RPP New Xi

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : SMA IT AZ ZUHRA

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI / 1
Alokasi Waktu : 4 x 45 menit ( 2x pertemuan )
Topik Pembelajaran : Expressions of relief, pain, and pleasure
A. Standar Kompetensi
Mendengarkan
1. Memahami makna dalam percakapan transaksional dan interpersonal resmi dan
berlanjut (sustained) dalam konteks kehidupan sehari-hari.
Berbicara
3. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal
resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari.
B. Kompetensi Dasar
1.1 Merespon makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat,
lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks
kehidupan sehari-hari dan melibatkan tindak tutur: menasehati,
memperingatkan, meluluskan permintaan, serta menyatakan perasaan relief,
pain, dan pleasure.
3.1 Mengungkapkan makna dalam percakapan transaksional (to get things done)
dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan
menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam
konteks kehidupan sehari-hari dan melibatkan tindak tutur: menasehati,
memperingatkan, meluluskan permintaan, serta menyatakan perasaan relief,
pain, dan pleasure.
C. Indikator Pencapaian Kompetensi

Indikator Pencapaian Kompetensi
 Merespon ungkapan-ungkapan relief, pain,
dan pleasure
 Mengungkapkan perasaan relief, pain, dan
pleasure
 Mempraktekkan tindak tutur menyatakan
perasaan relief, pain, dan pleasure
D. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat :
 Merespon ungkapan-ungkapan relief, pain, dan pleasure
 Mengungkapkan perasaan relief, pain, dan pleasure
 Mempraktikkan tindak tutur menyatakan perasaan relief, pain, dan pleasure
E. Materi Pokok
Gambits dan dialog yang memuat ungkapan menasehati, memperingatkan, meluluskan
permintaan, serta menyatakan perasaan relief, pain, dan pleasure
Expression of relief Expression of pain Expression of pleasure
 Please, leave me alone.  It’s wonderful.

o Good heavens  I can’t tell my pain in  How marvelous
o Thanks God I am words  I am please with it /
alive  It brought me a lot of that.
o Thanks for heaven miseries  It’s my pleasure.
o I am relief that..  My heart is so burdened  It gives me pleasure.
o God bless me  I’m so sad to hear this  That’s great.
o God bless you  I’m feeling bad at this  That terrific.
time being  I am happy with ……
 I like it.
 I love it.
F. Metode Pembelajaran/Teknik:
Total Physical Response
G. Strategi Pembelajaran
Tatap Muka Terstruktur Mandiri
 Bertanya jawab tentang  Dengan kelompok  Siswa melakukan
isi cerita (karakter, belajarnya, siswa diberi berbagai kegiatan
setting, plot) yang sudah tugas untuk melakukan hal- terkait dengan wacana
dibaca, ditonton, hal berikut, dan melaporkan berbentuk naratif di
dan/atau didengar. setiap kegiatan kepada luar tugas tatap muka
 Membahas nilai-nilai guru, a.l. tentang tempat, dan terstruktur yang
yang terkandung dalam siapa saja yang datang, diberikan guru.
cerita, sikap dan kesulitan yang dihadapi.  Siswa mengumpulkan
perilaku para tokoh.  Bertanya jawab tentang isi setiap hasil kerja dalam
 Membahas unsur dan cerita (karakter, setting, portofolio, dan
langkah retorika dalam plot) yang sudah dibaca, melaporkan hal-hal
teks naratif. ditonton, dan/atau didengar yang sudah diperoleh
 Membahas ciri-ciri dengan kelompok serta kesulitan yang
leksikogramatika. belajarnya dihadapi secara rutin
 Nonton film  Membahas nilai-nilai yang kepada guru.
 Mendengarkan cerita terkandung dalam cerita,
(secara langsung atau sikap dan perilaku para
dengan media tokoh.
elektronik).  Membahas unsur dan
 Membacakan cerita langkah retorika dalam teks
kepada kelompok atau naratif.
kelas (monolog).  Membahas ciri-ciri
 Menceritakan kembali leksikogramatika.
cerita kepada kelompok  Nonton film.
atau kelas (monolog).  Mendengarkan cerita
 Membahas kesulitan (secara langsung atau
yang dihadapi siswa dengan media elektronik).
dalam melakukan  Membacakan cerita kepada
kegiatan terstruktur dan kelompok (monolog).
mandiri.  Menceritakan kembali
cerita kepada kelompok
(monolog).
Langkah-langkah Kegiatan Pembelajaran
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Kegiatan Awal (10’)
 Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai
yang ditanamkan: santun, peduli)
 Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)
 Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter
 Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir karakter
yang hendak dikembangkan selain yang terkait dengan SK/KD
 Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks
Kegiatan Inti (70’)

Eksplorasi
Dalam kegiatan eksplorasi guru:
 Memberikan stimulus berupa pemberian materi ungkapan-ungkapan relief, pain,

dan pleasure.
 Mendiskusikan materi bersama siswa (Buku : Bahan Ajar Bahasa Inggris mengenai
ungkapan-ungkapan relief, pain, dan pleasure.
 Memberikan kesempatan pada peserta didik mengkomunikasikan secara lisan atau
mempresentasikan mengenai ungkapan-ungkapan relief, pain, dan pleasure.
 Siswa diminta membahas contoh soal dalam Buku : Bahan Ajar Bahasa Inggris
mengenai ungkapan-ungkapan relief, pain, dan pleasure.
Elaborasi
Dalam kegiatan elaborasi guru:
 Membiasakan siswa membuat kalimat ungkapan-ungkapan relief, pain, dan

pleasure.
 Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal yang ada
pada buku ajar Bahasa Inggris untuk dikerjakan secara individual.
Konfirmasi
Dalam kegiatan konfirmasi guru:
 Memberikan umpan balik pada siswa dengan memberi penguatan dalam bentuk
lisan pada siswa yang telah dapat menyelesaikan tugasnya.
 Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh siswa melalui
sumber buku lain.
 Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar
yang sudah dilakukan.
 Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam
materi mengenai ungkapan-ungkapan relief, pain, dan pleasure.
Kegiatan Akhir (10’)
 Siswa diminta membuat rangkuman dari materi mengenai ungkapan-ungkapan

relief, pain, dan pleasure.
 Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi mengenai
ungkapan-ungkapan relief, pain, dan pleasure.
 Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
H. Sumber/Bahan/Alat
1. Buku teks yang relevan : Platinum for XI
2. Transkrip percakapan atau rekaman percakapan/ kaset
3. Tape
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I. Penilaian
I. Indikator, Teknik, Bentuk, dan Contoh
No. Indikator Teknik Bentuk Contoh
1. Merespon dan Tes Tertulis Melengkapi Complete the

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

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

1. Desi : “…………. My foot is hurt.”
Nino : “What’s going on?”
Desi : “You step on my foot.”
2. Ima : “Indra, I have a good news for you.”
Indra : “What is it?”
Ima : “The english test is cancelled”.
Indra : “………. I am not ready for the test today.”
3. Jay : “Pedrosa won the Motogp race last night.”
Deo : “…..”
2. Make a dialogue using the expression of relief, pain, and pleasure with your partner.
Perform your dialogue in front of the class!
III. Pedoman Penilaian
Jika respon Jika respon benar, Jika respon Jika respon

Kriteria benar, ucapan ucapan benar, benar, ucapan kurang tepat,
benar, intonasi intonasi benar, dan benar, intonasi ucapan salah,
benar, dan pengucapan tidak salah, dan intonasi salah,
pengucapan lancar. pengucapan dan
lancar. tidak lancar. pengucapan
tidak lancar.
Nilai 100 90 80 70
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Kepala Sekolah Pekanbaru, Juli 2013
SMA IT Az Zuhra Islamic School Guru Mata Pelajaran
HAIDI, S.Pd ANNISA FITRI S.Pd
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Topik Pembelajaran : Narrative
Mendengarkan
1. Memahami makna teks fungsional pendek dan monolog berbentuk reports,
narrative, dan analytical exposition dalam konteks kehidupan sehari-hari.
Berbicara
4. Mengungkapkan makna dalam teks fungsional pendek dan monolog yang
berbentuk report, narrative dan analytical exposition dalam konteks kehidupan
sehari-hari.
B. Kompetensi Dasar
2.2. Merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan
secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam
teks berbentuk: narrative.
4.2. Mengungkapkan makna dalam teks monolog dengan menggunakan ragam
bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan
sehari-hari dalam teks berbentuk: narrative.

Merespon wacana monolog berbentuk
narrative
1. Merespon wacana monolog berbentuk narrative
2. Melakukan monolog berbentuk narrative
E. Materi Pokok
1. Teks monolog berbentuk narrative
Tangkuban Perahu
Dayang Sumbi was exiled in the jungle, because she was unmarried but pregnant.
She gave a birth to a baby boy and named him Sang Kuriang. And he became a young and
hard working boy. He was a good hunter too.
One day he went hunting with his dog, Si Tumang. In the bush he saw a pig,
Wayungyang. He wanted to shoot Wayungyang but Si Tumang hindered him. He was angry
at it and killed it, and then took its heart home. He cooked it and ate it with his mother.
When he told that it was Si Tumang's heart, she was very angry and hit Sang Kuriang 's
head with a spoon. And he ran away and left his mother to the east. He did not know himself
and forgot his name. He was about 16 years of age.
After a long time Sang Kuriang came back to the jungle where his mother lived.
She looked younger than her age, so Sang Kuriang fell in love with her. "Will you marry
me?" one day he asked her. But Dayang Sumbi refused because she recognized that he was
her son. He insisted to marry her and Dayang Sumbi asked him two marriage settlements
(requirements). One, he had to dammed Citarum river, and two, had to make a boat in one
night.
Sang Kuriang almost finished his work but Dayang Sumbi cheated him. He was
angry and kicked the boat. The boat fell upside down on the peak of mountain. It was known
as mount Tangkuban Perahu, at the northern of Bandung, West Java.
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2. Kosa kata terkait tema/Jenis teks.
Misalnya : legend, long time ago, once upon a time
3. Tenses
Misalnya : past tenses. Dayang Sumbi was exiled in the jungle, because she was
unmarried …
4. Direct and indirect speeches.
Misalnya :
 When he told that it was Si Tumang's heart, she was very angry and hit Sang
Kuriang 's head with a spoon
 "Will you marry me?" one day he asked her.
2 cycles 4 stages ( Building Knowledge of Field, Modeling of Text, Joint Construction of
Text, Independent Construction of Text)

 Bertanya jawab tentang  Dengan kelompok  Siswa melakukan berbagai
isi cerita (karakter, belajarnya, siswa diberi kegiatan terkait dengan
setting, plot) yang sudah tugas untuk melakukan hal- wacana berbentuk naratif
dibaca, ditonton, hal berikut, dan melaporkan di luar tugas tatap muka
dan/atau didengar. setiap kegiatan kepada dan terstruktur yang
 Membahas nilai-nilai guru, a.l. tentang tempat, diberikan guru.
yang terkandung dalam siapa saja yang datang,  Siswa mengumpulkan
cerita, sikap dan kesulitan yang dihadapi. setiap hasil kerja dalam
perilaku para tokoh.  Bertanya jawab tentang isi portofolio, dan
 Membahas unsur dan cerita (karakter, setting, melaporkan hal-hal yang
langkah retorika dalam plot) yang sudah dibaca, sudah diperoleh serta
teks naratif. ditonton, dan/atau didengar kesulitan yang dihadapi
 Membahas ciri-ciri dengan kelompok secara rutin kepada guru.
leksikogramatika. belajarnya
 Nonton film  Membahas nilai-nilai yang
dengan media tokoh.
(monolog).
Pertemuan 1
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1. Buiding Knowledge of Field
 Greetings
 Calling the roll
 Pre test
 Berinteraksi dengan siswa untuk membekali kosa kata terkait dengan narrative
 Berinteraksi dengan siswa untuk menemukan makna kata
2. Modeling of Text
 Mendengarkan teks monolog lisan narrative
 Merespon isi teks dengan menjawab pertanyaan dan melafalkan beberapa kosakata.
 Menjawab pertanyaan mengenai teks monolog lisan narratives
 Mengidentifikasi urutan kejadian dalam teks
 Menemukan struktur teks/langkah retorika dalam teks
 Mengidentifikasi ciri-ciri kebahasaan dalam teks dan mengerjakan latihan-latihan
terkait
 Menyebutkan fungsi komunikatif teks yang didengar
Pertemuan 2
1. Joint Construction of Text
 Dalam kelompok, siswa diminta mencari kata-kata kunci dari cerita yang akan
disampaikan kelompok tersebut.
Key words : once upon a time, a prince, a princess, a witch etc.
 Dalam kelompok siswa diminta untuk mendiskusikan plot atau alur cerita sebuah
kisah yang akan disampaikan .
 Setiap kelompok mempresentasikan hasil diskusi dikelompoknya,
2. Independent Construction of Text

 Menulis draft teks sederhana berbentuk narrative secara mandiri
 Melakukan revisi atas draft tersebut
 Mempresentasikan secara lisan teks tersebut di depan kelas
1. Buku teks : Platinum for XI
2. Script monolog berbentuk narrative
I. Penilaian
I. Indikator, Teknik, Bentuk, dan Contoh.
1. Merespon wacana Tes Tulis Essay Listen to the

monolog narrative berstruktur monolog and fill in
the blank with the
correct answer
Melakukan Choose one of the

2. monolog Unjuk Kerja Presentasi Lisan following stories,
berbentuk then tell it in front
narrative of the class.
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1. Fill the blanks with the words you heard.
The Legend of Lake Toba
There was a fisherman who (1) ____________ in Batak Land. His name was Batara
Guru Sahala. When he was angling, he (2) __________ a fish. He was surprised to find
that fish because the fish could talk and it (3) ___________ to set it free. He did
accordingly.
After getting free, the fish (4) __________ into a beautiful woman and Sahala fell
in love with her. Sahala asked her to marry him and the woman received him. However,
she asked his promised not to tell anyone the (5) ___________ that she was once a fish.
They were very happily married, and got two daughters.
It was a pity on Sahala. One day when he got very angry with his daughters,
he (6) ________ his promise and he (7) ________ it. He told his daughters that they
were the daughters of a fish.
His wife could not (8) ____________ him. Suddenly, the earth began to shake
and volcanoes started to erupt. The earth (9) _____________and formed a big hole.
People said that the hole (10) ______Lake Toba.
Answer key
1. lived
2. caught
3. begged
4. changed
5. secret
6. forgot
7. broke
8. forgive
9. cracked
10. became
2. Choose one of the following stories, then tell in front of the class!
1. Cinderella
2. The Beauty and the Beast
3. Snow White
a. Untuk nomor 1, tiap jawaban benar diberi skor 5

b. Untuk nomor 2, mengikuti rubrik penilaian berikut ini:
No. Uraian Skor
1. Isi, langkah retorika dan tata bahasa benar 41 – 50

2. Isi,langkah retorika dan tata bahasa kurang tepat 21 - 40
3. Isi, langkah retorika dan tata bahasa tidak tepat 0 - 20
Jumlah skor maksimal 1. 10 X 5 = 50

2. Jika skor maksimal diraih = 50
Jumlah = 100
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Topik Pembelajaran : Narrative Text
Membaca
Menulis
2. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana
report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari.
B. Kompetensi Dasar
5.2. Mengungkapkan makna dalam teks monolog dengan menggunakan ragam
bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan
6.2. Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan

 Mengidentifikasi makna dalam teks tulis
narrative
 Mengidentifikasi langkah-langkah retorika
dalam wacana: narrative
 Mengidentifikasi makna dalam teks tulis narrative
 Mengidentifikasi langkah-langkah retorika dalam wacana:
E. Materi Pokok
Teks tertulis berbentuk narrative:
The Black Cat
I don’t expect you to believe the story I am about to write. But in order to die peacefully,
I must tell my story.
My wife and I loved pets. One of my wife’s favorite pets was Pluto, the cat. Pluto was
a very clever black cat.
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One day I came home very drunk. I was in a very bad temper. For some reasons,
Pluto made me angry. In a rage I seized the cat, took a small knife out of my pocket and cut
its throat and took one of its eyes out ! Then I hanged the poor creature until it was dead
The next morning, I wake up and remembered what I had done and I felt sorry very
much. I buried my memory in the drink.
One night my house was burning. There was nothing left, but a strange thing
happened. I found out in my bedroom wall the shape of a huge cat with one eye and a rope
around its neck. I was terrified and could not forget such a horrible sight.
I regretted and felt sorry for Pluto so I bought another cat to take Pluto’s place. This cat
had a white patch on its chest.
I soon began to dislike the cat because it often stared at me with a strange and hatred
look. It terrified me very much.
One day my wife and I went to the cellar. I was getting drunk at that time. The cat
followed us. It got between my feet and nearly made me trip down the stairs. I was carrying
an axe in my hand. I was so angry that I raised my axe wanting to kill the poor animal when
my wife prevented me from doing so. My rage soon directed the axe at her. She fell dead at
my feet.
Then I dug a grave to hide her body inside the cellar wall. I looked for the cat because I
decided to kill it too, but I couldn’t find it anywhere.
The fourth day after the death of my wife, the police came to my house because of my
neighbours’ suspicion. The police searched the house and found nothing. I was so glad that I
said, “ Gentlemen, this is a well-built house. Look at this wall.” I lifted a stick and beat the
wall in which I had buried my wife.

dengan media tokoh.
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(monolog).

Pertemuan 1
 Greetings
 Calling the roll
 Tanya jawab mengenai film-film horror yang ada di buku teks
 Siswa menulis kata-kata yang berhubungan dengan film horror dan
menterjemahkannya ke dalam B.Inggris
2. Modeling of Text
 Mendengarkan teks monolog lisan narrative
 Siswa membaca teks tulis narrative: The Black Cat
 Sisa menjawab pertanyaan tentang teks narrative tersebut dan membahasnya.
 Mengidentifikasi urutan kejadian dalam teks
 Menemukan struktur teks/langkah retorika dalam teks
 Mengidentifikasi ciri-ciri kebahasaan dalam teks dan mengerjakan latihan-latihan
terkait
 Menyebutkan fungsi komunikatif teks yang didengar
Pertemuan 2
 Dalam kelompok, siswa membuat teks narasi yang berhubungan dengan legenda
terjadinya suatu tempat.
 Siswa diminta mencari kata-kata kunci dari cerita yang akan disampaikan kelompok
tersebut.
Key words : once upon a time, a prince, a princess, a witch, etc.
 Dalam kelompok siswa diminta untuk mendiskusikan plot atau alur cerita kisah
legenda yang akan disampaikan .
Setiap kelompok mempresentasikan hasil diskusi dikelompoknya
 Siswa menulis sebuah teks narasi yang berhubungan dengan mitos (myth)
 Siswa menulis draft teks terlebih dahulu
 Siswa melakukan revisi atas draft tersebut
 Siswa mengembangkan draft teks yang telah dibuat agar menjadi sebuah teks narasi
yang utuh
1. Buku teks : Platinum for XI
2. Script monolog berbentuk narratives
I. Penilaian
Indikator Teknik Bentuk Contoh

No.
13
1. Memahami teks Tes Tulis Essay Read the text
narrative berstruktur carefully and
answer the
following
questions
2. Membuat teks Unjuk Kerja Menulis Choose one of the

sederhana following topics,
berbentuk then compose a
narrative narrative text based
on the topic
1. Read the text below and answer the following questions!
The Legend of Kesodo Feast
Hundreds years ago, the last king of Majapahit had a young princess from one of
his wives. The princess was named Roro Anteng. Later, Roro Anteng married Joko
Seger, who came from Brahman caste.
Because of unfortunate situation the couple was forced to leave the kingdom.
They settled in the mountain area. They ruled the area and named it Tengger, which
was derived from their names, Roro Anteng and Joko Seger.
After several years of reign, the region flourished in prosperity, but Roro Anteng
and Joko Seger were sad because they did not have a child. They climbed the top of
mountain and prayed there night and day hoping that the God would listen. The
prayer was heard and Betoro Bromo promised them many children. However, they
had to promise that they would sacrifice their youngest child in return.
Roro Anteng gave birth to a child, then another and another. In the end, Roro
Anteng and Joko Seger had 25 children. Soon it was time to sacrifice the youngest
child, Kusuma, but the parents could not do it. They tried to hide him, but an eruption
happened and Kusuma fell into the crater. There was silence before they heard a
voice. “I have to be sacrificed so that you will all stay alive. From now on, you should
arrange an annual offering ceremony on the 14th of Kesodo (the twelfth month of
Tengerese calendar)”. It was Kusuma’s voice. Kusuma’s brothers and sisters held the
offering ceremony every year. Instead of human being, they collected fruits,
vegetables, rice, and meat to be offered to the Gods. And this has been done
generation after generation until today.
Questions:
1. What is the title of the story above?
Answer: …………………………………………
2. How many characters in the story above? Mention them!
Answer: …………………………………………
3. Who was Roro Anteng?
Answer: …………………………………………
4. How could Roro Anteng and Joko Seger name the place where they lived
Tengger?
Answer: …………………………………………
5. Why were Roro Anteng and Joko Seger sad?
Answer: …………………………………………
6. What was the requirement for Roro Anteng and Joko Seger to have a child?
Answer: …………………………………………
7. How many children did Roro Anteng and Joko Seger have?
Answer: …………………………………………
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8. What happened to Kusuma?
Answer: …………………………………………
9. When do the Tenggerese hold the annual offering ceremony?
Answer: …………………………………………
10. What do the Tenggerese offer to the Gods instead of human being?
Answer: …………………………………………
2. Choose one of the following stories, then write a narrative text using the topic!
 Nyi Roro Kidul
 Roro Jonggrang
 Malin Kundang
 Lancang Kuning

No. Uraian Skor


Jumlah = 100

15

Topik Pembelajaran : Teks Percakapan Transaksional dan Interpersonal
Mendengarkan
1. Memahami makna dalam percakapan transaksional dan interpersonal resmi dan
berlanjut (sustained) dalam konteks kehidupan sehari-hari
Berbicara
3. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal
resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari
B. Kompetensi Dasar
1.1 Merespon makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat,
lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks
kehidupan sehari-hari dan melibatkan tindak tutur: menasehati dan memberi
saran.
Mengungkapkan makna dalam percakapan transaksional (to get things
done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained)
dengan menggunakan ragam bahasa lisan secara akurat, lancar dan
berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur:
menasehati dan memberi saran.

 Merespon tindak tutur menasehati dan
memberi saran
 Mengungkapkan tindak tutur menasehati
dan memberi saran
 Mempraktekkan tindak tutur menasehati
dan memberi saran
Pada akhir pembelajaran siswa dapat:
 Menggunakan dan merespon tindak tutur menasehati dan memberi saran
 Mengidentifikasi kata yang didengar
 Mengidentifikasi hubungan antar pembicara
 Mengidentifikasi makna tindak tutur menasehati
 Merespon tindak tutur menasehati
 Mengidentifikasi konteks situasi
E. Materi Pokok
Gambits dan dialog yang memuat ungkapan menasehati dan memberi saran
16
Asking for advice
 Do you think I ought to call the police?
 What do you think I should buy him for his birthday?
 Do you have any ideas about how I can sell my car?
 If you were me, what would you tell her?
 Do you have any advice for me?
Offering advice
 I think you'd better start looking for a new job.
 If I were you, I'd stop writing her.
 It would probably be a good idea to send this mail by express mail.
 I advice you to talk with your lawyer.

perilaku para tokoh.  Bertanya jawab tentang isi setiap hasil kerja
 Membahas unsur dan cerita (karakter, setting, dalam portofolio, dan
dengan media tokoh.
(monolog).
17
Pertemuan 1
 Greetings
 Tanya jawab seputar kondisi umum siswa.
 Mengidentifikasi kosa kata baru dari teks
 Mendengarkan contoh dialog yang dibaca guru
 Menentukan makna dan fungsi kalimat yang didengar
 Menirukan ungkapan yang diucapkan guru
Activity 1
Listen to your teacher.
What do you think the expressions are used for?
You look bored.

Why don't you go out
and get some fresh air?
It sounds like
a good suggestion
2. Modeling of Text
 Mendengarkan percakapan tentang menasehati dan memberi saran dari kaset /guru
 Menjawab pertanyaan yang berkaitan dengan dialog
 Merespon ungkapan –ungkapan menyampaikan menasehati dan memberi saran
 Menggunakan tindak tutur yang dipelajari.
Activity 2
Study and practice the following ialogue with a partner. Then, answer the questions.
Ben : You look a bit worried Claire. What’s the matter?
Claire : I can’t wake up early in the mornings.
Ben : Oh dear! That is a problem. But don’t you have an alarm clock?
Claire : Yes, of course. But I never seem to hear that.
Ben : Well, why don’t you buy an electric one? They go on ringing until you switch them
off.
Claire : Mmm, I doubt if that would do any good. I'd just switch it off and go back
to sleep.
Ben : Well, perhaps you could ask the telephone operator to give you an early morn-
ing call, it's not that expensive.
Claire : Yes, that sounds a good idea. Thanks a lot.
Ben : Not at all. I hope it works.
Questions
1. Who are in the dialogue above?
2. What are they talking about?
3. What problem does Claire have?
4. What is Ben's suggestion giving to Claire?
18
Activity 3
Fill in the following dialogue with the expression in the box.
a. May be you can take here there
b. Why don't you take her to the movie?

c. You'd better go to the ticket box to get the tickets before they're
sold out.
d. 1 don't know what to do.
e. 1 thought Dita might like to go to concert.
Ivan is planning to make a surprise party for her sister, Dita. But he doesn't know what to
do, so he asks his mother about it.
Ivan : Mom, I have a plan for Dita's birthday party.

Mother : Really? What is it?
Ivan : I'd like to give her a surprise party, but... (1) Would you give me any
suggestion?
Mother : ... (2). Instead of having a surprise party?
Ivan : Hmm, actually .... (3)
Mother : Well, let's see the entertainment schedule then. There will be "Dewa" concert
on the Town Hall tomorrow.... (4)
Ivan : That sounds interesting.
Mother : .... (4)
Ivan : Thank's, mom!
Pertemuan 2
 Menanyakan kesulitan siswa selama PBM
 Menyimpulkan materi pembelajaran
 Membuat dialog yang menggunakan tindak tutur menasehati dan memberi saran
dengan cara menjodohkan.
Activity 4
Match up the problems from A with an appropriate piece of advice from B
A.
My car's been stolen!

I forgot to go to the meeting this morning.
I've left my purse at home.
I've run out of cigarettes.
The last train goes in five minutes.
I'm in love with Jan.
I'm beginning to put on weight.
B.
I think you ought to go and buy some more.
If I were you I'd ring up and apologize.
I'd advice you to go on a diet.
19
I think you'd better hurry up, then.
I suggest you report it to the police immediately.
Why don't you ask her out, then?
I think you should go back and get it.

 Siswa menulis sebuah teks narasi yang berhubungan dengan mitos (myth)
1. Membuat dialog dengan menggunakan ekspresi yang telah dipelajari secara mandiri
(tanpa bantuan guru).
2. Menugaskan siswa menggunakan ungkapan – ungkapan yang dipelajari dalam situasi
yang sesungguhnya.
Activity 5
RADIO PHONE-IN
Work in groups of up to six
One person is the expert on the radio who answers all problems.
The other people are members of the public who phone in for advice:
A person who has run up a huge gambling debt.
A hard working person who feels life is not exciting enough.
A parent whose family live in a small flat and are thinking of getting a Great Dane
A student who is feeling worried about his/her examinations.
A school leaver who is having difficulty finding a job.
1. Buku teks : Platinum
2. Script monolog berbentuk narratives
3. Gambar yang relevan
I. Penilaian
1. Merespon tindak Tes Tulis Essay Read the text

tutur menasehati berstruktur carefully and
dan memberi answer the
saran following
questions
2. Mengungkapkan Tes Lisan Membuat Study and practice

tindak tutur dialog the following
menasehati dan ialogue with a
memberi saran partner. Then,
answer the
questions.
3. Mempraktekkan Unjuk Kerja Presentasi Lisan Choose one of the

tindak tutur following stories,
menasehati dan then tell it in front
memberi saran of the class.
20
Task 1
Read the dialogue and practice with your friends!
Andrea : Hey Mom, I’m thinking of going to Ujung Kulon National Park next
December. What do you think?
Mother : Ujung Kulon National Park? It’s interesting. We can see rhinoceros,
reptiles, and many kinds of birds… but it sound dangerous. You
shouldn’t go by yourself. You ought to go with a friend.
Andrea : Yes, I’ve thought of that.
Mother : And you’d better talk to your father first.
Andrea : I did already. He thinks it’s good idea. He wants to come with me.
Mother : well, but you must be careful. Don’t forget to bring your raincoat. It’s
rainy season.
Andrea : don’t worry, Mom. I’ll prepare everything.
Mother : OK, you may go.
Task 2
Answer the questions according to the dialogue above!
1. What is the dialogue talking about?
2. What is the relationship between the speaker?
3. Where will Andrea go next December?
4. What does her mother think about it?
5. Does her mother feel worry about it?
6. What advice does she give to Andrea?
7. How does she warn about the rainy season?
8. Does she give her permission?
9. How does she express it?
10. Mention the other expressions to give advice and warn!
Task 3
What will you say to give advice to the following situations!
1. Your friend can’t wake up early.
Answer: …………………………………………………………………
2. Your friend always forgetting the thing he should do.
Answer: …………………………………………………………………
3. Your friend will go camping in rainy season.
Answer: …………………………………………………………………
4. Your brother is driving on crowded road.
Answer: …………………………………………………………………
Task 1
Jika respon Jika respon Jika respon Jika respon

benar, ucapan benar, ucapan benar, kurang
benar, intonasi benar, intonasi ucapan tepat,
benar, dan benar, dan benar, ucapan
pengucapan pengucapan intonasi salah,
Kriteria lancar. tidak lancar. salah, dan intonasi
pengucapan salah, dan
tidak lancar. pengucapan
tidak lancar.
21
Nilai 100 90 80 70

22

Topik Pembelajaran : Teks Fungsional Pendek
Mendengarkan
Berbicara
sehari-hari
B. Kompetensi Dasar
2.1. Merespon makna yang terdapat dalam teks lisan fungsional pendek resmi dan
tak resmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan
sehari-hari.
4.1 Mengungkapkan makna dalam teks lisan fungsional pendek resmi dan tak
resmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan
sehari-hari.

 Merespon isi teks fungsional pendek
dengan benar
 Membaca nyaring teks fungsional

pendek secara berterima
Pada akhir pembelajaran siswa dapat:
1. Mengidentifikasi makna dalam teks fungsional pendek berbentuk poster
2. Mengidentifikasi informasi yang terdapat dalam teks fungsional pendek berbentuk
poster.
3. Menyampaikan isi dari sebuah teks fungsional pendek berbentuk poster secara lisan.
E. Materi Pokok
a. Teks fungsional pendek poster
b. Kosakata yang terkait dengan tema / jenis teks, misal : wanted, litter, healthy
c. Verbs: come, do, go,etc.
d. Auxiliary verbs: is, am , are, could, would, will, may
e. To do: do, does, did
f. Personal pronoun : I, You, They, He, She, It, We
g. Tenses: simple present tense, imperative,
Note:
23
A poster is any large piece of printed paper designed to be attached to a wall or
vertical surface. Typically posters include both textual and graphic elements, although
a poster may be either wholly graphical or wholly textual. Posters are designed to be
both eye-catching and convey information. Posters may be used for many purposes,
and they are a frequent tool of advertisers (particularly of events, musicians and films)
to communicate a message.
Poster
Three – phase technique
 Pre listening
 Whilst listening
 Post Listening
dengan media tokoh.
kelas (monolog). 

24
 Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas
(nilai yang ditanamkan: santun, peduli)
 Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)
 Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter
 Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir karakter
 Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks

Eksplorasi
 Memberikan stimulus berupa pemberian materi teks fungsional pendek.

teks fungsional pendek.
mempresentasikan mengenai teks fungsional pendek.
mengenai teks fungsional pendek.
Elaborasi
 Membiasakan siswa membuat kalimat teks fungsional pendek.

Konfirmasi
sumber buku lain.
materi teks fungsional pendek.
 Siswa diminta membuat rangkuman dari materi mengenai teks fungsional pendek
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi teks fungsional
pendek.
 Menyampaikan rencana pembelajaran pada pertemuan berikutnya
 Buku teks yang relevan : Platinum for XI
 Transkrip percakapan atau rekaman percakapan/ kaset
 Gambar yang relevan
 Script monolog berbentuk banner, poster atau pamplet
I. Penilaian
25
1. Merespon isi teks Tes Tertulis Essay Listen to the teks

fungsional pendek and write your
dengan benar best answer
Membaca nyaring
2. teks fungsional Unjuk Kerja Presentasi Read the text
pendek secara Lisan loudly and
berterima correctly.
Task 1
Listen to the teachers and anwer the questions
1. What does the poster tell about?

2. Where do you usually see the poster?
3. What problems are there in the poster?
4. Why do we have to protect our ocean?
5. Where can you get more inormation?
Task 2
Look at the pictures!
Task 3
Answer the questions below!
1. What pictures are they?
Answer: .....................................................................................................................................
2. Where can you find the pictures?
Answer: .....................................................................................................................................
3. Do you think that the pictures are funny?
Answer: .....................................................................................................................................
4. Can the content of these pictures motivate you?
Answer: .....................................................................................................................................
5. What for do people usually put on this picture?
26
Answer: .....................................................................................................................................
6. Do you have the picture which is like them?
Answer: .....................................................................................................................................
7. Where do you usually put on it?
Answer:
Task 4
Arrange a dialogue according to the poster, (choose one of them).

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


Jumlah = 100

27

Topik Pembelajaran : Monolog (Report)
Pertemuan Ke :
Mendengarkan
Berbicara
sehari-hari
B. Kompetensi Dasar
2.2. Merespon makna yang terdapat dalam teks lisan fungsional pendek resmi dan
tak resmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan
sehari-hari.
4.1 Mengungkapkan makna dalam teks lisan fungsional pendek resmi dan tak
resmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan
sehari-hari.

 Merespon isi teks fungsional pendek
dengan benar
 Membaca nyaring teks fungsional

pendek secara berterima
1. Merespon wacana monolog berbentuk report
2. Melakukan monolog berbentuk report
E. Materi Pokok
a. Teks monolog berbentuk report
b. Kosa kata terkait tema/Jenis teks.
Misalnya : Live, structures scatter
c. Tenses
Misalnya : Present tense. They have large heavy bodies
d. The use of relating verbs
Misalnya : - their skins are very thick.
 Pre listening
 Post Listening
28
dengan media tokoh.
(monolog).


Eksplorasi
 Memberikan stimulus berupa pemberian materi monolog berbentuk report.

monolog berbentuk report.
mempresentasikan mengenai monolog berbentuk report.
29
mengenai monolog berbentuk report.
Elaborasi
 Membiasakan siswa membuat kalimat monolog berbentuk report.

Konfirmasi
sumber buku lain.
materi monolog berbentuk report.
3 Kegiatan Akhir (10’)
 Siswa diminta membuat rangkuman dari materi mengenai monolog berbentuk

report.
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi monolog berbentuk
report.
 Buku teks yang relevan : Platinum for X
 Teks Report
I. Penilaian
1. Merespon wacana Tes Tulis Pilihan Ganda Listen to the

monolog report monolog and
choose the best
answer
Melakukan
2. monolog Unjuk Kerja Presentasi Lisan Describe the
berbentuk report general facts of the
following animal.
30
Task 1
Listen to the monolog and choose the best answer
Listening text for number 1 to 5
1. What is the text about?
a. Shark d. Whale
b. Dholphin e. Pirranha
c. Fish
2. What does the text intend to?
a. to describe d. to persuade
b. to entertain e. to review
c. to amuse
3. What is the largest creature lived on earth ?
It is .... .
a. an elephant c. blue whale e. giraffe
b. a rhinoceroses d. shark
4. What is blubber ?
Blubber is .... .
a. the hole on the head d. the fins of the fish
b. the paddle of the tails e. the layer of fats
c. the skin of the fish
5. Where is the nostril to spray the sea water ?

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

6. The second paragraph tells us about the .....of black bears.
b. size d. definition
c. height e. description
d. length
7. Which one of the following statement is true?
a. In the western most of these bears have shiny black fur
b. in the east they grow brown, red or even yellow coats
c. Black bears are the biggest of all American bears
d. Their eyes and ears are big
e. their eyesight and hearing are not as good as their sense of smell
8. In the condition of being scared, black bears can make their enemy feel .... and lose
confidence.
a. wild d. dangerous
b. crazy e. intimidated
c. rude
9. What is the aim of the text?
a. to describe d. to persuade
b. to entertain e. to review
c. to amuse
10. Are all American Black Bears black?
a. Yes, They are d. Yes, they do
b. No, they aren’t e. No, they don’t
c. Not clear
Text script.
Text 1
Whales are sea-living mammals.
They therefore breathe air but cannot survive on land. Some species are very large
indeed and the blue whale, which can exceed 30 m in length, is the large animal to have
live on earth. Superficially, the whale looks rather like a fish, but there are important
differences in its external structure; its tail consists of a pair of broad, flat horizontal
31
paddles ( the tail of a fish is vertical) and it has a single nostril on top of its large, broad
head. The skin is smooth and shinny and beneath it lies a layer of fat (blubber). This is up
to 30 cm in thickness and serves to conserve heat and body fluids.
Text 2
American black bears appear in a variety of colours despite their name. In the
eastern part of their range, most of these bears have shiny black fur, but in the west they
grow brown, red or even yellow coats. To the north, the black bear is actually gray or
white in colour. Even in the same littler, both brown and black furred bears may be born.
Black bears are the smallest of all American bears, ranging in length from five to
six feet, weighing from three hundred to five hundred pounds. Their eyes and ears are
small and their eyesight and hearing are not as good as their sense of smell.
Like all bears, the black bear is timid, clumsy and rarely dangerous, but if attacked, most
can climb trees and cover ground at great speeds. When angry or frightened, it is a
formidable enemy.
Activity 2
Find and object about animals, plants, or others. It must be a representative of their class.
Make a report about it.

No. Uraian Skor


Jumlah = 100

32

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

 Merespon wacana monolog report
 Menulis monolog berbentuk report
1. Merespon wacana Esei berbentuk Report.
2. Melakukan Esei berbentuk Report.
E. Materi Pokok
Report
Social Function:
To describe the way things are, with reference to a range of natural, man-made and social
phenomena in our environment
Generic (Schematic) Structure:

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

Focus on Generic Participants (group of things)
Use of simple present tense
No temporal sequence
Use of Relational Processes to state what is and that which it is
33
Use of linking verbs and behavioural verb
Use of technical term
 Pre listening
 Post Listening
perilaku para tokoh.  Bertanya jawab tentang isi setiap hasil kerja dalam
 Membahas unsur dan cerita (karakter, setting, portofolio, dan
dengan media tokoh.
(monolog).

34
Eksplorasi
 Memberikan stimulus berupa pemberian materi Esei berbentuk Report.

Esei berbentuk Report.
mempresentasikan mengenai Esei berbentuk Report.
mengenai Esei berbentuk Report.
Elaborasi
 Membiasakan siswa membuat kalimat Esei berbentuk Report.

Konfirmasi
sumber buku lain.
materi Esei berbentuk Report.
 Siswa diminta membuat rangkuman dari materi mengenai Esei berbentuk Report.
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi Esei berbentuk
Report.
 Buku teks yang relevan : English Texts in Use jilid XI, English For Better Life XI
 Transkrip percakapan atau rekaman percakapan/ kaset
 Gambar yang relevan
 Script monolog berbentuk banner, poster atau pamplet
I. Penilaian
35
1. Merespon wacana Tes Tulis Pilihan Ganda Listen to the
monolog report monolog and
choose the best
answer
Menulis monolog
2. berbentuk report Unjuk Kerja Presentasi Lisan Describe the
general facts of the
following animal.
Task 1
Choose the correct answer!
Text 1.
Piranha fish are the fiercest animals in the world. They live in the fresh water rivers of
South America, from Venezuela to Northern Argentina. These fish hunt in groups, called
schools. They usually eat other fish smaller than themselves. Sometimes Piranhas will attack
and eat each other.
There are about 18 kinds of piranha fish. Only four kinds attack man. Piranhas have large
head and short thick bodies. They are usually about 20 cm { 9 inches long) but one kind can
be as much as 60 cm (two feet). It lives in the Sao Francisco river from Eastern Brazil. It is
one of the most dangerous fish.
The most noticeable thing about Piranha fish is the large mouth. The mouth has a lot of
triangular teeth with sharp point. The points pierce the skin of the prey. The razor sharp
edges of the teeth chop out pieces of flesh. The teeth of the upper and lower jaws fit together
like scissors. The muscles moving the jaws are big and very powerful.
On the back of the Piranha fish there is a ridge called a keel. There is another keel
running along it belly. The tail is slender and muscular. Its tail fins are broad. All these
features held the piranha to swim fast through the water. The piranha fish cat a large South
American rat-like animal, called a Capy-bara, weighing 50 kilos (100 ponds) to a skeleton in
less than 60 seconds.
1. What is the social function of the text above?
a. To explain.
b. To retell events
c. To persuade the readers
d. To amuse the readers
e. To describe
2. What are schools in the text mean.....
a. Piranha fish are the fiercest animals in the world
b. Piranhas will attack and eat each other
c. The piranha fish eat Capybara
d. Piranha fish has a large mouth
e. Piranhas fish hunt in groups
3. These are the characteristics of piranha, except ....
a. They live in the fresh water rivers.
b. They usually eat other fish smaller than themselves
c. Piranhas have large head and short thick bodies.
d. Piranha fish has large mouth with of triangular teeth with sharp point.
e. The muscles moving the jaws are small and very weak
4. The razor sharp edges of the teeth chop out pieces of flesh.
The synonym of the underlined word is ....
a. give up d. cut
b. throw away e. bend
c. run out
5. Why can piranha swim fast through the water.
a. its tail fins are not broad
b. Piranha fish has a ridge
c. there is another keel running along its belly
36
d. they live in the fresh water rivers of South America
e. the tail is slender and muscular
Text 2.
This text is for questions 6 to 10.
The sense of taste is one of a person’s five senses. We taste with the help of taste-buds in
the tongue.
There are four main kinds of taste: sweet, sour, salty and bitter. All other tasles are just
mixtures of two or more of these main type.
The surface of the tongue has more than fifteen thousand taste-buds (or cells). These are
connected to the brain by special nerves which send the so-called “ taste messages.
When the tongue comes into contact with food of asny kind, the taste-buds will pick up
the taste. The nerves then send a message to the brain. This will make as aware of the taste.
All this happens in just a few seconds.
There are four kinds of tastebuds, each of which is sensitive to only a particular taste.
These four groups are located in different parts of the tongue.
The taste-buds for salty and sweet tastes are found round the tip of the tongue and along
its side. Sour taste can be picked up only at the sides of the tongue. The taste-buds for bitter
taste are found at the inner-most edge of the tongue. There are taste-buds at the centre of the
tongue.
The senses of smell and sight can affect taste. The good smell of food increases its taste.
Similarly, attractive colours can make food appear taster and more delicious. If food does not
smell good or is dull-coloured, it will look tasty and may not taste good at all.
Very hot or cold sensations can make the taste-buds insensitive. Food that is too hot or
cold, when placed in the mouth, will have no taste at all.
6. We can taste any kind of food because of....
a. the good smell of food
b. the four main kinds of taste
c. the taste-buds in the tongue
d. the senses of smell and sight
e. the taste-buds round the tip of the tongue
7. When we eat very hot or cold food, ....
a. the food will lose its taste
b. the food won’t smell good
c. the taste of the food increases
d. the taste-buds will be sensitive
e. the taste buds will be very response
8. The sense of smell and sight....
a. increase the taste of the food.
b. affect the taste of the food
c. make food more delicious
d. make the food look good
e. make the food attractive
9. The purpose of the text is ....
a. to explain how we can taste any food in the mouth.
b. to give a report about the sense of taste
c. to inform how important the tongue is
d. to describe the use of the tongue
e. to tell the taste of the food.
10. The following sentences are correct, except...
a. There are four main kinds of taste: sweet, sour, salty and bitter
b. The taste-buds will pick up the taste
c. The taste-buds for bitter taste are found round the tip of the tongue
d. The senses of smell and sight can affect taste.
e. Sour taste can be picked up only at the sides of the tongue
Task 2
Write your own report. Find and object about animals, plants, or others.
37
1). Untuk Task 1, soal membaca berbentuk pilihan ganda : Betul skor 1, salah skor 0
2). Untuk Task 2, soal menulis berbentuk soal uraian bebas
No. Aspek yang dinilai Skor

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

38

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RPP New Xi

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RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah : SMA IT AZ ZUHRA

C. Indikator Pencapaian Kompetensi

 Please, leave me alone.  It’s wonderful.

Langkah-langkah Kegiatan Pembelajaran

Kegiatan Inti (70’)

 Memberikan stimulus berupa pemberian materi ungkapan-ungkapan relief, pain,

 Membiasakan siswa membuat kalimat ungkapan-ungkapan relief, pain, dan

Kegiatan Akhir (10’)

 Siswa diminta membuat rangkuman dari materi mengenai ungkapan-ungkapan

I. Indikator, Teknik, Bentuk, dan Contoh

No. Indikator Teknik Bentuk Contoh

1. Merespon dan Tes Tertulis Melengkapi Complete the

2. Mempraktikkan Tes Lisan Membuat Give your

II. Instrumen Penilaian

1. Complete the dialogues below using the suitable expressions!

III. Pedoman Penilaian

Jika respon Jika respon benar, Jika respon Jika respon

HAIDI, S.Pd ANNISA FITRI S.Pd

Nama Sekolah : SMA IT AZ ZUHRA

C. Indikator Pencapaian Kompetensi

Tatap Muka Terstruktur Mandiri

2. Independent Construction of Text

I. Indikator, Teknik, Bentuk, dan Contoh.

No. Indikator Teknik Bentuk Contoh

1. Merespon wacana Tes Tulis Essay Listen to the

Melakukan Choose one of the

1. Fill the blanks with the words you heard.

The Legend of Lake Toba

III. Pedoman Penilaian

a. Untuk nomor 1, tiap jawaban benar diberi skor 5

No. Uraian Skor

1. Isi, langkah retorika dan tata bahasa benar 41 – 50

Jumlah skor maksimal 1. 10 X 5 = 50

Kepala Sekolah Pekanbaru, Juli 2013

HAIDI, S.Pd ANNISA FITRI S.Pd

Nama Sekolah : SMA IT AZ ZUHRA

C. Indikator Pencapaian Kompetensi

The Black Cat

Tatap Muka Terstruktur Mandiri

Langkah-langkah Kegiatan Pembelajaran

I. Indikator, Teknik, Bentuk, dan Contoh.

Indikator Teknik Bentuk Contoh

2. Membuat teks Unjuk Kerja Menulis Choose one of the

II. Instrumen Penilaian

1. Read the text below and answer the following questions!

The Legend of Kesodo Feast

III. Pedoman Penilaian

a. Untuk nomor 1, tiap jawaban benar diberi skor 5

No. Uraian Skor

1. Isi, langkah retorika dan tata bahasa benar 41 – 50

Jumlah skor maksimal 1. 10 X 5 = 50

Kepala Sekolah Pekanbaru, Juli 2013

HAIDI, S.Pd ANNISA FITRI S.Pd

Nama Sekolah : SMA IT AZ ZUHRA

C. Indikator Pencapaian Kompetensi

Tatap Muka Terstruktur Mandiri

Langkah-langkah Kegiatan Pembelajaran

You look bored.

Fill in the following dialogue with the expression in the box.

a. May be you can take here there

b. Why don't you take her to the movie?

Ivan : Mom, I have a plan for Dita's birthday party.