Senin, 01 Februari 2010

SILABUS
Sekolah : SMPN 29 SURABAYA......
Kelas : VII
Mata Pelajaran :Bahasa Inggris
Semester : 2
Standar Kompetensi : 1.Mendengarkan
memahami makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan
terdekat


Kompetensi
Dasar MateriPokok /Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Alokasi
Waktu Sumber
Belajar
Teknik Bentuk
Instrumen Contoh
Instrumen
1.1 Merespon makna dalam percakapan transaksional ( to get things done ) dan interpersonal (bersosialisasi ) yang mengunakan ragam bahasa lisan sangat sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur : menyapa orang yang belum/sudah dikenal, memperkenalkan diri sendiri / orang lain, dan memerintah atau melarang
Contoh:

A: Good morning, Mrs Wilson.
B: Good morning.

A: Hi, John!
B: Hello, Eddy!

A : How are you ?
B : Fine, thanks.

A : Hello, my name’s Susan. What’s your name?
B : My name’s Eddy.

A: Susan, this is my friend , Riccardo.
B: nice to meet you, Riccardo.

A : Take the red pen, please.
B : Here you are.

A: Susan, put the photo here.
B: OK.


A : Don’t put the book here.
B : Ok






• Tanya jawab yang terkait dengan materi
• Membahas kosa kata dan tata bahasa yang terkait dengan sapaan, perkenalan, memberi perintah atau melarang
• Mendengarkan percakapan yang terkait dengan sapaan, perkenalan, memberi perintah atau melarang.
• Menjawab / merespon pertanyaan.



memahami lagu singkat • Tes lisan



• Tes tertulis







• Unjuk kerja





• Merespon ungkapan lisan

• Pilihan Ganda






• Responding
Listen to the expressions and give your response.
• A: Good morning.
B: .......................
Listen to the recording and do the orders given.
• “Hi, I’m Susan,... ....to meet you
a. Nice
b. meet
c. fine
d. Thanks




2x40 menit • Tape-script
• Bahan-bahan rekaman (kaset, CD, VCD)



1.2. Merespon makna dalam percakapan transaksional ( to get things done ) dan interpersonal (bersosialisasi ) yang mengunakan ragam bahasa lisan sangat sederhana secara akurat, lancar dan berterima untuk beriteraksi dengan lingkungan terdekat yang melibatkan tindak tutur : meminta dan memberi informasi, mengucapkan terima kasih, meminta maaf, dan mengungkapkan kesantunan Contoh :

A : Where are you from?
B : I’m from Kingston. It’s in Jamaica.

A: What’s your telephone numbers?
B: 8346 50 double 2.


A : Thank you very much.
B: Not at all.



A : I’m sorry.
B : it,s okay.

A : Give me my exercise-book, please..!



1. Mendengarkan dan merespon introduction tentang meminta dan memberi informasi, ungkapan terimakasih, permintaan maaf, kesantunan.
2. memperhatikan kosakata dan tatabahasa yang kemungkinan besar muncul dalam mendengarkan topik materi
3. mendengarkan percakapan tentang meminta dan memberi informasi, ungkapan terimakasih, permintaan maaf dan kesantunan
4. mendengarkan gambit-gambit yang muncul dalam materi percakapan terkait.
5. menjawab/merespon pertanyaan berdasarkan materi yang diperdengarkan
Merespon ungkapan-ungkapan :
Meminta dan memberi informasi

Ungkapan terima kasih


Permintaan maaf


Kesantunan








Tes lisan








Tes tulis












Merespon pertanyaan / ungkapan lisan





Melengkapi












Listen to the questions / expression and give your answer / response.
A: How many persons are in
the conversation?
B: ............
A: thank you so much.
B: ............

Listen to the questions / expressions and complete the sentences.
A:could you open the door
for me?
B: .........

A: Sorry I’m Late.
B: .........




2x40 menit

Buku guru

Script percakapan tulis

Rekaman percakapan dalam kaset, CD, DVD, film




























Standar Kompetensi : 2. Mendengarkan
Memahami makna dalam teks lisan fungsional pendek sangat sederhana untuk berinteraksi dengan lingkungan terdekat


Kompetensi
Dasar Materi Pokok / Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Alokasi
Waktu Sumber
Belajar
Teknik Bentuk
Instrumen Contoh
Instrumen
Merespon makna tindak tutur yang terdapat dalam teks lisan fungsional pendek sangat sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat





Contoh:
• Look, that’s Sandra.

• Look at number 2. that’s Mr Brown. He’s an astronaut. He’s at the bus stop.

• Where are the pens?

• Are the pens on the desk?




Tanya jawab yang terkait dengan materi
Membahas kosakata & tata bahasa: verb phrase yang berkaitan dengan instruksi, ucapan selamat; noun phrase yang berkaitan dengan daftar benda/barang
Mendengarkan percakapan yang sesuai dengan materi
Mendengarkan teks lisan yang berisi instruksi yang terkait dengan gambar.
Menjawab/merespon pertanyaan tentang struktur percakapan








merespon makna dalam teks lisan fungsional pendek berupa:

Instruksi
Pertanyaan menanyakan keberadaan suatu benda.
• Tes lisan



• Unjuk kerja



• Tes tertulis





Pertanyaan



Respon
tindakan


Benar-salah
• A:What does the writer want to
buy?
B: ...............

• Stand up!
• Raise your hand!


Listen to the statement and decide if the statement is True (T) or False (F)
• I need to get a pack of sugar.
...... (T / F)





2x40 menit • Script percakapan

• Gambar benda-benda kebutuh-an sehari-hari

• Bahan rekaman (kaset, CD,VCD,dll)



2.2. Merespon makna gagasan yang terdapat dalam teks lisan fungsional pendek sangat sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat




Mendengarkan dan merespon introduction tentang makna yang tersurat dalam ungkapan-ungkapan fungsional pendek berupa instruksi

Memperhatikan kosakata dan tatabahasa yang mungkin muncul dalam makna yang tersurat dalam ungkapan-ungkapan fungsional pendek lisan berupa instruksi,

Mendengarkan teks-teks lisan fungsional pendek yang terkait dengan topik materi terkait

Mengidentifikasi makna gagasan teks lisan fungsional pendek yang terkait dengan topik materi

Menjawab pertanyaan-pertanyaan tentang makna gagasan yang terdapat dalam materi teks fungsional pendek lisan yang disampaikan
Mengidentifikasi makna gagasan dalam teks lisan fungsional pendek berupa:

Instruksi
Tes lisan













Tes tulis









Unjuk kerja


Daftar pertanyaan



Game








Melengkapi

T/F

Pilihan ganda

Menjodoh
kan

Respon tindakan

Listen and answer the questions orally!



Listen and mention as many shopping list items as you can remember






Listen and fill in the blank spaces
Write down T/F for the statements
Choose the best answer by crossing a, b, c, or d

Match the statements in list A and B

Listen the instruction and do it!

2x40 menit Script teks funsional pendek lisan
Dari buku teks

Script teks fungsional pendek lisan yang ada dalam kehidupan nyata

Rekaman kaset, CD, DVD, film



Standar Kompetensi : 3. Berbicara
Mengungkapkan makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan
lingkungan terdekat


Kompetensi
Dasar Materi Pokok / Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Alokasi
Waktu Sumber
Belajar
Teknik Bentuk
Instrumen Contoh
Instrumen
3.1 Melakukan interaksi dengan lingkungan terdekat yang melibatkan tindak tutur : orang menyapa yang belum dikenal, memperkenalkan diri sendiri / orang lain, dan memerintah atau melarang
Contoh:
A : Good morning, Mrs Wilson.
B : Good morning.

A : How are you ?
B : Fine, thanks.

A: Hello, Eddy!
B: Hi, John!

A : Hello. My name’s Susan. What’s your name?
B : My name’s Eddy.

A: Take the red pens, please.
B: Here you are.

A : Don’t put the photo here !
B : Okay.

Tanya jawab yang berkaitan dengan materi.
Meniru ungkapan-ungkapan sapaan dan respon sapaan.
Membahas kosakata dan struktur percakapan sesuai materi.
Latihan percakapan dalam bentuk dialog.
Menggunakan ungkapan-ungkapan percakapan sesuai materi dalam situasi nyata.

Mengungkapkan berbagai tindak tutur:
Menyapa yang belum/sudah dikenal
Memperkenalkan diri sendiri/orang lain.
Memerintah/melarang

• Tes lisan






• unjuk kerja








pertanyaan






Role play (in pairs or group)





Dramatizing the dialogue



Game





Song
• Answer the questions orally!






• Work in pairs and introduce yourself to your partner and your classmates in front of the class using the model dialogue.


• Students should perform the dialogue in front of the class and use some gestures.


• Work in pairs and play a guessing game. Student A chooses one character in the pictues and Student B guesses who she/ he is.


• Listen to te song first and then its’ your turn to sing.




2x40 menit • Script percakapan

• Buku teks yang relevan


• Alat peraga






3.2 Melakukan interaksi
dengan lingkungan terdekat yang melibatkan tindak tutur : meminta dan memberi informasi, mengucapkan terima kasih meminta maaf dan mengungkapkan kesantunan

Contoh :
A: Where is Kingston?
B: It’s in Jamaica.

A: Thank you very much.
B: Not at all.

A. I’ m sorry.
B. It’s Okay.

A. Please,
come in.
B.Thank you.

Mendengarkan dan memberi respon tentang introduction tindak tutur topik materi yang akan disampaikan
Memperhatikan penjelasan tentang kosakata dan tatabahasa yang muncul dalam tindak tutur dengan topik materi yang akan disampaikan
Mendengarkan model percakapan yang menggunakan tindak tutur tentang topik materi yang disampaikan
Menggunakan tindak tutur dengan topik materi yang disampaikan dengan guru dan teman
Menggunakan tindak tutur dengan topik materi yang disampaikan dengan variasi-variasi atau kemungkinan-kemungkinan secara bebas 1. Bertanya dan menjawab tentang berbagai hal :

• Meminta dan memberi informasi

• Mengucapkan terima kasih


• Meminta maaf


2. Mengungkapkan kesantunan





Tes lisan












Unjuk kerja




Tanya jawab











Bermain peran


Games Ask and answer questions to your friends based on the situation given or picture










Perform a role play with your friend about asking and giving information

Work in pairs. Student A should hide Student’s B school things. Student B should guess where they are by asking Yes/No question. 4x40 menit
Script percakapan

Buku teks berisi percakapan

Alat peraga






Standar Kompetensi : 4. Berbicara
Mengungkapkan makna dalam teks lisan fungsional pendek sangat sederhana untuk berinteraksi dengan lingkungan terdekat


Kompetensi
Dasar Materi
Pokok/
Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Alokasi
Waktu Sumber
Belajar
Teknik Bentuk
Instrumen Contoh
Instrumen
4.1 Mengungkapkan makna tindak tutur fungsional pendek sangat sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat


Teks Fungsional :
• Intruction
• Greetings


1.Tanya jawab yang berkaitan dengan
materi
2.Menirukan ungkapan-ungkapan sesuai
materi
3.Membahas kosakata dan struktur
percakapan
4.Latihan memberi perintah,
5. Menggunakan ungkapan percakapan dalam situasi nyata
1.Memberi instruksi
2.Menyebut daftar benda Tes lisan



Unjuk kerja



Membahasakan gambar

Performance



Games


• Write an instruction based on the picture shown!


• Announce an information about the ceremony!

• Do the instructions given by your friend which stands in front of the class.





2x40 menit










Buku teks yang relevan

Alat peraga

Rekaman kaset, CD,VCD,film

Rekaman percakapan otentik

4.2.Mengungkapkan makna gagasan dalam teks lisan fungsional pendek sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat
1. Teks fungsional berbentuk :
• instruction
• greetings 1. Mendengarkan dan memberi respon introduction tentang makna gagasan teks lisan fungsional pendek sesuai topik materi yang akan disampaikan
2. Mendengarkan dan memberi respon penjelasan tentang kosakata, tatabahasa: noun, noun phrase, adj, verb, adverbs, shrort answer, istilah-istilah dalam teks fungsional pendek.
3. Mendengarkan model teks-teks lisan fungsional pendek
4. Menggunakan teks-teks fungsional pendek dalam simulasi
5. Mengidentifikasi makna gagasan teks-teks lisan fungsional pendek
6. Menjawab pertanyaan tentang makna gagasan teks fungsional pendek secara lisan 1. Memberi insruksi secara lisan.
2. Menggunakan jenis sapaan yang sesuai dengan umur lawan bicara (orang dewasa, teman, dsb).







Tes lisan
Unjuk kerja a. Give instruction to your friend based on the picture.
b. Mention the things that you find in your bedroom

2x40 menit
Script of short functional text

Buku teks

Rekaman kaset, CD,VCD, DVD, Film

Alat peraga






























Standar Kompetensi : 5. Membaca
Memahami makna dalam teks tulis fungsional pendek sangat sederhana yang berkaitan dengan lingkungan terdekat



Kompetensi
Dasar Materi
Pokok/
Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Alokasi
Waktu Sumber
Belajar
Teknik Bentuk
Instrumen Contoh
Instrumen
5.1 Membaca nyaring bermakna kata, frasa, dan kalimat dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan terdekat

Pronunciation kata
dan Intonation:
frasa,
kalimat yang
telah dipelajari
1. Mendengarkan dan merespon hal-hal yang perlu diperhatikan dalam kegiatan membaca nyaring: pronunciation, intonation
2. Mendengarkan model membaca nyaring
3. Menirukan membaca nyaring dengan intonasi dan jeda sesuai model
4. Membaca nyaring sendiri dengan lafal, intonasi, dan jeda yang baik dan benar
5. Membaca secara intensif sebuah dialog
6. Membaca gambar dan mewarnainya
7. Menyanyikan lagu setelah mendengarkan lagu tersebut. Melafalkan kata, frasa dan kalimat dengan baik dan benar .
Membaca kata frasa dan kalimat dengan intonasi yang benar.
Membaca nyaring dengan baik dan benar.
Membaca dialog dengan lafal dan intonasi yang tepat.
Menyanyikan lagu dengan lafal yang tepat dan benar.









Tes unjuk kerja


Observasi Uji petik membaca nyaring

Lembar observasi

Lagu Read the sentences aloud!



Read all the sentences loudly and carefully.

Sing the song by looking at the song text. 2x40 menit
Buku teks

teks
otentik

Teks lagu


5.2 Merespon makna yang terdapat dalam teks tulis fungsional pendek sangat sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan terdekat

Teks fungsional pendek berbentuk:

Instruksi


Tanya jawab yang terkait dengan materi
Menirukan membaca nyaring
Mengidentifikasi informasi yang terdapat dalam bacaan
Membahas kosakata struktur kalimat, struktur bacaan




1.Mengidentifikasi berbagai informasi dalam teks fungsional pendek berbentuk :
Instruksi

Unjuk kerja


Tes tulis





Pilihan ganda

Melengkapi kalimat/frase

Menjawab pertanyaan

T / F
- Choose the correct answer based on the text above.


- Complete the sentences below!

- Answer the questions based on the text!
- Buku teks

- Sumber bacaan lain yang relevan

















Standar Kompetensi : 6.Menulis
Mengungkapkan makna dalam teks tulis fungsional pendek sangat sederhana untuk berinteraksi dengan lingkungan terdekat



Kompetensi
Dasar Materi
Pokok/
Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Alokasi
Waktu Sumber
Belajar
Teknik Bentuk
Instrumen Contoh
Instrumen
6.1 Mengungkapkan makna gagasan dalam teks tulis fungsional pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat Teks fungsional pendek berbentuk:
Instruksi
Dialog
Kalimat sederhana terkait materi dan jenis teks. 1.Membahas ciri-ciri jenis teks fungsional
pendek

2.Membuat frasa, kalimat, dan dialog sesuai materi

3.Membuat teks fungsional pendek

4. Melengkapi kalimat dan dialog

5. Mengidentifikasi gambar dan menuliskan nama tempat


1.Melengkapi teks fungsional pendek

2.Menyusun kata/urutan kata menjadi kalimat yang padu

3.Menulis teks fungsional pendek

Tes tulis Melengkapi


Menyusun kalimat






Mengisi formulir berisi data pribadi

Teka-teki silang Complete the blank spaces of the following text!

Arrange the jumbled sentences in a good order






Fill in the form below.




Do the crossword puzzle below. 4x40 menit -Buku teks

- Alat peraga


6.2.Mengungkapkan langkah retorika dalam teks tulis fungsional pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat Teks fungsional pendek tentang :
Instruksi

Langkah retorika teks fungsional pendek
1. Mendengarkan dan merespon penjelasan tentang ciri-ciri teks fungsional pendek

2. Menyusun kata dalam bentuk frasa benda

3. Menyusun kata, frasa dalam kalimat padu

4. Mengidentifikasi ciri-ciri teks fungsional pendek yang diberikan dengan bantuan guru

5. Mengidentifikasi ciri-ciri teks fungsional pendek yang diberikan secara mandiri

6. melengkapi teks fungsional pendek dengan struktur teks yang benar.

7. Menulis teks fungsional pendek. 1. Membuat teks fungsional pendek

2. Menggunakan langkah retorika dalam menulis teks fungsional pendek









Tes tulis
Melengkapi


Esai






Uraian Fill in the blank spaces of the short text.

Write down an announcement based on the given situation




Make a list of things you find in the following places :
1. bedroom
2. bathroom
3. kitchen 4x40 menit
Buku teks

Alat peraga






instruksi, daftar barang



..........................................., ...................................
Mengetahui:
Kepala .................................................... Guru Mata Pelajaran,






NIP/NRK NIP/NRK
















LESSON PLAN
By: Aziz Novita
SCHOOL : SMA NEGERI 1 SIDOARJO
SUBJECT : ENGLISH
GRADE/ TERM : X/1
MEETING : First
TIME : 2x45

A. Standard Competence
LISTENING
1. Understanding the meaning on the transactional and interpersonal speech in the context of daily life.
B. Based competence.
1.1 Responding the meaning in the transactional and interpersonal utterances formal and informal which is using simply speech act accurately, fluently and acceptable in the context of daily life and include speech act such as: introduction, greeting/leave taking, accepting, invitation, agreement and disagreement.
C. indicators
1.1.1 Identifying the meaning of introduction expression.
1.1.2 Responding to the expression of introduction.
1.1.3 Identifying the meaning of meting or saying hello expression.
1.1.4 Responding to the expression meeting / saying hello.
1.1.6 Identifying the meaning of leave taking expression.
1.1.7 Responding to the expression of leave taking.
1.1.8 Identifying the meaning of expressing an offering, invitation, accepting and refusing invitation.
1.1.9 Responding to the expression of offering, invitation, accepting and refusing
invitation.
1.1.10 Identify an appointment with agreement and disagreement.
1.1.11 Responding an appointment with agreement and disagreement.
1.1.12 Responding to a certain topic, “fasting food”

D. Assessment objective (CIE)
Demonstrate understanding of specific details, information and semi formal announcement e.g.: news weather and interviews, dialogues and telephone conversation.
Instructional Objectives
Meeting 1
After completing the learning activities, students are able to:
- identify the speech acts of introduction, meeting and leave taking.
- respond to the speech acts of introduction, meeting and leave taking.
Meeting 2
After completing the learning activities, students are able to:
- identify the speech acts of offering, accepting, and refusing invitation.
- respond to the speech acts of offering, accepting, and refusing invitation
Meeting 3
After completing the learning activities, students are able to:
- identify the speech acts of making an appointment, agreeing, and disagreeing an appointment.
- respond the speech acts of making an appointment, agreeing, and disagreeing an appointment.
Meeting 4 (CIE)
After completing the learning activities, students are able to:
- Relate to the new topical ideas.
E. Material
Meeting 1: Introduction, Meeting, and Leave taking.
The expression of introduction
My I introduce my self
Let me to introduce my self
Can I introduce my self?

Expression of meeting:
Good morning
Good afternoon
Good evening
Hi, John
Hello
How are you
How do you do
Leave taking expression:
Good bye
Good night
See you
Bye-Bye
Respond of expressing introduction
Yes please
Of course please
My name is….
I am from…
Respond of meeting expression:
Good morning
Very well, thanks how about you?
I’m good
I’m fine
Oh pretty good


Respond of leave taking expression:
Good bye
See you too
Bye-Bye


Meeting 2: Offering, Accepting, Refusing invitation.
Expression of accepting and refusing invitation
-Would you like to come on my birthday party?
-Could you come to…?
-I’d like to ask you to come to swimming.
-Would you like to go to…?
How abou







Respond to the expression of accepting and refusing invitation
Accepting:-Yes, I’d like to
Thank you I’ be glad to go.
- Yes, thank you I’d be
- Happy to go.
- Yes, I’ love to.
- Sure, great
Refusing: - I’m sorry, I can’t
-Yes, I’d love to
-I’m afraid, I can’t
-I’m so sorry; I’ll be very busy tomorrow night.
- I’m afraid that’s not too good for me, what about…?



Meeting 3: Making an appointment, Agreeing and Disagreeing.
The expression of agreement.
- I agree with….
- That’s true
- That just what I think.
- I agree completely that.
- So do I.
- I think so.
- I might consider it.
- I think I would The expression of disagreement
- No way!
- No, I don’t agree with….
- No, that’s wrong.
- I refuse to believe.
- I’m sorry. I have to disagree.
- Yes, but…..
- Really?
- I maybe wrong, but….
- I don’t think so.
- Probably not.


-CIE
“Bespoke shoes”
F. Sources and media
- TIM INSTRUKTUR NASIONAL BAHASA INGGRIS I, ERLANGGA WINDOW ON THE WORLD.
- TH.M SUDARWATI and EUDIA GRACE, ERLANGGA LOOK AHEAD I.
- TH.M SUDARWATI and EUDIA GRACE, ERLANGGA LOOK AHEAD II.
- L.A. HILL AND ANTON HILLMAN, PUSTAKA ILMU.
G. Method
Genre based approach / oral cycle (BKOF & MOT)
H. Learning activities
Meeting 1
Opening activities:
1. Greeting
2. Orally pre test(warming up to the previous material)
3. Brain storming
Main activities:
1. Students listen to the dialogue about introducing someone.
2. Students listen the dialogue again
3. Students find out the expression and respond it
4. Students answer the questions
5. Students repeating the expression and the respond related to those expression
6. Students complete the dialogue
7. Students read aloud the dialogue by correct intonation, and pronunciation.
Closing activities:
1. Teacher and students are give evaluation to their performance
2. Teacher gives resume
3. Teacher greets the students
Meeting 2
Opening activities :
1. Greeting
2. Orally pre test (warming up to the previous material).
3. Brain storming.
Main activities :
1. Students listen to the dialogue about leave taking.
2. Students listen the dialogue again
3. Students find out the expression and respond it.
4. Students answer the questions.
5. Students repeating the expression and the respond related to those expression
6. Students complete the dialogue
7. Students read aloud the dialogue by correct intonation, and pronunciation.



Closing activities:
1. Teacher and students are give evaluation to their performance
2. Teacher gives resume
3. Teacher says leave taking to the students
Meeting 3
Opening activities:
1. Greeting
2. Orally pre test(warming up to the previous material)
3. Brain storming
Main activities:
1. Students listen to the dialogue about offering, receiving and refusing invitation.
2. Students listen the dialogue again
3. Students find out the expression and respond it
4. Students answer the questions
5. Students repeating the expression and the respond related to those expression
6. Students complete the dialogue
7. Students read aloud the dialogue by correct intonation, and pronunciation.
Closing activities:
1. Teacher and students are give evaluation to their performance
2. Teacher gives resume
3. Teacher greets the students.
Meeting 4
Opening activities:
1. Greeting
2. Orally pre test(warming up to the previous material)
3. Brain storming.



Main activities:
1. Students listen to the dialogue about making an appointment, agreement and disagreement.
2. Students listen he dialogue again
3. Students find out the expression and respond it
4. Students answer the questions
5. Students repeating the expression and the respond related to those expression
6. students complete the dialogue
7. Students read aloud the dialogue by correct intonation, and pronunciation.
Closing activities:
1. Teacher and students are give evaluation to their performance
2. Teacher gives resume
3. Teacher greets the students
Meeting 5 (CIE)
Opening activities:
1. Greeting
2. Orally pre test (warming up to the previous material)
3. Brain storming
Main activities:
1.Students listen to the dialogue about offering, receiving and refusing invitation.
2. Students listen the dialogue again.
3. Students find out the expression and respond it.
4. Students answer the questions
5. Students repeating the expression and the respond related to those expressions.
6. Students complete the dialogue.
7. Students read aloud the dialogue by correct intonation, and pronunciation.

Closing activities:
1. Teacher and students are give evaluation to their performance
2. Teacher gives resume
3. Teacher greets the students.
I. Assessment
Technique: performances and written test
Instrument: enclosed
Scoring:
























MATERIAL OF LISTENING

Meeting 1
Opening activities:
1. Greeting
2. Orally pre test(warming up to the previous material)
3. Brain storming
Students make the expression of Introduction and its responses.
Possible answers:
The expression of introduction
-My I introduce my self
-Let me to introduce my self
-Can I introduce my self?

Expression of meeting:
Good morning
Good afternoon
Good evening
Hi, John
Hello
How are you
How do you do
Respond of expressing introduction
Yes please
Of course please
My name is….
I am from…
Respond of meeting expression:
Good morning
Very well, thanks how about you?
I’m good
I’m fine
Oh pretty good


Main activities:
1. Students listen to the dialogue about introducing someone.
Listen to the short dialogue carefully
Mary : Johan, this is Julia. Julia is a student. She’s an American.
Johan : How do you do. Nice to mete you, Julia.
Mary : How do you do. Nice to meet you, too.
Johan : Johan is a photographer. He’s an Indonesian.
2. Students listen the dialogue again
3. Students find out the expression and respond it
4. Students answer the questions
Answer these questions based the dialogue have you heard.
1. What does Julia do?
2. Where does she come from?
3. Where is Johan from?
4. What do Johan and Julia say when they are introduced?
5. Students repeating the expression and the respond related to those expression
6. Students complete the dialogue
Complete the conversation with the correct words.
Andi : Endang, this…Andrew.
Andrew is a …
...American.
Endang : …to…you, Andrew.
Andrew : Nice to meet…
Andi : Endang is a student.
…Indonesian.
7. Students read aloud the dialogue by correct intonation, and pronunciation.
Closing activities:
1. Teacher and students are give evaluation to their performance
2. Teacher gives resume
3. Teacher greets the students













Meeting 2
Opening activities :
1. Greeting
2. Orally pre test (warming up to the previous material).
3. Brain storming.
Students make some expressions of leave- taking and its responses.
Possible answers:
Leave taking expression:
Good bye
Good night
See you
Bye-Bye
Respond of leave taking expression:
Good bye
See you too
Bye-Bye

Main activities :
1. Students listen to the dialogue about leave taking.
Listen to this dialogue carefully.
Arifin : Allow me to introduce myself. I’m Arifin.
Sukron : How do you do, Arifin? I’m Sukron. I’m glad to meet you.
Arifin : I’m glad o met you too. Are you a student?
Sukron : No, I’m not. I’m a teacher.
Arifin : Really? Are you a teacher ?
Sukron : Yes, I am.
Arifin : Sorry, it’s time to begin class now. Good bye.
Sukron : Good bye Arifin, See you later.
2. Students listen the dialogue again
3. Students find out the expression and respond it.
4. Students answer the questions.

Answer these questions with the correct answer.
1. Has Arifin ever known Sukron before?
2. Where is the dialogue taking place?
3. When is the dialogue happening?
4. What’s Arifin’s profession?
5. What do they say when they leave- taking?
5. Students repeating the expression and the respond related to those expression
6. Students complete the dialogue
Jane : …me to introduce…. I’m Jane.
Ahmad : How…you…, Jane? I’m Ahmed. …to meet you.
Jane : I’m …Nice to meet… too. Are … a lecturer?
Ahmed : Yes, …. Are you … too?
Jane : Yes, …
Ahmed : Sorry, the time is five o’clock. I have to go home now. Good …
Jane : Good …Ahmed, …you later.
7. Students read aloud the dialogue by correct intonation, and pronunciation.
Closing activities:
1. Teacher and students are give evaluation to their performance
2. Teacher gives resume
3. Teacher says leave taking to the students















Meeting 3
Opening activities:
1. Greeting
2. Orally pre test(warming up to the previous material)
3. Brain storming
Students make some expressions of Offering, receiving, and refusing invitation.
Possible answers:
Expression of accepting and refusing invitation
-Would you like to come on my birthday party?
-Could you come to…?
-I’d like to ask you to come to swimming.
-Would you like to go to…?
Respond to the expression of accepting and refusing invitation
Accepting: refusing

-Yes’ I’d like to
Thank you I’ be glad to go.
- Yes, thank you I’d be
- Happy to go.
- Yes, I’ love to.
- Sure, great!
- I’m sorry, I can’t
-Yes, I’d love to
-I’m afraid, I can’t
-I’m so sorry; I’ll be very busy tomorrow night.
- I’m afraid that’s not too good for me, what about…?


Main activities:
1. Students listen the dialogue about offering, receiving and refusing invitation.
Dialogue: 1
Fanny: Hello Lisa, how are you enjoying your stay in London?
Lisa: I’m enjoying it very much. Thank you.
Fanny: by the way, what are you doing tomorrow afternoon?
Lisa: nothing special as far as I know.
Fanny: well, would you care to come for a ride in the country?
Lisa: thanks, I’d love to.
Fanny: (1)…I’d better come round and pick you up at the hotel.
Lisa: that would be nice. About two o’clock then?
Fanny: good. See you tomorrow.
Lisa: fine.
Dialogue 2:
John: hello Jim.
Jim: hello
John: look, I wonder whether you could come out to lunch with me today.
Jim: yes, I’d like to very much.
John: what about tomorrow?
Jim: thank you, but I’m tied up tomorrow.
John: what about Thursday then?
Jim: I’m so sorry; my parents will be coming on Thursday.
John: ….next time better.
2. Students listen the dialogue again
3. Students find out the expression and respond it
4. Students answer the questions

Answer these questions correctly.
1. How many people are there in the dialogue?
2. Do the speakers ever meet before?
3. What do Fany say to Lysa when Fanny invite her?
4. Does Lysa receive her invitation?
5. When will they meet each other?
6. Where will Fanny pick her up?
5. Students repeating the expression and the respond related to those expressions



6. Students complete the dialogue
Complete the dialogue below.
John : Hello Jim.
Jimmy : …
John : Look. I wonder whether you could come out to lunch with me today.
Jimmy : Yes,… like too very much.
John : …about tomorrow.
Jimmy : …you, but I’m tied up tomorrow.
John : …about Thursday then?
Jimmy : I … so sorry. … parents will be coming o Thursday.
John : …next time later.
7. Students read aloud the dialogue by correct intonation, and pronunciation.
Closing activities:
1. Teacher and students are give evaluation to their performance
2. Teacher gives resume
3. Teacher greets the students.























Meeting 4
Opening activities:
1. Greeting
2. Orally pre test(warming up to the previous material)
3. Brain storming.
Students make some expressions of making appointment and its responses.
The expression of agreement.
I agree with….
That’s true
That just what I think.
I agree completely that.
So do I.
I think so.
I might consider it.
I think I would

No way!
No, I don’t agree with….
No, that’s wrong.
I refuse to believe.
I’m sorry. I have to disagree.
Yes, but…..
Really?
I maybe wrong, but….
I don’t think so.
Probably not.

Possible answers:

Main activities:
1. Students listen to the dialogue about making an appointment, agreement and disagreement.
A : I need to see Dr. Syam.
B : How about three- fifteen this afternoon?
A :This afternoon? Gosh, I’m going to be in a meeting until five. Is tomorrow a possibility?
B : Let’s see… How about ten-thirty tomorrow morning?
A : Ten- thirty tomorrow? Yes, that’s fine.
Thank you
B : You’re welcome. See you then. Good bye.
A : Bye...




2. Students listen the dialogue again
3. Students find out the expression and respond it
4. Students answer the questions
1. Who wants to meet Dr. Syam?
2. When does the speaker want to meet r. Syam?
3. Is there any disagreement expressions in the dialogue?
4. Then, when can the speaker meet Dr. Syam?
5. Finally, does the speaker agree with his appointment?
5. Students repeating the expression and the respond related to those expression
6. students complete the dialogue.
7. Students read aloud the dialogue by correct intonation, and pronunciation.
Closing activities:
1. Teacher and students are give evaluation to their performance
2. Teacher gives resume
3. Teacher greets the students




LESSON PLAN
By: Aziz Novita
SCHOOL : SMA NEGERI 1 SIDOARJO
SUBJECT : ENGLISH
GRADE/ TERM : X/1
MEETING : First
TIME : 2x45

A. Standard Competence
LISTENING
1. Understanding the meaning on the transactional and interpersonal speech in the context of daily life.
B. Based competence.
1.1 Responding the meaning in the transactional and interpersonal utterances formal and informal which is using simply speech act accurately, fluently and acceptable in the context of daily life and include speech act such as: introduction, greeting/leave taking, accepting, invitation, agreement and disagreement.
C. indicators
1.1.1 Identifying the meaning of introduction expression.
1.1.2 Responding to the expression of introduction.
1.1.3 Identifying the meaning of meting or saying hello expression.
1.1.4 Responding to the expression meeting / saying hello.
1.1.6 Identifying the meaning of leave taking expression.
1.1.7 Responding to the expression of leave taking.
1.1.8 Identifying the meaning of expressing an offering, invitation, accepting and refusing invitation.
1.1.9 Responding to the expression of offering, invitation, accepting and refusing
invitation.
1.1.10 Identify an appointment with agreement and disagreement.
1.1.11 Responding an appointment with agreement and disagreement.
1.1.12 Responding to a certain topic, “fasting food”

D. Assessment objective (CIE)
Demonstrate understanding of specific details, information and semi formal announcement e.g.: news weather and interviews, dialogues and telephone conversation.
Instructional Objectives
Meeting 1
After completing the learning activities, students are able to:
- identify the speech acts of introduction, meeting and leave taking.
- respond to the speech acts of introduction, meeting and leave taking.
Meeting 2
After completing the learning activities, students are able to:
- identify the speech acts of offering, accepting, and refusing invitation.
- respond to the speech acts of offering, accepting, and refusing invitation
Meeting 3
After completing the learning activities, students are able to:
- identify the speech acts of making an appointment, agreeing, and disagreeing an appointment.
- respond the speech acts of making an appointment, agreeing, and disagreeing an appointment.
Meeting 4 (CIE)
After completing the learning activities, students are able to:
- Relate to the new topical ideas.
E. Material
Meeting 1: Introduction, Meeting, and Leave taking.
The expression of introduction
My I introduce my self
Let me to introduce my self
Can I introduce my self?

Expression of meeting:
Good morning
Good afternoon
Good evening
Hi, John
Hello
How are you
How do you do
Leave taking expression:
Good bye
Good night
See you
Bye-Bye
Respond of expressing introduction
Yes please
Of course please
My name is….
I am from…
Respond of meeting expression:
Good morning
Very well, thanks how about you?
I’m good
I’m fine
Oh pretty good


Respond of leave taking expression:
Good bye
See you too
Bye-Bye


Meeting 2: Offering, Accepting, Refusing invitation.
Expression of accepting and refusing invitation
-Would you like to come on my birthday party?
-Could you come to…?
-I’d like to ask you to come to swimming.
-Would you like to go to…?
How abou







Respond to the expression of accepting and refusing invitation
Accepting:-Yes, I’d like to
Thank you I’ be glad to go.
- Yes, thank you I’d be
- Happy to go.
- Yes, I’ love to.
- Sure, great
Refusing: - I’m sorry, I can’t
-Yes, I’d love to
-I’m afraid, I can’t
-I’m so sorry; I’ll be very busy tomorrow night.
- I’m afraid that’s not too good for me, what about…?



Meeting 3: Making an appointment, Agreeing and Disagreeing.
The expression of agreement.
- I agree with….
- That’s true
- That just what I think.
- I agree completely that.
- So do I.
- I think so.
- I might consider it.
- I think I would The expression of disagreement
- No way!
- No, I don’t agree with….
- No, that’s wrong.
- I refuse to believe.
- I’m sorry. I have to disagree.
- Yes, but…..
- Really?
- I maybe wrong, but….
- I don’t think so.
- Probably not.


-CIE
“Bespoke shoes”
F. Sources and media
- TIM INSTRUKTUR NASIONAL BAHASA INGGRIS I, ERLANGGA WINDOW ON THE WORLD.
- TH.M SUDARWATI and EUDIA GRACE, ERLANGGA LOOK AHEAD I.
- TH.M SUDARWATI and EUDIA GRACE, ERLANGGA LOOK AHEAD II.
- L.A. HILL AND ANTON HILLMAN, PUSTAKA ILMU.
G. Method
Genre based approach / oral cycle (BKOF & MOT)
H. Learning activities
Meeting 1
Opening activities:
1. Greeting
2. Orally pre test(warming up to the previous material)
3. Brain storming
Main activities:
1. Students listen to the dialogue about introducing someone.
2. Students listen the dialogue again
3. Students find out the expression and respond it
4. Students answer the questions
5. Students repeating the expression and the respond related to those expression
6. Students complete the dialogue
7. Students read aloud the dialogue by correct intonation, and pronunciation.
Closing activities:
1. Teacher and students are give evaluation to their performance
2. Teacher gives resume
3. Teacher greets the students
Meeting 2
Opening activities :
1. Greeting
2. Orally pre test (warming up to the previous material).
3. Brain storming.
Main activities :
1. Students listen to the dialogue about leave taking.
2. Students listen the dialogue again
3. Students find out the expression and respond it.
4. Students answer the questions.
5. Students repeating the expression and the respond related to those expression
6. Students complete the dialogue
7. Students read aloud the dialogue by correct intonation, and pronunciation.



Closing activities:
1. Teacher and students are give evaluation to their performance
2. Teacher gives resume
3. Teacher says leave taking to the students
Meeting 3
Opening activities:
1. Greeting
2. Orally pre test(warming up to the previous material)
3. Brain storming
Main activities:
1. Students listen to the dialogue about offering, receiving and refusing invitation.
2. Students listen the dialogue again
3. Students find out the expression and respond it
4. Students answer the questions
5. Students repeating the expression and the respond related to those expression
6. Students complete the dialogue
7. Students read aloud the dialogue by correct intonation, and pronunciation.
Closing activities:
1. Teacher and students are give evaluation to their performance
2. Teacher gives resume
3. Teacher greets the students.
Meeting 4
Opening activities:
1. Greeting
2. Orally pre test(warming up to the previous material)
3. Brain storming.



Main activities:
1. Students listen to the dialogue about making an appointment, agreement and disagreement.
2. Students listen he dialogue again
3. Students find out the expression and respond it
4. Students answer the questions
5. Students repeating the expression and the respond related to those expression
6. students complete the dialogue
7. Students read aloud the dialogue by correct intonation, and pronunciation.
Closing activities:
1. Teacher and students are give evaluation to their performance
2. Teacher gives resume
3. Teacher greets the students
Meeting 5 (CIE)
Opening activities:
1. Greeting
2. Orally pre test (warming up to the previous material)
3. Brain storming
Main activities:
1.Students listen to the dialogue about offering, receiving and refusing invitation.
2. Students listen the dialogue again.
3. Students find out the expression and respond it.
4. Students answer the questions
5. Students repeating the expression and the respond related to those expressions.
6. Students complete the dialogue.
7. Students read aloud the dialogue by correct intonation, and pronunciation.

Closing activities:
1. Teacher and students are give evaluation to their performance
2. Teacher gives resume
3. Teacher greets the students.
I. Assessment
Technique: performances and written test
Instrument: enclosed
Scoring:
























MATERIAL OF LISTENING

Meeting 1
Opening activities:
1. Greeting
2. Orally pre test(warming up to the previous material)
3. Brain storming
Students make the expression of Introduction and its responses.
Possible answers:
The expression of introduction
-My I introduce my self
-Let me to introduce my self
-Can I introduce my self?

Expression of meeting:
Good morning
Good afternoon
Good evening
Hi, John
Hello
How are you
How do you do
Respond of expressing introduction
Yes please
Of course please
My name is….
I am from…
Respond of meeting expression:
Good morning
Very well, thanks how about you?
I’m good
I’m fine
Oh pretty good


Main activities:
1. Students listen to the dialogue about introducing someone.
Listen to the short dialogue carefully
Mary : Johan, this is Julia. Julia is a student. She’s an American.
Johan : How do you do. Nice to mete you, Julia.
Mary : How do you do. Nice to meet you, too.
Johan : Johan is a photographer. He’s an Indonesian.
2. Students listen the dialogue again
3. Students find out the expression and respond it
4. Students answer the questions
Answer these questions based the dialogue have you heard.
1. What does Julia do?
2. Where does she come from?
3. Where is Johan from?
4. What do Johan and Julia say when they are introduced?
5. Students repeating the expression and the respond related to those expression
6. Students complete the dialogue
Complete the conversation with the correct words.
Andi : Endang, this…Andrew.
Andrew is a …
...American.
Endang : …to…you, Andrew.
Andrew : Nice to meet…
Andi : Endang is a student.
…Indonesian.
7. Students read aloud the dialogue by correct intonation, and pronunciation.
Closing activities:
1. Teacher and students are give evaluation to their performance
2. Teacher gives resume
3. Teacher greets the students













Meeting 2
Opening activities :
1. Greeting
2. Orally pre test (warming up to the previous material).
3. Brain storming.
Students make some expressions of leave- taking and its responses.
Possible answers:
Leave taking expression:
Good bye
Good night
See you
Bye-Bye
Respond of leave taking expression:
Good bye
See you too
Bye-Bye

Main activities :
1. Students listen to the dialogue about leave taking.
Listen to this dialogue carefully.
Arifin : Allow me to introduce myself. I’m Arifin.
Sukron : How do you do, Arifin? I’m Sukron. I’m glad to meet you.
Arifin : I’m glad o met you too. Are you a student?
Sukron : No, I’m not. I’m a teacher.
Arifin : Really? Are you a teacher ?
Sukron : Yes, I am.
Arifin : Sorry, it’s time to begin class now. Good bye.
Sukron : Good bye Arifin, See you later.
2. Students listen the dialogue again
3. Students find out the expression and respond it.
4. Students answer the questions.

Answer these questions with the correct answer.
1. Has Arifin ever known Sukron before?
2. Where is the dialogue taking place?
3. When is the dialogue happening?
4. What’s Arifin’s profession?
5. What do they say when they leave- taking?
5. Students repeating the expression and the respond related to those expression
6. Students complete the dialogue
Jane : …me to introduce…. I’m Jane.
Ahmad : How…you…, Jane? I’m Ahmed. …to meet you.
Jane : I’m …Nice to meet… too. Are … a lecturer?
Ahmed : Yes, …. Are you … too?
Jane : Yes, …
Ahmed : Sorry, the time is five o’clock. I have to go home now. Good …
Jane : Good …Ahmed, …you later.
7. Students read aloud the dialogue by correct intonation, and pronunciation.
Closing activities:
1. Teacher and students are give evaluation to their performance
2. Teacher gives resume
3. Teacher says leave taking to the students















Meeting 3
Opening activities:
1. Greeting
2. Orally pre test(warming up to the previous material)
3. Brain storming
Students make some expressions of Offering, receiving, and refusing invitation.
Possible answers:
Expression of accepting and refusing invitation
-Would you like to come on my birthday party?
-Could you come to…?
-I’d like to ask you to come to swimming.
-Would you like to go to…?
Respond to the expression of accepting and refusing invitation
Accepting: refusing

-Yes’ I’d like to
Thank you I’ be glad to go.
- Yes, thank you I’d be
- Happy to go.
- Yes, I’ love to.
- Sure, great!
- I’m sorry, I can’t
-Yes, I’d love to
-I’m afraid, I can’t
-I’m so sorry; I’ll be very busy tomorrow night.
- I’m afraid that’s not too good for me, what about…?


Main activities:
1. Students listen the dialogue about offering, receiving and refusing invitation.
Dialogue: 1
Fanny: Hello Lisa, how are you enjoying your stay in London?
Lisa: I’m enjoying it very much. Thank you.
Fanny: by the way, what are you doing tomorrow afternoon?
Lisa: nothing special as far as I know.
Fanny: well, would you care to come for a ride in the country?
Lisa: thanks, I’d love to.
Fanny: (1)…I’d better come round and pick you up at the hotel.
Lisa: that would be nice. About two o’clock then?
Fanny: good. See you tomorrow.
Lisa: fine.
Dialogue 2:
John: hello Jim.
Jim: hello
John: look, I wonder whether you could come out to lunch with me today.
Jim: yes, I’d like to very much.
John: what about tomorrow?
Jim: thank you, but I’m tied up tomorrow.
John: what about Thursday then?
Jim: I’m so sorry; my parents will be coming on Thursday.
John: ….next time better.
2. Students listen the dialogue again
3. Students find out the expression and respond it
4. Students answer the questions

Answer these questions correctly.
1. How many people are there in the dialogue?
2. Do the speakers ever meet before?
3. What do Fany say to Lysa when Fanny invite her?
4. Does Lysa receive her invitation?
5. When will they meet each other?
6. Where will Fanny pick her up?
5. Students repeating the expression and the respond related to those expressions



6. Students complete the dialogue
Complete the dialogue below.
John : Hello Jim.
Jimmy : …
John : Look. I wonder whether you could come out to lunch with me today.
Jimmy : Yes,… like too very much.
John : …about tomorrow.
Jimmy : …you, but I’m tied up tomorrow.
John : …about Thursday then?
Jimmy : I … so sorry. … parents will be coming o Thursday.
John : …next time later.
7. Students read aloud the dialogue by correct intonation, and pronunciation.
Closing activities:
1. Teacher and students are give evaluation to their performance
2. Teacher gives resume
3. Teacher greets the students.























Meeting 4
Opening activities:
1. Greeting
2. Orally pre test(warming up to the previous material)
3. Brain storming.
Students make some expressions of making appointment and its responses.
The expression of agreement.
I agree with….
That’s true
That just what I think.
I agree completely that.
So do I.
I think so.
I might consider it.
I think I would

No way!
No, I don’t agree with….
No, that’s wrong.
I refuse to believe.
I’m sorry. I have to disagree.
Yes, but…..
Really?
I maybe wrong, but….
I don’t think so.
Probably not.

Possible answers:

Main activities:
1. Students listen to the dialogue about making an appointment, agreement and disagreement.
A : I need to see Dr. Syam.
B : How about three- fifteen this afternoon?
A :This afternoon? Gosh, I’m going to be in a meeting until five. Is tomorrow a possibility?
B : Let’s see… How about ten-thirty tomorrow morning?
A : Ten- thirty tomorrow? Yes, that’s fine.
Thank you
B : You’re welcome. See you then. Good bye.
A : Bye...




2. Students listen the dialogue again
3. Students find out the expression and respond it
4. Students answer the questions
1. Who wants to meet Dr. Syam?
2. When does the speaker want to meet r. Syam?
3. Is there any disagreement expressions in the dialogue?
4. Then, when can the speaker meet Dr. Syam?
5. Finally, does the speaker agree with his appointment?
5. Students repeating the expression and the respond related to those expression
6. students complete the dialogue.
7. Students read aloud the dialogue by correct intonation, and pronunciation.
Closing activities:
1. Teacher and students are give evaluation to their performance
2. Teacher gives resume
3. Teacher greets the students

LESSON PLAN

TEACHER : FARIDA HANUM
CLASS : VII B
LEVEL : False Beginners
Length of Time : 45 minutes

Profil Kelas:

Pada observasi terakhir ada beberapa hal yang perlu saya catat sebagai bagian dari bahan pertimbangan untuk pengembangan Lesson Plan ini.

1. Jumlah siswa tidak lebih dari keseluruhan 22 orang tapi yang hadir secara regular selama masa praktek mengajar saya hanya 20 orang.
2. Ada satu siswa “baru” yang baru saya ketahui di pertemuan terakhir saya dengan kelas 7B, namanya ADI.
3. dari ke 20 orang yang hadir secara regular, 12 diantaranya adalah perempuan. Sebagian besar berpartisipasi aktif dalam setiap kegiatan yang saya berikan kepada mereka. Hanya benerapa siswa saja yang terlihat kurang berpartisipasi aktif serta mengalami kesulitan dalam latihan tertulis. Siswa-siswi itu adalah:

1) Faisol (laki-laki): walaupun dia selalu berpartisipasi aktif di setiap kegiatan praktek lisan, namun saya mendapati bahwa dia kesulitan di dalam mengerjakan latihan-latihan tertulis. Upaya yang saya lakukan adalah saya mendekati dia dan memberikan banyak contoh-contoh tertulis. Hasilnya, dia perlahan dapat mengatasi masalahnya tersebut.



2) Rika (perempuan): Dari keempat sesi yang saya hadiri selama ini, saya melihat bahwa dia adalah siswa yang paling lemah diantara teman sekelas yang lain. Dia tidak pernah berpartisipasi aktif baik dalam kegiatan tertulis ataupun lisan. Upaya yang telah saya lakukan adalah memberikan penjelasan secara individu ketika dia mengerjakan latihan. Melalui upaya ini tampaknya saya masih harus terus melakukannya berulang-ulang. Saya berkeyakinan dengan cara seperti ini dia akan lebih diperhatikan, sekaligus termotivasi untuk mengatasi masalahnya sendiri.

3) Riska, Aeny dan Laily (semua perempuan): Mereka ini tampaknya tergolong pembelajar-pembelajar yang kinestik dan impulsive. Mereka selalu termotivasi apabila guru memberikan kegiatan yang memerlukan partisipasi aktif dan membutuhkan mereka untuk pindah tempat atau menggerakkan badan. Pada latihan tertulis mereka tampaknya sedikit kurang termotivasi dan mengalami kesulitan di dalam memahami kegiatan. Namun demikian dengan sedikit bantuan yang saya berikan kepada mereka secara individu, mereka secara perlahan dapat memahami apa yang dimaksud dalam kegiatan tertulis tersebut.

4) Murid-murid lain yang tampak mendominasi kelas adalah RONI dan INDRA (laki-laki). Mereka seringkali berpartisipasi aktif dalam setiap kegiatan. Tidak jarang mereka pun menjadi stimulus bagi teman-teman untuk berpartisipasi aktif kegiatan kelas. Mereka pun juga seringkali membantu teman-temannya untuk memahami instruksi guru yang disampaikan dalam bahasa inggris. Diantara teman-teman yang lain mereka termasuk yang paling menguasai Bahasa Inggris dengan tingkat penguasaan losakata yang cukup lumayan untuk dapat berfungsi di dalam kelas.


5) Murid lain yang tergolong pandai tapi tidak terlalu vocal dan cenderung pendiam adalah RIA dan TIRA.

Secara umum dapat saya simpulkan bahwa mereka sangat tertarik apabila kita memulai kegiatan dengan warmer/filler (game yang menyenangkan) atau kegiatan lain untuk keperluan attention getting. Variasi dalam kegiatan kelas, khususnya untk kegiatan yang menggerakkan badan mereka dan untuk berkompetensi sangatlah mereka minati.

Lesson Rationale/Fit (Rasional Pembelajaran):

1. kegiatan pada 45 menit ini kegiatan lanjutan dari kegiatan ‘reading’ pada pelajaran sebelumnya yang berfungsi untuk memberikan model text pada siswa.

2. pada 45 kedelapan yang pertama saya lakukan adalah mengarahkan siswa untuk berlatih sentence construction dan kemudian mengarah ke paragraph construction. Hal ini akan lebih mudah dilakukan karena siswa telah mendapat contoh-contoh text padsa kegiatan sebelumnnya.

3. pada kegiatan terakhir, saya akan mengajak siswa untuk sedikit meninggalkan model text dan kemudian beralih ke Genre ‘surat’. Akan tetapi saya akan tetap menggunakan kalimat dan kosakata yang tidak jauh berbeda dari model text dengan tujuan agar siswa lebih mudah memahami konten dari text yang dimaksud.

4. karena saya ingin agar mereka lebih produktif didalam reading saya pun memberikan latihan reading, yang memfasilitasi mereka untuk aktif dalam reading, dengan cara mengganti beberapa kosakata dengan gambar dan gap.



5. akhirnya, setelah cukup ‘expose’ terhadap model text,saya pun memberikan latihan menulis terstruktur (more-gaps-fill paragraph writing). Disini saya memberi kesempatan untuk membuat paragraph very mereka sendiri, sehingga unsur ‘personalisasi’ dan ‘kebermaknaan’ dalam kegiatan belajar ini dapat terpenuhi.

Main Aims (language/skills) (tujuan utama):
• berlatih menulis kegiatan di sekolah sehari-hari dan atau pengalaman lain dengan menggunakan ‘closed paragraph’ atau ‘guiding writing form’.

Subsidiary aims (language/skills(Tujuan Subsider):
• membantu siswa untuk lebih memahami perbedaan konsep antara Simple Present dan Simple Present Continuous

Personal aims:
• lebih menghafal nama-nama siswa
• mendekati dan berkomunikasi dengan ADI si siswa “baru”



LESSON PLAN
By: Aziz Novita
SCHOOL : SMA NEGERI 1 SIDOARJO
SUBJECT : ENGLISH
GRADE/ TERM : X/1
MEETING : First
TIME : 2x45

A. Standard Competence
LISTENING
1. Understanding the meaning on the transactional and interpersonal speech in the context of daily life.
B. Based competence.
1.1 Responding the meaning in the transactional and interpersonal utterances formal and informal which is using simply speech act accurately, fluently and acceptable in the context of daily life and include speech act such as: introduction, greeting/leave taking, accepting, invitation, agreement and disagreement.
C. indicators
1.1.1 Identifying the meaning of introduction expression.
1.1.2 Responding to the expression of introduction.
1.1.3 Identifying the meaning of meting or saying hello expression.
1.1.4 Responding to the expression meeting / saying hello.
1.1.6 Identifying the meaning of leave taking expression.
1.1.7 Responding to the expression of leave taking.
1.1.8 Identifying the meaning of expressing an offering, invitation, accepting and refusing invitation.
1.1.9 Responding to the expression of offering, invitation, accepting and refusing
invitation.
1.1.10 Identify an appointment with agreement and disagreement.
1.1.11 Responding an appointment with agreement and disagreement.
1.1.12 Responding to a certain topic, “fasting food”

D. Assessment objective (CIE)
Demonstrate understanding of specific details, information and semi formal announcement e.g.: news weather and interviews, dialogues and telephone conversation.
Instructional Objectives
Meeting 1
After completing the learning activities, students are able to:
- identify the speech acts of introduction, meeting and leave taking.
- respond to the speech acts of introduction, meeting and leave taking.
Meeting 2
After completing the learning activities, students are able to:
- identify the speech acts of offering, accepting, and refusing invitation.
- respond to the speech acts of offering, accepting, and refusing invitation
Meeting 3
After completing the learning activities, students are able to:
- identify the speech acts of making an appointment, agreeing, and disagreeing an appointment.
- respond the speech acts of making an appointment, agreeing, and disagreeing an appointment.
Meeting 4 (CIE)
After completing the learning activities, students are able to:
- Relate to the new topical ideas.
E. Material
Meeting 1: Introduction, Meeting, and Leave taking.
The expression of introduction
My I introduce my self
Let me to introduce my self
Can I introduce my self?

Expression of meeting:
Good morning
Good afternoon
Good evening
Hi, John
Hello
How are you
How do you do
Leave taking expression:
Good bye
Good night
See you
Bye-Bye
Respond of expressing introduction
Yes please
Of course please
My name is….
I am from…
Respond of meeting expression:
Good morning
Very well, thanks how about you?
I’m good
I’m fine
Oh pretty good


Respond of leave taking expression:
Good bye
See you too
Bye-Bye


Meeting 2: Offering, Accepting, Refusing invitation.
Expression of accepting and refusing invitation
-Would you like to come on my birthday party?
-Could you come to…?
-I’d like to ask you to come to swimming.
-Would you like to go to…?
How abou







Respond to the expression of accepting and refusing invitation
Accepting:-Yes, I’d like to
Thank you I’ be glad to go.
- Yes, thank you I’d be
- Happy to go.
- Yes, I’ love to.
- Sure, great
Refusing: - I’m sorry, I can’t
-Yes, I’d love to
-I’m afraid, I can’t
-I’m so sorry; I’ll be very busy tomorrow night.
- I’m afraid that’s not too good for me, what about…?



Meeting 3: Making an appointment, Agreeing and Disagreeing.
The expression of agreement.
- I agree with….
- That’s true
- That just what I think.
- I agree completely that.
- So do I.
- I think so.
- I might consider it.
- I think I would The expression of disagreement
- No way!
- No, I don’t agree with….
- No, that’s wrong.
- I refuse to believe.
- I’m sorry. I have to disagree.
- Yes, but…..
- Really?
- I maybe wrong, but….
- I don’t think so.
- Probably not.


-CIE
“Bespoke shoes”
F. Sources and media
- TIM INSTRUKTUR NASIONAL BAHASA INGGRIS I, ERLANGGA WINDOW ON THE WORLD.
- TH.M SUDARWATI and EUDIA GRACE, ERLANGGA LOOK AHEAD I.
- TH.M SUDARWATI and EUDIA GRACE, ERLANGGA LOOK AHEAD II.
- L.A. HILL AND ANTON HILLMAN, PUSTAKA ILMU.
G. Method
Genre based approach / oral cycle (BKOF & MOT)
H. Learning activities
Meeting 1
Opening activities:
1. Greeting
2. Orally pre test(warming up to the previous material)
3. Brain storming
Main activities:
1. Students listen to the dialogue about introducing someone.
2. Students listen the dialogue again
3. Students find out the expression and respond it
4. Students answer the questions
5. Students repeating the expression and the respond related to those expression
6. Students complete the dialogue
7. Students read aloud the dialogue by correct intonation, and pronunciation.
Closing activities:
1. Teacher and students are give evaluation to their performance
2. Teacher gives resume
3. Teacher greets the students
Meeting 2
Opening activities :
1. Greeting
2. Orally pre test (warming up to the previous material).
3. Brain storming.
Main activities :
1. Students listen to the dialogue about leave taking.
2. Students listen the dialogue again
3. Students find out the expression and respond it.
4. Students answer the questions.
5. Students repeating the expression and the respond related to those expression
6. Students complete the dialogue
7. Students read aloud the dialogue by correct intonation, and pronunciation.



Closing activities:
1. Teacher and students are give evaluation to their performance
2. Teacher gives resume
3. Teacher says leave taking to the students
Meeting 3
Opening activities:
1. Greeting
2. Orally pre test(warming up to the previous material)
3. Brain storming
Main activities:
1. Students listen to the dialogue about offering, receiving and refusing invitation.
2. Students listen the dialogue again
3. Students find out the expression and respond it
4. Students answer the questions
5. Students repeating the expression and the respond related to those expression
6. Students complete the dialogue
7. Students read aloud the dialogue by correct intonation, and pronunciation.
Closing activities:
1. Teacher and students are give evaluation to their performance
2. Teacher gives resume
3. Teacher greets the students.
Meeting 4
Opening activities:
1. Greeting
2. Orally pre test(warming up to the previous material)
3. Brain storming.



Main activities:
1. Students listen to the dialogue about making an appointment, agreement and disagreement.
2. Students listen he dialogue again
3. Students find out the expression and respond it
4. Students answer the questions
5. Students repeating the expression and the respond related to those expression
6. students complete the dialogue
7. Students read aloud the dialogue by correct intonation, and pronunciation.
Closing activities:
1. Teacher and students are give evaluation to their performance
2. Teacher gives resume
3. Teacher greets the students
Meeting 5 (CIE)
Opening activities:
1. Greeting
2. Orally pre test (warming up to the previous material)
3. Brain storming
Main activities:
1.Students listen to the dialogue about offering, receiving and refusing invitation.
2. Students listen the dialogue again.
3. Students find out the expression and respond it.
4. Students answer the questions
5. Students repeating the expression and the respond related to those expressions.
6. Students complete the dialogue.
7. Students read aloud the dialogue by correct intonation, and pronunciation.

Closing activities:
1. Teacher and students are give evaluation to their performance
2. Teacher gives resume
3. Teacher greets the students.
I. Assessment
Technique: performances and written test
Instrument: enclosed
Scoring:
























MATERIAL OF LISTENING

Meeting 1
Opening activities:
1. Greeting
2. Orally pre test(warming up to the previous material)
3. Brain storming
Students make the expression of Introduction and its responses.
Possible answers:
The expression of introduction
-My I introduce my self
-Let me to introduce my self
-Can I introduce my self?

Expression of meeting:
Good morning
Good afternoon
Good evening
Hi, John
Hello
How are you
How do you do
Respond of expressing introduction
Yes please
Of course please
My name is….
I am from…
Respond of meeting expression:
Good morning
Very well, thanks how about you?
I’m good
I’m fine
Oh pretty good


Main activities:
1. Students listen to the dialogue about introducing someone.
Listen to the short dialogue carefully
Mary : Johan, this is Julia. Julia is a student. She’s an American.
Johan : How do you do. Nice to mete you, Julia.
Mary : How do you do. Nice to meet you, too.
Johan : Johan is a photographer. He’s an Indonesian.
2. Students listen the dialogue again
3. Students find out the expression and respond it
4. Students answer the questions
Answer these questions based the dialogue have you heard.
1. What does Julia do?
2. Where does she come from?
3. Where is Johan from?
4. What do Johan and Julia say when they are introduced?
5. Students repeating the expression and the respond related to those expression
6. Students complete the dialogue
Complete the conversation with the correct words.
Andi : Endang, this…Andrew.
Andrew is a …
...American.
Endang : …to…you, Andrew.
Andrew : Nice to meet…
Andi : Endang is a student.
…Indonesian.
7. Students read aloud the dialogue by correct intonation, and pronunciation.
Closing activities:
1. Teacher and students are give evaluation to their performance
2. Teacher gives resume
3. Teacher greets the students













Meeting 2
Opening activities :
1. Greeting
2. Orally pre test (warming up to the previous material).
3. Brain storming.
Students make some expressions of leave- taking and its responses.
Possible answers:
Leave taking expression:
Good bye
Good night
See you
Bye-Bye
Respond of leave taking expression:
Good bye
See you too
Bye-Bye

Main activities :
1. Students listen to the dialogue about leave taking.
Listen to this dialogue carefully.
Arifin : Allow me to introduce myself. I’m Arifin.
Sukron : How do you do, Arifin? I’m Sukron. I’m glad to meet you.
Arifin : I’m glad o met you too. Are you a student?
Sukron : No, I’m not. I’m a teacher.
Arifin : Really? Are you a teacher ?
Sukron : Yes, I am.
Arifin : Sorry, it’s time to begin class now. Good bye.
Sukron : Good bye Arifin, See you later.
2. Students listen the dialogue again
3. Students find out the expression and respond it.
4. Students answer the questions.

Answer these questions with the correct answer.
1. Has Arifin ever known Sukron before?
2. Where is the dialogue taking place?
3. When is the dialogue happening?
4. What’s Arifin’s profession?
5. What do they say when they leave- taking?
5. Students repeating the expression and the respond related to those expression
6. Students complete the dialogue
Jane : …me to introduce…. I’m Jane.
Ahmad : How…you…, Jane? I’m Ahmed. …to meet you.
Jane : I’m …Nice to meet… too. Are … a lecturer?
Ahmed : Yes, …. Are you … too?
Jane : Yes, …
Ahmed : Sorry, the time is five o’clock. I have to go home now. Good …
Jane : Good …Ahmed, …you later.
7. Students read aloud the dialogue by correct intonation, and pronunciation.
Closing activities:
1. Teacher and students are give evaluation to their performance
2. Teacher gives resume
3. Teacher says leave taking to the students















Meeting 3
Opening activities:
1. Greeting
2. Orally pre test(warming up to the previous material)
3. Brain storming
Students make some expressions of Offering, receiving, and refusing invitation.
Possible answers:
Expression of accepting and refusing invitation
-Would you like to come on my birthday party?
-Could you come to…?
-I’d like to ask you to come to swimming.
-Would you like to go to…?
Respond to the expression of accepting and refusing invitation
Accepting: refusing

-Yes’ I’d like to
Thank you I’ be glad to go.
- Yes, thank you I’d be
- Happy to go.
- Yes, I’ love to.
- Sure, great!
- I’m sorry, I can’t
-Yes, I’d love to
-I’m afraid, I can’t
-I’m so sorry; I’ll be very busy tomorrow night.
- I’m afraid that’s not too good for me, what about…?


Main activities:
1. Students listen the dialogue about offering, receiving and refusing invitation.
Dialogue: 1
Fanny: Hello Lisa, how are you enjoying your stay in London?
Lisa: I’m enjoying it very much. Thank you.
Fanny: by the way, what are you doing tomorrow afternoon?
Lisa: nothing special as far as I know.
Fanny: well, would you care to come for a ride in the country?
Lisa: thanks, I’d love to.
Fanny: (1)…I’d better come round and pick you up at the hotel.
Lisa: that would be nice. About two o’clock then?
Fanny: good. See you tomorrow.
Lisa: fine.
Dialogue 2:
John: hello Jim.
Jim: hello
John: look, I wonder whether you could come out to lunch with me today.
Jim: yes, I’d like to very much.
John: what about tomorrow?
Jim: thank you, but I’m tied up tomorrow.
John: what about Thursday then?
Jim: I’m so sorry; my parents will be coming on Thursday.
John: ….next time better.
2. Students listen the dialogue again
3. Students find out the expression and respond it
4. Students answer the questions

Answer these questions correctly.
1. How many people are there in the dialogue?
2. Do the speakers ever meet before?
3. What do Fany say to Lysa when Fanny invite her?
4. Does Lysa receive her invitation?
5. When will they meet each other?
6. Where will Fanny pick her up?
5. Students repeating the expression and the respond related to those expressions



6. Students complete the dialogue
Complete the dialogue below.
John : Hello Jim.
Jimmy : …
John : Look. I wonder whether you could come out to lunch with me today.
Jimmy : Yes,… like too very much.
John : …about tomorrow.
Jimmy : …you, but I’m tied up tomorrow.
John : …about Thursday then?
Jimmy : I … so sorry. … parents will be coming o Thursday.
John : …next time later.
7. Students read aloud the dialogue by correct intonation, and pronunciation.
Closing activities:
1. Teacher and students are give evaluation to their performance
2. Teacher gives resume
3. Teacher greets the students.























Meeting 4
Opening activities:
1. Greeting
2. Orally pre test(warming up to the previous material)
3. Brain storming.
Students make some expressions of making appointment and its responses.
The expression of agreement.
I agree with….
That’s true
That just what I think.
I agree completely that.
So do I.
I think so.
I might consider it.
I think I would

No way!
No, I don’t agree with….
No, that’s wrong.
I refuse to believe.
I’m sorry. I have to disagree.
Yes, but…..
Really?
I maybe wrong, but….
I don’t think so.
Probably not.

Possible answers:

Main activities:
1. Students listen to the dialogue about making an appointment, agreement and disagreement.
A : I need to see Dr. Syam.
B : How about three- fifteen this afternoon?
A :This afternoon? Gosh, I’m going to be in a meeting until five. Is tomorrow a possibility?
B : Let’s see… How about ten-thirty tomorrow morning?
A : Ten- thirty tomorrow? Yes, that’s fine.
Thank you
B : You’re welcome. See you then. Good bye.
A : Bye...




2. Students listen the dialogue again
3. Students find out the expression and respond it
4. Students answer the questions
1. Who wants to meet Dr. Syam?
2. When does the speaker want to meet r. Syam?
3. Is there any disagreement expressions in the dialogue?
4. Then, when can the speaker meet Dr. Syam?
5. Finally, does the speaker agree with his appointment?
5. Students repeating the expression and the respond related to those expression
6. students complete the dialogue.
7. Students read aloud the dialogue by correct intonation, and pronunciation.
Closing activities:
1. Teacher and students are give evaluation to their performance
2. Teacher gives resume
3. Teacher greets the students




Rencana Pelaksanaan Pembelajaran

NAME : IRMA SORAYA
DATE : 2 October 2007
LEVEL : Menengah
Length of time : 60 menit

Profil Kelas:

Berdasarkan observasi yang telah saya lakukan, saya dapat menyatakan bahwa kelas berisi tidak lebih dari 10 siswa orang dewasa. Dalam hal bahasa inggris, mereka berada pada level menengah. Mereka adalah mahasiswa semester lima Universitas Udayana dan berusia antara 19 hingga 21 tahun. Sebagai mahasiswa jurusan bahasa inggris, mereka nampak bermotivasi tinggi dalam mengikuti program ini dan anyusias turut berpartisipasi dalam kegiatan-kegiatan di kelas.
Beberapa dari mereka cenderung berpartisipasi aktif dan sangat memperhatikan pengajarannya. Merka adalah Rahardi (laki-laki) siswa yang paling aktif, Mitha, Dewi, Riana,Mia (semuanya perampuan). Mereka unggul dalam speaking, percaya diri dan aktif berpartisipasi dalam setiap kegiatan, lancer berbicara dan memiliki pelafalan yang baik.
Beberapa dari mereka relative diam, kendati demikian mereka memiliki kecakapan yang sama seperti teman-temannya diatas, seperti halnya Indah dan Riana. Kendati diam, mereka memiliki pengetahuan yang bagus dalam Bahasa Inggris dan mereka akan lebih berpartisipasi aktif ketika berada dalam kelompok belajar.
Secara umum, kebanyakan dari siswa memiliki motivasi tinggi dan menyukai aktifitas yang membuat mereka beranjak dari tempat duduknya. Saya juga menyatakan bahwa mereka menyukai berkompetensi.




Dasar Rasional Pembelajaran:

Dalam konteks ini, pembelajaran dibagi menjadi 2 sesi. Pada minggu kedua ini, kami akan berbicara tentang kriminalitas dan pembunuhan. Pada pembelajaran berdurasi 60 menit ini, saya akan memberikan aktifitas pembukaan dengan memberikan permainan tentang kosakata kriminalitas. Lebih jauh lagi, saya akan membangun pengetahuan mereka melalui kegiatan Reading dan Listening dengan memberikan Reading Texts yang berhubungan dengan topic bahasan.
Kaitannya dengan ini, siswa butuh keahlian untuk menguasai teks, seperti memahami intisari dan informasi yang spesifik.
Pada kesempatan ini, saya akan mencoba memberikan beberapa aktifitas sehingga mereka akan mencapai target-target pada tahapan presentasi, praktik, dan produksi.
Saya juga akan memfokuskan pada kosakata untuk menyiapkan mereka dalam kefasihan aktifitas Listening. Dengan demikian, siswa akan lebih merasa nyaman dengan ini semua.

Tujuan Utama (language/skills):

Untuk memperluas pemahaman siswa dan meningkatkan kecakapan mereka dalam membaca dan menyimpulkan intisari dalam bacaan serta informasi khusus dalam teks.

Tujuan tambahan (language/skills):

Untuk membangun kecakapan siswa dalam membaca dan mendengarkan untuk menangkap intisari dan informasi dalam teks.
Untuk membangun dan meninjau kembali kosakata siswa serta kefasihan dalam menggunakannya dalam percakapan dan praktik menulis.



Tujuan Personal:

Saya akan mencoba membuat sebanyak mungkin peserta aktif
Saya akan mencoba membuat instruksi saya mudah dimengerti dengan memberikan contoh-contoh dan menunjukkan gambar.
Untuk menghadirkan tugas-tugas yang menantang untuk memotifasi siswa mencapai target-target pembelajaran bahasa yang berlangsung.
Saya akan mencoba memberikan yang terbaik dengan tidak bersikap gugup dan menikmati proses pembelajaran.

Hasil pembelajaran yang diharapkan:

Di akhir pembelajaran siswa akan lebih percaya diri dan mampu memahami informasi secara lebih baik dari sebuah teks dan mempraktekkan penggunaan kosakata tentang kriminalitas atau pmbunuhan dengan akurat dan fasih.

Indikator:

Jika siswa mampu mendemonstrasikan kecakapan mereka dalam memahami informasi dari sebuah teks tentang pembunuhan dan mampu menggunakan kosakata dalam konteks yang tepat demgan akurat pada kegiatan Reading dan Listening. Saya optimis tujuan pembelajaran ini akan tercapai.

Antisipasi masalah siswa (language/tasks/skills):

Siswa berpotensi menghadapi masalah dengan beberapa kosakata baru.
Menghadirkan gambar yang berhubungan dengan topic, siswa berpotensi tidak menyebutkan kosakata yang berhubungan dengan pembunuhan.
Siswa kemungkinan menghadapi masalah dengan mendapatkan informasi tentang Jack the Ripper.

Solusi:

Saya akan memberikan konteks yang jelas dan memberikan penjelasan lebih jauh saat mereka membutuhkan.
Mengajak mereka menceritakan tentang pembunuhan dengan memberikan pertanyaan seperti “pernahkah kamu mendengar tentang pembunuhan oleh seseorang?”
Saya mendorong siswa untuk berbagi informasi yang mereka ketahui. Sebaliknya, saya juga memberikan pada mereka informasi tentang film-film lain yang berhubungan dengan kasus ini.

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