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| http://www.auroraproduction.com/ |
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| http://www.auroraproduction.com/ |
Dear Mira, I’m sorry I have to tell you that I can’t come to your house to work on our project as we have planned before. Unexpected thing happens. My grandma must be hospitalized soon. I’ll tell you about our plan later. Your pal, Mirda |
Dear Anita, please meet me in the canteen at the first break. I’ll tell you a secret. See you Fauzi |
Dear Mrs. Ellen Scot, I am sorry to inform you that I can’t join to your class today because I have terribly headache and I plan to see the doctor this morning. Annette |
Sender: Andy Tuesday, 28th April, 2009 09.45 a.m Bobby, our plan to have a picnic today us postponed by Mrs. Sandy because of the heavy rain. She’s just Informed me the picnic will be done tomorrow. |
| NO | STANDARD OF COMPETENCE | BASIC COMPETENCE | MATERIAL | INDICATORS | NO |
| 1 | LISTENING 7. Memahami makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan llingkungan terdekat. | 7.1 Merespon makna dalam percakapan transaksional (to get things done ) dan interpersonal (bersosialisasi) sangat sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur : meminta dan memberi jasa, meminta dan memberi barang, serta meminta dan memberi fakta. | · Meminta dan memberi jasa. · Meminta dan memberi barang. · Meminta dan memberi fakta. | · Meminta dan memberi jasa. · Meminta dan memberi barang. · Meminta dan memberi fakta. | 1 2 3 4 5 6 7 8 9 10 |
| 2 | 8. Memahami makna dalam teks lisan fungsional dan monolog pendek sangat sederhana yang berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat. | 8.2 Merespon makna yang terdapat dalam monolog sangat sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat dalam teks berbentuk descriptive dan procedure. | · Teks monolog berbentuk deskriptif dan procedure. | · Merespon informasi dalam teks lisan monolog berbentuk Diskriptif dan Procedure. · Menentukan ciri kebahasaan teks yang didengar. · Menentukan fungsi komunikatif teks yang didengar. | |
| 3 | SPEAKING 9 Mengungkapkan makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat. | 9.2 Mengungkapkan makna dalam percakapan transaksional ( to get things done ) dan interpersonal ( bersosialisasi ) sangat sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur : meminta dan memberi jasa, meminta dan memberi barang, dan meminta memberi fakta. | · Meminta dan memberi jasa · Meminta dan memberi barang. · Meminta dan memberi fakta | · Meminta dan memberi jasa. · Meminta dan memberi barang. · Meminta dan memberi fakta. | 11 12 13 |
| 9.3 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisai) sangat sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur : meminta dan memberi pendapat, menyatakan suka dantidak suka, meminta klarifikasi, merespon secara interpersonal. | · Meminta dan memberi pendapat. · Menyatakan suka dan tidak suka. · Meminta klarifikasi. | · Meminta & memberi pendapat. · Menyatakan suka dan tidak suka. · Meminta klarifikasi. | 14 15 16 | ||
| 4 | 10 Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sangat sederhana berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat. | 10.2 Mengungkapkan makna yang terdapat dalam teks lisan fungsional pendek sangat sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat. | · Teks fungsional pendek berupa : Instruksi. | · Mengungkapkan makna dalam teks fungsional pendek berbentuk instruksi. · Memberi instruksi secara lisan. | 17 18 19 20 |
| 10.3 Mengungkapkan makna dalam monolog pendek sangat sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat dalam teks berbentuk descriptive dan procedure. | · Teks monolog berbentuk procedure. | · Mengungkapkan informasi dalam teks monolog berbentuk Procedure. | |||
| 5 | READING 11. Memahami makna teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive dan procedure yang berkaitan dengan lingkungan terdekat. | 11.1. Merespon makna yang terdapat dalam teks tulis fungsional pendek sangat sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan terdekat. | · Teks fungsional pendek berupa : Instruksi Daftar barang Ucapan selamat Pengumuman | · Mengidentifikasi berbagai informasi dalam teks fungsional pendek berupa: Instruksi, Daftar barang, Ucapan selamat, dan Pengumuman. · Merespon berbagai informasi dalam teks fungsional pendek. | 21 22 23 24 25 26 27 28 29 30 |
| 11.2 Merespon makna dan langkah retorika secara akurat, lancar dan berterima dalam esai sangat sederhana yang berkaitan dengan lingkungan terdekat dalam teks berbentuk descriptive dan procedure. | · Teks monolog berbentuk deskriptive dan procedure. | · Mengidentifikasi berbagai informasi dalam teks descriptive dan procedure. · Mengidentifikasi fungsi komunikatif teks deskriptif / procedure. · Menyebutkan ciri kebahasaan teks descriptive / procedure. | 31 32 33 34 35 36 37 38 39 40 | ||
| 6 | WRITING 12. Mengungkapkan makna dalam teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat. | 12.1 Mengungkapkan makna dalam teks tulis fungsional pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat. | · Teks fungsional Instruksi Daftar barang Pengumuman Ucapan selamat | · Menulis teks fungsional pendek berbentuk : Instruksi, Daftar barang, Pengumuman, dan Ucapan selamat. · Menulis kalimat sederhana. | 41 42 |
| 12.2 Mengungkapkan makna dan langkah retorika dalam esai pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkunguan terdekat dalam teks berbentuk descriptive dan procedure. | · Teks monolog berbentuk; Descriptive dan procedure. | · Menulis teks berbentuk descriptive dan procedure. | 43 44 45 46 47 48 49 50 |
| No | Standard Competence | Basic Competence | Text type | Topic | Indicator | Item |
| 1 | Understanding meaning in short written functional text and essay in, recount, narrative and exposition to communicate with the closest environment and/or in academic context. | Understanding implicit meaning accurately and efficiently in written functional texts and short essays in, recount, narrative and exposition related to the closest environment and/or in academic contexts. | Caution | At the beach | Given a caution found at the beach students identify the meaning implied in the text. | 1 |
| 2 | Understanding meaning in short written functional text and essay in, recount, narrative and exposition to communicate with the closest environment and/or in academic context. . | Understanding explicit meaning accurately and efficiently in written functional texts and short essays in, recount, narrative and exposition related to the closest environment and/or in academic contexts. | Greeting card | Getting well | Given a greeting card related to getting well of a friend , students identify the detailed information in the text. | 2 |
| Understanding implicit meaning accurately and efficiently in written functional texts and short essays in, recount, narrative and exposition related to the closest environment and/or in academic contexts. | Greeting card | Get well | Given a greeting card related to the success of a friend , students identify information implied in the text. | 3 | ||
| 3 | Understanding meaning in short written functional text and essay in, recount, narrative and exposition to communicate with the closest environment and/or in academic context. | Understanding explicit meaning accurately and efficiently in written functional texts and short essays in, recount, narrative and exposition related to the closest environment and/or in academic contexts. | Invitation | Book Launching | Given an invitation related to book launching, students identify detailed information in the text. | 4 |
| Understanding implicit meaning accurately and efficiently in written functional texts and short essays in, recount, narrative and exposition related to the closest environment and/or in academic contexts. | Invitation | Book launching | Given an invitation related to the Book launching, students identify implied information in the text. | 5 | ||
| Understanding implicit meaning accurately and efficiently in written functional texts and short essays in, recount, narrative and exposition related to the closest environment and/or in academic contexts. | Invitation | Book launching | Given an invitation related to the Book launching , students identify the purp0se of the text | 6 | ||
| 4 | Understanding meaning in short written functional text and essay in, recount, narrative and exposition to communicate with the closest environment and/or in academic context. | Understanding explicit meaning accurately and efficiently in written functional texts and short essays in, recount, narrative and exposition related to the closest environment and/or in academic contexts. | Announcement | Public Places | Given an Public Places announcement related to, students identify the detailed information in the text | 7 |
| Understanding implicit meaning accurately and efficiently in written functional texts and short essays in, recount, narrative and exposition related to the closest environment and/or in academic contexts. | Announcement | Public places | Given an announcement related to public places, g, students identify the information implied in the text. | 8 | ||
| Understanding implicit meaning accurately and efficiently in written functional texts and short essays in, recount, narrative and exposition related to the closest environment and/or in academic contexts. | Announcement | Public places | Given an announcement related to public places, students identify the communicative purpose of the text. | 9 | ||
| 5 | Understanding meaning in short written functional text and essay in, recount, narrative and exposition to communicate with the closest environment and/or in academic context. | Understanding explicit meaning accurately and efficiently in written functional texts and short essays in, recount, narrative and exposition related to the closest environment and/or in academic contexts. | Recount | Nature Phenomenon | Given a recount text related to the last nature phenomenon , students identify detailed information in the text. | 10 |
| Understanding implicit meaning accurately and efficiently in written functional texts and short essays in, recount, narrative and exposition related to the closest environment and/or in academic contexts. | Recount | Nature Phenomenon | Given a recount text related to the last nature phenomenon , students are able to identify the implicit information in the text. | 11 | ||
| Understanding implicit meaning accurately and efficiently in written functional texts and short essays in, recount, narrative and exposition related to the closest environment and/or in academic contexts. | Recount | Nature Phenomenon | Given a recount text related to the last nature phenomenon , students are able to identify the meaning of a certain word found in the text. | 12 | ||
| Recount | Nature Phenomenon | Given a recount text related to the last nature phenomenon , students are able to identify the reference of certain pronoun found in the text. | 13 | |||
| 6 | Understanding meaning in short written functional text and essay in, recount, narrative and exposition to communicate with the closest environment and/or in academic context | Understanding explicit meaning accurately and efficiently in written functional texts and short essays in, recount, narrative and exposition related to the closest environment and/or in academic contexts. | Narrative | Inspiring story | Given a narrative text in the form of short story, students are able to identify the factual information of the text. | 14 |
| Understanding implicit meaning accurately and efficiently in written functional texts and short essays in, recount, narrative and exposition related to the closest environment and/or in academic contexts. | Narrative | Short story | Given a narrative text in the form of short story, students are able to identify the implicit information of the text. | 15 | ||
| Narrative | Short story | Given a narrative text in the form of short story, students are able to identify the meaning of certain word stated in the text. | 16 | |||
| Understanding implicit meaning accurately and efficiently in written functional texts and short essays in, recount, narrative and exposition related to the closest environment and/or in academic contexts. | Narrative | Short story | Given a narrative text in the form of short story, students are able to identify the moral value of the story in the text. | 17 | ||
| 7 | Understanding meaning in short written functional text and essay in, recount, narrative and exposition to communicate with the closest environment and/or in academic context. | Understanding implicit meaning accurately and efficiently in written functional texts and short essays in, recount, narrative and exposition related to the closest environment and/or in academic contexts. | Exposition | Environmental Pollution | Given an exposition text in related to environmental pollution, students identify the general idea of the text. | 18 |
| Exposition | Environmental Pollution | Given, an exposition text in related to environmental pollution, students identify the main ides of certain paragraph found in the text. | 19 | |||
| Understanding explicit meaning accurately and efficiently in written functional texts and short essays in, recount, narrative and exposition related to the closest environment and/or in academic contexts. | Exposition | Environmental Pollution | Given an exposition text in related to environmental pollution, students are able to identify the detailed information of the text. | 20 | ||
| 8 | Understanding meaning in short written functional text and essay in, recount, narrative and exposition to communicate with the closest environment and/or in academic context | Understanding implicit meaning accurately and efficiently in written functional texts and short essays in, recount, narrative and exposition related to the closest environment and/or in academic contexts. | Recount | Frightening experience | Given a recount text related to frightening experience, students identify the general idea of the text | 21 |
| Understanding explicit meaning accurately and efficiently in written functional texts and short essays in, recount, narrative and exposition related to the closest environment and/or in academic contexts. | Recount | Frightening experience | Given a recount text related to frightening experience, students identify the main idea of a certain paragraph in the text. | 22 | ||
| Recount | Frightening experience | Given a recount text related to frightening experience, students identify the detailed information in the text. | 23 | |||
| Understanding implicit meaning accurately and efficiently in written functional texts and short essays in, recount, narrative and exposition related to the closest environment and/or in academic contexts. | Recount | Frightening experience | Given a recount text related to frightening experience, students identify the information implied in the text | 24 | ||
| 9 | Understanding meaning in short written functional text and essay in, recount, narrative and exposition to communicate with the closest environment and/or in academic context | Understanding explicit meaning accurately and efficiently in written functional texts and short essays in, recount, narrative and exposition related to the closest environment and/or in academic contexts. | Narrative | Fairy tale | Given a short story of a Fairy tale, students identify the general idea in the text. | 25 |
| Understanding explicit meaning accurately and efficiently in written functional texts and short essays in, recount, narrative and exposition related to the closest environment and/or in academic contexts. | Narrative | Fairy tale | Given a short story of a fairy tale, students identify the detailed information in the text. | 26 | ||
| Understanding implicit meaning accurately and efficiently in written functional texts and short essays in, recount, narrative and exposition related to the closest environment and/or in academic contexts. | Narrative | Fairy tale | Given a short story of a fairy tale, students identify the information implied in the text. | 27 | ||
| Narrative | Fairy tale | Given a short story of a fairy tale, students identify the meaning of a certain word stated in the text. | 28 | |||
| 10 | Understanding meaning in short written functional text and essay in, recount, narrative and exposition to communicate with the closest environment and/or in academic context. | Understanding explicit meaning accurately and efficiently in written functional texts and short essays in, recount, narrative and exposition related to the closest environment and/or in academic contexts. | Advertisement | Kitchen Appliances | Given an advertisement about kitchen appliances, students identify the topic of the text. | 29 |
| U Understanding explicit meaning accurately and efficiently in written functional texts and short essays in, recount, narrative and exposition related to the closest environment and/or in academic contexts understanding meaning. | Advertisement | Kitchen Appliances | Given an advertisement about medical equipment, students identify the detailed information in the text. | 30 | ||
| Advertisement | Kitchen Appliances | Given an advertisement about medical equipment, students identify the reference of a certain pronoun stated in the text | 31 | |||
| 11 | Understanding meaning in short written functional text and essay in, recount, narrative and exposition to communicate with the closest environment and/or in academic context. | Understanding implicit meaning accurately and efficiently in written functional texts and short essays in, recount, narrative and exposition related to the closest environment and/or in academic contexts. | Exposition | Communication devices | Given an exposition, students identify the topic of the text. | 32 |
| Exposition | Communication devices | Given an exposition, students identify the main idea of a certain paragraph stated in the text. | 33 | |||
| Exposition | Communication devices | Given an exposition, students identify the information implied in the text. | 34 | |||
| Understanding explicit meaning accurately and efficiently in written functional texts and short essays in, recount, narrative and exposition related to the closest environment and/or in academic contexts. | Exposition | Communication devices | Given an exposition, students identify the reference of a certain pronoun stated in the text. | 35 | ||
| 12 | Understanding meaning in short written functional text and essay in, recount, narrative and exposition to communicate with the closest environment and/or in academic context. | Understanding explicit meaning accurately and efficiently in written functional texts and short essays in, recount, narrative and exposition related to the closest environment and/or in academic contexts. | Label | Cosmetics | Given an exposition, students identify the detailed information in the text | 36 |
| Understanding implicit meaning accurately and efficiently in written functional texts and short essays in, recount, narrative and exposition related to the closest environment and/or in academic contexts. | Label | Cosmetics | Given an exportation, students identify the information implied in the text | 37 | ||
| Understanding implicit meaning accurately and efficiently in written functional texts and short essays in, recount, narrative and exposition related to the closest environment and/or in academic contexts. | Label | Cosmetics | Given an exposition, students identify the meaning of a certain word stated in the text | 38 | ||
| 13 | Understanding meaning in short written functional text and essay in, recount, narrative and exposition to communicate with the closest environment and/or in academic context. | Understanding explicit meaning accurately and efficiently in written functional texts and short essays in, recount, narrative and exposition related to the closest environment and/or in academic contexts. | Exposition | Flora and Fauna | Given an exposition, students identify the specific information in the text. | 39 |
| Understanding explicit meaning accurately and efficiently in written functional texts and short essays in, recount, narrative and exposition related to the closest environment and/or in academic contexts. | Exposition | Flora and Fauna | Given an exposition, students identify the detailed information in the text. | 40 | ||
| Exposition | Flora and Fauna | Given an exposition, students identify the reference word of a certain pronoun stated in the text. | 41 | |||
| Understanding implicit meaning accurately and efficiently in written functional texts and short essays in, recount, narrative and exposition related to the closest environment and/or in academic contexts. | Exposition | Flora and Fauna | Given an exposition, students identify the meaning of a certain word stated in the text | 42 | ||
| 14 | Understanding meaning in short written functional text and essay in, recount, narrative and exposition to communicate with the closest environment and/or in academic context. | Understanding explicit meaning accurately and efficiently in written functional texts and short essays in, recount, narrative and exposition related to the closest environment and/or in academic contexts. | Letter | Teenage problem | Given a letter about teenage problem, students identify the detailed information in the text | 43 |
| Understanding implicit meaning accurately and efficiently in written functional texts and short essays in, recount, narrative and exposition related to the closest environment and/or in academic contexts. | Letter | Teenage problem | Given a personal letter, students identify the information implied in the text | 44 | ||
| Understanding implicit meaning accurately and efficiently in written functional texts and short essays in, recount, narrative and exposition related to the closest environment and/or in academic contexts. | Letter | Teenage problem | Given a personal letter, students identify the meaning of a certain word stated in the text | 45 | ||
| Understanding implicit meaning accurately and efficiently in written functional texts and short essays in, recount, narrative and exposition related to the closest environment and/or in academic contexts. | Letter | Teenage problem | Given a personal letter, students identify the communicative purpose of the text | 46 | ||
| 15 | Expressing meaning in short written functional text and essay in, recount, narrative and exposition to communicate with the closest environment and/or in academic context. | Expressing meaning in short written functional text accurately, coherently, and acceptably to communicate with the closest environment and/or in academic contexts. | Incomplete Letter | Thankfulness | Given an incomplete letter of thankfulness, students identify suitable adjective to complete the text | 47 |
| Incomplete Letter | Thankfulness | Given an incomplete letter of warning, students identify suitable verb to complete the text. | 48 | |||
| Incomplete Letter | Thankfulness | Given an incomplete letter of warning, students identify suitable noun to complete the text. | 49 | |||
| 16 | Expressing meaning in short written functional text and essay in, recount, narrative and exposition to communicate with the closest environment and/or in academic context | Expressing meaning in short essays in recount, narrative, and exposition accurately, coherently, and acceptably to communicate with the closest environment and/or in academic contexts. | Incomplete Exposition | Bad Habit | Given an incomplete exposition about bad habit, students identify suitable noun to complete the text. | 50 |
| Incomplete Exposition | Bad Habit | Given an incomplete exposition about environment, students identify suitable pronoun to complete the text. | 51 | |||
| Incomplete Exposition | Bad Habit | Given an incomplete exposition about environment, students identify suitable verb to complete the text. | 52 | |||
| Incomplete Exposition | Bad Habit | Given an incomplete exposition about environment, students identify suitable time sequence to complete the text. | 53 | |||
| 17 | Expressing meaning in short written functional text and essay in, recount, narrative and exposition to communicate with the closest environment and/or in academic context. | Expressing information in short written functional text accurately, systematically, and acceptably to communicate with the closest environment and/or in academic context. | Letter | Condolences | Given an incomplete e-mail about a project task, students identify suitable adjective to complete the text. | 54 |
| Letter | Condolences | Given an incomplete e-mail about a project task, students identify suitable verb to complete the text. | 55 | |||
| Letter | Condolences | Given an incomplete e-mail about a project task, students identify suitable pronoun to complete the text. | 56 | |||
| 18 | Expressing meaning in short written functional text and essay in, recount, narrative and exposition to communicate with the closest environment and/or in academic context. | Expressing meaning in short essay in recount, narrative and exposition accurately, systematically, and acceptably to communicate with the closest environment and/or in academic. | Jumbled sentences of a Narrative | Inspiring Story | Given several jumbled sentences, students identify the correct order of them to make good paragraph of a narrative. | 57 |
| 20 | Expressing meaning in short written functional text and essay in, recount, narrative and exposition to communicate with the closest environment and/or in academic context. | Expressing meaning in short essay in recount, narrative and exposition accurately, systematically, and acceptably to communicate with the closest environment and/or in academic. | Jumbled sentences of a narrative paragraph | Fable | Given several jumbled sentences, students identify the correct order of them to make a good paragraph of a narrative text | 58 |
| 21 | Expressing meaning in short written functional text and essay in, recount, narrative and exposition to communicate with the closest environment and/or in academic context. | Expressing informationin short written functional text accurately, systematically, and acceptably to communicate with the closest environment and/or in academic context. | Unfinished message | Friendship | Given an unfinished message, students identify a good ending of the message. | 59 |
| 22 | Expressing meaning in short written functional text and essay in, recount, narrative and exposition to communicate with the closest environment and/or in academic context. | Expressing meaning in short essay in recount, narrative and exposition accurately, systematically, and acceptably to communicate with the closest environment and/or in academic. | Unfinished Narrative text | Short story | Given an unfinished short story, students identify a good ending of the paragraph | 60 |
