Bhs Inggris 12A

Kelas 12 Bhs. Inggris SMA

BAHASA INGGRIS

XII

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PROGRAM TAHUNAN(PROTA)

Mata Pelajaran : Bahasa InggrisKelas/Semester : XIISemester : Ganjil – GenapTahun Pelajaran : 2015/2016

No. Alokasi Waktu Tema/Subtema

1. ..... x 1 jam pelajaran Amazing Story

2. ..... x 1 jam pelajaran How does it work? (Explanation)

3. ..... x 1 jam pelajaran Let’s discuss it! (Discussion)

4. ..... x 1 jam pelajaran What story is it?

5. ..... x 1 jam pelajaran Thinking Crittically (Review)

6. ..... x 1 jam pelajaran Movie Review and Book Review

Mengetahui, .............., .........................Kepala Sekolah Guru Mapel Bahasa Inggris

_______________________ NIP/NIK. NIP/NIK.

Kelas 12 Bhs. Inggris SMA2

PROGRAM SEMESTER(PROMES)

Mata Pelajaran : Bahasa InggrisKelas/Semester : XIISemester : Ganjil – GenapTahun Pelajaran : 2015/2016

No. Tema/Subtema Alokasi Waktu

Jadwal Waktu dalam Bulan dan MingguKetJuli Agustus September Oktober November Desember

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 51. Amazing Story ... x 1 jp

2. How does it work?

(Explanation)... x 1 jp

3. Let’s discuss it!

(Discussion)... x 1 jp

4. What story is it? ... x 1 jp

5. Thinking Crittically

(Review)

... x 1 jp

6. Movie Review and Book Review ... x 1 jp

Mengetahui, .............., .........................Kepala Sekolah Guru Mapel Bahasa Inggris

_______________________ NIP/NIK. NIP/NIK.

Kelas 12 Bhs. Inggris SMAKelas 12 3 Bhs. Inggris SMA

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SILABUS SEMESTER I

Mata Pelajaran : Bahasa Inggris Kelas : XIISemester : GanjilTahun Pelajaran : 2015/2016Standar Kompetensi : 1. Memahami makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut dalam konteks kehidupan sehari-hari.

2. Memahami makna dalam teks fungsional pendek dan monolog berbentuk narrative, explanation, dan discussion dalam konteks kehidupan sehari-hari.

3. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut dalam konteks kehidupan sehari-hari.

4. Mengungkapkan makna dalam teks fungsional pendek dan monolog berbentuk narrative, explanation dan discussion dalam konteks kehidupan sehari-hari.

5. Memahami makna teks fungsional pendek dan teks tulis esei berbentuk narrative, explanation, dan discussion dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.

6. Mengungkapkan makna dalam teks tulis monolog yang berbentuk narrative, explanation, dan discussion secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari.

No. Kompetensi Dasar Materi Pokok Pengalaman Belajar Alokasi

Waktu Sumber BelajarPenilaian

Jenis Tagihan

Bentuk Instrumen

1. Mendengarkan1.1 Merespon makna dalam

percakapan transaksional dan interpersonal resmi dan berlanjut secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengusulkan, memohon, mengeluh, membahas kemung-kinan atau untuk melakukan sesuatu, dan memerintah.

1.2 Merespon makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut secara akurat, lancar dan berterima dalam konteks

Oral monolog, oral conversation, dan oral text.

1. Memahami monolog, percakapan, dan teks lisan berbentuk narrative, explanation, dan discussion berbahasa inggris.

... x 1 jam pelajaran

1. Buku Bahasa Inggris SMA Kelas XII

2. Kamus Bahasa Inggris

3. Buku referensi lainnya

Tes Lisan

1. Now, study the following pictures. Number them in a good order based on the story you’ve listened.

2. Listen to the following conversations. While listening, complete the conversations.


Kelas 12 4 Bhs. Inggris SMA

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kehidupan sehari-hari dan melibatkan tindak tutur: mengakui kesalahan, berjanji, menyalahkan, menuduh, mengungkapkan keingintahuan dan hasrat, dan menyatakan berbagai sikap.

2.1 Merespon makna dalam teks fungsional pendek resmi dan tak resmi yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari.

2.2 Merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, explanation, dan discussion.

3. Your teacher is going to read a monologue. Listen to your teacher and fi ll in the blanks with correct words provided in the box.

4. Listen to the conversation and choose the correct answer.



Jenis Tagihan

Bentuk Instrumen

2. Berbicara2.1 Mengungkapkan makna dalam

percakapan transaksional dan interpersonal resmi dan berlanjut secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengusulkan, memohon, mengeluh, membahas kemung-kinan atau untuk melakukan sesuatu, dan memerintah.

Percakapan menggunakan berbagai ung-kapan .

Teks lisan..

1. Memahami percakapan lisan menggunakan ungkapan: mengusulkan, memohon, mengeluh, membahas ke-mungkinan atau untuk melakukan sesuatu, meme-rintah, mengakui kesalahan, berjanji, menyalahkan, menuduh, mengungkapkan keingintahuan dan hasrat, dan menyatakan berbagai sikap.





Tes Lisan

1. Learn the conversation and answer the following questions orally.

2. Practise the following short conversations and decide what does each



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2.2 Mengungkapkan makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengakui kesalahan, berjanji, menyalahkan, menuduh, mengungkapkan keingintahuan dan hasrat , dan menyatakan berbagai sikap.

3.1 Mengungkapkan makna dalam teks fungsional pendek resmi dan tak resmi dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari.

3.2 Mengungkapkan makna dalam teks monolog dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, explanation, dan discussion.

2. Teks lisan berbentuk narrative, explanation, dan discussion.

conversation talk about?

3. Complete the conversation with the words that express possibility and capability.

4. Make a conversation based on the situation given. Use the previous expres sions you just learned. Then perform it in pairs.

5. Rearrange into a good conversation between Nita and Eko. Number the boxes.



Jenis Tagihan

Bentuk Instrumen

3. Membaca3.1 Merespon makna dalam teks

fungsional pendek resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks

Beragam teks fungsional pendek resmi dan tak resmi.

1. Memahami teks berbentuk narrative, explanation, dan discussion.




3. Buku referensi

Tes Tertulis

1. Read the text and pay attention to the generic structure of the text.



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kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.

3.2 Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: narrative, explanation, dan discussion.

lainnya 2. Fill in the missing text with the words in the box.

3. Match the question with its correct answer.

4. Read the and complete the text with correct words in the box.

5. Match the words with the suitable meanings.

6. Read the monologue and discuss the problem.



Jenis Tagihan

Bentuk Instrumen

4. Menulis4.1 Mengungkapkan makna dalam

teks fungsional pendek resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari.

4.2 Mengungkapkan makna dan langkah retorika dalam teks monolog dengan menggunakan ragam bahasa tulis secara akurat,

Teks berbentuk narrative, explanation, dan discussion.

Teks fungsio-nal pendek ber-bentuk message, brochure, dan

1. Mengalisa struktur generik dan menyusun teks berbentuk narrative, explanation, dan discussion.

2. Memahami dan menjawab teks fungsional berbentuk message, brochure, dan advertisement.





Tes Tertulis

1. Learn the text organization of the message and answer the questions.

2. Rearrange these jumbled paragraphs into a good text.



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lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, explanation, dan discussion.

advertisement. 3. Analyze the generic structure of explanation text below.

4. Write your own discussion text based on the given clues.

Mengetahui .................................Kepala Sekolah Guru Mapel, Bahasa Inggris

_________________ ____________________NIP/NIK. NIP/NIK.

Kelas 12 Bhs. Inggris SMAKelas 12 8 Bhs. Inggris SMA8

SILABUS SEMESTER IIMata Pelajaran : Bahasa Inggris Kelas : XIISemester : GenapTahun Pelajaran : 2015/2016Standar Kompetensi : 7. Memahami makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan

sehari-hari.8. Memahami makna dalam teks fungsional pendek dan monolog yang berbentuk narrative dan review dalam konteks kehidupan sehari-

hari9. Mengungkapkan makna dalam teks interaksional, dengan penekanan pada percakapan transaksional resmi dan berlanjut dalam

konteks kehidupan sehari-hari10. Mengungkapkan makna dalam teks fungsional pendek dan monolog yang berbentuk narrative dan review secara akurat, lancar, dan

berterima dalam konteks kehidupan sehari-hari.11. Memahami makna teks tulis monolog yang berbentuk narrative dan review secara akurat, lancar, dan berterima dalam konteks

kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.12. Mengungkapkan makna dalam teks tulis monolog/esei berbentuk narrative dan review dalam konteks kehidupan sehari-hari.



Jenis Tagihan Bentuk Instrumen

1. Mendengarkan7.1 Merespon makna dalam

percakapan transaksional dan interpersonal resmi dan berlanjut secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan dan melibatkan tindak tutur: membujuk, mendorong semangat, mengkritik, mengungkapkan harapan, dan mencegah.

7.2 Merespon makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dan melibatkan tindak tutur:

Oral monolog, oral conversation, dan oral text..

1. Memahami monolog, percakapan, dan teks lisan berbentuk narrative dan review berbahasa inggris.





Tes Lisan

1. Listen to conversations and match and number the phrases below based on the conversations you heard.

2. Listen to the conversation and choose the correct answer.

2. Read first the text, then try to fill the missing words with the words in the box. Next, listen the



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menyesali, mengung-kapkan/menanyakan rencana, tujuan, maksud, memprediksi, berspekulasi, dan memberikan penilaian.

8.1 Merespon makna dalam teks fungsional pendek resmi dan tak resmi yang menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari.

8.2 Memahami dan merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative dan review.

complete text to check your answers.

4. While listening to the movie review, fill in the blanks with suitable words in the box.




2. Berbicara9.1 Mengungkapkan makna dalam

percakapan transaksional dan interpersonal resmi dan berlanjut secara akurat, lancar, dan berterima dengan menggu-nakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur membujuk, mendorong semangat, mengkritik, mengungkapkan harapan, dan mencegah.

9.2 Merespon makna dalam percakapan transaksional dan

Percakapan menggunakan berbagai ung-kapan .

Teks lisan..

1. Memahami percakapan lisan menggunakan ungkapan: membujuk, mendorong semangat, mengkritik , mengungkapkan harapan, dan mencegah, menyesali, mengung-kapkan/menanyakan rencana, tujuan, mak-sud, memprediksi, ber-spekulasi, dan mem-berikan penilaian.

2. Teks lisan berbentuk narrative dan review.





Tes Lisan

1. Learn the conversation and answer the following questions orally.

2. Complete this conversation with suitable expression in the box.

3. Make a short conversation based on the situation given. Act it out in front



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interpersonal resmi dan berlanjut secara akurat, lancar, dan berterima dengan menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyesali, mengungkapkan/menanyakan rencana, tujuan, maksud, memprediksi, berspekulasi, dan memberikan penilaian.

10.1 Merespon makna dalam teks fungsional pendek resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari.

10.2 Mengungkapkan makna dalam teks monolog dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative dan review.

of the classroom.4. Rearrange into a

good dialogue.




3. Membaca11.2 Merespon makna dalam teks

fungsional pendek resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan

Beragam teks fungsional pendek resmi dan tak resmi.

1. Memahami teks ber-bentuk narrative dan review.





Tes Tertulis

1. Enjoy the story and answer the questions.

2. Fill in the missing words with suitable words in the box.



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sehari-hari dan untuk mengakses ilmu pengetahuan

11.2 Merespon makna dan langkah retorika dalam teks monolog yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan dan untuk mengakses ilmu pengetahuan dalam teks berbentuk narrative dan review.

3. Read the review text and pay attention into its generic structure.

4. Match the words with their definitions.Complete the movie review with suitable words in the box.




4. Menulis12.1 Mengungkapkan makna dan

langkah retorika dalam esei dengan menggunakan ragam tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative dan review.

Teks berbentuk narrative dan review.

Teks fungsional pendek berbentuk announcemet, letter, dan poster.

1. Mengalisa struktur generik dan menyusun teks berbentuk narrative, explanation, dan discussion.

2. Memahami dan menjawab teks fungsional berbentuk announcement, letter, dan poster.





Tes Tertulis

1. Rearrange into a good narrative text.

2. Learn the announcement and answer the following questions.

3. Identify the generic structure of the text .

Mengetahui .................................Kepala Sekolah Guru Mapel, Bahasa Inggris

_________________ ____________________NIP/NIK. NIP/NIK.

Kelas 12 Bhs. Inggris SMAKelas 12 12 Bhs. Inggris SMA12

RENCANA PELAKSANAAN PEMBELAJARAN(RPP)

Mata Pelajaran : Bahasa InggrisKelas/Semester : XII/GanjilChapter 1 : Amazing Story

A. Standar Kompetensi2. Memahami makna dalam teks fungsional pendek dan monolog berbentuk narrative dalam konteks

kehidupan sehari-hari. 3. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut

dalam konteks kehidupan sehari-hari.5. Memahami makna teks fungsional pendek dan teks tulis esei berbentuk narrative dalam konteks

kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.6. Mengungkapkan makna dalam teks tulis monolog yang berbentuk narrative secara akurat, lancar,

dan berterima dalam konteks kehidupan sehari-hari.

B. Kompetensi Dasar2.1 Merespon makna dalam teks fungsional pendek resmi dan tak resmi yang menggunakan ragam

bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari.2.2 Merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan secara akurat,

lancar, dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative.3.1 Mengungkapkan makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut

secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur membahas kemungkinan atau untuk melakukan sesuatu.

5.1 Merespon makna dalam teks fungsional pendek resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.

5.2 Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk narrative.

6.1 Mengungkapkan makna dalam teks fungsional pendek resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari

6.2 Mengungkapkan makna dan langkah retorika dalam teks monolog dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative.

C. Indikator1. Siswa mampu merespon cerita lisan dalam bentuk teks narrative.2. Siswa mampu memahami percakapan lisan menggunakan ungkapan kemungkinan atau untuk

melakukan sesuatu.3. Siswa mampu membaca teks narrative dengan lafal dan intonasi yang benar.4. Siswa mampu menjawab pertanyaan berdasarkan isi teks narrative.5. Siswa mampu menganalisa teks narrative.6. Siswa mampu memahami teks fungsional berbentuk pesan (message).

D. Tujuan PembelajaranSetelah mempelajari bab ini, siswa diharapkan mampu:1. Merespon teks narrative lisan.2. Menggunakan percakapan lisan menggunakan ungkapan expressing possibility, capability and giving

compliments.3. Membaca dan memahami isi teks berbentuk narrative.4. Menganalisa struktur generik teks berbentuk narrative.5. Memahami penggunaan Simple Past Tense, Prepositions (at, in, on), dan Coordinating Conjunctions

(but, although, however) .6. Membaca dan memahami isi pesan (message).

Karakter Siswa yang diharapkan: Friendship, communicative, social interaction, curiosity, dicipline, dan reading habit.


E. Materi Pembelajaran1. Spoken Cycle, meliputi kemampuan Listening dan Speaking.2. Written Cycle, meliputi kemampuan Reading dan Writing.

F. Metode PembelajaranOral understanding, transactional conversation, question and answer, individual and workgroup assignment.

G. Langkah-Langkah PembelajaranPertemuan IAlokasi waktu : ... x jam pelajaranHari/Tanggal : ..........................................Indikator : 1. Siswa mampu merespon cerita lisan dalam bentuk teks narrative.

2. Siswa mampu memahami percakapan lisan menggunakan ungkapan kemungkinan atau untuk melakukan sesuatu.

1. Kegiatan Pendahuluana. Guru mengucapkan salam dalam bahasa Inggris.b. Guru memberikan gambaran tentang materi ajar yang akan dibahas.

2. Kegiatan Intia. Eksplorasi

1) Siswa mendengarkan cerita lisan berbentuk narrative dalam bahasa Inggris.2) Siswa menjawab pertanyaan berdasarkan cerita lisan berbentuk narrative.

b. Elaborasi1) Siswa mempelajari dan mempraktikkan percakapan dengan ungkapan expressing possibility,

capability, dan compliments.2) Siswa melengkapi percakapan dengan ungkapan yang telah diajarkan.

c. Konfirmasi1) Siswa membuat percakapan lisan dengan menggunakan giving compliment berdasarkan

situasi yang diberikan.2) Guru memberikan kesimpulan mengenai materi listening dan speaking yang telah diajarkan.

3. Kegiatan Akhira. Siswa mengerjakan soal-soal listening dan speaking dari guru.b. Guru memberikan bimbingan dalam membahas soal-soal yang telah dikerjakan siswa.

Pertemuan IIAlokasi waktu : ... x jam pelajaranHari/Tanggal : ...............................................Indikator : 3. Siswa mampu membaca teks narrative dengan lafal dan intonasi yang benar.

4. Siswa mampu menjawab pertanyaan berdasarkan isi teks narrative.5. Siswa mampu menganalisa teks narrative.6. Siswa mampu memahami teks fungsional berbentuk pesan (message).



1) Guru membaca dan memahami struktur generik teks berbentuk narrative.2) Siswa menjawab pertanyaan berdasarkan isi tek narrative.

b. Elaborasi1) Siswa melengkapi teks narrative dengan kosakata yang benar.2) Siswa memahami penggunaan Simple Past Tense, Prepositions (at, in, on), dan

Coordinating Conjunctions (but, although, however) serta menerapkannya dalam bentuk kalimat.

c. Konfirmasi1) Siswa membaca dan memahami pesan (message). 2) Siswa menyusun paragraf dalam bentuk teks narrative dengan benar.


3. Kegiatan Akhira. Siswa mengerjakan soal-soal reading dan writing dari guru.b. Guru memberikan bimbingan dalam membahas soal-soal yang telah dikerjakan siswa.

H. Alat/Bahan Sumber Belajar1. Buku Pelajaran Bahasa Inggris SMA Kelas XII Semester I.2. Buku LKS Kelas XII Semester I.3. Kamus Bahasa Inggris.

I. Penilaian1. Oral Test

Bentuk Test : Oral story, practising, completing and creating transactional conversation.Contoh Soal : 1. Now, study the following pictures. Number them in a good order based on the

story you’ve listened.2. Practise the following short conversations and decide what does each

conversation talk about?3. Complete the conversation with the words that express possibility and

capability.4. Make a conversation based on the situation given. Use the previous expres

sions you just learned. Then perform it in pairs.

2. Written Test Bentuk Test : Understanding text, completing text, matching, changing sentence forms, writing

sentences, dan arranging paragraph.Contoh Soal : 1. Read the narrative text below carefully. Pay attention to the generic structure of

the text.2. Fill in the missing text with the words in the box.3. Match the question with its correct answer.4. Put the verbs in the brackets into past tense form.

• My little brother (read) . . . a story of A Cat and A Dog.• Her nephew (remember) . . . all of the stories in his childhood.• Jim (throw) . . . the ball to Jerry who (catch) . . . it in a cartoon story.

5. Write five sentences using preposition at, on, and in.6. Read and learn the text organization of the message.7. Rearrange these jumbled paragraphs into a good narrative text.

3. Competency Test

Mengetahui, .............., .........................Kepala Sekolah Guru Mapel, Bahasa Inggris

_______________________ NIP/NIK. NIP/NIK.



Mata Pelajaran : Bahasa InggrisKelas/Semester : XII/GanjilChapter 2 : How does it work? (Explanation)

A. Standar Kompetensi2. Memahami makna dalam teks fungsional pendek dan monolog berbentuk explanation dalam

konteks kehidupan sehari-hari. 3. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut

dalam konteks kehidupan sehari-hari.5. Memahami makna teks fungsional pendek dan teks tulis esei berbentuk explanation dalam konteks

kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.6. Mengungkapkan makna dalam teks tulis monolog yang berbentuk explanation secara akurat, lancar,



bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari.2.2 Merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan secara akurat,

lancar, dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk explanation.3.1 Mengungkapkan makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut

secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur mengusulkan dan memerintah.

3.2 Mengungkapkan makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur mengungkapkan keingintahuan dan hasrat dan menyatakan berbagai sikap.


5.2 Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk explanation.


6.2 Mengungkapkan makna dan langkah retorika dalam teks monolog dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk explanation.

C. Indikator1. Siswa mampu merespon dan melengkapi percakapan dan monolog lisan. 2. Siswa mampu memahami dan mempraktikkan percakapan lisan dengan ungkapan mengusulkan,

memerintah.mengungkapkan keingintahuan dan hasrat, serta menyatakan berbagai sikap..3. Siswa mampu membaca teks berbentuk explanation dengan lafal dan intonasi yang benar.4. Siswa mampu menjawab pertanyaan berdasarkan isi teks berbentuk explanation.5. Siswa mampu menganalisa teks berbentuk explanation.6. Siswa mampu memahami teks fungsional berbentuk brochure.

D. Tujuan PembelajaranSetelah mempelajari bab ini, siswa diharapkan mampu:1. Merespon percakapan dan monolog lisan.2. Menggunakan percakapan lisan menggunakan ungkapan being able to express possibility, capability

and giving compliments.3. Membaca dan memahami isi teks berbentuk explanation.4. Menganalisa struktur generik teks berbentuk explanation.5. Memahami penggunaan Gerund dan ”so, too, either, neither”.6. Membaca dan memahami isi brochure.

Karakter Siswa yang diharapkan: Communicative, independent, curiosity, dicipline, hard work, dan reading habit.




G. Langkah-Langkah PembelajaranPertemuan IAlokasi waktu : ... x jam pelajaranHari/Tanggal : ..........................................Indikator : 1. Siswa mampu merespon dan melengkapi percakapan dan monolog lisan.

2. Siswa mampu memahami dan mempraktikkan percakapan lisan dengan ungkapan mengusulkan, memerintah.mengungkapkan keingintahuan dan hasrat, serta menyatakan berbagai sikap..



1) Siswa mendengarkan percakapan dan monolog lisan berbentuk explanation dalam bahasa Inggris.

2) Siswa menjawab pertanyaan berdasarkan percakapan dan monolog lisan berbentuk explanation.

b. Elaborasi1) Siswa mempelajari dan mempraktikkan percakapan dengan ungkapan giving instruction and

request, suggesting, expressing wonder, curiosity and wish.2) Siswa melengkapi percakapan dengan ungkapan yang telah diajarkan.

c. Konfirmasi1) Siswa membuat percakapan lisan dengan menggunakan ungkapan yang telah diajarkan

berdasarkan situasi yang diberikan.2) Guru memberikan kesimpulan mengenai materi listening dan speaking yang telah diajarkan.


Pertemuan IIAlokasi waktu : ... x jam pelajaranHari/Tanggal : ...............................................Indikator : 3. Siswa mampu membaca teks berbentuk explanation dengan lafal dan intonasi

yang benar.4. Siswa mampu menjawab pertanyaan berdasarkan isi teks berbentuk

explanation.5. Siswa mampu menganalisa teks berbentuk explanation.6. Siswa mampu memahami teks fungsional berbentuk brochure.



1) Guru membaca dan memahami struktur generik teks berbentuk explanation.2) Siswa menjawab pertanyaan berdasarkan isi tek explanation.

b. Elaborasi1) Siswa melengkapi teks explanation dengan kosakata yang benar.2) Siswa memahami penggunaan gerund dan ”so, too, either, neither” serta menerapkannya

dalam bentuk kalimat.


c. Konfirmasi1) Siswa membaca dan memahami brochure.2) Siswa menyusun paragraf dalam bentuk teks explanation dengan benar.




Bentuk Test : Oral monolog dan conversation, practising, completing, creating and arranging transactional conversation.

Contoh Soal : 1. Listen to the following conversations. While listening, complete the conversations.

2. Your teacher is going to read a monologue. Listen to your teacher and fi ll in the blanks with correct words provided in the box.

3. Complete these conversations with words that express intructions or requests.4. Make a conversation based on one of the situations given. Then act it out with

your chairmate.5. Rearrange into a good conversation between Nita and Eko. Number the

boxes.

2. Written Test Bentuk Test : Understanding text, completing text, writing sentences, dan arranging paragraph.Contoh Soal : 1. Read the explanation text below. Pay attention to the generic structure.

2. Read the and complete the text with correct words in the box.3. Read the job advertisement and answer the following questions.4. Rewrite these sentences using ’either’ or ’neither’. 5. Read and learn the text organization of the brochure below.6. Rearrange these jumbled paragraphs into a good explanation text.

3. Competency Test


_______________________ NIP/NIK. NIP/NIK.



Mata Pelajaran : Bahasa InggrisKelas/Semester : XII/GanjilChapter 3 : Let’s discuss it! (Discussion)

A. Standar Kompetensi1. Memahami makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut dalam

konteks kehidupan sehari-hari.3. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut

dalam konteks kehidupan sehari-hari.5. Memahami makna teks fungsional pendek dan teks tulis esei berbentuk discussion dalam konteks

kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.6. Mengungkapkan makna dalam teks tulis monolog yang berbentuk discussion secara akurat, lancar,


B. Kompetensi Dasar1.2 Merespon makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut secara

akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur mengakui kesalahan, menyalahkan, dan menuduh.

3.2 Mengungkapkan makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur mengakui kesalahan, berjanji, menyalahkan, dan menuduh.


5.2 Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk discussion.


6.2 Mengungkapkan makna dan langkah retorika dalam teks monolog dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk discussion.

C. Indikator1. Siswa mampu merespon dan melengkapi percakapan lisan. 2. Siswa mampu memahami dan mempraktikkan percakapan lisan dengan ungkapan mengakui

kesalahan, berjanji, menyalahkan, dan menuduh.3. Siswa mampu membaca teks berbentuk discussion dengan lafal dan intonasi yang benar.4. Siswa mampu menjawab pertanyaan berdasarkan isi teks berbentuk discussion.5. Siswa mampu menganalisa teks berbentuk discussion.6. Siswa mampu memahami teks fungsional berbentuk advertisement.

D. Tujuan PembelajaranSetelah mempelajari bab ini, siswa diharapkan mampu:1. Merespon percakapan dan monolog lisan.2. Menggunakan percakapan lisan menggunakan ungkapan giving and replying for complaint,

promising, admitting mistake, accusing and blaming.3. Membaca dan memahami isi teks berbentuk discussion.4. Menganalisa struktur generik teks berbentuk discussion.5. Memahami penggunaan Relative Clause dan The use of ”would rather” and ”as if/as though”.6. Membaca dan memahami isi advertisement.

Karakter Siswa yang diharapkan: Communicative, friendship, social interaction, independent, curiosity and dicipline.




G. Langkah-Langkah PembelajaranPertemuan IAlokasi waktu : ... x jam pelajaranHari/Tanggal : ..........................................Indikator : 1. Siswa mampu merespon dan melengkapi percakapan lisan.

2. Siswa mampu memahami dan mempraktikkan percakapan lisan dengan ungkapan mengakui kesalahan, berjanji, menyalahkan, dan menuduh.



1) Siswa mendengarkan percakapan dan monolog lisan berbentuk discussion dalam bahasa Inggris.

2) Siswa menjawab pertanyaan berdasarkan percakapan dan monolog lisan berbentuk discussion.

b. Elaborasi1) Siswa mempelajari dan mempraktikkan percakapan dengan ungkapan giving and replying for

complaint, promising, admitting mistake, accusing and blaming.2) Siswa melengkapi percakapan dengan ungkapan yang telah diajarkan.

c. Konfirmasi1) Siswa membuat percakapan lisan dengan menggunakan ungkapan yang telah diajarkan

berdasarkan situasi yang diberikan.2) Guru memberikan kesimpulan mengenai materi listening dan speaking yang telah diajarkan.


Pertemuan IIAlokasi waktu : ... x jam pelajaranHari/Tanggal : ...............................................Indikator : 3. Siswa mampu membaca teks berbentuk discussion dengan lafal dan intonasi

yang benar.4. Siswa mampu menjawab pertanyaan berdasarkan isi teks berbentuk

discussion.5. Siswa mampu menganalisa teks berbentuk discussion.6. Siswa mampu memahami teks fungsional berbentuk advertisement.



1) Guru membaca dan memahami struktur generik teks berbentuk discussion.2) Siswa menjawab pertanyaan berdasarkan isi tek discussion.

b. Elaborasi1) Siswa melengkapi teks discussion dengan kosakata yang benar.2) Siswa memahami penggunaan Relative Clause dan The use of ”would rather” and ”as if/as

though”.serta menerapkannya dalam bentuk kalimat.c. Konfirmasi

1) Siswa membaca dan memahami advertisement.2) Siswa menyusun paragraf dalam bentuk teks discussion dengan benar.





Bentuk Test : Oral conversation, practising, completing, creating and arranging transactional conversation.

Contoh Soal : 1. Listen to the conversation and choose the correct answer.2. Learn the dialogue and answer the following questions orally.3. Complete the conversation with suitable expressions in the box.4. Create your own conversation based on the situation below.

2. Written Test Bentuk Test : Understanding text, completing text, matching, writing sentences, dan arranging

paragraph.Contoh Soal : 1. Read the text and pay attention into its generic structure.

2. Read the brochure below carefully.3. Match the words with the suitable meanings or synonyms.4. Read the monologue and discuss the problem in the table.5. Combine the two sentences using relative clause ”who, which, that, whom or

whose”.• The window was broken. The window has now been repaired.• Jihan bought a new dress. It doesn’t fi t her well.

6. Read and learn the advertisement below.7. Rearrange these jumbled paragraphs into a good and meaningful text.

3. Competency Test


_______________________ NIP/NIK. NIP/NIK.



Mata Pelajaran : Bahasa InggrisKelas/Semester : XII/GenapChapter 4 : What story is it? (Narrative)

A. Standar Kompetensi7. Memahami makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut

(sustained) dalam konteks kehidupan sehari-hari.8. Memahami makna dalam teks fungsional pendek dan monolog yang berbentuk narrative dalam

konteks kehidupan sehari-hari.9. Mengungkapkan makna dalam teks interaksional, dengan penekanan pada percakapan

transaksional resmi dan berlanjut dalam konteks kehidupan sehari-hari.11. Memahami makna teks tulis monolog yang berbentuk narrative secara akurat, lancar, dan berterima

dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.12. Mengungkapkan makna dalam teks tulis monolog/esei berbentuk narrative dalam konteks

kehidupan sehari-hari.


akurat, lancar dan berterima yang menggunakan ragam bahasa lisan dan melibatkan tindak tutur membujuk dan mendorong semangat.

7.2 Merespon makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan dan melibatkan tindak tutur memprediksi dan berspekulasi.

8.1 Merespon makna dalam teks fungsional pendek resmi dan tak resmi yang menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari.

8.2 Memahami dan merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative.

9.1 Mengungkapkan makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut secara akurat, lancar, dan berterima dengan menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur membujuk dan mendorong semangat.

9.2 Merespon makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut secara akurat, lancar, dan berterima dengan menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur memprediksi dan berspekulasi.

11.1 Merespon makna dalam teks fungsional pendek resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan

11.2 Merespon makna dan langkah retorika dalam teks monolog yang menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk narrative.

12.1 Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative.

C. Indikator1. Siswa mampu merespon monolog dan cerita lisan dalam bentuk teks narrative.2. Siswa mampu memahami percakapan lisan menggunakan ungkapan membujuk, mendorong

semangat, memprediksi, dan berspekulasi.3. Siswa mampu membaca teks narrative dengan lafal dan intonasi yang benar.4. Siswa mampu menjawab pertanyaan berdasarkan isi teks narrative.5. Siswa mampu menganalisa teks narrative.6. Siswa mampu memahami teks fungsional berbentuk pengumuman (announcement).

D. Tujuan PembelajaranSetelah mempelajari bab ini, siswa diharapkan mampu:1. Merespon monolog dan teks narrative lisan.2. Menggunakan percakapan lisan menggunakan ungkapan supporting/motivating/ encouraging,

speculating, predicting and persuading.


3. Membaca dan memahami isi teks berbentuk narrative.4. Menganalisa struktur generik teks berbentuk narrative.5. Memahami the use of ”must” and ”have to”.6. Membaca dan memahami isi pengumuman (announcement).

Karakter Siswa yang diharapkan: Reading habit, curiosity, dicipline, communicative, friendship, social interaction, dan independent.



G. Langkah-Langkah PembelajaranPertemuan IAlokasi waktu : ... x jam pelajaranHari/Tanggal : ..........................................Indikator : 1. Siswa mampu merespon monolog dan cerita lisan dalam bentuk teks narrative.

2. Siswa mampu memahami percakapan lisan menggunakan ungkapan membujuk, mendorong semangat, memprediksi, dan berspekulasi.



1) Siswa mendengarkan monolog dan cerita lisan berbentuk narrative dalam bahasa Inggris.2) Siswa menjawab pertanyaan berdasarkan monolog dan cerita lisan berbentuk narrative.

b. Elaborasi1) Siswa mempelajari dan mempraktikkan percakapan dengan ungkapan supporting/motivating/

encouraging, speculating, predicting and persuading.2) Siswa melengkapi percakapan dengan ungkapan yang telah diajarkan.

c. Konfirmasi1) Siswa membuat percakapan lisan dengan menggunakan ungkapan supporting/motivating/

encouraging, speculating, predicting and persuading sesuai dengan situasi yang diberikan.2) Guru memberikan kesimpulan mengenai materi listening dan speaking yang telah diajarkan.


Pertemuan IIAlokasi waktu : ... x jam pelajaranHari/Tanggal : ...............................................Indikator : 3. Siswa mampu membaca teks narrative dengan lafal dan intonasi yang benar.

4. Siswa mampu menjawab pertanyaan berdasarkan isi teks narrative.5. Siswa mampu menganalisa teks narrative.6. Siswa mampu memahami teks fungsional berbentuk pengumuman

(announcement).1. Kegiatan Pendahuluan

a. Guru mengucapkan salam dalam bahasa Inggris.b. Guru memberikan gambaran tentang materi ajar yang akan dibahas.


1) Guru membaca dan memahami struktur generik teks berbentuk narrative.2) Siswa menjawab pertanyaan berdasarkan isi tek narrative.

b. Elaborasi1) Siswa melengkapi teks narrative dengan kosakata yang benar.


2) Siswa memahami penggunaan ”must” dan ”have to” serta menerapkannya dalam bentuk kalimat.

c. Konfirmasi1) Siswa membaca dan memahami pengumuman (announcement). 2) Siswa menyusun paragraf dalam bentuk teks narrative dengan benar.


H. Alat/Bahan Sumber Belajar1. Buku Pelajaran Bahasa Inggris SMA Kelas XII Semester II.2. Buku LKS Kelas XII Semester II.3. Kamus Bahasa Inggris.


Bentuk Test : Oral monolog and story, practising, completing and creating transactional conversation.

Contoh Soal : 1. Listen to four conversations carefully. Match and number the phrases below based on the conversations you heard.

2. Read first the text, then try to fill the missing words with the words in the box. Next, listen the complete text to check your answers.

3. Learn the conversation and answer the following questions orally.4. Complete this conversation with suitable expression in the box.5. Make a short conversation based on the situation given. Act it out in front of

the classroom.

2. Written Test Bentuk Test : Understanding text, completing text, matching, writing sentences, dan arranging

paragraph.Contoh Soal : 1. Enjoy the fantasy story and answer the following questions.

2. Match the terms to their meanings.3. Fill in the missing words with suitable words in the box to make a good story.4. Complete these sentences with ”musn’t” or ”don’t/doesn’t have to”.5. Learn the announcement and answer the following questions.6. Rearrange into a good narrative text.

3. Competency Test


_______________________ NIP/NIK. NIP/NIK.



Mata Pelajaran : Bahasa InggrisKelas/Semester : XII/GenapChapter 5 : Thinking Critically (Review)

A. Standar Kompetensi7. Memahami makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut

(sustained) dalam konteks kehidupan sehari-hari.9. Mengungkapkan makna dalam teks interaksional, dengan penekanan pada percakapan

transaksional resmi dan berlanjut dalam konteks kehidupan sehari-hari.11. Memahami makna teks tulis monolog yang berbentuk review secara akurat, lancar, dan berterima

dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.12. Mengungkapkan makna dalam teks tulis monolog/esei berbentuk review dalam konteks kehidupan

sehari-hari.


akurat, lancar dan berterima yang menggunakan ragam bahasa lisan dan melibatkan tindak tutur mengungkapkan harapan dan mencegah.

7.2 Merespon makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan dan melibatkan tindak tutur menyesali, mengungkapkan/menanyakan rencana dan tujuan, dan maksud.

9.1 Mengungkapkan makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut secara akurat, lancar, dan berterima dengan menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur mengungkapkan harapan dan mencegah.

9.2 Merespon makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut secara akurat, lancar, dan berterima dengan menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur menyesali, mengungkapkan/menanyakan rencana, tujuan, dan maksud.

11.1 Merespon makna dalam teks fungsional pendek resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan

11.2 Merespon makna dan langkah retorika dalam teks monolog yang menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk review.

12.1 Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk review.

C. Indikator1. Siswa mampu merespon monolog lisan dalam bahasa Inggris.2. Siswa mampu memahami percakapan lisan menggunakan ungkapan mengungkapkan harapan,

mencegah, menyesali, mengungkapkan/menanyakan rencana, tujuan, dan maksud. 3. Siswa mampu membaca teks review dengan lafal dan intonasi yang benar.4. Siswa mampu menjawab pertanyaan berdasarkan isi teks review.5. Siswa mampu menganalisa teks review.6. Siswa mampu memahami teks fungsional berbentuk surat (letter).

D. Tujuan PembelajaranSetelah mempelajari bab ini, siswa diharapkan mampu:1. Merespon monolog lisan.2. Menggunakan percakapan lisan menggunakan ungkapan prohibition, regret, no regret, intention and

purpose.3. Membaca dan memahami isi teks berbentuk review.4. Menganalisa struktur generik teks berbentuk review.5. Memahami penggunaan prefixes.6. Membaca dan memahami isi surat (letter).

Karakter Siswa yang diharapkan: Curiosity, dicipline, communicative, reading habit, independent, hard work, dan social interaction




G. Langkah-Langkah PembelajaranPertemuan IAlokasi waktu : ... x jam pelajaranHari/Tanggal : ..........................................Indikator : 1. Siswa mampu merespon monolog lisan dalam bahasa Inggris.

2. Siswa mampu memahami percakapan lisan menggunakan ungkapan mengungkapkan harapan, mencegah, menyesali, mengungkapkan/menanyakan rencana, tujuan, dan maksud.



1) Siswa mendengarkan monolog lisan dalam bahasa Inggris.2) Siswa menjawab pertanyaan berdasarkan monolog lisan.

b. Elaborasi1) Siswa mempelajari dan mempraktikkan percakapan dengan ungkapan prohibition, regret, no

regret, intention and purpose.2) Siswa melengkapi percakapan dengan ungkapan yang telah diajarkan.

c. Konfirmasi1) Siswa membuat percakapan lisan dengan menggunakan ungkapan prohibition, regret, no

regret, intention and purpose sesuai dengan situasi yang diberikan.2) Guru memberikan kesimpulan mengenai materi listening dan speaking yang telah diajarkan.


Pertemuan IIAlokasi waktu : ... x jam pelajaranHari/Tanggal : ...............................................Indikator : 3. Siswa mampu membaca teks review dengan lafal dan intonasi yang benar.

4. Siswa mampu menjawab pertanyaan berdasarkan isi teks review.5. Siswa mampu menganalisa teks review.6. Siswa mampu memahami teks fungsional berbentuk surat (letter).



1) Guru membaca dan memahami struktur generik teks berbentuk review.2) Siswa menjawab pertanyaan berdasarkan isi tek review.

b. Elaborasi1) Siswa melengkapi teks review dengan kosakata yang benar.2) Siswa memahami penggunaan prefixes serta menerapkannya dalam bentuk kalimat.

c. Konfirmasi1) Siswa membaca dan memahami surat (letter). 2) Siswa menyusun paragraf dalam bentuk teks review dengan benar.





Bentuk Test : Oral monolog and story, practising, completing and creating transactional conversation.

Contoh Soal : 1. Listen to the conversations. Match and number the phrases below based on the conversations you heard.

2. Learn the conversation and answer the following questions orally.3. Complete these conversations with suitable expressions in the box.4. Rearrange into a good dialogue between Faizal and Ferdian.5. In pairs, create a conversation based on the situation below. Act it out with

your chairmate.


sentences, dan arranging paragraph.Contoh Soal : 1. Read the review text and pay attention into its generic structure.

2. After learning the text above, try to check your comprehension.3. Match the words with their definitions. The words are taken from the text above.4. Which negative adjective fits each of the following definitions?5. Learn the letter of regret and answer the following questions.6. Visit each university by clicking on the websites that are available under the

pictures. Then compare them by completing the column below.

3. Competency Test


_______________________ NIP/NIK. NIP/NIK.



Mata Pelajaran : Bahasa InggrisKelas/Semester : XII/GenapChapter 6 : Movie Review and Book Review

A. Standar Kompetensi8. Memahami makna dalam teks fungsional pendek dan monolog yang berbentuk review dalam

konteks kehidupan sehari-hari.9. Mengungkapkan makna dalam teks interaksional, dengan penekanan pada percakapan

transaksional resmi dan berlanjut dalam konteks kehidupan sehari-hari.10. Mengungkapkan makna dalam teks fungsional pendek dan monolog yang berbentuk review secara

akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari.11. Memahami makna teks tulis monolog yang berbentuk review secara akurat, lancar, dan berterima

dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.12. Mengungkapkan makna dalam teks tulis monolog/esei berbentuk review dalam konteks kehidupan

sehari-hari.


bahasa lisan secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari.8.2 Memahami dan merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan

secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk review.

9.1 Mengungkapkan makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut secara akurat, lancar, dan berterima dengan menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur mengkritik dan mengungkapkan harapan.

9.2 Merespon makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut secara akurat, lancar, dan berterima dengan menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur mengungkapkan/menanyakan rencana, tujuan, maksud, dan memberikan penilaian.


11.2 Merespon makna dan langkah retorika dalam teks monolog yang menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk review.

12.1 Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk review.

C. Indikator1. Siswa mampu merespon teks lisan berbentuk review dalam bahasa Inggris.2. Siswa mampu memahami percakapan lisan menggunakan ungkapan mengkritik dan

mengungkapkan harapan.mengungkapkan/menanyakan rencana, tujuan, maksud, dan memberikan penilaian.

3. Siswa mampu membaca teks review dengan lafal dan intonasi yang benar.4. Siswa mampu menjawab pertanyaan berdasarkan isi teks review.5. Siswa mampu menganalisa teks review.6. Siswa mampu memahami teks fungsional berbentuk poster.

D. Tujuan PembelajaranSetelah mempelajari bab ini, siswa diharapkan mampu:1. Merespon teks lisan berbentuk review.2. Menggunakan percakapan lisan menggunakan ungkapan expressing plans and schedule, hope,

appraisal and criticizing.3. Membaca dan memahami isi teks berbentuk review.4. Menganalisa struktur generik teks berbentuk review.5. Memahami penggunaan preference.6. Membaca dan memahami isi poster.


Karakter Siswa yang diharapkan: Communicative, reading habit, curiosity, dicipline, independent, dan social interaction.



G. Langkah-Langkah PembelajaranPertemuan IAlokasi waktu : ... x jam pelajaranHari/Tanggal : ..........................................Indikator : 1. Siswa mampu merespon teks lisan berbentuk review dalam bahasa Inggris.

2. Siswa mampu memahami percakapan lisan menggunakan ungkapan mengkritik dan mengungkapkan harapan.mengungkapkan/menanyakan rencana, tujuan, maksud, dan memberikan penilaian.



1) Siswa mendengarkan teks lisan berbentuk review dalam bahasa Inggris.2) Siswa menjawab pertanyaan berdasarkan teks lisan.

b. Elaborasi1) Siswa mempelajari dan mempraktikkan percakapan dengan ungkapan expressing plans and

schedule, hope, appraisal and criticizing.2) Siswa melengkapi percakapan dengan ungkapan yang telah diajarkan.

c. Konfirmasi1) Siswa membuat percakapan lisan dengan menggunakan ungkapan expressing plans and

schedule, hope, appraisal and criticizing sesuai dengan situasi yang diberikan.2) Guru memberikan kesimpulan mengenai materi listening dan speaking yang telah diajarkan.


Pertemuan IIAlokasi waktu : ... x jam pelajaranHari/Tanggal : ...............................................Indikator : 3. Siswa mampu membaca teks review dengan lafal dan intonasi yang benar.

4. Siswa mampu menjawab pertanyaan berdasarkan isi teks review.5. Siswa mampu menganalisa teks review.6. Siswa mampu memahami teks fungsional berbentuk poster.



1) Guru membaca dan memahami struktur generik teks berbentuk movie review dan book review.

2) Siswa menjawab pertanyaan berdasarkan isi movie review dan book review.b. Elaborasi

1) Siswa melengkapi teks movie review dan book review dengan kosakata yang benar.2) Siswa memahami penggunaan preference serta menerapkannya dalam bentuk kalimat.

c. Konfirmasi1) Siswa membaca dan memahami poster.


2) Siswa menyusun paragraf dalam berbentuk movie review dengan benar.3. Kegiatan Akhir

a. Siswa mengerjakan soal-soal reading dan writing dari guru.b. Guru memberikan bimbingan dalam membahas soal-soal yang telah dikerjakan siswa.



Bentuk Test : Oral monolog, practising, completing, arranging and creating transactional conversation.

Contoh Soal : 1. Listen to this movie review. While listening to it, fill in the blanks with suitable words in the box.

2. Learn the conversation and answer the following questions orally.3. Work in pairs. Complete this conversation with the expressions of plans or

schedule.4. Rearrange into a short conversation between Avika and Melinda.5. Complete this conversation with suitable expression in the box.6. In pairs, create a good conversation based on the situation given.


sentences, dan arranging paragraph.Contoh Soal : 1. Read the review text and pay attention into its generic structure.

2. Complete the movie review with suitable words provided in the box.3. Before reading the book review entitled ”The Jungle Book 2”, match the words

with their synonyms.4. Read and learn the book review of ”The Jungle Book 2” below.5. Join the following pairs of sentences using the words of preference.6. Learn the poster and complete the sentences using the right information from

the poster.7. Identify the generic structure of the text below.

3. Competency Test


_______________________ NIP/NIK. NIP/NIK.


Chapter I: Amazing StorySpoken CycleEnrich your KnowledgeI. Depend on students’ answers.II. Listening script (page 5).

The short story is both a (1) literary, and a genre unto itself. Writing a short story is, in (2) many regards, more difficult than (3) writing a novel. In the short story (4) set you do not have the time, nor the luxury to go into great (5) problem about your (6) art or your setting. In very short order you must (7) format the stage for your plot, present the (8) characters besetting your protagonist, and then solve his problem. Creating a riveting and (9) satisfying story in the space of just a few pages is truly and detail (10) form.

Listening Listening script (page 5).

The Harvest of HopeIn the hope of making a better living, the Benoits

decided to leave Paris for Texas, USA. Mr. Benoit took all of the family members including grandmother and grandfather. The kids were so excited to move to a new place and hoped to get a lot of new friends there.

A few weeks after their arrival, they started working on a farm not far from where they lived. They were all determined to succeed in the farming business. They worked hard everyday and put hard effort to get good crops. People in their neighborhood liked the family very much because the Benoits were friendly and hard workers as well.

Among the neighbors was Mr. Wilder who felt a pang of envy at the Benoits' success. He thus planned an evil deed to destroy the family's farming. Late at night he tiptoed to the Benoits' barn for the purpose of putting some poison into the sprayer tank.

In the morning Mr. Benoit sprayed the crops using the tank that had contained poison. Not knowing that the liquid in the tank was poisonous, he was shockingly staring at his crops getting weaker. The next day, Mr. and Mrs. Benoit found out that the tank had poison inside. They were very sad and suspected no one who could have done that but Mr. Wilder.

In the meantime, a sudden explosion was heard from the neighborhood nearby. Everyone recognized that the terrible sound was from Mr. Wilder's house. Mr. Benoit along with other neighbors rushed to help the family to put out the fire. Mr. Wilder was standing in the porch with his

face full of soot. The house had crumbled into dust and Mr. Wilder's voice faltered as he began to thank his helpful neighbors. Everyone was trying to calm him down.

One day after the accident, the Benoits went to their farm and sadly looked at the dying crops. Grandmother convincingly stepped forward and asked them all to say a prayer in the filed. With their kind heart and honesty, they could soon find their crops growing well again offering them a hope of a promising harvest. They all thanked God for that.

Activity 11. i. discontent aroused by another's better

fortune2. c. spoil3. h. throw liquid 4. a. produce of cultivated plants5. j. be inclined to think6. e. black powdery deposit from smoke7. f. performed hurriedly8. b. break into small fragment9. g. lose courage

10. d. covered entrance to a building

Activity 2The good pictures are:1.

2.

3.


KUNCI JAWABAN BAHASA INGGRIS 12A

31

4.

5.

6.

7.

8.

9.

10.

Activity 31. False 4. False2. True 5. True3. False

Activity 4Listening script (page 7).Conversation 1 (questions number 1 and 2).Intan : Have you seen Lisa, Mita?Mita : No, I haven't. I haven't seen her since the

story writing competition.Intan : Yeah, that's what makes me worried.Mita : How come?Intan : No one knows what has happened to her.Mita : She could be ill. I'm afraid she is.Answers1. a. Intan does.2. c. She could be ill.

Listening script (page 7).Conversation 2 (questions number 3 to 5).Reza : What are you going to do this weekend?Yoga : I am not sure. I may visit the museum. I

can observe Indonesian historical artifacts there.

Reza : I am thinking of going there, too.Yoga : You can go with me then.Reza : How do we get there?Yoga : We can take a taxi or bus.Reza : You're right.Answers3. b. Visiting museum.4. c. observe Indonesian historical artifacts5. a. Yes, they do.

Speaking CompetenceA. Expressing Possibility and Expressing

CapabilityActivity 11. He wants to get the advertisement’s address.2. By calling the manager.3. It’s on the corner of Pinewood Drive and

Lancaster Boulevard.4. The beautiful beach.5. May be she will rent the apartment if she likes it.

Activity 2Conversation 1 = Capability of coming to the party.Conversation 2 = Possibility of buying story books.Conversation 3 = Capability of going somewhere.

Activity 3Depend on students’ creativity.

B. Giving ComplimentsActivity 1Students’ activities.


Activity 21. Bayu and his father are.2. The performance was nice.3. Bima was.4. Mr. Budi was.5. A director should be able to choose best

persons to perform the characters.


Written CycleReadingEnrichment KnowledgeDepend on students’ answers.Activity 1The students read and learn the text.

Activity 21. False 4. True2. True 5. False3. False

Activity 31. a. beetle = black, good

b. house = ones, roomc. road = long, narrowd. hole = small, large

2. a. a male beetle who loved another beetle.b. a female beetlec. a male beetle’s housed. a female beetle

3. a. To ask the female beetle to marry him.b. His own beauty.c. ”Oh, stop it!” she said. ”if you have so much

already, then you cannot want me. Go away now and let me go to sleep.”

d. Because there’s no one to look after him.e. After she invited him in and sewed on a the

hole on his stocking as well.

Activity 4Once upon a time, there were a king and his

queen who lived in the Kingdom of Belinyu. They didn’t have any child. Until (1) one night, the queen had a dream of a turtle. It (2)said that the queen would have a baby, and she had to give a Komala necklace to her baby. The queen woke up and she was holding a Komala necklace in her hand. She told her dream to the king and he was very happy.

Shortly, the queen’s dream became (3) reality, she delivered a beautiful baby girl. The king named her, Komala. She grew up as pretty girl, (4) however , she had a bad attitude because her parents always spoiled her too much.

(5) One day, Komala heard her parents were talking about the turtle in her mother’s dream. She thought that the turtle was very interesting animal,

(6) and she wanted it as her pet. She insisted to find it, and the king allowed her to look for the animal.

Accompanied with the king’s (7)guards, Komala searched the turtle, and (8)so finally, she found it in a beach. She shouted to it, “Penyu busuk wait for me,” in several times, but the turtle kept swimming. Komala ran after it into the sea, she tried to catch it. Until then she (9) finally drowned and disappeared, and all of her guards could not (10) save her. Now people call the beach, Peyusuk.

Activity 51. b. The introduction of place or scene and the

people in the story.2. d. The bad condition.3. a. From the unpleasant condition.4. e. After the crisis, the resolution comes. It may

be better or worse.5. c. Yes, she/he does. She/he writes the ending

of the main character.

Grammar FocusA. Simple Past TenseActivity 11. Last Saturday night, my grandmother told the

mouse deer story to my little sister.2. Yesterday, Faizal lent me Tintin’s Comics.3. Long time ago, Cinderella’s stepsisters treated

her rudely.4. Years ago, Snow White’s stepmother wanted to

kill her.5. Hundreds years ago, the evil fairy cursed

Sleeping Beauty to sleep in a hundred years.

Activity 21. My little brother read a story of A Cat and A

Dog.2. Her nephew remembered all of the stories in

his childhood.3. Jim threw the ball to Jerry who caught it in a

cartoon story.4. We needed some money to complete our book

rental.5. In Alice in a Wonderland series, she met a

queen and a king.6. Dian spent a lot of money yesterday. She

bought some story books and the CDs.7. She rewrote a story of her favorite fables on

her blog.8. The play lasted for two hours.9. My friend jumped up and shouted when her

team won the drama competition.10. We shared our bedtime stories by e-mail.

B. Preposition: At, In, and OnActivity 1

1. Hurry up! We’ve got to go in five minutes.


2. I haven’t seen Anna for a few days. I last saw her on Tuesday.

3. I’ll phone you on Tuesday morning at about 10 o’clock, okay?

4. I might not be at home in the morning. Can you phone me on the afternoon instead?

5. Tom’s grandmother died on 1977 in the age of 79.

6. Jack’s brother is an engineer but he’s out of work at the moment.

7. The price of electricity is going up in October.8. On Sunday afternoons I usually go for a walk

in the country.9. There are usually a lot of parties at New Year’s

Eve.10. I like walking around the town at night. It’s

always so peaceful.


C. Coordinating Conjunctions ”but, although, however”

Activity 11. The harvest was poor however there was

sufficient food for the family.2. Indonesia grows a lot of rice but still imports

more from Vietnam.3. The service at the restaurant was good but the

food wasn’t very tasty.4. The electrical workers went to work although it

was a holiday.5. Karin wanted to open a grocery store but

couldn’t raise enough money from the bank.6. Many people shop at the supermarket although

the prices of goods are very high.7. There was a storm last night however there

was not much damage in the village.8. China grows a lot of corn but it didn’t export much

this year.9. Juventus was playing well last night but they still

lost to AC Milan10. I’m still going to office although I must make it

through the rain.

Activity 2Depend on students’ responses.1. A : Couldn’t we import less grain?

B : Yes, we could but it depends on our stockpile.

2. A : Why is the price of grain so high in our local market?

B : We export a lot of grain although we mustbe ready to pay more.

3. A : Why is our economy so strong?B : It’s not because we do not import too much

however there are other reasons.4. A : Will there be an excess of rice this year?

B : Yes, I think so but we are producing in excess of our needs.

5. A : What do you think about her?B : I don’t know however I think she likes me.

WritingActivity 1The students read and learn the text organization of a message.

Activity 21. Editing is.2. Mr. John does.3. Bunga Sartika is.4. Yes, because it to is used to show when the

message was written.5. To communicate briefly in a short of written

message.

Activity 3The good arrangement is:

They say that Jasmine was once a young poor girl who loved a rich man. The girl wished to marry the man, but he refused her. He told her that he had married another rich girl. Mad with grief, Jasmine walked along the river and drowned herself. For her crime, her spirit was condemned to wander the waterways until the end of time. It was said that whenever the girl appears, someone will die.

Now I have heard that one night, two young men were out driving in their car with the windows down when they heard a terrible wail. It sounded like a desperate cry of a girl. Beside the road, a white mist began to gather. It moved in front of a grove of palm trees and became the figure of a lovely young girl dressed all in white. Long dark hair hung Loose down her back. She began to weep and wring her hands in agony, and the men realized that they were seeing the ghost of Jasmine.

The driver gunned the engine and they drove away as fast as they could. The glowing figure of Jasmine remained visible in the rear-view mirror until the car turned the corner.

The night after the ghost sighting, the two men were riding home passed the place where they had seen the girl when their car spun out of control. The automobile hit a tree in the palm grove where Jasmine had appeared the previous night, and both men were killed instantly.

Competency TestI. 1. Answer: c. he has the ability to do this job.

Pembahasan: ”.... he has the ability to do this job.” is used to express ability.

2. Answer: a. abilityPembahasan: Mr. Tio’s expresses his ability.

3. Answer: b. possiblityPembahasan: ”No one knows. She could be ill. I'm afraid she is.” is used to express possibility.


4. Answer: c. It’s the most interesting story I have ever read.Pembahasan: ”It’s the most interesting story I have ever read.” is used to give compliment.

5. Answer: b. That’s worse.Pembahasan: ”That’s worse.” is not the expression to give compliment.

6. Answer: d. The students began to bet the date of the Professor’s visit to the barber.Pembahasan: The main idea of paragraph 2 is the students began to bet the date of the Professor’s visit to the barber.

7. Answer: d. the lists that appeared and disappearedPembahasan: The word ”them” refers to the lists that appeared and disappeared

8. Answer: c. ask somebody to cut his hair shortPembahasan: The professor used to go to the barber to cut his hair.

9. Answer: c. Outside the classroom.Pembahasan: ”...., a jar and a piece of paper were put on a table outside the professor’s lecture room.” (Paragraph 2)

10. Answer: c. the studentsPembahasan: The word “they” refers to the students.

11. Answer: d. 2 – 1 – 4 – 6 – 3 – 5Pembahasan: The best arrangement is 2 – 1 – 4 – 6 – 3 – 5.

12. Answer: c. give comments about the emailPembahasan: See sentence ”Please check it. Hope to hear your comments shortly.”

13. Answer: c. AlthoughPembahasan: Although their village is located in the dangerous zone of Mount Merapi, the people do not want to leave their home.

14. Answer: c. HoweverPembahasan: A little nervousness can actually help by making you more alert and focused. However it can slow you down and cause you to make mistakes.

15. Answer: b. reachedPembahasan: When we reached a dead-end road.

II. 1. a. He soon felt terrible pain in his throat, and ran up and down groaning and seeking for something to relieve the pain.

b. The crane put its long neck down the wolf’s throat, and with its beak loosened the bone, till at last it got it out.

c. He got nothing.2. The good arrangement is c – d – a – f – e –

b.3. a. I usually have lunch at 02.00 p.m.

b. They held a meeting on Monday morning.

c. John and his family stayed in this hotel in a week.

4. a. The cover of the book story is very attractive but the story makes me boring.

b. The beggar didn’t want to leave the house although the rich man have given money to him.

c. He is sixty four years old now however he never lost his spirit to work.

5. The message is about John who had to return to Jakarta.

Chapter 2: How does it work? (Explanation)Spoken CycleEnrich your KnowledgeDepend on students’ answers.ListeningActivity 1Listening script (Page 24).Conversation 1Nina : I’ve already bought a new laptop on the

computer exhibition. But I can’t operate it well. I’m still confuse on some programs.

Dito : Have you? On what programs are you still confused?

Nina : Well, I want to operate it by using the Power Point program. Can you teach me how to use the Power Point program?

Dito : Sure. When will you learn it?Nina : How about tomorrow? I will bring the laptop

and you can teach me to operate the Power Point program.

Dito : No problem.Conversation 2Budi : Can you help me to move the computer,

Arya?Arya : Of course, I can.Budi : Please lift the monitor and put it on that

table.Arya : All right.Budi : Please lift the CPU and put it beside the

monitor.Arya : Okay. Then, what should I do?Budi : Move the printer and put it on the table,

please.Arya : Of course.Budi : Now, let’s we fix the computer and then

turn it on.

Activity 2Listening script (Page 25).1. Switching the computer off

Teacher : Yudha, bring the LCD to the class room next to the Library, please.


Yudha : Okay, Sir.Teacher : Switch the computer off, please.Yudha : Certainly, Sir.Teacher : Then return those books and the

CD's movies to the library, please.Yudha : Yes, Sir.

2. Finding someone who can operate the handycamTina : Mr. Santoso asks me to find

someone who can operate the handycam. He wants to shoot his class by using the handycam. Could you tell me who can operate this handy cam?

Sari : Let's we meet Erwin. We hope he can operate it.

Few minutes laterTina : Could you operate a handycam,

Erwin?Erwin : Yes, I could.Tina : Could you shoot Mr. Santoso's class

by using this handycam?Erwin : Certainly.

3. Doing Mr. Anwars's taskYoga : Have you done Mr. Anwar's task?Andra : I have.Yoga : Have you sent it on Mr. Anwar's

blog?Andra : No, I haven't.Yoga : Visit Mr. Anwar's blog and send your

task this noor please.Andra : All right.

4. Helping to turn on the movie playerSanti : Can you help me to turn the movie

player on? I want to see a movie in the library but I can't operate it.

Reza : Of course, I can.Santi : This scene is too slow. Can you

teach me how to move to another scene?

Reza : Certainly.Santi : Finally, the movie has completely

done. Could you help me to turn the movie player off?

Reza : All right.

Activity 3Listening script (Page 25).

At a Flea MarketOkay friends, I believe many of us usually want to

be unique and extraordinary. Probably one of them is you yourself. You, therefore, can try to make your own trend. It's really not about the price, it's the STYLE!

Well, you can try to shop the clothes at flea market. Certainly, it sounds pretty amusing. Hmm... in this place, you are able to find any clothes you want to buy. Why? It is because you find the prices there cheaper than at the other markets. It is a pleasant place for you to hunt strange clothes and absolutely different from other people.

Yeah, it’s great, isn’t it? How can you do it? By shopping at Gembong market and Tugu Pahlawan. In these places, you find many different kinds of cloth, such as punk, British, old school, or Harajuku style. Definitely Gembong market and Tugu Pahlawan is the right place for young people with limited money. Moreover many different styles of outfits are available there.

Well, what you need to know is all the cothes there are second-hand. But, you know the most of the clothes were imported from East Asia. Then, you find famous brands like Giordano, Bossini, Baleno, Pierre Cardin, etc.

Okay, if you really want to shop, there are few things you have to know. First, it's about your sense of fashion. You must be extra selective and extra thorough when you choose clothes. If you find a torn piece or a dirt spot, you should reconsider it. Unless, you are pretty sure that the dirt can be removed by detergent. And don't forget to wash with the hot water to kill the microbes in them. Surely, you can make yourself unique and extraordinary with your fashionable clothes but not spending a big amount of your money.

Activity 41. e. explain the ways and reasons of shopping at

a flea market2. e. being different from other places3. e. By shopping at Gembong market and Tugu

Pahlawan.4. b. most of the clothes are imported from East

Asia5. c. By washing the clothes with hot water.

SpeakingA. Instruction and RequestActivity 11. Conversation 1: Asking to resize the

photograph,Conversation 2: Asking to fix the tape recorder.

2. Yes, he can.3. To resize the photograph.4. To fix the tape recorder.5. Yes, he can.

Activity 2Conversation 1Mr. Bima : Please, check the printer ink. I will

continue to write our project!


Anto : Yes, Sir.Mr. Bima : Put the paper on the printer, please!Anto : All right.Mr. Bima : Then finish the project and print

..................it five times, please!Anto : Sure.

Conversation 2Lina : Your handphone is new, isn’t it?Tiara : Yes, it is.Lina : Wow, it is the newest model.Tiara : I know, but I can’t operate it well. I’m still

confused in sending an e-mail by using this handphone. Can you help how to send an e-mail?

Lina : Let me show you. Hmm, this handphone is same as my sisters. Sure. I will help you how to send an e-mail.

Tiara : Thanks.

B. SuggestingActivity 11. A restaurant that serves organic food.2. They’d better to go another restaurant.3. No, he does not. He says ”But I prefer the

restaurant.”4. The restaurant that serves organic food.5. Putri should eat the organic food to keep her

health.

Activity 2Depend on students’ activities.

C. Wonder, Curiosity and WishActivity 11. Physic task.2. Yes, she has.3. She hasn’t found the example of gravity.4. Yes, she has.5. Yes, she does. She suggests Anis to browse the

example of gravity on Google.

Activity 2The good conversation is:Nita : Have you ever heard about Blackberry?Eko : Yes, I have.Nita : Could you tell me what Blackberry is?Eko : Certainly. Blackberry is a handphone which

has many sophisticated programs. Through Blackberry, you can do many things such as sending an e-mail, doing chatting, listening music, recording pictures, etc.

Nita : Wow, it sounds great. Is it expensive, isn't it?

Eko : Of course, it is.

Written CycleEnrich your KnowledgeReadingA. TechnologyActivity 1The students read and analyze the generic structure of explanation text.Activity 21. False 4. True2. False 5. False3. True

Activity 3An advertising executive recently described many

ways that e-mail helps people to do his/her job.First of all, of course, he uses e-mail for

communicating with his employees, clients, and business partners. E-mail allows him to send samples of photographs or illustrations to a client, just by attaching them to an e-mail message. In addition, his employees no longer have to do all of their work in the office. They work at home and send their work by attaching to an e-mail message. And when the advertising company wants to contact a large number of clients, a single e-mail message is sent to them all with the click of a mouse.

B. Successful BusinessActivity 11. enterprise 6. failures2. attributed to 7. research3. random processes 8. minimizing4. emulate 9. scarce5. competitors 10. own

Activity 21. All businessmen do not want to experience

research so they always think the best techniques to prevent it.

2. When certain commodities are scarce their prices tend to go up.

3. Why don’t they control their failures by reducing the production cost?

4. Minimizing the price is one of the ways to emulate successful competitors.

5. A big enterprise such as Teh Botol Sostro and Aqua, has been developed by applying the fine management.

Activity 31. Front office all positions, Reservation

supervisors & offices, Reservation supervisors & offices, Restaurant captains & supervisors, Bartenders & supervisors, Housekeeping all positions, Kitchen all positions, Finance all


positions, Recreational attendants, Engineering Handyman & technicians and IT coordinators.

2. We must speak in English well and have experience.

3. Yes, they are.4. On Mon 4th and Tue 5th May (10.00-16.00) at:

HOTEL MENARA PENINSULA JAKARTA BUSINESS CENTER, 6th FLOOR.

5. We can send our CV or register online at: BALI RECRUITMENT SERVICES Ph: 021-52891802 Fax: 021-52994599 or register online at: www.balirecruitment.com.

C. Health NewsActivity 11. Paragraph 1.2. Paragraphs 2 and 3.3. Paragraph 4.4. Present Tense.5. Yes, I do. (is exposed, are not replaced, be

released).6. Yes, I can. (and, or, aslo, therefore).

Activity 21. Campylobacter are.2. Avian Infl uenza (Bird Flu).3. Yes,it can.4. • To cook meat and vegetable well before

eating.• Not eating contaminated food.

5. To give information about contaminated food.

Grammar FocusA. GerundActivity 11. We should promote our new blog by browsing in

the Internet.2. I always keep in touch with my overseas friends

by writing letters.3. We satisfy our curiosity about the newest trend

by reading some magazines.4. I found out what “quench” means by looking at

the dictionary.5. Tony improved his listening comprehension by

listening to English cassettes.

Activity 21. We can’t consider buying a new house before

selling the old one.2. Can you manage finish packing these parcels

alone?3. We considered giving her a book for her

birthday.4. The meeting will be delayed opening till next

week.5. Suzan enjoy chatting for hours in a day.

B. The use of so, too, either and neitherActivity 11. Rosa wants to use the Internet to do research

and so does Utari.Or Rosa wants to use the Internet to do research and Utari does too.

2. Joni uses the Internet to send messages to her friends and Maya does too.

3. Nafa wants to buy a digital camera and so does Bayu.

4. Nela has a Mimio package in his office and Irwan does too.

5. I listen to music on my mini CD when I’m typing and so does my friend.

Activity 21. Mrs. Surentu doesn’t think that the new

technology will work neither does Mr.Tumewu.Mrs. Surentu doesn’t think that the new technology will work, Mr.Tumewu doesn’t either.

2. Masri doesn’t need to know how to use the new device neither does Bima.

3. Adit hasn’t bought the new PC yet, Mr. Tio hasn’t either.

4. Roni doesn’t usually book his tickets on the Internet neither does Mira.

5. Wati and Noni do not have laptops, Burhan doesn’t either.

WritingActivity 1Read and learn the text organization of the brochure.

Activity 21. HIV WORKSHOP.2. Auguts 1, 2012.3. Rp120,000.4. In Rose Building, Sudirman Road Jakarta.5. By buying the ticket in order to join the

workshop.

Competency TestI. 1. Answer: e. suggestion

Pembahasan: James gives suggestion to Yanuar to stay with him.

2. Answer: d. That’s not right.Pembahasan: Lisa gives suggestion to Sony to take the job.

3. Answer: b. asking a help from TomPembahasan: Father asks Tom to take the newspaper.

4. Answer: e. All right.Pembahasan: The teacher is willing to explain the material to Rendy after the breaktime.


5. Answer: c. Good idea.Pembahasan: Wawan agrees to Ahmad’s idea.

6. Answer: a. The installation of air-conditioner.Pembahasan:The text is about the installation of air-conditioner.

7. Answer: a. humidityPembahasan: humidity = moisture

8. Answer: a. When the ambient room temperature exceeds the set temperature on the cooling coils.

Pembahasan: See the last paragraph ”Once the ambient room temperature exceeds the set temperature on the thermostat, the cooling coils are once again engaged.

9. Answer: d. Thermostat is significant to monitor the temperature in the room.Pembahasan: The air-conditioner monitors the ambient temperature in the room using a thermostat. (Paragraph 4)

10. Answer: b. explanationPembahasan: The text is explanation.

11. Answer: b. A brochure how to win a trip to Madrid.Pembahasan: The text is a kind of brochure.

12. Answer: e. People who do the shopping before December 22nd.Pembahasan: Simply use your very own The MasterCard from now till 22 December 2012 and win a trip of a lifetime.

13. Answer: a. similarityPembahasan: equivalent = similarity

14. Answer: a. GivingPembahasan: Giving them more training is the first what we can do.

15. Answer: e. goingPembahasan: We decided to stay home because Sinta wasn’t very keen on going out in the rain.

II. 1. Technique of TeachingThe Silent Way is one of the effective

language teaching techniques. It is a pedagogical (a) approach to language teaching based on the premise that a teacher should be as (b) silent as possible in a classroom (about 90% of the time). The learners, then, are encouraged to (c) produce as much language as possible. They have much time both to be exposed to the language and to perform practise.

The learning hypothesis behind the Silent Way is that learning is facilitated if the learners discover or create rather than remember and repeat what is to be learned. Also, students learn more effectively through

(d) problem solving involving the target language. It views language learning as a creative, problem-solving and discovering activity in which the learner is a principal actor rather than a bench-bound listener.

Basically, in learning teachers prepare their students to have a problem-solving skill. And the Silent Way can be described as a problem-solving approach to language learning, and is summed up nicely in Benjamin Franklin's words: "Tell me and I forget. Teach me and I remember. Involve me and I learn."

I conclude that the Silent Way is an (e) appropriate language teaching technique.

2. a. Being curious to operate OHP.b. Being curious to operate the digital

camera.3. a. Maya can understand the speech well

and so can they.b. This article is important for me and this

brochure is too.c. Sinta didn’t enjoy the concert neither

did the girls.d. Lisa isn’t in the library now, I and Nina

aren’t either.4. a. Bali’s newest apartment.

b. We should have for reservation to PT. Umadamai or phone at number +62 361 759 958.

5. To give information about upcoming events.

Mid Semester TestListening SectionListening Script (Page 43).1. Girl : We will have a long holiday. What

should we do?Boy : What about taking an English

conversation class?Girl : I agree with you. It is a useful activity to

do.QuestionWhat will the speakers do during the holiday?Answer: b. Taking an English conversation

class.2. Man : You look busy today. Can I help you?

Woman : Yeah. I have to look for some articles about education in the Internet.

QuestionWhat does the man offer?Answer: a. To help the woman look for some

articles.3. Man : I’m going to do my office

assignment.Woman : But it's a lovely day, dear. Don't we

go for a walk?


Man : Can you wait for a few minutes? I have to finish this letter.

Woman : Don't take too long!QuestionWhat is the woman suggest?Answer: d. Going for a walk.

The following conversation is for question number 4.Man : What would we have for lunch?Woman : What about eating fried rice?Man : Mmm... I’ve just eaten fried rice.I’d

prefer fried noodle.Woman : O.K. then.Question4. What would the man have for lunch?Answer: a. (fried noodle)

The following conversation is for question number 5.Woman : What can I do for vou?Boy : I m looking for a science book. Do

you have one about chemistry, Ma'am?

Woman : Well, you'd better check it in this catalogue.

Boy : Okay. Thanks.Question5. Which picture goes with the conversation?Answer: c.

Speaking Section1. Answer: b. compliment

Pembahasan: Nisa gives a compliment to the interesting story.

2. Answer: d. I don’t know. He may sell it.Pembahasan: ”I don’t know. He may sell it.” is used to express possibility.

3. Answer: b. (3) – (4) – (1) – (2)Pembahasan: The good arrangement is (3) – (4) – (1) – (2).

4. Answer: e. suggestionPembahasan: Andre gives suggestion to Lucia.

5. Answer: a. He agrees to Anton’s suggestion.Pembahasan: Dito supports Anton’s suggestion to go camping.

Reading Section1. Answer: b. The burglary in Mr. Jason’s house.

Pembahasan: See paragraph 1”The burglar broke into Mr. Jason’s house when he and his family were away for the weekend.”

2. Answer: c. she lost her jewelryPembahasan: Mrs. Jason screamed when she saw that her jewelry box had been emptied. (Paragraph 1)

3. Answer: b. When she celebrated her fortieth birthday.Pembahasan: The burglar had taken all her gold and the watch that Mr. Jason had bought it for her fortieth birthday. (Paragraph 1)

4. Answer: a. lostPembahasan: amiss = lost

5. Answer: a. how rain fallsPembahasan: It is an explanation text that describes about how rain falls.

6. Answer: c. Water evaporation clouds condensation rain.Pembahasan: The correct cycle of the rain is: Water evaporation clouds condensation rain.

7. Answer: b. gas to liquid Pembahasan: condensation is the changing from gas to liquid.

8. Answer:c. The cold temperature.Pembahasan: The cold temperature makes the cloud changing into small drops of water.

9. Answer: c. What Jeff should do. Pembahasan: It’s a short message (memo) from Mom to Jeff about everythings should be done by Jeff.

10. Answer: b. Give the black bag in the cabinet to Mrs. Walter.

Pembahasan: If Mrs. Walter comes, give her the blue bag in the cabinet.

Grammar Section1. Answer: b. called

Pembahasan: A taxi driver who witnessed the accident took my injured brother to the hospital and then called my parents.

2. Answer: d. enteredPembahasan: Since I entered this school.

3. Answer: a. atPembahasan: I’ll come at a half past three.

4. Answer: b. Adit doesn’t follow the remedial test neither does Maya.Pembahasan: Adit doesn’t follow the remedial test. Maya doesn’t follow the remedial test. The good combination of two sentences is Adit doesn’t follow the remedial

5. Answer: d. for interruptingPembahasan: Please excuse me for interrupting you.

Chapter 3: Let’s discuss it! (Discussion)Spoken CycleEnrich your KnowledgeDepend on students’ answers.


Listening CompetenceActivity 1Listening script.1. Complaint on hair in the soup

Customer : Waiter!Waiter : Yes, Madam. May I help you?Customer : There is hair in my soup. I couldn’t

eat it.Waiter : I’m sorry mam. I'll change it with

the new now. Please, wait for a while, Madam.

Customer : O. K.2. Complaint on the food

Customer : Excuse me, waiter!Waiter : Yes, may I help you?Customer : Yes, I don't think this is the steak

that I ordered. I ordered it well-done, but this one is medium-rare.

Waiter : Then we made a mistake. I'll take your order right away.

Customer : Yes, please. I'm waiting.Waiter : Sorry for this inconvenience.

3. Reply for complaint on the coffeeCustomer : Excuse me, waiter.Waiter : Yes, sir. May I help you, Sir?Customer : I ordered a cup of black coffee.

This coffee is not. It has milk in it.Waiter : I’m sorry, Sir. It’s our mistake. I’ll

get you the black one immediately.

Customer : O. K.4. Reply for complaint on the order

Nana : Excuse me, waiter!Waiter : Yes, may I help you?Nana : Yes, I don’t think this is the food that

I ordered. What is this?Waiter : It's New Tuscani Pasta Pairs,

Ma'am.Nana : It is New Italia Meat Clasicana Pizza,

not New Tuscani Pasta Pairs.Waiter : Then we made a mistake. I'll take

your order. I'll get this out right away.Nana : Yes, please. I'm waiting.Waiter : Sorry for this inconvenience.

Activity 2Listening script (Page 47).Sandra : What would you like to do after you

finish your high school, Yamato? Yamato : Well, I would like to continue my study

in Jakarta, Indonesia.Sandra : Really? Why do you want to study

there? The universities here in Japan are much better than those in Indonesia.

Yamato : From what you have ever told me, I know that actually your country has many good universities, too. One of them is University of Indonesia.

Sandra : Yes, maybe you're right, but however good they are, they still lack facilities. What do you actually want to study at the University of Indonesia?

Yamato : Well, the major I will take is International Relations.

Sandra : Listen to me, Yamato, you had better go to the United States or Australia or England. In those countries, you'll find more excellent universities and you will also have opportunity to improve your English. Please don't study in Indonesia, Yamato.

Yamato : I'm sure, you are quite wrong.Sandra : Why? I know about it because I'm

Indonesian.Yamato : Okay, I can prove it easily. Well, I'll ask

you some questions, however. And please answer them.

Sandra : Yes, please.Yamato : Many of Indonesian professors are

American, British or Australian university graduates, aren't they?

Sandra : Yes, you're right.Yamato : Most of them speak English very well,

don't they?Sandra : Yes, they do. Then?Yamato : They belong to university's facilities,

don't they?Sandra : (Smiling) That's right.Yamato : (Lifting his forehead) One more thing.

Studying in Indonesia is much cheaper than in England, Australian or in the USA, isn't it?

Sandra : Oh, Yamato. You're right. I have to admit that you're brilliant. Yes, Indonesia has such superiorities. However, I didn't realize it. When will you leave for Jakarta?

Yamato : In two weeks.Sandra : Good luck.Yamato : Thanks.

Answers1. a. to continue studying in America2. c. Senior High School3. d. study program4. d. International Relations5. b. acknowledgment

SpeakingA. Giving and Replying for ComplaintActivity 11. She complained about her ordered food.


2. Because that was not her ordered food.3. The soup tastes strange. I think it’s gone sour.4. The waiter would take Sandra’s order and get it

out soon.5. He would take another one.

Activity 2The good conversation is:Customer : Waiter!Waiter : Yes, Sir. May I help you?Customer : I ordered half an hour ago. Where’s

my dinner? Waiter : I’m sorry your meal isn’t ready yet,

Sir. I’ll check on it again right now.Customer : Yes, please. I'm waiting.Waiter : Sorry for this inconvenience.

Activity 3Depend on students’ activities.

B. PromisingActivity 1The students learn the conversation using the expressions show promising.

Activity 2Depend on students’ answers.

C. Admitting MistakeActivity 11. The two similar assignments belong to Danang

and Wawan.2. The last assignment about cover letter and

resume.3. Their assignments are similar.4. He borrowed Wawan’s assignment and copied

it.5. Yes, he did.

Activity 2Sister : Look mother! My application letter has

been deleted. I have to rewrite it. Who has deleted it?

Mother: Let's check it carefully. Perhaps you have stored in another folder.

Sister : I have checked it many times but I did not find it. Somebody has erased it.

Yoga : I’m really sorry that I have deleted it.Sister : Why did you do it? Did you know it was

very important.Yoga : When I used the computer, I forgot to

save your file. I’m so sorry.Sister : It's okay. You must rewrite the

application letter for me and then send it to the post office.

Yoga : Sure.

D. Accusing and BlamingActivity 11. At Dika’s house.2. The prescription that the doctor gave to him.3. Because he was going to the drugstore.4. Mother blamed Dika because of loosing the

prescription.5. The loosing prescription.

Activity 2Andi : I’m very sad knowing that I got a bad mark

for my English.Hendra : Poor you.Andi : Don't mock me, Hendra. I am serious.Hendra : If you ask me who is to

blame. It's you. Instead of studying you hanged with your friends in the mall.

Andi : I know it. But it's also because of you. Why didn't you remind me about the exam?

Hendra : I did do it, but you didn't listen.


Written CycleEnrich your KnowledgeDepend on students’ answers.

ReadingA. Drug AbuseActivity 11. Using a drug for positive reason.2. Yes, they are.3. In entertainment places, such as discotheques

or pubs.4. For relaxation.5. To boost their performance.6. They can be disqualify.7. Depend on students’ answers.8. Advantage: To boost the athlete’s performance

in games.Disadvantage: Drug addicted (if it is often consumed for recreational drugs).

Activity 2The students read and learn the brochure.

Activity 31. False 6. True2. False 7. False3. True 8. True4. True 9. True5. False 10. True

Activity 4


1. center = core2. mansion = large house3. care = attention4. achieve = obtain5. recognize = acknowledge6. circumstance = condition7. utilization = use8. crucial = important9. comprehensive = thorough10. discharge = fire

B. Making ChoicesActivity 11. a. that living in a city is exciting. (Paragraph 3)

b. that you don’t have to own a car. (Paragraph 2)

c. that cities are more polluted. (Paragraph 5)2. a. The word ”you” refers to the readers.

b. The word ”it” refers to job.c. The word ”who” refers to young people.d. The word ”they” refers to older people.

3. a. Young peopleb. Older people.c. To feel very lonely in a city, despite all the

crowds.d. Eating in good restaurants, visiting museums

and going to the theater and concerts.e. Depend on students’ answers.

C. Pro and ContraActivity 21. It’s a method of birth control.2. Because it may cause negative effects for

woman’s health.3. Depend on students’ answers.

Grammar FocusA. Relative ClauseActivity 11. The window which was broken has now been

repaired.2. The new dress that doesn’t fit well is bought by

Jihan.3. A man whom told me you were out answered

the phone. 4. Some boys who were arrested have now been

released.5. I met someone whose his brother went to school

with me.6. The man who lives next door is ver friendly.7. We saw some people whose car had broke

down.8. The book which is borroowed by John from the

library is very interesting.

B. The use of ”would rather” and ”as if/as though”

Activity 2

1. Farmers would rather use traditional tools than modern tools.

2. The wealthy land owners appear as if they know about farming.

3. It looked as if it was about to rain.4. Mr. Tono would rather work on a farm than in a

city.5. The children seemed as though they were

starving.Activity 31. Would you rather live in a rural community?

No, I’d rather live in a town community.2. Would you rather see big developments in the

city?No, I’d rather see the big development in the village.

3 Would you rather that the population of Java was 200 million?No, I’d rather the small population in Java.

4. Would you rather that disabled people stayed out of public facilities?No, I’d rather that disabled people stayed in public places.

5. Would you rather let administrators to make decisions for farmers?No, I’d rather the farmers make their own decisions.

WritingActivity 1The students read and learn the advertisement.Activity 21. The opening of JW Marriot Medan.2. It’s located on Jalan Putri Hijau No. 10 Medan

20111 Indonesia.3. Each of out 278 guest rooms boast breathtaking

views, contemporary furnishing, luxurious bedding, 42” fl atpanel TV and connectivity to plug and play iPods and other personal devices.

4. By phone : +62 61 455 3333/451 73335. To promote the readers to visit and stay in JW

Marriot Medan.

Activity 3Cloning of Animals: Allowed or Not Allowed? Arguments-for : To stop animals from

becoming extinct.To produce high quality of cells.

Arguments-against : It’s impossible to do cloning on historical creatures to be appeared nowadays, such as dinosaurs.

Conclusion : People still haven’t got the answer yet for cloning animals. Moreover, some members of the scientifi c community think that the banning of cloning technology


will destroy the creativity of science.

Competency TestI. 1. Answer: a. a complaint

Pembahasan: Erna expresses her complaint to John because he always comes late everyday.

2. Answer: b. I’m so sorry, Lisa. It’s me who did it.Pembahasan: ”I’m so sorry, Lisa. It’s me who did it.” is the expression of admitting mistakes.

3. Answer: e. a and d are correctPembahasan: ”I promise/swear to keep your ...” is the expression of promising.

4. Answer: e. blamingPembahasan: ”Well, it is the irresponsible borrowers who should be blamed.” is the expression for blaming someone.

5. Answer: d. complaintPembahasan: Mrs. Dian expresses her complaint because she has bought the rotten apples to the shop assistant.

6. Answer: a. People’s attitudes toward examinations.Pembahasan:Many people say that examinations should be abolished because they are not the best measure of students’ capabilities. (Paragraph 1)

7. Answer: a. The reasons to maintain the examinations.Pembahasan: The main idea of paragraph 2 is the reasons to maintain the examinations.

8. Answer: e. Producing his capabilities.Pembahasan: Nowadays, in the hunt for jobs, students need to produce some evidence of their capabilities.

9. Answer: b. Because exam result is the only proof of student’s capabilities.Pembahasan: Prospective employers like to see copies of examination results; this is the only way a student’s qualifications can be judged. (Paragraph 3).

10. Answer: e. discardedPembahasan: abolished = discarded

11. Answer: a. Hampton Luxury LinerPembahasan: The text is about Hampton Luxury Liner.

12. Answer: d. beveragesPembahasan: Each elegant motor coach offers beverages, snacks, music, a news-stand library and onboard movies.

13. Answer: c. whomPembahasan: A student whom wants to get scholarship must become the first winner in Science Competition.

14. Answer: b. whom

Pembahasan: The boy whom I wanted to introduce to you is my brother. He has just arrived from England.

15. Answer: c. wherePembahasan: I have seen the place where you got accident last year.

II. 1. VJ ScriptAlthough working and going to school is

challenging, it can be a rewarding experience if you use some foresight. If you decide to take on a part-time job, check out the tips below on how to handle the situation and make the most of your time:• To avoid time (a) conflicts, try to plan

your class and work schedules as far ahead of time as possible.

• Use your time (b) efficiently. You can use 10 minutes waiting in a line to go over a few pages of assigned reading.

• Be flexible and willing to make (c) sacrifices. You may have to cut down on some things you'd like to do because of your school and work commitments.

• Start slowly. Don't commit working a lot of hours (d) immediately.

• If you commute to your job on public transportation, bring your (e) schoolwork with you so you can work along the way.

• Get in touch with your school counselor if you feel you would benefit from discussing your situation with someone who can (f) help.

• Schedule relaxation time. Everyone needs some downtime to be (g) happy.

2. Father : Did you see where I put a newspaper, Rio? Last night, I put it on that table.

Rio : Which newspaper do you mean, Dad?

Father : Kompas newspaper, dated on May 15. There was an important news that can support my monthly report.

Rio : I'm sorry, Dad. I have cut it into some pieces then form it become a house. I need it to fulfill my art assignment.

Father : Never mind. Please ask me before you do it.

Rio : All right.3. a. She would rather stay in the cottage to

spend her holiday.b. Diana seems as though she has every

visited the resort.c. Father would rather promote his company

profile in the meeting.


d. The boy looks as if he has a new motorcycle.

4. a. The boy whose his mother is a famous musician wants to be a violinist.

b. They are the people whom we visited their house last month.

c. The mechanic repairs a car which colour is blue.

5. To promo an idea, a product or influence behavior.

Semester TestListening SectionListening Script (Page 66).1. Woman : Where are the children?

Man : Oh, I left them at the shore.Woman : What? You shouldn’t have left them

there without being watched. Go and bring them back to the hotel. Tell them to have their lunch and stay in the room.

QuestionWhere are the children likely enjoying themselves now? Answer: d. At the beach.

2. Man : What do you plan to do this coming Saturday, Sheila?

Woman : I have nothing to do. Why?Man : Would you come to my birthday

party?Woman : Sure, what time will the party start?QuestionWhat is the women going to do on Saturday?Answer: e. To come to the man's birthday party.

3. Boy : What about going to the beach next Sunday?

Girl : What? Are you kidding? That’s out of the question. We’re going to have a final test in two weeks!

QuestionAccording to the conversation, what does the girl express?Answer: e. Her disagreement.

The following conversation is for question number 4.Man : You look very busy with your work. Need

some help?Woman : That's very kind of you. Please help me

type this letter.Question4. What will the man do?

Answer: d.

The following conversation is for question number 5.Man : Vanessa, is it true you're going to Canada

at the end of this month? Woman : Yes, I am. Anyway, I’m rather upset what

type of clothes I should bring.Man : Some friends of mine who have been

there said that it can be cool at night, even in the middle of summer. So, you’d better bring warm clothes.

Question5. What kind of clothes should the woman bring?

Answer: e.

Speaking Section1. Answer: d. I promise to be back soon.

Pembahasan: Tyas gives her promises to his father.

2. Answer: c. Good idea.Pembahasan: Agus agrees to Farah’s suggestion.

3. Answer: b. I’m fully responsible.Pembahasan: Mira promises to change Lisa’s broken ruler.

4. Answer: a. That’s one possibility.Pembahasan: Wawan states his possibility to Agus’s question.

5. Answer: c. I have a complaint to make.Pembahasan: Mr.Jaka gives a complaint to the shop assistant.

Reading Section1. Answer: d. in the purse

Pembahasan: See paragraph 1.2. Answer: d. the fi nder had recognized her.

Pembahasan: See paragraph 7.3. Answer: b. forgetfulness

Pembahasan: ”The young woman’s face was familiar, but I could not remember where I had seen it. (Paragraph 7).

4. Answer: e. The boy was misunderstood to have stolen the purse.Pembahasan: I’ve never thought that I would have just been accused of stealing the purse instead of finding it. It was indeed a bad day for me. (Paragrapho 5)

5. Answer: b. the leather pursePembahasan: The word ”it” refers to the leather purse.

The text is for questions number 6 to 10.There are a lot of discussions as to whether

children should be given homework or not.Some people claim that children do enough work

in school already. They also argue that children


have hobbies that they want to do after school, such as sports or music. A further point they make is that a lot of homework is pointless and doesn't help children learn at all.

However, there are also strong arguments against this point of view. Parents and teachers argue that it is important to find out whether children can work on their own without the support from their teachers. They say that the evening is a good time for children to sit down and think about what they have learned in school.

Furthermore, they claim that the school day is too short to get anything done that needs doing and it makes sense to send home tasks like independent reading or further writing tasks that don't need teacher's support.

On balance, I think that some homework is a good idea but that it should only be given at the weekend when children have more time.

6. Answer: b. Unlike the fourth paragraph, the second paragraph argues that homework is unnecessary.Pembahasan: The second paragraph consists of arguments against while the fourth paragraph consists of arguments for.

7. Answer: d. 4Pembahasan: There are four reasons againts the issue about children should be given homework or not.

8. Answer: d. unimportantPembahasan: The word ”pointless” means unimportant.

9. Answer: c. Homework should be given at weekend.Pembahasan: See the last paragraph.

10. Answer: e. discussionPembahasan: The text discusses two different points of view whether children should be given homework or not.

11. Answer: b. His or her parents do not love them.Pembahasan: The statement above is not stated in the text.

12. Answer: d. to live with his/her natural parentsPembahasan: See paragraph 4.

13. Answer: e. to inform the readers the reasons and problems of adopting a childPembahasan: The text is a discusstion text that have prpose to state two different points of view.

14. Answer: a. They want to know their natural parents.Pembahasan: See paragraph 5.

15. Answer: a. Expressing condolences.Pembahasan: The message express sympathy of someone’s dead.

Grammar Section1. Answer: a. harmed

Pembahasan: Professor John concluded that it was not advertising that harmed children, but irresponsible parenting.

2. Answer: c. atPembahasan: I met Siska at lunchtime yesterday. She looked older that you.

3. Answer: d. writingPembahasan: My brother has been away from home for years without ever writing to us.

4. Answer: b. eitherPembahasan: I didn’t come to the farewell party, Anto didn’t either.

5. Answer: c. whosePembahasan: He is an English teacher whose course I’m taking.


Documents

Bhs Inggris 12A