KURIKULUM PELATIHAN BAHASA

INGGRIS

Direktorat Pembinaan Kursus dan Pelatihan

Direktorat Jenderal Pendidikan Anak Usia Dini, Nonformal dan Informal
Kementerian Pendidikan dan Kebudayaan
2019

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 DAFTAR ISI

I. PENDAHULUAN
A. Latar Belakang
B. Tujuan
C. Dasar Hukum
D. Ruang Lingkup

II. KURIKULUM BERBASIS KERANGKA KUALIFIKASI

NASIONAL INDONESIA
A. Profil Lulusan
B. Capaian Pembelajaran
C. Bahan Kajian
D. Daftar Modul
E. Rencana Pembelajaran

III. PENUTUP

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 I. PENDAHULUAN

A. Latar Belakang
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 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 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. Ekskul 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 penyusunan kurikulum berbasis kompetensi sehingga dapat
dijadikan standar oleh lembaga 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 Berbasis Kompetensi untuk menjawab permasalahan di atas.

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B. Tujuan
Kurikulum Berbasis Kompetensi disusun untuk digunakan sebagai pedoman pembelajaran
dan penilaian dalam penentuan kelulusan peserta didik pada lembaga kursus dan pelatihan
atau bagi yang belajar mandiri dan sebagai acuan dalam menyusun, merevisi, atau
memutakhirkan kurikulum, baik pada aspek perencanaan maupun implementasinya.
C. Dasar Hukum
Dasar hukum untuk pembuatan Kurikulum Kursus dan Pelatihan
adalah seperti di bawah ini :

1. Undang-Undang No. 20 Tahun 2003 tentang Sistem Pendidikan

Nasional
2. Peraturan Pemerintah No. 19 Tahun 2005 tentang Standar Nasional
Pendidikan
3. Peraturan Pemerintah No. 32 Tahun 2013 tentang Perubahan Atas
Peraturan Pemerintah No. 19 Tahun 2005 tentang Standar Nasional
Pendidikan
4. Peraturan Presiden No. 8 Tahun 2012 tentang Kerangka Kualifikasi
Nasional Indonesia
D. Ruang Lingkup
Kurikulum Berbasis Kompetensi ini disusun dengan memperhatikan kemampuan dan
kewenangan peserta didik dalam menyelesaikan materi pelajaran untuk berkomunikasi di
lingkungan pekerjaan. Untuk itu, penyusunan kurikulum ini telah dibagi menjadi tiga program,
yakni program: 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), trampil
(intermediate) dan mahir (advanced). Tingkatan ini telah diubah menjadi Survival English
sebagai pengganti tingkat dasar satu dan dua, English for Communication sebagi pengganti
tingkat terampil satu dan dua, dan Advanced Communication in English sEbagai pengganti
tingkat mahir.
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.
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 §
II. KURIKULUM BERBASIS
KERANGKA KUALIFIKASI NASIONAL INDONESIA

A. Profil Lulusan
Lulusan kursus dan pelatihan bahasa Inggris ini mampu berkomunikasi dalam bahasa
Inggris baik secara lisan maupun tulisan.

B. Capaian pembelajaran

PARAMETER DESKRIPSI CAPAIAN PEMBELAJARAN BAHASA

INGGRIS
1. Membangun, membentuk
SIKAP DAN TATA
NILAI karakter dan kepribadian
manusia Indonesia seutuhnya.
2. Bertakwa kepada Tuhan Yang Maha Esa
3. Menjunjung tinggi nilai kemanusiaan
dalam menjalankan tugas dan bekerja
dengan sepenuh hati.
4. Memiliki moral, etika dan
kepribadian yang baik di dalam
menyelesaikan tugasnya
5. Berperan sebagai warga negara yang
bangga dan cinta tanah air memiliki
nasionalisme serta mendukung
perdamaian dunia
6. Bekerja sama dan memiliki kepekaan
sosial dan kepedulian yang tinggi
terhadap masyarakat dan
lingkungannya
7. Menghargai keanekaragaman
Agama/ Kepercayaan, Budaya,
pandangan, dan pendapat orang

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 PARAMETER DESKRIPSI CAPAIAN PEMBELAJARAN BAHASA
INGGRIS
lain.
8. Taat hukum, dan disiplin dalam
kehidupan bermasyarakat dan
bernegara.
9. Menunjukkan sikap hormat, sopan,
disiplin dan bertanggung jawab dalam
berkomunikasi dalam bahasa Inggris
sebagai pekarya kesehatan.
Memiliki kemampuan berkomunikasi dalam
KEMAMPUAN
bahasa Inggris yang menunjang pekerjaan
BERKOMUNIKASI
dan tanggung, yang meliputi:
DALAM BAHASA
INGGRIS DI BIDANG 1. Berkomunikasi yang baik dan efektif
KERJA dengan klien dalam bahasa Inggris.
2. Berkomunikasi yang baik dan efektif
dengan pekerja lain maupun atasan
dalam bahasa Inggris.
3. Strategi komunikasi yang baik dan efektif
dalam bahasa Inggris yang mendukung
komunikasi dengan klien.

PENGETAHUAN Memiliki pengetahuan tentang

TENTANG komponen bahasa Inggris yang
KOMUNIKASI menunjang pekerjaan sebagai pekarya
DALAM BAHASA kesehatan, yang meliputi:
INGGRIS YANG 1. Berkomunikasi yang baik dan efektif
DIKUASAI dalam bahasa Inggris.
2. Baik dan efektif dalam tulisan bahasa Inggris.

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 PARAMETER DESKRIPSI CAPAIAN PEMBELAJARAN BAHASA
INGGRIS UNTUK PEKARYA KESEHATAN
Bertanggung jawab atas kelancaran
KEWENANGAN DAN
komunikasi dalam bahasa Inggris terkait.
TANGGUNG JAWAB

C. Bahan Kajian

BAHAN KAJIAN

Bidang Keterampilan: Bahasa Inggris

ELEMEN
BAHAN KAJIAN BOBOT MODUL
KOMPETENSI

Kemampuan Berkomunikasi dalam Bahasa Inggris di Bidang Kerja

1. BK-K 1 BK-K 1.1 4 (MD BI 1)

Komunikasi Model komunikasi yang Komunikasi
yang baik dan baik dan efektif terkait dalam bahasa
efektif dengan perkenalan diri dengan Inggris dengan
klien dalam klien (text, audio).
klien
bahasa Inggris
 Language
expressions:
Greetings and
introductions,
asking for and
giving personal and
health information,
work experience

 Vocabulary:
Personal and health
information

 Grammar:

Present tense dan

past tense

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 ELEMEN
KOMPETENSI BAHAN KAJIAN BOBOT MODUL

BK-K 1.2 4 (MD BI 1)

Model komunikasi yang Komunikasi
baik dan efektif terkait dalam bahasa
memandikan dan Inggris dengan
menggantikan pakaian
klien
 Language
expressions:

polite request,
simple instructions

 Vocabulary:
toiletries, clothing,
parts of the body,
shaving, brushing
teeth, shampooing

 Grammar:

simple present,
imperatives

BK-K 1.3 4 (MD BI 1)

Model komunikasi yang Komunikasi
baik dan efektif terkait dalam bahasa
membantu Buang Air Inggris dengan
Kecil (BAK) dan klien
Buang Air Besar (BAB)

 Language
expressions:
making and
understanding
polite request,
giving and
understanding
simple instructions

 Vocabulary:
toiletries, tools and
equipment related
to BAB and BAK

 Grammar:

Present tense,
present simple
present, imperatives

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 ELEMEN
KOMPETENSI BAHAN KAJIAN BOBOT MODUL

BK-K 1.4 4 (MD BI 1)

Model komunikasi yang Komunikasi
baik dan efektif terkait dalam bahasa
membantu pemberian Inggris dengan
makanan dan
klien
minuman

 Language
expressions:
offering help, giving
simple instructions,
making polite
request, giving
encouragement

 Vocabulary:
foods and drinks,
diet, allergies

 Grammar:
countable and
uncountable nouns,
units of
measurement

BK-K 1.5 4 (MD BI 1)

Model komunikasi Komunikasi
yang baik dan efektif dalam bahasa
terkait mengukur Inggris dengan
tanda-tanda vital klien

 Language
expressions:
Making polite
requests, giving
simple
instructions,
offering help,
reporting

 Vocabulary:
Vital signs,
instruments for
taking vital signs,
numbers, parts of
the body
 Grammar:
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 ELEMEN
KOMPETENSI BAHAN KAJIAN BOBOT MODUL

imperatives

BK-K 1.6 4 (MD BI 1)

Model komunikasi Komunikasi
yang baik dan efektif dalam bahasa
terkait pemberian Inggris dengan
obat kepada klien klien

 Language
expressions:
Making polite
requests, offering
help, reporting,
giving
encouragement

 Vocabulary:
telling time,
countable, and
units of
measurement,
right drug, right
dose, right route,
right time, and
right patient.

 Grammar:
countable and
uncountable
nouns,
prepositions of
time and place,
simple imperatives

BK-K 1.7 4 (MD BI 1)

Model komunikasi Komunikasi
yang baik dan efektif dalam bahasa
terkait ambulasi dan Inggris dengan
transportasi (bed-to- klien
bed, bed-to-chair)
klien

 Language
expressions:
instructions,

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 ELEMEN
KOMPETENSI BAHAN KAJIAN BOBOT MODUL

directions

 Vocabulary:
equipment needed
for ambulation
and
transportation,
sunning, walking

 Grammar: simple
imperatives,
prepositions of
place and time

BK-K 1.8 4 (MD BI 1)

Model komunikasi Komunikasi
yang baik dan efektif dalam bahasa
terkait keluhan Inggris dengan
kesehatan klien. klien

 Language
expressions:
handling
complaints, asking
for and giving
advice, asking
client’s comfort
and health
condition, giving
words of
encouragement

 Vocabulary:
feelings and
emotions, pain,
illnesses and
diseases,
symptoms, health
status, words of
encouragement

 Grammar: modal
auxiliaries
(should, must,
had to, had
better),

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 ELEMEN
KOMPETENSI BAHAN KAJIAN BOBOT MODUL

exclamations

BK-K 1.9 3 (MD BI 4)

Formulir isian Pencatatan
kegiatan yang status
dilakukan dalam kesehatan dan
membantu klien kegiatan klien
 Language dalam bahasa
expressions: Inggris
Reporting
 Vocabulary:
Daily activities,
telling time,
numbers, sizes,
measurement
 Grammar:
Past tense,
adverbs of
frequency, time
and place

BK-K 1.10 4 (MD BI 1)

Strategi komunikasi Strategi
dengan klien: komunikasi

 Verbal
communication
strategies:
giving alternative
words (synonyms),
paraphrasing,
making certain,
repeating
information,
summarizing

 Non-verbal
communication
strategies:
Using facial
expressions,
gestures

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 ELEMEN
KOMPETENSI BAHAN KAJIAN BOBOT MODUL

2. BK-K 2 BK-K 2.1 4 (MD BI 2)

Komunikasi Model komunikasi Komunikasi
yang baik dan yang baik dan efektif dalam bahasa
efektif dengan terkait perkenalan Inggris dengan
keluarga klien diri dengan pihak keluarga klien
dalam bahasa keluarga klien
Inggris
 Language
expressions:
introducing
oneself, asking for
and giving
information

 Vocabulary:
personal
information

 Grammar: present
tense

BK-K 2.2 4 (MD BI 2)

Model komunikasi Komunikasi
yang baik dan efektif dalam bahasa
terkait informasi Inggris dengan
status kesehatan keluarga klien
klien kepada pihak
keluarga klien
Language
expressions:
Reporting

 Vocabulary:
health status,
symptoms and
diseases, feelings
and emotions

 Grammar:
present tense,
past tense,
adverbs of time,
place and
frequency

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 ELEMEN
KOMPETENSI BAHAN KAJIAN BOBOT MODUL

BK-K 2.3 4 (MD BI 2)

Model komunikasi Komunikasi
yang baik dan efektif dalam bahasa
dengan keluarga Inggris dengan
klien terkait keluarga klien
instruksi dengan
kalimat sederhana

 Language
expressions:
giving and
understanding
simple
instructions,
sequences and
procedures

 Vocabulary:
first, second,
third, next, then,
finally, telling time

 Grammar:
Present tense,
adverbs of time,
place and
frequency

BK-K 2.4 4 (MD BI 2)

Model komunikasi Komunikasi
yang baik dan efektif dalam bahasa
dengan keluarga Inggris dengan
klien terkait keluarga klien
komunikasi melalui
telepon

 Language
expressions:
making and
receiving
telephone calls,
taking and leaving
messages on the

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 ELEMEN
KOMPETENSI BAHAN KAJIAN BOBOT MODUL

phone

 Vocabulary:

Daily activities,
telling time

 Grammar:

Present tense,
past tense

BK-K 2.5 4 (MD BI 4)

Strategi komunikasi Strategi
dengan keluarga komunikasi
klien:

 Verbal
communication
strategies:
giving alternative
words (synonyms),
paraphrasing,
making certain,
repeating
information,
summarizing,
motivation,
empathy

 Non-verbal
communication
strategies:
Facial
expressions,
gestures, active
listening,
empathy.

3. BK-K 3 BK.K 3.1 4 (MD BI 3)

Komunikasi Model komunikasi Komunikasi
yang baik dan yang baik dan efektif dalam Bahasa
efektif dengan terkait perkenalan Inggris dengan
petugas diri dan petugas
kesehatan
perkenalkan klien kesehatan
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 ELEMEN
KOMPETENSI BAHAN KAJIAN BOBOT MODUL

dalam bahasa dengan petugas

Inggris kesehatan

 Language
expressions:
introducing
oneself,
introducing
others, asking for
and giving
information

 Vocabulary:
personal
information

 Grammar: present
tense, past tense

BK.K 3.2 4 (MD BI 3)

Model komunikasi Komunikasi
yang baik dan efektif dalam bahasa
terkait informasi Inggris dengan
status kesehatan petugas
klien kepada pihak kesehatan
petugas kesehatan

 Language
expressions: (MD BI 3)
Reporting Pencatatan
 Vocabulary: status
health status, kesehatan dan
symptoms and kegiatan klien
diseases, feelings dalam Bahasa
and emotions Inggris

 Grammar:
present tense,
past tense,
adverbs of time
and frequency

BK.K 3.3 4 (MD BI 3)

Model komunikasi Komunikasi
yang baik dan efektif dalam bahasa
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 ELEMEN
KOMPETENSI BAHAN KAJIAN BOBOT MODUL

dengan petugas Inggris dengan

kesehatan klien petugas
terkait instruksi kesehatan

 Language
expressions:
giving and
understanding
instructions,
clarifying
instructions,
sequences and
procedures

 Vocabulary: first,
second, third,
next, then, finally,
telling time

 Grammar: present
tense, adverbs of
frequency

BK.K 3.4 4 (MD BI 3)

Model komunikasi Komunikasi
yang baik dan efektif dalam bahasa
dengan petugas Inggris dengan
kesehatan melalui petugas
telepon kesehatan

 Language
expressions:
making and
receiving
telephone calls,
taking and leaving
messages on the
phone

 Vocabulary: daily
activities, telling
time

 Grammar: present
tense, past tense

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 ELEMEN
KOMPETENSI BAHAN KAJIAN BOBOT MODUL

BK.K 3.5 4 (MD BI 4)

Strategi komunikasi Strategi
dengan petugas komunikasi
kesehatan:

 Verbal
Communication
strategies:
Giving alternative
words (synonyms),
paraphrasing,
clarifying,
repeating
information,
summarizing

 Non-Verbal
Communication
strategies:
Using facial
expressions,
gestures

Pengetahuan Berkomunikasi dalam Bahasa Inggris di Bidang Kerja

1. BK-P 1 BK.P 1.1 Kosa kata 3 (MD BI 1)

Pengetahuan anggota gerak tubuh
komponen dan panca indera Komunikasi
bahasa Inggris dalam bahasa
BK.P 1.2. Kosa kata 3 Inggris dengan
terkait anggota
gerak tubuh dan terkait fungsi anggota klien
panca indera gerak tubuh dan
(parts of the body panca indera
and senses)

2. BK-P 2 BK. P 2.1. Kosa kata 3 (MD BI 1)

Pengetahuan dan reading text
terkait ancaman Komunikasi
terkait ancaman
kesehatan dan dalam bahasa
kesehatan,
keselamatan klien. Inggris dengan
keselamatan klien
klien, BK.P 2.2. Kosa kata
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 ELEMEN
KOMPETENSI BAHAN KAJIAN BOBOT MODUL

pencegahan terkait jenis-jenis obat

infeksi serta yang terkait ancaman 3
keluhan umum kesehatan klien
terkait dalam pemberian dan
pemberian obat penyimpanan obat.
dalam bahasa
Inggris yang BK. P 2.3. Reading 3
meliputi jenis text terkait ancaman
obat, teknik kesehatan dan
pemberian obat keselamatan klien,
(anal, oral, serta efek samping
topikal) dari pemberian obat.
BK. P 2.4 Reading text 3
terkait pencegahan
infeksi,

3. BK-P 3 BK. P 3.1. Kosa kata 3 (MD BI 1)

Pengetahuan dan Reading text
terkait prosedur Komunikasi
terkait
pendampingan dalam bahasa
pemberian
pelaksanaan tindakan Inggris dengan
asupan
bantuan asupan klien
makanan dan
minum dalam makanan dan
bahasa Inggris minuman.
BK. P 3.2. Kosa kata 3
dan Reading text
terkait prosedur
pelayanan bantuan
asupan makanan dan
minuman.

4. BK-P 4
Pengetahuan BK.P 4.1. Kosa kata 3 (MD BI 1)
terkait prosedur tentang jenis-jenis
alat untuk Komunikasi
pengukuran dalam bahasa
tanda-tanda vital melakukan
pengukuran tanda- Inggris dengan
dalam bahasa klien
Inggris. tanda vital.
BK. P 4.2. Kosa kata 3
tentang manfaat
jenis-jenis alat untuk
melakukan
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 ELEMEN
KOMPETENSI BAHAN KAJIAN BOBOT MODUL

pendampingan
pengukuran tanda-
tanda vital.

5. BK-P4
Pengetahuan BK. P 4.3. Langkah- 3 (MD BI 4)
terkait pelaporan langkah pengukuran
tanda-tanda vital Pencatatan
pengukuran status
tanda-tanda vital BK. P. 4.4. Formulir 3 kesehatan dan
dalam bahasa pelaporan hasil kegiatan klien
inggris pengukuran tanda dalam bahasa
vital. Inggris

6. BK-P 5 BK. P 5.1. Prosedur 3 (MD BI 4)

Pengetahuan pencatatan
perubahan perilaku Pencatatan
terkait prosedur
klien. status
pencatatan dan kesehatan dan
pelaporan BK. P 5.2. Prosedur 3 kegiatan klien
perubahan
pelaporan perubahan dalam Bahasa
perilaku klien perilaku klien. Inggris
dalam bahasa
Inggris.

7. BK-P 6 BK.P 6.1. Reading text 3 (MD BI 5)

Menguasai tentang kebersihan
perseorangan Strategi
pengetahuan komunikasi
tentang
BK.P 6.2. Reading text dalam bahasa
Kebersihan
tentang tentang 3 Inggris dengan
perseorangan
kebersihan klien
(personal
lingkungan
hygiene) dan
lingkungan
dalam bahasa
Inggris.

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 D. Rencana Pembelajaran

RENCANA PEMBELAJARAN KURSUS DAN PELATIHAN

SURVIVAL ENGLISH
UNIT CODE :
COMPETENCY STANDARD : INTRODUCING AND EXCHANGING
PERSONAL INFORMATION
PROGRAM : SURVIVAL ENGLISH
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE, SKILL AND
ATTITUDE
NEEDED TO INTRODUCE AND EXCHANGE PERSONAL
INFORMATION

NO BASIC INDICATORS TASK DURATIO

COMPETENCY S N
1.1 To state excuse
1. Initiating a for interrupting Listening 8 hours
conversation 1.2 To express greeting Listening for personal
information from job
interviews

2.1 To introduce Speaking

2. Introducing oneself oneself to another Giving personal
2.2 To introduce information at an
oneself to an interview
informal
group Reading
2.3 To introduce Classifying different
oneself at types (personal,
meetings/foru educational,
m
professional and etc)
3. Introducing others 3.1 To introduce of personal
others at information
informal
occasions Writing
3.2 To introduce Filling out a passport
others at application form
formal
occasions

2
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

2
UNIT
CODE
COMPETENCY STANDARD
ASSISTANCE PROGRAM
UNIT DESCRIPTION
:
: ASKING FOR AND GIVING
: SURVIVAL ENGLISH
: THIS UNIT DEALS WITH KNOWLEDGE, SKILL AND
ATTITUDE NEEDED TO ASK FOR AND GIVE
ASSISTANCE

NO BASIC INDICATORS TASK DURATION

COMPETENCY S

1. Identifying 1.1 To identify types Listening 4 hours

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

23
UNIT :
CODE
COMPETENCY STANDARD : LEAVING AND TAKING MESSAGES OVER THE
TELEPHONE
PROGRAM : SURVIVAL ENGLISH
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE, SKILL
AND
ATTITUDE NEEDED TO LEAVE OR TAKE
MESSAGES OVER THE TELEPHONE

NO BASIC INDICATORS TASK DURATION

COMPETENCY S

1. Asking for 1.1 To identify Listening 4 hours

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

3. Taking a 3.1 To express offer

message 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
appreciatio
n

24
UNIT :
CODE
COMPETENCY STANDARD : LOCATING PERSONAL ITEMS AND
PLACES PROGRAM : SURVIVAL ENGLISH
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE, SKILL AND
ATTITUDE NEEDED TO GIVE GENERAL
LOCATION OF ITEMS AND PLACES

NO BASIC INDICATORS TASK DURATION

COMPETENCY S

1. Locating personal 1.1 To ask for Listening 8 hours

items in the home location of items Listening for
1.2 To describe locations of items
locations of and/or places
items
Speaking
2. Locating items 2.1 To ask location Locating
in the of items personal items
workplace 2.2 To describe and giving
locations of directions to a place
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
describe written
locations instructions on
locating a place, from
a street map

25
UNIT :
CODE
COMPETENCY STANDAR : EXPRESSING
APOLOGIES PROGRAM : SURVIVAL ENGLISH
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE, SKILL AND
ATTITUDE NEEDED TO EXPRESS APOLOGIES.

NO BASIC INDICATORS TASK DURATION

COMPETENCY S

1. Expressing an 1.1 To Listening 4 hours

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

26
UNIT :
CODE
COMPETENCY STANDARD : BUYING AND SELLING FOR PERSONAL NEEDS AND
GROCERY
PROGRAM : SURVIVAL ENGLISH
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE, SKILL AND
ATTITUDE NEEDED TO BUY AND SELL FOR
PERSONAL NEEDS AND GROCERY

NO BASIC INDICATORS TASK DURATION

COMPETENCY S

1. Describing quantity 1.1 To ask questions Listening 8 hours

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

27
UNIT :
CODE
COMPETENCY STANDARD : BUYING AND SELLING
CURRENCIES PROGRAM : SURVIVAL ENGLISH
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE, SKILL AND
ATTITUDE NEEDED TO BUY AND SELL FOREIGN
CURRENCIES

NO BASIC INDICATORS TASK DURATION

COMPETENCY S

1. Talking 1.1 To identify Listening 4 hours

about major major Identifying names
foreign currencies of foreign
currencies 1.2 To state currencies and
denominations their
in currencies denominations

2. Asking for 2.1 To ask about Speaking

exchange rate exchange Buying
rates foreign
2.2 To state request currency at a money
changer/bank
to make a
transaction
Reading
Finding
3. Requesting 3.1 To state request
instructions on
smaller 3.2 To express how to transfer
denominations of appreciation money to a foreign
currencies for bank
service/busines
s Writing
Filling out a bank
transfer form

28
UNIT CODE
COMPETENCY STANDARD
RELATIONSHIPS PROGRAM
UNIT DESCRIPTION
:
: TALKING ABOUT ONE’S FAMILY AND
: SURVIVAL ENGLISH
: THIS UNIT DEALS WITH KNOWLEDGE, SKILL AND
ATTITUDE NEEDED TO TALK ABOUT ONE’S FAMILY
AND RELATIONSHIPS.

NO BASIC INDICATORS TASK DURATION

COMPETENCY S

1. Talking about one’s 1.1 To describe Listening

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

3. Talking about the 3.1 To identify

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

29
UNIT CODE :
COMPETENCY STANDARD : DESCRIBING PERSONAL
ROUTINES PROGRAM : SURVIVAL ENGLISH
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE, SKILL AND
ATTITUDE NEEDED TO DESCRIBE PERSONAL
DAILY ROUTINES

NO BASIC INDICATORS TASK DURATION

COMPETENCY S

1. Talking about 1.1 To ask Listening 6 hours

personal questions Identifying frequency
routines at home about routines and routines
1.2 To describe
frequency Speaking
of routines Describing
1.3 To describe one’s
duration of routines at home,
routines at school or at work

Reading
2. Talking about 2.1 To ask
Sorting out
personal questions about
routines from non-
routines at routines
routines
school 2.2 To describe
frequency
Writing
and duration
Giving reasons why
of routines
some routines are
2.3 To describe
important to you
schedules
of routines

3. Talking about 3.1 To ask

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

30
UNIT CODE :
COMPETENCY : DESCRIBING PEOPLE’S APPEARANCE
STANDARD PROGRAM : SURVIVAL ENGLISH
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE,
ATTITUD NEEDED TO DESCRIBE PEOPLE’S
APPEARANCE.

NO BASIC INDICATORS TASK DURATION

COMPETENCY S

1. Describing people’s 1.1 To describe age Listening 10 hours

age, height and 1.2 To describe height Guessing the
weight 1.3 To describe weight person from
1.4 To ask spoken
questions about descriptions
physical
appearance Speaking
Describing the
2. Describing appearance of
2.1 To describe
general features some well-known
hair styles
of a person persons
2.2 To describe
body
Reading
build/shape
Recalling
2.3 To ask questions
special
relating to
features of
general features
famous
personalities
3. Describing a 3.1 To describe
person’s face shapes Writing
facial 3.2 To describe Writing a
appearance facial features complete
3.3 To describe description of
facial oneself.
expressions
3.4 To ask
questions
relating to facial
appearance
4.
Describing a 4.1 To describe
person’s men’s clothing
clothing 4.2 To describe
ladies’ clothing
4.3 To describe
unisex clothing
4.4 To describe
traditional
clothing
4.5 To ask questions
relating to

31
UNIT CODE :
COMPETENCY : DESCRIBING PEOPLE’S APPEARANCE
STANDARD PROGRAM : SURVIVAL ENGLISH
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE,
clothing

32
UNIT CODE :
COMPETENCY : EXPRESSING ONE’S EMOTION
STANDARD PROGRAM : SURVIVAL ENGLISH
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE,
ATTITUDE NEEDED TO EXPRESS ONE’S EMOTION

NO BASIC INDICATORS TASK DURATION

COMPETENC S
Y

1. Expressing 1.1 To identify events Listening 6 hours

happiness 1.2 To Listening for
express words or phrases
happiness that match various
emotions
2. Expressing 2.1 To identify events
disappointments 2.2 To express Speaking
disappointment Expressing your
s feelings at
different types of
occasions/events
3. Expressing regrets 3.1 To identify events
or sympathy 3.2 To express
Reading
sympathie Matching
s expressions
of
4. Responding to 4.1 To feeling to events
others’ acknowledge or occasions
concern concern
4.2 To respond to Writing
acknowledgemen Writing a note to
t show
appropriate
feelings for a
specified
occasion

33
UNIT CODE :
COMPETENCY : CONVEYING GOOD WISHES
STANDARD PROGRAM : SURVIVAL ENGLISH
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE,
ATTITUDE NEEDED TO CONVEY GOOD WISHES.

NO BASIC INDICATORS TASK DURATION

COMPETENCY S

1. Congratulating 1.1 To Listening 4 hours

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

34
UNIT CODE :
COMPETENCY : DESCRIBING PLACES OF INTEREST.
STANDARD PROGRAM : SURVIVAL ENGLISH
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE,
ATTITUDE NEEDED TO DESCRIBE PLACES OF
INTEREST.

NO BASIC INDICATORS TASK DURATIO

COMPETENCY S N

1. Classifying places of 1.1 To identify Listening 6 hours

interest places of interest Classifying types of
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 3.1 To seek
places to visit suggestions Writing
3.2 To offer Creating a poster to
suggestion promote places of
s interest in your town
3.3 To support
suggestions
with reasons

35
UNIT CODE :
COMPETENCY STANDARD : GIVING ADVICE FOR COMMON
SICKNESSES PROGRAM : SURVIVAL ENGLISH
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE, SKILLS AND
ATTITUDE NEEDED TO DISCUSS AND GIVE ADVICE
FOR COMMON SICKNESSES.

NO BASIC INDICATORS TASK DURATIO

COMPETENCY S N

1. Identifying 1.1 To Listening 8 hours

common tropical identify Matching
sicknesses common symptoms with
sicknesses sickness
1.2 To
Speaking
identify Suggesting home
symptoms remedies or
1.3 To identify medication or
causes of changes in diet.
sicknesses

2. Talking about 2.1 To identify

doctor’s names of Reading
prescription common and
over the counter Identifying common
medication causes of sickness
2.2 To identify
dosage directions
Writing
3. Recommending 3.1 To seek Making 10 rules
home remedies home for a healthy life.
remedies
3.2 To
recommend
remedies
3.3 To state
prohibitions
and precautions

4. Suggesting 4.1 To express

life- style common
changes sanitary habits
4.2 To express
common
unhealthy
habits
4.3 To
suggest
keeping
fit
routines
36
UNIT CODE :
COMPETENCY STANDARD : TALKING ABOUT EATING-OUT IN
RESTAURANTS PROGRAM : SURVIVAL ENGLISH
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE, SKILLS AND
ATTITUDE NEEDED TO GIVE GENERAL
INFORMATION ABOUT EATING-OUT.

NO BASIC INDICATORS TASK DURATIO

COMPETENCY S N

1. Discussing a menu 1.1 To identify Listening 8 hours

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

4. Identifying table

37
manners 4.1 To identify
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

38
UNIT CODE :
COMPETENCY STANDARD : GIVING GENERAL INFORMATION ABOUT
COUNTRIES IN THE WORLD
PROGRAM : SURVIVAL ENGLISH
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE, SKILLS AND
ATTITUDE NEEDED TO GIVE GENERAL
INFORMATION ABOUT COUNTRIES IN THE
WORLD.

NO BASIC INDICATORS TASK DURATIO

COMPETENC S N
Y

1. Identifying 1.1 To identify Listening 8 hours

geographical general facts Listening for general
features of and 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
from different nationalitie world
parts of the world s
2.2 To identify Speaking
languages Making & answering
spoken questions on
2.3 To match geography for quiz
activities that show
are unique to
some 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 Describing unique
world features ofIndonesia

4. Identifying famous 4.1 To identify

tourist sites from popular
different countries tourist

39
of the world destinations
4.2 To describe
famous
sites
4.3 To match
activities
with tourist
sites

40
UNIT CODE :
COMPETENCY STANDARD : MAKING PLANS FOR LEISURE
ACTIVITIES PROGRAM : SURVIVAL ENGLISH
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE, SKILLS AND
ATTITUDE NEEDED TO EXTEND INVITATION FOR LEISURE ACTIVITIES.

NO BASIC INDICATORS TASK DURATIO

COMPETENC S N
Y

1. Identifying leisure 1.1 To identify Listening 8 hours

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

41
UNIT CODE :
COMPETENCY STANDARD : COMPARING EVENTS AND CHANGES IN
ONE’S LIFE PROGRAM : SURVIVAL ENGLISH
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE, SKILLS AND
ATTITUDE NEEDED TO COMPARE EVENTS AND CHANGES IN ONE’S LIFE.

NO BASIC INDICATORS TASK DURATIO

COMPETENC S N
Y

1. Describing one’s 1.1 To describe Listening 6 hours

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

3. Identifying 3.1 To
changes in one’s Writing
identify
present life changes Comparing facts
styles 3.2 To identify and changes in life -
regrets in from
changes in self one’s childhood to
3.3 To identify the present.
regrets in life
style changes in
your community

4. Making plans for 4.1 To express

future self- personal
improvements goals
4.2 To describe
plans to achieve
those goals

42
UNIT CODE :
COMPETENCY STANDARD : RECALLING PAST
EXPERIENCES PROGRAM : SURVIVALENGLISH
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE, SKILLS
AND ATTITUDE NEEDED TO TALK ABOUT PAST EXPERIENCES

NO BASIC INDICATORS TASK DURATION

COMPETENCY S

1. Identifying one’s 1.1 To identify Listening 6 hours

past activities and past habits and Recalling past
habits activities events and activities
1.2 To express
past habits Speaking
and activities Comparing
childhood activities
with those of
2. Contrasting one’s 2.1 To identify present generations
present activities present habits
and habits with and activities Reading
those of the past 2.2 To express Identifying 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
3. Describing past 3.1 To identify city.
events in history past events
3.2 To identify
important
recent/ present
events
3.3 To describe
effects of events
have on people

43
UNIT CODE :
COMPETENCY STANDARD : TALKING ABOUT PUBLIC
TRANSPORTATION SERVICES PROGRAM : SURVIVAL ENGLISH
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE, SKILLS AND
ATTITUDE NEEDED TO COMPARE PUBLIC TRANSPORTATION SERVICES.

NO BASIC INDICATORS TASK DURATIO

COMPETENC S N
Y

1. Classifying public 1.1 To identify Listening 8 hours

transportations modes of public Classifying modes
transportation and means of city
1.2 To classify transportation
means of public
transportation Speaking
Asking for
information on
2. Comparing public 2.1 To schedules and fares
transportation identify for public
services benefits transportation
2.2 To
identify Reading
problems Identifying problems
2.3 To suggest of mass
improvement
s
transportations
3. Talking about fare 3.1 To including low cost
structures identify airlines
schedules
3.2 To identify Writing
class and fares Suggestions for
3.3 To describe improving public
amenities transportation
provided for
different
classes

4 Booking a seat for 4.1 To ask

a trip for
schedule
s
4.2 To provide
informatio
n
4.3 To make a booking

44
UNIT CODE :
COMPETENCY STANDARD : TALKING ABOUT HOUSING
IN CITIES PROGRAM : SURVIVAL ENGLISH
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE, SKILLS AND
ATTITUDE NEEDED TO COMPARE PRICES AND
HOUSING IN CITIES.

NO BASIC INDICATORS TASK DURATIO

COMPETENC S N
Y

1. Identifying types 1.1 To identify Listening 8 hours

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

3. Negotiating a lease 3.1 To offer a lease

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

45
UNIT CODE :
STANDARD COMPETENCY : TALKING ABOUT RECIPES AND
TABLE SETTING PROGRAM : SURVIVAL ENGLISH
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE, SKILLS AND
ATTITUDE NEEDED TO DISCUSS FOOD AND TABLE SETTING.

NO BASIC INDICATORS TASK DURATIO

COMPETENCY S N

1. Identifying 1.1 To classify Listening 6 hours

ingredients and ingredient Identifying words
cooking methods s that describe
1.2 To identify ingredients,
weights quantities and
and cooking methods
quantities
1.3 To describe Speaking
cooking
methods
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 Identifying some
from cooking rules for table
instructions setting in your
culture
3. Comparing table 3.1 To identify
settings Indonesian Writing
table settings Giving ideas on how
3.2 To identify to promote
western Indonesian food to
table settings foreign tourists
3.3. To compare
Indonesian and
Western table
settings

46
 ENGLISH FOR COMMUNICATION

UNIT CODE :
COMPETENCY STANDARD : DESCRIBING VACATIONS AND
ITINERARY UNIT DESCRIPTION : THIS UNIT DEALS
WITH THE KNOWLEDGE, SKILLS AND ATTITUDE NEEDED
TO DESCRIBE VACATIONS AND ITINERARY.

NO BASIC
COMPETENCY INDICATORS TASK DURATIO
S N

1. Identifying 1.1 To identify Listening 6 hours

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

47
UNIT :
CODE
COMPETENCY STANDARD : MAKING REQUESTS, COMPLAINTS AND
APOLOGIES UNIT DESCRIPTION : THIS UNIT DEALS WITH THE
KNOWLEDGE, SKILLS AND ATTITUDE NEEDED TO MAKE REQUESTS,
COMPLAINTS AND APOLOGIES

NO BASIC
COMPETENCY INDICATORS TASK DURATION
S

1. Making requests 1.1 To identify Listening 6 hours

purposes Identifying request,
of requests. complaints and
1.2 To apologies.
identify
settings of Speaking
requests. Making requests,
1.3 To complaints and
express apologies.
requests.
Reading
2. Making complaints 2.1 To Getting information
identify about requests,
reasons to complaints and
complain. apologies.
2.2 To express
complaints Writing
. Writing about
requests, complaints
and apologies.

3. Making apologies 3.1 To

identify
reasons
for apology.
3.2 To offer
apologies.
3.1 To accept
Apologies.

48
UNIT :
CODE
COMPETENCY STANDARD : DESCRIBING TECHNOLOGICAL DEVICES AND
GIVING INSTRUCTIONS
UNIT DESCRIPTION : THIS UNIT DEALS WITH THE KNOWLEDGE, SKILLS AND
ATTITUDE NEEDED TO DESCRIBE
TECHNOLOGICAL DEVICES AND GIVE
INSTRUCTIONS

NO BASIC
COMPETENCY INDICATORS TASKS DURATION

1. Identifying 1.1 To identify Listening 7 hours

technological technologica - Identifying
devices l devices. technological
1.2 To classify devices.
technologica
l devices. - Identifying
how
technological
devices operate.

49
 Speaking
2. Describing 2.1 To changes in - Describing
impact of technology technologica
technological devices in the past l devices.
devices. 50 - Giving
years instructions how
identified to operate
2.2To explain technological
usefulness of devices.
devices.
Reading
- Getting
informatio
n
about
technological
devices.
- Getting
informatio
n
about how to
operate
technological
devices.
Writing:
- Writing
about
technological
devices.
- Writing about
how to operate
technological
devices.

3 Giving instructions 3.1 To demonstrate

comprehension of
instructions from
manual.
3.2 To make
sequential
instructions.
3.3 To write
instructions
for manual.

50
UNIT :
CODE
COMPETENCY STANDARD : DESCRIBING CELEBRATIONS AND CUSTOMS
UNIT DESCRIPTION : THIS UNIT DEALS WITH THE KNOWLEDGE, SKILLS AND
ATTITUDE NEEDED TO DESCRIBE CELEBRATIONS
AND CUSTOMS

NO BASIC
COMPETENC INDICATORS TASK DURATIO
Y S N

1. Describing 1.1 To identify Listening 7.5 hours

personal types of Identifying special
celebrations celebrations. days and customs.
1.2 To classify
events and Speaking
celebrations. Describing
1.3 To identify celebrations and
purposes for customs.
celebrating
an event. Reading
1.4 To describe Getting information
a about celebrations
celebration. and customs.

2. Describing national 2.1 To identify Writing

celebrations. types of Writing about
celebrations. celebrations and
2.2 To classify customs.
events and
celebrations.
2.3 To identify
purposes for
celebrating
an event.
2.4 To describe
a
celebration.

3. Describing customs 3.1 To describe

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

51
UNIT :
CODE
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.

NO BASIC
COMPETENCY INDICATORS TASK DURATION
S

1. Comparing and 1.1 To compare life Listening 9 hours

contrasting life in in the past. Identifying
the past 1.2 To contrast life descriptions of life in
in the past. the past, present
and future.

Speaking
Describing life in the
2. Comparing and 2.1 To compare life past, present and
contrasting life in in the present. future.
the present 2.2 To contrast life
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 about life
the future. 3.2 To contrast life in the past, present
in the future.
and future.

52
UNIT :
CODE
COMPETENCY STANDARD : DESCRIBING JOB QUALIFICATIONS, SKILLS, AND
PERSONALITIES
UNIT DESCRIPTION : THIS UNIT DEALS WITH THE KNOWLEDGE, SKILLS AND
ATTITUDE NEEDED TO DESCRIBE JOB
QUALIFICATIONS, ABILITIES AND SKILLS, AND
PERSONALITIES

NO BASIC
COMPETENCY INDICATORS TASK DURATIO
S N

1. Specifying job 1.1 To identify Listening 7.5 hours

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

53
3. Describing 3.1 To identify
personalities personality
traits.
3.2 To identify
personality
traits suitable
for specific
work.
3.3 To make a job
vacancy
announcement
with all the
basic
requirements.

54
UNIT :
CODE
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.

NO BASIC
COMPETENC INDICATORS TASK DURATION
Y S

1. Classifying 1.1 To identify Listening 7.5 hours

buildings types of Identifying buildings
buildings. and famous tourist
1.2 To classify sites described.
different kinds
of buildings. Speaking
1.3 To classify Describing
functions buildings and
of famous tourist
buildings. sites.

Reading
2. Describing 2.1 To identify
Getting information
famous tourist famous
about buildings and
sites historical sites.
famous tourist
2.3 To identify
sites.
famous modern
sites.
Writing
2.4 To describe Writing about
unique features buildings and
of sites. famous tourist sites.

3 Promoting 2.1 To contrast

national tourist features of local
sites and national
sites.

2.3 To highlight
unique features of
national sites.

55
UNIT :
CODE
COMPETENCY STANDARD : DESCRIBING LIFE STORIES AND RECENT PAST
HAPPENINGS. UNIT DESCRIPTION : THIS UNIT DEALS WITH THE
KNOWLEDGE, SKILLS ANDATTITUDE NEEDED TO DESCRIBE LIFE STORIES
AND RECENT PAST HAPPENINGS.

NO BASIC
COMPETENC INDICATORS TASK DURATION
Y S

1. Describing one’s 1.1 To identify Listening 9 hours

early years past childhood Identifying life
activities and stories and
events. recent past
1.2 To identify happenings
current described.
childhood
activities and Speaking
events. Describing life
1.3 To compare stories and
childhood recent past
experiences happenings.
between
two Reading
generations. Getting
information about
life stories and
2. Describing special 2.1 To identify recent past
events in one’s highlights of happenings.
life events in
one’s life. Writing
2.2 To describe Writing about life
importance of stories and
these events recent past
to one’s life. happenings.

56
3. Describing 2.1 To identify
recent recent national
happenings happenings .
2.2 To describe
recent
international
happenings.
2.3 To describe
impacts of these
events to one’s
life.

57
 :
COMPETENCY STANDARD : DESCRIBING MOVIES AND ACTORS AND
ACTRESSES UNIT DESCRIPTION : THIS UNIT DEALS WITH THE
KNOWLEDGE, SKILLS AND ATTITUDE NEEDED TO DESCRIBE MOVIES
AND ACTORS AND ACTRESSES

NO BASIC
COMPETENC INDICATORS TASK DURATION
Y S

1. Classifying movies 1.1 To identify Listening 7.5 hours

types of movies. Identifying
1.2 To classify movies. movies,
actors and
actresses
described.

Speaking
2. Describing features 2.1. To identify Describing
of movies features in movies,
movies. actors and actresses.
2.4 To explain
classifications of Reading
movies. Getting information
about movies, actors
and actresses.

Writing
Writing
about
movies, actors
and actresses.

3. Describing 3.1 To match talents

recognition in and actors and
the movie actresses.
industry 3.1 To identify
award systems
for actors and
actresses..

58
 :
COMPETENCY STANDARD : DESCRIBING LIKES AND DISLIKES AND
DIFFERENTIATING FACTS FROM OPINIONS
UNIT DESCRIPTION : THIS UNIT DEALS WITH THE KNOWLEDGE, SKILLS
AND ATTITUDE NEEDED TO DESCRIBE LIKES AND DISLIKES
ANDDIFFERENTIATING FACTS FROM OPINIONS

NO BASIC
COMPETENCY INDICATORS TASK DURATION
S

1. Describing likes 1.1 To identify Listening 9 hours

and dislikes expressions - Identifying
indicating likes likes and
and dislikes described.
dislikes. - Identifying the
1.3 To mention difference
expressions about facts from
indicating opinions.
likes
and Speaking
dislikes. Describing likes
1.4 To and dislikes and
use differentiating
expressions facts from
indicating likes opinions.
and
dislikes Reading
contextually. Getting
information about
2. Expressing 2.1. To identify likes and dislikes
opinions expressions and the difference
for opinions. about facts from
2.2. To identify opinions.
supporting
ideas Writing
Writing about likes
2.5 To express and dislikes and
personal opinion. the difference
about facts from
opinions.

59
3. Differentiating 3.1 To identify facts.
facts from 3.2 To identify
opinions supporting
ideas.
3.2 To differentiate
facts and opinions.
3.4 To analyze
reports.

60
UNIT CODE :
COMPETENCY STANDARD : SPECULATING ABOUT PRESENT AND PAST
EVENTS UNIT DESCRIPTION : THIS UNIT DEALS WITH THE
KNOWLEDGE, SKILLS AND ATTITUDE NEEDED TO SPECULATE ABOUT
PRESENT AND PAST EVENTS

NO BASIC
COMPETENC INDICATORS TASK DURATION
Y S
Listening
1. Identifying past 1.1 To identify Identifying present 7.5 hours
events. past events. and past fact
1.2 To identify
simultaneou Speaking
s events. Speculating
1.3 To About present and
identify past events
sequential
events. Reading
Getting information
2. Identifying 2.1 To identify on description of
present events present speculation about
events. present and past
2.2 To identify events.
Simultaneou
s events. Writing
2.3 To Writing about
identify present and past
sequential speculation
events.

3. Speculating past 3.1 To speculate

and present unreal present
events events.
3.4 To speculate
unreal past
events.

61
COMPETENCY STANDARD : MAKING REPORTED STATEMENTS AND
REQUESTS UNIT DESCRIPTION : THIS UNIT DEALS WITH THE
KNOWLEDGE, SKILLS AND ATTITUDE NEEDED TO REPORT
STATEMENTS AND REQUESTS

NO BASIC INDICATORS TASK DURATION

COMPETENC S
Y

1. Using direct 1.1 To identify Listening 6 hours

speech in writing elements used in Identifying reported
direct speech. statements and
1.2 To identify requests.
direct speech.
Speaking
Reporting
Statements and
Requests.
2. Using reported 2.1 To identify
speech elements used Reading
in reported Getting information
speech. about statements
2.2 To identify and requests.
reported
speech. Writing
2.3 To use Writing reported
reported statements and
speech. requests.

3. Making direct 3.1 To identify

requests direct requests.
3.2 To state
reported
requests.

62
COMPETENCY STANDARD : DESCRIBING PERSONALITY TYPE AND
QUALITIES AND RELATIONSHIPS.
UNIT DESCRIPTION : THIS UNIT DEALS WITH THE KNOWLEDGE, SKILLS AND
ATTITUDE NEEDED TO DESCRIBE PERSONALITY
TYPES AND QUALITIES AND RELATIONSHIPS.

NO BASIC
COMPETENCY INDICATORS TASK DURATIO
S N

1. Describing 1.1 To identify Listening 7.5 hours

personality types personality Identifying
types. personality types
1.2 To describe and qualities and
one’s relationships.
personality.
Speaking
Describing
2. Describing 2.1 To identify personality types
qualities qualities and qualities and
2.5 To compare relationships.
Qualities.
Reading
Getting information
about descriptions
of personality types
and qualities and
relationships

Writing
Writing about
descriptions of
personality types
and qualities and
relationships

3. Expressing 3.1 To identify

qualities in relationships of
relationship to qualities
non-human associated to
subjects non- human
subjects.
3.2 To express
specific
relationships of
qualities.

63
COMPETENCY STANDARD : DESCRIBING AND COMPARING UNUSUAL JOBS.
UNIT DESCRIPTION : THIS UNIT DEALS WITH THE KNOWLEDGE, SKILLS AND
ATTITUDE NEEDED TO COMPARE UNUSUAL JOBS

NO BASIC
COMPETENC INDICATORS TASK DURATIO
Y S N

1. Describing unusual 1.1 To identify Listening 7.5 hours

jobs. unusual Identifying unusual
jobs. jobs.
1.2 To describe
unusual Speaking
jobs. Describing and
comparing unusual
Jobs.
2. Associating 2.1 To identify
personality types personality Reading
with unusual job types Getting information
for about descriptions
unusual jobs. of unusual jobs.
2.2 To match
personality Writing
types Writing about
for descriptions of
unusual jobs. unusual jobs.

3. Comparing unusual 3.1 To identify

jobs. differences
in
some
unusual jobs.
3.2 To
compare
unusual
jobs.

64
UNIT CODE :
COMPETENCY STANDARD : MAKING, ACCEPTING OR DECLINING INDIRECT
REQUESTS UNIT DESCRIPTION : THIS UNIT DEALS WITH THE
KNOWLEDGE, SKILLS AND
ATTITUDE NEEDED TO MAKE, ACCEPT OR DECLINE
INDIRECT REQUESTS

NO BASIC
COMPETENCY INDICATORS TASK DURATION
S

1. Making indirect 1.1 To identify Listening 9 hours

requests direct requests. Identifying indirect
1.2 To express requests.
direct requests.
Speaking
1.3 To identify
Making, accepting or
Indirect declining indirect
requests. requests.
1.4 To express
indirect Reading
requests. Getting information
about descriptions of
indirect requests.
2. Accepting indirect 2.1 To make indirect
requests requests. Writing
2.6 To accept Writing about
indirect descriptions of
requests. indirect requests.

3. Declining indirect 2.1 To note

requests indirect
requests.
2.2 To
decline
indirect
requests.
2.7 To express
reasons
for
declining.

65
UNIT :
CODE
COMPETENCY STANDARD : NARRATING NEWS STORIES AND
EXCEPTIONAL
UNIT EVENTS : THIS UNIT DEALS WITH THE KNOWLEDGE, SKILLS AND
DESCRIPTION
ATTITUDE NEEDED TO NARRATE NEWS STORIES AND
EXCEPTIONAL EVENTS.

NO BASIC
COMPETENCY INDICATORS TASK DURATION
S

1. Classifying news 1.1 To identify Listening 9 hours

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

3. Narrating 3.1 To identify

exceptional events qualities
that signify
exceptional
events.
3.2 To identify
cause and effect
of an
exceptional
event.
3.5 To narrate
exceptional
events.

66
UNIT :
CODE
COMPETENCY STANDARD : COMPARING CULTURES AND DESCRIBING
CULTURE
UNIT SHOCKS
DESCRIPTION : THIS UNIT DEALS WITH THE KNOWLEDGE, SKILLS AND
ATTITUDE NEEDED TO COMPARE CULTURES AND
DESCRIBE CULTURE SHOCKS

NO BASIC
COMPETENC INDICATORS TASK DURATION
Y S

1. Describing local 1.1 To identify Listening 7.5 hours

cultures different - Identifying
local different cultures
cultures. exposed.
- Identifying
1.2 To compare
culture shocks
local cultures. exposed.
Speaking
Comparing
different cultures
2. Describing our 2.1. To identify and describing
national culture different culture shocks.
regional
cultures. Reading
2.2 to debate a Getting information
national culture. about the different
culture and culture
shocks.

Writing
Writing about the
different culture
and culture shocks.

3. Comparing 3.1 To identify

eastern and different
western cultures international
cultures.
3.3 to identify
similarities of
cultures.
3.1 To compare
differences in
cultures.

67
4. Describing 4.1 To identify
culture shocks differences
in culture.
4.2 To describe
impacts of culture
shocks.

68
UNIT CODE :
COMPETENCY STANDARD : DESCRIBING PROBLEMS AND MAKING
COMPLAINTS UNIT DESCRIPTION : THIS UNIT DEALS WITH THE
KNOWLEDGE, SKILLS AND ATTITUDE NEEDED TO DESCRIBE
PROBLEMS AND MAKE COMPLAINTS

NO BASIC
COMPETENC INDICATORS TASK DURATIO
Y S N

1. Describing 1.1 To identify Listening 7.5 hours

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

3. Making complaints 3.1 To convey

complaints
.
3.2 To
note
complaints
3.3 To seek assurance
3.6 To give assurance

69
UNIT :
CODE
COMPETENCY STANDARD : IDENTIFYING PROBLEMS AND OFFERING
SOLUTIONS UNIT DESCRIPTION : THIS UNIT DEALS WITH THE
KNOWLEDGE, SKILLS AND ATTITUDE NEEDED TO IDENTIFY
PROBLEMS AND OFFER SOLUTIONS

NO BASIC
COMPETENC INDICATORS TASK DURATION
Y S

1. Identifying types 1.1 To identify Listening: 7.5 hours

of personal types of - Identifying types
problems problems. of personal
1.2 To problems.
- Identifying
classify
the solutions.
problems.
Speaking
Describing
personal
2. Eliciting 2.1 To problems and offering
information offer solutions.
assistance Reading
2.2 To refuse - Getting
assistance information about
. types of problems.
2.6 To express - Getting
assurance. information about
solutions.
Writing
Writing
about
identifying problems
and offering
solutions.

3. Offering solutions 3.1 To suggest

solutions.
3.2 To express
prohibitions
.

70
 UNIT :
CODE
COMPETENCY STANDARD : DESCRIBING LEARNING METHODS AND
INDICATING PREFERENCES
UNIT DESCRIPTION : THIS UNIT DEALS WITH THE KNOWLEDGE, SKILLS AND
ATTITUDE NEEDED TO DESCRIBE LEARNING
METHODS AND INDICATE PREFERENCES

NO BASIC
COMPETENC INDICATORS TASK DURATION
Y S

1. Describing 1.1 To identify Listening 9 hours

learning styles different - Identifying
learning styles. different
1.2 To express learning styles.
specific - Identifying
learning styles. preferences.

Speaking
Describing the
2. Matching 2.1 To identify learning styles
personality with learning and indicating
learning styles problems. preferences.
2.2 To match
personality Reading
traits with - Getting
learning styles. informatio
n
about
descriptions of
learning styles.
- Getting
informatio
n
about
preferences on
learning styles.
Writing
Writing about
learning styles
and preferred
ones.

71
3. Indicating 3.1 To express
preferences preferences
for learning
style.
3.2 To state
reasons for
preferences.

72
 ADVANCED COMMUNICATIONIN ENGLISH

UNIT CODE :
COMPETENCY STANDARD : INTERVIEWING
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE, SKILLS, AND
ATTITUDE NEEDED TO DO AND INTERVIEW.

NO BASIC
COMPETENC INDICATORS TASK DURATION
Y S
1. Opening an 1.1 To Listening
interview express Identifying main 4 hours
Greetings points in an
1.2 To open interview
an
interview Speaking
1.3 To give an Responding to
Interview main points raised
Introductio
n
2.1 To by interviewee
2. Asking questions prepare
Questions
2.2 To ask questions
2.3 To
answer
questions

3.1 To respond to
3. Responding to Information
interviewee’s 3.2 To comment on
answers answers

4.1 To convey a
4. Closing an summary
Interview 4.2 To convey
appreciation
4.3 To convey Leave-
takings

73
UNIT CODE :
COMPETENCY : SUMMARIZING AN ESSAY
STANDARD UNIT : THIS UNIT DEALS WITH KNOWLEDGE, SKILLS, AND
NEEDED TO SUMMARIZE AN ESSAY.

NO BASIC
COMPETENCY INDICATORS TASK DURATION
S
1. Recognizing 1.1 To identify Reading
elements of an elements of Getting main 8 hours
essay an 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

74
UNIT CODE :
COMPETENCY : SUMMARIZING A SHORT STORY
STANDARD UNIT : THIS UNIT DEALS WITH KNOWLEDGE, SKILLS, AND
NEEDED TO SUMMARIZE A SHORT STORY.

NO BASIC
COMPETENCY INDICATORS TASK DURATION
S
1. Identifying 1.1 To identify Reading
elements of a elements of Getting main 6 hours
short story the stories points of a short
1.2 To write story
elements of
the stories Writing
Summarizing a
short story
2. Identifying main 2.1 To identify
points of a short main points of
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

75
UNIT CODE :
COMPETENCY : TELLING A STORY
STANDARD UNIT : THIS UNIT DEALS WITH KNOWLEDGE, SKILLS, AND
NEEDED TO TELL A STORY.

NO BASIC
COMPETENCY INDICATORS TASK DURATION
S
Planning a story 1.1 To identify Reading
1. Genres Getting main 6 hours
1.2 To compare points of a story
Genres
Speaking
Telling a story

Outlining stories 2.1 To organize plots

2. 2.2 To prepare an
outline

Delivering a story 3.1 To identify

3. techniques of
delivery
3.2 To deliver stories

76
UNIT CODE :
COMPETENCY : WRITING AN INFORMAL LETTER
STANDARD UNIT : THIS UNIT DEALS WITH KNOWLEDGE, SKILLS, AND
NEEDED TO WRITE AN INFORMAL LETTER.

NO BASIC
COMPETENCY INDICATORS TASK DURATION
S
Identifying the 1.1 To identify Reading
1. elements of types of Getting 4 hours
informal letters informal letters information about
1.2 To mention elements of an
elements of informal letter
informal letters
Writing
Writing an
Outlining informal 2.1 To outline informal letter
2. letters informal letters
outlined
2.2 To revise outlines

Composing 3.1 To draft informal

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

77
UNIT CODE :
COMPETENCY : WRITING A FORMAL LETTER
STANDARD UNIT : THIS UNIT DEALS WITH KNOWLEDGE, SKILLS, AND
NEEDED TO WRITE A FORMAL LETTER.

NO BASIC
COMPETENCY INDICATORS TASK DURATION
S
Identifying the 1.1 To identify Reading
1. elements of types of formal Getting 4 hours
formal letters letters information about
1.2 To mention elements of a
elements of formal formal letter
letters
Writing a formal
letter
Outlining formal 2.1 To outline formal
2. letters letters
2.2 To revise outlines

3.1 To draft formal

3. Composing formal letters
letters 3.2 To edit formal
letters
3.3 To make final a
draft

78
UNIT CODE :
COMPETENCY : WRITING A COMPLAINT LETTER
STANDARD UNIT : THIS UNIT DEALS WITH KNOWLEDGE, SKILLS, AND
NEEDED TO WRITE A COMPLAINT LETTER.

NO BASIC
COMPETENC INDICATORS TASK DURATION
Y S
Identifying the 1.1 To identify Listening
1. elements of types of Identifying main 6 hours
complaint letters complaint points of a
letters complaint
1.2 To mention
elements of Reading
complaint Getting
letters information about
Outlining 2.1 To outline a elements of a
2. complaint letters complaint letter complaint letter
2.2 To revise an
outline Writing
Writing a
complaint letter

Composing 3.1 To draft

3. complaint letters complaint letters
3.2 To edit complaint
letters
3.3 To make a final
draft

79
UNIT CODE :
COMPETENCY : WRITING AN APPLICATION LETTER
STANDARD UNIT : THIS UNIT DEALS WITH KNOWLEDGE, SKILLS, AND
NEEDED TO WRITE AN APPLICATION LETTER.

NO BASIC
COMPETENC INDICATORS TASK DURATION
Y S
Identifying the 1.1 To identify Reading
1. elements of an types of Getting 6 hours
application letter application information about
letters the elements of a
1.2 To mention complaint letter
elements of
application Writing
letters Writing an
Outlining 1.1 To outline application letter
2. application letters application letters
2.2 To revise an
outline

Composing an 3.1 To draft

application letter application letters
3. 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)
4.2 To mention
elements of CV
(Curriculum Vitae)

80
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

81
UNIT CODE :
COMPETENCY : WRITING A LETTER TO THE EDITOR
STANDARD UNIT : THIS UNIT DEALS WITH KNOWLEDGE, SKILLS, AND
NEEDED TO WRITE A LETTER TO THE EDITOR.

NO BASIC
COMPETENC INDICATORS TASK DURATION
Y S
Identifying the 1.1 To identify Listening
1. elements of a types of a letter Identifying the 6 hours
letter to the editor to the editor main points of a
1.2 To mention problem
elements of a
letter to the Reading
editor Getting
information about
Outlining a letter 2.1 To outline a the elements of a
2. to the editor letter to the editor letter to the editor
2.2 To revise an and information
outline related to the
problem

Writing a letter to
the editor

Composing a letter 3.1 To draft a letter

3. to the editor to editor
3.2 To edit a letter to
editor
3.3 To make a final
draft

82
UNIT CODE :
COMPETENCY : GIVING A PRESENTATION
STANDARD UNIT : THIS UNIT DEALS WITH KNOWLEDGE, SKILLS, AND
NEEDED TO GIVE A PRESENTATION.

NO BASIC
COMPETENC INDICATORS TASK DURATION
Y S
Identifying the 1.1 To identify Listening
1. elements of purposes of Identifying parts of 10 hours
presentation presentation a presentation
s
1.2 To identify Reading
types of Getting
presentations information
1.3 To related to the
identify topic of the
audience presentation
1.4 To identify
elements of
presentations
Outlining 2.1 To outline
2. presentations presentations Writing
2.2 To revise an Writing the outline
outline of a presentation

Speaking
Delivering a
presentation

Composing 3.1 To draft

3. 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

83
UNIT CODE :
COMPETENCY : WRITING A MANUAL
STANDARD UNIT : THIS UNIT DEALS WITH KNOWLEDGE, SKILLS, AND
NEEDED TO WRITE A MANUAL

NO BASIC
COMPETENC INDICATORS TASK DURATION
Y S
Identifying the 1.1 To identify Reading
1. elements of a types of Getting 6 hours
manual manuals information about
1.2 To identify the elements and
elements of contents of a
manuals manual

Writing
Outlining manuals 2.1. To outline Writing a manual
2. manual
2.2 To revise outline

Writing a manual 3.1 To draft manuals

3. 3.2 To edit manuals
3.3 To make
Final draft

84
UNIT CODE :
COMPETENCY : PARTICIPATING IN A DISCUSSION EFFECTIVELY
STANDARD UNIT : THIS UNIT DEALS WITH KNOWLEDGE, SKILLS, AND
NEEDED TO PARTICIPATE IN A DISCUSSION
EFFECTIVELY

NO BASIC
COMPETENCY INDICATORS TASK DURATION
S
Identifying the 1.1 To Listening
1. elements of identify Identifying the 6 hours
discussions types of main points of a
discussion discussion topic
1.2 To state
Elements of Reading
discussion Getting
information
Agreeing or 2.1 To express about the
2. disagreeing to opinions/idea discussion topic
proposals s.
2.2 To agree Speaking
opinions/idea Participating in a
s discussion
2.3 To refute effectively
opinions/idea
s
2.4 To execute
Appropriate
interruption
Negotiating to a 3.1 To identify
3. solution types of
negotiations
3.2 To identify
elements of
negotiations

4. Concluding 4.1 To summarize

discussions discussions
4.2 To conclude
discussions

85
UNIT CODE :
COMPETENCY : READING CRITICALLY
STANDARD UNIT : THIS UNIT DEALS WITH KNOWLEDGE, SKILLS, AND
NEEDED TO READ CRITICALLY

NO BASIC
COMPETENC INDICATORS TASK DURATION
Y S
Identifying 1.1 To identify
1. purposes of different kinds of Reading 10 hours
reading purpose Identifying facts
1.2 To identify genre and opinions,
of texts tones, purpose
and concluding the
implied meanings
in the text
2.1 To identify facts
2. Differentiating 2.2 To Speaking
facts from identify Giving opinions
opinions opinions about the reading
2.3 To compare materials
facts and opinions
Writing
Writing down the
opinions
3.1 To identify
3. Recognizing tones various tones
3.2 To indicate
specific tone

4. 4.1 To identify
Making inferences implied meanings
4.2 To infer
meanings

86
5. Using pronoun 5.1 To identify
references pronoun
references
5.2 To use
pronoun
references

87
UNIT :
CODE
COMPETENCY STANDARD : WRITING A DESCRIPTIVE ESSAY
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE, SKILLS, AND
ATTITUDE
NEEDED TO WRITE A DESCRIPTIVE ESSAY

NO BASIC
COMPETENC INDICATORS TASK DURATION
Y S
Identifying the 1.1 To Listening
1. elements of identify Identifying the 6 hours
descriptive Settings of main points of a
essays descriptiv description
e essays
1.2 Elements Readin
of g
descriptive Getting
essays information about
Outlining a 2.1 To outline essays the elements and
2. descriptive 2.2 To revise outline the main points of
essay a descriptive
essay

Writing
Composing a
descriptive
essay
Composing a 3.1 To draft Essays
3. descriptive 3.2 To edit Essays
essay 3.3 To make
Final draft

88
UNIT :
CODE
COMPETENCY STANDARD : WRITING A NARRATIVE ESSAY
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE, SKILLS, AND
ATTITUDE NEEDED TO WRITE A NARRATIVE ESSAY

NO BASIC
COMPETENCY INDICATORS TASK DURATION
S
Identifying the 1.1 To identify Listening
1. elements of a settings of Identifying the 6 hours
narrative essay narrative main points of a
essays narration
1.2 To identify
elements of Readin
narrative g
essays Getting
Outlining narrative 2.1 To outline essays information about
2. essays 2.2 To revise the elements and
an outline the main points of
a narrative essay

Writing
Composing a
narrative essay

Composing a 3.1 To draft essays

3. narrative essay 3.2 To edit essays
3.3 To make
final draft

89
UNIT CODE :
COMPETENCY : WRITING AN ARGUMENTATIVE ESSAY
STANDARD UNIT : THIS UNIT DEALS WITH KNOWLEDGE,
ATTITUDE NEEDED TO WRITE AN ARGUMENTATIVE
ESSAY

NO BASIC
COMPETENCY INDICATORS TASK DURATION
S
Identifying 1.1 to identify Listening
1. the elements purposes of Identifying the 8 hours
of an an main points of an
argumentative argumentativ argumentative
essay e essay essay
1.2 to identify
elements of Readin
an g
argumentative Getting
essay information about
Outlining 2.1 To outline essays the elements and
2. argumentative 2.2 To revised the main points of
essays essays an argumentative
essay

Writing
Composing an
argumentative
essay

Composing an 3.1 To draft essays

3. argumentativ 3.2 To edit essays
e essay 3.3 To make
final draft

90
UNIT CODE :
COMPETENCY : WRITING A PERSUASIVE ESSAY
STANDARD UNIT : THIS UNIT DEALS WITH KNOWLEDGE,
ATTITUDE NEEDED TO WRITE A PERSUASIVE ESSAY

NO BASIC
COMPETENC INDICATORS TASK DURATION
Y S
Identifying the 1.1 To identify Listening 8 hours
1. elements of a purposes of Identifying the
persuasive persuasive main points of a
essay essays persuasive essay
1.2 To identify
settings of Readin
persuasive g
essays Getting
1.3 To information about
identify the elements and
elements of the main points of
persuasive essays a persuasive
Outlining 2.1 To outline essays essay
2. persuasive 2.2 To revise outline
essays Writing
Composing a
persuasive
essay

Composing a 3.1 To draft essays

3. persuasive essay 3.2 To edit essays
3.3 To make
final draft

91
UNIT CODE :
COMPETENCY : WRITING A COMPARISON – CONTRAST ESSAY
STANDARD UNIT : THIS UNIT DEALS WITH KNOWLEDGE, SKILLS, AND
NEEDED TO WRITE A COMPARATIVE ESSAY

NO BASIC
COMPETENC INDICATORS TASK DURATION
Y S
Identifying the 1.1 To identify Listening
1. elements of purposes of a Identifying the 6 hours
comparison- comparison- main points of
contrast contrast a comparison-
essays essay contrast essay
1.2 To identify exposed
elements of a
comparison- Readin
contrast essay g
Outlining 2.1 To outline essays Getting
2. comparison- 2.2 To revise outline information about
contrast the elements and
essays the main points of
a comparison –
contrast essay

Writing
Composing a
comparison-
contrast
essay
Composing a 3.1 To draft essays
3. comparison 3.2 To edit essays
contrast essay 3.3 To make
final draft

92
UNIT CODE :
COMPETENCY : TAKING NOTES FROM A LECTURE
STANDARD UNIT : THIS UNIT DEALS WITH KNOWLEDGE, SKILLS, AND
NEEDED TO TAKE NOTES FROM A LECTURE

NO BASIC
COMPETENC INDICATORS TASK DURATION
Y S
Identifying the 1.1 to identify Readin
1. elements of purposes of g 6 hours
note- takings note takings Getting
1.2 To identify information about
symbols for the elements of a
note takings lecture from a
1.3 To identify lecture transcript
abbreviation
s used in Listening
note takings Identifying the
1.4 To identify main points of a
elements of lecture
note takings

Organizing notes 2.1 To identify

2. major/importan
t points
2.2 To identify
minor/supportin
g points

Writing 3.1 To outline drafts

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

93
UNIT CODE :
COMPETENCY : PARTICIPATING IN A DEBATE SUCCESSFULLY
STANDARD UNIT : THIS UNIT DEALS WITH KNOWLEDGE, SKILLS, AND
NEEDED TO PARTICIPATE IN A DEBATE
SUCCESSFULLY

NO BASIC
COMPETENCY INDICATORS TASK DURATION
S
Identifying the 1.1 To identify Listening
1. elements of topics of debates Identifying the 6 hours
debates 1.2 To main points of a
identify lecture/talk
settings of related to the
debates debate topic
1.3 To identify
elements of Readin
debate g
Proposing the 2.1 To propose Getting
2. topics the topics information from
2.2 To express a lecture/talk
supporting related to the
details debate topic

Speaking
Participating in a
debate.

Supporting the 3.1 To deliver

3. topics reasoning
delivered
3.2 To express
Supporting
details

4. Rebutting 4.1 To
the topics deliver
reasoning
4.2 To express
supporting
details

94
5. Concluding a 5.1 To
debate summarize
opinions
5.2 To
make
conclusion

95
UNIT CODE :
COMPETENCY STANDARD : WRITING A BOOK REVIEW
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE, SKILLS, AND
NEEDED
TO WRITE A REPORT A BOOK REVIEW

NO BASIC
COMPETENC INDICATORS TASK DURATION
Y S
Identifying the 1.1 To identify Listening
1. elements of purposes of Identifying the 4 hours
book reviews book reviews main points of a
1.2 To identify book review
elements of
book reviews Readin
identified g
Getting
Outlining book 2.1 To information about
2. reviews outline the elements of a
reviews book review and
2.2 To revise outline the main points of
a book review

Writing
Composing a
book review

Composing book 3.1 To draft reviews

3. reviews 3.2 To edit reviews
3.3 To make
final draft

96
COMPETENCY STANDARD : WRITING A REPORT BASED ON NON-LINEAR TEXTS
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE, SKILLS, AND
ATTITUDE
NEEDED TO WRITE A REPORT BASED ON NON-LINEAR
TEXTS

NO BASIC
COMPETENCY INDICATORS TASK DURATION
S
Identifying non- 1.1 To identify Readin
1. linear texts various g 6 hours
non- linear Getting
texts information from
1.2 To identify a non-linear text
specific report
non- linear
texts Writing
Outlining texts 2.1 To outline texts Composing a
2. 2.2 To revise outline non- linear
report

Composing texts 3.1 To draft texts

3. 3.2 To edit texts
3.3 To make
final draft
COMPETENCY STANDARD : REPORTING AN EVENT ORALLY
UNIT DESCRIPTION : THIS UNIT DEALS WITH KNOWLEDGE, SKILLS, AND
ATTITUDE NEEDED TO REPORT AN EVENT ORALLY

NO BASIC
COMPETENCY INDICATORS TASK DURATION
S
Identifying the 1.1 To identify Listening
1. organization of an purposes of Identifying the 6 hours
oral report oral reports main points of an
1.2 To identify oral report
settings of
oral reports Readin
1.3 To identify g
elements of Getting
oral reports information
about the topic
Separating main 2.1 To identify
reported
2. and minor main events
events 2.2 To identify
Speaking
minor events
Delivering a
report

Outlining oral 3.1 Report outlined

3. reports 3.2 Outline revised

4. Delivering a report 4.1 To state

report opening
4.2 To describe
main events
4.3 To make
report conclusion
 III. PENUTUP

Kerangka Kualifikasi Nasional Indonesia (KKNI) secara khusus

dikembangkan untuk menjadi suatu rujukan nasional untuk peningkatankan
mutu dan daya saing bangsa Indonesia di sektor sumberdaya manusia. KKNI
merupakan salah satu langkah untuk mewujudkan mutu dan jati diri bangsa
Indonesia dalam sektor sumber daya manusia yang dikaitkan dengan program
pengembangan sistem pendidikan dan pelatihan secara nasional. Kurikulum
disusun untuk digunakan sebagai pedoman pembelajaran dan penilaian dalam
penentuan kelulusan peserta didik pada lembaga kursus dan pelatihan serta bagi
yang belajar mandiri dan sebagai acuan dalam menyusun, merevisi, atau
memutakhirkan kurikulum, baik pada aspek perencanaan maupun
implementasinya. Kurikulum yang dikembangkan haruslah memperhatikan
tuntutan masyarakat, karakteristik sasaran, dan pemecahan masalah belajar.

Kurikulum harus dievaluasi dan direvisi. Hal tersebut dimaksudkan untuk

memperbaiki serta melengkapi kekurangan-kekurangan yang ada sehingga
kurikulum yang dikembangkan menjadi lebih baik dan memiliki nilai
kebermaknaan