Professional Documents
Culture Documents
Standar Kompetensi
1. Memahami makna dalam teks fungsional pendek dan teks monolog
sederhana berbentuk narrative,spoof dan hortatory exposition dalam
konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan populer.
2. Mengungkapkan makna dalam monolog yang berbentuk narrative,spoof
dan hortatory exposition secara akurat, lancar, dan berterima dalam
konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan.
Kompetensi Dasar
1. Merespon makna dalam makna dalam teks monolog sederhana
menggunakan ragam bahasa lisan secara akurat, lancar dan berterima
dalam teks berbentuk: narrative
2. Mengungkapkan makna dalam teks monolog secara akurat, lancar dan
berterima yang menggunakan ragam bahasa lisan yang berbentuk:
narrative
Indikator
1. Merespon wacana monolog: narrative
2. Melakukan monolog berbentuk : narrative
1. Tujuan Pembelajaran
• Siswa dapat merespon wacana monolog: narrative
• Siswa dapat melakukan melakukan monolog berbentuk : narrative
2. Materi Pokok
Wacana monolog berbentuk: narrative contohnya:
Today, I’d like to tell you a legend from South Sea, Central Java. The title is The Stone Flower or Bunga Batu. Well, listen
carefully. A long long time ago the people of Wanakerta Kingdom were very worried because the Queen Dewi Kalasekti had
suffered from a strange illness for a long time. Doctors and shamans were ordered to cure the Queen, but the queen was not healed.
Meanwhile, the high priest of the kingdom was praying to God, when he heard a voice echoing, “The queen can be cured by the
stone flower. This flower has no leaves or stem. It is white. It grows on a stone hill in the same direction of the sunset.”Well, the
queen ordered Tumenggung Arungbinang to search for the flower. Tumenggung Arungbinang was a brave, honest and loyal
nobleman.It so happened then, Tumenggung Arungbinang followed the direction of the sunset. Finally he arrived at a steep hill slope
near the South Sea. What happened then ?He climbed up the hill. But Alas! As he was climbing up the hill, he slipped and he slid
down, he rolled over and fell down unconsciously.Well, slowly, he woke up and you know what? He saw a beautiful princess
treating his wound gently. Then she fed him with some hot soup.“Who are you really, princess ?” asked Tumenggung Arungbinang.“
I am Dewi Tisnawati, the guardian fairy who guard the stone flower garden.” said Dewi Tisnawati gently. “It’s God’s will that the
first man who comes here will be my husband to-be. I’ve been waiting for you for a long time. ““But … but….. I have to get the
stone flower for my queens, princess. She is terribly ill. “ said Arungbinang.“Don’t worry. You’ll recover soon and I’ll show you the
way to get the flower.”So to cut a long story, Tumenggung Arungbinang managed to get the stone flower with the help of Dewi
Tisnawati. Do you know what the stone flower was ? The stone flower was actually the swallow’s nest. It was made of the bird’s
saliva when it was sleeping. The nest was stuck on the cave wall of Karangbolong hill.“ Would you come back to me and marry me
after you have finished your task ? “ pleaded Dewi Tisnawati.“ Yes, you have my word, Dewi.” replied Tumenggung
Arungbinang.Arungbinang took the flower to the queen and the stone flower was made into soup and given to the queen. Day by
day, the queen was getting healthier and healthier. The queen was touched by Arungbinang’s story and gave her blessing for
Arungbinang to marry Dewi Tisnawati.So in the end, Tumenggung Arungbinang and Dewi Tisnawati married and lived at
Karangbolong hill.
4. Langkah-langkah Kegiatan
• Kegiatan Awal (10’)
Siswa mencocokkan gambar dengan judul cerita rakyat.
1
Siswa mendengarkan teks lisan narrative sambil mencocokkan
gambar dengan cerita narrative yang di dengar melalui tape
secara klasikal.
Siswa mendengar retelling story berbentuk dialog dan
memperhatikan intonasi yang digunakan.
Siswa menjawab pertanyaan tentang teks monolog narrative
yang didengar.
5. Sumber/Bahan/Alat
• Buku Look Ahead 2
• Kaset/CD
• Tape
• Script dari Look Ahead 2
6. Penilaian
• Teknik: Performance Assessment (responding)
• Bentuk: Pertanyaan lisan,
Cikembar, 2008
Mengetahui
Kepala Sekolah Guru Mata Pelajaran
2
Rencana Pelaksanaan Pembelajaran
Standar Kompetensi
1. Memahami makna dalam percakapan transaksional/ interpersonal resmi
dalam konteks kehidupan sehari-hari.
2. Mengungkapkan makna dalam teks percakapan transaksional resmi dan
percakapan berlanjut (sustained) secara akurat, lancar, dan berterima
dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan.
Kompetensi Dasar
1. Merespon makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar,
dan berterima menggunakan ragam bahasa lisan yang melibatkan tindak
tutur: menyatakan perasaan ( expressing: love).
1. Tujuan Pembelajaran
• Siswa dapat merespon dengan benar terhadap tindak tutur: menyatakan
perasaan (expressing: love).
• Siswa dapat melakukan berbagai tindak tutur dalam wacana lisan
interpersonal/transaksional: menyatakan perasaan (expressing: love).
2. Materi Pokok
Percakapan/dialog dan pernyataan yang memuat ungkapan–ungkapan berikut
• Menyatakan perasaan (expressing: love)
mis. A: Oh, my deaest Antony. How could you marry such a woman like
Octavia. You said you loved me. Oh, how dare you!How deep is
your love for me?
B: My sweetest queen,there’s a beggary in the love that can be
reckoned
4. Langkah-langkah Kegiatan
3
Siswa mendiskusikan dialog dan fungsi ungkapan yang
didengar melalui tape.
Siswa membaca ungkapan-ungkapan lainnya yang digunakan
untuk menyatakan perasaan (expressing: love).
Siswa melafalkan ungkapan-ungkapan lain menyatakan
perasaan (expressing: love).
Siswa mendengarkan ungkapan cinta dan mencocokkan dengan
orang yang menyatakannya
Siswa membuat definisi tentang cinta.
5. Sumber/Bahan/Alat
• Buku Look Ahead 2
• Kaset/CD
• Tape
6. Penilaian
• Teknik: Performance Assessment (responding)
• Bentuk: Pertanyaan lisan
Cikembar, 2008
Mengetahui
Kepala Sekolah Guru Mata Pelajaran
4
Rencana Pelaksanaan Pembelajaran
Standar Kompetensi
1. Memahami makna dalam percakapan transaksional/ interpersonal resmi
dalam konteks kehidupan sehari-hari.
2. Mengungkapkan makna dalam teks percakapan transaksional resmi dan
percakapan berlanjut (sustained) secara akurat, lancar, dan berterima
dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan.
Kompetensi Dasar
1. Merespon makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar,
dan berterima menggunakan ragam bahasa lisan yang melibatkan tindak
tutur: menyatakan perasaan (expressing: sorrow& attention) )
Indikator
1. Merespon dengan benar terhadap tindak tutur: menyatakan perasaan
(expressing: sorrow& attention) )
2. Melakukan berbagai tindak tutur dalam wacana lisan
interpersonal/transaksional: menyatakan perasaan (expressing: sorrow&
attention) )
1. Tujuan Pembelajaran
• Siswa dapat merespon dengan benar terhadap tindak tutur:
menyatakan peringatan.
• Siswa dapat melakukan berbagai tindak tutur dalam wacana lisan
interpersonal/transaksional: menyatakan perasaan peringatan.
2. Materi Pokok
Pernyataan yang memuat ungkapan –ungkapan berikut
Menyatakan perasaan (expressing: sorrow& attention))
mis. My heart is so burdened I’m so sad to hear that
4. Langkah-langkah Kegiatan
• Kegiatan Awal (5’)
Tanya jawab dengan siswa mengenai apakah mereka pernah
mendengar cerita teman dan mersa sedih. Ungkapan apa yang
digunakan untuk menyatakan sedih dan menaruh perhatian
besar akan ceritanya.
5
Siswa mendengarkan ungkapan-ungkapan lain untuk
menyatakan perasaan (expressing: sorrow & attention) melalui
tape secara klasikal
Siswa mendiskusikan ekspresi/ungkapan untuk menyatakan
perasaan (expressing: sorrow & attention )yang didengar
melalui tape.
Siswa melengkapi dialog dengan ungkapan untuk menyatakan
perasaan (expressing: sorrow & attention )
Siswa memberikan respon terhadap cerita yang dibacakan oleh
temannya.
5. Sumber/Bahan/Alat
• Buku Look Ahead 2
• Kaset/CD
• Tape
6. Penilaian
• Teknik: Performance Assesment (Responding,
• Bentuk: Pertanyaan Lisan, tugas berpasangan
Cikembar, 2008
Mengetahui
Kepala Sekolah Guru Mata Pelajaran
6
Rencana Pelaksanaan Pembelajaran
Standar Kompetensi
1. Memahami dalam teks monolog lisan berbentuk narrative,spoof dan hortatory
exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-
hari dan mengakses ilmu pengetahuan
Kompetensi Dasar
1. Merespon makna dalam teks monolog sederhana menggunakan ragam bahasa
lisan secara akurat, lancar dan berterima dalam teks berbentuk: narrative
2. Mengungkapkan makna dalam teks monolog secara akurat, lancar dan berterima
yang menggunakan ragam bahasa lisan yang berbentuk: narrative
Indikator
Merespon wacana monolog: narrative
Melakukan monolog berbentuk : narrative
1. Tujuan Pembelajaran
• Siswa dapat merespon wacana monolog: narrative
• Siswa dapat melakukan monolog berbentuk narrative
2. Materi Pokok
Teks monolog narrative contohnya berikut:
Today, I’d like to tell you a legend from South Sea, Central Java. The title is The Stone Flower or Bunga Batu. Well, listen
carefully. A long long time ago the people of Wanakerta Kingdom were very worried because the Queen Dewi Kalasekti had
suffered from a strange illness for a long time. Doctors and shamans were ordered to cure the Queen, but the queen was not healed.
Meanwhile, the high priest of the kingdom was praying to God, when he heard a voice echoing, “The queen can be cured by the
stone flower. This flower has no leaves or stem. It is white. It grows on a stone hill in the same direction of the sunset.”Well, the
queen ordered Tumenggung Arungbinang to search for the flower. Tumenggung Arungbinang was a brave, honest and loyal
nobleman.It so happened then, Tumenggung Arungbinang followed the direction of the sunset. Finally he arrived at a steep hill slope
near the South Sea. What happened then ?He climbed up the hill. But Alas! As he was climbing up the hill, he slipped and he slid
down, he rolled over and fell down unconsciously.Well, slowly, he woke up and you know what? He saw a beautiful princess
treating his wound gently. Then she fed him with some hot soup.“Who are you really, princess ?” asked Tumenggung Arungbinang.“
I am Dewi Tisnawati, the guardian fairy who guard the stone flower garden.” said Dewi Tisnawati gently. “It’s God’s will that the
first man who comes here will be my husband to-be. I’ve been waiting for you for a long time. ““But … but….. I have to get the
stone flower for my queens, princess. She is terribly ill. “ said Arungbinang.“Don’t worry. You’ll recover soon and I’ll show you the
way to get the flower.”So to cut a long story, Tumenggung Arungbinang managed to get the stone flower with the help of Dewi
Tisnawati. Do you know what the stone flower was ? The stone flower was actually the swallow’s nest. It was made of the bird’s
saliva when it was sleeping. The nest was stuck on the cave wall of Karangbolong hill.“ Would you come back to me and marry me
after you have finished your task ? “ pleaded Dewi Tisnawati.“ Yes, you have my word, Dewi.” replied Tumenggung
Arungbinang.Arungbinang took the flower to the queen and the stone flower was made into soup and given to the queen. Day by
day, the queen was getting healthier and healthier. The queen was touched by Arungbinang’s story and gave her blessing for
Arungbinang to marry Dewi Tisnawati.So in the end, Tumenggung Arungbinang and Dewi Tisnawati married and lived at
Karangbolong hill.
4. Langkah-langkah Kegiatan
• Kegiatan Awal (10’)
Tanya-jawab mengenai bentuk tenses apa yang biasa
digunakan dalam teks monolog narrative
7
• Kegiatan Inti (75’)
Siswa membaca penjelasaan bentuk tense yang digunakan
dalam teks monolog narrative
Siswa Siswa membaca ungkapan-ungkapan yang digunakan
untuk bercerita
Siswa menentukan perubahan bentuk kata kerja yang ssuai
untuk teks monolog narrative
Siswa mendengarkan teks monolog narrative.dengan bantuan
audio
Siswa mengidentifikasi informasi tentang teks lisan narrative:
Joko Tole
Siswa mendiskusikan isi jawaban mereka
5. Sumber/Bahan/Alat
• Buku Look Ahead 2
• Kaset/CD
• Script dari Look Ahead 2
6. Penilaian
Teknik: Performance Assesment
Bentuk: pertanyaan lisan
Cikembar, 2008
Mengetahui
Kepala Sekolah Guru Mata Pelajaran
8
Rencana Pelaksanaan Pembelajaran
Standar Kompetensi
1. Memahami dalam teks monolog lisan berbentuk narrative,spoof dan hortatory
exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-
hari dan mengakses ilmu pengetahuan
Kompetensi Dasar
1. Merespon makna dalam teks monolog sederhana menggunakan ragam bahasa
lisan secara akurat, lancar dan berterima dalam teks berbentuk:narrative
2. Mengungkapkan makna dalam teks monolog secara akurat, lancar dan berterima
yang menggunakan ragam bahasa lisan yang berbentuk: narrative
Indikator
• Merespon wacana monolog: narrative
Melakukan monolog berbentuk: narrative
1. Tujuan Pembelajaran
• Siswa dapat merespon wacana monolog: narrative
• Siswa dapat melakukan monolog berbentuk narrative
2. Materi Pokok
Teks monolog narrative contohnya berikut:
Today, I’d like to tell you a legend from South Sea, Central Java. The title is The Stone Flower or
Bunga Batu. Well, listen carefully. A long long time ago the people of Wanakerta Kingdom were very
worried because the Queen Dewi Kalasekti had suffered from a strange illness for a long time. Doctors
and shamans were ordered to cure the Queen, but the queen was not healed. Meanwhile, the high priest of
the kingdom was praying to God, when he heard a voice echoing, “The queen can be cured by the stone
flower. This flower has no leaves or stem. It is white. It grows on a stone hill in the same direction of the
sunset.”Well, the queen ordered Tumenggung Arungbinang to search for the flower. Tumenggung
Arungbinang was a brave, honest and loyal nobleman.It so happened then, Tumenggung Arungbinang
followed the direction of the sunset. Finally he arrived at a steep hill slope near the South Sea. What
happened then ?He climbed up the hill. But Alas! As he was climbing up the hill, he slipped and he slid
down, he rolled over and fell down unconsciously.Well, slowly, he woke up and you know what? He saw
a beautiful princess treating his wound gently. Then she fed him with some hot soup.“Who are you really,
princess ?” asked Tumenggung Arungbinang.“ I am Dewi Tisnawati, the guardian fairy who guard the
stone flower garden.” said Dewi Tisnawati gently. “It’s God’s will that the first man who comes here will
be my husband to-be. I’ve been waiting for you for a long time. ““But … but….. I have to get the stone
flower for my queens, princess. She is terribly ill. “ said Arungbinang.“Don’t worry. You’ll recover soon
and I’ll show you the way to get the flower.”So to cut a long story, Tumenggung Arungbinang managed to
get the stone flower with the help of Dewi Tisnawati. Do you know what the stone flower was ? The stone
flower was actually the swallow’s nest. It was made of the bird’s saliva when it was sleeping. The nest
was stuck on the cave wall of Karangbolong hill.“ Would you come back to me and marry me after you
have finished your task ? “ pleaded Dewi Tisnawati.“ Yes, you have my word, Dewi.” replied
Tumenggung Arungbinang.Arungbinang took the flower to the queen and the stone flower was made into
soup and given to the queen. Day by day, the queen was getting healthier and healthier. The queen was
touched by Arungbinang’s story and gave her blessing for Arungbinang to marry Dewi Tisnawati.So in the
end, Tumenggung Arungbinang and Dewi Tisnawati married and lived at Karangbolong hill.
9
3. Metode Pembelajaran/Teknik: Three-phase technique
4. Langkah-langkah Kegiatan
• Kegiatan Awal (10’)
Siswa mempersiapkan drama
5. Sumber/Bahan/Alat
• Buku Look Ahead 2
6. Penilaian
Teknik: Performance Assesment
Bentuk: drama
Cikembar, 2008
Mengetahui
Kepala Sekolah Guru Mata Pelajaran
10
Rencana Pelaksanaan Pembelajaran
Standar Kompetensi
1. Memahami dalam teks monolog lisan berbentuk narrative,spoof dan hortatory
exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-
hari dan mengakses ilmu pengetahuan
Kompetensi Dasar
1. Merespon makna dalam teks monolog sederhana menggunakan ragam bahasa
lisan secara akurat, lancar dan berterima dalam teks berbentuk: narrative
2. Mengungkapkan makna dalam teks monolog secara akurat, lancar dan berterima
yang menggunakan ragam bahasa lisan yang berbentuk: narrative
Indikator
Merespon wacana monolog: narrative
Melakukan monolog berbentuk : narrative
1. Tujuan Pembelajaran
• Siswa dapat merespon wacana monolog: narrative
• Siswa dapat melakukan monolog berbentuk narrative(mendongeng)
2. Materi Pokok
Teks monolog narrative, contohnya berikut:
Today, I’d like to tell you a legend from South Sea, Central Java. The title is The Stone Flower or
Bunga Batu. Well, listen carefully. A long long time ago the people of Wanakerta Kingdom were very
worried because the Queen Dewi Kalasekti had suffered from a strange illness for a long time. Doctors
and shamans were ordered to cure the Queen, but the queen was not healed. Meanwhile, the high priest of
the kingdom was praying to God, when he heard a voice echoing, “The queen can be cured by the stone
flower. This flower has no leaves or stem. It is white. It grows on a stone hill in the same direction of the
sunset.”Well, the queen ordered Tumenggung Arungbinang to search for the flower. Tumenggung
Arungbinang was a brave, honest and loyal nobleman.It so happened then, Tumenggung Arungbinang
followed the direction of the sunset. Finally he arrived at a steep hill slope near the South Sea. What
happened then ?He climbed up the hill. But Alas! As he was climbing up the hill, he slipped and he slid
down, he rolled over and fell down unconsciously.Well, slowly, he woke up and you know what? He saw
a beautiful princess treating his wound gently. Then she fed him with some hot soup.“Who are you really,
princess ?” asked Tumenggung Arungbinang.“ I am Dewi Tisnawati, the guardian fairy who guard the
stone flower garden.” said Dewi Tisnawati gently. “It’s God’s will that the first man who comes here will
be my husband to-be. I’ve been waiting for you for a long time. ““But … but….. I have to get the stone
flower for my queens, princess. She is terribly ill. “ said Arungbinang.“Don’t worry. You’ll recover soon
and I’ll show you the way to get the flower.”So to cut a long story, Tumenggung Arungbinang managed to
get the stone flower with the help of Dewi Tisnawati. Do you know what the stone flower was ? The stone
flower was actually the swallow’s nest. It was made of the bird’s saliva when it was sleeping. The nest
was stuck on the cave wall of Karangbolong hill.“ Would you come back to me and marry me after you
have finished your task ? “ pleaded Dewi Tisnawati.“ Yes, you have my word, Dewi.” replied
Tumenggung Arungbinang.Arungbinang took the flower to the queen and the stone flower was made into
soup and given to the queen. Day by day, the queen was getting healthier and healthier. The queen was
touched by Arungbinang’s story and gave her blessing for Arungbinang to marry Dewi Tisnawati.So in the
end, Tumenggung Arungbinang and Dewi Tisnawati married and lived at Karangbolong hill.
11
3. Metode Pembelajaran/Teknik: Three-phase technique
4. Langkah-langkah Kegiatan
• Kegiatan Awal (10’)
Siswa menyiapkan hal yang diperlukan untuk mendongeng
5. Sumber/Bahan/Alat
• Buku Look Ahead 2
• Alat Bantu (gambar, poster)
6. Penilaian
a. Teknik: Performance Assesment , Checklist
b. Bentuk: mendongeng
Cikembar, 2008
Mengetahui
Kepala Sekolah Guru Mata Pelajaran
12
Rencana Pelaksanaan Pembelajaran
Standar Kompetensi
Memahami makna teks monolog/esei berbentuk narrative,spoof dan hortatory
exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-
hari dan mengakses ilmu pengetahuan
Kompetensi Dasar
Memahami dan merespon makna dalam teks monolog/esei yang menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk:
narrative
Indikator
• Memahami cerita Valentine’s Day Is Not Part Of Our Culture
1. Tujuan Pembelajaran
• Siswa memahami Valentine’s Day
2. Materi Pokok
• Wacana teks berjudul Valentine’s Day Is Not Part Of Our Culture
4. Langkah-langkah Kegiatan
• Kegiatan Awal (10’)
Tanya jawab mengenai Valentine’s day
• Kegiatan Inti (35’)
Siswa membaca Valentine’s Day Is Not Part Of Our Culture
Siswa mendiskusikan teks Valentine’s Day Is Not Part Of Our
Culture
Menjawab pertanyaan menegenai Valentine’s Day Is Not Part
Of Our Culture
• Kegiatan Akhir (10’)
Siswa memberi pendapat tentang Valentine’s day di Indonesia
5. Sumber/Bahan/Alat
• Buku Look Ahead 2
6. Penilaian
• Teknik: responding
• Bentuk: pertanyaan tertulis
Cikembar, 2008
Mengetahui
Kepala Sekolah Guru Mata Pelajaran
13
Dra. Hj. NURHIDAYATIEN, M.Pd DEWI ANDRIANIE, S.Pd
NIP. 130 682 798 NIP. 480 125 493
Rencana Pelaksanaan Pembelajaran
Standar Kompetensi
Memahami makna teks monolog/esei berbentuk narrativ,spoof dan hortatory
exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-
hari dan mengakses ilmu pengetahuan
Kompetensi Dasar
Memahami dan merespon makna dalam teks monolog/esei yang menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk:
narrative
Indikator
• Mengidentifikasi makna dalam teks tulis narrative • Me
ngi
dentifilasi langkah-langkah retorika dalam wacana: narrative
1. Tujuan Pembelajaran
2. Materi Pokok
Teks tertulis berbentuk narrative,contoh,
The Lion and The Mouse
Once, when a Lion was asleep, a little mouse began running up and down upon him; this
soon wakened the Lion, who placed his huge paw upon him, and opened his big jaws to swallow him.
“Pardon, O king,” cried the little Mouse, “ Forgive me this time, I shall never forget it; who knows but
what I may be able to do you a turn some of these days?” The Lion was so tickled at the idea of the
Mouse being able to help him, that he lifted up his paw and let him go.Some time after the Lion was
caught in a trap, and the hunters, who desired to carry himalive to the king, tied him to a tree while they
wentin search of a wagon to carry him on. Just then the little Mouse happened to passby, and see the sad
plight in which the Lion was.He went up to the lion and soon gnawed away the ropes that bound the
king of the Beasts. “Wasn’t I right? “ said the little Mouse.Moral: Little friends may prove great
friends.(AESOP)
4. Langkah-langkah Kegiatan
• Kegiatan Awal (10’)
Tanya jawab mengenai gambar yang tertera di buku
14
Siswa berpasangan menjodohkan fable dengan pesan
moralnya.
5. Sumber/Bahan/Alat
• Buku Look Ahead 2
6. Penilaian
• Teknik: Unjuk kerja
• Bentuk: pertanyaan lisan dan tertulis
Cikembar, 2008
Mengetahui
Kepala Sekolah Guru Mata Pelajaran
15
Rencana Pelaksanaan Pembelajaran
Standar Kompetensi
Memahami makna teks monolog/esei berbentuk narrativ,spoof dan hortatory
exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-
hari dan mengakses ilmu pengetahuan.
Kompetensi Dasar
Memahami dan merespon makna dalam teks monolog/esei yang menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk:
narrative
Indikator
• Mengidentifikasi ciri-ciri kebahasaan teks narrative
1. Tujuan Pembelajaran
• Siswa dapat mengidentifikasi ciri-ciri kebahasaan teks narrativee
2. Materi Pokok
Teks tulis berbentuk narrative, contoh:
Once, when a Lion was asleep, a little mouse began running up and down upon him; this
soon wakened the Lion, who placed his huge paw upon him, and opened his big jaws to swallow him.
“Pardon, O king,” cried the little Mouse, “ Forgive me this time, I shall never forget it; who knows but
what I may be able to do you a turn some of these days?” The Lion was so tickled at the idea of the
Mouse being able to help him, that he lifted up his paw and let him go.Some time after the Lion was
caught in a trap, and the hunters, who desired to carry himalive to the king, tied him to a tree while they
wentin search of a wagon to carry him on. Just then the little Mouse happened to passby, and see the sad
plight in which the Lion was.He went up to the lion and soon gnawed away the ropes that bound the
king of the Beasts. “Wasn’t I right? “ said the little Mouse.Moral: Little friends may prove great
friends.(AESOP)
4. Langkah-langkah Kegiatan
• Kegiatan Awal (10’)
Siswa mereview penggunaan past tenses untuk teks berbentuk
narrative
16
Siswa menentukan bentuk kata kerja yang tepat yaitu past
continuous atau simple past
Siswa menentukan bentuk kata kerja yang tepat yaitu future in
the past atau simple past
Siswa membaca penjelasan mengenai action verbs
Siswa menggaris bawahi action verbs pada teks narrative
Siswa membaca penjelasan mengenai thinking verbs dan
feeling verbs
Siswa menentukan thinking verbs, feeling verbs atau saying
verbs dari suatu kalimat
Siswa membaca penjelasan tentang Noun dan Noun Phrases
Siswa mengembangkan noun menjadi noun phrases
.
• Kegiatan Akhir (10’)
Siswa mengulas penjelasan tentang. past tenses, action verbs,
thinking verbs, feeling verb,saying verbs Noun dan Noun
Phrases.
5. Sumber/Bahan/Alat
• Buku Look Ahead 2
6. Penilaian
• Teknik: Unjuk kerja
• Bentuk: latihan
Cikembar, 2008
Mengetahui
Kepala Sekolah Guru Mata Pelajaran
17
Rencana Pelaksanaan Pembelajaran
Standar Kompetensi
Memahami makna teks monolog/esei berbentuk narrativ,spoof dan hortatory
exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-
hari dan mengakses ilmu pengetahuan.
Kompetensi Dasar
Memahami dan merespon makna dalam teks monolog/esei yang menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk:
narrative
Indikator
• Mengidentifikasi ciri-ciri kebahasaan teks narrative
1. Tujuan Pembelajaran
• Siswa dapat mengidentifikasi ciri-ciri kebahasaan teks narrativee
2. Materi Pokok
Teks tulis berbentuk narrative, contoh:
Once, when a Lion was asleep, a little mouse began running up and down upon him; this
soon wakened the Lion, who placed his huge paw upon him, and opened his big jaws to swallow him.
“Pardon, O king,” cried the little Mouse, “ Forgive me this time, I shall never forget it; who knows but
what I may be able to do you a turn some of these days?” The Lion was so tickled at the idea of the
Mouse being able to help him, that he lifted up his paw and let him go.Some time after the Lion was
caught in a trap, and the hunters, who desired to carry himalive to the king, tied him to a tree while they
wentin search of a wagon to carry him on. Just then the little Mouse happened to passby, and see the sad
plight in which the Lion was.He went up to the lion and soon gnawed away the ropes that bound the
king of the Beasts. “Wasn’t I right? “ said the little Mouse.Moral: Little friends may prove great
friends.(AESOP)
4. Langkah-langkah Kegiatan
• Kegiatan Awal (10’)
Siswa mereview penggunaan adverbs untuk teks narrative
18
Siswa melanjutkan kalimat dengan menggunakan
conjunctions.
Siswa membaca penjelasan mengenai punctuation
Siswa menentukan tanda baca (punctuation) yang tepat pada
teks narrative.
5. Sumber/Bahan/Alat
• Buku Look Ahead 2
6. Penilaian
• Teknik: Unjuk kerja
• Bentuk: latihan
Cikembar, 2008
Mengetahui
Kepala Sekolah Guru Mata Pelajaran
19
Rencana Pelaksanaan Pembelajaran
Standar Kompetensi
Memahami makna teks monolog/esei berbentuk narrativ,spoof dan hortatory
exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-
hari dan mengakses ilmu pengetahuan
Kompetensi Dasar
Memahami dan merespon makna dalam teks monolog/esei yang menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk:
narrative
Indikator
• Mengidentifikasi makna dalam teks tulis narrative • Me
ngi
dentifilasi langkah-langkah retorika dalam wacana: narrative
1. Tujuan Pembelajaran
• Siswa dapat mengidentifikasi makna dalam teks tulis narrative
• Siswa dapat mengidentifilasi langkah-langkah retorika dalam wacana:
narrative
2. Materi Pokok
Teks monolog/esei berbentuk narrative;
Once, when a Lion was asleep, a little mouse began running up and down upon him; this
soon wakened the Lion, who placed his huge paw upon him, and opened his big jaws to swallow him.
“Pardon, O king,” cried the little Mouse, “ Forgive me this time, I shall never forget it; who knows but
what I may be able to do you a turn some of these days?” The Lion was so tickled at the idea of the
Mouse being able to help him, that he lifted up his paw and let him go.Some time after the Lion was
caught in a trap, and the hunters, who desired to carry himalive to the king, tied him to a tree while they
wentin search of a wagon to carry him on. Just then the little Mouse happened to passby, and see the sad
plight in which the Lion was.He went up to the lion and soon gnawed away the ropes that bound the
king of the Beasts. “Wasn’t I right? “ said the little Mouse.Moral: Little friends may prove great
friends.(AESOP)
4. Langkah-langkah Kegiatan
• Kegiatan Awal (10’)
Tanya-jawab dengan siswa tentang fable
20
Siswa membaca cerita komik dan mengidentifikasi pesan
moralnya
Siswa membaca teks narrative and memperhatikan organisasi
teksnya.
5. Sumber/Bahan/Alat
• Buku Look Ahead 2
6. Penilaian
• Teknik: Unjuk kerja
• Bentuk: pertanyaan lisan dan tertulis
Cikembar, 2008
Mengetahui
Kepala Sekolah Guru Mata Pelajaran
21
Rencana Pelaksanaan Pembelajaran
Standar Kompetensi
1. Memahami makna teks monolog/esei berbentuk report, narrative dan
analytical exposition secara akurat, lancar, dan berterima dalam konteks
kehidupan sehari-hari dan mengakses ilmu pengetahuan
Kompetensi Dasar
1. Memahami dan merespon makna dalam teks monolog/esei yang
menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam
teks berbentuk: narrative
2. Mengungkapkan makna dalam teks monolog/esei yang menggunakan ragam
bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk:
narrative
Indikator
• Mengidentifikasi makna dalam teks narrative
• Mengidentifikasi langkah-langkah retorika dalam wacana: narrative
• Menulis teks berbentuk monolog/esei berbentuk narrative
1. Tujuan Pembelajaran
Siswa dapat mengidentifikasi makna dalam teks narrative
Siswa dapat mengidentifikasi langkah-langkah retorika dalam wacana:
narrative
• Siswa dapat menulis teks berbentuk monolog/esei berbentuk narrative
2. Materi Pokok
Teks tulis berbentuk narrative, contoh:
Once, when a Lion was asleep, a little mouse began running up and down upon him; this
soon wakened the Lion, who placed his huge paw upon him, and opened his big jaws to swallow him.
“Pardon, O king,” cried the little Mouse, “ Forgive me this time, I shall never forget it; who knows but
what I may be able to do you a turn some of these days?” The Lion was so tickled at the idea of the
Mouse being able to help him, that he lifted up his paw and let him go.Some time after the Lion was
caught in a trap, and the hunters, who desired to carry himalive to the king, tied him to a tree while they
wentin search of a wagon to carry him on. Just then the little Mouse happened to passby, and see the sad
plight in which the Lion was.He went up to the lion and soon gnawed away the ropes that bound the
king of the Beasts. “Wasn’t I right? “ said the little Mouse.Moral: Little friends may prove great
friends.(AESOP)
22
3. Metode Pembelajaran/Teknik: Three-phase technique
4. Langkah-langkah Kegiatan
• Kegiatan Awal (10’)
Siswa mereview tentang ciri-ciri teks tulis narrative
5. Sumber/Bahan/Alat
• Buku Look Ahead 2
6. Penilaian
• Teknik: Unjuk kerja
• Bentuk: hasil tulisan
Cikembar, 2008
Mengetahui
Kepala Sekolah Guru Mata Pelajaran
23
Rencana Pelaksanaan Pembelajaran
Standar Kompetensi
1. Memahami makna teks monolog/esei berbentuk report, narrative dan analytical
exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-
hari dan mengakses ilmu pengetahuan.
2. Mengungkapkan makna dalam teks monolog/esei tulis berbentuk
narrative,spoof dan hortatory exposition secara akurat, lancar dan berterima
dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan.
Kompetensi Dasar
1. Memahami dan merespon makna dalam teks monolog/esei yang menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk:
narrative
2. Mengungkapkan makna dalam teks monolog/esei yang menggunakan ragam
bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk: narrative
Indikator
Mengidentifikasi makna dalam teks narrative
Mengidentifikasi langkah-langkah retorika dalam wacana: narrative
• Menulis teks berbentuk monolog/esei berbentuk narrative
1. Tujuan Pembelajaran
• Siswa dapat mengidentifikasi makna dalam teks narrative
• Siswa dapat menulis teks berbentuk monolog/esei berbentuk narrative
• Siswa dapat mengidentifikasi langkah-langkah retorika dalam wacana:
narrative
2. Materi Pokok
Teks tertulis berbentuk narrative, contoh;
Once, when a Lion was asleep, a little mouse began running up and down upon him; this
soon wakened the Lion, who placed his huge paw upon him, and opened his big jaws to swallow him.
“Pardon, O king,” cried the little Mouse, “ Forgive me this time, I shall never forget it; who knows but
what I may be able to do you a turn some of these days?” The Lion was so tickled at the idea of the
Mouse being able to help him, that he lifted up his paw and let him go.Some time after the Lion was
caught in a trap, and the hunters, who desired to carry himalive to the king, tied him to a tree while they
wentin search of a wagon to carry him on. Just then the little Mouse happened to passby, and see the sad
plight in which the Lion was.He went up to the lion and soon gnawed away the ropes that bound the
king of the Beasts. “Wasn’t I right? “ said the little Mouse.Moral: Little friends may prove great
friends.(AESOP)
24
3. Metode Pembelajaran/Teknik: Three-phase technique
4. Langkah-langkah Kegiatan
• Kegiatan Awal (10’)
Siswa mereview berbagai aspek teks narrative (tujuan,
organisasi, dan ciri-ciri kebahasaan)
5. Sumber/Bahan/Alat
• Buku Look Ahead 2
6. Penilaian
• Teknik: Performance Assessment, Checklist
• Bentuk: tulisan
Cikembar, 2008
Mengetahui
Kepala Sekolah Guru Mata Pelajaran
25
Rencana Pelaksanaan Pembelajaran
Standar Kompetensi
1. Memahami makna dalam percakapan transaksional/ interpersonal resmi
dalam konteks kehidupan sehari-hari.
2. Mengungkapkan makna dalam monolog yang berbentuk narrative, spoof
dan hortatory exposition secara akurat, lancar, dan berterima dalam
konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan.
Kompetensi Dasar
1. Merespon makna dalam makna dalam teks monolog sederhana
menggunakan ragam bahasa lisan secara akurat, lancar dan berterima
dalam teks berbentuk: spoof
2. Mengungkapkan makna dalam teks monolog secara akurat, lancar dan
berterima yang menggunakan ragam bahasa lisan yang berbentuk: spoof
Indikator
1. Merespon wacana monolog: spoof
2. Melakukan monolog berbentuk : spoof
1. Tujuan Pembelajaran
• Siswa dapat merespon wacana monolog: spoof
• Siswa dapat melakukan monolog berbentuk : spoof
2. Materi Pokok
Wacana monolog berbentuk spoof, contohnya;
Okay students. Listen to me. I have a good story. The story is about a boy named Michael. He
was ten years old. He was not a very good pupil. Why? Because he didn’t like doing his homework.
What did he like then ?Oh, he liked playing in his leisure time. He liked football very much. Do you
know why he didn’t like doing his homework? Because he always made a lot of mistakes when he did
it.
Well, one day, his mathematics teacher looked at Michael’s homework and found that all
his homework was correct. Wow, that’s a good job! Of course students, the teacher was very pleased
and surprised. So, he called Michael to his office and said to him, Michael, you’ve got all your
homework right this time. You’re doing great. Well done, Michael. Did your father help you?
“No, sir” Michael said, “Usually my father did it for me. But last night he was very busy.
He had a meeting. So, he couldn’t do my homework. Then, I had to do it by myself.
(Adapted from: Intermediate Reading Comprehension,L.G.Alexander)
4. Langkah-langkah Kegiatan
26
• Kegiatan Awal (10’)
Siswa menanggapi gambar pada buku teks dan menjawab
pertanyaan
5. Sumber/Bahan/Alat
• Buku Look Ahead 2
• Kaset/CD
• Tape
6. Penilaian
• Teknik: Performance Assessment (responding)
• Bentuk: Pertanyaan lisan
Cikembar, 2008
Mengetahui
Kepala Sekolah Guru Mata Pelajaran
27
Rencana Pelaksanaan Pembelajaran
Standar Kompetensi
1. Memahami makna dalam percakapan transaksional/ interpersonal resmi
dalam konteks kehidupan sehari-hari.
2. Mengungkapkan makna dalam teks percakapan transaksional resmi dan
percakapan berlanjut (sustained) secara akurat, lancar, dan berterima
dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan.
Kompetensi Dasar
1. Merespon makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar,
dan berterima menggunakan ragam bahasa lisan yang melibatkan tindak
tutur: menyatakan perasaan (expressing: embarrassment & anger )
2. Mengungkapkan makna dalam percakapan transaksional (to get things
done) dan interpersonal (bersosialisasi) resmi dan tak resmi dalam ragam
lisan secara akurat, lancar dan berterima yang melibatkan tindak tutur:
menyatakan perasaan malu& marah (expressing: embarrassment &
anger)
Indikator
1. Merespon dengan benar terhadap tindak tutur: menyatakan peringatan.
2. Melakukan berbagai tindak tutur dalam wacana lisan
interpersonal/transaksional: menyatakan perasaan malu& marah
(expressing: embarrassment & anger)
1. Tujuan Pembelajaran
• Siswa dapat merespon dengan benar terhadap tindak tutur: menyatakan
perasaan (expressing: love)
• Siswa dapat melakukan berbagai tindak tutur dalam wacana lisan
interpersonal/transaksional: menyatakan perasaan malu & marah
(expressing: embarrassment & anger )
2. Materi Pokok
Pernyataan yang memuat ungkapan –ungkapan berikut,contoh,
• Menyatakan perasaan malu (embarrassment)
mis. It really makes me ashamed
I was very embarrassed
28
• Menyatakan perasaan marah (anger)
mis. Oh,hell!! You burn me up!
4. Langkah-langkah Kegiatan
• Kegiatan Awal (15’)
Tanya jawab dengan siswa mengenai pengalaman mereka yang
memalukan dan apa yang mereka rasakan setelah itu malu atau
marah?
5. Sumber/Bahan/Alat
• Buku Look Ahead 2
• Kaset/CD
6. Penilaian
• Teknik: Performance Assesment (Responding)
• Bentuk: Pertanyaan Lisan, tugas kelompok
Cikembar, 2008
Mengetahui
Kepala Sekolah Guru Mata Pelajaran
29
Dra. Hj. NURHIDAYATIEN, M.Pd DEWI ANDRIANIE, S.Pd
NIP. 130 682 798 NIP. 480 125 493
Standar Kompetensi
1. Memahami dalam teks monolog lisan berbentuk narrative,spoof dan
hortatory exposition secara akurat, lancar, dan berterima dalam konteks
kehidupan sehari-hari dan mengakses ilmu pengetahuan
Kompetensi Dasar
1. Merespon makna dalam teks monolog sederhana menggunakan ragam bahasa
lisan secara akurat, lancar dan berterima dalam teks berbentuk: reports
Indikator
Merespon wacana monolog: spoof
Melakukan monolog berbentuk : spoof
1. Tujuan Pembelajaran
• Siswa dapat merespon wacana monolog: spoof
• Siswa dapat melakukan monolog berbentuk spoof
2. Materi Pokok
Teks monolog lisan berbentuk spoof contohnya berikut:
Okay students. Listen to me. I have a good story. The story is about a boy named Michael. He
was ten years old. He was not a very good pupil. Why? Because he didn’t like doing his homework.
What did he like then ?Oh, he liked playing in his leisure time. He liked football very much. Do you
know why he didn’t like doing his homework? Because he always made a lot of mistakes when he did
it.
Well, one day, his mathematics teacher looked at Michael’s homework and found that all
his homework was correct. Wow, that’s a good job! Of course students, the teacher was very pleased
and surprised. So, he called Michael to his office and said to him, Michael, you’ve got all your
homework right this time. You’re doing great. Well done, Michael. Did your father help you?
“No, sir” Michael said, “Usually my father did it for me. But last night he was very busy.
He had a meeting. So, he couldn’t do my homework. Then, I had to do it by myself.
(Adapted from: Intermediate Reading Comprehension,L.G.Alexander)
30
3. Metode Pembelajaran/Teknik: Three-phase technique
4. Langkah-langkah Kegiatan
• Kegiatan Awal (10’)
Siswa membaca penjelasan tentang teks monolog lisan spoof
5. Sumber/Bahan/Alat
• Buku Look Ahead 2
• Kaset/CD
• Script dari Look Ahead 2
6. Penilaian
Teknik: Performance Assesment
Bentuk: Cloze passages (listening) pertanyaan lisan, membaca teks
monolog (speaking)
Cikembar, 2008
Mengetahui
Kepala Sekolah Guru Mata Pelajaran
31
Rencana Pelaksanaan Pembelajaran
Standar Kompetensi
1. Kemampuan memahami dalam teks monolog lisan berbentuk narrative, spoof
dan hortatory exposition secara akurat, lancar, dan berterima dalam konteks
kehidupan sehari-hari dan mengakses ilmu pengetahuan
Kompetensi Dasar
1. Merespon makna dalam teks monolog sederhana menggunakan ragam bahasa
lisan secara akurat, lancar dan berterima dalam teks berbentuk: spoof
2. Mengungkapkan makna dalam teks monolog secara akurat, lancar dan berterima
yang menggunakan ragam bahasa lisan yang berbentuk: spoof
Indikator
Merespon wacana monolog berbentuk spoof
Melakukan monolog berbentuk spoof
1. Tujuan Pembelajaran
• Siswa dapat merespon wacana monolog berbentuk spoof
• Siswa dapat melakukan monolog berbentuk spoof
2. Materi Pokok
Teks monolog lisan berbentuk spoof, contohnya berikut:
Okay students. Listen to me. I have a good story. The story is about a boy named Michael. He
was ten years old. He was not a very good pupil. Why? Because he didn’t like doing his homework.
What did he like then ?Oh, he liked playing in his leisure time. He liked football very much. Do you
know why he didn’t like doing his homework? Because he always made a lot of mistakes when he did
it.
Well, one day, his mathematics teacher looked at Michael’s homework and found that all
his homework was correct. Wow, that’s a good job! Of course students, the teacher was very pleased
and surprised. So, he called Michael to his office and said to him, Michael, you’ve got all your
homework right this time. You’re doing great. Well done, Michael. Did your father help you?
“No, sir” Michael said, “Usually my father did it for me. But last night he was very busy.
He had a meeting. So, he couldn’t do my homework. Then, I had to do it by myself.
(Adapted from: Intermediate Reading Comprehension,L.G.Alexander)
32
3. Metode Pembelajaran/Teknik: Three-phase technique
4. Langkah-langkah Kegiatan
• Kegiatan Awal (10’)
Siswa mereview karakteristik teks monolog lisan spoof
5. Sumber/Bahan/Alat
• Buku Look Ahead 2
• Kaset/CD
6. Penilaian
• Teknik: Performance Assesment,Tugas
• Bentuk: Menceritakan spoof, Tugas presentasi kelompok
Cikembar, 2008
Mengetahui
Kepala Sekolah Guru Mata Pelajaran
33
Rencana Pelaksanaan Pembelajaran
Standar Kompetensi
1. Memahami dalam teks monolog lisan berbentuk narrative,spoof dan
hortatory exposition secara akurat, lancar, dan berterima dalam konteks
kehidupan sehari-hari dan mengakses ilmu pengetahuan
Kompetensi Dasar
1. Merespon makna dalam teks monolog sederhana menggunakan ragam bahasa
lisan secara akurat, lancar dan berterima dalam teks berbentuk: spoof
Indikator
Merespon wacana monolog berbentuk spoof
Melakukan monolog berbentuk spoof (mendongeng)
Tujuan Pembelajaran
• Siswa dapat merespon wacana teks monolog lisan berbentuk spoof
• Siswa dapat melakukan teks monolog lisan berbentuk spoof
Materi Pokok
Teks monolog lisan berbentuk spoof , contohnya berikut:
Okay students. Listen to me. I have a good story. The story is about a boy named Michael. He
was ten years old. He was not a very good pupil. Why? Because he didn’t like doing his homework.
What did he like then ?Oh, he liked playing in his leisure time. He liked football very much. Do you
know why he didn’t like doing his homework? Because he always made a lot of mistakes when he did
it.
Well, one day, his mathematics teacher looked at Michael’s homework and found that all
his homework was correct. Wow, that’s a good job! Of course students, the teacher was very pleased
and surprised. So, he called Michael to his office and said to him, Michael, you’ve got all your
homework right this time. You’re doing great. Well done, Michael. Did your father help you?
“No, sir” Michael said, “Usually my father did it for me. But last night he was very busy.
He had a meeting. So, he couldn’t do my homework. Then, I had to do it by myself.
(Adapted from: Intermediate Reading Comprehension,L.G.Alexander)
34
Metode Pembelajaran/Teknik: Three-phase technique
Langkah-langkah Kegiatan
• Kegiatan Awal (10’)
Siswa membaca ungkapan untuk menceritakan cerita lucu
Siswa menyiapkan hal yang diperlukan untuk menceritakan
cerita lucu
Sumber/Bahan/Alat
• Buku Look Ahead 2
• OHP/LCD
• Alat Bantu (gambar, poster)
Penilaian
• Teknik: Performance Assesment , Checklist
• Bentuk: Mendongeng spoof
Cikembar, 2008
Mengetahui
Kepala Sekolah Guru Mata Pelajaran
35
Rencana Pelaksanaan Pembelajaran
Standar Kompetensi
Memahami makna teks monolog/esei
Kompetensi Dasar
Memahami body language sebagai salah satu alat untuk berkomunikasi
Indikator
Merespon wacana yang berkaitan dengan sosiokultural.
1. Tujuan Pembelajaran
• Siswa dapat merespon wacana yang berkaitan dengan sosiokultural
2. Materi Pokok
Wacana mengenai Body language
4. Langkah-langkah Kegiatan
• Kegiatan Awal (10’)
Tanya jawab mengenai arti beberapa gerak tubuh (body language)
5. Sumber/Bahan/Alat
• Buku Look Ahead 2
6. Penilaian
• Teknik: Nontes
• Bentuk: pertanyaan tertulis
36
Cikembar, 2008
Mengetahui
Kepala Sekolah Guru Mata Pelajaran
Standar Kompetensi
Memahami makna teks monolog/esei berbentuk narrative, spoof dan hortatory
exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari
dan mengakses ilmu pengetahuan
Kompetensi Dasar
Memahami dan merespon makna dalam teks monolog/esei yang menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk: spoof
Indikator
• Mengidentifikasi makna dalam teks berbentuk spoof
• Mengidentifikasi langkah-langkah retorika dalam wacana: spoof
1. Tujuan Pembelajaran
• Siswa dapat mengidentifikasi makna dalam teks report spoof
• Siswa dapat mengidentifilasi langkah-langkah retorika dalam wacana: spoof
2. Materi Pokok
Teks tulis berbentu spoof
New Baby
A woman is sitting at home entertaining her parents who have come
around to congratulate her on their first grandchild. “So, when can we see the
bay?,asks the grandmother. “In a little while”,replies the mother. Some time passes.
The grandparents are looking quite anxious at this point. “So, when can we see the
baby?, asks the grandfather. “When the baby starts crying”,replies the mother. The
grandparents turn to look each other, a little perplexed and ask,”Why do we have to
wait until she starts crying?!” The mother snaps back,”because I put her down
somewhere this morning and I can’t remember where she is!”
4. Langkah-langkah Kegiatan
37
Memberi tanggapan terhadap gambar yang tersedia
5. Sumber/Bahan/Alat
• Buku Look Ahead 2
6. Penilaian
• Teknik: Tugas
• Bentuk: latihan tertulis
Cikembar, 2008
Mengetahui
Kepala Sekolah Guru Mata Pelajaran
38
Rencana Pelaksanaan Pembelajaran
Standar Kompetensi
Memahami makna teks monolog/esei berbentuk narrative,spoof dan hortatory
exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-
hari dan mengakses ilmu pengetahuan
Kompetensi Dasar
Memahami dan merespon makna dalam teks monolog/esei yang menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk:
spoof
Indikator
• Mengidentifikasi ciri-ciri kebahasaan teks spoof
1. Tujuan Pembelajaran
• Siswa dapat mengidentifikasi ciri-ciri kebahasaan teks spoof
2. Materi Pokok
Teks tulis berbentuk spoof, contohnya,
New Baby
A woman is sitting at home entertaining her parents who have come
around to congratulate her on their first grandchild. “So, when can we see the
bay?,asks the grandmother. “In a little while”,replies the mother. Some time passes.
The grandparents are looking quite anxious at this point. “So, when can we see the
baby?, asks the grandfather. “When the baby starts crying”,replies the mother. The
grandparents turn to look each other, a little perplexed and ask,”Why do we have to
wait until she starts crying?!” The mother snaps back,”because I put her down
somewhere this morning and I can’t remember where she is!”
4. Langkah-langkah Kegiatan
• Kegiatan Awal (10’)
Siswa mereview penjelasan mengenai Simple Past
39
• Kegiatan Inti (70’)
Siswa membuat kalimat menggunakan Simple Past
berdasarkan gambar yang disediakan.
Siswa menentukan penggunaan was/wasn’t/were/weren’t pada
kalimat
Siswa mengubah bentuk kata kerja yang sesuai dengan Simple
Past Tense pada teks spoof
Siswa mengerjakan puzzle dengan melengkapi kalimat
irregular verbs
Siswa membuat kalimat menggunakan Past Continuous Tense
berdasarkan gambar yang disediakan
Siswa membaca penjelasan tentang Past Continuous tense
Siswa menentukan penggunaan kata kerja dalam bentuk
Simple Past Tense atau Past Continuos Tense pada teks spoof
Siswa membuat kalimat sednri dengan menggunakan
conjuctions dan relative clauses
5. Sumber/Bahan/Alat
• Buku Look Ahead 2
6. Penilaian
• Teknik: Unjuk kerja
• Bentuk: latihan
Cikembar, 2008
Mengetahui
Kepala Sekolah Guru Mata Pelajaran
40
Rencana Pelaksanaan Pembelajaran
Standar Kompetensi
Memahami makna teks monolog/esei berbentuk narrative,spoof dan hortatory
exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-
hari dan mengakses ilmu pengetahuan
Kompetensi Dasar
Memahami dan merespon makna dalam teks monolog/esei yang menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk:
spoof
Indikator
• Mengidentifikasi ciri-ciri kebahasaan teks spoof
1. Tujuan Pembelajaran
• Siswa dapat mengidentifikasi ciri-ciri kebahasaan teks spoof
2. Materi Pokok
Teks tulis berbentuk spoof, contohnya,
New Baby
A woman is sitting at home entertaining her parents who have come
around to congratulate her on their first grandchild. “So, when can we see the
bay?,asks the grandmother. “In a little while”,replies the mother. Some time passes.
The grandparents are looking quite anxious at this point. “So, when can we see the
baby?, asks the grandfather. “When the baby starts crying”,replies the mother. The
grandparents turn to look each other, a little perplexed and ask,”Why do we have to
wait until she starts crying?!” The mother snaps back,”because I put her down
somewhere this morning and I can’t remember where she is!”
4. Langkah-langkah Kegiatan
• Kegiatan Awal (10’)
Siswa mereview penjelasan mengenai pronoun
• Kegiatan Inti (70’)
41
Siswa menentukan penggunaan pronoun yang tepat pada teks
spoof
Siswa membaca penjelasan tentang saying verbs
Siswa menentukan pemakaian saying verbs yang tepat pada
suatu kalimat
Siswa menjodohkan kalimat yang tepat dengan menggunakan
while dan when
Siswa berkelompok memprediksi kejadian apa yang terjadi
sebelum situasi yang disediakan
5. Sumber/Bahan/Alat
• Buku Look Ahead 2
6. Penilaian
• Teknik: Unjuk kerja
• Bentuk: latihan
Cikembar, 2008
Mengetahui
Kepala Sekolah Guru Mata Pelajaran
42
Rencana Pelaksanaan Pembelajaran
Standar Kompetensi
1. Mengungkapkan makna dalam teks monolog/esei tulis berbentuk narrative,
spoof dan hortatory exposition secara akurat, lancar dan berterima dalam konteks
kehidupan sehari-hari dan mengakses ilmu pengetahuan.
Kompetensi Dasar
1. Memahami dan merespon makna dalam teks monolog/esei yang menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk:
spoof
2. Mengungkapkan makna dalam teks monolog/esei yang menggunakan ragam
bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk: spoof
Indikator
• Mengidentifikasi makna dalam teks spoof
• Mengidentifikasi langkah-langkah retorika dalam wacana: spoof
• Menulis teks berbentuk monolog/esei berbentuk spoof
1. Tujuan Pembelajaran
Siswa dapat mengidentifikasi makna dalam teks spoof
Siswa dapat mengidentifilasi langkah-langkah retorika dalam wacana: spoof
Siswa menulis teks berbentuk monolog/esei berbentuk spoof
2. Materi Pokok
Teks tulis berbentuk spoof, contoh:
New Baby
A woman is sitting at home entertaining her parents who have come
around to congratulate her on their first grandchild. “So, when can we see the
bay?,asks the grandmother. “In a little while”,replies the mother. Some time passes.
The grandparents are looking quite anxious at this point. “So, when can we see the
baby?, asks the grandfather. “When the baby starts crying”,replies the mother. The
grandparents turn to look each other, a little perplexed and ask,”Why do we have to
wait until she starts crying?!” The mother snaps back,”because I put her down
somewhere this morning and I can’t remember where she is!”
43
Rencana Pelaksanaan Pembelajaran
4. Langkah-langkah Kegiatan
5. Sumber/Bahan/Alat
• Buku Look Ahead 2
6. Penilaian
• Teknik: Unjuk kerja
• Bentuk: hasil tulisan
Cikembar, 2008
Mengetahui
Kepala Sekolah Guru Mata Pelajaran
44
Rencana Pelaksanaan Pembelajaran
Standar Kompetensi
Mengungkapkan makna dalam teks monolog/esei tulis berbentuk narrative, spoof
dan hortatory exposition secara akurat, lancar dan berterima dalam konteks
kehidupan sehari-hari dan mengakses ilmu pengetahuan.
Kompetensi Dasar
Mengungkapkan makna dalam teks monolog/esei yang menggunakan ragam bahasa
tulis secara akurat, lancar dan berterima dalam teks berbentuk: spoof
Indikator
• Menulis teks berbentuk monolog/esei berbentuk spoof
1. Tujuan Pembelajaran
• Siswa dapat menulis teks berbentuk monolog/esei berbentuk spoof
2. Materi Pokok
Teks tertulis berbentuk spoof ,contohnya,
New Baby
A woman is sitting at home entertaining her parents who have come
around to congratulate her on their first grandchild. “So, when can we see the
bay?,asks the grandmother. “In a little while”,replies the mother. Some time passes.
The grandparents are looking quite anxious at this point. “So, when can we see the
baby?, asks the grandfather. “When the baby starts crying”,replies the mother. The
grandparents turn to look each other, a little perplexed and ask,”Why do we have to
wait until she starts crying?!” The mother snaps back,”because I put her down
somewhere this morning and I can’t remember where she is!”
4. Langkah-langkah Kegiatan
• Kegiatan Awal (10’)
45
Siswa mereview berbagai aspek teks spoof (tujuan, organisasi,
dan ciri-ciri kebahasaan)
Siswa menggunakan checklist untuk membantu menulis teks
spoof
5. Sumber/Bahan/Alat
• Buku Look Ahead 2
6. Penilaian
• Teknik: Performans Assessment, Checklist
• Bentuk: tulisan
Cikembar, 2008
Mengetahui
Kepala Sekolah Guru Mata Pelajaran
46
Rencana Pelaksanaan Pembelajaran
Standar Kompetensi
1. Memahami dalam teks monolog lisan berbentuk narrative, spoof dan
hortatory exposition secara akurat, lancar, dan berterima dalam konteks
kehidupan sehari-hari dan mengakses ilmu pengetahuan
2. Mengungkapkan makna dalam monolog yang berbentuk narrative, spoof
dan hortatory exposition secara secara akurat, lancar, dan berterima dalam
konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan.
Kompetensi Dasar
1. Merespon makna dalam makna dalam teks monolog sederhana
menggunakan ragam bahasa lisan secara akurat, lancar dan berterima
dalam teks berbentuk: hortatory exposition
2. Mengungkapkan makna dalam teks monolog secara akurat, lancar dan
berterima yang menggunakan ragam bahasa lisan yang berbentuk:
hortatory exposition
Indikator
1. Merespon wacana monolog: hortatory exposition
2. Melakukan monolog berbentuk : hortatory exposition
1. Tujuan Pembelajaran
• Siswa dapat merespon wacana monolog: hortatory exposition
• Siswa dapat melakukan melakukan monolog berbentuk : hortatory exposition
2. Materi Pokok
Wacana monolog berbentuk hortatory exposition, contohnya:
Program Presenter : It’s ten to three and time for our special program today ‘ Beautiful World’ with me
Thery. I will be your host for about 30 minutes. Well, listeners we have two senior high school students, Sarah and
Astari on the line ready to debate about ‘Quashing litter-bug habits.’ So, if you’re interested, find a pen and paper.
Then choose the best suggestion of all by sending your SMS. Remember, at the end of the segment we will give
you a cool gift for the winner.
Okay Sarah and Astari and all listeners the problem of littering reflects a lack of responsibility on all
sides. Although heavy penalty has already been arranged under government regulation, many people still drop
broken bottles or empty cans in public places, like parks or streets, even in the river. It’s always interesting to know
how the youth are concerned about social problems like littering.
First on the line is Sarah. Hello. Thank you for being part of our program. Tell me what do you think of
this bad habit?
Sarah : I am against this bad habit 100%.I personally believe that throwing litter on the ground is a very bad
habit. Everybody knows. However many people do it. Why? Because they don’t care about a clean and healthy
environment. They are careless and thoughtless. That’s disgusting, isn’t it?
47
3. Metode Pembelajaran/Teknik: Three-phase technique
4. Langkah-langkah Kegiatan
• Kegiatan Awal (10’)
Siswa membaca teks tentang sampah dan menjawab
pertanyaan secara lisan
5. Sumber/Bahan/Alat
• Buku Look Ahead 2
• Kaset/CD
• Tape
• Script dari Look Ahead 2
6. Penilaian
• Teknik: Performance Assessment (responding &discussion)
• Bentuk: Pertanyaan lisan
Cikembar, 2008
Mengetahui
Kepala Sekolah Guru Mata Pelajaran
48
NIP. 130 682 798 NIP. 480 125 493
Standar Kompetensi
1. Memahami makna dalam percakapan transaksional/ interpersonal resmi
dalam konteks kehidupan sehari-hari.
2. Mengungkapkan makna dalam teks percakapan transaksional resmi dan
percakapan berlanjut (sustained) secara akurat, lancar, dan berterima
dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan.
Kompetensi Dasar
1. Merespon makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar,
dan berterima menggunakan ragam bahasa lisan yang melibatkan tindak
tutur: menyatakan sikap ( expressing:attitude).
1. Tujuan Pembelajaran
Siswa dapat merespon dengan benar terhadap tindak tutur: menyatakan
sikap ( expressing:attitude).
• Siswa dapat melakukan berbagai tindak tutur dalam wacana lisan
interpersonal/transaksional: menyatakan sikap ( expressing:attitude).
2. Materi Pokok
49
Percakapan/dialog dan pernyataan yang memuat ungkapan–ungkapan berikut
• Menyatakan perasaan attitude
4. Langkah-langkah Kegiatan
• Kegiatan Awal (10’)
Siswa membahas tugas sebelumnya untuk mengidentifikasi
ungkapan menyatakan sikap ( expressing:attitude).
5. Sumber/Bahan/Alat
• Buku Look Ahead 2
• Kaset/CD
• Tape
6. Penilaian
• Teknik: Performance Assessment (responding & dialog)
• Bentuk: Pertanyaan lisan
Cikembar, 2008
Mengetahui
Kepala Sekolah Guru Mata Pelajaran
50
NIP. 130 682 798 NIP. 480 125 493
Standar Kompetensi
1. Memahami makna dalam percakapan transaksional/ interpersonal resmi
dalam konteks kehidupan sehari-hari.
2. Mengungkapkan makna dalam teks percakapan transaksional resmi dan
percakapan berlanjut (sustained) secara akurat, lancar, dan berterima
dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan.
Kompetensi Dasar
1. Merespon makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar,
dan berterima menggunakan ragam bahasa lisan yang melibatkan tindak
tutur: menyatakan kekesalan ( expressing:annoyance).
Indikator
1. Merespon dengan benar terhadap tindak tutur: menyatakan kekesalan
(expressing:annoyancee).
2. Melakukan berbagai tindak tutur dalam wacana lisan
interpersonal/transaksional: menyatakan kekesalan
(expressing:annoyance).
1. Tujuan Pembelajaran
Siswa dapat merespon dengan benar terhadap tindak tutur: menyatakan
kekesalan (expressing:annoyance).
51
Siswa dapat melakukan berbagai tindak tutur dalam wacana lisan
interpersonal/transaksional: menyatakan kekesalan
(expressing:annoyance).
2. Materi Pokok
Percakapan/dialog dan pernyataan yang memuat ungkapan–ungkapan berikut
• Menyatakan perasaan annoyance
• mis. I can’t take it anymore I need a break
4. Langkah-langkah Kegiatan
• Kegiatan Awal (10’)
Tanya-jawab mengenai ongkos angkutan umum yang makin
naik
5. Sumber/Bahan/Alat
• Buku Look Ahead 2
• Kaset/CD
• Tape
6. Penilaian
• Teknik: Performance Assessment (responding & dialog)
• Bentuk: Pertanyaan lisan
Cikembar, 2008
Mengetahui
Kepala Sekolah Guru Mata Pelajaran
52
Dra. Hj. NURHIDAYATIEN, M.Pd DEWI ANDRIANIE, S.Pd
NIP. 130 682 798 NIP. 480 125 493
Standar Kompetensi
1. Memahami dalam teks monolog lisan berbentuk narrative,spoof dan
hortatory exposition secara akurat, lancar, dan berterima dalam konteks
kehidupan sehari-hari dan mengakses ilmu pengetahuan
Kompetensi Dasar
1. Merespon makna dalam teks monolog sederhana menggunakan ragam bahasa
lisan secara akurat, lancar dan berterima dalam teks berbentuk: Hortatory
exposition
Indikator
Merespon wacana monolog: Hortatory exposition.
Melakukan monolog berbentuk : Hortatory exposition.
1. Tujuan Pembelajaran
• Siswa dapat merespon wacana monolog: Hortatory exposition.
• Siswa dapat melakukan monolog berbentuk hortatory exposition.
2. Materi Pokok
53
Teks monolog lisan berbentuk hortatory exposition,
contohnya berikut:
Program Presenter : It’s ten to three and time for our special program today ‘ Beautiful World’ with me Thery. I will be your host for
about 30 minutes. Well, listeners we have two senior high school students, Sarah and Astari on the line ready to debate about ‘Quashing
litter-bug habits.’ So, if you’re interested, find a pen and paper. Then choose the best suggestion of all by sending your SMS.
Remember, at the end of the segment we will give you a cool gift for the winner.
Okay Sarah and Astari and all listeners the problem of littering reflects a lack of responsibility on all sides. Although heavy penalty has
already been arranged under government regulation, many people still drop broken bottles or empty cans in public places, like parks or
streets, even in the river. It’s always interesting to know how the youth are concerned about social problems like littering.
First on the line is Sarah. Hello. Thank you for being part of our program. Tell me what do you think of this bad habit?
Sarah : I am against this bad habit 100%.I personally believe that throwing litter on the ground is a very bad habit.
Everybody knows. However many people do it. Why? Because they don’t care about
a clean and healthy environment. They are careless and thoughtless. That’s
disgusting, isn’t it? (lanjutan di buku teks)
3. Metode Pembelajaran/Teknik: Three-phase technique
4. Langkah-langkah Kegiatan
• Kegiatan Awal (10’)
Siswa mendiskusikan pertanyaan yang tertera di buku teks
5. Sumber/Bahan/Alat
• Buku Look Ahead 2
• Kaset/CD
• Script dari Look Ahead 2
6. Penilaian
Teknik: Performance Assesment
Bentuk: Cloze passages (listening) pertanyaan lisan, membaca teks
monolog (speaking)
Cikembar, 2008
Mengetahui
Kepala Sekolah Guru Mata Pelajaran
54
Dra. Hj. NURHIDAYATIEN, M.Pd DEWI ANDRIANIE, S.Pd
NIP. 130 682 798 NIP. 480 125 493
Standar Kompetensi
1. Kemampuan memahami dalam teks monolog lisan berbentuk narrative,spoof,
dan hortatory exposition secara akurat, lancar, dan berterima dalam konteks
kehidupan sehari-hari dan mengakses ilmu pengetahuan
Kompetensi Dasar
1. Merespon makna dalam teks monolog sederhana menggunakan ragam bahasa
lisan secara akurat, lancar dan berterima dalam teks berbentuk: hortatory
exposition
2. Mengungkapkan makna dalam teks monolog secara akurat, lancar dan berterima
yang menggunakan ragam bahasa lisan yang berbentuk: hortatory exposition
Indikator
Merespon wacana monolog: hortatory exposition
Melakukan monolog berbentuk : hortatory exposition
1. Tujuan Pembelajaran
• Siswa dapat merespon wacana monolog berbentuk hortatory exposition
• Siswa dapat melakukan monolog berbentuk hortatory exposition
2. Materi Pokok
Teks monolog berbentuk hortatory exposition, contohnya berikut:
55
Program Presenter : It’s ten to three and time for our special program today ‘ Beautiful World’ with me Thery. I will be your host for
about 30 minutes. Well, listeners we have two senior high school students, Sarah and Astari on the line ready to debate about ‘Quashing
litter-bug habits.’ So, if you’re interested, find a pen and paper. Then choose the best suggestion of all by sending your SMS.
Remember, at the end of the segment we will give you a cool gift for the winner.
Okay Sarah and Astari and all listeners the problem of littering reflects a lack of responsibility on all sides. Although heavy penalty has
already been arranged under government regulation, many people still drop broken bottles or empty cans in public places, like parks or
streets, even in the river. It’s always interesting to know how the youth are concerned about social problems like littering.
First on the line is Sarah. Hello. Thank you for being part of our program. Tell me what do you think of this bad habit?
Sarah : I am against this bad habit 100%.I personally believe that throwing litter on the ground is a very bad habit.
Everybody knows. However many people do it. Why? Because they don’t care about
a clean and healthy environment. They are careless and thoughtless. That’s
disgusting, isn’t it? (lanjutan di buku teks)
4. Langkah-langkah Kegiatan
• Kegiatan Awal (10’)
Siswa mereview karakteristik teks monolog lisan hortatory
exposition
5. Sumber/Bahan/Alat
• Buku Look Ahead 2
• Kaset/CD
6. Penilaian
• Teknik: Performance Assesment
• Bentuk: Tugas presentasi berpasangan, Responding
Cikembar, 2008
Mengetahui
Kepala Sekolah Guru Mata Pelajaran
56
Dra. Hj. NURHIDAYATIEN, M.Pd DEWI ANDRIANIE, S.Pd
NIP. 130 682 798 NIP. 480 125 493
Standar Kompetensi
Mengungkapkan makna dalam teks percakapan transaksional resmi dan
percakapan berlanjut (sustained) secara akurat, lancar, dan berterima dalam
konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan.
Kompetensi Dasar
Mengungkapkan makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan tak resmi dalam ragam lisan secara
akurat, lancar dan berterima
Indikator
Merespon wacana yang berkaitan dengan sosiokultural.
1. Tujuan Pembelajaran
• Siswa dapat merespon wacana yang berkaitan dengan sosiokultural
2. Materi Pokok
Wacana mengenai Touchy Topics
3. Metode Pembelajaran/Teknik: Three-phase technique
4. Langkah-langkah Kegiatan
• Kegiatan Awal (10’)
Tanya jawab mengenai topik yang biasa dibicarakan ketika pertama kali
bertemu seseorang.
• Kegiatan Inti (30’)
Siswa membaca teks Touchy Topics dan menjawab
pertanyaannya
Siswa menentukan apakah pertanyaan yang disediakan sopan
atau tidak untuk ditanyakan pertama kali di Amerika.
57
Siswa berpasangan menentukan pertanyaan tadi dari sudut
pandang budaya Indonesia.
• Kegiatan Akhir (10’)
Siswa menyimpulkan topik yang yang biasa dibicarakan ketika
bertemu pertama kali di Amerika dan Indonesia.
5. Sumber/Bahan/Alat
• Buku Look Ahead 2
6. Penilaian
• Teknik: Nontes
• Bentuk: pertanyaan tertulis
Cikembar, 2008
Mengetahui
Kepala Sekolah Guru Mata Pelajaran
Standar Kompetensi
Memahami makna teks monolog/esei berbentuk narrative, spoof dan hortatory
exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari
dan mengakses ilmu pengetahuan
Kompetensi Dasar
Memahami dan merespon makna dalam teks monolog/esei yang menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk:
hortatory exposition
Indikator
• Mengidentifikasi makna dalam teks: hortatory exposition
• Mengidentifikasi langkah-langkah retorika dalam wacana: hortatory
exposition
• Siswa mengidentifikasi ciri-ciri kebahasaan teks hortatory exposition
1. Tujuan Pembelajaran
• Siswa dapat mengidentifikasi makna dalam teks hortatory exposition
• Siswa dapat mengidentifikasi langkah-langkah retorika dalam wacana:
hortatory exposition
• Siswa mengidentifikasi ciri-ciri kebahasaan teks hortatory exposition
2. Materi Pokok
58
Teks monolog/esei berbentuk hortatory exposition contoh,
“Menuju Puncak” is a song that is so popular now. No one can deny that AFI (Akademi Fantasi
Indosiar) has fascinated many fans around the nation. As one of the many talent search shows, AFI is bound to
be compared with other such programs like “Indonesian Idol”, “Penghuni Rumah Terakhir”, “KDI”, “Indonesia
Cantik “ and so on.AFI has offered a unique package for viewers; a combination between a reality show and a
talent show. Their way of finding real entertainers has increased the public’s awareness of the difficulties in
reaching the top in the entertainment business.
But frankly saying, AFI has not fully succeeded in reaching its main goal. If you take an objective
look at a number of the winners, you’ll see that they are not yet able to fill the most basic requirements, which is
to sing properly. This is ironic, considering all the criticisms coming from the judges about pitch tones, tempos,
and everything that has to do with becoming a good singer.
Thus, if we want to improve the Indonesian music industry, we should really think about the singer’s
and the musician’s talents and train them appropriately, so they can be a professional singer or musician.
4. Langkah-langkah Kegiatan
• Kegiatan Awal (10’)
Tanya-jawab mengenai foto yang disediakan di buku teks
5. Sumber/Bahan/Alat
• Buku Look Ahead 2
59
6. Penilaian
• Teknik: Tugas
• Bentuk: latihan tertulis
Cikembar, 2008
Mengetahui
Kepala Sekolah Guru Mata Pelajaran
Standar Kompetensi
Memahami makna teks monolog/esei berbentuk narrative, spoof dan hortatory
exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari
dan mengakses ilmu pengetahuan
Kompetensi Dasar
Memahami dan merespon makna dalam teks monolog/esei yang menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk:
hortatory exposition
Indikator
• Mengidentifikasi makna dalam teks: hortatory exposition
• Mengidentifikasi langkah-langkah retorika dalam wacana: hortatory
exposition
1. Tujuan Pembelajaran
• Siswa dapat mengidentifikasi makna dalam teks hortatory exposition
• Siswa dapat mengidentifikasi langkah-langkah retorika dalam wacana:
hortatory exposition
But frankly saying, AFI has not fully succeeded in reaching its main goal. If you take an objective
look at a number of the winners, you’ll see that they are not yet able to fill the most basic requirements, which is
to sing properly. This is ironic, considering all the criticisms coming from the judges about pitch tones, tempos,
and everything that has to do with becoming a good singer.
Thus, if we want to improve the Indonesian music industry, we should really think about the singer’s
60 so they can be a professional singer or musician.
and the musician’s talents and train them appropriately,
4. Langkah-langkah Kegiatan
• Kegiatan Awal (10’)
Tanya-jawab mengenai gambar yang tertera di buku teks
5. Sumber/Bahan/Alat
• Buku Look Ahead 2
6. Penilaian
• Teknik: Tugas
• Bentuk: latihan tertulis
Cikembar, 2008
Mengetahui
Kepala Sekolah Guru Mata Pelajaran
61
Dra. Hj. NURHIDAYATIEN, M.Pd DEWI ANDRIANIE, S.Pd
NIP. 130 682 798 NIP. 480 125 493
Standar Kompetensi
1. Memahami makna teks monolog/esei berbentuk narrative,spoof dan hortatory
exposition secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-
hari dan mengakses ilmu pengetahuan.
Kompetensi Dasar
1. Memahami dan merespon makna dalam teks monolog/esei yang
menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam
teks berbentuk: hortatory exposition
2. Mengungkapkan makna dalam teks monolog/esei yang menggunakan ragam
bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk:
hortatory exposition
Indikator
• Mengidentifikasi makna dalam teks hortatory exposition
• Mengidentifikasi langkah-langkah retorika dalam wacana: hortatory
exposition
• Menulis teks berbentuk monolog/esei berbentuk hortatory exposition
1. Tujuan Pembelajaran
• Siswa dapat mengidentifikasi makna dalam teks hortatory exposition
62
• Siswa dapat mengidentifikasi langkah-langkah retorika dalam wacana:
hortatory exposition
• Siswa dapat menulis teks berbentuk monolog/esei berbentuk hortatory
exposition.
2. Materi Pokok
Teks monolog/esei berbentuk hortatory exposition, contoh,
“Menuju Puncak” is a song that is so popular now. No one can deny that AFI (Akademi Fantasi
Indosiar) has fascinated many fans around the nation. As one of the many talent search shows, AFI is bound to
be compared with other such programs like “Indonesian Idol”, “Penghuni Rumah Terakhir”, “KDI”, “Indonesia
Cantik “ and so on.AFI has offered a unique package for viewers; a combination between a reality show and a
talent show. Their way of finding real entertainers has increased the public’s awareness of the difficulties in
reaching the top in the entertainment business.
But frankly saying, AFI has not fully succeeded in reaching its main goal. If you take an objective
look at a number of the winners, you’ll see that they are not yet able to fill the most basic requirements, which is
to sing properly. This is ironic, considering all the criticisms coming from the judges about pitch tones, tempos,
and everything that has to do with becoming a good singer.
Thus, if we want to improve the Indonesian music industry, we should really think about the singer’s
and the musician’s talents and train them appropriately, so they can be a professional singer or musician.
4. Langkah-langkah Kegiatan
• Kegiatan Awal (10’)
Siswa mereview berbagai aspek teks hortatory exposition.
(tujuan, organisasi, dan ciri-ciri kebahasaan)
5. Sumber/Bahan/Alat
• Buku Look Ahead 2
6. Penilaian
• Teknik: Performannce Assessment
• Bentuk: latihan tertulis
63
Cikembar, 2008
Mengetahui
Kepala Sekolah Guru Mata Pelajaran
Standar Kompetensi
1. Memahami dan merespon makna dalam teks monolog/esei yang menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk:
hortatory exposition
2. Mengungkapkan makna dalam teks monolog/esei tulis berbentuk
narrative,spoof dan hortatory exposition secara akurat, lancar dan berterima
dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan.
Kompetensi Dasar
1. Memahami dan merespon makna dalam teks monolog/esei yang menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk:
hortatory exposition
2. Mengungkapkan makna dalam teks monolog/esei yang menggunakan ragam
bahasa tulis secara akurat, lancar dan berterima dalam teks berbentuk: hortatory
exposition
Indikator
• Mengidentifikasi makna dalam teks hortatory exposition
• Mengidentifikasi langkah-langkah retorika dalam wacana: hortatory
exposition
• Menulis teks berbentuk monolog/esei berbentuk hortatory exposition
1. Tujuan Pembelajaran
64
• Siswa dapat mengidentifikasi makna dalam teks hortatory exposition.
• Siswa dapat mengidentifikasi langkah-langkah retorika dalam wacana:
hortatory exposition.
• Siswa dapat menulis teks berbentuk monolog/esei berbentuk hortatory
exposition
2. Materi Pokok
Teks monolog/esei berbentuk hortatory exposition
Can “AFI” Guarantee One to be a Talented Singer?
“Menuju Puncak” is a song that is so popular now. No one can deny that AFI (Akademi Fantasi
Indosiar) has fascinated many fans around the nation. As one of the many talent search shows, AFI is bound to
be compared with other such programs like “Indonesian Idol”, “Penghuni Rumah Terakhir”, “KDI”, “Indonesia
Cantik “ and so on.AFI has offered a unique package for viewers; a combination between a reality show and a
talent show. Their way of finding real entertainers has increased the public’s awareness of the difficulties in
reaching the top in the entertainment business.
But frankly saying, AFI has not fully succeeded in reaching its main goal. If you take an objective
look at a number of the winners, you’ll see that they are not yet able to fill the most basic requirements, which is
to sing properly. This is ironic, considering all the criticisms coming from the judges about pitch tones, tempos,
and everything that has to do with becoming a good singer.
Thus, if we want to improve the Indonesian music industry, we should really think about the singer’s
and the musician’s talents and train them appropriately, so they can be a professional singer or musician.
5. Sumber/Bahan/Alat
• Buku Look Ahead 2
6. Penilaian
• Teknik: Performans Assessment, Checklist.
• Bentuk: tulisan
65
Cikembar, 2008
Mengetahui
Kepala Sekolah Guru Mata Pelajaran
66