Beruflich Dokumente
Kultur Dokumente
SMP : SMA ……
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : XI/ 2
Waktu : 8 X 40’ (4 meetings)
Standar Kompetensi
Mendengarkan
8. Memahami makna dalam teks fungsional pendek dan monolog berbentuk narrative,
spoof, dan hortatory exposition dalam konteks kehidupan sehari-hari.
Berbicara
10. Mengungkapkan makna dalam teks fungsional pendek dan esei berbentuk narrative,
spoof, hortatory exposition dalam konteks kehidupan sehari-hari.
Kompetensi Dasar
8.2 Merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan secara
akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks
berbentuk: narrative, spoof, dan hortatory exposition
10.2 Mengungkapkan makna dalam esei dengan menggunakan ragam bahasa lisan secara
akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks
berbentuk: narrative, spoof dan hortatory exposition.
I. Purpose of Study
In the end of study, students will be able to:
a. Find the meaning of some difficult words.
b. Answer some question related to the hortatory exposition.
c. Students are able to give response to the monologue hortatory exposition
text
d. state opinion using spoken English
e. Explain the social function of hortatory exposition text
e. Explain the generic structure and grammatical feature of hortatory
exposition ext
f. Do monolog about hortatory exposition text in good intonation, pronunciation
and stress.
g. Use the expression of compliment
h. Make an example of hortatory exposition in order way.
i. Give responds to the monolog hortatory exposition.
j. State their opinion in hortatory exposition.
Material of Learning
Tense
Simple present tense
Mental processes: state what writer thinks or feels about issue.
Material processes: to state what happens
Relational processes: to state what is or should be.
Part of speech
The intonation of some sentences in the monolog hortatory exposition
-I will tell you how to state opinion.
k. Evaluation
Teacher evaluates with certain condition:
i. Evaluation technique : Porto folio
ii. Form : Oral test
II. Listen to the cassette. Make summarize, and share with your friends about
the hortatory exposition text in front of the class.
1. Listen to the monolog hortatory exposition text
2. Give response to the text orally
Instruction
1. Make an example of monolog text based on your opinion about something
III. Perform your monolog in good intonation, pronunciation, and stress.
III. Make a kind of hortatory exposition text in group. Perform the discussions’
result of the hortatory exposition text in front class in group with good
intonation, stress and pronunciation.
VI. Make a kind of hortatory exposition text individually. Perform the monolog
hortatory exposition text in front class individually with good intonation, stress
and pronunciation.
INDICATOR:
a. find the meaning of some difficult words.
b. Answer some question related to the hortatory exposition.
c. Students are able to give response to the monologue hortatory exposition
text
d. state opinion using spoken English
e. Explain the social function of hortatory exposition text
f. Explain the generic structure and grammatical feature of hortatory
exposition ext
g. Do monolog about hortatory exposition text in good intonation, pronunciation
and stress.
h. Use the expression of compliment
i. Make an example of hortatory exposition in order way.
j. Give responds to the monolog hortatory exposition.
k. State their opinion in hortatory exposition
5. Rubrics evaluation
a) Find meaning
1. Bald : botak (☺)
2. Wash: mencuci ( ☺)
3. Happy : Sedih (X)
b) Answer some question related to the hortatory exposition.
a. What does the text tell about?
Answer: it tells about the advantages of being bald (☺)
It tells about bald man (X)
c) Students are able to give response to the monologue hortatory exposition
text
a. How many reasons state by the writer that being bald is good?
Answer: three (☺)
Two (X)
d) Explain the social function of hortatory exposition text
- What is the social function of the text?
Answer: the text which represent the attempt of the writer to have the addressee
do something or act in certain way.(☺)
The text have social function to share something to entertain the reader (X)
2
1 Correct and appropriate
Sometimes not appropriate but it doesn’t influence the meaning
Appropriate enough and influence the meaning
Difficult to understand
UNDERSTANDING MEANING 4
3
2
1 Very clear and effective
Clear enough and effective
Clear but not effective
Not too clear
RELATIONSHIP BETWEEN EACH IDEAS 4
3
2
1 Very clear
Clear enough
Not too clear
Not clear
2
1 Correct and appropriate
Sometimes not appropriate but it doesn’t influence the meaning
Appropriate enough and influence the meaning
Difficult to understand
UNDERSTANDING MEANING 4
3
2
1 Very clear and effective
Clear enough and effective
Clear but not effective
Not too clear
RELATIONSHIP BETWEEN EACH IDEAS 4
3
2
1 Very clear
Clear enough
Not too clear
Not clear
FLUENCY 4
3
2
1 Fluent
Rather Fluent
Chocked off
Not clear
INTONATION, STRESS AND PRONUNCIATION 4
3
2
1 Very good intonation, stress, and pronunciation
Good intonation
Not really good intonation
Bad intonation, stress and pronunciation
METHOD 4
3
2
1 Interesting, warm, enthusiastic, communicative
Interesting and warm
Rather interesting and communicative
Not communicative
RENCANA PELAKSANAAN PEMBELAJARAN
SMP : SMA ……
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : XI/ 2
Waktu : 8 X 40’ (4 meetings)
Standar Kompetensi
Membaca
11. Memahami makna teks fungsional pendek dan esei berbentuk narrative, spoof dan
hortatory exposition dalam teks kehidupan sehari-hari dan untuk mengakses ilmu
pengetahuan.
Menulis
12. Mengungkapkan makna dalam teks fungsional pendek dan esei berbentuk narrative,
spoof dan hortatory exposition dalam konteks kehidupan sehari-hari.
Kompetensi Dasar
11.2 merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahsa
tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan
untuk mengakses ilmu pengetahuan dalam teks berbentuk narrative, spoof, dan
hortatory exposition.
12.2 mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam
bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-
hai dalam teks berbentuk: narrative, spoof, dan hortatory exposition
Purpose of Study
In the end of study, students will be able to:
1. Give response to the hortatory exposition text written
2. Tell past experience written
3. Use suitable conjunction, full stop, comma in text
4. Explain the social function of hortatory exposition text
5. Explain the generic structure and grammatical feature of hortatory
exposition text
6. Use the expression of compliment
7. state their opinion about something written
8. make a kind of hortatory exposition written
Material of Learning
Children worker
According to the International Labor Organization (ILO), children under 14 years
of age must go to school, and are allowed to work. Yet, we can still find many
school-aged children in the fields, compelled to help their parents cultivate
crops and attend to customers at the family stall after school hours during
holidays.
It is true that, under certain circumstances, children are allowed to work as long
as it does not interfere with the child’s education or harm the child, either
physically or psychologically. That’s why children can get hired as singers or
actors, or to do commercials. Considerations must also include minimum salary,
number of working hours, safety in the work place, and so on.
However, there is a clear distinction between doing voluntarily work and being
engaged in rights child labor. For example, many children are forced to work at
factories as low-level laborers, or in the streets selling newspapers, cigarettes,
and other wares. Indonesia has been accused of violating children’s because of the
considerable number children who do such work.
VI. Indicator:
In the end of study, students will be able to:
1.Give response to the hortatory exposition text written
Listen to your teacher and choose the right answer: A, B, or C.question related
the text
1. What is the text about?
Child’s safety
Child’s job
Child’s education
Child’s school
Child’s labors
2. According to ILO, at what age are children allowed to work?
A. Under 14
B. At last 14
C. Over 14
D. 14
E. Any age
3. What kind of job can a child get hired?
A. Working at stalls
B. Cultivating crops
C. Working at factories
D. Selling newspaper
E. Doing commercials
4. According to text, which is not considered in hiring children?
A. Safety in the work place
B. Minimum salary
C. Working hours
D. The child’s education
E. Family background
5. When can children be hired?
A. When the salary is high
B. When the job does not harm the children
C. When they are on holidays
D. When they are below
E. When they work voluntarily.
2
1 Correct and appropriate
Sometimes not appropriate but it doesn’t influence the meaning
Appropriate enough and influence the meaning
Difficult to understand
UNDERSTANDING MEANING 4
3
2
1 Very clear and effective
Clear enough and effective
Clear but not effective
Not too clear
RELATIONSHIP BETWEEN EACH IDEAS 4
3
2
1 Very clear
Clear enough
Not too clear
Not clear
V. Structure of Assignment
A Students identify rhetorical way of hortatory exposition text structure and
lexicogrammatical feature based on generic .
b. Writing assignment individually hortatory text based on their last holiday
experience.
l. Evaluation
Teacher evaluates with certain condition:
i. Evaluation technique : Porto folio
ii. Form : Written
Key answer part 2:
A. This is Mr. Haryono’s house. It is a big, clean , and comfort able. There is
a garden in front of the house. There are plants and flowers in the garden. There
is a living room, a dining room, two bath rooms, a kitchen, three bed rooms, and a
garage.
Mr. Haryono has some pets, a dog, a cat, and a parrot. Mr. Haryono takes
care of pets very carefully
Instruction
1. Answer the question
2. Give response to the text
Instruction
2. Make an example of h text hortatory exposition text based on your point of
view about this issue.
3. Put it in wall magazine.