SUBJECT : ENGLISH
LEVEL OF SCHOOL : JUNIOR HIGH SCHOOL (SMP)
CLASS/SEMESTER : VIII/2
ACADEMIC YEAR : 2010-2011
| 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 |
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