SILABUS

Nama Sekolah : SMA NEGERI 10 BANDAR LAMPUNG

Mata Pelajaran : BAHASA INGGRIS
Kelas/semester : XI / I

Standar Kompetensi :
Membaca
4. Memahami makna teks fungsional pendek dan esei berbentuk report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan

Kompetensi Dasar :
Merespon makna dalam teks fungsional pendek (misalnya banner, poster, pamphlet, dll.) resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari
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
Alokasi Waktu : x Menit

Materi Pokok/ Pembelajaran Kegiatan Pembelajaran Alokasi Sumber Belajar

Biggest band show “Jim Band”
Held: Saturday, June 24
Time: 07.00 p.m. – 10.00 p.m.
Place: Parking area
Taman Impian Jaya Ancol
We present the famous singers:
Sherly Hamington
Bill Stewart
Tom Barbara
Tickets: Rp75,000,-/adult
Rp50,000,-/child
For entrance tickets, please call:
Ayu : (0721) 4563287
Devy : (0721) 3265446
Reza : (0721) 7834568
Indikator THP Penilaian Waktu
Buku-buku teks
T motivates SS by eliciting SS answers on the topic: Look  Mengidentifikasi tujuan C1 Bahasa inggris yang
at these pictures (T portrays the posters using LCD on the komunikasi dari sebuah poster relevan
screen). What are they? .What does the first poster tell you? yang ditampilkan.
Teks Buatan Guru
What is its purpose?; T writes down SS answers on the
 Mengidentifikasi makna C1 Lembar Kerja Siswa
board
gagasan utama (gagasan yang relevan/
T puts into words the objectives of the lesson.
ideasional) teks fungsiona Lembar Kerja Siswa
T enlightens the lesson to SS; he invites SS to ask questions pendek berbentuk poster. buatan guru
and do peers corrections; he answers SS questions.
Audio Visual, LCD
T invites SS to sit in-group of 3-4; he hands out the copy  Mengidentifikasi makna C1 display/ Tape
papers of the posters to SS; he asks SS to discover the gagasan penjelas teks fungsiona recorder/ cassette
purpose of the posters on the papers; he tests out SS works pendek berbentuk poster.
Laptop/Gadget lain
classically.
yang mendukung
T tells SS to sit in pairs; he asks SS to spot the topic of the  Menggali informasi rinci makna C2
posters by discussing it together; he monitors and checks SS gagasan penjelas dengan cara
efforts. menjawab pertanyaan-
T tells SS to sit in pairs still; he asks SS to mark the pertanyaan berbentuk factual
elements of the posters by discussing to answer the dan MC.
questions about it together; he monitors and checks SS
ventures classically.  Meramalkan peristiwa yang C3
akan terjadi berdasarkan
T asks over SS to find out more information of the posters informasi yang diperoleh dari
by responding the questions in pairs; he checks SS works by teks fungsional pendek
discuss the answers classically. berbentuk poster.
T invites SS to sit in pairs; he puts some cases to SS and
asks them to predict what happen in the future based on the  Mengkorelasikan informasi C4
information they from the poster; he checks SS answers, dan pengalaman yang diperoleh
monitors their works, and provides helps to them; he discuss dari teks fungsional pendek
the answers classically. berbentuk poster dengan
T hands out copy papers to SS; T asks SS to draw a parallel peristiwa di lingkungan sendiri.
information and experience they have got from the previous
knowledge toward their environment themselves; he checks
SS answers by discussing it classically.
 T depicts a narrative text on the screen using LCD displayer  Mengidentifikasi makna C1
to SS; he, then, asks SS to read the text by their hearts for gagasan ideasional teks report.
some minutes; he asks questions what the topic of the text is
about to SS.(Well…class. Look at the screen. Try to read  Mengidentifikasi makna C1
the text ASAP, please do not spend much attention, and time gagasan penjelas teks report
A kangaroo is an animal on the intricate vocabulary. After you read the text, I will
Ge found only in Australia, ask you questions). T writes SS answers on the board; T,  Menggali informasi rinci makna C2
ner although it has a smaller then, invites SS to answer what the topic of the text is. gagasan penjelas dengan cara
al menjawab pertanyaan-
relative, called a T puts into words the objectives of the lesson.
Cla pertanyaan tentang teks report.
wallaby, which lives on
ssi T puts in plain words the lesson to SS on the skimming and
the Australian island of
fica scanning reading techniques and introduces types of  Mencirikan langkah-langkah C2
tio Tasmania and in New
paragraphs by putting them on show using LCD and laptop; retorika teks report.
n Guinea.
he provides his explanations by awarding SS the examples
of the paragraphs; next, he invites SS to ask questions and  Menentukan kata-kata rujukan C3
do peers corrections; he replies SS questions. di dalam teks report.
T hands out copy papers of report text or he display the
Kangaroos eat grass report text using LCD and laptop; he asks SS to discover the  Menemukan padanan kata-kata C4
and plants. They have topic of the text; he checks SS works classically. yang dijumpai pada teks report.
De short front legs, but T hands over the copy papers of his made students’
scr very long, and very worksheet; he tells SS to identify the details of the text by  Membagankan informasi yang C4
ip strong back legs and a diperoleh dari teks report ke
answering the questions in factual and MC forms; he talks
tio tail. These are used dalam bentuk mind mapping.
over the responses with the students classically.
n for sitting up and for
T invites SS to dig up more feature information of the text
jumping. Kangaroos  Merangkum informasi yang C5
by answering questions structurally; t checks SS answers
have been known to diperoleh berdasarkan mind
classically
make forward jumps mapping dengan menggunkan
of over eight meters, T gives out the copy papers to SS or he may ask SS to open bahasa sendiri.
and leap across fences and do exercises on their worksheets; he notifies SS to give
more than three mark of the generic structures of report text accordingly; T
monitors and checks SS works classically.
T hands out copy papers or asks SS to open their exercise
De The largest kangaroos books; then he tells the SS to do exercises on finding the
scr are the Great Grey referential words given through the reading text; he tests out
ip Kangaroo and the Red SS answers by discussing them classically.
tio Kangaroo. Adult grow
T asks SS to do apply their new learned experience by
n to a length of 1.6
doing exercises on figuring out the synonyms of the words
meters and weigh over
found in the text; he monitors, offers helps, and provides
feedback to SS; he discusses the answers classically at the
end of the given time.
Kangaroos are
marsupials. This means T asks SS to put the gained information of the main ideas
that the female and supporting details into mind mapping based on its
De generic structures.
scr kangaroo has an
external pouch on the T asks SS to make a summary of the text based on the mind
ip mapping using their own ability and capability; he checks
front of her body. A
tio SS answers.
baby kangaroo is very
n
tiny when it is born,
and it crawls at once
into this pouch where it
spends its first five
months of life.
Taken from Peter
Haddock Ltd., Ref.083

Androcles and the Lion T depicts a narrative text on the screen using LCD displayer  Mengidentifikasi makna C1
to SS; he, then, asks SS to read the text by their hearts for gagasan ideasional teks
This story takes place in Rome, where a Greek some minutes; he asks questions what the topic of the text is narrative.
slave named Androcles escaped from his
master and fled into the forest. There he
wandered for a long time until he was weary,
hungry, and hopeless. Just then he heard a lion
near him moaning and groaning and at times
roaring terribly. Tired as he was, Androcles
rose up and rushed away, as he thought, from
the lion; but as he made his way through the
bushes
he stumbled over the root of a tree and fell
down. When he tried to get up, there he saw
the lion coming towards him, limping on three
feet and holding his forepaw in front of him.
Poor Androcles was hopeless; he had
not strength to rise and run away, and there
was the lion coming upon him. But when the
great beast came up to him instead of
attacking him
it kept on moaning and groaning and looking
at Androcles, who saw that the lion was
holding out his right paw, which was covered
with blood and much swollen. Looking more
closely at it, Androcles saw a big thorn
pressed into the paw, which was the cause of
all the lion’s trouble. Plucking up courage, he
held the thorn and drew it out of the lion’s
paw, who roared with pain when the thorn
came out, but soon after finding such relief
from it that he fawned upon Androcles and
showed, in every way that he knew, to whom
he owed the relief. Instead of eating him up he
brought him a young deer that he had killed,
and Androcles managed to make a meal from
it. For some time the lion continued to bring
the game, he had killed to Androcles, who
became quite fond of the huge beast.
But one day a number of soldiers came
marching through the forest and found
Androcles. As he could not explain what he
was doing, they took him prisoner and
brought
him back to the town from which he had fled.
Here his master soon found him and brought
him before the authorities. Soon Androcles
was sentenced to death for fleeing from his
master. Now it used to be the custom to throw
murderers and other criminals to the lions in a
huge circus,
so that while the criminals were punished the
public could enjoy the scene of a fight
between them and the wild beasts.
So Androcles was sentenced to be
thrown to the lions, and on the appointed day
he was led forth into the Arena and left there
alone with only a spear to protect him from
the lion.
The Emperor was in the royal box that
day and gave the signal for the lion to come
out and attack Androcles. But when it came
about to SS.(Well…class. Look at the screen. Try to read C1
the text ASAP, please do not spend much attention, and time  Mengidentifikasi makna
on the intricate vocabulary. After you read the text, I will gagasan penjelas teks narrative
ask you questions). T writes SS answers on the board; T, C2
then, invites SS to answer what the topic of the text is.  Mencirikan langkah-langkah
T puts into words the objectives of the lesson. retorika teks narrative.
C3
T puts in plain words the lesson to SS on the skimming and
 Menentukan kata-kata rujukan
scanning reading techniques; he provides his explanations
di dalam teks narrative.
by awarding SS the examples of the text; next, he invites SS
C4
to ask questions and do peers corrections; he replies SS
 Menemukan padanan kata-kata
questions.
yang dijumpai pada teks
T hands out copy papers of narrative text or he displays the narrative.
narrative text using LCD and laptop; he asks SS to discover C5
the topic of the text; he checks SS works classically.  Memainkan peran sebagai
T hands over the copy papers of his made students’ salah satu karakter dalam teks
worksheet; he tells SS to identify the details of the text by narrative yang dibaca.
answering the questions in factual and MC forms; he talks
over the responses with the students classically.
T gives out the copy papers to SS or he may ask SS to open
and do exercises on their worksheets; he notifies SS to give
mark of the generic structures of narrative text accordingly;
T monitors and checks SS works classically.
T hands out copy papers or asks SS to open their exercise
books; then he tells the SS to do exercises on finding the
referential words given through the reading text; he tests out
SS answers by discussing them classically.
T asks SS to do apply their new learned experience by
doing exercises on figuring out the synonyms of the words
found in the text; he monitors, offers helps, and provides
feedback to SS; he discusses the answers classically at the
end of the given time.
T asks SS to do role-playing by choosing one of the
characters in the dialog. (Imam, suppose you were
Androcles, you have no strength to rise and run away and
there was a lion coming upon you. How would you act it
out?); he checks SS understanding on the scheme and takes
their score on the events.
out of its cage and got near Androcles, what
do you think it did? Instead of jumping into
him it fawned him and stroked him with its
paw, it made no attempt to do him any harm.
It was of course the lion which
Androcles had met in the forest. The
Emperor, surprised at seeing such a strange
behavior in so cruel a beast, called Androcles
to him and asked him how the lion lost all its
cruelty. So Androcles told the Emperor all
that had happened to him and how the lion
was showing its gratitude for his having
relieved it of the thorn. The Emperor
pardoned Androcles and ordered his master to
set him free, while the lion was taken back
into the forest and let loose to enjoy liberty
once more.
Adaptedfrom:www.storiestogrowby.com
The Importance of Rainforests
Rainforests are one of the most
complicated environments on Earth.
They are recognized worldwide as containing
the richest source of plants and animals and
are believed to contain early three-quarters of
all the varieties of life on Earth. This is
remarkable because rainforests cover only
about six per cent of the Earth's land surface.
Rainforest are the oldest major
ecosystem, having survived climate changes
for more than one million years. They provide
habitats for more species of plants, animals,
insects, and birds than any other environment
found on our planet. Scientists estimate that
between 60 and 90 per cent of all species of
life are to be found in rain forests.
Unfortunately, the widespread destruction of
many of the world's rainforests has caused a
significant decline in the number of plant and
animal species on Earth.
Rainforests influence both our local and
global climates. For example, between 50 and
80 per cent of the moisture in the air above
rainforests comes from the rainforest's trees. If
large areas of these lush rainforests are
cleared, the average rainfall in the area will
drop. Eventually, the area's climate will get
hotter and drier. This process could convert
rainforests into a sparse grassland or desert.
Rainforests are also able to absorb over
90 per cent of the rainfall in their leaves and
mosses. By doing this, they are able to slow
down water run-off by gradually releasing the
water over time into streams and rivers. This
helps to control soil erosion and flood.
Rainforests are vital to the Earth in
T depicts a analytical exposition text on the screen using  Mengidentifikasi makna C1
LCD displayer to SS; he, then, asks SS to read the text by gagasan ideasional teks
their hearts for some minutes; he asks questions what the annalytical exposition.
topic of the text is about to SS.(Well…class. Look at the
screen. Try to read the text ASAP, please do not spend  Mengidentifikasi makna C1
much attention, and time on the intricate vocabulary. After gagasan penjelas teks
you read the text, I will ask you questions). T writes SS annalytical exposition
answers on the board; T, then, invites SS to answer what the
topic of the text is.  Menggali informasi rinci C2
makna gagasan penjelas
T puts into words the objectives of the lesson.
dengan cara menjawab
T puts in plain words the lesson to SS on the skimming and pertanyaan-pertanyaan
scanning reading techniques and introduces types of tentang teks annalytical
paragraphs by putting them on show using LCD and laptop; exposition.
he provides his explanations by awarding SS the examples C2
of the paragraphs; next, he invites SS to ask questions and  Mencirikan langkah-langkah
do peers corrections; he replies SS questions. retorika teks annalytical
T hands out copy papers of analytical exposition text or he exposition.
displays the analytical exposition text using LCD and C3
laptop; he asks SS to discover the topic of the text; he  Menentukan kata-kata
checks SS works classically. rujukan di dalam teks
T hands over the copy papers of his made students’ annalytical exposition.
worksheet; he tells SS to identify the details of the text by C4
answering the questions in factual and MC forms; he talks  Menemukan padanan kata-
over the responses with the students classically. kata yang dijumpai pada teks
T invites SS to dig up more feature information of the text annalytical exposition.
by answering questions structurally; t checks SS answers C4
classically  Membagankan informasi yang
diperoleh dari teks annalytical
T gives out the copy papers to SS or he may ask SS to open exposition ke dalam bentuk
and do exercises on their worksheets; he notifies SS to give mind mapping.
mark of the generic structures of analytical exposition text C5
accordingly; T monitors and checks SS works classically.  Merangkum informasi yang
T hands out copy papers or asks SS to open their exercise diperoleh berdasarkan mind
books; then he tells the SS to do exercises on finding the mapping dengan menggunkan
referential words given through the reading text; he tests out bahasa sendiri.
SS answers by discussing them classically.
T asks SS to do apply their new learned experience by
 helping to recycle carbon and oxygen. Carbon
dioxide (CO2) is the gas put into the air
globally by humans, mainly by the burning of
fossil fuels (for example in cars and factories).
Rainforests are able to remove carbon dioxide
from the air and return oxygen in its place.
This is why our global rainforests are often
called the Earth's ‘lungs'.
Rainforests are major producers of the
Earth's oxygen. In fact, scientists believe that
nearly 50 per cent of Earth's oxygen is
produced by rainforest in the Amazon region
alone.
Nearly 40 per cent of the world's carbon is
contained in the trees of the rainforests. As
rainforests are cut down and burned, carbon
dioxide is released into the Earth's
atmosphere. Eventually, as this gas builds up
the atmosphere, leading to what scientists call
the enhanced greenhouse effect.
To sum up, the role of the rainforest is
essential for human life. It creates equilibrium
in our environment and its resources are
significant for human beings survival.
Taken from SOSE: Studies of Society and
Environment, 2000
MENGETAHUI
Kepala SMA Negeri 10 Bandar Lampung
Drs. Izmir Hasan
doing exercises on figuring out the synonyms of the words
found in the text; he monitors, offers helps, and provides
feedback to SS; he discusses the answers classically at the
end of the given time.
T asks SS to put the gained information of the main ideas
and supporting details into mind mapping based on its
generic structures.
T asks SS to make a summary of the text based on the mind
mapping using their own ability and capability; he checks
SS answers. T puts into words the objectives of the lesson.
T puts in plain words the lesson to SS on the skimming and
scanning reading techniques and introduces types of
paragraphs by putting them on show using LCD and laptop;
he provides his explanations by awarding SS the examples
of the paragraphs; next, he invites SS to ask questions and
do peers corrections; he replies SS questions.
T hands out copy papers of analytical exposition text or he
displays the analytical exposition text using LCD and
laptop; he asks SS to discover the topic of the text; he
checks SS works classically.
T hands over the copy papers of his made students’
worksheet; he tells SS to identify the details of the text by
answering the questions in factual and MC forms; he talks
over the responses with the students classically.
T invites SS to dig up more feature information of the text
by answering questions structurally; t checks SS answers
classically
T gives out the copy papers to SS or he may ask SS to open
and do exercises on their worksheets; he notifies SS to give
mark of the generic structures of analytical exposition text
accordingly; T monitors and checks SS works classically.
T hands out copy papers or asks SS to open their exercise
books; then he tells the SS to do exercises on finding the
referential words given through the reading text; he tests out
SS answers by discussing them classically.
T asks SS to do apply their new learned experience by
doing exercises on figuring out the synonyms of the words
found in the text; he monitors, offers helps, and provides
feedback to SS; he discusses the answers classically at the
end of the given time.
T asks SS to put the gained information of the main ideas
and supporting details into mind mapping based on its
generic structures.
T asks SS to make a summary of the text based on the mind
mapping using their own ability and capability; he checks
SS answers.
Bandar Lampung, 10 Juli 2009
Guru Mata Pelajaran,
Widianto U.S, S.Pd
NIP. 19540506 198003 1 008 NIP. 19680503 199703 1 007