Kurikulum LKP - Iyi - Bahasa Inggris

KURIKULUM LEMBAGA
BAHASA INGGRIS
(Competency-Based Curriculum for English)
 ENGLISH FOR KIDS

 SURVIVAL ENGLISH
 ENGLISH FOR COMMUNICATION
 ADVANCED COMMUNICATION IN ENGLISH
IYI Sentra Ilmu & Teknologi

BAHASA INGGRIS : SK NO. 800 / 2163 / 423.102 / 2012
BAHASA JEPANG : SK NO. 420 / 001 / 423.207 / 2014
IJIN OPERASIONAL : AKUNTANSI : SK NO. 800 / 2161 / 423.102 / 2012
SEMPOA : SK NO. 420 / 002 / 423.207 / 2014
KOMPUTER : SK NO. 800 / 2162 / 423.102 / 2012
TERAKREDITASI BADAN AKREDITASI NASIONAL PNF
Jl. Untung Suropati No. 23 Telp. (0343) 421033 , 426564 FAX. (0343) 429625 PASURUAN 67119
Website : www.lkp-iyi.com / e-mail : info@lkp-iyi.com
2014/2015
Kurikulum LKP.IYI 2014/2015 1
BAB I
PENDAHULUAN
A. RASIONAL
Sebagai salah satu alat untuk berkomunikasi, bahasa Inggris sangat diperlukan.
Dengan menguasai bahasa Inggris, seseorang dapat meningkatkan pengetahuan dan
keterampilannya dan ini akan dapat dijadikan sebagai bekal untuk memperoleh
serta membuka lapangan kerja. Dengan demikian, seluruh elemen lembaga pendidikan
dan pelatihan dalam negeri harus berbenah dan memperbaiki diri jika ingin eksis di
persaingan mendatang, atau akan ditinggalkan masyarakat. Mereka dituntut untuk
mengkreasikan visi yang cocok pada lembaga yang dimiliki.
Kenyataan menunjukkan bahwa kursus dan pelatihan bahasa Inggris di
Indonesia diselenggarakan dalam berbagai program dan proses pembelajaran yang
berbeda-beda sesuai dengan kebutuhan masyarakat, dan pengguna jasa kursus dan
pelatihan.
Proses pembelajaran dengan kurikulum kursus dan pelatihan bahasa
Inggris yang telah direvisi ini berbasis kompetensi dengan menggunakan
rancangan komunikatif “Communicative Approach”. Hal ini dimaksudkan agar peserta
didik mampu berkomunikasi dalam bahasa Inggris dengan baik dan benar baik secara
lisan maupun tulisan.
Sumber Daya Manusia di bidang bahasa Inggris ini dituntut lebih proaktif
sehingga mampu merespon perubahan dan tren perkembangan dunia usaha baik di
tingkat nasional, regional maupun internasional. Standar kompetensi yang
dimiliki seseorang harusnya berorientasi pada standar kompetensi yang digunakan
pada tingkat regional dan internasional.
Kursus bahasa Inggris merupakan program pendidikan dan pelatihan yang
berbasis kompetensi dan memberikan keterampilan agar peserta didik terlibat
dalam berbagai pengalaman belajar, dan memiliki arti bagi kehidupannya.
Oleh karena itu, perlu disusun program pembelajaran dengan standar
kompetensi, standar ini akan menjadi acuan dalam penyusunankurikulum berbasis
kompetensi sehingga dapat dijadikan standar oleh lembaga kursus dan pelatihan
sesuai dengan UU No. 20 tahun 2003 tentang Sistem Pendidikan Nasional dan PP No.
19 tahun 2005 tentang Standar Nasional Pendidikan, dengan demikian disusunlah
Kurikulum BerbasisKompetensi untuk menjawab permasalahan di atas.
B. TUJUAN
1. Tujuan Umum
Kurikulum ini diharapkan dapat menjadi salah satu komponen dalam upaya
meningkatkan kualitas Sumber Daya Manusia dalam hal pengalaman dan
keterampilan berbahasa Inggris sehingga mampu berkomunikasi baik secara
lisan maupun tulisan.
2. Tujuan Khusus
a. Peserta didik diharapkan memiliki pengetahuan dan keterampilan berbahasa
Inggris, baik secara lisan maupun tulisan dengan menggunakan kalimat
sederhana sampai dengan kalimat yang rumit atau sukar.
b. Peserta didik diharapkan mampu berkomunikasi dalam bahasa Inggris

secara baik dan benar dengan menggunakan kosa kata yang sesuai dengan
program tertentu.
C. HAKIKAT PEMBELAJARAN BAHASA INGGRIS

Hakikat pembelajaran bahasa Inggris dilaksanakan dengan sistem yang
terintegrasi (four languages skills) yang dilaksanakan di lembaga kursus atau lembaga
pelatihan serta sesuai dengan dunia nyata sehingga pada akhirnya setelah proses
pembelajaran selesai peserta didik kompeten dalam melakukan dan melaksanakan
kegiatan komunikasi baik lisan maupun tulisan.
Pembelajaran bahasa Inggris dirancang untuk memberikan peserta didik
kemampuan dan pengalaman melakukan komunikasi dalam bahasa Inggris baik lisan
maupun tulisan. Peserta didik akan diperkenalkan pada system yang terintegrasi dan
seiring dengan pembaharuan berjalannya kurikulum proses belajar peserta didik
dapat meningkat.
D. RUANG LINGKUP
Kurikulum Berbasis Kompetensi ini disusun dengan memperhatikan kemampuan
dan kewenangan peserta didik dalam menyelesaikan materi pelajaran untuk
berkomunikasi di lingkungan sekolah/pekerjaan. Untuk itu, penyusunan kurikulum
ini telah dibagi menjadi 4 (empat) program, yakni program: English for Kids
(kurikulum lembaga), Survival English, English for Communication dan Advanced
Communication in English. Pembagian ini merupakan bagian dari penyusunan
kurikulum berbasis kompetensi yang tidak lagi mengenal tingkatan (leveling) seperti
tingkat dasar (elementary), terampil (intermediate) dan mahir (advanced). Dan untuk
selanjutnya, tingkatan ini telah diubah menjadi English for Kids 1 dan English for
Kids 2, Survival English 1 dan Survival English 2, English for Communication 1 dan
English for Communication 2, dan Advanced Communication in English 1 dan
Advanced Communication in English 2 .
Kursus dan pelatihan bahasa Inggris mengembangkan kemampuan yang
dirinci dalam cakupan sebagai berikut:
1. Pemahaman tentang pengetahuan mengenai hal-hal yang berkaitan dengan prinsip-
prinsip dan elemen-elemen kompetensi yang dibutuhkan untuk mendengarkan,
membaca, menulis dan berbicara dalam bahasa Inggris.
2. Kemampuan berkomunikasi dalam lingkup pekerjaan yang berkaitan dengan
bahasa Inggris.
3. Nilai-nilai, sikap, dan kemampuan berkomunikasi dalam bahasa Inggris.
E. PENDEKATAN PEMBELAJARAN DAN PENILAIAN

1. Pendekatan Pembelajaran
Pembelajaran bahasa Inggris dapat dimulai dari usia dini sampai pada mereka
yang telah berusia lanjut. Untuk menjaga motivasi mereka dalam pembelajaran
bahasa Inggris maka diperlukan pendekatan pembelajaran:
a. Melalui proses yang dikerjakan sendiri dan dilakukan di tempat kursus.
b. Belajar sambil bekerja.
c. Belajar dapat menimbulkan rasa senang dan menyenangkan.

2. Dasar Penilaian
Penilaian Standar Kompetensi dari Sertifikasi mengutamakan kestabilan dari
pencapaian standar penilaian yang cermat dan teliti. Penilaian diciptakan untuk
menghasilkan lulusan yang kompeten sesuai dengan kompetensi yang diajarkan.
Penilaian ini berhubungan dengan tujuan dan sasaran program sertifikasi, dan akan
menilai kapasitas para peserta didik secara adil dan dapat dipercaya. Peserta didik
akan dinilai melalui berbagai macam cara yang mengutamakan kemampuan
mengimplementasikan materi ajar yang telah diberikan secara terintegrasi.
3. Prosedur Penilaian
Penilaian akan dilakukan sesuai dengan program yang diambil oleh peserta
didik. Penilaian untuk masing-masing program dilakukan setelah peserta didik
menyelesaikan seluruh unit kompetensi melalui 2 (dua) mekanisme:
a. Penilaian melalui ujian lokal oleh lembaga kursus dengan materi uji sesuai dengan
unit kompetensi antara lain : reading, writing, listening dan speaking.
b. Penilaian melalui uji kompetensi. Untuk dapat mengikuti uji kompetensi, peserta
didik menghubungi Lembaga Sertifikasi Kursus ( LSK ) atau Tempat Uji
Kompetensi (TUK ) untuk mendaftarkan diri sesuai dengan jadwal dan
program yang akan diujikan. Peserta didik pun melengkapi persyaratan
administarsi yang diperlukan. Selanjutnya penguji yang ditunjuk oleh Lembaga
Sertifikasi Kompetensi akan melakukan uji kompetensi yang meliputi materi
teori dn praktik yang terintegrasi dalam keterampilan membaca, menulis,
mendengarkan dan berbicara.
F. PROFIL LULUSAN
Lulusan kursus dan pelatihan bahasa Inggris ini mampu berkomunikasi dalam
bahasa Inggris baik secara lisan maupun tulisan.
G. HUBUNGAN DENGAN PROGRAM LAIN

Setelah peserta didik menyelesaikan program English for Kids 1, English for
Kids 2, Survival English 1, Survival English2, English for Communication 1, English for
Communication 2, serta Advanced Communication in English 1, Advanced
Communication in English 2, dan memperoleh kedelapan laporan penilaian tersebut,
mereka dapat menambah keahlian dengan pelatihan keterampilan yang lain untuk
melengkapi kompetensi dan memperluas lingkup pengetahuan/pekerjaan yang dapat
diperoleh.
H. EVALUASI
Untuk mewujudkan proses pembelajaran bahasa Inggris yang efektif dan
mencapai sasaran yang diharapkan, maka diperlukan evaluasi yang terintegrasi,
sehingga bila terjadi kelemahan dan kekurangan dapat diantisipasi dan dilakukan
perbaikan. Penilaian yang dilakukan lebih menekankan pada proses dan hasil.
Evaluasi yang akan dilakukan melingkupi evaluasi kelas dan evaluasi
program.
1. Evaluasi Kelas
Pendidik dan tenaga kependidikan harus memiliki komitmen terhadap terwujudnya
pelaksanaan proses pembelajaran yang efektif sehingga setelah mengikuti

program ini, peserta didik siap mengikuti dan berhasil dalam uji kompetensi sesuai
dengan unit kompetensi yang ada dalam program kursus yang diikuti. Pendidik
dan tenaga kependidikan harus mampu mendeteksi kelemahan atau kekurangan
ketika proses pembelajaran tidak mencapai tujuan pembelajaran
dan ketika peserta didik tidak mencapai standar kompetensi pada akhir
pembelajaran.
Peserta didik dapat memberikan umpan balik atas proses pembelajaran yang
telah diikuti dengan harapan proses pembelajaran selanjutnya dapat lebih
efektif.
2. Evaluasi Program
Evaluasi atas program akan dilakukan untuk mengetahui apakah program yang
dilaksanakan senantiasa dapat memenuhi standar kebutuhan pemakai lulusan yang
digunakan di lingkungan dunia kerja. Evaluasi program yang akan
dilakukan meliputi:
a. Kurikulum akan ditinjau setiap 2 (dua) tahun sekali yang meliputi kesesuaian
antara kebutuhan peserta didik dengan pokok pembelajaran.
b. Bahan Ajar sudah memenuhi standar kompetensi yang dikehendaki pasar.
c. Metode pembelajaran yang digunakan sudah efektif atau belum.
d. Apakah sistem evaluasi penilaian sudah memenuhi tujuan pencapaian program
pembelajaran.

BAB II
STRUKTUR KURIKULUM
Ringkasan Program
Kurikulum Bahasa Inggris Berbasis Kompetensi yang akan digunakan oleh LPP IYI dalam melaksanakan proses pendidikan dan pelatihan terdiri dari delapan
program:
1. Program English for Kids 1 dengan 25 unit kompetensi dengan lama belajar 120 jam dan distribusi waktu 30% teori dan 70% praktek yang diberikan
secara terintegrasi.
2. Program English for Kids 2 dengan 20 unit kompetensi dengan lama belajar 96 jam dan distribusi waktu 30% teori dan 70% praktek yang diberikan
secara terintegrasi.
3. Program Survival English 1 dengan 11 unit kompetensi dengan lama belajar 72 jam dan distribusi waktu 30% teori dan 70% praktek yang diberikan secara
terintegrasi.
4. Program Survival English 2 dengan 11 unit kompetensi dengan lama belajar 72 jam dan distribusi waktu 30% teori dan 70% praktek yang diberikan secara
terintegrasi.
5. Program English for Communication 1 dengan 10 unit kompetensi dengan lama belajar 72 jam dan distribusi waktu 30% teori dan 70% praktek
yang diberikan secara terintegrasi.
6. Program English for Communication 2 dengan 10 unit kompetensi dengan lama belajar 72 jam dan distribusi waktu 30% teori dan 70% praktek
yang diberikan secara terintegrasi.
7. Program Advanced Communication in English 1 dengan 12 unit kompetensi dengan lama belajar 72 jam dan distribusi waktu 30% teori dan 70%
praktek yang diberikan secara terintegrasi.
8. Program Advanced Communication in English 2 dengan 11 unit kompetensi dengan lama belajar 72 jam dan distribusi waktu 30% teori dan 70%
praktek yang diberikan secara terintegrasi.

ENGLISH FOR KIDS 1 ENGLISH FOR KIDS 2 SURVIVAL ENGLISH 1 SURVIVAL ENGLISH 2
PROGRAM
Teori Praktek Teori Praktek Teori Praktek Teori Praktek
Jumlah Jam Jumlah Jam Jumlah Jam Jumlah Jam
(30%) (70%) (30%) (70%) (30%) (70%) (30%) (70%)
Structure,
Vocabulary, 120 jam 28.8 jam 96 21.6 jam 72 50.4 jam 72
36 jam 84 jam 67.2 jam 50.4 jam 21.6 jam
Reading, Writing, @ 90 menit @ 90 @ 90 menit @ 90 @ 90 menit @ 90 @ 90 menit
@90 menit @ 90 menit @ 90 menit @ 90 menit @ 90 menit
Speaking and (80 meetings) menit (64 meetings) menit (48 meetings) menit (48 meetings)
Listening,
English For Communication 1 English For Communication 2 Advance Communication in English Advance Communication in English
1 2
PROGRAM
Teori Praktek Teori Praktek Teori Praktek Teori Praktek
Jumlah Jam Jumlah Jam Jumlah Jam Jumlah Jam
(30%) (70%) (30%) (70%) (30%) (70%) (30%) (70%)
Structure,
72 jam
Vocabulary, 21.6 jam 50.4 jam 72 jam 50.4 jam 72 jam 50.4 jam 72 jam 50.4 jam
21.6 jam 21.6 jam 21.6 jam @ 90 menit
Reading, Writing, @90 menit @90 @ 90 menit @90 @ 90 menit @90 @ 90 menit @90
@90 menit @90 menit @90 menit (48
Speaking and menit (48 meetings) menit (48 meetings) menit (48 meetings) menit
meetings)
Listening,

BAB III
KOMPETENSI DASAR DAN INDIKATOR
ENGLISH FOR KIDS 1
UNIT : ONE
COMPETENCY STANDARD : ALPHABET
PROGRAM : ENGLISH FOR KIDS 1
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE, SKILL AND
ATTITUDE NEEDED TO KNOW ALPHABET
BASIC
NO INDICATORS TASKS DURATION
COMPETENCY
1. 1.1 Reading aloud 1.1.1 Reading aloud - Instructor gives the 4 x 90

to pronounce and pay example how to minutes
alphabet and attention to the pronounce alphabet
a very simple pronunciation - The students imitate it
words or and intonation - Instructor gives the
sentences 1.1.2 Spelling the examples of English
correctly alphabet in words
English - Instructor gives the
examples how to read
those words in a good
pronunciation and
intonation
- The students imitate it
- Ask the students to
spell some English
words
translate some English
words

UNIT : TWO
COMPETENCY STANDARD : THINGS AROUND US
ATTITUDE NEEDED TO KNOW THINGS AROUND US
BASIC
COMPETENCY
1. 1.1 Spelling a 1.1.1 The students - Instructor points and 2 x 90

very simple can read mentions kinds of minutes
English words kinds of the things in the class and
things in the ask the students to
class read it
correctly - Instructor writes it
1.1.2 The students down on the
can answer whiteboard
the written - Ask the students to
test about find the meaning from
English words the words on the
whiteboard
- Ask the students to fill
the missing word
2 1.2 Writing a very 1.2.1 The students - Instructor indicates

simple English can write the students some
written some simple simple words in
acceptable English words Indonesia
and accurately correctly - Ask the students to
translate it into English

UNIT : THREE
COMPETENCY STANDARD : GREETING AND PARTING
ATTITUDE NEEDED TO GREET TO SOMEONE ELSE AND
PART
BASIC
COMPETENCY
1. 1.1 Responding by 1.1.1 Expressing of - Instructor gives the 2 x 90

doing an action greeting example of(greeting) minutes
based on the correctly in a good
accepted 1.1.2 Responding pronunciation
instruction in greeting from - The students imitate
the context of the instructor the instructor
class of friends pronunciation
2 1.2 Interacting 1.2.1 Expressing of - Instructor gives the

with an type of example to pronounce
accepted language in greeting (hello… hi …,
action using greeting good morning) and
type of 1.2.2 Expressing of parting (good bye)
language in parting - The students imitate
introducing the instructor
yourself pronunciation
greeting, - The students make a
parting, conversation about
greeting in pairs

UNIT : FOUR
COMPETENCY STANDARD : NUMBERS
ATTITUDE NEEDED TO KNOW NUMBERS
BASIC
COMPETENCY
1. 1.1 Expressing 1.1.1 The students - Instructor gives some 4 x 90

some English can express numbers: "one", "two", minutes
words the English "three", "ten"
acceptable words - Ask the students to
and correctly imitate it correctly
accurately - Instructor gives the
meaning of those
numbers
understand it and
pronounce it correctly

UNIT : FIVE
COMPETENCY STANDARD : INTRODUCTION
ATTITUDE NEEDED TO INTRODUCE HIM/HERSELF
BASIC
COMPETENCY
1. 1.1 Interacting 1.1.1 The students - The students introduce 2 x 90

asking for/ can express of themselves in a good minutes
giving introducing pronunciation in pairs,
information themselves the students make a
using type of simple conversation to
language in introduce their identity
introducing
yourself

UNIT : SIX
COMPETENCY STANDARD : THIS AND THAT
ATTITUDE NEEDED TO KNOW ABOUT THIS AND THAT
BASIC
COMPETENCY
1. 1.1 Writing a very 1.1.1 The students - Instructor indicates 3 x 90

simple English can write some the students some minutes
written simple English simple words in
acceptable and words correctly Indonesia
accurately - Ask the students to
translate it into English

UNIT : SEVEN
COMPETENCY STANDARD : PERSONAL PRONOUNS
ATTITUDE NEEDED TO KNOW ABOUT PERSONAL
PRONOUNS
BASIC
COMPETENCY

some English can express words: "I", "You", "We", minutes
words the English "They"
meaning of those
words
understand it and

UNIT : EIGHT
COMPETENCY STANDARD : FAMILY
ATTITUDE NEEDED TO KNOW OR INTRODUCE THE
STUDENTS’ FAMILY
BASIC
COMPETENCY

some English can express words: "Father", minutes
words the English "Mother", "son",
words "daughter"
acceptable
correctly - Ask the students to
and imitate it correctly
meaning of those
words
understand it and

UNIT : NINE
COMPETENCY STANDARD : PROFESSION
ATTITUDE NEEDED TO KNOW ABOUT PROFESSION
BASIC
COMPETENCY
1. 1.1 Interacting in 1.1.1 The students - Instructor gives the 4 x 90

doing an can express examples of minutes
accepted kinds of professions
action using profession
type of
language in
saying
profession
2. 1.2 Expressing of 1.2.1 The students - Ask the students to

a very simple can express a imitate the instructor's
sentence simple pronunciation
using sentence - The students guess the
expression of about name of profession
explaining profession
profession

UNIT : TEN
COMPETENCY STANDARD : VERB
ATTITUDE NEEDED TO KNOW ABOUT VERB
BASIC
COMPETENCY
1. 1.1 Understandin 1.1.1 The students - Instructor gives the 4 x 90

g some can examples of verb minutes
English words understand - The students pay
acceptable the words attention and imitate
using picture from the the instructor' s
instructor pronunciation about
simple or verb
their friend - Instructor gives the
using a picture meaning of those
aid words
understand it and

UNIT : ELEVEN
COMPETENCY STANDARD : SIMPLE PRESENT CONTINUOUS TENSE
ATTITUDE NEEDED TO KNOW ABOUT SIMPLE
CONTINOUS TENSE
BASIC
COMPETENCY
1. 1.1 Writing a very 1.1.1 The students - Instructor dictates the 2 x 90

simple can write students some simple minutes
English some simple words in Indonesia
written English words - Ask the students to
acceptable correctly translate it into English
and
accurately

UNIT : TWELVE
COMPETENCY STANDARD : PART OF BODY
ATTITUDE NEEDED TO KNOW PART OF BODY
BASIC
COMPETENCY

some English can express words: "head", "hand", minutes
words the English "leg", "fingers"
meaning of those
words
understand it and

UNIT : THIRTEEN
COMPETENCY STANDARD : COLOURS
ATTITUDE NEEDED TO KNOW KINDS OF COLOUR
BASIC
COMPETENCY

some English can express words: "red", "black", minutes
words the English "green", "orange"
acceptable and words - Ask the students to
accurately correctly imitate it correctly
- Instructor gives the
meaning of those
words
understand it and

UNIT : FOURTEEN
COMPETENCY STANDARD : DAYS OF THE WEEK
ATTITUDE NEEDED TO KNOW DAYS OF THE WEEK
BASIC
COMPETENCY

some English can express words: "sunday", minutes
words the English "monday", "tuesday",
acceptable and words "wednesday"
accurately correctly - Ask the students to
imitate it correctly
meaning of those
words
understand it and

UNIT : FIFTEEN
COMPETENCY STANDARD : COMMAND
ATTITUDE NEEDED TO EXPRESS COMMAND
BASIC
COMPETENCY
1. 1.1 Interacting to 1.1.1 The students - Instructor gives some 5 x 90

use a can sentences using minutes
command pronounce command
command - Instructor gives the
correctly example how
pronounce those
1.1.2 The students sentences correctly
can make a - Ask the students to
simple imitate it in paIrs, ask
conversation the students to make a
using simple conversation
command using command

UNIT : SIXTEEN
COMPETENCY STANDARD : PREPOSITION
ATTITUDE NEEDED TO KNOW PREPOSITION
BASIC
COMPETENCY
1. 1.1 Reading aloud 1.1.1 The students - The students imitate 3 x 90

a very simple can read aloud the instructor minutes
short about a simple pronunciation
functional text descriptive
with accepted text with a
pronunciation good
and intonation pronunciation
and intonation
1.2 Understanding 1.2.1 The students - The students

a very simple can answer understand the
descriptive the question content of a very
text in the from simple descriptive text
context around descriptive using a picture
the students text based on
picture
correctly

UNIT : SEVENTEEN
COMPETENCY STANDARD : DESCRIPTION
ATTITUDE NEEDED TO DESCRIBE SOMETHING
BASIC
COMPETENCY
1. 1.1 Reading aloud 1.1.1 The students - The students imitate 5 x 90

a very simple can read aloud the instructor minutes
functional text descriptive text
with accepted with a good
pronunciation pronunciation
and intonation and intonation
1.2 Understanding 1.2.1 The students - The students

a very simple can answer the understand the
descriptive question from content of a very
text in the descriptive text simple descriptive text
context around based on using a picture
the students picture
correctly

UNIT : EIGHTEEN
COMPETENCY STANDARD : ACTIVITIES IN THE SCHOOL
ATTITUDE NEEDED TO TELL THE ACTIVITIES IN THE
SCHOOL
BASIC
COMPETENCY
1. 1.1 Writing a 1.1.1 The students - Instructor gives some 2 x 90

simple can make a questions about daily minutes
schedule of simple activities
daily activities sentence - Ask the students to
about their make their daily
daily activities activity using a table

UNIT : NINETEEN
COMPETENCY STANDARD : ADJECTIVES
ATTITUDE NEEDED TO KNOW KINDS OF ADJECTIVE
BASIC
COMPETENCY
1. 1.1 Writing a very 1.1.1 The students - Instructor dictates the 2 x 90

simple English can write students some simple minutes
written some simple words in Indonesia
acceptable and English words - Ask the students to
accurately correctly translate it into English

UNIT : TWENTY
COMPETENCY STANDARD : TIME
ATTITUDE NEEDED TO EXPRESS OF TIME
BASIC
COMPETENCY

simple short can make a questions about time minutes
functional text simple
acceptable sentence
about time in
English
correctly

UNIT : TWENTY ONE
COMPETENCY STANDARD : MONTHS
ATTITUDE NEEDED TO KNOW ABOUT MONTHS
BASIC
COMPETENCY

some English can express the words: "january", minutes
words English words "february", "march",
acceptable and correctly "may"
accurately - Ask the students to
imitate it correctly
meaning of those
words
understand it and

UNIT : TWENTY TWO
COMPETENCY STANDARD : WH-QUESTION
ATTITUDE NEEDED TO UNDERSTAND ABOUT WH-
QUESTION
BASIC
COMPETENCY
1. 1.1 Responding a 1.1.1 The students - Instructor gives the 5 x 90

very simple can respond an example of expressing minutes
instruction of interrogative of WH question
an accepted sentence using - The students pay
action in the what, where, attention and
inside activity who and how understand the
or outside instructor's
activity Explanation about WH
question and ask the
students to make a
simple conversation
using WH question

UNIT : TWENTY THREE
COMPETENCY STANDARD : FOOD
ATTITUDE NEEDED TO KNOW OF FOOD
BASIC
COMPETENCY
1 1.1 Spelling a very 1.1.1 The students - Instructor points and 4 x 90

simple English can read kinds mentions kinds of food minutes
words of food and ask the students to
correctly read it
- Instructor writes it
1.1.2 The students down on the
can answer the whiteboard
written test - Ask the students to
about English find the meaning from
words the words on the
whiteboard
- Ask the students to fill
the missing word
2. 1.2 Writing a very 1.2.1 The students - Instructor dictates the

simple English can write some students some simple
written simple English words in Indonesia
acceptable and words correctly - Ask the students to
accurately translate it into English

UNIT : TWENTY FOUR
COMPETENCY STANDARD : DAILY ACTIVITIES
ATTITUDE NEEDED TO TELL ABOUT DAILY ACTIVITIES
BASIC
COMPETENCY

simple can make a questions about daily minutes
schedule of simple activities
daily activities sentence about - Ask the students to
their daily make their daily
activities activity using a table

UNIT : TWENTY FIVE
COMPETENCY STANDARD : PICNIC
ATTITUDE NEEDED TO TELL ABOUT PICNIC
BASIC
COMPETENCY
1. 1.1 Reading aloud 1.1.1 The students - The students imitate the 5 x 90
a very simple can read aloud instructor minutes
functional text descriptive text
with accepted with a good
pronunciation pronunciation
and intonation and intonation
2. 1.2 Understanding 1.2.1 The students - The students

a very simple can answer the understand the content
descriptive question from of a very simple
text in the descriptive text descriptive text using a
context around based on picture about picnic
the students picture
correctly

ENGLISH FOR KIDS 2
UNIT : ONE
COMPETENCY STANDARD : AT SCHOOL
ATTITUDE NEEDED TO TELL ABOUT HIMSELF / HERSELF
BASIC
COMPETENCY
1. Having 1.1 Starting a LISTENING 2 x 90

conversation with conversation - Listen and write the minutes
someone else at with someone sentences of simple
school else at school conversation.
1.2 Introducing - Listen and tell the main
herself / himself idea of simple
to someone else conversation.
at school
1.3 Introducing SPEAKING
someone else - Listen and write the
sentences of simple
conversation.
- Listen and tell the main
idea of simple
conversation.
READING
- Answer the question of
the passage.
- Find the main idea of the
passage.
- Read the passage aloud.

UNIT : TWO
COMPETENCY STANDARD : OCCUPATION
ATTITUDE NEEDED TO HAVE SIMPLE CONVERSATION
ABOUT OCCUPATION
BASIC
COMPETENCY
1. Having simple 1.3 Having simple LISTENING 3 x 90

conversation conversation - Listen and write the minutes
about occupation about occupation sentences of simple
1.4 Understanding conversation.
simple - Listen and tell the main
conversation idea of simple
about occupation conversation.
1.5 Responding
simple SPEAKING
conversation - Listen and write the
about occupation sentences of simple
conversation.
- Listen and tell the main
idea of simple
conversation.
READING
- Answer the question of
the passage.
- Find the main idea of the
passage.

UNIT : THREE
COMPETENCY STANDARD : IN A FARM
ATTITUDE NEEDED TO UNDERSTAND A SIMPLE TEXT
ABOUT FARM
BASIC
COMPETENCY
1. Understanding a 3.1 Responding a READING 3 x 90

simple text about text about farm - Answer the question of
minutes
farm 3.2 Reading the the passage.
text aloud - Find the main idea of
the passage.
WRITING
- Arrange the jumble
sentences.
- Create a simple
paragraph about some
topics given.

UNIT : FOUR
COMPETENCY STANDARD : AT THE SHOP
ATTITUDE NEEDED TO TELL ABOUT AT THE SHOP
BASIC
COMPETENCY
1. 4.1 Reading aloud 4.1.1 The students - The students imitate the 3 x 90
a very simple can read instructor minutes
short aloud about a pronunciation
functional text simple
with accepted descriptive
pronunciation text with a
and intonation good
pronunciatio
n and
intonation
2. 4.2 Understanding 4.2.1 The students - The students

a very simple can answer understand the content
descriptive text the question of a very simple
in the context from descriptive text using a
around the descriptive picture about at the
students text based on shop
picture
correctly

UNIT : FIVE
ABOUT FAMILY
BASIC
COMPETENCY
1. Understanding 5.1 Understanding READING 3 x 90

and responding a a text about - Answer the question of minutes
simple text about family the passage.
family - Find the main idea of the
passage.
WRITING
sentences.
- Create a simple
topics given.

UNIT : SIX
COMPETENCY STANDARD : FEELINGS
ATTITUDE
NEEDED TO UNDERSTAND SOMEONE’S FEELING
BASIC
COMPETENCY
1. Understanding 6.1 Expressing the READING 4 x 90

and responding a meaning of a - Answer the question of
minutes
simple text about short text about the passage.
feeling feeling - Find the main idea of the
6.2 Understanding passage.
the meaning of a
short text about
WRITING
feeling - Arrange the jumble
6.3 Learning and sentences.
understanding - Create a simple
the word of paragraph about some
adjectives in a topics given.
short text about
feeling

UNIT : SEVEN
COMPETENCY STANDARD : MY SELF
ATTITUDE NEEDED TO UNDERSTAND ABOUT OUR
CHARACTERISTICS
BASIC
COMPETENCY
1. Understanding 7.1 Learning and READING 4 x 90

and responding a understanding - Answer the question of
minutes
simple text about the adjective of the passage.
our characteristics our self - Find the main idea of the
and using the
WRITING
comparative
sentences sentences.
- Create a simple
topics given.

UNIT : EIGHT
COMPETENCY STANDARD : SPORT
ATTITUDE NEEDED TO UNDERSTAND ABOUT PRONOUN
BASIC
COMPETENCY

and responding a understanding - Answer the question of minutes
simple text about the adjective of the passage.
sport our self - Find the main idea of the
and using the
WRITING
comparative
sentences sentences.
- Create a simple
topics given.

UNIT : NINE
COMPETENCY STANDARD : COUNTRY LIFE
ATTITUDE NEEDED TO UNDERSTAND ABOUT THE
HABITUAL LIFE IN A COUNTRY
BASIC
COMPETENCY
1. Understanding a 9.1 Responding a READING 3 x 90

simple text about question - Answer the question of
minutes
country life 9.2 Understanding the passage.
and using - Find the main idea of the
adverb of time in passage.
a sentence
WRITING
9.3 Translating
sentences into sentences.
Indonesian - Create a simple
topics given.

UNIT : TEN
COMPETENCY STANDARD : PREPOSITION
ATTITUDE NEEDED TO UNDERSTAND ABOUT THE USE
AND KIND OF PREPOSITION
BASIC
COMPETENCY
1. Using the 10.1 Using the READING 3 x 90

appropriate appropriate - Answer the question of
minutes
preposition preposition in a the passage.
sentence - Find the main idea of the
10.2 Expressing and passage.
understanding
WRITING
the idea in a
short text sentences.
- Create a simple
topics given.

UNIT : ELEVEN
COMPETENCY STANDARD : COLOR
ATTITUDE NEEDED TO UNDERSTAND ABOUT THE NAME
OF COLORS
BASIC
COMPETENCY
1. Understanding a 11.1 Understanding SPEAKING 3 x 90

simple text about and expressing - Listen and write the
minutes
color the idea in a sentences about color
short text
READING
11.2 Using the name
- Answer the question
of color in a
of the passage.
sentence
- Find the main idea of
the passage.
WRITING
sentences.
- Create a simple
paragraph about
some topics given.

UNIT : TWELVE
COMPETENCY STANDARD : COLORS 2
ATTITUDE NEEDED TO TELL ABOUT THE FAVOURITE
COLORS
BASIC
COMPETENCY
1. Understanding a 12.1 Understanding LISTENING 4 x 90

simple and responding - Listen and write the minutes
conversation a simple sentences of simple
about color conversation conversation.
12.2 Reading aloud - Listen and tell the
and writing a main idea of simple
simple text conversation.
about himself /
herself SPEAKING
12.3 Understanding - Listen and write the
and using the sentences of simple
name of color conversation.
- Listen and tell the
main idea of simple
conversation.
READING
- Answer the question
of the passage.
the passage.
- Read the passage
aloud.
WRITING
sentences.
- Create a simple
paragraph about
some topics given.

UNIT : THIRTEEN
COMPETENCY STANDARD : AT SCHOOL
ATTITUDE NEEDED TO UNDERSTAND ABOUT THE
STRUCTURE OF A SENTENCE
BASIC
COMPETENCY
1. Understanding 13.1 Using the form READING 2 x 90

the structure of a of “there is” in a - Answer the question
minutes
sentence simple sentence of the passage.
13.2 Learning and - Find the main idea of
writing nouns the passage.
related with
WRITING
school uniform
sentences.
- Create a simple
paragraph about
some topics given.

UNIT : FOURTEEN
ABOUT FAMILY
BASIC
COMPETENCY
1. Understanding 14.1 Reading and READING 3 x 90

the structure of a understanding a - Answer the question
minutes
sentence simple text of the passage.
about family - Find the main idea of
14.2 Writing and the passage.
- Read aloud
understanding a
simple text
WRITING
about family - Arrange the jumble
sentences.
- Create a simple
paragraph about
some topics given.

UNIT : FIFTEEN
COMPETENCY STANDARD : FRIEND
ABOUT FRIEND
BASIC
COMPETENCY
1. Understanding a 15.1 Understanding a READING 3 x 90

simple text simple text - Answer the question
minutes
related with of the passage.
friends - Find the main idea of
the passage.
- Read aloud
WRITING
sentences.
- Create a simple
paragraph about
some topics given.

UNIT : SIXTEEN
COMPETENCY STANDARD : DAILY ACTIVITY
ATTITUDE NEEDED TO UNDERSTAND ABOUT OUR DAILY
ACTIVITY
BASIC
COMPETENCY
1. Talking about 16.1 Understanding LISTENING 5 x 90

daily activity the name of days - Listen and write the minutes
on a week sentences of simple
and expressing a - Listen and tell the
sentence in the main idea of simple
form of simple conversation.
present tense
SPEAKING
16.3 Understanding
- Listen and write the
and using verbs
sentences of simple
in the form of
conversation.
simple present - Listen and tell the
tense main idea of simple
and using the
appropriate READING
pronoun in a - Answer the question
sentence of the passage.
- Find the main idea
of the passage.
- Read the passage
aloud.
WRITING
sentences.
- Create a simple
paragraph about
some topics given.

UNIT : SEVENTEEN
COMPETENCY STANDARD : THINGS AT SCHOOL
ATTITUDE NEEDED TO UNDERSTAND ABOUT THE FORM
AND THE USE OF COMPARATIVE SENTENCE
BASIC
COMPETENCY

the form and the understanding - Answer the question
minutes
use of the adjectives in of the passage.
comparative a simple text - Find the main idea of
sentence 17.2 Understanding the passage.
- Read the passage
and using
aloud.
comparative
sentence WRITING
sentences.
- Create a simple
paragraph about
some topics given.

UNIT : EIGHTEEN
COMPETENCY STANDARD : ADJECTIVES
ATTITUDE NEEDED TO UNDERSTAND ABOUT KIND OF
ADJECTIVES
BASIC
COMPETENCY

and using understanding - Answer the question
minutes
adjectives the adjectives in of the passage.
a simple text - Find the main idea of
18.2 Understanding the passage.
- Read the passage
and using those
aloud.
adjectives in a
sentence WRITING
sentences.
- Create a simple
paragraph about
some topics given.

UNIT : NINETEEN
COMPETENCY STANDARD : TIME
ATTITUDE NEEDED TO UNDERSTAND ABOUT THE TIME
IN A DAY
BASIC
COMPETENCY
1. Learning about 19.1 Learning about SPEAKING 4 x 90

time in a day the time in a day - Listen and write the
minutes
19.2 Reading the sentences of simple
time in a day conversation.
19.3 Writing and - Listen and tell the
main idea of simple
speaking about
conversation.
the time in a day
19.4 Applying in a READING
simple sentence - Answer the question
of the passage.
the passage.
- Read the passage
aloud.
WRITING
sentences.
- Create a simple
paragraph about
some topics given.

UNIT : TWENTY
COMPETENCY STANDARD : TELLING EXPERIENCE
ATTITUDE NEEDED TO UNDERSTAND ABOUT THE FORM
AND THE USE OF SIMPLE PAST TENSE
BASIC
COMPETENCY
1. Telling about 20.1 Reading and SPEAKING 4 x 90

private understanding a - Listen and write the
minutes
experience text in a simple sentences of simple
past tense form conversation.
20.2 Understanding - Listen and tell the
main idea of simple
and applying
conversation.
verbs used in a
simple past READING
tense - Answer the question
of the passage.
- Find the main idea
of the passage.
- Read the passage
aloud.
WRITING
sentences.
- Create a simple
paragraph about
some topics given.

SURVIVAL ENGLISH 1
UNIT : ONE
COMPETENCY STANDARD : INTRODUCING AND EXCHANGING PERSONAL
PROGRAM : SURVIVAL ENGLISH 1
ATTITUDE NEEDED TO INTRODUCE AND EXCHANGE
PERSONAL INFORMATION
BASIC
COMPETENCY
1. Initiating a 1.1 To state excuse for Listening 4 x 90

conversation interrupting Listening for personal minutes
1.2 To express greeting information from job
interviews
2. Introducing 2.1 To introduce
oneself oneself to another Speaking
2.2 To introduce Giving personal
oneself to an information at an
informal group interview
2.3 To introduce
oneself at
Reading
meetings/forum
Classifying different
types (personal,
3. Introducing 3.1 To introduce others educational,
others at informal professional and etc)
occasions of personal
3.2 To introduce others
information
at formal occasions
Writing
Filling out a passport
application form
4. Exchanging 4.1 To give personal to

personal information
information 4.2 To ask for personal
information
4.3 To check accuracy
of personal
information
5. Leave taking 5.1 To express

intention to take
leave
5.2 To respond to
leave taking

UNIT : TWO
COMPETENCY STANDARD : ASKING FOR AND GIVING ASSISTANCE
ATTITUDE NEEDED TO ASK FOR AND GIVE ASSISTANCE
BASIC
COMPETENCY
1. Identifying 1.1 To identify types Listening 4 x 90

assistance of assistance Differentiating minutes
required needed expressions of asking
1.2 To identify reasons for and giving
for assistance assistance
Speaking
2. Asking for 2.1 To ask for Reporting a loss at
assistance assistance the Lost & Found
2.2 To convey Counter
appreciation
Reading
Identifying places to
3. Offering 3.1 To offer assistance get specific
assistance 3.2 To accept assistance.
appreciation
Writing
Taking notes on
4. Declining 4.1 To decline offer where to get help in
assistance 4.2 To give reasons case of an emergency
4.3 To express
appreciation for
offer

UNIT CODE : THREE
COMPETENCY STANDARD : LEAVING AND TAKING MESSAGES OVER THE
TELEPHONE
ATTITUDE NEEDED TO LEAVE OR TAKE MESSAGES
OVER THE TELEPHONE
BASIC
COMPETENCY
1. Asking for 1.1 To identify Listening 4 x 90

numbers telephone code Taking a message minutes
system
1.2 To ask for Speaking
numbers of Giving or conveying a
emergency message
services
1.3 To respond to Reading
enquiries for Identifying other
information means of quick
communications
2. Leaving a 2.1 To make request Writing

message to leave a message Explaining the
2.2 To identify self meanings of some
2.3 To request identity recent popular
of message taker symbols or
2.4 To convey “emoticons” for
message emails and text
2.5 To re-check messages
message
2.6 To express
appreciation
3. Taking a message 3.1 To express offer to

take message
3.2 To ask identity of
caller
3.3 To take message
3.4 To check accuracy
of message
3.5 To accept
appreciation

UNIT : FOUR
COMPETENCY STANDARD : LOCATING PERSONAL ITEMS AND PLACES
ATTITUDE NEEDED TO GIVE GENERAL LOCATION OF
ITEMS AND PLACES
BASIC
COMPETENCY
1. Locating personal 1.1 To ask for location Listening 5 x 90

items in the home of items Listening for locations minutes
1.2 To describe of items and/or
locations of items places
Speaking
2. Locating items in 2.1 To ask location of Locating personal
the workplace items items and giving
2.2 To describe directions to a place
locations of items
Reading
Drawing a road map
3. Locating public 3.1 To identify types of from written
places in your location description
neighborhood 3.2 To ask for locations
of places Writing
3.3 To describe Giving written
locations instructions on
locating a place, from
a street map

UNIT : FIVE
COMPETENCY STANDAR : EXPRESSING APOLOGIES
ATTITUDE NEEDED TO EXPRESS APOLOGIES.
BASIC
COMPETENCY
1. Expressing an 1.1 To express Listening 4 x 90

apology apologies Grouping minutes
1.2 To give reasons expressions into
1.3 To convey formal and informal
apologies categories
1.4 To acknowledge
apologies Speaking
Expressing or asking
for an apology
2. Accepting an 2.1 To accept
apology apologies Reading
2.2 To convey Scanning for
acceptance of words/expressions
apologies that show apologies.
Writing
3. Asking for an 3.1 To seek apologies Writing an apology to
apology 3.2 To mention your teacher
reason/s explaining a mistake
3.3 To accept you’ve made
apologies

UNIT : SIX
COMPETENCY STANDARD : BUYING AND SELLING FOR PERSONAL NEEDS AND
GROCERY
ATTITUDE NEEDED TO BUY AND SELL FOR PERSONAL
NEEDS AND GROCERY
BASIC
COMPETENCY
1. Describing 1.1 To ask questions Listening 5 x 90

quantity regarding specific Listening for prices minutes
and non-specific and quantity
quantities
1.2 To state weight Speaking
1.3 To state Shopping at your
measurements local grocer
1.4 To state non
specific quantities Reading
Describing various
payment methods
2. Talking about 2.1 To ask about prices
prices of goods Writing
2.2 To state prices Making a monthly
2.3 To compare prices shopping list for
household needs
3. Selecting a 3.1 To ask for

purchase assistance
3.2 To request for
alternatives
3.3 To confirm
purchase preferred
4. Making payment 4.1 To ask about

modes of payment
4.2 To state of
payment preferred

UNIT : SEVEN
COMPETENCY STANDARD : BUYING AND SELLING CURRENCIES
ATTITUDE NEEDED TO BUY AND SELL FOREIGN
CURRENCIES
BASIC
COMPETENCY
1. Talking about 1.1 To identify major Listening 4 x 90

major foreign currencies Identifying names of minutes
currencies 1.2 To state foreign currencies
denominations in and their
currencies denominations
Speaking
2. Asking for 2.1 To ask about Buying foreign
exchange rate exchange rates currency at a money
2.2 To state request to changer/bank
make a transaction
Reading
Finding instructions
3. Requesting 3.1 To state request on how to transfer
smaller 3.2 To express money to a foreign
denominations of appreciation for bank
currencies service/business
Writing
Filling out a bank
transfer form

UNIT : EIGHT
COMPETENCY STANDARD : TALKING ABOUT ONE’S FAMILY AND RELATIONSHIPS
ATTITUDE NEEDED TO TALK ABOUT ONE’S FAMILY AND
RELATIONSHIPS.
BASIC
COMPETENCY
1. Talking about 1.1 To describe Listening 3 x 90

one’s relationships in a Listening for family minutes
family family relationships
1.2 To ask about
relationships Speaking
among members of Describing one’s
the family family tree
1.3 To describe roles
played by family Reading
members Comparing life style
in nuclear and
extended families
2. Talking about 2.1 To identify
relationships relationships Writing
within within a four Describing one’s
a family tree generation family extended family
2.2 To describe
relationships in an
extended family
3. Talking about the 3.1 To identify special

influences of roles/influences of
extended family some family
members in such
relationships
3.2 To agree/disagree
with suggested
influences

UNIT : NINE
COMPETENCY STANDARD : DESCRIBING PERSONAL ROUTINES
ATTITUDE NEEDED TO DESCRIBE PERSONAL DAILY
ROUTINES
BASIC
COMPETENCY
1. Talking about 1.1 To ask questions Listening 5 x 90

personal routines about routines Identifying frequency minutes
at home 1.2 To describe and routines
frequency of
routines Speaking
1.3 To describe Describing one’s
duration of routines at home, at
routines school or at work
Reading
2. Talking about 2.1 To ask questions Sorting out routines
personal routines about routines from non-routines
at school 2.2 To describe
frequency and Writing
duration of Giving reasons why
routines some routines are
2.3 To describe important to you
schedules of
routines
3. Talking about 3.1 To ask questions

personal routines about routines
at work 3.3 To describe
frequency and
duration of routine
3.4 To describe
schedules of
routines

UNIT : TEN
COMPETENCY STANDARD : DESCRIBING PEOPLE’S APPEARANCE
ATTITUD NEEDED TO DESCRIBE PEOPLE’S APPEARANCE.
BASIC
COMPETENCY
1. Describing 1.1 To describe age Listening 5 x 90

people’s 1.2 To describe height Guessing the person minutes
age, height and 1.3 To describe weight from spoken
weight 1.4 To ask questions descriptions
about physical
appearance Speaking
Describing the
appearance of some
2. Describing 2.1 To describe hair well-known persons
general styles
features of a 2.2 To describe body Reading
person build/shape Recalling special
2.3 To ask questions features of famous
relating to general personalities
features
Writing
Writing a complete
3. Describing a 3.1 To describe face description of
person’s facial shapes oneself.
appearance 3.2 To describe facial
features
3.3 To describe facial
expressions
3.4 To ask questions
relating to facial
appearance
4. Describing a 3.1 To describe face

person’s clothing shapes
features
expressions
relating to facial
appearance

UNIT : ELEVEN
COMPETENCY STANDARD : EXPRESSING ONE’S EMOTION
ATTITUDE NEEDED TO EXPRESS ONE’S EMOTION
BASIC
COMPETENCY
1. Expressing 1.1 To identify events Listening 5 x 90

happiness 1.2 To express Listening for words minutes
happiness or phrases that
match various
emotions
2. Expressing 2.1 To identify events
disappointments 2.2 To express Speaking
disappointments Expressing your
feelings at different
types of
3. Expressing 3.1 To identify events occasions/events
regrets 3.2 To express
or sympathy sympathies Reading
Matching
expressions of
4. Responding to 4.1 To acknowledge feeling to events or
others’ concern concern occasions
4.2 To respond to
acknowledgement Writing
Writing a note to
show appropriate
feelings for a
specified occasion

SURVIVAL ENGLISH 2
UNIT CODE : ONE

COMPETENCY STANDARD : CONVEYING GOOD WISHES
ATTITUDE NEEDED TO CONVEY GOOD WISHES
BASIC
NO. INDICATORS TASK DURATION
COMPETENCY
1. Congratulating 1.1 To identify Listening 4 x 90

others occasions Matching expressions minutes
1.2 To express good to events or occasions
wishes
1.3 To acknowledge Speaking
good wishes Making a toast at a
wedding or other
happy occasions
2. Complimenting 2.1 To match
others compliments with Reading
occasions Identifying how people
2.2 To express celebrate happy
compliments occasions
2.3 To accept
compliments Writing
Responding to an
invitation
3. Wishing others on 3.1 To identify types of
anniversaries Anniversaries
3.2 To express wishes
3.3 To acknowledge
Wishes

UNIT CODE : TWO
COMPETENCY STANDARD : DESCRIBING PLACES OF INTEREST
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE, SKILLS AND
ATTITUDE NEEDED TO DESCRIBE PLACES OF INTEREST
BASIC
COMPETENCY
1. Classifying places 1.1 To identify places Listening 4 x 90

of interest of interest Classifying types of minutes
1.2 To classify places places of interest
of interest
Speaking
Comparing places of
2. Matching 2.1 To identify interest in different
description with descriptive words cities in Indonesia
places of interest 2.2 To match places of
interest with Reading
activities Scanning for details
and descriptive words
for places of interest
3. Recommending 3.4 To seek suggestions
places to visit 3.5 To offer Writing
suggestions Creating a poster to
3.6 To support promote places of
suggestions with interest in your town
reasons

UNIT CODE : THREE
COMPETENCY STANDARD : GIVING ADVICE FOR COMMON SICKNESSES
ATTITUDE NEEDED TO DISCUSS AND GIVE ADVICE FOR
COMMON SICKNESSES
BASIC
COMPETENCY
1. Identifying 1.1 To identify Listening 5 x 90

common tropical common Matching symptoms minutes
sicknesses sicknesses with sickness
1.2 To identify
symptoms Speaking
1.3 To identify causes Suggesting home
of sicknesses remedies or
medication or changes
in diet.
2. Talking about 2.1 To identify names
doctor’s of common and Reading
prescription over the counter Identifying common
medication causes of sickness
2.2 To identify dosage
directions Writing
Making 10 rules for a
healthy life.
3. Recommending 3.1 To seek home
home remedies remedies
3.2 To recommend
remedies
3.3 To state
prohibitions and
precautions
4. Suggesting 4.1 To express common

lifestyle sanitary habits
changes 4.2 To express common
unhealthy habits
4.3 To suggest keeping
fit routines

UNIT CODE : FOUR
COMPETENCY STANDARD : TALKING ABOUT EATING-OUT IN RESTAURANTS
ATTITUDE NEEDED TO GIVE GENERAL INFORMATION
ABOUT EATING-OUT
BASIC
COMPETENCY
1. Discussing a menu 1.1 To identify main Listening 5 x 90

ingredients in Listening for names of minutes
dishes dishes in different
1.2 To identify cooking courses
method
1.3 To match dishes Speaking
with courses Ordering a full course
Chinese or western
meal
2. Recommending 2.1 To seek
dishes recommendation Reading
2.2 To recommend Summarizing reasons
dishes that make a restaurant
2.3 To give reasons for famous
Recommendation
Writing
Comparing table
3. Ordering a meal at 3.1 To ask for manners of
a restaurant preferences of Indonesian and other
others Asian cultures
3.2 To give reasons for
Personal
preference
3.3 To order a full
course meal
4. Identifying table 4.1 To identify general

manners rules of table
manners for
Indonesians
4.2 To identify
differences from
other cultures
4.3 To contrast table
manners from East
and West

UNIT CODE : FIVE
COMPETENCY STANDARD : GIVING GENERAL INFORMATION ABOUT COUNTRIES IN THE
WORLD
ATTITUDE NEEDED TO GIVE GENERAL INFORMATION
ABOUT COUNTRIES IN THE WORLD
BASIC
COMPETENCY
1. Identifying 1.1 To identify general Listening 4 x 90

geographical facts and Listening for general minutes
features of information geographical facts –
countries in the 1.2 To identify major capital, population,
world geographical seasons, natural
features resources,
geographical
features and etc – of
2. Identifying people 2.1 To identify countries in the world
from different nationalities
parts of the world 2.2 To identify Speaking
languages spoken Making & answering
2.3 To match activities questions on
that are unique to geography for quiz
some countries show
Reading
3. Identifying eating 3.1 To identify Sorting out features
habits of people varieties in diets that are unique to
from different 3.2 To identify famous countries with
countries dishes from different seasons
different parts of
the world Writing
Describing unique
features of Indonesia
4. Identifying 4.1 To identify popular
famous tourist destinations
tourist sites from 4.2 To describe famous
different countries sites
of the world 4.3 To match activities
with tourist sites

UNIT CODE : SIX
COMPETENCY STANDARD : MAKING PLANS FOR LEISURE ACTIVITIES
ATTITUDE NEEDED TO EXTEND INVITATION FOR
LEISURE ACTIVITIES
BASIC
COMPETENCY
1. Identifying leisure 1.1 To identify leisure Listening 4 x 90

activities activities Listening for minutes
1.2 To match leisure invitations to join
activities with some leisure activities
clothing
Speaking
Making plans for a
2. Classifying leisure 2.1 To classify indoor weekend activity
activities and outdoor
activities Reading
2.2 To classify Classifying indoor
/outdoor, individual
individual and
group activities and group sports
and other leisure
activities
3. Making plans for 3.1 To seek plans for
leisure activities activities Writing
3.2 To make plans Giving advice for fun
3.3 To include and inexpensive
precautions to be leisure activities
taken

UNIT CODE : SEVEN
COMPETENCY STANDARD : COMPARING EVENTS AND CHANGES IN ONE’S LIFE
ATTITUDE NEEDED TO COMPARE EVENTS AND CHANGES IN
ONE’S LIFE
BASIC
COMPETENCY
1. Describing one’s 1.1 To describe past Listening 5 x 90

childhood facts about oneself Identifying events minutes
experiences 1.2 To describe past /activities of
events and childhood between
activities two or three
generations of people
2. Describing one’s 2.1 To describe present Speaking

recent and facts about oneself Give a motivational
present 2.2 To describe recent talk to a group of
events events / activities unemployed youth.
2.3 To explain effect
of past activities on Reading
the present Evaluating factors that
make for success in life
3. Identifying 3.1 To identify changes Writing

changes in one’s 3.2 To identify regrets Comparing facts and
present life styles in changes in self changes in life – from
3.3 To identify regrets one’s childhood to the
in life style changes present.
in your community
4. Making plans for 4.1 To express

Future self personal goals
improvements 4.2 To describe plans
to achieve those
goals

UNIT CODE : EIGHT
COMPETENCY STANDARD : RECALLING PAST EXPERIENCES
ATTITUDE NEEDED TO TALK ABOUT PAST EXPERIENCES
BASIC
COMPETENCY
1. Identifying one’s 1.1 To identify past Listening 4 x 90

past activities and habits and Recalling past events minutes
habits activities and activities
1.2 To express past
habits and Speaking
activities Comparing childhood
activities
with those of present
2. Contrasting one’s 2.1 To identify present generations
present activities habits and
and habits with activities Reading Identifying
those of the past 2.2 To express present past
habits and social or economic
activities events that affected
2.3 To contrast past people in your
habits and community
activities with
those of the Writing
present Writing a success story
of someone in your
neighbor or city.
3. Describing past 3.1 To identify past
events in history events
3.2 To identify
important recent/
present events
3.3 To describe effects
of events have on
people

UNIT CODE : NINE
COMPETENCY STANDARD : TALKING ABOUT PUBLIC TRANSPORTATION SERVICES
ATTITUDE NEEDED TO COMPARE PUBLIC
TRANSPORTATION SERVICES
BASIC
COMPETENCY
1. Classifying public 1.1 To identify modes Listening 4 x 90

transportations of public Classifying modes and minutes
transportation
means of city
1.2 To classify means
of public transportation
transportation
Speaking
Asking for information
2. Comparing public 2.1 To identify benefits on
transportation 2.2 To identify schedules and fares for
services problems
public
2.3 To suggest
Improvements transportation
Reading
3. Talking about fare 3.1 To identify Identifying problems
structures schedules of mass
3.2 To identify class Transportations
and fares
including low cost
3.3 To describe
Amenities provided airlines
for different classes
Writing
Suggestions for
4. Booking a seat for 4.1 To ask for improving public
a trip schedules transportation
4.2 To provide
information
4.3 To make a booking

UNIT CODE : TEN
COMPETENCY STANDARD : TALKING ABOUT HOUSING IN CITIES
ATTITUDE NEEDED TO COMPARE PRICES AND HOUSING IN
CITIES
BASIC
COMPETENCY
1. Identifying types 1.1 To identify types of Listening 4 x 90

of housing in cities housing Types of housing and minutes
1.2 To identify utilities
utilities identified
provided
1.3 To describe room
functions Speaking
1.4 To describe Negotiating a lease.
Furnishing
Reading
Comparing costs of
2. Contrasting living 2.1 To identify benefits
living in city and
in an apartment of living in
and a house apartment suburb.
2.2 To identify benefits
of living in houses Writing
2.3 To express Describing one’s
preferences and dream house
reasons for them
3. Negotiating a 3.1 To offer a lease

lease 3.2 To negotiate a
lease
3.3 To agree/disagree
with lease

UNIT CODE : ELEVEN
STANDARD COMPETENCY : TALKING ABOUT RECIPES AND TABLE SETTING
PROGRAM : SURVIVAL ENGLISH
ATTITUDE NEEDED TO DISCUSS FOOD AND TABLE SETTING
BASIC
COMPETENCY
1. Identifying 1.1 To classify Listening 5 x 90

ingredients and ingredients Identifying words that minutes
cooking methods 1.2 To identify weights describe ingredients,
and quantities quantities and cooking
1.3 To describe methods
cooking methods
Speaking
Giving a cooking lesson
2. Giving cooking 2.1 To state quantities to prepare a popular
instructions and ingredients local dish.
2.2 To express
sequences from Reading
cooking Identifying some rules
instructions for table setting in
your culture
3. Comparing table 3.1 To identify Writing

settings Indonesian table Giving ideas on how to
settings promote Indonesian
3.2 To identify western food to foreign tourists
table settings
3.3 To compare
Indonesian and
Western table
settings

ENGLISH FOR COMMUNICATION 1
UNIT : ONE
COMPETENCY STANDARD : DESCRIBING VACATIONS AND INTINERARY
PROGRAM : ENGLISH FOR COMMUNICATION 1
UNIT DESCRIPTIONS : THIS UNIT DEALS WITH KNOLEDGE, SKILLS AND ATTITUDE
NEEDED TO DESCRIBE VACATIONS AND ININERARY.
BASIC
COMPETENCY

vacations vacations sites Identifying vacations minutes
destinations 1.2 To identify plans and itinerary
purposes for described.
vacations
Speaking
Deciding on a specific
2. Seeking travel 2.1. To seek travel vacations plan.
advice safety advice
2.2. To give travel Reading
Getting information
safety advice
about vacations and
itinerary.
3. Planning 3.1. To decide vacations
itinerary destinations Writing
3.2. To plan vacations Writing about a
arrangement vacations plan and
itinerary.

UNIT : TWO
COMPETENCY STANDARD : MAKING REQUESTS, COMPLAINTS AND APOLOGIES
PROGRAM : ENGL ISH FOR COMMUNICATION 1
NEEDED TO MAKE REQUEST, COMPLAINTS AND APOLOGIES
BASIC
COMPETENCY
1. Making requests 1.1. To identify Listening 5 x 90

purpose of Identifying request, minutes
requests. complaints and
1.2. To identify settings apologies.
of requests.
1.3. To express Speaking
requests. Making request,
complaints and
apologies.
2. Making complaints 2.1. To identify reasons
to complain. Reading
2.2. To express Getting information
complaints. about request,
complaints and
apologies.
Writing
3. Making apologies 3.1. To identify reasons Writing about request,
for apology. complaints and
3.2. To offer apologies. apologies.
3.3. To accept
apologies.

UNIT : THREE
COMPETENCY STANDARD : DESCRIBING TEHNOLOGICAL DEVICES AND GIVING
INSTRUCTIONS.
NEEDED TO DESCRIBE TEHNOLOGICAL DEVICES AND GIVE
INSTRUCTIONS.
BASIC
COMPETENCY
1. Identifying 1.1. To identify Listening 5 x 90

technological technological - Identifying minutes
devices. devices. technological
1.2. To classify devices.
technological - Identifying how
devices. technological
devices operate.
2. Describing impact 2.1. To changes in Speaking

of technological technology - describing
devices. devices in the past technological
50 years devices.
identified. - giving instructions
2.2. To explain how to operate
usefulness of technological
devices. devices.
Reading
3. Giving 3.1. To demonstrate - Getting
instructions comprehension of information about
instructions from technological
manual. devices.
3.2. To make - Getting
sequential Information about
instructions. how to operate
3.3. To write technological
instructions for devices.
manual.
Writing;
- Writing about
technological
devices.
- Writing about how
to operate
technological
devices.

UNIT : FOUR
COMPETENCY STANDARD : DESCRIBING CELEBRATIONS AND CUSTOMS.
NEEDED TO DESCRIBE CELEBRATIONS AND CUSTOMS.
BASIC
COMPETANCY
1. Describing 1.1 To identify types of Listening identifying 3 x 90

personal celebrations. special days and minutes
celebrations. 1.2 To classify events customs
and celebrations.
1.3 To identify Speaking
purposes for Describing
celebrating an celebrations and
event. customs.
1.4 To describe a
celebration. Reading
Getting information
about celebrations and
2. Describing 2.1 To identify types of customs.
national celebrations.
celebrations. Writing
2.2 To classify events Writing about
and celebrations. celebrations and
2.3 To identify customs.
purposes for
celebrating an
events
2.4 To describe a
celebration.
3. Describing 3.1 To describe

customs of specific customs of
different ethnic ethnic groups.
groups in 3.2 To describe
Indonesia. differences in
customs.
3.3 To describe
community events.

UNIT : FIVE
COMPETENCY STANDARD : COMPARING AND CONTRASTING LIFE IN THE PAST,
PRESENT AND FUTURE.
UNIT DESCRIPTION : THIS UNIT DEALS WITH THE KNOWLEDGE, SKILLS AND
ATTITUDE NEEDED TO COMPARE AND CONTRAST LIFE IN
THE PAST, PRESENT AND FUTURE.
BASIC
NO. INDICATORS TASKS DURATION
COMPETENCY
1. Comparing and 1.1 To compare life in Listening 6 x 90

contrasting life in the past Identifying minutes
the past 1.2 To contras life in the descriptions of life in
past the past, present and
future.
2. 2.1 To compare life in Speaking

Comparing and
the present. Describing life in the
contrasting life in
2.2 To contrast life in past, present and
the present
the present. future.
Reading
Getting information
about life in the past,
present and future.
3. Comparing and 3.1 To compare life in
Writing
contrasting life in the future.
Writing in the past
the future 3.2 To contrast life in
about life in the past,
the future.
present and future.

UNIT : SIX
COMPETENCY STANDARD : DESCRIBING JOB QUALIFICATIONS, SKILLS, AND
PERSONALITIES
ATTITUDE NEEDED TO DESCRIBE JOB QUALIFICATIONS,
ABILITIES AND SKILLS, AND PERSONALITIES
BASIC
NO INDICATORS TASKS DURATIONS
COMPETENCY
1. Specifying job 1.1. To identify general Listening 5 x 90

qualifications, qualifications for Identifying the job minutes
various jobs. qualifications, abilities
1.2. To identify unique and skills and
qualifications for personalities.
specific jobs.
Speaking
Describing job
2. Describing skills 2.1 To identify general qualifications, abilities
skills for in/out and skills, and
door jobs. personalities.
2.2 To identify specific
skills needed for Reading
special jobs. Getting information
2.3 To contrast skills about job
requirement for qualifications, abilities
specific jobs. and skills, and
personalities.
3. Describing 3.1. To identify Writing

personalities personality traits. Writing about job
3.2. To identify qualifications, abilities
personality traits and skills, and
suitable for personalities.
specific work.
3.3. To make a job
vacancy
announcement
with all the basic
requirements.

UNIT : SEVEN
COMPETENCY STANDARD : DESCRIBING BUILDINGS AND FAMOUS
TOURIST.SITES.
UNIT DESCRIPTION : THIS UNIT DEALS WITH THE KNOWLEDGE, SKILLS
AND ATTITUDE NEEDED TO DESCRIBE BUILDINGS
AND FAMOUS TOURIST SITES.
BASIC
COMPETENCY
1. Classifying 1.1. To identify types Listening 5 x 90 minutes

buildings of buildings. Identifying building
1.2. To classify and famous tourist
different kinds of sites describe.
buildings.
1.3. To classify Speaking
functions of Describing buildings
buildings. and famous tourist
sites.
2. Describing 2.1. To identify

famous tourist famous historical Reading
sites. sites. Getting information
2.2. To identify about buildings and
famous modern famous tourist sites.
sites.
2.3. To describe Writing
unique features Writing about
of sites. buildings and famous
tourist sites.
3. Promoting 3.1 To contrast

national tourist features of local
sites. and national sites.
3.2 To highlight
unique features of
national sites.

UNIT : EIGHT
COMPETENCY STANDARD : DESCRIBING LIFE STORIES AND RECENT PAST HAPPENINGS
PROGRAM : ENGLISHFORCO MMI NICATION 1
ATTITUDE NEEDED TO DESCRIBE LIFE STORIES AND
RECENT PAST HAPPENINGS.
BASIC
COMPETENCY
1. Describing one’s 1.1. To identify past Listening 5 x 90

early years childhood activities Identifying life stories minutes
and evens. and recent past
1.2. To identify happening described.
childhood activities
and evens. Speaking
1.3. To compare Describing life stories
childhood and recent past
experience happenings.
between two
generations. Reading
Getting information
about
2. Describing special 2.1. To identify life stories and recent
evens in one’s life highlight of evens past happenings.
in one’s life.
2.2. To describe Writing
importance of these Writing about life
evens to one’s live. stories and recent past
happenings.
3. Describing recent 2.1. To identify recent

happenings national
happenings.
2.2. To describe recent
internationals
happenings.
2.3. To describe
impacts of these
events to one’s life.

UNIT : NINE
COMPETENCY STANDARD : DESCRIBING MOVIES AND ACTORS AND ACTRESSES
ATTITUDE NEEDED TO DESCRIBE MOVIES AND ACTORS
AND ACTRESSES
BASIC
COMPETENCY
1. Classifying 1.1 To identify types of Listening 5 x 90

movies movies. Identifying movies, minutes
1.2 To classify movies actors
And actresses
Described.
2. Describing 2.1 To identify features
features in movies. Speaking
of movies 2.4 To explain Describing movies,
classifications of actors and actresses.
movies.
Reading
Getting information
about movies, actors,
3 Describing 3.1 To mach talents and and actresses
recognition in the actors and
movie industry actresses. Writing
Writing about movies,
actors and actresses.

UNIT : TEN
COMPETENCY STANDARD : DESCRIBING LIKES AND DISLIKES AND DIFFERENTIATIN
FACTS FROM OPINIONS
ATTITUDE NEEDED TO DESCRIBE LIKES AND DISLIKES AND
DIFFERENTIATING ACTS FROM OPINIONS
BASIC
COMPETENCY
1. Describing likes 1.1 To identify Listening 5 x 90

and expressions - Identifying likes minutes
dislikes indicating likes and and dislikes
dislikes. described
3.2 To mention - Identifying the
expression difference about
indicating likes and facts from opinions.
dislikes.
3.3 To use expression Speaking
indicating likes and Describing likes
dislikes and dislikes and
contextually. differentiating facts
from opinions.
2. Expressing 2.1 To identify Reading

opinions. expressions for Getting information
opinions. about likes and dislikes
2.2 To identify and the difference
supporting ideas about facts from
2.3 To express opinions.
personal opinion.
Writing
Writing about likes
3 Differentiating 3.1 To identify facts. and dislikes and the
Facts from 3.2 To identify difference
opinions Supporting ideas. about facts from
3.3 To differentiate opinions
Facts and Opinions.
3.4 To analyze Reports.

ENGLISH FOR COMMUNICATION 2
UNIT CODE : ONE

COMPETENCY STANDARD : SPECULATING ABOUT PRESENT AND PAST EVENTS
ATTITUDE NEEDED TO SPECULATE ABOUT PRESENT AND
PAST EVENTS
BASIC
COMPETENCY
1. Identifying past 1.1 To identify past Listening 5 x 90 minutes

events events. Identifying present
1.2 To identify and past fact
simultaneous
events. Speaking
1.3 To identify Speculating
sequential events. About present and
past events
2. Identifying 2.1 To identify Reading

present events present events. Getting information
2.2 To identify on description of
simultaneous speculation about
events. present and past
2.3 To identify events.
sequential
events. Writing
Writing about present
and past speculation
3. Speculating past 3.1 To speculate
and present unreal present
events events.
3.4 To speculate
unreal past
events.

UNIT CODE : TWO
COMPETENCY STANDARD : MAKING REPORTED STATEMENTS AND REQUESTS
AND ATTITUDE NEEDED TO REPORT STATEMENTS
AND REQUESTS
BASIC
COMPETENCY
1. Using direct speech 1.1 To identify Listening 4 x 90 minutes

in writing elements used in Identifying reported
direct speech. statements and
1.2 To identify direct requests.
speech.
Speaking Reporting
Statements and
Requests.
2. Using reported 2.1 To identify Reading

speech elements used in Getting information
reported speech. about statements and
2.2 To identify requests.
reported speech.
2.3 To use reported Writing
speech. Writing reported
statements and
requests.
3. Making direct 3.1 To identify direct
requests requests.
3.2 To state reported
requests.

UNIT CODE : THREE
COMPETENCY STANDARD : DESCRIBING PERSONALITY TYPE AND QUALITIES
AND RELATIONSHIPS.
ATTITUDE NEEDED TO DESCRIBE PERSONALITY TYPES
AND QUALITIES AND RELATIONSHIPS.
BASIC
COMPETENCY
1. Describing 1.1 To identify Listening Identifying 5 x 90 minutes

personality types personality types. personality types and
1.2 To describe one’s qualities and
personality. relationships.
Speaking Describing
2. Describing 2.1 To identify personality types and
qualities qualities qualities and
2.2 To compare relationships.
Qualities.
Reading
Getting information
about descriptions of
3. Expressing 3.1 To identify personality types and
qualities in relationships of qualities and
relationship to qualities relationships
non-human associated to non-
subjects human subjects. Writing
3.2 To express Writing about
specific descriptions of
relationships of personality types and
qualities. qualities and
relationships

UNIT CODE : FOUR
COMPETENCY STANDARD : DESCRIBING AND COMPARING UNUSUAL JOBS.
AND ATTITUDE NEEDED TO COMPARE UNUSUAL
JOBS
BASIC
COMPETENCY
1. Describing 1.1 To identify Listening Identifying 5 x 90 minutes

unusual jobs. unusual jobs. unusual jobs.
1.2 To describe
unusual jobs. Speaking Describing
and comparing
unusual Jobs.
2. Associating 2.1 To identify
personality personality types Reading
types with for unusual jobs. Getting information
unusual job 2.2 To match about descriptions of
personality types unusual jobs.
for unusual jobs.
Writing
Writing about
3. Comparing 3.1 To identify descriptions of
unusual jobs. differences in unusual jobs.
some unusual
jobs.
3.2 To compare
unusual jobs.

UNIT CODE : FIVE
COMPETENCY STANDARD : MAKING, ACCEPTING OR DECLINING INDIRECT REQUESTS
ATTITUDE NEEDED TO MAKE, ACCEPT OR DECLINE
INDIRECT REQUESTS
BASIC
COMPETENCY
1. Making indirect 1.1 To identify direct Listening Identifying 5 x 90 minutes

requests requests. indirect requests.
1.2 To express direct
requests. Speaking
1.3 To identify Making, accepting or
indirect requests. declining indirect
1.4 To express indirect requests.
requests.
Reading
Getting information
2. 2.1 To make indirect about descriptions of
Accepting indirect requests.
indirect requests requests.
2.2 To accept indirect
requests. Writing
Writing about
descriptions of
indirect requests.
3. Declining 2.1 To note indirect
indirect requests requests.
2.2 To decline
indirect requests.
1.1 To express
reasons for
declining.

UNIT CODE : SIX
COMPETENCY STANDARD : NARRATING NEWS STORIES AND EXCEPTIONAL EVENTS
ATTITUDE NEEDED TO NARRATE NEWS STORIES AND
EXCEPTIONAL EVENTS.
BASIC
COMPETENCY
1. Classifying news 1.1 To identify media Listening Identifying 5 x 90 minutes

for narrating news stories and
news. exceptional events.
1.2 To identify types
of news. Speaking
1.3 To classify news. Narrating news
stories and
exceptional events.
2. Narrating news 2.1 To narrate news
using direct Reading
speech. Getting information
2.2 To narrate news about news stories
stories in indirect and exceptional
speech. events.
.
Writing
3. Narrating 3.1 To identify Writing news stories
exceptional qualities that and exceptional
events signifies events.
exceptional
events.
3.2 To identify cause
and effect of an
exceptional event.
3.5 To narrate
3.6 exceptional
events.

UNIT CODE : SEVEN
COMPETENCY STANDARD : COMPARING CULTURES AND DESCRIBING CULTURE
SHOCKS
ATTITUDE NEEDED TO COMPARE CULTURES AND
DESCRIBE CULTURE SHOCKS
BASIC DURATIO
NO INDICATORS TASKS
COMPETENCY N
1. Describing local 1.1 To identify Listening 5 x 90 minutes

cultures different local - Identifying different
cultures. cultures exposed.
1.2 To compare local - Identifying culture
cultures. shocks exposed.
Speaking
2. Describing our 2.1 To identify - Comparing
national culture different regional
different cultures
cultures.
and describing
2.2 To debate a
national culture. culture shocks.
Reading
3. Comparing 3.1 To identify - Getting information
eastern and different about the different
western cultures international culture and culture
cultures.
shocks.
3.3 To identify
similarities of
cultures. Writing
3.4 To compare - Writing about the
differences in different culture
cultures. and culture shocks.
4. Describing 4.1 To identify

culture shocks differences in
culture.
4.2 To describe
impacts of culture
shocks.

UNIT CODE : EIGHT
COMPETENCY STANDARD : DESCRIBING PROBLEMS AND MAKING COMPLAINTS
ATTITUDE NEEDED TO DESCRIBE PROBLEMS AND MAKE
COMPLAINTS
BASIC
COMPETENCY
1. Describing 1.1 To identify Listening 5 x 90 minutes

problems or problems/defects. - Identifying problems
product defects 1.2 To express Identifying
problems/defects. complaints
Speaking
2. Requesting 2.1 To express requests - Describing
assistance for information/ problems and
assistance. making complaints.
2.2 To convey reasons
for assistance. Reading
2.5 To express - Getting information
appreciation of about problems.
assistance. - Getting information
about complaints.
3. Making 3.1 To convey Writing

complaints complaints. - Writing descriptions
3.2 To note complaints of problems and
3.3 To seek assurance making complaints.
3.6 To give assurance

UNIT CODE : NINE
COMPETENCY STANDARD : IDENTIFYING PROBLEMS AND OFFERING SOLUTIONS
ATTITUDE NEEDED TO IDENTIFY PROBLEMS AND OFFER
SOLUTION
BASIC
COMPETENCY
1. Identifying types 1.1 To identify types Listening: 5 x 90 minutes

of personal of problems. - Identifying types of
problems 1.2 To classify personal problems.
problems. - Identifying the
solutions.
2. Eliciting 2.1 To offer assistance Speaking

information 2.2 To refuse - Describing personal
assistance. problems and
3.4 To express offering solutions.
assurance.
Reading
- Getting information
about types of
3. Offering 3.1 To suggest problems.
solutions solutions. - Getting information
3.2 To express about solutions.
prohibitions.
Writing
- Writing about
identifying
problems and
offering solutions.

UNIT CODE : TEN
COMPETENCY STANDARD : DESCRIBING LEARNING METHODS AND
INDICATING PREFERENCES
ATTITUDE NEEDED TO DESCRIBE LEARNING METHODS
AND INDICATE PREFERENCES
BASIC
COMPETENCY
1. Describing 1.1 To identify Listening 4 x 90 minutes

learning styles different learning - Identifying different
styles. learning styles.
1.2 To express specific - Identifying
learning styles. preferences.
Speaking
2. Matching 2.1 To identify learning - Describing the
personality with problems. learning styles and
learning styles 2.2 To match indicating
personality traits preferences.
with learning styles.
Reading
- Getting information
3. Indicating 3.1 To express about descriptions
preferences preferences for of learning styles.
learning style. - Getting information
3.2 To state reasons about preferences
for preferences. on learning styles.
Writing
- Writing about
learning styles and
preferred ones.

ADVANCED COMMUNICATION IN ENGLISH 1
UNIT CODE : ONE

COMPETENCY STANDARD : INTERVIEWING
PROGRAM : ADVANCED COMMUNICATION IN ENGLISH 1
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE, SKILLS, AND
ATTITUDE NEEDED TO DO AN INTERVIEW.
BASIC
COMPETENCY
1 Opening an 1.1 To express Listening 3 x 90

interview greetings Identifying main points minutes
1.2 To open an in an
interview interview
1.3 To give an
Interview Speaking
introduction Responding to main
points raised
by interviewee
2 Asking questions 2.1 To prepare
questions
2.3 To answer
questions
3 Responding to 3.1 To respond to

interviewee’s information
answers 3.2 To comment on
answers
4 Closing an 4.1 To convey a

interview summary
4.2 To convey
appreciation
4.3 To convey leave
takings

UNIT CODE : TWO
COMPETENCY STANDARD : SUMMARIZING AN ESSAY
ATTITUDE NEEDED TO SUMMARIZE AN ESSAY.
BASIC
COMPETENCY
1 Recognizing 1.1 To identify Reading 4 x 90

elements of an elements of an Getting main minutes
essay essay ideas of an essay
1.2 Elements of an
essay written Writing
Summarizing an essay
2 Identifying main 2.1 To identify main

ideas ideas
2.2 To write main ideas
3 Compiling the 3.1 To link main ideas

main ideas with correct
connectors
3.2 To write a
summary

UNIT CODE : THREE
COMPETENCY STANDARD : SUMMARIZING A SHORT STORY
ATTITUDE NEEDED TO SUMMARIZE A SHORT STORY.
BASIC
COMPETENCY
1 Identifying 1.1 To identify Reading 4 x 90

elements of a elements of the Getting main minutes
short story stories points of a short story
1.2 To write elements
of the stories Writing
Summarizing a short
story
2 Identifying main 2.1 To identify main
points of a short points of the
story stories
2.2 To state main
points of the stories
3 Bringing together 3.1 To link main

main points of a points of the
short story stories
with the right
connectors
3.2 To correct a
summary draft
3.3 To write a
summary

UNIT CODE : FOUR
COMPETENCY STANDARD : TELLING A STORY
ATTITUDE NEEDED TO TELL A STORY.
BASIC
COMPETENCY
1 Planning a story 1.1 To identify genres Reading 4 x 90

1.2 To compare genres Getting main points of minutes
a story
2 Outlining stories 2.1 To organize plots Speaking

2.2 To prepare an Telling a story
outline
3 Delivering a story 3.1 To identify

techniques of
delivery
3.2 To deliver stories

UNIT CODE : FIVE
COMPETENCY STANDARD : WRITING AN INFORMAL LETTER
ATTITUDE NEEDED TO WRITE AN INFORMAL LETTER.
BASIC
COMPETENCY
1 Identifying the 1.1 To identify types of Reading 5 x 90

elements of informal letters Getting minutes
informal letters 1.2 To mention information about
elements of elements of an
informal letters informal letter
Writing
2 Outlining informal 2.1 To outline informal Writing an
letters letters outlined informal letter
2.2 To revise outlines
3 Composing 3.1 To draft informal

informal letters letters
3.2 To informal letters
3.3 To make a final
draft

UNIT CODE : SIX
COMPETENCY STANDARD : WRITING A FORMAL LETTER
ATTITUDE NEEDED TO WRITE A FORMAL LETTER.
BASIC
COMPETENCY
1 Identifying the 1.1 To identify types Reading 3 x 90

elements of of formal letters Getting minutes
formal letters 1.2 To mention information about
elements of formal elements of a formal
letters letter
Writing
2 Outlining formal 2.1 To outline formal Writing a formal
letters letters letter
2.2 To revise outlines
3 Composing formal 3.1 To draft formal

letters letters
3.2 To edit formal
letters
3.3 To make final a
draft

UNIT CODE : SEVEN
COMPETENCY STANDARD : WRITING A COMPLAINT LETTER
ATTITUDE NEEDED TO WRITE A COMPLAINT LETTER.
BASIC
COMPETENCY
1 Identifying the 1.1 To identify types of Listening 3 x 90

elements of complaint letters Identifying main minutes
complaint letters 1.2 To mention points of a
elements of complaint
complaint letters
Reading
Getting
2 Outlining 2.1 To outline a information about
complaint letters complaint letter elements of a
2.2 To revise an outline complaint letter
Writing
3 Composing 3.1 To draft complaint Writing a
complaint letters letters complaint letter
3.2 To edit complaint
letters
3.3 To make a final
draft

UNIT CODE : EIGHT
COMPETENCY STANDARD : WRITING AN APPLICATION LETTER
ATTITUDE NEEDED TO WRITE AN APPLICATION LETTER.
BASIC
COMPETENCY

elements of an of application Getting minutes
application letter letters information about the
1.3 To mention elements of a
elements of complaint letter
application letters
Writing
Writing an
2 Outlining 1.1 To outline application letter
application letters application letters
2.2 To revise an outline
3 Composing an 3.1 To draft application

application letter letters
3.2 To edit application
letters
3.3 To make a final
draft
4 Identifying the 4.1 To identify styles

elements of CV of CV (Curriculum
(Curriculum Vitae) Vitae)
4.3 To mention
elements of CV
(Curriculum Vitae)
5 Outlining CV 5.1 To outline CV

(Curriculum (Curriculum Vitae)
Vitae) application 5.2 To revise outline
Letters
6 Composing CV 6.1 To draft CV

(Curriculum Vitae) (Curriculum Vitae)
6.2 To edit CV
(Curriculum Vitae)
6.3 To make a final
draft

UNIT CODE : NINE
COMPETENCY STANDARD : GIVING A PRESENTATION
ATTITUDE NEEDED TO GIVE A PRESENTATION.
BASIC
COMPETENCY
1 Identifying the 1.1 To identify Listening 5 x 90

elements of purposes of Identifying parts of a minutes
presentation presentations presentation
1.2 To identify types
of presentations Reading
1.3 To identify Getting
audience information
1.4 To identify related to the topic of
elements the
of presentations presentation
Writing
2 Outlining 2.1 To outline Writing the outline
presentations presentations of a presentation
2.2 To revise an outline
Speaking
Delivering a
3 Composing 3.1 To draft presentation
presentation texts presentation texts
3.2 To edit
presentation texts
3.3 To make a final
draft
4 Delivering a 4.1 To identify

presentation techniques of
delivery
4.2 To deliver a
presentation

UNIT CODE : TEN
COMPETENCY STANDARD : WRITING A MANUAL
ATTITUDE NEEDED TO WRITE A MANUAL.
BASIC
COMPETENCY

elements of a of manuals Getting minutes
manual 1.2 To identify elements information about the
of manuals elements and contents
of a manual
2 Outlining manuals 2.1. To outline manual Writing

2.2 To revise outline Writing a manual
3 Writing a manual 3.1 To draft manuals

3.2 To edit manuals
3.3 To make final draft

UNIT CODE : ELEVEN
COMPETENCY STANDARD : PARTICIPATING IN A DISCUSSION EFFECTIVELY
ATTITUDE NEEDED TO PARTICIPATE IN A DISCUSSION
EFFECTIVELY
BASIC
COMPETENCY
1 Identifying the 1.1 To identify types of Listening 4 x 90

elements of discussion Identifying the main minutes
discussions 1.2 To state elements points of a
of discussion discussion topic
Reading
2 Agreeing or 2.1 To express Getting
disagreeing to opinions/ideas. information
proposals 2.2 To agree about the
opinions/ideas discussion topic
2.3 To refute
opinions/ideas Speaking
2.4 To execute Participating in a
appropriate discussion
interruption effectively
3 Negotiating to a 3.1 To identify types of

solution negotiations
3.2 To identify
elements
of negotiations
4 Concluding 4.1 To summarize

discussions discussions
4.2 To conclude
discussions

UNIT CODE : TWELVE
COMPETENCY STANDARD : REPORTING AN EVENTORALLY
ATTITUDE NEEDED TO REPORT AN EVENT ORALLY
BASIC
COMPETENCY

the purposes of oral Identifying the minutes
organization reports main points of an
of oral report 1.2 To identify settings oral report
of oral reports
Reading
Getting
information about the
2. Separating 2.1 To identify main topic reported
main and events
minor events 2.2 To identify minor
events Speaking delivering
a report
3. Outlining oral 3.1 Report outlined

reports 3.2 Outline revised
4. Delivering a 4.1 To state report

report opening
4.2 To describe main
events
4.3 To make report
conclusion

ADVANCED COMMUNICATION IN ENGLISH 2
UNIT CODE : ONE

COMPETENCY STANDARD : PARTICIPATING IN A DISCUSSION EFFECTIVELY
ATTITUDE NEEDED TO PARTICIPATE IN A DISCUSSION
EFFECTIVELY
BASIC
COMPETENCY
1. Identifying the 1.1 To identify types Listening Identifying 5 x 90

elements of of discussion the main points of a minutes
discussions 1.2 To state Elements discussion topic
of discussion
Reading Getting
2. Agreeing or 2.1 To express discussion topic
disagreeing to opinions/ideas.
proposals 2.2 To agree Speaking
opinions/ideas Participating in a
2.3 To refute discussion effectively
opinions/ideas
2.4 To execute
Appropriate
interruption
3. Negotiating to a 3.1 To identify types

solution of negotiations
3.2 To identify
elements of
negotiations
4. Concluding 4.1 To summarize

discussions discussions
4.2 To conclude
discussions

UNIT CODE : TWO
COMPETENCY STANDARD : READING CRITICALLY
ATTITUDE NEEDED TO READ CRITICALLY
BASIC
COMPETENCY
1. Identifying 1.1 To identify Reading 4 x 90

purposes of different kinds of Identifying facts and minutes
reading purpose opinions, tones,
1.3 To identify genre purpose
of texts and concluding the
implied meanings in
the text
2. Differentiating 2.1 To identify facts
facts from opinions 2.2 To identify
Speaking
opinions
Giving opinions about
2.3 To compare facts
the reading materials
and opinions
Writing
Writing down the
3. Recognizing tones 3.1 To identify various opinions
tones
3.2 To indicate specific
tone
4. Making inferences 4.1 To identify implied

meanings
4.2 To infer meanings
discussions
5. Using pronoun 5.1 To identify

references pronoun
references
5.2 To use pronoun
references

UNIT CODE : THREE
COMPETENCY STANDARD : WRITING A DESCRIPTIVE ESSAY
ATTITUDE NEEDED TO WRITE A DESCRIPTIVE ESSAY
BASIC
COMPETENCY
1. Identifying the 1.1 To identify Listening Identifying 5 x 90

elements of Settings of the main points of a minutes
descriptive descriptive description
essays essays
1.2 Elements of Reading Getting
descriptive information about the
essays elements and the
main points of a
descriptive essay
2. Outlining a 2.1 To outline essays
Writing Composing a
descriptive essay 2.2 To revise outline
descriptive essay
3. Composing a 3.1 To draft Essays

descriptive essay 3.2 To edit Essays
3.3 To make Final
draft

UNIT CODE : FOUR
COMPETENCY STANDARD : WRITING A NARRATIVE ESSAY
ATTITUDE NEEDED TO WRITE A NARRATIVE ESSAY
NO BASIC INDICATORS TASKS DURATION

COMPETENCY
1. Identifying the 1.1 To identify Listening 4 x 90

elements of a settings of Identifying the main minutes
narrative essay narrative essays points of a narration
1.2 To identify
elements of Reading
narrative essays Getting information
about the elements
and the main points
of a narrative essay
2. Outlining 2.1 To outline essays

Writing
narrative essays 2.2 To revise an Composing a
outline
narrative essay
3. Composing a 3.1 To draft essays

narrative essay 3.2 To edit essays
3.3 To make final
draft

UNIT CODE : FIVE
COMPETENCY STANDARD : WRITING AN ARGUMENTATIVE ESSAY
ATTITUDE NEEDED TO WRITE AN ARGUMENTATIVE
ESSAY
BASIC
COMPETENCY

elements of an purposes of an Identifying the main minutes
argumentative argumentative points of an
essay essay argumentative essay
1.2 To identify
elements of an Reading
argumentative Getting information
essay about the elements
and the main points
of an argumentative
2. Outlining 2.1 To outline essays essay
argumentative 2.2 To revised essays
essays Writing
Composing an
argumentative essay
3. Composing an 3.1 To draft essays
argumentative 3.2 To edit essays
essay 3.3 To make final draft

UNIT CODE : SIX
COMPETENCY STANDARD : WRITING A PERSUASIVE ESSAY
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE, SKILLS,
AND ATTITUDE NEEDED TO WRITE A
PERSUASIVE ESSAY
BASIC
COMPETENCY

elements of a purposes of Identifying the main minutes
persuasive essay persuasive essays points of a persuasive
1.2 To identify settings essay
of persuasive
essays Reading
1.3 To identify Getting information
elements of about the elements
persuasive essays and the main points
of a persuasive essay
Writing
2. Outlining 2.1 To outline essays Composing a
persuasive 2.2 To revise outline persuasive essay
essays
3. Composing a 3.1 To draft essays

persuasive essay 3.2 To edit essays
3.3 To make final draft

UNIT CODE : SEVEN
COMPETENCY STANDARD : WRITING A COMPARISON – CONTRAST ESSAY
ATTITUDE NEEDED TO WRITE A COMPARATIVE ESSAY
BASIC
COMPETENCY

elements of purposes of a Identifying the minutes
comparison comparison- main points of a
- contrast essays contrast essay comparison-
1.2 To identify contrast essay
elements of a exposed
comparison-
contrast essay Reading
Getting information
about the elements
Outlining 2.1 To outline essays and the main points of
2.
comparison- 2.2 To revise outline a comparison –
contrast essays contrast essay
Writing
Composing a
3. Composing a 3.1 To draft essays comparison-
comparison 3.2 To edit essays contrast essay
contrast essay 3.3 To make final draft

UNIT CODE : EIGHT
COMPETENCY STANDARD : TAKING NOTES FROM A LECTURE
ATTITUDE NEEDED TO TAKE NOTES FROM A LECTURE
BASIC
COMPETENCY
1. Identifying the 1.1 To identify Reading 4 x 90

elements of note- purposes of note Getting information minutes
takings takings about the elements of
1.2 To identify a lecture from a
symbols for note lecture transcript
takings
1.3 To identify Listening
abbreviations Identifying the main
used in note points of a lecture
takings
1.4 To identify
elements of
note takings
2. Organizing notes 2.1 To identify

major/importa
nt points
2.2 To identify
minor/support
ing points
3. Writing 3.1 To outline drafts

complete draft 3.2 To revise drafts
from notes 3.3 To make report

UNIT CODE : NINE
COMPETENCY STANDARD : PARTICIPATING IN A DEBATE SUCCESSFULLY
ATTITUDE NEEDED TO PARTICIPATE IN A DEBATE
SUCCESSFULLY
BASIC
COMPETENCY
1. Identifying the 1.1 To identify topics Listening 4 x 90

elements of of debates Identifying the minutes
debates 1.2 To identify settings main points of a
of debates lecture/talk related
1.3 To identify to the debate topic
elements of
debate Reading
Getting
information from a
2. Proposing the 2.1 To propose the lecture/talk
topics topics related to the
2.2 To express debate topic
supporting details
Speaking
Participating in a
3. Supporting the 3.1 To deliver debate.
topics reasoning
delivered
3.2 To express
supporting details
4. Rebutting the 4.1 To deliver

topics reasoning
4.2 To express
supporting details
5. Concluding a 5.1 To summarize

debate opinions
5.2 To make
conclusion

UNIT CODE : TEN
COMPETENCY STANDARD : WRITING A BOOK REVIEW
ATTITUDE NEEDED TO WRITE A REPORT A BOOK REVIEW
BASIC
COMPETENCY

elements of book purposes of book Identifying the minutes
reviews reviews main points of a
1.2 To identify the book review
elements of book
reviews Reading
Getting
2. Outlining book 2.1 To outline elements of a book
reviews reviews review and the main
2.2 To revise outline points of a book review
Writing
Composing a book
3. Composing book 3.1 To draft reviews review
reviews 3.2 To edit reviews
3.3 To make final
draft

UNIT CODE : ELEVEN
COMPETENCY STANDARD : WRITING A REPORT BASED ON NON-LINEAR TEXTS
ATTITUDE NEEDED TO WRITE A REPORT BASED ON NON-
LINEAR TEXTS
BASIC
COMPETENCY
1.1 To identify various Reading

non-linear texts Getting
1.2 To identify the information from a
specific non-linear non-linear texts
texts
Writing
Composing a non-
2. Outlining texts 2.1 To outline texts linear texts
2.2 To revise outline
3. Composing texts 3.1 To draft texts

3.2 To edit texts
3.3 To make final
draft

Kurikulum lembaga ini disusun berdasarkan Standar Kompetensi Kerja
Nasional Indonesia ( SKKNI ) Bahasa Inggris oleh Kementrian Pendidikan Nasional
Direktorat Jenderal Pendidikan Non Formal dan Informal dengan dilengkapi
kurikulum lembaga.
Dengan harapan semoga kurikulum ini sesuai dengan kebutuhan masyarakat
dan akan direvisi menyesuaikan perkembangan dunia pendidikan dan Dunia Usaha
Dunia Industri ( DUDI ).
Pasuruan, April 2011
Mengetahui
Pimpinan Ketua Tim Pengembang Kurikulum
Drs. Fauzan Suryantara, MM Agus Stiawan, S.Kom

Kurikulum LKP - Iyi - Bahasa Inggris

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KURIKULUM LEMBAGA

 ENGLISH FOR KIDS

IYI Sentra Ilmu & Teknologi

Kurikulum LKP.IYI 2014/2015 2

C. HAKIKAT PEMBELAJARAN BAHASA INGGRIS

E. PENDEKATAN PEMBELAJARAN DAN PENILAIAN

Kurikulum LKP.IYI 2014/2015 3

G. HUBUNGAN DENGAN PROGRAM LAIN

Kurikulum LKP.IYI 2014/2015 4

Kurikulum LKP.IYI 2014/2015 5

Kurikulum LKP.IYI 2014/2015 6

Kurikulum LKP.IYI 2014/2015 7

ENGLISH FOR KIDS 1

1. 1.1 Reading aloud 1.1.1 Reading aloud - Instructor gives the 4 x 90

Kurikulum LKP.IYI 2014/2015 8

1. 1.1 Spelling a 1.1.1 The students - Instructor points and 2 x 90

2 1.2 Writing a very 1.2.1 The students - Instructor indicates

Kurikulum LKP.IYI 2014/2015 9

1. 1.1 Responding by 1.1.1 Expressing of - Instructor gives the 2 x 90

2 1.2 Interacting 1.2.1 Expressing of - Instructor gives the

Kurikulum LKP.IYI 2014/2015 10

1. 1.1 Expressing 1.1.1 The students - Instructor gives some 4 x 90

Kurikulum LKP.IYI 2014/2015 11

1. 1.1 Interacting 1.1.1 The students - The students introduce 2 x 90

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1. 1.1 Writing a very 1.1.1 The students - Instructor indicates 3 x 90

Kurikulum LKP.IYI 2014/2015 13

1. 1.1 Expressing 1.1.1 The students - Instructor gives some 1 x 90

Kurikulum LKP.IYI 2014/2015 14

1. 1.1 Expressing 1.1.1 The students - Instructor gives some 3 x 90

Kurikulum LKP.IYI 2014/2015 15

1. 1.1 Interacting in 1.1.1 The students - Instructor gives the 4 x 90

2. 1.2 Expressing of 1.2.1 The students - Ask the students to

Kurikulum LKP.IYI 2014/2015 16

1. 1.1 Understandin 1.1.1 The students - Instructor gives the 4 x 90

Kurikulum LKP.IYI 2014/2015 17

1. 1.1 Writing a very 1.1.1 The students - Instructor dictates the 2 x 90

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1. 1.1 Expressing 1.1.1 The students - Instructor gives some 3 x 90

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1. 1.1 Expressing 1.1.1 The students - Instructor gives some 2 x 90

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1. 1.1 Expressing 1.1.1 The students - Instructor gives some 2 x 90

Kurikulum LKP.IYI 2014/2015 21

1. 1.1 Interacting to 1.1.1 The students - Instructor gives some 5 x 90

Kurikulum LKP.IYI 2014/2015 22

1. 1.1 Reading aloud 1.1.1 The students - The students imitate 3 x 90

1.2 Understanding 1.2.1 The students - The students

Kurikulum LKP.IYI 2014/2015 23

1. 1.1 Reading aloud 1.1.1 The students - The students imitate 5 x 90

1.2 Understanding 1.2.1 The students - The students

Kurikulum LKP.IYI 2014/2015 24

1. 1.1 Writing a 1.1.1 The students - Instructor gives some 2 x 90

Kurikulum LKP.IYI 2014/2015 25

1. 1.1 Writing a very 1.1.1 The students - Instructor dictates the 2 x 90

Kurikulum LKP.IYI 2014/2015 26

1. 1.1 Writing a 1.1.1 The students - Instructor gives some 3 x 90

Kurikulum LKP.IYI 2014/2015 27

1. 1.1 Expressing 1.1.1 The students - Instructor gives some 4 x 90

Kurikulum LKP.IYI 2014/2015 28

1. 1.1 Responding a 1.1.1 The students - Instructor gives the 5 x 90

Kurikulum LKP.IYI 2014/2015 29

1 1.1 Spelling a very 1.1.1 The students - Instructor points and 4 x 90