LESSON PLAN 1
School name
Subject
Grade/ Semester
Genre
Aspect/Skill
Time allocation
: SMA 1 BAE KUDUS
: English
: XI/1
: Transactional dan Interpersonal Text
: Listening and Speaking
: 8 X 45 minutes
A. Competency Standard
1. Comprehend meaning of formal transactional and interpersonal conversations and
sustained in daily contexts
3. Express the meanings of formal and sustained transactional and interpersonal
conversations in daily contexts.
B. Basic Competence
1. 2. Responding meaning in conversations transactional (to get Things done) and
interpersonal (social), official and unofficial accurately, smoothly, and grateful to use
oral language varieties involving speech acts: express feelings (expressing: asking and
giving opinion, satisfaction and dissatisfaction, relief, pain and pleasure).
3.2. Expressing meaning in conversations transactional (to get Things done) and
interpersonal (social) in the official and unofficial spoken variety of accurate, current
and grateful that involve speech acts: express feelings (expressing: asking and giving
opinion, satisfaction and dissatisfaction, relief, pain and pleasure).
C. Object of Learning
After the learning process, students are hoped to be able to:
• Students can respond correctly to the speech act: express feelings (expressing: asking
and giving opinion, satisfaction and dissatisfaction, relief, pain and pleasure).
• Students can perform various speech acts in the oral discourse of interpersonal /
transactional: express feelings (expressing: asking and giving opinion, satisfaction and
dissatisfaction, relief, pain and pleasure).
• student can practice the speech acts of feelings (expressing: asking and giving opinion,
satisfaction and dissatisfaction, relief, pain and pleasure).
D. Indicators :
1. Properly respond to speech acts: express feelings
(Expressing: asking and giving opinion, satisfaction and dissatisfaction, relief, pain and
pleasure).
2. Perform a variety of speech acts in the oral discourse of interpersonal / transactional:
express feelings (expressing: surprised).
E. Material of learning
Gambits dan dialogs about express feelings (expressing: asking and giving opinion,
satisfaction and dissatisfaction, relief, pain and pleasure).
1
Getting other people’s opinions :
 What do you think of …
 Is that right (true) that …
 Do you think it's going …
 Please give me your frank opinion.
 What's your opinion?
Ex pressi ng opi ni ons :
 In my opinion, …
 I personally believe …
 I personally think …
 I personally feel
 Not everyone will agree with me, but …
 To my mind …
Read this dialogue!
Andy :
Well, what do you think of my car?
Bimo :
Well, personally, It looks comfortable. By the way, is it an expensive
American car?
Andy :
No, it’s a cheap small Japanese car.
Bimo :
How many people can it take?
Andy :
There’s room for five people.
Bimo :
Has it got brakes?
Andy :
Yes, there’re very good. The engine’s in the front, and there’s a big boot
in the back.
Bimo :
It looks well made
Andy :
Would you like to come for drive?
Bimo :
OK. Drive carefully, won’t you. There’s a lot of traffic today.
Gambits and dialogs about the expressions of satisfaction and, or satisfaction
1. Expressing Satisfaction.
It’s wonderful.
How marvelous
I am please with it / that.
It’s my pleasure.
It’s give me pleasure.
2. Expressing Dissatisfaction.
What a nuisance !
I am fed up with
I really hate it.
I dislike it.
It’s extremely annoying.
I am dissatisfied with it / that
I am disappointed with it / that.
A : what do you think of that competition!
B : “I like it”
2
Words that are possible to use for expressing satisfaction and dissatisfaction are.
Gratify
satisfaction
dissatisfy
gratification
satisfactory
dissatisfaction
satisfy
satisfactorily
satiable
Examples
1. Does the novel give you satisfaction?
2. It is impossible to satisfy everybody.
3. He was gratified at his son’s success.
Stella
Joss
Stella
Joss
:
:
:
:
Stella
Joss
:
:
Stella
:
Joss
:
Are you satisfied with your achievement?
Not much.
But you’ve got good mark
That’s right, I got above average. But what makes me
disappointed is the chemistry. I got only six, I’m so regretful
The physic?
Seven and half comparing to sara’s, mine isn’t so good. How
can I please with such mark to my parents. They’ll be
dissatisfied. They hope I’m the best.
You have another occasion to satisfy them, by working hard,
you’ll get much better mark. Then your mum and dad will be
gratified at your success.
I hope so
F. Method / technic of learning
Total Physical Response
G. Steps of learning
a.
opening (communicative)
- asking and answering about general condition of students.
b Main activity
- exploration (curiousity)
 identify new vocabularies from the text
- elaboration (creative, responsible, communicative)
 listen to example of dialog, spoken by the teacher
 determine meaning and function of sentence heard
 imitate the expressions after the teacher
 listen to dialogs about the expressions of giving and asking opinion,
expressions of satisfaction and dissatisfaction from the cassettes/ teacher.
 respond to some expressions about giving and asking opinion, expressions of
satisfaction and dissatisfaction .
- confirmation (responsible)
 apply and practice the expressions studied.
c
Closing (Honest)
- Ask the difficulties faced by students during the teaching learning activities
- Summarize the teaching materials
- Give assignments to students to use and practice the expressions in real situations
- Do role play
3
H. Sources of Learning
a. relevant text books : English Texts in Use jilid XI, English For Better Life XI
b. transcript of dialogs or recorded dialogs/ cassettes
c. relevant pictures
I. Assessment
a. Technic
b. Form
c. Instrument
: Respond to expressions written or oral
: oral questions
: Give your responses orally based on the situations.
NO QUESTION
ANSWER
1
You asked a carpenter to fix the broken I am satiesfied with your work.
window. He did it well. What do you say?
2
3
4
5
You asked your little brother to wash your
bike but it was still a little bit dirty. What do
you say?
You want to ask your friend’s opinion of the
Lapindo mud. What do you say?
Your friend asks you how to solve his/her
problem about love. What do you say?
I think I’m dissatisfied with you.
Wash it again.
You got 9 for the maths test. What do you
say?
I am really satisfied with the
score
I what do you think of lapindo
mud?
I think that love is not easy to
say.
d. Scoring norms :
Criteria If the response
spelling,
intonation are
correct , and the
pronounciation is
fluent.
Score
If the response,
spelling,
intonation are
correct , and the
pronounciation
is not fluent.
If the response
and spelling are
correct ,
intonation is
wrong and the
pronounciation
is not fluent.
If the response
is incorrect,
wrong spelling
and intonation,
pronounciation
is influent.
90
80
70
100
Kudus,
Approved by
The Principal of SMA 1 Bae Kudus
Drs. H. Agus Nuratman M. Pd
ERN. 19580809 1986021002
August 2012
Teacher
Sri Murtiyani, S. Pd
ERN. 19750922 199903 2 007
4
LESSON PLAN 2
School name
Subject
Grade/ Semester
Genre
Aspect/Skill
Time allocation
: SMA 1 BAE KUDUS
: English
: XI/1
: transactional dan Interpersonal Text
: Listening and Speaking
: 8 X 45 minutes
A. Competence standard
1. Comprehend meaning of formal transactional and interpersonal conversations and
sustained in daily contexts
3. Express the meanings of formal and sustained transactional and interpersonal
conversations in daily contexts.
B. Basic competency
1.2. Respond the meanings in formal transactional and interpersonal (to get things
done) conversations and sustained accurately, fluently, and
accepted in daily contexts including the gambits in: giving advice, warning, accepting
request, and expressing relief, pain and pleasure.
3.2 Express the meanings in formal and sustained transactional and interpersonal
conversations using oral language accurately, fluently, and
accepted in daily contexts including the gambits in: giving advice, warning, accepting
request, and expressing relief, pain, and pleasure.
C. Objects of learning
1. Respond conversations and the gambits in: giving advice, warning, accepting
request, and expressing relief, pain and pleasure.
2. Express the meanings the gambits in: giving advice, warning, accepting request,
and expressing relief, pain, and pleasure.
3. Practice t conversations and the gambits in: giving advice, warning, accepting
request, and expressing relief, pain and pleasure.
D. Indicators :
1. Properly respond to speech acts: express feelings
(Expressing: giving advice, warning, accepting request relief, pain, and pleasure).
2. Perform a variety of speech acts in the oral discourse of interpersonal / transactional:
express feelings (expressing: giving advice, warning, accepting request relief, pain, and
pleasure).
E. Learning material
Gambits and dialogs about giving advice, warning, accepting request, and expressing
relief, pain and pleasure.
5
Asking for suggestion
What do you suggest?
What do you
recommend?
Can you recommend….?
I need your advice.
Giving suggestion
Can I make a
suggestion?
I advice you to …
I urge you to …
I recommended that ….
You should …..
You ought to ….
You must ….
Why don’t you ….
Responding to a suggestion
That sounds good
That sounds great
What a good idea
That a good advice
I hadn’t thought of that before
That never entered my mind
What an Excellent suggestion
that is !
Listen your teacher’s reading the dialogue
Adi
: Why do you look thinking so hard?
Andi : Yes, I think about Indonesian traditional stories. It has been forgotten by most
of
Indonesian
Adi
: You can do something to save it.
Andi : What do you suggest ?
Adi
: I advice you to make a web or blog in the internet about Indonesian stories.
Write all the
stories there. Many people will read it.
Andi : Wow. That ‘s a brilliant idea?
Adi
: Thanks.
Warning
Be careful
Take care
Keep the ……safely
Don’t forget to bring ….it’s
cloudy
Don’t forget to ….
Watch your back!
Beware of dog
Beware of ….
Allowing a request
That’s all right
That’s OK
Don’t worry. You can use it
OK. Please
Please
No, problem
Listen your teacher’s reading the dialogue
Adi
: Mom, where are you?
Mother : I am in the kitchen. What’s up?
Adi
: It’s six thirty. I leave for school now.
Mother :OK. Go!
Adi
: But, Can I ride my new motor cycle
Mother : That’s all right. But take care on the road. It is very busy in the morning.
Adi
: Don’t worry mom!
6
Expression of relief
o Good heavens
o Thanks God I am
alive
o Thanks for heaven
o I am relief that..
o God bless me
o God bless you
Dialog 1
Andika
Andina
Andika
Expression of pain
 Please, leave me alone.
 I can’t tell my pain in
words
 It brought me a lot of
miseries
 My heart is so burdened
 I’m so sad to hear this
 I’m feeling bad at this
time being
Expression of pleasure
 It’s wonderful.
 How marvelous
 I am please with it /
that.
 It’s my pleasure.
 It gives me pleasure.
 That’s great.
 That terrific.
 I am happy with ……
 I like it.
 I love it.
Andina
: What a terrible journey it is!
: Is there any problem with your journey my husband?
: Yes, I took a flight from New York to come here. When I were in the
middle of the journey. My plane struck a turbulence . It shook hard and
went down a couple of feet. My head hit the front chair. Look! It is
wounded. I feel headache and all my body is in pain.
: Thanks God. You are still alive.
: Yes, thanks for the heaven. Fortunately, the pilots are the experienced ones.
They can handle the Problems
: Ok. Go to the bed and take a rest first.
Dialog 2
Karen
Sally
Karen
Sally
Karen
: Hi, … Sally. What’s wrong with you. You look so sad.
: Please, leave me alone.
: What’s the problem? Tell me.
: I can’t tell my pain in words.
: Oh, I guess. It must be about Josh . Am I right?
Andina
Andika
F. Learning Methode
Total Physical Response
G. Steps
• Preliminary Activities (10 ') (curious)
Students learn some interesting information from an animal that was brought
by teachers
• Main Activities (70 ')
exploration (curious, communicative, creative)
1. Students listen to a conversation interpersonal / transactional
containing phrases to
express feelings (expressing: giving advice,
warning, accepting request, and expressing relief, pain and pleasure.
through a classical tape.
7
2. Students discuss the function of dialogue and expression that was heard
via tape
3. Students read other expressions used to express feelings (expressing:
giving advice, warning, accepting request, and expressing relief, pain and
pleasure.).
Elaboration (responsible, honest)
4. Students recite these phrases express feelings.
5. Other Students in the library looking for information about the
characteristics of an interesting animal
confirmation
6. Students create a dialogue in pairs about the (fascinating facts about an
animal) by using the phrase to express the feelings
7. Students practice the dialogue and give comments for each pair.
• Closing Activities (10 ')
Students receive feedback from teachers and review the phrases used to express
feelings
H. Sources
a. relevant text books : English Texts in Use jilid XI, English For Better Life XI
b. transcript of dialogs or recorded dialogs/ cassettes
c. relevant pictures
I. Assessment
a. Technic
b. Form
c. Instrument
: Respond to expressions written or oral
: oral questions
: Give your responses orally based on the situations.
No question
1
Your friend is having a trip to Safari park.
It is rainy season now. What do you
suggest to your friend?
answer
If I were you, I would not go there.
2
The road is slippery. Give a warning to Be careful, the road is slippery.
your friends?
3
You just got an accident. You were safe. Thanks God, you saved my life.
You thank God for the situation. Say your
relief
4
You just got ten at English test. What do I am satisfied with it.
you say?
8
d. Table of assessment:
Criteria If the respond,
spelling,
intonation are
correct , and the
pronounciation is
fluent.
Score
If the respond,
spelling,
intonation are
correct , and the
pronounciation is
not fluent.
If the respond
and spelling are
correct ,
intonation is
wrong and the
pronounciation
is not fluent.
If the respond
is incorrect,
wrong spelling
and intonation,
pronounciation
is influent.
90
80
70
100
Kudus,
August 2011
Approved by
The Principal of SMA 1 Bae Kudus
Teacher
Drs. H. Agus Nuratman, M. Pd
ERN. 19580809 1986021002
Sri Murtiyani, S. Pd
ERN. 19750922 199903 2 007
9
LESSON PLAN 3
School name
Subject
Grade/ Semester
Genre
Aspect/Skill
Time allocation
: SMA 1 BAE KUDUS
: English
: XI/1
: Short Functional text
: Listening and Speaking
: 8 X 45 minutes
A. Standard Competence
2. Comprehend short functional text meaning and monologue in form of report, narrative,
and analytical exposition in daily context.
4. Express the meanings in short functional text and monologue in form of report,
narrative, and analytical exposition in daily contexts.
B. Basic Competence
2.1 Respond the meanings in formal and informal short functional oral texts accurately,
fluently and accepted in daily contexts.
4.1. Express the meanings in formal and informal short functional oral text accurately,
fluently and accepted in daily contexts
C. Object of Learning
1. Identify meaning of short functional text in form of banner, poster and
pamplet
2. Identify informations of short functional text in form of banner, poster and
pamplet
3. Deliver content of short functional text in form of banner, poster and
Pamplet orally
D. Learning Materials
a. Short functional text banner, poster and pamplet
b. Vocabulary related to theme/ text, example : wanted, litter, healthy
c. Verbs: come, do, go,etc.
d. Auxiliary verbs: is, am , are, could, would, will, may
e. To do: do, does, did
f. Personal pronoun : I, You, They, He, She, It, We
g. Tenses: simple present tense, imperative,
Banner.
PLEASE KEEP YOUR CLASS
CLEAN
DON’T DROP LITTER
10
Poster
Pamphlet
E. Method of Learning
Three – phase technique

Pre listening

Whilst listening

Post Listening
F. Steps
1. Pre activity: (curious)
- Question and answer about related functional text
2. Main activity
exploration (communicative)
- Discuss the communicative purposes and language characteristics of related short
functional text.
elaboration (keen on reading, responsible)
- Listen to certain topic ofshort functional text
- Answer questions about the content of the dialog
Confirmation (communicative)
- Discuss the different answers with friends
11
3. Closing (communicative, cooperative)
- asking students’ difficulties during teaching and learning
- conclude the teaching materials.
G. Sources
a. relevant text books : English Texts in Use jilid XI, English For Better Life XI
b. transcript of dialogs or recorded dialogs/ cassettes
c. relevant pictures
H. Assessment
a. Technic
b. Form
c. Instrument
: Respond to expressions written or oral
: oral questions
: Give your responses orally based on the situations.
Indicator, Technic, Form and Example
No.
Indicator
Technic,
Form
Example
1.
Respond to the
content of short
functional text
correctly
Written test
Essay
Listen to the text
and write your best
answer
2.
Read aloud short
functional text
acceptable
Performance
Oral presentation Read the text loudly
and correctly.
Instruments
1. Listen to the teachers and answer the questions
No trespassing
No
1
question
What does the notice mean?
Answer
We are not permitted to walk on it
2
Where do you usually see the notice?
In a park or garden
G. W. Bush
3
4
Who is wanted?
Why is the person wanted?
For crime against humanity
5
Where does he come from?
United States
12
2. Read this pamphlet correctly.
Table of assessment
a. For no 1, each correct answer score: 10, uncorrect : 5
b. For no 2, follow the following table:
No.
Notes
1.
Content, steps and grammatically
correct
2.
Content, steps and grammatically
halfly correct
3.
Content, steps and grammatically
incorrect
Total maximal score
1. 5 X 10
2. maximal score
Total
Score
41 – 50
21 - 40
0 - 20
= 50
= 50
= 100
Kudus,
August 2012
Approved by
The Principal of SMA 1 Bae Kudus
Teacher
Drs. H. Agus Nuratman, M. Pd
ERN. 19590801 1983021004
Sri Murtiyani, S. Pd
ERN. 19750922 199903 2 007
13
LESSON PLAN 4
School name
Subject
Grade/ Semester
Genre
: SMA 1 BAE KUDUS
: Bahasa Inggris
: XI/1
: Monolog (Report)
Theme
: Wild life
Aspect/Skill
Time allocation
: Listening and Speaking
: 8 X 45 minutes
A. Standard Competence
2. Comprehend short functional text meaning and monologue in form of report, narrative, and
analytical exposition in daily context.
4. Express the meanings in short functional text and monologue in form of report, narrative, and
analytical exposition in daily contexts.
B. Basic Competence
2.2 Respond the meanings in monologue texts using oral language accurately, fluently and
accepted in daily contexts, in texts of: report, narrative, and analytical exposition
4.2 Express the meanings in monologue texts using oral language accurately, fluently and accepted
in daily contexts, in form of: report, narrative,
and analytical exposition
C. Indicators :
Responding monologue discourse: report
Perform monologue form: report
D. Learning Objectives :
• Students can respond discourses monologue: report
• Students can do a monologue form report
D. Learning Materials
Monolog text : report
Well …rhinoceroses are wild animals which live in the forest.
They have large heavy bodies, … I mean they have big bodies. And… their skins
are very thick. And one more important thing is that … that they have horns on their
noses. And a rhinoceros can be more than 2.250 kilograms.
As you know … rhinos eat grass. And they have very good muscle structures. That
is why they can run and change directions very fast. Yeah… they can sprint at 56 km an
hour. Rhinos have been reported to enter campsites at night, yeah… they scatter
smoldering logs of fire, and then peacefully walk away. But… you know that rhinos
don’t have very good eyesight for distance. The oxpeckers always accompany them.
They give them warning system.
Rhinos are hunted for their horns. You know… they are used to make traditional
medicine. The rhinos are listed as endangered on the Red List of Threatened species.
14
1. Vocabulary related
Example
: Live, structures, scatter
2. Tenses
Example
: Present tense . They have large heavy bodies
3. Passive construction
Example
: Rhinos are hunted for their horns
4. The use of relating verbs
Example
: Their skins are very thick.
E. Method of Learning
2 cycles 4 stages ( Building Knowledge of Field, Modeling of Text, Joint Construction of Text,
Independent Construction of Text)
F.
Steps
1. Pre activity (curious)
- Question and answer related to students’ condition
- Teacher presents pictures relevant with the theme
- Question and answer about pictures presented to build vocabularies, structure and theme
comprehension by using the theme
2. Main activity
Exploration (curious, keen on reading)
- Listen to an oral monolog report about rhinoceros
- Respond to the text by answering the questions and spell some new vocabularies
- Answer the questions about the oral monolog text : reports
- Identify sequenced events in the text
- Find the text structure/ steps of the text
- Identify lexicogramatical Features of the text
- Do some assignments
Elaboration (communicative, responsible)
In groups of 4, students are given pictures and keywords dealing with the
Example
: pictures of certain animal
Key words : parts of bodies, characteristics, etc
- In groups, students are asked to discuss the animal pictures and discuss all the general
characteristic of it.
- Each group present the result of the group discussion, while the other gropus give responses
-
-
Confirmation (responsible, cooperative)
Write draft of simple report text individually
Revise the first draft
Present orally in front of the class
3. Closing activity (discipline, creative)
- Give assignment to find other animals to be discussed next
G. Sources
a. relevant text books
: English Texts in Use jilid XI, English For Better Life XI
b. Script monolog ; report
c. relevant pictures
d. laptop and LCD
15
H. Assessment
Indicator, Technic, Form and Example
No.
Indicator
Technic
Form
Example
1.
Respond to monolog
report
Written test
Multiple choices
2.
Do monolog in the
form of report
Performance
Oral presentation
Listen to the
monolog and choose
the best answer
Describe the general
facts of the
following animal.
Instruments
Listen to the monolog and choose the best answer
No Question
1
What is the largest creature lived on earth ?
It is .... .
Answer
An elephant
Score
10
2
A hole on the head
10
On the top of broad head
10
Description
10
Intimidated
10
What is blubber .
Blubber is .... .
3
Where is the nostril to spray the sea water ?
4
5
The second paragraph tells us about the
.....of black bears
In the condition of being scared, black
bears can make their enemy feel .... and
lose confidence.
Listening text for number 1 to 3
01. What is the largest creature lived on earth ?
It is .... .
a. an elephant
c. blue whale
b. a rhinoceroses
d. shark
02. What is blubber ?
Blubber is .... .
a. the hole on the head
b. the paddle of the tails
c. the skin of the fish
e. giraffe
d. the fins of the fish
e. the layer of fats
03. Where is the nostril to spray the sea water ?
a.
in the fin
d. on top of broad head
b.
in the tail
e. in the skin
c.
in the paddle
16
Listening text for number 4 and 5
04. The second paragraph tells us about the .....of black bears.
a. size
d. definition
b. height
e. description
c. length
05. In the condition of being scared, black bears can make their enemy feel .... and
lose confidence.
a. wild
d. dangerous
b. crazy
e. intimidated
c. rude
Text script.
Text 1
Whales are sea-living mammals.
They therefore breathe air but cannot survive on land. Some species are very
large indeed and the blue whale, which can exceed 30 m in length, is the large animal
to have live on earth.
Superficially, the whale looks rather like a fish, but there are important
differences in its external structure; its tail consists of a pair of broad, flat horizontal
paddles ( the tail of a fish is vertical) and it has a single nostril on top of its large,
broad head. The skin is smooth and shinny and beneath it lies a layer of fat ( blubber).
This is up to 30 cm in thickness and serves to conserve heat and body fluids.
Text 2
American black bears appear in a variety of colours despite their name. In the eastern
part of their range, most of these bears have shiny black fur, but in the west they grow brown,
red or even yellow coats. To the north, the black bear is actually gray or white in colour. Even
in the same littler, both brown and black furred bears may be born.
Black bears are the smallest of all American bears, ranging in length from five to six
feet, weighing from three hundred to five hundred pounds. Their eyes and ears are small and
their eyesight and hearing are not as good as their sense of smell.
Like all bears, the black bear is timid, clumsy and rarely dangerous, but if attacked, most can
climb trees and cover ground at great speeds. When angry or frightened, it is a formidable
enemy.
2
Choose one of the following pictures. Describe the general facts of the animal.
17
For independent construction of the text,
Follow the steps below !
Tittle : ......................
General identification : ..........................................................................................
................................................................................................................................
................................................................................................................................
Description (s) : .....................................................................................................
................................................................................................................................
................................................................................................................................
.................................................................................................................................
................................................................................................................................
.................................................................................................................................
Assessment guidance
a. For no 1, each correct answer the csore is 10
b. For no 2, follow the following table:
No.
1.
Notes
Content, steps and grammar are correct
Score
41 – 50
2.
Content, steps and grammar are halfly correct
21 - 40
3.
Content, steps and grammar are totally incorrect
0 - 20
Total maximal score
1. 5 X 10
2. If maximal score gained
Total
= 50
= 50
= 100
Kudus,
August 2012
Approved by
The Principal of SMA 1 Bae Kudus
Teacher
Drs. H. Agus Nuratman, M. Pd
ERN. 19580809 1986021002
Sri Murtiyani, S. Pd
ERN. 19750922 199903 2 007
18
LESSON PLAN 5
School name
Subject
Grade/ Semester
Genre
Aspect/Skill
Time allocation
: SMA 1 BAE KUDUS
: English
: XI/1
: Monolog (Narratives)
: Listening and Speaking
: 8 X 45 minutes
A. Standard Competence
2. Comprehend short functional text meaning and monologue in form of report, narrative,
and analytical exposition in daily context
4. Express the meanings in short functional text and monologue in form of report,
narrative, and analytical exposition in daily contexts.
B. Basic Competence
2.2. Respond the meanings in monologue texts using oral language accurately, fluently
and accepted in daily contexts, in texts of: report,
narrative, and analytical exposition
4.2. Express the meanings in monologue texts using oral language accurately, fluently
and accepted in daily contexts, in form of: report, narrative,
and analytical exposition
C. Object of Learning
In the end of learning, students are hoped to be able to :
1. respond to monolog in the form of narrative
2. do monolog in the form of narrative
D. Learning Material
a. Monolog text : narrative
Tangkuban Perahu
Dayang Sumbi was exiled in the jungle, because she was unmarried but pregnant.
She gave a birth to a baby boy and named him Sang Kuriang. And he became a young and
hard working boy. He was a good hunter too.
One day he went hunting with his dog, Si Tumang. In the bush he saw a pig,
Wayungyang. He wanted to shoot Wayungyang but Si Tumang hindered him. He was angry
at it and killed it, and then took its heart home. He cooked it and ate it with his mother.
When he told that it was Si Tumang's heart, she was very angry and hit Sang Kuriang 's
head with a spoon. And he ran away and left his mother to the east. He did not know himself
and forgot his name. He was about 16 years of age.
After a long time Sang Kuriang came back to the jungle where his mother lived.
She looked younger than her age, so Sang Kuriang fell in love with her. "Will you marry
me?" one day he asked her. But Dayang Sumbi refused because she recognized that he was
her son. He insisted to marry her and Dayang Sumbi asked him two marriage settlements
(requirements). One, he had to dammed Citarum river, and two, had to make a boat in one
night.
Sang Kuriang almost finished his work but Dayang Sumbi cheated him. He was
angry and kicked the boat. The boat fell upside down on the peak of mountain. It was known
as mount Tangkuban Perahu, at the northern of Bandung, West Java.
19
b. Vocabulary related to the text
For example : legend, long time ago, once upon a time
c. Tenses
For example : past tenses. Dayang Sumbi was exiled in the jungle, because she was
unmarried …
d. Direct and indirect speeches.
For example:
When he told that it was Si Tumang's heart, she was very angry
and hit Sang Kuriang 's head with a spoon
"Will you marry me?" one day he asked her.
E. Indicator :
• Identify the meaning of the text Narrative
• Identify the steps of rhetoric in the discourse: Narrative
• Write a monologue in the form of text / essay form Narrative
F. Method of Learning
2 cycles 4 stages ( Building Knowledge of Field, Modeling of Text, Joint Construction of
Text, Independent Construction of Text)
G. Steps
1. Pre activity (communicative)
- Greetings
- Calling the roll
- Pre test
- Interact with students to guide them with related vocabulary in narrative
- Interact with students find the meaning of new words
2. Main activity
Exploration (curious, keen on reading)
- Listen to oral monolog narrative : legend
- Respond to content of the text by answering questions and spell corectly some
words.
- Answer questions about oral monolog narrative
- Identify sequenced events
Elaboration (responsible, communicative)
- Find text structure
- Identify lexicogrammatical feature and do exercises
- Mention the communicative purpose of text heard
- In group, students are asked to find key words of story will be presented by the
group.
Key words : once upon a time, a prince, a princess, a witch etc.
- In group, students are asked to discuss the plot of story will be presented
confirmation (cooperative)
- Each group presents the result of the group discussion
20
3. Closing (discipline, honest, responsible)
- Write simple draft of narrative individually
- Revise the draft
- Present orally in front of the class
H. Sources of Learning
a. Text book : English texts in Use XI, Aneka Ilmu, 2006
b. Script monolog : narratives
c. Relevant pictures
d. Laptop and LCD
I. Assesment
I. Indicator, Technic, Form and Examples
No.
Indicator
Technic
Form
Examples
Listen to the
monolog and fill in
the blank with the
correct answer
1.
Respond to
monolog :
narrative
Written test
Structured Essay
2.
Do monolog :
narrative
Performance
Oral Presentation Choose one of the
following story, then
tell it in front of the
class.
II. Instrument
1.Fill the blanks with the words you heard.
The Legend of Lake Toba
There was a fisherman who (1) ____________ in Batak Land. His name was
Batara Guru Sahala. When he was angling, he (2) __________ a fish. He was surprised
to find that fish because the fish could talk and it (3) ___________ to set it free. He did
accordingly.
After getting free, the fish (4) __________ into a beautiful woman and Sahala
fell in love with her. Sahala asked her to marry him and the woman received him.
However, she asked his promised not to tell anyone the (5) ___________ that she was
once a fish. They were very happily married, and got two daughters.
It was a pity on Sahala. One day when he got very angry with his daughters, he
(6) ________ his promise and he (7) ________ it. He told his daughters that they were
the daughters of a fish.
His wife could not (8) ____________ him. Suddenly, the earth began to shake
and volcanoes started to erupt. The earth (9) _____________and formed a big hole.
People said that the hole (10) ______Lake Toba.
21
Answer key
1. lived
2. caught
3. begged
4. changed
5. secret
6. forgot
7. broke
8. forgive
9. cracked
10. became
2. Choose one of the following stories .
Tell in front of the class
1. Cinderella
2. The Beauty and the Beast
3. Snow White
For the independent construction of the text,
Following the below steps.
Tittle : ................................................................................................
Orientation : .......................................................................................
............................................................................................................
............................................................................................................
Complication : ...................................................................................
............................................................................................................
............................................................................................................
............................................................................................................
............................................................................................................
............................................................................................................
Resolution : ........................................................................................
............................................................................................................
............................................................................................................
............................................................................................................
............................................................................................................
...........................................................................................................
Reorientation : ...................................................................................
............................................................................................................
............................................................................................................
............................................................................................................
............................................................................................................
22
III. Assessment Guidance
a. For no 1, each correct answer gets score 5
b. For no 2 based on the following assessment:
No.
notes
1.
Content, steps and grammar are
correct
2.
3.
Score
41 – 50
Content, steps and grammar are halfly
correct
21 - 40
Content, steps and grammar are
totally incorrect
0 - 20
Total maximal score
1. 5 X 10
= 50
2. If maximal score gained = 50
Total
= 100
Kudus,
August 2012
Approved by
The Principal of SMA 1 Bae Kudus
Teacher
Drs. H. Agus Nuratman, M. Pd
ERN. 19580809 1986021002
Sri Murtiyani, S. Pd
ERN. 19750922 199903 2 007
23
LESSON PLAN 6
School name
Subject
Grade/ Semester
Genre
Aspect/Skill
Time allocation
: SMA 1 BAE KUDUS
: English
: XI/1
: Monolog (Analytical Exposition)
: Listening and Speaking
: 8 X 45 minutes
A. Standard Competence
2. . Express the meanings of formal and sustained transactional and interpersonal
conversations in daily contexts.
4. Express the meanings in short functional text and monologue in form of report,
narrative, and analytical exposition in daily contexts.
B. Basic Competence
2.2. Respond the meanings in monologue texts using oral language accurately, fluently
and accepted in daily contexts, in texts of: report,
narrative, and analytical exposition.
4.2. Express the meanings in monologue texts using oral language accurately, fluently
and accepted in daily contexts, in form of: report, narrative,
and analytical exposition
C. Learning Objectives :
Students can identify the meaning in the analytical text Exposition
Students can identify the steps in the discourse of rhetoric: analytical Exposition
Students can write a text form of monologue / essay form analytical Exposition
D. Indicator :
• Identify the meaning of the text monolog / essay shaped analytical Exposition
• Identify the steps of rhetoric in the discourse: analytical Exposition
• Write a monologue in the form of text / essay form analytical Exposition
E. Material :
Analytical form of written text Exposition, for example:
a. Monolog text : analytical exposition
Being Fat Is A Serious Problem
Do you know if you are too fat, you may have serious problems with your health ?
A group of doctors wrote a report about some of the effects of too much fat.
One important effect is on the heart. If you are fat, your heart has to work harder.
This may lead to a heart attack or heart problems.
In addition, extra fat can also change the amount of sugar in your blood. This can
cause a serious disease such as diabetes.
Furthermore high blood pressure is another possible result of being fat.
More studies are needed about all these problems but one thing is clear, extra fat
may make your life shorter.
24
b. Vocabulary related to the text
For Example : fat, problem, heart, blood
c. Tenses
For Example : Present tense
d. Sentence connector to link arguments
For Example : One important effect, In addition, Furthermore, Firstly, Secondly,
Thirdly, Finally
e. Phrases for making conclusion
For Example : - One thing is clear, …
- From the facts above, I personally believe…
- From the reasons listed above, I conclude that …
- Therefore ..
- My conclusion is that …..
- It can be concluded that…
F. Method of learning
2 cycles 4 stages ( Building Knowledge of Field, Modeling of Text, Joint Construction of
Text, Independent Construction of Text)
G. Steps
1. Pre activity (curious)
- Question and answer related to students’ condition
- Teacher presents pictures relevant with the theme
- Question and answer about pictures presented to build vocabularies, structure and
theme comprehension by using the pictures/ theme
2.Main activity
Exploration (curious, responsible)
- Listen to oral monolog : analytical exposition
- Respond to content of the text by answering questions and spell corectly some
words.
- Answer questions about oral monolog : analytical exposition
- Identify sequenced events
- Find text structure
Elaboration ( cooperative, communicative)
- Identify lexicogrammatical feature and do exercises
- Mention the communicative purpose of text heard
- Do related exercises
- In group, students are asked to find key words
Key words : smoking, dangerous, lung cancer, health, wasting money
Example : Poster of no smoking champain
- In group, students are asked to discuss the danger of smoking habits and its
argument
Confirmation (communicative, responsible)
- Each group presents the result of the group discussion
- Others give responses to the presentation
3. Closing (discipline)
- Write simple draft of analytical exposition individually
- Revise the draft
- Present orally in front of the class
25
H. Sources of Learning
a. Text book : English texts in Use XI, Aneka Ilmu, 2006
b. Script monolog : analytical exposition
c. Relevant pictures
I.
Assesment
Indicator, Technic, Form and Examples
No.
Indicator
Technic
Form
1.
Respond to
monolog :
analytical
exposition
Written test
Structured Essay
2.
Do monolog :
analytical
exposition
Performance
Oral Presentation Choose one of the
following story, then
tell it in front of the
class.
Examples
Listen to the monolog
and fill in the blank
with the correct
answer
2. Instruments
1. Listen to the monolog and answer the questions
01. Which government system is discussed in the text?
A. Austria
B. Australia
C. Austrian
D. Australian
E. Aussie
02. How many level of governments are there mentioned in the text?
A. one
B. two
C. three
D. four
E. five
03. What affairs are looked after by the state government?
A. preventing attacks from foreign countries
B. preventing diseases at small town
C. Keeping the economical growth of the country.
D. Keeping vandalism in the country
E. Keeping law and order
04. What business done by the local government?
A. international things
B. national things
C. state things
D. local things
E. village things
05.Which level of governments which has to look after law and order.
A. Federal government
B. State government
C. Local government
26
D. Country government
E. Residence government
The answer key:
no answer
1 B
2 C
3 E
4 D
5 B
Listening script
Australian Government System
In Australia, there are three levels of government, the federal governments, state
governments and local governments. All of these levels of governments are necessary. This is
so for a number of reasons
First, The federal government is necessary for the big things. They keep the economy
in order and look after things like defense.
Similarly, the state governments look after the middle sized things. For example they
look after law and order, preventing things like vandalism in schools.
Finally, local governments look after the small things
They look after things like collecting rubbish, otherwise everyone would have diseases
Thus, for the reasons above we can conclude that the three levels of government are
necessary.
2. Choose on of the following issues. Present your opinion about the issue orally.
a. Should students wear uniform at school?
b. Should mobile phoned be banned at school?
c. Students are not allowed to ride motorcycle to school.
For the oral presentation of analytical exposition, follow the steps:
Tittle : .................
Thesis : ...............................................................................
Arguments : ..........................................................................
1. ...........................................................................................
2. .............................................................................................
3. ............................................................................................
Conclusion : ...........................................................................
................................................................................................
..............................................................................................
27
3. Assessment Guidance
a. For no 1, each correct answer gets score 5
b. For no 2 based on the following assessment:
No.
Notes
1.
Content, steps and grammar are
correct
Score
41 – 50
2.
Content, steps and grammar are halfly
correct
21 - 40
3.
Content, steps and grammar are
totally incorrect
0 - 20
Total maximal score
1. 5 X 10
= 50
2. If maximal score gained = 50
Total
= 100
Kudus,
August 2012
Approved by
The Principal of SMA 1 Bae Kudus
Teacher
Drs. H. agus Nuratman, M. Pd
ERN. 19580809 1986021002
Sri Murtiyani, S. Pd
ERN. 19750922 199903 2 007
28
LESSON PLAN 7
School name
Subject
Grade/ Semester
Genre
Aspect/Skill
Time allocation
: SMA 1 BAE KUDUS
: English
: XI/1
: Short Functional Text
: Reading
: 6 X 45 minutes
A. Standard Competence
5. Understand the meaning of short functional text and essay in the form of report,
narrative and analytical exposition in daily context. And to acess knowledge
B. Basic Competency
5.1 Respond to meaning of short functional text ( banner, poster, pamphlet, etc) formally
and informally by using various written text language accurately, fluently and
accepted in daily contexts,
C. Object of Learning
Students are able to:
a. Find general idea about text banner, poster and or pamphlet
b. Find detailed information in the text banner, poster and or pamphlet
c. Find out certain meanings of the text banner, poster and or pamphlet
d. Find out lexicogrammatical features of text banner, poster and or pamphlet
D. Learning Material
a. Short Functional Text in the form of banner, poster and or pamplet
b. New vocabularies related to the theme
E. Method of Learning
: Three phase technique
F. Steps:
a. Pre activity (curious)
- Teacher gives appreciation, and check the attendance list
- Students listen and notice things to read text well dealing with : pronunciation,
punctuation, and intonation
b. Main activity
exploration (curious)
- Discuss and build vocabulary related to the text
Elaboration (keen on reading)
- Imitate the pronounciation of certain words in the text
- Listen and pay attention to teather reading the text
Confirmation (communicative)
- Answer the comprehension questions
c. Closing (honest, responsible)
- Teacher asks the students’ difficulties in comprehend announcement
29
- Summarize the text
- Students find out / look for other banner, poster and/ or pamphlet in newspaper and
magazines
V. Sources
a. newspaper and magazines
b. library
VI. Assesment
I. Indicator, Technic, Form and Examples
a. Technic : Written test
b. Form
: Essay
c. Instrument
:
I. Answer the questions based on text below.
Text 1
01. What does the poster tell about?
_______________________________________________________________
02. According to the poster: Why do we have to
drink water?
________________________________________________________________
Text 2
30
03. When will Michael Jackson have a show in the café?
________________________________________________________________
04. What songs will be sung by Paramitha Rusady?
_____________________________________________________
05. What is DOME? It is the name of … .
______________________________________________________
d. Assessment Norms
1. Maximal score for each no : 20
2. Total maximal score : 100
Kudus,
August 2012
Approved by
The Principal of SMA 1 Bae Kudus
Teacher
Drs. H. Agus Nuratman, M. Pd
ERN. 19580809 1986021002
Sri Murtiyani, S. Pd
ERN. 19750922 199903 2 007
31
LESSON PLAN 8
School name
Subject
Grade/ Semester
Jenis Teks
Aspect/Skill
Alokasi Waktu
: SMA 1 BAE KUDUS
: English
: XI/1
: Monolog Narrative (fairy tales)
: Reading and Writing
: 8 X 45 menit
A. Standard Competence
5. understand short functional text meaning and monologue in form of report, narrative,
and analytical exposition in daily context.
6. Express the meanings in short functional text and monologue in form of report,
narrative, and analytical exposition in daily contexts.
B. Basic Competence
5.2. Respond to meanings and retorical steps in essays accurately, fluently, and
accepted in daily contexts and to access knowledge in form of: report, narrative,
and analytical exposition.
6.2. Express the meanings and retorical steps in essays by using various written text
language accurately, fluently and accepted in daily contexts, in texts of: report,
narrative, and analytical exposition.
C.Learning Objectives :
• Students can respond monologue discourse: Narrative
• Students can do a monologue form Narrative
D. Indicator :
• Responding monologue discourse: Narrative
• Perform monologue form: Narrative
E. Learning Material :
Narrative Text monologue, for example the following:
a. Monolog : narratives
Cinderella
Once upon a time, there was a little girl called Cinderella. She was
pretty, loving and clever. But she was very poor. She lived with her step mother
and stepsisters. They were very mean.
They hated Cinderella very much. Fortunately, she met a prince. He fell
in love with her. Then Cinderella became a princess.
They Lived happily ever after
a. Vocabularies related to the theme and text
Example
: girls, pretty, lovely, prince, princes
b. Tenses
Example
: Past tense
d. Time conjunction to link events
Example
: once, then, after that,
e. Action verbs, linking verbs, mental verbs
Example
: lived, was, fell
32
F. Method of Learning
2 cycles 4 stages ( Building Knowledge of Field, Modeling of Text, Joint Construction of
Text, Independent Construction of Text)
G. Steps
1. Pre activity (curious)
- asking and answering about general condition of students.
- Teacher presents/ show pictures relevant to the theme
- asking and answering about pictures shown to build vocabularies, structure and
comprehension by the media.
2. Main activity
Exploration (curious, keen on reading)
- Read monolog fairy tales : cinderella
- Respond to text by answering quesations and pronounce some new vocabulary.
- Answer monolog text fairy tales: cinderella
- Identify text structure and events sequence
Elaboration (cooperative)
- Find out text structure
- Identify lexicogrammatical Features of the text
- Do related assignments
- In groups, students are given some pictures and key words
For example
: Pictures about Cinderella live
Key words
: poor girl, step mother and sisters, fairy good-mother, prince,
castle
- In groups, students are asked to discuss a series of Cinderella pictures and arrange
into a good story.
Confirmation (creative, responsible)
- In groups, students revise the draft based on students and teacher information
3. Closing (creative)
- Write simple draft individually
- Revise the first draft
- Write final draft
H. Sources of Learning
a. Text book : English texts in Use XI, Aneka Ilmu, 2006
b. Relevant pictures
c. Laptop and LCD
H . Assesment
I. Indicator, Technic, Form and Examples
a. Technic
: Written test
b. Form
: Essay
33
No.
1.
Indicator
Respond to
narrative
Technic
Witten Test
Form
Multiple choice
Examples
Choose the
correct answer.
2.
Write a monolog :
narrative
Performance
Oral
presentation
Write a report
text of your
own.
II. Instrument
1. For reading, multiple choices : correct score 1, incorrect score 0
2. For writing, based on the following:
No.
1
2
3
4
5
6.
Aspect assessed
Proper between content and theme
Sentence structure
Coherence within sentences
complexity ( proper use of words and terms)
Punctuation
Spellings
Maximal score
Score
0-3
0-3
0-3
0-3
0-3
0-3
18
1. Choose the correct answer!
The Emperor’s New Clothes
Many years ago there lived an emperor who cared only about his clothes and
about showing them off. One day he heard from two swindlers that they could make
the finest suit of clothes from the most beautiful cloth. This cloth, they said, also had
the special capability that it was invisible to anyone who was either stupid or not fit for
his position.
Being a bit nervous about whether he himself would be able to see the
cloth, the emperor first sent two of his trusted men to see it. Of course, neither
would admit that they could not see the cloth and so praised it. All the
townspeople had also heard of the cloth and were interested to learn how stupid
their neighbors were.
The emperor then allowed himself to be dressed in the clothes for a procession
through town, never admitting that he was too unfit and stupid to see what he was
wearing. For he was afraid that the other people would think that he was stupid.
Of course, all the townspeople wildly praised the magnificent clothes of the emperor,
afraid to admit that they could not see them, until a small child said:
"But he has nothing on"!
This was whispered from person to person until everyone in the crowd was
shouting that the emperor had nothing on. The emperor heard it and felt that they were
correct, but held his head high and finished the procession.
01. Nia : Who told the Emperor that they could make the finest suit clothes?
Ani : … .
a. his trusted men
c. two swindlers
neighbours
b. the Emperor himself
d. a small child
e.
34
02. Nia
: To whom the clothes are invisible ?
Ani : … .
a. To two swindlers
c. to the other people
e. from person to
person
b. To anyone who are clever
d. to anyone who was either stupid or not fit for
his position
03. Nia : How did the Emperor show off his new clothes?
Ani
:….
a. in a procession trough town c. from village to village
party
b. in his palace
d. in a parade
e. in a ball
04. “…afraid to admit that they could not see them, until .. (prg 4). The bold typed
word refers to… .
A. the two swindlers
c. small children
e. all the
town people
a. the Emperor’s trusted men d. the crowd
05. Nia :
"But he has nothing on"! . This sentence means that the Emperor… .
Ani : …
b. wears a new clothes
c. has no clothes on his body e. has all of his
clothes in his body
c. wears his magnificent clothes d. wears the invisible clothes
The answer key
No
1
2
3
4
5
Answer
C
C
B
D
C
score
10
10
10
10
10
2. Choose on of the following tittles . Write your own story.
a. Alladin
b. SnowWhite
c. Rapunzel.
Follow the draft below:
Tittle : ..............
Orientation : ..................................................................
........................................................................................
Complication : ................................................................
........................................................................................
.......................................................................................
........................................................................................
........................................................................................
Resolution : ....................................................................
.........................................................................................
.........................................................................................
35
3. Assessment Guidance
1. For reading items in multiple choices : Right score 1, wrong score 0
2. For writing items, in the form of essays
No.
notes
1.
Content, steps and grammar are
correct
2.
Content, steps and grammar are halfly
correct
3.
Content, steps and grammar are
totally incorrect
Total maximal score
score
41 – 50
21 - 40
0 - 20
1. 5 X 10
= 50
2. If maximal score gained = 50
Total
= 100
Kudus,
August 2012
Approved by
The Principal of SMA 1 Bae Kudus
Teacher
Drs. H. Agus Nuratman, M. Pd
ERN. 19580809 198602102
Sri Murtiyani, S. Pd
ERN. 19750922 199903 2 007
36
LESSON PLAN 9
School name
Subject
Grade/ Semester
Genre
Aspect/Skill
Time allocation
: SMA 1 BAE KUDUS
: English
: XI/1
: Monolog: Report text
: Reading and Writing
: 6 X 45 minutes
A. Competence Standard
5. understand short functional text meaning and monologue in form of report, narrative,
and analytical exposition in daily context.
6. Express the meanings in short functional text and monologue in form of report,
narrative, and analytical exposition in daily contexts.
B. Basic Competence
5.2. Respond to meanings and retorical steps in essays accurately, fluently, and
accepted in daily contexts and to access knowledge in form of: report, narrative,
and analytical exposition.
6.2. Express the meanings and retorical steps in essays by using various written text
language accurately, fluently and accepted in daily contexts, in texts of: report,
narrative, and analytical exposition.
C. Object of Learnings
After the end of studying, students are able to:
Identify meaning of the text
Identify retorical steps in : report
Write monolog text in the form of report
D. Indicator :
• Identify the meaning of the text report
• Mengidentifilasi steps rhetoric in the discourse: report
• Write a monologue in the form of text / essay form report
E. Learning materials
Monolog text in the form reports
No Title
Tigers
.
1.
General
Tigers vary in size and appearance. The Siberian
Classification
tiger weighs up to 650 pounds (295 kilograms) and may
be 13 feet (4 meters) from its nose to the tip of its tail. It
is the largest of all cats. Indian, or Bengal, tigers may
weigh from about 300 to 550 pounds (about 135 to 250
kilograms) and are about the size of a lion. Tigers in
Malaysia and Indonesia are smaller.
2.
Detailed
Description
Parts
The background of the tiger’s coat is usually a
bright reddish orange or a pale yellow-brown. The
37
Quantities
Habits or
behaviour
(For livingthings)
stripes that mark the body and limbs are usually back.
The appearance of the tiger depends to a great
extent on where the animal lives. Tigers that live in cold
regions are pale in color and large in size. Their fur is
long and thick. In warmer climates tigers are smaller
and more colorful. They have shorter, thinner fur.
Like all cats, tigers have sharp claws and teeth,
and they can move quickly and quietly. Springing with
ease, tigers may cover 15 feet (4,5 meters) in one leap.
They rarely climb trees but are very good swimmers.
Young tigers, or cubs, are born from 100 to 112
days after the parent have mated. There may be from
one to six young in a litter, but the usual number is two
or three. Cubs weigh a couple of pounds when they are
born. The tiny cubs open their eyes about 10 to 16 days
after birth. At the age of 6 or 8 weeks, the young begin
to go on hunting trips with their mother. They usually
stay with the mother for at least a year. At the end of
this time they can hunt for themselves. By the time
ready to raise their own families.
Tigers usually stalk their prey alone and a night.
To make a kill, the tigers leaps on the animal, biting its
neck. It then takes the slain prey to some hidden spot. If
it is a large animal, the tiger may feed on it for several
days. During this time the tiger does not kill again.
Tigers eat deer pigs, cattle, goats, and some smaller
animals.
F. Method / Technic of Teaching
Three-Phase Techniques
G. Steps
Meeting 1
 Pre activity (curious)
 Student read an explanation about a topic in report text
 Student discuss the importance of a topic in a report text
 Main activity (70 ')
Exploration (curious, keen on reading)
 Students read two paragraphs of different reports
 Students discuss the differences in report paragraph
Elaboration (cooperative)
 Students in pairs to identify sentences that do not fit with the
topic report
 Students read another example of report text
 Students answered questions about various aspects (objectives,
organization, and linguistic characteristics) report text.
Confirmation (communicative)
 Students discuss the technical terms that appear in the text report.

Closing (creative)
38


Students are reviewing various aspects of the report text (purpose,
organization, and linguistic characteristics)
Students are given the task to find examples of text reports and
analize
Meeting 2

Pre activity (communicative)
Students review the various aspects of the report text (purpose,
organization, and linguistic characteristics)

Main activity
exploration (keen on reading0
 Students read a text report.
 Students in pairs write a paragraph based on a text report.
Elaboration (discipline)
 Students arrange paragraphs into a text report and analyze their
organization intact pairs.
Confirmation (cooperative)
 Students are correcting spelling of text reports and analyze their
organization.

Closing (responsible)
 Students are given the task to develop a draft text of a statement
of observation.
Meeting 3

Preliminary Activities (10 ') (cooperative)



Review all aspects of report (purpose, text structure, and
lexicogrammatical feature)
Use checklist to write report
Core Activities (70 ') (keen on reading, curious)







Students read two paragraphs of different reports
Students discuss the differences in report paragraph
Students in pairs to identify sentences that do not fit with the topic
report
Students read another example of report text
Students answered questions about various aspects (objectives,
organization, and linguistic characteristics) report text.
Students discuss the technical terms that appear in the text report.
End Activities (10 ) (communicative)
 Students are reviewing various aspects of the report text
(purpose, organization, and linguistic characteristics)
 Students are given the task to find examples of text reports
39
H. Resources / Materials / Equipment :
a. Look Ahead Book 2
b. English texts in Use XI, Aneka Ilmu, 2006
c. relevant pictures
I. Assessment
I. Indicator, Technic, Form and Example
No.
Indicator
Technic
Form
Example
1.
Respond to report
Written Test
Multiple choice
Choose the correct
answer.
2.
Write a monolog :
Report
Performance
Oral presentation
Write a report text
of your own.
II. Instrument
1. Choose the correct answer!
Cheetahs are members of the cat family and are the world’s fastest land animals.
They inhabit open grasslands and scrub in Africa, southern Asia and Middle East.
Cheetahs are often mistaken for leopards and have many similar features.
Their distinguishing marks are the long, teardrop-shaped lines on each side of the
nose from the corner of the eyes to the mouth.
The animals have muscular and powerful bodies which are aerodynamically
perfect for short, fast runs. Their bendy backs keep the body flexible as they sprint.
They can accelerate from standing to 40 mph in three strides and to a full speed of
70 mph within seconds. Cheetah’s feet are like running shoes and have grips and spikes
to dig into the ground. The grips are special ridges on the animal’s footpads and the
claws act as spikes. These claws stay out all the time. This is different from other cats,
whose claws tuck away in special sheaths in their paws.
Cheetah are carnivores and eat gazelle and small antelope. A long tail helps the
cheetah keep its balance as it serves after its prey, using large eyes that point forward to
judge distance accurately. Once the cheetah has pounched, the victim is gripped by the
throat to stop it breathing. However, the cheetah has weak jaws and small teeth and
cannot always protect its kills or its young, especially if tired out after a run.
Female cheetahs gave birth to an average of three young that they rear by
themselves. Once fully grown, the animals usually live alone, though males sometimes
form small groups. Most cheetahs live about twelve years.
Cheetah are now an endangered species and many conservationists are trying to
help protect the habitats of these interesting creatures.
01. What is the social function of the text above ?
a. To amuse the readers
b. To describe the cheetah
c. To retell events of carnivores
d. To explain the process involved in the cheetah.
40
02. Based on the text above what are cheetahs classified into?
Cheetah are .... .
b. Herbivores
c. mammal
d. omnivores
e. carnivores
03. Which of the following is NOT TRUE based on the text ?
a. Cheetahs are the same creature with leopards.
b. Cheetahs have muscular and powerful bodies.
c. Cheetahs kill their preys by gripping their throat to stop them breathing
d. Female cheetahs usually give birth three babies.
04. Their bendy backs keep the body flexible as they sprint.(prg 4).
The underlined word refers to..
a. leopard
b. cheetah
c. cat family
d. gazelle
05. Cheetah are now an endangered species and many conservationists are trying to
help protect the habitats of these interesting creatures.
The synonym of the underlined word is ….
a. to endanger
b. to keep
c. to guard
d. to save
The answers key:
1. A
2. B
3. C
4. D
5. D
2. Choose one of the following tittle. Write your own report text.
a. Indonesian president
b. Taufiq Hidayat
41
c. penguin.
D. Merak bird
3. Assessment Guidance
1. For reading items in multiple choices : Right score 1, wrong score 0
4. For writing items, in the form of essays
No.
1
2
3
4
5
6.
Assessed aspect
Proper between content and theme
Sentence structure
Coherence within sentences
complexity ( proper use of words and terms)
Punctuation
Spellings
Maximal score
Kudus,
Score
0-3
0-3
0-3
0-3
0-3
0-3
18
August 2012
Approved by,
The principal
Teacher
Drs. H. Agus Nuratman, M. Pd
ERN. 19580809198601002
Sri Murtiyani, S. Pd
ERN.197509221999032007
42
LESSON PLAN 10
Subject
Grade / Semester
Meeting
Time Allocation
:
:
:
:
English
XI / 1
42
1x 45 minutes
A. Competency Standards :
Understanding the meaning of texts monologue / essay form of reports, and analytical
Narrative Exposition accurately, smoothly, and thanked in the context of everyday life and
access to science
B. Basic Competency :
Understand and respond to meaning in the text monologue / essay that uses written
language diversity in an accurate, current and acceptable in text form: analytical
Exposition
C. Indicator :
• Identify the functional meaning in the text of a letter of application form
D. Learning Objectives :
• Students identify the meaning in the text of the functional form of a letter of application
E. Material :
Functional form of the text cover letter, for example;
Jl. Cendrawasih 35
Semarang
October 25, 2006
HRD Manager
Asahi Diamond Industrial
Wisma Dharmala Sakti, 12th floor
Jl. Jend. Sudirman Kv 32
Jakarta 10220
Dear Sir or Madam:
I am writing to apply for the job as an accountant, which you advertised recently in
“Kompas” newspaper.
I am 25 years old. I graduated from “ Banking and Accountancy Academy” in
Semarang. I took an English course for active communication in Cambridge English Course.
Since I graduated from the college, I have worked for a multi finance company in
Semarang for 2 years and I am still working for it at this moment.
I am interested in working as an accountant in your company as I want to expand
my experience and learn more in Jakarta.
I enclose a photograph of mine and a complete curriculum vitae. I would be very
pleased to send any further details you may require. I would be available for an interview at
any time.
Thank you very much for your consideration and I look forward to hearing from
you soon.
Yours faithfully,
43
Virni Aprilia
F. Learning Method / Technique:
Three-phase technique
Activity Steps :
• Preliminary Activities (10 ') (communicative)
Questions and answers about what needs to be done to apply for jobs
• Core Activities (25 ')
exploration (curious)
Students read the job openings listed in the book.
Students read texts shaped functional resume
Elaboration (discipline, cooperative)
Students study the examples of letters
Students classify letters based on its types
Students are labelling its structure
Students find and discuss the vocabs
Confirmation (communicative)
Students study and discuss the questions
Students answer questions about the text
• End Activities (10 ') (responsible)
Students make conclusions of what needs to be to create a functional text form job
application letter
F.
Resources / Materials / Equipment :
Book 2 Look Ahead
G.
Assessment :
• Technique: Performance
• Forms: written questions
H.
Instrument
Jl. Cendrawasih 35
Semarang
October 25, 2006
HRD Manager
Asahi Diamond Industrial
Wisma Dharmala Sakti, 12th floor
Jl. Jend. Sudirman Kv 32
Jakarta 10220
Dear Sir or Madam:
I am writing to apply for the job as an accountant, which you advertised recently in “Kompas”
newspaper.
I am 25 years old. I graduated from “ Banking and Accountancy Academy” in Semarang. I
took an English course for active communication in Cambridge English Course.
Since I graduated from the college, I have worked for a multi finance company in Semarang
for 2 years and I am still working for it at this moment.
I am interested in working as an accountant in your company as I want to expand my
experience and learn more in Jakarta.
I enclose a photograph of mine and a complete curriculum vitae. I would be very pleased to
send any further details you may require. I would be available for an interview at any time.
Thank you very much for your consideration and I look forward to hearing from you soon.
Yours faithfully,
Yanny Panianto
44
A. Question
1. who wrote the letter?
2. who is the adressee of the letter?
3. what did she tell in the letter?
4. what kind of job did the writer apply?
5. where did she graduate from?
B. Answers
1. yanny Panianto
2. Asahi diamond industrial
3. to apply for the job
4. an accountant
5. the banking and accountancy academy
C. Scoring
Question
Answers
Score
1. who wrote the letter?
1. yanny Panianto
20
2. who is the adressee of the
letter?
2. Asahi diamond
industrial
20
3. what did she tell in the
letter?
3. to apply for the job
20
4. what kind of job did the
writer apply?
4. an accountant
20
5. where did she graduate
from?
5. the banking and
accountancy
academy
20
Approved by
Principal
Kudus, August 2012
Teacher
Drs H Agus Nuratman, M. Pd
ERN. 195808091986021002
Sri Murtiyani, S. Pd
ERN. 197509221999032007
.
45
46
Achievement Test
Subject
: English
Class
: XI
Semester : 1
A. Choose the correct answer by crossing A, B, C, D, or E on your answer sheet!
Text 1 for no. 1 - 3
Bisons have not always lived in North America; they are relatively new comers. They belong
to the Bovidae family, like domestic cattle and the wild buffalo of Africa and Asia. The oldest
known bison fossils have been found in China and the Himalayan foothills, where an animal with all
the essential feature of the genus lived a million years ago. They evolved rapidly and spread over
most of the Northern Hemisphere in Europe and Siberia. During one of the Ice Ages, the sea level
dropped, exposing a land bridge across the Bering Strait, allowing the faunas of Asia and North
America to intermingle. Very early, the steppe bison moved eastward to the North American
continent.
1. What is the topic of the paragraph?
A. The spread of bison from China and Himalayas to North America
B. Types of bisons belonging to the Bovidae family
C. The effect of the intermingling of Asian and North American faunas
D. Places in the world where bison lived
E. The rapid evolution of bisons
2. What is the main idea of the text?
A. Bison are relatively newcomers in North America because they have lived in other part of the
world
B. The oldest known bison fossils have been found in China and the Himalayan foothills
C. Bisons belong to the Bovidae family, like domestic cattle and the wild buffalo of Africa and
Asia
D. From Asia bisons spread over most of the North America through the Bering Strait.
E. Bison came to North America when the faunas of Asia and North America intermingle.
3. What is the genre of the text above?
A. Narrative
B. Explanation
C. Report
D. Recount
E. Analytical Exposition
Tex 2 for no 4 - 6
A rabbit is a small furry mammal with a short tail and pointed ears. Rabbits live in burrows in
the ground. Each burrow is the home of a single family. The first fossils which can be attributed to
this family came from North America but now they are found in every part of the world. Compared
to its small body rabbit has large-sized ears.
A rabbit is a weak and timid animal and is always surrounded by many enemies. Therefore
nature has gifted it with large ears to help it to hear even the fun of drop sound. The large area of the
ear catches almost every sound wave produced in the air and transfers them into the inner ear. This
makes the rabbit to detect its enemies in time and run to safety zones.
You must have noticed that a rabbit washes its ears by repeatedly licking its forepaws and
rubbing them over the surface of its ears. It does this in order to keep its ears clean and also to take
into its mouth natural oil which surrounds the ear surface. This oil is important in forming vitamin D
which is necessary for the growth of healthy bones. If the rabbit is not allowed to form this, it will
develop rickets.
Shortened from: Children's Knowledge Bank. Look Out. Rohan Book Company
4. Which part of the rabbit's body produces natural oil? Its ........
A. Forepaws
D. tail
B. Mouth
E. feather
47
A. ears
5. What is the main idea of paragraph 2 ........
A. How enemies surround a rabbit.
B. How a rabbit detects its enemies.
C. Why a rabbit has many enemies.
D. Why a rabbit likes fighting.
E. How a rabbit looks like.
6. The purpose of the text is ...
A. to amuse with the story
B. to retell rabbit's habitat
C. to describe rabbit's ears
D. to describe rabbit in general
E. to explain how a rabbit lives
Text 3 for no 7 - 11
Slang is definitely a way to distinguish you as part of a group or separate from another
group. Teens use slang to show their independence from their parents, and give them and their
friends a language they can call their own. Slang sometime allows them to communicate
without outsiders understanding, or to show off that they belong to a particular group. Teens
like to use slang words for several reasons.
Firstly, they use slang to show their individuality. Daily teen conversations can be
incomprehensible to many parents and adults. Influenced by MTV, hip-hop culture and the
popularity of e-mail, teenagers shorten words, stretch definitions and pronounce term with a
different style. The way talk shows their confidence.
Secondly, they use slang because it is easier to say. They might talk the way they do with
word like "coz" for "because" and "holla" for "hello" and other expressions because the words
are cool and easier to use, not because they are lazy.
Finally, they use slang for speed and usefulness, and little humor of the day. Slang flows
quicker than standard language. Slang can color their vocabulary and sentences, so that they
don't seem boring.
Thus, from the reasons above, it can be concluded that teens use slang words because using
their own terms is the easiest way to make the world of their own.
7. Slang is commonly liked by …
A. students
B. adult
C. teens
D. children
E. young and children
8. Teens prefer using slang because …
A. they want their conversation to be comprehensible to others
B. they do not want other people to understand what they are speaking
C. teens must be different from other groups of people
D. teens do not like to speak usual language
E. Using common terms can be easily understood by other people
9. "Slang is definitely a way to distinguish you as part of a group . . . . "
The underlined word has the same meaning as . . . . .
A. to make different
D. to forgive
B. to extinguish
E. to give up
C. to forecast
10. Which of the following sentences is not true according to the text?
A. standard language flows more slowly than slang
B. Slang is not used by general group
C. Parents and adults aren't familiar with teen's slang
D. Teens think that it's easier to slang
E. Slang is a way to unite some different group.
11.
The last paragraph of the text is structurally called the . . . . .
48
A.
B.
C.
D.
E.
orientation
thesis
issue
reiteration
recommendation
Text for no. 12 to 15
The reading habit among Indonesian students is still low. There are some causes why it
happens.
Firstly, books are relatively expensive in Indonesia. Publishers claim that the price of
raw materials and the production cost of books are high and keep increasing. Therefore,
books are sold expensively; and consequently, most students can not afford them.
Secondly, if we browse the book shelves at book sore, it is not easy to find real high
quality books. Some books with good topics may have plain and boring designs, while there
are also books which look good but the contents are almost not worth-reading.
Thirdly, and quite unfortunately, nowadays there are many kinds of activities other than
reading, and young people prefer doing them. These include watching youth soap operas on
TV, listening to music and songs with meaningless lyrics or just hanging out at shopping
malls. Such activities clearly do not offer as much learning as the book reading habit does.
And, clearly they forget saying “a book is the window to the world”.
In conclusion, if we want to increase reading habit among Indonesian students we can
begin by lowering the price of books, increasing the quality of the books and motivating
students that reading is more beneficial than any other activities.
12. One of the causes of low reading habit among Indonesian students is because of …
A. Low quality of book.
B. Difficulty in finding good books and book stores.
C. No awareness toward the importance of reading.
D. Other Interesting activities of the students
E. Watching TV and playing games
13. Books are sometimes boring because...
A. they are very expensive
B. they are very thick to read
C. they have bad design and contents
D. they can be easily found anywhere
E. there are many other interesting activities
14. “These include watching youth soap operas on TV …” (par. 4). The underlined word
refers to …
A. many kinds of activities
B. reading
C. young people
D. watching youth soap operas
E. listening to music
15.” if we browse the book shelves at book sore, it is not easy..” (par. 3). The word browse has
the same meaning with …
A. arrange
d. observe
B. look through
E. choose
C. open
Text 1 ( for questions number 1 – 6 )
One day in a village lived an old grandmother. She was called mbok Gendong. She was a
widow.
One particular day, she bought a fish net to catch fish. She wanted to replace her husband work.
Since that time mbok Gendong always went to the beach to catch the fish. She threw the net and drew
it back. Once, when she drew the net back, there was a gold snail hooked in her net. She put that snail
in the clean water container, then she took it home. The day after that, she quitted as a fisher and sold a
teak leaf again. But, it was not saleable. Then, she was back home with a disappointed feeling.
49
When she got home, she found there was delicious food on the table. She asked around who
made it but no one answered. She was puckish and mindlessly, so she directly eaten it. This happened
everyday, so she was eager to know who prepared all these. She pretended to leave home. In the
middle she returned back again. She peeped from the fence hole, she was very surprised to see the
snail princess at her house. The princess was Chandra Kirana,”I was changed by a witch to be a snail,
until I met you,” said the Princess. Then, mbok Gendong said, “Would you be my foster child?” The
princess accepted.
One morning, there was a beggar who asked for eating. Chandra Kirana gave him some food.
Suddenly, a beggar changed into a handsome man. Actually, he was Morgan Kusuma prince. He was
Candra Kirana’s husband.
Finally, the prince and princess, Morgan Kusuma and Chandra Kirana lived happily and they
took mbok Gendong with them.
1. What is the story about?
a. Mbok Gendong
b. An old grandmother
c. Morgan Kusuma
d. A gold Snail Princess
e. Mbok Gendong’s daughter
2. What was Mbok Gendong’s first job?
a. A teak leaf seller
b. A beggar
c. A widow
d. A witches
e. A fisher
3. Who was the princess?
a. Mbok Gendong
b. An Old grandmother
c. Morgan Kusuma
d. Chandra Kirana
e. Mbok Gendong’s daughter
4. What is the complication of the story?
a. Mbok Gendong couldn’t sell her leave
b. Chandra Kirana was changed into a snail
c. Chandra Kirana gave some food to a beggar
d. A gold snail was hooked in Mbok Gendong net
e. Mbok Gendong found delicious food at
home
5. “The Prince and princess, Morgan Kusuma and Chandra Kirana lived happily and they took mbok
Gendong with them.” This part of story is called?
a. Orientation
b. Evaluation
c. Re-orientation
d. Resolution
e. Complication
6. She peeped from the fence hole. The underlined word means ….
a. looked in secretly
b. noticed from far away
c. climbed
d. saw inside
e. stood
Text for no. 16 to 20
There is no best way to deal with pests in agriculture. Pesticides are commonly used,
but this may cause many problems. Combining different management operation is the most
effective way to control pests.
50
Firstly, the chemicals in pesticides may build up as residues in the environment. This
reduces the quality of farm products. Furthermore, pests can gradually become resistant to
pesticides. This means that newer and stronger ones have to be developed.
Some pesticides affect non target animals such as fish and bees. This disturbs the
balance of nature. To wipe out agricultural pests completely may be very expensive.
Sometimes pest damage costs less than the method of control.
Finally, understanding the ecology of the area helps a lot in pest control. Natural
enemies can be used to control the pest. Pesticides that do not affect the natural enemies
should be chosen.
Therefore, integrated pest management is a safe and more effective option in
agriculture.
16. What is the purpose of the text?
A. To persuade the readers that pest management is sometimes useless
B. To persuade the readers that integrated pest management is needed in agriculture.
C. To persuade the readers that natural enemy should be involved in agriculture.
D. To explain the importance pest management in agriculture
E. To socialize the pest management in agriculture
17. What can affect the balance of nature according to the text?
A. Pests developing resistance to pesticides.
B. The use of pesticide that affects non target animals
C. The chemicals in pesticides
D. The cost of wiping out agricultural pests
E. The use of integrated pest management which is not effective
18. Why does the writer think that integrated pest management is good?
A. Ti reduces the quality of farm product
B. It makes pests become resistant
C. Wiping out agricultural pests may be costly
D. There is no best way to deal with pests
E. It affects the natural balance
19. “Sometimes pest damage costs less than the method of control.” The opposite meaning of
the underlined word is …
A. repair
D. help
B. ignore
E. control
C. kill
20. The text above is written in the following generic structure generic.
A. Orientation-explanation-reiteration
D. thesis-arguments-reiteration
B. Thesis-description-conclusion
E. identification-descriptionreiteration
C. General classification-description-conclusion
Text for no. 21 to 23
Dear Riko
I’m really sorry that I have to cancel our plan to visit the museum this weekend. My
mother has been hospitalized because of diabetes. Perhaps we can reschedule it. Please let
me know. Thank you.
Regards,
Ariel
51
21. the message above tells us about …
A. going to the hospital
B. leaving the message
C. visiting the museum
D. cancelling an appointment
E. planning to visit the museum
22. Why does Ariel cancel the museum?
A. Because his mother will come to visit
B. Because his mother is treated in the hospital
C. Because his mother works in the hospital
D. Because he will reschedule the visit
E. Because his mother asked it.
23. “Perhaps we can reschedule it”. The underlined word refers to …
A. The museum
D. something urgent
B. The hospital
E. the plan of visiting the museum
C. This weekend
24. Reza
Beni
: How was the film ?
: It was OK, but overtime I lit up a cigarette, someone asked me to stop
smoking.
From the dialogue above, Beni is showing his ................
A. Disagreement
D. Worried
B. Dissatisfaction
E. Agreement
C. Uncertainly
25. Lina
: My brother doesn’t finish his senior high school . Do you think he can study at
university?
Indah : …
A. Certainly
B. Definitely
C. Of course
D. I don’t think so
E. I disagree with you
26. Wild road side sellers sometimes lead to bad impact.
Which of the following sentences does not support that statement?
A. They cause traffic jam
B. They damages the beauty of the city
C. They increase the income of the people
D. They may bring about social problem
E. Sometimes they makes the environment dirty
27. Mr. Powel : Where is our car, dear?
Mrs. Powel : Don’t worry, it … now.
A. is repaired
B. is being repaired
C. was repaired
D. was being repaired
E.
F. will be repaired
American black bears … (28) in a variety of colors despite their name. In the eastern part
of their range, most of these bears … (29) shiny black fun but in the west they … (30) brown,
red, or even yellow coats. To the north, the black bear … (31) actually grey or white in color.
28.
A. Appearing
B. To appear
C. is appearing
D. are appearing
E. appear
29.
A. are
D. were
52
B. is
C. was
E. will be
30.
A. is growing
B. grew
C. grow
D. growing
E. grows
31
A. are
B. is
C. was
D.
E.
will be
were
32. The painting was ............ we stood in front of it for a long time.
A. beautiful
D. very beautiful until
B. beautiful in order
E. beautiful so
C. so beautiful that
33. Poor Rima, she failed the final test although...
A. She had studied hard for it
B. She never studied
C. She seldom studied
D. She studied occasionally
E. She passed the test
34. My classmates . . . to the birthday party by Diana’s parents.
A. is invited
D. invited
B. are invited
E. are inviting
C. invite
circumpolar
bears
throughout
the
polar
are
arctic
found
1
2
3
4
5
6
7
8
35. To make a good sentence, the good arrangement of the words above is …
A. 3-5-6-7-8-2-1-4
B. 2-5-8-6-4-3-1-7
C. 5-2-6-8-3-4-1-7
D. 4-5-2-6-8-3-7-1
E. 3-1-5-5-7-6-8-2
36. The boy went to school in spite of …
A. He was sick yesterday
B. Being sick
C. Sick
D. he is sick
E. is sick
37. They did not feed their farm animals well. … , they all died.
A. Because
D. although
B. In addition
E. Consequently
C. Even though
38. Bill : “Great…. with your work.”
Cliff : “Thank you. I can’t do that without your help”
A. I am happy
D. You enjoy
B. I am really satisfied
E. Don’t worry
C. Continue
39. His animals damage the farmer’s crop.
The passive form of the sentence above is …
A. The farmer’s crop was damaged by his animals
B. His animals damaged the farmer’s crop
C. The farmer’s crop is damaged by his animals
53
D. The damage of the farmer’s crop is by his animals
E. The farmer’s crop has been damaged by his animals
40. Which of the following sentences may be a good thesis of analytical exposition?
A. Students of senior high school spend three years on their study
B. A computer consists of some wares that can support to each other when it works
C. It is better for students of senior high school not to bring to camera equipped-mobile
phone to school.
D. There are some choices we can choose when we want to buy something in
supermarket.
E. Rain helps farmers to grow their crops when there is no surface water.
ESSAY
1. Change the following sentence into passive!
Cigarette damages both active and passive smokers’ lung
2.
Write sentences that are connected by
a. therefore
b. otherwise
3.
Write two (2) supporting arguments for the following thesis!
LCD projector absolutely helps teachers in learning process.
1. ………………………………………………………
2. …………………………………….. ……………….
54
ENGLISH ENRICHMENT TEST 2
Listening Section
In this section of the test, you will have the chance to
show how well you understand spoken English. There
are three parts to this section, with special directions
for each part.
Part One
Directions:
In this part of the test, you will hear some dialogues or
questions spoken in English. The dialogues or
questions will be spoken two times. They will not be
printed in your test book, so you must listen carefully to
understand what the speakers say. After you hear a
dialogue and the question about it, read the five
possible answers and decide which one would be the
best answer to the question you have heard. Now
listen to a sample question.
You will hear:
Boy
: Well, I’m glad to have you with me. By the
way, my name’s James Bond. How do
you do?
Girl
: How do you do? I’m Barbara.
You will also hear:
Narrator: What do we learn from the dialogue?
You will read in your test book:
A. The man has never met Barbara before.
B. The man never knows James Bond.
C. Barbara has met the man before.
D. Barbara met James Bond yesterday.
E. Barbara meets James Bond every day.
The best answer to the question is ” The man has
never met Barbara before.”
Therefore, you should choose answer A
1. A. The man doesn’t mind the traffic.
B. The man takes the bus to school.
C.The woman prefers driving in the rush hours.
D. The woman wants to ride to school with the man.
E. The man has to stand on the bus if he takes it to
school.
2. A. A mother and a boy
B. A mother and a son
C. A mother and a daughter
D. A mother and a boy friend
E. A mother and her husband
3. A. At the office
B. At the counter
C. At the restaurant
D. At the room
E. At home
4. A. Something cold
D. Coffee and tea
B. Coffee
E. something hot
C. Tea
5. A. She has no time for him.
B. He is very busy.
C. They can meet after 5.00
D. Both of them are students.
E. They are strangers.
6. A. She could come to the party.
B. She cannot come to the party.
C. She will have a party.
D. She could have a party.
E. The International Students Association gives her
a party.
ENRICHMENT TEST
Part II
In this part of the test, you will hear several
questions or statements spoken in English. The
questions and responses will be spoken two times.
They will not be printed in your test book, so you
must listen carefully to understand what the
speakers say. You have to choose the best
response to each question or statement. Now listen
to a sample question:
You will hear:
Woman : Well, I’m glad to have you with me. By the
way, my name’s Lucy Liu. How do you do?
Man
: ....
You will also hear:
A. How do you do? I’m Setiawan.
B. I am fine, thank you.
C. Let me introduce myself.
D. How do you know me?
The best answer to the question ‘How do you do?’ is
choice (A), ‘How do you do? I’m Setiawan.’
Therefore, you should choose answer (A)
7. Mark your answer on your answer sheet.
8. Mark your answer on your answer sheet.
9. Mark your answer on your answer sheet.
10. Mark your answer on your answer sheet.
Part III
In this part of the test you will hear several
monologues. Each monologue will be spoken two
times. They will not be printed in your test book, so
you must listen carefully to understand what the
speakers say.
After you hear a monologue and the questions
about it, read the five possible answers and decide
which one would be the best answer to the
questions you have heard.
11. A. Fish
B. Big apes
C. Mammals
D. Chimpanzees
E. Dolphins
12. A. Write them a letter
B. Visit the company’s website
C. Send them a fax
D. Go to the office
E. Send an SMS
13. A. Good hours
D. Training
B. Free food
E. Experience
C. Good salary
14. A. A restaurant
D. Lawyers
B. A hotel
E. Finance
C. A department store
15. A. April 14 to 16
B. 2 adults and children
C. A 10% discount on food and beverages
D. Children under 12 years old
E. Rp. 950.000,00
THIS IS THE END OF THE LISTENING SECTION
Text 1
55
YONKERS, Nov 12 – A four alarm fire
damaged 14 stores today in the Cross County
Shopping Centre, the largest shopping centre in
Westchester Country.
Fire Investigator said the blaze apparently
started in a pile of cardboard cartons at the rear of
a shoe store and spread through a utilities duct
above the 13 other stores. The fire started at 4.40
p.m. and was declared under control at 6.14 p.m.
The centre is on the Cross County Parkway at the
Gov. Thomas E. Dewey Thruway.
Two fire fighters were treated at the scene for
minor cuts. Lieut. John Cary of the Yonkers, Arson
Squad said that the cause of the fire was under
investigation.
16. The text mainly tells us about ....
A. a fire in the shopping centre
B. the blaze at the shoe store
C. The Yonkers Arson Squad
D. a shopping centre on the Cross County
17. The fire has lasted for an hour ... minutes
A. 10
C. 20
E. 34
B. 14
D. 24
18. “... the blaze apparently started ...” (par 2)
The underlined word means ....
A. really
D. probably
B. actually
E. completely
C. honestly
Text 2
BRIGHT MINDS, BRIGHT FUTURE
 South Jakarta’s International school
offering Kindergarten to Elementary
School in purpose-built modern facilities.
 Spacious school with swimming pool,
specialist sports area and adventure
playground.
 Our unique education approach combines
the best elements from Australian, New
Zealand and UK curricula
A. studying
B. learning
C. coming
D. registering
E. joining
Text 3
We can learn a lot about a country from the
personal ads. These ads tell us about people and
their problems. One example of the problems is
from Spain. In a small town in Spain there were
forty two men. But there were not many women
there. The men wanted to find wives. So, they put
personal ads in a city newspaper. Some women in
the city were not happy living alone. So, they
answered the ads by telephone. They wanted to
find more about the town and the men. But the
women did not go to live in the town. They did not
really want to work on farms. They did not really
want to marry small town men. So, men did not
find wives and the women were still alone. Not all
men and women in Spain are like these people.
But this ad may tell us something about larger
problems in Spain.
22. The main idea of the text is that ....
A. everybody likes personal ads
B. people use personal ads in a city newspaper
C. some people write personal ads for bad
reasons
D. Both men and women use personal ads to
find their spouses
E. ads tell about the people in Spain
23. A problem which is getting larger in Spain is
that ....
A. some women like working as peasants
B. most men like finding their wives through
personal ads
C. it is hard to find wives in Spain
D. some women like living with small town men
E. most men put their personal ads in a city
newspaper
24. “So, they answered the ads ...” (line 8)
The underlined word means ....
A. replayed
D. rejected
B. repeated
E. replied
C. reflected
ENROLLING NOW FOR AUGUST 2009 INTAKE
For more information, please call 888 1234
or visit our website www.brightschool.com
Jl. Anak Cerdas 56 Jakarta Selatan
Email: brightminds@brightschool.com
19. What is the text about?
A. Bright School
B. South Jakarta International School
C. Academic Colleges Group
D. New Zealand and UK
E. Spacious school
20. Which information is TRUE according to the
text?
A. Bright School is the only international school
in Jakarta.
B. A New Zealand school is opened in South
Jakarta.
C. Classes in Bright School are given in
Australia, New Zealand, and UK.
D. Bright School offers an international
examination.
E. Bright School uses Australian, New
Zealand, and UK curricula.
21. “Enrolling now for August 2009 intake”
The underlined word means ...
Text 4
Once upon a time, there was a poor farmer
who lived with his wife. One day, he dug up his
field and found a big box. He took it home with him
and showed it to his wife. His wife cleaned it and
kept it in their house.
One sunny morning his wife dropped an apple
into it. Suddenly the box began fill up with apples.
No matter how many the apples were taken out,
more apples took their place. So, the farmer and
his wife decided to sell the apples and in short
time they were able to live quite comfortably.
One day, the farmer dropped a gold coin into
the box. At once, apples disappeared and the box
began to fill itself with coins. Everyday, the
farmers and his wife collected hundreds of gold
coins from the box. Soon they became very rich.
Having heard that his son had gone rich, the
farmer’s grandfather visited the couple. He was
not very strong and he could not go out to work
anymore. So, the farmer asked the old man to
help him take the money out of the box. When his
grandfather told his son that he was tired and
wanted to have a rest, the farmer shouted at him,
“Why are you so lazy? Why can’t you work
harder?”
2
The old man did not say anything and
continued to work until he fell into the box and
suddenly died. At once, the money disappeared
and the box began to fill up with dead
grandfathers.
The farmers had to pull them out and bury
them. To do this, he had to spend all the money
he had collected. When he had used up all the
money, the box broke and the farmer was just as
poor as before.
25. How was the farmer according to the writer?
A. Mean
D. Humorous
B. Generous
E. Rich
C. Kind
26. Which statement is TRUE according to the
text?
A. His wife cleaned up and kept the box for
her.
B. The box was full of valuable things when it
was found.
C. The farmer had to pull dead grandfathers
out and bury them.
D. The poor farmer was finally killed by his
grandfather.
E. The farmer’s wife was happy after the
grandfather passed away.
27. What did we learn from the story?
A. Being honest is not always wise.
B. Being a miser is sometimes important.
C. All that glitters is not always gold.
D. It is good to be honest in life.
E. We must respect our parents.
Text 5
Earthquake is a sudden and often violent
shaking of the ground caused by changes beneath
the earth’s surface. The ground moves suddenly.
It moves again and again, strongly and sharply.
Concrete bridges fall, building away and collapse,
and the falling debris traps people in the street.
Most earthquakes do little harm, but a few kill
many people and cause enormous destruction.
We now have a very accurate map of all the
earthquake centres of the world. Earthquakes do
not occur in all parts of the world but are limited to
certain areas or belts. The rim of the Pacific
Ocean is the most important of the belts. A second
belt stretches from China and Southeast Asia to
the Mediterranean areas of Africa and Europe. A
third earthquake belt is the long ridge that lies
under the Atlantic Ocean.
There is one type of earthquake disasters that
little can be done about. This is the disaster
produced by seism tic sea waves, or tsunamis
(these are often called tidal waves, but the name
is incorrect). They have nothing to do with tides, in
certain areas, notably off t ‘tsunamis’, meaning
‘harbour waves’.
28. The earthquakes’ centre of the world is/are ...
A. Pacific Ocean
B. China and Pacific Ocean
C. Southeast Asia and China
D. Africa, Europe, Atlantic Ocean
E. China, Pacific Ocean, Southeast Asia,
Europe, and Atlantic Ocean
29. “...cause enormous destruction.” (par 1)
The underlined word means very ....
A. great
C. fast
E. heavy
B. high
D. wide
30. Which of the followings is TRUE according to
the text?
A. Earthquakes occur in all parts of the world.
B. Earthquake is seldom shaking the ground.
C. Most earthquakes do not do much harm.
D. Earthquakes are not caused by changes
beneath the earth’s surface
E. Earthquakes always result devastating.
31. “They have nothing to do ....” (par 3 line 4)
The underlined word refers to ....
A. earthquake
D. waves
B. disasters
E. areas
C. tsunamis
Text 6
US Census Bureau Needs Temporary Part-Time
Interviewers $3.56 Per Hour
15½ C per Mile Car Allowance
Six temporary part-time field interviewers needed to
conduct personal household interviews to collect
social and economic data. Eight-hour day required
during work periods. Approximately 40-100 hours
per month (May – June) Paid training.
Requirements: US citizen, high school or
equivalent, pass 30 minute written test, have
automobile, must be available for day, evening, and
Saturday work. Attend a 3-day training session.
Transportation paid, expenses reimbursed. Qualified
applicants will be tested and interviewed by a Census
representative.
Person meeting the above requirements apply in
person, 1990 Wooddale Boulevard on or before
April 12, 2009.
US Department of Commerce Bureau Of the
Census
Equal Opportunity Employer
(Employer Paid Ad)
32. Which is NOT the requirements of the
position above?
A. possessing automobile
B. United States citizenship
C. passing written test
D. a high school graduate or equivalent
E. at least 30 hours of university credit
33. A person who accepts this position can be
assured of ....
A. six month employment
B. three months training session
C. approximately two month employment
D. eight hours per day for an unspecified
time
E.
approximately
40-100
month
employment
34.
“Transportation
paid,
expenses
reimbursed”.
The underlined word is similar in meaning
to ...
A. desired
D. compelled
B. installed
E. paid back
C. required
35. Applicants accepting this position will be
expected to work ....
A. every weekend
B. some evenings
C. only on weekdays
D. three days in a week
E. three days per month
Text 7
3
Last holiday, my class made a trip to
Anyer. We rented a bus to take us there. On
the way, I felt the urgent need to use the bus
toilet.
I was sure that I had locked the door by
turning the handle, but as soon as I slipped off
my pants, the bus hit a bump and then the
door flew open. I stumbled out into the aisle,
exposing my self to all the bus passengers.
Everyone stared at me. I scrambled back into
the toilet and didn’t come out for a long time. I
was so embarrassed.
What a trip to remember!
36. Where did the story happen?
A. In front of the bus door
B. Last holiday in Anyer
C. In the bus on the way to Anyer
D. During a vacation in Anyer
E. Inside a toilet in Anyer
37. According to the text, which statement is
TRUE?
A. The writer went to Anyer with his
family.
B. The writer felt ashamed during the trip
to Anyer.
C. The writer was shy to come out from
the bus.
D. The door of the bus flew open when I
was slipping off my pants.
E. The bus passengers stared at the
writer because he didn’t come out for a
long time.
38. “I scrambled back into the toilet.”
The underlined word means ....
A. moved quickly
B. run faster
C. climbed soon
D. competed hard
E. raced rapidly
Text 8
Johnson’s Baby Powder Blossom
Johnson’s baby powder blossom is delicate
scented with a long lasting floral fragrance.
Made of fine quality talc, it leaves baby’s skin
feeling silky smooth, dry and comfortable.
Direction:
Sprinkle powder onto your hands before
applying to baby’s skin. Close tightly after use.
Warning:
For external use only. Keep out of reach for
children. Do not use on broken skin. Avoid
contact with eyes. Keep powder away from
baby’s nose and mouth. Do not apply onto
newborn baby’s navel.
39. What is the main benefit of using this
powder based on the text?
A. Showing a long lasting floral fragrance
B. Making the baby’s skin feel silky
smooth
C. Offering the reasonable price of the
powder
D. Keeping the baby’s skin as a new-born
baby
E. Giving good quality talc to baby’s skin
40. Which sentence is not true according to
the text?
A. A newborn baby’s navel is very
sensitive.
B.
C.
D.
E.
The baby can inhale the powder for
comfort.
This powder is very dangerous for
human’s eye.
We don’t apply the powder directly to
baby’s skin.
The powder is only applied onto baby’s
skin.
Text 9
The number you are calling is no longer active.
Please check the number to make sure that
you’ve dialled the right number. If the problem
persists, please contact the customer service
for any assistance.
41. What is the matter with the number?
A. It is not working.
B. It has busy tone.
C. It is the wrong number.
D. It has no answering machine.
E. It has been expired.
42. The synonym of the word ‘persists’ in the
text is ….
A. starts
D. continues
B. stops
E. exists
C. resists
Text 10
On the banks of the Chao Praya,
Bangkok’s”River of Kings”, lies a hotel that has
already set new standards of hospitality for this
celebrated city.
Set in magnificently landscaped tropical
gardens, the Shangri-La Bangkok provides
guests with all the charm and warmth of the
Orient and, at the same time, an unsurpassed
range of facilities and leisure activities
There is a choice of 12 superb settings in
which to wine and dine, a large free-form
swimming pool that overlooks the river,
convention and meeting facilities for up to
2.000 people and a 24-hour business centre.
And, from every single guestroom and
suite, there is a breathtaking view of all the
exotic hustle and bustle of the fabled “River of
Kings”.
One might expect such a well-equiped
and positioned hotel to be miles away from the
city centre but, at the Sangri-La Bangkok, the
business district and main shopping areas are
mere minutes away.
For more than 200 years, Bangkok’s
grandeur has been reflected in the waters of
the Chao Praya. Today, the Sangri-La
Bangkok towers beside this majestic river,
offers its guest the golden promise of the East.
43. What does the text mainly focus on?
A. Bangkok’s grandeur
B. Sangri-La Bangkok
C. Water of Chao praya
D. Bangkok’s “River Kings”
E. The majestic river in Bangkok
44. There is a breathtaking view of all exotic
hustle and bustle of the fabled “River of
Kings” (par.4).The underlined word means
A. flow
B. current
C. stream
D. movement
E. Water-course
4
45. What does the Sangri-La Bangkok
provide?
A. the view of tower
B. the medium size of swimming pool
C. the strategic location from the city
D. the representative convention room for
1000 people
E. the warmth, convenience, and
hospitality of the staff
46.What does the word ‘its’ in paragraph 6
refer to?
A. the majestic river
B. Bangkok’s grandeur
C. the Chao Praya river
D. the Sangri-La Bangkok Hotel
E. the Bangkok Hotel in Thailand
Text 11
Nuclear Energy, also called atomic
energy, is the most powerful kind of energy
known. But the usage of this energy is still being
debated.
Scientists and engineers have found
many uses of nuclear energy, especially in
producing electricity. The energy released by
nuclei creates large amount of heat. This heat
can be used to make steam, and the steam can
be used to generate electricity. Engineers have
invented devices called nuclear reactor to
produce
and
control
nuclear
energy.
Furthermore, the nuclear plant uses much less
fuel than does a fossil fuel plant. And also the
uranium, unlike fossil fuel, does not release
chemical or solid pollutant into the air during
use.
Not all the people are excited with the
existence of this energy. They argue that nuclear
plants cost more to build than fossil fuel plants
and they are potentially hazardous, for example:
in 1979 accident in the Three Mile Island nuclear
power plant near Harrisburg, Pennsylvania, and
afterwards, the 1986 accident at Chernobyl, in
Ukraina, then, a part of Soviet Union. In addition,
uranium continuous to produce dangerous
radiation long after it has been used up as a fuel
for nuclear energy. The problem of safety storing
uranium wastes has not yet been solved.
As a result of this controversy, the
scientists and engineers should find the way to
make the nuclear plants as safe as possible.
This plant must meet certain government
regulation that fossil fuel plants do not have to
meet. For example, a nuclear plant must satisfy
government authorities that it can quickly and
automatically deal with any kind of emergency.
E. People are interested in the existence of
nuclear energy.
48. Which statement is false according to the
text?
A. Nuclear plants use much less fuel than
do fossil fuel plants.
B. The cost to build nuclear plants is higher
than the cost to build fossil fuel plants.
C. Fossil fuel release chemical or solid
pollutant into the air during use.
D. Nuclear plants are not dangerous at all.
E. Nuclear energy is the most powerful
energy.
49. “… and the steam can be used to generate
electricity” (p. 2).
The underlined word means ….
A. strengthen
B. broaden
C. produce
D. increase
E. build
Text 12
During Christmas Day, this parking garage is
closed for repairs. You can park 24 hours a day
in the garage on the Second Avenue between 6 a.
m. and 9 p. m. or in the lot at the bus station
across the street 24 hours a day. This garage will
reopen on the first of next month. We apologized
for any inconvenience.
50. What is the text about?
A. The repairing of parking garage
B. The closing of parking garage
C. The opening time of parking garage
D. The reopening of the parking garage
E. The parking area is moved for more
than a month.
@@@Alhamdulillah
46. What is the text about?
A. The danger of nuclear energy.
B. The usage of nuclear energy.
C. The power of nuclear energy.
D. The controversy of using nuclear
energy.
E. The invention of nuclear reaction
47. What is the main idea of paragraph 3?
A. Nuclear plants cost much money.
B. Nuclear energy is harmful.
C. Nuclear energy results as an accident in
Chernobyl.
D. Nuclear energy annoys people.
5
1