This study pack provides activities to teach English to grade 11 senior high school students in Indonesia based on the 2013 national curriculum. The activities are centered around a short film titled "A Rude Guy" about a young man who is seen as rude because he does not respect others on public transportation. The activities are divided into pre-viewing, while-viewing, and post-viewing sections and aim to improve students' English skills while building their character and cultural awareness. They include vocabulary exercises, listening comprehension questions, using conditional sentences to discuss different perspectives, comparing cultures, and discussing opinions on the film's messages.

1. ARUDEGUY
ENGLISHLANGUAGE
TEACHING&
TECHNOLOGY
2020
A STUDY PACK
Novi Dyah Arisanti
207116251028
English Education Department

2. Novi Dyah Arisanti | 207116251028 |English Education Department
Yogyakarta State University
This study pack is designed to grade XI of senior
high school. The activities in this study pack are
designed to suit the students' need. By matching
the need means that the design will
consider the implementation of the 2013
Curriculum used for Grade XI.
The activities done in this study pack will centre on the
a-three-and-a-forty five-minute short movie entitled: A
Rude Guy. This movie is about a young man who is
seen to be rude, and do not respect others. The character
in this movie is argued with the rude act.
The activities in this study are organized
chronologically. They are divided into three main parts:
Pre-Viewing-Activities, While-Viewing-Activities, and
Post-Viewing Activities.
The activities are interlinked with one another where
some activities require the students to revisit the
materials previously learned. The activities start from the
less restricted to the more restricted ones in which the
difficultylevel isgraduallyraised.

3. Novi Dyah Arisanti | 207116251028 |English Education Department
Yogyakarta State University
This study pack will cover several objectives based on Core Competence number I until IV
in 2013 Curriculum.
=》 Functional content
Students will be able to
 Developed their confidence in their ability to communicate in English using either
interpersonal,interactional,ortransactionallanguage.(CCIII&IV)
=》 Linguisticcontent
Students will able to
 Developed four main skills (listening, reading, speaking, and writing) by using
an integrated scientificapproach.(CCIII)
=》 Lexical content
Students will be able to
 Improvedtherangeoftheirvocabularyintermsofaspecificrangeoftopics.(CCIII)
=》 Sociocultural content
Students willbeableto
 Builttheirindependence,tolerance,andtogetherness withothers.(CCIII)
 Acknowledged valueoftheirfriends'opinion.(CCIII)
 Increasedtheawareness andtheirexistenceassocial human being.(CCI)
=》 New medialiteracies
Students will be able to
 Increasedtheirunderstanding ofshort movieas amediumofcommunication.
(CCIII&IV)
 Improvedtheirabilitytothink andtorespond tothemultimedia input creatively.
(CCIII&IV)
 Had the ability to plan and carry out a group project using creativity, research,
and stage editingskills.(CCIV)
=》 Moralvalues
Students will be able to
 Gained a deeper understanding of the moral issues from learning materials as
language learninginvolves aninterplayofdeeplyheldvaluesinit.(CCII)
About this Study Pack

4. Novi Dyah Arisanti | 207116251028 |English Education Department
Yogyakarta State University
2013 Curriculum
The purpose of Curriculum 2013 is to create
people who are productive, innovative, and effective by
integrating behavioural aspects, skills, and
knowledge in the teaching and learning process. It is to
answer challenges and issues being faced by the
government that also give impact on the Indonesian
school system. Those issues include some main skills
in the 21st Century. It includes character buildings and
civic literacy, oral and written communications; critical
thinking and problem-solving; teamwork and
collaboration; the way of applying technology,
leadership, and project management, also the most
importantoneis health literacy.
To deal with those issues, the students in
Indonesia is expected to have the following
competencies:
o The competence to build and implement character education of Indonesian students
o The competence to be a responsible Indonesian citizen
o The competence to communicate in oral and written form
o The competence to think critically
o The competence to solve problems by considering moral values
o The competence to work individually or in a team to get better results
o The competence to apply technology
o The competence to be a leader and to be a responsible member
o The competence to understand and tolerate people who have different perceptions
o The competence to live in a globalized environment
o The competence to stay healthy and live in unpredictable environments
o Being ready to work
o Having competence and skills in the field they are interested in.
2013 Curriculumgives emphasis on the balance between hard skill and soft skill in every aspect
of the curriculum. It consists of the Minimum Requirement Standard (Standar Kompetensi
Lulusan), Content Standard (Standar Isi), Process Standard (Standar Process), and Evaluation
Standard (StandarProses).
The learning resources used in the classroom must refer to the curriculum concept (KI and KD)
and must be activity-based, not literature-based. The activities presented in this study pack are
basedonKIand KDofCurriculum2013 forEleventh Gradestudents ofSeniorHigh School.

5. Novi Dyah Arisanti | 207116251028 |English Education Department
Yogyakarta State University
Activity 1: Getting Started
Focus:Gettinginvolved inthetopic
Skills: Speaking and Listening
Interaction:Pair,awholeclass
Materials:Whiteboard,boardmarker,screenshotsfromtheshortfilm“ARudeGuy”
Procedures:
1. The teacher shares some pictures of screenshots from the short film “A Rude Guy”
to the students.
2. Theteacherwrites down “ARudeGuy”ontheboard.
3. In pairs, students are asked what it means and they are asked to relate the word and
the picturesgiven tothem.Students areasked toguess whatthefilmwill beabout.
4. Students share the result of their pair discussion by presenting their ideas in front
of the class whileitincludes someexpressionstogiveopinions.
5. Theteacherwrites thestudents'answers ontheboard.
6. Theteacherexplains thatstudents aregoing tolearn aboutthat topic.
In this stage, students are initiated to the topic with a simple task to figure out the meaning.
Students get the input of vocabulary words related to the topic. Students also learn to work
cooperatively with theirpairs inashortdiscussion.
Pre-viewing Activities

6. Novi Dyah Arisanti | 207116251028 |English Education Department
Yogyakarta State University
Activity 2: Vocabulary Enrichment
Focus:Newvocabularyitems(nounsandadjectives)
Skills:VocabularyandSpeaking
Interaction: Pair or Group
Materials:Whiteboard,boardmarker,dictionary
Procedures:
1. The teacher writes down the word “Bullying” on the white board and asks students
what theythink abouttheword.
2. The students consult their dictionary to find the meaning, synonym, or antonym
including nounsoradjectivesthat correctlydescribewhat theyfeelabout bullying.
3. Each pair must come up with at least two words and write down their findings
on the white board.
Adjectives Definition Synonym Antonym
Afraid Feeling fear Scared Brave
Worries that something bad
might happen
Frightened Confident
4. Students deliver the definition or share the synonyms or the antonyms of the word to the
wholeclass.
5. After all pairs write down and deliver the definition, the teacher gives feedback by asking
somequestions toraisestudents'awarenessabout bullying,such as:
a) Doyou knowwhatbullyingis?
b) Haveyou everknownthisproblemin yourpreviousschool orsurrounding you?
c) Whydoesbullyinghappen?
d) Howcanwedeal withbullying?
e) What shouldteachers,parents,orsocieties dotosolvethisproblem?
In this stage, the teacher walks around the classroom and helps the students how to use the
dictionary appropriately. By working in pairs or groups, they are expected to improve their
social skills in respecting others and working together. Students can improve their
self-confident and speaking skills by sharing the definition, or the synonyms and
the antonyms of vocabularies they have gotten from the dictionary.

7. Novi Dyah Arisanti | 207116251028 |English Education Department
Yogyakarta State University
Activity 3: Listening Comprehension
Focus: Listening for details
Skill: Listening
Interaction: Individual
Materials:Film,LCD,speaker,apieceofpaper,andpens
Procedures:
1. Students watch the film A Rude Guy by using LCD and speaker to make sure students can
listen clearlyand carefully
2. Afterwatchingthefilm,theteachershows thequestions andasksstudents towork individually
3. Students trytoanswerthefollowingquestions basedonthefilm.Theywritetheiranswers
on a piece of paper.
a) What good thingsdo you find about therudeguy?
b) What things areunpredictable toyou?
c) What happens actuallytotherudeguy?
d) Whydotheoldwomen feelnotgood aftertherudeguyleaves?
e) What moralvalues canyou learn afterwatching thefilm?
4. Studentshavetosubmittheirresultstotheteacher.
Activity 4: What If ....
Focus: Conditional Sentences
Skill: Grammar
Interaction: Individual
Materials: theshort film “ARude Guy”,themoduleofConditional Sentences
Procedures:
1. The teacher writes down the sentence pattern of Conditional Sentence type II on the white
board.Thepattern: If+S+VerbII,S+Would+VerbI
2. The students watch the short film. Once in a while, the teacher pauses the video and asks the
students what theywould doiftheywereinthecharacteroftheRudeguy
3. The students are asked to use the sentence pattern they are shown previously to formulate their
sentencesbeforedeliveringtheirideas.
4. The teacher may show adifferent angle of the film so that students can see the story from
various perspectives.
5. The students are expected to think critically by doing this activity.
The teacher may correct some sentences so that it can be the correct ones.
While-viewing Activities

8. Novi Dyah Arisanti | 207116251028 |English Education Department
Yogyakarta State University
Activity 5: Comparing
Focus: Cultural Awareness
Skill: Writing
Interaction: Individual
Materials:Pen,paper,note,theshortfilm “ARudeGuy”
Procedures:
1. The teacher tells the students that while they are watching the film, the students
have to identify and take notes about the similarities and the differences between
the people's habits in the video andtheircountry.
2. Students should pay attention to the cultural aspects, such as how people
behave, act, and respond tothepeoplearoundthem.Itcanbetheway
students acttotheenvironment.
3. Students maydividetheir answers inthegoodthingandbadthing.
4. To discuss the students' answers, the teacher can play the film again
and pauses it in the part of thespecificcaseorhabit.
It is expected that the students have more understanding about cultural differences.
They are expected to be more open to the different cultures of other countries and respectthem.
Activity 6: Class Discussion
Focus:TellingOpinion, AgreementandDisagreement
Skills: Speaking
Interaction: Individual
Materials: theshort film “ARudeGuy”,notes
Procedures:
1. After watching the film, the teacher asks students for their opinion about the film,
what makes thefilm is worth watching.
2. Students may share their opinion about what things we should not do while we are
using publictransportation.
3. Theteacheraskswhatmoral stories wecangetafterwatchingthefilm.
4. The students are expected to share their opinion bravely since every opinion
is gladly accepted.
5. Every student has his or her opinion and others would listen to them, however
the teacher alsoemphasizesthat weshould respectothers anddo not forceothers
toacceptouropinion.
While delivering their ideas and opinions, students have to pay attention to the way
they speak to others. It is expected that students also increase their awareness to
respect other and implement the students' character building.
Post-viewing Activities

9. Novi Dyah Arisanti | 207116251028 |English Education Department
Yogyakarta State University
Activity 7: Filling in the Gap
Focus:FillingwiththeAppropriateVerbs
Skills: Vocabulary Building (Verbs)
Interaction: Pair
Materials:thesynopsis oftheshortfilm “ARudeGuy”,paper,pen
Procedures:
1. Theteachergivesthestudents theincomplete written synopsis of“ARudeGuy”.
2. Thestudents areaskedtofillinthegaps found inthetext.
3. Thegaps aresupposedtobefilled withverbsprovidedbytheteacher.
Herearetheverbsthatthestudents haveto useinordertocompletethesynopsis.
Itisinarandomorder:
Pretend care watch Queue enter
Order think begin Stand sit
Here is the incomplete synopsis of the short film “A Rude Guy”:
A Rude Guy
This short film tells about a guy who is getting inappropriate acts from others. It is caused
by the situations he has to face when congestion happened in public transportation. The story .....
when a guy .... the ticket in the lobby. At that time, he does not need to ..... up since the condition
is not busy. He ..... the headway lonely. After he gets his seat, he wears his headphone.
After several times, the users of the headway increase and get too much. All the passengers must
.... because there is no more seat left. Once in a time, two grand-mothers entering the headway.
After a long time, both of them are talking each other rudely. They say that the man is not
respectful to others. One of them also says, “Perhaps, he ...... to not hear us.” They.... of that because
the man who sits beside them only silence without give them a seat and do not say anything. The
women then ask the other man who .... the situation and standingbehind them to ask the rude guy.
All of them think that the rude guy does not about the situation and does not respect to the old
generation. He only hears the music on the headphone and does not care to others.After that, the man
whoisstanding close to the door act rudely and asks the rude guy to open his headphone and gives his
seat to the old woman. Then, the rude guy opens his headphone and says sorry because he does not
hear anything. He gives the old woman his seat and starts to stand up. All people around them are
shocked because they know that the rude guy actually does not hear anything and uses his crutches
when walks to the other side. The man who helps the old women seems to feel sorry because his act
does not respect theother who has disability.

10. Novi Dyah Arisanti | 207116251028 |English Education Department
Yogyakarta State University
Activity 8: Reading Focus
Focus: Reading an Essay
Skill: Reading
Interaction: Pair
Materials: an article, paper, pen
Procedures:
1. The teacher distributes the following essay to the students.
2. In pair, students read the essayand analyse the components on the essay.
3. Students are asked to answer the questions related to the essay.
4. After students submit their answers, the teacher gives feedback and opens adiscussion
related to the students' answers.
Here are some questions based on the essay:
Answer the following questions based on the essay you have read!
1.Doyou thinkbullyingisaseriousissuein yourschool?
Givereasonstosupport youropinion!
2.Did thearticleraiseorchangeyourawareness aboutbullying?Pleaseexplain!
3.Do you think itisnecessaryto educatepeople on issueofbullying?Why?
Give me reasons to support youropinion!
4.Discuss this article to your partner. Does it change your perspectives on bullying or not?
Givereasonstosupport youropinion!
5.Are you aware of cyber bullying? Do you think it is worse than physical bullying?
Why? Pleasegivemeyouropinion!
By doing this activity, students learn the components of an essay. They also practice their
reading skills by discussing the follow up questions which mostly need their critical analysis.

11. Novi Dyah Arisanti | 207116251028 |English Education Department
Yogyakarta State University
Bullying: A Cancer that Must be Eradicated
(All names have been changed to protect the privacy of those involved, especially the victims.)
A tragic end to an education that had barely begun 13-year-old Kiki stopped schooling
because her classmates used to make fun of her relentlessly. They had accidentally
discovered her humble background, her father being a street vendor. In another case, 15
year old Dinda could not take it anymore. She became depressed, left school and stayed at
homebecauseshewasconstantlyteasedbyherclassmates forfailing injuniorhigh school.
And in yet another, more recent case, some senior students of a junior high school took
seven junior students, and subjected them to violent beatings. Sherry, one of the junior
students, was rushed to hospital with bruises on his abdomen. He is extremely scared to go
to school. Julie, a 10 year old, fifth grade student, states that her first two years of
elementaryschool were a traumaticexperience. She sadlyremembers being cruellybullied
by her male classmates because she was overweight. They used to call her Sumatran
elephant,baboon,gentong andmanyothernames.
These are few cases out of hundreds of similar cases and the number is
increasing over the time. In Indonesia bullying exists in every form, from teasing to
extreme abuse. Even though incidents of bullying are common, unfortunately it is not seen
as a major problem.Arecent survey conducted by National Child Protection Commission
has shown that more than half of bullying incidents go unreported due to the fact that it is
considered normal in some parts of the society. Also the people who get bullied are either
unwilling to report it because they feel it will “make a big deal”. Or worse, they are so
scared that they don't trust anyone and do not want to share their plight with anyone.
(http://www.asianewsnet.net/news-34263.html).
The issue of bullying has been a problem for years but recently it got limelight from news
media when few cases were reported. It is highly possible that bullying might happen in
your school so it is the reliability of every student to protect their classmates and try to stop
bullying.Ifitdoesn'twork then you shouldinformyourteachersorparents.
Not many of us think of stopping it.As long as it does not happen to us why should we get
involved, why should we bother? But the time has come for us to be actively involved in
eradicating bullying (Farrington,1993).
So next time if you see someone getting bullied, would you try to stop it or let it happen?
Remember, bullying is everyone's problem; therefore everyone has to be the part of the
solution.
Adapted from: Bahasa Inggris K13 Grade XI, page 28-30

12. Novi Dyah Arisanti | 207116251028 |English Education Department
Yogyakarta State University
Activity 9: Designing a Mini Poster
Focus:Conceptualizingandillustrating ideas
Skills:Writing andspeaking
Interaction: Groupwork
Materials:picture,paper,colouredinks
Procedures:
1. The instructor gives some related picture to bring more ideas to the students
2. The Instructor invites the students to think of slogan and design posters relate to
their pictures
3. In the group, a student can share his or her ideas with others and ask for suggestion whether
his or her slogan is appropriate or not
4. The Student can create his or her own poster individually
5. In the group, each student may share the result of his or her works in a poster presentation
Ps:thefollowingareexamplesofposters about bullyingandrespect todisability.

13. VIRALFOX.COM
@REALLYGREATSITE
Bahasa Inggris K13 kelas XI, Kementerian Pendidikan dan Kebudayaan Republik Indonesia
tahun 2014 (Chapter II)
https://www.respectability.org/resources/education-resources-disability-issues/
https://www.respectability.org/virtual-education/
www.stopbullying.gov
www.bullying.co.uk
Vocabulary Enrichment: https://blog.shurley.com/blog/2018/10/10/vocabulary-enrichment-
strategies-to-improve-and-increase-your-students-vocabulary
Using Film to Teach Languages, written by Deborah Chan and Carmen Herrero in 2010.
Chan, D., & Herrero, C. (2010). Using fim to teach languages: a teachers’ toolkit for educators
wanting to teach languages using film in the classroom, with a particular focus on Arabic,
Mandarin, Italian, and Urdu.
Further Reading
1.
2.
3.
4.
5.
6.
7.
SHORT FILM DESCRIPTION
Title: A Rude Guy
Produced by: Viral Fox
The short film can be accessed at:
https://www.youtube.com/watch v=rTiYjot3pMc
https://www.facebook.com/watch/?v=603289120328371
ARudeGuy
StudyPack

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[Novi Dyah Arisanti * 20716251028 * A Rude Guy STUDY PACK * 2020]
ABOUT THE WRITER
Resource written by:
Novi Dyah Arisanti, S. Pd
as a final assignment of
English Language Teaching
& Technology.
Lectured by
Dyah S Ciptaningrum,Ed.D.
and
Pangesti Wiedarti, Ph. D.
English Education Department
Yogyakarta State University (2020)
All images contained in this
picture are screenshots
taken from the short movie
"A Rude Guy" and used for
education purposes only
without claim of ownership.
A STUDY PACK
A STUDY PACK
A STUDY PACK