INTRODUCTION TO LINGUISTIC

“ PROBLEM and SOLUTION OF ENGLISH “

A
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N
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By:
Name : Novita Sari Simaremare
NPM : 11120029
Lecturer : Dr. Tagor Pangaribuan, M.Pd
Group :A

THE FACULTY OF TEACHER TRAINING HKBP NOMMENSEN

PEMATANG SIANTAR

2013
 ACKNOWLEDGEMENT

First of all, I would like to express my thanks to the Almighty God. It is His blessing
strengthens and enable me in the completion of this paper.
In this opportunity, I would also like to express my thanks to some people who spiritually and
materially give contributions to the completion of this paper.
My warm and sincere thanks would be addressed to all my friends who have extended
the spiritual and material supports in the completion of this paper.
Last but not least, I would also like to express my deepest thanks to my families. It is their
full understanding which enable me in this completion. May the Almighty God bless them
all.
I hope this paper can give a wider insight for readers. This paper is not perfect yet, so
I need your suggestion and your critic.
Thank you.

Pematangsiantar, July 2013

Novita Sari Simaremare

 CHAPTER I
INTRODUCTION

Basically, teaching is commonly understood as a profession that can produce something

great when the methods and ideas are correctly and accurately presented and implemented in
the classroom. The purpose of teaching generally lies in getting students to truly understand
the concepts and methods being taught. Teaching is also known as a series of activities
organized to support the learning process.

Learning, according to some experts, is acquiring new, or modifying existing, knowledge,

behaviors, skills, values, or preferences and may involve synthesizing different types of
information. Learning is a process, rather than a collection of factual and procedural
knowledge.

Teaching is the main activity of teachers, and learning is an obligatory activity of students.
Meanwhile, teaching material is a medium of teaching-learning process. These three
components—teacher, student, and material—are major components of interactional
education.

Several experts point out that teaching is a knowledge transfer process. Teacher is the subject,
whereas, the student is the object. This idea implies that the target of learning is that the
students can get information or knowledge from their learning activities Therefore, in the
teaching-learning process, the teachers are mostly active and the students are usually passive.
The teachers explain or describe the topic and the students are hoped to understand it. This is
generally known as a Teacher Centered Learning (TCL) method.

Other experts believe that teaching is an organizing activity in the learning process. The
learning process has to be organized in order to be effective in transferring knowledge. The
target of learning is how to make a good classroom situation so that the students can enjoy
their learning activities. The students have to be active, and the teachers fill their roles as
good motivators and facilitators. This is commonly called Student Centered Learning (SCL)
method.

In the learning-teaching process, especially in teaching Indonesian as a foreign language,

both the TCL and SCL methods have been regarded very important methods in many
classroom activities at higher education level in Indonesia. They always frame any
discussions of language teaching-learning activities. They are sometimes seen as in conflict,
and sometimes as complementary. Each of these ideas has had its defenders in the course of
Indonesian language learning and teaching activities. The learning and teaching experts have
emphasized first one, and then the other, as the most marked teaching methods that arose in
many higher institutions in Indonesia.

However, based on the learning and teaching process conducted at BIPA (Bahasa Indonesia
untuk Penutur Asing) or Indonesian as a Foreign Language Program at the Faculty of
Cultural Sciences of UNHAS in Indonesia, the two methods have been found less effective
and inefficient to improve the understanding of Indonesian language learners (students)
toward the materials taught in the classrooms.
 CHAPTER II
CONTENT
A. The quality of English
B. Steps for improving English
To accomplish this, the teachers and students have to follow a series of steps as follows:

First : The teachers and students need to be well-prepared:

 The teachers should have good teaching skills, and students should be skillful in
learning.
 They both should have good attitudes, and
 They should be punctual any time to attend the class.

Second: The teachers have to prepare and manage their materials as good as possible, and the
students should not hesitate to give comments and ask questions about the materials if it is
necessary:

 The topic of their materials should be adapted to the allotted time. Teachers can
modify them: what and which topics appropriate to be taught in the morning, at noon,
in the afternoon, or in the evening?
 The topics should be adapted to ages of students. The teaching materials for children
and adult learners of Indonesian are not the same, even though their abilities may be
similar. The age differences are sometimes recognized for the periods from infancy to
the age of three, from three to five or six, from five or six to ten, and from eleven to
thirteen (Piaget in Lado, 1998).
 The topics should be adapted to the ability of the students or learners. Generally, the
classification of ability is (Pre-Basic), Basic, (Pre-Intermediate), Intermediate, (Pre-
Advanced), and Advanced. Before teaching, teachers should know their students’
ability or comprehension level, so they can choose the appropriate topics for them.
 The topics should be adapted to students’ cultural and linguistic backgrounds. The
teachers cannot ignore the influence of cultural background of their students. The
culturally acquired attitudes and information of the learners affect their learning of a
second language.

Third : The teachers need to alert their students, and the students should alerted.

 The teachers should advise the students to be ready and available to study before they
are kindly taught.
 The teachers should motivate their students and improve their ways of learning, as
well as entice them to happily keep studying.
  The teachers should create friendly and casual classroom conditions in order that the
students may feel studying at home.
 The students should always be ready and get involve to participate on the learning-
teaching process.

TEACHING AND LEARNING PROCESS

TRAIN
It is essential for good language teaching to provide ample participation of the students in
meaningful language use. The teachers let the students to be active in learning. The teachers
do not only explain or describe the language and let the students listen to it, but they should
persuade or let the students describe or explain it themselves. For example, when the students
are learning reported speech, the teachers should give them tasks of being reporter or
interviewer. Let them demonstrate the task each other where one of them should be a speaker,
and the other acts as reporters, and vice versa.

It is essential in the training that the students are not the object only, but they are subject as
well. They should not be passive learners. They should demonstrate their good abilities. So,
in teaching Indonesian, for example, the teachers provide “problem solving” to stimulate the
students’ activities. This method is called learning by doing.

EVALUATE
In teaching, evaluation is a positive reinforcement to motivate students. The students will
usually study hard when they know that their teachers will give them evaluation or a test. In
this case, the teachers should be aware that even though the test should not be given to the
students in every meeting, but it should be implicitly implemented in every session of the
teaching process.

The teachers should let the students know their works or marks. By knowing them, they will
have high motivation to study hard. When they find that their grades are good, they will keep
trying to be more confident. Whereas, the students whose marks are bad, they should then try
to improve them. In short, the teachers should have abilities to motivate their students.

ABBREVIATE
When the teachers explain or describe their teaching topics, they should speak clearly and
present simple but good explanation to the students. They should abbreviate their language or
explanation. A long explanation is usually found ineffective to the students’ comprehensions.
If the teachers’ explanations are not systematic, the students will be confused and they are
unable to understand the lesson well.
In order to make systematic and simple explanations, the teachers should prepare the scheme
of lessons.

CONCENTRATE
The teachers should concentrate to their teaching topics. It is very often to find students ask
something that is irrelevant to the topic when the teachers explain a topic. If this case
happens, the teachers should have abilities to modify their teaching method to return to the
discussing topic. It is usual that several teachers should answer all the students’ questions as
they wish. They do not care that the questions are relevant or irrelevant to the discussing
topic. They think that they will be a good teacher when they can answer all their students’
questions. In fact, they are not good teachers.

HARMONIZE
A good teacher is the one who is able to harmonize the classroom situation. The teachers and
students should have harmonious interaction or relationship in the teaching-learning process).
The teachers should enjoy their teaching and the students enjoy their learning. This is called
educative interaction.

In learning language, the teachers should let the students to be relaxed, so they will have
bravery to express their opinions if they wish. Let the students have their own creativities.
The authoritarian teachers are not so good, because they will make their students to be afraid
to express their opinions. The authoritarian teachers will probably make the classroom
situation calm, but it is not effective. The permissive teachers in the teaching-learning
process, in contrary, are not so good as well because they will lead the classroom in
unmanageable situation. Therefore, the good teachers will be those who can manage the
classroom situation very well. They should know when they will be authoritarian or
permissive teachers.

INTEREST
The teachers should have abilities to please the students receive a new topic with
sophisticated interests. Sometimes the students are not interested in finding a new topic or
lesson on their learning process due to their inability to forget their previous topics or lessons.
Changing the topics to the interested ones in such situation is very good, however, it
sometimes does not easy. The teachers, then, have to be skilful at combining new topics of
teaching-learning materials with the students past experience or remembrances. The teachers
should keep convincing them to the new topics, but still relevant to the lesson plans, in order
to make them interested. Overall, the teachers should prepare well their lesson plans and
other components of education interaction, such as teaching medium or facilities.

NEGOTIATE
In the teaching process, teachers and students are two basic components. There is no teaching
without learning process. It means that no teaching without student, no teaching without
interaction. So, as a teacher, he or she should be a director or manager in the classroom. He
should be able to manage all of the components in the classroom to support their teaching
process. By this, it is hoped that educative interaction will be running well. The teachers are
not authoritarian ones, but they should be able to negotiate with the students about the lesson
schedules, materials, and so on if they wish.
 RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
A. IDENTITAS
NAMA SEKOLAH :
MATA PELAJARAN : BAHASA INGGRIS
KELAS/SEMESTER : X/ Ganjil
ALOKASI WAKTU : 2 x 45’

Standar Kompetensi : Reading/ Membaca

Memahami makna Teks tulis fungsional pendek sederhana
berbentuk recount dalam konteks kehidupan sehari-hari dan
untuk mengakses ilmu pengetahuan.
Kompetensi Dasar : Merespon makna dan Langkah Retorika teks tulis esai secara
akurat, lancer dan berterima dalam konteks sehari-haridan
untuk mengakses ilmu pengetahuan dalam teks berbentuk
procedure.
Indikator : - Mengidentfikasi makna kata dalam teks yang dibaca
- Mengidentifikasi variasi susunan kalimat dalam teks
berbentuk procedure.
- Mengidentifikasi urutan peristiwa dalam teks yang dibaca.
B. Tujuan Pembelajaran : Siswa mampu menyusun langkah-langkah retorika dalam teks
berbentuk procedure.
C. Materi Pembelajaran : - Menyusun gambar sehingga terdapat sebuah susunan yang
benar mengenai perkembangan sebuah tubuh.
- Mencocokkan kata dengan arti dalam kalimat
D. Metode Pembelajaran : - Penjelasan
- Tanya Jawab
- Penugasan
- Practice
E. Langkah-Langkah Pembekajaran
 Kegiatan Awal (10’)
 Greet
 Apperception : Pernahkah kamu melakukan sebuah percobaan?
(Semuanya dalam Bahasa Inggris)

 Kegiatan Inti
No Perilaku Guru Perilaku Siswa Alokasi
Waktu
1. Mengajak siswa mengamati Mengamati gambar 15’
gambar

2. Bertanya pada siswa Menjawab pertanyaan secara lisan dengan 20’

 Makanan apa yang bergantian.
 terdapat pada gambar?
 Yang manakah makanan
digambar yang paling
kamu suka?
 Tahukah kamu
bagaimana cara
membuat makanan pada
gambar?
(secara lisan)
3.  Masing-masing siswa memberikan 25’
 Bertanya kepada siswa pendapat
tumbuhan apakah yang  Siswa membentuk kelompok diskusi
terdapat pada stoples?
 Mengajak siswa
membentuk kelompok
diskusi  Mendiskusikan/ menyusun gambar
 Menyusun gambar  Bagaimana proses terbentuknya
dengan benar dimana makanan/ touge dalam sebuah stoples.
gambar tersusun rapi.
Bagaimana proses
terbentuknya makanan/
touge dalam sebuah
stoples.  1 orang perwakilan membacakan hasil
 Meminta siswa satu masing-masing diskusi kelompok. 20’
orang perwakilan dari
setiap kelompok,
membacakan hasil
diskusi kelompok.

 Kegiatan Akhir (5‘)

 Menugasi siswa membuat masing-masing bagaimana cara membuat sebuah
pecobaan.
F. Sumber Pembelajaran
 Buku Contextual Learning Grade X page 20-22
G. Media Pembelajaran
 Buku Paket
 Spidol
 Kamus
H. Penilaian
 Diskusi
 Penugasan
 Tulisan
Evaluasi
1. How you can grow your own food in a jar
2. Match the words taken from the text book with their meaning
No Word Meaning
1. Seed a. A new part of plant
2. Bean b. A deep brown container for food or liquid
3. Bowl c. A container usually made of glass
4. Jar d. Part of plant from which a new plant grows in long pods.

Key Answer:
I.
1. Choose a bean or seed-for example, the mung or adzuki bean or the sunflower seed.
2. Put 75 grams of the beans of the seeds in a bowl.
3. Cover them in water for 12 hours.
4. Pou out all the water.
5. Put the beans or seeds into a large jar. This must be clean.
6. Put a thin piece of cloth over the top of the jar. Hold the cloth in place with an elastic
band.
7. Put the jar on its side in a warm, dark place. You must not put the jar in sunlight.
8. Pour a cup of cold water carefully through the cloth into the beans and seeds twice a
day-in the morning and at night.
9. Make sure that you pour all the extra water out.
10. When the beans look like those in picture 10, they are ready to eat.
II. 1. A new part of plant
2. Part of plant from which a new plant grows in long pods.
3. A deep brown container for food or liquid
4. A container usually made of glass

Mengetahui
Pematangsiantar, Juli 2013
Kepala Sekolah Guru Mata Pelajaran

B. Siahaan Novita, S. Pd.

 RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
A. IDENTITAS
NAMA SEKOLAH :
MATA PELAJARAN : BAHASA INGGRIS
KELAS/SEMESTER : X/ Ganjil
ALOKASI WAKTU : 2 x 45’

Standar Kompetensi : Writing/ Menulis

Mengungkapkan makna dalam teks tulis fungsional pendek
dan esei sederhana berbentuk procedure dalam konteks
kehidupan sehari-hari.
Kompetensi Dasar : Mengungkapkan makna dalam langkah-langkah retorika
secara
akurat, lancar dan berterima dengan menggunkan ragam
bahasa tulis dalam konteks kehidupan sehari-hari dalam teks
berbentuk procedure.
Indikator : - Menulis gagasan utama
- Mengelaborasi gagasan utama
- Menyusun teks procedure
- Menggunakan tata bahasa, kosa kata, tanda baca, ejaan dan
tata tulis dengan benar.
B. Tujuan Pembelajaran : Siswa mampu menuliskan sebuah paragraph berbentuk
procedure
C. Materi Pembelajaran : - Teks tulis berbentuk procedure
- Menuliskan paragraph berbentuk procedure
- Menuliskan topic sentence dalam sebuah paragraph
D. Metode Pembelajaran : - Menyimak
- Tanya Jawab
- Diskusi
- Practice

E. Langkah-Langkah Pembekajaran
 Kegiatan Awal (10’)
 Greeting
 Apperception : Teacher Ask the student
1. Have you ever made the experiment?
2. If you have, how did you do it?
3. What items did need to conduct the experiment?
4. Was it delicious?
  Kegiatan Inti
No Perilaku Guru Perilaku Siswa
Alokasi
Waktu
1. Meminta siswa membaca teks Siswa membaca dengan cermat dalam 10’
paragraph yang ada pada buku teks. hati.

2. Menyuruh siswa menuliska topic Menuliskan topic sentences pada 15’

sentences pada setiap paragraph. setiap paragraph.

3. Meminta siswa membentuk Membentuk kelompok dan 20’

kelompok diskusi. Masing-masing mendiskusikan proses membuat nasi
kelompok mendiskusikan goring.
bagaimana proses membuat fried
rice.
4. 1 orang perwakilan menulis kepapan 15’
Meminta masing-masing tulis dari setiap kelompok.
perwakilan dari setiap kelompok
menuliskan kepapan tulis
bagaimana proses membuat nasi
5. goreng. Siswa memberika komentar pada 15’
setiap kelompok atas hasil pekerjaan
Memberikan kesempatan kepad kelompok lainnya.
setiap kelompok untuk
memberikan pendapat atas hasil
pekerjaan kelompok lain
 Kegiatan Akhir (5’)
Menugasi siswa stages in the production of canned pineapples (Take Home Test)
F. Sumber Pembelajaran
 Book Contextual Learning Grade X page 24-26
 BSE dan Buku-buku yang relevant
G. Media Pembelajaran
 Buku Teks
 Kamus
 Spidol
 Gambar

H. Penilaian
 Penugasan
 Tulisan
 Diskusi
Evaluasi
Look at following stage in the production of canned pineapples.
pineapples  harvest  send by road or rail to  load onto trucks  send to factory
collection centre 
fill with syrup  boil in syrup  chop int o cubes or slices  wash and clean  pare, core, cut to similar size
and pineapples

cool contents  seal cans  label cans  pack in cartoons  send to shop, exp ort

Which parts of the stages are done manually and which are done using machines
(mechanically)? Discuss the stages with your friends and write them in paragraph.

Key Answer:
The manually are: pineapples; harvest; send by road or rail to collection centre; load onto
trucks; send to factory; send to shop, export.
The mechanically are: pare, core, cut to similar size; wash and clean; chop into cubes or
slices; boil in syrup; fill with syrup and pineapples; cool contents; seal
cans; park on cartoons.

Mengetahui
Pematangsiantar, Juli 2013
Kepala Sekolah Guru Mata Pelajaran

B. Siahaan Novita, S.Pd

 RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
A. IDENTITAS
NAMA SEKOLAH :
MATA PELAJARAN : BAHASA INGGRIS
KELAS/SEMESTER : X/ Ganjil
ALOKASI WAKTU : 2 x 45’ (1 x Pertemuan)

Standar Kompetensi : Mendengarkan / Listening

Memahami makna dalam percakapan transaksional dan
interpersonal dalam konteks kehidupan sehari-hari.
Kompetensi Dasar : Merespon makna yang terdapat dalam percakapan
transaksional
dan interpersonal resmi dan tidak resmi yang menggunakan
Ragam Bahasa lisan sederhana akurat, lancer, dan berterima
dalam konteks kehidupan sehari-hari dan melibatkan tindak
tutur:
Mengungkapkan perasaan bahagia dan menunjukkan
perhatian.
Indikator : - Mengidentifikasi kata yang didengar yang melibatkan
ujaran mengungkapkan perasaan bahagia, menunjukkan
simpati.
- Menemukan makna kalimat yang didengar dalam
mengungkapkan perasaan bahagia, menunjukkan
perhatian/ simpati.
- Merespon makna ujaran mengungkapkan perasaan
bahagia, menunjukkan simpati/ perhatian.
B. Tujuan Pembelajaran : Siswa mampu mengidentifikasi percakapan yang didengar.
C. Materi Pembelajaran : 1. Mengungkapkan perasaan bahagia
Ex: A: I’m happy to get my scholarship
B: I’ m happy for you
1. Menunjukkan simpati
A: Please accept my condolences
B: Thank you so much

D. Metode Pembelajaran : - Menyimak

- Tanya Jawab
- Ceramah
- Practice
E. Langkah-Langkah Pembekajaran
 Kegiatan Awal (10’)
 Greeting
  Apperception : Teacher Ask the student
1. Have you done something very important in your life
recently
2. What was it?
3. Did it work?
4. Were your fried happy?
5. What do they say to express it?
6. What did you say to respond to their compliment and
congratulation?

 Kegiatan Inti
No Perilaku Guru Perilaku Siswa Alokasi
Waktu
1. Menjelaskan tentang Expression Menyimak 20’
Compliment dan Congratulation dan
respond dari pada expression tersebut serta
membuat contoh.

2. Guru memutar kaset yang berisikan Menyimak 15’

Expression Compliment dan
Congratulation dan meminta kepada siswa
untuk melingkari respon dari expression
diatas yang ada pada buku teks (2-3).

3. Meminta kepada siswa menyebutkan Siswa menyebutkan 5’

respond dari expression compliment.

4. Meminta kepada siswa menyebutkan Siswa menyebutkan 5’

respond dari pada expression
congratulation.
5. Siswa menyimak 10’
Memutar kembali kaset yang berisikan
dialogue expression compliment dan
congratulation.
6. Siswa mengisi titik-titik untuk 10’
Meminta kepada siswa untuk menyempurnakan dialogue.
menyempurnakan teks dialogue/ mengisi
kolom yang kosong pada teks dialogue.
7. Satu persatu siswa 10’
Meminta siswa satu persatu menyebutkan menyempurnakan dialogue
kata yang didengar sehingga dialogue yang sudah didengar.
menjadi sempurna.
  Kegiatan Akhir (10’)
Menugasi siswa menuliskan dialogue yaitu Expression Compliment dan
Congratulation serta Responding Expression Compliment dan Congratulation.

F. Sumber Pembelajaran
 Book Contextual Learning Grade X page 30-31
 BSE dan Buku yang relevant

G. Media Pembelajaran
 Buku Teks
 Kamus
 Spidol
 Papan Tulis

H. Penilaian
 Lisan
 Penugasan

Evaluasi:
Complete the following dialogue as you listening to it.
Rico: Hi, I heard you were the best of the Tale Readers Competition which was
(1)……………in our school last month.
Rinai : Yeach. I (2)………….. the competition. It was n un forget table moment for me.
Rico : Really? I am so happy to hear that. How long did you (3)………….. for the
competition?
Rinai : One week. That was s short time to prepare the competition.
Rico : What the story did you read, Rinai?
Rinai : I(4)………………. “The Flying Carpet” as my story.
Rico : That’s good! It was great to hear you (5)……………. The competition.
Rico : I’m good you think so, thanks.

Key Answers:
1. Heed
2. Enjoyed
3. Prepared
4. Took
5. Won

Mengetahui
Pematangsiantar, Juli 2013
Kepala Sekolah Guru Mata Pelajaran

B. Siahaan Novita, S.Pd

 RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
A. IDENTITAS
NAMA SEKOLAH :
MATA PELAJARAN : BAHASA INGGRIS
KELAS/ SEMESTER : X/ Ganjil
ALOKASI WAKTU : 2 x 45’ (2 x Pertemuan)

Standar Kompetensi : Speaking/ Berbicara

Mengungkapkan makna dalam percakapan transaksional dan
interpersonal resmi dan tidak resmi secara akurat, lancar, dan
berterima dengan menggunakan ragam bahasa lisan
sederhana dalam konteks kehidupan sehari-hari dan
melibatkan tindak tutur: Mengungkapkan perasaan bahagia,
menunjukkan perhatian.
Kompetensi Dasar : Mengungkapkan makna dalam percakapan transaksional dan
interpersonal resmi dan tidak resmi secara akurat, lancar dan
berterima dengan menggunakan ragam bahasa lisan sederhana
dalam konteks kehidupan sehari-hari dan melibatkan tindak
tutur: Mengungkapkan perasaan bahagia dan menunjukkan
perhatian.
Indikator : - Siswa mampu mengidentifikasi tindak tutur ungkapan
parasaan
bahagia, dan menunjukkan perhatian.
- Merespon makna mengungkapkan perasaan bahagia
menunjukkan perhatian.
B. Tujuan Pembelajaran : Siswa mampu mengekspresikan/ merespon ungkapan tindak
tutur perasaan bahagia, menunjukkan perhatian.
C. Materi Pembelajaran : A. Menunjukkan perasaan bahagia (showing happiness)
 It’s really great, I’m so happy
 I’m delighted to hear that
 It gives me a great pleasure
 Nice news or good news! It’s make me happy
 Hooray
 It’s lovely
B. Showing Affection (menunjukkan perhatian)
 What should I do to cheer you up?
 I really care about you?
 Don’t you worry, I’m with you.
 What’s wrong with you.
 Hope you will be fine.
 Are you okey?
D. Metode Pembelajaran : - Menyimak
 - Practice
- Tanya Jawab
E. Langkah-Langkah Pembekajaran
Pertemuan I
 Kegiatan Awal (10’)
 Greeting
 Apperception : Teacher Ask to the student
1. Do you taken a good result for examination?
2. What was the result?
3. What about you’re fried?
4. Did she/ he get a good result?
5. What did you say to congratulation to her/ him?
 Kegiatan Inti
No Perilaku Guru Perilaku Siswa Alokasi
Waktu
1. Menjelaskan fungsi ungkapan perasaan Menyimak 15’
bahagia, perhatian.

2. Melatih ungkapan bahagia, ungkapan Mempraktekkan ungkapan 15’

menunujukkan perhatian. perasaan bahagia.
3. Meminta siswa berperan didepan kelas Bergantian mempraktekkan 15’
mempraktekkan dialogue ungkapan dialogue ungkapan perasaan
bahagia, dan menunjukkan perhatian bahagia dan menunjukkan
yang ada pada buku teks. perhatian.

4. Meminta siswa menuliskan dialogue Siswa menuliskan dialogue 15’

singkat tentang mengekspresikan singkat untuk mengekspresikan
ungkapan perasaan bahagia dan ungkapan perasaan bahagia dan
menunjukkan perhatian. menunjukkan perhatian.

5. Meminta siswa membacakan hasil Secara bergiliran membacakan 20’

kerjanya masing-masing. dialogue singkat.

 Kegiatan Akhir (5’)

Menugasi siswa untuk menjawab pertanyaan yang ada pada Buku Teks

Pertemuan II
 Kegiatan Awal (5’)
 Greeting
 Apperception: Menyinggung sekilas makna yang sudah lewat
  Kegiatan Inti
No Perilaku Guru Perilaku Siswa Alokasi
Waktu
1. Menjelaskan expression congratulation Mengikuti dalam hati 10’
dan compliment.

2. Membaca dialogue yang ada pada buku Bergantian mempraktekkan 20’

teks. didepan kelas.

3. Meminta siswa secara bergantian Menyimak 15’

dengan dengan pasangan
mempraktekkan expression
congratulation dan compliment yang
ada pada buku teks.
4. Siswa menuliskan dialogue 10’
Meminta siswa menuliskan expression secara berpasangan.
congratulation dan compliment secara
berpasangan.
5. Secara bergantian 15’
Menyuruh siswa mempraktekkan mempraktekkan expression
expression congratulation dan congratulation dan compliment
compliment didepan kelas. dengan pasangan didepan kelas.

6. Menunjukkan setiap expression 10’

Meminta kepada siswa untuk dengan menggarisbawahi kalimat
mengidentifikasi yang mana expression yang diminta.
congratulation dan expression
compliment pada setiap dialogue yang
ada pada buku paket.

 Kegiatan Akhir (5’)

Bertanya secara lisan tentang expression congratulation dan compliment
F. Sumber Pembelajaran
 Buku Contextual Learning Grade X page 36-38
 BSE dan Buku-buku yang relevan

G. Media Pembelajaran
 Buku Paket
 Kamus
 Spidol
 Papan Tulis

H. Penilaian
  Penugasan
 Lisan
I. Evaluasi
A. Menjawab pertanyaan yang ada pada buku text.
1. My elder brother graduated from university with good marks.
2. A: I have a new motorcycle
B: ………………
3. A: ………………
B: ……… I’ m so happy for you
1. A: My cat………….
B: ……………..
2. A: I………………. yesterday
B: It’s great

Key Answer:
1. Congratulation
2. Fantastic
3. I got an I am for English
4. a. was dead
b. I’m sorry to hear that
5. I got good mark

II. Lisan: Lengkapi kalimat berikut secara lisan

1. A: My sister got a high mark last week about her job
B: …………….
The best response is…………
a. It’s really great, I’m so happy
b. I’m very sorry to hear that
2. A: Ani said that ady got a car accident last week
B: …………………
The best response is……………
a. Are you ok?
b. What a terrible situation for you.
Key Answer:
1. a
2. b

Mengetahui
Pematangsiantar, Juli 2013
Kepala Sekolah Guru Mata Pelajaran

B. Siahaan Novita, S.Pd

 LESSON PLAN

A. Identify

School :
Class : X/ 1
Subject : English
Time Allocation : 2 x 45’
Skill : Listening

Competency Standard : Understanding meaning of transactional and

interpersonal
conversation in daily life
Basic Competency : Responding meaning in formal and informal
transaction
( to get things done ) and interpersonal ( to socialize )
conversation using simple spoken language accurately,
and understandably in the form of introducing people.

Indicator :- Responding the meaning of greeting and introducing

in
conversation
- Responding the purpose and the kinds of greeting
and introducing in conversation
- Analyzing the greeting and introducing in
conversation
B. Learning Objective
After studying this unit, students are able to:
- Respond the meaning of greeting and introducing in
conversation
- Respond the purpose and kinds of greeting and
introducing in conversation
- Analysis the greeting and introducing in
conversation
C. Learning Material
 Greeting
 Kind of greeting ( in formal and formal )
Formal : How are you? Fine, thanks
How do you do? How do you do?
Nice to meet you Nice to meet you to
 Informal : Hi Hi!
How are things yeah
Hello Hello
 Picture

Example of Greeting
Anton : Hi, How are you?
Jane : oh, hi
Anton : by the way, my name is Anton.
Jane : my name is Jane
Anton : Are you a tenth grade student here?
Jane : yes, I am. And how about you?
Anton : I am a tenth grade student, too.
Jane : oh, really? And in which class do you belong to?
Anton : my class is tenth one
Jane : great! I am in tenth two
Anton : well, nice talking to you
Jane : bye
Anton : bye

Question:

1. How many people in the conversation?

2. What are they talking about?
3. How did Anton himself to Jane? What did he say?
4. How did Jane respond to Anton? What did she say?
5. What did they say when they want to go?

D. Learning Method: Direct Method

E. Step by step Procedure

1st meeting Time

22 Mei 2012 Allocation

A. Pre-Activities
 Greeting
 Absence
 Motivation 5’

B. Main Activities
No. Teacher’s Activities Students’ Time
 Activities Allocation
1. The teacher explain about greeting and The students
introducing paying
10’
attention to
teachers
2. The teacher gives some words about kinds of The students
greeting and introducing listen to the
teacher. 10’

3. The teacher explains greeting and introducing by The students

picture. listen and
also give an 10’
attention to
the picture.
4. The teacher explain kinds of greeting Ask the The students
students to develop vocabulary give
10’
attention to
the teacher.
5. The teacher gives the example of greeting by The students
recording. listen to the
record and 15’
give the
respond.
6. The teacher asks the students to listening to the The students
incomplete text of greeting and ask the students to do the 20’
fill the blank exercise.

C. Closing
 Conclude the material 10’

F. Source Material
 English text book
 Dictionary
 Picture
G. Media
Picture

H. Evaluation
Technique : Written test
Form : Fill the blank
Instrument : Fill the blank in given text by listen to the recording.
Listen to the recording about greeting in conversation
 Script:

Danny : …………… I’m Danny

Ronny : I’m Ronny ……………
Danny : Nice to Meet You, too
Danny : ………….. is it, now?
Ronny : it’s 8 pm
Danny : oh gosh! I’m late, I ……. See you tomorrow
Ronny : ………….. take care!
Danny : You too.

Key Answer
1. Hi
2. Nice to meet you
3. What time
4. I must go
5. bye

Scoring :

1. True answer for each question = 20

2. Score maximal 5 x 20 = 100
3. Students Value : Achieved score x 10
Maximal Score
Pematangsiantar, July , 2013

Lecturer Teacher Teacher Candidate

Chapter III

Conclusion

A creative approach to teaching English encompasses several core features that enable teachers to
make informed decisions, both at the level of planning and in the moment-to-moment interactions in
the classroom. The elements of creative English practice that are examined throughout the book are
introduced here. They include:
1. profiling meaning and purpose;
2. foregrounding potent affectively engaging texts;
3. fostering play and engagement;
4. harnessing curiosity and profiling agency;
5. encouraging collaboration and making connections;
6. integrating reflection, review, feedback and celebration;
7. taking time to travel and explore;
8. ensuring the creative involvement of the teacher.

In this era of personalisation, a creative approach to teaching English offers children a voice in the
learning conversation and the chance to direct more of their own work, making choices and decisions
in collaboration with others during purposeful and engaging learning journeys. Such an approach can
help teachers respond to the dual pressures of prescription and accountability and the demands to
teach creatively and teach for creativity. Adopting a creative approach can additionally help teachers
construct a better balance between form and freedom, structure and innovation in their teaching. If
teachers integrate the eight elements of teaching English creatively into their planning, and work to
extend their engagement as language artists, they will be fostering children’s creativity: enriching
their capacity to question, pose problems, make connections, generate, innovate and imagine
alternatives and reflect critically as readers and writers, speakers and listeners. Creative English
teaching fosters creative English learning.

Preferences

Berns, M. S. (1984). Functional approaches to language and language teaching: Another

look. In S. Savignon & M. S. Berns (Eds.), Initiatives in communicative language teaching. A
book of readings (pp. 3-21). Reading, PA: Addison-Wesley.

Gerngross, G., & Puchta, H. (1984). Beyond notions and functions: Language teaching or the
art of letting go. In S. Savignon & M. S. Berns (Eds.), Initiatives in communicative language
teaching. A book of readings (pp. 89-107). Reading, PA: Addison-Wesley.
Larsen-Freeman, D. (1986). Techniques and principles in language teaching. Oxford: Oxford
University Press.

Littlewood, W. (1981). Language teaching. An introduction. Cambridge: Cambridge

University Press.