Professional Documents
Culture Documents
01
Standar Kompetensi
1. Memahami makna dalam teks fungsional pendek dan teks monolog sederhana
berbentuk narrative,spoof dan hortatory exposition dalam konteks kehidupan
sehari-hari dan mengakses ilmu pengetahuan populer.
2. Mengungkapkan makna dalam monolog yang berbentuk narrative,spoof dan
hortatory exposition secara akurat, lancar, dan berterima dalam konteks kehidupan
sehari-hari dan mengakses ilmu pengetahuan.
Kompetensi Dasar
1. Merespon makna dalam makna dalam teks monolog sederhana menggunakan
ragam bahasa lisan secara akurat, lancar dan berterima dalam teks berbentuk:
narrative
2. Mengungkapkan makna dalam teks monolog secara akurat, lancar dan berterima
yang menggunakan ragam bahasa lisan yang berbentuk: narrative
Indikator
1. Merespon wacana monolog: narrative
2. Melakukan monolog berbentuk : narrative
1. Tujuan Pembelajaran
Peserta didik dapat merespon wacana monolog: narrative
Peserta didik dapat melakukan melakukan monolog berbentuk : narrative
2. 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
3. Metode Pembelajaran/Teknik: Three-phase technique
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.
1
4. Langkah-langkah Kegiatan
5. Sumber/Bahan/Alat
Panduan Bhs. Inggris terbitan Lubuk Agung Bandung
Kaset/CD
Tape
Script dari Look Ahead 2
6. Penilaian
Teknik: Performance Assessment (responding)
Bentuk: Pertanyaan lisan,
Tolangohula………..
Mengetahui; Tutor,
Kepala SKB Tolangohula,
2
Rencana Pelaksanaan Pembelajaran
02
Standar Kompetensi
1. Memahami makna dalam percakapan transaksional/ interpersonal resmi dalam
konteks kehidupan sehari-hari.
2. Mengungkapkan makna dalam teks percakapan transaksional resmi dan
percakapan berlanjut (sustained) secara akurat, lancar, dan berterima dalam
konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan.
Kompetensi Dasar
1. Merespon makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar, dan
berterima menggunakan ragam bahasa lisan yang melibatkan tindak tutur:
menyatakan perasaan ( expressing: love).
2. Mengungkapkan makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan tak resmi dalam ragam lisan secara akurat,
lancar dan berterima yang melibatkan tindak tutur: menyatakan perasaan (
expressing: love).
Indikator
1. Merespon dengan benar terhadap tindak tutur: menyatakan perasaan
(expressing: love).
2. Melakukan berbagai tindak tutur dalam wacana lisan interpersonal/transaksional:
menyatakan perasaan (expressing:love).
1. Tujuan Pembelajaran
Peserta didik dapat merespon dengan benar terhadap tindak tutur: menyatakan
perasaan (expressing: love).
Peserta didik dapat melakukan berbagai tindak tutur dalam wacana lisan
interpersonal/transaksional: menyatakan perasaan (expressing: love).
2. Materi Pokok
Percakapan/dialog dan pernyataan yang memuat ungkapan–ungkapan berikut
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
4. Langkah-langkah Kegiatan
3
Peserta didik mendengarkan percakapan interpersonal/transaksional
yang berisikan ungkapan untuk menyatakan perasaan (expressing:
love) melalui tape secara klasikal.
Peserta didik mendiskusikan dialog dan fungsi ungkapan yang
didengar melalui tape.
Peserta didik membaca ungkapan-ungkapan lainnya yang digunakan
untuk menyatakan perasaan (expressing: love).
Peserta didik melafalkan ungkapan-ungkapan lain menyatakan
perasaan (expressing: love).
Peserta didik mendengarkan ungkapan cinta dan mencocokkan dengan
orang yang menyatakannya
Peserta didik membuat definisi tentang cinta.
5. Sumber/Bahan/Alat
Panduan Bhs. Inggris terbitan Lubuk Agung Bandung
Kaset/CD
Tape
6. Penilaian
Teknik: Performance Assessment (responding)
Bentuk: Pertanyaan lisan
Tolangohula………..
Mengetahui; Tutor,
Kepala SKB Tolangohula,
4
Rencana Pelaksanaan Pembelajaran
03
Standar Kompetensi
Kompetensi Dasar
1. Merespon makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar, dan
berterima menggunakan ragam bahasa lisan yang melibatkan tindak tutur:
menyatakan perasaan (expressing: sorrow& attention) )
2. Mengungkapkan makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan tak resmi dalam ragam lisan secara akurat,
lancar dan berterima yang melibatkan tindak tutur: menyatakan perasaan
(expressing: sorrow& attention) )
Indikator
1. Merespon dengan benar terhadap tindak tutur: menyatakan perasaan (expressing:
sorrow& attention) )
2. Melakukan berbagai tindak tutur dalam wacana lisan interpersonal/transaksional:
menyatakan perasaan (expressing: sorrow& attention) )
1. Tujuan Pembelajaran
Peserta didik dapat merespon dengan benar terhadap tindak tutur:
menyatakan peringatan.
Peserta didik dapat melakukan berbagai tindak tutur dalam wacana lisan
interpersonal/transaksional: menyatakan perasaan peringatan.
2. Materi Pokok
Pernyataan yang memuat ungkapan –ungkapan berikut
Menyatakan perasaan (expressing: sorrow& attention))
mis. My heart is so burdened I’m so sad to hear that
4. Langkah-langkah Kegiatan
5
Tanya jawab dengan peserta didik mengenai apakah mereka pernah
mendengar cerita teman dan mersa sedih. Ungkapan apa yang
digunakan untuk menyatakan sedih dan menaruh perhatian besar akan
ceritanya.
5. Sumber/Bahan/Alat
Panduan Bhs. Inggris terbitan Lubuk Agung Bandung
Kaset/CD
Tape
6. Penilaian
Teknik: Performance Assesment (Responding,
Bentuk: Pertanyaan Lisan, tugas berpasangan
Tolangohula………..
Mengetahui; Tutor,
Kepala SKB Tolangohula,
6
Rencana Pelaksanaan Pembelajaran
04
2. Mengungkapkan makna dalam teks monolog secara akurat, lancar dan berterima yang
menggunakan ragam bahasa lisan yang berbentuk: narrative
Indikator
Merespon wacana monolog: narrative
Melakukan monolog berbentuk : narrative
1. Tujuan Pembelajaran
Peserta didik dapat merespon wacana monolog: narrative
Peserta didik dapat melakukan monolog berbentuk narrative
2. Materi Pokok
Teks monolog narrative contohnya berikut:
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.
7
3. Metode Pembelajaran/Teknik: Three-phase technique
4. Langkah-langkah Kegiatan
5. Sumber/Bahan/Alat
Panduan Bhs. Inggris terbitan Lubuk Agung Bandung
Kaset/CD
Script dari Look Ahead 2
6. Penilaian
Teknik: Performance Assesment
Bentuk: pertanyaan lisan
Tolangohula………..
Mengetahui; Tutor,
Kepala SKB Tolangohula,
8
Rencana Pelaksanaan Pembelajaran
05
Standar Kompetensi
1. Memahami dalam teks monolog lisan berbentuk narrative,spoof dan hortatory
exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan
mengakses ilmu pengetahuan
Kompetensi Dasar
1. Merespon makna dalam teks monolog sederhana menggunakan ragam bahasa lisan secara
akurat, lancar dan berterima dalam teks berbentuk:narrative
2. Mengungkapkan makna dalam teks monolog secara akurat, lancar dan berterima yang
menggunakan ragam bahasa lisan yang berbentuk: narrative
Indikator
Merespon wacana monolog: narrative
Melakukan monolog berbentuk: narrative
1. Tujuan Pembelajaran
Peserta didik dapat merespon wacana monolog: narrative
Peserta didik dapat melakukan monolog berbentuk narrative
2. Materi Pokok
Teks monolog narrative contohnya berikut:
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.
9
3. Metode Pembelajaran/Teknik: Three-phase technique
4. Langkah-langkah Kegiatan
5. Sumber/Bahan/Alat
Panduan Bhs. Inggris terbitan Lubuk Agung Bandung
6. Penilaian
Teknik: Performance Assesment
Bentuk: drama
Tolangohula………..
Mengetahui; Tutor,
Kepala SKB Tolangohula,
10
Rencana Pelaksanaan Pembelajaran
06
Standar Kompetensi
1. Memahami dalam teks monolog lisan berbentuk narrative,spoof dan hortatory
exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan
mengakses ilmu pengetahuan
Kompetensi Dasar
1. Merespon makna dalam teks monolog sederhana menggunakan ragam bahasa lisan secara
akurat, lancar dan berterima dalam teks berbentuk: narrative
2. Mengungkapkan makna dalam teks monolog secara akurat, lancar dan berterima yang
menggunakan ragam bahasa lisan yang berbentuk: narrative
Indikator
Merespon wacana monolog: narrative
Melakukan monolog berbentuk : narrative
1. Tujuan Pembelajaran
Peserta didik dapat merespon wacana monolog: narrative
Peserta didik dapat melakukan monolog berbentuk narrative(mendongeng)
2. Materi Pokok
Teks monolog narrative, contohnya berikut:
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 the11 end, Tumenggung Arungbinang and Dewi
Tisnawati married and lived at Karangbolong hill.
3. Metode Pembelajaran/Teknik: Three-phase technique
4. Langkah-langkah Kegiatan
5. Sumber/Bahan/Alat
Panduan Bhs. Inggris terbitan Lubuk Agung Bandung
Alat Bantu (gambar, poster)
Boneka tangan
6. Penilaian
a. Teknik: Performance Assesment , Checklist
b. Bentuk: mendongeng
Tolangohula………..
Mengetahui; Tutor,
Kepala SKB Tolangohula,
12
Rencana Pelaksanaan Pembelajaran
07
Standar Kompetensi
Memahami makna teks monolog/esei berbentuk narrative,spoof dan hortatory
exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan
mengakses ilmu pengetahuan
Kompetensi Dasar
Memahami dan merespon makna dalam teks monolog/esei yang menggunakan ragam
bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk: narrative
Indikator
Memahami cerita Valentine’s Day Is Not Part Of Our Culture
1. Tujuan Pembelajaran
2. Mate
Peserta didik memahami Valentine’s Day ri
Pokok
Wacana teks berjudul Valentine’s Day Is Not Part Of Our Culture
4. Langkah-langkah Kegiatan
6. Penilaian
Teknik: responding
Bentuk: pertanyaan tertulis
Tolangohula………..
Mengetahui; Tutor,
Kepala SKB Tolangohula,
13
SALMA ASRIN S.PD.
Rencana Pelaksanaan Pembelajaran
08
Indikator
Mengid
Mengidentifikasi makna dalam teks tulis narrative entifila
si langkah-langkah retorika dalam wacana: narrative
1. Tujuan Pembelajaran
Peserta
Peserta didik dapat mengidentifikasi makna dalam teks tulis didik
narrative dapat
mengidentifilasi langkah-langkah retorika dalam wacana: narrative
2. Materi Pokok
Teks tertulis berbentuk narrative,contoh,
3. Metode Pembelajaran/Teknik: Three-phase technique
4. Langkah-langkah Kegiatan
Kegiatan Awal (10’)
Tanya jawab mengenai gambar yang tertera di buku
Kegiatan Inti (70’)
Peserta didik membaca teks tulis narrative: The lion and the Mouse
Sisa menjawab pertanyaan tentang teks narrative tersebut dan
membahasnya.
Peserta didik teks narrative berikutnya: The Stronger Man dan
menjawab pertanyaannya
Peserta didik berpasangan menjodohkan fable dengan pesan moralnya.
Kegiatan Akhir (10’)
Peserta didik memberikan pendapat mengenai cerita narrative yang
dibacanya
5. Sumber/Bahan/Alat
Panduan Bhs. Inggris terbitan Lubuk Agung Bandung
6. Penilaian
Teknik: Unjuk kerja
Bentuk: pertanyaan lisan dan tertulis
Tolangohula………..
Mengetahui; Tutor,
Kepala SKB Tolangohula,
14
SALMA ASRIN S.PD.
Rencana Pelaksanaan Pembelajaran
09
Standar Kompetensi
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.
Kompetensi Dasar
Memahami dan merespon makna dalam teks monolog/esei yang menggunakan ragam
bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk: narrative
Indikator
Mengidentifikasi ciri-ciri kebahasaan teks narrative
1. Tujuan Pembelajaran
Peserta didik dapat mengidentifikasi ciri-ciri kebahasaan teks narrativee
2. Materi Pokok
Teks tulis berbentuk narrative, contoh:
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)
4. Langkah-langkah Kegiatan
15
Peserta didik menentukan bentuk kata kerja yang tepat yaitu past
perfect atau simple past
Peserta didik menentukan bentuk kata kerja yang tepat yaitu past
continuous atau simple past
Peserta didik menentukan bentuk kata kerja yang tepat yaitu future in
the past atau simple past
Peserta didik membaca penjelasan mengenai action verbs
Peserta didik menggaris bawahi action verbs pada teks narrative
Peserta didik membaca penjelasan mengenai thinking verbs dan feeling
verbs
Peserta didik menentukan thinking verbs, feeling verbs atau saying
verbs dari suatu kalimat
Peserta didik membaca penjelasan tentang Noun dan Noun Phrases
Peserta didik mengembangkan noun menjadi noun phrases
.
Kegiatan Akhir (10’)
Peserta didik mengulas penjelasan tentang. past tenses, action verbs,
thinking verbs, feeling verb,saying verbs Noun dan Noun Phrases.
5. Sumber/Bahan/Alat
Panduan Bhs. Inggris terbitan Lubuk Agung Bandung
6. Penilaian
Teknik: Unjuk kerja
Bentuk: latihan
Standar Kompetensi
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.
Kompetensi Dasar
Memahami dan merespon makna dalam teks monolog/esei yang menggunakan ragam
bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk: narrative
Indikator
Mengidentifikasi ciri-ciri kebahasaan teks narrative
1. Tujuan Pembelajaran
Peserta didik dapat mengidentifikasi ciri-ciri kebahasaan teks narrativee
16
2. Materi Pokok
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)
6. Penilaian
Teknik: Unjuk kerja
Bentuk: latihan
Tolangohula………..
Mengetahui; Tutor,
Kepala SKB Tolangohula,
17
Rencana Pelaksanaan Pembelajaran
11
Standar Kompetensi
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
Kompetensi Dasar
Memahami dan merespon makna dalam teks monolog/esei yang menggunakan ragam
bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk: narrative
Indikator
Mengid
Mengidentifikasi makna dalam teks tulis narrative entifila
si langkah-langkah retorika dalam wacana: narrative
1. Tujuan Pembelajaran
Peserta
Peserta didik dapat mengidentifikasi makna dalam teks tulis didik
narrative dapat
mengidentifilasi langkah-langkah retorika dalam wacana: narrative
2. Materi Pokok
Teks monolog/esei berbentuk narrative;
4. Langkah-langkah Kegiatan
Kegiatan Awal (10’)
Tanya-jawab dengan peserta didik tentang fable
Tolangohula………..
Mengetahui; Tutor,
Kepala SKB Tolangohula,
18
SALMA ASRIN S.PD.
Rencana Pelaksanaan Pembelajaran
12
Standar Kompetensi
1. Memahami makna teks monolog/esei berbentuk report, narrative dan analytical
exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-
hari dan mengakses ilmu pengetahuan
Kompetensi Dasar
1. Memahami dan merespon makna dalam teks monolog/esei yang menggunakan ragam
bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk: narrative
2. Mengungkapkan makna dalam teks monolog/esei yang menggunakan ragam bahasa
tulis secara akurat, lancar dan berterima dalam teks berbentuk: narrative
Indikator
Meng
Mengidentifikasi makna dalam teks narrative
identi
fikasi langkah-langkah retorika dalam wacana: narrative
Menulis teks berbentuk monolog/esei berbentuk narrative
1. Tujuan Pembelajaran
Peser
1. Peserta didik dapat mengidentifikasi makna dalam teks
ta
narrative
didik
dapat mengidentifikasi langkah-langkah retorika dalam wacana: narrative
Peserta didik dapat menulis teks berbentuk monolog/esei berbentuk narrative
2. Materi Pokok
Teks tulis berbentuk narrative, contoh:
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)
19
3. Metode Pembelajaran/Teknik: Three-phase technique
4. Langkah-langkah Kegiatan
5. Sumber/Bahan/Alat
Panduan Bhs. Inggris terbitan Lubuk Agung Bandung
6. Penilaian
Teknik: Unjuk kerja
Bentuk: hasil tulisan
Standar Kompetensi
1. Memahami makna teks monolog/esei berbentuk report, narrative dan analytical
exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan
mengakses ilmu pengetahuan.
2. Mengungkapkan makna dalam teks monolog/esei tulis berbentuk narrative,spoof dan
hortatory exposition secara akurat, lancar dan berterima dalam konteks kehidupan sehari-
hari dan mengakses ilmu pengetahuan.
Kompetensi Dasar
1. Memahami dan merespon makna dalam teks monolog/esei yang menggunakan ragam
bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk: narrative
2. Mengungkapkan makna dalam teks monolog/esei yang menggunakan ragam bahasa tulis
secara akurat, lancar dan berterima dalam teks berbentuk: narrative
Indikator
Meng
Mengidentifikasi makna dalam teks narrative identi
fikasi langkah-langkah retorika dalam wacana: narrative
Menulis teks berbentuk monolog/esei berbentuk narrative
20
1. Tujuan Pembelajaran
Peserta didik
Peserta didik dapat mengidentifikasi makna dalam teks narrative
dapat menulis
teks berbentuk monolog/esei berbentuk narrative
Peserta didik dapat mengidentifikasi langkah-langkah retorika dalam wacana:
narrative
2. Materi Pokok
Teks tertulis berbentuk narrative, contoh;
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)
4. Langkah-langkah Kegiatan
5. Sumber/Bahan/Alat
Panduan Bhs. Inggris terbitan Lubuk Agung Bandung
6. Penilaian
Teknik: Performance Assessment, Checklist
Bentuk: tulisan
Tolangohula………..
Mengetahui; Tutor,
Kepala SKB Tolangohula,
21
Rencana Pelaksanaan Pembelajaran
13
Standar Kompetensi
1. Memahami makna dalam percakapan transaksional/ interpersonal resmi dalam
konteks kehidupan sehari-hari.
2. Mengungkapkan makna dalam monolog yang berbentuk narrative, spoof dan
hortatory exposition secara akurat, lancar, dan berterima dalam konteks kehidupan
sehari-hari dan mengakses ilmu pengetahuan.
Kompetensi Dasar
1. Merespon makna dalam makna dalam teks monolog sederhana menggunakan
ragam bahasa lisan secara akurat, lancar dan berterima dalam teks berbentuk:
spoof
2. Mengungkapkan makna dalam teks monolog secara akurat, lancar dan berterima
yang menggunakan ragam bahasa lisan yang berbentuk: spoof
Indikator
1. Merespon wacana monolog: spoof
2. Melakukan monolog berbentuk : spoof
1. Tujuan Pembelajaran
Peserta didik dapat merespon wacana monolog: spoof
Peserta didik dapat melakukan monolog berbentuk : spoof
2. 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)
22
Kegiatan Awal (10’)
Peserta didik menanggapi gambar pada buku teks dan menjawab
pertanyaan
Kegiatan Inti (70’)
5. Sumber/Bahan/Alat
Panduan Bhs. Inggris terbitan Lubuk Agung Bandung
Kaset/CD
Tape
6. Penilaian
Teknik: Performance Assessment (responding)
Bentuk: Pertanyaan lisan
Tolangohula………..
Mengetahui; Tutor,
Kepala SKB Tolangohula,
23
Rencana Pelaksanaan Pembelajaran
14
Standar Kompetensi
1. Memahami makna dalam percakapan transaksional/ interpersonal resmi dalam
konteks kehidupan sehari-hari.
2. Mengungkapkan makna dalam teks percakapan transaksional resmi dan
percakapan berlanjut (sustained) secara akurat, lancar, dan berterima dalam
konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan.
Kompetensi Dasar
1. Merespon makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar, dan
berterima menggunakan ragam bahasa lisan yang melibatkan tindak tutur:
menyatakan perasaan (expressing: embarrassment & anger )
2. Mengungkapkan makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan tak resmi dalam ragam lisan secara akurat,
lancar dan berterima yang melibatkan tindak tutur: menyatakan perasaan malu&
marah (expressing: embarrassment & anger)
Indikator
1. Merespon dengan benar terhadap tindak tutur: menyatakan peringatan.
2. Melakukan berbagai tindak tutur dalam wacana lisan interpersonal/transaksional:
menyatakan perasaan malu& marah (expressing: embarrassment & anger)
1. Tujuan Pembelajaran
Peserta didik dapat merespon dengan benar terhadap tindak tutur: menyatakan
perasaan (expressing: love)
Peserta didik dapat melakukan berbagai tindak tutur dalam wacana lisan
interpersonal/transaksional: menyatakan perasaan malu & marah (expressing:
embarrassment & anger )
2. Materi Pokok
Pernyataan yang memuat ungkapan –ungkapan berikut,contoh,
Menyatakan perasaan malu (embarrassment)
mis. It really makes me ashamed
I was very embarrassed
Menyatakan perasaan marah (anger)
mis. Oh,hell!! You burn me up!
4. Langkah-langkah Kegiatan
Kegiatan Awal (15’)
Tanya jawab dengan peserta didik mengenai pengalaman mereka yang
memalukan dan apa yang mereka rasakan setelah itu malu atau marah
24
Peserta didik mendengarkan ungkapan menyatakan menyatakan
perasaan malu & marah (expressing: embarrassment & anger ) melalui
tape secara klasikal
Peserta didik mendiskusikan ungkapan untuk menyatakan perasaan
malu & marah (expressing: embarrassment & anger )yang didengar
melalui tape.
Peserta didik melafalkan ungkapan-ungkapan untuk menyatakan
perasaan malu & marah (expressing: embarrassment & anger )
Peserta didik menggunakan ungkapan untuk menyatakan perasaan
malu & marah (expressing: embarrassment & anger )yang sesuai
untuk suatu pernyataan/situasi yang diberikan
Peserta didik mendengarkan beberapa kalimat dan menentukan apakah
intonasinya naik atau turun.
Peserta didik membuat dialog berpasangan yang menggunakan
ungkapan untuk menyatakan perasaan malu & marah (expressing:
embarrassment & anger )
Peserta didik mempraktekkan dialog yang menggunakan ungkapan
untuk menyatakan perasaan malu atau marah (expressing:
embarrassment & anger )di depan kelas, yang dipilh secara acak oleh
tutor
Tolangohula………..
Mengetahui; Tutor,
Kepala SKB Tolangohula,
25
Rencana Pelaksanaan Pembelajaran
15
Standar Kompetensi
1. Memahami dalam teks monolog lisan berbentuk narrative,spoof dan hortatory
exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari
dan mengakses ilmu pengetahuan
Kompetensi Dasar
1. Merespon makna dalam teks monolog sederhana menggunakan ragam bahasa lisan
secara akurat, lancar dan berterima dalam teks berbentuk: reports
2. Mengungkapkan makna dalam teks monolog secara akurat, lancar dan berterima yang
menggunakan ragam bahasa lisan yang berbentuk:
narrative, spoof dan hortatory exposition
Indikator
Merespon wacana monolog: spoof
Melakukan monolog berbentuk : spoof
1. Tujuan Pembelajaran
Peserta didik dapat merespon wacana monolog: spoof
Peserta didik dapat melakukan monolog berbentuk spoof
2. Materi Pokok
Teks monolog lisan berbentuk spoof contohnya berikut:
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)
4. Langkah-langkah Kegiatan
26
Kegiatan Awal (10’)
Peserta didik membaca penjelasan tentang teks monolog lisan spoof
5. Sumber/Bahan/Alat
Panduan Bhs. Inggris terbitan Lubuk Agung Bandung
Kaset/CD
Script dari Look Ahead 2
6. Penilaian
Teknik: Performance Assesment
Bentuk: Cloze passages (listening) pertanyaan lisan, membaca teks
monolog (speaking)
Tolangohula………..
Mengetahui; Tutor,
Kepala SKB Tolangohula,
27
Rencana Pelaksanaan Pembelajaran
16
Standar Kompetensi
1. Kemampuan memahami dalam teks monolog lisan berbentuk narrative, spoof dan
hortatory exposition secara akurat, lancar, dan berterima dalam konteks kehidupan
sehari-hari dan mengakses ilmu pengetahuan
2. Kemampuan mengungkapkan makna dalam monolog yang berbentuk narrative, spoof
dan hortatory exposition secara akurat, lancar, dan berterima dalam konteks kehidupan
sehari-hari dan mengakses ilmu pengetahuan.
Kompetensi Dasar
1. Merespon makna dalam teks monolog sederhana menggunakan ragam bahasa lisan secara
akurat, lancar dan berterima dalam teks berbentuk: spoof
2. Mengungkapkan makna dalam teks monolog secara akurat, lancar dan berterima yang
menggunakan ragam bahasa lisan yang berbentuk: spoof
Indikator
Merespon wacana monolog berbentuk spoof
Melakukan monolog berbentuk spoof
1. Tujuan Pembelajaran
Peserta didik dapat merespon wacana monolog berbentuk spoof
Peserta didik dapat melakukan monolog berbentuk spoof
2. Materi Pokok
Teks monolog lisan berbentuk spoof, contohnya berikut:
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)
4. Langkah-langkah Kegiatan
28
Kegiatan Inti (75’)
Peserta didik melakukan tugas kelompok mencari artikel
majalah/koran berbentuk spoof dan menceritakannya dengan gambar.
Peserta didik lain mendengarkan ceritanya
Tiap kelompok memberi komentar cerita yang dilakukan
Peserta didik mendiskusikan kekurangan presentasi mereka masing-
masing.
5. Sumber/Bahan/Alat
Panduan Bhs. Inggris terbitan Lubuk Agung Bandung
Kaset/CD
6. Penilaian
Teknik: Performance Assesment,Tugas
Bentuk: Menceritakan spoof, Tugas presentasi kelompok
Tolangohula………..
Mengetahui; Tutor,
Kepala SKB Tolangohula,
29
Rencana Pelaksanaan Pembelajaran
18
Standar Kompetensi
1. Memahami dalam teks monolog lisan berbentuk narrative,spoof dan hortatory
exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari
dan mengakses ilmu pengetahuan
Kompetensi Dasar
1. Merespon makna dalam teks monolog sederhana menggunakan ragam bahasa lisan
secara akurat, lancar dan berterima dalam teks berbentuk: spoof
2. Mengungkapkan makna dalam teks monolog secara akurat, lancar dan berterima yang
menggunakan ragam bahasa lisan yang berbentuk:
Indikator
Merespon wacana monolog berbentuk spoof
Melakukan monolog berbentuk spoof (mendongeng)
Tujuan Pembelajaran
Peserta didik dapat merespon wacana teks monolog lisan berbentuk spoof
Peserta didik dapat melakukan teks monolog lisan berbentuk spoof
Materi Pokok
Teks monolog lisan berbentuk spoof , contohnya berikut:
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)
Langkah-langkah Kegiatan
30
Kegiatan Awal (10’)
Peserta didik membaca ungkapan untuk menceritakan cerita lucu
Peserta didik menyiapkan hal yang diperlukan untuk menceritakan cerita
lucu
Sumber/Bahan/Alat
Panduan Bhs. Inggris terbitan Lubuk Agung Bandung
OHP/LCD
Alat Bantu (gambar, poster)
Penilaian
Teknik: Performance Assesment , Checklist
Bentuk: Mendongeng spoof
Tolangohula………..
Mengetahui; Tutor,
Kepala SKB Tolangohula,
31