BG Pathway 3

EDISI
REVISI
BUKU GURU Pathway To English untuk SMA/MA Kelas XII
Kelompok Peminatan
Hak Cipta © 2016 pada Penerbit Erlangga
Disusun oleh : Th. Sudarwati & Eudia Grace
Editor : Tiyas Utami
Yuniar Widiastuti
Dwi Wahyu Priyanto
Buku ini diset dan dilay-out oleh Bagian Produksi Penerbit Erlangga
dengan Mac OS X (Adobe Garamond Pro 11 pt)
Setting dan layout : Tim Setting Bupel 3
Desainer Sampul : Ahmad Taupik
Percetakan : PT Gelora Aksara Pratama
19 18 17 16 4 3 2 1
Dilarang keras mengutip, menjiplak, atau memfotokopi sebagian atau seluruh

isi buku ini serta memperjualbelikannya tanpa izin tertulis dari Penerbit
Erlangga.
© Hak Cipta dilindungi oleh Undang-undang
Dalam rangka meningkatkan mutu buku, masyarakat sebagai pengguna buku

diharapkan dapat memberi masukan kepada alamat penulis dan/atau penerbit dan
laman http://buku.kemdikbud.go.id atau melalui email buku@kemdikub.go.id.
Kata Pengantar
Pada era globalisasi, seperti sekarang ini, peran bahasa Inggris sangatlah
penting dalam kehidupan sehari-hari. Karena itu, penguasaan bahasa Inggris
bagi peserta didik harus menyentuh sampai tahapan terampil berbahasa,
bukan hanya sekedar tahu bahasa. Hal ini jelas menuntut pembelajaran
yang kreatif, terbimbing dan memberi keleluasaan bagi peserta didik untuk
berkembang (student-centered).
Buku Guru Pathway to English merupakan buku guru atas Buku Siswa
Pathway to English yang disusun berdasarkan KI/KD Kurikulum 2013
yang Disempurnakan. Buku Guru Pathway to English memberikan
panduan pengajaran bahasa Inggris secara bertahap dan tuntas. Ketuntasan
materi ditandai dengan penugasan kepada peserta didik untuk unjuk kerja
menghasilkan suatu wacana tulis atau lisan secara mandiri. Buku ini disusun
berdasarkan KI/KD Kurikulum 2013 yang disempurnakan.
Buku guru ini menyajikan tujuan pembelajaran, indikator-indikator yang

akan dicapai, aktivitas pembelajaran yang melibatkan kegiatan guru dan
siswa, tuntunan evaluasi kunci jawaban dan listening script. Untuk beberapa
aktivitas, disajikan alternatif pembelajaran untuk memberikan gagasan
pengajaran suatu aktivitas sebagai variasi.
Semoga buku bermanfaat bagi untuk semakin membuat peserta didik

terampil berbahasa Inggris.
Jakarta, Maret 2016
Penulis
Table of Contents
Chapter 1 Is He Such a Hard–Working Animator 1
Chapter 2 I’m on Top of the World 15
Chapter 3 What Is Corruption? 31
Chapter 4 If I Had Wings Like a Bird,

I Would Fly Fast 47
Chapter 5 If Only He had not Cheated 65
Chapter 6 In Contrast to the Good Side 83
Chapter 7 Pros and Cons 97
Chapter 8 Although It Is Difficult It Is Possible 115
Chapter 9 Overall, It’s an Excellent Movie 135
Chapter 10 Sing for the World 159
References.............................................................................. 185
Chapter 1
is He Such a Hard-working
animator?
a. KomPeTenSi DaSar:
Pengetahuan
3.1 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan
teks interaksi transaksional lisan dan tulis yang melibatkan
tindakan memberi dan meminta informasi terkait hubungan sebab
akibat, sesuai dengan konteks penggunaannya. (Perhatikan unsur
kebahasaan such ... that; so ... that)
Keterampilan
4.1 Menyusun teks interaksi transaksional lisan dan tulis yang
melibatkan tindakan memberi dan meminta informasi terkait
hubungan sebab akibat, dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
b. inDiKaTor
Pengetahuan
3.1.1 Membaca macam-macam pernyataan untuk mengungkapkan
‘such...that...’
3.1.2 Menirukan macam-macam pernyataan untuk mengungkapkan
3.1.3 Mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan
untuk mengungkapkan ‘such …that/so …that…’
3.1.4 Membandingkan perbedaan antara ungkapan ‘such/so …that …’
dalam bahasa Inggris dan bahasa Indonesia.
3.1.5 Menggunakan ungkapan ‘such/so…that…’ untuk meminta dan
memberikan respon.
3.1.6 Menggunakan ungkapan ‘such/so…that…’ dalam berbagai aktivitas
selama proses pembelajaran di dalam kelas.
3.1.7 Membandingkan ungkapan ‘such/so…that…’ yang dipelajari di
dalam kelas dengan ungkapan yang sama yang ditemukan dari
sumber lain.
3.1.8 Membandingkan ungkapan ‘such/so…that…’ yang dipelajari di
dalam kelas dengan ungkapan yang sama dalam bahasa Indonesia
atau bahasa asli peserta didik dalam kehidupan sehari-hari.
Keterampilan
4.1.1 Menampilkan role-play dengan menggunakan ungkapan ‘such/
so…that….’
4.1.2 Menggunakan ungkapan ‘such/so…that …’, dalam percakapan/
dialog kehidupan sehari-hari.
4.1.3 Membuat self-reflection.
C. Tujuan Pembelajaran
Peserta didik mampu:
1. membaca macam-macam pernyataan untuk mengungkapkan
2. menirukan macam-macam pernyataan untuk mengungkapkan
3. mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan
untuk mengungkapkan ‘such…that/so…that…’
4. membandingkan perbedaan antara ungkapan ‘such/so…that …’
dalam bahasa Inggris dan bahasa Indonesia
5. menggunakan ungkapan ‘such/so…that…’ untuk meminta dan
memberikan respons.
6. menggunakan ungkapan ‘such/so…that…’ dalam berbagai aktifitas
selama proses pembelajaran di dalam kelas.
7. membandingkan ungkapan ‘such/so …that…’ yang dipelajari di
dalam kelas dengan ungkapan yang sama yang ditemukan dari
sumber lain.
8. membandingkan ungkapan ‘such/so…that…’ yang dipelajari di
dalam kelas dengan ungkapan yang sama dalam bahasa Indonesia
atau bahasa asli peserta didik dalam kehidupan sehari-hari.
9. menampilkan role-play dengan menggunakan ungkapan ‘such/
so…that….’
10. menggunakan ungkapan ‘such/so…that…’, dalam percakapan/
dialog kehidupan sehari-hari.
11. membuat self-reflection.
2 Buku Guru Pathway to English 3

D. Materi Pembelajaran
Fakta
Penggunaan ‘such/so... that...’ dalam kehidupan sehari-hari biasa terdapat
pada dialog/percakapan untuk menunjukkan fakta dengan sebuah
hasil atau dalam mengungkapkan perasaan/pendapat terhadap sesuatu.
Konsep:
‘Such... that’ pada umumnya ‘so’ diikiuti dengan adjectives dan ‘that’
diikuti dengan result (hasil). Sedangkan ‘such’ biasanya digunakan
dengan noun (plural/singular).
Prinsip
Struktur teks
a. This is such an interesting idea that I have to admire.
b. Handi is so calm that everyone loves him.
Unsur kebahasaan:
Kosa kata, tatabahasa, ucapan, tekanan kata, dan intonasi.
Prosedur:
Prosedur sebuah dialog menyatakan dan menanyakan tentang
keterkaitan antara keadaan benda dengan pengaruhnya dimulai dengan
memberikan sebuah pernyataan tentang keterkaitan keadaan benda
dan pengaruhnya kemudian direspon oleh lawan bicara.
E. Metode Pembelajaran
1. Pendekatan ilmiah (Scientific Approach: Observing-Questioning-
Exploring-Associating-Communicating).
2. Discovery learning.
F. Media, Alat dan Sumber Pembelajaran

Media : Berbagai benda penemuan secara nyata atau gambar
dan PowerPoint untuk menjelaskan.
Alat : Laptop, LCD, loud speaker, gambar-gambar,
PowerPoint.
Sumber Belajar : Buku Teks “Pathway to English 3” Program Peminatan
– Sudarwati and Grace, Penerbit Erlangga, Jakarta.
Chapter 1 Is He Such a Hard-Working Animator? 3

G. LANGKAH-LANGKAH PEMBELAJARAN
1. Pendahuluan/Kegiatan awal
Kegiatan 1
• Guru dan peserta didik saling memberi salam, dilanjutkan
dengan doa bersama.
• Guru memeriksa kehadiran peserta didik.
• Peserta didik merespon dengan “I am here/ yes, ma’am/ present.”
Kegiatan2
• Guru meminta peserta didik memperhatikan peta Jawa Tengah
dan meminta mereka mendiskusikan industri kreatif di kota-
kota yang ada di Jawa Tengah dengan melengkapi tabel.
• Peserta didik memperhatikan peta Jawa Tengan dan meminta
mereka mendiskusikan industri kreatif di kota-kota yang ada
di Jawa Tengah dengan melengkapi tabel.
• Guru meminta peserta didik mendiskusikan tentang industri
kreatif di daerah masing-masing, dan menjawab beberapa
pertanyaan.
• Peserta didik mendiskusikan tentang industri kreatif di daerah
masing-masing, dan menjawab beberapa pertanyaan.
• Guru menjelaskan tujuan pembelajaran atau kompetensi dasar
yang akan dicapai, dan menyampaikan cakupan materi dan
penjelasan uraian kegiatan sesuai silabus.
• Peserta didik mendengarkan cakupan materi dan rencana
kegiatan pembelajaran.
2. Kegiatan Inti
Strategi Alternatif
Model PPP bisa dikembangkan. Guru bisa mempersiapkan
dengan menambah foto atau gambar yang lebih besar disesuaikan
dengan tokoh setempat untuk memancing keaktifan peserta
didik.
Kegiatan 1
• Guru meminta peserta didik mendengarkan dan menirukan
frasa/kalimat yang didengar.
• Peserta didik mendengarkan dan menirukan frasa/kalimat
yang didengar.

Kegiatan 2
• Guru meminta peserta didik mendengarkan pernyataan
tentang seseorang yang terkenal di dunia industri kreatif dan
meminta peserta didik untuk menebak siapa orang tersebut.
• Peserta didik mendengarkan pernyataan tentang seseorang
yang terkenal di dunia industri kreatif dan menebak siapa
orang tersebut.
Kegiatan 3
• Guru meminta peserta didik mendengarkan pesan tentang
seni, selama mendengarkan peserta didik juga melengkapi
kalimat rumpang.
• Peserta didik mendengarkan pesan tentang seni, selama
mendengarkan peserta didik juga melengkapi kalimat
rumpang.
Kegiatan 4
• Guru meminta peserta didik mendengarkan dialog dan
memperagakannya di depan kelas.
• Peserta didik mendengarkan dialog dan memperagakannya
di depan kelas.
Kegiatan 5
• Guru meminta peserta didik menjawab pertanyaan yang
berkaitan dengan dialog yang mereka peragakan.
• Peserta didik menjawab pertanyaan yang berkaitan dngan
dialog yang mereka peragakan.
Strategi Alternatif
Guru bisa membagi kelas menjadi kelompok 4 atau 5.
Setiap kelompok menyiapkan satu pertanyaan, ditulis dipapan
tulis. Guru mengoreksi pertanyaan tersebut. Setiap kelompok
memilih pertanyaan dari kelompok lain untuk didiskusikan dan
dilaporkan secara bersama didepan kelas.
Kegiatan 6
• Bersama dengan peserta didik, guru mendiskusikan beberapa
pertanyaan tentang seseorang bisa menjadi terkenal.
• Bersama dengan guru, peserta didik mendiskusikan beberapa
pertanyaan tentang seseorang bisa menjadi terkenal.

Kegiatan 7
• Guru meminta peserta didik menuliskan apa yang telah
mereka ketahui tentang industri kreatif yang ada di kota
mereka pada kolom K di tabel K-W-L.
• Peserta didik menuliskan apa yang telah mereka ketahui
tentang industri kreatif yang ada di kota mereka pada kolom
K di tabel K-W-L.
Kegiatan 8
• Guru meminta peserta didik untuk memikirkan dua
pertanyaan yang ingin diketahui tentang industri kreatif dan
menuliskannya ke dalam kolom K-W-L.
• Peserta didik memikirkan dua pertanyaan yang ingin diketahui
tentang industri kreatif dan menuliskannya ke dalam kolom
K-W-L.
Kegiatan 9
• Setelah selesai membaca teks yang diberikan oleh guru, peserta
didik diminta untuk menuliskan apa yang telah mereka
pelajari dari teks itu dan menuliskannya pada kolom L di
tabel K-W-L.
tabel K-W-L.
Kegiatan 10
• Guru meminta peserta didik untuk membaca teks tentang
industri kreatif di Jakarta dan menjawab pertanyaan.
• Peserta didik membaca teks tentang industri kreatif di Jakarta
dan menjawab pertanyaan.
Kegiatan 11
• Setelah mmpelajari tentang penggunaan such/so… that…
guru meminta peserta didik untuk melengkapi email dengan
‘so’ atau ‘such’.
• Setelah mmpelajari tentang penggunaan such/so… that…
peserta didik untuk melengkapi email dengan ‘so’ atau ‘such’.

Kegiatan 12
• Guru meminta peserta didik bekerja kelompok dan melengkapi
kalimat menggunakan ’so...that...’ atau ’such...that...’ sesuai
dengan gambar yang disediakan.
• Peserta didik bekerja kelompok dan melengkapi kalimat
menggunakan ’so...that...’ atau ’such...that...’ sesuai dengan
gambar yang disediakan.
Kegiatan 13
• Guru meminta peserta didik bekerja kelompok untuk
mendiskusikan industri kreatif dan menuliskannya dengan
menggunakan ’so/such...that...’
• Peserta didik bekerja kelompok untuk mendiskusikan industri
kreatif dan menuliskannya dengan menggunakan ’so/such...
that...’
Kegiatan 14
• Guru meminta peserta didik membuat 5 dialog menggunakan
’so...that...’ atau ’such...that...’ sesuai dengan aktifitas yang
dilakukan dalam kelompok.
• Peserta didik membuat 5 dialog menggunakan ’so...that...’
atau ’such...that...’ sesuai dengan aktifitas yang dilakukan
dalam kelompok.
Strategi Alternatif
Cooperative learning, the captain and the crew, bisa diterapkan.
Hasil pekerjaan bisa ditulis di bekas kalender dan ditempel
di papan untuk diobservasi kelompok lainnya dan guru bisa
melakukan Penilaian kerja sama.
Kegiatan 15
• Guru meminta peserta didik mempelajari pattern dari ‘so/
such... that.
• Peserta didik mempelajari pattern dari so/such..that.
Kegiatan 16
• Guru meminta peserta didik untuk menuliskan kalimat yang
tercetak miring pada tabel yang disediakan.
• peserta didik untuk menuliskan kalimat yang tercetak miring
pada tabel yang disediakan.

Kegiatan 17
• Guru meminta peserta didik untuk bekerja kelompok
dan mencari ungkapan lain yang menggunakan so...that...
dan such...that... dan menjawab beberapa pertanyaan, lalu
mempresentasikan hasilnya di depan kelas.
• Peserta didik bekerja kelompok dan mencari ungkapan lain
yang menggunakan so...that dan such...that dan menjawab
beberapa pertanyaan, lalu mempresentasikan hasilnya di depan
kelas.
Strategi Alternatif
Cooperative learning, discuss-share-listen, bisa diterapkan. Hasil
pekerjaan tertulis bisa ditulis di bekas kalender dan ditempel
di papan untuk diobservasi kelompok lainnya dan guru bisa
melakukan Penilaian kerja sama, sedangkan rekaman bisa
diperdengarkan di kelas.
Kegiatan 18
• Guru meminta peserta didik untuk melengkapi sebuah pesan
dengan kalimatnya sendiri menggunakan ’so...that...’ atau
’such...that...’
• Peserta didik untuk melengkapi sebuah pesan dengan
kalimatnya sendiri menggunakan ’so...that...’ atau ’such...that...’
Kegiatan 19
• Guru meminta peserta didik memikirkan kecakapan yang
mereka miliki dan mendiskusikan beberapa pertanyaan dari
guru.
• Peserta didik memikirkan kecakapan yang mereka miliki dan
mendiskusikan beberapa pertanyaan dari guru.
Kegiatan 20
• Guru meminta peserta didik membuat dialog berdasarkan
pertanyaan yang diberikan oleh guru. Dan menggunakan
‘so...that...’ dan ‘such...that...’ untuk menjawab dan merespon.
• Peserta didik membuat dialog berdasarkan pertanyaan yang
diberikan oleh guru. Dan menggunakan ‘so...that...’ dan ‘such...
that...’ untuk menjawab dan merespon.

Kegiatan 21
• Guru meminta peserta didik untuk melakukan role-play dari
dialog yang dibuat dan merekamnya.
• Peserta didik melakukan role-play dari dialog yang dibuatnya
dan merekamnya.
Kegiatan 22
• Guru meminta peserta didik membuat self-reflection.
• Peserta didik membuat self-reflection.
3. Kegiatan Penutup
Kegiatan 1
Guru mengulang kembali materi secara singkat.
Kegiatan 2
Guru meminta umpan balik tentang materi yang susah dipelajari.
Kegiatan 3
Guru memberikan penugasan terstruktur.
Kegiatan 4
Guru menyampaikan rencana pembelajaran selanjutnya.
Strategi Alternatif
Pada kegiatan penutup, peserta didik dapat membuat learning
journal/self-reflection, melakukan penilaian diri sendiri, dan
melakukan penilaian antar teman. Tulisan refleksi peserta didik
bisa dijadikan refleksi bagi guru sebelum melanjutkan ke bab
berikutnya.
H. PENILAIAN
1. Penilaian pengetahuan dengan teks tertulis (Soal dibuat oleh guru).
2. Penilaian penerapan dilakukan dengan penilaian rubrik (lembar
rubric terlampir).
Agar penilaian dapat mencakup semua aspek yang diharapkan,
lembar penilaian yang mencakup aspek yang akan dinilai perlu
disiapkan. Misalnya:
1. lembar penilaian diri sendiri
2. lembar penilaian antarteman
3. lembar rubrik keterampilan berbicara

Speaking Assessment Rubric
Name : ………………… Class/Number : ……../ ……..
Criteria to be Low Good Very Good

No Score
assessed (5 – 9) (10 – 19) (20 – 25)
1. Pronunciation Many errors Comprehensible Sound like a
interfere native speaker
comprehensibility
2. Intonation No variation in Perform some Accurate
intonation variation of intonation
intonation
3. Grammar Many Make several Few minor
grammatical grammatical grammatical
mistakes that errors that errors that
negatively affect do not do not
communication interfere with interfere with
communication communication
4. Content Fails to Comprehensible, Contextually
communicate add some correct
ideas supporting ideas
Total score
Maximum Score = 100
I. Kunci Jawaban
2. The following persons are very famous in creative industries.
Listen to the following statements and guess who the speakers
are talking about.
She is such a hard-working animator Rini Triyani
that she never gives up improving her Sugiyanto
skill and always asks for critiques.
He is so famous that you can enjoy Ivan Gunawan
his performance as a presenter, movie
actor, and fashion designer.
He is such a well-known culinary William
expert in Indonesia that many chefs Wirjaatmadja
want to learn the art of European and Wongso
Asian cuisine from him.

He is so brilliant that he got a full Christiawan Lie
bright scholarship for studying comic
at the Savannah College of Art and
Design.
This Indonesian artist was so popular Sujana Kerton
that his works continue to inspire
thousands of people all over the
world.
He is such a talented fashion designer Hardinata Tjoa
that he won the annual wonders of
Indonesian fashion competition in
2012.
He was such a talented painter that Ida Bagus Made
he had ever won the prestigious Silver
Medal in 1937 at the International
Colonial Art Exposition in Paris.
3. Listen to a message about art. While listening, complete the

blank spaces.
I am 1) so attached to my paintings that they have become

part of me. I transfer my spirit into my paintings to make
them 2) so alive that they are not mere paintings in my eyes.
I am really into my artwork since I transfer my emotions,
such as happiness, misery, anger, and disappointment. I feel
that I am 3) such a sensitive painter that I could express
my feelings and emotion through painting.
5. Answer the following questions based on the previous dialog.

Check your comprehension.
a. A famous presenter and designer
b. Ivan Gunawan is the niece of Adji Notonegoro?
c. Ivan Gunawan
d. ‘miss’ means not to enjoy
e. Their exclusive designs

h. He’s so popular that he appears almost every day on TV.
i. The speaker wants to ensure that Ivan Gunawan is the niece
of a fashion designer, Adji Notonegoro
10. Based on each picture provided, complete each sentence with
‘so…that…’ or ‘such…that…’ in group. See the example.
a. 1) H L Bentley, Jakarta
2) Jakarta’s creative industries are very low
b. 1) HL Bentley’s opinion about Jakarta’s creative industries
2) Empowering the citizens of Jakarta to reap economic
benefit from creative activities, directly and transparently
c. What does the underlined word mean?
I was inclined to share moved
It is true that that the seeds of Early stages
cultural celebration
Promoting the diverse cultures different
things should be done to Give someone freedom
empower to do something
to reap economic benefit from Get
creative activities,
d. so slim that = so low that
e. The citizens of Jakarta haven’t been very active in getting the
benefits from creative activities.
11. Complete the following email with so or such.
(1) so (4) so
(2) such (5) so
(3) such (6) such
16. Categorize the underline words in Activity 15 into the following
tables.
so adjective that clause
You can enjoy his performance as a
so brilliant that presenter, movie actor, and fashion
designer

his work continues to inspire thousands
so popular that
of people all over the world
such (article) adjective noun that clause

many chefs want
to learn the art
well- culinary
such a that of European and
known expert
Asian cuisine
from him
he won the
annual wonders
fashion of Indonesian
Such a talented that
designer fashion
competition in
2012
he won a
prestigious silver
medal in 1937 at
Such a talented painter that the International
Colonial Art
Exposition in
Paris
J. Transkrip Audio
1. Listen and repeat.
such a hard-working animator so famous
such a well-known culinary expert so brilliant
such a talented fashion designer so popular
such a talented painter so interested in every
subject
Activity 4
Listen to the dialog and act it out in front of the class.
Nancy : Guess who he is!
Ronaldo : It looks like a famous presenter.

Nancy : That’s right. He’s so popular that he appears aalmost every
day on TV.
Ronaldo : He is also a very famous fashion designer, isn’t he?
Nancy : Exactly! He’s such a good designer that many well-known
Indonesians are proud to wear his designs.
Ronaldo : People say that his career began as an assistant designer.
Nancy : Correct. In 2004, he began his career as a fashion designer
and opened a studio. He designs exclusive cocktail dress
and evening gowns under the trade name ‘Ivan Gunawan.’
Ronaldo : That’s very true. Do you know that he is the nephew of
a fashion designer named Adji Notonegoro?
Nancy : Adji Notonegoro? He is so popular that many famous
people, such as Bill Clinton the former U.S. president,
Kofi Anan, the former United Nations’ Secretary-General,
and the Sultan of Brunei and his family, wear his exclusive
batik designs.
Ronaldo : You are right. If I’m not mistaken, he was born on December
31, 1981. Is he from Jakarta?
Nancy : Well, I’m not so sure. But I know that he is also such a
talented movie actor that I never miss his acting.
Ronaldo : Is that true? To tell the truth, I have never seen him acting
in a movie.
Activity 14
Make a dialog based on the questions in Activity 13 and use the
connectives ‘so…that…’ and ‘such…that…’
Example
Woman : What do you like about the creative industry?
Man : Amazing young man.
Woman : What do you mean?
Man : There are many creative young men. They are so amazing
that they help our city become one of the most creative
cities in our country.
Woman : Do you think you are going to be successful in the same
industry?
Man : I think so. I am such a hard-working man that I will never
give up my dream.
Woman : That’s great!

Chapter 2
I’m on Top of the World
A. KOMPETENSI DASAR
Pengetahuan
3.2 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks
interaksi transaksional lisan dan tulis yang melibatkan tindakan
memberi dan meminta informasi terkait benda dengan pewatas
berupa sifat, jenis, dan fakta keadaan/kejadian, sesuai dengan
konteks penggunaannya.
Keterampilan
benda dengan pewatas berupa sifat, jenis, dan fakta keadaan/
kejadian, dengan memperhatikan fungsi sosial, struktur teks, dan
unsur kebahasaan yang benar dan sesuai konteks
B. INDIKATOR
Pengetahuan
3.2.1 Mengidentifikasi prepositional phrase.
3.2.2 Menemukan informasi terperinci dari bacaan.
3.2.3 Mengidentifikasi prepositional phrase.
Keterampilan
4.2.1 Melakukan roleplay dengan menggunakan prepositional phrase.
4.2.2 Memberikan contoh ketika berdialog.
C. TUJUAN PEMBELAJARAN
3.2.1 mengidentifikasi prepositional phrase.
3.2.2 menemukan informasi terperinci dari bacaan.
3.2.3 mengidentifikasi prepositional phrase.
4.2.1 melakukan roleplay dengan menggunakan prepositional phrase.
4.2.2 memberikan contoh ketika berdialog.
D. MATERI PEMBELAJARAN
Fakta
Prepositional phrase diperlukan untuk memperjelas sesuatu. Hal ini
berguna dalam memberikan informasi yang lebih jelas.
Konsep
Prepositional phrase digunakan untuk menunjukkan keterangan tempat,
arah, cara, waktu, dan lain-lain. Pemberian keterangan memperjelas
informasi yang disampaikan.
Prinsip
• Fungsi sosial: memberikan informasi
• Unsur kebahasaan: prepositional phrase
E. METODE PEMBELAJARAN
1. Pendekatan saintifik
2. Discovery learning
F. MEDIA, ALAT DAN SUMBER PEMBELAJARAN

dan power point slides untuk menjelaskan
Alat : Laptop, LCD, loud speaker, gambar-gambar, power
point
Sumber belajar : Buku Teks Pathway to English 3 Kelompok Peminatan
– Sudarwati and Grace, Penerbit Erlangga, Jakarta
1. Pendahuluan/Kegiatan Awal
Kegiatan 1
• Guru dan siswa saling memberi salam, lalu berdoa.
• Guru mengecek kehadiran siswa.
• Peserta didik merespon dengan “I am here/yes, ma’am/present.”

Kegiatan 2
• Guru meminta peserta didik memperhatikan gambar dan
menjawab pertanyaan tentang posisi.
• Peserta didik memperhatikan gambar dan menjawab
pertanyaan tentang posisi.
Kegiatan 3
• Guru meminta peserta didik melengkapi paragraf rumpang
berdasarkan gambar yang disediakan.
• Peserta didik melengkapi paragraf rumpang berdasarkan
gambar yang disediakan.
Kegiatan 4
• Guru meminta peserta didik mencari lagu di internet dan
mendengarkannya untuk mengisi lirik lagu rumpang.
• Peserta didik mencari lagu di internet dan mendengarkannya
untuk mengisi lirik lagu rumpang.
Kegiatan 5
• Guru menyampaikan tujuan pembelajaran tentang
prepositional phrases.
2. Kegiatan Inti
Kegiatan 1
• Guru meminta peserta didik mengidentifikasi prepositional
phrases dalam aktivitas-aktivitas sebelumnya.
• Peserta didik mengidentifikasi prepositional phrases dalam
aktivitas-aktivitas sebelumnya.
Kegiatan 2
• Guru meminta peserta didik mengidentifikasi prepositional
phrases dalam aktivitas-aktivitas sebelumnya.
• Peserta didik mengidentifikasi prepositional phrases dalam
aktivitas-aktivitas sebelumnya.
Kegiatan 3
• Guru meminta peserta didik menuliskan permasalahan dalam
belajar prepositional phrases.
• Peserta didik menuliskan permasalahan dalam belajar
Kegiatan 4
• Guru meminta peserta didik mencari solusi permasalahan
dalam belajar prepositional phrases.
Chapter 2 I’m on the Top of the World 17

• Peserta didik mencari solusi permasalahan dalam belajar
Kegiatan 5
• Guru meminta peserta didik mencocokkan preposisi dengan
kata benda.
• Peserta didik mencocokkan preposisi dengan kata
benda.
Kegiatan 6
• Guru meminta peserta didik mendengarkan monolog untuk
mengisi teks rumpang.
• Peserta didik mendengarkan monolog untuk mengisi teks
rumpang.
Kegiatan 7
• Guru meminta peserta didik mengelompokkan prepositional
phrases berdasarkan fungsinya.
• Peserta didik mengelompokkan prepositional phrases
berdasarkan fungsinya.
Kegiatan 8
• Guru meminta peserta didik menentukan fungsi prepositional
phrases dalam kalimat.
• Peserta didik menentukan fungsi prepositional phrases dalam
kalimat.
Kegiatan 9
• Guru meminta peserta didik mendeskripsikan gambar dengan
• Peserta didik mendeskripsikan gambar dengan prepositional
phrases.
Kegiatan 10
• Guru meminta peserta didik melakukan roleplay
dengan membuat percakapan yang berisi prepositional
phrases.
• Peserta didik melakukan roleplay dengan membuat percakapan
yang berisi prepositional phrases.
Kegiatan 11
• Guru meminta peserta didik mencocokkan profesi dengan
definisinya.
• Peserta didik mencocokkan profesi dengan definisi
nya.

Kegiatan 12
• Guru meminta peserta didik melengkapi kalimat dengan
• Peserta didik melengkapi kalimat dengan prepositional
phrases.
Kegiatan 13
• Guru meminta peserta didik membaca teks dan menjawab
pertanyaan.
• Peserta didik membaca teks dan menjawab pertanyaan.
Kegiatan 14
• Guru meminta peserta didik bermain BINGO secara
berkelompok.
• Peserta didik bermain BINGO secara berkelompok.
Kegiatan 15
• Guru meminta peserta didik mendiskusikan materi tentang
prepositional phrases yang telah dipelajar secara berkelompok.
• Peserta didik mendiskusikan materi tentang prepositional
phrases yang telah dipelajar secara berkelompok.
Kegiatan 16
• Guru meminta peserta didik membuat laporan hasil diskusi.
• Peserta didik membuat laporan hasil diskusi.
Alternatif Kegiatan
Guru dapat memilih salah satu kegiatan dari kegiatan-kegiatan
yang serupa untuk dilaksanakan di kelas jika alokasi waktu tidak
mencukupi. Kegiatan yang lain dapat digunakan sebagai bagian
tugas terstruktur atau tugas rumah.
3. Kegiatan Penutup
a. Guru mengulang kembali materi.
b. Guru meminta umpan balik mengenai materi yang sulit.
c. Peserta didik memberikan umpan balik.
d. Guru memberi peserta didik penugasan terstruktur untuk
menjelaskan sesuatu dengan prepositional phrases.
e. Guru menyampaikan rencana pembelajaran selanjutnya.

H. KEGIATAN PENGAYAAN
Peserta didik membuat percakapan yang melibatkan prepositional
phrases untuk memperjelas informasi. Percakapan ini diperagakan,
direkam, dan diunggah ke media sosial untuk mendapat masukan dari
teman dan guru.
I. PENILAIAN
1. Penilaian pengetahuan dengan tes tertulis (Soal dibuat oleh guru.)
2. Penilaian keterampilan dilakukan dengan rubrik (rubrik terlampir)
disiapkan.
Misalnya:
1. lembar penilaian diri sendiri;
2. lembar penilaian antar teman;
3. lembar rubrik keterampilan berbicara;
4. lembar rubrik keterampilan menulis.

Criteria to Low Good Very Good

No Score
be assessed (5 – 9) (10 – 19) (20 – 25)
comprehensibility
intonation

Total score
Maximum Score = 100
Writing Assessment Rubric

No Score
be assessed (5 – 9) (10 – 19) (20 – 25)
1. Content Illogical ideas Logical ideas Logical opinions
with irrelevant with relevant
supporting supporting ideas
ideas
2. Text Unorganized Well-organized, Well-organized
organization unclear with clear
elaboration of elaboration of
ideas ideas
3. Grammar Make many Make several Few minor
negatively do not do not
affect interfere with interfere with
communication communication communication
4. Vocabulary Basic Developed Purposefully

vocabulary, less vocabulary chosen
precise vocabulary
5. Mechanic Some Mostly Effective use of
errors with effective use of capitalisation,
spelling and capitalisation, punctuation
punctuation punctuation and spelling
and spelling

6. Tidiness and Unreadable, Clear font, Neat writing,
deadline late submission on-time in-time
submission submission
Total score
________
Final Score =  Total score × 2 
    
3
Maximum Score = 100
J. KUNCI JAWABAN
1. In pairs, study this picture carefully and mention their
names.
a. Jen/Anne is sitting behind Richard.
b. Jen is posing between Anne and Brian.
c. Anne is sitting behind Mona.
d. Mona/Richard is standing in front of Anne.
e. Brian is sitting on the left side of Jen.
f. Jen is posing on the right side of Brian.
g. Richard is standing in front of Anne.
h. Jen is sitting beside Anne.
i. Richard is standing in front of Mona.
j. Anne is sitting on the right side of Jen.
2. Complete the paragraph with the suitable words based
on the picture below.
This is the house I bought last week. It’s a typical American
house. The house costs ten thousand dollars. It has a garage
a) on the right side of the house. There is a window b) above
the main door. I will live here with my family. But first of all,
we must arrange some furniture c), such as table, chairs, and
sofa in the living room. My wife will plant flowers d) in the
small garden. My two sons are helping me mowing the lawn
e).
3. Search online a video clip of “Top of the World,” sung
by The Carpenters. While watching, complete the song
lyrics with the words you hear. Then sing the song with
your friends.

Such a feeling’s coming over me (1)
There is wonder in most everything I see
Not a cloud in the sky (2)
Got the sun in my eyes (3)
And I won’t be surprised if it’s a dream
Everything I want the world to be
Is now coming true especially for me
And the reason is clear
It’s because you are here
You’re the nearest thing to heaven that I’ve seen
(Chorus:) I’m on top of the world (4) looking down on
creation
And the only explanation I can find
s the love that I’ve found ever since you’ve been around
Your love’s put me at the top of the world (5)
Something in the wind (6) has learned my name
And it’s telling me that things are not the same
In the leaves (7) on the trees (8) and the touch of the
breeze (9)
There’s a pleasing sense of happiness for me
There is only one wish on my mind (10)
When this day is through I hope that I will find
That tomorrow will be just the same for you and me
All I need will be mine if you are here
1. If you pay attention to the previous three activities, they

talk about prepositional phrases. They can be identified with
the prepositions such as on, in, at, etc. Mention the other
prepositions in those three activities.
Over, of
2. Underline the prepositional phrases in the sentences in the
previous three activities.
-

3. Do the following task.
From the questions above, write in a piece of paper which
question is crucial for you.
Answer will vary, for example:
How do I form a prepositional phrase?
What is the function of prepositional phrases?
5. With your friend, match the preposition in the left column
with the nouns in the right column.
A B
1) into c) the sea

2) behind g) the cupboard
3) across h) the street
4) over d) the rain
5) between i) the bank and the post office
6) under j) the bed
7) alongside f ) the river
8) during e) the fire
9) beside a) the curb
10) around b) the room
6. Listen to Mona telling her experience. Complete the text with

the prepositional phrases you hear.
1) to Yogyakarta
2) in a single seat
3) in front of me
4) in the situation
5) on the right side of my seat
6) to the dining car
7) in a red T-shirt and blue jeans
8) on the table
9) out of his pocket
10) out of the room

7. When you have finished, analyze the prepositional phrases
according to the right headings.
Which
Which one? When? Where?
direction?
Discription Time Location
Location
in a red in the to Yogyakarta to the dining
T-shirt and situation in a single seat car
blue jeans in front of me out of his
on the right pocket
side of my out of the room
seat
8. Decide whether the prepositional phrases in the sentences are

used as adjectives or adverbs.
a. The river outside the boundary is dangerous to cross.
adjective
b. All the passengers aboard the bullet train were frightened

adjective
when they heard the explosion.
c. My shopping list needs to be put into my purse, so that I
adverb
won’t forget it.
d. We will order pizza during the break.
adverb
e. Put the fresh flowers in the Chinese ceramic vase.

adverb
f. The clues within the first few chapters will lead to the murderer.

adjective
g. Before the first period, Josh borrowed a pencil

adverb
from his classmate.
adverb

h. The sweet potatoes in the vegetable bin are green with mold.
adjective
i. Feeling brave, we tried the Devil Chili paste

at the Primadona Restaurant.
adjective
j. After school, the children play volleyball

adverb
at the park near the river.

adverb adverb
9. Look at the picture of a dining room. Describe this picture

using prepositional phrases.
This is my dining room. It is behind the living room. There are
a table and six chairs at the center of the room. There is a carpet
under the table and the chairs. A beautiful chandelier hangs above
the table. The chairs and table are made of wood and so is the floor.
The walls are soft yellow. With the yellow walls and wooden floor
and furniture, the room looks golden. Next to the table, there are
big windows with an off-white curtain.
Do the same thing for these pictures.
Picture 2
The double bed has a headboard. On its right and left, there is each
a bedside table with a lamp on it. In front of the bed, there is a
vanity. Next to the bed, there is a big window with a white curtain.
The floor and furniture are made of wood.
Picture 3
This is a family of 7 that consists of a grandfather, a grandmother,
a father, a mother, and three children. The two oldest children are
boys aged between 6 and 10. The youngest one is a girl, not older
than four.
Picture 4
This particular stall sells fruits. The fruits are neatly arranged. There
are labels that tell the buyers the name or kind of the fruits and their

prices. Some of the fruits are packed in vacuum plastic packaging.
There are all kinds of fruits, such as watermelon, banana, grape,
kiwi, pineapple, mango, and orange.
10. Look at the map. Make a role play about the map using the
You : I need to buy some fruits too. And mom asked me
to get some chicken.
Your friend : You can get some fruits in the produce section in
front of the flowers section.
You : I’m running out of milk. Where can I get some?
Your friend : It’s in the alley to the right, just in front of the
frozen foods section. We’ll need some materials for
baking if you want to bake a cake for your mom
yourself.
You : I think I’ll just buy one from the bakery. Where is
it?
Your friend : There, right in the left alley, next to the dairy
section.
You : What about the meat section?
Your friend : It’s just next to the dairy section. We’ll get it after
buying fruits, and then let’s get some milk and a
cake.
You : Okay, let’s go.
11. Match the jobs in column A with the definitions in column
B.
Column A Column B
a. Lifeguard A person who protects swimmers from
drowning at a beach or in a swimming pool
b. Actor A person who acts in a play or a movie
c. Librarian A person who works in a library
d. Surgeon A person who does surgery at a hospital

e. Flight A man/woman who looks after the passen-
attendant gers on the plane
f. Lecturer A person who gives lectures, usually in a
university
g. Garbage A person who collects trash/rubbish from
collector bins in the street
h. Accountant A person who deals with the finances of a
company
i. Disk jokey A person who plays recorded music at a
party or nightclub
j. Broadcaster A person who tells us the news on the radio
or television
12. Complete the sentences with the prepositional phrases.

a. A nurse is a person trained to help a doctor look after the
sick or injured in a hospital or clinic.
b. An optician is a person who checks your eyes and tries and
corrects any problems with your eyes.
c. A postman is a person who delivers mails to people’s homes.
d. A receptionist is a person who works at the front desk in a
hotel, an office, etc.
e. A shop assistant is a person who works in a shop.
f. A traffic warden is a person who patrols areas to check that
people park their cars at the designated parking area.
g. A butcher is a person who works with meat. They cut the
meat and sell it in the market.
h. A chef/cook is a person who prepared food for others in a
restaurant.
i. A gardener is a person who keeps gardens clean and tidy.
They take care of the plants in the garden.
j. A judge is a person who is qualified to decide cases in the
court.

13. Read the following text and answer the questions.
a. What is the text about?
The Inuit people.
b. Identify and underline all the prepositional phrases.
The Inuit, who used to be called “Eskimos,” are the
people of the Canadian Arctic. They have adapted to the
freezing cold surroundings, where they depend on marine
life for food. In the area, vegetables and trees are hard
to find. The Inuit hunt land animals during the summer
with traditional weapons such as bows and arrows. Their
primary means of transport is sleds pulled by dogs. In
order to protect their body from the extreme cold, they
made clothing out of caribou fur. Another interesting
fact about the Inuit is the igloos, houses made of snow
blocks that they live in during winter.
c. Put the prepositional phrases under the suitable headings.

Which one? When? Where? How?
Discription Time Location Method
• about the • during • to the • on marine
Inuit the freezing cold life
summer surroundings • with
• during • In the area traditional
winter weapons
• out of
caribou fur
d. Why do you think it is hard for the Inuit to grow vegetables?

Because the land is mostly covered by snow, which does not
allow most plants to grow.
e. How do the Inuit feed themselves?
By hunting animals.
f. How do the Inuit travel around?
On sleds.

g. What is caribou? What does it look like?
A large kind of deer that lives in northern parts of the world. It
looks like a deer.
h. What is your opinion about the Inuit?
Answer will vary, for example: They are hardworking people because
they tried very hard to survive he harsh cold of their environment.
K. TRANSKRIP AUDIO
6. Listen to Mona telling her experience. Complete the text with
the prepositional phrases you hear.
Riding on a train is not always comfortable. This is what I
experienced when I went to Yogyakarta 1) last week. Dad, Mom,
and I had to sit all together in a single seat 2). Three charming
girl sat in front of me 3). Suddenly our compartment became very
crowded. The hawkers made the compartment very hot. I couldn’t
stand sitting in the situation 4) so I opened the window on the right
side of my seat 5) to get some fresh air. I felt hungry and asked my
dad and mom to buy me some snacks, but they refused to do so. So
I went to the dining car 6) alone. I was about to eat when suddenly
a drunken man in a red T-shirt and blue jeans 7) appeared. He
made so much trouble by talking nastily and pounding his hand
on the table 8). To my surprise, he took a knife out of his pocket
9). Realizing the danger, I ran out of the room 10) but he ran faster
than I expected.

chapter 3
what is coruption?
A. KOMPETENSI DASAR:
Pengetahuan
tindakan memberi dan meminta informasi terkait keterangan
(circumstance), sesuai dengan konteks penggunaannya. (Perhatikan
unsur kebahasaan klausa finite atau klausa non-finite).
Keterampilan
keterangan (circumstance), dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
B. INDIKATOR
Pengetahuan
3.3.1 Mengidentifikasi fungsi sosial dari memberi keterangan.
3.3.2 Mengindentifikasi struktur dari memberi keterangan.
3.3.3 Mengidentifikasi unsur kebahasaan dari memberi keterangan.
Keterampilan
4.3.1 Menanyakan keterangan.
4.3.2 Merespons dengan memberi keterangan.
4.3.3 Menanyakan suatu keterangan.
c. TUJUAN PEMBELAJARAN
1. mengidentifikasi fungsi sosial dari memberi keterangan.
2. mengindentifikasi struktur teks dari memberi keterangan.
3. mengidentifikasi unsur kebahasaan dari memberi keterangan.
4. menanyakan keterangan.
5. merespons dengan memberi keterangan.
6. menanyakan keterangan.
Struktur teks:
• The movie which was released last week has attracted thousands of
people to watch it.
• The arguments presented in the essay are based only on the data.
• Fear of losing power causes people in power to do anything.
Unsur kebahasaan:
(1) Klausa finite
(2) Klausa non-finite
(3) Penggunaan nominal singular dan plural secara tepat, dengan atau
tanpa a, the, this, those, my, their, dsb secara tepat dalam frasa
nominal
(4) Ucapan, tekanan kata, intonasi
(5) Ejaan dan tanda baca
(6) Tulisan tangan.
Topik: orang, benda, binatang, di sekolah, rumah, dan sekitarnya
dan yang relevan dengan kehidupan siswa sebagai remaja dan pelajar
SMA, dengan memberikan keteladanan tentang perilaku santun,
gotong royong, peduli, jujur, disiplin, percaya diri, kerjasama, dan
bertanggung jawab.

dan power point slides untuk menjelaskan
point

Sumber belajar : Buku Teks Pathway to English 3 Kelompok Peminatan
– Sudarwati and Grace, Penerbit Erlangga, Jakarta
Kegiatan 1
dengan doa bersama.
• Guru mencek kehadiran peserta didik. Peserta didik dapat
merespon dengan “I am here/yes, ma’am/present.”
Kegiatan 2
• Guru meminta peserta didik untuk memperhatikan gambar
kemudian menjawab pertanyaan berdasarkan gambar tersebut.
• Peserta didik untuk memperhatikan gambar kemudian
menjawab pertanyaan berdasarkan gambar tersebut.
Alternatif Kegiatan
Apabila tidak tersedia benda nyata, guru dapat mendownload
gambar dari Internet dan mencetaknya, atau mencari dari majalah
atau surat kabar berbahasa Inggris.
Apabila tidak tersedia LCD, laptop, atau perangkat audio,
guru dapat menempelkan gambar besar di papan tulis atau
membagikan beberapa gambar ke peserta didik.
2. Kegiatan Inti
Dari 5 kegiatan yang tersedia, bisa dipilih 3 diantaranya yang
sesuai dengan analisis awal peserta didik, sarana-prasarana, jenis
penilaian. Alternatif kegiatan inti yang dapat dipilih adalah Activity
1, 2 dan 4.
Kegiatan 1
• Guru memutar audio untuk Activity 1.
• Peserta didik mendengarkan audio dan menyusun kata yang
tidak berurutan menjadi frasa yang tepat.
Kegiatan 2
• Peserta didik mendengarkan audio dan memilih respon yang
tepat.

Kegiatan 3
• Guru meminta peserta didik melengkapi dialog berdasarkan
informasi yang disediakan.
• Peserta didik melengkapi dialog, berdasarkan informasi yang
disediakan.
Kegiatan 4
• Guru memutar audio untuk Activity 4 lalu peserta didik
menyimak dan membandingkan jawaban mereka pada Activity
3 dengan audio tersebut.
• Peserta didik menjawab pertanyaan yang diajukan.
Kegiatan 5
• Peserta didik menyimak lalu memilih jawaban True atau False
berdasarkan informasi pada audio yang diperdengarkan.
Kegiatan 6
• Guru meminta peserta didik untuk membandingkan frasa
dalam bahasa Inggris dan bahasa Indonesia.
• Peserta didik mencari frasa yang sesuai dalam bahasa Indonesia
Kegiatan 7
• Peserta didik mendiskusikan pertanyaan bersama dengan
teman sekelas dan gurunya.
Kegiatan 8
• Guru meminta peserta didik untuk membuat kalimat dengan
klausa finite dan non-finite.
• Siswa membuat kalimat dengan klausa finite dan non-
finite.
Kegiatan 9
• Guru meminta peserta didik berdiskusi dengan temannya
untuk melengkapi kolom pertanyaan berdasarkan informasi
teks yang sudah disediakan.
• Peserta didik berdiskusi dengan temannya untuk melengkapi
kolom pertanyaan berdasarkan informasi teks yang sudah
disediakan.
Alternatif Kegiatan
Guru dapat memanfaatkan kegiatan pada tahapan ini untuk
mengukur kompetensi spiritual dan sosial dengan mengisi rubrik
yang disediakan.

Kegiatan 10
• Guru memutar audio untuk Activity 9 dan peserta didik
memilih respon yang tepat berdasarkan pertanyaan ataupun
pernyataan yang diajukan.
• Guru meminta peserta didik membaca informasi di bagian
‘Ways to say it’.
• Peserta didik membaca informasi di bagian ‘Ways to say
it’.
Kegiatan 11
• Guru meminta peserta didik melengkapi dialog dengan
menggunakan ekspresi menanyakan informasi.
• Peserta didik melengkapi dialog dengan menggunakan ekspresi
menanyakan informasi.
Kegiatan 12
• Guru meminta peserta didik mengisi kolom K dari Tabel
K-W-L.
• Peserta didik mengisi kolom K dari Tabel K-W-L.
Kegiatan 13
• Guru meminta peserta didik mengisi kolom W dari Tabel
K-W-L.
Kegiatan 14
• Guru meminta peserta didik membaca teks di Activity 14.
• Peserta didik membaca teks di Activity 14.
• Guru meminta peserta didik mengisi kolom L dari Tabel
K-W-L setelah membaca teks pada Activity 14.
Kegiatan 15
• Guru meminta peserta didik untuk membaca teks.
• Peserta didik membaca teks.
• Guru meminta peserta didik untuk menjawab pertanyaan
berdasarkan teks yang dibaca.
• Peserta didik menjawab pertanyaan berdasarkan teks yang
dibaca.
Kegiatan 16
• Guru meminta peserta didik bekerja secara kelompok dengan
teman sekelasnya untuk mengidentifikasi frasa pada teks di
Activity 14.

• Peserta didik bekerja secara kelompok dengan teman sekelasnya
untuk mengidentifikasikan frasa pada teks di Activity 14
Kegiatan 17
• Guru meminta peserta didik untuk mempraktikan dialog
secara berpasangan.
• Peserta didik mempraktikan dialog secara berpasangan.
Kegiatan 18
• Guru meminta peserta didik untuk melanjutkan dialog
berdasarkan teks.
• Peserta didik melanjutkan dialog berdasarkan teks sebelumnya.
Kegiatan 19
• Guru meminta peserta didik untuk membuat frasa pada
kolom yang disediakan.
• Peserta didik membuat frasa pada kolom yang disediakan.
Kegiatan 20
• Guru meminta peserta didik untuk mengubah klausa/frasa
yang ada menjadi klausa/frasa bentuk lain.
• Peserta didik mengubah klausa/frasa yang ada menjadi klausa/
frasa bentuk lain.
• Guru meminta peserta didik membaca informasi di bagian
‘Remember’.
• Peserta didik membaca informasi di bagian ‘Remember’.
Kegiatan 21
• Guru meminta peserta didik bekerja secara kelompok dengan
teman sekelasnya dan melakukan beberapa aktivitas.
• Peserta didik bekerja secara kelompok untuk melakukan
beberapa aktivitas
Alternatif Kegiatan
Peserta didik dapat mencari sumber-sumber lain di perpustakaan,
ataupun Internet jika tersedia jaringan Internet di sekolah. Guru
juga dapat membawa buku-buku sumber ke dalam kelas.

Kegiatan 22
• Guru meminta peserta didik untuk membaca teks.
Kegiatan 23
• Guru meminta peserta didik mendemonstrasikan penggunaan
“preposition phrases” dan “participle phrases” untuk membuat
slogan berdasarkan teks yang disediakan.
• Peserta didik mendemonstasikan penggunaan “Prepositicnal
phrases” dan “Participle phrase” untuk membuat slogan
berdasarkan teks yang disediakan.
Kegiatan 24
• Guru meminta peserta didik untuk menulis sebuah
“email” kepada pemerintah mengenai beberapa ide untuk
menghentikan korupsi.
• Peserta didik menulis sebuah email kepada pemerintah
mengenai beberapa ide untuk menghentikan korupsi.
Alternatif Kegiatan
Guru dapat memanfaatkan papan tulis sebagai ruang display
untuk menempelkan pendapat peserta didik dan selanjutnya
dikomentari oleh peserta didik yang lain. Komentar dapat ditulis
dan ditempelkan di dekat tulisan yang dikomentari.
3. Kegiatan Penutup
Kegiatan 1
• Guru mengulang kembali materi mengenai teks lisan dan
tulis mengenai frasa yang sudah dipelajari dengan penjelasan.
Kegiatan 2
• Guru meminta umpan balik tentang materi yang susah
dipelajari.
Kegiatan 3
• Guru memberikan penugasan terstruktur secara individu
dengan membuat menemukan solusi masalah korupsi dan
meminta persetujuan dari teman lain.
Kegiatan 4
• Guru menyampaikan rencana pembelajaran selanjutnya.

Alternatif Kegiatan
bisa dijadikan refleksi bagi guru sebelum melanjutkan ke unit
berikutnya.
H. PENILAIAN
1. Penilaian pengetahuan dengan teks tertulis (soal dibuat oleh guru).
2. Penilaian keterampilan dilakukan dengan rubrik (rubrik terlampir).
lembar penilaian yang mencakup aspek apa saja yang akan dinilai
perlu disiapkan. Misalnya:
4. lembar rubrik keterampilan menulis;


No Score
be assessed (5 – 9) (10 – 19) (20 – 25)
comprehensibility
intonation

Total score
Maximum Score = 100

No Score
be assessed (5 – 9) (10 – 19) (20 – 25)
1. Content Illogical ideas
Logical ideas Logical opinions
ideas
ideas ideas

precise vocabulary
and spelling
Total score
Final Score =  ________
Total score × 2 
    
3
Maximum Score = 100

I. Kunci Jawaban
1. Answer the following questions.
a. Indonesia Corruption Watch. It is NGO to fight corruption.
b. Komisi Pemberantasan Korupsi.
c. Corruption Eradication Commission
d. The writer of the slogan supports the aims of establishing
‘KPK’(any possible answers)
e. Corruption destroys all living and non living things in
Indonesia. If ‘KPK’ can eradicate corruption, all living and
non living things will be saved. (any possible answers)
f. We can learn that corruption can be erased from our lives
if we support ‘KPK’(any possible answers)
g. (accept any possible answers)
1. Listen to the recording and arrange the following jumbled

words.
1. Corruption Eradication Commission
2. corruption in Indonesia
3. a number of people prosecuted
4. anyone who committed graft
5. a famous magazine which was published last November
6. a portal for reporting corruption called ‘lapor’
7. corruption threatening economic growth
2. Listen to some dialogue and choose the correct responses.
1. A. It is Indonesia Corruption Watch, isn’t it?
2. B. Well, I am not sure.
3. A. I think so too.
3. Complete the following dialogue with the information below.

Dialogue 1
Student 1 : Well, what does the Corruption Eradication
Commission handle?

Student 2 : KPK chases graft.
Student 1 : Graft? What is it?
Student 2 : Okay, let’s look up the meaning in the dictionary.
Here it is. Graft is (1) the act of getting money or
advantage. The dishonest activities (2) of gaining
personal advantages can be achieved by taking
advantage of political power.
Student 1 : Let’s see the report. KPK didn’t convict anyone
(3) who committed graft in 2004.
Student 2 : You’re right. The number of people (4) prosecuted
for graft decreased in 2009 but increased in 2010.
Dialogue 2
Student 1 : Do you need help?
Student 2 : Well, actually I’m looking for the definition of
corruption. Could you tell me the definition?
Student 1 : Let me see.
Student 2 : Look. I’ve got it. It’s written that corruption is
abuse of power (5) for personal gain.
Student 1 : Personal gain?
Student 2 : Correct. Bribery, misappropriations of funds,
nepotism, and intervention (6) in formulating
laws or regulations (7) for personal gain are
common examples of corruption.
Student 1 : A famous magazine (8) that was published in
November, reported that the State lost billions
of Rupiah through corruption in Jambi.
Student 2 : Really? An English newspaper, (9) published
in August, also wrote that corruption threatens
economic growth.
Student 1 : The Jakarta Post also reported that two anti-graft
judges (10) were arrested for bribery in Central
Java.

5. Listen to a monolog. What is the monologue about? Give a
tick to the right statements.
Statements True False

Open Government Indonesia launched recently ✓
a corruption reporting portal called ‘lapor’.
‘Lapor’ which aims to encourage citizens to file ✓
corruption complaints and other crime conduct
done by those in public service.
Open Government Indonesia (OGI) is part of a ✓
multilateral initiative called Open Government
Partnership.
Open Government Partnership aims to secure ✓
concrete commitments from governments
around the world
Open Government Partnership also promotes ✓
transparency, empowers citizens, fights
corruption and connects new technologies to
strengthen governance.
6. Compare the culture of phrases in English and Indonesian.

See the examples.
English Indonesian
Corruption Eradication Komisi Pemberantasan
Commission Korupsi
Indonesia Corruption Pemantau/Pengawas korupsi

Watch Indonesia
A corruption reporting Sebuah portal melaporkan
portal called ‘lapor’. korupsi diberi nama ‘lapor’
An English newspaper Surat kabar berbahasa
which was published last Inggris yang diterbitkan
August bulan Agustus yang lalu

The number of people Jumlah orang yang
prosecuted graft ditetapkan melakukan
grafitikasi
Billions lost to Jambi Miliaran hilang akibat
corruption korupsi di Jambi
A multilateral initiative Sebuah inisiatif multirateral
called Open Government yang disebut ‘Kerjasama
Partnership. Pemerintah Terbuka’
Two antigraft judges Dua hakim antigraft
arrested for bribery in ditangkap karena penyuapan
Central Java. di Jawa Tengah
Anyone who did graft Siapa pun yang melakukan
in 2004 graft di tahun 2004
7. Discuss the following questions with your friends and your

teacher.
a. • In Central Java
• The man doing graft in 2004
• The policy which was released yesterday
• The arguments presented in the article
10. Choose a statement or question from the boxes to complete

each short dialogue while listening to it.
a. Man : Could you tell me the least corrupt country?
Woman : The least corrupt country?
b. Man : Do you know the world’s most corrupt
country?
Woman : I don’t know but there are many corrupt
countries, aren’t there?
c. Man : I’d like to know where I can find a list of
corrupt countries.
Woman : Look at www.transparency.org.

d. Man : Could you find out the organizations that publish
the annual survey?
Woman : Transparency International is one of them.
e. Man : The score ranges from 0 to 100.
Woman : Do you know what it means?
Man : The score of 100 means that the country is
completely clean and zero means a highly corrupt
country.
15. Answer the question basedon the following text.
a. 1) Non-governmental organizations
2) United Nations Office of Drugs and Crime.
3) The World Bank and UN.
b. 1) International community to eradicate corruption.
2) Corruption and good government.
3) How the World Bank fighting corruption.
c. 1) Helping to curb corruption.
2) By providing assistance to countries that ask for help
in curbing corruption, contributing to international
corruption-fighting efforts, and striving to prevent fraud
and corruption in donor-financed projects
d. Reading to guess meaning of difficult words from the centext.
Match each word in column A with the meaning in column
B
curb = limit something
capture = catch
assist = help
endeavor = try hard
20. Say it in different ways. See the examples.
a. to create laws protecting whistle blowers
b. the name of the organization publishing the annual survey
c. ‘Lapor’ aiming to encourage citizens to file corruption
complaints
d. Other crime conduct which is done by those in public service.

e. Open Government Indonesia (OGI) is part of a multilateral
initiative which is called Open Government Partnership,
f. Open Government Partnership aiming to secure concrete
commitments from governments around the world.
K. TRANSKRIP AUDIO
2. Listen to some dialogue and choose the correct responses.
Dialogue 1
Man : What is ICW?
Woman : ICW?
Narrator : What is the best response to the woman’s question?
Dialogue 2
Man : What is the function of ICW?
Woman : Chasing graft?
Narrator : What is the best response to the woman’s question?
Dialogue 3
Woman : In your opinion, why did someone write the slogan
‘KPK, you are not alone’?
Man : Well, I think the writer wants to remind KPK that
KPK is supported by the Indonesian people. That’s
very true, isn’t it?
Narrator : What is the best response to the man’s question?
5. Listen to a monolog. Tick the correct column to decide whether

each statement is true or false based on the monolog.
Man : ‘Lapor’ is a portal for reporting corruption. It was
recently introduced by Open Government Indonesia, a
civil society organization. It aims to encourage citizens
to file corruption complaints and other crimes conduct
by people working in the public service area. Open
Government Indonesia is part of Open Government

Partnership. It is a multi-lateral initiative aiming to secure
concrete commitments from governments around the
globe to promote transparency, empower citizens, fight
corruption, and apply new technologies to strengthen
governance.

Chapter 4
If I Had wings Like a Bird,
I would Fly Fast
Alokasi Waktu yang disediakan di silabus: 8 JP
A. koMPETENSI DASAR
Pengetahuan
memberi dan meminta informasi terkait pengandaian terjadinya/
dilakukannya sesuatu yang tidak nyata pada saat ini dan pada
waktu lampau, sesuai dengan konteks penggunaannya. (Perhatikan
unsur kebahasaan conditional: past perfect)
Keterampilan
pengandaian terjadinya/dilakukannya sesuatu yang tidak nyata
pada saat ini dan pada waktu lampau, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan
sesuai konteks
B. INDIkAToR
Pengetahuan
3.4.1 Memahami makna kontekstual dari sebuah dialog.
3.4.2 Membuat kalimat pengandaian sesuai konteks situasi yang
diberikan.
3.4.3 Membandingkan kalimat pengandaian tipe 2 dalam bahasa
Indonesia dan bahasa Inggris.
3.4.4 Mencontoh beberapa kalimat pengandaian tipe 2 dalam berbagai
dialog.
3.4.5 Mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan
dari kalimat pengandaian tipe 2.
3.4.6 Menyatakan kalimat pengandaian tipe 2 dalam berbagai konteks
situasi melalui simulasi dan role-play.
3.4.7 Mempelajari kalimat pengandaian tipe 2 dan memahami
maknanya dengan membandingkan susunan kalimat dari berbagai
sumber.
3.4.8 Mempelajari kalimat pengandaian tipe 2 dan memahami
maknanya dengan membandingkan susunan kalimatnya dengan
bahasa yang lain.
Keterampilan
4.4.1 Mendemonstrasikan penggunaan kalimat pengandaian tipe 2 dalam
konteks situasi yang berbeda.
4.4.2 Menulis conditional sentence tipe 2.
3.4.1 memahami makna kontekstual dari sebuah dialog dengan
semangat
3.4.2 membuat kalimat pengandaian sesuai konteks situasi yang
diberikan dengan percaya diri
3.4.3 membandingkan kalimat pengandaian tipe 2 dalam bahasa
Indonesia dan bahasa Inggris dengan penuh tanggung jawab
3.4.4 mencontoh beberapa kalimat pengandaian tipe 2 dalam berbagai
dialog dengan semangat
3.4.5 mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan
dari kalimat pengandaian tipe 2 dengan percaya diri
3.4.6 menyatakan kalimat pengandaian tipe 2 dalam berbagai konteks
situasi melalui simulasi dan role-play dengan penuh tanggung
jawab
3.4.7 mempelajari kalimat pengandaian tipe 2 dan memahami
maknanya dengan membandingkan susunan kalimat dari berbagai
sumber dengan semangat
3.4.8 mempelajari kalimat pengandaian tipe 2 dan memahami maknanya
dengan membandingkan susunan kalimatnya dengan bahasa yang
lain dengan penuh tanggung jawab
4.4.1 mendemonstrasikan penggunaan kalimat pengandain tipe 2
dalam konteks situasi yang berbeda dengan percaya diri
4.4.2 menulis conditional sentence tipe 2 dengan penuh tanggung jawab

Fakta
Teks lisan dan tulis untuk menyatakan dan menanyakan tentang
pengandaian terjadinya/dilakukannya sesuatu yang tidak nyata pada
saat ini menjelaskan tentang harapan(pengandaian) seseorang untuk
melakukan sesuatu/mendapatkan sesuatu yang sebenarnya itu hanya
sebuah harapan yang tidak nyata.
Konsep:
saat ini adalah teks yang memberitahukan kepada seseorang tentang
harapan-harapan yang sudah tidak mungkin terjadi.
Prinsip
Struktur teks
• If I had a wing like the bird, I would fly fast to school so that I
would not be late. But, I don’t have wings, and I’ll be sure be late.;
• I don’t know how to help you. If I could help you, I would. But,
I’m sorry I can’t.,
Unsur kebahasaan
(1) Kata untuk menyatakan pengandaian: if … dengan kata kerja
dalam Simple Past Tense
(2) Klausa dengan kata kerja bantu would, could
(3) Kosa kata: tindakan dan kegiatan yang terkait dengan pembelajaran
di SMA dan kehidupan siswa sebagai remaja
nominal
Prosedur:
saat ini disusun dengan memperhatikan struktur dan bentuk bahasa
sesuai dengan konteksnya.
Chapter 4 If I Had Wings Like a Bird, I Would Fly Fast 49

saat ini dimulai dengan menjelaskan, menyesali keadaan, berandai-
andai, dsb.
1. Pendekatan ilmiah (Scientific Approach : Observing-Questioning-
Exploring-Associating-Communicating)
2. Model Pembelajaran : Cooperative Learning (Discovery Learning)
3. Metode : Problem-based Learning
G. MEDIA, ALAT DAN SUMBER PEMBELAJARAN

Media : gambar, dan PowerPoint
Alat : laptop, LCD, loud speakers
Sumber Belajar : Buku teks Pathway to English 2 Program Peminatan
– Sudarwati dan Grace, Penerbit Erlangga, Jakarta
H. Langkah-langkah Pembelajaran
Kegiatan 1
dengan doa bersama.
• Guru memeriksa kehadiran peserta didik. Peserta didik dapat
merespon dengan “I am here/Yes, ma’am/present.”
Kegiatan 2
• Guru meminta peserta didikmemperhatikan ilustrasi gambar.
• Peserta didik memperhatikan ilustrasi gambar.
• Guru meminta peserta didik menjawab pertanyaan berdasarkan
gambar.
• Peserta didik menjawab per tanyaan berdasarkan
gambar.
Kegiatan 3
yang akan dicapai; dan menyampaikan cakupan materi dan

2. Kegiatan Inti
Kegiatan 1
memilih gambar yang sesuai dengan dialog yang benar.
Kegiatan 2
melengkapi pernyataan sesuai dengan dialog yang benar.
Kegiatan 3
• Guru meminta peserta didik mengamati beberapa gambar
dan menuliskan fakta-fakta sebanyak mungkin untuk gambar
itu.
Kegiatan 4
• Guru meminta peserta didik berpasangan dan membayangkan
apa yang terjadi jika pisang dan mangga dapat berbicara.
Kegiatan 5
• Guru meminta peserta didik melihat gambar yang lain setelah
itu menuliskan fakta-fakta sebanyak mungkin untuk gambar
tersebut.
Strategi alternatif
Kegiatan dapat dikerjakan dengan pendekatan PPP yaitu
presentation, practice, production dengan memilih 3 kegiatan
yang sesuai dengan karakteristik peserta didik.
Kegiatan 6
• Bersama guru, peserta didik mendiskusikan kalimat
pengandaian dalam bahasa ibu.
Kegiatan 7
• Guru meminta peserta didik mengidentifikasi kalimat
pengandaian tipe 2 dengan melengkapi kolom yang tersedia.
• Peserta didik mengidentifikasi kalimat pengandaian tipe 2
dengan melengkapi kolom yang tersedia.
• Guru meminta peserta didik membaca dialog dan mem
pertunjukkannya di depan kelas.
• Peserta didik membaca dialog dan mempertunjukkannya di
depan kelas.

Strategi alternatif
Guru dapat menambah teks jika diperlukan. Pendekatan EGRA
bisa digunakan dengan teknik the captain and the crew untuk
memberikan peserta didik kesempatan bekerja sama dengan
cara yang menyenangkan.
Kegiatan 8
• Peserta didik mendengarkan dialog dan menggaris bawahi
kesalahan yang ada dalam dialog.
• Guru meminta peserta didik mendengaran dialog dan
menggaris bawahi kesalahan yang ada dalam dialog.
Kegiatan 9
• Guru meminta peserta didik melengkapi percakapan dalam
balon dengan kata-katanya sendiri secara berpasangan.
• Peserta didik secara berpasangan melengkapi percakapan
dalam balon dengan kata-katanya sendiri.
Kegiatan 10
• Guru meminta peserta didik menuliskan apa yang diketahui
tentang conditional tipe 2 dalam kolom K- apa yang ingin
mereka tanyakan dalam kolom W- dan apa yang telah
didapatkan setelah membaca teks dalam kolom L.
• Peserta didik menuliskan apa yang diketahui tentang
conditional tipe 2 dalam kolom K- apa yang ingin mereka
tanyakan dalam kolom W- dan apa yang telah di dapatkan
setelah membaca teks dalam kolom L.
Kegiatan 11
• Guru meminta peserta didik membuat pertanyaan berkaitan
dengan kalimat pengandaian tipe 2 di kolom W.
• Peserta didik membuat pertanyaan berkaitan dengan kalimat
pengandaian tipe 2 di kolom W.
Kegiatan 12
• Guru meminta peserta didik menuliskan apa yang mereka
pelajari di kolom L setelah membaca teks di Activity 12.
• Peserta didik menuliskan apa yang mereka pelajari di kolom
L setelah membaca teks di Activity 12.

Kegiatan 13
• Guru meminta peserta didik membaca sebuah teks dan
mendiskusikan pertanyaannya.
• Peserta didik membaca sebuah teks dan mendiskusikan
pertanyaannya.
Kegiatan 14
• Guru meminta peserta didik mengidentifikasi kalimat dengan
menuliskan kalimat pada kolom yang tepat.
• Peserta didik mengidentifikasi kalimat dengan menuliskan
kalimat pada kolom yang tepat.
Kegiatan 15
• Guru meminta peserta didik mencocokkan pernyataan dengan
fakta yang tepat.
• Peserta didik mencocokkan pernyataan dengan fakta yang
tepat.
Strategi alternatif
Kegiatan yang tersedia bisa dipilih dan diramu menggunakan
teknik EGRA yaitu experience, generalisation, reinforcement,
application. Pada tahapan generalisation disediakan handout
untuk membantu peserta didik mengambil kesimpulan untuk
materi yang dipelajari.
Kegiatan 16
• Guru meminta peserta didik mengidentifikasi fakta dari
kalimat pengandaian tipe 2.
• Peserta didik mengidentifikasi fakta dari kalimat pengandaian
tipe 2.
Kegiatan 17
• Guru meminta peserta didik mengidentifikasi kalimat
pangandaian tipe 2 dan memilih jawaban yang tepat secara
berpasangan.
• Secara berpasangan peserta didik mengidentifikasi kalimat
pengandaian tipe 2 dan memilih jawaban yang tepat.
Kegiatan 18
• Guru meminta peserta didik melakukan kegiatan kelompok
untuk mencari kalimat pengandaian tipe 2 diberbagai sumber
dan menganalisisnya.

• Peserta didik melakukan kegiatan kelompok untuk mencari
kalimat pengandaian tipe 2 di berbagai sumber dan
menganalisisnya.
Kegiatan 19
• Guru meminta peserta didik membaca surat yang berisi
ungkapan simpati dan melengkapi kalimat rumpang dalam
surat tersebut dengan conditional clause type 2.
• Peserta didik membaca surat yang berisi ungkapan simpati dan
melengkapi kalimat rumapang dalam surat tersebut dengan
conditional clause tipe 2.
Kegiatan 20
• Guru meminta peserta didik membaca pernyataan atau
pertanyaan dan memilih respon yang tepat.
• Peserta didik membaca pernyataan atau pertanyaan dan
memilih respon yang tepat.
Kegiatan 21
• Guru meminta peserta didik membaca dialog dan melengkapi
kalimat rumpang dalam dialog tersebut dengan if clause.
• Peserta didik membaca dialog dan melengkapi kalimat
rumpang dalam dialog tersebut dengan if clause.
Kegiatan 22
• Guru meminta peserta didik mendengarkan rekaman dan
menbandingkan jawaban mereka.
• Peserta didik mendengarkan rekaman dan membandingkan
jawaban mereka.
Kegiatan 23
• Guru meminta peserta didik melakukan role-play sesuai
dengan situasi yang diberikan.
• Peserta didik melakukan role-play sesuai dengan situasi yang
diberikan.
Kegiatan 24
• Peserta didik melanjutkan sebuah dialog dengan mengikuti
model.

Strategi alternatif
Pada pertemuan ke 2 pada kegiatan penutup, guru memberikan
penugasan kepada peserta didik yang berkaitan dengan kegiatan
19–21. Teks yang sudah direkam dengan alat perekam atau
telepon genggam, diperdengarkan dalam kelompok kecil. Guru
membagikan rubrik peer assessment.
3. Kegiatan Penutup
Kegiatan 1
Guru mengulang kembali materi teks lisan dan tulis untuk
menyatakan dan menanyakan tentang pengandaian terjadinya/
dilakukannya sesuatu yang tidak nyata pada saat ini.
Kegiatan 2
Guru meminta umpan balik tentang materi yang susah.
Kegiatan 3
Guru memberikan penugasan terstruktur secara individu dengan
membuat sebuah teks.
Kegiatan 4
Strategi alternatif
Guru bisa memanfaatkan kegiatan 2 untuk melakukan self-
reflection. Hasil dari self-reflection siswa dapat disimpan dalam
map portfolio. Tulisan refleksi siswa bisa dijadikan refleksi bagi
guru sebelum melanjutkan ke bab berikutnya.
Siswa membentuk kelompok yang terdiri dari 3 orang dan
membuat blurb mengenai buku atau film. Lalu, hasilnya dipresentasikan
di depan kelas.
I. Penilaian
1. Penilaian pengetahuan dengan teks tertulis (Soal dibuat guru.)



No Score
be assessed (5 – 9) (10 – 19) (20 – 25)
comprehensibility
intonation
Total score
Maximum Score = 100

J. Kunci Jawaban
1. Listen to the dialogues. Which pictures best describes each
dialogue?
Script
Dialogue 1 = Picture 3
Man : You know Esther, if I had time, I’d write novels. I’ve
wanted to be a novelist since I was ten years old
Woman : That would be great.
Dialogue 2 = Picture 5
Woman : Satria, don’t get cross. I would be your best friend
even if you were poor.
Man : But I am poor.
Dialogue 3 = picture 1
Man : If only we had the money, I’d build you a swimming
pool. It would be 100 meters long and 30 meters
wide.
Woman : Oh, I’d like that
Man : If tree could talk, what would it say to human beings?
Woman : I think it wouldn’t let us cut it.
Man : If that little boy were your brother, should you leave
home?
Woman : You know I don’t like him.
Man : You don’t? Why?
Woman : Because he talks too much, that’s why.
2. Listen to the dialogue and fill in the blanks.

Listening script
Woman : You know, Manuel, if I had time, I’d write novels. I
wish I were a novelist when I was eleven years old.
Man : Right and I’d write music, if I had the time. You
know, I’ve wanted to do it since I was able to read.

I’d compose beautiful melodies. I also would write
songs with lovely lyrics.
Woman : And my novels would be educative for all. If people
read my novels, they’d laugh and cry, they’d smile
and frown, they’d be educated by my novels.
Man : And by my music, if they went to hear it. They’d
sing and dance, their lives would be happier. And
you know Fitri, you and I would become famous if
people liked our works.
Woman : Yes. Just think of that has made me feel younger
than I am
Man : You’re right
a. If Fitri had time, she would write novels.
b. Fitri wanted to be a novelist when she was eleven years old.
c. If Manuel had time, he would write music.
d. If Manuel had time, he would also compose beautiful melodies
and write songs with lovely lyrics.
e. Manuel wanted to write music since he was able to read.
f. Fitri ensures Manuel if people read her novels they would
laugh and cry.
g. Fitri is also sure that people would be educated if they read
her novels.
h. Manuel ensures Fitri if people listened to his music, they
would sing and dance.
i. Manuel is also sure that people would be happier if they
heard his music.
j. Manuel is certain that they would become famous if people
liked their works.
8. Listen to the dialogue and fill in the blanks with words
you have heard.
1st dialogue
Student 1 : Listen! If I could understand the Japanese characters,
I will be your teacher.
Student 2 : But you never study Japanese!
Student 1 : That’s what I mean.

2nd dialogue
Student 1 : If I were you, I would meet your English teacher
and ask him to give you a remedial test.
Student 2 : But he’s still angry with me.
Student 1 : Is he?
Student 2 : Yes, he is.
3rd dialogue
Student 1 : Greg, if I were rich, I’d buy you the world. We
went on expensive holidays
Student 2 : Oh, I’d like that. I'd like to go to the North Pole.
Student 1 : North Pole? It’s extremely cold, isn’t it?
Student 2 : It is.
4th dialogue
Student 1 : Do you think it’s good to be a famous person?
Student 2 : If you are well-known, people would recognize
you everywhere. You’d have no privacy.
Student 1 : You’re right. There would be no time to sit and eat
in a cafe.
13. Read the text and then discuss the questions that follow.
Reading for the gist of the text.
(1) The text is about talking while eating.
Reading for detailed information.
(2) The writer tried to talk to the lady while having dinner.
(3) Because the lady didn’t give a good response.
(4) The writer sat next to the lady.
(5) While having a dinner. Mrs Rumbolb was busy eating.
Reading between lines
(6) Mrs Rumbolb was a large, unsmiling lady in a tight black
dress. She did not even look up when I took my seat beside
her. Her eyes were fixed on her plate and in a short time,
she was busy eating.

(7) Mrs Rumbilb was a strong and serious lady. She didn’t like
speaking while eating.
(8) The lady didn’t enjoy her dinner because the writer talked
too much.
Reading for referring
(9) She did not even look up when I took my seat beside her.
Her eyes were fixed on her plate and in a short time, she
was busy eating. I tried to make conversation.
(10) She/her refer to Mrs.Rumbilb. ‘I’ refers to the writer
Reading for getting the meaning of certain words/phrases
based on the context.
(11) - tight = uncomfortable
- fixed = not able to be moved
- in despair = difficult situation
- talkless = kept silent
14. Identify the following sentences by writing the sentences in

the right columns.
Social function
To explain To regret what To imagine To advise
is happening
I could do it If he were a They would If I were you, I
faster if I had smart student, buy a new would meet your
a sophisticated he would pass house if they English teacher and
calculator. the exam. were rich. ask him to give you
a remedial test.
If you ate more I would lower
and talked taxes if I were
less, we would the President.
both enjoy our
dinner.
15. Match the statements with the correct facts.

(1) e (2) c (3) a (4) f (5) b (6) d

16. Interpret "if clause type 2". Read the statements and then
discuss the fact or the present condition of the statements.
No. Conditions Results Facts
a. If I had I’d give you I don’t have a million
a million money. dollars so I don’t give
dollars, you money.
b. If I had a car I would I don’t have a car so I
now, accompany you to don’t accompany you to
the ball. the ball.
c. If he told me I would help him. He doesn’t tell me so I
now, don’t help him.
d. If I were you, I would take a I’m not you so I don’t
part time job. take a part time job.
e. If I were a I would learn how I’m not a boy so I
boy, to play football. don’t learn how to play
football.
17. Work in pairs and choose the correct answers by ticking ()
in the right column.
a. If you were sitting next to the driver, it would be very
dangerous. The sentence means ….
✓ You are sitting on the back
✓ You’re not sitting next to the driver
✓ It’s not dangerous
✗ It could be very dangerous
b. We’d have a new house with a big garden if I were rich. The
fact is ….
✗ I have a new house with a big garden
✓ I don’t buy a new house
✓ I’m poor
✓ My house is old with a small garden

c. If you became really famous, film directors would make films
of your plays. The real condition is …
✗ I am really famous
✓ Film directors don’t make films of your play
✗ I’ll make films of my plays
✓ I’m not famous
d. There would be queues hundreds of yards long outside all

the cinemas if your films were really famous. The fact is ….
✗ I am really famous
✓ Film directors don’t make films of your play
✗ I’ll make films of my plays
✗ I’m not famous
e. If we became famous then we’d get rich too. It means ….
✓ I am not really famous

✗ I am rich
✓ I will be rich
✓ I am poor
20. Read the statements or questions and choose the correct

responses.
(1) d (2) a (3) b (4) c (5) e
21. Read the dialogue and complete the blank spaces with the if
clause.
(1) would be a footballer.
(2) you could design a special Jersey
(3) would learn
(4) various techniques.
(5) we would travel around the world
(6) would be happy to meet us

K. TRANSKRIP AUDIO
Activity 7
Listen to the dialogue and act it out in front of the class.
Terry : Eva, have you ever about water diet?
Eva : Yes. My sister took the water diet last year.
Terry : Really? Tell me what it is!
Eva : Well actually, the diet involves drinking 8 cups of cold water
everyday.
Terry : 8 cups of cold water?
Eva : Right. And it must be at regular intervals throughout the
day. Drink a glass of water before each meal to suppress your
appetite.
Terry : Wow. That sounds great.
Eva : It is. If I were you, I would try the diet. You know, doing
this will help you get into the habit of limiting the portions
of food you consume during each meal.
Terry : You mean by drinking water, we will feel full before a meal,
thus helping us consume less calories.
Eva : But keep in mind that this is not a water-only diet. Water-
only diet can actually be quite dangerous if done for too
long a period of time.
Terry : Really?
Eva : Your body needs nutrients to stay healthy and maintain a
strong metabolism. If you drink only water for more than
a couple of days, when you start eating again you run the
risk of gaining even more weight because your metabolism
will have slowed tremendously.
Terry : If you were in my position, would you try this diet?
Eva : Why not? My sister took the water diet last year. There was
slight decrease in her weight after a week of dieting.
Terry : Thanks for your advice.
Eva : That’s okay.
Activity 22
Listen to the recordings to compare your answer.
Murti : You know, Fitri, if I were a boy, I would be a footballer. We
would play football every afternoon.

Fitri : Yes, I’d like that. I’d love to practice football in the best
football club in our city.
Murti : And if you wanted, you could design a special jersey with our
cool logo team on it. it would be made of special material.
Fitri : And we’d ask the best coach to teach us to be the best players
in the city.
Murti : That would be nice. We would learn how to throw, catch,
block, carry, and kick the ball.
Fitri : Right. We’d learn various techniques.
Murti : And if we were famous, we would travel around the world.
Fitri : And people would be happy to meet us.
Murti : Dreams… sweet dreams!

Chapter 5
If Only He had not Cheated
A. KOMPETENSI DASAR:
Pengetahuan
tindakan memberi dan meminta informasi terkait pengandaian
terjadinya/dilakukannya sesuatu yang tidak nyata pada saat ini
dan pada waktu lampau, sesuai dengan konteks penggunaannya.
(Perhatikan unsur kebahasaan conditional: past perfect)
Keterampilan
pengandaian terjadinya/dilakukannya sesuatu yang tidak nyata
pada saat ini dan pada waktu lampau, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur kebahasaan yang benar
dan sesuai konteks.
B. INDIKATOR
Pengetahuan
3.4.1 Menulis conditional sentence sesuai dengan konteks situasi yang
diberikan.
3.4.2 Memahami makna kontekstual dari sebuah dialog yang
mengandung conditional sentence.
3.4.3 Mengidentifikasi tipe, fungsi dan makna dari conditional clause.
3.4.4 Menyatakan kalimat pengandaian dalam berbagai konteks situasi
melalui simulasi dan role-play.
3.4.5 Mempelajari conditional sentence tipe 3 dengan menggunakan
perfect modal auxiliaries dan memahami maknanya.
Keterampilan
4.4.1 Mendemonstrasikan penggunaan conditional sentence tipe 3
dalam konteks situasi yang berbeda
4.4.2 Mendemonstrasikan penggunaan conditional sentence tipe 3
dalam menulis
3.4.1 menulis kalimat conditional sentence sesuai dengan konteks situasi
yang diberikan dengan percaya diri.
3.4.2 memahami makna kontekstual dari sebuah dialog yang
mengandung conditional sentence.
3.4.3 mengidentifikasi tipe, fungsi dan makna dari conditional clause/
sentences dengan percaya diri.
3.4.4 menyatakan kalimat pengandaian dalam berbagai konteks situasi
melalui simulasi dan role-play dengan bertanggung jawab.
3.4.5 mempelajari conditional sentence tipe 3 dengan menggunakan
perfect modal auxiliaries dan memahami maknanya.
4.4.1 mendemonstrasikan penggunaan conditional sentence tipe 3 dalam
konteks situasi yang berbeda dengan bertanggung jawab.
4.4.2 mendemonstrasikan penggunaan conditional sentence tipe 3
dalam menulis.
Fakta
waktu lampau dan menjelaskan tentang harapan (pengandaian)
seseorang untuk melakukan sesuatu/mendapatkan sesuatu yang
sebenarnya itu hanya sebuah harapan yang tidak nyata.
Konsep:
waktu lampau teks yang memberitahukan kepada seseorang tentang
menjelaskan, menyesali keadaan, dan berandai-andai,
Prinsip:
Struktur teks
• The big flood would not have happened, if they hadn’t cut the trees
excessively;

• She would not have met her husband if she had not gone to my
sister’s wedding party.
Unsur kebahasaan
(1) Kata untuk menyatakan pengandaian: if … dengan kata kerja
dalam past perfect tense
(2) Klausa dengan kata kerja bantu would have, could have
(3) Kosa kata: tindakan dan kegiatan yang terkait dengan pembelajaran
di SMA dan kehidupan siswa sebagai remaja
nominal
(5) Ucapan, tekanan kata, intonasi
(6) Ejaan dan tanda baca
Prosedur:
waktu lampau disusun dengan memperhatikan struktur dan bentuk
bahasa sesuai dengan konteksnya.
waktu lampau dimulai dengan menjelaskan, menyesali keadaan,
berandai-andai,

Media : Berbagai berita headlines di surat khabar yang menunjuk-
kan realita di masa lalu.
Alat : Laptop, LCD, loud speaker, gambar-gambar, power point.
Sumber Belajar : Buku Teks Pathway to English 3 Kelompok Peminatan –
Sudarwati and Grace – Chapter 10

Kegiatan 1
• Guru memberi salam kepada peserta didik.
• Guru meminta peserta didik untuk berdoa.
Kegiatan 2
• Guru meminta peserta didik memperhatikan ilustrasi gambar.
• Peserta didik memperhatikan ilustrasi gambar.
• Guru meminta peserta didik berdiskusi untuk menjawab
beberapa pertanyaan.
• Peserta didik berdiskusi untuk menjawab beberapa pertanyaan.
Kegiatan 3
• Guru meminta peserta didik membaca teks kemudian
membuat kalimat dengan menggunakan conditional clause
type 3.
• Peserta didik membaca teks kemudian membuat kalimat
dengan menggunakan conditional clause type 3.
Kegiatan 4
yang akan dicapai; dan menyampaikan cakupan materi dan
Alternatif Kegiatan
Apabila tidak tersedia LCD, laptop, atau perangkat audio, guru
bisa mencari gambar alternatif yang mirip, ditempel/ dibagikan
ke peserta didik.
2. Kegiatan Inti
Kegiatan 1
mengulangi setiap pada rekaman tersebut.
• Peserta didik mendengarkan rekaman dan mengulangi setiap
kalimat pada rekaman tersebut.

Kegiatan 2
• Guru meminta peserta didik berkelompok untuk mendiskusikan
• Peserta didik secara berkelompok mendiskusikan beberapa
pertanyaan.
Kegiatan 3
• Guru meminta peserta didik mendengarkan rekaman lalu
melengkapi dialog berdasarkan rekaman tersebut.
• Peserta didik mendengarkan rekaman lalu melengkapi dialog
berdasarkan rekaman tersebut.
• Guru meminta peserta didik melakukan dialog yang telah
dilengkapi tersebut secara berpasangan.
• Peserta didik secara berpasangan melakukan dialog yang telah
dilengkapi tersebut.
Kegiatan 4
dialog.
• Peserta didik menjawab pertanyaan berdasarkan dialog.
Kegiatan 5
• Guru meminta peserta didik menjawab beberapa pertanyaan
di secarik kertas.
• Peserta didik menjawab beberapa pertanyaan disecarik kertas.
Kegiatan 6
• Guru meminta peserta didik berdiskusi dengan teman.
• Peserta didik berdiskusi dengan teman.
Kegiatan 7
• Guru meminta peserta didik membaca teks lalu menjawab
beberapa pertanyaan mengenai teks tersebut.
• Peserta didik membaca teks lalu menjawab beberapa
pertanyaan mengenai teks tersebut.
Kegiatan 8
• Guru meminta peserta didik membaca teks.
• Guru meminta peserta didik mengubah kalimat yang digaris
bawahi menjadi kalimat pengandaian.

• Peserta didik mengubah kalimat yang digaris bawahi menjadi
kalimat pengandaian.
Kegiatan 9
• Guru meminta peserta didik mengisi kolom yang kosong
mengenai conditional sentences dengan informasi yang sesuai.
• Peserta didik mengisi kolom yang kosong mengenai conditional
sentences dengan informasi yang sesuai.
Kegiatan 10
• Guru meminta peserta didik menentukan apakah kalimat-
kalimat yang disediakan merujuk pada masa lampau, sekarang,
atau yang akan datang.
• Peserta didik menentukan apakah kalimat-kalimat yang
disediakan merujuk pada masa lampau, sekarang, atau yang
akan datang.
Kegiatan 11
menjawab pertanyaan berdasarkan dari rekaman tersebut.
• Peserta didik mendengarkan rekaman dan menjawab
pertanyaan berdasarkan dari rekaman tersebut.
Kegiatan 12
• Guru bersama peserta didik secara berkelompok mendiskusikan
Kegiatan 13
• Guru meminta peserta didik berkelompok untuk men
diskusikan topik yang telah disediakan.
• Peserta didik secara berkelompok mendiskusikan topik yang
telah disediakan.
Kegiatan 14
• Guru meminta peserta didikmenjawab beberapa pertanyaan
dan memberikan kesimpulan mengenai tanya jawab tersebut.
• Peserta didik menjawab beberapa pertanyaan dan memberikan
kesimpulan mengenai tanya jawab tersebut.
Kegiatan 15
• Guru meminta peserta didik membuat dialog berdasarkan
situasi yang telah disediakan secara berpassangan.

• Peserta didik secara berpasangan membuat dialog berdasarkan
situasi yang telah disediakan.
Kegiatan 16
• Guru meminta peserta didik membaca teks 30 Died in Coach
Disaster lalu mebuat 3 kalimat dengan menggunakan if clause
type 3 berdasarkan teks tersebut.
• Peserta didik membaca teks 30 Died in coach disaster, lalu
membuat 3 kalimat dengan menggunakan if clause type 3
berdasarkan teks tersebut.
3. Kegiatan Penutup
Kegiatan 1
Guru mengulang kembali materi tentang teks lisan dan tulis,
untuk menyatakan dan menanyakan tentang keterkaitan waktu
antar tindakan/kejadian sederhana.
Kegiatan 2
Kegiatan 3
Guru memberikan penugasan terstruktur secara individu.
Kegiatan 4
Alternatif Kegiatan
journal/self reflection, melakukan penilaian diri sendiri dan
bisa dijadikan refleksi bagi guru sebelum melanjutkan ke chapter
berikutnya.
Peserta didik secara berpasangan melakukan tanya jawab dengan
menggunakan if clause type 3 dan topic bebas sesuai kreativitas para
peserta didik.

I. PENILAIAN
1. Penilaian pengetahuan dengan teks tertulis (soal dibuat oleh guru).
lembar penilaian yang mencakup aspek apa saja yang akan dinilai.
Misalnya:
3. lembar rubrik keterampilan berbicara.


No Score
be assessed (5 – 9) (10 – 19) (20 – 25)
comprehensibility
intonation
Total score
Maximum Score = 100

J. Kunci Jawaban
1. Look at these pictures. Can you name these champion athletes?
What were their achievements?
a. Name : Ben Johnson
Achievement : a Canadian former sprinter, who won two
Olympic bronze medals and an Olympic gold
medal,
b. Name : Lionel Messi
Achievement : An Argentine footballer who plays as a
forward for Spanish club FC Barcelona and
the Argentina national team. in 2009, he won
his first Ballon d'Or and FIFA World Player
of the Year awards. He followed this up by
winning the inaugural FIFA Ballon d'Or in
2010, and then again in 2011 and 2012. He
also won the 2010–11 UEFA Best Player in
Europe Award.
c. Name : Michael Jordan
Achievement : Michael Jordan won 6 NBA Championships,
earned a total of 14 MVP awards, was selected
to 14 All-Star games
d. Name : David Beckham
Achievement : He was the first English player to win league
titles in four countries, England, Spain, the
United States and France.
e. Name : Valentino Rossi
Achievement : He is an Italian professional motorcycle racer
and multiple MotoGP World Champion. He
got nine Grand Prix World Championships to
his name – seven of which are in the premier
class.
f. Name : Taufik Hidayat
Achievement : He is a former World and Olympic champion
in men's singles badminton player. He has also
won the Indonesian Open six times (1999,
2000, 2002, 2003, 2004 and 2006).

3. Listen to the recording. Complete the dialogue and practice
it with your friend.
Jim : Betty! What takes you so (1) long? I have been (2)
waiting for you for almost an hour.
Betty : Oh! I’m sorry, Jim. Did you finish your (3) shopping
early?
Jim : No, I didn’t finish my shopping!
Betty : Well, I finished my shopping and then I met Nancy
and we had a chat. I thought you hadn’t (4) finished
your shopping yet.
Jim : Having a chat with Nancy. That explains why you are
an hour late! If I had known that, I wouldn’t have (5)
hurried to get here.
Betty : I thought you would be (6) late. I would have (7)
hurried if I had thought you were waiting for me
here. And I wouldn’t have (8) talked to Nancy for so
long if you hadn’t had so many things to buy.
4. Answer the following questions based on the previous dialogue.

a. They have misunderstanding.
b. No, he didn’t. Because he thought Betty had finished shopping.
c. Yes, she did.
d. She was having a chat with Nancy
e. He felt so annoyed.
f. Jim did not know that Betty was having a chat with Nancy,
so he hurried.
g. Betty did not hurry because she thought Jim was not waiting
for her.
h. To express a regret what they had done in the past.

11. Read this text carefully and answer the questions.
1) The comparison of Fantasia town in the past and in the
present
2) The condition of the town in the past
3) A regret why the town had changed so fast.
4) dreams. Because the town looks awful now.
5) they express “unreal meaning”.
6) It tells the present condition of the town
7) The first paragraph tells the condition of the city in the past,
the third paragraph tells a regret town authorities did not think
the impacts of the town progress in the future.
8) To compare the condition of the town in the past and in the
presence and also express the regret of what had not been
done in the past for the town.
9) If someone had anticipated these things, we might have been
a lot more careful.
What does the underlined word refer to?
10) Fantasian people
11) The city planners
12) many problems today
What does the underlined word mean?
13) orchards = land with fruit trees
vineyards = area of land planted with grape-vines
14) thrived = prosper / grow strong
15) incredible = unbelievable
exotic = from other country, rare, unusual
shrubs = plant with woody stem lower than a tree
16) anticipated = see what is likely to happen and take action
What does the conditional sentence mean?
Conditionals Real Facts

17. If you had seen Fantasia 60 I did not see Fantasia 60 years ago
years ago, you would have so I wasn’t amazed.
been amazed.

18. If Fantasia had kept its train Fantasia did not keep its train
system, we might have avoided system, so we could not avoid some
some of the traffic problems. of the traffic problems
19. If the city planners had The city planner did not think
only thought more about more about the future, so they did
the future, they could have not put more money into public
put more money into public transportation.
transportation.
20. If fewer people hadn’t moved to Fewer people moved to Fantasia
Fantasia Island, the population Island, so the population grew so
wouldn’t have grown so fast. fast.
21. If Fantasia hadn’t grown so fast, Fantasia grew so fast, so we have so
we might not have so many many problems today
problems today
9. Fill in the blanks with the appropriate information about

conditional sentences.
There are 3 types of Conditional Sentences:
1) The 1st type of conditional sentence or Future Conditional
This type refers to the Future time.
Pattern: Pattern:
Subject + Simple Present Subject+ will + Infinitive without
Tense -to
Main Clause If Clause
e.g. :
If I become President, I'll lower taxes.
If it rains this afternoon, everybody will stay home.
What will you do if he invites you?
2) The 2nd type of conditional sentence or Present Conditional
This type refers to the Present time.
Pattern: Pattern:
Subject + Simple Past Subject+ would + Infinitive without
Tense -to
Main Clause If Clause

e.g. If I were king, I could throw you in the dungeon.
(I am not a king that’s why I can’t throw you in the
dungeon)
If I won the lottery, I would buy a car.
(I don’t win the lottery that’s why I won’t buy a car)
3) The 3rd type of conditional sentence or Past Conditional
This type refers to the Past time.
Pattern: Subject+ would have +

Subject + Past Perpect Tense last Participle
Main Clause (Verb III)
If Clause
e.g.: If you had called me, I would have come.

(You did not call me so I didn’t come)
If you had done your job properly, we wouldn't have been
in that mess.
You didn’t do your job properly so we were in that mess)
10. Does the conditional sentence refer to the past, present or

future?
1) Future 6) Present
2) Future 7) present
3) Future 8) present
4) Past 9) future
5) Past 10) present
11. Listen and choose the correct answer.

1. c. The woman did not go to the party last night.
2. c. Greg did not enjoy his week end due to the bad weather.
3. a. The coat was so expensive.
4. c. The woman would have woken up the man early.
5. a. We would not have been able to communicate with
others in different places.

6. a. Tom’s parents would have given a loan to Tom.
7. c. The man did not know that the newspapers were still
needed.
8. a. If only she had seen the signal, she would have stopped
her car.
9. c. Her dress wouldn’t have shrunk.
10. e. The man had seen the film before.
K. TRANSKRIP AUDIO
Activity 1
Listen to the recordings, and repeat after each sentence.
1. If Mary had read the material, she would have been prepared
for the lesson.
2. The members would have attended the meeting, if they had
known about it.
3. If Henry hadn’t had so much work to do, he would have
gone to the movie with us.
4. We would have attended the Mozart concert if the tickets
hadn’t been so expensive.
5. If we had left an hour later, we would certainly have missed
the train.
6. If John had known about the remedial test, he wouldn’t
have missed the class.
7. If it hadn’t rained so heavy, our holiday would have been
so wonderful.
8. If Jane had posted the invitation earlier, her uncle and aunt
would have come to her party.
Activity 11
Listen and choose the correct answer
1. Woman : I haven’t seen Ann lately. I wonder how she is
these days.

Man : Ann? Do you mean Ann who once lived next
door?
Woman : Exactly. Ann Croft. Do you have any news about
her?
Man : I met her at the party last night. If you had
gone to the party last night, you would have
met her.
Woman : Really? Tell me about her.
Man : She has married a rich English gentleman and
now she is living in London.
Woman : Oh, I’m happy to hear it.
Narrator : What can we learn from the dialogue?
2. Woman : Hi, Greg, how was your weekend at the beach?

Man : Terrible. I’m very disappointed.
Woman : But, what happened Greg?
Man : When we went to the beach, the sun were still
shining brightly. You know what? An hour later
the sky turned cloudy and dark. And not long
after that it rained so heavily. We just stayed in
the villa.
Woman : That’s too bad.
Man : Yes, we could have played in the beach if the
weather hadn’t been so bad.
Woman : Perhaps, you can go there another time.
Man : Yes, I wish I could.
Narrator : What do we know from the dialogue?
3. Woman : Can I see the coat that you bought yesterday,

please?
Man : What? A coat? Which coat?
Woman : The one you tried at the boutique yesterday?
Man : Oh, that leather brown coat. I remember now.
Yes, it looked beautiful. I really like it but I

didn’t buy it. If only I had had enough money
with me, I would have bought it.
Woman : That’s too bad. Why didn’t you tell me that? I
could have lent you any money if you had told
me.
Man : No, I’m so embarrassed. It’s alright. But thanks
anyhow.
Narrator : Why didn’t the man buy the coat?
4. Man : What time is it?

Woman : It’s 8 o’clock.
Man : Oh, my God. I must be late to work. Why
didn’t you wake me up?
Woman : You didn’t tell me. If I had known you wanted
to get up early, I would have woken you up at
6.
Man : That’s okay. I will call my boss and tell the
truth.
Woman : Hurry up, then.
Narrator : What would have happened if the man had told
the woman that he wanted to get up early?
5. Man : Do you know who invented telephone?

Woman : Alexander Graham Bell.
Man : That’s right. Thanks to him. We can communicate
with others in different places.
Narrator : What would have happened if Bell had not
invented telephone?
6. Man : What happened to Tom?

Woman : He looked so upset. He didn’t want to talk to
anyone.
Man : What’s the problem?

Woman : He asked his parents for a loan but he didn’t say
what he wanted the money for, so they refused.
Man : I think, if he had told them that he wanted to
open a restaurant, they would have agreed.
Woman : Yes, I think so, too.
Narrator : What does the man mean by “they would have
agreed”?
7. Woman : John, do you know the newspapers that I put

on your desk yesterday?
Man : Oh, I threw them away in the dustbin.
Woman : What? Why did you throw away those
newspapers? I hadn’t finished with them.
Man : I’m sorry. If I had known you were still reading
them, I would not have thrown them away.
Narrator : What does the man mean?
8. Man : Good morning, ma’am.

Woman : Good morning, Officer.
Man : May I see your driving license, please?
Woman : Sure, here you are, sir.
Man : Do you realize what you’ve done wrong, ma’am?
Woman : Yes, sir. I ran through the red light, sir. I didn’t
see the signal, so I didn’t stop. I’m sorry, sir.
Man : It’s okay. I’ll give you a ticket for your violation.
You must pay for the fine in court for breaking
the traffic rules.
9. Woman 1 : What have you done with my dress?

Woman 2 : What happened, ma’am?
Woman 1 : Look! It shrunk. This is my favorite dress
and now you have made it like this. What
a nuisance!

Woman 2 : Oh, ma’am, I’m sorry. It’s my fault.
Woman 1 : What did you do to it?
Woman 2 : I washed it with boiling water.
Woman 1 : What a stupid maid-servant you are!
Narrator : What would have happened if the maid-
servant had not washed the dress with boiling
water?
10. Man : Was the film good?

Woman : Yes, I liked it, especially the leading-actor.
Man : Don’t worry. They get married in the end.
Woman : So, you have seen it before! If you had told me
that earlier, we could have watched another.

Chapter 6
In Contrast to the Good Side
A. KoMPETENSI DASAR:
Pengetahuan
memberi dan meminta informasi terkait hubungan pertentangan
dan kebalikan, sesuai dengan konteks penggunaannya.
(Perhatikan unsur kebahasaan even if ..., unless ..., however, on
the other hand, in contrast, nevertheless)
Keterampilan
4.5. Menyusun teks interaksi transaksional lisan dan tulis yang
hubungan pertentangan dan kebalikan, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur kebahasaan yang benar
dan sesuai konteks
B. INDIKAToR
Pengetahuan
3.1.1. Mengidentifikasi kalimat dengan hubungan pertentangan.
3.1.2. Menyebutkan perbedaan antara if dan unless.
3.1.3. Menerapkan if dan unless dalam kalimat.
3.1.4. Mengidentifikasi conjunctive adverbs dalam kalimat.
3.1.5. Membuat daftar conjunctive adverbs.
3.1.6. Membuat kalimat dengan conjunctive adverbs.
3.1.7 Menjawab pertanyaan tentang isi dialog yang memuat gagasan
yang saling bertentangan.
3.1.8. Mengurutkan kata menjadi kalimat.
Keterampilan
4.5.1. Membuat paragraf yang memuat gagasan yang saling
bertentangan.
4.5.2. Mempresentasikan fungsi dari If, unless dan conjuctive adverbs.
Pengetahuan
1. mengidentifikasi kalimat dengan hubungan pertentangan.
2. menyebutkan perbedaan antara if dan unless.
3. menerapkan if dan unless dalam kalimat.
4. mengidentifikasi conjunctive adverbs dalam kalimat.
5. membuat daftar conjunctive adverbs.
6. membuat kalimat dengan conjunctive adverbs.
7. menjawab pertanyaan tentang isi dialog yang memuat gagasan
yang saling bertentangan.
8. mengurutkan kata menjadi kalimat.
Keterampilan
9. membuat paragraf yang memuat gagasan yang saling bertentangan.
10. mempresentasikan fungsi dari If, unless dan conjuctive adverbs.
Fakta:
Dalam kehidupan sehari-hari, penggunaan gagasan yang saling
bertentangan sangat sering dilakukan baik dalam dialog atau dalam
tulisan.
Konsep:
Untuk menyampaikan gagasan yang saling bertentangan, dapat
digunakan unless dan conjunctive adverbs.
Prinsip
Struktur teks
• Unless the public transportation covers all parts of the city, cars are
important for my mobility.
• On the other hand, I can’t imagine how I can handle my work
efficiently without a mobile phone.
• Even if computers helped me a lot in handling my secretarial work,
some people thought that computer users were unsociable.
• Nevertheless, education is very expensive.
• Living in the countryside is very comfortable, however living in the
city is more comfortable.

• In contrast to its dangers, nuclear energy is the cheapest alternative
energy we can use in the future.
Unsur kebahasaan
- Conjunctions: although, unless, even though, even if
- Conjunctive Adverbs: however, in contrast to, nevertheless, on
the other hand, nonetheless, instead
Prosedur:
Penggunaan conjunctions harus di dalam satu kalimat majemuk
(compound sentence) yang memuat induk kalimat (independent clause)
dan anak kalimat (dependent clause). Gagasan yang dipertentangkan
termuat dalam anak kalimat. Conjunctive adverbs digunakan untuk
menghubungkan dua gagasan yang bertentangan dari kalimat yang
berbeda. Umumnya conjunctive adverbs mengawali suatu kalimat.
1. Pendekatan Ilmiah
2. Discovery learning

Media : Rekaman percakapan tentang mengucapkan dan
merespons ungkapan untuk menawarkan barang
dan jasa dan power point slides.
point.
Sumber Belajar : Buku Teks “Pathway to English 3” Program
Peminatan – Sudarwati and Grace – Chapter 2,
Penerbit Erlangga, Jakarta.
Kegiatan 1
dengan doa bersama.
• Peserta didik merespon dengan “I am her/yes, ma’am/present.”

Kegiatan 2
• Guru meminta peserta didik untuk memperhatikan beberapa
gambar dan kalimat di sampingnya.
• Peserta didik mencerna kalimat yang tertera.
• Guru mengarahkan peserta didik untuk menemukan makna
pertentangan dalam kalimat-kalimat tersebut.
2. Kegiatan Inti
Alternatif Kegiatan
Model PPP dapat dikembangkan. Guru dapat membersiapkan
dengan menambah foto atau gambar yang lebih besar disesuaikan
dengan tokoh setempat untuk memancing keaktifan peserta
didik.
Kegiatan 1
• Guru meminta peserta didik mendengarkan monolog dan
menemukan tema monolog tersebut.
• Peserta didik mendengarkan dan mengisi tema monolog
dalam tabel.
• Guru meminta peserta didik mendengarkan monolog tersebut
sekali lagi dan meminta peserta didik menemukan kata
hubung yang ditemukan dalam monolog tersebut.
• Peserta didik mendengarkan monolog kembali dan mengisi
tabel dengan kata hubung yang ditemukan.
Kegiatan 2
menemukan gagasan yang saling bertentangan dalam monolog
tersebut.
• Peserta didik mendengarkan monolog dan mengisi tabel
dengan gagasan yang saling bertentangan yang ditemukan
dalam monolog.
Kegiatan 3
pertanyaan tentang penggunaan beberapa kata hubung even if,
unless, however, on the other hand, in contrast and nevertheless.
• Bersama dengan peserta didik, peserta didik mendiskusikan
beberapa pertanyaan tentang penggunaan beberapa kata

hubung even if, unless, however, on the other hand, in contrast
and nevertheless.
• Peserta didik mempresentasikan kesimpulan diskusi.
Alternatif Kegiatan
Guru dapat membagi kelas menjadi beberapa kelompok.
Setiap kelompok menyiapka satu pertanyaan, ditulis di papan
tulis.Guru mengoreksi pertanyaan tersebut. Setiap kelompok
memilih pertanyaan dari kelompok lain untuk didiskusikan
dan dilaporkan secara bersama-sama.
Kegiatan 4
• Guru meminta peserta didik mepresentasikan hasil diskusi
di depan kelas.
• Peserta didik mepresentasikan hasil diskusinya di depan kelas.
Kegiatan 5
• Guru meminta peserta didik menjodohkan kalimat dari kolom
A dan kalimat dari kolom B.
• Peserta didik menjodohkan kalimat dari kolom A dan kalimat
dari kolom B. Apabila digabung, akan dihasilkan suatu kalimat
yang memuat gagasan yang saling bertentangan.
Kegiatan 6
• Guru meminta peserta didik untuk memahami suatu situasi
dan mengisi tabel BENAR SALAH berdasarkan situasi
tersebut.
• Peserta didik mengisi tabel BENAR SALAH untuk
mengidentifikasi pernyataan yang benar atau salah berdasarkan
situasi yang sudah dibaca.
Kegiatan 7
• Guru meminta peserta didik untuk mengamati tabel yang
memuat dua gagasan yang saling bertentangan (bad sides dan
good sides).
• Guru meminta peserta didik menghubungkan dua gagsan
yang saling bertentangan tersebut dengan conjunction yang
tersedia.
• Peserta didik menghubungkan dua gagsan yang saling
bertentangan tersebut dengan conjunction yang tersedia.

Kegiatan 8
• Guru meminta peserta didik untuk mengurutkan kata
menjadi kalimat utuh yang mengandung gagasan yang saling
bertentangan.
• Peserta didik mengurutkan kata menjadi kalimat utuh yang
mengandung gagasan yang saling bertentangan.
Kegiatan 9
• Guru meminta peserta didik untuk melengkapi dialog
rumpang dengan conjunction yang tersedia.
• Peserta didik melengkapi dialog rumpang dengan conjunction
yang tersedia.
• Guru meminta peserta didik untuk membaca dialog dan
bermain peran dengan menggunakan dialog tersebut.
• Peserta didik untuk membaca dialog dan bermain peran
dengan menggunakan dialog tersebut.
Kegiatan 10
• Guru meminta peserta didik untuk menemukan informasi
tentang Arctic dan Antartic.
• Peserta didik mencari informasi tentang Arctic dan Antartic
dan mempresentasikan di depan kelas.
Alternatif Kegiatan
Dapat dibuat kelompok. Temuan dari kelompok hendaknya
saling melengkapi.
• Guru meminta peserta didik untuk membandingkan Arctic
dan Antartic.
• Peserta didik membanding Arctic dan Antartic.
• Guru meminta peserta didik membuat kalimat yang
membandingkan Arctic dan Antartic berdasarkan fakta-fakta
di dalam tabel.
• Peserta didik membuat kalimat yang membandingkan Arctic
dan Antartic berdasarkan fakta-fakta di dalam tabel.
Kegiatan 11
• Guru meminta peserta didik untuk membuat role-play dialog.
Peserta didik dapat memilih satu dari dua tema terlampir.
Dialog harus memuat gagasan yang saling bertentangan.

• Peserta didik melakukan memilih satu tema yang tersedia
dan melakukan role-play dialog tentang tema tersebut. Peserta
didik dapat melihat contoh dialog yang tersedia di buku ajar.
Kegiatan 12
• Guru meminta peserta didik berduskusi dalam kelompok
untuk menyimpulkan fungsi dari conjunction: However, On
the other hand, In contrast /In contrast to, Nevertheless, Even
if.
• Peserta didik berduskusi dalam kelompok untuk menyimpulkan
fungsi dari conjunction: However, On the other hand, In contrast
/In contrast to, Nevertheless, Even if.
3. Kegiatan Penutup
Kegiatan 1
Guru mengulang kembali materi secara singkat.
Kegiatan 2
Kegiatan 3
Guru memberikan penugasan terstruktur.
Kegiatan 4
Guru menyampaikan rencan pembelajaran selanjutnya.
Alternatif kegiatan
dapat dijadikan refleksi bagi guru sebelum melanjutkan ke bab
berikutnya.
Siswa mencari membuat suatu karangan yang membandingkan
kehidupan di kota dan di desa.
I. PENILAIAN
1. Penilaian pengetahuan dengan tes tertulis (Soal dibuat oleh guru.)
2. Penilaian keterampilan dilakukan dengan rubrik (Rubrik terlampir)

disiapkan.
Misalnya:
1. Lembar penilaian diri sendiri
2. Lembar penilaian antar teman
3. Lembar rubrik keterampilan berbicara


No Score
assessed (5 – 9) (10 – 19) (20 – 25)

comprehensibility

intonation


Total score
Maximum Score = 100

I. Kunci Jawaban
1. Read the sentences and fill in the table with the correct
information.
Fact Conjunctions Contrast
Cars are important unless The public
for my mobility. transportation doesn’t
cover all parts of the
city.
The cheapest In contrast to The dangers of nuclear
alternative energy
we can use in the
future.
computers helped me Even if some people thought
a lot in handling my that computer users were
secretarial work unsociable.
education is very im Nevertheless Some children go
portant today without education at all.
Living in the However living in the city is more
countryside is very comfortable.
comfortable
Nuclear is very In contrast to Nuclear energy is the
dangerous cheapest alternative
energy we can use in the
future.
1. Listen to the monologues. Decide what topic is being talked

about and what conjunctions are used in the monologues.
Monologues Topic Conjunctions used
1 Drinking coffee However
2 National examination Nevertheless
3 Nuclear power On the other hand
4 Mobile phone Unless
5 Internet In contrast to
6 Solar energy Even if

2. Listen again to the monologues. What the positive and the
negative statements do the speakers talk about?
Monologue Positive Negative
1 Drinking coffee is nice Drinking coffee too much is
and enjoyable. not good for our health.
2 National examination The national examination can
determines the national trigger dishonesty amongst
education standard. students.
3 Nuclear power is not Nu c l e a r p owe r i s ve r y
expensive to make. dangerous and can be a major
disaster.
4 Mobile phones make People don’t use mobile
communication easier. phones when driving cars or
riding motorcycles.
5 Internet impacts po The internet degrades the
sitively to education. quality of research
6 The solar energy is The equipment for converting
cheaper than any other the sunlight into electricity is
fossil fuels. very expensive to buy
5. Match the statements in column A with the statements in

column B.
1. If Richard studies hard enough, he will go to Australia with
his father.
2. His father has promised him that he will take Richard to
Australia if he passes his examination with good marks.
3. So, Richard won’t be able to go to Australia unless he passes
his examination.
4. Unless Richard studies hard for his examination, he will not
be able to go to Australia with his father
5. He will not go to Australia unless he work hard for his
examination.
6. Read the situation and state whether these statements True
(T) or False (F). If it is false, correct it.

No Statements T F Correction
1. If you want to see my √
brother, you must come
to my house tonight.
2. You won’t be able to √ You will be able to
see him if you come to see him if you come
my house. to my house.
3. My brother says that he √ My brother says that
will see you if he is not he will see you if he
free tonight. is free tonight.
4. You’ll be able to talk √ You won’t be able to
to him unless he is free talk to him unless he
tonight. is free tonight.
5. If you come to my √ If you come to my
house tonight, you’ll house tonight, you
not see and talk to him. will see and talk to
him.
7. Combine the good and the bad sides using conjunctive adverbs.
a. With the help of mobile technology we are able to talk to our
friends and relatives who are living far from us. Nevertheless,
mobile technology rises to another problem that is lacks of
taking care personally.
b. Even if home schooling creates a flexible schedule, it does
not give opportunities to develop social skills.
c. In contrast to the advantages of aviation technology, aviation
technology creates serious environmental threats such as air
pollution and noise pollution.
d. Organic plants are free of contamination with health harming
chemicals such as pesticides, fungicides and herbicides.
However, it requires considerably more skill to farm
organically.
e. Television programs such as Educational program and
Documentaries can teach kids important values and life
lessons. On the other hand, kids who watch TV a lot
have trouble paying attention to teachers because they are
accustomed to the fast-paced visual stimulation on TV.

8. Rearrange the jumbled words to make good sentences. Begin
with the first word.
1. Tony will not clean his room unless his mother tells him to.
2. Unless it is really about something urgent, anybody will not
see Mr. Henz today.
3. You can’t go anywhere unless your father gives permission.
4. The office will be open unless it is a holiday.
5. Unless you keep interrupting her, Mrs. Schmidt will be able
to finish her story.
9. Complete this dialogue with the conjunctive adverbs: on the
other hand, in contrast to, nevertheless, even if and unless.
1. even if
2. nevertheless
3. nevertheless
4. even if
5. in spite of.
10. Write sentences using comparison and contrast. Use
connectives: However, On the other hand, In contrast /In
contrast to, Nevertheless, Even if. One has been done for you
as an example.
1) The Northern Artic regions are ice-covered sea, and almost
completely surrounded by land. However, the Southern regions
are ice-covered land, and almost completely surrounded by
a great ocean.
2) The Northern Artic is surrounded by land. On the other
hand, the South Antarctic is surrounded by great ocean.
3) In contrast to the Northern Arctic, pole lies on land in the
Southern Antarctic.
4) Unlike the various climate of the Northern Arctic, the climate
of the Southern Antarctic varies little.
5) Many plants grow in the Northern Arctic. In contrast, the
Southern Antarctic is only an empty desert.

6) The northern Arctic is economically exploited. In contrast,
no economic exploitation is done in the Southern Antarctic.
J. TRANSKRIP AUDIO
1. Listen to the monologues. Decide what topic is being talked
about and what conjunctions are used in the monologues.
Monologue 1 : Drinking coffee in the morning while having
bread and jam is really nice and enjoyable.
However, drinking coffee too much is not good
for our health. You may get addicted and in
the long run the coffee may result in adrenal
exhaustion.
Monologue 2 : Some people agree that the national examination
is good. The national examination can determine
the national education standard in Indonesia.
Nevertheless, those who don’t agree say that
the national examination can trigger dishonesty
amongst students.
Monologue 3 : Nuclear power costs about the same as coal, so
it’s not expensive to make. On the other hand,
nuclear power is very dangerous and can be a
major disaster.
Monologue 4 : Mobile phones are very convenient because you
are able to make calls from nearly anywhere even
in emergency situations. Unless you make calls
with your mobile phones while driving in the
car or on a motorcycle, mobile phones make
communication easier.
Monologue 5 : In contrast to internet positive impacts to
education, some people argue that the internet
degrades the quality of research, especially the
physical library research.

Monologue 6 : Even if the solar energy is cheaper than any
other fossil fuels, the equipment for converting
the sunlight into electricity is very expensive to
buy and many people can’t afford them.

Chapter 7
Pros and Cons
3.6 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan
beberapa teks pembahasan ilmiah (discussion) lisan dan tulis
dengan memberi dan meminta informasi terkait pembahasan
isu kontrovesial dan aktual dari beberapa (minimal dua) sudut
pandang, sesuai dengan konteks penggunaannya
4.6.1 Menangkap makna secara kontekstual terkait fungsi sosial,
struktur teks, dan unsur kebahasaan teks pembahasan ilmiah
(discussion) lisan dan tulis, terkait isu kontroversial dan aktual
4.6.2 Menyusun pembahasan ilmiah (discussion) lisan dan tulis, terkait
isu kontroversial dan aktual, dengan memperhatikan fungsi
sosial, struktur teks, dan unsur kebahasaan, secara benar dan
sesuai konteks
b. inDiKaTor
3.6.1 Meniru teks discussion lisan dari beberapa isu.
3.6.2 Membaca beberapa macam teks tentang orang, binatang,
benda, gejala dan peristiwa alam dan sosial untuk mendapatkan
informasi khusus dan ide pokok dari teks discussion.
3.6.3 Menemukan beberapa teks discussion dari berbagai sumber
seperti internet, film, koran, majalah, buku dll.
3.6.4 Mengidentifikasi teks discussion yang ditemukan dari berbagai
sumber dengan menyebutkan fungsi sosial, topik, struktur teks
dari tiap-tiap teks.
3.6.8 Membandingkan fungsi sosial, struktur teks dan unsur
kebahasaan teks discussion dari berbagai sumber.
4.6.1 Membaca beberapa teks discussion untuk menemukan makna
dari teks discussion.
4.6.1 Menuliskan beberapa teks discussion.
4.6.1 Mendiskusikan teks discussion dengan membaca keras dengan
intonasi dan pronunciation yang tepat.
1. meniru teks discussion lisan dari beberapa isu
2. membaca beberapa macam teks tentang orang, binatang, benda,
gejala dan peristiwa alam dan sosial untuk mendapatkan informasi
khusus dan ide pokok dari teks discussion.
3. menemukan beberapa teks discussion dari berbagai sumber seperti
internet, film, koran, majalah, buku dll.
4. mengidentifikasi teks discussion yang ditemukan dari berbagai
sumber dengan menyebutkan fungsi sosial, topik, struktur teks
dari tiap-tiap teks.
5. membaca beberapa teks discussion untuk menemukan makna dari
teks discussion
6. menuliskan beberapa teks discussion
7. mendiskusikan teks discussion dengan membaca keras dengan
intonasi dan pengucapan yang tepat
Fakta
Teks pembahasan ilmiah atau disebut teks discussion dalam kehidupan
sehari-hari bisa ditemukan dalam koran, majalah, film, internet,
buku,dan sumber lain.
Konsep
Teks pembahasan ilmiah (discussion) menggunakan bebarapa kata
penghubung (sentence connectors) seperti “and, also, as well as, besides,
finally” untuk menandakan bahwa akan ada informasi lebih yang akan
mengikuti kalimat itu.
Prinsip
Struktur teks:
1. Isu yang dibahas, dalam bentuk pernyataan dan preview
2. Serangkaian argumentasi yang mendukung dan tidak mendukung
atau pernyataan atau pandangan yang berbeda, yang terdiri atas
poin yang dibuat dan rinciannya
3. Kesimpulan atau saran,

Unsur kebahasaan:
1. Kata kerja yang terkait dengan keadaan, tindakan, pandangan,
pendapat, dalam the simple present tense.
2. Penyebutan kata benda umum, singular dan plural tentang objek
tertentu (human dan non-human)
3. Penggunaan kata penghubung untuk mengontraskan dan
mengurutkan, seperti on the other hand, conversely, because,
consequently, thus, dan sebagainya
4. Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
5. Ucapan, rujukan kata, tekanan kata, intonasi, ketika mem
presentasikan secara lisan.
Prosedur
Prosedur penulisan sebuah teks discussion diawali dengan adanya
isu yang di diskusikan dan argument dari penulis (pro dan kontra
argument).
2. Problem-based learning

Media : Rekaman teks discussion, dan power point slides.
point.
Peminatan – Sudarwati and Grace – Chapter 11,
Penerbit Erlangga, Jakarta.
Kegiatan 1
• Guru memberi salam kepada peserta didik.
• Guru dan peserta didik berdoa secara khidmat sesuai dengan
agama dan kepercayaannya masing-masing.

• Guru mengecek kehadiran siswa. Siswa menjawab dengan
mengatakan “I am here/ yes, ma’am/ present.”
• Peserta didik mendiskusikan beberapa tema tertentu dan
menuliskan argument mereka apakah pro atau kontra.
Alternatif Kegiatan
Tema dapat dituliskan pada sebuah kalender bekas bagian putih
dengan ukuran terbaca jumlah tema disesuaikan dengan jumlah
peserta didik di kelas.
2. Kegiatan Inti
Kegiatan 1
• Guru meminta peserta didik mendengarkan pernyataan dan
mencocokkannya dengan gambar.
• Peserta didik mendengarkan pernyataan dan mencocokkannya
dengan gambar.
Kegiatan 2
• Guru meminta peserta didik melengkapi dialog dengan kata
yang telah disediakan dan mendengarkan dialog lagi untuk
mengecek jawaban mereka.
• Peserta didik melengkapi dialog dengan kata yang telah
disediakan dan mendengarkan dialog lagi untuk mengecek
jawaban mereka.
Kegiatan 3
• Guru meminta peserta didik mendengarkan audio untuk
memeriksa jawabannya.
• Peserta didik mendengarkan audio untuk memeriksa
jawabannya.
Kegiatan 4
• Guru meminta peserta didik melengkapi kkolom dengan
informasi yang di dapat dari dialog yang di dengar.
• Peserta didik melengkapi kolom dengan informasi yang di
dapat dari dialog yang di dengar.

Kegiatan 5
• Guru meminta peserta didik mendengarkan kontroversi dalam
progran infotainmen di TV. Lalu membenarkan pernyataan
yang tertulis.
• Peserta didik mendengarkan kontroversi dalam program
infotainment di TV, lalu membenarkan pernyataan yang
tertulis.
Kegiatan 6
• Guru meminta peserta didik membaca beberapa argumen
dan menebak permasalahan yang dikemukakan.
• Peserta didik membaca beberapa argument dan menebak
permasalahan yang dikemukakan.
Alternatif Kegiatan
Model PPP (presentation-practice-production) dapat dipilih sesuai
dengan kegiatan yang dipilih, contoh-contoh program TV bisa
disesuaikan dengan program TV lokal.
Kegiatan 7
• Guru meminta peserta didik membaca dialog dan teks lalu
membuat dialog serupa.
• Peserta didik membaca dialog dan teks lalu membuat dialog
serupa.
Kegiatan 8
• Guru meminta peserta didik merekam dialog yang telah
dibuat dan membandingkannya dengan hasil milik teman
yang lain.
• Peserta didik merekam dialog yang telah dibuat dan
membandingkannya dengan hasil milik teman yang lain.
Alternatif Kegiatan
Untuk lebih membuat siswa aktif bertanya, peserta didik dapat
memilih satu atau lebih pertanyaan yang ada. Pertanyaan
tersebut kemudian dituliskan pada kertas yang digulung dan
diberikan kepada kelompok lain untuk dijawab. Peserta didik
dapat menanggapi pertanyaan dan jawaban tersebut. Guru dapat
memberikan penilaian spiritual dan sikap

Kegiatan 9
• Guru meminta peserta didik berkelompok dan membaca isu
yang diberikan kemudian menebak topik yang sedang dibahas
dalam isu tersebut.
• Peserta didik berkelompok dan membaca isu yang diberikan
kemudian menebak topik yang sedang dibahas dalam isu
tersebut.
Kegiatan 10
mereka ketahui tentang ungkapan disagreement pada kolom
K di tabel K-W-L
tentang ungkapan disagreement pada kolom K di tabel K-W-L.
Kegiatan 11
• Guru meminta peserta didik memikirkan dua pertanyaan
yang ingin diketahui tentang ungkapan disagreement dan
menuliskannya kedalam kolom W di tabel K-W-L.
• Peserta didik untuk memikirkan dua pertanyaan yang ingin
diketahui tentang ungkapan disagreement dan menuliskannya
kedalam kolom W di tabel K-W-L.
Kegiatan 12
mereka pelajari dari teks itu dan menuliskannya pada kolom
L di tabel K-W-L.
didik menuliskan apa yang telah mereka pelajari dari teks
itu dan menuliskannya pada kolom L di tabel K-W-L.
Kegiatan 13
• Guru meminta peserta didik membaca teks lalu melengkapi
mind map.
• Peserta didik untuk membaca teks lalu melengkapi mind
map.
Kegiatan 14
• Guru meminta peserta didik bekerja kelompok dan menjawab
pertanyaan sesuai dengan teks di kegiatan 13.
• Peserta didik bekerja kelompok dan menjawab pertanyaan
sesuai dengan teks di kegiatan 13.

Kegiatan 15
• Guru meminta peserta didik menganalisis unsur kebahasaan
pada teks di kegiatan 13.
• Peserta didik menganalisis unsur kebahasaan pada teks di
kegiatan 13.
Alternatif Kegiatan
Model pre-whilst-post dapat digunakan dengan teknik cooperative
learning, the captain and the crew. Guru memilih kegiatan yang
sesuai dengan karakter peserta didik.
Kegiatan 16
• Guru meminta peserta didik mempelajari struktur dari teks
discussion.
• Peserta didik mempelajari struktur dari teks discussion.
Kegiatan 17
• Guru meminta peserta didik menjawab beberapa pertanyaan
secara berpasangan.
• Peserta didik menjawab beberapa pertanyaan secara berpasangan.
Kegiatan 18
• Guru meminta peserta didik mendiskusikan pertanyaan
berdasarkan teks di kegiatan 16.
• Peserta didik mendiskusikan pertanyaan berdasarkan teks di
kegiatan 16.
Kegiatan 19
• Guru meminta peserta didik memadukan frasa yang ada
dalam kolom A dengan frasa dalam kolom B untuk menjadi
kalimat yang baik.
• Peserta didik memadukan frasa yang ada dalam kolom A
dengan frasa dalam kolom B untuk menjadi kalimat yang
baik.
Kegiatan 20
• Guru meminta peserta didik membaca pesan dan membuat
pernyataan contrastive untuk membantu Fani menemukan
solusi.
• Peserta didik membaca pesan dan membuat pernyataan
contrastive untuk membantu Fani menemukan solusi.

Kegiatan 21
• Guru meminta peserta didik memperhatikan dialog dan
membuat dialog yang mirip dengan dialog yang dibaca.
• Peserta didik memperhatikan dialog dan membuat dialog
yang mirip dengan dialog yang dibaca.
Kegiatan 22
• Guru meminta peserta didik mempelajari isu dan kesimpulan
dari berbagai teks dan mendiskusikan beberapa tertanyaan.
• Peserta didik mempelajari isu dan kesimpulan dari berbagai
teks dan mendiskusikan beberapa pertanyaan.
Kegiatan 23
• Guru meminta peserta didik mendiskusikan pertanyaan.
• Peserta didik mendiskusikan pertanyaan.
Kegiatan 24
• Guru meminta peserta didik membuat isu dan kesimpulan.
Kemudian peserta didik melengkapi extract dengan memilih
salah satu topik yang tersedia.
• Peserta didik membuat isu dan kesimpulan. Kemudian,
peserta didik melengkapi extract dengan memilih salah satu
topik yang tersedia.
Kegiatan 25
• Guru meminta peserta didik berkelompok untuk menemukan
2 teks discussion dari internet lalu mendiskusikannya.
• Peserta didik berkelompok untuk menemukan 2 teks discussion
dari internet lalu mendiskusikannya.
Alternatif Kegiatan
Guru dapat membawa peserta didik ke perpustakaan untuk
melakukan research kecil tentang teks discussion dari sumber
yang lain. Guru menilai semangat mereka. Model EGRA
(exposure, generalization, reinforcement dan application) dapat
dipilih, disesuaikan dengan karakteristik peserta didik.
Kegiatan 26
• Guru meminta peserta didik membaca beberapa teks
discussion.
• Peserta didik membaca beberapa teks discussion.

Kegiatan 27
• Guru meminta peserta didik menulis atau menyalin teks
discussion.
• Peserta didik menulis atau menyalin teks discussion.
Kegiatan 28
• Guru meminta peserta didik meminta masukan mengenai
teks yang dibuatnya.
• Peserta didik meminta masukan mengenai teks yang dibuat.
Kegiatan 29
• Guru meminta peserta didik menempelkan tulisannya di
papan pengumuman kelas.
• Peserta didik menempelkan tulisannya di papan pengumuman
kelas.
3. Kegiatan Penutup
Kegiatan 1
Guru mengulang kembali materi teks pembahasan ilmiah
(discussion) tentang orang, binatang, benda, gejala dan peristiwa
alam dan sosial.
Kegiatan 2
Kegiatan 3
Kegiatan 4
H. PENILAIAN
1. Penilaian pengetahuan dengan teks tertulis (Soal ditulis oleh guru)
2. Penilaian penerapan dilakukan dengan rubrik (rubrik terlampir)
disiapkan. Misalnya:

No Score
assessed (5 – 9) (10 – 19) (20 – 25)
comprehensibility
intonation
Total score
Maximum Score = 100

No Score
be assessed (5 – 9) (10 – 19) (20 – 25)
supporting ideas supporting ideas
ideas ideas

precise vocabulary
5. Mechanic Some errors Mostly Effective use of
with spelling effective use of capitalisation,
and punctuation capitalisation, punctuation and
punctuation and spelling
spelling
6. Tidiness and Unreadable, late Clear font, on- Neat writing,
deadline submission time submission in-time
submission
Total score
________
Final Score =  Total score × 2  
    
3
Maximum Score = 100
I. Kunci Jawaban
3. Group the following words in the right column of pro or con.
See the example.
Pros Cons
• do • don’t
• like • dislike
• fact • negative
• positive • disadvantages
• agree • gossip
• advantage • object to
• fond • condemn
1. Listen to some statements and then number each picture
related to the statement.
No Statements Picture
1 The use of calculator during the test: Pro and contra. c
2 Too young to be married: good or bad? e
3 Cloning of animals: Allowed or not allowed? d
4 Pro and contra about harnessing solar energy. b
5 The controversy of living in an apartment. a

2. Fill in the blanks with the words provided while listening to
the dialog.
Louis : Eva. I need your opinion about infotainment programs
on TV.
Eva : Infotainment programs? What’s the problem?
Louis : Do you like news which reveals the personal life of
celebrities?
Eva : Well, I watch it when I have nothing to do.
Louis : Do you enjoy it?
Eva : To tell you truth, sometimes I find something interesting
behind the gossip.
Louis : I think so. But many people condemn the content of
the infotainment programs. The programs sometimes go
too far into the private lives of people.
Eva : I can understand it. People who fond of the infotainment
programs believe that the information is based on the
fact.
Louis : Right. But, I also think that the program can encourage
celebrities to act positively in public.
Eva : So far the programs have become a dilemma for some
viewers. On one hand, the programs run stories on how
celebrities build their career, but on the other hand, the
programs also bring terrible consequences.
Louis : Oops! It’s almost nine. I have something important to
do. Thanks for your opinion. It will help me with my
article. See you.
Eva : See you and good luck.
4. Fill in the following table with information from the dialog.

The Pros and Cons of Infotainment on TV
Pro Contra
Something interesting behind the Gossiping, slandering a person
gossip
The contents are based on the facts The content of the program
Encourage celebrities to do positive The private lives of people
things

5. Listen to a monolog and then correct each wrong statement
below.
a. Many people like the content of the infotainment programs.
b. The infotainment program has high rating on TV
c. 10 listeners think that infotainment program could encourage
celebrities to do positive things in public.
d. Reporters need the story, while celebrities need fame
e. 10 listeners who disagree with the good point of infotainment
programs say that Infotainment programs are about slandering
another person or talking about people’s private lives.
f. The program is sometimes excessive in that it goes too far
into the private lives of people.
g. The program sometimes report stories before seeking
information or confirmation from the person they are talking
about
6. Read these various arguments. Group the arguments in the
right column.
a. pro b. cons c. cons d. cons
9. In a group of four, read the following issues, and then guess
the topics discussed.
No issue
1 Computers help us a lot in this information age
2 The problem with ‘hacking and its hackers’
3 The use of nuclear energy
4 The use of an X-ray in a hospital
5 The problem of abortion
13. Read the text aloud. Then answer the following questions.
The issue discussed: Pos and PRO Agument

Cons about Video Games. Paragraph 2 and 3
AGAINST Argument The position of the writer

Paragraph 4 and 5 Fair

a. To make decisions about things a controversy of the video
games.
b. Possible answers
The text Structure of the text
Pros and Cons about Video
title
Games
Paragraph 1 issue
Paragraph 2 Argument ‘pro’ 1
Paragraph 3 Argument ‘pro’ 2
Paragraph 4 Argument ‘against’ 1
Paragraph 5 Argument ‘against’ 2
14. Analyze the language features used in the text above. Write a
sentence in the right column. See the example.
Present tense Video games become an important part not only
the children’s life but also the adults’
Present continuous Nowadays, the video game industry is developing
Tense rapidly.
The use of modal They think it can make them more creative
‘can’ because the game provides challenging ways to
win.
The use of modal So, parents should be careful in selecting the
‘should’ appropriate games for their children.
Connective words Nevertheless, there is an argument whether video
games have good or bad influences on children.
Past tense In the USA, two years ago, a student shot his
teacher and some of his friends.
16. Read the text and then answer the following questions in pairs.
a. Internet on education
b. We can find information easily
c. Internet degrades the quality of research
d. We can improve our knowledge easily and quickly
e. The writer doesn’t offer any solution to the problem

17. Discuss the next questions.
a. To get a balance on a picture and point of view about the
role of internet on education
b. Discussion text
c. Possible answers
• The topic discussed
• Statements to support ‘pro’ points
• Statements to support ‘against’ points
• The writer’s position and writer’s solution about the
problem
d. Fair because the writer shows his balance on the topic discussed
e. Present
f. You know, well
g. When, if, since,
h. But, on the other hand, on the one hand
18. Match the phrases in column A with the phrases in column

B to make good sentences.
1. d 4. a
2. e 5. b
3. c
22. Discuss the following questions

a. In issue and conclusion statements
b. In issue and conclusion
c. The writer shows a good side of the topic by using contrastive
connectors
d. You know, well
J. TRANSKRIP AUDIO
5. Listen to a monologue and then correct each wrong statement
below.
Good morning listeners. I’m very happy to accompany you
for 30 minutes and discuss the pros and cons of infotainment

on TV. Do you like news about the personal life of celebrities
and enjoy infotainment on TV? Even though many people
condemn infotainment for the information reported, high-rating
infotainment on TV provides a means of livelihood for many,
both infotainment journalists and celebrities.
I interviewed 20 listeners by phone about the topic. Ten
interviewees think that infotainment may encourage celebrities to
perform positive actions in public. Infotainment doesn’t always
air celebrities’ dirty laundry. Besides, the information is based on
facts. Journalists, on these programs, always try to find the truth
behind the gossip. Celebrities need such programs to give them a
higher profile. What I mean is that these programs give room for
mutual needs between reporters and celebrities. Reporters need
their stories, while celebrities need fame. Usually reporters start a
story based on a ‘signal’ from the celebrity. For example, gossip
about someone cheating on their spouse and has caused curiosity
among the public. There is a saying ‘where there’s smoke, there’s
fire.’
On the other hand, 10 interviewees stated that information
reported on infotainment is about slandering people or talking
about the bad aspects of their personal lives. Sometimes the
programs talk excessively about other peoples’ personal lives, like
divorce and cheating on a spouse. Sometimes the programs report
news without seeking the truth or confirming the information.
So far, infotainment has become a dilemma for some viewers.
On one hand, these programs can run stories on how celebrities
have built their careers and how they feel about being famous,
but, on the other hand, these programs can also bring terrible
consequences, especially related to people’s personal lives. Well
listeners, I’m waiting for other views about infotainment. Just
call me at 021 844 8895.

Activity 26
Listen to the dialogue and practice it with your friends.
Host : Now, what do you think about this? Calculators will be
banned from schools. Can you believe it? students will
do math, physics, and chemistry without calculators. Will
students without calculators be smarter? Can you imagine
math class without your calculator? So what do you think?
Phone me now on 021 844 8895. Hello?
Caller 1 : Hello, Sandra? Look, I like the idea that kids without
calculators will be smarter. If you’re using a calculator all
your life, it means you cheat yourself. You’re not really
learning because the calculator does it for you! A person in
my class last year snuck a calculator with him and about
a week away from school ending, the teacher found it in
a drawer of his desk and took it from him. Guess what?
He didn’t know how to do ant math because he usd to
sit at the back and use a calculator. He did not pass the
6th grade! I do believe the idea of banning calculators
froom the classrooms will be the best solution.
Host : I see. You believe that kids with calculators aren’t really
smart. When I was in 10th grade, I needed a special type
of calculator called a graphic calculator. It is used in a
hard type of math called trigonometry. This kind of math
needs a calculator. I relied on it for trigonometry, but I
preffered to use a pencil and paper for all the other types
of math. So I can see why you have that opinion. OK,
021 844 8895 is my number. Hello?
Caller 2 : Hello Sandra, I don’t think it is a good idea, if students’
goal is to get a job, they should probably learn some
math skills without calculator. But if a teacher’s goal is for
students to be able to cope with mathematical problems
in our society, most of the course should be taught with
the assistance of calculators. I hope very strongly that
schools will discuss the idea of banning calculators from
classrooms.

Host : Let me say that you think the use of calculators in class
depends on the goal of the math class.
Caller 2 : You’re right. I doubt that kids without calculators will be
smarter. Although a calculator works faster than adding
things up in your brain, the person using it still has to
figure out the formula for them.

Chapter 8
although it is Difficult,
it is Possible
Pengetahuan
tindakan memberi dan meminta informasi terkait konsesi, sesuai
dengan konteks penggunaannya. (Perhatikan unsur kebahasaan
even though, although)
Keterampilan
konsesi, dengan memperhatikan fungsi sosial, struktur teks, dan
unsur kebahasaan yang benar dan sesuai konteks
b. inDiKaTor
Pengetahuan
3.7.1 Mengidentifikasi ungkapan ‘ensuring’, ‘encouraging’, ‘giving spirit’,
‘opposing’, menggunakan ‘although’, ‘though’, ‘even though’.
3.7.2 Meniru dan mengungkapkan pernyataan dengan menggunakan
‘although,’ ‘though,’ ‘even though’
3.7.3 Mengidentifikasi ciri-ciri kalimat tentang pernyataan dan
pertanyaan tentang ketetapan terjadinya atau dilakukannya
sesuatu dalam kondisi apapun (fungsi sosial, struktur teks, dan
unsur kebahasaan).
3.7.4 Membandingkan penggunaan ungkapan ‘ensuring’, ‘encouraging’,
‘giving spirit’, ‘opposing’ dengan bahasa Inggris dan bahasa
Indonesia.
3.7.5 Menemukan pernyataan dan pertanyaan tentang ketetapan
terjadinya atau dilakukannya sesuatu dalam kondisi apapun
dalam bahasa Inggris dari berbagai sumber.
3.7.6 Membuat kalimat pernyataan dan pertanyaan tentang ketetapan
terjadinya atau dilakukannya sesuatu dalam kondisi apapun
dalam bahasa Inggris dalam selama proses pembelajaran.
3.7.7 Melakukan role-play pada dialog transaksional dan interpersonal.
3.7.8 Membandingkan ungkapan bahasa Inggris encouraging, giving
spirit, opposing using ‘although,’ ‘though,’ ‘even though’ dalam bab
ini dengan yang ditemukan dari internet atau sumber lain.
3.7.9 Membandingkan ungkapan bahasa Inggris dengan bahasa lain
untuk ungkapan encouraging, giving spirit, opposing menggunakan
‘although,’ ‘though,’ ‘even though’ dalam bab ini dengan yang
ditemukan dari internet atau sumber lain.
3.7.8 Membandingkan ungkapan bahasa Inggris encouraging, giving
spirit, opposing menggunakan ‘though,’ ‘although,’ ‘even though’
dalam bab ini dengan yang ditemukan dari internet atau sumber
lain.
3.7.9 Membandingkan ungkapan bahasa Inggris dengan bahasalain
Keterampilan
4.11.1 Menampilkan sebuah pernyataan yang mengandung ungkapan
involving ensuring, encouraging, giving spirit, opposing
menggunakan ‘although,’ ‘though,’ ‘even though’ berdasarkan
gambar yang disediakan atau isu yang ditemukan di kehidupan
sehari-hari.
1. mengidentifikasi ungkapan ‘ensuring’, ‘encouraging’, ‘giving spirit’,
‘opposing’, menggunakan ‘although,’ ‘though,’ ‘even though’.
2. meniru dan mengungkapkan pernyataan dengan menggunakan
‘although,’ ‘though,’ ‘even though’
3. mengidentifikasi ciri-ciri kalimat tentang pernyataan dan
pertanyaan tentang ketetapan terjadinya atau dilakukannya sesuatu
dalam kondisi apapun (fungsi sosial, struktur teks, dan unsur
kebahasaan).
4. membandingkan penggunaan ungkapan ‘ensuring’, ‘encouraging’,
‘giving spirit’, ‘opposing’ dengan bahasa Inggris dan bahasa
Indonesia.

5. menemukan pernyataan dan pertanyaan tentang ketetapan
terjadinya atau dilakukannya sesuatu dalam kondisi apapun dalam
bahasa Inggris dari berbagai sumber.
6. membuat kalimat pernyataan dan pertanyaan tentang ketetapan
terjadinya atau dilakukannya sesuatu dalam kondisi apapun dalam
bahasa Inggris dalam selama proses pembelajaran.
7. melakukan role-play pada dialog transaksional dan interpersonal.
8. membandingkan ungkapan bahasa Inggris encouraging, giving spirit,
opposing menggunakan ‘although,’ ‘though,’ ‘even though’ dalam
bab ini dengan yang ditemukan dari internet atau sumber lain.
9. membandingkan ungkapan bahasa Inggris dengan bahasalain
10. menampilkan sebuah pernyataan yang mengandung ungkapan
involving ensuring, encouraging, giving spirit, opposing menggunakan
‘although,’ ‘though,’ ‘even though’ berdasarkan gambar yang
disediakan atau isu yang ditemukan di kehidupan sehari-hari.
Teks lisan dan tulis untuk menyatakan dan menanyakan informasi
terkait konsesi
Struktur teks:
1. Although the speech of his opponent is good, we have to support
Pandu for the chairman.
2. I will come to your birthday though you do not invite me. You are
the only person who always understands me.
3. Even though it rains, we have to try our best so that the program
will all be on schedule. We have invested long hours to prepare this.
Unsur kebahasaan:
1. Although, though, even though,
2. Kosakata: tindakan dan kegiatan yang terkait dengan pembelajaran
di SMA dan kehidupan peserta didik sebagai remaja
3. Penggunaan nominal singular dan plural secara tepat, dengan atau
nominal
Chapter 8 Although It Is Difficult, It Is Possible 117

4. Ucapan, tekanan kata, intonasi
5. Ejaan dan tanda baca
6. Tulisan tangan
Ungkapan ensuring, encouraging, increasing spirit menggunakan
‘although,’ ‘though,’ dan ‘even though.’ Dalam kehidupan sehari-hari
dapat dijumpai pada dialog/percakapan antara guru dan murid, orang
tua dan anak, antara teman sebaya, dll.
1. Pendekatan ilmiah (Scientific Approach: Observing–Questioning–
Exploring–Associating–Communicating)
2. Problem-based learning

Media : Rekaman dialog, dan PowerPoint slides.
point.
Sumber Belajar : Buku Teks “Pathway to English 3” Kelompok
Peminatan – Sudarwati and Grace, Penerbit
Erlangga, Jakarta
Kegiatan 1
Guru dan peserta didik saling memberi salam, dilanjutkan dengan
doa bersama.
Kegiatan 2
• Guru meminta peserta didik memperhatikan gambar di
Activity 1.
• Peserta didik memperhatikan gambar.
• Guru meminta peserta didik untuk memberikan nomor
gambar yang sesuai untuk setiap frase yang tersedia.
• Peserta didik memberikan nomor gambar dari Activity 1 yang
sesuai pada setiap frase.

• Guru memberikan nomor gambar yang sesuai dengan
pernyataan/pendapat/ide yang tersedia.
• Peserta didik memberikan nomor gambar dari Activity 1 yang
sesuai pada setiap pernyataan/pendapat/ide.
• Guru memberikan motivasi dengan menanyakan kepada
peserta didik alasan orang meminta persetujuan atas
pernyataan/pendapat/ide dan meresponsnya.
• Guru menyampaikan tujuan pembelajaran dari menanyakan
persetujuan atas pernyataan/pendapat/ide dan meresponsnya.
Alternatif Kegiatan
Gambar-gambar bisa disesuaikan dengan lingkungan sekolah
dan daerah, dikaitkan dengan issue-issue lingkungan dengan
model picture and statement guru bisa menanyakan alasan
pilihan mereka. Kalau sarana sekolah memungkinkan bisa
dalam bentuk rekaman video.
2. Kegiatan Inti
Alternatif Kegiatan
Guru bisa memilih 2 dari 4 kegiatan yang ditawarkan.
Belajar kooperatif dengan teknik untuk kegiatan 3 dan 4
dapat dikembangkan. Model investigasi kelompok dengan 5
hingga 6 peserta didik dengan karakteristik yang heterogen
dapat dilakukan. Tiap kelompok memilih kegiatan yang ingin
dikerjakan, kemudian melakukan investasi yang mendalam
tentang kegiatan yang dipilih selanjutnya menyajikan laporan
di depan kelas.
Kegiatan 1
• Guru meminta peserta didik untuk mendengarkan dialog
kemudian menyusun kata acak yang ada dalam kurung.
• Peserta didik mendengarkan dialog kemudian menyusun kata
acak yang ada dalam kurung.
Kegiatan 2
berdasarkan dialog.
• Peserta didik menjawab pertanyaan berdasarkan dialog.

Kegiatan 3
• Guru meminta peserta didik untuk mendengarkan dialog
sekali lagi kemudian mempraktekkannya dengan teman.
• Peserta didik mendengarkan dialog sekali lagi kemudian
mempraktekkannya dengan teman.
Kegiatan 4
• Guru meminta peserta didik untuk membaca monolog pendek
dengan lantang dan melengkapi kalimat rumpang dengan
kata yang tersedia.
• Peserta didik membaca monolog pendek dengan lantang dan
melengkapi kalimat rumpang dengan kata yang tersedia
Kegiatan 5
• Guru meminta peserta didik berpasangan membuat respons
untuk pertanyaan atau pernyataan tentang monolog yang
dibaca.
• Peserta didik berpasangan membuat respons untuk pertanyaan
atau pernyataan tentang monolog yang dibaca.
Kegiatan 6
• Guru mendiskusikan beberapa pertanyaan dengan peserta
didik.
• Peserta didik mendiskusikan beberapa pertanyaan dengan
guru dan temannya.
Kegiatan 7
• Guru meminta peserta didik membaca tips untuk mendukung
seseorang menjadi atau melakukan sesuatu.
• Peserta didik membaca tips untuk mendukung seseorang
menjadi atau melakukan sesuatu.
Kegiatan 8
• Guru meminta peserta didik untuk seolah-olah menjadi
suporter WWF, gunakan ‘even though,’ ‘though,’ dan ‘although’
dalam memberikan dukungan terhadap orang utan dengan
kata-kata yang positif pada tabel yang telah disediakan.
• Peserta didik seolah-olah menjadi suporter WWF, lalu
menggunakan ‘even though,’ ‘though,’ dan ‘although’ dalam
memberikan dukungan terhadap orang utan dengan kata-kata
yang positif pada tabel yang telah disediakan.

• Guru meminta peserta didik untuk membaca Ways to say it.
• Peserta didik membaca Ways to say it.
Kegiatan 9
• Guru meminta peserta didik untuk melengkapi dialog dengan
respons yang sesuai.
• Peserta didik melengkapi dialog dengan respons yang sesuai.
Alternatif Kegiatan
Apabila kelas sulit untuk mengajukan pertanyaan guru
dapat menggunakan model numbered-heads together dengan
membagi kelas dalam kelompok, setiap peserta didik dalam
kelompok mendapat nomor. Guru memberikan pertanyaan
pada Activity 6. Guru meminta masing-masing kelompok
menjawab pertanyaan pada Activity 6 dengan mendiskusikan
dan memastikan bahwa tiap anggota kelompok dapat menjawab
pertanyaan tersebut. Guru kemudian memanggil peserta didik
dengan nomor tertentu dan yang dipanggil melaporkan hasil
kerjasama mereka. Guru meminta teman lain menanggapi
laporan tersebut, kemudian pertanyaan bisa dilanjutkan lagi
dengan menunjuk nomor yang lain. Ditutup dengan kesimpulan
dari guru.
Kegiatan 10
mereka ketahui tentang ‘even though,’ ‘though,’ dan ‘although’
pada kolom K di tabel K-W-L.
tentang ‘even though,’ ‘though,’ dan ‘although’ pada kolom K
di tabel K-W-L.
Kegiatan 11
• Guru meminta peserta didik untuk memikirkan dua
pertanyaan yang ingin diketahui tentang ‘even though,’ ‘though,’
dan ‘although’ serta menuliskannya kedalam kolom W di tabel
K-W-L.
• Peserta didik memikirkan dua pertanyaan yang ingin
diketahui tentang ‘even though,’ ‘though,’ dan ‘although’ serta
menuliskannya kedalam kolom W di tabel K-W-L.

Kegiatan 12
tabel K-W-L.
didik menuliskan apa yang telah mereka pelajari dari teks
itu dan menuliskannya pada kolom L di tabel K-W-L.
Kegiatan 13
• Guru meminta peserta didik untuk membaca teks yang
mengandung ‘even though,’ ‘though,’ dan ‘although’ dan
menjawab pertanyaan.
• Peserta didik membaca teks yang mengandung ‘even though,’
‘though,’ dan ‘although’ serta menjawab pertanyaan.
Kegiatan 14
• Guru meminta peserta didik untuk membaca teks sekali lagi
dan mengembangkan pendapat penulis.
• Peserta didik membaca teks sekali lagi dan mengembangkan
pendapat penulis.
Alternatif Kegiatan
Pada Activity 13, guru bisa menggunakan model the captain and
the crew dimana kelas dibagi kelompok kemudian tiap kelompok
memilih pemimpin. Guru mengadaptasi pertanyaan dalam
Activity 13. Masing-masing captain dalam kelompok menghadap
guru untuk meminta pertanyaan dan menyampaikannya pada
anggota kelompok. Anggota kelompok bertanggung jawab
atas jawaban tersebut. Captain hanya menuliskan jawaban dari
anggota kelompok. Kegiatan ini berlangsung sampai nomor
yang disediakan guru terjawab semua. Guru mengkoreksi
jawaban dan menentukan kelompok yang terbaik dan tercepat.
Kegiatan 15
• Guru meminta peserta didik untuk menganalisis penggunaan
‘even though,’ ‘though,’ dan ‘although’ yang digunakan dalam
kalimat.
• Peserta didik menganalisis penggunaan ‘even though,’ ‘though,’
dan ‘although’ yang digunakan dalam kalimat.

Kegiatan 16
• Guru meminta peserta didik untuk bekerja kelompok dan
membandingkan penggunaan ‘even though,’ ‘though,’ dan
‘although’ di bab ini dengan yang ada di sumber lain lalu
mendiskusikan perbedaannya.
• Peserta didik bekerja kelompok dan membandingkan
penggunaan ‘‘even though,’ ‘though,’ dan ‘although’ di bab ini
dengan yang ada di sumber lain (internet) lalu mendiskusikan
perbedaannya.
Kegiatan 17
• Guru meminta peserta didik untuk membaca kalimat dan
membandingkannya dengan pola kalimat yang telah dipelajari.
• Peserta didik untuk membaca kalimat dan membandingkannya
dengan pola kalimat yang telah dipelajari
Alternatif Kegiatan
Guru dapat menggunakan model PGR yaitu Practice,
Generalization, Reinforcement. Apabila waktu tidak
memungkinkan dapat dikerjakan untuk tugas sebelum
pertemuan berikutnya.
Kegiatan 18
• Guru meminta peserta didik untuk membuat program
penyelamatan flora dan fauna secara berpasangan.
• Peserta didik untuk membuat program penyelamatan flora
dan fauna secara berpasangan.
Kegiatan 19
• Guru meminta peserta didik untuk mempresentasikan hasil
diskusi.
• Peserta didik untuk mempresentasikan hasil diskusi.
Kegiatan 20
• Guru meminta peserta didik untuk memperhatikan beberapa
gambar dan membuat 3 pernyataan yang menggunakan ‘even
though,’ ‘though,’ dan ‘although’.
• Peserta didik memperhatikan beberapa gambar dan membuat
3 pernyataan yang menggunakan ‘even though,’ ‘though,’ dan
‘although’.

Kegiatan 21
• Guru meminta peserta didik membaca extract dan
mengungkapkan idenya tentang extract tersebut dengan
menggunakan ‘even though,’ ‘though,’ dan ‘although’.
• Peserta didik membaca extract dan mengungkapkan idenya
tentang extract tersebut dengan menggunakan ‘no matter
how’, ‘even if’, dan ‘whether or not’.
Kegiatan 22
• Guru meminta peserta didik menunjukkan hasilnya
kepada teman disebelahnya dan meminta temannya untuk
memberikan komentar.
• Peserta didik menunjukkan hasilnya kepada teman
disebelahnya dan meminta teman untuk memberikan
komentar.
Kegiatan 23
• Guru meminta peserta didik untuk menempelkan hasil
karyanya di papan pengumuman kelas.
• Peserta didik untuk menempelkan hasil karyanya di papan
pengumuman kelas.
Kegiatan 24
• Guru meminta peserta didik menempelkan hasil pekerjaannya
di dinding kelas.
• Peserta didik menempelkan hasil pekerjaannya di dinding
kelas.
• Guru meminta peserta didik membuat self-reflection.
Alternatif Kegiatan
Tugas ini bisa diberitahukan pada pertemuan pertama pada
kegiatan penutup. Sehingga setelah kegiatan awal, peserta didik
bisa langsung menempelkan hasil tugas mereka di tempat yang
sudah diatur agar dapat dibaca oleh peserta didik yang lain.
Penilaian antar peserta didik dapat dilakukan. Guru menyiapkan
handout untuk Penilaian tersebut.

3. Kegiatan Penutup
Kegiatan 1
Guru mengulang kembali materi tentang teks lisan dan tulis untuk
menyatakan dan menanyakan tentang ketetapan terjadinya atau
dilakukannya sesuatu dalam kondisi apapun.
Kegiatan 2
Kegiatan 3
Kegiatan 4
H. PENILAIAN
1. Penilaian pengetahuan dengan teks tertulis (Soal dibuat oleh guru.)

Name : ………………… Class/Number : ……../……..

No Score
be assessed (5 – 9) (10 – 19) (20 – 25)
comprehensibility

intonation
Total score
Maximum Score = 100

No Score
be assessed (5 – 9) (10 – 19) (20 – 25)
ideas
ideas ideas

precise vocabulary

and spelling
Total score
________
Final Score =  Total score × 2 
    
3
Maximum Score = 100
I. Kunci Jawaban
1. Look at the picture and then discuss the questions with your
friends and your teacher.
a. Worldwide Fund for Nature
b. WWF encourages people in the world save their environments.
c. The WWF encourages people to reduce cars, save whales and
forests.
d. By encouraging them to ride bicycles instead of driving cars.
e. By showing them the positive sides of green environment
in my school.
2. Look at the pictures more attentively and then match them
with the right statements.
Picture Statements, Opinions, Ideas
Although the WWF activly encourages people to save
1 the forest in reality the problem of deforestation is
getting more complex.
The WWF will do whatever it can to reduce cars as
4 means of transportation even thhough people will
not support the idea.
Although the government does many activities to save
1 the forests from fire in dry season, the government
can’t stop forest fire easily.

Even though the government seriously prevent illegal
3 fishing we can read the issue of fish exploitation in
the newspaper almost every day.
Even though there are many activities to influence
4 people to use public transportation, people won’t
change their cars to public transportation easily.
Even though many species are endangered because
3 of habitat loss and degradation we can do nothing
to protect them
The government must punish illegal traders of wildlife
3
although the wild animals are not endangered.
Although the activities to save the environment are
1,2,3,4
expensive, we have to support them.
1. While listening to a dialogue, arrange the following jumbled

words in the brackets.
Cherly : John, I’d like to know about the WWF.
John : The WWF?
Cherly : Right. What does it stand for?
John : It stands for the Worldwide Fund for Nature.
Cherly : What does WWF do?
John : It has many programs to save endargered animals such
as orang utans and giant pandas.
Cherly : Do you think I can be a WWF supporter?
John : Yes. You can fight for the survival of the polar bear
in our country.
Cherly : Polar bear? It must be very difficult. Even if I am
the president of this country, I won’t be able to save
them.
John : Why not? Although it is difficult, we have to support
the WWF.
Cherly : You are right. I will be a WWF supporter. I will
plead with the government to address climate change
to fight to the survival of for polar bears though you
disagree.
John : Great. Actually, I have been a WWF supporter for
three months. So welcome to the WWF.

a. The WWF.
b. A WWF supporter.
c. He wants to be a WWF supporter.
d. Keep pressure on the government to address climate change,
etc.
e. Any possible answers.
Statements using ensuring emphasizing encouraging increasing
‘even though,’ spirit
‘though,’
‘although’
Although it is √ √ √ √
difficult, we have
to support the
WWF.
I will plead √ √ √ -
with on the
government to
address climate
change and
to fight to the
survival for the
polar bear though
you disagree.
4. Fill in the blanks with the words provided and then read it
aloud.
Do you have a very close friend? How long have you been
so close? A famous saying reminds us about a close friend.
A close friend is a friend who comes to you when the world
leaves you. Although a close friend is busy, he or she will
always have a time for you. A close friend is a pesron to share
a lot of things wirh. Even though you can talk about a lot of
things, you can’t share all the things with your close friend
due to a lack of time. You will come to your friend in time
of difficulty even though your friend does not understand
your problem. Am I right? More opinions about friendship
will be discussed, so stay tuned.

8. Suppose you are a WWF supporter. Complete the table by
using ‘even though’, though,’ and ‘although’ to encourage the
orangutan with positive sayings.
Encouragement
I will do whatever I can so save your habitats even though the
local authority disagrees with me.
Although difficult it is difficult, I will ask the local government
to prepare a better place for you
I’ll be with you and never leave you though everybody has no
time for you.
I will always be with you forever even though you will not
believe me.
9. Complete the dialogue with the correct responses.

Dialogue 1
Student 1 : What is the WWF doing?
Student 2 : Many things. The WWF is trying to save the forest
in Indonesia.
Student 1 : (1) That’s right. Even though the WWF actively
encourages people to save the forest, in reality the
problem of deforestation is getting more complex.
Student 2 : (2) That’s very true.
Dialogue 2
Student 1 : Is it true that the local authority is going to reduce
private cars as means of transportation?
Student 2 : (3) Exactly.
Student 1 : Even the WWF is going to support it.
Student 2 : (4) You’re absolutely right, the WWF will do whatever
it can to reduce cars as a means of transportation
although people will not support the idea.
Dialogue 3
Student 1 : According to Gerald Mollenhorst from Utrecht
University, if you have a close friend more than
seven years, you will never be estranged with your
close friend.

Student 2 : (5) Yes. Even though you have a serious quarrel
with your close friend, you will always be together.
Student 1 : (6) Sorry. But I don’t believe it. I have been estranged
with my close friend after being a friend for almost
ten years.
13. Read the following text involving the use of ‘event if ’, ‘whether
or not’, and ‘no matter how.’ Then, answer he following
questions.
Text 1
a. 1) Over the past 50 years.
2) The WWF and the WWF’s supporters
3) Three species.
4) Us.
b. The WWF’s activity to save three species. (Over the past
50 years, supporters have helped WWF and our partners to
bring three species of rhino)
c. Helping bring about the global moratorium on commercial
whaling and controlling trade in endangered species, securing
a commitment from the 13 tiger range countries to work
together to double wild tiger numbers
d. Possible answers
1) Ensuring, emphasizing
2) Ensuring, emphasizing
Text 2
a. Reading for getting specific information
1) There is a moment when your close friend cannot
understand you
2) No because there are some facts among close friends
that remain untold.
b. Friendship
c. 1) Being understood by your close friend when you are
feeling sad
2) No because of unclear communication
d. 1) not interrupted
2) decision

3) complete
4) not expressed in words
5) blue or sad
15. Analyze the use of ‘no matter how’, ‘even if ’, and ‘whether or
not’ used in the following sentences. See the example.
The use of ‘even Against expectation/opposing

though’ in the S+P+O+ S + modal + P +
sentences Signs O + others
others
Even though there Even there (S) are People (S)
are many activities to though (P) many won’t change
influence people to use activities (C) (P) their cars
public transportation, to influence (O) to public
people won’t change people to transportation
their cars to public use public easily (others).
transportation easily. transportation
(others),
Even though Even many species we (S) can do
many species are though (S) are (P) nothing (O)
endangered because endangered(P) to protect them
of habitat loss and because (others)
degradation, we of habitat
can do nothing to loss and
protect them degradation
(others),
The use of Ensuring, encouraging, giving spirit, opposing

‘although’ in the S+P/to be + Object/ Signs S+P+O
sentences complement/adjective
You will come You (S) will come (P) to although your friend
to your friend in your friend (O) in time (S) does not
time of difficulty of difficulty (others) understand
although your (P) your
friend does not problem
understand your (O).
problem.

The WWF will The WWF (S) will although people (S)
do whatever it do (P) whatever it will not
can to reduce can (O)t o reduce support (P)
cars as means of cars as means of the idea
transportation transportation (others) (O).
although people
will not support
the idea.
I will keep I (S) will plead with whether You (S) will
pressure on the (P) the government although disagree (P).
government to (O) to address climate
address climate change and to fight
change and for the survival of the
to fight for polar bear (others)
the survival of
the polar bear
although you will
disagree.
The use of Ensuring, encouraging, and giving spirit

‘though’ in Signs S + P/to be S+P
sentences
A close friend though she or he (S) is A close friend (S)
will always have (to be) busy. will always have
time for you (P) time (O) for
though he or you
she is busy.
Though it is Though it (S) is (to be) with your help, we
difficult, with difficult, (S) can do (P) it
your help, we (O).
can do it.
Though Though the WWF (S) in reality
the WWF encourages (P) deforestation (S) is
encourages people (O) to getting (P) more
people to save save forests, complex (adv).
forests, in reality
deforestation is
getting more
complex.

J. TRANSKRIP AUDIO
Activity 9
Listen to the recording to compare your answers.
Dialogue 1
Student 1 : What is the WWF doing?
Student 2 : Many things. The WWF is trying to save the forest in
Indonesia.
Student 1 : That’s right. Even though the WWF actively encourages
people to save the forest, in reality the problem of
deforestation is getting more complex.
Student 2 : That’s very true.
Dialogue 2
Student 1 : Is it true that the local authority is going to reduce
private cars as a means of transportation?
Student 2 : Exactly.
Student 1 : Even the WWF is going to support it.
Student 2 : You’re absolutely right. The WWF will do whatever it
can to reduce cars as a means of transportation although
people will not support the idea.
Dialogue 3
Student 1 : According to Gerald Mollenhorst from Utrecht University,
if you have a close friend more than seven years, you
will never be estranged with your close friend.
Student 2 : Yes. Even though you have a serious quarrel with your
close friend, you will always be together.
Student 1 : Sorry. But I don’t believe it. I have been estranged with
my close friend after being a friend for almost ten years.

Chapter 9
overall, It’s an excellent movie!
a. KomPeTenSI DaSar:
Pengetahuan
3.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan
beberapa teks ulasan (review) lisan dan tulis dengan memberi
dan meminta penilaian terkait film/buku/cerita, sesuai dengan
konteks penggunaannya.
Keterampilan
4.8 Menangkap makna secara kontekstual terkait fungsi sosial, struktur
teks, dan unsur kebahasaan teks ulasan (review), lisan dan tulis,
terkait film/buku/cerita.
b. InDIKaTor
3.8.1 Menentukan genre film menurut ulasan film singkat yang
diberikan.
3.8.2 Memahami arti beberapa kata yang mendeskripsikan film.
3.8.3 Mengkategorikan kata-kata deskripsi film ke dalam genre film
yang tepat.
3.8.4 Menemukan informasi tertentu dari teks lisan yang didengar.
3.8.5 Mengidentifikasi gambar-gambar yang sesuai dengan teks review
yang diberikan.
3.8.6 Menemukan informasi rinci tersirat dan tersurat dari beberapa
teks review lisan yang didengarnya.
3.8.7 Memahami makna dari sebuah teks review lisan yang diberikan.
3.8.8 Mengidentifikasi fungsi sosial, struktur teks dan unsur
kebahasaan dari sebauh teks review.
3.8.9 Memahami makna dari beberapa teks review tulis yang
diberikan.
3.8.10 Memahami fungsi dan tiap-tiap bagian yang ada dalam review
film.
3.8.11 Mempelajari unsur-unsur kebahasaan bagaimana cara membuat
teks review secara bertahap.
3.8.12 Mempelajari kosakata yang terdapat dalam “movie world”.
4.8.1 Mendemonstrasikan kemampuan bercakap-cakap tentang review
film.
4.8.2 Mendemonstrasikan kemampuan dalam menuliskan review
film.
4.8.3 Membuat self-reflection.
1. menentukan genre film menurut ulasan film singkat yang
diberikan.
2. memahami arti beberapa kata yang mendeskripsikan film.
3. mengkategorikan kata-kata deskripsi film ke dalam genre film
yang tepat.
4. menemukan informasi tertentu dari teks lisan yang didengar.
5. mengidentifikasi gambar-gambar yang sesuai dengan teks review
yang diberikan.
6. menemukan informasi rinci tersirat dan tersurat dari beberapa
teks review lisan yang didengarnya.
7. memahami makna dari sebuah teks review lisan yang diberikan.
8. Mengidentifikasi fungsi sosial, struktur teks dan unsur
kebahasaan dari sebauh teks review.
9. Memahami makna dari beberapa teks review tulis yang
diberikan.
10. Memahami fungsi dan tiap-tiap bagian yang ada dalam ulasan
film.
11. Mempelajari unsur-unsur kebahasaan bagaimana cara membuat
teks review secara bertahap.
12. Mempelajari kosakata yang terdapat dalam “movie world”.
13. Mendemonstrasikan kemampuan bercakap-cakap tentang ulasan
film.
14. Mendemonstrasikan kemampuan dalam menuliskan ulasan
film.
15. Membuat self-reflection.

D. MATERI
Fakta
Teks ulasan (review) dalam kehidupan sehari-hari dapat dijumpai
pada buku, majalah yang menulis resensi tentang novel, film, dan
karya lainnya.
Konsep
Teks ulasan (review) adalah sebuah teks yang berisi tentang ulasan
untuk mengritik atau memuji sebuah karya seni seperti: buku, film,
music, pameran, konser, dll.
Prinsip
Struktur teks
a. Orientasi: menempatkan karya dalam konteks umum dan khusus,
seringkali dengan membandingkan dengan karya lain sejenis
b. Ulasan interpretatif: merangkum jalan cerita atau alur kegiatan
dan menjelaskan latar belakangnya
c. Evaluasi: penilaian yang diberikan secara berulang
d. Rangkuman penilaian (opsional): pernyataan hasil penilaian secara
umum
Unsur kebahasaan
(1) Fokus pada objek yang khusus
(2) Kalimat yang menyatakan pendapat dengan menggunakan kata-
kata sikap dan penilaian secara kualitatif dan afektif
(3) Penggunaan bahasa metafora untuk menegaskan sikap dan penilaian
(4) Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
(5) Ucapan, rujukan kata, tekanan kata, intonasi, ketika mem
presentasikan secara lisan.
Prosedur:
Prosedur penulisan teks ulasan (review) dimulai dengan memberikan
informasi tentang judul film, tahun pembuatan, produser dan sutradara
film, genre film, aktor dan aktris yang membintangi dan durasi film
dari cerita/film yang akan dibahas. Kemudian pengulas akan menuliskan
plot cerita secara singkat dan dilanjutkan dengan memberikan pendapat
atau penilaian tentang cerita/film tersebut ditinjau dari penokohan,
jalan cerita, penyutradaraan, dan kualitasnya. Yang terakhir pengulas
menuliskan penilaiannya tentang film tersebut secara keseluruhan.
Chapter 9 Overall, It’s an Excellent Movie! 137

1) Pendekatan ilmiah (Scientific Approach: Observing-Questioning-
2) Cooperative language teaching

Media : Rekaman dialog tentang teks review, dan power
point slides.
point.
Peminatan – Sudarwati and Grace – Penerbit
Erlangga, Jakarta.
Kegiatan 1
• Guru dan peserta didik saling memberi salam.
• Guru dan peserta didik berdoa menurut agama dan
kepercayaannya.
• Guru memeriksa kehadiran peserta didik dengan memanggil
nama. Peserta didik menjawab dengan mengatakan “I am
here/Yes, ma’am/Present.”
Kegiatan 2
• Guru meminta peserta didik membaca informasi dan
filmography tentang Angelina Jolie.
• Peserta didik membaca informasi dan filmography tentang
Angelina Jolie.
Kegiatan 3
• Guru meminta peserta didik mempelajari arti dari beberapa
kata menentukan kata mana yang dapat mendeskripsikan
jenis film.
• Peserta didik mempelajari arti dari beberapa kata menentukan
kata mana yang dapat mendiskripsikan jenis film.

Kegiatan 4
Alternatif Kegiatan
Guru dapat mencari gambar alternatif yang mirip, ditempel/
dibagikan ke peserta didik.
2. Kegiatan Inti
Kegiatan 1
memberikan tanda centang pada kolom “The year of production,
the director, dan the running time.
• Peserta didik mendengarkan monolog dan memberikan tanda
centang pada kolom “the year of production, the director, dan
the running time.
Kegiatan 2
• Guru meminta peserta didik mendengarkan rekaman, dan
menentukan film apa yang sedang dibicarakan dalam rekaman
itu.
• Peserta didik mendengarkan rekaman, dan menentukan film
apa yang sedang dibicarakan dalam rekaman itu.
Kegiatan 3
• Guru meminta peserta didik mendengarkan percakapan
tentang film yang pernah ditonton kemudian memberikan
penilaian apakah mereka menyukai film tersebut. Kemudian,
meminta peserta didik menuliskan frasa atau kalimat yang
dapat memperkuat jawaban.
• Peserta didik mendengarkan percakapan orang tentang film
yang pernah mereka tonton. Peserta didik memberikan
penilaian apakah mereka menyukai film tersebut atau tidak.
Kemudian, peserta didik menuliskan frasa atau kalimat yang
dapat memperkuat jawaban.

Kegiatan 4
• Guru meminta peserta didik mendengarkan rekaman kembali
dan membaca komentar tentang film, dan mencocokkan
komentar tersebut dengan judul film yang sesuai.
• Peserta didik mendengarkan rekaman kembali dan membaca
komentar tentang film, dan mencocokan komentar tersebut
dengan judul film yang sesuai.
Kegiatan 5
pertanyaan tentang teks review.
Kegiatan 6
• Guru meminta peserta didik membaca review text dan
meminta mereka mencocokkan jawabannya dengan teks itu.
• Peserta didik membaca review text dan mencocokan jawabannya
dengan teks itu.
Kegiatan 7
• Guru meminta peserta didik melengkapi kalimat dengan
informasi yang telah didapat dari teks yang telah dibaca.
• Peserta didik melengkapi kalimat dengan informasi yang telah
didapat dari teks yang telah dibaca.
Kegiatan 8
• Guru meminta peserta didik membaca sebuah teks review
dan mengerjakan latihannya.
• Peserta didik membaca sebuah teks review dan mengerjakan
latihannya.
Kegiatan 9
• Guru meminta peserta didik mencocokkan kataa yang ada
salam kolom A dengan maknanya di kolom.
• Peserta didik mencocokkan kata yang ada di kolom A dengan
maknanya di kolom.
Kegiatan 10
• Guru meminta peserta didik membaca sebuah review buku
dan mengerjakan latihannnya.
• Peserta didik membaca sebuah review buku dan mengerjakan
latihannya.

Kegiatan 11
• Guru meminta peserta didik menentukan apakah pernyataan
yang ada dalam kolom benar atau salah, jika benar maka
berikan bukti, dan jika salah berikan perbaikan.
• Peserta didik menentukan apakah pernyataan yang ada dalam
kolom benar atau salah, jika benar maka berikan bukti, dan
jika salah berikan perbaikan.
Kegiatan 12
• Setelah mempelajari cara menuliskan orientation pada teks
review, guru meminta peserta didik untuk menuliskan kembali
orientation dari film The Amazing Spiderman 2, menggunakan
2 model penulisan orientation.
• Peserta didik menuliskan kembali orientation dari film The
Amazing Spiderman 2, menggunakan 2 model penulisan
orientation.
Kegiatan 13
• Peserta didik membandingkan 2 film dengan menuliskannya
ke dalam kolom.
Kegiatan 14
• Guru meminta peserta didik mencari pujian dan penilaian
yang buruk dari sebuah review film yang ada dalam majalah,
koran atau internet, lalu identifikasi pernyataannya dan tulis
dalam buku catatan.
• Peserta didik mencari pujian dan penilaian yang buruk dari
sebuah review film yang ada dalam majalah, koran atau
internet, lalu identifikasi pernyataannya dan tulis dalam buku
catatan.
Kegiatan 15
• Guru meminta peserta didik melabeli setiap gambar.
• Peserta didik melabeli setiap gambar.
Kegiatan 16
• Guru meminta peserta didik memilih jawaban yang
mempunyai persamaan arti.
• Peserta didik memilih jawaban yang mempunyai persamaan
arti.

Kegiatan 17
• Guru meminta peserta didik melengkapi teks dengan kata-
kata yang sudah dipelajari di kegiatan 16.
• Peserta didik melengkapi teks dengan kata-kata yang sudah
dipelajari di Kegiatan 16.
Alternatif Kegiatan
Guru dapat memilih beberapa kegiatan yang tersedia, sesuai
dengan kemampuan peserta didik dan alokasi waktu yang
tersedia.
Kegiatan 18
• Guru meminta peserta didik menentukan bagian dari
potongan paragraf yang dibaca.
• Peserta didik menentukan bagian dari potongan paragraf
yang dibaca.
Alternatif Kegiatan
Dalam tahap ini peserta didik dapat mencari sumber-sumber
lain di perpustakaan, melalui internet jika tersedia Hot Spot
atau Wi-fi di sekolah. Jika tidak ada sama sekali, guru dapat
membawa buku-buku sumber ke dalam kelas.
Kegiatan 19
• Peserta didik membaca teks review.
• Guru meminta peserta didik membaca teks review.
Kegiatan 20
• Guru meminta peserta didik melengkapi dialog dengan
informasi dari teks review yang telah dibaca.
• Peserta didik melengkapi dialog dengan informasi dari teks
review yang telah dibaca.
Kegiatan 21
• Guru meminta peserta didik berpasangan dengan temannya
lalu menemukan teks review dari internet, majalah, atau
koran bahasa Inggris. Gunakan informasi yang telah didapat
sebagai materi untuk membuat dialog dengan teman.
• Peserta didik berpasangan untuk menemukan teks review
dari Internet, majalah, atau koran bahasa Inggris. Gunakan

informasi yang telah di dapat sebagai materi untuk membuat
dialog dengan teman.
Kegiatan 22
• Guru meminta peserta didik berpasangan dengan temannya
menyusun paragraf acak hingga menjadi paragraf sebuah teks
review.
• Peserta didik berpasangan menyusun paragraf acak hingga
menjadi paragraf sebuah teks review.
Kegiatan 23
• Guru meminta peserta didik membuat teks review dari film,
program TV, buku, atau lagu.
• Peserta didik membuat teks review dari film, program TV,
buku, atau lagu.
Kegiatan 24
• Guru meminta peserta didik menuat self-reflection.
Alternatif Kegiatan
Untuk hasil kegiatan tahap ini, guru dapat memanfaatkan
papan tulis sebagai ruang display untuk menempelkan karya
kelompok dan selanjutnya dikomentari oleh kelompok yang lain.
Komentar dapat ditulis dan ditempelkan didekat tulisan yang
dikomentari. Guru dapat melakukan penilaian kompetensi sosial.
3. Kegiatan Penutup
Kegiatan 25
• Guru mengulang kembali materi tentang teks ulasan (review),
tentang film, novel, buku, dan karya lain.
Kegiatan 26
• Guru meminta umpan balik tentang materi yang susah.
Kegiatan 27
• Guru memberikan penugasan terstruktur secara individu.
Kegiatan 28
• Guru menyampaikan rencana pembelajaran selanjutnya.

Alternatif Kegiatan
journal/self reflection, melakukan penilaian diri sendiri dan
dapat dijadikan refleksi bagi guru sebelum melanjutkan ke bab
berikutnya
H. PENILAIAN
1. Penilaian pengetahuan dengan teks tertulis (Soal dibuat oleh guru
sendiri.)
2. lembar penilaian antar teman
4. lembar rubrik keterampilan menulis
No Score
be assessed (5 – 9) (10 – 19) (20 – 25)
comprehensibility
intonation

Total score
Maximum Score = 100

No Score
be assessed (5 – 9) (10 – 19) (20 – 25)
1. Content Illogical ideas
Logical ideas Logical opinions
ideas
ideas ideas

precise vocabulary
and spelling
Total score
Final Score =  ________
Total score × 2 
    
3
Maximum Score = 100

I. Kunci Jawaban
1. Read the movieography about Angelina Jolie. What kind of
movies is she starring?
The Bone Collector (1999) suspense, thriller, mystery
Lara Croft: Tomb Raider (2001) action, adventure
Changeling (2008) mystery
Salt (2010) mystery, fantasy
Maleficent (2014) fantasy
2. Which adjectives may describe each genre of movie? One has

been done for you as an example.
Science
Horror War Comedy Romance Drama Fantasy Spy Adventure
Fiction
Creepy exciting Spectacular Hilarious heart- Spectacular exciting exciting exciting

Scary spectacular violent funny lots grabbing heart- spectacular spectacular
Tense gory of laughs grabbing tense
eerie violent
1. Listen to the monologues. Tick information given about the

drama or movies from the monologues.
a. Tenggelamnya Kapal Van der Wijck, or The Sinking of the
Van der Wijck, is an Indonesian romantic drama movie
directed by Sunil Soraya and written by Imam Tantowi and
Dhony Dirgantoro and starring Pevita Pearce, Herjunot Ali,
and Reza Rahadian. The movie is based on Hamka’s novel
entitled Tenggelamnya Kapal van der Wijck and was released
in theaters on December 19, 2013.
b. Byeoleseo On Geudae or My Love from Another Star is
a Korean romantic comedy drama that was released on
December 18, 2013. The film is directed by Jang Tae Yoo.
The drama lasts for 21 episodes.

c. Maleficent is an American fantasy film directed by Robert
Stromberg from a screenplay by Linda Woolverton. Starring
Angelina Jolie as the eponymous Disney villainous character,
the film is a live-action re-imagining of Walt Disney’s 1959
animated film Sleeping Beauty. It was released by Walt Disney
Pictures in the U.S. on May 30, 2014. The film lasts for
135 minutes.
d. Transformers: Age of Extinction is a science fiction action
film based on the Transformers franchise. It is the fourth
installment of the live-action Transformers film series, and
stars Mark Wahlberg in the lead role. Like its predecessors, the
film is directed by Michael Bayand, with executive producer,
Steven Spielberg. The film, which lasts for 2 hours and 45
minutes, was released on June 27, 2014 in IMAX and 3D.
2. Listen to each monologue and then decide which poster

describes it.
Monologue 4 Monologue 3 Monologue 1 Monologue 2
Listening script:
Monologue 1
The story began when a young man named Zainuddin went to
West Sumatra to find the birthplace of his father and deepen his
religiosity. Zainuddin’s arrival was not welcomed by the villagers
due to his family background, but Zainuddin stayed in the village.
His meeting with Hayati made him more determined to stay. Of
course, they were helpless to face the obstacles to their romance.
Zainuddin was forced to leave the village but Zainuddin and Hayati
promised to love each other. The problem became worse when a
wealthy man named Aziz proposed to Hayati. Hayati accepted the
proposal and broke her promise to Zainuddin. Then, Zainuddin

went to Java. With his talent as a writer, Zainuddin gained fame as
well as fortune. Meanwhile, destiny made Zainuddin meet Hayati
again. Because of gambling, Aziz lost his money and properties.
Aziz and Hayati came to Zainuddin’s big house to borrow some
money and ask for a place to live temporarily. Zainudin granted
the requests. This made Aziz feel ashamed and commit suicide
and give up on Hayati. Although Zainudin still loved Hayati,
he refused to make up with her because she had broken their
promise. Zainudin sent her back to Padang on a royal ship called
Van Der Wijck. Unfortunately, on the way to Padang, the ship
sank together with Hayati, which left Zainuddin with the pain
of Hayati’s death. He lived the rest of his life in deep remorse.
Monologue 2
The story begins in a land divided by age-old hatred between
humans and fairies. A powerful young fairy, with a good heart,
was befriended by a human boy, Stefan. The fairy loved him,
while Stefan was enticed by power and ambition. Stefan eventually
betrayed her to become king.
Hell hath no fury like a fairy scorned, and so the good fairy
turned to evil and placed a curse on King Stefan’s infant daughter
Aurora. Strangely, the fairy could not hate Princess Aurora, so
she became her protector. Everything failed to remove the curse,
except the kiss of the fairy. The love of the fairy herself also
healed her hatred.
Monologue 3
The story begins after an epic battle that left a great city ruined,
but with the world saved. As humanity picked up the pieces,
a shadowy group revealed itself in an attempt to control the
direction of history, while an ancient, powerful new menace set
the Earth in its crosshairs. With help from a new cast of humans,
Optimus Prime and the Autobots rose to meet their most fearsome
challenge yet. In an incredible adventure, they were swept up in
a war of good and evil, ultimately leading to a climactic battle
throughout the world.

Monologue 4:
The story revolves around the relationship of Min Joon, a man
who came to the Earth from outer space 400 years ago, and Song
Yi, a famous actress with a hard character, who resembled a girl
whom Min Joon had met in the past. They became neighbours.
Min Joon, who felt a mystical connection between Song Yi and
the girl he met 400 years ago, developed romantic feelings towards
Song Yi. But, he tried to deny his feelings because he did not
believe in love. Later, he protected Song Yi from a man who tried
to kill her. During his last three months on Earth, Min Joon
began to doubt about his departure from Earth. He took advice
from his only friend, a lawyer whom he had saved 30 years ago.
Meanwhile, Song Yi was in love with the man who had saved
her twelve years ago, but she could not even remember his face.
Ironically, this mysterious man appeared to be Min Joon.
3. Listen to speakers talking about some movies. Do the people

like the movie they have seen? Write your argument to
strengthen the answers.
Film 1 Like Dislike Neutral I’m going to love this drama

Film 2 Like Dislike Neutral _____________________
Film 3 Like Dislike Neutral ”Why can’t you make a
better movie?” The plot is
bewildering and incoherent.
It has an appalling dialogue.
It is hard to follow and with
very little humor.
Film 4 Like Dislike Neutral This is a wonderful and
a very well made high
budgeted Indonesian movie
with such a heart grabbing
story

Listening script:
First film: The moment I saw this K-drama on TV, I could tell
that I liked this drama from its cinematic opening, its mournful
piano score, and the chilly, nonchalant male lead. The drama is
just what I’d been yearning for.
Second film: This is a film of a Hollywood story-telling cliché.
Disney’s live-action fairy tale, re-imagining Maleficent, fails to
live up to its potential. But that doesn’t appear likely to harm
its box-office performance.
Third film: The fourth Transformers movie hit cinemas last week
and has been making a killing at the box office. If I could ask
the film director a question, it would be,”Why can’t you make a
better movie?” The plot is bewildering and incoherent. It has an
appalling dialogue. It is hard to follow and has very little humour.
Fourth film: This is a wonderful and a very well-made, high-
budget Indonesian movie with such a heart grabbing story. The
movie is a real tear-jerker with so many heartbreaking moments.
Sunil Soraya did an excellent job as director. The acting and the
characterization are all outstanding.
4. Based on the monologs in Activity 1, 2 and 3, match the

following comments with these movies.
raking in
a superb over US$
entertainment 300 million
with a wonderful worldwide
story YOU WHO CAME FROM THE STARS
The story is
a must watch MALEFICENT well-written
fantasy drama
TRANSFORMERS 4: AGE OF DISTINCTION actors and
the battle scenes are
extremely violent actress
TENGGELAMNYA KAPAL VAN DER WIJCK show great
performance
the story confusing
The story is
The script was severely more than a big
lacking in credibility The film disappointing
of muddle

5. Discuss the following questions with your friends and your
teacher.
a) A review text is a text that criticizes the quality of an art
work.
b) film, novel,song, tv shows
c) To criticize an art work(film, novel,song, tv shows) for a
public audience
d) Orientation – Interpretative Recount – Evaluation – Evaluative
Summation
e) The background information of the movie
f ) the plot/synopsis/summary of the story
g) the judgement, opinion of the director, actings, performance
of the main actor and actress, the plot, the theme, the
dialogue,etc., compared with another similar works of arts.
h) Evaluation is judging the quality of elements of the film (the
director, actings, performance of the main actor and actress,
the plot, the theme, the dialogue) but Evaluative Summation
give praises or punchlines to the whole works of arts.
7. Complete these sentences with information you get from the

previous review in pairs.
1. The genre of the film is romantic drama.

2. The name of the director is Sunil Soraya.
3. The names of the actors and actress are Herjunot Ali,
Pevita Pearce, and Reza Rahardian.
4. The producer of the film is Soraya Intercine Film
Production.
5. The first paragraph is called the introduction or the
orientation.
6. The second paragraph tells us about the plot of the film.
It tells the sequences of the film in brief. This part of the
text is called Interpretative Recount.

7. The third paragraph criticizes the movie because the novel
is better than the film.
This part of the text is called Evaluation.
8. Unlike the novel, the screen writer of Tenggelamnya Kapal
Van der Wijck fails to dig deeply the moral lessons.
9. Overall, Tenggelamnya Kapal Van der Wijck is an excellent
Indonesian movie. This is a worth well to see film.
10. Accept any possible answer that relates to the topic.
8. Read the following review and do the exercises.

1. A film review of “Alladin”
2. Waltz Disney
3. On Saturday, November 14th
4. animated feature film
5. To criticize “Alladin” film for a public audience
6. The plot of “Alladin” film
7. The movie may not be as artistically astounding as “Beauty
and the Beast”
8. “Alladin” does not have the emotional impact of “Bambi”
9. The plot is excellent. The humor is there. Lots of inside
jokes. It is fun for the entire family.
10. jazz
9. Match the words in column A with the meanings in column

B.
1) i. person who directs a play or a film
(2) j. person who acts in plays, films etc.
(3) h. person or company that produces a play, film, etc.
(4) c. number of people who watch or listen to a broadcast
program
(5) b. time during which something lasts
(6) e. style of text
(7) g. person who writes a book
(8) a. person or company that publishes books, etc.
(9) f. name of a book, play, etc.
(10) d. sum of money for which something is sold or bought

10. Read the following book review and then complete the table.
Paragraph 1 Orientation Tells about the background
information of the book
Paragraph 2 Interpretative Tells the plot/synopsis of the
Recount story
Paragraph 3 Evaluation Evaluate the plot and the
writing style
Paragraph 4 Evaluative A justification to the whole
Summation novel
11. Decide whether each statement istrue or false. If it is true, give

the evidence. If it is false, make some corrections.
No. Statements True/False Evidence/Correction
1. The reviewer had True I need to read it
to read novel back and forth. The
many times 1st to 15th chapters
because the plot is are very easy to
hard to follow follow, meanwhile the
hardest part is the
chapter when Habibie
explained technically
about the projects and
achievements
2. The story False The tale of Romeo and
resembles Romeo Juliet was fictional, but
and Juliet since Habibie and Ainun’s
both stories are story is real.
facts.
3. The novel is also True The book is now has
read by people been translated into
from other English, Dutch and
countries. Germany and shortly
will be in Japanese.
4. The novel True The moral of the story
emphasizes about emphasizes love the
patriotism despite country
private interest.

5. The reviewer was True I am quite impressed on
very impressed how Habibie’s writing
with the way style.
Habibie’s writing
style.
15. Label the pictures.

a. clapperboard
b. film projector
c. film director
d. 3D glasses
e. film reels
f. megaphone
g. filmstrip
h. camera
i. cinema
j. ticket
16. Choose the correct meaning of the following words.

1) cops: police
2) tale: story
3) script: written story
4) A-list: the most famous
5) thriller: an exciting movie
6) celebrities: famous people
7) masterpiece: a great work of art
8) plot: a storyline
9) top-grossing: best selling
10) animated: cartoon-style
11) soundtrack: all songs in the movie
12) role: a character in a movie
13) movie buff: a movie lover
14) genre: a kind of movie
15) critics: people who write reviews
16) box office: ticket booth

17. Complete the following reviews with words from the previous
activity.
The Departed Movie Review

The Departed is a (1) thriller movie directed by Martin Scorcese
and featuring (2) A-list (3) celebrities such as Leonardo di
Caprio and Matt Damon. The (4) storyline was written based
on the legendary HongKong movie: Internal Affairs and is more
than your typical (5) tale of (6) cop versus mafia.
The Lion King Movie Review

The Lion King which was released in 1994 is the (7) top-grossing
(8) animated movie of all time. This Disney film was written
based on Shakespeare’s Hamlet. It will warm the hearts of the
young and old. The (9) storyline is excellent and the movie’s
(10) soundtrack “Circle of Life,” is performed by Elton John.
This movie is thought to be a (11) masterpiece by fans and
critics alike.
The Constant Gardener Movie Review

Starring Ralph Fiennes, this movie did not do particularly
well at the (12) box office. However, the (13) plot gave this
movie the thumbs up.
If you are a serious (14) movie buff, particularly if you
are into the spy (15) genre, you may want to check this one
out.
Ralph Fiennes is excellent in his (16) role as a diplomat in
Africa who has no idea of the trouble that his wife is getting
herself into.

18. Decide whether each paragraph is an orientation, an
interpretative recount, an evaluation, or an evaluative
summation. Tick the right column.
Interpretative Evaluative
No. Paragraph Orientation Evaluation
Recount Summation
a. The Hunger Games is a 2012 ✓
American science fiction
adventure film directed by
Gary Ross and based on
the novel of the same name
by Suzanne Collins. The
movie was produced by Nina
Jacobson and Jon Kilik, with
a screenplay by Ross, Collins
and Billy Ray.
b. Fantastic! Harry Potter and ✓
the Order of the Phoenix
and and all of the The Harry
Potter series will always hold
a special place in my heart.
c. When we see this movie, ✓
we will remember the plot
of Pearl Harbor, which is
produced by the same super
producer, Jerry Bruckheimer,
but, Pearl Harbor is different
from King Arthur, in the
case of their historical fact.
The story of Pearl Harbor is
based on the true historical
event, while the story of
King Arthur is based on the
mythology of Great Britain,
in which he appeared as the
ideal of kingship both in
peace and war.
d. Both Titanic and Romeo ✓
and Juliet create a romance
and are the symbol of an
eternal love. Titanic’s tragedy
ends with the death of Jack
by hypothermia. While in
Romeo and Juliet, the tragedy
starts when Romeo seems to
have died and Juliet decides
to suicides herself by a dagger.
Believing Juliet to be dead, he
drinks the poison.

e During the final hour, as ✓
Titanic begins to sink, the
movie brings the power of
computer effects to simulate
re a l i t y i n t h e m o d e r n
motion picture. As a result,
Titanic is deserving of Oscar
nominations not only in the
technical categories, but also
in best picture, best director,
best actor, and best actress.
f. The film begins with Cade ✓
Yeager (Mark Walberg),
a Texan inventor, always
collecting scraps and turns
it into mini-robots. He
discovers a battered truck
inside the old cinema,
caked in plaster, dusty
but salvageable. Cade sees
potential in the wreckage,
and spends his last few dollars
on the truck – which turns
out to be a Transformer.
20. The complete the dialog below with the information based
on the review.
Meilisa is reading a review of the movie Transformers 4: Age of
Extinction when Arinda comes to visit her.
Arinda : Do you have a plan for this weekend?
Meilisa : Uhmm... I think so. What about you? You look so
happy.
Arinda : Yup. I want to go somewhere for relaxing but I don’t
have any idea for this weekend.
Meilisa : What about watching Transformers 4: Age of Extinction
at Century theater? It must be great.
Arinda : That’s a good idea. Who is the director?
Meilisa : If I’m not mistaken it’s Michael Bay.
Arinda : And what is the movie about?
Meilisa : It’s about robots that turn into dinosaurs and a
weapon that make people explode, freeze and burst
into flames at the same time.

Arinda : Is it a new film?
Meilisa : Yes, I think so. It was released in June 24th, 2014.
(The answer depends on the time)
Arinda : It must be a science-fiction movie.
Meilisa : You’re right. It’s a science fiction adventure.
Arinda : Let’s go now Mel, I can’t wait.
Meilisa : But you must wait until tomorrow at 3 p.m.
Arinda : What? I think we’ll go right away.
Meilisa : Calm down. The second show starts at 5 p.m. and
now it’s 2 p.m.
Arinda : So, what are we doing right now?
22. Rearrange the following jumbled paragraphs into a good

review. The title is Maleficent – The Movie Review.
e-b-d-a-c

Chapter 10
Sing for the World
A. kOMPETENSi DASAR
Pengetahuan
3.9 Menafsirkan fungsi sosial dan unsur kebahasaan lirik lagu terkait
kehidupan remaja SMA/MA
Penerapan
4.9 Menangkap makna secara kontekstual terkait fungsi sosial dan
unsur kebahasaan lirik lagu terkait kehidupan remaja SMA/MA
B. iNDikATOR
Pengetahuan
3.9.1 Mengidentifikasi fungsi sosial dari lagu.
3.9.2 Mengindentifikasi struktur teks dari lagu.
3.9.3 Mengidentifikasi unsur kebahasaan dari lagu.
Penerapan
4.9.1 Menangkap pesan moral dari lagu.
C. TuJuAN PEMBELAJARAN
1. mengidentifikasi fungsi sosial dari lagu.
2. mengindentifikasi struktur teks dari lagu.
3. mengidentifikasi unsur kebahasaan dari lagu.
4. menangkap pesan moral dari lagu.
D. MATERi PEMBELAJARAN
Lagu sederhana
Fungsi sosial: memahami pesan moral lagu dan menghargai lagu
sebagai karya seni
Struktur teks: pernyataan pendapat disertai dengan penjelasan yang
logis dan relevan
Unsur kebahasaaan:
1. Kata, ungkapan, dan tata bahasa dalam karya seni berbentuk lagu
3. Penggunaan nominal tunggal dan jamak secara tepat dengan atau
nominal
4. Ucapan, tekanan kata, intonasi
5. Ejaan dan tanda baca
6. Tulisan tangan
Topik: berbagai kegiatan yang terkait dengan kehidupan peserta didik
sebagai remaja dan pelajar SMA dengan memberikan keteladanan
tentang perilaku tanggung jawab, disiplin, cinta damai, kerjasama
1. Pendekatan Ilmiah (Scientific Approach: Observing-Questioning
2. Problem Solving

dan power point slides untuk menjelaskan.
point.
Sumber Belajar : Buku Teks Pathway to English 3 Kelompok
Peminatan – Sudarwati and Grace – Penerbit
Erlangga, Jakarta
G. Langkah-langkah Pembelajaran
Kegiatan 1
dengan doa bersama.

• Guru mencek kehadiran peserta didik. Peserta didik dapat
merespon dengan“I am here/yes, ma’am/present.”
Kegiatan 2
• Guru meminta peserta didik membaca lirik lagu.
• Peserta didik membaca lirik lagu.
• Guru dan peserta didik mendiskusikan pertanyaan 2–5.
Alternatif Kegiatan
Apabila tidak tersedia benda nyata, guru dapat mendownload
gambar dari Internet dan mencetaknya, atau mencari dari
majalah atau surat kabar berbahasa Inggris.
guru dapat menempelkan gambar besar di papan tulis atau
membagikan beberapa gambar ke peserta didik.
2. Kegiatan Inti
Kegiatan 1
• Guru menyanyikan lagu ‘The World is Ours’ atau memutarkan
lagu tersebut dengan alat pemutar musik.
• Peserta didik melenhgkapi lirik lagu ‘The World is Ours’ sambil
mendengarkan lagu tersebut.
Kegiatan 2
• Peserta didik melengkapi dialog sambil mendengarkan dialog.
Kegiatan 3
dialog yang didengar.
• Peserta didik menjawab pertanyaan berdasarkan dialog yang
telah didengar.
• Guru dan peserta didik mendiskusikan jawaban yang tepat.
Kegiatan 4
• Guru menyanyikan lagu ‘The World is Ours’ atau memutarkan
lagu tersebut dengan alat pemutar musik.
• Peserta didik mendengarkan lagu ‘The World is Ours.’
• Peserta didik menuliskan pendapatnya mengenai lagu yang
didengarkan di dalam tabel.

Kegiatan 5
• Guru meminta peserta didik membaca teks.
Kegiatan 6
• Guru meminta peserta didik untuk berdiskusi berdasarkan
teks di Activity 5.
• Peserta didik berdiskusi berdasarkan teks di Activity 5.
Kegiatan 7
• Guru meminta peserta didik untuk mendiskusikan kaitan
pernyataan Correy’s dengan pengalamannya.
• Peserta didik mendiskusikan kaitan pernyataan Correy’s dengan
pengalamannya.
Kegiatan 8
• Guru meminta peserta didik untuk mendiskusikan pertanyaan
yang diajukan.
• Peserta didik mendiskusikan pertanyaan yang diajukan.
Kegiatan 9
• Guru meminta peserta didik untuk membuat percakapan
berdasarkan pertanyaan dan jawaban di Activity 8.
• Peserta didik membuat percakapan berdasarkan pertanyaan
dan jawaban di Activity 8.
Kegiatan 10
• Guru meminta peserta didik untuk mencari perbedaan lirik
‘The World is Ours’ dan menyusun lirik dalam bahasa Indonesia.
• Peserta didik mencari perbedaan lirik ‘The World is Ours’ dan
menyusun lirik dalam bahasa Indonesia.
Kegiatan 11
• Guru meminta peserta didik untuk mendiskusikan pertanyaan.
• Peserta didik mendiskusikan pertanyaan.
Kegiatan 12
K-W-L.

Kegiatan 13
K-W-L.
Kegiatan 14
• Guru meminta peserta didik membaca lirik ‘The World is
Ours’.
• Peserta didik membaca lirik ‘The World is Ours’.
K-W-L.
• Peserta didik mengisi kolom K dari TabelK-W-L.
Kegiatan 15
berdasarkan lirik ‘The World is Ours’.
• Peserta didik menjawab pertanyaan berdasarkan lirik ‘The
World is Ours’.
Kegiatan 16
• Guru meminta peserta didik menganalisis tata bahasa dari
lirik ‘The World is Ours’.
• Peserta didik menganalisis tata bahasa dari lirik ‘The World
is Ours’.
Alternatif Kegiatan
Guru dapat memilih beberapa kegiatan yang tersedia, sesuai
dengan kemampuan peserta didik dan alokasi waktu yang tersedia.
Kegiatan yang disarankan adalah Activity 14 dan15.
Kegiatan 17
• Guru meminta peserta didik untuk menganalis kalimat dalam
lagu ‘We Are the World.’
• Peserta didik menganalis kalimat dalam lagu ‘We Are the
World.’
Kegiatan 18
• Guru meminta peserta didik untuk mencari ide pokok dari
setiap bait lagu ‘We Are the World.’
• Peserta didik mencari ide pokok dari setiap bait lagu ‘We
Are the World.’

Kegiatan 19
• Guru meminta peserta didik untuk mendiskusikan pesan
moral dan pandangannya tentang lagu ‘We are the World.’
• Peserta didik pesan moral dan pandangannya tentang lagu
‘We are the World.’
Alternatif Kegiatan
Peserta didik dapat mencari sumber-sumber lain di perpustakaan,
ataupun Internet jika tersedia jaringan Internet di sekolah. Guru
juga dapat membawa buku-buku sumber ke dalam kelas.
Kegiatan 20
• Guru meminta peserta didik untuk bekerja kelompok.
• Secara berkelompok, peserta didik memilih sebuah lagu dalam
bahasa Inggris dan menganalisisnya berdasarkan tabel yang
tersedia.
Kegiatan 21
• Guru meminta peserta didik untuk mencari lagu dalam
bahasa Inggris tentang bumi atau dunia.
• Peserta didik mencari lagu dalam bahasa Inggris tentang bumi
atau dunia.
• Guru meminta peserta didik untuk menganalisis lagu yang
telah ditemukan.
• Peserta didik menganalisis lagu yang telah ditemukan.
Alternatif Kegiatan
Untuk hasil kegiatan tahap ini, guru dapat memanfaatkan papan
tulis sebagai ruang display untuk menempelkan pendapat peserta
didik dan selanjutnya dikomentari oleh peserta didik yang lain.
Komentar dapat ditulis dan ditempelkan di dekat tulisan yang
dikomentari. Guru bisa melakukan penilaian kompetensi sosial.
3. Kegiatan Penutup
Kegiatan 1
Guru mengulang kembali materi mengenai lagu sederhana.
Kegiatan 2
Kegiatan 3

Alternatif Kegiatan
melakukan penilaian antar teman. Tulisan refleksi peserta
didik bisa dijadikan refleksi bagi guru sebelum melanjutkan
ke unit berikutnya.
H. Penilaian
1. Penilaian pengetahuan dengan teks tertulis (Soal dibuat oleh guru)
2. lembar penilaian antar teman
4. lembar rubrik keterampilan menulis
I. KEGIATAN PENGAYAAN
Peserta didik secara berkelompok memilih sebuah lagu tentang
lingkungan. Lagu tersebut dinyanyikan dan dibuat video musiknya.
Setelah lagu selesai, ceritakan pesan dari lagu tersebut. Kumpulkan
video tersebut kepada guru.

No Score
be assessed (5 – 9) (10 – 19) (20 – 25)
comprehensibility
intonation

Total score
Maximum Score = 100

No Score
be assessed (5 – 9) (10 – 19) (20 – 25)
supporting ideas supporting ideas
ideas ideas
mistakes that errors that do errors that
negatively affect not interfere with do not
communication communication interfere with
communication
4. Vocabulary Basic vocabulary, Developed Purposefully
less precise vocabulary chosen
vocabulary
5. Mechanic Some errors Mostly Effective use of
with spelling effective use of capitalisation,
and punctuation capitalisation, punctuation and
punctuation and spelling
spelling
6. Tidiness and Unreadable, late Clear font, on- Neat writing, in-
deadline submission time submission time submission
Total score
________
Final Score =  Total score × 2  
    
3
Maximum Score = 100

J. KUNCI JAWABAN
1. Listen to your teacher sing some lyrics of a famous song.
Complete the blank spaces.
Run like you're born to fly
Live like you'll never die
Dare what you dare to dream
And everything in between
We are drawn by the rhythms
That beat through our hearts
When we all come together
We're seven billion starts
2. Listen to a dialog between Meg Kidman and Steve. Then,

complete the blank spaces with the words provided.
Meg Kidman : Hello, how are you?
Steve Silaen : Fine. What about you? You look so excited.
Meg Kidman : I am listening to a nice song.
Steve Silaen : Are you? What is it?
Meg Kidman : ‘The World is Ours.’
Steve Silaen : Is it 2014 FIFA world cup song?
Meg Kidman : You’re right. Listen to the song! Do you like
this song?
Steve Silaen : Yes, I do. I think any world cup song teaches
us about togetherness and high spirit.
Meg Kidman : I agree with you. Now, I am searching for
the lyrics of ‘The World is Ours’.
Steve Silaen : That’s good. You will like the song more after
reading the whole lyrics. Anyway, I have to
pick up my mother. See you.
Meg Kidman : Bye Steve.

3. Check your understanding about the dialog.
a. The 2014 FIFA world cup song.
b. A song titled ‘The World of Ours’.
c. If Meg Kidman reads the whole lyrics, he will knows the
values behind the lyrics that will make him like the song
more.
6. Discuss with your friends about Correy’s great experiences
when singing ‘The World is ours’. See the example.
b. performing in 89 countries
c. collaborating with local artist to make the different versions
of ‘The World is Ours’
7. Discuss with your friends about Correy’s experiences based on

his statements. See the examples.
CORREY’S
DAVID’S STATEMENTS
EXPERIENCES
‘It’s unbelievable that I was chosen as the Being the singer of 2014
singer of the official anthem of 2014 FIFA World Cup anthem is like a
World Cup which is held in my home miracle for Correy.
country.’
The tour for the global
‘For the success of this project, these last
concerts of the World Cup
few weeks I haven’t been sleeping much.’
jingle keeps Correy very busy.
‘The lyrics remind me to the ups and Correy has struggled a lot
downs that I’ve overcome so far. And to achieve his success.
I believe that everyone will feel the
pain, struggle, and joy of being the
true of me.’
10. Which lyrics of the English version of ‘The World of Ours’

are different from the Indonesian version? Put the lyrics in
bahasa Indonesia in the correct order.
Run like you're born to fly
Beranilah bermimpi
Menggapai semua cita

We are drawn by the rhythms
Saat kita bersama
Tunjukkan semangatmu
The world is ours
Ooo oh oo o ooh o o o oo
Seven billion starts
The world dunia the world
Dunia kita
Light up the world
Light up the world
Sign out your battle cry
Under the stadium sky
Walau pun jarak terpisah
Di hati tetap satu rasa
You can stand on my shoulders
And raise up your arms
Saat kita bersama
Kita terangi dunia
Dunia kita
tujuh milyar hingga
The world dunia The world
Dunia kita
Light up the world everybody
Light up the world to do mundo
Light up the world everybody
Pra Batucar, Pra Batucar
The world is ours
Dunia kita
Ujung dunia kita...
The world dunia the world
Dunia kita
(The world is ours)

15. Based on the lyrics of ‘The World is Ours,’ answer the following
questions.
a. Title of the song: The World is Ours
Verse 1: Run like you're born to fly
Dare what you dare to dream
And everything in between
Verse 2: We are drawn by the rhythms

We're seven billion starts
Verse 3: Sign out your battle cry

Under the stadium sky
Oceans and land divide
United we feel inside
Verse 4: You can stand on my shoulders

And raise up your arms
We light up the dark
Refrain: The world is ours

Seven billion starts
The world The world The world
The world is ours
Light up the world
Light up the world
d. 1) d
2) c
3) a
4) b

16. Analyze the grammar of ‘The World is Ours’ song lyrics by
completing the columns. See the examples!
Conjunction +
Imperative Statement
Statement
Live like you'll never Oceans and land We are drawn by the
die divide rhythms that beat
V1 + conj. + S + S + V1 through our hearts
modal + adv. + V1 S + be + V3 + O +
conj. + V3 + adv.
Dare what you United we feel When we all come
dare to dream inside together we light up
and everything in Adj + S + V1 + the dark
between adv. conj. + S + V1 + adv.
V1 + what + S + V1 + S + V1 + O
+ adv.
Sign out your battle You can stand on my
Light up the world shoulders and raise up
V1 + O your arms
S + modal + V1 + O
+ conj. + V1 + O
cry under the
stadium sky
V1 + adv.
17. Find the structures of the ‘We Are the World’ lyrics. Write the
answers in the table.
Conjunction +
Imperative Statement
Statement
Let us realize that a We are all a part of When the world must
change can only come God's great big family come together as one
Dare what you dare to We are the world, we There are people dying
dream and everything are the children and it's time to lend a
in between hand to life
V1 + what + S + V1
+ adv.
Sign out your battle There's a choice we're We can't go on
Light up the world making pretending day by
V1 + O day that someone,
somewhere will soon
make a change

cry under the stadium We're saving our own And the truth you know
sky lives and love is all we need
V1 + adv.
It's true, we'll make So let's start giving
a better day, just you
and me
Send them your heart
so they know that
someone cares and
their lives will be
stronger and free as
God has shown us
by turning stone to
bread and so we all
must lend a helping
hand
When you're down
and out, there seems
no hope at all
But if you just believe
there's no way we
can fall
Let us realize that
a change can only
come when we stand
together as one
18. Write the main idea from each verse and the refrain of ‘We
Are the World’ lyrics.
verse 2 We can’t pretend that we don’t see

verse 3 Help others live well
verse 4 We have to work together to face
difficult situation
refrain Persuasion to help others

ABOUT ThE AUThORS
Personal Identity
Name : Theresia Melania Sudarwati

Office phone/cellphone : (024) 8413670/081325544353
Email : th_sudarwati@yahoo.com
Office address : SMA Negeri 11 Semarang
Jl. Lamper Tengah Semarang,
Semarang 50248
Expertise : English Language Teaching
Working experience
1. 1986 - now : SMAN 11 Semarang, English Teacher
2. 2006 – 2009 : SMAN 11 Semarang,
Vice principal on Curriculum Design
3. 2016 : Pembina Utama Muda Golongan Ruang IV/C
Educational Background
1. Master Degree: Universitas Diponegoro Semarang, 2012
2. Bachelor Degree: IKIP Negri Semarang , English department, 1985
UT Jakarta. English department, 1990
Published books and year of publication

1. Buku Siswa Pathway to English 2 (Program Peminatan), 2015
3. Buku Guru Pathway to English 2 (Program Peminatan), 2015
173
5. Pathway to English 2 (General Program), 2015
10. English Assessment Test 1, 2012
13. TOPS Bahasa Inggris, 2010
14. Look Ahead 1 An English Course for Senior High School Students, 2007
Published research and year of publication

1. Peningkatan Keterampilan Berbicara Bahasa Inggris melalui Kegiatan
“Being MC” dengan Menggunakan “Raduga di Kelas XI Bahasa SMA
11 Semarang Tahun Pelajaran 2012-2013. 2013
2. Peningkatan Metacomprehension Materi cause and effect Teks Explanation

dengan Strategi Belajar Metacognitive Teknik “Box question” pada Siswa
Kelas X MIPA 7 SMA 11 Semarang Tahun 2014-2015, 2015
Reviewed books
More information
She was born on December 31, 1962 in Semarang. She is active at English
Teacher Association in Semarang and a frequent speaker of English Teaching
seminars in several provinces in Indonesia. She attended Teaching and
Research Training in Nagoya University, Monbusho, Japan 1994 and Joetsu
University of Education, 1995. She supervised student’s English Ketoprak
in Semarang in 1997-2002.
174
Personal Identity
Name : Eudia Grace

Office telp/cellphone : 08122869987/(024)3543998
Email : grace196362@yahoo.com
Office address : SMA Negeri 5 Semarang
Jl. Pemuda 143 Semarang
Working experience
1. 2014- now : SMAN 5 Semarang, staff of curriculum design
and school development
2. 1987- now : SMAN 5 Semarang, English Teacher
3. 2010 – 2012 : SMAN 5 Semarang, Vice Principal on
Curriculum Design
4. 1985 – 1987 : SMA Taman Siswa, Semarang, English Teacher
Educational background
1. Master degree: STIEPARI Semarang, HR Management, 2012
2. Bachelor degree: Akaba 17 Agustus Semarang, English Language
Teaching, 1981-1984; UT Jakarta. Bachelor of English, 1988-1993
Published books and year of publication

175
11. Look Ahead 1 An English course for Senior High School Students, 2007
Published research and year of publication

Peningkatan Keterampilan Menulis Teks Recount Mata Pelajaran Bahasa Inggris
Menggunakan Media Postcard pada Kelas X IPA7 SMAN 5 Semarang. 2015
Reviewed books
More information
She was born on February 24, 1963 in Jakarta. She is active at English
Teacher Association in Semarang and a frequent speaker of English
Teaching seminars in several provinces in Indonesia. She joined Bridge,
an Australian-Indonesian (Austindo) exchange program in 2015. She was
the runner up of The Guru berprestasi in Semarang in 2012.
176
about the EDITORS
Personal Identity
Name : Ellisabeth Tyas Utami
Office phone/cellphone : (021) 8708512
Email : ellisabeth.utami@erlangga.co.id
Office Address : Jln. H. Baping Raya No. 100
Ciracas, Pasar Rebo, Jakarta Timur 13740
Working Experiences
1. 2011-2012 : Tutor, Primagama English
2. 2012- sekarang : Editor Bahasa Inggris, Penerbit Erlangga
Bachelor degree: Universitas Sanata Dharma , English Department,
2007-2012
Published books and years of publication

1. 1. Grow with English 1 (With Digital Content), 2016
11. SPM Bahasa Inggris SMP, 2015
12. SPM Bahasa Inggris SMA, 2015
13. Succeed in IELTS, 2015
16. Bupena Bahasa Inggris untuk SMP 3, 2014
20. English Activities for Primary School Students 6, 2014
21. Erlangga X-press UN SMA Bahasa Inggris, 2014
177
22. Siapuja Bahasa Inggris SMA 1, 2014
23. Siapuja Bahasa Inggris SMA 2, 2014
22. Bright 1, 2013
23. English Activities for Junior High School 1, 2013
Reviewed Books
178
about the EDITOR
Personal Identity
Name : Ig. Dwi Wahyu Priyanto
Email : ignatius.wahyu@erlangga.co.id
Facebook account : dwi wahyu
Working Experiences
1. 2000 : SMA Marsudirini Bekasi, English Teacher
2. 2001 – Now : Penerbit Erlangga, Language editor
1. Master degree: Universitas Pelita Harapan, Educational Technology,
2008-2010
2. Bachelor degree: Universitas Sanata Dharma, English department,
1994-1999

9. Kamus lengkap Inggris- Indonesia, 2010
11. English Assessment Test 1 for Senior High School Students, 2012
14. English Assessment Test 1 for Junior High School Students, 2012
17. Mandiri: Practice your English Competence 1, 2012
179
20. Hooray 1, 2010
21. Hooray 2, 2010
22. Hooray 3, 2010
23. Hooray 4, 2010
24. Hooray 5, 2010
25. Hooray 6, 2010
27. Look Ahead 1 An English course for Senior High School Students,
2007
2007
2007
30. English on Sky 1, 2007
Reviewed Books and years of publication

More Information
- Attending English Training in University of New South Wales, 2002
- Becoming Steering Committee, Indonesian Stand Frankfurt
Bookfair, 2007
180
about the EDITORS
Personal Identity
Name : Yuniar Widiastuti
Email : yuniar.widiastuti@erlangga.com
Working Experiences
1. Juni - November 2012 : Editor buku umum Esensi, imprint dari
Penerbit Erlangga
2. November 2012 - sekarang: Editor Bahasa Inggris, Penerbit Erlangga
S1: Universitas Negeri Yogyakart , Jurusan Pendidikan Bahasa Inggris,
2004-2012

1. Rahasia Sang Ibu Negara, 2012
2. Bright 2, 2013
3. Bright 3, 2013
4. English Activities for Elementary School Students 1, 2014
11. Bupena Bahasa Inggris untuk SMA 1, 2014
14. Siapuja Bahasa Inggris untuk SMP 2, 2013
15. Siapuja Bahasa Inggris untuk SMP 3, 2013
16. Siapuja Bahasa Inggris untuk SMA 3, 2014
17. Erlangga X-Press UN SMP/MTS Bahasa Inggris, 2014
18. Buku Siswa Pathway to English 1 (Program Wajib), 2013
19. Buku Siswa Pathway to English 1 (Program Wajib), Revisi, 2013
181
22. Succeed in TOEIC Vol 1, 2014
23. Succeed in TOEIC Vol. 2, 2014
24. Boom: Grammar Made Easy, 2015
Reviewed Books
182
About the designer/illustrator
Personal Identity
Name : Achmad Taupik
Office phone/cellphone : 021-8410432/ 08129957856
Email : 2cool74@gmail.com
Office address : Jl. H. Baping No. 100 Ciracas
Jakarta Timur 13740
Expertise : Graphic Design
Working experience
2003 - 2016 Graphic Designer, PT. Penerbit Erlangga
1993-1997 Diploma degree: Design Graphic Institut Kesenian Jakarta
Books and years of publication

5. Buku Siswa Kimia 2 (Program Peminatan), 2015
6. Buku Guru Kimia 2 (Program Peminatan), 2015
7. Buku Siswa Biologi 2 (Program Peminatan), 2015
8. Buku Guru Biologi 2 (Program Peminatan), 2015
9. Buku Siswa Cerdas Berbahasa Indonesia (Program Peminatan), 2015
10. Buku Guru Cerdas Berbahasa Indonesia (Program Peminatan), 2015
183
About the PUBLISHER
PT PENERBIT ERLANGGA MAHAMERU
Founded Year
1952
First Publication:
1952
Registration No.:
09.04.1.46.14428 PT PENERBIT ERLANGGA
Kami Melayani Ilmu Pengetahuan
HQ Address:
Jl. H. Baping Raya 100 Ciracas, Jakarta13740
Phone:
021-8717006
Fax.:
021-8717011
Customer Service:
021-8717006
Facebook Account:
Penerbit Erlangga
Email:
webmaster@erlangga.co.id
info@erlangga.co.id
184
REFERENCES
The authors and the publishers acknowledge the following sources of copyright
material and are grateful for the permission granted. While every effort has been
made, it has not always been possible to identify the sources of all the material used,
or to trace all copyright holders. If any omission are brought to our notice, we will
be happy to include the appropriate acknowledgement on reprinting.
Agustien, Helena I.R. (1997). Communication strategies in sustained casual

conversations. Sidney: Macquarie University.
Agustien, Helena I.R. (1997). Landasan filosofis teoritis pendidikan bahasa Inggris.
Sidney: Macquarie University.
Allen, William Stannard. (1974). English living structure. Harlow, Essex: Longman.
Bonner, Margaret. (1994). Step into writing. Harlow, England: Longman.
Coe, N., Rycroft, R. & Ernest, P. (1985). Writing Skills. Cambridge: Cambridge
University Press.
Coffey, Margareta Pogemiller. (1987). Communication through writing. New Jersey:
Prentice Hall Regents.
Collins, Wilkie. (1999). The moonstone. London: Penguin Classics.
de Porter, Bobbi. (2000). Quantum teaching. Boston, USA: Ally and Bacon.
Departemen Pendidikan Nasional. (2003). Kurikulum 2004 standard kompetensi
mata pelajaran bahasa Inggris SMA. Jakarta: Departemen Pendidikan Nasional.
Derewianka, Beverly. (1995). Exploring how texts work. Newtown, NSW: Primary
English Teaching Association.
Doff, A., Jones, C. & Mitchell, K. (1986). Meaning into words. Cambridge:
Cambridge University Press.
Frank, Marcella.(1972). Modern English. New Jersey: Prentice Hall Inc.
Gary, Blake & Bly, Robert W. (1991).The elements of business writing. London:
Macmillan Press.
Matreyek, Walter. (1983). Communicating in English examples and models 1. New
York: Pergamon Press.
Mondial Education. (2004). Seminar and demo lesson booklet. Semarang: Mondial.
Murphy, Raymond. (1989). Grammar in use. Cambridge: Cambridge University
Press.
Quah, Josephine. (1993). Grammar practice with answers. Jakarta :Binarupa Aksara.
185
Redman, Stuart. (1997). English vocabulary in use. Cambridge: Cambridge
University Press.
Richards, Jack C. (1995). Interchange 3. Cambridge: Cambridge University Press.
Santoso, Riyadi. (2003). Semiotika sosial pandangan terhadap bahasa. Surabaya:
Pustaka Eureka.
Schecter, Sandra. (1995). Listening tasks. Cambrige: Cambrige University Press.
Swan, Michael & Walter, Catherine. (1984). The English Cambridge course 3.
Cambridge: Cambrige University Press.
Tomaly, Barry & Stempleski, Susan. (2002). Cultural awareness. London: Oxford
University.
Wiratno, Tri. (2003). Kiat menulis karya ilmiah dalam bahasa Inggris. Yogyakarta:
Pustaka Pelajar.
Wishon, George E. & Burks, Julia M. (1980). Let’s write English. New York:
American Book Company.
Yusak, Muchlas. (2004). A brief introduction to genre. Jawa Tengah: LPMP.
186

Bahasa

BG Pathway 3

Diunggah oleh

Informasi Dokumen

Judul Asli

Hak Cipta

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

BG Pathway 3

Judul Asli:

Diunggah oleh

Hak Cipta:

EDISI

Dilarang keras mengutip, menjiplak, atau memfotokopi sebagian atau seluruh

© Hak Cipta dilindungi oleh Undang-undang

Dalam rangka meningkatkan mutu buku, masyarakat sebagai pengguna buku

Buku guru ini menyajikan tujuan pembelajaran, indikator-indikator yang

Semoga buku bermanfaat bagi untuk semakin membuat peserta didik

Jakarta, Maret 2016

Chapter 1 Is He Such a Hard–Working Animator 1

Chapter 2 I’m on Top of the World 15

Chapter 3 What Is Corruption? 31

Chapter 4 If I Had Wings Like a Bird,

Chapter 5 If Only He had not Cheated 65

Chapter 6 In Contrast to the Good Side 83

Chapter 7 Pros and Cons 97

Chapter 8 Although It Is Difficult It Is Possible 115

Chapter 9 Overall, It’s an Excellent Movie 135

Chapter 10 Sing for the World 159

2 Buku Guru Pathway to English 3

F. Media, Alat dan Sumber Pembelajaran

Chapter 1 Is He Such a Hard-Working Animator? 3

4 Buku Guru Pathway to English 3

Chapter 1 Is He Such a Hard-Working Animator? 5

6 Buku Guru Pathway to English 3

Chapter 1 Is He Such a Hard-Working Animator? 7

8 Buku Guru Pathway to English 3

Chapter 1 Is He Such a Hard-Working Animator? 9

Criteria to be Low Good Very Good

10 Buku Guru Pathway to English 3

3. Listen to a message about art. While listening, complete the

I am 1) so attached to my paintings that they have become

5. Answer the following questions based on the previous dialog.

Chapter 1 Is He Such a Hard-Working Animator? 11

12 Buku Guru Pathway to English 3

such (article) adjective noun that clause

Chapter 1 Is He Such a Hard-Working Animator? 13

14 Buku Guru Pathway to English 3

F. MEDIA, ALAT DAN SUMBER PEMBELAJARAN

16 Buku Guru Pathway to English 3

Chapter 2 I’m on the Top of the World 17

18 Buku Guru Pathway to English 3

Chapter 2 I’m on the Top of the World 19

Speaking Assessment Rubric

Criteria to Low Good Very Good

20 Buku Guru Pathway to English 3

Writing Assessment Rubric

4. Vocabulary Basic Developed Purposefully

Chapter 2 I’m on the Top of the World 21

22 Buku Guru Pathway to English 3

1. If you pay attention to the previous three activities, they

Chapter 2 I’m on the Top of the World 23

1) into c) the sea

6. Listen to Mona telling her experience. Complete the text with

24 Buku Guru Pathway to English 3

8. Decide whether the prepositional phrases in the sentences are

b. All the passengers aboard the bullet train were frightened

e. Put the fresh flowers in the Chinese ceramic vase.

f. The clues within the first few chapters will lead to the murderer.

g. Before the first period, Josh borrowed a pencil

Chapter 2 I’m on the Top of the World 25

i. Feeling brave, we tried the Devil Chili paste

j. After school, the children play volleyball

at the park near the river.

9. Look at the picture of a dining room. Describe this picture

26 Buku Guru Pathway to English 3