Prangkat rpp semester 2

PRANGKAT PEMBELAJARAN UNIT 1 REPORT (CULTURAL HERITAGE)RPP NO 01

Rencana Pelaksanaan PembelajaranSMA NEGERI 2 MATARAM

Mata Pelajaran Bahasa InggrisKelas/Semester : XI/1

Pertemuan ke : 1Alokasi Waktu : 2 x 45 menit

Standar Kompetensi1. Memahami makna dalam percakapan transaksional/ interpersonal resmi dalam konteks kehidupan

sehari-hari2. Mengungkapkan makna dalam monolog yang berbentuk report, narrative dan analytical exposition

secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan.

Kompetensi Dasar1. Merespon makna dalam makna dalam teks monolog sederhana menggunakan ragam bahasa lisan

secara akurat, lancar dan berterima dalam teks berbentuk: reports2. Mengungkapkan makna dalam teks monolog secara akurat, lancar dan berterima yang

menggunakan ragam bahasa lisan yang berbentuk: reportIndikator

1. Merespon wacana monolog: report2. Melakukan monolog berbentuk : report

1. Tujuan Pembelajaran Siswa dapat merespon wacana monolog: report

Siswa dapat melakukan monolog berbentuk : report2. Materi Pokok

Wacana monolog berbentuk: report, contohnya:

3. Metode Pembelajaran/Teknik: Three-phase technique

4. Langkah-langkah KegiatanKegiatan Awal (10’) Oral Cycle : Listening

Cultural Heritage “Around Bali”

Bali, the fabled "Island of the Gods", has been enchanting visitors for centuries with its rich cultural traditions and spectacular panoramas. From lofty, misty enshrouded volcanoes and cool mountain lakes down through terraced rice fields to a golden strand lapped by azure waters, every square inch of Bali offers a fresh and unforgettable image. No less enchanting are its people, some 2.7 million souls whose artistry and piety are recognized throughout the world.

Balinese Hinduism, a complex fusion of Indian cosmology, Tantric Budhism and homegrown mythology, is the primary faith of Bali's inhabitants, and so deeply woven into the fabric of their daily lives that the line between the spiritual and the material is blurry at best. The shoppers among you will find Bali a treasure house of handicrafts and fi ne works of art.

The Balinese are incredibly gifted artists and craftsmen, and their material creations are imbued with the same sense of wonderment with which they regard their universe. Stone and wood carvings, traditional and modern paintings and intricately designed jewelry in gold and silver are readily available in shops and galleries throughout the island. As for recreation, there is no shortage of options. Nature walks, horseback riding, diving, surfing, bungee jumping and white water rafting await the adventurous here. Taken from Hello Bali, 2000

Tanya-jawab mengenai gambar berdasarkan teks lisan :

Kegiatan Inti (70’) Oral Cycle : Listening Siswa mendengarkan teks lisan report sambil melengkapi teks tersebut.

Siswa merespon isi teks dengan menjawab pertanyaan dan melafalkan beberapa kosakata. After completing the text, answer the following questions.

1. What is flower nectar?2. What is a honey stomach?

3. What happens in a bee's pouch?4. What makes honey an excellent energy food?

5. What is the content of honey?

Siswa membuat text report tentang seekor hewan secara berkelompok tanpa menyebutkan nama hewan tersebut.

Retell the following report about camel in your own words. Use the pictures if necessary.

The camel is a large, strong desert animal. Camels can travel great distances across hot, dry deserts with little food or water. They walk easily on soft sand and carry people and heavy loads to places that have no roads. Camels also serve the people of the desert in many other ways. The camel carries its own built-in food supply on its back in the form of a hump. The hump is a large lump of fat providing energy if food is hard to fi nd. There are two chief kinds of camels: (1) the Arabian camel also called dromedary, which has one hump, and (2) Bactrian camel, which has two humps.Taken from The World Book Encyclopedia: Volume 3, 2007

Salah satu perwakilan dari tiap kelompok siswa maju ke depan dan kelompok siswa lain menebak hewan yang dilaporkan, dengan menggunakan ungkapan yang tertera di buku ( guessing games).

Kegiatan Akhir (10’)Siswa mendapat feedback dari guru

5. Sumber/Bahan/Alat Buku Look Ahead 2 dan Link to the World 2 e-book (Buku Sekolah Elektronik Depdiknas ) Internet (http//www.e-dukasi.net ) dan intranet (PSB Online SMANDA Mataram) Tape Kaset/CD, Multi Media (Media interaktif SMANDA Mataram ) Script dari Look Ahead 2 dan Link to the World 2 Ensiklopedia dari perpustakaan

6. Penilaian Teknik: Performance Assessment (responding) Bentuk: Pertanyaan lisan

Mengetahui,Kepala Sekolah

Drs. HAIRUDDIN AHMADPembina IV/a

NIP 19590107 198103 1 012

Mataram , 17 Juli 2009Guru Mata Pelajaran

H. S A R T O N O, S.Pd Pembina IV/a

NIP. 19601231 198601 1 055

RPP NO 02Rencana Pelaksanaan Pembelajaran

SMA NEGERI 2 MATARAM Mata Pelajaran :B. Inggris

Kelas/Semester: XI/1Pertemuan ke : 2

Alokasi Waktu : 2 x 45 menit

Standar Kompetensi1. Memahami makna dalam percakapan transaksional/ interpersonal resmi dalam konteks kehidupan sehari-

hari.2. Mengungkapkan makna dalam teks percakapan transaksional resmi dan percakapan berlanjut (sustained)


Kompetensi Dasar1. 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: surprise).

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: surprise).

Indikator1. Merespon dengan benar terhadap tindak tutur: menyatakan perasaan

(expressing: surprise).2. Melakukan berbagai tindak tutur dalam wacana lisan interpersonal/transaksional:

menyatakan perasaan (expressing: surprise).1. Tujuan Pembelajaran

Siswa dapat merespon dengan benar terhadap tindak tutur: menyatakan perasaan (expressing: surprise).

Siswa dapat melakukan berbagai tindak tutur dalam wacana lisan interpersonal/transaksional: menyatakan perasaan (expressing: surprise).

2. Materi PokokPercakapan/dialog dan pernyataan yang memuat ungkapan–ungkapan berikut

Oral Cycle : Speaking

3. Metode Pembelajaran/Teknik: Three-phase technique4. Langkah-langkah Kegiatan

Kegiatan Awal (10’) Oral Cycle : Speaking Siswa mengetahui beberapa informasi menarik dari suatu hewan yang ceritakan oleh guru.

Kegiatan Inti (70’) Siswa mendengarkan percakapan interpersonal/transaksional yang berisikan ungkapan untuk

menyatakan perasaan (Expressing giving and asking for opinion Expressing satisfaction and dissatisfaction) melalui tape secara klasikal.

respond to expressions for giving and asking for opinion; respond to expressions of satisfaction and dissatisfaction;

1. Do you often ask your friends discuss something at school?2. What do you say when you express your idea?3. What do you say when asking for someone's opinion?4. How do you feel when you work well?5. How do you feel when the service you get is not satisfying?

Audio scripts

A kangaroo is an animal found only in Australia, although it has a smaller relative, called a wallaby, which lives on the Australian island of Tasmania and also in New Guinea. Kangaroos eat grass and plants. They have short front legs, but very long, and very strong back legs and a tail. These are used for sitting up and for jumping. Kangaroos have been known to make forward jumps of over eight metres, and leap across fences more than three metres high. They can also run at speeds of over 45 kilometres per hour. Source: animals.nationalgeographic.com

The largest kangaroos are the Great Grey Kangaroo and the Red Kangaroo. Adult grow to a length of 1.60 metres and weigh over 90 kilos.

Kangaroos are marsupials. This means that the female kangaroo has an external pouch on the front of her body. A baby kangaroo is very tiny when it is born, and it crawls at once into this pouch where it spends its fi rst fi ve months of life.

Taken from Peter Haddock Ltd., Ref.083

The instructors of the English club are talking about quality improvement of their English club.Nadya : Our headmaster wanted us to improve and increase the quality of our English club.1 What do you think, Aditia?

Aditia : Well. I think so. We should be able to do that.

Nadya : So what should we do?

Aditia : I think that 2 we have to improve our syllabus. It must be more relevant to English.

Siska : That's a great idea. But don't forget. I think 3 it is not only that. We should also know the students needs, because we

handle different levels and wishes.

Nadya : Yes, I know that. Thank you. And then do we need new instructors here?

Aditia : 4 I don’t think so. It is not necessary. Why don't you ask the qualified ones among us. Or are you still doubtful about

us?

Nadya : Oh, of course not. I believe that we are still able to show our quality and capability, in fact from time to time many

people from different levels want to learn English here. It means that they are satisfied.

Siska : Are you going to accept children to study here?

Nadya :Why not? As long as we are still trusted and able to handle them we will open new classes. So should we recruit new

instructors? I myself heard statements from some consumers that 5they feel satisfied with our teaching methods.

Aditia : Alright. If so we need new ones. Err ...I have no objection.

Nadya : How about you, Hani?

Siska : Well 6I am with him. I support him.

Nadya :Thank you all. So we can conclude that` firstly, the syllabus should be analyzed and improved if needed. Secondly we

will recruit new instructors to handle children classes.

Siswa mendiskusikan dialog dan fungsi ungkapan yang didengar melalui tape.

1. What do you say if you want to ask your friend's opinion?

2. What do you say if you want to give an opinion in a meeting?

3. Do you use the same expression when you are speaking to your teacher and to your classmate?

4. What do you say after you have got what you want?

5. How do you feel if you know that the adjudicator or jury is not fair in a contest?

Siswa membaca ungkapan-ungkapan lainnya yang digunakan untuk menyatakan perasaan (Expressing

giving and asking for opinion Expressing satisfaction and dissatisfaction)

Read the following dialogues with appropriate expressions and act them out.Dialogue 1Mrs Naning and her husband are talking about their son, Budi in the living room.Mrs Naning : Budi's teacher told me that Budi had been absent for 3 days without information ………………..1 ?Frankly, I am embarrassed and confused.Husband : 2 ……………..we should ask him then.Mrs Naning : Yeah. I am with you. But don't be angry with him. Just ask him and why he didn't go to school for 3 days and

where he went.Husband : Okay then.Dialogue 2Mrs Vira Kolopaking, an English teacher is happy when her students passed the national examination. The principal invited

her to his offi ce to congratulate on her.Principal : Good morning, Mrs Vira. Please have a seat.Mrs Vira : Good morning, Sir. Thank you.Principal : I actually want to say "Congratulations" for your serious effort. Our students got satisfying marks in English.Mrs Vira : Thank you. Err … I am really 3 ………………with what they have done. They answered 40 questions well. So that

none failed in their English exams. What about another subject?Principal : Mm.... Five students failed on their mathematics test. I am worried. Their parents will express 4…………….

Siswa melafalkan ungkapan-ungkapan menyatakan perasaan (Expressing giving and asking for opinion Expressing satisfaction and dissatisfaction)

Asking for Opinion Giving OpinionWhat do you think of …? What are your views? What is your opinion? Is it right what I’ve done? What about …? How about …?

I’m convinced that …. I reckon …. I consider that .... According to the expert, I …. In my opinion, .… I think ….

Expressing Satisfaction Expressing DissatisfactionI’m satisfi ed with …. I’m satisfi ed at …. I’m glad with what you’ve done. It’s really satisfying. Everything was satisfying

I’m not satisfi ed with …. It isn’t very nice. It’s really not good enough. I’m dissatisfi ed by …. It’s dissatisfying. Oh no.

Siswa mencari informasi di perpustakaan tentang karakteristik hewan yang menarik.

Siswa membuat dialog berpasangan tentang hal tersebut (fakta-fakta menarik tentang suatu hewan) dengan

menggunakan ungkapan untuk menyatakan perasaan (Expressing giving and asking for opinion Expressing

satisfaction and dissatisfaction)

With a partner make dialogues based on the following situations. Use the expressions you have learnt.

1. You are embarrassed to tell your problem to your parents. On the other hand, your friend has got a good experience with the

same problem.

2. Your friend achieved or gained what he/she had done well before, but you didn't although you had done as well as he/she did.

Siswa mempraktekkannya dialognya dan memberi komentar tiap pasangan.Dialogue 1Rudi, Nina, and Lidya are talking about Rudi's problem at the canteen.Rudi : Dear friends, now I have a serious problem. But I have not found the solution yet. I am confused. Can you help me?Nina : Tell us what it is!Rudi : Yeah. Next month I must stop my studies because my father retired three months ago. So he cannot pay my school fees.Lidya : Take it easy. It is not a serious problem.Rudi : What? How can I solve the problem?

Read the following dialogues with appropriate expressions and act them out.Dialogue 1Mrs Naning and her husband are talking about their son, Budi in the living room.Mrs Naning : Budi's teacher told me that Budi had been absent for 3 days without information ………………..1 ?Frankly, I am embarrassed and confused.Husband : 2 ……………..we should ask him then.Mrs Naning : Yeah. I am with you. But don't be angry with him. Just ask him and why he didn't go to school for 3 days and

where he went.Husband : Okay then.Dialogue 2Mrs Vira Kolopaking, an English teacher is happy when her students passed the national examination. The principal invited

her to his offi ce to congratulate on her.Principal : Good morning, Mrs Vira. Please have a seat.Mrs Vira : Good morning, Sir. Thank you.Principal : I actually want to say "Congratulations" for your serious effort. Our students got satisfying marks in English.Mrs Vira : Thank you. Err … I am really 3 ………………with what they have done. They answered 40 questions well. So that

none failed in their English exams. What about another subject?Principal : Mm.... Five students failed on their mathematics test. I am worried. Their parents will express 4…………….

Lidya : Okay. I reckon you ask for a letter from the authority telling that your family can'tafford the school fees. Then you submit the letter to your school or to the parents' representative.Nina : In my opinion, you can also request scholarship. I think you are the best.Rudi : Thanks a lot for the suggestions. I'll try to do that.Lidya : Good luck.

Dialogue 2Mr Hartono meets Mrs Meutia at the railway station at 10 a.m. She must give a general lecture at the university at 11 a.m.Mr Hartono : Good morning, Mrs Meutia. Welcome to Cirebon. I am Hartono. I am responsible to meet and take you to our

institution.Mrs Meutia : Good morning, Mr Hartono. Thank you.Mrs Hartono : How was your trip from Jakarta to Cirebon?Mrs Meutia : Err..... It was very nice. No trouble. But I was a little annoyed before leaving Jakarta.Mr Hartono : What happened? Any trouble on the train?Mrs Meutia : No. But I was dissatisfied with the service because the departure was not on time. So what I had planned before

didn't work well.Mr Hartono : I am sorry to hear that. By the way, are you ready to go to our university?Mrs Meutia : Yes.Mr Hartono : Alright, Ma'am

Kegiatan Akhir (10’)Siswa mendapat feedback dari guru dan mereview ungkapan yang digunakan untuk menyatakan perasaan (Expressing giving and asking for opinion Expressing satisfaction and dissatisfaction)

5. Sumber/Bahan/Alat Buku Look Ahead 2 dan Link to the World 2 e-book (Buku Sekolah Elektronik Depdiknas ) Internet (http//www.e-dukasi.net ) dan intranet (PSB Online SMANDA Mataram) Tape Kaset/CD, Multi Media (Media interaktif SMANDA Mataram ) Script dari Look Ahead 2 dan Link to the World 2

Ensiklopedia dari perpustakaan6. Penilaian

Teknik: Performance Assessment (responding) Bentuk: Pertanyaan lisan



NIP 19590107 198103 1 012



NIP. 19601231 198601 1 055


SMA NEGERI 2 MATARAM Mata Pelajaran :Bahasa Inggris

Kelas/Semester : XI/1Pertemuan ke : 3

Alokasi Waktu : 2 x 45 menitStandar Kompetensi

Memahami makna dalam percakapan transaksional/ interpersonal resmi dalam konteks kehidupan sehari-hari.

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 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 peringatan.

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 peringatan.

Indikator Merespon dengan benar terhadap tindak tutur: menyatakan peringatan. Melakukan berbagai tindak tutur dalam wacana lisan interpersonal/transaksional: menyatakan peringatan.

1. Tujuan Pembelajaran Siswa dapat merespon dengan benar terhadap tindak tutur: menyatakan peringatan. Siswa dapat melakukan berbagai tindak tutur dalam wacana lisan interpersonal/transaksional:

menyatakan perasaan peringatan.2. Materi Pokok

Pernyataan yang memuat ungkapan –ungkapan berikutPeringatan (warning)

mis.Watch your stepBe careful

Expressions of giving advice and warnings.


Kegiatan Awal (5’) Tanya jawab dengan siswa mengenai apakah ketika mereka mencari informasi di

perpusatakaan untuk pertemuan sebelumnya menemukan tanda peringatan yang tidak boleh dilakukan di perpustakaan.

1. What do you say if your younger brother or sister is lazy about studying?2. When your best friend forgets to return your book, what do you say?3. Are you happy to see your classmate be quiet? Give your reason.4. What do you say if you want to give warning to a trouble maker?5. What do you say to advise your best friend who forgot to do his/her homework?6. Your sister forgot to close the bedroom window last night. What do you say?7. What do you say if your friend often comes late?8. What do you say if you see a little boy playing with f re in his bedroom?9. Do your friends play truant? Why?

10. Do your parents allow you to watch TV every evening?

Kegiatan Inti (35’) Siswa mengidentifikasi tempat peringatan-peringatan terpasang Siswa mendengarkan ungkapan menyatakan peringatan melalui tape secara klasikal

Rita and her uncle are in an AC room, Rita warns her uncle not to smoke in the air-conditioned room.

Uncle : Wow! How comfortable this room is.Rita : Yes, sure. This is an air-conditioned room. Everyone should stay here before seeing a doctor.

But sorry, look at the warning on the wall. You are warned of the danger of smoking cigarette in this room.

Uncle : Thanks a lot, dear. I didn't see it. Rita, your cellular phone is still on. It must not be active. Rita : Oh, no. There is no prohibition of turning on our cellphone. But ...Uncle : But, why don't you use vibration? The sound can disturb others.Rita : Thank you, Uncle. I'll change the sound to vibration.Uncle : By the way, how long should we wait our turn? We have been here for half an hour.Rita : Be patient, please. We have our turn after that lady.

Siswa mendiskusikan ekspresi/ungkapan untuk menyatakan peringatan yang didengar melalui tape.Siswa membaca ungkapan-ungkapan lainnya yang digunakan untuk menyatakan peringatan.

1. Mrs Nuke : Dino, come here.

Dino : Yes, Mom. What's the matter?

Mrs Nuke : Your mark is still low. Why don't you study hard?

Dino : Alright. I'll try to do the best.

Mrs Nuke : Okay. Good luck.

2. Ling Ling : How about going out to night?

Bram : I'd love to, but my mother advised me not to go out tonight.

3. Linda : Did you hear that Rinto had been warned by Mrs Tuti for using bad language?

Abdul : Yes, I often remind him to use polite and good language.

4. Mother : You should take a rest. It is already 11 p.m. You've studied for 3 hours.

Bambang : Yes, thank you. I've fi nished reading.

5. Rini : Daddy, it is said that you'll have a meeting at 8 o'clock and it is 7 now. You have to go now.

Father : Okay, Dear. Thanks. See you

Siswa menjodohkan ungkapan peringatan dengan dengan situasi yang tepatThe following words are taken from the story.

With your partner, match them to their synonyms on the right side.

Siswa menuliskan ungkapan peringatan yang tepat berdasarkan situasi yang tersedia.

Listen to the announcement on the tape.

Then answer the following questions.

The tape scripts

Kegiatan Akhir (5’)

Siswa ditugaskan membuat peringatan untuk lingkungan sekolah mereka dalam bentuk

poster secara berkelompok


6. Penilaian Teknik: Performance Assesment (Responding), Tugas proyek Bentuk: Pertanyaan Lisan, tugas kelompok


Drs. HAIRUDDIN AHMAD


Pembina IV/aNIP 19590107 198103 1 012


NIP. 19601231 198601 1 055



Kelas/Semester: X/1Pertemuan ke : 4


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.


(bersosialisasi) resmi dan tak resmi secara akurat, lancar, dan berterima menggunakan ragam bahasa lisan yang melibatkan tindak tutur: meminta/memberi saran.

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: meminta/memberi saran.

Indikator1. Merespon dengan benar terhadap tindak tutur: meminta/memberi saran.

2. Melakukan berbagai tindak tutur dalam wacana lisan interpersonal/transaksional: meminta/memberi saran.

1. Tujuan Pembelajaran Siswa dapat merespon dengan benar terhadap tindak tutur: meminta/memberi saran. Siswa dapat melakukan berbagai tindak tutur dalam wacana lisan interpersonal/transaksional:

meminta/memberi saran.2. Materi Pokok

Percakapan/dialog dan pernyataan yang memuat ungkapan berikut:Dialogue 1

Danu is in Mrs Dewi's room. She is giving advice to Danu.

.

Dialogue 2A man is stopped by a policewoman because he violated a traffic regulation.


4. Langkah-langkah Kegiatan Kegiatan Awal (10’)

Siswa mengumpulkan tugas poster yang berisikan ungkapan untuk menyatakan peringatan.

Siswa ditanyai tentang kesulitan yang mereka hadapi dalam membuat poster

tersebut. Siswa diminta oleh guru untuk memberi sarannya Siswa mendapat feedback dari guru.

Kegiatan Inti (60’) Siswa mendengarkan percakapan transaksional/interpersonal untuk memberi/meminta

saran melalui tape secara klasikal. Siswa membaca script/dialog Siswa mengidentifikasi fungsi dari ungkapan dialog yang didengar.

Siswa membaca ungkapan-ungkapan lain untuk meminta/memberi saran. Siswa melakukan tanya-jawab untuk meminta/memberi saran Siswa membaca contoh meminta/memberi saran dari majalah Siswa menjawab pertanyaan Siswa meminta saran pada pengasuh rubrik majalah tersebut atas masalahnya.

Kegiatan Akhir (20’) Siswa menuliskan problem yang dihadapinya dalam sebuah surat pendek tanpa

menyebutkan nama, yang kemudian dikumpulkan oleh guru dan dibagikan kembali secara acak..

Siswa memberikan saran atas masalah yang dihadapi temannya tersebut. 5. Sumber/Bahan/Alat

Buku Look Ahead 2 dan Link to the World 2 e-book (Buku Sekolah Elektronik Depdiknas ) Internet (http//www.e-dukasi.net ) dan intranet (PSB Online SMANDA Mataram) Tape Kaset/CD, Multi Media (Media interaktif SMANDA Mataram ) Script dari Look Ahead 2 dan Link to the World 2 Ensiklopedia dari perpustakaan

6. Penilaian Teknik: Performance Assesment (Responding) Bentuk: Pertanyaan Lisan



NIP 19590107 198103 1 012



NIP. 19601231 198601 1 055





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 permintaan (permission)

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 permintaan (permission)

Indikator1. Merespon dengan benar terhadap tindak tutur:menyatakan permintaan (permission)2. Melakukan berbagai tindak tutur dalam wacana lisan interpersonal/transaksional: permintaan (permission)

Tujuan Pembelajaran Siswa dapat merespon dengan benar terhadap tindak tutur: permintaan (permission) Siswa dapat melakukan berbagai tindak tutur dalam wacana lisan interpersonal/transaksional: permintaan

(permission)Materi Pokok

Percakapan dan pernyataan yang memuat ungkapan permintaan (permission)

Dialogue 1Mrs Yully : Could you give me a chance to continue my study?Headmaster : Yes, of course. I'm really happy with your spirit.Dialogue 2Sinta : Good morning, Sir.Doctor : Good morning. What can I do for you?Sinta : Yes, doctor. I couldn't sleep well.Could you examine me?Doctor : Yes certainly. Okay. Open your mouth!When did you feel that you have a problem with your sleeping?Sinta : About two days ago, and then I also had a cough.

Jimmy : Dad, can I go to the movies with Tim and the guys tonight?Daddy : No, you may not. You’ve been twice to the movies this week.

Metode Pembelajaran/Teknik: Three-phase techniqueLangkah-langkah Kegiatan

Kegiatan Awal (10’)Tanya jawab dengan siswa mengenai ungkapan yang digunakan untuk menyatakan permintaan (permission)

1. What do you say to comply with somebody's request?2. How do you feel after knowing that your mother has recovered from an illness?3. What do you usually cry out when in sudden pain?4. How do you feel when you pass an examination?

Kegiatan Inti (60’) Siswa mendengarkan percakapan/dialog melalui tape secara klasikal. Siswa mendiskusikan ungkapan yang didengarnya. Siswa membaca script/dialog tertera di buku teks Siswa mempraktekkan percakapan yang tertera di buku teks Siswa membaca ungkapan-ungkapan lainnya yang digunakan untuk menyatakan

permintaan (permission) Siswa melengkapi dialog dengan ungkapan untuk menyatakan permintaan

(permission)yang sesuai Siswa membuat dialog berpasangan untuk menyatakan permintaan (permission)

berdasarkan situasi yang tertera di buku Kegiatan Akhir (20’)

Siswa mereview ungkapan-ungkapan yang digunakan untuk menyatakan permintaan (permission)

Sumber/Bahan/AlatBuku Look Ahead 2 dan Link to the World 2 e-book (Buku Sekolah Elektronik Depdiknas )Internet (http//www.e-dukasi.net ) dan intranet (PSB Online SMANDA Mataram)Tape Kaset/CD, Multi Media (Media interaktif SMANDA Mataram )Script dari Look Ahead 2 dan Link to the World 2Ensiklopedia dari perpustakaan

Penilaian Teknik: Performance Assesment (Responding) Bentuk: Pertanyaan Lisan,




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Kelas/Semester : XI/1Pertemuan ke: 6


1. Memahami dalam teks monolog lisan berbentuk report, narrative, dan analytical exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan

2. Mengungkapkan makna dalam monolog yang berbentuk report, narrative dan analytical exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan.

Kompetensi Dasar1. Merespon makna dalam teks monolog sederhana menggunakan ragam bahasa lisan secara akurat,

lancar dan berterima dalam teks berbentuk: report2. Mengungkapkan makna dalam teks monolog secara akurat, lancar dan berterima yang menggunakan

ragam bahasa lisan yang berbentuk: report,narrative, dan analytical expositionIndikator

Merespon wacana monolog: report Melakukan monolog berbentuk : report

1. Tujuan Pembelajaran Siswa dapat merespon wacana monolog: report Siswa dapat melakukan monolog berbentuk report

2. Materi PokokTeks monolog report, contohnya berikut:

title Harvesting machines

general statement

Headers harvest crops such as wheat, barley and oats. These machines are also known as combine harvesters. Headers combine the three operations needed to harvest a crop -- reaping, threshing and winnowing.

series of descriptions

The comb on the front of the header cuts the heads off the stalks (reaping). The auger pulls the heads into the machine. The stalks left standing in the paddock are called stubble. Threshing involves separating the grains from the head. The drum rotates, beating the heads. Straw and chaff (bits of stalk) are fed out the back of the header. Straw is spread over the ground. Stock can graze on this and the standing stubble left after harvest. There are a number of screens in the header. Grain passes over these and fans blow the husks away. This is called winnowing. The clean grain is stored in the box. When this is full the grain is augered out into a chaser bin or truck.


Kegiatan Awal (10’) Siswa membaca penjelasan tentang teks monolog lisan report.

Kegiatan Inti (75’) Siswa mendapat penjelasan mengenai teks monolog report (definisi dan organisasi teks)

Definition of ReportReport is a text which presents information about something, as it is. It is as a result of systematic

observation and analysis Purpose: to presents information about something, as it is.Generic Structure1. General classification: Stating classification of general aspect of thing; animal, public place, plant, etc

which will be discussed in general 2. Description: Describing the thing which will be discussed in detail; part per part , customs or deed for

living creature and usage for materialsDominant Language Feature1. Introducing group or general aspect2. Using conditional logical connection3. Using Simple Present Tense

Simple Present Tense Sentences.1. Lightning occurs in hot, wet storms.2. Whales are sea-living mammals.3. Kangaroos eat grass and plants.4. An iceberg is an enormous piece of ice fl oating in the sea.5. A tiger is a wild animal. The tiger eats meat.

The tense that are used in a report text is the simple present tense. The simple present tense is used to give general truths and habitual actions. The sentences above tell you about the general truth: Everyone nows that a tiger is a wild animal. And everyone also knows that whales are sea-living mammals. Besides, everyone also knows that kangaroos eat grass and plants. That the tiger eats meat, but the tiger does not eat grass and plants.

Verbs that are used in the simple present tense are: to be (is, am, are) and verb (eat, occurs, etc.) or the verbs are usually named as infinitive verbs. The form of simple present tense: Subject + Verb + O Kangaroos eat grass and plants.Subject + Verb + (–s) + O The tiger eats meat. The use of simple present tense in a report text is to define something.

Language Feature of Report • Introducing group or general aspect • Using conditional logical connection; when, so, etc • Using simple present tense

Experimental reportExperimental reports are very important in your course. You will use this type of writing to describe

experiments and to explain what you have learned from them. It is a mix of text types. The aim describes what you were trying to find out. Sometimes a list of materials and equipment is

included -- this part can be called the apparatus. The method lists the steps you carried out during the experiment. A diagram is often included in the

method as it can give a clear, concise description of how any apparatus was set up. In the example given the method is written as a procedure text in the present tense. At other times the method is written in the third person and in the past tense.

The results section describes what happened. (This is a report text.) The results are often graphed if appropriate.

The conclusion explains what you found out. (This is an explanation text.) A discussion may be included in the conclusion or sometimes it is included in a separate section. (This is

often an exposition text.)

1 The aim and method are in the form of a procedure text. What are the language features and structure of procedure text?

2 The results section is in the form of a report text. What are the language features and structure of report text?

3 The conclusion is in the form of a explanation text. What are the language features and structure of explanation text?

Siswa mendengarkan teks monolog report.dengan bantuan audioHoney is the sweet, thick fluid made by bees from fl ower nectar. Nectar is a thin, watery

liquid. Bees sip it from the blossoms and carry it to their hives. Each worker bee has a pouch in its body, called a honey stomach where the nectar is stored. In the pouch, the sugar and nectar are broken down by a process called inversion into two simple sugars, fructose and glucose. After bees deposit the nectar in the hive, they allow most of the water to evaporate and the liquid thickens. They also add enzyme that enhance the fl avour.

Honey is an excellent energy food because it contains simple sugars that can be used quickly by the body. It differs chemically from cane sugar, which is also an energy food. Honey contains mineral salts and other materials needed by the body. It is the only form of sugar food that does not need to be refi ned.

Taken from The World Book Encyclopedia, 1996 Siswa melengkapi teks monolog report. Siswa mendiskusikan isi jawaban mereka Siswa membaca teks monolog report. Siswa menjawab pertanyaan Siswa mengidentifikasi teks monolog report. yang didengar

Kegiatan Akhir (10’) Siswa membuat kesimpulan mengenai karakteristik teks monolog report dan

mendapat tugas membuat laporan pengamatan mengenai Lion secara berpasangan.


6. Penilaian Teknik: Performance Assesment Bentuk: Cloze passages (listening) pertanyaan lisan, membaca teks monolog

(speaking)




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1. Kemampuan memahami dalam teks monolog lisan berbentuk reports, narrative, dan analytical exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan

2. Kemampuan mengungkapkan makna dalam monolog yang berbentuk report, narrative dan analytical exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan.

Kompetensi Dasar1. Merespon makna dalam teks monolog sederhana menggunakan ragam bahasa lisan secara

akurat, lancar dan berterima dalam teks berbentuk: reports2. Mengungkapkan makna dalam teks monolog secara akurat, lancar dan berterima yang





A kangaroo is an animal found only in Australia, although it has a smaller relative, called a wallaby, which lives on the Australian island of Tasmania and also in New Guinea.

Kangaroos eat grass and plants. They have short front legs, but very long, and very strong back legs and a tail. These are used for sitting up and for jumping. Kangaroos have been known to make forward jumps of over eight metres, and leap across fences more than three metres high. They can also run at speeds of over 45 kilometres per hour. Source: animals.nationalgeographic.com

The largest kangaroos are the Great Grey Kangaroo and the Red Kangaroo. Adult grow to a length of 1.60 metres and weigh over 90 kilos.

General

Description

Description


Kegiatan Awal (10’)Siswa mereview karakteristik teks monolog report

Kegiatan Inti (75’) Siswa melakukan tugasnya, mempresentasikan teks monolog report tentang Tiger

secara berpasangan

a Sumatran tiger – wild animal– strong – fierce

Kangaroos are marsupials. This means that the female kangaroo has an external pouch on the front of her body. A baby kangaroo is very tiny when it is born, and it crawls at once into this pouch where it spends its fi rst fi ve months of life.


DescriptionNote of Report text Social function: to describe the way things are, with reference to a range of natural, manmade and social phenomena in our environment. Generic structure: General classifi cation : introducing the thing that will be talked about.Description : elaborating and reporting on the subject in detail.

it – sharp teeth – claws – stripes – bodya tiger – good hunter – hunts – night

Siswa lain mendengarkan presentasi teks monolog report yang dilakukan pasangan yang lain Siswa mengomentari presentasi teks monolog report yang dilakukan pasangan lain Siswa mendiskusikan kekurangan presentasi mereka masing-masing. Kegiatan Akhir (10’) Siswa mendapat feedback dari guru Siswa mendapat pengarahan hal yang diperlukan untuk mempresentasikan laporan pengamatan

(report) Siswa mendapat tugas untuk mempresentasikan suatu laporan pengamatan berpasangan

dengan menambahkan alat bantu (mis. gambar)5. Sumber/Bahan/Alat


6. Penilaian Teknik: Performance Assesment Bentuk: Tugas presentasi berpasangan, Responding



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Rencana Pelaksanaan PembelajaranSMA NEGERI 2 MATARAM Mata Pelajaran :B.Inggris



Standar Kompetensi1. Memahami dalam teks monolog lisan berbentuk reports, narrative, dan analytical exposition secara

akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan



lancar dan berterima dalam teks berbentuk: reports2. Mengungkapkan makna dalam teks monolog secara akurat, lancar dan berterima yang





What Is Thunder and Lightning?Lightning is a sudden, violent fl ash of electricity

between a cloud and the ground, or from cloud to cloud. A lightning fl ash, or bolt, can be several miles long. It is so hot, with an average temperature of 34,000° Centigrade, that the air around it suddenly expands with a loud blast. This is the thunder we hear.

Lightning occurs in hot, wet storms. Moist air is driven up to a great height. It forms a type of cloud called cumulonimbus. When the cloud rises high enough, the moisture freezes and ice crystals and snowfl akes are formed. These begin to fall, turning to rain on the way down. This rain meets more moist air rising, and it is the friction between them which produces static electricity. When a cloud is fully charged with this electricity, it discharges it as a lightning fl ash.



4. Langkah-langkah Kegiatan

Kegiatan Awal (10’)Siswa menyiapkan hal yang diperlukan untuk presentasinya

Kegiatan Inti (75’) Siswa berpasangan mempresentasikan laporan pengamatan secara bergantian Siswa lain mendengarkan presentasi laporan pengamatan yang dilakukan

pasangan yang lain

Kegiatan Akhir (10’) Siswa mendapat feedback dari guru Siswa mendapat tugas untuk membuat presentasi secara individu


6. Penilaian Teknik: Performance Assesment Bentuk: Tugas presentasi berpasangan



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1. Memahami dalam teks monolog lisan berbentuk reports, narrative, dan analytical exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan



lancar dan berterima dalam teks berbentuk: reports2. Mengungkapkan makna dalam teks monolog secara akurat, lancar dan berterima yang







Kegiatan Awal (10’)Siswa menyiapkan hal yang diperlukan untuk presentasinya

Kegiatan Inti (75’) Tiap siswa secara bergantian mempresentasikan laporan pengamatan mengenai

seekor hewan/tumbuhan dengan alat bantu yang dibutuhkan Siswa lain mendengarkan presentasi laporan pengamatan yang dilakukan.

Kegiatan Akhir (10’) Siswa mendapat feedback dari guru


6. Penilaian a. Teknik: Performance Assesment , Checklistb. Bentuk: Tugas presentasi individual

Whales are sea-livings mammals. They therefore breathe air but cannot survive on land. Some species are very large indeed and the blue whale, which can exceed 30 meters in length, is the largest animal to have lived 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 shiny and beneath it lies a layer of fat (blubber). It can be up to 30 meters in thickness and serves heat and body fluids.



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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 DasarMengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi dalam ragam lisan secara akurat, lancar dan berterima

Indikator

Merespon wacana yang berkaitan dengan sosiokultural.1. Tujuan Pembelajaran

Siswa dapat merespon wacana yang berkaitan dengan sosiokultural2. Materi Pokok

Wacana mengenai Social Cultural HeritageMost Firms Ignore Waste Treatment

Only 26 percent of a total of 2,173 medium and large-scale enterprises in the city regularly submit samples of their liquid waste for assessment, the Jakarta Environmental Mana gement Agency has said.

The remaining 1,602 enterprises failed to deliver reports of the liquid waste they produced as set out in gubernatorial decree No. 299/1996.

The decree requires all enterprises pro ducing liquid waste to treat the waste before disposing of it into rivers. It also requires fi rms to send samples of the treated waste to the agency every three months.

The companies on the list include hotels, apartments, office buildings, restaurants, hospitals, and industrial plants. The above fi gures do not include regis tered small-scale enterprises such as commu nity markets, small workshops and small offi ces which amount up to at least, 15,845 concerns.

Worse still, out of 571 companies which have sent their samples to us, only 35 percent, or 199 companies, comply with the decree and send us the samples every three months. The rest submit the samples every four months, six months, or even only once a year. No wonder the quality of our river water is getting worse.

High levels of pollution in the city's 13 rivers is suspected of being behind the red tide phenomenon, which killed thousands of fish in Jakarta Bay in May.

The real issue here is whether the agency has the political will because the adminis tration has ignored the existing Law No. 23/1997 on the environment.

The law authorises all environment mana gement agencies to control the liquid waste treatment of any enterprises.

The law gave the administration the power to censure transgressing companies and the city could close companies down if they conti nue to ignore existing regulations.

The law says companies found to be polluting the environment with liquid waste are given six months to improve their treatment facilities. If they fail to meet the deadline, the agency has the power to close the waste treatment facility, the area of production causing the waste, or the entire production process.

Taken from The Jakarta Post, July 5, 2004


Kegiatan Awal (10’)Tanya jawab mengenai topik yang biasa dibicarakan ketika pertama kali bertemu seseorang.

Kegiatan Inti (30’)Siswa berpasangan menjawab pertanyaan mengenai Social Cultural Heritage.Siswa membaca teks tentang Social Cultural Heritagedan menjawab pertanyaannyaSiswa berpasangan menjawab pertanyaan mengenai Social Cultural Heritage

Kegiatan Akhir (10’)Siswa menyimpulkan perbedaan antara Social Cultural Heritage di Indonesia dengan di negara-negara berbahasa Inggris.

5. Sumber/Bahan/Alat Buku Look Ahead 2 dan Link to the World 2

e-book (Buku Sekolah Elektronik Depdiknas ) Internet (http//www.e-dukasi.net ) dan intranet (PSB Online SMANDA Mataram) Tape Kaset/CD, Multi Media (Media interaktif SMANDA Mataram ) Script dari Look Ahead 2 dan Link to the World 2 Ensiklopedia dari perpustakaan

6. Penilaian Teknik: Nontes Bentuk: pilihan ganda



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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 DasarMemahami dan merespon makna dalam teks monolog/esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk: report

Indikator Mengidentifikasi makna dalam teks:report Mengidentifikasi langkah-langkah retorika dalam wacana:report

1. Tujuan Pembelajaran

Siswa dapat mengidentifilasi langkah-langkah retorika dalam wacana: report2. Materi Pokok

Siswa dapat mengidentifikasi makna dalam teks report

Teks monolog/esei berbentuk report, contoh,


Kegiatan Awal (10’)Memberi tanggapan terhadap gambar yang tersedia

Kegiatan Inti (70’) Siswa menentukan bentuk kata pasif pada teks report Siswa membaca teks report Siswa mendiskusikan relating verbs pada teks report Siswa mengidentifikasi relating verbs pada teks report dengan menggaris bawahi

teks Siswa menentukan perubahan bentuk kata kerja untuk Simple present Tense pada

teks report Siswa mendiskusikan behavioral verbs pada teks report Siswa mengidentfikasi behavioral verbs pada teks report

Kegiatan Akhir (10’) Siswa mereview ciri kebahasaan yang ada pada teks report


6. Penilaian Teknik: Tugas Bentuk: latihan tertulis



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The Solar System

The solar system consists of a star (the sun), the planets and a number of other bodies, such as satellites and asteroids. The sun is the centre of the solar system. The planets revolve around it. There are nine planets in all. They are : Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, and Pluto. Some planets have satellites. The Earth has one satellite. It is called the Moon. (Taken from: Reading and Thinking in English, Oxford University Press)

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Standar KompetensiMemahami makna teks monolog/esei berbentuk report, secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan.

Kompetensi DasarMemahami dan merespon makna dalam teks monolog/esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk: report

Indikator

Mengidentifilasi langkah-langkah retorika dalam wacana: report1. Tujuan Pembelajaran

Siswa dapat mengidentifikasi langkah-langkah retorika dalam wacana: report2. Materi Pokok

PLATYPUS; A REPORT TEXTMany people call platypus duckbill because this animal has a bill like

duckbill. Platypus is a native Tasmania and southern and eastern Australia.Platypus has a flat tail and webbed feet. Its body length is 30 to 45 cm and

covered with a thick, and woolly layer of fur. Its bill is detecting prey and stirring up mud. Platypus' eyes and head are small. It has no ears but has ability to sense sound and light.Platypus lives in streams, rivers, and lakes. Female platypus usually dig burrows in the streams or river banks. The burrows are blocked with soil to protect it from intruders and flooding. In the other hand, male platypus does not need any burrow to stay

Analyzing on the Text Generic Structure analysisGeneral classification; stating general classification, the animal of platypus. Description; describing in detail characterization of platypus' body and

habitual life Language Feature Analysis Focusing in group; the animal of platypus conditional, logical connective;

but, in the other hand Simple present tense pattern; Platypus lives in streams, male platypus does not need any burrow, etc

Mengidentifikasi makna dalam teks report

Siswa dapat mengidentifikasi makna dalam teks



Kegiatan Awal (10’) Siswa membaca penjelasan tentang topik pada suatu paragrap report Siswa mendiskusikan pentingnya topik pada suatu paragrap report

Kegiatan Inti (70’) Siswa membaca dua paragrap report yang berbeda Siswa mendiskusikan kedua perbedaan paragrap report Siswa berpasangan mengidentifikasi kalimat yang tidak sesuai dengan topik

report Siswa membaca contoh lain teks report Siswa menjawab pertanyaan mengenai berbagai aspek (tujuan, organisasi,

dan ciri-ciri kebahasaan) teks report. Siswa mendiskusikan technical terms yang muncul pada teks report.

Kegiatan Akhir (10’) Siswa mereview berbagai aspek teks report (tujuan, organisasi, dan ciri-ciri

kebahasaan) Siswa mendapat tugas mencari contoh teks report dan mengnalisa

organisasinya.


6. Penilaian Teknik: latihan Bentuk: latihan tertulis

PLATYPUS; A REPORT TEXTMany people call platypus duckbill because this animal has a bill like

duckbill. Platypus is a native Tasmania and southern and eastern Australia.Platypus has a flat tail and webbed feet. Its body length is 30 to 45 cm and

covered with a thick, and woolly layer of fur. Its bill is detecting prey and stirring up mud. Platypus' eyes and head are small. It has no ears but has ability to sense sound and light.Platypus lives in streams, rivers, and lakes. Female platypus usually dig burrows in the streams or river banks. The burrows are blocked with soil to protect it from intruders and flooding. In the other hand, male platypus does not need any burrow to stay

Analyzing on the Text Generic Structure analysisGeneral classification; stating general classification, the animal of platypus. Description; describing in detail characterization of platypus' body and

habitual life Language Feature Analysis Focusing in group; the animal of platypus conditional, logical connective;

but, in the other hand Simple present tense pattern; Platypus lives in streams, male platypus does not need any burrow, etc



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Mata Pelajaran :B.InggrisKelas/Semester : XI/1Pertemuan ke : 13


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 report, narrative, dan analytical exposition secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan.

Kompetensi Dasar1. Memahami dan merespon makna dalam teks monolog/esei yang menggunakan ragam

bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk: report2.Mengungkapkan makna dalam teks monolog/esei yang menggunakan ragam bahasa tulis secara

akurat, lancar dan berterima dalam teks berbentuk: reportIndikator

Mengidentifilasi langkah-langkah retorika dalam wacana: report Menulis teks berbentuk monolog/esei berbentuk report


Siswa dapat mengidentifikasi langkah-langkah retorika dalam wacana: report Siswa dapat menulis teks berbentuk monolog/esei berbentuk report

2. Materi Pokok

The Red Bird of Paradise, Paradisaea rubra is a large, up to 33cm long, brown and yellow bird of paradise with a dark brown iris, grey legs and yellow bill. The male has an emerald green face, a pair of elongated black corkscrew-shaped tail wires, dark green feather pompoms above each eye and a train of glossy crimson red plumes with whitish tips at either side of the breast

The male measures up to 72 cm long, including the ornamental red plumes that require at least six years to fully attain. The female resembles the male but issmaller in size, with a dark brown face and has no ornamental red plumes. The diet consists mainly offruits, berries and arthropods.

An Indonesian endemic, the Red Bird of Paradise is distributed to lowland rainforests of Waigeo and Batanta islands of West Papua. This species shares its home with another bird of paradise, the Wilson's Bird of Paradise. Hybridisation between these two species are expected but not recorded yet. Taken from en.wikipedia.org




Kegiatan Awal (10’)Siswa mereview berbagai aspek teks report (tujuan, organisasi, dan ciri-ciri kebahasaan)

Kegiatan Inti (70’) Siswa membaca sebuah teks report. Siswa berpasangan menulis paragraph berdasarkan sebuah teks report. Siswa menyusun paragraph menjadi teks report utuh dan menganalisa

organisasinya berpasangan. Siswa membetulkan ejaan teks report dan menganalisa organisasinya.

Kegiatan Akhir (10’)Siswa mendapat tugas untuk membuat draft tulisan tentang sebuah laporan pengamatan.


6. Penilaian Teknik: Performannce Assessment Bentuk: latihan tertulis



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Standar Kompetensi1. Memahami makna teks monolog/esei berbentuk report, narrative dan analytical exposition




bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk: report2. Mengungkapkan makna dalam teks monolog/esei yang menggunakan ragam bahasa tulis

secara akurat, lancar dan berterima dalam teks berbentuk: reportIndikator

Mengidentifilasi langkah-langkah retorika dalam wacana: report Menulis teks berbentuk monolog/esei berbentuk report


Siswa dapat mengidentifikasi langkah-langkah retorika dalam wacana: report Siswa dapat menulis teks berbentuk monolog/esei berbentuk report

2. Materi PokokTeks monolog/esei berbentuk report

Harvesting machinesHeaders harvest crops such as wheat, barley and oats. These machines are also known

as combine harvesters. Headers combine the three operations needed to harvest a crop -- reaping, threshing and winnowing.

The comb on the front of the header cuts the heads off the stalks (reaping). The auger pulls the heads into the machine. The stalks left standing in the paddock are called stubble.

Threshing involves separating the grains from the head. The drum rotates, beating the heads. Straw and chaff (bits of stalk) are fed out the back of the header. Straw is spread over the ground. Stock can graze on this and the standing stubble left after harvest.

There are a number of screens in the header. Grain passes over these and fans blow the husks away. This is called winnowing. The clean grain is stored in the box. When this is full the grain is augered out into a chaser bin or truck.





Kegiatan Awal (10’)

Siswa mereview berbagai aspek teks report (tujuan, organisasi, dan ciri-ciri kebahasaan)

Siswa menggunakan checklist untuk membantu menulis teks report

Kegiatan Inti (70’) Siswa menulis teks report Siswa memperlihatkan dfrat teks report pertamanya kepada guru Siswa diminta melakukan peer correction Siswa mendapat evaluasi dari temannya dan memperbaikinya Siswa bertanya kepada guru yang tidak dimengerti Siswa mendapat feedback dari guru Siswa memperbaiki tulisannya

Kegiatan Akhir (10’) Siswa mengumpulkan tulisan teks report


6. Penilaian Teknik: Performans Assessment, Checklist. Bentuk: tulisan



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PRANGKAT PEMBELAJARAN UNIT 2 NARRATIVE (STORY TELLING )RPP NO 15

Rencana Pelaksanaan Pembelajaran




1. Memahami dalam teks monolog lisan berbentuk reports, narrative, dan analytical exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan.


Kompetensi Dasar1. Merespon makna dalam makna dalam teks monolog sederhana menggunakan ragam bahasa

lisan secara akurat, lancar dan berterima dalam teks berbentuk: narrative2. Mengungkapkan makna dalam teks monolog secara akurat, lancar dan berterima yang

menggunakan ragam bahasa lisan yang berbentuk: narrativeIndikator

1. Merespon wacana monolog: narrative2. Melakukan monolog berbentuk : narrative

1. Tujuan Pembelajaran Siswa dapat merespon wacana monolog: narrative

Siswa dapat melakukan Melakukan monolog berbentuk: narrative2. Materi Pokok

Wacana monolog berbentuk: narrative contohnya:


Kegiatan Awal (10’) Tanya-jawab mengenai gambar dalam buku teks

Kegiatan Inti (75’) Siswa menyusun gambar berurutan berdasarkan teks monolog narrative yang

didengar Siswa merespon isi teks monolog narrative dengan menjawab pertanyaan dan

melafalkan beberapa kosakata. Siswa mendengarkan teks monolog narrative berikutnya sambil melengkapi teks.

Here is the story. A long time ago, when the world was new, the Sun married the Moon and they lived as happily as can be. They lived in a little cottage near the Ocean.

You know what? One day, the Sun and the Moon invited the Ocean to their house for a visit. The Ocean liked it so much. He wanted to stay in a little cottage. The sun and the Moon liked the Ocean and hoped the cottage would be big enough for all three of them.

So the Sun and the Moon invited the Ocean to stay with them. What happened then? Then came the Ocean with all his friends; the whales, the fish, the porpoises, the crabs and all the creatures that live in the sea.

Oh my….. The water rose higher and higher in the cottage. Soon, there was no more room for the Sun and the Moon. Oh, how poor they were. They rose up into the sky where they have lived ever since. Well, that’s the story.

Siswa kemudian menjawab pertanyaan tentang teks monolog narrative ..Listen to the announcement on the tape. Then answer the following questions.

1. What was the announcement about?2. Who was invited to the competition?3. When will the competition be held?4. Where will it be held?5. How many stories are provided by the committee? Write down the titles

Ali Baba and the Forty ThievesAli Baba was such a poor man that he had only one shoe for his two feet. Even the mice in his

house were hungry. One day, his wife said, "We have no food in the house. No rice. No potatoes. Go and collect

leaves in the forest so that I can make a soup." Ali was a lazy man. He looked for leaves for about ten minutes and then he climbed a tree to

sleep. He was afraid of wolves. When he woke up, he was surprised to see forty thieves on forty horses. They stopped in front of a big rock.

"Open Sesame!" shouted the leader. A door on the rock opened. The thieves carried sacks full of gold into the cave. When they had finished, the leader shouted.

"Close Sesame!" and the door closed. As soon as the thieves had disappeared Ali Baba jumped down from the tree, said, "Open Sesame" and went into the cave.

There were shelves all around the walls. The shelves were full of sacks. And the sacks were full of gold. Ali took a sack home with him. Unfortunately, one of the thieves saw Ali's footprints on the sand. He followed them to Ali's home. He took out his knife and made a cross on the door.

"Now I shall know which house it is," he said. He rode off to get the other thieves. But Ali had seen the thief.

He and his wife took brooms and swept away the footprints. Then he made crosses on every door at the street. When the forty thieves arrived they had their knives between their teeth. But they couldn't fi nd either Ali – or

the gold. And Ali and his wife lived happily ever after. Taken from Addison–Wesley Kids 4, 1990

Siswa mengidentifikasi teks monolog narrative sebelumnya (cerita: Ali Baba and the Forty Thieves) dengan menggunakan kalimat conditionals

Siswa melengkapi kalimat conditionals Siswa mendiskusikan penggunaan conditionals Siswa diminta membetulkan kalimat conditionals Siswa melengkapi kalimat conditionals dan mencari fakta sebenarnya Siswa bertanya kepada empat temannya tentang situasi tertentu yang

menggunakan conditionals Kegiatan Akhir (10’)

Siswa mengulas pelajaran sebelumnya





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(bersosialisasi) resmi dan tak resmi secara akurat, lancar, dan berterima menggunakan ragam bahasa lisan yang melibatkan tindak tutur: menyatakan perasaan (expressing: relief).

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: relief).

Indikator1. Merespon dengan benar terhadap tindak tutur: menyatakan peringatan.2. Melakukan berbagai tindak tutur dalam wacana lisan interpersonal/transaksional:

menyatakan perasaan (expressing: relief)1. Tujuan Pembelajaran

Siswa dapat merespon dengan benar terhadap tindak tutur: menyatakan perasaan (expressing: relief).

Siswa dapat melakukan berbagai tindak tutur dalam wacana lisan interpersonal/transaksional: menyatakan perasaan (expressing: relief)

2. Materi Pokokungkapan –ungkapan menyatakan perasaan ( expressing: relief), berikut; mis. Oh, that’s a relief Thank goodness for that

Expressions of ReliefIt’s a relief to know that ....Thank God for .... I’m glad it was done. Thank goodness!


Kegiatan Awal (5’) Menanggapi gambar yang tertera di buku teks yang menyatakan

ungkapan perasaan (expressing: relief) Kegiatan Inti (35’)

Siswa mendengarkan ungkapan untuk menyatakan perasaan (expressing feeling: relief ) melalui tape secara klasikal.

Read the following dialogues and then answer the questions.Dialogue 1Krisna : Mom, may I ask you something?Mother : Yes, of course. What's wrong with you?Krisna : I need a lot of money to buy a text book.Mother : Okay. I'll give it to you if it is important for you.Krisna : Thank you, Mom.1. Does Krisna's mother fulfi ll Krisna's request? How do you know?2. Why does mother not refuse Krisna's request?Dialogue 2Yenny : Den, you look pale today. What's wrong with you?

Denni : I am suffering from a relapse.Yenny : What do you suffer from?Denni : I've had diarrhoea since last night. I couldn't sleep well.Yenny : I'm sorry to hear that.1. Why did Denni look pale?2. What did Yenny say when she heard that Denni had diarrhoea?

Siswa mendiskusikan ungkapan untuk menyatakan perasaan (expressing feeling: relief) yang didengar melalui tape.

Sinta doesn’t go to school because she is sick. She is consulting a doctor about her sickness.Sinta : Good morning, Sir.Doctor : Good morning. What can I do for you?Sinta : Yes, doctor. I couldn't sleep well. Could you examine me?Doctor : Yes certainly. Okay. Open your mouth!When did you feel that you have a problem with your sleeping?Sinta : About two days ago, and then I also had a cough.Doctor : Okay. Do you feel painful joints?Sinta : Yes, but it sometimes happens.Doctor : Err'... you just have a fever. Don't worry.Sinta : Thank goodness.Doc. May I go to join a test tomorrow?Doctor : Why not? You are not seriously ill. Now take a rest and take a lot of nutritious meals and drinks. Don't forget to drink these medicines after meals.

Sinta : Alright, Then It's a relief to know that I'm not seriously sick. Thank you.Doctor : You're welcome. Get better soon Siswa melafalkan ungkapan-ungkapan yang digunakan untuk menyatakan

perasaan (expressing feeling:relief). Siswa melengkapi dialog berdasarkan situasi yang disediakan. Siswa membuat dialog utuh untuk menyatakan perasaan (expressing

feeling: relief ) dengan memilih dari ketiga dialog yang dilengkapi sebelumnya

Siswa berpasangan mempraktekkan dialog untuk menyatakan perasaan (expressing feeling: relief)

Kegiatan Akhir (5’) Siswa mendapat feedback mengenai performa mereka.


6. Penilaian Teknik: Performance Assesment Bentuk: Responding and dialog




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(bersosialisasi) resmi dan tak resmi secara akurat, lancar, dan berterima menggunakan ragam bahasa lisan yang melibatkan tindak tutur: menyatakan perasaan (expressing:pain).

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:pain).


menyatakan perasaan (expressing: pain)1. Tujuan Pembelajaran

Siswa dapat merespon dengan benar terhadap tindak tutur: menyatakan perasaan (expressing: pain).

Siswa dapat melakukan berbagai tindak tutur dalam wacana lisan interpersonal/transaksional: menyatakan perasaan (expressing: pain)

2. Materi Pokokungkapan –ungkapan untuk menyatakan perasaan ( expressing: pain),

Expressions of PainI am suffering from a relapse. I have toothache. I feel sick./I feel ill. I’m sick. Ouch!Ouch! It hurts me so much. Ouch! Stop pinching me.Rita : Budi, have you found your left wallet in your classroom?Budi : You know, fotunately it was still under the chair.


Kegiatan Awal (5’) Tanya –jawab menanggapi gambar yang tertera di buku teks yang

menyatakan ungkapan perasaan (expressing: pain) Kegiatan Inti (35’)

Siswa mendengarkan ungkapan untuk menyatakan perasaan (expressing feeling: pain ) melalui tape secara klasikal.

Dialogue 1Rita : Budi, have you found your left wallet in your classroom?Budi : You know, fotunately it was still under the chair.Dialogue 2Mother : John, what's wrong with you? You look so pale today? Can you follow the test today?John : Mom, I couldn't sleep well last night because I had toothache.

Siswa melafalkan ungkapan-ungkapan untuk menyatakan perasaan (expressing feeling: pain )

Siswa membaca dialog untuk menyatakan perasaan (expressing feeling: pain) dan menjawab pertanyaannya.

Siswa melengkapi dialog untuk menyatakan (expressing feeling: pain) berdasarkan situasi yang disediakan.

Siswa berpasangan mempraktekkan dialog untuk menyatakan perasaan (expressing feeling: pain)







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(bersosialisasi) resmi dan tak resmi secara akurat, lancar, dan berterima menggunakan ragam bahasa lisan yang melibatkan tindak tutur: menyatakan perasaan (expressing:pleasure).

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:pleasure).

Indikator

1. Merespon dengan benar terhadap tindak tutur: menyatakan peringatan.2. Melakukan berbagai tindak tutur dalam wacana lisan interpersonal/transaksional:

menyatakan perasaan (expressing: pleasure)1. Tujuan Pembelajaran

Siswa dapat merespon dengan benar terhadap tindak tutur: menyatakan perasaan (expressing: pleasure).

Siswa dapat melakukan berbagai tindak tutur dalam wacana lisan interpersonal/transaksional: menyatakan perasaan (expressing: pleasure)

2. Materi Pokokungkapan –ungkapan untuk menyatakan perasaan ( expressing: pleasure),contohnya berikut;

mis. I’m very pleased with this room. Oh, How marvelous



Tanya–jawab mengenai cerita-cerita yang disukai siswa dan apa pendapat mereka tentang hal tersebut.

Kegiatan Inti (35’) Siswa mendengarkan ungkapan untuk menyatakan perasaan (expressing

feeling: pleasure) melalui tape secara klasikal.

Siswa melafalkan ungkapan-ungkapan untuk menyatakan perasaan (expressing feeling: pleasure )

Siswa menebak gambar yang berisi ungkapan untuk menyatakan perasaan (expressing feeling: pleasure)

Siswa melengkapi dialog untuk menyatakan (expressing feeling: pleasure) berdasarkan situasi yang disediakan.

Siswa menjodohkan situasi dengan ungkapan untuk menyatakan perasaan (expressing feeling: pleasure)

Siswa berpasangan membuat dialog pendek untuk menyatakan perasaan (expressing feeling: pleasure)

Siswa berpasangan memprakktekkan dialog untuk menyatakan perasaan (expressing feeling: pleasure)yang dipilih secara acak oleh guru

Kegiatan Akhir (5’)

Siswa mendapat feedback mengenai performa mereka.





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Kelas/Semester : XI/1


Standar Kompetensi1. 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.


(bersosialisasi) resmi dan tak resmi secara akurat, lancar, dan berterima menggunakan ragam bahasa lisan yang melibatkan tindak tutur: menyatakan perasaan (expressing:scared).

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 ( giving opinion, agreement and disagreement);


menyatakan perasaan ( giving opinion, agreement and disagreement);1. Tujuan Pembelajaran

Siswa dapat merespon dengan benar terhadap tindak tutur: menyatakan perasaan.( giving opinion, agreement and disagreement);

Siswa dapat melakukan berbagai tindak tutur dalam wacana lisan interpersonal/ transaksional: menyatakan perasaan (expressing:scared)

2. Materi Pokokungkapan –ungkapan untuk menyatakan perasaan ( giving opinion, agreement and

disagreement);Situation 1In a newly opened mall, Sofia meets her best friend, she brings some new books that she has bought.

Aldi : Hi, Rani! Where have you been?Rani : Hi, Aldi! I've just come out from the bookstore on the third fl oor.Aldi : Did you buy any books?Rani : Yes, one story book and two textbooks for my little brother. By the way, what do you think of this

new mall?Aldi : The way I see it, it's amazing. It is the biggest mall in town, isn't it?Rani : That's right. I reckon the facilities make the customers satisfi ed.

Situation 2In a meeting, Mr Rizal Bakri and his colleagues are arguing about their opinions on the right time to

publish their books.Mr Fuad : The best time to publish our books is at the end of next month. Students need them soon.Mr Bakri : Have you any comment on this matter, Mr Adam?Mr Adam : I consider that we still have to make several improvements about some aspects. So we need at least two

more months to publish. We needn't to be in a rush.Mr Fuad : How about the customers?Mr Adam : I'm convinced that the customers will have the books on time. It will not be late.Mr Bakri : I agree with Mr Adam's view.Mr Adam : Thank you for your approval, Sir.Mr Bakri : OK, we will be ready to publish our books within two months.Mr Fuad : Well, if that's the fi nal decision, I think I accept it.

1. What is Aldi's opinion about the new mall?2. Does Rani agree with Aldi?3. In what situation does the fi rst conversation take place? Formal or informal? 4. Why does Mr Adam want to publish the books two months later?5. Whose opinion is agreed with by Mr Bakri?6. Does the second conversation take place in a formal situation?7. What aspects determine the use of language (formal or informal)?


Kegiatan Awal (5’) Tanya–jawab mengenai film-film horor yamg pernah ditonton siswa

Kegiatan Inti (35’) Siswa mendengarkan percakapan transaksional/interpersonal untuk menyatakan

perasaan ( giving opinion, agreement and disagreement); melalui tape secara klasikal.

Siswa mendiskusikan percakapan percakapan transaksional/interpersonal untuk menyatakan perasaan ( giving opinion, agreement and disagreement); yang didengarnya.

Siswa membaca script percakapan transaksional/interpersonal untuk menyatakan perasaan ( giving opinion, agreement and disagreement); yang didengarnya.dan menggaris bawahi ungkapan tersebut

. Siswa membaca dan melafalkan ungkapan-ungkapan lain untuk menyatakan

perasaan ( giving opinion, agreement and disagreement);

Siswa menjawab pertanyaan tentang script percakapan transaksional/interpersonal untuk menyatakan perasaan ( giving opinion, agreement and disagreement);

Siswa membuat dialog berpasangan tenatng pengalaman menakutkan menggunakan ungkapan untuk menyatakan perasaan (expressing feeling: scared)

Siswa berpasangan memprakktekkan dialog untuk menyatakan perasaan ( giving opinion, agreement and disagreement); yang dipilih secara acak oleh guru






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Standar Kompetensi1. Memahami dalam teks monolog lisan berbentuk reports, narrative, dan analytical exposition

secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan



akurat, lancar dan berterima dalam teks berbentuk: narrative2. Mengungkapkan makna dalam teks monolog secara akurat, lancar dan berterima yang


Merespon wacana monolog: narrative Melakukan monolog berbentuk : narrative

1. Tujuan Pembelajaran Siswa dapat merespon wacana monolog: narrative Siswa dapat melakukan monolog berbentuk narrative

2. Materi PokokTeks monolog narrative, contohnya berikut:

Orientation

Long ago the cock had a pair of beautiful horns on his head. But at that time there was a dragon who was prevented from ascending into heaven because he lacked a pair of horns. And so he offered the millipede as a guarantor, and borrowed the horns from the cock!

EvaluationWhen the millipede came for the horns, he said to the cock: "When you

want your horns back, you must call out at dawn: 'Give me back my horns!' and they will be returned to you at once. You need have no occasion to be concerned in the least

Evaluation

The kind cock knew how difficult it was to ascend to heaven, so, reassured by the good security the millipede offered, he loaned his horns without hesitation, just twisting them right off his head. He also thought to himself that when the dragon returned form his visit to heaven, they could sit down and have a good conversation; he would ask the dragon to tell him how things were in heaven, and if it really was beautiful there, as he had always heard. If it was true, he might consider going there himself someday, he thought.

Complication

So, next morning at daybreak (for the dragon's visit was scheduled to be brief), the cock called out loudly: "Give me back my horns!" But, even though he repeated this demand ten times over, there was no sign at all of either the dragon or the horns. Worried, the cock promptly went off to complain to the millipede, who soothed him, saying: "If the dragon has not returned the horns this morning, then he will certainly do so tomorrow. At the very latest, the day after that. Just learn to be a little patient and your horns will soon be back on your head, just as before."

The cock did wait several days, but although he called out every morning at sunrise: "Give me back my horns!" They never did reappear. The cock was extremely annoyed at this deception and loss, as you can well imagine, therefore he ordered all the members of his family to eat millipedes on sight.

Resolution

Even so, the cock has not yet given up hope of getting his horns returned. He ordered his descendants always to call out at the break of day: "Give me back my horns!" He still hopes that the dragon may hear him!

Taken from The Asian Animal Zodiac, 1998

NarrativeSocial function : to amuse, entertain and to deal with problematic events which lead to a crisis or turning point of some kind, which in turn finds a resolution.Generic structure:Orientation : containing plot and characters.Evaluation : evaluating the plight of the story.Complication : crisis of the story.Resolution : the crisis is resolved, for better or for worse.

Purpose The basic purpose of narrative is to entertain, to gain and hold a readers' interest. However narratives can also be written to teach or inform, to change attitudes / social opinions eg soap operas and television dramas that are used to raise topical issues.

Narratives sequence people/characters in time and place but differ from recounts in that through the sequencing, the stories set up one or more problems, which must eventually find a way to be resolved. And To amuse/entertain the readers and to tell a story

Narrative text may be either fiction or non-fiction. Examples of fiction include realistic fiction, science fiction, mysteries, folk tales, fairy tales, and myths. Non-fiction is fact-based text such as reports, factual stories, and biographies. Certain types of questions are likely to be asked about narrative text.

Narrative text has five common components. Most test questions refer to one of these five story elements:

1. Setting – where or when the story takes place 2. Characters – people or animals in the story 3. Plot – sequence of events 4. Theme – central idea of the story 5. Vocabulary – words used to enrich understanding of the story

Types of Narrative There are many types of narrative. They can be imaginary, factual or a combination of both. They may include fairy stories, mysteries, science fiction, romances, horror stories, adventure stories, fables, myths and legends, historical narratives, ballads, slice of life, personal experience.

Definition of Narrative : Narrative is a text focusing specific participants. Its social function is to tell stories or past events and entertain the readers

Features of language : 1. Characters with defined personalities/identities 2. Dialogue often included - tense may change to the present or the future. 3. Descriptive language to create images in the reader's mind and enhance the story.

Generic Structure In a Traditional Narrative the focus of the text is on a series of actions:

Orientation: (introduction) in which the characters, setting and time of the story are established. Usually answers who? when? where? eg. Mr Wolf went out hunting in the forest one dark gloomy night.

Complication or problem: The complication usually involves the main character(s) (often mirroring the complications in real life).

Resolution: There needs to be a resolution of the complication. The complication may be resolved for better or worse/happily or unhappily. Sometimes there are a number of complications that have to be resolved. These add and sustain interest and suspense for the reader.

To help students plan for writing of narratives, model, focusing on: Plot: What is going to happen? Setting: Where will the story take place? When will the story take place? Characterisation: Who are the main characters? What do they look like?Structure:

How will the story begin? What will be the problem? How is the problem going to be resolved?

Theme: What is the theme / message the writer is attempting to communicate?Language Action verbs: Action verbs provide interest to the writing. For example, instead of The old woman was

in his way try The old woman barred his path. Instead of She laughed try She cackled. Written in the first person (I, we) or the third person (he, she, they). Usually past tense. Connectives, linking words to do with time. Specific nouns: Strong nouns have more specific meanings, eg. oak as opposed to tree.

Active nouns: Make nouns actually do something, eg. It was raining could become Rain splashed down or There was a large cabinet in the lounge could become A large cabinet seemed to fill the lounge.

Careful use of adjectives and adverbs: Writing needs judicious use of adjectives and adverbs to bring it alive, qualify the action and provide description and information for the reader.

Use of the senses: Where appropriate, the senses can be used to describe and develop the experiences, setting and character: What does it smell like? What can be heard? What can be seen - details? What does it taste like? What does it feel like? Imagery Simile: A direct comparison, using like or as or as though, egg. The sea looked as rumpled as a blue quilted dressing gown. Or The wind wrapped me up like a cloak. l

Metaphor: An indirect or hidden comparison, egg. She has a heart of stone or He is a stubborn mule or The man barked out the instructions. l

Onomatopoeia: A suggestion of sound through words, eg. crackle, splat, ooze, squish, boom, egg. The tyres whir on the road. The pitter-patter of soft rain. The mud oozed and

squished through my toes. l Personification: Giving nonliving things (inanimate) living characteristics, eg. The

steel beam clenched its muscles. Clouds limped across the sky. The pebbles on the path were grey with grief. Rhetorical Questions: Often the author asks the audience questions, knowing of course there will be no direct answer. This is a way of involving the reader in the story at the outset, eg. Have you ever built a tree hut? l Variety in sentence beginnings. There are a several ways to do this eg by using:

Notes on Generic Structure of Narrative TextOrientation: it means to introduce the participants or the characters of the story with the time and place

set. Orientation actually exists in every text type though it has different term. In this story, the first paragraph is clearly seen to introduce the participants of the Cinderella Story. They were Cinderella her self as the main character of the story, her step mother which treated Cinderella badly, and her steps sister which supported her mother to make Cinderella was treated very badly. Cinderella was introduced as a hero in this story. She struggled against the bad treatment from her step mother and sisters.

Complication: it is such the crisis of the story. If there is not the crisis, the story is not a narrative text. In a long story, the complication appears in several situations. It means that some time there is more then one complication. In this Cinderella story, we can see clearly that there are Major Complication and Minor Complication. The second paragraph is the major complication of this Cinderella story. Cinderella got bad treatment from her stepmother. It is the bad crisis which drives into several minor complications which Cinderella has to overcome

Resolution: it is the final series of the events which happen in the story. The resolution can be good or bad. The point is that it has been accomplished by the characters. Like complication, there are Major Resolution and Minor Resolution. In the last paragraph, it is said that finally Cinderella lived happily. It is the happy resolution of the bad treatment

Material Analysis :The Thirsty Crow a narrative text

On a hot day, a thirsty crow flew over a field looking for water. For a long time, she could not find any. She left very exhausted. She almost gave up.

Suddenly, she saw water jug below her. She flew straight down to see if there was any water inside. It was surprised because there was some water inside the jug.

The crow tried to push her head into the jug. Sadly she found that the neck of the jug was too narrow. Then she tried to push the jug down for the water to flow out but she found that the jug was too heavy.

The crow thought hard for a while. Then she was looking around. She saw some pebbles. She suddenly had a good idea. She started picking up the pebbles one by one, dropping it into the jug. As more and more pebbles filled the jug, the water level kept rising. Soon it was high enough for the crow to drink. “It’s working” she said

Generic Structure Analysis 1. Orientation; introducing specific participants; a crow2. Complication; revealing a series of crisis: the thirsty crow found some water

inside the jug but she could not find the way to drink it 3. Resolution; the crisis is resolve: the crow found the way to drink water from the

jug by filling the jug with some pebbles.Language Feature Analysis

Using saying verb; said Using thinking verb; thought Using action verb; flew Using time conjunction; on a hot day Using connectives; then, suddenly, then, soon Using past tense; the crow thought hard

“Cinderella” (A N A R R A T I V E T E X T )

Once upon a time there was a girl called Cinderella. She lived with her stepsisters. They were very bossy. They made Cinderella do all the housework.

One day an invitation to the ball came to the family. Her stepsisters would not let her go. Cinderella was sad because she wanted to go to the ball too. Her stepsisters went to the ball without her. Fortunately, the fairy Godmother came and helped her to get to the ball. At the ball, Cinderella dance with the prince. The prince fell in love with her then married her. They lived happily ever after.

Analyzing the TextGeneric Structure Analysis

Orientation; introducing participants, Cinderella and her stepsisters. They lived together once time. Complication; describing the conflict among the participants. Cinderella wanted to come to the ball but her stepsisters did not let her go.

Resolution; stating a problem solving, a happy ending. A fairy Godmother helped her to come to the ball

Language Feature Analysis : Process verb; did, helped, fell in love, lived Simple past tense pattern; there was a girl, she lived, an invitation came to the ball, etc


Kegiatan Awal (5’)Tanya jawab mengenai legenda suatu cerita (mis. Tangkuban Perahu)

Kegiatan Inti (75’) Siswa mendengar teks monolog narrative dengan bantuan audio dan

mengidentifikasi connectorsnya. Siswa mendiskusikan gambar mengenai Cleopatra dan Antony Siswa mendengar dan menyusun cerita mengenai Cleopatra dan Antony. Siswa menjawab pertanyaan mengenai cerita tersebut Siswa mendengar teks monolog narrative berikutnya dan melengkapinya. Siswa menjawab pertanyaan mengenai teks monolog narrative tersebut.

Kegiatan Akhir (10’) Tanya jawab dengan siswa mengenai teks monolog narrative yang mereka

dengar.5. Sumber/Bahan/Alat


6. Penilaian Teknik: Performance Assesment Bentuk: Cloze passages (listening) question-answer (speaking)




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Kompetensi Dasar Merespon makna dalam teks monolog sederhana menggunakan ragam bahasa lisan secara

akurat, lancar dan berterima dalam teks berbentuk: narrative Mengungkapkan makna dalam teks monolog secara akurat, lancar dan berterima yang





“The Smartest Animal” A narrative textOnce there was a farmer from Laos. Every morning and every evening, he ploughed

his field with his buffalo. One day, a tiger saw the farmer and his buffalo working in the field. The tiger was

very surprised to see a big animal listening to a small animal. The tiger wanted to know more about the big animal and the small animal.

After the man went home, the tiger spoke to the buffalo; “you are so big and strong. Why do you do everything the man tells you?”

The buffalo answered; “oh, the man is very intelligent”. The tiger asked; “can you tell me how intelligent he is?”. “No, I can’t tell you”, said the buffalo; “but you can ask him”.

So the next day the tiger asked to the man; “Can I see your intelligence?”. But the man answered; “it at home”. “Can you go and get it?” asked the tiger. “Yes” said the man; “but I am afraid you will kill my buffalo when I am gone. Can I tie you to a tree?”

After the man tied the tiger to the tree, he didn’t go home to get his intelligence. He took his plough and hit the tiger. Then he said; “Now you know about my intelligence even you haven’t seen it

Generic Structure Analysis : 1. Orientation; introducing specific participants; farmer and his buffalo, once in Laos 2. Complication; revealing a series of crisis: the tiger wanted to know more about the farmer and the

buffalo, the tiger wanted to know about the farmer’s intelligence. 3. Resolution; the crisis is resolve: the farmer hit the tigerLanguage Feature Analysis

Using saying verb; answered Using thinking verb; saw, was surprised to Using action verb; tie, hit Using time conjunction; once, one day Using connectives; after, the next day Using past tense; there was a farmer, the man tied the tiger


Kegiatan Awal (10’)Tanya jawab mengenai mengenai elang yang memangsa anak ayam

Kegiatan Inti (75’)Siswa membaca teks monolg narrative: Why Does the Cock Eat the Millipede?Siswa menjawab pertanyaan mengenai teks monolg narrative dari berbagai aspek (tujuan, organisasi

dan ciri kebahasaan)

Long ago the cock had a pair of beautiful horns on his head. But at that time there was a dragon who was prevented from ascending into heaven because he lacked a pair of horns. And so he offered the millipede as a guarantor, and borrowed the horns from the cock!

When the millipede came for the horns, he said to the cock: "When you want your horns back, you must call out at dawn: 'Give me back my horns!' and they will be returned to you at once. You need have no occasion to be concerned in the least."

The kind cock knew how difficult it was to ascend to heaven, so, reassured by the good security the millipede offered, he loaned his horns without hesitation, just twisting them right off his head. He also thought to himself that when the dragon returned form his visit to heaven, they could sit down and have a good conversation; he would ask the dragon to tell him how things were in heaven, and if it really was beautiful there, as he had always heard. If it was true,he might consider going there himself someday, he thought. 36 Developing English Competencies for Grade XI of Language Programme

So, next morning at daybreak (for the dragon's visit was scheduled to be brief), the cock called out loudly: "Give me back my horns!" But, even though he repeated this demand ten times over, there was no sign at all of either the dragon or the horns. Worried, the cock promptly went off to complain to the millipede, who soothed him, saying: "If the dragon has not returned the horns this morning, then he will certainly do so tomorrow. At the very latest, the day after that. Just learn to be a little patient and your horns will soon be back on your head, just as before."

The cock did wait several days, but although he called out every morning at sunrise: "Give me back my horns!" They never did reappear. The cock was extremely annoyed at this deception and loss, as you can well imagine, therefore he ordered all the members of his family to eat millipedes on sight.

Even so, the cock has not yet given up hope of getting his horns returned. He ordered his descendants always to call out at the break of day: "Give me back my horns!" He still hopes that the dragon may hear him! Taken from The Asian Animal Zodiac, 1998

Siswa membaca penjelasaan mengenai organisasi teks monolg narrative The basic purpose of narrative is to entertain, to gain and hold a readers' interest.

However narratives can also be written to teach or inform, to change attitudes / social opinions eg soap operas and television dramas that are used to raise topical issues.

Narratives sequence people/characters in time and place but differ from recounts in that through the sequencing, the stories set up one or more problems, which must eventually find a way to be resolved. And To amuse/entertain the readers and to tell a story

Narrative text may be either fiction or non-fiction. Examples of fiction include realistic fiction, science fiction, mysteries, folk tales, fairy tales, and myths. Non-fiction is fact-based text such as reports, factual stories, and biographies. Certain types of questions are likely to be asked about narrative text.

Narrative text has five common components. Most test questions refer to one of these five story elements:

6. Setting – where or when the story takes place 7. Characters – people or animals in the story 8. Plot – sequence of events 9. Theme – central idea of the story 10. Vocabulary – words used to enrich understanding of the story

Types of Narrative There are many types of narrative. They can be imaginary, factual or a combination of both. They may include fairy stories, mysteries, science fiction, romances, horror stories, adventure stories, fables, myths and legends, historical narratives, ballads, slice of life, personal experience.

Definition of Narrative : Narrative is a text focusing specific participants. Its social function is to tell stories or past events and entertain the readers

Features of language : 4. Characters with defined personalities/identities 5. Dialogue often included - tense may change to the present or the future. 6. Descriptive language to create images in the reader's mind and enhance the story.

Generic Structure In a Traditional Narrative the focus of the text is on a series of actions:

Orientation: (introduction) in which the characters, setting and time of the story are established. Usually answers who? when? where? eg. Mr Wolf went out hunting in the forest one dark gloomy night.

Complication or problem: The complication usually involves the main character(s) (often mirroring the complications in real life).

Resolution: There needs to be a resolution of the complication. The complication may be resolved for better or worse/happily or unhappily. Sometimes there are a number of complications that have to be resolved. These add and sustain interest and suspense for the reader.

To help students plan for writing of narratives, model, focusing on: Plot: What is going to happen? Setting: Where will the story take place? When will the story take place? Characterisation: Who are the main characters? What do they look like?Structure: How will the story begin? What will be the problem? How is the problem going to be resolved? Theme: What is the theme / message the writer is attempting to communicate?Language Action verbs: Action verbs provide interest to the writing. For example, instead of The old

woman was in his way try The old woman barred his path. Instead of She laughed try She cackled. Written in the first person (I, we) or the third person (he, she, they). Usually past tense. Connectives, linking words to do with time. Specific nouns: Strong nouns have more specific meanings, eg. oak as opposed to tree.

Active nouns: Make nouns actually do something, eg. It was raining could become Rain splashed down or There was a large cabinet in the lounge could become A large cabinet seemed to fill the lounge.

Careful use of adjectives and adverbs: Writing needs judicious use of adjectives and adverbs to bring it alive, qualify the action and provide description and information for the reader.

Use of the senses: Where appropriate, the senses can be used to describe and develop the experiences, setting and character: What does it smell like? What can be heard? What can be seen - details? What does it taste like? What does it feel like? Imagery Simile: A direct comparison, using like or as or as though, egg. The sea looked as rumpled as a blue quilted dressing gown. Or The wind wrapped me up like a cloak. l

Metaphor: An indirect or hidden comparison, egg. She has a heart of stone or He is a stubborn mule or The man barked out the instructions. l

Onomatopoeia: A suggestion of sound through words, eg. crackle, splat, ooze, squish, boom, egg. The tyres whir on the road. The pitter-patter of soft rain. The mud oozed and squished through my toes. l

Personification: Giving nonliving things (inanimate) living characteristics, eg. The steel beam clenched its muscles. Clouds limped across the sky. The pebbles on the path were grey with grief. Rhetorical Questions: Often the author asks the audience questions, knowing of course there will be no direct answer. This is a way of involving the reader in the story at the outset, eg. Have you ever built a tree hut? l Variety in sentence beginnings. There are a several ways to do this eg by using:

Siswa memberi nama/term untuk tiap bagian teks monolg narrative. Siswa mendengar teks monolog narrative tentang Anne Boleyn dan melengkapi

informasinya. Siswa menjawab pertanyaan mengenai teks monolog Anne Boleyn yang didengarnya.

Kegiatan Akhir (10’) Siswa mendapat tugas rumah untuk menganalisa bagian teks monolg yang

didengarnya5. Sumber/Bahan/Alat


6. Penilaian Teknik: Performance Assesment Bentuk: Cloze passages (listening) question-answer (speaking)



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2. Materi PokokTeks monolog narrative , contohnya berikut:

Story of Narrative TextThe Legend of Toba Lake

Once upon time, there was a handsome man. His name was Batara Guru Sahala. He liked fishing. One day, he caught a fish. He was surprised to find out that the fish could talk. The fish begged him to set it free.

Batara Guru could not bear it. He made the fish free. As soon as it was free, the fish changed into a very beautiful woman. She attracted Batara Guru so much. He felt in love with that fish-woman. The woman wanted to marry with him and said that Batara Guru had to keep the secret which she had been a fish. Batara Guru aggreed and promised that he would never tell anybody about it.

They were married happily. They had two daughters. One day Batara Guru got very angry with his daughter. He could not control his mad. He shouted angrily and got the word of fish to his daugters. The daughters were crying. They found their mother and talked her about it. The mother was very annoyed. Batara Guru broke his promise. The mother was shouting angrily. Then the earth began to shake. Volcanoes started to erupt. The earth formed a very big hole. People believed that the big hole became a lake. Then this lake is known as Toba lake.Note on Narrative Generic StructureORIENTATION: The first paragraph presents information about the participant of the story. In literary

term, the participant is called as character. Orientation commonly introduces information about WHO, WHERE and WHEN

COMPLICATION: Paragraph two explores the niche of the story. That is conflict among the characters of the story. This conflict will involve physical and psychological conflict. The conflict is actually the heart of any narrative text. It will drive the participant to make effort in solving the crisis

RESOLUTION: The last paragraph closes the story with solving the crisis. However it can be better or worse


Kegiatan Awal (10’)Siswa mereview karakteristik teks monolog narrative

Kegiatan Inti (75’) Siswa membahas tugas rumah untuk mengidentifikasi organisasi teks monolog

narrative Siswa menganalisa teks narrative monolog dengan menjawab pertanyaanAnalyse the following narrative text carefully. Determine the orientation, complication

and resolution. Do it individually.

Miss Mole Catches a GhostQuite often Miss Mole would look after the young ones who lived in the woodland, when their

parents went out in the evening."I just love baby-sitting," sighed Miss Mole, as she gazed at the little animals, "you're all

such darlings!" "But we're not babies," grumbled the fieldmice twins, "we're almost grown up!""Well you'll always be babies to me," giggled Miss Mole, as she gave them all a great big

hug. But one evening when Miss Mole was baby-sitting, something very strange happened ... All the little animals had walked over to Miss Mole's house just before dark. They were

laughing and joking and making lots of noise as they went along. All of a sudden one of the rabbits heard a strange sound. Then one or two of the little animals saw something move near the top of the trees.

"What was that?" gasped a baby badger as he grabbed one of the squirrels. Then, as the wind rustled the leaves on the tree ... they all saw it ... a spooky white thing fl

ying through the branches! "It's a ghost!" screamed a small hedgehog. And everyone ran as fast as they could and

landed on a heap at Miss Mole's front door. "Whatever is wrong?" cried Miss Mole as she opened her door, and in fell all the little

animals. "We've seen a ghost!" sobbed the rabbit. "It's chased us all the way through the wood, and

now it's up in that tree!"Miss Mole put on her extra strong glasses and took a good look. "Goodness me," she

gasped, "there it is!" Right then and there, brave Miss Mole reached for her longest broom and pulled something

out of the branches above. "Here's your ghost," laughed Miss Mole. "It's a plastic bag. I lost it on my way back from the

woodland supermarket!" All the little animals breathed a big sigh of relief as Miss Mole took them inside and closed

the door. "Gather round and I'll tell you a story," she said kindly. "As long as it's not a ghost story," whispered

the baby badger. Taken from 50 Bedtime Stories, 2002

“The Smartest Parrot”Once upon time, a man had a wonderful parrot. There was no other parrot like it. The parrot

could say every word, except one word. The parrot would not say the name of the place where it was born. The name of the place was Catano. The man felt excited having the smartest parrot but he could not understand why the parrot would not say Catano. The man tried to teach the bird to say Catano however the bird kept not saying the word

At the first, the man was very nice to the bird but then he got very angry. “You stupid bird!” pointed the man to the parrot. “Why can’t you say the word? Say Catano! Or I will kill you” the man said angrily. Although he tried hard to teach, the parrot would not say it. Then the man got so angry and shouted to the bird over and over; “Say Catano or I’ll kill you”. The bird kept not to say the word of Catano

One day, after he had been trying so many times to make the bird say Catano, the man really got very angry. He could not bear it. He picked the parrot and threw it into the chicken house. There were four old chickens for next dinner “You are as stupid as the chickens. Just stay with them” Said the man angrily. Then he continued to humble; “You know, I will cut the chicken for my meal. Next it will be your turn, I will eat you too, stupid parrot”. After that he left the chicken house

The next day, the man came back to the chicken house. He opened the door and was very surprised. He could not believe what he saw at the chicken house. There were three death chickens on the floor. At the moment, the parrot was standing proudly and screaming at the last old chicken; “Say Catano or I’ll kill you”

Siswa membetulkan ejaan teks monolog narrative dan mengidentifikasi organisasinya

Siswa berkelompok membuat teks narrative monologS N O W W H I T E A N A R R A T I V E T E X T .

Once upon a time there lived a little, named Snow White. She lived with her aunt and uncle because her parents were died.

One day she heard her aunt and uncle talking about leaving Snow White in the castle because they wanted to go to America and they didn’t have enough money to take Snow White with them. Snow White didn’t want her uncle and aunt to do this. So she decided to run away.

The next morning she run away from home when her aunt and uncle were having breakfast, she run away into the wood. In the wood she felt very tired and hungry.

Then she saw this cottage. She knocked but no one answered so she went inside and felt asleep. Meanwhile seven dwarfs were coming home from work. They went inside. There, they found Snow White woke up. She saw the dwarfs. The dwarfs said; “What is your name?”. Snow White said; “My name is Snow White”. One of the dwarfs said; “If you wish, you may live here with us”. Snow White told the whole story about her. Then Snow white ad the seven dwarfs lived happily ever after

Generic Structure Analysis. 1. Orientation; introducing specific participants; Snow White. 2. Complication; revealing a series of crisis: Snow White’s aunt and uncle would leave her in a

castle, Snow White run away, Snow White felt hungry in the wood. 3. Resolution; the crisis is resolve: the dwarfs permitted Snow White lived in their cottage lived

happily . Language Feature Analysis.

Using saying verb; answered Using thinking verb; decided. o Using action verb; run away. Using time conjunction; once upon a time, one day. Using connectives; then, meanwhile . Using past tense; she heard her uncle

Siswa berkelompok melakukan teks monolog narrative dan siswa lain mendengarkannya dan memberi komentar

Siswa mendiskusikan kekurangan dan kelebihan tiap kelompok yang melakukan teks monolog narrative.

Kegiatan Akhir (10’) Siswa menyimpulkan apa yang perlu diperhatikan ketika melakukan teks

monolog narrative.Sumber/Bahan/Alat


Penilaian Teknik: Performance Assesment Bentuk: Mendongeng berkelompok Responding




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Merespon wacana monolog: narrative Melakukan monolog berbentuk : narrative (mendongeng)


Siswa dapat melakukan monolog berbentuk narrative (mendongeng)2. Materi Pokok

Teks monolog narrative, contohnya Teddy Bear TimeWhen a visitor to Bearborough last year forgot to put on her watch, she asked some local bears

the time and she got some strange answers."Half past three," the bear who sells fruit and vegetables said, glancing up at the Town Hall clock. "A quarter to nine," the bear in the bakery replied, looking at the clock high on the church. "Nine minutes after fi ve," the bear who sells ice cream on the corner of the main street said,

peering at the clock in front of the train station. You have probably guessed that all the clocks in Bearborough were wrong. That was because old

Mr Minim, the only clock mender in town, had become a little shaky on his legs. Although fit and well in every other way, he simply could not face climbing up a ladder to mend clocks high up.

As you can imagine, the clocks really were a problem. The trains were never on time, and the shopkeepers didn't know when to open their shops.

Then, one day, Bearborough had two very special visitors. They were bears called Alfred and his friend Jumble-who was an elephant! Now most bears in Bearborough had never seen an elephant before, so they all gathered round. And the elephant, pleased to show off his size and strength, wrapped his trunk around each of the little bears in turn and lifted them up high, squealing with excitement.

"Excuse me, Jumble," said Mr Minim, tapping him lightly on the toe with his walking stick. "Could you lift a grown-up bear, like me, for example?" In seconds, Mr Minim found himself dangling above the crowd, yet he felt as safe as if he was standing on fi rm ground.

And that is why, if you visit Bearborough these days, all the clocks are exactly right, for Jumble visits every twelve months, and Mr Minim always says that's the highlight of his year! Taken from My Treasury of Five Minute Stories, 2000


Kegiatan Awal (10’)Siswa mereview apa yang perlu diperhatikan untuk melakukan teks monolog (mendongeng)

Kegiatan Inti (75’) Siswa membuat teks monolog narrative Siswa berlatih dan mendapat evaluasi dari temannya Siswa bertanya pada guru mengenai kekurangannya Siswa mendongeng Siswa lainnya mendengarkan

Kegiatan Akhir (10’) Siswa mendapat feedback dari guru atas performans mereka.


4. Penilaian Teknik: Performance Assesment Bentuk: Responding dan mendongeng




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Kompetensi DasarMemahami dan merespon makna dalam teks monolog/esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk: narrative

Indikator Memahami cerita Porquoi Tale

1. Tujuan Pembelajaran2. M

ateri Pokok

CINDERELLA STORY, the Clearest Example of Narrative TextCINDERELLA

Once upon a time, there was a young girl named Cinderella. She lived with her step mother and two step sisters. The step mother and sisters were conceited and bad tempered. They treated Cinderella very badly. Her step mother made Cinderella do the hardest works in the house; such as scrubbing the floor, cleaning the pot and pan and preparing the food for the family. The two step sisters, on the other hand, did not work about the house. Their mother gave them many handsome dresses to wear.

One day, the two step sister received an invitation to the ball that the king’s son was going to give at the palace. They were excited about this and spent so much time choosing the dresses they would wear. At last, the day of the

Siswa memahami Pouquoi Tale

ball came, and away went the sisters to it. Cinderella could not help crying after they had left.

“Why are crying, Cinderella?” a voice asked. She looked up and saw her fairy godmother standing beside her, “because I want so much to go to the ball” said Cinderella. “Well” said the godmother,” you’ve been such a cheerful, hardworking, uncomplaining girl that I am going to see that you do go to the ball”

Magically, the fairy godmother changed a pumpkin into a fine coach and mice into a coachman and two footmen. Her godmother tapped Cinderella’s raged dress with her wand, and it became a beautiful ball gown. Then she gave her a pair of pretty glass slippers. “Now, Cinderella”, she said; “You must leave before midnight”. Then away she drove in her beautiful coach.

Cinderella was having a wonderfully good time. She danced again and again with the king’s son. Suddenly the clock began to strike twelve, she ran toward the door as quickly as she could. In her hurry, one of her glass slipper was left behind.

A few days later, the king’ son proclaimed that he would marry the girl whose feet fitted the glass slipper. Her step sisters tried on the slipper but it was too small for them, no matter how hard they squeezed their toes into it. In the end, the king’s page let Cinderella try on the slipper. She stuck out her foot and the page slipped the slipper on. It fitted perfectly.

Finally, she was driven to the palace. The king’s son was overjoyed to see her again. They were married and live happily ever after.


Kegiatan Awal (10’)Tanya jawab mengenai legenda cerita

Kegiatan Inti (35’) Siswa membaca Pouquoi Tale Siswa mendiskusikan arti dari Pouquoi Tale Menjawab pertanyaan menegenai Pouquoi Tale

Kegiatan Akhir (10’) Menyimpulkan Pouquoi Tale yang ada di Indonesia


6. Penilaian Teknik: responding Bentuk: pertanyaan tertulis



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Standar KompetensiMemahami makna teks monolog/esei berbentuk report, narrative dan analytical exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan


Indikator M

engidentifilasi langkah-langkah retorika dalam wacana: narrative

1. Tujuan Pembelajaran Si

swa dapat mengidentifilasi langkah-langkah retorika dalam wacana: narrative

2. Materi PokokTeks tertulis berbentuk narrative, contoh;

Queen of Arabia and Three SheiksMaura, who like to be thought of as the most beautiful and powerful queen of

Arabia, had many suitors. One by one she discarded them, until her list was reduced to just three sheiks. The three sheiks were all equally young and handsome. They were also rich and strong. It was very hard to decide who would be the best of them.

One evening, Maura disguised herself and went to the camp of the three sheiks. As they were about to have dinner, Maura asked them for something to eat. The first gave her some left over food. The second Sheik gave her some unappetizing camel’s tail. The third

Mengidentifikasi makna dalam teks tulis narrative

Siswa dapat mengidentifikasi makna dalam teks tulis narrative

sheik, who was called Hakim, offered her some of the most tender and tasty meat. After dinner, the disguised queen left the sheik’s camp.

The following day, the queen invited the three sheiks to dinner at her palace. She ordered her servant to give each one exactly what they had given her the evening before. Hakim, who received a plate of delicious meat, refused to eat it if the other two sheiks could not share it with him. This Sheik Hakim’s act finally convinced Queen Maura that he was the man for her. “Without question, Hakim is the most generous of you” she announced her choice to the sheiks. “So it is Hakim I will marry”

Narrative Complication in Generic StructureThe above example of narrative text tells a story which can amuse the reader.

Amusing and entertaining are the power of narrative text to attract the reader. Reader will tend to follow the whole story. As it is said many times that the heart of narrative text is the existence of the complication. It will drive the plot of the story to keep amusing. The existence of conflict inside the Queen Maura is what builds the story keep running. The psychological conflict inside Maura, which she strike against herself, is arousing the readers attention to continue reading the story. They want to know what next will happen, who will be chosen by Queen Maura, in what way she will decide who is the best. Keeping knowing them really entertaining as well increasing the moral value added.

Orientation: the text introduce the Queen Maura and three sheiks in Arabia once time.Complication: Queen Maura find out that it was very difficult to choose one as the best among themResolution: finally Queen Maura has a convincing way to choose one and he is Sheik Hakim



Kegiatan Awal (10’) 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

Kegiatan Inti (70’) Siswa membaca teks tulis narrative: The Black Cat

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

Sisa menjawab pertanyaan tentang teks narrative tersebut dan membahasnya.

Siswa melengkapi kalimat superstition dengan kata-kata yang disediakan dan membahasnya.

Kegiatan Akhir (10’) Siswa memberikan bentuk superstition yang ada di Indonesia


6. Penilaian Teknik: Unjuk kerja Bentuk: pertanyaan lisan dan tertulis



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Indikator Mengidentifikasi ciri-ciri kebahasaan teks narrative

1. Tujuan Pembelajaran Siswa dapat mengidentifikasi ciri-ciri kebahasaan teks narrative

2. Materi PokokTeks tulis berbentuk narrative, contoh:

The Three Snake-LeavesThere was once on a time a poor man, who could no longer support his only son.

Then said the son, “Dear father, things go so badly with us that I am a burden to you. I would rather go away and see how I can earn my bread.” So the father gave him his blessing, and with great sorrow took leave of him.

At this time the King of a mighty empire was at war, and the youth took service with him, and with him went out to fight. And when he came before the enemy, there was a battle, and great danger, and it rained shot until his comrades fell on all sides, and when the leader also was killed, those left were about to take flight, but the youth stepped forth, spoke boldly to them, and cried, “We will not let our fatherland be ruined!”

Then the others followed him, and he pressed on and conquered the enemy. When the King heard that he owed the victory to him alone, he raised him above all the others, gave him great treasures, and made him the first in the kingdom.

The King had a daughter who was very beautiful, but she was also very strange. She had made a vow to take no one as her lord and husband who did not promise to let himself be buried alive with her if she died first. “If he loves me with all his heart,” said she, “of what use will life be to him afterwards?” On her side she would do the same, and if he died first, would go down to the grave with him. This strange oath had up to this time frightened away all wooers, but the youth became so charmed with her beauty that he cared for nothing, but asked her father for her. “But dost thou know what thou must promise?” said the King. “I must be buried with her,” he replied, “if I outlive her, but my love is so great that I do not

mind the danger.” Then the King consented, and the wedding was solemnized with great splendour.

They lived now for a while happy and contented with each other, and then it befell that the young Queen was attacked by a severe illness, and no physician could save her. And as she lay there dead, the young King remembered what he had been obliged to promise, and was horrified at having to lie down alive in the grave, but there was no escape. The King had placed sentries at all the gates, and it was not possible to avoid his fate. When the day came when the corpse was to be buried, he was taken down into the royal vault with it and then the door was shut and bolted.

Near the coffin stood a table on which were four candles, four loaves of bread, and four bottles of wine, and when this provision came to an end, he would have to die of hunger. And now he sat there full of pain and grief, ate every day only a little piece of bread, drank only a mouthful of wine, and nevertheless saw death daily drawing nearer. Whilst he thus gazed before him, he saw a snake creep out of a corner of the vault and approach the dead body.

And as he thought it came to gnaw at it, he drew his sword and said, “As long as I live, thou shalt not touch her,” and hewed the snake in three pieces. After a time a second snake crept out of the hole, and when it saw the other lying dead and cut in pieces, it went back, but soon came again with three green leaves in its mouth. Then it took the three pieces of the snake, laid them together, as they ought to go, and placed one of the leaves on each wound. Immediately the severed parts joined themselves together, the snake moved, and became alive again, and both of them hastened away together.

The leaves were left lying on the ground, and a desire came into the mind of the unhappy man who had been watching all this, to know if the wondrous power of the leaves which had brought the snake to life again, could not likewise be of service to a human being. So he picked up the leaves and laid one of them on the mouth of his dead wife, and the two others on her eyes. And hardly had he done this than the blood stirred in her veins, rose into her pale face, and coloured it again.

Then she drew breath, opened her eyes, and said, “Ah, God, where am I?” “Thou art with me, dear wife,” he answered, and told her how everything had happened, and how he had brought her back again to life. Then he gave her some wine and bread, and when she had regained her strength, he raised her up and they went to the door and knocked, and called so loudly that the sentries heard it, and told the King. The King came down himself and opened the door, and there he found both strong and well, and rejoiced with them that now all sorrow was over.

The young King, however, took the three snakeleaves with him, gave them to a servant and said, “Keep them for me carefully, and carry them constantly about thee; who knows in what trouble they may yet be of service to us!” A change had, however, taken place in his wife; after she had been restored to life, it seemed as if all love for her husband had gone out of her heart. After some time, when he wanted to make a voyage over the sea, to visit his old father, and they had gone on board a ship, she forgot the great love and fidelity which he had shown her, and which had been the means of rescuing her from death, and conceived a wicked inclination for


Kegiatan Awal (10’)Siswa mereview penggunaan kata penghubung pada teks lisan monolog narrative

Kegiatan Inti (30’) Siswa membaca penjelasan tentang conjunctions

Siswa menggabungkan kalimat dengan menggunakan conjunctions (kata penghubung) yang tepat.

Siswa membaca penjelasan tentang relative clauses Siswa menggabungkan kalimat dengan penggunaan relative pronoun yang

tepat. Siswa mendiskusikan jawabannya. Siswa membuat kalimat sednri dengan menggunakan conjuctions dan

relative clauses Siswa membaca teks narraitive dan mengidentifikasi adverbs Siswa membaca penjelasan mengenai penyusunan adverbs Siswa mneyusun adverbs dalam posisi MPT/PMT Siswa membaca teks dan menggarisbawahi adverbs of mannaer,place dan

time..

Kegiatan Akhir (10’) Siswa mengulas penjelasan tentang conjunctions dan relative clauses dan

adverbs.5. Sumber/Bahan/Alat


6. Penilaian Teknik: Unjuk kerja Bentuk: pertanyaan tertulis



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Indikator Meng

identifilasi langkah-langkah retorika dalam wacana: narrative



2. Materi Pokok Teks tulis berbentuk narrativeTHE THIRSTY CROW A NARRATIVE TEXT

On a hot day, a thirsty crow flew over a field looking for water. For a long time, she could not find any. She left very exhausted. She almost gave up.

Suddenly, she saw water jug below her. She flew straight down to see if there was any water inside. It was surprised because there was some water inside the jug.

The crow tried to push her head into the jug. Sadly she found that the neck of the jug was too narrow. Then she tried to push the jug down for the water to flow out but she found that the jug was too heavy. The crow thought hard for a while. Then she was looking around. She saw some pebbles. She suddenly had a good idea. She started picking up the pebbles one by one, dropping it into the jug. As more and more pebbles filled the jug, the water level kept rising. Soon it was high enough for the crow to drink. “It’s working” she said.

Generic Structure Analysis 1. Orientation; introducing specific participants; a crow

2. Complication; revealing a series of crisis: the thirsty crow found some water inside the jug but she could not find the way to drink it

3. Resolution; the crisis is resolve: the crow found the way to drink water from the jug by filling the jug with some pebbles.

Language Feature Analysis o Using saying verb; said o Using thinking verb; thought o Using action verb; flew o Using time conjunction; on a hot day o Using connectives; then, suddenly, then, soon o Using past tense; the crow thought hard


Kegiatan Awal (10’)Siswa mendiskusikan pertanyaan mengenai sebuah buku

Kegiatan Inti (30’)Siswa membaca teks narrative: Teddy Bear Time

Mengidentifikasi makna dalam teks narrative

a. Siswa dapat mengidentifikasi makna dalam teks narrative

Siswa memperhatikan organisasi teks narrative tersebut Siswa menjawab pertanyaan untuk mengidentifikasi aspek bahasa (tujuan, organisasi dan ciri-ciri kebahasaan) dari teks tersebut.Siswa membaca teks narrative berikutnya dan menentukan organisasinya

Siswa menjawab pertanyaan untuk mengidentifikasi bahasa (tujuan dan ciri-ciri kebahasaan) dari teks tersebut.

Kegiatan Akhir (10’) Siswa menyimpulkan ciri-ciri teks tulis narrative (tujuan, organisasi dan ciri-

ciri kebahasaannya)





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2. Mengungkapkan makna dalam teks monolog/esei tulis berbentuk report, narrative, dan analytical exposition secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan


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

Mengidenti

fikasi langkah-langkah retorika dalam wacana: narrative Menulis teks berbentuk monolog/esei berbentuk narrative 1. Tujuan Pembelajaran

Sis

wa dapat mengidentifikasi langkah-langkah retorika dalam wacana: narrative Siswa dapat menulis teks berbentuk monolog/esei berbentuk narrative


CINDERELLAOnce upon a time, there was a young girl named Cinderella. She lived with her step

mother and two step sisters. The step mother and sisters were conceited and bad tempered. They treated Cinderella very badly. Her step mother made Cinderella do the hardest works in the house; such as scrubbing the floor, cleaning the pot and pan and preparing the food for the family. The two step sisters, on the other hand, did not work about the house. Their mother gave them many handsome dresses to wear.

One day, the two step sister received an invitation to the ball that the king’s son was going to give at the palace. They were excited about this and spent so much time choosing the dresses they would wear. At last, the day of the ball came, and away went the sisters to it. Cinderella could not help crying after they had left.

“Why are crying, Cinderella?” a voice asked. She looked up and saw her fairy godmother standing beside her, “because I want so much to go to the ball” said Cinderella. “Well” said the godmother,” you’ve been such a cheerful, hardworking, uncomplaining girl that I am going to see that you do go to the ball”

Magically, the fairy godmother changed a pumpkin into a fine coach and mice into a coachman and two footmen. Her godmother tapped Cinderella’s raged dress with her wand, and it became a beautiful ball gown. Then she gave her a pair of pretty glass slippers. “Now, Cinderella”, she said; “You must leave before midnight”. Then away she drove in her beautiful coach.


a. Siswa dapat mengidentifikasi makna dalam teks narrative

Cinderella was having a wonderfully good time. She danced again and again with the king’s son. Suddenly the clock began to strike twelve, she ran toward the door as quickly as she could. In her hurry, one of her glass slipper was left behind.

A few days later, the king’ son proclaimed that he would marry the girl whose feet fitted the glass slipper. Her step sisters tried on the slipper but it was too small for them, no matter how hard they squeezed their toes into it. In the end, the king’s page let Cinderella try on the slipper. She stuck out her foot and the page slipped the slipper on. It fitted perfectly.

Finally, she was driven to the palace. The king’s son was overjoyed to see her again. They were married and live happily ever after.


Kegiatan Awal (10’)Siswa mereview tentang cirri-ciri teks tulis narrative

Kegiatan Inti (30’) Siswa membaca teks narrative: Miss Mole Catches a Ghost

Siswa memperhatikan isi dan makna cerita tersebut.Analyse the following narrative text carefully. Determine the orientation, complication and resolution. Do it individually.

Quite often Miss Mole would look after the young ones who lived in the woodland, when their parents went out in the evening.

"I just love baby-sitting," sighed Miss Mole, as she gazed at the little animals, "you're all such darlings!" "But we're not babies," grumbled the fieldmice twins, "we're almost grown up!"

"Well you'll always be babies to me," giggled Miss Mole, as she gave them all a great big hug.

But one evening when Miss Mole was baby-sitting, something very strange happened ...

All the little animals had walked over to Miss Mole's house just before dark. They were laughing and joking and making lots of noise as they went along.

All of a sudden one of the rabbits heard a strange sound. Then one or two of the little animals saw something move near the top of the trees.

"What was that?" gasped a baby badger as he grabbed one of the squirrels. Then, as the wind rustled the leaves on the tree ... they all saw it ... a spooky

white thing flying through the branches! "It's a ghost!" screamed a small hedgehog. And everyone ran as fast as they

could and landed on a heap at Miss Mole's front door. "Whatever is wrong?" cried Miss Mole as she opened her door, and in fell all

the little animals. "We've seen a ghost!" sobbed the rabbit. "It's chased us all the way through

the wood, and now it's up in that tree!" Miss Mole put on her extra strong glasses and took a good look. "Goodness

me," she gasped, "there it is!" Right then and there, brave Miss Mole reached for her longest broom and

pulled something out of the branches above. "Here's your ghost," laughed Miss Mole. "It's a plastic bag. I lost it on my way

back from the woodland supermarket!" All the little animals breathed a big sigh of relief as Miss Mole took them inside and

closed the door. "Gather round and I'll tell you a story," she said kindly. "As long as it's not a ghost story," whispered the baby badger. Taken from 50 Bedtime Stories, 2002

Siswa secar berkelompok meneruskan cerita itu Tiap kelompok mengevaluasi hasil tulisan tersebut Tiap kelompok membuta catatan mengenai keurangan dan kelebihan tulisan

kelompok lain Kegiatan Akhir (10’)

Siswa menyimpulkan keslahan terbanyak yang dilakukan dalam membuta teks tulis narrative


6. Penilaian Teknik: Unjuk kerja Bentuk: hasil tulisan



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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 Dasar1. 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

Me

ngidentifikasi langkah-langkah retorika dalam wacana: narrative Menulis teks berbentuk monolog/esei berbentuk narrative


swa dapat mengidentifikasi langkah-langkah retorika dalam wacana: narrative

Siswa dapat menulis teks berbentuk monolog/esei berbentuk narrative2. Materi Pokok

Teks tertulis berbentuk narrative,contoh,“The Smartest Animal” A narrative text

Once there was a farmer from Laos. Every morning and every evening, he ploughed his field with his buffalo.

One day, a tiger saw the farmer and his buffalo working in the field. The tiger was very surprised to see a big animal listening to a small animal. The tiger wanted to know more about the big animal and the small animal.

After the man went home, the tiger spoke to the buffalo; “you are so big and strong. Why do you do everything the man tells you?”

The buffalo answered; “oh, the man is very intelligent”. The tiger asked; “can you tell me how intelligent he is?”. “No, I can’t tell you”, said the buffalo; “but you can ask him”.

So the next day the tiger asked to the man; “Can I see your intelligence?”. But the man answered; “it at home”. “Can you go and get it?” asked the tiger. “Yes” said the man; “but I am afraid you will kill my buffalo when I am gone. Can I tie you to a tree?”

After the man tied the tiger to the tree, he didn’t go home to get his intelligence. He took his plough and hit the tiger. Then he said; “Now you know about my intelligence even you haven’t seen it

b. Mengidentifikasi makna dalam teks narrative

Siswa dapat mengidentifikasi makna dalam teks narrative


Kegiatan Awal (10’) Siswa mereview berbagai aspek teks narrative (tujuan, organisasi, dan

ciri-ciri kebahasaan) Siswa menggunakan table yang disediakan untuk membantu menulis

cerita (narrative) Kegiatan Inti (70’)

Siswa menulis teks narrativeWrite a narration of the following story. The outline of the story may help you develop the narration.

Cinderella• Cinderella's mother passed away.• She lived with a stepmother and three stepsisters.• They treated her badly.• Cinderella went to the prince's ball.• The prince looked for the owner of the glass shoes.• The prince found the owner, Cinderella.

Snow White• Snow White's stepmother ordered someone to kill her.• She was still alive and lived together with seven dwarfs.• Her stepmother disguised herself as a beggar and met her.• She fainted after eating an apple given by her stepmother.• She is revived after being helped by a prince.

Siswa memperlihatkan dfrat pertamanya kepada teman Siswa mendapat evaluasi dari temannya Siswa bertanya kepada guru mengenai kesulitannya Siswa mendapat feedback dari guru dan menulis ulang

Kegiatan Akhir (10’) Siswa mengumpulkan tulisannya berbentuk narrative

Sumber/Bahan/Alat Buku Sekolah Elektronik Depdiknas 20085. Penilaian

Teknik: Performans Assessment, Checklist Bentuk: tulisan



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PRANGKAT PEMBELAJARAN UNIT 3 ANALYTICAL EXPOSITION (WELFARE)RPP NO 30

Rencana Pelaksanaan PembelajaranSMA NEGERI 2 MATARAM Mata Pelajaran :B. Inggris



Standar Kompetensi



Kompetensi Dasar1. Merespon makna dalam makna dalam teks monolog sederhana menggunakan ragam bahasa

lisan secara akurat, lancar dan berterima dalam teks berbentuk: analytical exposition2. Mengungkapkan makna dalam teks monolog secara akurat, lancar dan berterima yang

menggunakan ragam bahasa lisan yang berbentuk: analytical exposition

Indikator1. Merespon wacana monolog: analytical exposition2. Melakukan monolog berbentuk : analytical exposition

1. Tujuan Pembelajaran Siswa dapat merespon wacana monolog: analytical exposition

Siswa dapat melakukan melakukan monolog berbentuk : analytical exposition

2. Materi PokokWacana monolog berbentuk: analytical exposition, contohnya:

Writing is a Great for Money Online; an analytical exposition textThe emergence of the internet has given internet entrepreneurs many ways to make money.

Writers are one group that have benefited from their talents as a result in the rise of internet based jobs. Blog writing is an increasingly popular way to earn money online. determined by the owner of the blog. They are very popular because of Blogs are usually written on a certain subject area but can vary as its content is heir simplicity to get up and running. There are many free

Understanding Types of Text: Analytical Exposition websites out there that will help you set up your own blog if you choose to go that route because blog plus advertisement is a potential money Article writing is also a good money to earn money online. Make sure to gear your articles to promote and advertise you own business ventures. These articles are a free way to market the products and services you offer for free.

The most effective advertising with these articles comes from the dialogue box that is inserted at the end of each article. These dialogue boxes contain links to basically any website you would like to drive traffic to. For instance, you might have one link in your dialogue box to a product you are selling and one to a blog where you are promoting a discussing other products.

Writing takes some time to gain credibility through but once it's done' earning potential can become very powerful. Simplified from: http://EzineArticles.com/?expert=Michael_NotoAnalyzing on the TextGeneric Structure Analysis

Thesis; Writing is good in making money onlineArgument 1; blog is a potentially earning money

Argumant 2; writing articles is good in earning moneyConclusion; credible writer is powerful to make money online

Language Feature AnalysisSimple present tense; Blog writing is an increasingly popular way to earn money online,

Writing takes some time to gain credibility, etc Causal conjunction ; because, etcOpportunity in the Global Financial Crisis;

US. financial crisis and its contagion to Europe and the rest of the world could also create new opportunity for Indonesia in term of foreign direct investment and the development of basic infrastructure.

As the US. financial crisis has now spread to Europe, the oil-rich countries such as Saudi Arabia, Kuwait and Arab Emirate which have accumulated hundreds of billion of Dollars in their foreign reserve, are now reviewing their holding or investment vehicle. They are looking for more diversified investment outside the US and Europe.

Because of unfavorable political developments in Thailand and Malaysia over the past few months, Indonesia which has largely Muslim population could become one of these oil-rich countries' favorite place for foreign direct investment. That will be true if the conditions, legal and market infrastructure are conducive for Islamic financial instruments.

The government had improved the legal framework with the recent atmen of laws on sharia banking and bonds. The long term nature of Islamic bonds could make them the most suitable investment instrument for Indonesia, as these bonds grant an investor a share in an asset along with the cash flows and risks commensurate with such ownership.

The financial crisis that has gripped the globe and weakening economic growth in the rest of the world will serve to the government to accelerate the investment reform measures in order to grab the hidden opportunity in the global crisis. (simplified from the jakartapos.com on Oct 9)

NOTES ON Generic Structure of the above Analytical ExpositionParagraph 1 is THESIS. It introduces the topic of the text which state the potential opportunity behind the

global financial crisis. Paragraphs 2 and 3 are the ARGUMENTS which support to the opinions stated in the above thesis. Paragraph 4 is REITERATION which restates the thesis in another phrases to point the writer’ opinion.


Kegiatan Awal (10’) Tanya-jawab mengenai gambar dalam buku teks

Kegiatan Inti (75’) Siswa mendengarkan teks monolog lisan analytical exposition sambil melengkapi

teks tersebut.Fill in the blanks with the right words by listeningwork

individually.

Siswa merespon isi teks dengan menjawab pertanyaan dan melafalkan beberapa kosakata.

Siswa menjawab pertanyaan menngenai teks monolog lisan analytical exposition Siswa berkelompokmemberikan pendapat terhadap suatu isu Sisaa membaca dan mempraktekkan dialog mengenai pendapat terhadap No-

Smoking Siswa mengidentifikasi informasi pada teks

Kegiatan Akhir (5’) Siswa mendapat tugas untuk mengidentifikasi ungkapan yang digunakan untuk

memberikan argument/.pendapat dan responsenya5. Sumber/Bahan/Alat


6. Penilaian Teknik: Performance Assessment (responding &discussion) Bentuk: Pertanyaan lisan



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(bersosialisasi) resmi dan tak resmi secara akurat, lancar, dan berterima menggunakan ragam bahasa lisan yang melibatkan tindak tutur: mengungkapkan/meminta pendapat ( expressing:opinion).

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: mengungkapkan/meminta pendapat pendapat ( expressing: opinion).

Indikator1. Merespon dengan benar terhadap tindak tutur: mengungkapkan/meminta pendapat

(expressing: opinion).2. Melakukan berbagai tindak tutur dalam wacana lisan interpersonal/transaksional:

mengungkapkan/meminta pendapat (expressing: opinion ).1. Tujuan Pembelajaran

Siswa dapat merespon dengan benar terhadap tindak tutur: mengungkapkan/meminta pendapat (expressing: opinion ).

Siswa dapat melakukan berbagai tindak tutur dalam wacana lisan interpersonal/transaksional: mengungkapkan/meminta pendapat (expressing: opinion ).


Bani and Dian have just read a fable.Bani : What′s your opinion of the fable?Dian : I think the story is full of moral values.

Ria and Yuni are at a shop. Ria wantsto buy an umbrella.Ria : What do you think about this umbrella?Yuni : I think it's pretty good for you. It matches the color of your clothes.

Wahyu and Udin are sharing their opinion on a recent education issue.Wahyu : Do you agree that education must be affordable for the poor?Udin : Absolutely I agree

Wina and Naina, two staff at a real estate company, are talking about their latest project building a five-star hotel

Wina : I am afraid of the plan to build a new fi ve-star hotel in that area.Naina : But don't you think that it will give us a lot of money?Wina : I don't care. What I care about is the poor people living around that area. Their houses

will be destroyed.

Is that right (true) that …B: In my opinion, …..



Kegiatan Awal (10’) Siswa membahas tugas sebelumnya untuk mengidentifikasi ungkapan

mengungkapkan/meminta pendapat Kegiatan Inti (75’)

Siswa mendengarkan percakapan interpersonal/transaksional yang berisikan ungkapan untuk mengungkapkan/meminta pendapat (expressing: opinion) melalui tape secara klasikal.

1. Pocut : The book we read just now is the newest publication. What do you think?Ucok : Yes, I think it’s great. It was printed two months ago.

2. Andi : Experience is the best teacher. What do you think?Tengku : I agree. Because what we have seen and done can give us lesson and knowledge.

3. Ledina : Excuse me, Ma’am. Here is my poetry.Mrs Yenni : Wow, how interesting it is. I am pleased with your work.

4. Mia : The ending of the fi lm made mesad. Joko : That’s true. I’m with you. From the beginning to the end I never saw the actors found

happiness.5. Bram : Violence on TV should be censored. What’s your opinion?

Linda : I think it depends on the purpose. The publication of tragedy in Jatinangor or in Jakarta will be able to stop the bad behaviour. The victims in Jatinangor will increase if the violence is not made known.

Siswa melafalkan ungkapan-ungkapan mengungkapkan/meminta pendapat (expressing: opinion ).

Siswa membuat dialog singkat berpasangan untuk mengungkapkan/meminta pendapat (expressing: opinion).

Siswa membuat dialog singkat untuk mengungkapkan/meminta pendapat (expressing: opinion).berdasarkan kata-kata yang disediakan

Niluh : Our headmaster wanted us to improve and increase the quality of our English club. 1 What do you think, Joko?

Joko : Well. I think so. We should be able to do that.Niluh : So what should we do?Joko : I think that 2 we have to improve our syllabus. It must be more relevant to English.Hani : That's a great idea. But don't forget. I think 3 it is not only that. We should also know

the students needs, because we handle different levels and wishes.Niluh : Yes, I know that. Thank you. And then do we need new instructors here?Joko : 4I don’t think so. It is not necessary. Why don't you ask the qualified ones among

us. Or are you still doubtful about us?Niluh : Oh, of course not. I believe that we are still able to show our quality and capability,

in fact from time to time many people from different levels want to learn English here. It means that they are satisfied.

Hani : Are you going to accept children to study here?

Mengungkapkan/memintaPendapatmis. A:What do you think of …

Niluh : Why not? As long as we are still trusted and able to handle them we will open new classes. So should we recruit new instructors? I myself heard statements from some consumers that 5they feel satisfied with our teaching methods.

Joko : Alright. If so we need new ones. Err ... I have no objection.Niluh : How about you, Hani?Hani : Well 6I am with him. I support him.Niluh : Thank you all. So we can conclude that firstly, the syllabus should be analyzed and

improved if needed. Secondly we will recruit new instructors to handle children classes.

Kegiatan Akhir (10’) Siswa mendapat feedback dari guru dan mereview ungkapan yang digunakan

untuk mengungkapkan/meminta pendapat (expressing: opinion ).5. Sumber/Bahan/Alat


6. Penilaian Teknik: Performance Assessment (responding & dialog) Bentuk: Pertanyaan lisan



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Standar Kompetensi



Kompetensi Dasar1. Merespon makna dalam makna dalam teks monolog sederhana menggunakan ragam

bahasa lisan secara akurat, lancar dan berterima dalam teks berbentuk: analytical exposition

2. Mengungkapkan makna dalam teks monolog secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan yang berbentuk: analytical exposition





Why is Learning English Important?Language is the mean of communication. Mostly groups of society have their own

languages Some of them appear the top global languages. Most people in the world hear about English, Arabic, and Mandarin. However English is the most global spoken language. Then if a man wants to catch a global goal, he has to master English. Everyone recognize that English is an international language.

English is used in writing and speaking by many people all over the world. It can be either as a first or second language. We even hear British, American, Australian, and even Singaporean English. Those various names of English are used as the first language in those countries. Furthermore, some countries have their own languages as a mother language but also use English mostly in daily communication.

Besides usage in daily interaction, English is also used as a key to open doors leading to scientific and technical knowledge. No wonder we find manual guides and instructions of many devices written in English. Even if we have a pack of instant noodle, we will see the cooking instruction also written in English. This transfer of science and technique will include many countries in economic, social and politics development.

Finally, the most easily seen in the importance of learning English is that most top requirement in filling job opportunities is the ability using English; active or passive. Job applicants who master English are more favorable than ones who do not. The above facts prove that everybody needs to learn English if he likes to greet the global era.


Kegiatan Awal (10’) Siswa berdiskusi tentang suatu isu: iklan

Kegiatan Inti (75’)

Siswa membaca sebuah iklan yang dan meresponnya dengan menjawab pertanyaan

Siswa membaca teks lisan analytical exposition berbentuk dialog. Siswa menjawab pertanyaan mengenai teks monolog lisan analytical exposition

Read the following dialogues and then answer thequestions.Dialogue 1

Krisna : Mom, may I ask you something?Mother : Yes, of course. What's wrong with you?Krisna : I need a lot of money to buy a text book.Mother : Okay. I'll give it to you if it is important for you.Krisna : Thank you, Mom.1. Does Krisna's mother fulfi ll Krisna's request? How do you know?2. Why does mother not refuse Krisna's request?Dialogue 2Yenny : Den, you look pale today. What's wrong with you?Denni : I am suffering from a relapse.Yenny : What do you suffer from?Denni : I've had diarrhoea since last night. I couldn't sleep well.Yenny : I'm sorry to hear that.1. Why did Denni look pale?2. What did Yenny say when she heard that Denni had diarrhoea? Siswa mempraktekkan teks lisan analytical exposition berbentuk dialog.

Jakarta as a Bad Working Place for ExpatriatesJakarta is the second-worst place for expatriates to work in outside of the United

States of America, Canada and Western Europe. It is according to a recent report

published by Business week. The Business week report ranked emerging markets that

might be challenging to move into due to their level of pollution, disease, political

violence and availability of goods and services.

The report ranked Jakarta second, just below Lagos in Nigeria and above Riyadh

Saudi Arabia, saying the threat of violence from extremist, in particular, was serious

drawback to living in Jakarta. Bombings targeting foreign interests in Jakarta, such as

the JW Marriot hotel bombing in 2003, have been repeated elsewhere in the city.

The report said despite problem common to many developing cities such as the

risk of disease, poor sanitation, and excessive pollution, Indonesia can be an enticing

location.

In response, the Jakarta administration took the report positively, saying it could

spur the administration to improve its performance. (Simplified from

www.thejakartapost.com/news/2009/04/15/)

Siswa mengidentifikasihal-hal penting yang diperlukan untuk membuat teks lisan analytical exposition

Kegiatan Akhir (10’) Siswa menyimpulkan hal penting yang diperlukan untuk membuat teks lisan

analytical exposition

5. Sumber/Bahan/Alat

http://www.thejakartapost.com/news/2009/04/15/





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(bersosialisasi) resmi dan tak resmi secara akurat, lancar, dan berterima menggunakan ragam bahasa lisan yang melibatkan tindak tutur: menyatakan kepuasaan/ketidakpuasan

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 kepuasaan/ketidakpuasan

Indikator1. Merespon dengan benar terhadap tindak tutur: menyatakan kepuasaan/ketidakpuasan

2. Melakukan berbagai tindak tutur dalam wacana lisan interpersonal/transaksional: menyatakan kepuasaan/ketidakpuasan

1. Tujuan Pembelajaran Siswa dapat merespon dengan benar terhadap tindak tutur: menyatakan

kepuasaan/ketidakpuasan Siswa dapat melakukan berbagai tindak tutur dalam wacana lisan

interpersonal/transaksional: menyatakan kepuasaan/ketidakpuasan2. Materi Pokok

Percakapan/dialog dan pernyataan yang memuat ungkapan–ungkapan berikut

Menyatakan ketidakpuasan mis. The food was lousy I am little dissatisfied with the service here

Metode Pembelajaran/Teknik: Three-phase techniqueLangkah-langkah Kegiatan

Kegiatan Awal (10’) Tanya-jawab mengenai apakah siswa pernah mendapat pelayanan buruk dari

sebuah restauran atau mal Kegiatan Inti (75’)

Siswa membaca dialog yang berisikan ungkapan untuk menyatakan kepuasaan/ketidakpuasan

Dialogue 1Mrs Yully : Could you give me a chance to continue my study?Headmaster : Yes, of course. I'm really happy with your spirit.Dialogue 2Rita : Budi, have you found your left wallet in your classroom?Budi : You know, fotunately it was still under the chair.Dialogue 3Mother : John, what's wrong with you? You look so pale today? Can you follow the test today?John : Mom, I couldn't sleep well last night because I had toothache. Siswa menjawab pertanyaan yang mengarahkan pada cara mengungkapkan

kepuasaan/ketidakpuasan Siswa mendengar ungkapan-ungkapan lain untuk menyatakan kepuasaan/ketidakpuasan yang

didengar melalui tape secara klasikal Siswa melafalkan ungkapan-ungkapan untuk menyatakan kepuasaan/ketidakpuasan Siswa membuat dialog berdasarkan situasi yang diberikan dengan menggunakan ungkapan untuk

menyatakan kepuasaan/ketidakpuasan Siswa berpasangan mempraktekkan dialog yang berisikan ungkapan untuk menyatakan

kepuasaan/ketidakpuasan, yang dipilh secara acak oleh guru. Kegiatan Akhir (10’)

Siswa merespon form tentang pelayanan di sebuah hotel dengan menggunakan ungkapan untuk menyatakan kepuasaan/ketidakpuasan

Sumber/Bahan/Alat Buku Look Ahead 2 dan Link to the World 2 e-book (Buku Sekolah Elektronik Depdiknas ) Internet (http//www.e-dukasi.net ) dan intranet (PSB Online SMANDA Mataram) Tape Kaset/CD, Multi Media (Media interaktif SMANDA Mataram )

Menyatakan kepuasaan/ketidakpuasan Menyatakan kepuasaan mis. I really like my new hair cut it was satisfactory

Script dari Look Ahead 2 dan Link to the World 2 Ensiklopedia dari perpustakaan

Penilaian Teknik: Performance Assessment (responding & dialog) Bentuk: Pertanyaan lisan



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bahasa lisan secara akurat, lancar dan berterima dalam teks berbentuk: analytical exposition






RubbishLakes and rivers are often polluted because drains from towns and factories empty into them. And

factories sometimes dump very harmful chemicals into the water. The chemicals poison the water. Wildlife cannot easily survive in it.

Ocean–going tankers sometimes empty tankfuls of oily water into the sea. When this happens, great patches of oil are left fl oating on the sea's surface. If fi sh swallow the oil, or if their gills become clogged up, they die. Birds land on the sea and the oil clogs up their feathers so that they cannot fl y. Unless the oil is cleaned off the birds will die.

Electricity for your home is made in buildings called power plants. Power plants usually use coal, oil, or gas to make electricity. But some plants use nuclear energy.

To make nuclear energy, uranium is needed. And uranium is radioactive, which means it gives off rays which are very dangerous to any living thing. People working in nuclear power plants wear special clothing and masks to protect themselves.

After the uranium has been used there is some dangerous waste, or rubbish, left. Scientists haven't yet found out how to make the rubbish completely safe. So it is sealed in huge concrete containers and buried at sea, or deep underground.

Some people are worried that the radioactivity might escape and poison living things. And this rubbish remains dangerous for thousands of years. In short, our environment has been contaminated by chemicals. And there's human's role beyond the pollution. Taken from Nature in Danger, 1993


Kegiatan Awal (10’) Tanya-jawab mengenai pendapat siswa mengenai perkerjaan rumah

(homework)

Kegiatan Inti (70’) Siswa mendengarkan teks monolog lisan analytical exposition berbentuk dialog

melalui tape secara klasikal sambil melengkapi teks tersebut. Siswa merespon isi teks dengan menjawab pertanyaan

Siswa menjawab pertanyaan mengenai teks lisan analytical exposition berbentuk dialog

Siswa merangkai kata menjadi kalimat utuh. Siswa berpasangan melakukan presentasi sesuai dengan kata yang

dirangkainya,dengan mempelajari struktur presentasi lisan analytical exposition Kegiatan Akhir (10’)

Siswa mendapat feedback mengenai presentasi yang dilakukan dengan guru dan teman

Siswa mendapat tugas untuk mempresentasikan suatu isu dengan memilih isu yang disediakan di buku atau bebas


2




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Standar Kompetensi 1. Memahami dalam teks monolog lisan berbentuk reports, narrative, dan analytical exposition



Kompetensi Dasar1. Merespon makna dalam teks monolog sederhana menggunakan ragam bahasa lisan

secara akurat, lancar dan berterima dalam teks berbentuk: analytical exposition


Indikator Merespon wacana monolog: analytical exposition Melakukan monolog berbentuk : analytical exposition (presentasi)

1. Tujuan Pembelajaran Siswa dapat melakukan monolog berbentuk analytical exposition (presentasi)

2. Materi PokokTeks monolog analytical exposition, contohnya berikut:

The Importance of Rainforests

Rainforests are one of the most complicated environments on Earth. They are

recognised worldwide as containing the richest source of plants and animals and are

believed to contain nearly three-quarters of all the varieties of life on Earth. This is

remarkable because rainforests cover only about six per cent of the Earth's land

surface.

Rainforest are the oldest major ecosystem, having survived climate changes

for more than one million years. They provide habitats for more species of plants,

animals, insects and birds than any other environment found on our planet. Scientists

estimate that between 60 and 90 per cent of all species of life are to be found in rain

forests. Unfortunately, the widespread destruction of many of the world's rainforests

has caused a significant decline in the number of plant and animal species on Earth.

Rainforests influence both our local and global climates. For example,

between 50 and 80 per cent of the moisture in the air above rainforests comes from the

rainforest's trees. If large areas of these lush rainforests are cleared, the average

rainfall in the area will drop. Eventually, the area's climate will get hotter and drier. This

process could convert rainforests into a sparse grassland or desert.

Rainforests are also able to absorb over 90 per cent of the rainfall in their

leaves and mosses. By doing this, they are able to slow down water run-off by

gradually releasing the water over time into streams and rivers. This helps to control

soil erosion and fl ooding.

Rainforests are vital to the Earth in helping to recycle carbon and oxygen.

Carbon dioxide (CO2) is the gas put into the air globally by humans, mainly by the

burning of fossil fuels (for example in cars and factories).

Rainforests are able to remove carbon dioxide from the air and return oxygen

in its place. This is why our global rainforests are often called the Earth's ‘lungs'.

Rainforests are major producers of the Earth's oxygen. In fact, scientists believe that

nearly 50 per cent of the Earth's oxygen is produced by rainforest in the Amazon region

alone. Nearly 40 per cent of the world's carbon is contained in the trees of the

rainforests. As rainforests are cut down and burned, carbon dioxide is released into the

Earth's atmosphere. Eventually, as this gas builds up the atmosphere, leading to what

scientists call the enhanced greenhouse effect.

To sum up, the role of the rainforest is essential for human life. It creates equilibrium

in our environment and its resources are signifi cant for human beings survival. Taken from

SOSE: Studies of Society and Environment, 2000


Kegiatan Awal (10’) Siswa mengingat kembali apa yang diperlukan untuk mempresentasikan suatu

isu dengan baik Siswa menyiapkan hal yang diperlukan untuk presentasinya

Kegiatan Inti (70’) Siswa mempresentasikan tugas yang dubuat di rumah Siswa lain mendengarkan presentasi yang dilakukan pasangan yang lain

Kegiatan Akhir (10’) Siswa mendapat feedback dari guru


6. Penilaian Teknik: Performance Assesment, Checklist Bentuk: Tugas presentasi individual




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Kompetensi DasarMemahami dan merespon makna dalam teks monolog/esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk: analytical exposition

Indikator Memahami peribahasa (Proverbial Values) dalam B.Inggris yang biasa digunakan dalam presentasi

1. Tujuan Pembelajaran Siswa memahami peribahasa (Proverbial Values) dalam B.Inggris yang biasa digunakan dalam

presentasi

2. Materi PokokIn oral presentation, people sometimes quote certain proverbs to support their arguments. Notice

the explanation of the well-known saying, or proverb, “Practice makes perfect” in the following paragraph. Notice how the writer restates the topic sentence as the conclusion of the paragraph.

“Practice makes perfect” has often been said of foreign-language learning, but it is equally true of learning mathematics. For example, Ruby, a student in my class, gives her algebra assignment the same kind of attention she gives to a comic strip. She reads it; that’s all. She reads the explanations and the sample problems in her book and thinks she understands them so well that she doesn’t have to work out the problems. She never thinks of algebra as hard until examination time comes. Then she finds that she lacks experience in applying what she has learned from reading to the solving of problems, not just through reading about how to

solve them. In algebra, too, practice does make perfect.


Kegiatan Awal (10’)Tanya jawab mengenai peribahasa dalam Bahasa .Inggris yang diketahui siswa

Kegiatan Inti (35’) Siswa membaca Siswa menjawab pertanyaan Siswa megidentifikasi peribahasa dalam B.Inggris yang mirip peribahasa dalam

B.Indonesia Kegiatan Akhir (10’)

Siswa menyimpulkan persamaan peribahasa yang ada antara B.Inggris dan B.Indonesia





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Kompetensi DasarMemahami dan merespon makna dalam teks monolog/esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk:

analytical exposition

Indikator Mengidentifikasi makna dalam teks: analytical exposition Mengidentifikasi langkah-langkah retorika dalam wacana: analytical exposition

1. Tujuan Pembelajaran Siswa dapat mengidentifikasi langkah-langkah retorika dalam wacana: exposition Siswa mengidentifikasi langkah-langkah retorika dalam wacana: analytical exposition

2. Materi PokokTeks tertulis berbentuk analytical exposition

The Importance of English LanguageI personally think that English is the world’s most important language. Why do I say that?Firstly, English is an international language. It is spoken by many people all over the world, either as a first or second language. Secondly, English is also the key which opens doors to scientific and technical knowledge, which is needed for the economic and politics development of many countries in the world.Thirdly, English is a top requirement of those seeking jobs. Applicants who master either active or passive English are more favorable than those who don’t.From the facts above, it is obvious that everybody needs to learn English to greet the global era.

(Adapted from Student Book For SMA, Balai Pustaka)



Siswa memberikan pendapat tentang pentingnya bahasa Inggris

Kegiatan Inti (70’) Siswa membaca teks analytical exposition Siswa menjawab pertanyaan yang mengarahkan pada ciri-ciri teks analytical

exposition tersebut. Siswa membaca tiga paragraph dan membandingkannya, dengan menjawab

pertanyaan yang disediakan. Siswa membaca penjelasan mengenai pentingnya kalimat utama Siswa mengidentifikasi kalimat yang tidak sesuai dengan topik

Kegiatan Akhir (10’) Siswa mengulas pelajaran .


6. Penilaian Teknik: Unjuk kerja Bentuk: latihan tertulis



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Kompetensi Dasar1. Memahami dan merespon makna dalam teks monolog/esei yang menggunakan

ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk: analytical exposition2. Mengungkapkan makna dalam teks monolog/esei yang menggunakan ragam bahasa tulis secara

akurat, lancar dan berterima dalam teks berbentuk: analytical exposition

Indikator Mengidentifikasi makna dalam teks: analytical exposition Mengidentifikasi langkah-langkah retorika dalam wacana: analytical exposition Menulis teks berbentuk monolog/esei berbentuk analytical exposition

1. Tujuan Pembelajaran Siswa dapat mengidentifikasi langkah-langkah retorika dalam wacana: exposition Siswa mengidentifikasi langkah-langkah retorika dalam wacana: analytical exposition Siswa menulis teks berbentuk monolog/esei berbentuk analytical exposition

2. Materi Pokok



Siswa mereview ulasan tentang pentingnya kalimat utama pada teks monolog/esei tulis berbentuk report, narrative, dan analytical exposition

Kegiatan Inti (70’) Siswa membaca penjelasan tentang bagian-bagian suatu paragraph berbentuk analytical

expositionWhy is It Important to Choose the Accredited School?

Most of teenagers need to go to school and there are a lot of schools over there. Nowadays, schools grow to offer plenty of choice; private and state ones. However it is a hard choice since there are many factors which need to be considered before making the selection. Some will be influenced by friends; because some friend got to certain school than we go to there too. Some prefer to choose certain school because of the closer distance.

In fact, the primary decisive matter for selecting school is whether the school has been accredited or not. Why is important to choose an accredited school? Well, accredited schools have an edge over the unaccredited schools. This label of Accredited School has an impact in employment opportunities.

As result, if there are two or more students with similar qualifications, the student who comes from the accredited school will have an edge over the other candidate. Student from an accredited school has more open door than student with an accredited one.

Many students select certain school depending more on short term factors like friend influence and short distance from home. It is not bad since commuting actually needs much cost. Choosing school which is closer to home will save time, energy and money.

However if that school is not accredited, the time and money spent along studying seems to be waste in the long term because it could become a limiting factor in gaining future opportunities.

Accredited school is not the only factor which will drive student’s success.

Personality and characterization are very important too. However a student with good personality who comes from an accredited school is better than the others.

Siswa mengidentifikasi bagian-bagian suatu paragrap berbentuk analytical exposition

Present Perfect TenseStudy the following sentences.

1. The overuse of rainforests for tourist activities has led governments to pass laws restricting activities inthese forests.

2. The Daintree region in northern Queensland is one area where the government has passed laws regulating rainforests activities.

3. Unfortunately, the widespread destruction of many of the world's rainforests has caused a signifi cant decline in the number of plant and animal species on Earth.

Siswa berpasangan menuliskan pendapatnya dalam teks berbentuk analytical expositionAnalytical Exposition Analysis on the Generic StructureAnalytical exposition is one of argumentative texts which present some supporting idea on

why certain writer’s opinion is important. The opinion is formulated in a thesis which needs to prove by selecting arguments. The above example of analytical exposition about accredited school has the following generic

structure:Thesis: it is the main topic of discourse in analytical exposition essay. Commonly the thesis will be placed in the

first paragraphs. It also functionalize of introduction of the text. From the text above we see that choosing school will be wiser and safer if it is based on the status of the school; accredited or not.

Arguments: the arguments are the heart of an analytical exposition. The absence of argument, analytical will just talk nothing since a thesis must be evaluated, whether it is true or false later, it does not matter. From the analytical exposition sample above, we see an accredited school graduate will hold better opportunity. Additionally choosing school based on short term interests seem to be less benefit in the end.

Reiteration: it is the writer’s thesis which is re-stated in another word. The purpose is to strengthen the thesis. From the text above, we realize that choosing an accredited school is really important.

Siswa bertiukar tulisan dengan pasangan lainnya dan memberi evaluasi terhadap tulisan tersebut.

Kegiatan Akhir (10’) Siswa mennyimpulkan hal-hal yang penting dalam membuat teks analytical

exposition dengan kat-kata sendiri.5. Sumber/Bahan/Alat


6. Penilaian Teknik: Unjuk kerja

Bentuk: latihan tertulis



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ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk: analytical exposition

2. Mengungkapkan makna dalam teks monolog/esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk: analytical exposition

Indikator Mengidentifikasi ciri-ciri kebahasaan teks: analytical exposition

1. Tujuan Pembelajaran Siswa dapat mengidentifikasi ciri-ciri kebahasaan teks: analytical exposition

2. Materi PokokWriting is a Great for Money Online; an analytical exposition text

The emergence of the internet has given internet entrepreneurs many ways to make money. Writers are one group that have benefited from their talents as a result in the rise of internet based jobs. Blog writing is an increasingly popular way to earn money online. determined by the owner of the blog. They are very popular because of Blogs are usually written on a certain subject area but can vary as its content is heir simplicity to get up and running. There are many free

Understanding Types of Text: Analytical Exposition websites out there that will help you set up your own blog if you choose to go that route because blog plus advertisement is a potential money Article writing is also a good money to earn money online. Make sure to gear your articles to promote and advertise you own business ventures. These articles are a free way to market the products and services you offer for free.

The most effective advertising with these articles comes from the dialogue box that is inserted at the end of each article. These dialogue boxes contain links to basically any website you would like to drive traffic to. For instance, you might have one link in your dialogue box to a product you are selling and one to a blog where you are promoting a discussing other products.

Writing takes some time to gain credibility through but once it's done' earning potential can become very powerful. Simplified from: http://EzineArticles.com/?expert=Michael_NotoAnalyzing on the TextGeneric Structure Analysis Thesis; Writing is good in making money online

Argument 1; blog is a potentially earning moneyArgumant 2; writing articles is good in earning moneyConclusion; credible writer is powerful to make money online

Language Feature AnalysisSimple present tense; Blog writing is an increasingly popular way to earn money online, Writing

takes some time to gain credibility, etc Causal conjunction ; because, etc

3. Metode Pembelajaran/Teknik: Three-phase technique4. Langkah-langkah Kegiatan Kegiatan Awal (10’)Siswa mengingat kembali membentuk kalimat pasif Kegiatan Inti (70’) Siswa membaca teks berbentuk analytical exposition dan menggaris bawahi kalimat berbentuk pasif Siswa menyimpulkan pembentukan kalimat pasif Siswa mengidentifikasi pembentukan kalimat pasif untuk tiap tenses Siswa membuat kalimat dengan kata yang disediakan Siswa mengubah kata menjadi bentuk pasif/aktif dalam teks berbentuk analytical exposition Siswa membaca penjelasan untuk membuat tulisan yang koheren dengan menggunakan repetiton of

key words and transational words. Siswa melengkapi kalimat dengan pronoun reference Siswa menggarisbawahi pronoun reference Siswa melengkapi tesk berbentuk analytical exposition dengan connectives yang disediakan Siswa melengkapi teks dengan transtions yang disediakan Kegiatan Akhir (10’) Siswa menguilang penggunaan kalimat pasif, pronoun reference dan connectives






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Kelas/Semester : XI/1Pertemuan ke : 40Alokasi Waktu : 3x 45 menit





ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk: analytical exposition


Indikator Mengidentifikasi ciri-ciri kebahasaan teks: analytical exposition

1. Tujuan Pembelajaran Siswa dapat mengidentifikasi ciri-ciri kebahasaan teks: analytical exposition

2. Materi PokokCareer in Translation

Functionally, translation is transferring the message or the meaning and not the word. According to Nida, such translation is called dynamic equivalence translation. It tries to bring the precise message in different language. Understanding Types of Text: Analytical Exposition

Many people like to watch Hollywood movie but many get trouble in understanding to the actors' dialogue. So the way they get the understanding about the movie is reading the translating text running. If Hindi translation is provided, it will bring the better understanding for Indian moviegoer. Hollywood movie spread over other Asia countries.

Therefore, Arabic translation, Indonesian translation and Farsi translation are widely needed and that is a big chance for English master in that countries. India is likely being an English speaking

country. India translation will grow better and. It seems Indonesia, Malaysia and Filipina will reach that mark too soon. Translation job will be great in amount and that is good development for translating job seekers.



Siswa melakukan diskusi tentang fungsi so, but dan because Kegiatan Inti (125’)

Siswa Siswa membaca penjelasaan mengenai fungsi so, but dan because Siswa melengkapi teks analytical exposition berbentuk surat dengan so, but atau

because Siswa membaca penjelasan mengenai kata penghubung yang biasa digunakan

dalam complex sentence Siswa menggabungkan simple sentence dengan menggunakan kata penghubung

utnuk emembuat complex sentence Siswa membaca penjelasan tentang linking verbs (relational process )dan

contohnya. Siswa menentukan bentuk kata kerja yang sesuai dalam suatu kalimat Siswa mengubah kata menjadi bentuk pasif/aktif dalam teks berbentuk analytical

exposition Siswa mengidentfikasi makna kalimat emotive atau evaluative languange

Kegiatan Akhir (10’) Siswa mengulang penjelasan tentang so, but, because, complex sentence, linking

verbs (relational process ), emotive dan evaluative language Siswa mendapat tugas mencari artikel berbentuk analytical exposition dan

menentukan emotive dan evaluative language5. Sumber/Bahan/Alat





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Standar KompetensiMemahami makna teks monolog/esei berbentuk report, narrative dan analytical exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan


Indikator M

engidentifikasi langkah-langkah retorika dalam wacana: analytical exposition

Tujuan Pembelajaran Siswa mengidentifikasi makna dalam teks analytical exposition Siswa mengidentifikasi langkah-langkah retorika dalam wacana analytical exposition

Materi PokokTeks tulis berbentuk analytical exposition,contoh:

Opportunity in the Global Financial Crisis;

US. financial crisis and its contagion to Europe and the rest of the

world could also create new opportunity for Indonesia in term of foreign direct

investment and the development of basic infrastructure.

As the US. financial crisis has now spread to Europe, the oil-rich

countries such as Saudi Arabia, Kuwait and Arab Emirate which have accumulated

hundreds of billion of Dollars in their foreign reserve, are now reviewing their holding

or investment vehicle. They are looking for more diversified investment outside the

US and Europe.

Because of unfavorable political developments in Thailand and

Malaysia over the past few months, Indonesia which has largely Muslim population

could become one of these oil-rich countries' favorite place for foreign direct

Mengidentifikasi makna dalam teks analytical exposition

investment. That will be true if the conditions, legal and market infrastructure are

conducive for Islamic financial instruments.

The government had improved the legal framework with the recent

atmen of laws on sharia banking and bonds. The long term nature of Islamic bonds

could make them the most suitable investment instrument for Indonesia, as these

bonds grant an investor a share in an asset along with the cash flows and risks

commensurate with such ownership.

The financial crisis that has gripped the globe and weakening

economic growth in the rest of the world will serve to the government to accelerate

the investment reform measures in order to grab the hidden opportunity in the global

crisis. (simplified from the jakartapos.com on Oct 9)

NOTES ON Generic Structure of the above Analytical Exposition

Paragraph 1 is THESIS. It introduces the topic of the text which state the potential

opportunity behind the global financial crisis.

Paragraphs 2 and 3 are the ARGUMENTS which support to the opinions stated in

the above thesis.

Paragraph 4 is REITERATION which restates the thesis in another phrases to point

the writer’ opinion

Metode Pembelajaran/Teknik: Three-phase technique

Langkah-langkah Kegiatan Kegiatan Awal (10’)

Siswa berdiskusi mengenai pengertian teks analytical exposition

Kegiatan Inti (125’) Siswa membaca penjelasaan mengenai teks analytical exposition dan contoh teks

tersebut dalam kehidupan sehari-hari Siswa membaca teks berbentuk analytical exposition dan menjawab pertanyaan Siswa mengidentifikasi organisasi teks berbentuk analytical exposition Siswa mengidentifikasi ciri-ciri kebahasaan teks berbentuk analytical exposition

Kegiatan Akhir (10’) Siswa membaca penjelasan tentang teks analytical exposition( tujuan, organisasi

teksnya, kata penghubung dan frase yag digunakan untuk membuat kesimpulan)

Sumber/Bahan/Alat Buku Look Ahead 2 dan Link to the World 2 e-book (Buku Sekolah Elektronik Depdiknas ) Internet (http//www.e-dukasi.net ) dan intranet (PSB Online SMANDA Mataram)

Tape Kaset/CD, Multi Media (Media interaktif SMANDA Mataram ) Script dari Look Ahead 2 dan Link to the World 2 Ensiklopedia dari perpustakaan

Penilaian Teknik: Unjuk kerja Bentuk: latihan tertulis



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Standar Kompetensi



Indikator Mengidentifikasi makna dalam teks fungsional berbentuk surat lamaran

1. Tujuan Pembelajaran Siswa mengidentifikasi makna dalam teks fungsional berbentuk surat lamaran

2. Materi PokokTeks fungsional berbentuk surat lamaran, contoh;


Kegiatan Awal (10’)Tanya-jawab mengenai apa yang perlu dilakukan untuk melamar pekerjaan

Kegiatan Inti (25’) Siswa membaca lowongan pekerjaan yang tertera di buku. Siswa membaca teks teks fungsional berbentuk surat lamaran Siswa menjawab pertanyaan tentang teks tersebut

Kegiatan Akhir (10’) Siswa membuat kesimpulan apa yang perlu diperhatikan untuk membuat teks

fungsional berbentuk surat lamaran kerja

Jl. Cendrawasih 35Semarang

October 25, 2006

HRD ManagerAsahi Diamond IndustrialWisma Dharmala Sakti, 12th floorJl. Jend. Sudirman Kv 32Jakarta 10220

Dear Sir or Madam: I am writing to apply for the job as an accountant, which you advertised recently in “Kompas” newspaper.I am 25 years old. I graduated from “ Banking and Accountancy Academy” in Semarang. I took an English

course for active communication in Cambridge English Course.Since I graduated from the college, I have worked for a multi finance company in Semarang for 2 years and I

am still working for it at this moment.I am interested in working as an accountant in your company as I want to expand my experience and learn

more in Jakarta. I enclose a photograph of mine and a complete curriculum vitae. I would be very pleased to send any further details you may require. I would be available for an interview at any time.

Thank you very much for your consideration and I look forward to hearing from you soon.

Yours faithfully,

Virni Aprilia





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Kompetensi Dasar

1. Memahami dan merespon makna dalam teks monolog/esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk: analytical exposition.


Indikator Mengidentifikasi makna dalam teks molog/essei berbentuk analytical exposition Mengidentifikasi langkah-langkah retorika dalam wacana: analytical exposition Menulis teks berbentuk monolog/esei berbentuk analytical exposition

1. Tujuan Pembelajaran Siswa dapat mengidentifikasi langkah-langkah retorika dalam wacana: analytical

exposition Siswa dapat menulis teks berbentuk monolog/esei berbentuk analytical exposition

2. Materi PokokTeks tulis berbentuk analytical exposition,

Global warming is the increase in the average temperature of the Earth's near-surface air and oceans in recent decades and its projected continuation.

Increasing global temperature will cause sea levels to rise, and is expected to increase the intensity of extreme weather events and to change the amount and pattern of precipitation. Other effects of global warming include changes in agricultural yields, trade routes, glacier retreat, species extinction and increases in the ranges of disease vectors.

Remaining scientifi c uncertainties include the amount of warming expected in the future, and how warming and related changes will vary from region to region around the globe. Most national governments have signed and ratified the Kyoto Protocol aimed at reducing greenhouse gas emissions, but there is ongoing political and public debate worldwide regarding what, if any, action should be taken to reduce or reverse future warming or to adapt to its expected consequences.

Climate model projections summarized by the IPCC indicate that average global surface temperature will likely rise a further 1.1 to 6.4 °C (2.0 to 11.5 °F) during the twenty-fi rst century. The range of values results from the use of differing scenarios of future greenhouse gas emissions as well as models with differing climate sensitivity. Although most studies focus on the period up to 2100, warming and sea level rise are expected to continue for more than a thousand years even if greenhouse gas levels are stabilized. The delay in reaching equilibrium is a result of the large heat capacity of the oceans.

Taken from en.wikipedia.org


Kegiatan Awal (10’)Siswa mereview tentang ciri-ciri teks tulis analytical exposition

Kegiatan Inti (75’) Siswa menentukan tanda baca dan huruf besar yang tepat pada teks berbentuk

analytical exposition Siswa mengidentifikasi organisasi teks berbentuk analytical exposition Siswa menentukan judul dan penutup teks berbentuk analytical exposition Siswa secara berkelompok menulis teks berbentuk analytical exposition dengan

memilih salah satu topik yang disediakan

Siswa dapat mengidentifikasi makna dalam teks analytical exposition

Siswa kemudian pergi ke perpustakaan untuk mencari informasi mengenai tema yang dipilhnya

Siswa membaca contoh tulisan teks berbentuk analytical exposition Kegiatan Akhir (10’)

Siswa mengumpulkan hasil tulisan kepada guru5. Sumber/Bahan/Alat





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bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk: analytical exposition.


Indikator Mengidentifikasi makna dalam teks molog/essei berbentuk analytical exposition Mengidentifikasi langkah-langkah retorika dalam wacana: analytical exposition Menulis teks berbentuk monolog/esei berbentuk analytical exposition

1. Tujuan Pembelajaran Siswa mengidentifikasi makna dalam teks molog/essei berbentuk analytical exposition Siswa mengidentifikasi langkah-langkah retorika dalam wacana: analytical exposition Siswa dapat menulis teks berbentuk monolog/esei berbentuk analytical exposition

2. Materi PokokTeks tulis berbentuk analytical exposition,contoh:

The global average air temperature near the Earth's surface rose 0.74 ± 0.18 °C (1.33 ± 0.32 °F) during the

last century. The Intergovernmental Panel on Climate Change (IPCC) concludes "most of the observed increase in

globally averaged temperatures since the mid-twentieth century is very likely due to the observed increase in

anthropogenic greenhouse gas concentrations via the greenhouse effect. Natural phenomena such as solar variation

combined with volcanoes probably had a small warming effect from pre-industrial times to 1950 and a small cooling

effect from 1950 onward. These basic conclusions have been endorsed by at least thirty scientific societies and

academies of science, including all of the national academies of science of the major industrialized countries. While

individual scientists have voiced disagreement with some fi ndings of the IPCC, the overwhelming majority of

scientists working on climate change agree with the IPCC's main conclusions.


Kegiatan Awal (10’)Siswa mendappat feedback tentang tulisan mereka sebelumnya

Kegiatan Inti (75’) Siswa berkelompok menulis teks berbentuk analytical expositio ndengan tema film

yang paling banyak ditonton Siswa berkelompok mengumpulkan ide mengenai tema yang dipilihnya Siswa antar kelompok saling bertukar tulisan dan mengomentari kekurangannya Siswa juga meminta saran dari guru mereka Siswa berkelompok memperbaiki tulisan mereka berbentuk analytical exposition

Kegiatan Akhir (10’) Siswa mengumpulkan hasil tulisan kepada guru Siswa diminta menulis draft teks analytical exposition secara individu dengan topik

yang diinginkan5. Sumber/Bahan/Alat





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SMA NEGERI 2 MATARAM Mata Pelajaran :B.InggrisKelas/Semester : XI/1Pertemuan ke : 45Alokasi Waktu : 2 x 45 menitStandar Kompetensi



Kompetensi Dasar Memahami dan merespon makna dalam teks monolog/esei yang menggunakan ragam

bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk: dan analytical exposition.

Mengungkapkan makna dalam teks monolog/esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk: analytical exposition

Indikator

a. Mengidentifilasi langkah-langkah retorika dalam wacana: analytical expositionb. Menulis teks berbentuk monolog/esei berbentuk analytical exposition

1. Tujuan Pembelajaran Siswa dapat mengidentifikasi makna dalam teks analytical exposition

Mengidentifikasi makna dalam teks analytical exposition

Siswa dapat mengidentifikasi langkah-langkah retorika dalam wacana berbentuk analytical exposition.

Siswa dapat menulis teks berbentuk monolog/esei berbentuk analytical exposition 2. Materi Pokok

Teks tulis berbentuk analytical expositionAnalytical Exposition in Jakarta Issue

Analytical exposition is one classified type as hortatory exposition in text genre. Both analytical exposition and hortatory exposition present arguments for supporting the issued thesis. What makes them different from one to each other is the last stage of the text, which the analytical exposition will end with a re-iteration. In the other hand, hortatory will close the essay with a recommendation. Analytical exposition will try to influence the reader by presenting some arguments to prove that the writer' idea is important. Furthermore, hortatory will try to persuade the reader how should or not do concerning the writer's idea. Now let's see the following example of analytical exposition!

Jakarta as a Bad Working Place for ExpatriatesJakarta is the second-worst place for expatriates to work in outside of the United States of

America, Canada and Western Europe. It is according to a recent report published by Business week. The Business week report ranked emerging markets that might be challenging to move into due to their level of pollution, disease, political violence and availability of goods and services.

The report ranked Jakarta second, just below Lagos in Nigeria and above Riyadh Saudi Arabia, saying the threat of violence from extremist, in particular, was serious drawback to living in Jakarta. Bombings targeting foreign interests in Jakarta, such as the JW Marriot hotel bombing in 2003, have been repeated elsewhere in the city.

The report said despite problem common to many developing cities such as the risk of disease, poor sanitation, and excessive pollution, Indonesia can be an enticing location.

In response, the Jakarta administration took the report positively, saying it could spur the administration to improve its performance. (Simplified from www.thejakartapost.com/news/2009/04/15/)


Kegiatan Awal (10’)Siswa mereview apa yang perlu diperhatikan dalam menulis teks analytical exposition

Kegiatan Inti (75’) Siswa memperlihatkan draft pertamanya kepada teman Siswa membaca dan memberi komentar tentang tulisan temannya Siswa bertanya pada guru dan mendapat feedback dari guru Siswa menulis ulang teks analytical exposition

Kegiatan Akhir (10’) Siswa mengumpulkan hasil tulisan kepada guru





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PRANGKAT PEMBELAJARAN UNIT 4 NARRATIVE (WRITTEN MESSAGE )RPP NO 46

Rencana Pelaksanaan PembelajaranSMA NEGERI 2 MATARAM

Mata Pelajaran :Bahasa InggrisKelas/Semester : XI/2


Standar Kompetensi

3. 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.

4. 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.


bahasa lisan secara akurat, lancar dan berterima dalam teks berbentuk: narrative4. Mengungkapkan makna dalam teks monolog secara akurat, lancar dan berterima yang


1. Merespon wacana monolog: narrative2. Melakukan monolog berbentuk : narrative

1. Tujuan Pembelajaran Siswa dapat merespon wacana monolog: narrative Siswa dapat melakukan melakukan monolog berbentuk : narrative

2. Materi PokokWacana 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.


Kegiatan Awal (10’) Siswa mencocokkan gambar dengan judul cerita rakyat.

Kegiatan Inti (75’) Siswa mendengarkan teks lisan narrative sambil mencocokkan gambar dengan cerita

narrative yang di dengar melalui tape secara klasikal.

You are going to listen to an incomplete story. The missing part is the answer to the question in the story. Guess it.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.

Siswa mendengar retelling story berbentuk dialog dan memperhatikan intonasi yang digunakan.Money Isn′t Everything

Donald, Daisy, Huey, Louie and Dewey all went to visit Uncle Scrooge one cold autumn day. They knocked at the door and had to wait a long time before all the bolts were undone. Even then Uncle Scrooge looked very suspicious, as if they were Beagle Boys in disguise. The old miser was very surprised to see them all. "Well, well. I suppose you'd better come in," he croaked at the door. "Have you got a sore throat, Great- Uncle Scrooge?" chirped Louie. "Don't be cheeky, Louie!" scolded Daisy. "Stuff and nonsense!" croaked Uncle Scrooge. "I have got a sore throat! The young lad's right." "Sorry to hear that, Uncle," said Donald sympathetically. "Should I send Dewey out to get you some cough drops?" "No. They cost too much money nowadays," complained the old miser. "I'd rather suffer the tickle in my throat." "You don't seem very happy, Uncle Scrooge," soothed Daisy.

"Mind your own business!" snapped Uncle Scrooge. "Poor old Great-Uncle Scrooge," chirped Dewey, who had jumped up to sit on his Great-Uncle's knee. "What do you mean—poor Great-Uncle Scrooge!" chuckled Uncle Scrooge. "I've got more money than Fort Knox." "What I meant," explained Dewey,

"was that I had a sore throat too, and I hardly have any money. But I bought some cough drops." With that Dewey pulled out his box of cough drops and gave them to Uncle Scrooge. "You can have my cough drops,Uncle," smiled Dewey, "because they cured my sore throat." Uncle Scrooge didn't know what to say. But one great big tear rolled down his face. "Poor Great-Uncle Scrooge," echoed the triplets. Taken from Story a Day, 1983

Siswa menjawab pertanyaan tentang teks monolog narrative yang didengar.With a partner, have a discussion to answer thefollowing questions.

1. What is the theme of the story?2. How many characters are there in the story?3. Can you describe the characteristics of each character?How can you know?4. Where did the story take place?5. How does the story end?6. What does the clause "all the bolts were undone" inparagraph 1 tell you about?7. Can you find some moral values implied in the story? State the textual evidence to support your answer.

Kegiatan Akhir (10’)Tanya-jawab mengenai pendapat siswa tentang teks monolog yang didengar


6. Penilaian Teknik: Performance Assessment (responding) Bentuk: Pertanyaan lisan,



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Kompetensi DasarMerespon 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).

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 (expressions of agreement and disagreement.)

3. Indikator Merespon dengan benar terhadap tindak tutur: menyatakan perasaan (expressions of agreement and disagreement.).

3. Melakukan berbagai tindak tutur dalam wacana lisan interpersonal/transaksional: menyatakan perasaan (expressions of agreement and disagreement.)

7. Tujuan Pembelajaran Siswa dapat merespon dengan benar terhadap tindak tutur: menyatakan perasaan

(expressions of agreement and disagreement.) Siswa dapat melakukan berbagai tindak tutur dalam wacana lisan

interpersonal/transaksional: menyatakan perasaan (expressions of agreement and disagreement.)


Menyatakan perasaan (expressions of agreement and disagreement.)

In a meeting, Mr Rizal Bakri and his colleagues are arguing about their opinions on the right time to publish their books.Mr Fuad : The best time to publish our books is at the end of next month. Students need them soonMr Bakri : Have you any comment on this matter, Mr Adam?Mr Adam : I consider that we still have to make several improvements about some aspects. So we need at least two more months to publish. We needn't to be in a rush.Mr Fuad : How about the customers?Mr Adam : I'm convinced that the customers will have the books on time. It will not be late.Mr Bakri : I agree with Mr Adam's view.Mr Adam : Thank you for your approval, Sir.Mr Bakri : OK, we will be ready to publish our books within two months.Mr Fuad : Well, if that's the fi nal decision, I think I accept it.1. What is Aldi's opinion about the new mall?2. Does Rani agree with Aldi?3. In what situation does the fi rst conversation take place? Formal or informal?4. Why does Mr Adam want to publish the books two months later?5. Whose opinion is agreed with by Mr Bakri?6. Does the second conversation take place in a formal situation?7. What aspects determine the use of language (formal or informal)?



a. Kegiatan Awal (10’)i. Tanya-jawab mengenai ungkapan cinta yang ada di film.

7. Kegiatan Inti (70’)

i. Siswa mendengarkan percakapan interpersonal/transaksional yang berisikan ungkapan untuk menyatakan perasaan (expressing: love) melalui tape secara klasikal.

ii. Siswa mendiskusikan dialog dan fungsi ungkapan yang didengar melalui tape.iii. Siswa membaca ungkapan-ungkapan lainnya yang digunakan untuk menyatakan

perasaan (expressing: love).iv. Siswa melafalkan ungkapan-ungkapan lain menyatakan perasaan (expressing:

love). v. Siswa mendengarkan ungkapan cinta dan mencocokkan dengan orang yang

menyatakannyavi. Siswa membuat definisi tentang cinta.

8. Kegiatan Akhir (10’)i. Siswa mendapat feedback dari guru.

11. Sumber/Bahan/Alat Buku Look Ahead 2 Kaset/CD Tape




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Mata Pelajaran :B. InggrisKelas/Semester : XI/2Pertemuan ke : 3Alokasi Waktu : 2 x 45 menit

Standar Kompetensi



Kompetensi Dasar1. 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) )

Indikator1. 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) )


peringatan. Siswa dapat melakukan berbagai tindak tutur dalam wacana lisan

interpersonal/transaksional: menyatakan perasaan peringatan.

8. Materi PokokPernyataan yang memuat ungkapan –ungkapan berikutMenyatakan perasaan (expressing: sorrow& attention))

mis. My heart is so burdened I’m so sad to hear that


10. Langkah-langkah Kegiatanb. Kegiatan Awal (5’)

i. Tanya jawab dengan siswa mengenai apakah mereka pernah mendengar cerita teman dan mersa sedih. Ungkapan apa yang digunakan untuk menyatakan sedih dan menaruh perhatian besar akan ceritanya.

9. Kegiatan Inti (35’)i. Siswa membaca bagian drama Shakespear dan mengubahnya menjadi

kalimat sederhanaii. Siswa mendengarkan ungkapan-ungkapan lain untuk menyatakan

perasaan (expressing: sorrow & attention) melalui tape secara klasikaliii. Siswa mendiskusikan ekspresi/ungkapan untuk menyatakan perasaan

(expressing: sorrow & attention )yang didengar melalui tape.iv. Siswa melengkapi dialog dengan ungkapan untuk menyatakan perasaan

(expressing: sorrow & attention )v. Siswa memberikan respon terhadap cerita yang dibacakan oleh temannya.

10. Kegiatan Akhir (5’)i. Siswa mendapat feedback dari gurunya


12. Penilaian Teknik: Performance Assesment (Responding, Bentuk: Pertanyaan Lisan, tugas berpasangan



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Mata Pelajaran :B.InggrisKelas/Semester : XI/2Pertemuan ke : 4Alokasi Waktu : 2 x 45 menit

Standar Kompetensi3. 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

4. Mengungkapkan makna dalam teks monolog yang berbentuk narrative,spoof dan hortatory exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan.


secara akurat, lancar dan berterima dalam teks berbentuk: narrative

4. Mengungkapkan makna dalam teks monolog secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan yang berbentuk: narrative

Indikatora. Merespon wacana monolog: narrative

Melakukan monolog berbentuk : narrative


7. Materi PokokTeks monolog narrative contohnya berikut:



b. Kegiatan Awal (10’)i. Tanya-jawab mengenai bentuk tenses apa yang biasa digunakan

dalam teks monolog narrative

11. Kegiatan Inti (75’)i. Siswa membaca penjelasaan bentuk tense yang digunakan dalam

teks monolog narrative

ii. Siswa Siswa membaca ungkapan-ungkapan yang digunakan untuk bercerita

iii. Siswa menentukan perubahan bentuk kata kerja yang ssuai untuk teks monolog narrative

iv. Siswa mendengarkan teks monolog narrative.dengan bantuan audiov. Siswa mengidentifikasi informasi tentang teks lisan narrative: Joko Tole

vi. Siswa mendiskusikan isi jawaban mereka

12. Kegiatan Akhir (10’)i. Siswa membaca kesimpulan mengenai karakteristik teks monolog

narrativeii. Siswa mendapat tugas untuk melakukan drama berkelompok dengan

menggunakan scenario yang tertera di buku teks.

10. Sumber/Bahan/Alat Buku Look Ahead 2 Kaset/CD Script dari Look Ahead 2

6. Penilaian Teknik: Performance Assesment Bentuk: pertanyaan lisan




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2. Mengungkapkan makna dalam teks monolog yang berbentuk narrative,spoof dan hortatory exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan.


secara akurat, lancar dan berterima dalam teks berbentuk:narrative


Indikator Merespon wacana monolog: narrative

Melakukan monolog berbentuk: narrative


Siswa dapat melakukan monolog berbentuk narrative

2. Materi PokokTeks monolog narrative contohnya berikut:


b. Kegiatan Awal (10’)i. Siswa mempersiapkan drama

13. Kegiatan Inti (75’)i. Siswa berkelompok melakukan drama secara bergantian.

ii. Siswa lain memperhatikan dan mendengar drama yang dilakukan temannya.

14. Kegiatan Akhir (10’)i. Siswa mendapat feedback dari guru mengenai performa mereka

5. Sumber/Bahan/Alat Buku Look Ahead 2

6. Penilaian Teknik: Performance Assesment Bentuk: drama



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4. Mengungkapkan makna dalam monolog yang berbentuk narrativ,spoof dan hortatory exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan.


secara akurat, lancar dan berterima dalam teks berbentuk: narrative


Indikator Merespon wacana monolog: narrative Melakukan monolog berbentuk : narrative

7. Tujuan Pembelajaran Siswa dapat merespon wacana monolog: narrative Siswa dapat melakukan monolog berbentuk narrative(mendongeng)



b. Kegiatan Awal (10’)Siswa menyiapkan hal yang diperlukan untuk mendongeng

15. Kegiatan Inti (75’)i. Tiap siswa secara bergantian mendongeng didepan kelas

ii. Siswa lain mendengarkan presentasi dongeng yang dilakukan.

16. Kegiatan Akhir (10’)i. Siswa mendapat feedback dari guru

11. Sumber/Bahan/Alat Buku Look Ahead 2 Alat Bantu (gambar, poster) Boneka tangan

12. Penilaian a. Teknik: Performance Assesment , Checklistb. Bentuk: mendongeng




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Standar KompetensiMemahami makna teks monolog/esei berbentuk narrative,spoof dan hortatory exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan


Indikator Memahami cerita Valentine’s Day Is Not Part Of Our Culture

7. Tujuan Pembelajaran8. M

ate

ri PokokWacana teks berjudul Valentine’s Day Is Not Part Of Our Culture



b. Kegiatan Awal (10’)Tanya jawab mengenai Valentine’s day

17. Kegiatan Inti (35’)i. Siswa membaca Valentine’s Day Is Not Part Of Our Culture

ii. Siswa mendiskusikan teks Valentine’s Day Is Not Part Of Our Cultureiii. Menjawab pertanyaan menegenai Valentine’s Day Is Not Part Of Our

Culture

18. Kegiatan Akhir (10’)i. Siswa memberi pendapat tentang Valentine’s day di Indonesia





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Siswa memahami Valentine’s Day


Mata Pelajaran :B.InggrisKelas/Semester : XI/1Pertemuan ke : 8Alokasi Waktu : 3x 45 menit

Standar KompetensiMemahami makna teks monolog/esei berbentuk narrativ,spoof dan hortatory exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan


Indikator

Men

gidentifilasi langkah-langkah retorika dalam wacana: narrative



8. Materi PokokTeks tertulis berbentuk narrative,contoh,


b. Kegiatan Awal (10’)i. Tanya jawab mengenai gambar yang tertera di buku

19. Kegiatan Inti (70’)i. Siswa membaca teks tulis narrative: The lion and the Mouse

ii. Sisa menjawab pertanyaan tentang teks narrative tersebut dan membahasnya.

iii. Siswa teks narrative berikutnya: The Stronger Man dan menjawab pertanyaannya

iv. Siswa berpasangan menjodohkan fable dengan pesan moralnya.20. Kegiatan Akhir (10’)

i. Siswa memberikan pendapat mengenai cerita narrative yang dibacanya11. Sumber/Bahan/Alat

Buku Look Ahead 2

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)






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Standar KompetensiMemahami 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


7. Tujuan Pembelajaran Siswa dapat mengidentifikasi ciri-ciri kebahasaan teks narrativee




b. Kegiatan Awal (10’)Siswa mereview penggunaan past tenses untuk teks berbentuk narrative

21. Kegiatan Inti (30’)i. Siswa membaca bagian-bagian dari teks narrative tentang Simple Past

Tenseii. Siswa mnegidentifikasi bentuk positif, negative dan pertanyaan berbentuk

past tense dari teks berbetuk narrative.iii. Siswa membaca penjelasan tentang past tensesiv. Siswa menentukan bentuk kata kerja yang tepat yaitu past perfect atau

simple pastv. Siswa menentukan bentuk kata kerja yang tepat yaitu past continuous

atau simple pastvi. Siswa menentukan bentuk kata kerja yang tepat yaitu future in the past

atau simple pastvii. Siswa membaca penjelasan mengenai action verbs

viii. Siswa menggaris bawahi action verbs pada teks narrativeix. Siswa membaca penjelasan mengenai thinking verbs dan feeling verbs



x. Siswa menentukan thinking verbs, feeling verbs atau saying verbs dari suatu kalimat

xi. Siswa membaca penjelasan tentang Noun dan Noun Phrases xii. Siswa mengembangkan noun menjadi noun phrases

.22. Kegiatan Akhir (10’)

i. Siswa mengulas penjelasan tentang. past tenses, action verbs, thinking verbs, feeling verb,saying verbs Noun dan Noun Phrases.


12. Penilaian Teknik: Unjuk kerja Bentuk: latihan



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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.



1. Tujuan Pembelajaran Siswa dapat mengidentifikasi ciri-ciri kebahasaan teks narrativee




b. Kegiatan Awal (10’)Siswa mereview penggunaan adverbs untuk teks narrative

23. Kegiatan Inti (30’)i. Siswa membaca penjelasan tentang adverbs

ii. Siswa mengembangkan kalimat dengan adverbs of manne, place and time.

iii. Siswa membaca penjelasan tentang time connectives.iv. Siswa menentukan time connectives yang tepat untuk melengkapi teks

narrative.v. Siswa membaca penjelasan tentang conjunction.

vi. Siswa melanjutkan kalimat dengan menggunakan conjunctions.vii. Siswa membaca penjelasan mengenai punctuation



viii. Siswa menentukan tanda baca (punctuation) yang tepat pada teks narrative.

24. Kegiatan Akhir (10’)i. Sis.wa mengulas penjelasan tentang. Adverbs, time connectives,

conjunction,dan punctuation.





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Standar KompetensiMemahami makna teks monolog/esei berbentuk narrativ,spoof dan hortatory exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan


Indikator M

engidentifilasi langkah-langkah retorika dalam wacana: narrative



2. Materi PokokTeks monolog/esei berbentuk narrative;







b. Kegiatan Awal (10’)i. Tanya-jawab dengan siswa tentang fable

25. Kegiatan Inti (70’)i. Siswa membaca cerita komik dan mengidentifikasi pesan moralnya

ii. Siswa membaca teks narrative and memperhatikan organisasi teksnya.

26. Kegiatan Akhir (10’)i. Siswa menyimpulkan bentuk organisasi teks narrative





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Standar Kompetensi3. 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



ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk: narrative

4. Mengungkapkan makna dalam teks monolog/esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk: narrative

Indikator M

engidentifikasi langkah-langkah retorika dalam wacana: narrative

Menulis teks berbentuk monolog/esei berbentuk narrative

7. Tujuan Pembelajaran S

iswa dapat mengidentifikasi langkah-langkah retorika dalam wacana: narrative

Siswa dapat menulis teks berbentuk monolog/esei berbentuk narrative


o Siswa dapat mengidentifikasi makna dalam teks narrative




b. Kegiatan Awal (10’)Siswa mereview tentang ciri-ciri teks tulis narrative

27. Kegiatan Inti (35’)i. Siswa membaca teks narrative: The Mouse and The Crocodile

ii. Siswa menjawab pertanyaan tentang teks tersebut yang mengarahkan pemahaman teks organisasi.

iii. Siswa berpasangan menyusun paragrap yang tidak beraturan

28. Kegiatan Akhir (5’)i. Siswa ditugaskan untuk membuat draft sebuah fable








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Standar Kompetensi1. 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.


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 M

engidentifikasi langkah-langkah retorika dalam wacana: narrative

Menulis teks berbentuk monolog/esei berbentuk narrative



Siswa dapat

menulis teks berbentuk monolog/esei berbentuk narrativea. Siswa dapat mengidentifikasi langkah-langkah retorika dalam wacana: narrative

7. Materi PokokTeks tertulis berbentuk narrative, contoh;



i. Siswa mereview berbagai aspek teks narrative (tujuan, organisasi, dan ciri-ciri kebahasaan)

29. Kegiatan Inti (70’)i. Siswa memperlihatkan dfrat pertamanya kepada teman

ii. Siswa melakukan peer correctioniii. Siswa saling mengevaluasi tulisan masing-masingiv. Siswa bertanya pada guruv. Siswa mendapat feedback dari guru dan menulis ulang

30. Kegiatan Akhir (10’)i. Siswa mengumpulkan tulisannya


11. Penilaian Teknik: Performance Assessment, Checklist Bentuk: tulisan



Siswa dapat mengidentifikasi makna dalam teks narrative



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Standar Kompetensi


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 Dasar1. 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

Indikator3. Merespon wacana monolog: spoof4. Melakukan monolog berbentuk : spoof

1. Tujuan Pembelajaran Siswa dapat merespon wacana monolog: spoof

Siswa dapat melakukan monolog berbentuk : spoof

2. Materi PokokWacana monolog berbentuk spoof, contohnya;


b. Kegiatan Awal (10’)i. Siswa menanggapi gambar pada buku teks dan menjawab pertanyaan


i. Siswa mendengarkan teks monolog lisan spoof sambil melengkapi teks tersebut.

ii. Siswa merespon isi teks monolog lisan spoof dengan menjawab pertanyaan dan melafalkan beberapa kosakata.

iii. Siswa menanggapi gambar pada buku teks tentang teks monolog lisan spoof dan menjawab pertanyaan

iv. Siswa menanggapi kartun pada buku teks tentang teks monolog lisan spoof dan menjawab pertanyaan

32. Kegiatan Akhir (10’)Siswa mendapat feedback dari guru



Mengetahui, Mataram , 17 Juli 2009

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)

Kepala Sekolah


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Guru Mata Pelajaran


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Standar Kompetensi1. Memahami makna dalam percakapan transaksional/ interpersonal resmi

dalam konteks kehidupan sehari-hari.



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)

Indikator1. 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)


perasaan (expressing: love) Siswa dapat melakukan berbagai tindak tutur dalam wacana lisan

interpersonal/transaksional: menyatakan perasaan malu & marah (expressing: embarrassment & anger )

2. Materi PokokPernyataan 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 Kegiatana. Kegiatan Awal (15’)

i. Tanya jawab dengan siswa mengenai pengalaman mereka yang memalukan dan apa yang mereka rasakan setelah itu malu atau marah?

33. Kegiatan Inti (35’)i. Siswa mendengarkan ungkapan menyatakan menyatakan perasaan malu

& marah (expressing: embarrassment & anger ) melalui tape secara klasikal

ii. Siswa mendiskusikan ungkapan untuk menyatakan perasaan malu & marah (expressing: embarrassment & anger )yang didengar melalui tape.

iii. Siswa melafalkan ungkapan-ungkapan untuk menyatakan perasaan malu & marah (expressing: embarrassment & anger )

iv. Siswa menggunakan ungkapan untuk menyatakan perasaan malu & marah (expressing: embarrassment & anger )yang sesuai untuk suatu pernyataan/situasi yang diberikan

v. Siswa mendengarkan beberapa kalimat dan menentukan apakah intonasinya naik atau turun.

vi. Siswa membuat dialog berpasangan yang menggunakan ungkapan untuk menyatakan perasaan malu & marah (expressing: embarrassment & anger )

vii. Siswa mempraktekkan dialog yang menggunakan ungkapan untuk menyatakan perasaan malu atau marah (expressing: embarrassment & anger )di depan kelas, yang dipilh secara acak oleh guru

34. Kegiatan Akhir (5’)i. Siswa memberi feedback atas performa mereka

5. Sumber/Bahan/Alat Buku Look Ahead 2 Kaset/CD

6. Penilaian Teknik: Performance Assesment (Responding) Bentuk: Pertanyaan Lisan, tugas kelompok



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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 expositionIndikator

Merespon wacana monolog: spoof Melakukan monolog berbentuk : spoof

1. Tujuan Pembelajaran Siswa dapat merespon wacana monolog: spoof Siswa dapat melakukan monolog berbentuk spoof

2. Materi PokokTeks monolog lisan berbentuk spoof contohnya berikut:



b. Kegiatan Awal (10’)i. Siswa membaca penjelasan tentang teks monolog lisan spoof

35. Kegiatan Inti (75’)i. Siswa mendengarkan teks monolog lisan berbentuk. spoof dengan

bantuan audioii. Siswa melengkapi teks monolog lisan spoof dengan informasi yang

didengarnyaiii. Siswa memperhatikan organisasi teks monolog lisan berbentuk. spoofiv. Siswa menjawab pertanyaan mengenai teks monolog lisan yang didengar v. Siswa mendiskusikan isi jawaban mereka

vi. Siswa membaca kartun berbentuk spoof dan menjawan pertanyaannya.vii. Siswa bekelompok membaca teks teks monolog lisan berbentuk. Spoof




36. Kegiatan Akhir (10’)i. Siswa membuat kesimpulan mengenai karakteristik teks monolog lisan

berbentuk spoof ii. Siswa mendapat tugas kelompok untuk mencari artikel majalah/Koran

berbentuk spoof dan menceritakannya


6. Penilaian Teknik: Performance Assesment Bentuk: Cloze passages (listening) pertanyaan lisan, membaca teks

monolog (speaking)



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Standar Kompetensi3. 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

4. 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.


secara akurat, lancar dan berterima dalam teks berbentuk: spoof

4. 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

7. Tujuan Pembelajaran Siswa dapat merespon wacana monolog berbentuk spoof Siswa dapat melakukan monolog berbentuk spoof

8. Materi PokokTeks monolog lisan berbentuk spoof, contohnya berikut:



b. Kegiatan Awal (10’)Siswa mereview karakteristik teks monolog lisan spoof

37. Kegiatan Inti (75’)i. Siswa melakukan tugas kelompok mencari artikel majalah/koran

berbentuk spoof dan menceritakannya dengan gambar.ii. Siswa lain mendengarkan ceritanya

iii. Tiap kelompok memberi komentar cerita yang dilakukaniv. Siswa mendiskusikan kekurangan presentasi mereka masing-masing.





ii. Siswa mendapat pengarahan hal yang diperlukan untuk menceritakan teks berbentuk spoof

iii. Siswa mendapat tugas untuk menceritakan teks berbentuk spoof secara individu dengan menambahkan alat bantu (mis. gambar)


12. Penilaian Teknik: Performance Assesment,Tugas Bentuk: Menceritakan spoof, Tugas presentasi kelompok



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Kompetensi Dasar1. 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 Siswa dapat merespon wacana teks monolog lisan berbentuk spoof Siswa dapat melakukan teks monolog lisan berbentuk spoof

Materi PokokTeks monolog lisan berbentuk spoof , contohnya berikut:

Metode Pembelajaran/Teknik: Three-phase technique

Langkah-langkah Kegiatan

b. Kegiatan Awal (10’)i. Siswa membaca ungkapan untuk menceritakan cerita lucu




ii. Siswa menyiapkan hal yang diperlukan untuk menceritakan cerita lucu

39. Kegiatan Inti (75’)i. Tiap siswa secara bergantian menceritakan cerita lucu

ii. Siswa lain mendengarkan temannya yang melakukan cerita lucu40. Kegiatan Akhir (10’)

i. Siswa mendapat feedback dari guru

Sumber/Bahan/Alat Buku Look Ahead 2 OHP/LCD Alat Bantu (gambar, poster)

Penilaian Teknik: Performance Assesment , Checklist Bentuk: Mendongeng spoof



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Standar KompetensiMemahami makna teks monolog/esei

Kompetensi Dasar Memahami body language sebagai salah satu alat untuk berkomunikasi

IndikatorMerespon wacana yang berkaitan dengan sosiokultural.

7. Tujuan Pembelajaran Siswa dapat merespon wacana yang berkaitan dengan sosiokultural

8. Materi PokokWacana mengenai Body language



Tanya jawab mengenai arti beberapa gerak tubuh (body language)

41. Kegiatan Inti (30’)i. Siswa membaca teks tentang Body language dan menjawab

pertanyaannya42. Kegiatan Akhir (10’)

i. Siswa menyimpulkan perbedaan antara gerak tubuh (body language) di Indonesia dengan di Amerika

ii.11. Sumber/Bahan/Alat

Buku Look Ahead 212. Penilaian

Teknik: Nontes Bentuk: pertanyaan tertulis




H. S A R T O N O, S.Pd

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Standar KompetensiMemahami 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 DasarMemahami dan merespon makna dalam teks monolog/esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk: spoof

Indikator Mengidentifikasi makna dalam teks berbentuk spoof Mengidentifikasi langkah-langkah retorika dalam wacana: spoof


Siswa dapat mengidentifilasi langkah-langkah retorika dalam wacana: spoof

8. Materi PokokTeks tulis berbentu spoof


b. Kegiatan Awal (10’)

New BabyA woman is sitting at home entertaining her parents who have come around to congratulate her on their first grandchild. “So, when can we see the bay?,asks the grandmother. “In a little while”,replies the mother. Some time passes. The grandparents are looking quite anxious at this point. “So, when can we see the baby?, asks the grandfather. “When the baby starts crying”,replies the mother. The grandparents turn to look each other, a little perplexed and ask,”Why do we have to wait until she starts crying?!” The mother snaps back,”because I put her down somewhere this morning and I can’t remember where she is!”

Siswa dapat mengidentifikasi makna dalam teks report spoof

Memberi tanggapan terhadap gambar yang tersedia

43. Kegiatan Inti (70’)i. Siswa membaca teks spoof dan menjawab pertanyaannya

ii. Siswa membaca teks spoof berikutnya dan menjawab pertanyaannyaiii. Siswa melengkapi teks spoof dengan kata yang disediakan

44. Kegiatan Akhir (10’)i. Siswa mngemukakan pendapat mengenai teks spoof yang sudah dibaca





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Indikator Mengidentifikasi ciri-ciri kebahasaan teks spoof

1. Tujuan Pembelajaran Siswa dapat mengidentifikasi ciri-ciri kebahasaan teks spoof

2. Materi PokokTeks tulis berbentuk spoof, contohnya,



b. Kegiatan Awal (10’)


Siswa mereview penjelasan mengenai Simple Past 45. Kegiatan Inti (70’)

i. Siswa membuat kalimat menggunakan Simple Past berdasarkan gambar yang disediakan.

ii. Siswa menentukan penggunaan was/wasn’t/were/weren’t pada kalimat iii. Siswa mengubah bentuk kata kerja yang sesuai dengan Simple Past Tense

pada teks spoof iv. Siswa mengerjakan puzzle dengan melengkapi kalimat irregular verbsv. Siswa membuat kalimat menggunakan Past Continuous Tense

berdasarkan gambar yang disediakan vi. Siswa membaca penjelasan tentang Past Continuous tense

vii. Siswa menentukan penggunaan kata kerja dalam bentuk Simple Past Tense atau Past Continuos Tense pada teks spoof

viii. Siswa membuat kalimat sednri dengan menggunakan conjuctions dan relative clauses

46. Kegiatan Akhir (10’)i. Siswa mengulas penjelasan tentang Simple Past dan Past Continuous

tense





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Indikator Mengidentifikasi ciri-ciri kebahasaan teks spoof

1. Tujuan Pembelajaran Siswa dapat mengidentifikasi ciri-ciri kebahasaan teks spoof

2. Materi PokokTeks tulis berbentuk spoof, contohnya,




b. Kegiatan Awal (10’)Siswa mereview penjelasan mengenai pronoun

47. Kegiatan Inti (70’)i. Siswa menentukan penggunaan pronoun yang tepat pada teks spoof

ii. Siswa membaca penjelasan tentang saying verbs iii. Siswa menentukan pemakaian saying verbs yang tepat pada suatu kalimativ. Siswa menjodohkan kalimat yang tepat dengan menggunakan while dan

when v. Siswa berkelompok memprediksi kejadian apa yang terjadi sebelum

situasi yang disediakan

48. Kegiatan Akhir (10’)i. Siswa mengulas penjelasan tentang pronoun, saying verbs dan Past

tenses





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Standar Kompetensi1. 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.

2. 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


bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk: spoof2. Mengungkapkan makna dalam teks monolog/esei yang menggunakan ragam bahasa

tulis secara akurat, lancar dan berterima dalam teks berbentuk: spoof

Indikator Men

gidentifikasi langkah-langkah retorika dalam wacana: spoof

Menulis teks berbentuk monolog/esei berbentuk spoof

7. Tujuan Pembelajaran S

iswa dapat mengidentifilasi langkah-langkah retorika dalam wacana: spoof

Siswa menulis teks berbentuk monolog/esei berbentuk spoof

8. Materi Pokok

Mengidentifikasi makna dalam teks spoof

o Siswa dapat mengidentifikasi makna dalam teks spoof

Teks tulis berbentuk spoof, contoh:




b. Kegiatan Awal (10’)Siswa mendiskusikan pertanyaan mengenai organisasi teks

49. Kegiatan Inti (30’)i. Siswa membaca teks spoof dan mengidentifikasi pembagian teks

organisasi dan cirri-ciri kebahasaan yang digunakan.ii. Siswa menjawab pertanyaan tentang teks spoof tersebut.

iii. Siswa berkelompok menulis bagian orientation dan twist untuk teks spoof iv. Siswa saling bertukar tulisan antar kelompokv. Tiap kelompok memberikan evaluasi terhadap tulisan kelompok lain.

50. Kegiatan Akhir (10’)i. Siswa menyimpulkan yang perlu diperhatikan dalam menulis teks spoof




Drs. HAIRUDDIN AHMAD



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Mata Pelajaran :B.InggrisKelas/Semester : X/1Pertemuan ke : 23Alokasi Waktu : 2 x 45 menit

Standar Kompetensi

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

Mengungkapkan makna dalam teks monolog/esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk: spoof

Indikator

Menulis teks berbentuk monolog/esei berbentuk spoof

1. Tujuan Pembelajaran Siswa dapat menulis teks berbentuk monolog/esei berbentuk spoof

2. Materi PokokTeks tertulis berbentuk spoof ,contohnya,




i. Siswa mereview berbagai aspek teks spoof (tujuan, organisasi, dan ciri-ciri kebahasaan)

ii. Siswa menggunakan checklist untuk membantu menulis teks spoof

51. Kegiatan Inti (70’)i. Siswa menulis teks spoof

ii. Siswa memperlihatkan dfrat pertamanya kepada guruiii. Siswa mendpat feedback dari guru dan menulis ulangiv. Siswa saling mengevaluasi tulisan masing-masing

52. Kegiatan Akhir (10’)i. Siswa mengumpulkan tulisan teks berbentuk spoof


6. Penilaian Teknik: Performans Assessment, Checklist Bentuk: tulisan



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Standar Kompetensi

3. 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

4. Mengungkapkan makna dalam monolog yang berbentuk narrative, spoof dan hortatory exposition secara secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan.

Kompetensi Dasar3. Merespon makna dalam makna dalam teks monolog sederhana menggunakan

ragam bahasa lisan secara akurat, lancar dan berterima dalam teks berbentuk: hortatory exposition

4. Mengungkapkan makna dalam teks monolog secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan yang berbentuk: hortatory exposition

Indikator3. Merespon wacana monolog: hortatory exposition4. Melakukan monolog berbentuk : hortatory exposition

7. Tujuan Pembelajaran Siswa dapat merespon wacana monolog: hortatory exposition

Siswa dapat melakukan melakukan monolog berbentuk : hortatory exposition

8. Materi Pokok Wacana monolog berbentuk hortatory exposition, contohnya:


b. Kegiatan Awal (10’)i. Siswa membaca teks tentang sampah dan menjawab pertanyaan secara

lisan53. Kegiatan Inti (75’)

i. Siswa mendengarkan teks monolog lisan hortatory exposition ii. Siswa merespon isi teks dengan menjawab pertanyaannya

iii. Siswa berdiskusi secara kelompok mengenai masalah sampah yang disebabkan oleh kebiasaan manusia.

iv. Siswa diminta menggunakan ungkapan untuk menyatakan sikap yang tertera di buku.

v. Siswa tiap kelompok memberikan respon terhadap pendapat dari kelompok lain.

54. Kegiatan Akhir (5’)i. Siswa mendapat tugas untuk mengidentifikasi ungkapan yang digunakan

untuk menyatakan sikap.

11. Sumber/Bahan/Alat Buku Look Ahead 2 Kaset/CD Tape Script dari Look Ahead 2

Program Presenter : It’s ten to three and time for our special program today ‘ Beautiful World’ with me Thery. I will be your host for about 30 minutes. Well, listeners we have two senior high school students, Sarah and Astari on the line ready to debate about ‘Quashing litter-bug habits.’ So, if you’re interested, find a pen and paper. Then choose the best suggestion of all by sending your SMS. Remember, at the end of the segment we will give you a cool gift for the winner.

Okay Sarah and Astari and all listeners the problem of littering reflects a lack of responsibility on all sides. Although heavy penalty has already been arranged under government regulation, many people still drop broken bottles or empty cans in public places, like parks or streets, even in the river. It’s always interesting to know how the youth are concerned about social problems like littering.

First on the line is Sarah. Hello. Thank you for being part of our program. Tell me what do you think of this bad habit?Sarah : I am against this bad habit 100%.I personally believe that throwing litter on the ground is a very bad habit. Everybody knows. However many people do it. Why? Because they don’t care about a clean and healthy environment. They are careless and thoughtless. That’s disgusting, isn’t it?




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interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar, dan berterima menggunakan ragam bahasa lisan yang melibatkan tindak tutur: menyatakan sikap ( expressing:attitude).

4. 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 sikap ( expressing:attitude).

Indikator3. Merespon dengan benar terhadap tindak tutur: menyatakan sikap

( expressing:attitude).4. Melakukan berbagai tindak tutur dalam wacana lisan

interpersonal/transaksional: menyatakan sikap (expressing: attitude).

7. Tujuan Pembelajaran Siswa dapat merespon dengan benar terhadap tindak tutur: menyatakan sikap (

expressing:attitude). Siswa dapat melakukan berbagai tindak tutur dalam wacana lisan

interpersonal/transaksional: menyatakan sikap ( expressing:attitude).


mis. What I mean is…Now, let me think…



b. Kegiatan Awal (10’)i. Siswa membahas tugas sebelumnya untuk mengidentifikasi

ungkapan menyatakan sikap ( expressing:attitude).

55. Kegiatan Inti (75’) Siswa mendengarkan percakapan interpersonal/transaksional yang

berisikan ungkapan untuk menyatakan sikap ( expressing:attitude). melalui tape secara klasikal.

Siswa melafalkan ungkapan-ungkapan untuk menyatakan sikap ( expressing:attitude). Siswa memberikan pendapat tentang suatu isu dengan

menggunakan ungkapan untuk menyatakan sikap ( expressing:attitude). Siswa memberikan solusi terhadap suatu isu dengan menggunakan

ungkapan untuk menyatakan sikap ( expressing:attitude).

Menyatakan perasaan attitude

56. Kegiatan Akhir (10’)Siswa mendapat feedback dari guru dan mereview ungkapan yang digunakan untuk untuk menyatakan sikap

( expressing:attitude).





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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 kekesalan ( expressing:annoyance).

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 kekesalan ( expressing:annoyance).

Indikator1. Merespon dengan benar terhadap tindak tutur: menyatakan kekesalan

(expressing:annoyancee).2. Melakukan berbagai tindak tutur dalam wacana lisan

interpersonal/transaksional: menyatakan kekesalan (expressing:annoyance).


kekesalan (expressing:annoyance). Siswa dapat melakukan berbagai tindak tutur dalam wacana lisan

interpersonal/transaksional: menyatakan kekesalan (expressing:annoyance).2. Materi Pokok

Percakapan/dialog dan pernyataan yang memuat ungkapan–ungkapan berikut

mis. I can’t take it anymore I need a break



a. Kegiatan Awal (10’)i. Tanya-jawab mengenai ongkos angkutan umum yang makin naik

57. Kegiatan Inti (75’)i. Siswa mendengarkan ungkapan menyatakan kekesalan

( expressing:annoyance) untuk melalui tape secara klasikal.ii. Siswa melafalkan ungkapan-ungkapan untuk menyatakan kekesalan (

expressing:annoyance).iii. Siswa mendengarkan percakapan transaksional/interpersonal yang

berisikan ungkapan untuk menyatakan kekesalan

Menyatakan perasaan annoyance

( expressing:annoyance). Siswa melengkapi percakapan tersebut dengan informasi yang

didengar Siswa membaca dialog tersebut dan menjawab pertanyaan.

iv. Siswa berpasangan mempraktekkan percakapan transaksional/interpersonal yang berisikan ungkapan untuk menyatakan kekesalan (expressing: annoyance).

58. Kegiatan Akhir (10’)Siswa mendapat feedback dari guru dan mereview ungkapan yang digunakan untuk untuk menyatakan kekesalan (expressing: annoyance).



Mengetahui …………………,….Kepala Sekolah Guru Mata Pelajaran

______________________ __________________NIP. NIP.






Kompetensi Dasar1. Merespon makna dalam teks monolog sederhana menggunakan ragam bahasa

lisan secara akurat, lancar dan berterima dalam teks berbentuk: Hortatory exposition

2. Mengungkapkan makna dalam teks monolog secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan yang berbentuk: Hortatory exposition.

Indikator Merespon wacana monolog: Hortatory exposition. Melakukan monolog berbentuk : Hortatory exposition.

1. Tujuan Pembelajaran Siswa dapat merespon wacana monolog: Hortatory exposition. Siswa dapat melakukan monolog berbentuk hortatory exposition.

2. Materi PokokTeks monolog lisan berbentuk hortatory exposition, contohnya berikut:



a. Kegiatan Awal (10’)i. Siswa mendiskusikan pertanyaan yang tertera di buku teks

59. Kegiatan Inti (75’)i. Siswa membaca teks monolog lisan berbentuk hortatory exposition

ii. Siswa memperhatikan tujuan tiap paragraf teks monolog lisan berbentuk hortatory exposition

iii. Siswa menjawab pertanyaan mengenai teks tersebut.



First on the line is Sarah. Hello. Thank you for being part of our program. Tell me what do you think of this bad habit?Sarah : I am against this bad habit 100%.I personally believe that throwing litter on the ground is a very bad habit. Everybody knows. However many people do it. Why? Because they don’t care about a clean and healthy environment. They are careless and thoughtless. That’s disgusting, isn’t it? (lanjutan di buku teks)

iv. Siswa mendiskusikan isi jawaban merekav. Siswa mendengar teks monolog lisan berbentuk hortatory exposition

yang didengar melalui kaset secara klasikal. vi. Siswa melengkapi teks teks monolog lisan berbentuk hortatory

exposition dengan informasi yang didengarnya.vii. Siswa memjawab pertanyan mengenai teks yang didengarnya.

60. Kegiatan Akhir (10’)i. Siswa membuat kesimpulan mengenai karakteristik teks monolog

hortatory exposition dan mendapat tugas membuat presentasi berkelompok mengenai Should Mobile Phones be Banned in Schools


6. Penilaian Teknik: Performance Assesment Bentuk: Cloze passages (listening) pertanyaan lisan, membaca teks

monolog (speaking)



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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.


secara akurat, lancar dan berterima dalam teks berbentuk: hortatory exposition2. Mengungkapkan makna dalam teks monolog secara akurat, lancar dan berterima yang

menggunakan ragam bahasa lisan yang berbentuk: hortatory exposition

Indikator Merespon wacana monolog: hortatory exposition Melakukan monolog berbentuk : hortatory exposition

1. Tujuan Pembelajaran Siswa dapat merespon wacana monolog berbentuk hortatory exposition Siswa dapat melakukan monolog berbentuk hortatory exposition

2. Materi PokokTeks monolog berbentuk hortatory exposition, contohnya berikut:



b. Kegiatan Awal (10’)Siswa mereview karakteristik teks monolog lisan hortatory exposition




First on the line is Sarah. Hello. Thank you for being part of our program. Tell me what do you think of this bad habit?Sarah : I am against this bad habit 100%.I personally believe that throwing litter on the ground is a very bad habit. Everybody knows. However many people do it. Why? Because they don’t care about a clean and healthy environment. They are careless and thoughtless. That’s disgusting, isn’t it? (lanjutan di buku teks)

i. Siswa melakukan tugasnya, mempresentasikan teks monolog lisan hortatory exposition secara berkelompok

ii. Siswa lain mendengarkan presentasi teks monolog hortatory exposition yang dilakukan kelompok lain

iii. Siswa mengomentari presentasi teks monolog hortatory exposition yang dilakukan kelompok lain

iv. Siswa mendiskusikan kekurangan presentasi mereka masing-masing.


ii. Siswa mendapat pengarahan hal yang diperlukan untuk mempresentasikan teks monolog hortatory exposition

iii. Siswa mendapat tugas untuk mempresentasikan teks monolog hortatory exposition secara individu.


6. Penilaian Teknik: Performance Assesment Bentuk: Tugas presentasi berpasangan, Responding



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Standar KompetensiMengungkapkan 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 DasarMengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi dalam ragam lisan secara akurat, lancar dan berterima

Indikator Merespon wacana yang berkaitan dengan sosiokultural.

1. Tujuan Pembelajaran Siswa dapat merespon wacana yang berkaitan dengan sosiokultural

2. Materi PokokWacana mengenai Touchy Topics



b. Kegiatan Awal (10’)Tanya jawab mengenai topik yang biasa dibicarakan ketika pertama kali bertemu seseorang.

63. Kegiatan Inti (30’)i. Siswa membaca teks Touchy Topics dan menjawab pertanyaannya

ii. Siswa menentukan apakah pertanyaan yang disediakan sopan atau tidak untuk ditanyakan pertama kali di Amerika.

iii. Siswa berpasangan menentukan pertanyaan tadi dari sudut pandang budaya Indonesia.

64. Kegiatan Akhir (10’)i. Siswa menyimpulkan topik yang yang biasa dibicarakan ketika bertemu

pertama kali di Amerika dan Indonesia.


6. Penilaian Teknik: Nontes Bentuk: pertanyaan tertulis



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Kompetensi DasarMemahami dan merespon makna dalam teks monolog/esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk: hortatory exposition

Indikator Mengidentifikasi makna dalam teks: hortatory exposition Mengidentifikasi langkah-langkah retorika dalam wacana: hortatory exposition Siswa mengidentifikasi ciri-ciri kebahasaan teks hortatory exposition


Siswa dapat mengidentifikasi langkah-langkah retorika dalam wacana: hortatory exposition

Siswa mengidentifikasi ciri-ciri kebahasaan teks hortatory exposition

2. Materi PokokTeks monolog/esei berbentuk hortatory exposition contoh,


Can “AFI” Guarantee One to be a Talented Singer?

“Menuju Puncak” is a song that is so popular now. No one can deny that AFI (Akademi Fantasi Indosiar) has fascinated many fans around the nation. As one of the many talent search shows, AFI is bound to be compared with other such programs like “Indonesian Idol”, “Penghuni Rumah Terakhir”, “KDI”, “Indonesia Cantik “ and so on.AFI has offered a unique package for viewers; a combination between a reality show and a talent show. Their way of finding real entertainers has increased the public’s awareness of the difficulties in reaching the top in the entertainment business.

But frankly saying, AFI has not fully succeeded in reaching its main goal. If you take an objective look at a number of the winners, you’ll see that they are not yet able to fill the most basic requirements, which is to sing properly. This is ironic, considering all the criticisms coming from the judges about pitch tones, tempos, and everything that has to do with becoming a good singer.

Thus, if we want to improve the Indonesian music industry, we should really think about the singer’s and the musician’s talents and train them appropriately, so they can be a professional singer or musician.

Adapted from C’sN Magazine,2004

Siswa dapat mengidentifikasi makna dalam teks hortatory exposition


b. Kegiatan Awal (10’)Tanya-jawab mengenai foto yang disediakan di buku teks

65. Kegiatan Inti (110’)i. Siswa membaca teks hortatory exposition dan menjawab pertanyaan.

ii. Siswa membaca kembali teks hortatory exposition tersebut dan mengubah paragraf keempat dengan pendapatnya

iii. Siswa berpasangan mengidentifikasi penggunaan Modal Verbs dan Adverbs of Certainty dan pengertiannya

iv. Siswa membaca penjelasan tingkat kepastian dari sebuah kesimpulan yang menggunakan Modal Verbs atau Adverbs of Certainty

v. Siswa menganalisa tingkat kepastian beberapa kesimpulanvi. Siswa membaca contoh-contoh Abstract Nouns

vii. Siswa berpasangan mengidentifikasi Abstract Nouns dari suatu teks.viii. Siswa menentukan Abstract Nouns yang sesuai untuk kalimat

ix. Siswa mengidentifikasi perbedaan mengutarakann pertanyaan secara subyektif dan obyektif (subjective and objective statements)

x. Siswa membaca teks horatory exposition dan menggarisbawahi pernyataan subyektif.

xi. Siswa mengubah pernyataan subyektif yang ditemukan menjadi pernyataan obyektif.

xii. Siswa melengkapi teks horatory exposition dengan kata penghubung dan frase yang tepat.

66. Kegiatan Akhir (15’)i. Siswa mereview ciri kebahasaan yang ada pada teks hortatory exposition





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Kompetensi DasarMemahami dan merespon makna dalam teks monolog/esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk: hortatory exposition

Indikator Mengidentifikasi makna dalam teks: hortatory exposition Mengidentifikasi langkah-langkah retorika dalam wacana: hortatory exposition



2. Materi PokokTeks monolog/esei berbentuk hortatory exposition contoh,








b. Kegiatan Awal (10’)Tanya-jawab mengenai gambar yang tertera di buku teks

67. Kegiatan Inti (110’)i. Siswa membaca teks hortatory exposition dan menjawab pertanyaan.

ii. Siswa membaca kembali teks hortatory exposition tersebut dan memperhatikan teks organisasinya.

iii. Siswa menjawab pertanyaan mengenai teks hortatory expositioniv. Siswa memberi label/nama bagian-bagian dari teks hortatory exposition

68. Kegiatan Akhir (15’)i. Siswa menyimpulkan ciri-ciri teks hortatory exposition (tujuan,

organisasi teks dan ciri-ciri kebahasaan)





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Standar Kompetensi3. 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 Dasar1. Memahami dan merespon makna dalam teks monolog/esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk: hortatory exposition2. Mengungkapkan makna dalam teks monolog/esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk: hortatory exposition

Indikator

Mengidentifikasi langkah-langkah retorika dalam wacana: hortatory exposition

Menulis teks berbentuk monolog/esei berbentuk hortatory exposition7. Tujuan Pembelajaran


a. Siswa dapat menulis teks berbentuk monolog/esei berbentuk hortatory exposition.

8. Materi PokokTeks monolog/esei berbentuk hortatory exposition, contoh,

Mengidentifikasi makna dalam teks hortatory exposition



b. Kegiatan Awal (10’)i. Siswa mereview berbagai aspek teks hortatory exposition.

(tujuan, organisasi, dan ciri-ciri kebahasaan)69. Kegiatan Inti (70’)

i. Siswa berkelompok melengkapi bagian-bagian teks hortatory exposition.ii. Siswa berkelompok menulis teks hortatory exposition, dengan memilih

topik yang disediakan atau pilihan sendiriiii. Siswa membaca tips untuk memudahkannya menulis teks hortatory

expositioniv. Siswa saling bertukar tulisan antar kelompok dan menganalisanyav. Tiap kelompok memberikan komentar atas tulisan kelompok lain.

70. Kegiatan Akhir (10’)i. Siswa menyimpulkan hal-hal yang perlu diperhatikan dalam menulis teks

hortatory exposition dan mendapat tugas untuk membuat draft tulisan hortatory exposition.


12. Penilaian Teknik: Performannce Assessment Bentuk: latihan tertulis

Mengetahui, Mataram , 17 Juli 2009






Kepala Sekolah


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Guru Mata Pelajaran


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Standar Kompetensi1. Memahami dan merespon makna dalam teks monolog/esei yang menggunakan ragam

bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk: hortatory exposition



bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk: hortatory exposition

2. Mengungkapkan makna dalam teks monolog/esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk: hortatory exposition

Indikator

Mengidentifikasi langkah-langkah retorika dalam wacana: hortatory exposition

Menulis teks berbentuk monolog/esei berbentuk hortatory exposition


Siswa dapat mengidentifikasi langkah-langkah retorika dalam wacana: hortatory exposition.

Siswa dapat menulis teks berbentuk monolog/esei berbentuk hortatory exposition

Mengidentifikasi makna dalam teks hortatory exposition

Siswa dapat mengidentifikasi makna dalam teks hortatory exposition.

2. Materi PokokTeks monolog/esei berbentuk hortatory exposition

3. Metode Pembelajaran/Teknik: Three-phase technique4. Langkah-langkah Kegiatan5.

b. Kegiatan Awal (10’)i. Siswa mereview berbagai aspek teks (tujuan, organisasi, dan ciri-

ciri kebahasaan)ii. Siswa menggunakan checklist untuk membantu menulis teks

report71. Kegiatan Inti (70’)

i. Siswa menulis teks hortatory expositionii. Siswa memperlihatkan dfrat teks report pertamanya kepada guru

iii. Siswa diminta melakukan peer correctioniv. Siswa mendapat evaluasi dari temannya dan memperbaikinyav. Siswa bertanya kepada guru yang tidak dimengerti

vi. Siswa mendapat feedback dari guruvii. Siswa memperbaiki tulisannya

72. Kegiatan Akhir (10’)i. Siswa mengumpulkan tulisan teks hortatory exposition







7. Penilaian Teknik: Performans Assessment, Checklist. Bentuk: tulisan



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Prangkat rpp semester 2

Education

Transcript of Prangkat rpp semester 2