teaching and learning vocabulary through song...

i

TEACHING AND LEARNING VOCABULARY THROUGH

SONG AT THE SECOND SEMESTER OF EIGHTH GRADE

STUDENTS OF SMP PGRI 6

BANDAR LAMPUNG ACADEMIC

YEAR OF 2015/2016

A Thesis

Submitted as a partial fulfillment

of the requirements for S1-Degree

By :

JANATA HURUL AINI NPM 1211040006

English Education Study Program

Advisor: Meisuri, M.Pd

Co-Advisor : Iis Sujarwati, M.Pd

TARBIYAH AND TEACHER TRAINING FACULTY

THE STATE INSTITUTE OF ISLAMIC STUDIES

OF RADEN INTAN LAMPUNG

2016

ii

ABSTRACT

TEACHING AND LEARNING VOCABULARY THROUGH SONG AT THE

SECOND SEMESTER OF THE EIHGHT GRADE OF SMP PGRI 6 BANDAR

LAMPUNG IN THE ACADEMIC YEAR OF 2015/2016

By

Janata Hurul Aini

Vocabulary is one of the important language components that need to be taught to

support learners in mastering language skill. This research is about teaching and

learning vocabulary through song of the second semester of the eighth grade of SMP

PGRI 6 Bandar Lampung in the academic year of 2015/2016. The objectives of this

research are to describe teaching learning process in teaching vocabulary through

song, to describe the students’ problems and to describe the teacher’s problems in

teaching and learning process.

In this research, the researcher used qualitative descriptive research method. The

researcher used purposive sampling technique to determine the sample. The

researcher chose class VIII F as sample which consisted of 40 students. In collecting

the data, the researcher used three kinds of instruments, they were: observation,

interview, and questionnaire. The researcher used three major phases of data analysis:

they were data reduction, data display and conclusion drawing or verification.

The researcher conducted the research in two meetings. After analyzing the data,

there are three points of the results. The first, the process of teaching and learning

vocabulary through song at SMP PGRI 6 Bandar Lampung. The second, the students

got some problems, they are: the students’ difficulties in pronuncing the words;

difficulties in memorizing some words that they had learnt; and the third the teacher

got difficulties in guiding the students to come in front of the class because not all the

students are brave; difficulties in helping the students to remember the words that

they forgot and, difficulties in handling the students’ activity, because some students

were busy with their activity like chatting and it made the class noisy. The researcher

gives suggestion for the teacher and the students to provide a variety of technique

especially in teaching vocabulary in order to make teaching learning process more

interesting like using song, to attract the students in learning English and for the

students keep trying hard and be nice students as always. The researcher chooses the

song with the title “I have a dream” because in the song lyric have motivation, spirits,

and good idea to motivate the students actually.

Key words: Teaching, learning, vocabulary, song, and qualitative.

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ii

v

MOTTO

Meaning:”And He taught Adam the names of all things; then He placed them

before the angels, and said: “Tell Me the names of these if you are

right.1"(Q.SAl Baqarah : 31)

1Abdullah Yusuf Ali, The Holy Quran Text And Translation, (New Delhi): Book Centre,

2006), p.8

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DECLARATION

I hereby state this thesis with the title: “Teaching and Learning Vocabulary through

Song at the Second Semester of Eighth Grade Students of SMP PGRI 6 Bandar

Lampung in the Academic Year of 2015/2016” is completely my own work. I am

fully aware that I have quoted some statements and theories from various sources and

they are properly acknowledged in the text.

Bandar Lampung, August , 2016

Declared by,

Janata Hurul Aini

12211040006

vii

CURRICULUM VITAE

The name of the researcher is Janata Hurul Aini. She is the first child from three

siblings. Her parents’ names are AHEM KOHAR and NURMILIYANI. She was

born in Bandar Jaya on December 10th

1993. She has two brothers, named BRIPDA

Mahendra Abdullah Qomara and Akbar Maulana (Alm).

She graduated from SD N 06 Bandar Jaya in 2006. After that, she continued her

junior high school in SMP N 3 Terbanggi Besar and graduate in 2009. She finished

her Senior High School from MAN 1 Poncowati in 2012. In the same year, she

continued to the English Education Study Program of Tarbiyah and Teacher Training

Faculty of IAIN Raden Intan Lampung.

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ACKNOWLEDGMENT

Bismillahirrohmanirrohim

Alhamdulillahirobbil’alamin

Praise to Allah SWT the Almighty for letting the researcher finish the thesis as a

partial fulfillment for S-1 degree at the IAIN Raden Intan Lampung with the title:

Teaching and Learning Vocabulary through Song at the second semester of

eighth grade student of SMP PGRI 6 Bandar Lampung Academic Year of

2015/2016.

When finishing this thesis, the researcher has obtained so much help, assistance, aid,

or support and many valuable thing from various sides. Therefore, the researcher

would sincerely thank:

1. DR. H. Chairul Anwar, M.Pd, the Dean of Tarbiyah and Teacher Training

Faculty, IAIN Raden Intan Lampung.

2. Meisuri, M. Pd, the Chairperson of English Education Study Program IAIN

Raden Intan Lampung and the advisor who has patiently guided and directed

the researcher until the completion of this thesis.

3. Iis Sujarwati, M. Pd, the co-advisor, who has also wisely guided the

researcher.

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4. Riyanto, S.Pd, the Head master of SMP PGRI 6 Bandar Lampung and

Windarti S.Pd the English teacher of the school who have granted the

permission to the researcher in doing the research.

5. The lecturers of English study program of Tarbiyah and Teacher Training

Faculty of IAIN Raden Intan Lampung.

6. My beloved parents’ and all of friends, KKN, PPL and PBI C executive class

who always give support for the success of the research.

The researcher realizes that this thesis still far from perfect, so she expected and

constructive criticisms and suggestions.

Finally, the researcher hopes that this thesis will be useful to readers. Aamin

Bandar Lampung, August , 2016

The researcher,

Janata Hurul Aini

1211040006

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TABLE OF CONTENTS

COVER ..................................................................................................................... i

ABSTRACT .............................................................................................................. ii

APPROVAL ............................................................................................................. iii

ADMISSION ............................................................................................................. iv

DECLARATION ...................................................................................................... v

MOTTO .................................................................................................................... vi

DEDICATION .......................................................................................................... vii

CURRICULUM VITAE .......................................................................................... viii

ACKNOWLEDMENT ............................................................................................. ix

TABLE OF CONTENTS ......................................................................................... x

LIST OF TABLES ................................................................................................... xiii

LIST OF APPENDICES ......................................................................................... xiv

CHAPTER I INTRODUCTION

A. Background of the Problem ........................................................................... 1

B. Identification of the Problem ......................................................................... 6

C. Limitation of the Problem .............................................................................. 7

D. Formulation of the Problem ........................................................................... 7

E. Objective of the Research .............................................................................. 8

F. Use of the Research ........................................................................................ 9

G. Scope of the Research ................................................................................... .9

CHAPTER II REVIEW OF LITERATURE

A. Teaching English as a Foreign Language ..................................................... 11

B. Concept of Teaching and Learning ............................................................... 13

C. Concept of Vocabulary ................................................................................. 14

1. Definition ............................................................................................... 14

xi

2. Types of Vocabulary ............................................................................... 15

D. Concept of Teaching and Learning Vocabulary ........................................... 18

E. Problem In Teaching Learning Vocabulary .................................................. 22

1. Teacher’s Problem in Teaching Vocabulary ........................................... 22

2. Student’s Problem in Learning Vocabulary ............................................ 24

F. Concept of Media .......................................................................................... 26

1. Concept of Media .................................................................................... 26

2. Kinds of Media ........................................................................................ 27

G. Concept of Song ............................................................................................ 28

1. Models of Song ....................................................................................... 29

2. Kinds of Song .......................................................................................... 30

H. Concept of Song ............................................................................................ 31

I. Teaching Vocabulary Through Song ............................................................ 34

J. The Advantages and Disadvantages of Teaching Vocabulary Through

Favorite Song ................................................................................................ 36

CHAPTER III RESEARCH METHODOLOGY

A. Research Design ............................................................................................ 38

B. Research Subject ........................................................................................... 39

C. Data Collecting Technique ............................................................................ 40

D. Research Prosedures...................................................................................... 43

E. Trustworthiness of the Data .......................................................................... 44

F. Data Analysis ................................................................................................ 48

xii

CHAPTER IV RESULT AND DISCUSSION

A. General Description of the Place of the Research ......................................... 51

1. The Brief History of SMP PGRI 6 Bandar Lampung ............................. 51

2. The Condition of Teachers and Students of SMP PGRI

6 Bandar Lampung ................................................................................. 51

B. Data Analysis

1. Data Reduction ........................................................................................ 53

a. Report of Observation ....................................................................... 54

b. Report of Questionnaire .................................................................... 57

c. Report of Interview ........................................................................... 57

2. Data Display ............................................................................................ 58

a. Observation ....................................................................................... 58

b. Questionnaire .................................................................................... 68

c. Interview ........................................................................................... 74

3. Conclusion Drawing/Verification

a. The process of the Teaching and Learning Vocabulary

through Song ..................................................................................... 77

b. The Teacher Problem in Teaching and Learning Vocabulary

through Song ..................................................................................... 78

c. Students Problem in Learning Vocabulary through Song................. 79

C. Research Findings

1. The Process of Teaching and Learning Vocabulary through

Song ........................................................................................................ 79

xiii

2. The Teacher’s Problem in Teaching and Learning Vocabulary

through Song ........................................................................................... 80

3. The Students Problem in Learning Vocabulary through Song ............... 81

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion .................................................................................................... 83

B. Suggestion ..................................................................................................... 84

REFERENCES ........................................................................................................ 86

APPENDICES ......................................................................................................... 88

xiv

THE LIST OF TABLES

1. The students score for Vocabulary test in Eighth Grade of

SMP PGRI 6 Bandar Lampung in the academic year 2015/2016 ........... 6

2. Specification of Observation ..................................................................41

3. Specification of Questionnaire ...............................................................42

4. Specification of Interview ....................................................................... 43

5. The data of Teachers at SMP PGRI 6 Bandar Lampung

in 2015/2016 Academic Year .................................................................52

6. The Application of Basic Procedure in First Meeting ...........................60

7. The Data of The Problem Faced by The Teacher in

The First Meeting ....................................................................................61

8. The Data of The Problem Faced by The Students in

The First Meeting ...................................................................................63

9. The Application of Basic Procedure ....................................................... 64

10. The Data of The Problem Faced by The Teacher in

The Second Meeting ..............................................................................66

11. The Data of The Problem Faced by The Students in

The Second Meeting ..............................................................................67

12. Questionnaire Report

1

CHAPTER I

INTRODUCTION

A. Background of the Problem

Language is very important in human life, because it is used in all aspects of

human life. As human being people use language to communicate with one and

another. People use language to express inner thoughts and emotions, make sense

of complex and abstract through, to learn to communicate with others, to fulfill

our wants and needs, as well as to establish rules and maintain our culture.2 It is

used to deliver message or ideas from the speaker to the listener and writer to the

read in the interaction among themselves or with their environment. Without

language, it is impossible for people or everyone to join interaction each other in

daily life or learning something and also the human activities cannot run well

without language.

English is an international language, which is used by many people in the world

and in many countries. English is learning by most of people in the world to

communicate. In Indonesia, English is as foreign language that is not used every

day. Indonesians only learn English from the school like Elementary school,

junior high school, senior high school and in university. There are four skills in

2Jeremy Harmer, The Practice of English Language Teaching (Malaysia : Pearson Educated

Limited, 2007), p.259

2

English they are listening, speaking, reading, and writing. These skills are closely

related one to another.

Listening is an activity to get the meaning from the oral language. Speaking is

talking to somebody about something that use voice to say something.3 Then,

reading is a way to get knowledge of information from printed pages such as:

textbook, newspaper, magazines, novels, and another source like website internet.

And writing is a process to express opinion, statement and knowledge using

written text.

In four skills of language there are some elements that people must know to learn

a language. The elements are pronunciation, grammar, and vocabulary. One of

element that very important in the language is vocabulary, because vocabularies

are basic elements to learn a language and to make a communication with another

people. It is impossible to learn English if the students are lack of vocabulary.

Cameron says “vocabulary is fundamental to using the foreign language as

discourse.”4Moreover, Thronbury says that vocabulary plays an important role in

language; because without vocabulary it is impossible develop language.5 Finally,

to communication with another people we must mastering vocabulary, because

without vocabulary we cannot communicate each other.

3Victoria Bull, Oxford Learner’s Pocket Dictionary (New York: University Press,2000),p.414

4Lyne Cameron, Teaching Learning to Young Learners, (London : Cambridge University

Press, 2002), p.4 5Scott Thornbury, Oxford Advance Learn Dictionary of Correct English, (New York :1984),

p.5

3

In this research, the researcher only focuses on vocabulary mastery. By using

vocabulary, people can get much information. Vocabulary is useful for students,

for example students can get important information and knowledge from what the

students’ vocabulary mastery.

Vocabulary is the most important part in English; we cannot say anything without

mastering vocabulary. This statement is supported by Thronbury “without

grammar very little can be conveyed, without vocabulary nothing can be

conveyed”.6 It means that vocabulary is one of important aspect in learning

English. We should have an adequate vocabulary to improve the four language

skills. Only with sufficient vocabulary we can express our idea effectively, can

understand the language task and foreign language conversation. With the limit

vocabulary the students will have the difficulties in learning and understanding

the foreign language.

In teaching and learning vocabulary there are many Media; one of the media is

song. Song is an artistic form of expression based on sound, with distinct pitches,

pattern and form, generally consider a complete work, whether musically or

lyrically or song is composed by the art of tone or voicing sequence, combination,

and the relation of temporal (usually accompanied by a musical instrument) to

produce a piece of music having unity continuity (containing rhythm). And

6Scott Thronbury, How to Teach Vocabulary (England. Pearson Education Limited,

2002),p.13

4

variety of tone is called song. Songs are important teaching tools in creating a safe

and natural class room ethos and therefore may prove to be helpful in overcoming

feelings of shyness and hesitation on the part of the learners.7It means songs are

important tools in teaching and learning for students in the classroom.

Song is very useful for students to make classroom more interest and can

stimulate their brain. According to Harmer “music is a powerful stimulus for

students’ engagement precisely, because it speak directly to our emotions while

still allowing use to use our brain to analyze it and it effects if we so wish.8 It

means song can stimulus students’ brain and makes students happy in teaching

learning process.

That is why song is very useful for students because, with song teacher can

stimulate student’s brain to learning English more interesting so that the students

will enjoy with English teaching process and will be serious to study English

vocabulary. Teaching vocabulary through song is not only sing or reading lyric of

song and fun so that is make the students passive but also process of the teaching

these vocabulary to be applied in activities in a form of communication the

students was taught how memorize for a spelling test and pronoun word by word

about the meaning.

7Mustafa Sevik, Developing Young Learners’ Listening Skill Through Songs,( Ocak Cilt:20

No:1 Kastamonu Egitim Dergisi, 2012 ),p 327-340 8Jeremy Harmer, How To Teach English (England:Longman,1998),p.319

5

According to Rosonova, she says in her thesis that using music is effective to

teaching vocabulary.9 In addition, Kayyis states in her journal that we can

increase students’ vocabulary mastery by using pop song.10

Based on preliminary research conducted at SMP PGRI 6 Bandar Lampung, the

researcher found that teaching and learning by using song has been applied in

there. From the result of interview, the teacher said that she had applied this song.

Although the teacher had used song in teaching vocabulary, the students got low

score, besides that the students got some problems with their vocabularies such us

understanding the meaning of words and remembering vocabulary. Most of them

got scores for their vocabulary test below the criteria of minimum mastery at the

school. the researcher found the data that obtained by interviewing the English

teacher Windarti S.Pd who is teaching in SMP PGRI 6 Bandar Lampung, she said

that teaching and learning vocabulary through song is applied there. From the

interview it was found that many students at eighth grade experienced difficulty

in mastering vocabulary although the teacher had used song. Many students have

problems in mastering vocabulary such as understanding the meaning of the

words.11

Here is the students’ achievement of vocabulary mastery at eighth grade:

9Veronika Rosonova, Thesis “The Use of Music in Teaching English” Masaryk University

10Rahmatika Kayyis, Building Vocabulary Using Pop Song, Vol I, (published in the STKIP

Pringsewu at 1 january 2015). 11

Windarti S.Pd, The English Teacher at SMP PGRI 6 Bandar Lampung January 15th

, 2016.

6

Table 1

Students’ Score for Vocabulary Test inEighth Grade of SMP PGRI 6 Bandar

Lampung in 2015/2016 Academic Year.

No Score The number of students

VIII

A

VIII

B

VIII

C

VIII

D

VIII

E

VIII

F

Total Percentage

1 ≥ 70 29 25 22 24 11 15 98 42%

2 < 70 11 13 12 15 19 25 133 58%

Total 40 38 39 39 30 40 226 100%

Source: Document of English score at the Eighth Grade of SMP PGRI 6 Bandar Lampung in the

Academic Year 2015/2016

From the table above, it can be known that English learning achievement of

students in SMP PGRI 6 Bandar Lampung was still not optimal yet, although the

teacher has used song in teaching vocabulary. The researcher only found 98

students got good score over average score 70 of KKM (Criteria of Minimum

Mastery) and the others got under average scores, so the students had difficulty in

learning vocabulary although the teacher had used song.12

As such, the researcher wanted to know the teaching and learning process of

English subject in SMP PGRI 6 Bandar Lampung by observing the song used by

English teacher in teaching vocabulary and song as media in teaching learning

process. In addition, the researcher wanted to find information about the causes of

12

Windarti S.Pd, The English Teacher at SPMP PGRI 6 Bandar Lampung Mei 3th

, 2016.

7

the students and the problem faced by the teacher and students in teaching

learning process of vocabulary.

Based on the background above, the researcher conducted this research entitled

Teaching and learning Vocabulary through Song at the Second Semester of the

Eighth Grade Students of SMP PGRI 6 Bandar Lampung in the Academic Year

of 2015/2016.

B. Identification of the Problem

Based on the background of the problems that has been discussed above, the

problems of the research are formulated as follows:

1. The students got low score.

2. The students got some problems with their vocabulary activities.

3. The English teacher has used song in teaching and learning vocabulary but not

effective and maximal.

C. Limitation of the Problem

The limitation of the problem is the process of teaching and learning vocabulary

through song and the problem of the teacher and students in teaching and learning

vocabulary by using song at the second semester of eighth grade of SMP PGRI 6

Bandar Lampung in academic year of 2015/2016.

8

D. Formulation of the Problem

Based on the identification and the limitation of the problems before, the

researcher formulates the problem as follows:

1. How is the process of teaching and learning vocabulary through song at

second semester of Eighth Grade at SMP PGRI 6 Bandar Lampung in

academic year of 2015/2016?

2. What are the teacher’s problems in the process of teaching vocabulary through

song at Second Semester of Eighth Grade at SMP PGRI 6 Bandar Lampung in

academic year of 2015/2016?

3. What are the students’ problems in the process of teaching learning

vocabulary through song at Second Semester of Eighth Grade at SMP PGRI 6

Bandar Lampung in academic year of 2015/2016?

E. Object of the Research

Based on formulation of problem, the objectives of the research are as follows:

1. To know and describe the process of teaching vocabulary by using song at

second semester of the eighth grade of SMP PGRI 6 Bandar Lampung in

academic year of 2015/2016.

9

2. To know and describe teacher’s problems in the process of teaching

vocabulary by using song at second semester of the eighth grade of SMP

PGRI 6 Bandar Lampung in academic year of 2015/2016.

3. To know and describe students’ problems in the process of learning

vocabulary by using song at second semester of the eighth grade of SMP

PGRI 6 Bandar Lampung.

F. Uses of the research

The uses of the research are as follows:

1. Theoretically: To motivate the students of SMP PGRI 6 Bandar Lampung in

learning English especially in English vocabulary by using song.

2. Practically: To give information of the English teacher of SMP PGRI 6

Bandar Lampung that using song is useful in improving students’ vocabulary.

G. The scopes of the research

1. The subject of the research

The subject of this research was the second semester students of eighth grade of

SMP PGRI 6 Bandar Lampung in academic year of 2015/2016.

2. Object of the research

Tthe research was the process of teaching and learning vocabulary especially by

using song.

10

3. Place of the research

Place of the research was conducted at SMP PGRI 6 Bandar Lampung. It is

located on Jl Letkol Hi. Suratmin No. 33 Kel. Way Dadi, Kec. Sukarame, Kota

Bandar Lampung.

4. Time of the research

The research was conducted at the second semester in academic year of

2015/2016.

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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Teaching English as a Foreign Language

Teaching is process done by the teacher to share their knowledge, experience and

material preparation the aim of teaching can be reached. Teaching can also

defined as providing opportunities for students to learn. However, students may

not always learn what the teacher intend to teach about and sometimes they may

also learn notion which teacher do not intend them to learn.

Actually in teaching there are three elements to combine. Sprinthall says that

teaching demand a combination of three elements: transmitting knowledge,

teaching of process inquiry and encouraging interpersonal relationship. The way

of teaching and assessing will depend on the level and the goal of the teacher

select before.13

It means that before teaching we have to consider level of students

and purpose of teaching.

Teaching also is the systematic activity which includes many components. Every

component cannot be separated, but it has to be run together dependently and

continually. For the reason, it is necessary for having a good management in

teaching. It should be considered about ability of the teacher in managing the

13

Richard C. Sprinthall. Educational Psychology, Developing Approach (Canada : Addison

Wesley Publishing Company, 1977), p.382

12

class, his skill, and also the professionalism of the teacher so that teaching goal

can be achieved. And also teaching is guiding and facilitating learning, enabling

the learning to learn, setting the condition for learning. Our understanding of how

the learners learn will determine our philosophy of education, teaching style,

Approach, methods, and classroom technique. According to Harmer, teaching

means to give someone knowledge or to instruct or to train someone.14

It means

that to show somebody how to do something or to change somebody’s idea.

Teaching English is a foreign language in Indonesia. Wilkins also says that

teaching English as foreign language is not the mother tongue of any group within

the country where it is being learned.15

It means that the students who learned

English as foreign language have a little opportunity to use their English in real

life situation. Teaching a foreign language is to provide the students with the

skills which enable to communicate orally with speakers of other nationalities

who also learn this language.

Based on the explanation above the researcher conclude that the teaching is a

systematic activity which includes many components to share knowledge,

experience and also building their attitude, character and change somebody’s

ideas and manage three elements: transmitting knowledge, teaching of process

inquiry and encouraging interpersonal relationship.

14

Jeremy Harmer, How To Teach English (England : Longman, 2002), p.56 15

D.A Wilkins, Linguistics In Language Teaching (London : Edward Arnold Publisher,

1980), p.7

13

B. Concept of Teaching and Learning

Teaching is the systematic activity which includes many components. Every

component cannot be sparated, but it has to be run together dependently and

continually. For the reason, it is necessary for having a good management in

teaching. According to Brown states, “Teaching is guiding and fasilitating

learning, enabling learner learns will determine your philosophy of education,

your teaching style, your approach, method, and classroom technique”.16

From

the theoris above, it can be conclude that teaching is to give (someone)

knowledge, setting the conditions for learning.

Learning is a process of changing from not knowing to knowing. Particulary, this

research discusses the learning process of vocabulary in English especially about

noun. According to Brown, learning is acquiring or getting of knowledge of a

subject or a skill by studying, experiencing, of instruction. It is relatively

permanent change in a behavioral tendency and the result of reinforced practice.17

In addition, learning involves activeness, concious focus on and acting upon

events outside or inside the organism, and also some froms of practices, perhaps

reinforced practices. Learning can be defined as changes in behavior. This change

occurs as a consequence of experience in some forms of practices. Learning can

be defined as changes occurs as a consequence of experience in some specify

16

H. Douglas Brown, The Principle of Learning and Teaching, (New Jersey, Prentice hall,

2000), p.7 17

Ibid, p.7

14

situation. The change brought about by developing a new skill, understanding a

scientific law, and attitude. The change is not merely incidental or natural in the

way the human appearance change as people get older.18

According to the theories above, it can be concluded that teaching is to give

(someone) knowledge, setting the conditions for learning and learning is the

process of getting the students understanding for the lesson that the teacher give

to them.

C. Concept of Vocabulary

1. Definition

According to Caroline T. Lines, “Vocabulary is the collection of words than an

individual knows.19

According to Jack J. Richard, Jhon Platt, and Heidi Weber

say, “ Vocabulary is a set of lexemes, including single words, compound words,

and idioms.20

From the statement the researcher making decision that vocabulry

means the total number of words or phrases of language, including single words,

and idioms that individual knows. When we only know the form and meaning and

do not know the implementation of vocabulary will be useless.

18

Guy Lefancois, Psychology for Teaching, (California: Wadsworth Publishing

Company,1972), p.8 19

Caroline, T.Linse, Practical English Language Teaching: Young Learners, (New York :

McGraw Hill. 2006), p.121 20

Jack Richard, John Platt, and Heidi Weber, Longman Dictionary of Applied Linguistic,

(United Kingdom : Cambridge University Press. 1995), p.370

15

Vocabulary is necessary in language learning, because without vocabulary we

cannot understand a language. Vocabulary is needed in all aspects of language

and without vocabulary; we cannot say information very well. In other word

vocabulary is the basic element of a language which will make a language can

understand and have meaningful. Thornbury says that vocabulary plays an

important role in language; because without vocabulary it is impossible develop

language.21

Cameron says that “vocabulary is fundamental to using the foreign

language as discourse.”22

According to the theories above researcher can conclude

that vocabulary is very important component in language learning especially in

English. Without vocabulary we cannot communicate each other and also without

vocabulary we can not to exchange our mind. Vocabulary is very important

component in language learning because vocabulary we use to express our ideas,

our skill can say good if we can mastery vocabulary better such as in speaking,

writing, and reading. So, How we can speak very well if we have no vocabulary,

how we can make good written if we lake in vocabulary, how we can understand

the meaning from a story. So vocabulary is very important component of

language and it is very useful for our daily activity in the class.

2. Types of Vocabulary

21

Thornbury , Oxford Advance Learn Dictionary of Correct English, (oxford :1984), p. 5 22

Lyne,cameron. Teaching learning to young learners,(London : Cambridge university press.

2002), p. 45

16

Vocabulary has some types that needs to be learnt. There are types of vocabulary

that are explained by the experts. One of explanations is explained by Thornbury.

He explained that there are at least four types of vocabulary.23

There are a.

Adverb b. Adjective c. Noun d. Verb. Those can be desribed as follows:

a) Adverb

There are some definition of adverb that proposed by the experts. Frank sates

that adverbs are words that described or modify verbs, adjective, and other

adverbs.24

It means that adverb can be used to describe or modify verbs,

adjective, and other adverbs.While Sjah and Enong states that adverb is a

word that explain about how, where and when a thing happen.25

It means that

adverb related with the how the process, time and the thing happen.

Examples: now, tommorow, certainly, maybe and others.

From the statement before, it can be concluded that adverb is a word that

modify verbs, adjectives, and other adverbs and can explaine how, when, and

where a thing happen. For example: now, tomorrow, certainly, maybe and

others.

b) Adjective

23

Scott Thornburrry, How to Teach Vocabulary, (England. Pearson Education Limited,

2002), p.13 24

Marcella Frank, Modern English a Practical Reference Guide, (New York: New Jersey,

1972), p.141 25

Sjah and Enong, Modern English Grammar, Jakarta: Cv Simplex, p.72

17

There are some definitions of adjective that proposed by the experts. Frank

states that adjective is modifers that has the grammatical property of

comparison.26

It is often identified by special derivational ndings or by special

adverbial modifers that precede it. It most usual position is before the noun it

modifers, but it fills other possitions as well. While Sjah and Enong states that

adjective is a word that use to expand and narrow the meaning noun.27

It

means that adjective is a word that describe noun. For example: beautiful,

good, small and others. From the statements before, it can be conclude that

adjective is a word that describe and has grammatical property of comparison.

For example: beautiful, good, small and others.

c) Noun

There are some definitions about noun that proposed by the expert. Frank

states that noun is one of the most important of speech.28

Its arrangement with

the verb helps to from the sentence core which is essential to every complete

sentence. While Sjah and Enong states that noun is a word used to name

people, place, plant, object, animal, quality and abstract concepts.29

It means

that noun is related with name of something like place, plant, people and

others. For examples: Jhon, student, house, chair, rose, dog, honesty.

26

Marcella Frank, Op.Cit, p.109 27

Sjah and Enong, Op.Cit, p.27 28


Djalinus Sjah and Azimar Enong, Op.Cit, p.15

18

From the statement before, it can be concluded that noun is one of the most

important parts of speech that can use to name people, plant, object, animal,

quality and abstract concepts.

d) Verb

There are some definitions about verb that proposed by the expert. Frank states

that verb is the most complex part of speech.30

Its varying arrangements with

nouns determine the differents kinds of sentences statements, questions,

commands, exclamatios. Like the noun, the verb has the grammatical properties

of peron and number, properties which require agreement with the subject. While

Sjah and Enong states that verb is a word that is showed measure and condition of

a thing.31

it means that verb can be used to show the measure and condition of

thing. For examples: write, read, listen and others.

From the statement before, it can be concluded that verb is a word that the most

comple part of speech and show measure and condition of a thing. Verb has the

grammatical properties of person and number, properties which require agreement

with the subject.

Vocabulary is listing all words that need to be known and learnt and the types of

vocabulary are adverb, adjective, noun and verb. All the types of vocabulary need

to be known and learnt for the successful of mastering vocabulary.

30


Djalinus Sjah and Azimar Enong, Op.Cit, p.30

19

D. Concept of Teaching and Learning Vocabulary

Vocabulary is the vital component or important thing of the language. The

students should know the difficult or complexity of word, and as the teacher

should decide how to teach vocabulary more interesting on the class. One of the

goals in teaching English has aim giving introduce vocabulary. Teaching English

has aim giving introduction the language which means that the teaching process

has benefit in the existing context of situation. According to wallace, there are six

principles on which teaching vocabulary is to be based, they are:32

a. Aims

The aim have to be clear for the teacher, he or she should consider how many list

of words, and the teacher expects the learners to achieve and what kind of words

they are.

b. Quantity

The teacher may have to decide the number of vocabulary items to be learnt. How

many new words in the lesson can be achieved by learners? If there are too many

words, the learners may be confused, discourage, and frustrated.

c. Need

In any case, one would hope that the choice of vocabulay will relate to the aims of

a course and the objective of an individual lesson, it also possible for the teacher

to take responsibility of choosing the vocabulary to be taugh for the students. In

32

Michael J. Wallace. Teaching Vocabulary, (London:Biddles Ltd, 1982), p.27

20

other words, the students are put in a situation when they have to communicate

and get the words they need.

d. Frequent Exposure and Repetitions

It is seldom, however that we remember a new word simply by hearing at the first

time. There has to be a certain amount of repetition until there is evidence that

students have learned the target word.

e. Meaningful Presentation

The learners must have a clear and specific understanding of what it denotes or

refers to, i.e. it is meaning involves many other things as well. This requires that

the words can be presented in such a way that it denotation or reference is

perfectly clear and ambiguous.

f. Situation Presentation

The choice of words can be various according to the situation in which we are

speaking and according to how well we know the person whom we are talking

(from informal to formal).

Based on explanation above, it can be concluded that they are principles in

teaching and learning vocabulary, such as aim, quantity, need, frequent exposure,

repetition, meaning and situation preentation. Besides that, teacher’s principles

are an importan aspect of their belief systems, and it is result of teaching

21

experience, training, or their own experience as learns. Good principles of

teaching and learning are useless without good teacher’s principles in teaching

process. So, there is compatibility between principle of teaching learning and

teaching principle. Then the aim of teaching learning can be gained.

Thornbury have five factors that are related to teaching set of words that must be

considered by the teacher:

1. The level of the learners

2. The learners likely familiarity with words

3. The difficulty of item

4. Their teaching ability

5. Whether items are being learned for production (in speaking and writing) or

for recognition only (in listening and reading).33

From the definition above, the researcher concludes that teaching vocabulary

must knowing about five factor above to be a good teacher like level of learners,

learners likely familiarty with words, difficulty of item, their teaching ability in

listening and reading.

Teaching vocabulary is cleared more than just presenting new words. Teacher has

to be careful in selecting vocabulary that will teach. Both the students and teacher

need to know how it talks about language at various point during learning and

33Scott Thornbury, How Teach Vocabulary,(London : Longman L.td, 2002), p. 75-76

22

teaching.34

In teaching vocabulary teacher must make the conditional class and

should be relized that learning a language always deals with a large number of

words that it is difficult for the students to memorize difficult words. Knowing

how words are described and categorized can help us understand the decisions

that syllabus planners, material writes and teacher make when it comes to

teaching of vocabulary.35

In teaching vocabulary, the teacher has responsibility to

make students successful. English teacher not only gives the students a list of

words but also relates them to context of words in motivating the students.

Teacher is a guide who help the students in discovering the meaning of word. The

purpose of learning vocabulary is to understand the meaning of word and use it

concrete sentence. How to make the students memorize some word easily, the

teacher has to create more effective ways to teach vocabulary.

E. Problem in Teaching and Learning Vocabulary

1. Teacher’s Problem in Teaching Vocabulary

Teaching vocabulary is clearly more than just presenting new words. Teacher

must be careful in selecting the vocabulary that he/she will teach. Both students

and teacher need to know how it talks about language at various points during

learning and teaching.36

It means, the teacher has to master more vocabulary than

students, So if he/she wants to teach, they must know the point of language and

34

Jeremy, Harmer, How to Teach Englis, (London: Longman, 1998), p.34 35

Scott Thornbury, Op.cit,p.3

36

Ibid,p.34

23

vocabulary that will be delivered in learning and teaching process. However, there

are Some problems faced by the teacher in teaching vocabulary which affects the

outcomes of teaching learning vocabulary in the class. Some of those problems,

as Thakur states, can be described as follows:

a. Over-crowded classes’ teachers of English experience a lot of problems in

handling such a big class. It is difficult to pay do attention to individual

students and it is very much desirable in English classroom.

b. Lack of Component Teachers: In component teachers are the main source of

trouble as far as the teaching of English in schools. They are either trained in

old methods and have never cared to look for something better in new

techniques or there are those who receive new insight but never apply their

knowledge to actual teaching work and remain satisfied with routine methods.

Sometimes, English is taught by those who did not afar this subject while

under training.

c. Faulty methods of teaching in the teaching of English suffer from the faulty

methods of teaching. In most of the schools, the translation method is the sole

favorite with the teachers. The teacher pick up the reader, translates the

paragraph, write the meanings of difficult words on the blackboard and

assigns some homework and that is all. No attention is ever paid to

pronunciation practice, listening comprehension and structure practice so that

24

when they pass out, they are as ignorance as they were when they first entered

the English class.

d. Non-available of good textbooks: the textbook of English used in school are

sub-standard. The books are editing or written by those who are not actual

practicing teachers. No effort is made to select beforehand graded vocabulary

for use in the text books.

e. Apathy to New Technique and procedures: most of the teachers working in

middle and high schools are both ignorant and apathetic to the new techniques

and procedures of teaching English. The new generation of teachers is being

given training in new methods but the teachers fail miserably when they are

actually put on the job.

f. Inadequate provision of teaching Aids: a general survey of teaching in schools

would reveal that most of the teaching is being done without the help of any

aid. The teacher of English hardly takes any initiative to prepare even simple

charts or flashcards which can greatly help them in teaching their subject

well.37

From the explanation above, it can be concluded that some of problems faced by

teacher in teaching vocabulary are over-crowded classes, lack of teachers, faulty

methods of teaching, non-availability of good text-books, apathy to new

37

Jyati Thakur, Challeges and Prospects in Teaching English,(India : Chitkara University,

2013), pp. 127-128

25

techniques and procedures, and inaquate provision of teaching aids. All of those

problems should be solved to make the teaching process successful in the class.

2. Student’s Problem in Learning Vocabulary

A student is trying to use the language by using vocabulary into certain sentences

in order to be able to communicate and transfer their ideas in any activity of

learning language. In learning vocabulary, students may have problems. They

include:

a. Pronunciations, research show that are difficult to pronounce are more

difficult to learn. Potentially difficult words will typically be those that

contain sounds that are unfamiliar to some groups of learners.

b. Spelling; sound-spelling mismatches are likely to be the cause of errors, either

of pronunciation of spelling, and can contribute to a word’s difficulty. Words

that contain silent letters are particularly problematic.

c. Length and complexity, long words seem to be more difficult to learn that

short ones. Dealing with complex words also tends to be more difficult than

the simple one.

d. Grammar, also problematic is grammar associated with the word grammar of

phrasal verb is particularly troublesome. Some phrasal verbs are separable,

but others are not.

26

e. Meaning, when two words overlap in meaning, learners are likely to confuse

them. Words with multiple meaning can also be troublesome for learners.

Range, connotation, and idiomaticity, words that can be used in a wide range

of context will generally be perceived as easier than their synonyms with a

narrower range. Uncertainty as to the connotations of some words may cause

problems too.38

According to the theory above the researcher can conclude that the student’s

problem of learning vocabulary are: Pronunciation, Spelling, Length and

Complexity, Grammar, and Meaning.

From the explanation above, it can be concluded that in learning vocabulary, the

students may have some problems and difficulties. Some of those problems are

the students felt that the teacher explanation for meaning or defintion,

pronunciation, spelling, and grammatical function is boring, students only

learning as knowing the primary meaning of new words. Students usually only

acquire new vocabulary through new words in their textbooks or when they are

given by teachers during classroom lessons and they do not want to take risk in

applying what they have learnt.

F. Concept of Media

1. Concept of Media

According to Arsyad, the use of instructional media in teaching learning can

generate new desires and interest, generating motivation and stimulation of

38Ibid.pp.27-28

27

learning activities and even bring the psychological effects on students.39

Media is

thing or tools that can be used to send message and can stimulate the mind can

generate attention, excitement, and willingness of the learners that can foster

learner’s self in the teaching and learning process. But in the other word, to

understanding the media in the learning and teaching process it can defined as the

graphic, photographic, or electronic means to capture and process the visual or

verbal activity and information. Media also can called as a everything that can be

used in teaching and learning to give information, messages, feelings, concerns,

and can stimulate the ideas of learners’. So media can help the students in the

learning process in the classroom. Daryanto says that media are tools to send the

message and information to the receivers. Daryanto notes that there are some

functions of media:40

a. To make the message clear.

b. To handle the limitation of room, time, energy, and the five of senses.

c. To gain the motivation of learning, interacting direly between the students and

the learning sources.

d. To make the students be appropriate with skills and the ability of visual,

auditory, and kinesthetic.

e. To give the same stimulation, experience and perception.

f. To deliver the message of the lesson to the students.

39

Azhar Arsyad, Media Pembelajaran,(Jakarta: Raja Grafindo Persada, 2011), p.20 40

Daryanto, Media Pembelajaran,(Bandung: PT. Sarana Tutorial Nurani Sejahtera, 2011), p.5

28

2. Kinds of Media

According to Arsyad teaching media can be classify into three categories. They

are:41

a. Visual media

They are media that can be seen. It can be formed of picture, moving picture,

moving picture or animation and flashcard.

b. Audio media

They are media that can be listened. It means that audio media ha sound

which is listened by students. The contents messages is in the form of

audiotape form such as vocal cord/tape recorder and video compact disk

which can stimulate throught feeling, idea of the students.

c. Audio visual media

They are media that have sound and picture. Video is an example from audio

visual media in teaching and it has a visualization because it is produced to

get moving pictures that look like reality form. It described science theory and

animated.

In this study, the researcher used audio media named song as the interaction

media, because by using song it can motivate the students to learn and pay

attention to the material given.

41

Op.cit,pp.27.28

29

G. Concept of Song

According to Qurnia thesis song is a set of or group of words which are contacted

in/or not in poetic phrases, sentences, or composition with the musical

accompaniment.42

Song is one of teaching media that can be used to teach any

material, it used to create more relaxing in learning foreign language. It also can

be used to teach vocabulary, because in the lyrics of songs there are several kinds

of vocabularies. Using song in teaching learning language is not a new technique.

Many material have been designed to use songs to teach vocabulary, syntax, and

objective of discussion.43

.According by the statement of Jeremy Harmer “music

is a powerful stimulus for students’ engagement precisely, because it speaks

directly to our emotions while still allowing use to use our brain to analyze it and

it effects if we so wish.44

In the statement above it means that song or music can

make modification atmosphere or prepare the students for new activity in the

classroom.

Song is very useful and important because we can make class more enjoyable and

more colored if we choose them well. In addition Sevik points out that song are

important for teaching tools in creating a safe and natural classroom at ethos and

therefore may prove to be helpful in overcoming feelings or shyness and

42

Ulfatul Qurnia, The Use of Songs to Improve Students’ Pronounciation for Student of

Walisongo State for Islamic Studies, 2008/2009. Available online at:Http://www.Improving-The Use

song-to Improve-student-pronunciation-Pdf. Accessed on January 7th

, 2016 43

Eunice Santoso, Learning English with Fun Through Popular Songs, (Jakarta: Papas

Snanti, 2009), p.9 44

Jeremy Harmer, How To Teach English(London : Longman, 1998), p. 153

30

hesitation on the part of learners.45

It mean song have important role in the

teaching and learning process. As tools song can help the teacher to make create

an enjoyable class and creative students, so they can outpour all of idea very well.

Song have many meaning, song can appreciate what the felling inside. Some

people have a favorite song and it can appoint a personality.

1. Models of songs

According to the statement above there are two criteria to selected songs as the

bellows. After all, song should be carefully selected for the students. Lems makes

the following suggestion:46

a. Song lyrics should be clear and loud, not submerged in the instrumental

music.

b. The vocabulary load for the song should be appropriate to the proficiency

level. With other learners, however, it fast pace, obscure references, and lack

of repetition could prove troublesome, as could the word inversion in lines.

According to the theories above, it can be conclude there are two criteria to

selected songs in teaching learning vocabulary throug song with attention song

lyrics and the vocabulary load for the song.

45

Mustafa Sevik, Developing Your Learners’ Listening Skill Through Song( a Journal, Vol.1,

2012), p.332 46

Kristin Lems, For a Song: music accross the ESL, (Paper Presented at the annual

convention of Teachers of English to Speakers of Other Language, Chicago), 1996.

31

2. Kind of songs

a. Classical

As the name suggests, classical songs are those in which traditional music plays a

main role. These songs were first composed by artist like Johann Sebastian Bach,

Wolfgang Amadeus Mozart, Ludwig van Beethoven, to name a few.

b. Pop

Pop songs are those which have contemporize lyrics and an upbeat rhythm,

basically meant for the youth culture. Some of the popular artists of this genre are

Michael Jackson, Madonna, Britney Spear, Justin Timberlake, Backstreet Boys,

and Cher.

c. Rock

Rock songs are the most popular among teenagers and youngsters. They consist

of clear piece of lead guitar, drums, and keyboards as some of the main

instrument.

d. Metal

Metal songs are a bit more hard-sounding than rock songs. These songs have

pitches and screaming vocals, heavy guitar leads, and solid drum work. In a

32

majority of metal songs, power chords and riffs are used. They may consist of

random lyrics, as the primary focus is on the music.

e. Hip-hop

In hip hop or rap songs, the singer lyrics recites in an off –beat manner but with

the continuity of the rhythm. These songs primarily include solid rhythmic beats

and synch, with a focus on the way the lyrics are sung.

f. Ballads

Ballads are songs which includes a narration of a story in a musical way. These

are basically slow songs but may contain components as well. Generally, ballads

have an emotional touch to them, owing to the lyrical content.

g. Dance

Dance songs are those which are fast and have a thumping rhythmic pattern.

Lyrics are not given much importance in these songs.47

According to theories above, it can be concluded there are seven kinds of songs

classical, pop, rock, metal, hip-hop, ballads, and dance. The researcher choose

pop song in teaching learning process.

Song is audio media which present tone and lyrics become more popular in our

society. Song is one of teaching media that can be used to teach any material, it

47

http://www.buzzle.com/articles/types-of-songs.html 6 june 2011

http://www.buzzle.com/articles/types-of-songs.html

33

may be used to create more relaxing in learning foreign language. According to

Sevik, points out that song is important for teaching tools in creating a safe and

natural classroom at ethos and therefore may prove to be helpful in overcoming

feelings or shyness and hesitation on the part of learners.48

According to the

theories, it can be concluded that song has important role in the teaching and

learning process. As tools, song can help the teacher to create an enjoyable class

and creative students, so they can output all of idea very well. Song has many

meaning, song can appreciate what the feeling inside.

There are some experts of language methodology also agree that using song is a

good way to learn vocabulary. Songs are connected with a feeling natural and

happy. For this reason, most students appreciate song and enjoy participating in

them even if they are familiar with the song. Song could be found to give practice

in a elements and components of language and could be use for different types of

communication to assess the effectiveness of learning vocabulary through song in

the classroom, it can helping the teacher to find out whether students benefit from

such experience.

Moreover, it is crucial to see what the song can be effective in process learning

and help the students feel comfortable and enjoyed in the subject of vocabulary.

In order to communicate in the foreign language, students should get an adequate

48

Mustafa Sevik, Developing Your Learners’ Listening Skill Through Song, a Journal,

Vol.1,2012,p.332

34

number of words and they should know to using them accurately. Lynch stated

there are some reason song can work exceedingly well in the foreign language

classroom include the following:

1. Songs almost always contain authentic, natural language.

2. A variety of new vocabulary can be introduced to students through songs.

3. Songs are usually very easily obtainable.

4. Songs can be selected to suit the needs and interests of the students.

5. Grammar and cultural aspects can be introduced through songs.

6. Time length is easily controlled.

7. Students can experiece a wide range of accents.

8. Song lyrics can be used in relating to situtions of the world around us.

9. Students think songs are natural and fun.49

Learning a language should be enjoyed, fun, interactive and exciting. In another

words that the learners will get the knowledge, information, or learn something

well when they are experience interest, interactive and exciting atmosphere in the

teaching learning process. It can be said, there are some aspects considered as a

cause that can influence the teacher’s in the teaching learning method or

technique, materials, and place. The media that using in the classroom is an

49

Larry M.Lynch http://www.exploringabroad.com/articles/song-for-english.htm.accesed on

[December 12,2011] [04.36 P.M]

http://www.exploringabroad.com/articles/song-for-english.htm.accesed

35

important role in making the learners learn very well. In teaching and learning

English we must teach use opportune technique, media in English teaching,

technique in order to ease the students can interest and memorize. First we must

make the learners know the direction of the lesson and happy with the vocabulary

lesson.

One of media that could be applied in teaching vocabulary is used song. The

teacher can use a simple and easy song that is suitable with learners’ ability and

the teacher should select the song that used in the classroom. It makes the learners

enjoy in singing what kind of song that they like.

H. Teaching Vocabulary Through Song

Teaching is process done by the teacher to share their knowledge, experience and

the material to students.50

Teaching vocabulary is cleary more than just presenting

new words. Teacher has to be careful in selecting the vocabulary that she/he will

teach. Both students and teacher need to know how it talks about language at

various points during learning and teaching. Harmer argues that music is a

powerful stimulus for students’ engagement precisely, because it speaks directly

to our emotions while still allowing use to use our brain to analyze it and it effects

50

Jeremy Harmer, The Practice Of English Language Teaching, (Malaysia, Pearson Educated

Limited, 2007), p. 263

36

if we so wish.51

It means that song or music can make modification atmosphere or

prepare the students for new activity in the classroom.

a) Eight procedures of applying song in teaching learning:

1. Introduce the lesson as an easy and enjoyable way to learn new words.

2. Ask the students to work in pairs.

3. Hand out a sheet of paper. The content of paper are words.

4. Let the students listen the song.

5. Ask the students to circle the word that they listen. The students must listen

carefully in order to make out the exact words being song.

6. Repeat the song 3 time until the students finished circling the word.

7. Checks their work one by one. After the teacher finish checks their work, the

teacher gives a copy of song lyric.

8. The teacher ask the students for a word’s meaning, give clues such as an

exaggerated tone of voice and appropriate facial expressions.52

from the procedures above, the researcher assumes that students will be easy to

understand the material and easy to memorize the vocabulary also will not feel

bored in the classroom.

I. The Advantages and the Disadvantages of Teaching Vocabulary Through

Song

51

Jeremy Harmer, Op.Cit, p.366 52

Kuran Puasa, Teaching English Through Song (Bandung : Yrama Widya, 2013), pp.16-17

37

1. The Advantages of Teaching vocabulary through Song

a. Create a welcoming atmosphere (it is the function of song as a warmer,

students are expected to be enthuasiastic in learning process).

b. Facilitate a positive learning mood and motivate students In learning (music

helps students to focus on the material discussed and raise their concertation

in the learning activities).

c. Connect students to content topics (students are expected to understand the

topic that they studied through songs lyrics.)

d. Reduce learning stress levels (as a filler, when students are boring, teacher can

stimulated them by playing music to make they active again).

e. Stimulate imagination and creativity (music is good stimulus to imagine, it

can explore students’ creativity).

f. Reinforce grammatical structures (students are easy to understand the

structure sentences of song).

g. Embed new vocabulary (students can improve their vocabulary through song).

h. Make learning English fun for students (it make teaching learning atmosphere

have fun for students, so they feel enjoy in the class).53

According the advantages of using song above, the researcher conclude that the

use of song in teaching learning process is good effect to activate understanding

53

Qunia Thesis, Op.Cit, pp. 13-14

38

and make learners easy to memorize the material. In other hand, the using of

songs in teaching learning process has disadvantages. Those are:54

2. The Disadvantages of Teaching Vocabulary Through Song

a. Song disturb concertation when applying to people who hate a song.

b. Song can hurt eardrum if it is so loud.

According the disadvantages above, we know that the use of song in teaching and

learning process has good effect than bad effect. Song gives good effect to

activate understanding and make the students easy to memorize the material.

54

Ibid. p.16

39

CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

In this research, the researcher used qualitative research. Qualitative research is a

research that produces descriptive data in the form of written words or oral from

the subject and its behavior that can be observed, therefore the goal of the research

is an individual understanding and its background completely.55

Qualitative

research is naturalistic research method because the research did on natural

setting.56

It means that this research is describing how to process of student’s

vocabulary especially using song, it should appropriate with syllabus of the

Students at Second Semester of The Eighth Grade where the students should be

able to do practice vocabulary mastery.

By this qualitative research, the researcher focused on the teaching and learning

vocabulary process through song at the second semester of the eight grade of SMP

PGRI 6 Bandar Lampung academic year 2015/2016.

B. Research Subject

In this research the researcher used purposive sampling technique. According to

Arikunto, purposive sampling technique is sampling technique which is done

55

Ag Bambang Setiyadi. Metode Penelitian Untuk Penelitian Bahasa Asing (Yogyakarta:

Graha Ilmu, 2006), p.219 56

Sugiono.Metode Penelitian Kuantitatif Kualitatif dan R&D (Bandung : Alfabeta, 2012), p.7

40

because limited time and finding.57

According to Marguerite et.al, purposive

sampling technique is a common procedure used in qualitative research that

identifies key informants or person who have specific knowledge about the topic

being studied. The type of purposive sampling that a researcher may decide to use

depends on the purpose of the study. 58

It means in this research, researcher choose

the subject according to the need and purpose of the research.

In this research, the researcher used VIII F students to the second semester of the

eighth grade of SMP PGRI 6 Bandar Lampung Academic Year of 2015/2016.

There are six classes which consist of 226 students. In this research, researcher

used the data from VIII F class at the second semester. The researcher took one

class as the sample of this research and the data obtained from the students of

class VIII F consists of 40 students as the sample, it was based on the data of

students’ achievement that has the lowest score for all classes.

C. Data Collecting Technique

In this research, there are some steps that used conducted in gaining the data from

beginning until the end of teaching learning process. Therefore, in this research,

the researcher conducted the observation, interview, questionnaire as triangulation

of the data of this research. The steps are as follows:

57

Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Yogyakarta : Rineka

Cipta, 2002), p.127 58

Marguerite, Et.Al, Methods in Educational Research: from Theory to Practice,( San

Francisco: Jassey-Bass, 2006), p.162

41

1. Observation

Observation is to explain the situation that is examined, the activities that take

place, individuals who are involved in an activity and the relationship between the

situation, events and individuals.59

Observation is proper use this research, which

relate with teaching learning process, students activity, and problem, which may

arise. In this research the researcher functions as observer to get the data, the

researcher made a note during teaching learning process. By using this instrument

the researcher used specification as follows:

Table3

Specification of Observation

Components of Observation No. item Total

item

To know the teacher uses song in teaching

learning process

1,2,3,4,5,6,7,8,9 9

To know the teacher’s problems in activity the

classroom

10, 11, 12, 13, 14,

15

6

To know students problems which may arise in

learning process.

16, 17, 18, 19, 20 5

2. Questionnaire

The researcher gave questionnaire to the students. Questionnaire was printed from

the data including questions or statements to which the subjects are expected to

respond.60

Direct relationship between the subject and researcher was needed to

59

Bambang Setiyadi, Op.Cit. p.239. 60

Jhon Hendri.Merancang Kuesioner Research Pemasaran.Http://Www.Stm.Kuestioner Riset

Pemasaran Universitas Guna Darma.edu.pdf. accessed on December 2 2012.p.1

42

get some information supported the data. The researcher gave the questionnaire to

the students in order to know the further opinions and to know the aspect that may

influence the students’ learning process and to confirm the answers given by their

teacher. From collecting data through questionnaire, the researcher found out that

the students response toward the teaching and learning process. Meanwhile, the

interviews grills use by the teacher are as follows:

Table 4

Specification of questionnaire

Components of Questionnaire No. item Total

item

To know students’ frame about English 1 1

To know Students’ problem in learning vocabulary 2,3,4,5 4

To know students’ opinion about song 6,7,8,9,

10

5

3. Interview

Interview is meeting of two persons to exchange information and idea through

question and responses, resulting in communication and joint construction of

meaning about a particular topic.61

Interviewing provides the researcher a mean to

gain a deeper understanding of how the students interpret a situation or

phenomenon that can be gained through observation.

61 Ibid, p.226

43

The interview was used in collecting the data from the teacher. The teacher was

asked about their opinions of the activity process including problems faced in the

use of song in the teaching and learning vocabulary. Meanwhile, the interview

grills used by the researcher were as follows:

Table 5

Specification of interview

Components of Interview No. Item Total

Item

The researcher asked teacher about the teacher’s

problem in teaching vocabulary

1,2,3 3

The researcher asked teacher about vocabulary of

students

4 1

The researcher asked teacher about the students’

participation while teaching learning process

5 1

The researcher asked teacher about song 6,7,8,9,10 5

D. Research Procedure

The procedure of research was used as follows:

1. The researcher found the population and the sample. The researcher chose the

school and the sample of the research.

2. The researcher came to the class with the teacher in order to make observation

when teaching learning process was conducted.

3. After teaching and learning process finished by the teacher, the researcher gave

the questionnaire to the students.

44

4. The researcher interviewed the teacher to know her opinion referring to the

material and the activity.

5. Analysing the data and make the report.

E. Trustworthiness of the Data

Trustworthiness is demonstaration that the evidence for the result reported is

sound and when the argument made based on the result is strong. According to

Sugiono trustworthiness has 4 criteria, such as: credibility ( internal validity),

transferability (external validity), dependability ( realibility) and confirmability (

objectivity).62

1. Credibility ( Internal Validity)

In this verification there are six kinds to verify credibility the result data of

qualitative research. Such as: extension observation, upgrading diligence,

triangulations, discussion with friend, analysis negative case and member check.

a. Extension Observation

To increase the credibility of the reseacrh, the researcher conducts extension

observation. It means the resarcher observe two times to the object of the

research in order to the researcher and informant nearer and to be rapport.

62

Sugiono,Op.Cit,p.366

45

Rapport is a relationship of mutual trust and emotional affinity between two or

more people.

b. Upgrading Diligence

Upgrading diligence is conducting the observation more accurately and continously.

Therefore, the researcher can describe the data accurate and systemetic about the

object of the research.

c. Triangulation

Triangulation is qualitative cross-validation. It assesses the sufficiency of the

data according to the convergence of multiple data sources or multiple data

collection procedures Therefore, there are triangulation sources, triangulation

technique and triangulation time. triangulation sources are from teacher, friend

and parents. Triangulation technique are observation, interview and

questionnaire. triangulation time are morning, daylight, and afternoon.

d. Analysis Negative Case

Analysis negative case is finding different data from the data has been found.

If the data there is no different from the data that has been found, therefore the

data is reliable data.

e. Using References

Using references is there are supporters to prove the data that has been found.

Such as: photos, authentic document, record tools and camera.

46

2. Transferability ( External Validity)

Transferability ( external validity) determines validity of degree that the result of

research can be applied to population where sanple taken. In order to the the other

people can understand the result of qualitative research, the researcher must make

report clearm systematic, detail and reliable. If the reader get illustration clearly,

so, the result of the research is transferability ( external validity).

3. Dependability ( Realibility)

Dependability ( realibility) is conducted by audit to the whole process of research.

4. Confirmability ( Objectivity)

Confirmability ( objectivity) is quite same with dependability ( realibility), so the

verivication can be conducted similarly.63

In addition, the method commonly used

to improve the reliability and validity in qualitative research is triangulation,

triangulation is a merger of two or more methods in collecting the data. Usefulness

of triangulation is to enrich the data by using two or more methods in collecting

the data, eventually makes more accurate conclusion. According to Cohen and

Manion in Setiyadi, there are several kinds of triangulation as follows:

63

Sugiono, ibid. p. 368-378

47

a. Time Triangulation

1) Cross-sectional triangulation is the data collection implemented in the

same time to different groups but in the longitudinal, data collection is

carried out from the same group with different time.

2) Longitudinal triangulation is the data collected from the same group at

different times.

b. Place triangulation

For more accurate data collection, place triangulation purpose is to be able to

use different places for similar data.

c. Theory triangulation

Researcher collects the data based on different theories.

d. Method triangulation

Researcher uses different methods for collecting similar data.

e. Researcher triangulation

In collecting for the same or similar data, it can be done by several

researchers.64

Based on the statement above in this research, the researcher used method

triangulation because in this research, researcher used different kind of method to

collect the data. The methods are observation, questionnaire, and interview. The

uses of triangulation are to enrich the data and make more accurate conclusion. So

64

Ibid, p. 31-32.

48

in qualitative research the triangulation is important because if the researcher

wants to get the conclusion, the researcher should have strong data.

F. Data Analysis

Data analysis is the process of organizing the data in order to obtain regularity of

the pattern of form of the research. According to Miles and Huberman there are

three major phases of data analysis: data reduction, data display, and conclusion

drawing or verification.65

These are clear explanation about data analysis process

of this research:

1. Data Reduction

Data reduction refers to the process of selecting, focusing, simplifying, abstracting

and transforming the data that appear in written up field notes or transcriptions. In

data reduction the mass of data has to be organized and meaningfully reduced or

reconfigured.66

In this case, the researcher selected the data derived from

observation on teaching and learning process, interview to the teacher and

questionnaire to the students.

65Matthew B. Miles and A. Michael Huberman, Qualitative Data Analysis (Thousand Oaks :

Sage Publications, 1994), p.12. 66

Ibid, p.10.

49

2. Data Display

Data display is second component or level in Miles and Huberman model of

qualitative data analysis. A display can be an extended piece of text or a diagram,

graph, chart, table or matrix that provides a new way of arranging thinking about

the more textually embedded data. At the display stage, additional, higher order

categories or themes may emerge from the data that go beyond those first

discovered during the initial process of data reduction.67

Some activities in

analyzing the data that will be done by the researcher in data display are:

a. Observing the teaching and learning process

In this step the researcher observed the teaching and learning process by noting

in the observation sheet to know how is the process of teaching and learning

vocabulary through song. By observing the class the researcher will know how

is the process of teaching and learning vocabulary through song.

b. Interviewing the teacher

In this step, the researcher interviewed the teacher to get information about

what are the teacher’s problems in teaching vocabulary through song by asking

some question. By interviewing the teacher, the researcher knew what are the

teacher’s problems in teaching vocabulary through song.

67

Ibid, p.11.

50

c. Giving questionnaire

In this step, the researcher gave questionnaire to the students this step was

conducted to know what are the students’ problem in learning vocabulary

through song. From display the data, the researcher got the conclusion in order

to answer all about the research questions in this research.

3. Conclusion Drawing/Verification

The last step of analyzing the data is conclusion drawing/verification. Conclusion

drawing involves stepping back to consider what the analyzed data mean and to

assess their implication for the questions at hand. Verification is linked to

conclusion drawing, entails revising the data as many times as necessary to cross-

check or verifies these emergent conclusions. Verification refers to the process

which is able to explain the answer of research questions and research objectives.68

In this step, the researcher drew the conclusion and verified the answer of research

question done in displaying the data by comparing the observation data, interview

data, and questionnaire data. Thus, the researcher got the conclusion about

teaching and leraning vocabulary through song at the second semester of the

eighth grade of SMP PGRI 6 Bandar Lampung.

68

Ibid, p.11.

51

CHAPTER IV

RESULT AND DISCUSSION

A. General Description Of Place Of Research

1. Brief History Of SMP PGRI 6 Bandar Lampung

SMP PGRI 6 Bandar Lampung is located on jl. Letkol H.Endro Suratmin no. 33

Waydadi Sukarame Bandar Lampung Telephone number (0721)701220. It was built

in 1986

SMP PGRI 6 Bandar Lampung Identity:

Name : SMP PGRI 6 Bandar Lampung

Place : Jl. Letkol H. Endro Suratmin No. 33 Waydadi Sukarame

Telephone : (0721) 701220

The Area : 6400 m2

NPSN.NSS : 10807170/ 202126002075

2. Condition of Teacher and Students of SMP PGRI 6 Bandar Lampung

SMP PGRI 6 Bandar Lampung has 42 teachers, the data of the teachers of SMP

PGRI 6 Bandar Lampung can be seen as follows:

52

Table 5

The Data of Teachers at SMP PGRI 6 Bandar Lampung in Academic Year

of 2015/2016

No Name of the Teacher Expertise

1 RIYANTO, S.Pd. Headmaster

2 YOHANES, S.Pd. Sport

3 YUDO BASKORO, S.Pd. Sport

4 SURADIJO, S.Pd. Indonesian Language

5 Dra. ROSITA RONI Indonesian Language

6 SUTARNI, S.Pd Indonesian Language

7 DESI SEPTRIYANTI, S.Pd. Indonesian Language

8 YULIATIN, S.Pd. English Language

9 SRI LESTARI P., S.S. English Language

10 WINDARTI, S.Pd. English Language

11 REPIANA SARI English Language

12 DESILIA, S.Pd. Lampung Language

13 Dra. ROSNAHAYATI Lampung Language

14 ERNA YUWITA, S.E Lampung Language

15 Dra. NURJAUHARIAH BK

16 TRI OKTANINGSIH, S.Pd. BK

17 IRMA NILAWATI, S.Pd. BK

18 ZULFA MUTIASARI, S.Pd. IPA

19 YEYEN BUDIARTI, S.Pd IPA

20 ENDANG PALUPI, S.Pd. IPA

21 Dra. DWI SUKENGSRI IPA

22 DWI PURWANINGSIH, S.P. IPA

23 SITI MARIYAM, S.Pd. IPA

24 Dra. Hj. SURYATI Social Science

25 TIARMA BR. MANIK, S.Pd Social Science

26 SUGIYANTO Social Science

27 SANTY PURWANDARI,

S.Sos. Social Science

28 Dra. TRI RAHAYU Social Science

29 YULI ARIANTI NINGRUM,

S.Pd. Social Science

30 Drs. AHMAD FAUZAN Mathematic

31 LINDAWATI, S.Pd. Mathematic

32 IDA SUMARNI, S.Pd. Mathematic

53

33 SITI FATIMAH Tapis

34 ERNAYATI, S.Ag. Reglion

35 FERAYANTI, S.Ag. Religion

36 RATIH TRESNA DEWI, S.Pd.I Religion

37 MOHAMAD SOLIHIN, S.Pd.I. Religion

38 Drs. Hi. ABUNAWAS A. USIN Religion

39 YUSTAHUDIN. S.Ag. PPKn

40 SUKAMTO, S.Pd. Art Cuture

41 ETI WAHYUNINGSIH, S.Pd. Computer

42 HASNOVA RINI, S,Kom. Computer

(Source: documentation of SMP PGRI 6 Bandar Lampung in academic year of 2015/2016)

B. Data Analysis

1. Data reduction

Data reduction refers to the process of selecting, focusing, simplifying, abstracting

and transforming the data that appear in written up field notes or transcriptions. In

data reduction the mass of data has to be organized and meaningfully reduced or

reconfigured.69

In this case, the researcher selected the data derived from

observation on teaching and learning process, interview given to the teacher and

questionnaire distributed to the students.

a. Observation.

The researcher employed an observation (see appendix 1). The observation

conducted to know how is the process of teaching learning vocabulary by using

video song. The observation was conducted in two meetings. In collecting the data,

69

Matthew B. Miles and A. Michael Huberman, Qualitative Data Analysis (Thousand Oaks:

Sage Publications, 1994), p.12.

54

the researcher employed an observation, which became the main instrument. The

researcher observed the students, the teacher, the teaching learning process and

the situation of classroom process. The data of observation has been identified as

described in the following discussion.

1) First meeting

In the first session on May 25th

2016 at 11.15 until 12.05 AM in the afternoon

before teaching and learning was done, the teacher had prepared the materials in

procedure.

a) Pre-activity (introduction)

Firstly, the teacher started the class by greeting the students. Afterwards, the

teacher checked the attendance list and built good relationship or made small talk

with students before starting the lesson.

b) Main-activity

She reviewed the last lesson and built students’ knowledge about the lesson. After

that, the teacher prepared to play the song. The teacher introduces the song, the song

contained about song lyric. And then the teacher asked the students to listen the

song. After that the teacher asked the students to circle the word that they listen. The

students must listen carefully in order to make out the exact words being song. The

teacher played song three times. In listened the song the students sing together with

enthusiastic and how to sing the song in the tape recorder. After listened the song

55

the teacher asked the students about vocabulary. The teacher and the students

translated together about vocabulary in the song lyric. The teacher asked the

students to remember about vocabulary in the song lyric because, in the next meet,

the teacher would take point of vocabulary in each students one by one as.

After the students’ listen the song together, the teacher called the students one by

one to ask about vocabulary in video clip. When the students described their

vocabulary, another student were noisy, they were busy with their own activity.

Some students told each other and any students memorized their vocabulary so it

made the class noisy.

c) Close-activity (Closing)

In the close-activity, the teacher closed the lesson. And reminded the students that

tomorrow she would take the point of vocabulary in the song lyric.

2)Second meeting

In the second session on May 26th

2016 at 7.15 until 7.55 in the morning before

teaching and learning was begun, teacher had prepared the materials in descriptive.

a. Pre-activity (Introduction)

The teacher started the class by greeting the students. Afterwards, the teacher

checked the attendance list and built good relationship or made small talk with

students before starting the lesson. She reviewed the last lesson.

56

b. Main-activity

The teacher asked the question about vocabulary in the song. In asking the students,

the teacher asked by using English and translated in Indonesian because the

students’ vocabulary is low. The teacher said that the vocabulary mastery in class

VIII F is very low.

In the last meet the teacher and the students discussed about vocabulary in the song

and how to sing the song. In the process of teaching and learning there were some

students busy with their assignment in other lesson, the lessons were religion’s

lesson. In this meeting the teacher would check the students one by one because the

teacher has told before.

Before checking the students’ vocabulary mastery, the teacher played the song.

After that the teacher called the students one by one to begin the test. The first

students was Ade Zaki, he can translate the vocabulary in the song. The teacher

asked the students one by one for all students. Almost all of students could not

answer the meaning of vocabulary but still there were students can answer the

meaning of vocabulary. In the teaching and learning process the students were noisy

so the class was not conducive. Many students were busy with their own activity,

only some students pay attention about the lesson.

After the teacher has asked the students one by one, the teacher played again song

and the students sang the song together. After singing the video clip together, the

57

teacher gave motivation to the students so that they can explore their vocabulary and

get vocabulary from the song. Because the times were up, the teacher finished the

process of teaching vocabulary by using song.

c. Close-activity (Closing)

Before finished their activity, the teacher gave motivation to student. The class was

closed with pray together.

b. Questionnaire

The researcher also employed questionnaire to support data from observation and

interview. The questionnaire consisted of ten questions (see appendix 2). The first

questionnaire was to know the students’ interest in learning English. The second

until the fifth question employed to know students problems in learning vocabulary.

The sixth until tenth question employed to know the students problems in learning

vocabulary through song. The questionnaire was given to the whole students in class

VIII F that consisted of 40 students.

From the result of questionnaire the researcher can conclude that the students’

problem in learning vocabulary through song were shy, inhibited, nothing to say,

low participation, mother-tongue in use, linguistic domain (pronunciation,

vocabulary and grammar).

58

c. Interview

To support the data of observation, the researcher had employed an interview

to the teacher to investigate the problems faced by the teacher during teaching

vocabulary. There were six questions that the researcher asked to the teacher (see

appendix 3).

At the first point of interview was to know the teacher’s problems during in

teaching vocabulary that consisted of three questions. The second point of interview

was the students’ vocabulary that consists of one question. The third point of

interview was to know the students’ participation during the process while learning

in the class according to the teacher judgment. The fourth point of interview was to

know the teacher opinion about song. From the result of interview the researcher

can conclude that the teacher had difficulty in handling the class because some of

the students were busy with their own activity like chatting and it made the class

noisy.

2. Data Display

Data display is second component or level in Miles and Huberman model of

qualitative data analysis. A display can be an extended piece of text or a diagram,

graph, chart, table or matrix that provides a new way of arranging thinking about the

more textually embedded data. At the display stage, additional, higher order

categories or themes may emerge from the data that go beyond those first

59

discovered during the initial process of data reduction.70

In this case, the analysis is

done based on data collected by each instrument.

a. Observation

Based on the data in the data reduction, in this part the data are going to be

identified and displayed from the two meetings.

1) The First Meeting

The observation consists of three points. The first point was observed while activity

which consisted of eight procedures. The reseacher investigated whether the

application of the basic procedure applied by the teacher or not. After the

reseacher observed the process of teaching and learning in the class, the researcher

found out the teacher not apply all basic procedure of teaching vocabulary by using

song. According to Kuran Puasa, there are eight basic procedures in teaching and

learning vocabulary by using song. Based on the eight basic procedure in teaching

and learning vocabulary by using song the researcher noted the while activity. The

explanation of the application of those basic procedure, can be seen it the table

below :

70

Ibid, p.10.

60

Table 6

The Application of Basic Procedure

No Step Notes

1 The teacher prepares the

material.

The teacher prepared the material

well. The teacher told the students

about what they were going to learn

about song and the title of song.

2 The teacher divides the

students to work in pairs.

The teacher did not divided the


3 The teacher give the students

hand out a sheet of proper.

The content of proper is pair

of song lyric.

The teacher gave the students hand out

a sheet of proper. The proper of hand

out is song lyric of “I have a dream”.

4 The teacher let the students

listen the song.

The teacher let the students listen of

the song and play the song.

5 The teacher ask the students

to circle the words that they

listen.

The teacher asked the students to

circle the words that they listen and

the students must listen carefully in

order to make out the exact words

being song.

6 The teacher repeat the song 3

time, after the students

finished circling the word.

The teacher repeat the song until 3

time until the students finish they

work.

7 The teacher checked the

students work one by one.

The teacher check the students work

one by one after they listened and

circle them words.

8 The teacher asked the

students for a word’s

The teacher asked the students like

word’s meaning.

61

meaning, gives clues such as

an exaggerated tone of voice

and appropriate facial

expression.

The second point of observation was to know the problem faced by teacher in the

class activity. After the researcher observed the class activity, the researcher found

that, the first, teacher was difficult to handled students because there were 40

students in VIII F class. It was overcrowded class. The second, the teacher did not

apply all steps in the class. The third, the teacher used the conventional teaching

method or technique during the process of teaching learning in the class. The fourth,

the teacher used sub-standard book. The book that was used by the teacher was

“Effective English” book. The book was good enough to use in teaching learning

process. The fifth The teacher taught based on the procedures in teaching vocabulary

based on Kuran Puasa. Although not all procedure apllied by the teacher. And the

last, the teacher used song lyric to support the process of teaching and learning. The

data of the second point of the observation can be seen as follows:

Table 7

The Data of the Problem Faced by the Teacher in the First Meeting

No Teacher problems based on

Thakur.

The condition in the field.

1 Over-crowded class. The teacher was difficult in handling

62

students in large classroom because

VIII F class consist of 40 students. It

was overcrowded class.

2 Lack of component teacher The teacher did not apply all the step

in the class.

3 Faulty methods of teaching. The teacher used the conventional

teaching method or technique during

the process of teaching learning in the

class.

4 Non-available of good textbooks The teacher used sub-standard book.

The book that used by the teacher was

“Effective English” book. The book

was good enough to use in teaching

learning process.

5 Apathy to New Technique and

procedures

The teacher taught based on the

procedures in teaching vocabulary

based on Kuran Puasa. Altough not all

procedure apllied by the teacher.

6 Inadequate provision of teaching

Aids

The teacher used song lyric, audio,

and laptop to support the process of

teaching and learning.

63

The last point of observation was to know the students’ problem. After the researcher

observed the class activity, the researcher found that. The researcher noted that the

students were interested with the lesson. The teacher explained about the song that

some of the students pay attention while other did not care. The data of the second

point of the observation can be shown as follows:

Table 8

The Data of Problems Faced by the Students in the First Meeting

No Aspect

Explanation

1 Pronunciation. The researcher noted some of the

students had difficulty in

pronouncing the word.

2 Spelling. Sometimes the students were still

wrong in spelling when the teacher

ask them.

3 Length and complexity.

The text in the song lyric

sometimes to long and complex.

4 Grammar.

The teacher did not teach about

grammar.

64

5 Meaning.

When the teacher said in english,

she must translate in indonesia

because many students can not

understand the meaning.

2) The Second Meeting

The observation in the second meeting was the same as the first meeting that

consisted of three points.The first point was observing while activity, which consisted

of eight procedure, the researcher investigated whether the application of the

eight basic procedure applied by the teacher or not. In this meeting the

researcher noted that the teacher did not followed all steps of teaching and learning

vocabulary by using song. The teacher just follow seven steps such as the first

meeting. The researcher noted the while activity, The explanation of the application

of those basic procedure, can be seen it the table below :

Table 9

The Application of Basic Procedure

No Step Notes

1 The teacher prepares the

material.

The teacher prepared the material

well. The teacher told the students

about what they were going to learn

about song and the title of song.

2 The teacher divides the


The teacher did not divided the


65

3 The teacher give the students

hand out a sheet of proper.

The content of proper is pair

of song lyric.

The teacher gave the students hand out

a sheet of proper. The proper of hand

out is song lyric of “I have a dream”

4 The teacher let the students

listen the song.

The teacher let the students listen of

the song and play the song.

5 The teacher ask the students

to circle the words that they

listen.

The teacher asked the students to

circle the words that they listen and

the students must listen carefully in

order to make out the exact words

being song.

6 The teacher repeat the song 3

time, after the students

finished circling the word.

The teacher gave the time to repeat the

song until 3 time until the students

finish they work.

7 The teacher checked the

students work one by one.

The teacher check the students work

one by one after they listened and

circle them words.

8 The teacher asked the

students for a word’s

meaning, gives clues such as

an exaggerated tone of voice

and appropriate facial

expression.

The teacher asked the students like

word’s meaning.

The second point of the observation was to know the problem faced by teacher in the

class activity. After the researcher observed the class activity, the researcher found

that, the first, The teacher cannot control the class well, because some of the students

66

were busy with their own work like chatting. The second, the teacher did not apply all

steps in the class. The third, the teacher used the conventional teaching method or

technique during the process of teaching learning in the class. The fourth, the teacher

used sub-standard book. The book that used by the teacher was “Effective English”

book. The book was good enough to use in teaching learning process. The fifth, the

teacher used song lyric to support the process of teaching and learning. And the last

The teacher teaching based on the procedures in teaching vocabulary based on

Ronald Kuran Puasa. Altough not all procedure apllied by the teacher. The data of the

second point of the observation can be seen as follows:

Table 10

The Data of the Problem Faced by the Teacher in the Second Meeting

No Teacher problems based on Thakur.

The condition in the field.

1 Over-crowded class. The teacher was difficult in handling

students in large classroom because

VIII F class consist of 40 students. It

was overcrowded class.

2 Lack of component teacher The teacher did not apply all the step

in the class.

3 Faulty methods of teaching. The teacher used the conventional

teaching method or technique during

67

the process of teaching learning in

the class.

4 Non-available of good textbooks The teacher used sub-standard book.

The book that used by the teacher

was “Effective English” book. The

book was good enough to use in

teaching learning process.

5 Apathy to New Technique and

procedures

The teacher taught based on the

procedures in teaching vocabulary

based on Kuran Puasa. Altough not

all procedure apllied by the teacher.

6 Inadequate provision of teaching

Aids

The teacher used song lyric, audio

recorder and laptop to support the

process of teaching and learning.

The last point of observation was students’ problem faced by students in the class

activity. In this meeting, the researcher found that the students faced some difficulties

in learning vocabulary by using song. The data of the second point of the observation

can be shown as follows:

68

Table 11

The Data of the Problem Faced by the Students in the Second Meeting

No Aspect

Explanation

1 Pronunciation. The researcher noted some of the

students had difficulty in

pronouncing the word.

2 Spelling. Sometimes the students were still

wrong in talked spelling when the

teacher ask them.

3 Length and complexity.

The text in the song lyric

sometimes too long and complex.

4 Grammar.

The teacher did not teach about

grammar.

5 Meaning.

When the teacher said in english,

she must translate in indonesia

because many students can not

understand the meaning.

b. Questionaire.

The questionnaire was made to support the data from observation and the interview.

Through this instrument, the students’ problems also can be identified. The

69

questionnaire was given and answered by the whole students of the class F. The

numbers of the students were 40 students. The questionnaire was distributed to the

students by taking ten minutes after the study time in the classroom. The

questionnaire consisted of ten questions (see appendix 2). There was three points of

questionnaire:

Table 12

Result of Questionnaire no. 1

No Question Respond Total of the

Students

1 Do you think English is difficult

subject?

Yes 29

Just so so 6

No 5

From the table above the first question is investigated the students’ difficulties in

English subject, it shows that the students’ respond of the questionnaire showed that

29 or 72.5% students choose option A (Yes) which indicated that they think

English is difficult subject. The second respond showed that 6 or 15.00% students

choose B (Just so so) which indicated that they were felt just so so in English

subject. The third respond showed that 5 or 12.5% students choose C (No) which

indicated that they think English is not difficult subject.

70

The second point of questionnaire was to know the students’ problem in learning

vocabulary consists of four questions. Here are the students’ answers:

Table 13

Result of Questionaire no. 2, 3, 4, 5


Students

2 Do you find difficult in learning

vocabulary?

Yes 23

Just so so 9

No 8

3

Do you find difficult to

pronounce the vocabulary

correctly?

Yes 25

Just so so 9

No 6

4 Do you find difficult to

comprehend the vocabulary?

Yes 20

Just so so 9

No 11

5


memories the long and knotty

vocabulary?

Yes 27

Just so so 8

No 5

The second question is investigated the students’ find difficulty in learning

vocabulary. The students’ respond of the questionnaire, showed that 23 or 57.5%

students choose A (Yes) which indicated that they find difficulties in learning

vocabulary. The second respond show that 9 or 22.5% students choose B (Just so so)

which indicated that they were having difficulty in learning vocabulary. The third

respond show that 8 or 20% students choose C (No) which indicated that they did not

find difficulty in learning vocabulary.

71

The third question is investigated the students’ difficulty in pronounce vocabulary

correctly. The students’ respond of the questionnaire, showed that 25 or 62.5%

students choose A (Yes) which indicated that they find difficulties in pronounce

vocabulary correctly. The second respond show that 9 or 22.5% students choose B

(Just so so) which indicated that they were not really felt difficulty in pronouncing

vocabulary correctly. The third reason showed that 6 or 15.00% students choose C

(No) which indicated that they could not have difficulty in pronouncing vocabulary

correctly.

The fourth question is investigated the students’ difficulties in comprehend

vocabulary. The students’ respond of the questionnaire showed that 20 or 50.00%

students choose A (Yes) which indicated that they were have problem in comprehend

the vocabulary correctly. The second respond show that 9 or 22.5% students choose

B (Just so so) which indicated that they were not really have difficulties in

comprehend the vocabulary correctly. The third respond show that 11 or 27.5%

students choose C (No) which indicated that they did not have difficulties in

comprehend vocabulary correctly.

The fifth question is investigated the students’ difficulties in memorizing and knotty

vocabulary. The students’ respond of the questionnaire showed that 27 or 6.75%

students choose A (Yes) which indicated that they have difficulties in memorizing

and knotty the vocabulary. The second respond showed that 8 or 20.00% students

choose B (Just so so) which indicated that they felt just so so in memorizing and

72

knotty the vocabulary. The third respond showed that 5 or 12.5% students choose C

(No) which indicated they found difficulties in memorizing and knotty the

vocabulary.

It shows most of the students answered (Yes) for all question. It means that the

students had difficulties in learning vocabulary especially the students had difficulties

in pronouncing and memorizing the meaning of the words.

The third point was to know the students’ opinion about song consists of five

questions. Here are the students’ answers:

Table 17

Result of Questionaire no. 6, 7, 8, 9, 10


Students

6 Do you enjoy using song in

learning vocabulary?

Yes 26

Just so so 5

No 9

7 Did you by using the song make

easier in learning vocabulary?

Yes 20

Just so so 7

No 13

8

Do the learning using song can

help you to memories the

vocabulary?

Yes 23

Just so so 7

No 10

9 Do you enjoy learning the

vocabulary using the song?

Yes 28

Just so so 7

No 6

10

Do you get the difficult when

you translate the lyric of

English song?

Yes 25

Just so so 9

No 6

73

The sixth question is investigated the students’ enjoying in learning vocabulary using

song. The students’ respond of the questionnaire showed that 26 or 65.00% students

choose A (Yes) which indicated they felt enjoying in learning vocabulary using song.

The second respond showed that 5 or 12.5% students choose B (Just so so) which

indicated that they were not really felt enjoy in learning vocabulary using song. The

third respond showed that 9 or 22.5% students choose C (No) which indicated they

did not felt enjoyed in learning vocabulary using song.

The seventh question is investigated the students’ easier in learning vocabulary using

song. The students’ respond show that 20 or 50.00% students choose A (Yes) which

indicated they felt more easier in learning vocabulary using song. The second respond

showed that 7 or 17.5% students choose B (Just so so) which indicated they felt not

really easier in learning vocabulary using song. The third respond show that 13 or

32.5% students choose C (No) which indicated that they felt did not get easier in

learning vocabulary using song.

The eighth question is investigated are using the song can helping the students in

memorizing the vocabulary. The students’ respond of the questionnaire show that 23

or 57.5% students choose A (Yes) which indicated that they get easier in memorizing

the vocabulary using song. The second respond show that 7 or 17.5% students choose

B (Just so so) which indicated that they were not really helped in learning vocabulary

74

using song. The third respond show that 10 or 25.00% students choose C (No) which

indicated that they can’t memorize the vocabulary using song.

The ninth question is investigated students’ felt enjoying in learning vocabulary using

song. The respond of questionnaire show that 27 or 70.00% students choose A (Yes)

which indicated they felt enjoyed in learning vocabulary using song. The second

respond show that 7 or 17.5% students choose B (Just so so) which indicated they felt

just so so in learning vocabulary although using song. The third respond show that 6

or 15.00% students choose C (No) which indicated that they could not felt enjoyed in

learning vocabulary using song.

The last question is investigated the students’ difficulty when they translate the song

lyric. The respond of questionnaire showed that 25 or 62.5% students choose A (Yes)

which indicated that they felt difficulty in translate the song lyric into Indonesia. The

second respond showed that 9 or 22.5% students choose B (Just so so) which

indicated that they felt just so so when they translate the song lyric. The last respond

showed that 6 or 15.00% students choose C (No) which indicated that they were not

having difficulties in translating the song lyric.

From the table above, it shows that most of the students were happy in teaching and

learning vocabulary through song because most of the students answered (yes) four

number of the question. The last question answered (yes) by many of the students. It

75

means that the students had difficult in pronouncing the words, remember some

words that they have learn before, and they felt difficult in understanding meaning of

the words. Through this instrument, it shows that song could be applied in order to

help the students in mastering vocabulary. On the other hand, there were some

problems faced by the students in learning vocabulary through song at SMP PGRI 6

Bandar Lampung. The problems were about pronouncing the words and memorizing

the meaning of the words they have learned.

c. Interview

To support the data of observation, the researcher had employed an interview to the

teacher to investigate the problems faced by the teacher during teaching vocabulary.

There were tenth questions that the researcher asked to the teacher (see appendix 3).

At the first point of interview was to know the teacher’s problem during teaching

vocabulary that consisted of four questions. The first question was “Can you control

the class when you teach vocabulary?” the teacher explained that sometimes, she got

difficulties in controlling the class because some of the students were busy with their

activity like chatting and it made the class become noisy. The second question was

“Do you use standard text book in teaching vocabulary? “ The teacher explained that

she use standart textbook, because the teacher prepared the material from the book,

sources such as “Effective English” and sometimes she use lyric of song. The third

question was “Do you think that this media is suitable to be used in teaching

76

vocabulary? “The teacher explained that this media is suitable to be used in teaching

vocabulary, because the students looked happy and excited in class activity through

this media. The fourth question was “Did you use any aids in teaching vocabulary? “

The teacher explained that she used song lyric, tape recorder, and laptop to make

students easier to learn English.

The second point of interview was the students’ vocabulary that consists of one

question. The question was “What is students’ problem in learning vocabulary? “The

teacher explained that her students usually faced difficulties in pronouncing the words

and memorizing the words.

The third of interview was to know the students’ participation during the process

while learning in the class according to the teacher judgment that consists of one

question. The question was “Are the students active in learning vocabulary through

song? “The teacher explained that most of the students were active in the process of

teaching and learning vocabulary through song.

The fourth point was to know the teacher opinion about song consisted of four

questions. The first question was “Do the students enjoy in learning vocabulary

through song? “ The teacher explained that the students were looked happy and

excited in class activity. The second question was “Do you follow all of the

procedures when teaching vocabulary through song? “The teacher explained that she

did not follow all the procedures of song. The third question was “Do you find

77

difficulties in teaching vocabulary through song? “The teacher explained that she got

difficulty when asked the students were translated words. Sometimes the teacher also

had difficulty in helping the students to remember the words that they forgot by

giving a clue or something else. The last question was “In your opinion, what are the

difficulties faced by students in learning vocabulary through song? “The teacher

explained that the students were difficult to remember the words that they had to say

and answer translate the words.

By considering the data gained by interview, it shows that song is a good enough to

be applied in teaching vocabulary for junior high school. By implementing those

eighth steps precisely, the students were able to remember and to use the vocabulary

during the classroom process. However, based on the interview, the problem occurred

from the teacher point of view can be concluded as follow:

1. It was difficult to ask the students to translate the word into Indonesia.

2. It was difficult to help the students to remember the words that they forgot.

3. It was difficult for the teacher to handle the students’ activities, because some

students were busy with their own activity like chatting and it made the class

noisy.

3. Conclusion Drawing/Verification.

The last step of analyzing the data is conclusion drawing/verification. Conclusion

drawing involves stepping back to consider what the analyzed data mean and to

78

assess their implication for the questions at hand. Verification is linked to conclusion

drawing, entails revising the data as many times as necessary to cross-check or

verifies these emergent conclusions. Verification refers to the process which is able

to explain the answer of research questions and research objectives.71

In this step, the

researcher drew the conclusion and verified the answer of research question that was

done in displaying the data by comparing the observation data, interview data, and

questionnaire data. In this part, the data explained in data display are going to be

discussed deeply in order to make a finding of the research. In this part, the

discussion and findings are divided into three parts:

a. The process of the Teaching and Learning Vocabulary through Song

Teaching and learning process was done on two meetings in VIII F class. The

material was describing people and procedure text. The researcher employed

observation checklist, interview and documentation to know the process during

teaching and learning and learning vocabulary through song. The English teacher

had an interactive class at that time, because the teacher applied the humor many

times to relieve students’ boredom.

The observation was conducted in two meetings. After observing the teaching and

learning vocabulary through song two meeting were described as follows:

71 Ibid, p.11.

79

1) In the first meeting teacher didn’t apply all basic procedure by Kuran Puasa. The

procedure that didn’t apply to ask the students to work in pairs to disscuss

vocabulay in the song lyric, she just asked the students to pay attention to the song

lyric.

2) In the second meeting the teacher didn’t apply all basic procedure by Kuran

Puasa. Same as the first meeting the basic procedure that didn’t apply to ask the

students to work in pairs to disscuss vocabulay in the song lyric, she just asked the

students to pay attention to the song and song lyric.

It can be concluded that the teaching and learning vocabulary through song was the

same as the theory of Kuran Puasa. The teacher didn’t apply one basic procedure in

first and second meeting. From first until second meeting the process of teaching

and learning run well. Most of the students could follow the lesson and understood

the material. The result of teaching and learning vocabulary through song was good

enough, because the students looked more interested and active.

b. The Teacher’s Problem in Teaching and Learning Vocabulary through

Video Clip

In the observation the teacher has use steps basic procedure in teaching and learning

vocabulary even though not all basic procedure, only one that missing. It means that

the teacher had competence but she still had difficulties in teaching and learning

vocabulary through song.

80

Based on the result of interview and observation, it can be concluded that the

problems related with the theory that appeared in this case were:

1. Teacher got difficulties in handling students because in VIII F class

consists of 40 students. It is overcrowded class.

2. The students talk with each other when the teacher explained the

material.

3. The teacher often spoke Indonesian because students’ vocabulary was

still low. Sometimes the teacher spoke English and she must translate in

Indonesian.

c. Students Problem in Learning Vocabulary through Song

The researcher employed questionnaire to know the students’ problem in learning

vocabulary through song. Based on the result of questionnaire that answered by the

students, the problems that related with the theory are pronunciation and

meaning/function. The students had difficulties in understanding the meaning,

memorizing of words and pronounce the words.

C. Research Finding

In this part, the researcher would like to discuss about the finding of the process of

teaching and learning vocabulary through song, the teacher’ problem in teaching

and learning vocabulary through song and the students’ problem in teaching and

learning vocabulary through song produced by the participants of eighth grade

81

students of SMP PGRI 6 Bandar Lampung in the second semester academic year

2015/2016 that had been observed.

1. The Process of Teaching and Learning Vocabulary through Song

The researcher employed an observation to know how is the process of teaching and

learning vocabulary through song and the problems that may raise in the process of

teaching and learning. The observation conducted in two meetings. According to

Kuran Puasa, there are eigth basic procedures in teaching and learning vocabulary

through song song, the researcher noted that not all step were did by the teacher. She

didn’t apply to ask the students to work in pairs to disscuss vocabulay in the song

lyric, she just asked the students to pay attention to the listen of song.

2. The Teacher’s Problems in Teaching and Learning Vocabulary through Song

The teacher can run the basic procedure in teaching and learning vocabulary through

song although not all. It means that the teacher had competence but she still had

difficulties in teaching and learning vocabulary through song.

Based on the result of interview and observation, it can be concluded that there are

some problems faced by the teacher:

a. When the teacher played the song the students did not know the meaning of

lyric in song and sometimes the students were crowded.

82

b. The teacher was difficult to handle students in large classroom because in VIII

F class consist of 40 students. It was overcrowded class and their vocabulary

was still low.

c. The studens were not discipline in classroom. They were busy with their own

activity like chatting.

3. The Students Problem in Learning Vocabulary through Song

The researcher employed a questionnaire to know the students’ problem in learning

vocabulary through song. Based on the result of questionnaire that answered by the

students, the problems that:

a. The students had difficult in pronouncing the word in song lyric.

b. The students had difficult in spelling the word in song when the teacher ask

them.

c. The text in song lyric sometimes too long and complex.

d. Many students can not understand the meaning and memorizing lyric of the song.

After the researcher has analyzed and found the finding of the research, hopefully

the researcher tries to give contribution of the research to the teaching learning

vocabulary for better way. Learning vocabulary should be supported by learning

pronunciation, so the students not only have much vocabulary but also they can

pronounce the words well.

83

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion Based on the data analysis, it can be concluded that:

1. Teaching learning process was done on two meetings, the classroom atmosphere in

teaching and learning vocabulary through song are the students looked active in

learning vocabulary through song. According to Kuran Puasa, there are eigth basic

procedure in teaching and learning vocabulary through song, but not all steps were

done by the teacher. She didn’t apply to ask the students to work in pairs to disscuss

vocabulay in the song lyric, she just asked the students to pay attention to the song.

2. The teacher’s problems in learning vocabulary through song were difficult to

handle the class, because some students were busy with their activity like chatting

and it made the class become noisy. The students talk with each other when the

teacher explain the material. When the teacher play song, the students do not know

the meaning of lyric in song and sometimes the students were crowded.

3. The students’ problems in learning vocabulary through song were difficult to

pronunce, spell, length and complexity the words, and the students’ understanding of

the meaning of words is still low.

B. Suggestion

Considering the result of the research, the researcher would like to give some

suggestions:

84

1. Suggestion for the teacher

a. The teacher should provide a variety of technique,especially in teaching vocabulary

in order to make teaching learning process more interesting and to attract the students

in learning English.

b. The teacher should prepare the material well before she teaches using song.

c. The teacher should monitor the students activity well to decrease the crowded

classroom.

2. Suggestion for the students

a. The students should be more active and have motivation to learn and practice their

English at school or out of school to improve their vocabulary.

b. In learning vocabulary, students should practice the vocabulary they have learned

in daily activity.

c. Keep trying hard and be nice students as always.

3. Suggestion for The Other Researcher

The resercher hope this script can help the other researcher to make their script. As

the refferences for other researcher to easier make their script. And can be their

inspiration to make their script. I hope this script useful to them.

85

Appendix 1

OBSERVATION SHEET

NO ASPECTS YES NO EXPLANATION

A process : planning, doing, and evaluation.

1

Does the teacher prepare

the material well ?

YES She prepared the material

well.

2 Does the teacher make a

list of song that will be

used ?

YES She made list of song and

choose one title to be

used.

3 Does the teacher divide

the students into several

groups ?

NO She did not divide the

students into several

groups.

4 Does the teacher explain

about the rules of using

song ?

YES She explained the rules of

using song.

5 Does the teacher ask one

student to come forward

to sing a song ?

No She just ask the students

on by one to translate the

song lyric

6 Does the teacher give

time limit to the students

to translate the song ?

YES She gave 3 minute to

translate the song.

7 Do the students can sing

the song well ?

NO The students can’t sing the

song well.

8 are the students active in

the classroom ?

YES They active in the

classroom.

B Teacher problems :

10 Can the teacher control

the class well ?

NO She was difficult in

handling students in large

classroom.

11 Does the teacher apply

all steps of procedure of

song ?

NO She did not apply all steps

in the class.

12 Does the teacher use

standard book ?

YES She used sub-standard

book. The book that used

by the teacher was

“Effective English”.

13 Does the teacher modify

the teachnique or

procedures ?

NO She just used the

procedures based the

theory.

14 Does the teacher use YES She used faulty method in

86

faulty method in

classroom?

the classroom.

15 Does the teacher provide

learning aids?

YES She provided the learning

aids.

C Students’ problem :

16 are the students interest

to the lesson ?

YES Students were interested

with the lesson.

17 Do the students acquire

new vocabulary ?

YES They got the new

vocabulary from song.

18 Do the students

understand the meaning

of words that they sing?

NO Students not understand

the meaning of the song.

19 Do the students

pronounce the words

well ?

NO Some of the students had

difficult in pronouncing

the word.

20 Do the students spelling

the words well?

NO Sometimes the students

were still wrong in

spelling when the teacher

ask them.

Observation Result of The Second meeting

NO ASPECTS YES NO EXPLANATION

A process : planning, doing, and evaluation.

1

Does the teacher prepare

the material well ?

YES She prepared the material

well and appropriate.

2 Does the teacher make a

list of song that will be

used ?

YES She made list of song and

choose one title to be

used.

3 Does the teacher divide

the students into several

groups ?

NO She did not divide the

students into several

groups.

4 Does the teacher explain

about the rules of using

song ?

YES She explained the rules of

using song.

5 Does the teacher ask one

student to come forward

to sing a song ?

No She just ask the students

on by one to translate the

song lyric

6 Does the teacher give

time limit to the students

to translate the song ?

YES She gave 3 minute to

translate the song.

7 Do the students can sing NO The students can’t sing the

87

the song well ? song well.

8 are the students active in

the classroom ?

YES They active in the

classroom.

B Teacher problems :

10 Can the teacher control

the class well ?

NO She was difficult in

handling students in large

classroom.

11 Does the teacher apply

all steps of procedure of

song ?

NO She did not apply all steps

in the class.


standard book ?

YES She used sub-standard

book. The book that used

by the teacher was

“Effective English”.

13 Does the teacher modify

the teachnique or

procedures ?

NO She just used the

procedures based the

theory.


faulty method in

classroom?

YES She used faulty method in

the classroom.

15 Does the teacher provide

learning aids?

YES She provided the learning

aids.

C Students’ problem :

16 are the students interest

to the lesson ?

YES Students were interested

with the lesson.

17 Do the students acquire

new vocabulary ?

YES They got the new

vocabulary from song.

18 Do the students

understand the meaning

of words that they sing?

NO Students not understand

the meaning of the song.

19 Do the students

pronounce the words

well ?

NO Some of the students had

difficult in pronouncing

the word.

20 Do the students spelling

the words well?

NO Sometimes the students

were still wrong in

spelling when the teacher

ask them.

REPORT QUESTIONNAIRE

No Question Respond Percentage

88

1

Do you think English is difficult

subject?

Yes 72.5%

Just so so 15.00%

No 12.5%

The data above showed that most of the students dislike English subject. It

showed that only 12.5% students like English subject. This condition showed

that English is difficult subject.


2

Do you find difficult in learning

vocabulary?

Yes 57.5%

Just so so 22.5%

No 20.00%

The data above showed that most of the students felt difficulties in learning

vocabulary. It showed that only 20.00% students felt not difficult in learning

vocabulary.


3


pronounce the vocabulary

correctly?

Yes 62.5%

Just so so 22.5%

No 15.00%

The data above showed that most of the students felt difficulties to pronounce

the vocabulary correctly. It showed that only 15.00% students felt not difficult

in pronouncing the vocabulary correctly.


4


comprehend the vocabulary?

Yes 50.00%

Just so so 22.5%

No 27.5%

89

The data above showed that most of the students have assumption that

comprehend vocabulary is little hard. It is indicated that the students have

difficulties to comprehend the vocabulary.


5


memories the long and knotty

vocabulary?

Yes 67.5%

Just so so 20.00%

No 12.5%

The data above shows that most of students have difficulties in memorizing

the long and knotty vocabulary.


6

Do you enjoy using song in

learning vocabulary?

Yes 65.00%

Just so so 12.5%

No 22.5%

The data above shows that most of the students enjoying vocabulary using

song. This condition is very good as the primary to learn vocabulary.


7

Did you by using the song make

easier in learning vocabulary?

Yes 50.00%

Just so so 17.5%

No 32.5%

The data above showed by using song the students get easier in learning

vocabulary.


90

8

Do the learning using song can

help you to memories the

vocabulary?

Yes 57.5%

Just so so 17.5%

No 25.00%

The data above showed that using song can help students in memorizing

vocabulary. It is means song is good media to teaching and learning

vocabulary.


9

Do you enjoy learning the

vocabulary using the song?

Yes 70.00%

Just so so 17.5%

No 15.00%

The data above showed which indicated that students enjoyed in learning

vocabulary by using song.


10

Do you get the difficult when

you translate the lyric of

English song?

Yes 62.5%

Just so so 22.5%

No 15.00%

From the table above, it showed that most of the students were difficult when

translate the lyric song English into Indonesia. It is indicated that they less of

vocabulary.

91

Appendix 3

RESULT IN INTERVIEW

INTERVIEW THE ENGLISH TEACHER

1. Can you control the class when teaching vocabulary ?

Sometimes I get difficulty in controlling the class because some of students were

busy with their activity like chatting and it make the class become noisy.

2. Do you use standart textbook in teaching vocabulary ?

Yes of course, because I prepare the material from the book, source as “Effective

English” and sometimes I use the lyric of song.

3. Do you think that this media is suitable to use in teaching vocabulary ?

Yes, this media is suitable to be used in teaching vocabulary because the students

looked happy and excited in class activity through this media.

4. Did you used any aids in teaching vocabulary ?

I use song lyric, tape recorder, and laptop to make students easier to learn.

5. What is students’ problem in learning vocabulary ?

The students usually faced difficulties in pronouncing the words and memorizing

the words.

6. Are the students active in learning vocabulary through song ?

The most of the students were active in the process of teaching and learning

vocabulary through song.

7. Do the students enjoy in learning vocabulary through song ?

The students were looked happy and excited in class activity.

8. Do you follow all of the procedures when teaching vocabulary through pictionary

game ?

I did not follow all the procedures of the song because, the time is limit.

9. Do you find difficulties in teaching vocabulary through song ?

Sometimes I get difficult when asked the students were translated words and

difficulty in helping the students to remember the words.

92

10. In your opinion, what are the difficulties faced by students in learning vocabulary

through song ?

The students were difficulty to remember the words, pronouncing the words that

they had to say and answer translate the words.

93

KURIKULUM TINGKAT SATUAN PENDIDIKAN (KTSP)

PPEERRAANNGGKKAATT PPEEMMBBEELLAAJJAARRAANN PPAANNDDUUAANN PPEENNGGEEMMBBAANNGGAANN

RREENNCCAANNAA PPEELLAAKKSSAANNAAAANN PPEEMMBBEELLAAJJAARRAANN

((RRPPPP))

Mata Pelajaran : Bahasa Inggris

Satuan Pendidikan : SMP/MTs.

Kelas/Semester : VII s/d IX /1-2

Nama Guru : ...........................

NIP /NIK : ...........................

Sekolah : ...........................

95

PANDUAN PENGEMBANGAN

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

I. Pendahuluan

Dalam rangka mengimplementasikan pogram pembelajaran yang sudah dituangkan

di dalam silabus, guru harus menyusun Rencana Pelaksanaan Pembelajaran (RPP).

RPP merupakan pegangan bagi guru dalam melaksanakan pembelajaran baik di

kelas, laboratorium, dan/atau lapangan untuk setiap Kompetensi dasar. Oleh karena

itu, apa yang tertuang di dalam RPP memuat hal-hal yang langsung berkait dengan

aktivitas pembelajaran dalam upaya pencapaian penguasaan suatu Kompetensi

Dasar.

Dalam menyusun RPP guru harus mencantumkan Standar Kompetensi yang

memayungi Kompetensi Dasar yang akan disusun dalam RPP-nya. Di dalam RPP

secara rinci harus dimuat Tujuan Pembelajaran,Materi Pembelajaran, Metode

Pembelajaran, Langkah-langkah Kegiatan pembelajaran, Sumber Belajar, dan

Penilaian

II. Langkah-langkah Penyusunan Rencana Pelaksanaan Pembelajaran (RPP)

Mencantumkan identitas

Nama sekolah

Mata Pelajaran

Kelas/Semester

Alokasi Waktu

Catatan:

RPP disusun untuk satu Kompetensi Dasar.

96

Standar Kompetensi, Kompetensi Dasar, dan Indikator dikutip dari silabus yang disusun oleh satuan pendidikan

Alokasi waktu diperhitungkan untuk pencapaian satu kompetensi dasar yang bersangkutan, yang dinyatakan dalam jam pelajaran dan banyaknya pertemuan. Oleh karena itu, waktu untuk mencapai suatu kompetensi dasar dapat diperhitungkan dalam satu atau beberapa kali pertemuan bergantung pada karakteristik kompetensi dasarnya.

A.Standar Kompetensi

Standar Kompetensi adalah kualifikasi kemampuan peserta didik yang

menggambarkan penguasaan pengetahuan, sikap, dan keterampilan yang

diharapkan dicapai pada mata pelajaran tertentu. Standar kompetensi diambil

dari Standar Isi (Standar Kompetensi dan Kompetensi Dasar). Sebelum menuliskan

Standar Kompetensi, penyusun terlebih dahulu mengkaji Standar Isi mata

pelajaran dengan memperhatikan hal-hal berikut :

a. urutan berdasarkan hierarki konsep disiplin ilmu dan/atau SK dan KD b. keterkaitan antar standar kompetensi dan kompetensi dasar dalam mata

pelajaran c. keterkaitan standar kompetensi dan kompetensi dasar antar mata pelajaran.

B. Kompetensi Dasar Kompetensi Dasar merupakan sejumlah kemampuan minimal yang harus dimiliki

peserta didik dalam rangka menguasai SK mata pelajaran tertentu. Kompetensi

Dasar dipilih dari yang tercantum dalam Standar Isi. Sebelum menentukan atau

memilih Kompetensi Dasar, penyusun terlebih dahulu mengkaji standar

kompetensi dan kompetensi dasar mata pelajaran dengan memperhatikan hal-hal

sebagai berikut :

a. Urutan berdasarkan hierarki konsep disiplin ilmu dan/atau tingkat kesulitan Kompetensi Dasar

b. Keterkaitan antar standar kompetensi dan kompetensi dasar dalam mata pelajaran

c. Keterkaitan standar kompetensi dan kompetensi dasar antar mata pelajaran

C.Tujuan Pembelajaran

97

Tujuan Pembelajaran berisi penguasaan kompetensi yang operasional yang

ditargetkan/dicapai dalam rencana pelaksanaan pembelajaran. Tujuan

pembelajaran dirumuskan dalam bentuk pernyataan yang operasional dari

kompetensi dasar. Apabila rumusan kompetensi dasar sudah operasional, rumusan

tersebutlah yang dijadikan dasar dalam merumuskan tujuan pembelajaran. Tujuan

pembelajaran dapat terdiri atas sebuah tujuan atau beberapa tujuan.

D. Materi Pembelajaran

Materi pembelajaran adalah materi yang digunakan untuk mencapai tujuan

pembelajaran. Materi pembelajaran dikembangkan dengan mengacu pada materi

pokok yang ada dalam silabus.

E. Metode Pembelajaran/Model Pembelajaran

Metode dapat diartikan benar-benar sebagai metode, tetapi dapat pula diartikan

sebagai model atau pendekatan pembelajaran, bergantung pada karakteristik

pendekatan dan/atau strategi yang dipilih.

F. Langkah-langkah Kegiatan Pembelajaran

Untuk mencapai suatu kompetensi dasar dalam kegiatan pembelajaran harus

dicantumkan langkah-langkah kegiatan dalam setiap pertemuan. Pada dasarnya,

langkah-langkah kegiatan memuat unsur kegiatan :

a. Pendahuluan

Pendahuluan merupakan kegiatan awal dalam suatu pertemuan

pembelajaran yang ditujukan untuk membangkitkan motivasi dan

memfokuskan perhatian peserta didik untuk berpartisipasi aktif dalam

proses pembelajaran.

b. Inti

98

Kegiatan inti merupakan proses pembelajaran untuk mencapai KD.

Kegiatan pembelajaran dilakukan secara interaktif, inspiratif, menyenang-

kan, menantang, memotivasi peserta didik untuk berpartisipasi aktif, serta

memberikan ruang yang cukup bagi prakarsa, kreativitas, dan kemandirian

sesuai dengan bakat, minat, dan perkembangan fisik serta psikologis

peserta didik. Kegiatan ini dilakukan secara sistematis dan sistemik melalui

proses eksplorasi, elaborasi, dan konfirmasi.

c. Penutup

Penutup merupakan kegiatan yang dilakukan untuk mengakhiri aktivitas

pembelajaran yang dapat dilakukan dalam bentuk rangkuman atau

kesimpulan, penilaian dan refleksi, umpan balik, dan tindak lanjut.

G. Sumber Belajar

Pemilihan sumber belajar mengacu pada perumusan yang ada dalam silabus yang

dikembangkan oleh satuan pendidikan. Sumber belajar mencakup sumber rujukan,

lingkungan, media, narasumber, alat, dan bahan. Sumber belajar dituliskan secara

lebih operasional. Misalnya, sumber belajar dalam silabus dituliskan buku referens,

dalam RPP harus dicantumkan judul buku teks tersebut, pengarang, dan halaman

yang diacu.

H. Penilaian

Penilaian dijabarkan atas teknik penilaian, bentuk instrumen, dan instrumen yang

dipakai untuk mengumpulkan data. Dalam sajiannya dapat dituangkan dalam

bentuk matrik horisontal atau vertikal. Apabila penilaian menggunakan teknik tes

tertulis uraian, tes unjuk kerja, dan tugas rumah yang berupa proyek harus disertai

rubrik penilaian.

III. Format Rencana Pelaksanaan Pembelajaran (RPP)

RENCANA PELAKSANAAN PEMBELAJARAN

99

(RPP)

Sekolah : SMP...........................

Mata Pelajaran : ...................................

Kelas/Semester : ...................................

Alokasi Waktu : ..... x 40 menit (… pertemuan)

A. Standar Kompetensi B. Kompetensi Dasar C. Tujuan Pembelajaran:

Pertemuan 1

Pertemuan 2

Dst

D. Materi Pembelajaran

E. Model/Metode Pembelajaran

F. Langkah-langkah Kegiatan Pembelajaran

Pertemuan 1

Pertemuan 2

dst

G. Sumber Belajar

H. Penilaian

Indikator Pencapaian Penilaian

100

Kompetensi Teknik

Bentuk

Instrumen

Instrumen

PPEERRAANNGGKKAATT PPEEMMBBEELLAAJJAARRAANN


((RRPPPP))

103



(RPP)

Nama sekolah : ......................


Kelas/Semester : VII (Tujuh) / 1

Standar Kompetensi : 1. Memahami makna dalam percakapan transaksional dan

interpersonal sangat sederhana untuk berinteraksi dengan

lingkungan terdekat

Kompetensi Dasar : 1.1 Merespon makna dalam percakapan transaksional (to get things

done dan interpersonal (bersosialisasi) yang menggunakan ragam

bahasa lisan sangat sederhana secara akurat, lancar, dan

berterima untuk berinteraksi dengan lingkungan terdekat yang

melibatkan tindak tutur: menyapa orang yang belum/sudah dikenal,

memperkenal-kan diri sendiri/orang lain, dan memerintah atau

melarang

Jenis teks : Transactional / Interpersonal

Tema : Personal Life

Aspek/Skill : Mendengarkan

Alokasi Waktu : 2 x 40 menit

1. Tujuan Pembelajaran

Pada akhir pembelajaran, siswa dapat:

a. Menjawab pertanyaan berdasarkan suatu percakapan secara berani ( courage )

b. Melengkapi keterangan pada gambar

c. Merespon pertanyaan

d. Merespon instruksi

Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)

Rasa hormat dan perhatian ( respect )

Tekun ( diligence )

Tanggung jawab ( responsibility )

104

Berani ( courage )

2. Materi Pembelajaran

a. Communication Practice (halaman 3, 4, 13, 14, 25, 51)

Rekaman dan script dialog

Rekaman percakapan, gambar dan pilihan jawaban

b. Recalling Vocabulary ( halaman 2)

Rekaman dan gambar

c. Grammar Practice (halaman 8, 16)

Penjelasan dan latihan

3. Metode Pembelajaran: three-phase technique

4. Langkah-langkah Kegiatan

a. Kegiatan Pendahuluan

Apersepsi :

Tanya jawab tentang gambar

Tanya jawab melibatkan berbagai ungkapan sapaan

Motivasi :

Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus dikuasi siswa

b. Kegiatan Inti

Eksplorasi

Dalam kegiatan eksplorasi, guru:

Melibatkan peserta didik mencari informasi yang luas dan dalam tentang topik/tema materi yang akan dipelajari dengan menerapkan prinsip alam takambang jadi guru dan belajar dari aneka sumber;

Menggunakan beragam pendekatan pembelajaran, media pembelajaran, dan sumber belajar lain;

Memfasilitasi terjadinya interaksi antarpeserta didik serta antara peserta didik dengan guru, lingkungan, dan sumber belajar lainnya;

Melibatkan peserta didik secara aktif dalam setiap kegiatan pembelajaran; dan

Memfasilitasi peserta didik melakukan percobaan di laboratorium, studio, atau lapangan.

105

Elaborasi

Dalam kegiatan elaborasi, guru:

Membiasakan peserta didik membaca dan menulis yang beragam melalui tugas-tugas tertentu yang bermakna secara tekun

Memfasilitasi peserta didik melalui pemberian tugas, diskusi, dan lain-lain untuk memunculkan gagasan baru baik secara lisan maupun tertulis;

Memberi kesempatan untuk berpikir, menganalisis, menyelesaikan masalah, dan bertindak tanpa rasa takut;

Memfasilitasi peserta didik dalam pembelajaran kooperatif dan kolaboratif;

Memfasilitasi peserta didik berkompetisi secara sehat untuk meningkatkan prestasi belajar;

Memfasilitasi peserta didik membuat laporan eksplorasi yang dilakukan baik lisan maupun tertulis, secara individual maupun kelompok;

Memfasilitasi peserta didik untuk menyajikan hasil kerja individual maupun kelompok;

Memfasilitasi peserta didik melakukan pameran, turnamen, festival, serta produk yang dihasilkan;

Memfasilitasi peserta didik melakukan kegiatan yang menumbuhkan kebanggaan dan rasa percaya diri peserta didik dengan bertanggung Jawab

Konfirmasi

Dalam kegiatan konfirmasi, guru:

Memberikan umpan balik positif dan penguatan dalam bentuk lisan, tulisan, isyarat, maupun hadiah terhadap keberhasilan peserta didik,

Memberikan konfirmasi terhadap hasil eksplorasi dan elaborasi peserta didik melalui berbagai sumber,

Memfasilitasi peserta didik melakukan refleksi untuk memperoleh pengalaman belajar yang telah dilakukan,

Memfasilitasi peserta didik untuk memperoleh pengalaman yang bermakna dalam mencapai kompetensi dasar:

Berfungsi sebagai narasumber dan fasilitator dalam menjawab pertanyaan peserta didik yang menghadapi kesulitan, dengan menggunakan bahasa yang baku dan benar;

Membantu menyelesaikan masalah;

Memberi acuan agar peserta didik dapat melakukan pengecekan hasil eksplorasi;

Memberi informasi untuk bereksplorasi lebih jauh;

Memberikan motivasi kepada peserta didik yang kurang atau belum berpartisipasi aktif.

106

c. Kegiatan Penutup

Dalam kegiatan penutup, guru:

bersama-sama dengan peserta didik dan/atau sendiri membuat rangkuman/simpulan pelajaran;

melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan secara konsisten dan terprogram;

memberikan umpan balik terhadap proses dan hasil pembelajaran;

merencanakan kegiatan tindak lanjut dalam bentuk pembelajaran remedi, program pengayaan, layanan konseling dan/atau memberikan tugas baik tugas individual maupun kelompok sesuai dengan hasil belajar peserta didik;

menyampaikan rencana pembelajaran pada pertemuan berikutnya.

5. Sumber belajar

a. Buku teks yang relevan : Kaset/CD

b. Narasumber, Kaset/CD

c. Script percakapan dan/atau rekaman percakapan

d. Gambar-gambar yang relevan

6. Penilaian

Indikator Pencapaian Kompetensi

Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

Merespon Ungkapan-ungkapan :

- sapaan orang yang sudah / belum dikenal

- Perkenalan diri sendiri / orang lain

-Perintah / larangan

Merespon ungkapan / pertanyaan secara lisan dan tertulis

- Pertanyaan

lisan

1. Listen to the expression and give response orally

1. Good morning. How are you ?

………………………………..

2. Hi, I ‘m Reno and you are ?

………………………………..

3. Are you Anisa ?

…………………………

4. Hello, it’s nice to meet you

…………………………..

5. Who is that girl

……………………….

II. Listen to the expression and choose the best responses,

A, B, C, or D

107

1. A. : Hello, how are /

B : ……….

a. Yes, it is c. Thank you

b. I ‘ Renny d. Don’t worry

2. A : Is that your sister, Anna ?

B : ………….

a. Yes, it is

b. I don’t know

c. No, she is not here

d. Very well thanks

3. A : Budi, this is my friend, Susan

B : Hi, Susan…….

a. Fine, thank

c. Nice to see you

b. It ‘s OK

d. I ‘m alright

a. Rubrik Penilaian

b. Kunci Jawaban. : Terlampir

c Pedoman Penilaian.

1. Untuk No. 1 tiap jawaban benar skor 3

2. Untuk No. II, tiap jawaban benar diberi skor 2

3. Jumlah skor maksimal I 5 x 3 = 18

No. Uraian Skor

1. Isi benar, tata bahasa benar

Isi benar, tata bahasa kurang tepat

Isi dan tata bahasa kurang tepat

Tidak menjawab

3

2

1

0

II. Setiap jawaban yang benar

Setiap jawaban yang salah / tidak dijawab

2

0

108

i. II 5 x 2 = 10

ii. Jumlah 25

4. Nilai maksimal 10

Skor Perolehan

5. Nilai Siswa = X 10

Skor Maksimal

d. Nilai akhir

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : .....................................

........., ....................20.....

Guru Mapel Bahasa Inggris,

( .............................................. )

NIP /NIK : ..............................

109


(RPP)

Nama sekolah : ..........................




interpersonal sangat sederhana untuk berinteraksi

dengan lingkungan terdekat

Kompetensi Dasar : 1.2 Merespon makna dalam percakapan transaksional (to get

things done) dan interpersonal (bersosialisasi) yang

menggunakan ragam bahasa lisan sangat sederhana secara

akurat, lancar, dan berterima untuk berinteraksi dengan

lingkungan terdekat yang melibatkan tindak tutur: meminta

dan memberi informasi, mengucapkan terima kasih, meminta

maaf, dan mengungkapkan kesantunan


Tema : Introductory Chapter dan Family Life





a. Membuat kalimat berdasarkan rekaman dan gambar

b. Merespon pertanyaan berdasarkan percakapan

c. Mengulangi pelafalan kata, abjad, dan akhiran –s berdasarkan rekaman

d. Merespon pertanyaan untuk melengkapi dialog



Tekun ( diligence )



110

a. Grammar Practice (halaman 10, 44, 45 )


b. Communication Practice (halaman 5, 6, 7, 23, 39, 40, 41, 42, 51, 61, 62)

Gambar, pertanyaan dan pilihan jawaban tentang kota-kota

Gambar dan nama alat-alat musik

Gambar denah tempat dan nama alat-alat musik

Rekaman percakapan

Rekaman nama-nama orang (first name dan surname)

Rekaman, gambar dan pertanyaan tentang keluarga dan tempat tinggalnya

Rekaman pengucapan waktu

Rekaman percakapan dan isian

Rekaman nama-nama hadiah ulang tahun

c. Pronunciation (halaman 10, 19, 47, 67)

Rekaman penekanan ucapan pada suku kata dan script kata

Rekaman pengucapan Mr, Mrs, dan Miss

Rekaman pengucapan abjad

Rekaman pengucapan akhiran -s

d. Developing Oral Skills (halaman 20, 68)

Rekaman dan daftar pertanyaan Susan

Rekaman, gambar, dan latihan tentang birthday presents

e. Recalling Vocabulary ( 50, 60)

Rekaman dan soal bergambar tentang angka

Rekaman pengucapan nama-nama bulan




Apersepsi :

Tanya jawab mengenai nama-nama benda yang ada di ruang kelas

Tanya jawab mengenai waktu (pengucapan jam)

Tanya jawab mengenai alamat tempat tinggal siswa.

Motivasi :

memberi informasi, mengucapkan terima kasih, meminta maaf, dan mengungkapkan kesantunan

111

b. Kegiatan Inti

Eksplorasi







Elaborasi


Membiasakan peserta didik membaca dan menulis yang beragam melalui tugas-tugas tertentu yang bermakna;








Memfasilitasi peserta didik melakukan kegiatan yang menumbuhkan kebanggaan dan rasa percaya diri peserta didik.

Konfirmasi



112









Kegiatan Penutup







5. Sumber belajar

a. Buku teks yang relevan : Kaset/CD .

b. Narasumber, Kaset/CD .



6. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

113

Merespon ungkapan-ungkapan :

Meminta dan memberi informasi

Ungkapan terima kasih

Permintaan maaf

Kesantunan

1. Tes lisan

2. Tes tulis

1.Merespon pertanyaan / ungkapan lisan

2.Menjawab pertanyaan lisan secara tertulis

Listen to the questions / expression and give your answer / response orally.

a. A: How many persons are

in the conversation?

B: ............

b. A: thank you so much.

B: ............

2 Listen to the questions / expressions and write your answer / response.

a. A : What’s that ?

B : .........

b. A: Sorry I’m Late.

B: .........

c. A : Come in, please !

B : ...

d. A : You are so kind.

Thank you

B : ...

Listen to the recording (listening on page 61) and fill in the blanks.

Susan asks John whether he wants to _______ to her ______’s party. The party is on _______. John asks Susan whether her brother likes ______. Susan says that he ________ them. John says that he wants to buy him a ______. Then, John asks Susan about the_____ of the party. Susan ______ know about it. Then, Susan asks John about his ________ John answers that it’s in _______.

114

a.Pedoman Penilaian

1. Untuk tiap nomor, tiap jawaban benar skor 1

2. Jumlah skor maksimal 1 x 10 = 10

3. Nilai maksimal = 10

4. Nilai Siswa = 10xalSkorMaksim

hanSkorPerole

b. Rubrik Penilaian

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ..............................

........., ............................20.....


( ..............................................

)

NIP /NIK : ..............................

115


(RPP)

Nama sekolah : ..........................



Standar Kompetensi : 2. Memahami makna dalam teks lisan fungsional pendek sangat

sederhana untuk berinteraksi dengan lingkungan terdekat

Kompetensi Dasar : 2.1 Merespon makna tindak tutur yang terdapat dalam teks lisan

fungsional pendek sangat sederhana secara akurat, lancar,

dan berterima untuk berinteraksi dengan lingkungan terdekat

Jenis teks : teks lisan fungsional

Tema : Introductory Chapter danFamily Life





a. Mengidentifikasi nama-nama benda dan warna

b. Menunjukkan letak tempat berdasarkan rekaman

c. Menyanyikan lagu



Tekun ( diligence )


Berani ( courage )


a. Recalling Vocabulary (halaman 22, 30)

Teka-teki silang, gambar warna dan pilihan jawaban

Rekaman dan pertanyaan tentang cara pengucapan waktu

b. Grammar Practice (halaman 18, 19, 57)

Penjelasan, gambar dan latihan soal

116

c. Communication Practice (halaman 12, 15, 24, )

Rekaman, gambar dan isian tempat-tempat umum

Rekaman, gambar dan isian tentang nama-nama orang, profesinya, dan di mana keberadaannya sekarang

Gambar benda-benda berwarna dan isian

a. Record Your Voice (halaman 11, 21)

Rekaman dan script lagu“What’s Your Name?” dan “Good Morning,”




Apersepsi :

Tanya jawab tentang warna

Tanya jawab tentang nma tempat-tempat umum

Motivasi :

Menuliskan teks lisan fungsional pendek sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat

b. Kegiatan Inti

Eksplorasi







Elaborasi



117









Konfirmasi











118

Kegiatan Penutup







5. Sumber belajar

a. Buku teks yang relevan: Kaset/CD .


c. Script percakapan dan/atau rekaman monoog dan lagu


6. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

1. menentukan makna dalam teks lisan fungsional pendek berupa:

- Instruksi

- Daftar benda / barang

(Shoping list )

- Ucapan selamat

- Pengumuman

2. Mengidentifikasi tujuan teks fungsional

3. Mengidentifikasi bentuk teks fungsional

1.Tes tulis

2.Tes Lisan

Pilihan ganda

Jawaban Singkat

Listen to your teacher and answer the questions orally.

Script:

o What time is it? (11.25; 4.30; 1.20 05.05)

o Can you show me ………. (teacher 4 school things and their colours and the students point to those things)

o Refer to the recording on page 12, tell me about two places in the picture (teacher copies the picture on page 12)

o Jelaskan yang terdapat dalam rekaman

o Jelaskan keterangan dalam

119

gambar berdasarkan gambar

Pedoman Penilaian





hanSkorPerole

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ..............................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

120


(RPP)

Nama sekolah : ..........................



Standar Kompetensi : 2. Memahami makna dalam teks lisan fungsional pendek sangat

sederhana untuk berinteraksi dengan lingkungan terdekat

Kompetensi Dasar : 2.2 Merespon makna gagasan yang terdapat dalam teks lisan

fungsional pendek sangat sederhana secara akurat, lancar,

dan berterima untuk berinteraksi dengan lingkungan terdekat







a. Menentukan keterangan dalam gambar berdasarkan deskrBAHASA INGGRISi dalam rekaman

b. Mencocokkan gambar dan keterangan yang sesuai

c. Melengkapi paragraf rumpang berdasarkan keterangan dalam rekaman

d. Mengidentifikasi dan melengkapi kalimat dalam Simple Present Tense



Tekun ( diligence )


Berani ( courage )


a. Developing Oral Skills (halaman 48, 58)

121

Rekaman dan gambar penjelasan kegiatan sehari-hari

Rekaman dan gambar penjelasan tentang keluarga Bob

b. Communication Practice (halaman 52, 53)

Rekaman dan gambar tentang keluarga Brad

Rekaman dan gambar tentang hubungan kekerabatan

c. Grammar Practice (halaman 45)


3. Metode Pembelajaran:

three-phase technique



Apersepsi :

Tanya jawab mengenai kegiatan sehari-hari siswa

Tanya jawab mengenai keluarga dan kerabat siswa.

Motivasi :

menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus dikuasi siswa

b. Kegiatan Inti

Mendengarkan dan memahami rekaman penjelasan kegiatan sehari-hari dengan dibantu gambar

Menuliskan waktu dan jenis kegiatan pada titik-titik di bawah gambar

Mendengarkan dan memahami rekaman penjelasan tentang keluarga Bob dengan dibantu gambar

Mendengarkan dan memahami rekaman penjelasan tentang hubungan kekerabatan berdasarkan gambar

Menunjuk satu persatu tokoh yang sedang berbicara dengan memperhatikan gambar dan mendengarkan isi pembicaraannya

Membahas kosakata yang ada dalam rekaman-rekaman dan teks tersebut

Mendengarkan penjelasan guru tentang penggunaan Simple Present Tense

c. Kegiatan Penutup

Menanyakan kesulitan siswa selama PBM.

Menyimpulkan materi pembelajaran.

5. Sumber belajar

122





6. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

1. Mengidentifikasi makna gagasan dalam teks lisan fungsional pendek berupa:

- Instruksi

- Shopping list

- Greeting card

- Announcement

2. Mengidentifikasi makna interpersonal teks lisan fungsional pendek

3.Mengidentifikasi makna tersirat dalam teks lisan fungsional pendek

Tes lisan

Tes tulis

Unjuk

kerja

Daftar pertanyaan

Game

Melengkapi

T/F

Pilihan ganda

Menjodoh

kan

Respon dg tindakan

Listen and answer the questions orally!

Listen and mention as many shopping list items as you can remember

Listen to the announcement and fill in the

blank spaces

Write down T/F for the statements below

Choose the best answer by crossing a, b, c, or d

Match the statements in list A and B

Listen to the instruction and do it!

Listen to the recording (listening on page 58 and teacher copies the pictures) and fill in the blanks

The man in red sweater is …… and he is a ……… He has …… sons and two………….. His family has a…… and a …… The woman in the picture is ……… She is Mrs Prescot’s ……… She is a ………. Their sons’ names are ……….. and ………….. The oldest child is ……… She is ………. Years old. The …………

123

child is …………. and he is 11.

a. Pedoman Penilaian


2. Jumlah skor maksimal x 15 = 15



hanSkorPerole

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ..............................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

124


(RPP)

Nama sekolah : ..........................



Standar Kompetensi : 3. Mengungkapkan makna dalam percakapan transaksional dan


lingkungan terdekat

Kompetensi Dasar : 3.1 Mengungkapkan makna dalam percakapan transaksional (to

get things done) dan interpersonal (bersosialisasi) dengan


akurat, lancar, dan berterima

Jenis teks : transactional/interpersonal


Aspek/Skill : Berbicara

Alokasi Waktu : 4 x 40 menit ( 2x pertemuan )


Pada akhir pembelajaran, siswa dapat merespon makna dalam:

a. Tanya jawab tentang nama orang, jalan, dan benda serta cara pengejaannya

b. Menceritakan kegiatan dalam gambar secara lisan

c. Menjawab pertanyaan sesuai keterangan yang tersedia

d. Menjawab pertanyaan yang sesuai dengan keterangan dalam gambar



Tekun ( diligence )


Berani ( courage )


a. Recalling Vocabulary (halaman 2)

125

Angka

Game: nomor telepon

Group work: bertukar nomor telepon

b. Communication Practice (halaman 6, 40, 41, 43, 62)

Game: who are you

Gambar dan nama-nama alat-alat musik

Tanya jawab tentang pengejaan nama depan dan belakang

Tanya jawab tentang pengejaan nama jalan, tempat (alamat)

Tanya jawab tentang kegiatan sehari-hari berdasarkan gambar

Gambar dan nama-nama benda-benda untuk hadiah ulang tahun

c. Grammar Practice (halaman 8, 9, 10 )

Penjelasan tentang I am, you are, it is, latihan

Penjelasan tentang pronoun I, you, dan it, latihan

Penjelasan tentang bentuk jawaban singkat, latihan

Penjelasan tentang kata ganti milik my dan your

d. Developing Oral Skills (halaman 48, 58)

Daftar pertanyaan wawancara

Rekaman, gambar kegiatan sehari-hari

Contoh tanya jawab dalam pair work



Pertemuan Pertama Dan Kedua :


Apersepsi :

Tanya jawab tentang ulang tahun siswa

Tanya jawab nama-nama hadiah ulang tahun siswa

Motivasi :


b. Kegiatan Inti

Eksplorasi


126


Menyebutkan angka-angka dalam bahasa Inggris secara lisan secara klasikal

Melakukan game tentang nomor telepon dan game who are you

Menyebutkan nama alat-alat musik dan nama-nama benda-benda untuk hadiah ulang tahun

Menceritakan kegiatan sehari-hari berdasarkan gambar secara lisan

Mendengarkan penjelasan guru dalam grammar practice dan mengaplikasikannya secara lisan

Melakukan wawancara secara berpasangan dan merekamnya

Menjelaskan gambar mengenai kegiatan sehari-hari secara lisan berdasarkan gambar

Melakukan tanya jawab dalam pair work





Elaborasi









127



Konfirmasi











c. Kegiatan Penutup







5. Sumber belajar

1. Buku teks yang relevan: Kaset/CD .

128

2. Narasumber, Kaset/CD .

3. Script percakapan dan/atau rekaman percakapan

4. Gambar-gambar yang relevan

6. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

Mengungkapkan berbagai tindak tutur:

1. Menyapa yang belum/sudah dikenal

2. Memperkenalkan diri sendiri/orang lain.

3. Memerintah/melarang

Unjuk kerja

unjuk kerja

Unjuk kerja

Tanya jawab

Bermain peran

Bermain peran

1. Ask and answer your friend based on the picture

2. Perform the dialogue in front of the class!

3.Work in pairs

A. Give instructions

B. Does the Instructions and

respond


Jumlah skor maksimal keseluruhan 25

Nilai Siswa = skor maksimal x 4

10

b. Rubrik Penilaian

Element Score

Pronunciation 5

Delivery 10

Performance 10

Excellent 10

Very good 9

Good 8

129

Standard of Pronunciation:

Standard of Delivery and Performance:

Average 7

Poor ≤6

Excellent 5

Very good 4

Good 3

Average 2

Poor 1

130

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : .....................................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

131


(RPP)

Nama sekolah : ..........................





lingkungan terdekat

Kompetensi Dasar : 3.2 Mengungkapkan makna dalam percakapan transaksional (to get

things done) dan interpersonal (bersosialisasi) dengan


akurat, lancar, dan berterima untuk berinteraksi dengan

lingkungan terdekat yang melibatkan tindak tutur: meminta

dan memberi informasi, mengucapkan terima kasih, meminta

maaf, dan mengungkapkan kesantunan

Jenis teks : transaksional dan interpersonal






a. Menyampaikan dan menanyakan informasi tentang letak kota, jam, nama depan, nama belakang, usia, tanggal kelahiran, keluarga, dan hadiah yang disukai

b. Menyanyikan lagu

c. Mengucapkan terima kasih, meminta maaf, dan mengungkapkan kesantunan



Tekun ( diligence )


132

Berani ( courage )

Ketulusan ( Honesty )


a. Communication Practice (halaman 5, 40, 42, 53, 62)

Tanya jawab meminta informasi letak kota-kota dalam gambar

Tanya jawab meminta informasi nama depan dan belakang antar siswa

Tanya jawab meminta informasi tentang jam

Tanya jawab tentang keluarga berdasarkan gambar

Memory game: tentang umur seseorang dalam gambar

Tanya jawab tentang hadiah ulang tahun yang disukai

b. Grammar Practice (halaman 66, 67)

Penjelasan tentang penggunaan his dan her, latihan

Penjelasan tentang penggunaan him dan her, latihan

c. Recalling Vocabulary (halaman 38, )

Tanya jawab meminta informasi tentang waktu berdasarkan gambar

d. Developing Oral Skills (halaman 68, )

Daftar pertanyaan Mrs King tentang nama-nama hadiah yang diterima orang-orang tertentu

Instruksi soal dan contoh untuk mendiskusikan hadiah-hadiah ulang tahun dalam gambar




Pertemuan pertama dan kedua.


Apersepsi :

Tanya jawab tentang letak kota-kota di Indonesia

Tanya jawab tentang keluarga siswa

Motivasi :


133

b. Kegiatan Inti

Eksplorasi







Elaborasi











Konfirmasi



134









c. Kegiatan Penutup







5. Sumber belajar





6. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

135

Bertanya dan menjawab

tentang :

1. Meminta dan memberi informasi

2. Mengucapkan terima kasih

3. Meminta maaf

4. Mengungkapkan dan merespons kesantunan

Unjuk Kerja

Unjuk Kerja

Unjuk Kerja

Tes Praktik

Tanya jwb

Merespon dg singkat

Bermain peran

Games(20 Question)

1. Ask and answer questions

to your friends based on the

situation given or picture

2. Respond to the following

expressions

3.Read the dialog and

perform it

4. a. Please guess, what is

there in the box by

asking questions

b.Perform a role play with

your friend about asking

and giving information.

Use the pictures provided

a. Pedoman Penilaian\


b. Rubrik Penilaian

Criteria Score

Pronunciation 50

Delivery 50

Standard of Pronunciation and Delivery:

Excellent 41-50

Very good 31-40

Good 21-30

Average 11-20

Poor ≤10

136

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ..............................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

137


(RPP)

Nama sekolah : ..........................



Standar Kompetensi : 4. Mengungkapkan makna dalam teks lisan fungsional pendek

sangat sederhana untuk berinteraksi dengan lingkungan

terdekat

Kompetensi Dasar : 4.1 Mengungkapkan makna tindak tutur dalam teks lisan fungsional

pendek sangat sederhana secara akurat, lancar, dan

berterima untuk berinteraksi dengan lingkungan terdekat







a. Memberikan deskripsi keberadaan seseorang berdasarkan gambar

b. Menjawab pertanyaan sesuai dengan deskripsi suatu gambar

c. Menerapkan urutan kata benda-kata sifat dalam kalimat



Tekun ( diligence )


Berani ( courage )


a. Grammar Practice (halaman 18, 19, 27, 28)

Penjelasan, gambar dan latihan tentang artikel tak tentu (a, an)

138

Penjelasan, gambar dan latihan tentang bentuk negatif be

Penjelasan, gambar dan latihan tentang kata benda jamak dan preposisi in, on, under, there are, there is

Penjelasan, gambar dan latihan tentang letak urutan kata benda-kata sifat

b. Communication Practice (halaman 25, 26 )

Penjelasan dan contoh tanya jawab menanyakan keberadaan benda

Penjelasan dan gambar tentang keberadaan orang

c. Developing Oral Skills (halaman 30)

Penjelasan instruksi latihan, gambar, dan latihan

d. Unit Self-test (halaman 31)

Record your voice: penyebutan barang-barang dalam tas siswa dan keberadaan orang dalam gambar halaman 26






Apersepsi :

Tanya jawab tentang keberadaan benda-benda di sekitar kelas

Motivasi :


b. Kegiatan Inti

Eksplorasi



Mendengarkan penjelasan guru dalam grammar practice dan mengaplikasikan secara oral

Melakukan tanya jawab menanyakan keberadaan seseorang dan benda


139




Elaborasi











Konfirmasi







140





c. Kegiatan Penutup







5. Sumber belajar



c. Script


6. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

1.Memberi instruksi

2.Menyebut daftar benda

3.Mengucapkan selamat

4.Mengumumkan dengan

singkat

Tes lisan

Unjuk kerja

Unjuk kerja

Unjuk kerja

1.Membaha-

Sakan

gambar

2.Uji Petik

3.Uji Petik

1. Give an instruction based on the picture shown!

2. Mention 5 things you have in :

a. Your bag

b. your bedroom

3. What would you say to a

friend :

a. on his/her birthday

b. in weekends

141

4. Uji Petik

c. if he/she has got the best

in class

4. inform your friend about the

coming flag ceremony

through an announcement



b. Rubrik Penilaian

Element Score

Pronunciation 25

Delivery 25

Performance 25

Supporting aids 25

Standard of each element:

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

........., ....................20.....


( .............................................. )

Excellent 21-25

Very good 16-20

Average 6-10

Poor ≤5

Good 11-15

142

NIP /NIK : .............................. NIP /NIK : ..............................

143


(RPP)

SMP/MTs : ..........................



Standar Kompetensi : 4. Mengungkapkan makna dalam teks lisan fungsional pendek

sangat sederhana untuk berinteraksi dengan lingkungan terdekat

Kompetensi Dasar : 4.2 Mengungkapkan makna gagasan dalam teks lisan fungsional

pendek sangat sederhana secara akurat, lancar, dan berterima

untuk berinteraksi dengan lingkungan terdekat







a. Memberikan penjelasan berdasarkan gambar

b. Menjawab pertanyaan sesuai dengan deskripsi suatu gambar



Tekun ( diligence )


a. Unit Self-test (halaman 11)

Record your voice: menjelaskan letak kota-kota dengan menggunakan peta b. Developing Oral Skills (halaman 30)

Gambar ruang kelas dan nama-nama benda sekolah



144




Apersepsi :

Tanya jawab tentang keberadaan tempat-tempat tertentu berdasarkan peta

Motivasi :


b. Kegiatan Inti

Eksplorasi



Melakukan tanya jawab tentang hal-hal dalam peta dan gambar ruang kelas

Siswa memberikan penjelasan lisan tentang letak kota-kota dalam peta dan benda-benda dalam gambar runag kelas





Elaborasi




145








Konfirmasi











c. Kegiatan Penutup




146




5. Sumber belajar

e. Buku teks yang relevan: Kaset/CD .

f. Narasumber, Kaset/CD .

g. Script

h. Gambar-gambar yang relevan

6. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

1. Memberi insruksi secara lisan.

2. Menyebutkan daftar barang yang dibutuhkan.

3. Memberi ucapan selamat

4. Mengumumkan sesuatu

Tes lisan

Tes lisan

Unjuk kerja

Unjuk kerja

Tes lisan

Membahasakan gambar

Uraian

Uji Petik

Uji Petik

Menjawab pertanyaan

1. Give instruction to your

friend based on the picture.

2. Mention the things that you

find in your bedroom

3. Congratulate your friend on

his / her success in doing

something

4. Tell your friend about the

coming school holiday

Listen to the texts and answer the questions orally.



b. Rubrik Penilaian

147

Element Score

Pronunciation 25

Delivery 25

Performance 25

Supporting aids 25


Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ..............................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

Excellent 21-25

Very good 16-20

Good 11-15

Average 6-10

Poor ≤5

148


(RPP)

Nama sekolah : ..........................



Standar Kompetensi : 5. Memahami makna dalam teks tulis fungsional pendek sangat

sederhana yang berkaitan dengan lingkungan terdekat

Kompetensi Dasar : 5.1 Membaca nyaring bermakna kata, frasa, dan kalimat dengan

ucapan, tekanan dan intonasi yang berterima yang berkaitan


Jenis teks : teks fungsional pendek


Aspek/Skill : Membaca




a. Membaca teks fungsional pendek dengan intonasi dan ekspresi yang tepat

b. Membaca teks fungsional pendek dengan bantuan gambar

c. Membaca nyaring instruksi, penjelasan, dan waktu dengan tepat



Tekun ( diligence )


Berani ( courage )


a. Communication Practice (halaman 4, 23, 24, )

Gambar dan teks dialog yang sudah dilengkapi

Cerita bergambar yang memuat ungkapan-ungkapan:

149

A: Take the felt pens, please.

B: Here you are.

A: Susan, put the photo here.

B: OK.

Gambar dan kalimat tentang penjelasan letak benda-benda

There are two books under the desk.

There are three pens on the floor.

Membaca cerita bergambar memuat ungkapan-ungkapan tentang waktu (jam):

What’s the time?

It’s a quarter to five.

It’s half past five.

It’s a quarter past five.





Apersepsi :

Tanya jawab singkat tentang apa yang ada dalam cerita bergambar

Tanya jawab tentang letak benda-benda di dalam kelas

Tanya jawab tentang pengucapan waktu (jam)

Motivasi :


b. Kegiatan Inti

Eksplorasi



Membaca nyaring percakapan dalam cerita bergambar secara bersama-sama tentang perkenalan

Membahas kosakata dalam cerita bergambar

150

Membaca nyaring cerita bergambar yang memuat ungkapan-ungkapan memberi instruksi secara bersama-sama

Membahas kosakata dalam cerita bergambar

Membaca nyaring kalimat-kalimat yang menunjukkan letak benda-benda secara bersama-sama

Membahas kosakata tentang benda-benda sekolah (school things)

Membahas penggunaan preposisi untuk menunjukkan letak benda-benda

Membaca nyaring percakapan dalam cerita bergambar secara bersama-sama tentang pengucapan waktu (jam)

Membahas cara pengucapan waktu (jam) dalam bahasa Inggris





Elaborasi











Konfirmasi

151











c. Kegiatan Penutup







5. Sumber belajar



c. Gambar-gambar yang relevan

6. Penilaian

152


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

Melafalkan kata, frasa dan kalimat dengan baik dan benar

Membaca kata frasa dan kalimat dengan intonasi yang benar

Membaca nyaring dengan baik dan benar

Tes unjuk kerja

Observasi

Uji petik membaca nyaring

Lembar observasi

Read the sentences aloud!

Read the all the sentences loudly and carefully.

Find the article about tourism spots in Indonesia. Bring some supporting aids to help you read the passage in front of the class.

Element Score

Pronunciation 25

Delivery 25

Performance 25

Clarity 25


Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ..............................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

Excellent 21-25

Very good 16-20

Good 11-15

Average 6-10

Poor ≤5

154


(RPP)

Nama sekolah : ..........................



Standar Kompetensi : 5. Memahami makna dalam teks tulis fungsional pendek sangat

sederhana yang berkaitan dengan lingkungan terdekat

Kompetensi Dasar : 5.2 Merespon makna yang terdapat dalam teks tulis fungsional

pendek sangat sederhana secara akurat, lancar dan berterima yang

berkaitan dengan lingkungan terdekat

Jenis teks : teks fungsional pendek






a. Menjawab pertanyaan tentang nama-nama jalan

b. Menjawab pertanyaan tentang penjelasan tentang hari tertentu

c. Menjawab pertanyaan tentang catatan tentang negara dan propinsi

d. menjawab pertanyaan tentang penjelasan tentang karakter keluarga di negara Inggris

e. Menjawab pertanyaan berdasarkan bacaan

f. Menentukan benar/salah suatu pernyataan berdasarkan bacaan



Tekun ( diligence )



b. Culture File (halaman 32, 70)

Kutipan teks tentang The Keswick House Theatre School

155

Teks tentang karakter keluarga di Inggris “A British Family”

c. Communication Practice (halaman 42, 53, 58, 62)

Percakapan yang memuat ungkapan-ungkapan:

A: Where do you live, John?

B: I live in Laughlin Road.

A: And Susan? Where does she live?

B: She lives in Hampstead.

Nama-nama jalan dan nama-nama gedung tempat tinggal beberapa keluarga:

Laughlin Road

Worcester Street

Gayton Square

Park Lane

Teks tentang kegiatan sehari-hari Susan

Keterangan dan diagram tentang hubungan kekerabatan empat pria dalam gambar

Penjelasan gambar tentang keluarga Bob

Gambar dan diagram tentang nama-nama hari dan nama-nama orang





Apersepsi :

Tanya jawab tentang nama-nama negara dan propinsi di Indonesia

Tanya jawab tentang nama-nama jalan tempat tinggal siswa

Menulis hal-hal yang ingin diketahui berkaitan dengan bacaan yang akan dibahas

Motivasi :


b. Kegiatan Inti

Eksplorasi

156



Membaca dan membahas keterangan dan diagram tentang hubungan kekerabatan empat pria dalam gambar

Membaca penjelasan gambar tentang keluarga Bob dan membahas kosakata di dalamnya





Elaborasi











Konfirmasi


157










c. Kegiatan Penutup







5. Sumber belajar




6. Penilaian

158


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

Mengidentifikasi berbagai informasi dalam teks fungsional pendek berbentuk :

- Instruksi

- Daftar barang

- Kartu ucapan

- Pengumuman

Mengidentifikasi ciri kebahasaan teks yang dibaca

Membahas tujuan masing-masing teks fungsional yang telah dibahas.

Unjuk kerja

Tes tulis

Melengkapi kalimat/fra-se

Menjawab pertanyaan

2. Match the text with the correct phrases

3. What’s the purpose of the text?

- Read the announcement loudly and communicatively!

- Complete the noun phrases stated in the sentences below!

- Answer the questions based on the text!

a. Instrumen:

Daftar petunjuk:

Write some corrections based on the information on the passage.

Example.

Brad Hamilton is a young doctor. No, he isn’t. He is a young computer progammer.

Brad goes to work by train.No, he doesn’t. He goes to work by bus.

o Mr Hamilton is English.

o Diana takes her children to school at half past seven.

o Brad’s wife is a shop owner.

o Their house has no garden.

o Mrs Hamilton is from Edinburgh

b. Pedoman Penilaian




159


hanSkorPerole

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ..............................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

160


(RPP)

Nama sekolah : ..........................



Standar Kompetensi : 6. Mengungkapkan makna dalam teks tulis fungsional pendek


Kompetensi Dasar : 6.1 Mengungkapkan makna gagasan dalam teks tulis fungsional

pendek sangat sederhana dengan menggunakan ragam bahasa tulis

secara akurat, lancar dan berterima untuk berinteraksi dengan

lingkungan terdekat

Jenis teks : tulis fungsional pendek

Tema : Desriptions and Places

Aspek/Skill : Menulis




a. Melengkapi kalimat sesuai dengan gambar dan pilihan jawaban

b. Menuliskan nomor telepon seseorang dengan kata-kata

c. Menuliskan isian formulir

d. Melengkapi teka-teki silang



Tekun ( diligence )



a. Recalling Vocabulary (halaman 22, 50, 60)

Teka-teki silang tentang nama-nama warna: black, blue, brown, green, etc

161

Silsilah keluarga John

Nama-nama hari dalam seminggu dalam bahasa Inggris dan Indonesia

Nama-nama bulan dalam setahun dalam bahasa Inggris yang diacak susunan hurufnya

b. Communication Practice (halaman 4, 12, 24)

Dialog yang memuat ungkapan-ungkapan

A: Hello! My . . . . . Susan. . . . . . your name?

B: Eddy

A: Where are you . . . . . , Eddy?

B: . . . . . from Kingston.

Foto-foto dan nama-nama tempat umum tertentu: pub, cinema, hotel, etc

Gambar-gambar yang menunjukkan letak benda-benda sekolah


Nomor telepon

d. Developing Oral Skills (halaman 30)

Pertanyaan berdasarkan gambar tentang letak benda-benda sekolah

e. Unit Self-Test (halaman 31)

Isian tentang data diri dengan serangkaian instruksi




a.Kegiatan Pendahuluan

Apersepsi :

Tanya jawab tentang nomor telepon dan menuliskannya

Tanya jawab tentang silsilah keluarga siswa dan menuliskannya

Tanya jawab tentang nama-nama tempat umum dan menuliskannya

Tanya jawab tentang gambar yang berkaitan dengan materi pembahasan

Motivasi :


b. Kegiatan Inti

162

Eksplorasi



Menuliskan nama-nama bulan dalam setahun dalam bahasa Inggris dengan ejaan yang benar dan membahasnya

Melengkapi dan membahas dialog





Elaborasi



Melengkapi dan membahas teka-teki silang tentang nama-nama warna

Melengkapi dan membahas silsilah keluarga John

Memasangkan nama-nama hari dalam seminggu dalam bahasa Inggris dan Indonesia








163


Konfirmasi











c. Kegiatan Penutup







5. Sumber belajar




164

6. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

Melengkapi teks fungsional pendek

Menyusun kata/urutan kata menjadi kalimat yang padu

Menulis teks fungsional pendek

Tes tulis

Tes tulis

Tes tulis

Mlengkapi

a. Menyusun

Kata

b. Menyus-un Kalim-at

2. Esai

1. Complete the blank spaces of the following text!

a. Arranged the ju mbled words into good sentences

b. Arrange the jumbled

sentences in a good order

2. Make a greeting card (choose the topic you prefer: Happy birthday, Wedding, Season’s greeting)

a. Rubrik Penilaian

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : .....................................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

165


(RPP)

Nama sekolah : ..........................



Standar Kompetensi : 6. Mengungkapkan makna dalam teks tulis fungsional pendek


Kompetensi Dasar : 6.2 Mengungkapkan langkah retorika dalam teks tulis fungsional

pendek sangat sederhana dengan menggunakan ragam bahasa tulis

secara akurat, lancar dan berterima untuk berinteraksi dengan

lingkungan terdekat

Jenis teks : teks tulis fungsional pendek



Alokasi Waktu : 6 x 40 menit ( 3 x Pertemuan )



a. Menuliskan percakapan berdasarkan serangkaian perintah

b. Menuliskan penjelasan berdasarkan gambar

c. Membuat poster tentang sekolah disertai penjelasan

d. Menjelaskan dengan singkat tentang pekerja

e. Menuliskan wawancara dengan seorang teman

f. Menuliskan cerita kegiatan selama satu hari

g. Menuliskan laporan kegiatan sehari-hari temanmu



Tekun ( diligence )

166


Berani ( courage )


a. Unit Self Test (halaman 11, 31, 49, 59, 69)

Penjelasan tentang instruksi untuk membuat dialog

Penjelasan tentang instruksi untuk membuat skema tentang identitas diri

Penjelasan tentang instruksi untuk membuat karangan singkat tentang kegiatan sehari-hari

Penjelasan tentang instruksi untuk membuat pertanyaan wawancara kegiatan sehari-hari temanmu

Penjelasan tentang instruksi untuk membuat penjelasan singkat tentang keluarga

Penjelasan tentang instruksi untuk membuat kalimat berdasarkan serangkaian perintah

b. Build up your Portfolio (halaman 33, 71 )

Penjelasan tentang instruksi latihan untuk membuat poster disertai penjelasan

Penjelasan tentang instruksi latihan membuat kalimat tentang kegiatan sehari-hari

Gambar dan instruksi membuat kalimat menceritakan kegiatan

c. Grammar Practice (halaman 45, 46, 47, 54)

Penjelasan dan latihan penggunaan Simple Present

Penjelasan dan latihan penggunaan this dan that

d. Communication Practice (15)

Gambar dan instruksi untuk membuat kalimat tentang profesi dan keberadaan seseorang




a.Kegiatan Pendahuluan

Apersepsi :

Menuliskan lima kalimat tentang kegiatan siswa sehari-hari

Menuliskan lima kalimat tentang pekerjaan yang menjadi cita-cita siswa

Motivasi :

167


b. Kegiatan Inti

Eksplorasi



Membuat penjelasan singkat tentang keluarga

Menuliskan kalimat-kalimat menceritakan kegiatan berdasarkan gambar

Mendengarkan penjelasan guru tentang grammar practice dan mengerjakan latihan secara tertulis





Elaborasi



Menuliskan kalimat berdasarkan serangkaian perintah

Membuat poster disertai penjelasan

Membuat kalimat tentang kegiatan sehari-hari temanmu






168




Konfirmasi











c. Kegiatan Penutup







169

5. Sumber belajar




6. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

1. Membuat teks fungsional pendek

2. Menggunakan langkah retorika dalam menulis teks fungsional pendek

Tes tulis

Tes tulis

Melengkapi

Esai

Project

Uraian

1. Complete the blank spaces of the short text.

2a. Write down an

announcement based on

the given situation

b. Go to public places and

find at least 10 written

short texts

c. Make a list of things you

find in the following places

1. bedroom

2. bathroom

3. kitchen

a. Instrumen:

Make an essay based on these outlines:

My Ideal Job in the Future

Why you want the job

What you should do to get the job you want

What education you should attend

Etc.


Nilai maksimal masing-masing elemen= 25

Nilai maksimal = 100

170

Nilai perolehan = 10xalSkorMaksim

hanSkorPerole

c. Rubrik Penilaian

Element Score

Grammar 25

Spelling 25

Diction 25

Paragraph Development 25


Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : .....................................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

ANALISIS PENCAPAIAN KETUNTASAN BELAJAR PESERTA DIDIK PER KD

No

Nama Siswa

Pencapaian Ketuntasan Belajar Peserta Didik/KD

SK 1 SK 2 SK 3

KD KD KD

1.1 1.2 dst 2.1 2.2 dst 3.1 3.2 dst

Excellent 21-25

Very good 16-20

Good 11-15

Average 6-10

Poor ≤5

171

KKM

…..

…..

…..

…..

…..

…..

…..

…..

…..

1

2

3

4

5

dst

Rata-rata

Ketuntasan belajar

(dalam %)

Frek

wen

si

jml s

isw

a

≤ 49

50-74

75-100

≥ KKM sekolah

172




((RRPPPP))

Mata Pelajaran : Bahasa Inggris Satuan Pendidikan : ........................

Kelas/Semester : VII /2

Nama Guru : ...........................

NIP/NIK : ...........................

Sekolah : ...........................

174


(RPP)

Nama sekolah : ..........................



Standar Kompetensi : 7. Mendengarkan

Memahami makna dalam percakapan transaksional dan


llingkungan terdekat


things done) dan interpersonal (bersosialisasi) sangat

sederhana secara akurat, lancar dan berterima untuk

berinteraksi dengan lingkungan terdekat yang melibatkan

tindak tutur : meminta dan memberi jasa, meminta dan

memberi barang, serta meminta dan memberi fakta





a. memahami ungkapan-ungkapan meminta & memberi jasa

b. memahami penjelasan meminta & memberi barang

c. memahami pertanyaan tentang meminta & memberi fakta



Tekun ( diligence )


Berani ( courage )


175

a. Communication Practice

Percakapan yang memuat ungkapan-ungkapan:

expression and respond

expression and match it with the suitable response

b. Grammar Practice

Contoh:

A : Pass me the pencil, please!

B : Sure. Here you Are.

A : Give me a piece of paper, please!

B : Sure, Here You are.

A : Did you come here yesterday?

B : I did.

3. Metode Pembelajaran: Three phase technique

4. Langkah-Langkah Kegiatan

A.Kegiatan Pendahuluan

Apersepsi :

Tanya jawab mengenai ungkapan-ungkapan meminta & memberi jasa.

Motivasi :


B. Kegiatan Inti

Eksplorasi



Mendengarkan dan memahami ungkapan-ungkapan meminta & memberi jasa

Mendengarkan dan memahami meminta & memberi barang

Mendengarkan dan melengkapi kebangsaan orang-orang dalam gambar

176





Elaborasi











Konfirmasi






177






C. Kegiatan Penutup







5. Sumber Belajar

A. Buku teks yang relevan :

B. Kaset/CD

C. Script percakapan dan/atau rekaman percakapan

D. Gambar-gambar yang relevan

6. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal


1.Meminta &

memberi jasa

2. Meminta &

Tes lisan

a.Tes tulis

Merespon ungkapan

1. Listen to the expression and

respond to it


178

memberi

barang

3.Meminta &

memberi

fakta

b.Unjuk kerja

Tes lisan

Matching

T / F

Merespon tindakan

Memberi jawaban singkat

match it with the suitable

response

3. Listen to the dialoque and

decide whether it is TRUE or

FALSE.

4. Pass me the pencil, please.

5. Give short answer

A. Instrumen:

Listen to the expression and respond to it

Listen to the expression and match it with the suitable response

Pass me the pencil, please.

B. Pedoman Penilaian




hanSkorPerole

C. Rubrik Penilaian

Uraian Skor

Jawaban benar

Jawaban kurang tepat

Jawaban salah

2

1

0

Mengetahui;

Kepala Sekolah ....................

........., ....................20.....


179

( ....................................................... )

NIP /NIK : .....................................

( .............................................. )

NIP /NIK : ..............................


(RPP)

Nama sekolah : ..........................




Memahami makna dalam percakapan transaksional dan


llingkungan terdekat


things done) dan interpersonal (bersosialisasi) sangat


berinteraksi dengan lingkungan terdekat yang melibatkan

tindak turur : meminta dan memberi pendapat dan

menyatakan suka dan tidak suka, meminta klarifikasi, dan

merespon secara interpersonal





memahami ungkapan-ungkapan meminta & memberi pendapat

memahami pernyataan suka dan tidak suka

memahami permintaan klarifikasi secara interpersonal



180

Tekun ( diligence )


Berani ( courage )


Respond to the following expression orally.

A: What do you think?

B: .Not ........

A: What do you like to drink?

B: ...................

Listen to the expression and choose the best option

A: Are you sure?

B: .............

a. Ok b. Fine

c. Alright d. I am

3. Metode Pembelajaran: Three phase technique

4. Langkah-Langkah Kegiatan


Apersepsi :

Tanya jawab mengenai ungkapan-ungkapan meminta dan memberi pendapat dan menyatakan suka dan tidak suka, meminta klarifikasi, dan merespon secara interpersonal

Motivasi :


B. Kegiatan Inti

Eksplorasi

181



Mendengarkan dan merespon introduction tentang topik materi yang akan disampaikan

Mendengarkan dan merespon penjelasan kosakata dan tatabahasa tentang topik materi yang akan dipelajari

mendengarkan percakapan transaksional dan interpersonal tentang topik materi yang dipelajari





Elaborasi











Konfirmasi

182











Guru bertanya jawab tentang hal-hal yang belum diktahui siswa

Guru bersama siswa bertanya jawab meluruskan kesalahan pemahaman, memberikan penguatan dan penyimpulan

C. Kegiatan Penutup







5. Sumber Belajar

Buku teks yang relevan :.

Kaset/CD .

183

Script percakapan dan/atau rekaman percakapan

Gambar-gambar yang relevan

184

6. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal


1. Meminta dan memberi

pendapat

2.Menyatakan suka dan tidak suka

3.Meminta klarifikasi

4. Merespon secara

interpersonal

Tes lisan

Tes Lisan

Tes tulis

Tes tulis

Merespon ungkapan

Merespon ungkapan

pilihan ganda

jwbn singkat

Respond to the following

expressions orally.

1. A: What do you think?

B: .Not ........

2. A: What do you like to

drink?

B: ...................

3. A: Are you sure?

B: ..................

a. Ok b. Fine

c. Alright d. I am

4. A: I’m happy

B: Are you?

A:…….

A. Instrumen:

Respond to the following expression orally.

A: What do you think?

B: .Not ........

Listen to the expression and choose the best option

A: Are you sure?

B: .............

a. Ok b. Fine

c. Alright d. I am

Rubrik Penilaian

Uraian Skor

Jawaban benar


2

1

185

Jawaban salah 0

186

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : .....................................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

187


(RPP)

Nama sekolah : ..........................




Memahami makna dalam teks lisan fungsional dan monolog

pendek sangat sederhana yang berbentuk descriptive dan

procedure untuk berinteraksi dengan lingkungan terdekat

Kompetensi Dasar : 8.1 Merespon makna yang terdapat dalam teks lisan fungsional

pendek sangat sederhana secara akurat, lancar dan berterima




Tujuan Pembelajaran


memahami teks fungsional pendek mengenai

o Instruksi

o Daftar barang belanjaan

o Ucapan selamat

o Pengumuman

o Menentukan fungsi komunikatif teks yang didengar.

o Menentu kan ciri kebahasaan dari masing-masing teks fungsional yang didengar



Tekun ( diligence )


188

Berani ( courage )

Ketulusan ( Honesty )

Materi Pembelajaran

Teks fungsional pendek berupa :

Instruksi

Daftar barang

Ucapan Selamat

Pengumuman

Kosakata terkait tema dan jenis teks

Ciri kebahasaan teks fungsional :

instruksi

daftar barang

ucapan selamat

pengumuman

Metode Pembelajaran: Three phase technique

Langkah-Langkah Kegiatan


Apersepsi :

Tanya jawab mengenai interaksi dengan lingkungan terdekat

Motivasi :


B. Kegiatan Inti

Eksplorasi



Brain storming tentang kosakata terkait materi

189

Membahas kosakata dan tata bahasa terkait materi tentang : noun, noun phrase, adjective, verb, adverb.

Mendengarkan teks fungsional yang mengunakan gambit-gambit attention please, thanks, excuse me, sorry.





Elaborasi











Konfirmasi




190










C. Kegiatan Penutup







Sumber Belajar

Buku teks yang relevan :

Kaset/CD



191

Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

1.Merespon makna

dalam teks fung-

sional pendek :

- Instruksi

- Daftar barang

belanjaan

- Ucapan

selamat

- Pngumuman

2. Menentukan

Fungsi komuni-

katif teks yang

didengar.

3. Menentu kan ciri

kebahasaan dari

masing-masing

teks fungsional

yang didengar

Tes lisan

Tes tulis

Unjuk kerja

Test Lisan

Tes Tulis

Jwbn singkat

-Pilihan ganda

-melengkapi

Melakukan perintah

Jawaban Singkat

Uraian singkat

Listen to the text and answer the questions.

Listen to the text and choose the best option.

Listen to the text and complete the sentences.

Listen to the instruction and do it !

What is the purpose of the text

Listen and write all the verbs stated in the text

Listen and write all the verbs stated in the text

Instrumen:

1. Listen to the text and answer the questions.

2. Listen to the text and choose the best option.

3. Listen to the text and complete the sentences.

4. Listen to the instruction and do it !

Pedoman Penilaian

Untuk tiap jawaban benar skor 2,5

Jumlah skor maksimal 4 x 2,5 = 10

Nilai maksimal = 10

192

Nilai Siswa = 10xalSkorMaksim

hanSkorPerole

193

Rubrik Penilaian

Uraian Skor

Jawaban benar


Jawaban salah

2

1

0

Mengetahui:

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : .....................................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

194


(RPP)

Nama sekolah : ..........................




Memahami makna dalam teks lisan fungsional dan monolog

pendek sangat sederhana yang berbentuk descriptive dan


Kompetensi Dasar : 8.2 Merespon makna yang terdapat dalam monolog sangat


berinteraksi dengan lingkungan terdekat dalam teks

berbentuk descriptive dan procedure



Tujuan Pembelajaran


memahami teks teks lisan fungsional dan monolog pendek sangat sederhana yang berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat Instruksi diskriptif & procedur



Tekun ( diligence )


Materi Pembelajaran

Teks monolog berbentuk:

DeskriptIf

prosedur

Kosakata terkait tema / jenis teks

195

Ciri kebahasaan teks deskriptif dan procedur.

Langkah retorika teks deskriptif / prosedur




Apersepsi :

Tanya jawab mengenai interaksi dengan lingkungan terdekat

Motivasi :


B. Kegiatan Inti

Eksplorasi



Mendengarkan dan merespon tentang berbagai hal terkait tema / jenis teks yang dibahas.

Memperhatikan penjelasan tentang kosakata dan tatabahasa yang muncul dalam teks deskriptif / prosedur

Mendengarkan model monolog teks deskriptif/prosedur





Elaborasi


196


Menjawab pertanyaan secara lisan tentang isi teks deskriptif/prosedur

Menyebutkan fungsi komunikatif teks yang didengar.

Mengidentifikasi kata kerja dari teks yang didengar.

Mendengarkan teks deskriptif / prosedur lainnya.









Konfirmasi




C. Kegiatan Penutup






197


Sumber Belajar

Buku teks yang relevan

Kaset/CD



Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

Merespon informasi dalam teks lisan monolog berbentuk :

- Diskriptif

- Procedur

Menentukan ciri kebahasaan teks yang didengar.

Menentukan fungsi komunikatif teks yang didengar.

Tes lisan

Tes tulis

Tes tulis

Pertanyaan lisan

Pilihan ganda

Pilihan ganda

Listen and answer the following questions

Listen to the text and choose the best answer by crossing a,b,c or d


Instrumen:

Listen and answer the following questions


Listen and make a draft of retelling descriptive/procedure text

Pedoman Penilaian

Untuk tiap jawaban benar skor 5

Jumlah skor maksimal 5 x 2 = 10

Nilai maksimal = 10


hanSkorPerole

198

Rubrik Penilaian

Uraian Skor

Jawaban benar


Jawaban salah

2

1

0

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : .....................................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

199


(RPP)

Nama sekolah : ..........................



Standar Kompetensi : 9. Berbicara

Mengungkapkan makna dalam percakapan transaksional dan


lingkungan terdekat

Kompetensi Dasar : 9.1 Mengungkapkan makna dalam percakapan transaksional ( to

get things done ) dan interpersonal ( bersosialisasi ) sangat

sederhana dengan menggunakan ragam bahasa lisan secara

akurat, lancar dan berterima untuk berinteraksi dengan

lingkungan terdekat yang melibatkan tindak tutur : meminta

dan memberi jasa, meminta dan memberi barang, dan

meminta memberi fakta


Alokasi Waktu : 4 x 40 menit ( 2 X Pertemuan )

Tujuan Pembelajaran


memahami teks percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat



Tekun ( diligence )


Materi Pembelajaran

Contoh:

A : Pass me the pencil please!

B : Sure. here you are.

200

A : Give me the paper Please!

B : Sure, here it is.



Pertemuan Pertama Dan Kedua.


Apersepsi :

Tanya jawab mengenai percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat

Motivasi :


B. Kegiatan Inti

Eksplorasi



Membahas kosakata dan tata bahasa: noun, adjective, adverb, noun phrase





Elaborasi



201

Menirukan ungkapan-ungkapan yang digunakan dalam percakapan sesuai materi

Berlatih dengan teman mengunakan ungkapan-ungkapan yang ada dalam percakapan sesuai materi

Bermain peran menggunakan ungkapan yang telah dipelajari









Konfirmasi










202




C. Kegiatan Penutup







Sumber Belajar


Kaset/CD



Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

* Bertanya dan menjawab berbagai informasi :

1.Meminta dan

memberi jasa

2.Meminta dan

memberi barang

3.Meminta dan

Unjuk kerja

Tes Lisan

Bermain peran

Merespon ungkapan

1. Perform the dialogue with

your friend in the front of the class!


respond to it , example :

a. Pass me the salt, please.

b. Give me the paper, please.

c. Did you come late?

203

memberi fakta

Unjuk kerja

Bermain peran

3. Create a dialoque based on the role cards and performit.

Instrumen:

Perform the dialogue with your friend in the front of the class!

Listen to the expression and respond to it , example :

1. Pass me the salt, please.

2. Give me the paper, please.

Create a dialoque based on the role cards and perform it.

Rubrik Penilaian

Uraian Skor

Jawaban benar


Jawaban salah

2

1

0

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : .....................................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

204


(RPP)

Nama sekolah : ..........................




Mengungkapkan makna dalam percakapan transaksional dan


lingkungan terdekat


get things done) & interpersonal (bersosialisai) sangat


akurat, lancar dan berterima untuk berinteraksi dengan

lingkungan terdekat yang melibatkan tindak tutur : meminta

dan memberi pendapat, menyatakan suka dantidak suka,

meminta klarifikasi, merespon secara interpersonal


Alokasi Waktu : 4 x 40 menit ( 2 X pertemuan )

Tujuan Pembelajaran


Memahami makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat



Tekun ( diligence )


205

Materi Pembelajaran

Contoh :

A. What do you think of this?

B. Not bad

A. I like tea

B. I don’t

A. Are you sure

B. I am

A. Do you?

B. I do





Apersepsi :


Motivasi :


B. Kegiatan Inti

Eksplorasi



Mendengarkan dan merespon pertanyaan tentang topik materi yang akan disampaikan

Mendengarkan dan merespon pembahasan tentang kosakata dan tatabahasa yang terkait dengan topik materi yang akan disampaikan


206




Elaborasi



Melakukan percakapan transaksional dan interpersonal dengan teman dengan materi yang dipelajari









Konfirmasi





207









C. Kegiatan Penutup







Sumber Belajar


Kaset/CD



Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

Bertanya dan menjawab berbagai Informasi :

208

1. Meminta &

memberi pendapat

2. Menyatakan suka

dan tidak suka

3. Meminta klarifikasi

4. Merespon secara

interpersonal

Unjuk kerja

Tes lisan

Unjuk kerja

Tes lisan

Bermain peran

Daftar pertanyaan

Bermain peran

Menjawab singkat

Perform a dialogue about asking and giving opinion with your own words!

Answer the following questions orally!

Create a dialoque based on the role cards and perform it

Give your positive response

a. Do You ?

b. Are You ?

c. Can You ?

d. Does she ?

Bentuk: Performance, Daftar pertanyaan, Bermain peran

Instrumen:

Perform a dialogue about asking and giving information with your own words!


Create a dialoque based on the role cards and perform it

Rubrik Penilaian

Uraian Skor

Jawaban benar


Jawaban salah

2

1

0

Mengetahui;

Kepala Sekolah ....................

........., ....................20.....


209

( ....................................................... )

NIP /NIK : .....................................

( .............................................. )

NIP /NIK : ..............................


(RPP)

Nama sekolah : ..........................




Mengungkapkan makna dalam teks lisan fungsional dan

monolog pendek sangat sederhana berbentuk descriptive

dan procedure untuk berinteraksi dengan lingkungan

terdekat

Kompetensi Dasar : 10.1 Mengungkapkan makna yang terdapat dalam teks lisan

fungsional pendek sangat sederhana dengan menggunakan

ragam bahasa lisan secara akurat, lancar, dan berterima



Alokasi Waktu : 4 x 40 menit ( 2 x pertemuan )

Tujuan Pembelajaran





Tekun ( diligence )


210

Berani ( courage )

Materi Pembelajaran

Teks fungsional pendek berbentuk :

Instruksi

Daftar barang

Pengumuman

Ucapan selamat





Apersepsi :


Motivasi :


B. Kegiatan Inti

Eksplorasi



Membahas kosakata dan tata bahasa: noun, noun phrase, adj, verb, adverb





Elaborasi

211











Konfirmasi




C. Kegiatan Penutup







212

Sumber Belajar


Kaset/CD



Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

Mengungkapkan makna dalam teks fungsional pendek berbentuk :

Instruksi

Daftar barang

Pengumuman

Ucapan selamat

Memberi instruksi secara lisan.

Menyebutkan daftar barang tertentu.

Mengumumkan sesuatu

Mengucapkan selamat

Unjuk kerja

Uji petik berbicara

1. Give instrtruction to your friend orally based on the picture.

2. Mention the things you find in ...

3. Announce a certain information to your friend

4. Say something to your friend when ...

a. He/She got good score

at english test

b. won the game

Instrumen:

Give instrtruction to your friend orally based on the picture.

Make a list of things you find in ...

Announce a certain information to your friend

Congratulate your friend on his / her success

Rubrik Penilaian

Uraian Skor

Jawaban benar


Jawaban salah

2

1

0

Mengetahui; ........., ....................20.....

213

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : .....................................


( .............................................. )

NIP /NIK : ..............................

214


(RPP)

Nama sekolah : ..........................




Mengungkapkan makna dalam teks lisan fungsional dan

monolog pendek sangat sederhana berbentuk descriptive

dan procedure untuk berinteraksi dengan lingkungan

terdekat

Kompetensi Dasar : 10.2 Mengungkapkan makna dalam monolog pendek sangat

sederhana dengan menggunakan ragam bahasa lisan

secara akurat, lancar dan berterima untuk berinteraksi

dengan lingkungan terdekat dalam teks berbentuk

descriptive dan procedure


Alokasi Waktu :2 x 40 menit ( 2x pertemuan )

Tujuan Pembelajaran





Tekun ( diligence )

Materi Pembelajaran

1. Teks monolog

berbentuk : Descriptive/Procedure

1. Kosa kata terkait tema / jenis teks.

2. Ciri kebahasaan teks deskriptif / prosedur

215





Apersepsi :


Motivasi :


B. Kegiatan Inti

Eksplorasi



Memperhatikan dan merespon penjelasan tentang kosakata dan tatabahasa dalam teks monolog Deskriptif/prosedur tentang Dea/How to make a cup of tea.





Elaborasi




216








Konfirmasi













C. Kegiatan Penutup


217






Sumber Belajar


Kaset/CD



Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

1. Mengungkapkan berbagai informasi dalam teks

monolog berbentuk

-Descriptive -Procedure

2.Menyebutkan fugsi komunikatif teks yang didengar.

3.Menyebutkan ciri

kebahasaan teks

yang didengar.

4.Melakukan monolog

dalam bentuk

deskriptif / prosedur

Tes lisan

Unjuk kerja

Daftar pertanyaan

Uji petik berbicara

Uji petik berbicara


2.a. Describe something /

someone with your own

words orally in front of

the class!

2.b. Tell your friends how to

do something (make a

cup of tea)

218

Instrumen:


Describe something / someone with your own words orally in front of the class!

Tell your friends how to do something (make a cup of tea)

Rubrik Penilaian

Uraian Skor

Jawaban benar


Jawaban salah

2

1

0

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : .....................................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

219


(RPP)

Nama sekolah : ..........................



Standar Kompetensi : 11. Membaca

Memahami makna teks tulis fungsional dan esai pendek

sangat sederhana berbentuk descriptive dan procedure yang



pendek sangat sederhana secara akurat, lancar dan

berterima yang berkaitan dengan lingkungan terdekat



Tujuan Pembelajaran


Memahami makna teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive dan procedure yang berkaitan dengan lingkungan terdekat



Tekun ( diligence )


Berani ( courage )

Materi Pembelajaran

Teks fungsional pendek berupa :

Instruksi

Daftar barang

Ucapan selamat

220

pengumuman





Apersepsi :

Tanya jawab mengenai teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive dan procedure yang berkaitan dengan lingkungan terdekat

Motivasi :


B. Kegiatan Inti

Eksplorasi



Membahas kosakata dan tata bahasa: noun, noun phrase, adj, verb, adverb





Elaborasi





221







Konfirmasi













C. Kegiatan Penutup


222






Sumber Belajar


Kaset/CD



Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

1.mengidentifikasi

berbagai informasi

dalam teks

fungsional pendek

berupa:

- Instruksi

- Daftar barang

- Ucapan

selamat

- Pengumuman

2.Merespon berbagai informasi dalam teks fungsional pendek

3.Membaca nyaring teks fungsional / pendek.

Tes tulis

Tes lisan

Esai

Unjuk kerja

Esai

Pilihan Ganda

Jawaban Singkat

Uji petik membaca nyaring

1.write down the answers completely

2.Choose the best answer by crossing a,b,c,d

3.Answer the questions orally

4.Read the text aloud.

223

Instrumen:

A. write down the answers completely

B. Choose the best answer by crossing a,b,c,d

C. Answer the questions orally

D. Read the text aloud.

Rubrik Penilaian

Uraian Skor

Jawaban benar


Jawaban salah

2

1

0

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : .....................................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

224


(RPP)

Nama sekolah : ..........................







Kompetensi Dasar : 11.2 Merespon makna dan langkah retorika secara akurat, lancar

dan berterima dalam esai sangat sederhana yang berkaitan

dengan lingkungan terdekat dalam teks berbentuk

descriptive/ procedure



Tujuan Pembelajaran





Tekun ( diligence )


Materi Pembelajaran

Teks monolog berbentuk deskriptive/procedure

Kosakata terkait tema / jenis teks.

Ciri kebahasaan teks :

- procedure

- descrptive

225





Apersepsi :


Motivasi :


B. Kegiatan Inti

Eksplorasi



Memperhatikan penjelasan tentang kosakata dan tatabahasa yang berkaitan dengan teks deskriptif/prosedur yang akan dibaca





Elaborasi





226







Konfirmasi













C. Kegiatan Penutup



227





Sumber Belajar


Kaset/CD



Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

1. Mengidentifikasi

berbagai informasi

dalam teks

descriptive dan

procedure

2. Mengidentifikasi

fungsi komunikatif

teks deskriptif /

procedure.

3. Mengidentifikasi

langkah retorika

teks deskriptif

/prosedurmenyebutkan ciri kebahasaan teks descriptive / procedure.

Tes lisan

Tes tulis

Tes tulis

Daftar pertanyaan

Uraian

Pilihan Ganda

Jawaban singkat

1. Read the text carefully

and then answer the

following questions briefly!

2. Answer the questions

based on the text.

3.Choose the correct

Answer

List all the verbs started in the text

228

Bentuk: Uraian

Instrumen:

Answer the questions based on the text.

Rubrik Penilaian

Uraian Skor

Jawaban benar


Jawaban salah

2

1

0

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : .....................................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

229


(RPP)

Nama sekolah : ..........................







Kompetensi Dasar : 11.3 Membaca nyaring bermakna teks fungsional dan esai

pendek dan sangat sederhana berbentuk descriptive/

procedure dengan ucapan, tekanan dan intonasi yang

berterima


Alokasi Waktu :2 x 40 menit

Tujuan Pembelajaran





Tekun ( diligence )

Materi Pembelajaran

Teks descriptive/procedure

Pronunciation

Intonation

punctuation


230



Apersepsi :


Motivasi :


B. Kegiatan Inti

Eksplorasi



Mendengarkan dan merespon hal-hal yang perlu diperhatikandalam kegiatan membaca nyaring teks descriptive/procedure tentang pentingnya pronunciation, intonation, punctuation, kualitas suara





Elaborasi






231






Konfirmasi













C. Kegiatan Penutup



232





Sumber Belajar


Kaset/CD



Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

Melafalkan kata, frasa dan kalimat dengan baik dan benar

Membaca kata frasa dan kalimat dengan intonasi yang benar

Membaca nyaring teks descriptive/procedure dengan baik dan benar.

Tes unjuk kerja

Melafalkan

Intonasi

Uji petik Membaca nyaring

1. Pronounce the following

words or phrases correctly!

2. Read the following

sentences by applying

correct intonation!

3. Read the following text loudly!

Instrumen:

1. Pronounce the following words or phrases correctly!

2. Read the following sentences by

3. applying correct intonation!

Rubrik Penilaian

Uraian Skor

233

Jawaban benar


Jawaban salah

2

1

0

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : .....................................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

234


(RPP)

Nama sekolah : ..........................



Standar Kompetensi : 12. Menulis

Mengungkapkan makna dalam teks tulis fungsional dan esai

pendek sangat sederhana berbentuk descriptive dan


Kompetensi Dasar : 12.1 Mengungkapkan makna dalam teks tulis fungsional pendek

sangat sederhana dengan menggunakan ragam bahasa tulis




Alokasi Waktu :4 x 40 menit (2x pertemuan )

Tujuan Pembelajaran


Memahami makna dalam teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat



Tekun ( diligence )


Materi Pembelajaran

- Teks fungsional

Instruksi

Daftar barang

Pengumuman

235

Ucapan selamat

Kosakata terkait tema / jenis teks.

Ciri kebahasaan teks fungsional.





Apersepsi :


Motivasi :


B. Kegiatan Inti

Eksplorasi



Membahas dan mengembangkan kosakata dan tata bahasa: noun, noun phrase, adj, verb, adverb, simple Pr tense, imperative





Elaborasi


236










Konfirmasi













237

C. Kegiatan Penutup







Sumber Belajar


Kaset/CD



Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

Menulis teks

fungsional

pendek

berbentuk :

- Instruksi

- Daftar barang

- Pengumuman

- Ucapan

Selamat

Menulis kalimat

sederhana

Test tulis

Tes tulis

Penugasan

Melengkapi

Menyusun kata acak

Esai bebas

Tugas rumah

1. Complete the sentences

2. Rearrange the words into

good sentences

3. Write down your own

shopping list based on the

situation given.

4. Write down list of instructions

to be on time to school

5.Write a greeting card to your

238

friend on his/her birthday

Listen and make a draft of retelling descriptive/procedure text

Instrumen:

Complete the sentences

Write down your own shopping list based on the situation

given.

Rubrik Penilaian

Uraian Skor

Jawaban benar


Jawaban salah

2

1

0

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : .....................................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

239


(RPP)

Nama sekolah : ..........................



Standar Kompetensi : 12. Menulis

Mengungkapkan makna dalam teks tulis fungsional dan esai

pendek sangat sederhana berbentuk descriptive dan


Kompetensi Dasar : 12.2 Mengungkapkan makna dan langkah retorika dalam esai

pendek sangat sederhana dengan menggunakan ragam

bahasa tulis secara akurat, lancar dan berterima untuk

berinteraksi dengan lingkunguan terdekat dalam teks

berbentuk descriptive/ procedure.



Tujuan Pembelajaran


Memahami makna dalam teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat



Tekun ( diligence )

Materi Pembelajaran

Teks monolog berbentuk

Descriptive/procedure


240


Pertemuan pertama kedua dan ketiga.


Apersepsi :


Motivasi :


B. Kegiatan Inti

Eksplorasi



Memperhatikan penjelasan tentang kosakata dan tatabahasa yang berkaitan dengan penulisan teks monolog deskriptif / prosedur





Elaborasi



Menulsi frasa-frasa, kalimat-kalimat yang diperlukan untuk menulis teks deskriptif / prosedur.


241








Konfirmasi













C. Kegiatan Penutup


242






Sumber Belajar


Kaset/CD



Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

1. Melengkapi teks - descriptive

- procedure

2. Menyusun teks

3. Menulis teks berbentuk - Descriptive/ procedure

Tes tulis

melengkapi

menyusun teks

Esai

1. Complete the blank

spaces Correctly.

2. Arrange the jumbled

sentences into a good descriptive/procedure text

3. Write down a simple descriptive/procedure text

based on the picture /

with your own words

Instrumen:

Complete the blank spaces Correctly.

Arrange the jumbled sentences into a good descriptive/procedure text

243

Write down a simple descriptive/procedure text based on the picturewith

your own words

Rubrik Penilaian

Uraian Skor

Jawaban benar


Jawaban salah

2

1

0

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : .....................................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................



((RRPPPP))


246


(RPP)

SMP/MTS : ..........................

Kelas/Semester : VIII (Delapan) / 1


interpersonal sederhana untuk berinteraksi dengan lingkungan

terdekat


things done) dan interpersonal (bersosialisasi) yang menggunakan

ragam bahasa lisan sangat sederhana secara akurat, lancar, dan

berterima untuk berinteraksi dengan lingkungan terdekat yang

melibatkan tindak tutur: meminta, memberi, menolak jasa,

meminta, memberi, menolak barang, mengakui, mengingkari fakta,

meminta dan memberi pendapat.


Tema : Home Life


Alokasi Waktu :2 x 40 menit



a. Menentukan pasangan kalimat berdasarkan percakapan

b. Memilih jawaban yang tepat berdasarkan rekaman dialog

c. Melengkapi teks wawancara berdasarkan rekaman

d. Melengkapi teks dialog berdasarkan rekaman dengan memilh jawaban yang tersedia

e. Melafalkan kalimat interogatif dan kalimat positif dengan intonasi yang tepat



Tekun ( diligence )


d. Communication Practice (halaman 2, 3, 4, 5, 6)

247

Rekaman dialog

Rekaman percakapan dengan menggunakan why dan because

Percakapan-percakapan memuat ungkapan-ungkapan berikut:

A: Why is the meeting at four?

B: Because it’s Friday

e. Grammar Practice( halaman 7, 8, 31)

Penjelasan tentang kalimat interrogative-negative Simple Present

Penjelasan kalimat imperative negative

Daftar pertanyaan dan pilihan jawaban

f. Developing Skills (halaman 10 , 12, 24)

Rekaman wawancara

Rekaman percakapan

g. Pronunciation (halaman 12)

Rekaman percakapan dengan intonasi kalimat interogatif dan kalimat positif

h. Unit Self-Test (halaman 25)

Record your Voice: rekaman percakapan dengan mengacu pada petunjuk




Apersepsi :

Tanya jawab tentang gambar

Brainstorming ideas: Why is the moon circular? Why should we study?, etc.

Motivasi :


B. Kegiatan Inti

Eksplorasi



248

Mendengarkan penjelasan tentang penggunaan bentuk interogatif negatif Simple Present





Elaborasi



Melengkapi kalimat berdasarkan pemahaman akan suatu percakapan









Konfirmasi





249









C. Kegiatan Penutup







11. Sumber belajar

a. Buku teks yang relevan .

b. CD / kaset



12. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

250

1. Merespon ungkapan meminta, memberi, menolak jasa

2. Merespon ungkapan meminta, memberi, menolak barang

3. Mengakui, mengingkari fakta

4. Merespon ooooungkapan meminta dan memberi pendapat

Tes lisan

Tes lisan

Merespon secara lisan

Pilihan ganda

Respond the following statement

A: Let me help you

B: ....

A: Can I have a bit?

B: ...........

Choose the right response

A: Did you break the glass?

B:.......

a. Yes, I did

b. I don’t know

c. I’m not sure

d. All right

Give your response

A: What do you think of my new dress

B:............

a. Instrumen:

Listen to the dialogue and fill in the blanks (listening script on listening 1 and pronunciation)

1. A: _________________closed?

B: _________________o’clock.

2. A: _________________closed?

B: _________________.

3. A: _________________closed?

B: _________________.

4. David: I like tennis very much

__________________?

5. Karen: Well, I _____________

But football is my favourite sport.

David: Oh yes. ________________


251





hanSkorPerole

c. Rubrik Penilaian

Uraian Skor

Isi benar, tata bahasa benar



Tidak menjawab

3

2

1

0

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ..............................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

252


(RPP)

SMP/MTS : ..........................



interpersonal sederhana untuk berinteraksi dengan lingkungan

sekitar

Kompetensi Dasar : 1.2 Merespon makna yang terdapat dalam percakapan

transaksional (to get things done) dan interpersonal

(bersosialisasi) sederhana secara akurat, lancar, dan berterima

untuk berinteraksi dengan lingkungan sekitar yang melibatkan

tindak tutur: mengundang, menerima dan menolak ajakan,

menyetujui/tidak menyetujui, memuji, dan memberi selamat


Tema : Narrating Past Event





e. Menjawab pertanyaan berdasarkan rekaman dialog

f. Menjawab secara lisan

g. Menentukan benar atau salah kalimat-kalimat yang tersedia

h. Menulis kalimat berdasarkan rekaman sesuai dengan gambar

i. Menentukan benar atau salah pengucapan kata kerja was dan were

j. Menentukan pengucapan kata kerja was dan were sesuai intonasi dalam rekaman



Tekun ( diligence )


253

a. Communication Practice (halaman 44, 68, 69)

Rekaman dialog

Daftar pertanyaan dan jawaban

b. Grammar Practice (halaman 48, 49, 50, 62)

Pernyataan-pernyataan yang memuat ungkapan:

A: Was Karen at the sports center?

B: Yes, she was

(jawaban singkat dalam bentuk past simple)

Penjelasan penggunaan kata kerja bantu may

c. Developing Oral Skills(halaman 53)

Rekaman dialog

d. Pronunciation (halaman 54)

Rekaman dan script kalimat-kalimat yang memuat kata kerja was dan were




Apersepsi :

Tanya jawab tentang gambar dalam dialog

Menebak berdasarkan gambar apa yang terjadi dalam dialog.

Motivasi :


B. Kegiatan Inti

Eksplorasi



Mendengarkan penjelasan bentuk past simple dari kata kerja be


254




Elaborasi



Melengkapi kalimat berdasarkan pemahaman akan suatu percakapan









Konfirmasi




C. Kegiatan Penutup



255





5. Sumber belajar

a. Buku teks yang relevan ..

b. CD / kaset.



6. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

Merespon ungkapan mengundang,menerima, dan menolak ajakan

Merespon ungkapan menyetujui / tidak menyetujui

Merespon ungkapan memuji

Merespon ungkapan memberi selamat

Tes lisan

Jawaban singkat

Write your response to the following statements:

1.A: Would you go with me to the movie ?

B: ...

2.A: I do agree with you to join the speech contest.

B: ...

3.A: You have a beautiful hair

B: ...

4.A: Congratulation ! you passed your exams

B : ...

b. Instrumen:

256

Listen to the recording (A Message with a Map) and state whether these sentences

are right or wrong.

Right

Wrong

1. Mr. Miler was at the sports center this morning

2. He usually gives Nigel the trining program every Sunday

3. Nigel and Karen thought that Mr. Miller may not feel well

4. Mrs. Miller was in the house

5. Mr. Miller was out of London

6. He never forgets to write the programmes

7. There may be a map on the computer

8. Nigel and Karen saw the message on the map

9. Mrs. Miller didn’t find Nigel’s programme

10. Karen is Nigel’s sister

c. Pedoman Penilaian




4. Nilai Siswa = 10

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ..............................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

257


(RPP)

SMP/MTS : ..........................


Standar Kompetensi : 2. Memahami makna dalam teks tulis fungsional pendek dan

esei pendek sederhana yang berbentuk descriptive dan

recount yang berkaitan dengan lingkungan sekitar


pendek sederhana secara akurat, lancar, dan berterima untuk

berinteraksi dengan lingkungan sekitar


Tema : Home Life





a. Menjawab pertanyaan-pertanyaan berdasarkan rekaman pada halaman website

b. Melengkapi kalimat dengan menggunakan there are/is

c. Membuat kalimat yang memuat some/any

d. Menulis insruksi sesuai rekaman dan gambar

e. Menentukan urutan cara penyajian teh

f. Menggarisbawahi suku kata yang mendapat tekanan dalam pengucapan



Tekun ( diligence )


b. Communication Practice (halaman 28)

Instruksi-instruksi yang memuat ungkapan berikut:

- Don’t forget the toast

258

- Pass me the bread

c. Grammar Practice (halaman 18 dan19)

Penjelasan dan latihan soal tentang penggunaan bentuk interogatif there is/are

Penjelasan dan latihan soal tentang penggunaan artikel partitif some/any

c. Developing skills (halaman 11, 35, 36)

Rekaman teks halaman website tentang Crystal Palace national Sports Center

Rekaman urutan cara penyajian teh dan gambar

Rekaman dan script lagu


Rekaman dan script suku kata yang mendapat tekanan ucapan

e. Unit self-test (halaman 37)

Record your voice: jelaskan cara menyajikan teh secara terperinci




Apersepsi :

Tanya jawab tentang internet

Permainan: Simon Says

Motivasi :


B. Kegiatan Inti

Eksplorasi



Mendengarkan penjelasan tentang artikel parttitif some/any

Menulis instruksi sesuai rekaman dan gambar


259




Elaborasi











Konfirmasi







260







C. Kegiatan Penutup







11. Sumber belajar

a. Buku teks yang relevan..

b. CD / kaset.



261

12. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

1. Mengidentifikasi informasi yang terdapat dalam teks fungsional pendek berupa

undangan.

2 Mengidentifikasi ciri

kebahasaan dalam

teks fungsional

pendek berupa

Undangan.

Tes tertulis

Melengkapi

rumpang

1. Complete the following sentences based on the text you hear

2. Listen to the text and give short answer

a. Instrumen:

Listen to the recording about how to serve a glass of avocado float.

Script:

If you want to have a glass of avocado float with melted chocolate on the top of it,

please prepare some ice cubes, water, sugar and a bar of chocolate. Mix the ice

cubes with water and some sugar. Blend smoothly until mixed and soft. Pour it into a

glass. Heat a bar of chocolate and pour into the blended avocado. The float is ready

to serve!

Rewrite the instructions:






hanSkorPerole

c. Rubrik Penilaian

Uraian Skor

Jawaban benar dengan kalimat sempurna

Jawaban benar dengan kalimat kurang sempurna

2

1

262

Jawaban salah

0

263

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ..............................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

264


(RPP)

SMP/MTS : ..........................


Standar Kompetensi : 2. Memahami makna dalam teks lisan fungsional dan monolog

pendek sederhana berbentuk descriptive dan recount untuk


Kompetensi Dasar :2.2 Merespon makna yang terdapat dalam monolog pendek

sederhana secara akurat, lancar, dan berterima untuk

berinteraksi dengan lingkungan sekitar dalam teks berbentuk

descriptive dan recount

Jenis teks : monologue (descriptive/recount)

Tema : Narrating Past Event





a. Menulis tanggal kelahiran orang-orang pada gambar berdasarkan rekaman

b. Menulis bilangan ordinal dengan bilangan kardinalnya

c. Menulis kegiatan seseorang berdasarkan keterangan waktu

d. Memilih jawaban dari akhir suatu cerita

e. Menentukan bentuk pelafalan akhiran –ed pada kata-kata yang diucapkan



Tekun ( diligence )


a. Communication Practice (halaman 46)

Gambar orang-orang dan rekaman tentang tanggal kelahiran orang-orang tersebut

265

b. Grammar Practice (halaman 50 dan 51)

Penjelasan bilangan ordinal

Penjelasan tentang penanggalan

c. Developing Skills (halaman 63)

Rekaman kegiatan-kegiatan yang dilakukan oleh Mrs. Britten

Rekaman akhir cerita dari ‘The Kidnappers’

d. Pronunciation (halaman 80 dan 66)

Rekaman dan script kata-kata yang berakhiran –ed

Rekaman dan script kata-kata yang memuat bunyi [^] dan [a:]



Pertemuan pertama, dua, ketiga dan keempat.


Apersepsi :

Warming-up activity: find five friends who were born in five different months. The fastest is the winner

Tanya jawab tentang hal-hal yang berhubungan dengan penculikan

Motivasi :


B. Kegiatan Inti

Eksplorasi



Mendengarkan penjelasan tentang bilangan ordinal dan penanggalan

Mendengarkan rekaman tentang tanggal kelahiran orang-orang yang terlihat pada gambar




266


Elaborasi











Konfirmasi




C. Kegiatan Penutup





267



6. Sumber belajar


b. CD / kaset.



7. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

1. Mengidentifikasi Informasi/makna yang terdapat dalam teks berbentuk descriptive dan recount

2. Mengidentifikasi tujuan komunikatif dan langkah retorika teks deskriptif dan recount.

Tes lisan

Tes tulis

Pertanyaan lisan

Answer the questions orally based on the text you listen to

Choose the best option based on the text you have listened to

a. Instrumen:

Listen to the recording (listening 4a on page 64) and answer the questions.

1. Where were Nigel and Karen?

2. What did Mrs. Miller do with all messages she had?

3. What was the message about?

4. How many messages were there?

5. What was the last message contained?

b. Pedoman Penilaian\

Setiap jawaban yang sempurna diberi skor 3

268

Jumlah skor maksimal keseluruhan x 5 = 15

Nilai maksimal = 10


hanSkorPerole

c. Rubrik Penilaian

Uraian Skor

Jawaban benar dan tata bahasa tepat

Jawaban benar dan tata bahasa kurang tepat

Jawaban kurang tepat dan tata bahasa tidak benar

Tidak menjawab

3

2

1

0

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ..............................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

269


(RPP)

SMP/MTS : ..........................



interpersonal lisan pendek sederhana untuk berinteraksi dengan

lingkungan sekitar


get things done) dan interpersonal (bersosialisasi) sederhana

dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan

berterima untuk berinteraksi dengan lingkungan sekitar yang

melibatkan tindak tutur: meminta, memberi, menolak jasa,

meminta, memberi, menolak barang, mengakui, mengingkari fakta,

dan meminta dan memberi pendapat


Tema : Home Life





a. Tanya jawab menggunakan why dan because

b. Tanya jawab tentang pekerjaan seseorang

c. Tanya jawab tentang makanan dan minuman yang disukai

d. Memberikan tanggapan atas suatu pernyataan dengan menggunakan so dan neither

e. Tanya jawab tentang keberadaan suatu benda

f. Bermain peran dalam dialog

g. Mengungkapkan saran-saran atas pernyataan yang ada



Tekun ( diligence )

270

2. ateri Pembelajaran

a. Communication Practice (halaman 3, 4, 5, 6, 29, 15)

Percakapan-percakapan yang memuat ungkapan-ungkapan:

A: Why is the meeting at four?

B: Because it’s Friday

A: What does Ms. Jones do?

B: She’s a coach

A: What sport do you like best?

B: I like football

A: So do I /I don’t mind.

A: What’s there under the desk?

B: There are some books.

A: Is there any lettuce?

B: Yes, there is.

A: Wash vegetable before eating them.

B: Yes. And don’t touch food with dirty hands


Penjelasan dan latihan soal (so dan neither)


Penjelasan kegiatan

Percakapan yang memuat ungkapan:

A: What is Mrs. Greenfield doing?

B: She’s …….



Pertemuan pertama, dan dua.

271


Apersepsi :

Warming-up activity: find five friends who were born in five different months. The fastest is the winner

Tanya jawab tentang hal-hal yang berhubungan makanan, minuman dan olahraga yang disukai

Menyebutkan benda-benda yang terdapat dalam ruang kelas

Motivasi :


B. Kegiatan Inti

Eksplorasi



penjelasan tentang makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur: meminta, memberi, menolak jasa, meminta, memberi, menolak barang, mengakui, mengingkari fakta, dan meminta dan memberi pendapat





Elaborasi




272








Konfirmasi













C. Kegiatan Penutup


273






5. Sumber belajar


b. CD / kaset.



6. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

1. Bertanya dan menjawab tentang meminta,memberi, menolak jasa

2. Bertanya dan menjawab tentang meminta,memberi, menolak barag

3. Bertanya dan menjawab tentang mengakui, mengingkari fakta

4. Bertanya dan menjawab memberi pendapat

Unjuk kerja

Uji Petik Berbicara

Bermain peran

Create a dialogue based on the role cards and perform it in front of the class.

a. Instrumen:

Make up a short dialogue with your partner based on each topic. Perform the dialogues in

front of the class.

274

Topics:

1. sports

2. food and drinks

3. things in my room

4. drinking milk everyday



Nilai maksimal masing-masing dialog 25

c. Rubrik Penilaian

Dialogue 1 Dialogue 2 Dialogue 3 Dialogue 4

Pronunciation 5 5 5 5

Delivery 10 10 10 10

Performance 10 10 10 10

Standard of Pronunciation:

Standard of Delivery and Performance:

Excellent 10

Very good 9

Good 8

Average 7

Poor ≤6

Excellent 5

Very good 4

Good 3

Average 2

Poor 1

275

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ..............................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

276


(RPP)

SMP/MTS : ..........................



interpersonal lisan pendek sederhana untuk berinteraksi

dengan lingkungan sekitar

Kompetensi Dasar : 3.2 Memahami dan merespon percakapan transaksional (to get

things done) dan interpersonal (bersosialisasi) sederhana

dengan menggunakan ragam bahasa lisan secara akurat,

lancar, dan berterima untuk berinteraksi dengan lingkungan

sekitar yang melibatkan tindak tutur: mengundang, menerima

dan menolak ajakan, menyetujui/tidak menyetujui, memuji,

dan memberi selamat


Tema : Home Life





d. Mengungkapkan berbagai pertanyaan tentang penanggalan

e. Merespon pertanyaan-pertanyaan yang berhubungan dengan penanggalan

f. Menjawab pertanyaan-pertanyaan secara lisan berdasarkan informasi

g. Bertanya jawab dengan kegiatan sehari-hari dengan pilihan keterangan waktu

h. Menyatakan pendapat tentang keberadaan seseorang berdasarkan gambar



Tekun ( diligence )


277



A: When is Nigel’s birthday?

B: It’s in……

A: How often do you get up late?

B: I get up late once a week, on Sunday.

A: Where do you think Mr. Miller is?

B: He may be…….

Developing Skills (halaman 55)

Rekaman percakapan telepon bersama Nigel





Apersepsi :

Bertanya kepada siswa lain tentang penanggalan

Menjawab pertanyaan-pertanyaan secara lisan berdasarkan informasi

Motivasi :

Merespon pertanyaan-pertanyaan yang berhubungan dengan penanggalan

Berdiskusi dengan teman sekelas tentang jawaban yang tepat

Bertanya jawab dengan kegiatan sehari-hari dengan pilihan keterangan waktu

B. Kegiatan Inti

Eksplorasi



penjelasan tentang Memahami dan merespon percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sederhana

278





Elaborasi











Konfirmasi




C. Kegiatan Penutup



279





11. Sumber belajar


b. CD / kaset.



12. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

1. Bertanya dan menjawab tentang mengundang, menerima, menolak ajakan

2. Bertanya dan menjawab tentang menyetujui.tidak menyetujui

3. Bertanya dan menjawab tentang memuji

4. Bertanya dan menjawab tentang memberi selamat

Unjuk kerja

Uji Petik berbicara Bermain

peran


a. Instrumen:

Make up telephone conversation with your friend talking about:

1. the birthdate

2. the daily activities

3. where the family members are


280


c. Rubrik Penilaian

Element Score

Pronunciation 50

Delivery 50

d. Standard of Pronunciation and Delivery:

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ..............................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

Excellent 41-50

Very good 31-40

Good 21-30

Average 11-20

Poor ≤10

281


(RPP)

SMP/MTS : ..........................


Standar Kompetensi : 4. Mengungkapkan makna dalam teks lisan fungsional dan

monolog pendek sederhana yang berbentuk descriptive dan recount

untuk berinteraksi dengan lingkungan sekitar

Kompetensi Dasar : 4.1 Mengungkapkan makna dalam bentuk teks lisan fungsional

pendek sederhana dengan menggunakan ragam bahasa lisan

secara akurat, lancar, dan berterima untuk berinteraksi dengan

lingkungan sekitar


Tema : Home Life





d. Mendeskripsikan kembali hal-hal yang diketahui tentang suatu bacaan

e. Mendeskripsikan suatu tempat

f. Mengulang kata-kata yang memuat pelafalan –ing

g. Mendeskripsikan cara penyajian the

h. Menyanyikan lagu dengan pelafalan yang tepat sesuai dengan rekaman



Tekun ( diligence )


d. Developing Skills (halaman 10, 11, 12)

Bacaan Crystal Palace National Sports Center

Gambar dan Penjelasan How to Make Tea

e. Unit self-test (halaman 13)

282

Record your voice: sebutkan apa saja yang kamu ketahui tentang Crystal Palace National Sports Center




Apersepsi :

Bertanya kepada siswa lain tentang suatu bacaan

Motivasi :

Membaca kembali Crystal Palace National Sports Center

Menyebutkan informasi yang diingat tentang tepat tersebut

B. Kegiatan Inti

Eksplorasi



penjelasan tentang makna dalam bentuk teks lisan fungsional pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar





Elaborasi





283







Konfirmasi




C. Kegiatan Penutup







11. Sumber belajar


b. CD / kaset.



12. Penilaian

284


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

1. Mengungkapan secara lisan teks fungsional pendek berbentuk undangan.

2. Bertanya dan menjawab secara lisan berbagai informasi tentangteks fungsional pendek berbentuk undangan

Unjuk kerja

Tes lisan

Uji petik berbicra

Pertanyaan lisan

1. Invite your friend to come to your bithday party orally!

2. Ask and answer orally based on the invitation card given.

a. Instrumen:

Daftar petunjuk:

1. make up a group of 3

2. make the instructions of cooking some food

3. find the aids to support your performance

4. time allocation: ±5 mins



c. Rubrik Penilaian

Element Score

Pronunciation 25

Delivery 25

Performance 25

Supporting aids 25


Excellent 21-25

285

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ..............................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

Very good 16-20

Good 11-15

Average 6-10

Poor ≤5

286


(RPP)

SMP/MTS : ..........................



monolog pendek sederhana yang berbentuk descriptive dan recount


Kompetensi Dasar : 4.2 Mengungkapkan makna dalam monolog pendek sederhana


berterima untuk berinteraksi dengan lingkungan sekitar dalam teks

berbentuk descriptive dan recount

Jenis teks : monolog descriptive/recount

Tema : Narrating Past Events


Alokasi Waktu : 6x 40 menit ( 3x pertemuan )



a. Menyebutkan nama-nama bulan secara urut

b. Menyebutkan nama-nama musim berdasarkan gambar yang tersedia

c. Mendeskripsikan kegiatan-kegiatan yang dilakukan kemarin



Tekun ( diligence )


a. Communication Practice (halaman 45 dan 69)

Daftar nama-nama bulan dan musim

Gambar yang berkaitan dengan musim

b. Unit self-test (halaman 8)

Record your voice: rekaman kegiatan Mrs. Miller kemarin pagi

287

Record your voice: rekaman kegiatan apa saja yang kita lakukan kemarin



Pertemuan pertama, dua dan ketiga.


Apersepsi :

Mengulang pengucapan nama-nama musim

Mengurutkan kegiatan-kegiatan yang tertera dalam daftar kegiatan berdasarkan urutan waktu

Menjawab pertanyaan dari guru

Motivasi :

Menjawab pertanyaan-pertanyaan yang berkaitan dengan nama-nama bulan

- In what month is your birthday?

- In what month id our independence day?

Menyebutkan musim-musim yang ada di negara ini

B. Kegiatan Inti

Eksplorasi



penjelasan tentang makna dalam monolog pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount





Elaborasi

288











Konfirmasi












289


C. Kegiatan Penutup







5. Sumber belajar


b. CD / kaset.


d. Script percakapan dan/atau rekaman percakapan

6. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

1. Bertanya dan menjawab berbagai infmasi secara lisan dalam teks pendek berbentuk :

- descriptive

- recount

2. Melakukan monolog pendek dalam bentuk

- descriptive

- recount

Unjuk kerja

Unjuk kerja

Tes lisan

Uji petik berbicara, bertanya dan menjawab

Uji petik berbicara mendeskripsikan sesuatu

Uji petik

Ask and answer based on the following situation

Look at this thing and describe it.

1. Think of an activity or event that happened to you yesterday and

290

berbicara, menceritakan kejadian

tell us about it.

a. Instrumen:

Daftar petunjuk:

Say what you did on your last holiday (5 mins)



c. Rubrik Penilaian

Element Score

Pronunciation 25

Delivery 25

Performance 25

Supporting aids 25


Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

........., ....................20.....


( .............................................. )

Excellent 21-25

Good 11-15

Average 6-10

Poor ≤5

291

NIP /NIK : .............................. NIP /NIK : ..............................


(RPP)

SMP/MTS : ..........................


Standar Kompetensi : 5. Memahami makna teks tulis fungsional dan esei pendek

sederhana berbentuk descriptive dan recount yang berkaitan


Kompetensi Dasar : 5.1 Membaca nyaring bermakna teks tulis fungsional dan esei

berbentuk descriptive dan recount pendek dan sederhana dengan

ucapan, tekanan dan intonasi yang berterima yang berkaitan


Jenis teks : lisan fungsional dan monolog descriptive/recount

Tema : Home Life dan Narrating Past Events





g. Membaca nyaring teks halaman website

h. Membaca nyaring dengan intonasi yang tepat ‘What the British Eat’

i. Membaca nyaring dengan intonasi yang tepat ‘What’s Mrs. Miller’s password’

j. Membaca nyaring dengan intonasi yang tepat ‘The Kidnappers’

k. Membaca kalimat sesuai dengan pelafalan –ing



Tekun ( diligence )


b. Developing Skills (halaman 11, 33, 53, 78)

292

Bacaan teks lisan fungsional: halaman website Crystal Palace National Sports Center

Bacaan deskriptif: ‘What the British Eat’, ‘What’s Mrs. Miller’s Password’, ‘The Kidnappers’

c. Pronunciation (halaman 24)

Rekaman dan script kalimat-kalimat yang memuat kata-kata dengan pelafalan -ing




Apersepsi :

Tanya jawab tentang teks yang akan dibaca

Motivasi :

Mencari kata-kata yang sulit untuk dilafalkan

Menirukan pengucapan guru

B. Kegiatan Inti

Eksplorasi



penjelasan tentang Mengulangi pengucapan kata-kata yang digarisbawahi dalam teks halaman website

Membaca teks halaman website

Mendengarkan pengucapan kata-kata dengan pelafalan –ing

Mengucapkan kalimat-kalimat yang mengandung kata-kata dengan pelafalan-ing




293


Elaborasi











Konfirmasi




C. Kegiatan Penutup





294



11. Sumber belajar


b. CD / kaset.



12. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

Membaca dengan nyaring dan bermakna teks fungsional pendek

Mengidentifikasi berbagai informasi dalam teks fungsional pendek

Tes lisan

Tes tertulis

Membaca nyaring

Uraian

Read the the text aloud and clearly.

1. Complete the

test using correct

words

2. Choose the

correct answer

a. Instrumen:

Daftar petunjuk:

Group Work (3-4 students):

1. read the reading “The Kidnappers”

2. rewrite the reading with your friends in your group

3. tell the story in turn so that each student get their turn



e. Rubrik Penilaian

295

Element Score

Pronunciation 25

Clarity 25

Expression 25

Cooperation 25


Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ..............................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

Excellent 21-25

Very good 16-20

Poor ≤5

296


(RPP)

SMP/MTS : ..........................





Kompetensi Dasar : 5.2 Merespon makna dalam teks tulis fungsional pendek

sederhana secara akurat, lancar dan berterima yang berkaitan


Jenis teks : lisan fungsional dan monolog descriptive/recount






d. Menjawab pertanyaan berdasarkan teks halaman website

e. Melengkapi informasi berdasarkan isi surat

f. Melengkapi email dengan pilihan jawaban yang tersedia

g. Membuat kalimat dengan kata keterangan yang terlihat pada tabel



Tekun ( diligence )


a. Developing Skills (halaman 11 dan 53)

Bacaan teks lisan fungsional: halaman website Crystal Palace National Sports Center dan daftar pertanyaan

Email yang rumpang dan pilihan jawaban

b. Pronunciation (halaman 61)

297

Penjelasan kata keterangan waktu II (Adverbs of time)

Tabel kegiatan





Apersepsi :

Tanya jawab tentang teknologi informasi

Tanya jawab tentang cara pengiriman informasi jarak jauh (email dan surat)

Motivasi :

Melengkapi informasi yang tersedia berdasarkan isi surat

B. Kegiatan Inti

Eksplorasi



penjelasan tentang email dengan jawaban yang tersedia

Menulis kalimat dengan melihat informasi kegiatan masing-masing orang pada tabel

Menulis jawaban di papan tulis untuk memeriksa jawaban yang tepat





Elaborasi




298








Konfirmasi













C. Kegiatan Penutup


299






11. Sumber belajar


b. CD / kaset.


12. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

Mengidentifikasi fungsi sosial teks fungsional pendek Mengidentifikasi ciri kebahasaan teks fungsional pendek

Tes tertulis Uraian Answer the following questions based on the text

a. Instrumen:

Based on the table below, find the information to complete the email!

subject action Frequency

I Going camping January, July

My mother Cooking special food Sunday

My father Going fishing Saturday

My sister Studying Everyday except Saturday

My family Going to Edinburgh 1st January

To: Nigel

Subject: My Family’s Activities

300

Hi, Nigel. It’s really nice to have your email again. I’m writing to you to reply your email.

You asked me about my family.

Well, I’ll tel you about our activities. I ___________________. My sister

_______________.

My father ________________ while my mother ____________________.

We really love her delicious cook. Although we have different activities and hobbies, we

always __________________ to see my grandparents.

Write to me soon about your family.

Love,

Melly






hanSkorPerole

c. Rubrik Penilaian

Uraian Skor




Tidak menjawab

3

2

1

0

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

........., ....................20.....


( .............................................. )

301

NIP /NIK : .............................. NIP /NIK : ..............................

302


(RPP)

SMP/MTS : ..........................





Kompetensi Dasar : 5.3 Merespon makna dan langkah retorika dalam esei pendek


dengan lingkungan sekitar dalam teks berbentuk descriptive dan

recount




Alokasi Waktu : 4 x 40 menit ( 2x pertermuan )



a. Menentukan benar, salah atau tidak relevannya suatu pernyataan berdasarkan informasi yang terdapat dalam bacaan deskriptif

b. Menentukan benar, salah atau tidak relevannya suatu pernyataan berdasarkan informasi yang terdapat dalam recount

c. Menjawab pertanyaan-pertanyaan berdasarkan informasi yang terdapat dalam bacaan



Tekun ( diligence )

2. Materi Pembelajarana

a. Developing Skills (halaman 33, 34, 64, 65)

Bacaan deskriptif ‘What the British Eat’, daftar pertanyaan

Bacaan ‘What’s Mrs. Miller’s password?’, daftar pertanyaan

303

Bacaan ‘The Kidnappers’

b. Culture file (halaman 82 dan 83)

Bacaan ‘Madame Tussaud’s Wax Figure Museum’, daftar pertanyaan





Apersepsi :

Tanya jawab tentag bacaan yang akan dibaca

Menulis hal-hal yang ingin diketahui tentang bacaan

Motivasi :

Menjawab pertanyaan berdasarkan informasi dalam bacaan

B. Kegiatan Inti

Eksplorasi



Membaca bacaan ‘What the British Eat’

Menyatakan benar, salah atau tidak relevannya suatu pernyataan berdasarkan bacaan





Elaborasi




304








Konfirmasi













C. Kegiatan Penutup


305






5. Sumber belajar


b. CD / kaset.


6. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

Menjawab mau tau pertanyaan tentang :

Makna gagasan

Makna tekstual dalam teks descriptive dan recount

Langkah retorika teks descriptive dan recount

Tujuan komunikatif teks descriptive dan recount

Ciri kebahasaan teks descriptive dan recount

Membaca nyaring teks descriptive dan recount.

Tes tulis

Tes lisan

PG

T / F

Membaca nyaring

1. Choose the best

option based on

the text.

2. State whether

the statements

are TRU or

FALSE.

3. Answer the questions

Read the text aloud.

a. Instrumen:

Read the text below and answer the questions.

Computer Hackers (copy of text from workbook page 32)

306

Questions:

1. What are people’s opinions towad hackers?

2. Who is Eric S. Raymond?

3. What is his opinion toward hackers?

4. What is ‘the real criminals’ based on his opinion?

5. Who are ‘anti-hackers’?

6. Why is the third type of hacking considered to be dangerous?

7. Can you describe with your own words the meaning of industrial-strength vandals!

8. Explain with your own words the way to keep hacking int minimum!


1. Untuk tiap nomor, tiap jawaban benar skor 1, kecuali untuk nomor 7 dan 8

jawaban benar skor 2.

2. Jumlah skor maksimal 6 + (2 x 2)=10



hanSkorPerole

c. Rubrik Penilaian (untuk nomor 7 dan 8)

Uraian Skor



Tidak menjawab

2

1

0

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ..............................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

307


(RPP)

SMP/MTS : ..........................


Standar Kompetensi : 6. Mengungkapkan makna dalam teks tulis fungsional dan esei

pendek sederhana berbentuk descriptive, dan recount untuk


Kompetensi Dasar : 6.1 Mengungkapkan makna dalam bentuk teks tulis fungsional

pendek sederhana dengan menggunakan ragam bahasa tulis secara

akurat, lancar dan berterima untuk berinteraksi dengan lingkungan

sekitar

Jenis teks : tulis fungsional






e. Melengkapi tabel makanan dan minuman yang disukai

f. Menulis kalimat dengan menggunakan bentuk Present Continuous

g. Melengkapi kalimat dengan ragam bahasa yang tepat berdasarkan keterangan pada gambar

h. Menulis kalimat dengan menggunakan kata keterangan waktu seperti always, often, usually, etc.

i. Menulis surat dengan format surat yang ditentukan



Tekun ( diligence )


b. Communiacation Practice (halaman 5, 6, 17)

Tabel daftar makanan dan minuman yang disukai

308

Gambar dan daftar kegiatan

c. Developing skills (halaman 10)

Kalimat rumpang

d. Grammar Practice (halaman 20, 21)

Penjelasan penggunaan bentuk Present continuous

Penjelasan penggunaan bentuk kata keterangan waktu I (always, usually, often, etc.)

e. Dossier: Build up your Porto folio (halaman 39)

Penjelasan cara penulisan surat

Daftar kegiatan





Apersepsi :



Motivasi :

Menulis lima hal tentang apa yang sedang dilakukan oleh orang-orang yang berada di luar ruangan: What is the headmaster doing out there?, what is your mother doing at this moment?

Menulis jawaban tentang kebiasaan apa saja yang sering dilakukan: What do you usually do in the morning? Do you usually write a letter to your friends? Etc.

B. Kegiatan Inti

Eksplorasi


Melengkapi surat yang rumpang dengan membaca keterangan yang tersedia

Melengkapi kalimat dengan ragam bahasa yang tepat berdasarkan keterangan pada gambar

Melengkapi tabel makanan dan minuman yang disukai

Elaborasi


309

Menulis kalimat dengan berdasarkan tabel yang telah dilengkapi, misal: I like pizza but I don’t like cheese pasta

Menulis kalimat dengan menggunakan bentuk Present Continuous

Menulis kalimat dengan menggunakan kata keterangan waktu seperti always, often, usually, etc. berdasarkan pilihan yang tersedia

Menulis surat dengan format surat yang ditentukan

Konfirmasi




C. Kegiatan Penutup







11. Sumber belajar


b. CD / kaset.


12. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

1. Melengkapi rumpang teks fungsional pendek

2. Meyusun kata menjadi teks fungsional yang

Tes tulis

Melengkapi rumpang

Menyusun

1. Complete the following senten-ce / text using suitable word / words

2. Arrange the word into good senten-ces.

310

bermakna

3. Menulis teks fungsional pendek

kata acak

Essay

3. Write simple sen-tences based on the situation given

4. Write an invita-tion/ an announ-cement / messa-ge based on the situation given

a. Instrumen:

Complete the letter below based on the clues given.






hanSkorPerole

c. Rubrik Penilaian

Uraian Skor




Tidak menjawab

3

2

1

0

(date)

Dear ___________ (write your friend’s name here),

Maria T. Sanamase, S. Pd.(say how you are)

Maria T. Sanamase, S. Pd.(say you are listening to the music)

Maria T. Sanamase, S. Pd. (say your family’s doing at the time you are writing)

Maria T. Sanamase, S. Pd.(ask what he/she is doing at these days)

Maria T. Sanamase, S. Pd.(ask your friend to write to you soon)

Love,

(Your name’s here)

311

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ..............................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

312


(RPP)

SMP/MTS : ..........................



pendek sederhana berbentuk descriptive, dan recount untuk


Kompetensi Dasar : 6.2 Mengungkapkan makna dan langkah retorika dalam esei

pendek sederhana dengan menggunakan ragam bahasa tulis


dengan lingkungan sekitar dalam teks berbentuk descriptive

dan recount







h. Meringkas suatu bacaan

i. Menyusun karangan berdasarkan pernyataan-pernyataan yang tersedia

j. Menulis kembali kalimat-kalimat dengan apostrof s untuk menghilangkan kata benda

k. Menulis akhir suatu cerita dalam bentuk paragraf



Tekun ( diligence )


e. Developing skills (halaman 22, 23, 33, 34)

Bacaan’Pets’, daftar kegiatan

313

Bacaan ‘What the British Eat’, daftar pertanyaan, daftar kegiatan

f. Grammar Practice (halaman 20, 21, 77)

Penjelasan penggunaan bentuk Simple Past Tense, latihan soal

Penjelasan penggunaan apostrof s, daftar kalimat

g. Build up your porto folio

Bacaan ‘At Madame Tussaud’s’

Daftar kegiatan





Apersepsi :

Menulis hal-hal yang ingin diketahui tentang bacaan yang akan dibaca, misal: what do you want to know about pet after reading the passage entitled Pets?

Menulis lima hal yang tak bisa dilupakan dalam hidup, misal: I lost my pet in 1998

Motivasi :


B. Kegiatan Inti

Eksplorasi



Membaca bacaan Pets

Menulis nama-nama hewan yang dipelaihara oleh orang Inggris berdasarkan gambar dan bacaan

Meringkas karangan tersebut dalam lembar porto folio

Membaca karangan ‘What the British Eat’

Menyusun karangan berdasarkan pernyataan-pernyataan yang tersedia

314

Menulis kembali kalimat-kalimat dengan menggunakan petunjuk yang tersedia





Elaborasi











Konfirmasi






315








C. Kegiatan Penutup







11. Sumber belajar


b. CD / kaset.


12. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

316

1. Melengkapi rumpang teks essai pendek berbentuk descriptive

2. Menyusun kalimat menjadi teks yang bermakna dalam bentuk descriptivedan recount.

3. Menulis teks essai dalam bentuk

a. descriptive dan

recount .

Tes tulis

1Completion

2. Jumbled

sentences

3. Essay

1. Complete the paragraph using

the suitable words.

2.Rearrange the Following

sentences correctly.

3.Write an essay

a. describing

something or a

certain place.

b. Telling what

you did last

Sunday

a. Instrumen:

Make a paragraph about your last holiday (min 150 words)





hanSkorPerole

c. Rubrik Penilaian

Element Score

Grammar 25

Spelling 25

Diction 25



Excellent 21-25

Very good 16-20

Good 11-15

Average 6-10

317

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ..............................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

Poor ≤5

318




((RRPPPP))


Kelas/Semester : VIII /2

Nama Guru : ...........................

NIP/NIK : ...........................

Sekolah : ...........................

320


(RPP)

SMP/MTS : ..........................



interpersonal pendek sederhana untuk berinteraksi dengan

lingkungan sekitar



(bersosialisasi) pendek sederhana secara akurat, lancar, dan


yang melibatkan tindak tutur: meminta, memberi, menolak

jasa, meminta, memberi, menolak barang, dan meminta,

memberi dan mengingkari informasi, meminta, memberi, dan

menolak pendapat, dan menawarkan / menerima / menolak

sesuatu


Tema : Traveling and Holidays





a. Melengkapi dialog berdasarkan rekaman

b. Memilih jawaban berdasarkan rekaman

c. Menjawab pertanyaan berdasarkan rekaman dalam percakapan

d. Melengkapi informasi berdasarkan rekaman wawancara



Tekun ( diligence )


321

i. Communication Practice (halaman 88, 100, 101, 115)



Gambar dan tabel informasi yang rumpang

peta

j. Developing Oral Skills (halaman 97 dan 100)

Rekaman dialog dan pilihan jawaban

Rekaman wawancara dan daftar informasi yang rumpang




b. Kegiatan Inti


Apersepsi :

Tanya jawab tentang gambar yang terdapat dalam buku

Menjawab pertanyaan dari guru, misal: Who sits behind you?, Who sits next to you?

Motivasi :


B. Kegiatan Inti

Eksplorasi


Mendengarkan dialog

Melengkapi dialog berdasarkan rekaman

Bertanya jawab dengan siswa lain untuk memeriksa jawaban

Mendengarkan rekaman percakapan

Memilih jawaban berdasarkan rekaman

Elaborasi


Berdiskusi dengan seluruh kelas tentang jawaban yang tepat sesuai dengan bacaan

322

Menjawab pertanyaan berdasarkan rekaman dalam percakapan

Mendengarkan rekaman wawancara seorang jurnalis

Melengkapi informasi berdasarkan rekaman wawancara

Bertanya jawab dengan siswa lain untuk memeriksa jawaban yang tepat

Konfirmasi




C. Kegiatan Penutup







5. Sumber belajar

a. Buku teks yang relevan .

b. CD / kaset



6. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal


2. Merespon ungkapan

Tes tertulis

1. Isian singkat

1.Listen to the

expression and

write your

323

meminta,memberi, menolak barang

3. Merespon ungkapan meminta, memberi, mengingkari informasi

4. Merespon ungkapan meminta,memberi, menolak pendapat

5. Merespon ungkapan meminta,menerima, menolak tawaran

Tes lisan

Tes tulis

2. Jawaban

singkat

3. Pilihan

ganda

response to it.

2.Listen to the

expression and

give your

response to it.

3.Listen to the dialogue and choose the right answer.

a. Instrumen:

Listen to the dialogue and fill in the blanks (listening script on listening on page 88)

1. What time must the students be at the station?

2. How do we get to Windsor Castle?

3. How long does it take to get there?

4. If we walk along the street and take the second on the right, what road will we find?

5. What time does the train leave?






hanSkorPerole

c. Rubrik Penilaian

Uraian Skor




Tidak menjawab

3

2

1

0

324

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ..............................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

325


(RPP)

SMP/MTS : ..........................


Standar Kompetensi : 7 Memahami makna dalam percakapan transaksional dan

interpersonal pendek sederhana untuk berinteraksi dengan

lingkungan sekitar





yang melibatkan tindak tutur: meminta, memberi

persetujuan, merespon pernyataan, memberi perhatian

terhadap pembicara, mengawali, memperpanjang, dan

menutup percakapan, dan mengawali, memperpanjang, dan

menutup percakapan telepon


Tema : Places and buildings





a. Melengkapi formulir pemesanan hotel

b. Memilih jawaban berdasarkan rekaman dialog

c. Mencocokkan karakter-karakter dengan alat transportasi dan jadwal kedatangan

d. Mengidentifikasi gambar dengan informasi yang terdapat dalam rekaman

e. Menentukan kata-kata yang mendapat pelafalan bunyi ∫ dan t∫



326

Tekun ( diligence )


f. Communication Practice (halaman 131)

Rekaman dialog


g. Developing Oral Skills(halaman 121, 140, 150)

Rekaman percakapan telepon dan script formulir pemesanan

Rekaman dialog, daftar pertanyaan dan pilihan jawaban

Rekaman percakapan trivia game Nigel dan Simon

h. Pronunciation (halaman 152)

Rekaman dan script kata-kata yang mendapat pelafalan bunyi ∫ dan t∫




Apersepsi :

Tanya jawab tentang bagaimana menjawab telepon dalam bahasa Inggris

Menulis alat-alat transportasi dengan mendengarkan keterangan dari guru

Motivasi :


B. Kegiatan Inti

Eksplorasi


Mendengarkan percakapan telepon

Melengkapi formulir pemesanan hotel

Memeriksa jawaban bersama seluruh kelas

Mendengarkan rekaman percakapan orang-orang yang akan berlibur

Mencocokkan jawaban berdasarkan informasi dalam rekaman tersebut

Tanya jawab dengan siswa lain untuk memeriksa jawaban yang tepat

Mencocokkan karakter-karakter dengan alat transportasi dan jadwal kedatangan

Mendengarkan percakapan Alison tentang rencana perjalanannya

327

Elaborasi


Memilih jawaban yang tepat berdasarkan keterangan dalam percakapan

Mengidentifikasi gambar dengan informasi yang terdapat dalam rekaman

Mendengarkan pelafalan kata-kata dengan bunyi ∫ dan t∫

Menggarisbawahi kata kata dengan pelafalan bunyi ∫ dan t∫

Konfirmasi




C. Kegiatan Penutup







11. Sumber belajar

e. Buku teks yang relevan ..

f. CD / kaset.

g. Script percakapan dan/atau rekaman percakapan


12. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

1. Merespon ungkapan meminta,memberi persetujuan

Tes lisan

Merespon ungkapan

Listen to the expressions and give your response to them.

328

2. Merespon ungkapan pernyataan

3. Merespon ungkapan memberi perhatian terhadap pembicara

4. Mengawali, memperpanjang an menutup percakapan

5. Merespon ungkapan mengawali, memperpanjang dan menutup percakapan telepon

Tes lisan

Tes tulis

Merespon ungkapan

Melengkapi percakapan

Pilihan ganda

Pilihan ganda

Listen to the dialogue and complete the text

Listen to the dialogue and choose the best answer

Listen to the dialogue and choose the best answer

a. Instrumen:

Listen to the recording (listening on page 142) and answer the questions

1. Why does Simon look a bit sad?

2. How does he compare Fred and Jim Tilden?

3. How does Julia compare Fred and Jim Tilden?

4. What happened to Fred exactly?

5. How do they get to the hospital?






hanSkorPerole

c. Rubrik Penilaian

Uraian Skor



3

2

329


Tidak menjawab

1

0

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ..............................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

.

330


(RPP)

SMP/MTS : ..........................



pendek sederhana berbentuk narrative dan recount untuk






Tema : Traveling and Holiday





a. Melengkapi teks dengan memilih jawaban berdasarkan rekaman

b. Mengikuti rute pada peta berdasarkan informasi

c. Mengidentifikasi penekanan pada pengucapan must dan can

d. Melengkapi tabel berdasarkan rekaman

e. Mengidentifikasi pelafalan –th

f. Mengidentifikasi pelafalan pada huruf a



Tekun ( diligence )



Rekaman dan tabel informasi

Gambar dan peta

331

b. Developing skills (halaman 96, 97)

Rekaman dan script teks petunjuk peta

Gambar dan peta yan berkaitan dengan teks

Daftar pertanyaan

c. Pronunciation (halaman 98, 110, 122)

Rekaman dan script kalimat yang mendapat penekanan dalam pengucapan must dan can

Rekaman dan script kata-kata yang memuat pelafalan th

Rekaman dan script kata-kata yang memuat pelafalan huruf a




Apersepsi :

Tanya jawab tentang gambar-gambar

Motivasi :


B. Kegiatan Inti

Eksplorasi


Mendengarkan informasi tentang tujuan liburan orang-orang yang tertera dalam tabel

Melengkapi tabel berdasarkan rekaman

Mengulangi pengucapan kata-kata tersebut sesuai dengan pelafalannya

Elaborasi


Berdiskusi dengan seluruh kelas tentang jawaban yang tepat

Melengkapi teks dengan memilih jawaban berdasarkan rekaman

Mengikuti rute pada peta berdasarkan informasi dalam peta

Mengelompokkan kata-kata sesuai dengan pelafalannya

Konfirmasi

332




C. Kegiatan Penutup







5. Sumber belajar


b. CD / kaset.



6. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

1. Mengidentifikasi berbagai informasi dalam teks fungsional pendek

- Notices - Iklan

2. Mengidentifikasi tujuan komunikatif teks fungsional pendek

Tes tulis

Melengkapi rumpang

Benar / Salah

Listen to the dialogue and complete the following text.

Listen to the dialog and decide whether the statements are True or False

333

a. Instrumen:

Listen to the recording about how to get to Warwick Castle.

Script:

It just takes about half an hour to get to Warwick Castle from here. Walk along this

street and take the first on the left. Go ahead until you find the post office. Turn right

and go straight on. You’ll see Warwick Castle on the right. Don’t forget that you

mustn’t take photos there.

Rewrite the description of how to get to Warwick Castle and:






hanSkorPerole

c. Rubrik Penilaian

Uraian Skor



Jawaban salah

2

1

0

Mengetahui;

Kepala Sekolah ....................

........., ....................20.....


334

( ....................................................... )

NIP /NIK : ..............................

( .............................................. )

NIP /NIK : ..............................

335


(RPP)

SMP/MTS : ..........................



pendek sederhana berbentuk narrative dan recount untuk


Kompetensi Dasar :8.2 Merespon makna yang terdapat dalam monolog pendek


berinteraksi dengan lingkungan sekitar dalam teks berbentuk

narrative dan recount

Jenis teks : monologue (narative/recount)

Tema : Places and Buildings


Alokasi Waktu : 4 x 40 menit ( 2x pertewmuan )



a. Melengkapi teks monolog berdasarkan rekaman

b. Menulis nama-nama zodiak berdasarkan pernyataan-pernyataan yang ada

c. Menulis kembali kalimat-kalimat dalam bentuk komparatif

d. Menentukan tempat yang terdapat dalam peta sesuai rekaman dalam monolog



Tekun ( diligence )



Rekaman monolog dan script teks rumpang

b. Developing Skills (halaman 139 dan 161)

336

Rekaman dan daftar pernyataan

Rekaman ‘a tour guide’s monologue showing some tourist sites around London’


Penjelasan bentuk komparatif tidak teratur





Apersepsi :

Tanya jawab tentang horoskop: Do you believe in horoscope? What is your star sign?

Menulis kata-kata yang didengar dari guru, misal: cancer, leo, etc.

Motivasi :


B. Kegiatan Inti

Eksplorasi



Mendengarkan teks monolog dengan mengacu pada peta

Melengkapi teks monolog berdasarkan rekaman

Berdiskusi dengan seluruh kelas untuk memeriksa jawaban yang tepat

Mendengarkan monolog Weekly Horoscope

Menulis nama-nama zodiak berdasarkan pernyataan-pernyataan yang ada

Tanya jawab dengan siswa lain untuk memeriksa jawaban

Mendengarkan penjelasan guru tentang bentuk komparatif tidak teratur




337


Elaborasi











Konfirmasi










338




C. Kegiatan Penutup







5. Sumber belajar


b. CD / kaset.



6. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

1. Mengidentifikasi berbagai informasi dalam teks monolog narative dan recount.

2. Mengidentifikasi tujuan komunikatif teks naratif dan recount

Tes tulis Pilihan ganda

Melengkapi rumpang

Listen to the text and choose the right answer

Listen to the text and complete the bellow sentences

a. Instrumen:

339

Listen to the Weekly Horoscope (listening on page 139) and state whether these following

statements are right or wrong.

Section 1 (Aries to Libra)

Right

Wrong

1. Aries says that this is another intense week

2. Gemini may be better to follow other’s ideas

3. Cancer may go abroad

4. Leo can expect a stable week

5. Libra says that if you try hard to get what you want,

you will get it

Section 2 (Scorpio to Pisces)

1. Scorpio says not to believe the person saying impossible

2. Sagitarius may be successful if they ignore other’s opinion

3. Capricorn should keep quiet to get more ideas

4. Pisces can have some interesting exchanges over this week

5. It is suggested for Pisces not to think too long about the ideas


Setiap jawaban yang sempurna diberi skor 1.


Nilai maksimal = 10


hanSkorPerole

Mengetahui;

Kepala Sekolah ....................

........., ....................20.....


340

( ....................................................... )

NIP /NIK : ..............................

( .............................................. )

NIP /NIK : ..............................

341


(RPP)

SMP/MTS : ..........................




lingkungan sekitar


get things done) dan interpersonal (bersosialisasi) pendek

sederhana dengan menggunakan ragam bahasa lisan secara akurat,


terdekat yang melibatkan tindak tutur: meminta, memberi,

menolak jasa, meminta, memberi, menolak barang, meminta,

memberi dan mengingkari informasi, meminta, memberi, dan

menolak pendapat, dan menawarkan / menerima / menolak

sesuatu







a. Tanya jawab tentang letak suatu tempat

b. Menggunakan on the right of/on the left of dalam dialog

c. Tanya jawab tentang lamanya waktu

d. Tanya jawab tentang identitas seseorang

e. Tanya jawab tentang jarak dengan mengacu pada tabel




342

e. Communication Practice (halaman 89, 90, 101, 102, 104, 113, 114)


A: Where’s the supermarket?

B: It’s …./ Get straight on. Then take…

A: What nationality is Martin?

B: He is Scottish/American/English…

A: How far is it from London to Stratford?

B: It’s 92 miles

A: How big is Glemwood?

B: It’s a small town

A: What’s the weather like in Amsterdam?

B: It’s sunny but also changeable

A: Where’s Georgia going for her holiday?

B: She’s going….

f. Grammar Practice (halaman 92, 93, 106, 107)

Penjelasan penggunaan on the right of/on the left of dan how long does it take…?

Penjelasan tentang How far…?/ How big…?/What’s the weather like?





Apersepsi :

Tanya jawab tentang letak beberapa ruangan dalam lingkungan sekolah

Menyebutkan jenis cuaca yang sering terjadi .

Motivasi :

343


B. Kegiatan Inti

Eksplorasi



Mendengarkan penjelasan penggunaan on the right of/on the left of

Menggunakan on the right of/on the left of dalam dialog

Memerankan dialog di depan kelas





Elaborasi











344

Konfirmasi













C. Kegiatan Penutup







11. Sumber belajar


b. CD / kaset.


345

d. Peta dan tabel

e. Gambar-gambar yang relevan

12. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

1. Bertanya dan menjawab tentang meminta,memberi,menolak jasa

2. Bertanya dan menjawab tentang meminta,memberi,menolak barang

3. Bertanya dan menjawab tentang meminta,memberi dan mengingkari informasi

4. Bertanya dan menjawab tentang meminta,memberi dan menolak pendapat

5. Bertanya dan menjawab tentang menawarkan,menerima,menolak sesuatu

Unjuk kerja

Uji petik berbicara, Bermain

peran

Create a dialogue based on the role cards and perform it in front of the class

a. Instrumen:

Make up short dialogues for each topic:

1. the weather report (refer to the weather in Europe on page 104)

2. the distances between New York and some American cities (refer to 6b on page 103)

3. the population of some cities in Great Britain and USA (refer to table 6c on page 103)

4. the distances between some English cities (refer to England Mileage Chart on page 102)

346

NB: the students are allowed to bring the copies of the maps and the charts




c. Rubrik Penilaian

Dialogue 1 Dialogue 2 Dialogue 3 Dialogue 4

Pronunciation 5 5 5 5

Delivery 10 10 10 10

Performance 10 10 10 10

Standard of Pronunciation: Standard of Delivery and

Performance:

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ..............................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

Excellent 10

Very good 9

Good 8

Average 7

Poor ≤6

Excellent 5

Very good 4

Good 3

Average 2

Poor 1

347


(RPP)

SMP/MTS : ..........................




lingkungan sekitar





terdekat yang melibatkan tindak tutur: meminta, memberi

persetujuan, merespon pernyataan, memberi perhatian terhadap

pembicara, mengawali, memperpanjang, dan menutup percakapan,

serta mengawali, memperpanjang, dan menutup percakapan

telepon







a. Bermain peran dalam dialog Mrs. Webster dan David

b. Membicarakan masa depan berdasarkan horoskop

c. Menjawab pertanyaan dengan will

d. Melafalkan kalimat yang mengandung pelafalan huruf r



Tekun ( diligence )

348




A: Will you do your homework everyday?

B: Yes, I will. I’ll do my homework everyday.

A: What is your star sign?

B: Aries.

A: What does it say….


Penjelasan jawaban singkat dengan will

Daftar pertanyaan dengan jawaban singkat will

Penjelasan penggunaan want+infinitive untuk mengundang/mengajak

Percakapan-percakapan singkat yang memuat ungkapan:

A: Do you want to go skiing in the mountains with me?

B: Sorry, I can’t ….

c. Developing Skills (halaman 160 dan 161)

Rekaman dan script ‘Quiz Show’


a. Rekaman dan script kalimat yang memuat pelafalan dengan huruf r




Apersepsi :

Menyebutkan hal-hal yang ingin dilakukan dalam waktu dekat

Membaca kembali Weekly Horoscope

Motivasi :


B. Kegiatan Inti

Eksplorasi


349


Mendengarkan penjelasan penggunaan bentuk Future dengan will





Elaborasi











Konfirmasi





350









C. Kegiatan Penutup







5. Sumber belajar


b. CD / kaset.



6. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

1. Bertanya dan menjawab tentang

Unjuk kerja

Uji petik berbicara

Create a dialogue based on the role cards and perform it in front of the

351

meminta,memberi persetujuan

2. Bertanya dan menjawab tentang merespon pernyataan

3. Bertanya dan menjawab tentang memberi perhatian terhadap lawan bicara

4. Mengawali,memperpanjang menutup percakapan

5. Mengawali,memperpanjang menutup percakapan telepon

Bermain peran

class.

a. Instrumen:

Choose one of the situations below and make up the role play based on the situation chosen

1. You and your friend really believe in horoscope. Say what you are doing during this week based on the horoscope

2. You are the mother/father. You want to go abroad for a week. Ask your son/daughter to do all the house works and remind him/her about some things related to the house things.




c. Rubrik Penilaian

Criteria Score

Pronunciation 50

Delivery 50

352

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ..............................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

.

353


(RPP)

SMP/MTS : ..........................



monolog pendek sederhana berbentuk recount dan narrative untuk


Kompetensi Dasar : 10.1 Mengungkapkan makna dalam teks lisan fungsional pendek


lancar dan berterima untuk berinteraksi dengan lingkungan sekitar







a. Menjelaskan kota yang disukai dengan bantuan gambar/peta

b. Menjelaskan instruksi penemuan harta karun

c. Memberikan deskripsi singkat tentang suatu daerah

d. Menceritakan rencana perjalanan



Tekun ( diligence )


e. Developing Skills (halaman 96)

Penjelasan kegiatan

f. Unit self-test

Record your voice: record the instructions to find pirate Blackbeard’s Treasure

354

Record your voice: say where you come from and give a short description of your town/village

Record your voice: refer to the journey of your dreams you prepared for Speaking 7 on page 115 and say where you planned to go





Apersepsi :

Menyebutkan kota-kota yang disukai di Indonesia atau di luar negeri

Menyebutkan hal-hal yang akan dilakukan jika mendaptkan undian:

If I had million dollars, I would go to Eiffel Tower in Paris.

Motivasi :


B. Kegiatan Inti

Eksplorasi



Menjelaskan kota yang disukai dengan bantuan gambar/peta

Mendengarkan instruksi penemuan harta karun

Menulis instruksi Blackbeard Treasure

Menjelaskan kembali tentang instruksi dalam Blackbeard Treasure





Elaborasi


355










Konfirmasi




C. Kegiatan Penutup







5. Sumber belajar


356

b. CD / kaset.



6. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

1. Mengungkapkan secara lisan teks fungsional :

- Pengumuman - Undangan - Pesan singkat

2. Bertanya dan menjawab secara lisan berbagai info dalam teks pengumuman, undangan, pesan singkat

Unjuk kerja

Uji petik berbicara

1. Give suitable notices based on the pictures

2. Make simple advertisments based on the pictures

a. Instrumen:

Bring a picture of your town or your favorite town with some pictures of places to visit in

that town. You are a guide and to explain about that town in 5 mins. Guidelines:

1. The name of the town and its brief history

2. The location of the town/how to get there from school

3. Supporting facts: Places to visit, scenery, etc.



c. Rubrik Penilaian

Criteria Score

Pronunciation 50

Delivery 50

357


Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ..............................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

Excellent 41-50

Very good 31-40

Good 21-30

Average 11-20

358


(RPP)

SMP/MTS : ..........................



monolog pendek sederhana berbentuk recount, dan narrative untuk




berterima untuk berinteraksi dengan lingkungan sekitar dalam teks

berbentuk recount dan narrative

Jenis teks : monolog narrative/recount






a. Menceritakan kejadian berdasarkan dialog

b. Memberikan deskripsi tentang orang-orang yang mempunyai perbandingan tertentu

c. Menceritakan kembali bagaimana seseorang akan menghabiskan akhir pekannya

d. Mengulangi pengucapan kalimat yang memuat pengecualian pada pelafalan huruf h



Tekun ( diligence )


a. Communication Practice (halaman 154, 155 dan 156)

Class Activity: make a survey about te students in the class

359

Daftar pertanyaan, gambar

b. Pronunciation (halaman 162)

Rekaman dan script kalimat yang memuat pengecualian pada pelafalan huruf h

c. Unit self-test (halaman 141, 153, 163)

Record your voice: refer to listening 3 on page 140, say how Alison will spemd the weekend

Record your voice: refer to the dialogue on page 142, say what happened to Fred

Record your voice: record the answers to the enquiry on page 155



Pertemuan pertama, kedua, ketiga dan keempat.


Apersepsi :

Class activity: membuat survey berdasarkan perintah pada enquiry.

Motivasi :


B. Kegiatan Inti

Eksplorasi



Menceritakan kejadian berdasarkan monolog commentator

Memberikan umpan balik kepada siswa yang memberikan monolog di depan kelas

Mendengarkan kembali bagaimana Alison akan menghabiskan akhir pekannya

Menceritakan kembali bagaimana akhir pekan Alison

Berdasarkan class activity yang telah dilakukan, membandingkan dengan siswa lain hasil survey tersebut


360




Elaborasi











Konfirmasi








361






C. Kegiatan Penutup







5. Sumber belajar


b. CD / kaset.



6. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

- Melakukan monolog pendek sederhana dalam bentuk narrative dan recount

Unjuk kerja Uji Petik berbicara

1. Tell us briefly what you did yesterday

2. Retell a story that you know very well.

3. Tell a story based on the series of a pictures given.

a. Instrumen:

362

Daftar petunjuk:

Make up some descriptions about your holiday’s plan

Say it in front of the class ( ±3 mins)



c. Rubrik Penilaian

Element Score

Pronunciation 25

Delivery 25

Performance 25

Supporting aids 25


Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ..............................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

Excellent 21-25

Very good 16-20

Good 11-15

364


(RPP)

SMP/MTS : ..........................


Standar Kompetensi : 11. Memahami makna dalam esei pendek sederhana berbentuk

recount, dan narrative untuk berinteraksi dengan lingkungan sekitar

Kompetensi Dasar : 11.1 Membaca nyaring bermakna teks fungsional dan esei pendek

sederhana berbentuk recount dan narrative dengan ucapan,

tekanan dan intonasi yang berterima yang berkaitan dengan

lingkungan sekitar


Tema : Travelling and Holidays dan Places and Buildings





a. Membaca ‘Haunted Castles’ dengan intonasi dan ekspresi yang tepat

b. Membaca ‘The United Kingdom’ dengan intonasi dan pelafalan yang tepat

c. Membaca ‘The United States of America’ dengan intonasi dan pelafalan yang tepat



Tekun ( diligence )


a. Developing Skills (halaman 95, 108, 109, 120, 121, 160, 161)

Rekaman dan Bacaan:

- Haunted Castles

- The United Kingdom

- The United States of America

365

b. Pronunciation ( halaman 110, 122, 152, 162)

Rekaman dan script kalimat dan kata-kata yang memuat:

- pelafalan th

- pelafalan huruf a





Apersepsi :

Menjawab berbagai pertanyaan yang berhubungan dengan tema bacaan, misal:

What do you know about the United Kingdom?

How do you know about that?

Do you want to visit this country in the future?

Motivasi :


B. Kegiatan Inti

Eksplorasi



Mengeksplorasi ekspresi yang tepat untuk membacakan bacaan dengan tema tersebut

Membaca ‘Haunted Castles’ dengan intonasi dan ekspresi yang tepat

Mendengarkan rekaman ‘The United Kingdom’

Mendengarkan kembali kata-kata yang memuat pelafalan th

Membaca ‘The United Kingdom’ dengan intonasi dan pelafalan yang tepat




366


Elaborasi











Konfirmasi










367




C. Kegiatan Penutup







5. Sumber belajar


b. CD / kaset.



6. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

Membaca nyaring dan bermakna teks essai berbentuk narrative / recount

Mengidentifikasi berbagai makna teks narrative / recount

Tes lisan

Tes tulis

Membaca nyaring

Jawaban singkat

Read the story aloud.

Choose the right answer based on the text.

a. Instrumen:

368

Daftar petunjuk:

Choose one of the titles of the reading passages below and make a summary in your

own words. The students are to retell the summary in front of the class in ±5 mins.

The titles:

a. Haunted Castles

b. The United Kingdom

c. The United States of America



c. Rubrik Penilaian

Element Score

Pronunciation 25

Delivery 25

Performance 25

Clarity 25


Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ..............................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

Excellent 21-25

Very good 16-20

Good 11-15

Average 6-10

Poor ≤5

369


(RPP)

SMP/MTS : ..........................




Kompetensi Dasar : 11.2 Merespon makna dalam teks tulis fungsional pendek



Jenis teks : lisan fungsional

Tema : Traveling and Holidays dan Places and Buildings





a. Menentukan kalimat yang tepat berdasarkan gambar

b. Menentukan instruksi dan larangan yang tepat berdasarkan tanda dan gambar

c. Memilih jawaban berdasarkan gambar dan tanda yang tersedia

d. Menjawab pertanyaan berdasarkan arah mata angin

e. Melengkapi kalimat berdasarkan bacaan

f. Melengkapi dialog berdasarkan informasi pada jadwal



Tekun ( diligence )


a. Communication Practice (halaman 90, 102, 115, 118, 119)

Gambar dan pilihan jawaban

Ungkapan-ungkapan seperti: ‘You must be at the station at five to eight’

370

Daftar pertanyaan , pilihan jawaban dan gambar tanda

Jadwal dan dialog rumpang


Gambar dan ungkapan-ungkapan seperti: ‘You must stop’

Penjelasan arah mata angin, daftar pertanyaan

c. Vocabulary Work (halaman 98)

Daftar pertanyaan

d. Culture File (halaman 124)

Bacaan dan kalimat rumpang





Apersepsi :

Menyebutkan hal-hal yang boleh dan tidak boleh dilakukan di dalam kelas

Menyebutkan arah mata angin dalam bahasa Indonesia

Motivasi :


B. Kegiatan Inti

Eksplorasi



Mendengarkan penjelasan tentang perjalanan Julia dan teman-temannya

Menentukan kalimat yang tepat berdasarkan gambar



371



Elaborasi











Konfirmasi




C. Kegiatan Penutup





372



5. Sumber belajar


b. CD / kaset.


6. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

Mengidentifikasi tujuan komunikatif teks narrative / recount

Mengidentifikasi langkah retorika dan ciri kebahasaan teks narrative / recount

Tes tulis Isian singkat

Pertanyaan tertulis

Complete the following sentences using the information from the text.

Answer the following questions based on the text

a. Instrumen:

Daftar petunjuk:

Write the reports based on the map given.(min 100 words)

(copies on page 104, the weather in Europe)



c. Rubrik Penilaian

Element Score

Spelling 25

Cohesion 25

373

Diction 25

Grammar 25


Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ..............................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

.

Excellent 21-25

Very good 16-20

Good 11-15

374


(RPP)

SMP/MTS : ..........................






dengan lingkungan sekitar dalam teks berbentuk recount dan

narrative

Jenis teks : recount/narrative






a. Menjawab pertanyaan berdasarkan informasi dalam bacaan

b. Menulis jawaban singkat atas suatu pernyataan



Tekun ( diligence )


a. Developing Skills (halaman 95, 108, 109, 120, 121, 150, 151, 160, 161)

Bacaan naratif ‘Haunted Castles’ dan daftar pertanyaan

Bacaan ‘The United Kingdom’ dan daftar pertanyaan

Bacaan ‘The United States’ dan daftar pernyataan

Bacaan ‘The Story of the London Underground’ dan daftar pernyataan

Bacaan ‘A Brief History of London’, daftar pertanyaan dan daftar pernyataan

375

b. Culture File (halaman 164 )

Daftar pertanyaan, bacaan ‘The Story of Big Ben’





Apersepsi :


Motivasi :


B. Kegiatan Inti

Eksplorasi



Menjawab pertanyaan berdasarkan informasi dalam bacaan





Elaborasi




376








Konfirmasi




C. Kegiatan Penutup







5. Sumber belajar


b. CD / kaset.


6. Penilaian

377


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

Mengidentifikasi berbagai informasi dalam teks fungsional

Mengidentifikasi tujuan komunikatif teks fungsional

Mengindentifikasi ciri kebahasaan teks fungsional

Tes Tulis

Jawaban singkat

Choose the best option, a,b,c or d

Answer the following questions

Give short answers !

a. Instrumen:

Read the text about ‘The Windy City’ and answer the questions below. (copies on page

53, Workbook)

Questions:

1. Why is Chicago called the windy city?

2. What are the characteristics of Chcagoans?

3. How many ethnic areas are there in Chicago?

4. What are the descriptions about the Sears Tower?

5. What can we visit and find in Chicago?






hanSkorPerole

c. Rubrik Penilaian

Uraian Skor




3

2

1

378

Tidak menjawab 0

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ..............................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

.

379


(RPP)

SMP/MTS : ..........................



pendek sederhana berbentuk recount dan narrative untuk


Kompetensi Dasar : 12. 1 Mengungkapkan makna dalam bentuk teks tulis fungsional



sekitar


Tema : Travelling and Holidays dan Places and Buildings





a. Menentukan letak suatu tempat berdasarkan gambar

b. Memberikan tanggapan atas situasi tertentu dengan menggunakan bentuk future

c. Melengkapi kalimat rumpang dengan menggunakan ‘have to’

d. Menulis kalimat dalam bentuk Future



Tekun ( diligence )


a. Developing skills (halaman 108)

Dialog rumpang

380

b. Grammar Practice (halaman 91, 105, 116, 117, 118, 134, 135)

Gambar dan petunjuk

Penjelasan ‘Where do you come from?/I come from…’

Dialog yang memuat ungkapan: Nigel’s very hungry. He’s going to eat a lot for dinner.

Gambar dan kalimat rumpang

Penjelasan ‘have to’ dan daftar kalimat rumpang

Gambar percakapan dan petunjuk

Penjelasan penggunaan Present Future dengan will

c. Unit self-test (halaman 141)

Daftar pernyataan dan tabel





Apersepsi :

Menulis lima kegiatan yang akan dilakukan pada esok hari, misal: watching cinema, going to Bogor, etc

Tanya jawab tentang gambar yang berkaitan dengan materi pembahasan

Motivasi :


B. Kegiatan Inti

Eksplorasi


Mendengarkan penjelasan tentang penggunaan preposisi untuk menyatakan letak suatu tempat

Menulis kalimat tentang letak suatu tempat berdasarkan informasi yang terdapat dalam gambar

Menulis jawaban di depan kelas

Menulis dialog berdasarkan informasi pada gambar

381

Menulis respon atas situasi tertentu dengan menggunakan bentuk future

Melengkapi kalimat rumpang dengan menggunakan bentuk future

Melengkapi kalimat dengan menggunakan ‘have to’

Melengkapi dialog dengan berdasarkan petunjuk yang tersedia dengan menggunakan will

Menulis kalimat-kalimat yang termasuk dalam permintaan, janji atau prediksi

Menerjemahkan kalimat dalam bahasa Indonesia

Elaborasi











Konfirmasi






382








C. Kegiatan Penutup







5. Sumber belajar


b. CD / kaset.


6. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

Menulis teks fungsional pendek berbentuk : - Notices

- Iklan

Tes tulis

Essay

1. Write sentences based on the situation given.

2. Complete the text using suitable word/words.

383

Product

Completion

Penugasan

3. Write notices related to certain places

4. Write an advertisement promoting a certain product

a. Instrumen:

Write two sentences for each situation (use the Future form to make the sentences)

1. I am the fresh graduate from Junior High School.

2. Tina is a lawyer.

3. The phone is ringing.

4. The would-be presidents are having campaign.

5. I am so thirsty.






hanSkorPerole

c. Rubrik Penilaian

Uraian Skor




Tidak menjawab

3

2

1

0

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

........., ....................20.....


( .............................................. )

384

NIP /NIK : .............................. NIP /NIK : ..............................


(RPP)

SMP/MTS : ..........................



pendek sederhana berbentuk recount dan narrative untuk





sekitar berbentuk recount dan narrative







a. Meringkas suatu bacaan

b. Menulis kembali kalimat dengan bentuk kata kerja yang sesuai

c. Melengkapi table tingkat perbandingan

d. Menulis kembali kalimat dalam bentuk superlative

e. Menulis informasi tentang gedung atau monumen yang berada si sekitar lingkungan



Tekun ( diligence )


a. Developing skills (halaman 95, 96, 120, 121)

385

Bacaan Haunted Castles, daftar pertanyaan dan penjelasan kegiatan

Bacaan The United States, daftar pertanyaan dan penjelasan kegiatan

b. Grammar Practice (halaman 131, 145, 146, 147, 157, 158, 159)

Penjelasan kalimat pengandaian dengan if dan when

Daftar kalimat rumpang

Penjelasan bentuk komparatif untuk menyatakan lebih dari

Tabel perbandingan

Penjelasan penggunaan bentuk superlatif

c. Build up your porto folio

Work in groups with your classmates. Gather information on important monuments or buildings in town



Pertemuan pertama, kedua, ketiga dan keempat.


Apersepsi :

Menulis lima perbandingan antara setiap anggota dalam keluarga, misal: my brother is taller than I am.

Motivasi :


B. Kegiatan Inti

Eksplorasi


Membuat ringkasan ‘Haunted Castles’ berdasarkan jawaban-jawaban atas pertanyaan-pertanyaan berdasarkan bacaan

Menulis kembali kalimat dengan bentuk kata kerja yang sesuai (menggubakan kalimat pengandaian if dan when)

Menulis kalimat-kalimat berdasarkan kata sifat yang tersedia

Menulis kalimat-kalimat tersebut di papan tulis untuk memeriksa jawaban

386

Melengkapi tabel tingkat perbandingan yang memuat kata sifat dan kata keterangan

Elaborasi


Berdiskusi dengan seluruh kelas tentang jawaban yang sesuai

Menulis kembali kalimat dengan menulis bentuk superlatifnya

Mengungkapkan pendapat berdasarkan gambar yang tersedia

Melengkapi kalimat rumpang

Menulis informasi tentang monumen/gedung yang ada di sekitar

Konfirmasi




C. Kegiatan Penutup







5. Sumber belajar


b. CD / kaset.


6. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

387

Menulis teks pendek dan sederhana dalam bentuk recount / narrative dengan langkah retorika yang benar

Tes tertulis

Proyek

Uraian

Penugasan

Write a short recount/narrative text based on:

a. Your experience happend to you

b. The story You have ever read

c. Series of pictures given.

Find 5 short texts of recount or narratives and expose them.

a. Instrumen:

Make an essay based on these outlines:

The Haunted Building

Why this building becomes a haunted building

The most sacred part in the building

What will happen if we enter the building





hanSkorPerole

c. Rubrik Penilaian

Element Score

Grammar 25

Spelling 25

Diction 25



Excellent 21-25

388

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ..............................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

.

Very good 16-20

Good 11-15

Average 6-10

Poor ≤5



((RRPPPP))


Kelas/Semester : IX /1

391


(RPP)

Nama sekolah : ......................


Kelas/Semester : IX (Sembilan) / 1

Standar Kompetensi : 1. Memahami makna dalam percakapan transaksional dan inter-

personal lisan pendek sederhana untuk berinteraksi dalam

konteks kehidupan sehari-hari



(bersosialisasi) pendek sederhana secara akurat, lancar dan

berterima untuk berinteraksi dalam konteks kehidupan

sehari-hari yang melibatkan tindak tutur: meminta dan

memberi kepastian, serta mengungkapkan dan menanggapi

keraguan


Tema : Camping Life and An Adventure In the Forest





a. Mengidentifikasi penjelasan tentang identitas seseorang

b. Memilih jawaban yang tepat berdasarkan informasi dalam dialog

c. Menentukan karakteristik seseorang dengan penjelasan yang ada

d. Menggambar wajah sesuai deskripsi dalam rekaman dialog

e. Melengkapi dialog rumpang



Tekun ( diligence )


392

Berani ( courage )


k. Communication Practice

Sript dan rekaman dialog

Rekaman, gambar dan pilihan jawaban

Penjelasan kegiatan

Dialog rumpang dan rekaman

l. Developing Skills

Rekaman percakapan dan pilihan jawaban

Gambar dan rekaman percakapan

m. Pronunciation

Rekaman dan script kata-kata yang mengandung pelafalan bunyi [i:] dan [I]




Apersepsi :

Tanya jawab tentang gambar yang menjadi latar belakang dalam dialog yang akan dibahas

Guessing Game: menebak nama tokoh terkena yang dideskripsikan oleh guru.

Motivasi :


B. Kegiatan Inti

Eksplorasi



Mencocokkan karakteristik seseorang dalam gambar dengan penjelasan dalam rekaman

Menggambar wajah pelaku kejahatan sesuai penjelasan dalam rekaman

Menggambar seseoang sesuai dengan deskripsi yang diberikan oleh siswa lain

Melengkapi dialog rumpang

393

Menentukan pemilik benda-benda yang terdapat dalam gambar





Elaborasi











Konfirmasi






394








C. Kegiatan Penutup







17. Sumber belajar

a. Buku teks yang relevan : Kaset/CD

b. Workbook Kaset/CD



18. Penilaian

Indikator Pencapaian Teknik Bentuk Instrumen/ Soal

395

Kompetensi Penilaian Instrumen

1. Merespon ungkapan meminta dan memberi kepastian

2. Merespon ungkapan mengungkapakan dan menganggapi keraguan

Tes lisan

Tes tertulis

Esian - Respond the teacher’s statement!

T: “Are you sure?

S: “.......”

- Choose the correct expression to complete the dialogue below

- Write the missing words based on the dialogue you hear

d. Instrumen:

Listen to the dialogue (Listening on page 16) and answer the following questions.

1. How does Nancy look like?

2. Whose camp stove is that in the campsite?

3. Where does Tony ask Nancy to go at noon?

4. How does Nancy refuse Tony’s offer?

5. When will they meet again?

e. Pedoman Penilaian





hanSkorPerole

f. Rubrik Penilaian

Uraian Skor




Tidak menjawab

3

2

1

0

Mengetahui;

Kepala Sekolah ....................

........., ....................20.....


396

( ....................................................... )

NIP /NIK : ......................................

( .............................................. )

NIP /NIK : ..............................

397


(RPP)

Nama sekolah : ......................





dalam konteks kehidupan sehari-hari



(bersosialisasi) pendek sederhana secara akurat, lancar dan


sehari-hari yang melibatkan tindak tutur berikut meminta

pengulangan, menunjukkan perhatian, dan menyatakan

kekaguman


Tema : Camping Life dan An Adventure In the Forest





k. Melengkapi dialog rumpang

l. Merespon pertayaan sesuai dalam rekaman

m. Menjawab pertanyaan sesuai dengan informasi dalam dialog

n. Menyebutkan hal-hal yang terjadi dalam comic-strip



Tekun ( diligence )


Berani ( courage )

398


e. Communication Practice (halaman 30, 48, 60, 72, 73)

Script, rekaman dialog

Comic-strip dan rekaman

f. Developing Oral Skills(halaman 57, 67)

Rekaman dialog, pilihan jawaban

Rekaman dan script pertanyaan Mr. Boardman




Apersepsi :

Tanya jawab tentang hal-hal yang berhubungan dengan comic-strip

Motivasi :


B. Kegiatan Inti

Eksplorasi



Melengkapi dialog rumpang

Memilih jawaban yang tepat berdasarkan informasi dalam interview dengan Mr. Boardman

Menjawab berbagai pertanyaan dalam interview tersebut

Menjawab pertanyaan sesuai dengan informasi dalam dialog

Menjawab pertanyaan yang berhubunga dengan rekaman comic strip





Elaborasi

399











Konfirmasi












400


C. Kegiatan Penutup







11. Sumber belajar

e. Buku teks yang relevan : Kaset/CD .

f. Workbook Kaset/CD .

g. Script percakapan dan/atau rekaman percakapan


12. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

1. Merespon ungkapan meminta pengulangan

2. Merespon ungkapan menunjukan perhatian

3. Merespon ungkapan menyatakan kegaguman

Tes tulis

Tes tulis

Tes tulis

Isian singkat

Merespon Ungkapan Lisan

PG

Listen to the dialoque and complete the sentences.

Listen to the expression and give your response

Listen to the expression and choose the right answer

Instrumen:

Answer these questions orally:

6. Is Scott a great dog? How do you think so?

401

7. Are Tony and Trevor considered to be careless? Why do you think so?

d. Pedoman Penilaian




4. Nilai Siswa = 10

Uraian Skor



Jawaban salah dengan kalimat sempurna

Jawaban salah dengan kalimat kurang sempurna

Jawaban salah

5

4

3

2

1

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ......................................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

402


(RPP)

Nama sekolah : ......................



Standar Kompetensi : 2 Memahami makna dalam teks lisan fungsional dan monolog

pendek sederhana berbentuk procedure dan report untuk

berinteraksi dalam konteks kehidupan sehari-hari





Tema : Camping Life dan An Adventure in the Forest





a. Menentukan harga barang sesuai rekaman

b. Mengulangi pengucapan nama-nama bagian tubuh sesuai dalam rekaman

c. Mengulangi kata-kata yang mendapat pelafalan bunyi vokal



Tekun ( diligence )


Berani ( courage )


d. Communication Practice

Gambar dan reaman

b. Pronunciation

403

Rekaman dan script kata-kata yang mendapat pelafalan bunyi [u:] dan [u]

Rekaman dan script kata-kata yang mendapat pelafalan bunyi [3:] dan [e]





Apersepsi :

Menyebutkan hal-hal yang berhubungan dengan belanja

Motivasi :


B. Kegiatan Inti

Eksplorasi



Melihat apa saja barang yang terdapat dalam daftar belanja

Menentukan harga barang sesuai dalam rekaman

Berdiskusi dengan siswa lain tentang harga keseluruhan dari daftar tersebut

Mendengarkan rekaman dari kata-kata yang mendapat pelafalan bunyi [u:] dan [u]

Menentukan kata-kata yang mendapat pelafalan bunyi [u:] dan [u]

Mendengarkan rekaman dari kata-kata yang mendapat pelafalan bunyi [3:] dan [e]

Mengklasifikasikan kata yang mendapat pelfalan bunyi [3:] dan [e]





Elaborasi


404










Konfirmasi













405

C. Kegiatan Penutup







17. Sumber belajar


b. Workbook Kaset/CD .



18. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

1. Mengidentifikasi makna dalam teks fungsional pendek: pesan singkat, surat pribadi dan brosur

2. Mengidentifikasi informasi yang terdapat dalam teks-teks fungsional/pendek, - surat pribadi

- brosur

Tes Tulis

Tes tulis

Isian singkat

Pilihan ganda

Listen to the text and complete the sentences.

Listen to the text and choose the correct answer

d. Instrumen:

Write 10 names of the parts of the body mentioned by your teacher!

406

e. Pedoman Penilaian





hanSkorPerole

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ......................................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

407


(RPP)

Nama sekolah : ......................




pendek sederhana berbentuk procedure dan report untuk


Kompetensi Dasar : 2.2 Merespon makna yang terdapat dalam monolog pendek


berinteraksi dalam konteks kehidupan sehari-hari dalam

teks berbentuk procedure dan report

Jenis teks : monologue (procedure/report)






a. Menentukan urutan suatu rekaman monolog

b. Melengkapi teks bacaan sesuai rekaman

c. Menulis nama orang-orang yang mengungkapkan pendapat dalam monolog



Tekun ( diligence )


Berani ( courage )


e. Communication Practice (halaman 7)

Script, rekaman monolog ‘Does chocolate grow on trees?’

408

f. Developing Skills (halaman 12, 39)

Rekaman, script ‘How they make chewing gum’

Rekaman, script ‘Gilwell Park’




A. Kegiatan Pendahuluan

Apersepsi :

Menyebutkan makanan-makanan ringan yang disukai

Bertanya jawab tentang cara pembuatan coklat

Motivasi :


B. Kegiatan Inti

Eksplorasi



Membaca ‘The Mysterious Hut’

Menulis nama-nama orang yang megungkapkan pernyataan dalam cerita akhir ‘The Mysterious Hut’

Membaca bacaan ‘Gilwell Park’

Melengkapi teks bacaan tersebut dengan berdasarkan rekaman dialog





Elaborasi



409

Melihat gambar yang mengilustrasikan tentang pembuatan coklat

Membaca kalimat yang tersusun acak

Menyusun kalimat-kalimat tersebut menjadi sebuah paragraph dengan mengacu pada rekaman monolog tentang pembuatan coklat

Melengkapi teks bacaan ‘How they make chewing gum’









Konfirmasi










410




C. Kegiatan Penutup







12. Sumber belajar





13. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

1. Mengidentifikasi

berbagai informasi

dalam teks

monologpendek

berbentuk

procedure/report

2. Mengidentifikasi

langkah retorika

dalam teks

Tes lisan

Tes tertulis

Unjuk kerja

Pilihan ganda

Melengkapi

- Demonstrate how to operate a digital camera!

The teacher will read the instruction for you

- Choose the correct answer.

Listen carefully!

- Complete the sentences! Based

411

monolog berbentuk

procedure/report

3. Mengidentifikasi

tujuan komunikatif

teks monolog

berbentuk

procedure/report

kalimat rumpang

on the text you hear

Instrumen:

Listen to the monologue about Harvesting Rice.

Your teaher will play it three times.

Take notes for details to make a report on how to harvest rice.

1.

2.

3.

4.

5.

Script:

Harvesting Rice

It always needs much water if we want to start planting the rice. Farmers usually plant the

seeds in rainy seasons so that it wouldn’t lack of water. For several months, the seeds are

planted in a smaller muddy field. After they grow into about 10 cms long, they will be

replanted in a larger muddy field. Farmers will crop them if the leaves are yellowish.

d. Pedoman Penilaian\

Setiap jawaban yang sempurna diberi skor 3

Jumlah skor maksimal keseluruhan x 5 = 15

Nilai maksimal = 10


hanSkorPerole

e. Rubrik Penilaian

412

Uraian Skor

Jawaban benar dan tata bahasa tepat

Jawaban benar dan tata bahasa kurang tepat

Jawaban kurang tepat dan tata bahasa tidak benar

Tidak menjawab

3

2

1

0

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ......................................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

413


(RPP)

Nama sekolah : ......................



Standar Kompetensi : 3. Mengungkapkan makna dalam percakapan transaksional

dan interpersonal lisan pendek sederhana untuk





akurat, lancar dan berterima untuk berinteraksi dalam

konteks kehidupan sehari-hari yang melibatkan tindak

tutur: meminta dan memberi kepastian dan

mengungkapkan dan menanggapi keraguan




Alokasi Waktu : 4 x 40 menit ( 2X Pertemuan )



a. Menentukan bagian-bagian tubuh seseorang dalam gambar

b. Bertanya jawab tentang gambar dan situasi yang terdapat di dalamnya

c. Bermain peran dalam sebuah dialog

d. Bertanya jawab tentang kesukaan orang lain

e. Menjawab pertanyaan sesuai dengan petunjuk yang ada

f. Menggunakan must dan can dalam dialog



Tekun ( diligence )

414


d. Communication Practice (halaman 3, 5, 6, 18, 19, 34, 74, 75 )

Penjelasan kegiatan dalam games


A: I think this is Bruce Willis’ nose

B: Yeah, that’s right

A: Whose is this pen?

B: It’s Steve’s

A: Yes, exactly

A: How tall are you?

B: I am …

A: What about some dessert?

B: I’ll have…

e. Grammar Practice (halaman 23, 35, 78)

Penjelasan penggunaan Whose….

Penjelasan penggunaan Shall…?/Let’s …

Penjelasan penggunaan must dan can





Apersepsi :

Game: Hide and seek. Dengan mengacu pada gambar, menempatkan karakter dalam tempat-tempat tersembunyi dalam gambar. Siswa lain menebak nama-nama karakter dalam unit tersebut dan tempat persembunyiannya

Game: menebak siapa pemilik benda-benda yang dikumpulkan dalam kelompok (4 siswa)

Motivasi :

415


B. Kegiatan Inti

Eksplorasi



Menentukan bagian-bagian tubuh seseorang dalam gambar

Bertanya jawab tentang berat dan tinggi badan seseorang

Bertanya jawab tentang pendapat tentang suatu gambar dan peristiwa yang terjadi dalam gambar tersebut

Bertanya jawab tentang kesukaan orang lain

Bermain peran sesuai dengan situasi yang terdapat dalam buku ( mengundang Jean dan Nancy ke sebuah restoran)

Menjawab pertanyaan secara oral (whose…)





Elaborasi








416




Konfirmasi













C. Kegiatan Penutup





417



11. Sumber belajar





12. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

1. Bertanya dan

menjawab tentang

meminta dan

memberi kepastian

2. Bertanya dan

menjawab tentang

mengungkapkan

dan menanggapi

keraguan

Tes lisan

Performance

Create a dialogue based on the given situation and perform it in front of the class!

a. Instrumen:

Make up a role play based on this situation. (A group of 3)

You and your friend were on the home when suddenly you saw a robber running out from

the bank.

You are having an interview with the police. In giving some descriptions, you are not sure

about that but your friend who was almost hit by the robber is so certain about the robber’s

physical charateristics


418

Nilai maksimal 20 x 5 =100

c. Rubrik Penilaian

Criteria Score

Pronunciation 5

Delivery 5

Performance 5

Cooperation 5

Standard of each criteria:

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ......................................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

Excellent 5

Very good 4

Good 3

Average 2

Poor 1

419


(RPP)

Nama sekolah : ......................



Standar Kompetensi : 3. Mengungkapkan makna dalam percakapan transaksional

dan interpersonal lisan pendek sederhana untuk






konteks kehidupan sehari-hari yang melibatkan tindak

tutur: meminta pengulangan, menunjukkan perhatian, dan

menyatakan kekaguman




Alokasi Waktu : 4 x 40 menit ( 2x Pertemuan )



i. Bertanya jawab sesuai dengan informasi yang terdapat dalam artikel

j. Bertanya jawab dengan mengacu pada informasi dalam gambar

k. Menggunakan should dalam kalimat

l. Membuat dialog dengan menggunakan ungkapan-ungkapan untuk memberi perhatian

m. Bertanya jawab dengan menggunakan question tags



Tekun ( diligence )

420


b. Communication Practice (halaman 32, 48, 49, 50, 51)


A: How much are the running shoes?

B: It’s …

A: How do you feel?

B: Not so good. I’ve got a headache.

A: You should take an aspirin.

A: What does Trevor tell Tony about Epping Forest?

B: ….

A: Are there any birds?

B: Yes, there are some.

c. Grammar Practice (halaman 52, 53, 54, 55, 66)

Penjelasan tentang should

Penjelasan tentang question tags

Penjelasan tentang a lot of/lots of, any/no, much, many, a little, a few





Apersepsi :

Menyebutkan hal-hal apa saja yang diketahui tentang gambar atau artikel yang akan dibahas

Motivasi :


B. Kegiatan Inti

Eksplorasi


421


Menggunakan ekspresi yang digunakan dalam menyatakan keadaan sakit





Elaborasi











Konfirmasi




422










C. Kegiatan Penutup







17. Sumber belajar





18. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

423

1. Bertanya dan menjawab tentang meminta pengulangan

2. Bertanya dan menjawab tentang menunjukan perhatian

3. Bertanya dan menjawab tentang menyatakan kekaguman

Unjuk kerja Uji petik berbicara

Bermain peran

Create a dialogue based on the role cards and perform it in front of the class!

a. Instrumen:

Make up a telephone conversation (3’). In that conversation, you friend is having light

headache. Give some suggestion to him/her.



c. Rubrik Penilaian

Element Score

Pronunciation 50

Delivery 50


Mengetahui;

Kepala Sekolah

....................

(

..........................................

............. )

NIP /NIK :

......................................

.........,

....................20.....

Guru Mapel Bahasa

Inggris,

(

...................................

........... )

NIP /NIK :

Excellent 41-50

Very good 31-40

Good 21-30

Average 11-20

Poor ≤10

424

..............................

425


(RPP)

Nama sekolah : ......................


Kelas/Semester : IX / 1


monolog pendek sederhana berbentuk procedure dan

report untuk berinteraksi dalam konteks kehidupan sehari-

hari

Kompetensi Dasar : 4.1 Mengungkapkan makna dalam bentuk teks lisan fungsional

pendek sederhana dengan menggunakan ragam bahasa

lisan secara akurat, lancar dan berterima untuk berinteraksi








i. Mendeskripsikan deskripsi singkat tentang ciri-ciri fisik seseorang

j. Melafalkan kata-kata yang mengandung bunyi [æ] dan [e]

k. Melafalkan kata-kata yang mengandung bunyi [u] dan [u:]

l. Melafalkan kata-kata yang mengandung bunyi [e] dan [3:]

m. Menyanyikan lagu



Tekun ( diligence )


f. Developing Skills (halaman 27)

Rekaman dan script lagu ‘Waltzing Matilda’

426

g. Communication Practice (halaman 5)

Penjelasan kegiatan

h. Pronunciation (halaman halaman 58, 14, 82)

a. Rekaman dan script kata-kata yang mendapat pelafalan bunyi [æ] dan [e]

b. Rekaman dan script kata-kata yang mendapat pelafalan bunyi [u] dan [u:]

c. Rekaman dan script kata-kata yang mendapat pelafalan bunyi [e] dan [3:]

i. Unit self-test (halaman 15)

Record your voice: record the descriptions of two/three of your classmates

Record your voice: say what you like doing in your free time





Apersepsi :

Menyebutkan ciri-ciri fisik yang dimiliki teman sekelas

Menebak nama dari teman sekelas yang mempunyai ciri-ciri seperti yang disebutkan

Motivasi :


B. Kegiatan Inti

Eksplorasi



Mendeskripsikan deskripsi singkat tentang ciri-ciri fisik seseorang

Melafalkan kata-kata yang mengandung bunyi [æ] dan [e]

Melafalkan kata-kata yang mengandung bunyi [u] dan [u:]

Melafalkan kata-kata yang mengandung bunyi [e] dan [3:]

Menyanyikan lagu


427




Elaborasi











Konfirmasi







428







C. Kegiatan Penutup







17. Sumber belajar


2. Workbook Kaset/CD .

3. Script percakapan dan/atau rekaman lagu, kata-kata yang mendapat pelafalan huruf vokal


18. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

1. Menjawab secara lisan berbagai pertanyaan tentang isi teks yang didengar

2. Menyampaikan secara

Tes Lisan

Performance

1. Retell the letter to your friend

429

lisan berbagai informasi yang terdapat dalam a. Surat pribadi b. brosur

Tes Lisan

Performance

2. Tell your friend what the brosure about

a. Instrumen:

Based on the photograph (3-4 photos taken from page 23) you get, describe in details their

physical appearance



c. Rubrik Penilaian

Element Score

Pronunciation 25

Delivery 25

Performance 25

Supporting aids 25


Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

........., ....................20.....


( .............................................. )

Excellent 21-25

Very good 16-20

Good 11-15

Average 6-10

Poor ≤5

430

NIP /NIK : ...................................... NIP /NIK : ..............................

431


(RPP)

Nama sekolah : ......................




monolog pendek sederhana berbentuk procedure dan

report untuk berinteraksi dalam konteks kehidupan sehari-

hari



lancar, dan berterima untuk berinteraksi dalam konteks

kehidupan sehari-hari dalam teks berbentuk procedure dan

report

Jenis teks : monolog procedure/report






d. Memberikan penjelasan tentang syarat-syarat

e. Memberikan laporan atas suatu bacaan



Tekun ( diligence )


c. Unit self-test (halaman 59, 71)

Record your voice: say what is required to become a member of Gilwell Park Summer Staff

Record your voice: say what three people think about Gilwell Park

432

Record your voice: say all you know about epping Forest

Record your voice: record ay kind f information about two/three characters in this unit





Apersepsi :

Menyebutkan ciri-ciri fisik yang dimiliki teman sekelas

Menebak nama dari teman sekelas yang mempunyai ciri-ciri seperti yang disebutkan

Motivasi :


B. Kegiatan Inti

Eksplorasi



Memberikan penjelasan tentang syarat-syarat

Memberikan laporan atas suatu bacaan





Elaborasi



433









Konfirmasi













434

C. Kegiatan Penutup







11. Sumber belajar



3. Script percakapan dan/atau rekaman bacaan


12. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

Melakukan monolog pendek dalam bentuk

1. Procedure/report

Unjuk kerja

Uji petik berbicara

1. Please tell us how to send

sms using your HP (alternative

lain boleh dipilih)

2. Observe a

certain kind of

things you like

best and report it

to the class

a. Instrumen:

Say all you have known about: 1. How to be Gilwell Park member

2. Gilwell Park

435

3. Epping Forest

4. The characters in unit 27

Notes: students will pick up the lottery consist of the above topics. Then, the teacher should

give ample time for the students to compile any supporting materials and aids to

demonstrate their monologue.



c. Rubrik Penilaian

Element Score

Pronunciation 25

Delivery 25

Performance 25

Supporting aids 25


Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ......................................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

Excellent 21-25

Very good 16-20

Good 11-15

Average 6-10

Poor ≤5

436


(RPP)

Nama sekolah : ......................




sederhana berbentuk procedure dan report untuk


Kompetensi Dasar : 5.1 Membaca nyaring bermakna teks fungsional dan esei

pendek sederhana berbentuk procedure dan report dengan

ucapan, tekanan dan intonasi yang berterima

Jenis teks : tulis fungsional dan monolog procedure/report



Alokasi Waktu : 4 x 40 menit ( 2 xpertemuan )



l. Membaca nyaring teks yang berupa prosedur

m. Membaca nyaring teks bacaan

n. Membaca nyaring kalimat-kalimat yang sesuai dengan gambar



Tekun ( diligence )


d. Developing Skills (halaman 12)

Bacaan: ‘How They Make Chewing Gum?’

e. Communication Practice (halaman 7, 51)

Bacaan: ‘Does Chocolate Grow on Trees?’

Gambar, kalimat

437





Apersepsi :




Motivasi :


B. Kegiatan Inti

Eksplorasi



Membaca nyaring teks yang berupa prosedur

Membaca nyaring teks bacaan

Membaca nyaring kalimat-kalimat yang sesuai dengan gambar





Elaborasi




438








Konfirmasi













C. Kegiatan Penutup


439






17. Sumber belajar




4. Script bacaan atau rekaman bacaan

18. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

1.Mengidentifikasi

makna gagasan

dalam teks berbentuk

procedure dan report

2.Mengidentifikasi

berbagai informasi

yang terdapat dalam

teks berbentuk


3.Mengidentifikasi

tujuan komunikatif

teks berbentuk

procedure/report

4.Mengidentifikasi

langkah retorika

dalam teks berbentuk

procedure/report

Tes tulis

Tes lisan

Pertanyaan

Bacaan

Membaca nyaring

Answer the following questions based on the text

Read the text aloud

440

5.Membaca nyaring

teks berbentuk

procedure/report

a. Instrumen:

Daftar petunjuk:

Group Work (3-4 students):

4. find out any kind of reading passage about procedure

5. read and try to comprehend your reading passage

6. rewrite the reading with your friends in your group

7. tell the summary in turn so that each student get their turn



c. Rubrik Penilaian

Element Score

Pronunciation 25

Clarity 25

Expression 25

Cooperation 25


Excellent 21-25

Very good 16-20

Good 11-15

Average 6-10

Poor ≤5

441

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ......................................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

442


(RPP)

Nama sekolah : ......................







pendek sederhana secara akurat, lancar dan berterima

untuk berinteraksi dalam konteks kehidupan sehari-hari







h. Mengubah satuan berdasarkan tabel

i. Membuat daftar belanja

j. Menulis pertanyaan sesuai gambar

k. Menentukan topic-topik yang dibicarakan dalam home page

l. Memilih jawaban berdasarkan informasi pada halaman website



Tekun ( diligence )



‘The Epping Forest’, pernyataan dan pilihan jawaban

d. Grammar Practice(halaman 8, 5, 21, 36, 63, 64, 65)

Satuan panjang dan berat

Penjelasan penggunaan some untuk menawarkan sesuatu, latihan

443

Penjelasan penggunaan how much/how many, latihan

Penjelasan kata ganti penghubung: who, which, that, whom


Penjelasan kegiatan, daftar belanja

f. Build Up Your Portfolio

Samantha’s home page





Apersepsi :




Motivasi :


B. Kegiatan Inti

Eksplorasi



Mengubah satuan berdasarkan tabel

Membuat daftar belanja

Menulis pertanyaan sesuai gambar

Menentukan topic-topik yang dibicarakan dalam home page

Memilih jawaban berdasarkan informasi pada halaman website




444


Elaborasi











Konfirmasi









445





C. Kegiatan Penutup







17. Sumber belajar




18. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

1.Mengidentifikasi makna yang terdapat teks fungsional pendek;

- Surat Pribadi

- Brosur

Tes Tulis

1. Pilihan ganda

1. Choose the best

option, a, b, c or

d based on the

text.

446

2.Mengidentifikasi ciri kebahasaan teks fungsional pendek, - Surat Pribadi

- Brosur

Tes lisan

2. Isian singkat

2. Complete the

sentences based

on the text.

a. Instrumen:

Refer to Samantha’s home page, write a brief description about:

1. her personal description

2. her school

3. her friends

4. her hobbies

5. her holiday in Oklahoma

Copies on Samanta’s home page on pg. 43.






hanSkorPerole

c. Rubrik Penilaian

Uraian Skor




Tidak menjawab

3

2

1

0

447

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ......................................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

448


(RPP)

Nama sekolah : ......................









teks berbentuk procedure dan report







d. Menentukan benar, salah atau tidak relevannya suatu pernyataan berdasarkan informasi yang terdapat dalam bacaan

e. Menjawab pertanyaan-pertanyaan berdasarkan informasi yang terdapat dalam bacaan

f. Melengkapi teks



Tekun ( diligence )

8. Materi Pembelajarana

c. Developing Skills

Bacaan:’Travelling in Britain and around London’

449

Bacaan: ‘Australia, the largest island and the smallest continent’, daftar pertanyaan

Bacaan: ‘Australian English’

d. Culture file

Bacaan: ‘The Royal Flying Doctor Service’, daftar pertanyaan

e. Communication Practice

Kalimat acak, gambar

f. Build up Your Portfolio

Bacaan ‘Chingford’





Apersepsi :



Motivasi :


B. Kegiatan Inti

Eksplorasi



Menentukan benar, salah atau tidak relevannya suatu pernyataan berdasarkan informasi yang terdapat dalam bacaan

Menjawab pertanyaan-pertanyaan berdasarkan informasi yang terdapat dalam bacaan

Melengkapi teks




450


Elaborasi











Konfirmasi









451





C. Kegiatan Penutup







11. Sumber belajar




12. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

Membaca nyaring

Mengidentifikasi informasi yang berhubungan dengan bacaan tentang prosedur

Menjawab pertanyaan-pertanyaan berdasarkan bacaan

Membuat ringkasan

Tes lisan

Tes Tulis

Membaca nyaring

Isian singkat

Read the text aloud

Jelaskan informasi yang berhubungan dengan bacaan tentang prosedur

Jawabkan pertanyaan-pertanyaan berdasarkan bacaan

Buatkan ringkasan

452

a. Instrumen:

Read the text below and answer the questions.

Chingford (copy of text from page 85)

Questions:

9. How is the name of Chingford probably originated?

10. What did King Henry VIII do in Chingford during his reign?

11. Why did the Boothby-Heathcote become an important part of Chingford’s history?

12. How do you explain today’s Chingford area?

13. What is the relation between Chingford and Boy Scouts?



2. Jumlah skor maksimal x 5=10



hanSkorPerole

c. Rubrik Penilaian (untuk nomor 7 dan 8)

Uraian Skor



Tidak menjawab

2

1

0

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ......................................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

454


(RPP)

Nama sekolah : ......................



Standar Kompetensi : 6. Mengungkapkan makna dalam teks tulis fungsional dan

esei pendek sederhana berbentuk procedure dan report




tulis secara akurat, lancar dan berterima untuk berinteraksi








j. Melengkapi dialog dengan possessive pronoun yang sesuai

k. Menyusun kata-kata menjadi sebuah kalimat

l. Menggunakan should dalam kalimat

m. Menulis dialog dengan berdasarkan deskripsi yang tepat

n. Melengkapi email berdasarkan situasi yang ada

o. Melengkapi tabel dengan hal-hal yang disukai dan tidak disukai



Tekun ( diligence )



455

f. Communiacation Practice (halaman 5, 7, 27, 61)

Gambar, pilihan jawaban dan penjelasan kegiatan

g. Developing skills (halaman 12)

Penjelasan situasi, teks email yang rumpang

h. Grammar Practice (halaman 10, 11, 20, 22, 23, 37, 55, 75, 76)

Penjelasan penggunaan bentuk passive, daftar kalimat aktif

Penjelasan kata ganti milik, teks dialog rumpang

Penjelasan kata kerja –ing

Penjelasan penggunaan borrow, lend, daftar kalimat dan dialog rumpang

Penjelasan penggunaan should dalam kalimat, daftar kegiatan

Penjelasan penggunaan kata ganti milik

i. Unit Self-test (halaman 15)

Tabel dan penjelasan kegiatan





Apersepsi :

Tanya jawab tentag email

Menulis lima hal yang berhubungan dengan email

Motivasi :


B. Kegiatan Inti

Eksplorasi



Melengkapi dialog dengan possessive pronoun yang sesuai

Menyusun kata-kata menjadi sebuah kalimat

Menggunakan should dalam kalimat

Menulis dialog dengan berdasarkan deskripsi yang tepat

Melengkapi email berdasarkan situasi yang ada

456

Melengkapi tabel dengan hal-hal yang disukai dan tidak disukai





Elaborasi











Konfirmasi






457








C. Kegiatan Penutup







17. Sumber belajar




18. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

Menulis kalimat pendek dan sederhana

Menulis teks fungsional pendek dan sederhana

Tes Tulis

Tes Tulis

Uraian

Uraian

1. Write simple sentences based on the picture given.

2. Write a letter based on the situation

3. Write a letter to your uncle

458

telling him that you want to spend holiday in his town.

4. Write a simple brochure attracting people to a certain place

a. Instrumen:

Write an email to your friends about the animal you like and do not like. Give some

reasons on why you love or hate that animal.





hanSkorPerole

c. Rubrik Penilaian

Element Score

Grammar 25

Spelling 25

Diction 25



Excellent 21-25

Very good 16-20

Good 11-15

Average 6-10

Poor ≤5

459

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ......................................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

460


(RPP)

Nama sekolah : ......................




esei pendek sederhana berbentuk procedure dan report





dalam konteks kehidupan sehari-hari dalam teks berbentuk








l. Meringkas suatu bacaan

m. Menulis kembali suatu prosedur pembuatan makanan

n. Menulis cerita berdasarkan bacaan



Tekun ( diligence )


h. Developing skills (halaman 12, 14, 25, 26, 68)

Bacaan ‘How to make chewing gum’, penjelasan kegiatan

Gambar dan penjelasan kegiatan

‘Australia, the largest island and the largest continent’, penjelasan kegiatan

461



Pertemuan pertama, kedua dan ketiga.


Apersepsi :

Tanya jawab tentag email

Menulis lima hal yang berhubungan dengan email

Motivasi :


B. Kegiatan Inti

Eksplorasi



Meringkas suatu bacaan

Menulis kembali suatu prosedur pembuatan makanan

Menulis cerita berdasarkan bacaan





Elaborasi




462








Konfirmasi













C. Kegiatan Penutup


463






17. Sumber belajar




18. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

Menyusun kalimat acak menjadi teks yang padu berbentuk procedure/report

Menulis essay berbentuk procedure / report

Tes tulis

Tes tulis

Menyusun kalimat

Uraian

Rearrange the following jumbled sentences in a good order.

Write a procedure text telling how to operate a computer

Write a report on a certain kind of thing or place around you.

a. Instrumen:

Make a summary of ‘Epping Forest’




464


hanSkorPerole

c. Rubrik Penilaian

Element Score

Grammar 25

Spelling 25

Diction 25



Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ......................................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

Excellent 21-25

Very good 16-20

Good 11-15

Average 6-10

Poor ≤5

465




((RRPPPP))


Kelas/Semester : IX /2

Nama Guru : ...........................

NIP/NIK : ...........................

Sekolah : ...........................

468


(RPP)

Nama sekolah : ......................



Standar Kompetensi : 7. Memahami makna dalam percakapan transaksional dan inter-

personal lisan pendek sederhana untuk berinteraksi dalam



transaksional ( to get things done) dan interpersonal



sehari-hari yang melibatkan tindak tutur mengungkapkan

kesantunan


Tema : -





a. Melengkapi dialog

b. Menentukan jawaban berdasarkan pertanyaan dalam percakapan telepon

c. Melengkapi laporan berdasarkan rekaman



Tekun ( diligence )


i. Communication Practice

Percakapan-percakapan ya memuat ungkapan:

469

A: How many….?

B: It’s about…

Comic strip, rekaman akhir cerita


Rekaman dialog, daftar pertanyaan

j. Developing Oral Skills

Rekaman percakapan, pernyataan-penyataan

Rekaman percakapan telepon, form laporan UFO

Rekaman percakapan telepon, dialog rumpang, pilihan jawaban

15. Metode Pembelajaran : three-phase technique


Pertemuan pertama, dan kedua.


Apersepsi :


Tanya jawab tentang comic-strip

Motivasi :


B. Kegiatan Inti

Eksplorasi



Melengkapi dialog

Menentukan jawaban berdasarkan pertanyaan dalam percakapan telepon

Melengkapi laporan berdasarkan rekaman



470



Elaborasi











Konfirmasi








471






C. Kegiatan Penutup







17. Sumber belajar

i. Buku teks yang relevan : Kaset/CD .

j. Workbook Kaset/CD .

k. Script percakapan dan/atau rekaman percakapan

l. Gambar-gambar yang relevan

18. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

Merespon ungkapan kesantunan

Mengidentifikasi makna ungkapan kesantunan

Melakukan perintah

Tes lisan

Tes tulis

Unjuk kerja

Uraian singkat

Pilihan Ganda

Melengkapi

Who are involved in the conversation?

Choose the right answer/response

for the following question/state

ment

472

percakapan

Benar/salah

Uji Petik melakukan perintah guru

Fill in the blank spaces with the right expressions

State whether the following statement is True or False .

Would you mind opening the door please?

a. Instrumen:Listen to the recording (listening on page 90) and give a complete answer for each question.

1. How many persons are leaving for Stonehenge?

2. When will they go there?

3. How many days will they spend at the campsite?

4. When does the Stonehenge date back to?

5. How heavy is each of the megaliths?






hanSkorPerole

c. Rubrik Penilaian

Uraian Skor




Tidak menjawab

3

2

1

0

Mengetahui;

Kepala Sekolah ....................

........., ....................20.....


473

( ....................................................... )

NIP /NIK : ......................................

( .............................................. )

NIP /NIK : ..............................

474


(RPP)

Nama sekolah : ......................



Standar Kompetensi : 7 Memahami makna dalam percakapan transaksional dan







sehari-hari yang melibatkan tindak tutur memberi berita yang

menarik perhatian, dan memberi komentar terhadap berita


Tema : Earth Mysteries dan Back to London





a. Melengkapi dialog

b. Menentukan jawaban berdasarkan pertanyaan dalam percakapan telepon

c. Melengkapi laporan berdasarkan rekaman



Tekun ( diligence )


a. Communication Practice (halaman 91, 114, 115, 120, 132, 146, 147, 158, 159)

475

Percakapan-percakapan ya memuat ungkapan:

A: How many….?

B: It’s about…

Comic strip, rekaman akhir cerita


Rekaman dialog, daftar pertanyaan

b. Developing Oral Skills(halaman 100, 111, 120, 121, 141)

Rekaman percakapan, pernyataan-penyataan

Rekaman percakapan telepon, form laporan UFO

Rekaman percakapan telepon, dialog rumpang, pilihan jawaban




Apersepsi :


Tanya jawab tentang comic-strip

Motivasi :


B. Kegiatan Inti

Eksplorasi


d. Memfasilitasi peserta didik dapat Melengkapi dialog

e. Memfasilitasi peserta didik dapat Menentukan jawaban berdasarkan pertanyaan dalam percakapan telepon

Memfasilitasi peserta didik dapat Melengkapi laporan berdasarkan rekaman

Elaborasi


Memilih jawaban yang tepat untuk melengkapi dialog

Bertanya jawab tentang informasi yang terdapat dalam dialog

476

Memilih kata-kata yang tepat untuk melengkapi kalimat dalam dialog

Menentukan jawaban berdasarkan rekaman percakapan


Konfirmasi




C. Kegiatan Penutup







5. Sumber belajar





6. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

Merespon ungkapan memberi berita yang menarik perhatian

Tes Lisan

Merespon ungkapan

Listen to the statement and give your response.

477

Merespon ungkapn memberi komentar terhadap berita

Tes Tulis

Melengkapi Listen to the conversation and complete the blank spaces.

a. Instrumen:

Listen to the recording (listening on page 90) and give a complete answer for each

question.

1. How many persons are leaving for Stonehenge?

2. When will they go there?

3. How many days will they spend at the campsite?

4. When does the Stonehenge date back to?

5. How heavy is each of the megaliths?






hanSkorPerole

c. Rubrik Penilaian

Uraian Skor




Tidak menjawab

3

2

1

0

Mengetahui;

Kepala Sekolah ....................

........., ....................20.....


478

( ....................................................... )

NIP /NIK : ......................................

( .............................................. )

NIP /NIK : ..............................

.

479


(RPP)

Nama sekolah : ......................


Kelas/Semester : IX(Sembilan) / 2


pendek sederhana berbentuk narrative dan report untuk











a. Menentukan bunyi berdasarkan rekaman dan pilihan jawabannya

b. Menentukan jawaban yang tepat berdasarkan rekaman tentang brosur

c. Mengidentifikasi pelafalan bunyi e

d. Mengidentifikasi pelafalan bunyi [ə]

e. Mengidentfikasi kata-kata yang mendapat pelafalan bunyi i

f. Mengidentifkasi kata-kata yang mendapat pelafalan huruf o



Tekun ( diligence )



Gambar dan rekaman suara

b. Developing skills (halaman 155, 166)

480

Rekaman dan brosur ‘Friends of shakespeare’s Globe’

Timetable dan rekaman

c. Pronunciation (halaman 100, 112, 124, 144, 156)

Rekaman dan script kalimat yang mendapat penekanan dalam beberapa kata di dalam kalimat tersebut

Rekaman dan script kata-kata yang memuat pelafalan bunyi e

Rekaman dan script kata-kata yang memuat pelafalan bunyi [ə]

Rekaman dan script kata-kata yang mendapat pelafalan bunyi i

Rekaman dan script kata-kata yang mendapat pelafalan huruf o





Apersepsi :

Tanya jawab tentang sistem sekolah yang terdapat di sekolah yang bersangkutan

Motivasi :


B. Kegiatan Inti

Eksplorasi



Menentukan bunyi berdasarkan rekaman dan pilihan jawabannya

Menentukan jawaban yang tepat berdasarkan rekaman tentang brosur

Mengidentifikasi pelafalan bunyi e

Mengidentifikasi pelafalan bunyi [ə]

Mengidentfikasi kata-kata yang mendapat pelafalan bunyi i

Mengidentifkasi kata-kata yang mendapat pelafalan huruf o



481



Elaborasi











Konfirmasi








482




C. Kegiatan Penutup






5. Sumber belajar





6. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

1. Mengidentifikasi makna dalam teks lisan fungsional pendek

2. Mengidentifikasi ciri-ciri kebahasaan iklan dan surat pribadi


Tes Tulis

Tes Tulis

Tes Tulis

Jawaban singkat

Pilihan ganda

Pilihan ganda

Listen to the text, answer the questions.



a. Instrumen:

483

You will hear the timetable in the recording

Take notes for every information you get

Answer these questions orally.

6. How many terms are there in Britain School year?

7. When does the autumn term begin?

8. What do the students generally wear in British School?

9. When does spring term end?

10. How long does each lesson last?





4. Nilai Siswa = 10x

alSkorMaksim

hanSkorPerole

c. Rubrik Penilaian

Uraian Skor



Jawaban salah

2

1

0

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ......................................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

.


(RPP)

484

Nama sekolah : ......................


Kelas/Semester : IX / 2


pendek sederhana berbentuk narrative dan report untuk


Kompetensi Dasar : 8.2 Merespon makna yang terdapat dalam monolog pendek


berinteraksi dalam konteks kehidupan sehari-hari dalam teks

berbentuk narrative dan report

Jenis teks : monologue (narative/report)






Menulis hal-hal yang rinci dalam suatu rekaman monolog

Memilih jawaban yang tepat berdasarkan informasi dalam rekaman

Melengkapi monolog rumpang



Tekun ( diligence )



g. Communication Practice (halaman 133, 134, 141, 142, 143, 147, 159)

Gambar, rekaman monolog dan pilihan jawaban

Rekaman ‘Football in Great Britain’, daftar pertanyaan

Rekaman suara dan gambar

Rekaman monolog ‘Martin Rogers and The Shepherd’

485





Apersepsi :

Tanya jawab tentang rekaman yang akan dibaca

Mendengarkan cerita tentang kisah yang tak terlupakan dari guru/siswa

Motivasi :


B. Kegiatan Inti

Eksplorasi



Menulis hal-hal yang rinci dalam suatu rekaman monolog

Memilih jawaban yang tepat berdasarkan informasi dalam rekaman

Melengkapi monolog rumpang





Elaborasi



486









Konfirmasi




C. Kegiatan Penutup






5. Sumber belajar





487

6. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

1. Mengidentifikasi makna dalam teks monolog berbentuk narrative/report

2. Mengidentifikasi tujuan komunikatif dan langkah retorika teks monolog berbentuk narrative/report

3. Mengidentifikasi ciri kebahasaan teks narrative/report

4. Mengidentifikasi berbagai informasi dalam teks monolog berbentuk narative/report

Tes lisan

Tes tulis

Tes tulis

Tes tulis

Pertanyaan

Pilihan ganda

Uraian singkat

Melengkapi rumpang

1.Answer the

questions orally

2.Choose the

best answer by

crossing a,b,c,

or d

3.Mention all the

verbs in the

teks

4. Complete the

following

sentences

based on the

teks

a. Instrumen:

Listen to the monologue o listening (page 141-142)

Take notes on every persons’ opinion about football and make brief descriptions about that.

John: Sam

----------------------------------- -----------------------------------

----------------------------------- -----------------------------------

----------------------------------- -----------------------------------

Juliet Peter

-----------------------------------___ -----------------------------------

-----------------------------------___ -----------------------------------

-----------------------------------___ -----------------------------------

488


Setiap jawaban yang sempurna diberi skor 5.

Jumlah skor maksimal keseluruhan 5 x 4 = 20

Nilai maksimal = 10


hanSkorPerole

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ......................................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

489


(RPP)

Nama sekolah : ......................




interpersonal dan monolog pendek sederhana berbentuk

narrative dan report untuk berinteraksi dalam konteks

kehidupan sehari-hari





konteks kehidupan sehari-hari yang melibatkan tindak tutur

mengungkapkan kesantunan







a. Bermain peran dalam dialog

b. Menggunakan ungkapan yang tepat dalam meminta sesuatu



Tekun ( diligence )


g. Grammar Practice

490

Penjelasan penggunaan could untuk mengungkapkan sesuatu secara sopan

Penjelasan tentang penggunaan I’d like to….untuk meminta sesuatu





Apersepsi :

Menyebutkan hal-hal yang diinginkan dalam waktu tertentu

Motivasi :


B. Kegiatan Inti

Eksplorasi



Mendengarkan penjelasan tentang peggunaan could untuk meminta izin melakukan sesuatu/meminta sesuatu secara sopan

Bermain peran dalam sebuah dialog antara guru dengan murid

Mendengarkan penjelasan tentang penggunaan I’d like to untuk meminta sesuatu secara sopan

Membuat dialog dengan siswa lain

Memberikan umpan balik kepada siswa yang melakukan dialog di depan kelas





Elaborasi

491











Konfirmasi












492


C. Kegiatan Penutup






17. Sumber belajar




d. Peta dan tabel

e. Gambar-gambar yang relevan

18. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

Bertanya dan menjawab tentang mengungkap-kan kesantunan

Unjuk Kerja

Unjuk Kerja Unjuk Kerja

Uji Petik Bercakap-cakap

Uji Petik Interview

Uji Petik Bermain Peran

1.Perform a dialogue

showing politeness with

your friend in front of the

class!

2.Answer the question orally

and politely!

3.Create a dialogue based

on the situation given

a. Instrumen:

Perform a role play based on this situation:

493

You are on the way home when suddenly you meet your teacher. You would like to have

some talks with him/her because you walk on the same way. Show your politeness in the

way you are talking to her/him.


Jumlah skor maksimal keseluruhan 5 x 4 = 20

Nilai maksimal 10


hanSkorPerole

c. Rubrik Penilaian

Criteria Score

Pronunciation 5

Delivery 5

Performance 5

Cooperation 5

Standard of each criterion

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ......................................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

Excellent 5

Very good 4

Good 3

Average 2

Poor 1

494

.RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama sekolah : ......................




interpersonal dan monolog pendek sederhana berbentuk

narrative dan report untuk berinteraksi dalam konteks

kehidupan sehari-hari





konteks kehidupan sehari-hari yang melibatkan tindak tutur:

memberi berita yang menarik perhatian dan memberi

komentar terhadap berita







e. Bertanya jawab tentang informasi yang terdapat dalam dialog

f. Menanyakan pendapat tentang suatu hal/kejadian

g. Bertanya jawab tentang apa yang sedang terjadi dalam gambar

h. Mengungkapkan kembali apa yang terdapat dalam suatu bacaan



Tekun ( diligence )


a. Communication Practice (halaman 90, 91, 103, 116, 133, 135, 159, 160)

495


A: Sound number 1 might be a…

B: No, I don’t think so. It might be a…

A: Who has just chased a cat?

B: Scott has. And who has…?

A: Do you think that two men are archaeologists?

B: Yes, they could be archaeologists

A: Have you ever seen UFO?

B: Yes, I saw UFO last year

b. Grammar Practice

Penjelasan tentang penggunaan someboy, anybody, nobody

Penjelasan tentang penggunaan present perfect, past simple, ever/never

Daftar kegiatan tentang kata kerja say dan tell

Pertanyaan-pertanyaan yang menggunakan kalimat tidak langsung

Penjelasan tentang penggunaan might dalam sebuah ppercakapan

Bentuk present perfect dengan for dan since untuk mengungkapkan durasi dalam mengerjakan sesuatu

c. Developing Skills

Game: ‘The Great Stonehenge Game’





Apersepsi :

Menulis lima hal yang telah dilakukan pada hari ini

Bertanya jawab dengan siswa lain tenntang hal tersebut

Game: ’The Great Stonehenge Game’

Motivasi :

496


B. Kegiatan Inti

Eksplorasi



Bertanya jawab tentang informasi yang terdapat dalam dialog

Menanyakan pendapat tentang suatu hal/kejadian

Bertanya jawab tentang apa yang sedang terjadi dalam gambar

Mengungkapkan kembali apa yang terdapat dalam suatu bacaan





Elaborasi









497



Konfirmasi













C. Kegiatan Penutup






498

5. Sumber belajar





6. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

Bertanya dan menjawab tentang memberi berita yang menarik perhatian

Bertanya dan menjawab tentang memberi komentar terhadap berita

Tes Lisan

Tes Lisan

Bermain peran

Bermain peran



a. Instrumen:

Imagine that you have visited the Stonehenge.

Make up a dialogue and perform it to the class about what you have seen there.




c. Rubrik Penilaian

Criteria Score

Pronunciation 50

Delivery 50

Standard of Pronunciation and delivery:

Excellent 41-50

Very good 31-40

499

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ......................................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

.

Good 21-30

Average 11-20

Poor ≤10

500


(RPP)

Nama sekolah : ......................




monolog pendek sederhana berbentuk narrative dan report


Kompetensi Dasar : 10.1 Mengungkapkan makna dalam teks lisan fungsional pendek










a. Membuat ringkasan sebuah dialog dalam kalimat tidak langsung

b. Menyebutkan hal-hal yang terdapat dalam brosur

c. Memberikan deskripsi singkat



Tekun ( diligence )



g. Communication Practice (halaman 132)


h. Unit self-test (halaman 145, 157)

501

Record your voice: record a short summary of the dialogue

Record your voice: say what the advantages are for the members of the ‘Friends of Shakespeare’s Globe’ associate




Apersepsi :

Menyebutkan bagian-bagian yang terdapat dalam suatu brosur

Motivasi :


B. Kegiatan Inti

Eksplorasi


Menyebutkan informasi yang terdapat dalam brosur tersebut

Membaca brosur ‘Friends of Shakespeare’s Globe Associates’

Menyebutkan hal-hal yang menjadi keuntungan bagi anggota Friends of Shakespeare’s Globe Associates

Elaborasi


Membuat hal-hal yang menjadi keuntungan tersebut menjadi sebuah monolog singkat untuk mengajak orang lain bergabung dalam suatu keanggotaan

Membuat monolog ringkasan dialog yang mengacu pada halaman 132 dalam kalimat tidak langsung

Menyebutkan apa saja yang dibeli oleh Jean di toko buah dengan bantuan gambar yang tersedia




502




Konfirmasi




C. Kegiatan Penutup






5. Sumber belajar





6. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

1. Mengungkapkan

jadwal kegiatan

2. Mengungkapkan

berbagai informasi

Unjuk Kerja Uji Petik Berbicara

1. Mention the schedule of your class on Monday

2. Tell Us about the labels of certain product

503

terkait label dan

jawal

a. Instrumen:

Bring any kind of brochure to the class. Make up a presentation (5’) about the content of the

brochure. You can visit some websites to find out some supporting details of the brochure

taken.



c. Rubrik Penilaian

Criteria Score

Pronunciation 50

Delivery/supporting aids 50


Excellent 41-50

Very good 31-40

Good 21-30

Average 11-20

Poor ≤10

504

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ......................................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

505


(RPP)

Nama sekolah : ......................




monolog pendek sederhana berbentuk narrative dan report




lancar, dan berterima untuk berinteraksi dalam konteks

kehidupan sehari-hari berbentuk narrative dan report

Jenis teks : monolog narrative/report






a. Memberikan deskripsi tentang tempat yang dikunjungi

b. Menceritakan petualangan

c. Memberikan monolog atas suatu ringkasan singkat



Tekun ( diligence )


a. Unit self-test (halaman 103, 113, 125, 145)

Record your voice: record a description of one/two sites you have visited

Record your voice: in your own words, tell the story of the adventure at the Stonehenge

506

Record your voice: say what happened to Nancy and Jean while they were in Camden Road





Apersepsi :

Menyebutkan hal-hal yang diketahui tentang the Stonehenge

Menyebutkan tempat-tempat yang telah dikunjungi

Motivasi :


B. Kegiatan Inti

Eksplorasi



Memberikan deskripsi tentang tempat yang dikunjungi

Menceritakan petualangan

Memberikan monolog atas suatu ringkasan singkat





Elaborasi



507









Konfirmasi













508

C. Kegiatan Penutup






5. Sumber belajar





6. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

1. Melakukan monolog singkat dalam bentuk narrative/report

2. Menceritakan kembali teks naratif yang dibaca

Unjuk kerja

Unjuk kerja

Performance

Uji Petik menceritakan

kembali

1. Report a certain kind of plants or animals

orally

2.Read the story

and retell it

509

a. Instrumen:

Daftar petunjuk:

Role play:

You are a tour guide leading a tour to the Stonehenge. Give some descriptions about that

place: location, hypothesis, etc. (5’)



c. Rubrik Penilaian

Element Score

Pronunciation 25

Delivery 25

Performance 25

upporting aids 25


Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

........., ....................20.....


( .............................................. )

Excellent 21-25

Very good 16-20

Good 11-15

Average 6-10

Poor ≤5

510

NIP /NIK : ...................................... NIP /NIK : ..............................

511


(RPP)

Nama sekolah : ......................




sederhana berbentuk narrative dan report untuk



pendek sederhana berbentuk narrative dan report dengan

ucapan, tekanan dan intonasi yang berterima untuk


Jenis teks : monolog narrative/report dan teks tulis fungsional






a. Membaca ‘The Mystery of Stonehenge’ dengan intonasi dan ekspresi yang tepat

b. Membaca ‘Football in Great Britain’ dengan intonasi dan pelafalan yang tepat

c. Membaca comic strip dengan intonasi dan pelafalan yang sesuai

d. Membaca puisi dengan ekspresi yang tepat



Tekun ( diligence )


a. Developing Skills (halaman 96, 141, 167)

Rekaman dan Bacaan:

- The Mystery of Stonehenge

512

- Football in Great Britain

- Jokes, poem: Colors of me

b. Communication Practice ( halaman 114, 115)

Comic strip ‘A Mysterious Night at Stonehenge’




Apersepsi :

Menjawab berbagai pertanyaan yang berhubungan dengan tema bacaan, misal:

What do you know about Stonehenge?

How do you know about that?

Do you like football?

Motivasi :


B. Kegiatan Inti

Eksplorasi



Membaca ‘The Mystery of Stonehenge’ dengan intonasi dan ekspresi yang tepat

Membaca ‘Football in Great Britain’ dengan intonasi dan pelafalan yang tepat

Membaca comic strip dengan intonasi dan pelafalan yang sesuai

Membaca puisi dengan ekspresi yang tepat





513

Elaborasi











Konfirmasi








514




C. Kegiatan Penutup






5. Sumber belajar





6. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

1. Membaca nyaring dan bermakna teks fungsional pendek :

- Schedule

- Labels

Tes Lisan Membaca nyaring

Read the text aloud

a. Instrumen:

Daftar petunjuk:

Make the summary of the passage: Arthur C. Clarke.

Read the summary that you have prepared with appropriate expressions and intonation.

515



c. Rubrik Penilaian

Element Score

Pronunciation 25

Delivery 25

Performance 25

Clarity 25


Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ......................................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

.

Excellent 21-25

Very good 16-20

Good 11-15

Average 6-10

Poor ≤5

516


(RPP)

Nama sekolah : ......................






Kompetensi Dasar : 11.2 Merespon makna dalam teks tulis fungsional pendek secara



Jenis teks : lisan fungsional






a. Memilih jawaban yang sesuai untuk melengkapi teks rumpang

b. Menentukan persamaan dan perbedaan suatu hal berdasakan informasi dalam brosur

c. Menulis kalmat sesuai dengan apa yang terjadi dalam gambar

d. Menjawab berbagai pertanyaan mengenai sebuah home page



Tekun ( diligence )


a. Communication Practice (halaman 114, 115)

Comic strip ‘ A Mysterious Night at Stonehenge’

b. Grammar Practice (halaman 152, 155)

Penjelasan if clause, gambar dan daftar kegiatan

517

c. Developing Skills (halaman 166, 167)

Penjelasan kegiatan, time table




Apersepsi :

Menulis lima hal yang berhubungan dengan home page

Motivasi :


B. Kegiatan Inti

Eksplorasi



Memilih jawaban yang sesuai untuk melengkapi teks rumpang

Menentukan persamaan dan perbedaan suatu hal berdasakan informasi dalam brosur

Menulis kalmat sesuai dengan apa yang terjadi dalam gambar

Menjawab berbagai pertanyaan mengenai sebuah home page





Elaborasi



518









Konfirmasi




C. Kegiatan Penutup






5. Sumber belajar




519

6. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

Mengidentifikasi makna dalam teks fungsional pendek schedules, dan surat labels

Mengidentifikasi berbagai informasi dalam teks fungsional pendek

- Schedule

- Labels

Tes Tulis Pilihan Ganda Choose the best option, a, b, c or d based on the text.

a. Instrumen:

Daftar petunjuk:

Based on the time table given, make up some differences between British School System

and your school system. Put all the differences into a clear ad short paragraph (100

words)



c. Rubrik Penilaian

Element Score

Spelling 25

Cohesion 25

Diction 25

Grammar 25


Excellent 21-25

Very good 16-20

Good 11-15

Average 6-10

520

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ......................................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

Poor ≤5

521


(RPP)

Nama sekolah : ......................









teks berbentuk narrative dan report

Jenis teks : report/narrative






a. Memilih jawaban yang tepat berdasarkan bacaan

b. Menjawab pertanyaan

c. Melegkapi kalimat sesuai informasi yang terdapat dalam bacaan

d. Berdiskusi tentang berbagai informasi daam suatu bacaan



Tekun ( diligence )


a. Developing Skills

Bacaan ‘The Mystery of Stonehenge’, daftar pertanyaan, daftar kalimat rumpang dan acak

522

Bacaan ‘The Nazca Lines’ dan daftar pertanyaan

Bacaan ‘SFX’ dan daftar pernyataan

Bacaan ‘Football in Great Britain’ dan daftar pernyataan

Bacaan ‘School Life in Great britain’, daftar pertanyaan dan daftar pernyataan

b. Culture File

Bacaan ‘Arthur C. Clarke’, daftar pertanyaan

Bacaan ‘School Papers in Great Britain’, penjelasan kegiatan




Apersepsi :


Motivasi :


B. Kegiatan Inti

Eksplorasi



Memilih jawaban yang tepat berdasarkan bacaan

Menjawab pertanyaan

Melegkapi kalimat sesuai informasi yang terdapat dalam bacaan

Berdiskusi tentang berbagai informasi daam suatu bacaan





523

Elaborasi











Konfirmasi










524


C. Kegiatan Penutup






5. Sumber belajar




6. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

Mengidentifikasi makna dalam teks monolog berbentuk narrative and report.

Mengidentifikasi berbagai informasi dalam teks monolog berbentuk narrative and report.

Tes Tulis

Tes Tulis

Uraian

Pilihan ganda

Answer the questions based on the text.

Choose the best answer based on the text

a. Instrumen:

State whether these statements are right (R), wrong (W) or irrelevant (I)to the passage.

1. Not all Secondary schools in Great Britain has a newspapers managed by the students

525

2. The school papers include articles of celebrity news

The sport page covers sport events ad players

3. Reports of students’ events are not attached in this school paper

4. There are some editors for the school paper

5. The teachers are involved as the staff members

6. The staff members get some payment

7. The reporters enjoy having interview with some teachers

8. There are also advertisement staff who enjoys learning about advertising

9. School publications are magazine and newspaper






hanSkorPerole

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ......................................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

526


(RPP)

Nama sekolah : ......................







pendek sederhana berbentuk narrative dan report dengan

ucapan, tekanan dan intonasi yang berterima untuk


Jenis teks : report/narrative






a. Memilih jawaban yang tepat berdasarkan bacaan

b. Menjawab pertanyaan

c. Melegkapi kalimat sesuai informasi yang terdapat dalam bacaan

d. Berdiskusi tentang berbagai informasi daam suatu bacaan



Tekun ( diligence )


Berani ( courage )


527

Tanya jawab berbagai hal terkait tema/topik bacaan

Mendengarkan teks report yang dibacakan guru/teman

Menirukan teks yang dibaca guru/ teman

Membaca nyaring dengan ucapan dan intonasi yang benar

Menjawab berbagai pertanyaan tentang isi bacaan


1.Teks tertulis narrative/report terkait tema tertentu

2. Spelling, stress, Intonation



Apersepsi :


Motivasi :


B. Kegiatan Inti

Eksplorasi



Memilih jawaban yang tepat berdasarkan bacaan

Menjawab pertanyaan

Melegkapi kalimat sesuai informasi yang terdapat dalam bacaan





528

Elaborasi






Konfirmasi




C. Kegiatan Penutup






5. Sumber belajar




6. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

529

1.Membaca nyaring dan bermakna teks monolog berbentuk ; narrative/Report

2.Mengidentifikasi berbagai informasi dalam teks monolog

Tes lisan

Tes lisan

Membaca nyaring

Uraian singkat

Read the text loudy

Give short answers !

a. Pedoman Penilaian\





hanSkorPerole

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ......................................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

530


(RPP)

Nama sekolah : ......................



Standar Kompetensi : 12 Mengungkapkan makna dalam teks tulis fungsional dan

esei pendek sederhana berbentuk narrative dan report












a. Melengkapi pertanyaan berdasarkan dialog

b. Melengkapi kalimat dengan mengguaan each

c. Menulis jawaban berdasarkan gambar yang ada

d. Menulis surat yang menyatakan pendapat akan sesuatu



Tekun ( diligence )


a. Developing skills (halaman 143)

Penjelasan kegiatan

531


Penjelasan tentang penggunaan somebody, anybody, nobody

Penjelasan tentang penggunaan Present Perfect

Penjelasaan penggunaan preposisi in, on, under dan behind

c. Unit self-test (halaman 141)

Gambar dan daftar kegiatan

d. Build Up Your Portfolio

Contoh comic strip, penjelasan kegiatan


532



Apersepsi :

Bertanya jawab tentang dialog yang akan dibahas

Motivasi :


B. Kegiatan Inti

Eksplorasi



Melengkapi pertanyaan berdasarkan dialog

Melengkapi kalimat dengan mengguaan each

Menulis jawaban berdasarkan gambar yang ada

Menulis surat yang menyatakan pendapat akan sesuatu





Elaborasi






533






Konfirmasi











C. Kegiatan Penutup





534


5. Sumber belajar




6. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

Menulis kalimat-kalimat sederhana.

Menulis teks fungsional pendek

- Jadwal - Labels

Tes Tulis Uraian 1. Write a

schedule

based on the

text given

2. Write label of a certain product

a. Instrumen:

Make up a letter telling your friend about your favorite footba club






hanSkorPerole

c. Rubrik Penilaian

Mengetahui;

........., ....................20.....


535

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ......................................

( .............................................. )

NIP /NIK : ..............................

536


(RPP)

Nama sekolah : ......................




esei pendek sederhana berbentuk narrative dan report


Kompetensi Dasar :12.2 Mengungkapkan makna dan langkah retorika dalam esei



dalam konteks kehidupan sehari-hari dalam teks berbentuk

narrative dan report







a. Meringkas suatu bacaan

b. Menulis deskripsi tentang suatu pendapat



Tekun ( diligence )



a. Developing skills

Bacaan ‘ The Mystery of Stonehenge’, daftar pertayaan dan penjelasan kegiatan

Bacaan ‘ The Nazca likes’, penjelasan kegiatan

537

Bacaan ‘ The Globe’, penjelasa kegiatan





Apersepsi :

Menulis liam hal yang ingin diketahui tentang bacaan yan akan dibahas

Motivasi :


B. Kegiatan Inti

Eksplorasi



Meringkas suatu bacaan

Menulis deskripsi tentang suatu pendapat





Elaborasi



538









Konfirmasi













539

C. Kegiatan Penutup






5. Sumber belajar




6. Penilaian


Teknik Penilaian

Bentuk Instrumen

Instrumen/ Soal

Menulis kalimat-kalimat descripsi yang sederhana

Menyusun kalimat acak menjadi teks essay berbentuk narrative/report

Menulis teks essay berbentuk narrative/report

Tes tulis Jumbled sentences

Essay bebas

Rearrange the following sentences into a good paragraph!

Write a report about a certain animal or plant!

Write a simple short story in your words.

a. Instrumen:

Make up a report (±200 words) on school publication of your school.

Guideline: - Introduction about school publication

- The publication in Indonesian schools

- The school publication in my school

540





hanSkorPerole

c. Rubrik Penilaian

Element Score

Grammar 25

Spelling 25

Diction 25



Excellent 21-25

Very good 16-20

Good 11-15

Average 6-10

Poor ≤5

541

Appendix 2

QUESTIONNAIRE

NAME :

CLASS :

DAY/DATE :

I. Penjelasan

Kuestioner ini disusun untuk mengetahui pendapat anda tentang belajar

vocabulary menggunakan lagu. Kuistioner ini tidak berpengaruh sama

sekali terhadap nilai bahasa inggris anda, oleh karena itu jangan ragu untuk

menjawab setiap pertanyaan. Jawablah pertanyaan ini sejujur-jujurnya.

II. Isian Kuesioner

Saya mengharapkan anda kiranya berkenan memberikan jawaban atas

pertanyaan dibawah ini secara jujur dan benar dengan memberikan tanda

silang pada salah satu huruf A, B, atau C.

542

1. Apakah anda mengalami kesulitan dalam belajar vocabulary ?

a. Ya

b. Biasa saja

c. Tidak

2. Apakah vocabulary itu sulit ?

a. Ya

b. Biasa saja

c. Tidak

3. Apakah anda kesulitan dalam mengucapkan kosakata bahasa Inggris yang anda

pelajari dengan benar ?

a. Ya

b. Biasa saja

c. Tidak

4. Apakah anda kesulitan memahami makna dari kosakata bahasa Ingris yg anda

pelajari ?

a. Ya

b. Biasa saja

c. Tidak

5. Apakah anda kesulitan dalam menghafal kosakata bahasa Inggris yang panjang

dan rumit ?

a. Ya

b. Biasa saja

543

c. Tidak

6. Apakah anda senang menggunakan song dalam belajar vocabulary ?

a. Ya

b. Biasa saja

c. Tidak

7. Apakah dengan menggunakan song belajar vocabulary menjadi lebih mudah ?

a. Ya

b. Biasa saja

c. Tidak

8. Apakah belajar vocabulary menggunakan song membantu anda dalam menghafal

kosa kata ?

a. Ya

b. Biasa saja

c. Tidak

9. Apakah kamu senang belajar vocabulary menggunakan song ?

a. Ya

b. Biasa saja

c. Tidak

10. Apakah anda kesulitan dalam mengartikan lirik lagu berbahasa Inggris yang di

nyanyikan?

544

a. Ya

b. Biasa saja

c. Tidak

Appendix 2

QUESTIONNAIRE

NAME :

CLASS :

1. Do you think English is difficult subject?

a. Yes

b. No

2. Do you find difficult in learning vocabulary?

a. Yes

b. No

3. Do you find difficult to pronounce the vocabulary correctly?

a. Yes

b. No

4. Do you find difficult to comprehend the vocabulary?

a. Yes

b. No

545

5. Do you find difficult to memories the long and knotty vocabulary?

a. Yes

b. No

6. Do you enjoy using song in learning vocabulary?

a. Yes

b. No

7. Did by using the song make easier in learning vocabulary?

a. Yes

b. No

8. Do the learning using song can help you to memories the vocabulary?

a. Yes

b. No

9. Do you enjoy learning the vocabulary using the song?

a. Yes

b. No

10. Do you get the difficult when you translate the lyric of English song?

a. Yes

b. No

546

Mengetahui;

Kepala Sekolah ....................

( ....................................................... )

NIP /NIK : ......................................

........., ....................20.....


( .............................................. )

NIP /NIK : ..............................

.

547

SILABUS PEMBELAJARAN

Sekolah : .............................

Kelas : VIII (Delapan )


Semester : 2 (Dua)

Standar Kompetensi : Mendengarkan

1. Memahami makna dalam percakapan transaksional dan interpersonal pendek sederhana untuk berinteraksi dengan lingkungan sekitar

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran

Indikator Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber

Belajar Teknik Bentuk

Instrumen

Contoh

Instrumen

Merespon makna yang terdapat dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana secara akurat, lancar, dan berterima untuk

1. Percakapan yang

memuat ungkapan-

ungkapan berikut:

Contoh :

A: Do you mind

lending me some

money?

B: No Problem / I

want to, but ...

A: Can I have a

1. Eliciting kosakata terkait topik yang akan dibahas (noun, verb, adjective, adverb)

2. Menentukan makna kata dan menggunakannya dalam kalimat

3. Mendengarkan guru dan menirukan ungkapan-


7. Merespon ungkapan meminta,memberi, menolak barang

8. Merespon ungkapan meminta, memberi,

Tes tertulis

Tes lisan

Tes tulis

1. Isian singkat

2. Jawaban

singkat

3. Pilihan

1.Listen to the

expression and

write your

response to it.

2.Listen to the

expression and

give your

response to it.

3.Listen to the

2 x 40 menit

1. Script per uku teks yang relevan

2. Rekaman percakapan

3. Tape recorder

4. CD

5. CD player

6. gambar

7. Benda sekitar

548

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran


Kompetensi

Penilaian Alokasi

Waktu

Sumber


Instrumen

Contoh

Instrumen

berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta, memberi, menolak jasa, meminta, memberi, menolak barang, dan meminta, memberi dan mengingkari informasi, meminta, memberi, dan menolak pendapat, dan menawarkan / menerima / menolak sesuatu

bit

B: Sure, here you

are

A:Here’s some

money for you

B: I can’t take this,

sorry

A: Do you like it?

B: Yes I do

A: Have you done

it?

B: Sorry, I haven’t

-A: Do you think it’s

good?

B: I think so / Sorry,

I can’t say

anything

A: Would you like

some...

ungkapan terkait materi

4. Mendengarkan percakapan tentang materi terkait

5. Menjawab berbagai informasi yang terdapat dalam percakapan

6. Merespon ungkapan-ungkapan yang terkait materi

mengingkari informasi

9. Merespon ungkapan meminta,memberi, menolak pendapat

10. Merespon ungkapan meminta,menerima, menolak tawaran

ganda

dialogue and

choose the

right answer.

8. model benda

549

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran


Kompetensi

Penilaian Alokasi

Waktu

Sumber


Instrumen

Contoh

Instrumen

Merespon makna yang terdapat dalam percakapan transaksional (to get things done) dan

B: Yes, please /

No, thanks

2. Tata Bahasa

Do you mind ....?

Present Perfect

3. Kosa kata

Kata terkait tema

dan jenis teks

4. Ungkapan Baku

- No Problem

- Sorry

- Yes, Please

- No, Thank you

1. Percakapan yang

memuat ungkapan-

ungkapan berikut:

- A: What if it I do it

again.

1. Tanya jawab berbagai hal terkait tema/topik yang akan dibahas

2. Mendaftar kosakata yang digunakan

6. Merespon ungkapan meminta,memberi persetujuan

7. Merespon ungkapan

Tes lisan

Merespon

ungkapan

Listen to the

expressions and

give your

2 x 40 menit

1 Buku teks yang relevan

2 Script percakapan

3 Rekaman percakapan

4 Tape recorder

5 Gambar yang relevan

550

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran


Kompetensi

Penilaian Alokasi

Waktu

Sumber


Instrumen

Contoh

Instrumen

interpersonal (bersosialisasi) pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta, memberi persetujuan, merespon pernyataan, memberi perhatian terhadap pembicara, mengawali, memperpanjang, dan menutup percakapan, dan mengawali,

B: Fine, with me.

- A:I have to go

now.

B:Do you have to?

- A: ..........

B: Right / I see /

Hm...m.

- Hello, excuse me .....

- Did you? / Were

you ?

- Thanks/ Bye.../ See

you.

- Could I speak to ....

please?

- Well, I’m calling

to....

- Nice talking to you

dalam percakapan

3. Menentukan makna kosakata dalam daftar

4. Menggunakan kosakata dalam kalimat

5. Tanya jawab menggunakan ungkapan – ungkapan terkait

6. Menirukan ungkapan yang diucapkan guru

7. Mendengarkan percakapan

8. Menjawab pertanyaan tentang percakapan

pernyataan

8. Merespon ungkapan memberi perhatian terhadap pembicara

9. Mengawali, memperpanjang an menutup percakapan

10. Merespon ungkapan mengawali, memperpanjang dan menutup percakapan telepon

Tes lisan

Tes tulis

Merespon

ungkapan

Melengkapi

percakapan

Pilihan ganda

response to them.

Listen to the

dialogue and

complete the text

Listen to the

dialogue and

choose the best

answer

Listen to the

dialogue and

choose the best

answer

551

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran


Kompetensi

Penilaian Alokasi

Waktu

Sumber


Instrumen

Contoh

Instrumen

memperpanjang, dan menutup percakapan telepon

2. Tata Bahasa

- Have / Has to

- Could I ...?

- Past form of be

3. Kosa kata

Kata terkait tema

dan jenis teks



Tekun ( diligence )

552

Mengetahui;

Kepala Sekolah .......................

( ....................................................... )

NIP /NIK : ; .....................................

........., ....................20.....


( .............................................. )

NIP /NIK : ; .............................

553


Sekolah : .............................



Semester : 2 (Dua)

Standar Kompetensi : Mendengarkan

2. Memahami makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk narrative dan recount untuk berinteraksi dengan lingkungan sekitar.

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran


Kompetensi

Penilaian Alokasi

Waktu

Sumber


Instrumen

Contoh

Instrumen

Merespon makna yang terdapat dalam teks lisan fungsional pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar

1.Teks fungsional

pendek berbentuk:

- Notices

- Iklan

2. Tata Bahasa

- Kalimat perintah

- kalimat ajakan

1. Eliciting kosakata terkait topik yang akan dibahas (noun, verb, adjective, adverb)

2. menentukan makna kata dan menggunakannya dalam kalimat.

3. Mendengarkan guru dan menirukan


- Notices

- Iklan

2. Mengidentifikasi tujuan komunikatif teks fungsional pendek

Tes tulis

Melengkapi

rumpang

Benar / Salah

Listen to the

dialogue and

complete the

following text.

Listen to the

dialog and decide

whether the

statements are

2 x 40 menit

1. Buku teks yang relevan

2. Script teks fungsional pendek

3. Rekaman teks

4. Tape recorder

5. Contoh teks fungsional

554

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran


Kompetensi

Penilaian Alokasi

Waktu

Sumber


Instrumen

Contoh

Instrumen

Merespon makna yang terdapat dalam monolog pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk narrative dan recount

3.Kosa kata

- terkait tema dan

jenis teks

4.Ungkapan Baku

- Be ware

1.Teks monolog

pendek berbentuk :

- narrative

- recount

2. Tata Bahasa

- Simple past tense

-Past Continuous

tense

3. Kosa kata

- kata terkait tema

dan

jenis teks

ungkapan-ungkapan terkait materi

4. Mendengarkan teks fungsional

5. Menjawab berbagai informasi yang terdapat dalam teks.

6. Menentukan makna teks fungsional yang diperdengarkan.

2. Tanya jawab berbagai hal terkait tema/topik yang akan dibahas.

3. Mendaftar kosakata yang digunakan dalam percakapan

4. Menentukan

3. Mengidentifikasi berbagai informasi dalam teks monolog narative dan recount.

Tes tulis

Pilihan ganda

Melengkapi

True or False

Listen to the text

and choose the

right answer

4 x 40 menit

6. Gambar yang relevan


2. Script cerita naratif

3. Rekaman cerita

4. Tape recorder

555

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran


Kompetensi

Penilaian Alokasi

Waktu

Sumber


Instrumen

Contoh

Instrumen

1. Ungkapan Baku

- It’s terrific !

- It’s wonderful

makna kosakata dalam daftar.

5. Mendengarkan teks narrative / recount yang dibacakan guru.

6. Tanya jawab berbagai informasi tentang teks yang dibaca guru.

7. Mendengarkan teks narrative / recount lainnya.

8. Menjawab pertanyaan tentang teks narrative / recount yang didengar secara lisan.

4. Mengidentifikasi tujuan komunikatif teks naratif dan recount

rumpang Listen to the text

and complete the

bellow sentences


Rasa hormat dan perhatian ( respect ) 7.

556

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran


Kompetensi

Penilaian Alokasi

Waktu

Sumber


Instrumen

Contoh

Instrumen

Tekun ( diligence )

Mengetahui;

Kepala Sekolah .......................

( ....................................................... )

NIP /NIK : ; .....................................

........., ....................20.....


( .............................................. )

NIP /NIK : ; .............................

557


Sekolah : .............................



Semester : 2 (Dua)

Standar Kompetensi : Berbicara

3. Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran


Kompetensi

Penilaian Alokasi

Waktu

Sumber


Instrumen

Contoh

Instrumen

9.1. Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana dengan menggunakan ragam bahasa

1.Percakapan singkat

memuat ungkapan –

ungkapan :

Contoh :

-.A: Do you mind

lending me some

money?

B: No, problems

-.A: Can I have a bit?

1. Mengembangkan kosakata terkait dengan jenis ungkapan dan tema/topik yang terkait

2. Tanya jawab tentang berbagai hal menggunakan ungkapan terkait materi/topik.te

6. Bertanya dan menjawab tentang meminta,memberi,menolak jasa

7. Bertanya dan menjawab tentang meminta,memberi,menolak barang

8. Bertanya dan menjawab

Unjuk kerja

Uji petik

berbicara,

Bermain peran

Create a dialogue

based on the role

cards and perform

it in front of the

class

4 x 40 menit


2. Gambar yang relevan

3. Benda sekitar

4. Role cards

558

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran


Kompetensi

Penilaian Alokasi

Waktu

Sumber


Instrumen

Contoh

Instrumen

lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta, memberi, menolak jasa, meminta, memberi, menolak barang, meminta, memberi dan mengingkari informasi, meminta, memberi, dan menolak pendapat, dan menawarkan / menerima /

B: Sure, here you are.

-.A: Here is some

money for you.

B: Sorry, I can’t take

this.

-.A: Do you like it ?

B: Yes, I do.

-.A: Have you done it?

B:No, I haven’t.

-.A: Do you think it’s

good?

B: I think it is / Sorry I

can’t say any thing

-.A: Would you like

some .....?

ma yang di pillih

3. Menirukan ungkapan-ungkapan terkait materi yang diucapkan guru

4. Latihan bertanya dan menjawab menggunakan ungkapan yang telah dipelajari secara berpasangan

5. Bermain peran melakukan percakapan berdasarkan situasi yang diberikan

tentang meminta,memberi dan mengingkari informasi

9. Bertanya dan menjawab tentang meminta,memberi dan menolak pendapat

10. Bertanya dan menjawab tentang menawarkan,menerima,menolak sesuatu

559

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran


Kompetensi

Penilaian Alokasi

Waktu

Sumber


Instrumen

Contoh

Instrumen

menolak sesuatu

9.2. Mengungkapkan makna dalam

B: Yes, please / No,

Thanks

2.Tata Bahasa

- Do you mind ....

- Present perfect tense

3. Kosa kata

- Kata terkait tema

dan jenis teks

4. Ungkapan Baku

- No Problem

- Sorry

- No, thanks

- Yes, Please

1. Teks percakapan

memuat ungkapan

berikut:

Contoh :

1. Tanya jawab menggunakan berbagai kosakata dan ungkapan yang telah

Unjuk kerja

Uji petik

Create a dialogue

based on the role

2 x 40 menit


2. Gambar yang

560

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran


Kompetensi

Penilaian Alokasi

Waktu

Sumber


Instrumen

Contoh

Instrumen

percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta, memberi persetujuan, merespon pernyataan, memberi

- A: what if I do it

again?

B: Fine with me.

- A: I Must go now

B: Do you have to?

Right.

I see.

Hm...m yeah

Hello,excuse me

Did you? / Were you?

Thanks/ Bye / see you

Could I speak to ..?

Well,I’m calling to ...?

Nice talking to you.

dipelajari

2. Mendengarkan yang memuat ungkapan-ungkapan yang telah dipelajari

3. Menjawab pertanyaan tentang isi percakapan

4. Menjawab pertanyaan tentang makna dan fungsi ungkapan terkait

5. Menggunakan ungkapan – ungkapan terkait berdasarkan konteks

6. Bermain peran mengunakan ungkapan yang telah dipelajari

6. Bertanya dan menjawab tentang meminta,memberi persetujuan

7. Bertanya dan menjawab tentang merespon pernyataan

8. Bertanya dan menjawab tentang memberi perhatian terhadap lawan bicara

9. Mengawali,memperpanjang menutup percakapan

10. Mengawali,memp

berbicara

Bermain peran

cards and perform

it in front of the

class.

relevan

3. Benda sekitar

4. Kartu peran

561

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran


Kompetensi

Penilaian Alokasi

Waktu

Sumber


Instrumen

Contoh

Instrumen

perhatian terhadap pembicara, mengawali, memperpanjang, dan menutup percakapan, serta mengawali, memperpanjang, dan menutup percakapan telepon

2. Tata Bahasa

- Past form of be

3. Kosa kata

- Kata terkait tema

dan jenis teks

4. Spelling and

intonation

erpanjang menutup percakapan telepon



Tekun ( diligence )

4.

562

Mengetahui;

Kepala Sekolah .......................

( ....................................................... )

NIP /NIK : ; .....................................

........., ....................20.....


( .............................................. )

NIP /NIK : ; .............................

563


Sekolah : .............................



Semester : 2 (Dua)

Standar Kompetensi : Berbicara

4. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan sekitar

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran


Kompetensi

Penilaian Alokasi

Waktu

Sumber


Instrumen

Contoh

Instrumen

10.1 Mengungkapkan makna dalam teks lisan fungsional pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk

1.Teks fungsional

pendek :

- Notices

- Iklan

2. Tata Bahasa

- Imperatives

- Comparison

1. Review kosakata dan ungkapan yang digunakan dalam teks fungsional pendek terkait materi

2. Membuat kalimat sederhana untuk:

3. Mengungkapkan secara lisan teks fungsional :

- Pengumuman

- Undangan

- Pesan singkat

4. Bertanya dan menjawab secara lisan berbagai info dalam teks pengumuman, undangan, pesan

Unjuk kerja

Uji petik

berbicara

3. Give suitable notices based on the pictures

4. Make simple advertisments based on the pictures

4 x 40 menit


2. Gambar terkait materi dan topik

3. Benda sekitar

4. Teks bentuk khusus:

- undangan

- pengumuman

564

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran


Kompetensi

Penilaian Alokasi

Waktu

Sumber


Instrumen

Contoh

Instrumen


3. Kosakata

- Kata terkait tema

dan jenis teks

4. Ungkapan baku

- attention, please

- Memberi

perhatian

(Notice)

- Menarik

seseorang

membeli /

menggun-

akan

produk terten-

tu

3. Membahas gambit-gambit yang sering muncul dalam teks fungsional terkait

4. Membuat secara lisan:

- Notice

- Iklan

1. Review kosakata

singkat

- pesan singkat

565

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran


Kompetensi

Penilaian Alokasi

Waktu

Sumber


Instrumen

Contoh

Instrumen

10.2 Mengungkap kan makna dalam monolog pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk recount dan narrative

1.Teks monolog

berbentuk recount

dan narrative.

2.Ciri-ciri kebahasaan

teks narrative dan

recount.

3.Langkah retorika

teks narrative dan

recount.

4. Tata Bahasa

- Simple Past tense

- Past continuous

tense

- temporal

conjuntions

dan tata bahasa terkait jenis teks recount dan narrative dngan tema yang dipilih

2. Membuat kalimat sederhana secara lisan terkait ciri-ciri kebahasaan teks recount dan narrative

- simple past

- past continuous

- temporal

conjunctions

- connective words

- adverbs

- adjectives

- Melakukan monolog

pendek sederhana

dalam bentuk

narrative dan recount

Unjuk kerja

Uji Petik

berbicara

4. Tell us briefly what you did yesterday

5. Retell a story that you know very well.

3. Tell a story

based on the

series of a

pictures

given.

8 x 40 menit

1.Buku teks

yang relevan

2.Gambar yang

relevan

3.Benda sekitar

4. Buku cerita

dalam bahasa

Inggris

566

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran


Kompetensi

Penilaian Alokasi

Waktu

Sumber


Instrumen

Contoh

Instrumen

- Connective words

- Adverbs

- Adjectives

5.Kosa kata

- kata terkait tema

dan jenis teks

6.Ungkapan baku

- Really?

- That’s terrible

- How Then ?

3. Melakukan percakapan terkait kegiatan yang dialami atau cerita populer di kotanya menggunakan gambit-gambit yang sesuai.

Contoh: Really?

That’s terrible!,

How then?,

First,...., then....,

finally...

4. Menceritakan kembali kegiatan / pengalaman atau teks narative yang pernah didengar

Menceritakan

berdasarkan

foto atau

567

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran


Kompetensi

Penilaian Alokasi

Waktu

Sumber


Instrumen

Contoh

Instrumen

Gambar cerita

populer.



Tekun ( diligence )

Mengetahui;

Kepala Sekolah .......................

( ....................................................... )

NIP /NIK : ; .....................................

........., ....................20.....


( .............................................. )

NIP /NIK : ; .............................

568


Sekolah : .............................



Semester : 2 (Dua)

Standar Kompetensi : Membaca

5. Memahami makna dalam esei pendek sederhana berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan sekitar

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran


Kompetensi

Penilaian Alokasi

Waktu

Sumber


Instrumen

Contoh

Instrumen

11.1 Membaca nyaring bermakna teks fungsional dan essai pendek sederhana berbentuk recount dan narrative dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan

1. Teks Essai berbentuk narrative / recount

2. Ciri kebahasaan

Teks Essai

berbentuk

narrative /

recount

3. Tujuan komunikatif teks

1. Tanya jawab mengembangkan kosakata berdasarkan gambar / cerita popular

2. Tanya jawab menggali informasi dalam cerita berdasarkan gambar

Membaca nyaring dan bermakna teks essai berbentuk narrative / recount

Mengidentifikasi berbagai makna teks narrative / recount

Tes lisan

Tes tulis

Membaca

nyaring

Pilihan ganda

Read the story

aloud.

Choose the right

answer based on

the text.

4 x 40 menit

1.Buku teks

yang relevan

2. Buku cerita

bahasa Inggris

3. Gambar -

gambar

terkait cerita

4. Rekaman

cerita

5. Tape

569

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran


Kompetensi

Penilaian Alokasi

Waktu

Sumber


Instrumen

Contoh

Instrumen


11.2 Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar

essai narratif / recount

4. Langkah retorika narrative / recount

5. Spelling, stress,

intonation

3. Mendengarkan teks narrative / recount yang dibaca guru

4. Membaca nyaring teks narrative / recount dengan ucapan dan intonasi yang benar

5. Menjawab berbagai pertanyaan tentang informasi dalam teks yang di baca

6. Menentukan tujuan komunikatif teks narrative / recount yang di baca

7. Menentukan langkah retorika dari teks

Mengidentifikasi tujuan komunikatif teks narrative / recount

Mengidentifikasi langkah retorika dan ciri kebahasaan teks narrative / recount

Tes Tulis

Tes Tulis

Isian singkat

Pertanyaan

tertulis

Complete the

following

sentences using

the information

from the text.

Answer the

following

questions based

on the text.

recorder

6. CD

7. VCD player

570

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran


Kompetensi

Penilaian Alokasi

Waktu

Sumber


Instrumen

Contoh

Instrumen

11.3 Merespon makna

dan langkah

retorika dalam

esei pendek

sederhana secara

akurat, lancar dan

berterima yang

berkaitan dengan

lingkungan sekitar

1.Teks fungsional :

- undangan

- pengumuman

- pesan

- iklan

narrative / recount yang di baca

8. Menentukan ciri kebahasaan teks narrative / recount yang di baca

9. Membaca teks narrative / recount lainnya

1. Mencermati teks fungsional pendek terkait materi

2. Menyebutkan jenis teks fungsional yang dicermati

3. Membaca nyaring teks fungsional terkait materi

4. Menjawab pertanyaan

Mengidentifikasi berbagai informasi dalam teks fungsional

Mengidentifikasi tujuan

Tes tulis

Tes tulis

PG

Jawaban

singkat

Choose the best

option, a,b,c or d

Answer the

following

questions

4 x 40 menit




571

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran


Kompetensi

Penilaian Alokasi

Waktu

Sumber


Instrumen

Contoh

Instrumen

dalam teks

berbentuk

recount dan

nararative

2.Tujuan komunikatif

3.Ciri kebahasaan

tentang informasi yang terdapat dalam teks

5. Menyebutkan ciri-ciri teks fungsional yang dibaca

6. Membaca teks fungsional pendek lainnya dari berbagai sumber

komunikatif teks fungsional

Mengindentifikasi ciri kebahasaan teks fungsional

Tes tulis

Jawaban

singkat

Give short

answers !

4. Benda sekitar



Tekun ( diligence )

572

Mengetahui;

Kepala Sekolah .......................

( ....................................................... )

NIP /NIK : ; .....................................

........., ....................20.....


( .............................................. )

NIP /NIK : ; .............................

573


Sekolah : .............................



Semester : 2 (Dua)

Standar Kompetensi : Menulis

6. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran


Kompetensi

Penilaian Alokasi

Waktu

Sumber


Instrumen

Contoh

Instrumen

12.1. Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima

1. Teks fungsional :

- Notices

- iklan

2. Tata bahasa

- Imperratives

- Getting attention

- Comparison

1. Review tujuan komunikatif dan ciri-ciri kebahasaan teks fungsional pendek terkait materi

2. Menulis kalimat sederhana untuk - memberi

himbauan /

Menulis teks

fungsional pendek

berbentuk : -

Notices

- Iklan

Tes tulis

Product

Essay

Completion

Penugasan

5. Write sentences based on the situation given.

6. Complete the text using suitable word/words.

7. Write notices related to certain places

8. Write an advertisement

4 x 40 menit




4. Benda sekitar

574

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran


Kompetensi

Penilaian Alokasi

Waktu

Sumber


Instrumen

Contoh

Instrumen


12.2. Mengungkap kan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi

3. Kosa kata

Kata terkait tema

dan jenis teks

4. Tanda baca, Spelling

1. Teks Essai narrative / recount

2. Ciri kebahasaan teks narrative / recount

3. Langkah retorika teks narrative / recount

4. Tatabahasa

- Simple past

peringatan

- mengiklan-

kan

sesuatu

3. Melengkapi teks fungsional pendek

4. Menulis teks fungsional pendek

1. Review ciri kebahasaan teks narrative/ recount

2. Membuat kalimat sederhana terkait teks narrative/ recount

3. Mengembangkan langkah retorika teks

Menulis teks pendek

dan sederhana dalam

bentuk recount /

narrative dengan

langkah retorika yang

benar

Tes tertulis

Uraian

promoting a certain product.

Write a short

recount/narrative

text based on:

d. Your experience happend to you

e. The story You have ever read

f. Series of pictures given.

Find 5 short texts

of recount or

8 x 40 menit

1.Buku teks

yang relevan

2. Buku cerita

bahasa Inggris

3. Gambar -

gambar

terkait cerita

575

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran


Kompetensi

Penilaian Alokasi

Waktu

Sumber


Instrumen

Contoh

Instrumen

dengan lingkungan sekitar berbentuk recount dan narrative

- Past continuous

5. Kosakata

- Kata terkait

tema dan jenis

teks

6. Tandabaca, spelling

recount dan narrative

4. Membuat draft teks recount dan narrative

5. Menulis teks recount dan narrative berdasarkan draft yang dibuat

6. Memajang hasil tulisan di dinding

Proyek

Penugasan

narratives and

expose them.



Tekun ( diligence )

576

Mengetahui;

Kepala Sekolah .......................

( ....................................................... )

NIP /NIK : ; .....................................

........., ....................20.....


( .............................................. )

NIP /NIK : ; .............................

teaching and learning vocabulary through song...

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