A ring of Indonesian hackers on Monday claimed to have attacked a list of more than 120 Web sites as retribution for Malaysia’s alleged theft of Indonesian cultural items and abuse of migrant workers.
A statement was posted on a Blogspot blog titled "Terselubung" saying that a number of Malaysian Web sites had been hacked and defaced to “celebrate” Malaysia’s Independence Day, which fell on Monday August 31.
“Today, August 31, 2009, an uncreative country, a country who likes to steal Indonesian culture, a country whose citizen is the mastermind of bombings in Indonesia, a country who has tortured many of our sisters — the migrant workers who worked there, a country who abused our national anthem, a country who harassed Indonesia on the Internet, a country that has stolen Sipadan and Ligitan islands, a country which has trespassed our water illegally, a country which received their independence from Britain, is celebrating its anniversary,” the Web site stated.
Rabu, 02 September 2009
malaysia mengklaim tari pendet
Pemerintah Indonesia harus bertindak tegas atas klaim tari Pendet yang dilakukan oleh Malaysia. Langkah pertama adalah memanggil pihak kedutaan besar Malaysia.
“Cukup pemerintah memanggil Dubes Malaysia yang di Jakarta,” kata Wakil Ketua Komisi Bidang Budaya dan Pendidikan DPR, Anisah Mahfudz, kepada detikcom, Sabtu (22/8/2009).
Politisi PKB ini juga meminta agar Atase Pendidikan dan Kebudayaan yang ada di Malaysia bekerja dengan baik. Tujuannya, supaya masalah ini tidak terulang kembali.
“Harus ada extra effort dalam menjaga identitas dan budaya kita. Kasus klaim Malaysia ini seolah melengkapi sisi ketidaktegasan kita menghadapi provokasi negeri jiran tersebut,” jelasnya.
Munculnya klaim tersebut, kata Anisah, sangat disayangkan. Terutama ketika bangsa Indonesia baru saja merayakan ulang tahun kemerdekaan.
“Saya kira ini kegagalan pemerintah melakukan konsolidasi nasional dan cultural diplomacy atas kekayaan dan kebudayaan aset budaya kita,” tutupnya.
(mad/mad)detikcom
Disinilah !……… Warga Malaysia yang bicara Soal Tari Pendet
Setelah kisruh rumah tangga Mahonara Odelia Pinot dan sengketa di perairan Ambalat, munculnya tari khas Bali, Tari Pendet dalam iklan ‘Enigmatic Malaysia’ yang ditayangkan Discovery Channel makin memanaskan hubungan antar negeri jiran, Indonesia dan Malaysia.
Di dunia maya pun masalah tari Pendet jadi polemik yang ramai. Di satu sisi, warga Indonesia menuding Malaysia telah mengklaim bahkan mencuri kebudayaan Indonesia. Disisi lain, warga Malaysia menganggap negaranya tak pernah mengklaim tarian tersebut. Orang Malaysia tak mau dituding sebagai pencuri.
“Kalau memang Pendet milikmu, kenapa kau khawatir berlebihan. Malaysia tak pernah mengklaim itu,” kata seorang warga Malaysia, Harris, seperti dimuat laman Malay Mail, Rabu 26 Agustus 2009.
Ditambahkan dia, Discovery Channel telah mengaku salah. “Berhenti menuduh Malaysia mencuri kebudayaan. Kebudayaan seharusnya menyatukan kita, bukan justru memisahkan, betapa bodohnya,” tambah dia.
Dalam laman yang sama, seseorang yang tak mau disebutkan namanya justru menganggap media di Indonesia memanfaatkan isu tari Pendet untuk tujuan komersial dan menarikan ratingnya. Ini pendapatnya soal pemakaian identitas kultural Indonesia oleh Malaysia.
“Apa Anda tidak tahu di Malaysia ada orang Jawa, Bugis, Maluku, Minang, Dayak, Melayu, Manado, dal lain-lain. Darimana kebudayaan dan tradisi yang mereka miliki?,” kata dia.
Sementara, seseorang yang mengatasnamakan dirinya sebagai ‘creative person’ menganggap orang Indonesia terlalu sensitif.
“Dalam salah satu film dokumenter Malaysia tentang kelahiran batik, ada cuplikan sebuah tarian Jawa. Dijelaskan pula pengaruh batik Jawa pada batik Malaysia. Saya tidak merasa ini adalah kekeliruan.”
“Pemerintah dan bangsa Indonesia seharusnya berterimakasih pada rumah produksi Malaysia yang menyelipkan informasi tentang itu dan menyiarkannya di saluran internasional seperti Discovery Channel,” kata dia.
Indonesia seharusnya tak terlalu sensitif dan memandang negatif Malaysia. “Ironisnya, satu episode ‘Enigmatic Malaysia’ berjudul ‘Melakan Portuguese’ memenangkan penghargaan dalam Bali International Film Festival tahun lalu. Hmmmmm…,” tambah si ‘creative person’
Satu lagi warga Malaysia, Iskandar Khazimin Razali mengatakan Indonesia dan Malaysia datang dari nenek moyang yang sama, dari Sumatera dan Jawa. Mereka juga datang ke Malaysia membawa kebudayaannya. “Mengapa kami tidak dapat merasa memiliki kebudayaan itu?,” kata dia.
Ditambahkan iskandar, tari Pendet bukan isu besar. “Masih banyak isu yang harus Anda beri perhatian besar, misalnya terorisme, pembangunan ekonomi, teknologi,” kata dia.
Jika tari Pendet diaku sebagai asli Indonesia dan hanya Indonesia yang memiliki, kata Iskandar, mengapa dpemerintah Indonesia tak menjadikannya komersial secara internasional. “Yah, saya tahu mengapa, mungkin karena Anda menghadapi birokrasi yang panjang dan urusan yang berkaitan dengan uang.”
“Terus terang, kami orang Malaysia tak peduli dengan persoalan ini, sejujurnya kami muak. Kalian bisa mengklaim apapun sebagai milik Indonesia,” kata dia seperti dimuat laman Malay Mai, Selasa 25 Agustus 2009.
Pendapat tersebut hanya mewakili sebagian kecil masyarakat Malaysia. Bagaimana pendapat Anda? • VIVAnews
Senin, 31 Agustus 2009
contoh soal test bahasa inggris untuk kelas 2 semester 1
I. Choose the correct answer
by crossing a, b , c, or d
Text for no 1-5
Yuda Pradana is my friend. He is the student of SMP 2 Wonogiri. He is tall and handsome. He has blackshort hair,a pointed nose and bright skin.He is also good to his friends so a lot of his friends like him very much.Yuda is also a good Moslem he always prays Jumatan with his father, Mr Muslich.They always go together to the Mosque.
1. Yuda Pradana is …., except….
a. He is writer’s friend
b. Mr,Msuslich son
c. The writer’s son
d. The student of SMP 2 wonogiri
2. What is Yuda Pradana like ?
a. He is a student of SMP 2 wonogiri
b. He is a Moslem
c. He always pray jumatan
d. He is tall and handsome
3. Why do all his friends like Yuda Because….
a. He is a good boy
b. He is handsome
c. He has a pointed nose
d. He is a moslem
4. How is Yuda Pradana ?
a. He has pointed nose
b. He has bright skin
c. He has long hair
d. He has pointed nose and bright skin
5. Does he always go to jumatan with his father ?
a. Yes, they do
b. No, he is not
c. Yes, he does
d. No, he does not
6. A man usually has… fingers in each hand.
a. Ten c. eleven
b. five d. seven
7. One year consist of …. Months.
a. eleven c. fifty
b. seventy d. twelve
8. People usually hear with….
a. eyes c. nose
b. ear d. leg
9. The third month of the year is….
a. December c. January
b. March d. February
10. What is the fifth month of the year ?
a. April c. July
b. June d. May
11. The students are having a biology lesson. They doing some experiments. They are in the…
a. Library c. canteen
b laboratory d. classroom
12. Rahmat ….not play tennis.So he does not play tennis…
a.does c. do
b can d. did
13. We can find …. In the library,except….
a. shelves c. dictionary
b. books d. computer
14. Marno and Maria are in the….to have food and drink.
a. Library c. Mosque
b. Cafetaria d. Laboratory
15. If you want to meet headmaster, you must go to….
a. Headmaster’s room
b. Teacher’s room
c. Staff’s room
d. School
16. Mr.Hasan is a teacher….teaches us English
a. His c. Him
b. He d. She
17 The students want to know the time. They look at the….
a. Calendar c. Blackboard
b. Clock d. Window
18. The classroom is very clean because the students ….
a. sweep c. open
b. erase d. close
19. The teacher wants to write on the blackboard, the chalk in the box He says….
a. bring the chalk please !
b. Take the chalk please !
c. Please buy the chalk !
d. Please clean the blackboard !
20. What is Javanese subject in Indonesia ?
a. Pulau Jawa
b. Jawa
c. Bahasa Jawa
d. Provinsi Jawa
Translate into Indonesian language!
My classroom is very big. There are twenty desks and forty students. The teacher table is in front of classroom. The teacher sits behind the table. Behind her is the blackboard. Besides the blackboard is a map of Indonesia Archipelago. Under the map, there is a bookshelf. There are two windows into the room. There is a picture of Prambanan temple between two windows. I like my classroom very much.
Translate into Indonesian language!
My classroom is very big. There are twenty desks and forty students. The teacher table is in front of classroom. The teacher sits behind the table. Behind her is the blackboard. Besides the blackboard is a map of Indonesia Archipelago. Under the map, there is a bookshelf. There are two windows into the room. There is a picture of Prambanan temple between two windows. I like my classroom very much.
Translate into Indonesian language!
My classroom is very big. There are twenty desks and forty students. The teacher table is in front of classroom. The teacher sits behind the table. Behind her is the blackboard. Besides the blackboard is a map of Indonesia Archipelago. Under the map, there is a bookshelf. There are two windows into the room. There is a picture of Prambanan temple between two windows. I like my classroom very much.
Translate into Indonesian language!
My classroom is very big. There are twenty desks and forty students. The teacher table is in front of classroom. The teacher sits behind the table. Behind her is the blackboard. Besides the blackboard is a map of Indonesia Archipelago. Under the map, there is a bookshelf. There are two windows into the room. There is a picture of Prambanan temple between two windows. I like my classroom very much.
Translate into Indonesian language!
My classroom is very big. There are twenty desks and forty students. The teacher table is in front of classroom. The teacher sits behind the table. Behind her is the blackboard. Besides the blackboard is a map of Indonesia Archipelago. Under the map, there is a bookshelf. There are two windows into the room. There is a picture of Prambanan temple between two windows. I like my classroom very much.
Translate into Indonesian language!
My classroom is very big. There are twenty desks and forty students. The teacher table is in front of classroom. The teacher sits behind the table. Behind her is the blackboard. Besides the blackboard is a map of Indonesia Archipelago. Under the map, there is a bookshelf. There are two windows into the room. There is a picture of Prambanan temple between two windows. I like my classroom very much.
Translate into Indonesian language!
My classroom is very big. There are twenty desks and forty students. The teacher table is in front of classroom. The teacher sits behind the table. Behind her is the blackboard. Besides the blackboard is a map of Indonesia Archipelago. Under the map, there is a bookshelf. There are two windows into the room. There is a picture of Prambanan temple between two windows. I like my classroom very much.
Translate into Indonesian language!
My classroom is very big. There are twenty desks and forty students. The teacher table is in front of classroom. The teacher sits behind the table. Behind her is the blackboard. Besides the blackboard is a map of Indonesia Archipelago. Under the map, there is a bookshelf. There are two windows into the room. There is a picture of Prambanan temple between two windows. I like my classroom very much.
Translate into Indonesian language!
My classroom is very big. There are twenty desks and forty students. The teacher table is in front of classroom. The teacher sits behind the table. Behind her is the blackboard. Besides the blackboard is a map of Indonesia Archipelago. Under the map, there is a bookshelf. There are two windows into the room. There is a picture of Prambanan temple between two windows. I like my classroom very much.
Translate into Indonesian language!
My classroom is very big. There are twenty desks and forty students. The teacher table is in front of classroom. The teacher sits behind the table. Behind her is the blackboard. Besides the blackboard is a map of Indonesia Archipelago. Under the map, there is a bookshelf. There are two windows into the room. There is a picture of Prambanan temple between two windows. I like my classroom very much.
Translate into Indonesian language!
My classroom is very big. There are twenty desks and forty students. The teacher table is in front of classroom. The teacher sits behind the table. Behind her is the blackboard. Besides the blackboard is a map of Indonesia Archipelago. Under the map, there is a bookshelf. There are two windows into the room. There is a picture of Prambanan temple between two windows. I like my classroom very much.
Translate into Indonesian language!
My classroom is very big. There are twenty desks and forty students. The teacher table is in front of classroom. The teacher sits behind the table. Behind her is the blackboard. Beside the blackboard is a map of Indonesia Archipelago. Under the map, there is a bookshelf. There are two windows into the room. There is a picture of Prambanan temple between two windows. I like my classroom very much.
Translate into Indonesian language!
My classroom is very big. There are twenty desks and forty students. The teacher table is in front of classroom. The teacher sits behind the table. Behind her is the blackboard. Besides the blackboard is a map of Indonesia Archipelago. Under the map, there is a bookshelf. There are two windows into the room. There is a picture of Prambanan temple between two windows. I like my classroom very much.
Translate into Indonesian language!
My classroom is very big. There are twenty desks and forty students. The teacher table is in front of classroom. The teacher sits behind the table. Behind her is the blackboard. Besides the blackboard is a map of Indonesia Archipelago. Under the map, there is a bookshelf. There are two windows into the room. There is a picture of Prambanan temple between two windows. I like my classroom very much.
Choose the correct answer by crossing a, b, c, or d.
1. She … a new bag
a. want c. wanted
b. wants d. wanting
2. A plant …water
a. need c. needs
b. needed d. needing
3. My mother … children
a. loves c. loving
b. love d. loved
4. They …lately to my house
a. come c. coming
b. came d. comes
5. We …parties
a. hating c. hate
b. hate d. hates
6. She is…on the chair
a. sites c. sitting
b. sat d. site
7. Paul … standing near the door just now
a. are c. were
b. is d. was
8. Jim and Sue … writing some letters
a. are c. is
b. were d. was
9. they are… English now
a. studied c. study
b. studies d. studying
10. I am … a book now
a. reads c. read
b. reading d. teach
11. She …to school yesterday
a. go c. gone
b. went d. going
12. They … the airplane last year
a. invented c. invention
b. inventing d. invents
13. Indi …a new jacket from store yesterday.
a. buy c. buying
b. bought d. buys
14. The baby …very loud last night
a. cries c. crying
b. cried d. cry
15. George…television yesterday morning
a. watching c. watch
b. cut d. watched
16. I … car in front of my house last week
a. see c. seen
b. saw d. seeing
17. She…to my house last night
a. came c. coming
b. comes d. found
18. I didn’t buy …jam yesterday
a. some c. any
b. much d. many
19. She has …pencils in his bag
a. any c. some
b. much d. many
20. This table has … serious problem
a. some c. any
b. much d. many
Choose the correct answer by crossing a, b, c, and d !
Text for no 1 – 8
My school is SMP Persada Bakti. It is on Pemuda Street. The school is the best SMP in this city. It holds some extracurricular activities. Theses activities are very important for the students. They can improve their knowledge and talent.
There are many extracurricular activities that my school holds. They are karate, volleyball, basketball, scouting, English conversation club, and students scientific work. The students must participate the above activities in the afternoon. Each student must join at least two activities.
1. The text above is about….
a. SMP Persada Bakti
b. Extracurricular activities in SMP Persada Bakti
c. The lesson
d. Knowledge and talent
2. Extracurricular activities are very important for the students….
a. to make them proud
b. to make them happy
c. to improve their knowledge and talent
d. to make them active
3. The school above holds … kinds of extracurricular activities.
a. 5 c. 7
b. 6 d. 8
4. The school holds….
a. English conversation club
b. Badminton
c. Football
d. Drama
5. SMP Pemuda Street is….
a. in Pemuda Street
b. on Pemuda Street
c. at Pemuda Street
d. around Pemuda Street
6. The school holds extracurricular activities in….
a. the morning
b. the evening
c. the afternoon
d. the night
7. Each student must join at least…kinds of the activities.
a. 2 c. 4
b. 3 d. 5
8. “It” is on Pemuda Street.The word “It” refers to….
a. Pemuda Street
b. This city
c. SMP Persabda Bakti
d. Extracurricular activities
by crossing a, b , c, or d
Text for no 1-5
Yuda Pradana is my friend. He is the student of SMP 2 Wonogiri. He is tall and handsome. He has blackshort hair,a pointed nose and bright skin.He is also good to his friends so a lot of his friends like him very much.Yuda is also a good Moslem he always prays Jumatan with his father, Mr Muslich.They always go together to the Mosque.
1. Yuda Pradana is …., except….
a. He is writer’s friend
b. Mr,Msuslich son
c. The writer’s son
d. The student of SMP 2 wonogiri
2. What is Yuda Pradana like ?
a. He is a student of SMP 2 wonogiri
b. He is a Moslem
c. He always pray jumatan
d. He is tall and handsome
3. Why do all his friends like Yuda Because….
a. He is a good boy
b. He is handsome
c. He has a pointed nose
d. He is a moslem
4. How is Yuda Pradana ?
a. He has pointed nose
b. He has bright skin
c. He has long hair
d. He has pointed nose and bright skin
5. Does he always go to jumatan with his father ?
a. Yes, they do
b. No, he is not
c. Yes, he does
d. No, he does not
6. A man usually has… fingers in each hand.
a. Ten c. eleven
b. five d. seven
7. One year consist of …. Months.
a. eleven c. fifty
b. seventy d. twelve
8. People usually hear with….
a. eyes c. nose
b. ear d. leg
9. The third month of the year is….
a. December c. January
b. March d. February
10. What is the fifth month of the year ?
a. April c. July
b. June d. May
11. The students are having a biology lesson. They doing some experiments. They are in the…
a. Library c. canteen
b laboratory d. classroom
12. Rahmat ….not play tennis.So he does not play tennis…
a.does c. do
b can d. did
13. We can find …. In the library,except….
a. shelves c. dictionary
b. books d. computer
14. Marno and Maria are in the….to have food and drink.
a. Library c. Mosque
b. Cafetaria d. Laboratory
15. If you want to meet headmaster, you must go to….
a. Headmaster’s room
b. Teacher’s room
c. Staff’s room
d. School
16. Mr.Hasan is a teacher….teaches us English
a. His c. Him
b. He d. She
17 The students want to know the time. They look at the….
a. Calendar c. Blackboard
b. Clock d. Window
18. The classroom is very clean because the students ….
a. sweep c. open
b. erase d. close
19. The teacher wants to write on the blackboard, the chalk in the box He says….
a. bring the chalk please !
b. Take the chalk please !
c. Please buy the chalk !
d. Please clean the blackboard !
20. What is Javanese subject in Indonesia ?
a. Pulau Jawa
b. Jawa
c. Bahasa Jawa
d. Provinsi Jawa
Translate into Indonesian language!
My classroom is very big. There are twenty desks and forty students. The teacher table is in front of classroom. The teacher sits behind the table. Behind her is the blackboard. Besides the blackboard is a map of Indonesia Archipelago. Under the map, there is a bookshelf. There are two windows into the room. There is a picture of Prambanan temple between two windows. I like my classroom very much.
Translate into Indonesian language!
My classroom is very big. There are twenty desks and forty students. The teacher table is in front of classroom. The teacher sits behind the table. Behind her is the blackboard. Besides the blackboard is a map of Indonesia Archipelago. Under the map, there is a bookshelf. There are two windows into the room. There is a picture of Prambanan temple between two windows. I like my classroom very much.
Translate into Indonesian language!
My classroom is very big. There are twenty desks and forty students. The teacher table is in front of classroom. The teacher sits behind the table. Behind her is the blackboard. Besides the blackboard is a map of Indonesia Archipelago. Under the map, there is a bookshelf. There are two windows into the room. There is a picture of Prambanan temple between two windows. I like my classroom very much.
Translate into Indonesian language!
My classroom is very big. There are twenty desks and forty students. The teacher table is in front of classroom. The teacher sits behind the table. Behind her is the blackboard. Besides the blackboard is a map of Indonesia Archipelago. Under the map, there is a bookshelf. There are two windows into the room. There is a picture of Prambanan temple between two windows. I like my classroom very much.
Translate into Indonesian language!
My classroom is very big. There are twenty desks and forty students. The teacher table is in front of classroom. The teacher sits behind the table. Behind her is the blackboard. Besides the blackboard is a map of Indonesia Archipelago. Under the map, there is a bookshelf. There are two windows into the room. There is a picture of Prambanan temple between two windows. I like my classroom very much.
Translate into Indonesian language!
My classroom is very big. There are twenty desks and forty students. The teacher table is in front of classroom. The teacher sits behind the table. Behind her is the blackboard. Besides the blackboard is a map of Indonesia Archipelago. Under the map, there is a bookshelf. There are two windows into the room. There is a picture of Prambanan temple between two windows. I like my classroom very much.
Translate into Indonesian language!
My classroom is very big. There are twenty desks and forty students. The teacher table is in front of classroom. The teacher sits behind the table. Behind her is the blackboard. Besides the blackboard is a map of Indonesia Archipelago. Under the map, there is a bookshelf. There are two windows into the room. There is a picture of Prambanan temple between two windows. I like my classroom very much.
Translate into Indonesian language!
My classroom is very big. There are twenty desks and forty students. The teacher table is in front of classroom. The teacher sits behind the table. Behind her is the blackboard. Besides the blackboard is a map of Indonesia Archipelago. Under the map, there is a bookshelf. There are two windows into the room. There is a picture of Prambanan temple between two windows. I like my classroom very much.
Translate into Indonesian language!
My classroom is very big. There are twenty desks and forty students. The teacher table is in front of classroom. The teacher sits behind the table. Behind her is the blackboard. Besides the blackboard is a map of Indonesia Archipelago. Under the map, there is a bookshelf. There are two windows into the room. There is a picture of Prambanan temple between two windows. I like my classroom very much.
Translate into Indonesian language!
My classroom is very big. There are twenty desks and forty students. The teacher table is in front of classroom. The teacher sits behind the table. Behind her is the blackboard. Besides the blackboard is a map of Indonesia Archipelago. Under the map, there is a bookshelf. There are two windows into the room. There is a picture of Prambanan temple between two windows. I like my classroom very much.
Translate into Indonesian language!
My classroom is very big. There are twenty desks and forty students. The teacher table is in front of classroom. The teacher sits behind the table. Behind her is the blackboard. Besides the blackboard is a map of Indonesia Archipelago. Under the map, there is a bookshelf. There are two windows into the room. There is a picture of Prambanan temple between two windows. I like my classroom very much.
Translate into Indonesian language!
My classroom is very big. There are twenty desks and forty students. The teacher table is in front of classroom. The teacher sits behind the table. Behind her is the blackboard. Beside the blackboard is a map of Indonesia Archipelago. Under the map, there is a bookshelf. There are two windows into the room. There is a picture of Prambanan temple between two windows. I like my classroom very much.
Translate into Indonesian language!
My classroom is very big. There are twenty desks and forty students. The teacher table is in front of classroom. The teacher sits behind the table. Behind her is the blackboard. Besides the blackboard is a map of Indonesia Archipelago. Under the map, there is a bookshelf. There are two windows into the room. There is a picture of Prambanan temple between two windows. I like my classroom very much.
Translate into Indonesian language!
My classroom is very big. There are twenty desks and forty students. The teacher table is in front of classroom. The teacher sits behind the table. Behind her is the blackboard. Besides the blackboard is a map of Indonesia Archipelago. Under the map, there is a bookshelf. There are two windows into the room. There is a picture of Prambanan temple between two windows. I like my classroom very much.
Choose the correct answer by crossing a, b, c, or d.
1. She … a new bag
a. want c. wanted
b. wants d. wanting
2. A plant …water
a. need c. needs
b. needed d. needing
3. My mother … children
a. loves c. loving
b. love d. loved
4. They …lately to my house
a. come c. coming
b. came d. comes
5. We …parties
a. hating c. hate
b. hate d. hates
6. She is…on the chair
a. sites c. sitting
b. sat d. site
7. Paul … standing near the door just now
a. are c. were
b. is d. was
8. Jim and Sue … writing some letters
a. are c. is
b. were d. was
9. they are… English now
a. studied c. study
b. studies d. studying
10. I am … a book now
a. reads c. read
b. reading d. teach
11. She …to school yesterday
a. go c. gone
b. went d. going
12. They … the airplane last year
a. invented c. invention
b. inventing d. invents
13. Indi …a new jacket from store yesterday.
a. buy c. buying
b. bought d. buys
14. The baby …very loud last night
a. cries c. crying
b. cried d. cry
15. George…television yesterday morning
a. watching c. watch
b. cut d. watched
16. I … car in front of my house last week
a. see c. seen
b. saw d. seeing
17. She…to my house last night
a. came c. coming
b. comes d. found
18. I didn’t buy …jam yesterday
a. some c. any
b. much d. many
19. She has …pencils in his bag
a. any c. some
b. much d. many
20. This table has … serious problem
a. some c. any
b. much d. many
Choose the correct answer by crossing a, b, c, and d !
Text for no 1 – 8
My school is SMP Persada Bakti. It is on Pemuda Street. The school is the best SMP in this city. It holds some extracurricular activities. Theses activities are very important for the students. They can improve their knowledge and talent.
There are many extracurricular activities that my school holds. They are karate, volleyball, basketball, scouting, English conversation club, and students scientific work. The students must participate the above activities in the afternoon. Each student must join at least two activities.
1. The text above is about….
a. SMP Persada Bakti
b. Extracurricular activities in SMP Persada Bakti
c. The lesson
d. Knowledge and talent
2. Extracurricular activities are very important for the students….
a. to make them proud
b. to make them happy
c. to improve their knowledge and talent
d. to make them active
3. The school above holds … kinds of extracurricular activities.
a. 5 c. 7
b. 6 d. 8
4. The school holds….
a. English conversation club
b. Badminton
c. Football
d. Drama
5. SMP Pemuda Street is….
a. in Pemuda Street
b. on Pemuda Street
c. at Pemuda Street
d. around Pemuda Street
6. The school holds extracurricular activities in….
a. the morning
b. the evening
c. the afternoon
d. the night
7. Each student must join at least…kinds of the activities.
a. 2 c. 4
b. 3 d. 5
8. “It” is on Pemuda Street.The word “It” refers to….
a. Pemuda Street
b. This city
c. SMP Persabda Bakti
d. Extracurricular activities
contoh program tahunan
PROGRAM TAHUNAN
Satuan Pendidikan : Sekolah Menengah Atas
Mata Pelajaran : Bahasa Inggris
Kelas/Program : XI / IPS/IPA
Tahun Pelajaran : 2007/2008
No SK/KD Alokasi
Waktu U R A I A N No SK/KD Alokasi
Waktu U R A I A N
Semester Ganjil Mendengarkan
1.1
1.2
2.1
2.2
Berbicara
3.1
3.2
4.1
4.2
Membaca
5.1
5.2
Menulis
6.1
6.2 18 Jam
4 Jam
6 Jam
4 Jam
4 Jam
18 Jam
4 Jam
6 Jam
4 Jam
4 Jam
14 Jam
4 Jam
10 Jam
8 Jam
4 Jam
4 Jam
A)Jumlah minggu yang tersedia:
Juli : 4 minggu
Agustus : 5 minggu
September : 4 minggu
Oktober : 5 minggu
Nopember : 4 minggu
Desember : 4 minggu
Jumlah : 26 minggu
B)Jumlah minggu yany tidak efektif:
Libur : 4 minggu
UTS : 1 minggu
Pers.Report : 1 minggu
UAS : 2 minggu
Pers.Report : 1 minggu
Jumlah : 9 minggu
C)Minggu Efektif
(A-B) = 26 - 9
= 17 minggu
D)Jumlah jam efektif
17 X 4 = 68 jam
SK/KD : 58 jam
Ujian harian : 8 jam
Cadangan : 2 jam
JUMLAH : 68 jam
Semester Genap Mendengarkan
7.1
7.2
8.1
8.2
Berbicara
9.1
9.2
10.1
10.2
Membaca
11.1
11.2
Menulis
12.1
12.2
20 Jam
6 Jam
6 Jam
4 Jam
4 Jam
20 Jam
6 Jam
6 Jam
4 Jam
4 Jam
12 Jam
4 Jam
8 Jam
12 Jam
4 Jam
8 Jam A)Jumlah minggu yang tersedia:
Januari : 5 minggu
Februari : 4 minggu
Maret : 4 minggu
April : 4 minggu
Mei : 5 minggu
Juni : 4 minggu
Juli : 2 minggu
Jumlah : 28 minggu
B)Jumlah minggu yany tidak efektif:
Libur : 5 minggu
UTS : 1 minggu
Pers.Report: 1 minggu
UAS : 2 minggu
Pers.Report: 1 minggu
Jumlah : 10 minggu
C)Minggu Efektif
(A-B) = 28 - 10
= 18 minggu
D)Jumlah jam efektif
18 X 4 = 72 jam
SK/KD : 64 jam
Ujian harian : 8 jam
JUMLAH : 72 jam
J U M L A H 58 Jam J U M L A H 64Jam
Mengetahui: Tasikmalaya, 2007
Guru Pamong, Praktikan,
Hj. Dedeh Amelia, S.Pd Galih Wangi
NIP. NIM. 042122340
Program Semester
Mata Pelajaran : Bahasa Inggris
Kelas/Program : XI/IPA
Tahun Pelajaran : 2007/2008
NO Materi Pokok/Genres Kompetensi Dasar Alokasi Waktu B U L A N Keterangan
Juli Agustus September Oktober November
2 3 4 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3
1 REPORT Listening : Responding report text.
Speaking : Asking and giving advice.
Reading : Responding report text 3 4
Writing : Writing report text 5
Linguistic : - Comparison
- Pronouns 3 4 1
- Simple Present Tense 1
- Advice and giving advice
- Requesting
2 NARRATIVE Listening : Responding narrative text 5
Speaking : Expressing relief, pain, and pleasure 4
Reading : Responding text of narrative
Writing : Writing text narrative
Linguistic : - Lingking expression (conjunction)
- Past Tense
- Expressing Pleasure 5
- Relief and pain 5
- Past Continous Tense
3 ANALYTICAL Listening : Responding text of analytical exposition
EXPOSITION Speaking : Gambits for asking and expressing opinion,
satisfaction and dissatisfaction
Reading : Responding of text analytical exposition
Writing : Writing analytical exposition text
Linguistic : - Either..or..neither..nor and so
- Passive infinitive form
- Modals
- Expressing
Satuan Pendidikan : Sekolah Menengah Atas
Mata Pelajaran : Bahasa Inggris
Kelas/Program : XI / IPS/IPA
Tahun Pelajaran : 2007/2008
No SK/KD Alokasi
Waktu U R A I A N No SK/KD Alokasi
Waktu U R A I A N
Semester Ganjil Mendengarkan
1.1
1.2
2.1
2.2
Berbicara
3.1
3.2
4.1
4.2
Membaca
5.1
5.2
Menulis
6.1
6.2 18 Jam
4 Jam
6 Jam
4 Jam
4 Jam
18 Jam
4 Jam
6 Jam
4 Jam
4 Jam
14 Jam
4 Jam
10 Jam
8 Jam
4 Jam
4 Jam
A)Jumlah minggu yang tersedia:
Juli : 4 minggu
Agustus : 5 minggu
September : 4 minggu
Oktober : 5 minggu
Nopember : 4 minggu
Desember : 4 minggu
Jumlah : 26 minggu
B)Jumlah minggu yany tidak efektif:
Libur : 4 minggu
UTS : 1 minggu
Pers.Report : 1 minggu
UAS : 2 minggu
Pers.Report : 1 minggu
Jumlah : 9 minggu
C)Minggu Efektif
(A-B) = 26 - 9
= 17 minggu
D)Jumlah jam efektif
17 X 4 = 68 jam
SK/KD : 58 jam
Ujian harian : 8 jam
Cadangan : 2 jam
JUMLAH : 68 jam
Semester Genap Mendengarkan
7.1
7.2
8.1
8.2
Berbicara
9.1
9.2
10.1
10.2
Membaca
11.1
11.2
Menulis
12.1
12.2
20 Jam
6 Jam
6 Jam
4 Jam
4 Jam
20 Jam
6 Jam
6 Jam
4 Jam
4 Jam
12 Jam
4 Jam
8 Jam
12 Jam
4 Jam
8 Jam A)Jumlah minggu yang tersedia:
Januari : 5 minggu
Februari : 4 minggu
Maret : 4 minggu
April : 4 minggu
Mei : 5 minggu
Juni : 4 minggu
Juli : 2 minggu
Jumlah : 28 minggu
B)Jumlah minggu yany tidak efektif:
Libur : 5 minggu
UTS : 1 minggu
Pers.Report: 1 minggu
UAS : 2 minggu
Pers.Report: 1 minggu
Jumlah : 10 minggu
C)Minggu Efektif
(A-B) = 28 - 10
= 18 minggu
D)Jumlah jam efektif
18 X 4 = 72 jam
SK/KD : 64 jam
Ujian harian : 8 jam
JUMLAH : 72 jam
J U M L A H 58 Jam J U M L A H 64Jam
Mengetahui: Tasikmalaya, 2007
Guru Pamong, Praktikan,
Hj. Dedeh Amelia, S.Pd Galih Wangi
NIP. NIM. 042122340
Program Semester
Mata Pelajaran : Bahasa Inggris
Kelas/Program : XI/IPA
Tahun Pelajaran : 2007/2008
NO Materi Pokok/Genres Kompetensi Dasar Alokasi Waktu B U L A N Keterangan
Juli Agustus September Oktober November
2 3 4 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3
1 REPORT Listening : Responding report text.
Speaking : Asking and giving advice.
Reading : Responding report text 3 4
Writing : Writing report text 5
Linguistic : - Comparison
- Pronouns 3 4 1
- Simple Present Tense 1
- Advice and giving advice
- Requesting
2 NARRATIVE Listening : Responding narrative text 5
Speaking : Expressing relief, pain, and pleasure 4
Reading : Responding text of narrative
Writing : Writing text narrative
Linguistic : - Lingking expression (conjunction)
- Past Tense
- Expressing Pleasure 5
- Relief and pain 5
- Past Continous Tense
3 ANALYTICAL Listening : Responding text of analytical exposition
EXPOSITION Speaking : Gambits for asking and expressing opinion,
satisfaction and dissatisfaction
Reading : Responding of text analytical exposition
Writing : Writing analytical exposition text
Linguistic : - Either..or..neither..nor and so
- Passive infinitive form
- Modals
- Expressing
Rencana pelaksanaan Pembelajaran KTSP bahasa Inggris untuk SMA kelas 2
RENCANA PELAKSANAAN PEMBELAJARAN
Mata Pelajaran : Bahasa Inggris
Satuan pendidikan : SMA Negeri 6 Tasikmalaya
Kelas / Semester : XI / 1
Pertemuan ke- : 10
Alokasi Waktu : 2 X 45 menit
Standar Kompetensi
- Mendengarkan
1. Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut dalam konteks kehidupan sehari-hari.
- Berbicara
3. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut dalam konteks kehidupan sehari-hari.
Kompetensi Dasar
1.1 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tidak tutur : menyampaikan permohonan.
3.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur : menyampaikan permohonan.
Indikator
- Mengidentifikasi makna tindak tutur menyampaikan pemohonan.
- Merespon tindak tutur menyampaikan permohonan.
- Mengklasifikasikan tindak tutur menyampaikan permohonan.
- Menggunakan tindak tutur menyampaikan permohonan.
- Melakukan percakapan interpersonal
I. Tujuan Pembelajaran
- Siswa mampu mengenali dan memahami tindak tutur menyampaikan permohonan
- Siswa mampu memberikan respon untuk menyampaikan permohonan.
- Siswa dapat mengklasifikasikan tindak tutur menyampaikan permohonan.
- Siswa mampu menggunakan tindak tutur menyampaikan permohonan dalam percakapan sehari-hari.
- Siswa mampu berkomunikasi secara aktif dalam menggunakan ungkapan-ungkapan menyampaikan permohonan.
II. Materi ajar
- Ungkapan-ungkapan menyampaikan permohonan
E.g: - May I use your… ?
- Can I borrow your…?.
III. Metode Pengajaran
Ceramah, Mendengarkan, diskusi, merespon, praktek, tanya jawab.
IV. Langkah Pembelajaran
A. Kegiatan Awal : - Memeriksa kehadiran siswa, kebersihan,dan kerapihan kelas.
- Motivasi, diciptakan dengan mengajukan pertanyaan.
- Apersepsi.
B. Kegiatan Inti : * BKOF
- Mendengarkan percakapan tentang ungkapan menyampaikan permohonan. (lampiran 1)
- Mengikuti ucapan guru ( repeatation drill )
- Mendiskusikan tindak tutur yang didengar
- Mengklasifikasikan tindak tutur menyampaikan permohonan.
*MOT
- Mendengarkan percakapan tentang ungkapan menyampaikan permohonan dengan lebih seksama (lampiran 2).
- Mengidentifikasi makna yang didengar.
*JCOT
- Mengerjakan tugas yang diberikan oleh guru secara berkelompok (lampiran 3).
- Membuat dialog secara berpasangan menggunakan tindak tutur menyampaikan permohonan.
*ICOT
- Mendemonstrasikan dialog tersebut di depan kelas.
C. Kegiatan Akhir : - Menyimpulkan materi yang telah disampaikan.
- Memberikan evaluasi (homework) untuk mengetahui sejauh mana materi dikuasai siswa.
V. Sumber Bahan
- LKS “TUNTAS”
- English Speaking 1, A Text Book for Teaching English Speaking in English Department, Siliwangi University.
- Wall Chart
VI. Penilaian
1. Jenis Tagihan
- Pertanyaan lisan
- Tugas kelompok
2. Bentuk Instrument
- Penampilan (performance)
3. Instrumen Penilaian : terlampir
LAMPIRAN
Lampiran 1
John : Oh hello, Thomas. Could I use your telephone for a minute?
Thomas : Of couerse
John : Thank you. And is that the morning paper?
Thomas : Yes, it is.
Jhon : May I borrow it?
Thomas : I’m sorry, I haven’t finished reading it yet.
Jhon : Oh, that’s okay.
Lampiran 2
1. X : Can you pass the soybean sauce, please
Y : Yes, certainly. Here you are.
2. A : Can you lend me your phone?
B : No, I’m afraid not. I am using it.
3. X : Woud you come in and sit down, please?
Y : Thank You. I would
4. A : Could you please pass the water?
B : Yes, sure.
5. X : Would you mind lending me 100.000 rupiahs, please?
Y : I’m sorry . I have no money.
Lampiran 3
Choose phrases from the column on the right to complete these dialogue
1.
You’re welcome Not at all
Not at the moment Sure
* A : Are you using your camera?
B :……………………………..
A : Do you mind if I borrow it for
the weekend?
B :……………………………..
A : Thanks, that‘s very nice of you.
B :…………………………….
2.
Yes, now’s a good time for me Why, sure
No help your self I,m sorry I have an appointment
A : Would you be able to help me with
my homework?
B : …………………………….
A : Oh thank, could we meet at 3.00
this afternoon?
B : ………………………….....
A : Oh well could you be able to
help me now?
B : …………………………….
A : Thank a lot
.
3.
Of course Sure, help your self
I’m sorry I’m using it right now Oh, never mind then
A : Do you mind if I borrow your
calculator?
B : …………………………….
A : Oh, well Could I borrow it when
you”ve finished with it?
B : …………………………….
A : Oh, well could you be able to
help me now?
B : …………………………….
A : Thank a lot.
Answer key
1. - Not at the moment
- No at all
- You’re welcome
2. - Why sure
- I’m sorry I have an appointment
- Yes, now’s a good time for me
3. - I’m sorry I’m using it right now
- Of course
- Oh never mind then
Lampiran 4
Make a dialog using expressing request. Do it in pairs!
Tasikmalaya, November 2007
Guru Pamong
Dra. Hj. Dedeh Amelia
NIP.131 621 538 Praktikan
Jemi Mulia
NIM. 042122139
Diketahui,
Kepala SMAN 6 Tasikmalaya
H. Undang Saprudin S.
NIP. 130 411 069
RENCANA PELAKSANAAN PEMBELAJARAN
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XI / 1
Pertemuan ke- : 2
Alokasi Waktu : 2 X 45 menit
Standar Kompetensi
- Mendengarkan
1. Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut dalam konteks kehidupan sehari-hari.
- Berbicara
3. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut dalam konteks kehidupan sehari-hari.
Kompetensi Dasar
1.1 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tidak tutur : menyatakan puas dan tidak puas.
3.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur : menyatakan puas dan tidak puas.
Indikator
- Mengidentifikasi makna tindak tutur menyatakan puas dan tidak puas.
- Merespon tindak tutur menyatakan puas dan tidak puas.
- Mengklasifikasikan tindak tutur menyatakan puas dan tidak puas.
- Menggunakan tindak tutur puas dan tidak puas.
- Melakukan percakapan interpersonal.
I. Tujuan Pembelajaran
- Siswa mampu mengenali dan memahami tindak tutur menyatakan puas dan tidak puas.
- Siswa mampu memberikan respon untuk menyatakan puas atau tidak puas.
- Siswa dapat mengklasifikasikan tindak tutur menyatakan puas dan tidak puas.
- Siswa mampu menggunakan tindak tutur puas dan tidak puas dalam percakapan sehari-hari.
- Siswa mampu berkomunikasi secar aktif dalam menggunakan ungkapan-ungkapan menyatakan puas dan tidak puas.
II. Materi ajar
- Ungkapan-ungkapan menyatakan puas
E.g: I’m satisfied of your performance.
- Ungkapan-ungkapan menyatakan tidak puas
E.g: Sorry, I’m unsatisfiedof your result.
III. Metode Pengajaran
Ceramah, Mendengarkan, diskusi, merespon, praktek, tanya jawab.
IV. Langkah Pembelajaran
A. Kegiatan Awal : - Memeriksa kehadiran siswa, kebersihan,dan kerapihan kelas.
- Motivasi, diciptakan dengan mengajukan pertanyaan.
- Apersepsi.
B. Kegiatan Inti : * BKOF
- Mendengarkan percakapan tentang ungkapan menyatakan puas dan tidak puas. (lampiran 1)
- Menjawab pertanyaan lisan dari guru. (lampiran 2)
- Mengkonfirmasi jawaban dipimpin oleh guru.
- Mendiskusikan tindak tutur yang didengar.
- Mengklasifikasikan tindak tutur menyatakan puas dan tidak puas.
*MOT
- Mendengarkan percakapan tentang ungkapan puas dan tidak puas dengan lebih seksama.
- Mengidentifikasi makna yang didengar.
*JCOT
- Membuat dialog secara berpasangan berdasarkan situasi yang telah diberikan oleh guru. (lampiran 3)
*ICOT
- Mendemonstrasikan dialog tersebut di depan kelas.
C. Kegiatan Akhir : - Menyimpulkan materi yang telah disampaikan.
- Memberikan evaluasi (homework) untuk mengetahui sejauh mana materi dikuasai siswa.
V. Sumber Bahan
- LKS “TUNTAS”
- Look Ahead An English Course 2, Penerbit ERLANGGA
VI. Penilaian
1. Jenis Tagihan
- Pertanyaan lisan
- Tugas kelompok
2. Bentuk Instrument
- Penampilan (performance)
3. Instrumen Penilaian : terlampir
LAMPIRAN
Lampiran 1
Waiter : Is everything O.K. here?
Man : Yes, thank you. Everithing is fine.
Waiter : Is your steak satisfactory?
Woman : Quite good.
Waiter : How about your roast beef, Ma’am? IS it O.K. too?
Woman : It’s just right. Just the way I like it.
Waiter : Will there be anything else, then?
Man : No, not at the moment.
Waiter : Very well, then. Have a nice day.
Man : Thanks.
Lampiran 2
- In the woman’s opinion, was the steak nice? What did she say?
- In the man’s opinion, was the service okay?what did he say?
Lampiran 3
Work in pairs. Create a dialog based on one of the following situasions. Perform it in front of the class.
1. You have just bought a new watch, but now it doesn’t work.
2. You have just eaten in a restourant. You really enjoyed the food.
Tasikmalaya, 15 Agustus 2007
Guru Pamong
Dra. Hj. Dedeh Amelia
NIP.131 621 538 Praktikan
Jemi Mulia
NIM. 042122139
Diketahui,
Kepala SMAN 6 Tasikmalaya
H. Undang Saprudin S.
NIP. 130 411 069
RENCANA PELAKSANAAN PEMBELAJARAN
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XI / 1
Pertemuan ke- : 3
Alokasi Waktu : 2 X 45 menit
Standar Kompetensi
- Mendengarkan
1. Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut dalam konteks kehidupan sehari-hari.
- Berbicara
3. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut dalam konteks kehidupan sehari-hari.
Kompetensi Dasar
1.2 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tidak tutur menasehati.
3.2 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur menasehati
Indikator
- Mengidentifikasi makna tindak tutur menasehati.
- Merespon tindak tutur menasehati.
- Mengklasifikasikan tindak tutur menasehati.
- Menggunakan tindak tutur menasehati.
- Melakukan percakapan interpersonal.
I. Tujuan Pembelajaran
- Siswa mampu mengenali dan memahami tindak tutur menasehati.
- Siswa mampu memberikan respon untuk memberikan nasehat.
- Siswa dapat mengklasifikasikan tindak tutur menasehati.
- Siswa mampu menggunakan tindak tutur menasehati dalam percakapan sehari-hari.
- Siswa mampu berkomunikasi secar aktif dalam menggunakan ungkapan-ungkapan menasehati.
II. Materi ajar
- Ungkapan-ungkapan meminta nasehat
E.g: Can you give me some advice?
- Ungkapan-ungkapan memberi nasehat
E.g: I think you’d better…
III. Metode Pengajaran
Ceramah, Mendengarkan, diskusi, merespon, praktek, tanya jawab.
IV. Langkah Pembelajaran
A. Kegiatan Awal : - Memeriksa kehadiran siswa, kebersihan,dan kerapihan kelas.
- Motivasi, diciptakan dengan mengajukan pertanyaan.
- Apersepsi.
B. Kegiatan Inti : * BKOF
- Mendengarkan percakapan tentang ungkapan menasehati. (lampiran 1)
- Mengikuti ucapan guru (repeatation drill)
- Mengidentifikasi makna kata yang didengar
- Mendiskusikan tindak tutur yang didengar.
- Mengklasifikasikan tindak tutur menasehati.
*MOT
- Menerapkan ungkapan tindak tutur menasehati pada model dialog (lampiran 2)
*JCOT
- Mengerjakan tugas yang diberikan guru (lampiran 3)
- Membuat dialog berdasarkan tugas secara berpasangn (lampiran 4)
*ICOT
- Mendemonstrasikan dialog tersebut di depan kelas.
C. Kegiatan Akhir : - Menyimpulkan materi yang telah disampaikan.
- Memberikan evaluasi (homework) untuk mengetahui sejauh mana materi dikuasai siswa.
V. Sumber Bahan
- LKS “TUNTAS”
- Look Ahead An English Course 2, Penerbit ERLANGGA
VI. Penilaian
1. Jenis Tagihan
- Pertanyaan lisan
- Tugas kelompok
2. Bentuk Instrument
- Penampilan (performance)
3. Instrumen Penilaian : terlampir
LAMPIRAN
Lampiran 1
1. Situation: A hasband and wife are talking at breakfast.
Wife : Darling, the hair-dryer I bought yesterday isn’t working. What do you think I should do about it?
Husband : Why don’t you try taking it back to the store?
Wife : Well, I was thinking of that, but don’t you think you could look at it first?
Husband : O.K., but not now. Maybe later.
2. Situation: A student is talking with her advisor.
Student : Mrs. Wilson, what do you think I should do about my chemistry class? Should I drop it or continue with it?
Mrs. Wilson : I think it be a good idea to talk with your instructor. Try talking with her about the problems, and see what she suggests.
Student : how if she says I should continue with the class?
Mrs. Wilson : Then follow her advice. She doesn’t want to fail you.
Lampiran 2
Use this model dialog
Sandra: Eve, Can I talk to you? I need your opinion about something
Are you busy? I really need some advice about a problem I have.
Do you have time?
Eve: What’s the problem?
I’m listening. What’s wrong?
Go ahead. Tell me your problem.
Sandra : (tell your problem)
Eve : (give your advice)
Lampiran 3
1. Take a piece of paper.
2. Write on the paper about a problem you have now.
3. Exchange your paper with another student beside you.
4. Now, each student writes suggestion / advice / recommendation of your friend’s problem.
Lampiran 4
Create a dialog base on the problem that you have and your friend’s advice. Do it in pairs!
Tasikmalaya, 22 Agustus 2007
Guru Pamong
Dra. Hj. Dedeh Amelia
NIP. 131 621 538 Praktikan
Jemi Mulia
NIM. 042122139
Diketahui,
Kepala SMAN 6 Tasikmalaya
H. Undang Saprudin S.
NIP. 130 411 069
RENCANA PELAKSANAAN PEMBELAJARAN
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XI / 1
Pertemuan ke- : 4
Alokasi Waktu : 2 X 45 menit
Standar Kompetensi
- Mendengarkan
1. Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut dalam konteks kehidupan sehari-hari.
- Berbicara
3. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut dalam konteks kehidupan sehari-hari.
Kompetensi Dasar
1.2 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tidak tutur memperingatkan.
3.2 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur memperingatkan
Indikator
- Mengidentifikasi makna tindak tutur memperingatkan.
- Merespon tindak tutur memperingatkan.
- Mengklasifikasikan tindak tutur memperingatkan.
- Menggunakan tindak tutur memperingatkan.
- Melakukan percakapan interpersonal.
I. Tujuan Pembelajaran
- Siswa mampu mengenali dan memahami tindak tutur memperingatkan.
- Siswa mampu memberikan respon untuk memberikan peringatan.
- Siswa dapat mengklasifikasikan tindak tutur memperingatkan.
- Siswa mampu menggunakan tindak tutur memperingatkan dalam percakapan sehari-hari.
- Siswa mampu berkomunikasi secar aktif dalam menggunakan ungkapan-ungkapan memperingatkan.
II. Materi ajar
Ungkapan-ungkapan memperingatkan
- sold out
- keep right
- no smoking
- Watch your head.
III. Metode Pengajaran
Ceramah, Mendengarkan, diskusi, merespon, praktek, tanya jawab.
IV. Langkah Pembelajaran
A. Kegiatan Awal : - Memeriksa kehadiran siswa, kebersihan,dan kerapihan kelas.
- Motivasi, diciptakan dengan mengajukan pertanyaan.
- Apersepsi.
B. Kegiatan Inti : * BKOF
- Menjodohkan ungkapan peringatan dengan situasinya. (lampiran 1)
- Mengkonfirmasi jawaban dipimpin oleh guru
- Mengidentifikasi makna kata dari jawaban soal menjodohkan.
- Mendiskusikan tindak tutur yang didengar.
- Mengklasifikasikan tindak tutur menasehati.
*MOT
- Mendengarkan percakapan tentang ungkapan memperingatkan (lampiran 2)
- Mengidentifikasi makna kata yang didengar.
- Mendemonstrasikan percakapan yang telah diberikan secara berpasangan.
*JCOT
- Mengerjakan tugas yang diberikan guru secara berkelompok (lampiran 3)
*ICOT
- Membuat dialog berdasarkan tugas yang telah diberikan.
(lampiran 4)
C. Kegiatan Akhir : - Menyimpulkan materi yang telah disampaikan.
- Memberikan evaluasi (homework) untuk mengetahui sejauh mana materi dikuasai siswa.
V. Sumber Bahan
- LKS “TUNTAS”
- Look Ahead An English Course 2, Penerbit ERLANGGA
VI. Penilaian
1. Jenis Tagihan
- Menjodohkan
- Pertanyaan lisan
- Tugas kelompok
2. Bentuk Instrument
- Penampilan (performance)
3. Instrumen Penilaian : terlampir
LAMPIRAN
Lampiran 1
Match the warnings with the situations given.
Warning Situation
1. Watch your step, please. a. Your sister has just learned how to swim.
2. Keep swimming near the seashore. b. Your friend is cheating during the test.
3. Beware of the pickpockets c. Someone is standing in the middle of the street.
4. Be careful or the teacher will catch you. d. In a crowded supermarket.
5. Look out! A car is behind you. e. Your grandma is standing on an escalator.
Answer key
1. e
2. a
3. d
4. b
5. c
Lampiran 2
Beni : What’s the matter with you?
Tony : My back aches.
Beni : Why’s that?
Tony : Well, I tried to move the piano by myself.
Beni : Mmm. It sounds as thought you’ve stained yourself.
Tony : What do you think I should do about it?
Beni : I think you’d better take it easy for a few days.
Tony : May be.
Beni : And If it’s no better then, you ought to see a doctor.
Lampiran 3
Supply the warnings for the following situations.
1. The bus driver is driving the bus in high speed. All the passengers are frightened.
2. Your bicycle’s brake suddenly does not work. You are riding on it and there are several people in front of you.
3. You have just mopped the floors. Your mother is walking on the wet floors.
4. you maid is cleaning an expensive Chinese porcelain ceramic.
Answer key
1. Please be careful. The road is slippery. You are endangering everyone’s lives in this bus.
2. Watch out! I’m losing control,move away.
3. Be careful. The floors is wet, you can be slipped.
4. Please be careful. This is expensive, don’ break it!
Lampiran 4
Choose the situation are given then make a dialogue base on the situation that you choose.
Tasikmalaya, 23 Agustus 2007
Guru Pamong
Dra. Hj. Dedeh Amelia
NIP. 131 621 538 Praktikan
Jemi Mulia
NIM. 042122139
Diketahui,
Kepala SMAN 6 Tasikmalaya
H. Undang Saprudin S.
NIP. 130 411 069
RENCANA PELAKSANAAN PEMBELAJARAN
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XI / 1
Pertemuan ke- : 5
Alokasi Waktu : 2 X 45 menit
Standar Kompetensi
- Membaca
5. Memahami makna teks fungsional pendek dan esei berbentuk report, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
- Menulis
6. Mengungkapkan makna dalam teks esei berbentuk report, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari.
Kompetensi Dasar
5.2 Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: narrative.
3.2 Mengungkapkan makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: narrative.
Indikator
- Membaca nyaring sebuah teks narrative.
- Mengidentifikasi struktur teks yang dibaca.
- Mengidentifikasi makna teks yang dibaca.
- Membuat ringkasan dari teks narative
I. Tujuan Pembelajaran
- Siswa mampu membaca sebuah teks dengan fasih dan benar..
- Siswa mampu mengidentifikasi struktur teks yang berbentuk narrative.
- Siswa dapat memahami isi teks.
- Siswa mampu membuat ringkasan dari teks narative dengan menggunakan kata-kata sendiri.
II. Materi ajar
Teks narrative berjudul “ A Fox and A Goat”
III. Metode Pengajaran
Ceramah, Mendengarkan, diskusi, merespon, praktek, tanya jawab.
IV. Langkah Pembelajaran
A. Kegiatan Awal : - Memeriksa kehadiran siswa, kebersihan,dan kerapihan kelas.
- Motivasi, diciptakan dengan mengajukan pertanyaan.
- Apersepsi.
B. Kegiatan Inti : * BKOF
- Membaca nyaring bermakana teks narrative secara individu. (lampiran 1)
- Mengidentifikasi strukur teks secara bersama-sama.
- Mengidentifikasi makna kata dalam teks yang dibaca
*MOT
- Membaca teks dengan lebih seksama.
- Mencari pikiran utama dari sebuah paragrap. (lampiran 2)
*JCOT
- Mengerjakan tugas yang diberikan guru secara berkelompok (lampiran 3)
*ICOT
- Membuat ringkasan dari teks tersebut menggunakan kata-kata sendiri. (lampiran 4)
C. Kegiatan Akhir : - Menyimpulkan materi yang telah disampaikan.
- Memberikan evaluasi (homework) untuk mengetahui sejauh mana materi dikuasai siswa.
V. Sumber Bahan
- LKS “TUNTAS”
- Look Ahead An English Course 2, Penerbit ERLANGGA
VI. Penilaian
1. Jenis Tagihan
- Membaca nyaring
- Pertanyaan lisan
- Tugas kelompok
2. Bentuk Instrument
- Penampilan (performance)
3. Instrumen Penilaian : terlampir
LAMPIRAN
Lampiran 1
A Fox and A Goat
A fox feel into a well and couldn’t get out. By and by a thirsty goat came along. Seeing the fox in the well it asked if the water was good.”Good”, said the fox.”It’s the best water I’ve tasted in all my life. Come down and try it your self.”
The goat was thirsty so he got into the well. When he had drunk enough he looked around and but there was no way to get out. Then the fox said,”I have a good idea. You stand on your hind legs and fut your forelegs againts the side of the well. Then I’ll climb on your back, from there I’ll step on your horns, and I can get out. And when I’m out I’ll help you out of the well.”
The goat did as he was asked and the fox got on his back and climbed out of the well. Then he cooly walked away. The goat called out loudly after him and reminded him of his promise to help him out. The fox merely turned to him and said, “If you only had thought carefully about getting out, you wouldn’t have jumped into the well.”
The goat felt very sad. He called out loudly. An old man walking near by heard him and put a plank into the well. The goat got out and thanked the old man.
Lampiran 2
Find out the main idea of paragraph 1 – 4!
Lampiran 3
What do the following words refer to?
1. It (line 2 paragraph 1) : ….
2. It ( line 4 paragraph 1) : ….
3. You (line 3 paragraph 2) : ….
4. I (line 6 paragraph 2) : ….
5. His ( line 3 paragraph 3) : ….
answer key
1. Goat
2. Water
3. Goat
4. Fox
5. Fox
State true (T) or false (F) based on the text!
1. The main characters in the story is a fox and a goat. (…)
2. The setting for this story is in a well. (…)
3. The goat jumps into the well because it helps a fox. (…)
4. The fox climbs on the goat’s and it can get out. (…)
5. The fox promise, if it can get out, it’ll help the goat out of the well. (…)
Answer key
1. True
2. True
3. False
4. True
5. True
Lampiran 4
Summarize the text using your own words!
Tasikmalaya, 5 September 2007
Guru Pamong
Dra. Hj. Dedeh Amelia
NIP. 131 621 538 Praktikan
Jemi Mulia
NIM. 042122139
Diketahui,
Kepala SMAN 6 Tasikmalaya
H. Undang Saprudin S.
NIP. 130 411 069
RENCANA PELAKSANAAN PEMBELAJARAN
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XI / 1
Pertemuan ke- : 6
Alokasi Waktu : 2 X 45 menit
Standar Kompetensi
- Membaca
5. Memahami makna teks fungsional pendek dan esei berbentuk report, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
- Menulis
6. Mengungkapkan makna dalam teks esei berbentuk report, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari.
Kompetensi Dasar
5.2 Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: narrative.
3.2 Mengungkapkan makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: narrative.
Indikator
- Merubah kalimat langsung menjadi kalimat tak langsung.
- Membuat teks narrative singkat menggunakan kalimat langsung dan tak langsung.
I. Tujuan Pembelajaran
- Siswa memahami penggunaan kalimat langsung dan tak langsung.
- Siswa mampu menerapkan kalimat langsung dan tak langsung dalam sebuah text singkat.
II. Materi ajar
Teks narrative berjudul “ A Fox and A Goat”
III. Metode Pengajaran
Ceramah, Mendengarkan, diskusi, merespon, praktek, tanya jawab.
IV. Langkah Pembelajaran
A. Kegiatan Awal : - Memeriksa kehadiran siswa, kebersihan,dan kerapihan kelas.
- Motivasi, diciptakan dengan mengajukan pertanyaan.
- Apersepsi.
B. Kegiatan Inti : * BKOF
- Menjelaskan tentang kalimat langsung dan tak langsung
*MOT
- Mempelajari teks narrative. (lampiran 1)
- Mengidentifikasi jenis kalimat dalam teks yang dibaca.(lampiran 2)
*JCOT
- Merubah kalimat langsung dalam teks kedalam bentuk tidak langsung (lampiran 3)
*ICOT
- Membuat narrative pendek yang menggunakan kalimat langsung dan tak langsung.(lampiran 4)
C. Kegiatan Akhir : - Menyimpulkan materi yang telah disampaikan.
- Memberikan evaluasi (homework) untuk mengetahui sejauh mana materi dikuasai siswa.
V. Sumber Bahan
- LKS “TUNTAS”
- Look Ahead An English Course 2, Penerbit ERLANGGA
VI. Penilaian
1. Jenis Tagihan
- Pertanyaan lisan
- Tugas kelompok
2. Bentuk Instrument
- Penampilan (performance)
3. Instrumen Penilaian : terlampir
LAMPIRAN
Lampiran 1
A Fox and A Goat
A fox feel into a well and couldn’t get out. By and by a thirsty goat came along. Seeing the fox in the well it asked if the water was good.”Good”, said the fox.”It’s the best water I’ve tasted in all my life. Come down and try it your self.”
The goat was thirsty so he got into the well. When he had drunk enough he looked around and but there was no way to get out. Then the fox said,”I have a good idea. You stand on your hind legs and fut your forelegs againts the side of the well. Then I’ll climb on your back, from there I’ll step on your horns, and I can get out. And when I’m out I’ll help you out of the well.”
The goat did as he was asked and the fox got on his back and climbed out of the well. Then he cooly walked away. The goat called out loudly after him and reminded him of his promise to help him out. The fox merely turned to him and said, “If you only had thought carefully about getting out, you wouldn’t have jumped into the well.”
The goat felt very sad. He called out loudly. An old man walking near by heard him and put a plank into the well. The goat got out and thanked the old man.
Lampiran 2
Identify the sentence type of text that include into direct or indirect speech!
Lampiran 3
Change the text into in direct speech / sentence form!
Lampiran 4
Make a short narrative text using direct and indirect speech!
Tasikmalaya, 24 Oktober 2007
Guru Pamong
Dra. Hj. Dedeh Amelia
NIP. 131 621 538 Praktikan
Jemi Mulia
NIM. 042122139
Diketahui,
Kepala SMAN 6 Tasikmalaya
H. Undang Saprudin S.
NIP. 130 411 069
RENCANA PELAKSANAAN PEMBELAJARAN
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XI / 1
Pertemuan ke- : 7
Alokasi Waktu : 2 X 45 menit
Standar Kompetensi
- Membaca
5. Memahami makna teks fungsional pendek dan esei berbentuk report, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
- Menulis
6. Mengungkapkan makna dalam teks esei berbentuk report, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari.
Kompetensi Dasar
5.2 Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: narrative.
3.2 Mengungkapkan makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: narrative.
Indikator
- Memahami past perfect tense
- Memahami penerapan past perfect tense dalam text.
- Membuat kalimat dalam bentuk past perfect tense.
I. Tujuan Pembelajaran
- Siswa memahami penggunaan past perfect tense.
- Siswa memahami penerapan past perfect tense dalam text.
- Siswa mampu menerapkan past perfect tense dalam kalimat yang dibuatnya.
II. Materi ajar
Teks narrative berjudul “ A Fox and A Goat”
III. Metode Pengajaran
Ceramah, Mendengarkan, diskusi, merespon, praktek, tanya jawab.
IV. Langkah Pembelajaran
A. Kegiatan Awal : - Memeriksa kehadiran siswa, kebersihan,dan kerapihan kelas.
- Motivasi, diciptakan dengan mengajukan pertanyaan.
- Apersepsi.
B. Kegiatan Inti : * BKOF
- Menjelaskan tentang past perfect tense.(lampiran 1)
*MOT
- Mencari kalimat past perfect tense dalam text. (lampiran 2)
- Merubah kalimat tersebut ke dalam negatif/affirtmative dan interrogative form. (lampiran 3)
*JCOT
- Mengerjakan tugas dalam LKS (melengkapi kalimat). (lampiran 4)
*ICOT
- Membuat kalimat yang menggunakan past perfect tense.
(lampiran 5)
C. Kegiatan Akhir : - Menyimpulkan materi yang telah disampaikan.
- Memberikan evaluasi (homework) untuk mengetahui sejauh mana materi dikuasai siswa.
V. Sumber Bahan
- LKS “TUNTAS”
- Look Ahead An English Course 2, Penerbit ERLANGGA
VI. Penilaian
1. Jenis Tagihan
- Pertanyaan lisan
- Tugas kelompok
- Melengkapi kalimat
- Membuat kalimat
2. Bentuk Instrument
- Penampilan (performance)
3. Instrumen Penilaian : terlampir
LAMPIRAN
Lampiran 1
Form of past perfect tense
- Affirmative
- Negative
- Interrogative
using the past perfect
The past perfect expresses an activity that occurred before another time in the past., example:
I ate at noon, I was not hungry at 1.00 p.m because I had already eaten before 1.00 p.m
The conjuntion that are usually used in this tense
- When - After
- Before - As soon as
Lampiran 2
A Fox and A Goat
A fox feel into a well and couldn’t get out. By and by a thirsty goat came along. Seeing the fox in the well it asked if the water was good.”Good”, said the fox.”It’s the best water I’ve tasted in all my life. Come down and try it your self.”
The goat was thirsty so he got into the well. When he had drunk enough he looked around and but there was no way to get out. Then the fox said,”I have a good idea. You stand on your hind legs and fut your forelegs againts the side of the well. Then I’ll climb on your back, from there I’ll step on your horns, and I can get out. And when I’m out I’ll help you out of the well.”
The goat did as he was asked and the fox got on his back and climbed out of the well. Then he cooly walked away. The goat called out loudly after him and reminded him of his promise to help him out. The fox merely turned to him and said, “If you only had thought carefully about getting out, you wouldn’t have jumped into the well.”
The goat felt very sad. He called out loudly. An old man walking near by heard him and put a plank into the well. The goat got out and thanked the old man.
Lampiran 3
Change the sentences that using past perfect in this text become another form (affirmative/negative/interrogative)
Lampiran 4
Complete the sentences with the words in parentheses use the past perfect!
1. I was not hungry I ( eat, already)
2. By the time I went to bed last nigaht I (finish,already)………………………..my home work.
3. I was late. The party (start, already)…………………………………....by the time I got there.
4. Ann missed her plane yesterday because of trafict jam on her way to the airport. By the time she got to the airport, her plane(leave, already)
5. Last night went to bed at ten o’clock.I (finish, already)...………………………my homework.
Answer key
1. I had already eaten…
2. I had already finished…
3. The party had already started…
4. her plane had already leaft….
5. I had already finished….
Choose the correct answer by crossing a, b, c, d or e!
1. After he … the story, he wrote an article about it in the paper.
a. read c. had read e. is reading
b. have read d. reads
2. Siti could stay up until 11 o’clock that night because she … for four hours in the afternoon.
a. sleep c. have slept e. to sleep
b. slept d. had slept
3. He … to the writing desk as soon as he had entered the post office.
a. go c. to go e. going
b. goes d. went
4. A: Did you meet Roni today?
B: Yes, I did. I … met him when you saw me at the station.
a. am not c. could not e. had not
b. have not b. was not
5. The film … yet when we got to the cinema.
a. didn’t c. hadn’t started e. isn’t started
b. wasn’t start d. started
answer key
1. C
2. D
3. D
4. E
5. C
Write had + past participle from the verb in the bracket!
1. She had to return home because she … (spend) almost all her money.
2. After the gardener … (cut) the grass, he arranged the flower pots in a nice circle.
3. When the boy … (finish) writing the card he put it in agreen envelope.
4. The soldier … (fight) bravely before they surrendered.
5. The pilot … (examine) the engine before he took off..
Lampiran 5
Make ten sentences using past perfect!
Tasikmalaya, 31 Oktober 2007
Guru Pamong
Dra. Hj. Dedeh Amelia
NIP. 131 621 538 Praktikan
Jemi Mulia
NIM. 042122139
Diketahui,
Kepala SMAN 6 Tasikmalaya
H. Undang Saprudin S.
NIP. 130 411 069
Mata Pelajaran : Bahasa Inggris
Satuan pendidikan : SMA Negeri 6 Tasikmalaya
Kelas / Semester : XI / 1
Pertemuan ke- : 10
Alokasi Waktu : 2 X 45 menit
Standar Kompetensi
- Mendengarkan
1. Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut dalam konteks kehidupan sehari-hari.
- Berbicara
3. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut dalam konteks kehidupan sehari-hari.
Kompetensi Dasar
1.1 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tidak tutur : menyampaikan permohonan.
3.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur : menyampaikan permohonan.
Indikator
- Mengidentifikasi makna tindak tutur menyampaikan pemohonan.
- Merespon tindak tutur menyampaikan permohonan.
- Mengklasifikasikan tindak tutur menyampaikan permohonan.
- Menggunakan tindak tutur menyampaikan permohonan.
- Melakukan percakapan interpersonal
I. Tujuan Pembelajaran
- Siswa mampu mengenali dan memahami tindak tutur menyampaikan permohonan
- Siswa mampu memberikan respon untuk menyampaikan permohonan.
- Siswa dapat mengklasifikasikan tindak tutur menyampaikan permohonan.
- Siswa mampu menggunakan tindak tutur menyampaikan permohonan dalam percakapan sehari-hari.
- Siswa mampu berkomunikasi secara aktif dalam menggunakan ungkapan-ungkapan menyampaikan permohonan.
II. Materi ajar
- Ungkapan-ungkapan menyampaikan permohonan
E.g: - May I use your… ?
- Can I borrow your…?.
III. Metode Pengajaran
Ceramah, Mendengarkan, diskusi, merespon, praktek, tanya jawab.
IV. Langkah Pembelajaran
A. Kegiatan Awal : - Memeriksa kehadiran siswa, kebersihan,dan kerapihan kelas.
- Motivasi, diciptakan dengan mengajukan pertanyaan.
- Apersepsi.
B. Kegiatan Inti : * BKOF
- Mendengarkan percakapan tentang ungkapan menyampaikan permohonan. (lampiran 1)
- Mengikuti ucapan guru ( repeatation drill )
- Mendiskusikan tindak tutur yang didengar
- Mengklasifikasikan tindak tutur menyampaikan permohonan.
*MOT
- Mendengarkan percakapan tentang ungkapan menyampaikan permohonan dengan lebih seksama (lampiran 2).
- Mengidentifikasi makna yang didengar.
*JCOT
- Mengerjakan tugas yang diberikan oleh guru secara berkelompok (lampiran 3).
- Membuat dialog secara berpasangan menggunakan tindak tutur menyampaikan permohonan.
*ICOT
- Mendemonstrasikan dialog tersebut di depan kelas.
C. Kegiatan Akhir : - Menyimpulkan materi yang telah disampaikan.
- Memberikan evaluasi (homework) untuk mengetahui sejauh mana materi dikuasai siswa.
V. Sumber Bahan
- LKS “TUNTAS”
- English Speaking 1, A Text Book for Teaching English Speaking in English Department, Siliwangi University.
- Wall Chart
VI. Penilaian
1. Jenis Tagihan
- Pertanyaan lisan
- Tugas kelompok
2. Bentuk Instrument
- Penampilan (performance)
3. Instrumen Penilaian : terlampir
LAMPIRAN
Lampiran 1
John : Oh hello, Thomas. Could I use your telephone for a minute?
Thomas : Of couerse
John : Thank you. And is that the morning paper?
Thomas : Yes, it is.
Jhon : May I borrow it?
Thomas : I’m sorry, I haven’t finished reading it yet.
Jhon : Oh, that’s okay.
Lampiran 2
1. X : Can you pass the soybean sauce, please
Y : Yes, certainly. Here you are.
2. A : Can you lend me your phone?
B : No, I’m afraid not. I am using it.
3. X : Woud you come in and sit down, please?
Y : Thank You. I would
4. A : Could you please pass the water?
B : Yes, sure.
5. X : Would you mind lending me 100.000 rupiahs, please?
Y : I’m sorry . I have no money.
Lampiran 3
Choose phrases from the column on the right to complete these dialogue
1.
You’re welcome Not at all
Not at the moment Sure
* A : Are you using your camera?
B :……………………………..
A : Do you mind if I borrow it for
the weekend?
B :……………………………..
A : Thanks, that‘s very nice of you.
B :…………………………….
2.
Yes, now’s a good time for me Why, sure
No help your self I,m sorry I have an appointment
A : Would you be able to help me with
my homework?
B : …………………………….
A : Oh thank, could we meet at 3.00
this afternoon?
B : ………………………….....
A : Oh well could you be able to
help me now?
B : …………………………….
A : Thank a lot
.
3.
Of course Sure, help your self
I’m sorry I’m using it right now Oh, never mind then
A : Do you mind if I borrow your
calculator?
B : …………………………….
A : Oh, well Could I borrow it when
you”ve finished with it?
B : …………………………….
A : Oh, well could you be able to
help me now?
B : …………………………….
A : Thank a lot.
Answer key
1. - Not at the moment
- No at all
- You’re welcome
2. - Why sure
- I’m sorry I have an appointment
- Yes, now’s a good time for me
3. - I’m sorry I’m using it right now
- Of course
- Oh never mind then
Lampiran 4
Make a dialog using expressing request. Do it in pairs!
Tasikmalaya, November 2007
Guru Pamong
Dra. Hj. Dedeh Amelia
NIP.131 621 538 Praktikan
Jemi Mulia
NIM. 042122139
Diketahui,
Kepala SMAN 6 Tasikmalaya
H. Undang Saprudin S.
NIP. 130 411 069
RENCANA PELAKSANAAN PEMBELAJARAN
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XI / 1
Pertemuan ke- : 2
Alokasi Waktu : 2 X 45 menit
Standar Kompetensi
- Mendengarkan
1. Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut dalam konteks kehidupan sehari-hari.
- Berbicara
3. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut dalam konteks kehidupan sehari-hari.
Kompetensi Dasar
1.1 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tidak tutur : menyatakan puas dan tidak puas.
3.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur : menyatakan puas dan tidak puas.
Indikator
- Mengidentifikasi makna tindak tutur menyatakan puas dan tidak puas.
- Merespon tindak tutur menyatakan puas dan tidak puas.
- Mengklasifikasikan tindak tutur menyatakan puas dan tidak puas.
- Menggunakan tindak tutur puas dan tidak puas.
- Melakukan percakapan interpersonal.
I. Tujuan Pembelajaran
- Siswa mampu mengenali dan memahami tindak tutur menyatakan puas dan tidak puas.
- Siswa mampu memberikan respon untuk menyatakan puas atau tidak puas.
- Siswa dapat mengklasifikasikan tindak tutur menyatakan puas dan tidak puas.
- Siswa mampu menggunakan tindak tutur puas dan tidak puas dalam percakapan sehari-hari.
- Siswa mampu berkomunikasi secar aktif dalam menggunakan ungkapan-ungkapan menyatakan puas dan tidak puas.
II. Materi ajar
- Ungkapan-ungkapan menyatakan puas
E.g: I’m satisfied of your performance.
- Ungkapan-ungkapan menyatakan tidak puas
E.g: Sorry, I’m unsatisfiedof your result.
III. Metode Pengajaran
Ceramah, Mendengarkan, diskusi, merespon, praktek, tanya jawab.
IV. Langkah Pembelajaran
A. Kegiatan Awal : - Memeriksa kehadiran siswa, kebersihan,dan kerapihan kelas.
- Motivasi, diciptakan dengan mengajukan pertanyaan.
- Apersepsi.
B. Kegiatan Inti : * BKOF
- Mendengarkan percakapan tentang ungkapan menyatakan puas dan tidak puas. (lampiran 1)
- Menjawab pertanyaan lisan dari guru. (lampiran 2)
- Mengkonfirmasi jawaban dipimpin oleh guru.
- Mendiskusikan tindak tutur yang didengar.
- Mengklasifikasikan tindak tutur menyatakan puas dan tidak puas.
*MOT
- Mendengarkan percakapan tentang ungkapan puas dan tidak puas dengan lebih seksama.
- Mengidentifikasi makna yang didengar.
*JCOT
- Membuat dialog secara berpasangan berdasarkan situasi yang telah diberikan oleh guru. (lampiran 3)
*ICOT
- Mendemonstrasikan dialog tersebut di depan kelas.
C. Kegiatan Akhir : - Menyimpulkan materi yang telah disampaikan.
- Memberikan evaluasi (homework) untuk mengetahui sejauh mana materi dikuasai siswa.
V. Sumber Bahan
- LKS “TUNTAS”
- Look Ahead An English Course 2, Penerbit ERLANGGA
VI. Penilaian
1. Jenis Tagihan
- Pertanyaan lisan
- Tugas kelompok
2. Bentuk Instrument
- Penampilan (performance)
3. Instrumen Penilaian : terlampir
LAMPIRAN
Lampiran 1
Waiter : Is everything O.K. here?
Man : Yes, thank you. Everithing is fine.
Waiter : Is your steak satisfactory?
Woman : Quite good.
Waiter : How about your roast beef, Ma’am? IS it O.K. too?
Woman : It’s just right. Just the way I like it.
Waiter : Will there be anything else, then?
Man : No, not at the moment.
Waiter : Very well, then. Have a nice day.
Man : Thanks.
Lampiran 2
- In the woman’s opinion, was the steak nice? What did she say?
- In the man’s opinion, was the service okay?what did he say?
Lampiran 3
Work in pairs. Create a dialog based on one of the following situasions. Perform it in front of the class.
1. You have just bought a new watch, but now it doesn’t work.
2. You have just eaten in a restourant. You really enjoyed the food.
Tasikmalaya, 15 Agustus 2007
Guru Pamong
Dra. Hj. Dedeh Amelia
NIP.131 621 538 Praktikan
Jemi Mulia
NIM. 042122139
Diketahui,
Kepala SMAN 6 Tasikmalaya
H. Undang Saprudin S.
NIP. 130 411 069
RENCANA PELAKSANAAN PEMBELAJARAN
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XI / 1
Pertemuan ke- : 3
Alokasi Waktu : 2 X 45 menit
Standar Kompetensi
- Mendengarkan
1. Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut dalam konteks kehidupan sehari-hari.
- Berbicara
3. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut dalam konteks kehidupan sehari-hari.
Kompetensi Dasar
1.2 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tidak tutur menasehati.
3.2 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur menasehati
Indikator
- Mengidentifikasi makna tindak tutur menasehati.
- Merespon tindak tutur menasehati.
- Mengklasifikasikan tindak tutur menasehati.
- Menggunakan tindak tutur menasehati.
- Melakukan percakapan interpersonal.
I. Tujuan Pembelajaran
- Siswa mampu mengenali dan memahami tindak tutur menasehati.
- Siswa mampu memberikan respon untuk memberikan nasehat.
- Siswa dapat mengklasifikasikan tindak tutur menasehati.
- Siswa mampu menggunakan tindak tutur menasehati dalam percakapan sehari-hari.
- Siswa mampu berkomunikasi secar aktif dalam menggunakan ungkapan-ungkapan menasehati.
II. Materi ajar
- Ungkapan-ungkapan meminta nasehat
E.g: Can you give me some advice?
- Ungkapan-ungkapan memberi nasehat
E.g: I think you’d better…
III. Metode Pengajaran
Ceramah, Mendengarkan, diskusi, merespon, praktek, tanya jawab.
IV. Langkah Pembelajaran
A. Kegiatan Awal : - Memeriksa kehadiran siswa, kebersihan,dan kerapihan kelas.
- Motivasi, diciptakan dengan mengajukan pertanyaan.
- Apersepsi.
B. Kegiatan Inti : * BKOF
- Mendengarkan percakapan tentang ungkapan menasehati. (lampiran 1)
- Mengikuti ucapan guru (repeatation drill)
- Mengidentifikasi makna kata yang didengar
- Mendiskusikan tindak tutur yang didengar.
- Mengklasifikasikan tindak tutur menasehati.
*MOT
- Menerapkan ungkapan tindak tutur menasehati pada model dialog (lampiran 2)
*JCOT
- Mengerjakan tugas yang diberikan guru (lampiran 3)
- Membuat dialog berdasarkan tugas secara berpasangn (lampiran 4)
*ICOT
- Mendemonstrasikan dialog tersebut di depan kelas.
C. Kegiatan Akhir : - Menyimpulkan materi yang telah disampaikan.
- Memberikan evaluasi (homework) untuk mengetahui sejauh mana materi dikuasai siswa.
V. Sumber Bahan
- LKS “TUNTAS”
- Look Ahead An English Course 2, Penerbit ERLANGGA
VI. Penilaian
1. Jenis Tagihan
- Pertanyaan lisan
- Tugas kelompok
2. Bentuk Instrument
- Penampilan (performance)
3. Instrumen Penilaian : terlampir
LAMPIRAN
Lampiran 1
1. Situation: A hasband and wife are talking at breakfast.
Wife : Darling, the hair-dryer I bought yesterday isn’t working. What do you think I should do about it?
Husband : Why don’t you try taking it back to the store?
Wife : Well, I was thinking of that, but don’t you think you could look at it first?
Husband : O.K., but not now. Maybe later.
2. Situation: A student is talking with her advisor.
Student : Mrs. Wilson, what do you think I should do about my chemistry class? Should I drop it or continue with it?
Mrs. Wilson : I think it be a good idea to talk with your instructor. Try talking with her about the problems, and see what she suggests.
Student : how if she says I should continue with the class?
Mrs. Wilson : Then follow her advice. She doesn’t want to fail you.
Lampiran 2
Use this model dialog
Sandra: Eve, Can I talk to you? I need your opinion about something
Are you busy? I really need some advice about a problem I have.
Do you have time?
Eve: What’s the problem?
I’m listening. What’s wrong?
Go ahead. Tell me your problem.
Sandra : (tell your problem)
Eve : (give your advice)
Lampiran 3
1. Take a piece of paper.
2. Write on the paper about a problem you have now.
3. Exchange your paper with another student beside you.
4. Now, each student writes suggestion / advice / recommendation of your friend’s problem.
Lampiran 4
Create a dialog base on the problem that you have and your friend’s advice. Do it in pairs!
Tasikmalaya, 22 Agustus 2007
Guru Pamong
Dra. Hj. Dedeh Amelia
NIP. 131 621 538 Praktikan
Jemi Mulia
NIM. 042122139
Diketahui,
Kepala SMAN 6 Tasikmalaya
H. Undang Saprudin S.
NIP. 130 411 069
RENCANA PELAKSANAAN PEMBELAJARAN
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XI / 1
Pertemuan ke- : 4
Alokasi Waktu : 2 X 45 menit
Standar Kompetensi
- Mendengarkan
1. Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut dalam konteks kehidupan sehari-hari.
- Berbicara
3. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut dalam konteks kehidupan sehari-hari.
Kompetensi Dasar
1.2 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tidak tutur memperingatkan.
3.2 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur memperingatkan
Indikator
- Mengidentifikasi makna tindak tutur memperingatkan.
- Merespon tindak tutur memperingatkan.
- Mengklasifikasikan tindak tutur memperingatkan.
- Menggunakan tindak tutur memperingatkan.
- Melakukan percakapan interpersonal.
I. Tujuan Pembelajaran
- Siswa mampu mengenali dan memahami tindak tutur memperingatkan.
- Siswa mampu memberikan respon untuk memberikan peringatan.
- Siswa dapat mengklasifikasikan tindak tutur memperingatkan.
- Siswa mampu menggunakan tindak tutur memperingatkan dalam percakapan sehari-hari.
- Siswa mampu berkomunikasi secar aktif dalam menggunakan ungkapan-ungkapan memperingatkan.
II. Materi ajar
Ungkapan-ungkapan memperingatkan
- sold out
- keep right
- no smoking
- Watch your head.
III. Metode Pengajaran
Ceramah, Mendengarkan, diskusi, merespon, praktek, tanya jawab.
IV. Langkah Pembelajaran
A. Kegiatan Awal : - Memeriksa kehadiran siswa, kebersihan,dan kerapihan kelas.
- Motivasi, diciptakan dengan mengajukan pertanyaan.
- Apersepsi.
B. Kegiatan Inti : * BKOF
- Menjodohkan ungkapan peringatan dengan situasinya. (lampiran 1)
- Mengkonfirmasi jawaban dipimpin oleh guru
- Mengidentifikasi makna kata dari jawaban soal menjodohkan.
- Mendiskusikan tindak tutur yang didengar.
- Mengklasifikasikan tindak tutur menasehati.
*MOT
- Mendengarkan percakapan tentang ungkapan memperingatkan (lampiran 2)
- Mengidentifikasi makna kata yang didengar.
- Mendemonstrasikan percakapan yang telah diberikan secara berpasangan.
*JCOT
- Mengerjakan tugas yang diberikan guru secara berkelompok (lampiran 3)
*ICOT
- Membuat dialog berdasarkan tugas yang telah diberikan.
(lampiran 4)
C. Kegiatan Akhir : - Menyimpulkan materi yang telah disampaikan.
- Memberikan evaluasi (homework) untuk mengetahui sejauh mana materi dikuasai siswa.
V. Sumber Bahan
- LKS “TUNTAS”
- Look Ahead An English Course 2, Penerbit ERLANGGA
VI. Penilaian
1. Jenis Tagihan
- Menjodohkan
- Pertanyaan lisan
- Tugas kelompok
2. Bentuk Instrument
- Penampilan (performance)
3. Instrumen Penilaian : terlampir
LAMPIRAN
Lampiran 1
Match the warnings with the situations given.
Warning Situation
1. Watch your step, please. a. Your sister has just learned how to swim.
2. Keep swimming near the seashore. b. Your friend is cheating during the test.
3. Beware of the pickpockets c. Someone is standing in the middle of the street.
4. Be careful or the teacher will catch you. d. In a crowded supermarket.
5. Look out! A car is behind you. e. Your grandma is standing on an escalator.
Answer key
1. e
2. a
3. d
4. b
5. c
Lampiran 2
Beni : What’s the matter with you?
Tony : My back aches.
Beni : Why’s that?
Tony : Well, I tried to move the piano by myself.
Beni : Mmm. It sounds as thought you’ve stained yourself.
Tony : What do you think I should do about it?
Beni : I think you’d better take it easy for a few days.
Tony : May be.
Beni : And If it’s no better then, you ought to see a doctor.
Lampiran 3
Supply the warnings for the following situations.
1. The bus driver is driving the bus in high speed. All the passengers are frightened.
2. Your bicycle’s brake suddenly does not work. You are riding on it and there are several people in front of you.
3. You have just mopped the floors. Your mother is walking on the wet floors.
4. you maid is cleaning an expensive Chinese porcelain ceramic.
Answer key
1. Please be careful. The road is slippery. You are endangering everyone’s lives in this bus.
2. Watch out! I’m losing control,move away.
3. Be careful. The floors is wet, you can be slipped.
4. Please be careful. This is expensive, don’ break it!
Lampiran 4
Choose the situation are given then make a dialogue base on the situation that you choose.
Tasikmalaya, 23 Agustus 2007
Guru Pamong
Dra. Hj. Dedeh Amelia
NIP. 131 621 538 Praktikan
Jemi Mulia
NIM. 042122139
Diketahui,
Kepala SMAN 6 Tasikmalaya
H. Undang Saprudin S.
NIP. 130 411 069
RENCANA PELAKSANAAN PEMBELAJARAN
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XI / 1
Pertemuan ke- : 5
Alokasi Waktu : 2 X 45 menit
Standar Kompetensi
- Membaca
5. Memahami makna teks fungsional pendek dan esei berbentuk report, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
- Menulis
6. Mengungkapkan makna dalam teks esei berbentuk report, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari.
Kompetensi Dasar
5.2 Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: narrative.
3.2 Mengungkapkan makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: narrative.
Indikator
- Membaca nyaring sebuah teks narrative.
- Mengidentifikasi struktur teks yang dibaca.
- Mengidentifikasi makna teks yang dibaca.
- Membuat ringkasan dari teks narative
I. Tujuan Pembelajaran
- Siswa mampu membaca sebuah teks dengan fasih dan benar..
- Siswa mampu mengidentifikasi struktur teks yang berbentuk narrative.
- Siswa dapat memahami isi teks.
- Siswa mampu membuat ringkasan dari teks narative dengan menggunakan kata-kata sendiri.
II. Materi ajar
Teks narrative berjudul “ A Fox and A Goat”
III. Metode Pengajaran
Ceramah, Mendengarkan, diskusi, merespon, praktek, tanya jawab.
IV. Langkah Pembelajaran
A. Kegiatan Awal : - Memeriksa kehadiran siswa, kebersihan,dan kerapihan kelas.
- Motivasi, diciptakan dengan mengajukan pertanyaan.
- Apersepsi.
B. Kegiatan Inti : * BKOF
- Membaca nyaring bermakana teks narrative secara individu. (lampiran 1)
- Mengidentifikasi strukur teks secara bersama-sama.
- Mengidentifikasi makna kata dalam teks yang dibaca
*MOT
- Membaca teks dengan lebih seksama.
- Mencari pikiran utama dari sebuah paragrap. (lampiran 2)
*JCOT
- Mengerjakan tugas yang diberikan guru secara berkelompok (lampiran 3)
*ICOT
- Membuat ringkasan dari teks tersebut menggunakan kata-kata sendiri. (lampiran 4)
C. Kegiatan Akhir : - Menyimpulkan materi yang telah disampaikan.
- Memberikan evaluasi (homework) untuk mengetahui sejauh mana materi dikuasai siswa.
V. Sumber Bahan
- LKS “TUNTAS”
- Look Ahead An English Course 2, Penerbit ERLANGGA
VI. Penilaian
1. Jenis Tagihan
- Membaca nyaring
- Pertanyaan lisan
- Tugas kelompok
2. Bentuk Instrument
- Penampilan (performance)
3. Instrumen Penilaian : terlampir
LAMPIRAN
Lampiran 1
A Fox and A Goat
A fox feel into a well and couldn’t get out. By and by a thirsty goat came along. Seeing the fox in the well it asked if the water was good.”Good”, said the fox.”It’s the best water I’ve tasted in all my life. Come down and try it your self.”
The goat was thirsty so he got into the well. When he had drunk enough he looked around and but there was no way to get out. Then the fox said,”I have a good idea. You stand on your hind legs and fut your forelegs againts the side of the well. Then I’ll climb on your back, from there I’ll step on your horns, and I can get out. And when I’m out I’ll help you out of the well.”
The goat did as he was asked and the fox got on his back and climbed out of the well. Then he cooly walked away. The goat called out loudly after him and reminded him of his promise to help him out. The fox merely turned to him and said, “If you only had thought carefully about getting out, you wouldn’t have jumped into the well.”
The goat felt very sad. He called out loudly. An old man walking near by heard him and put a plank into the well. The goat got out and thanked the old man.
Lampiran 2
Find out the main idea of paragraph 1 – 4!
Lampiran 3
What do the following words refer to?
1. It (line 2 paragraph 1) : ….
2. It ( line 4 paragraph 1) : ….
3. You (line 3 paragraph 2) : ….
4. I (line 6 paragraph 2) : ….
5. His ( line 3 paragraph 3) : ….
answer key
1. Goat
2. Water
3. Goat
4. Fox
5. Fox
State true (T) or false (F) based on the text!
1. The main characters in the story is a fox and a goat. (…)
2. The setting for this story is in a well. (…)
3. The goat jumps into the well because it helps a fox. (…)
4. The fox climbs on the goat’s and it can get out. (…)
5. The fox promise, if it can get out, it’ll help the goat out of the well. (…)
Answer key
1. True
2. True
3. False
4. True
5. True
Lampiran 4
Summarize the text using your own words!
Tasikmalaya, 5 September 2007
Guru Pamong
Dra. Hj. Dedeh Amelia
NIP. 131 621 538 Praktikan
Jemi Mulia
NIM. 042122139
Diketahui,
Kepala SMAN 6 Tasikmalaya
H. Undang Saprudin S.
NIP. 130 411 069
RENCANA PELAKSANAAN PEMBELAJARAN
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XI / 1
Pertemuan ke- : 6
Alokasi Waktu : 2 X 45 menit
Standar Kompetensi
- Membaca
5. Memahami makna teks fungsional pendek dan esei berbentuk report, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
- Menulis
6. Mengungkapkan makna dalam teks esei berbentuk report, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari.
Kompetensi Dasar
5.2 Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: narrative.
3.2 Mengungkapkan makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: narrative.
Indikator
- Merubah kalimat langsung menjadi kalimat tak langsung.
- Membuat teks narrative singkat menggunakan kalimat langsung dan tak langsung.
I. Tujuan Pembelajaran
- Siswa memahami penggunaan kalimat langsung dan tak langsung.
- Siswa mampu menerapkan kalimat langsung dan tak langsung dalam sebuah text singkat.
II. Materi ajar
Teks narrative berjudul “ A Fox and A Goat”
III. Metode Pengajaran
Ceramah, Mendengarkan, diskusi, merespon, praktek, tanya jawab.
IV. Langkah Pembelajaran
A. Kegiatan Awal : - Memeriksa kehadiran siswa, kebersihan,dan kerapihan kelas.
- Motivasi, diciptakan dengan mengajukan pertanyaan.
- Apersepsi.
B. Kegiatan Inti : * BKOF
- Menjelaskan tentang kalimat langsung dan tak langsung
*MOT
- Mempelajari teks narrative. (lampiran 1)
- Mengidentifikasi jenis kalimat dalam teks yang dibaca.(lampiran 2)
*JCOT
- Merubah kalimat langsung dalam teks kedalam bentuk tidak langsung (lampiran 3)
*ICOT
- Membuat narrative pendek yang menggunakan kalimat langsung dan tak langsung.(lampiran 4)
C. Kegiatan Akhir : - Menyimpulkan materi yang telah disampaikan.
- Memberikan evaluasi (homework) untuk mengetahui sejauh mana materi dikuasai siswa.
V. Sumber Bahan
- LKS “TUNTAS”
- Look Ahead An English Course 2, Penerbit ERLANGGA
VI. Penilaian
1. Jenis Tagihan
- Pertanyaan lisan
- Tugas kelompok
2. Bentuk Instrument
- Penampilan (performance)
3. Instrumen Penilaian : terlampir
LAMPIRAN
Lampiran 1
A Fox and A Goat
A fox feel into a well and couldn’t get out. By and by a thirsty goat came along. Seeing the fox in the well it asked if the water was good.”Good”, said the fox.”It’s the best water I’ve tasted in all my life. Come down and try it your self.”
The goat was thirsty so he got into the well. When he had drunk enough he looked around and but there was no way to get out. Then the fox said,”I have a good idea. You stand on your hind legs and fut your forelegs againts the side of the well. Then I’ll climb on your back, from there I’ll step on your horns, and I can get out. And when I’m out I’ll help you out of the well.”
The goat did as he was asked and the fox got on his back and climbed out of the well. Then he cooly walked away. The goat called out loudly after him and reminded him of his promise to help him out. The fox merely turned to him and said, “If you only had thought carefully about getting out, you wouldn’t have jumped into the well.”
The goat felt very sad. He called out loudly. An old man walking near by heard him and put a plank into the well. The goat got out and thanked the old man.
Lampiran 2
Identify the sentence type of text that include into direct or indirect speech!
Lampiran 3
Change the text into in direct speech / sentence form!
Lampiran 4
Make a short narrative text using direct and indirect speech!
Tasikmalaya, 24 Oktober 2007
Guru Pamong
Dra. Hj. Dedeh Amelia
NIP. 131 621 538 Praktikan
Jemi Mulia
NIM. 042122139
Diketahui,
Kepala SMAN 6 Tasikmalaya
H. Undang Saprudin S.
NIP. 130 411 069
RENCANA PELAKSANAAN PEMBELAJARAN
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XI / 1
Pertemuan ke- : 7
Alokasi Waktu : 2 X 45 menit
Standar Kompetensi
- Membaca
5. Memahami makna teks fungsional pendek dan esei berbentuk report, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
- Menulis
6. Mengungkapkan makna dalam teks esei berbentuk report, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari.
Kompetensi Dasar
5.2 Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: narrative.
3.2 Mengungkapkan makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: narrative.
Indikator
- Memahami past perfect tense
- Memahami penerapan past perfect tense dalam text.
- Membuat kalimat dalam bentuk past perfect tense.
I. Tujuan Pembelajaran
- Siswa memahami penggunaan past perfect tense.
- Siswa memahami penerapan past perfect tense dalam text.
- Siswa mampu menerapkan past perfect tense dalam kalimat yang dibuatnya.
II. Materi ajar
Teks narrative berjudul “ A Fox and A Goat”
III. Metode Pengajaran
Ceramah, Mendengarkan, diskusi, merespon, praktek, tanya jawab.
IV. Langkah Pembelajaran
A. Kegiatan Awal : - Memeriksa kehadiran siswa, kebersihan,dan kerapihan kelas.
- Motivasi, diciptakan dengan mengajukan pertanyaan.
- Apersepsi.
B. Kegiatan Inti : * BKOF
- Menjelaskan tentang past perfect tense.(lampiran 1)
*MOT
- Mencari kalimat past perfect tense dalam text. (lampiran 2)
- Merubah kalimat tersebut ke dalam negatif/affirtmative dan interrogative form. (lampiran 3)
*JCOT
- Mengerjakan tugas dalam LKS (melengkapi kalimat). (lampiran 4)
*ICOT
- Membuat kalimat yang menggunakan past perfect tense.
(lampiran 5)
C. Kegiatan Akhir : - Menyimpulkan materi yang telah disampaikan.
- Memberikan evaluasi (homework) untuk mengetahui sejauh mana materi dikuasai siswa.
V. Sumber Bahan
- LKS “TUNTAS”
- Look Ahead An English Course 2, Penerbit ERLANGGA
VI. Penilaian
1. Jenis Tagihan
- Pertanyaan lisan
- Tugas kelompok
- Melengkapi kalimat
- Membuat kalimat
2. Bentuk Instrument
- Penampilan (performance)
3. Instrumen Penilaian : terlampir
LAMPIRAN
Lampiran 1
Form of past perfect tense
- Affirmative
- Negative
- Interrogative
using the past perfect
The past perfect expresses an activity that occurred before another time in the past., example:
I ate at noon, I was not hungry at 1.00 p.m because I had already eaten before 1.00 p.m
The conjuntion that are usually used in this tense
- When - After
- Before - As soon as
Lampiran 2
A Fox and A Goat
A fox feel into a well and couldn’t get out. By and by a thirsty goat came along. Seeing the fox in the well it asked if the water was good.”Good”, said the fox.”It’s the best water I’ve tasted in all my life. Come down and try it your self.”
The goat was thirsty so he got into the well. When he had drunk enough he looked around and but there was no way to get out. Then the fox said,”I have a good idea. You stand on your hind legs and fut your forelegs againts the side of the well. Then I’ll climb on your back, from there I’ll step on your horns, and I can get out. And when I’m out I’ll help you out of the well.”
The goat did as he was asked and the fox got on his back and climbed out of the well. Then he cooly walked away. The goat called out loudly after him and reminded him of his promise to help him out. The fox merely turned to him and said, “If you only had thought carefully about getting out, you wouldn’t have jumped into the well.”
The goat felt very sad. He called out loudly. An old man walking near by heard him and put a plank into the well. The goat got out and thanked the old man.
Lampiran 3
Change the sentences that using past perfect in this text become another form (affirmative/negative/interrogative)
Lampiran 4
Complete the sentences with the words in parentheses use the past perfect!
1. I was not hungry I ( eat, already)
2. By the time I went to bed last nigaht I (finish,already)………………………..my home work.
3. I was late. The party (start, already)…………………………………....by the time I got there.
4. Ann missed her plane yesterday because of trafict jam on her way to the airport. By the time she got to the airport, her plane(leave, already)
5. Last night went to bed at ten o’clock.I (finish, already)...………………………my homework.
Answer key
1. I had already eaten…
2. I had already finished…
3. The party had already started…
4. her plane had already leaft….
5. I had already finished….
Choose the correct answer by crossing a, b, c, d or e!
1. After he … the story, he wrote an article about it in the paper.
a. read c. had read e. is reading
b. have read d. reads
2. Siti could stay up until 11 o’clock that night because she … for four hours in the afternoon.
a. sleep c. have slept e. to sleep
b. slept d. had slept
3. He … to the writing desk as soon as he had entered the post office.
a. go c. to go e. going
b. goes d. went
4. A: Did you meet Roni today?
B: Yes, I did. I … met him when you saw me at the station.
a. am not c. could not e. had not
b. have not b. was not
5. The film … yet when we got to the cinema.
a. didn’t c. hadn’t started e. isn’t started
b. wasn’t start d. started
answer key
1. C
2. D
3. D
4. E
5. C
Write had + past participle from the verb in the bracket!
1. She had to return home because she … (spend) almost all her money.
2. After the gardener … (cut) the grass, he arranged the flower pots in a nice circle.
3. When the boy … (finish) writing the card he put it in agreen envelope.
4. The soldier … (fight) bravely before they surrendered.
5. The pilot … (examine) the engine before he took off..
Lampiran 5
Make ten sentences using past perfect!
Tasikmalaya, 31 Oktober 2007
Guru Pamong
Dra. Hj. Dedeh Amelia
NIP. 131 621 538 Praktikan
Jemi Mulia
NIM. 042122139
Diketahui,
Kepala SMAN 6 Tasikmalaya
H. Undang Saprudin S.
NIP. 130 411 069
Minggu, 30 Agustus 2009
Saykoji sindir Malaysia dengan musik rap
Setelah gerah dengan aksi klaim produk kebudayaan yang dilakukan Malaysia dan ditambah dengan kejadian seorang rapper malaysia, Joe Farizal yang menjiplak lagu Saykoji, akhirnya Saykoji membuat lagu hiphop remix untuk malaysia. Silahkan download lagunya karena memang gratis tis tis. Apalagi buat para penghuni negara Malingsia.. Free of Charge..
Lagu yang berjudul “Copy My Style (Again)” ini merupakan remix dari lagu “Copy My Style“. Lagu aslinya itu dibuat Saykoji untuk menyindir seorang rapper Malaysia yang menjiplak lirik-lirik buatannya. Versi asli lagu itu diedarkan Saykoji via YouTube.
Link Download Lagu Copy My Style (Again)
Berikut ini liriknya :
you copy my style
you copy again
apa plagiat di negara lo lagi ngetrend?
ku tetap sabar tetap kau kuanggap friend
but sooner or later i gotta take my stand
udah bolak balik sampe balik kebolak
temen gue sampe keselek pas makan kolak
lagi lagi berulang ulang terus terjadi
tetangga bikin ulah lagi bikin sakit hati
suka ngaku ngaku kagak malu malu
punya indonesia di klaim satu satu
apa memang kalian yang gak mampu mampu
buat budaya sendiri efek gak ampuh ampuh
baca rambu rambu, bangsaku berbudi luhur
tapi usik terus, reputasi mu masuk kubur
jujur gue bangga jujur gue bersyukur
elo ngaku ngaku berarti progress lo mundur
panas ku bertutur kreasi bicara
walau sudah jelas identitas ku dijarah
joe farizal aja bisa minta maap
masa yang lain kagak nyadar kagak tanggap
you copy my style
you copy again
apa plagiat di negara lo lagi ngetrend?
ku tetap sabar tetap kau kuanggap friend
but sooner or later i gotta take my stand
bukan mo sok nasionalis sombong mengangkat alis
bukan mo sok gangster bukan sok sadis
walau lagi ngetop bukan gue sok ngartis
tapi bales pake lagu paling praktis
marah marah di internet, udah pasaran
ngomel ngomel di pasar kagak sabaran
kaya cacing kepanasan jenggot kebakaran
rasanya gatel pengen ngasih tamparan
tapi gue orang nya cinta damai
walau rasanya sulit untuk santai
amunisi di samping nyiur melambai
pakai musik rap ku siap membantai
memang satu rumpun masih sama melayu
tapi melayu saykoji keras dan gak kemayu
selendang rocker ku agak mendayu
tapi coba ajak gue battle rap ayuk!!
you copy my style
you copy again
apa plagiat di negara lo lagi ngetrend?
ku tetap sabar tetap kau kuanggap friend
but sooner or later i gotta take my stand
Hohoho.. Good job Saykoji.. Eat this malingshit..
Komentar Saykoji :
gue sih nggak marah, tapi orang ini friend gue di myspace. lama gk ada kabar, tiba2 ada temen gue bilang kalo lirik gue dipake ama dia tapi musik beda.
pas gue buka lagi pagenya dia, ternyata dia udah NGEBLOCK gue jadi friend. kayaknya supaya pas dia upload lagu nggak ketahuan ama gue..
ck ck ck.. kalau dia bilang2 sih gue justru seneng. kan berarti kualitas lirik gue diakui.
balesan gue di youtube dan facebook. gak pake marah2 maki2.. kita orang indonesia smart2 men..
Parah bangett…!!!
Ternyata Joe Farizal ini temennya Saykoji di myspace, eeeh.. pas abis jiplak lagunya, si Saykoji ini langsung diblock dari friends listnya Joe Farizal. Dasar Maling!!! gak tau malu..
Buat Saykoji… Teruslah berkarya man.. Jadilah orang yang kreatif, jangan seperti si Joe Farizal yang bisanya cuma jiplak doang. GBU bro..
Lagu yang berjudul “Copy My Style (Again)” ini merupakan remix dari lagu “Copy My Style“. Lagu aslinya itu dibuat Saykoji untuk menyindir seorang rapper Malaysia yang menjiplak lirik-lirik buatannya. Versi asli lagu itu diedarkan Saykoji via YouTube.
Link Download Lagu Copy My Style (Again)
Berikut ini liriknya :
you copy my style
you copy again
apa plagiat di negara lo lagi ngetrend?
ku tetap sabar tetap kau kuanggap friend
but sooner or later i gotta take my stand
udah bolak balik sampe balik kebolak
temen gue sampe keselek pas makan kolak
lagi lagi berulang ulang terus terjadi
tetangga bikin ulah lagi bikin sakit hati
suka ngaku ngaku kagak malu malu
punya indonesia di klaim satu satu
apa memang kalian yang gak mampu mampu
buat budaya sendiri efek gak ampuh ampuh
baca rambu rambu, bangsaku berbudi luhur
tapi usik terus, reputasi mu masuk kubur
jujur gue bangga jujur gue bersyukur
elo ngaku ngaku berarti progress lo mundur
panas ku bertutur kreasi bicara
walau sudah jelas identitas ku dijarah
joe farizal aja bisa minta maap
masa yang lain kagak nyadar kagak tanggap
you copy my style
you copy again
apa plagiat di negara lo lagi ngetrend?
ku tetap sabar tetap kau kuanggap friend
but sooner or later i gotta take my stand
bukan mo sok nasionalis sombong mengangkat alis
bukan mo sok gangster bukan sok sadis
walau lagi ngetop bukan gue sok ngartis
tapi bales pake lagu paling praktis
marah marah di internet, udah pasaran
ngomel ngomel di pasar kagak sabaran
kaya cacing kepanasan jenggot kebakaran
rasanya gatel pengen ngasih tamparan
tapi gue orang nya cinta damai
walau rasanya sulit untuk santai
amunisi di samping nyiur melambai
pakai musik rap ku siap membantai
memang satu rumpun masih sama melayu
tapi melayu saykoji keras dan gak kemayu
selendang rocker ku agak mendayu
tapi coba ajak gue battle rap ayuk!!
you copy my style
you copy again
apa plagiat di negara lo lagi ngetrend?
ku tetap sabar tetap kau kuanggap friend
but sooner or later i gotta take my stand
Hohoho.. Good job Saykoji.. Eat this malingshit..
Komentar Saykoji :
gue sih nggak marah, tapi orang ini friend gue di myspace. lama gk ada kabar, tiba2 ada temen gue bilang kalo lirik gue dipake ama dia tapi musik beda.
pas gue buka lagi pagenya dia, ternyata dia udah NGEBLOCK gue jadi friend. kayaknya supaya pas dia upload lagu nggak ketahuan ama gue..
ck ck ck.. kalau dia bilang2 sih gue justru seneng. kan berarti kualitas lirik gue diakui.
balesan gue di youtube dan facebook. gak pake marah2 maki2.. kita orang indonesia smart2 men..
Parah bangett…!!!
Ternyata Joe Farizal ini temennya Saykoji di myspace, eeeh.. pas abis jiplak lagunya, si Saykoji ini langsung diblock dari friends listnya Joe Farizal. Dasar Maling!!! gak tau malu..
Buat Saykoji… Teruslah berkarya man.. Jadilah orang yang kreatif, jangan seperti si Joe Farizal yang bisanya cuma jiplak doang. GBU bro..
LAGI LAGI MALAYSIA MENJIPLAK KARYA ANAK BANGSA
RAPPER MALAYSIA JOE FARIZAL MENJIPLAK LAGU SAYKOJI
Lagi-lagi Malaysia berbuat ulah. Setelah gagal mengklaim lagu Rasa Sayange, Malaysia mencoba mengklaim kesenian yang lain. Mulai dari Reog Ponorogo, Wayang Kulit, Kuda Lumping, bahkan sampai Rapper Malaysia pun sekarang menjiplak lagu Rapper Indonesia.
Lagu SAYKOJI yang berjudul TAHUKAH KAU dijiplak oleh JOE FARIZAL rapper asal Malaysia. Saykoji marah besar ketika lirik lagunya dan gaya ngerap ala Saykoji secara keseluruhan dijiplak oleh Joe Farizal. Lirik lagu tsb sama persis dengan lagu Saykoji, hanya diubah kata seperti “Indonesia Kita Kaya” menjadi “Malaysia Kita Kaya”.
Lalu apa tindakan yang diambil oleh Saykoji? Ya.. walaupun marah besar tapi gw salut dengan Saykoji. Kata2 kasar tidak keluar dari mulutnya, melainkan karya indah lainnya yang muncul melalui lagu terbarunya khusus untuk Rapper Malaysia (Joe Farizal) yang menjiplak lagunya.
Lagi-lagi Malaysia berbuat ulah. Setelah gagal mengklaim lagu Rasa Sayange, Malaysia mencoba mengklaim kesenian yang lain. Mulai dari Reog Ponorogo, Wayang Kulit, Kuda Lumping, bahkan sampai Rapper Malaysia pun sekarang menjiplak lagu Rapper Indonesia.
Lagu SAYKOJI yang berjudul TAHUKAH KAU dijiplak oleh JOE FARIZAL rapper asal Malaysia. Saykoji marah besar ketika lirik lagunya dan gaya ngerap ala Saykoji secara keseluruhan dijiplak oleh Joe Farizal. Lirik lagu tsb sama persis dengan lagu Saykoji, hanya diubah kata seperti “Indonesia Kita Kaya” menjadi “Malaysia Kita Kaya”.
Lalu apa tindakan yang diambil oleh Saykoji? Ya.. walaupun marah besar tapi gw salut dengan Saykoji. Kata2 kasar tidak keluar dari mulutnya, melainkan karya indah lainnya yang muncul melalui lagu terbarunya khusus untuk Rapper Malaysia (Joe Farizal) yang menjiplak lagunya.
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