Beruflich Dokumente
Kultur Dokumente
1. Total effective weeks in odd semester (Juli-Desember) Numb Month weeks uneffective weeks 1. 2. 3. 4. 5. 6. Total July August September October November December 3 5 4 4 5 4 25 1 3 1 1 6
effective weeks 2 2 4 3 5 3 19
2. Uneffective weeks a. MOS b. KTS c. fasting and big holiday d. 1st semester holiday e. reseve
: : : : :
3. Total of effective weeks 25 weeks 7 weeks = 18 weeks 4. Total of effective time allocation 18 x 4 time allocation= 72 time allocation
1. Total effective weeks in even semester (January - May) Numb Month weeks uneffective weeks 1. 2. 3. 4. 5. Jumlah January February March April May 3 5 4 4 5 21 2 3 5 10
effective weeks 3 5 2 1 5
2. Uneffectife weeks a. KTS b. UAN c. UAN susulan d. UAS e. UAS susulan f. Examination g. Holiday h. Reseve
3. Total effective weeks 21 weeks 10 weeks= 5 weeks 4. Total effective time allocation 11 x 4 time allocation = 44 time allocation
MATERIAL Transactional/ interpersonal Suggestion, asking, complaining, blaming, accusing, expressing attitude, admitting, expressing knowing Brochure Inviting Message Narrative Explanation Discussion
SC 1 3
SFT
Genre Text
2 4 5 6 2 4 5 6
Listening 1 2 2
Speaking 3 4 4
Reading _ 5 5
_ 5.1 5.2
Writing _ 6 6
_ 6.1 6.1
Semester SC
5 1.1, 1.2 3.1, 3.2 2.1 4.1 5.1 6.1 2.2 4.2 5.2 6.2 7.1, 7.2 9.1, 9.2 8.1 10.1 5.1 12.1 8.2 10.2 5.2 12.1
Material Suggestion, asking, complaining, blaming, accusing, expressing attitude, admitting, expressing knowing Brochure Inviting Message Narrative, explanation, and discussion
Time Alocated
I II
1 3 2 4 5 6 2 4 5 6 7 9 8 10 5 12 8 10 5 12
72
Membujuk, mendorong semangat, mengkritik, berspekulasi, memberi penilaian. Announcement and letter
44
Narrative and review
GENERAL PROGRAM
: English : XII
BC
Material
Time Allocated
1.1, 1.2 3.1, 3.2 2.1 4.1 5.1 6.1 2.2 4.2 5.2 6.2
24
Narrative
2 4 5 6 2 4 5 6
24
Explanation
2 4 5 6 2 4 5 6
Discussion
24
Unit 1 7 9
8 10 5 12
Pengumuman
22
Narrative
II
8 10 5 12 Unit 2 7 9 8 10 5 12 8 10 5 12
8.2 10.2 5.2 12.1 7.1, 7.2 9.1, 9.2 8.1 10.1 5.1 12.1 8.2 10.2 5.2 12.2
Surat
22
Review
PROGRAM SEMESTER
KD
Materi
Alokasi waktu
1.1, 1.2 3.1, 3.2 2.1 4.1 5.1 6.1 2.2 4.2 5.2 6.2
Narrative
2 4 5 6 2 4 5 6 UH 2
Explanation
Unit 3 1 3 1.1, 1.2 3.1, 3.2 Menyalahkan, menuduh, mengungkapkan keingintahuan dan hasrat, menyatakan berbagai sikap Message 6
2 4 5 6 2 4 5 6 UH 3
Discussion
8 10 5 12
Pengumuman
II
8 10 5 12 UH 1
Narrative
Unit 2 7 9 8 10 5 12 8 10 5 12 UH 2 7.1, 7.2 9.1, 9.2 8.1 10.1 5.1 12.1 8.2 10.2 5.2 12.2 Berspekulasi dan memberi penilaian 6
Surat
Review
Unit
KD/ Materi 7.1, 9.1 Membujuk,mendorong semangat, mengkritik (8,10,5,12).1 Pengumuman (8,10,5).2 dan 12.1 Narrative UH 1 7.2, 9.2 Berspekulasi, memberi penilaian (8,10,5,12).1 Surat (8,10,5).2 dan 12.1 Review UH 2
Januari 1 2 3 1 2 4 2
Februari 3 4 5 1
Maret 2 3 4 C K A 1
April 2 3 U U A N A S U S U L A N A U A S 4 1 U 2 U J I A N
Mei 3 U J I A N 4 5
2 4 D 4 4 2 2 4 S A 4 N 2 2 T A N G
B S U S U L A N P R A K T E K P R A K T E K
II
2 2
No
SK
KD
Kegiatan pembelajaran
Materi pokok
Listening Comprehend the meaning of transactional and interpersonal conversation in the daily life context
Speaking express the meaning of transactional and interpersonal conversation in the daily context.
7.1 respond the meaning of transactional and interpersonal(to get things done) and socialization conversation formal and informal accurately, fluently, and acceptable in the daily life context, involved the act of speaking : persuading someone, encouraging, and criticizing 9.1 Express the meaning of transactional and interpersonal conversation formal and informal accurately, fluently, and acceptable in the
*students listen the dialog *students identify the expressions *students complete the dialog
1.Persuading someone Dont be like that Would you like to ... Can i persuade you ... ? 2.Encouraging someone Go on, you can do it! No pain, no gain. It wont hurt you to try it! 3.Criticizing I hope you are sorry Are you out of your mind? How could you say that?
Ruang Lingkup 1 2 3
C3
*answer the questions *make the dialog in pairs *practice their own dialog
*students answer the questions *students make dialog in pairs *students practice their own dialog
Comprehend the meaning of short functional text in narrative and review in the daily life context
10
11
12
Express the meaning of short functional text in narrative and review accurately, fluently, and acceptable in the daily life context Comprehend the meaning of genre text for narrative and review accurately, fluently, and acceptable in the daily life context and for access the knowledge Express the
daily life context, involved the act of speaking : persuading someone, encouraging, and critisizing. 8.1 Respond the meaning of short functional text formal and informal using spoken language accurately, fluently, and acceptable in the daily life context. 10.1 Respond the meaning of short functional text formal and informal using written language accurately, fluently, and acceptable in the daily life context 11.1 Respond the meaning of short functional text formal and informal using written language accurately, fluently, and acceptable in the daily life context and for access the knowledge 12.1 Express the
C2
*find the topic from announcement listened *identify the certain information from announcement listened *answer the questions given *retell the announcement given with their own words
*C1 *C2
*students listen the announcement *students find the topic from announcement listened
Announcement
C3
*C3 *C3
*students answer the questions given *students retell the announcement given with their own words
please get on board now. The train is going to leave in 5 minutes. Thank you.
C2
*C1 *C2
*students read the announcement *students identify the announcements parts *students answer the questions
Announcement
e.g of announcement listened: Attention please. To all passaners of Argowalu train, please get on board now. The train is going to leave in 5 minutes. Thank you
C3
*rewrite the
*C3
meaning of genre text of narrative and review in the daily life context
Comprehend the meaning of short functional text in narrative and review in the daily life context
10
11
Express the meaning of short functional text in narrative and review accurately, fluently, and acceptable in the daily life context Comprehend the meaning of genre text for narrative and review accurately, fluently, and acceptable in the daily life context and for access the knowledge
meaning and step for essay using written language accurately, fluently, and acceptable in the daily life context for narrative and review 8.2 Understand and C2 respond the meaning of genre text using spoken language accurately, fluently, and acceptable in the daily life context for : narrative and review 10.2 Express the C3 meaning of genre text using written language accurately, fluently, and acceptable in the daily life context for : narrative and review 11.2 Respond the meaning and step for essay using written language accurately, fluently, and acceptable in the daily life context and for access the knowledge for : narrative and review C2
*C3
*C1 *C2
announcement given with their own words *students make the announcement in pairs *students make the announcement individually *students listen the narrative text *students identify the topic *students answer the questions
*C3 *C3
*students retell the story *students explain the meaning of narrative text
*identify parts of narative text *find the topic of the story *answer the questions
*students read the structure of narrative text *students identify parts of narrative text at the story given *students answer the questions
Narrative The story of Beauty and the Beast Generic structure : 1. Orientation 2. Complication 3. Resolution 4. Re-orientation
12
Express the meaning of genre text of narrative and review in the daily life context
12.1 Express the meaning and step for essay using written language accurately, fluently, and acceptable in the daily life context for narrative and review
C3
*rewrite the story with *C3 their own words *make a narrative text *C3
No . 7
SK
KD
Thinking Step C2
Indikator Can predict and speculate dialogues then understand Can speculate the movie Can think assesses Can think critic
Thinking Step C2
Study Activity
Basic Material
Listening Understanding the meaning of the text of transactional and interpersonal conversation formal and ongoing (sustained) in the context of everyday life
7.1 Responding to the meaning of transactional conversation (to get Things Done) and interpersonal (social) and formal continuing accurately, smoothly and appreciate the diversity of languages spoken using speech acts involving:
Students listening by watching movie Discus with their friends Students must speculate and predict Students think about assess and criticism
Speculating Expression I can only speculate that I would like to speculate on Assessing Expression I think the movie is What are awesome movie Citizen Expression The movie is totally boring What a ridiculous movie She cant stand the rudeness
Ruang Lingkup 1 2 3
10
speculate, assess, and criticism. speaking 9.1 Expressing the Reveal meaning in meaning of interactional text, transactional with an emphasis conversation (to get on formal and Things Done) and transactional interpersonal (social) conversation and formal continuing continues in the accurately, smoothly context of everyday and appreciate the life diversity of languages spoken using speech acts involving: speculate, assess, and criticism. Listening 8.1 Responding to the Understanding the meaning of short meaning of short functional text in the functional text and official and unofficial monologue in the use a variety of oral form of narrative language accurately, and a review in the fluently, and context of everyday acceptable in the life context of everyday life speaking 10.1 Responding to Reveal the the meaning of short functional meaning functional text in the in the text short and official and unofficial monologue in the uses of written form of narrative language diversity and review accurately, smoothly,
C3
Can predict and speculate dialogues then compare the expression Can share their ideas and opinions by expressing speculation Can give assesses Can give critics Can identify letter which their listened Can process the letter which their listened Can explain the meaning which their listened Imitate expression in the letter Explain the meaning of letter Pronounce clearly text on
C3
Students make a group Discus with their friends about movie Students must speculate and predict Students give assess and criticism
Speculating Expression I can only speculate that I would like to speculate on Assessing Expression I think the movie is What are awesome movie Critic Expression The movie is totally boring What a ridiculous movie She cant stand the rudeness
C2
C2
C3
Students listening the dialogues about letter by tape recorder Students discus with their classmate after listened Answer the question Students make a group to share and discussing about letter text with their group Every group must have delegation to
Letter
C3
Letter
11
12
accurately, smoothly, and thankful in the context of everyday life Reading Understanding the meaning of texts written in the form of narrative monologue and review accurately, smoothly, and thankful in the context of everyday keidupan and to access knowledge Writing Reveals the meaning of the text written monologue / narrative form and review essays in the context of everyday life
11.1 Responding to the meaning of short functional text in the official and unofficial use a variety of written language accurately, fluently, and acceptable in the context of everyday life and to access knowledge 12.1 Expressing the meaning and rhetoric step in using a variety of essays written language accurately, fluently, and acceptable in the context of everyday life in the form of narrative texts and reviews 8.2 Understand and respond to meaning in the text using a variety of monologues spoken language accurately,
C2
Read text letter clearly, by good pronounce and appropriate grammatical Answer the question
C2
Students read text message/letter by good pronounce Other students listened Answer the question
Letter
C3
Understand and can identify part of letter Can explain part of letter Make a letter
C3
Students make a group Share and discuss about letter Make a letter (every student)
Letter
Listening Understanding the meaning of short functional text and monologue in the
C2
Can understand about definition of review Can answer the question based on
C2
Students listen about review movie Answer the question Recall about review movie which was
Review
11
12
fluently, and acceptable in the context of everyday life in the form of narrative text speaking 10.2 Expressing the Reveal the meaning of the text functional meaning using a variety of in the text short and monologues spoken monologue in the language accurately, form of narrative fluently, and and review acceptable in the accurately, context of everyday smoothly, and life in the form of thankful in the narrative text context of everyday life Reading 11.2 Responding to Understanding the the meaning and meaning of texts rhetorical steps in the written in the form text using a variety of of narrative monologues written monologue and language accurately, review accurately, fluently, and smoothly, and acceptable in the thankful in the context of everyday context of everyday life and to access keidupan and to knowledge access knowledge Writing 12.1 Expressing the Reveals the meaning and rhetoric meaning of the text step in using a variety written monologue of essays written
review Can recall about review which was their listened C3 Can answer the question based on review Can identify about review Can give expression from review their listened Can explain about definition of review Can know about rules of review Can complete the dialogues based on review Can identify about review text
their listened
(GET MARRIED)
C2
Students make a group Share and discuss about review Explain about review (every student one by one) to their group Every group must have delegation for explain to other group Read about rules of review carefully Complete the dialogues about review
Review (RATATOUILLE)
C3
language accurately, fluently, and acceptable in the context of everyday life in the form of narrative texts and reviews
movie (if possible every student different title) Make a review text
Review (RATATOUILLE)
SYLLABUS UNIT I
No. SK 7 Listening Comprehend the meaning of transactional and interpersonal conversation in the daily life context
KD
7.1 respond the meaning of transactional and interpersonal(to get things done) and socialization conversation formal and informal accurately, fluently, and acceptable in the daily life context, involved the act of speaking : persuading someone, encouraging, and criticizing Speaking 9.1 Express the express the meaning of meaning of transactional and transactional interpersonal and conversation formal interpersonal and informal conversation in accurately, fluently, the daily and acceptable in
Learning activity *students listen the dialog *students identify the expressions to build the students curiosity *students complete the dialog
Material
Evaluation
Time allocation
1.Persuading someone Dont be like that Would you like to ... Can i persuade you ... Giving the ? uncomplete 2.Encouraging someone dialog Go on, you can do it! No pain, no gain. It wont hurt you to try it! 3.Criticizing I hope you are sorry Are you out of your mind? How could you say that?
2 hours
2 hours
*answer the *communicative *students answer questions *creative the questions *make the dialog *students make in pairs dialog in pairs *practice their own *students practice dialog their own dialog
context.
Comprehend the meaning of short functional text in narrative and review in the daily life context Express the meaning of short functional text in narrative and review accurately, fluently, and acceptable in the daily life context Comprehend the meaning of genre text for narrative and review accurately,
10
the daily life context, involved the act of speaking : persuading someone, encouraging, and critisizing. 8.1 Respond the meaning of short functional text formal and informal using spoken language accurately, fluently, and acceptable in the daily life context. 10.1 Respond the meaning of short functional text formal and informal using written language accurately, fluently, and acceptable in the daily life context
*find the topic *curiosity from announcement listened *identify the certain information from announcement listened *answer the *independent questions given *creative *retell the announcement given with their own words
*students listen the announcement *students find the topic from announcement listened
Announcement
2 hours
e.g of announcement : Attention please. To all passaners of Argowalu train, please get on board now.
The train is going to leave in 5 *students answer the questions minutes. Thank you. given *students retell the announcement given with their own words
2 hours
11
11.1 Respond the meaning of short functional text formal and informal using written language accurately,
Announcement
2 hours
12
fluently, and acceptable in the daily life context and for access the knowledge Express the meaning of genre text of narrative and review in the daily life context
fluently, and acceptable in the daily life context and for access the knowledge 12.1 Express the meaning and step for essay using written language accurately, fluently, and acceptable in the daily life context for narrative and review *rewrite the announcment given with their own words *make the announcement
To all passaners of Argowalu train, please get on board now. The train is going to leave in 5 minutes. Thank you.
*independent *students rewrite *creative the announcement *communicative given with their own words *students make the announcement in pairs *students make the announcement individually *curiosity *students listen the narrative text *students identify the topic *students answer the questions Narrative The story of Beauty and the Beast
2 hours
Comprehend the meaning of short functional text in narrative and review in the daily life context
8.2 Understand and *identify the topic respond the *answer the meaning of genre question text using spoken language accurately, fluently, and acceptable in the daily life context for : narrative and review 10.2 Express the meaning of genre text using written language accurately, fluently, and *retell the story listened *explain the meaning of narrative text
2 hours
10
*independent *creative
*students retell the story *students explain the meaning of narrative text
2 hours
and review accurately, fluently, and acceptable in the daily life context 11 Comprehend the meaning of genre text for narrative and review accurately, fluently, and acceptable in the daily life context and for access the knowledge Express the meaning of genre text of narrative and review in the daily life context
11.2 Respond the meaning and step for essay using written language accurately, fluently, and acceptable in the daily life context and for access the knowledge for : narrative and review 12.1 Express the meaning and step for essay using written language accurately, fluently, and acceptable in the daily life context for narrative and review
*identify parts of narative text *find the topic of the story *answer the questions
*students read the structure of narrative text *students identify parts of narrative text at the story given *students answer the questions
Narrative The story of Beauty and the Beast Generic structure : 1. Orientation 2. Complication 3. Resolution 4. Re-orientation
2 hours
12
*rewrite the story with their own words *make a narrative text
*independent *creative
2 hours
SYLLABUS UNIT II
No. SK 7 Listening Comprehend the meaning of transactional and interpersonal conversation in the daily life context
KD 7.1 respond the meaning of transactional and interpersonal(to get things done) and socialization conversation formal and informal accurately, fluently, and acceptable in the daily life context, involved the act of speaking : speculate, assess, and criticizing 9.1 Express the meaning of transactional and interpersonal conversation formal and informal accurately, fluently, and acceptable in the daily life context, involved the act of
Indicator Can predict and speculating dialogues then understand Can speculate the movie Can think assess Can think critic
Learning activity Students listening by watching movie Discus with their friends Students must speculate and predict Students think about assess and criticism
Material Speculating Expression I can only speculate that I would like to speculate on Assessing Expression I think the movie is What are awesome movie
2 hours
Speaking express the meaning of transactional and interpersonal conversation in the daily context.
Can predict and speculate dialogues then compare the expression Can share their ideas and opinions by expressing speculation
*communicative *creative
Citizen Expression The movie is totally boring What a ridiculous movie Students make a She cant stand the group rudeness Discus with their friends about movie Students must speculate and predict Students give assess and
2 hours
10
11
Listening Understanding the meaning of short functional text and monologue in the form of narrative and a review in the context of everyday life speaking Reveal the functional meaning in the text short and monologue in the form of narrative and review accurately, smoothly, and thankful in the context of everyday life Reading Understanding the meaning of texts written in the form of
speaking : speculate, assess, and critisizing. 8.1 Responding to the meaning of short functional text in the official and unofficial use a variety of oral language accurately, fluently, and acceptable in the context of everyday life 10.1 Responding to the meaning of short functional text in the official and unofficial uses of written language diversity accurately, smoothly, and thankful in the context of everyday life
Can give assess Can give critic Can identify *curiosity the letter which their listened Can process the letter which their listened Can explain the meaning which their listened Can imitate expression in the letter Can explain the meaning of letter Can pronounce the letter clearly Can share the letter *independent *creative
criticism
Students listening the dialogues about letter by tape recorder Students discus with their classmate after listened Answer the question Students make a group to share and discussing about letter text with their group Every group must have delegation to explain about letter in front of class
2 hours
Letter
2 hours
Letter
11.1 Responding to Read text letter *curiosity the meaning of short clearly by good *like reading functional text in the pronounce and official and appropriate unofficial use a grammatical
2 hours
Letter
12
narrative monologue and review accurately, smoothly, and thankful in the context of everyday life and to access knowledge Writing Reveals the meaning of the text tuls monologue / narrative form and review essays in the context of everyday life Listening Understanding the meaning of short functional text and monologue in the form of narrative and a review in the context of everyday life
variety of written language accurately, fluently, and acceptable in the context of everyday life and to access knowledge
12.1 Expressing the meaning and rhetoric step in using a variety of essays written language accurately, fluently, and acceptable in the context of everyday life in the form of narrative texts and reviews 8.2 Understand and respond to meaning in the text using a variety of monologues spoken language accurately, fluently, and acceptable in the context of everyday life in the form of review text
Can understand and can identify part of letter Can explain part of letter Can make a letter
Students make a group Share and discuss about letter Make a letter (every student)
2 hours
Letter
Can *curiosity understand about definition of review Can answer the question based on review Can recall about review which was their listened
Students listen about review movie Answer the question Recall about review movie which was their listened
2 hours
10
speaking Reveal the functional meaning in the text short and monologue in the form of narrative and review accurately, smoothly, and thankful in the context of everyday life Reading Understanding the meaning of texts written in the form of narrative monologue and review accurately, smoothly, and thankful in the context of everyday life and to access knowledge Writing Reveals the meaning of the
10.2 Expressing the meaning of the text using a variety of monologues spoken language accurately, fluently, and acceptable in the context of everyday life in the form of review text
Can answer the *independent question based *creative on review Can identify about review Can give expression from review which was their listened Can explain about definition of review Can know about rules of review Can complete the dialogues based on review Can identify about review text *like reading *curiosity
11
11.2 Responding to the meaning and rhetorical steps in the text using a variety of monologues written language accurately, fluently, and acceptable in the context of everyday life and to access knowledge
Students make a group Share and discuss about review Explain about review (every student one by one) to their group Every group must have delegation for explain to other group Read about rules of review carefully Complete the dialogues about review
2 hours
Review (RATATOUILLE)
12
12.2 Expressing the Can find many meaning and rhetoric review text on step in using a internet
*independent *creative
2 hours
text tuls monologue / narrative form and review essays in the context of everyday life
variety of essays Can identify written language about review accurately, fluently, text and acceptable in the Can make context of everyday review text life in the form of reviews texts
Students must watched some movie (if possible every student different title) Make a review text
Review (RATATOUILLE)
: Senior High School : English : XII : II : Persuading someone, encouraging, and critisizing : Listening and Speaking
Competence standard : 7. Comprehence the meaning of transactional and interpersonal conversation in the daily life context. 9. express the meaning of transactional and interpersonal conversation in the daily context. Basic competence : 7.1. Response the meaning of transactional and interpersonal (to get things done) and socialization conversation formal and informal accurately, fluently, and acceptable in the daily life context, involved the act of speaking : persuading someone, encouraging, and critisizing. 9.1. Express the meaning of transactional and interpersonal conversation formal and informal accurately, fluently, and acceptable in the daily life context, involved the act of speaking : persuading someone, encouraging, and critisizing. Indicator Listening Identify the expression of persuading someone, encouraging, and critisizing Repeat the expressions Complete the dialog :
Speaking Answer the question Make a dialog in pairs Practice the dialog
I.
Learning objective : Listening : The students are able to identify the expression of persuading someone, encouraging, and critisizing to build the students curiosity The students are able to repeat the expressions The students are able to complete the dialog
Speaking : The students are able to answer the question The students are able to make a dialog in pairs The students are able to practice the dialog
II.
Material Persuading someone : _ Dont be like that _ Would you like to... _ Can I persuade you ... ? Encouraging : _ Go on, you can do it _ No pain, no gain _ It wont hurt you to try Criticizing : _ I hope you are sorry _ Are you out of your mind? _ How could you say that ?
III.
A. Method : BKOF MOT JCOT ICOT B. Teaching and Learning Activity a. Pre activity Greeting Opening program by praying together Checking the present list Giving schema-theory b. Middle activity Listening : Teacher turns on the tape for the students Teacher asks the students to identify the certain information to build the students curiosity. Teacher asks the students to repeat the expressions Teacher gives the students uncomplete dialog Teacher asks the students to complete the dialog Speaking : Teacher gives students some questions based on dialog listened Teacher asks students doing the questions Teacher asks the students making dialog in pairs Teacher asks the students to practice the dialog
c. Post activity Teacher concludes the material that has been learnt together Teacher closes the program by praying together Greeting
IV.
Sources English for a Better Life Assesment a. Kind of assesment Written oral b. Form Objective Essay c. Instrument d. Rubrik components
V.
: Assesment Have few traces of foreign accent Always intevigible, thought one is conscious of a definite accent Pronunciation problems necessitate considerate Pronunciation listening and occasionally lead to misunderstanding Very hard to understand because of problems. Most frequently be asked to repeat Pronunciation problems so serve as to make speech virtually un-intevigible Make few noticable errors of grammar Occasionally make gramatical and word order error that to do not, however, obscure meaning Make frequent error of grammatical and word order Grammar occasionally obscure meaning Grammar and word order error make comprehension difficult Rephase sentence or testrict to basic errors in grammar Speech is as fluent as native speaker Speed of speech seems to be slightly affected by language problems Speed and fluency are rather strongly affected by Fluently language problems Usually hesitant often forced into silence by language problems Speech is as halting and fragmentacy as to make conversation virtually impossible Appear to understand everything without difficulty Understand at normal speed, although occasional Comprehension repeat may be needed Understand most of what is said at slower than
score 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3
Vocabulary
normal speed with repeat Have great difficulty following what is said. Can understand only the social conversation Can be said to understand even simple English conversation Use of vocabulary and idioms is virtually that of native speaker Sometimes use inappropriate terms Frequently use the wrong word Misuse of words and very limited vocabulary make comprehend quit difficult Vocabulary limitations is so extreme as to make conversation virtually imposible
2 1 5 4 3 2 1
Teacher
Nurul Laily
Answer key Act I 1. Why dont you try this one? 2. Come on. You can do it! 3. Why do you continue your mistakes? Act III 1. D 2. E Act IV 1. Vita persuades Zaskia 2. _Why dont you try this one?on. you can do it. _Come on. You can do it. _Why do you continue your mistakes? 3. Because he has made mistakes 4. Encouraging someone 5. Because yhe employee has mistakes in his job
STUDENT WORK SHEET UNIT I Subject : English Class/ program : XII/ Semester :2 Time Allocation : 2x45 minutes Learning objective : Listening : The students are able to identify the expression of persuading someone, encouraging, and critisizing to build the students curiosity The students are able to complete the dialog
Speaking : The students are able to answer the question The students are able to make a dialog in pairs The students are able to practice the dialog
The material of student work sheet Persuading someone : _ Dont be like that _ Would you like to... _ Can I persuade you ... ? Encouraging : _ Go on, you can do it _ No pain, no gain _ It wont hurt you to try Criticizing : _ I hope you are sorry _ Are you out of your mind? _ How could you say that ?
Activity I
What kind of expressions can you find in the dialogs? 1. Vita : Why dont you try this one? It will suit you. Zaskia : It looks good. May I open it? Vita : sure. 2. A : I will do a university entrance test tomorrow, but I doubt I can do it well. B : Come on! You can do it! A : I hope so. 3. Manager : I have spoken to you countless time about your unsatisfactory work. Why do you continue your mistakes? Employee : sorry Sir. Manager : Spare me! Im tired of your exuses.
Activity II
After you find the expressions in the dialog, repeat those expressions! 1. Why dont you try this one? 2. Come on! You can do it! 3. Why do you continue your mistakes?
Activity III
Complete these dialog with correct expressions! 1. A : hey, why do you look so sad? B : mmmm... i will have an examination and I havent studied well. A : Why havent you studied? B : My mom was sick, so I looked after her. A : ... Which one the correct expression for A? a. Im glad to hear that b. Are you out of your mind? c. Congratulation for it! d. Dont be hopeless. You can do it! e. Im sorry to hear that. 2. John : Hi Jane. Are you busy? Jane : Hi, no, Im not busy. What do you have in mind? John : Tonight, Ronald will have a party. ... Jane : Actually I hope so. But I must stay at home. Im so sorry John. John : okey, it doesnt matter Jane. Which expression that suitable to complete that dialog? a. How could you say that? b. Im glad you made it! c. Go on! You can do it! d. No pain, no gain. e. Would you like to come with me please?
Activity IV
Answer the questions below based on the dialogs in activity I 1. 2. 3. 4. 5. What can we get from the dialog number 1? What expressions that are in the dialogs? Why does the employee say sorry to the manager? What kind of expressions that is in the second dialog? Why does the manager get angry?
Activity V
Make a dialog in pairs based on the instruction given. Choose one of them! 1. Ronald persuades Jane to come with John at his party. 2. Ronald encourage John because of Johns failure in examination.
Activity VI
Competence standard : 8. Comprehend the meaning of short functional text in narrative and review in the daily life context 10. Express the meaning of short functional text in narrative and review accurately, fluently, and acceptable in the daily life context Basic competence : 8.1 Respond the meaning of short functional text formal and informal using spoken language accurately, fluently, and acceptable in the daily life context. 10.1 Respond the meaning of short functional text formal and informal using written language accurately, fluently, and acceptable in the daily life context Indicator Listening : find the topic from announcement listened identify the certain information from announcement listened Speaking : answer the questions given retell the announcement given with their own words :
I.
Learning objective : Listening : Students are able to find the topic from announcement listened Students are able to identify the certain information from announcement listened Speaking : Students are able to answer the questions given Students are able to retell the announcement given with their own words
II.
Learning material Announcement e.g of announcement listened: Attention please. To all passaners of Argowalu train, please get on board now. The train is going to leave in 5 minutes. Thank you.
III.
A. Method : BKOF MOT JCOT ICOT B. Learing activity a. Pre activity Greeting Opening program by praying together Checking the present list Giving schema-theory b. Middle activity Listening : Students listen the announcement Students find the topic from announcement listened Students identify the certain information from announcement listened Speaking : Students answer the questions given Students retell the announcement given with their own words c. Post activity Teacher concludes the material that has been learnt together Teacher closes the program by praying together Greeting
IV.
Sources Detik-detik Ujian Nasional Bahasa Inggris Assesment e. Kind of assesment Written oral f. Form Objective Essay g. Instrument
V.
h. Rubrik components
: Assesment Have few traces of foreign accent Always intevigible, thought one is conscious of a definite accent Pronunciation problems necessitate considerate Pronunciation listening and occasionally lead to misunderstanding Very hard to understand because of problems. Most frequently be asked to repeat Pronunciation problems so serve as to make speech virtually un-intevigible Make few noticable errors of grammar Occasionally make gramatical and word order error that to do not, however, obscure meaning Make frequent error of grammatical and word order Grammar occasionally obscure meaning Grammar and word order error make comprehension difficult Rephase sentence or testrict to basic errors in grammar Speech is as fluent as native speaker Speed of speech seems to be slightly affected by language problems Speed and fluency are rather strongly affected by Fluently language problems Usually hesitant often forced into silence by language problems Speech is as halting and fragmentacy as to make conversation virtually impossible Appear to understand everything without difficulty Understand at normal speed, although occasional Comprehension repeat may be needed Understand most of what is said at slower than normal speed with repeat Have great difficulty following what is said. Can understand only the social conversation Can be said to understand even simple English conversation Use of vocabulary and idioms is virtually that of native speaker Vocabulary Sometimes use inappropriate terms Frequently use the wrong word Misuse of words and very limited vocabulary make comprehend quit difficult Vocabulary limitations is so extreme as to make conversation virtually imposible
score 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1
Teacher
Nurul Laily
STUDENT WORK SHEET UNIT I Subject : English Class/ program : XII/ Semester :2 Time Allocation : 2x45 minutes Learning objective : Listening : Students are able to find the topic from announcement listened Students are able to identify the certain information from announcement listened Speaking : Students are able to answer the questions given Students are able to retell the announcement given with their own words The material of students work sheet Announcement e.g of announcement listened: Attention please. To all passaners of Argowalu train, please get on board now. The train is going to leave in 5 minutes. Thank you. Activity 1 Activity 2 Activity 3 Listen this announcement carefully! Find the topic from announcement you have just listened! Identify the certain information
Competence standard :11. Comprehend the meaning of genre text for narrative and review accurately, fluently, and acceptable in the daily life context and for access the knowledge 12.Express the meaning of genre text of narrative and review in the daily life context Basic competence : 11.1 Respond the meaning of short functional text formal and informal using written language accurately, fluently, and acceptable in the daily life context and for access the knowledge 12.1 Express the meaning and step for essay using written language accurately, fluently, and acceptable in the daily life context for narrative and review. Indicator :
Competence standard : 8 Comprehend the meaning of short functional text in narrative and review in the daily life context 10Express the meaning of short functional text in narrative and review accurately, fluently, and acceptable in the daily life context Basic competence : 8.2 Understand and respond the meaning of genre text using spoken language accurately, fluently, and acceptable in the daily life context for : narrative and review 10.2 Express the meaning of genre text using written language accurately, fluently, and acceptable in the daily life context for : narrative and review Indicator :
Competence standard : 11. Comprehend the meaning of genre text for narrative and review accurately, fluently, and acceptable in the daily life context and for access the knowledge 12. Express the meaning of genre text of narrative and review in the daily life context Basic competence : 11.2 Respond the meaning and step for essay using written language accurately, fluently, and acceptable in the daily life context and for access the knowledge for : narrative and review 12.1 Express the meaning and step for essay using written language accurately, fluently, and acceptable in the daily life context for narrative and review Indicator :
: Senior High School : English : XII : II : Expression of assessing, criticism and speculating : Listening and Speaking
Competence standard : 7. Comprehence the meaning of transactional and interpersonal conversation in the daily life context. 9. express the meaning of transactional and interpersonal conversation in the daily context. Basic competence : 7.1. Response the meaning of transactional and interpersonal (to get things done) and socialization conversation formal and informal accurately, fluently, and acceptable in the daily life context, involved the act of speaking : persuading someone, encouraging, and critisizing. 9.1. Express the meaning of transactional and interpersonal conversation formal and informal accurately, fluently, and acceptable in the daily life context, involved the act of speaking : persuading someone, encouraging, and critisizing. Indicator Listening Predict and speculate dialogues then understand it Speculate the movie Think assess and criticism :
Speaking Predict and speculate the dialogues then compare the expression Share their ideas and opinions by expressing speculation Give assess and criticism
VI.
Learning objective : Listening : Students listening by watching movie Discus with their friends Students must speculate and predict Students think about assess and criticism
Speaking : VII. Material Speculating Expression I can only speculate that I would like to speculate on Assessing Expression I think the movie is What are awesome movie Citizen Expression The movie is totally boring What a ridiculous movie She cant stand the rudeness VIII. A. Method : BKOF MOT JCOT ICOT B. Teaching and Learning Activity d. Pre activity Greeting Opening program by praying together Checking the present list Giving schema-theory e. Middle activity Listening : Teacher turns on the TV + DVD for clip movie for the students Teacher asks the students to identify the certain information Teacher asks the students to repeat the expressions Teacher gives the students uncomplete dialog Teacher asks the students to complete the dialog Speaking : Teacher invite students to make a group Teacher let students to discuss about clip movie Teacher asks students doing the questions Teacher asks the students making dialog in pairs Teacher asks the students to practice the dialog Students make a group Discus with their friends about movie Students must speculate and predict Students give assess and criticism
f. Post activity Teacher concludes the material that has been learnt together Teacher closes the program by praying together Greeting
IX.
Sources Interlanguage Science and Social Study Programme Assesment i. Kind of assesment Written oral j. Form Objective Essay k. Instrument l. Rubrik components
X.
: Assesment Have few traces of foreign accent Always intevigible, thought one is conscious of a definite accent Pronunciation problems necessitate considerate Pronunciation listening and occasionally lead to misunderstanding Very hard to understand because of problems. Most frequently be asked to repeat Pronunciation problems so serve as to make speech virtually un-intevigible Make few noticable errors of grammar Occasionally make gramatical and word order error that to do not, however, obscure meaning Make frequent error of grammatical and word order Grammar occasionally obscure meaning Grammar and word order error make comprehension difficult Rephase sentence or testrict to basic errors in grammar Speech is as fluent as native speaker Speed of speech seems to be slightly affected by language problems Speed and fluency are rather strongly affected by Fluently language problems Usually hesitant often forced into silence by language problems Speech is as halting and fragmentacy as to make conversation virtually impossible Appear to understand everything without difficulty Understand at normal speed, although occasional Comprehension repeat may be needed Understand most of what is said at slower than
score 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3
Vocabulary
normal speed with repeat Have great difficulty following what is said. Can understand only the social conversation Can be said to understand even simple English conversation Use of vocabulary and idioms is virtually that of native speaker Sometimes use inappropriate terms Frequently use the wrong word Misuse of words and very limited vocabulary make comprehend quit difficult Vocabulary limitations is so extreme as to make conversation virtually imposible
2 1 5 4 3 2 1
Teacher
Muhammad Ikbal
Answer key
STUDENT WORK SHEET UNIT II Subject : English Class/ program : XII/ Semester :2 Time Allocation : 2x45 minutes Learning objective : Listening : The students are able to predict and speculate dialogues and understand The students are able to speculate the movie The students are able to think assess The students are able to think criticism
Speaking : The students are able to predict and speculate dialogues then compare the expression The students are able to share their ideas and opinions by expressing speculate The students are able to give assess The students are able to give criticism
The material of student work sheet Speculating Expression I can only speculate that I would like to speculate on Assessing Expression I think the movie is What are awesome movie Citizen Expression The movie is totally boring What a ridiculous movie She cant stand the rudeness
Activity I *Express your prediction and speculation in the dialogues below. Then compare your expressions with your classmates 4. A : How would you predict Indonesian film in the future? B : ___________________________________________ 5. A : ___________________________________________ B : Some movie reviewers speculate about the horror theme which no longer attracts audience. 6. A : ___________________________________________ B : I disagree with your speculation. I think comedy movies will be most audiences favorite.
4. A B 5. A B Activity II
: Can you predict what kind of movie will be mostly watched? : ________________________________________________ : ________________________________________________ : Yeah, I think I agree with your prediction.
*Have you watched those four movies are DIE HARD 4, PULAU HANTU, GET MARRIED and BEOWULF? If so, assess them by using expressions discussed in the language point. If you havent, list four movies you have ever watched, and assess them. MOVIES DIE HARD 4 PULAU HANTU GET MARRIED BEOWULF Activity III *Work in pairs. Think of a controversial movie you both have ever seen. Then, compare the unfinished dialogue below. Express your assessment or criticism of the movie by following the points. Finally, act out the dialogue with your partner. Points: Compare the movie with others of its kind (optional) Assess the movie on the theme, the story, the actors and actress, special effects etc. Student A : Have you seen ____________(title of the controversial movie)______? Student B : Yeah I have. Student A : What do you think about the movie? Student B : _____________(assessing)_________________ Student A : _____________(assessing)_________________ Student B : _____________(criticizing)________________ Student A : _____________(criticizing)________________ My Personal assessment of:
Activity IV *Listen attentively to a radio programed telling a review on a movie about friendship and answer the questions. The listening script is in the Appendix. The following words may help you. Massive [msiv] (ks) Ode [d] (kb) Behold [bhld] (kkt) : Sangat besar : Kisah : Melihat
Wonderment [wndmnt] (kb) : Keheranan Eccentric [ksentrk] (ks) 1. What is the title of the movie? 2. The questions about the movie: Who is Will? What are forbidden activities for Will? Who is the naughty but lovely boy? What happened to Bill after he met Lee Carter? Refer to the picture and decide which one is Bill and which is Lee Carter. : Aneh
3. What does the movie present? 4. How did the reviewer describe an ode of friendship in the movie? 5. What is predicted about movies on friendship? 6. How did the reviewer speculate about the audiences responses?
Activity V *Study the pictures of Indonesian horror movies below. With your partner, share your ideas and opinions on Indonesian fi lms illustrated in the boxes by expressing your prediction and speculation.
Nowadays, people are crazy about horror movies. Ghost becomes the most attention grabbing theme for Indonesian directors to make films
Competence standard : 8. Understanding the meaning of short functional text and monologue in the form of narrative and a review in the context of everyday life 10. Reveal the functional meaning in the text short and monologue in the form of narrative and review accurately, smoothly, and thankful in the context of everyday life Basic competence : 8.1. Responding to the meaning of short functional text in the official and unofficial use a variety of oral language accurately, fluently, and acceptable in the context of everyday life 10.1. Responding to the meaning of short functional text in the official and unofficial uses of written language diversity accurately, smoothly, and thankful in the context of everyday life . Indicator Listening Identify letter which their listened Process the letter which their listened Explain the meaning of letter :
Speaking Explain the meaning of letter Pronounce clearly text of letter Share a letter
XI.
Learning objective : Listening : Students listening the dialogues about letter/message by tape recorder Students discuss with their classmates after listened
Speaking : Students make a group Share and discuss with their group about letter Every group have delegation to explain about letter to other group in front of class
XII.
Material Letter
XIII.
A. Method : BKOF MOT JCOT ICOT B. Teaching and Learning Activity g. Pre activity Greeting Opening program by praying together Checking the present list Giving schema-theory h. Middle activity Listening : Teacher turns on the tape for the students Teacher asks the students to identify the certain information Teacher asks the students to repeat the expressions Teacher gives the students uncomplete dialog Teacher asks the students to complete the dialog Speaking : Teacher gives students some questions based on dialog listened Teacher asks students doing the questions Teacher asks the students making dialog in pairs Teacher asks the students to practice the dialog
i. Post activity Teacher concludes the material that has been learnt together Teacher closes the program by praying together Greeting
XIV. Sources Interlanguage Science and Social Study Programme XV. Assesment m. Kind of assesment Written
: Assesment Have few traces of foreign accent Always intevigible, thought one is conscious of a definite accent Pronunciation problems necessitate considerate Pronunciation listening and occasionally lead to misunderstanding Very hard to understand because of problems. Most frequently be asked to repeat Pronunciation problems so serve as to make speech virtually un-intevigible Make few noticable errors of grammar Occasionally make gramatical and word order error that to do not, however, obscure meaning Make frequent error of grammatical and word order Grammar occasionally obscure meaning Grammar and word order error make comprehension difficult Rephase sentence or testrict to basic errors in grammar Speech is as fluent as native speaker Speed of speech seems to be slightly affected by language problems Speed and fluency are rather strongly affected by Fluently language problems Usually hesitant often forced into silence by language problems Speech is as halting and fragmentacy as to make conversation virtually impossible Appear to understand everything without difficulty Understand at normal speed, although occasional Comprehension repeat may be needed Understand most of what is said at slower than normal speed with repeat Have great difficulty following what is said. Can understand only the social conversation Can be said to understand even simple English conversation Use of vocabulary and idioms is virtually that of native speaker Vocabulary Sometimes use inappropriate terms Frequently use the wrong word Misuse of words and very limited vocabulary make comprehend quit difficult Vocabulary limitations is so extreme as to make conversation virtually imposible
score 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1
Teacher
Muhammad Ikbal
Answer key Act I 4. 5. 6. Act III 3. 4. Act IV 6. Vita persuades Zaskia 7. _Why dont you try this one?on. you can do it. _Come on. You can do it. _Why do you continue your mistakes? 8. Because he has made mistakes 9. Encouraging someone 10. Because yhe employee has mistakes in his job
Competence standard : 11. Understanding the meaning of texts written in the form of narrative monologue and review accurately, smoothly, and thankful in the context of everyday life and to access knowledge 12. Reveals the meaning of the text written monologue / narrative form and review essays in the context of everyday life Basic competence : 11.1 Responding to the meaning of short functional text in the official and unofficial use a variety of written language accurately, fluently, and acceptable in the context of everyday life and to access knowledge 12.1 Expressing the meaning and rhetoric step in using a variety of essays written language accurately, fluently, and acceptable in the context of everyday life in the form of narrative texts and reviews
Indicator Reading
Read text message/letter clearly by good pronounce and appropriate grammatical Answer the question
Writing Understand about part of message/letter Identify part of message/letter Explain part of message/letter Make a letter
XVI. Learning objective : Reading: Students read text message by good pronounce Other students listen it Answer the question
Writing: Students make a group Share and discuss about message/letter Make a letter (for every student)
XVII. Material Letter XVIII. A. Method : BKOF MOT JCOT ICOT B. Teaching and Learning Activity j. Pre activity Greeting Opening program by praying together Checking the present list Giving schema-theory k. Middle activity Reading: Teacher gives students a material/example of letter Teacher asks the students to identify the certain information Teacher asks the students to repeat the expressions Teacher gives the students uncomplete dialog Teacher asks the students to complete the dialog Writing: Teacher invite students to make a group Teacher asks students to discuss Teacher asks students to share Teacher asks the students to make a letter
l. Post activity Teacher concludes the material that has been learnt together Teacher closes the program by praying together Greeting
XIX. Sources Interlanguage Science and Social Study Programme XX. Assesment q. Kind of assesment Written oral r. Form
: Assesment Have few traces of foreign accent Always intevigible, thought one is conscious of a definite accent Pronunciation problems necessitate considerate Pronunciation listening and occasionally lead to misunderstanding Very hard to understand because of problems. Most frequently be asked to repeat Pronunciation problems so serve as to make speech virtually un-intevigible Make few noticable errors of grammar Occasionally make gramatical and word order error that to do not, however, obscure meaning Make frequent error of grammatical and word order Grammar occasionally obscure meaning Grammar and word order error make comprehension difficult Rephase sentence or testrict to basic errors in grammar Speech is as fluent as native speaker Speed of speech seems to be slightly affected by language problems Speed and fluency are rather strongly affected by Fluently language problems Usually hesitant often forced into silence by language problems Speech is as halting and fragmentacy as to make conversation virtually impossible Appear to understand everything without difficulty Understand at normal speed, although occasional Comprehension repeat may be needed Understand most of what is said at slower than normal speed with repeat Have great difficulty following what is said. Can understand only the social conversation Can be said to understand even simple English conversation Use of vocabulary and idioms is virtually that of native speaker Vocabulary Sometimes use inappropriate terms Frequently use the wrong word Misuse of words and very limited vocabulary make comprehend quit difficult Vocabulary limitations is so extreme as to make conversation virtually imposible
score 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1
Teacher
Muhammad Ikbal
Answer key Act I 7. 8. 9. Act III 5. 6. Act IV 11. Vita persuades Zaskia 12. _Why dont you try this one?on. you can do it. _Come on. You can do it. _Why do you continue your mistakes? 13. Because he has made mistakes 14. Encouraging someone 15. Because yhe employee has mistakes in his job
Competence standard : 8. Understanding the meaning of short functional text and monologue in the form of narrative and a review in the context of everyday life 10. Reveal the functional meaning in the text short and monologue in the form of narrative and review accurately, smoothly, and thankful in the context of everyday life
Basic competence
: 8.2. Understand and respond to meaning in the text using a variety of monologues spoken language accurately, fluently, and acceptable in the context of everyday life in the form of narrative text 10.2. Expressing the meaning of the text using a variety of monologues spoken language accurately, fluently, and acceptable in the context of everyday life in the form of narrative text
Indicator Listening
Understand about definition of review Answer the question based on review Recall about review which was their listened
Speaking Answer the question based on review Identify about review Give expression from review which was their listened Explain definition of review
XXI. Learning objective : Listening : Students listened while watching review movie
Answer the question Recall about review which was their listened
Speaking : XXII. Material Review (GET MARRIED) XXIII. A. Method : BKOF MOT JCOT ICOT B. Teaching and Learning Activity m. Pre activity Greeting Opening program by praying together Checking the present list Giving schema-theory n. Middle activity Listening : Teacher turns on the TV + DVD for watch movie review Teacher asks the students to identify the certain information Teacher asks the students to repeat the expressions Teacher gives the students uncomplete dialog Teacher asks the students to complete the dialog Speaking : Teacher invite students to make a group Teacher asks students to discuss and share Teacher asks the students explain to their group Teacher asks delegation of group to explain to other group Students make a group Students share and discuss about review with their group Students explain about review with their group Every group have delegation to explain to other group
o. Post activity Teacher concludes the material that has been learnt together Teacher closes the program by praying together Greeting
XXV. Assesment u. Kind of assesment Written oral v. Form Objective Essay w. Instrument x. Rubrik components
: Assesment Have few traces of foreign accent Always intevigible, thought one is conscious of a definite accent Pronunciation problems necessitate considerate Pronunciation listening and occasionally lead to misunderstanding Very hard to understand because of problems. Most frequently be asked to repeat Pronunciation problems so serve as to make speech virtually un-intevigible Make few noticable errors of grammar Occasionally make gramatical and word order error that to do not, however, obscure meaning Make frequent error of grammatical and word order Grammar occasionally obscure meaning Grammar and word order error make comprehension difficult Rephase sentence or testrict to basic errors in grammar Speech is as fluent as native speaker Speed of speech seems to be slightly affected by language problems Speed and fluency are rather strongly affected by Fluently language problems Usually hesitant often forced into silence by language problems Speech is as halting and fragmentacy as to make conversation virtually impossible Appear to understand everything without difficulty Understand at normal speed, although occasional Comprehension repeat may be needed Understand most of what is said at slower than normal speed with repeat Have great difficulty following what is said. Can understand only the social conversation Can be said to understand even simple English conversation Use of vocabulary and idioms is virtually that of native speaker Vocabulary Sometimes use inappropriate terms Frequently use the wrong word Misuse of words and very limited vocabulary make comprehend quit difficult
score 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2
Teacher
Muhammad Ikbal
Answer key Act I 10. 11. 12. Act III 7. 8. Act IV 16. Vita persuades Zaskia 17. _Why dont you try this one?on. you can do it. _Come on. You can do it. _Why do you continue your mistakes? 18. Because he has made mistakes 19. Encouraging someone 20. Because yhe employee has mistakes in his job
Competence standard : 11. Understanding the meaning of texts written in the form of narrative monologue and review accurately, smoothly, and thankful in the context of everyday life and to access knowledge 12. Reveals the meaning of the text written monologue / narrative form and review essays in the context of everyday life . Basic competence : 11.2. Responding to the meaning and rhetorical steps in the text using a variety of monologues written language accurately, fluently, and acceptable in the context of everyday life and to access knowledge 12.1 Expressing the meaning and rhetoric step in using a variety of essays written language accurately, fluently, and acceptable in the context of everyday life in the form of narrative texts and reviews Indicator Reading Can know about rules of review Can complete the dialogues based on review Can identify about review text :
Writing Can find many review text on internet Can identify about review text Can make a review text
XXVI. Learning objective : Reading: Read about rules of review carefully Complete the dialogues about review
Speaking : XXVII. Students must online to the internet before Students must find review movie Students watched movie Students make a review movie
XXVIII.
A. Method : BKOF MOT JCOT ICOT B. Teaching and Learning Activity p. Pre activity Greeting Opening program by praying together Checking the present list Giving schema-theory q. Middle activity Reading: Teacher give rules of review to students Teacher asks the students to read the rules Teacher asks the students to memorize the rules Teacher gives the students uncomplete dialog Teacher asks the students to complete the dialog Speaking : Teacher asks students to online before Teacher asks students to watched movie before Teacher asks the students to find example of review movie Teacher asks the students to make a review text
r. Post activity Teacher concludes the material that has been learnt together Teacher closes the program by praying together Greeting
XXIX. Sources Interlanguage Science and Social Study Programme XXX. Assesment
y. Kind of assesment Written oral z. Form Objective Essay aa. Instrument bb. Rubrik components
: assesment Have few traces of foreign accent Always intevigible, thought one is conscious of a definite accent Pronunciation problems necessitate considerate Pronunciation listening and occasionally lead to misunderstanding Very hard to understand because of problems. Most frequently be asked to repeat Pronunciation problems so serve as to make speech virtually un-intevigible Make few noticable errors of grammar Occasionally make gramatical and word order error that to do not, however, obscure meaning Make frequent error of grammatical and word order Grammar occasionally obscure meaning Grammar and word order error make comprehension difficult Rephase sentence or testrict to basic errors in grammar Speech is as fluent as native speaker Speed of speech seems to be slightly affected by language problems Speed and fluency are rather strongly affected by Fluently language problems Usually hesitant often forced into silence by language problems Speech is as halting and fragmentacy as to make conversation virtually impossible Appear to understand everything without difficulty Understand at normal speed, although occasional Comprehension repeat may be needed Understand most of what is said at slower than normal speed with repeat Have great difficulty following what is said. Can understand only the social conversation Can be said to understand even simple English conversation Use of vocabulary and idioms is virtually that of native speaker Vocabulary Sometimes use inappropriate terms Frequently use the wrong word Misuse of words and very limited vocabulary make comprehend quit difficult Vocabulary limitations is so extreme as to make conversation virtually imposible
score 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1
Teacher
Muhammad Ikbal
Answer key Act I 13. 14. 15. Act III 9. 10. Act IV 21. Vita persuades Zaskia 22. _Why dont you try this one?on. you can do it. _Come on. You can do it. _Why do you continue your mistakes? 23. Because he has made mistakes 24. Encouraging someone 25. Because yhe employee has mistakes in his job