4 RPP Bhs Inggris Sma

K U R I K U L U M T I N G K AT S ATU A N P E N D I D I K A N ( K T S P )
PERANGKAT PEMBELAJARAN
RENCANA PELAKSANAAN PEMBELAJARAN
Mata Pelajaran : Bahasa
Inggris
Satuan Pendidikan : SMA / MA
Kelas/Semester : X/1
Nama Guru :
NIKY :
Sekolah :
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah :
Mata Pelajaran : Bahasa Inggris
Alokasi Waktu : 2 x 45 menit ( 1x pertemuan )
Topik Pembelajaran : Responding to initial greetings
Pertemuan Ke :
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

Nilai Budaya Dan
Indikator Pencapaian Kompetensi
Karakter Bangsa
Merespon dengan benar terhadap tindak tutur: Religius, jujur, toleransi, disiplin, kerja keras,
berkenalan, bertemu dan berpisah . mandiri, demokratis, rasa ingin tahu,
semangat kebangsaan, cinta tanah air,
Melakukan berbagai tindak tutur dalam wacana lisan menghargai prestasi, bersahabat, cinta
interpersonal / transaksional: berkenalan, bertemu dan damai, gemar membaca, peduli lingkungan,
berpisah. 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 berbagai
tindak tutur: berkenalan, siswa diberi tugas untuk kegiatan terkait dengan
bertemu dan berpisah. melakukan hal-hal berikut, dan wacana berbentuk naratif di
 Membahas unsur dan melaporkan setiap kegiatan luar tugas tatap muka dan
langkah retorika dalam kepada guru, a.l. tentang terstruktur yang diberikan
pertanyaan teks tindak tempat, siapa saja yang guru.
tutur: berkenalan, bertemu datang, kesulitan yang  Siswa mengumpulkan setiap
dan berpisah. dihadapi. hasil kerja dalam portofolio,
 Membahas ciri-ciri  tindak tutur: berkenalan, dan melaporkan hal-hal yang
leksikogramatika. bertemu dan berpisah dengan sudah diperoleh serta
 Membacakan cerita kepada kelompok belajarnya kesulitan yang dihadapi
kelompok atau kelas  Membahas unsur dan langkah secara rutin kepada guru.
(monolog). retorika dalam teks naratif.
 Menceritakan kembali  Membahas ciri-ciri
cerita kepada kelompok leksikogramatika.
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 Read and give a

terhadap tindak tutur: Assessment dialog response to the
berkenalan, bertemu (responding) following
dan berpisah . expressions.
2.
Melakukan berbagai Tes Lisan Membuat dialog To end the
tindak tutur dalam conversation, what
wacana lisan would you say to
interpersonal / someone.
transaksional:
berkenalan, bertemu
dan berpisah.
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, , Juli 2011

Kepala Sekolah, Guru Mapel Bahasa Inggris,
Nama Sekolah :
Topik Pembelajaran : Closing Leave Taking
Pertemuan Ke :
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
hari dan melibatkan tindak tutur: berkenalan, bertemu/ berpisah, menyetujui
ajakan/ tawaran/ undangan, menerima janji, dan membatalkan janji

Nilai Budaya Dan
Karakter Bangsa
Merespon dengan benar terhadap tindak tutur: Religius, jujur, toleransi, disiplin, kerja keras,
berkenalan, bertemu dan berpisah . mandiri, demokratis, rasa ingin tahu,
interpersonal / transaksional: berkenalan, bertemu dan damai, gemar membaca, peduli lingkungan,
berpisah. peduli sosial, tanggung jawab, 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 kegiatan terkait dengan
bertemu dan berpisah. melakukan hal-hal berikut, dan wacana berbentuk naratif di
 Membahas unsur dan melaporkan setiap kegiatan luar tugas tatap muka dan
langkah retorika dalam kepada guru, a.l. tentang terstruktur yang diberikan
pertanyaan teks tindak tempat, siapa saja yang guru.
tutur: berkenalan, bertemu datang, kesulitan yang  Siswa mengumpulkan setiap
dan berpisah. dihadapi. hasil kerja dalam portofolio,
 Membahas ciri-ciri  tindak tutur: berkenalan, dan melaporkan hal-hal yang
leksikogramatika. bertemu dan berpisah dengan sudah diperoleh serta
 Membacakan cerita kepada kelompok belajarnya kesulitan yang dihadapi
kelompok atau kelas  Membahas unsur dan langkah secara rutin kepada guru.


Eksplorasi
 Memberikan stimulus berupa pemberian materi pertanyaan teks tindak tutur: berkenalan,
bertemu dan berpisah.
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:
 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 (responding) following
dan berpisah . expressions.
2. Melakukan berbagai Tes Lisan Membuat dialog To end the

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

Nama Sekolah :
Topik Pembelajaran : Expressing Happiness
Pertemuan Ke :
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.

Nilai Budaya Dan
Karakter Bangsa
Merespon berbagai tindak tutur dalam wacana lisan Religius, jujur, toleransi, disiplin, kerja keras,
interpersonal/ transaksional: dalam berbagai acara mandiri, demokratis, rasa ingin tahu,
secara senang dan bahagia. semangat kebangsaan, cinta tanah air,
interpersonal/ transaksional: dalam berbagai acara damai, gemar membaca, peduli lingkungan,
secara senang dan bahagia. 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.
berbagai tindak tutur siswa diberi tugas untuk kegiatan terkait dengan
dalam wacana lisan melakukan hal-hal berikut, dan wacana berbentuk naratif di
interpersonal/ melaporkan setiap kegiatan luar tugas tatap muka dan
transaksional: dalam kepada guru, a.l. tentang terstruktur yang diberikan
berbagai acara secara tempat, siapa saja yang guru.
senang dan bahagia. datang, kesulitan yang  Siswa mengumpulkan setiap
 Membahas unsur dan dihadapi. hasil kerja dalam portofolio,
langkah retorika berbagai  Membahas unsur dan langkah dan melaporkan hal-hal yang
tindak tutur dalam wacana retorika dalam teks naratif. sudah diperoleh serta
lisan interpersonal/  Membahas ciri-ciri kesulitan yang dihadapi
transaksional: dalam leksikogramatika. secara rutin kepada guru.
berbagai acara secara  Membacakan cerita kepada
senang dan bahagia. kelompok (monolog).
 Membahas ciri-ciri  Menceritakan kembali cerita
leksikogramatika. kepada kelompok (monolog).
 Membacakan cerita kepada
kelompok atau kelas
(monolog).
 Menceritakan kembali
cerita kepada kelompok
atau kelas (monolog).
 Membahas kesulitan yang
dihadapi siswa dalam
melakukan kegiatan


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 responses
interpersonal/ to the expressions
transaksional: dalam you heard.
berbagai acara secara
senang dan bahagia .
To end the
2. Melakukan berbagai Tes Lisan Membuat dialog conversation, what
tindak tutur dalam would you say to
wacana lisan someone.
interpersonal/
transaksional: dalam
berbagai acara secara
senang dan bahagia.
Listen to the tape carefully and choose the correct responses to the
expressions 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

Nama Sekolah :
Topik Pembelajaran : Making, accepting and declining an invitation;
Pertemuan Ke :
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.

Nilai Budaya Dan
Karakter Bangsa
 Menjawab pertanyaan teks lisan fungsional pendek
sederhana (misalnya pengumuman, iklan, undangan Religius, jujur, toleransi, disiplin, kerja keras,
dll. mandiri, demokratis, rasa ingin tahu,
 Melakukan teks lisan fungsional pendek sederhana semangat kebangsaan, cinta tanah air,
(misalnya pengumuman, iklan, undangan dll. menghargai prestasi, bersahabat, cinta
 Mempresentasikan teks lisan fungsional pendek damai, gemar membaca, peduli lingkungan,
sederhana (misalnya pengumuman, iklan, undangan peduli sosial, tanggung jawab, mandiri
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
pertanyaan pertanyaan siswa diberi tugas untuk kegiatan terkait dengan
teks lisan fungsional melakukan hal-hal berikut, dan wacana berbentuk naratif di
pendek sederhana melaporkan setiap kegiatan luar tugas tatap muka dan
(misalnya pengumuman, kepada guru, a.l. tentang terstruktur yang diberikan
iklan, undangan dll. tempat, siapa saja yang guru.
 Membahas unsur dan datang, kesulitan yang  Siswa mengumpulkan setiap
langkah retorika dalam dihadapi. hasil kerja dalam portofolio,
pertanyaan pertanyaan  Bertanya jawab pertanyaan dan melaporkan hal-hal yang
teks lisan fungsional teks lisan fungsional pendek sudah diperoleh serta
pendek sederhana sederhana (misalnya kesulitan yang dihadapi
(misalnya pengumuman, pengumuman, iklan, undangan secara rutin kepada guru.
iklan, undangan dll. dll dibaca, ditonton, dan/atau
 Membahas ciri-ciri didengar dengan kelompok
leksikogramatika. belajarnya
 Membacakan cerita kepada  Membahas unsur dan langkah
kelompok atau kelas retorika dalam teks naratif.
(monolog).  Membahas ciri-ciri
 Menceritakan kembali leksikogramatika.
cerita kepada kelompok  Membacakan cerita kepada
atau kelas (monolog). kelompok (monolog).
 Membahas kesulitan yang  Menceritakan kembali cerita
dihadapi siswa dalam kepada kelompok (monolog).
melakukan kegiatan


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,
Melakukan teks
2. lisan fungsional Tes Lisan Membuat dialog Give your responses
pendek sederhana orally based on the
(misalnya situations below!
pengumuman,
Mempresentasikan
teks lisan Presentasi Listen carefully and
3 fungsional pendek Tes Lisan individual then identify the
sederhana goal, mate-rials
(misalnya needed and steps
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

Nama Sekolah :
Topik Pembelajaran : Procedure
Pertemuan Ke :
Mendengarkan
3. Memahami makna teks fungsional pendek dan teks monolog sederhana berbentuk
recount, narrative dan procedure dalam konteks kehidupan sehari-hari.
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.

Nilai Budaya Dan
Karakter Bangsa
 Menjawab pertanyaan teks monolog sederhana Religius, jujur, toleransi, disiplin, kerja keras,
berbentuk procedure mandiri, demokratis, rasa ingin tahu,
 Melakukan teks monolog lisan berbentuk procedure semangat kebangsaan, cinta tanah air,
 Mempresentasikan teks monolog lisan berbentuk menghargai prestasi, bersahabat, cinta
procedure damai, gemar membaca, peduli 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)
pertanyaan teks monolog siswa diberi tugas untuk kegiatan terkait dengan
sederhana berbentuk melakukan hal-hal berikut, dan wacana berbentuk naratif di
procedure. melaporkan setiap kegiatan luar tugas tatap muka dan
 Membahas unsur dan kepada guru, a.l. tentang terstruktur yang diberikan
langkah retorika dalam tempat, siapa saja yang guru.
pertanyaan teks monolog datang, kesulitan yang  Siswa mengumpulkan setiap
sederhana berbentuk dihadapi. hasil kerja dalam portofolio,
procedure.  Bertanya jawab tentang isi dan melaporkan hal-hal yang
 Membahas ciri-ciri cerita (karakter, setting, plot) sudah diperoleh serta
leksikogramatika. yang sudah dibaca, ditonton, kesulitan yang dihadapi
 Membacakan cerita kepada dan/atau didengar dengan secara rutin kepada guru.
kelompok atau kelas kelompok belajarnya
(monolog).  Membahas unsur dan langkah
 Menceritakan kembali retorika dalam teks naratif.
cerita kepada kelompok  Membahas ciri-ciri
atau kelas (monolog). leksikogramatika.
 Membahas kesulitan yang  Membacakan cerita kepada
dihadapi siswa dalam kelompok (monolog).
melakukan kegiatan  Menceritakan kembali cerita
terstruktur dan mandiri. 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
2. Melakukan teks Tes Lisan Membuat dialog Give your responses

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
Nama Sekolah :
Pertemuan Ke :
Mendengarkan
2 Memahami makna teks fungsional pendek dan teks monolog sederhana berbentuk recount,
narrative dan procedure dalam konteks kehidupan sehari-hari.
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.

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

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)
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
2. Melakukan teks Tes Lisan Membuat dialog Give your responses

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

Nama Sekolah :
Pertemuan Ke :
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.

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

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.


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

.
Nama Sekolah :
Topik Pembelajaran : recount
Pertemuan Ke :
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
Nilai Budaya Dan
Karakter Bangsa
 Mengidentifikasi makna dalam teks recount Religius, jujur, toleransi, disiplin, kerja keras,
recount semangat kebangsaan, cinta tanah air,
 Membaca nyaring teks recount menghargai prestasi, bersahabat, cinta
 Menulis teks berbentuk recount . damai, gemar membaca, peduli lingkungan,
 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)
recount. melaporkan setiap kegiatan luar tugas tatap muka dan
recount.  Bertanya jawab tentang isi dan melaporkan hal-hal yang
 Menceritakan kembali retorika dalam teks recount.


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

Nama Sekolah :
Topik Pembelajaran : recount
Pertemuan Ke :
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

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

 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.
recount. melaporkan setiap kegiatan luar tugas tatap muka dan
recount.  Bertanya jawab tentang isi dan melaporkan hal-hal yang
 Menceritakan kembali retorika dalam teks recount.
3 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

Nama Sekolah :
Topik Pembelajaran : Narrative
Pertemuan Ke :
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.

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

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 Declining an Invitation

Invitation
 Would you like to ....  That's very kind of  I'm very sorry, I don'
 I'd very much like you.  think I can.
you to ....  We'd very much  I'd like to, but ....
 We should be like  I'm afraid I've
pleased/delighted if  to ....  already promised ....
you could ....  What a delightful  Thank you for asking
 Would you care to .... idea. me, but ....
 You will ... won't  With the greatest  Unfortunately, I
you?  pleasure. can't…
 Thank you very
much
 for inviting me.
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  I'd like to love to
to .... come.
 You must come  All right (then).
to ....
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 berbagai
cerita (karakter, setting, siswa diberi tugas untuk kegiatan terkait dengan
plot) yang sudah dibaca, melakukan hal-hal berikut, dan wacana berbentuk naratif di
ditonton, dan/atau melaporkan setiap kegiatan luar tugas tatap muka dan
didengar. kepada guru, a.l. tentang terstruktur yang diberikan
 Membahas nilai-nilai yang tempat, siapa saja yang guru.
terkandung dalam cerita, datang, kesulitan yang  Siswa mengumpulkan setiap
sikap dan perilaku para dihadapi. hasil kerja dalam portofolio,
tokoh.  Bertanya jawab tentang isi dan melaporkan hal-hal yang
 Membahas unsur dan cerita (karakter, setting, plot) sudah diperoleh serta
langkah retorika dalam yang sudah dibaca, ditonton, kesulitan yang dihadapi
teks naratif. dan/atau didengar dengan secara rutin kepada guru.
 Membahas ciri-ciri kelompok belajarnya
leksikogramatika.  Membahas nilai-nilai yang
 Nonton film terkandung dalam cerita, sikap
 Mendengarkan cerita dan perilaku para tokoh.
(secara langsung atau  Membahas unsur dan langkah
dengan media elektronik). retorika dalam teks naratif.
 Membacakan cerita kepada 
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

Nama Sekolah :
Pertemuan Ke :
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

Nilai Budaya Dan
Karakter Bangsa
 Merespon teks monolog sederhana
berbentuk narrative Religius, jujur, toleransi, disiplin, kerja
 Melakukan teks monolog lisan berbentuk keras, mandiri, demokratis, rasa ingin
narrative tahu, semangat kebangsaan, cinta 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
 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).


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

Nama Sekolah :
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
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.

Nilai Budaya Dan
Karakter Bangsa
 Merespon wacana monolog report Religius, jujur, toleransi, disiplin, kerja
keras, mandiri, demokratis, rasa ingin
tahu, semangat kebangsaan, cinta tanah
 Menulis monolog berbentuk report lingkungan, peduli sosial, tanggung jawab,
mandiri

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


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
SILABUS

Inggris
Nama Guru :
NIKY :
Sekolah :
Nama Sekolah :
Pertemuan Ke : 1
Alokasi Waktu : 2 x 45 menit
Mendengarkan
B. Kompetensi Dasar
7.1. Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal
(bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima yang
menggunakan ragam bahasa lisan sederhana dalam berbagai konteks kehidupan sehari-
hari dan melibatkan tindak tutur: berterima kasih, memuji, dan mengucapkan selamat.

Nilai Budaya Dan
Karakter Bangsa
 Mengidentifikasi kata yang didengar Religius, jujur, toleransi, disiplin, kerja keras,
 Mengidentifikasi makna kata mandiri, demokratis, rasa ingin tahu,
 Mengidentifikasi hubungan antar pembicara
menghargai prestasi, bersahabat, cinta
 Mengidentifikasi makna tindak tutur berterima kasih damai, gemar membaca, peduli lingkungan,
 Merespon tindak tutur berterima kasih peduli sosial, tanggung jawab, mandiri
 Mengidentifikasi makna tindak tutur memuji
 Merespon tindak tutur memuji
 Mengidentifikasi makna tindak tutur mengucapkan
selamat
 Merespon tindak tutur mengucapkan
 selamat
 Mengidentifikasi konteks situasi

- 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)
 Siswa dapat mengidentifikasi kata yang didengar
 Siswa dapat mengidentifikasi makna kata
 Siswa dapat mengidentifikasi hubungan antar pembicara
 Siswa dapat mengidentifikasi makna tindak tutur berterima kasih
 Siswa dapat merespon tindak tutur berterima kasih
 Siswa dapat mengidentifikasi makna tindak tutur memuji
 Siswa dapat merespon tindak tutur memuji
 Siswa dapat mengidentifikasi makna tindak tutur mengucapkan selamat
 Siswa dapat merespon tindak tutur mengucapkan selamat
 Siswa dapat mengidentifikasi konteks situasi
E. Materi Pokok
Responding to expressions of congratulating and complimenting.
No. Words Exspressions

1. great You look great!
2. charming What a charming dress!
3. fantastic That's a very fantastic!
4. congratulate I must congratulate you!
5. terrific Nice to meet you
6. farewell See you later
7. achievements Terrific. Well done!
8. extremely How extremely nice of
Three-phase technique
 Siswa mampu Siswa menganalisa kata yang Siswa mengetahui dan menghafal
mengidentifikasi kata yang didengar, makna kata, hubungan kata yang didengar, makna kata,
didengar, makna kata, antar pembicara, makna tindak hubungan antar pembicara,
hubungan antar tutur berterima kasih, makna tindak makna tindak tutur berterima
pembicara, makna tindak tutur memuji, makna tindak tutur kasih, makna tindak tutur memuji,
tutur berterima kasih, mengucapkan selamat, dan konteks makna tindak tutur mengucapkan
makna tindak tutur situasi selamat, dan konteks situasi
memuji, makna tindak
tutur mengucapkan
selamat, dan konteks
situasi


Eksplorasi
 Memberikan stimulus berupa pemberian materi teks kata yang didengar, makna kata,
hubungan antar pembicara, makna tindak tutur berterima kasih, makna tindak tutur memuji,
makna tindak tutur mengucapkan selamat, dan konteks situasi.
 Mendiskusikan materi bersama siswa (Buku : Bahan Ajar Bahasa Inggris mengenai kata
yang didengar, makna kata, hubungan antar pembicara, makna tindak tutur berterima kasih,
makna tindak tutur memuji, makna tindak tutur mengucapkan selamat, dan konteks situasi.
mempresentasikan berbagai teks kata yang didengar, makna kata, hubungan antar pembicara,
makna tindak tutur berterima kasih, makna tindak tutur memuji, makna tindak tutur
mengucapkan selamat, dan konteks situasi.
kata yang didengar, makna kata, hubungan antar pembicara, makna tindak tutur berterima kasih,
Elaborasi
 Membiasakan siswa berbagai teks lisan fungsional pendek berupa kata yang didengar, makna
kata, hubungan antar pembicara, makna tindak tutur berterima kasih, makna tindak tutur memuji,
Konfirmasi
buku lain.
dilakukan.
teks kata yang didengar, makna kata, hubungan antar pembicara, makna tindak tutur berterima
kasih, makna tindak tutur memuji, makna tindak tutur mengucapkan selamat, dan konteks situasi.

 Siswa diminta membuat rangkuman dari materi teks kata yang didengar, makna kata,
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi teks kata yang didengar,
makna kata, hubungan antar pembicara, makna tindak tutur berterima kasih, makna tindak tutur
memuji, makna tindak tutur mengucapkan selamat, dan konteks situasi.
- Developing English Competencies for Grade X Senior High School (SMA/MA)
- Tape
- Kamus
- Kaset/CD
- Tape/CD Player
- OHP/LCD
- Foto/ Poster
- Gambar
- Koran berbahasa Inggris
- Majalah
I. Penilaian
 Teknik : Tugas individu, Kuis, Ulangan harian.
 Bentuk Instrumen : Tertulis uraian singkat dan pilihan ganda, Lisan.
Contoh Instrumen :
Answer these questions orally.
1. Have your ever got any achievements in your life?

2. What was the best achievement you got?
3. How did you feel when you got an achievement?
4. How did people respond to your achievement? Did they congratulate you?
5. What do you say when you want to congratulate someone?
6. How do you respond to someone congratulations?
7. What do you say when you want to compliment someone?
8. How do you respond to someone compliment?

Nama Sekolah :
Pertemuan Ke : 2
Mendengarkan
B. Kompetensi Dasar
7.2 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal
hari dan melibatkan tindak tutur: menyatakan rasa terkejut, menyatakan rasa tak
percaya, serta menerima undangan, tawaran, dan ajakan.

Nilai Budaya Dan
Karakter Bangsa
 Mengidentifikasi makna tindak tutur menyatakan Religius, jujur, toleransi, disiplin, kerja keras,
rasa terkejut mandiri, demokratis, rasa ingin tahu, semangat
 Merespon tindak tutur menyatakan rasa terkejut kebangsaan, cinta tanah air, menghargai
prestasi, bersahabat, cinta damai, gemar
 Mengidentifikasi makna tindak tutur menyatakan
membaca, peduli lingkungan, peduli sosial,
rasa tak percaya
tanggung jawab, mandiri
 Merespon tindak tutur menyatakan rasa tak
percaya.
 Mengidentifikasi makna tindak tutur menyetujui
undangan, tawaran, ajakan.
 Merespon tindak tutur menyetujui undangan,
tawaran, ajakan.

 Siswa dapat mengidentifikasi makna tindak tutur menyatakan rasa terkejut
 Siswa dapat merespon tindak tutur menyatakan rasa terkejut
 Siswa dapat mengidentifikasi makna tindak tutur menyatakan rasa tak percaya
 Siswa dapat merespon tindak tutur menyatakan rasa tak percaya.
 Siswa dapat mengidentifikasi makna tindak tutur menyetujui undangan, tawaran, ajakan.
 Siswa dapat merespon tindak tutur menyetujui undangan, tawaran, ajakan.
E. Materi Pokok
Responding to expressions of congratulating and complimenting
Responding to narrative texts
Siswa mampu Siswa mampu menganalisa Siswa mampu mengerti dan

mengidentifikasi dan makna tindak tutur menyatakan menghafal makna tindak tutur
merespon makna tindak tutur rasa terkejut, rasa tak percaya, menyatakan rasa terkejut, rasa
menyatakan rasa terkejut, menyetujui undangan, tawaran, tak percaya, menyetujui
rasa tak percaya, menyetujui ajakan. undangan, tawaran, ajakan.


Eksplorasi
 Memberikan stimulus berupa pemberian materi merespon makna tindak tutur menyatakan
rasa terkejut, rasa tak percaya, menyetujui undangan, tawaran, ajakan.
merespon makna tindak tutur menyatakan rasa terkejut, rasa tak percaya, menyetujui
mempresentasikan berbagai merespon makna tindak tutur menyatakan rasa terkejut, rasa
tak percaya, menyetujui undangan, tawaran, ajakan.
tindak tutur merespon makna tindak tutur menyatakan rasa terkejut, rasa tak percaya,
menyetujui undangan, tawaran, ajakan.
Elaborasi
 Membiasakan siswa berbagai teks lisan fungsional pendek merespon makna tindak tutur
menyatakan rasa terkejut, rasa tak percaya, menyetujui undangan, tawaran, ajakan.
Konfirmasi
buku lain.
dilakukan.

 Siswa diminta membuat rangkuman dari materi merespon makna tindak tutur menyatakan
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi merespon makna tindak
tutur menyatakan rasa terkejut, rasa tak percaya, menyetujui undangan, tawaran, ajakan.
- Tape
- Kamus
- Kaset/CD
- Tape/CD Player
- OHP/LCD
- Foto/ Poster
- Gambar
- Majalah
I. Penilaian
Contoh Instrumen :
Listen to the tape and choose the best response from the expressions you hear.
For example:
You will hear : My sister got a car accident last night.
The best response is ….
a. Oh really? It is nice to hear that.
b. Oh really? I'm sorry to hear that.
The correct response is (b) Oh really? I'm sorry to hear that.
1. a. Oh, that's good news.

b. Oh, that's bad news.
2. a. How terrible!
b. I'm delighted to hear that.
3. a. Is that right? That's too bad.
b. Is that right? How nice! I'm happy with that.
4. a. I'm sorry to hear that.
b. How poor she is.
5. a. Oh really? That's too bad.
b. Oh really? That's great.

Nama Sekolah :
Pertemuan Ke : 3
Mendengarkan
8. Memahami makna dalam teks fungsional pendek dan monolog yang berbentuk
narrative, descriptive, dan news item sederhana dalam konteks kehidupan sehari-hari.
B. Kompetensi Dasar
8.1 Merespon makna yang terdapat dalam teks lisan fungsional pendek sederhana (misalnya
pengumuman, iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan
berterima dalam berbagai konteks kehidupan sehari-hari.

Nilai Budaya Dan
Karakter Bangsa
 Mengidentifikasi topik sebuah pengumuman lisan Religius, jujur, toleransi, disiplin, kerja keras,
 Mengidentifikasi informasi tertentu dari undangan mandiri, demokratis, rasa ingin tahu, semangat
lisan kebangsaan, cinta tanah air, menghargai
 Mengidentifikasi tujuan dari pengumuman yang
didengar.

 Siswa dapat mengidentifikasi topik sebuah pengumuman lisan
 Siswa dapat mengidentifikasi informasi tertentu dari undangan lisan
 Siswa dapat mengidentifikasi tujuan dari pengumuman yang didengar.
E. Materi Pokok

 Siswa mampu 4 Siswa mampu 5 Siswa mampu

mengidentifikasi topik menganalisa topik sebuah mengerjakan dan mengerti
sebuah pengumuman lisan, pengumuman lisan, undangan topik sebuah pengumuman
undangan lisan dan lisan dan pengumuman yang lisan, undangan lisan dan
pengumuman yang didengar. pengumuman yang didengar.
didengar.


Eksplorasi
 Memberikan stimulus berupa pemberian materi topik sebuah pengumuman lisan, undangan
lisan dan pengumuman yang didengar.
 Mendiskusikan materi bersama siswa (Buku : Bahan Ajar Bahasa Inggris mengenai topik
sebuah pengumuman lisan, undangan lisan dan pengumuman yang didengar.
mempresentasikan berbagai topik sebuah pengumuman lisan, undangan lisan dan
pengumuman yang didengar.
topik sebuah pengumuman lisan, undangan lisan dan pengumuman yang didengar.
Elaborasi
 Membiasakan siswa berbagai topik pengumuman lisan, undangan lisan dan pengumuman
yang didengar.
Konfirmasi
buku lain.
dilakukan.

 Siswa diminta membuat rangkuman dari materi topik sebuah pengumuman lisan, undangan
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi topik sebuah pengumuman
lisan, undangan lisan dan pengumuman yang didengar.
- Tape
- Kamus
- Kaset/CD
- Tape/CD Player
- OHP/LCD
- Foto/ Poster
- Gambar
- Majalah
I. Penilaian
Contoh Instrumen :

.
Nama Sekolah :
Pertemuan Ke : 4
Mendengarkan
B. Kompetensi Dasar
8.2. Merespon makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan
secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks
berbentuk; narrative, descriptive, dan news item.

Nilai Budaya Dan
Karakter Bangsa
 Mengidentifikasi main idea dari teks yang didengar Religius, jujur, toleransi, disiplin, kerja keras,
 Mengidentifikasi tokoh dari cerita yang didengar mandiri, demokratis, rasa ingin tahu, semangat
kebangsaan, cinta tanah air, menghargai
 Mengidentifikasi kejadian dalam teks yang didengar
 Mengidentifikasi ciri-ciri dari benda/orang yang membaca, peduli lingkungan, peduli sosial,
dideskripsikan tanggung jawab, mandiri
 Mengidentifikasi inti berita yang didengar
 Mengidentifikasi sumber berita yang didengar

 Siswa dapat mengidentifikasi main idea dari teks yang didengar
 Siswa dapat mengidentifikasi tokoh dari cerita yang didengar
 Siswa dapat mengidentifikasi kejadian dalam teks yang didengar
 Siswa dapat mengidentifikasi ciri-ciri dari benda/orang yang dideskripsikan
 Siswa dapat mengidentifikasi inti berita yang didengar
 Siswa dapat mengidentifikasi sumber berita yang didengar
E. Materi Pokok
 Pendekatan : Contextual Teaching and Learning (CTL)
 Strategi Pembelajaran : Cooperative Learning
Siswa mampu Siswa mampu menganalisa main Siswa mampu mengerjakan dan
mengidentifikasi main idea idea dari teks, tokoh dari cerita, mengerti main idea dari teks,
dari teks, tokoh dari cerita, kejadian, ciri-ciri dari benda/orang tokoh dari cerita, kejadian, ciri-
kejadian, ciri-ciri dari yang dideskripsikan dan yang ciri dari benda/orang yang
benda/orang yang didengar. dideskripsikan dan yang
dideskripsikan dan yang didengar.
didengar.


Eksplorasi
 Memberikan stimulus berupa pemberian materi main idea dari teks, tokoh dari cerita,
kejadian, ciri-ciri dari benda/orang yang dideskripsikan dan yang didengar.
 Mendiskusikan materi bersama siswa (Buku : Bahan Ajar Bahasa Inggris mengenai main
idea dari teks, tokoh dari cerita, kejadian, ciri-ciri dari benda/orang yang dideskripsikan
dan yang didengar.
 Memberikan kesempatan pada siswa mengkomunikasikan secara lisan atau
mempresentasikan main idea dari teks, tokoh dari cerita, kejadian, ciri-ciri dari benda/orang
yang dideskripsikan dan yang didengar..
main idea dari teks, tokoh dari cerita, kejadian, ciri-ciri dari benda/orang yang
Elaborasi
 Membiasakan siswa berbagai main idea dari teks, tokoh dari cerita, kejadian, ciri-ciri dari
benda/orang yang dideskripsikan dan yang didengar.
Konfirmasi
buku lain.
dilakukan.

 Siswa diminta membuat rangkuman dari materi main idea dari teks, tokoh dari cerita,
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi teks lisan fungsional
pendek main idea dari teks, tokoh dari cerita, kejadian, ciri-ciri dari benda/orang yang
- Tape
- Kamus
- Kaset/CD
- Tape/CD Player
I. Penilaian
Contoh Instrumen :
Create a dialogue based on the following situations, using the expressions given in 'What to
Say'.
 Your best friend has passed his exam and he gets a good mark.
 Your relative is going abroad for studying.
 Your brother has done excellent job.
 Your teacher is honoured with the "Teacher of the month" title.
Nama Sekolah :
Pertemuan Ke : 5
Berbicara
9 Mengungkapkan makna dalam percakapan transaksional dan interpersonal dalam
konteks kehidupan sehari-hari.
B. Kompetensi Dasar
9.1 Mengungkap-kan makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima
dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-

Nilai Budaya Dan
Karakter Bangsa
 Menggunakan tindak tutur berterima kasih Religius, jujur, toleransi, disiplin, kerja keras,
 Merespon tindak tutur berterima kasih mandiri, demokratis, rasa ingin tahu, semangat
 Menggunakan tindak tutur memuji
 Merespon tindak tutur memuji membaca, peduli lingkungan, peduli sosial,
 Menggunakan tindak tutur mengucapkan selamat tanggung jawab, mandiri
 Merespon tindak tutur mengucapkan selamat

 Siswa dapat menggunakan tindak tutur berterima kasih
 Siswa dapat menggunakan tindak tutur memuji
 Siswa dapat menggunakan tindak tutur mengucapkan selamat
E. Materi Pokok
Congratulate and compliment others; &
Perform a monologue of narrative texts.
Exspressions Situations
 What a nice dress!  You compliment someone on their

 You look great! appearance.
 You're looking glamorous.  You say nice thing about your friends' dress.
 Congratulations!  Your colleague is very fashionable and well
 Well, Done! dress.
 Thank you very much for your compliment.  Your friend has just passed an important
exam.
 Your brother have got an award.
 You give response to your friend
compliment/congratulation.
didengar.

- Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas
(nilai yang ditanamkan: santun, peduli)
Eksplorasi
dan yang didengar.
mempresentasikan berbagai main idea dari teks, tokoh dari cerita, kejadian, ciri-ciri dari
Elaborasi
 Membiasakan siswa berbagai teks lisan fungsional pendek berupa main idea dari teks,
tokoh dari cerita, kejadian, ciri-ciri dari benda/orang yang dideskripsikan dan yang
didengar.
Konfirmasi
buku lain.
dilakukan.

 Siswa diminta membuat rangkuman dari materi teks lisan fungsional pendek berupa main
dan yang didengar.
pendek berupa main idea dari teks, tokoh dari cerita, kejadian, ciri-ciri dari benda/orang
yang dideskripsikan dan yang didengar.
Developing English Competencies for Grade X Senior High School (SMA/MA)
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Koran berbahasa Inggris
Majalah
I. Penilaian
Contoh Instrumen :
Look at the picture and answer the questions.
1. What do you see in the picture?

2. What are they doing?
3. How do you congratulate anyone and give compliment in your culture?
4. On what occasions do people usually congratulate or compliment each other?
5. Mention some expressions of congratulating and giving complement.
Nama Sekolah :
Pertemuan Ke : 6
Berbicara
B. Kompetensi Dasar
9.2. Mengungkap-kan makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosiali-sasi) resmi dan tak resmi secara akurat, lancar dan berterima

Nilai Budaya Dan
Karakter Bangsa
 Menggunakan tindak tutur menyatakan rasa Religius, jujur, toleransi, disiplin, kerja keras,
terkejut mandiri, demokratis, rasa ingin tahu, semangat
 Menggunakan tindak tutur menyatakan rasa tak
percaya
percaya
 Menggunakan tindak tutur menerima undangan

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).
 Siswa dapat menggunakan tindak tutur menyatakan rasa terkejut
 Siswa dapat menggunakan tindak tutur menyatakan rasa tak percaya
 Siswa dapat merespon tindak tutur menyatakan rasa tak percaya
 Siswa dapat menggunakan tindak tutur menerima undangan
E. Materi Pokok
 It's really great. I'm so happy.

 I'm delighted to hear that.
 It gives me a great pleasure.
 What a nice news. It makes me happy.
 I'm really sorry to hear that!
 Oh that's awful. What a shame.
 Are you fine?
 Oh dear. I know how it feels.
 Please accept my condolences!
 What a terrible situation for you.
Siswa mampu menggunakan Siswa mampu menganalisa Siswa mampu mengerjakan dan
dan merespon tindak tutur menggunakan dan merespon mengerti menggunakan dan
menyatakan rasa terkejut dan tindak tutur menyatakan rasa merespon tindak tutur
menerima undangan. terkejut dan menerima menyatakan rasa terkejut dan
undangan. menerima undangan.


Eksplorasi
 Memberikan stimulus berupa pemberian materi tindak tutur menyatakan rasa terkejut dan
menerima undangan.
 Mendiskusikan materi bersama siswa (Buku : Bahan Ajar Bahasa Inggris mengenai tindak
tutur menyatakan rasa terkejut dan menerima undangan.
mempresentasikan berbagai tindak tutur menyatakan rasa terkejut dan menerima
undangan.
Elaborasi
 Membiasakan siswa berbagai teks lisan fungsional pendek berupa tindak tutur menyatakan
rasa terkejut dan menerima undangan.
Konfirmasi
buku lain.
dilakukan.
tindak tutur menyatakan rasa terkejut dan menerima undangan.

 Siswa diminta membuat rangkuman dari materi teks lisan fungsional pendek berupa tindak
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi tindak tutur menyatakan
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
X : I haven't met John for three days. What happened to him?
Y : He was sent to the hospital because of his sickness.
X : Oh, poor John. I hope he'll be better soon. The italicised sentence is used to
express ..............
a. pleasure
b. agreement
c. sympathy
d. expectation
e. satisfaction

Nama Sekolah :
Pertemuan Ke : 7
Berbicara
10. Mengungkapkan makna dalam teks fungsional pendek dan monolog sederhana
berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari.
B. Kompetensi Dasar
10.1. Mengungkap-kan makna dalam bentuk teks lisan fungsional pendek (misalnya
pengumuman, iklan, undangan dll.) resmi dan tak resmi dengan menggunakan ragam
bahasa lisan sederhana dalam berbagai konteks kehidupan sehari-hari.

Nilai Budaya Dan
Karakter Bangsa
 Memberi pengumuman lisan Religius, jujur, toleransi, disiplin, kerja keras,

 Menyampaikan undangan lisan mandiri, demokratis, rasa ingin tahu, semangat
 Melakukan monolog untuk mengiklankan
sesuatu
 Menggunakan bahasa lisan tanggung jawab, mandiri

 Siswa dapat memberi pengumuman lisan
 Siswa dapat menyampaikan undangan lisan
 Siswa dapat melakukan monolog untuk mengiklankan sesuatu
 Siswa dapat menggunakan bahasa lisan
E. Materi Pokok
Siswa dapat membuat dan Siswa mampu menganalisa Siswa mampu mengerjakan dan
menggunakan pengumuman pengumuman lisan, monolog mengerti pengumuman lisan,
lisan, monolog untuk untuk mengiklankan sesuatu monolog untuk mengiklankan
mengiklankan sesuatu dengan dengan bahasa lisan dan sesuatu dengan bahasa lisan
bahasa lisan dan melakukan melakukan teks monolog lisan dan melakukan teks monolog
teks monolog lisan berbentuk berbentuk narrative lisan berbentuk narrative
narrative


Eksplorasi
 Memberikan stimulus berupa pemberian materi pengumuman lisan, monolog untuk
mengiklankan sesuatu dengan bahasa lisan dan melakukan teks monolog lisan berbentuk
narrative.
pengumuman lisan, monolog untuk mengiklankan sesuatu dengan bahasa lisan dan
melakukan teks monolog lisan berbentuk narrative.
mempresentasikan berbagai teks lisan fungsional pendek berupa pengumuman lisan,
monolog untuk mengiklankan sesuatu dengan bahasa lisan dan melakukan teks monolog
lisan berbentuk narrative.
Elaborasi
 Membiasakan siswa berbagai teks lisan fungsional pendek berupa pengumuman lisan,
Konfirmasi
buku lain.
dilakukan.

 Siswa diminta membuat rangkuman dari materi teks lisan fungsional pendek berupa
pendek berupa Pengumuman Kematian dengan tindak tutur: mengingat kejadian tertentu.
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
Answer the following questions.
1. What do you know about storytelling?

2. Did you ever tell a story to your friend?
3. If yes, what was the story about?
4. What can you get from a story?

Nama Sekolah :
Pertemuan Ke : 8
Berbicara
B. Kompetensi Dasar
10.2. Mengungkap-kan makna dalam teks monolog sederhana dengan menggunakan ragam
bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari
dalam teks berbentuk: narrative, descriptive, dan news item.

Nilai Budaya Dan
Karakter Bangsa
 Menggunakan kalimat simple present dalam Religius, jujur, toleransi, disiplin, kerja keras,
mendeskripsikan benda atau orang mandiri, demokratis, rasa ingin tahu, semangat
 Melakukan monolog untuk menyampaikan kebangsaan, cinta tanah air, menghargai
sebuah berita prestasi, bersahabat, cinta damai, gemar
 Melakukan monolog untuk menyampaikan
sebuah deskripsi
 Bercerita secara lisan
 Menjadi reporter
 Menjadi toryteller

Siswa dapat membuat dan menggunakan pengumuman lisan, monolog untuk mengiklankan
sesuatu atau sebuah berita, menyampaikan sebuah deskripsi , bercerita, menjadi reporter ,
toryteller dengan bahasa lisan.
Siswa dapat melakukan teks monolog lisan berbentuk narrative.
E. Materi Pokok
lisan, monolog untuk untuk mengiklankan sesuatu atau monolog untuk mengiklankan
mengiklankan sesuatu atau sebuah berita, menyampaikan sesuatu atau sebuah berita,
sebuah berita, sebuah deskripsi , bercerita, menyampaikan sebuah deskripsi
menyampaikan sebuah menjadi reporter , toryteller , bercerita, menjadi reporter ,
deskripsi , bercerita, menjadi dengan bahasa lisan dan toryteller dengan bahasa lisan
reporter , toryteller dengan melakukan teks monolog lisan dan melakukan teks monolog
bahasa lisan dan melakukan berbentuk narrative. lisan berbentuk narrative.
teks monolog lisan berbentuk
narrative.


Eksplorasi
 Memberikan stimulus berupa pemberian materi teks lisan fungsional pendek berupa
Pengumuman Kematian dengan tindak tutur: mengingat kejadian tertentu.
tutur: berkenalan, bertemu dan berpisah.
mempresentasikan berbagai teks lisan fungsional pendek berupa Pengumuman Kematian
dengan tindak tutur: mengingat kejadian tertentu.
Elaborasi
 Membiasakan siswa berbagai teks lisan fungsional pendek berupa Pengumuman Kematian
Konfirmasi
buku lain.
dilakukan.
teks lisan fungsional pendek berupa Pengumuman Kematian dengan tindak tutur:
mengingat kejadian tertentu.

Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
Work in pairs and make a dialogue based on the following situations. Use the expressions
and responses you have learned.
 You introduce yourself to a new neighbour and ask him/her to come to your house.
 You meet a new classmate at school. Ask his/her name, hometown and address.
 You introduce yourself to a new English teacher in the classroom.
 Your brother/sister brings his/her friends to the house. Introduce yourself to them.
 When you are going shopping with your father, you meet your father's friend. Introduce yourself
to him/ her.

Nama Sekolah :
Pertemuan Ke : 10
Membaca
11. Memahami makna teks fungsional pendek dan esei sederhana berbentuk narrative,
descriptive dan news item dalam konteks kehidupan sehari-hari dan untuk mengakses
ilmu pengetahuan.
B. Kompetensi Dasar
11.1. Merespon makna dalam teks fungsional pendek (misalnya pengumuman, iklan,
undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima yang
menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari.

Nilai Budaya Dan
Karakter Bangsa
 Membaca nyaring bermakna wacana ragam Religius, jujur, toleransi, disiplin, kerja keras,
tulis yang di bahas dengan ucapan dan mandiri, demokratis, rasa ingin tahu, semangat
intonasi yang benar kebangsaan, cinta tanah air, menghargai
 Mengidentifikasi topik dari teks yang dibaca prestasi, bersahabat, cinta damai, gemar
 Mengidentifikasi informasi tertentu

6 Siswa dapat membaca nyaring bermacam wacana ragam tulis yang di bahas dengan ucapan
dan intonasi yang benar, mengidentifikasi topik dari teks yang dibaca dan informasi tertentu.
E. Materi Pokok
Identify factual meaning in the texts;
Identify the structure of narrative texts;
Reading and understanding narrative texts.
The Legend of Beowulf
Once upon a time, there was a horrible monster called Grendel. He was half-man and half-
monster. He lived in Denmark. One day, he went to the King's castle. The king and his men tried to kill
the monster but their swords were useless. A knight called Beowulf heard about the problem and went to
Denmark to help the king.
That night, Beowulf and his men took off their armour and put away their swords and went to
sleep. The monster came into the castle and killed a knight. Beowulf woke up and fought the monster-he
pulled off an arm! Grendel went back to his home in a lake and died. Grendel's mother was very angry
and the next night she went to the castle and killed a knight.
In the morning, Beowulf went to the lake. He killed Grendel's mother with a special sword. When
he came back, the king was very happy and he gave Beowulf presents and money.
Beowulf went back to his country and became a king. He was king for fifty years. But one day, a
dragon came to his country, and it attacked people. It lived in a cave with treasure. The dragon was very
big and breathed fire. The knights were afraid and they did not want to fight the dragon. King Beowulf
was an old man but he put on his armour again and went to the dragon's cave with his men. …
Taken from Opportunities Elementary, 2003
Announcement
The Niagara Branch of the Canadian Authors Association is pleased to announce the finalists of our
Ten Stories High Eighth Annual Short Story Competition. We would like to thank each and every one of
our entrants for making our contest such an ongoing success!
We will be officially launching our latest edition of Ten Stories High in the Mills Room at the Public
Library on Saturday, September 29 from 2 to 5 p.m. This gala event will feature readings by this year's
winning contestants as well as refreshments. We will also be offering copies of our anthology for sale at
that time.
The Niagara Branch of the Canadian Authors Association wishes to congratulate the winners of our
Ten Stories High Eighth Annual Short Story Competition. Our top ten winners are:
First Prize
Colette Maitland
"Until Death Do We Part"
Second Prize
Ruth Taylor
"At the Corner of Petapa and Thirty-first"
Third Prize
Alison McCabe
"Until Recently"
Once again, we wish to thank all the entrants who participated in our contest this year and
congratulations to our winners!
Taken from www.canauthorsniagara.org
Siswa dapat membaca nyaring Siswa mampu menganalisa Siswa mampu mengerjakan dan
bermacam wacana ragam tulis bermacam wacana ragam tulis mengerti bermacam wacana
yang di bahas dengan yang di bahas dengan ucapan ragam tulis yang di bahas
ucapan dan intonasi yang dan intonasi yang benar, dengan ucapan dan intonasi
benar, mengidentifikasi topik mengidentifikasi topik dari teks yang benar, mengidentifikasi
dari teks yang dibaca dan yang dibaca dan informasi topik dari teks yang dibaca dan
informasi tertentu. tertentu. informasi tertentu


Eksplorasi
 Memberikan stimulus berupa pemberian materi mengenai cara membaca nyaring
bermacam wacana ragam tulis yang di bahas dengan ucapan dan intonasi yang benar,
mengidentifikasi topik dari teks yang dibaca dan informasi tertentu.
 Mendiskusikan materi bersama siswa (Buku : Bahan Ajar Bahasa Inggris mengenai cara
membaca nyaring bermacam wacana ragam tulis yang di bahas dengan ucapan dan
intonasi yang benar, mengidentifikasi topik dari teks yang dibaca dan informasi tertentu.
mempresentasikan mengenai cara membaca nyaring bermacam wacana ragam tulis yang
di bahas dengan ucapan dan intonasi yang benar, mengidentifikasi topik dari teks yang
dibaca dan informasi tertentu. berhubungan dengan penyelesaian suatu soal.
cara membaca nyaring bermacam wacana ragam tulis yang di bahas dengan ucapan dan
Elaborasi
 Membiasakan siswa membaca nyaring bermacam wacana ragam tulis yang di bahas
dengan ucapan dan intonasi yang benar, mengidentifikasi topik dari teks yang dibaca dan
informasi tertentu.
Konfirmasi
buku lain.
dilakukan.
mengenai cara membaca nyaring bermacam wacana ragam tulis yang di bahas dengan
ucapan dan intonasi yang benar, mengidentifikasi topik dari teks yang dibaca dan informasi
tertentu.

 Siswa diminta membuat rangkuman dari materi mengenai cara membaca nyaring
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi mengenai cara membaca
nyaring bermacam wacana ragam tulis yang di bahas dengan ucapan dan intonasi yang
benar, mengidentifikasi topik dari teks yang dibaca dan informasi tertentu dari soal-soal
latihan yang belum terselesaikan di kelas .
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
Answer these questions.
1. What is the picture about?

2. Can you predict what the story is about?
3. Do you have a favourite folklore?
4. What is the title of the folklore?
5. Tell the class about it.

Nama Sekolah :
Pertemuan Ke : 12
Membaca
ilmu pengetahuan.
B. Kompetensi Dasar
11.2 Merespon makna dan langkah-langkah retorika dalam esei sederhana secara akurat,
lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu
pengetahuan dalam teks berbentuk narrative, descriptive, dan news item.

Nilai Budaya Dan
Karakter Bangsa
 Mengidentifikasi makna kata dalam teks yang Religius, jujur, toleransi, disiplin, kerja keras,
dibaca mandiri, demokratis, rasa ingin tahu, semangat
 Mengidentifikasi makna kalimat dalam teks kebangsaan, cinta tanah air, menghargai
yang dibaca prestasi, bersahabat, cinta damai, gemar
 Mengidentifikasi komplikasi dalam sebuah cerita
narasi
 Mengidentifikasi kejadian dalam teks yang
dibaca
 Mengidentifikasi ciri-ciri dari benda/orang yang
dideskripsikan
 Mengidentifikasi langkah-langkah retorika dari
teks
 Mengidentifikasi tujuan komunikasi teks dibaca

 Siswa dapat mengidentifikasi makna kata dalam teks yang dibaca
 Siswa dapat mengidentifikasi makna kalimat dalam teks yang dibaca
 Siswa dapat mengidentifikasi komplikasi dalam sebuah cerita narasi
 Siswa dapat mengidentifikasi kejadian dalam teks yang dibaca
 Siswa dapat mengidentifikasi langkah-langkah retorika dari teks
 Siswa dapat mengidentifikasi tujuan komunikasi teks dibaca
E. Materi Pokok
The Fox and the Crow
A crow, perched in a tree with a piece of cheese in his beak, attracted the eye and nose of a fox.
"If you can sing as prettily as you sit," said the fox, "then you are the prettiest singer within my scent and
sight." The fox hadread somewhere, and somewhere, and somewhere else, that praising the voice of a
crow with a cheese in his beak would make him drop the cheese and sing. But this is not what happened
to this particular crow in this particular case.
"They say you are sly and they say you are crazy," said the crow, having carefully removed the
cheese from his beak with the claws of one foot, "but you must be nearsighted as well. Warblers wear
gay hats and colored jackets and bright vest, and they are a dollar a hundred. I wear black and I am
unique.
"I am sure you are," said the fox, who was neither crazy nor nearsighted, but sly. "I recognize
you, now that I look more closely, as the most famed and talented of all birds, and I fain would hear you
tell about yourself, but I am hungry and must go."
"Tarry awhile," said the crow quickly, "and share my lunch with me." Whereupon he tossed the
cunning fox the lion's share of the cheese, andbegan to tell about himself. "A ship that sails without a
crow's nest sails to doom," he said. "Bars may come and bars may go, but crow bars last forever. I am
the pioneer of flight, I am the map maker. Last, but never least, my flight is known to scientists and
engineers, geometricians, and scholar, as the shortest distance between two points. Any two points," he
concluded arrogantly.
"Oh, every two points, I am sure," said the fox. "And thank you for the lion's share of what I
know you could not spare." And with this he trotted away into the woods, his appetite appeased, leaving
the hungry crow perched forlornly in the tree.
Taken from www.aesopfables.com
Siswa dapat mengindentifikasi Siswa mampu menganalisa Siswa mampu mengerjakan dan
makna kata dan kalimat makna kata dan kalimat dalam mengerti makna kata dan
dalam teks komplikasi dalam teks komplikasi dalam sebuah kalimat dalam teks komplikasi
sebuah cerita narasi, kejadian cerita narasi, kejadian dalam teks, dalam sebuah cerita narasi,
dalam teks, ciri-ciri dari ciri-ciri dari benda/orang yang kejadian dalam teks, ciri-ciri dari
benda/orang yang dideskripsikan, langkah-langkah benda/orang yang
dideskripsikan, langkah- retorika, tujuan komunikasi dari dideskripsikan, langkah-langkah
langkah retorika, tujuan teks yang dibaca, inti berita yang retorika, tujuan komunikasi dari
komunikasi dari teks yang didengar. teks yang dibaca, inti berita
dibaca, inti berita yang yang didengar.
didengar


Eksplorasi
 Memberikan stimulus berupa pemberian materi mengenai makna kata dan kalimat dalam
teks komplikasi dalam sebuah cerita narasi, kejadian dalam teks, ciri-ciri dari benda/orang
yang dideskripsikan, langkah-langkah retorika, tujuan komunikasi dari teks yang dibaca, inti
berita yang didengar.
 Mendiskusikan materi bersama siswa (Buku : Bahan Ajar Bahasa Inggris mengenai makna
kata dan kalimat dalam teks komplikasi dalam sebuah cerita narasi, kejadian dalam teks,
ciri-ciri dari benda/orang yang dideskripsikan, langkah-langkah retorika, tujuan komunikasi
dari teks yang dibaca, inti berita yang didengar.
mempresentasikan mengenai makna kata dan kalimat dalam teks komplikasi dalam sebuah
cerita narasi, kejadian dalam teks, ciri-ciri dari benda/orang yang dideskripsikan, langkah-
langkah retorika, tujuan komunikasi dari teks yang dibaca, inti berita yang didengar.
informasi tertentu. berhubungan dengan penyelesaian suatu soal.
makna kata dan kalimat dalam teks komplikasi dalam sebuah cerita narasi, kejadian dalam
teks, ciri-ciri dari benda/orang yang dideskripsikan, langkah-langkah retorika, tujuan
komunikasi dari teks yang dibaca, inti berita yang didengar.
Elaborasi
 Membiasakan siswa makna kata dan kalimat dalam teks komplikasi dalam sebuah cerita
narasi, kejadian dalam teks, ciri-ciri dari benda/orang yang dideskripsikan, langkah-langkah
retorika, tujuan komunikasi dari teks yang dibaca, inti berita yang didengar.
Konfirmasi
buku lain.
dilakukan.
mengenai makna kata dan kalimat dalam teks komplikasi dalam sebuah cerita narasi,
kejadian dalam teks, ciri-ciri dari benda/orang yang dideskripsikan, langkah-langkah

 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi mengenai makna kata dan
kalimat dalam teks komplikasi dalam sebuah cerita narasi, kejadian dalam teks, ciri-ciri dari
benda/orang yang dideskripsikan, langkah-langkah retorika, tujuan komunikasi dari teks
yang dibaca, inti berita yang didengar. dari soal-soal latihan yang belum terselesaikan di
kelas .
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
Read and study the story in Activity 5 once again. Then decide whether these statements are
true or false.
1. There are two main characters in the story.

2. The story probably took place in the jungle.
3. The fox had read somewhere that praising the voice of a crow with a cheese in his beak
would make him drop the cheese and sing.
4. The fox said that the crows are sly and crazy.
5. The fox recognise that the crow look more closely, as the most famed and talented of all
birds
6. Whereupon the crow tossed the cunning fox the crow's share of the cheese.
7. The fox is really arrogant. He is the map maker.
8. The crow's appetite appeased, leaving the hungry crow perched forlornly in the tree.

Nama Sekolah :
Pertemuan Ke : 13
Menulis
B. Kompetensi Dasar
12.1 Mengungkap-kan makna dalam bentuk teks tulis fungsional pendek (misalnya
berterima yang menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari.

Nilai Budaya Dan
Karakter Bangsa
 Menggunakan tata bahasa, kosa kata, tanda Religius, jujur, toleransi, disiplin, kerja keras,
baca, ejaan, dan tata tulis dengan akurat mandiri, demokratis, rasa ingin tahu, semangat
 Menulis gagasan utama kebangsaan, cinta tanah air, menghargai
 Mengelaborasi gagasan utama
 Membuat draft, merevisi, menyunting tanggung jawab, mandiri
 Menghasilkan teks fungsional pendek

 Siswa dapat menggunakan tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan
akurat
 Siswa dapat menulis gagasan utama
 Siswa dapat mengelaborasi gagasan utama
 Siswa dapat membuat draft, merevisi, menyunting
 Siswa dapat menghasilkan teks fungsional pendek
E. Materi Pokok
Develop paragraph of narrative texts;
Writing narrative texts.
The first important thing to remember about a narrative essay is that it tells a story.
The second important thing about a narrative essay is that the story should have a point. In
the final paragraph, the author should come to an important conclusion about the experience
that has just been described. For further steps in writing narrative,
visit www.infoplease.com
Siswa dapat menggunakan Siswa mampu menganalisa tata Siswa mampu mengerjakan dan
tata bahasa, kosa kata, tanda bahasa, kosa kata, tanda baca, mengerti tata bahasa, kosa
baca, ejaan, dan tata tulis ejaan, dan tata tulis dengan kata, tanda baca, ejaan, dan
dengan akurat, menulis akurat, menulis gagasan utama, tata tulis dengan akurat,
gagasan utama, mengelaborasi gagasan utama, menulis gagasan utama,
mengelaborasi gagasan membuat draft, merevisi, mengelaborasi gagasan utama,
utama, membuat draft, menyunting, menghasilkan teks membuat draft, merevisi,
merevisi, menyunting, fungsional pendek. menyunting, menghasilkan teks
menghasilkan teks fungsional fungsional pendek.
pendek.


Eksplorasi
 Memberikan stimulus berupa pemberian materi mengenai tata bahasa, kosa kata, tanda
baca, ejaan, dan tata tulis dengan akurat, menulis gagasan utama, mengelaborasi gagasan
utama, membuat draft, merevisi, menyunting, menghasilkan teks fungsional pendek.
 Mendiskusikan materi bersama siswa (Buku : Bahan Ajar Bahasa Inggris mengenai tata
bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat, menulis gagasan
utama, mengelaborasi gagasan utama, membuat draft, merevisi, menyunting,
menghasilkan teks fungsional pendek.
mempresentasikan mengenai tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis
dengan akurat, menulis gagasan utama, mengelaborasi gagasan utama, membuat draft,
merevisi, menyunting, menghasilkan teks fungsional pendek.. informasi tertentu.
berhubungan dengan penyelesaian suatu soal.
tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat, menulis gagasan
Elaborasi
 Membiasakan siswa membuat tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis
merevisi, menyunting, menghasilkan teks fungsional pendek..
Konfirmasi
buku lain.
dilakukan.
mengenai tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat, menulis
gagasan utama, mengelaborasi gagasan utama, membuat draft, merevisi, menyunting,

 Siswa diminta membuat rangkuman dari materi mengenai tata bahasa, kosa kata, tanda
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi mengenai tata bahasa,
kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat, menulis gagasan utama,
mengelaborasi gagasan utama, membuat draft, merevisi, menyunting, menghasilkan teks
fungsional pendek.
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
1. Have you ever written a story?
2. What do you do first when you write a story?
3. Have you ever written a fairy tale?
4. Are there any differences between writing fairy tales and ordinary short stories?

Nama Sekolah :
Pertemuan Ke : 14
Menulis
B. Kompetensi Dasar
12.2 Mengungkap-kan makna dan langkah retorika dalam esei sederhana secara akurat, lancar
dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative,
descriptive, dan news item.

Nilai Budaya Dan
Karakter Bangsa
 Menggunakan kalimat reported speech dalam Religius, jujur, toleransi, disiplin, kerja keras,
menyampaikan sebuah berita mandiri, demokratis, rasa ingin tahu, semangat
 Menggunakan kalimat simple present dalam kebangsaan, cinta tanah air, menghargai
membuat sebuah deskripsi prestasi, bersahabat, cinta damai, gemar
 Menggunakan adverbial clause dalam menulis
sebuah narasi
 Menghasilkan teks berbentuk news item
 Menghasilkan teks berbentuk narrative

 Siswa dapat menggunakan kalimat reported speech dalam menyampaikan sebuah berita
 Siswa dapat menggunakan kalimat simple present dalam membuat sebuah deskripsi
 Siswa dapat menggunakan adverbial clause dalam menulis sebuah narasi
 Siswa dapat menghasilkan teks berbentuk news item
 Siswa dapat menghasilkan teks berbentuk narrative
E. Materi Pokok
Siswa dapat menggunakan Siswa mampu menganalisa Siswa mampu mengerjakan dan
kalimat reported speech kalimat reported speech dalam mengerti kalimat reported
dalam menyampaikan sebuah menyampaikan sebuah berita, speech dalam menyampaikan
berita, kalimat simple present kalimat simple present dalam sebuah berita, kalimat simple
dalam membuat sebuah membuat sebuah deskripsi, present dalam membuat sebuah
deskripsi, adverbial clause adverbial clause dalam menulis deskripsi, adverbial clause dalam
dalam menulis sebuah narasi, sebuah narasi, teks berbentuk menulis sebuah narasi, teks
teks berbentuk news item,dan news item,dan narrative. berbentuk news item,dan
narrative. narrative.


Eksplorasi
 Memberikan stimulus berupa pemberian materi mengenai kalimat reported speech dalam
menyampaikan sebuah berita, kalimat simple present dalam membuat sebuah deskripsi,
adverbial clause dalam menulis sebuah narasi, teks berbentuk news item,dan narrative..
 Mendiskusikan materi bersama siswa (Buku : Bahan Ajar Bahasa Inggris mengenai kalimat
reported speech dalam menyampaikan sebuah berita, kalimat simple present dalam
membuat sebuah deskripsi, adverbial clause dalam menulis sebuah narasi, teks berbentuk
news item,dan narrative.
mempresentasikan mengenai kalimat reported speech dalam menyampaikan sebuah berita,
kalimat simple present dalam membuat sebuah deskripsi, adverbial clause dalam menulis
sebuah narasi, teks berbentuk news item,dan narrative.
kalimat reported speech dalam menyampaikan sebuah berita, kalimat simple present dalam
Elaborasi
 Membiasakan siswa membuat kalimat reported speech dalam menyampaikan sebuah
berita, kalimat simple present dalam membuat sebuah deskripsi, adverbial clause dalam
menulis sebuah narasi, teks berbentuk news item,dan narrative.
Konfirmasi
buku lain.
dilakukan.
mengenai kalimat reported speech dalam menyampaikan sebuah berita, kalimat simple
present dalam membuat sebuah deskripsi, adverbial clause dalam menulis sebuah narasi,
teks berbentuk news item,dan narrative.

 Siswa diminta membuat rangkuman dari materi mengenai kalimat reported speech dalam
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi mengenai kalimat reported
speech dalam menyampaikan sebuah berita, kalimat simple present dalam membuat
sebuah deskripsi, adverbial clause dalam menulis sebuah narasi, teks berbentuk news
item,dan narrative.
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
Change the following sentences into passive voice.
1. The cameraman takes the President's several times.

2. A fire melts the wax statue at the House of Wax.
3. My brother buys me this new computer game.
4. She writes the beautiful story of prince and princesses.
5. The firefighters helps a family from being trapped in a ruin.

Nama Sekolah :
Pertemuan Ke : 1
Mendengarkan
B. Kompetensi Dasar

Nilai Budaya Dan
Karakter Bangsa
selamat
 selamat

Orientasi ke masa depan (punya perspektif untuk masa depan)
E. Materi Pokok
Responding to expressions of gratitude
Responding to invitation
Responding to a monologue of a descriptive text
1. Language Functions
Expressing gratitude
a. Thank you very much.
b. Thanks a lot.
c. I really appreciate your ...
d. I'm very grateful to you for....
Accepting an invitation
a. I'd love to
b. I'd be delighted to.
c. That sounds a nice idea.
d. I'd be happy to accept
2. Genre
Descriptive
Function : to describe a particular person, place or thing.
Generic Structure
a. Identification : identifies phenomenon to be described.
b. Description : describes parts, qualities, characters.
 Siswa mampu 7 Siswa menganalisa kata 8 Siswa mengetahui dan

mengidentifikasi kata yang yang didengar, makna kata, menghafal kata yang didengar,
didengar, makna kata, hubungan antar pembicara, makna kata, hubungan antar
hubungan antar makna tindak tutur berterima pembicara, makna tindak tutur
pembicara, makna tindak kasih, makna tindak tutur berterima kasih, makna tindak
tutur berterima kasih, memuji, makna tindak tutur tutur memuji, makna tindak
makna tindak tutur mengucapkan selamat, dan tutur mengucapkan selamat,
memuji, makna tindak konteks situasi dan konteks situasi
tutur mengucapkan
situasi


Eksplorasi
Elaborasi
Konfirmasi
buku lain.
dilakukan.

Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
1. How do you respond to someone expressing gratitude?

2. Is it alright if you just say nothing?
Nama Sekolah :
Pertemuan Ke : 2
Mendengarkan
B. Kompetensi Dasar

Nilai Budaya Dan
Karakter Bangsa
rasa tak percaya
percaya.
tawaran, ajakan.

E. Materi Pokok
b. Thanks a lot.
a. I'd love to
2. Genre
Descriptive
Generic Structure



Eksplorasi
Elaborasi
Konfirmasi
buku lain.
dilakukan.

Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
Listen to the tape. You will hear some expressions.

Choose the best response for the expressions.
1. a. No, I won't.
b. Yes, I'd love to.
2. a. I'm sorry, I can't.
b. Thank you so much.
3. a. I'm very grateful to you.
b. How can I refuse?
4. a. I'd love to come.
b. You're great.
5. a. How can I thank you?
b. It doesn't matter.

Nama Sekolah :
Pertemuan Ke : 3
Mendengarkan
B. Kompetensi Dasar

Nilai Budaya Dan
Karakter Bangsa
didengar.

 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)
E. Materi Pokok
b. Thanks a lot.
a. I'd love to
2. Genre
Descriptive
Generic Structure
 Siswa mampu Siswa mampu menganalisa topik Siswa mampu mengerjakan dan
mengidentifikasi topik sebuah pengumuman lisan, mengerti topik sebuah
sebuah pengumuman lisan, undangan lisan dan pengumuman pengumuman lisan, undangan
undangan lisan dan yang didengar. lisan dan pengumuman yang
didengar.

Eksplorasi
Elaborasi
yang didengar.
Konfirmasi
buku lain.
dilakukan.

 Developing English Competencies for Grade X Senior High School (SMA/MA)
 Tape
 Kamus
 Kaset/CD
 Tape/CD Player
 OHP/LCD
 Foto/ Poster
 Gambar
 Koran berbahasa Inggris
 Majalah
I. Penilaian
Contoh Instrumen :
Study the picture and then answer these questions orally.
1. What picture is it?
2. Where do you usually find that place?
3. What can you do if you go to that place?
4. Can you describe the situation on the picture?
5. How do we prevent the beauty of the place?

Nama Sekolah :
Pertemuan Ke : 4
Mendengarkan
B. Kompetensi Dasar

Nilai Budaya Dan
Karakter Bangsa

E. Materi Pokok
b. Thanks a lot.
a. I'd love to
2. Genre
Descriptive
Generic Structure
didengar.


Eksplorasi
dan yang didengar.
Elaborasi
Konfirmasi
buku lain.
dilakukan.

 Tape
 Kamus
 Kaset/CD
 Tape/CD Player
 OHP/LCD
 Foto/ Poster
 Gambar
 Majalah
I. Penilaian
Contoh Instrumen :
Listen to the tape then complete the following description of Lawang Sewu.
Lawang Sewu
Lawang Sewu is one of the famous ………… in Indonesia. It is named ……………. which means
…………….. Besides its thousand doors, it is also well known for the fascinating …………….. representing
the Dutch Symbolism. The stained glass windows are similar with those of the places like The Hague and
Rotterdam and also the Royal family. The building has numerous ……………. which open out to the offices
on one side of the office and the other end of the building on the other hand. It is a famous …………. in
the region of Semarang and a pride for Java.
Adapted from www.central-java-tourism.com

Nama Sekolah :
Pertemuan Ke : 5
Berbicara
B. Kompetensi Dasar

Nilai Budaya Dan
Karakter Bangsa

E. Materi Pokok
Express gratitude;
Perform a monologue of descriptive text.
Preposition
Study the following explanation of prepositions.

1. At is used with times and also with places: at Niagara Falls, at midnight, at lunch, at Jln.
Sokano.11.
2. In is used with periods of time and also with places: in October, in 2005, in the Middle Ages,
in the United States, in Canada, in the park.
3. On is used with dates and days and also with places: on Niagara River, on June 18, on
Monday, on the wall.
4. Of is used with nouns and also with -ing forms: legs of the table, glance of eye, of making.
5. Off is used with verbs: get off, take off, put off.
6. After/before is used with period of times, with pronouns and also with -ing forms: before
winter, before June, after summer, after lunch time, after me, before him, after reading,
before asking.
7. For is used with a period of time: for one hour, for a week, for ages. For is also intended to
be given to or belong to a particular person: The Great Sphinx was probably built for Khafre.
8. During is used with a period of time: during our holiday, during the night.
9. While is used with subject + verb: while you went out, while she was at the bank.
Some prepositions with more than one word are

in front of, for the sake of, at the corner of.
Example:
• I stand in front of the class.
• For the sake of God.
• He has to stand at the corner of the classroom.
didengar.


Eksplorasi
dan yang didengar.
Elaborasi
didengar.
Konfirmasi
buku lain.
dilakukan.

dan yang didengar.
Tape
Kamus
Kaset/CD
Tape/CD Player
OHP/LCD
Foto/ Poster
Gambar
Majalah
I. Penilaian
Contoh Instrumen :
1. When is the time to express gratitude to someone?

2. What do you say when you want to thank someone who helps you?

Nama Sekolah :
Pertemuan Ke : 6
Berbicara
B. Kompetensi Dasar

Nilai Budaya Dan
Karakter Bangsa
percaya
percaya

E. Materi Pokok
Express gratitude;
Preposition

Sokano.11.
before asking.

Example:


Eksplorasi
menerima undangan.
undangan.
Elaborasi
Konfirmasi
buku lain.
dilakukan.

 Tape
 Kamus
 Kaset/CD
 Tape/CD Player
 OHP/LCD
 Foto/ Poster
 Gambar
 Majalah
I. Penilaian
Contoh Instrumen :
Answer the following questions based on the information given in the dialogue above.
1. When will they go to the museum?

2. Who invites Ratna to go to the museum?
3. Does Ratna like to go the museum? What does she say?
4. Is Ardi free tonight?
5. Can Ardi go to Ratna's house to have dinner together? Why?
6. What does Ardi say to decline Ratna's invitation?

Nama Sekolah :
Pertemuan Ke : 7
Berbicara
B. Kompetensi Dasar

Nilai Budaya Dan
Karakter Bangsa

sesuatu

 Orientasi ke masa depan (punya perspektif untuk masa depan).
E. Materi Pokok
Express gratitude;
Preposition

Sokano.11.
before asking.

Example:
narrative

 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
narrative.
Elaborasi
Konfirmasi
buku lain.
dilakukan.

 Tape
 Kamus
 Kaset/CD
 Tape/CD Player
 OHP/LCD
 Foto/ Poster
 Gambar
 Majalah
I. Penilaian
Contoh Instrumen :
Work in pairs. Give suitable responses.
There are many kinds of expressions for thanks. Use them

to express your gratitude for the following.
1. Your friend has just given you a bar of chocolate.
2. Tini has lent you a magazine.
3. Sandi has just given you a ticket for a music show.
4. A policeman has just shown you the way to the railway station.


Nama Sekolah :
Pertemuan Ke : 8
Berbicara
B. Kompetensi Dasar

Nilai Budaya Dan
Karakter Bangsa
sebuah deskripsi

E. Materi Pokok
Express gratitude;
Inviting someone Accepting invitations
 I’d like to invite you  I’d be delighted to ....  I would like to thank
to ...  Yes, I’d like to very you for ....
 Would you like to ...? much.  Let me express my
 Will you join ...?  I won’t say no .... gratitude ....
 Do you want to come  I’d love to.  Thank you.
with ...?  Thanks.
narrative.

 Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir karakter yang hendak

Eksplorasi
Elaborasi
Konfirmasi
buku lain.
dilakukan.

 Tape
 Kamus
 Kaset/CD
 Tape/CD Player
 OHP/LCD
 Foto/ Poster
 Gambar
 Majalah
I. Penilaian
Contoh Instrumen :
Create dialogues based on the following situations.
There are many kinds of expressions for thanking. Use them to

express your gratitude for the following.


Nama Sekolah :
Pertemuan Ke : 10
Membaca
ilmu pengetahuan.
B. Kompetensi Dasar

Nilai Budaya Dan
Karakter Bangsa

Siswa dapat membaca nyaring bermacam wacana ragam tulis yang di bahas dengan ucapan dan
E. Materi Pokok
Find specific information from descriptive texts;
Identify the structure of descriptive texts;
Read and understand descriptive texts.
Words Meanings or Synonyms
 located  view
 lime  considered
 scenery  to be brave
 peddlers  strike something with a hard blow
 agates  situated
 sacred  a hollow place in the side of hill
 dared  very hard stones
 chased  place on which Muslims kneel when
 bump praying
 prayer mat  goods sellers moving from place to
 seclude place
 cave  keep apart from others
 stream  a small narrow river
 run after something
 holy


Eksplorasi
Elaborasi
informasi tertentu.
Konfirmasi
buku lain.
dilakukan.
tertentu.

 Tape
 Kamus
 Kaset/CD
 Tape/CD Player
 OHP/LCD
 Foto/ Poster
 Gambar
 Majalah
I. Penilaian
Contoh Instrumen :
Answer the questions based on the picture.
 Can you find a place like this in your village?

 What do people call this place?
 Is it a kind of tourist resort?
 What do you think of this place?
 Where can you find this place?
 Have you ever visited some tourist resorts in East
 Java? Mention them.

Nama Sekolah :
Pertemuan Ke : 12
Membaca
ilmu pengetahuan.
B. Kompetensi Dasar

Nilai Budaya Dan
Karakter Bangsa
narasi
dibaca
dideskripsikan
teks

E. Materi Pokok
Find specific information from descriptive texts;
Identify the structure of descriptive texts;
Read and understand descriptive texts.
Gua Tabuhan Is a Lively Unique Cave
In the cave, Nyi (Mrs) Kamiyem and Ki (Mr) Padmo sit on a big stone. Nyi
Kamiyem will sing a song and Ki Padmo will beat the drum. Joining them are people
called wiyogo which are drummers and other gamelan musicians.
IDEN-
TIFICA What makes this unique is that they mix gamelan with the sounds of nature. The
-TION visitors dance, forgetting all problems.
Many tourists go to this cave. Maybe you are interested in going there too but
you don't know where it is. Gua Tabuhan is located near Pacitan in East Java. It is
situated in a lime hill called Tapan, in Tabuhan, Wareng village. The route is easy. Along
the road there is beautiful tropical scenery to enjoy rice fields, coconutpalms and birds.
East of the cave peddlers sell souvenirs. The drink and food peddlers are on the
north side. People sell agates on the cave terraces. Somehow, it is like a fair.
It is said that the cave is the only place where nature produces sounds like the
music of gamelan. Nyi Kamiyem, a well-known pesinden (traditional Javanese singer)
from the village of Gabuhan, who often sings in the cave, does not doubt anything.
D Gua Tabuhan did not use to welcome visitors. According to Kartowiryo (90),
E village elder, Gua Tabuhan used to be a hiding place for robbers. It was believed to be a
S sacred place. No one dared go inside. However, Wedana (chief of a district) Kertodiprojo,
C went to the cave to find out what was wrong. He found out that the cave was inhabited
by the annoying evil spirits. The people chased the spirits away.
RI
P The cave is dark, so people need lights, and a local guide will lead the way.
T Sometimes visitors bump their heads against the sharp rocks on the ceiling.
I
O Inside the cave there is a plain big stone which is believed to be the prayer mat
N of Pangeran Diponegoro, one of the Indonesian heroes who fought against the Dutch. It
is said that Pangeran Diponegoro used to seclude himself in the cave. Some people now
use the place for meditation.
There is a stream in the cave, in the east corner, which can only be seen outside.
However, it can be heard from inside. Besides the cave, Watukarang, a beach nearby, is
good to visit. By the way, do you want different souvenirs? You can find them in
Donorodjo village where agate craftsman work. So, have a nice journey.
Taken from Hello English Magazine, January, 1996
didengar


Eksplorasi
Elaborasi
Konfirmasi
buku lain.
dilakukan.

kelas .
 Tape
 Kamus
 Kaset/CD
 Tape/CD Player
 OHP/LCD
 Foto/ Poster
 Gambar
 Majalah
I. Penilaian
Contoh Instrumen :
Answer the following questions.

1. What do you call people who join Nyi Kamiyem and Ki Padmo in the cave?
2. Where is Gua Tabuhan located?
3. What can you see along the road to Gua Tabuhan?
4. Where can you find peddlers selling souvenirs?
5. What is Nyi Kamiyem?
6. How old is Ki Kartowiryo?
7. What did Kertodiprojo find out inside the cave?
8. What do people need when they enter the cave?
9. What did Pangeran Diponegoro use as a prayer mat to perform prayer in the cave?
10. Can you see the stream inside the cave?

Nama Sekolah :
Pertemuan Ke : 13
Menulis
B. Kompetensi Dasar

Nilai Budaya Dan
Karakter Bangsa

akurat
E. Materi Pokok
Write a short description;
Write descriptive texts.
Bali Action
The amazing choice of different activities available in Bali means that there is indeed something
for everyone. Whether you want to throw yourself from high attitudes, hurtle down frothing rapids,
explore the wonders of the deep or just lie back and take it easy. Bali has perfected the art of keeping its
guests happy.
The beach is a major factor in any island holiday and Bali has a coastline which offers every
possible water activity including surfing some of the best waves in the world, swimming with dolphins,
cruises, snorkelling, diving, sailing and parasailing. For snorkelling and diving, the closest spots to Kuta
are Benoa and Sanur beaches where all the relevant equipment can be hired. Further afield, good
destinations include Pulau Serangan, Nusa Penida and Nusa Lembongan in the south, Padang Bai,
Candidasa, Tulamben and Amed in the east, Lovina, in the north and the amazing Pulau Menjangan in the
northwest.
Bali's waves are world famous and range from safe beach breaks for beginners like Kuta to the
awesome swells at Padang Padang, Uluwatu and Nusa Lembongan, which regularly attract the pros.
Beginners should respect the sea and stay within depth to start with as the current can be very strong.
Apart from Kuta and Legian beaches, Medewi is also good for beginners. For the more experienced, Nusa
Dua has a number of breaks as does Sanur; Canggu, Ketewel and the area around the airport are also
popular with experienced surfers.
Taken from Hello Bali, September 2000
Mount Kosciusko
Mount Kosciusko is actually the highest mountain (2,228 metres) on the world's flattest and
smallest continent, Australia. It does not rise up out of the surrounding countryside as do many of
Indonesia's spectacular mountains. Elevation gain is minimal and the wide open terrain is scenic. In the
winter there is deep snow on the upper parts of the mountain. The mountain is within a national park so
no cars are allowed and the vegetation and wildlife is protected. Mt. Kosciusko was named by Polish
explorer Paul Strzelecki in 1840. Actually, Australia does have some interesting moun tainous terrain,
including areas of the Blue Mountains, the crags of Tasmania, and even Mt. Townshend, a craggier peak
about one kilometre north of Kosciusko.
Taken from Kang Guru, 2004
pendek.


Eksplorasi
Elaborasi
Konfirmasi
buku lain.
dilakukan.

fungsional pendek.
 Tape
 Kamus
 Kaset/CD
 Tape/CD Player
 OHP/LCD
 Foto/ Poster
 Gambar
 Majalah
I. Penilaian
Contoh Instrumen :
1. Do the texts have a similarity in their structure? Explain your answer.
2. What are the topics of the texts?

Nama Sekolah :
Pertemuan Ke : 14
Menulis
B. Kompetensi Dasar

Nilai Budaya Dan
Karakter Bangsa
sebuah narasi

E. Materi Pokok
the tower of london
the tower of london was first built in the 11th century within the roman city walls its purpose was to
protect and control the city.
since then it has been a fortress a palace and a prison the scene of murder execution ceremonies
and years of imprisonments.
the tower is one of the UK's finest castles and as one of the strongest fortresses in the land is the
home of the crown jewels it also houses a fine collection of armour and many other displays showing nine
centuries of british history
Taken from Take Off, 2006

Eksplorasi
Elaborasi
Konfirmasi
buku lain.
dilakukan.

item,dan narrative.
 Tape
 Kamus
 Kaset/CD
 Tape/CD Player
 OHP/LCD
 Foto/ Poster
 Gambar
 Majalah
I. Penilaian
Contoh Instrumen :
Have you ever visited Bali or another famous tourist resorts in Indonesia?
Write the description about it on a paper. Compare it to your friend's.
Nama Sekolah :
Pertemuan Ke : 1
Mendengarkan
B. Kompetensi Dasar

Nilai Budaya Dan
Karakter Bangsa
selamat
 selamat

E. Materi Pokok
Responding to expressions of surprise and amazement
Responding to news item texts
 Siswa mampu Siswa menganalisa kata yang Siswa mengetahui dan menghafal
mengidentifikasi kata yang didengar, makna kata, hubungan kata yang didengar, makna kata,
didengar, makna kata, antar pembicara, makna tindak hubungan antar pembicara,
hubungan antar tutur berterima kasih, makna tindak makna tindak tutur berterima
pembicara, makna tindak tutur memuji, makna tindak tutur kasih, makna tindak tutur memuji,
tutur berterima kasih, mengucapkan selamat, dan konteks makna tindak tutur mengucapkan
makna tindak tutur situasi selamat, dan konteks situasi
memuji, makna tindak
tutur mengucapkan
situasi


Eksplorasi
Elaborasi
Konfirmasi
buku lain.
dilakukan.

 Tape
 Kamus
 Kaset/CD
 Tape/CD Player
 OHP/LCD
 Foto/ Poster
 Gambar
 Majalah
I. Penilaian
Contoh Instrumen :
1. What is your reaction when you hear bad news?
2. What is your reaction when you hear good news?
3. What will you say if you hear a news that surprise you?
4. What news that make you surprise lately?
Nama Sekolah :
Pertemuan Ke : 2
Mendengarkan
B. Kompetensi Dasar

Nilai Budaya Dan
Karakter Bangsa
rasa tak percaya
percaya.
tawaran, ajakan.

E. Materi Pokok



Eksplorasi
Elaborasi
Konfirmasi
buku lain.
dilakukan.

 Tape
 Kamus
 Kaset/CD
 Tape/CD Player
 OHP/LCD
 Foto/ Poster
 Gambar
 Majalah
I. Penilaian
Contoh Instrumen :
Listen to the tape. You will hear some expressions.
1. What a surprise!
2. Oh really? Is it true?
3. Are you serious?
4. You must be kidding.
5. Good heavens!
6. No, I don't believe it.
7. I find that very surprising.

Nama Sekolah :
Pertemuan Ke : 3
Mendengarkan
B. Kompetensi Dasar

Nilai Budaya Dan
Karakter Bangsa
didengar.

9 Percaya diri (keteguhan hati, optimis).
10 Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
11 Pengambil resiko (suka tantangan, mampu memimpin)
12 Orientasi ke masa depan (punya perspektif untuk masa depan)
E. Materi Pokok
 Siswa mampu Siswa mampu menganalisa topik Siswa mampu mengerjakan dan
mengidentifikasi topik sebuah pengumuman lisan, mengerti topik sebuah
sebuah pengumuman lisan, undangan lisan dan pengumuman pengumuman lisan, undangan
undangan lisan dan yang didengar. lisan dan pengumuman yang
didengar.


Eksplorasi
Elaborasi
yang didengar.
Konfirmasi
buku lain.
dilakukan.

 Tape
 Kamus
 Kaset/CD
 Tape/CD Player
 OHP/LCD
 Foto/ Poster
 Gambar
 Majalah
I. Penilaian
Contoh Instrumen :
In groups of four, answer these questions. Report your answers in front of the class. The
other groups respond to each news that the group told.
1. Who has had the best week? What is it about?

2. Who has had the worst week? What is it about?
3. Who has had the best news this year?
4. Who has the most shocking news?
5. Who has had the most unusual news story to tell? Tell it to the class.
Nama Sekolah :
Pertemuan Ke : 4
Mendengarkan
B. Kompetensi Dasar

Nilai Budaya Dan
Karakter Bangsa

E. Materi Pokok
didengar.


Eksplorasi
dan yang didengar.
Elaborasi
Konfirmasi
buku lain.
dilakukan.

 Tape
 Kamus
 Kaset/CD
 Tape/CD Player
 OHP/LCD
 Foto/ Poster
 Gambar
 Majalah
I. Penilaian
Contoh Instrumen :
Listen to the news once again and make any responses based on each news you hear.
For example:
You hear news about the plan of Jakarta administration to build a public park.
Your response: I think it's good news. I think it will be great if we have many city parks in Jakarta.

Nama Sekolah :
Pertemuan Ke : 5
Berbicara
B. Kompetensi Dasar

Nilai Budaya Dan
Karakter Bangsa

E. Materi Pokok
Express surprise and amazement;
Perform a dialogue of news item texts.
Expressions of Surprise and Amazement
• I must say that ... surprises me.

• I find it astonishing/extraordinary.
More Formal
• I find that very surprising.
• How very surprising/amazing.
• Well, that's very surprising.
• Really?
• My goodness!
• Are you serious?
• You're kidding!
Less Formal
• That's amazing/extraordinary.
didengar.

Eksplorasi
dan yang didengar.
Elaborasi
didengar.
Konfirmasi
buku lain.
dilakukan.

dan yang didengar.
 Tape
 Kamus
 Kaset/CD
 Tape/CD Player
 OHP/LCD
 Foto/ Poster
 Gambar
 Majalah
I. Penilaian
Contoh Instrumen :
Make dialogues based on the following situations. Act them out with your friends.
1. You read the news about tsunami in Aceh and North Sumatra. Tell your classmates about it.
2. Your friend's father has passed away. Express your sympathy.
3. You heard that one of your friends is invited to Istana Merdeka to meet with the President. Give
respond to the news.
4. You heard that a dinosaur-like fish is found in Indonesian sea. Respond to the news appropriately.
5. Your brother who is an athletic athlete has broken the world record and claimed as the fastest man
in the world. Express your amazement.
Nama Sekolah :
Pertemuan Ke : 6
Berbicara
B. Kompetensi Dasar

Nilai Budaya Dan
Karakter Bangsa
percaya
percaya

E. Materi Pokok
Express surprise and amazement;
Perform a dialogue of news item texts.
Pronounce the following words related to news item.
1. news /nju:z/
2. newspaper /nju:speɪpə(r)/
3. magazine /magəˈzɪ:n/
4. television /ˈtelɪvɪʒn/
5. headline /hedlaɪn/
6. newscaster /nju:zkastə(r)/
7. article /ˈɑ:tikl/
8. reporter /rɪˈpɔ:ta/
9. journalist /ˈdʒɜ:nlɪz/
10. media /ˈmi:dɪə/
11. entertainment /entəˈteɪnmənt/
12. daily /dɵɪlɪ/
13. weekly /ˈwɪklɪ/
14. bulletin /ˈbʊlətɪn/
15. features /fɪ:tʃər/

Eksplorasi
menerima undangan.
undangan.
Elaborasi
Konfirmasi
buku lain.
dilakukan.

 Tape
 Kamus
 Kaset/CD
 Tape/CD Player
 OHP/LCD
 Foto/ Poster
 Gambar
 Majalah
I. Penilaian
Contoh Instrumen :
Discuss with your friend and decide the type of the news
• Sport news : ………………………………………..

• Social news : ………………………………………..
• Headline news : ………………………………………..
• Breaking news : ………………………………………..

Nama Sekolah :
Pertemuan Ke : 7
Berbicara
B. Kompetensi Dasar

Nilai Budaya Dan
Karakter Bangsa

sesuatu

E. Materi Pokok
Identify factual information in news item texts;
Identify the structure of news item texts.
No. Activities Name Kind of news
1. Read a daily newspaper ………………. ……………………….

2. Read a weekly news magazine ………………. ……………………….
3. Listen to news on the radio ………………. ……………………….
4. Watch cable network news ………………. ……………………….
5. Watch news on the TV ………………. ……………………….
6. Read news on the Internet ………………. ……………………….
7. Read news on a school bulletin ………………. ……………………….
narrative


Eksplorasi
narrative.
Elaborasi
Konfirmasi
buku lain.
dilakukan.

 Tape
 Kamus
 Kaset/CD
 Tape/CD Player
 OHP/LCD
 Foto/ Poster
 Gambar
 Majalah
I. Penilaian
Contoh Instrumen :
Read the following words taken from text and find the synonyms.
1. former
2. court
3. article
4. tensions
5. insist
6. lawyer
7. pretend
8. convince
9. contracts
10. advertise

Nama Sekolah :
Pertemuan Ke : 8
Berbicara
B. Kompetensi Dasar

Nilai Budaya Dan
Karakter Bangsa
sebuah deskripsi

E. Materi Pokok
Identify factual information in news item texts;
Identify the structure of news item texts.
Seven Killed in Accident on Jalan Sultan
Seven people were killed in a collision between a bus, a car and a truck
Newsworthy event
at 10:35 p.m. on Jalan Sultan last night. The dead were all passengers in the
car. Police believe the car may have been trying to overtake the bus when it
was struck by a truck coming from the opposite direction. The driver of the
car may not have been using his lights, as the truck driver said he did not see
Background event the car approaching.
The police said the car should not have been trying to pass the bus,
since overtaking is not allowed on Jalan Sultan. In addition, the police
source reported that the car–a small Japanese car–should not have been carrying
more than five people. The names of the victims are not yet known.
Taken from www.thejakartapost.com
narrative.


Eksplorasi
Elaborasi
Konfirmasi
buku lain.
dilakukan.

13 Developing English Competencies for Grade X Senior High School (SMA/MA)
14 Tape
15 Kamus
16 Kaset/CD
17 Tape/CD Player
18 OHP/LCD
19 Foto/ Poster
20 Gambar
21 Koran berbahasa Inggris
22 Majalah
I. Penilaian
Contoh Instrumen :
Create dialogues based on the following situations.
There are many kinds of expressions for thanking. Use them to

express your gratitude for the following.


Nama Sekolah :
Pertemuan Ke : 10
Membaca
ilmu pengetahuan.
B. Kompetensi Dasar

Nilai Budaya Dan
Karakter Bangsa

Siswa dapat membaca nyaring bermacam wacana ragam tulis yang di bahas dengan ucapan dan
E. Materi Pokok
Develop paragraph of a news item text;
Write news item text.
Fire in City Hotel
There was a fire at the Plaza Hotel on Jalan Ciomas at 1:30 a.m. last night. Most of the 74 guests
had already gone to bed when the fire started on the third floor. The hotel manager, Mr Iwan Sugiarto,
said the fire had started in a guest bedroom. A guest had fallen asleep while smoking a cigarette. The
guest was badly injured in the fire, but all the other guests escaped safely. By the time the fire
department arrived, the fire had spread to the 4th and 5 th floors of the hotel. Mr Sugiarto said the fire had
caused over US$70,000 worth of damage to the hotel.
Source: www.tempointeraktif.com


Eksplorasi
Elaborasi
informasi tertentu.
Konfirmasi
buku lain.
dilakukan.
tertentu.

 Tape
 Kamus
 Kaset/CD
 Tape/CD Player
 OHP/LCD
 Foto/ Poster
 Gambar
 Majalah
I. Penilaian
Contoh Instrumen :
Write a news report for your bulletin board at your school. Pay attention to the text structure
of news item text. You can choose one of the following topics.
1. sport events
2. outdoors activities
3. extracurricular activities
4. gathering (class, groups, etc)
5. contest (speech, debate, etc)
6. technology
7. education, etc
Nama Sekolah :
Pertemuan Ke : 12
Membaca
ilmu pengetahuan.
B. Kompetensi Dasar

Nilai Budaya Dan
Karakter Bangsa
narasi
dibaca
dideskripsikan
teks

E. Materi Pokok
Develop paragraph of a news item text;
Write news item text.
Fire in City Hotel
There was a fire at the Plaza Hotel on Jalan Ciomas at 1:30 a.m. last night. Most of the 74 guests
had already gone to bed when the fire started on the third floor. The hotel manager, Mr Iwan Sugiarto,
said the fire had started in a guest bedroom. A guest had fallen asleep while smoking a cigarette. The
guest was badly injured in the fire, but all the other guests escaped safely. By the time the fire
department arrived, the fire had spread to the 4th and 5 th floors of the hotel. Mr Sugiarto said the fire had
caused over US$70,000 worth of damage to the hotel.
Source: www.tempointeraktif.com
didengar
 Kegiatan Awal (10’)

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

Eksplorasi
Elaborasi
Konfirmasi
buku lain.
dilakukan.

kelas .
 Tape
 Kamus
 Kaset/CD
 Tape/CD Player
 OHP/LCD
 Foto/ Poster
 Gambar
 Majalah
I. Penilaian
Contoh Instrumen :
After learning the lesson in this chapter, you are expected to be able to:
1. respond to surprise, and amazement;
2. respond to news item texts;
3. express surprise, and amazement;
4. perform a monologue of news item texts;
5. identify factual information in news item texts;
6. write news item texts.
Now, answer the questions:
1. What will you say when you feel surprised?
2. How do you respond when you hear an amazing news?
3. What should be included in a news item text?
If you find some difficulties, consult your teacher or discuss with your friends

Nama Sekolah :
Pertemuan Ke : 13
Menulis
B. Kompetensi Dasar

Nilai Budaya Dan
Karakter Bangsa

akurat
E. Materi Pokok
Bali Action
The amazing choice of different activities available in Bali means that there is indeed something
for everyone. Whether you want to throw yourself from high attitudes, hurtle down frothing rapids,
explore the wonders of the deep or just lie back and take it easy. Bali has perfected the art of keeping its
guests happy.
The beach is a major factor in any island holiday and Bali has a coastline which offers every
possible water activity including surfing some of the best waves in the world, swimming with dolphins,
cruises, snorkelling, diving, sailing and parasailing. For snorkelling and diving, the closest spots to Kuta
are Benoa and Sanur beaches where all the relevant equipment can be hired. Further afield, good
destinations include Pulau Serangan, Nusa Penida and Nusa Lembongan in the south, Padang Bai,
Candidasa, Tulamben and Amed in the east, Lovina, in the north and the amazing Pulau Menjangan in the
northwest.
Bali's waves are world famous and range from safe beach breaks for beginners like Kuta to the
awesome swells at Padang Padang, Uluwatu and Nusa Lembongan, which regularly attract the pros.
Beginners should respect the sea and stay within depth to start with as the current can be very strong.
Apart from Kuta and Legian beaches, Medewi is also good for beginners. For the more experienced, Nusa
Dua has a number of breaks as does Sanur; Canggu, Ketewel and the area around the airport are also
popular with experienced surfers.
Taken from Hello Bali, September 2000
Mount Kosciusko
Mount Kosciusko is actually the highest mountain (2,228 metres) on the world's flattest and
smallest continent, Australia. It does not rise up out of the surrounding countryside as do many of
Indonesia's spectacular mountains. Elevation gain is minimal and the wide open terrain is scenic. In the
winter there is deep snow on the upper parts of the mountain. The mountain is within a national park so
no cars are allowed and the vegetation and wildlife is protected. Mt. Kosciusko was named by Polish
explorer Paul Strzelecki in 1840. Actually, Australia does have some interesting moun tainous terrain,
including areas of the Blue Mountains, the crags of Tasmania, and even Mt. Townshend, a craggier peak
about one kilometre north of Kosciusko.
Taken from Kang Guru, 2004
pendek.


Eksplorasi
Elaborasi
Konfirmasi
buku lain.
dilakukan.

fungsional pendek.
 Tape
 Kamus
 Kaset/CD
 Tape/CD Player
 OHP/LCD
 Foto/ Poster
 Gambar
 Majalah
I. Penilaian
Contoh Instrumen :
1. Do the texts have a similarity in their structure? Explain your answer.
2. What are the topics of the texts?

Nama Sekolah :
Pertemuan Ke : 14
Menulis
B. Kompetensi Dasar

Nilai Budaya Dan
Karakter Bangsa
sebuah narasi

E. Materi Pokok
the tower of london
the tower of london was first built in the 11th century within the roman city walls its purpose was to
protect and control the city.
since then it has been a fortress a palace and a prison the scene of murder execution ceremonies
and years of imprisonments.
the tower is one of the UK's finest castles and as one of the strongest fortresses in the land is the
home of the crown jewels it also houses a fine collection of armour and many other displays showing nine
centuries of british history
Taken from Take Off, 2006

Eksplorasi
Elaborasi
Konfirmasi
buku lain.
dilakukan.

item,dan narrative.
 Tape
 Kamus
 Kaset/CD
 Tape/CD Player
 OHP/LCD
 Foto/ Poster
 Gambar
 Majalah
I. Penilaian
Contoh Instrumen :
Have you ever visited Bali or another famous tourist resorts in Indonesia?
Write the description about it on a paper. Compare it to your friend's.

Inggris
Kelas/Semester : XI/1
Nama Guru :
NIKY :
Sekolah :
Nama Sekolah :
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
Karakter Bangsa
 Merespon ungkapan-ungkapan relief, pain, dan Religius, jujur, toleransi, disiplin, kerja keras,
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
 Please, leave me alone.  It’s

o Good heavens  I can’t tell my pain in wonderful.
o Thanks God I am words  How
alive  It brought me a lot of marvelous
o Thanks for heaven miseries  I am please
o I am relief that..  My heart is so burdened with it / that.
o God bless me  I’m so sad to hear this  It’s my
o God bless you  I’m feeling bad at this pleasure.
time being  It gives me
pleasure.
 That’s great.
 That terrific.
 I am happy
with ……
 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.”


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
1. Merespon dan Tes Tertulis Melengkapi Complete the

menggunakan dialog dialogue below using
ungkapan- the suitable
ungkapan relief, expression!
pain, dan pleasure
dengan tepat
Mempraktikkan
2. tindak tutur Tes Lisan Membuat dialog Give your responses
menyatakan orally based on the
perasaan relief, situations below!
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!

Jika respon benar, Jika respon benar, Jika respon Jika respon
Kriteria 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

Nama Sekolah :
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.

Nilai Budaya Dan
Karakter Bangsa
Religius, jujur, toleransi, disiplin, kerja keras,

mandiri, demokratis, rasa ingin tahu, semangat
Merespon wacana monolog berbentuk narrative

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)
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 narrative monolog and fill in
the blank with the
correct answer
Melakukan monolog Presentasi Lisan Choose one of the

2. berbentuk narrative Unjuk Kerja following stories,
then 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
Nama Sekolah :
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.

Nilai Budaya Dan
Karakter Bangsa
 Mengidentifikasi makna dalam teks tulis narrative
 Mengidentifikasi langkah-langkah retorika dalam mandiri, demokratis, rasa ingin tahu, semangat
wacana: narrative kebangsaan, cinta tanah air, menghargai

 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.

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

narrative carefully and answer
the following
questions
Menulis Choose one of the

2. Membuat teks Unjuk Kerja 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

No. Uraian Skor


Jumlah = 100

Nama Sekolah :
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
(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.
Nilai Budaya Dan
Karakter Bangsa
 Merespon tindak tutur menasehati dan
memberi saran
 Mengungkapkan tindak tutur menasehati dan Religius, jujur, toleransi, disiplin, kerja keras,
memberi saran mandiri, demokratis, rasa ingin tahu, semangat
 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.
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
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.
Presentasi Lisan Choose one of the

Mempraktekkan following stories,
3. tindak tutur Unjuk Kerja then tell it in front of
menasehati dan the class.
memberi saran
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 Jika respon Jika respon Jika respon

benar, ucapan benar, ucapan benar, kurang tepat,
benar, intonasi benar, intonasi ucapan ucapan salah,
benar, dan benar, dan benar, intonasi
pengucapan pengucapan intonasi salah, dan
Kriteri lancar. tidak lancar. salah, dan pengucapan
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
Nama Sekolah :
Topik Pembelajaran : Teks Fungsional Pendek
Pertemuan Ke :
Mendengarkan
Berbicara
B. Kompetensi Dasar
hari.

Nilai Budaya Dan
Karakter Bangsa
 Merespon isi teks fungsional pendek dengan Religius, jujur, toleransi, disiplin, kerja
benar keras, mandiri, demokratis, rasa ingin
 Membaca nyaring teks fungsional pendek lingkungan, peduli sosial, tanggung jawab,
secara berterima 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
 Membacakan cerita kepada 
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
 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

Nama Sekolah :
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.

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


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.
23 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

the best answer
Melakukan monolog Describe the general

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
c. to amuse
3. What is the largest creature lived on earth ?
It is .... .
c. an elephant c. blue whale e. giraffe
d. a rhinoceroses d. shark
4. What is blubber ?
Blubber is .... .
d. the hole on the head d. the fins of the fish
e. the paddle of the tails e. the layer of fats
f. the skin of the fish
5. Where is the nostril to spray the sea water ?

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

6. The second paragraph tells us about the .....of black bears.
d. size d. definition
e. height e. description
f. length
7. Which one of the following statement is true?
f. In the western most of these bears have shiny black fur
g. in the east they grow brown, red or even yellow coats
h. Black bears are the biggest of all American bears
i. Their eyes and ears are big
j. 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.
d. wild d. dangerous
e. crazy e. intimidated
f. 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.
No. Uraian Skor


Jumlah = 100
Nama Sekolah :
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.

Nilai Budaya Dan
Karakter Bangsa
 Merespon wacana monolog report Religius, jujur, toleransi, disiplin, kerja
 Menulis monolog berbentuk report lingkungan, peduli sosial, tanggung jawab,
mandiri

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


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

the best answer
Menulis monolog Describe the general

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
Mengetahui …………….………, ……
Inggris
Kelas/Semester : XI/2
Nama Guru :
NIKY :
Sekolah :

Nama Sekolah :
Topik Pembelajaran : Monolog : narrative
Pertemuan Ke :
Mendengarkan
8. Memahami makna dalam teks fungsional pendek dan monolog berbentuk narrative,
spoof dan hortatory exposition dalam konteks kehidupan sehari-hari.
Berbicara
10. Mengungkapkan makna dalam teks fungsional pendek dan esei berbentuk narrative,
spoof dan hortatory exposition dalam konteks kehidupan sehari-hari .
B. Kompetensi Dasar
8.2 Merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan secara
berbentuk: narrative, spoof, dan hortatory exposition.
10.2 Mengungkap-kan makna dalam esei dengan mengguna-kan ragam bahasa lisan secara

Nilai Budaya Dan
Karakter Bangsa
 Merespon wacana monolog: narrative Religius, jujur, toleransi, disiplin, kerja keras,
 Melakukan monolog berbentuk : narrative mandiri, demokratis, rasa ingin tahu,
damai, gemar membaca, peduli lingkungan,
Merespon wacana monolog: narrative
Melakukan melakukan monolog berbentuk : narrative
E. Materi Pokok
Wacana monolog berbentuk: narrative contohnya:
Today, I’d like to tell you a legend from South Sea, Central Java. The title is The Stone
Flower or Bunga Batu. Well, listen carefully. A long long time ago the people of Wanakerta
Kingdom were very worried because the Queen Dewi Kalasekti had suffered from a strange
illness for a long time. Doctors and shamans were ordered to cure the Queen, but the queen
was not healed. Meanwhile, the high priest of the kingdom was praying to God, when he heard
a voice echoing, “The queen can be cured by the stone flower. This flower has no leaves or
stem. It is white. It grows on a stone hill in the same direction of the sunset.”Well, the queen
ordered Tumenggung Arungbinang to search for the flower. Tumenggung Arungbinang was a
brave, honest and loyal nobleman.It so happened then, Tumenggung Arungbinang followed the
direction of the sunset. Finally he arrived at a steep hill slope near the South Sea. What
happened then ?He climbed up the hill. But Alas! As he was climbing up the hill, he slipped and
he slid down, he rolled over and fell down unconsciously.Well, slowly, he woke up and you
know what? He saw a beautiful princess treating his wound gently. Then she fed him with
some hot soup.“Who are you really, princess ?” asked Tumenggung Arungbinang.“ I am Dewi
Tisnawati, the guardian fairy who guard the stone flower garden.” said Dewi Tisnawati gently.
“It’s God’s will that the first man who comes here will be my husband to-be. I’ve been waiting
for you for a long time. ““But … but….. I have to get the stone flower for my queens, princess.
She is terribly ill. “ said Arungbinang.“Don’t worry. You’ll recover soon and I’ll show you the way
to get the flower.”So to cut a long story, Tumenggung Arungbinang managed to get the stone
flower with the help of Dewi Tisnawati. Do you know what the stone flower was ? The stone
flower was actually the swallow’s nest. It was made of the bird’s saliva when it was sleeping.
The nest was stuck on the cave wall of Karangbolong hill.“ Would you come back to me and
marry me after you have finished your task ? “ pleaded Dewi Tisnawati.“ Yes, you have my
word, Dewi.” replied Tumenggung Arungbinang.Arungbinang took the flower to the queen and
the stone flower was made into soup and given to the queen. Day by day, the queen was
getting healthier and healthier. The queen was touched by Arungbinang’s story and gave her
blessing for Arungbinang to marry Dewi Tisnawati.So in the end, Tumenggung Arungbinang
and Dewi Tisnawati married and lived at Karangbolong hill.
monolog berbentuk: siswa diberi tugas untuk kegiatan terkait dengan
narrative yang sudah melakukan hal-hal berikut, dan wacana berbentuk naratif di
dibaca, ditonton, dan/atau melaporkan setiap kegiatan luar tugas tatap muka dan
terkandung dalam datang, kesulitan yang  Siswa mengumpulkan setiap
monolog berbentuk: dihadapi. hasil kerja dalam portofolio,
narrative.  Bertanya jawab tentang dan melaporkan hal-hal yang
 Membahas unsur dan monolog berbentuk: narrative sudah diperoleh serta
langkah retorika dalam didengar dengan kelompok kesulitan yang dihadapi
teks naratif. belajarnya secara rutin kepada guru.
 Membahas ciri-ciri  Membahas nilai-nilai yang
leksikogramatika. terkandung dalam monolog
 Mendengarkan cerita berbentuk: narrative.
(monolog).  Mendengarkan cerita (secara
 Menceritakan kembali langsung atau dengan media
cerita kepada kelompok elektronik).


Eksplorasi
 Memberikan stimulus berupa pemberian materi monolog berbentuk: narrative
monolog berbentuk: narrative
mempresentasikan mengenai monolog berbentuk: narrative
monolog berbentuk: narrative.
Elaborasi
 Membiasakan siswa membuat monolog berbentuk: narrative
Konfirmasi
buku lain.
dilakukan.
mengenai monolog berbentuk: narrative.

 Siswa diminta membuat rangkuman dari materi monolog berbentuk: narrative
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi monolog berbentuk:
narrative.
 Buku Look Ahead 2

 Kaset/CD
 Tape
 Script dari Look Ahead 2
I. Penilaian
1. Merespon dan Tes Tertulis Melengkapi Complete the

menggunakan dialog dialogue below using
monolog the suitable
berbentuk: expression!
narrative.
2. Mempraktikkan Tes Lisan Membuat dialog Give your responses

tindak tutur orally based on the
monolog situations below!
berbentuk:
narrative.
Vocabulary and Pronunciation

Part A. Try This. Listen and repeat.
cannery
quay
hatchery
bakery
vineyard
orchard
apiary
resort
dockyard
cemetery
Say It Right
 excursion
 famous
 divided
 cemetery
 sketching
 European
 American
Nilai 100 90 80 70

Nama Sekolah :
Topik Pembelajaran : Menyatakan perasaan (expressing: love)
Pertemuan Ke :
Mendengarkan
7. Memahami makna dalam percakapan transaksional dan interpersonal resmi dan
berlanjut (sustained) dalam konteks kehidupan sehari-hari.
Berbicara
B. Kompetensi Dasar
interpersonal (bersosialisasi) resmi dan berlanjut (sustained) yang menggunakan
sehari-hari dan melibatkan tindak tutur: menyatakan sikap terhadap sesuatu,
menyatakan perasaan cinta, dan menyatakan perasaan sedih.
interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan
sehari-hari dan melibatkan tindak tutur: menyatakan sikap terhadap sesuatu,
menyatakan perasaan cinta, dan menyatakan perasaan sedih.

Nilai Budaya Dan
Karakter Bangsa
 Merespon dengan benar terhadap tindak Religius, jujur, toleransi, disiplin, kerja keras,
tutur: menyatakan perasaan (expressing: mandiri, demokratis, rasa ingin tahu, semangat
love). kebangsaan, cinta tanah air, menghargai
 Melakukan berbagai tindak tutur dalam prestasi, bersahabat, cinta damai, gemar
wacana lisan interpersonal/transaksional: membaca, peduli lingkungan, peduli sosial,
menyatakan perasaan (expressing:love). tanggung jawab, mandiri

Pada akhir pembelajaran :
 Siswa dapat merespon dengan benar terhadap tindak tutur: menyatakan perasaan
(expressing: love).
 Siswa dapat melakukan berbagai tindak tutur dalam wacana lisan
interpersonal/transaksional: menyatakan perasaan (expressing: love).
E. Materi Pokok
Menyatakan perasaan (expressing: love)
Mis. A : Oh, my deaest Antony. How could you marry such a woman like Octavia. You said
you loved me. Oh, how dare you!How deep is your love for me?
B : My sweetest queen,there’s a beggary in the love that can be reckoned .
cara menyatakan perasaan siswa diberi tugas untuk kegiatan terkait dengan
(expressing: love). melakukan hal-hal berikut, dan wacana berbentuk naratif di
 Membahas nilai-nilai yang melaporkan setiap kegiatan luar tugas tatap muka dan
terkandung dalam cara kepada guru, a.l. tentang terstruktur yang diberikan
menyatakan perasaan tempat, siapa saja yang guru.
(expressing: love). datang, kesulitan yang  Siswa mengumpulkan setiap
langkah retorika dalam  Bertanya jawab tentang cara dan melaporkan hal-hal yang
cara menyatakan perasaan menyatakan perasaan sudah diperoleh serta
(expressing: love). (expressing: love) yang kesulitan yang dihadapi
 Membahas ciri-ciri didengar dengan kelompok secara rutin kepada guru.
 Mendengarkan cerita  Membahas nilai-nilai yang
(secara langsung atau terkandung dalam cara
dengan media elektronik). menyatakan perasaan
 Membacakan cerita kepada (expressing: love).
kelompok atau kelas  Membahas unsur dan langkah
atau kelas (monolog).  Mendengarkan cerita (secara
 Membahas kesulitan yang langsung atau dengan media
dihadapi siswa dalam elektronik).
melakukan kegiatan  Membacakan cerita kepada
terstruktur dan mandiri. kelompok (monolog).
 Menceritakan kembali cerita
kepada kelompok (monolog).


Eksplorasi
 Memberikan stimulus berupa pemberian materi cara menyatakan perasaan (expressing:
love).
menyatakan perasaan (expressing: love).
mempresentasikan mengenai cara menyatakan perasaan (expressing: love).
cara menyatakan perasaan (expressing: love).
Elaborasi
 Membiasakan siswa membuat cara menyatakan perasaan (expressing: love).
Konfirmasi
buku lain.
dilakukan.
mengenai cara menyatakan perasaan (expressing: love).

 Siswa diminta membuat rangkuman dari materi cara menyatakan perasaan (expressing:
love).
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi cara menyatakan perasaan
(expressing: love).

 Kaset/CD
 Tape
I. Penilaian
1. Merespon cara Tes Tertulis Melengkapi Complete the

menyatakan dialog dialogue below using
perasaan the suitable
(expressing: love).. expression!
Mempraktikkan
2. tindak tutur cara Tes Lisan Membuat dialog Give your responses
menyatakan orally based on the
perasaan situations below!
(expressing: love).
Part A. Active Listening. Listen to the cassette and fill in the blanks. Act out this conversation.
Situation 1 : Soraya meets Adam at the cafeteria.
Soraya : Hello, Adam. How are you getting on?

Adam : Fine, thanks. How are you?
Soraya : I’m very well. Thank you.
Adam : Have you finished your lunch?
Soraya : Yes, I have. I’d better be going, or I’ll be late at my office. Goodbye, Adam.
Adam : Goodbye, Soraya. See you tomorrow.
Situation 2 : In the banquet room was a group of well-dressed people chatting among
themselves. Soraya approached one of them.
Soraya : Good morning. Do you know who Susan Brandy is?

Adam : She’s over there.
Soraya : Thank you. (Soraya went up to her). Hi, I am Soraya. How do you `do?
Susan : Hello, Soraya. This is Peter and Teddy. I’m sure you’ve heard of them.
Soraya : How do you do, sir?
Peter : Hello. My wife has told me a great deal about you.
Soraya : Nothing too terrible I hope, sir.
Peter : On the contrary. She has said only good things about you.
Soraya : Thank you, sir. (She turns to Teddy). Good afternoon, sir.
Teddy : Hello, Soraya.
Soraya : It’s a pleasure to meet you, sir.
Teddy : Thank you. You’re looking very well.
Soraya : So are you, sir. I’m so sorry about what happened yesterday.
Teddy : Thank you. Are you set up here to take care of all of us?
Soraya : Oh, yes. I think we can make everyone comfortable.
Teddy : That’s good. Sorry, but I would like to get freshened up.
Soraya : Of course. It was pleased to meet you.
Teddy : Well, good night.
Ways to say it: Expressing feelings
Nilai 100 90 80 70
Nama Sekolah :
Topik Pembelajaran : perasaan (expressing: sorrow& attention)
Pertemuan Ke :
Mendengarkan
Berbicara
B. Kompetensi Dasar
sehari-hari dan melibatkan tindak tutur: menyatakan perasaan malu, menyatakan
perasaan marah, dan menyatakan perasaan jengkel.

Nilai Budaya Dan
Karakter Bangsa
 Merespon dengan benar terhadap tindak
tutur: menyatakan perasaan (expressing:
sorrow& attention) )
 Melakukan berbagai tindak tutur dalam
wacana lisan interpersonal/transaksional:
menyatakan perasaan (expressing: sorrow&
attention)

 Siswa dapat merespon dengan benar terhadap tindak tutur: menyatakan peringatan.
interpersonal/transaksional: menyatakan perasaan peringatan.
E. Materi Pokok
Menyatakan perasaan (expressing: sorrow& attention)
mis. My heart is so burdened I’m so sad to hear that
(expressing: sorrow& melakukan hal-hal berikut, dan wacana berbentuk naratif di
attention). melaporkan setiap kegiatan luar tugas tatap muka dan
 Membahas nilai-nilai yang kepada guru, a.l. tentang terstruktur yang diberikan
terkandung dalam cara tempat, siapa saja yang guru.
menyatakan perasaan datang, kesulitan yang  Siswa mengumpulkan setiap
(expressing: sorrow& dihadapi. hasil kerja dalam portofolio,
attention).  Bertanya jawab tentang cara dan melaporkan hal-hal yang
 Membahas unsur dan menyatakan perasaan sudah diperoleh serta
langkah retorika dalam (expressing: love) yang kesulitan yang dihadapi
cara menyatakan perasaan didengar dengan kelompok secara rutin kepada guru.
(expressing: sorrow& belajarnya
attention)  Membahas nilai-nilai yang
 Membahas ciri-ciri terkandung dalam cara
leksikogramatika. menyatakan perasaan
 Mendengarkan cerita (expressing: sorrow&
(secara langsung atau attention).
dengan media elektronik).  Membahas unsur dan langkah
 Membacakan cerita kepada retorika dalam teks naratif.
kelompok atau kelas  Membahas ciri-ciri
(monolog). leksikogramatika.


Eksplorasi
sorrow& attention).
menyatakan perasaan (expressing: sorrow& attention).
mempresentasikan mengenai cara menyatakan perasaan (expressing: sorrow& attention).
cara menyatakan perasaan (expressing: sorrow& attention).
Elaborasi
 Membiasakan siswa membuat cara menyatakan perasaan (expressing: sorrow& attention).
Konfirmasi
buku lain.
dilakukan.
mengenai cara menyatakan perasaan (expressing: sorrow& attention).

sorrow& attention).
(expressing: sorrow& attention).

 Kaset/CD
 Tape
I. Penilaian

(expressing: expression!
sorrow& attention)
Mempraktikkan
2. tindak tutur cara Tes Lisan Tugas Listen to the
menyatakan Berpasangan conversations. Then
perasaan answer the following
(expressing: questions
sorrow& attention).
Listen to the conversations. Then answer the following questions.
Conversation 1
Man: Did you enjoy your weekend at the tea plantation ?

Woman: Certainly, It’s a marvelous place I’ve ever seen
Conversation 2
Woman: Frankly, darling, having holiday in a quiet island is boring to me.

Man: Alright, alright. We’ll go home tomorrow.
Conversation 3
Boy 1: Oh, it’s a shame. I was hoping we got a big fish.

Boy 2: Never mind. We are fishing again tomorrow. Cheer up!
Ways to say it: Asking if someone remembers or not
Formal expressions
 I wonder if you remember ….
 You remember ...., don’t you?
 You haven’t forgotten ...., have you?
 Don’t you remember ....?
 Do you happen to remember it now?
Ways to respond
 Let me think, yes, I remember.
 I remember especially the scenery.
 I’ll never forget that.
 I’ll always remember.
 I can remember it clearly.
Informal expressions
 Remember the old house we used to live in?
 Remember that?
 I’m sorry, I don’t remember.
Ways to respond
 Hold on. Yes, got it!
 I know ….
 It’s coming back to me now.
Response if you forget

 Sorry, I’ve completely forgotten.
 I’m afraid I forget.
 I really can’t remember.
 I’m afraid I have no memory of him.
 Err, let me think. No, it’s gone.
Sorry, it slipped off my mind.
Nilai 100 90 80 70
Nama Sekolah :
Topik Pembelajaran : Teks monolog narrative
Pertemuan Ke :
Mendengarkan
Menulis
B. Kompetensi Dasar

Nilai Budaya Dan
Karakter Bangsa
 Merespon wacana monolog: narrative Religius, jujur, toleransi, disiplin, kerja
 Melakukan monolog berbentuk : narrative keras, mandiri, demokratis, rasa ingin
mandiri

Pada akhir pembelajaran:
 Siswa dapat merespon wacana monolog: narrative
 Siswa dapat melakukan monolog berbentuk narrative
E. Materi Pokok
Teks monolog narrative
Today, I’d like to tell you a legend from South Sea, Central Java. The title is The
Stone Flower or Bunga Batu. Well, listen carefully. A long long time ago the people of
Wanakerta Kingdom were very worried because the Queen Dewi Kalasekti had
suffered from a strange illness for a long time. Doctors and shamans were ordered to
cure the Queen, but the queen was not healed. Meanwhile, the high priest of the
kingdom was praying to God, when he heard a voice echoing, “The queen can be
cured by the stone flower. This flower has no leaves or stem. It is white. It grows on a
stone hill in the same direction of the sunset.”Well, the queen ordered Tumenggung
Arungbinang to search for the flower. Tumenggung Arungbinang was a brave, honest
and loyal nobleman.It so happened then, Tumenggung Arungbinang followed the
happened then ?He climbed up the hill. But Alas! As he was climbing up the hill, he
slipped and he slid down, he rolled over and fell down unconsciously.Well, slowly, he
woke up and you know what? He saw a beautiful princess treating his wound gently.
Then she fed him with some hot soup.“Who are you really, princess ?” asked
Tumenggung Arungbinang.“ I am Dewi Tisnawati, the guardian fairy who guard the
stone flower garden.” said Dewi Tisnawati gently. “It’s God’s will that the first man who
comes here will be my husband to-be. I’ve been waiting for you for a long time. ““But …
but….. I have to get the stone flower for my queens, princess. She is terribly ill. “ said
Arungbinang.“Don’t worry. You’ll recover soon and I’ll show you the way to get the
flower.”So to cut a long story, Tumenggung Arungbinang managed to get the stone
flower with the help of Dewi Tisnawati. Do you know what the stone flower was ? The
stone flower was actually the swallow’s nest. It was made of the bird’s saliva when it
was sleeping. The nest was stuck on the cave wall of Karangbolong hill.“ Would you
come back to me and marry me after you have finished your task ? “ pleaded Dewi
Tisnawati.“ Yes, you have my word, Dewi.” replied Tumenggung
Arungbinang.Arungbinang took the flower to the queen and the stone flower was made
into soup and given to the queen. Day by day, the queen was getting healthier and
healthier. The queen was touched by Arungbinang’s story and gave her blessing for
Arungbinang to marry Dewi Tisnawati.So in the end, Tumenggung Arungbinang and
Dewi Tisnawati married and lived at Karangbolong hill.
 Pre listening
 Post Listening
melakukan kegiatan

Eksplorasi
 Memberikan stimulus berupa pemberian materi Tesk narrative.
 Mendiskusikan materi bersama siswa (Buku : Bahan Ajar Bahasa Inggris mengenai Tesk
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!

1. What is the best title of the story above?
2. Who were the characters in that story?
3. Where is the setting of the story?
4. What problem was the rabbit faced?
5. 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

Nama Sekolah :
Topik Pembelajaran : Teks berbentuk Narrative
Pertemuan Ke :
Mendengarkan
Menulis
B. Kompetensi Dasar

Nilai Budaya Dan
Karakter Bangsa
mandiri
E. Materi Pokok
Teks narrative
Today, I’d like to tell you a legend from South Sea, Central Java. The title is The
Stone Flower or Bunga Batu. Well, listen carefully. A long long time ago the people of
Wanakerta Kingdom were very worried because the Queen Dewi Kalasekti had
suffered from a strange illness for a long time. Doctors and shamans were ordered to
cure the Queen, but the queen was not healed. Meanwhile, the high priest of the
kingdom was praying to God, when he heard a voice echoing, “The queen can be
cured by the stone flower. This flower has no leaves or stem. It is white. It grows on a
stone hill in the same direction of the sunset.”Well, the queen ordered Tumenggung
Arungbinang to search for the flower. Tumenggung Arungbinang was a brave, honest
and loyal nobleman.It so happened then, Tumenggung Arungbinang followed the
happened then ?He climbed up the hill. But Alas! As he was climbing up the hill, he
slipped and he slid down, he rolled over and fell down unconsciously.Well, slowly, he
woke up and you know what? He saw a beautiful princess treating his wound gently.
Then she fed him with some hot soup.“Who are you really, princess ?” asked
Tumenggung Arungbinang.“ I am Dewi Tisnawati, the guardian fairy who guard the
stone flower garden.” said Dewi Tisnawati gently. “It’s God’s will that the first man who
comes here will be my husband to-be. I’ve been waiting for you for a long time. ““But …
but….. I have to get the stone flower for my queens, princess. She is terribly ill. “ said
Arungbinang.“Don’t worry. You’ll recover soon and I’ll show you the way to get the
flower.”So to cut a long story, Tumenggung Arungbinang managed to get the stone
flower with the help of Dewi Tisnawati. Do you know what the stone flower was ? The
stone flower was actually the swallow’s nest. It was made of the bird’s saliva when it
was sleeping. The nest was stuck on the cave wall of Karangbolong hill.“ Would you
come back to me and marry me after you have finished your task ? “ pleaded Dewi
Tisnawati.“ Yes, you have my word, Dewi.” replied Tumenggung
Arungbinang.Arungbinang took the flower to the queen and the stone flower was made
into soup and given to the queen. Day by day, the queen was getting healthier and
healthier. The queen was touched by Arungbinang’s story and gave her blessing for
Arungbinang to marry Dewi Tisnawati.So in the end, Tumenggung Arungbinang and
Dewi Tisnawati married and lived at Karangbolong hill.
 Pre listening
 Post Listening
melakukan kegiatan

d. Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir karakter yang

Eksplorasi
narrative.
Tesk narrative.
Elaborasi
Konfirmasi
buku lain.
dilakukan.
Tesk narrative.

I. Penilaian
1. Memahami isi teks Tes Lisan Pilihan GandA Listen to the

LISTENING TEXT 1

Kunci Jawaban
1. The poor rabbit
No Uraian Skor

Tidak menjawab 0

Nama Sekolah :
Pertemuan Ke :
Memahami makna teks monolog/esei berbentuk narrativ,spoof dan hortatory exposition secara
akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan mengakses ilmu
pengetahuan.
B. Kompetensi Dasar
Memahami dan merespon makna dalam teks monolog/esei yang menggunakan ragam bahasa tulis
secara akurat, lancar dan berterima dalam teks berbentuk: narrative.

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


Menghasilkan teks berbentuk narrative
E. Materi Pokok
Teks narrative
The Lion and The Mouse
Once, when a Lion was asleep, a little mouse began running up and
down upon him; this soon wakened the Lion, who placed his huge paw upon
him, and opened his big jaws to swallow him. “Pardon, O king,” cried the little
Mouse, “ Forgive me this time, I shall never forget it; who knows but what I may
be able to do you a turn some of these days?” The Lion was so tickled at the
idea of the Mouse being able to help him, that he lifted up his paw and let him
go.Some time after the Lion was caught in a trap, and the hunters, who desired
to carry himalive to the king, tied him to a tree while they wentin search of a
wagon to carry him on. Just then the little Mouse happened to passby, and see
the sad plight in which the Lion was.He went up to the lion and soon gnawed
away the ropes that bound the king of the Beasts. “Wasn’t I right? “ said the little
Mouse.
Moral: Little friends may prove great friends.(AESOP)
 Pre listening
 Post Listening
melakukan kegiatan

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

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) _______________________________________________________

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

Nama Sekolah :
Pertemuan Ke :
pengetahuan.
B. Kompetensi Dasar

Nilai Budaya Dan
Karakter Bangsa
 Mengidentifikasi ciri-ciri kebahasaan teks Religius, jujur, toleransi, disiplin, kerja
mandiri


E. Materi Pokok
Teks narrative
Mouse.
 Pre listening
 Post Listening
melakukan kegiatan

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

Eksplorasi
narrative.
Tesk narrative.
Elaborasi
Konfirmasi
buku lain.
dilakukan.
Tesk narrative.

I. Penilaian

Test Writing
resolution
Title : __________________
Orientation _______________________________________________________
(Telling who, when, _______________________________________________________
_______________________________________________________
place)
Complication _______________________________________________________
faced by the main _______________________________________________________
character
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Resolution
________________________________________________________
(Telling how the

Skor maksimum 100

Nama Sekolah :
Topik Pembelajaran : Teks monolog berbentuk Narrative
Pertemuan Ke :
pengetahuan.
B. Kompetensi Dasar

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


E. Materi Pokok
Teks narrative
Mouse.
 Pre listening
 Post Listening
melakukan kegiatan
8.Kegiatan Awal (10’)

9.Kegiatan Inti (70’)

Eksplorasi
narrative.
Tesk narrative.
Elaborasi
Konfirmasi
buku lain.
dilakukan.
Tesk narrative.
10. Kegiatan Akhir (10’)
I. Penilaian

Test Writing
resolution
Title : __________________
Orientation _______________________________________________________
(Telling who, when, _______________________________________________________
_______________________________________________________
place)
Complication _______________________________________________________
faced by the main
_______________________________________________________
character
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Resolution
________________________________________________________
(Telling how the

Skor maksimum 100

Nama Sekolah :
Topik Pembelajaran : Teks monolog berbentuk Spoof
Pertemuan Ke :
Memahami makna dalam teks fungsional pendek dan monolog berbentuk narrative, spoof dan
hortatory exposition dalam konteks kehidupan sehari-hari.
Mengungkapkan makna dalam teks fungsional pendek dan esei berbentuk narrative, spoof dan
hortatory exposition dalam konteks kehidupan sehari-hari
B. Kompetensi Dasar
Merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan secara akurat,
lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, spoof,
dan hortatory exposition.
Mengungkap-kan makna dalam esei dengan mengguna-kan ragam bahasa lisan secara akurat,
lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, spoof,
dan hortatory exposition

Nilai Budaya Dan
Karakter Bangsa
 Merespon wacana monolog: spoof Religius, jujur, toleransi, disiplin, kerja
 Melakukan monolog berbentuk : spoof keras, mandiri, demokratis, rasa ingin
mandiri


o Merespon wacana monolog: spoof
o Melakukan monolog berbentuk : spoof
E. Materi Pokok
Wacana monolog berbentuk spoof, contohnya;
Okay students. Listen to me. I have a good story. The story is about a boy
named Michael. He was ten years old. He was not a very good pupil. Why?
Because he didn’t like doing his homework. What did he like then ?Oh, he liked
playing in his leisure time. He liked football very much. Do you know why he didn’t
like doing his homework? Because he always made a lot of mistakes when he did
it.
Well, one day, his mathematics teacher looked at Michael’s homework and
found that all his homework was correct. Wow, that’s a good job! Of course
students, the teacher was very pleased and surprised. So, he called Michael to
his office and said to him, Michael, you’ve got all your homework right this time.
You’re doing great. Well done, Michael. Did your father help you?
“No, sir” Michael said, “Usually my father did it for me. But last night he was
very busy. He had a meeting. So, he couldn’t do my homework. Then, I had to do
it by myself.
(Adapted from: Intermediate Reading Comprehension,L.G.Alexander)
 Pre listening
 Post Listening
melakukan kegiatan


Eksplorasi
 Memberikan stimulus berupa pemberian materi wacana monolog berbentuk spoof.
 Mendiskusikan materi bersama siswa (Buku : Bahan Ajar Bahasa Inggris mengenai wacana
monolog berbentuk spoof.
mempresentasikan mengenai wacana monolog berbentuk spoof.
wacana monolog berbentuk spoof.
Elaborasi
 Membiasakan siswa membuat kalimat wacana monolog berbentuk spoof.
Konfirmasi
buku lain.
dilakukan.
wacana monolog berbentuk spoof.

 Siswa diminta membuat rangkuman dari materi mengenai wacana monolog berbentuk
spoof.
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi wacana monolog berbentuk
spoof.
I. Penilaian

wacana monolog monolog and choose
berbentuk spoof the best answer
Listen to Mike, talking about his experience about earthquake. Check the answers.
Has everybody here heard of an earthquake? Do you know what it is like when it
happens? Well, I once experienced it. Okay, I’ll tell you about my experience. Listen.
I was driving along the coast road when the car suddenly lurched to one side.
You know what happened? At first I thought a tire had gone flat but then I saw telegraph poles
collapsing like matchsticks. It’s terrible, isn’t it? Next, guess what? The rocks came tumbling
across the road and I had to get out of the car. When I got back to town, well as I said, there
wasn’t much left. My God, that was a nightmare.
Say It Right
 earthquake
 coast
 collapsing
 nightmare
 experience
 tyre
 matchsticks
 abandoned
 tumbling
 terrible

Skor maksimum 100

Nama Sekolah :
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.

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

Eksplorasi
 Memberikan stimulus berupa pemberian materi Tesk fungsional pendek”Iklan ”.
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
Indikator Teknik Bentuk Contoh

No.
1. Memahami isi Tesk Tes Lisan Pertanyaan Lisan Listen to the
fungsional following
pendek”Iklan ” advertisement and
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
1. Busines’s clothes, shoes and summer’s clothes
2. Men and women
3. At Simpang Lima Semarang
4. 8.30 am to 9.00 pm
5. 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

Inggris
Kelas/Semester : XII/1
Nama Guru :
NIKY :
Sekolah :
Nama Sekolah :
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).

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

Eksplorasi
Elaborasi
Konfirmasi
buku lain.
dilakukan.
Tesk narrative.

pendek”Iklan ”.
I. Penilaian
1. Memahami isi Tesk Tes Lisan Unjuk Kerja Listen to the

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

Nama Sekolah :
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.

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

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 kata siswa diberi tugas untuk kegiatan terkait dengan
yang terkait. melakukan hal-hal berikut, dan wacana berbentuk naratif di
terkandung dalam teks kepada guru, a.l. tentang terstruktur yang diberikan
pamphlet , kosa kata yang tempat, siapa saja yang guru.
terkait. datang, kesulitan yang  Siswa mengumpulkan setiap
langkah retorika dalam  Bertanya jawab tentang teks dan melaporkan hal-hal yang
teks pamphlet , kosa kata pamphlet , kosa kata yang sudah diperoleh serta
yang terkait. terkait. dengan kelompok kesulitan yang dihadapi
 Membahas ciri-ciri belajarnya secara rutin kepada guru.
 Mendengarkan cerita terkandung dalam teks
(secara langsung atau pamphlet , kosa kata yang
dengan media elektronik). terkait.
 Membacakan teks  Membahas unsur dan langkah
pamphlet , kosa kata yang retorika dalam teks pamphlet ,
terkait.. kosa kata yang terkait..
langsung atau dengan media
elektronik).
 Membacakan teks pamphlet ,
melakukan kegiatan
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

Nama Sekolah :
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, cinta
dibaca 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
teks explanation , kosa siswa diberi tugas untuk kegiatan terkait dengan
kata yang terkait. melakukan hal-hal berikut, dan wacana berbentuk naratif di
explanation , kosa kata tempat, siapa saja yang guru.
yang terkait. datang, kesulitan yang  Siswa mengumpulkan setiap
teks explanation , kosa explanation , kosa kata yang sudah diperoleh serta
kata yang terkait. terkait dengan kelompok kesulitan yang dihadapi
(secara langsung atau explanation , kosa kata yang
explanation , kosa kata retorika dalam teks
yang terkait. explanation , kosa kata yang
 Menceritakan kembali terkait.
 Mendengarkan cerita (secara
elektronik).
melakukan kegiatan
 Membacakan teks
explanation , kosa kata yang
terkait 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

Nama Sekolah :
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
membuat sebuah explanation keras, mandiri, demokratis, rasa ingin
 Menghasilkan teks berbentuk explanation tahu, semangat kebangsaan, cinta tanah
mandiri

 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
elektronik).
melakukan kegiatan
 Membacakan teks
(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) …………………………………………………………………………………..

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

Nama Sekolah :
Pertemuan Ke :
Menulis
B. Kompetensi Dasar

Nilai Budaya Dan
Karakter Bangsa
mandiri

E. Materi Pokok
 Pre listening
 Post Listening
elektronik).
melakukan kegiatan
 Membacakan teks
(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

Nama Sekolah :
Topik Pembelajaran : Teks Berbentuk Narrative
Pertemuan Ke :
Mendengarkan
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

Nilai Budaya Dan
Karakter Bangsa
 Mengidentifikasi topik atau judul cerita
Religius, jujur, toleransi, disiplin, kerja
yangdidengar
 Mengidentifikasi tokoh dari cerita yang
didengar
 Mengidentifikasi kejadian dalam teks yang
didengar
 Mengidentifikasi urutan suatu peristiwa
mandiri
dalam teks narasi

Memahami isi teks narrative yang didengar
E. Materi Pokok
Tesk narrative
 Pre listening
 Post Listening
melakukan kegiatan


Eksplorasi
narrative.
Tesk narrative.
Elaborasi
Konfirmasi
buku lain.
dilakukan.
Tesk narrative.

I. Penilaian

LISTENING TEXT 1

Kunci Jawaban
1. The poor rabbit
No Uraian Skor

Tidak menjawab 0


Nama Sekolah :
Topik Pembelajaran : Teks Berbentuk Narrative
Pertemuan Ke :
Mendengarkan
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

Nilai Budaya Dan
Karakter Bangsa
 Mengidentifikasi topik atau judul cerita
yangdidengar
 Mengidentifikasi tokoh dari cerita yang
didengar
 Mengidentifikasi kejadian dalam teks yang
didengar
 Mengidentifikasi urutan suatu peristiwa
mandiri
dalam teks narasi

Memahami isi teks narrative yang didengar
E. Materi Pokok
Tesk narrative
 Pre listening
 Post Listening
melakukan kegiatan
11. Kegiatan Awal (10’)

12. Kegiatan Inti (70’)

Eksplorasi
narrative.
Tesk narrative.
Elaborasi
Konfirmasi
buku lain.
dilakukan.
Tesk narrative.
I. Penilaian

LISTENING TEXT 1

Kunci Jawaban
1. The poor rabbit
No Uraian Skor

Tidak menjawab 0


Nama Sekolah :
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.

Nilai Budaya Dan
Karakter Bangsa
mandiri

E. Materi Pokok
Teks narrative
 Pre listening
 Post Listening
melakukan kegiatan

Eksplorasi
narrative.
Tesk narrative.
Elaborasi
Konfirmasi
buku lain.
dilakukan.
Tesk narrative.

I. Penilaian

Test Writing
resolution
Title : __________________
Orientation _______________________________________________________
(Telling who, when, _______________________________________________________
_______________________________________________________
place)
Complication _______________________________________________________
faced by the main
_______________________________________________________
character
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Resolution
________________________________________________________
(Telling how the

Skor maksimum 100
Nama Sekolah :
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.

Nilai Budaya Dan
Karakter Bangsa
 Mengidentifikasi topik sebuah teks fungsional Religius, jujur, toleransi, disiplin, kerja
pendek yang didengar keras, mandiri, demokratis, rasa ingin
 Mengidentifikasi informasi tertentu dari teks tahu, semangat kebangsaan, cinta tanah
fungsional pendek yang didengar air, menghargai prestasi, bersahabat, cinta
 Mengidentifikasi tujuan teks fungsional damai, gemar membaca, peduli
pendek yang didengar. lingkungan, 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
melakukan kegiatan
14. Kegiatan Awal (10’)

15. Kegiatan Inti (70’)
Eksplorasi
Elaborasi
Konfirmasi
buku lain.
dilakukan.
Tesk narrative.
pendek”Iklan ”.
I. Penilaian
1. Memahami isi Tesk Tes Lisan Pertanyaan Lisan Listen to the

answer the
questions!
Sale! Sale! Sale!


Semarang
Closed Sunday
6. What is on sale?
Kunci Jawaban
7. Men and women
9. 8.30 am to 9.00 pm
10. Six days
No Uraian Skor
Tidak menjawab 0

Nama Sekolah :
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).

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


Eksplorasi
Elaborasi
Konfirmasi
buku lain.
dilakukan.
Tesk narrative.

pendek”Iklan ”.
I. Penilaian
1. Memahami isi Tesk Tes Lisan Unjuk Kerja Listen to the

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

Nama Sekolah :
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.

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

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 kata siswa diberi tugas untuk kegiatan terkait dengan
yang terkait. melakukan hal-hal berikut, dan wacana berbentuk naratif di
pamphlet , kosa kata yang tempat, siapa saja yang guru.
terkait. datang, kesulitan yang  Siswa mengumpulkan setiap
teks pamphlet , kosa kata pamphlet , kosa kata yang sudah diperoleh serta
yang terkait. terkait. dengan kelompok kesulitan yang dihadapi
(secara langsung atau pamphlet , kosa kata yang
pamphlet , kosa kata yang retorika dalam teks pamphlet ,
terkait.. kosa kata yang terkait..
elektronik).
 Membacakan teks pamphlet ,
melakukan kegiatan
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.
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



Nama Sekolah :
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, cinta
dibaca 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
elektronik).
melakukan kegiatan
 Membacakan teks
(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.
11. 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
12. 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
13. “ …., 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
14. 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.
15. The text describes the process of ….

a.cutting down the forest
b.producing woodchip
c. paper making
d.wood chipping
e.reforestation
16. 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.
17. “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
18. “ 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.
19. 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
20. 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

Nama Sekolah :
Pertemuan Ke :
Menulis
B. Kompetensi Dasar

Nilai Budaya Dan
Karakter Bangsa
mandiri

E. Materi Pokok
 Pre listening
 Post Listening
elektronik).
melakukan kegiatan
 Membacakan teks
(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

Nama Sekolah :
Pertemuan Ke :
Menulis
B. Kompetensi Dasar

Nilai Budaya Dan
Karakter Bangsa
mandiri

E. Materi Pokok
 Pre listening
 Post Listening
elektronik).
melakukan kegiatan
 Membacakan teks
(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

Inggris
Kelas/Semester : XII/2
Nama Guru :
NIKY :
Sekolah :
Nama Sekolah :
Topik Pembelajaran : Monolog : narrative
Pertemuan Ke :
Mendengarkan
7. Memahami makna dalam teks percakapan transaksional dan interpersonal resmi dan
.
B. Kompetensi Dasar
Mendengarkan
7.1 Merespon makna dalam percakapan transaksional dan (to get things done) dan
interpersonal (bersosialisasi) berlanjut (sustained) secara akurat, lancar dan berterima
yang menggunakan ragam bahasa lisan dalam berbagai konteks kehidupan sehari-hari
dan melibatkan tindak tutur: membujuk, mendorong semangat, mengkritik,
mengungkapakan harapan dan mencegah.

Nilai Budaya Dan
Karakter Bangsa
 Merespons percakapan. Religius, jujur, toleransi, disiplin, kerja keras,
 Melakukan monolog berbentuk narrative mandiri, demokratis, rasa ingin tahu,
damai, gemar membaca, peduli lingkungan,

 Sisvva dapat incrcspons narrative
 Siswa dapat melakukan monolog berbentuk: narrative
E. Materi Pokok
Preventing/Asking Someone Not to Do Something
Read the following dialog.
Father : Look at what I have here. You must explain it to

me. Anton : I can explain it, Dad. I had lots of
work to do that day, so I couldn't prepare myself
well.
Father : That's not the point I guess. You should have
studied some days before the test, and not just a
day before.
Anton : You mean...
Father : The point is that you have spent a lot of time in the Internet cafe. From now on, stop
going there.
Anton : But, . Dad.
Father : No excuses, please. You are now in the last semester. You must spend your time
studying.
Anton : O.K., Dad.
The sentence "From now on, stop going there." is used to prevent or to ask someone not to do
something.
Here are some other expressions to prevent or to ask someone not to do something.
Preventing/Asking Someone Not to Do Something
 You mustn't...!
 You can't...!
 You shouldn't (really)....
 You're not (really) supposed to ...
 You'd better not....
 I don't really think you should ....
 (For goodness sake) don't look!
 Stop! Wait! (Or other imperatives
monolog berbentuk: siswa diberi tugas untuk kegiatan terkait dengan
narrative yang sudah melakukan hal-hal berikut, dan wacana berbentuk naratif di
dibaca, ditonton, dan/atau melaporkan setiap kegiatan luar tugas tatap muka dan
terkandung dalam datang, kesulitan yang  Siswa mengumpulkan setiap
monolog berbentuk: dihadapi. hasil kerja dalam portofolio,
narrative.  Bertanya jawab tentang dan melaporkan hal-hal yang
 Membahas unsur dan monolog berbentuk: narrative sudah diperoleh serta
langkah retorika dalam didengar dengan kelompok kesulitan yang dihadapi
teks naratif. belajarnya secara rutin kepada guru.
 Membahas ciri-ciri  Membahas nilai-nilai yang
leksikogramatika. terkandung dalam monolog
 Mendengarkan cerita berbentuk: narrative.
(monolog).  Mendengarkan cerita (secara
 Menceritakan kembali langsung atau dengan media
cerita kepada kelompok elektronik).


Eksplorasi
 Memberikan stimulus berupa pemberian materi monolog berbentuk: narrative
monolog berbentuk: narrative
mempresentasikan mengenai monolog berbentuk: narrative
monolog berbentuk: narrative.
Elaborasi
 Membiasakan siswa membuat monolog berbentuk: narrative
Konfirmasi
buku lain.
dilakukan.
mengenai monolog berbentuk: narrative.

 Siswa diminta membuat rangkuman dari materi monolog berbentuk: narrative
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi monolog berbentuk:
narrative.

 Kaset/CD
 Tape
I. Penilaian
1. Memahami dan Tes Tertulis Melengkapi Listen to some

merespons wacana dialog dialogues from the
monolog berbentuk tape. Then fill in the
narrative blanks with the
expressi-ons you
Menentukan pesan hear
dalam cerita
2. Tes Lisan Membuat dialog Give your responses
orally based on the
situations below!
Listen to some dialogues from the tape. Then Fill in

the blanks with the expressions you hear.
Dialogue 1
Dudi : Hi, Adi. You look awful. What's wrong with you?
Adi : I didn't get much sleep last night. I finished writing the book review.
Today is the deadline for the submission of the assignment. Dudi : Why
didn't you finish it last week? You had a plenty of time
Adi : Actually, I went camping last weekend.
1 . ……………..I wish I hadn't gone camping.
2 ………………. I had finished writing the book review.
Dudi : 3 ……………….
Dialogue 2
Dudi : 4 ………………after leaving high school, Adi?
Adi : 5 ……………….studying Indonesian literature.How about you, Dudi?
Dudi : 6……………… going teaching. After leaving the college, I'm going to go
to Papua. I want to teach the children of this remote spot.
Adi : Really? It's so far away, Dudi. …………..7 ?
Dudi : Well, 8 to make myself useful.
Adi : What makes you want to go to Papua? You don't have a relative there,
do you?
Dudi : No, I don't. This book, The City of Joy, has inspired me to go to
Papua………….. 9 .
Adi : What's it about?
Dudi : The novel tells a priest who lives in a slum in Calcutta. He comes from
a country in Europe.And he tries hard to adapt to the culture of the
people he lives with. He helps the poor living in the slum. All people are
treated the same.
Adi : 10 ……………
Dudi : That's right. It makes me feel like finished my school as soon as I can.
So I can leave for Papua.
Adi : Talking of your school, have you prepared yourself for the admission
test?
Dudi : Of course, I have. 11 the test will be very much like the test of last
year.
Adi : 12 ……………. We can speculate that the questions will follow a set of
pattern.
Dudi : 13 …………………
Nilai 100 90 80 70
Nama Sekolah :
Topik Pembelajaran : Persuading
Pertemuan Ke :
Mendengarkan
Berbicara
9. Mengungkapkan makna dalam teks interaksional, dengan penekanan pada percakapan
transaksional resmi dan berlanjut dalam konteks kehidupan sehari-hari.
B. Kompetensi Dasar
interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar dan
berterima yang menggunakan ragam bahasa lisan dan melibatkan tindak tutur:
membujuk, mendorong semangat, mengkritik, mengungkapkan harapan, dan
mencegah.
berterima dengan menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-
hari dan melibatkan tindak tutur: menyesali, mengungkapkan/menanyakan rencana,
tujuan, maksud, memprediksi, berspekulasi, dan memberikan penilaian.

Nilai Budaya Dan
Karakter Bangsa
 Merespons dengan benar lerhadap tindak
lulur: menanyakan, mengungkapkan, dan Religius, jujur, toleransi, disiplin, kerja keras,
menyembunyikan rencana. mandiri, demokratis, rasa ingin tahu, semangat
 Melakukan berbagai tindak tutur dalam kebangsaan, cinta tanah air, menghargai
wacana lisan interpersonal/transaksional: prestasi, bersahabat, cinta damai, gemar
menanyakan, mengungkapkan, dan membaca, peduli lingkungan, peduli sosial,
menyembunyikan rencana. tanggung jawab, mandiri

Pada akhir pembelajaran Siswa dapat :
 Siswa dapat merespons dengan benar terhadap tindak lulur: menanyakan, mengungkapkan.
dan menyembunyikan rencana..
 Siswa dapat melakukan berbagai (indak lulur dalam wacana lisan interpersonal/transaksional:
menanyakan, mengungkapkan, dan menyembunyikan rencana.
E. Materi Pokok
Read the following dialog.
Riko : Danny, please buy me that DVD. Dann : I

think you have had many DVDs at home.
Riko : But I haven't got the film, and it is on
sale. Please?
Danny : How much is it?
Riko : Rp20.000.00
Danny : O.K. then. Here is the money.
Riko : Thank you.
The sentence, "But I haven't got the film, and It Is on sale. Please?’’ is an expression to
persuade someone to do something.
Here are some other expressions you can use to persuade someone to do something.
Persuading Someone
 Why don't you ... ?
 I really think you'd do well to....
 Are you really sure you can't'couldn't... ?
 Oh, come on!\
 Don't be like that!
 Just this once!
 I really think it would be a pity if we didn't
 Can't I persuade you to... ?
 Are you quite sure you won't consider... ?
Ungkapan-ungkapan yang menanyakan, mengungkapkan. dan menyembunyikan rencana,

misalnya:
- What is your plan?
- I'm going to....
- I've got a particular plan.
(expressing: love). melakukan hal-hal berikut, dan wacana berbentuk naratif di
terkandung dalam cara kepada guru, a.l. tentang terstruktur yang diberikan
menyatakan perasaan tempat, siapa saja yang guru.
(expressing: love). datang, kesulitan yang  Siswa mengumpulkan setiap
langkah retorika dalam  Bertanya jawab tentang cara dan melaporkan hal-hal yang
cara menyatakan perasaan menyatakan perasaan sudah diperoleh serta
(expressing: love). (expressing: love) yang kesulitan yang dihadapi
 Membahas ciri-ciri didengar dengan kelompok secara rutin kepada guru.
(secara langsung atau terkandung dalam cara
dengan media elektronik). menyatakan perasaan
 Membacakan cerita kepada (expressing: love).
kelompok atau kelas  Membahas unsur dan langkah
 Menceritakan kembali cerita
kepada kelompok (monolog).

 Siswa membaca dialog yang di dalamnya terdapal ekspresi menanyakan rencana dan
menggarisbawahi ekspresi menanyakan rencana yang mereka temukan.

Eksplorasi
 Memberikan stimulus berupa pemberian materi cara menanyakan, mengungkapkan, dan
menyembunyikan rencana.
menanyakan, mengungkapkan, dan menyembunyikan rencana.
mempresentasikan mengenai cara menanyakan, mengungkapkan, dan menyembunyikan
rencana.
cara menanyakan, mengungkapkan, dan menyembunyikan rencana.
Elaborasi
 Membiasakan siswa membuat cara menanyakan, mengungkapkan, dan menyembunyikan
rencana.
Konfirmasi
buku lain.
dilakukan.
mengenai cara menanyakan, mengungkapkan, dan menyembunyikan rencana.

 Siswa diminta membuat rangkuman dari materi cara menanyakan, mengungkapkan, dan
(expressing: love).

 Kaset/CD
 Tape
I. Penilaian
1. Merespons dengan benar Tes Tertulis Melengkapi Complete the

lerhadap tindak lulur: dialog dialogue below
menanyakan, using the suitable
mengungkapkan, dan expression!
Melakukan berbagai tindak Give your responses

2. tutur dalam wacana lisan Tes Lisan Membuat dialog orally based on the
interpersonal/transaksional: situations below!
menanyakan,
mengungkapkan, dan
Part A. Active Listening. Listen to the cassette and fill in the blanks. Act out this conversation.
Situation 1 : Soraya meets Adam at the cafeteria.
Soraya : Hello, Adam. How are you getting on?

Adam : Fine, thanks. How are you?
Soraya : I’m very well. Thank you.
Adam : Have you finished your lunch?
Soraya : Yes, I have. I’d better be going, or I’ll be late at my office. Goodbye, Adam.
Adam : Goodbye, Soraya. See you tomorrow.
Situation 2 : In the banquet room was a group of well-dressed people chatting among
themselves. Soraya approached one of them.
Soraya : Good morning. Do you know who Susan Brandy is?

Adam : She’s over there.
Soraya : Thank you. (Soraya went up to her). Hi, I am Soraya. How do you `do?
Susan : Hello, Soraya. This is Peter and Teddy. I’m sure you’ve heard of them.
Soraya : How do you do, sir?
Peter : Hello. My wife has told me a great deal about you.
Soraya : Nothing too terrible I hope, sir.
Peter : On the contrary. She has said only good things about you.
Soraya : Thank you, sir. (She turns to Teddy). Good afternoon, sir.
Teddy : Hello, Soraya.
Soraya : It’s a pleasure to meet you, sir.
Teddy : Thank you. You’re looking very well.
Soraya : So are you, sir. I’m so sorry about what happened yesterday.
Teddy : Thank you. Are you set up here to take care of all of us?
Soraya : Oh, yes. I think we can make everyone comfortable.
Teddy : That’s good. Sorry, but I would like to get freshened up.
Soraya : Of course. It was pleased to meet you.
Teddy : Well, good night.
Ways to say it: Expressing feelings
Nilai 100 90 80 70

Nama Sekolah :
Topik Pembelajaran : perasaan (expressing: sorrow& attention)
Pertemuan Ke :
Mendengarkan
Berbicara
B. Kompetensi Dasar

Nilai Budaya Dan
Karakter Bangsa
 Merespon dengan benar terhadap tindak
tutur: menyatakan perasaan (expressing:
sorrow& attention) )
wacana lisan interpersonal/transaksional:
menyatakan perasaan (expressing: sorrow&
attention)

 Siswa dapat merespon dengan benar terhadap tindak tutur: menyatakan peringatan.
interpersonal/transaksional: menyatakan perasaan peringatan.
E. Materi Pokok
Menyatakan perasaan (expressing: sorrow& attention)
mis. My heart is so burdened I’m so sad to hear that
(expressing: sorrow& melakukan hal-hal berikut, dan wacana berbentuk naratif di
attention). melaporkan setiap kegiatan luar tugas tatap muka dan
 Membahas nilai-nilai yang kepada guru, a.l. tentang terstruktur yang diberikan
terkandung dalam cara tempat, siapa saja yang guru.
menyatakan perasaan datang, kesulitan yang  Siswa mengumpulkan setiap
(expressing: sorrow& dihadapi. hasil kerja dalam portofolio,
attention).  Bertanya jawab tentang cara dan melaporkan hal-hal yang
 Membahas unsur dan menyatakan perasaan sudah diperoleh serta
langkah retorika dalam (expressing: love) yang kesulitan yang dihadapi
cara menyatakan perasaan didengar dengan kelompok secara rutin kepada guru.
(expressing: sorrow& belajarnya
attention)  Membahas nilai-nilai yang
 Membahas ciri-ciri terkandung dalam cara
leksikogramatika. menyatakan perasaan
 Mendengarkan cerita (expressing: sorrow&
(secara langsung atau attention).
dengan media elektronik).  Membahas unsur dan langkah
 Membacakan cerita kepada retorika dalam teks naratif.
kelompok atau kelas  Membahas ciri-ciri
(monolog). leksikogramatika.


Eksplorasi
sorrow& attention).
menyatakan perasaan (expressing: sorrow& attention).
mempresentasikan mengenai cara menyatakan perasaan (expressing: sorrow& attention).
cara menyatakan perasaan (expressing: sorrow& attention).
Elaborasi
 Membiasakan siswa membuat cara menyatakan perasaan (expressing: sorrow& attention).
Konfirmasi
buku lain.
dilakukan.
mengenai cara menyatakan perasaan (expressing: sorrow& attention).

sorrow& attention).
(expressing: sorrow& attention).

 Kaset/CD
 Tape
I. Penilaian

(expressing: expression!
sorrow& attention)
Mempraktikkan
2. tindak tutur cara Tes Lisan Tugas Listen to the
menyatakan Berpasangan conversations. Then
perasaan answer the following
(expressing: questions
sorrow& attention).
Listen to the conversations. Then answer the following questions.
Conversation 1
Man: Did you enjoy your weekend at the tea plantation ?

Woman: Certainly, It’s a marvelous place I’ve ever seen
Conversation 2
Woman: Frankly, darling, having holiday in a quiet island is boring to me.

Man: Alright, alright. We’ll go home tomorrow.
Conversation 3
Boy 1: Oh, it’s a shame. I was hoping we got a big fish.
Boy 2: Never mind. We are fishing again tomorrow. Cheer up!
Ways to say it: Asking if someone remembers or not
Formal expressions
 I wonder if you remember ….
 You remember ...., don’t you?
 You haven’t forgotten ...., have you?
 Don’t you remember ....?
 Do you happen to remember it now?
Ways to respond
 Let me think, yes, I remember.
 I remember especially the scenery.
 I’ll never forget that.
 I’ll always remember.
 I can remember it clearly.
Informal expressions
 Remember the old house we used to live in?
 Remember that?
 I’m sorry, I don’t remember.
Ways to respond
 Hold on. Yes, got it!
 I know ….
 It’s coming back to me now.
Response if you forget

 Sorry, I’ve completely forgotten.
 I’m afraid I forget.
 I really can’t remember.
 I’m afraid I have no memory of him.
 Err, let me think. No, it’s gone.
Sorry, it slipped off my mind.
Nilai 100 90 80 70
Nama Sekolah :
Topik Pembelajaran : Regreting
Pertemuan Ke :
Membaca
11. Memahami makna teks lulls monolog yang berbentuk narrative dan review secara
akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk
mengakses ilmu pengetahuan.
B. Kompetensi Dasar
11.1 Merespon makna dalam teks fungsional pendek resmi dan tak resmi yang
menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks
kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan

Nilai Budaya Dan
Karakter Bangsa
 Merespon wacana yang berkaitan dengan Religius, jujur, toleransi, disiplin, kerja
sosiokultural. keras, mandiri, demokratis, rasa ingin
mandiri

 Siswa dapat merespon wacana yang berkaitan dengan sosiokultural.
E. Materi Pokok
Drunella : Cinderella, I'm so sorry for all the bad
things I have done to you. I feel really
regretful doing them.
Cinderella : It's O.K., Drunella. I have forgiven you
since you did them.
Drunella : Thank you, Cinderella. But, do you still
consider me as your sister?
Cinderella : Of course, I do.
Drunella : You are really kind.
Cinderella : Don't mention it.
The sentence "I feel really regretful doing them." is used to

express regret. The sentence, "It's O.K.,
Here are some other expressions you can use to express regret
Regretting Responding
I regret to say that... No problem.
Regretfully, I must say .... No worries.
I'm so sorry for.... Don't worry about that. I'm O.K.
How could it happen? I'm happy you said that. If
I had (hadn't).... I would (wouldn't) have
Encouraging Someone
Read the following dialog .
In the dialog above, the boy got a bad mark because he wasn't feeling well during the test. His friend
doesn't believe it because he is the best student in class. However, she encourages him by saying, "Don't
be sad. I'm sure you'll catch up."
You need to encourage others when they are down. Here are some expressions you can use to encourage
someone.
Encouraging Someone
Don't worry. I'm sure you'll do better next time.
Come on. This is not the end of the world.
You have my support.
We feel you should go ahead.
You're doing very well.
I'm sure you'll win!
You like it? Go for it!
Go on, you can do it!
It wouldn't hurt.
Don't give up.
Keep at it!
Keep it up!
You can do it!
Stick to it!
No pain, no gain
Give it a shot.
In the first dialog, the boy asked the girl what she was going to do with the old newspapers. The girl
stated her objective of collecting the newspapers that is to make recycling paper. She said, "I'm going
to make recycling paper."
In the second dialog, both of the speakers were talking about their intention after graduating from high
school. The girl said, 1 want to continue my study in tourism.", while the boy said, 1 intend to join
the army."
Here are some other expressions of stating objectives and intentions..
Stating Objectives Staring Intentions
 The objective is to accommodate all  1 intend to complete my collection.

the Harry Potter fans in this school.  It is my intention to have my private
 It is also aimed at improving the library.
members' literary appreciation ability.  1 have every intention of building a
 The aim is .... public library.
 It aims to....  I want to take TOEFL preparation:
 I'm certainly going to ....
Read the following dialog
The sentence "I hope you will do your best." expresses the boy's hope for the girl He hopes that the girl
will do her best in the swimming competition.
Expressing Hope
 I hope I can buy it by the end of this month
 I wish I had enough money to buy the book
 I also expect the same
 I do hope the book will be mine
 I'm hoping I'll soon have the book
 Keep your finger crossed
 Hopefully, you are lucky
 Let's hope for your luck
Wacana mengenai akronim
 Pre listening
 Post Listening
melakukan kegiatan


Eksplorasi
narrative.
Tesk narrative.
Elaborasi
Konfirmasi
buku lain.
dilakukan.
Tesk narrative.

I. Penilaian

LISTENING TEXT 1

 What is the best title of the story above?
 Who were the characters in that story?
 Where is the setting of the story?
 What problem was the rabbit faced?
 How was the problem solved?
Kunci Jawaban
1. The poor rabbit
No Uraian Skor

Tidak menjawab 0

Nama Sekolah :
Topik Pembelajaran : Teks berbentuk Narrative
Pertemuan Ke :
Membaca
B. Kompetensi Dasar
11.2 Merespon makna dan langkah retorika dalam teks monolog yang menggunakan ragam
dan dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: narrative dan
review.

Nilai Budaya Dan
Karakter Bangsa
mandiri

E. Materi Pokok
Teks monolog berbenluk narrative, misalnya:
The Wrestling Match
One day, something happened which really changed the lives of the two girls, Rosalind and Celia.
There was a wrestling tournament at the court. Charles, a famous wrestler, had come to display his
strength and skill. He wrestled with three brothers and defeated them all easily, one after the other.
Then, still fresh and smiling, he was ready for his fourth opponent.
The fourth opponent was a noble and handsome youth, much younger than Charles. The girls pitied
him instantly and begged him not to wrestle. "Charles is an extremely strong fighter. He will kill
you," they tokl him.'Tou have no chance of winning. Don't risk your life!"
"Ladies, I thank you for your kindness," the young man replied. "Let him kill me. It doesn't matter,
because I have no friends to grieve over my death." He spoke so sadly that Rosalind was filled with
pity. "I have little strength," she told him, "bul I would add that lo yours." The young man smiled
gratefully at her. Then he turned away from the ladies to face Charles, the champion wrestler. The
match began.
 Pre listening
 Post Listening
melakukan kegiatan

 Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai

Eksplorasi
narrative.
Tesk narrative.
Elaborasi
Konfirmasi
buku lain.
dilakukan.
Tesk narrative.
I. Penilaian

LISTENING TEXT 1
 What is the best title of the story above?
 Who were the characters in that story?
 Where is the setting of the story?
 What problem was the rabbit faced?
 How was the problem solved?
Kunci Jawaban
1. The poor rabbit
No Uraian Skor

Tidak menjawab 0


Nama Sekolah :
Pertemuan Ke :
Membaca
B. Kompetensi Dasar
review.

Nilai Budaya Dan
Karakter Bangsa
mandiri

E. Materi Pokok
Teks monolog/esei berbentuk narrative, misalnya:
The Wrestling Match

One day, something happened which really changed the lives of the two girls, Rosalind and Cclia.
There was a wrestling tournament at the court. Charles, a famous wrestler, had come to display his
you," they told him.'Tou have no chance of winning. Don't risk your life!"
"Ladies, I thank you foL^our kindness," the young man replied. "Let him kill me. It doesn't matter,
because T have no friends to grieve over my death."
He spoke so sadly that Rosalind was filled with pity. "I have little strength," site told him, ''but I
would add that to yours." The young man smiled gratefully at her. Then he turned away from the
ladies to face Charles, the champion wrestler. The match began.
 Pre listening
 Post Listening
melakukan kegiatan


Eksplorasi
narrative.
Tesk narrative.
Elaborasi
Konfirmasi
buku lain.
dilakukan.
Tesk narrative.

I. Penilaian

Test Writing
resolution
Title : __________________
Orientation _______________________________________________________
(Telling who, when, _______________________________________________________
_______________________________________________________
place)
Complication _______________________________________________________
faced by the main
_______________________________________________________
character
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Resolution
________________________________________________________
(Telling how the

Skor maksimum 100

Nama Sekolah :
Pertemuan Ke :
Membaca
B. Kompetensi Dasar
review.

Nilai Budaya Dan
Karakter Bangsa
 Merespons wacana berbentuk narrative. Religius, jujur, toleransi, disiplin, kerja
 Mengidentifikasi tujuan teks narrative. keras, mandiri, demokratis, rasa ingin
 Mengidentifikasi fitur bahasa dalam teks tahu, semangat kebangsaan, cinta tanah
narrative. air, menghargai prestasi, bersahabat, cinta
 Mengidentifikasi generic structure dalam teks damai, gemar membaca, peduli
berbentuk narrative. lingkungan, peduli sosial, tanggung jawab,
mandiri

o Merespons wacana berbentuk narrative.
o Mengidentifikasi tujuan teks narrative.
o Mengidentifikasi fitur bahasa dalam teks narrative.
o Mengidentifikasi generic structure dalam teks berbentuk narrative.
E. Materi Pokok
Wacana berhentuk narrative, misalnya:
The Wrestling Match

One day, something happened which really changed the lives of the two girls, Rosalind and Celia.
There was a wrestling tournamen^ the court. Charles, a famous wrestler, had come to display his
you," they told him.'Tou have no chance of winning. Don't risk your life!"
"Ladies, T thank you for your kindness," the young man replied. "Let him kill me. It doesn't matter,
because I have no friends to grieve over my death."
He spoke so sadly that Rosalind was filled with pity. "I have little strength," she told him, "but I
would add that to yours." The young man smiled gratefully at her. Then he turned away from the
ladies to face Charles, the champion wrestler. The match began.
 Pre listening
 Post Listening
melakukan kegiatan


Eksplorasi
narrative.
Tesk narrative.
Elaborasi
Konfirmasi
buku lain.
dilakukan.
Tesk narrative.
I. Penilaian

Test Writing
resolution
Title : __________________
Orientation _______________________________________________________
(Telling who, when, _______________________________________________________
_______________________________________________________
place)
Complication _______________________________________________________
faced by the main
_______________________________________________________
character
_______________________________________________________
_______________________________________________________
_______________________________________________________
Resolution _______________________________________________________
(Telling how the ________________________________________________________
problem is solved)
_______________________________________________________

Skor maksimum 100

Nama Sekolah :
Topik Pembelajaran : Teks monolog berbentuk Narrative
Pertemuan Ke :
Berbicara
10 Mengungkapkan makna dalam teks fungsional pendek dan monolog yang berbentuk
narrative dan review secara akurat, lancar dan berterima dalam konteks kehidupan
sehari-hari.
B. Kompetensi Dasar
10.2 Mengungkap-kan makna dalam teks monolog dengan menggunakan ragam bahasa tulis
berbentuk: narrative dan review.

Nilai Budaya Dan
Karakter Bangsa
 Menentukan judul, orientasi, dan resolusi Religius, jujur, toleransi, disiplin, kerja
utama cerita narrative keras, mandiri, demokratis, rasa ingin
mandiri


Siswa dapat menentukan judul, orientasi, dan resolusi utama cerita narrative.
E. Materi Pokok
Naskah "As You like It
 Pre listening
 Post Listening
melakukan kegiatan


Eksplorasi
narrative.
Tesk narrative.
Elaborasi
Konfirmasi
buku lain.
dilakukan.
Tesk narrative.

I. Penilaian


Test Writing
resolution
Title : __________________
Orientation _______________________________________________________
(Telling who, when, _______________________________________________________
_______________________________________________________
place)
Complication _______________________________________________________
faced by the main
_______________________________________________________
character
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Resolution
________________________________________________________
(Telling how the

Skor maksimum 100

Nama Sekolah :
Topik Pembelajaran : Teks monolog berbentuk Review
Pertemuan Ke :
Berbicara
9 Mengungkapkan makna dalam teks interaksional, dengan penekanan pada percakapan
transaksional resmi dan berlanjut dalam konteks kehidupan sehari-hari
Berbicara
sehari-hari.
Membaca
11 Memahami makna teks tulis monolog yang berbentuk narrative dan review secara
akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk
B. Kompetensi Dasar
hari dan melibatkan tindak tutur:membujuk, mendorong semangat, mengkritik ,
mengungkapkan harapan, dan mencegah.
review

Nilai Budaya Dan
Karakter Bangsa
 Merespons teks berbentuk review Religius, jujur, toleransi, disiplin, kerja
 Melakukan percakapan tentang review. keras, mandiri, demokratis, rasa ingin
mandiri

1. Siswa dapat merespons teks berbentuk review
2. Siswa dapat melakukan percakapan tentang review.
E. Materi Pokok
Teks tertulis berbentuk review, misalnya:
Jurassic Park Part II is a motion picture about an island populated with real dinosaurs. Released in
1997, this science fiction adventure is the sequel to the box-office hit Jurassic Park (1993), in which
a scientist built a dinosaur theme park on a remote island. Although those dinosaurs were
destroyed, there were some left on another island. Dr. Sarah Harding (played by Julianne Moore)
and Dr. lan Malcolm (Jeff Goldblum) travel to the island to observe the dinosaurs and try to prevent
Roland Tembo (Pete Postlethwaite) from Founding the beasts up and taking them to a theme park
in the United Slates. The weather turns bad. the dinosaurs become violent, and one of the angry
beasts makes its way to Los Angeles, California.
 Pre listening
 Post Listening
melakukan kegiatan


Eksplorasi
 Memberikan stimulus berupa pemberian materi wacana monolog berbentuk review.
monolog berbentuk review.
mempresentasikan mengenai wacana monolog berbentuk review.
wacana monolog berbentuk review.
Elaborasi
 Membiasakan siswa membuat kalimat wacana monolog berbentuk review.
Konfirmasi
buku lain.
dilakukan.
wacana monolog berbentuk review.

 Siswa diminta membuat rangkuman dari materi mengenai wacana monolog berbentuk
review.
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi wacana monolog berbentuk
review.
I. Penilaian

wacana monolog monolog and choose
berbentuk review the best answer
Listen to Mike, talking about his experience about earthquake. Check the answers.
Has everybody here heard of an earthquake? Do you know what it is like when it
happens? Well, I once experienced it. Okay, I’ll tell you about my experience. Listen.
I was driving along the coast road when the car suddenly lurched to one side.
You know what happened? At first I thought a tire had gone flat but then I saw telegraph poles
collapsing like matchsticks. It’s terrible, isn’t it? Next, guess what? The rocks came tumbling
across the road and I had to get out of the car. When I got back to town, well as I said, there
wasn’t much left. My God, that was a nightmare.
Say It Right
 earthquake
 coast
 collapsing
 nightmare
 experience
 tyre
 matchsticks
 abandoned
 tumbling
 terrible

Skor maksimum 100

Nama Sekolah :
Topik Pembelajaran : Ungkapan-ungkapan
Pertemuan Ke :
Mendengarkan
berlanjut (sustained) dalam konteks kehidupan
Berbicara
9 Mengungkapkan makna dalam teks interaksional, dengan penekanan pada percakapan
transaksional resmi dan berlanjut dalam konteks kehidupan sehari-hari.
B. Kompetensi Dasar
berterima yang menggunakan ragam bahasa lisan dan melibatkan tindak tutur:
membujuk, mendorong semangat, mengkritik, mengungkapkan harapan, dan
mencegah.
hari dan melibatkan tindak tutur:membujuk, mendorong semangat, mengkritik ,
mengungkapkan harapan, dan mencegah.

Nilai Budaya Dan
Karakter Bangsa
 Merespons dengan benar terhadap tindak
tutur: memberikan penilaian, suka dan tidak
suka.
 Merespons dengan benar terhadap tindak
tutur: mengkritik.
wacana lisan interpersonal/ transaksional:
menanyakan penilaian orang lain.
mandiri
memberikan penilaian, suka dan tidak suka.
menukritik

1. Siswa dapat merespons dengan benar terhadap tindak tutur: menanyakan penilaian orang
lain.
2. Siswa dapat merespons dengan benar terhadap tindak tutur: memberikan penilaian, suka dan
tidak suka.
3. Siswa dapat merespons dengan benar terhadap tindak tutur: mengkritik.
4. Siswa dapat melakukan berbagai tindak tutur dalam wacana lisan interpersonal/
transaksional: menanyakan penilaian orang lain.
transaksional: memberikan penilaian, suka dan tidak suka.
transaksional: mengkritik.
E. Materi Pokok
Ungkapan-ungkapan yang menanyakan penilaian orang lain, memberikan penilaian, suka dan tidak
suka, misalnya:
- What do you think about TV shows?
- In my view,....
- How wonderful! How irritating! It's awful!
 Pre listening
 Post Listening
cara menanyakan penilaian siswa diberi tugas untuk kegiatan terkait dengan
orang lain, memberikan melakukan hal-hal berikut, dan wacana berbentuk naratif di
penilaian, suka dan tidak melaporkan setiap kegiatan luar tugas tatap muka dan
suka, mengkritik. kepada guru, a.l. tentang terstruktur yang diberikan
terkandung cara datang, kesulitan yang  Siswa mengumpulkan setiap
menanyakan penilaian dihadapi. hasil kerja dalam portofolio,
orang lain, memberikan  Bertanya jawab tentang isi dan melaporkan hal-hal yang
penilaian, suka dan tidak cerita (karakter, setting, plot) sudah diperoleh serta
suka, mengkritik. yang sudah dibaca, ditonton, kesulitan yang dihadapi
 Membahas unsur dan dan/atau didengar dengan secara rutin kepada guru.
langkah retorika dalam kelompok belajarnya
cara menanyakan penilaian  Membahas nilai-nilai yang
orang lain, memberikan terkandung dalam cerita, sikap
penilaian, suka dan tidak dan perilaku para tokoh.
suka, mengkritik.  Membahas unsur dan langkah
 Membahas ciri-ciri retorika dalam teks naratif.
leksikogramatika.  Membahas ciri-ciri
 Nonton film leksikogramatika.
 Mendengarkan cerita  Nonton film.
(secara langsung atau  Mendengarkan cerita (secara
dengan media elektronik). langsung atau dengan media
 Membacakan cerita kepada elektronik).
kelompok atau kelas  Membacakan cerita kepada
(monolog). kelompok (monolog).
 Menceritakan kembali
cerita kepada kelompok
atau kelas (monolog).
melakukan kegiatan


Eksplorasi
 Memberikan stimulus berupa pemberian materi cara menanyakan penilaian orang lain,
memberikan penilaian, suka dan tidak suka, mengkritik.
menanyakan penilaian orang lain, memberikan penilaian, suka dan tidak suka, mengkritik .
mempresentasikan mengenai cara menanyakan penilaian orang lain, memberikan penilaian,
suka dan tidak suka, mengkritik.
cara menanyakan penilaian orang lain, memberikan penilaian, suka dan tidak suka,
mengkritik.
Elaborasi
 Membiasakan siswa membuat kalimat cara menanyakan penilaian orang lain, memberikan
penilaian, suka dan tidak suka, mengkritik.
Konfirmasi
buku lain.
dilakukan.
cara menanyakan penilaian orang lain, memberikan penilaian, suka dan tidak suka,
mengkritik.

 Siswa diminta membuat rangkuman dari materi mengenai cara menanyakan penilaian
orang lain, memberikan penilaian, suka dan tidak suka, mengkritik
 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi cara menanyakan penilaian
orang lain, memberikan penilaian, suka dan tidak suka, mengkritik .
 Kaset/CD
 Tape
I. Penilaian
1. Memahami isi cara Tes Lisan Pertanyaan Lisan Listen to the

menanyakan following
penilaian orang lain, advertisement and
memberikan answer the
penilaian, suka dan questions!
tidak suka,
mengkritik
Sale! Sale! Sale!


Semarang
Closed Sunday
11. What is on sale?

Kunci Jawaban
12. Men and women
14. 8.30 am to 9.00 pm
15. Six days
No Uraian Skor
Tidak menjawab 0

Nama Sekolah :
Topik Pembelajaran : wacana berbentuk review
Pertemuan Ke :
Mendengarkan
8 Memahami makna dalam teks fungsional pendek dan monolog yang berbentuk
narrative dan review dalam konteks kehidupan sehari-hari.
Membaca
B. Kompetensi Dasar
8.2 Memahami dan merespon makna dalam teks monolog yang menggunakan ragam
dalam teks berbentuk: narrative dan review.
review.

Nilai Budaya Dan
Karakter Bangsa
 Merespons wacana berbentuk review
 Mengidentitlkasi generic structure wacana keras, mandiri, demokratis, rasa ingin
review.Mengidentifikasi tujuan wacana tahu, semangat kebangsaan, cinta tanah
berbentuk review air, menghargai prestasi, bersahabat, cinta
 Melakukan berbagai tindak tutur dalam wacana lingkungan, peduli sosial, tanggung jawab,
lisan interpersonal/ transaksional: memberikan mandiri
penilaian, suka dan tidak suka.

 Siswa dapat merespons wacana berbentuk review.
 Siswa dapat mengidentifikasi generic structure wacana review.
 Siswa dapat mengidentifikasi tujuan wacana berbentuk review.
E. Materi Pokok
Teks lulls berbentuk review, misalnya:
Roland Tembo (Pete Posllethwaite) from rounding the beasts up and taking them to a theme park
in the United States. The weather turns bad, the beasts up and taking them to a theme park in the
United States. The weather turns bad, the dinosaurs become violent, and one of the angry beasts
makes its way to Los Angeles, California
 Pre listening
 Post Listening
cara wacana berbentuk siswa diberi tugas untuk kegiatan terkait dengan
review. melakukan hal-hal berikut, dan wacana berbentuk naratif di
terkandung cara wacana kepada guru, a.l. tentang terstruktur yang diberikan
berbentuk review. tempat, siapa saja yang guru.
cara wacana berbentuk  Bertanya jawab tentang isi dan melaporkan hal-hal yang
review. cerita (karakter, setting, plot) sudah diperoleh serta
 Membahas ciri-ciri yang sudah dibaca, ditonton, kesulitan yang dihadapi
leksikogramatika. dan/atau didengar dengan secara rutin kepada guru.
 Nonton film kelompok belajarnya
(secara langsung atau terkandung dalam cerita, sikap
dengan media elektronik). dan perilaku para tokoh.
cerita kepada kelompok  Nonton film.


Eksplorasi
 Memberikan stimulus berupa pemberian materi wacana berbentuk review.
berbentuk review.
mempresentasikan mengenai wacana berbentuk review.
wacana berbentuk review.
Elaborasi
 Membiasakan siswa membuat kalimat wacana berbentuk review.
Konfirmasi
buku lain.
dilakukan.
cara wacana berbentuk review.

 Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi wacana berbentuk review
 Kaset/CD
 Tape
I. Penilaian
1. Memahami isi Tes Lisan Pertanyaan Lisan Listen to the

wacana berbentuk following
review advertisement and
answer the
questions!
Sale! Sale! Sale!


Semarang
Closed Sunday
 What is on sale?
 Whom is the sale for?
 Where is the store located
 What time is the store opened?
 How many days is the store opened?
Kunci Jawaban
 Busines’s clothes, shoes and summer’s clothes
 Men and women
 At Simpang Lima Semarang
 8.30 am to 9.00 pm
 Six days
No Uraian Skor
Tidak menjawab 0


Nama Sekolah :
Pertemuan Ke :
Mendengarkan
8 Memahami makna dalam teks fungsional pendek dan monolog yang berbentuk
narrative dan review dalam konteks kehidupan sehari-hari.
Berbicara
sehari-hari
B. Kompetensi Dasar
8.2 Memahami dan merespon makna dalam teks monolog yang menggunakan ragam

Nilai Budaya Dan
Karakter Bangsa

 Membuat review sebuah film dan keras, mandiri, demokratis, rasa ingin
membacakannya tahu, semangat kebangsaan, cinta tanah
mandiri

 Siswa dapat membuat review sebuah film dan membacakannya.
E. Materi Pokok
 Pre listening
 Post Listening


Eksplorasi
berbentuk review.
Elaborasi
Konfirmasi
buku lain.
dilakukan.

 Kaset/CD
 Tape
I. Penilaian
1. Membuat review Tes Lisan Pertanyaan Lisan Listen to the

sebuah film dan following
membacakannya advertisement and
answer the
questions!
Sale! Sale! Sale!


Semarang
Closed Sunday
Kunci Jawaban
 Men and women
 8.30 am to 9.00 pm
 Six days
No Uraian Skor
Tidak menjawab 0

Nama Sekolah :
Pertemuan Ke :
Membaca
Menulis
12 Mengungkapkan makna dalam teks tulis monolog/esei berbentuk narrative dan review
dalam konteks kehidupan sehari-hari.
B. Kompetensi Dasar
review.
12.2 Mengung-kapkan makna dan langkah retorika dalam esei dengan menggunakan ragam

Nilai Budaya Dan
Karakter Bangsa

 Membuat review salah satu bentuk hiburan keras, mandiri, demokratis, rasa ingin
 Membacakan review yang telah ditulis tahu, semangat kebangsaan, cinta tanah
mandiri

 Siswa dapat membuat review salah satu bentuk hiburan.
 Siswa dapat membaca review yang telah ditulis.
E. Materi Pokok
Teks lulis berbentuk review, misalnya:
 Pre listening
 Post Listening


Eksplorasi
berbentuk review.
Elaborasi
Konfirmasi
buku lain.
dilakukan.

 Kaset/CD
 Tape
I. Penilaian

answer the
questions!
Sale! Sale! Sale!


Semarang
Closed Sunday
Kunci Jawaban
 Men and women
 8.30 am to 9.00 pm
 Six days
No Uraian Skor
Tidak menjawab 0

Nama Sekolah :
Topik Pembelajaran : wacana mengenai komunikasi interkultural
Pertemuan Ke :
Membaca
B. Kompetensi Dasar
11.1 Merespon makna dalam teks fungsional pendek resmi dan tak resmi yang
menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks
kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.

Nilai Budaya Dan
Karakter Bangsa

 Merespon wacana yang berkaitan dengan keras, mandiri, demokratis, rasa ingin
sosiokultural. tahu, semangat kebangsaan, cinta tanah
mandiri

 Siswa dapat wacana mengenai komunikasi interkultural.
E. Materi Pokok
 Pre listening
 Post Listening


Eksplorasi
berbentuk review.
Elaborasi
Konfirmasi
buku lain.
dilakukan.

 Kaset/CD
 Tape
I. Penilaian
Indikator Teknik Bentuk Contoh

No.
answer the
questions!
Sale! Sale! Sale!


Semarang
Closed Sunday
Kunci Jawaban
 Men and women
 8.30 am to 9.00 pm
 Six days

No Uraian Skor
Tidak menjawab 0


4 RPP Bhs Inggris Sma

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K U R I K U L U M T I N G K AT S ATU A N P E N D I D I K A N ( K T S P )

C. Indikator Pencapaian Kompetensi

Kewirausahaan/ Ekonomi Kreatif :

 Kegiatan Awal (10’)

 Kegiatan Inti (70’)

I. Indikator, Teknik, Bentuk, dan Contoh.

No. Indikator Teknik Bentuk Contoh

1. Merespon dengan benar Performance Melengkapi Read and give a

Read and give a response to the following expressions.

1. How are you doing ?

Mengetahui, , Juli 2011

C. Indikator Pencapaian Kompetensi

Kewirausahaan/ Ekonomi Kreatif :

 Kegiatan Awal (10’)

 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 Tes Lisan Membuat dialog To end the

II. Instrumen Penilaian

To end the conversation, what would you say to someone

 You’re going to see in the evening.

Mengetahui, , Juli 2011

C. Indikator Pencapaian Kompetensi

Kewirausahaan/ Ekonomi Kreatif :

 Kegiatan Awal (10’)

 Kegiatan Inti (70’)

I. Indikator, Teknik, Bentuk, dan Contoh.

No. Indikator Teknik Bentuk Contoh

1. Merespon dengan benar Performance Melengkapi Listen to the tape

III. Pedoman Penilaian

Mengetahui, , Juli 2011

C. Indikator Pencapaian Kompetensi

Kewirausahaan/ Ekonomi Kreatif :

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

 Kegiatan Awal (10’)

 Kegiatan Inti (70’)

I. Indikator, Teknik, Bentuk, dan Contoh.

No. Indikator Teknik Bentuk Contoh

1. Menjawab Performance Melengkapi Complete the

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

1. What kind of card is this?

III. Pedoman Penilaian

No. Uraian Skor

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

Mengetahui, , Juli 2011

C. Indikator Pencapaian Kompetensi

Kewirausahaan/ Ekonomi Kreatif :

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

Langkah-langkah Kegiatan Pembelajaran

 Kegiatan Awal (10’)

 Kegiatan Inti (70’)

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

C. Indikator Pencapaian Kompetensi

Kewirausahaan/ Ekonomi Kreatif :

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

Langkah-langkah Kegiatan Pembelajaran