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EDISI REVISI
BUKU GURU Pathway To English untuk SMA/MA Kelas XII Kelompok Peminatan Hak Cipta © 2016 pada Penerbit Erlangga Disusun oleh : Editor :
Th. Sudarwati & Eudia Grace Tiyas Utami Yuniar Widiastuti Dwi Wahyu Priyanto
Buku ini diset dan dengan Mac OS X Setting dan layout Desainer Sampul Percetakan 19
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dilay-out oleh Bagian Produksi Penerbit Erlangga (Adobe Garamond Pro 11 pt) : Tim Setting Bupel 3 : Ahmad Taupik : PT Gelora Aksara Pratama 4
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Dilarang keras mengutip, menjiplak, atau memfotokopi sebagian atau seluruh isi buku ini serta memperjualbelikannya tanpa izin tertulis dari Penerbit Erlangga. © Hak Cipta dilindungi oleh Undang-undang Dalam rangka meningkatkan mutu buku, masyarakat sebagai pengguna buku diharapkan dapat memberi masukan kepada alamat penulis dan/atau penerbit dan laman http://buku.kemdikbud.go.id atau melalui email [email protected].
Kata Pengantar Pada era globalisasi, seperti sekarang ini, peran bahasa Inggris sangatlah penting dalam kehidupan sehari-hari. Karena itu, penguasaan bahasa Inggris bagi peserta didik harus menyentuh sampai tahapan terampil berbahasa, bukan hanya sekedar tahu bahasa. Hal ini jelas menuntut pembelajaran yang kreatif, terbimbing dan memberi keleluasaan bagi peserta didik untuk berkembang (student-centered). Buku Guru Pathway to English merupakan buku guru atas Buku Siswa Pathway to English yang disusun berdasarkan KI/KD Kurikulum 2013 yang Disempurnakan. Buku Guru Pathway to English memberikan panduan pengajaran bahasa Inggris secara bertahap dan tuntas. Ketuntasan materi ditandai dengan penugasan kepada peserta didik untuk unjuk kerja menghasilkan suatu wacana tulis atau lisan secara mandiri. Buku ini disusun berdasarkan KI/KD Kurikulum 2013 yang disempurnakan. Buku guru ini menyajikan tujuan pembelajaran, indikator-indikator yang akan dicapai, aktivitas pembelajaran yang melibatkan kegiatan guru dan siswa, tuntunan evaluasi kunci jawaban dan listening script. Untuk beberapa aktivitas, disajikan alternatif pembelajaran untuk memberikan gagasan pengajaran suatu aktivitas sebagai variasi. Semoga buku bermanfaat bagi untuk semakin membuat peserta didik terampil berbahasa Inggris. Jakarta, Maret 2016 Penulis
Table of Contents Chapter 1
Is He Such a Hard–Working Animator
Chapter 2
I’m on Top of the World
15
Chapter 3
What Is Corruption?
31
Chapter 4
If I Had Wings Like a Bird, I Would Fly Fast
47
Chapter 5
If Only He had not Cheated
65
Chapter 6
In Contrast to the Good Side
83
Chapter 7
Pros and Cons
97
Chapter 8
Although It Is Difficult It Is Possible
115
Chapter 9
Overall, It’s an Excellent Movie
135
Chapter 10 Sing for the World
1
159
References.............................................................................. 185
Chapter 1 is He Such a Hard-working animator? a. KomPeTenSi DaSar:
Pengetahuan 3.1 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait hubungan sebab akibat, sesuai dengan konteks penggunaannya. (Perhatikan unsur kebahasaan such ... that; so ... that) Keterampilan 4.1 Menyusun teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait hubungan sebab akibat, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
b. inDiKaTor
Pengetahuan 3.1.1 Membaca macam-macam pernyataan untuk mengungkapkan ‘such...that...’ 3.1.2 Menirukan macam-macam pernyataan untuk mengungkapkan ‘such...that...’ 3.1.3 Mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan untuk mengungkapkan ‘such …that/so …that…’ 3.1.4 Membandingkan perbedaan antara ungkapan ‘such/so …that …’ dalam bahasa Inggris dan bahasa Indonesia. 3.1.5 Menggunakan ungkapan ‘such/so…that…’ untuk meminta dan memberikan respon. 3.1.6 Menggunakan ungkapan ‘such/so…that…’ dalam berbagai aktivitas selama proses pembelajaran di dalam kelas. 3.1.7 Membandingkan ungkapan ‘such/so…that…’ yang dipelajari di dalam kelas dengan ungkapan yang sama yang ditemukan dari sumber lain.
3.1.8 Membandingkan ungkapan ‘such/so…that…’ yang dipelajari di dalam kelas dengan ungkapan yang sama dalam bahasa Indonesia atau bahasa asli peserta didik dalam kehidupan sehari-hari.
Keterampilan 4.1.1 Menampilkan role-play dengan menggunakan ungkapan ‘such/ so…that….’ 4.1.2 Menggunakan ungkapan ‘such/so…that …’, dalam percakapan/ dialog kehidupan sehari-hari. 4.1.3 Membuat self-reflection.
C. Tujuan Pembelajaran Peserta didik mampu: 1. membaca macam-macam pernyataan untuk mengungkapkan ‘such...that...’ 2. menirukan macam-macam pernyataan untuk mengungkapkan ‘such...that...’ 3. mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan untuk mengungkapkan ‘such…that/so…that…’ 4. membandingkan perbedaan antara ungkapan ‘such/so…that …’ dalam bahasa Inggris dan bahasa Indonesia 5. menggunakan ungkapan ‘such/so…that…’ untuk meminta dan memberikan respons. 6. menggunakan ungkapan ‘such/so…that…’ dalam berbagai aktifitas selama proses pembelajaran di dalam kelas. 7. membandingkan ungkapan ‘such/so …that…’ yang dipelajari di dalam kelas dengan ungkapan yang sama yang ditemukan dari sumber lain. 8. membandingkan ungkapan ‘such/so…that…’ yang dipelajari di dalam kelas dengan ungkapan yang sama dalam bahasa Indonesia atau bahasa asli peserta didik dalam kehidupan sehari-hari. 9. menampilkan role-play dengan menggunakan ungkapan ‘such/ so…that….’ 10. menggunakan ungkapan ‘such/so…that…’, dalam percakapan/ dialog kehidupan sehari-hari. 11. membuat self-reflection. 2
Buku Guru Pathway to English 3
D. Materi Pembelajaran Fakta Penggunaan ‘such/so... that...’ dalam kehidupan sehari-hari biasa terdapat pada dialog/percakapan untuk menunjukkan fakta dengan sebuah hasil atau dalam mengungkapkan perasaan/pendapat terhadap sesuatu. Konsep: ‘Such... that’ pada umumnya ‘so’ diikiuti dengan adjectives dan ‘that’ diikuti dengan result (hasil). Sedangkan ‘such’ biasanya digunakan dengan noun (plural/singular). Prinsip Struktur teks a. This is such an interesting idea that I have to admire. b. Handi is so calm that everyone loves him. Unsur kebahasaan: Kosa kata, tatabahasa, ucapan, tekanan kata, dan intonasi. Prosedur: Prosedur sebuah dialog menyatakan dan menanyakan tentang keterkaitan antara keadaan benda dengan pengaruhnya dimulai dengan memberikan sebuah pernyataan tentang keterkaitan keadaan benda dan pengaruhnya kemudian direspon oleh lawan bicara.
E. Metode Pembelajaran 1. Pendekatan ilmiah (Scientific Approach: Observing-QuestioningExploring-Associating-Communicating). 2. Discovery learning.
F. Media, Alat dan Sumber Pembelajaran Media
: Berbagai benda penemuan secara nyata atau gambar dan PowerPoint untuk menjelaskan. Alat : Laptop, LCD, loud speaker, gambar-gambar, PowerPoint. Sumber Belajar : Buku Teks “Pathway to English 3” Program Peminatan – Sudarwati and Grace, Penerbit Erlangga, Jakarta. Chapter 1 Is He Such a Hard-Working Animator?
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G. LANGKAH-LANGKAH PEMBELAJARAN
1. Pendahuluan/Kegiatan awal Kegiatan 1 • Guru dan peserta didik saling memberi salam, dilanjutkan dengan doa bersama. • Guru memeriksa kehadiran peserta didik. • Peserta didik merespon dengan “I am here/ yes, ma’am/ present.” Kegiatan2 • Guru meminta peserta didik memperhatikan peta Jawa Tengah dan meminta mereka mendiskusikan industri kreatif di kotakota yang ada di Jawa Tengah dengan melengkapi tabel. • Peserta didik memperhatikan peta Jawa Tengan dan meminta mereka mendiskusikan industri kreatif di kota-kota yang ada di Jawa Tengah dengan melengkapi tabel. • Guru meminta peserta didik mendiskusikan tentang industri kreatif di daerah masing-masing, dan menjawab beberapa pertanyaan. • Peserta didik mendiskusikan tentang industri kreatif di daerah masing-masing, dan menjawab beberapa pertanyaan. • Guru menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai, dan menyampaikan cakupan materi dan penjelasan uraian kegiatan sesuai silabus. • Peserta didik mendengarkan cakupan materi dan rencana kegiatan pembelajaran.
2. Kegiatan Inti Strategi Alternatif Model PPP bisa dikembangkan. Guru bisa mempersiapkan dengan menambah foto atau gambar yang lebih besar disesuaikan dengan tokoh setempat untuk memancing keaktifan peserta didik.
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Kegiatan 1 • Guru meminta peserta didik mendengarkan dan menirukan frasa/kalimat yang didengar. • Peserta didik mendengarkan dan menirukan frasa/kalimat yang didengar. Buku Guru Pathway to English 3
Kegiatan 2 • Guru meminta peserta didik mendengarkan pernyataan tentang seseorang yang terkenal di dunia industri kreatif dan meminta peserta didik untuk menebak siapa orang tersebut. • Peserta didik mendengarkan pernyataan tentang seseorang yang terkenal di dunia industri kreatif dan menebak siapa orang tersebut. Kegiatan 3 • Guru meminta peserta didik mendengarkan pesan tentang seni, selama mendengarkan peserta didik juga melengkapi kalimat rumpang. • Peserta didik mendengarkan pesan tentang seni, selama mendengarkan peserta didik juga melengkapi kalimat rumpang. Kegiatan 4 • Guru meminta peserta didik mendengarkan dialog dan memperagakannya di depan kelas. • Peserta didik mendengarkan dialog dan memperagakannya di depan kelas. Kegiatan 5 • Guru meminta peserta didik menjawab pertanyaan yang berkaitan dengan dialog yang mereka peragakan. • Peserta didik menjawab pertanyaan yang berkaitan dngan dialog yang mereka peragakan.
Strategi Alternatif Guru bisa membagi kelas menjadi kelompok 4 atau 5. Setiap kelompok menyiapkan satu pertanyaan, ditulis dipapan tulis. Guru mengoreksi pertanyaan tersebut. Setiap kelompok memilih pertanyaan dari kelompok lain untuk didiskusikan dan dilaporkan secara bersama didepan kelas.
Kegiatan 6 • Bersama dengan peserta didik, guru mendiskusikan beberapa pertanyaan tentang seseorang bisa menjadi terkenal. • Bersama dengan guru, peserta didik mendiskusikan beberapa pertanyaan tentang seseorang bisa menjadi terkenal.
Chapter 1 Is He Such a Hard-Working Animator?
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Kegiatan 7 • Guru meminta peserta didik menuliskan apa yang telah mereka ketahui tentang industri kreatif yang ada di kota mereka pada kolom K di tabel K-W-L. • Peserta didik menuliskan apa yang telah mereka ketahui tentang industri kreatif yang ada di kota mereka pada kolom K di tabel K-W-L. Kegiatan 8 • Guru meminta peserta didik untuk memikirkan dua pertanyaan yang ingin diketahui tentang industri kreatif dan menuliskannya ke dalam kolom K-W-L. • Peserta didik memikirkan dua pertanyaan yang ingin diketahui tentang industri kreatif dan menuliskannya ke dalam kolom K-W-L. Kegiatan 9 • Setelah selesai membaca teks yang diberikan oleh guru, peserta didik diminta untuk menuliskan apa yang telah mereka pelajari dari teks itu dan menuliskannya pada kolom L di tabel K-W-L. • Setelah selesai membaca teks yang diberikan oleh guru, peserta didik diminta untuk menuliskan apa yang telah mereka pelajari dari teks itu dan menuliskannya pada kolom L di tabel K-W-L. Kegiatan 10 • Guru meminta peserta didik untuk membaca teks tentang industri kreatif di Jakarta dan menjawab pertanyaan. • Peserta didik membaca teks tentang industri kreatif di Jakarta dan menjawab pertanyaan. Kegiatan 11 • Setelah mmpelajari tentang penggunaan such/so… that… guru meminta peserta didik untuk melengkapi email dengan ‘so’ atau ‘such’. • Setelah mmpelajari tentang penggunaan such/so… that… peserta didik untuk melengkapi email dengan ‘so’ atau ‘such’.
Buku Guru Pathway to English 3
Kegiatan 12 • Guru meminta peserta didik bekerja kelompok dan melengkapi kalimat menggunakan ’so...that...’ atau ’such...that...’ sesuai dengan gambar yang disediakan. • Peserta didik bekerja kelompok dan melengkapi kalimat menggunakan ’so...that...’ atau ’such...that...’ sesuai dengan gambar yang disediakan. Kegiatan 13 • Guru meminta peserta didik bekerja kelompok untuk mendiskusikan industri kreatif dan menuliskannya dengan menggunakan ’so/such...that...’ • Peserta didik bekerja kelompok untuk mendiskusikan industri kreatif dan menuliskannya dengan menggunakan ’so/such... that...’ Kegiatan 14 • Guru meminta peserta didik membuat 5 dialog menggunakan ’so...that...’ atau ’such...that...’ sesuai dengan aktifitas yang dilakukan dalam kelompok. • Peserta didik membuat 5 dialog menggunakan ’so...that...’ atau ’such...that...’ sesuai dengan aktifitas yang dilakukan dalam kelompok. Strategi Alternatif Cooperative learning, the captain and the crew, bisa diterapkan. Hasil pekerjaan bisa ditulis di bekas kalender dan ditempel di papan untuk diobservasi kelompok lainnya dan guru bisa melakukan Penilaian kerja sama. Kegiatan 15 • Guru meminta peserta didik mempelajari pattern dari ‘so/ such... that. • Peserta didik mempelajari pattern dari so/such..that. Kegiatan 16 • Guru meminta peserta didik untuk menuliskan kalimat yang tercetak miring pada tabel yang disediakan. • peserta didik untuk menuliskan kalimat yang tercetak miring pada tabel yang disediakan. Chapter 1 Is He Such a Hard-Working Animator?
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Strategi Alternatif Cooperative learning, discuss-share-listen, bisa diterapkan. Hasil pekerjaan tertulis bisa ditulis di bekas kalender dan ditempel di papan untuk diobservasi kelompok lainnya dan guru bisa melakukan Penilaian kerja sama, sedangkan rekaman bisa diperdengarkan di kelas.
Kegiatan 18 • Guru meminta peserta didik untuk melengkapi sebuah pesan dengan kalimatnya sendiri menggunakan ’so...that...’ atau ’such...that...’ • Peserta didik untuk melengkapi sebuah pesan dengan kalimatnya sendiri menggunakan ’so...that...’ atau ’such...that...’ Kegiatan 19 • Guru meminta peserta didik memikirkan kecakapan yang mereka miliki dan mendiskusikan beberapa pertanyaan dari guru. • Peserta didik memikirkan kecakapan yang mereka miliki dan mendiskusikan beberapa pertanyaan dari guru. Kegiatan 20 • Guru meminta peserta didik membuat dialog berdasarkan pertanyaan yang diberikan oleh guru. Dan menggunakan ‘so...that...’ dan ‘such...that...’ untuk menjawab dan merespon. • Peserta didik membuat dialog berdasarkan pertanyaan yang diberikan oleh guru. Dan menggunakan ‘so...that...’ dan ‘such... that...’ untuk menjawab dan merespon.
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Kegiatan 17 • Guru meminta peserta didik untuk bekerja kelompok dan mencari ungkapan lain yang menggunakan so...that... dan such...that... dan menjawab beberapa pertanyaan, lalu mempresentasikan hasilnya di depan kelas. • Peserta didik bekerja kelompok dan mencari ungkapan lain yang menggunakan so...that dan such...that dan menjawab beberapa pertanyaan, lalu mempresentasikan hasilnya di depan kelas.
Buku Guru Pathway to English 3
Kegiatan 21 • Guru meminta peserta didik untuk melakukan role-play dari dialog yang dibuat dan merekamnya. • Peserta didik melakukan role-play dari dialog yang dibuatnya dan merekamnya. Kegiatan 22 • Guru meminta peserta didik membuat self-reflection. • Peserta didik membuat self-reflection.
3.
Kegiatan Penutup Kegiatan 1 Guru mengulang kembali materi secara singkat. Kegiatan 2 Guru meminta umpan balik tentang materi yang susah dipelajari. Kegiatan 3 Guru memberikan penugasan terstruktur. Kegiatan 4 Guru menyampaikan rencana pembelajaran selanjutnya.
Strategi Alternatif Pada kegiatan penutup, peserta didik dapat membuat learning journal/self-reflection, melakukan penilaian diri sendiri, dan melakukan penilaian antar teman. Tulisan refleksi peserta didik bisa dijadikan refleksi bagi guru sebelum melanjutkan ke bab berikutnya.
H. PENILAIAN 1. Penilaian pengetahuan dengan teks tertulis (Soal dibuat oleh guru). 2. Penilaian penerapan dilakukan dengan penilaian rubrik (lembar rubric terlampir). Agar penilaian dapat mencakup semua aspek yang diharapkan, lembar penilaian yang mencakup aspek yang akan dinilai perlu disiapkan. Misalnya: 1. lembar penilaian diri sendiri 2. lembar penilaian antarteman 3. lembar rubrik keterampilan berbicara
Chapter 1 Is He Such a Hard-Working Animator?
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Speaking Assessment Rubric Name : ………………… No
Criteria to be assessed
Low (5 – 9)
Class/Number : ……../ …….. Good (10 – 19)
Very Good (20 – 25)
Score
1. Pronunciation Many errors Comprehensible Sound like a interfere native speaker comprehensibility 2. Intonation
No variation in intonation
Perform some variation of intonation
Accurate intonation
3. Grammar
Many grammatical mistakes that negatively affect communication
Make several grammatical errors that do not interfere with communication
Few minor grammatical errors that do not interfere with communication
4. Content
Fails to communicate ideas
Comprehensible, Contextually add some correct supporting ideas Total score Maximum Score = 100
I. Kunci Jawaban
2. The following persons are very famous in creative industries. Listen to the following statements and guess who the speakers are talking about. She is such a hard-working animator that she never gives up improving her skill and always asks for critiques. He is so famous that you can enjoy his performance as a presenter, movie actor, and fashion designer. He is such a well-known culinary expert in Indonesia that many chefs want to learn the art of European and Asian cuisine from him. 10
Buku Guru Pathway to English 3
Rini Triyani Sugiyanto Ivan Gunawan
William Wirjaatmadja Wongso
He is so brilliant that he got a full bright scholarship for studying comic at the Savannah College of Art and Design. This Indonesian artist was so popular that his works continue to inspire thousands of people all over the world. He is such a talented fashion designer that he won the annual wonders of Indonesian fashion competition in 2012. He was such a talented painter that he had ever won the prestigious Silver Medal in 1937 at the International Colonial Art Exposition in Paris.
Christiawan Lie
Sujana Kerton
Hardinata Tjoa
Ida Bagus Made
3. Listen to a message about art. While listening, complete the blank spaces. I am 1) so attached to my paintings that they have become part of me. I transfer my spirit into my paintings to make them 2) so alive that they are not mere paintings in my eyes. I am really into my artwork since I transfer my emotions, such as happiness, misery, anger, and disappointment. I feel that I am 3) such a sensitive painter that I could express my feelings and emotion through painting. 5. Answer the following questions based on the previous dialog. Check your comprehension. a. A famous presenter and designer b. Ivan Gunawan is the niece of Adji Notonegoro? c. Ivan Gunawan d. ‘miss’ means not to enjoy e. Their exclusive designs Chapter 1 Is He Such a Hard-Working Animator? 11
h. He’s so popular that he appears almost every day on TV. i. The speaker wants to ensure that Ivan Gunawan is the niece of a fashion designer, Adji Notonegoro
10. Based on each picture provided, complete each sentence with ‘so…that…’ or ‘such…that…’ in group. See the example. a. 1) H L Bentley, Jakarta 2) Jakarta’s creative industries are very low b. 1) HL Bentley’s opinion about Jakarta’s creative industries 2) Empowering the citizens of Jakarta to reap economic benefit from creative activities, directly and transparently c. What does the underlined word mean? I was inclined to share It is true that that the seeds of cultural celebration Promoting the diverse cultures things should be done to empower to reap economic benefit from creative activities,
moved Early stages different Give someone freedom to do something Get
d. so slim that = so low that e. The citizens of Jakarta haven’t been very active in getting the benefits from creative activities.
11. Complete the following email with so or such. (1) so (4) so (2) such (5) so (3) such (6) such 16. Categorize the underline words in Activity 15 into the following tables.
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so adjective
that
so
that
brilliant
Buku Guru Pathway to English 3
clause You can enjoy his performance as a presenter, movie actor, and fashion designer
so
popular
that
his work continues to inspire thousands of people all over the world
such (article) adjective
such
a
wellknown
Such
a
talented
Such
a
talented
noun
that
clause many chefs want to learn the art culinary that of European and expert Asian cuisine from him he won the annual wonders fashion of Indonesian that designer fashion competition in 2012 he won a prestigious silver medal in 1937 at painter that the International Colonial Art Exposition in Paris
J. Transkrip Audio
1. Listen and repeat. such such such such
a a a a
hard-working animator well-known culinary expert talented fashion designer talented painter
so famous so brilliant so popular so interested in every subject
Activity 4 Listen to the dialog and act it out in front of the class. Nancy : Guess who he is! Ronaldo : It looks like a famous presenter. Chapter 1 Is He Such a Hard-Working Animator? 13
Nancy : That’s right. He’s so popular that he appears aalmost every day on TV. Ronaldo : He is also a very famous fashion designer, isn’t he? Nancy : Exactly! He’s such a good designer that many well-known Indonesians are proud to wear his designs. Ronaldo : People say that his career began as an assistant designer. Nancy : Correct. In 2004, he began his career as a fashion designer and opened a studio. He designs exclusive cocktail dress and evening gowns under the trade name ‘Ivan Gunawan.’ Ronaldo : That’s very true. Do you know that he is the nephew of a fashion designer named Adji Notonegoro? Nancy : Adji Notonegoro? He is so popular that many famous people, such as Bill Clinton the former U.S. president, Kofi Anan, the former United Nations’ Secretary-General, and the Sultan of Brunei and his family, wear his exclusive batik designs. Ronaldo : You are right. If I’m not mistaken, he was born on December 31, 1981. Is he from Jakarta? Nancy : Well, I’m not so sure. But I know that he is also such a talented movie actor that I never miss his acting. Ronaldo : Is that true? To tell the truth, I have never seen him acting in a movie. Activity 14 Make a dialog based on the questions in Activity 13 and use the connectives ‘so…that…’ and ‘such…that…’ Example Woman : What do you like about the creative industry? Man : Amazing young man. Woman : What do you mean? Man : There are many creative young men. They are so amazing that they help our city become one of the most creative cities in our country. Woman : Do you think you are going to be successful in the same industry? Man : I think so. I am such a hard-working man that I will never give up my dream. Woman : That’s great! 14
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Chapter 2 I’m on Top of the World A. KOMPETENSI DASAR
Pengetahuan 3.2 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait benda dengan pewatas berupa sifat, jenis, dan fakta keadaan/kejadian, sesuai dengan konteks penggunaannya.
Keterampilan 4.2 Menyusun teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait benda dengan pewatas berupa sifat, jenis, dan fakta keadaan/ kejadian, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
B. INDIKATOR
Pengetahuan 3.2.1 Mengidentifikasi prepositional phrase. 3.2.2 Menemukan informasi terperinci dari bacaan. 3.2.3 Mengidentifikasi prepositional phrase.
Keterampilan 4.2.1 Melakukan roleplay dengan menggunakan prepositional phrase. 4.2.2 Memberikan contoh ketika berdialog.
C. TUJUAN PEMBELAJARAN Peserta didik mampu: 3.2.1 mengidentifikasi prepositional phrase. 3.2.2 menemukan informasi terperinci dari bacaan. 3.2.3 mengidentifikasi prepositional phrase.
4.2.1 melakukan roleplay dengan menggunakan prepositional phrase. 4.2.2 memberikan contoh ketika berdialog.
D. MATERI PEMBELAJARAN
Fakta Prepositional phrase diperlukan untuk memperjelas sesuatu. Hal ini berguna dalam memberikan informasi yang lebih jelas.
Konsep Prepositional phrase digunakan untuk menunjukkan keterangan tempat, arah, cara, waktu, dan lain-lain. Pemberian keterangan memperjelas informasi yang disampaikan.
Prinsip • Fungsi sosial: memberikan informasi • Unsur kebahasaan: prepositional phrase
E. METODE PEMBELAJARAN
1. Pendekatan saintifik 2. Discovery learning
F. MEDIA, ALAT DAN SUMBER PEMBELAJARAN
Media
: Berbagai benda penemuan secara nyata atau gambar dan power point slides untuk menjelaskan Alat : Laptop, LCD, loud speaker, gambar-gambar, power point Sumber belajar : Buku Teks Pathway to English 3 Kelompok Peminatan – Sudarwati and Grace, Penerbit Erlangga, Jakarta
G. LANGKAH-LANGKAH PEMBELAJARAN 1. 16
Pendahuluan/Kegiatan Awal Kegiatan 1 • Guru dan siswa saling memberi salam, lalu berdoa. • Guru mengecek kehadiran siswa. • Peserta didik merespon dengan “I am here/yes, ma’am/present.”
Buku Guru Pathway to English 3
Kegiatan 2 • Guru meminta peserta didik memperhatikan gambar dan menjawab pertanyaan tentang posisi. • Peserta didik memperhatikan gambar dan menjawab pertanyaan tentang posisi. Kegiatan 3 • Guru meminta peserta didik melengkapi paragraf rumpang berdasarkan gambar yang disediakan. • Peserta didik melengkapi paragraf rumpang berdasarkan gambar yang disediakan. Kegiatan 4 • Guru meminta peserta didik mencari lagu di internet dan mendengarkannya untuk mengisi lirik lagu rumpang. • Peserta didik mencari lagu di internet dan mendengarkannya untuk mengisi lirik lagu rumpang. Kegiatan 5 • Guru menyampaikan tujuan pembelajaran tentang prepositional phrases.
2. Kegiatan Inti Kegiatan 1 • Guru meminta peserta didik mengidentifikasi prepositional phrases dalam aktivitas-aktivitas sebelumnya. • Peserta didik mengidentifikasi prepositional phrases dalam aktivitas-aktivitas sebelumnya. Kegiatan 2 • Guru meminta peserta didik mengidentifikasi prepositional phrases dalam aktivitas-aktivitas sebelumnya. • Peserta didik mengidentifikasi prepositional phrases dalam aktivitas-aktivitas sebelumnya. Kegiatan 3 • Guru meminta peserta didik menuliskan permasalahan dalam belajar prepositional phrases. • Peserta didik menuliskan permasalahan dalam belajar prepositional phrases. Kegiatan 4 • Guru meminta peserta didik mencari solusi permasalahan dalam belajar prepositional phrases. Chapter 2 I’m on the Top of the World 17
18
•
Peserta didik mencari solusi permasalahan dalam belajar prepositional phrases. Kegiatan 5 • Guru meminta peserta didik mencocokkan preposisi dengan kata benda. • Peserta didik mencocokkan preposisi dengan kata benda. Kegiatan 6 • Guru meminta peserta didik mendengarkan monolog untuk mengisi teks rumpang. • Peserta didik mendengarkan monolog untuk mengisi teks rumpang. Kegiatan 7 • Guru meminta peserta didik mengelompokkan prepositional phrases berdasarkan fungsinya. • Peserta didik mengelompokkan prepositional phrases berdasarkan fungsinya. Kegiatan 8 • Guru meminta peserta didik menentukan fungsi prepositional phrases dalam kalimat. • Peserta didik menentukan fungsi prepositional phrases dalam kalimat. Kegiatan 9 • Guru meminta peserta didik mendeskripsikan gambar dengan prepositional phrases. • Peserta didik mendeskripsikan gambar dengan prepositional phrases. Kegiatan 10 • Guru meminta peserta didik melakukan roleplay dengan membuat percakapan yang berisi prepositional phrases. • Peserta didik melakukan roleplay dengan membuat percakapan yang berisi prepositional phrases. Kegiatan 11 • Guru meminta peserta didik mencocokkan profesi dengan definisinya. • Peserta didik mencocokkan profesi dengan definisi nya. Buku Guru Pathway to English 3
Kegiatan 12 • Guru meminta peserta didik melengkapi kalimat dengan prepositional phrases. • Peserta didik melengkapi kalimat dengan prepositional phrases. Kegiatan 13 • Guru meminta peserta didik membaca teks dan menjawab pertanyaan. • Peserta didik membaca teks dan menjawab pertanyaan. Kegiatan 14 • Guru meminta peserta didik bermain BINGO secara berkelompok. • Peserta didik bermain BINGO secara berkelompok. Kegiatan 15 • Guru meminta peserta didik mendiskusikan materi tentang prepositional phrases yang telah dipelajar secara berkelompok. • Peserta didik mendiskusikan materi tentang prepositional phrases yang telah dipelajar secara berkelompok. Kegiatan 16 • Guru meminta peserta didik membuat laporan hasil diskusi. • Peserta didik membuat laporan hasil diskusi.
Alternatif Kegiatan Guru dapat memilih salah satu kegiatan dari kegiatan-kegiatan yang serupa untuk dilaksanakan di kelas jika alokasi waktu tidak mencukupi. Kegiatan yang lain dapat digunakan sebagai bagian tugas terstruktur atau tugas rumah.
Kegiatan Penutup a. Guru mengulang kembali materi. b. Guru meminta umpan balik mengenai materi yang sulit. c. Peserta didik memberikan umpan balik. d. Guru memberi peserta didik penugasan terstruktur untuk menjelaskan sesuatu dengan prepositional phrases. e. Guru menyampaikan rencana pembelajaran selanjutnya.
3.
Chapter 2 I’m on the Top of the World 19
H. KEGIATAN PENGAYAAN Peserta didik membuat percakapan yang melibatkan prepositional phrases untuk memperjelas informasi. Percakapan ini diperagakan, direkam, dan diunggah ke media sosial untuk mendapat masukan dari teman dan guru.
I. PENILAIAN
1. Penilaian pengetahuan dengan tes tertulis (Soal dibuat oleh guru.) 2. Penilaian keterampilan dilakukan dengan rubrik (rubrik terlampir)
Agar penilaian dapat mencakup semua aspek yang diharapkan, lembar penilaian yang mencakup aspek yang akan dinilai perlu disiapkan. Misalnya: 1. lembar penilaian diri sendiri; 2. lembar penilaian antar teman; 3. lembar rubrik keterampilan berbicara; 4. lembar rubrik keterampilan menulis. Speaking Assessment Rubric Name : ………………… No
Criteria to be assessed
Low (5 – 9)
Class/Number : ……../ …….. Good (10 – 19)
Very Good (20 – 25)
1. Pronunciation Many errors Comprehensible Sound like a interfere native speaker comprehensibility 2. Intonation
No variation in intonation
Perform some variation of intonation
Accurate intonation
3. Grammar
Many grammatical mistakes that negatively affect communication
Make several grammatical errors that do not interfere with communication
Few minor grammatical errors that do not interfere with communication
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Buku Guru Pathway to English 3
Score
4. Content
Fails to communicate ideas
Comprehensible, Contextually add some correct supporting ideas Total score Maximum Score = 100
Writing Assessment Rubric Name : ………………… No
Criteria to be assessed
1.
Content
2.
Low (5 – 9)
Class/Number : ……../ …….. Good (10 – 19)
Very Good (20 – 25)
Illogical ideas
Logical ideas with irrelevant supporting ideas
Logical opinions with relevant supporting ideas
Text organization
Unorganized
Well-organized, unclear elaboration of ideas
Well-organized with clear elaboration of ideas
3.
Grammar
Make many grammatical mistakes that negatively affect communication
Make several grammatical errors that do not interfere with communication
Few minor grammatical errors that do not interfere with communication
4.
Vocabulary
Basic Developed vocabulary, less vocabulary precise
5.
Mechanic
Some errors with spelling and punctuation
Mostly effective use of capitalisation, punctuation and spelling
Score
Purposefully chosen vocabulary Effective use of capitalisation, punctuation and spelling
Chapter 2 I’m on the Top of the World 21
6.
Tidiness and Unreadable, Clear font, deadline late submission on-time submission
Neat writing, in-time submission
Total score score × 2 ________ Final Score = Total
3 Maximum Score = 100
J. KUNCI JAWABAN
1. In pairs, study this picture carefully and mention their names.
a. b. c. d. e. f. g. h. i. j.
Jen/Anne is sitting behind Richard. Jen is posing between Anne and Brian. Anne is sitting behind Mona. Mona/Richard is standing in front of Anne. Brian is sitting on the left side of Jen. Jen is posing on the right side of Brian. Richard is standing in front of Anne. Jen is sitting beside Anne. Richard is standing in front of Mona. Anne is sitting on the right side of Jen.
2. Complete the paragraph with the suitable words based on the picture below.
3. Search online a video clip of “Top of the World,” sung by The Carpenters. While watching, complete the song lyrics with the words you hear. Then sing the song with your friends. 22
This is the house I bought last week. It’s a typical American house. The house costs ten thousand dollars. It has a garage a) on the right side of the house. There is a window b) above the main door. I will live here with my family. But first of all, we must arrange some furniture c), such as table, chairs, and sofa in the living room. My wife will plant flowers d) in the small garden. My two sons are helping me mowing the lawn e).
Buku Guru Pathway to English 3
Such a feeling’s coming over me (1) There is wonder in most everything I see Not a cloud in the sky (2) Got the sun in my eyes (3) And I won’t be surprised if it’s a dream Everything I want the world to be Is now coming true especially for me And the reason is clear It’s because you are here You’re the nearest thing to heaven that I’ve seen (Chorus:) I’m on top of the world (4) looking down on creation And the only explanation I can find s the love that I’ve found ever since you’ve been around Your love’s put me at the top of the world (5) Something in the wind (6) has learned my name And it’s telling me that things are not the same In the leaves (7) on the trees (8) and the touch of the breeze (9) There’s a pleasing sense of happiness for me There is only one wish on my mind (10) When this day is through I hope that I will find That tomorrow will be just the same for you and me All I need will be mine if you are here 1. If you pay attention to the previous three activities, they talk about prepositional phrases. They can be identified with the prepositions such as on, in, at, etc. Mention the other prepositions in those three activities.
Over, of
2. Underline the prepositional phrases in the sentences in the previous three activities. Chapter 2 I’m on the Top of the World 23
3. Do the following task. From the questions above, write in a piece of paper which question is crucial for you. Answer will vary, for example: How do I form a prepositional phrase? What is the function of prepositional phrases? 5. With your friend, match the preposition in the left column with the nouns in the right column. A
B
1) into 2) behind 3) across 4) over 5) between 6) under 7) alongside 8) during 9) beside 10) around
c) the sea g) the cupboard h) the street d) the rain i) the bank and the post office j) the bed f ) the river e) the fire a) the curb b) the room
6. Listen to Mona telling her experience. Complete the text with the prepositional phrases you hear. 1) to Yogyakarta 2) in a single seat 3) in front of me 4) in the situation 5) on the right side of my seat 6) to the dining car 7) in a red T-shirt and blue jeans 8) on the table 9) out of his pocket 10) out of the room 24
Buku Guru Pathway to English 3
7. When you have finished, analyze the prepositional phrases according to the right headings. Which one? Discription
When? Time
in a red T-shirt and blue jeans
in the situation
Which direction? Location
Where? Location to Yogyakarta in a single seat in front of me on the right side of my seat
to the dining car out of his pocket out of the room
8. Decide whether the prepositional phrases in the sentences are used as adjectives or adverbs. a. The river outside the boundary is dangerous to cross. adjective
b. All the passengers aboard the bullet train were frightened adjective
when they heard the explosion.
c. My shopping list needs to be put into my purse, so that I adverb
won’t forget it.
d. We will order pizza during the break. adverb
e. Put the fresh flowers in the Chinese ceramic vase. adverb
f.
The clues within the first few chapters will lead to the murderer. adjective
g. Before the first period, Josh borrowed a pencil adverb
from his classmate. adverb
Chapter 2 I’m on the Top of the World 25
h. The sweet potatoes in the vegetable bin are green with mold. adjective
i.
Feeling brave, we tried the Devil Chili paste at the Primadona Restaurant. adjective
j.
After school, the children play volleyball adverb
at the park near the river. adverb
adverb
9. Look at the picture of a dining room. Describe this picture using prepositional phrases.
Answer will vary, for example: This is my dining room. It is behind the living room. There are a table and six chairs at the center of the room. There is a carpet under the table and the chairs. A beautiful chandelier hangs above the table. The chairs and table are made of wood and so is the floor. The walls are soft yellow. With the yellow walls and wooden floor and furniture, the room looks golden. Next to the table, there are big windows with an off-white curtain.
Do the same thing for these pictures. Answer will vary, for example: Picture 2 The double bed has a headboard. On its right and left, there is each a bedside table with a lamp on it. In front of the bed, there is a vanity. Next to the bed, there is a big window with a white curtain. The floor and furniture are made of wood. Picture 3 This is a family of 7 that consists of a grandfather, a grandmother, a father, a mother, and three children. The two oldest children are boys aged between 6 and 10. The youngest one is a girl, not older than four. Picture 4 This particular stall sells fruits. The fruits are neatly arranged. There are labels that tell the buyers the name or kind of the fruits and their
26
Buku Guru Pathway to English 3
prices. Some of the fruits are packed in vacuum plastic packaging. There are all kinds of fruits, such as watermelon, banana, grape, kiwi, pineapple, mango, and orange. 10. Look at the map. Make a role play about the map using the prepositional phrases.
Answer will vary, for example: You : I need to buy some fruits too. And mom asked me to get some chicken. Your friend : You can get some fruits in the produce section in front of the flowers section. You : I’m running out of milk. Where can I get some? Your friend : It’s in the alley to the right, just in front of the frozen foods section. We’ll need some materials for baking if you want to bake a cake for your mom yourself. You : I think I’ll just buy one from the bakery. Where is it? Your friend : There, right in the left alley, next to the dairy section. You : What about the meat section? Your friend : It’s just next to the dairy section. We’ll get it after buying fruits, and then let’s get some milk and a cake. You : Okay, let’s go.
11. Match the jobs in column A with the definitions in column B.
Column A a. Lifeguard b. Actor c. Librarian d. Surgeon
Column B A person who protects swimmers from drowning at a beach or in a swimming pool A person who acts in a play or a movie A person who works in a library A person who does surgery at a hospital Chapter 2 I’m on the Top of the World 27
e. Flight attendant f. Lecturer g. Garbage collector h. Accountant i. Disk jokey j. Broadcaster
A man/woman who looks after the passengers on the plane A person who gives lectures, usually in a university A person who collects trash/rubbish from bins in the street A person who deals with the finances of a company A person who plays recorded music at a party or nightclub A person who tells us the news on the radio or television
12. Complete the sentences with the prepositional phrases. a. A nurse is a person trained to help a doctor look after the sick or injured in a hospital or clinic. b. An optician is a person who checks your eyes and tries and corrects any problems with your eyes. c. A postman is a person who delivers mails to people’s homes. d. A receptionist is a person who works at the front desk in a hotel, an office, etc. e. A shop assistant is a person who works in a shop. f. A traffic warden is a person who patrols areas to check that people park their cars at the designated parking area. g. A butcher is a person who works with meat. They cut the meat and sell it in the market. h. A chef/cook is a person who prepared food for others in a restaurant. i. A gardener is a person who keeps gardens clean and tidy. They take care of the plants in the garden. j. A judge is a person who is qualified to decide cases in the court.
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Buku Guru Pathway to English 3
13. Read the following text and answer the questions. a. What is the text about? The Inuit people. b. Identify and underline all the prepositional phrases. The Inuit, who used to be called “Eskimos,” are the people of the Canadian Arctic. They have adapted to the freezing cold surroundings, where they depend on marine life for food. In the area, vegetables and trees are hard to find. The Inuit hunt land animals during the summer with traditional weapons such as bows and arrows. Their primary means of transport is sleds pulled by dogs. In order to protect their body from the extreme cold, they made clothing out of caribou fur. Another interesting fact about the Inuit is the igloos, houses made of snow blocks that they live in during winter. c. Put the prepositional phrases under the suitable headings. Which one? Discription
When? Time
Where? Location
How? Method
• about the Inuit
• during the summer • during winter
• to the freezing cold surroundings • In the area
• on marine life • with traditional weapons • out of caribou fur
d. Why do you think it is hard for the Inuit to grow vegetables? Because the land is mostly covered by snow, which does not allow most plants to grow. e. How do the Inuit feed themselves? By hunting animals. f.
How do the Inuit travel around? On sleds.
Chapter 2 I’m on the Top of the World 29
g. What is caribou? What does it look like? A large kind of deer that lives in northern parts of the world. It looks like a deer. h. What is your opinion about the Inuit?
Answer will vary, for example: They are hardworking people because they tried very hard to survive he harsh cold of their environment.
K. TRANSKRIP AUDIO
6. Listen to Mona telling her experience. Complete the text with the prepositional phrases you hear.
30
Riding on a train is not always comfortable. This is what I experienced when I went to Yogyakarta 1) last week. Dad, Mom, and I had to sit all together in a single seat 2). Three charming girl sat in front of me 3). Suddenly our compartment became very crowded. The hawkers made the compartment very hot. I couldn’t stand sitting in the situation 4) so I opened the window on the right side of my seat 5) to get some fresh air. I felt hungry and asked my dad and mom to buy me some snacks, but they refused to do so. So I went to the dining car 6) alone. I was about to eat when suddenly a drunken man in a red T-shirt and blue jeans 7) appeared. He made so much trouble by talking nastily and pounding his hand on the table 8). To my surprise, he took a knife out of his pocket 9). Realizing the danger, I ran out of the room 10) but he ran faster than I expected.
Buku Guru Pathway to English 3
chapter 3 what is coruption? A. KOMPETENSI DASAR: Pengetahuan 3.3 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait keterangan (circumstance), sesuai dengan konteks penggunaannya. (Perhatikan unsur kebahasaan klausa finite atau klausa non-finite). Keterampilan 4.3 Menyusun teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait keterangan (circumstance), dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
B. INDIKATOR Pengetahuan 3.3.1 Mengidentifikasi fungsi sosial dari memberi keterangan. 3.3.2 Mengindentifikasi struktur dari memberi keterangan. 3.3.3 Mengidentifikasi unsur kebahasaan dari memberi keterangan. Keterampilan 4.3.1 Menanyakan keterangan. 4.3.2 Merespons dengan memberi keterangan. 4.3.3 Menanyakan suatu keterangan.
c. TUJUAN PEMBELAJARAN Peserta didik mampu: 1. mengidentifikasi fungsi sosial dari memberi keterangan. 2. mengindentifikasi struktur teks dari memberi keterangan. 3. mengidentifikasi unsur kebahasaan dari memberi keterangan. 4. menanyakan keterangan.
5. merespons dengan memberi keterangan. 6. menanyakan keterangan.
D. MATERI PEMBELAJARAN Struktur teks: • The movie which was released last week has attracted thousands of people to watch it. • The arguments presented in the essay are based only on the data. • Fear of losing power causes people in power to do anything.
Unsur kebahasaan: (1) Klausa finite (2) Klausa non-finite (3) Penggunaan nominal singular dan plural secara tepat, dengan atau tanpa a, the, this, those, my, their, dsb secara tepat dalam frasa nominal (4) Ucapan, tekanan kata, intonasi (5) Ejaan dan tanda baca (6) Tulisan tangan.
Topik: orang, benda, binatang, di sekolah, rumah, dan sekitarnya dan yang relevan dengan kehidupan siswa sebagai remaja dan pelajar SMA, dengan memberikan keteladanan tentang perilaku santun, gotong royong, peduli, jujur, disiplin, percaya diri, kerjasama, dan bertanggung jawab.
E. METODE PEMBELAJARAN
1. Pendekatan ilmiah (Scientific Approach: Observing-QuestioningExploring-Associating-Communicating). 2. Discovery learning.
F. MEDIA, ALAT DAN SUMBER PEMBELAJARAN
Media
Alat
32
: Berbagai benda penemuan secara nyata atau gambar dan power point slides untuk menjelaskan : Laptop, LCD, loud speaker, gambar-gambar, power point
Buku Guru Pathway to English 3
Sumber belajar : Buku Teks Pathway to English 3 Kelompok Peminatan – Sudarwati and Grace, Penerbit Erlangga, Jakarta
G. LANGKAH-LANGKAH PEMBELAJARAN 1. Pendahuluan/Kegiatan awal Kegiatan 1 • Guru dan peserta didik saling memberi salam, dilanjutkan dengan doa bersama. • Guru mencek kehadiran peserta didik. Peserta didik dapat merespon dengan “I am here/yes, ma’am/present.”
Kegiatan 2 • Guru meminta peserta didik untuk memperhatikan gambar kemudian menjawab pertanyaan berdasarkan gambar tersebut. • Peserta didik untuk memperhatikan gambar kemudian menjawab pertanyaan berdasarkan gambar tersebut. Alternatif Kegiatan Apabila tidak tersedia benda nyata, guru dapat mendownload gambar dari Internet dan mencetaknya, atau mencari dari majalah atau surat kabar berbahasa Inggris. Apabila tidak tersedia LCD, laptop, atau perangkat audio, guru dapat menempelkan gambar besar di papan tulis atau membagikan beberapa gambar ke peserta didik.
2. Kegiatan Inti Dari 5 kegiatan yang tersedia, bisa dipilih 3 diantaranya yang sesuai dengan analisis awal peserta didik, sarana-prasarana, jenis penilaian. Alternatif kegiatan inti yang dapat dipilih adalah Activity 1, 2 dan 4. Kegiatan 1 • Guru memutar audio untuk Activity 1. • Peserta didik mendengarkan audio dan menyusun kata yang tidak berurutan menjadi frasa yang tepat. Kegiatan 2 • Guru memutar audio untuk Activity 2. • Peserta didik mendengarkan audio dan memilih respon yang tepat. Chapter 3 What Is Corruption? 33
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Kegiatan 3 • Guru meminta peserta didik melengkapi dialog berdasarkan informasi yang disediakan. • Peserta didik melengkapi dialog, berdasarkan informasi yang disediakan. Kegiatan 4 • Guru memutar audio untuk Activity 4 lalu peserta didik menyimak dan membandingkan jawaban mereka pada Activity 3 dengan audio tersebut. • Peserta didik menjawab pertanyaan yang diajukan. Kegiatan 5 • Guru memutar audio untuk Activity 5. • Peserta didik menyimak lalu memilih jawaban True atau False berdasarkan informasi pada audio yang diperdengarkan. Kegiatan 6 • Guru meminta peserta didik untuk membandingkan frasa dalam bahasa Inggris dan bahasa Indonesia. • Peserta didik mencari frasa yang sesuai dalam bahasa Indonesia Kegiatan 7 • Peserta didik mendiskusikan pertanyaan bersama dengan teman sekelas dan gurunya. Kegiatan 8 • Guru meminta peserta didik untuk membuat kalimat dengan klausa finite dan non-finite. • Siswa membuat kalimat dengan klausa finite dan nonfinite. Kegiatan 9 • Guru meminta peserta didik berdiskusi dengan temannya untuk melengkapi kolom pertanyaan berdasarkan informasi teks yang sudah disediakan. • Peserta didik berdiskusi dengan temannya untuk melengkapi kolom pertanyaan berdasarkan informasi teks yang sudah disediakan. Alternatif Kegiatan Guru dapat memanfaatkan kegiatan pada tahapan ini untuk mengukur kompetensi spiritual dan sosial dengan mengisi rubrik yang disediakan. Buku Guru Pathway to English 3
Kegiatan 10 • Guru memutar audio untuk Activity 9 dan peserta didik memilih respon yang tepat berdasarkan pertanyaan ataupun pernyataan yang diajukan. • Guru meminta peserta didik membaca informasi di bagian ‘Ways to say it’. • Peserta didik membaca informasi di bagian ‘Ways to say
it’.
Kegiatan 11 • Guru meminta peserta didik melengkapi dialog dengan menggunakan ekspresi menanyakan informasi. • Peserta didik melengkapi dialog dengan menggunakan ekspresi menanyakan informasi. Kegiatan 12 • Guru meminta peserta didik mengisi kolom K dari Tabel K-W-L. • Peserta didik mengisi kolom K dari Tabel K-W-L. Kegiatan 13 • Guru meminta peserta didik mengisi kolom W dari Tabel K-W-L. • Peserta didik mengisi kolom K dari Tabel K-W-L. Kegiatan 14 • Guru meminta peserta didik membaca teks di Activity 14. • Peserta didik membaca teks di Activity 14. • Guru meminta peserta didik mengisi kolom L dari Tabel K-W-L setelah membaca teks pada Activity 14. Kegiatan 15 • Guru meminta peserta didik untuk membaca teks. • Peserta didik membaca teks. • Guru meminta peserta didik untuk menjawab pertanyaan berdasarkan teks yang dibaca. • Peserta didik menjawab pertanyaan berdasarkan teks yang
dibaca.
Kegiatan 16 • Guru meminta peserta didik bekerja secara kelompok dengan teman sekelasnya untuk mengidentifikasi frasa pada teks di Activity 14. Chapter 3 What Is Corruption? 35
•
Kegiatan 17 • Guru meminta peserta didik untuk mempraktikan dialog secara berpasangan. • Peserta didik mempraktikan dialog secara berpasangan.
36
Peserta didik bekerja secara kelompok dengan teman sekelasnya
untuk mengidentifikasikan frasa pada teks di Activity 14
Kegiatan 18 Guru meminta peserta didik untuk melanjutkan dialog berdasarkan teks. • Peserta didik melanjutkan dialog berdasarkan teks sebelumnya.
•
Kegiatan 19 Guru meminta peserta didik untuk membuat frasa pada kolom yang disediakan. • Peserta didik membuat frasa pada kolom yang disediakan.
•
Kegiatan 20 • Guru meminta peserta didik untuk mengubah klausa/frasa yang ada menjadi klausa/frasa bentuk lain. • Peserta didik mengubah klausa/frasa yang ada menjadi klausa/ frasa bentuk lain. • Guru meminta peserta didik membaca informasi di bagian ‘Remember’. • Peserta didik membaca informasi di bagian ‘Remember’. Kegiatan 21 Guru meminta peserta didik bekerja secara kelompok dengan teman sekelasnya dan melakukan beberapa aktivitas. • Peserta didik bekerja secara kelompok untuk melakukan beberapa aktivitas
•
Alternatif Kegiatan Peserta didik dapat mencari sumber-sumber lain di perpustakaan, ataupun Internet jika tersedia jaringan Internet di sekolah. Guru juga dapat membawa buku-buku sumber ke dalam kelas.
Buku Guru Pathway to English 3
Kegiatan 22 Guru meminta peserta didik untuk membaca teks. • Peserta didik membaca teks.
•
Kegiatan 23 • Guru meminta peserta didik mendemonstrasikan penggunaan “preposition phrases” dan “participle phrases” untuk membuat slogan berdasarkan teks yang disediakan. • Peserta didik mendemonstasikan penggunaan “Prepositicnal phrases” dan “Participle phrase” untuk membuat slogan berdasarkan teks yang disediakan. Kegiatan 24 • Guru meminta peserta didik untuk menulis sebuah “email” kepada pemerintah mengenai beberapa ide untuk menghentikan korupsi. • Peserta didik menulis sebuah email kepada pemerintah mengenai beberapa ide untuk menghentikan korupsi. Alternatif Kegiatan Guru dapat memanfaatkan papan tulis sebagai ruang display untuk menempelkan pendapat peserta didik dan selanjutnya dikomentari oleh peserta didik yang lain. Komentar dapat ditulis dan ditempelkan di dekat tulisan yang dikomentari.
3. Kegiatan Penutup Kegiatan 1 • Guru mengulang kembali materi mengenai teks lisan dan tulis mengenai frasa yang sudah dipelajari dengan penjelasan. Kegiatan 2 • Guru meminta umpan balik tentang materi yang susah dipelajari. Kegiatan 3 • Guru memberikan penugasan terstruktur secara individu dengan membuat menemukan solusi masalah korupsi dan meminta persetujuan dari teman lain. Kegiatan 4 • Guru menyampaikan rencana pembelajaran selanjutnya. Chapter 3 What Is Corruption? 37
Alternatif Kegiatan Pada kegiatan penutup, peserta didik dapat membuat learning journal/self-reflection, melakukan penilaian diri sendiri, dan melakukan penilaian antar teman. Tulisan refleksi peserta didik bisa dijadikan refleksi bagi guru sebelum melanjutkan ke unit berikutnya.
H. PENILAIAN
1. Penilaian pengetahuan dengan teks tertulis (soal dibuat oleh guru). 2. Penilaian keterampilan dilakukan dengan rubrik (rubrik terlampir).
Agar penilaian dapat mencakup semua aspek yang diharapkan, lembar penilaian yang mencakup aspek apa saja yang akan dinilai perlu disiapkan. Misalnya: 1. lembar penilaian diri sendiri; 2. lembar penilaian antar teman; 3. lembar rubrik keterampilan berbicara; 4. lembar rubrik keterampilan menulis; Speaking Assessment Rubric Name : ………………… No
Criteria to be assessed
Low (5 – 9)
Class/Number : ……../ …….. Good (10 – 19)
Very Good (20 – 25)
1. Pronunciation Many errors Comprehensible Sound like a interfere native speaker comprehensibility 2. Intonation
No variation in intonation
Perform some variation of intonation
Accurate intonation
3. Grammar
Many grammatical mistakes that negatively affect communication
Make several grammatical errors that do not interfere with communication
Few minor grammatical errors that do not interfere with communication
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Buku Guru Pathway to English 3
Score
4. Content
Fails to communicate ideas
Comprehensible, Contextually add some correct supporting ideas Total score Maximum Score = 100
Writing Assessment Rubric Name : ………………… No 1.
Criteria to be assessed Content
2.
Text organization
3.
Grammar
4.
Vocabulary
5.
Mechanic
6.
Class/Number : ……../ ……..
Low (5 – 9) Illogical ideas
Good (10 – 19) Logical ideas with irrelevant supporting ideas Unorganized Well-organized, unclear elaboration of ideas Make many Make several grammatical grammatical mistakes that errors that do not negatively interfere with affect communication communication
Very Good Score (20 – 25) Logical opinions with relevant supporting ideas
Basic vocabulary, less precise Some errors with spelling and punctuation
Purposefully chosen vocabulary Effective use of capitalisation, punctuation and spelling
Developed vocabulary
Mostly effective use of capitalisation, punctuation and spelling Tidiness and Unreadable, Clear font, deadline late submission on-time submission
Well-organized with clear elaboration of ideas Few minor grammatical errors that do not interfere with communication
Neat writing, in-time submission Total score Total score × 2 ________ Final Score = 3
Maximum Score = 100
Chapter 3 What Is Corruption? 39
I. Kunci Jawaban 1. Answer the following questions.
a. b. c. d.
Indonesia Corruption Watch. It is NGO to fight corruption. Komisi Pemberantasan Korupsi. Corruption Eradication Commission The writer of the slogan supports the aims of establishing ‘KPK’(any possible answers) e. Corruption destroys all living and non living things in Indonesia. If ‘KPK’ can eradicate corruption, all living and non living things will be saved. (any possible answers) f. We can learn that corruption can be erased from our lives if we support ‘KPK’(any possible answers) g. (accept any possible answers)
1. Listen to the recording and arrange the following jumbled words.
1. 2. 3. 4. 5. 6. 7.
Corruption Eradication Commission corruption in Indonesia a number of people prosecuted anyone who committed graft a famous magazine which was published last November a portal for reporting corruption called ‘lapor’ corruption threatening economic growth
2. Listen to some dialogue and choose the correct responses.
1. A. It is Indonesia Corruption Watch, isn’t it?
2. B. Well, I am not sure.
3. A. I think so too.
3. Complete the following dialogue with the information below. Dialogue 1
40
Student 1
: Well, what does the Corruption Eradication Commission handle?
Buku Guru Pathway to English 3
Student 2
: KPK chases graft.
Student 1
: Graft? What is it?
Student 2
: Okay, let’s look up the meaning in the dictionary. Here it is. Graft is (1) the act of getting money or advantage. The dishonest activities (2) of gaining personal advantages can be achieved by taking advantage of political power.
Student 1
: Let’s see the report. KPK didn’t convict anyone (3) who committed graft in 2004.
Student 2
: You’re right. The number of people (4) prosecuted for graft decreased in 2009 but increased in 2010.
Dialogue 2
Student 1
: Do you need help?
Student 2
: Well, actually I’m looking for the definition of corruption. Could you tell me the definition?
Student 1
: Let me see.
Student 2
: Look. I’ve got it. It’s written that corruption is abuse of power (5) for personal gain.
Student 1
: Personal gain?
Student 2
: Correct. Bribery, misappropriations of funds, nepotism, and intervention (6) in formulating laws or regulations (7) for personal gain are common examples of corruption.
Student 1
: A famous magazine (8) that was published in November, reported that the State lost billions of Rupiah through corruption in Jambi.
Student 2 : Really? An English newspaper, (9) published in August, also wrote that corruption threatens economic growth.
Student 1 : The Jakarta Post also reported that two anti-graft judges (10) were arrested for bribery in Central Java. Chapter 3 What Is Corruption? 41
5. Listen to a monolog. What is the monologue about? Give a tick to the right statements.
Statements
True False
Open Government Indonesia launched recently a corruption reporting portal called ‘lapor’.
✓
‘Lapor’ which aims to encourage citizens to file corruption complaints and other crime conduct done by those in public service.
✓
Open Government Indonesia (OGI) is part of a multilateral initiative called Open Government Partnership.
✓
Open Government Partnership aims to secure concrete commitments from governments around the world
✓
Open Government Partnership also promotes transparency, empowers citizens, fights corruption and connects new technologies to strengthen governance.
✓
6. Compare the culture of phrases in English and Indonesian. See the examples.
English
42
Indonesian
Corruption Eradication Commission
Komisi Pemberantasan Korupsi
Indonesia Corruption Watch
Pemantau/Pengawas korupsi Indonesia
A corruption reporting portal called ‘lapor’.
Sebuah portal melaporkan korupsi diberi nama ‘lapor’
An English newspaper which was published last August
Surat kabar berbahasa Inggris yang diterbitkan bulan Agustus yang lalu
Buku Guru Pathway to English 3
The number of people prosecuted graft
Jumlah orang yang ditetapkan melakukan grafitikasi
Billions lost to Jambi corruption
Miliaran hilang akibat korupsi di Jambi
A multilateral initiative called Open Government Partnership.
Sebuah inisiatif multirateral yang disebut ‘Kerjasama Pemerintah Terbuka’
Two antigraft judges arrested for bribery in Central Java.
Dua hakim antigraft ditangkap karena penyuapan di Jawa Tengah
Anyone who did graft in 2004
Siapa pun yang melakukan graft di tahun 2004
7. Discuss the following questions with your friends and your teacher.
a.
• • • •
In Central Java The man doing graft in 2004 The policy which was released yesterday The arguments presented in the article
10. Choose a statement or question from the boxes to complete each short dialogue while listening to it. a. Man Woman
: Could you tell me the least corrupt country? : The least corrupt country?
b. Man
: Do you know the world’s most corrupt country? : I don’t know but there are many corrupt countries, aren’t there?
Woman
c. Man
Woman
: I’d like to know where I can find a list of corrupt countries. : Look at www.transparency.org. Chapter 3 What Is Corruption? 43
d. Man
Woman
e. Man Woman Man
: Could you find out the organizations that publish the annual survey? : Transparency International is one of them. : The score ranges from 0 to 100. : Do you know what it means? : The score of 100 means that the country is completely clean and zero means a highly corrupt country.
15. Answer the question basedon the following text. a. 1) Non-governmental organizations 2) United Nations Office of Drugs and Crime. 3) The World Bank and UN. b. 1) International community to eradicate corruption. 2) Corruption and good government. 3) How the World Bank fighting corruption. c. 1) Helping to curb corruption. 2) By providing assistance to countries that ask for help in curbing corruption, contributing to international corruption-fighting efforts, and striving to prevent fraud and corruption in donor-financed projects
d. Reading to guess meaning of difficult words from the centext. Match each word in column A with the meaning in column B curb = limit something capture = catch assist = help endeavor = try hard 20. Say it in different ways. See the examples. a. to create laws protecting whistle blowers b. the name of the organization publishing the annual survey c. ‘Lapor’ aiming to encourage citizens to file corruption complaints d. Other crime conduct which is done by those in public service. 44
Buku Guru Pathway to English 3
e. Open Government Indonesia (OGI) is part of a multilateral initiative which is called Open Government Partnership, f.
Open Government Partnership aiming to secure concrete commitments from governments around the world.
K. TRANSKRIP AUDIO 2. Listen to some dialogue and choose the correct responses. Dialogue Man Woman Narrator
1 : What is ICW? : ICW? : What is the best response to the woman’s question?
Dialogue Man Woman Narrator
2 : What is the function of ICW? : Chasing graft? : What is the best response to the woman’s question?
Dialogue 3 Woman : In your opinion, why did someone write the slogan ‘KPK, you are not alone’? Man : Well, I think the writer wants to remind KPK that KPK is supported by the Indonesian people. That’s very true, isn’t it? Narrator : What is the best response to the man’s question? 5. Listen to a monolog. Tick the correct column to decide whether each statement is true or false based on the monolog. Man : ‘Lapor’ is a portal for reporting corruption. It was recently introduced by Open Government Indonesia, a civil society organization. It aims to encourage citizens to file corruption complaints and other crimes conduct by people working in the public service area. Open Government Indonesia is part of Open Government
Chapter 3 What Is Corruption? 45
Partnership. It is a multi-lateral initiative aiming to secure concrete commitments from governments around the globe to promote transparency, empower citizens, fight corruption, and apply new technologies to strengthen governance.
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Chapter 4 If I Had wings Like a Bird, I would Fly Fast Alokasi Waktu yang disediakan di silabus: 8 JP
A. koMPETENSI DASAR
Pengetahuan 3.4 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait pengandaian terjadinya/ dilakukannya sesuatu yang tidak nyata pada saat ini dan pada waktu lampau, sesuai dengan konteks penggunaannya. (Perhatikan unsur kebahasaan conditional: past perfect)
Keterampilan 4.4 Menyusun teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait pengandaian terjadinya/dilakukannya sesuatu yang tidak nyata pada saat ini dan pada waktu lampau, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
B. INDIkAToR
Pengetahuan Peserta didik mampu: 3.4.1 Memahami makna kontekstual dari sebuah dialog. 3.4.2 Membuat kalimat pengandaian sesuai konteks situasi yang diberikan. 3.4.3 Membandingkan kalimat pengandaian tipe 2 dalam bahasa Indonesia dan bahasa Inggris. 3.4.4 Mencontoh beberapa kalimat pengandaian tipe 2 dalam berbagai dialog. 3.4.5 Mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan dari kalimat pengandaian tipe 2. 3.4.6 Menyatakan kalimat pengandaian tipe 2 dalam berbagai konteks situasi melalui simulasi dan role-play.
3.4.7 Mempelajari kalimat pengandaian tipe 2 dan memahami maknanya dengan membandingkan susunan kalimat dari berbagai sumber. 3.4.8 Mempelajari kalimat pengandaian tipe 2 dan memahami maknanya dengan membandingkan susunan kalimatnya dengan bahasa yang lain. Keterampilan 4.4.1 Mendemonstrasikan penggunaan kalimat pengandaian tipe 2 dalam konteks situasi yang berbeda. 4.4.2 Menulis conditional sentence tipe 2.
C. TUJUAN PEMBELAJARAN
Peserta didik mampu: 3.4.1 memahami makna kontekstual dari sebuah dialog dengan semangat 3.4.2 membuat kalimat pengandaian sesuai konteks situasi yang diberikan dengan percaya diri 3.4.3 membandingkan kalimat pengandaian tipe 2 dalam bahasa Indonesia dan bahasa Inggris dengan penuh tanggung jawab 3.4.4 mencontoh beberapa kalimat pengandaian tipe 2 dalam berbagai dialog dengan semangat 3.4.5 mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan dari kalimat pengandaian tipe 2 dengan percaya diri 3.4.6 menyatakan kalimat pengandaian tipe 2 dalam berbagai konteks situasi melalui simulasi dan role-play dengan penuh tanggung jawab 3.4.7 mempelajari kalimat pengandaian tipe 2 dan memahami maknanya dengan membandingkan susunan kalimat dari berbagai sumber dengan semangat 3.4.8 mempelajari kalimat pengandaian tipe 2 dan memahami maknanya dengan membandingkan susunan kalimatnya dengan bahasa yang lain dengan penuh tanggung jawab 4.4.1 mendemonstrasikan penggunaan kalimat pengandain tipe 2 dalam konteks situasi yang berbeda dengan percaya diri 4.4.2 menulis conditional sentence tipe 2 dengan penuh tanggung jawab
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Buku Guru Pathway to English 3
D. MATERI PEMBELAJARAN Fakta Teks lisan dan tulis untuk menyatakan dan menanyakan tentang pengandaian terjadinya/dilakukannya sesuatu yang tidak nyata pada saat ini menjelaskan tentang harapan(pengandaian) seseorang untuk melakukan sesuatu/mendapatkan sesuatu yang sebenarnya itu hanya sebuah harapan yang tidak nyata. Konsep: Teks lisan dan tulis untuk menyatakan dan menanyakan tentang pengandaian terjadinya/dilakukannya sesuatu yang tidak nyata pada saat ini adalah teks yang memberitahukan kepada seseorang tentang harapan-harapan yang sudah tidak mungkin terjadi. Prinsip Struktur teks • If I had a wing like the bird, I would fly fast to school so that I would not be late. But, I don’t have wings, and I’ll be sure be late.; • I don’t know how to help you. If I could help you, I would. But, I’m sorry I can’t., Unsur kebahasaan (1) Kata untuk menyatakan pengandaian: if … dengan kata kerja dalam Simple Past Tense (2) Klausa dengan kata kerja bantu would, could (3) Kosa kata: tindakan dan kegiatan yang terkait dengan pembelajaran di SMA dan kehidupan siswa sebagai remaja (4) Penggunaan nominal singular dan plural secara tepat, dengan atau tanpa a, the, this, those, my, their, dsb secara tepat dalam frasa nominal Prosedur: Teks lisan dan tulis untuk menyatakan dan menanyakan tentang pengandaian terjadinya/dilakukannya sesuatu yang tidak nyata pada saat ini disusun dengan memperhatikan struktur dan bentuk bahasa sesuai dengan konteksnya. Teks lisan dan tulis untuk menyatakan dan menanyakan tentang pengandaian terjadinya/dilakukannya sesuatu yang tidak nyata pada Chapter 4 If I Had Wings Like a Bird, I Would Fly Fast 49
saat ini dimulai dengan menjelaskan, menyesali keadaan, berandaiandai, dsb.
E. Metode Pembelajaran
1. Pendekatan ilmiah (Scientific Approach : Observing-QuestioningExploring-Associating-Communicating) 2. Model Pembelajaran : Cooperative Learning (Discovery Learning) 3. Metode : Problem-based Learning
G. MEDIA, ALAT DAN SUMBER PEMBELAJARAN
Media : gambar, dan PowerPoint Alat : laptop, LCD, loud speakers Sumber Belajar : Buku teks Pathway to English 2 Program Peminatan – Sudarwati dan Grace, Penerbit Erlangga, Jakarta
H. Langkah-langkah Pembelajaran 1. Pendahuluan/Kegiatan awal Kegiatan 1 • Guru dan peserta didik saling memberi salam, dilanjutkan dengan doa bersama. • Guru memeriksa kehadiran peserta didik. Peserta didik dapat merespon dengan “I am here/Yes, ma’am/present.”
50
Kegiatan 2 • Guru meminta peserta didikmemperhatikan ilustrasi gambar. • Peserta didik memperhatikan ilustrasi gambar. • Guru meminta peserta didik menjawab pertanyaan berdasarkan gambar. • Peserta didik menjawab per tanyaan berdasarkan gambar. Kegiatan 3 • Guru menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai; dan menyampaikan cakupan materi dan penjelasan uraian kegiatan sesuai silabus.
Buku Guru Pathway to English 3
2. Kegiatan Inti Kegiatan 1 • Guru meminta peserta didik mendengarkan dialog dan memilih gambar yang sesuai dengan dialog yang benar. Kegiatan 2 • Guru meminta peserta didik mendengarkan dialog dan melengkapi pernyataan sesuai dengan dialog yang benar. Kegiatan 3 • Guru meminta peserta didik mengamati beberapa gambar dan menuliskan fakta-fakta sebanyak mungkin untuk gambar itu. Kegiatan 4 • Guru meminta peserta didik berpasangan dan membayangkan apa yang terjadi jika pisang dan mangga dapat berbicara. Kegiatan 5 • Guru meminta peserta didik melihat gambar yang lain setelah itu menuliskan fakta-fakta sebanyak mungkin untuk gambar tersebut.
Strategi alternatif Kegiatan dapat dikerjakan dengan pendekatan PPP yaitu presentation, practice, production dengan memilih 3 kegiatan yang sesuai dengan karakteristik peserta didik.
Kegiatan 6 • Bersama guru, peserta didik mendiskusikan kalimat pengandaian dalam bahasa ibu. Kegiatan 7 • Guru meminta peserta didik mengidentifikasi kalimat pengandaian tipe 2 dengan melengkapi kolom yang tersedia. • Peserta didik mengidentifikasi kalimat pengandaian tipe 2 dengan melengkapi kolom yang tersedia. • Guru meminta peserta didik membaca dialog dan mem pertunjukkannya di depan kelas. • Peserta didik membaca dialog dan mempertunjukkannya di depan kelas.
Chapter 4 If I Had Wings Like a Bird, I Would Fly Fast 51
Strategi alternatif Guru dapat menambah teks jika diperlukan. Pendekatan EGRA bisa digunakan dengan teknik the captain and the crew untuk memberikan peserta didik kesempatan bekerja sama dengan cara yang menyenangkan.
Kegiatan 8 • Peserta didik mendengarkan dialog dan menggaris bawahi kesalahan yang ada dalam dialog. • Guru meminta peserta didik mendengaran dialog dan menggaris bawahi kesalahan yang ada dalam dialog. Kegiatan 9 • Guru meminta peserta didik melengkapi percakapan dalam balon dengan kata-katanya sendiri secara berpasangan. • Peserta didik secara berpasangan melengkapi percakapan dalam balon dengan kata-katanya sendiri. Kegiatan 10 • Guru meminta peserta didik menuliskan apa yang diketahui tentang conditional tipe 2 dalam kolom K- apa yang ingin mereka tanyakan dalam kolom W- dan apa yang telah didapatkan setelah membaca teks dalam kolom L. • Peserta didik menuliskan apa yang diketahui tentang conditional tipe 2 dalam kolom K- apa yang ingin mereka tanyakan dalam kolom W- dan apa yang telah di dapatkan setelah membaca teks dalam kolom L. Kegiatan 11 • Guru meminta peserta didik membuat pertanyaan berkaitan dengan kalimat pengandaian tipe 2 di kolom W. • Peserta didik membuat pertanyaan berkaitan dengan kalimat pengandaian tipe 2 di kolom W. Kegiatan 12 • Guru meminta peserta didik menuliskan apa yang mereka pelajari di kolom L setelah membaca teks di Activity 12. • Peserta didik menuliskan apa yang mereka pelajari di kolom L setelah membaca teks di Activity 12.
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Buku Guru Pathway to English 3
Kegiatan 13 • Guru meminta peserta didik membaca sebuah teks dan mendiskusikan pertanyaannya. • Peserta didik membaca sebuah teks dan mendiskusikan pertanyaannya. Kegiatan 14 • Guru meminta peserta didik mengidentifikasi kalimat dengan menuliskan kalimat pada kolom yang tepat. • Peserta didik mengidentifikasi kalimat dengan menuliskan kalimat pada kolom yang tepat. Kegiatan 15 • Guru meminta peserta didik mencocokkan pernyataan dengan fakta yang tepat. • Peserta didik mencocokkan pernyataan dengan fakta yang tepat.
Strategi alternatif Kegiatan yang tersedia bisa dipilih dan diramu menggunakan teknik EGRA yaitu experience, generalisation, reinforcement, application. Pada tahapan generalisation disediakan handout untuk membantu peserta didik mengambil kesimpulan untuk materi yang dipelajari.
Kegiatan 16 • Guru meminta peserta didik mengidentifikasi fakta dari kalimat pengandaian tipe 2. • Peserta didik mengidentifikasi fakta dari kalimat pengandaian tipe 2. Kegiatan 17 • Guru meminta peserta didik mengidentifikasi kalimat pangandaian tipe 2 dan memilih jawaban yang tepat secara berpasangan. • Secara berpasangan peserta didik mengidentifikasi kalimat pengandaian tipe 2 dan memilih jawaban yang tepat. Kegiatan 18 • Guru meminta peserta didik melakukan kegiatan kelompok untuk mencari kalimat pengandaian tipe 2 diberbagai sumber dan menganalisisnya.
Chapter 4 If I Had Wings Like a Bird, I Would Fly Fast 53
54
•
Peserta didik melakukan kegiatan kelompok untuk mencari kalimat pengandaian tipe 2 di berbagai sumber dan menganalisisnya. Kegiatan 19 • Guru meminta peserta didik membaca surat yang berisi ungkapan simpati dan melengkapi kalimat rumpang dalam surat tersebut dengan conditional clause type 2. • Peserta didik membaca surat yang berisi ungkapan simpati dan melengkapi kalimat rumapang dalam surat tersebut dengan conditional clause tipe 2. Kegiatan 20 • Guru meminta peserta didik membaca pernyataan atau pertanyaan dan memilih respon yang tepat. • Peserta didik membaca pernyataan atau pertanyaan dan memilih respon yang tepat. Kegiatan 21 • Guru meminta peserta didik membaca dialog dan melengkapi kalimat rumpang dalam dialog tersebut dengan if clause. • Peserta didik membaca dialog dan melengkapi kalimat rumpang dalam dialog tersebut dengan if clause. Kegiatan 22 • Guru meminta peserta didik mendengarkan rekaman dan menbandingkan jawaban mereka. • Peserta didik mendengarkan rekaman dan membandingkan jawaban mereka. Kegiatan 23 • Guru meminta peserta didik melakukan role-play sesuai dengan situasi yang diberikan. • Peserta didik melakukan role-play sesuai dengan situasi yang diberikan. Kegiatan 24 • Peserta didik melanjutkan sebuah dialog dengan mengikuti model.
Buku Guru Pathway to English 3
Strategi alternatif Pada pertemuan ke 2 pada kegiatan penutup, guru memberikan penugasan kepada peserta didik yang berkaitan dengan kegiatan 19–21. Teks yang sudah direkam dengan alat perekam atau telepon genggam, diperdengarkan dalam kelompok kecil. Guru membagikan rubrik peer assessment.
3. Kegiatan Penutup Kegiatan 1 Guru mengulang kembali materi teks lisan dan tulis untuk menyatakan dan menanyakan tentang pengandaian terjadinya/ dilakukannya sesuatu yang tidak nyata pada saat ini. Kegiatan 2 Guru meminta umpan balik tentang materi yang susah. Kegiatan 3 Guru memberikan penugasan terstruktur secara individu dengan membuat sebuah teks. Kegiatan 4 Guru menyampaikan rencana pembelajaran selanjutnya.
Strategi alternatif Guru bisa memanfaatkan kegiatan 2 untuk melakukan selfreflection. Hasil dari self-reflection siswa dapat disimpan dalam map portfolio. Tulisan refleksi siswa bisa dijadikan refleksi bagi guru sebelum melanjutkan ke bab berikutnya.
H. KEGIATAN PENGAYAAN Siswa membentuk kelompok yang terdiri dari 3 orang dan membuat blurb mengenai buku atau film. Lalu, hasilnya dipresentasikan di depan kelas.
I. Penilaian
1. Penilaian pengetahuan dengan teks tertulis (Soal dibuat guru.) 2. Penilaian keterampilan dilakukan dengan rubrik (rubrik terlampir)
Chapter 4 If I Had Wings Like a Bird, I Would Fly Fast 55
Agar penilaian dapat mencakup semua aspek yang diharapkan, lembar penilaian yang mencakup aspek apa saja yang akan dinilai perlu disiapkan. Misalnya: 1. lembar penilaian diri sendiri; 2. lembar penilaian antar teman; 3. lembar rubrik keterampilan berbicara; Speaking Assessment Rubric Name : ………………… No
Criteria to be assessed
Low (5 – 9)
Class/Number : ……../ …….. Good (10 – 19)
Very Good (20 – 25)
1.
Pronunciation Many errors Comprehensible interfere comprehensibility
Sound like a native speaker
2.
Intonation
No variation in intonation
Perform some variation of intonation
Accurate intonation
3.
Grammar
Many grammatical mistakes that negatively affect communication
Make several grammatical errors that do not interfere with communication
Few minor grammatical errors that do not interfere with communication
4.
Content
Fails to communicate ideas
Comprehensible, Contextually add some correct supporting ideas
Score
Total score Maximum Score = 100
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J. Kunci Jawaban 1. Listen to the dialogues. Which pictures best describes each dialogue? Script Dialogue 1 = Picture 3 Man : You know Esther, if I had time, I’d write novels. I’ve wanted to be a novelist since I was ten years old Woman : That would be great. Dialogue 2 = Picture 5 Woman : Satria, don’t get cross. I would be your best friend even if you were poor. Man : But I am poor. Dialogue 3 = picture 1 Man : If only we had the money, I’d build you a swimming pool. It would be 100 meters long and 30 meters wide. Woman : Oh, I’d like that Dialogue 4 = picture 2 Man : If tree could talk, what would it say to human beings? Woman : I think it wouldn’t let us cut it. Dialogue 5 = picture 4 Man : If that little boy were your brother, should you leave home? Woman : You know I don’t like him. Man : You don’t? Why? Woman : Because he talks too much, that’s why. 2. Listen to the dialogue and fill in the blanks. Listening script Woman : You know, Manuel, if I had time, I’d write novels. I wish I were a novelist when I was eleven years old. Man : Right and I’d write music, if I had the time. You know, I’ve wanted to do it since I was able to read.
Chapter 4 If I Had Wings Like a Bird, I Would Fly Fast 57
Woman : Man
:
Woman : Man
:
I’d compose beautiful melodies. I also would write songs with lovely lyrics. And my novels would be educative for all. If people read my novels, they’d laugh and cry, they’d smile and frown, they’d be educated by my novels. And by my music, if they went to hear it. They’d sing and dance, their lives would be happier. And you know Fitri, you and I would become famous if people liked our works. Yes. Just think of that has made me feel younger than I am You’re right
a. b. c. d.
If Fitri had time, she would write novels. Fitri wanted to be a novelist when she was eleven years old. If Manuel had time, he would write music. If Manuel had time, he would also compose beautiful melodies and write songs with lovely lyrics. e. Manuel wanted to write music since he was able to read. f. Fitri ensures Manuel if people read her novels they would laugh and cry. g. Fitri is also sure that people would be educated if they read her novels. h. Manuel ensures Fitri if people listened to his music, they would sing and dance. i. Manuel is also sure that people would be happier if they heard his music. j. Manuel is certain that they would become famous if people liked their works. 8. Listen to the dialogue and fill in the blanks with words
you have heard.
1st dialogue Student 1 : Listen! If I could understand the Japanese characters, I will be your teacher. Student 2 : But you never study Japanese! Student 1 : That’s what I mean. 58
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2nd dialogue Student 1 : If I were you, I would meet your English teacher and ask him to give you a remedial test. Student 2 : But he’s still angry with me. Student 1 : Is he? Student 2 : Yes, he is. 3rd dialogue Student 1 : Greg, if I were rich, I’d buy you the world. We went on expensive holidays Student 2 : Oh, I’d like that. I'd like to go to the North Pole. Student 1 : North Pole? It’s extremely cold, isn’t it? Student 2 : It is. 4th dialogue Student 1 : Do you think it’s good to be a famous person? Student 2 : If you are well-known, people would recognize you everywhere. You’d have no privacy. Student 1 : You’re right. There would be no time to sit and eat in a cafe. 13. Read the text and then discuss the questions that follow. Reading for the gist of the text. (1) The text is about talking while eating. Reading for detailed information. (2) The writer tried to talk to the lady while having dinner. (3) Because the lady didn’t give a good response. (4) The writer sat next to the lady. (5) While having a dinner. Mrs Rumbolb was busy eating. Reading between lines (6) Mrs Rumbolb was a large, unsmiling lady in a tight black dress. She did not even look up when I took my seat beside her. Her eyes were fixed on her plate and in a short time, she was busy eating. Chapter 4 If I Had Wings Like a Bird, I Would Fly Fast 59
(7) Mrs Rumbilb was a strong and serious lady. She didn’t like speaking while eating. (8) The lady didn’t enjoy her dinner because the writer talked too much. Reading for referring (9) She did not even look up when I took my seat beside her. Her eyes were fixed on her plate and in a short time, she was busy eating. I tried to make conversation. (10) She/her refer to Mrs.Rumbilb. ‘I’ refers to the writer Reading for getting the meaning of certain words/phrases based on the context. (11) - tight = uncomfortable - fixed = not able to be moved - in despair = difficult situation - talkless = kept silent 14. Identify the following sentences by writing the sentences in the right columns. Social function To explain I could do it faster if I had a sophisticated calculator.
To regret what is happening
To imagine
To advise
If he were a smart student, he would pass the exam.
They would buy a new house if they were rich.
If I were you, I would meet your English teacher and ask him to give you a remedial test.
If you ate more and talked less, we would both enjoy our dinner.
I would lower taxes if I were the President.
15. Match the statements with the correct facts. (1) e 60
(2) c
(3) a
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(4) f
(5) b
(6) d
16. Interpret "if clause type 2". Read the statements and then discuss the fact or the present condition of the statements. No. Conditions
Results
Facts
a.
If I had a million dollars,
I’d give you money.
I don’t have a million dollars so I don’t give you money.
b.
If I had a car now,
I would accompany you to the ball.
I don’t have a car so I don’t accompany you to the ball.
c.
If he told me now,
I would help him.
He doesn’t tell me so I don’t help him.
d.
If I were you,
I would take a part time job.
I’m not you so I don’t take a part time job.
e.
If I were a boy,
I would learn how to play football.
I’m not a boy so I don’t learn how to play football.
17. Work in pairs and choose the correct answers by ticking () in the right column. a. If you were sitting next to the driver, it would be very dangerous. The sentence means …. ✓
You are sitting on the back
✓
You’re not sitting next to the driver
✓
It’s not dangerous
✗
It could be very dangerous
b. We’d have a new house with a big garden if I were rich. The fact is …. ✗
I have a new house with a big garden
✓
I don’t buy a new house
✓
I’m poor
✓
My house is old with a small garden
Chapter 4 If I Had Wings Like a Bird, I Would Fly Fast 61
c. If you became really famous, film directors would make films of your plays. The real condition is … ✗
I am really famous
✓
Film directors don’t make films of your play
✗
I’ll make films of my plays
✓
I’m not famous
d. There would be queues hundreds of yards long outside all the cinemas if your films were really famous. The fact is …. ✗
I am really famous
✓
Film directors don’t make films of your play
✗
I’ll make films of my plays
✗
I’m not famous
e. If we became famous then we’d get rich too. It means …. ✓
I am not really famous
✗
I am rich
✓
I will be rich
✓
I am poor
20. Read the statements or questions and choose the correct responses. (1) d
(2) a
(3) b
(4) c
(5) e
21. Read the dialogue and complete the blank spaces with the if clause. (1) would be a footballer. (2) you could design a special Jersey (3) would learn (4) various techniques. (5) we would travel around the world (6) would be happy to meet us 62
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K. TRANSKRIP AUDIO Activity 7 Listen to the dialogue and act it out in front of the class. Terry : Eva : Terry : Eva : Terry : Eva : Terry : Eva : Terry : Eva : Terry : Eva :
Terry : Eva : Terry : Eva :
Eva, have you ever about water diet? Yes. My sister took the water diet last year. Really? Tell me what it is! Well actually, the diet involves drinking 8 cups of cold water everyday. 8 cups of cold water? Right. And it must be at regular intervals throughout the day. Drink a glass of water before each meal to suppress your appetite. Wow. That sounds great. It is. If I were you, I would try the diet. You know, doing this will help you get into the habit of limiting the portions of food you consume during each meal. You mean by drinking water, we will feel full before a meal, thus helping us consume less calories. But keep in mind that this is not a water-only diet. Wateronly diet can actually be quite dangerous if done for too long a period of time. Really? Your body needs nutrients to stay healthy and maintain a strong metabolism. If you drink only water for more than a couple of days, when you start eating again you run the risk of gaining even more weight because your metabolism will have slowed tremendously. If you were in my position, would you try this diet? Why not? My sister took the water diet last year. There was slight decrease in her weight after a week of dieting. Thanks for your advice. That’s okay.
Activity 22 Listen to the recordings to compare your answer. Murti : You know, Fitri, if I were a boy, I would be a footballer. We would play football every afternoon. Chapter 4 If I Had Wings Like a Bird, I Would Fly Fast 63
Fitri : Yes, I’d like that. I’d love to practice football in the best football club in our city. Murti : And if you wanted, you could design a special jersey with our cool logo team on it. it would be made of special material. Fitri : And we’d ask the best coach to teach us to be the best players in the city. Murti : That would be nice. We would learn how to throw, catch, block, carry, and kick the ball. Fitri : Right. We’d learn various techniques. Murti : And if we were famous, we would travel around the world. Fitri : And people would be happy to meet us. Murti : Dreams… sweet dreams!
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Chapter 5 If Only He had not Cheated A. KOMPETENSI DASAR: Pengetahuan 3.4 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait pengandaian terjadinya/dilakukannya sesuatu yang tidak nyata pada saat ini dan pada waktu lampau, sesuai dengan konteks penggunaannya. (Perhatikan unsur kebahasaan conditional: past perfect) Keterampilan 4.4 Menyusun teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait pengandaian terjadinya/dilakukannya sesuatu yang tidak nyata pada saat ini dan pada waktu lampau, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
B. INDIKATOR Pengetahuan 3.4.1 Menulis conditional sentence sesuai dengan konteks situasi yang diberikan. 3.4.2 Memahami makna kontekstual dari sebuah dialog yang mengandung conditional sentence. 3.4.3 Mengidentifikasi tipe, fungsi dan makna dari conditional clause. 3.4.4 Menyatakan kalimat pengandaian dalam berbagai konteks situasi melalui simulasi dan role-play. 3.4.5 Mempelajari conditional sentence tipe 3 dengan menggunakan perfect modal auxiliaries dan memahami maknanya. Keterampilan 4.4.1 Mendemonstrasikan penggunaan conditional sentence tipe 3 dalam konteks situasi yang berbeda
4.4.2 Mendemonstrasikan penggunaan conditional sentence tipe 3 dalam menulis
C. TUJUAN PEMBELAJARAN Peserta didik mampu: 3.4.1 menulis kalimat conditional sentence sesuai dengan konteks situasi yang diberikan dengan percaya diri. 3.4.2 memahami makna kontekstual dari sebuah dialog yang mengandung conditional sentence. 3.4.3 mengidentifikasi tipe, fungsi dan makna dari conditional clause/ sentences dengan percaya diri. 3.4.4 menyatakan kalimat pengandaian dalam berbagai konteks situasi melalui simulasi dan role-play dengan bertanggung jawab. 3.4.5 mempelajari conditional sentence tipe 3 dengan menggunakan perfect modal auxiliaries dan memahami maknanya. 4.4.1 mendemonstrasikan penggunaan conditional sentence tipe 3 dalam konteks situasi yang berbeda dengan bertanggung jawab. 4.4.2 mendemonstrasikan penggunaan conditional sentence tipe 3 dalam menulis.
D. MATERI PEMBELAJARAN Fakta Teks lisan dan tulis untuk menyatakan dan menanyakan tentang pengandaian terjadinya/dilakukannya sesuatu yang tidak nyata pada waktu lampau dan menjelaskan tentang harapan (pengandaian) seseorang untuk melakukan sesuatu/mendapatkan sesuatu yang sebenarnya itu hanya sebuah harapan yang tidak nyata. Konsep: Teks lisan dan tulis untuk menyatakan dan menanyakan tentang pengandaian terjadinya/dilakukannya sesuatu yang tidak nyata pada waktu lampau teks yang memberitahukan kepada seseorang tentang menjelaskan, menyesali keadaan, dan berandai-andai, Prinsip: Struktur teks • The big flood would not have happened, if they hadn’t cut the trees excessively; 66
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• She would not have met her husband if she had not gone to my sister’s wedding party. Unsur kebahasaan (1) Kata untuk menyatakan pengandaian: if … dengan kata kerja dalam past perfect tense (2) Klausa dengan kata kerja bantu would have, could have (3) Kosa kata: tindakan dan kegiatan yang terkait dengan pembelajaran di SMA dan kehidupan siswa sebagai remaja (4) Penggunaan nominal singular dan plural secara tepat, dengan atau tanpa a, the, this, those, my, their, dsb secara tepat dalam frasa nominal (5) Ucapan, tekanan kata, intonasi (6) Ejaan dan tanda baca Prosedur: Teks lisan dan tulis untuk menyatakan dan menanyakan tentang pengandaian terjadinya/dilakukannya sesuatu yang tidak nyata pada waktu lampau disusun dengan memperhatikan struktur dan bentuk bahasa sesuai dengan konteksnya. Teks lisan dan tulis untuk menyatakan dan menanyakan tentang pengandaian terjadinya/dilakukannya sesuatu yang tidak nyata pada waktu lampau dimulai dengan menjelaskan, menyesali keadaan, berandai-andai,
E. METODE PEMBELAJARAN 1. Pendekatan ilmiah (Scientific Approach: Observing-QuestioningExploring-Associating-Communicating). 2. Discovery learning.
F. MEDIA, ALAT DAN SUMBER PEMBELAJARAN Media
: Berbagai berita headlines di surat khabar yang menunjukkan realita di masa lalu. Alat : Laptop, LCD, loud speaker, gambar-gambar, power point. Sumber Belajar : Buku Teks Pathway to English 3 Kelompok Peminatan – Sudarwati and Grace – Chapter 10
Chapter 5 If Only He had not Cheated 67
G. LANGKAH-LANGKAH PEMBELAJARAN 1. Pendahuluan/Kegiatan awal
Kegiatan 1 • Guru memberi salam kepada peserta didik. • Guru meminta peserta didik untuk berdoa. • Guru memeriksa kehadiran peserta didik.
Kegiatan 2 • Guru meminta peserta didik memperhatikan ilustrasi gambar. • Peserta didik memperhatikan ilustrasi gambar. • Guru meminta peserta didik berdiskusi untuk menjawab beberapa pertanyaan. • Peserta didik berdiskusi untuk menjawab beberapa pertanyaan.
Kegiatan 3 • Guru meminta peserta didik membaca teks kemudian membuat kalimat dengan menggunakan conditional clause type 3. • Peserta didik membaca teks kemudian membuat kalimat dengan menggunakan conditional clause type 3.
Kegiatan 4 • Guru menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai; dan menyampaikan cakupan materi dan penjelasan uraian kegiatan sesuai silabus.
Alternatif Kegiatan Apabila tidak tersedia LCD, laptop, atau perangkat audio, guru bisa mencari gambar alternatif yang mirip, ditempel/ dibagikan ke peserta didik.
2. Kegiatan Inti Kegiatan 1 • Guru meminta peserta didik mendengarkan rekaman dan mengulangi setiap pada rekaman tersebut. • Peserta didik mendengarkan rekaman dan mengulangi setiap kalimat pada rekaman tersebut.
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Kegiatan 2 • Guru meminta peserta didik berkelompok untuk mendiskusikan beberapa pertanyaan. • Peserta didik secara berkelompok mendiskusikan beberapa pertanyaan. Kegiatan 3 • Guru meminta peserta didik mendengarkan rekaman lalu melengkapi dialog berdasarkan rekaman tersebut. • Peserta didik mendengarkan rekaman lalu melengkapi dialog berdasarkan rekaman tersebut. • Guru meminta peserta didik melakukan dialog yang telah dilengkapi tersebut secara berpasangan. • Peserta didik secara berpasangan melakukan dialog yang telah dilengkapi tersebut. Kegiatan 4 • Guru meminta peserta didik menjawab pertanyaan berdasarkan dialog. • Peserta didik menjawab pertanyaan berdasarkan dialog. Kegiatan 5 • Guru meminta peserta didik menjawab beberapa pertanyaan di secarik kertas. • Peserta didik menjawab beberapa pertanyaan disecarik kertas. Kegiatan 6 • Guru meminta peserta didik berdiskusi dengan teman. • Peserta didik berdiskusi dengan teman. Kegiatan 7 • Guru meminta peserta didik membaca teks lalu menjawab beberapa pertanyaan mengenai teks tersebut. • Peserta didik membaca teks lalu menjawab beberapa pertanyaan mengenai teks tersebut. Kegiatan 8 • Guru meminta peserta didik membaca teks. • Peserta didik membaca teks. • Guru meminta peserta didik mengubah kalimat yang digaris bawahi menjadi kalimat pengandaian.
Chapter 5 If Only He had not Cheated 69
•
70
Peserta didik mengubah kalimat yang digaris bawahi menjadi kalimat pengandaian. Kegiatan 9 • Guru meminta peserta didik mengisi kolom yang kosong mengenai conditional sentences dengan informasi yang sesuai. • Peserta didik mengisi kolom yang kosong mengenai conditional sentences dengan informasi yang sesuai. Kegiatan 10 • Guru meminta peserta didik menentukan apakah kalimatkalimat yang disediakan merujuk pada masa lampau, sekarang, atau yang akan datang. • Peserta didik menentukan apakah kalimat-kalimat yang disediakan merujuk pada masa lampau, sekarang, atau yang akan datang. Kegiatan 11 • Guru meminta peserta didik mendengarkan rekaman dan menjawab pertanyaan berdasarkan dari rekaman tersebut. • Peserta didik mendengarkan rekaman dan menjawab pertanyaan berdasarkan dari rekaman tersebut. Kegiatan 12 • Guru bersama peserta didik secara berkelompok mendiskusikan beberapa pertanyaan. Kegiatan 13 • Guru meminta peserta didik berkelompok untuk men diskusikan topik yang telah disediakan. • Peserta didik secara berkelompok mendiskusikan topik yang telah disediakan. Kegiatan 14 • Guru meminta peserta didikmenjawab beberapa pertanyaan dan memberikan kesimpulan mengenai tanya jawab tersebut. • Peserta didik menjawab beberapa pertanyaan dan memberikan kesimpulan mengenai tanya jawab tersebut. Kegiatan 15 • Guru meminta peserta didik membuat dialog berdasarkan situasi yang telah disediakan secara berpassangan.
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•
Peserta didik secara berpasangan membuat dialog berdasarkan situasi yang telah disediakan. Kegiatan 16 • Guru meminta peserta didik membaca teks 30 Died in Coach Disaster lalu mebuat 3 kalimat dengan menggunakan if clause type 3 berdasarkan teks tersebut. • Peserta didik membaca teks 30 Died in coach disaster, lalu membuat 3 kalimat dengan menggunakan if clause type 3 berdasarkan teks tersebut. 3. Kegiatan Penutup Kegiatan 1 Guru mengulang kembali materi tentang teks lisan dan tulis, untuk menyatakan dan menanyakan tentang keterkaitan waktu antar tindakan/kejadian sederhana. Kegiatan 2 Guru meminta umpan balik tentang materi yang susah. Kegiatan 3 Guru memberikan penugasan terstruktur secara individu. Kegiatan 4 Guru menyampaikan rencana pembelajaran selanjutnya.
Alternatif Kegiatan Pada kegiatan penutup, peserta didik dapat membuat learning journal/self reflection, melakukan penilaian diri sendiri dan melakukan penilaian antar teman. Tulisan refleksi peserta didik bisa dijadikan refleksi bagi guru sebelum melanjutkan ke chapter berikutnya.
H. KEGIATAN PENGAYAAN Peserta didik secara berpasangan melakukan tanya jawab dengan menggunakan if clause type 3 dan topic bebas sesuai kreativitas para peserta didik.
Chapter 5 If Only He had not Cheated 71
I. PENILAIAN 1. Penilaian pengetahuan dengan teks tertulis (soal dibuat oleh guru). 2. Penilaian keterampilan dilakukan dengan rubrik (rubrik terlampir) Agar penilaian dapat mencakup semua aspek yang diharapkan, lembar penilaian yang mencakup aspek apa saja yang akan dinilai. Misalnya: 1. lembar penilaian diri sendiri; 2. lembar penilaian antar teman; 3. lembar rubrik keterampilan berbicara. Speaking Assessment Rubric Name : ………………… No
Criteria to be assessed
Low (5 – 9)
Class/Number : ……../ …….. Good (10 – 19)
Very Good (20 – 25)
Score
1. Pronunciation Many errors Comprehensible Sound like a interfere native speaker comprehensibility 2. Intonation
No variation in intonation
Perform some variation of intonation
Accurate intonation
3. Grammar
Many grammatical mistakes that negatively affect communication
Make several grammatical errors that do not interfere with communication
Few minor grammatical errors that do not interfere with communication
4. Content
Fails to communicate ideas
Comprehensible, Contextually add some correct supporting ideas Total score Maximum Score = 100
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J. Kunci Jawaban 1. Look at these pictures. Can you name these champion athletes? What were their achievements? a. Name : Ben Johnson Achievement : a Canadian former sprinter, who won two Olympic bronze medals and an Olympic gold medal, b. Name : Lionel Messi Achievement : An Argentine footballer who plays as a forward for Spanish club FC Barcelona and the Argentina national team. in 2009, he won his first Ballon d'Or and FIFA World Player of the Year awards. He followed this up by winning the inaugural FIFA Ballon d'Or in 2010, and then again in 2011 and 2012. He also won the 2010–11 UEFA Best Player in Europe Award. c. Name : Michael Jordan Achievement : Michael Jordan won 6 NBA Championships, earned a total of 14 MVP awards, was selected to 14 All-Star games d. Name : David Beckham Achievement : He was the first English player to win league titles in four countries, England, Spain, the United States and France. e. Name : Valentino Rossi Achievement : He is an Italian professional motorcycle racer and multiple MotoGP World Champion. He got nine Grand Prix World Championships to his name – seven of which are in the premier class. f. Name : Taufik Hidayat Achievement : He is a former World and Olympic champion in men's singles badminton player. He has also won the Indonesian Open six times (1999, 2000, 2002, 2003, 2004 and 2006). Chapter 5 If Only He had not Cheated 73
3. Listen to the recording. Complete the dialogue and practice it with your friend. Jim
: Betty! What takes you so (1) long? I have been (2) waiting for you for almost an hour.
Betty : Oh! I’m sorry, Jim. Did you finish your (3) shopping early? Jim
: No, I didn’t finish my shopping!
Betty : Well, I finished my shopping and then I met Nancy and we had a chat. I thought you hadn’t (4) finished your shopping yet. Jim
: Having a chat with Nancy. That explains why you are an hour late! If I had known that, I wouldn’t have (5) hurried to get here.
Betty : I thought you would be (6) late. I would have (7) hurried if I had thought you were waiting for me here. And I wouldn’t have (8) talked to Nancy for so long if you hadn’t had so many things to buy. 4. Answer the following questions based on the previous dialogue. a. They have misunderstanding. b. No, he didn’t. Because he thought Betty had finished shopping. c. Yes, she did. d. She was having a chat with Nancy e. He felt so annoyed. f.
Jim did not know that Betty was having a chat with Nancy, so he hurried.
g. Betty did not hurry because she thought Jim was not waiting for her. h. To express a regret what they had done in the past. 74
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11. Read this text carefully and answer the questions. 1) The comparison of Fantasia town in the past and in the present 2) The condition of the town in the past 3) A regret why the town had changed so fast. 4) dreams. Because the town looks awful now. 5) they express “unreal meaning”. 6) It tells the present condition of the town 7) The first paragraph tells the condition of the city in the past, the third paragraph tells a regret town authorities did not think the impacts of the town progress in the future. 8) To compare the condition of the town in the past and in the presence and also express the regret of what had not been done in the past for the town. 9) If someone had anticipated these things, we might have been a lot more careful.
What does the underlined word refer to? 10) Fantasian people 11) The city planners 12) many problems today
What does the underlined word mean? 13) orchards = land with fruit trees vineyards = area of land planted with grape-vines 14) thrived = prosper / grow strong 15) incredible = unbelievable exotic = from other country, rare, unusual shrubs = plant with woody stem lower than a tree 16) anticipated = see what is likely to happen and take action What does the conditional sentence mean? Conditionals
Real Facts
17. If you had seen Fantasia 60 years ago, you would have been amazed.
I did not see Fantasia 60 years ago so I wasn’t amazed.
Chapter 5 If Only He had not Cheated 75
18. If Fantasia had kept its train system, we might have avoided some of the traffic problems.
Fantasia did not keep its train system, so we could not avoid some of the traffic problems
19. If the city planners had only thought more about the future, they could have put more money into public transportation.
The city planner did not think more about the future, so they did not put more money into public transportation.
20. If fewer people hadn’t moved to Fantasia Island, the population wouldn’t have grown so fast.
Fewer people moved to Fantasia Island, so the population grew so fast.
21. If Fantasia hadn’t grown so fast, we might not have so many problems today
Fantasia grew so fast, so we have so many problems today
9. Fill in the blanks with the appropriate information about conditional sentences. There are 3 types of Conditional Sentences: 1) The 1st type of conditional sentence or Future Conditional This type refers to the Future time. Pattern: Subject + Simple Present Tense Main Clause
Pattern: Subject+ will + Infinitive without -to If Clause
e.g. : If I become President, I'll lower taxes. If it rains this afternoon, everybody will stay home. What will you do if he invites you?
2) The 2nd type of conditional sentence or Present Conditional This type refers to the Present time. Pattern: Subject + Simple Past Tense Main Clause 76
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Pattern: Subject+ would + Infinitive without -to If Clause
e.g. If I were king, I could throw you in the dungeon. (I am not a king that’s why I can’t throw you in the dungeon) If I won the lottery, I would buy a car. (I don’t win the lottery that’s why I won’t buy a car) 3) The 3rd type of conditional sentence or Past Conditional This type refers to the Past time. Pattern: Subject + Past Perpect Tense Main Clause
Subject+ would have + last Participle (Verb III) If Clause
e.g.: If you had called me, I would have come. (You did not call me so I didn’t come) If you had done your job properly, we wouldn't have been in that mess. You didn’t do your job properly so we were in that mess) 10. Does the conditional future? 1) Future 2) Future 3) Future 4) Past 5) Past
sentence refer to the past, present or 6) Present 7) present 8) present 9) future 10) present
11. Listen and choose the correct answer. 1. c. The woman did not go to the party last night. 2. c. Greg did not enjoy his week end due to the bad weather. 3. a. The coat was so expensive. 4. c. The woman would have woken up the man early. 5. a. We would not have been able to communicate with others in different places. Chapter 5 If Only He had not Cheated 77
6. a. Tom’s parents would have given a loan to Tom. 7. c. The man did not know that the newspapers were still needed. 8. a. If only she had seen the signal, she would have stopped her car. 9. c. Her dress wouldn’t have shrunk. 10. e. The man had seen the film before.
K. TRANSKRIP AUDIO Activity 1 Listen to the recordings, and repeat after each sentence. 1. If Mary had read the material, she would have been prepared for the lesson. 2. The members would have attended the meeting, if they had known about it. 3. If Henry hadn’t had so much work to do, he would have gone to the movie with us. 4. We would have attended the Mozart concert if the tickets hadn’t been so expensive. 5. If we had left an hour later, we would certainly have missed the train. 6. If John had known about the remedial test, he wouldn’t have missed the class. 7. If it hadn’t rained so heavy, our holiday would have been so wonderful. 8. If Jane had posted the invitation earlier, her uncle and aunt would have come to her party. Activity 11 Listen and choose the correct answer 1. Woman : I haven’t seen Ann lately. I wonder how she is these days. 78
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: Ann? Do you mean Ann who once lived next door? Woman : Exactly. Ann Croft. Do you have any news about her? Man : I met her at the party last night. If you had gone to the party last night, you would have met her. Woman : Really? Tell me about her. Man : She has married a rich English gentleman and now she is living in London. Woman : Oh, I’m happy to hear it. Narrator : What can we learn from the dialogue?
2.
Woman Man Woman Man
Woman : Man :
Woman : Man : Narrator :
Man
: : : :
Hi, Greg, how was your weekend at the beach? Terrible. I’m very disappointed. But, what happened Greg? When we went to the beach, the sun were still shining brightly. You know what? An hour later the sky turned cloudy and dark. And not long after that it rained so heavily. We just stayed in the villa. That’s too bad. Yes, we could have played in the beach if the weather hadn’t been so bad. Perhaps, you can go there another time. Yes, I wish I could. What do we know from the dialogue?
3. Woman : Can I see the coat that you bought yesterday, please? Man : What? A coat? Which coat? Woman : The one you tried at the boutique yesterday? Man : Oh, that leather brown coat. I remember now. Yes, it looked beautiful. I really like it but I Chapter 5 If Only He had not Cheated 79
didn’t buy it. If only I had had enough money with me, I would have bought it. Woman : That’s too bad. Why didn’t you tell me that? I could have lent you any money if you had told me. Man : No, I’m so embarrassed. It’s alright. But thanks anyhow. Narrator : Why didn’t the man buy the coat?
4. Man : What time is it? Woman : It’s 8 o’clock. Man : Oh, my God. I must be late to work. Why didn’t you wake me up? Woman : You didn’t tell me. If I had known you wanted to get up early, I would have woken you up at 6. Man : That’s okay. I will call my boss and tell the truth. Woman : Hurry up, then. Narrator : What would have happened if the man had told the woman that he wanted to get up early? 5. Man : Do you know who invented telephone? Woman : Alexander Graham Bell. Man : That’s right. Thanks to him. We can communicate with others in different places. Narrator : What would have happened if Bell had not invented telephone? 6. Man : What happened to Tom? Woman : He looked so upset. He didn’t want to talk to anyone. Man : What’s the problem?
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Woman : He asked his parents for a loan but he didn’t say what he wanted the money for, so they refused. Man : I think, if he had told them that he wanted to open a restaurant, they would have agreed. Woman : Yes, I think so, too. Narrator : What does the man mean by “they would have agreed”?
7. Woman : John, do you know the newspapers that I put on your desk yesterday? Man : Oh, I threw them away in the dustbin. Woman : What? Why did you throw away those newspapers? I hadn’t finished with them. Man : I’m sorry. If I had known you were still reading them, I would not have thrown them away. Narrator : What does the man mean? 8.
Man Woman Man Woman Man Woman
: : : : : :
Good morning, ma’am. Good morning, Officer. May I see your driving license, please? Sure, here you are, sir. Do you realize what you’ve done wrong, ma’am? Yes, sir. I ran through the red light, sir. I didn’t see the signal, so I didn’t stop. I’m sorry, sir. Man : It’s okay. I’ll give you a ticket for your violation. You must pay for the fine in court for breaking the traffic rules. Narrator : What can we learn from the dialogue?
9. Woman 1 : What have you done with my dress? Woman 2 : What happened, ma’am? Woman 1 : Look! It shrunk. This is my favorite dress and now you have made it like this. What a nuisance! Chapter 5 If Only He had not Cheated 81
Woman 2 Woman 1 Woman 2 Woman 1 Narrator
10. Man Woman Man Woman
82
: : : : :
Oh, ma’am, I’m sorry. It’s my fault. What did you do to it? I washed it with boiling water. What a stupid maid-servant you are! What would have happened if the maidservant had not washed the dress with boiling water?
: : : :
Was the film good? Yes, I liked it, especially the leading-actor. Don’t worry. They get married in the end. So, you have seen it before! If you had told me that earlier, we could have watched another. Narrator : What can we learn from the dialogue?
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Chapter 6 In Contrast to the Good Side Alokasi Waktu yang disediakan di silabus: 24 JP
A. KoMPETENSI DASAR: Pengetahuan 3.5 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait hubungan pertentangan dan kebalikan, sesuai dengan konteks penggunaannya. (Perhatikan unsur kebahasaan even if ..., unless ..., however, on the other hand, in contrast, nevertheless) Keterampilan 4.5. Menyusun teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait hubungan pertentangan dan kebalikan, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
B. INDIKAToR Pengetahuan 3.1.1. Mengidentifikasi kalimat dengan hubungan pertentangan. 3.1.2. Menyebutkan perbedaan antara if dan unless. 3.1.3. Menerapkan if dan unless dalam kalimat. 3.1.4. Mengidentifikasi conjunctive adverbs dalam kalimat. 3.1.5. Membuat daftar conjunctive adverbs. 3.1.6. Membuat kalimat dengan conjunctive adverbs. 3.1.7 Menjawab pertanyaan tentang isi dialog yang memuat gagasan yang saling bertentangan. 3.1.8. Mengurutkan kata menjadi kalimat. Keterampilan 4.5.1. Membuat paragraf yang memuat gagasan yang saling bertentangan. 4.5.2. Mempresentasikan fungsi dari If, unless dan conjuctive adverbs.
C. TUJUAN PEMBELAJARAN Pengetahuan Peserta didik mampu: 1. mengidentifikasi kalimat dengan hubungan pertentangan. 2. menyebutkan perbedaan antara if dan unless. 3. menerapkan if dan unless dalam kalimat. 4. mengidentifikasi conjunctive adverbs dalam kalimat. 5. membuat daftar conjunctive adverbs. 6. membuat kalimat dengan conjunctive adverbs. 7. menjawab pertanyaan tentang isi dialog yang memuat gagasan yang saling bertentangan. 8. mengurutkan kata menjadi kalimat. Keterampilan 9. membuat paragraf yang memuat gagasan yang saling bertentangan. 10. mempresentasikan fungsi dari If, unless dan conjuctive adverbs.
D. MATERI PEMBELAJARAN Fakta: Dalam kehidupan sehari-hari, penggunaan gagasan yang saling bertentangan sangat sering dilakukan baik dalam dialog atau dalam tulisan. Konsep: Untuk menyampaikan gagasan yang saling bertentangan, dapat digunakan unless dan conjunctive adverbs. Prinsip Struktur teks • Unless the public transportation covers all parts of the city, cars are important for my mobility. • On the other hand, I can’t imagine how I can handle my work efficiently without a mobile phone. • Even if computers helped me a lot in handling my secretarial work, some people thought that computer users were unsociable. • Nevertheless, education is very expensive. • Living in the countryside is very comfortable, however living in the city is more comfortable.
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•
In contrast to its dangers, nuclear energy is the cheapest alternative energy we can use in the future. Unsur kebahasaan - Conjunctions: although, unless, even though, even if - Conjunctive Adverbs: however, in contrast to, nevertheless, on the other hand, nonetheless, instead Prosedur: Penggunaan conjunctions harus di dalam satu kalimat majemuk (compound sentence) yang memuat induk kalimat (independent clause) dan anak kalimat (dependent clause). Gagasan yang dipertentangkan termuat dalam anak kalimat. Conjunctive adverbs digunakan untuk menghubungkan dua gagasan yang bertentangan dari kalimat yang berbeda. Umumnya conjunctive adverbs mengawali suatu kalimat.
E. Metode Pembelajaran
1. Pendekatan Ilmiah 2. Discovery learning
F. Media, Alat dan Sumber Pembelajaran Media
: Rekaman percakapan tentang mengucapkan dan merespons ungkapan untuk menawarkan barang dan jasa dan power point slides.
Alat
: Laptop, LCD, loud speaker, gambar-gambar, power point.
Sumber Belajar : Buku Teks “Pathway to English 3” Program Peminatan – Sudarwati and Grace – Chapter 2, Penerbit Erlangga, Jakarta.
G. LANGKAH-LANGKAH PEMBELAJARAN 1. Pendahuluan/Kegiatan awal Kegiatan 1 • Guru dan peserta didik saling memberi salam, dilanjutkan dengan doa bersama. • Guru memeriksa kehadiran peserta didik. • Peserta didik merespon dengan “I am her/yes, ma’am/present.” Chapter 6 In Contrast to the Good Side 85
Kegiatan 2 • Guru meminta peserta didik untuk memperhatikan beberapa gambar dan kalimat di sampingnya. • Peserta didik mencerna kalimat yang tertera. • Guru mengarahkan peserta didik untuk menemukan makna pertentangan dalam kalimat-kalimat tersebut.
2. Kegiatan Inti
Alternatif Kegiatan Model PPP dapat dikembangkan. Guru dapat membersiapkan dengan menambah foto atau gambar yang lebih besar disesuaikan dengan tokoh setempat untuk memancing keaktifan peserta didik.
Kegiatan 1 • Guru meminta peserta didik mendengarkan monolog dan menemukan tema monolog tersebut. • Peserta didik mendengarkan dan mengisi tema monolog dalam tabel. • Guru meminta peserta didik mendengarkan monolog tersebut sekali lagi dan meminta peserta didik menemukan kata hubung yang ditemukan dalam monolog tersebut. • Peserta didik mendengarkan monolog kembali dan mengisi tabel dengan kata hubung yang ditemukan. Kegiatan 2 • Guru meminta peserta didik mendengarkan monolog dan menemukan gagasan yang saling bertentangan dalam monolog tersebut. • Peserta didik mendengarkan monolog dan mengisi tabel dengan gagasan yang saling bertentangan yang ditemukan dalam monolog. Kegiatan 3 • Bersama dengan peserta didik, guru mendiskusikan beberapa pertanyaan tentang penggunaan beberapa kata hubung even if, unless, however, on the other hand, in contrast and nevertheless. • Bersama dengan peserta didik, peserta didik mendiskusikan beberapa pertanyaan tentang penggunaan beberapa kata
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hubung even if, unless, however, on the other hand, in contrast and nevertheless. • Peserta didik mempresentasikan kesimpulan diskusi.
Alternatif Kegiatan Guru dapat membagi kelas menjadi beberapa kelompok. Setiap kelompok menyiapka satu pertanyaan, ditulis di papan tulis.Guru mengoreksi pertanyaan tersebut. Setiap kelompok memilih pertanyaan dari kelompok lain untuk didiskusikan dan dilaporkan secara bersama-sama.
Kegiatan 4 • Guru meminta peserta didik mepresentasikan hasil diskusi di depan kelas. • Peserta didik mepresentasikan hasil diskusinya di depan kelas. Kegiatan 5 • Guru meminta peserta didik menjodohkan kalimat dari kolom A dan kalimat dari kolom B. • Peserta didik menjodohkan kalimat dari kolom A dan kalimat dari kolom B. Apabila digabung, akan dihasilkan suatu kalimat yang memuat gagasan yang saling bertentangan. Kegiatan 6 • Guru meminta peserta didik untuk memahami suatu situasi dan mengisi tabel BENAR SALAH berdasarkan situasi tersebut. • Peserta didik mengisi tabel BENAR SALAH untuk mengidentifikasi pernyataan yang benar atau salah berdasarkan situasi yang sudah dibaca. Kegiatan 7 • Guru meminta peserta didik untuk mengamati tabel yang memuat dua gagasan yang saling bertentangan (bad sides dan good sides). • Guru meminta peserta didik menghubungkan dua gagsan yang saling bertentangan tersebut dengan conjunction yang tersedia. • Peserta didik menghubungkan dua gagsan yang saling bertentangan tersebut dengan conjunction yang tersedia.
Chapter 6 In Contrast to the Good Side 87
Alternatif Kegiatan Dapat dibuat kelompok. Temuan dari kelompok hendaknya saling melengkapi.
•
88
Kegiatan 8 • Guru meminta peserta didik untuk mengurutkan kata menjadi kalimat utuh yang mengandung gagasan yang saling bertentangan. • Peserta didik mengurutkan kata menjadi kalimat utuh yang mengandung gagasan yang saling bertentangan. Kegiatan 9 • Guru meminta peserta didik untuk melengkapi dialog rumpang dengan conjunction yang tersedia. • Peserta didik melengkapi dialog rumpang dengan conjunction yang tersedia. • Guru meminta peserta didik untuk membaca dialog dan bermain peran dengan menggunakan dialog tersebut. • Peserta didik untuk membaca dialog dan bermain peran dengan menggunakan dialog tersebut. Kegiatan 10 • Guru meminta peserta didik untuk menemukan informasi tentang Arctic dan Antartic. • Peserta didik mencari informasi tentang Arctic dan Antartic dan mempresentasikan di depan kelas.
Guru meminta peserta didik untuk membandingkan Arctic dan Antartic. • Peserta didik membanding Arctic dan Antartic. • Guru meminta peserta didik membuat kalimat yang membandingkan Arctic dan Antartic berdasarkan fakta-fakta di dalam tabel. • Peserta didik membuat kalimat yang membandingkan Arctic dan Antartic berdasarkan fakta-fakta di dalam tabel. Kegiatan 11 • Guru meminta peserta didik untuk membuat role-play dialog. Peserta didik dapat memilih satu dari dua tema terlampir. Dialog harus memuat gagasan yang saling bertentangan.
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•
Peserta didik melakukan memilih satu tema yang tersedia dan melakukan role-play dialog tentang tema tersebut. Peserta didik dapat melihat contoh dialog yang tersedia di buku ajar. Kegiatan 12 • Guru meminta peserta didik berduskusi dalam kelompok untuk menyimpulkan fungsi dari conjunction: However, On the other hand, In contrast /In contrast to, Nevertheless, Even if. • Peserta didik berduskusi dalam kelompok untuk menyimpulkan fungsi dari conjunction: However, On the other hand, In contrast /In contrast to, Nevertheless, Even if.
3.
Kegiatan Penutup Kegiatan 1 Guru mengulang kembali materi secara singkat. Kegiatan 2 Guru meminta umpan balik tentang materi yang susah dipelajari. Kegiatan 3 Guru memberikan penugasan terstruktur. Kegiatan 4 Guru menyampaikan rencan pembelajaran selanjutnya.
Alternatif kegiatan Pada kegiatan penutup, peserta didik dapat membuat learning journal/self-reflection, melakukan penilaian diri sendiri, dan melakukan penilaian antar teman. Tulisan refleksi peserta didik dapat dijadikan refleksi bagi guru sebelum melanjutkan ke bab berikutnya.
H. KEGIATAN PENGAYAAN Siswa mencari membuat suatu karangan yang membandingkan kehidupan di kota dan di desa. I. PENILAIAN 1. Penilaian pengetahuan dengan tes tertulis (Soal dibuat oleh guru.) 2. Penilaian keterampilan dilakukan dengan rubrik (Rubrik terlampir) Chapter 6 In Contrast to the Good Side 89
Agar penilaian dapat mencakup semua aspek yang diharapkan, lembar penilaian yang mencakup aspek yang akan dinilai perlu disiapkan. Misalnya: 1. Lembar penilaian diri sendiri 2. Lembar penilaian antar teman 3. Lembar rubrik keterampilan berbicara Speaking Assessment Rubric Name : ………………… No
Criteria to be assessed
Low (5 – 9)
Class/Number : ……../ …….. Good (10 – 19)
Very Good (20 – 25)
Score
1. Pronunciation Many errors Comprehensible Sound like a interfere native speaker comprehensibility 2. Intonation
No variation in intonation
Perform some variation of intonation
Accurate intonation
3. Grammar
Many grammatical mistakes that negatively affect communication
Make several grammatical errors that do not interfere with communication
Few minor grammatical errors that do not interfere with communication
4. Content
Fails to communicate ideas
Comprehensible, Contextually add some correct supporting ideas Total score Maximum Score = 100
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I. Kunci Jawaban 1. Read the sentences and fill in the table with the correct information. Fact
Conjunctions
Contrast
Cars are important for my mobility.
unless
The public transportation doesn’t cover all parts of the city.
The cheapest alternative energy we can use in the future.
In contrast to
The dangers of nuclear
computers helped me Even if a lot in handling my secretarial work
some people thought that computer users were unsociable.
education is very im Nevertheless portant today
Some children go without education at all.
Living in the countryside is very comfortable
However
living in the city is more comfortable.
Nuclear is very dangerous
In contrast to
Nuclear energy is the cheapest alternative energy we can use in the future.
1. Listen to the monologues. Decide what topic is being talked about and what conjunctions are used in the monologues. Monologues
Topic
Conjunctions used
1
Drinking coffee
However
2
National examination
Nevertheless
3
Nuclear power
On the other hand
4
Mobile phone
Unless
5
Internet
In contrast to
6
Solar energy
Even if
Chapter 6 In Contrast to the Good Side 91
2. Listen again to the monologues. What the positive and the negative statements do the speakers talk about? Monologue
Positive
Negative
1
Drinking coffee is nice Drinking coffee too much is and enjoyable. not good for our health.
2
National examination The national examination can determines the national trigger dishonesty amongst education standard. students.
3
Nuclear power is not Nu c l e a r p owe r i s ve r y expensive to make. dangerous and can be a major disaster.
4
Mobile phones make People don’t use mobile communication easier. phones when driving cars or riding motorcycles.
5
Internet impacts po The internet degrades the sitively to education. quality of research
6
The solar energy is The equipment for converting cheaper than any other the sunlight into electricity is fossil fuels. very expensive to buy
5. Match the statements in column A with the statements in column B. 1. If Richard studies hard enough, he will go to Australia with his father. 2. His father has promised him that he will take Richard to Australia if he passes his examination with good marks. 3. So, Richard won’t be able to go to Australia unless he passes his examination. 4. Unless Richard studies hard for his examination, he will not be able to go to Australia with his father 5. He will not go to Australia unless he work hard for his examination. 6. Read the situation and state whether these statements True (T) or False (F). If it is false, correct it.
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No
Statements
T
F
Correction
1.
If you want to see my brother, you must come to my house tonight.
√
2.
You won’t be able to see him if you come to my house.
√
You will be able to see him if you come to my house.
3.
My brother says that he will see you if he is not free tonight.
√
My brother says that he will see you if he is free tonight.
4.
You’ll be able to talk to him unless he is free tonight.
√
You won’t be able to talk to him unless he is free tonight.
5.
If you come to my house tonight, you’ll not see and talk to him.
√
If you come to my house tonight, you will see and talk to him.
7. Combine the good and the bad sides using conjunctive adverbs. a. With the help of mobile technology we are able to talk to our friends and relatives who are living far from us. Nevertheless, mobile technology rises to another problem that is lacks of taking care personally. b. Even if home schooling creates a flexible schedule, it does not give opportunities to develop social skills. c. In contrast to the advantages of aviation technology, aviation technology creates serious environmental threats such as air pollution and noise pollution. d. Organic plants are free of contamination with health harming chemicals such as pesticides, fungicides and herbicides. However, it requires considerably more skill to farm organically. e. Television programs such as Educational program and Documentaries can teach kids important values and life lessons. On the other hand, kids who watch TV a lot have trouble paying attention to teachers because they are accustomed to the fast-paced visual stimulation on TV. Chapter 6 In Contrast to the Good Side 93
8. Rearrange the jumbled words to make good sentences. Begin with the first word. 1. Tony will not clean his room unless his mother tells him to. 2. Unless it is really about something urgent, anybody will not see Mr. Henz today. 3. You can’t go anywhere unless your father gives permission. 4. The office will be open unless it is a holiday. 5. Unless you keep interrupting her, Mrs. Schmidt will be able to finish her story. 9. Complete this dialogue with the conjunctive adverbs: on the other hand, in contrast to, nevertheless, even if and unless. 1. even if 2. nevertheless 3. nevertheless 4. even if 5. in spite of. 10. Write sentences using comparison and contrast. Use connectives: However, On the other hand, In contrast /In contrast to, Nevertheless, Even if. One has been done for you as an example.
94
1) The Northern Artic regions are ice-covered sea, and almost completely surrounded by land. However, the Southern regions are ice-covered land, and almost completely surrounded by a great ocean.
2) The Northern Artic is surrounded by land. On the other hand, the South Antarctic is surrounded by great ocean.
3) In contrast to the Northern Arctic, pole lies on land in the Southern Antarctic.
4) Unlike the various climate of the Northern Arctic, the climate of the Southern Antarctic varies little.
5) Many plants grow in the Northern Arctic. In contrast, the Southern Antarctic is only an empty desert.
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6) The northern Arctic is economically exploited. In contrast, no economic exploitation is done in the Southern Antarctic.
J. TRANSKRIP AUDIO 1. Listen to the monologues. Decide what topic is being talked about and what conjunctions are used in the monologues.
Monologue 1 : Drinking coffee in the morning while having bread and jam is really nice and enjoyable. However, drinking coffee too much is not good for our health. You may get addicted and in the long run the coffee may result in adrenal exhaustion.
Monologue 2 : Some people agree that the national examination is good. The national examination can determine the national education standard in Indonesia. Nevertheless, those who don’t agree say that the national examination can trigger dishonesty amongst students.
Monologue 3 : Nuclear power costs about the same as coal, so it’s not expensive to make. On the other hand, nuclear power is very dangerous and can be a major disaster.
Monologue 4 : Mobile phones are very convenient because you are able to make calls from nearly anywhere even in emergency situations. Unless you make calls with your mobile phones while driving in the car or on a motorcycle, mobile phones make communication easier.
Monologue 5 : In contrast to internet positive impacts to education, some people argue that the internet degrades the quality of research, especially the physical library research.
Chapter 6 In Contrast to the Good Side 95
96
Monologue 6 : Even if the solar energy is cheaper than any other fossil fuels, the equipment for converting the sunlight into electricity is very expensive to buy and many people can’t afford them.
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Chapter 7 Pros and Cons Alokasi Waktu yang disediakan di silabus: 24 JP
a. KomPeTenSi DaSar: 3.6
Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks pembahasan ilmiah (discussion) lisan dan tulis dengan memberi dan meminta informasi terkait pembahasan isu kontrovesial dan aktual dari beberapa (minimal dua) sudut pandang, sesuai dengan konteks penggunaannya 4.6.1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks pembahasan ilmiah (discussion) lisan dan tulis, terkait isu kontroversial dan aktual 4.6.2 Menyusun pembahasan ilmiah (discussion) lisan dan tulis, terkait isu kontroversial dan aktual, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks
b. inDiKaTor 3.6.1 3.6.2 3.6.3 3.6.4 3.6.8 4.6.1 4.6.1 4.6.1
Meniru teks discussion lisan dari beberapa isu. Membaca beberapa macam teks tentang orang, binatang, benda, gejala dan peristiwa alam dan sosial untuk mendapatkan informasi khusus dan ide pokok dari teks discussion. Menemukan beberapa teks discussion dari berbagai sumber seperti internet, film, koran, majalah, buku dll. Mengidentifikasi teks discussion yang ditemukan dari berbagai sumber dengan menyebutkan fungsi sosial, topik, struktur teks dari tiap-tiap teks. Membandingkan fungsi sosial, struktur teks dan unsur kebahasaan teks discussion dari berbagai sumber. Membaca beberapa teks discussion untuk menemukan makna dari teks discussion. Menuliskan beberapa teks discussion. Mendiskusikan teks discussion dengan membaca keras dengan intonasi dan pronunciation yang tepat.
C. Tujuan Pembelajaran Peserta didik mampu: 1. meniru teks discussion lisan dari beberapa isu 2. membaca beberapa macam teks tentang orang, binatang, benda, gejala dan peristiwa alam dan sosial untuk mendapatkan informasi khusus dan ide pokok dari teks discussion. 3. menemukan beberapa teks discussion dari berbagai sumber seperti internet, film, koran, majalah, buku dll. 4. mengidentifikasi teks discussion yang ditemukan dari berbagai sumber dengan menyebutkan fungsi sosial, topik, struktur teks dari tiap-tiap teks. 5. membaca beberapa teks discussion untuk menemukan makna dari teks discussion 6. menuliskan beberapa teks discussion 7. mendiskusikan teks discussion dengan membaca keras dengan intonasi dan pengucapan yang tepat
D. Materi Pembelajaran Fakta Teks pembahasan ilmiah atau disebut teks discussion dalam kehidupan sehari-hari bisa ditemukan dalam koran, majalah, film, internet, buku,dan sumber lain. Konsep Teks pembahasan ilmiah (discussion) menggunakan bebarapa kata penghubung (sentence connectors) seperti “and, also, as well as, besides, finally” untuk menandakan bahwa akan ada informasi lebih yang akan mengikuti kalimat itu. Prinsip Struktur teks: 1. Isu yang dibahas, dalam bentuk pernyataan dan preview 2. Serangkaian argumentasi yang mendukung dan tidak mendukung atau pernyataan atau pandangan yang berbeda, yang terdiri atas poin yang dibuat dan rinciannya 3. Kesimpulan atau saran, 98
Buku Guru Pathway to English 3
Unsur kebahasaan: 1. Kata kerja yang terkait dengan keadaan, tindakan, pandangan, pendapat, dalam the simple present tense. 2. Penyebutan kata benda umum, singular dan plural tentang objek tertentu (human dan non-human) 3. Penggunaan kata penghubung untuk mengontraskan dan mengurutkan, seperti on the other hand, conversely, because, consequently, thus, dan sebagainya 4. Ejaan dan tulisan tangan dan cetak yang jelas dan rapi 5. Ucapan, rujukan kata, tekanan kata, intonasi, ketika mem presentasikan secara lisan. Prosedur Prosedur penulisan sebuah teks discussion diawali dengan adanya isu yang di diskusikan dan argument dari penulis (pro dan kontra argument).
E. Metode Pembelajaran 1. Pendekatan ilmiah (Scientific Approach: Observing-QuestioningExploring-Associating-Communicating) 2. Problem-based learning
F. Media, Alat dan Sumber Pembelajaran Media Alat
: Rekaman teks discussion, dan power point slides. : Laptop, LCD, loud speaker, gambar-gambar, power point. Sumber Belajar : Buku Teks “Pathway to English 3” Program Peminatan – Sudarwati and Grace – Chapter 11, Penerbit Erlangga, Jakarta.
G. LANGKAH-LANGKAH PEMBELAJARAN 1. Pendahuluan/Kegiatan awal Kegiatan 1 • Guru memberi salam kepada peserta didik. • Guru dan peserta didik berdoa secara khidmat sesuai dengan agama dan kepercayaannya masing-masing. Chapter 7 Pros and Cons 99
• • •
Guru mengecek kehadiran siswa. Siswa menjawab dengan mengatakan “I am here/ yes, ma’am/ present.” Peserta didik mendiskusikan beberapa tema tertentu dan menuliskan argument mereka apakah pro atau kontra. Guru menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai, dan menyampaikan cakupan materi dan penjelasan uraian kegiatan sesuai silabus.
Alternatif Kegiatan Tema dapat dituliskan pada sebuah kalender bekas bagian putih dengan ukuran terbaca jumlah tema disesuaikan dengan jumlah peserta didik di kelas.
2. Kegiatan Inti Kegiatan 1 • Guru meminta peserta didik mendengarkan pernyataan dan mencocokkannya dengan gambar. • Peserta didik mendengarkan pernyataan dan mencocokkannya dengan gambar. Kegiatan 2 • Guru meminta peserta didik melengkapi dialog dengan kata yang telah disediakan dan mendengarkan dialog lagi untuk mengecek jawaban mereka. • Peserta didik melengkapi dialog dengan kata yang telah disediakan dan mendengarkan dialog lagi untuk mengecek jawaban mereka. Kegiatan 3 • Guru meminta peserta didik mendengarkan audio untuk memeriksa jawabannya. • Peserta didik mendengarkan audio untuk memeriksa jawabannya. Kegiatan 4 • Guru meminta peserta didik melengkapi kkolom dengan informasi yang di dapat dari dialog yang di dengar. • Peserta didik melengkapi kolom dengan informasi yang di dapat dari dialog yang di dengar.
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Kegiatan 5 • Guru meminta peserta didik mendengarkan kontroversi dalam progran infotainmen di TV. Lalu membenarkan pernyataan yang tertulis. • Peserta didik mendengarkan kontroversi dalam program infotainment di TV, lalu membenarkan pernyataan yang tertulis. Kegiatan 6 • Guru meminta peserta didik membaca beberapa argumen dan menebak permasalahan yang dikemukakan. • Peserta didik membaca beberapa argument dan menebak permasalahan yang dikemukakan.
Alternatif Kegiatan Model PPP (presentation-practice-production) dapat dipilih sesuai dengan kegiatan yang dipilih, contoh-contoh program TV bisa disesuaikan dengan program TV lokal.
Kegiatan 7 • Guru meminta peserta didik membaca dialog dan teks lalu membuat dialog serupa. • Peserta didik membaca dialog dan teks lalu membuat dialog serupa. Kegiatan 8 • Guru meminta peserta didik merekam dialog yang telah dibuat dan membandingkannya dengan hasil milik teman yang lain. • Peserta didik merekam dialog yang telah dibuat dan membandingkannya dengan hasil milik teman yang lain.
Alternatif Kegiatan Untuk lebih membuat siswa aktif bertanya, peserta didik dapat memilih satu atau lebih pertanyaan yang ada. Pertanyaan tersebut kemudian dituliskan pada kertas yang digulung dan diberikan kepada kelompok lain untuk dijawab. Peserta didik dapat menanggapi pertanyaan dan jawaban tersebut. Guru dapat memberikan penilaian spiritual dan sikap Chapter 7 Pros and Cons 101
Kegiatan 9 • Guru meminta peserta didik berkelompok dan membaca isu yang diberikan kemudian menebak topik yang sedang dibahas dalam isu tersebut. • Peserta didik berkelompok dan membaca isu yang diberikan kemudian menebak topik yang sedang dibahas dalam isu tersebut. Kegiatan 10 • Guru meminta peserta didik menuliskan apa yang telah mereka ketahui tentang ungkapan disagreement pada kolom K di tabel K-W-L • Peserta didik menuliskan apa yang telah mereka ketahui tentang ungkapan disagreement pada kolom K di tabel K-W-L. Kegiatan 11 • Guru meminta peserta didik memikirkan dua pertanyaan yang ingin diketahui tentang ungkapan disagreement dan menuliskannya kedalam kolom W di tabel K-W-L. • Peserta didik untuk memikirkan dua pertanyaan yang ingin diketahui tentang ungkapan disagreement dan menuliskannya kedalam kolom W di tabel K-W-L. Kegiatan 12 • Guru meminta peserta didik menuliskan apa yang telah mereka pelajari dari teks itu dan menuliskannya pada kolom L di tabel K-W-L. • Setelah selesai membaca teks yang diberikan oleh guru, peserta didik menuliskan apa yang telah mereka pelajari dari teks itu dan menuliskannya pada kolom L di tabel K-W-L. Kegiatan 13 • Guru meminta peserta didik membaca teks lalu melengkapi mind map. • Peserta didik untuk membaca teks lalu melengkapi mind map. Kegiatan 14 • Guru meminta peserta didik bekerja kelompok dan menjawab pertanyaan sesuai dengan teks di kegiatan 13. • Peserta didik bekerja kelompok dan menjawab pertanyaan sesuai dengan teks di kegiatan 13.
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Kegiatan 15 • Guru meminta peserta didik menganalisis unsur kebahasaan pada teks di kegiatan 13. • Peserta didik menganalisis unsur kebahasaan pada teks di kegiatan 13.
Alternatif Kegiatan Model pre-whilst-post dapat digunakan dengan teknik cooperative learning, the captain and the crew. Guru memilih kegiatan yang sesuai dengan karakter peserta didik.
Kegiatan 16 • Guru meminta peserta didik mempelajari struktur dari teks discussion. Peserta didik mempelajari struktur dari teks discussion. Kegiatan 17 • Guru meminta peserta didik menjawab beberapa pertanyaan secara berpasangan. Peserta didik menjawab beberapa pertanyaan secara berpasangan. Kegiatan 18 • Guru meminta peserta didik mendiskusikan pertanyaan berdasarkan teks di kegiatan 16. • Peserta didik mendiskusikan pertanyaan berdasarkan teks di kegiatan 16. Kegiatan 19 • Guru meminta peserta didik memadukan frasa yang ada dalam kolom A dengan frasa dalam kolom B untuk menjadi kalimat yang baik. • Peserta didik memadukan frasa yang ada dalam kolom A dengan frasa dalam kolom B untuk menjadi kalimat yang baik. Kegiatan 20 • Guru meminta peserta didik membaca pesan dan membuat pernyataan contrastive untuk membantu Fani menemukan solusi. • Peserta didik membaca pesan dan membuat pernyataan contrastive untuk membantu Fani menemukan solusi.
• •
Chapter 7 Pros and Cons 103
Kegiatan 21 • Guru meminta peserta didik memperhatikan dialog dan membuat dialog yang mirip dengan dialog yang dibaca. • Peserta didik memperhatikan dialog dan membuat dialog yang mirip dengan dialog yang dibaca. Kegiatan 22 • Guru meminta peserta didik mempelajari isu dan kesimpulan dari berbagai teks dan mendiskusikan beberapa tertanyaan. • Peserta didik mempelajari isu dan kesimpulan dari berbagai teks dan mendiskusikan beberapa pertanyaan. Kegiatan 23 • Guru meminta peserta didik mendiskusikan pertanyaan. • Peserta didik mendiskusikan pertanyaan. Kegiatan 24 • Guru meminta peserta didik membuat isu dan kesimpulan. Kemudian peserta didik melengkapi extract dengan memilih salah satu topik yang tersedia. • Peserta didik membuat isu dan kesimpulan. Kemudian, peserta didik melengkapi extract dengan memilih salah satu topik yang tersedia. Kegiatan 25 • Guru meminta peserta didik berkelompok untuk menemukan 2 teks discussion dari internet lalu mendiskusikannya. • Peserta didik berkelompok untuk menemukan 2 teks discussion dari internet lalu mendiskusikannya. Alternatif Kegiatan Guru dapat membawa peserta didik ke perpustakaan untuk melakukan research kecil tentang teks discussion dari sumber yang lain. Guru menilai semangat mereka. Model EGRA (exposure, generalization, reinforcement dan application) dapat dipilih, disesuaikan dengan karakteristik peserta didik. Kegiatan 26 • Guru meminta peserta didik membaca beberapa teks discussion. • Peserta didik membaca beberapa teks discussion.
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Kegiatan 27 • Guru meminta peserta didik menulis atau menyalin teks discussion. • Peserta didik menulis atau menyalin teks discussion. Kegiatan 28 • Guru meminta peserta didik meminta masukan mengenai teks yang dibuatnya. • Peserta didik meminta masukan mengenai teks yang dibuat. Kegiatan 29 • Guru meminta peserta didik menempelkan tulisannya di papan pengumuman kelas. • Peserta didik menempelkan tulisannya di papan pengumuman kelas.
3. Kegiatan Penutup Kegiatan 1 Guru mengulang kembali materi teks pembahasan ilmiah (discussion) tentang orang, binatang, benda, gejala dan peristiwa alam dan sosial. Kegiatan 2 Guru meminta umpan balik tentang materi yang susah. Kegiatan 3 Guru memberikan penugasan terstruktur secara individu. Kegiatan 4 Guru menyampaikan rencana pembelajaran selanjutnya. H. PENILAIAN 1. Penilaian pengetahuan dengan teks tertulis (Soal ditulis oleh guru) 2. Penilaian penerapan dilakukan dengan rubrik (rubrik terlampir) Agar penilaian dapat mencakup semua aspek yang diharapkan, lembar penilaian yang mencakup aspek yang akan dinilai perlu disiapkan. Misalnya: 1. lembar penilaian diri sendiri; 2. lembar penilaian antar teman; 3. lembar rubrik keterampilan berbicara; 4. lembar rubrik keterampilan menulis. Chapter 7 Pros and Cons 105
Speaking Assessment Rubric Name : ………………… No
Criteria to be assessed
Low (5 – 9)
Class/Number : ……../ …….. Good (10 – 19)
Very Good (20 – 25)
Score
1. Pronunciation Many errors Comprehensible Sound like a interfere native speaker comprehensibility 2. Intonation
No variation in intonation
Perform some variation of intonation
Accurate intonation
3. Grammar
Many grammatical mistakes that negatively affect communication
Make several grammatical errors that do not interfere with communication
Few minor grammatical errors that do not interfere with communication
4. Content
Fails to communicate ideas
Comprehensible, Contextually add some correct supporting ideas Total score Maximum Score = 100
Writing Assessment Rubric Name : ………………… Low (5 – 9)
Class/Number : ……../ ……..
No
Criteria to be assessed
1.
Content
Illogical ideas
Logical ideas Logical opinions with irrelevant with relevant supporting ideas supporting ideas
2.
Text organization
Unorganized
Well-organized, unclear elaboration of ideas
Well-organized with clear elaboration of ideas
3.
Grammar
Make many grammatical mistakes that negatively affect communication
Make several grammatical errors that do not interfere with communication
Few minor grammatical errors that do not interfere with communication
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Good (10 – 19)
Very Good (20 – 25)
Score
4.
Vocabulary
Basic vocabulary, less precise Some errors with spelling and punctuation
5.
Mechanic
6.
Tidiness and deadline
Unreadable, late submission
Developed vocabulary
Purposefully chosen vocabulary Mostly Effective use of effective use of capitalisation, capitalisation, punctuation and punctuation and spelling spelling Clear font, on- Neat writing, time submission in-time submission Total score
score × 2 ________ Final Score = Total 3 Maximum Score = 100
I. Kunci Jawaban 3. Group the following words in the right column of pro or con. See the example. Pros • • • • • • •
do like fact positive agree advantage fond
Cons • • • • • • •
don’t dislike negative disadvantages gossip object to condemn
1. Listen to some statements and then number each picture related to the statement. No
Statements
Picture
1
The use of calculator during the test: Pro and contra.
c
2
Too young to be married: good or bad?
e
3
Cloning of animals: Allowed or not allowed?
d
4
Pro and contra about harnessing solar energy.
b
5
The controversy of living in an apartment.
a
Chapter 7 Pros and Cons 107
2. Fill in the blanks with the words provided while listening to the dialog. Louis : Eva. I need your opinion about infotainment programs on TV. Eva : Infotainment programs? What’s the problem? Louis : Do you like news which reveals the personal life of celebrities? Eva : Well, I watch it when I have nothing to do. Louis : Do you enjoy it? Eva : To tell you truth, sometimes I find something interesting behind the gossip. Louis : I think so. But many people condemn the content of the infotainment programs. The programs sometimes go too far into the private lives of people. Eva : I can understand it. People who fond of the infotainment programs believe that the information is based on the fact. Louis : Right. But, I also think that the program can encourage celebrities to act positively in public. Eva : So far the programs have become a dilemma for some viewers. On one hand, the programs run stories on how celebrities build their career, but on the other hand, the programs also bring terrible consequences. Louis : Oops! It’s almost nine. I have something important to do. Thanks for your opinion. It will help me with my article. See you. Eva : See you and good luck. 4. Fill in the following table with information from the dialog. The Pros and Cons of Infotainment on TV Pro
Contra
Something interesting behind the Gossiping, slandering a person gossip The contents are based on the facts The content of the program Encourage celebrities to do positive The private lives of people things 108 Buku Guru Pathway to English 3
5. Listen to a monolog and then correct each wrong statement below. a. Many people like the content of the infotainment programs. b. The infotainment program has high rating on TV c. 10 listeners think that infotainment program could encourage celebrities to do positive things in public. d. Reporters need the story, while celebrities need fame e. 10 listeners who disagree with the good point of infotainment programs say that Infotainment programs are about slandering another person or talking about people’s private lives. f. The program is sometimes excessive in that it goes too far into the private lives of people. g. The program sometimes report stories before seeking information or confirmation from the person they are talking about 6. Read these various arguments. Group the arguments in the right column. a. pro b. cons c. cons d. cons 9. In a group of four, read the following issues, and then guess the topics discussed. No
issue
1
Computers help us a lot in this information age
2
The problem with ‘hacking and its hackers’
3
The use of nuclear energy
4
The use of an X-ray in a hospital
5
The problem of abortion
13. Read the text aloud. Then answer the following questions. The issue discussed: Pos and Cons about Video Games.
PRO Agument Paragraph 2 and 3
AGAINST Argument Paragraph 4 and 5
The position of the writer Fair Chapter 7 Pros and Cons 109
a. To make decisions about things a controversy of the video games. b. Possible answers The text
Structure of the text
Pros and Cons about Video Games
title
Paragraph 1
issue
Paragraph 2
Argument ‘pro’ 1
Paragraph 3
Argument ‘pro’ 2
Paragraph 4
Argument ‘against’ 1
Paragraph 5
Argument ‘against’ 2
14. Analyze the language features used in the text above. Write a sentence in the right column. See the example. Present tense
Video games become an important part not only the children’s life but also the adults’
Present continuous Nowadays, the video game industry is developing Tense rapidly. The use of modal They think it can make them more creative ‘can’ because the game provides challenging ways to win. The use of modal So, parents should be careful in selecting the ‘should’ appropriate games for their children. Connective words Nevertheless, there is an argument whether video games have good or bad influences on children. Past tense
In the USA, two years ago, a student shot his teacher and some of his friends.
16. Read the text and then answer the following questions in pairs. a. Internet on education b. We can find information easily c. Internet degrades the quality of research d. We can improve our knowledge easily and quickly e. The writer doesn’t offer any solution to the problem
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17. Discuss the next questions. a. To get a balance on a picture and point of view about the role of internet on education b. Discussion text c. Possible answers • The topic discussed • Statements to support ‘pro’ points • Statements to support ‘against’ points • The writer’s position and writer’s solution about the problem d. Fair because the writer shows his balance on the topic discussed e. Present f. You know, well g. When, if, since, h. But, on the other hand, on the one hand 18. Match the phrases in column A with the phrases in column B to make good sentences. 1. d 4. a 2. e 5. b 3. c 22.
Discuss the following questions a. In issue and conclusion statements b. In issue and conclusion c. The writer shows a good side of the topic by using contrastive connectors d. You know, well
J. TRANSKRIP AUDIO 5. Listen to a monologue and then correct each wrong statement below.
Good morning listeners. I’m very happy to accompany you for 30 minutes and discuss the pros and cons of infotainment Chapter 7 Pros and Cons 111
on TV. Do you like news about the personal life of celebrities and enjoy infotainment on TV? Even though many people condemn infotainment for the information reported, high-rating infotainment on TV provides a means of livelihood for many, both infotainment journalists and celebrities.
I interviewed 20 listeners by phone about the topic. Ten interviewees think that infotainment may encourage celebrities to perform positive actions in public. Infotainment doesn’t always air celebrities’ dirty laundry. Besides, the information is based on facts. Journalists, on these programs, always try to find the truth behind the gossip. Celebrities need such programs to give them a higher profile. What I mean is that these programs give room for mutual needs between reporters and celebrities. Reporters need their stories, while celebrities need fame. Usually reporters start a story based on a ‘signal’ from the celebrity. For example, gossip about someone cheating on their spouse and has caused curiosity among the public. There is a saying ‘where there’s smoke, there’s fire.’
On the other hand, 10 interviewees stated that information reported on infotainment is about slandering people or talking about the bad aspects of their personal lives. Sometimes the programs talk excessively about other peoples’ personal lives, like divorce and cheating on a spouse. Sometimes the programs report news without seeking the truth or confirming the information.
So far, infotainment has become a dilemma for some viewers. On one hand, these programs can run stories on how celebrities have built their careers and how they feel about being famous, but, on the other hand, these programs can also bring terrible consequences, especially related to people’s personal lives. Well listeners, I’m waiting for other views about infotainment. Just call me at 021 844 8895.
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Activity 26 Listen to the dialogue and practice it with your friends. Host
: Now, what do you think about this? Calculators will be banned from schools. Can you believe it? students will do math, physics, and chemistry without calculators. Will students without calculators be smarter? Can you imagine math class without your calculator? So what do you think? Phone me now on 021 844 8895. Hello?
Caller 1 : Hello, Sandra? Look, I like the idea that kids without calculators will be smarter. If you’re using a calculator all your life, it means you cheat yourself. You’re not really learning because the calculator does it for you! A person in my class last year snuck a calculator with him and about a week away from school ending, the teacher found it in a drawer of his desk and took it from him. Guess what? He didn’t know how to do ant math because he usd to sit at the back and use a calculator. He did not pass the 6th grade! I do believe the idea of banning calculators froom the classrooms will be the best solution. Host
: I see. You believe that kids with calculators aren’t really smart. When I was in 10th grade, I needed a special type of calculator called a graphic calculator. It is used in a hard type of math called trigonometry. This kind of math needs a calculator. I relied on it for trigonometry, but I preffered to use a pencil and paper for all the other types of math. So I can see why you have that opinion. OK, 021 844 8895 is my number. Hello?
Caller 2 : Hello Sandra, I don’t think it is a good idea, if students’ goal is to get a job, they should probably learn some math skills without calculator. But if a teacher’s goal is for students to be able to cope with mathematical problems in our society, most of the course should be taught with the assistance of calculators. I hope very strongly that schools will discuss the idea of banning calculators from classrooms. Chapter 7 Pros and Cons 113
Host
: Let me say that you think the use of calculators in class depends on the goal of the math class.
Caller 2 : You’re right. I doubt that kids without calculators will be smarter. Although a calculator works faster than adding things up in your brain, the person using it still has to figure out the formula for them.
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Chapter 8 although it is Difficult, it is Possible a. KomPeTenSi DaSar: Pengetahuan 3.7 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait konsesi, sesuai dengan konteks penggunaannya. (Perhatikan unsur kebahasaan even though, although) Keterampilan 4.11 Menyusun teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait konsesi, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
b. inDiKaTor Pengetahuan 3.7.1 Mengidentifikasi ungkapan ‘ensuring’, ‘encouraging’, ‘giving spirit’, ‘opposing’, menggunakan ‘although’, ‘though’, ‘even though’. 3.7.2 Meniru dan mengungkapkan pernyataan dengan menggunakan ‘although,’ ‘though,’ ‘even though’ 3.7.3 Mengidentifikasi ciri-ciri kalimat tentang pernyataan dan pertanyaan tentang ketetapan terjadinya atau dilakukannya sesuatu dalam kondisi apapun (fungsi sosial, struktur teks, dan unsur kebahasaan). 3.7.4 Membandingkan penggunaan ungkapan ‘ensuring’, ‘encouraging’, ‘giving spirit’, ‘opposing’ dengan bahasa Inggris dan bahasa Indonesia. 3.7.5 Menemukan pernyataan dan pertanyaan tentang ketetapan terjadinya atau dilakukannya sesuatu dalam kondisi apapun dalam bahasa Inggris dari berbagai sumber. 3.7.6 Membuat kalimat pernyataan dan pertanyaan tentang ketetapan terjadinya atau dilakukannya sesuatu dalam kondisi apapun dalam bahasa Inggris dalam selama proses pembelajaran.
3.7.7 Melakukan role-play pada dialog transaksional dan interpersonal. 3.7.8 Membandingkan ungkapan bahasa Inggris encouraging, giving spirit, opposing using ‘although,’ ‘though,’ ‘even though’ dalam bab ini dengan yang ditemukan dari internet atau sumber lain. 3.7.9 Membandingkan ungkapan bahasa Inggris dengan bahasa lain untuk ungkapan encouraging, giving spirit, opposing menggunakan ‘although,’ ‘though,’ ‘even though’ dalam bab ini dengan yang ditemukan dari internet atau sumber lain. 3.7.8 Membandingkan ungkapan bahasa Inggris encouraging, giving spirit, opposing menggunakan ‘though,’ ‘although,’ ‘even though’ dalam bab ini dengan yang ditemukan dari internet atau sumber lain. 3.7.9 Membandingkan ungkapan bahasa Inggris dengan bahasalain untuk ungkapan encouraging, giving spirit, opposing menggunakan ‘although,’ ‘though,’ ‘even though’ dalam bab ini dengan yang ditemukan dari internet atau sumber lain. Keterampilan 4.11.1 Menampilkan sebuah pernyataan yang mengandung ungkapan involving ensuring, encouraging, giving spirit, opposing menggunakan ‘although,’ ‘though,’ ‘even though’ berdasarkan gambar yang disediakan atau isu yang ditemukan di kehidupan sehari-hari.
C. Tujuan Pembelajaran Peserta didik mampu: 1. mengidentifikasi ungkapan ‘ensuring’, ‘encouraging’, ‘giving spirit’, ‘opposing’, menggunakan ‘although,’ ‘though,’ ‘even though’. 2. meniru dan mengungkapkan pernyataan dengan menggunakan ‘although,’ ‘though,’ ‘even though’ 3. mengidentifikasi ciri-ciri kalimat tentang pernyataan dan pertanyaan tentang ketetapan terjadinya atau dilakukannya sesuatu dalam kondisi apapun (fungsi sosial, struktur teks, dan unsur kebahasaan). 4. membandingkan penggunaan ungkapan ‘ensuring’, ‘encouraging’, ‘giving spirit’, ‘opposing’ dengan bahasa Inggris dan bahasa Indonesia.
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5. menemukan pernyataan dan pertanyaan tentang ketetapan terjadinya atau dilakukannya sesuatu dalam kondisi apapun dalam bahasa Inggris dari berbagai sumber. 6. membuat kalimat pernyataan dan pertanyaan tentang ketetapan terjadinya atau dilakukannya sesuatu dalam kondisi apapun dalam bahasa Inggris dalam selama proses pembelajaran. 7. melakukan role-play pada dialog transaksional dan interpersonal. 8. membandingkan ungkapan bahasa Inggris encouraging, giving spirit, opposing menggunakan ‘although,’ ‘though,’ ‘even though’ dalam bab ini dengan yang ditemukan dari internet atau sumber lain. 9. membandingkan ungkapan bahasa Inggris dengan bahasalain untuk ungkapan encouraging, giving spirit, opposing menggunakan ‘although,’ ‘though,’ ‘even though’ dalam bab ini dengan yang ditemukan dari internet atau sumber lain. 10. menampilkan sebuah pernyataan yang mengandung ungkapan involving ensuring, encouraging, giving spirit, opposing menggunakan ‘although,’ ‘though,’ ‘even though’ berdasarkan gambar yang disediakan atau isu yang ditemukan di kehidupan sehari-hari.
D. Materi Pembelajaran Teks lisan dan tulis untuk menyatakan dan menanyakan informasi terkait konsesi Struktur teks: 1. Although the speech of his opponent is good, we have to support Pandu for the chairman. 2. I will come to your birthday though you do not invite me. You are the only person who always understands me. 3. Even though it rains, we have to try our best so that the program will all be on schedule. We have invested long hours to prepare this. Unsur kebahasaan: 1. Although, though, even though, 2. Kosakata: tindakan dan kegiatan yang terkait dengan pembelajaran di SMA dan kehidupan peserta didik sebagai remaja 3. Penggunaan nominal singular dan plural secara tepat, dengan atau tanpa a, the, this, those, my, their, dsb secara tepat dalam frasa nominal Chapter 8 Although It Is Difficult, It Is Possible 117
4. Ucapan, tekanan kata, intonasi 5. Ejaan dan tanda baca 6. Tulisan tangan Ungkapan ensuring, encouraging, increasing spirit menggunakan ‘although,’ ‘though,’ dan ‘even though.’ Dalam kehidupan sehari-hari dapat dijumpai pada dialog/percakapan antara guru dan murid, orang tua dan anak, antara teman sebaya, dll.
E. Metode Pembelajaran 1. Pendekatan ilmiah (Scientific Approach: Observing–Questioning– Exploring–Associating–Communicating) 2. Problem-based learning
F. Media, Alat dan Sumber Pembelajaran Media Alat
: Rekaman dialog, dan PowerPoint slides. : Laptop, LCD, loud speaker, gambar-gambar, power point. Sumber Belajar : Buku Teks “Pathway to English 3” Kelompok Peminatan – Sudarwati and Grace, Penerbit Erlangga, Jakarta
G. LANGKAH-LANGKAH PEMBELAJARAN 1. Pendahuluan/Kegiatan awal Kegiatan 1 Guru dan peserta didik saling memberi salam, dilanjutkan dengan doa bersama. Kegiatan 2 • Guru meminta peserta didik memperhatikan gambar di Activity 1. • Peserta didik memperhatikan gambar. • Guru meminta peserta didik untuk memberikan nomor gambar yang sesuai untuk setiap frase yang tersedia. • Peserta didik memberikan nomor gambar dari Activity 1 yang sesuai pada setiap frase.
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• • • •
Guru memberikan nomor gambar yang sesuai dengan pernyataan/pendapat/ide yang tersedia. Peserta didik memberikan nomor gambar dari Activity 1 yang sesuai pada setiap pernyataan/pendapat/ide. Guru memberikan motivasi dengan menanyakan kepada peserta didik alasan orang meminta persetujuan atas pernyataan/pendapat/ide dan meresponsnya. Guru menyampaikan tujuan pembelajaran dari menanyakan persetujuan atas pernyataan/pendapat/ide dan meresponsnya.
Alternatif Kegiatan Gambar-gambar bisa disesuaikan dengan lingkungan sekolah dan daerah, dikaitkan dengan issue-issue lingkungan dengan model picture and statement guru bisa menanyakan alasan pilihan mereka. Kalau sarana sekolah memungkinkan bisa dalam bentuk rekaman video. 2. Kegiatan Inti Alternatif Kegiatan Guru bisa memilih 2 dari 4 kegiatan yang ditawarkan. Belajar kooperatif dengan teknik untuk kegiatan 3 dan 4 dapat dikembangkan. Model investigasi kelompok dengan 5 hingga 6 peserta didik dengan karakteristik yang heterogen dapat dilakukan. Tiap kelompok memilih kegiatan yang ingin dikerjakan, kemudian melakukan investasi yang mendalam tentang kegiatan yang dipilih selanjutnya menyajikan laporan di depan kelas. Kegiatan 1 • Guru meminta peserta didik untuk mendengarkan dialog kemudian menyusun kata acak yang ada dalam kurung. • Peserta didik mendengarkan dialog kemudian menyusun kata acak yang ada dalam kurung. Kegiatan 2 • Guru meminta peserta didik untuk menjawab pertanyaan berdasarkan dialog. • Peserta didik menjawab pertanyaan berdasarkan dialog. Chapter 8 Although It Is Difficult, It Is Possible 119
Kegiatan 3 • Guru meminta peserta didik untuk mendengarkan dialog sekali lagi kemudian mempraktekkannya dengan teman. • Peserta didik mendengarkan dialog sekali lagi kemudian mempraktekkannya dengan teman. Kegiatan 4 • Guru meminta peserta didik untuk membaca monolog pendek dengan lantang dan melengkapi kalimat rumpang dengan kata yang tersedia. • Peserta didik membaca monolog pendek dengan lantang dan melengkapi kalimat rumpang dengan kata yang tersedia Kegiatan 5 • Guru meminta peserta didik berpasangan membuat respons untuk pertanyaan atau pernyataan tentang monolog yang dibaca. • Peserta didik berpasangan membuat respons untuk pertanyaan atau pernyataan tentang monolog yang dibaca.
Kegiatan 6 • Guru mendiskusikan beberapa pertanyaan dengan peserta didik. • Peserta didik mendiskusikan beberapa pertanyaan dengan guru dan temannya. Kegiatan 7 • Guru meminta peserta didik membaca tips untuk mendukung seseorang menjadi atau melakukan sesuatu. • Peserta didik membaca tips untuk mendukung seseorang menjadi atau melakukan sesuatu. Kegiatan 8 • Guru meminta peserta didik untuk seolah-olah menjadi suporter WWF, gunakan ‘even though,’ ‘though,’ dan ‘although’ dalam memberikan dukungan terhadap orang utan dengan kata-kata yang positif pada tabel yang telah disediakan. • Peserta didik seolah-olah menjadi suporter WWF, lalu menggunakan ‘even though,’ ‘though,’ dan ‘although’ dalam memberikan dukungan terhadap orang utan dengan kata-kata yang positif pada tabel yang telah disediakan.
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• Guru meminta peserta didik untuk membaca Ways to say it. • Peserta didik membaca Ways to say it. Kegiatan 9 • Guru meminta peserta didik untuk melengkapi dialog dengan respons yang sesuai. • Peserta didik melengkapi dialog dengan respons yang sesuai. Alternatif Kegiatan Apabila kelas sulit untuk mengajukan pertanyaan guru dapat menggunakan model numbered-heads together dengan membagi kelas dalam kelompok, setiap peserta didik dalam kelompok mendapat nomor. Guru memberikan pertanyaan pada Activity 6. Guru meminta masing-masing kelompok menjawab pertanyaan pada Activity 6 dengan mendiskusikan dan memastikan bahwa tiap anggota kelompok dapat menjawab pertanyaan tersebut. Guru kemudian memanggil peserta didik dengan nomor tertentu dan yang dipanggil melaporkan hasil kerjasama mereka. Guru meminta teman lain menanggapi laporan tersebut, kemudian pertanyaan bisa dilanjutkan lagi dengan menunjuk nomor yang lain. Ditutup dengan kesimpulan dari guru. Kegiatan 10 • Guru meminta peserta didik menuliskan apa yang telah mereka ketahui tentang ‘even though,’ ‘though,’ dan ‘although’ pada kolom K di tabel K-W-L. • Peserta didik menuliskan apa yang telah mereka ketahui tentang ‘even though,’ ‘though,’ dan ‘although’ pada kolom K di tabel K-W-L. Kegiatan 11 • Guru meminta peserta didik untuk memikirkan dua pertanyaan yang ingin diketahui tentang ‘even though,’ ‘though,’ dan ‘although’ serta menuliskannya kedalam kolom W di tabel K-W-L. • Peserta didik memikirkan dua pertanyaan yang ingin diketahui tentang ‘even though,’ ‘though,’ dan ‘although’ serta menuliskannya kedalam kolom W di tabel K-W-L. Chapter 8 Although It Is Difficult, It Is Possible 121
Kegiatan 12 • Setelah selesai membaca teks yang diberikan oleh guru, peserta didik diminta untuk menuliskan apa yang telah mereka pelajari dari teks itu dan menuliskannya pada kolom L di tabel K-W-L. • Setelah selesai membaca teks yang diberikan oleh guru, peserta didik menuliskan apa yang telah mereka pelajari dari teks itu dan menuliskannya pada kolom L di tabel K-W-L. Kegiatan 13 • Guru meminta peserta didik untuk membaca teks yang mengandung ‘even though,’ ‘though,’ dan ‘although’ dan menjawab pertanyaan. • Peserta didik membaca teks yang mengandung ‘even though,’ ‘though,’ dan ‘although’ serta menjawab pertanyaan. Kegiatan 14 • Guru meminta peserta didik untuk membaca teks sekali lagi dan mengembangkan pendapat penulis. • Peserta didik membaca teks sekali lagi dan mengembangkan pendapat penulis. Alternatif Kegiatan Pada Activity 13, guru bisa menggunakan model the captain and the crew dimana kelas dibagi kelompok kemudian tiap kelompok memilih pemimpin. Guru mengadaptasi pertanyaan dalam Activity 13. Masing-masing captain dalam kelompok menghadap guru untuk meminta pertanyaan dan menyampaikannya pada anggota kelompok. Anggota kelompok bertanggung jawab atas jawaban tersebut. Captain hanya menuliskan jawaban dari anggota kelompok. Kegiatan ini berlangsung sampai nomor yang disediakan guru terjawab semua. Guru mengkoreksi jawaban dan menentukan kelompok yang terbaik dan tercepat.
Kegiatan 15 • Guru meminta peserta didik untuk menganalisis penggunaan ‘even though,’ ‘though,’ dan ‘although’ yang digunakan dalam kalimat. • Peserta didik menganalisis penggunaan ‘even though,’ ‘though,’ dan ‘although’ yang digunakan dalam kalimat.
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Kegiatan 16 • Guru meminta peserta didik untuk bekerja kelompok dan membandingkan penggunaan ‘even though,’ ‘though,’ dan ‘although’ di bab ini dengan yang ada di sumber lain lalu mendiskusikan perbedaannya. • Peserta didik bekerja kelompok dan membandingkan penggunaan ‘‘even though,’ ‘though,’ dan ‘although’ di bab ini dengan yang ada di sumber lain (internet) lalu mendiskusikan perbedaannya. Kegiatan 17 • Guru meminta peserta didik untuk membaca kalimat dan membandingkannya dengan pola kalimat yang telah dipelajari. • Peserta didik untuk membaca kalimat dan membandingkannya dengan pola kalimat yang telah dipelajari Alternatif Kegiatan Guru dapat menggunakan model PGR yaitu Practice, Generalization, Reinforcement. Apabila waktu tidak memungkinkan dapat dikerjakan untuk tugas sebelum pertemuan berikutnya. Kegiatan 18 • Guru meminta peserta didik untuk membuat program penyelamatan flora dan fauna secara berpasangan. • Peserta didik untuk membuat program penyelamatan flora dan fauna secara berpasangan. Kegiatan 19 • Guru meminta peserta didik untuk mempresentasikan hasil diskusi. • Peserta didik untuk mempresentasikan hasil diskusi. Kegiatan 20 • Guru meminta peserta didik untuk memperhatikan beberapa gambar dan membuat 3 pernyataan yang menggunakan ‘even though,’ ‘though,’ dan ‘although’. • Peserta didik memperhatikan beberapa gambar dan membuat 3 pernyataan yang menggunakan ‘even though,’ ‘though,’ dan ‘although’. Chapter 8 Although It Is Difficult, It Is Possible 123
Kegiatan 21 • Guru meminta peserta didik membaca extract dan mengungkapkan idenya tentang extract tersebut dengan menggunakan ‘even though,’ ‘though,’ dan ‘although’. • Peserta didik membaca extract dan mengungkapkan idenya tentang extract tersebut dengan menggunakan ‘no matter how’, ‘even if’, dan ‘whether or not’. Kegiatan 22 • Guru meminta peserta didik menunjukkan hasilnya kepada teman disebelahnya dan meminta temannya untuk memberikan komentar. • Peserta didik menunjukkan hasilnya kepada teman disebelahnya dan meminta teman untuk memberikan komentar. Kegiatan 23 • Guru meminta peserta didik untuk menempelkan hasil karyanya di papan pengumuman kelas. • Peserta didik untuk menempelkan hasil karyanya di papan pengumuman kelas. Kegiatan 24 • Guru meminta peserta didik menempelkan hasil pekerjaannya di dinding kelas. • Peserta didik menempelkan hasil pekerjaannya di dinding kelas. • Guru meminta peserta didik membuat self-reflection. • Peserta didik membuat self-reflection. Alternatif Kegiatan Tugas ini bisa diberitahukan pada pertemuan pertama pada kegiatan penutup. Sehingga setelah kegiatan awal, peserta didik bisa langsung menempelkan hasil tugas mereka di tempat yang sudah diatur agar dapat dibaca oleh peserta didik yang lain. Penilaian antar peserta didik dapat dilakukan. Guru menyiapkan handout untuk Penilaian tersebut.
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3. Kegiatan Penutup Kegiatan 1 Guru mengulang kembali materi tentang teks lisan dan tulis untuk menyatakan dan menanyakan tentang ketetapan terjadinya atau dilakukannya sesuatu dalam kondisi apapun.
Kegiatan 2 Guru meminta umpan balik tentang materi yang susah.
Kegiatan 3 Guru memberikan penugasan terstruktur secara individu.
Kegiatan 4 Guru menyampaikan rencana pembelajaran selanjutnya.
H. PENILAIAN
1. Penilaian pengetahuan dengan teks tertulis (Soal dibuat oleh guru.) 2. Penilaian penerapan dilakukan dengan rubrik (rubrik terlampir)
Agar penilaian dapat mencakup semua aspek yang diharapkan, lembar penilaian yang mencakup aspek apa saja yang akan dinilai perlu disiapkan. Misalnya: 1. lembar penilaian diri sendiri; 2. lembar penilaian antar teman; 3. lembar rubrik keterampilan berbicara; 4. lembar rubrik keterampilan menulis.
Speaking Assessment Rubric Name : ………………… No
Criteria to be assessed
Low (5 – 9)
Class/Number : ……../…….. Good (10 – 19)
Very Good (20 – 25)
Score
1. Pronunciation Many errors Comprehensible Sound like a interfere native speaker comprehensibility
Chapter 8 Although It Is Difficult, It Is Possible 125
2. Intonation
No variation in intonation
Perform some variation of intonation
Accurate intonation
3. Grammar
Many grammatical mistakes that negatively affect communication
Make several grammatical errors that do not interfere with communication
Few minor grammatical errors that do not interfere with communication
4. Content
Fails to communicate ideas
Comprehensible, Contextually correct add some supporting ideas Total score Maximum Score = 100
Writing Assessment Rubric Name : ………………… No
Criteria to be assessed
1.
Content
2.
Low (5 – 9)
Class/Number : ……../ …….. Good (10 – 19)
Very Good (20 – 25)
Illogical ideas
Logical ideas with irrelevant supporting ideas
Logical opinions with relevant supporting ideas
Text organization
Unorganized
Well-organized, unclear elaboration of ideas
Well-organized with clear elaboration of ideas
3.
Grammar
Make many grammatical mistakes that negatively affect communication
Make several grammatical errors that do not interfere with communication
Few minor grammatical errors that do not interfere with communication
4.
Vocabulary
Basic Developed vocabulary, less vocabulary precise
126 Buku Guru Pathway to English 3
Purposefully chosen vocabulary
Score
5.
Mechanic
Some errors with spelling and punctuation
Mostly effective use of capitalisation, punctuation and spelling
6.
Tidiness and Unreadable, Clear font, deadline late submission on-time submission
Effective use of capitalisation, punctuation and spelling Neat writing, in-time submission Total score
score × 2 ________ Final Score = Total 3 Maximum Score = 100
I. Kunci Jawaban 1. Look at the picture and then discuss the questions with your friends and your teacher. a. Worldwide Fund for Nature b. WWF encourages people in the world save their environments. c. The WWF encourages people to reduce cars, save whales and forests. d. By encouraging them to ride bicycles instead of driving cars. e. By showing them the positive sides of green environment in my school. 2. Look at the pictures more attentively and then match them with the right statements. Picture 1
4
1
Statements, Opinions, Ideas Although the WWF activly encourages people to save the forest in reality the problem of deforestation is getting more complex. The WWF will do whatever it can to reduce cars as means of transportation even thhough people will not support the idea. Although the government does many activities to save the forests from fire in dry season, the government can’t stop forest fire easily.
Chapter 8 Although It Is Difficult, It Is Possible 127
Even though the government seriously prevent illegal fishing we can read the issue of fish exploitation in the newspaper almost every day. Even though there are many activities to influence 4 people to use public transportation, people won’t change their cars to public transportation easily. Even though many species are endangered because 3 of habitat loss and degradation we can do nothing to protect them The government must punish illegal traders of wildlife 3 although the wild animals are not endangered. Although the activities to save the environment are 1,2,3,4 expensive, we have to support them. 3
1. While listening to a dialogue, arrange the following jumbled words in the brackets. Cherly : John, I’d like to know about the WWF. John : The WWF? Cherly : Right. What does it stand for? John : It stands for the Worldwide Fund for Nature. Cherly : What does WWF do? John : It has many programs to save endargered animals such as orang utans and giant pandas. Cherly : Do you think I can be a WWF supporter? John : Yes. You can fight for the survival of the polar bear in our country. Cherly : Polar bear? It must be very difficult. Even if I am the president of this country, I won’t be able to save them. John : Why not? Although it is difficult, we have to support the WWF. Cherly : You are right. I will be a WWF supporter. I will plead with the government to address climate change to fight to the survival of for polar bears though you disagree. John : Great. Actually, I have been a WWF supporter for three months. So welcome to the WWF. 128 Buku Guru Pathway to English 3
a. b. c. d.
The WWF. A WWF supporter. He wants to be a WWF supporter. Keep pressure on the government to address climate change, etc. e. Any possible answers. Statements using ensuring emphasizing encouraging ‘even though,’ ‘though,’ ‘although’
increasing spirit
Although it is difficult, we have to support the WWF.
√
√
√
√
I will plead with on the government to address climate change and to fight to the survival for the polar bear though you disagree.
√
√
√
-
4. Fill in the blanks with the words provided and then read it aloud. Do you have a very close friend? How long have you been so close? A famous saying reminds us about a close friend. A close friend is a friend who comes to you when the world leaves you. Although a close friend is busy, he or she will always have a time for you. A close friend is a pesron to share a lot of things wirh. Even though you can talk about a lot of things, you can’t share all the things with your close friend due to a lack of time. You will come to your friend in time of difficulty even though your friend does not understand your problem. Am I right? More opinions about friendship will be discussed, so stay tuned. Chapter 8 Although It Is Difficult, It Is Possible 129
8. Suppose you are a WWF supporter. Complete the table by using ‘even though’, though,’ and ‘although’ to encourage the orangutan with positive sayings. Encouragement I will do whatever I can so save your habitats even though the local authority disagrees with me. Although difficult it is difficult, I will ask the local government to prepare a better place for you I’ll be with you and never leave you though everybody has no time for you. I will always be with you forever even though you will not believe me. 9. Complete the dialogue with the correct responses. Dialogue 1 Student 1 : What is the WWF doing? Student 2 : Many things. The WWF is trying to save the forest in Indonesia. Student 1 : (1) That’s right. Even though the WWF actively encourages people to save the forest, in reality the problem of deforestation is getting more complex. Student 2 : (2) That’s very true. Dialogue 2 Student 1 : Is it true that the local authority is going to reduce private cars as means of transportation? Student 2 : (3) Exactly. Student 1 : Even the WWF is going to support it. Student 2 : (4) You’re absolutely right, the WWF will do whatever it can to reduce cars as a means of transportation although people will not support the idea. Dialogue 3 Student 1 : According to Gerald Mollenhorst from Utrecht University, if you have a close friend more than seven years, you will never be estranged with your close friend. 130 Buku Guru Pathway to English 3
Student 2 : (5) Yes. Even though you have a serious quarrel with your close friend, you will always be together. Student 1 : (6) Sorry. But I don’t believe it. I have been estranged with my close friend after being a friend for almost ten years. 13. Read the following text involving the use of ‘event if ’, ‘whether or not’, and ‘no matter how.’ Then, answer he following questions. Text 1 a. 1) Over the past 50 years. 2) The WWF and the WWF’s supporters 3) Three species. 4) Us. b. The WWF’s activity to save three species. (Over the past 50 years, supporters have helped WWF and our partners to bring three species of rhino) c. Helping bring about the global moratorium on commercial whaling and controlling trade in endangered species, securing a commitment from the 13 tiger range countries to work together to double wild tiger numbers d. Possible answers 1) Ensuring, emphasizing 2) Ensuring, emphasizing Text 2 a. Reading for getting specific information 1) There is a moment when your close friend cannot understand you 2) No because there are some facts among close friends that remain untold. b. Friendship c. 1) Being understood by your close friend when you are feeling sad 2) No because of unclear communication d. 1) not interrupted 2) decision Chapter 8 Although It Is Difficult, It Is Possible 131
3) complete 4) not expressed in words 5) blue or sad
15. Analyze the use of ‘no matter how’, ‘even if ’, and ‘whether or not’ used in the following sentences. See the example. The use of ‘even though’ in the sentences
Against expectation/opposing Signs
S+P+O+ others
S + modal + P + O + others
Even though there Even are many activities to though influence people to use public transportation, people won’t change their cars to public transportation easily.
there (S) are (P) many activities (C) to influence people to use public transportation (others),
People (S) won’t change (P) their cars (O) to public transportation easily (others).
Even though
many species (S) are endangered(P) because of habitat loss and degradation (others),
we (S) can do (P) nothing (O) to protect them (others)
Even though many species are endangered because of habitat loss and degradation, we can do nothing to protect them
The use of ‘although’ in the sentences You will come to your friend in time of difficulty although your friend does not understand your problem.
Ensuring, encouraging, giving spirit, opposing S+P/to be + Object/ complement/adjective
Signs
You (S) will come (P) to although your friend (O) in time of difficulty (others)
132 Buku Guru Pathway to English 3
S+P+O your friend (S) does not understand (P) your problem (O).
The WWF will do whatever it can to reduce cars as means of transportation although people will not support the idea.
The WWF (S) will do (P) whatever it can (O)t o reduce cars as means of transportation (others)
I will keep pressure on the government to address climate change and to fight for the survival of the polar bear although you will disagree.
I (S) will plead with whether (P) the government although (O) to address climate change and to fight for the survival of the polar bear (others)
The use of ‘though’ in sentences
although
people (S) will not support (P) the idea (O).
You (S) will disagree (P).
Ensuring, encouraging, and giving spirit Signs
S + P/to be
S+P
A close friend will always have time for you though he or she is busy.
though
she or he (S) is (to be) busy.
A close friend (S) will always have (P) time (O) for you
Though it is difficult, with your help, we can do it.
Though
it (S) is (to be) difficult,
with your help, we (S) can do (P) it (O).
Though the WWF encourages people to save forests, in reality deforestation is getting more complex.
Though
the WWF (S) encourages (P) people (O) to save forests,
in reality deforestation (S) is getting (P) more complex (adv).
Chapter 8 Although It Is Difficult, It Is Possible 133
J. TRANSKRIP AUDIO Activity 9 Listen to the recording to compare your answers. Dialogue 1 Student 1 : What is the WWF doing? Student 2 : Many things. The WWF is trying to save the forest in Indonesia. Student 1 : That’s right. Even though the WWF actively encourages people to save the forest, in reality the problem of deforestation is getting more complex. Student 2 : That’s very true. Dialogue 2 Student 1 : Is it true that the local authority is going to reduce private cars as a means of transportation? Student 2 : Exactly. Student 1 : Even the WWF is going to support it. Student 2 : You’re absolutely right. The WWF will do whatever it can to reduce cars as a means of transportation although people will not support the idea. Dialogue 3 Student 1 : According to Gerald Mollenhorst from Utrecht University, if you have a close friend more than seven years, you will never be estranged with your close friend. Student 2 : Yes. Even though you have a serious quarrel with your close friend, you will always be together. Student 1 : Sorry. But I don’t believe it. I have been estranged with my close friend after being a friend for almost ten years.
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Chapter 9 overall, It’s an excellent movie! Alokasi Waktu yang disediakan di silabus: 16 JP
a. KomPeTenSI DaSar: Pengetahuan 3.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks ulasan (review) lisan dan tulis dengan memberi dan meminta penilaian terkait film/buku/cerita, sesuai dengan konteks penggunaannya. Keterampilan 4.8 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks ulasan (review), lisan dan tulis, terkait film/buku/cerita.
b. InDIKaTor 3.8.1
Menentukan genre film menurut ulasan film singkat yang diberikan. 3.8.2 Memahami arti beberapa kata yang mendeskripsikan film. 3.8.3 Mengkategorikan kata-kata deskripsi film ke dalam genre film yang tepat. 3.8.4 Menemukan informasi tertentu dari teks lisan yang didengar. 3.8.5 Mengidentifikasi gambar-gambar yang sesuai dengan teks review yang diberikan. 3.8.6 Menemukan informasi rinci tersirat dan tersurat dari beberapa teks review lisan yang didengarnya. 3.8.7 Memahami makna dari sebuah teks review lisan yang diberikan. 3.8.8 Mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan dari sebauh teks review. 3.8.9 Memahami makna dari beberapa teks review tulis yang diberikan. 3.8.10 Memahami fungsi dan tiap-tiap bagian yang ada dalam review film.
3.8.11 Mempelajari unsur-unsur kebahasaan bagaimana cara membuat teks review secara bertahap. 3.8.12 Mempelajari kosakata yang terdapat dalam “movie world”. 4.8.1 Mendemonstrasikan kemampuan bercakap-cakap tentang review film. 4.8.2 Mendemonstrasikan kemampuan dalam menuliskan review film. 4.8.3 Membuat self-reflection.
C. Tujuan Pembelajaran Peserta didik mampu: 1. menentukan genre film menurut ulasan film singkat yang diberikan. 2. memahami arti beberapa kata yang mendeskripsikan film. 3. mengkategorikan kata-kata deskripsi film ke dalam genre film yang tepat. 4. menemukan informasi tertentu dari teks lisan yang didengar. 5. mengidentifikasi gambar-gambar yang sesuai dengan teks review yang diberikan. 6. menemukan informasi rinci tersirat dan tersurat dari beberapa teks review lisan yang didengarnya. 7. memahami makna dari sebuah teks review lisan yang diberikan. 8. Mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan dari sebauh teks review. 9. Memahami makna dari beberapa teks review tulis yang diberikan. 10. Memahami fungsi dan tiap-tiap bagian yang ada dalam ulasan film. 11. Mempelajari unsur-unsur kebahasaan bagaimana cara membuat teks review secara bertahap. 12. Mempelajari kosakata yang terdapat dalam “movie world”. 13. Mendemonstrasikan kemampuan bercakap-cakap tentang ulasan film. 14. Mendemonstrasikan kemampuan dalam menuliskan ulasan film. 15. Membuat self-reflection. 136 Buku Guru Pathway to English 3
D. MATERI Fakta Teks ulasan (review) dalam kehidupan sehari-hari dapat dijumpai pada buku, majalah yang menulis resensi tentang novel, film, dan karya lainnya. Konsep Teks ulasan (review) adalah sebuah teks yang berisi tentang ulasan untuk mengritik atau memuji sebuah karya seni seperti: buku, film, music, pameran, konser, dll. Prinsip Struktur teks a. Orientasi: menempatkan karya dalam konteks umum dan khusus, seringkali dengan membandingkan dengan karya lain sejenis b. Ulasan interpretatif: merangkum jalan cerita atau alur kegiatan dan menjelaskan latar belakangnya c. Evaluasi: penilaian yang diberikan secara berulang d. Rangkuman penilaian (opsional): pernyataan hasil penilaian secara umum Unsur kebahasaan (1) Fokus pada objek yang khusus (2) Kalimat yang menyatakan pendapat dengan menggunakan katakata sikap dan penilaian secara kualitatif dan afektif (3) Penggunaan bahasa metafora untuk menegaskan sikap dan penilaian (4) Ejaan dan tulisan tangan dan cetak yang jelas dan rapi (5) Ucapan, rujukan kata, tekanan kata, intonasi, ketika mem presentasikan secara lisan. Prosedur: Prosedur penulisan teks ulasan (review) dimulai dengan memberikan informasi tentang judul film, tahun pembuatan, produser dan sutradara film, genre film, aktor dan aktris yang membintangi dan durasi film dari cerita/film yang akan dibahas. Kemudian pengulas akan menuliskan plot cerita secara singkat dan dilanjutkan dengan memberikan pendapat atau penilaian tentang cerita/film tersebut ditinjau dari penokohan, jalan cerita, penyutradaraan, dan kualitasnya. Yang terakhir pengulas menuliskan penilaiannya tentang film tersebut secara keseluruhan. Chapter 9 Overall, It’s an Excellent Movie! 137
E. Metode Pembelajaran 1) Pendekatan ilmiah (Scientific Approach: Observing-QuestioningExploring-Associating-Communicating) 2) Cooperative language teaching
F. Media, Alat dan Sumber Pembelajaran Media
: Rekaman dialog tentang teks review, dan power point slides. Alat : Laptop, LCD, loud speaker, gambar-gambar, power point. Sumber Belajar : Buku Teks “Pathway to English 3” Program Peminatan – Sudarwati and Grace – Penerbit Erlangga, Jakarta.
G. LANGKAH-LANGKAH PEMBELAJARAN 1. Pendahuluan/Kegiatan awal Kegiatan 1 • Guru dan peserta didik saling memberi salam. • Guru dan peserta didik berdoa menurut agama dan kepercayaannya. • Guru memeriksa kehadiran peserta didik dengan memanggil nama. Peserta didik menjawab dengan mengatakan “I am here/Yes, ma’am/Present.” Kegiatan 2 • Guru meminta peserta didik membaca informasi dan filmography tentang Angelina Jolie. • Peserta didik membaca informasi dan filmography tentang Angelina Jolie. Kegiatan 3 • Guru meminta peserta didik mempelajari arti dari beberapa kata menentukan kata mana yang dapat mendeskripsikan jenis film. • Peserta didik mempelajari arti dari beberapa kata menentukan kata mana yang dapat mendiskripsikan jenis film. 138 Buku Guru Pathway to English 3
Kegiatan 4 • Guru menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai, dan menyampaikan cakupan materi dan penjelasan uraian kegiatan sesuai silabus. Alternatif Kegiatan Apabila tidak tersedia LCD, laptop, atau perangkat audio, Guru dapat mencari gambar alternatif yang mirip, ditempel/ dibagikan ke peserta didik. 2. Kegiatan Inti Kegiatan 1 • Guru meminta peserta didik mendengarkan monolog dan memberikan tanda centang pada kolom “The year of production, the director, dan the running time. • Peserta didik mendengarkan monolog dan memberikan tanda centang pada kolom “the year of production, the director, dan the running time.
Kegiatan 2 • Guru meminta peserta didik mendengarkan rekaman, dan menentukan film apa yang sedang dibicarakan dalam rekaman itu. • Peserta didik mendengarkan rekaman, dan menentukan film apa yang sedang dibicarakan dalam rekaman itu. Kegiatan 3 • Guru meminta peserta didik mendengarkan percakapan tentang film yang pernah ditonton kemudian memberikan penilaian apakah mereka menyukai film tersebut. Kemudian, meminta peserta didik menuliskan frasa atau kalimat yang dapat memperkuat jawaban. • Peserta didik mendengarkan percakapan orang tentang film yang pernah mereka tonton. Peserta didik memberikan penilaian apakah mereka menyukai film tersebut atau tidak. Kemudian, peserta didik menuliskan frasa atau kalimat yang dapat memperkuat jawaban.
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Kegiatan 4 • Guru meminta peserta didik mendengarkan rekaman kembali dan membaca komentar tentang film, dan mencocokkan komentar tersebut dengan judul film yang sesuai. • Peserta didik mendengarkan rekaman kembali dan membaca komentar tentang film, dan mencocokan komentar tersebut dengan judul film yang sesuai. Kegiatan 5 • Bersama dengan peserta didik, guru mendiskusikan beberapa pertanyaan tentang teks review. Kegiatan 6 • Guru meminta peserta didik membaca review text dan meminta mereka mencocokkan jawabannya dengan teks itu. • Peserta didik membaca review text dan mencocokan jawabannya dengan teks itu. Kegiatan 7 • Guru meminta peserta didik melengkapi kalimat dengan informasi yang telah didapat dari teks yang telah dibaca. • Peserta didik melengkapi kalimat dengan informasi yang telah didapat dari teks yang telah dibaca. Kegiatan 8 • Guru meminta peserta didik membaca sebuah teks review dan mengerjakan latihannya. • Peserta didik membaca sebuah teks review dan mengerjakan latihannya. Kegiatan 9 • Guru meminta peserta didik mencocokkan kataa yang ada salam kolom A dengan maknanya di kolom. • Peserta didik mencocokkan kata yang ada di kolom A dengan maknanya di kolom. Kegiatan 10 • Guru meminta peserta didik membaca sebuah review buku dan mengerjakan latihannnya. • Peserta didik membaca sebuah review buku dan mengerjakan latihannya.
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Kegiatan 11 • Guru meminta peserta didik menentukan apakah pernyataan yang ada dalam kolom benar atau salah, jika benar maka berikan bukti, dan jika salah berikan perbaikan. • Peserta didik menentukan apakah pernyataan yang ada dalam kolom benar atau salah, jika benar maka berikan bukti, dan jika salah berikan perbaikan. Kegiatan 12 • Setelah mempelajari cara menuliskan orientation pada teks review, guru meminta peserta didik untuk menuliskan kembali orientation dari film The Amazing Spiderman 2, menggunakan 2 model penulisan orientation. • Peserta didik menuliskan kembali orientation dari film The Amazing Spiderman 2, menggunakan 2 model penulisan orientation. Kegiatan 13 • Peserta didik membandingkan 2 film dengan menuliskannya ke dalam kolom. Kegiatan 14 • Guru meminta peserta didik mencari pujian dan penilaian yang buruk dari sebuah review film yang ada dalam majalah, koran atau internet, lalu identifikasi pernyataannya dan tulis dalam buku catatan. • Peserta didik mencari pujian dan penilaian yang buruk dari sebuah review film yang ada dalam majalah, koran atau internet, lalu identifikasi pernyataannya dan tulis dalam buku catatan.
Kegiatan 15 • Guru meminta peserta didik melabeli setiap gambar. • Peserta didik melabeli setiap gambar.
Kegiatan 16 • Guru meminta peserta didik memilih jawaban yang mempunyai persamaan arti. • Peserta didik memilih jawaban yang mempunyai persamaan arti.
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Kegiatan 17 • Guru meminta peserta didik melengkapi teks dengan katakata yang sudah dipelajari di kegiatan 16. • Peserta didik melengkapi teks dengan kata-kata yang sudah dipelajari di Kegiatan 16. Alternatif Kegiatan Guru dapat memilih beberapa kegiatan yang tersedia, sesuai dengan kemampuan peserta didik dan alokasi waktu yang tersedia. Kegiatan 18 • Guru meminta peserta didik menentukan bagian dari potongan paragraf yang dibaca. • Peserta didik menentukan bagian dari potongan paragraf yang dibaca. Alternatif Kegiatan Dalam tahap ini peserta didik dapat mencari sumber-sumber lain di perpustakaan, melalui internet jika tersedia Hot Spot atau Wi-fi di sekolah. Jika tidak ada sama sekali, guru dapat membawa buku-buku sumber ke dalam kelas.
Kegiatan 19 • Peserta didik membaca teks review. • Guru meminta peserta didik membaca teks review. Kegiatan 20 • Guru meminta peserta didik melengkapi dialog dengan informasi dari teks review yang telah dibaca. • Peserta didik melengkapi dialog dengan informasi dari teks review yang telah dibaca. Kegiatan 21 • Guru meminta peserta didik berpasangan dengan temannya lalu menemukan teks review dari internet, majalah, atau koran bahasa Inggris. Gunakan informasi yang telah didapat sebagai materi untuk membuat dialog dengan teman. • Peserta didik berpasangan untuk menemukan teks review dari Internet, majalah, atau koran bahasa Inggris. Gunakan
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informasi yang telah di dapat sebagai materi untuk membuat dialog dengan teman.
Kegiatan 22 • Guru meminta peserta didik berpasangan dengan temannya menyusun paragraf acak hingga menjadi paragraf sebuah teks review. • Peserta didik berpasangan menyusun paragraf acak hingga menjadi paragraf sebuah teks review. Kegiatan 23 • Guru meminta peserta didik membuat teks review dari film, program TV, buku, atau lagu. • Peserta didik membuat teks review dari film, program TV, buku, atau lagu. Kegiatan 24 • Guru meminta peserta didik menuat self-reflection. • Peserta didik membuat self-reflection. Alternatif Kegiatan Untuk hasil kegiatan tahap ini, guru dapat memanfaatkan papan tulis sebagai ruang display untuk menempelkan karya kelompok dan selanjutnya dikomentari oleh kelompok yang lain. Komentar dapat ditulis dan ditempelkan didekat tulisan yang dikomentari. Guru dapat melakukan penilaian kompetensi sosial.
3. Kegiatan Penutup Kegiatan 25 • Guru mengulang kembali materi tentang teks ulasan (review), tentang film, novel, buku, dan karya lain.
Kegiatan 26 • Guru meminta umpan balik tentang materi yang susah.
Kegiatan 27 • Guru memberikan penugasan terstruktur secara individu.
Kegiatan 28 • Guru menyampaikan rencana pembelajaran selanjutnya.
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Alternatif Kegiatan Pada kegiatan penutup, peserta didik dapat membuat learning journal/self reflection, melakukan penilaian diri sendiri dan melakukan penilaian antar teman. Tulisan refleksi peserta didik dapat dijadikan refleksi bagi guru sebelum melanjutkan ke bab berikutnya
H. PENILAIAN 1. Penilaian pengetahuan dengan teks tertulis (Soal dibuat oleh guru sendiri.) 2. Penilaian penerapan dilakukan dengan rubrik (rubrik terlampir) Agar penilaian dapat mencakup semua aspek yang diharapkan, lembar penilaian yang mencakup aspek apa saja yang akan dinilai perlu disiapkan. Misalnya: 1. lembar penilaian diri sendiri 2. lembar penilaian antar teman 3. lembar rubrik keterampilan berbicara 4. lembar rubrik keterampilan menulis Speaking Assessment Rubric Name : ………………… No
Criteria to be assessed
Low (5 – 9)
Class/Number : ……../ …….. Good (10 – 19)
Very Good (20 – 25)
1. Pronunciation Many errors Comprehensible Sound like a interfere native speaker comprehensibility 2. Intonation
No variation in intonation
Perform some variation of intonation
Accurate intonation
3. Grammar
Many grammatical mistakes that negatively affect communication
Make several grammatical errors that do not interfere with communication
Few minor grammatical errors that do not interfere with communication
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Score
4. Content
Fails to communicate ideas
Comprehensible, Contextually add some correct supporting ideas Total score Maximum Score = 100
Writing Assessment Rubric Name : ………………… No 1.
Criteria to be assessed Content
2.
Text organization
3.
Grammar
4.
Vocabulary
5.
Mechanic
6.
Class/Number : ……../ ……..
Low (5 – 9) Illogical ideas
Good (10 – 19) Logical ideas with irrelevant supporting ideas Unorganized Well-organized, unclear elaboration of ideas Make several Make many grammatical grammatical errors that mistakes that do not negatively affect interfere with communication communication
Very Good Score (20 – 25) Logical opinions with relevant supporting ideas
Basic vocabulary, less precise Some errors with spelling and punctuation
Purposefully chosen vocabulary Effective use of capitalisation, punctuation and spelling
Developed vocabulary
Mostly effective use of capitalisation, punctuation and spelling Tidiness and Unreadable, Clear font, deadline late submission on-time submission
Well-organized with clear elaboration of ideas Few minor grammatical errors that do not interfere with communication
Neat writing, in-time submission Total score Total score × 2 Final Score = ________ 3
Maximum Score = 100
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I. Kunci Jawaban 1. Read the movieography about Angelina Jolie. What kind of movies is she starring? The Bone Collector (1999) Lara Croft: Tomb Raider (2001)
suspense, thriller, mystery action, adventure mystery
Changeling (2008)
mystery, fantasy
Salt (2010)
fantasy
Maleficent (2014)
2. Which adjectives may describe each genre of movie? One has been done for you as an example. Horror Creepy Scary Tense eerie
Science Fiction exciting spectacular
War
Comedy
Romance
Spectacular violent gory
Hilarious funny lots of laughs
heartgrabbing
Drama Spectacular heartgrabbing
Fantasy exciting
Spy exciting spectacular tense violent
Adventure exciting spectacular
1. Listen to the monologues. Tick information given about the drama or movies from the monologues.
a. Tenggelamnya Kapal Van der Wijck, or The Sinking of the Van der Wijck, is an Indonesian romantic drama movie directed by Sunil Soraya and written by Imam Tantowi and Dhony Dirgantoro and starring Pevita Pearce, Herjunot Ali, and Reza Rahadian. The movie is based on Hamka’s novel entitled Tenggelamnya Kapal van der Wijck and was released in theaters on December 19, 2013.
b. Byeoleseo On Geudae or My Love from Another Star is a Korean romantic comedy drama that was released on December 18, 2013. The film is directed by Jang Tae Yoo. The drama lasts for 21 episodes.
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c. Maleficent is an American fantasy film directed by Robert Stromberg from a screenplay by Linda Woolverton. Starring Angelina Jolie as the eponymous Disney villainous character, the film is a live-action re-imagining of Walt Disney’s 1959 animated film Sleeping Beauty. It was released by Walt Disney Pictures in the U.S. on May 30, 2014. The film lasts for 135 minutes.
d. Transformers: Age of Extinction is a science fiction action film based on the Transformers franchise. It is the fourth installment of the live-action Transformers film series, and stars Mark Wahlberg in the lead role. Like its predecessors, the film is directed by Michael Bayand, with executive producer, Steven Spielberg. The film, which lasts for 2 hours and 45 minutes, was released on June 27, 2014 in IMAX and 3D.
2. Listen to each monologue and then decide which poster describes it. Monologue 4
Monologue 3
Monologue 1
Monologue 2
Listening script: Monologue 1 The story began when a young man named Zainuddin went to West Sumatra to find the birthplace of his father and deepen his religiosity. Zainuddin’s arrival was not welcomed by the villagers due to his family background, but Zainuddin stayed in the village. His meeting with Hayati made him more determined to stay. Of course, they were helpless to face the obstacles to their romance. Zainuddin was forced to leave the village but Zainuddin and Hayati promised to love each other. The problem became worse when a wealthy man named Aziz proposed to Hayati. Hayati accepted the proposal and broke her promise to Zainuddin. Then, Zainuddin Chapter 9 Overall, It’s an Excellent Movie! 147
went to Java. With his talent as a writer, Zainuddin gained fame as well as fortune. Meanwhile, destiny made Zainuddin meet Hayati again. Because of gambling, Aziz lost his money and properties. Aziz and Hayati came to Zainuddin’s big house to borrow some money and ask for a place to live temporarily. Zainudin granted the requests. This made Aziz feel ashamed and commit suicide and give up on Hayati. Although Zainudin still loved Hayati, he refused to make up with her because she had broken their promise. Zainudin sent her back to Padang on a royal ship called Van Der Wijck. Unfortunately, on the way to Padang, the ship sank together with Hayati, which left Zainuddin with the pain of Hayati’s death. He lived the rest of his life in deep remorse. Monologue 2 The story begins in a land divided by age-old hatred between humans and fairies. A powerful young fairy, with a good heart, was befriended by a human boy, Stefan. The fairy loved him, while Stefan was enticed by power and ambition. Stefan eventually betrayed her to become king. Hell hath no fury like a fairy scorned, and so the good fairy turned to evil and placed a curse on King Stefan’s infant daughter Aurora. Strangely, the fairy could not hate Princess Aurora, so she became her protector. Everything failed to remove the curse, except the kiss of the fairy. The love of the fairy herself also healed her hatred. Monologue 3 The story begins after an epic battle that left a great city ruined, but with the world saved. As humanity picked up the pieces, a shadowy group revealed itself in an attempt to control the direction of history, while an ancient, powerful new menace set the Earth in its crosshairs. With help from a new cast of humans, Optimus Prime and the Autobots rose to meet their most fearsome challenge yet. In an incredible adventure, they were swept up in a war of good and evil, ultimately leading to a climactic battle throughout the world.
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Monologue 4: The story revolves around the relationship of Min Joon, a man who came to the Earth from outer space 400 years ago, and Song Yi, a famous actress with a hard character, who resembled a girl whom Min Joon had met in the past. They became neighbours. Min Joon, who felt a mystical connection between Song Yi and the girl he met 400 years ago, developed romantic feelings towards Song Yi. But, he tried to deny his feelings because he did not believe in love. Later, he protected Song Yi from a man who tried to kill her. During his last three months on Earth, Min Joon began to doubt about his departure from Earth. He took advice from his only friend, a lawyer whom he had saved 30 years ago. Meanwhile, Song Yi was in love with the man who had saved her twelve years ago, but she could not even remember his face. Ironically, this mysterious man appeared to be Min Joon. 3. Listen to speakers talking about some movies. Do the people like the movie they have seen? Write your argument to strengthen the answers. Film 1
Like
Dislike
Neutral
I’m going to love this drama
Film 2
Like
Dislike
Neutral
_____________________
Film 3
Like
Dislike
Neutral
”Why can’t you make a better movie?” The plot is bewildering and incoherent. It has an appalling dialogue. It is hard to follow and with very little humor.
Film 4
Like
Dislike
Neutral
This is a wonderful and a very well made high budgeted Indonesian movie with such a heart grabbing story
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Listening script: First film: The moment I saw this K-drama on TV, I could tell that I liked this drama from its cinematic opening, its mournful piano score, and the chilly, nonchalant male lead. The drama is just what I’d been yearning for. Second film: This is a film of a Hollywood story-telling cliché. Disney’s live-action fairy tale, re-imagining Maleficent, fails to live up to its potential. But that doesn’t appear likely to harm its box-office performance. Third film: The fourth Transformers movie hit cinemas last week and has been making a killing at the box office. If I could ask the film director a question, it would be,”Why can’t you make a better movie?” The plot is bewildering and incoherent. It has an appalling dialogue. It is hard to follow and has very little humour. Fourth film: This is a wonderful and a very well-made, highbudget Indonesian movie with such a heart grabbing story. The movie is a real tear-jerker with so many heartbreaking moments. Sunil Soraya did an excellent job as director. The acting and the characterization are all outstanding. 4. Based on the monologs in Activity 1, 2 and 3, match the following comments with these movies. a superb entertainment with a wonderful story a must watch fantasy drama the battle scenes are extremely violent
YOU WHO CAME FROM THE STARS
raking in over US$ 300 million worldwide The story is well-written
MALEFICENT TRANSFORMERS 4: AGE OF DISTINCTION TENGGELAMNYA KAPAL VAN DER WIJCK
actors and actress show great performance
The script was severely lacking in credibility
The story is more than a big of muddle
the story confusing
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The film disappointing
5. Discuss the following questions with your friends and your teacher. a) A review text is a text that criticizes the quality of an art work. b) film, novel,song, tv shows c) To criticize an art work(film, novel,song, tv shows) for a public audience d) Orientation – Interpretative Recount – Evaluation – Evaluative Summation e) The background information of the movie f ) the plot/synopsis/summary of the story g) the judgement, opinion of the director, actings, performance of the main actor and actress, the plot, the theme, the dialogue,etc., compared with another similar works of arts. h) Evaluation is judging the quality of elements of the film (the director, actings, performance of the main actor and actress, the plot, the theme, the dialogue) but Evaluative Summation give praises or punchlines to the whole works of arts. 7. Complete these sentences with information you get from the previous review in pairs. 1. The genre of the film is romantic drama. 2. The name of the director is Sunil Soraya. 3. The names of the actors and actress are Herjunot Ali, Pevita Pearce, and Reza Rahardian. 4. The producer of the film is Soraya Intercine Film Production. 5. The first paragraph is called the introduction or the orientation. 6. The second paragraph tells us about the plot of the film. It tells the sequences of the film in brief. This part of the text is called Interpretative Recount.
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7. The third paragraph criticizes the movie because the novel is better than the film. This part of the text is called Evaluation. 8. Unlike the novel, the screen writer of Tenggelamnya Kapal Van der Wijck fails to dig deeply the moral lessons. 9. Overall, Tenggelamnya Kapal Van der Wijck is an excellent Indonesian movie. This is a worth well to see film. 10. Accept any possible answer that relates to the topic. 8. Read the following review and do the exercises. 1. A film review of “Alladin” 2. Waltz Disney 3. On Saturday, November 14th 4. animated feature film 5. To criticize “Alladin” film for a public audience 6. The plot of “Alladin” film 7. The movie may not be as artistically astounding as “Beauty and the Beast” 8. “Alladin” does not have the emotional impact of “Bambi” 9. The plot is excellent. The humor is there. Lots of inside jokes. It is fun for the entire family. 10. jazz 9. Match the words in column A with the meanings in column B. 1) i. person who directs a play or a film (2) j. person who acts in plays, films etc. (3) h. person or company that produces a play, film, etc. (4) c. number of people who watch or listen to a broadcast program (5) b. time during which something lasts (6) e. style of text (7) g. person who writes a book (8) a. person or company that publishes books, etc. (9) f. name of a book, play, etc. (10) d. sum of money for which something is sold or bought 152 Buku Guru Pathway to English 3
10. Read the following book review and then complete the table. Paragraph 1 Orientation
Tells about the background information of the book
Paragraph 2 Interpretative Recount
Tells the plot/synopsis of the story
Paragraph 3 Evaluation
Evaluate the plot and the writing style
Paragraph 4 Evaluative Summation
A justification to the whole novel
11. Decide whether each statement istrue or false. If it is true, give the evidence. If it is false, make some corrections. No.
Statements
True/False
Evidence/Correction
1.
The reviewer had True to read novel many times because the plot is hard to follow
I need to read it back and forth. The 1st to 15th chapters are very easy to follow, meanwhile the hardest part is the chapter when Habibie explained technically about the projects and achievements
2.
The story resembles Romeo and Juliet since both stories are facts.
False
The tale of Romeo and Juliet was fictional, but Habibie and Ainun’s story is real.
3.
The novel is also read by people from other countries.
True
The book is now has been translated into English, Dutch and Germany and shortly will be in Japanese.
4.
The novel emphasizes about patriotism despite private interest.
True
The moral of the story emphasizes love the country
Chapter 9 Overall, It’s an Excellent Movie! 153
5.
The reviewer was very impressed with the way Habibie’s writing style.
True
I am quite impressed on how Habibie’s writing style.
15. Label the pictures. a. clapperboard b. film projector c. film director d. 3D glasses e. film reels f. megaphone g. filmstrip h. camera i. cinema j. ticket 16. Choose the correct meaning of the following words. 1) cops: police 2) tale: story 3) script: written story 4) A-list: the most famous 5) thriller: an exciting movie 6) celebrities: famous people 7) masterpiece: a great work of art 8) plot: a storyline 9) top-grossing: best selling 10) animated: cartoon-style 11) soundtrack: all songs in the movie 12) role: a character in a movie 13) movie buff: a movie lover 14) genre: a kind of movie 15) critics: people who write reviews 16) box office: ticket booth 154 Buku Guru Pathway to English 3
17. Complete the following reviews with words from the previous activity. The Departed Movie Review The Departed is a (1) thriller movie directed by Martin Scorcese and featuring (2) A-list (3) celebrities such as Leonardo di Caprio and Matt Damon. The (4) storyline was written based on the legendary HongKong movie: Internal Affairs and is more than your typical (5) tale of (6) cop versus mafia. The Lion King Movie Review The Lion King which was released in 1994 is the (7) top-grossing (8) animated movie of all time. This Disney film was written based on Shakespeare’s Hamlet. It will warm the hearts of the young and old. The (9) storyline is excellent and the movie’s (10) soundtrack “Circle of Life,” is performed by Elton John. This movie is thought to be a (11) masterpiece by fans and critics alike. The Constant Gardener Movie Review Starring Ralph Fiennes, this movie did not do particularly well at the (12) box office. However, the (13) plot gave this movie the thumbs up. If you are a serious (14) movie buff, particularly if you are into the spy (15) genre, you may want to check this one out. Ralph Fiennes is excellent in his (16) role as a diplomat in Africa who has no idea of the trouble that his wife is getting herself into.
Chapter 9 Overall, It’s an Excellent Movie! 155
18. Decide whether each paragraph is an orientation, an interpretative recount, an evaluation, or an evaluative summation. Tick the right column. No.
Paragraph
Orientation
a.
The Hunger Games is a 2012 American science fiction adventure film directed by Gary Ross and based on the novel of the same name by Suzanne Collins. The movie was produced by Nina Jacobson and Jon Kilik, with a screenplay by Ross, Collins and Billy Ray. Fantastic! Harry Potter and the Order of the Phoenix and and all of the The Harry Potter series will always hold a special place in my heart. When we see this movie, we will remember the plot of Pearl Harbor, which is produced by the same super producer, Jerry Bruckheimer, but, Pearl Harbor is different from King Arthur, in the case of their historical fact. The story of Pearl Harbor is based on the true historical event, while the story of King Arthur is based on the mythology of Great Britain, in which he appeared as the ideal of kingship both in peace and war. Both Titanic and Romeo and Juliet create a romance and are the symbol of an eternal love. Titanic’s tragedy ends with the death of Jack by hypothermia. While in Romeo and Juliet, the tragedy starts when Romeo seems to have died and Juliet decides to suicides herself by a dagger. Believing Juliet to be dead, he drinks the poison.
✓
b.
c.
d.
156 Buku Guru Pathway to English 3
Interpretative Evaluative Evaluation Recount Summation
✓
✓
✓
e
f.
During the final hour, as Titanic begins to sink, the movie brings the power of computer effects to simulate re a l i t y i n t h e m o d e r n motion picture. As a result, Titanic is deserving of Oscar nominations not only in the technical categories, but also in best picture, best director, best actor, and best actress. The film begins with Cade Yeager (Mark Walberg), a Texan inventor, always collecting scraps and turns it into mini-robots. He discovers a battered truck inside the old cinema, caked in plaster, dusty but salvageable. Cade sees potential in the wreckage, and spends his last few dollars on the truck – which turns out to be a Transformer.
✓
✓
20. The complete the dialog below with the information based on the review. Meilisa is reading a review of the movie Transformers 4: Age of Extinction when Arinda comes to visit her.
Arinda Meilisa
Arinda
Meilisa
Arinda Meilisa Arinda Meilisa
: Do you have a plan for this weekend? : Uhmm... I think so. What about you? You look so happy. : Yup. I want to go somewhere for relaxing but I don’t have any idea for this weekend. : What about watching Transformers 4: Age of Extinction at Century theater? It must be great. : That’s a good idea. Who is the director? : If I’m not mistaken it’s Michael Bay. : And what is the movie about? : It’s about robots that turn into dinosaurs and a weapon that make people explode, freeze and burst into flames at the same time. Chapter 9 Overall, It’s an Excellent Movie! 157
Arinda Meilisa
Arinda Meilisa Arinda Meilisa Arinda Meilisa
Arinda
: Is it a new film? : Yes, I think so. It was released in June 24th, 2014. (The answer depends on the time) : It must be a science-fiction movie. : You’re right. It’s a science fiction adventure. : Let’s go now Mel, I can’t wait. : But you must wait until tomorrow at 3 p.m. : What? I think we’ll go right away. : Calm down. The second show starts at 5 p.m. and now it’s 2 p.m. : So, what are we doing right now?
22. Rearrange the following jumbled paragraphs into a good review. The title is Maleficent – The Movie Review.
e-b-d-a-c
158 Buku Guru Pathway to English 3
Chapter 10 Sing for the World Alokasi Waktu yang disediakan di silabus: 9 JP
A. kOMPETENSi DASAR
Pengetahuan 3.9 Menafsirkan fungsi sosial dan unsur kebahasaan lirik lagu terkait kehidupan remaja SMA/MA
Penerapan 4.9 Menangkap makna secara kontekstual terkait fungsi sosial dan unsur kebahasaan lirik lagu terkait kehidupan remaja SMA/MA
B. iNDikATOR
Pengetahuan 3.9.1 Mengidentifikasi fungsi sosial dari lagu. 3.9.2 Mengindentifikasi struktur teks dari lagu. 3.9.3 Mengidentifikasi unsur kebahasaan dari lagu.
Penerapan 4.9.1 Menangkap pesan moral dari lagu.
C. TuJuAN PEMBELAJARAN
Peserta didik mampu: 1. mengidentifikasi fungsi sosial dari lagu. 2. mengindentifikasi struktur teks dari lagu. 3. mengidentifikasi unsur kebahasaan dari lagu. 4. menangkap pesan moral dari lagu.
D. MATERi PEMBELAJARAN
Lagu sederhana Fungsi sosial: memahami pesan moral lagu dan menghargai lagu sebagai karya seni
Struktur teks: pernyataan pendapat disertai dengan penjelasan yang logis dan relevan
Unsur kebahasaaan: 1. Kata, ungkapan, dan tata bahasa dalam karya seni berbentuk lagu 3. Penggunaan nominal tunggal dan jamak secara tepat dengan atau tanpa a, the, this, those, my, their, dsb secara tepat dalam frasa nominal 4. Ucapan, tekanan kata, intonasi 5. Ejaan dan tanda baca 6. Tulisan tangan
Topik: berbagai kegiatan yang terkait dengan kehidupan peserta didik sebagai remaja dan pelajar SMA dengan memberikan keteladanan tentang perilaku tanggung jawab, disiplin, cinta damai, kerjasama
E. METODE PEMBELAJARAN
1. Pendekatan Ilmiah (Scientific Approach: Observing-Questioning Exploring-Associating-Communicating) 2. Problem Solving
F. Media, Alat dan Sumber Pembelajaran Media
: Berbagai benda penemuan secara nyata atau gambar dan power point slides untuk menjelaskan. Alat : Laptop, LCD, loud speaker, gambar-gambar, power point. Sumber Belajar : Buku Teks Pathway to English 3 Kelompok Peminatan – Sudarwati and Grace – Penerbit Erlangga, Jakarta
G. Langkah-langkah Pembelajaran 1. Pendahuluan/Kegiatan awal Kegiatan 1 • Guru dan peserta didik saling memberi salam, dilanjutkan dengan doa bersama. 160 Buku Guru Pathway to English 3
•
Guru mencek kehadiran peserta didik. Peserta didik dapat merespon dengan“I am here/yes, ma’am/present.” Kegiatan 2 • Guru meminta peserta didik membaca lirik lagu. • Peserta didik membaca lirik lagu. • Guru dan peserta didik mendiskusikan pertanyaan 2–5.
Alternatif Kegiatan
Apabila tidak tersedia benda nyata, guru dapat mendownload gambar dari Internet dan mencetaknya, atau mencari dari majalah atau surat kabar berbahasa Inggris. Apabila tidak tersedia LCD, laptop, atau perangkat audio, guru dapat menempelkan gambar besar di papan tulis atau membagikan beberapa gambar ke peserta didik.
2. Kegiatan Inti Kegiatan 1 • Guru menyanyikan lagu ‘The World is Ours’ atau memutarkan lagu tersebut dengan alat pemutar musik. • Peserta didik melenhgkapi lirik lagu ‘The World is Ours’ sambil mendengarkan lagu tersebut. Kegiatan 2 • Guru memutar audio untuk Activity 2. • Peserta didik melengkapi dialog sambil mendengarkan dialog. Kegiatan 3 • Guru meminta peserta didik menjawab pertanyaan berdasarkan dialog yang didengar. • Peserta didik menjawab pertanyaan berdasarkan dialog yang telah didengar. • Guru dan peserta didik mendiskusikan jawaban yang tepat. Kegiatan 4 • Guru menyanyikan lagu ‘The World is Ours’ atau memutarkan lagu tersebut dengan alat pemutar musik. • Peserta didik mendengarkan lagu ‘The World is Ours.’ • Peserta didik menuliskan pendapatnya mengenai lagu yang didengarkan di dalam tabel. Chapter 10 Sing for the World 161
Kegiatan 5 • Guru meminta peserta didik membaca teks. • Peserta didik membaca teks. Kegiatan 6 • Guru meminta peserta didik untuk berdiskusi berdasarkan teks di Activity 5. • Peserta didik berdiskusi berdasarkan teks di Activity 5. Kegiatan 7 • Guru meminta peserta didik untuk mendiskusikan kaitan pernyataan Correy’s dengan pengalamannya. • Peserta didik mendiskusikan kaitan pernyataan Correy’s dengan pengalamannya. Kegiatan 8 • Guru meminta peserta didik untuk mendiskusikan pertanyaan yang diajukan. • Peserta didik mendiskusikan pertanyaan yang diajukan. Kegiatan 9 • Guru meminta peserta didik untuk membuat percakapan berdasarkan pertanyaan dan jawaban di Activity 8. • Peserta didik membuat percakapan berdasarkan pertanyaan dan jawaban di Activity 8. Kegiatan 10 • Guru meminta peserta didik untuk mencari perbedaan lirik ‘The World is Ours’ dan menyusun lirik dalam bahasa Indonesia. • Peserta didik mencari perbedaan lirik ‘The World is Ours’ dan menyusun lirik dalam bahasa Indonesia. Kegiatan 11 • Guru meminta peserta didik untuk mendiskusikan pertanyaan. • Peserta didik mendiskusikan pertanyaan.
Kegiatan 12 • Guru meminta peserta didik mengisi kolom K dari Tabel K-W-L. • Peserta didik mengisi kolom K dari Tabel K-W-L.
162 Buku Guru Pathway to English 3
Kegiatan 13 • Guru meminta peserta didik mengisi kolom K dari Tabel K-W-L. • Peserta didik mengisi kolom K dari Tabel K-W-L. Kegiatan 14 • Guru meminta peserta didik membaca lirik ‘The World is Ours’. • Peserta didik membaca lirik ‘The World is Ours’. • Guru meminta peserta didik mengisi kolom K dari Tabel K-W-L. • Peserta didik mengisi kolom K dari TabelK-W-L. Kegiatan 15 • Guru meminta peserta didik untuk menjawab pertanyaan berdasarkan lirik ‘The World is Ours’. • Peserta didik menjawab pertanyaan berdasarkan lirik ‘The World is Ours’. Kegiatan 16 • Guru meminta peserta didik menganalisis tata bahasa dari lirik ‘The World is Ours’. • Peserta didik menganalisis tata bahasa dari lirik ‘The World is Ours’.
Alternatif Kegiatan Guru dapat memilih beberapa kegiatan yang tersedia, sesuai dengan kemampuan peserta didik dan alokasi waktu yang tersedia. Kegiatan yang disarankan adalah Activity 14 dan15. Kegiatan 17 • Guru meminta peserta didik untuk menganalis kalimat dalam lagu ‘We Are the World.’ • Peserta didik menganalis kalimat dalam lagu ‘We Are the World.’ Kegiatan 18 • Guru meminta peserta didik untuk mencari ide pokok dari setiap bait lagu ‘We Are the World.’ • Peserta didik mencari ide pokok dari setiap bait lagu ‘We Are the World.’ Chapter 10 Sing for the World 163
Kegiatan 19 • Guru meminta peserta didik untuk mendiskusikan pesan moral dan pandangannya tentang lagu ‘We are the World.’ • Peserta didik pesan moral dan pandangannya tentang lagu ‘We are the World.’
Alternatif Kegiatan Peserta didik dapat mencari sumber-sumber lain di perpustakaan, ataupun Internet jika tersedia jaringan Internet di sekolah. Guru juga dapat membawa buku-buku sumber ke dalam kelas. Kegiatan 20 • Guru meminta peserta didik untuk bekerja kelompok. • Secara berkelompok, peserta didik memilih sebuah lagu dalam bahasa Inggris dan menganalisisnya berdasarkan tabel yang tersedia. Kegiatan 21 • Guru meminta peserta didik untuk mencari lagu dalam bahasa Inggris tentang bumi atau dunia. • Peserta didik mencari lagu dalam bahasa Inggris tentang bumi atau dunia. • Guru meminta peserta didik untuk menganalisis lagu yang telah ditemukan. • Peserta didik menganalisis lagu yang telah ditemukan.
Alternatif Kegiatan
Untuk hasil kegiatan tahap ini, guru dapat memanfaatkan papan tulis sebagai ruang display untuk menempelkan pendapat peserta didik dan selanjutnya dikomentari oleh peserta didik yang lain. Komentar dapat ditulis dan ditempelkan di dekat tulisan yang dikomentari. Guru bisa melakukan penilaian kompetensi sosial. 3. Kegiatan Penutup Kegiatan 1 Guru mengulang kembali materi mengenai lagu sederhana. Kegiatan 2 Guru meminta umpan balik tentang materi yang susah dipelajari. Kegiatan 3 Guru menyampaikan rencana pembelajaran selanjutnya. 164 Buku Guru Pathway to English 3
Alternatif Kegiatan
Pada kegiatan penutup, peserta didik dapat membuat learning journal/self-reflection, melakukan penilaian diri sendiri, dan melakukan penilaian antar teman. Tulisan refleksi peserta didik bisa dijadikan refleksi bagi guru sebelum melanjutkan ke unit berikutnya.
H. Penilaian
1. Penilaian pengetahuan dengan teks tertulis (Soal dibuat oleh guru) 2. Penilaian penerapan dilakukan dengan rubrik (rubrik terlampir)
Agar penilaian dapat mencakup semua aspek yang diharapkan, lembar penilaian yang mencakup aspek apa saja yang akan dinilai perlu disiapkan. Misalnya: 1. lembar penilaian diri sendiri 2. lembar penilaian antar teman 3. lembar rubrik keterampilan berbicara 4. lembar rubrik keterampilan menulis
I. KEGIATAN PENGAYAAN Peserta didik secara berkelompok memilih
sebuah lagu tentang lingkungan. Lagu tersebut dinyanyikan dan dibuat video musiknya. Setelah lagu selesai, ceritakan pesan dari lagu tersebut. Kumpulkan video tersebut kepada guru.
Speaking Assessment Rubric Name : ………………… No
Criteria to be assessed
Low (5 – 9)
Class/Number : ……../ …….. Good (10 – 19)
Very Good (20 – 25)
1.
Pronunciation Many errors Comprehensible interfere comprehensibility
Sound like a native speaker
2.
Intonation
Accurate intonation
No variation in intonation
Perform some variation of intonation
Score
Chapter 10 Sing for the World 165
3.
Grammar
Many grammatical mistakes that negatively affect communication
Make several grammatical errors that do not interfere with communication
4.
Content
Fails to communicate ideas
Comprehensible, Contextually add some correct supporting ideas
Few minor grammatical errors that do not interfere with communication
Total score Maximum Score = 100
Writing Assessment Rubric Name : ………………… No
Criteria to be assessed
Low (5 – 9)
Class/Number : ……../ …….. Good (10 – 19)
Very Good (20 – 25)
1.
Content
Illogical ideas
Logical ideas with irrelevant supporting ideas
Logical opinions with relevant supporting ideas
2.
Text organization
Unorganized
Well-organized, unclear elaboration of ideas
Well-organized with clear elaboration of ideas
3.
Grammar
Make many grammatical mistakes that negatively affect communication
Make several grammatical errors that do not interfere with communication
Few minor grammatical errors that do not interfere with communication
4.
Vocabulary
Basic vocabulary, Developed less precise vocabulary
Purposefully chosen vocabulary
5.
Mechanic
Some errors with spelling and punctuation
Mostly effective use of capitalisation, punctuation and spelling
Effective use of capitalisation, punctuation and spelling
6.
Tidiness and deadline
Unreadable, late submission
Clear font, ontime submission
Neat writing, intime submission
Score
Total score score × 2 ________ Final Score = Total 3 Maximum Score = 100
166 Buku Guru Pathway to English 3
J. KUNCI JAWABAN
1. Listen to your teacher sing some lyrics of a famous song. Complete the blank spaces.
Run like you're born to fly Live like you'll never die Dare what you dare to dream And everything in between
We are drawn by the rhythms That beat through our hearts When we all come together We're seven billion starts
2. Listen to a dialog between Meg Kidman and Steve. Then, complete the blank spaces with the words provided.
Meg Kidman Steve Silaen Meg Kidman Steve Silaen Meg Kidman Steve Silaen Meg Kidman
: : : : : : :
Steve Silaen :
Meg Kidman :
Steve Silaen :
Meg Kidman :
Hello, how are you? Fine. What about you? You look so excited. I am listening to a nice song. Are you? What is it? ‘The World is Ours.’ Is it 2014 FIFA world cup song? You’re right. Listen to the song! Do you like this song? Yes, I do. I think any world cup song teaches us about togetherness and high spirit. I agree with you. Now, I am searching for the lyrics of ‘The World is Ours’. That’s good. You will like the song more after reading the whole lyrics. Anyway, I have to pick up my mother. See you. Bye Steve.
Chapter 10 Sing for the World 167
3. Check your understanding about the dialog. a. The 2014 FIFA world cup song. b. A song titled ‘The World of Ours’. c. If Meg Kidman reads the whole lyrics, he will knows the values behind the lyrics that will make him like the song more. 6. Discuss with your friends about Correy’s great experiences when singing ‘The World is ours’. See the example. b. performing in 89 countries c. collaborating with local artist to make the different versions of ‘The World is Ours’ 7. Discuss with your friends about Correy’s experiences based on his statements. See the examples. DAVID’S STATEMENTS
CORREY’S EXPERIENCES
‘It’s unbelievable that I was chosen as the Being the singer of 2014 singer of the official anthem of 2014 FIFA World Cup anthem is like a miracle for Correy. World Cup which is held in my home country.’ ‘For the success of this project, these last few weeks I haven’t been sleeping much.’
‘The lyrics remind me to the ups and downs that I’ve overcome so far. And I believe that everyone will feel the pain, struggle, and joy of being the true of me.’
The tour for the global concerts of the World Cup jingle keeps Correy very busy.
Correy has struggled a lot to achieve his success.
10. Which lyrics of the English version of ‘The World of Ours’ are different from the Indonesian version? Put the lyrics in bahasa Indonesia in the correct order. Run like you're born to fly Live like you'll never die Beranilah bermimpi Menggapai semua cita 168 Buku Guru Pathway to English 3
We are drawn by the rhythms That beat through our hearts Saat kita bersama Tunjukkan semangatmu The world is ours Ooo oh oo o ooh o o o oo Seven billion starts Ooo oh oo o ooh o o o oo The world dunia the world Dunia kita Light up the world Light up the world Sign out your battle cry Under the stadium sky Walau pun jarak terpisah Di hati tetap satu rasa You can stand on my shoulders And raise up your arms Saat kita bersama Kita terangi dunia Dunia kita Ooo oh oo o ooh o o o oo tujuh milyar hingga Ooo oh oo o ooh o o o oo The world dunia The world Dunia kita Light up the world everybody Light up the world to do mundo Light up the world everybody Pra Batucar, Pra Batucar The world is ours Ooo oh oo o ooh o o o oo Dunia kita Ooo oh oo o ooh o o o oo Ujung dunia kita... The world dunia the world Dunia kita (The world is ours) Chapter 10 Sing for the World 169
15. Based on the lyrics of ‘The World is Ours,’ answer the following questions. a. Title of the song: The World is Ours Verse 1: Run like you're born to fly Live like you'll never die Dare what you dare to dream And everything in between Verse 2: We are drawn by the rhythms That beat through our hearts When we all come together We're seven billion starts Verse 3: Sign out your battle cry Under the stadium sky Oceans and land divide United we feel inside Verse 4: You can stand on my shoulders And raise up your arms When we all come together We light up the dark Refrain: d. 1) d 2) c 3) a 4) b
The world is ours Ooo oh oo o ooh o o o oo Seven billion starts Ooo oh oo o ooh o o o oo The world The world The world The world is ours Light up the world Light up the world
170 Buku Guru Pathway to English 3
16. Analyze the grammar of ‘The World is Ours’ song lyrics by completing the columns. See the examples! Imperative
Statement
Conjunction + Statement
Live like you'll never Oceans and land die divide V1 + conj. + S + S + V1 modal + adv. + V1
We are drawn by the rhythms that beat through our hearts S + be + V3 + O + conj. + V3 + adv.
Dare what you dare to dream and everything in between V1 + what + S + V1 + adv.
When we all come together we light up the dark conj. + S + V1 + adv. + S + V1 + O
United we feel inside Adj + S + V1 + adv.
Sign out your battle Light up the world V1 + O
You can stand on my shoulders and raise up your arms S + modal + V1 + O + conj. + V1 + O
cry under the stadium sky V1 + adv.
17. Find the structures of the ‘We Are the World’ lyrics. Write the answers in the table. Imperative
Statement
Conjunction + Statement
Let us realize that a change can only come
We are all a part of God's great big family
When the world must come together as one
Dare what you dare to dream and everything in between V1 + what + S + V1 + adv.
We are the world, we are the children
There are people dying and it's time to lend a hand to life
Sign out your battle Light up the world V1 + O
There's a choice we're making
We can't go on pretending day by day that someone, somewhere will soon make a change
Chapter 10 Sing for the World 171
cry under the stadium sky V1 + adv.
We're saving our own lives
And the truth you know and love is all we need
It's true, we'll make a better day, just you and me
So let's start giving
Send them your heart so they know that someone cares and their lives will be stronger and free as God has shown us by turning stone to bread and so we all must lend a helping hand When you're down and out, there seems no hope at all But if you just believe there's no way we can fall Let us realize that a change can only come when we stand together as one
18. Write the main idea from each verse and the refrain of ‘We Are the World’ lyrics. verse 2 verse 3 verse 4
We can’t pretend that we don’t see Help others live well We have to work together to face difficult situation
refrain
Persuasion to help others
172 Buku Guru Pathway to English 3
ABOUT ThE AUThORS Personal Identity
Name Office phone/cellphone Email Office address
Expertise
: Theresia Melania Sudarwati : (024) 8413670/081325544353 : [email protected] : SMA Negeri 11 Semarang Jl. Lamper Tengah Semarang, Semarang 50248 : English Language Teaching
Working experience 1. 2.
1986 - now 2006 – 2009
3.
2016
: SMAN 11 Semarang, English Teacher : SMAN 11 Semarang, Vice principal on Curriculum Design : Pembina Utama Muda Golongan Ruang IV/C
Educational Background 1. 2.
Master Degree: Universitas Diponegoro Semarang, 2012 Bachelor Degree: IKIP Negri Semarang , English department, 1985 UT Jakarta. English department, 1990
Published books and year of publication 1. 2. 3.
Buku Siswa Pathway to English 2 (Program Peminatan), 2015 Buku Siswa Pathway to English 3 (Program Peminatan), 2015 Buku Guru Pathway to English 2 (Program Peminatan), 2015 173
4. Buku Guru Pathway to English 3 (Program Peminatan), 2015 5. Pathway to English 2 (General Program), 2015 6. Pathway to English 3 (General Program), 2015 7. Buku Siswa Pathway to English 1 (Program Peminatan), 2014 8. Buku Guru Pathway to English 1 (Program Peminatan), 2014 9. Pathway to English 1 (General Program), 2014 10. English Assessment Test 1, 2012 11. English Assessment Test 2, 2012 12. English Assessment Test 3, 2012 13. TOPS Bahasa Inggris, 2010 14. Look Ahead 1 An English Course for Senior High School Students, 2007 15. Look Ahead 2 An English Course for Senior High School Students, 2007 16. Look Ahead 3 An English Course for Senior High School Students, 2007 Published research and year of publication 1. Peningkatan Keterampilan Berbicara Bahasa Inggris melalui Kegiatan “Being MC” dengan Menggunakan “Raduga di Kelas XI Bahasa SMA 11 Semarang Tahun Pelajaran 2012-2013. 2013 2. Peningkatan Metacomprehension Materi cause and effect Teks Explanation dengan Strategi Belajar Metacognitive Teknik “Box question” pada Siswa Kelas X MIPA 7 SMA 11 Semarang Tahun 2014-2015, 2015 Reviewed 1. Buku 2. Buku 3. Buku 4. Buku 5. Buku 6. Buku
books Siswa Pathway Siswa Pathway Guru Pathway Guru Pathway Siswa Pathway Guru Pathway
to to to to to to
English English English English English English
3 2 3 2 1 1
(Program (Program (Program (Program (Program (Program
Peminatan), Peminatan), Peminatan), Peminatan), Peminatan), Peminatan),
2015 2015 2015 2015 2014 2014
More information She was born on December 31, 1962 in Semarang. She is active at English Teacher Association in Semarang and a frequent speaker of English Teaching seminars in several provinces in Indonesia. She attended Teaching and Research Training in Nagoya University, Monbusho, Japan 1994 and Joetsu University of Education, 1995. She supervised student’s English Ketoprak in Semarang in 1997-2002. 174
Personal Identity
Name Office telp/cellphone Email Office address Expertise
: : : :
Eudia Grace 08122869987/(024)3543998 [email protected] SMA Negeri 5 Semarang Jl. Pemuda 143 Semarang : English Language Teaching
Working experience 1.
2014- now
2. 3.
1987- now 2010 – 2012
4.
1985 – 1987
: SMAN 5 Semarang, staff of curriculum design and school development : SMAN 5 Semarang, English Teacher : SMAN 5 Semarang, Vice Principal on Curriculum Design : SMA Taman Siswa, Semarang, English Teacher
Educational background 1. 2.
Master degree: STIEPARI Semarang, HR Management, 2012 Bachelor degree: Akaba 17 Agustus Semarang, English Language Teaching, 1981-1984; UT Jakarta. Bachelor of English, 1988-1993
Published books and year of publication 1. 2. 3.
Buku Guru Pathway to English 3 (Program Peminatan), 2015 Buku Guru Pathway to English 2 (Program Peminatan), 2015 Buku Siswa Pathway to English 3 (Program Peminatan), 2015 175
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.
Buku Siswa Pathway to English 2 (Program Peminatan), 2015 Pathway to English 3 (General Program), 2015 Pathway to English 2 (General Program), 2015 Buku Siswa Pathway to English 1 (Program Peminatan), 2014 Buku Guru Pathway to English 1 (Program Peminatan), 2014 Pathway to English 1 (General Program), 2014 English Assessment Test 1, 2012 English Assessment Test 2, 2012 English Assessment Test 3, 2012 TOPS Bahasa Inggris, 2010 Look Ahead 1 An English course for Senior High School Students, 2007 Look Ahead 2 An English course for Senior High School Students, 2007 Look Ahead 3 An English course for Senior High School Students, 2007
Published research and year of publication Peningkatan Keterampilan Menulis Teks Recount Mata Pelajaran Bahasa Inggris Menggunakan Media Postcard pada Kelas X IPA7 SMAN 5 Semarang. 2015 Reviewed 1. Buku 2. Buku 3. Buku 4. Buku 5. Buku 6. Buku
books Siswa Pathway Siswa Pathway Guru Pathway Guru Pathway Siswa Pathway Guru Pathway
to to to to to to
English English English English English English
2 3 2 3 1 1
(Program (Program (Program (Program (Program (Program
Peminatan), Peminatan), Peminatan), Peminatan), Peminatan), Peminatan),
2015 2015 2015 2015 2014 2014
More information She was born on February 24, 1963 in Jakarta. She is active at English Teacher Association in Semarang and a frequent speaker of English Teaching seminars in several provinces in Indonesia. She joined Bridge, an Australian-Indonesian (Austindo) exchange program in 2015. She was the runner up of The Guru berprestasi in Semarang in 2012.
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about the EDITORS Personal Identity Name : Ellisabeth Tyas Utami Office phone/cellphone : (021) 8708512 Email : [email protected] Office Address : Jln. H. Baping Raya No. 100 Ciracas, Pasar Rebo, Jakarta Timur 13740 Expertise : English Language Teaching Working Experiences 1. 2011-2012 2. 2012- sekarang
: Tutor, Primagama English : Editor Bahasa Inggris, Penerbit Erlangga
Educational Background Bachelor degree: Universitas Sanata Dharma , English Department, 2007-2012 Published books and years of publication 1. 1. Grow with English 1 (With Digital Content), 2016 2. Buku Siswa Pathway to English 2 (Program Peminatan), 2015 3. Buku Siswa Pathway to English 3 (Program Peminatan), 2015 4. Buku Guru Pathway to English 2 (Program Peminatan), 2015 5. Buku Guru Pathway to English 2 (Program Peminatan), 2015 6. Buku Guru Pathway to English 3 (Program Peminatan), 2015 7. Buku Guru Pathway to English 3 (Program Peminatan), 2015 8. Buku Guru Pathway to English 3 (Program Peminatan), 2015 9. Buku Guru Pathway to English 3 (Program Peminatan), 2015 10. Buku Guru Pathway to English 3 (Program Peminatan), 2015 11. SPM Bahasa Inggris SMP, 2015 12. SPM Bahasa Inggris SMA, 2015 13. Succeed in IELTS, 2015 14. Pathway to English 2 (General Program), 2015 15. Pathway to English 3 (General Program), 2015 16. Bupena Bahasa Inggris untuk SMP 3, 2014 17. Pathway to English 1 (General Program), 2014 18. Buku Siswa Pathway to English 1 (Program Peminatan), 2014 19. Buku Guru Pathway to English 1 (Program Peminatan), 2014 20. English Activities for Primary School Students 6, 2014 21. Erlangga X-press UN SMA Bahasa Inggris, 2014 177
22. 23. 22. 23. 24. 25.
Siapuja Bahasa Inggris SMA 1, 2014 Siapuja Bahasa Inggris SMA 2, 2014 Bright 1, 2013 English Activities for Junior High School 1, 2013 English Activities for Junior High School 2, 2013 English Activities for Junior High School 3, 2013
Reviewed Books 1. Buku Siswa Pathway 2. Buku Siswa Pathway 3. Buku Guru Pathway 4. Buku Guru Pathway 5. Buku Siswa Pathway 6. Buku Guru Pathway
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to to to to to to
English English English English English English
2 3 2 3 1 1
(Program (Program (Program (Program (Program (Program
Peminatan), Peminatan), Peminatan), Peminatan), Peminatan), Peminatan),
2015 2015 2015 2015 2014 2014
about the EDITOR Personal Identity Name : Ig. Dwi Wahyu Priyanto Office phone/cellphone : (021) 8708512 Email : [email protected] Facebook account : dwi wahyu Office Address : Jln. H. Baping Raya No. 100 Ciracas, Pasar Rebo, Jakarta Timur 13740 Expertise : English Language Teaching Working Experiences 1. 2000 2. 2001 – Now
: SMA Marsudirini Bekasi, English Teacher : Penerbit Erlangga, Language editor
Educational Background 1. Master degree: Universitas Pelita Harapan, Educational Technology, 2008-2010 2. Bachelor degree: Universitas Sanata Dharma, English department, 1994-1999 Published books and years of publication 1. Pathway to English 2 (General Program), 2015 2. Pathway to English 3 (General Program), 2015 3. Buku Siswa Pathway to English 2 (Program Peminatan), 2015 4. Buku Siswa Pathway to English 3 (Program Peminatan), 2015 5. Buku Guru Pathway to English 2 (Program Peminatan), 2015 6. Buku Guru Pathway to English 3 (Program Peminatan), 2015 7. Buku Siswa Pathway to English 1 (Program Peminatan), 2014 8. Buku Guru Pathway to English 1 (Program Peminatan), 2014 9. Kamus lengkap Inggris- Indonesia, 2010 10. Pathway to English 1 (General Program), 2014 11. English Assessment Test 1 for Senior High School Students, 2012 12. English Assessment Test 2 for Senior High School Students, 2012 13. English Assessment Test 3 for Senior High School Students, 2012 14. English Assessment Test 1 for Junior High School Students, 2012 15. English Assessment Test 2 for Junior High School Students, 2012 16. English Assessment Test 3 for Junior High School Students, 2012 17. Mandiri: Practice your English Competence 1, 2012 179
18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32.
Mandiri: Practice your English Competence 2, 2012 Mandiri: Practice your English Competence 3, 2012 Hooray 1, 2010 Hooray 2, 2010 Hooray 3, 2010 Hooray 4, 2010 Hooray 5, 2010 Hooray 6, 2010 TOPS Bahasa Inggris, 2010 Look Ahead 1 An English course for Senior High School Students, 2007 Look Ahead 2 An English course for Senior High School Students, 2007 Look Ahead 3 An English course for Senior High School Students, 2007 English on Sky 1, 2007 English on Sky 2, 2007 English on Sky 3, 2007
Reviewed 1. Buku 2. Buku 3. Buku 4. Buku 5. Buku 6. Buku
Books and years of publication Siswa Pathway to English 2 (Program Siswa Pathway to English 3 (Program Guru Pathway to English 2 (Program Guru Pathway to English 3 (Program Siswa Pathway to English 1 (Program Guru Pathway to English 1 (Program
Peminatan), Peminatan), Peminatan), Peminatan), Peminatan), Peminatan),
2015 2015 2015 2015 2014 2014
More Information - Attending English Training in University of New South Wales, 2002 - Becoming Steering Committee, Indonesian Stand Frankfurt Bookfair, 2007
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about the EDITORS Personal Identity Name : Yuniar Widiastuti Office phone/cellphone : (021) 8708512 Email : [email protected] Office Address : Jln. H. Baping Raya No. 100 Ciracas, Pasar Rebo, Jakarta Timur 13740 Expertise : English Language Teaching Working Experiences 1. Juni - November 2012 : Editor buku umum Esensi, imprint dari Penerbit Erlangga 2. November 2012 - sekarang: Editor Bahasa Inggris, Penerbit Erlangga Educational Background S1: Universitas Negeri Yogyakart , Jurusan Pendidikan Bahasa Inggris, 2004-2012 Published books and years of publication 1. Rahasia Sang Ibu Negara, 2012 2. Bright 2, 2013 3. Bright 3, 2013 4. English Activities for Elementary School Students 1, 2014 5. English Activities for Elementary School Students 2, 2014 6. English Activities for Elementary School Students 3, 2014 7. English Activities for Elementary School Students 4, 2014 8. English Activities for Elementary School Students 5, 2014 9. Bupena Bahasa Inggris untuk SMP 1, 2014 10. Bupena Bahasa Inggris untuk SMP 2, 2014 11. Bupena Bahasa Inggris untuk SMA 1, 2014 12. Bupena Bahasa Inggris untuk SMA 2, 2014 13. Bupena Bahasa Inggris untuk SMA 3, 2015 14. Siapuja Bahasa Inggris untuk SMP 2, 2013 15. Siapuja Bahasa Inggris untuk SMP 3, 2013 16. Siapuja Bahasa Inggris untuk SMA 3, 2014 17. Erlangga X-Press UN SMP/MTS Bahasa Inggris, 2014 18. Buku Siswa Pathway to English 1 (Program Wajib), 2013 19. Buku Siswa Pathway to English 1 (Program Wajib), Revisi, 2013 20. Buku Siswa Pathway to English 3 (Program Peminatan), 2015 181
21. 22. 23. 24.
Buku Guru Pathway to English 3 (Program Peminatan), 2015 Succeed in TOEIC Vol 1, 2014 Succeed in TOEIC Vol. 2, 2014 Boom: Grammar Made Easy, 2015
Reviewed Books 1. Buku Siswa Pathway to English 3 (Program Peminatan), 2015 2. Buku Guru Pathway to English 3 (Program Peminatan), 2015
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About the designer/illustrator Personal Identity Name : Office phone/cellphone : Email : Office address : Expertise :
Achmad Taupik 021-8410432/ 08129957856 [email protected] Jl. H. Baping No. 100 Ciracas Jakarta Timur 13740 Graphic Design
Working experience 2003 - 2016 Graphic Designer, PT. Penerbit Erlangga Educational Background 1993-1997 Diploma degree: Design Graphic Institut Kesenian Jakarta Books and years of publication 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.
Buku Buku Buku Buku Buku Buku Buku Buku Buku Buku Buku Buku
Siswa Pathway to English 2 (Program Peminatan), 2015 Siswa Pathway to English 3 (Program Peminatan), 2015 Guru Pathway to English 2 (Program Peminatan), 2015 Guru Pathway to English 3 (Program Peminatan), 2015 Siswa Kimia 2 (Program Peminatan), 2015 Guru Kimia 2 (Program Peminatan), 2015 Siswa Biologi 2 (Program Peminatan), 2015 Guru Biologi 2 (Program Peminatan), 2015 Siswa Cerdas Berbahasa Indonesia (Program Peminatan), 2015 Guru Cerdas Berbahasa Indonesia (Program Peminatan), 2015 Siswa Pathway to English 1 (Program Peminatan), 2014 Guru Pathway to English 1 (Program Peminatan), 2014
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About the PUBLISHER PT PENERBIT ERLANGGA MAHAMERU Founded Year
1952
First Publication:
1952
Registration No.:
09.04.1.46.14428
HQ Address:
021-8717006
Fax.:
021-8717011
Customer Service:
021-8717006
Facebook Account:
Penerbit Erlangga
Email:
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Kami Melayani Ilmu Pengetahuan
Jl. H. Baping Raya 100 Ciracas, Jakarta13740
Phone:
PT PENERBIT ERLANGGA
[email protected] [email protected]
REFERENCES The authors and the publishers acknowledge the following sources of copyright material and are grateful for the permission granted. While every effort has been made, it has not always been possible to identify the sources of all the material used, or to trace all copyright holders. If any omission are brought to our notice, we will be happy to include the appropriate acknowledgement on reprinting. Agustien, Helena I.R. (1997). Communication strategies in sustained casual conversations. Sidney: Macquarie University. Agustien, Helena I.R. (1997). Landasan filosofis teoritis pendidikan bahasa Inggris. Sidney: Macquarie University. Allen, William Stannard. (1974). English living structure. Harlow, Essex: Longman. Bonner, Margaret. (1994). Step into writing. Harlow, England: Longman. Coe, N., Rycroft, R. & Ernest, P. (1985). Writing Skills. Cambridge: Cambridge University Press. Coffey, Margareta Pogemiller. (1987). Communication through writing. New Jersey: Prentice Hall Regents. Collins, Wilkie. (1999). The moonstone. London: Penguin Classics. de Porter, Bobbi. (2000). Quantum teaching. Boston, USA: Ally and Bacon. Departemen Pendidikan Nasional. (2003). Kurikulum 2004 standard kompetensi mata pelajaran bahasa Inggris SMA. Jakarta: Departemen Pendidikan Nasional. Derewianka, Beverly. (1995). Exploring how texts work. Newtown, NSW: Primary English Teaching Association. Doff, A., Jones, C. & Mitchell, K. (1986). Meaning into words. Cambridge: Cambridge University Press. Frank, Marcella.(1972). Modern English. New Jersey: Prentice Hall Inc. Gary, Blake & Bly, Robert W. (1991).The elements of business writing. London: Macmillan Press. Matreyek, Walter. (1983). Communicating in English examples and models 1. New York: Pergamon Press. Mondial Education. (2004). Seminar and demo lesson booklet. Semarang: Mondial. Murphy, Raymond. (1989). Grammar in use. Cambridge: Cambridge University Press. Quah, Josephine. (1993). Grammar practice with answers. Jakarta :Binarupa Aksara.
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Redman, Stuart. (1997). English vocabulary in use. Cambridge: Cambridge University Press. Richards, Jack C. (1995). Interchange 3. Cambridge: Cambridge University Press. Santoso, Riyadi. (2003). Semiotika sosial pandangan terhadap bahasa. Surabaya: Pustaka Eureka. Schecter, Sandra. (1995). Listening tasks. Cambrige: Cambrige University Press. Swan, Michael & Walter, Catherine. (1984). The English Cambridge course 3. Cambridge: Cambrige University Press. Tomaly, Barry & Stempleski, Susan. (2002). Cultural awareness. London: Oxford University. Wiratno, Tri. (2003). Kiat menulis karya ilmiah dalam bahasa Inggris. Yogyakarta: Pustaka Pelajar. Wishon, George E. & Burks, Julia M. (1980). Let’s write English. New York: American Book Company. Yusak, Muchlas. (2004). A brief introduction to genre. Jawa Tengah: LPMP.
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