Kurikulum LKP - Iyi - Bahasa Inggris

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

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

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

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

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

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

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

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

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

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

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

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

to pronounce and pay example how to minutes
alphabet and attention to pronounce alphabet
a very simple the - The students imitate
words or pronunciation it
sentences and intonation - Instructor gives
correctly 1.1.2 Spelling the the examples of
alphabet in English words
English - Instructor gives the
examples how to
read those words in
a good
pronunciation and
intonation
- The students imitate
it
- Ask the students
to spell some
English words
- Ask the students to
translate some English
words
Kurikulum LKP.IYI 8
UNIT : TWO
COMPETENCY STANDARD : THINGS AROUND US
1
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE, SKILL AND
ATTITUDE NEEDED TO KNOW THINGS AROUND US
BASIC
COMPETENCY
1. 1.1 Spelling a 1.1.1 The students - Instructor points and 2 x 90

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

simple English can write the students some
written some simple simple words in
acceptable English words Indonesia
and accurately correctly - Ask the students to
translate it into
English
Kurikulum LKP.IYI 9
UNIT : THREE
COMPETENCY STANDARD : GREETING AND
PARTING PROGRAM : ENGLISH FOR KIDS 1
ATTITUDE NEEDED TO GREET TO SOMEONE ELSE AND
PART
BASIC
COMPETENCY
1. 1.1 Responding by 1.1.1 Expressing of - Instructor gives the 2 x 90

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

with an type of example to
accepted language in pronounce greeting
action using greeting (hello… hi …, good
type of 1.2.2 Expressing of morning) and parting
language in parting (good bye)
introducing - The students
yourself imitate the
greeting, instructor
parting, pronunciation
- The students make
a conversation
about greeting in
pairs
Kurikulum LKP.IYI 1
UNIT : FOUR
COMPETENCY STANDARD : NUMBERS
1
ATTITUDE NEEDED TO KNOW NUMBERS
BASIC
COMPETENCY
1. 1.1 Expressing 1.1.1 The students - Instructor gives some 4 x 90

some English can express numbers: "one", "two", minutes
words the English "three", "ten"
acceptable words - Ask the students
and correctly to imitate it
accurately correctly
- Instructor gives
the meaning of
those numbers
understand it and
pronounce it
correctly
Kurikulum LKP.IYI 1
UNIT : FIVE
COMPETENCY STANDARD : INTRODUCTION
1
ATTITUDE NEEDED TO INTRODUCE HIM/HERSELF
BASIC
COMPETENCY
1. 1.1 Interacting 1.1.1 The students - The students introduce 2 x 90

asking for/ can express of themselves in a good minutes
giving introducing pronunciation in pairs,
information themselves the students make a
using type of simple conversation to
language in introduce their identity
introducing
yourself
Kurikulum LKP.IYI 1
UNIT : SIX
COMPETENCY STANDARD : THIS AND THAT
1
ATTITUDE NEEDED TO KNOW ABOUT THIS AND THAT
BASIC
COMPETENCY
1. 1.1 Writing a very 1.1.1 The students - Instructor indicates 3 x 90

simple English can write some the students some minutes
written simple English simple words in
acceptable and words Indonesia
accurately correctly - Ask the students to
translate it into
English
Kurikulum LKP.IYI 1
UNIT : SEVEN
COMPETENCY STANDARD : PERSONAL
PRONOUNS PROGRAM : ENGLISH FOR KIDS
1
ATTITUDE NEEDED TO KNOW ABOUT PERSONAL
PRONOUNS
BASIC
COMPETENCY

some English can express words: "I", "You", minutes
words the English "We", "They"
- Instructor gives
the meaning of
those words
understand it and
pronounce it
correctly
Kurikulum LKP.IYI 1
UNIT : EIGHT
COMPETENCY STANDARD : FAMILY
PROGRAM : ENGLISH FOR KIDS 1
ATTITUDE NEEDED TO KNOW OR INTRODUCE THE
STUDENTS’ FAMILY
BASIC
COMPETENCY
1. 1.1 Expressing 1.1.1 The students - Instructor gives 3 x 90

some English can express some words: minutes
words the English "Father", "Mother",
words "son", "daughter"
acceptable
correctly - Ask the students
and
to imitate it
- Instructor gives
the meaning of
those words
understand it and
pronounce it
correctly
Kurikulum LKP.IYI 1
UNIT : NINE
COMPETENCY STANDARD : PROFESSION
1
ATTITUDE NEEDED TO KNOW ABOUT PROFESSION
BASIC
COMPETENCY
1. 1.1 Interacting in 1.1.1 The students - Instructor gives the 4 x 90

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

a very simple can express a imitate the
sentence simple instructor's
using sentence pronunciation
expression of about - The students guess
explaining profession the name of
profession profession
Kurikulum LKP.IYI 1
UNIT : TEN
COMPETENCY STANDARD : VERB
ATTITUDE NEEDED TO KNOW ABOUT VERB
BASIC
COMPETENCY
1. 1.1 Understandin 1.1.1 The students - Instructor gives 4 x 90

g some can the examples of minutes
English words understand verb
acceptable the words - The students pay
using picture from the attention and imitate
instructor the instructor' s
simple or pronunciation
their friend about verb
using a - Instructor gives
picture aid the meaning of
those words
- Ask the students
to understand it
and
pronounce it correctly
Kurikulum LKP.IYI 1
UNIT : ELEVEN
COMPETENCY STANDARD : SIMPLE PRESENT CONTINUOUS
TENSE PROGRAM : ENGLISH FOR KIDS 1
ATTITUDE NEEDED TO KNOW ABOUT SIMPLE
CONTINOUS TENSE
BASIC
COMPETENCY
1. 1.1 Writing a very 1.1.1 The students - Instructor dictates 2 x 90

simple can write the students some minutes
English some simple simple words in
written English words Indonesia
acceptable correctly - Ask the students to
and translate it into
accurately English
Kurikulum LKP.IYI 1
UNIT : TWELVE
COMPETENCY STANDARD : PART OF BODY
1
ATTITUDE NEEDED TO KNOW PART OF BODY
BASIC
COMPETENCY

some English can express words: "head", "hand", minutes
words the English "leg", "fingers"
- Instructor gives
the meaning of
those words
understand it and
pronounce it
correctly
Kurikulum LKP.IYI 1
UNIT : THIRTEEN
COMPETENCY STANDARD : COLOURS
ATTITUDE NEEDED TO KNOW KINDS OF COLOUR
BASIC
COMPETENCY

some English can express some words: "red", minutes
words the English "black", "green",
acceptable and words "orange"
accurately correctly - Ask the students
to imitate it
correctly
- Instructor gives
the meaning of
those words
understand it and
pronounce it
correctly
Kurikulum LKP.IYI 2
UNIT : FOURTEEN
COMPETENCY STANDARD : DAYS OF THE
WEEK PROGRAM : ENGLISH FOR KIDS
1
ATTITUDE NEEDED TO KNOW DAYS OF THE WEEK
BASIC
COMPETENCY

some English can express some words: minutes
words the English "sunday", "monday",
acceptable and words "tuesday",
accurately correctly "wednesday"
- Ask the students
to imitate it
correctly
- Instructor gives
the meaning of
those words
understand it and
pronounce it
correctly
Kurikulum LKP.IYI 2
UNIT : FIFTEEN
COMPETENCY STANDARD : COMMAND
1
ATTITUDE NEEDED TO EXPRESS COMMAND
BASIC
COMPETENCY
1. 1.1 Interacting to 1.1.1 The students - Instructor gives 5 x 90

use a can some sentences minutes
command pronounce using command
command - Instructor gives
correctly the example how
pronounce those
1.1.2 The students sentences
can make a correctly
simple - Ask the students to
conversation imitate it in paIrs,
using ask the students to
command make a simple
conversation using
command
Kurikulum LKP.IYI 2
UNIT : SIXTEEN
COMPETENCY STANDARD : PREPOSITION
1
ATTITUDE NEEDED TO KNOW PREPOSITION
BASIC
COMPETENCY
1. 1.1 Reading aloud 1.1.1 The students - The students imitate 3 x 90

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

Understandin can answer understand the
g a very the question content of a very
simple from simple descriptive text
descriptive descriptive using a picture
text in the text based on
context around picture
the students correctly
Kurikulum LKP.IYI 2
UNIT : SEVENTEEN
COMPETENCY STANDARD : DESCRIPTION
1
ATTITUDE NEEDED TO DESCRIBE SOMETHING
BASIC
COMPETENCY

pronunciation good
and intonation
1.2 1.2.1 The students - The students
Understandin can answer the understand the
g a very question from content of a very
simple descriptive simple descriptive text
descriptive text based on using a picture
text in the picture
context around correctly
the students
Kurikulum LKP.IYI 2
UNIT : EIGHTEEN
COMPETENCY STANDARD : ACTIVITIES IN THE
SCHOOL PROGRAM : ENGLISH FOR KIDS 1
ATTITUDE NEEDED TO TELL THE ACTIVITIES IN THE
SCHOOL
BASIC
COMPETENCY
1. 1.1 Writing a 1.1.1 The students - Instructor gives 2 x 90

simple can make a some questions minutes
schedule of simple about daily activities
daily activities sentence - Ask the students to
about their make their daily
daily activities activity using a
table
Kurikulum LKP.IYI 2
UNIT : NINETEEN
COMPETENCY STANDARD : ADJECTIVES
1
ATTITUDE NEEDED TO KNOW KINDS OF ADJECTIVE
BASIC
COMPETENCY
1. 1.1 Writing a very 1.1.1 The students - Instructor dictates 2 x 90

simple English can write the students some minutes
written some simple simple words in
acceptable and English words Indonesia
translate it into
English
Kurikulum LKP.IYI 2
UNIT : TWENTY
COMPETENCY STANDARD : TIME
ATTITUDE NEEDED TO EXPRESS OF TIME
BASIC
COMPETENCY
1. 1.1 Writing a 1.1.1 The students - Instructor gives some 3 x 90

simple short can make a questions about time minutes
functional text simple
acceptable sentence
about time in
English
correctly
Kurikulum LKP.IYI 2
UNIT : TWENTY ONE
COMPETENCY STANDARD : MONTHS
ATTITUDE NEEDED TO KNOW ABOUT MONTHS
BASIC
COMPETENCY

some English can express the some words: minutes
words English words "january",
acceptable and correctly "february", "march",
accurately "may"
- Ask the students
to imitate it
correctly
- Instructor gives
the meaning of
those words
understand it and
pronounce it
correctly
Kurikulum LKP.IYI 2
UNIT : TWENTY TWO
COMPETENCY STANDARD : WH-QUESTION
1
ATTITUDE NEEDED TO UNDERSTAND ABOUT WH-
QUESTION
BASIC
COMPETENCY
1. 1.1 Responding a 1.1.1 The students - Instructor gives the 5 x 90

very simple can respond an example of minutes
instruction of interrogative expressing of WH
an accepted sentence using question
action in the what, where, - The students pay
inside activity who and how attention and
or outside understand the
activity instructor's
Explanation about
WH
question and ask the
students to make a
simple conversation
using WH question
Kurikulum LKP.IYI 2
UNIT : TWENTY THREE
COMPETENCY STANDARD : FOOD
ATTITUDE NEEDED TO KNOW OF FOOD
BASIC
COMPETENCY
1 1.1 Spelling a very 1.1.1 The students - Instructor points and 4 x 90

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

simple English can write some the students some
written simple English simple words in
acceptable and words Indonesia
translate it into
English
Kurikulum LKP.IYI 3
UNIT : TWENTY FOUR
COMPETENCY STANDARD : DAILY ACTIVITIES
1
ATTITUDE NEEDED TO TELL ABOUT DAILY ACTIVITIES
BASIC
COMPETENCY
1. 1.1 Writing a 1.1.1 The students - Instructor gives 4 x 90

simple can make a some questions minutes
schedule of simple about daily activities
daily activities sentence about - Ask the students to
their daily make their daily
activities activity using a
table
Kurikulum LKP.IYI 3
UNIT : TWENTY FIVE
COMPETENCY STANDARD : PICNIC
ATTITUDE NEEDED TO TELL ABOUT PICNIC
BASIC
COMPETENCY

pronunciation good
and intonation
2. 1.2 1.2.1 The students - The students
Understandin can answer the understand the content
g a very question from of a very simple
simple descriptive descriptive text using a
descriptive text based on picture about picnic
text in the picture
context around correctly
the students
Kurikulum LKP.IYI 3
ENGLISH FOR KIDS 2
UNIT : ONE
COMPETENCY STANDARD : AT SCHOOL
2
ATTITUDE NEEDED TO TELL ABOUT HIMSELF / HERSELF
BASIC
COMPETENCY
1. Having 1.1 Starting a LISTENING 2 x 90

conversation with conversation - Listen and write minutes
someone else at with someone the sentences of
school else at school simple
1.2 Introducing conversation.
herself / - Listen and tell the
himself to main idea of simple
someone else at conversation.
school SPEAKING
1.3 Introducing - Listen and write
someone the sentences of
else simple
conversation.
- Listen and tell the
main idea of simple
conversation.
READING
- Answer the question
of the passage.
- Find the main idea of
the passage.
- Read the passage
aloud.
Kurikulum LKP.IYI 33
UNIT : TWO
COMPETENCY STANDARD : OCCUPATION
2
ATTITUDE NEEDED TO HAVE SIMPLE CONVERSATION
ABOUT OCCUPATION
BASIC
COMPETENCY
1. Having simple 1.3 Having simple LISTENING 3 x 90

conversation conversation - Listen and write minutes
about occupation about occupation the sentences of
1.4 Understanding simple
simple conversation.
conversation - Listen and tell the
about occupation main idea of simple
1.5 Responding conversation.
simple SPEAKING
conversation - Listen and write
about occupation the sentences of
simple
conversation.
main idea of simple
conversation.
READING
- Answer the question
of the passage.
- Find the main idea of
the passage.
- Read the passage
aloud.
UNIT : THREE
COMPETENCY STANDARD : IN A FARM
2
ATTITUDE NEEDED TO UNDERSTAND A SIMPLE TEXT
ABOUT FARM
BASIC
COMPETENCY
1. Understanding a 3.1 Responding a READING 3 x 90

simple text text about - Answer the question
minutes
about farm farm of the passage.
3.2 Reading the - Find the main idea
text aloud of the passage.
- Read the passage aloud.
WRITING
- Arrange the
jumble sentences.
- Create a simple
paragraph about
some topics given.
UNIT : FOUR
COMPETENCY STANDARD : AT THE SHOP
2
ATTITUDE NEEDED TO TELL ABOUT AT THE SHOP
BASIC
COMPETENCY
1. 4.1Reading aloud 4.1.1 The students - The students imitate 3 x 90

a very simple can read the instructor minutes
short aloud about a pronunciation
functional text simple
with accepted descriptive
pronunciation text with a
and intonation good
pronunciatio
n and
intonation
2. 4.2 Understanding 4.2.1 The students - The students

a very simple can answer understand the content
descriptive the question of a very simple
text in the from descriptive text using a
context around descriptive picture about at the
the students text based on shop
picture
correctly
UNIT : FIVE
ABOUT FAMILY
BASIC
COMPETENCY
1. Understanding 5.1 Understanding READING 3 x 90

and responding a a text about - Answer the question minutes
simple text about family of the passage.
family - Find the main idea of
the passage.
- Read the passage
aloud.
WRITING
- Arrange the
jumble sentences.
- Create a simple
paragraph about
some topics given.
UNIT : SIX
COMPETENCY STANDARD : FEELINGS
2
ATTITUDE
NEEDED TO UNDERSTAND SOMEONE’S FEELING
BASIC
COMPETENCY
1. Understanding 6.1 Expressing the READING 4 x 90

and responding a meaning of a - Answer the question
minutes
simple text about short text of the passage.
feeling about feeling - Find the main idea of
6.2 Understanding the passage.
- Read the passage
the meaning of
aloud.
a short text
about feeling WRITING
6.3 Learning and - Arrange the
understanding jumble sentences.
the word of - Create a simple
adjectives in a paragraph about
short text some topics given.
about feeling
UNIT : SEVEN
COMPETENCY STANDARD : MY SELF
ATTITUDE NEEDED TO UNDERSTAND ABOUT OUR
CHARACTERISTICS
BASIC
COMPETENCY
1. Understanding 7.1 Learning and READING 4 x 90

and responding a understanding - Answer the question
minutes
simple text about the adjective of the passage.
our characteristics of our self - Find the main idea of
and using the
WRITING
comparative
- Arrange the
sentences jumble sentences.
- Create a simple
paragraph about
some topics given.
UNIT : EIGHT
COMPETENCY STANDARD : SPORT
ATTITUDE NEEDED TO UNDERSTAND ABOUT PRONOUN
BASIC
COMPETENCY

and responding a understanding - Answer the question
minutes
simple text about the adjective of the passage.
sport of our self - Find the main idea of
and using the
WRITING
comparative
- Arrange the
- Create a simple
paragraph about
some topics given.
Kurikulum LKP.IYI 4
UNIT : NINE
COMPETENCY STANDARD : COUNTRY LIFE
2
ATTITUDE NEEDED TO UNDERSTAND ABOUT THE
HABITUAL LIFE IN A COUNTRY
BASIC
COMPETENCY
1. Understanding a 9.1 Responding a READING 3 x 90

simple text about question - Answer the question
minutes
country life 9.2 Understanding of the passage.
and using - Find the main idea of
adverb of time the passage.
in a sentence
WRITING
9.3 Translating
- Arrange the
into - Create a simple
Indonesian paragraph about
some topics given.
UNIT : TEN
COMPETENCY STANDARD : PREPOSITION
2
ATTITUDE NEEDED TO UNDERSTAND ABOUT THE USE
AND KIND OF PREPOSITION
BASIC
COMPETENCY
1. Using the 10.1 Using the READING 3 x 90

appropriate appropriate - Answer the question
minutes
preposition preposition in a of the passage.
sentence - Find the main idea of
10.2 Expressing and the passage.
understanding
WRITING
the idea in a
- Arrange the
short text jumble sentences.
- Create a simple
paragraph about
some topics given.
UNIT : ELEVEN
COMPETENCY STANDARD : COLOR
ATTITUDE NEEDED TO UNDERSTAND ABOUT THE NAME
OF COLORS
BASIC
COMPETENCY
1. Understanding a 11.1 Understanding SPEAKING 3 x 90

simple text about and - Listen and write the
minutes
color expressing the sentences about color
idea in a short
READING
text
- Answer the
11.2 Using the
question of the
name of color
passage.
in a sentence - Find the main idea
of the passage.
WRITING
- Arrange the
jumble sentences.
- Create a simple
paragraph about
some topics
given.
UNIT : TWELVE
COMPETENCY STANDARD : COLORS 2
ATTITUDE NEEDED TO TELL ABOUT THE FAVOURITE
COLORS
BASIC
COMPETENCY
1. Understanding a 12.1 Understanding LISTENING 4 x 90

simple and - Listen and write minutes
conversation responding a the sentences of
about color simple simple
conversation conversation.
12.2 Reading aloud - Listen and tell the
and writing a main idea of
simple text simple
about himself conversation.
/ herself SPEAKING
12.3 Understanding - Listen and write
and using the the sentences of
name of color simple
conversation.
main idea of
simple
conversation.
READING
- Answer the
question of the
passage.
- Find the main idea
of the passage.
- Read the
passage aloud.
WRITING
- Arrange the
jumble sentences.
- Create a simple
paragraph about
some topics
given.
UNIT : THIRTEEN
COMPETENCY STANDARD : AT SCHOOL
2
ATTITUDE NEEDED TO UNDERSTAND ABOUT THE
STRUCTURE OF A SENTENCE
BASIC
COMPETENCY
1. Understanding 13.1 Using the form READING 2 x 90

the structure of a of “there is” in - Answer the
minutes
sentence a simple question of the
sentence passage.
13.2 Learning and - Find the main idea
of the passage.
writing nouns
related with WRITING
school uniform - Arrange the
jumble sentences.
- Create a simple
paragraph about
some topics
given.
UNIT : FOURTEEN
ABOUT FAMILY
BASIC
COMPETENCY
1. Understanding 14.1 Reading and READING 3 x 90

the structure of a understanding a - Answer the
minutes
sentence simple text question of the
about family passage.
14.2 Writing and - Find the main idea
of the passage.
understanding a
- Read aloud
simple text
about family WRITING
- Arrange the
jumble sentences.
- Create a simple
paragraph about
some topics
given.
UNIT : FIFTEEN
COMPETENCY STANDARD : FRIEND
ABOUT FRIEND
BASIC
COMPETENCY
1. Understanding a 15.1 Understanding a READING 3 x 90

simple text simple text - Answer the
minutes
related with question of the
friends passage.
of the passage.
- Read aloud
WRITING
- Arrange the
jumble sentences.
- Create a simple
paragraph about
some topics
given.
UNIT : SIXTEEN
COMPETENCY STANDARD : DAILY ACTIVITY
2
ATTITUDE NEEDED TO UNDERSTAND ABOUT OUR DAILY
ACTIVITY
BASIC
COMPETENCY
1. Talking about 16.1 Understanding LISTENING 5 x 90

daily activity the name of - Listen and write minutes
days on a week the sentences of
16.2 Understanding simple
and expressing conversation.
a sentence in - Listen and tell the
the form of main idea of
simple present simple
conversation.
tense
16.3 Understanding SPEAKING
and using - Listen and write
verbs in the the sentences of
form of simple simple
present tense conversation.
16.4 Understanding - Listen and tell the
and using the main idea of
appropriate simple
pronoun in a conversation.
sentence READING
- Answer the
question of the
passage.
- Find the main
idea of the
passage.
- Read the
passage aloud.
WRITING
- Arrange the
jumble sentences.
- Create a simple
paragraph about
some topics
given.
UNIT : SEVENTEEN
COMPETENCY STANDARD : THINGS AT SCHOOL
2
ATTITUDE NEEDED TO UNDERSTAND ABOUT THE FORM
AND THE USE OF COMPARATIVE SENTENCE
BASIC
COMPETENCY

the form and the understanding - Answer the
minutes
use of the adjectives in question of the
comparative a simple text passage.
sentence 17.2 Understanding - Find the main idea
of the passage.
and using
- Read the
comparative
passage aloud.
sentence
WRITING
- Arrange the
jumble sentences.
- Create a simple
paragraph about
some topics
given.
UNIT : EIGHTEEN
COMPETENCY STANDARD : ADJECTIVES
2
ATTITUDE NEEDED TO UNDERSTAND ABOUT KIND OF
ADJECTIVES
BASIC
COMPETENCY

and using understanding - Answer the
minutes
adjectives the adjectives in question of the
a simple text passage.
18.2 Understanding - Find the main idea
of the passage.
and using
- Read the
those
passage aloud.
adjectives in a
sentence WRITING
- Arrange the
jumble sentences.
- Create a simple
paragraph about
some topics
given.
UNIT : NINETEEN
COMPETENCY STANDARD : TIME
ATTITUDE NEEDED TO UNDERSTAND ABOUT THE TIME
IN A DAY
BASIC
COMPETENCY
1. Learning about 19.1 Learning about SPEAKING 4 x 90

time in a day the time in a - Listen and write
minutes
day the sentences of
19.2 Reading the simple
time in a day conversation.
19.3 Writing and
main idea of
speaking about
simple
the time in a day
conversation.
19.4 Applying in a
simple sentence READING
- Answer the
question of the
passage.
of the passage.
- Read the
passage aloud.
WRITING
- Arrange the
jumble sentences.
- Create a simple
paragraph about
some topics
given.
UNIT : TWENTY
COMPETENCY STANDARD : TELLING EXPERIENCE
ATTITUDE NEEDED TO UNDERSTAND ABOUT THE FORM
AND THE USE OF SIMPLE PAST TENSE
BASIC
COMPETENCY
1. Telling about 20.1 Reading and SPEAKING 4 x 90

private understanding a - Listen and write
minutes
experience text in a simple the sentences of
past tense form simple
20.2 Understanding conversation.
and applying
main idea of
verbs used in
simple
a simple past
conversation.
tense
READING
- Answer the
question of the
passage.
- Find the main
idea of the
passage.
- Read the
passage aloud.
WRITING
- Arrange the
jumble sentences.
- Create a simple
paragraph about
some topics
given.
SURVIVAL ENGLISH 1
UNIT : ONE
COMPETENCY STANDARD : INTRODUCING AND EXCHANGING PERSONAL
PROGRAM : SURVIVAL ENGLISH 1
ATTITUDE NEEDED TO INTRODUCE AND EXCHANGE
PERSONAL INFORMATION
BASIC
COMPETENCY
1. Initiating a 1.1 To state excuse Listening 4 x 90

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

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

intention to
take leave
5.2 To respond
to leave
taking
UNIT : TWO
COMPETENCY STANDARD : ASKING FOR AND GIVING
ASSISTANCE PROGRAM : SURVIVAL ENGLISH 1
ATTITUDE NEEDED TO ASK FOR AND GIVE ASSISTANCE
BASIC
COMPETENCY
1. Identifying 1.1 To identify Listening 4 x 90

assistance types of Differentiating minutes
required assistance expressions of asking
needed for and giving
1.2 To identify assistance
reasons for
assistance Speaking
2. Asking for 2.1 To ask Reporting a loss at

assistance for the Lost & Found
assistance Counter
2.2 To convey
appreciation Reading
Identifying places to
3. Offering 3.1 To offer assistance get specific
assistance 3.2 To accept assistance.
appreciation
Writing
Taking notes on
4. Declining 4.1 To decline offer where to get help in
assistance 4.2 To give reasons case of an emergency
4.3 To express
appreciation
for offer
UNIT CODE : THREE
COMPETENCY STANDARD : LEAVING AND TAKING MESSAGES OVER THE
TELEPHONE
ATTITUDE NEEDED TO LEAVE OR TAKE MESSAGES
OVER THE TELEPHONE
BASIC
COMPETENCY
1. Asking for 1.1 To identify Listening 4 x 90

numbers telephone Taking a message minutes
code system
1.2 To ask for Speaking
numbers Giving or conveying a
of message
emergency
services Reading
1.3 To respond Identifying other
to enquiries means of quick
for communications
information
Writing
2. Leaving a 2.1 To make request Explaining the
message to leave a meanings of some
message recent popular
2.2 To identify self symbols or
2.3 To request “emoticons” for
identity of emails and text
message taker messages
2.4 To convey
message
2.5 To re-
check
message
2.6 To express
appreciation
3. Taking a message 3.1 To express offer

to take message
3.2 To ask identity
of caller
3.3 To take message
3.4 To check
accuracy of
message
3.5 To accept
appreciation
UNIT : FOUR
COMPETENCY STANDARD : LOCATING PERSONAL ITEMS AND
PLACES PROGRAM : SURVIVAL ENGLISH 1
ATTITUDE NEEDED TO GIVE GENERAL LOCATION OF
ITEMS AND PLACES
BASIC
COMPETENCY
1. Locating personal 1.1 To ask for Listening 5 x 90

items in the home location of items Listening for locations minutes
1.2 To describe of items and/or
locations of places
items
Speaking
2. Locating items in 2.1 To ask location Locating personal
the workplace of items items and giving
2.2 To describe directions to a place
locations of
items Reading
Drawing a road map
3. Locating public 3.1 To identify types from written
places in your of location description
neighborhood 3.2 To ask for
locations of places Writing
3.3 To Giving written
describe instructions on
locations locating a place,
from a street map
UNIT : FIVE
COMPETENCY STANDAR : EXPRESSING APOLOGIES
ATTITUDE NEEDED TO EXPRESS APOLOGIES.
BASIC
COMPETENCY
1. Expressing an 1.1 To express Listening 4 x 90

apology apologies Grouping minutes
1.2 To give reasons expressions into
1.3 To convey formal and informal
apologies categories
1.4 To
acknowledge Speaking
apologies Expressing or asking
for an apology
2. Accepting an 2.1 To
apology accept Reading
apologies Scanning for
2.2 To convey words/expressions
acceptance that show apologies.
of apologies
Writing
3. Asking for an 3.1 To seek apologies Writing an apology to
apology 3.2 To your teacher
mention explaining a mistake
reason/s you’ve made
3.3 To
accept
apologies
UNIT : SIX
COMPETENCY STANDARD : BUYING AND SELLING FOR PERSONAL NEEDS AND
GROCERY
ATTITUDE NEEDED TO BUY AND SELL FOR PERSONAL
NEEDS AND GROCERY
BASIC
COMPETENCY
1. Describing 1.1 To ask questions Listening 5 x 90

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

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

modes of
payment
4.2 To state of
payment
preferred
UNIT : SEVEN
COMPETENCY STANDARD : BUYING AND SELLING
CURRENCIES PROGRAM : SURVIVAL ENGLISH 1
ATTITUDE NEEDED TO BUY AND SELL FOREIGN
CURRENCIES
BASIC
COMPETENCY
1. Talking about 1.1 To identify Listening 4 x 90

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

smaller 3.2 To express money to a foreign
denominations of appreciation for bank
currencies service/business
Writing
Filling out a bank
transfer form
UNIT : EIGHT
COMPETENCY STANDARD : TALKING ABOUT ONE’S FAMILY AND
RELATIONSHIPS PROGRAM : SURVIVAL ENGLISH 1
ATTITUDE NEEDED TO TALK ABOUT ONE’S FAMILY AND
RELATIONSHIPS.
BASIC
COMPETENCY
1. Talking about 1.1 To describe Listening 3 x 90

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

influences of roles/influences of
extended family some family
members in such
relationships
3.2 To
agree/disagree
with suggested
influences
Kurikulum LKP.IYI 6
UNIT : NINE
COMPETENCY STANDARD : DESCRIBING PERSONAL
ROUTINES PROGRAM : SURVIVAL ENGLISH 1
ATTITUDE NEEDED TO DESCRIBE PERSONAL DAILY
ROUTINES
BASIC
COMPETENCY
1. Talking about 1.1 To ask Listening 5 x 90

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

personal routines about routines
at work 3.3 To describe
frequency and
duration of
routine
3.4 To describe
schedules
of routines
UNIT : TEN
COMPETENCY STANDARD : DESCRIBING PEOPLE’S
APPEARANCE PROGRAM : SURVIVAL ENGLISH 1
ATTITUD NEEDED TO DESCRIBE PEOPLE’S APPEARANCE.
BASIC
COMPETENCY
1. Describing 1.1 To describe age Listening 5 x 90

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

person’s clothing face shapes
3.2 To describe
facial features
3.3 To describe
facial
expressions
3.4 To ask
questions
relating to facial
appearance
UNIT : ELEVEN
COMPETENCY STANDARD : EXPRESSING ONE’S
EMOTION PROGRAM : SURVIVAL ENGLISH 1
ATTITUDE NEEDED TO EXPRESS ONE’S EMOTION
BASIC
COMPETENCY
1. Expressing 1.1 To identify events Listening 5 x 90

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

COMPETENCY STANDARD : CONVEYING GOOD
WISHES PROGRAM : SURVIVAL ENGLISH 2
ATTITUDE NEEDED TO CONVEY GOOD WISHES
BASIC
NO. INDICATORS TASK DURATION
COMPETENCY
1. Congratulating 1.1 To Listening 4 x 90

others identify Matching expressions minutes
occasions to events or occasions
1.2 To express
good wishes Speaking
1.3 To Making a toast at a
acknowledge wedding or other
good wishes happy occasions
2. Complimenting 2.1 To match Reading

others compliments with Identifying how
occasions people celebrate
2.2 To express happy occasions
compliments
2.3 To accept Writing
compliments Responding to
an invitation
3. Wishing others on 3.1 To identify types

anniversaries of Anniversaries
3.2 To express wishes
3.3 To
acknowledge
Wishes
UNIT CODE : TWO
COMPETENCY STANDARD : DESCRIBING PLACES OF
INTEREST PROGRAM : SURVIVAL ENGLISH 2
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE, SKILLS AND
ATTITUDE NEEDED TO DESCRIBE PLACES OF INTEREST
BASIC
COMPETENCY
1. Classifying places 1.1 To identify Listening 4 x 90

of interest places of interest Classifying types of minutes
1.2 To classify places of interest
places of
interest Speaking
Comparing places of
2. Matching 2.1 To identify interest in different
description with descriptive cities in Indonesia
places of interest words
2.2 To match places Reading
of interest with Scanning for details
activities and descriptive words
for places of interest
3. Recommending 3.4 To seek suggestions
places to visit 3.5 To offer Writing
suggestions Creating a poster to
3.6 To support promote places of
suggestions with interest in your town
reasons
UNIT CODE : THREE
COMPETENCY STANDARD : GIVING ADVICE FOR COMMON
SICKNESSES PROGRAM : SURVIVAL ENGLISH 2
ATTITUDE NEEDED TO DISCUSS AND GIVE ADVICE FOR
COMMON SICKNESSES
BASIC
COMPETENCY
1. Identifying 1.1 To Listening 5 x 90

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

home remedies home
remedies
3.2 To
recommend
remedies
3.3 To state
prohibitions and
precautions
4. Suggesting 4.1 To express

lifestyle common sanitary
changes habits
4.2 To express
common unhealthy
habits
4.3 To suggest
keeping fit
routines
UNIT CODE : FOUR
COMPETENCY STANDARD : TALKING ABOUT EATING-OUT IN
RESTAURANTS PROGRAM : SURVIVAL ENGLISH 2
ATTITUDE NEEDED TO GIVE GENERAL INFORMATION
ABOUT EATING-OUT
BASIC
COMPETENCY
1. Discussing a menu 1.1 To identify Listening 5 x 90

main Listening for names minutes
ingredients in of dishes in different
dishes courses
1.2 To identify
cooking method Speaking
1.3 To match Ordering a full course
dishes with Chinese or western
courses meal
2. Recommending 2.1 To seek Reading

dishes recommendation Summarizing reasons
2.2 To that make a restaurant
recommend famous
dishes
2.3 To give reasons Writing
for Comparing table
Recommendation manners of
Indonesian and other
3. Ordering a meal at 3.1 To ask for Asian cultures
a restaurant preferences of
others
3.2 To give reasons
for Personal
preference
3.3 To order a
full course
meal
4. Identifying table 4.1 To identify

manners general rules of
table manners for
Indonesians
4.2 To identify
differences from
other cultures
4.3 To contrast table
manners from
East and West
UNIT CODE : FIVE
COMPETENCY STANDARD : GIVING GENERAL INFORMATION ABOUT COUNTRIES IN
THE
WORLD
ATTITUDE NEEDED TO GIVE GENERAL
INFORMATION ABOUT COUNTRIES IN THE WORLD
BASIC
COMPETENCY

geographical general facts and Listening for general minutes
features of information geographical facts –
countries in the 1.2 To identify capital, population,
world major seasons, natural
geographical resources,
features geographical
features and etc – of
2. Identifying people 2.1 To identify countries in the world
from different nationalities
parts of the world 2.2 To identify Speaking
languages spoken Making & answering
2.3 To match questions on
activities that are geography for quiz
unique to some show
countries
Reading
3. Identifying eating 3.1 To identify Sorting out features
habits of people varieties in that are unique to
from different diets countries with
countries 3.2 To identify different seasons
famous dishes
from different Writing
parts of the world Describing unique
features of Indonesia
4. Identifying 4.1 To identify
famous popular tourist
tourist sites from destinations
different countries 4.2 To describe
of the world famous sites
4.3 To match
activities with
tourist sites
UNIT CODE : SIX
COMPETENCY STANDARD : MAKING PLANS FOR LEISURE
ACTIVITIES PROGRAM : SURVIVAL ENGLISH 2
ATTITUDE NEEDED TO EXTEND INVITATION
FOR LEISURE ACTIVITIES
BASIC
COMPETENCY
1. Identifying leisure 1.1 To identify Listening 4 x 90

activities leisure activities Listening for minutes
1.2 To match invitations to join
leisure activities some leisure activities
with clothing
Speaking
Making plans for a
2. Classifying leisure 2.1 To classify weekend activity
activities indoor and
outdoor Reading
activities Classifying indoor
2.2 To classify /outdoor, individual
individual and and group sports
group activities and other leisure
activities
3. Making plans for 3.1 To seek plans
leisure activities for activities Writing
3.2 To make plans Giving advice for
3.3 To include fun and inexpensive
precautions to be leisure activities
taken
UNIT CODE : SEVEN
COMPETENCY STANDARD : COMPARING EVENTS AND CHANGES IN ONE’S
LIFE PROGRAM : SURVIVAL ENGLISH 2
ATTITUDE NEEDED TO COMPARE EVENTS AND CHANGES IN
ONE’S LIFE
BASIC
COMPETENCY
1. Describing one’s 1.1 To describe past Listening 5 x 90

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

recent and present facts about Give a motivational
present oneself talk to a group of
events 2.2 To describe unemployed youth.
recent events /
activities Reading
2.3 To explain effect Evaluating factors that
of past activities on make for success in life
the present
Writing
3. Identifying 3.1 To identify changes Comparing facts and
changes in one’s 3.2 To identify changes in life – from
present life styles regrets in one’s childhood to the
changes in self present.
3.3 To identify regrets
in life style
changes in your
community
4. Making plans for 4.1 To express

Future self personal goals
improvements 4.2 To describe
plans to achieve
those goals
UNIT CODE : EIGHT
COMPETENCY STANDARD : RECALLING PAST
EXPERIENCES PROGRAM : SURVIVAL ENGLISH 2
ATTITUDE NEEDED TO TALK ABOUT PAST EXPERIENCES
BASIC
COMPETENCY
1. Identifying one’s 1.1 To identify Listening 4 x 90

past activities and past habits Recalling past events minutes
habits and activities and activities
1.2 To express
past habits Speaking
and activities Comparing childhood
activities
with those of present
2. Contrasting one’s 2.1 To identify generations
present activities present habits
and habits with and activities Reading Identifying
those of the past 2.2 To express past
present habits social or economic
and activities events that affected
2.3 To contrast people in your
past habits and community
activities with
those of the Writing
present Writing a success story
of someone in your
neighbor or city.
3. Describing past 3.1 To identify
events in history past events
3.2 To identify
important recent/
present events
3.3 To describe
effects of events
have on people
UNIT CODE : NINE
COMPETENCY STANDARD : TALKING ABOUT PUBLIC TRANSPORTATION
SERVICES PROGRAM : SURVIVAL ENGLISH 2
ATTITUDE NEEDED TO COMPARE PUBLIC
TRANSPORTATION SERVICES
BASIC
COMPETENCY
1. Classifying public 1.1 To identify Listening 4 x 90

transportations modes of public Classifying modes and minutes
transportation
means of city
1.2 To classify
means of public transportation
transportation
Speaking
Asking for information
2. Comparing public 2.1 To identify benefits on
transportation 2.2 To identify schedules and fares for
services problems
public
2.3 To suggest
Improvements transportation
Reading
3. Talking about fare 3.1 To Identifying problems
structures identify of mass
schedules Transportations
3.2 To identify
including low cost
class and fares
3.3 To describe airlines
Amenities provided
for different Writing
classes Suggestions for
improving public
4. Booking a seat for 4.1 To ask for transportation
a trip schedules
4.2 To provide
information
4.3 To make a booking
UNIT CODE : TEN
COMPETENCY STANDARD : TALKING ABOUT HOUSING IN
CITIES PROGRAM : SURVIVAL ENGLISH 2
ATTITUDE NEEDED TO COMPARE PRICES AND HOUSING IN
CITIES
BASIC
COMPETENCY
1. Identifying types 1.1 To identify types Listening 4 x 90

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

lease 3.2 To negotiate
a lease
3.3 To
agree/disagree
with lease
UNIT CODE : ELEVEN
STANDARD COMPETENCY : TALKING ABOUT RECIPES AND TABLE SETTING
PROGRAM : SURVIVAL ENGLISH
ATTITUDE NEEDED TO DISCUSS FOOD AND TABLE SETTING
BASIC
COMPETENCY
1. Identifying 1.1 To classify Listening 5 x 90

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

settings Indonesian table Giving ideas on how to
settings promote Indonesian
3.2 To identify food to foreign tourists
western table
settings
3.3 To compare
Indonesian and
Western table
settings
ENGLISH FOR COMMUNICATION 1
UNIT : ONE
COMPETENCY STANDARD : DESCRIBING VACATIONS AND
INTINERARY PROGRAM : ENGLISH FOR COMMUNICATION 1
UNIT DESCRIPTIONS : THIS UNIT DEALS WITH KNOLEDGE, SKILLS AND ATTITUDE
NEEDED TO DESCRIBE VACATIONS AND ININERARY.
BASIC
COMPETENCY

vacations vacations sites Identifying vacations minutes
destinations 1.2 To identify plans and itinerary
purposes for described.
vacations
Speaking
Deciding on a
2. Seeking travel 2.1. To seek specific vacations
advice travel safety plan.
advice
2.2. To give Reading
travel safety Getting information
advice about vacations and
itinerary.
3. Planning 3.1. To decide
itinerary vacations Writing
destinations Writing about
3.2. To plan a
vacations vacations plan and
arrangement itinerary.
UNIT : TWO
COMPETENCY STANDARD : MAKING REQUESTS, COMPLAINTS AND
APOLOGIES PROGRAM : ENGL ISH FOR COMMUNICATION 1
NEEDED TO MAKE REQUEST, COMPLAINTS AND APOLOGIES
BASIC
COMPETENCY
1. Making requests 1.1. To identify Listening 5 x 90

purpose Identifying request, minutes
of complaints and
requests. apologies.
1.2. To identify
settings of Speaking
requests. Making request,
1.3. To express complaints and
requests. apologies.
2. Making complaints 2.1. To identify

reasons to Reading
complain. Getting information
2.2. To express about request,
complaints. complaints and
apologies.
Writing
3. Making apologies 3.1. To identify Writing about request,
reasons for complaints and
apology. apologies.
3.2. To offer apologies.
3.3. To accept
apologies.
UNIT : THREE
COMPETENCY STANDARD : DESCRIBING TEHNOLOGICAL DEVICES AND GIVING
INSTRUCTIONS.
PROGRAM : ENGLISH FOR COMMUNICATION 1
NEEDED TO DESCRIBE TEHNOLOGICAL DEVICES AND
GIVE INSTRUCTIONS.
BASIC
COMPETENCY
1. Identifying 1.1. To identify Listening 5 x 90

technological technological - Identifying minutes
devices. devices. technological
1.2. To classify devices.
technological - Identifying
devices. how
technological
devices
2. Describing impact 2.1. To changes in operate.
of technological technology
devices. devices in the Speaking
past 50 years - describing
identified. technological
2.2. To explain devices.
usefulness of - giving instructions
devices. how to operate
technological
devices.
3. Giving 3.1. To demonstrate
instructions comprehension of Reading
instructions from - Getting
manual. information about
3.2. To make technological
sequential devices.
instructions. - Getting
3.3. To write Information about
instructions for how to operate
manual. technological
devices.
Writing;
- Writing
about
technological
devices.
- Writing about
how to operate
technological
devices.
UNIT : FOUR
COMPETENCY STANDARD : DESCRIBING CELEBRATIONS AND
CUSTOMS. PROGRAM : ENGLISH FOR COMMUNICATION 1
NEEDED TO DESCRIBE CELEBRATIONS AND CUSTOMS.
BASIC
COMPETANCY
1. Describing 1.1 To identify types Listening identifying 3 x 90

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

customs of specific customs
different ethnic of ethnic groups.
groups in 3.2 To describe
Indonesia. differences
in customs.
3.3 To describe
community events.
UNIT : FIVE
COMPETENCY STANDARD : COMPARING AND CONTRASTING LIFE IN THE PAST,
PRESENT AND FUTURE.
UNIT DESCRIPTION : THIS UNIT DEALS WITH THE KNOWLEDGE, SKILLS AND
ATTITUDE NEEDED TO COMPARE AND CONTRAST LIFE IN
THE PAST, PRESENT AND FUTURE.
BASIC
NO. INDICATORS TASKS DURATION
COMPETENCY
1. Comparing and 1.1 To compare life Listening 6 x 90

contrasting life in in the past Identifying minutes
the past 1.2 To contras life in descriptions of life
the past in the past, present
and future.
Speaking
2. Comparing and 2.1 To compare life
Describing life in the
contrasting life in in the present.
past, present and
the present 2.2 To contrast life
future.
in the present.
Reading
Getting information
about life in the past,
present and future.
3. Comparing and 3.1 To compare life
Writing
contrasting life in in the future.
Writing in the past
the future 3.2 To contrast life
about life in the past,
in the future.
present and future.
UNIT : SIX
COMPETENCY STANDARD : DESCRIBING JOB QUALIFICATIONS, SKILLS,
AND PERSONALITIES
ATTITUDE NEEDED TO DESCRIBE JOB QUALIFICATIONS,
ABILITIES AND SKILLS, AND PERSONALITIES
BASIC
NO INDICATORS TASKS DURATIONS
COMPETENCY
1. Specifying job 1.1. To identify Listening 5 x 90

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

personalities personality traits. Writing about job
3.2. To identify qualifications, abilities
personality and skills, and
traits suitable personalities.
for specific
work.
3.3. To make a job
vacancy
announcement
with all the
basic
requirements.
Kurikulum LKP.IYI 8
UNIT : SEVEN
COMPETENCY STANDARD : DESCRIBING BUILDINGS AND FAMOUS
TOURIST.SITES.
UNIT DESCRIPTION : THIS UNIT DEALS WITH THE KNOWLEDGE, SKILLS
AND ATTITUDE NEEDED TO DESCRIBE BUILDINGS
AND FAMOUS TOURIST SITES.
BASIC
COMPETENCY
1. Classifying 1.1. To identify Listening 5 x 90

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

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

national tourist features of local
sites. and national sites.
3.2 To highlight
unique features
of national sites.
UNIT : EIGHT
COMPETENCY STANDARD : DESCRIBING LIFE STORIES AND RECENT PAST
HAPPENINGS PROGRAM : ENGLISHFORCO MMI NICATION 1
ATTITUDE NEEDED TO DESCRIBE LIFE STORIES AND
RECENT PAST HAPPENINGS.
BASIC
COMPETENCY
1. Describing one’s 1.1. To identify past Listening 5 x 90

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

happenings recent national
happenings.
2.2. To describe
recent
internationals
happenings.
2.3. To describe
impacts of these
events to one’s
life.
UNIT : NINE
COMPETENCY STANDARD : DESCRIBING MOVIES AND ACTORS AND
ACTRESSES PROGRAM : ENGLISH FOR COMMUNICATION 1
ATTITUDE NEEDED TO DESCRIBE MOVIES AND ACTORS
AND ACTRESSES
BASIC
COMPETENCY
1. Classifying 1.1 To identify types of Listening 5 x 90

movies movies. Identifying movies, minutes
1.2 To classify movies actors
And actresses
Described.
2. Describing 2.1 To identify features
features Speaking
in movies.
of movies Describing movies,
2.4 To explain
actors and actresses.
classifications of
movies.
Reading
Getting information
about movies, actors,
3 Describing 3.1 To mach talents and and actresses
recognition in the actors and
movie industry actresses. Writing
Writing about movies,
actors and actresses.
UNIT : TEN
COMPETENCY STANDARD : DESCRIBING LIKES AND DISLIKES AND DIFFERENTIATIN
FACTS FROM OPINIONS
ATTITUDE NEEDED TO DESCRIBE LIKES AND DISLIKES AND
DIFFERENTIATING ACTS FROM OPINIONS
BASIC
COMPETENCY
1. Describing likes 1.1 To identify Listening 5 x 90

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

opinions. expressions for Getting information
opinions. about likes and dislikes
2.2 To identify and the difference
supporting ideas about facts from
2.3 To express opinions.
personal opinion.
Writing
Writing about likes
3 Differentiating 3.1 To identify facts. and dislikes and the
Facts from 3.2 To identify difference
opinions Supporting ideas. about facts from
3.3 To differentiate opinions
Facts and Opinions.
3.4 To analyze Reports.
ENGLISH FOR COMMUNICATION 2
UNIT CODE : ONE

COMPETENCY STANDARD : SPECULATING ABOUT PRESENT AND PAST
EVENTS PROGRAM : ENGLISH FOR COMMUNICATION 2
ATTITUDE NEEDED TO SPECULATE ABOUT PRESENT AND
PAST EVENTS
BASIC
COMPETENCY
1. Identifying past 1.1 To identify Listening 5 x 90

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

present events present events. Getting information
2.2 To identify on description of
simultaneous speculation about
events. present and past
2.3 To identify events.
sequential
events. Writing
Writing about present
and past speculation
3. Speculating past 3.1 To speculate
and present unreal present
events events.
3.4 To speculate
unreal past
events.
UNIT CODE : TWO
COMPETENCY STANDARD : MAKING REPORTED STATEMENTS AND
REQUESTS PROGRAM : ENGLISH FOR COMMUNICATION 2
AND ATTITUDE NEEDED TO REPORT STATEMENTS
AND REQUESTS
BASIC
COMPETENCY
1. Using direct 1.1 To identify Listening 4 x 90

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

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

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

personality types personality types. personality types minutes
1.2 To describe one’s and qualities and
personality. relationships.
Speaking Describing
2. Describing 2.1 To identify personality types
qualities qualities and qualities and
2.2 To relationships.
compare
Qualities. Reading
Getting information
about descriptions of
3. Expressing 3.1 To identify personality types and
qualities in relationships of qualities and
relationship to qualities relationships
non-human associated to
subjects non- human Writing
subjects. Writing about
3.2 To express descriptions of
specific personality types and
relationships qualities and
of qualities. relationships
UNIT CODE : FOUR
COMPETENCY STANDARD : DESCRIBING AND COMPARING UNUSUAL JOBS.
AND ATTITUDE NEEDED TO COMPARE UNUSUAL
JOBS
BASIC
COMPETENCY
1. Describing 1.1 To identify Listening Identifying 5 x 90

unusual jobs. unusual unusual jobs. minutes
jobs.
1.2 To describe Speaking Describing
unusual and comparing
jobs. unusual Jobs.
2. Associating 2.1 To identify Reading

personality personality types Getting information
types with for unusual jobs. about descriptions
unusual job 2.2 To match of unusual jobs.
personality types
for unusual jobs. Writing
Writing about
descriptions of
3. Comparing 3.1 To identify unusual jobs.
unusual jobs. differences in
some
unusual jobs.
3.2 To compare
unusual
jobs.
Kurikulum LKP.IYI 8
UNIT CODE : FIVE
COMPETENCY STANDARD : MAKING, ACCEPTING OR DECLINING INDIRECT
REQUESTS PROGRAM : ENGLISH FOR COMMUNICATION 2
ATTITUDE NEEDED TO MAKE, ACCEPT OR DECLINE
INDIRECT REQUESTS
BASIC
COMPETENCY
1. Making indirect 1.1 To identify Listening Identifying 5 x 90

requests direct requests. indirect requests. minutes
1.2 To express direct
requests. Speaking
1.3 To identify Making, accepting
indirect requests. or declining indirect
1.4 To express requests.
indirect requests.
Reading
Getting information
2. about descriptions of
Accepting 2.1 To make
indirect requests.
indirect requests indirect
requests.
Writing
2.2 To accept
Writing about
indirect requests.
descriptions of
indirect requests.
3. Declining 2.1 To note
indirect requests indirect
requests.
2.2 To decline
indirect
requests.
1.1 To express
reasons for
declining.
UNIT CODE : SIX
COMPETENCY STANDARD : NARRATING NEWS STORIES AND EXCEPTIONAL
EVENTS PROGRAM : ENGLISH FOR COMMUNICATION 2
ATTITUDE NEEDED TO NARRATE NEWS STORIES AND
EXCEPTIONAL EVENTS.
BASIC
COMPETENCY
1. Classifying news 1.1 To identify Listening Identifying 5 x 90

media for news stories and minutes
narrating news. exceptional events.
1.2 To identify
types of news. Speaking
1.3 To classify news. Narrating news
stories and
exceptional
2. Narrating news 2.1 To narrate news events.
using direct
speech. Reading
2.2 To narrate news Getting information
stories in about news stories
indirect speech. and exceptional
. events.
3. Narrating 3.1 To identify Writing

exceptional qualities that Writing news stories
events signifies and exceptional
exceptional events.
events.
3.2 To identify cause
and effect of an
exceptional
event.
3.5 To narrate
3.6 exceptional
events.
Kurikulum LKP.IYI 9
UNIT CODE : SEVEN
COMPETENCY STANDARD : COMPARING CULTURES AND DESCRIBING CULTURE
SHOCKS
ATTITUDE NEEDED TO COMPARE CULTURES AND
DESCRIBE CULTURE SHOCKS
BASIC DURATIO
NO INDICATORS TASKS
COMPETENCY N
1. Describing local 1.1 To identify Listening 5 x 90

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

culture shocks differences in
culture.
4.2 To describe
impacts of
culture shocks.
UNIT CODE : EIGHT
COMPETENCY STANDARD : DESCRIBING PROBLEMS AND MAKING
COMPLAINTS PROGRAM : ENGLISH FOR COMMUNICATION 2
ATTITUDE NEEDED TO DESCRIBE PROBLEMS AND MAKE
COMPLAINTS
BASIC
COMPETENCY
1. Describing 1.1 To identify Listening 5 x 90

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

complaints complaints. - Writing descriptions
3.2 To note complaints of problems and
3.3 To seek assurance making complaints.
3.6 To give assurance
UNIT CODE : NINE
COMPETENCY STANDARD : IDENTIFYING PROBLEMS AND OFFERING
SOLUTIONS PROGRAM : ENGLISH FOR COMMUNICATION 2
ATTITUDE NEEDED TO IDENTIFY PROBLEMS AND OFFER
SOLUTION
BASIC
COMPETENCY
1. Identifying types 1.1 To identify Listening: 5 x 90

of personal types of - Identifying types minutes
problems problems. of personal
1.2 To classify problems.
problems. - Identifying
the solutions.
2. Eliciting 2.1 To offer assistance
information 2.2 To refuse Speaking
assistance. - Describing
3.4 To express personal problems
assurance. and offering
solutions.
Reading
3. Offering 3.1 To suggest - Getting information
solutions solutions. about types of
3.2 To express problems.
prohibitions. - Getting
information about
solutions.
Writing
- Writing about
identifying
problems and
offering
solutions.
UNIT CODE : TEN
COMPETENCY STANDARD : DESCRIBING LEARNING METHODS AND
INDICATING PREFERENCES
ATTITUDE NEEDED TO DESCRIBE LEARNING METHODS
AND INDICATE PREFERENCES
BASIC
COMPETENCY
1. Describing 1.1 To identify Listening 4 x 90

learning styles different - Identifying minutes
learning styles. different learning
1.2 To express styles.
specific learning - Identifying
styles. preferences.
2. Matching 2.1 To identify Speaking

personality with learning problems. - Describing the
learning styles 2.2 To match learning styles
personality traits and indicating
with learning preferences.
styles.
Reading
3. Indicating 3.1 To express - Getting information
preferences preferences for about descriptions
learning style. of learning styles.
3.2 To state reasons - Getting information
for preferences. about preferences
on learning styles.
Writing
- Writing about
learning styles
and preferred
ones.
ADVANCED COMMUNICATION IN ENGLISH 1
UNIT CODE : ONE

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

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

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

interview summary
4.2 To convey
appreciation
4.3 To convey
leave takings
UNIT CODE : TWO
COMPETENCY STANDARD : SUMMARIZING AN ESSAY
ATTITUDE NEEDED TO SUMMARIZE AN ESSAY.
BASIC
COMPETENCY
1 Recognizing 1.1 To identify Reading 4 x 90

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

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

main ideas ideas with correct
connectors
3.2 To write a
summary
UNIT CODE : THREE
COMPETENCY STANDARD : SUMMARIZING A SHORT STORY
ATTITUDE NEEDED TO SUMMARIZE A SHORT STORY.
BASIC
COMPETENCY
1 Identifying 1.1 To identify Reading 4 x 90

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

main points of a points of the
short story stories
with the right
connectors
3.2 To correct a
summary draft
3.3 To write a
summary
UNIT CODE : FOUR
COMPETENCY STANDARD : TELLING A STORY
ATTITUDE NEEDED TO TELL A STORY.
BASIC
COMPETENCY
1 Planning a story 1.1 To identify genres Reading 4 x 90

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

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

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

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

informal letters informal letters
3.2 To informal letters
3.3 To make a
final draft
UNIT CODE : SIX
COMPETENCY STANDARD : WRITING A FORMAL LETTER
ATTITUDE NEEDED TO WRITE A FORMAL LETTER.
BASIC
COMPETENCY
1 Identifying the 1.1 To identify Reading 3 x 90

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

letters formal letters
3.2 To edit
formal letters
3.3 To make final
a draft
UNIT CODE : SEVEN
COMPETENCY STANDARD : WRITING A COMPLAINT LETTER
ATTITUDE NEEDED TO WRITE A COMPLAINT LETTER.
BASIC
COMPETENCY
1 Identifying the 1.1 To identify types Listening 3 x 90

elements of of complaint Identifying main minutes
complaint letters letters points of a
1.2 To mention complaint
elements of
complaint Reading
letters Getting
information about
2 Outlining 2.1 To outline a elements of a
complaint letters complaint complaint letter
letter
2.2 To revise an outline Writing
Writing a
3 Composing 3.1 To draft complaint letter
complaint letters complaint letters
3.2 To edit
complaint letters
3.3 To make a
final draft
UNIT CODE : EIGHT
COMPETENCY STANDARD : WRITING AN APPLICATION LETTER
ATTITUDE NEEDED TO WRITE AN APPLICATION LETTER.
BASIC
COMPETENCY
1 Identifying the 1.1 To identify types Reading 4 x 90

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

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

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

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

(Curriculum Vitae) (Curriculum Vitae)
6.2 To edit CV
(Curriculum Vitae)
6.3 To make a
final draft
UNIT CODE : NINE
COMPETENCY STANDARD : GIVING A PRESENTATION
ATTITUDE NEEDED TO GIVE A PRESENTATION.
BASIC
COMPETENCY
1 Identifying the 1.1 To identify Listening 5 x 90

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

presentation techniques of
delivery
4.2 To deliver a
presentation
UNIT CODE : TEN
COMPETENCY STANDARD : WRITING A MANUAL
ATTITUDE NEEDED TO WRITE A MANUAL.
BASIC
COMPETENCY
1 Identifying the 1.1 To identify Reading 4 x 90

elements of a types of Getting minutes
manual manuals information about
1.2 To identify the elements and
elements of contents of a manual
manuals
Writing
2 Outlining manuals 2.1. To outline manual Writing a manual
2.2 To revise outline
3 Writing a manual 3.1 To draft manuals

3.2 To edit manuals
3.3 To make final draft
UNIT CODE : ELEVEN
COMPETENCY STANDARD : PARTICIPATING IN A DISCUSSION
EFFECTIVELY PROGRAM : ADVANCED COMMUNICATION IN ENGLISH 1
ATTITUDE NEEDED TO PARTICIPATE IN A DISCUSSION
EFFECTIVELY
BASIC
COMPETENCY
1 Identifying the 1.1 To identify types Listening 4 x 90

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

solution of negotiations
3.2 To identify
elements
of negotiations
4 Concluding 4.1 To
discussions summarize
discussions
4.2 To
conclude
discussions
UNIT CODE : TWELVE
COMPETENCY STANDARD : REPORTING AN EVENTORALLY
ATTITUDE NEEDED TO REPORT AN EVENT ORALLY
BASIC
COMPETENCY

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

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

report opening
4.2 To describe
main events
4.3 To make
report
conclusion
ADVANCED COMMUNICATION IN ENGLISH 2
UNIT CODE : ONE

COMPETENCY STANDARD : PARTICIPATING IN A DISCUSSION
EFFECTIVELY PROGRAM : ADVANCED COMMUNICATION IN ENGLISH 2
ATTITUDE NEEDED TO PARTICIPATE IN A DISCUSSION
EFFECTIVELY
BASIC
COMPETENCY
1. Identifying the 1.1 To identify Listening Identifying 5 x 90

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

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

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

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

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

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

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

descriptive essay 3.2 To edit Essays
3.3 To make
Final draft
UNIT CODE : FOUR
COMPETENCY STANDARD : WRITING A NARRATIVE ESSAY
ATTITUDE NEEDED TO WRITE A NARRATIVE ESSAY
BASIC
COMPETENCY
1. Identifying the 1.1 To identify Listening 4 x 90

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

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

narrative essay 3.2 To edit essays
3.3 To make
final draft
UNIT CODE : FIVE
COMPETENCY STANDARD : WRITING AN ARGUMENTATIVE ESSAY
PROGRAM : ADVANCED COMMUNICATION IN ENGLISH
2
ATTITUDE NEEDED TO WRITE AN
ARGUMENTATIVE ESSAY
BASIC
COMPETENCY

elements of an purposes of Identifying the main minutes
argumentative an points of an
essay argumentative argumentative essay
essay
1.2 To identify Reading
elements of Getting information
an about the elements
argumentative and the main
essay points of an
argumentative
2. Outlining 2.1 To outline essays essay
argumentative 2.2 To revised essays
essays Writing
Composing an
argumentative essay
3. Composing an 3.1 To draft essays
argumentative 3.2 To edit essays
essay 3.3 To make final draft
UNIT CODE : SIX
COMPETENCY STANDARD : WRITING A PERSUASIVE ESSAY
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE, SKILLS,
AND ATTITUDE NEEDED TO WRITE
A PERSUASIVE ESSAY
BASIC
COMPETENCY

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

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

persuasive essay 3.2 To edit essays
3.3 To make final draft
UNIT CODE : SEVEN
COMPETENCY STANDARD : WRITING A COMPARISON – CONTRAST
ESSAY PROGRAM : ADVANCED COMMUNICATION IN ENGLISH 2
ATTITUDE NEEDED TO WRITE A COMPARATIVE ESSAY
BASIC
COMPETENCY

elements of purposes of a Identifying the minutes
comparison comparison- main points of
- contrast essays contrast essay a comparison-
1.2 To identify contrast essay
elements of a exposed
comparison-
contrast essay Reading
Getting information
about the elements
2.1 To outline essays and the main points
2. Outlining
of a comparison –
comparison- 2.2 To revise outline
contrast essay
contrast essays
Writing
Composing a
3. Composing a 3.1 To draft essays comparison-
comparison 3.2 To edit essays contrast essay
contrast essay 3.3 To make final draft
UNIT CODE : EIGHT
COMPETENCY STANDARD : TAKING NOTES FROM A LECTURE
ATTITUDE NEEDED TO TAKE NOTES FROM A LECTURE
BASIC
COMPETENCY
1. Identifying the 1.1 To identify Reading 4 x 90

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

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

complete draft 3.2 To revise drafts
from notes 3.3 To make report
UNIT CODE : NINE
COMPETENCY STANDARD : PARTICIPATING IN A DEBATE SUCCESSFULLY
PROGRAM : ADVANCED COMMUNICATION IN ENGLISH
2
ATTITUDE NEEDED TO PARTICIPATE IN A
DEBATE SUCCESSFULLY
BASIC
COMPETENCY

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

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

debate opinions
5.2 To make
conclusion
UNIT CODE : TEN
COMPETENCY STANDARD : WRITING A BOOK REVIEW
ATTITUDE NEEDED TO WRITE A REPORT A BOOK
REVIEW
BASIC
COMPETENCY

elements of book purposes of Identifying the minutes
reviews book reviews main points of a
1.2 To identify the book review
elements of book
reviews Reading
Getting
2. Outlining book 2.1 To outline elements of a book
reviews reviews review and the main
2.2 To revise outline points of a book review
Writing
Composing a book
3. Composing book 3.1 To draft reviews review
reviews 3.2 To edit reviews
3.3 To make
final draft
UNIT CODE : ELEVEN
COMPETENCY STANDARD : WRITING A REPORT BASED ON NON-LINEAR TEXTS
ATTITUDE NEEDED TO WRITE A REPORT BASED ON
NON- LINEAR TEXTS
BASIC
COMPETENCY
1. Identifying non- 1.1 To identify Reading 4 x 90

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

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

Drs. Fauzan Suryantara, MM

Kurikulum LKP - Iyi - Bahasa Inggris

Diunggah oleh

Informasi Dokumen

Deskripsi Asli:

Judul Asli

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

Kurikulum LKP - Iyi - Bahasa Inggris

Diunggah oleh

Hak Cipta:

Format Tersedia

KURIKULUM LEMBAGA

 ENGLISH FOR KIDS

IYI Sentra Ilmu & Teknologi

Kurikulum LKP.IYI 2014/2015 2

C. HAKIKAT PEMBELAJARAN BAHASA INGGRIS

E. PENDEKATAN PEMBELAJARAN DAN PENILAIAN

Kurikulum LKP.IYI 2014/2015 3

G. HUBUNGAN DENGAN PROGRAM LAIN

Kurikulum LKP.IYI 2014/2015 4

Kurikulum LKP.IYI 2014/2015 5

Kurikulum LKP.IYI 2014/2015 6

Kurikulum LKP.IYI 2014/2015 7

ENGLISH FOR KIDS 1

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

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

2 1.2 Writing a very 1.2.1 The students - Instructor indicates

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

2 1.2 Interacting 1.2.1 Expressing of - Instructor gives the

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

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

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

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

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

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

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

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

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

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

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

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

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

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

1.2 1.2.1 The students - The students

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

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

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

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

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

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

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

2. 1.2 Writing a very 1.2.1 The students - Instructor dictates

1. 1.1 Writing a 1.1.1 The students - Instructor gives 4 x 90

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

1. Having 1.1 Starting a LISTENING 2 x 90

1. Having simple 1.3 Having simple LISTENING 3 x 90

1. Understanding a 3.1 Responding a READING 3 x 90

1. 4.1Reading aloud 4.1.1 The students - The students imitate 3 x 90

2. 4.2 Understanding 4.2.1 The students - The students

1. Understanding 5.1 Understanding READING 3 x 90

1. Understanding 6.1 Expressing the READING 4 x 90

1. Understanding 7.1 Learning and READING 4 x 90

1. Understanding 8.1 Learning and READING 2 x 90

1. Understanding a 9.1 Responding a READING 3 x 90

1. Using the 10.1 Using the READING 3 x 90

1. Understanding a 11.1 Understanding SPEAKING 3 x 90

1. Understanding a 12.1 Understanding LISTENING 4 x 90

1. Understanding 13.1 Using the form READING 2 x 90

1. Understanding 14.1 Reading and READING 3 x 90

1. Understanding a 15.1 Understanding a READING 3 x 90

1. Talking about 16.1 Understanding LISTENING 5 x 90

1. Understanding 17.1 Learning and READING 3 x 90

1. Understanding 18.1 Learning and READING 3 x 90