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S I L A B U S
Nama Sekolah : SMA
Mata Pelajaran : Bahasa Inggris
Kelas : XI
Semester : 1
Standart Kompetensi Kompetensi Dasar Materi
Pembelajaran Kegiatan
Pembelajaran Indikator Penilaian
Alokasi Waktu (menit)
Sumber Bahan /
Alat Mendengarkan1. Memahami makna
dalam percakapan
transaksional dan
interpersonal dalam
konteks kehidupan
sehari – hari
1.2 Merespon makna
dalam teks monolog
sederhana yang
menggunakan ragam
bahasa lisan sederhana
secara akurat, lancer
dan berterima dalam
konteks kehidupan
sehari – hari dalam
teks berbentuk
narative
Teks lisan
berbentuk
narrative
Mendengarkan
cerita / petunjuk
melakukan sesuatu
untuk menemukan
berbagai informasi
secara individu
Mengidentifikasi main
idea dari teks yang di dengar
Mengidentifikasi tokoh
dari cerita yang di dengar
Mengidentidikasi
infdormasi tertentu teks yang
di dengar
Kuis,
Ulangan,
tertulis,
Tugas,
1 x 45 Kaset, CD
Standart Kompetensi Kompetensi Dasar Materi
Pembelajaran Kegiatan
Pembelajaran Indikator Penilaian
Alokasi Waktu (menit)
Sumber Bahan /
Alat Berbicara
2. mengungkapkan
makna dalam
percakapan
transaksional dan
interpersonal dalam
konteks kehidupan
sehari – hari
2.1 Mengungkapkan
makna dalam
percakapan
transaksional (to get
things done) dan
interpersonal
(bersosialisasi) resmi
dan tidak resmi yang
menggunakan ragam
bahasa lisan sederhana
secara akurat, lancer
dan berterima dalam
konteks kehidupan
sehari –hari dan
melibatkan tindak,
tutur mengungkapkan
perasaan bahagia
Mengungkapkan
perasaan
bahagia. Missal :
A : I’m so
happy to get
scholarship
B: I’am happy
for you
Mendikusikan
tindak tutur yang
digunakan dal;am
percakapan yang
didengar secara
berpasangan
Mendiskusikan
respon yang
diberikan terhadap
tindak tutur yang di
dengar
Secara
berpasangan
menggunakan tindak
tutur dan responnya
Bermain peran
secara kelompok
Menggunakan tindak
tutur mengungkapkan
perasaan bahagia
Tu
gas
Per
form-
ans
3 x 45
Standart Kompetensi Kompetensi Dasar Materi Kegiatan Indikator Penilaian Alokasi Sumber
Pembelajaran Pembelajaran Waktu (menit)
Bahan / Alat
Membaca (14x 45)
1. Memahami makna
teks tulis fungsional
pendek esai
sederhana berbentuk
recount, narrative
dan procedure dalam
konteks kehidupan
sehari – hari dan
untuk mengakses
ilmu pengetahuan
Merespon makna dan
langkah retorika teks
tulis esai secara akurat ,
lancer dan berterima
dalam konteks
kehidupan sehari – hari
dan untuk mengakses
ilmu pengetahuan dalam
teks berbentuk narrative
Teks tulis
berbentuk
Narrative
Membaca
nyaring teks
narrative secara
individu
Mendiskusikan
berbagai aspek dari
teks seperti isi dan
struktur teks secara
berkelompok
Berlatih
menggunakan
kalimat present
perfect tense
Mengidentifikasi main
idea dari sebuah paragraph
Mengidentifikasi makna
kata dalam teks yang dibaca
Mengidentifikasi makna
kalimat dalam teks yang
dibaca
Mengidentifikasi variasi
susunan kalimat dalam teks
berbentuk narrative
Mengidentifikasi tokoh
dari cerita yang dibaca
Mengidentifikasi langkah
– langkah retorika dari teks
Mengidentifikasi tujuan
komunikasi teks dibaca
Kuis,
Ulangan
tertulis,
Tugas
2 x 45 English for
a better life
Standart Kompetensi Kompetensi Dasar Materi Pembelajaran
Kegiatan Pembelajaran
Indikator Penilaian Alokasi Waktu
Sumber Bahan /
(menit) Alat2. Menulis
Mengungkapkan
makna dalam teks
tulis fungsional
pendek esai
sederhana berbentuk
recount, narrative
dan procedure dalam
konteks kehidupan
sehari – hari.
Mengungkapkan makna
dan langkah retorika
dalam esai dengan
menggunakan ragam
bahasa tulis secara
akurat, lancer dan
berterima dengan
menggunakan ragam
bahasa tulis dalam
konteks kehidupan sehari
– hari dalam teks
berbentuk narrative
Teks tulis
berbentuk
narrative
Membuat draft
teks narrative
dengan melakukan
chain writing
Melakukan
koreksi teman
sejawat untuk
menyempurnakan
draft
Menyempurnak
an draft berdasakan
koreksi teman.
Menggunakan kalimat
present perfect tense dalam
menyampaikan sebuah
peristiwa
Menghasilkan teks
berbentuk narrative
Tugas
performans
2x45 English for
a better life
RENCANA PELAKSANAAN PEMBELAJARAN
Nama sekolah : SMA ………………………..Mata Pelajaran : Bahasa Inggris Kelas / Semester : X
Standar Kompetensi : Memahami makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari – hari.
Kompetensi Dasar : Mengungkapkan nuansa makana dalam wacana transasional dan atau monolog lisan terutama dalam wacana berbentuk narrative .
Indikator : Mengungkapkan perasaan bahagia Mengisi Rumpang Menggunakan tata bahasa
Tujuan Pembelajaran : Siswa dapat mengungkapkan perasaan bahagia dan dapat menggunakan tata bahasa dengan benar
Materi Pembelajaran : Teks Narrative
No.Kegiatan
Waktu KeteranganGuru Siswa
1 Kegiatan Awal - Greeting - Presensi siswa - Menjelaskan tujuan
pembelajaran - Menjelakan SKBM
- Merespon greeting
- Menayakan tujuan pembelajaran yang belum jelas
2 x 45 menit - Classical
2 Kegiatan Inti - Menyuruh siswa
mengamati gambar dalam buku pegangan siswa
- Menanyakan pertanyaan apersepsi mengenai gambar yang diamati siswa
- Menanyakan ungkapan – ungkapan yang biasa digunakan untuk menyatakan kebahagiaan
- Menyuruh beberapa siswa untuk membaca dialog dengan suara nyaring
- Menyuruh siswa melengkapi kalimat rumpang dengan kata kata yang tersedia
- Menjelaskan tentang fungsi dari the present perfect tense
- Memberi soal kepada siswa
- Mengamati gambar dalam buku pegangan
- Menjawab pertanyaan – pertanyaan yang diberikan oleh guru
- Menjawab pertanyaan- pertanyaan yang diberikan guru
- Membaca dialog dengan suara nyaring
- Melengkapi kalimat rumpang yang ada di buku
- Mengerjakan tugas soal – soal tentang present perfect tense
No.Kegiatan
Waktu KeteranganGuru Siswa
3 Kegiatan Akhir - Mengoreksi bersama hasil
kerja siswa - Menanyakan apakah
masih ada hal – hal yang belum jelas
Media Pembelajaran : Buku pegangan siswa Alat Evaluasi :
……………………., …………………2007Guru Bidang studi Bahasa Inggris
(……………………………………)
RENCANA PELAKSANAAN PEMBELAJARAN
Nama sekolah : SMA ………………………..Mata Pelajaran : Bahasa Inggris Kelas / Semester : X
Standar Kompetensi : Memahami makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari – hari.
Kompetensi Dasar : Mengungkapkan makna dan langkah – langkah retorika secara akurat, lancer dan berterima dengan menggunakan ragam bahasa tulis dalam konteks kehidupan sehari – hari dalam teks narrative
Indikator : Memahami teks narrative Mencari generic structure teks narrative Menggunakan adjective clause Membuat karangan teks narrative
Tujuan Pembelajaran : Siswa dapat memahami bacaan teks narrative, menemukan generic structure dan menggunakan adjective clause
Materi Pembelajaran : Teks Narrative
Kegiatan pembelajaran :
No.Kegiatan
Waktu KeteranganGuru Siswa
1 Kegiatan Awal - Greeting - Presensi siswa - Menjelaskan tujuan
pembelajaran - Menjelakan SKBM
- Merespon greeting
- Menayakan tujuan pembelajaran yang belum jelas
2 x 45 menit - Classical
2 Kegiatan Inti - Menyuruh siswa
mengamati gambar dalam buku pegangan siswa
- Menyuruh siswa mengatakan apa yang digambarkan pada gambar tersebut
- Menjelaskan arti dan fungsi adjective clause
- Menyuruh siswa membaca dan memahami keterangan mengenai teks narasi
- Menjelaskan tentang structure teks narasi
- Menyuruh siswa membuat kelompok, kemudian menulis karangan secara kelompok
- Mengamati gambar dalam buku pegangan
- Menjawab pertanyaan – pertanyaan yang diberikan oleh guru
- Membaca dialog dengan suara nyaring
- Mengerjakan tugas soal – soal tentang present perfect tense
No.Kegiatan
Waktu KeteranganGuru Siswa
3 Kegiatan Akhir - Mengoreksi bersama hasil
kerja siswa - Menanyakan apakah
masih ada hal – hal yang belum jelas
Media Pembelajaran : Buku pegangan siswa Alat Evaluasi :
……………………., …………………2007Guru Bidang studi Bahasa Inggris
(……………………………………)
CYCLE I : ORAL
BKOF
1. Guiding the student about narrative text by using some examples.
Do you know the meaning about narrative ?
2. Asking the student to look up the word at dictionary.
Do you know how a narrative text is composed ?
Narrative text is to amuse or entertain readers
Generic structure of narrative text :
ORIENTATION : sets the scene and introduce the participants
COMPLICATION : A crises rises
RESOLUTION : The crisis is resolved for better or worse
3. Asking the student some questions related to narrative text.
a. Do you remember the story of “ Malinkundang” ?
b. What do you think of the tense used in the story?
MOT
4. Listen the narrative text carefully!
The dog and the shadow
GENRE : NARRATIVE
The dog and the shadow
Do you like keeping an animal in your house? What kind of animal do people keep? Do
you know the reason why people keep a dog in their house? Right, don’t you know that
sometimes a dog can be so greedy that he cheats al we have? This is a story about greedy
dog. Well, it happened that a dog hat got a piece of meat and was carrying at home in his
mouth to eat in peace. Now, on his way home he had to cross a pond through a lying tree.
As he crossed, he looked down and saw his shadow reflected another piece of meat, he
made up his mind to have that also. So he a came toward the shadow in the water to take
it. When he opened his mouth, a piece of meat fell down, dropped into the water and
wasn’t seen anymore.
TASK 1: Answer the questions based on the story !
1. When did the story happen ?
2. Where did it happen ?
3. Who involved in the story ?
4. What problem was in the story ?
5. How was the problem solved ?
6. What did the dog have ?
7. What happened with the dog on his way home ?
8. Who was in the water ?
9. Did the dog get another piece of meat ? why ?
10. What lesson can you learn from the story ?
TAKS 2 : Choose whether the statements true or false !
1. The dog is kind of domestic animal ?
2. The story is about a way of keeping animal.
3. The end of the story is happy.
4. The meaning of greedy is tame.
5. The dog walked across the street.
JCOT
Ask the students to make groups of four by making narrative based on the celebrities
issues which you know !
Ask the students to write the generic structure of the text, which consist of orientation,
complication, resolution !
ICOT
1. Ask the students to tell their experiences in holiday individually at home !
2. The task should consist of orientation, complication, and reorientation.
For instance :
ORIENTATION :
Where did it happen ?
Who involved in the event ?
When did it happen ?
COMPLICATION :
How did it happen ?
Why did it happen ?
RESOLUTION
How was it solve ?
3. After you had done the task above, make table to differ the generic structure !
ORIENTATION
-
-
COMPLICATION
-
-
RESOLUTION
-
4. The teacher will ask you for speaking in front of the class individually for the next
meeting.
ORAL CYCLE
Task 1 : Translate into English !
1. Seorang gadis yang pandai
2. Sebuah meja baru yang mahal
3. Rumah mewah yang besar
Task 2 : Analyze / identify the phrases !
1. Which is the noun (or the head) ?
2. Which is / are adjective in every phrase !
3. Which is the determiner in every phrase ?
Task 3 : Write the form of those phrases !
Task 4 : Rearrange the jumbled words into a good phrase !
1. vases – pink – glass – round – beautiful – three
2. young – cute – baby – my
3. several – chairs – square – black – new – small
Task 5 : Translate the following phrases into English !
1. Dua orang penyanyi terkenal, yang kurus, muda.
2. Sebuah bola basket berwarna hijau yang besar, bundar, buatan China.
3. Beberapa kucing hitam yang jinak.
Taks 6 : Complete the following sentences with your own adjective phrases !
1. ……………………………………………… sing a song.
2. My mother has already bought …………………………..
3. We are examining …………… in the biology laboratory.
CYCLE 2 : WRITTEN CYCLE
BKOF
The student are guided to make sure about take kind of narrative texts :
1. What is your favorite story ?
2. What is legend ?
3. What is myth ?
4. What is fable ?
5. What is folk tale ?
6. What is fairy tale ?
MOT
Read the text carefully !
Candle Seller
It was 9 p.m. in a winter season. Andrea walked along the street all alone. Her dress was
wet and she felt cold. Her bare feet stepped tremble and her weak hand brought a big box. It was
full filled by candles. The ten years old girl was a candle seller who didn’t have a house and a
family.
She looked so sad because she had worked around the town to sell her candle but some
of them weren’t sold. She felt cold, tired and hungry, for she didn’t have enough money to have
some food. In front of a closed store, she stopped and laid her body down. After a while, she got
up because she couldn’t stand the cold weather. Then she lighted up her candle to warm her cold
body. She tried to sleep and forgot her hunger.
In the middle of the night, Andrea was picked up an angel from heaven. She was laid
down in a warm and comfortable place. On the next morning, her death body was found by
people in the front of the store.
A. Answer the questions based on the text !
1. Who is the girl told in the text ?
2. What is she ?
3. When did the story take place ?
4. Is she as a poor girl ? Support your answer !
5. What is the main idea of paragraph two ?
6. What does “them” in ……………… but some of them were sold, refer to ?
7. What is the orientation of the text ?
8. What is the complication of the text ?
9. How is the complication resolved ?
10. How is the ending of the story ?
B. Vocabulary : Find out the synonym of the word below based on the text above !
1. by oneself = …………………………………………………
2. sorrowful = …………………………………………………
3. exhausted = …………………………………………………
4. pas away = …………………………………………………
5. enough = …………………………………………………
C. GRAMMAR POINT : Find out the sentences based on the text above using :
PAST TENSE
PAST PERFECT TENSE
PASSIVE
D. GENERIC STRUCTURE : Study again the narrative text above !
Narrative text is to amuse or entertain readers.
Generic structure of narrative text :
ORINTATION : Sets the scene and introduce the participants
COMPLICATION : a crises rises
RESOLUTION : The crisis is resolved for better or worse
E. White the summary of the narrative test of candle seller by using the following
table !
ORIENTATION
-
-
COMPLICATION
-
-
RESOLUTION
-
JCOT
1. Work in group of four
Rewrite the story of “Candle Seller” in a different way !
Start with
Once upon a time ………………………………………………………………….
Then ……………………………………………………………………………….
After that …………………………………………………………………………..
Finally ……………………………………………………………………………..
2. Find out the generic structure of your written text above !
GENERIC STRUCTURE SENTENCES
Orientation
Completion
Resolution
ICOT
Write your own narrative text !
Choose one kind of the well known narrative text such as legend, myths, tale,
fable, fable, or fairy tale in your town !
Make a draft first !
Use the generic structure of narrative text !
Consult to your teacher before developing the draft into a long story !
WRITTEN CYCLE
Task 1 : Study the following sentences !
1. I get up at 05.00 o’clock every morning.
2. My mother doesn’t give me pocket money.
3. I don’t like to have fried rice in my breakfast.
4. My father always takes me to school.
5. Do my parents al ways pray for my success ?
Taks 2 : Answer the question based on the task 1 !
1. What verbs do we use in every sentence ?
2. What auxiliaries do we use in negative in interrogative sentences ?
3. Identify the sentences number 1 – 4 !
4. Why do we use “s” after the verb take ?
5. Write the pattern of each sentence of task 1!
Taks 3 : Change the verbs in brackets into the correct form !
1. She (fly) an plane several times.
2. You (not lock) the door.
3. We (meet) Ali every Sunday.
4. Rico (not understand) the lesson.
5. The cat (eat) the fish.