the lesson plan

LESSON PLANMata Pelajaran : Bahasa InggrisKelas/Semester : X/I (Gasal)Waktu : 2X45 menitPertemuan : 1

1. Standar KompetensiMendengarkan : 1. Memahami makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hariBerbicara: 3. Mengungkapkan makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari.

2. .Kompetensi Dasar1.1 Merespon makna yang terdapat dalam percakapan transaksional ( to get things done) dan interpersonal

(bersosialisasi) resmi dan tak resmi yang menggunakan ragam bahasa lisan sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur; berkenalan, bertemu/berpisah, menyetujui ajakan/tawaran/undangan, menerima janji, dan membatalkan janji.

3.1 Mengungkapkan makna yang terdapat dalam percakapan transaksional ( to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi yang menggunakan ragam bahasa lisan sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur; berkenalan, bertemu/berpisah, menyetujui ajakan/tawaran/undangan, menerima janji, dan membatalkan janji.

3. Indikator Pencapaian Siswa mampu menulis makna tindak tutur berkenalan Siswa mampu merespon tindak tutur berkenalan Siswa mampu menghapal tindak tutur berkenalan Siswa mampu mencontohkan percakapan interpersonal

4. Proses Pembelajarana. Kegiatan Awal : 10 menit

Guru memperkenalkan diri kepada siswadengan menggunakan bahasa perkenalan yang simpel. Guru memanggil nama siswa satu persatu sambil menanyakan beberapa pertanyaan pendek. Guru mengarahkan siswa untuk mengingat kembali Introduction di dalam bahasa Inggris.

b. Kegiatan Inti : 70 menit Siswa dijelaskan tentang berbagai jenis cara berkenalan. Siswa mengisi dialog rumpang dengan jawaban mereka sendiri untuk beberapa dialog yang dibaca oleh guru Siswa mengumpulkan hasil kerja mereka. Siswa membuat dialog yang berisi perkenalan dengan teman sebangkunya Siswa memperagakan hasil kerja mereka secara lisan di depan kelas Siswa mengumpulkan hasil kerja mereka. Siswa membuat Monolog Introduction tentang diri mereka sendiri Siswa mengumpulkan hasil kerja mereka.

c. Kegiatan Akhir : 10 menit Guru membantu siswa membuat kesimpulan untuk materi pelajaran hari itu. Guru menanyakan respon siswa tentang kegiatan belajar mengajar hari itu. Guru membantu siswa menyimpulkan pelajaran hari itu.

5. Materi PelajaranEkspresi tindak tutur berkenalan

6. Evaluasi Tugas tertulis secara individual : kognitif Partisipasi aktif siswa di kelas : afektif Peragaan dialog : psikomotor

7. Sumber Grace, Eudia dan Th. M. Sudarwati. 2006. Look a Head- An English Course for Senior High School Students Year X.

Jakarta:Erlangga. M.,Bachtiar Bima, Cicik Kurniawati dan Marta Yuliani. 2009. Bahasa Inggris untuk SMA dan MA.Klaten:PT Intan

Pariwara.

Mengetahui Punggur,

Kepala SMAN 1 Punggur Guru Mata Pelajaran

Drs. I MADE SUKERTE SUCI LESTARI, S.SNIP 19620907 198403 1 004 NIP 19770405 200604 2 020

LESSON

Inroduction

How do you greet other people? Good morning/afternoon/evening Hello Rio Hello, Vita. How are you? Not bad, thanks. And you?

How do you introduce yourself? Mr. Rahadian. I’m Vita Kusumawardani, a new

student How do you do? Hello, I’m David Copperfield. How do you do? I’m Julie Anderson. Hello, my name is Peter Woworuntu. I’m Sue Washington. Pleased to meet you. Hi, I’m Mike. What’s your name?

Hi, I’m James, but everyone calls me Jim.

How do you introduce other people? I’d like to introduce Patricia Murphy. How do you do? I’d like you to meet Vita Kusumawardani. Nice to meet you Nice to meet you too.

How do you close or end your conversation? Well, I should be going. Good bye I’m sorry, but I have to go now. Take care. Bye-bye Bye

Hello.

WORK SHEET

Formal GreetingFormal Greeting

Good morning (until about lunch time, or before 12 a.m.)Good afternoon (12-6 p.m.)Good evening (until about 9 p.m.)Good morning, Sir.

Note : Do not use “Good day”, except in Australia.

Informal GreetingInformal Greeting

Hi, LizzyMorning, Jim!Hello.

Initial GreetingInitial Greeting

Initial GreetingHow are you?How’s it going?How are you doing?How’s life?

Responding to initial greetingResponding to initial greeting

Very well, thank you and how are you?I’m good/okay/alrightVery well, thank you.Oh, preety good.Not to bad, thanks.Fine, thanks.Excellent.

Pre-closingPre-closing

Ok, then….I’ve got to go nowSo. I’ll see you next weekI think I’d better be going now.Well, It’s time for me to leaveI think it’s already late at nightI must be going home

Closing/leave taking:Closing/leave taking:

Goodbye (formal/informal)Bye-bye; Bye now; See you. Take care.See you later ____ FineSee you soon ____ OKSee you tonight _____ All rightGood night (after 8 p.m. or retiring to bed)

Note : Do not use “Good evening “ for leave taking. Use “Good noght”.

A. Listen to your teacher. Response her dialogue.1. Teacher : Good Morning.

Students : _____________________2. Teacher : My name is Lisa.

Students : _________________________3. Teacher : I’d like you to met my cousin, Leo.

Students : ________________________4. Teacher : Nice to meet you.

Students : _________________________5. Teacher : Well, I have to go now.

Students : _________________________

B. Listen to your teacher. Complete the dialogue.

1. Vita : Good morning, Mr Rahadian.Mr. Rahadian : ________( a)____________Vita : Mr. Rahadian, _____( b )_______, a new student.Mr. Rahadian : How do you do?Vita : __________( c )____________

How do you do. It’s nice to meet you.Mr. Rahadian : __________( d )_____________, Vita.

2. Vita : _______( a )_________ . Can I sit beside you?Rosa : Sure, I’m Rosa, but ______( b )________ me, Ros.Vita : Nice to meet you, Ros.Rosa : Nice to meet you too, Vita.

3. Vita : Hello, Mom! I’m home.Mrs. Chandra : Is that you, Vita?Vita : Yes, Mom. I’ve brought home, a new friend. Rosa, ________( a )___________Rosa : How do you do, Mrs. Chandra?Mrs. Chandra: ______( b )_________Rosa : But sorry _______( c )__________. See you later Mrs. Chandra.Mrs. Chandra: _______( d )________

C. Work in Groups of three or Two Students. If you work in group of two, Introduce yourselves to each other. If you work in group of three, Introduce your friend to the other one

D. Make a Monolog Introduction of YourselfIntroduce yourself in front of your friends. Tell everything that you think they are appropriate to tell. Pretend as if your classmates had not known you before.

LESSON PLANMata Pelajaran : Bahasa Inggris

Kelas/Semester : X/I (Gasal)Waktu : 2X45 menitPertemuan : 2

1. Standar KompetensiMendengarkan : 1. Memahami makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari.Berbicara: 3. Mengungkapkan makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari.

2. Kompetensi Dasar1.2 Merespon makna yang terdapat dalam percakapan transaksional ( to get things done) dan interpersonal

(bersosialisasi) resmi dan tak resmi yang menggunakan ragam bahasa lisan sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur; mengungkapkan perasaan bahagia, menunjukkan perhatian, menunjukkan perhatian, menunjukkan simpati, dan memberi instruksi.

3.2 Mengungkapkan makna yang terdapat dalam percakapan transaksional ( to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi yang menggunakan ragam bahasa lisan sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur; mengungkapkan perasaan bahagia, menunjukkan perhatian, menunjukkan perhatian, menunjukkan simpati, dan member instruksi.

3. Indikator Pencapaian Siswa mampu mengulang makna tindak tutur mengungkapkan perasaan bahagia Siswa mampu merespon tindak tutur mengungkapkan perasaan bahagia Siswa mampu mencontohkan tindak tutur mengungkapkan perasaan bahagia


Guru mengecek presensi siswa Guru menenyakan kepada siswa berkaitan dengan materi pertemuan sebelumnya.

b. Kegiatan Inti : 70 menit Guru memperdengarkan sebuah dialog yang memiliki Expression of Happiness. Guru meminta salah satu siswa menceritakan tentang inti dari dialog yang telah diperdengarkan Guru bertanya kepada siswa ekspresi apa yang diungkapkan speaker dalam dialog tersebut, yang digunakan

untuk menunjukkan rasa bahagia. Guru bertanya kepada siswa contoh ekspresi lain yang bisa digunakan untuk menyatakan rasa bahagia. Guru membantu siswa untuk memahami fungsi dan ungkapan-ungkapan rasa bahagia. Guru meminta siswa untuk menulis kembali Expressions of Happiness yang dibacakan oleh guru Guru meminta siswa mengisi dialog rumpang dengan jawaban mereka sendiri untuk beberapa dialog yang dibaca

oleh guru Guru meminta kepada siswa untuk mengumpulkan hasil kerja mereka. Guru meminta siswa membuat dialog yang berisi Expressions of Happiness dengan teman sebangkunya Guru meminta kepada siswa untuk mengumpulkan hasil diskusi mereka dan meminta beberapa kelompok untuk

memperagakan dialog yang telah mereka buat ke depan kelas.c. Kegiatan Akhir : 10 menit

Guru membantu siswa membuat kesimpulan untuk materi pelajaran hari itu. Guru menanyakan respon siswa tentang kegiatan belajar mengajar hari itu. Guru membantu siswa menyimpulkan pelajaran hari itu.

5. Materi PelajaranExpression of happiness

6. Evaluasi Tugas tertulis secara individual : kognitif Partisipasi aktif siswa di kelas : afektif Memperagakan dialog : psikomotor

7. Sumber Grace, Eudia dan Th. M. Sudarwati. 2006. Look a Head- An English Course for Senior High School Students Year

X. Jakarta:Erlangga. M.,Bachtiar Bima, Cicik Kurniawati dan Marta Yuliani. 2009. Bahasa Inggris untuk SMA dan MA.Klaten:PT Intan

Pariwara..

Mengetahui Punggur,



LESSON

A. The read dialogue

The Presenter : Congratulations, Ma’am! You’re the first winner and you deserve fifty million rupiah.The winner : Am I? Thank you very much.The presenter : How do you feel, Ma’am?The presenter : It really gives me great pleasure! I’m so happy

B. The oral questions given to the students.1. What usually makes you happy?2. What will you say to express your happy feeling?

C. Expressing Happiness

Expressions of happiness are used to express someone’s happiness/pleasure.

WORK SHEETDictation.

A. Listen to your teacher. Write the sentence you have heard.

1. I’m happy for you2. I can’t tell you how delighted I am.3. That’s surely great! I won’t miss it.4. I’m feeling so exited to receive the invitation.5. What a marvelous house I’ve ever visit.

B. Listen to your teacher. Complete the dialogs based on what you have heard.

Dialog 1:Mirna : Lisa, I heard you will go to Singapura next holiday.Lisa : Yeah, I will.Mirna : (1) How lucky you are!Lisa : I am. You know, I have an uncle who lives there. Last week he called and invited me to spend my holiday there.Mirna : How do you feel?Lisa : Of course, (2) I am so excited. Till now, I still can’t believe that I’m going to Singapore.Mirna : Well (3)vI’m happy for you.Lisa : Thank you.

C. Work in Groups of Two Students.Make a dialog which consists of some expressions of happiness.

LESSON PLANMata Pelajaran : Bahasa InggrisKelas/Semester : X/I (Gasal)

FormalFormal

InformalInformalOh, I’m so happyI can’t say how pleased I am.I’m really happy (delighted)I’m happy to hear that.I’m very pleased with the news.I’m very pleased/delighted about it.It gives me great pleasure.I had a splendid time thereWhat a marvelous place I’ve ever seenIt’s a sensational tripIt’s an outstanding adventureetc

Great!Exciting!Fantastic!Super!Terrific!Smashing! (British English)Hey, that’s terrific/great.

Waktu : 2X45 menitPertemuan : 3

1. Standar KompetensiMendengarkan : 2. Memahami makna teks fungsional pendek dan teks monolog sederhana berbentuk recount, narrative dan

procedure dalam konteks kehidupan sehari-hari 2. Kompetensi Dasar

2.2 Merespon makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks; recount, narrative, dan procedure

3. Indikator Pencapaian Siswa mampu menyimpulkan main idea dari teks yang didengar Siswa mampu menulis tokoh dari cerita yang didengar Siswa mampu menentukan urutan peristiwa dalam teks Siswa mampu mengemukakan kejadian dalam teks yang didengar Siswa mampu menjelaskan tujuan komunikasi teks yang didengar


Guru mengecek presensi siswa Guru menanyakan kepada siswa berkaitan dengan materi pertemuan sebelumnya.

b. Kegiatan Inti : 70 menit Guru menanyakan beberapa pertanyaan tentang masa lalu siswa. Guru meminta salah satu siswa untuk menceritakannya di dalam bahasa Indonesia. Guru mengajak siswa untuk mengingat kembali pelajaran di SMP yaitu jenis text yang isinya sejenis dengan

cerita yang baru saja diceritakan yaitu, Recount Text. Guru membacakan sebuah teks dan meminta siswa untuk mendengarkan baik-baik . Teks dibacakan perlahan-

lahan. Guru meminta siswa untuk mencatat kata-kata yang sulit diartikan Guru membantu siswa mengartikan kata-kata sulit yang telah siswa catat. Guru membacakan kembali teks tersebut dan meminta siswa untuk menjawab beberapa pertanyaan berdasarkan

text yang dibacakan tersebut. Teks dibacakan dua kali dangan kecepatan sedang. Guru membantu siswa untuk mencari jawaban yang benar dan meminta siswa untuk memeriksa hasil pekerjaan

mereka. Guru meminta siswa untuk mengumpulkan hasil pekerjaan mereka.


5. Materi PelajaranRecount Text

6. Evaluasi Tugas tertulis secara individual : kognitif Partisipasi aktif siswa di kelas : afektif



Pariwara.

Mengetahui Punggur,



LESSON

RECOUNTS

Purpose : To tell the readers what happened in the past through a sequence of events.

Text Organization Personal Recounts : Orientation

(who were involved in the story, when, and where) Events

(tell what happened in a chronological order) Evaluation

(comments of the writer/speaker about the experience) Re-Orientation (optional)

(the conclusion of the experience)

Factual Recounts : Orientation

(who were involved in the story, when, and where) Events

(tell what happened in a chronological order)

A. The Oral Question1. Have you ever gone to some places?2. Which place is the most interesting one for you?3. What did you do there?4. Where is it?5. How was the journey to go there?6. Ok, tell to your friends about it in Indonesian!

B. Listen the Text Read by Your Teacher Carefully and Note the Difficult Worlds.

I joined the Traditional Dance Competition in Jakarta last year. I represented my senior high school. It was my biggest competition. I had practiced hard with my teacher for a month. We had also prepared the best costume we had.

We only had one day in Jakarta. We went there by plane. We left at 6 a.m. and arrived in Jakarta at 7.a.m. We took a taxi to take us to the place where the competition was held. It took an hour to get there. There were already some participants when we arrived. The competition would start in two hours.

First, my teacher and I went to the dressing room. My teacher helped me do the make-up and the costume. We spent almost an hour for the preparation. I told my teacher that I was really nervous. I was not ready for this. However, she told me that everything would be alright, and I felt better.

Then, the time came for me to perform on stage. There were five judges and about two hundred people watching me. However, I did not feel nervous anymore. I performed on the stage confidently. I really did the best I could. I was glad when it ended smoothly. After that, we waited for the announcement of the result.

It was 4. p.m. when the judges finished making their final decision. I was so impatient to hear the result. I still could not believe when they called my name as the first winner. I was so happy to be given the trophy. My teacher was also proud of my achievement.

Finally, we went back to Yogyakarta in the evening. We were so tired. However, we were satisfied because our effort was not useless.

C. Listen to your teacher and answer the following questions.1. What is the text about? Answer :Joining a traditional dance competition.2. Where was the competition held? Answer : In Jakarta3. How did the speaker go there? Answer : By plane4. Who accompanied the speaker? Answer : His/her teacher5. How long did the speaker travel from Yogyakarta to Jakarta? Answer :An hour6. How was the speaker’s feeling before he/she performed his/her dance? Answer : he/she felt nervous7. How many judges were there? Answer :Five8. How did he/she perform the dance finally? Answer :He/she performed confidently9. When did the judges have their decision? Answer :At 4 p.m.10. What did he/she achieve in that competition? Answer :He/ she became the first winner

LESSON PLANMata Pelajaran : Bahasa InggrisKelas/Semester : X/I (Gasal)

Waktu : 2X45 menitPertemuan : 4

1. Standar KompetensiBerbicara: 4. Mengungkapkan makna dalam teks fungsional pendek dan monolog berbentuk recount, narrative dan procedure

dalam konteks kehidupan sehari-hari2. Kompetensi Dasar

4.2 Mengungkapkan makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks; recount, narrative, dan procedure

3. Indikator Pencapaian Siswa mampu menggunakan kalimat past tense dalam menyampaikan sebuah peristiwa Siswa mampu mengemukakan monolog untuk menceritakan pengalaman



b. Kegiatan Inti : 70 menit Guru menjadi model untuk bercerita tentang Recont Text yang pendek. Siswa memberi tanda kata-kata yang sulit untuk dilafaskan dan mencari artinya. Siswa diminta untuk menentukan jenis teks yang digunakan dalam teks. Siswa dijelaskan tentang Past Tense. Siswa mengerjakan soal Past Tense Siswa mengumpulkan hasil pekerjaan mereka. Siswa membuat Recount Text pendek berdasarkan pengalaman pribadi mereka. Siswa mengumpulkan hasil pekerjaan mereka dan meminta beberapa siswa untuk menceritakan kembali

Recount Text yang telah mereka buat ke depan kelas.c. Kegiatan Akhir : 10 menit


5. Materi Pelajaran Recount Text Past Tense

6. Evaluasi Tugas tertulis secara individual : kognitif Partisipasi aktif siswa di kelas dan PR : afektif Peragaan monolog : Psikomotorik



Pariwara.

Mengetahui Punggur,



LESSONThe Recount Text read by the teacher

I think my first memories began when I started school at about five year old. I lived in suburb of Sidney. I had a happy childhood. I remember playing in a big garden. I fell from a big tree and broke my head. I remember I had a naughty friend named Giant-O, because he was fat. He liked hitting and pulling my head. It was so pathetic. One day I hit him over the head with my bag. His parents were very angry with me. But I didn’t sorry at all at that time. Nevertheless, since then Giont-O has become my good friend. It was such an unforgettable childhood.

Simple Past Tense

It is used to tell something in the past. Past Tense (V2) follows the Subject in the sentence. There are Regular Verbs and also Irregular Verbs. We only need to add –ed after Regular Verbs. However, Irregular

Verbs are not ended by –ed. We have to commit to memory them. The adverbs of time which are usually used are yesterday, this morning, last…….(name of time, e.g. night, week)……,

…….(time with quantity, e.g. two days, three months)……..ago. The auxiliary used in Simple Past Tense, are:

a. To Be, if there is no Verb, the subject is followed by Noun, Adjective, or Adverb.Was I, she, he, it, and singular (e.g. Dewi, my sister, a tree)Were They, we, you, and plural (e.g. the students, Linda and Mita, the books)

b. Did, if there is a Verb after the subject. For Example:

1. (+) My mother bought entrance tickets for all of us.(- ) My father did not buy entrance tickets for all of us.(?) Did your mother bought entrance tickets for all of you? Yes, she did.

2. (+)The ticket was quite cheap.( -) The ticket was not quite expensive.(?) Was the ticket quite expensive? No, it was not.

WORK SHEETChange the verbs in the brackets into the appropriate forms.

6. I (have) ___________a great experience when I (be) ______________ a child twenty years ago.7. I (buy) ____________ a beautiful dress yesterday but my sister (not, say) _____________anything about it.8. ___________you (come) to Linda’s party last night? I completely (forget)____________the invitation.9. May I borrow your ruler. My rulers (be) __________ broke into several pieces when my brother (sit)__________on it 2

days ago.10. I (be) ___________angry because they (be)_____________late this morning. They also (not,

finish)_____________their project.11. (be)___________she very naughty in her childhood? She (tell)_____________ me that she (like)____________to make

her your brother crying.

The Key1. Have = had

Be = was2. Buy = bought

Not, say = did not say3. Did

Forget = forgot4. Be =were

Sit = sit5. Be = was

Be = were6. Be = was

Tell =toldLike =liked

LESSON PLANMata Pelajaran : Bahasa InggrisKelas/Semester : X/I (Gasal)Waktu : 2X45 menit

Pertemuan : 5

1. Standar KompetensiMembaca: 5. Memahami makna teks tulis fungsional pendek dan esei sederhana berbentuk recount, narrative dan procedure

dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu Pengetahuan2. Kompetensi Dasar

5.2 Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: recount, narrative dan procedure

3. Indikator Pencapaian Mengidentifikasi main idea dari sebuah paragraph Menentukan makna kata dalam teks yang dibaca Menentukan makna kalimat dalam teks yang dibaca Menjelaskan variasi susunan kalimat dalam teks berbentuk : recount, narrative dan procedure Merinci urutan peristiwa dalam teks Menjelaskan tujuan komunikasi teks yang dibaca



b. Kegiatan Inti : 70 menit Guru menjadi model untuk membaca sebuah Recont Text. Guru meminta siswa untuk memberi tanda kata-kata yang sulit untuk dilafaskan. Guru membantu siswa untuk melafaskan kata-kata yang sulit tersebut. Guru meminta beberapa siswa untuk membaca ulang Recont Text tersebut dengan lafas yang tepat yang telah

dipelajari. Guru meminta siswa untuk mencatat dan mencari arti kata-kata sulit yang ada di dalam teks. Catatan dibuat

menjadi list panjang yang ditempelkan di atas teks. Dan akan dinilai pada pertemuan selanjutnya. Guru membantu siswa untuk mengartikan kata-kata yang memang terlalu sulit. Guru meminta siswa untuk mencari Purpose, dan Text Organization dari teks yang dibaca. Guru membantu siswa untuk mengoreksi hasil kerja mereka. Guru menanyakan jenis tense yang digunakan dalam teks tersebut. Guru menegaskan kembali tentang penggunaan Past Tense di dalam Recount Text. Guru memberikan Recount Text kedua dan meminta siswa menjawab pertanyaan berdasarkan teks tersebut. Guru meminta siswa untuk mengumpulkan hasil pekerjaan mereka.



6. Evaluasi Tugas tertulis secara individual : kognitif Partisipasi aktif siswa di kelas dan PR : afektif


X. Jakarta:Erlangga. . M.,Bachtiar Bima, Cicik Kurniawati dan Marta Yuliani. 2009. Bahasa Inggris untuk SMA dan MA.Klaten:PT Intan

Pariwara.

Mengetahui Punggur,



LESSONA. The First Recount Text

This is Vredeburg fortress. This historical building is located in Yogyakarta.Last holiday I visited this place with my whole family. We went there by car. It was

easy for us to reach the place because this building lies in the center of the city.

WORK SHEET

B. The Second Recount Text

Read the text and answer the following questions.

Kate’s Story

In1984, my father collapsed on the floor of a restaurant. I thought he was having a heart attack. Directly the manager of the restaurant called a doctor. The doctor arrived ten minutes later. He ordered my daddy to go to the hospital, but he refused so. So I took him home.

A few months ago, he had a stroke. “No fried food, no cigarette” the doctor ordered. Daddy didn’t listen. Afterwards, he visited the hospital very often. He never regained his health. After he got out of the hospital, daddy asked me to see my sister, Candy, who was abroad. Finally Candy came home.

Daddy asked to speak with her privately. Twenty minutes later, I saw tears in my father’s eyes. He said “It’s time to go”. Then he died peacefully. That’s a really unforgettable moment in my life.

Adapted from : Reader Digest, July 2007

Question1. What is the text about? Answer :About Kate’s unforgettable experience with her father before he passed away.2. Who wrote the story? Answer : Kate did3. When did the story happen? Answer : In 19844. What did the writer’s father suffer from? Answer :Stroke5. What did the doctor ask the writer’s father to do? Answer :Not to eat fried food and to stop smoking6. Who is Candy? Answer :Candy is Kate’s sister7. Where is she? Answer :She’s abroad8. How long did Candy and her father talk? Answer :For twenty minutes9. “So I took him home.” What does the underlined word refer to? Answer :Kate’s father10. Father said “It’s time to go.” What does it mean? Answer :He feels that he will die.


Arriving at the place, my father parked our car in a provided parking lot which is quite large. This area is only to park motorcycles and cars. Especially for buses, the parking area is located two hundred meters from the fortress. Soon, I got out of the car and walked to the fortress. I couldn’t wait to see what inside the building was.

Then, my mother bought entrance tickets for all of us. The ticket was quite cheap. My mother only had to pay the thousand rupiah for four tickets. Directly, we all entered the place. There were some security officers who welcomed us and all the visitors warmly.

First of all, I saw information boards showing the directions how to go to certain rooms, like the room for displaying heirlooms and the audio visual room. I also noticed two statues of our heroes and two old canons. Many visitors were taking photographs there so I decided to do so.After that, I went to the room for displaying heirlooms. I was interested to see some pictures

I spent almost three hours to go around the compound of Vredeburg fortress. I did enjoy my day there. So did my parents and my little sister.

Orientation

A series of Events

Re-orientation

1. Standar KompetensiMenulis: 6. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana berbentuk recount, narrative dan

procedure dalam konteks kehidupan sehari-hari2. Kompetensi Dasar


3. Indikator Pencapaian Mengidentifikasi main idea dari sebuah paragraph Menentukan makna kata dalam teks yang dibaca Menentukan makna kalimat dalam teks yang dibaca Menjelaskan variasi susunan kalimat dalam teks berbentuk : recount, narrative dan procedure Menentukan tokoh dari cerita yang dibaca Merinci urutan peristiwa dalam teks Mengemukakan kejadian dalam teks yang dibaca Menentukan langkah-langkah retorika dari teks Menjelaskan tujuan komunikasi teks yang dibaca



b. Kegiatan Inti : 70 menit Guru membuat sebuah kerangka karangan tenteng pengalaman pribadi.. Guru membantu siswa untuk menganalisis bentuk karangan yang telah di buat berdasarkan teori tentang Recount

Text. Guru meminta siswa melakukan hal yang sama, yaitu membut kerangka karangan berdasarkan pengalaman

pribadi mereka. Guru meminta beberapa siswa untuk membaca hasil dari pekerjaan mereka, dan meminta siswa y ang lain untuk

memberikan hasil analisis mereka. Guru meminta siswa untuk mengembangkan kerangka karangan yang telah mereka buat menjadi karangan yang

utuh. Karangan yang dibuat merupakan tugas jangka panjang , yang hasil akhirnya diharapkan akan menjadi karangan dalam bentuk rapi.

Guru meminta siswa mengumpulkan kerangka karangan yang telah mereka buat.c. Kegiatan Akhir : 10 menit






Pariwara.

Mengetahui Punggur,



LESSONA Frame Work

Title : My Unforgettable Holiday

Orientation : I went to Java Island with my family in my last holiday.

Events : First, we went to our relatives’ house in Jakarta for three days. We visit many places there. Second, we went to our grandparents in Surabaya. We stay there for four days. Third, we went to Bali and stayed in Hotel for three days. We prepared to go to Lampung in the twelfth day of my holiday.

Re-orientation I was very satisfied with my last holiday and will never forget it in my life.


1. Standar KompetensiBerbicara: 3. Mengungkapkan makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari

2. Kompetensi Dasar3.2 Mengungkapkan makna yang terdapat dalam percakapan transaksional ( to get things done) dan interpersonal

(bersosialisasi) resmi dan tak resmi yang menggunakan ragam bahasa lisan sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur; mengungkapkan perasaan bahagia, menunjukkan perhatian, menunjukkan perhatian, menunjukkan simpati, dan member instruksi.

3. Indikator Pencapaian Mengontruksikan interview Melaksanakan pertunjukksn drama



b. Kegiatan Inti : 70 menit Guru meminta siswa melakukan interview dengan orang-orang yang baru saja memperoleh kebahagiaan dan

membuat naskah berdasarkan hasil interview tersebut. Tugas dikerjakan dalam kelompok beranggotakan 3 sampai 5 orang. Siswa sudah diberitahu untuk melakukan interview pada pertemuan ke-2.

Guru menjelaskan cara menggunakan kalimat langsung Guru membantu siswa untuk mengerjakan tugas mereka ketika mereka mengalami kesulitan. Terutama dalam

membuat kalimat langsung. Guru meminta siswa mengumpulkan tugasnya dan meminta siswa berlatih untuk mementaskan naskah yang

telah mereka buat pada pertemuan selanjutnya.c. Kegiatan Akhir : 10 menit

Guru menanyakan respon siswa tentang kegiatan belajar mengajar hari itu. Guru membantu siswa menyimpulkan pelajaran hari itu.

5. Materi Pelajaran Kalimat langsung Naskah drama




Pariwara.

Mengetahui Punggur,




1. Standar KompetensiBerbicara: 3. Mengungkapkan makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari

2. Kompetensi Dasar3.2 Mengungkapkan makna yang terdapat dalam percakapan transaksional ( to get things done) dan interpersonal

(bersosialisasi) resmi dan tak resmi yang menggunakan ragam bahasa lisan sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur; mengungkapkan perasaan bahagia, menunjukkan perhatian, menunjukkan perhatian, menunjukkan simpati, dan member instruksi.

3. Indikator Pencapaian Mengontruksikan interview Melaksanakan pertunjukksn drama


Guru mengecek presensi siswa Guru menanyakan kepada siswa berkaitan dengan tugas yang diberikan pada pertemuan sebelumnya.

b. Kegiatan Inti : 70 menit Guru meminta siswa untuk maju ke depan kelas, mementaskan naskah drama yang telah mereka pelajari. Guru membagikan format penilaian pada masing-masing kelompok. Dengan tujuan setiap kelompok

memperhatikan kelompok yang sedang maju ke depan kelas. Guru meminta siswa mengumpulkan format penilaian yang telah mereka isi. Format penilaian siswa tidak

digunakan dalam penentuan nilai akhir. Guru meminta pendapat beberapa siswa untuk memberikan komentar mereka tentang group yang tampil terbaik

dan terburuk disertai alasannya. Guru memberikan saran kepada siswa berdasarkan pada kesalahan-kesalan dalam pementasan drama mereka.

c. Kegiatan Akhir : 10 menit Guru menanyakan respon siswa tentang kegiatan belajar mengajar hari itu. Guru membantu siswa menyimpulkan pelajaran hari itu.

5. Materi Pelajaran Pementasan Drama

6. Evaluasi Tugas tertulis secara kelompok : kognitif Partisipasi aktif siswa di kelas : afektif Pementasan drama : kognitif

7. Sumber4 Grace, Eudia dan Th. M. Sudarwati. 2006. Look a Head- An English Course for Senior High School Students Year X.

Jakarta:Erlangga.5 M.,Bachtiar Bima, Cicik Kurniawati dan Marta Yuliani. 2009. Bahasa Inggris untuk SMA dan MA.Klaten:PT Intan

Pariwara.

Mengetahui Punngur,



THE EVALUATION FORM OF DRAMA PERFORMANCE

Project : Make a drama script based on one of your member’s recount text. The drama duration is 15 minutes in maximum time and 7 minutes in minimum time.

GROUP THE NAME OF THE MEMBERS

GROUP EVALUATION INDIVIDUAL EVALUATIONCONTENT COOPERATION FLUENCY INTONATION EXPRESSION

The Evaluation Scheme :SCORE CONTENT COOPERATION FLUENCY INTONATION EXPRESSION78 - 85 The story of the drama

presented is interesting.The members of the group is very cohesive

Speak very fluently

The intonation is very good

The expressions shown in every dialogs

70 - 77 The story of the drama is quite interesting

The members of the group is cohesive

Speak fluently The intonation is good

The expressions shown for the dialogs frequently

62 - 69 The story of the drama is not interesting

The members of the group is quite cohesive

Speak quite fluently

The intonation is quite good

The expressions sometime shown

54 - 61 The story of the drama is not clear at all.

The members of the group is not cohesive

Not speak fluently The intonation is not good

Very less or even no expression


1. Standar Kompetensi

Mendengarkan : 1. Memahami makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari.



3. Indikator Pencapaian Mengidentifikasi makna tindak tutur menyetujui tawaran/undangan/ajakan Merespon tindak tutur menyetujui tawaran/undangan/ajakan Mempelajari makna tindak tutur menerima janji Merespon tindak tutur menerima janji Menemukan makna tindak tutur membatalkan janji Merespon tindak tutur membatalkan janji



b. Kegiatan Inti : 70 menit Guru memperdengarkan beberapa dialog satu per satu yang memiliki Expression untuk menyetujui

tawaran/undangan/ajakan dan untuk membatalkan/menerima janji. Guru bertanya kepada siswa ekspresi apa yang diungkapkan speaker dalam dialog tersebut, yang digunakan

untuk menyetujui tawaran/undangan/ajakan dan menerima/membatalkan janji. Guru membantu siswa untuk memahami fungsi dan ungkapan-ungkapan yang digunakan untuk menyetujui

tawaran/undangan/ajakan dan menerima/membatalkan janji. Guru meminta siswa untuk menjawab pilihan berganda dengan mendengarkan dialog. Guru meminta siswa mengisi dialog rumpang dengan jawaban mereka sendiri untuk beberapa dialog yang dibaca

oleh guru. Guru meminta siswa menjawab pertanyaan-pertanyaan berdasarkan teks dialog rumpang yang telah mereka isi. Guru meminta kepada siswa untuk mengumpulkan hasil kerja mereka.


5. Materi Pelajaran Expression untuk menyetujui tawaran/undangan/ajakan Expression untuk menerima/membatalkan janji




Pariwara.

Mengetahui Punggur,



LESSONThe First Dialog

Rio : Are you free this afternoon?Luluk : Um…..yeah! What’s up?Rio : Let’s go to my house after school. I have a lot of mangoes.Luluk : Do you?Rio : I do.

Luluk : I love mangoes very much. O.K I’ll go with you.Rio : I’ll meet you at 1:15 p.m. at the school gate.Luluk : I’ll be ready then.

Inviting Accepting an Invitation Shall we see the film? Would you come with me? What if we ask Jannice to join us? How a bout doing window shopping this afternoon? Will you come to my party on Saturday night?

Great! Let’s do it. Thank you I’d like to. That’s a good idea./ What a nice idea. That would be very nice. I’d like to, thank you.

The Second Dialog

Gendis : Ullin, please come to my house on Saturday afternoon.Ullin : Any special occasion?Gendis : Well… I will have barbeque in the garden.Ullin : That would be great, but I can’t. Sorry.Gendis : Why not?Ullin : I am leaving for Sidoarjo after school to see my aunt. She has just given birth to a baby.Gendis : I see.

Declining an Invitation Responding I’m really sorry about that. Sorry I can’t. I have something to do that day. Thank you for your invitation, but I don’t think I can make it. Thank you for inviting us, but we have a little business to do. That’s very kind of you, but unfortunately I will have to miss it. We’re very sorry. We’ve already had an appointment that time. I’d like to, but I have to baby-sit my little brother.

It’s a pity. That’s OK. Oh, I see. May be some other time. No problem, really. It’s alright, but please reschedule your

agenda.

The Third Dialog

Rio : Rina, let’s continue doing our paper this evening in my house. Can you make it?Rina : Sorry, I have another appointment this evening. How about tomorrow, at about 7 p.m.?Rio : Tomorrow, at 7 o’clock? O.K. I think I’ll be free then.

Making an Appointment Accepting an Appointment Declining an Appointment Will you go out with me tonight? What if go swimming this afternoon? Let’s do something to help the flood

victims.

No problem. I’m free on Sunday. It’s a deal. I’ll be there. I’ll wait for you there. All right. See you there. O.K. I’ll be there on time.

Sorry, I can’t. I’d love to, but I can’t. I really want to, but I can’t. I’m sorry, I have another

appointment.

WORK SHEET

A. Listen to your teacher.Complete the dialogs based on what you have heard.Dialog 1Riko : There is a book fair in (1) the town hall.Vera : Yeah, I know about it and this is the last day.Riko : That’s right. (2) Do you want to see it?Vera : I do. How about you?Riko : I’d love to. (3) What if we go there together this afternoon?Vera : That’s a good idea. However, can you pick me up? (4) I have no motorcycle.Riko : Well, (5) no problem. I’ll pick you up at three.Vera : O.K, I’ll be ready before three.Dialog 2Erika : Indra, there is something I want to tell you (1) about our appointment this afternoon.Indra : The appointment to see the computer bazaar? Sure, what about it?Erika : Well, I just want to say that (2) I can’t go. I’m terribly sorry.Indra : What? But, why? (3) We have planned it since last month.Erika : I know and I’m feeling guilty to you, but there is nothing I can do. My mother is in hospital and (4) I

need to be with her. I’m sorry.Indra : Oh, I’m sorry to hear that. I really didn’t know about it. Don’t worry. I can ask my brother to go with me

to the bazaar. (5) Anyway, are you going to the hospital now?Erika : I am.Indra : Can I take you there? I want to visit your mother.

Erika : Oh, that’s very kind of you.

B. Answer the questions based on the complete dialogs in the previous task.Dialog 11. What is the dialog about? The answer : Planning to see a book-fair together.2. What event is held in the town hall? The answer : A book fair.3. Why does Vera ask Riko to pick her up? The answer : Because she has no motorcycle.4. What time will Riko pick Vera up? The answer : At 3 p.m.5. “There is a book-fair in the town hall.” What does the word fair means? The answer : An exhibition to promote

particular products or a periodic gathering to sell certain products to public.

Dialog 21. Where will Indra and Erika go this afternoon actually? The answer : They will go to see a computer bazaar 2. Why does Erika cancel her appointment? The answer : Because her mother is in hospital.3. Whom will Indra probably go to the bazaar with? The answer : His brother will.4. Where will Indra and Erika go after having the conversation? The answer : To the hospital to see Erika’s mother.5. Erika said “Oh, that’s very kind of you.” What does it mean? The answer : She thanks Indra because he will give

her a lift and visit her mother.

C. Listen to your teacher. Choose A, B, C, D or E for the correct answer .

1. Where does the dialog take place?A. At the dentist D. At Anis’ houseB. At the doctor’s E. At the officeC. At the florist’s

2. What is Anis’ problem?A. She gets a runny noseB. She feels pain in her mouthC. A fish bone is hooked in her throatD. She eats to much fishE. Her mouth is painful

3. What does the doctor ask Anis to do?A. Open her mouth wideB. Stick out her tongueC. Check her noseD. Close her eyesE. Sit straight

4. How will Wita spend her holiday?D. Attending a seminarE. Staying at homeF. Going nowhereG. Visiting her friendH. Having a picnic to Lake Toba

5. Wita said, “I’d love to, but I already have an appointment with Tiara.”What does it means?A. She accepts the appointmentB. She makes an appointmentC. She declines the appointmentD. She offers somethingE. She invites someone


1. Standar KompetensiBerbicara: 3. Mengungkapkan makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari.

2. Kompetensi Dasar

Percakapn dan pertanyaan yang dibacakan guru:This dialog is for questions 4 and 5.Lisa : What is your plan for the next holiday?Wita : I have no idea.Lisa : What about having a picnic to Lake Toba, Wita?Wita : I’d love to, but I already have an

appointment with Tiara. I promised her to spend her holiday in her hometown.

Lisa : Oh, I see.

Percakapn dan pertanyaan yang dibacakan guru:This dialog is for questions 1 to 3.Doctor : Please tell me about your problem.Anis : I think a fish bone is hooked in my

throat, Sir. It’s really painful.Doctor : Well let me check it. Please open your

mouth wide. Yeah….like that. Now stick out your tongue. Say, Aah….!

Anis : Aah….!!Doctor : Oh, I can’t see clearly from here. Let

me check it from your nose.Anis : What should I do, Sir?Doctor : Just still straight like that. It will be a

little bit uncomfortable, but it is O.K.Anis : Yes, Sir. I think I can endure it.Doctor : O.K., the checking is over. Thank you.

3.1 Mengungkapkan makna yang terdapat dalam percakapan transaksional ( to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi yang menggunakan ragam bahasa lisan sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur; berkenalan, bertemu/berpisah, menyetujui ajakan/tawaran/undangan, menerima janji, dan membatalkan janji.

3. Indikator Pencapaian Memilih tindak tutur menyetujui tawaran/undangan/ajakan Menggunakan tindak tutur menyetujui tawaran/undangan/ajakan Menghapal tindak tutur menerima janji Menggunakan tindak tutur menerima janji Menerapkan tindak tutur membatalkan janji



b. Kegiatan Inti : 70 menit Guru memberikan beberapa pertanyaan berkaitan dengan materi sebelumnya yaitu ungkapan untuk menyetujui

tawaran/undangan/ajakan dan untuk menerima/membatalkan janji. Guru meminta siswa membuat dialog dengan topik yang telah disediakan dengan teman sebangkunya.

Instrumen : Make a dialog based on the following situation.Topic : Suppose you have made a plan to see a film this Saturday afternoon with your friend. However, you have

to cancel it because your uncle’s family will cometo visit and your parents have asked you to pick them up in the airport. Your friend understand it. Then, invite your friend to come to your house because you want to introduce him/her to your niece.

Guru meminta kepada siswa untuk mengumpulkan hasil tugas berpasangan mereka dan meminta beberapa pasangan untuk memperagakan dialog yang telah mereka buat ke depan kelas. Instrumen : Make a dialog using your own topic. Use the expressions you have learned.

Guru meminta siswa membuat dialog secara individu dengan menggunakan ungkapan-ungkapan untuk menyetujui tawaran/undangan/ajakan dan untuk menerima/membatalkan janji berdasarkan topik pilihan mereka.

Guru meminta siswa mengumpulkan tugas.c. Kegiatan Akhir : 10 menit


5. Materi Pelajaran Expression untuk menyetujui tawaran/undangan/ajakan Expression untuk menerima/membatalkan janji


7. SumberM.,Bachtiar Bima, Cicik Kurniawati dan Marta Yuliani. 2009. Bahasa Inggris untuk SMA dan MA.Klaten:PT Intan Pariwara..

Mengetahui Punggur,




1. Standar KompetensiMendengarkan : 1. Memahami makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari.Berbicara: 3. Mengungkapkan makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari.



3.2 Mengungkapkan makna yang terdapat dalam percakapan transaksional ( to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi yang menggunakan ragam bahasa lisan sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur; mengungkapkan perasaan bahagia, menunjukkan perhatian, menunjukkan perhatian, menunjukkan simpati, dan member instruksi.

3. Indikator Pencapaian Menyebutkan makna tindak tutur menunjukkan simpati dan perhatian Merespon tindak tutur menunjukkan simpati dan perhatian Menerapkan tindak tutur mengungkapkan perasaan simpati Menggunakan tindak tutur menunjukkan perhatian



b. Kegiatan Inti : 70 menit Guru memperdengarkan sebuah dialog yang berisi tindak tutur menunjukkan simpati dan perhatian. Guru meminta salah satu siswa menceritakan tentang inti dari dialog yang telah diperdengarkan Guru bertanya kepada siswa ekspresi apa yang diungkapkan speaker dalam dialog tersebut, yang digunakan

sebagai tindak tutur menunjukkan simpati dan perhatian. Guru bertanya kepada siswa contoh ekspresi lain yang bisa digunakan untuk menyatakan tindak tutur

menunjukkan simpati dan perhatian. Guru membantu siswa untuk memahami fungsi dan ungkapan-ungkapan tindak tutur menunjukkan simpati dan

perhatian. Guru meminta siswa mengisi beberapa dialog rumpang berdasarkan dialog yang dibaca oleh guru. Guru meminta kepada siswa untuk mengumpulkan latihan mereka. Guru meminta siswa membuat dialog yang berisi tindak tutur menunjukkan simpati dan perhatian dengan teman

sebangkunya Guru meminta kepada siswa untuk mengumpulkan hasil diskusi mereka dan meminta beberapa kelompok untuk

memperagakan dialog yang telah mereka buat ke depan kelas.c. Kegiatan Akhir : 10 menit


5. Materi PelajaranExpression of happiness




Pariwara..

Mengetahui Punggur,


Drs. I MADE SUKERTE Suci Lestari, S.SNIP 19620907 198403 1 004 NIP 19770405 200604 2 020

LESSON

Showing Symphaty

The DialogAndri : Hi, Ela, will you join us to the beach?Ela : I’d love too, but my mother doesn’t let me go.Andri : That’s pity. But it’s O.K. You can join us another time.

Offering Condolences/Symphaty

I’m sorryI’m sorry to hear about……Let me offer my condolences.Let me tell how sorry I am to hear about….I know how you must feel.Look! This is not the end of the worldOh, you poor little thing.You must be very upset.That’s a pity/shame.

Responding Condolences/Symphaty

Showing Affection (Giving Attention)

The DialogLinda : You looks so pale. Are you alright?Tina : I think I’ve got a temperature.Linda : Really? Let me take you to the school clinic.Tina : O.K. thanks.

WORK SHEET

A. Listen to your teacher. Complete the dialogs based on what you have heard.

The First Dialog Dinda : (1) It seems you couldn’t concentrate on your lessons well today. What happened? Tria : Dinda, I just don’t know what to do. My father is sick and the doctor said that he should be hospitalized. You

know, my brothers aren’t here. They study in other cities. If only mother was still alive…. Dinda : (2) I know how you feel, Tria. This situation is hard for you. But please don’t be sad anymore. Look, I am

here for you. Tria : Oh, Dinda, you’re really my best friend. Dinda : Don’t mention it. Now, please call your brothers. I think they need to be here. Tria : You’re right, Dinda. Thanks for your advice and encouragement.

The second DialogPaula : Good afternoon, Mr. Indian.Mr. Indian : Paula! I’m so glad you could come.Paula : (3) I’m very sorry to hear about Tommy’s death. It must be pretty hard on you.Mr. Indian : It is. He was so young. Why didhe have to die?Paula : (4) I know how you must feel. I feel like Tommy was my friend too.Mr. Indian : Well, (5) God gives and God takes away….

B. Work in Groups of Two Students.Make a dialog which consists of some expressions showing sympathy and giving attention.




Thank youThat’s very kind of you.That’s nothing that can be done about it.It’s God’s will, I suppose.God gives and God takes away.That’s life.

Showing Affection (Giving Attention)

Are you alright/O.K?What’s wrong with you?Do you?Are you?Did he?Nice dressTell me more about it.Oh, my God! What happens next?I know what you mean.

2.1 Merespon makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan secara akurat, lancer dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks : recount, narrative, dan procedure.

3. Indikator Pencapaian Menyimpulkan main idea dari teks yang didengar Menentukan urutan peristiwa dalam teks Mengemukakan kejadian dalam teks yang didengar Menrinci bahan yang digunakan dalam teks procedure yang didengar Menjelaskan tujuan komunikasi teks yang didengar



b. Kegiatan Inti : 70 menit Guru menanyakan beberapa pertanyaan untuk menggali pengetahuan siswa berkaitan dengan Procedure Text.

e.g. : Can you cook something? Fried rice for example. Tell me what you need to make it? How do you make it?

Guru meminta salah satu siswa untuk menceritakannya di dalam bahasa Indonesia. Guru menanyakan kepada siswa tentang jenis teks yang bisa digunakan untuk mencapaikan cara bagaimana

membuat sesuatu, yaitu Procedure Text. Guru membantu siswa mengingat kembali tentang materi Procedure Text yang pernah merekapelajari di SMP.

Guru membacakan sebuah Procedure Text dan meminta siswa untuk menyusun kalimat-kalimat yang masih acak sehingga menjadi sebuah paragraph dengan berpatokan kepada teks yang sedang dibacakan. Teks dibacakan sekali.

Guru meminta siswa untuk mencari kata-kata yang sulit diartikan. Guru membantu siswa mengartikan kata-kata sulit yang telah siswa catat. Guru meminta siswa untuk menjawab beberapa pertanyaan berdasarkan teks yang telah mereka susun. Guru meminta siswa untuk mengumpulkan hasil pekerjaan mereka.


5. Materi PelajaranProcedure Text




Pariwara.

Mengetahui Punggur,



LESSONProcedure Text

Purpose : To describe how to make something or how something is accomplished through a sequence of actions or steps.

Text Organization : Goal or title

(The final purpose of doing the instruction) Materials

(Ingredients, utensils, equipment to do the instruction) Steps

(a set of instructions to achieve the final purpose)

WORK SHEETA. Listen to your teacher

Put the following sentences in the correct order based on the text you have ever heard.

Teks yang dibacakan guru

Do you want to buy ring tones online? Let me tell you then. What you need is juat a mobile phone that supports downloaded ring tones. The first step is search for a ring tone provider online. There are thousands of differentproviders from which you may choose. Then determine whether you want to join a subscription-based ring tone provider or buy ring tones one at a time. You may save a few hundreds rupiah per ring tone with a subscription, but unless you are purchasing many ring tones per month, subscription services are usually not cost-effective. After that, provide your phone number and mobile phone-carrier information to the site you join. This is usually required. The next step is, browse through the selection of thousands of ring tones or search for the particular one you want. Ring tones are usually organized by category and can be found by artist. Now, select the ring tones you like, and have it sent to you by SMS text messaging or e-mail. You may also be provided with a password that will allow you to access to the ring tones you have chosen. The last step is…..install the ring tones in the sound folder of your mobile phone, and program how you would like to use them.

Teks yang dikerjakan siswa dan jawaban:Determine whether you want to join a subscription-based ring tone provider or buy ring tones one at a time. You may save a few hundreds rupiah per ring tone with a subscription, but unless you are purchasing many ring tones per month, subscription services are usually not cost-effective.Select the ring tones you like, and have it sent to you by SMS text messaging or e-mail. You may also be provided with a password that will allow you to access to the ring tones you have chosen.Search for a ring tone provider online. There are thousands of differentproviders from which you may choose.Provide your phone number and mobile phone-carrier information to the site you join. This is usually required.Install the ring tones in the sound folder of your mobile phone, and program how you would like to use them.Browse through the selection of thousands of ring tones or search for the particular one you want. Ring tones are usually organized by category and can be found by artist.

B. Answer the following questions based on the proper text in the task A.1. What is the purpose of the text?

Jawaban : To tell the procedure of buying ring tones online.2. What do we need to buy ring tones online?

Jawaban : A mobile phone that supports downloaded ring tones.3. What should we determine after searching for a ring tone provider online?

Jawaban : Whether we want to join a subscription-based ring tone provider or buy ring tones one at a time4. When is buying a subscription-based ring tone provider effective?

Jawaban : When we purchese many ring tones per month.5. What is usually required by a ring tone provider?

Jawaban : Our phone number and mobile phone carrier information.6. How are ring tones usually organized?

Jawaban : By category and by artist7. What should we do after providing our phone number and mobile phone carrier information?

Jawaban : We can browse through the selection of thousands of ring tones or search for the particular one we want.

8. How do we have the ring tone sent to us?Jawaban : By SMS text messaging or e-mail

9. What is the last step of buying ring tones online?Jawaban : Installing the ring tones

10. Where should we install it?Jawaban : In the sound folder, of our mobile phone


1. Standar KompetensiBerbicara:

4. Mengungkapkan makna dalam teks fungsional pendek dan monolog berbentuk recount, narrative dan procedure dalam konteks kehidupan sehari-hari

2. Kompetensi Dasar4.2 Mengungkapkan makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan secara akurat,

lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks; recount, narrative, dan procedure

8

3. Indikator Pencapaian Melaksanakan monolog untuk menyampaikan procedure



b. Kegiatan Inti : 70 menit Guru menjadi model untuk menyampaikan monolog Procedure Text yang pendek. Guru menayankan kepada siswa tentang inti dari monolog teks yang telah disampailkan. Guru menanyakan jenis kalimat yang digunakan dalam teks tersebut. Guru menjelaskan tentang Imperative dan Prohibition. Guru meminta siswa membuat beberapa kalimat Imperative dan Prohibition berdasarkan situasi yang telah

diberikan. Guru meminta siswa untuk menceritakan kembali teks yang telah disediakan dengan menggunakan kata-kata

mereka sendiri.. Guru meminta kepada siswa untuk mengumpulkan hasil pekerjaan mereka dan meminta beberapa siswa untuk

menceritakan kembali ProcedureText yang telah mereka buat ke depan kelas.c. Kegiatan Akhir : 10 menit


5. Materi Pelajaran Procedure Text Imperative dan Prohibition

6. Evaluasi Tugas tertulis secara individual : kognitif Partisipasi aktif siswa di kelas : afektif Peragaan monolog : Psikomotorik



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LESSON

IMPERATIVE AND PROHIBITION

An imperative sentence has an understood subject (you), and the verb is in the simple form. Pattern :

Example : Lift the box on the table = (You) lift the box on the table. Plug the power cord into a wall outlet = (You) plug the power cord into a wall outlet.

The uses of imperatives are :

V base + (O)

1. To give directionsExample : Turn right at the corner.

2. To give an orderExample : Stand up.

3. To make a polite requestExample : stand up, please.

An imperative sentence can be used in negative form. It function as a prohibition. You use ”don’t” or ”do not” before verb to state a prohibition. Pattern :

Example : Don’t hurry. Don’t be noisy.

In Imperative sentences you can use the word ’do’ before verbs. The word ’do’ could be persuasive, but could also express irritation.

WORK SHEET

A. Make an imperative or a prohibition based on the following situation!1. Your friend borrowed a novel from you last year. You want to reread the novel. What will you say to make your

novel back to you?Jawaban : Give my novel back to me, please!

Don’t forget to bring my novel tommorow! 2. You see your little sister watching TV whereas it has been late at night. What will you say to make her sleep?

Jawaban : Switch the TV off! Go to your bed now! Don’t watch the TV untill late at night!

3. You are making flowers from plastic. You need scissors. You remember that the scissors is in your brother’s room. Your brother is sitting beside you and is reading a comic. What will you say to him?Jawaban : Take me scissors in your room, please!

4. You are studying seriously. But it is impossible because your brother is making noisy by singing loudly. What will you say to make the situation more comfortable for you to study?Jawaban : Keep silent, please! I’m studying right now.

Don’t make any noisy!5. Your sister will face a test tomorrow. However she is watching a movie in the TV in spite of studying for the test

materials. What will you suggest her to do?Jawaban : Study hard for the test materials for tommorow!

Don’t be lazy to study, please!

B. Read the following text.Retell it using your own words.

Shiny Heart Valentine Card

Supplies : Red and/or pink construction paper Alumunium foil Scissors, and Glue

Steps :1. Cut construction paper into a rectangle and fold in half to make a card.

Don’t + V base Don’t be + adjective

2. Cut a heart out of alumunium foil. The easiest way is to fold a small piece of foil in half and then cut out half the heart along the fold.

3. Glue the heart to the front of the card. Gently smooth out the alumunium. Write a nice Valentine message in your card.

Contoh Jawaban :Do you like sending a Valentine card? Well, you can make a great valentine card from paper and alumunium foil. This card is very simple to make and is quite beautiful. You only need red or pink construction paper, alumunium foil, scissors and glue. Let’s make it. First, cut the construction paper into a rectangle and fold in half to make a card. Then cut a heart out of alumunium foil. The easiest way is to fold a small piece of foil in half and then cut out half the heart along the fold. Just like this. Finally, glue the heart to the front of the card. Gently smooth out the alumunium. Don’t forget to write a nice Valentine message in your card. Beautiful card, isn’t it?





3. Indikator Pencapaian

Mengidentifikasi main idea dari sebuah paragraph Menentukan makna kata dalam teks yang dibaca Menentukan makna kalimat dalam teks yang dibaca Menjelaskan variasi susunan kalimat dalam teks berbentuk procedure Merinci urutan peristiwa dalam teks Menjelaskan tujuan komunikasi teks yang dibaca



b. Kegiatan Inti : 70 menit Guru menjadi model untuk membaca sebuah Procedure Text. Guru meminta siswa untuk memberi tanda kata-kata yang sulit untuk dilafaskan. Guru membantu siswa untuk melafaskan kata-kata yang sulit tersebut. Guru meminta beberapa siswa untuk membaca ulang Procedure Text tersebut dengan lafas yang tepat yang telah

dipelajari. Guru meminta siswa untuk mencatat dan mencari arti kata-kata sulit yang ada di dalam teks. Catatan dibuat

menjadi list panjang yang ditempelkan di atas teks. Dan akan dinilai pada pertemuan selanjutnya. Guru membantu siswa untuk mengartikan kata-kata yang memang terlalu sulit. Guru meminta siswa untuk mencari Purpose, dan Text Organization dari teks yang dibaca. Guru membantu siswa untuk mengoreksi hasil kerja mereka. Guru menanyakan jenis tense yang digunakan dalam teks tersebut. Guru menegaskan kembali tentang penggunaan Past Tense di dalam Recount Text. Guru memberikan Recount Text kedua dan meminta siswa menjawab pertanyaan berdasarkan teks tersebut. Guru meminta siswa untuk mengumpulkan hasil pekerjaan mereka.


c. Materi PelajaranRecount Text

d. Evaluasi Tugas tertulis secara individual : kognitif Partisipasi aktif siswa di kelas dan PR : afektif

e. Sumber Grace, Eudia dan Th. M. Sudarwati. 2006. Look a Head- An English Course for Senior High School Students Year


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2.1 Merespon makna secara akurat, lancar dan berterima dalam teks lisan fungsional pendek sederhana (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi dalam berbagai konteks kehidupan sehari-hari.

3. Indikator Pencapaian

Menyimpulkan main idea dari teks yang didengar Menulis tokoh dari cerita yang didengar Menentukan urutan peristiwa dalam teks Mengemukakan kejadian dalam teks yang didengar Menjelaskan tujuan komunikasi teks yang didengar



b. Kegiatan Inti : 70 menit Guru menanyakan beberapa pertanyaan untuk menggali pengetahuan siswa berkaitan dengan Narrative Text.

e.g. : Did you listen a story before sleeping when you were a child? What was the story? Is it familiar one? Do you like it?

Guru meminta salah satu siswa untuk menceritakannya di dalam bahasa Indonesia. Guru mengajak siswa untuk mengingat kembali pelajaran di SMP yaitu jenis text yang isinya sejenis dengan

cerita yang baru saja diceritakan yaitu, Narrative Text. Guru membacakan sebuah Narrative Text dan meminta siswa untuk mencari bagian-bagian yang rumpang. Teks

dibacakan sekali. Guru meminta siswa untuk mencari kata-kata yang sulit diartikan. Guru membantu siswa mengartikan kata-kata sulit yang telah siswa catat. Guru meminta siswa untuk menjawab beberapa pertanyaan yang dibacakan oleh guru berdasarkan text tersebut.

Setiap pertanyaan dibacakan dua kal. Guru membantu siswa untuk mencari jawaban yang benar dan meminta siswa untuk memeriksa hasil pekerjaan

mereka. Guru meminta siswa untuk mengumpulkan hasil pekerjaan mereka.

f. Kegiatan Akhir : 10 menit Guru membantu siswa membuat kesimpulan untuk materi pelajaran hari itu. Guru menanyakan respon siswa tentang kegiatan belajar mengajar hari itu. Guru membantu siswa menyimpulkan pelajaran hari itu.

5. Materi PelajaranNarrative Text




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Drs. I MADE SUKERTE SUCI LESTARI S.SNIP 19620907 198403 1 004 NIP 19770405 200604 2 020

LESSONNARRATIVES

Purpose : To amuse or entertain the readers with actual or imaginary experiences in difference ways. Narratives always deal with some problems which lead to the climax and then turn into a solution to the problem.

Text Organization : Orientation

Who were involved in the story, when and where) Complication

(A problem arises followed by other problems) Resolution

(Solution to the problem)

A. Your teacher will read a story.

Complete the following text based on what you have heard.

Monolog yang dibacakan guru

Listen, all. I have a great story. Do you want to hear it? O.K. here is the story.A long time ago in the great city of Taipei, there lived a man called Lin and his wife. You know, they were (1)

very unhappy because they had (2) no children.One day, they found a baby boy inside their door! He was wrapped in a blanket and crying. Poor baby! Then,

they took the baby into their house and named him Sau Ling. They loved Sau Ling very much.When Sau Ling had become a young man, (3) a fortune teller came to the house. “You must send your son

away”, he said. “One day…..he will become a thief and cause you (4) a lot of trouble.”Mr. and Mrs. Lin were very sad to hear this. Unexpectedly, they believed what the fortune teller said. Sadly, they

gave Sau Ling come clothes and money and sent him away.Several years letter, Sau Ling was having a meal in an inn several miles from Taipei. He put his bag on the floor

near his table. After finishing his meal, he (5) picked up his bag. “That’s a strange! He thought. “It feels so heavy.” He looked inside. Do you know what inside the bag was! Well,…the bag was full of (6) small gold bars. Soon, he realized that someone had taken his bag by mistake and left another bag, in its place.

That evening, a young man came to the inn. He asked to all visitors there, “Has anyone seen my bag?” Hearing it, Sau Ling found out who had left the bag, so he returned the bag to him. The young man thanked him, “You are really (7) very honest,” he said, “I shall ask my father to give you a job.” Surely, Sau Ling felt so happy.

Actually, the young man’s father was (8) a rich merchant. He gave Sau Ling a good job. “But go home first,” he said, “and take a holiday.”

Then Sau Ling returned to Taipei. Of course Mr. and Mrs. Lin were (9) delighted to see him again. The fortune teller was also present. Sau Ling told them what had happened. Um….the fortune teller did not know what to say. He left the house without (10) saying a word. Ever since that Mr. and Mrs. Lin never believed in fortune tellers. Sau Ling took them to live with him and they were very happy and contented until the end of their lives.

B. Your teacher will ask you some question about the story in task A.Listen to him/her carefully and answer the questions.1. What is the story about?2. Where does the story come from?3. How many are the characters in the story? Mention!4. Why did Mr. and Mrs. Lin feel unhappy in their life?5. What did the fortune teller say about Mr. and Mrs. Lin’s adopted son?6. Did Mr. and Mrs. Lin believe in what the fortune teller said? How do you know?7. What did Sau Ling find when he had meals in an inn?8. Why did the young man ask his father to give Sau Ling a good job?9. After hearing Sau Ling’s explanation, why did the fortune teller leave the house?10. What you can learn from the story?

Answer1. It is about a couple who had been fooled by a fortune teller about their adopted son.2. It comes from Taipei.3. There are 6 characters in the story. They are Mr. and Mrs. Lin, Sau Ling, a fortune teller, a rich merchant and his

son.4. Because they had no children.5. He said that one day their adopted son would become a thief and cause them a lot of trouble.6. Yes, they did. They sent their adopted son away from home.7. He found a heavy bag full of small gold bars.8. Because Saul Ling was very honest.9. Because he felt embarrassed.10. Never trust what a fortune teller says about our or other’s future life because the future cannot be predicted.


1. Standar KompetensiBerbicara: 4. Mengungkapkan makna dalam teks fungsional pendek dan monolog berbentuk recount, narrative dan procedure

dalam konteks kehidupan sehari-hari2. Kompetensi Dasar

4.2 Mengungkapkan makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks; recount, narrative, dan procedure

3. Indikator Pencapaian Mengadaptasi dongeng

4. Proses Pembelajaran

a. Kegiatan Awal : 10 menitC. Guru mengecek presensi siswaD. Guru menanyakan kepada siswa berkaitan dengan materi pertemuan sebelumnya.

b. Kegiatan Inti : 70 menit Guru menjadi model untuk bercerita berdasarkan dongeng yang populer di antara para siswa.

Cerita yang digunakanOnce upon a time, there lived a very famous king, nsmed the King of Crete. He had a moster which

was half bull and half man.He ordered Deadalus, a craftsman from Athens, to build a wax in order tohouse the monster.He said,

”I want to jail the monster in a wax.Make it for me!” When Deadalus finished his work, he wanted to leave Crete. But the king would not let him go.

Deadalus escaped through the air by using wings fixed to his body with wax. He also made wings for his son, Icarus and made him fly behind himself.

But the son was so glad and excited that he soon went too high. As he flew neare to the sun, it got warmer and warmer until at last the wax melt and his body fell down into the sea near troy.

The sea is now called the Icarian Sea. (Taken from: www.greekmyth.com)

Guru menanyakan jenis kalimat yang diambil dalam teks tersebut, yaitu direct speech. Guru menjelaskan tentang Direct Speech.. Guru meminta siswa membuat 5 kalimat Direct Speech. Guru meminta siswa untuk mengumpulkan hasil pekerjaan merekaGuru meminta siswa untuk mengingat-ingat

dongeng populer yang pernah mereka dengar atau baca. Guru meminta siswa untuk membuat cerita berdasarkan dongeng yang pernah mereka dengar. Siswa boleh

memiliki dongeng yang sama tetapi dengan hasil yang berbeda. Guru meminta kepada siswa untuk mengumpulkan hasil pekerjaan mereka dan meminta beberapa siswa untuk

tampil ke depan kelas.c. Kegiatan Akhir : 10 menit


5. Materi Pelajaran Narrative Text Direct Speech

6. Evaluasi Tugas tertulis secara individual : kognitif Partisipasi aktif siswa di kelas : afektif Peragaan monolog : Psikomotorik


X. Jakarta:Erlangga. M.,Bachtiar Bima, Cicik Kurniawati dan Marta Yuliani. 2009. Bahasa Inggris untuk SMA dan MA.Klaten:PT

Intan Pariwara.

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3. Indikator Pencapaian Mengidentifikasi main idea dari sebuah paragraph Menentukan makna kata dalam teks yang dibaca Menentukan makna kalimat dalam teks yang dibaca

Menjelaskan variasi susunan kalimat dalam teks berbentuk : narrative Merinci urutan peristiwa dalam teks Menjelaskan tujuan komunikasi teks yang dibaca


d. Guru mengecek presensi siswae. Guru menanyakan kepada siswa berkaitan dengan materi pertemuan sebelumnya.

b. Kegiatan Inti : 70 menit Guru menjadi model untuk membaca sebuah NarrativeText. Guru meminta siswa untuk memberi tanda kata-kata yang sulit untuk dilafaskan. Guru membantu siswa untuk melafaskan kata-kata yang sulit tersebut. Guru meminta beberapa siswa untuk membaca ulang Narrative Text tersebut dengan lafas yang tepat yang telah

dipelajari. Guru telah meminta siswa untuk mencatat dan mencari arti kata-kata sulit yang ada di dalam teks. Catatan dibuat

menjadi list panjang yang ditempelkan di atas teks. Guru membantu siswa untuk mengartikan kata-kata yang memang terlalu sulit.

Guru meminta siswa untuk mencari Purpose, dan Text Organization dari teks yang dibaca. Guru membantu siswa untuk mengoreksi hasil kerja mereka. Guru meminta siswa untuk berdiskusi mencari ide pokok untuk masing-masing paragraph. Guru menanyakan jenis kalimat dalam bentuk Past Continuous Tense. Guru membantu siswa untuk mempelajari jenis kalimat tersebut. Guru meminta siswa melengkapi kalimat rumoang dengan menggunakan salah satu dari dua buah tenses yaitu

Past Simple Tense atau Past Continuoous Tense. Guru meminta siswa untuk mengumpulkan hasil pekerjaan mereka.


5. Materi Pelajaran NarrativeText Past Continous Tense

6. Evaluasi Tugas tertulis secara individual : kognitif Partisipasi aktif siswa di kelas dan PR : afektif Membaca taks naratif : psikomotorik



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LESSONThe Narrative Text

Title Queen Aji Bidara Putih

Muara Kaman lies along the Mahakam River, in east Borneo. In the past it was a kingdom ruled by Queen Aji Bidara Putih. She was a typical queen of myths: beautiful, wise and kindhearted. Many princess and kings proposed her, but she always refused them because she was more concerned with ruling her country and guarding her people than finding a spouse.

One day, Chinese boat came to east Borneo. At first, people thought it was a merchant ship, but the bost was loaded with trade goods and highly trained soldiers. Their envoys brought gold and porcelain to announce the marriage proposal from a prince of China. The queen didn’t refuse instantly and replied that she had to ponder the proposal first.

Orientation

Past Continuous Tense

It is used to tell an activity whis is still in process in the past. Subject in the sentence is follod by was/were + V-ing. “was” is for she, he, it, I, singular subject and “were” is for they,

we, you, plural subject. The adverbs of time which are usually used in this tense are while/when, ….(specific time)…..adverb of time for simple

past tense, for example …….7 o’clock p.m. last night.For example :( + ) My mother was cooking while my father was reading a newspaper.( - ) My mother was not sleeping while my father was reading a newspaper.( ? ) Was your mother cooking while your father was reading a newspaper? Yes, she was.

REMEMBER!There are some words that may not in the V-ing form although the activity is in the process. They arebe, see, hear, feel, know, understand, believe, think, like, belong, have, love, want, owe, own, need, etc.For example : Linda saw you in the movie at 8 o’clock p.m. last night.

WORK SHEET1. Find the main idea of each paragraph!

1. Paragraph 1 : There is a kind and beautiful queen, a Queen Aji Bidara Putih, in Muara Kaman.2. Paragraph 2 : A Chinese prince proposed her and the queen pondered it.3. Paragraph 3 : The queen asked her officer to find out who the price was.4. Paragraph 4 : The officer sneaked in the Chinese boat.5. Paragraph 5 : The officer reported surprising information to the queen.6. Paragraph 6 : The Queen refused the Chinese prince’s proposal and it made the prince angry.7. Paragraph 7 : The battle was won by the Queen after she created a giantcentipedes.

2. Complete the sentences with the words in parentheses. Use the Simple Past Tense or the past Continuous Tense!

a. Yesterday Tom and Janice (go) ___(a)_____ to the zoo around one. They (see) ___(b)____ many kinds of animals. They stayed at the zoo for two hours. While they (walk) ___(c)___ home, it (begin) ____(d)___ to rain, so they (stop) ___(e)____ at a small café and (have) _____(f)_____ a cup of coffee.

b. Yesterday afternoon I (go) ___(g)____ to visit the Parker family. When I (get) ___(h)_____ there around two o’clock, Mrs. Parker (be) ___(i)______ in the yard. She (plant) ___(j)____ flowers in the garden. Mr. Parker (be)

After the envoys left the palace, the queen called her court offeicer and ordered him to infiltrate the Chinese boat to gather information on the prince.

When night fell, the officer sneaked onto the boat, got by all the guards, and finally found the prince’s room. The large door would not open and he couldn’t found a peek hole, so the officer put his ear to to the wall, trying to catch sounds from inside. He heard that the prince was having his dinner. The noise of the prince’s chewing and slurping surprised him.. It was like a boar that he had once heard when he was hunting.

He quickly left the boat and returned to the palace. He reported that the prince must have been a phantom, not a human. He believed that the phantom could be in human’s form only during the daytime. The queen was so surprised and gota angry.

On the next day, the Queen said that she refused the Chinese prince’s proposal. Having heard the queen’s refusal, she enraged prince ordered his troops to raid Muara Kaman. Tha battle was won by the prince’s huge band of troops. Then, they rushed to the palace.

As they drew closer to the palace, Queen Aji Bidara Putih chewed a leaf of betel vine and sang a mantra while holding it. When she threw it at the Chinese troops, it turned to giant centipedes. The Chinese troops started to retreat but the the centipedes chased them and sank the boat. The site of the sunken ship is now known as Danau Lipan (lake of Centipedes), with Chinese treasures hidden on the lake’s bed.

Orientation

Orientation

____(k)____ in the garage. He (work) ____(l)_____on their car. He (change) ____(m)_____the oil. The children (play) ____(n)_____in the front yard.


1. Standar KompetensiMenulis: 6. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana berbentuk recount, narrative dan

procedure dalam konteks kehidupan sehari-hari2. Kompetensi Dasar


3. Indikator Pencapaian Mengidentifikasi main idea dari sebuah paragraph Menentukan makna kata dalam teks yang dibaca Menentukan makna kalimat dalam teks yang dibaca Menjelaskan variasi susunan kalimat dalam teks berbentuk : recount, narrative dan procedure Menentukan tokoh dari cerita yang dibaca

Merinci urutan peristiwa dalam teks Mengemukakan kejadian dalam teks yang dibaca Menentukan langkah-langkah retorika dari teks Menjelaskan tujuan komunikasi teks yang dibaca



b. Kegiatan Inti : 70 menit Guru membuat sebuah kerangka karangan tentang pengalaman pribadi.. Guru membantu siswa untuk menganalisis bentuk karangan yang telah di buat berdasarkan teori tentang

NarrativeText. Guru meminta siswa melakukan hal yang sama, yaitu membuat kerangka karangan berdasarkan cerita yang

pernah mereka dengar. Guru meminta beberapa siswa untuk membaca hasil dari pekerjaan mereka, dan meminta siswa y ang lain untuk

memberikan hasil analisis mereka. Guru meminta siswa untuk mengembangkan kerangka karangan yang telah mereka buat menjadi karangan yang

utuh. Siswa diberi waktu seminggu untuk mengerjakan karangan tersebut. Guru meminta siswa mengumpulkan kerangka karangan yang telah mereka buat.


5. Materi PelajaranNarrative Text




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LESSONA Frame Work

Title : Maling Kundang, a rebellious son Orientation :

There was a widow with a son in a small village. They were poor.

Complication : Maling Kundang wished to go somewhere to earn money. His mother did not allow him to go. Maling Kundang kept trying to make his mother allow him to go.

Resolution : Maling Kundang’s mother let him go to leave his mother to make a better life.

Complication : Maling Kundang came back to his village.

Maling Kundang did not want to admit his mother because of shy.

Resolution : Maling Kundang’s mother cursed his son to become a rock statue.

Re-orientation Don’t ever be a rebellious child to parents, moreover she is a mother of yours.

the lesson plan

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