peta materi bahasa inggris sma sesuai standar isi by eLBMC97

VIEWS: 1,032 PAGES: 61

									 TRAINING OF TRAINERS
GURU PEMANDU MGMP SMA
 MAPEL BAHASA INGGRIS

 Lembaga Penjaminan Mutu Pendidikan
              (LPMP)
            Jawa Tengah


       Semarang, 21 – 22 Juni 2007
Let me introduce myself
        Rudi Hartono, S.S., M.Pd.
        Tasikmalaya,September 7, 1969
        S-1 (English Linguistics-UNPAD
        Bandung)
        S-2 (English Education-UPI Bandung)
        S3 (Linguistics: Translation Studies-
        UNS/On going)
        English Lecturer of UNNES Semarang
        English Textbook Writer
        One Wife and Two Children
        Teaching & Traveling
        E-mail:
        rudi_fbsunnes@yahoo.com
      PENDALAMAN MATERI
1.   TEXT TYPES
     a. Listening
     b. Speaking
     c. Reading
     d. Writing
2.   LANGUAGE FUNCTIONS
     a. Listening
     b. Speaking
     c. Reading
     d. Writing
TEXT TYPES
   Grade X (Smt 1)               Grade X (Smt 2)
    1. Recount                     1. Narrative
    2. Narrative                   2. Descriptive
    3. Procedure                   3. News Item
   Grade XI (Smt 1)              Grade XI (Smt 2)
    1. Report                      1. Narrative
    2. Narrative                   2. Spoof
    3. Analytical Exposition       3. Hortatory Exposition
   Grade XII (Smt 1)             Grade XII (Smt 2)
    1. Narrative                   1. Narrative
    2. Explanation                 2. Review
    3. Discussion
Additional Lesson Materials
for Language Program
   Grade XI (Smt 1)                Grade XI (Smt 2)
    1. Public Speaking:              1. English song
      Master of Ceremony             2. English Contemporary
    2. Show Presenter                   poetry
      (Host)                         3. Film
    3. News Reader                   4. Contemporary Drama
                                     5. Novel
   Grade XII (Smt 1)                6. Figurative Languages
    1. Public Speaking: Speech
    2. Debate                       Grade XII (Smt 2)
    3. Presentation                  1. English song
                                     2. Contemporary Poetry
                                     3. Film
                                     4. Contemporary Drama
LANGUAGE FUNCTIONS
(Grade X Semester 1)
    Self introduction
    Introducing others
    Greetings
    Invitation
    Appointment
    Expressing happiness
    Sympathy
    Giving instructions
LANGUAGE FUNCTIONS
(Grade X Semester 2)

    Thanking
    Appreciating
    Congratulating
    Surprising
    Unbelieving
     LANGUAGE FUNCTIONS
      (Grade XI Semester 1)
 Asking comments/opinions
 Giving comments/opinions
 Expressing satisfactions
 Expressing dissatisfactions
 Giving advice
 Warning
 Expressing relief, pain,
 and pleasure
     LANGUAGE FUNCTIONS
      (Grade XI Semester 2)

 Scolding
 Expressing Annoyance
 Expressing Anger
 Asking for and Offering
  Suggestions
 Asking for and Offering
  Recommendations
   LANGUAGE FUNCTIONS
    (Grade XII Semester 1)

Accusing
Regretting
Asking and Offering
a Promise
Asking and Expressing
Wants, Hopes
and Wishes
   LANGUAGE FUNCTIONS
    (Grade XII Semester 2)
Asking Plans
Asking Purposes
Predicting
Speculating
Criticizing
Persuading
Encouraging
Prohibiting
         Short Functional Texts
   Letters
   Listener’s letters
   Invitation cards
   Announcements
   Advertisements
   Manual instructions
   Editorials
   Schedules
   Contents
   Tourism information
BASIC COMPETENCE
   LISTENING
    Memahami wacana transactional dan wacana interpersonal ringan, dan
    monolog lisan yang berkenaan dengan jenis teks.

   SPEAKING
    Mengungkapkan nuansa makna dalam wacana transactional dan wacana
    interpersonal ringan, dan monolog lisan yang berkenaan dengan jenis
    teks.

   READING
    Memahami nuansa makna dan langkah-langkah pengembangan retorika
    di dalam teks tertulis berdasarkan jenis teks.

   WRITING
    Mengungkapkan nuansa makna dengan langkah-langkah pengembangan
    retorika yang benar di dalam teks tertulis berdasarkan jenis teks.
Listening
    Transactional Dialog (Recorded):

     Andy     : Ben, did you buy any ice cream?
     Benny    : No. I only bought some bread, milk, and an apple.
     Andy     : Oh, okay. I’ll buy the ice cream then.

     What did Benny buy?


A.                                           C.




B.                                           D.
    Listening
   Interpersonal Dialog (Recorded):
    A: Hi, Ben. How are you?
    B: Not bad. Thanks. And yourself?
    A: Fine, thanks.
    B: Good weather, isn’t it?
    A: Yes, … better than last week.
    B: I know. That was terrible, don’t you think?
    A: Indeed. I had never seen such heavy rain in my life.
    B: Neither had I.
    A: It was pouring!
    B: It was, wasn’t it?
    A: The winds blew trees down. One of those trees fell on my neighbor’s car.
    B: That’s too bad.
    A: Yeah. Now if you’ll excuse me, I’ve got a class to attend. See you.
    B: See you. Bye.

    This conversation is between:
    a. Two close friends                c. teacher and student
    b. Two strangers                    d. news reader and listener
Listening
 Monolog Report (Dictated/Recorded)
  Snakes are reptiles. These cold-blooded creatures belong
  to the same group as lizards. Snakes have no legs, but a
  long time ago they had claws to help them slither along.
  Snakes often sunbathe on rocks in the warm weather. This
  is because snakes are cold-blooded and they need the
  sun’s warmth to heat their body up. Most snakes live in the
  country. Some types of snakes live in trees, some snakes
  live in water, but most live on the ground in thick, long
  grass and in old logs.

Snakes belong to the same group as
a. lizard
b. crabs
c. cold-blooded creatures
d. warm-blooded animals
Speaking
   Factual questions:
    What’s your first name?
    What do you do in your spare time?
    Do you like cooking?

   Assigned dialog (in pairs)
    You planned to play basketball last night, but no one could come because
    of the heavy rain. Now make another plan to play basketball.

   Interpersonal dialog

   Monolog (describing a picture/photo, retelling a story)

    Aspects of speaking test:
    a. Grammar and vocabulary
    b. Discourse management
    c. Pronunciation
    d. Interactive Communication
Reading
   Reading Text
    Snake are reptiles. These cold-blooded creatures belong to the same
    group as lizards. Snakes have no legs, but a long time ago they had
    claws to help them slither along. Snakes often sunbathe on rocks in
    the warm weather. This is because snakes are cold-blooded and they
    need the sun’s warmth to heat their body up. Most snakes live in the
    country. Some types of snakes live in tress, some snakes live in water,
    but most live on the ground in thick, long grass and in old logs.

   The genre of the text is
    a. Description
    b. Explanation
    c. Report
    d. Exposition
   The first sentence functions as
    a. Identification
    b. General classification
    c. Description
    d. Introduction
Writing
 Writing short transactional texts:
  Sahabat pena Anda di London bermaksud
  mengunjungi Anda dalam liburan mendatang. Beri
  petunjuk bagaimana ia bisa sampai di kota Anda
  dengan mudah.

 Writing one of genres (e.g. recount):
  Tadi malam listrik di daerah Anda padam. Tiba-tiba,
  Anda mendengar orang menggedor pintu dan Anda
  ketakutan. Anda tidak mau membuka pintu sampai
  orang tersebut pergi. Ceriterakan ini kepada teman
  Anda.
ENGLISH TEXT TYPES

   Lesson Materials
 (Theory and Practice)
  Functions of Texts
    Texts                Functions
Spoof        To retell a humorous twist
             To retell events for the purpose of
Recount      informing or entertaining
             To classify and describe the
Report       phenomena of our world.
Analytical   To persuade the reader or listener
Exposition   that something is in the case
             To inform readers, listeners or
             viewers about events of the day
News Item    which are considered newsworthy
             or important
            Functions of Texts
        Texts                           Functions

                       To share with others an account of an
Anecdote
                       unusual or amusing incident
                       To amuse, entertain and to deal with
                       actual experience in different ways, I.e. to
Narrative
                       gain and hold the reader’s interest in a
                       story.
                       To describe how something is
Procedure              accomplished through a sequence of
                       actions or steps
                       To describe a particular person, place or
Description
                       thing
                       To persuade the reader or listener that
Hortatory Exposition   something should or should not be the
                       case
    Functions of Texts
  Texts                     Functions
              To explain the processes involved
              in the formation or workings of
Explanation
              natural or socio-cultural
              phenomena
              To present (at least) two points of
Discussion
              view about an issue
              To critique an art work or event for
  Review
              a public audience
              To explain the processes involved
              in the formation (evolution) of a
Commentary
              socio-cultural phenomenon, as
              though a natural phenomenon
     Schematic Structure of
          Recounts

Orientation
Event 1
Event 2
Event 3
Re-orientation
    Linguistic Features of
        Recount Text
 Focus on specific participant
 Use of material processes
 Circumstances of time and place
 Use of past tense
 Focus on temporal sequences
      Linguistic Features of
           Spoof Text

 Focus on individual participants
 Use of action verbs
 Temporal Circumstances
 Spatial circumstances
 Use of past tense
    Schematic Structures of
         Spoof Text

   Orientation : sets the scene
   Event(s)    : tell what happened
   Twist       : provides the ‘punch
                  line’
    Schematic Structure of Reports

   General Classification: tells what
    the phenomenon under discussion
    is.
   Description: tells what the
    phenomenon under discussion is
    like in terms of parts (and their
    functions), qualities, habits or
    behaviors, if living; uses, if non-
    natural
    Linguistic Features of
         Report Text
 Focus  on Generic
  Participants
 Use Relational
  Processes
 Use of simple present
  tense
 No temporal
  sequence
    Schematic Structure of
        Narrative Text
 Orientation
 Evaluation
 Complication
 Resolution
 Re-orientation
    Linguistic Features of
        Narrative Text
 Focus  on specific and usually
  individualized participants
 Use of material processes
 Use of relational processes
 Use of temporal conjunction
 Use of past tense
     Schematic Structure of
          Procedure
1)   Goal
2)   Materials
3)   Step 1
4)   Step 2
5)   Step 3
6)   Step 4
7)   Step 5
   Linguistic Features of
        Procedure
 Focus  on generalized human
  agents
 Use of simple present tense, often
  imperative
 Use mainly of temporal
  conjunction (or numbering to
  indicate sequence
 Use mainly of material processes
    Schematic Structure of
       Descriptive Text
   Identification:
    Identifies
    phenomenon to be
    described
   Description:
    describes parts,
    qualities,
    characteristics
     Linguistic Features of
        Descriptive Text
   Focus on specific
    participants
   Use of attributive and
    identifying processes
   Frequent use of epithets and
    classifiers in nominal groups
   Use of simple present tense
        Schematic Structure
           of News Item
   Newsworthy Event(s):
    recounts the event in
    summary form
   Background Events:
    elaborate what
    happened, to whom, in
    what circumstances
   Sources: comments
    by participants in,
    witnesses to and
    authorities expert on
    the event.
    Linguistic Features of a
          News Item
 Short, telegraphic information about
  story captured in headline
 Use of Material processes to retell
  the event
 Use of projecting verbal processes in
  sources stage
 Focus on circumstances
    Schematic Structure of
     Analytical Exposition
   Thesis
    Position: introduces topic
    and indicates writer’s
    position
    Preview: outlines the main
   Arguments
    Point: restates main
    argument outlined in
    preview
    Elaboration: develops and
    supports each
    point/argument
   Reiteration: restates
    writer’s position
 Linguistic Features of a
  Analytical Exposition
 Focus on generic human and non-
  human participants
 Use of simple present tense
 Use of relational processes
 Use of internal conjunction to stage
  argument
 Reasoning through causal
  conjunction or nominalization
   Schematic Structure
  of Hortatory Exposition
 Thesis:
  announcement of
  issue of concern
 Arguments: reasons
  for concern, leading
  to recommendation
 Recommendation:
  statement of what
  ought or ought not to
  happen
  Linguistic Features of a
   Hortatory Exposition
 Focus on generic human and non- human
  participants
 Use of simple present tense
 Use of mental processes: to state what writer
  thinks or feels about issue e.g. realize, feel,
  appreciate.
 Use of material processes: to state what
  happens e.g. drive, travel, spend, etc.
 Use of relational processes: to state what is
  or should be e.g. doesn’t seem, is, are, etc.
    Schematic Structure of
      Explanation Text
   A general
    statement to
    position the
    reader
   A sequenced
    explanation of
    why or how
    something occurs
  Linguistic Features of a
     Explanation Text
 Focus on generic, non-human participants
 Use mainly of material and relational
  processes
 Use mainly of temporal and causal
  circumstances and conjunctions
 Use of simple present tense
 Some use of passive voice to get theme right
    Schematic Structure of
        Discussion
   Issue:
    - Statement
    - Preview
   Arguments for and
    against or statements
    of differing points of
    view:
    - Point
    - Elaboration
   Conclusion or
    recommendations
  Linguistic Features of a
        Discussion
 Focus on generic human and generic non-
  human participants
 Use of mental processes: to state what
  writer thinks or feels about issue e.g.
  realize, feel, appreciate, etc.
 Use of material processes: to state what
  happens e.g. has produced, have
  developed, to feed, etc.
 Use of relational processes: to state what
  is or should be e.g. is, could have, cause,
  are.
    Schematic Structure of
         Reviews
1) Orientation
2) Interpretative
   recount
3) Evaluation
4) Evaluative
   summation
Linguistic Features of an
      Review Text
   Focus on particular participants (on
    movies, TV shows, plays, operas,
    recordings, exhibitions, concerts and
    ballets
   Direct expression of opinions through
    use of attitudinal lexis
   Use of elaborating and extending
    clause and group complexes to
    package information
   Use metaphorical language
Schematic                                            Linguistic
Structure       Dear Dewi,                           Features
                On Saturday I went to Mount
                Bromo. I stayed at Nisa and           Specific
Orientation     Achmad’s house at Cemara             participant
                Lawang, Probolinggo. It has a
                big garden with lots of colourful
                flowers and a fishpond.               Material
                On Sunday Nisa and I saw              Process
Event 1         Gunung Batok and went on the
                scenic ride on horseback. It
                was scary. Then we went to get      Circumstance
                a closer look at the mountain.         of time
Event 2         We took pictures of the
                beautiful sceneries there.           Temporal
                On Monday we went to the Zoo         sequence
                at Wonokromo. We saw
                cockatoos having a shower. In       Circumstance
Reorientation   the afternoon I went home.             of place
                It was fun.
                Love,                                Past Tense
                Dini

                       RECOUNT TEXT
  Schematic          Snow White and the Seven Dwarfs                     Linguistic
  Structure                                                              Features
                      Once upon a time there lived a little girl named
                Snow White, She lived with her Aunt and Uncle
Orientation     because her parents were died.
                                                                            Past Tense

                       One day she heard her Uncle and Aunt talking          Temporal
                                                                           Circumstance
                about leaving Snow White in the castle because they
   Major        both wanted to go to America and they didn’t have
 Complication   enough money to take Snow White.                             Specific
                       Snow White did not want her Uncle and Aunt           participant
                to do this so she decided it would be best if she ran
  Resolution    away. The next morning she ran away from home             Mental process
                when her Aunt and Uncle were having breakfast.
                She ran away into the woods.                                Relational
 Complication         She was very tired and hungry.                         process
                       Then she saw this little cottage. She knocked
                but no one answered so she went inside and fell
 Resolution     asleep.
                                                                             Material
                                                                             process
                       Meanwhile, the seven dwarfs were coming
Complication    home from work. They went inside. There they
                found Snow White sleeping. Then Snow White woke             Temporal
                up. She saw the dwarfs. The dwarfs said, “What is          Conjunction
                your name?” Snow White said, “My name is Snow
                White.”                                                     Temporal
   Major               Doc said, “If you wish, you may live here with      Conjunction
                us”. Snow White said, “Oh could I? Thank you.”
 Resolution     Then Snow White told the dwarfs the whole story              Specific
                and Snow White and the 7 dwarfs lived happily ever          participant
                after.
Language Functions

   Lesson Materials
 (Theory and Practice)
FORMS OF DIALOG
   Transactional dialog
   Interpersonal dialog
 TRANSACTIONAL DIALOG

Andy    : Ben, did you buy any ice cream?
Benny   : No. I only bought some bread, milk,
          and an apple.
Andy    : Oh, okay. I’ll buy the ice cream
          then.
             Interpersonal Dialog
A: Hi, Ben. How are you?
B: Not bad. Thanks. And yourself?
A: Fine, thanks.
B: Good weather, isn’t it?
A: Yes, … better than last week.
B: I know. That was terrible, don’t you think?
A: Indeed. I had never seen such heavy rain in my life.
B: Neither had I.
A: It was pouring!
B: It was, isn’t it?
A: The winds blew trees down. One of those trees fell on my neighbor’s
   car.
B: That’s too bad.
A: Yeah. Now if you’ll excuse me, I’ve got a class to attend. See you.
B: See you. Bye.
Greetings
 Dialog 1:
  Anny          : Hi, Dave.
  David         : Hello, Ann.
  Anny          : How are you today?
  David         : Fine thanks. How is everything?
  Anny          : Good, thanks

 Dialog 2:
  Masduki       : Good morning, Mr. Hartono?
  Mr. Hartono   : Good morning.
  Masduki       : How are you this morning?
  Mr. Hartono   : Just fine, thank you.
Introducing people

   Fred     : Tom, this is my brother, Ronald.
   Tom      : Hello.
   Ronald   : Nice to meet you.
   Tom      : Nice meeting you, too.
   Dini     : Excuse me, are you Helen Smith?
   Helen    : That’s right.
   Bill     : Excuse me, are you Frederick?
   Hilmi    : No, I am not. I’m Nur Hilmi.
Inviting Someone
    Toni   : Jaka, are you free on Sunday morning?
    Jaka   : Yes, Toni. I have nothing to do.
    Toto   : “I was wondering if you’d like to come to a
              forum meeting to celebrate the Earth Day.
    Jaka   : Sounds great.
    Toto   : And after the meeting we are going to
              save our earth.
    Jaka   : What do you mean, Toto?
    Toto   : Just picking up the rubbish, cleaning the
               wastes and other litters.
    Jaka   : That’s a very useful thing to do.
              That’s OK.
Satisfaction and Dissatisfaction
    Fera : Morning, Tuti
    Tuti : Morning, Fera.
    Fera : How’s everything today?
    Tuti : It’s okay, but ….
    Fera : What’ the matter, Tuti. Are you not satisfied with reading that story?
    Tuti : Yeah. I’m a little dissatisfied with this story. The story makes me
     sleepy.
    Fera : Do you have any complaints?
    Wati : I don’t like the story. It is a lousy story.
    Fera : What are you complaining about?
    Wati : I’m a bit disappointed with the main character of the story.
           The story is also a sad ending story.
    Fera : Oh, I see.
             But don’t worry, Wati. Be happy please. It’s just a story.
            You can read other stories that can make you happy.
    Wati : Yes, that’s good idea. Thanks for your suggestion, Fera.
    Fera : You’re welcome. By the way, I must go now, Wati
            See you tomorrow at school.
    Wati : See you.
Asking and Giving Comments
    Rudi : Jimmy, have you heard about our school’s plan to ban the cellular phones
              in the school?
    Jimmy : Yeah…
    Rudi : What do you think about it?
    Jimmy : Well, I think that’s fair enough. I agree with banning it.
    Rudi : Why do you think so?
    Jimmy : You see, cellular phone has caused so much trouble in our class.
             Remember yesterday’s English class? Our teacher got very angry because he was
             interrupted by cellular phone’s ringing many times. This may happen again and
             again.
    Rudi : Oh, that’s terrible.
    Jimmy : Another thing is cellular phone has caused bad effects,
             Students send SMS only for dating and gossiping their friends.
             They often keep forbidden photos.
    Rudi : What do you mean?
    Jimmy : You know… some of them see the pornography on the cellular phone display
             downloaded from internet.
    Rudi : Oh, that’s too bad.
    Jimmy : So, it’s a good idea if the school doesn’t allow students to use their hand phone in
             the school.
    Rudi : Your comments have been very helpful.
    Jimmy : Thanks.
Predicting and Speculating
 Andi   : Hi, Susi.
 Susi   : Hello, Andi.
 Andi   : Susi, do you feel that the wind blows fast.
 Susi   : Yes, I do. And it’s too cold today.
 Andi   : I was predicted that a big storm will come.
 Susi   : How do you know that?
 Andi   : I heard the forecast from the radio. The scientist predicted that the
          weather would turn next month.
 Susi   : What does it mean?
 Andi   : The following month our country would be in the bad weather.
 Susi   : Really? Or it is just a speculation, Andi.
 Andi   : I do not know exactly. It is not a speculation I think, because they
          did a research how to predict the weather. And it is not a
          speculation because all give logic reasons.
 Susi   : But I don’t believe it.
 Andi   : Yes, it depends on. By the way, I must go now. Bye, Susi.
 Susi   : Bye, Andi, See you later.

								
To top