4-Rpp-Bhs-Inggris-Sma FIX

RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : PAKET C PKBM PUTRI ANYELIR

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X/1
Alokasi Waktu : 2 x 45 menit ( 1x pertemuan )
Topik Pembelajaran : Responding to initial greetings
Pertemuan Ke : 1
A. Standar Kompetensi
Mendengarkan
1. Memahami makna dalam percakapan transaksional dan interpersonal dalam konteks
kehidupan sehari-hari.
Berbicara
3. Mengungkapkan makna dalam percakapan transaksional dan interpersonal dalam
konteks kehidupan seharihari.
B. Kompetensi Dasar
1.1 Merespon makna yang terdapat dalam percakapan transaksional (to get things done)
dan interpersonal (bersosialisasi) resmi dan tak resmi yang menggunakan ragam
bahasa lisan sederhana secara akurat, lancar dan berterima dalam konteks kehidupan
sehari-hari dan melibatkan tindak tutur: berkenalan, bertemu/berpisah, menyetujui
ajakan/tawaran/ undangan, menerima janji, dan membatal-kan janji
3.1 Mengung-kapkan makna dalam percakapan transaksional (to get things done) dan
interpersonal ( bersosiali-sasi) resmi dan tak resmi secara akurat, lancar dan berterima
dengan mengguna-kan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-
hari dan melibatkan tindak tutur: berkenalan, bertemu/ berpisah, menyetujui
ajakan/ tawaran/ undangan, menerima janji, dan membatalkan janji
C. Indikator Pencapaian Kompetensi

Indikator Pencapaian Kompetensi Nilai Budaya Dan
Karakter Bangsa
Merespon dengan benar terhadap tindak tutur: Religius, jujur, toleransi, disiplin, kerja
berkenalan, bertemu dan berpisah . keras, mandiri, demokratis, rasa ingin
Melakukan berbagai tindak tutur dalam wacana lisan tahu, semangat kebangsaan, cinta tanah
interpersonal / transaksional: berkenalan, bertemu dan air, menghargai prestasi, bersahabat, cinta
berpisah. damai, gemar membaca, peduli
lingkungan, peduli sosial, tanggung jawab,
mandiri
Kewirausahaan/ Ekonomi Kreatif :

 Percaya diri (keteguhan hati, optimis).
 Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
 Pengambil resiko (suka tantangan, mampu memimpin)
 Orientasi ke masa depan (punya perspektif untuk masa depan)
D. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat :
 Merespon dengan benar terhadap tindak tutur: berkenalan, bertemu dan berpisah .
 Melakukan berbagai tindak tutur dalam wacana lisan interpersonal / transaksional:
berkenalan, bertemu dan berpisah.
E. Materi Pokok
Responding to initial greetings
- very well, thank you and how are you.
- I’m good/okay/alright
- Very well. Thank you
- Oh, pretty good
- Not to bad, thanks
- Fine, thanks.
- exellent
F. Metode Pembelajaran/Teknik:
Total Physical Response
G. Strategi Pembelajaran
Tatap Muka Terstruktur Mandiri
 Bertanya jawab tentang  Dengan kelompok belajarnya,  Siswa melakukan
tindak tutur: berkenalan, siswa diberi tugas untuk berbagai kegiatan
bertemu dan berpisah. melakukan hal-hal berikut, terkait dengan wacana
 Membahas unsur dan dan melaporkan setiap berbentuk naratif di
langkah retorika dalam kegiatan kepada guru, a.l. luar tugas tatap muka
pertanyaan teks tindak tentang tempat, siapa saja dan terstruktur yang
tutur: berkenalan, bertemu yang datang, kesulitan yang diberikan guru.
dan berpisah. dihadapi.  Siswa mengumpulkan
 Membahas ciri-ciri  tindak tutur: berkenalan, setiap hasil kerja dalam
leksikogramatika. bertemu dan berpisah dengan portofolio, dan
 Membacakan cerita kepada kelompok belajarnya melaporkan hal-hal
kelompok atau kelas  Membahas unsur dan langkah yang sudah diperoleh
(monolog). retorika dalam teks naratif. serta kesulitan yang
 Menceritakan kembali  Membahas ciri-ciri dihadapi secara rutin
cerita kepada kelompok leksikogramatika. kepada guru.
atau kelas (monolog).  Membacakan cerita kepada
 Membahas kesulitan yang kelompok (monolog).
dihadapi siswa dalam  Menceritakan kembali cerita
melakukan kegiatan kepada kelompok (monolog).
terstruktur dan mandiri.
Langkah-langkah Kegiatan Pembelajaran

 Kegiatan Awal (10’)
- Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang
ditanamkan: santun, peduli)
- Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)
- Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter
- Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir karakter yang
hendak dikembangkan selain yang terkait dengan SK/KD
- Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks
 Kegiatan Inti (70’)
Eksplorasi
Dalam kegiatan eksplorasi guru:
 Memberikan stimulus berupa pemberian materi pertanyaan teks tindak tutur: berkenalan,
bertemu dan berpisah.
 Mendiskusikan materi bersama siswa (Buku : Bahan Ajar Bahasa Inggris mengenai
pertanyaan teks tindak tutur: berkenalan, bertemu dan berpisah.
 Memberikan kesempatan pada peserta didik mengkomunikasikan secara lisan atau
mempresentasikan mengenai pertanyaan teks tindak tutur: berkenalan, bertemu dan
berpisah.
 Siswa diminta membahas contoh soal dalam Buku : Bahan Ajar Bahasa Inggris mengenai
Elaborasi
Dalam kegiatan elaborasi guru:
 Membiasakan siswa membuat kalimat pertanyaan teks tindak tutur: berkenalan, bertemu
dan berpisah.
 Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal yang ada pada buku
ajar Bahasa Inggris untuk dikerjakan secara individual.
Konfirmasi
Dalam kegiatan konfirmasi guru:
 Memberikan umpan balik pada siswa dengan memberi penguatan dalam bentuk lisan pada
siswa yang telah dapat menyelesaikan tugasnya.
 Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh siswa melalui sumber
buku lain.
 Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar yang sudah
dilakukan.
 Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam materi
mengenai pertanyaan teks tindak tutur: berkenalan, bertemu dan berpisah.
 Kegiatan Akhir (10’)
 Siswa diminta membuat rangkuman dari materi mengenai pertanyaan teks tindak tutur:
 Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi mengenai pertanyaan teks
tindak tutur: berkenalan, bertemu dan berpisah.
 Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
H. Sumber/Bahan/Alat
 Buku Look Ahead 1 , English for Better Life
 Buku Inter-Language Kelas X
 Kaset/CD
 Tape
 Script dari Look Ahead 1 dan Inter-Language
I. Penilaian
I. Indikator, Teknik, Bentuk, dan Contoh.

No. Indikator Teknik Bentuk Contoh
1. Merespon dengan benar Performance Melengkapi dialog Read and give a
terhadap tindak tutur: Assessment response to the
berkenalan, bertemu dan (responding) following
berpisah . expressions.
2. Melakukan berbagai tindak Membuat dialog

tutur dalam wacana lisan Tes Lisan To end the
interpersonal / conversation, what
transaksional: berkenalan, would you say to
bertemu dan berpisah. someone.
II. Instrumen Penilaian

Read and give a response to the following expressions.
1. How are you doing ?
2. Hello,
3. see you tomorrow
4. goodbye
5. see you about seven, then.
6. good night
7. see you later
8. how do you do ?
9. see you soon.
III. Pedoman Penilaian
Scoring
No Aspect of Scoring
Low (45-59) Average (60-75) Good (76-100)
1 Pronunciation
2 Intonation
3 Stress
4 Gestures
Total
Total Score
Mengetahui, Bandar lampung, 20

Kepala PKBM Putri Anyelir Guru Mata Pelajaran
( Mardiana Putri, A.Md ) ( )

(RPP)

Topik Pembelajaran : Closing Leave Taking
Pertemuan Ke : 2
Mendengarkan
Berbicara
B. Kompetensi Dasar
dan interpersonal (bersosialisasi) resmi dan tak resmi yang menggunakan ragam
sehari-hari dan melibatkan tindak tutur: berkenalan, bertemu/berpisah, menyetujui
ajakan/tawaran/ undangan, menerima janji, dan membatal-kan janji
3.1 Mengung-kapkan makna dalam percakapan transaksional (to get things done) dan
interpersonal ( bersosiali-sasi) resmi dan tak resmi secara akurat, lancar dan berterima
dengan mengguna-kan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-
hari dan melibatkan tindak tutur: berkenalan, bertemu/ berpisah, menyetujui
ajakan/ tawaran/ undangan, menerima janji, dan membatalkan janji

Karakter Bangsa
Merespon dengan benar terhadap tindak tutur: Religius, jujur, toleransi, disiplin, kerja
berkenalan, bertemu dan berpisah . keras, mandiri, demokratis, rasa ingin
Melakukan berbagai tindak tutur dalam wacana lisan tahu, semangat kebangsaan, cinta tanah
interpersonal / transaksional: berkenalan, bertemu dan air, menghargai prestasi, bersahabat, cinta
berpisah. damai, gemar membaca, peduli
mandiri

 Merespon dengan benar terhadap tindak tutur: berkenalan, bertemu dan berpisah .
 Melakukan berbagai tindak tutur dalam wacana lisan interpersonal / transaksional:
E. Materi Pokok
Closing/ leave taking
- goodbye
- bye bye, bye now, see you, take care
- see you later..fine
- see you …soon
- see you tonight..all right
good night
tindak tutur: berkenalan, siswa diberi tugas untuk berbagai kegiatan
bertemu dan berpisah. melakukan hal-hal berikut, terkait dengan wacana
 Membahas unsur dan dan melaporkan setiap berbentuk naratif di
langkah retorika dalam kegiatan kepada guru, a.l. luar tugas tatap muka
pertanyaan teks tindak tentang tempat, siapa saja dan terstruktur yang
tutur: berkenalan, bertemu yang datang, kesulitan yang diberikan guru.
dan berpisah. dihadapi.  Siswa mengumpulkan
 Membahas ciri-ciri  tindak tutur: berkenalan, setiap hasil kerja dalam
leksikogramatika. bertemu dan berpisah dengan portofolio, dan
 Membacakan cerita kepada kelompok belajarnya melaporkan hal-hal
kelompok atau kelas  Membahas unsur dan langkah yang sudah diperoleh
(monolog). retorika dalam teks naratif. serta kesulitan yang
 Menceritakan kembali  Membahas ciri-ciri dihadapi secara rutin
cerita kepada kelompok leksikogramatika. kepada guru.
melakukan kegiatan kepada kelompok (monolog).


Eksplorasi
 Memberikan stimulus berupa pemberian materi pertanyaan teks tindak tutur: berkenalan,
mempresentasikan mengenai pertanyaan teks tindak tutur: berkenalan, bertemu dan
berpisah.
Elaborasi
 Membiasakan siswa membuat kalimat pertanyaan teks tindak tutur: berkenalan, bertemu
dan berpisah.
Konfirmasi
buku lain.
dilakukan.
mengenai pertanyaan teks tindak tutur: berkenalan, bertemu dan berpisah.
Siswa diminta membuat rangkuman dari materi mengenai pertanyaan teks tindak tutur:
tindak tutur: berkenalan, bertemu dan berpisah.
 Kaset/CD
 Tape
I. Penilaian
1. Merespon dengan benar Performance Melengkapi Read and give a

terhadap tindak tutur: Assessment dialog response to the
berkenalan, bertemu dan (responding) following
berpisah . expressions.
2. Melakukan berbagai tindak Tes Lisan Membuat dialog To end the

tutur dalam wacana lisan conversation, what
interpersonal / would you say to
transaksional: berkenalan, someone.

To end the conversation, what would you say to someone
 You’re going to see in the evening.
 Who’s going away for along time
 You’r just leaving
 You’ve just been introduced to,
 You know well and meet to the street.
 You haven’t see for along time.
 You are leaving at 9.30 pm.
 You are going to see the next day.

Scoring
Low (45-59) Average (60-75) Good (76-100)
1 Pronunciation
2 Intonation
3 Stress
4 Gestures
Total
Total Score


(RPP)

Topik Pembelajaran : Expressing Happiness
Pertemuan Ke : 3
Mendengarkan
Berbicara
B. Kompetensi Dasar
dan interpersonal (bersosiali-sasi) resmi dan tak resmi yang mengguna-kan ragam
sehari-hari dan melibatkan tindak tutur: mengungkapkan perasaan bahagia,
menunjukkan perhatian, menunjukkan simpati, dan memberi instruksi.
3.2 Mengungkap-kan makna dalam perca-kapan tran-saksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan tak resmi secara aku-rat, lancar dan berteri-ma
dengan menggunakan ragam ba-hasa lisan sederhana dalam kon-teks kehidu-pan
sehari-hari dan meli-batkan tindak tutur: meng-ungkapkan perasaan bahagia,
menunjukkan perhatian, menunjukkan simpati, dan memberi instruksi.

Karakter Bangsa
Merespon berbagai tindak tutur dalam wacana lisan Religius, jujur, toleransi, disiplin, kerja
interpersonal/ transaksional: dalam berbagai acara keras, mandiri, demokratis, rasa ingin
secara senang dan bahagia. tahu, semangat kebangsaan, cinta tanah
Melakukan berbagai tindak tutur dalam wacana lisan air, menghargai prestasi, bersahabat, cinta
interpersonal/ transaksional: dalam berbagai acara damai, gemar membaca, peduli
secara senang dan bahagia. lingkungan, peduli sosial, tanggung jawab,
mandiri

 Merespon berbagai tindak tutur dalam wacana lisan interpersonal/ transaksional: dalam
berbagai acara secara senang dan bahagia .
 Melakukan berbagai tindak tutur dalam wacana lisan interpersonal/ transaksional: dalam
berbagai acara secara senang dan bahagia.
E. Materi Pokok
- Expreesing happiness : formal
 oh, I’m so happy.
 I can’t say how pleased I am.
 I had a splendid time there.
 What a marvelous place I,Ve ever seen.
 It’s an interesting experience.
 It’s an outstanding adventure.
 It’ a sensational trip.
 Bertanya jawab tentang berbagai  Dengan kelompok  Siswa melakukan
tindak tutur dalam wacana lisan belajarnya, siswa diberi berbagai kegiatan
interpersonal/ transaksional: tugas untuk melakukan terkait dengan
dalam berbagai acara secara hal-hal berikut, dan wacana berbentuk
senang dan bahagia. melaporkan setiap naratif di luar tugas
 Membahas unsur dan langkah kegiatan kepada guru, tatap muka dan
retorika berbagai tindak tutur a.l. tentang tempat, siapa terstruktur yang
dalam wacana lisan saja yang datang, diberikan guru.
interpersonal/ transaksional: kesulitan yang dihadapi.  Siswa mengumpulkan
dalam berbagai acara secara  Membahas unsur dan setiap hasil kerja
senang dan bahagia. langkah retorika dalam dalam portofolio, dan
 Membahas ciri-ciri teks naratif. melaporkan hal-hal
leksikogramatika.  Membahas ciri-ciri yang sudah diperoleh
 Membacakan cerita kepada leksikogramatika. serta kesulitan yang
kelompok atau kelas (monolog).  Membacakan cerita dihadapi secara rutin
 Menceritakan kembali cerita kepada kelompok kepada guru.
kepada kelompok atau kelas (monolog).
(monolog).  Menceritakan kembali
 Membahas kesulitan yang cerita kepada kelompok
dihadapi siswa dalam melakukan (monolog).
kegiatan terstruktur dan mandiri.

Eksplorasi
 Memberikan stimulus berupa pemberian materi pertanyaan teks berbagai tindak tutur
dalam wacana lisan interpersonal/ transaksional: dalam berbagai acara secara senang dan
bahagia.
pertanyaan teks berbagai tindak tutur dalam wacana lisan interpersonal/ transaksional:
dalam berbagai acara secara senang dan bahagia.
mempresentasikan mengenai pertanyaan teks berbagai tindak tutur dalam wacana lisan
interpersonal/ transaksional: dalam berbagai acara secara senang dan bahagia.
pertanyaan teks berbagai tindak tutur dalam wacana lisan interpersonal/ transaksional:
dalam berbagai acara secara senang dan bahagia.
Elaborasi
 Membiasakan siswa membuat kalimat pertanyaan teks berbagai tindak tutur dalam wacana
lisan interpersonal/ transaksional: dalam berbagai acara secara senang dan bahagia.
Konfirmasi
buku lain.
dilakukan.
mengenai pertanyaan teks berbagai tindak tutur dalam wacana lisan interpersonal/
transaksional: dalam berbagai acara secara senang dan bahagia.
 Siswa diminta membuat rangkuman dari materi mengenai pertanyaan teks berbagai tindak
tutur dalam wacana lisan interpersonal/ transaksional: dalam berbagai acara secara senang
dan bahagia.
berbagai tindak tutur dalam wacana lisan interpersonal/ transaksional: dalam berbagai
acara secara senang dan bahagia.
 Kaset/CD
 Tape
I. Penilaian

1. Merespon dengan benar Performance Melengkapi Listen to the tape
terhadap tindak tutur Assessment dialog carefully and choose
dalam wacana lisan (responding) the correct
interpersonal/ responses to the
transaksional: dalam expressions you
berbagai acara secara heard.
senang dan bahagia.
2. Melakukan berbagai Tes Lisan Membuat dialog To end the

tindak tutur dalam conversation, what
wacana lisan would you say to
interpersonal/ someone.
transaksional: dalam
berbagai acara secara
senang dan bahagia.

Listen to the tape carefully and choose the correct responses to the xpressions you
heard.
For example:
You will hear: Hello, I'm Cut Nia. I'm your neighbour.
What's your name?
The correct response for the expression is ....
a. Hello, Cut Nia. Nice to meet you.
b. Hi, Cut Nia. My name is Edo. Nice to meet you.
The correct response is (b) Hi, Cut Nia. My name is Edo.
Nice to meet you.
1. a. Good morning. What's your name?
b. Good morning. I'm Deni.
2. a. How do you do?
b. Hi, Desi. How are you?
3. a. I'm just fine.
b. Good morning. My name is Risa.
4. a. What's your name?
b. Hi, Rudi. Nice to see you.
5. a. Good bye. Nice to meet you.
b. Glad to meet you, too.
Scoring
Low (45-59) Average (60-75) Good (76-100)
1 Pronunciation
2 Intonation
3 Stress
4 Gestures
Total
Total Score


(RPP)

Topik Pembelajaran : Making, accepting and declining an invitation;
Pertemuan Ke : 4
Mendengarkan
2. Memahami makna teks fungsional pendek dan teks monolog sederhana berbentuk
recount, narrative dan procedure dalam konteks kehidupan sehari-hari.
Berbicara
4. Mengungkapkan makna dalam teks fungsional pendek dan monolog berbentuk
recount, narrative dan procedure sederhana dalam konteks kehidupan sehari-hari.
B. Kompetensi Dasar
2.1 Merespon makna secara akurat, lancar dan berterima dalam teks lisan fungsional
pendek sederhana (misalnya pengumuman, iklan, undangan dll.) resmi dan
tak resmi dalam berbagai konteks kehidupan sehari-hari
4.1 Mengung-kapkan makna dalam bentuk teks fungsional pendek (misalnya
pengumuman, iklan, undangan dll.) resmi dan tak resmi dengan menggunakan
ragam bahasa lisan dalam berbagai konteks kehidupan sehari-hari.

Karakter Bangsa
 Menjawab pertanyaan teks lisan fungsional pendek Religius, jujur, toleransi, disiplin, kerja
sederhana (misalnya pengumuman, iklan, keras, mandiri, demokratis, rasa ingin
undangan dll. tahu, semangat kebangsaan, cinta tanah
 Melakukan teks lisan fungsional pendek sederhana air, menghargai prestasi, bersahabat, cinta
(misalnya pengumuman, iklan, undangan dll. damai, gemar membaca, peduli
 Mempresentasikan teks lisan fungsional pendek lingkungan, peduli sosial, tanggung jawab,
sederhana (misalnya pengumuman, iklan, mandiri
undangan dll.

 Menjawab pertanyaan teks lisan fungsional pendek sederhana (misalnya
pengumuman, iklan, undangan dll.
 Melakukan teks lisan fungsional pendek sederhana (misalnya pengumuman, iklan,
undangan dll.
 Mempresentasikan teks lisan fungsional pendek sederhana (misalnya
E. Materi Pokok
Making, accepting and declining an invitation;
The tone of an invitation is always positive, in anticipation of a pleasurable occasion.

Picture your guests smiling when they read your letter of invitation. Clever phrasing,
poetry or a themed approach may be appropriate for an informal occasion, but you
should express the details clearly. For further tips visit to invite someone
www.write.express.com
 Bertanya jawab tentang  Dengan kelompok  Siswa melakukan
pertanyaan pertanyaan teks belajarnya, siswa diberi berbagai kegiatan
lisan fungsional pendek tugas untuk melakukan hal- terkait dengan wacana
sederhana (misalnya hal berikut, dan melaporkan berbentuk naratif di luar
pengumuman, iklan, setiap kegiatan kepada tugas tatap muka dan
undangan dll. guru, a.l. tentang tempat, terstruktur yang
 Membahas unsur dan siapa saja yang datang, diberikan guru.
langkah retorika dalam kesulitan yang dihadapi.  Siswa mengumpulkan
pertanyaan pertanyaan teks  Bertanya jawab pertanyaan setiap hasil kerja dalam
lisan fungsional pendek teks lisan fungsional pendek portofolio, dan
sederhana (misalnya sederhana (misalnya melaporkan hal-hal
pengumuman, iklan, pengumuman, iklan, yang sudah diperoleh
undangan dll. undangan dll dibaca, serta kesulitan yang
 Membahas ciri-ciri ditonton, dan/atau didengar dihadapi secara rutin
leksikogramatika. dengan kelompok belajarnya kepada guru.
 Membacakan cerita kepada  Membahas unsur dan
kelompok atau kelas langkah retorika dalam teks
(monolog). naratif.
 Menceritakan kembali cerita  Membahas ciri-ciri
kepada kelompok atau kelas leksikogramatika.
(monolog).  Membacakan cerita kepada
melakukan kegiatan kepada kelompok
terstruktur dan mandiri. (monolog).

Eksplorasi
 Memberikan stimulus berupa pemberian materi pertanyaan teks lisan fungsional pendek
sederhana (misalnya pengumuman, iklan, undangan dll.
pertanyaan teks monolog sederhana berbentuk procedure.
mempresentasikan mengenai pertanyaan teks lisan fungsional pendek sederhana (misalnya
pertanyaan teks lisan fungsional pendek sederhana (misalnya pengumuman, iklan,
undangan dll.
Elaborasi
 Membiasakan siswa membuat kalimat pertanyaan teks lisan fungsional pendek sederhana
(misalnya pengumuman, iklan, undangan dll.
Konfirmasi
buku lain.
dilakukan.
mengenai pertanyaan teks lisan fungsional pendek sederhana (misalnya pengumuman,
iklan, undangan dll.
Kegiatan Akhir (10’)
 Siswa diminta membuat rangkuman dari materi mengenai pertanyaan teks lisan fungsional
pendek sederhana (misalnya pengumuman, iklan, undangan dll.
lisan fungsional pendek sederhana (misalnya pengumuman, iklan, undangan dll.
 Kaset/CD
 Tape
I. Penilaian

1. Menjawab Performance Melengkapi Complete the
pertanyaan teks Assessment dialog dialogue below using
lisan fungsional (responding) the suitable
pendek sederhana expression!
(misalnya
pengumuman,
2. Melakukan teks Tes Lisan Membuat dialog Give your responses

lisan fungsional orally based on the
pendek sederhana situations below!
(misalnya
pengumuman,
3 Mempresentasikan Tes Lisan Presentasi Listen carefully and

teks lisan individual then identify the
fungsional pendek goal, mate-rials
sederhana needed and steps
(misalnya
pengumuman,
iklan, undangan dll
Look at the picture and study it. Then, answer the

questions.
1. What kind of card is this?

2. Have you ever been invited by someone?
3. What do you say if you want to invite someone?
4. What do you say if you want to accept an invitation?
5. What do you say if you want to decline an invitation?
6. What do you say when someone makes an appointment with you?
7. What do you feel when someone cancels his/her appointment?
8. What will you say to him/her?
No. Uraian Skor
1. Isi, langkah retorika dan tata bahasa benar 81 – 100

2. Isi,langkah retorika dan tata bahasa kurang tepat 61 - 80
3. Isi, langkah retorika dan tata bahasa tidak tepat 0 - 60


(RPP)

Topik Pembelajaran : Procedure
Pertemuan Ke : 5
Mendengarkan
3. Memahami makna teks fungsional pendek dan teks monolog sederhana berbentuk
Berbicara
B. Kompetensi Dasar
2.2 Merespon makna dalam teks monolog sederhana yang menggunakan ragam bahasa
lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari
dalam teks: recount, narrative, dan procedure.
4.2 Mengung-kapkan makna dalam teks monolog sederhana dengan menggunakan ragam
bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan
sehari-hari dalam teks berbentuk: recount, narrative, dan procedure.

Karakter Bangsa
 Menjawab pertanyaan teks monolog sederhana Religius, jujur, toleransi, disiplin, kerja
berbentuk procedure keras, mandiri, demokratis, rasa ingin
 Melakukan teks monolog lisan berbentuk tahu, semangat kebangsaan, cinta tanah
procedure air, menghargai prestasi, bersahabat, cinta
 Mempresentasikan teks monolog lisan berbentuk damai, gemar membaca, peduli
procedure lingkungan, peduli sosial, tanggung jawab,
mandiri

 Siswa dapat menjawab pertanyaan teks monolog sederhana berbentuk procedure
 Siswa dapat melakukan teks monolog lisan berbentuk procedure
 Siswa mempresentasikan teks monolog lisan berbentuk procedure
E. Materi Pokok
1. Teks monolog berbentuk procedure, contohnya:
How to Make Gudeg Jogja (Green Jack Fruit Sweet Stew)
Ingredients:
- 5 onions
- 10 candlenuts
- 10 garlic cloves
- 4 bay Leaves
- 1/2 lb. (250g) green jack fruit
- 2-1/2 tsp. (12g) coriander seeds
- 1-1/4 tsp. (6g) cumin
- 1/4 cup (62ml) coconut sugar
- 2 cups (500ml) coconut milk
- 2 tsp. (30g) tamarind
- 2 lb. (1kg) chicken (cut into small pieces with bone)
- 5 cups (1.25l) water
- 2 inches bruised galangal
Instructions:
- First, cut green jack fruit 1 inch thick. Wash and boil until tender.
- Next, ground onions, candle nuts, sauté paste, bay leaves, and galangal until fragrant.
- Add the chicken pieces, stir fry until chicken changes clour.
- Then, pour 4 cups of water and coconut sugar, bring to a boil.
- Add the green jack fruit and simmer until the chicken and vegetables are tender.
- Finally, add coconut milk 5 minutes before it’s done, bring back to a boil. Serve hot
with ice.
- This dish is sweet and usually served with shrimp cracker
2. Procedure text can be explained as bellow:
Social function : to describe how something is accomplished through
a sequence of actions or steps.
Generic structure:
- Goal.
- Materials (not required for all procedural texts)
- Steps (a series of steps oriented to achieving the goal)
 Bertanya jawab tentang  Dengan kelompok  Siswa melakukan berbagai
pertanyaan teks belajarnya, siswa diberi kegiatan terkait dengan
monolog sederhana tugas untuk melakukan hal- wacana berbentuk naratif
berbentuk procedure. hal berikut, dan melaporkan di luar tugas tatap muka
 Membahas unsur dan setiap kegiatan kepada dan terstruktur yang
langkah retorika dalam guru, a.l. tentang tempat, diberikan guru.
pertanyaan teks siapa saja yang datang,  Siswa mengumpulkan
monolog sederhana kesulitan yang dihadapi. setiap hasil kerja dalam
berbentuk procedure.  Bertanya jawab tentang isi portofolio, dan melaporkan
 Membahas ciri-ciri cerita (karakter, setting, hal-hal yang sudah
leksikogramatika. plot) yang sudah dibaca, diperoleh serta kesulitan
 Membacakan cerita ditonton, dan/atau didengar yang dihadapi secara rutin
kepada kelompok atau dengan kelompok kepada guru.
kelas (monolog). belajarnya
 Menceritakan kembali  Membahas unsur dan
cerita kepada kelompok langkah retorika dalam teks
atau kelas (monolog). naratif.
 Membahas kesulitan  Membahas ciri-ciri
yang dihadapi siswa leksikogramatika.
dalam melakukan  Membacakan cerita kepada
kegiatan terstruktur dan kelompok (monolog).
mandiri.  Menceritakan kembali cerita
kepada kelompok
(monolog).

Eksplorasi
 Memberikan stimulus berupa pemberian materi pertanyaan teks monolog sederhana
berbentuk procedure.
mempresentasikan mengenai pertanyaan teks monolog sederhana berbentuk procedure.
Elaborasi
 Membiasakan siswa membuat kalimat pertanyaan teks monolog sederhana berbentuk
procedure.
Konfirmasi
buku lain.
dilakukan.
mengenai pertanyaan teks monolog sederhana berbentuk procedure.
 Siswa diminta membuat rangkuman dari materi mengenai pertanyaan teks monolog
sederhana berbentuk procedure.
monolog sederhana berbentuk procedure.
 Kaset/CD
 Tape
I. Penilaian

monolog (responding) the suitable
sederhana expression!
berbentuk
procedure

monolog lisan orally based on the
berbentuk situations below!
procedure.
Presentasi Listen carefully and

3 Mempresentasikan Tes Lisan individual then identify the
teks monolog lisan goal, mate-rials
berbentuk needed and steps
procedure
Your teacher will read the following text. Listen carefully and then identify the
goal, materials needed and steps.
How to Make an Omelet
Hello friend, how are you? Have you ever eaten a cheese omelet? Do you know
how to make a Cheese Omelet? No? Would you like me to tell it for you? Okay.
This is the way. Listen to me.
To make a Cheese Omelet, you should prepare ingredients such as one egg,
50 grams of cheese, uhm... ¼ cup of milk, three tablespoons of cooking oil,
uhm...what else ....? Oh, yeah, a pinch of salt and don’t forget some pepper.
Now, to make a Cheese Omelet, you will need some kitchen utensils like a frying
pan, a fork, a whisk, a spatula, uhm..... a cheese grater ...and a bowl and of
course ....a plate. Okay? Are you following me ? Right! Let me tell you how to
make it.
First, crack an egg into a bowl like this. Then whisk the egg with a fork until
it is smooth. After that, add some milk and whisk well. Grate the cheese into the
bowl and stir. Next, heat the oil in a frying pan, and pour the mixture into the
frying pan. Then, turn the omelet with a spatula when it browns. See, like this.
Okay, next cook both sides. After the omelet is done, place it on a plate, don’t
forget to season it with salt and pepper and you can eat it while warm. It’s easy,
isn’t it? Bon appetite!
Find out:
a. What is the text talking about?
b. What is the purpose of the text?
c. How many steps are there in the text?
Please represent in front of the class how to make or to do something!
Scoring
Low (45-59) Average (60-75) Good (76-100)
1 Pronunciation
2 Intonation
3 Stress
4 Gestures
Total
Total Score


(RPP)

Pertemuan Ke :
Mendengarkan
 Memahami makna teks fungsional pendek dan teks monolog sederhana berbentuk
Berbicara
B. Kompetensi Dasar
2.2 Merespon makna dalam teks monolog sederhana yang menggunakan ragam bahasa
lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari
dalam teks: recount, narrative, dan procedure.
4.2 Mengung-kapkan makna dalam teks monolog sederhana dengan menggunakan ragam
bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan
sehari-hari dalam teks berbentuk: recount, narrative, dan procedure.

Karakter Bangsa
 Menjawab pertanyaan teks monolog sederhana Religius, jujur, toleransi, disiplin, kerja
berbentuk procedure keras, mandiri, demokratis, rasa ingin
 Melakukan teks monolog lisan berbentuk tahu, semangat kebangsaan, cinta tanah
procedure air, menghargai prestasi, bersahabat, cinta
 Mempresentasikan teks monolog lisan berbentuk damai, gemar membaca, peduli
procedure lingkungan, peduli sosial, tanggung jawab,
mandiri

E. Materi Pokok
Teks monolog berbentuk procedure, contohnya:
How to Make Gudeg Jogja (Green Jack Fruit Sweet Stew)
Ingredients:
- 5 onions
- 10 candlenuts
- 10 garlic cloves
- 4 bay Leaves
- 1/2 lb. (250g) green jack fruit
- 2-1/2 tsp. (12g) coriander seeds
- 1-1/4 tsp. (6g) cumin
- 1/4 cup (62ml) coconut sugar
- 2 cups (500ml) coconut milk
- 2 tsp. (30g) tamarind
- 2 lb. (1kg) chicken (cut into small pieces with bone)
- 5 cups (1.25l) water
- 2 inches bruised galangal
Instructions:
- First, cut green jack fruit 1 inch thick. Wash and boil until tender.
- Next, ground onions, candle nuts, sauté paste, bay leaves, and galangal until fragrant.
- Add the chicken pieces, stir fry until chicken changes clour.
- Then, pour 4 cups of water and coconut sugar, bring to a boil.
- Add the green jack fruit and simmer until the chicken and vegetables are tender.
- Finally, add coconut milk 5 minutes before it’s done, bring back to a boil. Serve hot
with ice.
- This dish is sweet and usually served with shrimp cracker
3. Procedure text can be explained as bellow:
Social function : to describe how something is accomplished through
a sequence of actions or steps.
Generic structure:
- Goal.
- Materials (not required for all procedural texts)
- Steps (a series of steps oriented to achieving the goal)
pertanyaan teks siswa diberi tugas untuk berbagai kegiatan
monolog sederhana melakukan hal-hal berikut, dan terkait dengan wacana
berbentuk procedure. melaporkan setiap kegiatan berbentuk naratif di
 Membahas unsur dan kepada guru, a.l. tentang luar tugas tatap muka
langkah retorika dalam tempat, siapa saja yang datang, dan terstruktur yang
pertanyaan teks kesulitan yang dihadapi. diberikan guru.
monolog sederhana  Bertanya jawab tentang isi cerita  Siswa mengumpulkan
berbentuk procedure. (karakter, setting, plot) yang setiap hasil kerja dalam
 Membahas ciri-ciri sudah dibaca, ditonton, portofolio, dan
leksikogramatika. dan/atau didengar dengan melaporkan hal-hal
 Membacakan cerita kelompok belajarnya yang sudah diperoleh
kepada kelompok atau  Membahas unsur dan langkah serta kesulitan yang
kelas (monolog). retorika dalam teks naratif. dihadapi secara rutin
 Menceritakan kembali  Membahas ciri-ciri kepada guru.
cerita kepada kelompok leksikogramatika.
 Membahas kesulitan kelompok (monolog).
yang dihadapi siswa  Menceritakan kembali cerita
dalam melakukan kepada kelompok (monolog).
kegiatan terstruktur dan
mandiri.

Kegiatan Awal (10’)
- Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai
yang ditanamkan: santun, peduli)
- Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir karakter
yang hendak dikembangkan selain yang terkait dengan SK/KD
Kegiatan Inti (70’)
Eksplorasi
Elaborasi
procedure.
Konfirmasi
buku lain.
dilakukan.
 Kaset/CD
 Tape
I. Penilaian

monolog (responding) the suitable
sederhana expression!
berbentuk
procedure

monolog lisan orally based on the
berbentuk situations below!
procedure.
3 Mempresentasikan Tes Lisan Presentasi Listen carefully and

teks monolog lisan individual then identify the
berbentuk goal, mate-rials
procedure needed and steps
Your teacher will read the following text. Listen carefully and then identify the
goal, materials needed and steps.
How to Make an Omelet

Hello friend, how are you? Have you ever eaten a cheese omelet? Do you know
how to make a Cheese Omelet? No? Would you like me to tell it for you? Okay.
This is the way. Listen to me.
To make a Cheese Omelet, you should prepare ingredients such as one egg,
50 grams of cheese, uhm... ¼ cup of milk, three tablespoons of cooking oil,
uhm...what else ....? Oh, yeah, a pinch of salt and don’t forget some pepper.
Now, to make a Cheese Omelet, you will need some kitchen utensils like a frying
pan, a fork, a whisk, a spatula, uhm..... a cheese grater ...and a bowl and of
course ....a plate. Okay? Are you following me ? Right! Let me tell you how to
make it.
First, crack an egg into a bowl like this. Then whisk the egg with a fork until
it is smooth. After that, add some milk and whisk well. Grate the cheese into the
bowl and stir. Next, heat the oil in a frying pan, and pour the mixture into the
frying pan. Then, turn the omelet with a spatula when it browns. See, like this.
Okay, next cook both sides. After the omelet is done, place it on a plate, don’t
forget to season it with salt and pepper and you can eat it while warm. It’s easy,
isn’t it? Bon appetite!
Find out:
a. What is the text talking about?
b. What is the purpose of the text?
c. How many steps are there in the text?
Please represent in front of the class how to make or to do something!
Scoring
Low (45-59) Average (60-75) Good (76-100)
1 Pronunciation
2 Intonation
3 Stress
4 Gestures
Total
Total Score


(RPP)

Pertemuan Ke : 6
Membaca
5. Memahami makna teks tulis fungsional pendek dan esei sederhana berbentuk recount,
narrative dan procedure dalam konteks kehidupan sehari-hari dan untuk mengakses
ilmu pengetahuan .
Menulis
6 Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana
berbentuk recount, narrative, dan procedure dalam konteks kehidupan sehari-hari.
B. Kompetensi Dasar
5.2 Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar dan
berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu
pengetahuan dalam teks berbentuk: recount, narrative, dan procedure.
6.2 Mengung-kapkan makna dan langkah-langkah retorika secara akurat, lancar dan
berterima dengan menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-
hari dalam teks berbentuk: recount, narrative, dan procedure.

Karakter Bangsa
 Mengidentifikasi makna dalam teks procedure Religius, jujur, toleransi, disiplin, kerja
 Mengidentifikasi langkah-langkah retorika dalam keras, mandiri, demokratis, rasa ingin
teks procedure tahu, semangat kebangsaan, cinta tanah
 Membaca nyaring teks procedure air, menghargai prestasi, bersahabat, cinta
 Menulis teks berbentuk procedure. damai, gemar membaca, peduli
mandiri

E. Materi Pokok
Teks tulis monolog/esei sederhana berbentuk procedure,contohnya ;
THE HOLE GAME

Materials needed:
Two players, one marble per person, a hole
in ground,a line (distance) to start from.
Steps:
You must dub (click marbles together)
You must check that the marbles are in good condition and are nearly worth the same value.
Dig a hole in the ground and draw a line a fair distance away from the hole. The first player
carefully throws his or her marble towards the hole. Then the second player tries to throw his
or her marble closer to the hole than his or her opponent. The player whose marble is closest to
the hole tries to flick his / her marble into the hole. If successful, this player tries to flick his or
her opponent’s marble into the hole. The person flicking the last marble into the hole wins and
gets to keep both marbles.
pertanyaan teks belajarnya, siswa diberi kegiatan terkait dengan
monolog sederhana tugas untuk melakukan hal- wacana berbentuk naratif
berbentuk procedure. hal berikut, dan melaporkan di luar tugas tatap muka
 Membahas unsur dan setiap kegiatan kepada dan terstruktur yang
langkah retorika dalam guru, a.l. tentang tempat, diberikan guru.
pertanyaan teks siapa saja yang datang,  Siswa mengumpulkan
monolog sederhana kesulitan yang dihadapi. setiap hasil kerja dalam
berbentuk procedure.  Bertanya jawab tentang isi portofolio, dan melaporkan
 Membahas ciri-ciri cerita (karakter, setting, hal-hal yang sudah
leksikogramatika. plot) yang sudah dibaca, diperoleh serta kesulitan
 Membacakan cerita ditonton, dan/atau didengar yang dihadapi secara rutin
kepada kelompok atau dengan kelompok kepada guru.
kelas (monolog). belajarnya
 Menceritakan kembali  Membahas unsur dan
cerita kepada kelompok langkah retorika dalam teks
atau kelas (monolog). naratif.
 Membahas kesulitan  Membahas ciri-ciri
yang dihadapi siswa leksikogramatika.
kepada kelompok
(monolog).


Eksplorasi
Elaborasi
procedure.
Konfirmasi
buku lain.
dilakukan.
 Kaset/CD
 Tape
I. Penilaian
1. Membaca nyaring Tes Lisan Melengkapi Complete the

teks procedure dialog dialogue below using
the suitable
expression!
Menulis teks
2. berbentuk Tes Tulis Tugas Individu Make writing by
procedure. completing the
following procedure
text
Make writing by completing the following procedure text. Don’t forget to use time connectors in
your writing.
Tomato Soup
Ingredients:
• 4 large tomatoes • spices
• 1 small onion • ½ teaspoon of salt
• 8 cups of water • ¼ teaspoon of pepper
• small clove garlic • ¼ teaspoon of butter
Steps:
1. Cut ……………………………………………….
2. Fry ……………………………………………….
3. Add……………………………………………….
4. Heat ………………………………………………
5. Turn……………………………………………….
Scoring
Low (45-59) Average (60-75) Good (76-100)
1 Pronunciation
2 Intonation
3 Stress
4 Gestures
Total
Total Score
.

(RPP)

Topik Pembelajaran : recount
Pertemuan Ke : 7
Membaca
5. Memahami makna teks tulis fungsional pendek dan esei sederhana berbentuk
recount, narrative dan procedure dalam konteks kehidupan sehari-hari dan untuk
mengakses ilmu pengetahuan .
Menulis
B. Kompetensi Dasar
Karakter Bangsa
 Mengidentifikasi makna dalam teks recount Religius, jujur, toleransi, disiplin, kerja
teks recount tahu, semangat kebangsaan, cinta tanah
 Membaca nyaring teks recount air, menghargai prestasi, bersahabat, cinta
 Menulis teks berbentuk recount . damai, gemar membaca, peduli
mandiri

 Siswa dapat menjawab pertanyaan teks monolog sederhana berbentuk recount
 Siswa dapat melakukan teks monolog lisan berbentuk recount
 Siswa mempresentasikan teks monolog lisan berbentuk recount
E. Materi Pokok
Teks monolog berbentuk recount contohnya:
My Day
I had a terrible day yesterday. First, I woke up an hour late because my alarm clock didn't
go off. Then, I was in such a hurry that I burned my hand when I was making breakfast. After
breakfast, I got dressed so quickly that I forgot to wear socks.
Next, I ran out of the house trying to get the 9:30 bus, but of course I missed it. I wanted
to take a taxi, but I didn't have enough money.
Finally, I walked the three miles to my school only to discover that it was Sunday! I hope I
never have a day as the one I had yesterday.
Text Structure of the text above:
Paragraph Generic Structure

 I had a terrible day yesterday. First, I  Orientation: provides the setting
woke up an hour late because my and introduces participants.
alarm clock didn't go off (paragraph
1)
 Events: tell what happened, in

 Next, I ran out of the house trying to what sequence.
get the 9:30 bus, but of course I
missed it. I wanted to take a taxi, but
I didn't have enough money
(paragraph 2)
 Re-orientation: optional closure of
 Finally, I walked the three miles to events.
my school only to discover that it was
Sunday! I hope I never have a day as
the one I had yesterday (paragraph
3)
berbentuk recount. melaporkan setiap kegiatan berbentuk naratif di
berbentuk recount. (karakter, setting, plot) yang setiap hasil kerja dalam
kelas (monolog). retorika dalam teks recount. dihadapi secara rutin
mandiri.

Eksplorasi
berbentuk recount.
pertanyaan teks monolog sederhana berbentuk recount.
mempresentasikan mengenai pertanyaan teks monolog sederhana berbentuk recount.
Elaborasi
recount.
Konfirmasi
buku lain.
dilakukan.
mengenai pertanyaan teks monolog sederhana berbentuk recount.
sederhana berbentuk recount.
monolog sederhana berbentuk recount.
 Kaset/CD
 Tape
I. Penilaian

teks recount dialog dialogue below using
the suitable
expression!
Menulis teks
2. berbentuk recount. Tes Tulis Tugas Individu Make writing by
completing the
following procedure
text
Listen to the teacher reading the text, then retell what is the content of the text.
An Excursion to Bogor Botanic Garden
All right, everybody, I’ll tell you about this great place.
On Friday 16 March we went to Bogor Botanic Garden. We went there by bus and
we arrived at that famous garden at 10 o’clock.
Arriving at the garden, we were divided into two groups. Group A followed Mrs.
Nina and Group B followed Mr. Ahmad. I was in group A. Well, first we went to odd
tropical plants and Mrs. Nina read us some of the information. Then, we looked at all the
lovely plants. After that, we went to a little spot near the Raffles cemetery and had
morning tea. Next, we did some sketching and then we met group B at the information
center to have our lunch.
Soon, it was time for us to go to the orchid section while Group B did some
research on flowers. Uhm…A lady led us to the orchid section. Then, she explained about
many kinds of Orchids.
Next, we had a look at the Indonesian orchid. Wow, we saw many kinds of
Indonesian orchids. They were all beautiful. Later, we took a look at the American,
European and Asian orchid’s section. I was interesting. Soon after we had finished our
observations, we went back outside and met group B. Then, we got on the bus and
returned to school. We really enjoyed the trip and to Bogor Botanic Garden.
Questions:
1. What do you know about an excursion?
2. When and how did they go to Bogor Botanic Garden?
3. What time did they arrive there?
Scoring
Low (45-59) Average (60-75) Good (76-100)
1 Pronunciation
2 Intonation
3 Stress
4 Gestures
Total
Total Score


(RPP)

Topik Pembelajaran : recount
Pertemuan Ke : 8
Membaca
5. Memahami makna teks tulis fungsional pendek dan esei sederhana berbentuk
recount, narrative dan procedure dalam konteks kehidupan sehari-hari dan untuk
mengakses ilmu pengetahuan .
Menulis
B. Kompetensi Dasar

Karakter Bangsa
 Mengidentifikasi makna dalam teks recount Religius, jujur, toleransi, disiplin, kerja
teks recount tahu, semangat kebangsaan, cinta tanah
 Membaca nyaring teks recount air, menghargai prestasi, bersahabat, cinta
 Menulis teks berbentuk recount . damai, gemar membaca, peduli
mandiri

 Siswa dapat menjawab pertanyaan teks monolog sederhana berbentuk recount
 Siswa dapat melakukan teks monolog lisan berbentuk recount
 Siswa mempresentasikan teks monolog lisan berbentuk recount
E. Materi Pokok
Teks tulis monolog/esei sederhana berbentuk recount
Last weekend, my friends and I went camping. We reached the camping ground after we
walked for about one and a half hour from the parking lot. We built the camp next to a small
river. It was getting darker and colder, so we built a fire camp.
The next day, we spent our time observing plantation and insects while the girls were
preparing meals. In the afternoon we went to the river and caught some fish for supper. At night,
we held a fire camp night. We sang, danced, read poetry, played magic tricks, and even some of
us performed a standing comedy.
On Monday, we packed our bags and got ready to go home.
Dalam text recount selalu menggunakan bentuk past tense, berikut penjelasan bentuk
past tense:
1. Simple Past Tense
The ‘simple past tense’ is used to tell actions or situations in the past. In Unit 1 you
learned the ‘simple past tense’ used in positive and negative sentences. In this unit you learn the
‘simple past tense’ in interrogative sentences. Here are the patterns.
a. Verbal Sentence.
S + V2 + O (positive sentence)
S + did + not + V1 + O (negative sentence)
Did + S + V1 + O (interrogative sentence)
Example:
 Donita went to Jakarta yesterday.
 Iman walked alone last night.
b. Nominal Sentence.
S + to be (was/were) + adj/adv/N (positive sentence)
S + was/ were + not + adj/adv/N (negative sentence)
Was/ were + S + adj/adv/N (interrogative sentence)
Example:
 Rani was here last month.
 Bani was not in Jakarta yesterday.
berbentuk recount. melaporkan setiap kegiatan berbentuk naratif di
berbentuk recount. (karakter, setting, plot) yang setiap hasil kerja dalam
kelas (monolog). retorika dalam teks recount. dihadapi secara rutin
mandiri.

 Kegiatan Awal (10’)
a. Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai
b. Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)
c. Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter
d. Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir karakter
e. Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks
Eksplorasi
berbentuk recount.
mempresentasikan mengenai pertanyaan teks monolog sederhana berbentuk recount.
Elaborasi
recount.
Konfirmasi
buku lain.
dilakukan.
mengenai pertanyaan teks monolog sederhana berbentuk recount.
sederhana berbentuk recount.
monolog sederhana berbentuk recount.
 Kaset/CD
 Tape
I. Penilaian

teks recount dialog dialogue below using
the suitable
expression!
2. Menulis teks Tes Tulis Tugas Individu Make writing by

berbentuk recount. completing the
following procedure
text
Listen to the teacher reading the text, then retell what is the content of the text.
An Excursion to Bogor Botanic Garden
All right, everybody, I’ll tell you about this great place.
On Friday 16 March we went to Bogor Botanic Garden. We went there by bus and
we arrived at that famous garden at 10 o’clock.
Arriving at the garden, we were divided into two groups. Group A followed Mrs.
Nina and Group B followed Mr. Ahmad. I was in group A. Well, first we went to odd
tropical plants and Mrs. Nina read us some of the information. Then, we looked at all the
lovely plants. After that, we went to a little spot near the Raffles cemetery and had
morning tea. Next, we did some sketching and then we met group B at the information
center to have our lunch.
Soon, it was time for us to go to the orchid section while Group B did some
research on flowers. Uhm…A lady led us to the orchid section. Then, she explained about
many kinds of Orchids.
Next, we had a look at the Indonesian orchid. Wow, we saw many kinds of
Indonesian orchids. They were all beautiful. Later, we took a look at the American,
European and Asian orchid’s section. I was interesting. Soon after we had finished our
observations, we went back outside and met group B. Then, we got on the bus and
returned to school. We really enjoyed the trip and to Bogor Botanic Garden.
Questions:
 What do you know about an excursion?
 When and how did they go to Bogor Botanic Garden?
 What time did they arrive there?
Scoring
Low (45-59) Average (60-75) Good (76-100)
1 Pronunciation
2 Intonation
3 Stress
4 Gestures
Total
Total Score


(RPP)

Topik Pembelajaran : Narrative
Pertemuan Ke : 9-10
Mendengarkan
2. Memahami makna teks fungsional pendek dan monolog berbentuk reports, narrative,
dan analytical exposition dalam konteks kehidupan sehari-hari.
Berbicara
4. Mengungkapkan makna dalam teks fungsional pendek dan monolog yang berbentuk
report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari
B. Kompetensi Dasar
2.1. Merespon makna yang terdapat dalam teks lisan fungsional pendek resmi dan tak
resmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-
hari.
4.1 Mengungkapkan makna dalam teks lisan fungsional pendek resmi dan tak resmi secara
akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari.

Karakter Bangsa
 Merespon dengan benar terhadap tindak Religius, jujur, toleransi, disiplin, kerja
tutur: menyetujui keras, mandiri, demokratis, rasa ingin
ajakan/tawaran/undangan tahu, semangat kebangsaan, cinta
 Melakukan berbagai tindak tutur dalam tanah air, menghargai prestasi,
wacana lisan interpersonal/ transaksional: bersahabat, cinta damai, gemar
menyetujui ajakan/tawaran/undangan membaca, peduli lingkungan, peduli
 Membuat dialog berisi tentang tindak sosial, tanggung jawab, mandiri
tutur: menyetujui
ajakan/tawaran/undangan.

Pada akhir pembelajaran siswa dapat:
o Merespon dengan benar terhadap tindak tutur: menyetujui ajakan/tawaran/undangan
o Melakukan berbagai tindak tutur dalam wacana lisan interpersonal/ transaksional:
menyetujui ajakan/tawaran/undangan
o Membuat dialog berisi tentang tindak tutur: menyetujui ajakan/tawaran/undangan.
E. Materi Pokok
Percakapan/dialog dan pernyataan yang memuat ungkapan–ungkapan berikut:
1. Someone, Accepting or Declining Invitation.
Read following expressions of inviting, accepting, declining an invitation and an

appointment.
a. Formal Situation
Inviting Accepting an Invitation Declining an Invitation
 Would you like to ....  That's very kind of you.  I'm very sorry, I don'
 I'd very much like  We'd very much like  think I can.
you to ....  to ....  I'd like to, but ....
 We should be  What a delightful idea.  I'm afraid I've
pleased/delighted if  With the greatest  already promised ....
you could ....  pleasure.  Thank you for asking
 Would you care to ....  Thank you very much me, but ....
 You will ... won't  for inviting me.  Unfortunately, I
you? can't…
b. Informal Situation
Inviting Accepting an Declining an Invitation
Invitation
 Why don't you  I would/will ....  Sorry, I can't.
come to ....  That would be  I'd love to, but ....
 Like to come to .... very nice  I don't think I can.
 Come and ....  OK!  I wish I could, but ...
 Shall we come to  I'd like to love to
.... come.
 You must come to  All right (then).
....
Making an Cancelling an Accepting an

Appointment Appointment Appointment
 How about  I'll come I  Sorry, I don't think I
tomorrow promise can make it.
morning?  I'll be there.  I'm so sorry I can't
 Let's meet at ... make it.
o'clock
Contoh:
Ira : Hello?
Ari : Hi, Ira! This is Ari.
Ira : Hi, how've you been?
Ari : Alright, thanks. Say, would you like to go out tonight?
Ira : Sorry, I can't. I have many matters to settle down.
Ari : Well, how about tomorrow night? Are you still busy?
Ira : I guess not.
Ari : Well, would you like to go to a concert?
Ira : Sure, I'd love to!
Ari : That's settled then
Three – phase technique
 Pre listening
 Whilst listening
 Post Listening
 Bertanya jawab tentang isi  Dengan kelompok belajarnya,  Siswa melakukan
cerita (karakter, setting, siswa diberi tugas untuk berbagai kegiatan
plot) yang sudah dibaca, melakukan hal-hal berikut, terkait dengan wacana
ditonton, dan/atau didengar. dan melaporkan setiap berbentuk naratif di luar
 Membahas nilai-nilai yang kegiatan kepada guru, a.l. tugas tatap muka dan
terkandung dalam cerita, tentang tempat, siapa saja terstruktur yang
sikap dan perilaku para yang datang, kesulitan yang diberikan guru.
tokoh. dihadapi.  Siswa mengumpulkan
 Membahas unsur dan  Bertanya jawab tentang isi setiap hasil kerja dalam
langkah retorika dalam teks cerita (karakter, setting, plot) portofolio, dan
naratif. yang sudah dibaca, ditonton, melaporkan hal-hal
 Membahas ciri-ciri dan/atau didengar dengan yang sudah diperoleh
leksikogramatika. kelompok belajarnya serta kesulitan yang
 Nonton film  Membahas nilai-nilai yang dihadapi secara rutin
 Mendengarkan cerita terkandung dalam cerita, kepada guru.
(secara langsung atau sikap dan perilaku para tokoh.
dengan media elektronik).  Membahas unsur dan langkah
 Membacakan cerita kepada retorika dalam teks naratif.
kelompok atau kelas
(monolog).

Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang
Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)
Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter
Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir karakter yang hendak
dikembangkan selain yang terkait dengan SK/KD
Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks
Eksplorasi
 Memberikan stimulus berupa pemberian materi teks fungsional pendek.
 Mendiskusikan materi bersama siswa (Buku : Bahan Ajar Bahasa Inggris mengenai teks
fungsional pendek.
mempresentasikan mengenai teks fungsional pendek.
teks fungsional pendek.
Elaborasi
 Membiasakan siswa membuat kalimat teks fungsional pendek.
Konfirmasi
buku lain.
dilakukan.
 Siswa diminta membuat rangkuman dari materi mengenai teks fungsional pendek
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi teks fungsional pendek.
 Buku teks yang relevan : English Texts in Use jilid XI, English For Better Life XI
 Transkrip percakapan atau rekaman percakapan/ kaset
 Gambar yang relevan
 Script monolog berbentuk banner, poster atau pamplet
I. Penilaian
 Teknik: Performance Assesment

 Bentuk: Responding pada pertanyaan lisan, dialog


(RPP)

Pertemuan Ke : 11-14
Membaca
5 Memahami makna teks tulis fungsional pendek dan esei sederhana berbentuk recount,
narrative dan procedure dalam konteks kehidupan sehari-hari dan untuk mengakses
ilmu pengetahuan
Berbicara
6. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana
B. Kompetensi Dasar
pengetahuan dalam teks berbentuk: recount, narrative, dan procedure

Karakter Bangsa
 Merespon teks monolog sederhana Religius, jujur, toleransi, disiplin, kerja
berbentuk narrative keras, mandiri, demokratis, rasa ingin
 Melakukan teks monolog lisan berbentuk tahu, semangat kebangsaan, cinta
narrative tanah air, menghargai prestasi,
bersahabat, cinta damai, gemar
membaca, peduli lingkungan, peduli
sosial, tanggung jawab, mandiri

 Siswa dapat merespon teks monolog sederhana berbentuk narrative
 Siswa dapat melakukan teks monolog lisan berbentuk narrative
E. Materi Pokok
teks tulis monolog/esei sederhana berbentuk narrative,contohnya,
Queen Aji Bidara Putih
Muara Kaman lies along the Mahakam River, in eastern Borneo. In the past the area was a
kingdom ruled by Queen Aji Bidara Putih. She was a typical queen of myths: beautiful, wise, and
sensitive. Many princes and kings proposed to her but she always refused them because she was
more concerned with ruling her country and guarding her people.
One day, a Chinese boat came to eastern Borneo. First, the people thought it was a
merchant ship but the boat was loaded with trade goods and highly trained soldiers. Their envoys
brought gold and porcelain to announce the marriage proposal from a prince of China. The queen
didn’t refuse instantly and replied that she had to ponder the proposal first. After the envoys left
the palace, the queen called a court officer and ordered him to infiltrate the Chinese boat to
gather information on the prince…...
Adapted from: www.st.rim.or.jp
Narrative dapat dijelaskan sebagai berikut:

a. Purpose
To amuse, entertain, and to deal with actual or vicarious experiences in different ways.
(Untuk menghibur pembaca melalui cerita).
b. Generic structure.
1) Orientation: Sets the scene and introduces the participants. (Memperkenalkan tokoh dan
setting)
2) Complication : A crisis arises (Munculnya masalah).
3) Resolution : the crisis is resolved (Terselesainya masalah).
4) Evaluation : A stepping back to evaluate the plight. (Melangkah ke belakang untuk
memikirkan nilai / makna sebuah peristiwa, bisa ada dan tidak)
5) Reorientation : Optional (Bisa a )
 Pre listening
 Post Listening
isi cerita (karakter, belajarnya, siswa diberi kegiatan terkait dengan
setting, plot) yang tugas untuk melakukan hal- wacana berbentuk naratif
sudah dibaca, ditonton, hal berikut, dan melaporkan di luar tugas tatap muka
dan/atau didengar. setiap kegiatan kepada dan terstruktur yang
 Membahas nilai-nilai guru, a.l. tentang tempat, diberikan guru.
yang terkandung dalam siapa saja yang datang,  Siswa mengumpulkan
cerita, sikap dan kesulitan yang dihadapi. setiap hasil kerja dalam
perilaku para tokoh.  Bertanya jawab tentang isi portofolio, dan melaporkan
 Membahas unsur dan cerita (karakter, setting, hal-hal yang sudah
langkah retorika dalam plot) yang sudah dibaca, diperoleh serta kesulitan
teks naratif. ditonton, dan/atau didengar yang dihadapi secara rutin
 Membahas ciri-ciri dengan kelompok kepada guru.
leksikogramatika. belajarnya
 Nonton film  Membahas nilai-nilai yang
 Mendengarkan cerita terkandung dalam cerita,
(secara langsung atau sikap dan perilaku para
dengan media tokoh.
elektronik).  Membahas unsur dan
 Membacakan cerita langkah retorika dalam teks
kepada kelompok atau naratif.
kelas (monolog).  Membahas ciri-ciri
 Menceritakan kembali leksikogramatika.
cerita kepada kelompok  Nonton film.
atau kelas (monolog).  Mendengarkan cerita
 Membahas kesulitan (secara langsung atau
yang dihadapi siswa dengan media elektronik).
kepada kelompok
(monolog).

Eksplorasi
 Memberikan stimulus berupa pemberian materi monolog berbentuk naratif.
monolog berbentuk naratif
mempresentasikan mengenai monolog berbentuk naratif
monolog berbentuk naratif.
Elaborasi
 Membiasakan siswa membuat kalimat monolog berbentuk naratif.
Konfirmasi
buku lain.
dilakukan.
monolog berbentuk naratif
 Siswa diminta membuat rangkuman dari materi mengenai monolog berbentuk naratif
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi monolog berbentuk naratif.
I. Penilaian
1. Merespon wacana Tes Tulis Pilihan Ganda Listen to the

monolog naratif monolog and choose
the best answer
Melakukan monolog Describe the general

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

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

6. The second paragraph tells us about the .....of black bears.
a. size d. definition
b. height e. description
c. length
7. Which one of the following statement is true?
a. In the western most of these bears have shiny black fur
b. in the east they grow brown, red or even yellow coats
c. Black bears are the biggest of all American bears
d. Their eyes and ears are big
e. their eyesight and hearing are not as good as their sense of smell
8. In the condition of being scared, black bears can make their enemy feel .... and lose
confidence.
a. wild d. dangerous
b. crazy e. intimidated
c. rude
9. What is the aim of the text?
a. to describe d. to persuade
c. to amuse
10. Are all American Black Bears black?
a. Yes, They are d. Yes, they do
b. No, they aren’t e. No, they don’t
c. Not clear
Text script.
Text 1
Whales are sea-living mammals.
They therefore breathe air but cannot survive on land. Some species are very large
indeed and the blue whale, which can exceed 30 m in length, is the large animal to have live on
earth. Superficially, the whale looks rather like a fish, but there are important differences in its
external structure; its tail consists of a pair of broad, flat horizontal paddles ( the tail of a fish is
vertical) and it has a single nostril on top of its large, broad head. The skin is smooth and shinny
and beneath it lies a layer of fat (blubber). This is up to 30 cm in thickness and serves to
conserve heat and body fluids.
Text 2
American black bears appear in a variety of colours despite their name. In the eastern
part of their range, most of these bears have shiny black fur, but in the west they grow brown,
red or even yellow coats. To the north, the black bear is actually gray or white in colour. Even in
the same littler, both brown and black furred bears may be born.
Black bears are the smallest of all American bears, ranging in length from five to six feet,
weighing from three hundred to five hundred pounds. Their eyes and ears are small and their
eyesight and hearing are not as good as their sense of smell.
Like all bears, the black bear is timid, clumsy and rarely dangerous, but if attacked, most can
climb trees and cover ground at great speeds. When angry or frightened, it is a formidable
enemy.
Activity 2
Find and object about animals, plants, or others. It must be a representative of their class. Make
a report about it.
a. Untuk nomor 1, tiap jawaban benar diberi skor 5

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

Jumlah skor maksimal 1. 10 X 5 = 50

2. Jika skor maksimal diraih = 50
Jumlah = 100


(RPP)

Topik Pembelajaran : Esei berbentuk Report
Pertemuan Ke : 15-18
Membaca
5. Memahami makna teks fungsional pendek dan esei berbentuk report, narrative dan
analytical exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu
pengetahuan.
Menulis
6. Mengungkapkan makna dalam teks esei berbentuk report, narrative, dan analytical
exposition dalam konteks kehidupan sehari-hari.
B. Kompetensi Dasar
5.2. Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa
tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan
untuk mengakses ilmu pengetahuan dalam teks berbentuk: report, narrative, dan
analytical exposition.
6.2. Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam
bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari
dalam teks berbentuk: report, narrative, dan analytical exposition.

Karakter Bangsa
 Merespon wacana monolog report Religius, jujur, toleransi, disiplin, kerja
keras, mandiri, demokratis, rasa ingin
tahu, semangat kebangsaan, cinta
tanah air, menghargai prestasi,
 Menulis monolog berbentuk report membaca, peduli lingkungan, peduli

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

1. General Classification: tells what the phenomenon under discussion is
2. Description : tells what the phenomenon under discussion is like in terms of
parts (and their function)
qualities
habits/behaviour or ‘uses’ if non-natural
Significant Lexicogrammatical Features:
Focus on Generic Participants (group of things)
Use of simple present tense
No temporal sequence
Use of Relational Processes to state what is and that which it is
Use of linking verbs and behavioural verb
Use of technical term
 Pre listening
 Post Listening
dengan media tokoh.
kepada kelompok
(monolog).

Eksplorasi
Memberikan stimulus berupa pemberian materi Esei berbentuk Report.
Mendiskusikan materi bersama siswa (Buku : Bahan Ajar Bahasa Inggris mengenai Esei
berbentuk Report.
mempresentasikan mengenai Esei berbentuk Report.
Esei berbentuk Report.
Elaborasi
 Membiasakan siswa membuat kalimat Esei berbentuk Report.
Konfirmasi
buku lain.
dilakukan.
 Siswa diminta membuat rangkuman dari materi mengenai Esei berbentuk Report.
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi Esei berbentuk Report.
I. Penilaian

monolog report monolog and choose
the best answer
Menulis monolog Describe the general

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

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


RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Kelas/Semester : XI / 1
Topik Pembelajaran : Expressions of relief, pain, and pleasure
Pertemuan Ke :
Mendengarkan
1. Memahami makna dalam percakapan transaksional dan interpersonal
resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari.
Berbicara
3. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi
dan berlanjut (sustained) dalam konteks kehidupan sehari-hari.
B. Kompetensi Dasar
1.1 Merespon makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan
berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-
hari dan melibatkan tindak tutur: menasehati, memperingatkan, meluluskan
permintaan, serta menyatakan perasaan relief, pain, dan pleasure.
3.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan
ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan
sehari-hari dan melibatkan tindak tutur: menasehati, memperingatkan, meluluskan
permintaan, serta menyatakan perasaan relief, pain, dan pleasure.

Nilai Budaya Dan
Indikator Pencapaian Kompetensi
Karakter Bangsa
 Merespon ungkapan-ungkapan relief, pain, Religius, jujur, toleransi, disiplin, kerja keras,
dan pleasure mandiri, demokratis, rasa ingin tahu,
 Mengungkapkan perasaan relief, pain, dan semangat kebangsaan, cinta tanah air,
pleasure menghargai prestasi, bersahabat, cinta
 Mempraktekkan tindak tutur menyatakan damai, gemar membaca, peduli lingkungan,
perasaan relief, pain, dan pleasure peduli sosial, tanggung jawab, mandiri

 Merespon ungkapan-ungkapan relief, pain, dan pleasure
 Mengungkapkan perasaan relief, pain, dan pleasure
 Mempraktikkan tindak tutur menyatakan perasaan relief, pain, dan pleasure
E. Materi Pokok
Gambits dan dialog yang memuat ungkapan menasehati, memperingatkan, meluluskan permintaan,
serta menyatakan perasaan relief, pain, dan pleasure
Expression of relief Expression of pain Expression of pleasure
o Good heavens  Please, leave me alone.  It’s wonderful.
o Thanks God I am alive  I can’t tell my pain in  How marvelous
o Thanks for heaven words  I am please with it / that.
o I am relief that..  It brought me a lot of  It’s my pleasure.
o God bless me miseries  It gives me pleasure.
o God bless you  My heart is so burdened  That’s great.
 I’m so sad to hear this  That terrific.
 I’m feeling bad at this  I am happy with ……
time being  I like it.
 I love it.
Dialog 1
Andika : What a terrible journey it is!
Andina : Is there any problem with your journey my husband?
Andika : Yes, I took a flight from New York to come here. When I were in the middle of the
journey. My plane struck a turbulence . It shook hard and went down a couple of feet.
My head hit the front chair. Look! It is wounded. I feel headache and all my body is in
pain.
Andina : Thanks God. You are still alive.
Andika : Yes, thanks for the heaven. Fortunately, the pilots are the experienced ones. They can
handle the problems.
Andina : Ok. Go to the bed and take a rest first.
Dialog 2
Karen : Hi, … Sally. What’s wrong with you. You look so sad.
Sally : Please, leave me alone.
Karen : What’s the problem? Tell me.
Sally : I can’t tell my pain in words.
Karen : Oh, I guess. It must be about Josh . Am I right?
Dialog 3
Dea : “Ouch!”
Sally : “What’s up, Dea?”
Dea : “I have a headache.”
Sally : “Poor you. I think you should take an aspirin.”
Dea : “Yes, you are right. But I don’t have an aspirin. Can you buy me in the drugstore?”
Sally : “All right. Wait a minute.”
Dea : “Thanks Sally.”
Sally : “You are welcome.”
dengan media tokoh.
kepada kelompok
(monolog).

 Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang
 Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)
 Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter
 Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir karakter yang
 Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks

Eksplorasi
 Memberikan stimulus berupa pemberian materi ungkapan-ungkapan relief, pain, dan
pleasure.
ungkapan-ungkapan relief, pain, dan pleasure.
mempresentasikan mengenai ungkapan-ungkapan relief, pain, dan pleasure.
ungkapan-ungkapan relief, pain, dan pleasure.
Elaborasi
 Membiasakan siswa membuat kalimat ungkapan-ungkapan relief, pain, dan pleasure.
Konfirmasi
buku lain.
dilakukan.
mengenai ungkapan-ungkapan relief, pain, dan pleasure.
 Siswa diminta membuat rangkuman dari materi mengenai ungkapan-ungkapan relief, pain,
dan pleasure.
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi mengenai ungkapan-
ungkapan relief, pain, dan pleasure.
1. Buku teks yang relevan : English Texts in Use jilid XI, English For Better Life XI
2. Transkrip percakapan atau rekaman percakapan/ kaset
3. Gambar yang relevan
I. Penilaian
Indikator Teknik Bentuk Contoh

No.
1. Merespon dan Tes Tertulis Melengkapi Complete the

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

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

1. Desi : “…………. My foot is hurt.”
Nino : “What’s going on?”
Desi : “You step on my foot.”
2. Ima : “Indra, I have a good news for you.”
Indra : “What is it?”
Ima : “The english test is cancelled”.
Indra : “………. I am not ready for the test today.”
3. Jay : “Pedrosa won the Motogp race last night.”
Deo : “…..”
2. Make a dialogue using the expression of relief, pain, and pleasure with your partner. Perform
your dialogue in front of the class!
Kriteria Jika respon benar, Jika respon benar, Jika respon Jika respon
ucapan benar, ucapan benar, benar, ucapan kurang tepat,
intonasi benar, intonasi benar, dan benar, intonasi ucapan salah,
dan pengucapan pengucapan tidak salah, dan intonasi salah,
lancar. lancar. pengucapan dan pengucapan
tidak lancar. tidak lancar.
Nilai 100 90 80 70



Topik Pembelajaran : Expressions of relief, pain, and pleasure
Pertemuan Ke :
Mendengarkan
Berbicara
report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari.
B. Kompetensi Dasar
2.2. Merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan secara
akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks
berbentuk: narrative.
4.2. Mengungkapkan makna dalam teks monolog dengan menggunakan ragam bahasa
lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam
teks berbentuk: narrative.

Karakter Bangsa
Merespon wacana monolog berbentuk narrative Religius, jujur, toleransi, disiplin, kerja keras,
mandiri, demokratis, rasa ingin tahu,
semangat kebangsaan, cinta tanah air,
menghargai prestasi, bersahabat, cinta
damai, gemar membaca, peduli lingkungan,
peduli sosial, tanggung jawab, mandiri

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

dengan media tokoh.
kepada kelompok
(monolog).

Pertemuan 1
1. Buiding Knowledge of Field
 Greetings
 Calling the roll
 Pre test
 Berinteraksi dengan siswa untuk membekali kosa kata terkait dengan narrative
 Berinteraksi dengan siswa untuk menemukan makna kata
2. Modeling of Text
 Mendengarkan teks monolog lisan narrative
 Merespon isi teks dengan menjawab pertanyaan dan melafalkan beberapa kosakata.
 Menjawab pertanyaan mengenai teks monolog lisan narratives
 Mengidentifikasi urutan kejadian dalam teks
 Menemukan struktur teks/langkah retorika dalam teks
 Mengidentifikasi ciri-ciri kebahasaan dalam teks dan mengerjakan latihan-latihan terkait
 Menyebutkan fungsi komunikatif teks yang didengar
Pertemuan 2
1. Joint Construction of Text
 Dalam kelompok, siswa diminta mencari kata-kata kunci dari cerita yang akan disampaikan
kelompok tersebut.
Key words : once upon a time, a prince, a princess, a witch etc.
 Dalam kelompok siswa diminta untuk mendiskusikan plot atau alur cerita sebuah kisah yang
akan disampaikan .
 Setiap kelompok mempresentasikan hasil diskusi dikelompoknya,
2. Independent Construction of Text

 Menulis draft teks sederhana berbentuk narrative secara mandiri
 Melakukan revisi atas draft tersebut
 Mempresentasikan secara lisan teks tersebut di depan kelas
1. Buku teks : English texts in Use XI, Aneka Ilmu, 2006
2. Script monolog berbentuk narratives
I. Penilaian
1. Merespon wacana Tes Tulis Essay berstruktur Listen to the monolog

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

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

No. Uraian Skor


Jumlah = 100



Topik Pembelajaran : Narrative Text “The Black Cat”
Pertemuan Ke :
Membaca
4. Memahami makna teks fungsional pendek dan monolog berbentuk reports, narrative, dan
analytical exposition dalam konteks kehidupan sehari-hari.
Menulis
5. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana report,
narrative dan analytical exposition dalam konteks kehidupan sehari-hari.
B. Kompetensi Dasar
5.2. Mengungkapkan makna dalam teks monolog dengan menggunakan ragam bahasa
teks berbentuk: narrative.
dalam teks berbentuk: narrative.

Karakter Bangsa
 Mengidentifikasi makna dalam teks tulis Religius, jujur, toleransi, disiplin, kerja keras,
narrative mandiri, demokratis, rasa ingin tahu,
 Mengidentifikasi langkah-langkah retorika dalam semangat kebangsaan, cinta tanah air,
wacana: narrative menghargai prestasi, bersahabat, cinta

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

plot) yang sudah dibaca, melakukan hal-hal berikut, dan terkait dengan wacana
ditonton, dan/atau melaporkan setiap kegiatan berbentuk naratif di
didengar. kepada guru, a.l. tentang luar tugas tatap muka
 Membahas nilai-nilai yang tempat, siapa saja yang dan terstruktur yang
terkandung dalam cerita, datang, kesulitan yang diberikan guru.
sikap dan perilaku para dihadapi.  Siswa mengumpulkan
tokoh.  Bertanya jawab tentang isi setiap hasil kerja dalam
 Membahas unsur dan cerita (karakter, setting, plot) portofolio, dan
langkah retorika dalam yang sudah dibaca, ditonton, melaporkan hal-hal
teks naratif. dan/atau didengar dengan yang sudah diperoleh
 Membahas ciri-ciri kelompok belajarnya serta kesulitan yang
leksikogramatika.  Membahas nilai-nilai yang dihadapi secara rutin
 Nonton film terkandung dalam cerita, sikap kepada guru.
 Mendengarkan cerita dan perilaku para tokoh.
(secara langsung atau  Membahas unsur dan langkah
dengan media elektronik). retorika dalam teks naratif.
 Membacakan cerita kepada  Membahas ciri-ciri
kelompok atau kelas leksikogramatika.
(monolog).  Nonton film.
 Menceritakan kembali  Mendengarkan cerita (secara
cerita kepada kelompok langsung atau dengan media
atau kelas (monolog). elektronik).
 Membahas kesulitan yang  Membacakan cerita kepada
dihadapi siswa dalam kelompok (monolog).
melakukan kegiatan  Menceritakan kembali cerita
terstruktur dan mandiri. kepada kelompok (monolog).

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

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

Uraian Skor
No.


Jumlah = 100



Topik Pembelajaran : Teks Percakapan Transaksional dan Interpersonal
Pertemuan Ke :
Mendengarkan
1. Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut
(sustained) dalam konteks kehidupan sehari-hari
Berbicara
3. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan
berlanjut (sustained) dalam konteks kehidupan sehari-hari
B. Kompetensi Dasar
1.1 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal
(bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang
menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan
tindak tutur: menasehati dan memberi saran.
Mengungkapkan makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan
ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-
hari dan melibatkan tindak tutur: menasehati dan memberi saran.
Karakter Bangsa
 Merespon tindak tutur menasehati dan Religius, jujur, toleransi, disiplin, kerja keras,
memberi saran mandiri, demokratis, rasa ingin tahu,
 Mengungkapkan tindak tutur menasehati semangat kebangsaan, cinta tanah air,
dan memberi saran menghargai prestasi, bersahabat, cinta
 Mempraktekkan tindak tutur menasehati

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

Pertemuan 1
 Greetings
 Tanya jawab seputar kondisi umum siswa.
 Mengidentifikasi kosa kata baru dari teks
 Mendengarkan contoh dialog yang dibaca guru
 Menentukan makna dan fungsi kalimat yang didengar
 Menirukan ungkapan yang diucapkan guru
Activity 1
Listen to your teacher.
What do you think the expressions are used for?
You look bored.
Why don't you go out
and get some fresh air?
It sounds like
a good suggestion
2. Modeling of Text
 Mendengarkan percakapan tentang menasehati dan memberi saran dari kaset /guru
 Menjawab pertanyaan yang berkaitan dengan dialog
 Merespon ungkapan –ungkapan menyampaikan menasehati dan memberi saran
 Menggunakan tindak tutur yang dipelajari.
Activity 2
Study and practice the following ialogue with a partner. Then, answer the questions.
Ben : You look a bit worried Claire. What’s the matter?
Claire : I can’t wake up early in the mornings.
Ben : Oh dear! That is a problem. But don’t you have an alarm clock?
Claire : Yes, of course. But I never seem to hear that.
Ben : Well, why don’t you buy an electric one? They go on ringing until you switch them off.
Claire : Mmm, I doubt if that would do any good. I'd just switch it off and go back to sleep.
Ben : Well, perhaps you could ask the telephone operator to give you an early morning call,
it's not that expensive.
Claire : Yes, that sounds a good idea. Thanks a lot.
Ben : Not at all. I hope it works.
Questions
1. Who are in the dialogue above?
2. What are they talking about?
3. What problem does Claire have?
4. What is Ben's suggestion giving to Claire?
Activity 3
Fill in the following dialogue with the expression in the box.
a. May be you can take here there
b. Why don't you take her to the movie?
c. You'd better go to the ticket box to get the tickets before they're sold
out.
d. 1 don't know what to do.

e. 1 thought Dita might like to go to concert.
Ivan is planning to make a surprise party for her sister, Dita. But he doesn't know what to do, so he
asks his mother about it.
Ivan : Mom, I have a plan for Dita's birthday party.

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

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

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

Indikator Teknik Bentuk Contoh
No.
1. Merespon tindak Tes Tulis Essay berstruktur Read the text

tutur menasehati carefully and answer
dan memberi saran the following
questions
Mengungkapkan Membuat dialog Study and practice

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

tindak tutur following stories,
menasehati dan then tell it in front of
memberi saran the class.

Task 1
Read the dialogue and practice with your friends!
Andrea : Hey Mom, I’m thinking of going to Ujung Kulon National Park next December.
What do you think?
Mother : Ujung Kulon National Park? It’s interesting. We can see rhinoceros, reptiles,
and many kinds of birds… but it sound dangerous. You shouldn’t go by
yourself. You ought to go with a friend.
Andrea : Yes, I’ve thought of that.
Mother : And you’d better talk to your father first.
Andrea : I did already. He thinks it’s good idea. He wants to come with me.
Mother : well, but you must be careful. Don’t forget to bring your raincoat. It’s rainy
season.
Andrea : don’t worry, Mom. I’ll prepare everything.
Mother : OK, you may go.
Task 2
Answer the questions according to the dialogue above!
1. What is the dialogue talking about?
2. What is the relationship between the speaker?
3. Where will Andrea go next December?
4. What does her mother think about it?
5. Does her mother feel worry about it?
6. What advice does she give to Andrea?
7. How does she warn about the rainy season?
8. Does she give her permission?
9. How does she express it?
10. Mention the other expressions to give advice and warn!
Task 3
What will you say to give advice to the following situations!
1. Your friend can’t wake up early.
Answer: …………………………………………………………………
2. Your friend always forgetting the thing he should do.
Answer: …………………………………………………………………
3. Your friend will go camping in rainy season.
Answer: …………………………………………………………………
4. Your brother is driving on crowded road.
Answer: …………………………………………………………………
Task 1
Jika respon benar, Jika respon benar, Jika respon Jika respon
ucapan benar, ucapan benar, benar, ucapan kurang tepat,
Kriteria intonasi benar, dan intonasi benar, dan benar, intonasi ucapan salah,
pengucapan lancar. pengucapan tidak salah, dan intonasi salah,
lancar. pengucapan dan pengucapan
tidak lancar. tidak lancar.
Nilai 100 90 80 70
Task 2
Setiap nomor score max 10
Jumlah score max : 100
Task 3
Setiap nomor score max 20
Jumlah score max : 100



Topik Pembelajaran : Teks Fungsional Pendek
Pertemuan Ke :
Mendengarkan
Berbicara
B. Kompetensi Dasar
hari.

Karakter Bangsa
 Merespon isi teks fungsional pendek Religius, jujur, toleransi, disiplin, kerja
dengan benar keras, mandiri, demokratis, rasa ingin
 Membaca nyaring teks fungsional pendek membaca, peduli lingkungan, peduli
secara berterima sosial, tanggung jawab, mandiri

1. Mengidentifikasi makna dalam teks fungsional pendek berbentuk poster
2. Mengidentifikasi informasi yang terdapat dalam teks fungsional pendek berbentuk poster.
3. Menyampaikan isi dari sebuah teks fungsional pendek berbentuk poster secara lisan.
E. Materi Pokok
a. Teks fungsional pendek poster
b. Kosakata yang terkait dengan tema / jenis teks, misal : wanted, litter, healthy
c. Verbs: come, do, go,etc.
d. Auxiliary verbs: is, am , are, could, would, will, may
e. To do: do, does, did
f. Personal pronoun : I, You, They, He, She, It, We
g. Tenses: simple present tense, imperative,
Note:
A poster is any large piece of printed paper designed to be attached to a wall or vertical
surface. Typically posters include both textual and graphic elements, although a poster may
be either wholly graphical or wholly textual. Posters are designed to be both eye-catching and
convey information. Posters may be used for many purposes, and they are a frequent tool of
advertisers (particularly of events, musicians and films) to communicate a message.
PosterF. Metode Pembelajaran/Teknik:
 Pre listening
 Post Listening
dengan media tokoh.
kelas (monolog). 


 Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang
 Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)
 Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter
 Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir karakter yang
 Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks

Eksplorasi
 Memberikan stimulus berupa pemberian materi teks fungsional pendek.
fungsional pendek.
mempresentasikan mengenai teks fungsional pendek.
Elaborasi
 Membiasakan siswa membuat kalimat teks fungsional pendek.
Konfirmasi
buku lain.
dilakukan.
 Siswa diminta membuat rangkuman dari materi mengenai teks fungsional pendek
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi teks fungsional pendek.
I. Penilaian
1. Merespon isi teks Tes Tertulis Essay Listen to the teks

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

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

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


Jumlah = 100



Topik Pembelajaran : Monolog (Report)
Pertemuan Ke :
Mendengarkan
2. Memahami makna teks fungsional pendek dan monolog berbentuk reports,
narrative, dan analytical exposition dalam konteks kehidupan sehari-hari.
Berbicara
B. Kompetensi Dasar
hari.

Karakter Bangsa
 Merespon isi teks fungsional pendek Religius, jujur, toleransi, disiplin, kerja
dengan benar keras, mandiri, demokratis, rasa ingin
 Membaca nyaring teks fungsional pendek membaca, peduli lingkungan, peduli
secara berterima sosial, tanggung jawab, mandiri

1. Merespon wacana monolog berbentuk report
2. Melakukan monolog berbentuk report
E. Materi Pokok
a. Teks monolog berbentuk report
b. Kosa kata terkait tema/Jenis teks.
Misalnya : Live, structures scatter
c. Tenses
Misalnya : Present tense. They have large heavy bodies
d. The use of relating verbs
Misalnya : - their skins are very thick.
 Pre listening
 Post Listening
plot) yang sudah dibaca, melakukan hal-hal berikut, dan terkait dengan wacana
ditonton, dan/atau didengar. melaporkan setiap kegiatan berbentuk naratif di
 Membahas nilai-nilai yang kepada guru, a.l. tentang luar tugas tatap muka
terkandung dalam cerita, tempat, siapa saja yang datang, dan terstruktur yang
sikap dan perilaku para kesulitan yang dihadapi. diberikan guru.
tokoh.  Bertanya jawab tentang isi  Siswa mengumpulkan
 Membahas unsur dan cerita (karakter, setting, plot) setiap hasil kerja
langkah retorika dalam teks yang sudah dibaca, ditonton, dalam portofolio, dan
naratif. dan/atau didengar dengan melaporkan hal-hal
 Membahas ciri-ciri kelompok belajarnya yang sudah diperoleh
leksikogramatika.  Membahas nilai-nilai yang serta kesulitan yang
 Nonton film terkandung dalam cerita, sikap dihadapi secara rutin
 Mendengarkan cerita dan perilaku para tokoh. kepada guru.
 Menceritakan kembali cerita  Mendengarkan cerita (secara
kepada kelompok atau kelas langsung atau dengan media
(monolog). elektronik).
melakukan kegiatan  Menceritakan kembali cerita
terstruktur dan mandiri. kepada kelompok (monolog).


Eksplorasi
 Memberikan stimulus berupa pemberian materi monolog berbentuk report.
monolog berbentuk report.
mempresentasikan mengenai monolog berbentuk report.
Elaborasi
 Membiasakan siswa membuat kalimat monolog berbentuk report.
Konfirmasi
buku lain.
dilakukan.
 Kegiatan Akhir (10’)
 Siswa diminta membuat rangkuman dari materi mengenai monolog berbentuk report.
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi monolog berbentuk report.
I. Penilaian
1. Merespon wacana Tes Tulis Pilihan Ganda Listen to the monolog

monolog report and choose the best
answer
2. Melakukan monolog Describe the general

berbentuk report Unjuk Kerja Presentasi Lisan facts of the following
animal.
Task 1
Listen to the monolog and choose the best answer
Listening text for number 1 to 5
1. What is the text about?
a. Shark d. Whale
b. Dholphin e. Pirranha
c. Fish
2. What does the text intend to?
c. to amuse
3. What is the largest creature lived on earth ?
It is .... .
a. an elephant c. blue whale e. giraffe
b. a rhinoceroses d. shark
4. What is blubber ?
Blubber is .... .
a. the hole on the head d. the fins of the fish
b. the paddle of the tails e. the layer of fats
c. the skin of the fish
5. Where is the nostril to spray the sea water ?
a. in the fin d. on top of broad head
b. in the tail e. in the skin
c. in the paddle
Listening text for number 6 and 10

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

No. Uraian Skor


Jumlah = 100

( Mardiana Putri, A.Md ) ( Resti Puji Yanti, S.Pd )


Topik Pembelajaran : Esei berbentuk Report
Pertemuan Ke :
Membaca
5. Memahami makna teks fungsional pendek dan esei berbentuk report, narrative dan
analytical exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu
pengetahuan.
Menulis
6. Mengungkapkan makna dalam teks esei berbentuk report, narrative, dan analytical
exposition dalam konteks kehidupan sehari-hari.
B. Kompetensi Dasar
untuk mengakses ilmu pengetahuan dalam teks berbentuk: report, narrative, dan
analytical exposition.
dalam teks berbentuk: report, narrative, dan analytical exposition.

Karakter Bangsa
 Merespon wacana monolog report Religius, jujur, toleransi, disiplin, kerja
keras, mandiri, demokratis, rasa ingin
 Menulis monolog berbentuk report membaca, peduli lingkungan, peduli

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

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

Focus on Generic Participants (group of things)
Use of simple present tense
No temporal sequence
Use of Relational Processes to state what is and that which it is
Use of linking verbs and behavioural verb
Use of technical term
 Pre listening
 Post Listening
dengan media tokoh.
kepada kelompok
(monolog).


Eksplorasi
 Memberikan stimulus berupa pemberian materi Esei berbentuk Report.
Mendiskusikan materi bersama siswa (Buku : Bahan Ajar Bahasa Inggris mengenai Esei
berbentuk Report.
mempresentasikan mengenai Esei berbentuk Report.
Elaborasi
 Membiasakan siswa membuat kalimat Esei berbentuk Report.
Konfirmasi
buku lain.
dilakukan.
 Siswa diminta membuat rangkuman dari materi mengenai Esei berbentuk Report.
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi Esei berbentuk Report.
I. Penilaian

monolog report monolog and choose
the best answer
Menulis monolog Describe the general

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

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


(RPP)

Kelas/Semester : XII / 1
Topik Pembelajaran : Iklan
Pertemuan Ke :
Berbicara
narrative, explanation, dan discussion dalam konteks kehidupan sehari-hari.
B. Kompetensi Dasar
4.1. Mengungkapkan makna dalam teks lisan fungsional pendek resmi dan tak resmi secara
akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari (teks
Pengumuman).

Karakter Bangsa
 Menggunakan bahasa lisan dalam Religius, jujur, toleransi, disiplin, kerja keras,
menyampaikan teks fungsional pendek. mandiri, demokratis, rasa ingin tahu, semangat
kebangsaan, cinta tanah air, menghargai
prestasi, bersahabat, cinta damai, gemar
membaca, peduli lingkungan, peduli sosial,
tanggung jawab, mandiri

 Memahami bahasa dan struktur bahasa short functional text.
 Menggunakan bahasa lisan dalam menyampaikan teks fungsional pendek
E. Materi Pokok
 Tesk fungsional pendek
 Kosakata terkait
 Pre listening
 Post Listening
ditonton, dan/atau dan melaporkan setiap berbentuk naratif di
didengar. kegiatan kepada guru, a.l. luar tugas tatap muka
 Membahas nilai-nilai yang tentang tempat, siapa saja dan terstruktur yang
terkandung dalam cerita, yang datang, kesulitan yang diberikan guru.
 Nonton film terkandung dalam cerita, kepada guru.
 Mendengarkan cerita sikap dan perilaku para tokoh.
melakukan kegiatan

Eksplorasi
 Memberikan stimulus berupa pemberian materi Tesk fungsional pendek”Iklan ”.
 Mendiskusikan materi bersama siswa (Buku : Bahan Ajar Bahasa Inggris mengenai Tesk
fungsional pendek”Iklan ”.
mempresentasikan mengenai Tesk fungsional pendek”Iklan ”.
Tesk fungsional pendek”Iklan ”.
Elaborasi
 Membiasakan siswa membuat kalimat Tesk fungsional pendek”Iklan ”.
Konfirmasi
buku lain.
dilakukan.
Tesk narrative.
 Siswa diminta membuat rangkuman dari materi mengenai Tesk fungsional pendek”Iklan ”.
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi Tesk fungsional
pendek”Iklan ”.
I. Penilaian
1. Memahami isi Tesk Tes Lisan Unjuk Kerja Listen to the

fungsional following
pendek”Iklan ” advertisement and
answer the
questions!
Read the pamphlet aloud.
No Aspek Aspek Skor

1 Pronounciation - Anak berbicara dengan lafal, intonasi yang 3
benar
- Anak berbicara dengan lafal dan intonasi 2
yang benar namun ada beberapa
kesalahan
yang masih salah
2. Fluency - Anak berbicara dengan lancar 3
- Anak berbicara dengan beberapa 2
hambatan
- Anak berbicara dengan tidak lancar 1
3. Performance - Anak maju ke depan kelas berbicara 3
dengan keyakinan yang tinggi
- Anak maju ke depan kelas berbicara 2
dengan agak ragu-ragu
- Anak maju ke depan kelas berberbicara 1
dengan keyakinan yang sangat rendah
Nilai = peroleh skor dibagi 15 x 100


(RPP)

Topik Pembelajaran : Pamphlet
Pertemuan Ke :
Membaca
5. Memahami makna teks fungsional pendek dan esei sederhana berbentuk narrative,
explanation, dan discussion dalam konteks kehidupan sehari-hari dan untuk mengakses
ilmu pengetahuan.
B. Kompetensi Dasar
untuk mengakses ilmu pengetahuan dalam teks berbentuk: narrative, explanation, dan
discussion.

Karakter Bangsa
 Membaca wacana ragam tulis yang Religius, jujur, toleransi, disiplin, kerja
dibahas: Teks pamphlet keras, mandiri, demokratis, rasa ingin
 Mengidentifikasi topik dari teks yang tahu, semangat kebangsaan, cinta
dibaca tanah air, menghargai prestasi,
 Mengidentifikasi informasi tertentu dari bersahabat, cinta damai, gemar
teks yang dibaca membaca, peduli lingkungan, peduli

Mengidentifikasi makna kata dalam teks pamplet yang dibaca
Mengidentifikasi makna kalimat dalam teks iklan yang dibaca
Menjawab pertanyaan tentang isi teks dengan tepat
E. Materi Pokok
Teks pamphlet , kosa kata yang terkait
 Pre listening
 Post Listening
 Bertanya jawab tentang teks  Dengan kelompok belajarnya,  Siswa melakukan
pamphlet , kosa kata yang siswa diberi tugas untuk berbagai kegiatan
terkait. melakukan hal-hal berikut, dan terkait dengan
 Membahas nilai-nilai yang melaporkan setiap kegiatan wacana berbentuk
terkandung dalam teks kepada guru, a.l. tentang naratif di luar tugas
pamphlet , kosa kata yang tempat, siapa saja yang datang, tatap muka dan
terkait. kesulitan yang dihadapi. terstruktur yang
 Membahas unsur dan  Bertanya jawab tentang teks diberikan guru.
langkah retorika dalam teks pamphlet , kosa kata yang  Siswa mengumpulkan
pamphlet , kosa kata yang terkait. dengan kelompok setiap hasil kerja
terkait. belajarnya dalam portofolio, dan
 Membahas ciri-ciri  Membahas nilai-nilai yang melaporkan hal-hal
leksikogramatika. terkandung dalam teks yang sudah diperoleh
 Mendengarkan cerita pamphlet , kosa kata yang serta kesulitan yang
(secara langsung atau terkait. dihadapi secara rutin
dengan media elektronik).  Membahas unsur dan langkah kepada guru.
 Membacakan teks pamphlet retorika dalam teks pamphlet ,
, kosa kata yang terkait.. kosa kata yang terkait..
 Menceritakan kembali cerita  Membahas ciri-ciri
kepada kelompok atau kelas leksikogramatika.
(monolog).  Mendengarkan cerita (secara
 Membahas kesulitan yang langsung atau dengan media
dihadapi siswa dalam elektronik).
melakukan kegiatan  Membacakan teks pamphlet ,
terstruktur dan mandiri. kosa kata yang terkait.kepada
kelompok (monolog).

Eksplorasi
 Memberikan stimulus berupa pemberian materi teks pamphlet , kosa kata yang terkait.
pamphlet , kosa kata yang terkait.”.
mempresentasikan mengenai teks pamphlet , kosa kata yang terkait.
teks pamphlet , kosa kata yang terkait.
Elaborasi
 Membiasakan siswa membuat kalimat teks pamphlet , kosa kata yang terkait.
Konfirmasi
buku lain.
dilakukan.
Tesk narrative.
 Siswa diminta membuat rangkuman dari materi mengenai teks pamphlet , kosa kata yang
terkait.
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi teks pamphlet , kosa kata
yang terkait.
I. Penilaian
1. Memahami isi Tes Tertulis Essay Listen to the

materi teks following
pamphlet , kosa advertisement and
kata yang terkait. answer the
questions!
I. Read the following pamphlet then answer the questions
 What is the pamphlet about?

 Whom is the pamphlet for?
 What’s the function of septic tank in rural area?
 How many questions must we answer to know enough about septic tank
system?
 In Urban and ……………there are sewer s to carry ….(par.1)?
What does the underlined word means?

Setiap nomor apabila benar nilainya 20, apabila salah 0
Skor maksimal 5 X 20 = 100


(RPP)

Topik Pembelajaran : Explanation
Pertemuan Ke :
Membaca
explanation, dan discussion dalam konteks kehidupan sehari-hari dan untuk
mengakses ilmu pengetahuan..
B. Kompetensi Dasar
untuk mengakses ilmu pengetahuan dalam teks berbentuk: narrative, explanation,
dan discussion.

Karakter Bangsa
 Mengidentifikasikan tema teks yang Religius, jujur, toleransi, disiplin, kerja keras,
dibaca mandiri, demokratis, rasa ingin tahu, semangat
 Mengidentifikasikan makna kalimat dalam kebangsaan, cinta tanah air, menghargai
teks yang dibaca prestasi, bersahabat, cinta damai, gemar
 Mengidentifikasi tujuan komunikasi teks membaca, peduli lingkungan, peduli sosial,
dibaca tanggung jawab, mandiri
 Merespon berbagai informasi tentang isi
teks

 Mengidentifikasikan tema teks yang dibaca
 Mengidentifikasikan makna kalimat dalam teks yang dibaca
 Mengidentifikasi tujuan komunikasi teks dibaca
 Merespon berbagai informasi tentang isi teks
E. Materi Pokok
teks explanation , kosa kata yang terkait
 Pre listening
 Post Listening
 Bertanya jawab tentang  Dengan kelompok belajarnya,  Siswa melakukan berbagai
teks explanation , kosa siswa diberi tugas untuk kegiatan terkait dengan
kata yang terkait. melakukan hal-hal berikut, dan wacana berbentuk naratif
 Membahas nilai-nilai melaporkan setiap kegiatan di luar tugas tatap muka
yang terkandung dalam kepada guru, a.l. tentang dan terstruktur yang
teks explanation , kosa tempat, siapa saja yang diberikan guru.
kata yang terkait. datang, kesulitan yang  Siswa mengumpulkan
 Membahas unsur dan dihadapi. setiap hasil kerja dalam
langkah retorika dalam  Bertanya jawab tentang teks portofolio, dan melaporkan
teks explanation , kosa explanation , kosa kata yang hal-hal yang sudah
kata yang terkait. terkait dengan kelompok diperoleh serta kesulitan
 Membahas ciri-ciri belajarnya yang dihadapi secara rutin
leksikogramatika.  Membahas nilai-nilai yang kepada guru.
 Mendengarkan cerita terkandung dalam teks
(secara langsung atau explanation , kosa kata yang
dengan media terkait.
elektronik).  Membahas unsur dan langkah
 Membacakan teks retorika dalam teks
explanation , kosa kata explanation , kosa kata yang
yang terkait. terkait.
 Menceritakan kembali  Membahas ciri-ciri
atau kelas (monolog).  Mendengarkan cerita (secara
 Membahas kesulitan langsung atau dengan media
yang dihadapi siswa elektronik).
dalam melakukan  Membacakan teks explanation
kegiatan terstruktur dan , kosa kata yang terkait
mandiri. kepada kelompok (monolog).

Eksplorasi
 Memberikan stimulus berupa pemberian materi teks explanation , kosa kata yang terkait.
explanation , kosa kata yang terkait.
mempresentasikan mengenai teks explanation , kosa kata yang terkait.
Elaborasi
 Membiasakan siswa membuat kalimat teks explanation , kosa kata yang terkait.
Konfirmasi
buku lain.
dilakukan.
 Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam teks
 Siswa diminta membuat rangkuman dari materi teks explanation , kosa kata yang terkait.
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi teks explanation , kosa kata
yang terkait.
I. Penilaian
1. Memahami isi Tes Tertulis Pilihan ganda Listen to the

explanation , kosa advertisement and
questions!
A. Choose the correct answer by crossing a,b,c,d or e
Text 1
Have you ever wondered how people get chocolate for? In this article we’ll enter the
amazing world for chocolate so you can understand exactly what you’re eating.
Chocolate starts with a tree called the cacao tree. This tree grows in equatorial regions,
especially in place such as South America, Africa, and Indonesia. The cacao tree produces a fruit
about the size of small pine apple. Inside the fruit are the tree’s seeds, also known as cacao
beans.
The beans are fermented for about a week, dried in the sun and then shipped to the
chocolate maker. The chocolate maker starts by roasting the beans to bring out the flavor.
Different beans from different place have different qualities and flavor, so the are often sorted
and blended to produce a distinctive mix. Next, the roasted beans are winnowed. Winnowing
removes the meat nib of the cacao beans bean from its shell. Then, the nibs are blended. The
blended nibs are ground to make it a liquid. The liquid is called chocolate liquor. It tastes bitter.
All seeds contain some amount of fat, and cacao beans are not different. However, cacao beans
are half fat, which is why the ground nibs from liquid. It’s pure bitter chocolate.
1. The text is about ….

a. the cacao tree
b. the cacao beans
c. the raw chocolate
d. the making of chocolate
e. the flavor of chocolate
2. The third paragraph focuses on ….

a. the process of producing chocolate
b. how to produce the cacao flavor
c. where chocolate comes from
d. the chocolate liquor
e. the cacao fruit
3. “ …., so the are often sorted and blended to produce ….” ( Paragraph 3 )
The underline word is close in meaning to ….
a. arranged
b. combined
c. separated
d. distributed
e. organized
4. How does the chocolate maker start to make chocolate?

a. By fermenting the beans.
b. By roasting the beans.
c. By blending the beans.
d. By sorting the beans.
e. By drying the beans.
Text 2
Wood chipping is a process used to obtain pulp and paper product from the forest. The
wood chipping process begins when the trees are cut down is in selected area of the forest called
a couple.
Next, the top and branches of the trees are cut out and the logs are taken to the mill.
At the mill, the bark of the logs is removed and the logs are taken to a chipper, which cut them
into small pieces called woodchip. The woodchips are the screened to remove dirt and other
impurities. At this stage, the are either exported in this from or made into pulp by chemicals and
heat. The pulp is then bleached and the water content is removed.
Finally, the pulp is rolled out to make paper.
5. The text describes the process of ….

a. cutting down the forest
b. producing woodchip
c. paper making
d. wood chipping
e. reforestation
6. What do the mill workers first do with the logs?

a. They export the woodchip.
b. The cut them into pieces.
c. They roll out the paper.
d. The remove the bark.
e. The screen the logs.
7. “At this stage, they are either exported in this from or ….” ( Paragraph 2 )
The underlined word refer to ….
a. logs
b. pulp
c. process pulp
d. raw woodchips
e. clean woodchip
8. “ The woodchips are then screened to remove dirt and other impurities.”
( Paragraph 2 )
In other word, they are ….
a. repaired
b. cleaned
c. moved
d. removed
e. processed
Text 3
Nearly all energy is derived from the sun, either indirectly or directly, in the form of the
form of heat rays and light rays. Electrical energy is derived from the sun indirectly. It can be
derived from the power of the earth’s surface, by mean of the sun’s heat. This water vapour rises,
condenses on cooling, and falls as rain.
The light and heat energy from coal is also derived indirectly from the sun. Coal was
formed by the pressure of the rocks on vegetation which died million of years ago. That
vegetation grew with the aid of sunlight, from which carbohydrates were formed, thus converting
solar energy into chemical energy. When coal is burn some of this energy is released.
Energy used to drive car engines is derived from petrol, which is also formed with the
indirect aid of the sun. Plants and animal were pressed under the rocks in the earth. These dead
animals and vegetables remains formed petroleum, from which petrol and oil are now obtained.
Thus the sun can be said to be source of nearly all energy, and in the absence of the
sun’s heat and light, no life could exist on earth.
9. The most suitable title for the text is ….

a. solar energy
b. electrical energy
c. fossil fuel energy
d. light and heat energy
e. sources of energy
10. Where does energy come from originally? It comes from ….

a. the sun
b. the electricity
c. the coal
d. the petrol
e. head and light rays
Kunci Jawaban
No.
1. D
2. A
3. B
4. A
5. C
6. D
7. E
8. B
9. E
10. A
Untuk setiap nomor betul nilai 10, salah 0



(RPP)

Topik Pembelajaran : Text Explanation
Pertemuan Ke :
Menulis
B. Kompetensi Dasar
dalam teks berbentuk: narrative, explanation, dan discussion .

Nilai Budaya Dan
Karakter Bangsa
 Menggunakan adverbial clause dalam Religius, jujur, toleransi, disiplin, kerja keras,
membuat sebuah explanation mandiri, demokratis, rasa ingin tahu,
 Menghasilkan teks berbentuk explanation semangat kebangsaan, cinta tanah air,

 Menggunakan adverbial clause dalam membuat sebuah explanation
 Menghasilkan teks berbentuk explanation
E. Materi Pokok
teks berbentuk explanation , kosa kata yang terkait
 Pre listening
 Post Listening
teks explanation , kosa belajarnya, siswa diberi kegiatan terkait dengan
kata yang terkait. tugas untuk melakukan hal- wacana berbentuk naratif
 Membahas nilai-nilai hal berikut, dan melaporkan di luar tugas tatap muka
yang terkandung dalam setiap kegiatan kepada guru, dan terstruktur yang
teks explanation , kosa a.l. tentang tempat, siapa diberikan guru.
kata yang terkait. saja yang datang, kesulitan  Siswa mengumpulkan
 Membahas unsur dan yang dihadapi. setiap hasil kerja dalam
 Membacakan teks langkah retorika dalam teks
dalam melakukan  Membacakan teks
kegiatan terstruktur dan explanation , kosa kata yang
mandiri. terkait kepada kelompok
(monolog).

Eksplorasi
Elaborasi
Konfirmasi
buku lain.
dilakukan.
yang terkait.
I. Penilaian

questions!
Writing Test
 Now it is time for you to write your own explanation text.
 Choose one of the titles below
 Don’t forget to use the generic structure of an explanation text.
Titles :
 How telephone works?
 How telex works
 Why leaves fall in Autumn season
 …………………………………(your own title)
Generic Structure
……………………………………
A General Statement …………………………………………………………………………………..
…………………………………………………………………………………..
Explanation …………………………………………………………………………………..
…………………………………………………………………………………..
Closing (if any) …………………………………………………………………………………..

…………………………………………………………………………………..
1 Ketepatan isi dan tema 0 – 17
2 Struktur kalimat 0 – 17
3 Koherensi antar kalimat 0 – 17
4 Kompleksitas (Ketepatan penggunaan kata dan istilah) 0 – 17
5 Tanda baca 0 – 16
6. Ejean kata 0 – 16
Skor maksimum 100


(RPP)

Pertemuan Ke :
Menulis
B. Kompetensi Dasar

Karakter Bangsa
membuat sebuah explanation mandiri, demokratis, rasa ingin tahu, semangat
 Menghasilkan teks berbentuk explanation kebangsaan, cinta tanah air, menghargai
prestasi, bersahabat, cinta damai, gemar
membaca, peduli lingkungan, peduli sosial,
tanggung jawab, mandiri

E. Materi Pokok
 Pre listening
 Post Listening
kata yang terkait. melakukan hal-hal berikut, dan wacana berbentuk naratif
 Membahas nilai-nilai melaporkan setiap kegiatan di luar tugas tatap muka
yang terkandung dalam kepada guru, a.l. tentang dan terstruktur yang
teks explanation , kosa tempat, siapa saja yang diberikan guru.
kata yang terkait. datang, kesulitan yang  Siswa mengumpulkan
 Membahas unsur dan dihadapi. setiap hasil kerja dalam
elektronik).  Membahas unsur dan langkah
 Membacakan teks retorika dalam teks
dalam melakukan  Membacakan teks explanation
kegiatan terstruktur dan , kosa kata yang terkait
mandiri. kepada kelompok (monolog).


Eksplorasi
Elaborasi
Konfirmasi
buku lain.
dilakukan.
yang terkait.
I. Penilaian

questions!
Writing Test
Titles :
 How telex works
 …………………………………(your own title)
Generic Structure
……………………………………
…………………………………………………………………………………..
Explanation …………………………………………………………………………………..
…………………………………………………………………………………..
Closing (if any) …………………………………………………………………………………..

…………………………………………………………………………………..
Skor maksimum 100


(RPP)

Topik Pembelajaran : Teks Berbentuk Narrative
Pertemuan Ke :
Mendengarkan
2. Memahami makna dalam teks fungsional pendek dan monolog berbentuk narrative,
explanation dan discussion dalam konteks kehidupan sehari-hari.
Menulis
narrative, explanation dan discussion dalam konteks kehidupan sehari-hari.
B. Kompetensi Dasar
akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks dalam
teks berbentuk: narrative, explanation, dan discussion.
4.2. Mengungkap-kan makna dalam teks monolog dengan menggunakan ragam bahasa

Karakter Bangsa
 Mengidentifikasi topik atau judul cerita Religius, jujur, toleransi, disiplin, kerja
yangdidengar keras, mandiri, demokratis, rasa ingin
 Mengidentifikasi tokoh dari cerita yang tahu, semangat kebangsaan, cinta
didengar tanah air, menghargai prestasi,
 Mengidentifikasi kejadian dalam teks yang bersahabat, cinta damai, gemar
didengar membaca, peduli lingkungan, peduli
 Mengidentifikasi urutan suatu peristiwa sosial, tanggung jawab, mandiri
dalam teks narasi

Memahami isi teks narrative yang didengar
E. Materi Pokok
Tesk narrative
 Pre listening
 Post Listening
dengan media tokoh.
mandiri.

a. Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai
d. Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir karakter yang
Eksplorasi
 Memberikan stimulus berupa pemberian materi Tesk narrative.
narrative.
mempresentasikan mengenai Tesk narrative.
Tesk narrative.
Elaborasi
 Membiasakan siswa membuat kalimat Tesk narrative.
Konfirmasi
buku lain.
dilakukan.
Tesk narrative.
 Siswa diminta membuat rangkuman dari materi mengenai Tesk narrative.
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi Tesk narrative.
I. Penilaian
1. Memahami isi teks Tes Lisan Pilihan Ganda Listen to the

narrative yang monolog and choose
didengar the best answer
LISTENING TEXT 1
Well, here is the story. Once upon a time there lived as neighbors, a bear and a rabbit. The
rabbit was a good shot, and the bear being very clumsy could not use the arrow to good advantage.
The bear was very unkind to the rabbit.
Every morning, the bear would call over to the rabbit and ask the rabbit to take his bow and
arrows and came with the bear to the other side of the hill. The rabbit, fearing to arouse the bear’s
anger by refusing, consented, and went with the bear and shot enough buffalo to satisfy the hungry
family. Indeed, he shot and kill so many that there was lots of meat left after the bear and his family
had loaded themselves, packed all they could carry home. The bear was very gluttonous, and did not
want the rabbit to get any of the meat so the poor rabbit could not even taste the blood from the
butchering, as the bear would throw earth on the blood and dry it up. Poor Rabbit would have to go
hungry after his hard day’s work.
The bear was the father of five children. The youngest boy was very kind to the rabbit. The
mother bear, knowing that the youngest was very hearty eater, always gave him an extra large piece
of meat. What the baby bear did not eat, he would take outside with him and pretend to play food
ball with it, kicking it toward the rabbit’s house, and when he got close to the door he would give the
meat such a good kick, that it would fly into the rabbit’s house, and in this way poor Rabbit would get
his meal unknown to the papa bear.
Answer the following questions!

11. What is the best title of the story above?
12. Who were the characters in that story?
13. Where is the setting of the story?
14. What problem was the rabbit faced?
15. How was the problem solved?
Kunci Jawaban
1. The poor rabbit
2. A bear and a rabbit
3. in a jungle/ forest
4. The bear never gives the rabbit meat for his meal
5. The bear’s youngest children send the rabbit the meat to the rabbit’s house secretly
No Uraian Skor
1,2,3,4,5 Isi benar, tata bahasa benar 20

Isi benar, tata bahasa kurang tepat 10
Tidak menjawab 0
Jumlah skor maksimal = 5 x 20 = 100
Penilaian : Jumlah skor perolehan : skor maksimal x 100



Topik Pembelajaran : Teks Berbentuk Narrative
Pertemuan Ke :
Mendengarkan
2. Memahami makna dalam teks fungsional pendek dan monolog berbentuk narrative,
explanation dan discussion dalam konteks kehidupan sehari-hari.
Menulis
narrative, explanation dan discussion dalam konteks kehidupan sehari-hari.
B. Kompetensi Dasar
akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks dalam
4.2. Mengungkap-kan makna dalam teks monolog dengan menggunakan ragam bahasa

Karakter Bangsa
 Mengidentifikasi topik atau judul cerita Religius, jujur, toleransi, disiplin, kerja keras,
yangdidengar mandiri, demokratis, rasa ingin tahu, semangat
 Mengidentifikasi tokoh dari cerita yang kebangsaan, cinta tanah air, menghargai
didengar prestasi, bersahabat, cinta damai, gemar
 Mengidentifikasi kejadian dalam teks yang membaca, peduli lingkungan, peduli sosial,
didengar tanggung jawab, mandiri
 Mengidentifikasi urutan suatu peristiwa
dalam teks narasi

Memahami isi teks narrative yang didengar
E. Materi Pokok
Tesk narrative
 Pre listening
 Post Listening
 Bertanya jawab tentang isi  Dengan kelompok  Siswa melakukan berbagai
cerita (karakter, setting, belajarnya, siswa diberi kegiatan terkait dengan
plot) yang sudah dibaca, tugas untuk melakukan hal- wacana berbentuk naratif
ditonton, dan/atau hal berikut, dan melaporkan di luar tugas tatap muka
didengar. setiap kegiatan kepada dan terstruktur yang
 Membahas nilai-nilai yang guru, a.l. tentang tempat, diberikan guru.
terkandung dalam cerita, siapa saja yang datang,  Siswa mengumpulkan
sikap dan perilaku para kesulitan yang dihadapi. setiap hasil kerja dalam
tokoh.  Bertanya jawab tentang isi portofolio, dan melaporkan
dengan media elektronik). tokoh.
 Membacakan cerita kepada  Membahas unsur dan
kelompok atau kelas langkah retorika dalam teks
(monolog). naratif.
atau kelas (monolog).  Nonton film.
 Membahas kesulitan yang  Mendengarkan cerita
dihadapi siswa dalam (secara langsung atau
melakukan kegiatan dengan media elektronik).
terstruktur dan mandiri.  Membacakan cerita kepada
kelompok (monolog).

1.Kegiatan Awal (10’)
a. Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang
2.Kegiatan Inti (70’)
Eksplorasi
 Memberikan stimulus berupa pemberian materi Tesk narrative.
narrative.
Tesk narrative.
Elaborasi
Konfirmasi
buku lain.
dilakukan.
Tesk narrative.
3.Kegiatan Akhir (10’)
I. Penilaian
1. Memahami isi teks Tes Lisan Pilihan Ganda Listen to the

LISTENING TEXT 1
Well, here is the story. Once upon a time there lived as neighbors, a bear and a rabbit. The
rabbit was a good shot, and the bear being very clumsy could not use the arrow to good advantage.
The bear was very unkind to the rabbit.
Every morning, the bear would call over to the rabbit and ask the rabbit to take his bow and
arrows and came with the bear to the other side of the hill. The rabbit, fearing to arouse the bear’s
anger by refusing, consented, and went with the bear and shot enough buffalo to satisfy the hungry
family. Indeed, he shot and kill so many that there was lots of meat left after the bear and his family
had loaded themselves, packed all they could carry home. The bear was very gluttonous, and did not
want the rabbit to get any of the meat so the poor rabbit could not even taste the blood from the
butchering, as the bear would throw earth on the blood and dry it up. Poor Rabbit would have to go
hungry after his hard day’s work.
The bear was the father of five children. The youngest boy was very kind to the rabbit. The
mother bear, knowing that the youngest was very hearty eater, always gave him an extra large piece
of meat. What the baby bear did not eat, he would take outside with him and pretend to play food
ball with it, kicking it toward the rabbit’s house, and when he got close to the door he would give the
meat such a good kick, that it would fly into the rabbit’s house, and in this way poor Rabbit would get
his meal unknown to the papa bear.
Answer the following questions!

16. What is the best title of the story above?
17. Who were the characters in that story?
18. Where is the setting of the story?
19. What problem was the rabbit faced?
20. How was the problem solved?
Kunci Jawaban
1. The poor rabbit
2. A bear and a rabbit
3. in a jungle/ forest
4. The bear never gives the rabbit meat for his meal
5. The bear’s youngest children send the rabbit the meat to the rabbit’s house secretly
No Uraian Skor
1,2,3,4,5 Isi benar, tata bahasa benar 20

Isi benar, tata bahasa kurang tepat 10
Tidak menjawab 0


(RPP)

Pertemuan Ke :
Menulis
4. Mengungkapkan makna dalam teks tulis monolog yang berbentuk narrative,
explanation dan discussion secara akurat, lancar dan berterima dalam konteks
B. Kompetensi Dasar
4.2 Mengungkap-kan makna dan langkah retorika da-lam teks mo-nolog dengan
mengguna-kan ragam bahasa tulis secara aku-rat, lancar dan berteri-ma dalam konteks
kehi-dupan sehari-hari dalam teks berben-tuk: narrative, explanation, dan discus-sion.

Karakter Bangsa
 Menggunakan simple past tense dalam Religius, jujur, toleransi, disiplin, kerja
tesk narrative keras, mandiri, demokratis, rasa ingin
 Menghasilkan teks berbentuk narrative tahu, semangat kebangsaan, cinta

Menghasilkan teks berbentuk narrative
E. Materi Pokok
Teks narrative
 Pre listening
 Post Listening
ditonton, dan/atau dan melaporkan setiap berbentuk naratif di
didengar. kegiatan kepada guru, a.l. luar tugas tatap muka
 Membahas nilai-nilai yang tentang tempat, siapa saja dan terstruktur yang
terkandung dalam cerita, yang datang, kesulitan yang diberikan guru.
 Nonton film terkandung dalam cerita, kepada guru.
 Mendengarkan cerita sikap dan perilaku para tokoh.
melakukan kegiatan

Eksplorasi
 Memberikan stimulus berupa pemberian materi Teks narrative.
narrative.
Tesk narrative.
Elaborasi
Konfirmasi
buku lain.
dilakukan.
Tesk narrative.
I. Penilaian
1. Memahami isi teks Tes Tertulis Essay Listen to the


Test Writing
 Now it’s time for you to create your own story
 Remember to make sure that your story includes orientation, complication and
resolution
Title : __________________
Orientation _______________________________________________________
(Telling who, when, _______________________________________________________
where the story takes
_______________________________________________________
place)
Complication _______________________________________________________
(telling the problem(s) _______________________________________________________
faced by the main
_______________________________________________________
character
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Resolution
________________________________________________________
(Telling how the
problem is solved) _______________________________________________________

Skor maksimum 100



Topik Pembelajaran : Tesk fungsional pendek “Advertisement /iklan”
Pertemuan Ke :
Mendengarkan
2. Memahami makna teks fungsional pendek dan monolog berbentuk narrative,
explanation, dan discussion dalam konteks kehidupan sehari-hari.
B. Kompetensi Dasar
2.1 Merespon makna yang terdapat dalam teks lisan fungsional pendek resmi dan tak resmi
secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari.

Karakter Bangsa
 Mengidentifikasi topik sebuah teks Religius, jujur, toleransi, disiplin, kerja keras,
fungsional pendek yang didengar mandiri, demokratis, rasa ingin tahu,
 Mengidentifikasi informasi tertentu dari semangat kebangsaan, cinta tanah air,
teks fungsional pendek yang didengar menghargai prestasi, bersahabat, cinta
 Mengidentifikasi tujuan teks fungsional damai, gemar membaca, peduli lingkungan,
pendek yang didengar. peduli sosial, tanggung jawab, mandiri

 Menemukan gagasan umum tesk iklan
 Menemukan informasi rinci dalam teks iklan
 Menemukan makna kata tertentu dalam teks iklan
E. Materi Pokok
 Tesk fungsional pendek”Iklan ”
 Kosakata terkait tema/ jenis tesk
 Pre listening
 Post Listening
dengan media tokoh.
mandiri.

1.Kegiatan Awal (10’)
a. Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang
2.Kegiatan Inti (70’)
Eksplorasi
Elaborasi
Konfirmasi
buku lain.
dilakukan.
Tesk narrative.
3.Kegiatan Akhir (10’)
pendek”Iklan ”.
I. Penilaian
1. Memahami isi Tesk Tes Lisan Pertanyaan Lisan Listen to the following
fungsional advertisement and
pendek”Iklan ” answer the questions!
I. Listen to the following advertisement and answer the questions!
Sale! Sale! Sale!
25% off all men’s and women’s business suits

25% off all men’s and women’s shoes
50% of all women’s summer clothes
Monday through Saturday
Matahari Department store at Simpang Lima

Semarang
Open Monday-Saturday, 8:30 AM-9:00 PM
Closed Sunday
Listen to the following advertisement and answer the questions!
1. What is on sale?
2. Whom is the sale for?
3. Where is the store located
4. What time is the store opened?
5. How many days is the store opened?
Kunci Jawaban
6. Busines’s clothes, shoes and summer’s clothes
7. Men and women
8. At Simpang Lima Semarang
9. 8.30 am to 9.00 pm
10. Six days
No Uraian Skor
Isi benar, tata bahasa benar 20
1,2,3,4,5 Isi benar, tata bahasa kurang tepat 10
Tidak menjawab 0



Topik Pembelajaran : Iklan
Pertemuan Ke :
Berbicara
B. Kompetensi Dasar
4.1. Mengungkapkan makna dalam teks lisan fungsional pendek resmi dan tak resmi secara
akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari (teks
Pengumuman).

Karakter Bangsa
 Menggunakan bahasa lisan dalam Religius, jujur, toleransi, disiplin, kerja
menyampaikan teks fungsional pendek. keras, mandiri, demokratis, rasa ingin

 Memahami bahasa dan struktur bahasa short functional text.
 Menggunakan bahasa lisan dalam menyampaikan teks fungsional pendek
E. Materi Pokok
 Tesk fungsional pendek
 Kosakata terkait
 Pre listening
 Post Listening
dengan media tokoh.
mandiri.

Eksplorasi
Elaborasi
Konfirmasi
buku lain.
dilakukan.
Tesk narrative.
pendek”Iklan ”.
I. Penilaian
1. Memahami isi Tesk Tes Lisan Unjuk Kerja Listen to the

fungsional following
pendek”Iklan ” advertisement and
answer the
questions!
Read the pamphlet aloud.

No Aspek Aspek Skor
1 Pronounciation - Anak berbicara dengan lafal, intonasi yang 3
benar
yang benar namun ada beberapa
kesalahan
yang masih salah
2. Fluency - Anak berbicara dengan lancar 3
- Anak berbicara dengan beberapa 2
hambatan
- Anak berbicara dengan tidak lancar 1
3. Performance - Anak maju ke depan kelas berbicara 3
dengan keyakinan yang tinggi
- Anak maju ke depan kelas berbicara 2
dengan agak ragu-ragu
- Anak maju ke depan kelas berberbicara 1
dengan keyakinan yang sangat rendah
Nilai = peroleh skor dibagi 15 x 100


(RPP)

Topik Pembelajaran : Pamphlet
Pertemuan Ke :
Membaca
explanation, dan discussion dalam konteks kehidupan sehari-hari dan untuk mengakses
ilmu pengetahuan.
B. Kompetensi Dasar
untuk mengakses ilmu pengetahuan dalam teks berbentuk: narrative, explanation, dan
discussion.

Karakter Bangsa
 Membaca wacana ragam tulis yang Religius, jujur, toleransi, disiplin, kerja
dibahas: Teks pamphlet keras, mandiri, demokratis, rasa ingin
 Mengidentifikasi topik dari teks yang tahu, semangat kebangsaan, cinta
dibaca tanah air, menghargai prestasi,
 Mengidentifikasi informasi tertentu dari bersahabat, cinta damai, gemar
teks yang dibaca membaca, peduli lingkungan, peduli

Mengidentifikasi makna kata dalam teks pamplet yang dibaca
Mengidentifikasi makna kalimat dalam teks iklan yang dibaca
Menjawab pertanyaan tentang isi teks dengan tepat
E. Materi Pokok
Teks pamphlet , kosa kata yang terkait
 Pre listening
 Post Listening
teks pamphlet , kosa belajarnya, siswa diberi kegiatan terkait dengan
yang terkandung dalam setiap kegiatan kepada dan terstruktur yang
teks pamphlet , kosa guru, a.l. tentang tempat, diberikan guru.
kata yang terkait. siapa saja yang datang,  Siswa mengumpulkan
 Membahas unsur dan kesulitan yang dihadapi. setiap hasil kerja dalam
teks pamphlet , kosa pamphlet , kosa kata yang hal-hal yang sudah
kata yang terkait. terkait. dengan kelompok diperoleh serta kesulitan
(secara langsung atau pamphlet , kosa kata yang
pamphlet , kosa kata pamphlet , kosa kata yang
yang terkait.. terkait..
dalam melakukan  Membacakan teks pamphlet
kegiatan terstruktur dan , kosa kata yang
mandiri. terkait.kepada kelompok
(monolog).

Eksplorasi
 Memberikan stimulus berupa pemberian materi teks pamphlet , kosa kata yang terkait.
pamphlet , kosa kata yang terkait.”.
mempresentasikan mengenai teks pamphlet , kosa kata yang terkait.
Elaborasi
 Membiasakan siswa membuat kalimat teks pamphlet , kosa kata yang terkait.
Konfirmasi
buku lain.
dilakukan.
Tesk narrative.
 Siswa diminta membuat rangkuman dari materi mengenai teks pamphlet , kosa kata yang
terkait.
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi teks pamphlet , kosa kata
yang terkait.
I. Penilaian

pamphlet , kosa advertisement and
questions!
I. Read the following pamphlet then answer the questions
 What is the pamphlet about?

 Whom is the pamphlet for?
 What’s the function of septic tank in rural area?
 How many questions must we answer to know enough about septic tank
system?
 In Urban and ……………there are sewer s to carry ….(par.1)?
What does the underlined word means?
Setiap nomor apabila benar nilainya 20, apabila salah 0

.

(RPP)

Topik Pembelajaran : Explanation
Pertemuan Ke :
Membaca
explanation, dan discussion dalam konteks kehidupan sehari-hari dan untuk
mengakses ilmu pengetahuan..
B. Kompetensi Dasar
untuk mengakses ilmu pengetahuan dalam teks berbentuk: narrative, explanation,
dan discussion.

Nilai Budaya Dan
Karakter Bangsa
 Mengidentifikasikan tema teks yang dibaca Religius, jujur, toleransi, disiplin, kerja
 Mengidentifikasikan makna kalimat dalam keras, mandiri, demokratis, rasa ingin
teks yang dibaca tahu, semangat kebangsaan, cinta tanah
 Mengidentifikasi tujuan komunikasi teks air, menghargai prestasi, bersahabat,
dibaca cinta damai, gemar membaca, peduli
 Merespon berbagai informasi tentang isi teks lingkungan, peduli sosial, tanggung
jawab, mandiri

 Mengidentifikasikan tema teks yang dibaca
 Mengidentifikasikan makna kalimat dalam teks yang dibaca
 Mengidentifikasi tujuan komunikasi teks dibaca
 Merespon berbagai informasi tentang isi teks
E. Materi Pokok
teks explanation , kosa kata yang terkait
 Pre listening
 Post Listening
kata yang terkait. melakukan hal-hal berikut, wacana berbentuk naratif di
 Membahas nilai-nilai yang dan melaporkan setiap luar tugas tatap muka dan
terkandung dalam teks kegiatan kepada guru, a.l. terstruktur yang diberikan
explanation , kosa kata tentang tempat, siapa saja guru.
yang terkait. yang datang, kesulitan yang  Siswa mengumpulkan setiap
 Membahas unsur dan dihadapi. hasil kerja dalam portofolio,
langkah retorika dalam  Bertanya jawab tentang teks dan melaporkan hal-hal yang
teks explanation , kosa explanation , kosa kata yang sudah diperoleh serta
kata yang terkait. terkait dengan kelompok kesulitan yang dihadapi
 Membahas ciri-ciri belajarnya secara rutin kepada guru.
leksikogramatika.  Membahas nilai-nilai yang
dengan media elektronik). terkait.
 Membacakan teks  Membahas unsur dan langkah
explanation , kosa kata retorika dalam teks
yang terkait. explanation , kosa kata yang
 Menceritakan kembali terkait.
cerita kepada kelompok  Membahas ciri-ciri
atau kelas (monolog). leksikogramatika.
 Membahas kesulitan yang  Mendengarkan cerita (secara
dihadapi siswa dalam langsung atau dengan media
melakukan kegiatan elektronik).
terstruktur dan mandiri.  Membacakan teks explanation
, kosa kata yang terkait
kepada kelompok (monolog).

Eksplorasi
Elaborasi
Konfirmasi
buku lain.
dilakukan.
yang terkait.
I. Penilaian
1. Memahami isi Tes Tertulis Pilihan ganda Listen to the

questions!
A. Choose the correct answer by crossing a,b,c,d or e
Text 1
Have you ever wondered how people get chocolate for? In this article we’ll enter the
amazing world for chocolate so you can understand exactly what you’re eating.
Chocolate starts with a tree called the cacao tree. This tree grows in equatorial regions,
especially in place such as South America, Africa, and Indonesia. The cacao tree produces a fruit
about the size of small pine apple. Inside the fruit are the tree’s seeds, also known as cacao
beans.
The beans are fermented for about a week, dried in the sun and then shipped to the
chocolate maker. The chocolate maker starts by roasting the beans to bring out the flavor.
Different beans from different place have different qualities and flavor, so the are often sorted
and blended to produce a distinctive mix. Next, the roasted beans are winnowed. Winnowing
removes the meat nib of the cacao beans bean from its shell. Then, the nibs are blended. The
blended nibs are ground to make it a liquid. The liquid is called chocolate liquor. It tastes bitter.
All seeds contain some amount of fat, and cacao beans are not different. However, cacao beans
are half fat, which is why the ground nibs from liquid. It’s pure bitter chocolate.
1. The text is about ….

a.the cacao tree
b.the cacao beans
c. the raw chocolate
d.the making of chocolate
e.the flavor of chocolate
2. The third paragraph focuses on ….

a.the process of producing chocolate
b.how to produce the cacao flavor
c. where chocolate comes from
d.the chocolate liquor
e.the cacao fruit
3. “ …., so the are often sorted and blended to produce ….” ( Paragraph 3 )
The underline word is close in meaning to ….
a.arranged
b.combined
c. separated
d.distributed
e.organized
4. How does the chocolate maker start to make chocolate?

a.By fermenting the beans.
b.By roasting the beans.
c. By blending the beans.
d.By sorting the beans.
e.By drying the beans.
Text 2
Wood chipping is a process used to obtain pulp and paper product from the forest. The
wood chipping process begins when the trees are cut down is in selected area of the forest called
a couple.
Next, the top and branches of the trees are cut out and the logs are taken to the mill.
At the mill, the bark of the logs is removed and the logs are taken to a chipper, which cut them
into small pieces called woodchip. The woodchips are the screened to remove dirt and other
impurities. At this stage, the are either exported in this from or made into pulp by chemicals and
heat. The pulp is then bleached and the water content is removed.
Finally, the pulp is rolled out to make paper.
5. The text describes the process of ….

a.cutting down the forest
b.producing woodchip
c. paper making
d.wood chipping
e.reforestation
6. What do the mill workers first do with the logs?

a.They export the woodchip.
b.The cut them into pieces.
c. They roll out the paper.
d.The remove the bark.
e.The screen the logs.
7. “At this stage, they are either exported in this from or ….” ( Paragraph 2 )
The underlined word refer to ….
a.logs
b.pulp
c. process pulp
d.raw woodchips
e.clean woodchip
8. “ The woodchips are then screened to remove dirt and other impurities.”
( Paragraph 2 )
In other word, they are ….
a.repaired
b.cleaned
c. moved
d.removed
e.processed
Text 3
Nearly all energy is derived from the sun, either indirectly or directly, in the form of the
form of heat rays and light rays. Electrical energy is derived from the sun indirectly. It can be
derived from the power of the earth’s surface, by mean of the sun’s heat. This water vapour rises,
condenses on cooling, and falls as rain.
The light and heat energy from coal is also derived indirectly from the sun. Coal was
formed by the pressure of the rocks on vegetation which died million of years ago. That
vegetation grew with the aid of sunlight, from which carbohydrates were formed, thus converting
solar energy into chemical energy. When coal is burn some of this energy is released.
Energy used to drive car engines is derived from petrol, which is also formed with the
indirect aid of the sun. Plants and animal were pressed under the rocks in the earth. These dead
animals and vegetables remains formed petroleum, from which petrol and oil are now obtained.
Thus the sun can be said to be source of nearly all energy, and in the absence of the
sun’s heat and light, no life could exist on earth.
9. The most suitable title for the text is ….

a.solar energy
b.electrical energy
c. fossil fuel energy
d.light and heat energy
e.sources of energy
10. Where does energy come from originally? It comes from ….
a.the sun
b.the electricity
c. the coal
d.the petrol
e.head and light rays
Kunci Jawaban
No.
1. D
2. A
3. B
4. A
5. C
6. D
7. E
8. B
9. E
10. A
Untuk setiap nomor betul nilai 10, salah 0



(RPP)

Pertemuan Ke :
Menulis
B. Kompetensi Dasar

Karakter Bangsa

E. Materi Pokok
 Pre listening
 Post Listening
teks explanation , kosa guru, a.l. tentang tempat, diberikan guru.
(monolog).

Eksplorasi
Elaborasi
Konfirmasi
buku lain.
dilakukan.
yang terkait.
I. Penilaian

questions!
Writing Test
Titles :
 How telex works
 …………………………………(your own title)
Generic
Structure ……………………………………
A General …………………………………………………………………………………..
Statement …………………………………………………………………………………..
Explanation …………………………………………………………………………………..
…………………………………………………………………………………..
Closing (if any) …………………………………………………………………………………..

…………………………………………………………………………………..
Skor maksimum 100


(RPP)

Pertemuan Ke :
Menulis
B. Kompetensi Dasar

Karakter Bangsa

E. Materi Pokok
 Pre listening
 Post Listening
teks explanation , kosa guru, a.l. tentang tempat, diberikan guru.
(monolog).

Eksplorasi
Elaborasi
Konfirmasi
buku lain.
dilakukan.
yang terkait.
I. Penilaian

questions!

Writing Test
Titles :
 How telex works
 …………………………………(your own title)
Generic Structure
……………………………………
…………………………………………………………………………………..
Explanation …………………………………………………………………………………..
…………………………………………………………………………………..
Closing (if any) …………………………………………………………………………………..

…………………………………………………………………………………..

Skor maksimum 100


4-Rpp-Bhs-Inggris-Sma FIX

Diunggah oleh

Informasi Dokumen

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

4-Rpp-Bhs-Inggris-Sma FIX

Diunggah oleh

Hak Cipta:

Format Tersedia

RENCANA PELAKSANAAN PEMBELAJARAN

Nama Sekolah : PAKET C PKBM PUTRI ANYELIR

C. Indikator Pencapaian Kompetensi

Kewirausahaan/ Ekonomi Kreatif :

Langkah-langkah Kegiatan Pembelajaran

I. Indikator, Teknik, Bentuk, dan Contoh.

2. Melakukan berbagai tindak Membuat dialog

II. Instrumen Penilaian

Mengetahui, Bandar lampung, 20

( Mardiana Putri, A.Md ) ( )

Nama Sekolah : PAKET C PKBM PUTRI ANYELIR

C. Indikator Pencapaian Kompetensi

Kewirausahaan/ Ekonomi Kreatif :

Langkah-langkah Kegiatan Pembelajaran

 Kegiatan Inti (70’)

I. Indikator, Teknik, Bentuk, dan Contoh.

No. Indikator Teknik Bentuk Contoh

1. Merespon dengan benar Performance Melengkapi Read and give a

2. Melakukan berbagai tindak Tes Lisan Membuat dialog To end the

II. Instrumen Penilaian

III. Pedoman Penilaian

Mengetahui, Bandar lampung, 20

( Mardiana Putri, A.Md ) ( )

Nama Sekolah : PAKET C PKBM PUTRI ANYELIR

C. Indikator Pencapaian Kompetensi

Kewirausahaan/ Ekonomi Kreatif :

Langkah-langkah Kegiatan Pembelajaran

No. Indikator Teknik Bentuk Contoh

2. Melakukan berbagai Tes Lisan Membuat dialog To end the

II. Instrumen Penilaian

Mengetahui, Bandar lampung, 20

( Mardiana Putri, A.Md ) ( )

Nama Sekolah : PAKET C PKBM PUTRI ANYELIR

C. Indikator Pencapaian Kompetensi

Kewirausahaan/ Ekonomi Kreatif :

The tone of an invitation is always positive, in anticipation of a pleasurable occasion.

Langkah-langkah Kegiatan Pembelajaran

No. Indikator Teknik Bentuk Contoh

2. Melakukan teks Tes Lisan Membuat dialog Give your responses

3 Mempresentasikan Tes Lisan Presentasi Listen carefully and

II. Instrumen Penilaian

Look at the picture and study it. Then, answer the

1. What kind of card is this?

No. Uraian Skor

1. Isi, langkah retorika dan tata bahasa benar 81 – 100

Mengetahui, Bandar lampung, 20

( Mardiana Putri, A.Md ) ( )

Nama Sekolah : PAKET C PKBM PUTRI ANYELIR

C. Indikator Pencapaian Kompetensi

Kewirausahaan/ Ekonomi Kreatif :

How to Make Gudeg Jogja (Green Jack Fruit Sweet Stew)

Langkah-langkah Kegiatan Pembelajaran

No. Indikator Teknik Bentuk Contoh

1. Menjawab Performance Melengkapi Complete the

2. Melakukan teks Tes Lisan Membuat dialog Give your responses

Presentasi Listen carefully and

How to Make an Omelet

Please represent in front of the class how to make or to do something!

III. Pedoman Penilaian

Mengetahui, Bandar lampung, 20

( Mardiana Putri, A.Md ) ( )

Nama Sekolah : PAKET C PKBM PUTRI ANYELIR

C. Indikator Pencapaian Kompetensi