Modul teaching english for sma twelve grade by masriqon

MODUL TEACHING ENGLISH FOR SMA TWELVE GRADE
2013
Arranged by;
MASRIQON, S.Pd
S E N I O R H I G H S C H O O L I B N U S I N A B R A J A S E L E B A H E A S T L A M P U N G

Kata Pengantar
Puji dan syukur penulis ucapkan kepada Allah SWT yang telah memberikan
kesehatan dan kesalamatan serta hidayah sehingga penulis dapat menyelesaikan
penulisan bahan ajar ini dengan baik.
Penulis mengucapkan terima kasih kepada Drs. Maskun, selaku Kepala
Sekolah SMA Ibnu Sina yang membantu menyumbangkan fikiran dalam proses
pembuatan buku ajar ini.
Penulis menyadari masih banyak kekurangan dalam penyusunan buku ajar
ini, kritik dan saran yang sifatnya membangun sangat penulis harapkan untuk
perbaikan mendatang.
Semoga buku ajar ini dapat bermanfaat dan meningkatkan pendidikan di
Indonesia, Amin.
Braja Selebah, Juli 2013
Penulis,
Masriqon, S.Pd

MATERI AJAR BAHASA INGGRIS KELAS XII
Oleh : Masriqon, S.Pd1
Standar Kompetensi
Memahami makna dalam teks fungsional pendek dan monolog berbentuk narrative,
explanation, dan discussion dalam konteks kehidupan sehari-hari
Kompetensi Dasar
Merespons makna dalam teks monolog yang menggunakan ragam bahasa lisan
secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dalam teks
berbentuk: narrative
Tujuan pembelajaran:
 Siswa dapat memahami dan merespons wacana monolog berbentuk narrative
 Siswa dapat menentukan pesan dalam cerita
Narrative text
Purpose : to amuse or to entertain
Text organization : - Orientation
- Complication
- Resolution
Language features : - Focus on speceific and individualized participants
- The use of past tenses
Materi :
1
Guru Bahasa Inggris Yayasan Pendidikan Islam SMA Ibnu Sina Braja Selebah Kabupaten Lampung Timur

Look at the pictures!!!!!
Listening section
The Goose with the Golden Eggs
One day (1).............................was going to (2)............................and found there was
(3).....................and glittering. When he took it up, it was as heavy as lead and he
was (4)..................................... it away, because he thought a trick had been played
upon him. But he took it home on a (5)................................, and soon found to his
delight that it was (6)............................ Every morning (7) ........................... Occured
and he soon became rich by selling its eggs. As he grew rich he grew greedy and
thought to get at once (8)...........................the goose could give. He (9)......... the
goose and (10)..................... it only to find nothing.
Task 1:
Fill the blank the text above
No Answer
1
2

3
4
5
6
7
Task 2 :
Answer the following question:
1. Whose goose was it?
2. Where did he find a gold egg?
3. How were the egg?
4. Why did he want to throw the egg away?
5. What made him happy?
6. What made him greedy?
7. Did he find any golden eggs inside the goose?
8. What lesson can you learn from the story?
Standar Kompetensi
Memahami makna dalam teks fungsional pendek dan monolog berbentuk narrative,
explanation, dan discussion dalam konteks kehidupan sehari-hari

Kompetensi Dasar
Mengungkapkan makna dalam teks monolog yang menggunakan ragam bahasa
lisan secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari
dalam teks berbentuk: narrative
Tujuan Pembelajaran
1. Siswa dapat memahami dan mengungkapkan wacana monolog berbentuk
narrative.
2. Siswa dapat melafalkan phonology dengan baik dan benar
Materi : Read the Following Comic
The Curly George
A little sister : Wake up, brother George. Tell me a story!
George : No, no!! I have no story to tell, little sister
A little sister : You must know one story! Tell me a story brother George, please
George : Okay, okay... But please promise me that you never wake me up
in the middle of dawn like this anyway?
A little sister : I give you my word
George : You’d better keep your promise or I won’t tell you stories anymore
A little sister : Well, it’s a promise.
Question:
1. What does the girl want George to do?
2. Do you think George is used to tell stories to his little sister?
3. Why does George want her to make a promise?

4. What does the girl say to express her promise?
5. What’s George’s response to the girl’s promise?
Standar Kompetensi
Memahami makna dalam teks percakapan transaksional dan interpersonal resmi dan
berlanjut dalam konteks kehidupan sehari-hari
Kompetensi Dasar
Merespons makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar,
dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur:
berjanji
Tujuan Pembelajaran
1. Siswa dapat mengidentifikasi makna tindak tutur berjanji
2. Siswa dapat merespons tindak tutur berjanji
Materi :
Look at the picture!!

Question;
1. Who are the speakers in the dialog?
2. What does the woman want the man to do?
Expressing a promise
Asking for a promise
 Promise me that you will get me all the water that i can drink
 I want you to promise that you’ll love me forever
 Do you give me your word on that?
 Do you swear that you won’t forget me?
 Is that a promise?
Offering a promise
 I promise i’ll do whatever you want
 I promise you that i’ll try to be on time next time
 I give you my word on that
 I swear that my love is only for you
 I promise to love you endlessly
Standar Kompetensi
Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal
resmi dan berlanjut dalam konteks kehidupan sehari-hari

Kompetensi Dasar
Mengungkapkan makna dalam percakapan transaksional (to get things done) dan
berjanji
Tujuan Pembelajaran
1. Siswa dapat mengidentifikasi tindak tutur berjanji
2. Siswa dapat mengungkapkan tindak tutur berjanji
Materi :
Expressing a promise
Asking for a promise
 Promise me that you will get me all the water that i can drink
 I want you to promise that you’ll love me forever
 Do you give me your word on that?
 Do you swear that you won’t forget me?
 Is that a promise?
Offering a promise
 I promise i’ll do whatever you want
 I promise you that i’ll try to be on time next time
 I give you my word on that
 I swear that my love is only for you
 I promise to love you endlessly

Task :
Choose one of these situations. Create a dialog based on the situation you choose.
Use suitable gambits expressing a promise.
1. A friend is visiting your home. She wants to borrow some money and promise you
that she will return the money as soon as possible.
2. A daughter is asking her very busy mother to take her swimming on the weekend.
She asks her mother to promise.
Standar kompetensi :
Kompetensi dasar :
mengakui kesalahan, berjanji, menyalahkan, menuduh, mengungkapkan
keingintahuan dan hasrat, dan menyatakan berbagai sikap
Tujuan pembelajaran :
1. Siswa dapat merespon makna dalam percakapan pendek keingintahuan dan
hasrat
2. Siswa dapat memahami percakapan pendek tentang keingintahuan dan hasrat

Materi :
Listening section :
Listen to the following dialog. While listening, fill in the blanks. Then, answer the
questions.
Heri : I (1)..............if I could fly into the clouds.
Jeni : Why not?
Heri : Do you think i could?
Jeni : Heri, are you O.K? You look a little depressed about something
Heri : I’m sorry. It’s nothing. I’m just (2)..........
Jeni : Oh, really? C’mon. You can tell me. A penny for your thoughts
Heri : I am just (3)...........................about our plan to see my parents
Jeni : Are you worried about it?
Jeni : (4)...........................................? then how do you feel about it?
Heri : I’m just wondering what my parents’ reaction will be
Jeni : You worried about it, aren’t you?
Heri : Uhmm..... I’ve told you before. They’re a little (5)........................
Task 1 :
Fill the blank in the text above
No Answer
1
2
3

No Answer
4
5
Memahami makna teks fungsional pendek dan teks tulis esai berbentuk narrative,
explanation, dan discussion dalam konteks kehidupan sehari-hari dan untuk
mengakses ilmu pengetahuan
Kompetensi dasar :
Merespons makna dalam teks fungsional pendek resmi dan tak resmi yang
menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima dalam
konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
1. Siswa dapat memahami makna teks fungsional pendek berbentuk narrative,
2. Siswa dapat merespon makna dalam teks fungsional pendek berbentuk narrative,
Materi :
Expressing wonder

Look at the picture...!
Asking about feelings;
 How do you feel about it?
 What are you thinking about?
 You have something on your mind?
 Is there anything you want to talk about?
 Are you O.K..?
 Are you worried about something?
Expressing wonder;
 I wonder how he can come here after what happened?
 I wonder who she is?
 I was just wondering how to do it?
 I really wonder if he loves some body younger
Example;
 What do you think about bird?
 I wonder if I can fly like bird.

Taks 1;
- Make conversation about our campus
- Perform in front of class
Kompetensi dasar :
keingintahuan dan hasrat, dan menyatakan berbagai sikap.
1. Siswa dapat merespon makna dalam percakapan pendek dalam bentuk cerita
2. Siswa dapat memahami percakapan pendek dalam bentuk cerita
Materi : Listen carefully to rearrange the italic words to make good santence
The Dog and the Shadow
Do you know the reason why the people keep a dog in their house? Don’t you know
that sometimes a dog can be so greedy that he steals all we have? This is a story
about a greedy dog. It happened that a dog hat got (of – meat – a – piece) and was

carrying it home in his mouth to eat it in peace. Now on his way home, he had to
cross a plank lying accross (running – a – brook). As he crossed, he looked down and
saw (own – shadow – his) reflected in the water beneath. Thinking it was (another –
piece – dog – another – with – of – meat), he made up his mind to have also. So he
made (a – at – the – snap – shadow) in the water, but as he opened his mouth (piece
– the – of – meat) fell out, dropped into the water and was never seen any more.
Answer :
No
1
2
3
4
5
6
Task 1
1. What did the dog have?
2. What happened with the dog on his way home?
3. What was in the water beneath?
4. Did the dog get another piece of meat?

Standar Kompetensi
Kompetensi Dasar
Merespons makna dan langkah retorika dalam esai yang menggunakan ragam
bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-
hari dalam teks berbentuk: explanation
Tujuan Pembelajaran
1. Siswa dapat Merespons wacana berbentuk explanation
2. Siswa dapat mengidentifikasi tokoh dalam teks explanation yang dibaca
3. Siswa dapat mengidentifikasi karakteristik tokoh dalam teks explanation yang
dibaca
4. Siswa dapat menyusun urutan pembuatan dari suatu kegiatan
5. Siswa dapat mengidentifikasi generic structure dari cerita narrative yang dibaca
Materi : Explanation
Function of explanation
Explanation is the text telling how and why things occur in scientific and technical
fields. They may include visual image, such as flow sharts and diagrams, which need
to be carefully examined.

Text organization;
 A general statement
 A sequenced explanation of why and how something occurs
 Closing
Example :
Making Paper from Woodchips
Okey, do you have any paper in your bag? It may seem like a silly question
but do you know how to make paper? What is paper made of? Right. And how about
‘wood chipping’? Have you ever hear about it? Well, wood chipping is a process used
to obtain pulp and paper products from forest trees.
First of all, the tops and branches of the trees are cut out and then the logs are
taken to the mill. At the mill the bark of the logs is removed and the logs are taken to
a chipper which cuts them screened to remove dirt and other impurities. Hmm,.....at
this stage they are either exported in this form or changed into the pulp by chemicals
and heat. Oh, i almost forget, the pulp is then bleached and the water content is
removed. Finally, the pulp is rolled out to make paper.
Considering the complexity of making paper, let’s appreciate any paper on our
hands. Use it more effectively.
Find out:
1. Arrange the organization of the text above?
2. What are “wood chips”?

3. What is the first stage of wood chipping?
4. How many stages are there before the pulp is rolled to make paper?
5. At the mill, the bark of the logs is removed and the logs are taken to a chipper
which cut them. The word “them” refers to ................
Kompetensi dasar :
konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan
- Siswa dapat memahami makna teks fungsional pendek berbentuk narrative,
- Siswa dapat merespon makna dalam teks fungsional pendek berbentuk narrative,

Materi :
GIVING SUGGESTIONS
What do you think about this picture?
Asking for suggestions:
 What do you think I should buy him for his birthday?
 Do you have any ideas about how I sell my car?
 Do you have any advice for me?
 Can you give me some advice about something?
Offering suggestions:
 I think you’d better start looking for a new job
 Why don’t you calling her tonight?
 I advice you to talk with your lawyer
 My advice is to be careful in doing business with them
 I suggest that we go out for dinner tonight
Don’t you think you
ought to buy a new
computer?

Exercise:
Make a simple dialog about giving suggestions, joint with your friends, and perform in
front of class.
Standar Kompetensi
Kompetensi Dasar
hari dalam teks berbentuk: explanation
Tujuan Pembelajaran
1. Siswa dapat merespons wacana berbentuk explanation
2. Siswa dapat mengidentifikasi tokoh dalam teks explanation yang dibaca
3. Siswa dapat mengidentifikasi karakteristik tokoh dalam teks explanation yang
dibaca
4. Siswa dapat menyusun urutan text explanation yang benar

Materi : Human Respiratory System
Read the text carefully
Do you know what helps your body get oxygen from the air? Right. It’s the
respiratory system. Can you tell the most important organs in the respiratory system?
Yes, your nose, mouth, trachea, lungs, and diaphragm.
In the lungs, breathing out or exhalation removes carbon dioxide from the
body, thus completing the respiration cycle. Do you understand so far? (the bell
rings) Well, sorry. I guess time is up for to day. So, see you tomorrow. Bye.
The second phase of respiration begins with the movement of carbon dioxide
from the cells to the bloodstream. The bloodstream carries carbon dioxide to the
heart, which pumps the carbon dioxide-laden blood to the lungs.
The first phase of respiration begins with breathing in or inhalation. This
inhalation brings air from outside the body into the lungs. Oxygen in the air moves
from the lungs through blood vessels to the heart, which pumps the oxygen-rich
blood to all parts of the body. Oxygen then moves from the blood-stream into cells,
which completes the first phase of respiration. In the cells, oxygen is used in a
separate energy-producing process called cellular respiration, which produces
carbon dioxide as a by product.
The respiratory system, in anatomy and physiology, are organs that deliver
oxygen to the circulatory system for transport to all the body cells. The respiratory
and circulatory system work together to deliver oxygen to cells and remove carbon
dioxide in a tho-phase called respiration.

Rearrange the paragraph to be good sentences and text organization
Answer sheet.
No Paragraph Text organization
1
2
3
4
5
Standar Kompetensi
Kompetensi Dasar
hari dalam teks berbentuk: discussion
Tujuan Pembelajaran
1. Siswa dapat Merespons wacana berbentuk discussion
2. Siswa dapat mengetahui sosiocalture awareness
Materi : Table Manner

Cultural awareness
Here are a few helpful hits about American table manners
 Dos; (hal-hal yang dilakukan)
 Always place your napkin on your lap
 Dinner conversation is important in the U.S. You should take part in the
conversation
 Don’ts; (hal-hal yang tidak dilakukan)
 Never put your napkin on the table during the meal
 Do not bigin to until everyone is served
 Do not eat with your elbows on the table. It is very impolite to bend over your
plate as you eat.
 Never ‘slurp’ your soup. Americans are shocked by ‘niose’
 Do not talk when your mouth is full
 Do not wave your nife and fork in the air as you talk
 Please remember that Americans do not use toothpicks at the table.
Taks 1 :
- Find out the differences culture Indonesian and U.S
- Find out the differences culture U.S and the other countries

Kompetensi dasar :
keingintahuan dan hasrat, dan menyatakan berbagai sikap
1. Siswa dapat merespon makna dalam percakapan pendek dalam bentuk cerita
2. Siswa dapat memahami percakapan pendek dalam bentuk cerita
Materi :
Listen to the following dialog. While listening, fill in the blanks. Then, answer the
questions.
Viva : Dien, do you think that computer are necessary for high school students?
Andien : Sure, why not?
Viva : I think a computer lessons do not (1)................. Physical activity. You
know why? Well, there are students who are caught up in a computer
and they forget about lunch, their homework, or even (2)............... To
skip after school activities.
Andien : Yeah, I heard about that too. Once, I saw a student who was forced to
leave the computer because he was so absorbed in computer
(3)..............................

Viva : See what I mean? Besides, this problem will become even worse as
more classroom works center around a computer. And one more thing,
(4)..........................make the users unsociable.
Andien : Do they? How come?
Viva : The prolonged exposure to computers makes users lazy to
(5).........................with other people. They find their world more
enjoyable in computers, since they are inanimate objects. This makes
them abusive to other people.
Andien : You know, I can’t deny the (6)..........that computers help us a lot in this
information age. I can’t imagine what this world would be like if there
were no computers. How could I handle so much work in my office? How
could the police (7)...............the traffic lights without the help of
computers? How would communicate with each other in different places
without computers?
Viva : You’re right. I don’t object to that.
Andien : To me, computers have more (8)...................than disadvantages.
Standar Kompetensi
Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal
resmi dan berlanjut dalam konteks kehidupan sehari-hari

Kompetensi Dasar
dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur suka
atau tidak suka
Tujuan Pembelajaran
1. Siswa dapat mengidentifikasi tindak tutur suka atau tidak suka
2. Siswa dapat mengungkapkan tindak tutur suka atau tidak suka
Materi :
Expressing Like and Dislike pleasant and unpleasant satisfaction and dissatisfaction.
• Do you like travelling?
• What do you think of the food?
• How do you like the food?
Like / satisfaction / pleasant:
• Yes, I like it.
• Yes, I love it
• Yes, I’m keen on it
• It’s alright
• I like it. It’s delicious
• Yes, I’m satisfied with it.

Dislike / dissatisfaction / unpleasant :
• No, I don’t like it.
• No, I hate it.
• I don’t like it. It’s too hot.
• It’s not very good.
• It’s awful.
• I think it is terrible.
Standar Kompetensi
Mengungkapkan makna dalam teks tulis monolog yang berbentuk narrative,
explanation, dan discussion secara akurat, lancar, dan berterima dalam konteks
kehidupan sehari-hari.
Kompetensi Dasar
Mengungkapkan makna dalam teks fungsional pendek resmi dan tak resmi yang
konteks kehidupan sehari-hari.
Tujuan pembelajaran
1. Siswa dapat mengetahui kata-kata untuk mengakhiri suatu diskusi
2. Siswa dapat membuat kata-kata dalam mengakhiri diskusi pada suatu teks
Materi :

Did you know to end a discussion?
To end a discussion, you should make a certain conclusion.
“seeing the good side” gambit will help you make a neutral conclusion
 On the contrary,….
 On the other hand,……….
 Very true, but……………
 Anyway,…………….
 Even so, ……………..
 OK, but………………..
Example :
1. Ringing tones of mobile phones often disturb us
I agree with the opinion that the ringing tones often disturb us, but on the other
hand, I can’t imagine how I can communicate with my friends without a mobile
phones.
2. Car in the city cause air and noise pollution
Many people say that cars in the city cause air and noise pollution. Very true, but
without cars we can’t go anywhere quickly
Exercises :
Make up your responses to the following topics
o I hate learning to spell
o Living in the city very comfortable

o A BMW is a very expensive car
o Education is very expensive today
Good Luck……….!!!!!!!!!!!!!!!!!!
Standar Kompetensi
mengakses ilmu pengetahuan.
Kompetensi Dasar
hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk narrative,
explanation, dan discussion.
Tujuan pembelajaran
1. Siswa dapat memahami teks berbentuk discussion dalam kontek kehidupan
sehari-hari
2. Siswa mampu memahami susunan teks berbentuk discussion dalam teks
sederhana.
Materi :
National Examination
National exam becomes the hot topic in most of discussions. Though the
Supreme Court has rejected an appeal by the government on the organization of the

national exams, the controversy over whether it is necessary to maintain the national
exams (UN) has continued. Some debates include the primary questions such as;
does the quality of Indonesia education depend on the national exam?, will the
quality of the Indonesian education system worsen without national exam?
People, who support the national exam explain that the quality of the
Indonesia education system will drop without the national exam, so they try to defend
the current system. However there are people who disagree with the opinion. Those
who against this national exam kept in our high school education say that it doesn't
need the national exams because the quality of education does not just depend on
the national exam. Further, the national exam only measures a small portion of
students' competence in specific subjects, and does not measure students'
competences throughout the semester.
In fact, the national examination can still be useful as an instrument to
evaluate or detect the level of students' cognitive competence in several subjects, on
a national scale.
Question:
1. Why do some people support national examamination?
2. Why are some people against national examamination?
3. Do you agree if the national examamination will be delete?

MATERI AJAR BAHASA INGGRIS KELAS XII
Oleh : Masriqon, S.Pd2
Standat Kompetensi
Mengungkapkan makna dalam teks interaksional dengan penekanan pada
percakapan transaksional resmi dan berlanjut dalam konteks kehidupan sehari-hari
Kompetensi Dasar
dan berterima yang menggunakan ragam bahasa lisan dalam konteks sehari-hari
dan melibatkan tindak tutur: menyesali, mengungkapkan/ menanyakan rencana,
tujuan, maksud, memprediksi, berspekulasi, dan memberikan penilaian
Tujuan Pembelajaran
1. Siswa dapat mengungkapkan makna dalam percakapan dengan menggunakan
lisan secara akurat dalam konteks kehidupan sehari-hari
2. Siswa dapat mengungkapkan makna dalam percakapan dengan menggunakan
lisan dalam tindak tutur mengungkapkan/ menanyakan rencana
Materi :
EXPRESSING A PLAN
Asking about plans;
• What is your plan?
2
Guru Bahasa Inggris Yayasan Pendidikan Islam SMA Ibnu Sina Braja Selebah Kabupaten Lampung Timur

• What are you going to do the?
• What are you planning to do?
Hiding Plans;
• I’ve got a particular plan
• I can’t tell you now
• I can’t make up my mind
• You’ll see later
Stating plans;
 My plan is .......
 I’m going to............
 I intend to...............
 I’m planning to..........
Example;
John : What is your plan to night?
Angle : I’m going to dinner in my friend’s house
Standar Kompetensi

Memahami makna teks tulis monolog yang berbentuk narrative dan review secara
akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk
Kompetensi Dasar
Tujuan pembelajaran
1. Siswa dapat memahami makna teks tulis monolog yang berbentuk narrative
secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan
untuk mengakses ilmu pengetahuan
2. Siswa dapat merespon dalam teks fungsional pendek resmi dan tak resmi yang
konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam
bentuk teks narative
Materi :
“Lake Toba”
Once upon a time, there was a man who was living in north Sumatra. He lived
in a simple hut in a farming field. He did some gardening and fishing for his daily life.
One day, while the man was do fishing, he caught a big golden fish in his trap.
It was the biggest catch which he ever had in his life. Surprisingly, this fish turned into
a beautiful princess. He felt in love with her and proposed her to be his wife. She

said; "Yes, but you have to promise not to tell anyone about the secret that I was
once a fish, otherwise there will be a huge disaster". The man made the deal and
they got married, lived happily and had a daughter.
Few years later, this daughter would help bringing lunch to her father out in the
fields. One day, his daughter was so hungry and she ate his father’s lunch.
Unfortunately, he found out and got furious, and shouted; “You damned daughter of a
fish”. The daughter ran home and asked her mother. The mother started crying, felt
sad that her husband had broke his promise.
Then she told her daughter to run up the hills because a huge disaster was
about to come. When her daughter left, she prayed. Soon there was a big
earthquake followed by non-stop pouring rain. The whole area got flooded and
became Toba Lake. She turned into a fish again and the man became the island of
Samosir.
Standar Kompetensi
Kompetensi Dasar

Tujuan pembelajaran
1. Siswa dapat memahami makna teks tulis monolog yang berbentuk narrative
secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan
untuk mengakses ilmu pengetahuan
2. Siswa dapat merespon dalam teks fungsional pendek resmi dan tak resmi yang
bentuk teks narative
Materi :
“Malin Kundang”
A long time ago, in a small village near the beach in West Sumatra, a woman
and her son lived. They were Malin Kundang and her mother. Her mother was a
single parent because Malin Kundang's father had passed away when he was a
baby. Malin Kundang had to live hard with his mother. Malin Kundang was a healthy,
dilligent, and strong boy. He usually went to sea to catch fish. After getting fish he
would bring it to his mother, or sold the caught fish in the town.
One day, when Malin Kundang was sailing, he saw a merchant's ship which
was being raided by a small band of pirates. He helped the merchant. With his brave
and power, Malin Kundang defeated the pirates. The merchant was so happy and
thanked to him. In return the merchant asked Malin Kundang to sail with him. To get
a better life, Malin Kundang agreed. He left his mother alone.

Standar Kompetensi
Memahami makna dalam teks fungsional pendek dan monolog yang berbentuk
narrative dan review dalam konteks kehidupan sehari-hari
Kompetensi Dasar
menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima dalam
konteks kehidupan sehari-hari
Tujuan Pembelajaran
1. Siswa dapat memahami makna dalam teks fungsional pendek dan monolog
dalam bentuk lagu (soundtrack)
2. Siswa dapat Merespons makna dalam teks fungsional pendek resmi dan tak
resmi dalam bentuk lagu (soundtrack)
Materi :
Do you know the soundtrack?
Questions?
1. Have you ever seen a film?
2. Where did you watch it?
3. What is the title?
4. What kind of film is it?
5. Who are the actors and the actress?
 Do you know the soundtrack of Titanic?

 Do you know the soundtrack of Robin Hood?
Complete the missing word the lyric of the soundtrack Robin Hood
Look into my .......-you will see
What you mean to me
Seacrh your-........ your soul
And when you ....... me there you’ll search no more
Don’t tell me it’s not worth tryin’ for
You can’t ...... me it’s not worth dyin’ for
You ........ it’s true
Everything I do-........ for you
Look into my ......-you will find
There’s nothin’ there’s to hide
Take me as I am-...... my life
I would ....... it all I would sacrifice
Don’t ...... it’s not worth fightin’ for
I can’t help it there’s nothin’ I want more
Ya know it’s ......
Everything I do-do it for .......
There’s no .......-like your love
And no other-could give ..............
There’s nowhere-unless you’re there

All the time-all ..............
Don’t tell me it’s not worth tryin’ for
I can’t ........ it there’s nothin’ I want more
I would fight for you-I’d ....... for you
Walk the wire for you-ya I’d die for you
Ya know ...........
Everything I do-do it for you
Standar Kompetensi
Kompetensi Dasar
Merespons makna dan langkah retorika dalam teks monolog yang menggunakan
ragam bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk narrative
dan review
Tujuan Pembelajaran
1. Siswa dapat memahami makna teks tulis monolog yang berbentuk review secara
akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari
2. Siswa dapat merespons makna dan langkah retorika dalam teks monolog yang

teks berbentuk review
Materi :
What is Review text ?
Review text is actually opinion about events or art works. It presents critical analysis
on the art work, film, book, song, exhibition, etc. for readers or public audiences.
Generic Structure
1. Orientation
It contains the background information on the text.
2. Interpretative Recount
In presents the summary of the art work (including the characters and the plot).
3. Evaluation
It is the concluding statement about the art work: judgment, opinion or
recommendation.
4. Evaluative Summation
It is the last opinion which contains the appraisal or punch line of the art work being
reviewed.
Example ;

Rich Dad, Poor Dad
I am a person who has been self taught after my high school years and some
college. With that said, this book is not for everyone. It is an extremely counter
intuitive book. This type of thinking is not taught in school since it points you in the
direction to climb the mountain. Traditional education tells you what mountain to
climb, what gear to buy, what day to climb the mountain, etc. Think of it like religion.
You may choose which path to take, but it may not get you to where you want to go.
That is up to you. This book tells you absolutely nothing, but tells you everything.
Maybe a better analogy would have been philosophy. This book will not tell you how
to get rich step by step. That is content and shows you a step by step way or
strategies to get rich. This tells you how to think different and has a way of changing
the context of the subject of making money. For example, if I say ” I”m going to make
money”. That would be a contextualized statement and some assumptions would be
created, like getting a job.
Now, if i said ” I am going to make money illegally”. Whoa….wait a minute, that
changes everything. I am still making money but the context changes. The two

statements do not mean the same thing and open a whole different perception of
making money. That is what this book is about, which may sound confusing. At this
moment in time, buying homes is not the correct investment vehicle. That “bubble”
has burst and still will take time to deflate. Now is the time to invest in Gold & Silver,
another Rich Dad Poor Dad book. If you want to learn about money, then read all the
Rich Dad, Poor Dad books, then read them again. Also, watch CNBC when you can
along with “Fox Business Network”. Finally, [...] and watch Peter Schiff and Jim
Rogers and you will be well on the way to “making money” and will learn about
“bubbles” like I did. Hopefully, you will not make the same mistakes that I did, but
making mistakes is a process of learning. Be careful, the dollar is falling steadily and
now Dubai is in trouble. We can’t keep printing money or inflation, or hyperinflation
will ruin all of our wealth. Good Luck.
Standar Kompetensi
Mengungkapkan makna dalam teks interaksional dengan penekanan pada
percakapan transaksional resmi dan berlanjut dalam konteks kehidupan sehari-hari
Kompetensi Dasar
dan berterima yang menggunakan ragam bahasa lisan dalam konteks sehari-hari
dan melibatkan tindak tutur: membujuk, mendorong semangat, mengkritik,
mengungkapkan harapan, dan mencegah

Tujuan Pembelajaran
1. Siswa dapat mengungkapkan makna dalam teks interaksional dengan penekanan
pada percakapan transaksional resmi dalam tindak tutur perilaku seseorang
2. Siswa dapat Mengungkapkan makna dalam percakapan transaksional (to get
things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained)
secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan
dalam konteks sehari-hari dan melibatkan tindak tutur perilaku seseorang
Materi :
EXPRESSING ATTITUDES ABOUT SOMETHING
Expressing likes;
 I like people who are sociable
 I enjoy someone who is funny
 I really like an honest person
 I like it when people are reliable
 I love it when my mother cooks my favorite meal
Expressing dislikes;
 I don’t like people who leave things all over place
 I hate people who are always late
 I can’t stand it when people blow smoke I my face
 I hate it when people chew gum while they are talking
Example:
Angle : I like someone who is easy going and sociable

John : Oh, don’t Ali and Linda make a perfect couple?
Angle : Yes, they really do. They are both so easy going and sociable
Exercise:
Make the dialog about the attitude of your friends’
Good Luck……………………………!!!!!!
Standat Kompetensi
Kompetensi Dasar
Tujuan Pembelajaran
1. Siswa dapat memahami makna teks tulis monolog yang berbentuk narrative dan
review secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari
2. Siswa dapat merespons makna dalam teks fungsional pendek resmi dan tak
resmi yang menggunakan ragam bahasa tulis secara akurat, lancar, dan
berterima dalam konteks kehidupan sehari-hari
Materi ;

Intercultural Communication
An American-style discussion is a fast-paced exchange of ideas. The words
are dynamic and the answers are quick. There are no silent pauses. This style of
conversation requieres energy, quick wits, and verbal skill. The winner in the person
who has the last word.
American professors often complain that many Asian students do not
participate in class discussion. The students are reluctant to speak. When they do,
they express their ideas in general, vague terms. It is difficult for them to give their
own opinion and how they really feel about the situation.
American students, on the other hand are not surprised when the teacher
says, “Tell me what do you think”. This approach is a natural part of American
education.
Question;
 Complete the table below. Find the differences between an American-style
discussion and an Indonesiam-style discussion.
American-Style Indonesian-style
• active
• .....................................
• ....................................
• .....................................
• .....................................
• passive
• .....................................
• .....................................
• .....................................
• .....................................

• .....................................
• .....................................
• .....................................
• .....................................
 Which one do you like better? An American-style or an Indonesian-Style? Why?
Standar Kompetensi
Mengungkapkan makna dalam teks fungsional pendek dan monolog yang berbentuk
narrative dan review secara akurat, lancar, dan berterima dalam konteks kehidupan
sehari-hari
Kompetensi Dasar
Mengungkapkan makna dalam teks monolog yang menggunakan ragam bahasa tulis
secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dalam teks
berbentuk: narrative dan review
Tujuan Pembelajaran
1. Siswa dapat mengungkapkan makna dalam teks fungsional pendek dan monolog
yang berbentuk review secara akurat, lancar, dan berterima dalam konteks
kehidupan sehari-hari
2. Siswa dapat mengungkapkan makna dalam teks monolog yang menggunakan
ragam bahasa tulis secara akurat, lancar, dan berterima dalam konteks
kehidupan sehari-hari dalam teks berbentuk: review
Materi ; Movie

Look at the picture?
1. Have you ever seen he is?
2. What kind of movies do you like to watch?
3. How do you express your point of view about a movie?
Asking someone’s ponit of view:
 What do you think about the comedian series ‘Opera Van Java’?
 Excuse me, what do you feel about the language used in that film?
 What are your views about ‘Titanic’?
Expressing points of view;
 Fantastic! I always love the “Opera Van Java” series and all of the silly ideas of
these series
 Personally I believe.......
 In my view .............................
 I’d just like to say.....................

Expressing pleased;
 Great!
 Fantastic!
 How wonderful!
Expressing displeased;
 I am very annoyed!
 Extremely unhappy!
 That/it isn’t nice!
 Totally uninteresting!
Standar Kompetensi
berlanjut (sustained) dalam konteks kehidupan sehari-hari
Kompetensi Dasar
dan berterima yang menggunakan ragam bahasa lisan dan melibatkan tindak tutur:
menyesali, mengungkapkan/ menanyakan rencana, tujuan, maksud, memprediksi,
berspekulasi, dan memberikan penilaian.
Tujuan Pembelajaran

1. Siswa dapat memahami makna dalam teks percakapan transaksional dan
interpersonal dalam
Listening Section
Listen the dialogue
Hasan : I was so ……. reading about the……… caused by the ……….. Another
……… told about the broken ……… that caused the
accident.
Vicky : You know I love travelling, but the.……… rate of transportation
accidents ………… me a lot.
Hasan : The facts …………… that the ………. bus drivers have caused ………..
accidents, but don’t you have to stop travelling, do you?
Vicky : How about the old bridges? It seem that the local ……………. paid no
…………… to them. They will start thinking about it after the accidents
have taken place. Can you ……………. the sadness of the victims’
families?
Hasan : Of course I can. …………………, I remember when the fifty students
…….. because a ……………… in the bus. But the points is we ……..
stop our activities only because of that. Right? I ……. stop my
pleasure, like travelling. What we need is being …………. Don’t you
agree?
Vicky : ………………...

News Item Text
What is it?
A text which contains about news is categorized as news item text. This text supplies
you the up to date information or the hottest issue of the day since media like news
papers are published daily.
News Item text purposes to inform readers or listeners about events of the day which
are considered newsworthy or important.
Generic Structure
 Newsworthy event
It tells the main event which is considered newsworthy in a summary form.
 Background event
It elaborates what happened or tell the detail information or what causes the
incident. It can include the background, participant, time, and place relating to the
news.
 Source
It contains comments which can be from the participants, witness, the official
authorities or experts in the events.
Example ;
Preparing the Children Today for Tomorrow

Parents strive to have their children aca demically competitive. Their goal is to
send their children to good schools as well as to choose extracurricular activities that
improve their children's skills and abilities.
Children learn what is important through their school year. The question then
becomes what should parents consider in choosing the best education for their
children? When should the process begin?
The answer is, from the time of birth, how ever, the schools become part of the
process, when children begin preschools and kinder garten. This is when parents
pick a school that parallel their educational beliefs. A joint effort between parents,
students, and the schools is established. Success will be based on how well the
"team" works. Parents need to look for a school that will be a "second home" for their
children.
These are some important factors that should be considered. It is very
important that students have good reading comprehension, writing and speaking
skills. In today's world, students who develop skill in two or more languages will find
further studies easier. English is considered the business language of today and is
important for students who plan to attend university in English speaking countries.
Mandarin is becoming more important as China begins to move into world economy.
French and German are necessary for many students are now looking at oppor
tunities in Europe. Students who develop more than one language have an
advantage over competitors applying for college place ment. However one cannot
develop a second language unless one develops his or her first language.

Studies show that children between the ages of two and six best acquire a
second language parallel to their own. Therefore, starting students in school offering
dual language instruction programmes have an advantage. If a dual language
programmes isn't available, or is too expensive, parents may need to look at different
ways to get the needed language instruction.
Language acquisition needs to be active. A good school will begin with oral
language at the earliest opportunity to develop speaking confidence and to set
grammatical structures. When a child learn two languages in parallel, vocabulary and
grammatical structures are easier to acquire. The earlier a second language is
learned, the less problem a child will have with improper word use. The more active
in each language students become the more proficient and confident they will be.
Taken from The Jakarta Post, 2007

Bibiografi Penulis
Penulis lahir di Gunung Sugih Kecil Kecamatan Jabung
Kabupaten Lampung Timur Propinsi Lampung pada
tanggal 28 Juni 1985. Beliau lulus Sekolah Dasar pada
Tahun 1997 di SD N 2 Gunung Sugih Kecil, lulus Sekolah
Menengah Pertama pada Tahun 2000 di SLTP PGRI 1
Jabung, lulus Sekolah Menengah Atas Tahun 2003 di SMK
Budi Utomo 2 Way Jepara, lulus Program Sarjana pada Tahun 2011 di STAI Ma’arif
Metro Lampung, sekarang sedang melanjutkan studi Program Pascasarja (S2) di
Universitas Negeri Jakarta angkatan Tahun 2012.
Pada Tahun 2012, beliau menikahi seorang wanita bernama Umi Sumarmi, S.Pd dari
Seputih Banyak Kabupaten Lampung Tengah dan dikaruniai seorang putri bernama
Fatin Nur Fauziah lahir pada tanggal 27 September 2013.
Pengalaman mengajar, penulis guru pengampu mata pelajaran Bahasa Inggris di
SMP – SMA Ibnu Sina Braja Selebah pada tahun 2007 – sekarang, dan di MTs – MA
Tahfidzul Qur’an Braja Selebah pada tahun 2008 – 2011.
Pengalaman kegiatan, peserta Workshop Bintek KTSP tingkat SMA se-sub rayon
Way jepara Tahun 2008. Panitia Seminar one day “Teaching Learning Seminar” di
STAI Ma’arif Metro Tahun 2010.

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