Bab 1

RENCANA PELAKSANAAN PEMBELAJARAN

Sekolah : SMK/MAK .............................

Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XII / 1
Kompetensi Inti :
3. Memahami, menerapkan, menganalisis, dan mengevaluasi tentang pengetahuan faktual, konseptual, prosedural dasar, dan metakognitif sesuai dengan
bidang dan lingkup kajian Bahasa Inggris pada tingkat teknis, spesifik, detil, dan kompleks, berkenaan dengan ilmu pengetahuan, teknologi, seni, budaya,
dan humaniora dalam konteks pengembangan potensi diri sebagai bagian dari keluarga, sekolah, dunia kerja, warga masyarakat nasional, regional, dan
internasional.
4. Melaksanakan tugas spesifik dengan menggunakan alat, informasi, dan prosedur kerja yang lazim dilakukan serta memecahkan masalah sesuai dengan
bidang kajian Bahasa Inggris.
Menampilkan kinerja di bawah bimbingan dengan mutu dan kuantitas yang terukur sesuai dengan standar kompetensi kerja.
Menunjukkan keterampilan menalar, mengolah, dan menyaji secara efektif, kreatif, produktif, kritis, mandiri, kolaboratif, komunikatif, dan solutif dalam ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya. di sekolah, serta mampu melaksanakan tugas spesifik di bawah pengawasan langsung.
Menunjukkan keterampilan mempersepsi, kesiapan, meniru, membiasakan, gerak mahir, menjadikan gerak alami dalam ranah konkret terkait dengan
pengembangan dari yang dipelajarinya di sekolah,serta mampu melaksanakan tugas spesifik di bawah pengawasan langsung.

KOMPETENSI DASAR
3.23 Menganalisis fungsi sosial, struktur teks dan unsur kebahasaan pada teks biografi tokoh sesuai dengan konteks penggunaannya.
4.23 Menyusun teks biografi tokoh lisan dan tulis, pendek dan sederhana, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar
dan sesuai konteks.

TUJUAN PEMBELAJARAN
Setelah mempelajari materi ini, maka diharapkan siswa dapat:
1. menganalisis teks biografi tokoh luar negeri.
2. menganalisis teks biografi tokoh dalam negeri (Indonesia).
3. menyusun teks biografi tokoh luar negeri secara lisan dan tulis, pendek dan sederhana.
4. menyusun teks biografi tokoh dalam negeri (Indonesia) baik secara lisan dan tulis, pendek serta sederhana.

MATERI PEMBELAJARAN
1. Indonesian Biography
2. Foreign Biography

METODE PEMBELAJARAN
Ceramah, diskusi, praktik, dan penugasan

LANGKAH-LANGKAH KEGIATAN
Mengamati
Siswa mengamati beberapa gambar biografi para pahlawan Indonesia. Kemudian berusaha untuk memahaminya dengan baik.
Menanya
Siswa menanyakan kepada rekannya apakah ia pernah membaca dan mempelajari biografi. Pelajaran apa saja yang ia dapatkan setelah membaca dan
mempelajarinya.
Mengeksplorasi
Siswa membuat sebuah paragraf terkait dengan biografi salah satu tokoh pahlawan Indonesia pada selembar kertas.
Mengasosiasi
Siswa membuat sebuah paragraf terkait dengan biografi salah satu tokoh terkenal dari luar negeri pada selembar kertas. Kemudian menterjemahkannya ke
dalam bahasa Indonesia.
Mengomunikasikan
Siswa mendiskusikan sebuah paragraf terkait dengan biografi tokoh- tokoh terkenal dari luar negeri yang telah dibuat beserta dengan rekannya. Kemudian
saling menukarkan pekerjaanya. Setelah itu membacakannya di depan kelas dengan nyaring.

SUMBER BELAJAR
1. Buku paket Bahasa Inggris kelas XII untuk SMK/MAK Bumi Aksara.
2. Buku Kerja Bahasa Inggris kelas XII untuk SMK/MAK Semester 1 Bumi Aksara.
3. Buku referensi lain yang relevan
4. Informasi dari media massa dan internet
PENILAIAN
1. Teknik/jenis : kuis dan tugas individu.
2. Bentuk instrumen: pertanyaan lisan dan tes tertulis.
3. Instrumen/soal:

A. Pilihan Ganda
Read the text below for questions number 1 to 7.
Mohammad Hatta
 One of Indonesia proclamators is Mohammad Hatta. He was born on August 12th, 1902 in Bukittinggi, Sumatra, Indonesia (Dutch East Indies) and he
was died on March 14th, 1980 in Jakarta, Indonesia. Together with Soekarno, he was a leader of the Indonesian independence movement who was prime
minister in 1948 till 1950 and vice president in 1950 till 1956 of Indonesia.
He was president of the Perhimpunan Indonesia (Indonesian Union), a progressive, nationalist political group founded by overseas Indonesian
students while he studied in the Netherlands from 1922 to 1932. Mohammad Hatta returned to Indonesia in 1932. Then, The Dutch arrested him in 1934 because
of his political activities and sent him the infamous concentration camp of Boven Digul in West New Guinea. In 1935 he was exiled to the island of Bandanaira,
where he remained until the eve of the Japanese invasion in World War II.
Different with the Dutch, the Japanese actively promoted Indonesian nationalism. In 1943, Mohammad Hatta and Soekarno, the future president of
Indonesia, collaborated with them helped to organize the Japanese-sponsored home defense corps Sukarela Tentara Pembela Tanah Air (Peta), the first
Indonesian armed force. When it became clear that the Japanese would lose the war, however, many nationalists urged an insurrection and immediate
independence, but Hatta advised patience until they were sure that the Japanese would surrender. Sukarno and Mohammad Hatta were kidnapped by members
of the students’ union and persuaded to declare Indonesian independence on August 17th, 1945. Hatta served as vice president in the subsequent revolutionary
government. In 1948, when he was prime minister, he played an important part in the suppression of the communist revolt at Madiun in eastern Java, a measure
that gained the struggling government many supporters in Western countries. He led the Indonesian delegation at the United Nations-sponsored Hague
Conference (August 23–November 2, 1949) that culminated in the recognition by the Netherlands of Indonesia’s complete independence.
Mohammad Hatta helped to guide the new country through a crucial period of transition from a federal to a unified state while serving as prime
minister during the first seven months of 1950.
Mohammad Hatta served as vice president until December 1956, when he resigned because of increasing disagreement with President Soekarno’s
policy of “guided democracy.” Essentially a moderate, administratively oriented leader, Hatta felt that dealing with Indonesia’s grave economic crises was of
primary importance and feared that Soekarno’s policies would bankrupt the country. He was also consistently critical of Sukarno’s anti-Western and anti-
Malaysian foreign policy. After Soekarno’s downfall, Mohammad Hatta came out of retirement to serve as special adviser to President Soeharto on the problem
of government corruption.
Adapted from: https://www.britannica.com/biography/Mohammad-Hatta
1. When was Dr. Mohammad Hatta born and die?
a. 1902, 1970
b. 1902, 1980
c. 1912, 1981
d. 1912, 1982
e. 1910, 1980
2. When did he return to Indonesia after studied in Netherland?
a. In 1922
b. In 1930
c. In 1932
d. In 1935
e. In 1943
3. Why did The Dutch arrest Mohammad Hatta in 1934?
a. Because of his idea to establish Indonesian Union
b. Because of his temperamental
c. Because of his betrayal
d. Because of his political activities.
e. because of establishing numerous Indonesian mass organizations
4. How long did Dr. Mohammad Hatta become Vice-President of Indonesia?
a. 8 years
b. 10 years
c. 11 years
d. 13 years
e. 15 years
5. In 1956 Hatta resigned as Vice-President.
"Resigned" has the same meaning as ....
a. finished
b. tired
c. stopped
d. retired
e. began
6. Who kidnapped Soekarno and Mohammad Hatta on August 17th, 1945?
a. The Dutch
b. The Nippon
c. The members of the students’ union
d. The members of PETA
e. Supporters in Western countries
7. What did Mohammad Hatta do after Soekarno’s downfall?
a. as a researcher of Indonesia economy
b. as a special adviser to President Soeharto on the problem of government corruption.
c. as a prime minister of President Soeharto
d. as an economic minister in President Soeharto Goverment
e. as a leader of the Indonesian delegation at the United Nations-sponsored
Read the text below for questions number 8 to 10.
Alfred Bernhard Nobel
Alfred Nobel was born on October 21st, 1833 in Stockhlom, Sweden. He was Swedish chemist, engineer, and industrialist, who invented dynamite
and other, more powerful explosives and who also founded the Nobel Prizes.
Alfred Nobel was the fourth son of Immanuel and Caroline Nobel. Alfred’s father was an inventor and engineer. He had failed at various business
ventures until moving in 1837 to Russia, where he prospered as a manufacturer of explosive mines and machine tools. Alfred and his family left Stockholm in
1842 to join the father in St. Petersburg, Russia. Alfred’s newly prosperous parents were now able to send him to private tutors. By the age of sixteen, he was
known as a competent chemist and was fluent in English, French, German, and Russian, as well as Swedish.
 Alfred Nobel went to study chemistry in Paris after he left from Russia. He, then spent four years in the United States working under the builder of the
ironclad warship Monitor. Upon his return to Russia, Alfred Nobel worked in his father’s factory, which made military equipment. But, after the war ended in 1856,
the company had difficulty switching to the peace time and it went bankrupt in 1859.
Alfred Nobel and his parents returned to Sweden, while his brothers Robert and Ludvig stayed behind in Russia to salvage what was left of the family business.
Alfred soon began experimenting with explosives in a small laboratory on his father’s estate. At the time, the only dependable explosive for use in mines was
black powder, a form of gunpowder. A recently discovered liquid compound, nitroglycerin, was a much more powerful explosive, but it was so unstable that it
could not be handled with any degree of safety. Nevertheless, Alfred Nobel in 1862 built a small factory to manufacture nitroglycerin, and at the same time he
undertook research in the hope of finding a safe way to control the explosive’s detonation. In 1863 he invented a practical detonator consisting of a wooden plug
inserted into a larger charge of nitroglycerin held in a metal container; the explosion of the plug’s small charge of black powder serves to detonate the much more
powerful charge of liquid nitroglycerin. In 1865 Nobel invented an improved detonator called a blasting cap; The invention of the blasting cap inaugurated the
modern use of high explosives.
Alfred Nobel’s second important invention was that of dynamite in 1867. Nobel named the new product dynamite (from Greek dynamis, “power”) and
was granted patents for it in Great Britain (1867) and the United States (1868). Dynamite established Nobel’s fame worldwide and was soon put to use in blasting
tunnels, cutting canals, and building railways and roads.
In the 1870s and ’80s Nobel built a network of factories throughout Europe to manufacture dynamite, and he formed a web of corporations to produce and
market his explosives.
Alfred Nobel died in Italy, in 1896. At his death his worldwide business empire consisted of more than 90 factories manufacturing explosives and
ammunition. Alfred Nobel had always been generous in humanitarian and scientific philanthropies, and he left the bulk of his fortune in trust to establish what
came to be the most highly regarded of international awards, the Nobel Prizes.
Adapted from: https://www.britannica.com/biography/Alfred-Nobel
8. Where did Alfred Nobel come from?
a. Germany.
b. Switzerland.
c. Sweden.
d. Hungary.
e. England.
9. What was Alfred Nobel’s expert?
a. Science, history and engineer
b. Chemistry, electricity and calculus
c. Chemist, engineer, and industrialist
d. Electronic, technology and religion
e. Chemistry, physic and mathematics
10. Which of the following statements closely relates to Alfred Nobel?
a. Alfred Nobel and his family left Stockholm, Sweden to join the father in Russia in 1844.
b. Alfred Nobel built a small factory to manufacture nitroglycerin in 1869.
c. In 1867, Alfred Nobel invented his second invention that was dynamite.
d. Alfred Nobel was born in St. Petersburg, Russia.
e. Alfred Nobel was chemist, physics, and math scientist.
B. Uraian
Read the following text for questions number 1 to 5!
Cut Nyak Dhien
Cut Nyak Dhien was a leader of the Acehnese guerrilla forces during the Aceh War. She was born in Lampadang in 1848. Following the death of her
husband Teuku Umar, she led guerrilla actions against the Dutch for 25 years. She was awarded the title of Indonesian National Hero on 2 May 1964 by the
Indonesian government.
Cut Nyak Dhien was born into an Islamic aristocratic family in Aceh Besar. Her father, Teuku Nanta Setia, was a member of the ruling Ulee Balang
aristocratic class in VI mukim, and her mother was also from an aristocratic family. She was educated in religion and household matters. She was renowned for
her beauty, and many men proposed to marry her. Finally, she married Teuku Cik Ibrahim Lamnga, the son of an aristocratic family, when she was twelve.
On 26 March 1873, the Dutch declared war on Aceh. In November 1873, during the Second Aceh Expedition, the Dutch successfully captured VI
mukim in 1873, followed by the Sultan’s Palace in 1874. In 1875, Cut Nyak Dhien and her baby, along with other mothers, were evacuated to a safer location
while her husband Ibrahim Lamnga fought to reclaim VI mukim. Lamnga died in action on June 29, 1878. Hearing this, Cut Nyak Dhien was enraged and swore
to destroy the Dutch.
Some time later, Teuku Umar proposed to marry her. Learning that Teuku Umar would allow her to fight, she accepted his proposal. They were
married in 1880. This greatly boosted the morale of Aceh armies in their fight against Dutch. Teuku Umar and Cut Nyak Dhien had a daughter, Cut Gambang.
The war continued, and the Acehnese declared Holy War against the Dutch, and were engaged in guerrilla warfare. Undersupplied, Teuku Umar surrendered to
the Dutch forces on September 30, 1893 along with 250 of his men. The Dutch army welcomed him and appointed him as a commander, giving him the title of
Teuku Umar Johan Pahlawan. However, Teuku Umar secretly planned to betray the Dutch. Two years later Teuku Umar set out to assault Dutch in Aceh, but he
instead deserted with his troops taking with them heavy equipment, weapons, and ammunition, using these supplies to help the Acehnese. This is recorded in
Dutch history as “Het verraad van Teukoe Oemar” (the treason of Teuku Umar).
The Dutch general Johannes Benedictus van Heutsz sent a spy to Aceh. Teuku Umar was killed during a battle when the Dutch launched a surprise
attack on him in Meulaboh. When Cut Gambang cried over his death, Cut Nyak Dhien slapped her and then she hugged her and said: “As Acehnese women, we
may not shed tears for those who have been martyred.”
After her husband died, Cut Nyak Dhien continued to resist the Dutch with her small army until its destruction in 1901, as the Dutch adapted their
tactics to the situation in Aceh. Furthermore, Cut Nyak Dhien suffered from nearsightedness and arthritis as she got older. The number of her troops was also
decreasing and they suffered from lack of supplies.
One of her troops, Pang Laot, told the Dutch the location of her headquarters in Beutong Le Sageu. The Dutch attacked, catching Dhien and her
troops by surprise. Despite desperately fighting back, Dhien was captured. Her daughter, Cut Gambang, escaped and continued the resistance. Dhien was
brought to Banda Aceh and her myopia and arthritis slowly healed, but in the end she was exiled to Sumedang, West Java because the Dutch were afraid she
would mobilize the resistance of Aceh people. She died on 6 November 1908.
Adapted from: http://www.ib-article.com/2012/09/cut-nyak-dien-biography-indonesian.html
Questions:
1. What education did she receive when she was young?
2. Who was Teuku Cik Ibrahim Lamnga?
3. When did the Aceh War start?
4. Why did Cut Nyak Dhien swear to destroy the Dutch?
5. What was the effect of Cut Nyak Dhien’s marriage to Teuku Umar on the Aceh armies?
Read the following text for questions number 6 to 10!
The World’s First Woman Astronaut
Valentina Tereshkova was born in 1937 in a village called Maslennikovo, Russia. Her father was a tractor driver and her mother a factory worker. In
those days, education for girls was not emphasised. Valentina stopped school at 16.
However, she continued her studies with correspondence courses. She also became interested in parachuting and joined a local parachuting club.
In the 1950s, Russia and the USA were competing to explore space. The Russians had already put a man in space in 1961 and was looking for a
woman candidate to be sent to space.
They were looking for a candidate with a pilot background. Valentina was only a textile factory worker. Nevertheless, she was chosen to be a
candidate. It was her expertise at parachuting that helped her to be selected.
Over 400 women applied for the chance to become the world's first woman in space. Each woman was put through rigorous tests and had to pass
difficult exams. Out of the 400 women, only five were selected for the final round.
In the final round, there were even more difficult tests to pass. The women had to pass the weightless flight test, isolation tests, rocket theory,
parachute jumping and pilot training. At the end, there was a final exam. Each woman worked hard to pass the tests because only the best would be chosen to
go into space.
Ultimately, Valentina and another woman were chosen to go into space. They were the best of the five.
Both of them would ride Russia's powerful rockets called Vostok. The date set for the two women's launch was June 1963. As the date neared, there
were whispers that only one woman would be sent to space instead of two. Which of the two would be chosen to be the first woman to go into space?
Luckily for Valentina, she was chosen to be that woman. She was 26 years old and was about to make world history.
Adapted from: https://www.biography.com/people/valentina-tereshkova-022516
Questions:
6. When was she born?
7. What was her father and mother’s job?
8. What was The Russians looking for in 1961 in relating with space competition?
9. What kinds of tests did the women do in final round?
10. Which woman would be chosen to be the first woman to go into space?
Tugas Portofolio
Find a famous person that you have known from any sources! Write a short biography of him/ her in the following box! Then, analyzed its generic structure,
such as, orientation, events, and reorientation (conclusion).
…………………………. 20..

Mengetahui,
Kepala Sekolah Guru Mata Pelajaran

NIP. NIP.

Bab 2
RENCANA PELAKSANAAN PEMBELAJARAN

Sekolah : SMK/MAK .............................

Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XII / 1
Kompetensi Inti :
3. Memahami, menerapkan, menganalisis, dan mengevaluasi tentang pengetahuan faktual, konseptual, prosedural dasar, dan metakognitif sesuai dengan
bidang dan lingkup kajian Bahasa Inggris pada tingkat teknis, spesifik, detil, dan kompleks, berkenaan dengan ilmu pengetahuan, teknologi, seni, budaya,
dan humaniora dalam konteks pengembangan potensi diri sebagai bagian dari keluarga, sekolah, dunia kerja, warga masyarakat nasional, regional, dan
internasional.
4. Melaksanakan tugas spesifik dengan menggunakan alat, informasi, dan prosedur kerja yang lazim dilakukan serta memecahkan masalah sesuai dengan
bidang kajian Bahasa Inggris.
Menampilkan kinerja di bawah bimbingan dengan mutu dan kuantitas yang terukur sesuai dengan standar kompetensi kerja.
 Menunjukkan keterampilan menalar, mengolah, dan menyaji secara efektif, kreatif, produktif, kritis, mandiri, kolaboratif, komunikatif, dan solutif dalam ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya. di sekolah, serta mampu melaksanakan tugas spesifik di bawah pengawasan langsung.
Menunjukkan keterampilan mempersepsi, kesiapan, meniru, membiasakan, gerak mahir, menjadikan gerak alami dalam ranah konkret terkait dengan
pengembangan dari yang dipelajarinya di sekolah,serta mampu melaksanakan tugas spesifik di bawah pengawasan langsung.

KOMPETENSI DASAR
3.24 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta
informasi terkait hubungan sebab akibat, sesuai dengan konteks penggunaannya. (Perhatikan unsur kebahasaan because of ..., due to ..., thanks to ...)
4.24 Menyusun teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan memintainformasi terkait hubungan sebab akibat, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

TUJUAN PEMBELAJARAN
Setelah mempelajari materi ini, maka di harapkan siswa mampu:
1. menganalisis teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait hubungan sebab akibat serta
2. menyusun teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan memintainformasi terkait hubungan sebab akibat.

MATERI PEMBELAJARAN
1. Cause and Effect Text
2. Cause and Effect Sentence

METODE PEMBELAJARAN
Ceramah, diskusi, praktik, dan penugasan

LANGKAH-LANGKAH KEGIATAN
Mengamati
Siswa mengamati teks terkait dengan sebab dan akibat (cause and effect) serta memahaminya dengan sebaik- baiknya.
Menanya
Siswa meminta kepada rekannya untuk membuat teks terkait dengan sebab dan akibat (cause and effect).
Mengeksplorasi
Siswa mencari sebuah teks terkait dengan sebab dan akibat (cause and effect) dari berbagai referensi.
Mengasosiasi
Siswa membuat teks terkait dengan sebab dan akibat (cause and effect) pada selembar kertas. Kemudian menterjemahkannya ke dalam bahasa Indonesia.
Mengomunikasikan
Siswa membacakan beberapa kalimat terkait dengan sebab dan akibat (cause and effect). Kemudian menerjemahkannya ke dalam bahasa Indonesia. Setelah
itu membacakannya di depan kelas.

SUMBER BELAJAR
1. Buku paket Bahasa Inggris kelas XII untuk SMK/MAK Bumi Aksara.
2. Buku Kerja Bahasa Inggris kelas XII untuk SMK/MAK Semester 1 Bumi Aksara.
3. Buku referensi lain yang relevan
4. Informasi dari media massa dan internet

PENILAIAN
1. Teknik/jenis : kuis dan tugas individu.
2. Bentuk instrumen: pertanyaan lisan dan tes tertulis.
3. Instrumen/soal:
A. Pilihan Ganda
Read the following text for questions number 1 to 6.
In recent years, Brazil has greatly increased its Gross National Product (GNP). Several factor have caused this change. First, Brazil has a favorable climate,
abundant useful land, an excellent coastline, and many other natural resources, Second, it has a large number of workers available for employment in industry.
Finally, Brazilian business and economic planners have encouraged investment.
Source: https://www.scribd.com/document/366441565/Brazil-Gross-National-Product
1. What is the main idea of the text?
a. Brazil’s industry has grown rapidly because of the large number of human resources.
b. Brazil’s physical characteristics have contributed to the increase in Brazil’s GNP.
c. Brazil needs a lot more investment to promote economic growth.
d. There are three factors that have caused a rapid increase in Brazil’s GNP.
e. Brazil’s GNP has greatly changed the fac of Brazil’s economy.
2. What is the topic of the paragraph?
a. The factors leading to Brazil’s increase in its GNP.
b. Brazil’s advantageous phsyical conditions.
c. The changes in Brazil’s GNP.
d. The policy of economic lanners in Brazil.
e. The number of workers in Brazil’s industry.
3. “First, Brazil has a favorable climate, and ....” The underliend word ca be replaced with ....
a. hostile
b. inimical
c. uncongenial
d. worst
e. friendly
4. “Second, it has a large number of workers available for employment in industry.” The underlined word has opposite meaning with ....
a. prominent
b. big
c. a bit
d. great
e. huge
5. “In recent years, Brazil has greatly increased its Gross National Product (GNP).” The underlined word has similar meaning with ....
a. mid
b. first
c. beginning
d. late
e. early
6. “Finally, Brazilian business and economic planners have encouraged their investment.” What is the meaning of employment?
a. An act of economizing; reduction in cost.
b. Recovery or preservation from loss or danger.
c. The excess of revenues over outlays in a given period of time
d. Laying out money or capital in an enterprise with the expectation of profit.
e. The advantageous quality of being beneficial
The following text is for questions number 7 to 15
Because today’s people are living longer than ever, more psychologists and social workers have begun to
study ways of care-giving to improve care of the elderly. They have found that all caregivers share a common
characteristic: They believe that they are the best persons for the job, for different reasons. One caregiver said that
she had always been close to the mother. Another caregiver was the oldest child, and another was the youngest child.
Regardless of the reason, the caregivers all felt that they could do the job better than anyone else. Social workers
interviewed caregivers to find out why they took on the responsibilty of caring of an elderly, dependent relative. They
discovered three basic reasons, Many caregivers believed that they had an obligation to help their relatives. Some
stated that helping others made them fell more useful. Others hoped that by helping someone now, they would
deserve care when they became old and dependent.
Researchers have found that caring for the elderly can be a very positive experience. The elderly
appreciated the care and attention they received. They were affectionate and cooperative. However, even when care-
giving is satisfying, it is had work. Social workers and experts on aging offer caregivers and potential caregivers help
when arranging for the care of and elderly relative. One consideration is to ask parents what they want before they
become sick or dependent. Perhaps they prefer going into nursing home, and can select one in advance. On the other
hand, they may want to live with their adult children. Caregivers must also learn to arouse confidence in others and
ask for help from others. Brothers and sisters are often willing to help, but they may not know what to do.
Adapted from: http://cs.scutde.net/courses/course_1/1-7/Band2/unit04/lesson12/index.html

7. The caregiver mentioned in the text are ....

a. homes for the ederly
b. members of the family
c. psychologists
d. charitable people
e. social workers
8. Psychologists are interested in examining are-giving to the elderly because ....
a. their condition is mentioned by social workers
b. they have, in practice, been neglected
c. there are not enough homes for the elderly
d. their family are too busy to care them
e. people’s life-span is longer now
9. Caregivers are willing to take care of the elderly because of the following reasons, except ....
a. they are the only relatives of the dependent elderly
b. they are happy to be able to do something for other
c. they feel to be the best person to look after them
d. they expect that they won’t be neglected
e. they are the closest relative the elderly have
10. “Regardless of the reason” in the first paragraph means ....
a. considring the reason
b. whatever the reason is
c. to emphasize the reason
d. without any reason
e. of the reason is not known
B. Uraian
Read the following text and answer the questions for number 1 to 5!

Hurricane
Hurricanes generally occur in the North Atlantic from May through November, with the peak of the
hurricane season in September, only rarely will they occur from December through April in that part of the
ocean. The main reason for the occurance of hurricanes during this period is that the temperature on the
water’s surface is at its warmest and the humidity of the air is at its highest.
Of the tropical storms that occur each year in the North Atlantic, only about five, on the average,
are powerful enough to be called hurricanes. To be classified as a hurricane, a tropical storm must have winds
reaching speds of at least 117 kilometers per hour, but the winds are often much stronger that that; the winds of
intense hurricanes can easily surpass 240 kilometers per hour.
Adapted from: http://www.englishexercises.org/makeagame/viewgame.asp?id=12454
Questions:
1. Where do hurricanes generally occur?
2. When do hurricanes generally occur?
3. What month is the peak of the hurricane season?
4. How many tropical storms that occur each year in the North Atlantic?
5. What a tropical storm must have to be classified as a hurricane?
Translate the followign sentences into Indonesian for number 6 to 10.
6. I go to school by walk, because walking is healthy.
7. She cooks by herself so that her family gets the best nutrition.
8. The roads are not safe now because many people do not drive carefully.
9. Many pedestrians get accidents because they do not cross the road carefully.
10. In big cities there are traffic jams everywhere because there are too many motor vehicles on the roads.
Tugas Portofolio
Write a paragraph about cause and effect dealing with the latest phenomenon in the following box!

…………………………. 20..

Mengetahui,
Kepala Sekolah Guru Mata Pelajaran

NIP. NIP.

Bab 3
RENCANA PELAKSANAAN PEMBELAJARAN

Sekolah : SMK/MAK .............................

Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XII/ 1
Kompetensi Inti :
3. Memahami, menerapkan, menganalisis, dan mengevaluasi tentang pengetahuan faktual, konseptual, prosedural dasar, dan metakognitif sesuai dengan
bidang dan lingkup kajian Bahasa Inggris pada tingkat teknis, spesifik, detil, dan kompleks, berkenaan dengan ilmu pengetahuan, teknologi, seni, budaya,
dan humaniora dalam konteks pengembangan potensi diri sebagai bagian dari keluarga, sekolah, dunia kerja, warga masyarakat nasional, regional, dan
internasional
4. Melaksanakan tugas spesifik dengan menggunakan alat, informasi, dan prosedur kerja yang lazim dilakukan serta memecahkan masalah sesuai dengan
bidang kajian Bahasa Inggris.
Menampilkan kinerja di bawah bimbingan dengan mutu dan kuantitas yang terukur sesuai dengan standar kompetensi kerja.
Menunjukkan keterampilan menalar, mengolah, dan menyaji secara efektif, kreatif, produktif, kritis, mandiri, kolaboratif, komunikatif, dan solutif dalam ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya. di sekolah, serta mampu melaksanakan tugas spesifik di bawah pengawasan langsung.
Menunjukkan keterampilan mempersepsi, kesiapan, meniru, membiasakan, gerak mahir, menjadikan gerak alami dalam ranah konkret terkait dengan
pengembangan dari yang dipelajarinya di sekolah,serta mampu melaksanakan tugas spesifik di bawah pengawasan langsung.

KOMPETENSI DASAR
3.25 Menganalisis fungsi sosial, struktur teks dan unsur kebahasaan teks interaksi transaksional yang melibatkan tindakan memberi dan meminta informasi
terkait penulisan laporan sederhana.
4.25 Menyusun teks interaksi transaksional tulis yang melibatkan tindakan memberi dan meminta informasi terkait penulisan laporan sederhana dengan
memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan yang benar dan sesuai dengan konteks penggunaannya di dunia kerja.
3.26 Menganalisis fungsi sosial, struktur teks dan unsur kebahasaan teks interaksi transaksional yang melibatkan tindakan memberi dan meminta informasi
terkait penyajian laporan secara lisan (report presentation).
4.26 Menyusun teks interaksi transaksional lisan yang melibatkan tindakan memberi dan meminta informasi terkait penyajian laporan dengan memperhatikan
fungsi social, struktur teks dan unsur kebahasaan yang benar dan sesuai dengan konteks penggunaannya di dunia kerja.

TUJUAN PEMBELAJARAN
Setelah mempelajari materi ini, maka diharapkan siswa mampu:
1. menganalisis teks interaksi transaksional yang melibatkan tindakan memberi dan meminta informasi terkait penulisan laporan sederhana,
2. menyusun teks interaksi transaksional tulis yang melibatkan tindakan memberi dan meminta informasi terkait penulisan laporan sederhana,
3. menganalisis teks interaksi transaksional yang melibatkan tindakan memberi dan meminta informasi terkait penyajian laporan secara lisan serta
4. menyusun teks interaksi transaksional lisan yang melibatkan tindakan memberi dan meminta informasi terkait penyajian laporan sesuai dengan konteks
penggunaannya di dunia kerja.

MATERI PEMBELAJARAN
1. Writing Report and Report Presentation
2. Direct and Indirect Speech

METODE PEMBELAJARAN
Ceramah, diskusi, praktik, dan penugasan

LANGKAH-LANGKAH KEGIATAN
Mengamati
Siswa mengamati teks presentasi dengan saksama. Kemudian berusahan memahaminya dengan baik.
Menanya
Siswa bertanya kepada rekan atau gurunya terkait dengan materi pelajaran menulis presentasi.
Mengeksplorasi
Siswa mencari sebuah presentasi pendek dan sederhana dari berbagai referensi.
Mengasosiasi
Siswa menulis sebuah presentasi sederhana dengan bahasa sendiri. Kemudian menterjemahkannya ke dalam bahasa Indonesia.
Mengomunikasikan
Siswa membuat beberapa kalimat langsung dan tidak langsung (direct and indirect speech). Kemudian membacakannya di depan kelas dengan nyaring.

SUMBER BELAJAR
1. Buku paket Bahasa Inggris kelas XII untuk SMK/MAK Bumi Aksara.
2. Buku Kerja Bahasa Inggris kelas XII untuk SMK/MAK Semester 1 Bumi Aksara.
3. Buku referensi lain yang relevan.
4. Informasi dari media massa dan internet.

PENILAIAN
1. Teknik/jenis : kuis dan tugas individu.
2. Bentuk instrumen: pertanyaan lisan dan tes tertulis.
3. Instrumen/soal:
a. Pilihan Ganda
Read the text below for questions number 1 to 5.
How to Give a Succesfull Presentation
There are so many interesting presentations. But, they are destroyed by the bad speaker. As the
speaker itself, giving a bad presentation is like a nightmare because speakers hold the interest of their
audience. They should avoid errors as soon as possible. If the chance of errors can be avoided, the chance of
getting big attention is higher. Then, how to make a good presentation?
There are fundamental differences between oral and written report. In the oral presentation, speaker needs to
follow the speaker who presents the materials. In the written report, the reader can skip the unnecessary part to
jump to the content, conclusion, recommendation, et cetera. So, what should we do? We should speak as
confident as possible. Besides that, the detail of the topic should treat separately. It can make the audience feel
curious and eager to follow the speaker.
Adapted from: https://www.scribd.com/document/366563499/How-to-Give-a-Succesfull-Presentation
1. What is the main disturbance of interesting presentation?
a. Bad audience
b. Bad interview
c. Good speaker
d. Bad speaker.
e. Good audience
2. What should the speaker do to get the big attention?
a. Ignoring the audience’s attention
b. Dismissing the audience’s attention
c. Permitted the error as good as possible
d. Allowing the mistake of the presentation
e. Avoid the error as good as possible.
3. Why should the presentation speaker put the topic separately?
a. To make curious the audiences.
b. To permit the audiences misconception
c. To make misunderstanding of the audiences
d. To make misconceiving of the audiences
e. To let the audiences perfunctory
4. “It can make the audience feel curious and eager to follow the speaker.” The word underlined has the synonym with ....
a. intimate
b. trigger
c. desire
d. acknowledge
e. cognise
5. “In the oral presentation, speaker needs to follow the speaker who presents the materials.” The opposite of the word underlined is ....
a. unwritten
b. talked
c. spoken
d. written
e. uttered
6. “I am here today to talk to you about our new clothing line.” In which part of a presentation might you hear this?
a. highlights of presentation
b. persuade the speakers
c. welcome
d. introduction of speaker
e. purpose of presentation
7. The ... of my presentation today is to report on shoes sales.”
a. meaning
b. telling
c. point
d. cause
e. purpose
8. “If you have any questions, I will be happy to ... them at the end of the presentation.
a. listen
b. borrow
c. let
d. take
e. want
9. Doctor : “Open your mouth!”
Mother : “What did the doctor tell you?”
Son : “The doctor told me ....”
a. that I open his mouth
b. if I opened my mouth
c. to opened my mouth
d. to open my mouth
e. not to open my mouth
10. Teacher : “Why was Rani absent yesterday?”
Tyas : “What did the teacher want to know, Gilang?”
Gilang : “He wanted to know ....”
a. why Rani was absent
b. why Rani was absent
c. why is Rani absent
d. why Rani had been absent
e. if Rani was absent
B. Uraian
Read the following text for questions number 1 to 5!
Practicing Your Presentation
Practice presenting your report at least once before presenting it in class. Time your talk so you know exactly how much material you can fit in, and
how to set the material. Don't just read your notes to yourself - stand up and give the talk the way you will to the class. You will find it very difficult to speak clearly
at your normal silent reading speed.
You will probably find, if you are like most people, that you have too much material. If possible, practice presenting your report in the room where
you are going to present it formally. Learn to fill the room with your voice, as described in lecture. Concentrating on the sound of your
voice will also help you not to be nervous when you are presenting the report. Nervousness may make you speak faster or slower than in your rehearsal. Be
prepared with a little extra material, in case you speak too fast.
If English is not your native language, and you find speaking without a prepared text difficult, or if you are overwhelmingly nervous about speaking
publicly, it is all right to write your presentation out verbatim and memorize it. However, you must treat memorizing a report in the same way you would treat
memorizing a play script. This means that you must memorize it with normal pauses, emphasis, and intonation, and take special care not to speak faster than the
normal speech rate. If humanly possible, don't do your presentation by memorizing a speech it is not the best way. If you are a non-native speakers, it is good
for you to have more pronunciation and intonation practice. Confidence in your understanding of your material, and taking your time will make up for a lot of
awkward English and hyper-nervousness. So will substantial practice presenting your report.
Get enough sleep the night before. I have seen someone present a paper at a professional conference
after running on adrenalin for a few days, then pass out and fall off the platform when he was asked a questions.
Above all, remember that in an oral presentation, you must make each major point in several ways. The old saying about this is, "First you tell 'em
what you're going to tell 'em, then you tell 'em, and then you tell 'em what you told 'em." Of course, using exactly the same words each time does not help
comprehension; what you are trying to do is to find the explanation that works for each member of the audience, and different people in the audience will
understand different explanations.
Adapted from: https://www.scribd.com/document/366567229/Practicing-Your-Presentation
Questions:
1. What should you do before presenting your report?
2 What should you do if you have a chance to do the rehearsal in the room you are going to present your report formally?
3. What should you do to overcome nervousness during the presentation?
4. If English is not your native language, what should you do to avoid awkward English and hyper-nervousness?
5. Why should you memorize presentation like a play script?
Adapted from: http://sixminutes.dlugan.com/speech-preparation-8-practice-presentation/
Read the sentences and translate it into Indonesian for number 6 to 10!
6. Father asked to my younger sister not to go alone in the middle of the night.
7. She said her name was Tasya.
8. Rangga said that she watched TV.
9. Desta told me that he invited me to come to his party that night.
10. He asked me to open my book.
Tugas Portofolio
Make a the report of presentation with the following items! The items are title, acknowlegment, abstarct, introduction, background, methodology, amalysis,
conclusions, and references/ bibliography.

…………………………. 20..

Mengetahui,
Kepala Sekolah Guru Mata Pelajaran

NIP. NIP.

Bab 4
RENCANA PELAKSANAAN PEMBELAJARAN

Sekolah : SMK/MAK .............................

Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XII/ 1
Kompetensi Inti :
3. Memahami, menerapkan, menganalisis, dan mengevaluasi tentang pengetahuan faktual, konseptual, procedural dasar, dan metakognitif sesuai dengan
bidang dan lingkup kajian Bahasa Inggris pada tingkat teknis, spesifik, detil, dan kompleks, berkenaan dengan ilmu pengetahuan, teknologi, seni, budaya,
dan humaniora dalam konteks pengembangan potensi diri sebagai bagian dari keluarga, sekolah, dunia kerja, warga masyarakat nasional, regional, dan
internasional
4. Melaksanakan tugas spesifik dengan menggunakan alat, informasi, dan prosedur kerja yang lazim dilakukan serta memecahkan masalah sesuai dengan
bidang kajian Bahasa Inggris.
Menampilkan kinerja di bawah bimbingan dengan mutu dan kuantitas yang terukur sesuai dengan standar kompetensi kerja.
Menunjukkan keterampilan menalar, mengolah, dan menyaji secara efektif, kreatif, produktif, kritis, mandiri, kolaboratif, komunikatif, dan solutif dalam ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya. di sekolah, serta mampu melaksanakan tugas spesifik di bawah pengawasan langsung.
Menunjukkan keterampilan mempersepsi, kesiapan, meniru, membiasakan, gerak mahir, menjadikan gerak alami dalam ranah konkret terkait dengan
pengembangan dari yang dipelajarinya di sekolah,serta mampu melaksanakan tugas spesifik di bawah pengawasan langsung

KOMPETENSI DASAR
3.27 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi interpersonal lisan dan tulis yang melibatkan tindakan menawarkan jasa,
serta menanggapinya, sesuai dengan konteks penggunaannya. (Perhatikan unsur kebahasaan May I help you? What can I do for you? What if ...?)
4.27 Menyusun teks interaksi interpersonal lisan dan tulis sederhana yang melibatkan tindakan menawarkan jasa, dan menanggapinya dengan memperhatikan
fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

TUJUAN PEMBELAJARAN
Setelah mempelajari materi ini, maka diharapkan siswa mampu:
1. menganalisis teks interaksi interpersonal lisan dan tulis yang melibatkan tindakan menawarkan jasa, serta
2. menyusun teks interaksi interpersonal lisan dan tulis sederhana yang melibatkan tindakan menawarkan jasa.

MATERI PEMBELAJARAN
1. Offering Letter
2. Offering Expression

METODE PEMBELAJARAN
Ceramah, diskusi, praktik, dan penugasan

LANGKAH-LANGKAH KEGIATAN
Mengamati
Siswa mengamati teks menawarkan suatu barang atau bantuan. Kemudian memahaminya dengan baik.
Menanya
Siswa meminta rekannya untuk membuat sebuah teks atau surat menawarkan sesuatu bantuan dengan sederhana.
Mengeksplorasi
Siswa mencari sebuah teks atau surat menawarkan suatu baranng atau bantuan dari berbagai referensi.
Mengasosiasi
Siswa menulis sebuah teks atau surat menawarkan sesuatu bantuan dengan bahasa sendiri.
Mengomunikasikan
Siswa beserta dengan rekannya membuat dialog menggunakan ungkapan menawarkan suatu barang atau bantuan. Kemudian mempraktekkannya di depan
kelas dengan suara nyaring.

SUMBER BELAJAR
1. Buku paket Bahasa Inggris kelas XII untuk SMK/MAK Bumi Aksara.
2. Buku Kerja Bahasa Inggris kelas XII untuk SMK/MAK Semester 1 Bumi Aksara.
3. Buku referensi lain yang relevan.
4. Informasi dari media massa dan internet.

PENILAIAN
1. Teknik/jenis : kuis dan tugas individu.
2. Bentuk instrumen: pertanyaan lisan dan tes tertulis.
3. Instrumen/soal:

A. Pilihan Ganda
Read the following text for questions number 1 to 5!

Dear Mr. Budiman

As you know that I am a pensionary of Indonesia army with prominent

attainments in my years of service. My fellow worker has notified me that you need a
volunteer security guard to cover foods and drinks supplies for landslide vitims.
Nowdays, I have a lot of spare time. I would be happy to offer you in the morning until
in the afternoon for a week. If you think I am qualifying for this job, please contact me
at 0858 2246 1987

Your respectfully,

1. Mr. Suryatama
Who send the letter?
a. Mr. Budiman
b. Mr. Suryatama
c. Mr. Budiman’s uncle
d. Mr. Suryatama’s uncle
e. Mr. Budiman’s brotheruncle
2. What was the job of the sender of the letter before he was retired?
a. policeman
b. fireman
c. security guard
d. army
e. naval
3. What does the sender of the letter offer?
a. Helping to keep Mr. Budiman’s house still safe
b. Helping landslide victims
c. Helping to keep Mr. Suryatama’s house still safe
d. Foods and drinks supplier
e. Security service
4. “I would be happy to offer you ....” The similar meaning of the underlined word is?
a. approval
b. propose
c. consent
d. agreement
e. bargain
5. “My fellow worker has notified me that you need a volunteer ....” What does the underlined word mean?
a. A person who shows the way to others, especially one employed to show tourists around places of interest.
b. An organized military force equipped for fighting on land.
c. A person who freely offers to take part in an enterprise or undertake a task.
d. A person who does a specified type of work or who works in a specified way.
e. A person employed for wages or salary, especially at non-executive level.
6. Fani : “This chart is very hard to read. I don’t understand the figures.”
Patrick : “....”
Fani : “Thanks, Yoko!”
a. I’ll repeat your order.
b. Let me help you with that.
c. Could you read it for me?
d. I don’t think I mind.
e. Would you like to read it?
7. Sindhu : “Shall I carry your box, Mom?”
Mom : “.... I can carry it myself.”
 Sindhu : “That’s alright.”
a. no, thanks
b. with my pelasur
c. you’re really kind
d. of course
e. certaintly
8. Mr. Gandi : “The room is hot.”
Ridho : “Do you want me to turn on the Air condition, Sir?”
Mr. Gandi : “....”
a. That would be very nice
b. No, thanks.
c. Oh, I’d love to, but I don’t
d. Please don’t be bother
e. You are so helpless
9. The shopkeeper : “... to try the shoes on?”
Miss. Nonik : “No, thank you. I can do it myself.”
a. Can you help me
b. May you help me
c. Do you mind helping me
d. May I help you
e. Would you like to help me
10. Shop assistent : “Welcome, Madame ...?”
Lady buyer : “Thanks. I want to see some historical books.”
Shop assistent : “Well, you go to the books department. This way, please.”
Lady buyer : “Thank you.
a. anything I can do for you
b. nice to see you
c would you mind helping me
d. would you like to help
e. do you want to help
B. Uraian
Read the following dialogue and answer the questions for number 1 to5!
Ryan : “Good morning. May I help you?”
Doni : “Yes, I’d like to buy some jackets for me and my brother.”
Ryan : “Which ones would you like?”
Doni : “I’d like to have a look at some blue ones. Could you show me some, please?”
Ryan : “Yes, of course. Here you are.”
Doni : “Thank you. These looks nice, but they are too small.”
Ryan : “Shall I get you the biggest ones?”
Doni : “Yes, please, I’ll have the medium size.”
Ryan : “Well, I will take for you.”
Doni : “Thank you so much.”
Questions:
1. Based on the dialogue above, who is Ryan?
2. Who are involved in the dialogue above?
3. Where is the dialogue probably take place?
4. Who would like to buy some jackets?
5. What colour does the buyer like?
Read the following dialoguefor questions number 6 to 10!
Jatmiko : Good morning.
Customer service officer : Good morning. What can I do for you?
Jatmiko : I’m looking for a book on English grammar. I look around but I couldn’t find what I was looking for.
Customer service officer : Okay. Please wait for a moment. I’m going to check in the computer.
Jatmiko : Oh, thanks.
Customer service officer : We have several titles at shelf 19.
Jatmiko : I see. Is that on the second floor?
Customer service officer : Yes, it is.
Jatmiko : How about stationery? Which floor is it on?
Customer service officer : It’s on the third floor.
Jatmiko : Thanks for your information.
Customer service officer : You’re welcome. Enjoy the book shopping.
Questions:
6. Where is Jatmiko?
7. What is jatmiko looking for?
8. Is Jatmiko satisfied with the service from the customer service officer? Give evidence!
9. Can you mention other expressions of offering sevices or help?
10. “Enjoy the book shopping.” Can you mention some synonyms of the underlined word!

Tugas Portofolio
Give your offering help to the following problems.
1. The damaged roads were still ignored by local goverment.
2. The road is not repaired using the fine quality asphalt, stones, and sand.
3. The repairs is not done comprehensively.
…………………………. 20..
 Mengetahui,
Kepala Sekolah Guru Mata Pelajaran

NIP. NIP.
Bab 5
RENCANA PELAKSANAAN PEMBELAJARAN

Sekolah : SMK/MAK .............................

Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XII/ 2
Kompetensi Inti :
3. Memahami, menerapkan, menganalisis, dan evaluasi tentang pengetahuan faktual, konseptual, prosedural dasar, dan metakognitif sesuai dengan bidang
dan lingkup kajian Bahasa Inggris pada tingkat teknis, spesifik, detil, dan kompleks, berkenaan dengan ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dalam konteks pengembangan potensi diri sebagai bagian dari keluarga, sekolah, dunia kerja, warga masyarakat nasional, regional dan
internasional.
4. Melaksanakan tugas spesifik dengan menggunakan alat, informasi, dan prosedur kerja yang lazim dilakukan serta memecahkan masalah sesuai dengan
bidang kajian Bahasa Inggris. Menampilkan kinerja di bawah bimbingan dengan mutu dan kuantitas yang terukur sesuai dengan standar kompetensi kerja.
Menunjukkan keterampilan menalar, mengolah, dan menyaji secara efektif, produktif, kritis, mandiri, kolaboratif, komunikatif, dan solutif dalam ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah, serta mampu melaksanakan tugas spesifik di bawah pengawasan langsung.
Menunjukkan keterampilan mempersepsi, kesiapan, meniru, membiasakan, gerak mahir, menjadikan gerak alami dalam ranah konkret terkait dengan
pengembangan dari yang dipelajarinya di sekolah, serta mampu melaksanakan tugas spesifik di bawah pengawasan langsung.

KOMPETENSI DASAR
3.28 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks khusus dalam bentuk surat lamaran kerja, dengan memberi dan meminta
informasi terkait jati diri, latar belakang pendidikan/pengalaman kerja, sesuai dengan konteks penggunaannya.
4.28 Menyusun teks khusus surat lamaran kerja, yang memberikan informasi antara lain jati diri, latar belakang pendidikan/pengalaman kerja, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks.
3.29 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan yang melibatkan tindakan memberi dan meminta
informasi terkait jati diri dalam konteks pekerjaan (wawancara pekerjaan).
4.29 Menyusun teks interaksi transaksional lisan yang melibatkan tindakan memberi dan meminta informasi terkait jati diri dalam konteks pekerjaan (wawancara
pekerjaan), dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks penggunaannya di dunia kerja.

TUJUAN PEMBELAJARAN
Setelah mempelajari materi ini, maka diharapkan siswa mampu:
1. menganalisis teks khusus dalam bentuk surat lamaran kerja dan iklan lowongan pekerjaan,
2. menganalisis teks khusus dalam bentuk daftar riwayat hidup (curriculum vitae) dan wawancara pekerjaan (job interview),
3. menyusun teks khusus surat lamaran kerja dan iklan lowongan pekerjaan, serta
4. menyusun teks khusus surat lamaran kerja dan iklan lowongan pekerjaan.

MATERI PEMBELAJARAN
1. Application Letter and Job Vacancy
2. Curriculum Vitae and Job Interview

METODE PEMBELAJARAN
Ceramah, diskusi, praktik, dan penugasan

LANGKAH-LANGKAH KEGIATAN
Mengamati
Siswa mengamati teks terkait surat lamaran kerja dan berusaha untuk memahaminya dengan baik.
Menanya
Siswa meminta kepada rekannya untuk membuat surat lamaran kerja secara sederhana.
Mengeksplorasi
Siswa mencari sebuah iklan lowongan kerja dalam bahasa Inggris. Kemudian membuat surat lamaran kerja berdasarkan iklan tersebut dengan bahasa sendiri.
Mengasosiasi
Siswa mencari beberapa iklan lowongan pekerjaan berbahasa Inggris dari berbagai referensi seperti koran, majalah, dan sebagainya. Kemudian membuat
sebuah kliping berdasarkan iklan- iklan lowongan pekerjaan tersebut.
Mengomunikasikan
Siswa bersama dengan rekannya membuat sebuah wawancara kerja. Kemudian mempraktekkannya di depan kelas dengan suara nyaring.

SUMBER BELAJAR
1. Buku paket Bahasa Inggris kelas XII untuk SMK/MAK Bumi Aksara.
2. Buku Kerja Bahasa Inggris kelas XII untuk SMK/MAK Semester 1 Bumi Aksara.
3. Buku referensi lain yang relevan
4. Informasi dari media massa dan internet

PENILAIAN
1. Teknik/jenis : kuis dan tugas individu.
2. Bentuk instrumen: pertanyaan lisan dan tes tertulis.
3. Instrumen/soal:

A. Pilihan Ganda
The following text is for questions number 1 to 5.

222 Kane Avenue New castle

February 25, 2017

Ms. Ana Priscillia

HRD Manager
Purple Inc.
212 main St.
New Castle

Dear Ms. Priscillia,

I was enthusiastic to see the advertisement from Purple Inc. posted in UK Daily. I would like to apply for the position of
marketing staff member.
I used to work in marketing at Audi Automobile. My main duty was to support and maintain sales Audi’s dealers by introducing
Audi’s products, promoting, and displaying the product’s ability. Previously, I worked in ABC Inc. in London marketing where I increased the
targeted number of sales in ABC products to more than 4,000 cellphones in one year. I was employee of the month three times at ABC Inc.
I also enclose my certificate from Bristol University, majoring in Mass Communications. Please refer to the supplementary
resume for details of my backround.
I am certain that I will help Purple Inc. sell as many products as possible. Feel free to call me at 7892608445 to organize an
interview. I appreciate your time and consideration. I look forward to speak more about this opportunity

Sincerly,
Theresia Agatha
Enclosure: Resume
1. Adapted from:
WhatSource:
positionhttps://www.scribd.com/document/366660812/Job-Application-Letter-to-Purple-Inc
does the writer apply for?
a. Maintenance staff.
b. Marketing staff member.
c. Public relation officer.
d. Marketing manager.
e. HRD manager.
2. Which of the following was the main duty when the applicant worked previously?
a. To buy as many product as possible.
b. To show weaknessess in the product.
c. To get customer’s attention.
d. To promote the product.
e. To serve customers.
3. What kind of company is the writer applying to?
a. Food and baverage
b. Automotives
c. Technology
d. Weapons
e. Airline
4. “My main duty was to support and maintain sales Audi’s dealers by ....” the same meaning of the underlined word is ....
a. decent
b. obligation
c. right
d. voluntary
e. properly
5. “I was enthusiastic to see the advertisement from ....” the antonym of the underlined word is .....
a. energetic
b. hardworking
c. passionate
d. industrious
e. listless

Pahlawan Street No. 45

Malang
East Java

Personnel Manager
PT. Indomarco Adi Prima
The following text is for questiosn number 6 to 8.
Surabaya

Dear Sir,
I herewith, send you my application for the position of technician in your company. I have completed my technical course at Teknika
Utama Course. Having finished my course, I worked for PT. Setia Usaha a part time for 3 months. I quit for environmental reason. For
further consideration, I enclose my curriculum vitae and copies of my certificates. I would be very grateful if you could provide me with
an opportunity for an interview.

Yours faitfully

Raditya
Adapted from: https://www.scribd.com/document/366660493/Application-Letter
6. What does Raditya expect?
a. He will be promoted.
b. He will complete the course.
c. He will take a one year Diploma program.
d. He will be invited for interview.
e. He will take two years Diploma program.
7. What position does the applicant apply for?
a. Supervisor.
b. Interviewer.
c. Mechanic.
d. Personnel manager.
e. Technician.
8. Why does he quit from the last job? Because ….
a. he have complete her technical course
b. he would be very grateful
c. he has finished her course
d. he starts her course
e. he quit environmental reason
The following text is for questions number 9 to 10.
Bogor, March 19th, 2017

Attention :
Human Resources Department
Dahlia Hotels
Imam Bonjol Street No. 176 Semarang, Central Java

Dear Sir/Madam,
I wish to apply for the position of Chief Accountant that was advertised on Leading Daily Newspaper, March 12 th, 2017. I have
over one year experience as an Accounting with PT. Kusuma Jaya and haveexperience of a wide variety of pattern techniques. My
computer skills are verygood, and I have an excellent record as a reliable, productive employee.
I am looking for new challenges and the position of Chief Accountant sounds a perfect opportunity. Your organization has an
enviable record innovation ininvestor financial consultant, and an excellent reputation as an employer, making the position even more
attractive.
I enclose my curriculum vitae (CV) for your inspection and look forward to get respond from you soon. I am available for
interview at your convenience.

Sincerely yours,

Dyah Permata Sari

Adapted from: https://www.scribd.com/document/135103507/Lamaran-Bahasa-inggris

9. What position does the writer apply for?

a. Maintenance staff. Tangerang, February 8th, 2017
b. AttentionMarketing
To: staff member.
c. Mr. IndraPublic
Pratikno
relation officer.
d. Human Resources
Marketing Department
manager.
e. PT. Persada
ChiefBumi Jaya Cemerlang
Accountant.
10. SukamajuWhat kind of11
Street No. company is the writing applying to?
a. TangerangFood and baverage.
b. Automotives.
c. Dear Sir,Technology.
d. On this good opportunity, I would like to apply as an Instrumentation and Control System Engineer in your company. My name is
Hotel.
e. Dias Farhan, 22 years old, male, single, energetic and healthy. I am a Control System Engineer and graduated from Suryadarma University
Airline.
B. (UNSURYA)
Uraian on May 2007 with GPA 3.78. I would like to have career to expand my experience.
My personality
Read the following as a hard number
text for questions worker and
1 tofast
5! learner type of person would bring benefit to your company. I will be very appreciated if
you could give in opportunity to work in your company.
Herewith I enclose my curriculum vitae, which will give details of my qualification. I hope my qualifications and experience merit
your consideration and look forward to your reply.

Sincerely yours,
Dhimas Jatmiko
Phone : 021 - 5758243
Melati Street No.23
Tangerang – 15712
Adapted from: http://bursa-kerja.ptkpt.net/_karir.php?_karir=contoh-surat-lamaran-dalam-bahasa-inggris
Questions:
1. When did the applicant write the letter?
2. To whom did the letter addressed?
3. How old is the applicant?
4. Where is the address of the applicant?
5. What did the applicant apply for?
The following text is for questions number 6 to 10!

Tangerang, Mei 8th, 2017

Attention To:
HRD Manager
PT. ABC Battery Indonesia
Serpong Street No. 36
Tangerang, Banten

Dear Sir/Madam,
I have read from your advertisement at national Daily Newspaper that your company is looking for employees to hold
some position. According to the advertisement, I am interested CURRICULUM VITAE for Engineer position according with my
in applying application
Contact
background Information
educational as Engineering Physics.
1. Name
My name is Nova Indrianto, : I am twenty three years old. I have graduated from Engineering Physics Department at
2.Pancasila University
Address on March 2017.: My specialization in Engineering Physics is Instrumentation and Control specialist. I consider
3.myself that ICountryhave qualifications as you: want. I have good motivation for progress and growing, eager to learn, and can work with a
4.team (team Telephone
work) or by myself. Beside : that I posses adequate computer skill and have good command in English (oral and written).
5. Cell
WithPhone
my qualifications, I :confident that I will be able to contribute effectively to your company. Herewith I enclose my :
6.1. Email
Copy of Bachelor Degree: (S-1) Certificate and Academic Transcript.
Personal
2. Information
Curriculum Vitae.
Date
3. of Birth Copy of Job Training Certificate : from Unocal Indonesia Company.
Place
4. of BirthRecent photograph with :size of 4 x 6 cm
Citizenship
I would express my gratitude for your: attention and I hope I could follow your recruitment test luckily.
Visa Status :
Gender
Sincerely, :
Additional
Nova Personal Information
Indrianto
Questions:
Optional
6. Marital Status Who is the letter addressed to? :
AdaptedFor
7. Spouse’s from:
whathttp://www.carasehat.co.id/2013/05/contoh-surat-lamaran-kerja-bahasa-inggris.html
Name position does the applicant
: apply to the company?
8. ChildrenWhat qualification does the applicant : have?
9. Employment How did the applicant know about the job vacancy?
History
10. Work History What is the purpose of the letter : above?
Tugas Portofolio
Academic’s Positions :
Fill in the Curriculum
Research Vitae form below :with your own data!
and Training
Education
Elementary School :
Junior High School :
Senior High School :
University :
Professional Qualifications
Certifications and accreditations :
Computer Skills :
Awards
........................
Publications
........................
Books
........................
Professional Memberships
........................
Languages
........................
Interests
........................
 …………………………. 20..

Mengetahui,
Kepala Sekolah Guru Mata Pelajaran

NIP. NIP.

Bab 6
RENCANA PELAKSANAAN PEMBELAJARAN

Sekolah : SMK/MAK .............................

Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XII/ 2
Kompetensi Inti :
3. Memahami, menerapkan, menganalisis, dan mengevaluasi tentang pengetahuan faktual, konseptual, prosedural dasar, dan metakognitif sesuai dengan
bidang dan lingkup kajian Bahasa Inggris pada tingkat teknis, spesifik, detil, dan kompleks, berkenaan dengan ilmu pengetahuan, teknologi, seni, budaya,
dan humaniora dalam konteks pengembangan potensi diri sebagai bagian dari keluarga, sekolah, dunia kerja, warga masyarakat nasional, regional, dan
internasional
4. Melaksanakan tugas spesifik dengan menggunakan alat, informasi, dan prosedur kerja yang lazim dilakukan serta memecahkan masalah sesuai dengan
bidang kajian Bahasa Inggris.
Menampilkan kinerja di bawah bimbingan dengan mutu dan kuantitas yang terukur sesuai dengan standar kompetensi kerja.
Menunjukkan keterampilan menalar, mengolah, dan menyaji secara efektif, kreatif, produktif, kritis, mandiri, kolaboratif, komunikatif, dan solutif dalam ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya. di sekolah, serta mampu melaksanakan tugas spesifik di bawah pengawasan langsung.
Menunjukkan keterampilan mempersepsi, kesiapan, meniru, membiasakan, gerak mahir, menjadikan gerak alami dalam ranah konkret terkait dengan
pengembangan dari yang dipelajarinya di sekolah,serta mampu melaksanakan tugas spesifik di bawah pengawasan langsun.

KOMPETENSI DASAR
3.30 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang keharusan, sesuai dengan konteks
penggunaannya.
4.30 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang keharusan, dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai konteks.

TUJUAN PEMBELAJARAN
Setelah mempelajari materi ini, maka diharapkan siswa mampu:
1. menganalisis teks dan kalimat untuk menyatakan dan menanyakan tentang keharusan, serta
2. menyusun teks dan kalimat untuk menyatakan dan menanyakan tentang keharusan.

MATERI PEMBELAJARAN
1. The Expression of Obligation or Necessity
2. Modal Auxiliaries

METODE PEMBELAJARAN
Ceramah, diskusi, praktik, dan penugasan

LANGKAH-LANGKAH KEGIATAN
Mengamati
Siswa mengamati sebuah dialog yang menggunakan ungkapan suatu keharusan dengan saksama. Kemudian berusaha memahaminya dengan baik.
Menanya
Siswa meminta temannya untuk membuat sebuah dialog sederhana terkait dengan ungkapan suatu keharusan.
Mengeksplorasi
Siswa mencari sebuah dialog terkait dengan ungkapan suatu keharusan dari berbagai referensi. Kemudian menterjemahkanya ke dalam bahasa Indonesia.
Mengasosiasi
Siswa membuat sepuluh kalimat menggunakan modals pada selembar kertas.
Mengomunikasikan
Siswa membacakan sepuluh kalimat yang menggunakan modals di depan kelas dengan nyaring.

SUMBER BELAJAR
1. Buku paket Bahasa Inggris kelas XII untuk SMK/MAK Bumi Aksara.
2. Buku Kerja Bahasa Inggris kelas XII untuk SMK/MAK Semester 1 Bumi Aksara.
3. Buku referensi lain yang relevan.
4. Informasi dari media massa dan internet.

PENILAIAN
1. Teknik/jenis : kuis dan tugas individu.
2. Bentuk instrumen: pertanyaan lisan dan tes tertulis.
3. Instrumen/soal:
A. Pilihan Ganda
1. “Rini is old enough. She …. know better than the others about it.
a. will
b. could
c. must
d. may be
e. shall
2. My motorcycle runs out of oil. I ….buy it because I will ride it to the meeting.
a. should
b. may
c. can
d. must
e. could
3. Rani : Hi, Galih. I hear that your brother Judika is going to celebrate his brithday. How old is he?
Galih : He is four years older than me. I am seventeen years old now.
Rani : Oh, he must be ... years old.
a. 20
b. 21
c. 22
d. 23
e. 24
4. Mother : Tomorrow will be Monday. Have you prepared your school uniform, Dhimas? Remember, you ... follow the flag ceremony
Dhimas : Yes, Mom. I will prepare it well.
a. can
b. could
c. may
d. must
e. might
5. Nadya : ... this letter?
Putra : I’m sorry, I have some work to do, Nadya.
a. Can I post
b. Could I post
c. Should I post
d. Could you post
e. Would you like me to post
6. Fajar : What does Indra plan to do after the coming semester test?
Surya : He ... his school holiday with us.
a. spend
b. spending
c. spent
d. will spend
e. has spent
7. We can ... many things by reading.
a. studying
b. studied
c. studies
d. study
e. has studied
8. Dyah : Rahma, ... you sweep the yard in front of the classroom?
Rahma : Yes, sure.”
a. may
b. should
c. will
d. would
e. might
9. Prambudi’s hobby is playing table tennis. He really wants to be a good table tennis player. So his father told him that ....
a. he must not do practice other sport activities
b. he must practice regularly and seriously
c. he can practice whenever he wants
d. he will practice if his father asks his too
e. he may practice if he has time
10. Mr. Andra : It was such a good presentation. Who is she?
Mr. Budi : That’s my new secretary.
Mr. Andra : Tell me more about her?
Mr. Budi : Well, she is not only smart but also... three languages very well.
a. would speek
b. will speak
c. has spoken
d. can speak
e. is speaking
B. Uraian
Read the following sentences and translate it into Indonesian!
1. I have to finish my work before this afternoon.
2. I have got to learn English if I want to live in Singapore.
3. I must wear the sweater soon because the weather is too cold.
4. My mother had to go to the bank last week
5. Tomorrow is Sunday. Dhika and Yanuar don’t have to go to school.
6. You don’t need to go to the fruitstall. There is enough fruits stock.
7. Desta must be careful not to upset his father anymore.
8. Febriana and her mother always have to do the shopping on Mondays at the supermarket in the town.
9. My older brother doesn't like to have to do his homework after school.
10. You mustn't talk during eating.

Tugas Portofolio
Make some diaologues about the expression of obligation or necessity. Then, act it out in front of the class!

…………………………. 20..

Mengetahui,
Kepala Sekolah Guru Mata Pelajaran

NIP. NIP.
Bab 7
RENCANA PELAKSANAAN PEMBELAJARAN

Sekolah : SMK/MAK .............................

Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XII/ 2
Kompetensi Inti :
3. Memahami, menerapkan, menganalisis, dan mengevaluasi tentang pengetahuan faktual, konseptual, prosedural dasar, dan metakognitif sesuai dengan
bidang dan lingkup kajian Bahasa Inggris pada tingkat teknis, spesifik, detil, dan kompleks, berkenaan dengan ilmu pengetahuan, teknologi, seni, budaya,
dan humaniora dalam konteks pengembangan potensi diri sebagai bagian dari keluarga, sekolah, dunia kerja, warga masyarakat nasional, regional, dan
internasional
4. Melaksanakan tugas spesifik dengan menggunakan alat, informasi, dan prosedur kerja yang lazim dilakukan serta memecahkan masalah sesuai dengan
bidang kajian Bahasa Inggris.
Menampilkan kinerja di bawah bimbingan dengan mutu dan kuantitas yang terukur sesuai dengan standar kompetensi kerja.
Menunjukkan keterampilan menalar, mengolah, dan menyaji secara efektif, kreatif, produktif, kritis, mandiri, kolaboratif, komunikatif, dan solutif dalam ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya. di sekolah, serta mampu melaksanakan tugas spesifik di bawah pengawasan langsung.
Menunjukkan keterampilan mempersepsi, kesiapan, meniru, membiasakan, gerak mahir, menjadikan gerak alami dalam ranah konkret terkait dengan
pengembangan dari yang dipelajarinya di sekolah,serta mampu melaksanakan tugas spesifik di bawah pengawasan langsung.

KOMPETENSI DASAR
3.31Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks news item lisan dan tulis dengan memberi dan meminta informasi terkait
berita sederhana dari koran/radio/TV, sesuai dengan konteks penggunaannya.
4.31 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks news items lisan dan tulis, dalam bentuk berita
sederhana koran/radio/TV.

TUJUAN PEMBELAJARAN
Setelah mempelajari materi ini, maka diharapkan siswa mampu:
1. menganalisis teks news item lisan dan tulis dengan memberi dan meminta informasi terkait berita sederhana dari koran/radio/TV,
2. menangkap makna secara kontekstual terkait teks news items lisan dan tulis, dalam bentuk berita sederhana koran/radio/TV, serta
3. menganalisis dan menangkap makna ungkapan meminta dan memberi informasi sesuai dengan konteks penggunaannya.

MATERI PEMBELAJARAN
1. News Item
2. The Expression Asking for and giving Information, Surprise and Disbelief

METODE PEMBELAJARAN
Ceramah, diskusi, praktik, dan penugasan
LANGKAH-LANGKAH KEGIATAN
Mengamati
Siswa mengamati sebuah teks berita (news item) dengan saksama. Kemudian berusaha untuk memahaminya dengan baik.
Menanya
Siswa meminta kepada temannya untuk melafalkan sebuah teks berita (news item) dengan baik.
Mengeksplorasi
Siswa mencari sebuah teks berita (news item) dari berbagai sumber baik dari koran, majalah, radio atau televisi. Kemudian menuliskannya pada selembar
kertas.
Mengasosiasi
Siswa menterjemahkan sebuah teks berita (news item) yang telah diperolehnya dari berbagai referensi ke dalam bahasa Indonesia.
Mengomunikasikan
Siswa bersama dengan temannya membuat sebuah dialog terkait dengan ungkapan meminta dan memberikan informasi. Kemudian mempraktikkannya di
depan kelas dengan nyaring.

SUMBER BELAJAR
1. Buku paket Bahasa Inggris kelas XII untuk SMK/MAK Bumi Aksara.
2. Buku Kerja Bahasa Inggris kelas XII untuk SMK/MAK Semester 2 Bumi Aksara.
3. Buku referensi lain yang relevan
4. Informasi dari media massa dan internet

PENILAIAN
1. Teknik/jenis : kuis dan tugas individu.
2. Bentuk instrumen: pertanyaan lisan dan tes tertulis.
3. Instrumen/soal:

A. Pilihan Ganda
The following text is for questions number 1 to 7.
January 25, 2017
Valentino Rossi holidays in Labuan Bajo
MotoGP rider Valentino Rossi recently spent three days on holiday in Labuan Bajo, West Manggarai, East Nusa Tenggara.
After landing on Monday at Komodo Airport, Rossi kicked off his trip in Labuan Bajo before exploring other attractions, namely Padar Island, Komodo
National Park and Pink Beach.
Also known as The Doctor, the rider spent two hours swimming at Pink Beach before heading to Manta Point on Komodo Island for sunset.
While in Labuan Bajo, he had dinner with friends at Italian restaurant La Cucina. Local resident Gerarismo Satria said the restaurant belonged to
Rossi’s childhood friend, who also hosted him during his trip in the region.
Adam, owner of the Dipe speed boat that Rossi used to explore the area, said the rider requested the trip not be covered by the media as it was a
private holiday.
http://www.thejakartapost.com/travel/2017/01/25/valentino-rossi-holidays-in-labuan-bajo.html
1. What month did Valentino Rossi go to Labuan Bajo?
a. January
b. February
c. March
d. April
e. May
2. How many days did Valentino Rossi spend his holidays in Labuan Bajo?
a. One day only.
b. Two days.
c. Three days.
d. Four days.
e. Five days.
3. In what province is Labuan bajo located?
a. Bali
b. West Nusa Tenggara
c. East Nusa Tenggara
d. North Sulawesi
e. West Sulawesi
4. What places were visited by Valentino Rossi?
a. Komodo National Park, Pink Beach, and Mandorak Beach
b. Komodo National Park, Ratenggaro Beach, and Padar Island
c. Komodo National Park, Pink Beach, and Padar Island
d. Koka Beach, Padar Island, Komodo National Park
e. Komodo National Park, Pink Beach, and Nihiwatu Beach
5. Where did Valentino Rossi enjoy the sunset?
a. At the Lovina Beach
b. On Padar Island
c. At the Koka Beach
d. On Komodo Island
e. At the Pink Beach
6. “Adam, owner of the Dipe speed boat that Rossi used to explore the area, ....” the similar meaning of the underlined word is ....
a. conceal
b. withhold
c. suppress
d. rove
e. abide
7. “... the rider requested the trip not be covered by the media as it was a private holiday.” The meaning of the word “trip” is ....
a. accommodation in a house, especially in rooms for rent
b. a submerging, as of a submarine or skindiver.
c. an act of going to a place and returning; a journey or excursion, especially for pleasure.
d. an act or instance of diving.
e. a long walk or march for recreational activity, military training, or the like.
The following text is for questions number 8 to 10.
May 2017
Europe's great entertainers, the free-scoring Principality club secured a thrilling Ligue 1 success on Wednesday by seeing off St-Etienne.
Monaco did it on Wednesday. European football’s great entertainers are Ligue 1 champions. Seventeen years after their last league triumph, the title
is theirs. And they’ve done it in some style.
The Principality club secured a historic Ligue 1 title with a 2-0 defeat of St-Etienne that took them to 92 points – ensuring they will end the campaign
with the second-best points tally in Ligue 1 history.
Leonardo Jardim’s young, dynamic and free-scoring side have charmed the continent this term and are now French football’s highest scoring team in
over half a century with 104 league goals.
Moreover, only Barcelona have outscored Monaco across Europe’s top five leagues this season. But while the majority of the Catalan club’s goals
have been hit by their attacking trio, Monaco have spread the goals out among their entire squad.
Six Monaco players have more than eight league goals to their name this season, which includes a remarkable return to form for Colombia
international Radamel Falcao, who has fired 21 of them.
Teenage sensation Kylian Mbappe opened the scoring on Wednesday, becoming the youngest player (18 years, 147 days) ever to manage 15 goals
in a single season in Europe’s top five leagues.
http://www.goal.com/en-gb/news/3274/ligue-1/2017/05/18/35627592/watch-the-numbers-behind-monacos-historic-title-triumph?
ICID=TP_TNM_ART_5
8. When did As Monaco defeat St-Etienne?
a. On Sunday.
b. On Monday.
c. On Tuesday.
d. On Wednesday.
e. On Thursday.
9. In what league did As Monaco play?
a. Italy
b. Germany
c. French
d. Portugal
e. Turkey
10. What nationality did Radamel Falcao come from?
a. Brazil
b. Chile
c. Colombia
d. Paraguay
e. Uruguay
Tugas Portofolio
Find and cut a news from newspaper. Read the news that you bring to class! Write important things from the news on a
piece of paper! Then, analyze its generic structure of news worthy!
Newsworthy event(s) ......................................................................................................
......................................................................................................
......................................................................................................
......................................................................................................
......................................................................................................
......................................................................................................
......................................................................................................
......................................................................................................
.....................................................................................................
Background event(s) ......................................................................................................
......................................................................................................
......................................................................................................
......................................................................................................
......................................................................................................
......................................................................................................
......................................................................................................
......................................................................................................
Sources ......................................................................................................
......................................................................................................
......................................................................................................
......................................................................................................
......................................................................................................

…………………………. 20..

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Kepala Sekolah Guru Mata Pelajaran
 NIP. NIP.

Bab 8
RENCANA PELAKSANAAN PEMBELAJARAN

Sekolah : SMK/MAK .............................

Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XII/ 2
Kompetensi Inti :
3. Memahami, menerapkan, menganalisis, dan evaluasi tentang pengetahuan faktual, konseptual, prosedural dasar, dan metakognitif sesuai dengan bidang
dan lingkup kajian Bahasa Inggris pada tingkat teknis, spesifik, detil, dan kompleks, berkenaan dengan ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dalam konteks pengembangan potensi diri sebagai bagian dari keluarga, sekolah, dunia kerja, warga masyarakat nasional, regional dan
internasional.
4. Melaksanakan tugas spesifik dengan menggunakan alat, informasi, dan prosedur kerja yang lazim dilakukan serta memecahkan masalah sesuai dengan
bidang kajian Bahasa Inggris. Menampilkan kinerja di bawah bimbingan dengan mutu dan kuantitas yang terukur sesuai dengan standar kompetensi kerja.
Menunjukkan keterampilan menalar, mengolah, dan menyaji secara efektif, produktif, kritis, mandiri, kolaboratif, komunikatif, dan solutif dalam ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah, serta mampu melaksanakan tugas spesifik di bawah pengawasan langsung.
Menunjukkan keterampilan mempersepsi, kesiapan, meniru, membiasakan, gerak mahir, menjadikan gerak alami dalam ranah konkret terkait dengan
pengembangan dari yang dipelajarinya di sekolah, serta mampu melaksanakan tugas spesifik di bawah pengawasan langsung.

KOMPETENSI DASAR
3.32 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta
informasi terkait pengandaian diikuti oleh perintah/saran, sesuai dengan bidang keahlian dan konteks penggunaannya. (Perhatikan unsur kebahasaan if
dengan imperative, can, should).
4.32 Menyusun teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait pengandaian diikuti oleh
perintah/saran, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

TUJUAN PEMBELAJARAN
Setelah mempelajari materi ini, maka diharapkan siswa mampu:
1. menganalisis teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait pengandaian diikuti oleh
perintah/saran.
2. menyusun teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait pengandaian diikuti oleh
perintah/saran.
3. menganalisis dam menyusun teks pengandaian tipe 2 dan 3.

MATERI PEMBELAJARAN
1. Conditional Sentences type 1
2. Conditional Sentences type 2 and 3

METODE PEMBELAJARAN
Ceramah, diskusi,praktik, dan penugasan

LANGKAH-LANGKAH KEGIATAN
Mengamati
Siswa mengamati sebuah dialog terkait dengan kalimat pengandaian tipe pertama. Kemudian berusaha memahaminya dengan baik.
Menanya
Siswa meminta kepada rekannya untuk membuat beberapa kalimat pengandaian tipe pertama.
Mengeksplorasi
Siswa mencari beberapa kalimat pengandaian tipe pertama dari berbagai referensi.
Mengasosiasi
Siswa membuat beberapa kalimat pengandaian tipe pertama minimal sepuluh kalimat. Kemudian menterjemahkannya ke dalam bahasa Indonesia.
Mengomunikasikan
Siswa membuat beberapa kalimat pengandaian tipe kedua dan tipe ketiga. Kemudian membacakannya di depan kelas dengan suara nyaring.

SUMBER BELAJAR
1. Buku paket Bahasa Inggris kelas XII untuk SMK/MAK Bumi Aksara.
2. Buku Kerja Bahasa Inggris kelas XII untuk SMK/MAK Semester 2 Bumi Aksara.
3. Buku referensi lain yang relevan
4. Informasi dari media massa dan internet

PENILAIAN
1. Teknik/jenis : kuis dan tugas individu.
2. Bentuk instrumen: pertanyaan lisan dan tes tertulis.
3. Instrumen/soal:

a. Pilihan Ganda
Complete the blanks space for questions number 1 to 5!
Dialogue 1
Father : “Exam (1) ... around the corner. It's about time to go back to your study.”
Son : “Okay, Dad.”
Father : “If you want (2) ... the exam, you (3) ... to study harder.”
Son : “Thanks, Dad.”
Dialogue 2
Dhimas : “Where can I get (4) ... price for good quality shoes?”
Restu : “If you want a good price, why don't you (5) ... to the factory outlet?”
1. a. is
b. were
c. am
d. are
e. was
2. a. passed
b. passable
c. to pass
d. pass
e. passing
3. a. having
b. have been
c. has
d. have
e. had
4. a. to expensive
b. inexpensive
c. inexpensively
d. expensive
e. expensively
5. a. goes
b. gone
c. to go
d. go
e. going
The following dialogue is for questions number 6 to 10.
Mr. Tyo : “If we open a small cafe near the schol, will students like it?”
Miss Sari : “Definitely. Students like hanging out in cafes these days.”
Mr. Tyo : “I have an idea for a cafe with vintage concept.”
Miss Sari : “It sounds like a good concept. It can be either that or a library concept. If you have books on shelves that the customers can read, I think they will
like it.”
Mr. Tyo : “That’s actually an excellent idea. Thanks for encouraging me. I really appreciate it. Now I’m going to look for ideas for the menu.”
Miss Sari : “Yeah that’s a good idea. Let’s find out on the internet.”
6. What kind of business does Mr. Tyo intend to open?
a. Canteen.
b. Restaurant.
c. Cafe.
d. Shop.
e. School.
7. What does Miss. Sari suggest that Mr. Tyo do?
a. To find employees.
b. To cook well.
c. To provide books for customers to read.
d. To provide bookshelves in the cafe.
e. To prepare the menu soon.
8. What concept does Mr. Tyo envision for his future cafe?
a. Classic.
b. Garden.
c. Gothic.
d. Modern.
e. Vintage.
9. What will they do next after this?
a. Prepare the menu.
b. Browse the internet.
c. Write a menu.
d. Buy some foods.
e. Cook some foods.
10. “That’s actually an excellent idea.” The underlined word can be replaced with ...
a. forged
b. risky
c. spoiled
d. splendid
e. unfit
B. Uraian
Translate the folowing sentences into Indonesian!
1. If you meet my brother, ask him to call me immediately.
2. If you don’t finish your English homework, your teacher will be angry.
3. If I go to Magelang Central Java, I will visit a fabulous Borobudur Temple.
4. If I get the money, I will buy a new shool bag.
5. If I have enough time this evening, I will watch a footbal match at the Manahan stadium.
6. If you had studied for the test, you would have passed it.
7. If you had asked me, I would have helped you.
8. If we had gone to the city park, we would have met our classmate Andra Pratama.
9. If you had spoken Sundanese, Cecep Supriatna would have understood.
10. If you had obeyed to your father’s advice, you would have arrived at school earlier.
Tugas Portofolio
Find three short dialogue in English, which contain if- clauses from other sources. Each dialogue has to state advice, and general truth. Then, act it out in front of
the class confidently!

…………………………. 20..

Mengetahui,
Kepala Sekolah Guru Mata Pelajaran

NIP. NIP.