SMK SYLLABUS

 
Subjects : ENGLISH - MANDATORY
Class: X
Core Competencies            :
 
KI 1: : Living and practicing the teachings of the religion he embraces
KI 2: Living and practicing honest behavior, discipline, responsibility, caring (gotong royong, cooperation, tolerant, peaceful), polite, responsive and pro-active and pointing
toattitudes as part of the solution to various problems in interacting effectively with the social and natural environment and in placing themselves as a reflection of the
nation in the association of the world
KI 3: Understanding, applying, analyzing factual, conceptual, procedural knowledge based on his curiosity about science, technology, arts, culture, and humanities with
insights into humanity, nationality, statehood, and civilization related to the causes of phenomena and events, and applying procedural knowledge to specific fields of
study in accordance with his talents and interests to solve problems.
KI 4: : Processing, reasoning, and praying in the concrete and abstract realms related to the development of what he studied in school independently, and able
to use methods in accordance with scientific rules
  
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  Basic Competencies Subject Matter Learning Valuation Allocatio Source of Learning
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  1.1. Grateful for the Tex oral and
Observe
Assessment
   
opportunity to learn       Students listento / readthe 2 x 2 JP
simple writing, to criteria:       Audio CD/ VCD/DVD
English as the identity by paying
explain, ask, and
language of instruction attention to           TEACHER'S VOICE
respond to ,
International socialfunctions, text Achievemen
communication
exposure to t of social       English-language newspapers/magazines
identity structure, language
embodied in the spirit elements, and the format of functioning       www.dailyenglish.com
of learning Social function delivery / writing.          
2.2. Demonstrate honest, Relationships       Students try to imitate the Completene http://americanenglish.state.gov/files/ae/re
disciplined, confident, with teachers, pronunciation and write ss and source_files
and responsible friends and traceness of
down the exposure of the       http://learnenglish.britishcouncil.org/en/
behavior in carrying out others the text
identity used.
transactional structure  
Phrase
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Question  
communication with My name is... displays and
 
teachers and friends. I'm... I live in ...       With the guidance and asks for
 
I have ... I direction of the teacher, identity
3.1. Analyze the social  
like.... And students question, among
function, structure of     Accuracy of  
such other things,, the
the text, and the the  
language elements of Language difference between the elements of  
the self-exposure text, element: various identities in English, language:
in accordance with the the difference with those in grammar,
(1) The word the Indonesian.
context of its use. vocabulary,
related to
4.1. Arrange simple oral family and       Students question the speech,
and written texts, to , kinship pronunciation and content of word
relations, the text that exposes pressure,
ask, and respond to
job themselves intonation,
self-exposure, spelling, and
taking into account profession, Meksplorbreast milk
hobbies. handwriting
social functions, text
structures, and       Students seek self-      Suitability of
(2) Verbs in reassessment from a variety
elements of language, simple writing/deliv
correctly and in of sources. ery format
present
accordance with tense: be,       Students practice exposing Show of work
context. have in themselves to friends
simple through simulation.      Do a
present monologue
      Students practice exposing that
tense
themselves through writing. mentions
(3) Whatdo you yourself in
ask? Associating
front of the
Who? class
      Students analyze
Which?
expressions of self-      Accuracy
(4) Speech, expression by grouping
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word them based on usage. using the
pressure, structure
      In groups of students
intonation, and
discuss the expression of
spelling, elements of
exposing the identity they
neat language in
find from other sources and
handwritin mentioning
g compareit with that used identity
by the teacher.
(5) Word Observations:
reference       Students getfeedbackfrom
teachers and friends about Not a formal
Topic social functions and the assessment
elements of language like a test, but
Transparency
conveyed in group work. for the purpose
about open
of giving back.
behavior, Ommunicatingright Assessment
respect for
      Students demonstrate the targets:
differences,
peace. use of oral and written       Behaving
exposure in the classroom honestly,
with regard to social disciplined,
functions, expressions, and confident,
elements of language that and
are correct and in responsible
accordance with the context. in carrying
      Students write down out
problems in using English to communica
explain their identity in a tion
learningjournal.     The
seriousness
of students
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in the
learning
process in
each stage
Portfolio
      A collection
of student
works that
reflect the
results or
achieveme
nts of
learning in
the form of
recordings
of the use
of
conversatio
nal
expression
s and
scripts
      A collection
of test and
exercise
results.
      Notes or
recordings
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of self-
assessmen
ts and peer
judgments,
in the form
of
comments
or other
means of
judgment.
Self-
Assessment
and Peer
Assessment
Form: diary,
journal, special
format,
comment, or
other form of
assessment
  1.1 Grateful for the  
Oral and written Observe ASSESSMENT       Audio CD/
1 x 2 JP
opportunity to learn texts to praise CRITERIA:
     Students listen to/watch the       TEACHER'S VOICE
English as the thewinged
winged praise interaction.     
language of instruction (extended)as       Newspapers/magazines
Achievemen
International well as its      Students follow the
t of social       www.dailyenglish.com
communication is response interaction of praising the
functioning
embodied in the spirit winged.      
Social function
of learning.      http://americanenglish.state.gov/files/ae/re
     Students mimic winged
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2.1. Demonstrate polite and
Maintain praise interaction models Completene source_files
caring behavior in
interpersonal ss and
carrying out      With teacher guidance and       http://learnenglish.britishcouncil.org/en/
relationships traceness of
interpersonal direction, students identify
with teachers, text
communication the characteristics of winged
friends and structure
with teachers and praise interactions (social
others. praise
friends. functions, text structure, and
Phrase winged
elements of language).
3.2. Analyze the social      Accuracy of
function, structure of  "Excellent! You Questioning (questioning)
really did it well, the
the text, and the With the guidance and direction elements of
language elements of Tina." "That's
nice, Anisa. I of the teacher, students language:
the expression praising grammar,
the winged and its really like it." "It question, among others, the
was great. I like difference between various vocabulary,
response, according to speech,
the context of its it, thank you." expressions praising winged word
use. Language in English, differences in pressure,
4.2. Arrange oral and elements: expressions with those in intonation,
written texts to Speech, word Indonesian, the possibility of spelling, and
pronounce and pressure, using other expressions, etc. handwriting
respond to winged intonation      Suitability of
praise, taking into Meksplorbreast milk
  writing/deliv
account the correct and Students praise winged with ery format
context-appropriate English in the context of
social function, simulations, role-play,and other HOW TO JUDGE:
structure of the text, structured activities. Show of work
and elements of
language. Associating      Role play
      Students compare the intheform of
  interactions
expressions of praise that
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have been learned with that contain
those in various other statements
sources. of praise
and
      Students compare between
response.
expressions in English and
in the student's language.      Accuracy
and
Ommunicatingright
conformity
      Students praise with using the
English, inside and outside structure
the classroom. and
elements of
      Students write down language in
problems in using English to conveying
praise in a learning journal. praise and
response
Observations:
Not a formal
assessment
like a test, but
for the purpose
of giving back.
Assessment
targets:
      Attempt to
use English
to express
praise and
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response
when the
opportunity
arises.
      The
seriousnes
s of
students in
the learning
process at
each stage.
      Courtesy
and care in
carrying out
communica
tion

1.1. Grateful for the Oral and written Observe ASSESSMENT 1 x 2 JP       Audio CD/
 
opportunity to learn texts to show CRITERIA:
     Students listening/watching       TEACHER'S VOICE
English as the attention(care))
interactions show attention.     
language of instruction       Newspapers/magazines
Social function Achievemen
International         Students follow interactions
Maintain t of social       www.dailyenglish.com
communication is showing attention.
interpersonal functioning
embodied in the spirit      
of learning. relationships          Students mimicking the
     http://americanenglish.state.gov/files/ae/res
with teachers, interaction model showing
2.1. Demonstrate polite and Completene ource_files
friends and attention.
caring behavior in ss and
others.         With teacher guidance and traceness of       http://learnenglish.britishcouncil.org/en/
carrying out
direction, students identify text
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interpersonal
Phrase the characteristics of structure
communication interactions showing indicates
with teachers and Phrase to pay
attention. (social functions, attention
friends. attention and how
text structure, and language
to respond to it:      Accuracy of
3.3. Analyze the social elements).
You look pale. the
function, structure of Are you OK? Questioning (questioning) elements of
the text, and the Not, really. I've language:
language elements of         With the guidance and
got a headache. grammar,
the expression showing direction of the teacher,
Language vocabulary,
attention (care), as well students question among speech,
as its response, in elements:
others the differences word
accordance with the Speech, word pressure,
between various
context of its use. pressure, intonation,
expressions showing
4.3. Arrange oral and intonation spelling, and
attention in English,
written texts toplug handwriting
and respond to differences in expressions
with those in the      Suitability of
expressions of care, writing/deliv
taking into account Indonesian, the possibility
ery format
social functions, text of using other expressions,
structures, and etc. HOW TO JUDGE:
elements of language, Show of work
which are correct and Meksplorbreast milk
context appropriate. Students show concern with      Roleplayin
English in the context of the form of
simulations, role-play,and other interactions
structured activities. that contain
statements
Associating and
questions to
      Students compare
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expressions showing the show
attention that has been attention
learned with those in various
     Accuracy
other sources.
and
      Students compare between conformity
expressions in English and use
in the student's language. structures
and
Munikasikan elements of
        Students show concern language in
with English, inside and conveying
outside the classroom. expressions
to show
        Students write down attention
problems in using English to
show attention in Observations:
learningjournals. Not a formal
assessment
like a test, but
for the purpose
of giving back.
Assessment
targets:
      Attempt to
use English
to show
care when
the
opportunity
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arises.
      The
seriousnes
s of
students in
the learning
process at
each stage.
      Courtesy
and care in
carrying out
communica
tion
  1.1. Grateful for the Observe 2 x 2 JP
Oral texts and Assessment       Audio CD/ VCD/DVD
opportunity to learn written       Students listen and read criteria:
English as the many sentences stating and       TEACHER'S VOICE
statementsand
language of instruction asking about the intention of     
questions
Achievemen       English-language newspapers/magazines
forinternationalcom doing something in a
about the t of social
munication embodied variety of contexts.       www.dailyenglish.com
intention to functioning
in the spirit of learning dosomething       Students follow interactions      
about statements and     http://americanenglish.state.gov/files/ae/re
2.2. Demonstrate honest, Social Function questions Completene source_files
disciplined, confident,
State a plan   aboutstatements andasks ss and
and responsible       http://learnenglish.britishcouncil.org/en/
about the intention of traceness of
behavior in carrying out Text Structure
doing something with the the text  
transactional
'I'd like to tell my structure of
communication with guidance of the teacher.
teachers and friends. name,' I will statements
tell him about       Students imitate examples and
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3.4. Analyze social my job, I'm of sentences that state and questions
functions, text going to ask about the intention about the
structures, and introduce my of doing something. intention
language elements for friend to do
menyatakanand       With guidance and direction
Language something
the teacher identifies the
menanyakan about Elements characteristics of the     Accuracy of
the intention to do
Verb i'd like to .., sentence that states and the
something,
I will .., I'm asks about the intention of elements of
according to the doing something.
going to ...; language:
context of itsuse grammar,
grammar, Question
4.4. Drafting oral and written speech, word vocabulary,
texts to state and pressure, With the guidance and direction speech,
inquire about the intonation, of the teacher, students word
intention to do spelling, question among othersthe pressure,
something, taking into punctuation, difference between various intonation,
account the social handwriting and expressions andask about the spelling, and
function, structure of print are clear intention to do something in handwriting
the text, and elements and neat. English, the difference in      Suitability of
of language, which are expressions with those in the writing/deliv
 
correct and appropriate Indonesian, the possibility of
ery format
in context   using other expressions etc.
 
    Lorrying
How to Judge:
    Students state and inquire
about the intention of Observation
(observation)
doing something in the
context of simulations, role- Not a formal
assessment
play and other activities that
like a test, but
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are disciplined. for the purpose
of giving back.
    Students try to state and ask
about the intention of     Attempt to
use English
doing something.
to state and
Associating inquire
about the
      Students compare between intention
expressions of intent to do of doing
something in English that something
has been learned with when the
existing ones from a variety opportunity
of other sources. arises.
      Students compare     The
expressions expressed and seriousness
inquire about the intention of of students
doing something in English in the
and in Indonesian learning
Ommunicatingright process in
each stage
      Each stated and asked for
expressions about the       Behaving
intention of doing honestly,
disciplined,
something in English
confident,
inside and outside the
and
classroom responsible
      Students write problems in in carrying
learningjournals (learning out
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journals) communica
tion
 
 
Observe Assessment  
1.1 Grateful for the Oral and written 2 x 2 JP       Audio CD/ VCD/DVD
opportunity to learn       Students pay attention to criteria:
text to
several messages         TEACHER'S VOICE
English as the pronounce and    
language of instruction containing congratulations  
respond to Achievemen       English-language newspapers/magazines
kommukasi from various sources (a.l.
extended t of social  
international embodied movies, tapes, newspapers,       www.dailyenglish.com
congratulations functioning
in the spirit of learning magazines).  
Social Function          
2.3 Demonstrate the       Students read examples of Completene   http://americanenglish.state.gov/files/ae/res
Maintain text messages containing ss and ource_files
behavior of  
interpersonal congratulations with traceness of
responsibility, care,       http://learnenglish.britishcouncil.org/en/
relationships speech, intonation, word winged  
cooperation, and
with teachers, pressure, correctly and congratulato  
peace-loving, in  
friends, and smoothly. ry text
carrying out functional
others.  
communication       With the teacher's guidance structure
Text structure and direction, students     Accuracy of  
3.5. Analyze the social
function, text structure, Standard identify the characteristics the  
and grammatical expressions of the message that contain elements of
elements of winged from authentic congratulations (social language:  
congratulatory sources. function, text structure, and grammar,  
expressions, elements of language). vocabulary,
Language   speech,  
according to the
element Questioning( questioning) word
context of their use.  
(1) Standard       With the guidance and pressure,
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4.5. Arrange oral and words and direction of the teacher, intonation,  
written texts to grammar students question, among spelling, and
handwriting  
pronounce and others, the differences
(2) Spelling and
respond to extended     Suitability of  
handwritin between various messages
congratulations, with writing/deliv  
g and print that contain congratulations
due regard to the ery format
are clear in English, differences in  
purpose, structure of  
and neat. expressions with those in
the text, with regard to How to Judge:  
the purpose, structure (3) Speech, the Indonesian, the
of the text, and word Show of work  
possibility of using other
elements of language, pressure, expressions, etc.      Doing role-  
correctly and in intonation, play uses
accordance with when Mengexplorasi expressio  
context. presented ns in the  
      Students independently and
orally form of
  in groups seek other  
Topic messages
congratulations from
containing  
An example of various sources congratulati  
caring and ons and
peace-loving       Students take turns reading
responses  
behavior. congratulations with the
in real  
right language element
  situations
 
      Students say and respond      Accuracy
to congratulations delivered and  
by friends and teachers. conformity
using the
Associating structure
      Students compare various and
congratulations related to elements of
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the purpose, structure of the language in
text, and elements of conveying
language, in terms of winged
congratulati
accuracy, efficiency,
ons and
effectiveness. responses
      Students getfeedbackfrom Observations:
teachers and friends about Not a formal
the results of analysis assessment
delivered in group work. like a test, but
for the purpose
Ommunicatingright of giving back.
      Students are creative in Assessment
making congratulatory texts targets:
and delivering them in front      Perilaku
of teachers and friends for responsibilit
feedback. y, caring,
      Students make cooperation,
congratulatory cards and peace,
in carrying
      Students get feedback from out
teachers and peers communicati
on
      Accuracy
and
conformity
in conveying
and writing
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text
containing
congratulati
ons
      The
seriousness
of students
in the
learning
process at
each stage
Portfolio
    A collection
of learning
progress
notes in the
form of
notes or
monologue
recordings.
    A collection
of student
works that
support the
process of
writing
congratulato
ry text in the
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  Basic Competencies Subject Matter Learning Valuation Allocatio Source of Learning
n
form of:
draft,
revision,
editing until
the best
results to be
published
      A collection
of test and
exercise
results.
      Notes or
recordings
of self-
assessment
s and peer
judgments,
in the form
of
comments
or other
means of
judgment

1.1. Grateful for the Actions / events Observe assessment 2 x 2 JP       Audio CD/ VCD/DVD
 
opportunity to learn carried out / criteria:
     Students listen to and read       SUARA GURU
English as the occurred in the
many sentences Past Simple    
language of instruction past that refer to       Koran/ majalah berbahasa Inggris
and Present perfect Achievemen
forinternational the time of
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  Basic Competencies Subject Matter Learning Valuation Allocatio Source of Learning
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ommukasi embodied in occurrence with tense, in a variety of t of social       www.dailyenglish.com
the spirit of learning. reference to the contexts. function
     
2.2. Demonstrate honest,
end     The
     Students interact using the http://americanenglish.state.gov/files/ae/res
disciplined, confident, ( Past Simple and accuracy of
sentences Past Simple and ource_files
and responsible Present Perfect linguistic
Present perfect tense elements:       http://learnenglish.britishcouncil.org/en/
behavior in carrying out Tense) during the learning process,
transactional grammar,
Social function with the guidance of the  
communication with vocabulary,
teacher. speech,
teachers and friends. Stating and
asking about      Students imitate examples of word stress,
3.6. Analyze the social Past Simple sentences and intonation,
actions / events
function, structure of Present Perfect tense , spelling,
carried out /
the text, and the and
occurred in the
language elements in       With the guidance and handwriting
past that refer
statements and direction of the teacher,
to the time of     
questions of students identify the
occurrence with Completene
actions/events characteristics of sentences in
reference to the ss and
performed/occurred in the Past Simple and Present
end coherence
the past that refer to Perfect tenses, (social functions,
of text
the time of occurrence Text structure text structures, and linguistic
structure
by referring to the end, elements).
I had plowed
in accordance with the      Suitability of
into a big Questions
context of their use. writing/deliv
green Buick. I
With the guidance and ery format
4.6. Arrange oral and hollered
direction of the teacher,
written texts to express farewells to my Assessment
students ask the differences
and inquire about past friends and ways:
between various past simple
actions/events that poured myself
and present perfect that there Observations:
refer to the time of into the car
are in English, and the
occurrence with Not a formal
My friend has differences in expressions in
assessment
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reference to the end, prepared English with those in like a test,
taking into account the everything Indonesian. but for the
social function, before we left purpose of
Exploration
structure of the text, giving
Language
and elements of         Students state and ask feedback.
element
language, which are actions/events that were
Assessment
correct and context- (1) Past Simple, carried out/occurred in the
target
appropriate. Present past which refers to the time
Perfect of occurrence with those    Honest,
 
(2) Grammar, which refer to the ending in disciplined,
speech, word English in the context of confident,
pressure, simulations, role-plays, and and
intonation, other structured activities. responsible
spelling, behavior in
        Students try to state and
punctuation, carrying out
ask actions/events that
handwriting communicati
were done/occurred in the
and print are on
past which refers to the time
clear and of occurrence with those    Accuracy
neat. which refer to the ending in and suitability
Topic English during the learning in conveying
process.. and writing
Various things text
related to the Associate
interaction    The
     Students compare the
between teachers seriousness of
sentences of Past Simple
and students students in the
and Present Perfect tense
during the learning
that have been studied with
learning process, process at
other expressions.
inside and every stage
outside the       Students compare the
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classroom. sentences of Past Simple and Portfolio
Present Perfect tense in English
    A collection
with sentences about
of student
actions/events that were
work that
done/occurred in the past which
reflects the
refers to the time of occurrence
results or
with those which refer to the
learning
ending in their mother tongue or
achievemen
Indonesian.
ts
Communication
    Collection of
      Students state and ask a test and
about actions/events that practice
were carried out/occurred in results.
the past which refers to the
time of occurrence with      Notes of
those which refer to the self-
ending in English, inside assessment
and outside the classroom. and peer
assessment,
      Students write down in the form
problems in using English to of
state and ask about comments
actions/events that were or other
carried out/occurred in the means of
past which refers to the time assessment
of occurrence with
reference to the end in their
study journal.
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  Basic Competencies Subject Matter Learning Valuation Allocatio Source of Learning
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  1.1 Being grateful for the Verbal and written Observe Assessment
   
opportunity to learn 9 x 2 JP
descriptive text, criteria:       Audio CD/ VCD/DVD
English as the       Students pay
simple, about
language of instruction attention/watch some            SUARA GURU
famous people,
for international examples of texts/films Achieveme
tourist attractions,       Koran/ majalah berbahasa Inggris
communication which about depictions of people, nt of social
and historical
is manifested in the tourist attractions, and function       www.dailyenglish.com
buildings
spirit of learning historical buildings.
Social function           
2.3 Demonstrate
      Students imitate examples Completene http://americanenglish.state.gov/files/ae/re
responsible, caring, Boast, introduce, in a guided manner. ss and source_files
cooperative, and identify, praise, coherence
peace-loving behavior, criticize,       Students learn to find the       http://learnenglish.britishcouncil.org/en/
of
in carrying out promote, main idea, detailed
descriptive  
functional etc.Struktur text information and certain
text
communication information from the text
(1) Mention the structure
3.7. Analyzing social
functions, text names of Questioning
     The
structures, and people,      With the guidance and accuracy of
linguistic elements in tourist direction of the teacher, linguistic
simple descriptive texts attractions, students question the elements:
about people, tourist and famous differences between the grammar,
attractions, and famous historical various descriptive texts in vocabulary,
historical buildings, buildings English, the differences speech,
according to the and the between the texts in English word stress,
context of their use. names of and those in Indonesian. intonation,
their spelling,
4.8. Capturing meaning in selected      Students ask the main ideas,
simple oral and written and
parts for detailed information and certain
descriptive texts.4.9. handwriting
description information from descriptive
Menyunting teks texts     Suitability of
deskriptif lisan and (2) Mention of writing/deliv
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  Basic Competencies Subject Matter Learning Valuation Allocatio Source of Learning
n
Exploration
write, simply, about the nature of ery format
people, tourist people,       Students in groups read
attractions, and famous tourist other descriptive texts from
historical buildings, attractions, various sources with proper
taking into account and famous pronunciation, word stress For work
social functions, text historical and intonation     Do a
structures, and buildings
      Students in pairs find the monologue
linguistic elements that and parts
main idea, detailed about the
are correct and in thereof, and
information and certain description
context.
(3) Mention of information as well as the of people,
4.10. Compose simple oral actions from social function of the tourist
and written descriptive or related to descriptive text that is attractions,
texts about people, people, read/heard. famous
tourist attractions, and tourist historical
famous historical attractions,       Students edit the descriptive buildings in
buildings, taking into and famous text given by the teacher in front of the
account the purpose, historical terms of structure and class / in
text structure, and buildings. language pairs
linguistic elements,       In groups, students describe
all of which are in other tourist attractions in the     Accuracy
correctly and in
accordance with context of delivering and suitability
context.
the social reasonable information in using text
. function to be related to the objectives to be structure and
  achieved. achieved from the model linguistic
linguistic being studied elements in
elements making
Associate descriptive
(1) Nouns       In guided group work, texts.
related to students analyze by Observations:
famous comparing various texts that
 Time
  Basic Competencies Subject Matter Learning Valuation Allocatio Source of Learning
n
people, describe people, tourist Not a formal
tourist attractions, famous historical assessment
attractions, buildings with a focus on the like a test, but
and structure of the text, and for the purpose
historical linguistic elements. of giving back.
buildings Assessment
      Students classify descriptive
target
(2) Adjectives texts according to their
related to social function.       Behavior of
people, responsibilit
tourist       Students get feedback from
y, caring,
attractions, the teacher and friends
cooperation,
and famous about everything he says in
and love of
historical group work.
peace, in
buildings   carrying out
(3) Spelling and communicat
Communicating
handwriting ion
and printing       In groups, students
    Accuracy
are clear compose descriptive texts
and
and neat about people/tourist
suitability in
places/historical buildings
(4) Speech, word conveying
according to their social
stress, and writing
function, structure and
intonation, descriptive
linguistic elements
when text
presenting       Students edit a friend's
     The
in verbal. description.
seriousness
(5) Word       Students convey their of students
reference descriptions in front of the in the
teacher and friends and learning
 Time
  Basic Competencies Subject Matter Learning Valuation Allocatio Source of Learning
n
Topic publish them on the wall process at
magazine. every stage
An example of
tolerant behavior,       Students make clippings of
entrepreneurship, descriptions about people,
nationalism, self-       Accuracy
tourist attractions or
confidence. and
historical buildings that they
suitability of
like.
using
      Students make a written strategies in
self-evaluation report about reading
their experience in
Portfolio
describing tourist attractions
and buildings, including       A collection
mentioning the supports and of learning
obstacles experienced. progress
notes in the
      Students can use ‘learning
form of
journal’
notes or
monologue
recordings
of
descriptive
text.
      A collection
of student
works that
support the
process of
writing
 Time
  Basic Competencies Subject Matter Learning Valuation Allocatio Source of Learning
n
descriptive
texts in the
form of:
drafts,
revisions,
editing until
the best
results are
published
      A collection
of test
results and
practice.
     Notes or
recordings
of self-
assessment
and peer
assessment
, in the form
of
comments
or other
means of
assessment
Self
Assessment
and Peer
 Time
  Basic Competencies Subject Matter Learning Valuation Allocatio Source of Learning
n
Assessment
     Form:
diary,
journal,
special
format,
comments,
or other
forms of
assessmen
t

1.1. Grateful for the Written text in the Observe Assessment 2 x 2 JP       Audio CD/ VCD/DVD
 
opportunity to learn form of criteria:
• Students listen/read the       SUARA GURU
English as the announcement
announcement text from various • Achievement
language of instruction       Koran/ majalah berbahasa Inggris
Social function sources by paying attention to of social
for international
the social function, text function       www.dailyenglish.com
communication which Providing
structure, linguistic elements, as
is manifested in the information with •      
well as the format of
spirit of learning or without Completeness http://americanenglish.state.gov/files/ae/res
delivery/writing.
orders or and coherence ource_files
2.3 Demonstrate
instructions to • Students try to imitate the of the
responsible, caring,       http://learnenglish.britishcouncil.org/en/
be followed, to pronunciation and write down announcement
cooperative, and
facilitate the text used. text structure  
peace-loving behavior,
information
in carrying out • Students learn to read quickly • The accuracy
between
functional to get an overview of the text of linguistic
teachers,
communication through a process of skimming elements:
students,
and scanning to get specific grammar,
3.8. Analyzing the social principals, and
 Time
  Basic Competencies Subject Matter Learning Valuation Allocatio Source of Learning
n
function, text structure, administrative information. vocabulary,
and linguistic elements staff speech, word
of the announcement stress,
Text Structure
text, according to the Questioning intonation,
context of its use. Phrases spelling, and
With the guidance and direction
commonly used handwriting
4.11. Catch the meaning of of the teacher, students
in announcement
announcement. question the differences • Suitability of
texts in the mass
between various notification writing/delivery
4.12. Compose a written media and on the
texts in English, the difference format
announcement text, internet,
between notification texts and
very short and simple, sequentially and How to Assess
those in Indonesian, the
taking into account coherently.
possibility of using other Work method
social functions, text
Linguistic expressions, etc.
structure, and linguistic • Conduct a
elements
elements that are Explore monologue in
correct and in context.  Proper the form of an
• Students look for other texts to
vocabulary, announcement
listen/read the announcement
grammar, in front of the
text with strategies used from
speech, word class
various sources.
references,
• Accuracy and
word stress, • Students practice reading the
suitability in
intonation, announcement text with the
using the text
spelling, and strategy used with friends
structure and
punctuation,
Associate linguistic
with fluent
elements in the
pronunciation • Students analyze the
notification text
and clear and announcement text by paying
(announcement
neat attention to the writing format
)
handwriting or through the strategies used.
print. Observations:
• Students compare the
 Time
  Basic Competencies Subject Matter Learning Valuation Allocatio Source of Learning
n
Multimedia: announcement text heard/read Not a formal
from the teacher with what they assessment
Layout,
have learned from other like a test, but
decoration, which
sources. for the purpose
makes the text
of giving
look more • In groups, students discuss the
feedback.
attractive  announcement text that they
Assessment
found from other sources.
objectives:
• Students get feedback from
- politeness
teachers and friends about
when carrying
social functions and linguistic
out
elements conveyed in group
communication
work.
actions
Communicating
- responsible
• Students make an behavior, care,
announcement text in group cooperation,
work and love
• Students submit written notices peace, deep
by paying attention to the carry out
correct social function, structure, communication
and linguistic elements and in - The sincerity
accordance with the context of students in
• Make a learning journal the learning
(learning journal) process at
every stage
- Accuracy and
suitability of
using
 Time
  Basic Competencies Subject Matter Learning Valuation Allocatio Source of Learning
n
strategies in
reading
Portfolio
• A collection of
learning
progress notes
in the form of
notes or
monologue
recordings of
notification
texts
• A collection of
student works
that support the
process of
writing
notification
texts in the
form of: drafts,
revisions,
editing until the
best results are
published
• Collection of
test and
practice
results.
 Time
  Basic Competencies Subject Matter Learning Valuation Allocatio Source of Learning
n
Self
Assessment
and Peer
Assessment
Form: diary,
journal, special
format,
comments, or
other forms of
assessment

1.1. Grateful for the The recount text Assessment 7 x 2 JP       Audio CD/ VCD/DVD
 
Observe
opportunity to learn is spoken criteria:
and written,       Students listen to various       TEACHER'S VOICE
English as the    
simply, about examples of recount
language of Achieveme       English-language
the texts about experiences / nt of social
instruction for newspapers/magazines
experience/a activities / events / functioning
international
ctivity/event/e events given / heard by       www.dailyenglish.com
communication    
vent. teachers      
embodied in the Completen
spirit of learning social function,       Students listen to various ess and http://americanenglish.state.gov/files/ae/res
Imitate examples of recount traceness ource_files
2.3 Demonstrate boasting,
responsible, caring, texts about experiences / of the       http://learnenglish.britishcouncil.org/en/
acting activities / events / recount
cooperative, and regularly,
peace-loving behavior, events given / heard by text
conscientious teachers
in carrying out ly and
structure
functional disciplined,       Students learn to     Accuracy
communication report. determine the main of the
3.9. . Analyze social ideas, detailed elements
Structure
 Time
  Basic Competencies Subject Matter Learning Valuation Allocatio Source of Learning
n
functions, text a. Mention information and specific of
structures, and actions/event information from the language:
language elements in s/events in recount text. grammar,
simple recount texts general vocabulary
about Questioning (questioning) , speech,
b. Mentions the
experiences/events/ev  With the guidance and word
order of
ents, according to the direction of the teacher, pressure,
actions/
context of their use. students question among intonation,
events /
4.13. Capturing meaning in events other things the differences spelling,
oral and written chronologicall in various texts about and
recount texts simple. y, and obey. experiences / events / handwritin
events in English, text g
4.14. Compiling oral c. If differences in English
recount texts and necessary,  
with those in Indonesian,
simple writing about there is a Conformity
experiences/activities/ general       Students question the format of
events/events, taking main idea of detailed
conclusion. writing/
into account social information and certain submission
functions, text Language information in the
structure, and element recount How to
language elements, Assess
(1 Words Explore Performa
correctly and in
related to nce
accordance with       Students search for
the
context multiple text recounts      Perform
struggle of
life, from a variety of sources. monolog
profession ues in
      Students practice finding the form
alism at basic ideas, detailed of
work, information and specific recounts
events / information from the in groups
 Time
  Basic Competencies Subject Matter Learning Valuation Allocatio Source of Learning
n
text.
events that / pairs /
are being       Students read recount in front of
talked text to friends using the the class
about. right language element         Accuracy
(2) Mention of      Students practice and
nouns converting the sentences conformity
given into text recount. in using
(3) Spelling and text
handwriting       Students in groups write structures
and clear /copy text recount lisan and and
ctak and language
write, simply, about
tidy elements in
experiences / activities /
(4) Speech, teks
events / events with recount
word
regard to social
pressure, Observations:
intonation, functions, structures, and
elements of language Not a formal
when assessmen
presented with a direct
t like a
orally test, but
Associating
(5) Word for the
reference       In pairs students analyze purpose of
each other's text recount giving
Topic writing with a focus on back.
Examples of
social functions, Assessmen
entrepreneuri
structures, and elements t targets:
al behavior,
of language. -      courtesy
fighting
power,       Students discuss the when
 Time
  Basic Competencies Subject Matter Learning Valuation Allocatio Source of Learning
n
confidence, main ideas, detailed taking
responsibility, information and certain action
discipline. information from the -     responsible
text. behavior,
caring,
      Students get feedback
cooperatio
from teachers and n, and
friends about the results peace-
of analysis delivered in loving, in
group work. carrying
out
Communicate communic
ation
      Students create a simple
recount text about
-    The
example by paying
seriousnes
attention to its social
s of
functions, structure and
students in
elements of language.
the
      Students present it in learning
class. process at
each stage
      Students create text -       Accuracy
clipping recounts by and
copying from multiple suitability
sources. using
strategies
     Students create a learning
 Time
  Basic Competencies Subject Matter Learning Valuation Allocatio Source of Learning
n
journal (learning journal)  in reading
Portfolio
    A
collection
of learning
progress
notes in
the form
of notes or
recordings
of recount
text
monologu
es.
    Collection of
student
work which
supports
the
process of
writing
recount
text in the
form of:
draft,
revision,
editing
until the
 Time
  Basic Competencies Subject Matter Learning Valuation Allocatio Source of Learning
n
best
results to
be
published
   A
collection
of test and
exercise
results.
     Notes or
recordings
of self-
assessment
s and peer
judgments,
in the form
of
comments
or ways
valuation
Other
Self-
Assessmen
t and Peer
Assessmen
t
     Form:
diary,
 Time
  Basic Competencies Subject Matter Learning Valuation Allocatio Source of Learning
n
journal,
special
format,
comment,
or other
form of
assessmen
t
     Students are
given
training
before being
required to
carry it out. 

1.1. Grateful for the Spoken and Observe Assessment 6 x 2 JP • Audio CD/ VCD/DVD  
opportunity to learn written narrative criteria:
• Students listen to various • TEACHER VOICE
English as the texts are in the
examples of legend texts • Achievement
language of instruction form of simple • English newspapers/magazines
given/heard by the teacher of social
for international legends.
function • www.dailyenglish.com
communication which • Students observe social
Social function
is manifested in the functions, structures and • •
spirit of learning Emulate moral linguistic elements Completeness http://americanenglish.state.gov/files/ae/res
values, love the and coherence ource_files
2.3 Demonstrate • Students observe examples
homeland, of narrative text
responsible, caring, from legend stories • http://learnenglish.britishcouncil.org/en/ 
respect other structure
cooperative, and • Students learn to find the main
cultures.
peace-loving behavior, • The accuracy
idea, detailed information and
in carrying out Structure of linguistic
certain information from the
 Time
  Basic Competencies Subject Matter Learning Valuation Allocatio Source of Learning
n
functional
a. Introduction of legend text elements:
communication..  
characters and grammar,
Questioning (questioning)
3.9. Analyzing social setting vocabulary,
functions, text • With the guidance and speech, word
b. Complications
structure, and linguistic direction of the teacher, stress,
for the main
elements in simple students question the intonation,
character
narrative texts in the differences between the various spelling, and
form of folk legends, c. The solution narrative texts in English, the handwriting
according to the and the end of differences between the texts in
• Suitability of
context of their use. the story English and those in Indonesian.
writing/delivery
4.15. Capturing the linguistic • Students question the main format
meaning of spoken elements idea, detailed information and
Work method
and written narrative certain information
(3) Words
texts in the form of • Conduct a
related to Explore
legends, simple monologue in
characters,
• Students read several text the form of
characters, and
legends from various sources. narrative text in
settings in the
• Students practice finding the groups / in
legend
main idea, detailed information pairs / in front
(4) Modal of the class
and certain information
auxiliary verbs.
• Students complete the gaps • Using text
(4) Spelling and structure and
from some simple legend texts
handwriting and linguistic
printing are clear • Students in groups write/copy elements in
and neat the recount text by paying narrative text
attention to the social function,
(5) Speech, Observations:
structure, and linguistic
word stress,
elements in a coherent manner Not a formal
intonation, when
• Students read the recount text assessment
presenting orally
 Time
  Basic Competencies Subject Matter Learning Valuation Allocatio Source of Learning
n
(6) Word to a friend using the right like a test, but
reference language elements for the purpose
of giving
Topic Associate
feedback.
Exemplary • In pairs, students analyze Assessment
behavior and several legend texts with a focus objectives:
noble values on social functions, structures,
• Behave
and culture. and linguistic elements
responsibility,
• Students get feedback from care,
teachers and friends about the cooperation,
results of the analysis presented and love
in group work. peace, in
Communicating conducting
communication
• Students convey information
on social functions, structures, • The accuracy
and linguistic elements found and suitability
after reading the legend text. of using
reading
• Students retell a simple legend strategies
text that is read by paying
attention to its social function, • The sincerity
structure and linguistic of students in
elements. the learning
process at
• Students make legend text every stage
clippings by copying and several
sources. Portfolio

• Students make a 'learning • A collection of

journal' notes on
learning
 Time
  Basic Competencies Subject Matter Learning Valuation Allocatio Source of Learning
n
progress in the
form of notes
or monologue
recordings of
narrative texts
• A collection of
student works
that support the
process of
writing
narrative texts
in the form of:
drafts,
revisions,
editing until the
best results are
published
• Collection of
test and
practice
results.
• Records or
records of self-
assessment
and peer
assessment, in
the form of
comments or
 Time
  Basic Competencies Subject Matter Learning Valuation Allocatio Source of Learning
n
other means of
assessment
Self
Assessment
and Peer
Assessment
Form: diary,
journal, special
format,
comments, or
other forms of
assessment

1.1 Grateful for the Simple song Observe Observations: 2 x 2 JP       Audio CD/ VCD/DVD
 
opportunity to learn Social function
 Student listen to/read some Not a formal       www.youtube
English as the
Comforting, English song lyrics and copy assessment
language of instruction       SUARA GURU
expressing them like a test, but
for international
feelings, for the purpose       Koran/ majalah berbahasa Inggris
communication which  Students imitate the lockdown
teaching moral of giving back.
is manifested in the by singing according to the       www.dailyenglish.com
messages Unsur Assessment
spirit of learning song heard
kebahasaan goals:      
2.3 Demonstrate http://americanenglish.state.gov/files/ae/res
(1) Words, Question - Responsible,
responsible, caring, ource_files
expression caring,
cooperative, and  With the teacher's guidance
s, and cooperative       http://learnenglish.britishcouncil.org/en/
peace-loving behavior, and direction, students
grammar and peace-
in carrying out questioned among others the  
in song- loving
functional difference in the message in
shaped behavior in
communication english songs, the difference carrying out
 Time
  Basic Competencies Subject Matter Learning Valuation Allocatio Source of Learning
n
3.11. Mentions social artwork. in songs in English with those communicat
functions and in Indonesian. ion
(2) Spelling and
elements of language
handwritin  Students gain additional - Accuracy and
in songs.
g and print knowledge of vocabulary and conformity
4.16. Capturing the are clear messages in songs in the
meaning of a simple and neat. pronunciatio
Exploration
song. n and
(3) Speech,
 Students read copied song copying of
word
lyrics to my countrymen song lyrics
pressure,
intonation,  Students sing copied songs - The
when with proper pronunciation seriousness
presented and word pressure of students
orally  Students discuss the message in the
of the song being heard learning
Topic
process in
An example of Associating each stage
inspiring  Individually students compare Portofolio
behavior. messages contained in
some songs read / heard  Student
progress
 Students create a collection of collection in
peace-themed songs by the form of
copying a collection
of songs
copied in
Communicate handwriting
along with
 Students report a collection of impressions
their favorite songs that of the song
 Time
  Basic Competencies Subject Matter Learning Valuation Allocatio Source of Learning
n
have been written about the  Test and
messages in the songs. training
results.
 Inter-student conducts an
assessment of the collection  Notes or
of songs made. recordings
of self-
assessment
s and peer
judgments,
in the form
of
comments
or other
means of
judgment
Self-
Assessment
and Peer
Assessment
Form: diary,
journal, special
format,
comment, or
other form of
assessment