Pdf buku guru kelas x (11 april 2014)

Hak Cipta © 2014 pada Kementerian Pendidikan dan Kebudayaan
Dilindungi Undang-Undang
MILIK NEGARA
TIDAK DIPERDAGANGKAN
Disklaimer: Buku ini merupakan buku guru yang dipersiapkan Pemerintah dalam rangka
implementasi Kurikulum 2013. Buku guru ini disusun dan ditelaah oleh berbagai pihak
di bawah koordinasi Kementerian Pendidikan dan Kebudayaan, dan dipergunakan
dalam tahap awal penerapan Kurikulum 2013. Buku ini merupakan “dokumen hidup”
yang senantiasa diperbaiki, diperbaharui, dan dimutakhirkan sesuai dengan dinamika
kebutuhan dan perubahan zaman. Masukan dari berbagai kalangan diharapkan dapat
meningkatkan kualitas buku ini.
Katalog Dalam Terbitan (KDT)
Indonesia. Kementerian Pendidikan dan Kebudayaan.
Bahasa Inggris : buku guru / Kementerian Pendidikan dan Kebudayaan.--
Jakarta : Kementerian Pendidikan dan Kebudayaan, 2014.
viii, 184 hlm. : ilus. ; 25 cm.
Untuk SMA/MA/SMK/MAK Kelas X
ISBN 978-602-282-484-8 (jilid lengkap)
ISBN 978-602-282-485-5 (jilid 1)
1. Bahasa Inggris -- Studi dan Pengajaran I. Judul
II. Kementerian Pendidikan dan Kebudayaan
ii Buku Guru SMA/MA/SMK/MAK Kelas X
420
Kontributor Naskah : Utami Widyati, Zuliati Rohmah, dan Furaidah.
Penelaah : Raden Safrina dan Helena I.R. Agustien.
Penyelia Penerbitan : Pusat Kurikulum dan Perbukuan, Balitbang, Kemdikbud.
Cetakan Ke-1, 2014
Disusun dengan huruf Minion Pro, 11 pt

Bahasa Inggris iii
Kata Pengantar
Kurikulum 2013 dirancang untuk menyongsong model pembelajaran Abad 21.
Didalamnya terdapat pergeseran pembelajaran dari siswa diberi tahu menjadi siswa mencari
tahu dari berbagai sumber belajar melampaui batas pendidik dan satuan pendidikan. Peran
Bahasa Inggris dalam model pembelajaran seperti itu menjadi sangat sentral mengingat lebih
banyak sumber belajar dalam Bahasa Inggris dibanding semua sumber belajar dalam semua
bahasa lainnya digabungkan.
Makin datarnya dunia dengan teknologi informasi dan komunikasi menyebabkan pergaulan
tidak dapat lagi dibatasi oleh batas-batas negara. Kurikulum 2013 menyadari peran penting
Bahasa Inggris tersebut dalam menyampaikan gagasan melebihi batas negara Indonesia serta
untuk menyerap gagasan dari luar yang dapat dipergunakan untuk kemaslahatan bangsa
dan negara. Dengan demikian kompetensi lulusan Pendidikan Menengah yang dirumuskan
sebagai mampu menjadi cerminan bangsa yang berkontribusi aktif dalam pergaulan dan
peradaban dunia dapat tercapai.
Sejalan dengan peran di atas, pembelajaran Bahasa Inggris untuk Pendidikan Menengah
Kelas X yang disajikan dalam buku ini disusun untuk meningkatkan kemampuan berbahasa.
Penyajiannya adalah dengan menggunakan pendekatan pembelajaran berbasis teks, baik lisan
maupun tulis, dengan menempatkan Bahasa Inggris sebagai wahana komunikasi. Pemahaman
terhadap jenis, kaidah dan konteks suatu teks ditekankan sehingga memudahkan peserta didik
menangkap makna yang tersurat dan tersirat dalam suatu teks; juga untuk menyajikan gagasan
dalam bentuk teks yang mudah dipahami makna kandungannya dan diapresiasi keindahan
pilihan rangkaian katanya.
Sebagai bagian dari Kurikulum 2013 yang menekankan pentingnya keseimbangan
kompetensi sikap, pengetahuan dan keterampilan, kemampuan berbahasa Inggris yang
dituntut dibentuk melalui pembelajaran berkelanjutan: dimulai dengan meningkatkan
kompetensi pengetahuan tentang jenis, kaidah dan konteks suatu teks, dilanjutkan dengan
kompetensi keterampilan menyajikan suatu teks tulis dan lisan baik terencana maupun
spontan dengan pelafalan dan intonasi yang tepat, dan bermuara pada pembentukan sikap
kesantunan berbahasa dan sikap menghargai keindahan bahasa.
Buku ini menjabarkan usaha minimal yang harus dilakukan siswa untuk mencapai
kompetensi yang diharapkan. Sesuai dengan pendekatan yang digunakan dalam Kurikulum
2013, siswa diajak menjadi berani untuk mencari sumber belajar lain yang tersedia dan
terbentang luas di sekitarnya. Peran guru dalam meningkatkan dan menyesuaikan daya serap
siswa dengan ketersediaan kegiatan pada buku ini sangat penting. Guru dapat memperkayanya
dengan kreasi dalam bentuk kegiatan-kegiatan lain yang sesuai dan relevan yang bersumber
dari lingkungan sosial dan alam.
Implementasi terbatas Kurikulum 2013 pada tahun ajaran 2013/2014 telah mendapatkan
tanggapan yang sangat positif dan masukan yang sangat berharga. Pengalaman tersebut
dipergunakan semaksimal mungkin dalam menyiapkan buku untuk implementasi menyeluruh
pada tahun ajaran 2014/2015 dan seterusnya. Walaupun demikian, sebagai edisi pertama,
buku ini sangat terbuka dan perlu terus dilakukan perbaikan dan penyempurnaan. Oleh karen
itu, kami mengundang para pembaca memberikan kritik, saran dan masukan untuk perbaikan
dan penyempurnaan pada edisi berikutnya. Atas kontribusi tersebut, kami ucapkan terima
kasih. Mudah-mudahan kita dapat memberikan yang terbaik bagi kemajuan dunia pendidikan
dalam rangka mempersiapkan generasi seratus tahun Indonesia Merdeka (2045).
Jakarta, Januari 2014
Menteri Pendidikan dan Kebudayaan
Mohammad Nuh

DAFTAR ISI
KATA PENGANTAR........................................................................................ iii
DAFTAR ISI..................................................................................................... iv
PENDAHULUAN..................................................................................................................v
PETUNJUK UMUM ........................................................................................................... vi
CHAPTER 1: Talking about Self ........................................................................................ 1
CHAPTER 2: Complimenting and Showing Care � 15
CHAPTER 3: Expressing Intention ................................................................................. 22
CHAPTER 4: Congratulating Others � 29
CHAPTER 5: Describing People...................................................................................... 37
CHAPTER 6: Visiting Ecotourism Destination � 46
CHAPTER 7: Visiting Niagara Falls ................................................................................ 62
CHAPTER 8: Describing Historical Places � 72
CHAPTER 9: Giving Announcement � 80
SUMMATIVE TEST 1........................................................................................................ 88
CHAPTER 10: Meeting My Idol ...................................................................................... 93
CHAPTER 11: Keeping a Diary..................................................................................... 102
CHAPTER 12: Talking about an Idol............................................................................ 115
CHAPTER 13: Somebody I Admire.............................................................................. 124
CHAPTER 14: Issumboshi ............................................................................................. 136
CHAPTER 15: Malin Kundang...................................................................................... 144
CHAPTER 16: Interviewing the Wright Brothers � 154
CHAPTER 17: Strong Wind .......................................................................................... 163
CHAPTER 18: Learning through Songs � 171
SUMMATIVE TEST 2 ..................................................................................................... 179
iv Buku Guru SMA/MA/SMK/MAK Kelas X

Bahasa Inggris v
PENDAHULUAN
Buku guru ini disusun untuk guru dan merupakan penyerta bagi buku
siswa untuk pelajaran Bahasa Inggris SMA kelas X. Buku guru ini ditulis agar guru
dapat membimbing proses pembelajaran yang dilakukan oleh siswa dengan baik
melalui bantuan buku ajar yang telah disusun sesuai dengan prinsip-prinsip yang
dikembangkan dalam Kurikulum 2013. Secara umum buku guru ini terdiri atas
petunjuk umum, pedoman pembelajaran untuk masing-masing bab dan pedoman
penilaian.
Petunjuk umum berisi tentang cakupan buku siswa baik berupa keterampilan
berbahasa yang perlu dikuasai maupun garis besar kegiatan pembelajaran yang perlu
dirumuskan oleh guru agar siswa terlibat aktif dalam kegiatan di kelas. Petunjuk umum
juga memuat alasan pemilihan masing-masing bagian kegiatan/ keterampilan dalam
buku siswa. Dengan kata lain, petunjuk umum ini diperlukan sebagai pedoman bagi
guru untuk memahami secara keseluruhan proses pembelajaran pada mata pelajaran
bahasa Inggris kelas X.
Pedoman pada masing-masing bab ini mencakup kom-petensi dasar dan
tujuan pembelajaran yang diharapkan dicapai oleh siswa setelah menyelesaikan
suatu bab. Selain itu, kegiatan pembelajaran yang dianjurkan dalam bab tersebut
juga mencakup langkah-langkah yang perlu dilakukan oleh guru. Agar guru dapat
memberikan instruksi dengan jelas, contoh instruksi juga diberikan dalam bagian ini.
Hal ini dikarenakan kejelasan instruksi sangat berpengaruh pada efektivitas kegiatan
pembelajaran. Selain instruksi, hal-hal yang penting untuk terkait dengan berbagai
kegiatan juga dimasukkan sebagai catatan. Alokasi waktu disebutkan agar guru dapat
mempersiapkan dan melaksanakan kegiatan dengan baik sesuai dengan alokasi
waktu yang tersedia. Langkah-langkah kegiatan, instruksi/ catatan dan alokasi waktu
disajikan dalam bentuk tabel untuk memudahkan guru memahami buku guru ini.
Selain itu, buku guru ini juga memberikan dua set contoh soal untuk ulangan
sumatif. Penjelasan lebih rinci tentang hal ini disebutkan di bagian akhir petunjuk
umum.
Akhirnya penulis berharap buku guru ini dapat membantu para guru
menemukan ide-ide untuk mengembangkan proses pembelajaran seperti yang
diamanatkan oleh Kurikulum 2013.

PETUNJUK UMUM
Buku siswa untuk pelajaran Bahasa Inggris kelas X disusun dengan tujuan
membangun sikap, pengetahuan, dan keterampilan berkomunikasi siswa melalui
pengalaman belajar yang berbentuk beragam kegiatan berkomunikasi aktif, baik
melalui kegiatan berbahasa Inggris yang bersifat reseptif maupun produktif. Hanya
dengan terlibat aktif dalam kegiatan berkomunikasi, siswa dapat membangun
sikap, pengetahuan, dan keterampilan berkomunikasi. Dengan kata lain, buku ini
diharapkan mampu merealisasikan implementasi Kurikulum 2013 di tingkat kelas. Isi
dan pengalaman belajar yang dikembangkan dalam buku ini telah diupayakan agar
dapat membantu siswa mencapai empat kompetensi inti (KI) dalam Kurikulum 2013.
Isi dan pengalaman belajar yang disajikan pada setiap bab dalam buku ini
pada umumnya disusun dengan nama kegiatan sebagai berikut: Warmer, Vocabulary
Builder, Pronunciation Practice, Reading, Text Structure, Vocabulary Exercises,
Grammar Review, Speaking, Writing, Reflection, dan Further Activities. Tiap bagian
tersebut memiliki tujuan tersendiri yang pada umumnya merupakan langkah awal
(persiapan) bagi kegiatan selanjutnya. WARMER dimaksudkan sebagai kegiatan
pendahuluan untuk mengaktifkan pengetahuan awal siswa (background knowledge),
dan mempersiapkan siswa untuk mengikuti pelajaran dalam bab yang dimaksud.
Sebagian besar kegiatan WARMER merupakan permainan (game) yang melibatkan
interaksi antar siswa sehingga dengan melakukan kegiatan ini minat dan sikap positif
siswa diharapkan dapat terbangun. Jika guru bisa memotivasi siswa untuk bersikap
konsisten dalam menggunakan bahasa Inggris selama mereka berkegiatan (language
accompanying action), seberapapun sederhananya, maka kegiatan WARMER bisa
membangun kemampuan speaking mereka.
VOCABULARY BUILDER dimaksudkan untuk membangun atau
memperkaya kosakata siswa. Kosakata ini diambilkan dari kata-kata dalam teks
bacaan yang diasumsikan baru bagi siswa. Padanan kata dalam bahasa Indonesia
diberikan dengan tujuan untuk mempermudah siswa dalam menghafalkan. Namun
meskipun padanan kata telah diberikan, ada beragam aktivitas yang perlu dilakukan
sebelum siswa menemukan pasangan kata dan padanannya yang benar. Aktivitas ini
dimaksudkan supaya siswa lebih menyadari proses internalisasi kata-kata dan makna
kontekstualnya sehingga dalam diri siswa dapat terjadi retensi kata dan maknanya.
Dengan demikian pada saat membaca teks bacaan, siswa bisa memahami informasi
yang disajikan dengan lebih mudah. Untuk memperkuat retensi kosakata ini guru
perlu memotivasi siswa untuk menghafalkan kosakata tersebut beserta maknanya.
Kegiatan membangun kosakata dalam VOCABULARY BUILDER diikuti
dengan PRONUNCIATION PRACTICE yang dimaksudkan untuk melatih siswa
mengucapkan kata-kata dalam bahasa Inggris dengan lafal, tekanan, dan intonasi yang
tepat. Pentubian (drill) melafalkan kata-kata tersebut dilakukan beberapa kali agar
vi Buku Guru SMA/MA/SMK/MAK Kelas X

siswa dapat melafalkan dengan benar. Kegiatan PRONUNCIATION PRACTICE ini
bisa diperkuat dengan reading aloud, yaitu siswa membaca secara nyaring (membaca
bersuara) teks bacaan dalam kegiatan berikutnya (READING).
Kegiatan READING bertujuan untuk membangun berbagai kemampuan
membaca, seperti kemampuan memahami gagasan utama dan pendukung, informasi
yang eksplisit maupun implisit, serta kata, frasa dan kalimat. Kegiatan READING
menjadi sarana untuk memberikan input bahasa yang menjadi dasar untuk kegiatan
berikutnya. Guru perlu membimbing siswa untuk mengeksplorasi teks sebagai suatu
contoh komunikasi dan menarik perhatian siswa untuk mengamati hal-hal yang
dianggap penting, seperti makna kata, frasa, atau kalimat, ciri kebahasaan yang
dominan, susunan ide yang khas, dan lain-lain. Selain pertanyaan yang disediakan
dalam bagian COMPREHENSION QUESTIONS, guru juga bisa menggunakan
pertanyaan-pertanyaannya sendiri untuk menerangkan hal-hal yang dianggap
penting seperti yang disebutkan di atas.
Ragam teks yang digunakan dipilih sesuai dengan amanat Kurikulum 2013,
yaitu teks fungsional panjang berbentuk naratif, deskriptif, dan recount maupun
teks berbentuk percakapan (interactional texts) dengan berbagai tema. Beberapa
tema berkaitan dengan alam Indonesia, misalnya Tanjung Puting National Park, atau
dengan tokoh-tokoh penting dalam kehidupan bangsa Indonesia, seperti Habibie dan
Cut Nyak Dhien, yang dimaksudkan untuk mengembangkan karakter penting seperti
kecintaan pada alam Indonesia dan sikap menjaganya, dan apresiasi pada tokoh-tokoh
penting bangsa yang diharapkan bisa menjadi inspirasi contoh perilaku positif
para siswa. Namun, untuk menambah pengetahuan siswa, beberapa bacaan juga
mengambil tema yang lebih global, seperti Stonehenge atau Interviewing The Wright
Brothers. Selain tema yang lebih serius, teks bacaan juga mengambil tema-tema yang
dekat dengan kehidupan remaja seperti Meeting My Idol yang mendeskripsikan idola
populer para remaja.
Setelah memahami teks bacaan, siswa juga berlatih memahami langkah-langkah
retorika dalam beragam teks melalui kegiatan mengidentifikasi struktur
yang digunakan dalam teks bacaan yang sedang dibahas (TEXT STRUCTURE).
Pengetahuan akan langkah-langkah retorika ini bermanfaat untuk kegiatan speaking
dan writing berikutnya.
Bagian VOCABULARY EXERCISES bertujuan untuk memperkuat kosakata
yang telah dipelajari dalam kegiatan sebelumnya, serta melatih siswa meng-gunakan
kosakata tersebut dalam konteks kalimat baru. Kegiatan berikutnya adalah
GRAMMAR REVIEW. Topik grammar yang dibahas adalah grammar yang dominan
dipakai pada teks bacaan agar siswa selanjutnya mampu menggunakan grammar
tersebut untuk berkomunikasi, misalnya untuk bercerita atau mendeskripsikan
sesuatu, baik secara lisan maupun tulis. Pada kegiatan SPEAKING dan WRITING
siswa berlatih melakukan kegiatan berkomunikasi menyampaikan pesan dan mem-praktikkan
atau menggunakan kosakata, grammar, dan langkah-langkah retorika
Bahasa Inggris vii
yang telah dipelajarinya pada kegiatan belajar sebelumnya.

Selain hal-hal tersebut di atas, pada beberapa bab terdapat pertanyaan-pertanyaan
misalnya dalam bentuk POINTS TO PONDER atau masuk dalam
pertanyaan bacaan yang diberikan untuk menggugah kesadaran siswa akan eksistensi
dirinya sebagai makhluk yang bertuhan yang memiliki tugas untuk berbuat baik bagi
alam dan sesamanya. Dengan demikian, kompetensi spiritual dan kompetensi sosial
siswa diharapkan dapat tumbuh dan berkembang. Selain itu, di akhir bab diberikan
bagian REFLEKSI yang berisi beberapa pertanyaan yang dapat membantu siswa
untuk melakukan self-assessment atas kemampuan mereka pada bab dimaksud. Jika
hasil refleksi menunjukkan bahwa siswa perlu mempelajari lagi bagian tertentu dalam
bab tersebut, guru dapat menawarkan bantuan di luar jam pelajaran.
Urutan pelaksanaan kegiatan pada dasarnya ditentukan oleh guru berdasarkan
konteks setempat. Pada kegiatan VOCABULARY BUILDER, misalnya, guru bisa saja
memulai dengan bacaan terlebih dahulu, baru kemudian siswa diminta untuk mencari
makna kata. PRONUNCIATION PRACTICE juga bisa diberikan setelah siswa selesai
melakukan kegiatan mengeksplorasi makna kata. Buku ini juga dapat dimanfaatkan
sebagai salah satu sumber bahan untuk melaksanakan kegiatan pembelajaran berbasis
penemuan dan penyingkapan dengan merancang langkah-langkah pembelajaran
yang meliputi siswa mengamati, menanya, mencoba, menalar, menyaji, dan mencipta
teks (lisan dan tulis). Pembelajaran berbasis penemuan menuntut guru untuk sering
menggunakan pertanyaan sebagai sarana membimbing siswa menemukan konsep.
Dengan demikian, langkah kegiatan yang diamanatkan dalam pendekatan saintifik
dalam Kurikulum 2013 dapat direalisasikan di kelas.
Buku ini mendorong penggunaan belajar berkelompok dalam berbagai bentuk,
dengan tujuan agar siswa banyak berinteraksi, sehingga terbangun kemampuan siswa
untuk berkomunikasi dan bekerja dalam tim. Guru diharapkan selalu mendorong
siswa untuk menggunakan bahasa Inggris. Karena itu guru juga disarankan terbiasa
menggunakan bahasa Inggris sebagai bahasa pengantar dan mengajarkan kepada
siswa ungkapan-ungkapan yang biasa digunakan dalam interaksi di kelas (classroom
English).
Selama siswa berkegiatan, guru dapat melakukan kegiatan asesmen yang
bersifat formatif untuk memantau kemajuan belajar siswa, serta menemukan
hambatan belajar atau mengevaluasi langkah-langkah pembelajaran. Asesmen bisa
dilaksanakan dengan berbagai cara, misalnya melalui pengamatan oleh guru, refleksi
diri terbimbing oleh siswa, atau kumpulan karya siswa dalam portofolio. Asesmen
seperti ini hanya bisa dilakukan jika pembelajaran berpusat pada siswa, dan siswa
aktif berkegiatan dan mencipta. Data asesmen diperlukan untuk perbaikan proses
pembelajaran yang dilakukan guru, yaitu merancang program remedial atau
pengayaan untuk siswa. Setelah beberapa bab, guru bisa memberikan ulangan
sumatif untuk memberikan nilai bagi kemajuan belajar siswa. Buku ini menyediakan
contoh ulangan sumatif yang bisa digunakan pada akhir semester. Namun, sebaiknya
guru membuat sendiri ulangan sumatif dengan jumlah bab yang diujikan disesuaikan
dengan konteks masing-masing sekolah.
viii Buku Guru SMA/MA/SMK/MAK Kelas X

Bahasa Inggris 1
Chapter 1
TALKING ABOUT SELF
Kompetensi Dasar:
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi internasional yang diwujudkan dalam semangat belajar.
2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi inter-personal
dengan guru dan teman.
2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam
melaksanakan komunikasi transaksional dengan guru dan teman.
2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam
melaksanakan komunikasi fungsional.
3.1 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks pemaparan
jati diri, sesuai dengan konteks penggunaannya.
4.1 Menangkap makna pemaparan jati diri lisan dan tulis.
4.2 Menyusun teks lisan dan tulis sederhana, untuk memaparkan, menanyakan, dan
merespon pemaparan jati diri, dengan memperhatikan fungsi sosial, struktur teks,
dan unsur kebahasaan, secara benar dan sesuai dengan konteks.
Tujuan Pembelajaran:
Setelah mempelajari Bab 1, siswa diharapkan mampu:
1. Menggunakan bahasa Inggris dalam berkomunikasi tentang pemaparan jati diri dengan
guru dan teman.
2. Menunjukkan perilaku santun, peduli, dan percaya diri dalam melaksanakan komunikasi
tentang pemaparan jati diri.
3. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan dari teks pemaparan
jati diri.
4. Merespon makna teks pemaparan jati diri lisan dan tulis.
5. Menyusun teks lisan dan tulis sederhana tentang pemaparan jati diri.
KEGIATAN PEMBELAJARAN
A WARMER
PROSEDUR INSTRUKSI/
CATATAN WAKTU
Chinese Whisper
- Siswa dibagi dalam dua kelompok.
- Guru memberi instruksi dan menjelaskan
cara melakukan aktivitas.
All right students (ss).
I’ll show sentences to
students in the front, one
sentence at a time.
15’

- Guru mengecek pemahaman siswa dengan
pertanyaan, “To whom will I show the
sentences?” “What will the students in the
front do?” “What will the students in the
back do?” “Who will be the winner?”
- Guru mengajak siswa mencoba melakukan
Chinese Whisper satu kalimat saja. Setelah
siswa mengerti dan dapat melakukan
aktivitas, maka aktivitas adu cepat Chinese
Whisper dimulai.
- Kalimat yang dibisikkan:
1. I know your name from my friend, Caroline.
2. I guess I’d better tell you something about
myself first.
3. My mother runs the family business.
4. I’m really into songs and music.
5. I’d really love to come to Indonesia some
day.
6. Sometimes we slip back into Malay.
- Setelah selesai aktivitas, guru mengecek
kalimat yang ditulis siswa (spelling dan
punctuation).
- Guru mengecek pemahaman siswa tentang
kalimat yang ada (I’d…., I guess…, I’m into
…., … slip back into….)
2 Buku Guru SMA/MA/SMK/MAK Kelas X
Then, the students in the
front will whisper the
sentence to the students
in their back. The second
students then whisper to
students in their back.
You do these until the last
students in the back hear
the sentences. After that,
the last students write the
sentences on the board.
You do it as quickly as
possible.
When the last students
finished writing the
sentences on the board,
they come to me to listen
to the next sentence. The
process continues until
the last sentence I have.
The group that finishes
first will be the winner.
B Vocabulary Builder
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru meminta siswa untuk menjodohkan
kosakata berbahasa Inggris dengan arti
katanya dalam bahasa Indonesia.
- Guru meminta siswa untuk mencocokkan
pekerjaannya dengan pekerjaan teman di
sebelahnya.
15’

Bahasa Inggris 3
C Pronunciation Practice
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru melafalkan kosakata baru dengan
pelafalan dan intonasi yang benar.
- Guru mendrill siswa dengan kosakata baru.
10’
D Reading
PROSEDUR INSTRUKSI/
CATATAN WAKTU
Task 1:
- Guru membagi siswa menjadi dua
kelompok besar (A dan B).
- Guru meminta siswa dalam kelompok A
untuk membaca teks 1 dan meminta siswa
dalam kelompok B untuk membaca teks2.
Instruksi Task 1:
I’d like to assign you
into two groups, A and
B. Say ‘pen’ (menunjuk
murid pertama) and
‘pal’ (menunjuk murid
kedua), then ‘pen’
(murid ketiga) ‘pal’
(murid keempat)….
Raise your hand if you’re
‘pen’. Good, so all of you
are students A. Raise
your hand if you’re ‘pal’.
All of you are students B.
Students A, please read
text 1 and students B,
please read text 2.
Catatan untuk Teks 1:
- Hmong = sebutan
untuk para imigran di
Amerika yang berasal
dari Vietnam
35’

Task 2:
- Guru menjelaskan bahwa dalam setiap
paragraf terdapat ide utama dan ide
pendukung.
- Guru memberi contoh cara
mengidentifikasi ide utama dan ide
pendukung pada paragraf pertama dalam
teks 1 dan 2.
- Guru meminta siswa untuk
pendukung dalam setiap paragraf dan
melengkapi tabel yang ada.
siswa di kelompok A melengkapi tabel
untuk teks 1 dan siswa di kelompok B
melengkapi tabel untuk teks 2.
Task 3:
- Guru meminta siswa dari grup B untuk
melihat pertanyaan I dan meminta siswa
dari grup A untuk melihat pertanyaan
II. guru meminta siswa dari kelompok A
mencari pasangan dari kelompok B.
bertanya kepada siswa kelompok B dengan
menggunakan pedoman pertanyaan II dan
kelompok B bertanya kepada kelompok
A dengan menggunakan pedoman
pertanyaan I.
Instruksi Task 2:
Well, students. As you
have learned that each
paragraph has a main
idea and some supporting
details, now identify
the main ideas and
supporting details of the
paragraphs in the email
and letter in text 1 and
2. The first paragraphs
of the two texts have
been done for you as an
example. Students in
group A, identify text 1
and students in group B,
identify text 2.
Untuk Task 3, guru bisa
juga mendistribusikan
daftar pertanyaan I dan
II yang sudah difotokopi
dari lampiran 1 atau
langsung memakai
daftar pertanyaan yang
ada dalam buku siswa.
Instruksi Task 2:
Alright students, now
students A find a partner
from group B and ask
questions II to your
partner. Students B find
a partner from group A
ask questions I to your
partner. Then, students
B answer questions II
and students A answer
questions I.

Bahasa Inggris 5
E Vocabulary Exercises
PROSEDUR INSTRUKSI/
CATATAN WAKTU
arti kosakata yang ada dalam kotak.
- Guru meminta siswa untuk mengerjakan
latihan penggunaan kosakata dalam
kalimat.
Ini merupakan aktifitas
untuk mendaur ulang
(recycle) kosakata
baru yang ada dalam
email/surat dan
memberi kesempatan
kepada siswa untuk
menggunakannya dalam
kalimat lain.
15’
F Text Structure
PROSEDUR INSTRUKSI/
CATATAN WAKTU
Think-pair-share
- Guru bertanya kepada siswa tentang
struktur email dan surat. Guru lalu
menggaris-bawahi jawaban siswa atau
menjelaskan struktur teks dalam surat
secara umum.
mengidentifikasi tujuan dan detil struktur
email/surat yang sudah dibaca dengan cara
melengkapi tabel yang tersedia dalam Task
1. Siswa bekerja secara individu.
- Dalam Task 2, guru meminta siswa
mendiskusikan hasil pekerjaannya dengan
teman terdekat (pair-work). Seluruh siswa
lalu mendiskusikan struktur text secara
klasikal.
As you have understood
the structure of a letter,
it’s time to understand
the structure of the letter/
email. Individually,
complete the table with
purposes and details of
the opening, contents and
closing.
Now, work in pairs and
share your ideas with
your partners.
Have you finished
sharing ideas with your
partners? If you finished,
let’s share our ideas with
the class. Who wants to
start?
15’

G Grammar Review
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Dalam Task 1, guru menjelaskan
penggunaan be dan have dan meminta
siswa untuk membaca pasangan kalimat
dalam contoh. Guru juga menjelaskan
bahwa ada relating verbs lain seperti seem,
consist, look yang posisinya sama dengan be
dan have.
- Guru meminta siswa mengerjakan latihan
dalam Task 2.
Jika waktu
memungkinkan, guru
bisa meminta siswa
mengidentifikasi
penggunaan be dan have
dalam surat/email.
15’
H Speaking
PROSEDUR INSTRUKSI/
CATATAN WAKTU
Guessing Games: Who Am I?
- Guru minta setengah siswa maju satu
persatu dan menempelkan kerta post-it
yang telah ditulisi dengan kata-kata yang
ada dalam daftar dan memberikan satu
kertas post-it lain agar siswa menempelkan
kepada salah satu siswa lain.
- Siswa yang ditempeli kertas post-it
berpasangan dengan siswa yang
menemtempeli.
- Siswa bertanya dan menebak tulisan
di punggungnya, sementara siswa
pasangannya mengecek apakah tebakan
tersebut benar. Jika benar, maka ia
ganti menebak, dan siswa pasangannya
mengecek. Jika keduanya telah dapat
menebak, maka mereka datang ke guru
untuk minta ditempeli kertas post-it lain.
Dan aktifitas berlanjut dan berulang 3 atau
4 kali.
Let’s play a kind of
guessing game. It’s called
‘Who Am I?’ To play the
game, I’ll put this sticky
note on your back and
I’ll also give you another
paper. Find a partner and
stick the paper on your
partner’s back. Then, ask
‘yes/no questions’ to your
partner. “Am I a family
relationship”… and then
guess what the word is.
When you’re successful
in guessing the word, let
your partner ask you ‘yes/
no questions’ and what
the word in his/her back
is. If both of you can guess
the words correctly,
45’

come to me and I’ll stick
new notes on your backs.
Aktivitas ini dilakukan
S secara bersama-sama,
sehingga mereka berlatih
mengucapkan kata-kata
tersebut dan memahami
makna kata tersebut.
Bahasa Inggris 7
Introduction Game:
Party Time
- Guru meminta siswa untuk melihat gambar
orang di pesta dan memancing (elicit)
ujaran siswa.
- Guru meminta siswa membayangkan
identitas (baru)nya di pesta.
- Guru meminta siswa untuk melakukan
aktifitas sebagai tamu di sebuah pesta.
Catatan:
Aktifitas ini memberikan kesempatan
kepada siswa untuk memperkenalkan diri
sendiri kepada orang yang baru dikenalnya.
Hal ini memberikan kesempatan kepada
siswa untuk berlatih memaparkan jati diri
secara lisan.
Karena siswa berbicara bersama-sama, siswa
akan dapat mengungkapkan jati dirinya
dengan lebih santai dan tidak tertekan
karena tidak merasa diperhatikan dan
diawasi teman lain.
Look at the picture. What
do you see? What people
are supposed to talk
about?
Alright, now imagine that
you’re invited to a party.
Think about an identity
that you have. Then, talk
to the other guests and
introduce yourself; tell
about your family, your
profession, and your
hobbies.
You may ask another
guest with questions,
like: “May I know your
name?” “May I guess
what your profession is?”
“What are your hobbies?”
“Do you like painting?”
and so on. You may also
introduce your friends to
other guests.
Well, you may start now.
You have five minutes to
do your activity. Meet at
least two guests.

I Writing
PROSEDUR INSTRUKSI/
CATATAN WAKTU
Responding to the email/letter
- Guru memberi PR kepada siswa agar
membuat email/surat balasan dari
email/surat yang telah dibaca/dibahas
sebelumnya. Untuk mempermudah tugas
siswa dalam menulis, guru mengajak siswa
mendiskusikan guiding questions yang ada.
Jawaban guiding
questions lihat di kunci
jawaban untuk Task 2
Reading.
Now, it’s time to respond
to the email/letter you’ve
read. Imagine that you’re
Alia and you want to
respond to either Hannah
or Saidah. To help you
start writing, look at the
guiding questions.
10’
J Reflection
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Setelah kegiatan pembelajaran selesai, guru
mengajak anak untuk melakukan refleksi.
Guru juga bisa melakukannya sambil
mengevaluasi kemampuan siswa.
- Jika ada di antara siswa yang menjawab ‘no’
atas pertanyaan dalam refleksi, guru perlu
memberikan kesempatan remedi di luar
jam pelajaran
Okay, students. You
have finished learning
this unit about ‘Talking
About Self ’. Have you
been able to understand
the letter/email and the
talk about one self?
Do you know how to
describe yourself? Can
you write or talk about
yourself?
5’
Pengayaan di luar kelas
- Guru meminta siswa mencari kenalan lewat media sosial atau membuat teks
tentang diri sendiri. Kegiatan ini dilakukan di luar aktifitas kelas.

Bahasa Inggris 9
KUNCI JAWABAN
B. Vocabulary Builder
E-pal = sahabat lewat email
sound = nampaknya
run = mengelola
(be) into = sangat menyukai
attend school = bersekolah
distant = jauh
commuter train = kereta komuter
magnificent = luar biasa
mother tongue = bahasa pertama
half (sister/brother) = saudara tiri
D. Reading
Task 2
Text 1:
Par Main Idea Details
1 Hannah starts the
introduction.
- Hannah knew Alia from Caroline.
- Caroline told Hannah that Alia wanted to have
pen pals from USA.
2 Hannah tells about her
school and family.
- She is 16 years old.
- She attends Thomas Edison High School in
Minneapolis.
- She has two brothers and two half sisters.
- Her father died a few years ago, so her mother
runs the house and the family business.
- Her father used to be a barista.
3 Hannah tells about her
hobbies.
- She likes music.
- She likes sports, especially tennis and
basketball.
- She loves animals very much.
- She really likes to discuss with her Hmong
friends about different cultures that they have.
- Her favorite subjects at school are art and
geography.
- She’d like to become some kind of outdoor
guide when she graduates.

4 She hasn’t got much
interest in clothes or the
latest trends, although the
biggest mall in Minnesota
is not far from her house.
- She can reach the mall very easily.
- She can go to the mall by a commuter train or
a bus.
- She can also go to the mall very easily by her
own car.
5 Other activities that she
likes and doesn’t like
- She doesn’t like reading but she loves drawing
and painting.
6 She wants Alia to write to
her.
- She wants her to respond to her email quickly.
Catatan: Par = paragraph
Text 2:
Par Main Idea Details
1 Saidah was happy to receive Alia’s
letter.
- Saidah wants to be Alia’s pen friend.
2 Saidah tells Alia about her school
and family.
- She’s a sixteen-year-old school student
from Johor Bahru in Malaysia.
- She attends an Islamic boarding school
just outside Kuala Lumpur.
- Her family live in KL.
- Her eldest sister is a medical doctor and
will get married soon.
- Her younger brother is an elementary
school student in KL but he often writes
to her via email.
3 Saidah tells Alia about her favorite
subjects.
- Her favorite subjects are social sciences.
- She likes history very much.
- Students are supposed to use English at
all times.
4 Saidah tells Alia about her hobbies
and favorite singers and actor.
- She’s really into song and music.
- Her favorite singers are Yusuf Islam,
Maher Zain and Siti Nurhaliza.
- She also likes watching movies.
- The actor she likes best is Tom Cruise.
5 Saidah tells Alia about her reading
hobby.
- She’s really into books.
- She likes reading novels and short
stories by Malay authors.

- She likes some writers in English too,
like JK Rowling and Terry Pratchett.
- Her dream when she’s older is to be a
writer of science fiction books set in the
distant future.
Bahasa Inggris 11
6 She tells Alia about her interest to
come to Indonesia.
- She heard that Indonesia has the largest
number of Muslims of any country.
- She reads a book which mentions that
there are some magnificent places to
visit.
Task 3
Comprehension Questions I
1. By email. Yes, there is.
2. Yes, she does.
3. Thomas Edison High School, in Minneapolis, USA.
4. She has two brothers and two half sisters. Her father died a few years ago and
her mother was responsible for the house and the family business. Her father
was a barista.
5. She likes listening to classical and folk music, and playing tennis and
basketball.
6. Yes, she does. Three dogs, a rabbit, and an iguana.
7. She likes to discuss with them the different cultures they have.
8. An outdoor guide
9. No, it isn’t.
Comprehension Questions II
1. Yes, she does.
2. She is from Johor Bahru Malaysia.
3. In a boarding school outside Johor Bahru.
4. Saidah has a sister who is a medical doctor and his brother is an elementary
school student. Her sister will get married and her brother often writes to her
via email.
5. She likes songs, music, and watching movies.
6. Yes, she does. Her favorite singers are Maher Zain and Siti NurHaliza.
7. Yes, she does. She likes some Malay authors, English writers like JK Rowling,
and Indonesian writers like Andrea Hirata and Ahmad Fuadi.
8. A writer of science fiction books.
9. Yes, she is. She knows Indonesia from a book.

E. Vocabulary Exercises
1. are really into
2. sounds
3. a commuter train
4. runs
5. magnificent
F. Text Structure
Text 1
Parts of the Letter/
6. mother tongue
7. distant
8. attend
9. E-pal
10. half sister
Email Purposes Details
Opening To start the communication How Hannah knows Alia
Contents To give more information
about Hannah
Hannah’s school, family,
hobbies, and dream
Closing To end the communication Hannah’s desire to get a
response email
Text 2
Parts of the Letter/
Email Purposes Details
Opening To start the communication Saidah’s intention to be
Alia’s pen friend
Contents To give more information
about Saidah
Saidah’s school, family,
hobbies, favorite singers
and actor, and interest
Closing To end the communication Saidah’s question to Alia
whether she wants to visit
her country
G. Grammar Review
Task 2
1. is, have
2. has, is
3. is, has
4. is, have
9. is, has
10. has, is
11. have, are
12. is, has
5. has, is
6. have, are
7. are, have
8. have, are

Bahasa Inggris 13
Lampiran (untuk difotokopi)
Questions A:
1. How does Hannah contact Alia? Is there anybody introducing Hannah to Alia?
2. Does Hannah want to be Alia’s friend?
3. Where does Hannah study?
4. Tell me about Hannah’s family!
5. What are Hannah’s hobbies?
6. Does she like animals? What animals does she have?
7. What does she do with Hmong students?
8. What profession she’d like to have after graduated from her school?
9. She isn’t interested in fashion. Is it because there’s no mall in her hometown?
10. What are her hobbies?
Questions A:
Questions A:

Lampiran (untuk difotokopi)
Questions B:
1. Does Saidah want to be Alia’s friend?
2. Where is she from?
3. Where does Saidah study?
4. Tell me about Saidah’s family!
5. What are Saidah’s hobbies?
6. Does she have favorite singers? (if yes, who are they?)
7. Does she like reading books? Which authors does she like?
8. What profession would she like to have later?
9. Is she interested in visiting Indonesia? How does she know Indonesia?
Questions B:
Questions B:

Bahasa Inggris 15
Chapter 2
COMPLIMENTING AND SHOWING CARE
Kompetensi Dasar:
3.2 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan
memuji bersayap (extended) serta responnya, sesuai dengan konteks penggunaannya.
3.3 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan
perhatian (care) serta responnya, sesuai dengan konteks penggunaannya.
4.3 Menyusun teks lisan dan tulis untuk mengucapkan dan merespon pujian bersayap
(extended), dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan
yang benar dan sesuai konteks.
4.4 Menyusun teks lisan dan tulis untuk mengucapkan dan merespon ungkapan perhatian
(care), dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang
benar dan sesuai konteks.
1. Menunjukkan kesungguhan belajar bahasa Inggris dalam berkomunikasi tentang pujian
dan perhatian dengan guru dan teman.
2. Menunjukkan perilaku peduli, percaya diri, dan tanggung jawab dalam melaksanakan
komunikasi tentang pujian dan perhatian.
3 Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan
memuji bersayap (extended) serta responnya.
4 Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan
perhatian (care) serta responnya.
5 Menyusun teks lisan dan tulis untuk mengucapkan dan merespon pujian bersayap
(extended).
6 Menyusun teks lisan dan tulis untuk mengucapkan dan merespon ungkapan perhatian
(care).

A WARMER
PROSEDUR INSTRUKSI/
CATATAN WAKTU
Define and guess
- Guru meminta siswa untuk membaca
sejumlah situasi di bagian WARMER
kemudian meminta siswa secara individual
terlebih dahulu untuk menggolongkan
situasi-situasi tersebut dalam kelompok A
dan kelompok B.
- Setelah itu siswa diminta untuk
saling membandingkan dengan
pengelompokkan temannya.
- Kelompok A adalah untuk situasi dimana
orang biasanya mengucapkan selamat,
dan B adalah saat ketika orang perlu
menyampaikan simpati.
Work individually to
classify the following
phrases into two kinds
of situation: situation
A, in which you may
compliment people; and
situation B, in which
you may show your
sympathy. Compare your
work to your friends
sitting next to you.
Explain the reason for
the classification.
15’
B VOCABULARY BUILDER
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru meminta siswa untuk menuliskan
kosakata bahasa Inggris dengan melihat
arti katanya dalam bahasa Indonesia.
sebelahnya.
15’
C PRONUNCIATION PRACTICE
PROSEDUR INSTRUKSI/
CATATAN WAKTU
Catatan:
Guru dapat memberikan
contoh pronunciation
10’

secara langsung atau
dengan memutar
software yang cocok.
Bahasa Inggris 17
D DIALOG: COMPLIMENTING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
Task 1
- Guru meminta siswa membaca dialog
dalam hati.
Task 2
- Guru meminta siswa mengerjakan Task 2.
- Guru mengecek jawaban siswa.
dialog secara berpasangan.
- Guru meminta siswa praktek melakukan
dialog tanpa teks.
Task 3
- Guru meminta siswa mengerjakan Task 3
(praktek melakukan dialog).
Tujuan dari Task 2
adalah untuk mengecek
apakah siswa mengerti
dialog dalam Task 1.
Catatan:
- Guru menjelaskan
penggunaan
‘complementing’.
- Guru meminta siswa
membaca dialog
dengan pasangannya
secara bergantian.
35’
E DIALOG: SHOWING CARE
PROSEDUR INSTRUKSI/
CATATAN WAKTU
dalam hati.
dialog secara berpasangan.
- Guru meminta siswa praktik melakukan
dialog tanpa teks.
Notes:
- Guru menjelaskan penggunaan ‘showing
care’.
dengan pasangannya secara bergantian.
Read the dialog by heart.
Now, practice reading the
dialog with your friends
next to you.
Finally you need to
practice the dialog with
your friends without a
text.
35’

- Guru meminta siswa bekerja dalam
kelompok dan memilih salah satu
percakapan dalam situasi normal, netral
dan informal. Siswa melengkapi dialog
dengan menulis script yang lebih panjang
untuk role play
F SPEAKING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
Task 1 dan Task 2
- Guru meminta siswa mengerjakan Task 1
& 2.
Task 3
Play scissor, rock, and paper
- Guru meminta siswa berlatih membuat
kalimat yang berisi ungkapan ‘selamat’ and
ungkapan yang menunjukkan simpat dan
mengembangkannya dalam percakapan
melalui permainan ‘Scissor rock and paper’.
Permainan ini untuk menentukan
pemenang yang berhak untuk memilih
“situations” terlebih dahulu. Scissor
dilambangkan dengan jari telunjuk dan
jari tengah membentuk gunting, rock
dilambangkan dengan kepalan tangan,
sedangkan paper dengan tangan yang
terbuka. Scissor kalah menghadapi rock,
rock kalah menghadapi paper, dan paper
kalah terhadap scissor. Dalam permainan
ini S berhadap-hadapan dan mengayunkan
tangan dan membentuk scissor, rock, atau
paper.
Work in pairs. Play
scissor, rock, and paper.
The winner chooses a
situation from which s/he
makes an expression of
compliment or care.
The partner responds to
the expression. After that,
do the scissor, rock, and
paper again. Continue
doing that with all the
situations provided
below. Okay, now let’s
start to play.
Permainan ‘Gunting
Batu Kertas’ ini
banyak dilakukan oleh
anak-anak. Dengan
memasukkan permainan
semacam ini ke
dalam aktivitas siswa,
diharapkan mereka akan
melakukan kegiatan
pembelajaran dengan
senang hati.
20’

Bahasa Inggris 19
Ball Throwing
- Guru meminta siswa untuk berbaris
dalam 2 baris, masing-masing baris
saling berhadapan. Jika barisan terlalu
panjang, Guru bisa membaginya menjadi
2 kelompok dengan 2 baris saling
berhadapan.
- Guru memberi instruksi dan contoh cara
melakukan permainan ‘Ball Throwing.’
- Guru memulai permainan dengan
memberikan pujian, “Hi Nina, you look
great on your blue scarf.”
Guru lalu melempar bola ke arah Nina
dan sambil menangkap bola tersebut,
Nina menjawab, “Thank you very much.
I am glad you like it.” Nina lalu memuji
siswa lain atau menunjukkan perhatian
pada siswa lain dan melempar bola. Siswa
yang mendapat bola merespon pujian atau
perhatian tersebut.
Now, let’s play ‘Ball
Throwing.’ I will start
the game by giving a
compliment or showing
care to one of you. And
then, I’ll throw this
ball to one of you. If
you get the ball, you
have to respond to my
compliment/ symphaty.
After responding to me,
give a compliment to one
of your friend or show
your care to him/her.
Then, throw the ball to
your friend who will then
respond to you. And the
game goes on until all
students have enough
opportunities to produce
the expressions and/or
responses.
20’
Points to ponder
- Pada kegiatan ini guru mengarahkan diskusi siswa sesuai dengan topik yang
ada dalam pertanyaan. Melalui aktivitas ini diharapkan kompetensi spiritual
dan sosial siswa berkembang seiring dengan topik yang dibahas.
G WRITING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
Task 1
- Guru meminta siswa memperhatikan
gambar kartu I nomor 1 dan mengelicit
mereka, misalnya, “What do you see in the
card?” “In what occasion would this card be
sent?”
Write responses to the
following sympathy cards.
You may choose two
among the four cards.
25’

“Look at what is written on the card.” “If
you had the card, would you write similar
things?”
- Guru meminta siswa menulis respon
terhadap dua kartu yang boleh mereka
pilih.
- Guru meminta siswa berdiri dan berkeliling
menunjukkan responnya kepada minimal
3 teman.
- Guru meminta siswa menceritakan respon
temannya.
Task 2
- Guru meminta siswa untuk membuat kartu
yang berisi ‘compliment’ ataupun ‘care.’
Kartu boleh dihias selayaknya kartu yang
akan dikirim kepada orang lain.
Write a card for the
following situations.
The people in the
situations below live
far away from you.
Choose 1 among the four
situations. Put colors and
decoration in your card.
H Reflection
- Guru menutup pelajaran dengan menyimpulkan Bab 2 dan mengajak
siswa melakukan refleksi. (5 menit)
KUNCI JAWABAN
B. VOCABULARY BUILDER
skirt (noun) = rok
wonderful (adjective) = bagus sekali
terrific (adjective) = hebat
inspire (verb) = menginspirasi
proud (adjective) = bangga
receive (verb) = menerima
wishes (noun) = salam/doa
healing (adjective) = penyembuh
thoughts (noun) = pikiran/angan/harapan
pale (adjective) = pucat

Bahasa Inggris 21
appreciate (verb) = menghargai
tidy (verb) = merapikan
fluff (verb) = membuat empuk/lembut
straighten (verb) = menarik/merapikan
sheets (noun) = sprei
D. DIALOG: COMPLIMENTING
Task 2: 1. F 2. F 3. F 4. F 5. T 6. F 7. T 8. F
F. SPEAKING
Task 1. Compliment: 1, 2, 5, 6, 8, 9
Sympathy/care: 3, 4, 7, 10
Task 2:
No. Compliment/Care Responses
1. You are such a nice boy. Thank you.
2. You’ve helped me a lot during
my difficult situation.
That’s what friends are
for.
3. I can understand how
angry you are. It is your
friend’s birthday but nobody
remembers.
Thank you. You
remember my birthday
when nobody does.
4. I am sorry for your accident.
I’ll always be here if you need
my help.
Thank you very much.
It’s very kind of you.
5. You are a great dad. I love
you.
I love you, too, sweety.
6. What a wonderful
performance!
I am glad you like it.
7. I know you have tried your
best. I am sure next time you
will get a better score.
Thanks a lot. Your
words make me
relieved.
8. Excellent! Thank you.
9. Good job! Well done. Thanks.
10. If you need anything, please
just call me.
Thank you. You’re truly
a good friend.

Chapter 3
EXPRESSING INTENTION
Kompetensi Dasar:
3.4 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan
menanyakan tentang niat melakukan sesuatu, sesuai dengan konteks penggunaannya.
4.5 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang niat
melakukan sesuatu, dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan, yang benar dan sesuai konteks.
1. Menunjukkan kesungguhan belajar bahasa Inggris dalam berkomunikasi dengan guru
dan teman untuk menyatakan dan menanyakan niat melakukan suatu tindakan.
2. Menunjukkan perilaku jujur, percaya diri, dan tanggung jawab dalam melaksanakan
komunikasi tentang menyatakan dan menanyakan niat melakukan suatu tindakan.
3. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan
dan menanyakan tentang niat melakukan sesuatu.
4 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang niat
melakukan sesuatu.
A WARMER
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru meminta siswa untuk bekerja
berpasangan.
- Guru meminta siswa melihat gambar-gambar
pada bagian warmer.
Alright students. Find
a partner. With your
partner, discuss the
questions in section A.
15’

Bahasa Inggris 23
- Guru menjelaskan secara umum tentang
gambar-gambar yang ada sesuai dengan
prompts yang tersedia.
- Guru menuntun siswa tentang hal-hal
yang dapat didiskusikan dari gambar
gambar tersebut.
- Guru meminta siswa untuk berdiskusi
dengan pasangannya.
- Guru mengawasi dan membantu siswa
selama diskusi.
- Ketika diskusi berakhir, guru memberi
kesempatan pada siswa untuk berbagi hasil
diskusinya dengan seluruh anggota kelas.
Ketika selesai:
Can you share your ideas
with the class? Please
raise your hand.
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru menuntun siswa untuk
memperhatikan lagi gambar di section A.
- Guru memberi contoh kata – kata yang
berhubungan dengan gambar-gambar di
section A.
- Guru mengingatkan bahwa kata-kata yang
ditulis harus dimulai dengan huruf A
hingga Z.
- Guru mengingatkan bahwa siswa boleh
menulis lebih dari satu kata untuk satu
huruf, selama kata tersebut berhubungan
dengan gambar.
- Guru memberikan waktu pada siswa untuk
mengerjakan latihan.
- Setelah siswa selesai, guru meminta siswa/
beberapa siswa untuk menuliskan jawaban
di papan tulis atau membahasnya secara
bersamaan dengan semua siswa.
Look at the pictures in
section A again! What
words can you write
from the pictures? Think
about words related to
the pictures. You should
try to find words started
with A to Z. For example
Amusement park for A
etc. You can work with
your friends.
Ketika selesai:
Okay, please write your
word list on the board!
15’

C DIALOG: EXPRESsING INTENTION
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru meminta siswa untuk bermain peran
dari dialog dengan teman dalam bentuk
percakapan.
- Guru meminta siswa untuk bergantian
peran.
- Guru bertanya mengenai kata-kata atau
ungkapan sulit yang ditemukan dalam teks
tersebut.
- Guru memberikan informasi mengenai
kata-kata atau ungkapan yang sulit
dipahami dalam teks tersebut.
- Guru meminta siswa bekerja berpasangan
dan mengerjakan Task 2 yaitu membuat
kelanjutan rencana dalam bentuk
percakapan.
- Guru dapat meminta siswa untuk bermain
peran dengan conversation yang baru saja
dibuat.
Work in pairs. Read the
text as a dialog with your
partner.
When you finish, you can
take turn.
Are there any difficult
words?
When you finish
with Task 1, carry on
with Task 2. Make a
conversation for the next
plan. The beginning of
the conversation has been
given for you. You can
work with a friend.
20’
D VOCABULARY EXERCISES
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru meminta siswa melihat kembali
kata-kata yang ditemukan berdasarkan
gambar pada section A.
- Guru meminta siswa menulis kalimat
dengan kata-kata tersebut.
- Guru mengingatkan siswa bahwa mereka
bisa menggunakan lebih dari satu kata
dalam satu kalimat.
- Saat siswa selesai, guru meminta beberapa
siswa membacakan kalimatnya dengan
keras.
Now, look at your word
list again. Write some
sentences using those
words. You can use more
than one words in one
sentence.
Setelah selesai:
Read your sentences to
the class. Please raise
your hand!
20’

Bahasa Inggris 25
E GRAMMAR REVIEW
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru mengajak siswa membaca
rangkuman dari teks.
untuk memperhatikan kalimat yang ditulis
tebal dan memahami fungsinya.
perbedaan bentuk pernyataan dan
pertanyaan untuk I would like to, I will,
I am going to dan would rather dan
menempatkannya dalam tabel yang sesuai.
- Guru meminta siswa membagi hasil diskusi
dengan kelas.
Read the excerpt and
discuss with a partner
the words in the bold
type. Fill in the table
based on what you read
from the excerpt.
Can you share your
discussion result with the
class? Raise your hand
please!
20’
F SPEAKING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
untuk mengerjakan Task 1.
- Guru meminta siswa membaca masing-masing
situasi dalam grammar exercise
dengan baik dan meminta siswa membuat
dialog singkat berdasarkan situasi tersebut.
membuat dialog.
- Setelah siswa selesai, guru memberikan
kesempatan bagi beberapa siswa untuk
menunjukkan dialog yang dibuat siswa
dalam bentuk role play.
- Guru meminta siswa untuk memahami
prosedur tugas dalam Task 2.
- Guru membantu siswa memahami bahwa
mereka diminta untuk menempatkan diri
sebagai kandidat ketua OSIS.
- Guru meminta siswa untuk menyiapkan
kerangka pidato dengan menggunakan
I would like to, I will, I am going to dan
would rather.
Look at the situations
below. With a partner,
make a short dialog using
I would like, I will, I
am going to and would
rather.
Would you like to act
your dialog? Raise your
hands!
Look at the task below.
Imagine that you are a
candidate of president
or student organization
chair.
What promises would
you give in your
campaign? Prepare an
outline for a speech using
45’

- Guru dapat memberikan batas waktu
bahwa setiap pidato berdurasi 3 hingga 5
menit.
- Setelah siswa selesai, guru meminta
siswa untuk bergantian tampil di depan
kelas dan memberikan pidato yang telah
disiapkannya.
I would like, I will, I
am going to, and would
rather.
Would you like to present
your speech in front of the
class? Raise your hands!
G WRITING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru membantu siswa memahami
prosedur tugas ini.
- Guru meminta siswa. Membaca pertanyaan
yang tersedia sebagai petunjuk menulis.
- Guru dapat memberikan contoh secara
lisan mengenai isi tulisan yang dapat dibuat
siswa.
- Guru meminta siswa membuat kerangka
tulisan yang akan dibuatnya.
menulis.
- Setelah selesai, guru memeriksa hasil
tulisan siswa.
Look at the two topics
that you have in this
section. Choose one topic
and prepare an outline to
write about it.
30’
H REFLECTION
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Secara umum, guru bertanya pada seluruh
siswa jika ada kesulitan dalam mempelajari
bab ini.
- Guru meminta siswa menjawab 2
pertanyaan yang ada pada bagian reflection.
- Jika ada beberapa siswa yang mengalami
kesulitan, guru dapat memberikan
bimbingan bagi siswa tersebut secara
khusus atau dalam kesempatan remedy.
Read the questions in the
reflection!
Do you have any
questions?
15’

Bahasa Inggris 27
I FURTHER ACTIVITIES
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru mondorong siswa untuk melakukan
percakapan santai menggunakan bentuk
kalimat yang telah dipelajari.
Now you can chat with
a friend about a plan of
activities after school.
bebas
KUNCI JAWABAN
Contoh kata- kata yang berhubungan dengan gambar:
A = amusement park
B = beach, boat
C = circus
D = department store
E = escalator
F = ferris wheel
G = grass
H = hike, hiking
I = ice cream
J = jacket
K = kite
L = like
M = mountain, mall
N = number
O = orange juice
P = panorama
Q = queue
R = roller coaster, rides
S = snow, sky
T = trees, ticket
U = umbrella
V = visitors
W = weather
X = x-banner
Y = yacht
Z = zone
D. VOCABULARY EXERCISE
Contoh kalimat dengan kata-kata dari vocabulary builder:
1. There are many kinds of rides in the amusement park, for example ferris
wheel and roller coaster.
2. Last week, we went hiking in the mountain near my grandma’s house.
3. The visitors have to buy a ticket before entering the park.
4. We could see several yachts out on the sea.
5. Ramayana is one of the biggest department store in my town.
Dan seterusnya.

E. GRAMMAR REVIEW
USING I WOULD LIKE TO, I WILL AND I AM GOING TO
Task 2: Question form Statement form
I would like… • What would you
like to do on the
long weekend?
• Would you like to
join me to learn
baking cookies?
• I would like to
bake cookies with
Riri.
I will … • Will you go
fishing?
• We will also try
to make ginger
cookies.
I am going to … • Are you going to
bake choco chips
cookies like the
last time?
• My dad and I
are going to go
fishing.
• We are going to
practice baking
cookies.
I would rather • Would you rather
stay at home or go
fishing?
• I would rather stay
at home than go
fishing.

Bahasa Inggris 29
Chapter 4
CONGRATULATING OTHERS
Kompetensi Dasar:
3.5 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari ungkapan ucapan
selamat bersayap (extended), sesuai dengan konteks penggunaannya.
4.6 Menyusun teks lisan dan tulis untuk mengucapkan dan merespon ucapan selamat
bersayap (extended), dengan memperhatikan tujuan, struktur teks, dengan
memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai
dengan konteks.
1. Menunjukkan kesungguhan belajar bahasa Inggris dalam berkomunikasi dengan guru
dan teman untuk memberi ucapan selamat bersayap (extended).
komunikasi tentang memberi ucapan selamat bersayap (extended).
3. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan dari ungkapan
ucapan selamat bersayap (extended).
4. Menyusun teks lisan dan tulis untuk mengucapkan dan merespon ucapan selamat
bersayap (extended).
A WARMER
PROSEDUR INSTRUKSI/
CATATAN WAKTU
Define and guess
- Guru memberikan contoh cara bermain.
I have a word. This is a person who works
in the plane. The person serves passengers.
Do you know who the person is? Good, the
person is a flight attendant. Now, play the
game in two groups.
Alright students. Now,
it’s time to play the game.
I’ll divide the class into
two groups. One person
in each group will come
to me in turn to see the
word that the group
20’

- Wakil kelompok pertama maju ke depan
dan melihat kata-kata yang ditunjukkan
guru. Kemudian ia mendefinisikan kata
tersebut. Ia tidak boleh mengucapkan
bagian dari kata tersebut, misalnya, jika
kata yang ditebak adalah ‘learner’ dia tidak
boleh mendefinisikan dengan ‘a person who
is learning.’
- Jika satu kelompok dapat menebak
kata dengan benar, maka kelompok
itu mendapat poin. Pemenang dalam
permainan ini adalah pengumpul poin
terbanyak.
should guess. Then, he
will make a definition
for his/her friends. Other
students in the group will
guess the word.
Kata-kata yang ditebak:
a lazy girl, a pretty girl,
confidence, shake hands,
settle, debts, a hired
servant, chase, spoiled
brat, scolding, chaotic,
betrayed, deserve,
contentedly, congratulate.
PROSEDUR INSTRUKSI/
CATATAN WAKTU
sebelahnya.
Match the English words
with the Indonesian
equivalence. Pay
attention to the parts of
speech of the words.
Catatan:
Guru juga dapat
meminta siswa untuk
mengubah kata-kata
tersebut dalam
kelompok kata yang
berbeda.
15’
PROSEDUR INSTRUKSI/
CATATAN WAKTU
dengan memutar
software yang sesuai.
10’

Bahasa Inggris 31
D READING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru meminta siswa untuk membaca teks
bacaan.
- Guru meminta siswa untuk menjawab
pertanyaan.
- Guru meminta siswa untuk melengkapi
tabel dengan ungkapan ‘congratulations’
dan responnya.
Read the text and answer
the following questions.
Complete the table
with expressions to
congratulate and
responses to the
expressions.
35’
E VOCABULARY EXERCISES
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru meminta siswa untuk melengkapai
titik-titik dalam dialog dengan kata-kata
yang ada dalam kotak.
- Guru menugasi siswa untuk mengisi titik-titik
dalam percakapan dengan kata-kata
mereka sendiri.
Complete the blanks in
the following sentences
using the words in the
box. If needed, you
may change the parts of
speech. As an example see
number 1. The answer for
number 1 is wonderful.
15’
F SPEAKING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
berpasangan.
- Guru meminta siswa berlatih membuat
kalimat yang berisi ungkapan ‘selamat’ dan
mengembangkannya dalam percakapan.
Work in pairs. Play
scissor, rock, and paper.
The winner chooses
for herself/himself a
situation. The partner
makes an expression
of congratulations. For
example, the winner
chooses situation 5.
40’

She says,” I just bought
a new bag.” The partner
says, “Congratulations.
Your new bag is
gorgeous.” Then develop
a conversation based on
that. After that, start all
over again by doing the
scissor, rock, and paper
again, and so forth.
Continue doing that
with all the situations
provided in the table
below.
G. WRITING
PROSEDUR INSTRUKSI/CATATAN WAK-TU
melengkapi kartu ucapan
sesuai dengan sampul kartu.
Write down the inside parts of
the congratulation cards based
on the cover. Two cards have
been done for you as examples.
45’
KUNCI JAWABAN
A. WARMER: DEFINE AND GUESS
lazy, pretty girl, confidence, shake hands, settle, debts,
hired servant, chase, spoiled brat, scolding, chaotic,
betrayed, deserve, contentedly, congratulate
settle (verb) = menyelesaikan
debts (noun) = hutang
a hired servant (noun) = pembantu yang digaji

Bahasa Inggris 33
inherit (verb) = mewarisi
chase (verb) = mengejar
a spoiled brat (noun) = anak manja
scolding (noun) = peringatan
betrayed (verb) = dikhianati
a mess (noun) = kekacauan
deserve (verb) = berhak/layak
contentedly (adverb) = dengan senang hati
D. READING
Task 2:
1. Nura is a girl who arrives in the big city due to her plan to settle their debts.
2. Juna is a rich and proud young man who inherits his father’s business.
3. Juna is lazy and goes to school just to meet friends and chase pretty girls
who love his wealth.
4. Nura teaches Juna some manners through her down to earth scoldings and
no-nonsense attitude.
5. Juna is betrayed by his own cousin and uncle and that leads to his downfall.
6. Nura helps him gain his confidence and reorganize his life. She also helps
him pick up the pieces in his life.
7. Many of his friends are the first to congratulate him.
8. They express the congratulations informally.
9. “I’d like to congratulate you on your accomplishment, Sir!” It is expressed
formally.
10. Nura is happy for Juna.
Task 3:
Congratulation Expressions Rensponses
Congratulations! You deserved it,
man.
Thank you very much.This is
because you’re always with me.
I’m very happy for you, Juna. Your
company is now back to you.
Thank you. I cannot forget your
help to me.
That’s wonderful, Juna. O, thanks.
Good for you! Thank you very much for saying so.
Good luck! Oh, I have a lot to learn, yet.
Best of Luck! I am glad you think so.
Well done!
Fantastic job!

You must be very proud of your
achievement.
I’d like to congratulate you on your
accomplishment, Sir!
It’s very good of you to say so.
Please accept my warmest
congratulation.
How nice of you to say that.
I must congratulate you on your
success in returning the company
back to your family.
Thank you very much for saying so.
E. VOCABULARY EXERCISES
Task 1:
1. Wonderful, 2. What’s new, 3. Good luck, 4. It’s good, 5. Popular business,
6. Thanks a lot, 7. Congratulations! 8. I’m glad you think, 9. New hair cut,
10. Mentioning
Task 2:
Conversation 1:
1. It ‘s nice of you, 2. I like your new your hair cut, 3. Congratulations!!
4. I’m happy
Conversation 2:
1. Thank you very much for, 2. I am glad you, 3. You deserved that,
4. nothing special.
G. WRITING
Dear Tomy,
Congratulations on your Promotion.
Sharing in your happiness today…
and wishing you a wonderful future..
filled with dreams coming true.
Zettira
Source: Dokumen Kemdikbud
Picture 4.1

Dhea,
Congratulations. Finally, the happy day
has come after the hard work to finish the
program. I wish you great success with your
plan to open your restaurant, too.
Thea.
Bobi,
Congratulations for the best decision that
you have made!
Good bye forever to smoking and welcome
the healthier and better life.
Ahmad
A happy “hello” to your sugar glider.
Deni
Welcome . . .
Wishing you lots of happiness, fun, and
laughter in your new home.
Fuad & family
Bahasa Inggris 35
Picture 4.2
Picture 4.3
Picture 4.4
Picture 4.5

Santi,
The sweetest of smiles and a cute little
nose… All these add up to the same precious
thing — a baby — the greatest of gifts life
can bring! Congratulations
Caroline
Rina and Rudi,
So many paths to choose from -- yet a moment
here, a different turn there, and you may never
have met to experience a love so right! Isn’t it
amazing the way life works?
Wishing You Both a Beautiful Life Together
Lia & Tomy
Evan Dimas,
Congratulations and best wishes that the new
path you are pursuing will open up a whole
new world of health and happiness for you!
Mom & Dad
Picture 4.6
Picture 4.7
Picture 4.8
Catatan:
Ucapan yang di sini adalah sekedar contoh. Formulasi kalimat bisa berbeda, tapi
yang terpenting adalah adanya ekspresi memberi ucapan selamat.

Bahasa Inggris 37
Chapter 5
DESCRIBING PEOPLE
Kompetensi Dasar:
3.7 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif
sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai
dengan konteks penggunaannya.
4.8 Menangkap makna dalam teks deskriptif, lisan dan tulis, sederhana, tentang orang,
tempat wisata, dan bangunan bersejarah terkenal.
4.10 Menyusun teks deskriptif lisan dan tulis sederhana tentang orang, tempat wisata, dan
bangunan bersejarah terkenal, dengan memperhatikan tujuan, struktur teks, dan
unsur kebahasaan, secara benar dan sesuai dengan konteks.
1. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks deskriptif sederhana
tentang orang.
komunikasi terkait teks deskriptif sederhana tentang orang.
3. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif
sederhana tentang orang.
4. Merespon makna dalam teks deskriptif, lisan dan tulis, sederhana, tentang orang.
5. Menyusun teks deskriptif lisan dan tulis sederhana tentang orang.
A WARMER
PROSEDUR INSTRUKSI/
CATATAN WAKTU
berpasangan.
pada bagian warmer.
All right students. Find
15’

gambar-gambar yang ada dengan
mengarahkan pada penjelasan mengenai
bentuk fisik seseorang.
- Guru menuntun siswa tentang hal-hal
yang dapat didiskusikan dari gambar
gambar tersebut, terutama tentang
bagaimana cara mendeskripsikan
seseorang.
- Guru dapat memberikan contoh dari
sebuah gambar.
dengan pasangannya.
selama diskusi.
kesempatan pada siswa untuk berbagi
hasil diskusinya dengan seluruh anggota
kelas.
Ketika selesai:
Can you share your
ideas? Please raise your
hand.
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru meminta siswa memperhatikan kata-kata
yang ada dalam daftar pada section B.
- Guru meminta siswa mencari makna kata-kata
yang dianggap sulit.
- Setelah selesai, guru meminta siswa untuk
mencari kata-kata lain yang serupa dengan
kata kata dalam Task 1.
- Guru meminta siswa menempatkan
masing-masing kata pada kolom yang
sesuai.
- Guru dapat meminta siswa menambahkan
kata-kata lain yang sesuai ke dalam kolom,
misalnya dengan menuntun siswa mencari
lawan kata dari kata-kata yang ada dalam
daftar tersebut.
- Setelah selesai, guru memeriksa hasil kerja
siswa.
Look at the words in the
list! Do you know their
meanings?
Now, find more words
that we can use to
describe someone.
Put the words into the
correct column!
15’

Bahasa Inggris 39
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru menunjukkan cara pengucapan
setiap kata dalam pronunciation practice.
- Guru meminta siswa mengulang setelah ia
mengucapkan setiap kata
- Guru meminta siswa mencoba
pengucapannya secara individual.
I am going to say the words.
After that, repeat after me.
15’
D Reading
PROSEDUR INSTRUKSI/
CATATAN WAKTU
dalam hati secara individual.
- Guru meminta siswa untuk melihat
kembali section B jika siswa menemukan
kata-kata atau ungkapan sulit yang
ditemukan dalam teks tersebut.
- Guru meminta siswa mengerjakan soal
secara individual.
- Guru membahas jawaban yang benar
untuk kesepuluh pertanyaan dalam section
ini (kunci jawaban tersedia).
Read the text and
answer the questions
individually.
20’
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru meminta siswa mencari kata
kata yang berhubungan dengan cara
mendeskripsikan seseorang dalam puzzle.
- Setelah selesai, guru meminta siswa
berdiskusi dengan teman untuk
memeriksa jawaban.
- Setelah selesai, guru memeriksa jawaban
siswa secara bersama sama.
Look at the puzzle.
Find some words that
are related to how we
describe a person. There
are 16 of them and you
have to find them all. You
can discuss with a friend.
15’

- Guru kemudian meminta siswa
menggunakan kata-kata tersebut untuk
membuat kalimat yang baik.
- Guru meminta siswa membacakan kalimat
yang dibuatnya.
Write some sentences
using those words. You
can use more than one
words in one sentence.
Ketika selesai:
Read your sentences to
the class. Please raise
your hand!
F TEXT STRUCTURE
PROSEDUR INSTRUKSI/
CATATAN WAKTU
reading text lagi.
- Secara individual, guru meminta siswa
menjawab pertanyaan yang ada pada Task
1 sesuai dengan informasi dari teks bacaan.
- Guru meminta siswa bekerja berpasangan.
- Guru meminta siswa mempelajari
bagian-bagian dalam teks tersebut dan
menempatkannya pada bagian yang sesuai
sebagaimana ditunjukkan dalam text
structure.
- Guru meminta beberapa siswa
menunjukkan hasil diskusinya di depan
kelas.
- Guru menjelaskan text structure setelah
siswa selesai mengerjakan latihan ini,
terutama memberikan penjelasan tentang
fungsi masing-masing bagian dalam teks.
Look at the reading text
again, can you find the
parts of the text? You can
use the information in
the table to help you.
10’

Bahasa Inggris 41
G GRAMMAR REVIEW AND EXERCISES
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Grammar review pada bab ini merupakan
pengulangan dari teori yang telah
diberikan di beberapa bab sebelumnya.
- Guru meminta siswa melihat kembali
adjectives yang dapat ditemukan dalam
reading texts maupun dalam vocabulary
exercise.
- Guru meminta siswa memasukkan kata-kata
dalam kalimat tersebut sesuai dengan
posisinya dalam tabel.
dengan menggunakan adjectives tersebut
dengan tata bahasa yang baik.
menuliskan kalimat yang telah dibuatnya
di papan tulis.
- Guru dapat menggunakan kalimat
tersebut untuk mengulang penjelasan
tentang membuat kalimat dengan
adjectives.
Do you still remember
how to use adjectives?
Find some adjectives
in the reading text and
vocabulary exercise.
Write some sentences
using those words. You
can use more than one
words in one sentence.
Would you like to share
your sentences? Write
them on the board!
15’
H SPEAKING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru meminta siswa bekerja
berkelompok.
- Guru menjelaskan prosedur cara kerja
untuk aktivitas speaking ini sebagaimana
tertulis dalam section speaking.
- Guru memberikan contoh sesuai dengan
yang tertulis di section speaking.
- Guru mengawasi aktivitas ini sambil
memberikan bantuan dan arahan saat
diperlukan.
Now, let’s have speaking
activity. Look at the
instructions in the book.
20’

I WRITING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru meminta siswa menyiapkan sebuah
foto atau gambar.
- Guru meminta siswa menuliskan deskripsi
seseorang dalam foto yang dibawanya
dan menuliskannya sesuai dengan text
structure untuk teks deskriptif.
Write a description
about the person in the
photograph that you
have. You can use the
text structure as a guide
for your writing.
25’
J LISTENING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Untuk task 1, guru memberikan
penjelasan umum mengenai gambar. Guru
memberikan deskripsi umum mengenai
gambar.
- Guru dapat meminta salah satu siswa
untuk memberikan tambahan deskripsi
untuk gambar tersebut.
- Untuk task 2, guru meminta siswa bekerja
berpasangan.
- Guru meminta seorang siswa menyiapkan
deskripsi bebas seseorang dengan karakter
bentuk tubuh yang unik.
- Guru meminta seorang siswa yang lain
mendengarkan deskripsi tersebut dan
membuat sketsa berdasarkan deskripsi
tersebut.
- Guru meminta siswa berganti peran saat
seorang siswa selesai dengan deskripsinya.
menunjukkan hasil sketsanya di depan
kelas dan mengulang deskripsi yang
diberikan oleh temannya tadi.
Work in pairs!
Describe someone’s
physical appearance to
your partner and he/she
will make a sketch based
on your description. It
can be a real person, or
it can be an imaginary
monster or alien as well.
Be creative.
Would you like to show
your sketch? Can you
describe the picture?
20’

Bahasa Inggris 43
K REFLECTION
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Secara umum, guru bertanya pada
seluruh siswa jika ada kesulitan dalam
mempelajari bab ini.
pertanyaan yang ada pada bagian
reflection.
reflection!
Do you have any
questions?
10’
L FURTHER ACTIVITIES
PROSEDUR INSTRUKSI/
CATATAN WAKTU
orang- orang yang ada di sekitarnya dan
mendorongnya untuk mendeskripsikan
orang tersebut.
For further activities,
observe people around
you. Then, focus on the
one that attracts your
attention. Describe that
person.
bebas

KUNCI JAWABAN
Task 3
Facial features Physical
appearance Personality
eyebrow
round face
pointed nose
blonde hair
chubby
tall
short
skinny
plump
calm
shy
kind
smart
helpful
friendly
stubborn
D. READING
1. Dinda
2. Since junior high school.
3. Dinda is good-looking. She’s not too tall, with fair skin and wavy black hair
that she often puts in a ponytail.
4. She likes to wear jeans, casual t-shirts and sneakers.
5. Her favourite t-shirts are those in bright colours like pink, light green and
orange.
6. She is always cheerful. She is also very friendly and likes to make friends
with anyone. Like many other girls, she is also talkative. She likes to share
about her thoughts and feelings to her friends.
7. Because she’s cheerful and friendly.
8. When she doesn’t get what she wants, she acts like a child and stamps her
feet.
9. Dinda loves drawing, especially manga characters.
10. The writer is really glad to have a best friend like Dinda.
1. handsome
2. creative
3. quiet
4. lazy
5. skinny
6. generous
7. beautiful
8. talkative
9. friendly
10. easy-going
11. diligent
12. cheerful
13. childish
14. tall
15. bossy
16. smart

Bahasa Inggris 45
F. TEXT STRUCTURE
Task 2
Part of text Purp ose Details from the text
Identification
Part
To identify the
person or thing
being described
I have a lot of friends in my school, but Dinda
has been my best friend since junior high
school. We don’t study in the same class, but
we meet at school everyday during recess
and after school. I first met her at junior high
school orientation and we’ve been friends ever
since.
Description
Part
To describe the
characteristic
features of the
person or thing
Dinda is good-looking. She’s not too tall, with
fair skin and wavy black hair that she often
puts in a ponytail. At school, of course she
wears uniform. Other than that, she likes to
wear jeans, casual t-shirts and sneakers. Her
favourite t-shirts are those in bright colours
like pink, light green and orange. She is always
cheerful. She is also very friendly and likes to
make friends with anyone. Like many other
girls, she is also talkative. She likes to share
I think that’s why many friends enjoy her
company. However, she can be a bit childish
sometimes. For example, when she doesn’t
get what she wants, she acts like a child and
stamps her feet.
Dinda loves drawing, especially manga
characters. She always has a sketchbook with
her everywhere she goes. She would spend
some time to draw manga characters from her
imagination. Her sketches are amazingly great.

Chapter 6
VISITING ECOTOURISM DESTINATION
Kompetensi Dasar:
4.9 Menyunting teks deskriptif lisan dan tulis, sederhana, tentang orang, tempat wisata,
dan bangunan bersejarah terkenal, dengan memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan yang benar dan sesuai konteks.
4.10 Menyusun teks deskriptif lisan dan tulis sederhana tentang orang, tempat wisata, dan
bangunan bersejarah terkenal, dengan memperhatikan tujuan, struktur teks, dan
tentang tempat wisata.
komunikasi terkait teks deskriptif sederhana tentang tempat wisata.
sederhana tentang tempat wisata.
4. Merespon makna dalam teks deskriptif, lisan dan tulis, sederhana, tentang tempat
wisata.
5. Menyunting teks deskriptif tulis tentang tempat wisata.
6. Menyusun teks deskriptif lisan dan tulis sederhana tentang tempat wisata.

Bahasa Inggris 47
A WARMER
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Siswa dibagi dalam kelompok-kelompok
yang terdiri atas 4 orang.
- Guru menjelaskan dan memberi instruksi
cara mengerjakan permainan “odd man
out”.
- Pada saat menjelaskan contoh, berikan
pertanyaan mengapa kata air conditioner
dicoret. Beri waktu siswa mencari
jawabannya sebelum guru memberi tahu
atau mengkonfirmasi jawaban siswa.
- Guru menunggu siswa memberi jawaban.
Dorong banyak siswa untuk menjawab.
- Setelah siswa bertukar ide, guru
memberikan jawaban/mengkonfirmasi
jawaban yang benar.
All right students. We
are going to play “Odd
Man Out” game. This is
how to play the game.
Read carefully the lists
of words on page ___.
They are all related to
ecotourism. All the words
in each list belong to the
same category.
Your task is to find the
category and cross out
the word that does not fit
with the category. In the
example, do you know
why air conditioner is
crossed out?
The word conditioner
is crossed out because
it does not belong to
the category of the list:
outdoor activities. Now
work fast with your
group. Let’s see which
group can do this activity
the fastest. Don’t forget to
give the reason for your
answer.
15’

PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru meminta siswa untuk mencari
kata-kata bahasa Inggris yang padanannya
dalam bahasa Indonesia sudah diberikan.
Beritahukan bawa jumlah garis bawah
menunjukkan jumlah huruf kata-kata
yang dicari. Huruf yang disediakan (2
huruf) diberikan sebagai bantuan.
hasil pekerjaan sendiri dengan temannya.
- Selain untuk membekali siswa dengan
vocabulary yang berhubungan dengan teks
bacaan.
Now, let’s develop our
vocabulary. Read the
following description
about a tourist
destination quickly. After
you read it, scan the
text quickly to find the
English equivalents of
the list of the Indonesian
words given. You are
given the dashes and
some letters of the English
words as the clues. Each
dash represents a letter.
After you find the words,
compare your answer to
your classmate’s sitting
next to you.
Catatan:
Kegiatan ini juga untuk
latihan scanning skill.
15’
PROSEDUR INSTRUKSI/
CATATAN WAKTU
pelafalan dan stress yang benar.
- Guru mendrill S dengankosakata baru.
Sebelum mendrill guru perlu memastikan
bahwa pronunciationnya benar.
Listen to me and repeat
after me carefully.
Catatan:
Dengan menggunakan
e-dictionary, G bisa
mendapatkan bunyi
pelafalan kata-kata yang
dilatihkan.
10’

Bahasa Inggris 49
D READING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
Task 1:
- Sebelum membaca teks bacaan, guru
meminta siswa untuk membaca
pertanyaan di atas teks, yaitu : What do
you think about the place?
- Dengan mengingat pertanyaan di awal
bacaan, guru meminta siswa membaca
teks bacaan dengan cepat, tetapi seksama
(skimming).
- Guru juga mengingatkan siswa untuk
mengingat arti kosakata baru dalam
bacaan yang sudah diberikan di
vocabulary builder.
- Siswa sharing pendapat dengan singkat.
Now, read the text again
carefully. What do you
think about the place
described below? Is it
interesting or not? Why
do think so? As you read,
remember the meaning
of the new words you
already learn in the
vocabulary section
Di latihan ini siswa
berlatih skimming skill
dan pada saat membaca
sudah berpikir untuk
mendapatkan jawaban
atas pertanyaan di awal
teks.
40’
Task 2:
- Guru meminta siswa membaca
comprehension questions dan membahas
bersama pertanyaan yang tidak
dimengerti.
- Setelah itu, siswa membaca bacaan dengan
intensif sambil mencoba mencari jawaban
pertanyaan.
- Now, read the
comprehension
questions. Do you
understand them? If
you don’t understand,
we can discuss
together.
- Siswa kemudian membahas jawaban
pertanyaan. Dalam kegiatan ini guru
bisa meminta siswa untuk bekerja
dalam kelompok yang masing-masing
beranggotakan empat orang. Tiap anggota
kelompok diberi nomor, 1, 2, 3 dan 4.
- Now, work in groups
of four to answer
the comprehension
questions below the
reading text. Number
each member in the
group with 1, 2, 3,
and 4.
- Let me check now.
Who is number one?
Number two? Number
3? Number 4? Good.
Now start to work.

Catatan:
- Kegiatan ini
merupakan intensive
reading activity, dan
dilakukan dengan
pembelajaran
kelompok model
numbered-heads
together.
- Membahas jawaban pertanyaan.
- Pada saat sharing, guru tinggal memanggil
nomor tertentu untuk menjawab.
Misalnya, number one(s) what is your
opinion? Maka semua yang nomor 1
mengangkat tangan dan guru tinggal
memilih di antara para siswa yang
bernomor ini. (Kerja kelompok model
Numbered-head together)
- Setelah seorang siswa bernomor tertentu
(1 misalnya) menjawab guru sebaiknya
selalu minta
konfirmasi dari siswa lain (bisa siswa
bernomor 1 atau 2 dan seterusnya)
sebelum member pendapatnya.
- Number one(s), raise
your hands. Okay,
now Dita (whose
number is one) what
is your answer to
question number one?
Deni (whose number
is also one) do you
agree with Dita? Why
do you think so? ….
And so forth.
Task 3:
Identifying text structures
Pada bagian ini siswa mengidentifikasi
struktur teks.
- Guru meminta siswa melihat contoh
dan bertanya dari mana bisa didapatkan
informasi tentang main idea.
- Guru membimbing siswa menemukan
topic sentence yang berisi main idea
dengan guiding questions.
- Now identify the main
ideas and details in
each paragraph. How
can we find the main
ideas?
- Look at the example.
What is the function of
the sentence: Tanjung
Puting National
Park (TNP) offers
impressive experience
to its visitors. Compare
that sentence with the
other sentences in the
paragraph.
- Does it tell general
idea or details?
(general idea →offers
impressive experience)

- What do the rest of
the sentences after
that tell? The details
of what makes the
experience in TNP
impressive.
- What is the name of
the sentence? (Topic
Sentence/TS)
- So, how do we find the
TS? (Find the most
general sentence which
is elaborated by the
other sentences in the
paragraph. TS is the
general sentence that
tells what a paragraph
is about).
- Where is the usual
position of the
sentence? (at the
beginning of a
paragraph. Sometimes
it’s in the middle
or at the end of the
paragraph).
- Where can we find
the details? (in the
sentences that follow
TS that elaborate the
sentence.
Bahasa Inggris 51
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Siswa berlatih menggunakan kata-kata
dalam kegiatan vocabulary builder dalam
konteks kalimat baru.
- Guru meminta siswa untuk bekerja dalam
kelompok.
- Now, let’s do the
vocabulary exercises.
Read again the list of
words in part B. Fill in
the blanks with
25’

- Setelah selesai pasangan siswa
mencocokkan dengan pasangan siswa lain.
- Guru kemudian membahas bersama
jawaban yang benar.
the right word from
the list. Do that in
pairs.
- After you have finished
doing that, compare
your work to your
classmates’.
- Now let’s check
together.
Catatan:
Kegiatan ini untuk
mendaur ulang kosakata
yang telah dipelajari
sebelumnya.
F GRAMMAR Review
PROSEDUR INSTRUKSI/
CATATAN WAKTU
Task 1
- Guru membimbing siswa mereview
kembali pelajaran tentang noun phrase
dengan mengidentifikasi noun (head) dan
adjective (modifier) dengan menggunakan
contoh yang disediakan atau contoh-contoh
lain.
Task 1 dan 2 bisa
dilewati sebagian kalau
siswa dirasa sudah
paham.Pembelajaran
bisa langsung ke Task 3.
20
Task 2
- Siswa praktik membuat noun phrase
dengan menggabungkan adjectives (the
modifier) dengan nouns (the head)
Task 3
- Guru menanyakan apakah modifier suatu
noun phrase selalu hanya satu kata saja?
- Guru membimbing siswa mengidentifikasi
noun phrases dari bacaan yang memiliki
modifier lebih dari 1.

Bahasa Inggris 53
- Guru menerangkan singkat bahwa tiap
modifier memiliki tempat dan meminta
siswa mempelajari tabel.
- Siswa belajar membuat noun phrase
dengan modifiers yang lain dan membuat
noun phrases yang lebih informatif
(panjang).
Task 4
Siswa membuat noun phrases dalam konteks
membuat daftar barang yang harus dibawa
untuk berkunjung ke TPNP.
Catatan:
Kegiatan ini
mengintegrasikan
grammar dengan
speaking.
G WRITING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru meminta siswa untuk berlatih
mengedit.
- Guru menginformasikan bahwa dalam
latihan ini siswa perlu menggunakan
pengetahuannya tentang grammar yang
baru saja dipelajari, dan pengetahuan
lain yang telah dipelajari di SMP seperti
paragraphing, paragraph unity, subject-verb
agreement, and mechanics.
- Guru membimbing siswa menemukan
kesalahan pada 3 kalimat pertama dengan
menggunakan guiding questions yang
disediakan.
- Selanjutnya guru meminta siswa
berkerja berpasangan menemukan dan
membetulkan kesalahan.
- Siswa menuliskan kembali teks tersebut
yang sudah dikoreksi memberi highlight
pada tempat yang dikoreksi.
- Siswa saling menukar pekerjaan untuk
membandingkan jawaban mereka
dengan yang lain dan melihat kembali
pekerjaannya.
Edit the following text.
The highlighted parts
of the texts show that
something is wrong there.
Use the guiding questions
below the texts to find the
errors.
1. Does the writer use
indentation? What
should she do?
2. Does the writer use
correct paragraphing?
3. How many paragraphs
should the writer
use? How should she
divide the text into
paragraphs?
4. Are there any
irrelevant sentences?
Can you help her find
out if any?
30’

- Guru memimpin untuk mencocokkan
bersama. Gunakan LCD supaya
penyampaian lebih jelas. guru bisa
menggunakan LCD untuk menayangkan
teks bacaan yang sudah dikoreksi. Beri
highlight pada bagian yang telah dikoreksi.
5. Are there any
misspelled words? Can
you help her find out if
any and correct them?
6. Does she use correct
grammar in all of her
sentences? Help her
check the following
things:
a. whether the verbs
in the sentences are
suitable with the
subjects,
b. whether the places
of the modifiers in
the noun phrases
are correct.
7. Does she begin all
sentences with capital
letters? Correct them
if she doesn’t.
8. Does she end all
sentences with full
stops? Correct them if
she does not.
H SPEAKING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
untuk saling mendeskripsikan tempat
wisata alam yang pernah dikunjungi.
Kalau S mengatakan tidak pernah ke
mana-mana mereka bisa mendeskripsikan
tempat manapun (bisa di kota mereka)
yang menarik untuk dideskripsikan
(misalnya, pasar tradisional).
- Guru membimbing siswa dengan guiding
questions. Ingatkan siswa bahwa mereka
bisa menggunakan noun phrases dalam
membuat deskripsi.
Idealnya, speaking
ini dilaksanakan
menggunakan
pembelajaran kelompok
think-pair share.
1. Work in pairs. Tell
your partner about a
waterfall, a valley, or
other natural tourist
objects that you have
visited.
25’

How interesting is
the place? What
makes that place
interesting? What
parts of the place make
it interesting? Will you
recommend that place
to your friends?
2. Take turns describing
the places.
3. After each one of you
get your turn, decide
which place seems to
be more interesting. Be
ready to share it with
the class.
Bahasa Inggris 55
I REFLECTION
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Setelah kegiatan pembelajaran usai, guru
mengajak siswa untuk melakukan refleksi.
Guru juga bisa melakukannya sambil
mengevaluasi kemampuan siswa-siswa.
- Jika ada di antara siswa-siswa yang
menjawab ‘no’ atas pertanyaan dalam
refleksi, guru perlu mempertimbangkan
cara mengatasinya untuk diterapkan baik
pada pembelajaran berikut atau di luar
kelas.
Okay, students. You have
finished learning this
chapter about ‘Visiting
natural areas. Do you
know how to describe an
interesting place? Do you
know how to write about
an interesting place?
1. Can you do all the
exercises here? Which
part is the most
difficult one? Can you
do that part well?
2. What is your plan to
increase your ability
in describing an
interesting place?
5’

J FURTHER ACTIVITIES
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru memberitahu siswa bahwa noun
phrases ada di semua teks bacaan. Guru
meminta siswa mencari contoh-contoh
noun phrases dalam buku biologi, atau
buku-buku lain yang menggunakan
bahasa Inggris
At home, or at the library
time, get a scientific
English book, such as
a biology book. When
you read the book, you
will get many examples
of noun phrases. Noun
phrases are important
element in a descriptive
passages. They give
information about the
nouns described. Try to
indentify them and how
they are constructed or
made.
bebas
KUNCI JAWABAN
A. Warmer
Task 1: Odd Man Out
No. The odd man (the
word crossed out) Category
1. trees at the beach
2. savannah areas with lots of trees
3. blue in the jungle/forest/wood
4. hot low temperature
5. sofa at the sea (going snorkeling or
scuba diving)
6. dirty a comfortable room
7. ship small means of water
transportation
8. waterfall the sound of water if we fall down
on the water

Bahasa Inggris 57
9. Amusement park ecotourism objects
10. wet on a sunny day
11. terrible complimentary remarks
12. boring positive comments
1. ecotourism
2. destination
3. peninsula
4. unlike
5. snout
6. enormous
7. establish
8. heart
9. impressive
10. ex-captive
11. preservation
12. amazing
C. Pronunciation Practice
(For the sound of the pronunciations of the words, see e-dictionary like
Longman – Dictionary of Contemporary English).
D. Reading
Task 2
Comprehension Question
The answer to the question before the text depends on the students’
answers, such as interesting, boring, important place, and so forth. All answers
are correct as long as the students can give the reason.
1. Ecotourism is a kind of tourism in which tourist visit pristine, undisturbed
natural areas. Some of the purposes of ecotourim is to educate the visitors
about nature preservation and to provide funds for ecological conservations.
For more information about this go to http://en.wikipedia.org/wiki/
Ecotourism. Some examples of ecotourism: visiting Raja Ampat in Papua or
going snorkeling or scuba diving in Bunaken.
2. Tanjung Puting National Parks offers an impressive experience of living in a
small boat and going into the jungle, meeting with orang utans, and seeing
proboscis monkeys.
3. Parks in cities are man-made. Tanjung Puting National Park is a jungle.

4. Camp Leaky is located in the Tanjung Puting National Park.
5. Visitors can reach Camp Leaky by taking a small boat or perahu klotok.
6. Ex-captive orang utans means that the orang utans once were caught by
human beings and lived with them for some time.
7. The major means of transportation to Camp Leaky is a small boat. This boat
also serves as ‘hotel’ in which tourists sleep, cook, and eat there, and enjoy
the sight and sound of the jungle.
8. (The answer depends on the students’ opinion. All answers are correct
depending on their reasons).
9. (The answer depends on the students’ opinion. All answers are correct
10 (The answer depends on the students’ opinion. All answers are correct
Task 4
Paragraph Main Idea Details
1
Tanjung Puting
National Park
offers impressive
experience to its
visitors.
- Living in a small boat
and going into the jungle,
meeting with orang utans,
and seeing proboscis
monkeys
2
To see the orang
utans visitor should
go to Camp Leaky.
- Camp Leaky is a preservation
place or ex-captive orang
utans
- Established by Birue
Galdikas
3
The means of
transportation to
Camp Leaky is a
small boathouse.
- The boat/boathouse can
accommodate four people
- The travelling takes 3 days
and two nights.
4
The travelling
in the boathouse
to Camp Leaky
offer another
unforgettable
experience.
- Visitors do daily activities in
the boathouse.
- In daylight, visitors can see
proboscis monkeys.
- At night, visitors can see the
amazing stars in the sky.

Bahasa Inggris 59
E. Vocabulary Exercises
1. amazing
2. unlike
3. destination
4. establish
5. impressive
6. heart
7. peninsula
8. ex-captive
9. enormous
10. snout
11. preservation site
F. GRAMMAR REVIEW
Task 1
2. impressive experience
3. important scientist
4. unforgettable experience
5. clear sky, the bright stars
6. Local people
7. favorite food
8. illegal act
9. natural life, ex-captive orang utans
10. real jungle
11. incredible animals
12. special animals, original habitat
Task 2
Students may have their own combination of adjectives and nouns.
The following are the examples:
2. attractive souvenirs
3. memorable journey
4. fresh air
5. deep lake
6. clear water
7. gigantic trees
8. quiet situation
9. relaxing atmosphere
10. friendly people

11. beautiful waterfall
12. delicious food
13. large cave
14. various flora and fauna
Task 3
No opinion size age color nationality Noun
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
-
shallow
cold
sweet
powerful
beautiful
unique
favorite
enormous
misty
beautiful
nice
breathtaking
large
small
tiny
-
small
--t
hick
-
little
--
--------
young
old
-
black
--
yellow
-
white
golden
-
reddish
grey
--
blue
---------
American
-
stone
lake
droplets
corns
ants
orchids
monkey
book
snout
morning
girl
woman
waves
Task 4
An example of the answers:
1. a big black backpack to bring clothes
2. comfortable white sneakers to wear because there will be a lot of walk
3. a little yellow flashlight to use in darkness when there is no electric light
4. a sharp small knife to cut and peel fruit
5. a good and light camera to take pictures
6. a plastic raincoat to wear in rainy days
7. some mosquito repellent to protect us from mosquito bites
8. a practical small diary to record our impression during the visit
G. Writing
Task 1
Editing
If you go to Batu city in East Java, do not forget to visit Cuban Rondo.
Cuban Rondo is a must-see waterfall because of its spectacular scenery. The
first amazing natural charm to enjoy is the huge greenish rock. The gigantic
rock and its vegetation that surrounds the waterfall soar high into the sky. The

top of the rock bends inward so that when we stand close to the waterfall, we
will feel as if we were inside of a gigantic cave or a giant bowl. The greatness of
the nature will make you feel very small and praise God.
The second scenery to enjoy is the waterfall itself. From the top of the
soaring rock, a huge amount of water continuously falls down, splashes on
the large black stones at the bottom of the waterfall, and forms a shallow small
lake and stream. The water in the lake and stream is crystal clear and icy cold.
The wind that blows the falling water and the splash produce millions of tiny
droplets of water. The wind can blow your boat (an irrelevant sentence). The
droplets cover the small lake and visitors in mist. Yes, you will get wet. But you
can go to the mall (another irrelevant sentence). When the sunlight shines
through the cold tiny droplets, you will see rainbows on the earth, not in the
sky, that seems close enough to you. The scenery is breathtaking.
End the trip with something that can warm you up. In the rest area, you can
buy roasted sweet corns. If that is not enough, you can also buy hot delicious
drinks and hot meatball soup. When you go home, leave nothing in the area
but your footsteps and bring home only your unforgettable memory about the
beautiful Cuban Rondo Waterfall.
Bahasa Inggris 61

Chapter 7
VISITING NIAGARA FALLS
Kompetensi Dasar:
tentang tempat wisata.
komunikasi terkait teks deskriptif sederhana tentang tempat wisata.
sederhana tentang tempat wisata.
4. Merespon makna dalam teks deskriptif, lisan dan tulis, sederhana, tentang tempat
wisata.
5. Menyunting teks deskriptif tulis tentang tempat wisata.
A WARMER: Draw and Guess
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Siswa (S) dibagi dalam dua kelompok.
- Guru (G) memberi instruksi dan
menjelaskan cara melakukan aktivitas.
All right students (S). Please
choose one representative
from your group.
15’

Bahasa Inggris 63
pertanyaan, “To whom I’ll show the word?”
“What will your representative in the front
do?” “What will you do?” “Who will the
winner be?”
draw and guess satu kata saja. Setelah S
mengerti dan dapat melakukan aktivitas,
maka aktivitas adu cepat dimulai.
- Kata yang ditebak: cave, waterfalls, head
scarf, Hurricane, thunder, rainbow, theater,
museum, boat, wax, downtown, helicopter
I’ll show a word to your
representative in the front,
one word at a time.
Then, your representative
in the front will draw a
picture in the board and
you have to guess what
picture it is. The group to
guess the first time will
score 100.
Then, I’ll show the second
word, your representative
draw again, and you
guess. We do it untill
you can guess all words
correctly. You do it as
quickly as possible. The
group that get more score
will be the winner.
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru meminta siswa untuk mencari kata-kata
bahasa Inggris yang padanannya
dalam bahasa Indonesia sudah diberikan.
Beritahukan bawa jumlah garis bawah
menunjukkan jumlah huruf kata-kata
yang dicari. Huruf yang disediakan (2
huruf) diberikan sebagai bantuan.
hasil pekerjaan sendiri dengan temannya.
- Selain untuk membekali siswa dengan
vocabulary yang berhubungan dengan teks
bacaan.
Now, let’s develop our
vocabulary. Read the
following description
about a tourist
destination quickly. After
you read it, scan the text
quickly to find the English
equivalents of the list of
the Indonesian words
given. You are given the
dashes and some letters
of the English words
as the clues. Each dash
represents a letter.
15’

After you find the words,
compare your answer to
your classmate’s sitting
next to you.
Catatan:
Kegiatan ini juga untuk
latihan scanning skill.
PROSEDUR INSTRUKSI/
CATATAN WAKTU
10’
D READING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
Elicitasi
- Guru menunjukkan gambar Niagara Falls
yang cukup besar agar dapat dilihat oleh
semua siswa.
- Guru mengelicit siswa dan mengarahkan
pembicaraan pada teks bacaan.
Membaca pemahaman
- Guru meminta siswa membaca teks
bacaan.
- Guru meminta siswa menjodohkan
gambar dengan paragraf.
Pertanyaan untuk
elicitation (memancing
respon siswa): What can
you see in the picture?
How big is the falls?
Where can you see the
falls? What attractions
might be available
there? Have you been to
waterfalls? What did you
feel when you’re there?
35’

Bahasa Inggris 65
Menjawab Pertanyaan
- Guru meminta siswa untuk menjawab
pertanyaan pemahaman. Untuk membuat
variasi, guru dapat minta siswa untuk
melakukan Running Dictation. Guru dapat
menempelkan pertanyaan-pertanyaan
secara terpisah di dinding. Lalu guru
meminta siswa bekerja berpasangan untuk
menjawab pertanyaan tersebut. Agar dapat
menjawab pertanyaan, salah satu siswa
berlari untuk melihat pertanyaan, siswa
lainnya mencari jawabannya di dalam teks
bacaan. Di tengah-tengah, siswa dapat
berganti peran.
Instruksi untuk running
dictation:
Look at those notes on
the wall. You can read
questions on it. Answer
the questions and write
your answers on a piece
of paper. Work in pairs.
One of you can run, read
the question, and dictate
it to your friend. Then,
both of you can find the
answer in the reading
text. After that, you can
exchange roles; you can
run and your friend
writes another question.
PROSEDUR INSTRUKSI/
CATATAN WAKTU
kalimat.
Ini merupakan aktivitas
untuk recycle kosakata
baru yang ada dalam
bacaan dan memberi
kesempatan kepada S
untuk menggunakannya
dalam kalimat lain.
20’
G GRAMMAR REVIEW
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru menuliskan beberapa kalimat
pasif di papan tulis, lalu meminta
siswa mengidentifikasi kesamaan pola.
Setelah itu guru menggaris-bawahi dan
menjelaskan pola kalimat pasif.
Contoh kalimat pasif:
- The vehicles are parked
in the parking lot.
- The motorcycle was
washed 2 hours ago.
20’

- Dalam Task 1, guru meminta siswa untuk
mengidentifikasi kalimat yang memiliki
struktur ‘passive voice’ dan meminta
mereka untuk mengubahnya menjadi
kalimat aktif.
- Selanjutnya, guru meminta siswa
mengerjakan latihan dalam Task 2.
- The house is painted
green.
- They are given four
options.
H SPEAKING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru menceritakan satu tempat menarik
yang baru dikunjungi. Ini menjadi contoh
bagi siswa untuk melaksanakan aktifitas
selanjutnya.
- Guru meminta siswa untuk bercakap-cakap
secara berpasangan tentang tempat-tempat
menarik.
- Pada saat siswa bercakap-cakap, guru
berkeliling untuk memonitor aktifitas
siswa. Jika ada siswa yang kesulitan, guru
bisa membantu dengan bertanya atau
memberikan contoh.
- Siswa yang menceritakan pengalamannya
dengan bagus dalam aktivitas berpasangan
selanjutnya diminta untuk menceritakan
pengalamannya untuk seluruh kelas.
Last month I went to
Bali. There are a lot
of interesting places
there. One of them is
Kuta Beach. What is
interesting in Kuta Beach
is the sunset.
Alright, students. Now
it’s time for you to talk
about interesting places
with your friends. Have
you visited an interesting
place recently? What
makes it interesting? Tell
your friends.
30’
I WRITING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
Task 1: Work in Pairs
- Guru meminta siswa untuk kerja
berpasangan mengidentifikasi tujuan dan
rincian masing-masing paragraf dalam teks
bacaan.
Now, refer back to the
reading text and fill in
the chart.
35’

Bahasa Inggris 67
Task 2: Collaborative description
- Guru membagi siswa ke dalam kelompok
besar (antara 12-15)
- Guru meminta siswa menyiapkan selembar
kertas untuk menulis.
- Guru memberi instruksi kepada siswa
untuk melaksanakan aktifitas collaborative
description.
- Setelah selesai, guru meminta siswa untuk
membaca hasil tulisannya bersama teman-temannya.
mengidentifikasi hal-hal yang kurang tepat
dalam tulisan bersama tersebut.
Alright students, now
imagine an interesting
place that you’ve visited.
You’re gonna write an
essay about the place
collaboratively.
You need only to write a
sentence at a time. When
I clap my hand, stop
writing and give your
paper to your friend on
your right. When you
receive a paper from
your friend on your
left, read your friend’s
sentence(s) and continue
writing another sentence.
Use connecting words
or phrases whenever
possible. When I clap
again, give the paper to
your friend. Do this until
your paper is back to you.
Task 3: Independent writing
- Guru meminta siswa untuk memperbaiki
tulisannya dengan memperhatikan guiding
questions yang ada.
KUNCI JAWABAN
A. Warmer: Draw and guess
Kata-kata yg ditebak: cave, waterfalls, veil, hurricane, thunder, rainbow,
theater, museum, boat, wax, downtown, helicopter.
cross (verb) : melewati/melintasi
gorge (noun) : jurang
attractions (noun) : pertunjukan/tempat menarik

pounding (adjective) : yang menghantam
soaked (adjective) : terendam
waterproof (adjective) : tahan air
illuminated (adjective) : berkilauan
charm (noun) : pesona
mist (noun) : kabut
scenic (adjective) : indah
exhilarating (adjective) : mendebarkan, mengasyikkan
plunge (verb) : tercebur
sanctuary (noun) : penangkaran
preservation (noun) : pelestarian
dusk (adverb) : petang
Task 1: MATCHING PICTURES WITH PARAGRAPH
Paragraph 2__f___ Paragraph 3__b___ Paragraph 4_c___
Paragraph 5__a___ Paragraph 6___e__ Paragraph 7_d___
Task 2: COMPREHENSION QUESTIONS
1. It is located between the Canadian province of Ontario and the U.S. state of
New York.
2. The Horseshoe Falls, the American Falls and the Bridal Veil Falls form
Niagara Falls.
3. In Cave of the Wind people can enjoy the pounding waters of the Falls, get
soaked on the Hurricane Deck where they are just feet from the thundering
waters, and the Falls that are illuminated in a rainbow of color in the night.
4. No, the boat operates mid-May until late October.
5. People can enjoy it in Niagara Adventure Theater.
6. In Niagara Science Museum
7. Old science instruments and philisophical apparatus
8. Life-size wax figures portraying dramatic history of Niagara Falls
9. Niagara’s Wax Museum of History
10. No, it opens from 9 am-dusk when weather permits.
11. Jawaban terserah S
12. Jawaban terserah S
1. pounding 6. attractions 11. exhilarating
2. mist 7. preservation 12. crosses
3. gorge 8. dusk 13. plunged
4. soaked 9. illuminated 14. charm
5. waterproof 10. scenic 15. sanctuary

Bahasa Inggris 69
G. GRAMMAR REVIEW AND EXERCISE
Task 1:
Passive Active
They are separated by Goat Island. Goat Island separates them.
Six of them are described here. The writer describes six of them.
Waterproof clothing and sandals
are provided.
Niagara Falls personnel provides Waterproof
clothing and sandals.
A trip at night when the Falls are
illuminated in a rainbow of color
is really amazing.
A trip at night when Niagara Falls personnel
illuminates the falls in a rainbow of color is really
amazing.
Audience members are given
the priviledge to discover the
thundering Falls.
The staff gives audience members the priviledge
to discover the thundering Falls.
Free multi-language headsets are
made available.
The staff makes Free multi-language headsets
available.
Life-size wax figures portraying
dramatic history of Niagara Falls
are presented to guests.
The museum staff presents life-size wax figures
portraying dramatic history of Niagara Falls to
guests.
… and how electricity is made. … and how the scientiest makes the electricity.
Wax figures of Julia Roberts,
The museum staff display wax figures of Julia
Princess Diana and much more
Roberts, Princess Diana and much more.
are displayed here, too.
Task 2:
Active Passive
They form the southern end of the
Niagara Gorge.
The southern end of the Niagara Gorge is
formed by Canadian province of Ontario and
the U.S. state of New York.
…. people can enjoy in Niagara
Falls.
Niagara Falls can be enjoyed by people.
This attraction help people get
closer to the falls and go face-to-face
with the pounding waters of
the Falls.
People are helped to get closer to the falls and
go face-to-face with the pounding waters of the
Falls.
Here tourists may enjoy the most
powerful and involving film
experience that brings reality to
life on a 45 foot screen.
The most powerful and involving film
experience that brings reality to life on a 45 foot
screen may be enjoyed here.
…………… ………………

I. WRITING
Parts of text Purpose Details
Introductory
Paragraph
- To introduce
Niagara Falls
in general.
- It is the collective name for three waterfalls.
- The three waterfalls are the Horseshoe Falls,
the American Falls and the Bridal Veil Falls.
- The Horseshoe Falls lie on the Canadian side
and the American Falls on the American side.
- They are separated by Goat Island.
- The smaller Bridal Veil Falls are also located
on the American side, separated from the
other waterfalls by Luna Island.
- There are various attractions that people can
enjoy in Niagara Fall.
Supporting
paragraph 1
To describe Cave
of the Winds
- It helps people get closer to the falls. People
can get soaked on the Hurricane Deck.
- Waterproof clothing and sandals are provided.
- A trip at night is really amazing.
Supporting
paragraph 2
To describe
Maid of the Mist
Boat Tour
- It is a world-famous scenic boat tour for about
a half-hour ride.
- People may access the tour via the
Observation Tower elevator at Prospect Point
in the state park.
- The boat operates mid-May until late October.
Supporting
paragraph 3
To describe
Niagara
Adventure
Theater
- Tourists may enjoy the most powerful and
involving film experience.
- Audience members are given the priviledge
to discover the thundering Falls from a
completely new and exhilarating perspective.
- The theater shows hourly and free multi-language
headsets are made available.
Supporting
paragraph 4
To describe
Niagara Science
Museum
- It is a sanctuary for the preservation
and appreciation of old science
instruments.
Supporting
paragraph 5
To describe
Niagara’s Wax
Museum of
History
- Life-size wax figures are presented.
- Guests can see Fort Niagara Scene, Indian
Village, old store, blacksmith and barber shop
scenes and how electricity is made.
- Wax figures of Julia Roberts, Princess Diana
and much more are displayed, too.

Bahasa Inggris 71
Supporting
paragraph 6
To describe
Rainbow Air
Helicopter Tours
- The tours start from downtown, next to the
entrance to the Rainbow Bridge, It opens
from 9 am-dusk when weather permits.
- The tours operate every day from second
weekend in May until October 31st.
Concluding
Paragraph
To conclude the
essay
- Niagara Falls are renowned both for
their beauty and as a valuable source of
hydroelectric power.
- Managing the balance between recreational,
commercial, and industrial uses has been a
challenge for the stewards of the falls.

Chapter 8
DESCRIBING HISTORICAL PLACES
Kompetensi Dasar:
4.10 Menyusun teks deskriptif lisan dan tulis sederhana tentang orang, tempat wisata,
dan bangunan bersejarah terkenal, dengan memperhatikan tujuan, struktur teks, dan
tentang bangunan bersejarah terkenal.
2. Menunjukkan perilaku peduli, kerjasama, dan cinta damai dalam melaksanakan
komunikasi terkait teks deskriptif sederhana tentang bangunan bersejarah terkenal.
sederhana tentang bangunan bersejarah terkenal.
4. Merespon makna dalam teks deskriptif, lisan dan tulis, sederhana, tentang bangunan
bersejarah terkenal.
5. Menyunting teks deskriptif tulis tentang bangunan bersejarah terkenal.
6. Menyusun teks deskriptif lisan dan tulis sederhana tentang bangunan bersejarah
terkenal.

Bahasa Inggris 73
A WARMER
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru memulai kegiatan pembelajaran
dengan mengajukan pertanyaan tentang
historical building.
- Jika siswa tidak dapat memberikan
jawaban, guru dapat mengarahkan
pertanyaan yang disesuaikan dengan
kondisi sejarah bangunan atau lokasi
setempat.
- Pemanfaatan pengetahuan siswa tentang
tempat-tempat bersejarah di sekitar
diharapkan mampu untuk mendorong
siswa mengungkapkan pendapat. Juga
perlu diarahkan agar mereka dapat
mengembangkan rasa syukur dengan
banyaknya tempat-tempat bersejarah.
Students, has any one
of you ever visited a
historical building?
Have you ever heard
about _____ in ______?
What is the name of the
building? Where is it?
Describe what it
looks like. Is there any
information about how
mysterious this place is?
15’
PROSEDUR INSTRUKSI/
CATATAN WAKTU
secara mandiri mempelajari padanan kata
dalam bahasa Indonesia. Siswa diminta
melengkapi huruf-huruf dalam kosakata
berbahasa Inggris dengan memperhatikan
padanan dalam bahasa Indonesianya.
- Setelah itu siswa diminta mencocokkan
jawaban dengan teman sebelah.
Selanjutnya, guru memandu diskusi kelas,
mencocokkan bersama-sama.
Please study the
Indonesian words.
After that, guess what
the English words are.
Complete the words
using the right letters.
When finished, please
check your work with
your friend sitting next
to you.
OK. Now, let’s check
together.
15’

PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru memberi model cara membaca
kata-kata dalam daftar dengan pelafalan
yang benar. Selanjutnya diberikan kegiatan
drilling.
- Drilling dilakukan secara bersama-sama
seluruh kelas, dan juga diselingi dengan
penunjukan beberapa siswa untuk
mengulang.
Now, listen and repeat
after me.
All of you, please.
Rini, please.
Rudi.
Etc.
10’
D READING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
Task 1:
tanpa bersuara, secara mandiri. Guru
menanyakan tentang kosakata yang baru
bagi siswa.
- Guru menuntun siswa memahami teks
melalui pertanyaan tentang gagasan utama
untuk masing-masing paragraf.
- Setelah dipastikan bahwa siswa memahami
teks, guru meminta mereka bekerja secara
berpasangan. Siswa mencari kosakata
yang sesuai dengan yang ada dalam teks
untuk mendeskripsikan Stonehenge
dan Durrington Walls. Setelah itu, guru
memandu diskusi kelas tentang hasil siswa
mengerjakan secara berpasangan.
Task 2:
- Guru menugasi siswa mengerjakan Task 2
secara mandiri, lalu secara berpasangan,
dan akhirnya secara bersama-sama di
kelas.
Instruksi Task 1:
Read the text silently and
carefully. Any words you
don’t know?
Alright, let’s check
whether you understand
the text. Do you know
where Stonehenge is?
How many places are
discussed in the text?
What is the main idea of
the first paragraph?
What about the next
paragraph?, etc.
Well, Students. Now
identify the words in the
text that describe the two
places. Work with your
friends to find the words.
40’

Bahasa Inggris 75
Task 3:
- Kegiatan ini dimaksudkan sebagai kegiatan
bernalar. Guru memandu diskusi agar
siswa dapat memahami tentang pentingnya
menjaga kelestarian tempat-tempat
bersejarah.
Let’s check together.
Instruksi Task 2:
Do Task 2. Then, check
your work with your
partner.
OK. Let’s check together.
Instruksi Task 3:
Work in groups. Students,
we have to preserve
historical buildings.
Discuss with your
friends. What can we do
to preserve the places?
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru memastikan kembali bahwa
pemahaman siswa terhadap kosakata sudah
benar.
kosakata.
Latihan ini dimaksudkan
untuk mengulang
kembali kosakata yang
sudah dipelajari, untuk
memastikan bahwa
siswa benar-benar
memahami daftar
kosakata tersebut. Pada
saat yang lain, mereka
juga belajar tentang
penggunaan kosakata
tersebut dalam konteks
yang lain.
15’
F TEXT STRUCTURE
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru memandu siswa memahami bahwa
teks deskriptif disusun dengan organisasi
yang berupa identifikasi dan deskripsi.

- Guru memandu dengan pertanyaan
penuntun.
Complete the table to
find out how the text is
structured.
“What information
can we get in the first
paragraph?” “What is
the name of the place to
be described?” “What
is the place compared
to?” “What words are
used to describe each of
them?” “What detailed
information is given for
each of them?” “What
is the closing statement
about?”
20’
G GRAMMAR REVIEW
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru meminta siswa mencermati frasa
yang ada dalam contoh. Selanjutnya guru
menuntun siswa memahami penjelasan
frasa yang berupa definisi. Guru menggaris
bawahi penggunaan who dan which.
Study the phrases. Notice
how the phrases are
defined.
See the word who. “When
do we use who?”
“See the word which.”
“When do we use
which?”
15’
H SPEAKING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Sebaiknya guru memberikan tugas ini
pada pertemuan sebelumnya. Mereka bisa
menanyakan tempat-tempat bersejarah
kepada keluarga.
Discuss with your
friends. Take turn,
sharing the information
you have.
25’

Bahasa Inggris 77
- Pada kegiatan ini mereka secara bergantian
saling melaporkan informasi yang mereka
peroleh.
I WRITING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru meminta siswa membaca paragraf
dengan cermat dan membetulkan 15 kata
yang salah.
Read the paragraphs
carefully. See that there
are 15 errors in the
paragraphs. Correct
them.
20’
J REFLECTION
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Kegiatan ini bisa dimanfaatkan guru untuk
mengevaluasi pemahaman siswa.
chapter about historical
buildings. Check whether
you have understood by
referring to the questions
there.
5’
KUNCI JAWABAN
civilization peradaban
abandoned ditinggalkan
best-known terkenal
colleague sejawat
unearth menggali
evidence bukti
holy suci
cite mengutip
official pegawai
ancient kuno

D. Reading
Task 3
1. T 2. T 3. F 4. T 5. F
6. T 7. F 8. T 9.T 10. T
E. Vocabulary Exercise
1. colleague
2. officials
3. civilization
4. best-known
5. evidence
6. ancient
7. cite
8. holy
9. unearth
10. abandoned
G. Grammar Review
1. an annoying noise = a noise which is annoying
2. annoyed people = people who are annoyed
3. exhausting work = work which is exhausting
4. exhausted workers = workers who are exhausted
5. embarrassing experience = experience which is
embarrassing
6. embarrassed people = people who are embarrassed
7. a frustrating situation = a situation which is frustrating
8. frustrated learners = learners who are frustrated
9. a depressing story = a story which is depressing
10. depressed children = children who are depressed
11. a disappointing book = a book which is disappointing
12. disappointed readers = readers who are disappointed
13. an amazing place = a place which is amazing
14. amazed visitors = visitors who are amazed
15. interesting places = places which are interesting

Bahasa Inggris 79
16. interested people = people who are interested
17. confusing subjects = subjects which are confusing
18. confused students = students who are confused
19. irritating behaviors = behaviors which are irritating
20. irritated parents = people who are irritated
I. Writing
Task 1
Parker Pearson goes on to explain that the houses near Durrington Walls
were probably occupied at certain times of the year when people gathered for
the summer and winter solstices (the longest and shortest days of the year) to
celebrate certain religious ceremonies. And in fact, large amounts of pottery and
animal bones have been found near Durrington, suggesting that this site was
used as a place for eating and drinking. In contrast, very little pottery has been
found in Stonehenge. In addition, almost no human remains have been found
at Durrington, but a number of graves have been uncovered at Stonehenge.
Paths from Stonehenge and Durrington Walls to the nearby River Avon
also suggest that the two sites were linked. At certain times of the year, most of
the dead would have been carried down the road from Durrington and put in
the river. Later, remains of the society’s rulers would have been brought down
the river, carried up the long avenue, and deposited at Stonehenge.
Task 2. Possible Summary
Parker Pearson further suggests that Durrington Walls is related to the
living, whereas Stonehenge is to the dead. This can be seen from the remains
found in the two places: pottery and animal bones in Durrington Walls, but
many graves in Stonehenge. The close relationship between the two can also be
seen from the paths to River Avon, where the dead were put.

Chapter 9
GIVING ANNOUNCEMENT
Kompetensi Dasar:
3.8 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
pemberitahuan (announcement), sesuai dengan konteks penggunaannya.
4.11 Menangkap makna teks pemberitahuan (announcement).
4.12 Menyusun teks tulis pemberitahuan (announcement), sangat pendek dan sederhana,
dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang
benar dan sesuai konteks.
1. Menunjukkan kesungguhan belajar bahasa Inggris tentang teks pemberitahuan
(announcement).
komunikasi tentang teks pemberitahuan (announcement).
3. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
pemberitahuan (announcement).
4. Merespon makna teks pemberitahuan (announcement).
5. Menyusun teks tulis pemberitahuan (announcement).
A WARMER
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru memulai kegiatan pembelajaran dengan
bertanyajawab tentang pengetahuan siswa
terhadap pengumuman. Setelah itu guru
membacakan sebuah pengumuman.
Students, do you know what
an announcement is? Any
one can guess?
15’

Bahasa Inggris 81
- Pengumuman tersebut dapat berupa
pengumuman di pusat perbelanjaan, di sekolah,
di bandara, atau di tempat lain. Misalnya:
Ladies and gentlemen, we will shortly be landing
at Juanda international airport in Surabaya. The
local time now is 7.10 PM. Surabaya time is one
hour behind Makassar time. Please fasten your
seatbelt; put your seatback in the upright position;
lock the front table securely; and make sure the
window shield is up.
Guru bisa membaca pengumuman ini beberapa
kali sebelum mengajukan pertanyaan-pertanyaan
untuk pemahaman.
Well, I am going to read you
an announcement. Listen
carefully.
• Who is the
announcement for?
• What is the
announcement about?
• Where do you think
you will hear that kind
of announcement?
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru meminta siswa untuk bekerja secara
mandiri mempelajari kosakata berbahasa
Inggris dengan padanan katanya dalam bahasa
Indonesia. Siswa diminta menjodohkan
jawaban dengan teman sebelah. Selanjutnya,
guru memandu diskusi kelas, mencocokkan
bersama-sama.
Please study the English
words as well as the
Indonesian ones. After that,
match the words.
When finished, please check
your work with your friend
sitting next to you.
together.
15’
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru memberi model cara membaca kata-kata
dalam daftar dengan pelafalan yang benar.
Selanjutnya diberikan kegiatan drilling.
- Drilling dilakukan secara bersama-sama seluruh
kelas, dan juga diselingi dengan penunjukan
beberapa siswa untuk mengulang.
Now, listen and repeat after
me.
All of you, please.
Rini, please.
Rudi.
Etc.
10’

D READING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
Task 1:
- Guru membagi siswa menjadi dua
kelompok besar (A dan B).
- Selanjutnya guru meminta siswa dalam
kelompok A untuk membaca teks
pengumuman 1 dan meminta siswa
dalam kelompok B untuk membaca teks
pengumuman 2.
Task 2:
- Guru menjelaskan bahwa dalam setiap
paragraf terdapat ide utama dan ide
pendukung. Guru memberi contoh cara
pendukung pada paragraf pertama dalam
teks 1 dan 2.
- Selanjutnya guru meminta siswa untuk
melengkapi tabel yang ada. Siswa di
kelompok A melengkapi tabel untuk teks 1
dan siswa di kelompok B melengkapi tabel
untuk teks 2.
- Selanjutnya guru meminta siswa untuk
melengkapi tabel yang ada. Siswa di
kelompok A melengkapi tabel untuk teks 1
dan siswa di kelompok B melengkapi tabel
untuk teks 2.
Task 3:
- Guru meminta siswa dari kelompok B
untuk melihat pertanyaan I dan meminta
siswa dari kelompok A untuk melihat
pertanyaan II. Guru meminta siswa dari
kelompok A mencari pasangan dari
kelompok B.
Instruksi Task 1:
I’d like to assign you into
two groups, A and B. Say
A (menunjuk S pertama)
and B (menunjuk S
kedua), then A (S ketiga),
B (S keempat) and so
on. Raise your hand if
you’re A. Good, so all of
you are Students A. Raise
your hand if you’re B. All
of you are Students B.
Students A, please read
text 1 and Students B,
please read text 2.
Instruksi Task 2:
Well, Students. As
you have learned that
each paragraph has a
main idea and some
supporting details now
identify the main ideas
and supporting details
of the paragraphs in the
announcements 1 and
2. The first paragraphs
of the two texts have
been done for you as
examples. Students in
group A, identify text 1
and students in group B,
identify text 2.
Instruksi Task 3:
All right students, now
students A find a partner
from students B and
ask questions II to your
partner.
40’

Bahasa Inggris 83
bertanya kepada siswa dalam kelompok
B dengan menggunakan pedoman
pertanyaan II dan kelompok B bertanya
kepada kelompok A dengan menggunakan
pedoman pertanyaan I. (UntukTask 3,
guru bisa juga mendistribusikan daftar
pertanyaan I dan II yang sudah difotokopi
dari lampiran 1 atau langsung memakai
daftar pertanyaan yang ada dalam buku
siswa).
Students B find a
partner from group A
and ask questions I to
your partner. Then,
students B answer
questions II and students
A answer questions I.
PROSEDUR INSTRUKSI/
CATATAN WAKTU
pemahaman siswa terhadap kosakata
sudah benar.
kosakata.
Latihan ini dimaksudkan
untuk mengulang
kembali kosakata yang
sudah dipelajari, untuk
memastikan bahwa S
benar-benar memahami
daftar kosakata tersebut.
Pada saat yang lain,
mereka juga belajar
tentang penggunaan
kosakata tersebut dalam
konteks yang lain.
15’
F TEXT STRUCTURE
PROSEDUR INSTRUKSI/
CATATAN WAKTU
teks pengumuman disusun dengan
organisasi yang berupa opening, content,
dan closing.
structured.
• Who is the
announcement for?
15’

penuntun.
• What is the
announcement about?
• Where do you think
you will find that kind
of announcement?
G GRAMMAR REVIEW
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru meminta siswa mencermati
pasangan kalimat yang ada dalam contoh.
Selanjutnya guru menuntun siswa
memahami penjelasan kelompok kata kerja
menjadi kata benda.
Study the pairs of
sentences. Notice how the
nouns are formed from
verbs. Study the suffixes
(-ion; -al)
20’
H SPEAKING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru meminta siswa untuk bekerja dalam
kelompok. Siswa bersama-sama membuat
pengumuman berdasarkan informasi yang
ada.
Work in groups. Use the
information provided to
make an announcement.
Present it in front of the
class.
25’
I WRITING – EDITING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
dengan cermat dan membetulkan kata
yang tercetak salah.
- Setelah itu, siswa menuliskan ulang
pengumuman tersebut dengan
menggunakan bahasa sendiri.
Read the announcement
carefully. See that
there are errors in the
paragraphs. Correct
them.
Then, rewrite the
announcement using
your own language.
20’

Bahasa Inggris 85
J. REFLECTION
PROSEDUR INSTRUKSI/
CATATAN WAKTU
Okay, students. You
have finished learning
this chapter about
announcement. Check
whether you have
understood by referring
to the questions there.
5’
KUNCI JAWABAN
cancel (verb) membatalkan
stadium (noun) stadion
approval (noun) persetujuan
proceed (verb) menindaklanjuti
in accordance with (noun) sesuai dengan
unforeseen (adjective) tidak terduga
a first-come basis (noun) berdasar (pendaftar) yang dulu
tremendous (adjective) banyak; luar biasa
registration fee (noun) biaya pendaftaran
reserved (adjective) dipesan
D. Reading
Task 3
Comprehension Questions I:
1. The Management of Faith & D Entertainment
2. March 28, 2011 at 5:19 AM
3. Fans and media
4. Cancellation of the concert
5. 23 April 2011; at Singapore Indoor Stadium
6. Plans for stage, seating, and ticketing

7. Not yet; from the statement “to proceed with the official announcement on
ticket sale”
8. They sincerely apologize.
Comprehension Questions II:
1. McMaster Mini-Med School
2. Students of 2009
3. Registration
4. Seven weeks
6. They will be placed on a waiting list.
7. A reserved spot in 2009 class, a tote bag, clipboard and pen, blanket, travel
book light, and certificate
1. a first-come basis
2. reserved
3. approval
4. stadium
5. registration fee
6. cancel
7. unforeseen
8. in accordance with
9. proceed
10. tremendous
G. Grammar Review
1. reservation
2. decision
3. trial
4. connection
5. orientation
6. burial
7. organization
8. approval
9. division
10. communication

Bahasa Inggris 87
H. SPEAKING
Dear friends,
OSIS will arrange a trip to Borobudur Temple. Departure time is October
27, for three days and four nights. Contribution for each participant is 150,000
rupiahs including transportation, meals, and hotel. If you are interested to
join, please register by 20 October to the organizing committee either by email
to OSIS@SMA-IC.com or sms to 0850502134.
I. WRITING
Task 1.
ANNOUNCEMENT
To All Members of Riza’s Club,
Please be informed that Riza Regional Games 2013 will be on
May 5 – 12, 2013 at Malang City.
Please pay your 2nd semester contributions on or before April
30, 2013.
All checks will be paid to the order of Riza’s Club with account
# 02051527.
Thank you for your attention.
Management of Riza’s Club
Task 2
The announcement from The Management of Riza’s Club informs all
members of the club about Riza Regional Games 2013. This will be held from
May 5 to May 12, 2013 at Malang City. The members have to pay the 2nd
semester contributions on or before April 30, 2013 through checks to the
account # 02051527.

SUMMATIVE TEST 1
Time allocation: 90 minutes
I. READING
Answer the comprehension questions!
MY BEST FRIEND
I have a lot of friends in my school, but Dinda has been my best friend
since junior high school. We don’t study in the same class, but we meet at
school everyday during recess and after school. I first met her at junior
high school orientation and we’ve been friends ever since.
Dinda is good-looking. She’s not too tall, with fair skin and wavy black
hair that she often puts in a ponytail. At school, she wears the uniform.
Other than that, she likes to wear jeans, casual t-shirts and sneakers. Her
favourite t-shirts are those in bright colours like pink, light green and
orange. She is always cheerful. She is also very friendly and likes to make
friends with anyone. Like many other girls, she is also talkative. She likes
to share her thoughts and feelings to her friends. I think that’s why many
friends enjoy her company. However, she can be a bit childish sometimes.
For example, when she doesn’t get what she wants, she acts like a child and
stamps her feet.
Dinda loves drawing, especially the manga characters. She always has
a sketchbook with her everywhere she goes. She would spend some time
to draw the manga characters from her imagination. Her sketches are
amazingly great. I’m really glad to have a best friend like Dinda.
1. Who is being described in the text?
2. How long have the writer and Dinda been friends?
3. What does Dinda look like?
4. What are her favourite clothes?
5. What kind of t-shirts does she like?
6. Describe Dinda’s personality briefly!
7. Why do many friends enjoy Dinda’s company?
8. What is Dinda’s bad habit?
9. What is Dinda’s hobby?
10. What does the writer feel about Dinda?

Bahasa Inggris 89
II. VOCABULARY TEST
Choose the best answer to fill in the blanks.
1. I am a senior high school student. Now, my childhood in kindergarten
feels like a _____ memory. I remember only few classmates.
a. new b. distant c. fake d. recent
2. Nina and Ami are good friends at college. They used to _____ the
same schools, from elementary to secondary.
a. attend b. go c. paint d. finance
3. There are many kinds of rides in the________________, for example
ferris wheel and roller coaster.
a. park c. amusement park
b. garden d. town
4. “You look gorgeous in this wedding dress. ___________________!”
a. Congratulations c. Happy
b. Thanks a lot d. I’m glad you say that
5. Her favourite t-shirts are those in bright colours like __________,
light green and orange.
a. black b. red c. grey d. pink
6. ____________ her sister who likes outdoor activities, Ni Luh likes to
stay at home reading her favorite books.
a. unlike b. like c. similar d. dissimilar
7. This is a region of ____________ beauty. All areas are covered with
trees, clean water flows uninterrupted, and fresh air fill the sky.
a. awful b. similar c. scenic d. sketchy
8. Malang is __________ as an education city in East Java because there
are many universities and colleges there.
a. evidence b. official c. cite d. best-known
9. The seminar participants will get a special rate for the __________
if they can pay it one month before the due date.
a. registration fee c. budget
b. paper d. flight

10. According to the announcement, passengers of Garuda Indonesia
Flight Number GA 522 are to __________ to the waiting room.
a. proceed b. sit c. wait d. check
III. GRAMMAR TEST
1. Alia has a new pen pal from America. Alia ______ lucky because now
she can practice writing in English.
a. has b. was c. is d. have
2. I would rather ____________ at home than go fishing.
a. stay b. staying c. to stay d. stayed
3. Dinda is also very ___________ and likes to make friends with
anyone.
a. friendship c. friends
b. friend d. friendly
4. Tanjung Puting National Park offers an ____________ experience.
a. impressive c. impress
b. impression d. impressively
5. A trip at night when the Falls are _____________ in a rainbow of
color is really amazing.
a. illuminate c. illumined
b. illuminated d. illumination
6. Audience members are _________ the priviledge to discover the
thundering Falls
a. given b. give c giving d. gave
7. Danau Toba is an an amazing ___________ for people to visit.
a. place b. placement c. scene d. scenary
8. The _____________ student is talking to the teacher to get solutions
to his problem.
a.confused c. confusion
b. confusing d. confucious

9. He is trying to deny the evidence that the police have presented. His
___________ appears very ridiculous.
a. dencity b. deny c. denial d. dense
10. They are going to reserve a room in a local hotel. The __________ can
Bahasa Inggris 91
be done through email.
a. reserve c. reservate
b. resort d. reservation
IV. WRITING
1. Write down the inside parts of the congratulation cards based on the
situations provided. Write at least two sentences
Tomy has just been promoted to be the branch manager of Jepara Ukir
Company in London.
2. Write a paragraph about your holiday plan. Use I would like to …, I
will …. I am going to…..and would rather ….in your paragraph. You
can use the questions to guide you:
- Where would you like to go on holiday? Would you like to go
somewhere interesting or stay at home?
- What are you going to do during holiday? Do you have any special
interest?

Kunci Jawaban
I. READING
1. Dinda
2. Since junior high school.
3. Dinda is good-looking. She’s not too tall, with fair skin and wavy black hair
that she often puts in a ponytail.
4. She likes to wear jeans, casual t-shirts and sneakers.
5. Her favourite t-shirts are those in bright colours like pink, light green and
orange.
6. She is always cheerful. She is also very friendly and likes to make friends
with anyone. Like many other girls, she is also talkative. She likes to share
7. Because she’s cheerful and friendly.
8. When she doesn’t get what she wants, she acts like a child and stamps her
feet.
9. Dinda loves drawing, especially manga characters.
10. The writer is really glad to have a best friend like Dinda.
II. VOCABULARY TEST
1. b 2. a 3. c 4. a 5. d
6. a 7. c 8. d 9. a 10. a
III. GRAMMAR TEST
1. c 2.a 3.d 4. a 5. b
6. a 7. a 8.a 9. c 10. D
IV. WRITING
1.
Dear Tony,
Congratulations on your Promotion.
Sharing in your happiness today...
and wishing you a wonderful future...
filled with dreams coming true.
Zettira

Bahasa Inggris 93
Chapter 10
MEETING MY IDOL
Kompetensi Dasar:
3.9 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks recount
sederhana tentang pengalaman/kejadian/peristiwa, sesuai dengan konteks peng-gunaannya.
4.13 Menangkap makna dalam teks recount lisan dan tulis, sederhana, tentang pengalaman,
kegiatan, kejadian, dan peristiwa.
4.14 Menyusun teks recount lisan dan tulis sederhana tentang pengalaman/ kegiatan/
kejadian/peristiwa, dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan, secara benar dan sesuai dengan konteks.
1. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks recount sederhana
tentang pengalaman/kejadian/peristiwa.
komunikasi terkait teks recount sederhana tentang pengalaman/kejadian/peristiwa.
3. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan dari teks recount
sederhana tentang pengalaman/kejadian/peristiwa.
4. Merespon makna teks recount sederhana tentang pengalaman/kejadian/peristiwa.
5. Menyusun teks recount sederhana tentang pengalaman/kejadian/peristiwa.
A WARMER
PROSEDUR INSTRUKSI/
CATATAN WAKTU
berpasangan.
pada bagian warmer.
Alright students. Find a
partner.
15’
Kurikulum 2013

gambar-gambar yang ada.
- Guru menuntun siswa tentang hal-hal yang
dapat didiskusikan dari gambar gambar
tersebut, terutama tentang nama-nama
figur terkenal yang ada dalam gambar.
- Guru dapat memberikan contoh nama dan
sedikit deskripsi dari sebuah gambar.
dengan pasangannya.
selama diskusi.
With your partner,
discuss the questions in
section A.
Ketika selesai:
Can you share your
discussion result? Please
raise your hand.
Ketika diskusi berakhir,
guru memberi
kesempatan pada siswa
untuk berbagi hasil
diskusinya dengan
seluruh anggota kelas.
PROSEDUR INSTRUKSI/
CATATAN WAKTU
yang ada dalam kedua kolom pada
section B.
- Guru meminta siswa mencari padanan
kata-kata berbahasa Inggris di kolom
sebelah kiri dengan sinonimnya di kolom
sebelah kanan.
- Guru meminta siswa menggunakan kamus
atau berdiskusi dengan teman tentang
makna kata yang dicarinya.
siswa.
Look the words in the
table. Match the English
words and the synonym.
You can discuss with a
friend or find it in the
dictionary.
15’
C PRONUNCIATION
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru menunjukkan cara pengucapan setiap
kata dalam pronunciation practice.
mengucapkan setiap kata.
I am going to say the
words. After that, repeat
after me.
15’

Bahasa Inggris 95
- G meminta S mencoba melakukan
D READING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru meminta siswa untuk melihat kembali
section B jika siswa menemukan kata-kata
atau ungkapan sulit yang ditemukan dalam
teks tersebut.
secara individual.
- Guru membahas jawaban yang benar untuk
kesepuluh pertanyaan dalam section ini
(kunci jawaban tersedia).
Read the text and answer
the following questions.
20’
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru meminta siswa mengerjakan soal-soal
vocabulary exercise
berdiskusi dengan teman untuk memeriksa
jawaban.
siswa secara bersama-sama (kunci jawaban
tersedia).
Now, work on the
vocabulary exercise
individually.
If you have finished,
compare your work with
your friend’s work.
15’
F TEXT STRUCTURE
PROSEDUR INSTRUKSI/
CATATAN WAKTU
reading text lagi.
again, can you find
25’

- Guru meminta siswa menjawab pertanyaan
pada task 1 sesuai dengan informasi dari
teks.
- Setelah selesai dan melakukan pembahasan
yang diperlukan, guru meminta siswa
mengerjakan task 2.
structure.
kelas.
the parts of the text? You
can use the information
in the table you to help
you.
G GRAMMAR REVIEW
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru meminta siswa untuk memperhatikan
potongan dari reading text dan
berkonsentrasi pada bagian yang bercetak
tebal.
- Guru mengarahkan pemahaman siswa
tentang penggunaan was dan were.
- Guru meminta siswa menunjukkan hasil
diskusinya dengan teman sekelas.
- Guru dapat menggunakan hasil diskusi
tersebut untuk memberikan penjelasan
tentang penggunaan was dan were.
- Guru meminta siswa melihat gambar
yang ada dan menuliskan daftar adjectives
maupun adverbs yang berhubungan
dengan gambar tersebut.
dengan was dan were dan kata-kata yang
didapatkan dari gambar.
type.
Can you share your
please!
Now look at the picture!
Can you find any
adjectives or adverbs
related to the picture?
Write sentences based o n
the picture!
25’

Bahasa Inggris 97
- Guru memeriksa hasil kerja siswa ketika
selesai.
- Guru meminta siswa membacakan
kalimatnya untuk kelas.
Read your sentences for
the class.
H WRITING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
hasil kerjanya untuk bagian text structure
kembali.
- Guru meminta siswa memilih suatu topik
sederhana yang dapat dikembangkan
dengan kerangka tersebut.
- Guru membimbing siswa untuk
menyiapkan sebuah outline atau kerangka
tulisan.
menulis recount teks-nya.
- Guru meminta siswa untuk saling membaca
hasil tulisannya setelah selesai.
- Guru memeriksa hasil kerja siswa.
Look at the text structure
again.
Choose a topic that you
can tell using recount
form.
Prepare an outline to
write about your topic.
When you finish, swap
your work with your
friend’s and read it.
30’
I SPEAKING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru meminta siswa bekerja berkelompok.
tertulis dalam section speaking.
- Guru memberikan contoh sesuai yang
tertulis di speaking section.
- Guru mengawasi aktivitas ini sambil
memberikan bantuan dan arahan saat
diperlukan.
25’

J REFLECTION
PROSEDUR INSTRUKSI/
CATATAN WAKTU
bab ini.
reflection!
Do you have any
questions?
5’
K FURTHER ACTIVITIES
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru meminta siswa mengingat kejadian
menarik yang pernah dialaminya.
- Guru memotivasi siswa untuk
menceritakan kembali pengalaman
tersebut.
bebas
KUNCI JAWABAN
A. VOCABULARY BUILDER
1. hit by lightning = surprised
2. a meet-and-greet event = fan meeting
3. excited = very happy
4. lobby = waiting room
5. memorabilia = merchandise
6. showed up = come or arrive
7. waved = move
8. crowd = a lot of people
9. sang along = sing together
10. autograph = signature

Bahasa Inggris 99
11. speechless = can’t say a word
12. unreal = unbelievable
13. cool/awesome = keren
14. friendly = get along
15. nervous = anxious
16. amazing = wonderful
D. READING
1. She felt that she was suddenly hit by lightning or very surprised.
2. Yes, she did.
3. On Saturday morning at a local radio station.
4. Afgan’s fans.
5. They sat on the chairs prepared inside the radio station’s lobby. Some stood
in rows in the front yard of the radio station.
6. They went crazy and shouted.
7. They sang along with him throughout the song.
8. She was speechless.
9. Yes, she did.
10. She thinks that it was the best day ever!
E. VOCABULARY EXERCISE
1. friendly
2. showed up
3. crowd.
4. nervous
5. sang along
6. excited
7. autograph
8. speechless
9. hit by lightning
10. amazing

F. TEXT STRUCTURE
Part of
recount text Purposes Summary from text
Introductory
paragraph
Gives the reader
information about
who was involved,
what happened,
where it happened
and when it
occurred.
Afgan has always been my favourite singer. I
have always been thinking of how I would feel
when I met him. Then I was suddenly hit by
lightning when I found out Afgan was coming
to town for a concert in a local auditorium. A
day before the concert, there would be a meet-and-
greet event at a local radio station. Feeling
excited, I packed all my Afgan’s CDs to get his
signature at the event.
A sequence
of events
A series of
paragraphs that
retell the events in
chronological order.
You should start a
new paragraph for
each event or aspect
of the event.
On that bright and sunny Saturday morning,
the radio station was full of Afganisme (that’s
how Afgan’s fans are called). They sat on
the chairs prepared inside the radio station’s
lobby. Some stood in rows in the front yard
of the radio station. A spot inside a lobby
was prepared with a mini stage for Afgan’s
singing performance and a table for Afgan to
sign Afganisme’s memorabilia. Finally, after
about 40 or 50 minutes wait, Afgan showed up
from inside the radio station. He smiled and
waved to all Afganisme who had been waiting
excitedly saying, “Good morning. How are you
all?”. The crowd went crazy, the shouts sounded
like a mix of “Fine, thank you” and screams
of Afgan’s name. Then, he started the event by
singing his hit single “Dia dia dia”. Afganisme
went even crazier, they sang along with him
throughout the song. Of course, I did too. I
couldn’t take my eyes off this amazing singer
who had released three albums. When he
finished with the song, the host announced that
it was time for autographing the memorabilia.
I prepared my CDs and began to stand in
the line. When I arrived at the table, I was
speechless. It was unreal just seeing him that
close. I thought it was really cool seeing him
like that because he really just felt like a normal
person, which was awesome.

He asked my name so that he could write it on
the CD to say “To Mia, Love Afgan”. He was
also very friendly, so I didn’t feel too nervous
when I had a chance to take pictures with him.
Bahasa Inggris 101
A
conclusion
(if any)
Gives your personal
comment about
the events that you
have retold.
He was just an amazing person. And it was the
best day ever!
G. GRAMMAR REVIEW
Note: WAS and WERE are used to express events that happened in the past
i.e. those with nouns/adjectives/adverbs.
Source: http://musicweekly.asia/culture/clockenflap-festival-an-airy-carnival
Picture 10.1
Sample list of adjectives and adverbs:
Sunny
Crowded
In the concert
Big Screen
Big stage
Sample sentences:
1. People were very excited at the concert.
2. The concert was outdoors.
dst.

Chapter 11
KEEPING A DIARY
Kompetensi Dasar:
A WARMER
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru mengatakan bahwa pelajaran akan
dimulai dengan suatu kompetisi.
- Guru meminta siswa bekerja cepat secara
berpasangan untuk menemukan 10 regular
dan 10 irregular verbs dalam past tense.
- We will have a
competition. Observe
the crossword puzzle
below.
15’

Bahasa Inggris 103
- Yang sudah selesai menempelkan
pekerjaannya di papan dan mencatat
waktunya,
- Kalau semua sudah selesai, guru
menunjukkan jawaban crossword puzzle
tersebut.
- Pemenang kompetisi adalah yang
jawabannya paling banyak benar dan paling
cepat
- Siswa yang menang bisa meminta teman-teman
sekelas untuk menyanyi dan menari.
In the puzzle, there
are 10 regular and 10
irregular verbs in the
simple past tense.
- Work in pairs to find
them as quickly as
possible. Write your
answer on a piece
of paper. Post your
answer on the black
board or on a wall of
your classroom as soon
as you finish doing it.
- Those who can finish
the earliest are the
winners.
- As the winners, you
can tell the class to sing
an English song that
you like and ask them
to dance too.
PROSEDUR INSTRUKSI/
CATATAN WAKTU
kata-kata bahasa Inggris di sebelah kiri
dengan padanannya di sebelah kanan.
sebelahnya.
Now, let’s do some
vocabulary activities.
First, read the list of
the words on the left.
Find their Indonesian
equivalents. If you
cannot guess, read the
text to find the location
of the word in the text.
By reading the sentence
where the word is used
and few sentences before
and after that you can
guess the meaning of the
word.
10’

PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru melafalkan kosakata dengan bunyi,
intonasi, dan tekanan yang benar dan
meminta siswa menirukan.
- Pronunciation Drill dilakukan beberapa
kali hingga guru merasa yakin siswa bisa
mengucapkan kata-kata dalam vocabulary
activity dengan benar.
- Listen to me and repeat
after me carefully
Catatan:
Sebelum melatih siswa
melafalkan kata-kata
dengan benar, guru
perlu memastikan
bahwa pelafalannya
sendiri sudah benar.
Dengan menggunakan
e-dictionary, guru bisa
mendapatkan bunyi
yang benar dari kata-kata
yang dilatihkan.
10’
D READING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
Task 1
- Sebelum membaca teks bacaan, guru
meminta siswa untuk membaca pertanyaan
di atas teks, yaitu: What do you think about
his experience? Has it ever happened to you?
- Dengan mengingat pertanyaan di awal
bacaan, guru meminta siswa membaca teks
bacaan dengan cepat seksama (skimming).
- Guru juga mengingatkan siswa untuk
mengingat arti kosakata baru dalam bacaan
yang sudah diberikan di vocabulary builder.
- Siswa sharing pendapat dengan singkat.
Instruksi/pertanyaan
Now, read the text
again carefully. What
do you think about the
experience Didi wrote
in his diary? Is it funny,
sad, interesting, common,
or strange experience?
Why do you think so?
Has it ever happened
to you? As you read,
remember the meaning
of the new words you
already learn in the
vocabulary section.
50’

Catatan: Di latihan ini
siswa berlatih skimming
skill dan pada saat
membaca sudah berpikir
untuk mendapatkan
jawaban atas pertanyaan
di awal teks.
Bahasa Inggris 105
Task 2
- Guru meminta siswa membaca
comprehension questions dan membahas
bersama tentang pertanyaan yang tidak
dimengerti.
- Setelah itu, siswa membaca bacaan dengan
intensif sambil mencoba mencari jawaban
pertanyaan.
Now, read the
comprehension questions.
Do you understand
them? If you don’t
understand, we can
discuss the meaning of
the questions together.
- Siswa kemudian membahas jawaban
pertanyaan. Dalam kegiatan ini guru
bisa meminta siswa untuk bekerja dalam
kelompok empat-empat. Beri nomor tiap
anggota kelompok dengan no 1 s/d 4.
Dengan demikian setiap S dalam kelas telah
bernomor. Nomor mereka mungkin 1, atau
2, atau 3, atau 4.
- Now, work in groups
of four to answer
the comprehension
questions below the
reading text. Number
each member in the
group with 1, 2, 3, and
4.
- Let me check now.
Who is number one?
Number two? Number
3? Number 4? Good.
Now start to work.
Catatan:
- Kegiatan ini
merupakan intensive
reading activity, dan
dilakukan dengan
pembelajaran
kelompok model
numbered heads
together.

Membahas jawaban pertanyaan.
- Pada saat sharing, guru tinggal memanggil
nomor tertentu untuk menjawab. Misalnya,
number two(s) what is your opinion? Maka
semua yang bernomor 2 mengangkat
tangan dan guru tinggal memilih di antara
para siswa yang bernomor 2 ini. (Kerja
kelompok model numbered head together)
- Setelah seorang siswa bernomor 2 (Nanik
misalnya) menjawab. Guru sebaiknya selalu
minta konfirmasi dari siswa lain (bisa
siswa bernomor 1 atau 2 dan seterusnya)
sebelum memberikan kunci jawaban atau
pendapatnya sendiri.
- Number two(s), raise
your hands. Okay, now
Nanik (whose number
is two) what is your
answer to question
number one? Deni
(whose number is also
two) do you agree with
Nanik? Why do you
think so? …. And so
forth.
Task 3
Identifying text structure
- Guru bertanya pada siswa tentang
bagaimana ide/informasi dalam recount text
(struktur text) disusun.
- Guru menahan diri untuk tidak langsung
menerangkan tetapi membimbing siswa
supaya bisa ingat dengan memberikan
pertanyaan sambil meminta siswa melihat
teks bacaan.
- Setelah siswa mengingat kembali struktur
teks recount, siswa diminta mengisi diagram
tentang struktur teks bacaan.
- Siswa berkerja secara individual terlebih
dahulu, setelah itu saling dicocokkan.
- Tentang details dari kejadian, jika siswa
mengurutkan lebih dari 9 atau 10 kejadian,
sebaiknya dianggap benar asalkan urutan
kejadiannya tidak salah.
- What is a recount text?
Is Didi’s entry of his
diary an example of a
recount text? Why do
you think so?
- Do you still remember
how ideas in a recount
text are arranged?
- How does a recount
text start? (introducing
the context)
- How do you call that?
(orientation)
- What comes after that?
(events)
- How should we write
the events? (based on
chronological order /
when it happened)
- Which should be
written first? Which
should be written after
that? Next?
- How do we end the
story? (by writing a
comment or what
we felt about the
experience)

- As you have
remembered the
arrangement of ideas in
a recount text, it’s time
to analyze this entry of
Didi’s diary. Complete
the diagram of the
entry.
Bahasa Inggris 107
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Siswa berlatih menggunakan kata-kata
dalam vocabulary builder dalam konteks
kalimat baru.
- Guru meminta siswa untuk berkerja dalam
kelompok.
- Setelah selesai pasangan siswa
mencocokkan dengan pasangan siswa lain.
- Guru kemudian membahas bersama
jawaban yang benar.
Now, let’s do the
Read again the list of the
words in section B. Fill in
the blanks with the right
word from the list. Do
that in pairs.
- After you have finished
doing that, compare
your work to your
classmates’.
- Now let’s check together.
Catatan:
Kegiatan ini untuk
mendaur ulang kosakata
yang telah dipelajari
sebelumnya.
20’
F GRAMMAR
PROSEDUR INSTRUKSI/
CATATAN WAKTU
Task 1&2
- Guru mengingatkan siswa pada the simple
past tense dengan menuliskan 2 kalimat
dalam present tense dan 2 dalam past tense.
1. Do you know what the
difference between the
sentences on the left
20’

Sebaiknya untuk tiap pasangan contoh
tersebut ada yang menggunakan be
(was/were – am/is/are) dan action verbs
(misalnya: eat, sleep, walk) memberikan
pertanyaan tentang perbedaan makna dua
kalimat tersebut.
- Guru membimbing diskusi singkat
tersebut.
- Kemudian guru meminta siswa
mengerjakan grammar exercise pada task 1
dan task 2.
- Siswa mengerjakan secara individual
terlebih dahulu, kemudian diminta untuk
membandingkan dengan pekerjaan teman
sebangku. Setelah itu guru membahas
bersama kelas.
(written in the simple
present tense) and on
the right (written in the
simple past tense) is?
2. Contoh kalimat yang
ditulis:
a.I am happy today.
b. I eat a lot of vegetable
and fruit every day.
c. I was sad yesterday
d. I ate vegetable only
yesterday.
G SPEAKING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru meminta siswa untuk membentuk
kelompok-kelompok yang terdiri atas 4
orang.
- Tiap anggota dalam tiap kelompok diberi
identitas A, B, C, dan D.
- Guru meminta A mewawancarai B, dan C
mewawancarai D.
- Setelah selesai, B ganti mewawancarai A,
dan D ke C.
- Kemudian, A, B, C, D, saling bercerita dan
menentukan mana yang paling menarik
untuk dilaporkan pada kelas.
Catatan:
Three-step interview digunakan di sini untuk
memperkaya interaksi siswa
Pertanyaan yang
digunakan S untuk
mewawancarai
temannya.
1. Can you tell me an
interesting experience
that you wrote in your
diary, if you have a
diary; or an interesting
experience that you
remember?
2. a. What was your
experience about?
b. Where did it happen?
c. When did it happen?
d. Who was/were
involved?
e. What happened first,
second, third and so
forth?
30’

f. What happened then?
g. What happened
finally?
h. How did you feel about
that?
Bahasa Inggris 109
H WRITING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
Task 1 & Task 2
- Guru menerangkan pada siswa bahwa
untuk kegiatan writing, ada dua jenis
kegiatan.
- Guru menjelaskan bahwa siswa bisa
memilih mengerjakan tugas 1 atau tugas
2. Tugas 1 adalah menuliskan peristiwa
yang sama tapi dari sudut pandang
Didi sedangkan tugas 2 adalah menulis
pengalaman pribadi masing-masing yang
dirasa perlu untuk ditulis dalam buku
harian.
- Baik untuk tugas 1 atau 2, siswa bisa
menggunakan guiding questions yang
diberikan.
- Siswa bisa menulis secara persangan
dengan teman atau bisa juga individual.
Read again the entry
of Didi’s diary in part
B above. Now write an
entry of a diary from
the point of view of
Didi’s cousin. Or, as an
alternative, you can
write your own personal
experience. If you want to
write your own personal
experience go directly to
task 2. If you choose to
write Didi’s cousin’s point
of view, you can use the
writing prompt to begin
with. Use also the guiding
questions in task 2 to help
you.
20’
I REFLEKSI
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru memimpin kelas melakukan refleksi
tentang apa yang telah dipelajari bersama.
- Guru memberikan tugas lanjut pada siswa,
misalnya meminta mereka menuliskan
pengalaman mereka yang lain.
What have you learned
from this chapter, which
is about a personal
recount text in the form
of a diary?
5’

Can you do all the
exercises here? If not,
what is your plan to solve
your problem? If you
can, what is your plan
to better your English
competence?
J FURTHER ACTIVITIES
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru menginformasikan pada siswa bahwa
banyak orang menjadi terkenal karena
buku harian mereka.
- Guru menyebut beberapa nama seperti
Anne Frank dan Wimpy Kid.
- Guru mendorong siswa untuk mencari
keterangan tentang mereka melalui
internet.
- Guru mendorong siswa untuk menulis
buku harian dalam bahasa Inggris
- Sebelum membahas
kegiatan tindak
lanjut, G sebaiknya
mengeksplorasi
internet untuk
menemukan informasi
tentang Anne Frank
dan Wimpy Kid
supaya penjelasannya
bisa lebih informatif.
- Gunakan pertanyaan/
instruksi yang ada di
buku S.
bebas

Bahasa Inggris 111
KUNCI JAWABAN
A. Warmer
Task 1: Crossword Puzzle
B. Vocabulary Building
vendor (noun) penjual keliling
remind of (verb) mengingatkan pada
grab (verb) mengambil dengan cepat
spend (verb) membelanjakan
step out (verb) melangkah ke luar
wanna (verb/informal) ingin (want to)
pick (verb) memilih
chill out (verb/informal) bersantai
strange (adjective) aneh
treat (verb) mentraktir
It’s on me saya yang membayar
shout (verb) berteriak
ID card (noun) kartu identitas
no way (noun) tidak mungkin
cash (noun) uang
innocent (adjective) tak bersalah

C. Reading
Task 2: Comprehension questions
1. It happened on Monday afternoon.
2. It happened at Didi’s home.
3. He was watching TV.
4. He was looking for his wallet.
5. His money in the wallet was gone.
6. He came out and called the ice cream vendor,
7. The enjoyed the ice cream.
8. His cousin did not know why he suddenly had some money in his wallet.
9. Their wallets had the same color.
10. No. His cousin was not sad. He agreed to give the wallet to Didi and even
thanked Didi for giving him some money.
11. He is careless, but he is honest.
12. To record what happened or what happens, to express feelings, to enjoy
what they write, to reflect about what they did or what they do, and so
forth.
Task 3 Identifying the arrangement of ideas in a recount text
Orientation
1. I have mixed feelings about my cousin. I love him but his carelessness is
annoying.
Series of events
1. I could not find my money in my wallet
2. I remembered I didn’t spend much money.
3. My cousin came out and called an ice cream vendor.
4. He bought the ice cream for both of us.
5. I asked him where he got the money from.
6. He said he didn’t know.
7. I remembered our wallets had the same color.
8. I told him that he took the money from my wallet.
9. He gave me my wallet.
10. I gave him some of the money.
Personal Comment
I love my careless cousin because he is honest.

Bahasa Inggris 113
D. Vocabulary Exercises
Task 1
1. spent
2. grabbed
3. innocent
4. wanna; It’s on me
5. treated
6. reminded me of
7. pick
8. strange
Task 2 Pronunciation Practice
E. GRAMMAR
Task 1:
1. were are
2. is was
3. am
4. was
5. am was
Task 2:
1. clean, cleaned
2. opened
3. comes, came, became
4. died
5. walks, rode
E. SPEAKING
three-step interview
9. treated; It’s on me.
10. cash
11. shouted
12. vendor
13. chilled out
14. no way
15. stepped out
16. ID
6. are
7. is
8. was
9. are were
10. are were
6. wanted
7. enjoy, enjoyed
8. buy
9. writes, wrote
10. have, meet, met

F. Writing
Task 1
It was Monday afternoon. I was tidying up my room when I heard the bell
of the ice cream vendor. I called him and went out to buy the ice cream. My
cousin, Didi, was watching TV. His face looked unhappy. I wanted to cheer
him up so I bought him the ice cream too. We enjoyed the ice cream together.
Suddenly he asked me where I got the money from. I told him I didn’t know.
The money was just in the wallet. I thought that the money was mine because
I sometimes forgot that I had money, or where I kept my money. Didi said
that the money was his. He grabbed my wallet and took an ID card from it. He
showed me his student ID card. Hey, it’s Didi’s wallet. I didn’t know that. I was
sorry that I had spent some of the money for the ice cream. But luckily, Didi
didn’t get angry. His face even looked happy. He opened his wallet and gave me
some. Didi, I love you man.

Bahasa Inggris 115
Chapter 12
TALKING ABOUT AN IDOL
Kompetensi Dasar:
2. Menunjukkan perilaku jujur, kerjasama, dan tanggung jawab dalam melaksanakan
A WARMER
PROSEDUR INSTRUKSI/
CATATAN WAKTU
Hangman
- siswa (S) dibagi dalam dua kelompok.
- Guru (G) memberi instruksi dan
menjelaskan cara melakukan permainan
Hangman.
All right students. Do you
see this picture? (pointing
at hangman picture).
We’ll play hangman.
15’

pertanyaan, “What will you guess?” “What
will you mention when you guess? ” “Who
will the winner be?”
permainan sekali saja. Setelah siswa
mengerti dan dapat melakukan aktivitas,
maka aktivitas dimulai.
- Kata yang ditebak: Habibie, Parepare,
Ainun, Germany, Dirgantara, minister, Vice
President, President.
Anyone knows how to
play the game? I’ll write
dashes to represent a
word and give you a
clue.
Guess what is the
word represented by
the dashes. Guess and
mention one letter at a
time. If you guess the
letter incorrectly, I will
draw a line in hangman.
If you can guess the word
correctly, you’ll get the
score: 100. The group
that gets more score will
win the game
PROSEDUR INSTRUKSI/
CATATAN WAKTU
sebelahnya.
with the Indonesian
equivalents. Pay
attention to the parts of
speech.
Catatan:
Guru juga dapat
meminta siswa untuk
mengubah kata-kata
tersebut dalam
kelompok kata yang
berbeda.
10’

Bahasa Inggris 117
PROSEDUR INSTRUKSI/
CATATAN WAKTU
Catatan:
dengan memutar
10’
D READING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
Task 1: Form Completion
- Guru meminta siswa membaca bacaan
sambil mengisi form yang ada dalam Task
1.
Now, it’s time to read
about Habibie. Read
carefully and then fill in
the form.
35’
Task 2: Comprehension
Questions
- Guru minta siswa menjawab pertanyaan
dalam Comprehension Questions
Answer the questions
based on the text.
PROSEDUR INSTRUKSI/
CATATAN WAKTU
kalimat.
Ini merupakan
aktivitas untuk recycle
kosakata baru yang
ada dalam bacaan dan
memberi kesempatan
kepada siswa untuk
kalimat lain.
15’

F TEXT STRUCTURE (Think-pair-share)
PROSEDUR INSTRUKSI/
CATATAN WAKTU
struktur dalam bacaan. Guru lalu
menggaris bawahi jawaban siswa atau
menjelaskan struktur teks dalam surat
secara umum.
bacaan yang sudah dibaca dengan cara
- Dalam Task 2, guru meminta siswa
mendiskusikan hasil pekerjaannya dengan
teman terdekat (pair-work). Seluruh siswa
lalu mendiskusikan struktur text secara
klasikal.
the structure of a letter,
it’s time to understand
the structure of the
reading text. Individually,
complete the table with
purposes and details
of the introductory
paragraph, supporting
details and concluding
paragraph.
Now, work in pairs and
share your ideas with
your partners.
Have you finished
sharing ideas with your
partners? If you finished,
let’s share our ideas with
the class. Who wants to
start?
15’
G GRAMMAR REVIEW
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru meminta siswa melihat kalimat di
kolom kanan dan kiri dan memperhatikan
bentuk kata kerjanya.
- Guru membimbing siswa untuk mengenali
kalimat dalam Simple Past tense yang
menggunakan regular and irregular verbs.
- Guru meminta siswa membuat kalimat
dengan kata kerja yang disebutkan. Sebagai
variasi, guru bisa membuat potongan-potongan
kartu yang bertuliskan kata kerja
tersebut,
Pay attention to
sentences on the left
column and right
columns. Focus on the
verb forms. What’re the
differences?
Alright, now work in
groups. Each group will
get a set of cards.
25’

Bahasa Inggris 119
satu kartu satu kata kerja sebanyak 4 set.
Siswa dibagi dalam 4 kelompok, masing-masing
kelompok mendapatkan 1 set kartu.
Kartu diletakkan menghadap ke bawah.
Setiap siswa secara bergiliran mengambil
satu kartu dan membuat kalimat Simple
Past dengan kata kerja yang ada dalam
kartu.
- Guru memberi contoh mengambil satu
kartu lalu membuat satu kalimat.
Put the cards upside
down and please take
the cards one by one.
When one student gets
one card, make a past
simple sentence using the
verb on the card. Here’s
the example. I take one
card. In the card there’s a
verb ‘gave’, then I make a
sentence, “I gave you an
envelope yesterday.”
H SPEAKING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
Task 1: Identifying an idol
- Guru meminta siswa untuk memilih
seorang idola untuk diceritakan dan
membuat catatan hal-hal yang akan
diceritakan tentang tokoh tersebut.
All right students, now
it’s time to talk about
your idol with your
friends. To prepare this,
think about your idol
and make notes about
him/her. Look at the
example in the book.
Now, share the
information about your
idol with your friend.
25’
Task 2: Pair work
- Guru meminta siswa untuk menceritakan
tokoh idolanya kepada teman terdekat.
Selama aktivitas berlangsung guru
memonitor aktivitas siswa dan memberikan
bantuan jika diperlukan. Guru juga perlu
mengidentifikasi siswa yang menceritakan
idolanya dengan baik agar bisa bercerita
kepada seluruh teman sekelas setelah
aktivitas pairwork selesai.
I WRITING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
Task 1: Independent Writing
tokoh idola yang telah diceritakan kepada
teman.
It’s time to write down
your idol. Don’t forget to
include introductory
30’

paragraph.
Task 2: Peer Feedback
- Guru meminta siswa untuk bertukar tulisan
dengan teman terdekat.
- Guru meminta siswa untuk memberikan
feedback tertulis untuk tulisan teman.
- Guru meminta siswa untuk memberikan
feedback lisan untuk tulisan teman dan
mendiskusikannya dengan teman.
Now, exchange your
writing with your
partners.
Give feedback to your
friends’ written work.
First, give it in writing.
Later you can give the
feedback orally and
discuss it with your
friends.
Task 3: Rewrite the biographical recount
tulisannnya dengan memperhatikan saran
dari teman. Guru bisa memberikannya
sebagai PR.
Well, you’ve got feedback
from your friends. Now,
you need to improve your
writing. Please do it at
home. You may revise it
as you wish, but please
consider your friends’
feedback.
J REFLECTION (5’)
K FURTHER ACTIVITIES (bebas’)
KUNCI JAWABAN
A. HANGMAN
Habibie, Parepare, Ainun, Germany, Dirgantara, Minister, Vice President,
President.

Bahasa Inggris 121
descent (noun) : keturunan
sick leave (noun) : cuti sakit
reacquainted (verb) : berteman kembali
settled in (verb) : menetap, tinggal
respectively (adverb) : secara berurutan
retirement (noun) : pensiun
resignation (noun) : pengunduran diri
sworn in (verb) : disumpah
relinquishing (verb) : meninggalkan/menyerahkan
release (verb) : menerbitkan
C. READING COMPREHENSION
Short Bio
Name : B.J. Habibie
Place of birth : Parepare
Date of birth : 25 June 1936
Parents + Origins : His father was Alwi Abdul Jalil Habibie, an agriculturist
from Gorontalo of Bugis descent. His mother was R. A.
Tuti Marini Puspowardojo, a Javanese noblewoman from
Yogyakarta
Education : His senior high schools was in Jakarta and his undergraduate
education was in engineering in Germany. His doctoral
program was in Germany, too.
Marriage date : 12 May 1962
Name of wife : Hasri Ainun
Name of sons : Ilham Akbar Habibie and Thareq Kemal Habibie.
Work Experience : - Avisor in Talbot
- Messerschmitt-Bölkow-Blohm in Hamburg, promoted as
vice president of the company in 1974
- Special Assistant to CEO of Pertamina (1974-1976)
- CEO IPTN (1976-1978)
- Minister of Research and Technology (1978)
- Vice President of RI (March 1998)
- President of RI (May 1998)
- Presidential advise (Sby’s era)

Task 2: Comprehension question:
1. When he was 14 years old, Habibie’s father died.
2. Habibie moved to Germany to continue his study.
3. Habibie received a degree in Engineering in Germany in 1960.
4. He remained in Germany to be a research assistant under Hans Ebner at the
Lehrstuhl und Institut für Leichtbau, RWTH Aachen to conduct research for
his doctoral degree.
5. In 1962, Habibie returned to Indonesia for three months on sick leave.
6. Yes, the word ‘reacquinted’ means they have met before.
7. Habibie and his wife settled in Aachen for a short period before moving to
Oberforstbach.
8. He was an advisor in Talbot.
9. Habibie developed theories on thermodynamics, construction, and
aerodynamics known as the Habibie Factor, Habibie Theorem, and Habibie
Method.
10. Habibie initially served as a special assistant to Ibnu Sutowo, the CEO of state
oil company Pertamina.
11. In 1976.
12. Before Habibie was sworn in as president, Suharto had publicly announced his
resignation.
1. He traces his descent from Yogya palace.
2. She is coming here on a sick leave. She will come back to the company whe
she is recovered.
3. They were classmates when they were in senior high school. Now, after ten
years separation, they are now reacquinted in Bandung.
4. After getting married, the young couple settled in Minneapolis.
5. English and Arabic courses are held in Room 10 and 11 respectively.
6. After his resignation, the company faces a complicated problem.
7. He was only seventeen when he was sworn in as King of Marcalaca.
8. Relinquishing her position as the CEO of the oil company, she mostly
spend her time in New Zealand.
9. They will release a new album by the end of this year to mark their 25th
anniversary.

Bahasa Inggris 123
F. TEXT STRUCTURE
Task 1:
Parts of
bographical
recount
Purposes Details
Introductory
paragraph
To start the recount
by introducing the
person
- When and where Habibie was
born.
- Habibie’s parents and they
met.
- Habibie’s father died.
Supporting
paragraph 1
To tell about
Habibie’s education
- Habibie’s undergraduate study.
- Habibie’s doctorate study.
Supporting
paragraph 2
To tell Habibi’s
marriage
- Habibie’s sick leave.
- Habibie met Ainun again.
- Habibie got married with
Ainun
- Habibie returned to Germany
with Ainun.
- They had a new baby boy.
Supporting
paragraph 3
To tell Habibie’s
early job
- Habibie’s part-time work with
Talbot.
- Habibie refused an offer
from the head of train
constructions
Supporting
paragraph 4
To tell Habibie’s
further achievement
- Having a position at
Messerschmitt-Bölkow-
Blohm in Hamburg.
- theories on thermodynamics.
- to be promoted as vice
president of the company
Supporting
paragraph 5
To tell Habibie’s
return to Indonesia
- Initial position
- CEO of IPTN.
- Ministery of Research and
Technology.
- Vice president
- President
Concluding
paragraph
To end the recount
by telling Habibie’s
life after leaving the
presidency and
- Habibie refused an offer
from the head of train
constructions

Chapter 13
SOMEBODY I ADMIRE
Kompetensi Dasar:
2. Menunjukkan perilaku jujur, kerjasama, dan tanggung jawab dalam melaksanakan
A WARMER
PROSEDUR INSTRUKSI/
CATATAN WAKTU
Describe and Guess
- Guru memberikan contoh cara bermain. I
have a word. This is a person who works in
All right students. Now,
it’s time to play the game.
I’ll divide you into
15’

Bahasa Inggris 125
the plane. The person serves passangers.
Do you know who the person is? Good, the
person is flight attendant. Now,play the
game in two groups.
guru. Kemudian ia mendefinisikan kata
tersebut. Ia tidak boleh mengucapkan
bagian dari kata tersebut, misalnya, jika
kata yang ditebak adalah ‘learner’ dia tidak
boleh mendefinisikan dengan ‘a person who
is learning.’
terbanyak.
- Kata yang ditebak: war, colonizer, hero,
guerrilla forces, aristocratic, renowned,
evacuate , reclaim , declare, surrender,
betray, assault, treason , tears , martyr,
resist.
word that the group
should guess.
Then, he will define for
his/her friends. Other
students in the group
will guess the word.
PROSEDUR INSTRUKSI/
CATATAN WAKTU
sebelahnya.
with the Indonesian
equivalence. Pay
attention on the parts of
speech.
Catatan:
Guru juga dapat
meminta siswa untuk
mengubah kata-kata
tersebut dalam
kelompok kata yang
berbeda.
10’

PROSEDUR INSTRUKSI/
CATATAN WAKTU
Catatan:
dengan memutar
10’
D READING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru menunjukkan gambar Cut Nyak
Dhien dalam ukuran besar dan meminta
siswa untuk menebak gambar tersebut.
- Guru meminta siswa menyebutkan apa
yang mereka ketahui tentang Cut Nyak
Dhien.
- Guru meminta siswa membaca bacaan dan
mengecek apakah yang mereka ketahui
tentang Cut Nyak Dhien sama dengan isi
bacaan.
- Guru meminta siswa mengisi form yang
ada dalam Task 1.
Now, look at this picture.
Who is this woman?
What do you know about
her?
Well, now it’s time to
read. Check whether
you have known all the
information about her.
35’
Task 2: Comprehension Questions
based on the text.
PROSEDUR INSTRUKSI/
CATATAN WAKTU
Ini merupakan aktivitas
untuk recycle kosakata
baru yang ada dalam
bacaan dan memberi
15’

Bahasa Inggris 127
kalimat.
kesempatan
kepada siswa untuk
kalimat lain.
F TEXT STRUCTURE
PROSEDUR INSTRUKSI/
CATATAN WAKTU
struktur teks dalam bacaan. Guru lalu
menggaris bawahi jawaban siswa atau
menjelaskan struktur teks biographical
recount secara umum.
- Seluruh siswa lalu mendiskusikan struktur
text secara klasikal.
the structure of a
biographical recount,
it’s time to analyze the
structure of the reading
text of Cut Nyak Dhien.
Individually, complete the
table with purposes and
details of the introductory
paragraph.
Have you finished filling
in the table? If you
finished, let’s share our
ideas with the class. Who
wants to start?
15’
G GRAMMAR REVIEW
PROSEDUR INSTRUKSI/
CATATAN WAKTU
kalimat-kalimat di kolom kiri dan kanan
terutama bagian kalimat yang dicetak tebal.
- Guru membimbing siswa selanjutnya
dengan guiding questions yang ada di buku
siswa.
- Jika siswa tidak bisa menjawab, guru
mengubah WH questions menjadi Yes/No
questions.
Discuss the answer to the
following questions with
your friend.
1. What makes the
sentences in column
A different from the
sentences in column
B?
20’

- Setelah siswa memahami perbedaan kalimat
di kolom A dan B guru bertanya tentang
cara mengubah clauses menjadi phrases
hingga siswa menemukan caranya.
- Setelah itu guru meminta siswa
mengerjakan latihan mengubah adverbial
clauses menjadi adverbial phrases.
2. What do you think
about the length of the
sentences in column A
and column B?
3. How do we reduce
clauses to become
phrases?
4. Sentences in column
A contain adverbial
clauses. Sentences
in column B contain
adverbial phrases.
How do we reduce
clauses to become
phrases? Pay attention
to the bold-typed
parts of the sentences.
H SPEAKING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
Task 1: Discuss in Pairs
- Guru meminta siswa untuk mendiskusikan
2 hal berikut dengan teman terdekat:
1) Peristiwa penting dalam kehidupan
Cut Nyak Dhien. 2) Tiga hal yang paling
disukai dari pribadi Cut Nyak Dhien.
Now, discuss in pairs
two points: 1) Important
events in Cut Nyak
Dhien’s life. 2) Three
things that you like best
from Cut Nyak Dhien.
Well, now share with the
class three things that
you like from Cut Nyak
Dhien.
25’
Task 2. Role play (Home work).
- Guru membagi siswa dalam beberapa
kelompok.
- Guru meminta masing-masing kelompok
untuk menampilkan potongan adegan
dalam kisah Cut Nyak Dhien. Untuk
memudahkan pelaksanaan role play ini,
Alright students, your
next assignment is role
play.Work in groups of 4
and do the following:

Bahasa Inggris 129
guru meminta siswa untuk membuat
skenario terlebih dahulu.
- Guru menjelaskan bahwa pembuatan
skenario dan latihan bermain peran
dilaksanakan di rumah dan penampilan
dilaksanakan pada pertemuan berikutnya.
Penampilan masing-masing kelompok
maksimal 10 menit.
1) Choose a fragment
from Cut Nyak Dhien’s
life. 2) Write a scenario
and decide who play
what. 3) Role play your
scenario for maximum
10 minutes.
You need to prepare
the scenario and have
rehearsals at home. Next
meeting you’re gonna
perform in the class.
I WRITING:
Collaborative Biographical Recount
PROSEDUR INSTRUKSI/
CATATAN WAKTU
Langkah 1:
- Guru meminta siswa untuk menyiapkan
selembar kertas.
- Guru menjelaskan prosedur aktivitas.
- Guru meminta siswa untuk menulis satu
kalimat yang mengandung ide utama.
- Guru bertepuk tangan dan meminta siswa
untuk menyerahkan ke teman di sebelah
kanan.
- Guru meminta siswa membaca kalimat
teman dan melanjutkan menulis satu
kalimat lagi.
- Guru bertepuk tangan lagi dan meminta
siswa untuk menyerahkan ke teman di
sebelah kanan.
Demikian seterusnya, sampai kertas kembali
ke masing-masing pemiliknya.
Langkah 2:
karangan yang dibuatnya secara kolaboratif
dengan teman sekelas.
Instruksi untuk
langkah 1:
Alright students,
everyone of you, please
prepare a piece of paper.
Imagine a famous person
you like.
Write a sentence to start
your writing. Don’t forget
to include a thesis and a
controlling idea in your
sentence.
When I clap my hand,
stop writing and give
your paper to your friend
on your right and get
another piece of paper
from your friend on your
left. Then, read your
friend’s sentence.
25’

- Guru bertanya apakah karangan tersebut
sudah logis dan mengandung koherensi.
Langkah 3:
karangan tersebut dengan memperjelas
rujukan dan menambah transition yang
cocok. Siswa juga boleh mengganti kalimat
sesuai dengan keinginan masing-masing.
- Guru meminta siswa untuk mengumpulkan
karangannya (versi kolaboratif dan versi
individu) pada pertemuan berikutnya.
- Setelah guru selesai memeriksa pekerjaan
siswa, guru memajang 5 karya terbaik.
Continue writing another
sentence next to your
friend’s sentence. Try to
connect your sentence
and your friend’s.
Again, when I clap my
hand give the paper
to your friend on your
right. You’ll continue the
activities until you get
your paper back to you.
Kegiatan pada langkah
pertama ini untuk
melatih kelancaran
siswa dan otomatisasi
dalam menulis, karena
itu waktu siswa untuk
menulis dibatasi.
Karena itu, pada saat
guru bertepuk tangan,
siswa harus berhenti
menulis. Kualitas
menulis belum menjadi
prioritas pada langkah
pertama. Kualitas baru
diperhatikan pada
langkah ketiga.
KUNCI JAWABAN
A. WARMER: Describe and Guess
Kata-kata yang ditebak: war, colonizer, hero, guerrilla forces, aristocratic,
renowned, evacuate , reclaim , declare, surrender, betray, assault, treason,
tears, martyr, resist, exile.

Bahasa Inggris 131
guerrilla forces tentara perang gerilya
aristocratic bangsawan
was renowned terkenal
evacuate evakuasi
reclaim merebut kembali
declare mengumumkan
Holy War perang suci (jihad)
surrender menyerah
betray melawan
assault menyerang
treason perlawanan/kudeta
shed tears menumpahkan air mata
martyred mati syahid
resist melawan
was exiled diasingkan
Short Bio
Name : Cut Nyak Dhien
Place of birth : Lampadang
Date of birth : 1848
Place of death : Sumedang
Date of death : 6 November 6 1908
Parents + Origins : Teuku Nanta Setia, Aceh Besar class in VI mukim
Names of husband : Teuku Cek Ibrahim Lamnga, Teuku Umar
Name of daughter : Cut Gambang
Important Dates on War : - 26 March 1873: Dutch declared war on Aceh
- 30 September 1893: Teuku Umar surrendered to Dutch
- 1895: Teuku Umar betrayed the Ducth
- 1901: Distruction of Tjut Nyak Dhien’s army.
1. Cut Nyak Dhien was awarded the title of Indonesian National Hero on May 2,
1964.
2. Cut Nyak Dhien’s father, Teuku Nanta Setia, was a member of the ruling
Ulèë Balang aristocratic class in VI mukim, and her mother was also from an
aristocrat family.
3. When she was young, she was educated in religion and household matters.
4. Teuku Cek Ibrahim Lamnga was Cut Nyak Dhien’s first husband.

5. Aceh war started on 26 March 1873.
6. In 1874 the Sultan’s Palace was captured by the Dutch
7. Cut Nyak Dhien swore to destroy Dutch because her husband was killed when
fighting to reclaim VI mukim.
8. Cut Nyak Dhien’s marriage to Teuku Umar boosted the morale of Aceh armies.
9. Teuku Umar surrenderred to Dutch in 1893 to save his armies, to get weapons
and ammunition, and to betray the Dutch later.
10. Teuku Umar was killed in a surprised attack on him in Meulaboh after the
Dutch sent a spy to Aceh.
11. An Acehnese woman should respond to the death of her family member in a
war by not crying and feeling sorry. She should let him go.
12. Cut NyakDhien suffered from nearsightedness and arthritis as she got older.
13. After Cut Nyak Dhien was captured, Cut Gambang escaped and continued the
resistance of Achenese people to Dutch colonization.
14. Yes, her myopia slowly healed when he was in Banda Aceh.
15. The Dutch exiled her to Sumedang because they were afraid she would mobilize
the resistance of Aceh people.
16. Jawaban terserah S. Had I lived close to Cut Nyak Dhien, I would have ……
(V3) ……………………
1. A man who was arrested in Belarus on May 31 is being charged with
treason, but government officials have not explained the charges.
2. Bali is renowned for its beauty. It is called Goddes Island.
3. The guerrilla army would avoid any confrontation with large units
of enemy troops, but seek and eliminate small groups of soldiers to
minimize losses.
4. In the past, the aristocratic class ruled the society. Their words were
listened, followed and applied by people.
5. During the earthquake, the troops are busy helping people to move. They
evacuate women, old people and children to the prepared shelter.
6. When people go to holy war, their intention is not to get wealth or
worldly materials. They do it for the sake of God.
7. The hijeckers finally surrender to the police but they have three demands
to fulfill.
8. One may not betray his/her own country. If s/he does that , s/he should
get a harsh punishment.
9. After a long investigation, he was declared that she was innocent.
10. The man got four years’ imprisonment for assaulting a police officer. The
punishment was given to make him feel a deep regret for having done
such a cruel behavior.

11. Upon returning back from a long journey to Europe, she reclaimed her
Bahasa Inggris 133
ownership of the pretty house next to the lake.
12. He died as a martyr in the war againts Dutch colonization.
13. “No more tears!” she said to herself after realizing that the man she loves
and she expects to come back was a bandit.
14. he can’t resist the temptation to pickpocket every time he is in the
mall.
15. As an exile, she cannot return back to her own town.
F. TEXT STRUCTURE
Parts of
bographical
recount
Purposes Details
Introductory
paragraph
To start the recount
by introducing Cut
Nyak Dhien
- Her birthdate and death.
- She was a leader of the
Acehnese guerilla for 25
years.
- She was an Indonesian
National Hero
Supporting
paragraph 1
To tell about her
family and first
marriage.
- She was from Islamic
aristocratic family.
- She was educated in
religion and household
matters.
- She was beautiful and
many people wanted to
marry her.
- She was finally married
to Teuku Cik Ibrahim
Lamnga.
Supporting
paragraph 2
To tell the start of
war on Aceh
- The Dutch declared war
on Aceh.
- The Dutch captured VI
mukim and the Sultan’s
Palace.
- Men fought, women and
kids were evacuated.
- Ibrahim Lamnga was
killed, Cut Nyak swore to
destroy the Dutch.

Supporting
paragraph 3
To tell Cut Nyak
Dhien’s 2nd
marriage
- Cut Nyak Dhien accepted
Teuku Umar’s proposal.
- Their marriage greatly
boosted the morale of
Aceh armies
Supporting
paragraph 4
To tell Teuku
Umar’s role in the
war
- the Acehnese declared
Holy War against the
Dutch
- Undersupplied, Teuku
Umar surrendered to
Dutch
- The Dutch army
welcomed him
- Teuku Umar secretly
planned to betray the
Dutch
- Teuku Umar used the
supplies to help the
Acehnese
Supporting
paragraph 5
To tell the killing
of T Umar and
Cut Nyak Dhien’s
response to it.
- The Dutch sent a spy to
Aceh.
- Teuku Umar was killed in
Meulaboh.
- Cut Nyak Dhien forbid his
daughter from crying over
Teuku Umar’s death.
Supporting
paragraph 6
To tell Cut Nyak
Dhien’s resistance
after her husband
died
- Cut Nyak Dhien
continued to resist the
Dutch
- Cut Nyak Dhien suffered
from nearsightedness and
arthritis.
- The number of her troops
was also decreasing
Concluding
paragraph
To conclude the
recount by telling
the end of Cut
Nyak Dhien’s
resistance
- One of her troops
betrayed her.
- The Dutch caught Cut
Nyak Dhien.
- Cut Nyak Dhien was
brought to Banda Aceh,
then to Sumedang.

Bahasa Inggris 135
G. GRAMMAR REVIEW
Task 2
1. Having known that her friends did not trust her anymore, Andrea decided to
move to another town.
2. Hearing that she won the Mathematic Olympiad, Etty called her parents.
3. Having always been interested in sports, Tirta became a loyal supporter of the
football team.
4. Although being hurt, Hasan managed to smile.
5. Before answering the phone, Tomi grabbed a pencil and notepad.
6. Having finished doing her homework, Siti went to the gym.
7. While being away in college, I stayed with my roommate’s family during one
spring break.
8. When going out of town, Wahyu calls his son and daughter to check if they are
fine.
9. Although being impressed by the bravery of his son, Jono had harsh words for
him.
10. After singing two songs, the personnel of SMASH danced energetically.

Chapter 14
ISSUMBOSHI
Kompetensi Dasar:
3.10 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks naratif
sederhana berbentuk legenda rakyat, sesuai dengan konteks penggunaannya.
4.15 Menangkap makna teks naratif lisan dan tulis berbentuk legenda, sederhana.
1. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks naratif sederhana
berbentuk legenda rakyat.
komunikasi terkait teks naratif sederhana berbentuk legenda rakyat.
3. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan dari teks naratif
sederhana berbentuk legenda rakyat.
4. Merespon makna teks naratif sederhana berbentuk legenda rakyat.
A WARMER
PROSEDUR INSTRUKSI/
CATATAN WAKTU
Story-telling
- Guru memulai kegiatan pembelajaran
dengan membacakan cerita-cerita rakyat
dari daerah setempat yang dikenali oleh
siswa (misal, Kancil, Tangkuban Perahu,
Roro Jonggrang, Malin Kundang, dsb.)
- Guru sebaiknya memodifikasi cerita
tersebut, sehingga menjadi cerita yang
relatif pendek untuk didengar siswa.
Have you ever read
stories? What were the
stories about?
Alright, I am going to
read a story for you.
Listen carefully.
10’

Please focus on these
questions.
• When did the story
happen?
• Who are the characters?
• Where did the story
take place?
• What is the problem
(complication)?
• What is the ending
(resolution)?
Bahasa Inggris 137
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru meminta siswa untuk bekerja secara
mandiri mempelajari kosakata berbahasa
Inggris dengan padanan katanya dalam
bahasa Indonesia. S diminta menjodohkan.
jawaban dengan teman sebelah.
Selanjutnya, guru memandu diskusi kelas,
mencocokkan bersama-sama.
Please study the English
words as well as the
Indonesian ones. After
that, match the words.
When finished, please
check your work with
your friend sitting next
to you.
together.
10’
PROSEDUR INSTRUKSI/CATATAN WAK-TU
Guru memberi model cara
membaca kata-kata dalam daftar
dengan pelafalan yang benar.
Selanjutnya diberikan kegiatan
drilling.
Instruksi:
Now, listen and repeat after me.
All of you, please.
10’

Drilling dilakukan secara bersama-sama
seluruh kelas, dan juga
diselingi dengan penunjukan
beberapa S untuk mengulang.
Rini, please.
Rudi.
Etc.
D READING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
Task 1
tanpa bersuara, secara mandiri. Guru
menanyakan tentang kosakata yang baru
bagi siswa.
- Guru menuntun siswa memahami teks
melalui pertanyaan tentang gagasan utama
untuk masing-masing paragraf.
Task 2
- Setelah dipastikan bahwa siswa memahami
teks, guru meminta mereka bekerja secara
berpasangan. Siswa mencari kosakata
yang sesuai yang ada dalam teks untuk
mendeskripsikan characters dan setting.
Setelah itu, guru memandu diskusi kelas
tentang hasil siswa mengerjakan secara
berpasangan.
Task 3:
- Guru menugasi siswa mengerjakan Task 3
secara mandiri, lalu secara berpasangan,
dan akhirnya secara bersama-sama di
kelas. Guru memberi contoh doing verbs
dan thinking verbs.
Instruksi Task 1:
Read the text silently
and carefully. Any words
you don’t know? Alright,
let’s check whether you
understand the text.
•When did the story
happen?
•Who are the characters?
•Where did the story take
place?
•What is the problem
(complication)?
•What is the ending
(resolution)?
Instruksi Task 2:
Well, students. Now
identify the words in
the text that describe
the characters and the
settings. Work with your
friends to find the words.
Look at the examples.
Let’s check together.
Instruksi Task 3:
Do Task 3. Some verbs
that tell what the
characters are doing are
called as doing verbs.
40’

Bahasa Inggris 139
Task 4:
- Kegiatan ini dimaksudkan untuk
mengembangkan kreativitas siswa. Guru
memberikan beberapa contoh tentang
membuat kalimat tanya.
Thinking verbs tell how
the characters felt and
what they thought. Look
at the examples. OK.
Then, check your work
with your partner.
OK. Let’s check together.
Instruksi Task 4:
Please study the examples
there. See that you have
question words like what,
where, how, why, etc.
Notice how we can make
questions using those
words.
PROSEDUR INSTRUKSI/
CATATAN WAKTU
pemahaman siswa terhadap kosakata sudah
benar.
kosakata.
Latihan ini
dimaksudkan untuk
mengulang kembali
kosakata yang sudah
dipelajari, untuk
memastikan bahwa
siswa benar-benar
memahami daftar
kosakata tersebut.
20’
F TEXT STRUCTURE
PROSEDUR INSTRUKSI/
CATATAN WAKTU
teks deskriptif disusun dengan organisasi
yang berupa orientasi, komplikasi, dan
resolusi.
penuntun.
structured.
• When did the story
happen?
20’

• Who are the characters?
• Where did the story
take place?
• What is the problem
(complication)?
• What is the ending?
G GRAMMAR REVIEW
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru meminta siswa mencermati pasangan
kalimat langsung dan tidak langsung
yang ada dalam contoh. Selanjutnya guru
menuntun siswa memahami perubahan
kata ganti (pronouns) maupun perubahan
kata kerja (dari present ke past).
Study the pairs of
sentences. Notice how the
sentences have changed
from direct to indirect
(reported).
See the changes in
pronouns as well as in
verb forms.
20’
H SPEAKING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Kegiatan ini dimaksudkan untuk
mengembangkan kreativitas siswa. Guru
perlu menekankan pada pengembangan
gagasan, dan bukan pada penggunaan
bahasa.
Think about what you
would do with the magic
hammer. Present your
story in front of the class
25’
I WRITING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
Editing
dengan cermat dan membetulkan 15 kata
yang salah.
Read the paragraphs
carefully. See that there
are 15 errors in the
paragraphs. Correct
them.
20’

Bahasa Inggris 141
J REFLECTION
PROSEDUR INSTRUKSI/
CATATAN WAKTU
chapter about legends.
Check whether you have
understood by referring
to the questions there.
5’
KUNCI JAWABAN
couple (noun) pasangan
gift (noun) hadiah
raise (verb) membesarkan
bully (verb) mengolok-olok
respectable (adjective) terhormat
anchor (verb) berlabuh
retainer (noun) pelayan
stab (verb) menikam
worship (verb) bersembahyang; beribadah
demon (noun) jin
1. couple
2. raised
3. bullying
4. demon
5. gift
6. anchor
7. worship
8. holy
9. stabbed
10. respectable

G. Grammar Review
1. Issumboshi said to the princess that he would stay in her pocket and guard
her from all harm.
2. The lord said that he would employ him.
3. Issumboshi told the princess that he would defend her upon his life.
4. The demon said that that magic hammer would grant him a wish.
5. The demon said to Issumboshi that he would give that magic hammer to
him.
6. John said that he was feeling ill.
7. Bob told me that Dan worked very hard.
8. Riana said that she didn’t have any brothers or sisters.
9. Fadhil told me that Sarah had a very well-paid job.
10. Tika said that she didn’t like fish.
11. The manager said to Santi that he (she) would employ her.
12. The teacher told the students that they had to collect the assignment on
November 10.
13. Rudi said that his mother was leaving for Jakarta soon.
14. Sasha told Iman that he needed to plan the program carefully.”
15. Narti said that the school was organizing a trip for the students of Year 10
only.
I. WRITING
Task 1.
At once Grandfather and Grandmother began to prepare for Issumboshi’s
trip. Issumboshi was ready.
Issumboshi went on the trip with a big wish in a small body. At last
Issumboshi reached the capital city and anchored under the bridge. Then he
climbed up to the railing and viewed the town.
There was a fine palace over there. At long last Issumboshi arrived at the
palace. He wanted to meet the feudal lord. He wanted to become a retainer.
The king wondered whether Issumboshi’s small body could do anything.

Bahasa Inggris 143
Task 2.
Kanchil, the small and clever mousedeer, had many enemies in the forest.
Fortunately, he was quick-witted, so that every time his life was threatened, he
managed to escape.
One of his greatest enemies was Crocodile, who lived in the river that
bordered the forest. Many times Crocodile had tried to capture Kanchil.
Crocodile was big, but he was not very clever. Kanchil was able to trick him
every time.
One day it was very hot. There was no wind at all to refresh the thirsty plants
and trees of the forest. It was in the middle of the dry season. For many weeks
no rain had fallen, so the little creeks where the small animals used to drink
had dried up. Kanchil was walking alone in the forest. He was very thirsty. He
had walked a long way, looking for a brook where he could quench his thirst.
… … …

Chapter 15
MALIN KUNDANG
Kompetensi Dasar:
A WARMER
PROSEDUR INSTRUKSI/
CATATAN WAKTU
berpasangan.
pada bagian warmer.
tersebut.
dengan pasangannya.
Instruksi:
15’

Bahasa Inggris 145
selama diskusi.
Ketika selesai:
Can you share your
raise your hand.
PROSEDUR INSTRUKSI/
CATATAN WAKTU
yang ada dalam kedua kolom pada
section B.
- Guru meminta siswa mencari padanan
kata-kata berbahasa Inggris di kolom
sebelah kiri dengan makna bahasa
Indonesianya di kolom sebelah kanan.
atau berdiskusi dengan teman tentang
makna kata yang dicarinya.
siswa.
table. Match the English
words and the Indonesian
meanings.
10’
PROSEDUR INSTRUKSI/
CATATAN WAKTU
after me.
10’

D READING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
section B jika siswa menemukan kata-kata
atau ungkapan sulit yang ditemukan dalam
teks tersebut.
secara individual.
kesepuluh pertanyaan dalam section ini
(kunci jawaban tersedia).
20’
E VOCABULARY EXERCISE
PROSEDUR INSTRUKSI/
CATATAN WAKTU
vocabulary exercise
jawaban.
20’
F VOCABULARY EXERCISE
PROSEDUR INSTRUKSI/
CATATAN WAKTU
reading text lagi.
dalam Task 1 sesuai dengan informasi
dalam teks.
- Setelah pembahasan, guru meminta siswa
bekerja berpasangan untuk mengerjakan
task 2.
again, can you find the
parts of the text?
You can use the
information in the table
you help you.
30’

Bahasa Inggris 147
structure.
kelas.
G GRAMMAR
PROSEDUR INSTRUKSI/
CATATAN WAKTU
Grammar Review
potongan dari reading text dan
berkonsentrasi pada bagian yang bercetak
tebal.
- Guru mengarahkan pemahaman siswa
tentang penggunaan adverb of time.
- Guru memberikan penjelasan tentang
penggunaan adverb of time.
- Guru meminta siswa membuat daftar
adverb of time dari rangkuman teks.
- Guru meminta siswa membuat daftar
adverb of time sendiri.
Grammar Exercise
contoh cara pengerjaan grammar exercise.
- Guru meminta beberapa siswa untuk
membacakan hasil kerjanya untuk kelas.
type.
Can you share your
please!
Write sentences based on
the picture!
Read your sentences
for the class. Do the
grammar exercise
20’

H SPEAKING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru meminta siswa membuat kelompok,
dan tiap kelompok terdiri atas 8 siswa.
- Tiap siswa dalam tiap kelompok
mendapatkan peran menjadi karakter
dalam cerita.
- Siswa berembug bersama menentukan
kalimat yang akan mereka ucapkan pada
saat menyajikan drama singkat tentang
Malin Kundang.
- Tiap kelompok menampilkan drama
masing-masing dan guru bersama siswa
yang sedang tidak tampil mengamati dan
memberikan masukan konstruktif.
(lihat urutan perintah
dalam buku siswa).
25’
I WRITING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
hasil kerjanya untuk bagian text structure
kembali.
dalam task 1 sesuai suatu topik sederhana
yang dipilihnya.
- Guru membimbing siswa untuk
menyiapkan sebuah outline atau kerangka
tulisan.
- Guru meminta siswa memilih suatu topik
sederhana yang dapat dikembangkan
dengan kerangka tersebut.
menulis naratif teks-nya.
- Guru meminta siswa untuk saling membaca
hasil tulisannya setelah selesai.
Look at the text structure
again.
Choose a topic that you
can tell using narrative
form.
Prepare an outline to
write about your topic.
When you finish, swap
your work with your
friend’s and read.
25’

Bahasa Inggris 149
J REFLECTION
PROSEDUR INSTRUKSI/
CATATAN WAKTU
bab ini.
reflection!
Do you have any
questions?
5’
K FURTHER ACTIVITY
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru meminta siswa membaca lebih
banyak cerita legenda dari berbagai sumber
misalnya buku-buku di perpustakaan atau
artikel di internet.
- Guru juga dapat memotivasi siswa untuk
mendengarkan cerita rakyat yang diberikan
secara lisan di youtube.
bebas
KUNCI JAWABAN
VOCABULARY BUILDER
1. live hard = hidup susah
2. passed away = meninggal
3. raided = menyerang
4. pirates = bajak laut
5. bravery = keberanian
6. defeat = mengalahkan
7. wealthy = kaya raya
8. recognized = mengenali
9. merchant = pedagang atau saudagar

10. denied = mengingkari
11. pleaded = membujuk
12. cursed = mengutuk
13. wreck = menghancurkan
READING
1. Because his father had passed away when he was a baby.
2. He usually went to sea to catch fish. After getting fish he would bring it to his
mother, or sell the caught fish in the town.
3. Malin Kundang helped the merchant defeat the pirates who attacked the
merchant’s ship and To thank him, he allowed Malin Kundang to sail with him.
4. He became wealthy.
5. The local people recognized that it was Malin Kundang, a boy from the area.
The news that Malin has become rich ran fast in the town.
6. She ran to the beach to meet the new rich merchant
7. Because Malin denied that she was her mother and he yelled at her.
8. She cursed Malin Kundang that he would turn into a stone if he didn’t apologize
to her.
9. A thunderstorm came in the quiet sea, wrecking his huge ship. He was thrown
out to a small island and turned into a stone.
10. The moral of the story is that we have to respect our parents, especially our
mother.
VOCABULARY EXERCISE
1. defeated
2. bravery
3. recognize
4. denied
5. pirate
6. merchant
7. live hard
8. raided
9. wrecked
10.wealthy

TEXT STRUCTURE
Task 1: Discuss with a partner and fill in the table with suitable information
from the text The Legend of Malin Kundang
Parts of the text Purposes Summary from text
Orientation Gives the reader
Bahasa Inggris 151
information about
who was involved,
what happened,
where it happened
and when it
occured.
A long time ago, in a small village near
the beach in West Sumatra lived a
woman and her son, Malin Kundang.
Malin Kundang and his mother had
to live hard because his father had
passed away when he was a baby.
Malin Kundang was a healthy, diligent,
and strong boy. He usually went to
sea to catch fish. After getting fish he
would bring it to his mother, or sell the
caught fish in the town.
One day, when Malin Kundang was
sailing, he saw a merchant’s ship being
raided by a band of pirates. With his
bravery, Malin Kundang helped the
merchant defeat the pirates. To thank
him, the merchant allowed Malin
Kundang to sail with him. Malin
Kundang agreed in the hope to get a
better life. He left his mother alone.
Many years later, Malin Kundang
became wealthy.
He had a huge ship and a lot of crews
who worked loading trading goods. He
was also married to a beautiful wife.
When he was sailing on his trading
journey, his ship landed on a coast
near a small village. The local people
recognized that it was Malin Kundang,
a boy from the area. The news ran
fast in the town; “Malin Kundang has
become rich and now he is here”.

Complication Shows the
beginning of
conflict in the story
An old woman, who was Malin
Kundang’s mother, ran to the beach
to meet the new rich merchant. She
wanted to hug him to release her
sadness of being lonely after a long
time. When his mother came near
him, Malin Kundang who was with
his beautiful wife and his ship crews
denied that she was his mother.
She had pleaded Malin Kundang to
recognize her as his mother but he
kept refusing and yelling at her. At last
Malin Kundang said to her “Enough,
old woman! I have never had a mother
like you, a dirty and ugly woman!”
Sequence of events Shows how the
story develops after
the conflict
After that he ordered his crews to
set sail to leave old woman who was
then full of sadness and anger. Finally,
feeling enraged, she cursed Malin
Kundang that he would turn into a
stone if he didn’t apologize to her.
Malin Kundang just laughed and set
sail.
Resolution Gives the solution
to the conflict
Suddenly a thunderstorm came in the
quiet sea, wrecking his huge ship. He
was thrown out to a small island. It
was really too late for him to avoid his
curse, he had turned into a stone.
Coda Tells how the
characters have
changed and
exactly what they
learnt from the
experience. Or the
moral message of
the story.
----

GRAMMAR EXERCISE
Example:
Mia/go/last week.
Mia went to Surabaya with her mother last week.
Sample answers:
1. The students did a Biology experiment in the lab last week.
2. My brotherplayed PS with some of his friends yesterday.
3. My mother cooked Soto Ayam for dinner last night.
4. Ratna studied Mathematics last night.
5. My father read newspaper this morning before he went to work.
6. Aunt Mimi bought some groceries at the market this morning.
7. Sinta came from Manado last Saturday.
8. Rudi watched soccer on TV last night.
9. Erika sent an email to her penpal yesterday afternoon.
10. Budi and Tio saw some children playing kites in the park yesterday.
Bahasa Inggris 153

Chapter 16
INTERVIEWING THE WRIGHT BROTHERS
Kompetensi Dasar:
3.6 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada pernyataan dan
pertanyaan tindakan/kejadian yang dilakukan/ terjadi di waktu lampau yang merujuk
waktu terjadinya dengan yang merujuk pada kesudahannya, sesuai dengan konteks
penggunaannya.
4.7 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang tindakan/
kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya
dengan yang merujuk pada kesudahannya, dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan, yang benar dan sesuai konteks.
1. Menunjukkan kesungguhan belajar bahasa Inggris terkait pernyataan dan pertanyaan
tindakan/kejadian yang dilakukan/ terjadi di waktu lampau.
komunikasi terkait pernyataan dan pertanyaan tindakan/kejadian yang dilakukan/
terjadi di waktu lampau.
3. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan pada pernyataan
dan pertanyaan tindakan/kejadian yang dilakukan/ terjadi di waktu lampau.
4. Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang tindakan/
kejadian yang dilakukan/terjadi di waktu lampau.
A WARMER
PROSEDUR INSTRUKSI/
CATATAN WAKTU
berpasangan.
pada bagian warmer.
20’

Bahasa Inggris 155
gambar-gambar yang ada sesuai dengan
prompts yang ada.
tersebut, terutama perbandingan antara
kedua gambar pesawat.
dengan pasangannya.
selama diskusi.
What are the similarities
or differences between
the two air planes in the
picture?
Ketika selesai:
Can you share your
raise your hand if you
want to start.
PROSEDUR INSTRUKSI/
CATATAN WAKTU
yang ada dalam daftar pada section B.
- Guru menyediakan kamus monolingual
untuk siswa
- Siswa mencari makna kata dalam kamus
monolingual, baik berpasangan maupun
berkelompok (tergantung jumlah kamus
yang tersedia)
- Siswa menuliskan makna kata yang
ditemukannya dalam worksheet.
- Setelah selesai, guru membahas makna
kata- kata tersebut dan memeriksa hasil
kerja siswa.
list! Find their meanings
in the dictionary and
write them next to the
words.
15’
PROSEDUR INSTRUKSI/
CATATAN WAKTU
after me.
10’

D READING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
Reading Interactional Text
- Guru meminta siswa untuk bermain peran
dengan teman dalam bentuk percakapan
sesuai dengan dialog.
peran.
kembali section B jika siswa menemukan
kata-kata atau ungkapan sulit yang
ditemukan dalam teks tersebut.
kembali dialog tersebut.
- Guru meminta siswa melanjutkan masing-masing
percakapan sesuai dengan yang ada
dalam dialog.
Work in pairs. Read the
text as a dialog with your
partner.
When you finish, you can
take turn.
Are there any difficult
words?
When you finish reading,
please do the exercises.
35’
E VOCABULARY EXERCISE
PROSEDUR INSTRUKSI/
CATATAN WAKTU
vocabulary exercise
jawaban.
Now work on the
vocabulary exercise. After
you finish working on it,
compare your work with
your friend’s.
20’

Bahasa Inggris 157
F GRAMMAR REVIEW
PROSEDUR INSTRUKSI/
CATATAN WAKTU
Review
- Guru meminta siswa mempelajari grammar
review Task 1 dan berdiskusi dengan teman.
hasil diskusinya dalam Task 2.
- Guru meminta beberapa siswa menjelaskan
hasil diskusinya di depan kelas.
- Guru mengkonfirmasi dengan memberikan
penjelasan yang benar tentang perbedaan
pengggunaan Simple Past Tense dengan
Present Perfect Tense. Guru dapat
menggunakan teks bacaan untuk
memberikan contoh atau memberikan
contoh dengan konteks lain yang dapat
lebih dipahami siswa dengan lebih baik.
Using The Simple Past Tense &
Present Perfect Tense
- Guru menuntun siswa mengerjakan
grammar exercise.
- Grammar exercise dimulai dengan
mendaftar kata-kata kerja untuk masa
lampau (Simple Past tense), kemudian
menggunakannya dalam kalimat positif,
lalu kalimat negatif dan kalimat pertanyaan.
- Hal yang sama berlaku untuk exercise pada
Present Perfect Tense.
- Jika masih ada waktu, exercise dapat
dilanjutkan dengan menggabungkan
penggunaan kedua tenses dalam satu
konteks yang sama sesuai yang konteks
kalimat yang telah dibuat siswa.
discuss with a partner the
words in the bold type.
Write your discussion
result on the board.
I am going to explain
about ….
Grammar exercise
diberikan secara step-by-step,
sehingga instruksi
sebaiknya diberikan
secara step-by-step.
Let’s do the grammar
exercise.
Write what you did
yesterday in the left
column. Write what you
did not do in the right
column.
Now, write the verbs in
sentences in Simple Past
Tense.
Now, use the verbs to
write sentences in Present
Perfect Tense
25’

G SPEAKING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru meminta S bekerja berpasangan
untuk mengerjakan Task 1.
- Guru meminta S untuk melihat kembali
kalimat yang dibuat dalam Task 1 section
grammar review.
- Sebelum memulai kegiatan, guru meminta
siswa menyiapkan pertanyaan sesuai
dengan kalimat temannya. Guru dapat
memberi beberapa contoh yang sesuai
dengan menulis di papan.
- Siswa bermain peran untuk Task 1.
kembali untuk mengerjakan Task 2. Siswa
dapat memilih teman yang berbeda dari
pasangan untuk mengerjakan Task 1.
kembali kalimat yang dibuat dalam Task 3
section grammar review.
- Sebelum memulai kegiatan, guru meminta
siswa menyiapkan pertanyaan sesuai
dengan kalimat temannya. Guru dapat
memberi beberapa contoh yang sesuai
dengan menulis di papan.
- Siswa bermain peran untuk Task 2.
- Guru kembali meminta siswa untuk bekerja
berpasangan untuk mengerjakan task 3.
- Guru meminta siswa membagi peran, 1
orang sebagai interviewer dan 1 orang
sebagai interviewee. Interviewee dapat
memilih peran sebagai artis, actor, atlit,
atau penemu popular dalam kegiatan ini.
- Guru meminta siswa yang berperan
sebagai interviewer menyiapkan beberapa
pertanyaan berdasarkan tenses yang telah
dipelajari yaitu Simple Past Tense dan
Present Perfect Tense.
- Guru meminta siswa yang berperan sebagai
interviewee untuk menyiapkan
Work with a partner,
one of you will be an
interviewer and the other
will be an interviewee.
Imagine that you are
going to interview a
popular person. It can be
an athlete, actor, actress,
etc.
Interviewer, prepare
some questions about the
actor’s activities using
past tense and present
perfect.
Interviewee, find some
information about that
person to prepare your
answers. You can discuss
with a friend or browse
the internet.
Come in front of the
class and act out your
interview.
25’

Bahasa Inggris 159
jawaban dengan mencari sedikit informasi
mengenai orang yang diperankannya yaitu
dengan berdiskusi dengan teman sesama
interviewee atau mencari informasi di
internet (jika memungkinkan).
memerankan hasil wawancaranya di depan
kelas berupa acara talkshow sederhana.
H WRITING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru meminta siswa menuliskan hasil
wawancaranya sebagai bentuk naratif dalam
sebuah paragraf.
- Sebelum memulai kegiatan, guru dapat
meminta siswa untuk melihat contoh yang
ada. Guru menjelaskan seperlunya.
- Guru meminta siswa mengerjakan tugas ini
secara individual.
Write your interview
result in the form of a
paragraph in the form
below.
25’
I REFLECTION
PROSEDUR INSTRUKSI/
CATATAN WAKTU
bab ini.
reflection!
Do you have any
questions?
5’

J FURTHER ACTIVITY
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru meminta siswa untuk banyak
membaca artikel mengenai suatu biografi
dan memperhatikan penggunaan Simple
Past Tense dan Present Perfect Tense.
Guru juga dapat mendorong siswa untuk
bertanya pada teman-temannya dengan
menggunakan konteks tenses tersebut.
You’ve learned about
Cut Nyak Dien and
you’ve learned many
good lessons from
her biography. More
biographies of famous,
successful people
are available in the
internet. Read as many
biographies as possible
to help you increase
your motivation to be
successful people in
future.
bebas
KUNCI JAWABAN
VOCABULARY BUILDER
No Words Meanings
1. inventors : a person who invented a particular process or device or who
invents things as an occupation.
2. invention : the action of inventing something, typically a process or device.
3. airplane : a powered flying vehicle with fixed wings and a weight greater
than that of the air it displaces
4. tool : a device or implement, esp. one held in the hand, used to carry
out a particular function.
5. inspiration : the process of being mentally stimulated to do or feel something,
esp. to do something creative.
6. helicopter : a type of aircraft that derives both lift and propulsion from
one or two sets of horizontally revolving overhead rotors.
It is capable of moving vertically and horizontally, the direction
of motion being controlled by the pitch of the rotor blades.
7. rubber band : a loop of stretchy rubber for holding things together.
8. interested : showing curiosity or concern about something or someone;
having a feeling of interest.

9. kites : a toy consisting of a light frame with thin material stretched
over it, flown in the wind at the end of a long string.
10. experiment : a scientific procedure undertaken to make a discovery, test a
Bahasa Inggris 161
hypothesis, or demonstrate a known fact.
11. breeze : a gentle wind.
12. soften : make or become less hard.
13. crash : (of an aircraft) fall from the sky and violently hit the land or sea.
14. flight : the action or process of flying through the air.
15. glider : a light aircraft that is designed to fly for long periods without
using an engine.
16. design : a plan or drawing produced to show the look and function or
workings of a building, garment, or other object before it is
built or made
VOCABULARY EXERCISE
1. inventors, invention
2. tool
3. helicopter
4. kites
5. experiment
6. rubber band
7. inspirations
8. airplane
9. interested
10. crash

GRAMMAR REVIEW
Task 2: Look at the diagram below. Place some dots and lines at the diagram
that can show past tense and present perfect tense.
PAST TENSE
Past tense digunakan untuk mengungkapkan suatu kejadian yang bermula dan
berakhir pada waktu lampau.
PRESENT PERFECT TENSE
Present perfect digunakan untuk mengungkapkan kejadian yang bermula di waktu
lampau dan berlanjut hingga sekarang.

Bahasa Inggris 163
Chapter 17
STRONG WIND
Kompetensi Dasar:
A WARMER
PROSEDUR INSTRUKSI/
CATATAN WAKTU
Pantomime
- Guru memberikan contoh cara bermain.
‘I have a word. I will perform a pantomime.
Please guess what word I am performing.
Now let’s try.’
guru.
Alright students. Now,
it’s time to play a game.
I’ll divide all of you into
word that the group
should guess.
15’

Kemudian ia memperagakan kata tersebut.
Ia tidak boleh mengucapkan bagian dari
kata tersebut, misalnya, jika kata yang
ditebak adalah learner dia memperagakan
dengan menulis, membaca dan
memasukkan buku dalam tas.
terbanyak.
Then, he will perform a
pantomime for his/her
friends. Other students in
his/her group will guess
the word.
PROSEDUR INSTRUKSI/
CATATAN WAKTU
sebelahnya.
with the Indonesian
equivalence. Pay
attention on the parts of
speech.
Catatan:
Guru juga dapat
meminta siswa untuk
mengubah kata-kata
tersebut dalam
kelompok kata yang
berbeda.
10’
PROSEDUR INSTRUKSI/
CATATAN WAKTU
Catatan:
dengan memutar
10’

Bahasa Inggris 165
D READING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru melakukan appersepsi. Guru
bertanya tentang angin, “Can you see wind?
What is the color of the wind?” “When trees
are blown by wind, what happens?” “Do
you know the story about the wind and
the trees?” “Can you guess what’s the story
about?”
- Guru meminta siswa membaca bacaan dan
mengisi titik-titik dengan kata-kata yang
telah disediakan.
- Guru mengecek apakah prediksi siswa
tentang cerita angin benar dan mengecek
isian siswa pada titik-titik yang tersedia.
Well, now it’s time to
read. Check whether you
can fill in the blanks.
40’
based on the text.
PROSEDUR INSTRUKSI/
CATATAN WAKTU
kalimat.
Ini merupakan
aktivitas untuk recycle
kosakata baru yang
ada dalam bacaan dan
memberi kesempatan
kepada siswa untuk
kalimat lain.
20’

F. TEXT STRUCTURE
PROSEDUR INSTRUKSI/
CATATAN WAKTU
struktur teks dalam bacaan. Guru lalu
menggaris-bawahi jawaban siswa atau
menjelaskan struktur teks naratif secara
umum.
melengkapi tabel yang tersedia. Siswa
bekerja secara individu.
- Seluruh siswa lalu mendiskusikan struktur
text secara klasikal.
the structure of a
biographical recount,
it’s time to analyze the
structure of the reading
text of Strong Wind.
Individually, complete
the table with purposes
and details of the
introductory paragraph,
supporting details and
concluding paragraph.
Have you finished filling
in the table? If you’ve
finished, let’s share your
ideas with the class. Who
wants to start?
20’
G TEXT STRUCTURE
PROSEDUR INSTRUKSI/
CATATAN WAKTU
kalimat-kalimat contoh yang diambil dari
bacaan dan menemukan ciri-ciri yang sama
di antara kalimat-kalimat contoh.
- Guru menggaris bawahi persamaan ciri
antar kalimat dan menjelaskan pola kalimat
Past Perfect Tense.
latihan.
Look at sentences on
the left column. They
are quoted from the
reading text. Compare
the sentences with similar
sentences on the right
column. Can you identify
and explain how they
differ?
25’

Bahasa Inggris 167
H SPEAKING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
Task 1
- Guru meminta siswa untuk melaksanakan
Task 1 berupa kerja berpasangan untuk:
mendiskusikan kejadian penting dalam
cerita, menemukan cerita rakyat sejenis.
Task 2
- Guru meminta siswa untuk: memilih
potongan cerita dalam cerita Strong Wind
atau cerita lain yang mereka sukai, lalu
menuliskan script cerita untuk dimainkan.
- Guru meminta siswa untuk berlatih
memperagakan script cerita menjadi sebuah
pertunjukan selama 10 menit.
Now, discuss in pairs
two points: 1) important
stages in Strong Wind
story. 2) discuss whether
they have similar story to
Strong Wind folktale.
Choose a fragment in
a story you’re familiar
with. Write a script of the
story. Finally, role play
your script.
40’
KUNCI JAWABAN
sled (noun) kereta es/sluncur
gentle (adjective) lembut
jealous (adjective) iri
rags (noun) baju lusuh
coals (noun) arang
remain (verb) tetap
bow (noun) panah
burn (verb) membakar
bowstring (noun) tali panah
turn into (verb) mengubah
tremble (adjective) bergetar
fear (noun) ketakutan
meanness (noun) kejahatan

D. READING COMPREHENSION
Task 1:
1. invisible 2. rope 3.jealous 4. gentle
5. rags 6. bow 7. long 8. fine
9. tremble 10. lying
Task 2:
1. He was a great warrior who lived in a tent by the sea.
2. Strong Wind was able to make himself invisible.
3. By identifying their guesses. If their guesses were wrong, she could
conclude that the girls were lying.
4. Her elder sisters burned her face.
5. The chief ’s youngest daughter. She could do this because Strong Wind had
let her see him.
6. Strong Wind’s sister washed her face and the face clean again.
7. The chief ’s elder daughters was turned into aspen trees.
8. Yes, he knew that.
9. Because she was an honest girl.
10. The answer is up to the students’ preferences.
11. Strong Wind decided to have the chief youngest daughter as his wife
because he had promised to marry anyone who could see him and the girl
could see him because she was honest.
12. Jawaban terserah S, semua jawaban S dihargai. If I were in the story, I
would like to be …..
1. The poor peasants wear rags every day.
2. You may not feel jealous of some body else’s wealth.
3. Coming home, her tremble body made us anxious to know what had
happened.
4. Remain seated although your name is called for hundred times.
5. She is always mean to me. I don’t know why.
6. The bowstring is elastic. It can stretch as long as 60 centimeters.
7. She fears to speak in her father’s presence.
8. The great, fearless warrior fought for his beloved country.
9. They used rope to pull the carts.
10. The wind blew the young man’s hat.

Bahasa Inggris 169
11. The invisible hand helps her solve the chronic problem.
12. The sled was pulled by two dogs.
13. The girl is gentle and beautiful.
F. TEXT STRUCTURE
Parts of Narrative Purposes Details
Setting and
To introduce setting
character
and character
- There was a great warrior
named Strong Wind.
- He lived with his sister in a
tent by the sea.
- His sister could see him,
but no one else could.
- He would marry the first
woman who could see him
Conflict To start the conflict - Many women came up to
his tent to watch for him.
- Strong Wind’s sister would
know that they were lying
Plot (action) To show an action
as part of a plot
- A chief had three
daughters.
- The last daughter was
gentle and beautiful.
- The two elder daughters
were really mean to their
younger sister.
- The youngest daughter
remained calm.
Plot (rising action) To show rising
action
- the two older sisters went
to try to meet Strong
Wind.
- They lied.
Plot (climax) To show the climax - The youngest sister also
went to try to meet Strong
Wind.
- She did not tell a lie.
- Strong Wind let her see
him.
- She regained her beauty.
- They both married

Plot (falling action) To tell falling action - The elder sisters got angry.
- Strong Wind turned them
into aspen trees.
F. GRAMMAR REVIEW
Grammar exercise:
1. My plane landed at 8 pm yesterday. I had asked the hotel personnel to pick
me up at the airport.
2. John had repaired many cars before he received his mechanic’s license.
3. She had never seen Jackfruit before she came to Indonesia.
4. Marie felt bad about selling her car because she had owned it for ten years.
5. We understood the movie because we had read the book about it.
6. Kamal had studied about Germany before he went there for his university
education.
7. I did not have any money to buy food because I had lost my wallet.
8. Ahmad had never been to Mecca before last week trip to Masjidil Haram.
9. We could not get a hotel room last night because we had not booked in
advance.
10. We were not welcome by the family because we had not made a telephone
call telling them that we would come last night.

Bahasa Inggris 171
Chapter 18
LEARNING THROUGH SONGS
Kompetensi Dasar:
3.11 Menyebutkan fungsi sosial dan unsur kebahasaan dalam lagu.
4.16 Menangkap makna lagu sederhana.
1. Menunjukkan kesungguhan belajar bahasa Inggris melalui pemahaman lagu.
2. Menunjukkan perilaku cinta damai, percaya diri, dan tanggung jawab dalam me-laksanakan
komunikasi tentang makna lagu.
3. Menyebutkan fungsi sosial dan unsur kebahasaan dalam lagu.
4. Merespon makna lagu sederhana.
A WARMER
PROSEDUR INSTRUKSI/
CATATAN WAKTU
berpasangan.
pada bagian WARMER.
- Guru menuntun siswa tentang kata-kata
yang dapat diambil dari gambar- gambar
tersebut.
dengan pasangannya.
selama diskusi.
Alright ss. Find a partner.
With your partner,
discuss the questions in
section A.
Ketika selesai:
Can you share your
raise your hand if you’re
ready to share.
15’

PROSEDUR INSTRUKSI/
CATATAN WAKTU
kata-kata yang tertulis dengan ejaan tidak
lengkap.
- Guru meminta siswa melengkapi kata-kata
tersebut dengan mengacu pada makna
kata-kata tersebut di kolom sebelah kanan.
atau berdiskusi dengan teman untuk
melengkapi kata-kata yang dicarinya.
siswa.
Look at the words in
the table. Match the
English words and the
Indonesian meanings.
10’
PROSEDUR INSTRUKSI/
CATATAN WAKTU
after me.
10’
D LISTENING TO A SONG
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Sebelum memutarkan lagu, guru meminta
siswa membaca keseluruhan isi lagu dan
berusaha menebak kata-kata apa yang
hilang dalam lirik lagu tersebut (predicting).
- Guru mendiskusikan prediksi siswa tentang
isian dalam titik-titik.
Let’s listen to a song. The
title of the song is “You’ve
Got A Friend” Before you
listen to the song, read
the lyrics and fill in the
blanks. Now, let’s listen to
the song.
30’

Bahasa Inggris 173
- Guru meminta siswa mendengarkan lagu
sambil melengkapi lirik yang kosong
dengan kata-kata yang tepat sesuai yang ada
dalam lagu.
section B agar siswa dapat memeriksa
spelling atau kata-kata yang diperlukan.
keseluruhan isi lagu ini. Guru juga dapat
menunjukkan keseluruhan teks lagu.
- Jika memungkinkan, guru dan siswa dapat
menyanyikan lagu ini bersama-sama.
- Aktivitas ini dilanjutkan dengan menjawab
soal-soal yang berkaitan dengan lagu ini.
- Guru memeriksa jawaban siswa bersama-sama.
Guru memberikan kesempatan
bagi beberapa siswa untuk memberikan
opininya mengenai lagu ini sesuai dengan
pertanyaan no 8.
While listening, fill in the
gaps with the words that
you hear from the song.
Guru dapat memutar
lagu melalui link
di internet (jika
mungkin). Guru juga
dapat menyiapkan file
suara atau CD atau
kaset untuk lagu ini
agar dapat diputar
dalam kelas. Alternatif
terakhir adalah guru
menyanyikan lagu
untuk. Guru dapat
juga mengganti lagu
dengan lagu sejenis yang
dimiliki guru.
Now, answer the
questions based on the
song.
PROSEDUR INSTRUKSI/
CATATAN WAKTU
jawaban.
Now, do the exercise. 20’

F PARAPHRASING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
bait bait lagu yang ada dalam kolom di
sebelah kiri.
- Guru menjelaskan makna satu bait lagu
dengan menggunakan kata-kata yang
berbeda namun memiliki arti sama,
misalnya seperti pertanyaan nomor 4
bagian listening.
- Guru meminta siswa mengerjakan
paraphrasing.
Look at the pair of
sentences, pay attention
to the use of have got and
has got.
Now, make your own
sentences using have got
and has got.
Would you like to share
your sentences with the
class? Raise your hands!
20’
G MAKING POEMS
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru meminta siswa membuat puisi
sederhana dengan topik-topik yang telah
ditentukan.
Now let’s compose poems. 20’
H WRITING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru meminta siswa mendiskusikan
makna lagu tersebut dengan teman. Setelah
diskusi.
- Guru meminta siswa menuliskan makna
lagu dari hasil diskusinya dalam bentuk
paragraph.
- Setelah itu, guru meminta siswa memilih
sebuah lagu yang disukainya dan
menuliskan maknanya dalam bentuk
paragraf.
Now discuss the meaning
of the whole song with
a partner and write it
down as a paragraph.
Choose a song, it can
be your favourite song,
what does it mean? Write
the description in the
paragraph form.
25’

Bahasa Inggris 175
I SPEAKING
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru meminta siswa bekerja berkelompok.
tertulis dalam speaking section.
- Guru memberikan contoh untuk aktivitas
ini.
- Guru dapat berpartisipasi dalam kegiatan
ini.
peran.
Now work in groups.
Look at the speaking
section in the book.
25’
J REFLECTION
PROSEDUR INSTRUKSI/
CATATAN WAKTU
bab ini.
bimbingan bagi siswa tersebut secara khusus
atau dalam kesempatan remedy.
reflection!
Do you have any
questions?
5’
K FURTHER ACTIVITIES
PROSEDUR INSTRUKSI/
CATATAN WAKTU
- Guru meminta siswa mendengarkan
lebih banyak lagu berbahasa Inggris dan
mencoba menangkap kata-kata yang ada di
dalamnya.
- Guru meminta siswa mencoba memaknai
lagu yang didengarkannya tersebut.
Do you like songs? Listen
to more songs and learn
more from songs.
bebas

KUNCI JAWABAN
WARMER
Word list:
friend
hugs
cry
talk
laugh
sad
happy
share
walk
sit
chat
listen
feeling
need
shoulders
best friend
give
take
VOCABULARY BUILDER
1. troubled = down, sad
2. a helping hand = aid
3. be going right = well
4. brighten up = cheer up
5. call out = say someone’s name
6. coem running = come quickly
7. winter = time when it is cold
8. spring = time when flowers begin to bloom
9. summer = time when it is hot
10. fall = time when leaves fall to the ground
11. keep your head together = stay calm
12. out loud = clear
13. ain’t = isn’t/aren’t
LISTENING
“You’ve Got A Friend”
When you’re down and troubled
And you need a helping hand
And nothing, nothing is going right
Close your eyes and think of me
And soon I will be there
To brighten up even your darkest night
You just call out my name

Bahasa Inggris 177
And you know wherever I am
I’ll come running to see you again
Winter, spring, summer or fall
All you have to do is call
And I’ll be there, yeah, yeah, yeah.
You’ve got a friend
If the skyabove you
Should turn dark and full of clouds
And that old north wind should begin to blow
Keep your head together
And call my name out loud yeah
Soon I’ll be knocking upon your door
I’ll come running oh yes I will
To see you again
And I’ll be there, yeah, yeah, yeah.
Ain’tit good to know that you’ve got a friend
When people can be so cold
They’ll hurt you, and desert you
And take your soul if you let them
Oh yeah, but don’t you let them
And I’ll be there, yes I will.
I’ll come running to see you again (oh baby don’t you know)
Lord, I’ll be there yes I will.
Oh, you’ve got a friend

Ain’tit good to know you’ve got a friend
Ain’tit good to know you’ve got a friend
You’ve got a friend.
COMPREHENSION QUESTIONS
1. When you are sad, think of me and you will be happy.
2. To make you happy (answers may vary, but the point is this)
3. To express that she will come anytime she is needed.
4. If you begin to feel sad, just keep calm, and I will come to you soon. (answers
may vary, but the point is this)
5. You just call out my name
And I’ll be there, yes I will.
This verse is repeated because it is the core meaning of the song.
6. “ain’t” basically has negative meanings. Its synonyms are doesn’t, don’t, aren’t, or
didn’t.
7. About a friend who promises to always help her friend, anytime she is needed.
8. Answer may vary.
VOCABULARY EXERCISE
1. turns dark
2. out loud
3. come running
4. winter, spring, summer, fall
5. brighten up
6. a helping hand
7. keep your head together
8. call out
9. cold
10. down and troubled
Buku Guru SMA/MA/SMK/MAK Kelas X
178 Kelas X

Bahasa Inggris 179
SUMMATIVE TEST 2
Time allocation: 90 minutes
I. READING
Read the text carefully, and then answer the comprehension
questions.
Psychologists have found a battery of scientifically based strategies
that could help improve ss’ scores if they are practiced in examinations.
Some of them are presented below.
Test yourself: Researchers at Washington University in St. Louis report
that testing yourself on what you’ve just learnt helps embed it in your
brain. In the journal Psychological Science, the scientists describe how
they took two groups of ss and asked one to read a prose passage once,
then test their knowledge of it up to three times. The other group was
asked to re-read the passage up to three times. In an exam a week later,
the self-testers recalled 61 per cent of the passage, compared with 40 per
cent by the re-readers.
Use your imaginations: While revising, try to remember the classroom
scene when you were taught a topic. This engages other parts of the brain
– your imagination and visual sense – which can come to your exam when
you’re trying to recall facts. It also adds a bit of fun. You can even try
emulating your teacher’s movements. It sounds mad, but ss who mimic
the gestures of teachers while learning maths learn new strategies more
quickly than those who don’t.
Listen to music: University of California psychologists have found
that listening to music can improve academic performance. In one study,
university ss scored higher marks after listening to a Mozart piano sonata
than they did when they were tested after sitting in silence. Investigators
believe that the complex structure and rhythms of classical music can
also help by coordinating the parts of the brain that control rational
and creative thought. But rock music may have a similar effect, say the
researchers.
Night Nerves: The night before an exam can be hard. Don’t start
revising completely new areas – it will just make you panic. Instead, stick
to key points and summaries. Actually, it’s far more important to go to bed

at a decent hour and get some sleep; you will perform better. Keep nerves
and insomnia at bay by reminding yourself that you know the material.
Say “stop” to yourself at the onset of any negative thoughts.
1. What is the text mainly about?
2. How many tips are offered by psychologists? What are they?
3. What is the evidence about the need practicing before examinations?
4. How can remembering classroom scene help ss perform better?
5. Why can listening to music help prepare for examinations?
6. What kinds of music might help?
7. What should be done the night before examinations?
8. What is the social function of the text?
9. Where can you probably find this kind of text?
10. Do you think that the author might discuss other tips? Why do you
think so?
II. VOCABULARY TEST
1. The ss were very ___________________ when the teacher announced
that they were going to have an excursion to the local public library.
a. nervous b. excited c. friendly d. upset
2. I ___________ the money I got from my parents wisely. I only bought
things that I needed not things that I wanted.
a. used b. asked for c. spent d. gave
3. I think all babies in the world have an _______________ look. That’s
what makes people fall in love with them every time they look at
babies.
a. amazing b. honest c. amusing d. innocent
4. She is coming here on a _________. She will come back to the company
when she is recovered.
a. sick leave b. resignation c. retirement d. break
5. Bali is __________ for its beauty. It is called the Goddess Island.
a. reminded c. renown
b. considered d. understood

6. The newly-married __________ have just moved into the new house.
a. persons b. people c. couple d. spouse
7. This is the most precious __________ that Nina has ever received from
her parents.
a. prize b. thing c. reward d. gift
8. In the past, only children from ___________ families could get proper
education, while the poor were uneducated.
a. wealthy b. happy c. healthy d. weary
9. When the ____________________ begins to take off, its tires fold up
into their compartment.
a. train b. bus c. car d. airplane
10. If you put one more lamp in the corner, it will ___________ the room.
Bahasa Inggris 181
a. brighten up c. highlight
b. decorate d. check
III. GRAMMAR TEST
1. “Where ______ the ladies?” “I don’t know. They _______ in the living
room five minutes ago.”
a. are – are c. were – are
b. are – were d. were – were
2. Having finished doing her homework yesterday, Siti ________ to the
gym.
a. goes b. is going c. went d. had gone
3. After Andrea knows that her friends do not trust her anymore, she
__________ to move to another town.
a. decides c. had decided
b. is deciding d. decided
4. Issumboshi said that he ________ to meet the feudal lord.
a. wants c. was wanting
b. wanted d. had wanted

5. When Malin Kundang __________ on his trading journey, his ship
landed on a coast near a small village
a. sailed c. had been sailing b. was sailing
d. sailing
6. Susan __________ for her friend Rina since an hour ago.
a. was waiting c. is waiting
b. waits d. has been waiting
7. John ________ many cars before he received his mechanic’s license.
a. repairs c. had repaired
b. was repairing d. had been repairing
8. I did not have any money to buy food because
I ________ my wallet.
a.was lost c. was losing
b. is lost d. had lost
IV. WRITING
Tell your friends about your favorite teacher. Use the following
questions to help you.
- What is your teacher’s name?
- What subject does he/she teach?
- Why do you like his/her teaching best?
Kunci Jawaban
I. READING
1. How to prepare for an examination
2. Four tips: test yourself; use your imaginations; listen to music; night nerves.
3. In an exam a week, the subjects who were asked to practice recalled 61 per
cent of the passage, compared with 40 per cent by the re-readers.
4. Remembering engages other parts of the brain – our imagination and visual
sense – which can come to our exam when we’re trying to recall facts
5. Because the complex structure and rhythms of music can also help by
coordinating the parts of the brain that control rational and creative thought
6. All kinds of music

7. Stick to key points and summaries; go to bed at a decent hour; and get some
sleep
8. To give (explain) some tips for how to prepare for an exam.
9. In a magazine
10. Yes. Because in the first paragraph it is stated that the four are just some of
the tips.
Bahasa Inggris 183
II. VOCABULARY TEST
1. b
2. c
3. d
4. a
5. c
6. c
7. d
8. a
9. d
10. a
III. GRAMMAR TEST
1. b
2. c
3. a
4. b
5. b
6. d
7. c
8. d
IV. WRITING
Various possible pieces of writing.

REFERENCES
Anderson, M. and Kathy Anderson. 1998. Text Types in English 3. MacMillan, South Yarra.
Douglas, N. 2010. Reading Explorer 3. Boston: Heinle, Cengage Learning
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http://www.wikihow.com/Describe-a-Character’s-Looks-Well
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personality.html
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McMaster-Mini-Med-School
http://thesecret.tv/stories/stories-read.html?id=7449
http://voices.yahoo.com/meeting-idol-arnold-schwarzenegger-616147.html
http://mickaylaashlee.buzznet.com/user/journal/17333437/meeting-idol-brian-dales-summer/
http://en.wikipedia.org/wiki/B._J._Habibie
http://en.wikipedia.org/wiki/Cut_Nyak_Dhien
http://understandgtext.blogspot.com/2009/05/narrative-analysis-on-malin-kundang.html
http://englishnadine.blogspot.com/2013/01/malin-kundang-folklore.html
http://folklore-lover.blogspot.com/2009/01/story-of-malin-kundang.html
http://www.ducksters.com/biography/wright_brothers.php
http://www.azlyrics.com/lyrics/jamestaylor/youvegotafriend145759.htmlhttp://www.youtube.com/
watch?v=trEwDejTKRY
http://www.chesterhil-h.schools.nsw.edu.au/home
Kawachinagano Rotary Club. 1987. Japanese Fairy Tales. Seikyo Gakuan Interact Club
Taylor, E.K. 2000. Using Folktales. Cambridge: CUP
www.lonelyplanet.com,
www.Indonesian.travel.com,
www. Exploguide.com

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