Wahai langit .... Tanyakan pada-Nya Mengapa Dia menciptakan sekeping hati ini .... Begitu rapuh dan mudah terluka .... Saat dihadapkan dengan duri-duri cinta Begitu kuat dan kokoh .... Saat berselimut cinta dan asa .... Mengapa Dia menciptakan rasa sayang dan rindu di dalam hati ini .... Mengisi kekosongan di dalamnya Menyisakan kegelisahan akan sosok sang kekasih Menimbulkan segudang tanya .... Menghimpun berjuta asa .... Memberikan semangat juga meninggalkan kepedihan yang tak terkira .... Mengapa Dia menciptakan kegelisahan dalam jiwa .... Menghimpit bayangan .... Menyesakkan dada .... Tak berdaya melawan gejolak yang menerpa .... Wahai ilalang .... Pernahkan kau merasakan rasa yang begitu menyiksa ini ? Mengapa kau hanya diam .... Katakan padaku .... Sebuah kata yang bisa meredam gejolak jiwa ini .... Sesuatu yang dibutuhkan raga ini .... Sebagai pengobat rasa sakit yang tak terkendali .... Desiran angin membuat berisik dirimu ....
Seolah ada sesuatu yang kau ucapkan padaku .... Aku tak tahu apa maksudmu .... Hanya menduga .... Bisikanmu mengatakan ada seseorang di balik bukit sana .... Menunggumu dengan setia .... Menghargai apa arti cinta .... Hati terjatuh dan terluka .... Merobek malam menoreh seribu duka .... Kukepakkan sayap - sayap patahku .... Mengikuti hembusan angin yang berlalu .... Menancapkan rindu .... Di sudut hati yang beku .... Dia retak, hancur bagai serpihan cermin .... Berserakan .... Sebelum hilang diterpa angin .... Sambil terduduk lemah Ku coba kembali mengais sisa hati .... Bercampur baur dengan debu .... Ingin ku rengkuh .... Ku gapai kepingan di sudut hati .... Hanya bayangan yang ku dapat .... Ia menghilang saat mentari turun dari peraduannya .... Tak sanggup kukepakkan kembali sayap ini .... Ia telah patah .... Tertusuk duri yang tajam .... Hanya bisa meratap .... Meringis .... Mencoba menggapai sebuah pegangan ..... syairr ittu kuu ambiil darii seorang penyair terkenal yaittu Kahlil Gibran ....

R. Listening

R. Listening
 Subject(s):
• Language Arts/Speech
• Duration: Two 50-minute sessions
 Description: Students need to understand that how they say something and how they physically present themselves are just as important as what they say. By understanding the dynamics involved in effective persuasive speaking, students will improve their overall confidence in communicating.

 Goals: The goal of this lesson is to improve students' speaking skills by understanding persuasion proficiencies.

 Objectives: Students will be able to:
1. Demonstrate the appropriate classroom public speaking and listening skills (e.g., body language, articulation, listening to be able to identify specific examples of the speaker's coordination of talking and action) that would be necessary to influence or change someone's mind or way of thinking about a topic.
2. Define the elements of persuasion.
3. Recognize the elements of personal credibility.
4. Develop methods to analyze other students' speeches.
5. Understand outlining main ideas.
6. Create a persuasive speech.
 Materials:
• teacher-prepared topics for persuasive speeches
• sample rubric (available in .pdf format)
• Sample Rubric
 Procedure:
During class discussion, define and explain how people make decisions based on what they see and hear. Explain that sometimes we have to use skills to convince others about our positions. Have the students recall and list their own experiences trying to convince their friends about something, and then ask them to share these with the class. Have the students pick a proposition that not everyone would agree with such as: "nuclear power plants are superior energy sources." Have them write a 6-8 minute speech in outline form to persuade the class. Each student will then deliver this speech in front of the class while the rest of the students take notes and prepare to give the speaker feedback on the speech.

The voice and the body are the best tools -- every student is a natural persuader!
They have done it all their lives. Every time someone enters a conversation, he or she engages in elementary persuasion techniques. It is true that any time students make a statement of fact, they are asserting its validity and assuming that their listener agrees. This speech goes further than a normal conversational assertion: now students have to assume that not everyone will agree with them from the start, and it is their job to make them see things their way. The goal of this speech is to change someone's mind or way of thinking about a topic. This is not a speech to sell, as students do not ask that the listener do anything except to agree with them or to begin to listen to their way of thinking. Their message is, of course, very important in this speech, but their voice and body language are even more important. Here they will learn how their delivery can help. There are several important aspects of presentation to keep in mind; the academic elements of persuasion are:
• Body Language - Make sure that they have a proper posture. If their shoulders are sagging and their legs are crossed, they will not appear as being sincere, and people just will not accept their message.
• Articulation - Articulation means how their total vocal process works. There are several steps to this entire process. Students need to understand the process. First, they need air from the lungs, their vocal cords in their larynx must be working, their mouth and tongue must be in sync, and they have to make sure that they have got some saliva in their mouths to keep things oiled. They should be aware of their physical makeup to be able to understand how they speak.
• Pronunciation - Students need to pronounce each word. They must avoid slang, except to make a point, and not slur the words. They must avoid saying, "you know."
• Pitch - Pitch refers to the highs and lows of the voice. Whatever they do, they must avoid a monotone!
• Speed - The speed, or pace, is an important variable to control. Between 140-160 words per minute is the normal pace for a persuasive speech. Any faster and they may appear to be glib; any slower and they sound like they are lecturing. If they are not sure about their speed, tape them for one minute and then replay it and count the number of words they used in the minute! The human ear and brain can compile and decode over 400 spoken words per minute, so if they are going too slow their listeners' minds are going to start to wander as the brains finds other ways to keep themselves occupied.
• Pauses - The pause, or caesura, is a critical persuasive tool. When they want to emphasize a certain word, have them just pause for one second before; this highlights the word. If they really want to punch it, tell them to pause before and after the word!
• Volume - Volume is another good tool for a persuasive speech, but they should use it with caution. If they scream all the way through their speech, people will become accustomed to it and it will lose its effectiveness. On the other hand, a few well-timed shouts can liven up the speech! They must try to "project" or throw their voice out over the entire class - or speak to the last row.
• Quality - Quality of voice is gauged by the overall impact that their voice has on their listeners. Quality of voice is the net caliber of their voice, its character and attributes. They must try to keep the vocal quality high; it is what separates their voices from everyone else's.
• Variance - Variance of vocal elements is the most important consideration of all! One of the most persuasive speakers in modern history was Winston Churchill. One of his most remarkable qualities was his ability to vary the elements of his voice. He would start with a slow, laconic voice and then switch gears to a more rapid pace. People were light-headed after listening to him! Even if they have no desire to run for political office, students can still use the tools of variance. Have them try to change their pitch, volume, and speed at least once every 30 seconds, if only for just one word. Never let them go more than one paragraph without a vocal variance. This keeps the class locked into the speech, if for no other reason than it sounds interesting! Let the students' words speak for themselves; reflect their nature through their voices. If they use the word "strangle," have them say it with a hint of menace in their voices. If they say the word "heave," let the class feel the onomatopoeic force behind it. If they say the word "bulldozer," make it sound like a titan earthmover, not like a baby with a shovel.
 The Strategy: Appear Rational
When students are trying to convince someone of something, they must first establish their credibility, or in other words, they must sell themselves before they sell their message. If people feel that they are not being reasonable or rational, they do not stand a chance. They must be committed to the ideals and goals of their speech and what they are saying. They should not use words such as "maybe" or "might"- the should use positive words such as "will" and "must." Students must portray themselves as the authority figures in this speech, so they had better supply enough information to prove their points so that they can seem knowledgeable, and they had better know their material cold. People can usually spot someone who is trying to "wing" a speech. They should also appear to be truthful - even when they are really stretching a point. If they do not appear to be earnest, even if their message is the 100% truth, people will doubt their word and tune out their speech. Lastly, they must not be afraid to show a little emotion - this is not a sterile or static speech. Students' bodies and voices must match the tone of their words. If their language is strong, they must present a physical force to go along with their deliveries.

The Class Reaction
The class has two major criteria to consider after each member's speech. First, the delivery. Were the speaker's body, words, and actions in synchronization and harmony? Did one support the other or was there tension between the body and the voice? Secondly, were the students persuaded? Why or why not? Discuss what makes a persuasive speech work and how the intangibles effect a positive outcome.
 Assessment: The class will assess each speaker's performance in terms of voice and body coordination and in terms of persuasiveness. Each class can develop performance assessments such as rubrics to facilitate this process (see sample rubric in Materials ).

T. Advertisement

T. Advertisement

 Standard Competency :
To comprehend and express the meaning of short functional written text about advertisement in the daily life context to access knowledge.
 Basic Competency :
To respond and express the meaning within the short formal / informal functional written text accurately and fluently in the form of announcement, advertisement and invitation in the context of daily life to access knowledge.
 After having studied the material given, the student are expected to able to:
• understand the definition of advertisement
• identify the topic of advertisement text
• read aloud meaningfully the written passage that is discussed with a good pronunciation and intonation.

 Advertising is a communication whose purpose is to inform potential customers about products and services and how to obtain and use them. Many advertisements are also designed to generate increased consumption of those products and services through the creation and reinforcement of brand image and brand loyalty. For these purposes advertisements often contain both factual information and persuasive messages. Every major medium is used to deliver these messages, including: television, radio, movies, magazines, newspapers, video games, the Internet and billboards. Advertising is often placed by an advertising agency on behalf of a company

 In short, Advertisement is :

Information for persuading and motivating people so that it will attract them to the service and the thing that are offered or informed.



 Function of advertisement :
• Promotion
• Communication
• Information

In making an advertisement keep the following points

1. Language of advertisement :
• Using the correct or suitable words.
• Using the interesting and suggestive expression.
• Using positive expression
• Text of advertisement should be directed to the goals.

2. Content of advertisement :
• Objective and honest
• Brief and clear
• Not mocking to group or other producer.

Q. Perfect Tense

Q. Perfect Tense

 Standard Competency :
To comprehend and express the meanings of short functional and simple monolog essay texts in the form of Perfect Tense in the daily life context to access knowledge


 Basic Competency :
To respond and express the meaning nuance and the rhetorical steps within the short functional and simple monolog essay texts in the form of perfect tense (present perfect, past perfect and future perfect tense)accurately and fluently in the daily life context to access knowledge
 Indicators :
After having finished the lesson, the student are expected to be able to:
 understand the pattern of perfect tense
 identify perfect tense in a certain text
 use perfect tense in making sentences and telling an event or action.
 Present Perfect Tense is used for describing a past action’s effect on the present: He has arrived. Now he is here. This holds true for events that have just been secluded as well as for events that have not yet occurred.

 Present perfect is formed by combining have/has with the main verb’s past participle form:
 I have arrived.
A negation is produced by inserting not after have/has:
 I have not arrived.
Questions in present perfect are formulated by starting a sentence with have/has:
• Has she arrived?

 Past Perfect Tense is a kind of tense that is used to describe an action or an event that started in a certain time in the past and completed or finished till certain time in the past too; or past perfect tense is used to express an action or an event that had happened before the other event or action happened

 The pattern :
 (+) Subject + had+verb III+cmplement
 (-) Subject + had not+ver III+complement
 (?) Had + subject +verb III+complement

P. Vocabs

P. Vocabs (Shapes, Parts of Body)

 Basic Competency :
To respond and express the meaning nuance and the rhetorical steps within the short functional and simple monolog essay text in the form of recount, narrative, and procedure text in the daily life context to access knowledge using the vocabs of shapes and part of body.
 Standart Competency :
To comprehend and express the meaning of short functional and simple monolog essay text accurately and fluently in the daily life context to access knowledge.
 Indicators :

• Mention kinds of shapes
• Mention parts of body
• Use the vocabs in the simple present and past tense

Shapes
 Simple Straight sided shapes
Example : Rectangle, Square Triangle.

 Simple Rounded shapes
Example : Circle, Oval

 Types of Triangle
Example : Equilateral triangle, Isosceles triangle, Right
angled triangle.

 3D shapes
Example : Cone, Cube, Cylinder, Pyramid, Rectangular Prism,
Sphere.
 Mathematical shapes
Examples : Parallelogram, Pentagon-5 sides, Hexagon-6 sides, Octagon-8 sides.

 Miscellaneous shapes
Example : Coffin, Diamond, Heart, Kite, Petal, Shell, Star, Teardrop.

 Simple Stright sided shapes

Rectangle
(Persegi Panjang/Bujur Sangkar)















Square
(Persegi)






















Triangle
(Segitiga)























 Simple Rounded shapes



Circle
(Lingkaran)


















Oval
(Bujur Telur)



 Types of triangles














Equilateral triangle
(Segitiga sama sisi)
















Isosceles Triangle
(Segitiga sama kaki)












Right angled Triangle
(Sudut siku-siku)

















 3D shapes




Cylinder
(silinder)






















Cube
(kubus)






















Rectangular prism
(Persegi panjang)



















Cone
(Kerucut)





Pyramid
(Limas)



Sphere
(Bola/bulatan)



 Mathematical shapes



Parallelogram
(Jajaran genjang)
















Pentagon – 5 sides
(segilima/sisilima)























Hexagon – 6 sides
(Bersegi enam)




















Octagon – 8 sides
(Sedi delapan)


 Miscellaneous shapes



Diamond
(Wajik)





















Heart
(Jantung, hati )



















Star
(Bintang)





















Coffin
(Peti mayat)



Kite
(Layang-layang)



Petal
(Daun bunga)



Shell
(Kerang/tempurung)



Teardrop
(ait mata)



 The Human Body and Anatomy







 Close up on the foot and Close up on the hand












































 Inside the body – simple anatomy

 Bladder :
The organ inside the body of a person, where urine is stored before it leaves the body.




















 Brain :
The organ inside the head that controls thought, memory, feelings and activity.
























 Digestive system :
The organs in your body that digest food.

 Ear :
The ear is made up of three different sections: the outer ear, the middle ear, and the inner ear. These parts all work together so you can hear and process sounds.




 Eye :
The eyes takes in information about the world around you - shapes, colours, movement, and more. Then they send the information to your brain.



















 Heart :
The heart sends blood around the body. The blood provides oxygen and nutrients to the body.


 Kidney :
One of the main jobs of the kidneys is to filter the waste out of the blood.









 Liver :
A large organ in the body which cleans the blood and produces bile (a bitter yellow liquid which helps to digest fat).



 Lungs :
The lungs are one of the largest organs in the body, they work with the respiratory system to take in fresh air, and get rid of stale air.
















 Mouth :
The opening in the face which consists of the lips and the space between them, or the space behind which contains the teeth and the tongue.



























 Teeth :
The hard white objects in the mouth, which are used for biting and chewing.




 Tooth :
















 Spine :
The line of bones down the centre of the back that provides support for the body.



 Urinary tract :
The parts of the body which produce and carry urine.

 Skeleton :
The frame of bones that support the body.












Naturally Speaking
Describing aches and pains
If your head hurts: "I've got a headache." or "My head aches."
If your stomach hurts: "I've got stomach ache." or "My stomach aches."
If your back hurts: "I've got backache." or "My back aches."
If your neck hurts: "I've got neckache." or ""My neck aches."
If other parts of your body hurt: "I've got a pain in my arm / leg etc."

O. Reading

O. Reading

 Reading :

Reading is a complex cognitive process of decoding symbols for the intention of deriving meaning (reading comprehension) and/or constructing meaning. Written information is received by the retina, processed by the primary visual cortex, and interpreted in Wernicke’s area. Reading is a means of language acquisition, of communication, and of sharing information and ideas.

 Goals and Objectives :
After selectingand reading a book independently, students will create a paper bag book report using an ordinary paper bag. Student should choose five-seven items to place in the bag to represent significant events or characters from the book. For example:”Goldilocks and the three bears” migh call for a soupspoon, a thermometer, a piece of dollhouse furniture, an ad for running shoes, etc. Student, after filling and decorating their bags, present them to the class. Each student should explain how the items he or she has chosen relate tomthe book. This makes for a fun oral presentation which exceeds the traditional book report for both he presenter and the audience.
 Lesson Concepts and Materials :

Independent book selection, independent reading, analysis of plot, character and/ or theme, oral presentation.
Paperbags (large to lunch-size).

 Procedurs :

• Each student chooses and reads a book
• Students analyze their book’s characters, plots, themes, etc.
• Teacher explains the bag book reports.(A teachers-made sample works great!!!).
• Students devise written plans for their bag book reports, detailing five to seven items for the inside as well as layouts for each part of the outside.(Teacher may want to require title, author, and publisher on the front; an internal conflict on the left side; an external conflict on the right side; or a favorite scene on the back, for example).
• Provide time in class for students to complete their book report projects so they can see others working and have guided practice at fulfilling the promise of their written plans.
• Students present their projects, in detail, to the class-first explaining the outside of their bags and then explaining each of the items inside.(Quistion from the class come naturally)
• Students can assess each other using a teacher-devised scoring rubric for both the bag and the presentation.

 Assessment :

Peer assessment of oral presentation; guided self-assessment of bag (inside and out) using a teacher-devised checklist/scoring rubric.

N. Writing

N. Writing
 Subject(s):
Language Arts/Writing (composition)

 Overview: This activity was developed for teachers participating in the Wisconsin Writing Project. It works for me when used with K-12 teachers; they have found it useful with most students at most grade levels. It's especially fun in the beginning of the year when we all need to get to know each other.

 Purpose: It this lesson, the writer analyzes self to provide an introduction to the rest of the class.

 Objectives: To analyze, to inform, to introduce.

 Resources/Materials: paper and pencil (Teacher needs to write his/her autobiopoem in advance of the class.)

 Activities and Procedures: Students write an eleven line autobiopoem after hearing/seeing the teacher's model.

 Tying It All Together: Set up an example of an autobiopoem.


Line 1: Your first name Nancy
Line 2: Four descriptive traits Honest, caring, curious, energetic
Line 3: Sibling of... Sister of Kenneth
Line 4: Lover of (people, ideas) Laughter, learning, challenge
Line 5: Who feels... Joy when traveling
Line 6: Who needs... Sunshine every day
Line 7: Who gives... Friendship, encouragement, and smiles
Line 8: Who fears... Pain, hunger, and the end of summer
Line 9: Who would like to see... Contentment for all living things
Line 10: Resident of (your city) Phoenix
Line 11: Your last name Haugen

M. Greetings

M. Greetings

 Standard Competency :
To comprehend and express the meanings within the transactional and interpersonal conversations about greetings in the context of daily life
 Basic Competency :
To respond and express the meanings within the formal / informal transactional and interpersonal conversations accurately and fluently that contains the introduction expressions (greetings), invitation, and appointment
 Indicators :
• After having studied the material given, the students are expected to be able to:
• identify the expression meaning of greetings that contains self introduction, introducing other people and parting / ending conversation both orally and in written form
• respond the expression of greetings
• carry out transactional and interpersonal conversations involving the acts of greeting, introducing and parting
 How do you greet other people?
• Good Morning/Afternoon/Evening
• Hello, Dina
• Hello, Sarah
• How are you?
• How’s everything with you?
• How’s life ?
• How are you getting along ?
• How are you doing ?
• Fine, thanks
• Pretty good, thanks
• I’m well, thanks
• Not bad, thanks. And you?

L. Present Tense

L. Present tense

 Standard Competency :
To comprehend and express the meaning of short functional and simple monolog essay texts in the form of recount text, narrative, and procedure that have contextual in habitual activities to access knowledge


 Basic Competency :
To respond and express the meaning within simple monolog texts that uses the variety of writing accurately, fluently, and used in habitual activities to accesss knowledge in recount text


 Indicators :
• Using Simple present tense in positive, negative and interrogative sentences
• Using Simple present tense in verbal and non verbal sentences
• Using the simple present tense In making recipes or procedures


 The simple present is used:
• To express habits, general truths, repeated actions or unchanging situations, emotions and wishes:
I smoke (habit); I work in London (unchanging situation); London is a large city (general truth)
• to give instructions or directions:
You walk for two hundred meters, then you turn left.
• to express fixed arrangements, present or future:
Your exam starts at 09.00


 Adverb of Time
• Always
• Never
• Every
• Often
• Seldom
• Usually
• Sometime

K. Past tense

K. Past Tense

 Standard Competency :
To comprehend and express the meanings of short functional and simple monolog essay texts in the form of past tense in the daily life context to access knowledge

 Basic Competency :
To respond and express the meaning nuance and the rhetorical steps within the short functional and simple monolog essay texts in the form of past tense (simple past tense, past continuous tense, past perfect tense)accurately and fluently in the daily life context to access knowledge


 Indicators :
After having finished the lesson, the student are expected to be able to:
 understand the pattern of past tense
 identify past tense in a certain text
 use past tense in making sentences and telling an event or action.

 Simple past is formed for regular verbs by adding –ed to the root of a word. Example: He walked to the store. A negation is produced by adding did not and the verb in its infinitive form. Example: He did not walk to the store. Question sentences are started with did as in Did he walk to the store?

 Simple past is used for describing acts that have already been concluded and whose exact time of occurrence is known. Furthermore, simple past is used for retelling successive events. That is why it is commonly used in storytelling


 Simple Past Tense is a kind of tense which is used to describe an event or action that happened already in a certain time in the past
The pattern :
 (+) Subject + verb II + complement
 (-) Subject + did not + verb II + complement
 (?) Did + subject + verb I


 Adverbs used : yesterday, last night, last week, two days ago, a few minutes ago, last weekend, last month, last year, in 1984, etc.

 Past Continuous Tense is a kind of tense that is used to describe an event or an action which was happening in a certain time in the past
The pattern :
 (+) Subject + was/were +verb-ing+ complement
 (-) Subject + was not/were not+verb-ing+ complement
 (?) was/were+ subject + verb-ing+complement

 Adverbs used : at the time like this yesterday, at seven o’clock last night, etc.

J. Procedure Text

J. Procedure Text

 Standard Competency :
To comprehend and express the meaning of short functional and simple monolog essay texts in the form of simple procedure text accurately and fluently in the daily life context to access knowledge
 Basic Competency :
To respond and express the meaning nuance and the rhetorical steps within the short functional and simple monolog essay texts in the form of recount, narrative and procedure text in the daily life context to access knowledge

 Indicators :
After having finished the lesson, the student will be expected to able to:
• understand the concept of procedure text
• mention the generic structures of procedure text
• tell and write the procedures of making or doing something

 The Definition Of Procedure Text :
Procedure text is a text that is designed to describe how something is achieved through a sequence of actions or steps. It explains how people perform different processes in a sequence of steps. This text uses simple present tense, often imperative sentences. It also uses the temporal conjunction such as first, second, then, next, finally, etc.

 The generic structures of procedure text are :
• Goal/aim ( or title)
• Materials (not required for all procedural texts)
• Steps (the actions that must be taken)

 Example Procedure Text :

 How to make a sandwich (aim/goal)
 (materials)
 2 slices of bread
 peanut butter
 a banana
 honey
 What you should do are : (steps)
 Take two slices of bread
 Spread peanut butter
 Cut up a banana onto small slices and put them on one of the slices
 Pour some honey over the bananas
 Put the other slice of bread on top

I. Narrative Text

I. Narrative Text

 Basic Competency:
To understand meaning nuance within transactional text that contains narrative text

 Indicators:
• Identifying the definition of narrative text
• identifying the generic structures of narrative text
• Using past tense
•
 NARRATIVE TEXT
The generic structures of the text:
• Orientation : It sets the scene and introduces the participants (it answers the questions; Who, What, When and Where)
• Complication: A crisis or a problem arises. It usually involves the main characters.
• Resolution: A solution to the problem (for better or worse). Main characters find a way to solve the problem

 NARRATIVE TEXT
Other generic structures of the text:
• Evaluation: (optional) a step back to evaluate the plight (the narrator’s viewpoint)
• Coda: (optional)Changes of the characters or lesson/value of the story
• Re-orientation: (optional)

 Kinds of narrative text:
• A myth
• A legend
• Fable
• A folklore

H. Recount Text

H. Recount text

 Standard Competency :
To comprehend and express the meaning of short functional and simple monolog essay texts in the form of recount text, narrative, and procedure that have contextual in habitual activities to access knowledge

 Basic Competency :
To respond and express the meaning within simple monolog texts that uses the variety of writing accurately, fluently, and used in habitual activities to accesss knowledge in recount text


 Indicators :
After having finished the lesson, the students will be expected to able to:
 understand the concept of recount text
 identify the main idea of the text
 identify the series of events of recount text


 The Definition Of Recount Text
Recount text is a text that is used to retell events for the purpose of informing or entertaining.


 The generic structures of recount text are :
 Orientation ( it gives the readers the background information needed to understand the text such as who was involved, where it happened, when it happened)
 Events (a series of events, ordered in a chronological sequence)
 Re-orientation (restates the writer’s opinion or personal comment of the writer on the incident


 The significant Lexicogrammatical features :
• Use of simple past tense
• Use of temporal conjunctions (when, after, before, next, later, then)
• Use of personal pronoun (I, we)

 Example from Recount text :

G. Announcement

G. Announcement

 Standard Competency :
To comprehend and express the meanings of spoken and written short functional text about announcement in the context of daily life to access knowledge.


 Basic Competency :
To respond and express the meanings within the formal / informal spoken and written short functional text in the form of announcement, advertisement, invitation accurately and fluently in the daily life context to access knowledge.

 Indicators :
 After finishing the lesson, the students are expected to be able to:
 identify the topic or the purpose of a spoken announcement
 give spoken announcement
 read aloud the written passage of an announcement in the meaningful way and with good pronunciation and intonation
 identify the topic of a written announcement
 use the appropriate grammar, vocabulary, punctuation, spelling and other writing rules accurately

 The definition of announcement
Announcement is something said, written, or printed to make known what has happened or (more often) what will happen.

 In writing an announcement, keep the following points
 the title/type of event,
 Date/time, place and
 contact person

The example of an announcement :

F. Giving Instruction

F.Giving Instruction

 Standard Competency :
To comprehend and express the meaning nuance within the transactional and interpersonal conversations which are related to the instruction expressions in the context of daily life.


 Basic Competency :
To respond and express the meaning nuance within the formal / informal transactional (to get things done) and interpersonal (get sociable) by using the simple kind of spoken and written languages accurately and fluently in the daily life context involving the acts of expressing happiness, gaining attention, expressing sympathy and giving instructions

 Indicators :
 After having finished the lesson, the students are expected to be able to:
 Identify the meaning nuance of giving instruction
 Give instruction orally
 Respond or carry out transactional and interpersonal conversations involving the acts of giving instruction


 The example expressions of giving instruction :
 Open your book!
 Close the door, please!
 Be quiet, please!
 Move the chair!
 Open the window!
 Pass me the sugar, please!
 Stand up, please!

E. Sympathy Expression

E. Sympathy Expression

 Definition of sympathy expression :
sympathy expression is an expression or feeling of pity and sorrow when we know and see someone or people are unclucky or have trouble and in bad condition.By expressing sympathy we want to show our concern or carefulness on other people’s condition.

 Several Expression of Sympathy :

• I’m sorry to hear that
• I’m awfully sorry about ……
• Oh, how awful !!!
• Oh, dear !!!
• Oh, what a shame
• How pity you are !!!
• I’m sorry for what’s happened
• Look! This is not the and of the word
• Oh, no !!!
• I know how it feels
• Ho terrible/awful for you

D.Gaining Attantion

 Standard Competency :
To comprehend and express the meaning within the transactional and interpersonal conversations about gaining attention in the context of daily life.

 Basic Competency :
To respond and express the meaning nuance within the formal / informal transactional and interpersonal conversations accurately and fluently by using the simple kind of spoken language in the context of daily life involving the acts of expressing happiness, gaining attention, expressing sympathy and giving instruction

 Indicators :
 After finishing the lesson, the student are expected to be able:
 identify and respond the meaning nuance of gaining attention
 carry out transactional conversations involving the acts of gaining attention.
 carry out conversations for interpersonal purpose and social interaction.

 The example expressions of gaining attention :
 Attention, please
 May I have your attention, please?
 Excuse me, look here!
 Listening to me, please
 Waiter?
 I’m sorry, but…
 Wow really?

C. Happiness Expression

 Happiness expression is an expression that is used to say that someone or people are glad have exicited feelings.

 Happiness :


• It is important to first understand that the term “happiness” refers to the emotion, mood, and state of happiness, however happiness researchers generally study the more enduring “state.”
• Expressing Happiness is used to expression happiness feeling when we are seccesful to do something.

 Example :

• Fantastic !
• I’m glad now
• I’m very happy
• Happy birthday
• Terrific

 What would you say to express your happiness ???

• I’m happy ……
• I’m (very)pleased/(really)delighted (about) ………
• I can’t say how pleased/delighted I am about it
• I am so glad to hear that
• Great!!!!
• Terrific!!!!

B.Appointment

 Standard Competency :
To express meanings within the transactional and interpersonal conversations about appointment in the context of daily life.

 Basic Competency :
To respond and express the meanings within the formal/informal transactional and interpersonal conversations accurately and fluently that contains the introduction expressions (greetings), invitation, and appointment.

 Indicators :
• After having studied the lesson, the students are expected to be able to:
• identify the expression meaning of making, accepting, canceling and changing an appointment
• carry out transactional and interpersonal conversations about appointment

 Accepting an Appointment
• All right, see you there
• No problem, I’m free on….(Thursday)
• Be there on time
• I’ll wait for you
• It’s a deal

 Canceling an Appointment

• I’m terrible sorry I have to put off my appointment
• I’m sorry, I’m very busy
• I’m afraid I have to postpone my appointment with….(Dr. Stephen Tong) tomorrow morning


 Changing an Appointment

• What about …..(Thursday at 04.00 p.m.)
• Is that ok, if we meet at…..
• Well, I must be off now. I’ll talk to you later!
• Could we change the schedule of the meeting?
• Do you have another time this afternoon

A. Invitation

 Basic Competency:
Expressing meaning nuance within transactional dialogue text that contains invitation: how to invite people, how to accept and to refuse it.

 Indicators:
• Mentioning several ways of inviting expressions
• Using expressions of invitation according the situation.
• Acting as response of invitation from somebody else: accepting and refusing

 Brief materials :
Invitation is a way to invite someone or more to go to a place or to do something.

There are two types of invitation.
FORMAL INVITATION :
Formal invitation is usually originate from Institutes, Companies and a kind of it. Normally formal invitation is written invitation.

INFORMAL INVITATION :
Informal invitation is personal invitation given to a friend, family, etc. Informal invitation can be written invitation and verbal invitation.

This time we only discuss about Verbal Invitation
Extending (mengundang)
for example:
• I would like to invite you to come to my house
• Would you like to come to my restaurant?
• How would you like to go camping with us next month?
• If you are not busy, please try to come to my office
• Are you free this evening?
• Let’s go to the Jazz Festival!
• Can you come?
• Please try to come
• We hope you’ll join us
• If you don’t have any other plans, would you come to the café?

 Repeat after me guys!
• I would like to invite you to come to my house
• Would you like to come to my restaurant?
• How would you like to go camping with us next month?
• If you are not busy, please try to come to my office
• Are you free this evening?
• Let’s go to the Jazz Festival!
• Can you come?
• Please try to come
• We hope you’ll join us
• If you don’t have any other plans, would you come to the café?

 Accepting (menerima)
• I’d love to
• I like that
• That sounds great
• Thank you for the invitation
• That would be wonderful
• I’d be glad to
• That sounds like fun
• It’s very nice of you to invite me
• It sounds interesting


 Declining (menolak) / refusing
• I’d love to, but I can’t
• I’m really sorry because I can’t come
• Sorry, I’m really busy
• I’d love to, but I won’t be able to
• I’d love to but I don’t think I can

Materi Bahasa Inggris
A. Invitation
B. Appointment
C. Happiness Expression
D. Gaining Attention
E. Sympathy Expressions
F. Giving Instructions
G. Announcement
H. Recount Text
I. Narrative Text
J. Procedure Text
K. Past Tense
L. Present Tense
M. Greetings
N. Writing
O. Reading
P. Vocabs
Q. Pefect Tense
R. Listening
S. Speaking
T. Advertisement