsional tertulis ganda into Words. Oxford:
berbentuk: narrative • Pengambil 3.Tanya jawab pendek: pesan Oxford University
dan review. resiko (suka menggunakan singkat, iklan dan - Complete Press.
tantangan, ungkapan pengumuman. the text with - Murphy, R. 1983.
9.2 Merespon makna mampu terkait materi. the words English Grammar
dalam percakapan memimpin) 4. Mendengarkan • Mengidentifikasi you hear! in Use. Cambridge:
transaksional (to • Orientasi ke percakapan informasi yang - Melengkapi Cambridge University
get things done) masa depan menggunakan terdapat dalam percakapan Press.
dan interpersonal (punya ungkapan teks-teks - Make simple - Http://inggrisonline.net/
(bersosialisasi) perspektif terkait. fungsional/ dialogues expressing-
resmi dan berlanjut untuk masa 5. Menjawab pendek, pesan ased on the pleased-and-
(sustained) secara depan) pertanyaan singkat, iklan, situations displeased.html#more-
akurat, lancaar, dan tentang isi pengumuman. given! 34
berterima dengan percakapan. Media
menggunakan ragam - Buku teks yang relevan
bahasa lisan dalam - Kaset/CD
konteks kehidupan - Workbook Kaset/CD
sehari hari dan - Script percakapan
melibatkan tindak dan/atau rekaman
tutur: menyesali, percakapan
mengungkapkan/ - Gambar-gambar yang
menanyakan rencana, relevan
tujuan, maksud,
memprediksi,
berspekulasi, dan
memberikan penilaian.
Nilai Semangat

Indikator
No. Kompetensi Pertemuan Pencapaian Tindak
Dasar Kompetensi Bentuk Contoh Lanjut
11.2 Merespon makna 4 B. Written Activity Gemar • Percaya diri 1. Membaca • Mengidentifikasi Tes Isian singkat - Arrange ... x 1 JP - Perbaikan Sumber
dan langkah - Reading Ability membaca (keteguhan nyaring makna dalam tertulis the jumbled - Pengayaan - TDjuharie, Otong Setiawan.
retorika dalam - Writing Ability Religius hati, optimis). bermakna teks teks review. paragraphs 2010. 1700 Bank Soal
teks monolog yang Komunikatif • Berorientasi review secara into the Bimbingan Pemantapan
menggunakan pada tugas individu • Mengidentifikasi correct Bahasa Inggris. Bandung:
ragam bahasa (bermotivasi, langkah-langkah review text! CV. Yrama Widya.
tulis secara tekun/tabah, 2.Mendiskusikan retorika dalam - Tim Penulis. 2010. Konsep
akurat, lancar, dan bertekad, berbagai teks review. - Make a Inti dan Soal Jawab Bahasa
berterima dalam enerjik). aspek dari simple Inggris. Solo: PT. Tig
konteks kehidupan • Pengambil teks seperti isi • Membaca review text Serangkai Pustaka Mandiri.
sehari hari dan resiko (suka dan struktur nyaring teks with your - http://
untuk mengakses tantangan, teks secara review. own words! dewisudjia.wordpress.com
ilmu pengetahuan mampu berkelompok. • Menulis teks - http://www.sekolahoke.com/
dalam teks memimpin) berbentuk review. 2011/10/5-contoh-pesan-
berbentuk: • Orientasi ke 3. Berlatih singkat-dalam-bahasa.html
menggunakan • Menggunakan
narrative dan masa depan Media
bentuk tata bahasa,
review. (punya - Buku teks yang relevan
conjunction kosa kata, tanda
perspektif - Kaset/CD
dan adjective baca, ejaan, dan
12.1 Mengungkapkan untuk masa - Workbook
and phrases tata tulis dengan
makna dan langkah depan) - Kaset/CD
of appraisal akurat.
retorika dalam - Script percakapan dan/atau
eseii dengan dalam kalimat. rekaman lagu, kata-kata
menggunakan yang mendapat pelafalan
ragam bahasa huruf vokal
tulis secara - Gambar-gambar yang
akurat, lancar, dan relevan
berterima dalam
konteks kehidupan
sehari hari dalam
teks berbentuk:
narrative dan
review.
.
15
Silabus B
Beerrk
kaarra
akktte
err
16
7. Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari.
Nilai Semangat
Indikator
Bangsa Kreatif,
Saing, danDaya
Pelajaran) Belajar
Instrumen Instrumen
Kerja
7.1 Merespons makna 5 A Wise King Disiplin • Percaya diri 1. Mendengarkan • Bertanya dan Tes lisan - Pertanyaan - Respond the ... x 1 JP - Perbaikan Sumber
dalam percakapan A. Spoken Activity Rasa ingin tahu (keteguhan teks menjawab tentang teacher’s - Pengayaan - Ambarini, Yuke
transaksional (to - Listening Ability Gemar hati, optimis). rumpang dan ungkapan yang statement! Hilma, Raden. 2005.
get things done) - Speaking Ability membaca • Berorientasi melengkapinya berhubungan A: “I hope Ringkasan dan Bank
dan interpersonal Religius pada tugas 2.Tanya jawab dengan tema. you will Soal Bahasa Inggris.
(bersosialisasi) resmi (bermotivasi, menggali kosa get a good Bandung: CV. Yrama
dan erlanjut (sustained) tekun/tabah, kata terkait • Mengidentifikasi mark.” Widya.
secara akurat, lancar bertekad, topik / tema makna dalam Tes - Pilihan B: “.......” - Doff, A. 1086. Meaning
dan berterima yang enerjik). yang dipelajari. teks fungsional tertulis ganda into Words. Oxford:
menggunakan ragam • Pengambil 3.Tanya jawab pendek: pesan - Complete Oxford University
bahasa lisan dan resiko (suka menggunakan singkat, iklan dan the text with Press.
meliatkan tindak tutur: tantangan, ungkapan pengumuman. the words - Murphy, R. 1983.
membujuk, mendorong mampu terkait materi. you hear! English Grammar
semangat, mengkritik, memimpin) 4. Mendengarkan • Mengidentifikasi in Use. Cambridge:
mengungkapkan • Orientasi ke percakapan informasi yang - Melengkapi - Complete Cambridge University
harapan dan masa depan menggunakan terdapat dalam percakapan the Press.
mencegah. (punya ungkapan teks-teks dialogues Media
perspektif terkait. fungsional/ with the - Foto/gambar
9.2 Merespon makna untuk masa 5. Menjawab pendek, pesan correct - Powerpoint
dalam percakapan depan) pertanyaan singkat, iklan, expressions - Slide
transaksional (to tentang isi pengumuman. in the box! - Buku Ajar Fokus
get things done) percakapan. Bahasa Inggris 12
dan interpersonal - Foto-foto atau gambar
(bersosialisasi) - Kamus Bahasa Inggris
resmi dan berlanjut - Rekaman CD atau TV
(sustained) secara
akurat, lancaar, dan
berterima dengan
menggunakan ragam
bahasa lisan dalam
konteks kehidupan
sehari hari dan
melibatkan tindak
tutur: menyesali,
mengungkapkan/
menanyakan rencana,
tujuan, maksud,
memprediksi,
berspekulasi, dan
memberikan penilaian.
Nilai Semangat

Indikator
Materi Bangsa
Budaya dan Saing, dan Etos
Waktu Sumber /Media
Instrumen Instrumen
Kerja
11.1 Merespon makna 6 B. Written Activity Disiplin • Percaya diri 1. Membaca nyaring • Mengidentifikasi Tes Isian singkat - Read the ... x 1 JP - Perbaikan Sumber
dalam teks - Reading Rasa ingin tahu (keteguhan bermakna teks makna dalam tertulis text and - Pengayaan - TDjuharie, Otong
fungsional pendek Gemar hati, optimis). narrative secara teks narrative. write its Setiawan. 2010.
Ability
resmi dan tak resmi membaca • Berorientasi individu generic 1700 Bank
- Writing Ability • Mengidentifikasi
yang menggunakan Religius pada tugas structure! Soal Bimbingan
ragam bahasa (bermotivasi, 2. Mendiskusikan langkah-langkah Pemantapan
tulis secara tekun/tabah, berbagai aspek dari retorika dalam - Make a Bahasa Inggris.
akurat, lancar dan bertekad, teks seperti isi dan teks narrative. simple Bandung: CV.
berterima dalam enerjik). struktur teks, secara narrative Yrama Widya.
konteks kehidupan • Pengambil berkelompok. • Membaca text with - Tim Penulis. 2010.
nyaring teks
sehari hari dan resiko (suka your own Konsep Inti dan
tantangan, 3. Berlatih narrative.
untuk mengakses words! Soal Jawab Bahasa
menggunakan
ilmu pengetahuan. mampu • Menulis teks Inggris. Solo: PT.
memimpin) kalimat dalam berbentuk Tiga Serangkai
12.1 Mengungkapkan • Orientasi ke bentuk subjunctive. Pustaka Mandiri.
narrative.
makna dan langkah masa depan - http:
• Menggunakan
retorika dalam (punya //www.bartleby.com/
tata bahasa,
eseii dengan perspektif 95/11.html
kosa kata, tanda
menggunakan untuk masa Media
baca, ejaan, dan
ragam bahasa depan) - Foto/gambar
tulis secara tata tulis dengan - Powerpoint
akurat. - Slide
akurat, lancar, dan
berterima dalam • Menghasilkan teks - Buku Ajar Fokus
konteks kehidupan fungsional pendek Bahasa Inggris 12
sehari hari dalam - Foto-foto atau
teks berbentuk: gambar
narrative dan - Kamus Bahasa
review. Inggris
- Rekaman CD atau
TV
............, .......................................
Mengetahui, Guru Kelas
Kepala Sekolah
NIP
NIP
17
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Tingkat Pendidikan : SMA
Kelas/Semester : XII (Dua Belas) / 1
1. Memahami texts fungsional pendek dan monolog berbentuk narrative dalam konteks kehidupan sehari-hari.
3. Mengungkapan makna dalam teks fungsional pendek dan monolog yang berbentuk narrative dalam konteks kehidupan sehari-
hari.
Kompetensi Dasar:
1.2 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut
(substained secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: berjanji menuduh,
mengeluh, dan mengkritik.
3.2 Mengunakan makna dalam percakapan transaksional (to get things done). dan interpersonal (bersosialisasi rermi dan berlanjut
(sustanined secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dalam melibatkan tindak tutur: berjanji
menuduh mengeluh dan mengkritik.
Indikator:
• Merepon ekspresi memberi usul/saran.
• Merepon ekspresi membuat permintaan.
Jenis percakapan : Percakapan transaksional dan interpersonal lisan
Tema : Wonderful Story
Aspek / Skill : Mendengarkan/berbicara
Alokasi Waktu : … x jam pelajaran
1. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat :
a. Membuat ungkapan yang digunakan untuk memberi usul/saran.
b. Membuat ungkapan yang digunakan untuk membuat permintaan.
2. Materi Pembelajaran
a. Percakapan transaksional dan interpersonal lisan yang berkenaan dengan konteks kehidupan sehar-hari.
b. Kosakata terkait tema/jenis teks.
Mis : - lived - changed - cured
- truth - told - dropped
c. Ungkapan:
1. Memberi usul/saran
You should study hard.
2. Membuat permintaan
Can you lend me your pen, please?
3. Metode/Teknik: Three-phase technique
4. Langkah-langkah Kegiatan
a. Kegiatan Pendahuluan
1. Mendengarkan guru membaca teks dan percakapan transaksional dan interpersonal resmi dan berlanjut.
2. Melengkapi teks dan dialog transaksional dan interpersonal resmi dan berlanjut.
b. Kegiatan Inti
1. Membaca percakapan transaksional dan interpersonal resmi dan berlanjut berungkapan memberi usul/saran dan membuat
permintaan.
c. Kegiatan Penutup
1. Menanyakan kesulitan siswa dalam memahami percakapan transaksional dan interpersonal resmi dan berlanjut.
2. Menyimpulkan materi.
5. Sumber Belajar
a. Contoh percakapan transaksional dan interpersonal resmi dan berlanjut berupa ungkapan memberi usul/saran dan membuat
permintaan.
b. Perpustakaan
c. Buku teks : .... (judul, pengarang, penerbit, tahun, halaman)
6. Penilaian
a. Teknik : Tes lisan.
b. Bentuk : Pertanyaan lisan
c. Instrumen : Teks percakapan, isian performance.
Mengetahui: ......................., ...................

Kepala Sekolah Guru Mata Pelajaran
NIP. NIP.

5. Memahami makna teks fungsional pendek dan esei sederhana berbentuk narrative dalam konteks kehidupan sehari-hari dan untuk
mengakses ilmu pengetahuan.
6. Mengungkapkan makna dalam teks tulis fungsional pendek dan sederhana narrative dan dalam konteks kehidupan sehari-hari.
Kompetensi Dasar:
5.2. Merespon makna dan langkah retorika dalam isi yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima
dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk narrative.
6.2 Mengungkapkan makna dalam langkah retorika dalam teks monolog dengan menggunakan ragam bahasa tulis secara akurat
lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative.
Indikator:
• Mengidentifikasi makna yang terdapat pada teks narrative.
• Mengidentifikasi cari bahasanaan pada teks narrative.
• Menulis kalimat pendek dan sederhana.
• Menulis teks narrative pendek dan sederhana.
Jenis teks : Teks fungsional pendek
Tema : Wonderful Story
Aspek / Skill : Membaca/menulis
Pada akhir pelajaran siswa dapat:
a. Menemukan gagasan utama teks.
b. Menemukan informasi rinei dalam teks narrative.
c. Menemukan makna dari kata tertentu dalam teks.
d. Menemukan ciri kebahasaan teks narrative.
e. Membuat teks narrative dengan baik
a. Teks fungsional pendek
b. Kosa kata terkait jenis teks
Mis : - killed - punished - turned
- returned - agreed - cursed
c. Grammar Focus
1. Penggunaan causative
I have it done by my sister.
2. Penggunaan reported speech
Nita said that she cleaned the house.
3. Metode / Teknik : Three-phase technique
1. Menjawab berbagai pertanyaan yang berhubungan dengan teks fungsional pendek.
2. Menentukan makna kata dan menggunakan dalam kalimat).
b. Kegiatan Inti
1. Membaca teks.
2. Menjawab pertanyaan tentang isi teks:
- gagasan utama - makna kata
- informasi rinci teks narrative - tujuan komunikatif
3. Menentukan kata, maka dan struktur kalimat yang banyak muncul di teks.
4. Mengetahui ciri-ciri teks narrative lainnya.
5. Melengkapi teks fungsional pendek.
6. Menulis teks narrative pendek
c. Kegiatan Penutup
1. Menayakan kesulitan siswa dalam memahami teks narrative.
3. Menugakan siswa untuk membuat teks narrative berdasarkan informasi yang telah disediakan.
5. Sumber Belajar
a. Contoh teks narrative
b. Gambar-gambar yang relevan dengan jenis teks
c. Perpustakaan
c. Buku teks : ... (Judul, pengarang, penerbit, tahun, halaman)

6. Penilaian
a. Teknik : Tes tertulis
b. Bentuk : Essay
c. Instrumen : Pertanyaan bacaan, membaca bacaab dengan telitii
Mengetahui: ......................., ...................

NIP. NIP.

RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
1. Memahami makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut dalam teks kehidupan sehari-
hari.
3. Mengungkapan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut dalam konteks kehidupan
sehari-hari.
Kompetensi Dasar:
1.1 Merespon makna dalam percakapan transaksional (to get the things done) dan interpersonal (bersosialisasi) resmi dan berlanjut
(substained) secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak turur: mengusulkan
membahas kemungkinan atau melakukan sesuatu.
1.2 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut
(sustained) secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengakui
kesalahan, merespon ungkapan keingintahuan dan hasrat merespon ungkapan permintaaan maaf.
3.1 Mengungkapan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut
(sustained) secara akurat, lancar dan berterima dalam konteks sehari-hari dan melibatkan tindak tutur: mengusulkan, memohon,
mengeluh, membahas kemungkinan atau untuk melakukan sesuatu.
3.2 Mengungkapan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut
(sustained) secara akurat, lancar dan berterima dalam konteks sehari-hari dan melibatkan tindak tutur: mengakui kesalahan,
mengunakapan keingintahuan dan hasrat.
Indikator:
• Merespon ungkapan yang melibatkan tindak tutur membuat janji.
• Merespon ungkapan yang melibatkan tindak tutur menyalahkan dan mengakui kesalahan.

Tema : How is It Happened?
Aspek / Skill : Mendengarkan, berbicara
Pada akhir pembelajaran siswa dapat:
a. Merespon ungkapan yang melibatkan tindak tutur membuat janji.
b. Merespon ungkapan yang melibatkan tindak tutur menyalahkan dan mengakui kesalahan.
a. Percakapan transaksional dan interpersonal lisan.
b. Kosakata terkait jenis teks explanation.
c. Ungkapan yang melibatkan:
a. Tindakan tutur membuat janji.
b. Tindak tutur menyalahkan dan mengakui kesalahan.
b. Kegiatan Inti
1. Membaca percakapan transaksional resmi dan berlanjut berupa ungkapan yang melibatkan tindak tutur membuat janji, dan
menyalahkan dan mengakui kesalahan.
2. Menjawab pertanyaan tentang isi percakapan.
3. Membuat percakapan berisi ungkapan membuat janji, dan menyalahkan dan mengakui kesalahan.
c. Kegiatan Penutup
5. Sumber Belajar
a. Contoh percakapan /dialog
b. Buku teks ... (judul, pengarang pererbit, tahun, halaman)

6. Penilaian
c. Instrumen : Isian, performance
Mengetahui: ......................., ...................

NIP. NIP.

(RPP)
5. Mememahami makna teks fungsional pendek dan teks tulis esli berbentuk explanation dalam koteks kehidupan sehari-hari dan .
6. Mengungkapkan makna dalam teks tulis monolog yang berbentuk explanation akurat, lancar dan berterima dalam konteks
kehidupan sehari-hari.
Kompetensi Dasar:
5.1. Merespon makna dalam teks fungsional pendek resmi dan tak resmi yang menggunakan ragam bahasa resmi dan tak resmi yang
menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses
sehari-hari dan untuk mengakses ilmu pengetahuan
6.1 Merespon makna dan longkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima
dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk explanation.
6.1 Mengungkapkan makna dalam teks fungsional pendek resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara
akurat, lancar dan berterima dalam konteks kehidupan sehari-hari.
6.2 Mengungkapkan makna dan langkah retorika dalam teks monolog dengan menggunakan ragam bahasa tulis secara akurat, lancar
dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk explanation.
Indikator:
• Mengindentifikasi main idea.
• Mengidentifikasi supporting faktual.
• Mengindentifkasi langkah-langkah retorika di dalam wacana explanation.
• Membaca nyaring wacana ragam tulis dengan ucapan dan intonasi yang menunjang pemahaman.
• Menulis kalimat sederhana.
• Menyusun kalimat yang berbentuk explanation.
Tema : How is it Happened?
Aspek / Skill : membaca menulis
b. Menemukan informasi rinci dalam teks fungsional pendek.
c. Menemukan makna kata tertentu dalam teks.
a. Teks fungsional pendek tentang How Snow is Formed.
b. Kosakata terkait tema / jenis teks.
c. Grammar focus
Penggunaan passive voice
His wallet was stolen by the pick pocket
1. Menjawab berbagai pertanyaan terkait explanation.
2. Menentukan makna kata dan menggunakan dalam kalimat.
b. Kegiatan Inti
1. Membaca teks.
- informasi rinci teks fungsional pendek - tujuan komunikatif
3. Menentukan kata, makna dan bentuk kata kerja yang digunakan dalam teks.
5. Menyusun dan menulis teks fungsional pendek.
c. Kegiatan Penutup
1. Menanyakan kesulitan siswa dalam memahami teks fungsional pendek.
3. Menugaskan siswa membuat teks fungsional pendek terkait teks explanation.

5. Sumber Belajar
a. Contoh teks fungsional pendek
b. Koran/majalah
c. Perpustakaan
d. Buku teks: (judul, pengarang, penerbit tahun, halaman)
6. Penilaian
b. Bentuk : Essay
c. Instrumen : Pertanyaan bacaan, membaca nyaring
Mengetahui: ......................., ...................

NIP. NIP.

(RPP)
1. Memahami makna teks fungsional pendek dan monolog berbentuk discussion dalam konteks kehidupan sehari-hari.
3. Mengungkapkan makna dalam teks fungsional pendek dan monolog yang berbentuk discussion dalam konteks kebudayaan
sehari-hari.
Kompetensi Dasar:
1.1 Merespon makna dalam percakapan transaksional (to get their done) dan interpersonal (bersosialisasi) resmi dan berlanjut sustained
secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tidak tutur mengusulkan, memohon,
membahas kemungkinan atau untuk melakukan sesuatu, memerintah dan menyatakan sebagai sikap (jenkel, takut, marah, dan
gelisah.
3.1 Mengungkapkan makna dalam percakapan transaksional (to get thing done) dan interpersonal bersosialisasi resmi dan berlanjut
(sustained) secara akurat lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengusulkan
memohon membahas kemungkinan atau untuk melakukan sesuatu, memerintah dan menyatakan berbagai sikap (jengkel, takut
marah dan gelisah).
Indikator:
• Merespon tindak tutur meminta dan memberi opini.
• Merespon tindak tutur mengungkapkan keingintahuan.
Jenis percakapan : Percakapan transaksional dan interpersonal
Tema : Discussing a General Issue
a. Membuat ungkapan yang digunakan untuk meminta dan memberi opini.
b. Membuat ungkapan yang digunakan untuk mengungkapkan keingintahuan.
a. Percakapan trasaksional dan intersonal lisan yang berkenaan denga konteks kehidupan sehari-hari.
Mis : - various - huried - advantages
- using - connect - huge
c. Ungkapan:
1. Meminta dan memberi opini
In my opinion, I think it is a great movie.
2. Mengungkapkan keingintahuan
I wonder if you could answer my question.
3. Metode / Teknik: Three-phase technique
1. Mendengarkan guru membaca guru teks dan percakapan transaksional dan interpersonal resmi dan berlanjut.
b. Kegiatan Inti
1. Menjawab pertanyaan tentang isi percakapan
2. Membuat percakapan berisi ungkapan meminta dan memberi opini, serta mengungkapkan keingintahuan.
c. Kegiatan Penutup
1. Menanyakan kesulitan siswa dalam memahami percakapan transaksional dan interpersonal resmi dan berlanjut
2. Menyimpulkan materi
5. Sumber Belajar
a. Contoh percakapan dan teks percakapan transaksional dan interpersonal lisan pendek sederhana berupa ungkapan meminta
dan memberi opini, serta mengungkapkan keingintahuan.
b. Buku teks : ... (judul, pengarang, penerbit, tahun, halaman)
6. Penilaian
c. Instrumen : Isian, performance
Mengetahui: ......................., ...................

NIP. NIP.

(RPP)
5. Memahami makna teks fungsional pendek dan teks esei berbentuk discussion dalam konteks kehidupan sehari-hari dan untuk
mengakses ilmu pengetahuan.
6. Mengungkapkan makna dalam teks tulis monolog yang berbentuk discussion secara akurat, lancar dan berterima dalam konteks
kehidupan sehari-hari.
Kompetensi Dasar:
5.1 Merepon makna dalam teks fungsional pendek resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar
dan berterima dan konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
5.2 Merespon makna dan langkah-langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan
berterima dalam konteks kehidupan sehar-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk discussion.
6.1 Mengukapkan makna dalam teks fungsional pendek resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat
dan berterima dalam konteks kehidupan sehar-hari.
6.2 Mengukapkan makna dan langkah retorika dalam teks monolog dengan menggunakan ragam bahasa tulis secara akurat, lancar
dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk discussion.
Indikator:
• Mengidentifikasi main idea.
• Mengidentifikasi supporting details.
• Mengidentifikasi informasi faktual
• Mengidentifikasi langkah-langkah retorika di dalam wacana discussion
• Membaca nyaraing wacana ragam tulis dengan ucapan dan interasi yang menunjang pemahaman
• Menulis kalimat sederhana
• Menyusun kalimat yang berbentuk discussion
Jenis teks : Teks fungsional pendek (discussion)
Tema : Discussing a General Issue
Aspek / Skill : Membaca, menulis
b. Menemukan informasi rinci dalam teks discussion.
c. Menemukan makna kata tertentu dalam teks.
d. Menemukan ciri kebahasaan teks discussion.
e. Membuat teks discussion dengan baik.
c. Grammar focus
1. Penggunaan conjunction showing contrast
Although it is raining, she goes to her English course.
2. Comment adverbs
I personally think that seatbelt is necessary to apply.
1. Menjawab berbagai pertanyaan dari teks.
2. Menentukan makna kata dan menggunakannya dalam kalimat.
b. Kegiatan Inti
1. Membaca teks.
2. Menjawab pertanyaan tentang isi teks :
- informasi rinci teks discussion - tujuan komunikatif
3. Menentukan kata, makna dan bentuk kata kerja yang digunakan dalam teks discussion.
4. Mengetahui ciri-ciri teks discussion.
5. Melengkapi teks discussion pendek.
6. Menulis teks discussion pendek.
c. Kegiatan Penutup
1. Menanyakan kesulitan siswa dalam memahami teks.
3. Menugaskan siswa mencari teks discussion dari koran/majalah.

5. Sumber Belajar
a. Contoh teks discussion
b. Koran/majalah
c. Perpustakaan
d. Buku teks : ... (judul, pengarang, penerbit, tahun, halaman)
6. Penilaian
b. Bentuk : Essay
c. Instrumen : Pertanyaan bacaan, Membaca nyaring
Mengetahui: ......................., ...................

NIP. NIP.

Kelas/Semester : XII (Dua Belas) / II
7. Memahami makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan
sehari-hari
9. Mengungkapkan makna dalam teks interaksional, dengan penekanan pada percakapan transaksional resmi dan berlanjut dalam
konteks kehidupan sehari-hari
Kompetensi Dasar:
(sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dan melibatkan tindak tutur: membujuk,
mendorong semangat, mengkritik, mengungkapkan harapan, dan mencegah
(sustained) secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari
dan melibatkan tindak tutur:membujuk, mendorong semangat, mengkritik , mengungkapkan harapan, dan mencegah
Indikator:
• Merepon tindak tutur membujuk dan mendorong semangat.

Tema : My Favourite Stories
a. Membuat ungkapan yang digunakan untuk membujuk dan mendorong semangat.
Mis : - notice - future - idea
- hope - sad - plan
c. Ungkapan:
1. Membujuk
- Just this once!
2. Mendorong semangat
- Come on don't give up.
3. Metode/Teknik : Three-phase technique
b. Kegiatan Inti
1. Membaca percakapan transaksional dan interpersonal resmi dan berlanjut berungkapan membujuk dan mendorong
semangat.
c. Kegiatan Penutup
5. Sumber Belajar
a. Contoh percakapan transaksional dan interpersonal resmi dan berlanjut berupa ungkapan membujuk dan mendorong
semangat.
b. Perpustakaan

6. Penilaian
Mengetahui: ......................., .................

NIP. NIP.

Standar Kompetensi:
11. Memahami makna teks tulis monolog yang berbentuk narrative dan review secara akurat, lancar, dan berterima dalam konteks
kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan
12 Mengungkapkan makna dalam teks tulis monolog/esei berbentuk narrative dan review dalam konteks kehidupan sehari-hari
Kompetensi Dasar:
11.1 Merespon makna dan langkah retorika dalam teks monolog yang menggunakan ragam bahasa tulis secara akurat, lancar, dan
berterima dalam konteks kehidupan sehari-hari dan dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: narrative
12 .1 Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam tulis secara akurat, lancar dan berterima
dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative
Indikator:
Tema : My Favourite Stories
b. Menemukan informasi rinci dalam teks narrative.
Mis : - legend - enchanted - god
- myth - fairy - lesson
c. Grammar Focus
Penggunaan subjunctive
I wish eh gave me more time to do the task.
b. Kegiatan Inti
1. Membaca teks.
- informasi rinci teks narrative - tujuan komunikatif
c. Kegiatan Penutup

5. Sumber Belajar
b. Perpustakaan
6. Penilaian
b. Bentuk : Essay
Mengetahui: ......................., .................

NIP. NIP.

sehari-hari
Kompetensi Dasar:
Indikator:
• Merepon tindak tutur mengungkapkan opini dan penilaian.
Tema : Let’s Talk about Movie!
a. Membuat ungkapan yang digunakan untuk mengungkapkan opini dan penilaian.
Mis : - exciting - terrified - topic
- amazing - content - fiction
c. Ungkapan:
1. Mengungkapkan opini dan penilaian.
- In my view, he doesn’t give us his maximum acting.
b. Kegiatan Inti
1. Membaca percakapan transaksional dan interpersonal resmi dan berlanjut berungkapan opini dan penilaian.
c. Kegiatan Penutup
5. Sumber Belajar
a. Contoh percakapan transaksional dan interpersonal resmi dan berlanjut berupa ungkapan memberi opini dan penilaian.
b. Perpustakaan
6. Penilaian
Mengetahui: ......................., .................

NIP. NIP.

Standar Kompetensi:
Kompetensi Dasar:
Indikator:
• Mengidentifikasi makna yang terdapat pada teks review.
• Mengidentifikasi cari bahasanaan pada teks review.
• Menulis teks review pendek dan sederhana.
Tema : Let’s Talk about Movie!
b. Menemukan informasi rinci dalam teks review.
d. Menemukan ciri kebahasaan teks review.
e. Membuat teks review dengan baik
Mis : - general - show - opinion
- myth - reviewed - editing
c. Grammar Focus
1. Conjunction of complex and compound sentences
I have taught English since 2003.
2. Adjective and Phrases of Apprasial
The movie is great.
b. Kegiatan Inti
1. Membaca teks.
- informasi rinci teks review - tujuan komunikatif
4. Mengetahui ciri-ciri teks review lainnya.
6. Menulis teks review pendek

c. Kegiatan Penutup
1. Menayakan kesulitan siswa dalam memahami teks review.
3. Menugakan siswa untuk membuat teks review berdasarkan informasi yang telah disediakan.
5. Sumber Belajar
a. Contoh teks review
b. Perpustakaan
6. Penilaian
b. Bentuk : Essay
c. Instrumen : Pertanyaan bacaan, membaca bacaan dengan teliti
Mengetahui: ......................., .................

NIP. NIP.

sehari-hari
Kompetensi Dasar:
Indikator:
• Merepon tindak tutur mengungkapkan harapan.
• Merepon tindak tutur mengungkapkan/menanyakan rencana.

Tema : A Wise King
a. Membuat ungkapan yang digunakan untuk mengungkapkan harapan.
b. Membuat ungkapan yang digunakan untuk mengungkapkan/menanyakan rencana.
Mis : - climate - produce - amount
- rise - explain - changes
c. Ungkapan:
1. Mengungkapkan harapan
I hope the weather tomorrow will be clear.
2. Mengungkapkan/menanyakan rencana.
What is your plan for tomorrow?
b. Kegiatan Inti
1. Membaca percakapan transaksional dan interpersonal resmi dan berlanjut berungkapan mengungkapkan harapan, serta
mengungkapkan/menanyakan rencana.
c. Kegiatan Penutup
5. Sumber Belajar
a. Contoh percakapan transaksional dan interpersonal resmi dan berlanjut berupa ungkapan mengungkapkan harapan, serta
mengungkapkan/menanyakan rencana.
b. Perpustakaan

6. Penilaian
Mengetahui: ......................., .................

NIP. NIP.

Standar Kompetensi:
Kompetensi Dasar:
Indikator:
Tema : A Wise King
b. Menemukan informasi rinci dalam teks narrative.
Mis : - increase - damage - holes
- during - melting - scientist
c. Grammar Focus
Adjectives ending in “-ing” and “-ed”
He feels fascinated.
2. Menentukan makna kata dan menggunakan dalam kalimat.
b. Kegiatan Inti
1. Membaca teks.
- gagasan utama
- informasi rinci teks narrative
- makna kata
- tujuan komunikatif

c. Kegiatan Penutup
5. Sumber Belajar
b. Perpustakaan
6. Penilaian
b. Bentuk : Essay
Mengetahui: ......................., .................

NIP. NIP.

KUNCI JJAWABAN D
DAAN P
PEEM
MBBA
AHHA
ASSA
AN
Bahasa Inggris SMA Kelas XII Semester 1
Theme 1: My Wonderful Story 4. Reward
Spoken Activity 5. Police
6. Court
A. Building Knowledge of The Field
7. Patiently
Task 2
8. Considerable
1. Retire 9. Lost
2. Angry 10. Gave
3. Witch
C. Joint Construction of the Text
4. Jungle
5. Monkey Task 1
6. Beautiful The correct order is: b c a d
7. Accompany D. Individual Construction of the Text
8. Handsome Task 1
9. Laughing Jawaban bervariasi
10. Palace
Task 3
Task 2 Jawaban bervariasi
1. Purbasari
Written Activity
2. She set a bad plan toward Purbasari
3. The witch put a spell on Purbasari. Later, A. Building Knowledge of the Field
Purbasari had bad skin. There were black dots all Task 1
over her body. Jawaban bervariasi
4. Lutung Kasarung Task 2
5. He changed into a handsome man and married with 1. Memiliki
Purbasari. 2. Kekuatan magis
Task 4 3. Venison
Jawaban bervariasi 4. Putus asa
Task 6 5. Daging
Jawaban bervariasi 6. Bekas luka
7. Pergi, melarikan diri
8. Membendung
B. Modelling of Text
9. Mengecewakan
Task 1 10. Membatalkan
1. Dompet kulit
Task 4
2. Hadiah
1. setting of time many years ago
3. Pedagang
setting of place: Priangan Land
4. Pengadilan
2. Tumand, Dayang Sumbi, and Sangkuriang
5. Masalah
3. When Sangkuriang wanted to marry his own
6. Menilai, juri, hakim
mother.
7. Berisi
4. a lake and a boat with which they could sail on the
8. Jujur
dawn of their wedding day.
9. Tidak mematuhi, manantang
5. Sangkuriang failed to make a lake and a boat
10. Dengan sabar
asked Dayang Sumbi.
Task 2
Grammar in Focus
1. Purse
2. Merchant Task 6
3. Honest 1. She lets the meal cooked by me.
2. He got the tea made by his sister.

3. Father has the plumber check the pipe. Review
4. Hera helps the old man read the letter. A. Multiple choice
5. I make the boys sweep the floor. 1. c
Reported Speech It has been clear enough.
2. a
Task 8
It has been clear enough.
1. Hasan said that he wanted to buy a novel but he
3. c
didn’t have enough money.
2. Mother said that I had to finish my homework first.
4. d
3. Yudha said that he had got an accident the day
before.
5. a
4. Farhan asked how I went to school.
5. Fatimah said that she was going to teach us next
6. d
semester.
The correct answer is had applied (had + V3).
B. Modelling of Text 7. c
Task 2 The correct answer is make (will followed by V1).
1. Book Fair 8. d
2. Hibiscus building, 213 Frangipani street I got it made = Someone made Rini’s dress.
3. 50% 9. a
4. help thousand of kids, senior citizens and homeless The correct expression to complete the dialogue is
people the expression of asking for an opinion.
5. Elly 10. c
Task 4 Would is followed by V1.
1. The Jakarta Post 11. b
2. Journalist The tiger was immediately killed because its mouth
3. citizens of Indonesia was full of blood.
- University graduated, not older than 27 years 12. e
old The lesson that we can take from the story is we
- Proficient in English must not act carelessly.
- Submit a writing sample (200-300 words) in 13. c
English It clearly stated in the text that the husband was
- willing to be based in Jakarta suspicious with the tiger and killed it.
4. HRD The Jakarta Post 14. b
5. Yes, they can. hrd@thejakartapost.com It has been clear enough. the farmer was
disappointed.
15. c
Task 3
Looked after = took care of
1. Jaka Tarub lived in the village of Dadapan.
16. b
2. One day when he was in the wood he saw a
It is clearly stated in the text that Landi’s friends
beautiful rainbow and he saw seven angels went
were afraid with Landi’s spikes.
down through it.
17. c
3. she could cook rice with just a bar of rice and when
Landi spend his time most in the riverbank.
it had done the bowl will be full of rice.
18. e
4. when Joko Tarub opened the bowl before it has
Just pay attention to the last paragraph. It is stated
done
that Landi’s friends can accept Landi’s condition.
5. to put Nawang Sih when she was cried
19. c
D. Individual Construction of the Text Don’t see someone from his physical appearance
the correct order is f - g - j - a - d - i - h - c - b - e only is the lesson that we can take from the story.
Let’s Do It Together 20. c
Jawaban bervariasi menurut kreativitas siswa He refers to the wolf.

21. b Task 4
It has been clear enough. Jawaban bervariasi
22. b Task 6
It has been clear enough. Jawaban bervariasi
23. d B. Modelling of Text
The hen could not say “yes” right away because Task 1
she had to learn how to fly as high as the hawk first. 1. paru-paru
24. e 2. darah
The rooster was angry when he saw the ring 3. katup
because the hen didn’t wear her own ring. 4. mengambil
25. c 5. pompa
The hawk became mad because the hen didn’t tell 6. jantung
the truth to him. 7. kamar (jantung)
B. Essay 8. peredaran
1. a. The teacher made the report finished by the Task 2
students. 1. Heart
b. I get the house cleaned by the maid. 2. To pump the blood for all the body.
c. She asked the grass to be cut by Toni. 3. Yes, it is.
2. a. Hera said she had gone to Europe holiday 4. In the upper part of our body, near the lungs.
before. 5. Circulation process
b. Lisa asked if I liked playing basket.
Task 2
c. Jihan asked me to open my book on page 56.
1. Oxygen
3. Jawaban bervariasi.
2. Valve
3. Vein
4. Lungs
Remidial Exercise 5. Arteries
1. be under water 6. Ventricle
2. she was a kind animal 7. Sends
3. Don’t be greedy or you will get nothing. 8. Aorta
Enrichment Exercise 9. Branches
Jawaban bervariasi 10. Body
Theme 2: Explanation Task 1
Spoken Activity 3–2–1–4
A. Building Knowledge of the Field Seasons come to us regularly. We have probably
Task 1 noticed that it gets warmer in summer or dry season
Jawaban bervariasi while it get colder in the winter or wet season. However
do we know how these seasons change?
Task 2
Seasons happen and change every year. This
1. Deposited
happens because the earth tilts back and forth as it
2. Ground
goes around the sun. During the summer, the earth tilts
3. Dense
toward the sun. It makes half of the earth hotter. This
4. Moisture
condition is what we call summer. During the other half
5. Equivalent
of the year, the earth tilts away from the sun. As a
6. Material
result, it makes that half of the earth cooler. This cool
7. Pressure
condition is then what we call winter.
8. Symmetrical
The different parts of the world have the same
9. Season
season at different times. In the northern half of the
10. Elevation
world, winter happens during the months of December,

January and February. The regions are such North 5. WINNOWING
America and Europe. In the other hand, the southern 6. CHOCOLATE
half of the world has winter during the months of June, 7. MIX
July and August. The regions are like South America 8. BITTER
and Australia. How does this difference happen? The 9. OIL
same season happens at different times because the 10. FAT
top and bottom halves of the earth tilt away from the Task 3
sun at different times. 1. How to make chocolate
Task 2 2. This tree grows in equatorial regions, especially
1. Yes, they do. in place such as South America, Africa, and
2. This happens because the earth tilts back and Indonesia.
forth as it goes around the sun. 3. Next, the beans are fermented for about a week,
3. It tilts back and forth. dried in the sun.
4. The earth tilts toward the sun. It makes half of the 4. The roasted beans are winnowed to remove the
earth hotter. meat nib of the cacao bean from its shell.
5. During the other half of the year, the earth tilts away 5. It is bitter
from the sun. Grammar in Focus : Passive Voice
Task 3 Task 5
Jawaban bervariasi. 1. The bees produce honey.
D. Individual Construction of the Text 2. The branch supported the leaves.
3. Some boys are cutting the trees.
Task 3
4. Intan has cut the carrots.
1. It’s about a hurricane
5. The farmers cultivate the land.
2. A hurricane is a huge storm.
6. They can finish the report on time.
3. It can be up to 600 miles.
7. The cat was running after the mouse.
4. Hurricanes gather heat and energy through
8. A crocodile will beat the mouse deer.
contact with warm ocean waters. Evaporation from
9. Father will germinate the seeds.
the seawater increases their power.
10. The komodo had killed the prey.
5. Hurricanes rotate in a counter-clockwise direction
Task 6
around an “eye.”
Jawaban bervariasi
6. When they come onto land, the heavy rain, strong
winds and large waves can damage buildings, B. Modelling of Text
trees and cars. Task 1
7. Hurricanes only form over really warm ocean water 1. It’s about how to make paper from woodchip.
of 80°F or warmer. 2. Wood chipping is a process used to obtain pulp and
8. Hurricanes typically form between 5 to 15 degrees paper products from the forest trees.
latitude north and south of the equator. 3. The wood chipping process begins when the trees
9. To explain how a hurricane happens. are cut down in a selected area of the forest called
10. General statement and sequenced of explanation. a coupe.
Task 4 4. At the mill the bark of the logs is removed and the
Jawaban bervariasi logs are taken to a chipper which cuts them into
small pieces called woodchips
Written Cycle
5. The pulp is then bleached and the water content is
A. Building Knowledge of the Field removed.
Task 1 Task 4
Jawaban bervariasi 1. d
Task 2 2. f
1. BEAN 3. h
2. CACAO 4. i
3. LIQUOR 5. j
4. LIQUID

6. a 4. It is the system that deliver oxygen to the circulatory
7. c for transport to all the body cells.
8. e 5. It is the movement of certain dioxide from the cells
9. b to the blood strem.
10. g D. Individual Construction of the Text
Task 4 Task 1
1. Global warming is a term used to describe a 1. Ground
gradual increase in the earth’s average ground 2. Under
and atmospheric temperatures across the whole 3. Low
planet. 4. Pushing
2. Measurements indicate that the global temperature 5. Scientific
has increased by about 1 degree Fahrenheit in the Task 2
past century. Jawaban bervariasi
3. This warming appears during the period when
Review
human activities were beginning to increase the
I. Multiple choice
carbon dioxide (CO2) and other greenhouse gases
1. a
in the atmosphere.
4. . Global warming causes ozone depletion, melting
2. c
polar ice, and rising ocean levels. The ozone
layer, which protects all life from ultraviolet (UV)
3. e
radiation, is being destroyed by the release of
chlorofluorocarbons (CFCs) into the atmosphere.
4. a
The widening holes in the ozone layer allow in more
UV rays, which can cause skin cancers, cataracts,
5. a
and immune system damage. UV rays are
detrimental to pollination, seed production, and
6. d
marine life food supplies as well.
The correct answer is was being cleaned.
5. Glaciers are melting at a fast rate, causing sea
7. c
levels to rise and indigenous wildlife to lose its
The bold typed expression is used to express
habitat.
promise.
8. d
Task 1
The author had died before the book had been
c-d-e-b-a
published.
Task 2
9. a
1. Pernapasan
The expression of, “You are the one to blame…” is
2. Menarik napan
the expression of blaming.
3. Menghembuskan napas
10. a
4. Hasil sampingan
The laptop is being repaired now.
5. Tenggorokan
11. b
6. Aliran darah
It is clearly stated that the purpose of the passage
7. Pembuluh darah
is how to see in three dimensions.
8. Fase
12. a
9. Mengantarkan
Stereopticon = trivia.
10. Menghilangkan
13. c
Task 3 It can be concluded that the main idea of the third
1. It is the system that deliver oxygen to the circulatory paragraph is the brain’s reaction toward the three
for transport to all the body cells. –dimensional effect.
2. nose, mouth, tracea, lungs, and diaphragm
3. It is the process of bringing the air from outside the
body into the lungs.

14. b 2. a. People had promoted the teacher to be a
It is clearly stated in the beginning of the third headmaster.
paragraph that the painter uses monocular cues b. The farmers killed the poisonous snake.
to trick us into thinking a flat canvas is three c. They will equip the room with LCD player.
dimensional and miles deep. 3. a. You are the one to blame.
15. d You are the last person held the key.
It has been clear enough. b. We come late. It’s all your fault.
16. b 4. a. I promise I will come.
It can be concluded from the text that housefly b. You can keep my words.
breeds in decaying matter is the main idea of the 5. Jawaban bervariasi
third paragraph. Remidial Exercise
17. d 1. The road system begun on early decades, since the
The statement which is not the feature of a housefly Roman Empire Conquered the world.
is it eats clean food. 2. The road was built for the purpose of mobility
18. c especially for the army.
It has been clean enough. 3. The way how the roads were built.
19. c 4. First, the Romans builders would clear the ground
A house fly can spread disease by leaving bacteria of rocks and trees. Then they dug a trench where
on food. the road was to go and filled it with big stones. Next,
20. b they put in big stones, pebbles, cement and sand
They = parts of a housefly’s body. which they packed down to make a firm base. After
21. c that, they added another layer of cement mixed
The correct word is regulate. with broken tiles. On top of that rough construction,
22. c then they put paving stones to make the flat
The correct word is made. surface. These stones were cut so that they fitted
23. e together tightly. As the finishing touch, kern stones
Device = gadget. were put at each sides of the road to hold in the
24. c paving stones. It was also used to make a channel
Brass and steel expands at different speed. for the water to run away.
25. d 5. It is used to hold in the paving stones and to make
It has been clear enough. a channel for the water to run away.
26. b Enrichment Exercise
The text is about the reason of Eiffel tower Jawaban bervariasi
making.
27. b Mid Semester Test
I. Multiple choice
28. a
1. a
It can be concluded that the role of Eiffel Tower in
The correct answer is fixed.
scientific progress is being discussed in the third
2. d
paragraph.
The correct answer is had applied.
29. d
3. b
The name of Eiffel Tower was derived from the
The correct answer is had bought.
name of the designer.
4. e
30. c
The correct answer is being printed.
Demolished = destroyed.
5. d
II. Essay
The correct answer is had I better change.
1. a. The garbage has been cleaned by some boys.
6. d
b. The rubbish is taken away by the garbage man
The correct word to complete the text is which is
every day.
prepared.
c. A guide book for teacher will be published by
the committee.

7. a 25. e
It has been clear enough. An applicant should write an application letter with
8. c a cv after reading the ad.
It can be seen from the text that Winda is 26. c
expressing blame. “It’s terrible! It’s his fault. He The correct word is made.
should replace your CD.” 27. e
9. b The correct word is travels.
The suitable suggestion is, “You can try the 28. c
scholarship program.” The correct word is pushing.
10. a 29. b
It has been clear enough. The correct word is combination.
11. e 30. a
The text is about the cycle of water. The correct word is scientific.
12. c II. Essay
The incorrect statement is, “human being will
1. a. Intan said that she would go to Europe the
survive.”
following summer.
13. a
b. Yoga asked if I taught Math every day.
Turn into = become
2. a. Nanda said, “I have locked the door.”
14. a
b. Heru said, “Can you do the Math test?”
The word “this” refers to water molecules form into
3. a. The meeting was decided to be cancelled by
clouds.
the manager.
15. c
b. The job will be left as soon as possible.
Water will either flow across the land or sink into the
4. a. The developer had destroyed the building.
ground when it reaches the ground.
16. a b. Did the teacher punish the student?
It is clearly stated in the first paragraph that the 5. a. It talks about how a switch works
dragon borrow the hen’s horns because he wanted b. When the bridge of metal is down, electricity can
to ascend into heaven. move across it to the thing that needs electricity
17. c to work. And the switch is on.
The millipede persuaded the cock to lend his horns. c. When the bridge of metal is down.
18. e
The word me refers to the cock. Theme 3: Discussion
19. a Spoken Activity
The cock will ask some questions to the dragon
A. Building Knowlede of the Field
when he returned from heaven, “He also thought
to himself that when the dragon returned from his Task 1
visit to heaven, they could sit down and have a 1. abolished
good conversation;…” 2. measure
20. b 3. insufficient
It has been clear enough. 4. nagging
21. a 5. supervision
The ads is offering a job vacancy. So, we can read 6. occupied
it in the job vacancy. 7. produce
22. b 8. capabilities
It has been clear enough. 9. copies
23. d 10. necessity
In curriculum vitae we write about our education
Task 3
and work experience.
Jawaban bervariasi
24. d
The applicant should be able to communicate with Task 5
English, “Good command in English.” Jawaban bervariasi

B. Modelling Of Text Task 2
Jawaban bervariasi
Task 1
D. Independent Construction of Text
1. Matahari
2. Melimpah ruah Task 1
3. Sumber Jawaban bervariasi
4. Radiasi Task 2
5. Keseluruhan Jawaban bervariasi
6. Keburukan Task 3
7. Kolam Jawaban bervariasi
8. Secara langsung Written Activity
9. Lisrik
A. Building Knowlede Of The Field
10. Percobaan
Task 1
Task 2
Jawaban bervariasi
1. Heating 6. Exploited
Task 2
2. Major 7. Harness
3. Fossil 8. Convert 1. Apply

4. Provide 9. Afford 2. Considered
5. Generators 10. Device 3. Assignment

4. Internet
Task 3
5. Information
1. Solar energy
6. Promote
2. In sunny desert areas, 50% of the sun’s radiation
7. Forget
that reaches the ground could be used to produce
8. Physical
electricity of business and industry, to provide heat,
9. Conclude
light and hot water for homes. Experimental solar
10. Disadvantage
ponds can produce hot water to drive generators.
Task 3
3. In addition, to harness to solar power, solar cells are
1. Everyone
needed to convert the sunlight directly into
2. Computers help people do various jobs and
electricity. Solar cells are very cheap to run, but
connect people with the internet.
relatively to buy and many people can’t afford it.
3. It is lack of physical activity.
4. In the area with abundant sun light.
4. To present an issue from two different points of
5. to convert the sunlight directly into electricity
view.
C. Joint Construction of Text 5. Issue, arguments for and arguments against.
Task 1 Grammar in Focus
Credit cars have many advantages and Conjunction Showing Contras
disadvantages as a means of payment. It is likely to
Task 5
happen that cardholders tend to spend more money
1. Although
than he or she should, or can afford to. Cards come
2. Although
in handy when we buy on impulse. With a credit 3. Although
card, we can pay for things in an emergency without 4. In spite of
having to wait for our end-of-month paycheck. The 5. Although
most practical benefit of these magical plastic cards 6. In spite of
is that the cardholders don’t need to carry cash. Our 7. Although
credit cards enable us to get cash in advance from 8. Although
an authorized bank or from an ATM. Yet, with all their 9. In spite of
benefits, having a credit card involves some risks. Who 10. Although
isn’t lured by the buy-now-pay-later concept? Actually, Task 6
when you use a credit card, you buy on credit, which 1. Despite his carelessness, he is a patient worker.
means t hat you have to pay interest. And like all other 2. Despite my mother’s sickness, I come to the
bank loan, your debts will swiftly add up if you fail to party.
make the regular monthly payments.

3. Despite my busy day, I try to visit my mother every 9. The group of 15 – 19, 25 – 29, 30 – 34 and 35
day. – 39.
4. In spite of her low salary, my mother keeps working 10. The group of 20 – 24
in the factory. C. Joint Construction of the Text
5. Instead of my hunger, I didn’t eat since Task 1
yesterday. E-C-A-B-D
6. In spite of their better players, they lost the game.
Task 2
7. Despite the price, I bought the newest novel
Jawaban bervariasi sesuai kreativitas siswa
8. Despite my poverty, I work hard to finish my study
D. Independent Construction Of The Text
in university
9. Despite the black out, they try to read the text. Task 1
10. Despite his stomach, he tried to smile. Jawaban bervariasi
Comment Adverbs Task 2

Jawaban bervariasi sesuai hasil diskusi siswa
Task 8
1. Personally Task 3
2. Clearly Jawaban bervariasi
3. Obviously Review
4. Stupidly I. Multiple choice
5. Kindly 1. a
The correct word is export.
2. d
The correct word is scarf.
Task 1 3. a
1. The use of mobile phones. The correct word is chants.
2. 2 points of view. 4. c
3. First of all, using mobile phone is very convenient The correct word is person.
because you can phone from nearly anywhere. 5. e
Besides, mobile phones are really useful in The correct word is wonder.
emergency situation. If you are driving alone and 6. d
your car breaks down, you can get help quickly. The correct answer is,” those who support death
In addition, you can use your mobile phone to penalty”.
connect to the internet. 7. a
4. However, there are disadvantages of mobile The correct answer is,” Death penalty is
phone, such as the cost. The cost of mobile phone inhuman.”
call is higher than normal call. Furthermore, it 8. b
can be annoying if you are on a train or a bus The correct answer is,” He is against death
and you have to listen to someone else’s boring penalty”.
conversation. Finally, people can contact you 9. e
anywhere, at any time, unless you switch your The correct answer is,” They wanted to make a
phone off. peaceful country”.
5. He thought that mobile phone is advantageous. 10. b
Task 3 The correct answer is,” thought”.
1. The group of 20 – 24 11. d
2. The group of 45 – up The suitable statement to complete the text is the
3. The group of 20 – 24 statement used to ask about asking for suggestion,
4. The group of 45 – up “What should we do with our rain forest?”
5. Around 25 thousand women 12. e
6. It is increasing. It has been clear enough.
7. It is decreasing. 13. d
8. Around 27 thousand women It has been clear enough.

14. a II. Essay
The correct expression to complete the text is the 1. Jawaban bervariasi
2. Jawaban bervariasi
expression showing an agreement, “I agree with it”.
3. a. Although she didn’t study last night , she can
15. c
do the test well.
The text is about the controversy of abortion.
b. Despite his low salary. He always saves some
There is a statement that support it and there are
of his money at the bank.
also statement that against it.
c. In spite of her old age, my mother works hard to
16. d
earn a living.
The statement mentioned by option d showing
4. a. wether or not the death
support to abortion, “Abortion is a solution to
penalty affects the people of the U.S.
overcome population explosion.”
b. No, he doesn’t.
17. c
c. The recent survey of police chiefts and
Controls = disrupts sherriffs.
18. e 6. Jawaban bervariasi
The correct answer is suffer from. Remedial exercise
19. e 1. The methods of birth control
The purpose of the text is To present information 2. Two point of views, agree and disagree
about and arguments for both sides of an issue. 3. In order both partners can work full time, they can
20. b give each child as much attention as possible,
The statement mentioned by option c is not the etc.
reason why people prefer using plastics to other 4. Because they fear that birth control encourages
materials. Pay attention to the third paragraph. sexual relations outside marriage and some
21. a religious groups oppose birth control on moral
Plastics will eventually run out because they are grounds.
made from un renewable natural resources. Pay 5. Different opinion about some form of family
attention to the fourth paragraph. limitation.
22. a Enrichment exercise
Hazardous = dangerous Jawaban bervariasi
23. d Ulangan Akhir Semester
Different opinion about bringing and using cell I. Multiple choice
phone at school is mainly discussed in the text. 1. e
24. c The correct answer is wives.
Forbidding = prohibiting 2. a
25. b The correct answer is couple.
Fetch them up = pick up 3. b
26. b The correct answer is several.
It has been clear enough. the statement mentioned 4. d
by option b is not the reason of refusing the mobile The correct answer is heard.
phone at school. 5. c
27. c The correct answer is crater.
The graph is about The comparison of performance 6. e
of young and old typists. It has been clear enough.
28. b 7. e
It has been clear enough. Paragraph two is about glabrous skin and hairy
29. d skin.
It has been clear enough. 8. c
30. e It has been clear enough.
9. a
We can conclude that The young typist shows
Because of their vital function, human being should
better efficiency than the old typist.
take care of their vital organ.

10. d 30. a
Provides = gives The correct expression to complete the text is the
11. d expression used to show rejection, “Sorry to say
It is clearly stated in the text that the fish They were that.”
caught and eaten by the heron. 31. a
12. b It has been clear enough.
The trick is the Heron lied that the villagers would 32. d
empty the lake. It has been clear enough. I wish I knew about
13. c electricity means that Mark didn’t know about
The word this refers to the information that the electricity.
villagers will empty the lake. 33. b
14. b It has been clear enough.
It has been clear enough. 34. b
15. c It has been clear enough.
Dived = went under water 35. e
16. d The flight to Surabaya is cancelled because of the
The purpose of the text is to describe about the dangerous storm.
weather. 36. c
17. d It has been clear enough.
It has been clear enough. pay attention to the last 37. a
paragraph. It has been clear enough. the correct conjunction to
18. d combine the text is although.
The statement mentioned by option d is not true 38. c
according to the text. It has been clear enough.
19. e
39. b
Dense = solid
20. a
40. e
The correct answer to complete the dialogue is
21. a
smoking.
The purpose of the text is to announce readers
about seminar. Essay
22. d 1. when a major fault under the ocean floor suddenly
It is clearly stated in the beginning of the text. slips
23. d 2. severe flooding, loss of f lives due to drowning, and
It has been clear enough. damage to property
24. c 3. The displaced rock pushes water above it like a
Anticipate = hope giant paddle. Producing powerful water waves
25. c at the ocean surface. The ocean waves spread
The antonym of the word alert is prepare. out from the vicinity of the earthquake source
26. b and move across the ocean until they reach the
It has been clear enough coastline, where their height increases as they
27. e reach the continental shelf, the part of the Earth’s
It has been clear enough. crust that slopes, or rises, from the ocean floor up
28. e to the land.
It has been clear enough. 4. To explain how is tsunami formed
29. e
The correct answer to complete the dialogue is, I
wonder if.

KUNCI JAWABAN D
DAAN P
PEEM
MBBA
AHHA
ASSA
AN
Bahasa Inggris SMA Kelas XII Semester 2
Theme 4: Narrative 9. Memiliki
Spoken aCTIVITY 10. Menghasilkan
A. Building Knowledge of the Field Task 2

1. Fellow
Task 1
2. Rich
Jawaban bervariasi
3. Careless
Task 2 4. Plan
1. Smooth 5. Pay
2. Muddy 6. Refused
3. Admire 7. Began
4. Bask 8. Repay
5. Bossing 9. Sacks
6. Bored 10. Earn

7. Fewer
Task 3
8. Armor
1. Cheung Tsai was very careless with his father’s
9. Disappear
money and spent as much as he please
10. Surface
2. His father was a rich man.
Task 3 3. He was confused because he didn’t have any
1. It was smooth golden skin. money.
2. It stayed that way because the crocodile would 4. To repay all his debt to his friends.
spend all day in the muddy waters and only come 5. He was very careful with money.
out at night.
3. At night
4. Yes, they were.
5. To boast the beauty of his skin. Task 1
6. They were bored with his attitude. The correct order is a – d – c – b – g – f
7. Because he came out at the daylight and the sun Task 2
shone brightly. Jawaban bervariasi
8. It was getting thicker and uglier, just like an armor. D. Independent Construction of Text
9. He was ashamed with his skin.
Task 1
10. Don’t be too proud of yourself.
Orientation:
Task 5 A long time ago, there was a husband and a wife
1. Would you like to lend me the book? who loved each other called Marditsa and Giannaki.
2. I believe that you can win the contest. One day, they were walking on the road and Giannaki
3. You are not allowed to join the camping. grew thirsty, “Marditsa”, he said “I must drink, I am very
4. You should save some of your money. thirsty”. Marditsa and Giannaki were crossing a small
5. Won’t you be so kind to type the letter please? river, but this river was magical. Who ever drank from
Task 6 it would become a goat. “No, you must not drink from
Jawaban bervariasi this river, Giannaki, or you will become a goat.” said
B. Modelling of Text Marditsa. Giannaki with all his thirst did not listen to his
wife and drank from the river and turned into a goat.
Task 1
With great sadness, Marditsa led her husband home.
1. Teman
Complication:
2. Ceroboh
During this time a great feast was occurring in
3. Hati-hati
the village, and the king, seeing such a magnifi cent
4. Merencanakan
goat following Marditsa, ordered it to be cooked in
5. Menyenangkan
his honor. Marditsa in all her sadness did not eat at
6. Membayar kembali
the feast, but rather she collected the bones of her
7. Menolak
husband to bury them. When Marditsa got home
8. Membayar kembali

after the feast she buried the bones near her house Task 5
to remember her husband. Immediately where her 1. I don’t have much money.
husband’s bones had been buried a most beautiful tree 2. I can’t go with you.
sprouted with untold fruit. 3. He is not the owner of the school.
Resolution: 4. I miss the train.
Soon the cruel king heard of this and went to eat 5. He didn’t move to Jakarta
the fruit of the tree but soon as he tried to reach the 6. He didn’t meet the singer.
fruit, it spread its branches and did not let the king ate 7. I cannot make a cake.
from the tree. When Marditsa came to eat the fruit of 8. I don’t have a laptop.
the tree, it would bend down its branches and provide 9. She didn’t buy the pretty dress.
the fruit to her. When the king saw this, he grew very 10. He faced a big problem.
angry and ordered the tree to be cut down and made C. Joint Construction Of The Text
into fi rewood for the villagers. Marditsa then took Task 1
a piece of fi rewood and made a beautiful cane to Jawaban bervariasi
remember her husband. This cane quickly became
Task 2
magical and would do anything Marditsa wished.
Don’t be greedy.
No matter how hard anyone tried no one could ever
separate Marditsa from Giannaki, nor can anyone
separate true love. Task 1
(http://www.greekspider.com/greek_folk_tales/ Jawaban bervariasi
marditsa.htm) Task 2
Task 2 Jawaban bervariasi
Jawaban bervariasi Let’s Do It Together
Jawaban bervariasi
Written Cycle Review
A. Building Knowledge of the Field I. Multiple choice
Task 2 1. a
1. Mbok Gendong always went to the beach to catch It has been clear enough.
the fish. 2. e
2. There was a gold snail hooked in her net. It has been clear enough.
3. The golden snail. 3. b
4. The beggar changed into a handsome man. It has been clear enough.
5. He was Chandra Kirana’s husband. 4. d
5. b
Grammar in Focus: Subjunctive
Task 4
6. a
1. I wish the weather were fine.
The correct word to complete the text is taking.
2. If only I had come to your party.
7. b
3. I wish I could do the Math test.
The correct word to complete the text is jungle.
4. You wish you hadn’t missed the concert
8. d
yesterday.
The correct word to complete the text is thought.
5. I wish I had not got a punishment from my
9. d
teacher.
The correct word to complete the text is walking.
6. If only she were not late again.
10. d
7. I wish he could drive the car.
The correct word to complete the text is laughed.
8. I wish I had not lost the speech contest.
11. c
9. If only we didn’t make a mistake in the calculation.
10. If only my mother had not broken her favorite
12. e
vase.
The correct answer to complete the text is did.

13. d 29. a
The expression of “Is it possible for me to use your It has been clear enough. “the people whose
dictionary?”, is used to express permission. houses and lands were burnt by the dragon ran
14. e after it.
The correct encouragement expression to 30. a
complete the text is Why not? You should do it! The dragon was so arrogant, because he was
15. b proud with himself and burning down people’s
The suitable expression is the expression used to houses without any reason.
reject the permission, “I don’t think so”. It because II. Essay
the weather is terrible. 1. a. I wish my mother permitted me to join the
16. d picnic.
From the first paragraph we can conclude that the b. I wish I had more money to buy the book.
text is about A bed of beautiful striped tulips. 2. a. I wish I could meet the president.
17. e b. I wish I didn’t come late.
The fairies sang above the old woman’s grave 3. I think you can’t dear.
because the woman had protected the tulips from 4. OK. I know you can do it.
being picked. 5. Can you lend me some money, just this time,
18. c please?
It has been clear enough. it is clearly stated in the Remidial Exercise
text, “and parsley was planted there instead of the 1. The farmer liked work and he worked hard the
flowers.” whole day.
19. b 2. The treasure in the field.
From the text we can learn that, “Someone doing 3. They looked for the treasure by digging the field.
something good will get something good in return.” 4. They found nothing.
Pay attention to what happened to the old woman. 5. Now they understood that there was indeed treasure
20. d in the field, but it could only be got by hard work.
Folks = relatives Enrichment Exercise
21. d I. Answering the questions
It has been clear enough. just pay attention to what 1. A fisherman
the stepmother done. 2. A fish
22. a 3. A beautiful woman
The statement mentioned by option a is incorrect. 4. Because she was so beautiful
Because the stepmother is not cruel to children. 5. Because he had set her free
She was actually a kindhearted woman. 6. Two daughters
23. d 7. Because his daughters had ate his lunch
It has been clear enough. get rid of the children 8. The earth began to shake, and volcanoes started
= let them stay out. to erupt. The earth cracked and formed a big
24. a hole.
We can conclude that The mother was really sorry II. Jawaban bervariasi
for having treated the children badly.
25.e Theme 5: Review
It has been clear enough. the word she refers to the Spoken Cycle
witch. A. Building Knowledge Of The Field
26. d Task 1
The correct answer is lived. Jawaban bervariasi
27. a Task 2
The correct answer is defeat. 1. Tidak mati
28. d 2. Tidak menikah
It is clearly stated in the first paragraph, “He could 3. Tidak terbaca
breathe out fire from his nose. He was very proud 4. Tong
of it….”

5. Menangkap 6. her father
6. Paling buruk 7. Yes, she was.
7. Kecurangan, penipuan 8. because her father often spanking her
8. Tipuan, gadungan C. Joint Construction of the Text
9. Namun demikian Task 1
10. Menyarankan The correct order is 3 – 2 – 1 – 4
Task 3
Task 2
1. Unread
1. Chicken Soup for the Teenage Soul
2. Barrel
2. Jack Canfield and Mark Victor Hansen
3. Challenge
3. 104 publishers had rejected the book.
4. Vampire
4. In the early 1990’s
5. Read
5. to clarify, move and inspire’ the readers.
6. Fraud
7. Added
8. Forgotten Task 1
9. Trashy Jawaban bervariasi
10. Recommend Task 2
How to Express: Giving Opinion And Judgement Jawaban bervariasi
Task 4 Written Activity
1. Drama / play performance at their school.
A. Building Knowledge of the Field
2. No, it is not.
3. It is nice but sometimes too much. Task 1
4. They played well. Jawaban bervariasi
5. He liked the costumes and make up. Task 2
Task 6 1. e
Jawaban bervariasi 2. h
B. Modelling of Text 3. d
Task 1 4. g
1. kekacauan 5. b
2. ditinggalkan 6. c
3. mencpaai 7. i
4. diawasi 8. j
5. hakim 9. a
6. mengilhami 10. f
7. kekuatan Task 3
8. mencambuk 1. Dreadful
9. mendukung 2. goblet
10. naskah 3. escort
Task 2 4. foretelling
1. One Child 5. wizard
2. It’s about a teacher who tries to reach an disorder 6. whisk
student, Sheila. 7. created
3. Sheila is a six-year old child who was abandoned 8. succeed
by her mother in her poverty. Sheila was left 9. endure
with her alcoholic father who always thought that 10. escort
spanking was the answer of everything. Sheila Grammar in Focus
became disorder and she didn’t listen to anyone.
Conjunction of Complex and Compound Santences
4. She tried hard for it even though she had to change
her principles in teaching to reach out Sheila. Task 5
5. It gives good example that if we put our whole 1. When
heart into something we would achieve it. 2. However, nevertheless

3. Although 3. 20 %
4. Which 4. By visiting the website
5. Why 5. By delivery system
6. Because C. Joint Construction Of The Text
7. And Task 1
8. In order 1. Production
9. Because 2. Comprised
10. When 3. Amazing
Task 6 4. Adventures
1. Although the komodo were captured, there are 5. Witness
some left in the island. 6. Conducted
2. You can make a boat but you can’t make the 7. Features
ocean. 8. Intermission
3. Although he was lack of money, he bought his Task 2
favorite T-shirt. Son of Rainbow tells the story of Will (Bill Milner),
4. I will buy some food otherwise I will feel hungry all a young boy who, as the member of a strict religious
night. order, isn’t allowed to watch TV or movies. His world
5. He arranges a meeting so that we can meet the changes when, after meeting a school troublemaker
representatives of the United Nation. Carter (Will Poulter)
6. I meet a girl who is wearing red jacket. Son of Rainbow feels as real as Will’s fantasies
7. My father is cleaning the house while my mother is of fl ying dos and walking planes, but it’s also as
preparing breakfast. funny, joyful and heartfelt as every child’s dreams;
8. I had bought some oranges before I made orange it’s a brilliant celebration of the exuberance. Son of
juice. Rainbow is a great earns every laugh, from perfectly-
9. Maria is eight years old however she can speak timed slapstick to a parade of 80’s fashion.
Dutch well. Watching it, you can’t help but think of all the
10. They try to save the deer so they move them to the lazy afternoons you spent as a kid dreaming of being
zoo. Indiana Jones or Lt. Ripley, Flash Gordon or Nancy
Adjectives and Phrases of Appraisal Drew, as the shared world of other people’s stories.
Task 8 Son of Rainbow is a great reminder – of joy, of
possibility, of youth – and at the same time, it makes
1. Para pemain menunjukkan penampilan penuh
you feel like dreams are still possible, and that joy is all
dalam pertunjukan.
around if you’re willing to dare to fi nd it.
2. Dia hebat menjadi pemain utama.
3. Kirsten Dunst masih merupakan pemain yang Task 3
tepat untuk memerankan Mary Jane. 1. Son of Rainbow
4. Gambar dalam film itu sangat bagus. 2. Will and carter
5. Pemain bisa mengembangkan permainan dengan 3. Son of Rainbow tells the story of Will (Bill Milner), a
baik. young boy who, as the member of a strict religious
6. Para pemain bisa mengembangkan peran dengan order, isn’t allowed to watch TV or movies. His
baik. world changes when, after meeting a school
7. Adegan itu sangat menyentuh hati kita. troublemaker Carter (Will Poulter)
8. Musik dalam pertunjukan itu sungguh hidup. 4. Son of Rainbow is a great earns every laugh,
9. Album itu mempunyai lirik dan lagu yang bagus. from perfectly-timed slapstick to a parade of 80’s
fashion.
10. Tariannya sungguh hidup. Menakjubkan!
5. It reminds him his experience as a kid dreaming of
being Indiana Jones or Lt. Ripley, Flash Gordon or
Task 1 Nancy Drew.
Jawaban bervariasi D. Independent Construction of Text
Task 3 Task 1
1. Stationary Jawaban bervariasi
2. It sel ls the products through internet.

Let’s Do It Together 18. e
Jawaban bervariasi It is clearly stated in the third paragraph, “…Peter
Jackson, the renowned director of the Lord of the
Review
Rings trilogy.”
I. Multiple choice 19. e
1. d It is stated in the end of the first paragraph, “…the
The correct answer is which. processing power of more than 15,000 PCs that
2. b created special effects shots.”
The correct answer is world. 20. a
3. e Gestures = movements of body or hand to express
Ralat: certain meaning
Opsi pilihan jawaban seharusnya, a: to, b: tight, 21. c
b: torn, c: thin, d: twin, e: through. So, the correct The text belongs to review. So, its purpose is to
answer is through. critic an art work.
4. c 22. c
The correct answer is ark. It can be concluded that the third paragraph is
5. a mainly discussed about Budjana’s interest in
The correct answer is leaves. making soundtrack. “Budjana expressed his
6. c interest in making a soundtrack album.”
The correct answer is role. 23. e
7. b It refers to the songs.
The correct answer is chief. 24. a
8. e Deemed = considered
The correct answer is chews. 25. e
9. b/d Bisa Saja was chosen as the first single in the
The correct answer is effects. album because its lyrics reflect the story in the
10. a movie.
The correct answer is over. 26. c
11. b The correct conjunction to complete the sentence
It clearly stated in the first paragraph. “the Harry is however.
Potter books are a fine addition….” 27. d
12. b The correct conjunction to complete the dialogue
It is stated in the text that the main idea of the is otherwise.
second paragraph is the cast and the setting of 28. e
the film. “the same time exotic setting of an English The correct conjunction to complete the dialogue
public school, complete with houses and schoolboy is therefore.
adventures,….” 29. a
13. b The bold typed expression is used to ask for an
It has been clear enough. opinion.
14. c 30. a
The reviewer think that the movie is worth seeing. The bold typed expression is used to express
15. a appraisal.
Out of place = feeling uncomfortable
II. Essay
16. a
1. A film entitled Rapunzel.
The text is about A science fiction movie about a
2. Both Disney and SlashFilm have confirmed the
gigantic animal
news that their upcoming 3-D animated take on
17. c
the classic Brothers Grimm fairytale ‘Rapunzel’,
It has been clear enough. The natural movement of
has been retitled to a unique name ‘Tangled’.
King Kong’s eyes, giant feet, shoulders, and hand
gestures make the King Kong so natural.

3. It has been due to the mediocre success of its last 13. a
release ‘The Princess and the Frog’. The studio is If she knew how to solve the Math problem
seriously reconsidering their marketing strategies means that she didn’t know how to solve
for their upcoming animated movies. the Math problem. So, she couldn’t solve the
4. Nathan Greno and Byron Howard of ‘Bolt’ problem.
5. Music will be by Alan Menken (‘The Little 14. c
Mermarid’) on lyrics penned by Glenn Slater. It has been clear enough. in fact that she told a
lie.
Remidial Exercise
15. e
1. A review about The Adventures of the Thundering
It Toni had insured his car, he would get a
Whales and the Dreaded Weaved Catcher.
compensation on his car.
2. For children
16. c
3. It is full of lesson for children.
“I wished I had been able to do it.” means that
4. The lessons of friendship, helping and putting
Heru could not do the Math test.
aside ones differences for the greater good are all
17. b
demonstrated in the tale.
We can conclude that Lisa will go to the show, but
5. The animal characters in the film are so alive.
Kiki won’t. because Lisa is not able to buy ticket for
Enrichment Exercise Kiki
I. Jawaban bervariasi 18. d
II. A-C-G-E-B-D-F it has been clear enough.
19. c
The suitable conjunction to fill the blank is however.
Mid Semester Test
20. e
I. Multiple choice
It has been clear enough. the correct answer is
1. b
whose.
The correct answer is lives.
21. a
2. e
We can conclude that the text is about John
The correct answer is food.
Mortimer’s book, Where There’s a Will.
3. e
22. e
The correct answer is bones.
It has been clear enough. pay attention to the end
4. a
of the first paragraph.
The correct answer is since.
23. a
5. d
The text belongs to review. So, its communicative
The correct answer is share.
purpose is To analyze and evaluate the book and
6. a
make the reviewer’s point of view known.
The correct answer is move.
24. c
7. b
It can be concluded that the third paragraph mainly
The correct answer is fast.
discusses about The reviewer’s opinion about the
8. b
book.
The correct answer is grab.
25. a
9. e
The mouse was died because drowned in the
The correct answer is some.
water.
10. d
26. b
The correct answer is saving.
It has been clear enough. Pay attention to the
11. a
characters of mouse and frog.
Eventhough the speaker had been reminded that
27. e
his time was up, he kept on talking.
Acquaintance = colleague
12. c
28. b
The correct conjunction to complete the text is so.
The correct answer is stuck.

29. c 6. dengan cepat
The correct answer is searched. 7. khawatir
30. b 8. menderita
The correct answer is its. Task 2
II. Essay Title The Cloud Family
1. Unemployment problem Characters Papa cloud, Mama cloud, cloud
2. The movie tells about a true friendship of four children.
youngsters Mae (Nirina Zubir), Guntoro (Desta),
Setting In the sky, long time ago
Eman (AMing), and Beni (Ringgo Agus Rahman).
3. The reviewer’s judgment about the film. Conflict The two children was quarrelling
4. It is worth watching. because they wanted to play with one
5. It is a nice movie to watch with all of your family. slide only.
Resolution Their father asked them to shake

Theme 6: Narrative Text hands and played together.
Spoken Activity Task 3
A. Building Knowledge of the Field 1. In the sky.
Task 1 2. A slide
Jawaban bervariasi 3. Both of them wanted to use the slide.
Task 2 4. The sky became cloudy.
1. Travelling 5. The sky was clear again.
2. Way C. Joint Construction of Text
3. Clever Task 1
4. Tricks The ending is ………..
5. One Hurriedly, the cat ran to the attic. This time, the
6. Horn cat greedily ate up the rest of the the mouse finally
7. Leaves found out that there was no cheese left.
8. Escape When the winter came, the mouse finally found
9. His heels out that there was no cheese left. He finally realized
10. Vain that the cat had lied to him all the time. The mouse was
Task 2 very disappointed and angry at the same time.
1. They argued about who had more tricks. He cried angrily, “You are not my best friend
2. Only one anymore!”
3. Many tricks Task 2
4. Run away quickly 1. a big pot of cheese
5. He was caught by the hunters. 2. at the attic
How To Express: Hope and Expectation 3. He tried to find the way to secretly eat the cheese.
Task 5 4. Three times, by telling that he would visit his
Jawaban bervariasi nephew and his sister, and his grandma.
5. He was very angry and disappointed with him.
How To Express: Plan
Task 3
Task 7
Jawaban bervariasi Jawaban bervariasi
B. Modelling Of Text D. Independent Construction of Text
Task 1 Task 1
1. menjaga Jawaban bervariasi
2. dengan rakusnya Task 2
3. berbohong Jawaban bervariasi
4. secara rahasia
5. tinggal

Written Activity 8. Yes, she was. She had felt the pea right through the
twenty mattresses and the twenty eider-down
A. Building Knowledge of the Field
beds.
Task 1 9. She was married with the Prince
1. c 10. It was kept in a museum.
2. j
Task 2
3. g
1. Setting
4. e
- Where: In a Kingdom
5. f
- When: Once upon the time
6. i
2. Characters
7. a
- Major: the Princess, and the Prince
8. h
- Minor: the King and Queen
9. e
3. Complications
10. b
Initial problem: It’s difficult to find the real
Task 2 Princess.
1. She said that the devil had stolen her magic Events:
candle - A Prince came to find a shelter at a rainy night.
2. He would find and give the candle back to the old - The queen put a pea on the beddings.
woman. Climax: The Princess could not sleep all night
3. He kept it for himself. long.
4. He asked the money from the genie. 4. Resolution
5. She knew that the wandered had cheated and The Princess married with the Prince.
used magic power to get all his wealthy.
Grammar in Focus: Adjectives Ending in –ing and –ed
Task 3
Task 3
1. Writing Contest of Short Stories
1. mengagumkan - kagum
2. It is a fund raiser for Omaha Chapter of the
2. mengherankan - heran
National Federation of the Blind
3. melelahkan - lelah
3. Omaha Chapter
4. menekan - tertekan
4. A participant should pay $5
5. menekan - tertekan
5. win the cash awards
6. menjijikkan - jijik
B. Modelling of Text 7. menakutkan - takut
Task 1 8. mengerikan - ngeri
1. A princess 9. mengejutkan - terkejut
2. No, it was not. Because there was always 10. khawatir - khawatir
something about them that was not as it should Task 4
be. 1. The trip was tiring.
3. Suddenly a knocking was heard at the city gate, and I was tired after the trip.
the old King went to open it and he found a princess 2. I was excited with the show.
standing there. 3. I was amused with the comedy.
4. She was terrible. The water ran down from her hair 4. I was annoyed with his late coming.
and clothes, it ran down into the toes of her shoes 5. I was shocked.
and out again at the heels. 6. I was frightened with the movie.
5. She went into the bedroom, took all the bedding off 7. English is exciting to speak.
the bedstead, and laid a pea on the bottom; then 8. They are disgusted with the dirty class.
she took twenty eider-down beds on top of the 9. I was terrified with the news.
mattresses. 10. They are amazed with the drama.
6. It was a terrible thing; the princess could not sleep
C. Joint Construction Of The Text
at all.
7. She was lying on something hard. Task 1
d–a–f–b–g–e–c

Task 2 21. c
It has been clear enough. pay attention to the
Jawaban bervariasi
beginning of the first paragraph.
D. Individual Construction of the Text 22. d
Set free = let him go
Task 2
23. a
Jawaban bervariasi It was impossible for the mouse to repay the
Let’s Do It Together kindness of the lion because of its small size. That
Jawaban bervariasi is why the lion laugh at the mouse.
24. e
Review The statement mentioned by option d is correct.
I. Multiple choice Pay attention to the last line of the second
1. a paragraph.
The correct answer is magazine. 25. d
2. d It has been clear enough. pay attention to the
The correct answer is mail. character of the mouse. At the end of the story
3. e he could set the lion free although he has a small
The correct answer is card. size.
4. c II.Essay
The correct answer is squash. 1. a. What is your plan next holiday?
5. d b. I hope your parents will find the house as soon
The correct answer is steel. as possible.
6. b 2. a. Tiring
The correct answer is fool. b. Exciting
7. d 3. a. I was tired during the trip.
The correct answer is town. b. I was excited with the film.
8. a 4. a. The rules and regulations for the camping
The correct answer is tried. participants.
9. e b. They should behave well.
The correct answer is went. 5. c – f – d – e – b – a
10. c
The correct answer is teach. Remidial Exercise
11. b 1. He was lonely.
The correct answer to complete the dialogue is 2. He screamed “Wolf! Wolf!”
plan. 3. Twice
12. e 4. the boy of course cried out. “Wolf, Wolf,” he cried
The correct answer to complete the dialogue is louder than before
astonishing. 5. they thought the boy made a trick on them.
13. b ENRICHMENT EXERCISE
The correct answer to complete the sentence is I. Jawaban bervariasi
annoyed. II. Essay
14. e
The correct expression to complete the dialogue is A. Answering the questions
the expression used to express thank you. So, the 1. Momotaro
answer should be, Thanks for your support! 2. Went to the Ogres’ island and carry off the riches
15. b that the robbers had stored up there.
The correct answer to complete the dialogue is 3. some millet dumplings for Momotaro’s journey.
disgusting. 4. A monkey, a pheasant, a dog,
16. e 5. Millet dumplings
We can conclude that the main idea of the first 6. When they got to the Ogres’ island, the pheasant
paragraph is, the wolf and the lamb were slaking. flew over the castle gate, and the monkey
17. d clambered over the castle wall, while Momotaro,
Chanced = approached leading the dog, forced in the gate, and got into the
18. c castle.
It has been clear enough. the incorrect statement 7. The treasures
is the statement mentioned by option c. 8. There were caps and coats that made their
19. b wearers invisible, jewels which governed the ebb
It has been clear enough. pay attention to the last and flow of the tide, coral, musk, emeralds, amber,
paragraph of the text. and tortoise shell, besides gold and silver.
20. c 9. maintained his foster parents in peace and plenty
Outraged = being angry for the remainder of their lives.

10. The good will always defeat the bad. (the answer 16. a
may vary) staring = gazing
17. c
B. Answering the questions It has been clear enough. Pay attention to the
1. about a man who present as a good side which beginning of the announcement.
can defeat the ogres who present as the bad side. 18. d
2. by telling the orientation of the story. The listeners of the announcement are all
3. a. a strong and brave man passengers of the ship.
b. a kindhearted and man 19. b
c. a loyal and helpful fellow It has been clear enough. Pay attention to the end
d. cruel men of the announcement.
4. When Momotaro and his fellows fought the ogres 20. b
in the castle. cruise = voyage
5. When Momotaro and his fellows could defeat the 21. c
ogres and brought the treasures home. It has been clear enough. Pay attention to
the beginning of the first paragraph of the
Semester Test announcement.
I. Multiple choice 22. c
1. d It is clearly stated in the text. It will be held on 2nd
The correct answer is the two frogs fell into a deep February 2009.
pit. 23. c
2. b It is stated in the text that Mahesh Manjrekar is the
The correct answer is they yelled to the frogs to film director.
stop. 24. a
3. a It can be concluded that the main idea of the
The correct answer is the other frogs kept telling second paragraph is the story of the film.
that they were as good as dead. 25. b
4. b The word their refers to the millworkers.
The correct answer is hole. 26. a
5. a The correct answer is, could.
The correct answer is there is power life and death 27. c
in the tongue. The correct answer is, against.
6. c 28. d
The correct answer is to criticize an art work. The correct answer is, annoyed.
7. c 29. e
The correct answer is there is romantic drama. The correct answer is, sleepily.
8. c 30. c
The correct answer is there is beautiful. The correct answer is, lying.
9. b II. Answer the questions clearly!
The correct answer is there is Liza’s new life in 1. To amuse or entertain reader.
Canberra. 2. Orientation, Complication, Resolution
10. d 3. To give a critic on an art work.
The correct answer is there is Aloys will have a 4. to critic an art work
midterm test next March.th 5. to announce certain information to the public.
11. a
We can conclude that the main purpose of the
text is t o persuade the readers to tune into
particular program offered. As the text belong to an
advertisement.
12. a
hosts = the person who conducts the program.
13. c
As the text belongs to a narrative, its main purpose
is to amuse the readers with the fairy tales.
14. d
it has been clear enough. Pay attention to the last
line of the second paragraph.
15. a
The statement mentioned by option a is not rue
based on the text. Because at the end of the story,
the king did what he had promised before.

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