Modul Bahasa Dan Sastra Inggris Kelas X

Unit KegiatanBelajar Bhs. Inggris X 3.1 dan 4.
UNIT KEGIATAN BELAJAR

BIG-LM-3.1/4.1/1/1-1
1. Identitas
a. Nama Mata Pelajaran : Bahasa Inggris
b. Semester : Ganjil
c. KompetensiDasar : 3.1 dan 4.1
KI 3.1 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan

beberapa teks khusus dalam bentuk formulir isian yang digunakan di
perusahaan/ bank/instansi lain, dengan memberi dan meminta
informasi terkait jati diri dan informasi yang relevan, sesuai dengan
konteks penggunaannya.
KI 4.1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur
teks, dan unsur kebahasaan teks khusus dalam bentuk formulir isian
yang digunakan di perusahaan/bank/instansi lain, terkait jati diri dan
informasi yang relevan.
d. Indikator Pencapaian Kompetensi :
3.1.1 Membedakan fungsi sosial dari teks khusus dalam bentuk formulir isian
kegiatan di buku dan media massa.
3.1.2 Membedakan struktur teks khusus dalam bentuk formulir isian kegiatan di
buku dan media massa.
3.1.3 Membedakan unsur kebahasaan dari teks khusus dalam bentuk formulir
isian kegiatan di buku dan media massa.
3.1.4 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan pada teks
khusus dalam bentuk formulir isian, sesuai dengan konteks
penggunaannya dengan tepat dan baik.
4.1.1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks,
dan unsur kebahasaan teks khusus dalam bentuk formulir isian lisan dan
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Unit KegiatanBelajar Bhs. Inggris X 3.1 dan 4.1
tulis, dengan memberi dan meminta informasi terkait teknologi yang

tercakup dalam mata pelajaran lain di Kelas X sesuai dengan konteks
penggunaannya.
4.1.2 Menyusun teks khusus dalam bentuk formulir isian lisan dan tulis, dalam
bentuk biografi, terkait tokoh terkenal, dengan memperhatikan fungsi
sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai
konteks.
4.1.3 Menyusun teks khusus dalam bentuk formulir isian percakapan sederhana
tentang tindakan memberi dan meminta informasi terkait kecukupan
untuk dapat/tidak dapat melakukan/menjadi sesuatu, sesuai dengan
konteks penggunaannya. (Perhatikan unsur teks khusus dalam bentuk
formulir isian).
4.1.4 Mempraktikkan ucapan tentang tindakan memberi dan meminta informasi
terkait jati diri dan informasi yang relevan, sesuai dengan konteks
penggunaannya
e. Materi Pokok : Teks khusus dalam bentuk formulir isian (Teknologi

terkait dengan mata pelajaran lain di Kelas X, yang dapat menumbuhkan
perilaku yang termuat dalam KI).
f. Alokasi Waktu : 3 x 45 menit
g. Tujuan Pembelajaran :
Melalui diskusi, tanyajawab, penugasan, presentasi dan analisis, anda Membedak

an fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks khusus
dalam bentuk formulir isian lisan dan tulis dengan memberi dan meminta
informasi terkait jati diri, berbagi pengalaman, mengambil teladan, membanggak
an sesuai dengan konteks penggunaannya. Sehingga Anda dapat menghayati dan
mengamalkan ajaran agama yang dianutnya melalui belajar,,mengembangakan si
kap jujur, peduli, dan bertanggung jawab, serta dapat mengembangkan kemampu
an berpikir kritis, komunikasi, kolaborasi, kreativitas (4C).
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h. Materi Pembelajaran
 Ira Wijayanti, Nitya jwalita, Kristin Ambarwati & Mariyana. 2016. Be
Smart in English 1 for grade X senior High Schools. Solo:PT Wangsa
Jatra Lestari, 2-18
\
i. Peta Konsep
Pengertian Formulir
Manfaat Formulir
Golongan Formulir
Formulir
Prinsip Perancangan
Formulir
Kelebihan Electronic
Formulir
Dokumen
Page 3
j. KegiatanPembelajaran
 Pendahuluan
Sebelum belajar pada materi ini silahkan kalian membaca dan memahami dialog di
bawah ini.
Look at the picture below.
Sources: id-card-application-form-id-card-application-form-id-card-application-
form-malta-identity-card-application-form-kerala-identification-card-application
Untuk dapat menyelesaikan persoalan tersebut, silahkan kalian lanjutkan ke

kegiatan belajar berikut dan ikuti petunjuk yang ada dalam UKB ini.
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a. KegiatanInti
1) PetunjukUmum UKB
a) Baca dan pahami materi pada Buku paket:
- Ira Wijayanti, Nitya jwalita, Kristin Ambarwati & Mariyana. 2016.
Be Smart in English 1 for grade X senior High Schools. Solo:PT
Wangsa Jatra Lestari, 2-18
b) Kerjakan UKB ini dibuku kerja atau langsung mengisikan pada bagi
an yang telah disediakan.
c) Kalian dapat belajar bertahap dan berlanjut melalui kegiatan ayo
berlatih, apabila kalian yakin sudah paham dan mampu menyelesaik
an permasalahan permasalahan dalam kegiatan belajar kalian boleh s
endiri atau mengajak teman lain yang sudah siap untuk mengikuti te
sformatif agar kalian dapat belajar ke UKB berikutnya.
2) Kegiatan Belajar
Ayo ikuti kegiatan belajar berikut dengan penuh kesabaran dan konsentra
si!!!
Kegiatan Belajar 1
Read the explanation below.

A. Formulir
a. Pengertian Formulir
Formulir: Secarik Kertas yang memiliki ruang untuk diisi dengan data penting
tertentu.
b. Manfaat Formulir
1. Menetapkan tanggungjawab terjadinya transaksi bisnis
2. Merekam data transaksi.
3. Mengurangi kesalahan pesan dibanding dengan cara lisan.
4. Media komunikasi antar orang/bagian/organisasi.
c. Golongan Formulir
1. Menurut Sumbernya :
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 Form yang dibuat dan disimpan di perusahaan

 Form yang dibuat dan dikirim ke luar perusahaan
 Form yang diterima dari pihak luar perusahaan
2. Menurut Tujuan Penggunaannya:
 Form untuk meminta dilakukannya tindakan
 Form untuk mencatat kejadian/tindakan yang terjadi.
d. Prinsip Perancangan Formulir

1. Gunakan tembusan/rangkap dan carbon/carbonless paper
2. Hindari duplikasi data, pada form yang sama atau dengan form lainnya
3. Sederhana dan ringkas
4. Terapkan internal Check agar teliti dan terpercaya untuk menghindari
kesalahan pengisian.
5. Cantumkan Nama & Alamat perusahaan untuk komunikasi dg. Pihak luar.
6. Cantumkan nama & nomor kode form untuk identifikasi.
7. Cantumkan Nomor Urut tercetak form untuk mengontrol pengeluaran form.
8. Cetak garis jika akan ditulis tangan.
9. Cantumkan nomor garis di dua sisi jika form-nya lebar.
10. Rancang pengisian yang efisien, seperti tanda cek/silang, Ya atau Tidak.
11. Rancang urutan logis pengisian dan penempatan blok/kelompok data.
e. Kelebihan Electronic Formulir

1. Persediaan selalu cukup, tidak akan lebih ataupun kurang.
2. Selalu Up to date, mudah diperbaharui.
3. Efisien, jika harus segera diganti tanpa harus menunggu persediaan habis.
4. User friendly, mudah pengisiannya tanpa takut salah karena ada help.
5. Cepat dalam pengisiannya, karena kursor berhenti di tempat isian.
6. Praktis, dapat mengkalkulasi otomatis.
7. Tidak ada data ngambang dari pengaruh transfer dari lokasi lain.
8. Lebih terkendali, dengan Password nomor urut otomatis
9. Mudah pengelolaannya, baik dalam perancangan, penggunaan, pengendali
an dan pengarsipan datanya.
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f. Dokumen
1. Dokumen Sumber (Source Document):
Dokumen yang dijadikan dasar pencatatan terhadap jurnal atau buku
pembantu.
2. Dokumen Pendukung (Supporting S.):
Dokumen yang melampiri dokumen sumber sebagai bukti sahihnya transaksi
yang dicatat dalam jurnal dan buku pembantu
Contoh:
Faktur Pembelian:
 Bukti Kas Keluar

 Surat Order Pembelian
 Laporan Penerimaan Barang
 Faktur dari pemasok
Sources: https://benbend030.wordpress.com/2012/12/20/pengertian-formulir/
Setelah memahami struktur teks diatas cobalah mengidentifikasi struktur teks berikut.
Find information about form of room reservation in a hotel. And make
conversation with your friend about the room reservation.
Page 7
Sources: Ira Wijayanti, Nitya jwalita, Kristin Ambarwati & Mariyana. 2016. Be
Smart in English 1 for grade X senior High Schools. Solo:PT Wangsa Jatra Lestari,
13
Kegiatan Belajar 2
Setelah kalian belajar tentang struktur teks khusus dalam bentuk formulir isian
pada contoh kegiatan belajar 1,sekarang perhatikan pada teks berikut!
Do the following tasks.
18
Page 8
Kegiatan Belajar 3
Make Curriculum Vitae with the format below! Open your textbook page 11-12
became reference!
11-12
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Kegiatan Belajar 4
Penutup
How do you feel with the lesson you have done?
Tabel Refleksi Diri Pemahaman Materi
No Pertanyaan Ya Tidak
1. Apakah kalian telah memahami pengertian dari teks
khusus dalam bentuk formulir isian?
2. Dapatkah kalian mengidentifikasi kata kerja yang ada
pada teks khusus dalam bentuk formulir isian?
3. Dapatkah kalian memahami generic structure teks khusus
dalam bentuk formulir isian?
4. Dapatkah kalian menemukan ungkapan dan kosa kata
yang lazim digunakan pada teks khusus dalam bentuk
formulir isian?
5. Dapatkah menjawab pertanyaan dari materi yang sudah di
sajikan?
Jika menjawab “TIDAK” pada salah satu pertanyaan di atas, maka pelajarilah kembali
materi tersebut dalam BukuTeks Pelajaran (BTP) dan pelajari ulang kegiatan belajar 1
yang sekiranya perlu kalian ulang dengan bimbingan Guru atau teman sejawat.
Jangan putus asa untuk mengulang lagi!.Dan apabila kalian menjawab “YA”
pada semua pertanyaan, maka lanjutkan berikut.
Dimana posisimu?
Ukurlah diri kalian dalam menguasai materi teks khusus dalam bentuk formulir isian
dalam rentang 0 – 100, tuliskan kedalam kotak yang tersedia.
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Setelah kalian menuliskan penguasaan hadap materi teks khusus dalam bentuk
formulir isian,lanjutkan kegaitan berikut untuk mengevaluasi penguasaan kalian!.
Setelah menyelesaikan kegiatan di atas dan mengikuti kegiatan belajar 4,bagaimana

penyelesaian permasalahan pada teks khusus dalam bentuk formulir isian
dibagian awal pembelajaran tadi?Silahkan kalian berdiskusi dengan teman sebangku
atau teman lain. Kemudian tuliskan penyelesaian ide pokok dan nilai moral dari teks
tersebut di buku kerja masing-masing!.
Ini adalah bagian akhir dari UKB, mintalah tes formatif kepada Guru kalian sebelum
belajar ke UKB berikutnya. Sukses untuk kalian!!!
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Unit KegiatanBelajar

BIG-LM-3.2/4.2/1/2-1
1. Identitas
a. Judul : Modal should+simple, should+continuous,
should+perfect
b. Nama Mata Pelajaran : BAHASA DAN SASTRA INGGRIS

c. Semester : GASAL/1
d. AlokasiWaktu : 12 JP ( 3 x 4 pertemuan
e. KompetensiDasar : 3.2-4.2
3.2 menerapkan fungsi sosial, struktur teks, dan unsure kebahasaan teks interaksi
Transaksional lisan dan tulis yang melibatkan tindakan member dan meminta
Informasi terkait keharusan melakukan suatu tindakan/kegiatan pada waktu yang
Akan datang, saat ini, atau waktu lampau, sesuai dengan konteks penggunaannya.
(unsure kebahasaan should+(simple),should+(continuous),should+(perfect)
4.2 menyusun teks interaksi transaksional lisan dan tulis yang melibatkan
Tindakan member dan meminta informasi terkait keharusan melakukan suatu
tindakan/kegiatan pada waktu yang akan datang, saat ini, atau waktu lampau,
dengan memperhatikan fungsi sosial, struktur teks, dan unsure kebahasaan yang
benar dan sesuai konteks
f. TujuanPembelajaran :
Melalui discovery learning dengan metode diskusi, tanya jawab,

penugasan dan presentasi peserta didik dapat menerapkan
fungsi sosial, struktur teks, dan unsur kebahasaan teks yang
menggunakan should+(simple),should+(continuous),
should+(perfect)dalam kehidupan sehari-hari sehingga peserta
didik dandapat menghayati dan mengamalkan ajaran agama
yang dianutnya melalui belajar Sastra Inggris, mengembangakan
sikap jujur, peduli, dan bertanggungjawab, serta dapat
mengembangkan kemampuan berpikir kritis, komunikasi,
kolaborasi, kreativitas (4C).
2. PetaKonsep
Should+ simple
(should+ V1)
Should+
continuous
SHOULD
(should+ be+
V ing)
Should+ perfect
(should+ have+
V3
3. PROSES BELAJAR
4.KegiatanPembelajaran
a. Pendahuluan
Sebelum belajar pada materi ini silahkan kalian membaca dan memahami
dialog di bawah ini.
Dialogue 1:
Andi: Why you look so sad?
Berta:I got bad score at english daily test. What should I do?
Andi : Don't worry. You should study again for next time.
Dialogue 2:
Carol : You know, during the math test yesterday, I made a lot of mistakes.
Dea : You should be doing the test carefully.
Dialogue 3:
Dora : You know, my family and I planned to dine out at the weekend in “Batavia”
restaurant. When we got to the restaurant there were no empty tables.
Judika : Had you made a reservation before?
Dora : No, we hadn’t reserved one.
Judika : You should have reserved a table. The restaurants are usually crowded at
the weekend.
Dora :Yeah, I should have, but I didn’t.
Answer the questions :

1. What makes Berta sad ?
2. Why did Carol make a lot of mistakes in math test ?
3. Where did Dora take her family last weekend ?
4. What happened at the restaurant ?
5. Why did it happen ?
6. What’s Judika’s advice ?
Untuk dapat menyelesaikan persoalan tersebut, silahkan kalian

lanjutkan kekegiatan belajar berikut dan ikuti petunjuk yang ad adalam
UKB ini.
b. Kegiatan Inti
1) Petunjuk Umum UKB
a) Baca dan pahami materi pada Buku Teks Pelajaran
Th.M.Sudarwati, Eudia Grace. 2014. Buku Siswa Pathway to English X
Peminatan.Penerbit Erlangga. Hal 59-60, 68-69
b) Setelah memahami isi materi dalam bacaan berlatihlah untuk
berfikir tinggi melalui tugas-tugas yang terdapat pada UKB ini
baik bekerja sendiri maupun bersama teman sebangku atau
teman lainnya.
c) Kerjakan UKB ini dibuku kerja atau langsung mengisikan pada
bagian yang telah disediakan.
d) Kalian dapat belajar bertahap dan berlanjut melalui kegiatan
ayo berlatih, apabila kalian yakin sudah paham dan mampu
menyelesaikan permasalahan-permasalahan dalam kegiatan
belajar 1, 2, 3, 4 kalian boleh sendiri atau mengajak teman lain
yang sudah siap untuk mengikuti tes formatif agar kalian
dapat belajar ke UKB berikutnya.
2) Kegiatan Belajar
Ayo……ikuti kegiatan belajar berikut dengan penuh kesabaran dan
konsentrasi!!!
Kegiatan Belajar 1
Bacalah uraian singkat materi dan contoh berikut dengan penuh

konsentrasi!
“SHOULD” is a modal verb. We often use “should” when we say what

we think is a good thing to do or the right thing to do
e.g
You should take a rest because you will have a test tomorrow.
We should wash our hands before we eat
He should consult a dentist about his bad tooth.
“SHOULDN’T” means that it is not a good thing to do

e.g
- You should not talk because you are eating right now.
. Tom really should not go out. He has too much homework to
do
“SHOULD/SHOULDN’T +BE+ V-ING” means that it was the best thing

to do or what somebody is expected
e.g
You should be reading today’s newspaper,because there is
scholarship application. But you are so busy
“SHOULD +HAVE+ PAST PARTICIPLE”....means it was the right thing to

do but we didn’t do it
e.g
You should have received your refund by now
My purse is stolen. I shouldn’t have been careful in such a
crowed place
Ayoo berlatih!
Setelah kalian memahami uraian singkat materi dan contoh di atas, maka:
Dialogue 1:
Andi : Why you look so sad?
Berta :I got bad score at english daily test. What should I do?
Andi : Don't worry. You should study again for next time.
Dialogue 2:
Carol : You know, during the math test yesterday, I made a lot of mistakes.
Dea : You should be doing the test carefully.
Dialogue 3:
Dora : You know, my family and I planned to dine out at the weekend in “Batavia”
restaurant. When we got to the restaurant there were no empty tables.
Judika : Had you made a reservation before?
Dora : No, we hadn’t reserved one.
Judika : You should have reserved a table. The restaurants are usually crowded at
the weekend.
Dora : Yeah, I should have, but I didn’t.
Cobalah untuk mengidentifikasi penggunaan modal “SHOULD” dalam

dialog di atas
1. Dialog 1 ...........................................
2. Dialog 2 ...........................................
3. Dialog 3 ..........................................
Setelah kalian bisa mengidentifikasi Modal “ Should+simple, Should+

continuous, Should+ perfect “ maka cobalah untuk mengerjakan latihan
berikut.
Please fill in the blank with suitable form

1. If you feel lonely, you ...... outside and hang out with your friend. (go)
2. ‘There’s a letter stating that Ina has to leave for the U.S next week.’
‘Well, she ………. the news right away then.’ (tell)
3. You look so tired. You ..... a rest. (take)
4. “Rita hast just missed the plane to Medan”.“ She….at the airport at last two
hour before departure”. (be)
5. The girl on motorcycle ...... helmet. (wear)
6. You ..... on his face when he found out that his girlfriend had got the job. (see)
7. I am getting fat. I .... so much. (not-eat)
8. Some children ...... basketball at this hour ( not-play)
9. As the groceries were sent an hour ago, they ...... by now. (be)
10. You look so fat. You ..... on a diet. (go)
Apabila kalian telah mampu menyelesaikan latihan soal di atas, jika telah
memahami, maka kalian bias melanjutkan pada kegiatan belajar 2 berikut.
KegiatanBelajar 2
Setelah kalian belajar tentang penggunaan modal SHOULD pada contoh

kegiatan belajar 1, sekarang lihatlah gambar berikut lalu buatlah kalimat
sesuai gambar berikut
........... ..........
........... ...........
Jika sudah memahami, lanjutkan pada kegiatan ayo berlatih berikut.
Ayo berlatih!!
Setelah memahami contoh di atas, maka buatlah dialog dengan teman sebangku
berdasarkan situasi berikut di buku kerja kalian!
1. You have a big problem in your school.
2. You get headache and need the doctor advice.
3. You have a problem with your motorcycle.
4. You see the accident and the victim is your friend.
5. Your mother lost her purse in the market.
Apabila kalian sudah mampu mengerjakan kegiatan belajar 2 ini, maka kalian
bias melanjutkan pada kegiatan belajar 3 berikut.
Kegiatan Belajar 3
Ayo sekarang perhatikan lagi contoh berikut ini dengan baik !
Alternatif penyelesaian dari permasalahan di atas sebagai berikut.

………………………………….
Dari contoh penyelesaian di atas, apakah ada hal yang belum kalian
pahami? Jika kalian sudah paham kerjakanlah soal pada bagian Ayoo
berlatih berikut!
Ayoo berlatih!!
…………………………………….
Dari ilustrasitersebut, maka tentukan…………….! Bagaimana cara kalian
bis menemukan………………? Konsep mana yang kalian gunakan untuk
menemukan jawaban tersebut? Dapatkah kalian memberikan contoh
permasalahan dalam kehidupan sehari-hari yang penyelesaiannya
menggunakan…………………tersebut? Kerjakan bersama teman kalian di
buku kerja masing-masing! Periksakan seluruh pekerjaan kalian kepada
Guru agar dapat diketahui penguasaan materi sebelum kalian
diperbolehkan belajarke UKB berikutnya.
c. Penutup
Bagaimana kalian sekarang?

Setelah kalian belajar bertahap dan berlanjut melalui kegiatan
belajar…………………., berikut diberikan Tabel untuk mengukur diri kalian
terhadap materi yang sudah kalian pelajari. Jawablah sejujurnya terkait
dengan penguasaan materi pada UKB ini di Tabel berikut.

1. Apakah kaliantelahmemahmi…………?
2. Dapatkah kalian…………….?
3. Dapatkah kalian…………….?
4. Dst…………………………………
Jika menjawab “TIDAK” pada salah satu pertanyaan di atas, maka

pelajarilah kembali materi tersebut dalam BukuTeks Pelajaran (BTP) dan
pelajari ulang kegiatan belajar………………yang sekiranya perlu kalian
ulang dengan bimbingan Guru atau teman sejawat. Jangan putus asa
untuk mengulang lagi!. Dan apabila kalian menjawab “YA” pada semua
pertanyaan, maka lanjutkan berikut.
Dimana posisimu?
Ukurlah diri kalian dalam menguasai materi……………….dalam rentang 0 –
100, tuliskan kedalam kotak yang tersedia.
Setelah kalian menuliskan penguasaanmu terhadap materi……………,

lanjutkan kegaitan berikut untuk mengevaluasi penguasaan kalian!.
Yuk Cek Penguasaanmu terhadap Materi Modal should + simple,

should + continuous dan should + perfect!
Agar dapat dipastikan bahwa kalian telah menguasi materi…………., maka

kerjakan soal berikut secara mandiri di buku kerja kalian masing-masing.
a. …………………….?
b. ……………………..?
c. Dst…………………
Setelah menyelesaikan………… di atas dan mengikuti kegiatan
belajar……………..,bagaimana penyelesaian permasalahan
pada………………..di bagian awal pembelajaran tadi? Silahkan kalian
berdiskusi dengan teman sebangku atau teman lain. Kemudian tuliskan
penyelesaian matematika tersebut di buku kerja masing-masing!.
Ini adalah bagian akhir dari UKB materi modal should + simple, should +
continuous, dan should + perfect! mintalah tes formatif kepada Guru
kalian sebelum belajar ke UKB berikutnya. Sukses untuk kalian!!!
5. DAFTAR PUSTAKA
1. Buku Teks Pelajaran

Th.M.Sudarwati, Eudia Grace. 2014. Buku Siswa Pathway to English X

Peminatan.Penerbit Erlangga.
Unit Kegiatan Belajar Bahasa Inggris (wajib), Pasangan KD 3.3/4.3 ; SMAN 1 Grogol
BIG/3.3/4.3/1/3=3
WHAT
WOULD YOU LIKE TO DO
ON THE WEEKEND ?
1. Identitas
a. Nama Mata Pelajaran : Bahasa Inggris X (Wajib)
b. Semester : 1 (satu)
c. Alokasi Waktu : 3 x 2 JP (3 x pertemuan)
d. Kompetensi Dasar :
3.3. Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi
transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi
terkait niat melakukan suatu tindakan/kegiatan, sesuai dengan konteks penggunaannya.
(Perhatikan unsur kebahasaan be going to, would like to)
4.3. Menyusun teks interaksi transaksional lisan dan tulis pendek dan sederhana yang
melibatkan tindakan memberi dan meminta informasi terkait niat melakukan suatu
tindakan/kegiatan, dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai konteks
e. MateriPokok : Memberi dan meminta informasi terkait niat

melakukan suatu tindakan/kegiatan (Perhatikan
unsur kebahasaan be going to, would like to)
f. Tujuan Pembelajaran :
Melalui Pembelajaran Discovery learning dengan menggunakan metode

diskusi, tanya jawab, penugasan, presentasi dan analisis, peserta didik
dapat secara kritis menerapkan fungsi sosial, struktur teks, dan unsur
kebahasaan dan kolaborasi serta kreatif dengan partner menyusun
teks interaksi transaksional tulis pendek dan sederhana yang
melibatkan tindakan memberi dan meminta informasi terkait niat
melakukan suatu tindakan/kegiatan, serta dapat mengkomunikasikan
dengan mempraktikkan teks interaksi transaksional lisan dengan
menghayati dan mengamalkan ajaran agama yang dianutnya,
mengembangkan sikap jujur, peduli, dan bertanggungjawab.
2. Peta Konsep
Intention
Social Function Generic Strcture Language Features

3. Kegiatan Pembelajaran
a. Petunjuk Umum UKBM (General guideline of learning unit)
1) Through this learning unit, you will develop your skill in oral and
written of how to tell and ask intention. You will be directed through
some situational context. This is meant at giving you the opportunity
to enhance your analytical skill and critical thinking toward the
situation around. Therefore, you are required not only mastering
only for the knowledge about the language expression, but also the
way how you have to use it in its proper context both oral and
witten. You need to set yourself patiently, and prepare yourself of the
way you think critically the situation around.
2) Read through the material from this source:
 Utami Widiati, Zuliati Rohmah, danFuraidah. 2014. Bahasa Inggris
SMA/MA, SMK/MAK Kelas X. Jakarta: Kementrian Pendidikan dan
Kebudayaan, page 38 sd 49;
http://www.1-language.com/englishcourse new/unit30_dialogue .
htm
3) Do this learning unit in the worksheet or directly answer and do the
given instruction in the space provided. In one occasion you are
requested to work of your own, but the other will make you in group
work, therefore set yourself for good cooperation with your friend.
4) in the case of oral production of how the expression is used, you will be
asked to work with your pair presenting your dialogue. Meanwhile
for your written work, you will be asked to write the use of intention in
the form of a letter independently. But you will have a moment to have
friend review of your work before you finalize that
b. Pre-activity
Please look at the picture.
What are they doing ?

In your opinion, when can they do it ? In the weekend or holiday? It’s right.
What’s about you ? What would you like to do on the weekend ?
In this part, you will experience the learning activity focusing on the knowledge
about expression of intention.
Now, Please read quickly the overview about expression of telling and asking
intention.
Transactional Text
Telling and asking about intentions
Social Function : Telling and asking about intentions of doing something

is used to develop interactional communication with
others
Generic Structure : 1. Opening;

2. exchange (talking about intentions)
3. closing
Language Features :
1. Vocabulary : names of recreational facilities, holiday and school
activities.
2. Grammar : would like, be going to
Common expression :
To tell the intention
 I am going to ….
 I am planning to ….
 I will make an effort to ….
 I am thinking of …..
 I reckon I will ….
 I have every intention of ….
 I fully intended to ….
 It is my intention to ….
To ask intention
 What would you like to do ...
 What are you going to do ...
Well, how would you think about it? Have you got the idea of how expression ?
Let us continue how to work with it!
c. Main activity
Take your time to begin studying of Expressing intention with your full
patience and concentration, not forgetting that this is fun!!!
Learning Activity 1
A. Read The following Dialogue! Pay attention to the bold words, phrases, or
sentences!
Santi : I’m so happy that it is finally weekend.
Bayu : Me too. I have waited it for so long. It’s a long weekend. Three days in a row.
Santi : So, what are you doing for the three days? Do you have any plans?
Bayu : Definitely! My dad and I are going to go fishing. We plan to go fishing in a
lake near my uncle's house. Would you like to come with us?
Santi : I don't really like fishing. I would rather stay at home than go fishing.
What about you, Riri? What would you like to do on the long weekend?
Riri : I have made a plan with my mother about what to do on this long weekend.
We are going to practice bakingcookies.
Bayu : Are you going to bake choco chips cookies like the other day?
Riri : Well, yes. That is my favourite. But we are going to try to make ginger
cookies too.
Riri : Oh, would you like to join me to learn baking cookies? You can come to my
house.
Bayu : It's a good idea! Or will you go fishing with me and my dad?
Santi : Uhm, not fishing I guess. But I think I would like to bake cookies with Riri.
Thanks for asking me to join you Riri.
B. In a group of four, answer the following questions based on the dialogue!

1. What is the social function of the text above?
2. What are the expressions used to tell the intentions from the text above?
3. What are the expressions used to ask the intentions from the text above?
4. Who are the speakers in the dialogue using would like to?
5. Who are the speakers in the dialogue using be going to?
C. Read the text above once again, then explain it in your own word about telling
and asking about intention involving social function, generic structure, and
language feature!
...............................................................................................................................................................
...............................................................................................................................................................
...............................................................................................................................................................
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D. Use the correct expression based on the given context!
1. What would you like to say when you want to tell your intention to rent a
minibus or your travel?
...............................................................................................................................................................
...............................................................................................................................................................
...............................................................................................................................................................
2. What would you like to say when you want to tell your intention to rent a
homestay for your vacation?
...............................................................................................................................................................
...............................................................................................................................................................
...............................................................................................................................................................
3. What would you like to ask when you want to know your friend intention for
his or her birthday celebration?
...............................................................................................................................................................
...............................................................................................................................................................
...............................................................................................................................................................
4. What would you like to ask when you want to know your friends intention for
school night carnival?
...............................................................................................................................................................
...............................................................................................................................................................
...............................................................................................................................................................
5. What would you like to ask when you want to know your friend intention for
activities during the student gathering?
...............................................................................................................................................................
...............................................................................................................................................................
...............................................................................................................................................................
E. Provided with the picture below, use the expression of telling and asking
intention appropiately completed with logical reason about it!
...................................................................................................................................................
...................................................................................................................................................
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Have you used the expression of intention?

Do you use infinitive after would like to and be going to?
Learning Activity 2
After knowing the knowledge about intention, you will begin to prepare yourself for oral
production of how to use the expression in speaking session.
A. Read The following Dialogue! Pay attention to the bold words, phrases, or
sentences!
Glenda : I'm going to sell my car this weekend.
Will : Why are you going to do that?
Glenda : It is going to break soon and I don't want to fix it.
Will : Are you going to buy a new car?

Glenda : Samantha and I are going to look at new cars next week.
Will : The people at Rick's Cars are going to have a sale next month.
Glenda : My friend Ryan is going to shop at Rick's Cars. I'm going to go with him.
Will : Good idea.
B. Find out a partner, then discuss it what expressions used in the dialogue.
Then mention the difference among : will, would like to and be going to.
Remind again by mentioning also the pattern of would like to and be going to.
C. Make a group of 3 or 4 students, then construct a dialogue involving the

expression of telling and asking about intentions! Choose one of the given
situation below for your dialogue!
1. You plan to go to the movie this weekend. You ask several friends to go with you.
Two of your friends definitely agree with you, but the other two cannot make up
their minds.. Use the expressions in the previous section in the conversation.
2. School holiday is coming soon. You plan to go to your grandma's house in the
country. You want to find out what your friend is planning. Use the expressions in
the previous section in the conversation.
3. It will be the school's anniversary next month. You and your classmates are
discussing the plan for the class performance. One of them seems to disagree with
the idea because he thinks that it will need a lot of money. Use the expressions in
the previous section in the conversation.
4. A friend is absent because she/he is sick. You plan with your classmates to visit her
this afternoon. However, one of them makes an excuse for not going. Use the
expressions in the previous section in the conversation.
D. Act out the dialog you have just created with your group by recording it in a
video. Submit it next two weeks.
Consider the following elements before performing your dialogue, you will be scored on
the basis of these elements. Prepare better by knowing exactly oh how to achieve the
best score and maximize all the potency you have.
ASPECT SCORE DESCRIPTION

The pronunciation and intonation are excellent and are well
5
accepted
4 Errors on pronunciation and intonation are quite rare
Errors on pronunciation and intonation never interfere
Fluency 3
understanding and the accent may be foreign
2 The accent is intelligible
Errors on pronunciation and intonation are frequent and the accent
1
is intelligible
5 Errors on the use of grammar and vocabularies are unobserved
4 Errors on the use of grammar and vocabularies are quite rare
Accuracy 3 Errors on the use of grammar and vocabularies are fair
2 Errors on the use of grammar and vocabularies are frequent
1 The use of grammar and vocabularies are somewhat intolerable
5 Very good (expression, attitude, and gesture)
4 Good (expression, attitude, and gesture)
Performance 3 Fairly good (expression, attitude, and gesture)
2 Poor (expression, attitude, and gesture)
1 Very poor (expression, attitude, and gesture)
5 Complete and orderly text structure

Generic 4 Complete but not orderly text structure
Structure 3 Incomplete text structure
2 Incorrect text structure
1 No text structure
Learning ctivity 3
You have learned of how to use expression of intention in spoken way. Now you will
need to train yourself of how to use it in written form.
A. Read the following paragraph of a letter about a holiday plan, then identify
expression of intention from it!
Dear Fe!
I have a plan to go for a holiday trip to Cox’s Bazaar after my annual exams. I will go there
with my parents. First we’ll go to Chittagong by train and then from Chittagong to Cox’s
Bazaar by bus. We’ll stay there for three days. I’ll enjoy the natural beauty and the longest
sea beach of the world. I’ll collect sea-shells, pearls etc. from the sea beach. I’m also excited
to enjoy the scene of sunrise and sunset in Cox’s Bazaar. Many tourists visit Cox’s Bazaar
every year. I’m now eagerly waiting for the completion of my annual exams.
Warm Regard,
Lucy
B. Choose a topic to write about the intention you are going to do for your long
holiday! Following that, brainstorm that topic by writing the connected words
as many as possible! the chart might help you to do brainstroming!
1. Camping
2. Travelling
3. Shopping
4. Snorkelling
5. Diving
6. Cycling
When When
Intention 2
Intention 1
how how
Where Selected topic Where

When
how Intention 4 When

Intention 3
Where how
Wheree
C. Write the outline of the letter according to the topic you have just chosen by
filling in the following chart
Date of writing the letter

Adressee
Opening sentence
Intention 1 (When, Where,
how)
Intention 2 (When, Where,
how)
Intention n (When, where, how)
Closing sentence
Writer
D. Once you complete the the outline, write your first draft
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E. When you have finished doing it, make sure you edit them yourself
F. Exchange your work with your a friend to get review of your work
G. Rewrite the final copy of your writing after you have gotten the peer review
Make sure you will check again your work in your final copy, confirm it
with the writing rubric provided below!

5 Complete and orderly text structure
4 Complete but not orderly text structure
Generic Structure 3 Incomplete text structure
2 Incorrect text structure
1 Unstructured

5 Correct main idea, relevant supporting sentences
4 Nearly relevant main idea and supporting sentences
Developing Ideas 3 Less relevant main idea and supporting sentences
2 Irrelevant main idea and supporting sentences
1 No main idea
5 Correct use of grammar and vocabulary
4 Nearly correct use of grammar vocabulary
Accuracy (grammar
3 Fairly correct use of grammar and vocabulary
and vocabulary)
2 Poor use of grammar and vocabulary
1 Incorrect use of grammar and vocabulary
5 Use of correct punctuation, good writing style
4 Nearly correct use of punctuation, good writing style
Mechanics
3 Fairly correct use of punctuation, fairly good writing style
(punctuation,
2 Poor use of punctuation, poor writing style
writing style)
1 Incorrect use of punctuation, bad writing style
d. Cek Penguasaan
Fill in the blanks with the correct verb forms.
1. The radio is broken. I (ask) somebody to fix it tomorrow.
2. Vino’s sister (have) a baby at the end of this month.
3. Lilian has already rented a few movies. She (stay) at home and watch them
tonight.
4. The weather forecast says that the sun (shine) all day long tomorrow.
5. A : We bought the parts separately. We (assemble) them ourselves
B : That sounds rather interesting. I (come) and help you if you like.
6. Arrange these words into the right ordered sentence

a. to – go – are – We – to – year – Surabaya – going – next
b. soon – be – I – back – will
c. finish – We – before – will – project – the – lunch
d. I – to – her – going – tomorrow – am – phone – evening
e. is – to – visit – going – Who – Nana
f. be – I – he – think – the – won’t – leader
g. watch – They – after – will – doing – their – a – movie – homework
h. guest – sure – she – I am – be – my – will – special
7. Arrange these sentences into the good ordered paragraph by beginning from the
bold sentence.
1. I think I will also buy one novel.
2. I am sure it will be very fun.
3. Secondly, I am going to visit Ina’s house.
4. I am gonna make chicken soup for mother’s birthday on Sunday.
5. Here are the activities I am going to do this weekend.
6. Thirdly, I am going to buy anything I need for cooking.
7. Ina and I love swimming very much.
8. So, we are going to swim in her swimming pool.
9. I am going to buy some books about eye health.
10. Firstly, I am going to go to a book store on Saturday.
11. We will have a simple but special birthday party for her.
Choose the best answer
Dear Mr John Brian,
Based on our discussion on Thursday, my business partners and I reviewed and

discussed the situation. We have agreed to purchase your business, Twice Over.
We will pay your requested purchase price of $20,000 which includes the
business and the equipment necessary to operate it.
We would like to meet you next Tuesday, 26th May, for the final
agreement. We intend to bring all the necessary paperwork and the tender
payment. At that meeting, we will also wish to set a date, which will not exceed
thirty days, when we will take over the opertaion.
Yours sincerely,
Jonas Kerr
8. What is the letter about ?

A. Intention to take over the company
B. Arrangement for a meeting
C. The price of thecompany
D. An operational procedure
E. A cooperation agreement
9. What will happen on 26th May ?

A. They will sign the agreement
B. John Brian will consider the proposal
C. Jonas Kerr will take over the operation
D. They will work together to operate the company
E. Jonas Kerr will supply the equipemnt to operate the company
10. “...and we have agreed to purchase your business....” (paragraph 1)

What does the underlined word mean ?
A. Join
B. Buy
C. Invest
D. Support
E. Cooperate
4.PENUTUP
a. Evaluasi
The following text is for questions 1 to 2
Hospitality is natural in my village. Guests arrive at any time of the day or night and
they are always welcome. Nobody asks them, ‘Why have you come?’ or ‘How long
are you going to stay?’ They become a part of the family. The villages are delighted
to receive guests. They are fed, clothed and given presents. When guests arrive they
are offered a pot of water to wash their hands, face, and feet. Then they are given
mat or a chair to sit on.
Previously, sherbet was offered, but now it is the custom to give a cup of tea, a
depending on the time of the day. Guests are never asked “Have you eaten?” or
“Would you like something to eat or drink?” Food is placed before them and it is
impolite for guests to refuse. Hospitality means giving yourself completely to guests
and strangers.
1. What is the topic of the paragraph?

(A) Guests and strangers
(B) Hospitality in a village
(C) Rules of politeness
(D) Advice for guests
(E) The arrival of guests
2. What is the main idea of the text?

(A) In the writer’s village, guest are always received warmly
(B) Guest have to wash their hands, face, and feet when they arrive
(C) The hosts never ask their visitors questions
(D) Guest are usually asked about the purpose of their visit
(E) It is impolite to refuse food and drink offered by the host
3. X : “What’s wrong with the computer , Ed ? Can’t you do anything about it ?”

Y : “There appears to be an error in the computer program. I will have the matter
dealt with immediately”
This means that Ed.....
A. Is going to fix it immediately.
B. Asked his boss to deal with it
C. Is going to deal with the computer
D. Will ask someone to fix it for him
E. Has dealt with such a problem before
The following text is for questions 4 and 5
Dear Lionel,
I’m writing to tell you my exciting news, I have won a grand prize. I think my life
will change a lot now. I am meeting the competition organizers next week to get
my prize - a cheque for Rp 200,000,000.
As soon as I have the money, I am buying a new car and I am going to
redecorate my house. Hopefully, I will have finished the whole house by the end
of June. Then, on the fifth of July, I am flying to Bali for a holiday. I will have
returned by the end of July and then I am throwing a big party for all my friends.
I hope you will come. Ipromise I will send you a postcard from Bali.
Best wishes,
Diana
4. What is the purpose of the letter ??

(A) To tell Lionel about how to win the grand prize
(B) To tell Lionel about what she intends to do
(C) To tell Lionel about her condition in Bali
(D) To tell Lionel about her holiday trip
(E) To inform Lionel about her house
5. What is she NOT going to do after getting the money?

(A) Go to Bali
(B) Buy a new car
(C) Buy a new house
(D) Organize a big party
(E) Redecorate her house
b. Refleksi Diri
How is thing going for you now?
After completing three different activities, now answer honestly about your
mastery toward the material of expressing intention by putting a check (√) in either
excellent, good, fair, bad or poor column corresponding your situation toward the
given statement
No Item excellent good fair bad poor

1. Mastery on the social function of the
expression of telling and asking
about intention
2. Mastery on the generic structure of
the expression of telling and asking
about intention
3. Mastery on the language features of
the expression of telling and asking
about intention
4. Fluency on using the expression of
telling and asking about intention
5 Accuracy on using the expression of
telling and asking about intention
6 Performance on using the
about intention
7 Mastery of structure of ideas on
using the expression of telling and
asking about intention in speaking
8 Mastery of structure of ideas on
asking about intention in writing
9 Developing ideas on using the
about intention in writing
10 Accuracy or grammar mastery on
asking about intention in writing
11 Mechanics mastery on using the
about intention in writing
If you put a check in fair, bad or poor in most parts of the elements, you should take
your time to review again the material or consult further to your teacher about your
deficiency. You may also ask the assistance from your peer. Do not be hopeless and
keep trying until you reach the success.
c. Penghargaan
Have you finished all of the tasks ? Congratulation !
Success for you!
d. Petunjuk Tindak Lanjut

Setelah kalian menuliskan penguasaanmu terhadap materi expression of intention,
lanjutkan menemui guru kalian meminta test formative.
5. Daftar Pustaka
1. Utami Widiati, Zuliati Rohmah, danFuraidah. 2014. Bahasa Inggris SMA/MA,
SMK/MAK Kelas X. Jakarta: Kementrian Pendidikan dan Kebudayaan.
2. Th. M. Sudarwati dan Eudia Grace. 2013. Pathway to English General Program
for Senior High School Grade X.
3. Sarwoko. 2016. English On Target for SMA/MA Grade X.
GOOD LUCK…
Unit Kegiatan Belajar (UKB) 4 – Bahasa dan Sastra Inggris X

BIG-LM-3.4/4.4/1/4-1
1. Identitas
a. Nama Mata Pelajaran : Sastra Inggris
b. Semester : 1 (Satu)
c. Kompetensi Dasar : 3.4 – 4.4
3.4. menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan
dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait hubungan setara
antara dua benda/tindakan, sesuai dengan konteks penggunaannya. (Perhatikan unsur
kebahasaan both ... and; notonly ... butalso; either ...or; neither ... nor)
4.4. menyusun teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan
meminta informasi yang mengandung hubungan setara antara dua benda/tindakan, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
3.4.1 mengidentifikasi penggunaan both ... and; not only ... but also; either ...or; neither ... nor dalam
kalimat atau percakapan.
3.4.2 mencontohkan penggunaan both ... and; not only ... but also; either ...or; neither ... nor dalam
kalimat atau percakapan.
3.4.3 menerapkan penggunaan both ... and; not only ... but also; either ...or; neither ... nor dalam
percakapan.
4.4.1 menyusun percakapan dengan menyertakan penggunaan both ... and; not only ... but also; either
...or; neither ... nor di dalamnya
e. Materi Pokok : Both ... and, not only ... but also, either ... or, neither ... nor
f. Alokasi Waktu : 9 JP
Melalui pembelajaran Contextual Teaching Learning (CTL) dengan metode diskusi, tanya
jawab, penugasan, dan penerapan, Anda dapat mengetahui penggunaan unsur kebahasaan
both ... and, not only ... but also, either ... or, neither ... nor dalam konteks kalimat maupun
dalam percakapan serta mampu menerapkannya dalam bentuk kalimat maupun
percakapan, sehingga Anda dapat menghayati dan mengamalkan ajaran agama yang
dianut melalui belajar sastra inggris, mengembangakan sikap jujur, peduli, dan
bertanggungjawab, serta dapat mengembangkan kemampuan berpikir kritis, komunikasi,
kolaborasi, kreativitas (4C).
UKB asumsinya disusun untuk siswa kata “peserta didik” dapat disesuaikan dengan panggilan
siswa seperti “Anda” atau “Kalian”
o Lihatdan baca pada Buku Teks Pelajaran (BTP):
 Th. M. Sudarwati, Eudia Grace. 2014. Buku Siswa Pathway X Wajib. Penerbit
Erlangga.
1
________________________________________________________________________________
©2018 SMA Negeri 1 Kediri
2. Peta Konsep
Both + noun/verb/adjective and Not only + noun/verb/adjective but
+noun/verb/adjective also + noun/verb/adjective
Either + noun/verb/adjective or + Neither + noun/verb/adjective nor +

noun/verb/adjective noun/verb/adjective
a. Pendahuluan
Sebelum belajar pada materi ini silahkan kalian membaca dan memahami
kalimat – kalimat di bawah ini.
1. Neither Louise nor Edna will be at school today, because they’re ill.
2. It doesn’t matter where we study. We can either meet here or at your house.
3. There was a jeans sale, so Lori bought both a blue pair and a black pair.
Untuk
4. Notdapat menyelesaikan
only Greg persoalan
but also I had much tersebut,
money, so we can gosilahkan kalian
out to dinner last lanjutkan
night. ke kegiatan
belajar berikut dan ikuti petunjuk yang ada dalam UKB ini.
Pertanyaan: Apa perbedaan dan persamaan neither... nor, either...or, both..and, not only...but
b. Kegiatan Inti
1) Petunjuk Umum UKB
a) Baca dan pahami materi pada Buku Teks Pelajaran Th. M. Sudarwati,
Eudia Grace. 2014. Buku Siswa Pathway X Wajib. Penerbit Erlangga.
b) Kerjakan UKB ini dibuku kerja atau langsung mengisikan pada
c) Kalian dapat belajar bertahap dan berlanjutmelalui kegiatan ayo
berlatih, apabila kalian yakin sudah paham dan mampu
menyelesaikan permasalahan-permasalahan dalam kegiatan belajar
mengenai unsur kebahasaan both ... and, not only ... but also, either ...
or, neither ... nor, kalian boleh sendiri atau mengajak teman lain yang
sudah siap untuk mengikuti tes formatifagar kalian dapat belajar
ke UKB berikutnya.
2) Kegiatan Belajar
konsentrasi !!!
Kegiatan Belajar 1
Bacalah uraian singkat materi dan contoh berikut dengan penuh

konsentrasi !
A. Both my mother and my sister are here. Two subjects connected by both ... and take
B. Not only my mother but also my sister is a plural verb.
here. When two subjects are connected by not
C. Not only my sister but also my parents are only ... but also, either ... or, or neither ...
here. nor, the subject that is closer to the verb
D. Neither my mother nor my sister is here. determines whether the verb is singular or
E. Neither my sister nor my parents are here. plural
F. The research project will take both time Notice the parallel structure in the
and money. examples. The same grammatical form
2
________________________________________________________________________________
G. Yesterday it not only rained but also should follow each word of the pair.
snowed. In F : both + noun + and + noun
H. I’ll take either chemestry or physics next In G : not only + verb + but also + verb
quarter. In H : either + noun + or + noun
I. That book is neither interesting nor In I : neither + adjective + nor + adjective
accurate.
Both…and: Combines same word form elements in the same sentence.
Not only …. but also: Combines same word form elements in the same sentence. It is different
from “both….and” at the meaning.
Either …. or: Indicates that there is an option. It is also used in negative forms.
Neither …. nor: Indicates that there is no option. There’s nothing to choose.
Tabel diatas adalah contoh penggunaan unsur kebahasaan both ... and, not only ... but also,
either ... or, neither ... nor. Agar lebih memahami, ayo berlatih berikut.
Ayoo berlatih!
Setelah kalian memahami uraian singkat materi dan contoh di atas, maka:
1. Analisislah kesalahan pada kalimat - kalimat berikut :
a). Either John will call Mary or Bob.
b). Not only Sue saw the mouse but also the cat.
c). Both my mother talked to the teacher and my father.
d). Neither Jane called the police nor her sister.
e). She likes reading both and watching television.
f). Not only Mario is clever but also dilligent.
g). Neither mother made a cake nor washed the dishes.
h). You should either buy or vegetabled fruits
i). I miss my dog and both my cat.
j). He is not only sick but also sad.
2. Pilih jawaban yang paling sesuai untuk masing – masing soal berikut
1. We visited _____ Serkan ___ Kerem. They weren’t at home.

A. neither …. nor B. not only …. but also
2. Aslı bought _____ a book ___ a notebook. She really needed them.
3. We like ____ reading _____ writing. We love the literature.
4. My mother cooks ______ fish ____ chicken. She is vegetarian.
5. Ahmet speaks _____ Spanish ____ French. He is very interested in languages.
6. We have _____ went shopping ____ went to the cinema. It was a good day.
7. Serdar plays _____ football _____ Basketball. He isn’t interested in Sports.
8. Boncuk _____ eats fish _____ drinks milks. It loves them.
Apabila kalian telah mampu menyelesaikan soal atas, jika telah memahami, maka kalian bisa
melanjutkan pada kegiatan belajar 2 berikut.
Kegiatan Belajar 2
Setelah kalian belajar tentang konjungsi pada contoh kegiatan belajar 1, sekarang
perhatikan keterangan dan contoh berikut!
Kita dapat menggabungkan dua kalimat setara menjadi satu dengan menggunakan konjungsi both ...
and, not only ... but also, either ... or, neither ... nor.
Contoh : I don’t bring an apple. I don’t bring a pineapple
I don’t bring both an apple and a pineapple.
3
________________________________________________________________________________
Jika sudah memahami, lanjutkan pada kegiatan ayo berlatih berikut.
Ayo berlatih!!
Setelah memahamicontoh di atas, maka selesaikanlah berikut di buku kerja kalian!
1. Kombinasikan pasangan kalimat di bawah ini menjadi kalimat yang berisikan struktur
parallel. Gunakan konjungsi berpasangan yang tepat : both ... and, not only ... but also,
either ... or, neither ... nor.
1. He doesn’t have pen. He doesn’t have paper.
2. Ron enjoys horseback riding. Bob enjoys horseback riding.
3. You can have tea, or you can have coffee.
4. Arthur is not in class today. Ricardo is not in class today.
5. Frans is absent. Sandra is absent.
6. We can fix dinner for them here, or we can take them to a restaurant.
7. She wants to buy a Chevrolet, or she wants to buy a Toyota.
8. The leopard faces extinction. The tiger faces extinction.
9. The library does not have the book I need. The bookstore does not have the book I need.
10. We could fly, or we could take the train.
2. Tuliskan 4 contoh kalimat menggunakan konjungsi berpasangan yang tepat : both ... and,
not only ... but also, either ... or, neither ... nor.
Apabila kalian sudah mampu mengerjakan latihan soal ini, maka kalian bisa
melanjutkan pada kegiatan belajar 3 berikut.
Kegiatan Belajar 3
Ayo…sekarang perhatikan lagi contoh berikut ini dengan baik !
The dialog happens on the phone

Sally : Guess what! I’m coming to Oxford this weekend, to visit both my grandmother and some of
the colleges. And, of course, you!
Nick : Really? What a surprise! Not only you but also my old friend want to come here. When will we
meet?
Sally : I’d be able to see you either on Friday evening or on Sunday afternoon, so let me know which
is better for you.
Nick : Maybe we could even get together on both Friday and Sunday!
Sally : That would be great! I can’t wait to get away for the weekend – I’ve had lots of schoolwork
and have had neither the time nor the energy lately to go out and have a good time. See you in
a few days!
Nick : See you!
Dari contoh percakapan di atas, apakah ada hal yang belum kalian pahami tentang
penggunaan both ... and, not only ... but also, either ... or, neither ... nor? Jika kalian
sudah paham kerjakanlah soal pada bagian Ayoo berlatih berikut!
4
________________________________________________________________________________
Ayoo berlatih!!
Susunlah percakapan serupa bersama teman sebangku kalian di buku kerja masing-
masing!Periksakan seluruh pekerjaan kalian kepada Guru agar dapat diketahui
penguasaan materi sebelum kalian diperbolehkan belajar ke UKB berikutnya. Setelah
percakapan benar terapkan percakapan tersebut di depan kelas.
a. Penutup

Setelah kalian belajar bertahap dan berlanjut melalui kegiatan belajar both ... and, not only ...
but also, either ... or, neither ... nor , berikut diberikan Tabel untuk mengukur diri kalian
terhadap materi yang sudah kalian pelajari. Jawablah sejujurnya terkait dengan penguasaan
materi pada UKB ini di Tabel berikut.

1. Apakah kalian telah memahami penggunaan both ... and,
not only ... but also, either ... or, neither ... nor dalam
kalimat?
2. Dapatkah kalian menempatkan konjungsi both ... and, not
only ... but also, either ... or, neither ... nor pada posisi
yang tepat dalam kalimat?
3. Dapatkah kalian memberikan contoh kalimat yang
mengandung unsur kebahasaan both ... and, not only ...
but also, either ... or, neither ... nor?
4. Dapatkah kalian menerapkan unsur kebahasaan both ...
and, not only ... but also, either ... or, neither ... nor dalam
bentuk percakapan?
Jika menjawab “TIDAK” pada salah satu pertanyaan di atas, maka pelajarilah
kembali materi tersebut dalam Buku Teks Pelajaran (BTP) dan pelajari ulang
kegiatan belajar konjungsi mengenai both ... and, not only ... but also, either ... or,
neither ... nor yang sekiranya perlu kalian ulang dengan bimbingan Guru atau
teman sejawat. Jangan putus asa untuk mengulang lagi!.Dan apabila kalian
menjawab “YA” pada semua pertanyaan, maka lanjutkan berikut.
Dimana posisimu?
Ukurlah diri kalian dalam menguasai materi konjungsi both ... and, not only ... but
also, either ... or, neither ... nor dalam rentang 0 – 100, tuliskan ke dalam kotak
yang tersedia.
Setelah kalian menuliskan penguasaanmu terhadap materi konjungsi both ... and,
not only ... but also, either ... or, neither ... nor, lanjutkan kegaitan berikut untuk
mengevaluasi penguasaan kalian!.
5
________________________________________________________________________________
Yuk Cek Penguasaanmu terhadap Materi both ... and, not only ... but also,
either ... or, neither ... nor!
Agar dapat dipastikan bahwa kalian telah menguasi materi both ... and, not only ...
but also, either ... or, neither ... nor, maka kerjakan soal berikut secara mandiri di
buku kerja kalian masing-masing.
A) Fill in the blanks with “either…..or” Or “neither ….. nor” (score: 25)
1) I like _____ politics _____ history.
2) She didn’t buy ______ vegetable _____ fruit. She bought only meat for dinner.
3) We went to ______ İstanbul _____ Ankara. We didn’t have time.
4) Aylin plays _____ the violin _____ the piona. She plays the drum.
5) My father _____ drives to work _____ walks to work. He rides bcycle.
6) I have _____ a PC _____ a TV. But I will buy a PC.
7) My mother goes _____ shopping _____ working. My father does everything needed.
8) Lugano drinks _____ beer _____ rakı.
9) We need _____ a knife _____ pocket-knife. I think a knife will be suitable.
10) We eat _____ hamburger _____ sandwich. We eat fresh food.
B) Correct the mistakes. (score: 24)
1) I drink either milk nor tea.

2) We not only play football but only swim.
3) My mother both go shopping also sew a new dress.
4) Kubilay likes not only drama but history.
5) Meltem either comes with us but stays at home.
6) Our teacher knows not only gegraphy but only history.
7) Serkan teaches both maths only geometry.
8) We need neither a car or a house.
C) Rewrite the sentences by using the words given. (score: 30)
1) I like playing football. I like swimming.

a) __________________________________________ ( not only…..but also )
b) __________________________________________ ( both…..and )
2) Serkan doesn’t like smoking. Serkan doesn’t like lying.
a) __________________________________________ ( neither…..nor )
b) __________________________________________ ( both…..and )
3) My mother cookes meat. My mother makes salad.
b) __________________________________________ ( both…..and )
4) The gardener watered the flowers. He planted new trees.
b) __________________________________________ ( both…..and )
5) My little boy doesn’t read magazines. He doesn’t watch documentaries.
b) __________________________________________ ( both…..and )
D) Rewrite the sentences with proper connectors. (score: 21)

1) Rudy reads comics. He also reads newspapers. He loves reading.
_____________________________________
_____________________________________
2) My grandfather doesn’t like rainy weather. He doesn’t like the snow,either.
_____________________________________
_____________________________________
6
________________________________________________________________________________
3) We may have an exam tomorrow. But we may have the exam next week. We don’t
know.
_____________________________________
_____________________________________
4) Renno prepares a project for homeless people. He also prepares a project for
homeless animals.
_____________________________________
_____________________________________
5) Teenagers love Tarkan. They also love Hadise.
_____________________________________
_____________________________________
6) The parents never let the student be out at night. They don’t allow them to go
abroad without their parents.
_____________________________________
_____________________________________
7) We go fishing on Sundays. We have picnics on Sundays, too.
_____________________________________
_____________________________________
Setelah menyelesaikan soal – soal di atas dan mengikuti kegiatan belajar KD 3.4 dan
4.4 mengenai konjungsi both ... and, not only ... but also, either ... or, neither ... nor,
bagaimana penyelesaian permasalahan pada pertanyaan di bagian awal
pembelajaran tadi? Silahkan kalian berdiskusi dengan teman sebangku atau teman
lain. Kemudian tuliskan jawaban tersebut di buku kerja masing-masing!.
Ini adalah bagian akhir dari UKB, mintalah tes formatif kepada Gurukalian sebelum
belajar keUKB berikutnya. Sukses untuk kalian!!!
7
________________________________________________________________________________
UKBM BIG-LM-
3.5/4.5/1/5-1
1. Identitas
a. Nama Mata Pelajaran : BAHASA INGGRIS (Lintas Minat)
b. Semester :1
c. Kompetensi Dasar :
3.5 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks
recount lisan dan tulis dalam bentuk biografi dengan memberi dan meminta informasi
terkait tokoh terkenal, sesuai dengan konteks penggunaannya
4.5 Teks recount dalam bentuk biografi
4.5.1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur
kebahasaan teks recount lisan dan tulis, dalam bentuk biografi terkait tokoh terkenal
4.5.2 Menyusun teks recount lisan dan tulis, dalam bentuk biografi, terkait tokoh terkenal,
dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara
benar dan sesuai konteks
d. Materi Pokok : Recount Text ( Biografi)

e. Alokasi Waktu : 4 Jp
f. Tujuan Pembelajaran :
Dalam pembelajaran ini , kalian akan mempelajari beberapa teks Recount. Kalian di
harapkan bisa membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa
teks recount lisan dan tulis dengan memberi dan meminta informasi terkait biografi
sesuai dengan konteks penggunaannya, kemudian menangkap makna dan menyusun
teks Recount lisan dan tulis. Kalian juga di harapkan dapat mengakses , memahami dan
menggunakan informasi dengan cerdas , serta dapat mengembangkan ketrampilan Abad
21 seperti berpikir kritis , berkomunikasi, berkolaborasi serta berkreasi.
g. Materi Pembelajaran
Faktual: Manfaat mempelajari fungsi sosial, struktur teks, dan unsur kebahasaan
beberapa teks recount lisan dan tulis dalam bentuk biografi dengan memberi
dan meminta informasi terkait tokoh terkenal
Konseptual:
- Definisi: teks recount lisan dan tulis dalam bentuk biografi
- Fungsi sosial: teks recount terkait biografi
- Struktur teks: orientation, events, re-orientation
- Unsur kebahasaan: Use Past Tense, Focus on specific participants,
Circumstances of time and place, Focus on temporal sequences.
Prosedural:
- Mengidentifikasi, fungsi sosial, struktur teks, dan unsur kebahasaan beberapa
teks recount berbentuk biografi
- Menganalisa fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks
recount berbentuk biografi
- Menyusun fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks
recount berbentuk biografi
Materi tersebut dapat kalian baca antara lain pada Buku Teks Pembelajaran
tentang Recount pada buku PATHWAY TO ENGLISH for Senior High School and
MA Grade X. Jakarta, Penerbit Erlangga 2014 ( Chapter 7) dan sumber lain yang
terkait dengan materi Recount.
UKBM Bahasa Inggris X LM SMAN 1 Grogol Page 1
2. Peta Konsep
Social Function
Recount Text Biography
Generic
structure
Language Simple
Features Past
Tense
3. Proses Belajar
a. Petunjuk umum UKBM
1. Baca dan pahami materi pada Buku Teks Pelajaran Buku PATHWAY TO
ENGLISH untuk SMA/ MA Kelas X. Jakarta, Penerbit Erlangga 2016 (
Chapter 5: 77- 100)
2. Setelah memahami isi materi dalam bacaan, berlatihlah untuk berfikir
tinggi melalui tugas-tugas yang terdapat pada UKBM ini baik bekerja sendiri
maupun bersama teman sebangku atau teman lainnya.
3. Kerjakan UKBM ini dibuku kerja atau langsung mengisikan pada bagian
yang telah disediakan.
4. Kalian dapat belajar bertahap dan berlanjut melalui kegiatan ayo
berlatih, apabila kalian yakin sudah paham dan mampu menyelesaikan
permasalahan-permasalahan dalam kegiatan belajar 1, 2, dan 3 kalian boleh
sendiri atau mengajak teman lain yang sudah siap untuk mengikuti tes
formatif agar kalian dapat belajar ke UKBM berikutnya.
b. Pendahuluan
Let’s watch the video (https://www.youtube.com/watch?v=KyjQJBDD5V4)
1. What is the video about?

2. When was Einstein born?
3. What happened to Einstein on 1905?
Video

c. Kegiatan Inti
Ayo…ikuti kegiatan belajar berikut dengan penuh kesabaran dan konsentrasi !!!
Kegiatan Belajar 1
Text 1
Read the text from this link: https://www.britannica.com/biography/Joko-
Widodo . Then answer the following questions correctly!
1. What is the texts about?
…………………………………………………………………………………………………..……
2. What is the text for?
…………………………………………………………………………………………………..……
3. Is it inspiring story?
…………………………………………………………………………………………………..……
Cek jawaban anda dengan teman atau dengan guru untuk meyakinkan bahwa jawaban anda
benar.
Lanjutkan membaca BTP anda pada halaman 77 – 92 serta jawablah setiap sesi pertanyaan
yang mengikuti.
Setiap kali anda selesai, cek jawaban anda dengan teman dan guru.
Periksalah pemahaman anda tentang Teks Recount terkait dengan:
a. fungsi social :
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
……………………
b. struktur teks :
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
……………………
c. unsur kebahasaan:
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
Jika sudah memahami, lanjutkan pada kegiatan berikut.
Let’s Continue

Kegiatan Belajar 2
Text 1
Baca dan kerjakan latihan
BTP halaman 93 – 100 untuk menambah kosa kata dan mengembangkan pemahaman anda
tentang teks recount.
Dan bacalah lebih lanjut:

https://englishahkam.blogspot.com/2012/11/teks-recount-milton-friedman.html. Dan jawab
pertanyaan yang mengikuti.
Tulislah pendapatmu tentang teks di links:

https://www.britannica.com/biography/Sukarno
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
____________________________________________________________
Berbagilah dengan teman dan guru anda tentang hal yang sudah anda pelajari melalui link
tersebut.
Dengarkan pula pendapat teman dan guru anda tentang hal itu.
Apakah kesimpulan anda tentang social function, text structure and language feature dari
teks tersebut.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
____________________________________________________________

Kegiatan Belajar 3
Choose one of your favourite idols who has inspiring story to be constructed as a recount
text
____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_________________________________________________
Sampaikanlah text anda kepada teman dan atau guru untuk mendapatkan
masukan sebagai bahan perbaikan teks recount anda.
Setelah mendapatkan masukan, tulislah revisi teks recount anda di bawah
ini.
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...............................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...............................................................................................................
Revisilah teks anda sampai anda merasa puas dengan hasilnya. Salinlah
revisi terbaik dari text recount anda dan tempelkan di dinding untuk
publikasi dan apresiasi.

d. Penutup
Bagaimana Anda sekarang?
Setelah Anda belajar bertahap dan berlanjut melalui kegiatan belajar 1, 2, dan
3 berikut diberikan Tabel untuk mengukur diri Anda terhadap materi yang sudah
Anda pelajari. Jawablah sejujurnya terkait dengan penguasaan materi pada UKB ini
di Tabel berikut.
1. Apakah kalian telah memahami pengertian recount
text tentang biografi?
2. Dapatkah kalian menjelaskan bagaimana recount
text tentang biografi?
3. Dapatkah kalian menyelesaikan soal-soal reading
comprehension berkaitan dengan recount text
tentang biografi?
4. Dapatkah kalian menyelesaikan soal-soal berkaitan
dengan vocabulary?
5. Dapatkah kalian menyelesaikan soal-soal berkaitan
dengan Simple Past Tense?
materi tersebut dalam Buku Teks Pelajaran (BTP) dan pelajari ulang kegiatan belajar
1, 2, atau 3 yang sekiranya perlu kalian ulang dengan bimbingan Guru atau teman
sejawat. Jangan putus asa untuk mengulang lagi!. Dan apabila kalian menjawab
“YA” pada semua pertanyaan, maka lanjutkan berikut.
Dimana posisimu?
Ukurlah diri kalian dalam menguasai materi recount text tentang biografi dalam
rentang 0 – 100, tuliskan kedalam kotak yang tersedia.
Setelah kalian menuliskan penguasaanmu terhadap materi tersebut, lanjutkan

kegiatan berikut untuk mengevaluasi penguasaan kalian!.

Unit Kegiatan Mandiri BIGLM X -3.7/4.7/2/1
UKBM BIG-LM-3.7/4.7/2/7-1
IKLAN KEGIATAN (EVENT)
1. Identitas
a. Nama Sekolah : SMA Negeri 1 Grogol
b. Nama Mata Pelajaran : BAHASA & SASTRA INGGRIS
c. Semester :2
d. Alokasi Waktu : 6 jp
e. KompetensiDasar :
3.7 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks
khusus dalam bentuk iklan dengan memberi dan meminta informasi terkait
kegiatan (event), sesuai dengan konteks penggunaannya
4.7 Iklan kegiatan (event)
4.7.1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks dan
unsur kebahasaan teks khusus dalam bentuk iklan kegiatan (event)
4.7.2 Menyusun teks khusus dalam bentuk iklan kegiatan (event), lisan dan tulis,
dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan,
secara benar dan sesuai konteks
f. TujuanPembelajaran :
Dalam pembelajaran ini, kalian akan mempelajari beberapa bentuk iklan. Kalian
diharapkan bias menganalisa fungsi social, struktur teks, unsure kebahasaan dan
informasi yang ada dalam iklan yang kalian baca. Kalian juga diharapkan dapat
menghayati dan mengamalkan ajaran agama yang dianut, mengembangkan sikap
jujur, peduli, dan bertanggung jawab, serta dapat mengembangkan kemampuan
berpikir kritis, berkomunikasi, berkolaborasi, berkreasi.
©2018-Workshop Pengembangan UKB

2. Peta Konsep
ADVERTISEMENT
Kinds
Definition
Purpose Charateristics
Structures Examples
3. Proses Belajar
a) Read and learn the materials
BAGAIMANA about advertisement from
CARA different sources
BELAJARNYA b) Complete all the tasks in this
dengan “UKB” on your own book.
c) You can work individually or with
UKB ini? your friend(s), and if you have
finished with all the tasks, you
may take the formative test and
continue to the next “UKB.”
a. BRAIN STORMING
Sebelummempelajarimateri,
cermatigambarberikutdanjawabpertanyaannya.
Observe the picture and answer the
following questions.
Have you ever been to any comedy
show?
How do you usually get the
information about the show?
If you see the flier entitled “Comedy
Night,” what information that you will
see?
Do you need to get a ticket into the
show?
WHAT’S After answering the questions

above, learn some vocabularies
NEXT? related to the topic.

Untukmemahamimateri, silahkanKalianpelajaridahulukosakataberikut.
Read and learn some vocabularies that are used in this section.
WORD DEFINITION
Advertisement A piece of writing that tries to persuade people to buy a product or
service, or a piece of text that tells people about a job, etc
Persuasive able to cause people to do or believe something
Eye catching attractive
Job vacancy Job that is available for someone new to do
To check your understanding on the words, fill in the blanks with the most
appropriate words you have just learnt.
1. We weren't shown any … evidence that he had committed the crime.
2. I applied for the position as soon as I read … on the newspaper yesterday.
3. Before deciding to by this product, I have already well-informed by its ….
b. Main Activity
TASK 1
Observe the pictures and match them with the most suitable product being
advertised.
Movie Comedy performance Beauty mask Beauty cream

Read and understand the different kinds of advertisement below.

1 2
3 4
Answer the following questions.

Are all of those pictures above advertisement?Why?
What do you think the purpose of the writer to write those advertisement?
What kinds of advertisements are they?
Do you find the similarity(s) on the pictures above?
If your answer is ‘yes’, answer these questions: how can they be similar? In what
way they are similar?
Jika kalian mengalamikesulitandalammenjawabpertanyaan di atas,

bacalahpanduanberikut.
In order to help you answer the questions above, read these following
guidelines.
1. Read the definition of advertisement.
2. Read the information found on the pictures.
3. Note down important information from each picture.
4. Categorize the information you have collected.
Okay, let’s follow the steps.

1. Advertisement is defined as a piece of writing that tries to persuade people
to buy a product or service, or a piece of text that tells people about a job, etc

2. All of those four pictures contain information and try to persuade us

(readers) to do something, those are:
• Picture 1: advertisement of toothbrush
• Picture 2: advertisement of a concert
• Picture 3: job advertisement
• Picture 4: carnival advertisement
3. The information from each picture is as follow:
Picture Kinds (Title) of Detail information (explanation)
advertisement
1 advertisement of Characteristics of the tootbrush
toothbrush Produser of the tootbrush/ brand
Link of the producer/brand
2 advertisement of a The event
concert Time of the event
Place of the event
Contact of the committee
3 job advertisement Vacant job
Requirement of the applicants
Contact information of the job announcer
4 carnival The event
advertisement Time of the event
Place of the event
Targeted audience
Contact of the announcer
Aha, I’ve got an idea how to
AHA!!! learn ADVERTISEMENT

text
Let’s continue!
TASK 2

Adapted from:
https://www.teachingenglish.org.uk/sites/teacheng/files/Advertisement%20storyboard%20worksheet.pdf
EVALUATION FOR TASK 1 & 2

Check your understanding by answering the following questions.
1. Explain using your own word: what is advertisement?
______________________________________________________________________________________
2. From the reading as well as the examples of the advertisement provided,
explain the structures of an advertisement.
______________________________________________________________________________________
identify the function of writing an advertisement.
______________________________________________________________________________________
analyze the tenses used in a written advertisement.
______________________________________________________________________________________


identify the different kinds of advertisement.
______________________________________________________________________________________
If you have done with the evaluation for UKB1 task 1&2 above, you may
continue to UKB1 task 3.
TASK 3
GET IT DONE!!!
What do you understand about advertisement so far?
What information do you usually read in advertisements?
Write an advertisement for an event.
Sebelummenyusunsebuahteksiklan (advertisement),
silahkanKalianjawabpertanyaan-pertanyaan di bawahini.
1. Would you like to conduct a formal event? Why/why not?

________________________________________________________________________________________
2. Would you like to attend to a formal event? Why/ why not?
________________________________________________________________________________________
3. If you are assigned to organize a formal event:
a. What kind of formal event you will have?____________________________________
b. Where and when is it?__________________________________________________________
c. How much is the ticket?________________________________________________________
d. What is the event for?__________________________________________________________
e. Whom do people have to contact if they want to join the event?___________
f. Why is the event necessary? ___________________________________________________
From your answers for the previous questions, complete the mind map
below.
______(name of the event)____ ____(where?)___
____(when?)___
Setting __(Yes)______(how much?)___
Ticket ____(No)____
____(Name?)___
Target of the event
____(Phone number?)___
Contact information
Why is it necessary?
event committee

After completing the mind map, make a draft for your writing.
LIST OF INFORMATION FROM THE PLANNED

MIND MAP VISUAL/GRAPHIC/PICTURE
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
After completing the draft, now please write your own advertisement
based on the draft.
Writing Checklist.
Setelahmenyusunsebuahteksiklan (advertisement) di kegiatanbelajar 3,

silahkancektulisanKalianmenggunakan checklist di bawahini.
Mention title/type of event.
Mention detail information/ explanation.
Use correct construction of the sentences (present dan/atau future
tense).
All of the words are spelled correctly (correct spelling).
Use appropriate punctuation (comma, full-stop, etc.) and capitalization.
Have neat writing and interesting illustration.
Semua poin di atas harus tercentang. Jika ada yang belum, revisi kembali tulisan
Kalian dan lakukan pengecekan ulang.

EVALUATION FOR TASK 3

Check your understanding by answering the following questions.
1. How can you advertise an event?
__________________________________________________________________________________________
2. How can you write an advertisement?
__________________________________________________________________________________________
3. What kinds of information must be available in an advertisement?
__________________________________________________________________________________________
4. How can you organize the information in an advertisement?
__________________________________________________________________________________________
5. Why do people make an advertisement?
__________________________________________________________________________________________
6. How is the language used in an advertisement?
__________________________________________________________________________________________
7. Where do you usually find an advertisement?
c. Closing
BagaimanaKaliansekarang?
Setelah Kalian belajar bertahap dan berlanjut melalui kegiatanbelajar 1,
2,dan 3, berikut diberikan Tabel untuk mengukur diri Kalian terhadap
materi yang sudah Kalian pelajari. Jawablah sejujurnya terkait dengan
penguasaan materi pada UKB ini di Tabel berikut.

1. Apakah Kalian telah memahami definisi teks iklan
(advertisement)?
2. Dapatkah Kalian menjelaskan fungsi sosial,
struktur teks, dan unsure kebahasaan dari teks
iklan (advertisement)?
3. Dapatkah Kalian menjelaskan macam-macam teks
iklan (advertisement)?
4. Dapatkah Kalian menyusun sendiri teks iklan
(advertisement)?

pelajarilah kembali materi tersebut dalam sumber belajar yang
disarankan di “Materi Pembelajaran” serta sumber lain yang relevan,
pelajari ulang kegiatan belajar 1, 2, atau 3 yang sekiranya perlu Kalian
ulang dengan bimbingan Guru atau teman sejawat. Jangan putus asa

untuk mengulang lagi!.Dan apabila Kalian menjawab “YA” pada semua

pertanyaan, “you have done a great job!” maka lanjutkan berikut.
Dimanaposisimu?
Ukurlah diri Kalian dalam menguasai materi teks iklan (advertisement)
dalam rentang 0 – 100, tuliskan kotak yang tersedia.
Setelah Kalian menuliskan penguasaanmu terhadap materi teks iklan

(advertisement), lanjutkan kegiatan berikut untuk mengevaluasi
penguasaan Kalian!.
Ini adalah bagian akhir dari UKB materi teks iklan (advertisement),
mintalah tes formatif kepada Guru Kalian sebelum belajar ke UKB
berikutnya. Sukses untuk Kalian!!!


BIG-LM-3.8/4.8/2/8-1
1. Identitas
a. Nama Mata Pelajaran : Bahasa Inggris
b. Semester : Genap
c. KompetensiDasar : 3.8 dan 4.8
KI 3.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan

beberapa teks report lisan dan tulis dengan memberi dan meminta
informasi terkait teknologi yang tercakup dalam mata pelajaran lain
di Kelas X sesuai dengan konteks penggunaannya.
KI 4.8 Menyusun Teks report terkait teks fungsional lisan dan tulis yang
melibatkan tindakan memberi dan meminta informasi terkait
kecukupan untuk dapat/tidak dapat melakukan/menjadi sesuatu,
dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai konteks.
3.8.1 Menganalisa fungsi sosial dari teks report kegiatan di buku dan media
massa.
3.8.2 Menganalisa struktur teks report kegiatan di buku dan media massa.
3.8.3 Menganalisa unsur kebahasaan dari teks report kegiatan di buku dan media
massa.
3.8.4 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks
report, sesuai dengan konteks penggunaannya dengan tepat dan baik.
Page 1
4.8.1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks,
dan unsur kebahasaan teks report lisan dan tulis, dengan memberi dan
meminta informasi terkait teknologi yang tercakup dalam mata pelajaran
lain di Kelas X sesuai dengan konteks penggunaannya.
4.8.2 Menyusun teks report lisan dan tulis, dalam bentuk biografi, terkait tokoh
terkenal, dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan, secara benar dan sesuai konteks.
4.8.3 Menyusun teks report percakapan sederhana tentang tindakan memberi
dan meminta informasi terkait kecukupan untuk dapat/tidak dapat
melakukan/menjadi sesuatu, sesuai dengan konteks penggunaannya.
(Perhatikan unsur kebahasaan Teks report).
4.8.4 Mempraktikkan ucapan tentang tindakan memberi dan meminta informasi
terkait kecukupan untuk dapat/tidak dapat melakukan/menjadi sesuatu,
sesuai dengan konteks penggunaannya.
e. Materi Pokok : Report text (Teknologi terkait dengan mata pelajaran

lain di Kelas X, yang dapat menumbuhkan perilaku yang termuat dalam KI).
f. Alokasi Waktu : 3 x 45 menit
Melalui diskusi, tanyajawab, penugasan, presentasi dan analisis, anda

Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan
beberapa teks recount lisan dan tulis dengan memberi dan meminta
informasi terkait peristiwa bersejarah, berbagi pengalaman, mengambil
teladan, membanggakan sesuai dengan konteks penggunaannya. Sehing
ga Anda dapat menghayati dan mengamalkan ajaran agama yang dianut
nya melalui belajar ,mengembangakan sikap jujur, peduli, dan bertangg
ung jawab, serta dapat mengembangkan kemampuan berpikir kritis,
komunikasi, kolaborasi, kreativitas (4C).
Page 2
 Utami Widiato, Zuliati Rohmah, dan Furaidah, 2014, Bahasa Inggris
kelas X, Pusat Kurikuluum dan Perbukuan, Balitbang, Kemdikbud, 131-
.142.
 Ira Wijayanti, Nitya jwalita, Kristin Ambarwati & Mariyana. 2016. Be
Smart in English 1 for grade X senior High Schools. Solo:PT Wangsa Jatra
Lestari, 74-97
2. Peta Konsep
Definisi teks Report
Perbedaan Teks
report dan teks Mencari urutan generic
descriptive structure Teks report
Teks Report Mencari synonyms Teks

Tujuan Teks Report Report
Generic structure Men translite Teks

Teks Report Report
Ciri-ciri teks report
3. KegiatanPembelajaran
 Pendahuluan
Sebelum belajar pada materi ini silahkan kalian membaca dan memahami cerita di
bawah ini.
Page 3
Mobile Phone
A mobile phone (also known as a wireless phone, or cellular telephone) is a

very small portable radio telephone.
The mobile phone can be used to communicate over long distances without
wires. It works by communicating with a nearby base station (also called a "cell site")
which connects it to the main phone network. As the mobile phone moves around, if
the mobile phone gets too far away from the cell it is connected to, that cell sends a
message to another cell to tell the new cell to take over the call. This is called a "hand
off," and the call continues with the new cell the phone is connected to. The hand-off
is done so well and carefully that the user will usually never even know that the call
was transferred to another cell.
As mobile phones became more popular, they began to cost less money, and
more people could afford them. Monthly plans became available for rates as low as
US$30 or US$40 a month. Cell phones have become so cheap to own that they have
mostly replaced pay phones and phone booths except for urban areas with many
people.
Sources: http://www.englishiana.com/2016/02/13-contoh-report-text-bahasa-
inggris.html?m=1
Untuk dapat menyelesaikan persoalan tersebut, silahkan kalian lanjutkan kekegi

atan belajar berikut dan ikuti petunjuk yang ada dalam UKB ini.
a. KegiatanInti
1) PetunjukUmum UKB
a) Baca dan pahami materi pada Buku paket:
- Ira Wijayanti, Nitya jwalita, Kristin Ambarwati & Mariyana. 2016.
Be Smart in English 1 for grade X senior High Schools. Solo:PT
Wangsa Jatra Lestari, 140-164
b) Kerjakan UKB ini dibuku kerja atau langsung mengisikan pada bagi
an yang telah disediakan.
Page 4
c) Kalian dapat belajar bertahap dan berlanjut melalui kegiatan ayo

berlatih, apabila kalian yakin sudah paham dan mampu menyelesaik
an permasalahan permasalahan dalam kegiatan belajar kalian boleh s
endiri atau mengajak teman lain yang sudah siap untuk mengikuti te
sformatif agar kalian dapat belajar ke UKB berikutnya.
2) Kegiatan Belajar
Ayo ikuti kegiatan belajar berikut dengan penuh kesabaran dan konsentra
si!!!
Kegiatan Belajar 1
Read the explanation below.
Page 5
A. Pengertian Report Text dan Contohnya
Report text adalah salah jenis genre of text yang masuk kategori descriptive.
Definisi report text itu sendiri adalah sebuah genre atau jenis teks yang berusaha
menggambarkan sesuatu seperti benda, manusia, tumbuhan, hewan dan lain
sebagainya yang masih sangat umum. Jadi tidak fokus pada satu benda melainkan
semua benda yang masuk dalam satu kategori. Misalnya kita sedang membicarakan
gajah, maka kita akan membahas sifat, bentuk, karakter gajah pada umumnya.
B. Perbedaan Report Text dan Descriptive Text
Cara membedakan report text dan descriptive text yang paling mudah adalah
dengan melihat apakah sesuatu yang digambarkan tersebut umum atau khusus. Jika
sesuatu tersebut adalah umum, maka jenis textnya adalah report. Tetapi jika khusus,
maka jenis textnya adalah descriptive.
Misal, pada penjelasan descriptive text saya memberi contoh tentang Candi
Borobudur. Di dalamnya menjelaskan bagaimana bentuk Candi Borobudur, letaknya
dan kapan dibuatnya. Jadi hanya fokus dan khusus menjelaskan satu objek yang
bernama Candi Borobudur. Lain halnya jika saya menjelaskan tentang Candi. Maka
saya akan menjelaskan bentuk atau model candi pada umumnya seperti apa, kemudian
candi merupakan tempat peribadatan agama apa dan seterusnya. Jadi saya
menjelaskan Candi secara umum, baik itu candi Borobudur, Prambanan, Mendut dan
lain sebagainya, tidak khusus dan fokus.
Selain itu, biasanya report text biasanya menggambarkan sesuatu dengan sudut
pandang ilmiah. Sehingga biasanya akan diikuti dengan penjelasan tentang hasil
penelitian atau observasi terhadap objek yang sedang dibicarakan tersebut.
C. Tujuan Report Text
Tujuan komunikatif Report text adalah untuk menggambarkan tentang sesuatu

secara apa adanya yang merupakan hasil observasi atau penelitian dan analisa secara
sistematis. Intinya text Report berisi fakta-fakta sebuah objek yang bisa dibuktikan
secara ilmiah.
Page 6
D. Generic Structure Report Text
Susunan umum atau Generic Structure pada umumnya terdiri dari urut-urutan sebagai
berikut:
 General Clasification
Pengantar tentang sesutau atau fenomena yang akan dibahas. (Menyatakan

klasifikasi / gambaran umum tetnang apa yang akan kita gambarkan)
 Description
Tells what the phenomenon under discussion; in terms of parts, qualities,

habits or behaviors. Pada bagian ini menerangkan sesuatu gambaran atau fenomena-
fenomena yang terjadi, baik bagian-bagiannya, sifat-sifatnya, kebiasaannya, ataupun
tingkah lakunya. Intinya adalah penjabaran dari klasifikasi yang disajikan. Atau
Menggambarkan ciri – ciri dari objek yang akan didiskusikan secara detail. Ciri – ciri
dalam hal ini adalah bentuk, bagian – bagian, sifat, perilaku, dll.
E. Ciri-ciri Report Text
 Menggunakan pola kalimat simple present tenses

 Menggunakan kata benda umum (General Nouns)
 Menngunakan kata kerja yang saling berhubungan
Contoh
Komodo Dragon
Page 7
General Classification
Komodo dragons have thrived in the harsh climate of Indonesia’s Lesser

Sunda Islands for millions of years, although amazingly, their existence was unknown
to humans until about 100 years ago.
Reaching 10 feet (3 meters) in length and more than 300 pounds (136
kilograms), Komodo dragons are the heaviest lizards on Earth. They have long, flat
heads with rounded snouts, scaly skin, bowed legs, and huge, muscular tails.
Description
As the dominant predators on the handful of islands they inhabit, they will eat
almost anything, including carrion, deer, pigs, smaller dragons, and even large water
buffalo and humans. When hunting, Komodo dragons rely on camouflage and
patience, lying in wait for passing prey. When a victim ambles by, the dragon springs,
using its powerful legs, sharp claws and serrated, shark-like teeth to eviscerate its
prey..
Animals that escape the jaws of a Komodo will only feel lucky briefly. Dragon
saliva teems with over 50 strains of bacteria, and within 24 hours, the stricken
creature usually dies of blood poisoning. Dragons calmly follow an escapee for miles
as the bacteria takes effect, using their keen sense of smell to hone in on the corpse. A
dragon can eat a whopping 80 percent of its body weight in a single feeding.
There is a stable population of about 3,000 to 5,000 Komodo dragons on the

islands of Komodo, Gila Motang, Rinca, and Flores. However, a dearth of egg-laying
females, poaching, human encroachment, and natural disasters has driven the species
to endangered status.
Sources : http://animals.nationalgeographic.com/
Penjelasan:
Paragraf pertama: General Classification. Berisi pengenalan objek bahwa Komodo

adalah binatang yang telah ada sejak berjuta-juta tahun yang lalu.
Page 8
Pada paragraf kedua dan seterusnya: Description. Berisi tentang bentuk fisik Komodo
meliputi panjang, berat, maupun ciri fisiknya dan kebiasaannya mencari makan serta
statistik populasi habitat Komodo di berbagai daerah.
Sources:https://inggrisonline.com/pengertian-struktur-ciri-report-text-dan-
contohnya/
Setelah memahami struktur teks diatas cobalah mengidentifikasi struktur teks b

erikut.
Cats
Cats also called the domestic cat or house cat (with its scientific name: Felis
silvestris catus or Felis catus) is a type of carnivorous mammal of the family Felidae.
The word "cat" generally refers to a "cat" that has been tamed, but can also refer to
the "big cats" such as lions and tigers.
Cats are considered as "perfect carnivore" with teeth and particular digestive tract.
The first premolar and molar teeth form a pair of fangs on each side of the mouth that
works effectively as a pair of scissors to tear the meat.
Page 9
Although these features also exist in the Canidae or dog, but these traits are better
developed in cats.
Unlike other carnivores, cats eat almost non vegetable substance. Bears and dogs
sometimes eat berries, roots, or honey as a supplement, while cats only eat meat,
usually freshly killed prey.
In captivity, cats can not adapt to a vegetarian diet because they can not synthesize all
the amino acids they need from plant material; it is in contrast with domesticated
dogs, which commonly are fed a mixture of meat and vegetables and sometimes it can
adapt to a completely vegetarian meal.
Cats have mingled with human life since at least 6000 BC, from the skeleton of the
cat found on the island of Cyprus.
The ancient Egyptians of 3500 BC have used cats to keep away the rats or other
rodents from the barn where the crops were saved.Currently, the cat is one of the most
popular pet in the world.
Cats that his lines are recorded officially as a cat breeds or pure breed are Persian,
Siamese, Manx, and the sphinx. These kinds of cat are usually bred in official
captivity animal. The number of purebred cat is only 1% of all cats in the world; the
rest is a cat with mixed ancestry such as wild cats or domestic cats.
Sources: http://www.englishiana.com/2016/02/13contohreporttext bahasa inggris.htm

l?m=1
Page 10
Kegiatan Belajar 2
Setelah kalian belajar tentang struktur teks report pada contoh kegiatan belajar
1,sekarang perhatikan kata kerja (simple present tenses) pada teks berikut!
Page 11
Fins the synonyms of the words from the text!

NO Tenses synonyms
Kegiatan Belajar 3
Read the report text and translate this text to Indonesia!
Page 12
Kegiatan Belajar 4
Penutup
How do you feel with the lesson you have done?
1. Apakah kalian telah memahami generic structure dari teks
Recount?
2. Dapatkah kalian mengidentifikasi kata kerja yang ada
pada teks recount?
3. Dapatkah kalian menentukan generic structure masing-
masing paragrap?
4. Dapatkah kalian menemukan word meaning dari masing-
masing paragrap?
5. Dapatkah menjawab pertanyaan dari materi yang sudah di
sajikan?
materi tersebut dalam BukuTeks Pelajaran (BTP) dan pelajari ulang kegiatan belajar 1
yang sekiranya perlu kalian ulang dengan bimbingan Guru atau teman sejawat.
Jangan putus asa untuk mengulang lagi!.Dan apabila kalian menjawab “YA”
Dimana posisimu?
Ukurlah diri kalian dalam menguasai materi teks report dalam rentang 0 – 100,
tuliskan kedalam kotak yang tersedia.
Page 13
Setelah kalian menuliskan penguasaan hadap materi teks recount,lanjutkan kegaitan b

erikut untuk mengevaluasi penguasaan kalian!.
Setelah menyelesaikan kegiatan di atas dan mengikuti kegiatan belajar 4,bagaimana

penyelesaian permasalahan pada teks report dibagian awal pembelajaran tadi?
Silahkan kalian berdiskusi dengan teman sebangku atau teman lain. Kemudian tulis-
kan penyelesaian ide pokok dan nilai moral dari tekster sebut di buku kerja masing-
masing!.
Ini adalah bagian akhir dari UKB, mintalah tes formatif kepada Guru kalian sebelum
belajar ke UKB berikutnya. Sukses untuk kalian!!!
Page 14
UKB BIG LM 3.9/4.9/2/9-1
GUESS WHAT.........
1. Identitas
a. Nama Mata Pelajaran : Bahasa Inggris – Lintas Minat
b. Semester :2
c. Kompetensi Dasar : 3.9 – 4.9
3.9. Menafsirkan fungsi sosial, struktur teks, dan unsur kebahasaan teks khusus
dalam bentuk proverb dan riddle, dengan memberi dan meminta informasi
terkait kehidupan remaja sesuai dengan konteks penggunaannya.
4.9 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan
unsur kebahasaan teks khusus proverb dan riddle terkait kehidupan remaja
d. Materi Pokok : (a) Peribahasa (Proverb) dan (b) Teka-Teki (Riddle)

e. Alokasi Waktu : 1 x 3 Jp
f. Tujuan Pembelajaran:
Melalui pengamatan, diskusi, tanya jawab, penugasan, presentasi dan analisis,
peserta didik dapat mengidentifikasi, menggunakan, membandingkan,
menganalisis, menyusun, dan menuliskan Peribahasa (Proverb) dan Teka-Teki
(Riddle) secara mandiri, jujur dan bertanggungjawab, serta dapat
mengembangankan kemampuan berpikir kritis, berkomunikasi,
berkolaborasi, berkreasi.
g. Materi Pembelajaran
Buku Pendamping Kegiatan Belajar Siswa (BPKBS) berikut : (1) 2017. Modul
Pembelajaran Bahasa dan Satra Inggris Mata Pelajaran Peminatan Ilmu Bahasa dan Sastra.
Penerbit : Viva Pakarindo. Halaman 47 - 61; (2) dan buku lain yang berkaitan
dengan materi proverb dan riddle,
2. Peta Konsep
UKB BIG LM 3.9/4.9/2/9-1
a. Pendahuluan
Before you study more, please look at the following Indonesian Proverbs
which often you hear.
No Indonesian Proverb What can you infer
1. Rajin pangkal pandai
2. Berakit-rakit ke hulu, berenang-

renang ketepian
3. Bersatu kita teguh, bercerai kita

runtuh
4. Dikasih hati, minta jantung
5. Dimana ada kemauan, di situ ada

jalan
To be able to answer those proverbs, please continue to the following Kegiatan

Belajar and follow the provided in this UKBM.
Untuk dapat menyelesaikan persoalan tersebut, silahkan kalian lanjutkan ke

kegiatan belajar berikut dan ikuti petunjuk yang ada dalam UKB ini.
UKB BIG LM 3.9/4.9/2/9-1
b. Kegiatan Inti
1) Petunjuk Umum UKBM
a) Baca dan pahami materi pada Buku Pendamping Kegiatan Belajar
Siswa (BPKBS) berikut : 2017. Modul Pembelajaran Bahasa dan Satra
Inggris Mata Pelajaran Peminatan Ilmu Bahasa dan Sastra. Penerbit : Viva
Pakarindo. Halaman 47 - 61.
b) Setelah memahami isi materi dalam bacaan berlatihlah untuk
berfikir tinggi melalui tugas-tugas yang terdapat pada UKBM ini
baik bekerja sendiri maupun bersama teman sebangku atau teman
lainnya.
c) Kerjakan UKBM ini dibuku kerja atau langsung mengisikan pada
d) Kalian dapat belajar bertahap dan berlanjut melalui kegiatan ayo
berlatih, apabila kalian yakin sudah paham dan mampu
menyelesaikan permasalahan-permasalahan dalam kegiatan
belajar Proverbs dan Riddles kalian boleh sendiri atau mengajak
teman lain yang sudah siap untuk mengikuti tes formatif agar
kalian dapat belajar ke UKBM berikutnya.
2) Kegiatan Belajar
konsentrasi !!!
Kegiatan Belajar 1
Ayoo berlatih!
I. Match the riddles with the answers.
No Riddles Point Answers
1 What is the first thing you do when you lie A A chimney
down in a bath full of water
2 Everyone has seen it but will never see it again. B A photograph
3 It smokes a lot but never buys a cigarettes. C A towel
4 Its job is to become wet. D The man with the
biggest head
5 You cannot study for this test. E A blood test
6 How many sides does a ball have? F two (inside and outside)
7 What is taken before you get it? G Get wet
8 What is the most useless thing in your pocket? H An egg
9 When you break it, it is still usefull. I A hole
10 Which man wears the biggest hat? J Yesterday
Setelah kalian memahami uraian singkat materi dan contoh di atas, maka kerjakan
tugas berikut ini.
II. Discuss the following questions with your friends and your teacher.
1. What is a proverb? And why people quote proverbs?
2. When do people quote proverbs? And
3. Have you ever quoted a proverb? When did you do that? And why did you do it?
4. After quoting the proverbs, how did you feel? And what is the respond of the
people after listening to you?
UKB BIG LM 3.9/4.9/2/9-1
If you have finished discussing the questions , if you have understood, so you can continue
to the 2 learning activity, as follows:
Kegiatan Belajar 2
After you leanrt about riddles and answers above at the 1 learning activity,
now pay attention to the next exercise.
Ayo berlatih!!
 Getting main idea from the dialogues.
Dialogue 1
Man : You know, I’m very disappointed that you didn’t tell me about
this situation.
Woman : Isn’t good for us?
Man : What do you mean?
Woman : As the saying goes, “ ________________________”
Dialogue 2
Man : Anything wrong? You don’t look very happy.
Woman : My grades haven’t been very bright lately.
Man : Oh, that’s very bad. You should deal with it immediately.
Woman : I don’t know why I can’t concentrate on my studies.
Man : So take an action soon or things will get worse. Do you
remember what they say,’ _______________.’
Exercise: Find the meaning of these proverbs!
Proverb..
Easy come, easy go.
Cut your coat according to your cloth.
Many hands make light work.
Two heads are better than one.
There’s no time like the present.
Actions speak louder than words.
Two wrongs don’t make a right.
Make hay while the sun shines.
When in Rome, do as the Romans.
No man is an island
Riddle...
Questions
1. The more you take, the more you leave behind. What am I?
2. I go in hard. I come out soft. You blow me hard. what am I?
3. Which vehicle is spelled the same fowards and backwards?
4. what is black when you buy it, red when you use it, and gray when you throw it
away?
5. I can bring tears to your eyes; resurrect the dead, make you smile, and reverse
time. I form in an instant but I last a lifetime. What am I?
6. What gets whiter the dirtier it gets?
7. what's orange and sounds like a parrot?
8. What body part is pronounced as one letter but written with three, only two
different letters are used?
9. People buy me to eat, but never eat me. what am I?
10. What type of dress can never be worn?
UKB BIG LM 3.9/4.9/2/9-1
c. Penutup

Setelah kalian belajar bertahap dan berlanjut melalui kegiatan belajar 1 dan
2 berikut diberikan
Tabel untuk mengukur diri kalian terhadap materi yang sudah kalian
pelajari. Jawablah sejujurnya terkait dengan penguasaan materi pada UKB
ini di Tabel berikut.

1. Apakah kalian telah memahami apa yang dimasud
dengan Proverb & Riddle?
2. Dapatkah kalian menjelaskan ciri-ciri Proverb &
Riddle ?
3. Dapatkah kalian menyelesaikan soal-soal yang
berkaitan dengan penggunaan Proverb & Riddle ?

pelajarilah kembali materi tersebut dalam Buku Pendamping Kegiatan
Belajar Siswa (BPKBS) dan pelajari ulang kegiatan belajar yang sekiranya
perlu kalian ulang dengan bimbingan Guru atau teman sejawat. Jangan
putus asa untuk mengulang lagi!. Dan apabila kalian menjawab “YA”
Dimana posisimu?
Sejauh mana pemahaman kalian tentang materi ini. Untuk mengukurnya,
cobalah jawab pertanyaan berikut.
1. Do not cast your pearls before swine.
A. A mistake can be a great teacher.
B. Do not give a precious thing to someone who cannot value it.
C. It is preferable to be cautious than be rash and get into trouble.
D. When things seem at their worst, they may just begin to improve.
2. The child is father of the man.
A. The finest things are hard to get.
B. One should not assume success prior to actually achieving it.
C. A satisfactory conclusion makes up for earlier disappointments.
D. The character of a child shows the kind of man he will grow up to be.
3. Better late than never.
A. Everything that is attractive on the outside may not be really valuable inside.
B. A satisfactory conclusion makes up for earlier disappointments.
UKB BIG LM 3.9/4.9/2/9-1
C. It is preferable to do a job even if it is delayed than not do it at all.

D. One's actions whether good or bad determine one's rewards or punishments.
4. Birds of a feather flock together.
A. People with similar interests and tastes tend to group.
B. The finest things are hard to get.
C. Everything that is attractive on the outside may not be really valuable inside.
D. One should not make a big fuss about a trivial matter.
5. Don't change horses in mid-stream.
A. Nothing can go on forever as all things change.
B. It is preferable to be cautious than be rash and get into trouble.
C. Plans must not be altered at the wrong time.
D. One's actions whether good or bad determine one's rewards or punishments.
6. Call a spade a spade.
A. One should not worry before something happens for it may never happen.
B. Do not give a precious thing to someone who cannot value it.
C. Be blunt and say plainly what you mean.
D. Our affection increases when we are parted from our loved ones.
7. All that glitters is not gold.
A. A satisfactory conclusion makes up for earlier disappointments.
B. Be blunt and say plainly what you mean.
C. Everything that is attractive on the outside may not be really valuable inside.
D. Family ties are stronger than other relationships.
8. All roads lead to Rome.
A. There are often early indications of future happenings.
B. People can arrive at the same conclusion by different means.
C. People with similar interests and tastes tend to group.
D. Once a decision has been made, it cannot be reversed.
9. Don't make a mountain out of a molehill.
A. It is preferable to do a job even if it is delayed than not do it at all.
B. Provide help first to one's family members and then to others.
C. Plans must not be altered at the wrong time.
D. One should not make a big fuss about a trivial matter.
10. A bad workman always blames his tools.
A. A person with deficiencies finds excuses for his lack of skill.
B. Steady progress is better in the long run than inconsistent speed.
C. One should not assume success prior to actually achieving it.
D. There are often early indications of future happenings.
11. I fly forever and never rest. Who am i?

a. A mosquito
b. A fly
c. The wind
d. A bird
12. What is at the end of rainbow?
a. nothing
b. gold
c. sea
d. w
UKB BIG LM 3.9/4.9/2/9-1
13. I will always follow you whenever and wherever you go. Who am i?
a. a shadow
b. a dog
c. a cat
d. a bird
14. I am made and bought by someone who doesn’t use me. But the one who uses me doesn’t
know that they are using me. Who am i?
a. a wheelchair
b. a bed
c. a coffin
d. a doll
15. people break me before using me. What am i?
a. a nail
b. an egg
c. a carrot
d. an apple
Bisakah kalian menjawab soal-soal tersebut dengan benar?

Ukurlah diri kalian dalam menguasai materi Proverb & Riddle dalam
rentang 0 – 100, tuliskan ke dalam kotak yang tersedia.
Setelah kalian menuliskan penguasaanmu terhadap materi Proverb &

Riddle, lanjutkan kegiaitan berikut untuk mengevaluasi penguasaan kalian!.
Yuk Cek Penguasaanmu terhadap Materi Proverb & Riddle!
Agar dapat dipastikan bahwa kalian telah menguasi materi Proverb dan
Riddle, maka kerjakan soal-soal yang ada di Buku Pendamping Kegiatan
Belajar Siswa (BPKBS) halaman 47-58 secara mandiri di buku kerja kalian
masing-masing.
Setelah menyelesaikan soal-soal yang ada di Buku Kerja Siswa halaman 47-
58 di atas dan mengikuti kegiatan belajar 1 dan 2.
Ini adalah bagian akhir dari UKB materi Proverb & Riddle, mintalah tes
formatif kepada Guru kalian sebelum belajar ke UKB berikutnya. Sukses
untuk kalian!!!
BIGLM-3.10/4.10/2/10-10

BIG-LM-3.10/4.10/2/10-1
1. Identitas
a. Nama Mata Pelajaran : Bahasa dan Sastra Inggris
b. Semester : Genap
c. Kompetensi Dasar :
3.10. Menafsirkan fungsi sosial dan unsur kebahasaan lirik lagu terkait
kehidupan remaja SMA/MA
4.10. menangkap makna secara kontekstual terkait fungsi social dan unsur
kebahasaan lirik lagu terkait kehidupan remaja SMA/MA
3.10.1. Mengidentifikasi fungsi sosial dan unsur kebahasaan dalam lagu

3.10.2. Mengidentifikasi kata dalam lirik lagu yang diperdengarkan
3.10.3. Melengkapi kalimat dalam teks rumpang (lirik lagu) yang
diperdengarkan
3.10.4. Menafsirkan fungsi sosial dan unsur kebahasaan lirik lagu terkait
kehidupan remaja SMA/MAMenyelesaikan masalah kontekstual yang
berkaitan dengan sistem persamaan linear tiga variable
4.10.1. Menulis kembali (memparafrasekan/menginterpretasikan) lirik lagu
kedalam bentuk kalimat lengkap dengan punctuation dan capitalization
yang benar
4.10.2 Menentukan pesan yang terkandung dalam lagu
e. Materi Pokok : Lagu

f. Alokasi Waktu : 2 X Pertemuan (6JP)
Melalui diskusi, tanya jawab, penugasan, presentasi dan analisis, peserta

didik dapat menafsirkan dan menangkap makna secara kontekstual
terkait fungsi social dan unsur kebahasaan lirik lagu terkait kehidupan
remaja SMA/MA sehingga peserta didik dapat menghayati dan
mengamalkan ajaran agama yang dianutnya, mengembangkan sikap
jujur, peduli, dan bertanggungjawab, serta dapat mengembangankan
kemampuan berpikir kritis, berkomunikasi, berkolaborasi,
berkreasi(4C).
Lihat dan baca pada Buku Teks Pelajaran (BTP): Th. M. Sudarwati/ Eudia grace
2014. Buku siswa Pathway to English Program Peminatan : Penerbit Erlangga
Hal 297 - 305
2. Peta Konsep
Song
Social function Language feature The structure of a song

To entertain 1. Imagenery 1. Verse
the listeners 2. Rhythm 2. Refrain/chorus
3. Figures of speech 3. Coda, the closing
3. Learning Activity
a. Pre activity
Songs are used to express feeling and idea in an entertaining way. Love
is the topic of most songs but songs can be used to deliver social
criticism.
1. Do you like music? Do you like English songs?

…………………………………………………………………….
2. What kind of English song do you like?
3. …………………………………………………………………….
4. What is your favorite song?
5. …………………………………………………………………….
6. People say that songs create mood. Do you agree with that?
7. …………………………………………………………………….
8. For you, what is a song for?
9. …………………………………………………………………….
b. Main Activity
1) General direction for Learning Activity Unit.
a) Read and understand Buku siswa Pathway to English Program
Peminatan, Th. M. Sudarwati/ Eudia grace 2014. : Penerbit Erlangga
page 296 - 305
b) After understanding the content of the book, practice to train higher
order thinkings through series of tasks in this Learning Activity Unit.
c) Do this Learning Activity Unit in your workbook or in provided space in
this learning activity book.
d) You can learn gradually and continue through activities
e) Let’s train, train and train. If you have understood and are able to solve
all problems given in this Learning Activity Unit, you can take
formative test in order that you can learn next Learning Activity Unit.
ACTIVITY 1
a. Listen to the recording and reapeat. Pronounce the words correctly. Then, find the
meaning of words that are not familiar to you.
What you will do after listening and repeating the words above?
b. Listen to the song. Complete the missing lyrics. It will be repeated twice.
While you are listening, mark the themes of the songs.
Heal the World
There's a place in your heart
And I know that it is love
And this…..1…….could be much brighter than …2…..
And if you really try
You'll find there's no need to …3….
In this place you'll feel
There's no hurt or ….4…..
There are ….5….. to get there

If you care enough for the …6…
Make a little space
Make a better …..7…..
Chorus:
….8….the world
Make it a better place
For you and for me and the ….9….. human race
There are people ….10…..
If you care enough for the living
Make a better ….11……
For you and for me
If you want to …12…. why

There's a love that cannot …13…
Love is strong
It only cares for …14….. giving
If we try we shall see
In this bliss we cannot feel fear or ….15……
We stop existing and start living
Then it ...17…. that always

Love's enough for us …18….
So make a better world
Make a better world...
*Back to chorus
And the …19… we were conceived in

Will reveal a joyful ….20…
And the world we once believed in
Will shine again in …..21……
Then why do we keep strangling life
Wound this …22…..
Crucify its soul
Though it's plain to see
This world is ….23….
Be god's glow
We could fly so …24….

Let our spirits never die
In my …25
I feel you are all
My brothers
….26….. a world with no fear
Together we'll cry happy tears
See the nations turn their …27….
We could really get …28…..

If you …29…. enough for the living
Make a little ….30..,
To make a better place...
* Back to chorus
There are people dying

If you care enough for the living
Make a better place
For you and for me
You and for me
c. Now swap your learning activity unit book to your friend and check it.
d. Answer these questions based on the song you have heard.
1. What is the song about?
…………………………………………………………………….
2. What would the writer want to do with the song?
……………………………………………………………………
3. What does a “chorus” mean?
4. …………………………………………………………………….
a. Make 8 sentences using words taken from the lyric of the song above.
1. …………………………………………………………………………………………………….
2. …………………………………………………………………………………………………….
3. …………………………………………………………………………………………………….
4. …………………………………………………………………………………………………….
5. …………………………………………………………………………………………………….
6. …………………………………………………………………………………………………….
7. …………………………………………………………………………………………………….
8. …………………………………………………………………………………………………….
b. Find out at least three songs dealing with the theme of teenager and social life.
Write the lyrics.
ACTIVITY 2
1. Answer these questions.

a. What song did you listen last meeting?
…………………………………………………………………….
b. Do you like it? Why?
…………………………………………………………………….
c. Do you still remember the lyric of the song? Write it using punctuation correctly.
…………………………………………………………………….
d. Swap your work to your friend, check the punctuation and capital letter.
e. Let’s sing “Heal the World” together!
2. Complete the sentence using the words from the box. You may need to use more
than one word for one sentence.
1. It was bright and sunny this morning, but now the sky___________. I think it’s going
to rain.
2. I can’t hear you. Can you say it _____________________?
3. I was walking home near the park when I saw a boy fell off his bike, so I _______ to
help him.
4. There are four seasons in subtropical countries, they are ___________________,
_____________________,_____________________ and _____________________.
5. If you put one more lamp in the corner, it will _____________________ the room.
6. Lyla is my best friend, she is always there for me when I need _______________.
7. When you have a problem, you should _____________ . Everything will be okay.
8. If you don’t know how to use the computer,____ the operator. He will help you.
9. She is unfriendly and _____________________. Probably that’s why she doesn’t have
too many friends.
10. There are times when we are ________ and___________. In these situations, friends
can be very helpful.
3. Listen to the song and choose the correct word according to the song.
Mother how are you today
Mother, how are you today?
Here is (1. a note/ wrote) from your daughter.
With me everything is ok.
Mother, don't (2. Worry/hurry), I'm fine.
Promise to (3. See/sea) you this summer.
This time there will be no (4. Delight/delay).
Verse/reftrain
I (5. Found/fond) the man of my dreams.
Next time you will get to (6. Now/know) him.
Many (7. Think/things) happened (8. Whilst/while) I was away.
4. Listen to the song again and then describe the mood of the song.
Is it sad, happy, optimistic, bitter or another?
5. State your opinion of feeling about this song.
ACTIVITY 3
1. Prepare the lirics of the songs you found last meeting.

2. Choose one of them to present in front of the class. Tell about the content and
message you get from it. How do you feel? Why?
Closing
Well, guys. How about you after doing all tasks in this learning activities?
1. Have you been able to overcome difficulties during the lesson?
2. Have you been able to accomplish all the tasks given by your teacher well?
3. Did you have fun in learning English during the lesson?
4. Have you had a strong commitment to motivate yourself to learn seriously?
5. Now take your formative test
Formative test
I. Read the lyric of the song below
“You’ve Got A Friend”
When you’re down and troubled
And you need a helping hand
And nothing, nothing is going right
Close your eyes and think of me
And soon I will be there
To brighten up even your darkest night
You just call out my name
And you know wherever I am
I’ll come running to see you again
Winter, spring, summer or fall
All you have to do is call
And I’ll be there, yeah, yeah, yeah.
You’ve got a friend
If the skyabove you
Should turn dark and full of clouds
And that old north wind should begin to blow
Keep your head together
And call my name out loud yeah
Soon I’ll be knocking upon your door
Questions
1. What does the first verse of the song talk about? Say it in one sentence.
2. In your opinion, what does “To brighten up even your darkest night” mean?
3. Why does the writer mention four seasons i.e. winter, spring, summer or fall in
the song?
4. What does this verse mean? Say it in one sentence.
If the sky above you
Should turn dark and full of clouds
And that old north wind should begin to blow
Keep your head together
And call my name out loud, yeah
Soon I’ll be knocking upon your door
5. Which verse is repeated in the song? Why?
6. What is “ain’t” ? Can you find the synonym of ain’t?
7. In general, what is the song about?
8. What is your opinion about the song?
II. Paraphrase the following verses from the song again. Write them in the form of
sentences!
No Verses Paraphrasing
1 When you’re down and
troubled
And you need a helping
hand
And nothing, nothing is
going right
Close your eyes and
think of me
And soon I will be there
To brighten up even
your darkest night
2 You just call out my
name
And you know
wherever I am
I’ll come running to see
you again
Winter, spring, summer
or fall
All you have to do is
call
And I’ll be there, yeah,
yeah, yeah
You’ve got a friend
3 If the sky above you
Should turn dark and
full of clouds
And that old north
wind should begin to
blow
Keep your head
together
And call my name out
loud yeah
Soon I’ll be knocking
upon your door
4 Ain’t it good to know
that you’ve got a friend
When people can be so
cold
They’ll hurt you, and
desert you
And take your soul if
you let them
Good Luck !

Modul Bahasa Dan Sastra Inggris Kelas X

Diunggah oleh

Informasi Dokumen

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Modul Bahasa Dan Sastra Inggris Kelas X

Diunggah oleh

Hak Cipta:

Format Tersedia

Unit KegiatanBelajar Bhs. Inggris X 3.1 dan 4.

UNIT KEGIATAN BELAJAR

KI 3.1 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan

d. Indikator Pencapaian Kompetensi :

tulis, dengan memberi dan meminta informasi terkait teknologi yang

e. Materi Pokok : Teks khusus dalam bentuk formulir isian (Teknologi

Melalui diskusi, tanyajawab, penugasan, presentasi dan analisis, anda Membedak

Untuk dapat menyelesaikan persoalan tersebut, silahkan kalian lanjutkan ke

Read the explanation below.

 Form yang dibuat dan disimpan di perusahaan

d. Prinsip Perancangan Formulir

e. Kelebihan Electronic Formulir

 Bukti Kas Keluar

Setelah menyelesaikan kegiatan di atas dan mengikuti kegiatan belajar 4,bagaimana

UNIT KEGIATAN BELAJAR

b. Nama Mata Pelajaran : BAHASA DAN SASTRA INGGRIS

Melalui discovery learning dengan metode diskusi, tanya jawab,

Answer the questions :

Untuk dapat menyelesaikan persoalan tersebut, silahkan kalian

Bacalah uraian singkat materi dan contoh berikut dengan penuh

“SHOULD” is a modal verb. We often use “should” when we say what

“SHOULDN’T” means that it is not a good thing to do

“SHOULD/SHOULDN’T +BE+ V-ING” means that it was the best thing

“SHOULD +HAVE+ PAST PARTICIPLE”....means it was the right thing to

Cobalah untuk mengidentifikasi penggunaan modal “SHOULD” dalam

Setelah kalian bisa mengidentifikasi Modal “ Should+simple, Should+

Please fill in the blank with suitable form

Setelah kalian belajar tentang penggunaan modal SHOULD pada contoh

Jika sudah memahami, lanjutkan pada kegiatan ayo berlatih berikut.

Ayo sekarang perhatikan lagi contoh berikut ini dengan baik !

Alternatif penyelesaian dari permasalahan di atas sebagai berikut.

Bagaimana kalian sekarang?

Tabel Refleksi Diri Pemahaman Materi

Jika menjawab “TIDAK” pada salah satu pertanyaan di atas, maka

Setelah kalian menuliskan penguasaanmu terhadap materi……………,

Yuk Cek Penguasaanmu terhadap Materi Modal should + simple,

Agar dapat dipastikan bahwa kalian telah menguasi materi…………., maka

1. Buku Teks Pelajaran

Th.M.Sudarwati, Eudia Grace. 2014. Buku Siswa Pathway to English X

e. MateriPokok : Memberi dan meminta informasi terkait niat

Melalui Pembelajaran Discovery learning dengan menggunakan metode

Social Function Generic Strcture Language Features

What are they doing ?

Social Function : Telling and asking about intentions of doing something

Generic Structure : 1. Opening;

B. In a group of four, answer the following questions based on the dialogue!

Have you used the expression of intention?

Will : Are you going to buy a new car?

C. Make a group of 3 or 4 students, then construct a dialogue involving the

ASPECT SCORE DESCRIPTION

5 Complete and orderly text structure

Where Selected topic Where

how Intention 4 When

Date of writing the letter

ASPECT SCORE DESCRIPTION

ASPECT SCORE DESCRIPTION

6. Arrange these words into the right ordered sentence

Choose the best answer

Dear Mr John Brian,

Based on our discussion on Thursday, my business partners and I reviewed and

8. What is the letter about ?

9. What will happen on 26th May ?

10. “...and we have agreed to purchase your business....” (paragraph 1)

1. What is the topic of the paragraph?

1. We visited ___ Serkan _ Kerem. They weren’t at home.