PAPER

AN ANALYSIS TEXTBOOK “ENGLISH LANGUAGE”

FOR TWELVE GRADE IN HIGH SCHOOL

Was compiled to fulfill of assignment for the Text Books Analysis

Supporting Lecturer :
Ms. Rohmatillah Mpd

GROUP 10
 ARJUN BIMA PRATAMA 2111040134
 ARIF KURNIA RAMADHAN
 NABILA AMELIA SARI

ENGLISH EDUCATION FACULTY

OF TARBIYAH AND TEACHERSHIP
ISLAMIC UNIVERSITY RADEN INTAN LAMPUNG
2023/2024
 PREFACE

Praise be to God Almighty for giving us opportunities so that we can finish this paper. Without His
help, we might not be able to finish this paper properly and on time. We are grateful to God for the
abundance of His physical and mental favors.

This paper, entitled " An Analysis Text Books English Language For Twelve Grade In High School"
was written to tell people about analysis textbooks. This paper was also completed to fulfill the group
assignment for the Text Books Analysis subject.

We certainly realize that this paper is far from perfect and that there are still many errors and
deficiencies in it. For this reason, we would like to apologize profusely.

We would also like to thank everyone involved, especially the TextBooks Analysis Lecturer, for
giving us this assignment to help us comprehend the subject matter better.

Hopefully, this paper can provide a broader insight to the reader about related subjects
 TABLE OF CONTENT

PREFACE .................................................................................................................................
TABLE OF CONTENTS ......................................................................................................

CHAPTER I INTRODUCTION
A. Background ...............................................................................................
B. Formulation Of The Problem .................................................................

CHAPTER II DISCUSSION
A. Textbook Analysis Based On Skill And Language Components ..
B. The Syllabus Study Material ..................................................................

CHAPTER III CLOSING

A. Conclusion................................................................................................

REFERENCES ........................................................................................................................
 CHAPTER I
INTRODUCTION

BACKGROUND

Textbooks provide teachers with valuable advice such as materials, exercises, instructions,and texts for
educational purposes. Furthermore, the textbook provides a framework for
Teachers achieve learning goals and objectives (AbdelWahab, 2013). textbook as learning
Tools used by schools to support learning programs (Muslich., 2010). However, using
Textbooks are useful if used properly. So the teacher should be able to do this
Choose the best textbooks for teachers that their students need.

This Course Book for SMA/MA/SMK/MAK Class XII aims to provide general instructions as well as
specific instructions to teachers on how to use the Student's Book as much as possible in learning
English in class. The Student's Book was developed in order to build students' attitudes, knowledge, and
communication skills through learning experiences in the form of a variety of active communication
activities, both through receptive and productive English activities.
The publisher of this book is Kementrian Pendidikan Dan kebudayaan written by Utami widiati, Zuliati
Rohmah and Furaidah. Ament for grade XII High school students.

The cover of this book has an blue color that expresses comfort, security and peace which is given by the
school to children so that they can grow and develop according to their individual character and
personality.

Iconic images from different countries that appear frequently in school textbooks serve specific
purposes:

1. Monas, Indonesia: The National Monument (Monas) is a symbol of Indonesian independence. Its
purpose is to commemorate Indonesia's struggle for independence from the colonizers.
2. Eiffel Tower in Paris: The Eiffel Tower is a symbol of France and the city of Paris. Its purpose is
to showcase the beauty of French architecture and become a famous tourist attraction.
3. The Fortress of the People's Republic of China in China: The Fortress of the People's Republic of
China (also known as the Great Wall of China) is a symbol of China's resilience and long history.
It was built to protect the area from enemy attacks.
4. Zaanse Schans Windmill Village in the Netherlands: Zaanse Schans Windmill Village is an area
that preserves Dutch historical heritage, with historic houses and windmills. The aim is to
preserve typical Dutch culture.
5. The Statue of Liberty in the United States: The Statue of Liberty is a gift from France to the
United States as a symbol of friendship and freedom. Its purpose is to celebrate America's liberal
values.
6. Sydney Opera House, Australia: The Sydney Opera House is a cultural icon of Australia and a
symbol of the city of Sydney. Its purpose is to support Australian performing arts and culture.
7. Big Ben, London: The giant clock Big Ben is a landmark of London and the United Kingdom. Its
purpose is to provide an accurate clock and become a city landmark.
8. Malaysia’s Petronas Towers: The Petronas Towers are a symbol of Malaysia’s economic progress
and development. The aim is to reflect Malaysia's reputation at the international level.
9. Merlion of Singapore: The Merlion is the symbol of Singapore, which combines the head of a
lion and the body of a fish. The purpose is to represent Singapore's origins as "Singapore",
meaning "Lion City".

These images are often used in textbooks to give students a visual understanding of the history, culture
and values of different countries.
FORMULATION OF PROBLEM

1. How far the teaching materials are arranged based on topics, themes, and language functions
according to student needs in communication?
2. How far does the textbook provide complete teaching material?
3. How far are the exercises and grammatical presentation served in their usage context?
4. How far is the vocabulary exercise from linguistic aspects, word-building skill strategy, and
guessing the word meaning based on its context?
5. How complete are the teaching material and their exercises according to the 4 main language skill
components?

CHAPTER II

DISCUSSION

TEXTBOOK ANALYSIS BASED ON SKILL AND LANGUAGE COMPONENTS

I. Study Material
The book implements a lot of material related to how to communicate with others. As we can see,
after studying chapter 1, students are expected to be able to do the following:
 Apply the social functions, text structure and linguistic elements of spoken and written
texts to human interactions, including the act of providing and responding to services, as
appropriate to the context in which they are used. (Pay attention to language elements.
May I help you? What can I do for you? What if...?)
 Write simple oral and written interpersonal interaction texts that focus on providing a
service and focusing on the service in response to Correct and appropriate to the social
function, text structure, and linguistic elements of the context.
Chapter Social Function Text Structure Language Topics Skill
Features Focus
1. Asking for and giving services - The use of May I Help Listening
modals; You? Speaking
What can I
do…? What
if..?
2. Planning future activities; Giving -Conditional Present Why Don’t Reading
suggestions,advices and intructions statements Tense You Visit Writing
- Seattle Speaking
Conjunction;
If,unless
-Imperative
sentences;
why don’t
you..you
should,got…
-Modals;
need should
have to
-Vocabs;
nouns and
verbs related
to the topics.
3. Giving information through Various -Words Creating Reading
pictures,photos,tables,graphics,charts -Phrase Captions Writing
-Clause
-Sentence
4. Giving information related to Letter head, date, -Vocab, Do You Reading
applicant’s competence address of phrases,and Know How Writing
receiver,solutation, sentences to Apply for
body, closing, used in a a job?
signature, name of letter of
applicant application
-Active
-Passive
voices
5. Responding to and creating news Headlines,summary -Topic Who Was Listening
items (from newspaper/radio/tv of events (who, -Related Involved? Reading
what,where,why,etc) vocabulary Speaking
quotes -Reported Writing
speech
(indirect
speech) vs
direct speech
-Past verbs
6. Giving information about an event Lead,events,quotes -Headlines Online Listening
(news item) -Quotes School Reading
-Direct- Registration Writing
indirect Speaking
sentences
-Preposition
7. Giving information about an event Lead,events,quotes -Headlines It’s Listening
(news item) -Quotes Garbage in, Reading
 -Direct- Art Works Writing
indirect Out Speaking
sentences
-Preposition
8. Giving information about cetain Steps in using -Phrases and How To Listening
procedures technological sentences to Make Reading
products give Writing
intructions Speaking
9. Showing some tips on how to do Tips in doing -Topic Do It Listening
something something (goal, -Related Carefully! Reading
material,steps) vocabulary Writing
-Comands Speaking
(imperatives)
-Adverbial
phrases
10. Giving information about certain Steps in using -Phrases and How To Listening
procedures technological sentences to Use Reading
products give Photoshop? Writing
intructions Speaking
11. Entertaining, introducing moral Songs -Topics Let’s Make Listening
values, and appreciating cultural related a Better Reading
values vocabulary World for Writing
All Speaking

II. The complementation of the study material

 Aims and approaches

Do the aims of the course book correspond closely with the aims of the teaching
programme and with the needs of the learners?

Yes, correspond. Because the English Teacher's Book for SMA/MA/SMK/MAK Class
XII aims to provide general instructions as well as specific instructions to teachers on
how to use the Student's Book as much as possible in learning English in class. What is
important for teachers is that course books are developed in order to build students'
attitudes, knowledge, and communication skills through learning experiences in the form
of a variety of active communication activities, both through receptive and productive
English activities. Course books have also been developed to encourage the use of group
study in various forms, with the aim of getting students to interact a lot, so as to build
students' ability to communicate and work in teams.

Is the course book suited to the learning/teaching situation?

 Yes, because the learning process in educational units is carried out interactively,
inspiring,challenging, motivating students to actively participate, and providing sufficient
space for initiative, creativity, and independence in accordance with the talents, interests,
and physical and psychological development of students. Thus, the Course Book has been
developed to encourage the use of group study in various forms, with the aim of getting
students to interact a lot, thereby building students' ability to communicate and work in
teams. For this reason,each educational unit carries out lesson plans, implements the
learning process, and evaluates the learning process to increase the efficiency and
effectiveness of achieving graduate competencies.

 Language content

Is material for vocabulary teaching adequate in terms of quantity and range of

vocabulary, emphasis placed on vocabulary development, strategies for individual
learning?

In the course book there is material for teaching vocabulary, namely the Vocabulary
Builder is intended to build or enrich student vocabulary. This vocabulary is taken from
the words in the reading text which are assumed to be new to students. Equivalent words
in Indonesian are given with the aim of making it easier for students to memorize. This
activity is intended so that students are more aware of the process of internalizing words
and their contextual meaning so that students can retain words and their meanings within
themselves. Thus when reading the reading text, students can understand the information
presented more easily. Furthermore, the Vocabulary Exercises section aims to strengthen
the vocabulary that has been learned in the previous activity, as well as to train students to
use the vocabulary in the context of new sentences.

Does the textbook include pronunciation homework material? If so, what is covered:
Individual sounds, word stress, sentences, emphasis, intonation?

The course book include material for Pronunciation Practice. Pronunciation Practice
intended to train students to pronounce words in English with the right pronunciation,
stress, and intonation. The pronouncing these words is done several times so that students
can pronounce them correctly.
 Skills

Are all four skills adequately covered, bearing in mind your course aims and syllabus
requirements?

All four skills are adequately covered in this coursebook. The contents and learning
experiences presented in each chapter of the Student's Book are generally organized
under the following activity names: Warmer, Vocabulary Builder, Pronunciation Practice,
Reading, Text Structure, Vocabulary Exercises, Grammar Review, Speaking, Writing,
Reflection, and Further Activities. Each of these sections has its own objective which is
generally the initial step (preparation) for the next activity. Course book for Class X
English Lessons It was prepared with the aim of building students' attitudes, knowledge,
and communication skills through learning experiences in the form of a variety of active
communication activities, both through receptive and productive English activities. Only
by being actively involved in communication activities, students can build attitudes,
knowledge, and communication skills.

Is listening material well recorded, as authentic as possible, accompanied by background

information, questions, and activities which help comprehension?

For listening material, the teacher asks students to listen to the song while completing the
blank lyrics with the correct words in the song. Then the teacher asks students to look in
the coursebook so they can assess the spelling or words needed. After that, the teacher
discusses the correct answer for the whole content of this song and the teacher can also
show the whole text of the song. This listening practice can help to improve their
listening skills.

Is material for spoken English (dialogues, roleplays, etc.) well designed to equip learners
for real-life interactions?

Yes, material for spoken English there is dialogues and roleplays that well designed to
equip learners for real-life interactions. - The teacher asks students to play the role of a
dialogue with friends in the form of a conversation. - The teacher asks students to change
roles. - The teacher asks about difficult words or expressions found in the text. - The
teacher provides information about words or expressions that are difficult to understand in
the text. - The teacher asks students to work in pairs and do Task 2, which is to make a
 follow-up plan in the form of a conversation. - Teachers can ask to role play with the
conversation students just made. So, it can build up their speaking and interaction with
other people in real life.

Are writing activities suitable in terms of amount of guidance/control, degree of accuracy,

organization of longer pieces of writing (e.g., paragraphing) and use of appropriate
styles?

Writing activities suitable in terms of amount of guidance/control, degree of accuracy,

organization of longer pieces of writing. Writing activities in the coursebook are carried
out in stages. Starting from asking students to write to complete the greeting cards in the
coursebook, asking students to make a writing outline according to existing material, to
asking students to write down the results of a narrative interview assignment in a
paragraph.

 Topic

Is there sufficient material of genuine interest to learners?

In the course book, interesting introductory activities can arouse students' curiosity and
can motivate students to study the contents of the chapter in question. With the provision
of motivation, students are expected to be able to learn English better. In this book there
are several chapters that use the context of old topics, such as personal and biographical
recounts which have been omitted in the latest curriculum. These chapters are retained
because substantially the competencies developed are not different from the competencies
mandated by the curriculum, namely developing the ability to communicate using recount
text. These chapters can be used for remedy or enrichment materials according to the
context of students' abilities. The chapters in question are the chapters entitled Do You
Know How to Apply for a Job in Chapter 4.
Why should this be fun? Because the discussion topics are informative and appropriate to
the teen world that students need.
- Capture contextual meaning related to social function, text structure, and linguistic
elements of specific texts in the form of a job application letter that provides information
related to identity and educational background/work experience.
- Compile a special text for a job application letter, which provides information regarding,
among other things, identity and educational background/work experience, taking into
 account social function, text structure and linguistic elements, correctly and according to
context

How are communicative abilities developed?

Communicative abilities developed by speaking activities. By conducting dialogue with

friends and role playing based on the coursebook.

Does the material include any advice/help to students on study skills and learning
strategies?

Within the 2013 Curriculum development framework, after going through education at
the level of the educational unit, high school/vocational high school/MA/MAK students
have graduate competency standards which cover the domains of attitude, knowledge,
and skills. In the realm of attitude, graduates are expected to have behavior that reflects
the attitude of people of faith, noble, knowledgeable, confident, and responsible in
interacting effectively with the social and natural environment and in positioning
themselves as a reflection of the nation in world association. In the realm of knowledge,
graduates are expected to have factual, contextual, procedural and metacognitive
knowledge in science, technology, art and culture with insights into humanity, nationality,
statehood and civilization regarding the causes and effects of phenomena and events. In
the realm of skills, graduates are expected to have the ability to think and act effectively
and creatively in abstract and concrete realms as a development of what is learned at
school independently.

THE SYLLABUS STUDY MATERIAL

 SILABUS
Bahasa Inggris Umum
Satuan Pendidikan : SMA/MA
Kelas : XII (Dua Belas)
Kompetensi Inti :
 KI-1 dan KI-2:Menghayati dan mengamalkan ajaran agama yang dianutnya. Menghayati dan mengamalkan perilaku
jujur, disiplin, santun, peduli (gotong royong, kerjasama, toleran, damai), bertanggung jawab, responsif, dan pro-aktif
dalam berinteraksi secara efektif sesuai dengan perkembangan anak di lingkungan, keluarga, sekolah, masyarakat dan
lingkungan alam sekitar, bangsa, negara, kawasan regional, dan kawasan internasional”.
 KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual, prosedural, dan metakognitif
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
 KI4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang
dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metode sesuai
kaidah keilmuan

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

3.1 Menerapkan fungsi sosial, struktur teks, dan  Fungsi sosial - Mencermati beberapa interaksi
unsur kebahasaan teks interaksi interpersonal yang melibatkan penawaran jasa
lisan dan tulis yang melibatkan tindakan Menjalin dan menjaga
menawarkan jasa, serta menanggapinya, hubungan interpersonal. dalam/dengantampilan
sesuai dengan konteks penggunaannya. visual(gambar, video)
 Struktur teks
(Perhatikan unsur kebahasaan May I help
you?, What can I do for you? What if ...?) - Memulai - Mengidentifikasidengan
- Menanggapi menyebutkan persamaan dan
4.1 Menyusun teks interaksi interpersonal lisan
(diharapkan/di luar perbedaan dan dari contoh-contoh
dan tulis sederhana yang melibatkan
dugaan)
tindakan menawarkan jasa, dan yang ada dalam video tersebut,
menanggapinya dengan memperhatikan  Unsur kebahasaan dilihat dari isi dan cara
fungsi sosial, struktur teks, dan unsur - Ungkapan yang sesuai pengungkapannya
kebahasaan yang benar dan sesuai konteks untuk menawarkan
jasa, seperti May I help - Diberikan beberapa situasi,
you?, What can I do for menyiapkan interaksi untuk
you? What if ...? bermain peran yang melibatkan
- Nomina singular dan penawaran jasa dan
plural dengan atau
pelaksanaannya
tanpa a, the, this, those,
my, their, dsb.
- Ucapan, tekanan kata, - Membiasakan menerapkan yang
intonasi, ejaan, tanda sedang dipelajari. dalam interaksi
baca, dan tulisan dengan guru dan teman secara
tangan alami di dalam dan di luar kelas.
 Topik
- Melakukan refleksi tentang proses
Interaksi antara guru dan dan hasil belajar.
peserta didik di dalam
dan di luar kelas yang
melibatkan pernyataan
niat yang dapat
menumbuhkan perilaku
yang termuat di KI

3.2 Membedakan fungsi sosial, struktur teks, dan  Fungsi sosial - Menyimak dan menirukan guru
unsur kebahasaan beberapa teks khusus membacakan beberapa surat
dalam bentuk surat lamaran kerja, dengan Menimbulkan kesan
memberi dan meminta informasi terkait jati positif tentang kesesuaian lamaran dengan ucapan, dan
diri, latar belakang pendidikan/pengalaman pelamar dengan pekerjaan tekanan kata yang benar.
kerja, sesuai dengan konteks penggunaannya yang dilamar
- Mengaitkan kualifikasi dengan
4.2 Surat lamaran kerja
 Struktur teks pekerjaan yang dilamar, dan
4.2.1 Menangkap makna secara kontekstual terkait
fungsi sosial, struktur teks, dan unsur Dapat mencakup membahas kesesuaiannya
kebahasaan teks khusus dalam bentuk surat
lamaran kerja, yang memberikan informasi - Tempat dan tanggal
 Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
antara lain jati diri, latar belakang - Penerima dan - Mencermati perbedann dan
pendidikan/pengalaman kerja alamatnya persamaan kalimat-kalimat
4.2.2 Menyusun teks khusus surat lamaran kerja, - Sapaan pembuka, pernyataan kualifikasi,
yang memberikan informasi antara lain jati - Isi surat
dan bagian-bagian lainnya
diri, latar belakang pendidikan/pengalaman - Penutup
kerja, dengan memperhatikan fungsi sosial, - Tanda tangan dan nama
- Dengan mengambil kalimat-
struktur teks, dan unsur kebahasaan, secara lengkap
benar dan sesuai konteks kalimat darisurat-surat lamaran
 Unsur kebahasaan yang telah dipelajari maupun
- Ungkapan dan kosakata lainnya, memilih untuk membuat
yang sesuai setiap bagian surat lamaran kerja
- Ucapan, tekanan kata, disesuaikan dengan persyaratan
intonasi, ejaan, tanda
yang tertera di iklan lowongan
baca, dan tulisan
tangan kerja

 Topik - Bertukar dengan tiga teman untuk

Pekerjaan dan pemenuhan membahas kualitas surat masing-
kualifikasi yang dapat masing, saling memberi masukan
menumbuhkan perilaku untuk perbaikan
yang termuat dalam KI.
- Melakukan refleksi tentang proses
dan hasil belajar

3.3 Membedakan fungsi sosial, struktur teks, dan  Fungsi sosial - Mencermati beberapa caption
unsur kebahasaan beberapa teks khusus beserta fotonya dari koran
dalam bentuk teks caption, dengan memberi Mendeskripsikan,
dan meminta informasi terkait gambar /foto mengomentari gambar,
foto, tabel, grafik,bagan - Menyimak dan menirukan guru
/tabel/grafik/ bagan, sesuai dengan konteks
penggunaannya membacakan semua caption, dan
 Struktur text ucapan dan tekanan kata yang
4.3 Teks penyerta gambar (caption)
4.3.1 Menangkap makna secara kontekstual terkait Dapat mencakup benar.
fungsi sosial, struktur teks, dan unsur
kebahasaan teks khusus dalam bentuk - Tindakan/peristiwa/ - Mencermati satu tabel yang
caption terkait kegiatan menganalisis unsur-unsur caption,
gambar/foto/tabel/grafik/bagan - Orang/benda yang bertanya jawab, dan kemudian
4.3.2 Menyusun teks khusus dalam bentuk teks terlibat
menerapkannya untuk
caption terkait - Lingkup situasi
menganalisis beberapa caption
gambar/foto/tabel/grafik/bagan, dengan  Unsur kebahasaan lainnya
memperhatikan fungsi sosial, struktur teks,
- Frasa nominal untuk
dan unsur kebahasaan, secara benar dan
benda, orang, binatang, - Mengumpulkanbeberapa caption
sesuai konteks
lokasi, dsb. yang dari koran beserta
menjadi fokus, dengan gambar/foto/tabel/grafik/bagan.
atau tanpa a, the, this, Dalam kerja kelompok: saling
those, my, their, dsb.
- Frasa verbal terkait membacakan, menganalisis
gambar/foto/tabel/grafi dengan tabel
k dalam tense yang
sesuai - Membuat caption untuk beberapa
- Ucapan, tekanan kata, foto pribadi: Menggunakan tabel
intonasi, ejaan, tanda yang sama, merancang untuk
baca, dan tulisan membuat caption foto-foto
tangan tersebut
 Topik
- Menempelkan di dinding kelas
Kegiatan, peristiwa, data,
untuk dibaca temannya
fakta aktual dari
- Membahas captionnya dengan
koranyang dapat
teman dan guru yang datang
menumbuhkan perilaku
membaca
yang termuat dai KI
- Melakukan refleksi tentang proses
dan hasil belajarnya
 Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
3.4 Membedakan fungsi sosial, struktur teks, dan  Fungsi sosial - Membaca beberapa teks
unsur kebahasaan beberapa teks news item information report terkait mata
lisan dan tulis dengan memberi dan meminta Memberi informasi
informasi terkait berita sederhana dari terkini pelajaran lain di Kelas XII
koran/radio/TV, sesuai dengan konteks  Struktur text
penggunaannya - Menggunakan alat analisis,
Dapat mencakup mengidentifikasi bagian-bagian
4.4 Menangkap makna secara kontekstual terkait struktur teks report dan
fungsi sosial, struktur teks, dan unsur - Judul (Headlines) mengamati cara penggunaanya,
kebahasaan teks news items lisan dan tulis, - Paragraf seperti yang dicontohkan
dalam bentuk berita sederhana pembuka(newsworthy) - Bertanya jawab tentang beberapa
koran/radio/TV - Latar belakang teks lain lagi dengan topik yang
kejadian (Background berbeda
events) berupa - Mengumpulkan informasi dari
rangkaian paragraf berbagai sumber untuk membuat
yang merinci isi
teks-teks tentang fenomena alam
paragaraf pembuka.
- Kutipan pendek dan sederhana.

 Unsur kebahasaan - Menempelkan teks masing-

- Past tense , Present masing di dinding kelas untuk
Perfect Tense, Future dibaca temannya
Tense - Mempresentasikan teksnya
- Kalimat Pasif kepada teman-teman yang
- Kalimat Langsung dan mendatangi
Tak Langsung - Melakukan langkah yang sama
- Kata sandang (Article) dengan topik fenomena sosial
- Kutipan langsung dan - Melakukan refleksi tentang proses
tidak langsung dan hasil belajarnya
- Kata depan
(Prepositions)
- Kalimat Nominal
singular dan plural
- Ucapan, tekanan kata,
intonasi, ejaan, tanda
baca, dan tulisan
tangan
 Topik
Kejadian, peristiwa,
kegiatan yang menarik
dan layak menjadi berita
yang dapat
menumbuhkan perilaku
yang termuat dalam KI.

3.5 Menerapkan fungsi sosial, struktur teks, dan  Fungsi Sosial - Menyimak dan menirukan
unsur kebahasaan teks interaksi transaksional beberapa contoh interaksi
lisan dan tulis yang melibatkan tindakan Menjelaskan,
mendeskripsikan, pengandaian diikuti oleh
memberi dan meminta informasi terkait
menyangkal, perintah/saran, yang diperagakan
pengandaian diikuti oleh perintah/saran,
sesuai dengan konteks penggunaannya. menanyakan, dsb. dengan ucapan dan tekanan kata
(Perhatikan unsur kebahasaan if dengan yang benar.
imperative, can, should)  Struktur Teks
Dapat mencakup - Mengidentifikasi ungkapan
4.5. Menyusun teks interaksi transaksional lisan
dan tulis yang melibatkan tindakan memberi pengandaian dengan saran dari
dan meminta informasi terkait pengandaian - Memberi informasi contoh-contoh yang ada, dilihat
diikuti oleh perintah/saran, dengan - Meminta informasi dari isi dan cara
memperhatikan fungsi sosial, struktur teks,  Unsur Kebahasaan pengungkapannya.
dan unsur kebahasaan yang benar dan sesuai
konteks - Pernyataan dan
- Bertanya dan mempertanyakan
pertanyaan terkait
dengan kalimat terkait fungsi sosial/struktur
pengandaian teks/unsur kebahasaan yang
 Kompetensi Dasar Materi Pembelajaran
- Nomina singular dan
plural dengan atau
tanpa a, the, this, those,
my, their, dsb.
- Ucapan, tekanan kata,
intonasi, ejaan, tanda
baca, dan tulisan
tangan
 Topik
Kegiatan, tindakan,
kejadian, peristiwa, yang
relevan dengan kehidupan
peserta didik sebagai
pelajar dan remaja, yang
dapat menumbuhkan
perilaku yang termuat
dalam KI.
3.6 Membedakan fungsi sosial, struktur teks, dan  Fungsi sosial
unsur kebahasaan beberapa teks prosedur
lisan dan tulis dengan memberi dan meminta Memberi informasi untuk
informasi terkait manual penggunaan mencapai hasil terbaik
teknologi dan kiat-kiat (tips), pendek dan secara efisien,
sederhana, sesuai dengan konteks menghindari kecelakaan,
penggunaannya kerusakan, pemborosan,
4.6 Teks prosedur dsb.
4.6.1 Menangkap makna secara kontekstual terkait
fungsi sosial, struktur teks, dan unsur  Struktur text
kebahasaan teks prosedur lisan dan tulis,
Dapat mencakup
dalam bentuk manual terkait penggunaan
teknologi dan kiat-kiat (tips) - Tujuan
4.6.2 Menyusun teks prosedur, lisan dan tulis, - Bahan/material
dalam bentuk manual terkait penggunaan - Langkah-langkah
teknologi dan kiat-kiat (tips), dengan (steps)
memperhatikan fungsi sosial, struktur teks,
dan unsur kebahasaan, secara benar dan  Unsur kebahasaan
sesuai konteks - Tata bahasa: kalimat
imperatif, negatif dan
positif
- Ungkapan dan kosa
kata yang lazim
digunakan dalam
manual dan tip
- Nomina singular dan
plural dengan atau
tanpa a, the, this, those,
my, their, dsb.
- Ucapan, tekanan kata,
intonasi, ejaan, tanda
baca, dan tulisan
tangan
 Topik
Tindakan dan kegiatan
yang lazim atau terkait
dengan hidup peserta
didik di sekolah, rumah,
Kegiatan Pembelajaran
digunakan dalam interaksi yang
dipelajari.
- Mencoba secara mandiri secara
lisan dan tertulis melakukan
tindakan komunikatif terkait
pengandaian.
- Membandingkan fungsi sosial,
struktur teks, dan unsur
kebahasaan terkait dengan
pengandaiansesuai dengan
konteks penggunaannya.
- Melakukan tindakan memberi dan
meminta informasi terkait
pengandaian
- Melakukan refleksi tentang proses
dan hasil belajarnya.
- Menyaksikan dan menirukan
beberapa contoh teks prosedur
berbentuk manual dan tips.
- Mempelajari contoh tabel analisis
dari teks tersebut dan melengkapi
tabel analisis yang disediakan
guru.
- Mempresentasikan hasil analisis
secara lisan dalam kelompok
masing-masing.
- Bertanya dan mempertanyakan
tentang fungsi sosial, struktur teks
dan unsur kebahasaan dari teks
prosedur dan tips
- Menganalisis dan
membandingkan beberapa teks
prosedur lain dengan
memperhatikan struktur teks, dan
unsur kebahasaan.
- Membuat, mempresentasikan/
menerbitkan sebuah teks
prosedur yang ada di sekitar
kehidupan peserta didik
- Melakukan refleksi tentang proses
dan hasil belajar.
 Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
dan masyarakat, yang
dapat menumbuhkan
perilaku yang termuat
dalam KI.

3.7 Menafsirkan fungsi sosial dan unsur  Fungsi sosial - Menyimak dan menirukan lirik
kebahasaan lirik lagu terkait kehidupan lagu secara lisan.
remaja SMA/MA/SMK/MAK Menghibur dan
menyampaikan pesan
4.7 Menangkap makna secara kontekstual terkait - Bertanya dan mempertanyakan
fungsi sosial dan unsur kebahasaan lirik lagu moral.
tentang fungsi sosial dan unsur
terkait kehidupan remaja SMA/MA/  Unsur kebahasaan kebahasaan dari lirik lagu, secara
SMK/MAK
- Ungkapan yang kontekstual.
mengandung informasi
dan nilai moral terkait - Membacakan dan menyalin lirik
topik dari lagu. lagu dengan memperhatikan
- Ucapan, tekanan kata, fungsi sosial dan unsur
intonasi, ejaan, tanda kebahasaan.
baca, dan tulisan
tangan - Membaca dan menyimak lirik
 Topik lagu yang dipelajari.
Lagu yang mengandung
keteladanan dan inspirasi - Mendiskusikan tema dan isi lagu.
yang dapat
menumbuhkan perilaku - Melakukan refleksi tentang proses
yang termuat dalam KI. dan hasil belajar.

……….............……..,... Juli 20...

Mengetahui
Kepala Sekolah …………. Guru
Mata Pelajaran

……………………………………
NIP/NRK.
NIP/NRK.
CHAPTER III
CLOSING