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SILABUS DAN RPP

BAHASA INGGRIS

KELAS XI SEMESTER 1

Narrative text

.

By English Teachers

Name:   S O F I Y A H , S.Pd

NIP : 510204350

SMA NEGERI 1 GEGER

KAB. MADIUN

TAHUN PELAJARAN 2009/2010

Rencana Pelaksanaan Pembelajaran

Mata Pelajaran            : B. Inggris

Kelas/Semester            :  XI/1

Pertemuan ke              :  1, 2, 3, 4, 5

Alokasi Waktu            :  10 x 45 menit

Standar Kompetensi

Mendengarkan

1. 1. Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari
2. Memahami makna teks fungsional pendek dan monolog berbentuk  reports, narrative, dan analytical exposition dalam konteks  kehidupan sehari-hari
3. 3. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari
4. 4. Mengungkapkan makna dalam teks fungsional pendek dan monolog yang berbentuk report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari

Berbicara

Kompetensi Dasar

3.1. Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi)  resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks  kehidupan sehari-hari dan melibatkan tindak tutur: menasehati, memperingatkan, meluluskan permintaan, serta menyatakan perasaan relief, pain, dan pleasure

4.1.Merespon makna dalam makna dalam teks monolog sederhana menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam teks berbentuk: naratif

5.1. Mengungkapkan makna dalam teks monolog dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: report, narrative, dan analytical exposition

6.1 Mengungkapkan makna dalam teks monolog secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan yang berbentuk: naratif

Indikator :

1. Merespon wacana : naratif
2. Memahami makna teks naratif
3. Melakukan monolog berbentuk : naratif
4. Menggunakan tindak tutur pain, pleasure, dan relief

1. Tujuan Pembelajaran

• Siswa dapat merespon wacana monolog: naratif
• Siswa dapat melakukan monolog berbentuk : naratif
• Siswa dapat mengungkapan makna tindak tutur pleasure, pain , relief

1. Materi Pokok

• Wacana monolog berbentuk: naratif, contohnya:

Task 3

The Lion and the Dolphin

A Lion wandering by the seashore saw a Dolphin lift up its head out of the waves, and suggested that they made an agreement as friends, saying that of all the animals should be best friends, since the one was the king of beasts on the earth, and the other was the supreme ruler of all the inhabitants of the ocean. The Dolphin gladly accepts his request. Not long afterwards the Lion had a combat with a wild bull, and called on the Dolphin to help him. The Dolphin, though quite willing to give him helps, was unable to do so, because he could not by any reach the land. The Lion insult him as a traitor. The Dolphin replied, “Nay, my friend, do not blame on me, you should blame the Nature, which made me the ruler of the sea, but didn’t give me the power of living on the land.”

• Expression pain, pleasure dan pain.

Study the following expressions.

Expressing Pain

In the dialogue above Nita said: “Ouch. It hurts!” The expression is used to express pain. Here are some other expressions that you can use to express pain:

1. Ugh, it’s very painful!

2. Ouch!

3. Oh, it’s killing me!

1. Metode Pembelajaran/Teknik:

• Diskusi
• Tanya jawab
• Kerja kelompok
• Kuis/game

1. Langkah-langkah Kegiatan

Pertemuan 1 dan 2

1. • Kegiatan Awal  (10’)

• § Siswa diarahkan kepada tema yang akan dibahas (apersepsi) dari berbagai sumber atau pengetahuan siswa.
• § Siswa diberikan gambar-gambar mengenai cerita naratif
• Kegiatan Inti (70’)
• § Siswa menuliskan judul dari cerita naratif yang pernah didengar di kertas(15”)

1. Siswa mengumpulkan kertas yang telah ditulis.
2. Permainan tepuk tangan yang melakukan kesalahan dihukum dengan mengambil 1 lembar kertas.
3. Siswa mengungkapkan cerita yang ada didalam kertas
4. Siswa yang lain mendengarkan dan memberi komentar

• § Guru membagi siswa menjadi 6 kelompok dengan 1 orang sebagai speaker dan dibagikan hand out teks naratif(5”)
• § Siswa sebagai speaker menyampaikan isi cerita dalam kelompok masing-masing dan siswa lainnya mendengarkan cerita.(5”)
• § Speaker pindah ke kelompok yang lain sehingga semua cerita tersampaikan ke kelompok lain.(30”)
• § Bersama kelompok menyimpulkan semua cerita yang dididengar.(15”)
  • Kegiatan Akhir (10’)
    • Siswa menceritakan kembali cerita yang didengar
    • Guru menanyakan kesulitan dan memberikan tugas kepada siswa(TT)

Mencari cerita naratif dari berbagai sumber

• Pertemuan 3
  • § Menanyakan kesulitan-kesulitan yang dihadapi siswa
  • § Siswa diarahkan kepada tema yang akan dibahas (apersepsi) dapat dari film, video maupun cerita naratif  lain
  • Kegiatan Inti (70’)
  • § Siswa  menjawab pertanyaan berdasarkan gambar
  • § Siswa mendengarkan informasi yang dibaca guru/siswa dan mencocokannya dengan gambar.
  • § Siswa bersama guru membahas gambar dan informasi yang disediakan
  • § Siswa mendengarkan dan menjawab pertanyaan text naratif rumpang
  • § Siswa menjawab pernyataan yang didengar benar atau salah
    • Kegiatan Akhir (10’)
      • Siswa bersama guru membahas pertanyaan
      • Guru menanyakan kesulitan dan memberikan tugas kepada siswa.

1. • Kegiatan Awal  (10’)

• Pertemuan 4
  • § Menanyakan kesulitan-kesulitan yang dihadapi siswa
  • § Siswa diarahkan kepada tema yang akan dibahas (apersepsi)
  • Kegiatan Inti (70’)
  • § Siswa  mengungkapkan ekspresi pleasure, pain dan relief
  • § Siswa mempelajari tindak tutur pleasure, pain dan relief bersama kelompok.
  • § Siswa bersama kelompok melengkapi dialogue
  • § Siswa mengungkapkan ekspresi pleasure, pain dan relief menurut kondisi yang tersedia
  • § Siswa melakukan role play dengan membaca dialogue tindak tutur pleasure, pain dan relief.
  • § Siswa menjawab pertanyaan berdasarkan dialogue
    • Kegiatan Akhir (10’)
      • Siswa bersama guru membahas pertanyaan
      • Guru menanyakan kesulitan dan memberikan tugas kepada siswa.

1. • Kegiatan Awal  (10’)

• Pertemuan 5
  • § Menanyakan kesulitan-kesulitan yang dihadapi siswa
  • § Siswa diarahkan kepada tema yang akan dibahas (apersepsi)
  • Kegiatan Inti (70’)
  • § Siswa mengungkapkan ekspresi pleasure, pain dan relief menurut kondisi yang tersedia
  • § Siswa membadingkan dengan ekspresi siswa lain
  • § Siswa memahami isi wacana naratif dan kosa-kata dalam teks monolog
  • § Siswa melengkapi kalimat berdasarkan teks naratif
    • Kegiatan Akhir (10’)
      • Siswa bersama guru membahas pertanyaan
      • Guru menanyakan kesulitan siswa sel

1. • Kegiatan Awal  (10’)

1. Sumber/Bahan/Alat

• Buku Interlanguage: English for Senior High School Students XI
• Kaset/CD
• Tape
• Internet
• Buku lain
• Kertas

1. Penilaian

• Pertanyaan tulis/essay atau lisan
• Pilihan ganda

Mengetahui                                                                                         …………………,….

Kepala Sekolah                                                                                   Guru Mata Pelajaran

Drs. SISWADI                                                                                   S O F I Y A H

NIP.131658364                                                                                  NIP. 510204350

Materials for Lesson Plan

Narrative

First Meeting

The example of  the paper for game (apersepsi)

Wrtite the title of narrative story :   e.g Timun Emas (Golden Cucumber)

Wrtite the title of narrative story :   e.g Timun Emas (Golden Cucumber)

The pictures of the narrative

Match the pictures and the statement of this story.

A.                                        B.                                                          C.

D.                                           E.                                                        F.

1. Surabaya story
2. Lutung Kasarung
3. A Test for the king
4. Golden Cucumber (Timun Emas)
5. The Story of Pari Temple
6. Jaka Panjer and Lara Inten

The Text Of  Narrative

The Activities

Divide the student into group (6 students)

Choose 1 student as a speaker, speaker read the story in their group and after finish he/she move to the other group until all of the group get the story. The members of the group listen and write some important information.

Discuss in the group and choose the student as representative to retell the story in front of the class.

Narrative text

Group 1

Timun Emas

Folklore from Central Java

Once upon a time, not far from a jungle, lived husband and a wife. They were farmers. They were diligent farmers and always worked hard on the paddy fields. They had been married for many years and still not have a child yet. Everyday they prayed and prayed for a child.
One night, while they were praying, a giant passed their house. The giant heard they pray. “Don’t worry farmers. I can give you a child. But you have to give me that child when she is 17 years old,” said the giant.
The farmers were so happy. They did not think about the risk of losing their child letter and agree to take the offer. Letter, the giant gave them a bunch of cucumber seeds. The farmers planted them carefully. Then the seeds changed into plants.
Not longer after that, a big golden cucumber grew from plants. After it had ripe, the farmers picked and cut it. They were very surprised to see beautiful girl inside the cucumber. They named her Timun Mas or Golden Cucumber. Years passed by and Timun Mas has changed into a beautiful girl.
On her 17th birthday, Timun Mas was very happy. However, the parents were very sad. They knew they had to keep their promise to the giant but they also did not want to lose their beloved daughter. “My daughter, take this bag. It can save you from the giant,” said the father. “What do you mean, Father? I don’t understand,” said Timun Mas.
Right after that, the giant came into their house. “Run Timun Mas. Save your life!” said the mother. The giant was angry. He knew the farmers wanted to break their promise. He chased Timun Mas away. The giant was getting closer and closer.
Timun Mas then opened the bag and threw a handful of salt. It became sea. The giant had to swim to cross the sea. Later, Timun Mas threw some chilly. It became a jungle with trees. The trees had sharp thorns so they hurt the giant.
However, the giant was still able to chase Timun Mas. Timun Mas took her third magic stuff. It was cucumber seeds. She threw them and became cucumber field. But the giant still could escape from the field. Then it was the last magic stuff she had in the bag. It was a shrimp paste, terasi. She threw it and became a big swamp. The giant was still trying to swim the swamp but he was very tired. Then he was drowning and died. Timun Mas then immediately went home. The farmers were so happy that they finally together again.***

Group 2

A Test for the King

A Folktale from Central Java

There is a small kingdom called Mergosono. Although Mergosono is small, it is famous because the king is a very good and wise man. One day, the gods hear about the king’s goodness and wisdom. So, they decide to test him. The king of the gods sends four of his gods to Mergosono to test the king. At that time, the king’s son, Pangeran Sembara is studying abroad. So one of the gods disguise as Pangeran Sembara. Two other as villagers while one disguise as a villager who is killed by Pangeran Sembara. The two villagers then go to see the king to tell him about the death of their friend. They say that they saw the prince killed their friend. ÒI accept your report. But my son hasn’t returned from his study. I will hold my judgement until his return. If my son indeed killed your friend then I will give him the punishment he deserve. But if you lie then I will punish you for ruining my family’s good name,” says the king. When the two villagers leave, the king calls his trusted advisors. He asks for their opinion about this matter. They all agree that if the report is true then the prince should be punished. The king is sad to hear that but he knows he must uphold the law. The next morning the false prince comes to see his father. He admits killing the vilager. So the king decides to execute the prince for his wrong doing. The next day the prince is going to be hung as his punishment. When the executioner hang the prince, suddenly his body disappear and a voice is heard across the field. “King of Mergosono, you really are a wise and justfull king. You pass my test. So I will give you and your people prosperity as long as you and your descendant stay true and wise. Don’t be sad. Your son is well and on his way home to see you.” When the sound is gone, the people of Mergosono yells with joy. Their prince is safe and they know that their king is a wise man. When the prince finally arrives home, they hold a party to celebrate the event.

Group 3

The Legend of Surabaya

Folklore from East Java

A long time ago in East Java there were two strong animals, Sura and Baya. Sura was a shark and Baya was a crocodile. They lived in a sea. Actually, they were friends. But when they were hungry, they were very greedy. They did not want to share their food. They would fight for it and never stop fighting until one of them gave up. It was a very hot day. Sura and Baya were looking for some food. Suddenly, Baya saw a goat. “Yummy, this is my lunch,” said Baya. “No way! This is my lunch. You are greedy! I had not eaten for two days!” said Sura. Then Sura and Baya fought again. After several hours, they were very tired. Sura had a plan to stop their bad behavior. “I’m tired of fighting, Baya,” said Sura. “Me too. What should we do to stop fighting? Do you have any idea?” asked Baya. “Yes, I do. Let’s share our territory. I live in the water, so I look for food in the sea. And you live on the land, right? So, you look for the food also on the land. The border is the beach, so we will never meet again. Do you agree?” asked Sura. “Hmm… let me think about it. OK, I agree. From today, I will never go to the sea again. My place is on the land,” said Baya. Then they both lived in the different places. But one day, Sura went to the land and looked for some food in the river. He was very hungry and there was not much food in the sea. Baya was very angry when he knew that Sura broke the promise. “Hey, what are you doing here? This is my place. Your place is in the sea!” “But, there is water in the river, right? So, this is also my place!” said Sura. Then Sura and Baya fought again. They both hit each other. Sura bit BayaÕs tail. Baya did the same thing to Sura. He bit very hard until Sura finally gave up. He went back to the sea. Baya was very happy. He had his place again. The place where they were fighting was a mess. Blood was everywhere. People then always talked about the fight between Sura and Baya. They then named the place of the fight as Surabaya, it’s from Sura the shark and Baya the crocodile. People also put their fight as the symbol of Surabaya city. ***

Group 4

The Story of Pari Temple
Folklore from East Java

A long time ago, an old man lived in Penanggungan Mountain. His name was Kiai Gede Penanggungan. He had supernatural power. Kiai Gede Penanggungan also had a beautiful daughter. Her name was Dewi Walangangin. Although very beautiful, she was not married yet. That’s why Kiai Gede Penanggungan prayed days and nights for her daughter. Finally, God answered his prayer. A young handsome man came to his place. “My name is Jaka Pandelegan. I came here because I want to be your student. I want to learn a lot of things from you,” said the young man. “I will take you as my student but you have to marry my daughter. Agree?” Jaka took a deep breath. Then he said,”Yes, I agree. I will marry your daughter.” Both Dewi Walangangin and Jaka Pandelegan lived a happy marriage. Especially Jaka, he was even happier. Kiai Gede Penanggungan taught him many things. After several years living with Kiai Gede Penanggungan, now it was time for the couple to leave him and found a new life as husband and wife. “I know you can’t live with me forever. Before you go, take this seed of pari. Every time people ask you, give them some. Don’t be arrogant when you are rich.” After that, the couple left him and brought pari seed. Pari means rice. Then, in the new place, they planted the seed. Soon, grew a lot of rice. Now the couple became very rich. The poor neighbours came to the couple to ask for some pari seed. “No way! If you want to eat, you have to work hard like me!” said Jaka. Kiai Gede Penanggungan heard his bad behaviour. So, he decided to visit him. He wanted to remind him about his promise. Kiai Gede Penanggungan immediately called their names when he arrived in the rice field. “Jaka Pandelegan, come here! I want to talk to you.” But Jaka ignored him. He kept on doing his activity. “My daughter, Dewi. It’s me, your father.” But Dewi also ignored him. Kiai Gede Penanggungan was really angry. He then said, “You two are like temples. You cannot listen to me.” Right after he said those words, an incredible thing happened. Slowly, Jaka and Dewi turned into temples. Because the temples stood among the pari, people then named them as Pari Temple.***

Group 5

Joko Panjer and Lara Inten
A Folktale from East Java

‘JOKO Panjer, take the cows home.It’s late and going to rain soon.’ “Yes, father. I’m going home now. The cows are also full.” The boy, Joko Panjer, was a shepherd. Everyday his father always asked him to take the cows to the field to eat some grass. Joko Panjer was a nice and diligent boy. He always obeyed and helped his poor parents. One day, while Joko was busy looking after the cows, a little girl came to him. “Hello, young girl. What’s your name? And what are you doing here? Where do you live?” Joko gave her some questions. He was surprised to see a little girl on the field. He felt that the girl was not from his neighbourhood. She dressed beautifully. “My name is Lara Inten. May I be your friend? I don’t have a friend to play,” said the little girl. “I’m Joko Panjer. Lara Inten, where do you live? Where are you from?” “If I tell you, you don’t want to play with me. So, may I be your friend?” Actually, Joko was also lonely on the field. Everyday he did not have a friend to talk and play together. All of his friends were in the village. Since then, Lara Inten and Joko were friends. They always had a good time on the field. Sometimes, they played hide and seek and other times they just sang some songs. They were happy! In one afternoon, while Joko and Lara were playing, suddenly some men came to them. Those men were soldiers from the kingdom. “Princess Lara, here you are. Now we know why you always disappear in the palace. Please come back with us, the king and the queen are waiting for you.” “You are a princess? Why didn’t you tell me?” asked Joko to Lara. “Joko, I already told you. If you know who I am, you don’t want to play with me. I want you to be my friend, because I am lonely.” Lara Inten then returned back to the palace. She talked to her parents about Joko. The king and the queen then decided to ask Joko and his family to stay in the palace. Now everyday, Joko and Lara could play together. Joko’s parents were very happy. Now the family were not poor anymore. ***

Group 6

Lutung Kasarung

Folklore from West Java

PRABU Tapa Agung was an old king. He had two daughters, Purbararang and Purbasari. Prabu Tapa Agung planned to retire as a king. He wanted Purbasari to replace him as the leader of the kingdom. Hearing this, Purbararang was angry.
“You cannot ask her to be the queen, Father. I’m older than she is. It’s supposed to be me, not her!” said Purbararang. But the king still chose Purbasari to be the next queen.
Purbararang then set a bad plan with her fiance, Indrajaya. Together they went to a witch and asked her to put a spell on Purbasari. Later, Purbasari had bad skin. There were black dots all over her body.
“You are not as beautiful as I am. You cannot be the queen. Instead, you have to leave this palace and stay in a jungle,” said Purbararang.
Purbasari was very sad. Now she had to stay in the jungle. Everyday she spent her time playing with some animals there. There was one monkey that always tried to cheer her up. It was not just an ordinary monkey, he had magical power. And he also could talk with humans. The monkey’s name was Lutung Kasarung. He was actually a god. His name was Sanghyang Gurumina. Lutung Kasarung planned to help Purbasari. He made a small lake and asked her to take a bath there. Amazingly, her bad skin was cured. Now she got her beautiful skin back.
After that, she asked Lutung Kasarung to accompany her to go back to the palace. Purbararang was very shocked. She knew she had to come up with another bad idea. She then said, “Those who have longer hair will be the queen.”
The king then measured his daughters’ hair. Purbasari had longer hair. But Purbararang did not give up. “A queen must have a handsome husband. If my fiance is more handsome than yours, then I will be the queen,” said Purbararang.
Purbasari was sad. She knew Purbararang’s fiance, Indrajaya, was handsome. And she did not have a fiance yet. “Here is my fiancé, Indrajaya. Where is yours?” asked Purbararang. Lutung Kasarung came forward. Purbararang was laughing very hard. “Your fiance is a monkey, ha ha ha.”
Suddenly, Lutung Kasarung changed into a very a handsome man. He was even more handsome than Indrajaya. Purbasari then became the queen. She forgave Purbararang and her fiance and let them stay in the palace. ***

EVALUATION

Narrative :

Listen to the story and answer the questions!

Princess Tandampalik

Folklore from South Sulawesi
King of Luwu had a very beautiful daughter. Her name was Princess Tandampalik. She was very beautiful. Any man who saw her would fall in love with her. Everybody knew about her beauty, including King of Bone. Bone was a kingdom that was far away from Luwu Kingdom. Then, King of Bone paid a visit to Luwu in order to propose Princess Tandampalik to be her daughter in-law. His son, Prince of Bone, was still single. King of Luwu actually did not want to accept the proposal. According to the culture, he could not have a son-in-law who lived very far from him. Otherwise, he would suffer from terrible disease. But, he knew if he refused it, kingdom of Bone would attack Luwu. Many of his people would suffer. After that, King of Bone came to Luwu and talked about the marriage proposal. King of Luwu said he needed time to decide. King of Bone understood and went home. Suddenly, a bad thing happened. Princess Tandampalik was ill. She got skin rash. The kingdom healer said the disease could infect others. The king then decided to put the princess in a safe place. It was in a remote island named Wajo Island. The princess was not alone. Some soldiers accompanied her. The princess was sad. But she knew if she stayed in the kingdom, many people would be infected. So she was not angry with her father for making her stay in a remote island. Several days after Princess Tandampalik lived in Wajo Island, a cow came to her. The cow was different from other cows. The skin was albino. The cow licked Princess Tandampalik’s skin. Amazingly, the disease was cured. Her skin was smooth again. Her beauty was back! In the mean time, Prince of Bone was sailing in the sea. He landed in Wajo Island. He was so surprised to see a very beautiful girl lived in such a remote island. “Wow, may be she is an angel,” he thought. “Who are you, beautiful girl? Do you live here?” asked Prince of Bone. Princess Tandampalik then explained everything. Prince of Bone had heard about her before. He was so happy that he finally met her. He immediately brought Princess Tandampalik and the soldiers back to Luwu Kingdom. The King of Luwu was so happy that her daughter was cured. Not long after that, the King held a wedding party for her daughter and Prince of Bone. ***

1. 1. Who is Princess Tandampalik?
2. 2. Why King Bone wants to propose the princess?
3. 3. Why King Luwu reject the propose of King Bone?
4. 4. What bad thing happened to the Princess?
5. 5. What happened to the princess then?
6. 6. Is the Princess angry with the King decisión?Explain!
7. 7. What was come to Wajo Island?Explain!
8. 8. How the princess’s desease becomes cure?
9. 9. Where the King of Bone bring the princess?
10. 10. How is the end of the story?

SILABUS

Nama Sekolah                      : SMA NEGERI 1 GEGER

Mata Pelajaran                    : Bahasa Inggris

Kelas                                      : XI

Semester                               : I

Standar Kompetensi	Kompetensi Dasar	Materi Pembelajaran	Kegiatan  Pembelajaran	Indikator	Penilaian	Alokasi Waktu (Menit)	Sumber/ Bahan/ Alat
Mendengarkan Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks  kehidupan sehari-hari	1.1   Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi)  resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks  kehidupan sehari-hari dan melibatkan tindak tutur: menyampaikan pendapat, meminta pendapat, menyatakan puas, dan menyatakan tidak puas	o Menyatakan ungkapan granting request -Will you tell me about it? -Sure, I will. o Menyatakan pua s mis. A: I can’t think of anything better. B: Thank you for your compliment, Sir. o Menyatakan tidak puas mis. A: I’m not happy about it. B: Please give me a second chance, Sir. o Mengungkapkan pendapat mis. A: I think this is great. B: I think so too. o Meminta pendapat mis. A: What do you think about it? B:  I think it’s a good idea.	TM : · Mendengarkan percakapan interpersonal/transaksional melalui tape secara klasikal PT: · Melakukan studi pustaka untuk mengidentifikasi berbagai ungkapan pendapat/rasa puas dan tidak puas beserta responnya. TMTT : Mencari dialogue dari sumber lain Mengidentifikasi makna tindak tutur  menyatakan puas Merespon tindak tutur  menyatakan puas Mengidentifikasi makna tindak tutur  menyatakan tidak puas Merespon tindak tutur  menyatakan tidak puas Mengidentifikasi konteks situasi Mengidentifikasi kata yang didengar Mengidentifikasi makna kata Mengidentifikasi hubungan antar pembicara Mengidentifikasi makna tindak tutur  menyampaikan pendapat Merespon tindak tutur  menyampaikan pendapat		Tertulis (PG dan Uraian) Kuis Tugas	(14 x 45) 1 x 45 1 x 45	Interlanguage For Senior High School XI Kaset CD
Berbicara Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari	3.1.  Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi)  resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari  dan melibatkan tindak tutur: menyampaikan pendapat, meminta pendapat, menyatakan puas, dan menyatakan tidak puas		TM: · Mendiskusikan tindak tutur yang digunakan dan  responnya  dalam percakapan yang didengar secara berkelompok PT: · Bermain peran secara berkelompok TMTT: Menggunakan ekspresi perkenalan diri dengan teman sekelas dan guru Menggunakan tindak tutur menyatakan puas Merespon tindak tutur menyatakan puas Menggunakan tindak tutur menyampaikan pendapat Merespon tindak tutur menyampaikan pendapat Menggunakan tindak tutur meminta pendapat Merespon tindak tutur meminta pendapat		Tugas Performans	4 x 45 6 x 45	Interlanguage For Senior High School XI Kaset CD
Mendengarkan Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks  kehidupan sehari-hari	1.2   Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi)  resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks  kehidupan sehari-hari dan melibatkan tindak tutur: menasehati, memperingatkan, meluluskan permintaan, serta menyatakan perasaan relief, pain, dan pleasure	o Menasehati mis. A: You’d better do it now. B: I will. o Memperingatkan mis. A: Don’t forget to bring the food with you. B: I won’t. o Meluluskan permintaan mis. A: You may go. B: You’re the best, Dad. o Menyatakan perasaan -    Relief mis. A: I feel so relieved. B: I can see that. -       Pain mis. A: Ouch! It hurts so much. B: Oh, you poor thing. -    Pleasure mis. A: I’m so pleased. B: I’m glad you like it.	TM: Melakukan studi pustaka untuk mengidentifikasi berbagai ungkapan menasehati /memperingatkan/ meluluskan permintaan dan menyatakan perasaan beserta responnya secara kelompok. PT: · Mendengarkan percakapan transaksional/inter-personal melalui tape secara klasikal TMTT: Mencari tindak tutur dari berbagai sumber yang memungkinkan	Mengidentifikasi makna tindak tutur  menasehati Merespon tindak tutur  menasehati Mengidentifikasi makna tindak tutur  memperingatkan Merespon tindak tutur memperingatkan Mengidentifikasi makna tindak tutur meluluskan permintaan Merespon tindak tutur meluluskan permintaan Mengidentifikasi makna tindak tutur menyatakan perasaan Merespon tindak tutur menyatakan perasaan	Tertulis (PG dan Uraian) Kuis Tugas	(14 x 45) 2 x 45 2 x 45	Interlanguage For Senior High School XI Kaset CD
Berbicara Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari	3.2. Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi)  resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari  dan melibatkan tindak tutur: menasehati, memperingatkan, meluluskan permintaan, serta menyatakan perasaan relief, pain, dan pleasure		TM: · Mendiskusikan tindak tutur yang digunakan dan  responnya  dalam percakapan yang didengar secara berkelompok PT: · Bermain peran secara berkelompok TMTT: Menginterview dengan tindak tutur yang diajarkan	Menggunakan tindak tutur menasehati Merespon tindak tutur menasehati Menggunakan tindak tutur memperingatkan Merespon tindak tutur memperingatkan Menggunakan tindak tutur meluluskan permintaan Merespon tindak tutur meluluskan permintaan Menggunakan tindak tutur menyatakan perasaan. Merespon tindak tutur menyatakan perasaan	Tugas Performans	4 x 45 4 x 45	Interlanguage For Senior High School XI Kaset CD
Mendengarkan 2.Memahami makna teks fungsional pendek dan monolog berbentuk  reports, narrative, dan analytical  exposition dalam konteks  kehidupan sehari-hari	2.1   Merespon makna yang terdapat dalam teks lisan fungsional pendek  resmi dan tak resmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari	Teks fungsional pendek lisan (iklan dan lain-lain)	TM: · Mendengarkan teks fungsional pendek yang disampaikan secara lisan  melalui tape /dibaca secara klasikal. PT: Mendiskusikan isi dan bentuk bahasa yang digunakan secara berkelompok TMTT: Mencari sumber dari internet atau tv	Mengidentifikasi topik sebuah teks fungsional pendek yang didengar Mengidentifikasi informasi tertentu dari teks fungsional pendek yang didengar Mengidentifikasi tujuan komunikasi teks fungsional pendek yang didengar.	Tertulis (PG dan Uraian) Kuis Tugas	(8 x 45) 2 x 45 2 x 45	Interlanguage For Senior High School XI Kaset CD
Berbicara 4. Mengungkapkan makna dalam teks fungsional pendek dan monolog yang berbentuk report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari	4.1     Mengungkapkan makna dalam teks lisan fungsional pendek resmi dan tak resmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari		TM: · Menyampaikan teks fungsional pendek lisan secara individu di depan kelas PT: Mendiskusikan text dan bentuk bahasa TMTT: Eksplorasi dari media internet Menggunakan bahasa lisan dalam menyampaikan teks fungsional pendek		Performans	2 x 45	Interlanguage For Senior High School XI Kaset CD
Mendengarkan Memahami makna teks fungsional pendek dan monolog berbentuk  reports, narrative, dan analytical  exposition dalam konteks  kehidupan sehari-hari	2.2   Merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: report, narrative, dan analytical exposition	Teks lisan  berbentuk narrative Teks lisan  berbentuk report Teks lisan  berbentuk analytical exposition	TM: · Mendengarkan sebuah narrative, report atau analyticak exposition secara klasikal. · Mendiskusikan isi teks yang didengar secara berpasangan. · Mendiskusikan bentuk bahasa lisan berdasarkan teks yang didengar secara kelompok. · Melakukan case building berdasarkan kelompok pro dan kontra. TT: Mencari teks dan mencari idea yang terdapat dalam teks TMTT: Mencari teks dari sumber lain Mengidentifikasi main idea dari teks report  yang didengar Mengidentifikasi tokoh  dari cerita yang didengar Mengidentifikasi kejadian dalam teks yang didengar Mengidentifikasi ciri-ciri dari benda/orang yang dilaporkan Mengidentifikasi kasus yang didengar Mengidentifikasi argumen yang didengar		Tertulis (PG dan Uraian) Tugas	(14 x 45) 1 x 45 1 x 45 1 x 45 1 x 45	Interlanguage For Senior High School XI Kaset CD
Berbicara 4. Mengungkapkan makna dalam teks fungsional pendek dan monolog yang berbentuk report, narrative dan analytical exposition dalam	4.1 Mengungkapkan makna dalam teks monolog dengan  menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: report, narrative, dan analytical exposition		TM: Melakukan debat secara berkelompok dengan tema permasalahan daerah setempat. Mendongeng cerita rakyat setempat TT: Menuliskan kembali suatu teks dari kalimat sendiri TMTT: Mencari tema lain yang dapat digunakan sebagai tema debat Menggunakan kalimat simple present dalam menyampaikan report Melakukan monolog berbentuk narrative Melakukan monolog berbentuk analytical exposition Melakukan debat		Unjuk kerja	4 x 45 4 x 45	Interlanguage For Senior High School XI Kaset CD
Membaca Memahami makna teks fungsional pendek dan esei sederhana berbentuk report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan	5.1     Merespon makna dalam teks fungsional pendek  (misalnya banner, poster, pamphlet, dll.) resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari	banner, poster, pamphlet	TM: ·Membaca  nyaring bermakna teks berita/deskripsi/naratif secara individu ·Mendiskusikan berbagai aspek dari teks seperti isi, struktur teks,  secara berkelompok. ·Berlatih menggunakan kalimat simple present untuk menyatakan fakta dan kalimat pasif untuk menyatakan inti berita TT: Mengidentifikasi makna yang terkandung dalam banner dll. TMTT: Mencatat main idea yang terdapt pada banner dll.	Membaca nyaring bermakna wacana ragam tulis yang dibahas dengan ucapan dan intonasi yang benar Mengidentifikasi topik dari teks yang dibaca Mengidentifikasi informasi tertentu dari teks fungsional pendek	Performans Tertulis (PG dan Uraian)	(8 x 45) 1 x 45 1 x 45 1 x 45	Interlanguage For Senior High School XI Kaset CD
Menulis Mengungkapkan makna   dalam teks tulis fungsional pendek dan esei sederhana report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari	6.1     Mengungkapkan makna dalam bentuk teks fungsional pendek  (misalnya banner, poster, pamphlet, dll.) resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari		TM: ·Membuat draft teks berupa banner, poster, pamphlet dengan melakukan chain writing. ·Melakukan koreksi oleh teman sejawat untuk menyempurnakan draft. · Menyempurnakan draft berdasarkan hasil koreksi teman. TT: · Membuat banner, poster, pamphlet TMTT: Mencari banner dll. dalam internet, media yang lain	Menggunakan tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat Menulis gagasan utama Mengelaborasi gagasan utama Membuat draft, merevisi, menyunting Menghasilkan banner, poster, atau pamphlet	Tugas portofolio	1 x 45 1 x 45 1 x 45	Interlanguage For Senior High School XI Kaset CD
Membaca 5. Memahami makna teks fungsional pendek dan esei sederhana berbentuk  report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan	5.2   Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu.	Noun phrase Ajectve clause Teks tulis  berbentuk narrative Teks tulis berbentuk report Teks tulis  berbentuk analytical exposition	TM: ·Membaca  nyaring bermakna teks narrative/report/analytical exposition secara individu ·Mendiskusikan berbagai aspek dari teks seperti isi, struktur teks,  secara berkelompok. TT: Mengakses ilmu dari berbagai teks. TMTT: Mencari teks dari internet	Mengidentifikasi makna kata dalam teks yang dibaca. Mengidentifikasi komplikasi dalam sebuah cerita narasi Mengidentifikasi kejadian dalam teks yang dibaca Mengidentifikasi ciri-ciri dari benda/orang yang dilaporkan Mengidentifikasi kasus yang dibahas dalam teks Mengidentifikasi argument yang diberikan Mengidentifikasi langkah-langkah retorika dari teks Mengidentifikasi tujuan komunikasi teks dibaca	Kuis Tes tertulis tugas	(14 x 45) 2 x 45 2 x 45	Interlanguage For Senior High School XI Kaset CD
Menulis Mengungkapkan makna   dalam teks tulis fungsional pendek dan esei sederhana report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari	6.2. Mengungkapkan makna dan langkah retorika dalam  esei dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: report, narrative, dan analytical exposition		TM: ·Berlatih menggunakan kalimat simple present untuk menyatakan fakta dan kalimat kompleks yang menggunakan modal untuk menyatakan opini ·Membuat draft teks narrative, report atau analyticak exposition dengan melakukan chain writing. ·Melakukan koreksi  teman sejawat untuk menyempurnakan draft. ·Menyempurnakan draft berdasarkan hasil koreksi teman. TT: Membuat teks sederhana TMTT: Mencari contoh dari sumber lain	Menggunakan kalimat adjective clause dalam menyampai sebuah berita Menggunakan kalimat adjective phrase dalam membuat sebuah report Menghasilkan teks berbentuk report Menghasilkan teks berbentuk narrative Menghasilkan teks berbentuk analytical exposition	unjuk kerja Tugas portofolio	2 x 45 4 x 45 1 x 45 1 x 45	Interlanguage For Senior High School XI Kaset CD

Rencana Pelaksanaan Pembelajaran

Mata Pelajaran            : B. Inggris

Kelas/Semester            :  XI/1

Pertemuan ke              :  1

Alokasi Waktu            :  2 x 45 menit

Standar Kompetensi

Mendengarkan

1. Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks  kehidupan sehari-hari

Berbicara

4.   Mengungkapkan makna dalam teks fungsional pendek dan monolog yang berbentuk report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari

Kompetensi Dasar

1. Merespon makna dalam 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: report

Indikator

1. Merespon wacana monolog: report
2. Melakukan monolog berbentuk : report
3. Menggunakan tindak tutur puas dan ketidakpuasan

1. Tujuan Pembelajaran

• Siswa dapat merespon wacana monolog: report
• Siswa dapat melakukan monolog berbentuk : report

1. Materi Pokok

Wacana monolog berbentuk: report, contohnya:

Task 2

1. One of Ambon’s snorkelling and diving spot icons, the Lelisa beach, just across of Namalatu Beach, has coral form till its beach. View its beautiful nature scenery that cannot be enjoyed in other beaches.

2. Sydney is one of the best cities in the World. With its Sydney Opera House, one of the world’s most distinctive 20th century buildings, and one of the most famous performing arts venues in the world. Located in Sydney, New South Wales, Australia, the building and its surroundings are one of the best known icons of Australia.

3. Visit Big Ben, Clock Tower of London, the world’s largest four-faced chiming clock in the world. Its beautiful design and history is worth to be taken into account. The structure is situated at the north-eastern end of the Houses of Parliament building in Westminster, London.

1. Metode Pembelajaran/Teknik: Three-phase technique
2. Langkah-langkah Kegiatan
   • Kegiatan Awal  (10’)

• § Siswa diarahkan kepada tema yang akan dibahas
• § Tanya-jawab mengenai gambar dalam buku teks
• Kegiatan Inti (70’)
• § Siswa secara berpasangan menjawab pertanyaan berdasarkan gambar
• § Siswa mendengarkan informasi yang dibaca guru dan mencocokannya dengan gambar.
• § Siswa bersama guru membahas gambar dan informasi yang disediakan
• § Siswa mendengarkan dan menjawab pertanyaan text report rumpang
  • Kegiatan Akhir (10’)

Siswa mendapat feedback dari guru.

Guru menanyakan kesulitan dan memberikan tugas kepada siswa.

1. Sumber/Bahan/Alat

• Buku Interlanguage: English for Senior High School Students XI
• Kaset/CD
• Tape
• Script dari Buku Interlanguage: English for Senior High School Students XI

1. Penilaian

• Teknik: Performance Assessment (responding)
• Bentuk: Pertanyaan lisan

Mengetahui                                                                                         …………………,….

Kepala Sekolah                                                                                   Guru Mata Pelajaran

______________________                                                                __________________

NIP.                                                                                                    NIP.

Rencana Pelaksanaan Pembelajaran

Mata Pelajaran            :           B. Inggris

Kelas/Semester            :           XI/1

Pertemuan ke              :           2

Alokasi Waktu            :           2 x 45 menit

Standar Kompetensi

Mendengarkan

1. Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks  kehidupan sehari-hari

Berbicara

3.   Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari

Kompetensi Dasar

1.1. Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi)  resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks  kehidupan sehari-hari dan melibatkan tindak tutur: menyampaikan pendapat, meminta pendapat, menyatakan puas, dan menyatakan tidak puas

3.1. Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi)  resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari  dan melibatkan tindak tutur: menasehati, memperingatkan, meluluskan permintaan, serta menyatakan perasaan relief, pain, dan pleasure

Indikator

1. Merespon dengan benar terhadap tindak tutur: menyatakan perasaan
2. Melakukan berbagai tindak tutur dalam wacana lisan interpersonal/transaksional: menyatakan perasaan expressing satisfaction and dissatisfaction.
3. Menganalisa tindak tutur expressing satisfaction and dissatisfaction
4. Mendengarkan text dan melengkapi text yang belum lengkap
5. Siswa dapat merespon dengan benar terhadap tindak tutur: menyatakan perasaan expressing satisfaction and dissatisfaction.
6. Siswa dapat melakukan berbagai tindak tutur dalam wacana lisan interpersonal / transaksional: menyatakan perasaan expressing satisfaction and dissatisfaction.

1. Tujuan Pembelajaran

1. Materi Pokok

Percakapan/dialog dan  pernyataan yang memuat ungkapan–ungkapan berikut

• Menyatakan perasaan puas dan ketidakpuasan

Listen and complete the following text. Then, answer the questions. The listening script is

in the Appendix.

The town of … is built at the foot of …, overlooking Ambon Bay. It is the provincial capital of ….

Ambon has a number of interesting sites of historical and cultural interest that is worth visiting. It

also has many wonderful beaches and coral sea gardens. Among them are Batu Capeu Beach only

… from Ambon bay. You can find hotels and restaurants there. You can also experience the fun of …

and water-skiing Poka-Rumahtiga Beach, just 21 km from Ambon. Another place that is worth visiting

is the Tanjung Marthafons Beach which is also located … from Ambon. There, facilities for canoeing,

water-skiing and sail-boating are available. To experience the beauty of …, you can go to Amuhusa

Beach on Ambon Bay. Experience the fun and beauty that you’ll never forget at Ambon..

1. Metode Pembelajaran/Teknik: Three-phase technique
2. Langkah-langkah Kegiatan

1. • Kegiatan Awal  (10’)

• Guru memberikan pertanyaan tentang materi sebelumnya.
• Siswa diarahkan kepada tema yang akan dibahas.
• Kegiatan Inti (70’)
  • Siswa mendengarkan percakapan interpersonal/transaksional yang berisikan ungkapan perasaan satisfaction and dissatisfaction.
  • Siswa mendiskusikan dialog dan fungsi ungkapan yang didengar.
  • Siswa membaca ungkapan-ungkapan lainnya yang digunakan untuk menyatakan perasaan satisfaction and dissatisfaction
  • Siswa melengkapi table (menjawab pertanyaan)
  • Siswa mempraktekkan dialognya dan memberi komentar tiap pasangan.
  • Kegiatan Akhir (10’)
    • Siswa mendapat feedback dari guru dan mereview ungkapan yang digunakan untuk menyatakan perasaan satisfaction and dissatisfaction
    • Buku Interlanguage: English for Senior High School Students XI
    • Kaset/CD
    • Tape
    • Script dari Buku Interlanguage: English for Senior High School Students XI
    • Teknik: Performance Assessment (responding)
    • Bentuk: Pertanyaan lisan

1. Sumber/Bahan/Alat

1. Penilaian

Mengetahui                                                                                         …………………,….

Kepala Sekolah                                                                                   Guru Mata Pelajaran

______________________                                                                __________________

NIP.                                                                                                    NIP.

Rencana Pelaksanaan Pembelajaran

Mata Pelajaran            :B. Inggris

Kelas/Semester            : XI/1

Pertemuan ke              : 3

Alokasi Waktu            : 1 x 45 menit

Standar Kompetensi

Berbicara

4. Mengungkapkan makna dalam teks fungsional pendek dan monolog yang berbentuk report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari

Kompetensi Dasar

4.1  Mengungkapkan makna dalam teks lisan fungsional pendek resmi dan tak resmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari

Indikator

1. Mempelajari text fungsional pendek dan monologue yang berbentuk report
2. Menceritakan kembali teks fungsional pendek yang berbentuk report.

1. 1. Tujuan Pembelajaran

• Siswa dapat mengetahui makna kosa kata yang baru
• Siswa dapat mengungkapkan makna dengan benar teks report dengan retell
• Siswa dapat menjawab pemahaman text

1. 2. Materi Pokok

Teks report.

The Queen of the Adriatic

Venice is a city in northern Italy. It is the capital of region Veneto. Together with Padua, the city is included in the Padua-Venice Metropolitan Area. Venice has been known as the “Queen of the Adriatic”, “City of Water”, “City of Bridges”, and “The City of Light”. The city stretches across 117 small islands in the marshy Venetian Lagoon along the Adriatic Sea in northeast Italy.

Venice is world-famous for its canals. It is built on an archipelago of 117 islands formed by about 150 canals in a shallow lagoon. The islands on which the city is built are connected by about 400 bridges. In the old center, the canals serve the function of roads, and every form of transport is on water or on foot.

1. Metode Pembelajaran/Teknik: Three-phase technique
2. 4. Langkah-langkah Kegiatan

1. • Kegiatan Awal  (5’)

• Tanya jawab dengan siswa mengenai pelsjsrsn ysng lalu
• Siswa diarahkan kepada topic yang akan dibahas
• Kegiatan Inti (35’)
  • Siswa mempelajari kosa-kata baru dan cara pengucapannya
  • Siswa melafalkan kosa kata dengan benar.
  • Siswa membaca teks report dan menjawab pertanyaan
  • Siswa dipandu guru menjawab pertanyaan berdasarkan teks.
  • Siswa menceritakan kembali ide yang terkandung dalam teks.
  • Kegiatan Akhir (5’)
    • Guru menanyakan kesulitan yang dialami siswa dalam proses KBM.
    • Guru memberikan tugas kepada siswa untuk mencari tempat objek wisata.

1. 5. Sumber/Bahan/Alat

• Buku Interlanguage: English for Senior High School Students XI
• Kaset/CD
• Tape
• Script dari Buku Interlanguage: English for Senior High School Students XI

1. 6. Penilaian

• Teknik: Performance Assesment (Responding), Tugas proyek
• Bentuk: Pertanyaan Lisan, tugas kelompok

Mengetahui                                                                                         …………………,….

Kepala Sekolah                                                                                   Guru Mata Pelajaran

______________________                                                                __________________

NIP.                                                                                                    NIP.

Rencana Pelaksanaan Pembelajaran

Mata Pelajaran            :B.Inggris

Kelas/Semester            : XI/1

Pertemuan ke              : 4

Alokasi Waktu            : 2 x 45 menit

Standar Kompetensi

Membaca

1. Memahami makna teks fungsional pendek dan esei sederhana berbentuk report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan

Menulis

1. Mengungkapkan makna   dalam teks tulis fungsional pendek dan esei sederhana report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari

Kompetensi Dasar

5.2   Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu.

6.2. Mengungkapkan makna dan langkah retorika dalam  esei dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: report, narrative, dan analytical exposition

Indikator

• Merespon wacana monolog: report
• Melakukan monolog berbentuk : report

1. Tujuan Pembelajaran

• Siswa dapat merespon wacana monolog: report
• Siswa dapat melakukan monolog berbentuk report

1. Materi Pokok

Teks monolog report, contohnya berikut:

Sydney the Metropolitan City

Sydney is the most populous city in Australia, with a metropolitan area population around 4.12 million. It is the state capital of New South Wales and is the site of the first European colony in Australia. The city is Australia’s largest financial centre.

Sydney is located on Australia’s south-east coast. The city is built around Port Jackson, which includes Sydney Harbour, leading to the city’s nickname, “the Harbour City”.

1. Metode Pembelajaran/Teknik: Three-phase technique
2. Langkah-langkah Kegiatan

1. • Kegiatan Awal  (10’)

• Siswa mereview karakteristik teks monolog report
• Guru memberikan contoh karakteristik dari teks monolog report

• Kegiatan Inti (75’)

• Siswa mempelajari dan mencari makna kosa-kata yang berhubungan dengan topic secara berpasangan
• Siswa membaca teks report dengan mancari informasi dalam teks
• Siswa melangkapi chart dari informasi teks yang dibaca.
• Siswa membacakan hasil pekerjaan
• Kegiatan Akhir (10’)
  • Siswa diarahkan untuk menyimpulkan materi yang telah dipelajari.
  • Siswa diberi tugas untuk mempelajari generic struktur, grammatical pattern dalam pembuatan teks report.

1. Sumber/Bahan/Alat

• Buku Interlanguage: English for Senior High School Students XI
• Kaset/CD

1. Penilaian

1. • Teknik: Performance Assesment
   • Bentuk: Tugas presentasi berpasangan, Responding

Mengetahui                                                                                         …………………,….

Kepala Sekolah                                                                                   Guru Mata Pelajaran

______________________                                                                __________________

NIP.                                                                                                    NIP.

Rencana Pelaksanaan Pembelajaran

Mata Pelajaran            :B.Inggris

Kelas/Semester            : XI/1

Pertemuan ke              : 5

Alokasi Waktu            : 2 x 45 menit

Standar Kompetensi

Membaca

1. Memahami makna teks fungsional pendek dan esei sederhana berbentuk report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan

Menulis

1. Mengungkapkan makna   dalam teks tulis fungsional pendek dan esei sederhana report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari

Kompetensi Dasar

5.2   Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu.

6.2. Mengungkapkan makna dan langkah retorika dalam  esei dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: report, narrative, dan analytical exposition

Indikator

• Memahami kalimat kompleks
• Mempelajari conjunction dalam kalimat
• Menghasilkan teks report sederhana

1. Tujuan Pembelajaran

• Siswa dapat menggabungkan kalimat kompleks
• Siswa dapat mengetahui penggunanaan conjunction
• Siswa dapat menghasilkan teks sederhana

1. Materi Pokok

Task 16

Express the ideas below in compound sentences. The first one has been done for you. Exchange

our work to give feedback to each other.

1. Big Ben is a landscape in London. Westminister Palace is a landscape in London.

Big Ben is a landscape in London. Westminister Palace is a landscape in London.

Big Ben and Westminister Palace are landscapes in London.

2      Sydney is a metropolitan city. Jakarta is a metropolitan city.

3.     White house is in Washington D.C. The U.S capitol is in Washington D.C.

1. 3. Metode Pembelajaran/Teknik: Three-phase technique
2. 4. Langkah-langkah Kegiatan

1. • Kegiatan Awal  (10’)

• Siswa mempelajari karakteristik teks monolog report
• Guru memberikan contoh karakteristik dari teks monolog report
• Kegiatan Inti (75’)

• Siswa menggabungkan kalimat dengan kalimat kompleks
• Siswa melengkapi kalimat dengan conjunction
• Siswa secara berpasangan menulis teks report
• Siswa menentukan kalimat dengan ungkapan puas dan ketidakpuasan
• Kegiatan Akhir (10’)
  • Siswa diarahkan untuk menyimpulkan materi yang telah dipelajari.
  • Siswa diberi tugas untuk membuat dilalogue berdasarkan situasi yang ada

1. 1. Sumber/Bahan/Alat

• Buku Interlanguage: English for Senior High School Students XI
• Kaset/CD

1. 2. Penilaian

1. • Teknik: Performance Assesment
   • Bentuk: Tugas presentasi berpasangan, Responding

Mengetahui                                                                                         …………………,….

Kepala Sekolah                                                                                   Guru Mata Pelajaran

______________________                                                                __________________

NIP.                                                                                                    NIP.

Rencana Pelaksanaan Pembelajaran

Mata Pelajaran            :B.Inggris

Kelas/Semester            : XI/1

Pertemuan ke              : 6

Alokasi Waktu            : 2 x 45 menit

Standar Kompetensi

Membaca

5        Memahami makna teks fungsional pendek dan esei sederhana berbentuk report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan

Menulis

6     Mengungkapkan makna   dalam teks tulis fungsional pendek dan esei sederhana report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari

Kompetensi Dasar

5.2   Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu.

6.2. Mengungkapkan makna dan langkah retorika dalam  esei dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: report, narrative, dan analytical exposition

Indikator

• Memahami teks report
• Mempelajari ungkapan satisfaction dan dissatisfaction
• Menyimpulkan informs dalam teks

1. Tujuan Pembelajaran

• Siswa dapat memahami teks report
• Siswa dapat mengetahui penggunanaan ungkapan satisfaction dan dissatisfction
• Siswa dapat mengurutkan paragraph yang belum urut.
• Siswa dapat menuliskan kembali dengan kosa kata sendiri

1. Materi Pokok

1. Task 21

Rearrange the following jumbled paragraphs into a good report and then answer the questions.

Compare your answers with your classmate’s.

Washington DC

Washington is home to numerous national landmarks and is one of the most popular

tourist destinations in the United States. The National Mall is a large, open park area in the

center of the city featuring many monuments to American leaders; it also serves to connect

the White House and the United States Capitol buildings. Located prominently in the center of

the Mall is the Washington Monument. Other notable points of interest near the Mall include

the Jefferson Memorial, Lincoln Memorial, Franklin Delano Roosevelt Memorial, National

World War II Memorial, Korean War Veterans.

1. 8. Metode Pembelajaran/Teknik: Three-phase technique
2. 9. Langkah-langkah Kegiatan

1. • Kegiatan Awal  (10’)

• Siswa mempelajari karakteristik teks monolog report
• Guru memberikan contoh karakteristik dari teks monolog report
• Kegiatan Inti (75’)

• Siswa mengetahui penggunanaan ungkapan satisfaction dan dissatisfction
• Siswa dapat mengurutkan paragraph yang belum urut.
• Siswa dapat menuliskan kembali dengan kosa kata sendiri
• Menjawab pertanyaan berdasarkan teks
• Kegiatan Akhir (10’)
  • Siswa diarahkan untuk menyimpulkan materi yang telah dipelajari.
  • Siswa diberi tugas untuk mencari teks dari berbagai sumber

1. 3. Sumber/Bahan/Alat

• Buku Interlanguage: English for Senior High School Students XI
• Kaset/CD

1. 4. Penilaian

1. • Teknik: Performance Assesment
   • Bentuk: pilihan ganda/esay

Mengetahui                                                                                         …………………,….

Kepala Sekolah                                                                                   Guru Mata Pelajaran

______________________                                                                __________________

NIP.                                                                                                    NIP.

Rencana Pelaksanaan Pembelajaran

Mata Pelajaran            :B.Inggris

Kelas/Semester            : XI/1

Pertemuan ke              : 6

Alokasi Waktu            : 2 x 45 menit

Standar Kompetensi

Membaca

1. Memahami makna teks fungsional pendek dan esei sederhana berbentuk report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan

Menulis

1. Mengungkapkan makna   dalam teks tulis fungsional pendek dan esei sederhana report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari

Kompetensi Dasar

5.2   Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu.

6.2. Mengungkapkan makna dan langkah retorika dalam  esei dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: report, narrative, dan analytical exposition

Indikator

• Memahami teks report
• Mempelajari ungkapan satisfaction dan dissatisfaction
• Menyimpulkan informs dalam teks

1. Tujuan Pembelajaran

• Siswa dapat menuliskan teks report sederhana
• Siswa dapat mengetahui penggunanaan ungkapan satisfaction dan dissatisfction
• Siswa dapat merefleksikan materi pada chapter yang telah dipelajari.

1. Materi Pokok

Find two or more reports on cities that you consider interesting or unique. Rewrite them

in your own words and then report them to your class. Include in your report the following

information.

1. Where it is located

2. How most people live

3. When it was built

4. What it is well known for

5. Where the government buildings are located

6. Where the shopping center or market is located

1. 3. Metode Pembelajaran/Teknik: Three-phase technique
2. 4. Langkah-langkah Kegiatan

1. • Kegiatan Awal  (10’)

• Siswa mempelajari karakteristik teks monolog report
• Guru memberikan contoh karakteristik dari teks monolog report
• Kegiatan Inti (75’)

• Siswa mengekspresikan ungkapan satisfaction dan dissatisfaction
• Siswa membuat teks report sederhana
• Siswa membuat refleksi pada pelajaran yang telah dipelajari
• Kegiatan Akhir (10’)
  • Siswa diarahkan untuk menyimpulkan materi yang telah dipelajari.
  • Siswa diberi tugas untuk mencari teks dari berbagai sumber

1. 7. Sumber/Bahan/Alat

• Buku Interlanguage: English for Senior High School Students XI
• Kaset/CD

1. 8. Penilaian

1. • Teknik: Performance Assesment
   • Bentuk: pilihan ganda/esay

Mengetahui                                                                                         …………………,….

Kepala Sekolah                                                                                   Guru Mata Pelajaran

______________________                                                                __________________

NIP.                                                                                                    NIP.

RPP 1

Task 2

Listen to the following advertisements and match the picture with its name and location. The listening script is in the Appendix.

SYDNEY IS A METROPOLITAN CITY.

Task 2

1. One of Ambon’s snorkelling and diving spot icons, the Lelisa beach, just across of Namalatu Beach, has coral form till its beach. View its beautiful nature scenery that cannot be enjoyed in other beaches.

2. Sydney is one of the best cities in the World. With its Sydney Opera House, one of the world’s most distinctive 20th century buildings, and one of the most famous performing arts venues in the world. Located in Sydney, New South Wales, Australia, the building and its surroundings are one of the best known icons of Australia.

3. Visit Big Ben, Clock Tower of London, the world’s largest four-faced chiming clock in the world. Its beautiful design and history is worth to be taken into account. The structure is situated at the north-eastern end of the Houses of Parliament building in Westminster, London. Sydney Opera House Ambon, Maluku Big Ben Ambon beach Sydney London

Pictures:

1. http://www.farm1.static.flickr.com

2. http://www.jbase.com

Sample Interest Talk Assessment/performance

Circle a mark for each section. Excellent is 10. Considerable Improvement Required is 1.

Introduction

Captured the listener’s interest Clearly stated topic
1	2	3	4	5	6	7	8	9	10

Body

Clearly related to topic Well organized
1	2	3	4	5	6	7	8	9	10

Conclusion

Clearly connected to topic Summarized effectively
1	2	3	4	5	6	7	8	9	10

Presentation

Effective volume, pace, and tone Effective use of eye contact and other nonverbals
1	2	3	4	5	6	7	8	9	10

Anecdotal Notes

Note: Some of the items listed above (e.g., eye contact, pace) can vary across cultures and in accordance with the situation.

Teachers should also be aware of second language and dialectical differences that can be present in students’ speech and

adapt their assessment instruments accordingly.

SILABUS DAN RPP

BAHASA INGGRIS

KELAS XI SEMESTER 1

By English Teachers

Name:   S O F I Y A H , S.Pd

NIP : 510204350

SMA NEGERI 1 GEGER

KAB. MADIUN

TAHUN PELAJARAN 2009/2010