8.e Modul English X Press

ENGLISH COURSE BOOK - SMP/MTs - Grade VII - 2nd Semester Page 1
Title : ENGLISH X-PRESS

Subject : English
Grade/Semester : VII SMP/MTs / 2nd Semester
Authors : Dewi Chandra R.
Dwi Wati R.
Endang Sri Wahyuni
Khotimah Kolaeh
Mega Sanja Imelda
Nurul Rakhmadani S.
Pungky Aprilliasari
Robiatul Adawiyah
Yunita Ayu R.
Design Cover & Editor : Endang Sri Wahyuni
Lecturer : Moh. Khusen, M.Pd
English Department
IAIN Kediri
2019
ENGLISH COURSE BOOK - SMP/MTs - Grade VII - 2nd Semester Page ii

PREFACE
First of all, thanks to ALLAH SWT because of his help, the authors can finish
this module entitle “ENGLISH X-PRESS” in right time, in order to fulfill the task of
“Curriculum Material and Development (CMD)”.
The authors realize a lot of help and guidance from various parties in the
process of writing this module. Therefore, in this occasion the authors would like to
express our deepest gratitude to:
 Mr. Moh Khusen, M.Pd as our lecturer of Curriculum Material and Development
who has guide us during the process of writing this module.
 Our Parents who always provided moral and material support in completing
this module.
 Our friends who always encourage us in completing this module.
The authors realize that this module still has many weaknesses,
shortcomings, and limitations. Therefore, the authors will be happy to accept
criticism and suggestions for this module. And finally, the authors hope that this
module can be useful provide benefits to all parties.
Kediri, 15th of July 2019
The Authors
ENGLISH COURSE BOOK - SMP/MTs - Grade VII - 2nd Semester Page iii
Table of Contents
PREFACE ..................................................................................................................................................... iii
TABLE OF CONTENTS ......................................................................................................................... ..iv
INTRODUCTION ......................................................................................................................................... v
KOMPETENSI INTI (KI), KOMPETENSI DASAR (KD), DAN INDIKATOR PENCAPAIAN
KOMPETENSI (IPK) SMP/MTs Kelas VII Kurikulum 2013 .................................................... vi
MODULE GUIDELINE ............................................................................................................................. ix
CHAPTER 1: “It’s Sunny Day!” ............................................................................................................. 1
Evaluation Chapter 1........................................................................................................................ 14
CHAPTER 2: “What Do You Do?” ...................................................................................................... 18
CHAPTER 3: “What Do They Look Like?” ..................................................................................... 36
CHAPTER 4: “Let’s Sing!” ..................................................................................................................... 63
SEMESTER EVALUATION.................................................................................................................... 76
ANSWER KEY ........................................................................................................................................... 89
REFERENCES ............................................................................................................................................ 98
ATTACHMENTS .................................................................................................................................... 100
ENGLISH COURSE BOOK - SMP/MTs - Grade VII - 2nd Semester Page iv

INTRODUCTION
English is being popular since it becomes the international language. Many
people think that learning English is important in modern era. So, English is also
being a part of education. In the world of education teaching and learning English is
needed in every school starting from kindergarten, elementary school, junior high
school, and senior high school.
Every country has applied English as their lesson in the school. Indonesia is
one of the example countries which apply English as the lesson in school. In
Indonesia, especially in junior high school and senior high school, teaching and
learning English is important because it is examined in national examination. So,
teacher as the educator must know how to teach English in Indonesia because
Indonesia has its curriculum.
To make teaching and learning English success, teacher and students must
have a module. English module must be matched with the Indonesia curriculum. By
using the module, it will make teacher and students easy. The teacher and students
will be greatly helped by the presence of the module.
Here, the English module entitle “English X-Press” is written by students
sixth semester of English department State Islamic institute (IAIN) of Kediri present.
This module is made for seventh grade of junior high school of second semester.
This module is also written by matching the curriculum 2013.
Creating this module has the goals. The first goal is to fulfill the task of
Curriculum and Material Development (CMD), the second goal is to improve the
ability of students’ English department in understanding the curriculum and
material of English so they are ready to be a good teacher. The third goal is
hopefully by the presenting of this module, it can give good benefit for us and also
for teacher and students who need module in teaching and learning English.
ENGLISH COURSE BOOK - SMP/MTs - Grade VII - 2nd Semester Page v

KOMPETENSI INTI (KI), KOMPETENSI DASAR (KD), DAN INDIKATOR
PENCAPAIAN KOMPETENSI (IPK) SMP/MTs Kelas VII Kurikulum 2013
Guru dan murid harus tau Kompetensi Inti (KI), Kompetensi Dasar (KD), dan
Indikator Pencapaian Kompetensi (IPK) yang ada di module “English X-Press”.
Module ini adalah modul untuk kelas 7 semester dua. Adapun KI, KD dan IPK
dirumuskan sebagai berikut, yaitu siswa mampu:
A. Kompetensi Inti (KI)
Kompetensi Inti (KI)
KI 1 dan 2
Kompetensi Sikap Spiritual yaitu, “Menghayati dan mengamalkan ajaran
agama yang dianutnya”.Adapun rumusan Kompetensi Sikap Sosial yaitu,
“Menunjukkanperilaku jujur, disiplin, tanggung jawab, peduli (gotong
royong, kerjasama, toleran, damai), santun, responsif,dan pro-aktif sebagai
bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara
efektif dengan lingkungan sosial dan alam serta menempatkan diri sebagai
cerminan bangsa dalampergaulan dunia”
KI 3
Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan
rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya
terkait fenomena dan kejadian tampak mata.
KI 4
Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari disekolah dan sumber lain yang sama dalam sudut
pandang/teori.
B. Kompetensi Dasar (KD) dan Indikator Pencapaian Kompetensi (IPK)

Kompetensi Dasar (KD) Indikator Pencapaian Kompetensi
(IPK)
3.5 Mengidentifikasi fungsi sosial, struktur 3.5 Menamai fungsi sosial, struktur teks,
teks, dan unsur kebahsaan teks interaksi dan unsur kebahsaan teks interaksi
traksaksional lisan dan tulis yang traksaksional lisan yang melibatkan
melibatkan tindakan memberi dan tindakan memberi dan meminta informasi
meminta informasi terkait dengan sifat terkait dengan sifat orang, binatang,
orang, binatang, benda sesuai dengan benda sesuai dengan konteks
konteks penggunaannya. (Perhatikan penggunaannya. (Perhatikan unsur
unsur kebahasaan be, adjective) kebahasaan be, adjective)
4.5 Menyusun teks interaksi traksaksional 4.5.1 Menampilkan teks interaksi
lisan dan tulis sangat pendek dan traksaksional lisan sangat pendek dan
sederhana yang melibatkan tindakan sederhana yang melibatkan tindakan
memberi dan meminta informasi terkait memberi dan meminta informasi terkait
sifat orang, binatang, dan benda dengan sifat orang, binatang, dan benda
memperhatikan fungsi sosial, struktur dengan memperhatikan fungsi sosial,
kebahsaan yang benar dan sesuai konteks struktur kebahsaan yang benar dan
sesuai konteks
4.5.2 Menyusun teks interaksi
traksaksional tulis sangat pendek dan
sederhana yang melibatkan tindakan
memberi dan meminta informasi terkait
ENGLISH COURSE BOOK - SMP/MTs - Grade VII - 2nd Semester Page vi

sifat orang, binatang, dan benda
dengan memperhatikan fungsi sosial,
struktur kebahsaan yang benar dan
sesuai konteks
3.6 mengidentifikasi fungsi sosial, 3.6 Menandai fungsi sosial, struktur teks,
struktur teks, dan unsur dan unsur kebahasaan teks interaksi
kebahasaan teks interaksi transaksional transaksional lisan yang melibatkan
lisan dan tulis yang melibatkan tindakan tindakan memberi dan meminta
memberi dan meminta informasi terkait informasi terkait dengan tingkah
dengan tingkah laku/tindakan/fungsi laku/tindakan/fungsi orang, binatang,
orang, binatang, benda, sesuai dengan benda, sesuai dengan konteks
konteks penggunaannya (Perhatikan penggunaannya. (Perhatikan unsur
unsur kebahasaan kalimat declarative, kebahasaan kalimat declarative,
interogative, simple present tense) interogative, simple present tense)
4.6 menyusun teks interaksi 4.6.1 Menampilkan teks interaksi
transaksional lisan dan tulis sangat transaksional lisan sangat pendek dan
pendek dan sederhana yang melibatkan sederhana yang melibatkan tindakan
tindakan memberi dan meminta memberi dan meminta informasi terkait
informasi terkait tingkah tingkah laku/tindakan/fungsi orang,
laku/tindakan/fungsi orang, binatang, binatang, dan benda, dengan fungsi
dan benda, dengan fungsi sosial, struktur sosial, struktur teks, dan unsur
teks, dan unsur kebahasaan yang benar kebahasaan yang benar dan sesuai
dan sesuai konteks konteks
transaksional tulis sangat pendek dan
tingkah laku/tindakan/fungsi orang,
binatang, dan benda, dengan fungsi
sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai
konteks.
3.7 Membandingkan fungsi sosial, 3.7 Mengkategorikan fungsi sosial,
struktur teks, dan unsur kebahasaan struktur teks, dan unsur kebahasaan
beberapa teks deskriptif lisan dan tulis dengan materi pembelajaran memberi
dengan memberi dan meminta informasi dan meminta informasi terkait dengan
terkait dengan deskripsi orang, binatang, deskripsi orang, binatang dan benda
dan benda, sangat pendek dan sederhana, sangat pendek dan sederhana.
sesuai dengan konteks penggunaannya.
4.7 teks deskriptif
4.7.1 Menangkap makna secara 4.7.1.1 Menyimpulkan informasi detail
kontekstual terkait fungsi sosial, struktur secara kontekstual terkait fungsi sosial,
teks, dan unsur kebahasaan teks struktur teks, dan unsur kebahasaan teks
deskriptif lisan dan tulis, sangat pendek deskriptif tulis, sangat pendek dan
dan sederhana, terkait orang, binatang, sederhana, terkait orang, binatang, dan
dan benda benda
4.7.1.2 Menyimpulkan informasi detail
secara kontekstual terkait fungsi sosial,
struktur teks, dan unsur kebahasaan teks
deskriptif lisan, sangat pendek dan
sederhana, terkait orang, binatang, dan
benda
4.7.2 Menyusun teks deskriptif lisan dan 4.7.2.1 Menampilkan teks deskriptif lisan
tulis, sangat pendek dan sederhana, dan tulis, sangat pendek dan sederhana,
ENGLISH COURSE BOOK - SMP/MTs - Grade VII - 2nd Semester Page vii
terkait orang, binatang, dan benda, terkait orang, binatang, dan benda,
dengan memperhatikan fungsi sosial, dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan, struktur teks, dan unsur kebahasaan,
secara benar dan sesuai konteks. secara benar dan sesuai konteks.
4.7.2.2 Menyusun teks deskriptif lisan

dan tulis, sangat pendek dan sederhana,
terkait orang, binatang, dan benda,
dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan,
secara benar dan sesuai konteks.
3.8 Menafsirkan fungsi sosial dan unsur 3.8 Memperjelas fungsi sosial dan unsur
kebahasaan dalam lirik lagu terkait kebahasaan dalam lirik lagu terkait
kehidupan remaja SMP/MTs. kehidupan remaja SMP/MTs
4.8 Menangkap makna secara kontekstual 4.8 Mengklarifikasi pesan tersirat secara
terkait dengan fungsi sosial dan unsur kontekstual terkait dengan fungsi sosial
kebahasaan lirik lagu terkait kehidupan dan unsur kebahasaan lirik lagu terkait
remaja SMP/MTs kehidupan remaja SMP/MTs
ENGLISH COURSE BOOK - SMP/MTs - Grade VII - 2nd Semester Page viii
MODULE GUIDELINE
This module entitle “English X-Press” is for students seventh grade of Junior High
School second semester. Before teacher and students use this module, there are
some guidelines that must teacher and students do. There are two guidelines, they
are guideline for teacher and guideline for students.
Guideline for Teacher
Before use English X-Press module, the teacher has to do these following guidelines:
 The teacher must read Kompetensi Inti (KI), Kompetensi Dasar (KD), dan
Indikator Pencapaian Kompetensi (IPK) which is in the previous page. So the
teacher knows what the goals must be reached in every teaching learning
process.
 The teacher also read lesson plan that the authors of this module have written.
The lesson plan really also becomes the guideline before teaching using this
module. There is time meeting in the lesson plan that must the teacher knows.
 The teacher must know that there are four chapters in this module. The first
chapter is related with KD 3.5 and 4.5. The second chapter is related with KD
3.6 and 4.6. The third chapter is related with KD 3.7 and 4.7. The fourth chapter
is related with KD 3.8 and 4.8.
 The teacher must know that there are many activities and evaluation in every
chapter. The teacher has to match the activities with time meeting in the lesson
plan. So the learning teaching process can finish in time like what in lesson plan
wrote.
 After the teacher understanding about lesson plan and KI, KD, and IPK above,
the teacher may use this module, and lead praying before and after teaching.
 The teacher has to explain and lead the about some activities and evaluation in
every chapter.
 The teacher has to give motivation in every teaching learning process.
 In the end of evaluation of every chapter, the teacher must guide the students to
fill the reflection.
Guideline for Students

Before use English X-Press module, students have to do these following guidelines:
 The students have to know the goal of every chapter before starting learning
every activity in the chapter by reading the goal in cover chapter.
 After understanding the goals in chapter, students have to pray before and after
learning.
 Students may use dictionary in every activities.
 Students have to pass activities and evaluation in the chapter.
 Students have to listen the motivation that the teacher gives after teaching and
learning process.
 Students have to fill the reflection in every chapter honestly.
ENGLISH COURSE BOOK - SMP/MTs - Grade VII - 2nd Semester Page ix

Asking and giving information is the basic communication skill.
In our daily life, we often do asking and giving information in a
day. In this chapter, you will learn about asking and giving
information of people, animals, and thing.
THE GOALS:
The students will be able to “give label” of social function,
structure of the text, and the elements of text transactional
which related of giving and asking information about people,
animals, and thing.
The students will be able to “perform” the transactional text
which related of giving and asking information about people,
animals, and thing orally by paying attention to social
functions, structures of speech that are correct and in context.
The students will be able to “write or arrange” the simple
transactional text which related of giving and asking
information about people, animals, by paying attention to
social functions, structures of speech that are correct and in
context.

GET TO KNOW
The Transactional Text
Transactional text is the text which has the purpose to fulfill life's needs,
such as asking for information, bidding, borrowing, etc. Today, you will learn
transactional text with the specific one, which is asking and giving information
about people, animals, and things. There are some point in this transactional text
of asking and giving information about people, animals, and things that you must
know:
Social Function :
- Giving and asking information about people, animals, and things.
- something is used to develop interactional communication with others.
Generic Structure :
1. Opening;
2. exchange (talking about people, animals, and things);
3. closing
Language Features:
1. Vocabulary : Adjectives of people, animals, and things.
2. Grammar : to be + adjectives
3. Expression asking and giving information :
Asking information Giving information

 What does it look like?  She is beautiful.
 Can you tell me about your  Sure, my pet is cat. It is
pet? black and white.
 I’d like to know it  Ok, my room is mess.
 Could you describe it?  The pet is so cute.
 Would you tell me about  Certainly. He is so
her / him? attractive.
 What does your mother  My mother is a teacher.
do?
 Etc.  Etc.
ACTIVITY 1 Read the following dialogues! Pay attention to the bold

words, phrases, or sentences!
Dialogue 1
Dani : Hi Rani, how was your holiday?
Rani : It was awesome. I went to museum and took pictures there. I was
missing the class for one day because my father got terrible with his
car. By the way, how was the class yesterday?
Dani : It was great. We have a new English teacher. She is Mrs. Yuni.
Rani : Wow, it is nice. So how does she look like?
Dani : She looks like beautiful. She is quite tall. She is smart and she is
also kind.
Rani : Wow, I am happy to hear that. I want to meet her soon tomorrow.
Dani : That’s okay.
Let’s get
information
about me

Dialogue 2
Sinta : Bayu, what are you doing there?
Bayu : I am looking for my pet. My pet is lost. He runs out from his cage.
Sinta : oh so pity you are. I will help you to find him. By the why, what pet is
yours?
Sinta : My pet is rabbit.
Bayu : Can you tell me about your rabbit?
Sinta : Certainly, my rabbit is black and white. His ear is quite small. His
body is big and his eyes are brown.
Bayu : Ok.
Let’s get
information
about me
Dialogue 3
Rama : Did you watch “My favorite thing” on cinema yesterday?
Jane : No, I didn’t. How was the story telling about?
Rama : The story was telling about a little girl who really loves her shoes, but
the shoes was haunted.
Jane : Wow it sounds scary. Rama, do you have favorite things?
Rama : Yes, I do.
Jane : What is your favorite thing? I’d like to know it, please.
Rama : Ok. My favorite is my doll. I like collecting doll. One that I like is teddy
bear. It is medium. It is brown. It is also soft and cute. What about
you? Could you tell your favorite thing?
Jane : Of course, my favorite thing is my bedroom. It is wide. It is clean but
sometimes it is mess.
Let’s get
information
about me
Let’s ask questions and giving answering orally in a pair

ACTIVITY 2 about the dialogues above depend on the social function,
generic structure, and language features.
ACTIVITY 3 Give the label a, b, c, d, e, or f to the statements below.
a. Asking information about person.

b. Asking information about animal.
c. Asking information about thing.
d. Giving information about person.
e. Giving information about animal.
f. Giving information about thing.

No Give the label Statements
1. D She looks like beautiful
2. She is quite tall
3. How does she look like?
4. Can you tell me about your rabbit?
5. She is smart
6. My rabbit is black and white
7. I’d like to know it, please
8. It is brown
9. His ear is quite small
10. It is medium
11. Could you tell your favorite thing?
12. His body is big and his eyes are brown
13. It is also soft and cute
14. It is wide
15. It is clean but sometimes it is mess
ACTIVITY 4 Answer the questions below in a pair related to the

dialogues in activity 1
Dialogue 1
1. What is the social function of the text above?
2. What are the expressions used to give the information about people?
3. What are the expressions used to ask the information about people?
4. Who are the speakers in the dialogue using how does she look like?
5. Who are the speakers in the dialogue using she looks beautiful?
Dialogue 2
2. What are the expressions used to give the information about animal?
3. What are the expressions used to ask the information about animal?
4. Who are the speakers in the dialogue using can you tell me about the rabbit?
5. Who are the speakers in the dialogue using my rabbit is black and white?
Dialogue 3
2. What are the expressions used to give the information about thing?
3. What are the expressions used to ask the information about thing?
4. Who are the speakers in the dialogue using I’d like to know it, please?
5. Who are the speakers in the dialogue using it is brown?

Read carefully and pay attention to the bold sentences of
ACTIVITY 5
this dialog below!
Dialog 1
Mark : Good morning Anne. What are you doing at this park, Anne?
Anne : good morning Mark. I am waiting for my cousin. And what are you
doing Mark?
Mark : I am just doing exercise here. By the way, what does your cousin look
like?
Anne : She looks like cute. His hair is long and straight. She is slim and
tall and also she is a dancer.
Mark : oh... she is heard so beautiful. Hmm is that her? (Pointing to the
someone)
Anne : oh, that’s true Mark, she is my cousin. (Calling her cousin) Bella. Why
are you late?
Bella : I am not late actually, I come here with my puppy, but he is lost now.
So I am looking for her first and I don’t find her.
Mark : Could you tell us about your puppy? We will help you to find her.
Bella : Thank you, but I have told to the security of this park. He helps me to
find my puppy. My puppy is small and grey. She is so cute. Her eyes
are brown. Four of her legs are covered by four pink sock. I am so
sad.
Anne : Don’t worry, after this we will help you to find her. But firstly, I will
talk about our new books that we will buy.
Bella : oh ok. I’d like to know them please.
Anne : Our new books are medium. First book is story book. Second book
is comic. Then the third book is novel. What do you think? Do you
agree for buying that?
Bella : Ok.
Now, write the bold sentences from the dialog above

ACTIVITY 6
(dialog in activity 5) into the correct box below!
Asking information about people Asking information about animal
Asking information about thing Giving information about people

Giving information about animal Giving information about thing
ACTIVITY 7 See and pay attention to these pictures below!

Source: https://en.islcollective.com
You will choose one of the pictures above. Work in a pair then perform it
by making a conversation about the picture you chose in front of the class.
NOTE
 Before perform, the teacher will give 5 minute to the students to discuss the
idea for dialog.
 After discussing in pair, students should know the scoring that the teacher
will give during the performance, the scoring will be as follow:
ASPECTS DESCRIPTION SCORE

Performance Very good (expression, attitude, and gesture) 5
Good (expression, attitude, and gesture) 4
Fairly good (expression, attitude, and gesture) 3
Poor (expression, attitude, and gesture) 2
Very poor (expression, attitude, and gesture) 1
Geeric Complete and orderly text structure 5
Structure Complete but not orderly text structure 4
Incomplete text structure 3
Incorrect text structure 2
No text structure 1
Fluency The pronunciation and intonation are excellent and are 5
well accepted

Errors on pronunciation and intonation are quite rare 4
Errors on pronunciation and intonation never interfere 3
understanding and the accent may be foreign
The accent is intelligible 2
Errors on pronunciation and intonation are frequent 1
and the accent is intelligible
Accuracy Errors on the use of grammar and vocabularies are 5
unobserved
Errors on the use of grammar and vocabularies are 4
quite rare
Errors on the use of grammar and vocabularies are fair 3
frequent
The use of grammar and vocabularies are somewhat 1
intolerable
Table 1. Rubric for speaking
Read the following dialogues below and pay attention to the

ACTIVITY 8 bold words, phrases, and sentences.
MY MOTHER
Teacher : “Okay, class. Now we are going to describe someone else around
us.”
Fiany : “May I take my mother as my example, Sir?”
Teacher : “Yes, you may. How does your mother look like?”
Fiany : “Certainly, she is beautiful. She is 40 years old. Although she is
not young anymore but she is very active in my village. She
loves our family very much.”
Teacher : “Ohh I see, your mother is very great.”
Fiany : “Of course, thank you”
PETS
Mary : Paul, do you have any pets?”

Paul : “Yes, I do. I have two cats.”
Mary : “Ohh really? Could you describe them?”
Paul : “Sure, they are very adorable. But they are very heavy. They
eat a lot.”
Mary : “Ohh I see, they must be very funny.”
Paul : “Yes, thank you. Ohh look, is that your dog?”
Mary : “Yes, it is. That is my dog. What do you think about it?”
Paul : “Ohh, it has fierce eyes.”
Mary : “But, he is actually very friendly and playful.”
Paul : “Ohh, I see.”

MY BEDROOM
Daniel : Sorry guys, the kitchen is small. It’s not comfortable for all of us.
Lisa : It’s okay. I think it’s a very nice kitchen. Look at this purple dish rack.
It’s very cute. Everything is very well-organized. It’s a very neat
kitchen.
Daniel : “Ohh, thank you Lisa.”
Let’s try to get information about something that you don’t

ACTIVITY 9 understand from the dialogues above by discussing with
your pattern using W-H question below!
- What - Whom
- When - Whose
- Where - Why
- Which - How
GET TO KNOW
Structure of “to be + Adjective”
Pattern of to be, adjective

(+) Subject + to be + adjective
(-) Subject + to be + not + adjective
(?) to be + subject + adjective
Subjects and their pair of to be

Subject To be
I Am
You
We Are
They
She Is
Examples
(+) She is beautiful.
Subject to be adjective
(- ) She is not beautiful.
Subject to be not adjective
(?) Is she beautiful?
to be subject adjective

Determine what to be belongs to these sentences! Number
ACTIVITY 10 one has been done as the example.
No. Sentences To be
1 He is handsome.
2 She ....... kind and tall.
3 Your cats ....... very adorable.
is
4 Everything ....... very well-organized.
5 I ...... not really talk active.
6 The kitchen ......... very small, clean and tidy.
7 They ........ very heavy.
8 She ........ clever.
9 My two sisters ............ diligent.
10 Janny ........ very impressive am
11 I ......... very happy
12 Your class ....... very clean and tidy.
13 Anna ....... helpful and kind.
14 My dog ......... friendly and playful.
15 These flowersand ....... beautiful.
16 That tree ....... so big.
17 Your brother ........ kind and polite. are
18 Traditional market on weekend ......... very crowded.
19 Tiger legs’ ....... very powerful
20 Look these elephants! They ........ huge.
Read the following dialogue and pay attention to the

ACTIVITY 11
sentences which give information about people, animals,
and things.
Angel : Hi Justin. You are very spirit today.
Justin : Yes, Angel. I’m so happy that we can come to the zoo today.
Angel : Ohh, I see. Me too. This zoo is very amazing. Look! Thera are so
many flower. They are very beautiful.
Justin : Yes, you are right Angel. The trees are very shady.
Angel : Look at the giraffes. They have curly eyelashes.
Justin : Yes, they do. Their eyelashes are adorable.
Angel : And look at the zebras. Their black and white stripes are very
unique.
Justin : Anna, do you know that each zebra has different pattern?
Angel : They do? That’s very interesting!
Justin : Angel, look at your shoes. It is dirty. Did you step on something?
Angel : Oh my God. I do not relieze it. But the left one is clean. Do you
bring
tissue?
Justin : Yes, here you are.

Write the sentences which give information about people,
ACTIVITY 12 animals, and things based on the dialogue above. Give label
the generic structure of that sentences! Number one has
been done for you.
You are very spirit

1
S tobe adjective
2
10
11
12
Pay attention to the questions of asking information below,

ACTIVITY 13 then write sentences to give infromation by looking the
picture!
Look at the picture and describe it!
………………………………………………………………………………………..
………………………………………………………………………………………..…
……………………………………………………………………………………..……
…………………………………………………………………………………..………
………………………………………………………………………………..…………
……………………………………………………………………………..……………

Would you mind to describe about your pet?
………………………………………………………………………………………..
………………………………………………………………………………………..
………………………………………………………………………………………..
………………………………………………………………………………………..
………………………………………………………………………………………..
What does your book look like?
………………………………………………………………………………………..
………………………………………………………………………………………..…
……………………………………………………………………………………..……
…………………………………………………………………………………..………
………………………………………………………………………………..…………
……………………………………………………………………………..……………
…………………………………………………………………………..
Before write the sentences for answering the question

above, the teacher will give the guidence for the
scoring.

SUMMARY
 Transactional text is the text which has the purpose to fulfill life's needs,
such as asking for information, bidding, borrowing, etc.
 Asking and giving information about people, animals, and things is the
example of transactional text.
 Here the social function, generic structure and language feature of Asking
and giving information about people, animals, and things:
a) Social Function :
- Giving and asking information about people, animals, and things
- something is used to develop interactional communication with
others.
b) Generic Structure : Opening; exchange (talking about people,
animals, and things); closing
c) Language features : to be + adjective.
 Expression of asking information: What does it look like, Can you tell me
about your pet, I’d like to know it, Could you describe it, would you tell me
about her / him, Etc.
 Expression of giving information: She is beautiful; sure, my pet is cat; It is
black and white; Ok, my room is mess; the pet is so cute; certainly. He is so
attractive, Etc.
 Pattern of to be, adjective:
(+) Subject + to be + adjective
(-) Subject + to be + not + adjective
(?) to be + subject + adjective

EVALUATION CHAPTER 1
A. Choose the correct answer by circling (a), (b), (c), or (d)!
The text is for questions number 1-5
Bona : What are you reading?

Ani : I am reading about whale. Do you know the characteristic of
whale?
Bona : No. Please, tell me.
Ani : Whale is one of the biggest animals on earth. It looks like fish but
it is actually a mammal. It has fins but breathes by using lungs. It
lives in the ocean and eats plankton. The Blue Whale is the biggest
species of whale.
1. From the text above, that is talking about………..

a. Asking and giving information about people.
b. Asking and giving information about animal.
c. Asking and giving information about condition.
d. Asking and giving information about thing.
2. The expression of asking information about animal from the dialogue above
is….
a. Do you know the whale?
b. Please, tell me.
c. What are you reading?
d. I am reading about whale.
3. The expression of giving information about animal from the dialog above,
except….
a. It looks like fish.
b. It is actually a mammal.
c. It is small animal.
d. It lives in ocean.
4. Bona and Ani are talking about?

a. Characteristics of whale.
b. Characteristics of sea mammals.
c. Characteristics of a while.
d. Characteristics of lungs.
5. The whales … the biggest animal.

Which to be is correct to complete the sentences above?
a. Are.
b. Is.
c. Am.

d. Do.
Text for number 6 to 10
Nando : Do you know Ikal?

Tomi : Yes, I do.
Namdo : What is he like?
Nando : He is tall. His hair is curly. He is also
smart.
Nando : Who is he?
Tomi : He is a new student.
6. Who are speaking in the dialog above?

a. Nando and Tomi.
b. Tomi and Ikal.
c. Ikal and Tomi.
d. Nando and Ikal.
7. Who has curly hair?

a. Tomi.
b. Nana
c. Nando.
d. Ikal.
8. Based on the text above, the adjective are....,except

a. Curly.
b. Tall.
c. Student.
d. Smart.
9. Is Ikal a new student?

a. Yes, he is.
b. No, he is not.
c. Yes, it is.
d. No, it is not.
10. Who is Ikal?

a. He is teacher.
b. He is a dentist.
c. He is a headmaster.
d. He is a students.

B. Answer the question below by reading the dialog first!
Nikita : I heard there is a new student in our school. Do

you know about that?
Mike : Yes, I do.
Nikita : What is her name?
Mike : Her name is Cassandra.
Nikita : How does she look?
Mike : She is tall. Her hair is long and straight. She
wears red-frame glasses.
Nikita : Is that the girl sitting under the three over there?
Mike : Yes, you’re right. She is Cassandra, the new
student.
1. Who are in the conversation above?

Answer : ………………………………………….
2. What is the expression of asking information above?
Answer : ………………………………………….
3. What are adjectives in the dialog above? Mention 3!
Answer : ………………………………………….
4. What does Cassandra’s hair look like?
Answer : …………………………………………..
5. What kind is dialogue above?
Answer : ………………………………………….
C. Write a short dialogue about asking and giving

information about thing!
………………………………………………………………………………………..
………………………………………………………………………………………..……………
…………………………………………………………………………..…………………………
……………………………………………………………..………………………………………
………………………………………………..……………………………………………………
…………………………………..…………………………………………………………………
……………………..
“DO YOUR BEST AT EVERY OPPORTUNITY THAT YOU HAVE”

(Lakukan yang terbaik disemua kesempatan yang kamu miliki)

REFLECTION
Make self reflection based on these points!
I need
I am good at I am not good at
improvement on
Expressing of asking
information about
people.
information about
animal.
information about
thing.
Expressing of giving
information about
people.
information about
animal.
information about
thing.
Using to be +
adjective.
Understanding,
performing, and
writing about
transactional text of
asking and giving
information related
to the people,
animal, and thing.

In our daily life, we often do asking and giving information in a
day. In this chapter, the students will learn about giving and
asking for information related to the behavior / actions /
functions of people, animals and objects, with social functions,
text structures, and language elements that are correct and in
context
THE GOALS
The students will be able to “give label” of social function,
structure of the text, and the elements of text transactional
which related of giving and asking information related to the
behavior / actions / functions about people, animals, and thing.
The students will be able to “perform” the transactional text
which related of giving and asking information related to the
behavior / actions / functions about people, animals, and thing
orally by paying attention to social functions, structures of
speech that are correct and in context.
transactional text which related of giving and asking
information related to the behavior / actions / functions about
people, animals, by paying attention to social functions,
structures of speech that are correct and in context.
.

GET TO KNOW
Let’s Read The Overview Of The Transactional Text Below!
Transactional text is the text which has the purpose to fulfill life's needs,
such as asking for information, bidding, borrowing, etc. Today, you will learn
transactional text with the specific one, which is asking and giving information
related to the behavior / actions / functions about people, animals, and things.
There are some point in this transactional text of asking and giving information
about people, animals, and things that you must know:
Social Function :
Giving and asking information about people, animals, and things something
is used to develop interactional communication with others. We will learn to:
ask for and give information related to actions/functions of people, animals
and things in order to identify, to criticize or to praise them.
Generic Structure :
1. Opening;
2. exchange (talking about people, animals, and things);
3. closing
Language Features:
- Vocabulary : Activity of people, animals, and things.
- Grammar : S + V(s/es) + O
4. Expressions of asking and giving information:

Asking information Giving information
- Do you go to school - I go to school early every
early every day ? day
- Do you always help - I always help my mother
your mother every - My father is a farmer. He
morning? plants and grows rice.
- What does your father - He is a teacher. He
do? teaches mathematics.
- What does your mother - my mother is doctor. She
do? medicates patient
- What does bird do? - The bird can fly
- What does we use chair - We use the chair to sit
for?

Read The Following Dialogue! Pay Attention To The Bold
ACTIVITY 1
Words, Phrases, Or Sentences!
Dialogue 1
Miss Mutia : Good morning!
Students : Good morning, Miss Mutia.
Miss Mutia : Today we are going to learn about job and professions. Beni,
what does your father do?
Beni : My father is a farmer. He plants and grows rice.
Miss Mutia : That’s great! How about you, Dayu, what does your father do?
Dayu : He is a teacher. He teaches mathematics in junior high school.
Miss Mutia : That is wonderful! That’s good. Now, do you want to know
what your other friends’ parents do?
Students : Yes, we do.
Dialogue 2
Dani : Hi Lisa, how are you?
Lisa : I’am fine thank you, Dani
Dani : Lisa, How about your mother? What does she do?
Lisa : She’s a housewife. She takes a good care of us and our house.
Mutia : What does your mother do, Udin?
Udin : She’s a surgeon. She performs operations on her patients.
Mutia : That is excellent! How about you, Edo? What do you do?
Edo : I’m a student
ACTIVITY 2
Let’s ask questions and giving answering

orally in a pair about the dialogues above
depend on the social function, generic
structure, and language features.

ACTIVITY 3 Determine the kind of sentence based on the dialogues
above!
No Dialogue Kind of sentence Sentence

1. 1 Giving the information
Asking the iformation
2. 2 Giving the information
Asking the information
ACTIVITY 4 Give the label a, b, c, d, e, or f to the statements below!
Let’s do
The Clues this
A = Asking information about person. work!
B = Asking information about animal. Ok
C = Asking information about thing. !
D = Giving information about person.
E = Giving information about animal.
F = Giving information about thing.
Sentences Label
What does your father do A
I like this book. I read every day
Do you arrive at school at 6.30 a.m every day?
Does your mother is a teacher?
Do you always jog every weekend?
She always studies every day
What about chair. What for is it?
Does your cat eat fish?

I always get up earlier
I use this table for studying
My father is teacher. He teach student
The bird flies. It is so beautiful
She’s a surgeon. She performs operations on her
patients
Does the cat sleep?
My mother is a nurse. She takes care of patient.
ACTIVITY 5
Here are what we will do. First, we will listen carefully

to our teacher reading the conversations. Second, we
will repeat the conversations after our teacher,
sentence by sentence. Then, in groups we will play the
roles of the speakers in the conversations.
THE CLASSROOM
Sifa : Good morning, Yoga.

Yoga : Good morning, Sifa. How are you today?
Sifa : I’m doing very well.
Yoga : You arrive very early. Do you arrive early every day?
Sifa : Yes, I do. I always come to school early. I always leave home at 6. I
don’t want to be late. Beni, why do you clean the classroom by
yourself?
Yoga : Dayu is not here. he’s late.
Sifa : Don’t worry, I will help you clean the classroom.
Yoga : Thank you, Sifa. You always help other people.
Sifa : You are welcome, Yoga.

AT BUDI’S HOUSE
Budi : Let’s study together again tomorrow.

Udin : Do you study every day?
Budi : Yes, I do. I always study every day.
Udin : That’s why you always get good grades. You always study every day.
Budi : I do and I enjoy it.
AT SCHOOL
Edo : Lisa, let’s jog tomorrow morning.

Lisa : What time?
Edo : at 6 a.m.
Lisa : Okay. Do you always jog every weekend?
Edo : Not only on weekend. I usually jog 3 times a week.
Lisa : That’s why you always look very fit.
Edo : Thank you. Okay, I’ll be at your house at 6 a.m. tomorrow. See you.
Lisa : See you, Edo.
IN THE CLASSROOM
Edo : Beni, let’s go to school early tomorrow, so we can study together

before the English test.
Beni : I’m sorry, I can’t. I help my mom wash the dishes before I go to
school.
Edo : Do you always help your mother every morning?
Beni : Yes, I do. I always help my mom whenever I can.
Udin : That’s great.
Beni : Hey, let’s study together this afternoon. We don’t need to wait until
tomorrow.
Edo : Yes, sure. That’s a good idea.
ACTIVITY 6 We will work in groups. We will go around in the classroom and

ask 5 of our friends 4 questions related to their habits.
First, we will study the example below carefully.

Second, every one of us we will copy the table to our
notebooks. Third, we will go around in the classroom
and ask 3 of our friends 4 questions about their habits.
We will use the questions from the conversations.
Then, every one of us will complete the table based on
the information we get.

NO Friend’s Name Question Answer
1. Dina Do you arrive at Yes, I always arrive early
school early every every day
day?
2.
3.
ACTIVITY 7
Here are what we will do. First, we

will listen carefully to our teacher
reading the statements. Second, we
will repeat the statements after our
teacher, sentence by sentence. Then,
in groups we will say the statements
from each speaker.

I have butterfly.
The color is
pretty. It ﬂies. What is it Budi?
What does it do?
This is a snake.
It’s a wild animal.
It bites!
It’s very
comfortable. It’s an interesting
I sit on it. What is it? book.
What do you do I read it every day.
Nivo?
ACTIVITY 8 Now, Please Work in a pair then perform it in front of the

class by making dialog based on he picture below!
Example
Dewi : Hi Bayu
Bayu : Hi Dewi
Dewi : What does your father do, Bayu?
Bayu : My Father is a police. He manages the traffic
Dewi : Does your father work every day?
Bayu : Yes, he works every day.

NOTE
 Choose one of the picture.
 Before perform, the teacher will give 5 minute to the students to discuss the
idea for dialog.
 After discussing in pair, students should know the scoring that the teacher
will give during the performance, the scoring will be as follow:

No text structure 1
well accepted
unobserved
quite rare
frequent
intolerable
Read the following dialogues and pay attention to the bold

ACTIVITY 9 words, phrases, and sentences.
MY CHAIR
Daniel : “Hai Lisa. This is yours?”
Lisa Lisa : “Yes, it is my chair. I can use it to sit when I study. It is so comfortable.”
Daniel : “Ohh, I will try it.”

MY FATHER
Teacher : “Okay, class. Now we are going to learn about profession. Tia,
what is your father profession?”
Tia : “He is mathematics teacher.”
Teacher : “Very good. What does your father do, Tia?”
Fiany : “Certainly, he teaches students to make them clever. Every
day he goes to school early morning. He is very patient and
wise. I am proud of my father”
Teacher : “Ohh I see, your father is very great.”
Fiany : “Of course, thank you”
PETS
Mary : Paul, do you have any pets?”
Paul : “Yes, I do. I have two cats.”
Mary : “Ohh really? Could you describe it?”
Paul : “Sure, they are very adorable. But they are very heavy. They eat
a lot.”
Mary : “Ohh I see, they must be very funny.”
Paul : “Yes, thank you. What does it do?”
Mary : “It runs in my house and sometime play ball with me.”
Paul : “Ohh, it is nice hear.”
Mary : “Ya. I love my cat.”
Paul : “Ohh, I see.”
ACTIVITY 10 Let’s try to get information you need by making questions

using these WH-Questions!
- What - Whom
- When - Whose
- Where - Why
- Which - How

GET TO KNOW GET TO KNOW
Example :
(+) She plants a flower Simple Present Tense
I go to school
Pattern of simple present tense
(-) She does not plant a flower
I do not go to school (+) Subject + V(s/es) + O
(?) Does she plant a flower? (-) Subject + Do/Does + not + V(s/es) + O
Yes, she does (?) Do/Does + subject + V(s/es) + O ?
No, she does not
Do you go to school? Subjects and their pair of to be
Yes I do Subject To be
No, I do not I
You
Do
We
They
She
He Does
It
Read the following dialogues!

ACTIVITY 11
Miss Mutia : Good morning, class.

Students : Good morning, Miss Mutia.
Miss Mutia : Today we are going to go out and see the things, plants and
animals around us.
Students : Yay.
Miss Mutia : Let’s go out now.
(They’re outside)
Miss Mutia : Look at the flowers in the schoolyard. Do you think they’re
beautiful?
Dayu : Yes, they are. They are colourful and beautiful.
Miss Mutiara : They beautify our school. How about the sun? What do you
know about the sun?

Udin : It rises in the east and sets in the west.
Miss Mutiara : Very good. How about the big trees, what are they for?
Edo : They provide shade and oxygen.
Miss Mutiara : That’s right. Anything else?
Siti : They give fruits, too.
Miss Mutiara : Yes, some trees do. Look! There’s a cat.
Beni : I like the cat. She’s very cute. I usually feed her. She eats a
lot fish but she doesn’t like rice.
Lisa : I play with her during break time. She’s very playful.
Miss Mutiara : She makes you happy, doesn’t she?
Lisa : Yes, she does.
Write the sentences which give information about people,

ACTIVITY 12 animals, and things based on the dialogue above. Give label
the generic structure of that sentences! Number one has
been done for you.
I play with her during break

1
S V O
ACTIVITY 13 Pay attention to the questions of asking information

below, then write sentences to give infromation by
looking the picture!
……………………………………………………………………………………………
……………………………………………………………………………………………
…………………………………………………………………………….

……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………
…………………………………………………………………
…………………………………………………………………
…………………………………………………………………
………………………………………………………………
SUMMARY
 Transactional text is the text which has the purpose to fulfill life's needs,
such as asking for information, bidding, borrowing, etc.
 Asking and giving information related to the behavior / actions / functions
about people, animals, and things is the example of transactional text.
 Here the social function, generic structure and language feature of Asking
and giving information about people, animals, and things:
d) Social Function : Giving and asking information related to the
behavior / actions / functions about people, animals, and things
something is used to develop interactional communication with
others.
e) Generic Structure : Opening; exchange (talking about people,
animals, and things); closing
f) Language features : S+V1(s/es)+ O
g) Expression of asking information: Do you go to school early every day?,
Do you always help your mother every morning?, What does your father
do ?, What does your mother do ?, What does bird do?, Etc.

Expression of giving information: I go to school early every day, I always
help my mother, My father is a farmer. He plants and grows rice, He is a
teacher. He teaches mathematics, Etc.
Pattern of to be, adjective:
(+) Subject + V(s/es) + O
(-) Subject + Do/Does + not + V(s/es) + O
(?) Do/Does + subject + V(s/es) + O ?
A. Choose the correct answer by circling (a), (b), (c), or (d)!

The text is for questions number 1-5
Nana : What are you doing Hani?

Hani : I am looking at my mother’s picture
Nana : she is so beautiful. Is she a nurse?
Hani : No, she is a doctor in a one of big Hospital in Surabaya.
Nana : What does she usually do?
Hani : She medicates a patient. When I was sick, she treated
me very well.
Hani : It is nice to hear that.
1. From the text above, that is talking about………..

e. Asking and giving information about people.
f. Asking and giving information about animal.
g. Asking and giving information about condition.
h. Asking and giving information about thing.
2. What is the expression of asking information about person from the

dialogue above?
a. What are you doing Hani?
b. She is so beautiful. Is she a nurse?
c. She is a doctor in a one of big Hospital in Surabaya
d. What does she usually do?

3. What is the expression of giving information about person from the
dialogue above?
a. What are you doing Hani?
b. She is so beautiful. Is she a nurse?
c. She is a doctor in a one of big Hospital in Surabaya
d. What does she usually do?
4. What are they talking about?

a. Father’s job profession
b. Uncle’s job profession
c. Sister’s job profession
d. Mother’s job profession
5. When I was sick, she treated me very well.

What is the antonym of the bold word above?
a. Happy
b. Health
c. Smile
d. Sad
Text for number 6 to 10 Hai Rara, I will go to

library. What are
Hai Dodo, where you doing here?
will you go?
I want to go to
park with my cat
Your cat is so
cute. What is
your name?
Her name is Gigi. I
took her to a walk.
And what does
Usually she plays she usually do
and runs with other in the park?
cat there. Oke Dodo,
see you!
See you too Rara.
6. What does Rara do?

a. She wants to go to library
b. She will shopping
c. She go to parking area
d. She wants to go to park
7. What is Rara pet?

a. A dog
b. A cat
c. A rabbit
d. A bird
8. Does Dodo accompany Rara to go to Park?

a. Yes, he does

b. Ye, he does not
c. No, he does not
d. No, he does
9. Does Dodo go to Library?

a. Yes, he does
b. Ye, he does not
c. No, he does
d. No, he does not
10. Who is Gigi?

a. Dodo’s pet
b. Rara’s pet
c. Dodo’s friend
d. Rara’s friend
B. Answer the question below by reading the dialog first!

Teacher : “Okay, class. Now we are going to learn about profession. Tia, what is
your father profession?”
Tia : “He is mathematics teacher.”
Teacher : “Very good. What does your father do, Tia?”
Tia : “Certainly, he teaches students to make them clever. Every day he goes
to school early morning. He is very patient and wise. I am proud of my
father”
Teacher : “Ohh I see, your father is very great.”
Tia : “Of course, thank you”
1. Who are in the conversation above?

Answer : ………………………………………….
2. What is the expression of asking information above?

Answer : ………………………………………….
3. What are verb in the dialog above? Mention 3!

Answer : ………………………………………….
4. What is Tia’s father job?

Answer : …………………………………………..
5. What kind is dialogue above?

Answer : ………………………………………….

C. Write a short dialogue about asking and giving information about thing!
………………………………………………………………………………………..…………………
………………………………..…………………………………………………………………………
……………..………………………………………………………………………………………..…
……………………………………………………………………………………………………………
………..………………………………………………………………………………………..………
………………………………………………………………………………..…………………………
……………………………………………………………..……………………………………………
…………………………………………..……………………………………………………………
TO MAKE YOUR DREAMS COME TRUE,

THE FIRST THING YOU HAVE TO DO

REFLECTION
Make self reflection based on these points!
I am good at I am not good at I need

improvement on
information related
to action about
people.
information related
to action about
animal.
information related
to action about
thing.
information related
to action about
people.
information related
to action about
animal.
information related
to action about
thing.
Using Simple
Present Tense
Understanding,
performing, and
writing about
transactional text of
asking and giving
information related
to action about
people, animal, and
thing.

Making description of anything is human being character. In
this chapter, the student will learn about the description of
person, animal, and also things around them.
THE GOALS
The students will be able to “categorize” of social function,
structure of the text, and the elements of descriptive text which
related of description about people, animals, and thing.
The students will be able to “summarize” the detail
information contextually about social function, structure of the
text, and the elements of very short descriptive text which
related of description about people, animals, and thing.
The students will be able to “identify” very short decriptive
text, spoken and written which related of description about
people, animals, and thing by paying attention to social
functions, structures of the text that are correct and contextual.
descriptive text which related of description about people,
animals, and thing by paying attention to social functions,
structures of the text that are correct and contextual.

GET TO KNOW
Read the overview of the descriptive text below!

Social Function : To describe a particular person, place, thing, or
animal.
Generic Structure : 1. Identification
Identifying the phenomenon to be described
(Contains about the introduction of a person,
place, animal, thing or object will be describe)
2. Description
Describing the phenomenon in parts, qualities,
or characteristic.
Language Features : 1. The use of adjective (beautiful, tall, soft, good)
2. The use of action verbs (run, sleep, work)

3. The use of attributive has and have.
4. The use of simple present tense.
Expression for speaking :
Asking description about person, Giving description about person, animals and
animal, and thing thing.
 What does your father do?  My father is a farmer. He plants and grows
 What does your mother do? rice.
 Could you describe your cat?  My mother is a teacher. She teaches
 Could you tell about your picture? Elementary school.
 What about your rabbit?  My cat is Tommy. He has long tail and
white fur.
 My picture is mountain. It looks so
wonderful and green.
 My rabbit is black. Every day he eats
carrot.
Read the texts below and pay attention to the each text!
ACTIVITY 1
FIRST TEXT
Is our Science teacher, Mrs. Herlina, here?
I’ve never met her.
Yes. She’s here. But, I don’t know where she is

now. She’s in batik and black pants.Ah, there
she is. She’s the big lady with glasses. She’s
sitting on the bench in front of the Principal’s
office.

Which one? Both ladies are big and
wearing glasses. Is she wearing a scarf?
No, she is not. She’s carrying a pink purse.
SECOND TEXT
Is it easy to find your house?
I think it is. I live in a new housing complex, so

all the houses look the same. The all have a blue
roof and no fence. They are all white and grey.
There’s a tree in front of every house. But we
have two trees. One of them is a star-fruit tree.
Is it near the small bridge on Jalan

Teratai?
Yes. My house has a handycraft from Tana

Toraja hanging on the front door. It is a triangle
with beautiful carving.

THIRD TEXT
Do you know well about Indonesian fish?
Many kinds of fish, big and small, live in the

Indonesian seas. Most of us eat fish with our
meals. We also eat shrimp and different kinds
of shellfish. But we don’t eat big fish, like
dolphins and sharks. We protect them. We also
protect our turtles.
Try to get information you need by making questions using these WH-
Questions!
- What - Whom
- When - Whose
- Where - Why
- Which - How
Do you know that the social function of the

three texts above is to describe people, animals,
and things? Now determine which text
(first/second/third) is to describe
people/animals/things?

Write the categories of the text above, which one is
ACTIVITY 2 describing people, thing and animal. Then write down the
sentences!
First Text Second Text Third Text

to describe......... to descibe.......... to describe........
- ................................................. - ................................................. - .............................................
- ................................................. - ................................................. - .............................................
- ................................................. - ................................................. - .............................................
Thing – people – animal
Scan this barcode below, listen the audio carefully, then

ACTIVITY 3 categorize the each text spoken based on its social
function! Number one has been done as the example.
To describe people
1. 
To describe animals

To describe things

To describe people
2.
To describe animals
To describe things
To describe people
3.
To describe animals
To describe things
To describe people
4.
To describe animals
To describe things
To describe people
5.
To describe animals

To describe things
To describe people
6.
To describe animals
To describe things
List the states and activities of a person/thing/animal

ACTIVITY 4 stated by each speaker to make a good description about
him/her/it.
My father is a good man. He loves his family. He

does not get angry easily. He talks to us, his
children, about many things. He and my mum
often go out together to enjoy the evening. He is
friendly to the neighbours.
I love my cat, Manis. She makes me happy. When I

tickle her, she rolls around and taps her paws on
my hand. I like the feeling. She has three colors,
white, yellow, and black. She often lies on my feet
when I study or watch TV. Sometimes she sleeps
in my bed with me, on my feet. It feels warm.
Aunt Dina is very healthy. She is rarely sick.

She is married and has two children. She is
more than 40 years old, but her skin is smooth
and her face always looks young and beautiful.
Oh ya, she exercises almost everyday. She
works at a bank. It is almost 2 kms from her
home. She has a motorcycle, but she goes to
work on foot.

I’m proud of my school. Our teachers are smart. We
have many good books and magazines in our
school library. The classrooms are not big, and they
are clean and tidy. But, the school yard is very
small. There are not many plants, so it is very hot in
the afternoon. We only have the terrace when we
are not in the classrooms. So the terrace is very
crowded during the break.
I like my hometown. It is cool and green. There

are many new buildings. The streets and the
markets are clean. There are many plants on the
sides of the roads. But I don’t like some things
about my town. The traffic is rather dangerous.
Some people drive too fast. Many young people
ride carelessly. They stop in wrong places and
often block the ways. You have to be very careful
when you cross the road.
1. Udin is saying that his father is a good man, because ...

- he loves his family,
- he does not get angry easily,
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2. Siti loves his cat, Manis, because ...
______________________________________________________________________________________
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3. Benny thinks that her aunt, Dina, is a good example because ...
______________________________________________________________________________________
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4. Nuna is proud of her English teacher because...
______________________________________________________________________________________
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______________________________________________________________________________________
5. Dani likes his hometown because...
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Read The Following Dialogue!
ACTIVITY 5
First Text
What does your father do Arin?

Would you describe it, please?
My father is Muhammad Ali. He is 45 years old. He is

very handsome and smart man. He has tall body and also
little bit fat. He comes from Arab.
On 2006, he becomes policeman until now. Every day
he goes to the police office. His duties are conduct the way in
every morning and also he catches robber. My father has full
activities at police office on Monday until Thursday.
I love my father very much because he works very
hard for me and his family. I hope the God always blesses
him every time and everywhere.
Second Text
Do you have a pet?

Would you describe your pet
to me Pedro?
I have a pet. My pet is a cat. His name is

blackie. Every day he sleeps in a medium cute cage
when he is tired.
Blackie has a black and brown fur. He is very
cute and fat. His fur is very soft. Every day I feed him.
He likes eating salted fish. He likes playing ball. After
going back from school, I play ball and run with him.
He is playful. Sometime he drinks milk in a small
bowl. I really love Blackie.

Third Text
Could you tell about your

favorite thing, please Jane?
This is my favorite Barbie doll. I get it from my aunt.

I give name for my Barbie doll is Bella.
Bella is medium Barbie doll. She has a tall body and
also a blonde hair. She wears a brown boots and also pink
dress. Every day I play with her. I comb her blonde hair
when I play with her. I love my Barbie doll.
Let’s asking questions and giving answering orally in a pair

ACTIVITY 6 about the dialogues above depend on the social function,
generic structure, and language features.
Write the categories of the text above, which one is describing

ACTIVITY 7 people, thing and animal.
First Text Second Text Third Text
Describe thing – Describe people – Describe animal
Now, based on the text above write the categories of each

ACTIVITY 8
sentence, which one is identification and description.
Sentences from text above Categories

Identification Description
His duties are conduct the way in
every morning and also he catches

robber.
My favorite this is my Barbie doll.
She has a tall body and also a

blonde hair.
His name is Blackie.
His fur is very soft. Every day I feed

him.
I love my father very much because

he works very hard for me and his
family.
My father has full activities at
police office on Monday until
Thursday.
My father is Muhammad Ali.
I give name for my Barbie doll is

Bella.
Every day I feed him. He likes

eating salted fish. He likes playing
ball.
ACTIVITY 9 Answer the questions below in a pair related to the text

above.
First text
2. What are the expressions used to ask the description about people?
3. What are the expressions used to give the description about people?
4. What is described by Arin?
5. Which paragraph does tell about identification and description?
Second text
4. What is described by Pedro?
Third text

4. What is described by Jane?
ACTIVITY 10 Read carefully and pay attention to the bold sentences !
My uncle comes to visit me once in a month. His name is Sandi. He is a

doctor. He is really tall and handsome. He has bright skin and slant eyes.
His hair is short and black. My uncle also likes to play with my cat. Its name is
Catong. It has long and yellow fur. It also has brown eyes and flat nose. But,
it has a short tail. Last month, he gave me a present. It is a bag. The bag is very
cool. It is big and large, so i can put anything inside it. But, it is not too
expansive. The color of the bag is red. I love my uncle, my pet, and my new
bag.
ACTIVITY 11 Write the bold sentences from the monolgue above into the
correct box below!
Information about Information about animal Information about

People things
*Draw more coloums on your notebook by yourselves if you find more informations.

Now, read the following monologues and answer the
ACTIVITY 12
following questions !
First Text
Barack Obama
Barack Obama is the president of United States. He is an African-

American. He is tall and thin. He is bald. He has dark complexion, pointed nose,
and oval face. He is the first black man who becomes the president of United
States. He is known as a smart and wise man. He is a loving husband for his wife
and a good father for his two children. People from all over the world adore him
because of his spirit and action in creating peace in this world. He also looks
friendly because he always smiles a lot.
1. Who is Barack Obama ?

2. Is Barack Obama bald ?
3. What kind of nose and face does he have ?
4. Barack obama is also known as ...
5. Why does Barack Obama look friendly ?
Second Text
Panda
I went to the zoo yesterday and I saw panda for the first time. Panda is
the cutest animal I've ever seen. It has little eyes with black spots around them.
His body is black and white colored. Panda's body is almost look alike with
bear. Panda looks like tame animals but it's actually not. Panda eats bamboo
and they almost eat 40 kg bamboo in just one day. Panda is animal from china. I
like Panda because they're cute.
1. What is the cutest animal based on the monologue above ?

2. What are the colors of Panda’s body ?
3. Is Panda wild animal ?

4. How many kilogram of bamboo does Panda eat ?
5. Where is Panda from ?
Third Text
Denny’s House
Denny’s House is divided into two floors. On downstairs, he has all the
important parts of the house such as the kitchen, bedrooms, bathrooms, dining
room, storage room and parking garage. On upstairs he has one room where he
keeps the washer and dryer and one big terrace. Downstairs, the floor is divided
in eight rooms, four of them are bedrooms, other two are bathrooms and then
one kitchen and one dining room. He really loves his house, the place where he
and his family could share everything together.
1. How many floors does Denny’s house have ?

2. What are the rooms on the downstairs ?
3. Where is the big terrace located ?
4. How many bedrooms does Denny’s house have ?
5. Does Denny likes his house ?
ACTIVITY 13 Scan the barcodes and listen to the following monologue

audios, then answer the questions by choosing he right
word in the box!
1. Where did the writer see Maudy Ayunda ?

2. Maudy Ayunda is very .............and smart.
3. Maudy Ayunda is an actrist and a .................
4. She has ................... voice.
5. She is also care about her ...................
Wonderful Beautiful Education

On the TV Singer
1. What is the rabbit name ?

2. She is ................ years old.
3. Her hind legs are very .....................
4. She has soft ................ fur.
5. Everyday she eats .................. and enjoys ................... vegetables too.

Fresh Powerful Bosi
Three Carrots Brown
1. Who did give Teddy Bear to the writer ?

2. What is the color of Teddy Bear ?
3. It is almost as .... as my body.
4. The color of its eye is ....
5. It has a ........ ribbon encircling its ....
Dark brown Aunt Lily Big

Neck Light brown Brown
ACTIVITY 14 Look at these pictures of person, things, and animals

below!
Picture of persons
Mother Teacher
After looking the pictures carefully, choose one picture.

After you have chosen the picture. Speak your thought about the pictures.
Perform your description of the object in front of the class.
NOTE
 Before perform, your teacher will give you 5 minutes to
discuss the idea for the monolog.
 After that, your teacher will explain to you about the
following criterion of the scoring.
 Now do it!

Pictures of thing
Shoes Motorcycle

NOTE
 Now do it!
Pictures of animal
Snake Bird

NOTE
 Now do it!

No text structure 1
well accepted
unobserved
quite rare
frequent
intolerable
ACTIVITY 15 Write a descriptive text about people under the following

guidance.
1. Choose one of the topics below!
Father Mother
People
Friend
Teacher
Graphic 1. Options topic of descriptive text about people

2. To brainstorm your idea, use the clues below!
Mr. A
Physical Personality
Graphic 2. Mind mapping clues of descriptive text about people
3. Based on the clues about identify the detail information under the following
guidance!
Clues Description
Physical Appearance his/her hair
his/her face
his/her weight
his/her age
his/her height
etc.
Personality How kind she/he is?

How smart she/he is?
How fun she/he is?
etc.
Table 4. Clues of descriptive text about people
4. Following that, try to arrange your idea well!

5. You have to use brief language!
6. Before you collect your work, confirm it with the writing rubric bellow!
Rubrik Kemampuan Menulis (Writing Skill Rubric)
No Aspek yang Dinilai Kriteria Score
1 Isi Isi sangat sesuai dengan topik 5
Isi sesuai dengan topik 4
Isi cukup sesuai dengan topik 3
Isi kurang sesuai dengan topik 2
Isi tidak sesuai dengan topik 1
2 Keruntutan Teks Keruntutan teks sangat tepat 5
Keruntutan teks tepat 4
Keruntutan teks cukup tepat 3
Keruntutan teks kurang tepat 2
Keruntutan teks tidak tepat 1
4 Pilihan Kosa Kata Pilihan kosa kata sangat tepat 5
Pilihan kosa kata tepat 4
Pilihan kosa kata cukup tepat 3
Pilihan kosa kata kurang tepat 2

Pilihan kosa kata tidak tepat 1
5 Penggunaan Tata Penggunaan tata bahasa sangat tepat 5
Bahasa Penggunaan tata bahasa tepat 4
Penggunaan tata bahasa cukup tepat 3
Peggunaan tata bahasa kurang tepat 2
Penggunaan tata bahasa tidak tepat 1
6 Penulisan Kosa Penulisan kosa kata sangat tepat 5
Kata Penulisan kosa kata tepat 4
Penulisan kosa kata cukup tepat 3
Penulisan kosa kata kurang tepat 2
Penulisan kosa kata tidak tepat 1
7 Kerapihan Tulisan Tulisan rapih dan mudah terbaca 5
Tulisan tidak rapih tetapi mudah terbaca 4
Tulisan rapih tetapi mudah terbaca 3
Tulisan tidak rapih dan sulit terbaca 2
Table 5. Rubric for writing
7. Now write your paragraph!
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ENGLISH
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COURSE BOOK - SMP/MTs - Grade VII - 2nd Semester Page 53
ACTIVITY 16 Write a descriptive text about thing under the following
guidance!
Thing in
Thing in the
the kitchen
Classroom
Thing
Thing in the
bedroom Thing in the
house
Graphic 3. Options topic of descriptive text about thing
Thing Feature
Graphic 4. Mind mapping clues of descriptive text about thing
4. Based on of the clues above, identify the detail information under the following
guidance!
Clues Description
Feature Its shape
Its color
Its function
Etc.
Table 4. Clues of descriptive text about things

7. Before you collect your work, confirm it with the writing rubric in the previous
activity (activity 11) !

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Write a descriptive text about thing under the following
ACTIVITY 17 guidance!
Wild Animal Pets
b.Animal
Insect
Farm Animal
Graphic 5. Options topic of descriptive text about animal
Animal Appearance
Graphic 6. Mind mapping clues of descriptive text about animal

3. Based on of the clues above, identify the detail information under the
following guidance!
Clues Description
Appearance Its fur
Its tail
Its ears
Its eyes
Its eggshell
Etc.
Table 5. Clues of descriptive text about things

6. Before you collect your work, confirm it with the writing rubric in the previous
activity (activity 11) !

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SUMMARY
 Descriptive text is the text which describe a particular person, place,
thing, or animal.
 Generic Structure :
1. Identification
Identifying the phenomenon to be described (Contains about the
introduction of a person, place, animal, thing or object will be
describe)
2. Description
Describing the phenomenon in parts, qualities, or characteristic.
 Language Features :
1. The use of adjective (beautiful, tall, soft, good)
2. The use of action verbs (run, sleep, work)
3. The use of attributive has and have.
4. The use of simple present tense.
Evaluation Chapter 3
A. Choose the correct answer (a), (b), (c), or (d)!
My Pet
I have a pet. It is a dog and I call it Dolgy. Dolgy is a Chinese breed. It is
small, fluffy, and cute. It has got thick black fur. When I cuddle it, the fur
feels soft. Dolgy does not like bones. Every day it eats soft food like
steamed rice, fish, or bread. Every morning I give him milk and bread.
When I am at school, Dolgy plays with my rabbit. They get along well, and
never fight maybe because Dolgy does not bark a lot. It treats the other
animals in our house gently, and it never eats shoes. Dolgy is reallt sweet
and friendly animal.
1. How does Dolgy look like?

a. Big, fierce, and cute
b. Big, fluffy, and fierce
c. Small, fierce, and stink

d. Small, fluffy, and cute.
e. Small, fllufy, and stink
2. What does Dolgy eat every morning?
a. Fish and rice
b. Bread and milk
c. Bone and milk
d. Milk and fish
e. Rice and bread
3. Whom Dolgy plays with when the writer goes to school?
a. the writer’s sister
b. the writer’s mother
c. the writer’s cat
d. the writer’s other dog
e. the writer’s rabbit
4. The communicative purpose of this text is…..
a. to describe a particular animal
b. to share an amusing incident with others
c. to present two poins of view about an issue
d. to inform the readers about the beauty of Dolgy
e. to retell events for the purpose of informing and entertaining
Peter is the youngest in our family. He is fourteen years old and four years
younger than me. he has long, straight hair, bright eyes and a friendly smile.
Sometimes he is rather naughty at home, but he usualyy does what he is
asked to do. Peter is interested in sports very much, and at school, he plays
football and tennis. He is the best badminton player in our family.
Sumber : Pegangan guru untuk SMP/MTs oleh Bachtiar Bima Mustriana, 2009
5. “Peter is interested in sports very much, and at school he plays football and
tennis.”
The underlined phrase can be replace by..
a. Dislike sport
b. Really likes sport
c. Hates sport very much
d. Finds sport not really entertaining
6.“He is fourteen years old.............than me.”
The underlined word refers to..
a. Peter
b. The writer
c. The writer’s sister
d. The writer’s family
7.What is the text mostly talk about ?
a. Peter

b. Peter’s hobby
c. Peter’s family
d. Peter’s elder brother
8.From the text above we can conclude that..

a. Many people do not like Peter
b. Peter is older than the writer
c. Peter is a welcoming person
d. Peter is not dilligent at all
My Favorite Hijab
One of my hijab that i like the most is the one that my friend from
Japan gave me. i wear it everyday because it is very comfortable and the
design is beautiful. It is made of a material known as “maxmara”. This
material is silky, shiny, light and soft. The design took the color of rainbow
with the additional of flying crane image around it. I really love this hijab.
9.From what coutry did the writer’s friend give the hijab to her ?
a. South Korea
b. Indonesia
c. Malaysia
d. Japan
10.” This material is silky, shiny, light and soft.”
What is the meaning of the underlined word ?
a. Lembut
b. Kasar
c. Tipis
d. Tebal
B. This text is for number 1-4.

I just got a new toy from my uncle. My uncle is a sailor. He bought me a
robot when he sailed abroad. I love this robot. My robot is very nice. It is about
twenty centimeters tall. The color of the robot is blue. The robot has a strong
body. It has two big red eyes. It has two strong legs are covered with blade
boots. My robot can be moved with two medium sized batteries. After inserting
the batteries at the back of the robot body, we can make it move when we push
the button behind its neck. The robot will move its left dan right foot in turn. It
will move its two arms in turn too. However, the robot could not bend its feet
and it moves forward only.
1. What is the text tells us about?
Answer: ...................................................................................................................................
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2. What are the characteristics of the robot?
Answer: ..................................................................................................................................
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3. How can the robot work?
Answer: ..................................................................................................................................
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4. What can’t the robot do?
Answer: ...................................................................................................................................
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5. Write your own description! Pick one from description of thing, animal,
and person.
Answer: ...................................................................................................................................
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REFLECTION
Make self correction using these following points!
I need
I am good at I am not good at improvement
on
Making description
about people.
Making description
about animal.
Making description
about thing.
Using simple present

tense
Understanding,
performing, and
writing about
descriptive text related
to the people, animal,
and thing.

Song is a short poem or words set to music or meant to be
sung, for the purpose of producing or expressing a feeling or
emotion, entertain the listeners, and also teach moral value
through the lyrics of the song. We will read the lyrics of
song about friendship and caring. Then, we will learn to get
the message of that songs.
THE GOALS:
The students will be able to “interpret” social functions and
linguistic elements in lyrics of a song related to junior high
school teenagers’ lives.
The students will be able to “clarify” the implicit messages
contextually related to social functions and linguistic elements
of lyrics of a song related to junior high school teenagers’ lives.

GET TO KNOW
LYRICS OF SONG
Song is a short poem or words set to music or meant to be sung, for the
purpose of producing or expressing a feeling or emotion, entertain the
listeners, and also teach moral value through the lyrics of the song.
a. Social Function of lyrics of a song :

To entertain the listeners.
To express personal feeling and cultural values.
To give moral values.
To give someone opportunity to have an emotional connection that just
can’t be experienced in any other way.
b. Language Feature:
Lyrics of a song can use any types of tenses: Present, Past Tense, or
Future.
They are written in first, second, or third person given on the specific
perspective.
They use rhyming words; like a poetry.
They use alliteration. It is a stylistic device in which a
number of words, having the same first conconant
sound, occur close together in a series, eg: “But a
better butter makes a batter better”.
Some songs use poetic devices, such as figure of speech.
Figure of speech is a word or phrases that possesses s
separate meaning from its literal definition, eg: “all the
world’s a stage”.
Some songs use slang language. Slang language is some
produced language consisting of very informal words
and phrases. It is commonly use in spoken form rather
than in written form, eg: ain’t, gotta, gonna, wanna etc.
Which lyrics
Do you have of the song
favorite song? does the most
you like?

Read the lyrics of the song below! This is a very good song
about friendship and caring. The song was popularized by
ACTIVITY 1
Bruno Mars in 2010. Scan the barcode to listen the song!
Count On Me
By: Bruno Mars
[Verse 1:]
Oh uh-huh
If you ever find yourself stuck in the middle of the sea
I'll sail the world to find you
If you ever find yourself lost in the dark and you can’t see
I’ll be the light to guide you
We find out what we're made of

When we are called to help our friends in need
[Chorus]
You can count on me like 1, 2, 3
I'll be there
And I know when I need it
I can count on you like 4, 3, 2
And you'll be there
Cause that’s what friends are supposed to do, oh yeah
Ooooh, ooohhh yeah, yeah
[Verse 2:]
If you're tossin' and you're turnin'
And you just can't fall asleep
I'll sing a song beside you
And if you are forget how much you really mean to me
Every day I will remind you
We find out what we're made of
When we are called to help our friends in need

[Chorus]
I'll be there
And you'll be there
oh yeah
oohhh yeah, yeah

You'll always have my shoulder when you cry
I'll never let go, never say good bye
You know
[Chorus]
I'll be there
And you'll be there
You can count on me cause I can count on you
https://www.azlyrics.com/lyrics/brunomars/countonme.html
Let’s try to get information about something that you

ACTIVITY 2 don’t understand from the lyrics above by
discussing with your friends using W-H question
below!
- What - Whom
- When - Whose
- Where - Why
- Which - How
You may give question like:

a. Is it happy song?
b. Anybody knows what
the song is about?
c. etc.

Now discuss with your group to identify the social
ACTIVITY 3 functions and language features of the lyrics above!
1. Social Function
The social function of the lyrics of “Count on me” song are to .................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
2. Language Features
- Do some of the lyrics use simple present? ..................................................................
Write down one of them! ...................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
- Do some of the lyrics use future tense?
Write down one of them! ...................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
- Is there any slang words? ...................................................................................................
Write down! .............................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
Find out the meaning of these words according to the

ACTIVITY 4 lyrics of the song above! Number one has been done as
the example and you may use your dictionary.
a. Stuck = Terombang-ambing
b. Middle = ……………………
c. Lost = ……………………
d. Dark = ……………………
e. Guide = ……………………
f. Always = ……………………
g. Find out = ……………………
h. Know = ……………………
i. Shoulder = ……………………
j. Cause = ……………………
k. Tossing = ……………………
l. Turning = ……………………
m. Cry = ……………………
n. Count = ……………………
o. Help = ……………………
Gelap Terombang-ambing Membimbing Selalu

Tengah Tersesat Temukan Pundak

Tau Karna Resah Gelisah
Menangis Mengandalkan Membantu
ACTIVITY 5 Draw a line to match the sentences that have the same
meaning!
Find out what we’re made of   Good friend will not

lead us to the darkness.
A friend will always show us
the way each time we are lost.   Know ourselves
 Come to me when you

We know what life means when we need shoulder to lead on
help others. 
 Good friends always
You’ll always have my shoulder support their friend
when you cry. 
 We can understand life
from helping others
Cause that’s what friends are
supposed to do 
ACTIVITY 6 Determine the sentences of the song above which belong

to these moral values with your group!
1. Trouble, how hard it is, will never stop you from helping your friend.
2. A friend will always show us the way each time we are lost.
3. We know what life means when we help others.
4. A good friend will rely on each other.
5. A true friend will stay by your side at any situations.

Choose a song which delivers positif moral message then
ACTIVITY 7 do these following steps to work with your group!
Determine the lyrics of the song that

have moral values?
Determine the theme of the song!
Write the moral value

Write down which belongs to those
those lyrics! lyrics!
Present your work to others group!

SUMMARY
a. Beside to entertain the listener, the social function of lyrics of a song is to
deliver moral values.
b. Language Feature:
Lyrics of a song can use any types of tenses: Present, Past Tense, or
Future.
They are written in first, second, or third person given on the specific
perspective.
They use rhyming words; like a poetry.
They use alliteration
Some songs use poetic devices, such as figure of speech
Some songs use slang language.

Evaluation Chapter 4
A. Choose the correct answer based on the song!
Mother How Are YouToday

By: Maywood
Mother, how are you today?
Here is a note from your daughter.
With me everything is ok.
Mother, don\'t worry, I\'m fine.

Promise to see you this summer.
This time there will be no delay.
I found the man of my dreams.

Next time you will get to know him.
Many things happened while I was
away.
http://musiklib.org/maywood-
mother_how_are_you_today-
lirik_lagu.html
1. What is the title of the song?

a. Mother How Are You Today
b. Mother What are You Doing Now?
c. Mother I am Fine Now
d. The daughter found the man
2. Many things happened while I was away.
What is the similarities the underline word…?
a. When
b. Where
c. Then
d. Were
3. Promise to see you this summer.

What is the meaning of that lyrics?
a. The daughter will go home on summer
b. The daughter wants to go home on next year.
c. The daughter wants to see the mother
d. The daughter will see her on next summer.
4. I found the man of my dreams.
Next time you will get to know him.
What is the mean of the lyric?
a. The daughter will introduce her boyfriend to her mother.
b. The daughter Will introduce her teacher.
c. The daughter will get married.
d. The daughter will bring something.
5. “I found the man of my dreams” what is the meaningof the lyric?
a. The daughter has a close friend.
b. The daughter has a new enemy.
c. The daughter has a friend.
d. The daughter has a new friend.
6. Which line tell about a daughter will visit her mother?
a. 7 c. 6
b. 8 d. 5
7. Why the daughter send letter to her mother?
a. The daughter misses her mother.
b. The daughter heat her mother.
c. The daughter will send money to her mother.
d. The daughter will get married.
8. Who is the singer of this song?
a. Maywood c. Manhood
b. Westlife d. Indohood
9. What is the theme of the song?
a. Family
b. Friendship
c. Enemy
d. Boyfriend
10. What can you learn from this song?
a. Wherever we always remember mother.
b. Wherever we always miss our family.
c. Wherever we always miss the boyfriend.
d. Wherever we always remember friends.

B. Answer these questions below based on the song!
93 Million Miles
Jason Mraz
93 million miles from the sun
People get ready, get ready
'Cause here it comes, it's a light,
a beautiful light, over the horizon into our eyes
Oh, my my how beautiful, oh my beautiful mother
She told me, "Son in life you're gonna go far
If you do it right you'll love where you are
Just know
Wherever you go, you can always come home"
240 thousand miles from the moon
We've come a long way to belong here to
share this view of the night, a glorious night
Over the horizon is another bright sky
Oh, my my how beautiful, oh my irrefutable father
He told me, "Son sometimes it may seem dark,
but the absence of the light is a necessary part
Just know, you're never alone, you can always come back
home"
You can always come back...
Home
Home
You can always come back
Every road is a slippery slope
There is always a hand that you can hold on to
Looking deeper through the telescope
You can see that your home's inside of you
Just know
That wherever you go
No, you're never alone
You will always get back home
Home.............. 5x
93 million miles from the Sun
People get ready, get ready
'Cause here it comes it's a light, a beautiful light
Over the horizon into our eyes
https://m.kapanlagi.com/lirik/artis/jason-mraz/93-
million-miles/

1. What is the title of the song?
Answer:.........................................................................................................
2. Who is the singer?
Answer: ........................................................................................................
3. What is the song about?
Answer: ........................................................................................................
4. What can you learn from the song?
Answer: ........................................................................................................
Honesty will save you even if you feel afraid of it.

REFLECTION
Make self correction using these following points!
I need
I am good at I am not good at
improvement on
Interpreting the
theme of lyrics of
a song
Identifying the
social functions of
lyrics of a song
Identifying the
language features
of lyrics of a song
Clarifying the
moral message of
lyrics of a song

Semester Evaluation
A. Read the following dialogue and answer the question for number 1-5!
Tiara and Melisa are in the Bird Park, looking some birds.
Tiara : What’s so special about birds? Tell me about them.

Melisa : Of course, must birds can fly.
Tiara : Do you know birds that can’t fly?
Melisa : Hmm, ostriches, emus, and the bird from Papua … what’s its name?
Tiara : Oh, cassowary, right?
Melisa : Yeah, that’s right. Why are you asking? Do you like birds too?
Tiara : Sure, birds are beautiful. I like peacocks very much.
Melisa : Peacocks? with their fanlike tails, right? I like them too.
1. From the text about, that is talking about…..

b. Asking and giving information about condition.
c. Asking and giving information about animal.
2. The expression of asking information about animal from the dialogue above
is……
a. Tell me about them.
b. Do you like birds too?
c. I like them too.
d. Must birds can fly
3. The expression of giving information about animal from the dialog above
is…..
a. Yeah, that’s right.
b. What’s its name?
c. I like peacocks very much.
d. Must birds can fly
4. Who are involved in the dialogue about?
a. Tiara and Marisa.
b. Tiara and Marimar.
c. Tiara and Maria.
d. Tiara and Melisa.
5. Where does Cassowary originally come from?
a. Maluku
b. Ambon
c. Papua
d. Kalimantan
Read the following dialogue and answer the question for number 6-8!
Koko : Your house is very clean and tidy.

Intan : It’s nice to have a clean and tidy house. It can also keep cockroaches and
mice away. They don’t like clean and tidy places, you know.

Koko : You’re right. I will keep my house clean and tidy, too. I don’t want to have
cockroaches and mice in my house.

a. Koko and Andra.
b. Koko and Intan.
c. Koko and Tina.
d. Koko and Lia.
7. What does Koko say about Intan’s house?
a. Intan’s house is very clean and tidy.
b. Intan’s house is very mess.
c. Intan’s house is very dirty.
d. Intan’s house is very mess and dirty.
a. Asking and giving information about animal.
b. Asking and giving information about thing.
d. Asking and giving information about people.
Read the following dialogue and answer the question number 9-13!
Teacher : “Okay, class. Now we are going to learn about profession. Fifi, what is
your mother profession?”
Fifi : “She is nurse.”
Teacher : “Very good. What does your mother do, Fifi?”
Fifi : “Certainly, she treats sick patients. She helps doctors cure patients.
She worked hard day and night. Her work is truly noble.”
Teacher : “Ohh I see, your mother is very great.”
Fifi : “Of course, thank you”

b. Asking and giving information about condition.
c. Asking and giving information about animal.
10. The expression of asking information about person from the dialogue above
is……
a. She is nurse.
b. Ohh I see, your mother is very great
c. What does your mother do, Fifi?.
d. What is your mother profession?
11. The expression of giving information about person from the dialog above is…..
a. She is nurse.
b. Ohh I see, your mother is very great
c. What does your mother do, Fifi?.
d. What is your mother profession?

a. Teacher and Fini
b. Teacher and Fina
c. Teacher and Fifi
d. Teacher and Fifa
13. Is she proud of her mother?

a. Yes, she does
b. Yes, she is
c. Yes, she does not
d. Yes, she is not
Read the following dialogue and answer the question number 14-17!
Desy : Let’s see my uniform!

Najih : What happened? Is there any wrong?
Desy : No, my uniform is still new. I just bought it with my mother.
Najih : What do you do with your new dress?
Desy : I will wear it tomorrow. I will be happy
Najih : Nice!

a. Desy and Najah
b. Desy and Najih
c. Desy and Naja
d. Desy and Naji
15. What does Desy do with her new dress?

a. She will wash tomorrow
b. She will buy tomorrow
c. She will wear tomorrow
d. She will hang out tomorrow
16. Does she like her uniform?

a. Yes, she does
b. Yes, she is
c. Yes, she does not
d. Yes, she is not

a. Asking and giving information about animal.
b. Asking and giving information about thing.
d. Asking and giving information about people.
Choose the best answer for number 18-21!
My Pet
I have a pet. It is a dog and I call it Dolgy. Dolgy is a Chinese breed. It is small,
fluffy, and cute. It has got thick black fur. When I cuddle it, the fur feels soft. Dolgy

does not like bones. Every day it eats soft food like steamed rice, fish, or bread.
Every morning I give him milk and bread. When I am at school, Dolgy plays with my
rabbit. They get along well, and never fight maybe because Dolgy does not bark a lot.
It treats the other animals in our house gently, and it never eats shoes. Dolgy is reallt
sweet and friendly animal.
18. How does Dolgy look like?

a. big, fierce, and cute
b. big, fluffly, and fierce
c. small, fierce, and stink
d. small, fluffy, and cute.
19. What does Dolgy eat every morning?

a. fish and rice
b. bread and milk
c. bone and milk
d. milk and fish
20. Whom Dolgy plays with when the writer goes to school?
a. the writer’s rabbit
b. the writer’s sister
c. the writer’s mother
d. the writer’s cat
21. The communicative purpose of this text is…..
a. to describe a particular animal
b. to share an amusing incident with others
c. to present two poins of view about an issue
d. to inform the readers about the beauty of Dolgy
Choose the best answer for number 22-24!
Peter is the youngest in our family. He is fourteen years old and four years
younger than me. he has long, straight hair, bright eyes and a friendly smile.
Sometimes he is rather naughty at home, but he usualyy does what he is asked to do.
Peter is interested in sports very much, and at school, he plays football and tennis.
He is the best badminton player in our family.
Sumber : Pegangan guru untuk SMP/MTs oleh Bachtiar Bima Mustriana, 2009
22. “Peter is interested in sports very much, and at school he plays football and
tennis.”
The underlined phrase can be replace by..
a. Dislike sport
b. Really likes sport
c. Hates sport very much
d. Finds sport not really entertaining
23. “He is fourteen years old.............than me.”
The underlined word refers to..
a. Peter

b. The writer
c. The writer’s sister
d. The writer’s family
24. What is the text mostly talk about ?
a. Peter
b. Peter’s hobby
c. Peter’s family
d. Peter’s elder brother
This text is for number 25-26.
My Favorite Hijab
One of my hijab that i like the most is the one that my friend from Japan
gave me. i wear it everyday because it is very comfortable and the design is
beautiful. It is made of a material known as “maxmara”. This material is silky,
shiny, light and soft. The design took the color of rainbow with the additional
of flying crane image around it. I really love this hijab.
25. From what coutry did the writer’s friend give the hijab to her ?
a. South Korea
b. Indonesia
c. Malaysia
d. Japan
26. ” This material is silky, shiny, light and soft.”
What is the meaning of the underlined word ?
a. Lembut
b. Kasar
c. Tipis
d. Tebal

This lyric text is for number 27-35.
Always Be Together I am here

by :Little Mix If you need me
We are friends for life I'm in the wind
Let this be your drive Look for me friend
To survive I'm in the stars
And just stand high and tall When you need me
Make sure you give your all The heavens will send
And if you ever fall A message within
Know that I'm right here Straight to your heart
We'll always be together We'll always be together
Don't you worry Don't you worry
I'll always be by your side Don't you worry, no.
Don't you worry I'll always be by your side
Don't worry, no, no, no Don't you worry
The circle will never end Never worry about a thing, no, no,
Just know that we'll meet again no, no, no, no, no
And we'll always be together The circle will never end
Forever always It never ends
I am here Just know that we'll meet again
Find me in the sky We'll meet again
Dancing with the moon at night And we'll always be together
Your heartbeat is disguised as my Lullaby Forever always
Be happy and know that I'm Don't you worry
Watching you travel far and wide I am here
Waiting for us to meet again I am here
https://www.azlyrics.com/lyrics/lit
We'll always be together tlemix/alwaysbetogether.html
Don't you worry
Don't you worry
I'll always be by your side
Don't you worry
Don't you worry
The circle will never end
It never ends
Just know that we'll meet again
We'll meet again
And we'll always be together
Forever always
27. What is the title of the songs?

a. Always be Together
b. Always be Mine
c. Always follow me
d. Always be my friend
28. What is the theme of the songs?
a. Friendship
b. Family
c. Romance

d. Horror
29. Let this be your drive to survive.
What is the similirity of “survive”?
a. Make it
b. Survey
c. Hold out
d. Take it
30. What is the meaning of “And just stand high and tall” on the lyric?
a. Dan berdirilah
b. Dan tegarlah
c. Dan berdirilah dengan tinggi
d. Dan tinggilah
31. “Jadikanlah pertemanan sebagai pendorongmu untuk bertahan
menghadapi cobaan”. Which lyric does belong to this moral value ?
a. Let this be your drive to survive
b. Be happy and know that I'm watching you travel far and wide
c. Just know that we'll meet again
d. When you need me the heavens will send
32. “We are friends for life”. What does this lyric mean ?
a. Bertemanlah agar mengerti arti hidup
b. Pertemanan kita adalah semangat hidupku
c. Kita adalah teman untuk selamanya
d. Kita hidup untuk berteman
33. “Seorang teman akan selalu memberi semangat satu sama lain sekalipun
jarak memisahkan”. Which lyric does belong to this moral value?
a. I'll always be by your side
b. Be happy and know that I'm watching you travel far and wide
c. Just know that we'll meet again
d. Find me in the sky dancing with the moon at night
34. “The circle will never end.” What does the underline word mean ?
a. The heaven
b. The stars
c. The moon
d. The friendship
35. “Teman yang baik adalah yang selalu ada ketika temannya terjatuh
sekalipun”. Which lyric does belong to this moral value?
a. Find me in the sky dancing with the moon at night
b. And if you ever fall, know that I'm right here
c. I'll always be by your side
d. When you need me the heavens will send

B. Read the following dialogues and texts, then fill the blanks with the correct
answer!
Rian: Do you know where my wallet is?

Miko: What does it looks like?
Rian: It is brown and big. It is made from leather.
Miko: So it is a brown leather wallet?
Rian: Yes, It is.
Miko: Here you are. You left in on that couch. Just check your wallet once again just
in case something is missing.
Rian: No, it’s fine. Thank you very much Miko.
Miko: You’re welcome.
1. The dialogue talk about .............................................................................................................

2. What does the wallet look like? The wallet is ..................................................................
.............................................................................................................................................................
Yola : Do you have a pet?

Doni : Yes, I have a rabbit
Yola : Why do you raise rabbit?
Doni : It is so cute. It can jump anywhere in my yard. Every day she eats carrot.
Yola : It's very interesting, I also want to keep it.
Doni : You can play with my pet in my house.
Yola : Thank you, Doni
3. The dialogue talk about .............................................................................................................

4. What does the rabbit do? The rabbit ...................................................................................
.............................................................................................................................................................
I just got a new toy from my uncle. My uncle is a sailor. He bought me a robot
when he sailed abroad. I love this robot. My robot is very nice. It is about twenty
centimeters tall. The color of the robot is blue. The robot has a strong body. It has
two big red eyes. It has two strong legs are covered with blade boots. My robot can
be moved with two medium sized batteries. After inserting the batteries at the back
of the robot body, we can make it move when we push the button behind its neck.
The robot will move its left dan right foot in turn. It will move its two arms in turn
too. However, the robot could not bend its feet and it moves forward only.
5. The text tells us about ..........................................................................................................

6. The carracteristics of the robot are ................................................................................
.......................................................................................................................................................

Coat Of Many Colors - Dolly Parton
Back through the years I go wandering once again

Back to the seasons of my youth
I do recall a box of rags that someone gave us
And how my mama put the rags to use
There were rags of many colors and every piece was small
And I didn't have a coat and it was way down in the fall
Mama sewed the rags together sewing every piece with love
She made my coat of many colors that I was so proud of
While mama sewed she told a story from the Bible she had read
About a coat of many colors Joseph wore and then she said
Perhaps this coat will bring you good luck and happiness
And I just couldn't wait to wear it and mama blessed it with a kiss
My coat of many colors that my mama made for me
Made only from rags but I wore it so proudly

Although we had no money I was rich as I could be
In my coat of many colors my mama made for me
So with patches on my britches and holes in both my shoes
In my coat of many colors I hurried off to school
Just to find the others laughing and making fun of me
In my coat of many colors my mama made for me
And oh I couldn't understand it COS I felt I was rich
And I told them of the love my mama sewed in every stitch
I even told them of that story mama told me while she sewed
And how my coat of many colors was worth more than all their clothes
They didn't understand it and I tried to make them see
That one is only poor only if they choose to be
It's true we had no money but I was as rich as I could be
In my coat of many colors my mama made for me made just for me
http://liriklirik.com/lirik-lagu/coat-of -many-colors-dolly-parton.html
7. The theme of the song is......................................................

8. While mama sewed she told a story from the Bible she had read. The
synonyms of sewed is ..........................................................
9. The girl’s opinion on the song about the coat made by her mother is
that.........................................................................
10. “Although we had no money, I was rich as I could be”. This lyric teach us that
.....................................................

C. Answer the questions below!
1. Write a short dialogue about asking and giving information about thing!
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
2. Write a short dialogue about asking and giving information about people!
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
3. Write a short dialogue about asking and giving information about your pet!
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
4. Write your own description! Pick one from description of thing or animal!
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................

.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
5. Write your own description about person!

.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
Honesty will save you even if you feel afraid of it.

GLOSARIUM
Adorable : manis, menawan hati, menarik

Adore : cinta
Attractive : menarik, cantik, molek
Away : jauh
Awesome : mengagumkan atau keren
Bidding : menawarkan
Cage : sangkar atau kandang
Cause : karena
Count : mengandalkan
Curly : rambut keriting
Damage : merusak
Develop : berkembang atau mengembangkan
Encircling : melingkari
Enjoy : menikmati
Enjoy : menikmati
Fierce : sengit, hangat,
Find out : temukan
Found : ditemukan
Gently : dengan lembut
Guidance : petunjuk
Guide : dituntun
Haunted : berhantu
Impressive : mengesankan atau keren
Jog : lari santai
Lost : tersesat
Manage : mengatur
Mess : berantakan, barang-barang kotor dan
berantakan
Missing : lepas
Orally : dengan lisan
Orally : secara lisan
Pair : sepasang, pasangan
Pet : binatang kesayangan atau peliharaan

Shade : tempat teduh
Shady : rindang atau tempat yang teduh
Shoulder : bahu
Straight : lurus
Stripes : belang pada Zebra
Supposed : seharusnya
Sure : pasti, tentu
Terrible : mengerikan atau dahsyat
Transactional : tanggapan atau menanggapi
Treats : memperlakukan
Promise : janji
Provide : menyediakan
Puppy : anak anjing
Purpose : tujuan dengan maksud tertentu
Run : berlari
Scary : menakutkan

ANSWER KEY
ANSWER KEY CHAPTER 1
ACTIVITY 3
If you want to know the key of activity 3, please do these mathematic
questions.
a=10, b=15, c=20, d=25, e=30, and f= 35. If you find the number of those, it
means your answers are among a, b, c, d, e, or f! Number one is done for
you.
1. 5x5 = 25 (because 25 belongs to letter D, so the key answer of no 1 is D)

2. 20 + 5 =
3. 2x5 =
4. 3x5 =
5. 15 + 10 =
6. 5x6 =
7. 4x5 =
8. 5x7 =
9. 30 – 5 =
10. 40 – 5 =
11. 30 – 10 =
12. 18 + 7 =
13. 70 : 2 =
14. 28 + 7 =
15. 30 + 5 =
Nilai =
jumlah jawaban yang benar x 6 + 10
= 15 x 6 + 10 = 100
ACTIVITY 10
If you want to know the key of activity 13, please do these mathematic
questions.
is=20, am=30, are=40. If you find the number of those, it means your
answers are among is, am, or are. Number one is done for you.
1. 2 x 10 = 20 (because 20 belongs to “is”, so the key answer of no 1 is “is”)

2. 10 +10 =
3. 2 x 20 =
4. 40 – 20 =
5. 5x6 =
6. 50-30 =
7. 4x5 =
8. 80 – 40 =
9. 4 x 10 =
10. 15 + 5 =
11. 20 + 10 =

12. 18 + 2 =
13. 16 + 4 =
14. 9 + 11 =
15. 7 + 13 =
16. 30 – 10 =
17. 80 : 40 =
18. 40 : 2 =
19. 80 : 20 =
20. 20 + 20 =
Nilai = jumlah jawaban benar x 5

= 20 x 5 = 100
A. Part A
If you want to know the key of part A, please do guessing from these
questions. Then write the answers in the box by completing the missing
latter in the box. If the latter of your answer placed in the box which
has red color, it means that latter is the answer. No 1 is done for you
5. Someone who works at
school…
1. Antonym of afraid “BRAVE” 6. Cantik in English …..
(because latter B in word 7. Enak in English ….
“BRAVE” placed in red box, so 8. Imut in English ….
the answer no 1 is “B”) 9. A smallest animal……
2. Thing for playing football….. 10. Berbahaya in English ……….
3. The other words to say
Nilai = jumlah jawaban yang benar x 10
“sure”…. = 10 x 10= 100
4. Antonym of stupid……….
1. B R A V E
2. …… A …… L
3. …… E …… …… A I …… …… Y
4. S M …… R ……
5. T E …… C …… E ……
6. …… E …… U …… I …… …… L
7. …… E …… I …… I …… …… S E
8. …… U …… E
9. …… N T
10. …… A …… G …… R O …… …… E

B. Part B
If you want to know the key
of part B, please read the 3. 3 adjective that showed
question and fill the missing about Cassandra…..
latter. Those will be the 4. The antonym of short….
answer. 5. There are asking and giving
1. People in dialogue part B information about thing,
are …. animal and…
2. Expression of asking
information about people Nilai : jumlah jawaban benar x 20
in dialogue part B….. : 5 x 20 = 100
1. N ….. K I ….. ….. & ….. ….. K E

2. H ….. ….. D ….. ….. S ….. H ….. L ….. O …..
3. ….. A L ….. - L ….. N ….. - R ….. D
4. ….. T ….. A I G ….. T
5. P ….. O ….. L …..
C. Part C
If you want to know the key of part C, please do the best in answering
part C. There is no specific key. It depends on teacher’s view.
ACTIVITY 4
If you want to know the key of 5. Receive =…………..

activity 4, please look for 6. Father =………….
similarity. The first letter is the 7. Lovely =………….
answer to the question. 8. Damage =………….
1. Cocky = Arrogant 9. Excavate =………….
(the answer is A, means 10. Quick =………….
Asking information about 11. Pile =………….
person). 12. Permanent =………….
2. Blossom = ………….. 13. Increase =………….
3. Forgive =…………… 14. Restrain =………….
4. Signal =…………… 15. Mishap =………….
Nilai : jumlah jawaban benar x 6 + 10

: 15 x 6 + 10 = 100
Part A To find out the answer to part A, you need to know the name of the
animal’s name below. The writer will mention the number and the answer is
in each letter of the animal's name. No 1 is done for you.

1. Number: 9, letter: 3 = ……… 7. Number: 23, letter: 3 = ………
(The number 3 is snack. The 8. Number: 5, letter: 6 = ………
third letter is a. so the answer 9. Number: 5, letter: 3 = ………
is A) 10. Number: 17, letter: 1 = ………
2. Number: 6, letter: 4 = ……… Nilai : jumlah jawaban benar x 10
3. Number: 7, letter: 1 = ……… : 10 x 10 = 100
4. Number: 6, letter: 4 = ………
Part B 3. 3 verbs in the dialog are …….,

If you want to know the key of ……….. & ………
part B, please read the question 4. Tia’s father is ……………
and fill the missing latter. Look for 5. The kind of dialogue is asking
and circle the correct answer! and giving information about
1. People in dialouge part B are …………
…….. &………….
2. The expression of asking
information is …………… Nilai : jumlah jawaban benar x 20
: 5 x 20 = 100
W F V M Q R D S A I M L
S H C A B T E A C H E R

A B T I S A E I A
I T B E X S H Y
T A O C A M I A
D A I E C
M I H T F A T H E R
A E N
K Y P F N O Y O U R
T E A C E S A D E I A
R B D S M E
S A D E L
A O N I N
Part C
If you want to know the key of part C, please do the best in answering
part C. There is no specific key. It depends on teacher’s view.
ANSWER KEY CHAPTER 3 Nilai : jumlah score yang diperoleh x

20 = 100
Activity 2
Scan this barcode to get the
Activity 4
answer key of Activity 2!
Nilai : jumlah score yang diperoleh x 10

: 10 x 10 = 100
Nilai : jumlah jawaban benar x 10
: 10 x 10 = 100
Activity 3
Activity 7

Nilai : jumlah jawaban benar x 6 + 10
: 15 x 6 + 10 = 100 Nilai : jumlah score yang diperoleh x 7 –
Activity 8 5
Evaluation
A. Part I
Nilia : jumlah jawaban benar x 10

: 10 x 10 = 100
Activity 11 B. Part II
Nilai = (Total Nilai A) + (Total Nilai B)

Nilai : jumlah jawaban benar x 20 = (.........x 2) + (.........x20)
: 5 x 20 = 100 = 100
Activity 13
answer key of Activity!
ACTIVITY 4
T R M A G - A B N
E
R T N A H M E B A T U
B

E A I R
M E A I S
A D B
T T U G E I A H
S L E H
T M K N G
L A
K R N P
L
P U D K
MENDATAR
a. Stuck
b. Middle MENURUN
c. Help a. Lost
d. Cry b. Always
e. Know c. Count
f. Find out d. Guide
g. Turnin e. Dark
h. Cause f. Tossin
i. Shoulder
Nilai : jumlah jawaban benar x 6 +10
: 15 x 6 + 10 = 100
ACTIVITY 5
Draw a line to match the
sentences that have the same
meaning!
Find the value of “N”, after that find
the number of letters that have the
same value as “N” in the answer Nilai : jumlah jawaban benar x 10
choices available in the columnas : 10 x 10 = 100
the answer.
EVALUATION
1. 23 + N= 36 Scan this barcode to get the anser
2. 46+ N = 79 key of Evaluation Chapter 4!
3. 35 + N = 71
4. 37 +N= 72
5. 37 + N= 71
ACTIVITY 6
Scan this barcode to get the answer
key of Activity 4!
Nilai = (Total Nilai A) + (Total Nilai B)
= (.........x 2) + (.........x20)
= 100

ANSWER KEY SECOND SEMESTER EVALUATION
PART A
If you want to know the key of part A, please do translating from these
questions about animals. Then write the answers in the box by
completing the missing latter in the box. If the latter of your answer
placed in the box which has red color, it means that latter is the answer.
No 1 is done for you.
No Question No Question
1 Worm ……… 19 Duck ………
2 Pig ………. 20 Chicken ………
3 Frog ……… 21 Goose ………
4 Sheep ……… 22 Zebra ………
5 Squid ……… 23 Lion ………
6 Rhino ……… 24 Giraffe ………
7 Dog ……… 25 Hippo ………
8 Beaver ……… 26 Wolf ………
9 Whale ……… 27 Elephant ………
10 Lizard ……… 28 Snake ………
11 Rabbit ……… 29 Snail ………
12 Cat ……… 30 Dolphin ………
13 Crocodile ……… 31 Fly ………
14 Goat ……… 32 Cockroach ………
15 Tiger ……… 33 Bear ………
16 Turtle ……… 34 Panda ………
17 Bird ……… 35 Polar bear ………
18 Horse ………
1 C A ….. ….. N …..

2 ….. ….. B …..
3 K O ….. ….. …..
4 ….. O ….. ….. A
5 ….. U ….. I - ….. U ….. I
6 ….. A ….. ….. K
7 ….. ….. J I ….. G
8 ….. E R ….. N ….. - ….. E R ….. N …..
9 P ….. ….. S
10 C ….. ….. A K
11 K E ….. ….. N ….. I
12 K ….. ….. I N …..
13 ….. U A ….. …..
14 K A ….. ….. I ….. G
15 M A ….. A …..
16 K ….. R ….. - K ….. R …..

17 ….. ….. R U N …..
18 K ….. ….. A
19 ….. E B ….. …..
20 ….. Y A …..
21 A N ….. S …..
22 Z E ….. R …..
23 S I N ….. …..
24 J E ….. ….. P A …..
25 K ….. ….. A N ….. …..
26 ….. E R ….. G ….. L …..
27 ….. ….. J A …..
28 U L ….. …..
29 B ….. K ….. ….. O T
30 ….. U M ….. A - ….. U M ….. A
31 ….. ….. L A …..
32 K ….. ….. O A K
33 ….. ….. ….. U A N …..
34 P A N ….. …..
35 ….. ….. ….. U A N ….. K ….. T ….. B
PART B
If you want to know the key of part B, please do scanning of this barcode.
PART C
If you want to know the key of part C, please do the best in answering part
C. There is no specific key. It depends on teacher’s view.
GUIDELINE FOR SCORING

NILAI PART A : Jumlah soal benar x 1
NILAI PART B : Jumlah Soal benar x 2
NILAI PART C : Dialog bagus = 45
Dialog sedang = 25
Dialog kurang = 15
Total Score = Nilai Part A + Nilai Part B + Nilai Part C

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A boy with the written “I CAN DO IT” in the blackboard
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ATTACHMENTS
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

CHAPTER 1
Nama Sekolah : MTsN 3 Kediri

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII (Tujuh) / Semester 2
Materi Pokok : Tindakan memberi dan meminta informasi terkait dengan
sifat orang, binatang, benda, sesuai dengan konteks
penggunaannya.
Alokasi Waktu : 7 x 45 Menit
A. Kompetensi Inti / KI
KI 1 dan 2 : Kompetensi Sikap Spiritual yaitu, “Menghayati dan
mengamalkan
ajaran agama yang dianutnya”.Adapun rumusan
Kompetensi Sikap Sosial yaitu, “Menunjukkanperilaku
jujur, disiplin, tanggung jawab, peduli (gotong royong,
kerjasama, toleran, damai), santun, responsif,dan pro-
aktif sebagai bagian dari solusi atas berbagai
permasalahan dalam berinteraksi secara efektif dengan
lingkungan sosial dan alam serta menempatkan diri
sebagai cerminan bangsa dalampergaulan dunia”
KI 3 : Memahami pengetahuan (faktual, konseptual, dan
prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian
tampak mata.
KI 4 : Mencoba, mengolah, dan menyaji dalam ranah konkret
(menggunakan, mengurai, merangkai, memodifikasi, dan
membuat) dan ranah abstrak (menulis, membaca,
menghitung, menggambar, dan mengarang) sesuai dengan
yang dipelajari disekolah dan sumber lain yang sama
dalam sudut pandang/teori.
B. Kompetensi Dasar / KD dan Indikator Pencapaian Kompetensi / IPK

Kompetensi Dasar / KD Indikator Pencapaian Kompetensi /
IPK
3.5 Mengidentifikasi fungsi sosial, 3.5.1 Memberi label fungsi sosial,
struktur teks, dan unsur kebahasaan struktur teks, dan unsur kebahsaan
teks interaksi teks interaksi traksaksional lisan
transaksional lisan dan tulis yang yang melibatkan tindakan memberi
melibatkan tindakan memberi dan dan meminta informasi terkait
meminta informasi terkait dengan dengan sifat orang, binatang, benda
sifat orang, binatang, benda sesuai sesuai dengan konteks
dengan konteks penggunaannya. penggunaannya. (Perhatikan unsur
(Perhatikan unsur kebahasaan be, kebahasaan be, adjective)
adjective)
4.5 Menyusun teks interaksi 4.5.1 Menampilkan teks interaksi
traksaksional lisan dan tulis sangat traksaksional lisan sangat pendek
pendek dan sederhana yang dan sederhana yang melibatkan
melibatkan tindakan memberi dan tindakan memberi dan meminta
meminta informasi terkait sifat orang, informasi terkait sifat orang,
binatang, dan benda dengan binatang, dan benda dengan
memperhatikan fungsi sosial, memperhatikan fungsi sosial,
struktur kebahsaan yang benar dan struktur kebahsaan yang benar dan
sesuai konteks sesuai konteks
traksaksional tulis sangat pendek dan
memberi dan meminta informasi
terkait sifat orang, binatang, dan
benda dengan memperhatikan fungsi
sosial, struktur kebahsaan yang
benar dan sesuai konteks
C. Tujuan Pembelajaran
Melalui diskusi, tanya jawab, penugasan, presentasi dan analisis, peserta didik
dapat menamai, menampilkan, dan menyusun teks interaksi traksaksional
lisan dan tulis sangat pendek dan sederhana yang melibatkan tindakan
memberi dan meminta informasi terkait sifat orang, binatang, dan
benda dengan memperhatikan fungsi sosial, struktur kebahsaan yang benar
dan sesuai konteks, sehingga peserta didik dapat menghayati dan
mengamalkan ajaran agama yang dianutnya, mengembangkan sikap jujur,
peduli, dan bertanggungjawab, serta dapat mengembangankan kemampuan
berpikir kritis, berkomunikasi, berkolaborasi, berkreasi(4C).
D. Materi Pembelajaran
 Faktual:
o Ungkapan memberi dan meminta informasi terkait sifat orang,
hewan, dan benda.
 Konseptual:
o Memberi informasi : She looks beautiful and polite ; My room is clean ;
The giraffe is tall.
o Meminta informasi : What does she look like? ; What does it look like? ;
What does the monkey look like?
 Prosedural:
o S + be + adjective
E. Pendekatan/Model/Metode Pembelajaran
Model Pembelajaran Scientific Approch dengan metode diskusi, tanya jawab,
penugasan, dan presentasi.
F. Media/Alat dan Bahan Pembelajaran

1. Media/Alat
 Laptop
 LCD
2. Bahan Belajar
 Unit Kegiatan Belajar/UKB
G. Sumber Belajar
Bahasa Inggris, When English Rings a Bell/ Kementerian Pendidikan dan
Kebudayaan.- Edisi Revisi. Jakarta: Kementerian Pendidikan dan
Kebudayaan,2017.
H. Langkah-Langkah Pembelajaran
Pertemuan I (2 JP)
Indikator Pencapaian Kompetensi (IPK)
3.5.1 Memberi label fungsi sosial, struktur teks, dan unsur kebahasaan teks
interaksi transaksional lisan dan tulis yang melibatkan tindakan
memberi dan meminta informasi terkait dengan sifat orang, binatang,
dan benda sesuai dengan konteks penggunaannya. (Perhatikan unsur
kebahasaan be, adjective).
4.5.1 Menampilkan teks interaksi traksaksional lisan sangat pendek dan

sederhana yang melibatkan tindakan memberi dan meminta informasi
terkait sifat orang, binatang, dan benda dengan memperhatikan
fungsi sosial, struktur kebahsaan yang benar dan sesuai konteks.
Kegiatan
1. Pendahuluan
a. Menyiapkan peserta didik untuk mengikuti proses pembelajaran
seperti berdoa, absensi, menyiapkan buku pelajaran.
b. Memotivasi peserta didik secara kontekstual sesuai dengan manfaat
pembelajaran mengenai teks bertransaksi dengan lingkungan sekitar.
c. Mengajukan pertanyaan-pertanyaan yang terkait dengan materi yang
akan dipelajari.
d. Menyampaikan cakupan materi dan penjelasan uraian kegiatan
pembelajaran, memberikan orientasi terhadap materi yang akan
dipelajari tentang teks interaksi transaksional lisan dan tulis pendek
dan sederhana yang terkait sifat orang dan binatang sesuai dengan
konteks penggunaannya.
2. Kegiatan Inti
a. Observation (Pengamatan)
1) Peserta didik melihat dan membaca overview terkait text
transactional memberi dan meminta dan meminta infomasi
mengenai sifat orang, binatang dan benda.
2) Peserta didik melihat dan membaca slide dialog yang berupa
gambar dan tulisan, yang telah disiapkan oleh guru terkait
tindakan memberi dan meminta infomasi mengenai sifat orang,
binatang dan benda.
b. Questioning (memberi petanyaan)
1) Peserta didik diberi kesempatan untuk bertanya terkait hal hal
tentang memberi dan meminta infomasi mengenai sifat orang,
binatang dan benda.
c. Experimenting
1) Guru meminta peserta didik untuk bekerja berpasangan (2
orang)
2) Dalam kelompok, peserta didik diminta untuk memberi label
kalimat manasaja yang termasuk memberi informasi tentang
orang, hewan, atau benda dan kalimat mana saja yang termasuk
meminta informasi tentang orang, hewan, atau benda.
3) Dalam kelompok, peserta didik diminta menjawab pertanyaan
terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks
dialog yang telah tersedia.
3. Penutup
a. Memberikan umpan balik terhadap proses pembelajaran: Well, class,
you have done a very good job today. Most of you are active. I hope next
time, all of you involve in the interaction. How do you feel during the
lesson? Is there any question?
b. Menyimpulkan apa yang dipelajari hari ini
c. Pemberian tugas berupa skenario dialog yang melibatkan ungkapan
memberi dan meminta informasi terkait sifat orang dan binatang
d. Menyampaikan rencana kegiatan pembelajaran untuk pertemuan
berikutnya.
Pertemuan II (2 JP)
interaksi transaksional lisan dan tulis yang melibatkan tindakan
memberi dan meminta informasi terkait dengan sifat orang, binatang
dan benda sesuai dengan konteks penggunaannya. (Perhatikan unsur

Kegiatan
1. Pendahuluan
akan dipelajari.
2. Kegiatan Inti
a. Associating
1) Peserta didik membaca sebuah dialog bersama kelompok,
dimana dialog terkait memberi dan meminta informasi terkait
orang, hewan, dan benda.
2) Peserta didik menganalisis dialog yang tersedia dengan
kelompok lalu mengelompokkan kalimat-kalimat yang
bercetak tebal kedalam kolom memberi informasi orang,
hewan atau benda dan kolom meminta informasi orang,
hewan atau benda.
b. Communicating
1) Guru menyajikan beberapa topik terkait orang, hewan, dan benda.
2) Peserta didik dalam kelompok memilih tema yang sudah tersedia
lalu menampilkannya didepan kelas dengan cara berdialog dengan
ketentuan nilai yang sudah guru berika.
3. Penutup
berikutnya
Pertemuan III (2 JP)

3.5.1 Memberi label fungsi sosial, struktur teks, dan unsur kebahsaan teks
interaksi traksaksional lisan yang melibatkan tindakan memberi dan
meminta informasi terkait dengan sifat orang, binatang, benda sesuai
dengan konteks penggunaannya. (Perhatikan unsur kebahasaan be,
adjective)
Kegiatan
1. Kegiatan Pendahuluan
seperti berdoa, absensi, menyiapkan buku pelajaran;
pembelajaran mengenai teks bertransaksi dengan lingkungan
sekitar.
c. Mengajukan pertanyaan-pertanyaan yang terkait dengan materi
yang akan dipelajari.
dan sederhana yang melibatkan tindakan memberi dan meminta
informasi terkait sifat orang, binatang dan benda sesuai dengan
2. Kegiatan Inti
a. Communicating / Mengomunikasikan
ketentuan nilai yang sudah guru berikan.
3. Penutup
berikutnya.
Pertemuan IV (2 JP)
adjective)
Kegiatan
akan dipelajari.
2. Kegiatan Inti
ketentuan nilai yang sudah guru berikan.
3. Penutup
berikutnya.
Pertemuan V (2 JP)
adjective)
4.5.1 Menyusun teks interaksi traksaksional tulis sangat pendek dan
Kegiatan
1. Pendahuluan
pembelajaran mengenai teks bertransaksi dengan lingkungan sekitar
akan dipelajari
2. Kegiatan Inti
a. Observing / Mengamati
1) Peserta didik melihat dan membaca dialog yang telah
disiapkan oleh guru terkait tindakan memberi dan meminta
infomasi mengenai sifat orang, binatang dan benda.
b. Questioning/ Menanya
1) Peserta didik diberi kesempatan untuk bertanya terkait hal
hal tindakan memberi dan meminta infomasi mengenai sifat
orang, binatang dan benda.
2) Jika peserta didik tidak aktif bertanya, maka mereka diminta
untuk berpasangan, masing-masing pasangan diminta untuk
membuat satu pertanyaan.
c. Experimenting / Mengumpulkan informasi / mencoba
1) Guru menjelaskan struktur kalimat be adjective.
2) Peserta didik diminta untuk memberi label tobe sesuai dengan
subyek kalimat dalam soal.
3) Peserta didik dan guru bersama-sama melakukan koreksi
soal-soal tersebut.
3. Penutup
berikutnya.
Pertemuan VI (2 JP)
adjective).
Kegiatan
b. Menyiapkan peserta didik untuk mengikuti proses pembelajaran
c. Memotivasi peserta didik secara kontekstual sesuai dengan manfaat
sekitar
d. Mengajukan pertanyaan-pertanyaan yang terkait dengan materi
yang akan dipelajari
e. Menyampaikan cakupan materi dan penjelasan uraian kegiatan
2. Kegiatan Inti
a. Associating (mengasosiasikan);
1) Peserta didik secara berpasangan diminta untuk menganalisis
bacaan dialog singkat dengan memperhatikan sturuktur
penggunaan to be, adjective dalam memberi dan meminta
informasi terkait sifat orang, binatang, dan benda dalam satu
dialog.
2) Tiap pasangan diminta untuk menyalin kalimat yang
melibatkan tindakan memberi informasi terkait dengan sifat
orang, binatang, benda.
3) Tiap pasangan diminta untuk menganalisis generic structure
kalimat-kalimat be adjective tersebut.
4) Peserta didik bersama-sama dengan guru membahas dialog
tersebut.
3. Penutup
a. Memberikan umpan balik terhadap proses pembelajaran: Well,
class, you have done a very good job today. Most of you are active. I
hope next time, all of you involve in the interaction. How do you feel
during the lesson? Is there any question?
c. Menyampaikan rencana kegiatan pembelajaran untuk pertemuan
berikutnya.
Pertemuan VII (2 JP)

adjective).
Kegiatan
1. Pendahuluan
akan dipelajari
2. Kegiatan Inti
a. Communicating (mengkomunikasikan);
1) Peserta didik disajikan sebuah kalimat yang mana kalimat
tersebut berupa menanyakan informasi terkait orang, hewan, dan
benda. Lalu peserta didik diminta memberikan informasi yang
sesuai dengan perintah soal.
3. Penutup
you have done a very good job today. Most of you are active. I hope
next time, all of you involve in the interaction. How do you feel during
the lesson? Is there any question?
berikutnya.
Pertemuan VIII (2 JP)

meminta informasi terkait dengan sifat orang, binatang, benda
sesuai dengan konteks penggunaannya. (Perhatikan unsur
Kegiatan
1. Pendahuluan
akan dipelajari
2. Kegiatan Inti
1) Peserta didik diminta untuk mengerjakan soal-soal dengan
tema memberi dan meminta informasi terkait sifat orang,
binatang dan benda yang mencakup IPK 3.5.1, dan 4.5.2
dengan waktu yang telah ditentukan oleh guru.
4. Penutup
you have done a very good job today. Most of you are active. I hope
next time, all of you involve in the interaction. How do you feel during
the lesson? Is there any question?
berikutnya.
I. Penilaian Proses dan Hasil Pembelajaran

1. Teknik Penilaian:
a. Penilaian Sikap : Observasi/pengamatan
b. Penilaian Pengetahuan :
 Instrumen Penilaian Kompetensi Pengetahuan Speaking
Instrumen: Memberi label (Activity 3)
 Instrumen Penilaian Kompetensi Pengetahuan Writing
Instrument: Activity 12
c. Penilaian Keterampilan : Unjuk Kerja/Praktik
- Instrumen Penilaian Kompetensi Keterampilan Speaking
- Instrumen Penilaian Kompetensi Keterampilan Writing
2. Bentuk Penilaian:
a. Observasi : Jurnal guru
b. Tes tertulis : Uraian dan lembar kerja
c. Unjuk kerja : Praktik/Pedoman Penskoran
3. Instrumen Penilaian (terlampir)
J. Pembelajaran Remediasi dan Pengayaan
 Pembelajaran remediasi dilakukan segera setelah kegiatan
penilaian:
 Pembelajaran remidiasi diberikan kepada siswa yang belum
mencapai KKM (besaran angka hasil remediasi disepakati
dengan adanya “penanda” yaitu angka sama dengan KKM
sekolah).
 Pengayaan diberikan kepada siswa yang telah mencapai nilai
KKM dalam bentuk pemberian tugas yang berbasis KD yang
sama.
Kediri, 03 April 2019

Mengetahui,
Dosen CMD Mahasiswa
Moh. Kusen, M.Pd. Kelompok 4
Lampiran 2 Penilaian
Instrumen Penilaian Sikap
INSTRUMEN PENILAIAN SIKAP SPIRITUAL

LEMBAR OBSERVASI
Kelas :…
Semester :…
Tahun Pelajaran : ...
Periode Pengamatan : Tanggal … s.d. ...
Butir Nilai : Bersyukur
Indikator Sikap :
1. Bersemangat dalam melaksanakan setiap kegiatan pada pembelajaran
Bahasa Inggris.
2. Berdoa/mengucap syukur pada awal/akhir kegiatan pada
pembelajaran Bahasa Inggris.
Skor indikator sikap Jumlah Tuntas/tidak
Nama spiritual perolehan Skor tuntas
No Peserta (1-4) skor akhir
Didik Indikator 1 Indikator 2
1 agus
2
3
4
5
INSTRUMEN PENILAIAN SIKAP SOSIAL

(LEMBAR OBSERVASI)
A. Petunjuk Pengisian
Indikator 1
skor 4 apabila menunjukkan sikap selalu sungguh-sungguh dalam bekerjasama
skor 3 apabila melakukan sikap sering sungguh-sungguh bekerjasama
skor 2 apabila melakukan sikap kadang-kadang sungguh-sungguh bekerjasama
skor 1 apabila melakukan sikap tidak pernah sungguh-sungguh bekerjasama
Indikator 2
skor 4 apabila menunjukkan sikap selalu bertanggungjawab
skor 3 apabila melakukan sikap sering bertanggungjawab
skor 2 apabila melakukan sikap kadang-kadang bertanggungjawab
skor 1 apabila melakukan sikap tidak pernah bertanggungjawab
Indikator 3
skor 4 apabila menunjukkan sikap selalu percaya diri
skor 3 apabila melakukan sikap sering percaya diri
skor 2 apabila melakukan sikap kadang-kadang percaya diri
skor 1 apabila melakukan sikap tidak pernah percaya diri
B. Lembar Observasi
Indikator pencapaian kompetensi:
2.3.1 Menunjukkan sikap tanggung jawab terhadap tugas yang diberikan
secara kelompok
2.3.2 Menunjukkan sikap kerjasama dalam mengerjakan tugas yang diberikan
secara kelompok
2.3.3 Menunjukkan sikap percaya diri dalam melaksanakan tugas yang
diberikan secara kelompok
Skor Indikator Sikap Spiritual
No. Nama (1 – 4) Jumlah
Nilai
Siswa Indikator 1 Indikator Indikator 3 Skor
2
1.
2.
3.
4. Dst.
Rencana Pelaksanaan Pembelajaran (RPP)
CHAPTER 2

Materi Pokok : Tindakan memberi dan meminta informasi terkait dengan
tingkah laku orang, binantang, benda sesuai dengan konteks
penggunaan (deklarative, introgrative dan simple present
tense)
K. Kompetensi Inti / KI
KI 1 dan 2
“Menunjukkanperilaku jujur, disiplin, tanggung jawab, peduli (gotong
royong, kerjasama, toleran, damai), santun, responsif,dan pro-aktif sebagai
bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara
efektif dengan lingkungan sosial dan alam serta menempatkan diri sebagai
cerminan bangsa dalampergaulan dunia”
KI 3
Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni,
budaya terkait fenomena dan kejadian tampak mata.
KI 4
dengan yang dipelajari disekolah dan sumber lain yang sama dalam sudut
pandang/teori.
L. Kompetensi Dasar / KD dan Indikator Pencapaian Kompetensi / IPK
Kompetensi Dasar / KD Indikator Pencapaian Kompetensi / IPK
3.6 Mengidentifikasi fungsi sosial, 3.6 Memberi label fungsi sosial,
teks interaksi transaksional lisan dan teks interaksi transaksional lisan dan
tulis yang melibatkan tindakan tulis yang melibatkan tindakan memberi
memberi dan meminta informasi dan meminta informasi terkait dengan
terkait dengan tingkah tingkah laku/tindakan/fungsi orang,
laku/tindakan/fungsi orang, binatang, binatang, benda, sesuai dengan
benda, sesuai dengan konteks konteks penggunaannya. (Perhatikan
penggunaannya (Perhatikan unsur unsur kebahasaan kalimat declarative,
kebahasaan kalimat declarative, interogative, simple present tense)
interogative, simple present tense)
4.6 menyusun teks interaksi 4.6.1 Menampilkan teks interaksi
transaksional lisan dan tulis sangat transaksional lisan sangat pendek dan
pendek dan sederhana yang melibatkan sederhana yang melibatkan tindakan
tindakan memberi dan meminta memberi dan meminta informasi terkait
informasi terkait tingkah tingkah laku/tindakan/fungsi orang,
laku/tindakan/fungsi orang, binatang, binatang, dan benda, dengan fungsi
dan benda, dengan fungsi sosial, sosial, struktur teks, dan unsur
struktur teks, dan unsur kebahasaan kebahasaan yang benar dan sesuai
yang benar dan sesuai konteks konteks
transaksional tulis sangat pendek dan
tingkah laku/tindakan/fungsi orang,
binatang, dan benda, dengan fungsi
sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai
konteks.
M. Tujuan Pembelajaran
Melalui diskusi, tanya jawab, penugasan, presentasi dan analisis, peserta
didik dapat menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan
dan menandai teks interaksi transaksional lisan dan tulis yang melibatkan
tindakan memberi dan meminta informasi terkait dengan tingkah
laku/tindakan/fungsi orang, binatang, benda, sesuai dengan konteks
penggunaannya terkait unsur kebahasaan kalimat declarative, interogative,
simple present tense sehingga peserta didik dapat menghayati dan
peduli, dan bertanggungjawab, serta dapat mengembangankan
kemampuan berpikir kritis, berkomunikasi, berkolaborasi,
berkreasi(4C).
N. Materi Pembelajaran
 Faktual:
o Memberi dan meminta informasi terkait dengan tingkah
laku/tindakan/fungsi orang, binatang, benda, sesuai dengan konteks
penggunaannya terkait unsur kebahasaan kalimat declarative,
interogative, simple present tense.
 Konseptual:
o Memberi informasi : My father is a farmer ; He plants and grows rice;
o meminta informasi : What do you want to know?; What does she do,
 Prosedural:
o S + simple verb(s/es)
o S + be + O
O. Pendekatan/Model/Metode Pembelajaran
Model Pembelajaran Scientific Approch dengan metode diskusi, tanya jawab,
P. Media/Alat dan Bahan Pembelajaran
3. Media/Alat
 Laptop
 LCD
4. Bahan Belajar
Q. Sumber Belajar
R. Langkah-Langkah Pembelajaran
Pertemuan I (2 JP)
interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan
meminta informasi terkait dengan tingkah laku/tindakan/fungsi orang,
binatang, benda, sesuai dengan konteks penggunaannya. (Perhatikan unsur
4.6.1 Menampilkan teks interaksi transaksional lisan sangat pendek dan
sederhana yang melibatkan tindakan memberi dan meminta informasi terkait
tingkah laku/tindakan/fungsi orang, binatang, dan benda, dengan fungsi
sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
b. Memotivasi peserta didik secara kontekstual sesuai dengan
manfaat pembelajaran mengenai teks bertransaksi dengan
lingkungan sekitar.
dipelajari tentang teks interaksi transaksional lisan dan tulis
pendek dan sederhana yang terkait sifat orang dan binatang sesuai
dengan konteks penggunaannya.
5. Kegiatan Inti
d. Observation (Pengamatan)
3) Peserta didik diminta untuk membaca dialog terkait tingkah
laku/tindakan/fungsi orang di buku paket.
4) Peserta didik juga melihat dan membaca fungsi sosial, struktur
teks, dan unsur kebahasaan teks interaksi transaksional lisan dan
tulis yang melibatkan tindakan memberi dan meminta informasi
terkait dengan tingkah laku/tindakan/fungsi orang.
e. Questioning (Memberi petanyaan)
1) Peserta didik memperhatikan dialog tersebut, dengan menanyakan
beberapa pertanyaan pengarah, yang diperlukan agar peserta didik
berpartisipasi aktif untuk memahaminya.
2) Guru meminta siswa berpasangan untuk membuat pertanyaan dan
menjawab di sebuah kolom tentang pekerjaan keluarga.
f. Experimenting
a. Guru meminta peserta didik untuk bekerja berpasangan (2 orang)
b. Dalam kelompok, peserta didik diminta menjawab pertanyaan
terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks
c. Dalam kelompok, peserta didik diminta untuk memberi label
kalimat manasaja yang termasuk memberi informasi tentang orang,
hewan, atau benda dan kalimat mana saja yang termasuk meminta
informasi tentang orang, hewan, atau benda. .
6. Penutup
e. Memberikan umpan balik terhadap proses pembelajaran: Well, class,
lesson? Is there
f. Menyimpulkan apa yang dipelajari hari ini
g. Pemberian tugas berupa skenario dialog yang melibatkan ungkapan
h. Menyampaikan rencana kegiatan pembelajaran untuk pertemuan
berikutnya.
Pertemuan 2 (2 JP)
lingkungan sekitar.
2. Kegiatan Inti
c. Associating
3) Peserta didik membaca sebuah dialog bersama kelompok, dimana
dialog terkait memberi dan meminta informasi terkait orang,
hewan, dan benda.
4) Peserta didik menganalisis dialog yang tersedia dengan kelompok
lalu mengelompokkan kalimat-kalimat yang bercetak tebal
kedalam kolom memberi informasi orang, hewan atau benda dan
kolom meminta informasi orang, hewan atau benda.
d. Communicating
3. Penutup
lesson? Is there
berikutnya.
Pertemuan 3 (2 JP)
lingkungan sekitar.
2. Kegiatan Inti
b. Communicating / Mengomunikasikan
3. Penutup
lesson? Is there
berikutnya.
Pertemuan 4 (2 JP)
3.6 Memberi label fungsi sosial, struktur teks, dan unsur kebahasaan teks
kebahasaan kalimat declarative, interogative, simple present tense).
sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai kontek.
lingkungan sekitar.
2. Kegiatan Inti
3. Penutup
lesson? Is there
g. Pemberian tugas berupa skenario dialog yang melibatkan ungkapan
h. Menyampaikan rencana kegiatan pembelajaran untuk pertemuan
berikutnya.
Pertemuan V (2 JP)
sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
akan dipelajari.
informasi terkait tingkah laku/tindakan/fungsi orang.
2. Kegiatan Inti
1. Penutup
a. Refleksi sejenak tentang apa yang sudah dipelajari dalam pertemuan
ini dan sebelumnya.
b. Guru menegaskan kembali feedback peserta didik terhadap teman-
temannya terkait teks transaksional lisan yang melibatkan tindakan
memberi dan meminta informasi terkait terkait tingkah
laku/tindakan/fungsi orang yang telah dibuat.
c. Guru menyampaikan feedbacknya terhadap demonstrasi peserta didik
yang melibatkan teks transaksional lisan yang melibatkan tindakan
d. Guru menyampaikan kegiatan dipertemuan berikutnya.
Pertemuan VI (2 JP)
4.6.2 Menyusun teks interaksi transaksional tulis sangat pendek dan
a. Menyiapkan peserta didik untuk mengikuti proses pembelajaran seperti
berdoa, absensi, menyiapkan buku pelajaran;
akan dipelajari.
informasi terkait tingkah laku/tindakan/fungsi binatang dan benda.
2. Kegiatan Inti
d. Observing / Mengamati
2) Peserta didik melihat dan membaca dialog yang telah disiapkan
oleh guru terkait tindakan memberi dan meminta infomasi
mengenai sifat orang, binatang dan benda.
e. Questioning/ Menanya
tindakan memberi dan meminta infomasi mengenai sifat orang,
binatang dan benda.
4) Jika peserta didik tidak aktif bertanya, maka mereka diminta untuk
berpasangan, masing-masing pasangan diminta untuk membuat
satu pertanyaan.
f. Experimenting / Mengumpulkan informasi / mencoba
4) Guru menjelaskan struktur kalimat present tense.
5) Peserta didik diminta untuk memberi label tobe sesuai dengan subyek
kalimat dalam soal.
6) Peserta didik dan guru bersama-sama melakukan koreksi soal-soal
tersebut.
3. Penutup
a. Refleksi sejenak tentang apa yang sudah dipelajari dalam pertemuan
ini dan sebelumnya.
b. Guru menegaskan kembali feedback peserta didik terhadap teman-
temannya terkait teks transaksional lisan yang melibatkan tindakan
c. Guru menyampaikan feedbacknya terhadap demonstrasi peserta didik
yang melibatkan teks transaksional lisan yang melibatkan tindakan
laku/tindakan/fungsi binatang dan benda yang telah dibuat.
d. Guru menyampaikan kegiatan dipertemuan berikutnya.
e. Menyiapkan peserta didik untuk mengikuti proses pembelajaran
f. Memotivasi peserta didik secara kontekstual sesuai dengan manfaat
g. Mengajukan pertanyaan-pertanyaan yang terkait dengan materi yang
akan dipelajari
h. Menyampaikan cakupan materi dan penjelasan uraian kegiatan
informasi terkait tingkah laku/tindakan/fungsi orang.
5. Kegiatan Inti
b. Associating (mengasosiasikan);
bacaan dialog singkat dengan memperhatikan sturuktur
penggunaan simple present tense dalam memberi dan meminta
informasi terkait sifat orang, binatang, dan benda dalam satu
dialog.
6) Tiap pasangan diminta untuk menyalin kalimat yang melibatkan
tindakan memberi informasi terkait dengan sifat orang, binatang,
benda.
7) Tiap pasangan diminta untuk menganalisis generic structure
kalimat-kalimat present tense tersebut.
8) Peserta didik bersama-sama dengan guru membahas dialog
tersebut.
6. Penutup
lesson? Is there.
b. Menyimpulkan apa yang dipelajari hari ini.
berikutnya.
f. Menyiapkan peserta didik untuk mengikuti proses pembelajaran
g. Memotivasi peserta didik secara kontekstual sesuai dengan manfaat
h. Mengajukan pertanyaan-pertanyaan yang terkait dengan materi yang
akan dipelajari
i. Menyampaikan cakupan materi dan penjelasan uraian kegiatan
informasi terkait tingkah laku/tindakan/fungsi binatang dan benda.
5. Kegiatan Inti
Peserta didik secara individu diminta untuk menulis teks dialog
singkat tentang memberi dan meminta informasi terkait sifat orang,
binatang dan benda mengikuti petunjuk yang diberikan oleh guru.
4. Penutup
a. Memberikan umpan balik terhadap proses pembelajaran: Well, class, you
have done a very good job today. Most of you are active. I hope next time, all
of you involve in the interaction. How do you feel during the lesson? Is there.
berikutnya.
Pertemuan IX (2 JP)
4.6.2 Menyusun teks interaksi transaksional tulis sangat pendek dan sederhana
yang melibatkan tindakan memberi dan meminta informasi terkait tingkah
laku/tindakan/fungsi orang, binatang, dan benda, dengan fungsi sosial,
struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
akan diujikan.
2. Kegiatan Inti
b. Communicating (mengkomunikasikan);
2) Peserta didik diminta untuk mengerjakan soal-soal dengan tema
memberi dan meminta informasi terkait sifat orang, binatang dan
benda yang mencakup IPK 3.5.1, dan 4.5.2 dengan waktu yang telah
ditentukan oleh guru.
3. Penutup
berikutnya.
S. Penilaian Proses dan Hasil Pembelajaran
a. Penilaian Sikap : Observasi/pengamatan
b. Penilaian Pengetahuan : Tes Tertulis
c. Penilaian Keterampilan : Unjuk Kerja/Praktik
d. Observasi : Jurnal guru
e. Tes tertulis : Uraian dan lembar kerja
f. Unjuk kerja : Praktik/Pedoman Penskoran
T. Pembelajaran Remediasi dan Pengayaan
 Pembelajaran remediasi dilakukan segera setelah kegiatan
penilaian:
 Pembelajaran remidiasi diberikan kepada siswa yang belum
mencapai KKM (besaran angka hasil remediasi disepakati
dengan adanya “penanda” yaitu angka sama dengan KKM
sekolah).
 Pengayaan diberikan kepada siswa yang telah mencapai nilai
KKM dalam bentuk pemberian tugas yang berbasis KD yang
sama.
Kediri, 03 April 2019

Mengetahui,
Dosen CMD Mahasiswa
Moh. Kusen, M.Pd. Kelompok 4
A. Penilaian Proses dan Hasil Pembelajaran
d. Penilaian Sikap : Observasi/pengamatan
e. Penilaian Pengetahuan : Tes Tertulis
f. Penilaian Keterampilan : Unjuk Kerja/Praktik, Proyek,
Portofolio
g. Observasi : Jurnal guru
h. Tes tertulis : Uraian dan lembar kerja
i. Unjuk kerja : Praktik/Pedoman Penskoran
j. Proyek : Produk/Pedoman Penskoran
k. Portofolio : E-Portofolio
B. Pembelajaran Remediasi dan Pengayaan
 Pembelajaran remediasi dilakukan segera setelah kegiatan penilaian:
 Pembelajaran remidiasi diberikan kepada siswa yang belum mencapai
KKM (besaran angka hasil remediasi disepakati dengan adanya “penanda”
yaitu angka sama dengan KKM sekolah).
 Pengayaan diberikan kepada siswa yang telah mencapai nilai KKM dalam
bentuk pemberian tugas yang berbasis KD yang sama.
Rencana Pelaksanaan Pembelajaran (RPP)
CHAPTER 3

Materi Pokok : Teks deskriptif
U. Kompetensi Inti / KI
KI 1 dan 2
“Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong
royong, kerjasama, toleran, damai), santun, responsif,dan pro-aktif
sebagai bagian dari solusi atas berbagai permasalahan dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam serta
menempatkan diri sebagai cerminan bangsa dalampergaulan dunia”
KI3
Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya terkait fenomena dan kejadian tampakmata.
KI4
dengan yang dipelajari disekolah dan sumber lain yang sama dalam
sudut pandang/teori.
V. Kompetensi Dasar / KD dan Indikator Pencapaian Kompetensi / IPK

3.7 Membandingkan fungsi sosial, 3.7 Mengkategorikan fungsi sosial,
beberapa teks deskriptif lisan dan tulis dengan materi pembelajaran
dengan memberi dan meminta informasi memberi dan meminta informasi
terkait dengan deskripsi orang, binatang, terkait dengan deskripsi orang,
dan benda, sangat pendek dan binatang dan bendasangat pendek
sederhana, sesuai dengan konteks dan sederhana.
penggunaannya.
4.7 teks deskriptif
4.7.1 Menangkap makna secara 4.7.1.1 Menyimpulkan informasi
kontekstual terkait fungsi sosial, struktur detail secara kontekstual terkait
teks, dan unsur kebahasaan teks fungsi sosial, struktur teks, dan unsur
deskriptif lisan dan tulis, sangat pendek kebahasaan teks deskriptif tulis,
dan sederhana, terkait orang, binatang, sangat pendek dan sederhana, terkait
dan benda orang, binatang, dan benda
4.7.1.2 Menyimpulkan informasi
detail secara kontekstual terkait
fungsi sosial, struktur teks, dan unsur
kebahasaan teks deskriptif lisan,
sangat pendek dan sederhana, terkait
orang, binatang, dan benda
4.7.2 Menyusun teks deskriptif lisan dan 4.7.2.1 Menampilkan teks deskriptif
tulis, sangat pendek dan sederhana, lisan dan tulis, sangat pendek dan
terkait orang, binatang, dan benda, sederhana, terkait orang, binatang,
dengan memperhatikan fungsi sosial, dan benda, dengan memperhatikan
struktur teks, dan unsur kebahasaan, fungsi sosial, struktur teks, dan unsur
secara benar dan sesuai konteks. kebahasaan, secara benar dan sesuai
konteks.
4.7.2.2 Menyusun teks deskriptif
lisan dan tulis, sangat pendek dan
sederhana, terkait orang, binatang,
dan benda, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur
kebahasaan, secara benar dan sesuai
konteks.
W. Tujuan Pembelajaran
Peserta didik mampu mengkategorikan, menyimpulkan,
menampilkan, dan menyusun teks deskriptif tulis,
sangatpendekdansederhana, terkait orang, binatang, dan benda dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar
dan sesuai konteks , sehingga peserta didik dapat menghayati dan
peduli, dan bertanggung jawab , serta dapat mengembangankan kemampuan
berpikir kritis, berkomunikasi, berkolaborasi, berkreasi(4C).
X. Materi Pembelajaran
Teks interaksi transaksional tentang tingkah laku/tindakan/fungsi orang,
binatang, benda.
 Fungsi sosial : Mendeskripsikan, mengenalkan, memuji,
mengidentifikasi, mengkritik.
 Struktur Teks : Dapat mencakup:
a. Identifikasi (nama keseluruhan dan bagian)
b. Sifat yang menjadi pencirinya.
c. Fungsi, perilaku, manfaat, tindakan, kebiasaan yang menjadi
penciri orang, binatang, atau benda yang dibicarakan.
 Unsur Kebahasaan :
a. Kalimat deklaratif (positif dan negatif), dan interrogative
(Yes/No question; WH question), dalam simple present tense.
b. Nomina singular dan plural dengan atau tanpa a, the, this, those,
my, their, dsb.
c. Ucapan, tekanan kata,intonasi, ejaan, tanda baca, dan tulisan
tangan.
 Topik : Tingkah laku/tindakan/ fungsi orang, binatang,
benda, yang terdapat di rumah, sekolah, dan lingkungan sekitar
peserta didik yang dapat menumbuhkan perilaku yang termuat di
KI.
Y. Pendekatan/Model/MetodePembelajaran
Model Pembelajaran Scientific Approch dengan metode diskusi, Tanya
jawab, penugasan, dan presentasi.
Z. Media/AlatdanBahanPembelajaran
 Media/Alat
1. Laptop
2. LCD
 Bahan Belajar
1. Unit Kegiatan Belajar/UKB
AA. Sumber Belajar

1. Wachidah Siti, Asep Gunawan, Diyantari, dan Yuli Rulani Khatimah.
2017. Bahasa Inggris SMP/MTs Kelas VII : When English Rings A Bell.
Jakarta: Kementrian Pendidikan dan Kebudayaan.
BB. Langkah-Langkah Pembelajaran

Pertemuan I (2 JP)
CC. Langkah-Langkah Pembelajaran
Pertemuan I (2 JP)
3.7.1Mengkategorikan fungsi sosial, struktur teks, dan unsur kebahasaan
beberapa teks deskriptif lisan dan tulis dengan memberi dan meminta
informasi terkait dengan deskripsi orang, binatang, dan benda, sangat
pendek dan sederhana, sesuai dengan konteks penggunaannya.
4.7.1.1Menyimpulkan informasi detail secara kontekstual terkait fungsi sosial,

struktur teks, dan unsur kebahasaan teks deskriptif tulis, sangat pendek
dan sederhana, terkait orang, binatang, dan benda.
akan dipelajari.
h. Menyampaikan cakupan materi dan penjelasan uraian kegiatan
8. Kegiatan Inti
g. Observation (Pengamatan)
5) Peserta didik mendengar audio, melihat slide serta memperhatikan
kalimat yang bercetak tebal tentang memberi dan meminta
informasi terkait dengan deskripsi orang, binatang, dan benda,
sangat pendek dan sederhana.
h. Questioning (memberi petanyaan)
tentang memberi dan meminta informasi terkait dengan
deskripsi orang, binatang, dan benda, sangat pendek dan
sederhana.
i. Experimenting
4) Guru meminta peserta didik untuk bekerja berpasangan (2 orang)
terkait fungsi sosial, struktur teks,dan unsur kebahasaan teks
percakapan yang telah tersedia.
6) Dalam kelompok, peserta didik diminta untuk mendengarkan audio
yang disajikan oleh guru, kemudianmengkategorikan teks
berdasarkan fungsi sosialnya.
7) Dalam kelompok, peserta didik diminta untuk membaca dan
memahami beberapa teks deskriptif sederhana, kemudian
menjawab soal dibawahnya.
9. Penutup
i. Memberikan umpan balik terhadap proses pembelajaran: Well, class,
j. Menyimpulkan apa yang dipelajari hari ini
k. Menyampaikan rencana kegiatan pembelajaran untuk pertemuan
berikutnya.
Pertemuan II (2 JP)
3.7.1 Mengkategorikan fungsi sosial, struktur teks, dan unsur kebahasaan
4.7.1.1 Menyimpulkan informasi detail secara kontekstual terkait fungsi sosial,


struktur teks, dan unsur kebahasaan teks deskriptif lisan, sangat pendek
4.7.2.1 Menampilkanteks deskriptif lisan dan tulis, sangat pendek dan

sederhana, terkait orang, binatang, dan benda, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan
sesuai konteks.
4.7.2.2 Menyusun teks deskriptif lisan dan tulis, sangat pendek dan sederhana,
terkait orang, binatang, dan benda, dengan memperhatikan fungsi
sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai
konteks.
sekitar.
akan dipelajari.
2. Kegiatan Inti
a. Observation (Pengamatan)
1) Peserta didik melihat dan membaca overview terkait fungsi
sosial, struktur teks, dan unsur kebahasaan beberapa teks
deskriptif lisan dan tulis dengan memberi dan meminta
informasi terkait dengan deskripsi orang, binatang, dan
bendasangat pendek dan sederhana.
2) Peserta didik melihat dan membaca teks deskriptif lisan dan
tulis dengan memberi dan meminta informasi terkait dengan
deskripsi orang, binatang, dan bendasangat pendek dan
sederhana.
b. Questioning (memberi petanyaan)
yang belum diketahui mengenaiteks deskriptif lisan dan tulis
dengan memberi dan meminta informasi terkait dengan deskripsi
orang, binatang, dan bendasangat pendek dan sederhana.
c. Experimenting
8) Guru meminta peserta didik untuk bekerja berpasangan (2 orang).
9) Dalam kelompok, peserta didik diminta untuk mengkatagorikan
text yang sudah ada termasuk kedalam text deskripsi orang,
binatang atau benda.
10) Kemuadiandisajikan beberapa kalimat yang terkait text yang sudah
ada, peserta didik diminta mengkatagorikan kalimat tersebut
termasuk generic structure identification atau description.
terkait fungsi sosial, struktur teks,dan unsur kebahasaan teks
3. Penutup
c. Pemberian tugas berupa skenario dialog yang melibatkan
ungkapan memberi dan meminta informasi terkait sifat orang dan
binatang
berikutnya.
Pertemuan III (2 JP)



pembelajaran mengenai teks monolog dengan lingkungan sekitar.
akan dipelajari.
dan sederhana yang terkait sifat orang, binatang, dan benda sesuai
dengan konteks penggunaannya
2. Kegiatan Inti
a. Associating (Mengasosiasikan)
1) Guru menampilkan bacaan monolog terkait sifat orang,
binatang, dan benda dalam satu monolog.
bacaan monolog dalam memberi informasi terkait sifat orang,
binatang, dan benda dalam satu monolog.
3) Tiap pasangan diminta untuk menyalin kalimat yang
melibatkan tindakan memberi informasi terkait dengan sifat
orang, binatang, benda.
4) Peserta didik bersama-sama dengan guru membahas monolog
tersebut.
b. Communicating (Mengkomunikasikan)
1) Guru menampilkan tiga teks monolog deskriptif berbeda terkait
sifat orang, binatang, dan benda.
2) Peserta didik secara individu mengerjakan soal-soal dengan
tema memberi informasi terkait sifat orang, binatang dan
benda.
3. Kegiatan Penutup
c. Pemberian tugas berupa monolog yang melibatkan ungkapan memberi
informasi terkait sifat orang, binatang, dan benda.
berikutnya.
Pertemuan IV (2 JP)


akan dipelajari.
2. Kegiatan Inti
1) Guru menyiapkan dua audio mengenai teks monolog deskriptif
terkait sifat orang dan binatang.
2) Peserta didik secara berkelompok mendiskusikan jawaban
yang tepat sesuai dengan audio yang telah didengarkan terkait
sifat orang dan binatang.
1) Peserta didik mendengarkan dua audio berbeda mengenai teks
monolog deskriptif terkait sifat orang dan binatang.
2) Peserta didik secata individu menjawab pertanyaan yang
tertera dalam buku sesuai dengan audio yang telah
didengarkan terkait sifat orang dan binatang.
3. Kegiatan Penutup
berikutnya.
Pertemuan V (2 JP)


akan dipelajari.
dan sederhana yang terkait sifat benda sesuai dengan konteks
penggunaannya.
2. Kegiatan Inti
1) Guru menyiapkan audio mengenai teks monolog deskriptif
terkait sifat benda.
2) Peserta didik secara berkelompok mendiskusikan jawaban
yang tepat sesuai dengan audio yang telah didengarkan terkait
sifat benda.
1) Peserta didik mendengarkan audio berbeda mengenai teks
monolog deskriptif terkait benda.
2) Peserta didik secata individu menjawab pertanyaan yang
tertera dalam buku sesuai dengan audio yang telah
didengarkan terkait sifat benda.
3. Kegiatan Penutup
a. Peserta didik dan guru melakukan refleksi terhadap kegiatan
pembelajaran dan manfaat-manfaatnya.
Peserta didik dan guru mengucapkan salam penutup.
Pertemuan VI (2 JP)

beberapa teks deskriptif lisan dan tulis dengan memberi dan meminta informasi
terkait dengan deskripsi orang, binatang, dan benda, sangat pendek dan
sederhana, sesuai dengan konteks penggunaannya.
4.7.2.1. Menampilkan teks deskriptif lisan, sangat pendek dan sederhana, terkait
benda, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan,
akan dipelajari.
h. Menyampaikan ruang lingkup materi pada pertemuan.
5. Kegiatan Inti
 Guru memberikan contoh mengenai monolog pendek dan
sederhana tentang deskripsi orang, binatang, atau benda.
 Mendorong peserta didik untuk memperhatikan langkah-
langkah untuk menampilkan teks deskriptif sesuai bahan ajar
yang telah disediakan oleh guru.
b. Communicating (Mengomunikasikan)
 Peserta didik mencoba membuat dan mempraktekan secara
langsung monolog pendek dan sederhana mengenai deskripsi
orang, binatang, atau benda.
6. Kegiatan Penutup
lesson?
g. Menyampaikan rencana kegiatan pembelajaran untuk pertemuan
berikutnya

sudah dipelajari sebelumnya.
d. Menyampaikan ruang lingkup materi pada pertemuan.
2. Kegiatan Inti
a. Communicating (Mengomunikasikan)
Peserta didik mencoba membuat dan mempraktekan secara langsung
monolog pendek dan sederhana mengenai deskripsi orang, binatang,
atau benda.
3. Kegiatan Penutup
lesson?
berikutnya

2. Kegiatan Inti
atau benda.
3. Kegiatan Penutup
lesson?
berikutnya
d. Meminta peserta didik untuk menyusun draft mengenai salah satu
deskripsi benda, binatang, dan orang sebagai pekerjaan rumah.
Pertemuan IX (2 JP)

2. Kegiatan Inti
atau benda.
3. Kegiatan Penutup
lesson?
berikutnya
Pertemuan X (2 JP)

terkait orang, binatang, dan benda, dengan memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan, secara benar dan sesuai konteks.
akan dipelajari.
2. Kegiatan Inti
a. Associating
1) Guru memberikan perintah kepada siswa untuk menulis teks
deskriptif tentang orang.
2) Guru menjelaskan langkah-langkah ubtuk menulis teks deskriptif
sesuai bahan ajar yang telah disediakan oleh guru.
b. Communicating
1) Siswa membuat atau menulis teks deskriptif sesuai dengan yang
telah dijelaskan oleh guru.
3. Penutup
berikutnya.
Pertemuan XI (2JP)
terkait orang, binatang, dan benda, dengan memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan, secara benar dan sesuai konteks.
akan dipelajari.
2. Kegiatan Inti
a. Associating
deskriptif tentang benda.
2) Guru menjelaskan langkah-langkah ubtuk menulis teks deskriptif
sesuai bahan ajar yang telah disediakan oleh guru.
a. Communicating
1) Siswa membuat atau menulis teks deskriptif sesuai dengan yang
telah dijelaskan oleh guru.
3. Penutup
berikutnya
Pertemuan XII (2JP)
4.7.2.2 Menyusun teks deskriptif lisan dan tulis, sangat pendek dan
sederhana, terkait orang, binatang, dan benda, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai
konteks.
j. Menyiapkan peserta didik untuk mengikuti proses pembelajaran
k. Memotivasi peserta didik secara kontekstual sesuai dengan manfaat
l. Mengajukan pertanyaan-pertanyaan yang terkait dengan materi yang
akan dipelajari
m. Menyampaikan cakupan materi dan penjelasan uraian kegiatan
2. Kegiatan Inti
a. Associating
deskriptif tentang binatang.
2) Guru menjelaskan langkah-langkah ubtuk menulis teks
deskriptif sesuai bahan ajar yang telah disediakan oleh guru.
b. Communicating
1) Siswa membuat atau menulis teks deskriptif sesuai dengan
yang telah dijelaskan oleh guru.
3. Penutup
berikutnya.
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
CHAPTER 4
Nama Sekolah : MTs Negeri 3 Kediri

Kelas/Semester : VII (Tujuh) / genap
Materi Pokok : Lirik lagu terkait dengan kehidupan remaja SMP/MTs
A. Kompetensi Inti/KI
KI 1 dan 2 :Kompetensi Sikap Spiritual yaitu, “Menghayati dan
mengamalkan ajaran agama yang dianutnya”.Adapun rumusan
Kompetensi Sikap Sosial yaitu, “Menunjukkan perilaku jujur,
disiplin, tanggung jawab, peduli (gotong royong, kerjasama,
toleran, damai), santun, responsif,dan pro-aktif sebagai bagian
dari solusi atas berbagai permasalahan dalam berinteraksi
secara efektif dengan lingkungan sosial dan alam serta
menempatkan diri sebagai cerminan bangsa dalampergaulan
dunia”.
KI3 :memahami, menerapkan, menganalisis pengetahuan faktual,
konseptual, prosedural berdasarkan rasa ingin tahunya tentang
ilmu pengetahuan, teknologi, seni, budaya, dan humaniora
dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan
peradaban terkait penyebab fenomena dan kejadian, serta
menerapkan pengetahuan prosedural pada bidang kajian yang
spesifik sesuai dengan bakat dan minatnya untuk memecahkan
masalah.
KI 4 :mengolah, menalar, dan menyaji dalam ranah konkret dan
ranah abstrak terkait dengan pengembangan dari yang
dipelajarinya di sekolah secara mandiri, dan mampu
menggunakan metoda sesuai kaidah keilmuan.
B. Kompetensi Dasar/KD dan Indikator Pencapaian Kompetensi/IPK
Kompetensi Dasar Indikator Pencapaian Kompetensi
3.8 Menafsirkan fungsi sosial dan 3.8.1 Memperjelas fungsi sosial dan
unsur kebahasaan dalam lirik lagu unsur kebahasaan dalam lirik lagu
terkait kehidupan remaja SMP/MTs. terkait kehidupan remaja SMP/MTs
4.8 Menangkap makna secara 4.8.1 Mengklarifikasi pesan tersirat
kontekstual terkait dengan fungsi secara kontekstual terkait dengan
sosial dan unsur kebahasaan lirik fungsi sosial dan unsur kebahasaan
lagu terkait kehidupan remaja lirik lagu terkait kehidupan remaja
SMP/MTs SMP/MTs
C. TujuanPembelajaran
Melalui pengamatan, bertanya, mencoba, mengasosiasi, dan
mengkomunikasikan, peserta didik dapat menafsirkan fungsi sosial dan unsur
kebahasaan dalam lirik lagu terkait kehidupan remaja SMP/MTs, sehingga
peserta didik dapat menghayati dan mengamalkan ajaran agama yang
dianutnya, mengembangkan sikap jujur, peduli, dan bertanggungjawab, serta
dapat mengembangankan kemampuan berpikir kritis, berkomunikasi,
berkolaborasi, berkreasi (4C).
D. Materi Pembelajaran
 Fungsi sosial : Mengembangkan nilai-nilai kehidupan dan karakter
yang positif
 Unsur kebahasaan :
- Kosa kata dan tata bahasa dalam lirik lagu
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
 Topik : Hal-hal yang dapat memberikan keteladanan dan menumbuhkan
perilaku yang termuat di KI
E. Pendekatan / Model/ MetodePembelajaran

Model Pembelajaran Scientific Approach dengan metode diskusi, tanyajawab,
F. Media/AlatdanBahanPembelajaran
5. Media/Alat
 Laptop
 LCD
 Speaker
 Video lagu
6. BahanBelajar
G. SumberBelajar
Bahasa Inggris, When English Rings a Bell/ Kementerian Pendidikan dan
Kebudayaan.- Edisi Revisi. Jakarta: Kementerian Pendidikan dan
Kebudayaan,2017.
H. Langkah-LangkahPembelajaran
Pertemuan 1 (2JP)
Indikator Pencapaian Kompetensi (IPK):
3.8.1 Memperjelas fungsi sosial dan unsur kebahasaan dalam lirik lagu terkait
kehidupan remaja SMP/MTs
4.8.1 Mengklarifikasi pesan tersirat secara kontekstual terkait dengan fungsi
sosial dan unsur kebahasaan lirik lagu terkait kehidupan remaja SMP/MTs
Kegiatan
Pendahuluan
1. Guru memberi salam (greeting);
2. Guru memeriksa kehadiran siswa;
3. Guru menyiapkan peserta didik secara psikis dan fisik untuk
mengikuti proses pembelajaran;
4. Guru memberi motivasi belajar siswa secara kontekstual sesuai
manfaat dan aplikasi materi ajar dalam kehidupan sehari-hari,
dengan memberikan contoh dan perbandingan lokal, nasional dan
internasional;
5. Guru menjelaskan tentang tujuan pembelajaran atau kompetensi dasar
yang akan dicapai;
6. Guru menyampaikan cakupan materi dan uraian kegiatan sesuai silabus.
Kegiatan inti
1. Observing / Mengamati
 Peserta didik mendengarkan lagu “Count on Me” yang dipopulerkan
oleh Bruno Mars melalui video on screen lyric yang diputar oleh guru.
 Peserta didik menirukan lirik lagu yang dibacakan oleh guru disetiap
baris kalimat dengan memperhatikan ucapan, tekanan kata, intonasi,
ejaan, dan tanda baca.
 Peserta didik membaca teks lagu secara individu. (Lampiran 1)
2. Questioning / Menanya
 Guru memberi kesempatan kepada peserta didik untuk bertanya
tentang berbagai hal yang ingin diketahui terkait lirik lagu tersebut.
3. Experimenting / mengumpulkan informasi /mencoba
 Guru membagi peserta didik dalam beberapa kelompok
 Peserta didik menyalin lirik lagu yang diberikan oleh guru
 Peserta didik mengartikan beberapa kosakata lirik lagu Count on Me.
 Guru dan peserta didik bersama-sama mengartikan setiap baris lirik
lagu tersebut.
Penutup
1. Peserta didik dan guru melakukan refleksi terhadap kegiatan
2. Peserta didik dan guru memberikan umpan balik terhadap proses dan
hasil pembelajaran.
3. Peserta didik dan guru mengucapkan salam penutup.
Pertemuan 2 (2JP)
3.8.1 Memperjelas fungsi sosial dan unsur kebahasaan dalam lirik lagu terkait
kehidupan remaja SMP/MTs
sosial dan unsur kebahasaan lirik lagu terkait kehidupan remaja SMP/MTs
Kegiatan
Pendahuluan
3. Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti
proses pembelajaran;
manfaat dan aplikasi materi ajar dalam kehidupan sehari-hari, dengan
memberikan contoh dan perbandingan lokal, nasional dan
internasional;
5. Guru mengajukan tentang kaitan antara pengetahuan sebelumnya dengan
materi yang akan dipelajari;
Kegiatan inti
4. Assosiating / menalar/mengasosiasi
 Peserta didik diminta memasangkan kata yang memiliki makna sama.
 Peserta didik bersama kelompoknya masing-masing berdiskusi
menentukan bagian dari lirik lagu yang memiliki pesan moral. (Soal
terlampir – Lampiran 2)
5. Communicating/Mengomunikasikan
 Setiap kelompok diminta untuk maju mempresentasikan juga hasil
diskusi.
 Peserta didik dan guru menyimpulkan pesan moral yang terdapat
dalam lagu tersebut bersama-sama.
Penutup
1. Peserta didik memperhatikan informasi tentang rencana kegiatan
pembelajaran untuk pertemuan berikutnya.
Pertemuan 3 (2JP)
3.8.1 Memperjelas fungsi sosial dan unsur kebahasaan dalam lirik lagu
terkait kehidupan remaja SMP/MTs.
sosial dan unsur kebahasaan lirik lagu terkait kehidupan remaja
SMP/MTs
Kegiatan
Pendahuluan
9. Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti
proses pembelajaran;
manfaat dan aplikasi materi ajar dalam kehidupan sehari-hari, dengan
memberikan contoh dan perbandingan lokal, nasional dan
internasional;
11. Guru mengajukan tentang kaitan antara pengetahuan sebelumnya dengan
materi yang akan dipelajari;
Kegiatan inti
3. Experimenting / mengumpulkan informasi /mencoba
 Guru membagi peserta didik dalam beberapa kelompok
 Setiap kelompok diminta untuk mencari sebuah lirik lagu yang
mengandung pesan moral positif.
4. Assosiating/menalar/mengasosiasi
 Masing-masing kelompok ditugaskan untuk mencari kalimat dari lirik
lagu yang menggandung pesan moral positif dengan mengikuti
petunjuk dalam soal yang diberikan oleh guru. (Lampiran 3).
1. Communicating / Mengomunikasikan
 Masing-masing kelompok memperesentasikan hasil kerja kelompoknya
secara bergantian.
 Setiap kelompok menyanyikan lagu bagian masing-masing.
 Masing-masing kelompok membaca lirik lagu bagian masing-masing
dengan keras dan dengan memperhatikan ucapan, tekanan kata,
intonasi, ejaan, dan tanda baca .
 Masing-masing kelompok menunjukkan bagian kalimat dari lirik lagu
yang memiliki pesan moral
 Masing-masing kelompok menjelaskan pesan moral yang terkandung
dalam lirik lagu tersebut.
 Setiap kelompok yang maju memberikan kesempatan kelompok lain
untuk bertanya tentang lagu yang dibawakan.
.
Penutup
1. Bersama-sama peserta didik dan guru menyanyikan lagu yang diputar
pada awal pertemuan yaitu lagu “Count on Me”.
3. Peserta didik dan guru memberikan umpan balik dan kesimpulan
terhadap proses dan hasil pembelajaran.
4. Peserta didik memperhatikan informasi tentang rencana kegiatan
pembelajaran untuk pertemuan berikutnya.
Pertemuan 4 (2JP)
3.8.1Memperjelas fungsi sosial dan unsur kebahasaan dalam lirik lagu terkait
kehidupan remaja SMP/MTs.
4.8.1 Mengklarifikasi maksud lirik lagu secara kontekstual terkait dengan fungsi
sosial dan unsur kebahasaan lirik lagu terkait kehidupan remaja SMP/MTs.
Kegiatan
Pendahuluan
3. Guru menyiapkan peserta didik secara psikis dan fisik untuk
mengikuti proses pembelajaran;
Kegiatan inti
1. Communicating / Mengomunikasikan
 Guru membagi peserta didik menjadi dua kloter untuk mengerjakan
soal Ulangan Harian. Masing – masing kloter diberi waktu 35 menit
untuk mengerjakan soal Ulangan Harian
 Guru mengatur tempat duduk siswa sesuai dengan urutan nomor absen.
 Guru meminta siswa untuk memasukkan semua buku catatan dan buku
paket kedalam tas.
 Siswa diminta untuk mengerjakan soal Ulangan Harian secara individu.
(Lampiran 4)
Penutup
I. Penilaian Proses danHasilPembelajaran

g. Penilaian Sikap : Observasi/pengamatan (Lampiran 5)
h. Penilaian Pengetahuan : Tes Tertulis (Lampiran 2)
i. Penilaian Keterampilan : Unjuk Kerja/Praktik (Lampiran 3)
l. Observasi : Jurnal guru
m. Tes tertulis : Uraian dan lembar kerja
n. Unjuk kerja : Praktik/Pedoman Penskoran
J. Pembelajaran Remediasidan Pengayaan
 Pembelajaran remediasi dilakukan segera setelah kegiatan penilaian:
 Pembelajaran remidiasi diberikan kepada siswa yang belum mencapai
KKM (besar anangka hasil remediasi disepakati dengan adanya “penanda”
yaitu angka sama dengan KKM sekolah).
 Pengayaan diberikan kepada siswa yang telah mencapai nilai KKM dalam
bentuk pemberian tugas yang berbasis KD yang sama

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ENGLISH COURSE BOOK - SMP/MTs - Grade VII - 2nd Semester Page 1

Title : ENGLISH X-PRESS

Design Cover & Editor : Endang Sri Wahyuni

Lecturer : Moh. Khusen, M.Pd

ENGLISH COURSE BOOK - SMP/MTs - Grade VII - 2nd Semester Page ii

Kediri, 15th of July 2019

ENGLISH COURSE BOOK - SMP/MTs - Grade VII - 2nd Semester Page iv

ENGLISH COURSE BOOK - SMP/MTs - Grade VII - 2nd Semester Page v

B. Kompetensi Dasar (KD) dan Indikator Pencapaian Kompetensi (IPK)

ENGLISH COURSE BOOK - SMP/MTs - Grade VII - 2nd Semester Page vi

4.7.2.2 Menyusun teks deskriptif lisan

Guideline for Students

ENGLISH COURSE BOOK - SMP/MTs - Grade VII - 2nd Semester Page ix

ENGLISH COURSE BOOK - SMP/MTs - Grade VII - 2nd Semester Page 1

Asking information Giving information

ACTIVITY 1 Read the following dialogues! Pay attention to the bold

ENGLISH COURSE BOOK - SMP/MTs - Grade VII - 2nd Semester Page 2

Let’s ask questions and giving answering orally in a pair

ACTIVITY 3 Give the label a, b, c, d, e, or f to the statements below.

a. Asking information about person.

ENGLISH COURSE BOOK - SMP/MTs - Grade VII - 2nd Semester Page 3

ACTIVITY 4 Answer the questions below in a pair related to the

ENGLISH COURSE BOOK - SMP/MTs - Grade VII - 2nd Semester Page 4

Now, write the bold sentences from the dialog above

Asking information about people Asking information about animal

Asking information about thing Giving information about people

ENGLISH COURSE BOOK - SMP/MTs - Grade VII - 2nd Semester Page 5

ACTIVITY 7 See and pay attention to these pictures below!

ENGLISH COURSE BOOK - SMP/MTs - Grade VII - 2nd Semester Page 6

ASPECTS DESCRIPTION SCORE

ENGLISH COURSE BOOK - SMP/MTs - Grade VII - 2nd Semester Page 7

Read the following dialogues below and pay attention to the

Mary : Paul, do you have any pets?”

ENGLISH COURSE BOOK - SMP/MTs - Grade VII - 2nd Semester Page 8

Let’s try to get information about something that you don’t

Structure of “to be + Adjective”

Pattern of to be, adjective

Subjects and their pair of to be

ENGLISH COURSE BOOK - SMP/MTs - Grade VII - 2nd Semester Page 9

Read the following dialogue and pay attention to the

ENGLISH COURSE BOOK - SMP/MTs - Grade VII - 2nd Semester Page 10

You are very spirit

Pay attention to the questions of asking information below,

Look at the picture and describe it!

ENGLISH COURSE BOOK - SMP/MTs - Grade VII - 2nd Semester Page 11

What does your book look like?

Before write the sentences for answering the question

ENGLISH COURSE BOOK - SMP/MTs - Grade VII - 2nd Semester Page 12

ENGLISH COURSE BOOK - SMP/MTs - Grade VII - 2nd Semester Page 13

A. Choose the correct answer by circling (a), (b), (c), or (d)!

The text is for questions number 1-5

Bona : What are you reading?

1. From the text above, that is talking about………..

4. Bona and Ani are talking about?

5. The whales … the biggest animal.

ENGLISH COURSE BOOK - SMP/MTs - Grade VII - 2nd Semester Page 14

Text for number 6 to 10