Vocational English

Monday Course with 12 ak1

2011-11-07T00:58:00.000-08:00

afternoon english course

2011-11-04T16:50:00.000-07:00

piye jal...sing mangkat kok segitu, udan ya'e

2011-09-26T19:25:00.000-07:00

Please introduce the writer of the letter below to the class (five information, such the name, address, last education, skill, and age):

225 New Station Road,
Agra – 7
March 2, 2007

To: The Manager,
Navajivan Trading Co.

Dear Sir, ,
In response to your advertisement in "The Times of India" of today that you are on the lookout for enterprising and capable men who can take up market research for you, I respectfully offer myself as candidate for the post. I give below in brief my qualifications and experience in the line for your kind consideration:
I am a diploma holder in commercial courses from S.D. College of Commerce, Agra, and had taken marketing as my .special subject of study.
I have worked as a field investigator with Messrs Kirpal Marketing and Trading Co., Agra for about two years on a salary of Rs. 1 800/-p.m. and had the privilege of winning laurels from my superiors in regard to my work as well as general conduct.
I am a young man of about 24 years and possess good health and personality. I have pleasing manners, hardworking disposition and keenness for outdoor jobs. I am unmarried and can be posted to any area of the country for market study. I can speak, beside Hindi, Punjabi, and English, some southern languages too. I can join immediately.
I shall highly appreciate if an opportunity is given to me to explain my experience to you in person during my interview. Would you kindly let me know the time and date when it will be convenient for you? Thanking you, I am looking forward to hearing from you.

Yours faithfully,
B.K. Bhalla

Question number 6-10 refers to the pictures below

Please describe the picture above

POST TEST FOR XII AP 2

2011-09-11T21:31:00.000-07:00

Look at the pictures below and describe with your own words

Analysis of Students' Works

2011-08-22T21:01:00.000-07:00

we put our bag and took a rest for few minutes

After that we went out the tea garden

Cos, the location of our villa was in the top of a hill

there was a stream near from the villa

The water were fresh..

We walked around here and exploring surrounding area untill

we lunch together

We were like camping

We ate foods which brought from home

While we ate, we met other tourist

They joined with us

We chatted and play gitar

It was fun meeting people who had same hoby touring

We laughed and sang some my friends even danced until afternoon

We went to bed almost down, no wonder

We got up late following day

the text day we day we out bound with others tourists who staying in the villa

We adventured in the forest

Please underline the wrong expressions to be corrected!

Kisi-Kisi UUB XI Smt Genap 2011

2011-05-31T19:26:00.000-07:00

Conditional Sentence
conditional type 1
some links that you can explore dealing with conditional sentences:

EGO for YOU

English Page

-->true in the present or future
IF + SIMPLE PRESENT, SIMPLE PRESENT
Example:
If I have enough money, I write to my parents every week
IF + SIMPLE PRESENT, PRESENT FUTURE
Example:
If I have enough money, I will visit my grandparents twice a day

conditional type 2
-->Untrue in the present or future
IF + SIMPLE PAST, S + WOULD + V1 + O
Example:
If It was not raining, I would go to your house
artinya: Jika sekarang tidak hujan, saya akan pergi ke rumahmu
-->the fact : It is raining, so I don't go to your house
faktanya : Sekarang hujan, jadi saya tidak pergi ke rumahmu

conditional type 3
-->un true in the past
IF + PAST PERFECT, S + WOULD + HAVE + VIII
Example:
If it had not been raining last night, I would have gone to your house
artinya: Jika kemarin tidak hujan, saya kemarin pergi ke rumah kamu
-->the fact : It was raining yesterday, so I didn't go to your house
faktanya : kemarin hujan, sehingga kemarin saya tidak pergi ke rumah kamu

Degree Comparative
further link about degree of comparison:

English for Students

Belajar Bahasa Inggris

-->one syllable
Example:
old -older than-the oldest
wise-wiser than-the wisest
big -bigger than-the bigest, ect

irregular form (bentuk tidak teratur):
Example:
good-better-the best
bad -worse-the worst
far-farther / further--the fartherst/ the furthest
much-more-the most

-->two or more than one syllable
Example:
beautiful-more beautiful-the most beautiful
expensive-more expensive-the most expensive
important-more important-the most important

irregular form (bentuk tidak teratur)
Example:
many -more-the most
little -less-the least
exception (pengecualian): kata sifat dua suku kata atau lebih yang berakhiran-le, -er, -row, -y, and -some, perlakuannya sama dengan kata sifat saku suku kata
Example:
-prety not more prety, the most prety BUT
-prettier, the prettiest
-litle-NOT more little, the most litle BUT
-narrow NOT more narrow, the most narrow; BUT narrower, the narrowest
-clever NOT more clever, the most clever; BUT cleverer, the cleverest
-handsome NOT more handsome, the most handsome; BUT handsomer, the handsomest

Noun Clause
clause as Noun ( can be subject or object in sentence )
-->the following words are used to introduce noun clause

Noun Clause dari Pak Ismail

question words:
when
example:
the girls know when they must go
where
Example:
She has been told where her mother lives now
why
Example:
Nobody knows why she killed her close friend
how
Example:
Have the students learned how to install that new operating system?
who
Example:
All of people here never think who will be chosen by the chamber
whom
Example:
I'm still confused to whom I should lend the gift
what
Example:
They are still discussing what their teacher has explained just now
which
Example:
Bob hasn't decided which are suitable for his new trousers

Adjective Clause
clause used as adjective
Related Links for Klausa Sifat:

ElsBee Com

-->the following relative pronouns are used which precede the adjective clause
who--indicates subject for person
Example:
The boy who gave me a letter last night is her brother
whom--indicate object for person
Example:
They has met the girl whom I like much
Which--indicate subject and object for thing
Example:
She always borrows the book which I bought yesterday (as object)
I lent the dictionary which was borrowed yesterday (as subject)
whose--indicates possession of person
Example:
The lady whose car is parked over there is my fiancee
of which--indicate possession of thing
Example:
The house of which wall is blue is my mother's

Used to V1--kebiasaan di masa lampau
Example:
I used to swim in the river behind my school when I was ten years old

used to be V-ing---kebiasaan di masa sekarang
Example:
She is used to taking a bath at 4 a.m every day

Some Related Links for the discussed topics:

Learning English

English Grammar

2nd Term Test consists of 45 items:
25 multiple choice
READING about 5 items
10 error recognition
5 essay

Contoh Soal....bisa didownload di sini, dan Good Luck

Religious Trips in Vacation

2011-01-20T18:50:00.001-08:00

Vacation is a time for us to get refresh after we had done any activity made us so tired and some times get frustrated.

so, spending our vacation wisely will give us so much bigger energy to do anything useful to make us so fresh and healthy. Do you think a certain activity which is suitable to get such kind of relaxation during our vacation?

Go to Pagilaran

After we arrived in pagilaran. We went to the villa near from parking area. We put our bag and took a rest for few minutes. After that we went out to the tea garden. Coz the location of our villa was in the top of a hill,we could see a beautiful scenery. The air was so fresh and cold. There was a stream near from the villa. The water were fresh,cold,and clear as clear as a crystal. We walked around here and exploring surrounding area until we had lunch. We lunch together under the big tree. We were like camping. We ate foods which brought from home. There were noodles,soft drink,biscuits and so on.
While they ate,we met other tourists. They joined with us. We chatted and play guitar. It was fun meeting people who had same hobby touring. We laughed and sang and some my friends even danced until afternoon. And then we took a bath and spent our time in bed.
At the night,we could see beautiful stars above us. And the moon looked so bright with light. They looked like beautiful jewelery in the sky. After we had done the activity there,we went to bed almost dawn. No wonder we got up late following day.
The next day we outbound with others tourists who staying in the villa. We adventured in the forest by ATV,playing flaying fox,and so on. We didn`t realize that it wa almost in 03.00 pm.we had to go back home soon. It was really nice,it was unforgettable experience.

Written by :
Fatachurohman

Download Soal UN ada di sini

Soal Listening UN SMK tahun 2009/2010

Prediksi Listening UAS SMK Bahasa Inggris tahun 2010/2011(format in doc

Prediksi Listening UAS Bahasa Inggris tahun 2010/2011(format MP3)

UN 2002(READING

UN 2003 (Reading)

UN 2004 (Reading)

UN 2005 (Reading)

UN 2006 (Reading)

UN 2007 (Reading)

UN 2008 (Reading)

Soal-Soal Tryout UN 2011

Listening UN 2004

Listening UN 2005

Listening UN 2006

Listening UN 2007

Soal UAS 2010-2011

Listening Nashid

This is some series of our program that we did at the last vacation in after finishing our second term tests. In this chance, the students could have some series of activities which increase their competence in their skill of life; such as capability of delivering speech and oral profeciency

We do hope that all of you would join us at the next program which helps us to release our tension after the series of the test. Don miss it...

This pictures describe some relax activities we did during the last vacation. These pictures were taken in a certain mosque in Blado, Batang. Can you guess where it is?

2010-09-02T10:37:00.000-07:00

students in vacation

2010-06-29T02:46:00.000-07:00

When our students have vacation, We usually make a program to spend it. What is that? A program which makes them smart and discipline. They are so happy to have the class their teachers have

links dealing with listening comprehension material are as follows:
Mas Sofa's blog

English Competition for Vocational School

2010-03-22T03:42:00.000-07:00

During the final exam, we in English Team Teaching for English in SMK Negeri 1 Batang has been busy for English Competition

material for learning are below:

During the final exam, we in English Team Teaching for English in
Speech Part
Files to be download
Adverbs Free

Syllabuss of level novice

2009-10-15T09:00:00.000-07:00

standard of competence
English Communication on the level of novice
basic competence
1.1.Understanding any basic expressions in social interaction for life purposes
1.2.Mentioning objects/things, people, characteristics, times, days, months and years.
1.3.Describing objects/things, people, characteristics, times, days, months and years.
1.4.Producing simple utterances for basic functions
1.5.Explaining any activities which are being done
1.6.Understanding memo and menu, schedule of travel,and traffic signs
1.7.Understanding words,foreign terms and simple sentences based on the formula
1.8.Writing simple invitation letters
materials
some materials for basic competence 1.1 are as below:
greeting and leave takings
introducing
thanking
apologizing
grammar review: Personal Pronoun (subject and possessive), simple present tense

RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
PROGRAM KEAHLIAN : KEUANGAN
JURUSAN : PERBANKAN
PELAJARAN : BAHASA INGGRIS
KELAS / SEMESTER : X / 1 – 2
TAHUN AJARAN : 2009 / 2010
NAMA GURU : AGUS BAGYO, S.S
NIP : 19760819 200701 1 011

PEMERINTAH KABUPATEN BATANG
DINAS PENDIDIKAN PEMUDA DAN OLAH RAGA
SMK NEGERI 1 BATANG
2009

Rencana Pelaksanaan Pembelajaran
(RPP)

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X Perbankan / 1
Pertemuan : 1 – 4
Alokasi waktu : @ 2 x 45 menit
Standar Kompetensi : Berkomunikasi dengan Bahasa Inggris setara Level Novice.
Kompetensi Dasar : Dapat memahami ungkapan – ungkapan dasar pada interaksi social untuk kepentingan kehidupan.

I.Indikator:

Dapat mengucapkan salam (greetings) pada saat bertemu dan berpisah yang digunakan dengan tepat secara lisan dan tulis

Dapat memperkenalkan diri sendiri dan orang lain diperagakan dengan tepat secara lisan dan tulis

Dapat mengungkapkan terima kasih dan responnya digunakan secara tepat baik lisan maupun tulis

Dapat mengungkapkan penyesalan dan permintaan maaf serta responnya diperagakan secara tepat baik lisan ataupun tulis.

II. Tujuan Pembelajaran:
- Siswa dapat mengungkapkan ungkapan – ungkapan sederhana (greetings, introducing, thanking, apologizing) dalam bahasa Inggris.

III. Materi Ajar:

Greeting and Leave taking

Introducing

Thanking

Apologizing

Grammar Review

IV. Metode Pembelajaran:
- Ceramah
- Drilling dan substitution drill
- Tanya jawab
- Tugas
- Diskusi

V. Langkah-langkah Pembelajaran:
Pertemuan I
A. Kegiatan Awal
1. Informasi : Menyampaikan pembelajaran yang harus dikuasai siswa.
2. Motivasi : Memberikan salam pembuka dalam bahasa Inggris dan siswa meresponnya.
3. Apersepsi : Menuliskan macam – macam greeting expression.
B. Kegiatan Inti
1. Guru menerangkan tentang berbagai expression yang digunakan untuk greeting
2. Guru memberikan drilling dan substitution drill
3. Siswa mengerjakan latihan yang diberikan guru secara berpasangan dan individu.
4. Mendiskusikan hasil pekerjaan siswa.
5. Menyimpulkan hasil diskusi siswa.
C. Kegiatan Penutup
Guru memberikan penguatan berdasarkan hasil diskusi dan memberikan PR.
Pertemuan II
A. Kegiatan Awal
1. Informasi : Menyampaikan pembelajaran yang harus dikuasai siswa.
2. Motivasi : Guru memberi contoh cara memperkenalkan diri dan meminta salah satu siswa untuk menirukan
3. Apersepsi: Menuliskan macam – macam cara dalam introducing expressions.
B. Kegiatan Inti
1. Guru menerangkan tentang berbagai expression yang digunakan untuk introducing
2. Guru memberikan drilling dan substitution drill
3. Siswa mengerjakan latihan yang diberikan guru secara berpasangan.
4. Mendiskusikan hasil pekerjaan siswa.
5. Menyimpulkan hasil diskusi siswa.

C. Kegiatan Penutup
Guru memberikan penguatan berdasarkan hasil diskusi dan memberikan PR
Pertemuan III
A. Kegiatan Awal
1. Informasi : Mengulang pelajaran yang telah lalu dan menyampaikan pembelajaran yang harus dikuasai siswa.
2. Motivasi : Memberikan cara mengucapkan thanking dan apologizing expression dan salah satu siswa untuk menirukan
3. Apersepsi: Menuliskan macam – macam cara dalam thanking dan apologizing expressions
B. Kegiatan Inti
1. Guru menerangkan tentang expression of Thanking
2. Guru memberikan drilling dan substitution drill.
3. Siswa secara berkelompok mengerjakan latihan yang diberikan guru.
4. Guru menerangkan tentang expression of Apologizing
5. Guru memberikan substitution drill.
6. Siswa mengerjakan latihan secara individu dan berkelompok.
7. Mendiskusikan hasil pekerjaan siswa.
8. Menyimpulkan hasil diskusi siswa.
C. Kegiatan Penutup (5 menit)
Guru memberikan penguatan pada siswa berdasarkan hasil diskusi.
Pertemuan IV
ULANGAN ke I
Pertemuan V
A. Kegiatan Awal
1. Informasi : Mengulang kembali berbagai expression yang telah diajarkan dan menyampaikan pembelajaran yang harus dikuasai siswa.
2. Motivasi : Memberikan cara mengucapkan thanking dan apologizing expression dan salah satu siswa untuk menirukan
3. Apersepsi: Menuliskan macam – macam cara dalam thanking expressions
B. Kegiatan Inti
1. Guru menerangkan tentang pronoun terutama subjek dan possessive pronoun.
2. Guru memberikan drilling dan substitution drill.
3. Siswa mengerjakan latihan yang diberikan guru secara .
4. Mendiskusikan hasil pekerjaan siswa.
5. Menyimpulkan hasil diskusi siswa.

C. Kegiatan Penutup (5 menit)
Guru memberikan penguatan berdasarkan hasil pekerjaan siswa dan PR.

VI. Alat / Bahan / Sumber Belajar.
1. Buku Paket Bahasa Inggris
2. LKS Bahasa Inggris
3. Hand outs.

VII. Penilaian
1. Tes lisan
• Please introduce yourself!
• Practice the dialogue with your partner!
Skor: 1. Pronounciation (5 – 8)
2. Vocabulary (5 – 8)
3. Grammar (5 – 8)
2. Tes tertulis (skor: 1)
• Choose the right pronoun!
1. I am sure this pen is (I/my/mine), not (you/your/yours)
2. This is Ratu’s umbrella, (it/its/itself) colours are blue and orange but that one is belong to (he/him/him)
3. (they/them/their) are students, the teacher asks (they/them/their) to do the tasks.
4. (she/her/hers) is Miranda and (I/me/my) name is Risti.
5. Ratu and Dita are (we/us/our) friends. (they/them/theirs) are very helpful.

Batang, …………………

Mengetahui
Kepala SMK Negeri 1 Batang Guru Mata Pelajaran

Drs. Sugito Agus Bagyo, S.S
NIP. 19561221 198803 1 001 NIP. 19760819 200701 1 011

Rencana Pelaksanaan Pembelajaran
(RPP)

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X Perbankan / 1
Pertemuan : 5 – 8
Alokasi waktu : @ 2 x 45 menit

Standar Kompetensi : Berkomunikasi dengan Bahasa Inggris setara Level Novice.
Kompetensi Dasar : Menyebutkan benda-benda, orang, ciri-ciri, waktu, hari, bulan, dan tahun.
I. Indikator:
1. Dapat menyebutkan nama – nama benda dan kata yang mendeskripsikan benda yang terkait dengan warna, bentuk, asal (origin), ukuran, bahan, jumlah dan kualitas dengan tepat baik secara lisan maupun tulis.
2. Dapat menyebutkan kata – kata yang mendeskripsikan orang, yang terkait dengan profesi, kebangsaan, ciri – ciri fisik, kualitas, dan aktifitasnya dengan tepat baik lisan maupun tulis.
3. Dapat menyebutkan waktu (time of the day), nama – nama hari/ tanggal, bulan, tahun dengan tepat baik lisan maupun tulis.
II. Tujuan Pembelajaran:
Siswa dapat menyebutkan benda – benda, orang, ciri – ciri, waktu, hari, bulan dan tahun dalam kalimat sederhana dalam bahasa Inggris.
III. Materi Ajar:
1. Adjective showing colors, quality, size, shape, age, origin, material.
Misal: green, good, big.
2. Profession (pekerjaan), nationality (kebangsaan)
3. Adjective showing physical (appearance), non physical (characteristic) misal: beautiful, humorous.
4. Non-showing time, day, date, month, year.
Misal: six o’clock, Sunday, 1st of May, July, 2006.
5. Grammar review
Singular- plural nouns.misal: book- books, box-boxes
IV. Metode Pembelajaran:
- Ceramah
- Drilling dan substitution drill
- Tanya jawab
- Tugas
- Diskusi

V. Langkah-langkah Pembelajaran:
Pertemuan I
A Kegiatan Awal
1. Informasi : Menyampaikan pembelajaran yang harus dikuasai siswa.
2. Motivasi : Memberikan contoh – contoh tentang colors, quality, size, shape, age, origin, material. Misal: green, good, big dan para siswa menirukan cara membacanya.
3. Apersepsi: Menuliskan kosa kata sesuai kelompok colors, quality, size, shape, age, origin, material.
B. Kegiatan Inti
1. Guru menerangkan kosa kata tentang masing – masing kelompok katanya.
2. Guru memberikan drilling dan substitution drill.
3. Siswa mengerjakan latihan yang diberikan guru secara .
4. Mendiskusikan hasil pekerjaan siswa.
5. Menyimpulkan hasil diskusi siswa.
C. Kegiatan Penutup
Guru memberikan penguatan berdasarkan hasil pekerjaan siswa dan PR.
Pertemuan II
A. Kegiatan Awal
1. Informasi : Menyampaikan pembelajaran yang harus dikuasai siswa.
2. Motivasi : Memberikan contoh – contoh tentang Profession (pekerjaan), nationality (kebangsaan) dan adjective showing physical (appearance), non physical (characteristic) dan para siswa menirukan cara membacanya.
3. Apersepsi: Menuliskan kosa kata yang berhubungan dengan materi ajar.
B. Kegiatan Inti
1. Guru menerangkan tentang kosa kata untuk masing – masing kelompok katanya.
2. Guru memberikan drilling dan substitution drill.
3. Siswa mengerjakan latihan yang diberikan guru secara baik secara kelompok ataupun individu.
4. Mendiskusikan hasil pekerjaan siswa.
5. Menyimpulkan hasil diskusi siswa.
C. Kegiatan Penutup
Guru memberikan penguatan berdasarkan hasil pekerjaan siswa.
Pertemuan III
ULANGAN ke 2

Pertemuan IV
A Kegiatan Awal
1. Informasi : Menyampaikan pembelajaran yang harus dikuasai siswa.

2. Motivasi : Memberikan contoh penulisan time, day, date, month, year. Dan Grammar review tentang Singular- plural nouns dan para siswa menirukan cara membacanya.
3. Apersepsi: Menuliskan kosa kata yang berhubungan dengan materi ajar.
B. Kegiatan Inti
1. Guru menerangkan penulisan time, day, date, month, year dan Grammar review tentang Singular- plural nouns
2. Guru memberikan drilling dan substitution drill.
3. Siswa mengerjakan latihan yang diberikan guru.
4. Mendiskusikan hasil pekerjaan siswa.
5. Menyimpulkan hasil diskusi siswa
C. Kegiatan Penutup
Guru memberikan penguatan berdasarkan hasil pekerjaan siswa.]
VI. Alat / Bahan / Sumber Belajar:
1. Buku Paket Bahasa Inggris
2. LKS Bahasa Inggris
3. Hand outs.
VII. Penilaian
1. Tes lisan
• Describe your favorite super star (singer/actress)
• Tell us about your family (number of family, children and your parents/ brothers and sisters’ job)
Skor: 1. Pronounciation (5 – 8)
2. Vocabulary (5 – 8)
3. Grammar (5 – 8)
2. Tes tertulis
• Answer the following dialogue based on the picture! (Skor 2)
A: What nationality is Mr. Blair?
B: ______________
A: Where does he come from?
B: ______________

• Complete the chart (Skor 1)
Country Nationality Language
America
____________
____________
Franch
Spain _______________
Japanesse
_______________
_______________
_______________ ______________
______________
Tagalog
______________
______________

Batang, …………………

Mengetahui
Kepala SMK Negeri 1 Batang Guru Mata Pelajaran

Drs. Sugito Agus Bagyo, S.S
NIP. 19561221 198803 1 001 NIP. 19760819 200701 1 011

Rencana Pelaksanaan Pembelajaran
(RPP)

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X Perbankan / 1
Pertemuan : 9 – 12
Alokasi waktu : @ 2 x 45 menit
Standar Kompetensi : Berkomunikasi dengan Bahasa Inggris setara Level Novice.
Kompetensi Dasar : Menyebutkan benda-benda, orang, ciri-ciri, waktu, hari, bulan, dan tahun.
I. Indikator:
1. Dapat menyebutkan bilangan (cardinal/ordinal) dengan tepat baik tulis ataupun lisan
2. Dapat merangkai kata – kata dalam mendeskripsikan benda berdasarkan bentuk, warna, asal (origin), ukuran, bahan, jumlah dan kualitas dengan tepat baik tulis ataupun lisan.
3. Dapat merangkai kata – kata untuk mendeskripsikan orang yang terkait dengan profesi, kebangsaan, ciri – ciri fisik, kualitas dan aktifitas dengan tepat baik tulis ataupun lisan.
4. Dapat merangkai kata – kata untuk mendeskripsikan suatu kejadian berdasarkan waktu (time of the day), nama – nama hari/ tanggal, bulan, tahun dengan tepat baik tulis ataupun lisan.
II. Tujuan Pembelajaran:
- Siswa dapat menyebutkan benda-benda, orang, ciri-ciri, waktu, hari, bulan, dan tahun dalam kalimat sederhana berdasarkan rumus dalam bahasa Inggris.
III. Materi Ajar:
1. Cardinal dan ordinal number.
2. Adjective of quality: good, beautiful
3. Adjective of size: small, big.
4. Adjective of shape: triangle, round
5. Adjective of age: old, young
6. Adjective of color: blue, red
7. Nationality, profession
8. Adjective in series: a beautiful big U – shaped wooden house
9. Description of events: the accident happened at 9 P.M. on Monday the 26th of July 2006
10. Antonym and synonym: Big – Small, Tall – Short.
IV. Metode Pembelajaran:
- Ceramah
- Drilling dan substitution drill
- Tanya jawab
- Tugas
- Diskusi
V. Langkah – langkah Pembelajaran:
Pertemuan I
A. Kegiatan Awal
1. Informasi : Menyampaikan pembelajaran yang harus dikuasai siswa.
2. Motivasi : Memberikan contoh penggunaan cardinal dan ordinal numbers dan para siswa menirukan cara membacanya.
3. Apersepsi: Menuliskan angka – angka dalam bentuk cardinal dan ordinal.
B. Kegiatan Inti
1. Guru menerangkan tentang cardinal dan ordinal numbers.
2. Guru memberikan drilling dan substitution drill.
3. Siswa mengerjakan latihan yang diberikan guru.
4. Mendiskusikan hasil pekerjaan siswa.
5. Menyimpulkan hasil diskusi siswa.
C. Kegiatan Penutup
Guru memberikan penguatan berdasarkan hasil pekerjaan siswa.
Pertemuan II
A. Kegiatan Awal
1. Informasi : Mengulang pelajaran yang telah lalu dan menyampaikan pembelajaran yang harus dikuasai siswa.
2. Motivasi : Memberikan contoh penggunaan adjective of quality, size dan shape, age.
3. Apersepsi : Menuliskan kosa kata yang berhubungan dengan materi ajar.
B. Kegiatan Inti
1. Guru menerangkan penggunaan adjective of quality, size, shape dan age.
2. Guru memberikan drilling dan substitution drill.
3. Siswa mengerjakan latihan yang diberikan guru.
4. Mendiskusikan hasil pekerjaan siswa.
5. Menyimpulkan hasil diskusi siswa
C. Kegiatan Penutup
Guru memberikan penguatan berdasarkan hasil pekerjaan siswa dan PR.
Pertemuan III
A. Kegiatan Awal
1. Informasi : Mengulang pelajaran yang telah lalu dan menyampaikan pembelajaran yang harus dikuasai siswa.
2. Motivasi : Memberikan contoh penggunaan adjective of color, nationality dan profession
3. Apersepsi : Menuliskan kosa kata yang berhubungan dengan materi ajar.
B. Kegiatan Inti
1. Guru menerangkan penggunaan adjective of of color, nationality and profession
2. Guru memberikan drilling dan substitution drill.
3. Siswa mengerjakan latihan yang diberikan guru.
4. Mendiskusikan hasil pekerjaan siswa.
5. Menyimpulkan hasil diskusi siswa
C. Kegiatan Penutup
Guru memberikan penguatan berdasarkan hasil pekerjaan.
Pertemuan IV
A. Kegiatan Awal
1. Informasi : Mengulang pelajaran yang telah lalu dan menyampaikan pembelajaran yang harus dikuasai siswa.
2. Motivasi : Memberikan contoh penggunaan adjective of in series dan kosa kata tentang antonym dan synonym.
3. Apersepsi : Menuliskan kosa kata yang berhubungan dengan materi ajar.
B. Kegiatan Inti
1. Guru menerangkan penggunaan adjective of in series dan antonym dan synonym.
2. Guru memberikan drilling dan substitution drill.
3. Siswa mengerjakan latihan yang diberikan guru secara individu dan kelompok.
4. Mendiskusikan hasil pekerjaan siswa.
5. Menyimpulkan hasil diskusi siswa
C. Kegiatan Penutup
Guru memberikan penguatan berdasarkan hasil pekerjaan siswa.
VI. Alat / Bahan / Sumber Belajar:
1. Buku Paket Bahasa Inggris
2. LKS Bahasa Inggris
3. Hand outs.
VII. Penilaian:
1. Tes lisan
• Point some object around you and also its shape (min. 5)
• Read the following words correctly!
1. King Henry IV: King Henry the fourth
2. Louise XIV: Louise the fourteenth
3. 2nd floor: the second floor

Skor: 1. Pronounciation (5 – 8)
2. Vocabulary (5 – 8)
3. Grammar (5 – 8)

2. Tes tertulis
• Arrange the following sentences! (Skor 2)
1. bought – bag – new – My sister – blue – a – leather – light
My sister bought a new light blue leather bag.
2. girl – I – beautiful – nice – meet – tall – a – American
I meet a nice beautiful tall American girl

Batang, …………………

Mengetahui
Kepala SMK Negeri 1 Batang Guru Mata Pelajaran

Drs. Sugito Agus Bagyo, S.S
NIP. 19561221 198803 1 001 NIP. 19760819 200701 1 011

Rencana Pelaksanaan Pembelajaran
(RPP)

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X Perbankan / 1
Pertemuan : 13 – 18
Alokasi waktu : @ 2 x 45 menit

Standar Kompetensi : Berkomunikasi dengan Bahasa Inggris setara Level Navice.
Kompetensi Dasar : Membuat tuturan sederhana yang sesuai untuk fungsi – fungsi dasar
I. Indikator:
1. Dapat mengungkapkan penyesalan dan permintaan maaf serta dapat memberikan respon dengan tepat baik tulis ataupun lisan
2. Dapat mengungkapkan simpati serta dapat memberikan respon yang disampaikan baik tulis ataupun lisan.
3. Dapat mengungkapkan berbagai perasaan dengan tepat baik lisan ataupun tulis.
4. Dapat mengungkapkan permintaan dan memberikan izin dengan tepat baik tulis ataupun lisan.
5. Dapat mengungkapkan perintah dan permintaan dengan tepat baik tulis ataupun lisan.
6. Dapat mengungkapkan penawaran barang dan jasa dengan tepat baik tulis ataupun lisan.
II. Tujuan Pembelajaran:
- Siswa dapat membuat ungkapan – ungkapan sederhana yang sesuai dengan fungsinya dalam bahasa Inggris.
III. Materi Ajar
1. Ungkapan penyesalan dan meminta maaf.
Contoh: I’m sorry that ….
2. Ungkapan simpati
Contoh: I’m sorry to hear that …
3. Ungkapan perasaan
Contoh: happy, sad, etc.
4. Kata sifat – ing vs – ed
Contoh: Boring X Bored
5. Adjective set expression.
Contoh: get bored, turn bad.
6. Agreement of Subject – Verb
Contoh: John is very happy to see you.
7. Ungkapan meminta dan memberi izin
Contoh: May I …, You can leave now.
8. Grammar: Modals + auxiliary
9. Expression and verb forms used in commands and request.
Contoh: Come here, stand up
10. Responses to commands
Contoh: Yes, I will. Certainly
11. Ungkapan penawaran barang dan jasa.
Contoh: Would you like a cup of tea?
IV. Metode Pembelajaran:
- Ceramah
- Drilling dan substitution drill
- Tanya jawab
- Tugas
- Diskusi
V. Langkah – langkah Pembelajaran:
Pertemuan I
A. Kegiatan Awal
1. Informasi : Menyampaikan pembelajaran yang harus dikuasai siswa.
2. Motivasi : Memberikan contoh ungkapan – ungkapan penyesalan dan permintaan maaf kemudian para siswa menirukan.
3. Apersepsi: Mencatatkan ungkapan penyesalan dan permintaan maaf.
B. Kegiatan Inti
1. Guru menerangkan tentang ungkapan penyesalan dan permintaan maaf.
2. Guru memberikan drilling dan substitution drill.
3. Siswa mengerjakan latihan yang diberikan guru secara berpasangan.
4. Mendiskusikan hasil pekerjaan siswa.
5. Menyimpulkan hasil diskusi siswa.
C. Kegiatan Penutup
Guru memberikan penguatan berdasarkan hasil pekerjaan siswa.
Pertemuan II
A. Kegiatan Awal
1. Informasi : Mengulang pelajaran yang telah lalu dan menyampaikan pembelajaran yang harus dikuasai siswa.
2. Motivasi : Memberikan contoh penggunaan ungkapan simpati dan kata sifat untuk mengungkapkan perasaan.
3. Apersepsi : Menuliskan ungkapan yang berhubungan dengan materi ajar.
B. Kegiatan Inti
1. Guru menerangkan penggunaan ungkapan simpati dan kata sifat untuk mengungkapkan perasaan.
2. Guru memberikan drilling dan substitution drill.
3. Siswa mengerjakan latihan yang diberikan guru.
4. Mendiskusikan hasil pekerjaan siswa.
5. Menyimpulkan hasil diskusi siswa

C. Kegiatan Penutup
Guru memberikan penguatan berdasarkan hasil pekerjaan siswa.
Pertemuan III
A. Kegiatan Awal
1. Informasi : Mengulang pelajaran yang telah lalu dan menyampaikan pembelajaran yang harus dikuasai siswa.
2. Motivasi : Memberikan contoh penggunaan kata sifat – ing vs – ed dan adjectives set.
3. Apersepsi : Mencatatkan penggunaan kata sifat – ing vs – ed dan adjectives set yang berhubungan dengan materi ajar.
B. Kegiatan Inti
1. Guru menerangkan penggunaan kata sifat – ing vs – ed dan adjectives set.
2. Guru memberikan drilling dan substitution drill.
3. Siswa mengerjakan latihan yang diberikan guru.
4. Mendiskusikan hasil pekerjaan siswa.
5. Menyimpulkan hasil diskusi siswa
C. Kegiatan Penutup
Guru memberikan penguatan berdasarkan hasil pekerjaan siswa dan PR
Pertemuan IV
A. Kegiatan Awal
1. Informasi : Mengulang pelajaran yang telah lalu dan menyampaikan pembelajaran yang harus dikuasai siswa.
2. Motivasi : Memberikan contoh penggunaan Subject – verb agreement dan ungkapan meminta dan memberikan izin.
3. Apersepsi : Mecatatkan kosa kata/ungkapan yang berhubungan dengan materi ajar.
B. Kegiatan Inti
1. Guru menerangkan penggunaan Subject – verb agreement dan ungkapan meminta dan memberikan izin.
2. Guru memberikan drilling dan substitution drill.
3. Siswa mengerjakan latihan yang diberikan guru secara individu dan kelompok.
4. Mendiskusikan hasil pekerjaan siswa.
5. Menyimpulkan hasil diskusi siswa
C. Kegiatan Penutup
Guru memberikan penguatan berdasarkan hasil pekerjaan siswa.
Pertemuan V
A. Kegiatan Awal
1. Informasi : Mengulang pelajaran yang telah lalu dan menyampaikan pembelajaran yang harus dikuasai siswa.
2. Motivasi : Memberikan contoh Modals + auxiliary dan ungkapan serta verb form untuk commands dan request.
3. Apersepsi : Mencatatkan penggunaan Modals + auxiliary dan ungkapan serta verb form untuk commands dan request.
B. Kegiatan Inti
1. Guru menerangkan penggunaan Modals + auxiliary dan ungkapan serta verb form untuk commands dan request.
2. Guru memberikan drilling dan substitution drill.
3. Siswa mengerjakan latihan yang diberikan guru.
4. Mendiskusikan hasil pekerjaan siswa.
5. Menyimpulkan hasil diskusi siswa
C. Kegiatan Penutup
Guru memberikan penguatan berdasarkan hasil pekerjaan.
Pertemuian VI
A. Kegiatan Awal
1. Informasi : Mengulang pelajaran yang telah lalu dan menyampaikan pembelajaran yang harus dikuasai siswa.
2. Motivasi : Memberikan contoh merespon terhadap perintah dan ungkapan menawarkan barang dan jasa.
3. Apersepsi : Mecatatkan kosa kata/ungkapan yang berhubungan dengan materi ajar.
B. Kegiatan Inti
1. Guru menerangkan tentang merespon terhadap perintah dan ungkapan menawarkan barang dan jasa.
2. Guru memberikan drilling dan substitution drill.
3. Siswa mengerjakan latihan yang diberikan guru secara individu dan kelompok.
4. Mendiskusikan hasil pekerjaan siswa.
5. Menyimpulkan hasil diskusi siswa
C. Kegiatan Penutup
Guru memberikan penguatan berdasarkan hasil pekerjaan siswa dan PR.
VI. Alat / Bahan / Sumber Belajar:
1. Buku Paket Bahasa Inggris
2. LKS Bahasa Inggris
3. Hand outs.
VII. Penilaian:
1. Tes lisan
• Work with your partner what you should say to express your sympathy!
Skor: 1. Pronounciation (5 – 8)
2. Vocabulary (5 – 8)
3. Grammar (5 – 8)

2. Tes tertulis
• Use the words on the right place! (Skor 2)
1. depressed – depressing
- This weather is ______ (Depressing)
- This weather makes me _______ (depressed)

Batang, …………………

Mengetahui
Kepala SMK Negeri 1 Batang

Guru Mata Pelajaran

Drs. Sugito

Agus Bagyo, S.S

NIP. 19561221 198803 1 001

NIP. 19760819 200701 1 011

Rencana Pelaksanaan Pembelajaran
(RPP)

Mata Pelajaran : Bahasa Inggris
Kelas / Semester : X Perbankan / 2
Pertemuan : 1 – 9
Alokasi Waktu : @ 2 x 45 menit

Standar Kompetensi : Berkomunikasi dengan bahasa Inggris setara level Novice.
Kompetensi Dasar : Menjelaskan secara sederhana kegiatan yang sedang terjadi.
Indikator : - Menceritakan peristiwa yang sedang terjadi dengan tepat sesuai dengan waktu dan tempat kejadian baik secara tulis ataupun lisan.
- Menyampaikan pernyataan dengan menggunakan “there is/are “dengan tepat sesuai dengan waktu dan tempat kejadian baik secara tulis ataupun lisan.
- Menyampaikan pertanyaan tentang peristiwa yang sedang terjadi dengan tepat baik secara tulis ataupun lisan.
- Mengungkapkan perasaan / pendapat tentang peristiwa yang sedang terjadi dengan tepat baik secara tulis ataupun lisan.

I. Tujuan Pembelajaran
- Siswa dapat berinteraksi secara lisan dan tulis dengan guru dan teman dalam bahasa Inggris tentang kegiatan yang sedang terjadi terkait dengan hal yang dialami ataupun kejadian di sekitarnya.

II. Materi Ajar
- Kata – kata dan ungkapan yang digunakan untuk menceritakan atau menggambarkan kegiatan yang sedang terjadi.
1. We are studying English in the class.
2. She is writing a letter on the paper.
3. When the bell rings, we will be still studying in the class.
4. When he comes to class, the teacher will be explaining the lesson.
- Grammar focus:
Present continuous tense.
(+) S + to be + Ving …
(-) S + to be + NOT + Ving …
(?) to be + S + Ving …?
Future continuous tense.
(+) S + will + be + Ving …
(-) S + will + NOT + be + Ving …

(?) will + S + be + Ving …?
- Kalimat menggunakan “there is/are …”
- Prepositions: in, on, at, under, etc
- WH-Question: who, what, when, why, how, etc
Contoh: How did it happen?
When did it happen?
Expression of feeling and opinion.
Contoh: I was very shocked to learn about the number of the victims.

III. Metode Pembelajaran
- Ceramah
- Drilling dan substitution drill
- Tanya jawab
- Tugas
- Diskusi

IV. Langkah – langkah Pembelajaran
Pertemuan I
a. Kegiatan Awal
1. Informasi : Menyampaikan pembelajaran yang harus dikuasai siswa.
2. Motivasi : Mengajak siswa untuk melihat kegiatan yang terjadi di kelas.
3. Apersepsi : Menuliskan kegiatan yang telah ditemukan.
b. Kegiatan Inti
1. Guru menerangkan tentang pattern dari Present Continuous berikut contoh dari kalimat yang telah ditulis.
2. Guru memberikan drilling dan substitution drill
3. Siswa mengerjakan latihan yang diberikan guru.
4. Mendiskusikan hasil pekerjaan siswa.
5. Menyimpulkan hasil diskusi siswa.
c. Kegiatan Akhir
Guru memberikan penguatan berdasarkan hasil pekerjaan siswa dan PR.
Pertemuan II
a. Kegiatan Awal
1. Informasi : Guru menyampaikan pembelajaran yang harus dikuasai siswa.
2. Motivasi : Guru melakukan pengulangan tentang pelajaran yang telah lalu.
3. Apersepsi : Tanya jawab tentang perubahan kalimat +, -, ? dalam tenses Present continuous.

b. Kegiatan Inti
1. Guru menerangkan tentang perbedaan Present Continuous tense dan Simple Present tense
2. Guru memberikan drilling dan substitution drill.
3. Siswa secara berkelompok mengerjakan latihan yang diberikan guru.
4. Mendiskusikan hasil pekerjaan siswa.
5. Menyimpulkan hasil diskusi siswa.
c. Kegiatan Akhir
Guru memberikan penguatan berdasarkan hasil pekerjaan siswa.
Pertemuan III
a. Kegiatan Awal
1. Informasi: Guru menyampaikan pembelajaran yang harus dikuasai siswa.
2. Motivasi: Guru melakukan pengulangan tentang pelajaran yang telah lalu.
3. Apersepsi: Menuliskan kegiatan yang sedang dialami.
b. Kegiatan Inti
1. Guru menerangkan pattern Future Continuous Tense berikut contoh kalimat yang telah ditulis dengan pttern yang tepat.
2. Siswa mengerjakan Latihan yang diberikan guru.
3. Mendiskusikan hasil pekerjaan siswa.
4. Menyimpulkan hasil diskusi siswa.
c. Kegiatan Akhir
Guru memberikan penguatan berdasarkan hasil pekerjaan siswa dan PR.
Pertemuan IV - V
a. Kegiatan Awal
1. Informasi: Guru menyampaikan pembelajaran yang harus dikuasai siswa.
2. Motivasi: Guru melakukan pengulangan tentang pelajaran yang telah lalu.
3. Apersepsi: Tanya jawab tentang perubahan kalimat +, -,? dalam tenses Future continuous.
b. Kegiatan Inti
1. Guru menerangkan tentang perbedaan Future Continuous tense dan Simple Future tense.
2. Guru memberikan drilling dan substitution drill
3. Siswa secara berkelompok mengerjakan latihan yang diberikan guru.
4. Mendiskusikan hasil pekerjaan siswa.
5. Menyimpulkan hasil diskusi siswa.
c. Kegiatan Akhir
Guru memberikan penguatan berdasarkan hasil pekerjaan siswa dan PR.

Pertemuan VI
a. Kegiatan Awal
1. Informasi: Guru menyampaikan pembelajaran yang harus dikuasai siswa.
2. Motivasi: Guru melakukan pengulangan tentang pelajaran yang telah lalu.
3. Apersepsi: Menuliskan benda – benda yang ada di lingkungan sekitar.
b. Kegiatan Inti
1. Guru menerangkan “there is/are …, Preposition dengan menyertakan benda – benda yang telah ditemukan.
2. Siswa mengerjakan Latihan yang diberikan guru.
3. Mendiskusikan hasil pekerjaan siswa.
4. Menyimpulkan hasil diskusi siswa.
c. Kegiatan Akhir (5 menit)
Guru memberikan penguatan berdasarkan hasil pekerjaan siswa dan PR.
Pertemuan VII
a. Kegiatan Awal
1. Informasi: Guru menyampaikan pembelajaran yang harus dikuasai siswa.
2. Motivasi: Guru melakukan pengulangan tentang pelajaran yang telah lalu.
3. Apersepsi: Tanya jawab tentang suatu kejadian yang pernah dialami.
b. Kegiatan Inti
1. Guru menerangkan tentang ungkapan yang dapat digunakan untuk menyatakan perasaan atau opini tentang suatu kejadian.
2. Guru memberikan drilling dan substitution drill
3. Guru memberikan tugas berupa percakapan tentang ungkapan yang telah diberikan secara berpasangan.
4. Mendiskusikan hasil pekerjaan siswa.
5. Menyimpulkan hasil diskusi siswa.
c. Kegiatan Akhir
Guru memberikan penguatan berdasarkan hasil pekerjaan siswa.
Pertemuan VIII
ULANGAN Ke I
Pertemuan IX
a. Kegiatan Awal
1. Informasi: Guru menyampaikan pembelajaran yang harus dikuasai siswa.
2. Motivasi: Guru melakukan pengulangan tentang pelajaran yang telah lalu.
3. Apersepsi: Tanya jawab tentang bagaimana cara untuk mendapat informasi tentang suatu kejadian.
b. Kegiatan Inti
1. Guru menerangkan tentang WH-Question yang dapat digunakan untuk menayakan suatu kejadian.

2. Guru memberikan drilling dan substitution drill
3. Siswa mengerjakan Latihan yang diberikan guru.
4. Mendiskusikan hasil pekerjaan siswa.
5. Menyimpulkan hasil diskusi siswa.
c. Kegiatan Akhir
Guru memberikan penguatan berdasarkan hasil pekerjaan siswa dan PR.

V. Alat / Bahan / Sumber Belajar
1. Modul Bahasa Inggris
2. Modul Understanding and Using Grammar.
3. Hand out

VI. Penilaian
1. Tes lisan (Skor:9)
- Listen to your teacher and complete the paragraph below!
Mr. Smith will be arraving in Jakarta on Thursday, November 15. He will be staying at Borobudur Hotel. At 10 a.m. he will be meeting Mr. Mulyono of P.T. Wiraswasta Harapan. At 1 p.m. he will be having lunch at Ramayana Restaurant. At 3 p.m. He will be visiting P.T. National Global. At 8 p.m. he will be having dinner with Mr. Santoso at the Oasis Restaurant.
2. Tes tertulis (Skor: 2)
- Make question based on the underlined word below!
1. I will be taking three subjects next semester.
2. Mr. Thomas will be arriving on June 4th
3. We will be giving Hendra a book for his birthday.
4. Mr. and Mrs. Simpson will be arriving at 8.45 p.m.
5. I will be seeing the school play on Saturday night.

Batang, …………………

Mengetahui
Kepala SMK Negeri 1 Batang Guru Mata Pelajaran

Drs. Sugito Agus Bagyo, S.S
NIP. 19561221 198803 1 001 NIP. 19760819 200701 1 011

Rencana Pelaksanaan Pembelajaran
(RPP)

Mata Pelajaran : Bahasa Inggris
Kelas / Semester : X Perbankan / 2
Pertemuan : 10 – 18
Alokasi Waktu : @ 2 x 45 menit

Standar Kompetensi : Berkomunikasi dengan Bahasa Inggris setara level novice.
Kompetensi Dasar : Memahami memo dan menu sederhana, jadwal perjalanan kendaraan umum dan rambu – rambu lalu lintas.
Indikator : - Dapat menulis pesan dalam memo dengan benar.
- Dapat menjelaskan memo yang sudah ada dengan benar baik secara tulis ataupun lisan.
- Dapat menjelaskan rambu – rambu lalu lintas dengan benar baik secara tulis ataupun lisan.
- Dapat membuat dan menjelaskan berbagai macam jadwal (time table) dengan benar.
- Dapat menggunakan bentuk kata sifat dan keterangan dengan tepat untuk membandingkan sesuatu baik secara tulis ataupun lisan.

I. Tujuan Pembelajaran
- Siswa dapat membuat memo, menu sederhana dan jadwal perjalanan kendaraan umum serta membaca rambu – rambu lalu lintas dalam bahasa Inggris.

II. Materi Ajar
- Memo
- Menu
- Rambu – rambu lalu lintas.
Contoh : P : Park (You can park here)
Lady : Toilet (the toilet is for women only)
- Jadwal Perjalanan Kendaraan Umum
- Degrees of comparison
* Positive : N + be + Adj
* Comparison : O(1) + be + …-er + than + O(2)
O(1) + be + more + Adj + than + O(2)
* Superlative : O(1) + be + the + …-est + of all.
O(1) + be + the + most + Adj + of all

- Reported speech
Pattern : Simple present --- Simple past
Simple past --- Past perfect
Present continuous --- Past continuous
Present perfect --- Past perfect
Now --- then
Here --- there

III. Metode
- Ceramah
- Drilling dan substitution drill
- Tanya jawab
- Tugas
- Diskusi

IV. Langkah – langkah Pembelajaran
Pertemuan I
a. Kegiatan Awal
1. Informasi : Guru menyampaikan pembelajaran yang harus dikuasai siswa.
2. Motivasi : Guru memberikan pengulangan mengenai pelajaran yang telah lalu.
3. Apresepsi : Warming up mengenai memo.
b. Kegiatan Inti
1. Guru menerangkan tentang memo
2. Memberikan drilling dan substitution drill.
3. Siswa mengerjakan tugas yang diberikan guru.
4. Mendiskusikan hasil pekerjaan siswa.
5. Menyimpulkan hasil diskusi siswa.
c. Kegiatan Akhir
Guru memberikan penguatan berdasarkan kesimpulan hasil diskusi dan memberikan PR.
Pertemuan II
a. Kegiatan Awal
1. Informasi : Guru menyampaikan pembelajaran yang harus dikuasai siswa.
2. Motivasi : Guru melakukan pengulangan tentang pelajaran yang telah lalu.

3. Apresepsi : Tanya jawab mengenai memo dan menu sederhana yang telah didapat oleh siswa.
b. Kegiatan Inti
1. Guru menerangkan tentang menu – menu sederhana yang biasa ditemui.
2. Siswa secara individu ataupun berkelompok mengerjakan tugas yang diberikan guru.
3. Mendiskusikan hasil pekerjaan siswa.
4. Menyimpulkan hasil diskusi siswa.
c. Kegiatan Akhir
Guru memberikan penguatan berdasarkan hasil pekerjaan siswa.
Pertemuan III
a. Kegiatan Awal
1. Informasi : Guru menyampaikan pembelajaran yang harus dikuasai siswa.
2. Motivasi : Guru melakukan pengulangan tentang pelajaran yang telah lalu.
3. Apresepsi : Tanya jawab mengenai simbol – simbol dan rambu – rambu lalu lintas yang biasa ditemui.
b. Kegiatan Inti
1. Guru menerangkan tentang simbol – simbol dan rambu – rambu lalu lintas.
2. Siswa mengerjakan tugas yang diberikan guru.
3. Mendiskusikan hasil pekerjaan siswa.
4. Menyimpulkan hasil diskusi siswa.
c. Kegiatan Akhir
Guru memberikan penguatan berdasarkan hasil pekerjaan siswa dan PR.
Pertemuan IV – V
a. Kegiatan Awal
1. Informasi : Guru menyampaikan pembelajaran yang harus dikuasai oleh siswa.
2. Motivasi : Guru mengulang pelajaran yang telah lalu.
3. Apersepsi : Tanya jawab mengenai materi yang akan disampaikan.
b. Kegiatan Inti
1. Guru menerangkan tentang degrees of comparison.
2. Siswa secara individu ataupun kelompok mengerjakan tugas yang diberikan guru.
3. Mendiskusikan hasil pekerjaan siswa.
4. Menyimpulkan hasil pekerjaan siswa.

c. Kegiatan Akhir
Guru memberikan penguatan berdasarkan hasil pekerjaan siswa dan PR.
Pertemuan VI
a. Kegiatan Awal
1. Informasi : Guru menyampaikan pembelajaran yang harus dikuasai oleh siswa.
2. Motivasi : Guru mengulang pelajaran yang telah lalu.
3. Apersepsi : Tanya jawab mengenai materi yang akan disampaikan.
b. Kegiatan Inti
1. Guru menerangkan tentang jadwal kegiatan dan jadwal perjalanan kendaraan umum.
2. Siswa secara berkelompok mengerjakan tugas yang diberikan guru.
3. Mendiskusikan hasil pekerjaan siswa.
4. Menyimpulkan hasil diskusi siswa.
c. Kegiatan Akhir
Guru memberikan penguatan berdasarkan hasil pekerjaan siswa.
Pertemuan VII - VIII
a. Kegiatan Awal
1. Informasi : Guru menyampaikan pembelajaran yang harus dikuasai oleh siswa.
2. Motivasi : Guru mengulang pelajaran yang telah lalu.
3. Apersepsi : Tanya jawab mengenai materi yang akan disampaikan.
b. Kegiatan Inti
1. Guru menerangkan tentang reported speech.
2. Siswa secara individu ataupun kelompok mengerjakan tugas yang diberikan guru.
3. Mendiskusikan hasil pekerjaan siswa.
4. Menyimpulkan hasil pekerjaan siswa.
c. Kegiatan Akhir
Guru memberikan penguatan berdasarkan hasil pekerjaan siswa dan PR.
Pertemuan IX
ULANGAN ke II
V. Alat / Bahan / Sumber Belajar.
1. Buku Paket Bahasa Inggris
2. Gambar yang berhubungan dengan materi.
3. Hand outs
VI. Penilaian
1. Tes lisan
- Write a menu and make dialogue with your partner

Skor: 1. Pronounciation (5 – 8)
2. Vocabulary (5 – 8)
3. Grammar (5 – 8)
2. Tes tertulis
- Complete the table (Skor: 2)
Positive Comparative Superlative
Cheap
……………
……………
Bad
………….. ………………
Older
………………
………………
Better ……………………
……………………
Flattest
……………………
……………………

- Change into indirect sentence! (Skor: 3)
1. “I will go to Bandung next week”.
The man said that …
2. “The headmaster wants to see you”.
The teacher said to me that …
3. “I didn’t understand your explanation”.
Elly told Nyoman that …
4. “Susi wanted to speak with you”.
Rano told Mira that …
5. “I can swim”.
Fitri said that …

Batang, …………………

Mengetahui
Kepala SMK Negeri 1 Batang Guru Mata Pelajaran

Drs. Sugito Agus Bagyo, S.S
NIP. 19561221 198803 1 001 NIP. 19760819 200701 1 011

Rencana Pelaksanaan Pembelajaran
(RPP)

Mata Pelajaran : Bahasa Inggris
Kelas / Semester : X Perbankan/ 2
Pertemuan : 19 – 25
Alokasi Waktu : @ 2 x 45 menit
Standar Kompetensi : Berkomunikasi dengan Bahasa Inggris setara level Novice.
Kompetensi Dasar : Memahami kata – kata dan istilah asing serta kalimat sederhana berdasarkan rumus.
Indikator : - Dapat mengungkapkan berbagai ungkapan untuk menyatakan pilihan (preference) dengan tepat baik secaratulis ataupun lisan.
- Dapat mengungkapkan suatu pengandaian bentuk I (Conditional type I) dengan tepat baik secara tulis ataupun lisan.
- Dapat mengungkapkan berbagai ungkapan untuk menyatakan kemampuan (capabilities) dengan tepat baik secara tulis ataupun lisan.
- Dapat memberi atau meminta informasi tentang arah dan lokasi (direction) dengan tepat baik secara tulis ataupun lisan.

I. Tujuan Pembelajaran
- Siswa dapat menyebutkan kata - kata dan istilah asing serta membuat kalimat sederhana berdasarkan rumus dalam bahasa Inggris.

II. Materi Ajar
- Preference
Pattern: S + prefer + Ving / O (a) + to + Ving? O (b) …
S + would rather + V1 / O (a) + than + V1 / O (b) …
S + like + Ving / O (a) + better than + Ving / O (b) …
- Conditional type I
Pattern: if + Simple present, Simple future
- Capabilities: (+) S + can + V1…
(-) S + can + not + V1 …
(?) Can + S + V1 …?
- Direction (petunjuk arah)
Contoh: Could you show me where the bank is?
Go straight on as far as the T-junction, then turn left. The bank is on your left side.
- Preposition: in front of; behind; beside; etc.

III. Metode
- Ceramah
- Drilling dan substitution drill
- Tanya jawab
- Tugas
- Diskusi

IV. Langkah – langkah Pembelajaran
Pertemuan I - II
a. Kegiatan Awal
1. Informasi : Guru menyampaikan pembelajaran yang harus dikuasai siswa.
2. Motivasi : Guru menuliskan kosa kata yang berhubungan dengan materi ajar.
3. Apresepsi : Tanya jawab mengenai pilihan tentang hal – hal lebih disukai oleh siswa.
b. Kegiatan Inti
1. Guru menerangkan tentang preference berdasarkan pilihan yang telah ditemukan sebelumnya
2. Memberikan drilling dan substitution drill.
3. Siswa mengerjakan tugas yang diberikan guru.
4. Mendiskusikan hasil pekerjaan siswa.
5. Menyimpulkan hasil diskusi siswa.
c. Kegiatan Akhir (10 menit)
Guru memberikan penguatan berdasarkan hasil pekerjaan siswa dan PR.
Pertemuan III
a. Kegiatan Awal
1. Informasi : Guru menyampaikan pembelajaran yang harus dikuasai siswa.
2. Motivasi : Guru melakukan pengulangan tentang pelajaran yang telah lalu.
3. Apresepsi : Tanya jawab mengenai pengandaian.
b. Kegiatan Inti
1. Guru menerangkan tentang capabilities
2. Memberikan drilling dan substitution drill.
2. Siswa mengerjakan tugas yang diberikan guru.
3. Mendiskusikan hasil pekerjaan siswa.
4. Menyimpulkan hasil diskusi siswa.

c. Kegiatan Akhir
Guru memberikan penguatan berdasarkan hasil pekerjaan siswa dan PR.

Pertemuan IV
a. Kegiatan Awal
1. Informasi : Guru menyampaikan pembelajaran yang harus dikuasai siswa.
2. Motivasi : Guru melakukan pengulangan tentang pelajaran yang telah lalu.
3. Apresepsi : Tanya jawab mengenai materi yang akan diajarkan.
b. Kegiatan Inti
1. Guru menerangkan tentang conditional sentence type I
2. Memberikan drilling dan substitution drill.
3. Siswa mengerjakan tugas yang diberikan guru.
4. Mendiskusikan hasil pekerjaan siswa.
5. Menyimpulkan hasil diskusi siswa.
c. Kegiatan Akhir
Guru memberikan penguatan berdasarkan hasil pekerjaan siswa.
Pertemuan V
a. Kegiatan Awal
1. Informasi : Guru menyampaikan pembelajaran yang harus dikuasai siswa.
2. Motivasi : Guru melakukan pengulangan tentang pelajaran yang telah lalu.
3. Apresepsi : Tanya jawab mengenai materi yang akan diajarkan.
b. Kegiatan Inti
1. Guru menerangkan tentang preposition of place
2. Memberikan drilling dan substitution drill.
3. Siswa mengerjakan tugas yang diberikan guru.
4. Mendiskusikan hasil pekerjaan siswa.
5. Menyimpulkan hasil diskusi siswa.
c. Kegiatan Akhir
- Guru memberikan penguatan berdasarkan hasil pekerjaan siswa.
Pertemuan VI
a. Kegiatan Awal
1. Informasi : Guru menyampaikan pembelajaran yang harus dikuasai siswa.
2. Motivasi : Guru melakukan pengulangan tentang pelajaran yang telah lalu.
3. Apresepsi : Tanya jawab mengenai materi yang akan diajarkan.

b. Kegiatan Inti
1. Guru menerangkan tentang asking and giving direction
2. Memberikan drilling dan substitution drill.
3. Siswa secara individu dan berkelompok mengerjakan tugas yang diberikan guru.
4. Mendiskusikan hasil pekerjaan siswa.
5. Menyimpulkan hasil diskusi siswa.
c. Kegiatan Akhir
Guru memberikan penguatan berdasarkan kesimpulan hasil diskusi.
Pertemuan VII
ULANGAN III

V. Alat / Bahan / Sumber Belajar.
1. Buku Paket Bahasa Inggris
2. Hand outs.

VI. Penilaian
1. Tes lisan
- Express which do you prefer to the objects showen!
- Tell your teacher what can tou do and cannot!
Skor: 1. Pronounciation (5 – 8)
2. Vocabulary (5 – 8)
3. Grammar (5 – 8)
2. Tes tertulis
- Make conditional sentence using verb given! (Skor: 2)
1. The students (get) good mark, they study hard.
= The students will get good mark if they study hard.
2. The teacher (be) angry, we (no do) our homework
= The teacher will be angry if we don’t do our homework.

Batang, …………………

Mengetahui
Kepala SMK Negeri 1 Batang Guru Mata Pelajaran

Drs. Sugito Agus Bagyo, S.S
NIP. 19561221 198803 1 001 NIP. 19760819 200701 1 011

Rencana Pelaksanaan Pembelajaran
(RPP)

Mata Pelajaran : Bahasa Inggris
Kelas / Semester : X Perbankan / 2
Pertemuan : 26 – 29
Alokasi Waktu : @ 2 x 45 menit
Standar Kompetensi : Berkomunikasi dengan Bahasa Inggris setara level novice.
Kompetensi Dasar : Menuliskan undangan sederhana.
Indikator : - Dapat merangkai kata – kata menjadi kalimat yang mengandung unsur undangan dengan benar.
- Dapat merangkai kalimat dengan benar untuk membentuk undangan dengan benar.
- Dapat menuliskan undangan (misalnya: undangan ulang tahun) sederhana dengan benar.

I. Tujuan Pembelajaran
- Siswa dapat berinteraksi secara lisan maupun tulis dengan guru dan teman dalam bahasa Inggris terkait lingkungan terdekat mengenai bentuk dan warna yang biasa ditemui.
II. Materi Ajar
- Grammar review: 1. Modal: will, would, can, could.
2. Preposition: in, on, at, etc.
- Undangan.
- Invitation dialogue.

III. Metode
- Ceramah
- Drilling dan substitution drill
- Tanya jawab
- Tugas
- Diskusi

IV. Langkah – langkah Pembelajaran
Pertemuan I
a. Kegiatan Awal
1. Informasi : Guru menyampaikan pembelajaran yang harus dikuasai siswa.
2. Motivasi : Guru menuliskan kosa kata yang berhubungan dengan materi ajar.

3. Apresepsi : Tanya jawab mengenai pengalaman ketika mengundang seseorang.
b. Kegiatan Inti
1. Guru menerangkan tentang merangkai kata yang mengandung suatu undangan.
2. memberikan drilling dan substitution drill.
3. Siswa mengerjakan tugas yang diberikan guru.
4. Mendiskusikan hasil pekerjaan siswa.
5. Menyimpulkan hasil diskusi siswa.
c. Kegiatan Akhir
Guru memberikan penguatan berdasarkan hasil pekerjaan siswa dan PR.
Pertemuan II
a. Kegiatan Awal
1. Informasi : Guru menyampaikan pembelajaran yang harus dikuasai siswa.
2. Motivasi : Guru melakukan pengulangan tentang pelajaran yang telah lalu.
3. Apresepsi : Tanya jawab mengenai kosa kata yang biasa digunakan untuk mengundang seseorang.
b. Kegiatan Inti
1. Guru menerangkan tentang cara menuliskan undangan dalam kalimat sederhana.
2. Siswa secara berkelompok mengerjakan tugas yang diberikan guru.
3. Mendiskusikan hasil pekerjaan siswa.
4. Menyimpulkan hasil diskusi siswa.
c. Kegiatan Akhir
Guru memberikan penguatan berdasarkan hasil pekerjaan siswa dan PR.
Pertemuan III
a. Kegiatan Awal
1. Informasi : Guru menyampaikan pembelajaran yang harus dikuasai siswa.
2. Motivasi : Guru melakukan pengulangan tentang pelajaran yang telah lalu.
3. Apresepsi : Tanya jawab mengenai materi yang akan diajarkan.
b. Kegiatan Inti
1. Guru mengulang tentang preposisi yang pernah diajarkan ke dalam bentuk kalimat sederhana.
2. Siswa mengerjakan tugas yang diberikan guru.
3. Mendiskusikan hasil pekerjaan siswa.
4. Menyimpulkan hasil diskusi siswa.

c. Kegiatan Akhir
Guru memberikan penguatan berdasarkan kesimpulan hasil diskusi
Pertemuan IV
ULANGAN ke IV

V. Alat / Bahan / Sumber Belajar
1. Buku Paket Bahasa Inggris
2. Contoh undangan.
3. Hand outs

VI. Penilaian
1. Tes lisan
- Make a dialogue about inviting your friend to your birthday party
Skor: 1. Pronounciation (5 – 8)
2. Vocabulary (5 – 8)
3. Grammar (5 – 8)
2. Tes tertulis
- Create an invitation letter to your event! (Skor 8)

Batang, …………………

Mengetahui
Kepala SMK Negeri 1 Batang Guru Mata Pelajaran

Drs. Sugito Agus Bagyo, S.S
NIP. 19561221 198803 1 001 NIP. 19760819 200701 1 011

Some files you can download freely

2009-10-09T00:42:00.000-07:00

You can download files here

Presensi Kelas X PB SMK Negeri 1 Batang

RPP Bahasa Inggris SMK Kelas X

YOU CAN GO TO THIS SITE......OKeY? And have some our free downloads or make a visit these links

or this link, it's KATAKANA

what about this link...
and don't forget to download this for teaching HIRAGANA in TKJ

and what is this? RPP X A

SILABUS BAHASA INGGRIS

KKM BAHASA INGGRIS INGGRIS

Daily Test for SMK 1 Batang

2009-08-07T01:00:00.000-07:00

Fill in the blank with suitable words below

(a)like (b)is (c)listen to (d)Do (e)mean (f)not (g)We (h)it (i)am (j)are

I...very poor in English but I am really interested in it

....you remember that the theme of the June Magazine was Technology and Inventions

Symphonic music does not always....classicall music

Addie MS is... a pop singer

I...your radio program

...don't use the word "pernah"

They...Farida and Intan who sent us an email

Garuda...the International airline of Indonesia

...is not whiz again

I...all the news presenters at Metro this morning

Need to practice online?....

English for IT

2009-07-24T23:59:00.000-07:00

It's a must for the students in SMK 1 Batang to master the information technology since Global trend acquires this proficiency.Below are some links needed by the students:

English for Information technology

English for IT

Oxford English for IT

English for secretary

2009-07-24T23:35:00.000-07:00

Secretary is one of programs in SMK Negeri 1 Batang; a program which is mostly occupied by the girls. Here are some links that can be used as the reference materials for this program:

English for Secretary and Management

English for Legal secretary

Reading Comprehension for secretary texts

English for Banking and Finance

2009-07-23T20:36:00.000-07:00

In year curriculum of 2009/2010, SMK N 1 Batang opened a new program; namely Banking. There are 40 new students in this new program; the classroom of this new department locates next to one of secretarial department. To download the materials relate to banking and finance, the student can visit this links below:

Practical English

English Vocabulary for Banking

You can also see the other activities done by the students of Banking Department by clicking these links below:

Discuss to find out the words choice

the result of the works done in group

some resources you see further...

some resources you see further...

student's article

2009-05-23T06:24:00.002-07:00

GLOBAL WARMING

by Nur Nasiyati, XI AK2

Global warming was become more serious after Asian Tsunami occurred. for example, in some parts of Indonesia, Ceylon, and India; there were more than 300,000 people killed. There is no reason for us not to concern with it. The global warming will not only make summer hotter and hotter but it will also cause rain, more flood, higher sea level and more unpredictable weather.
Greenhouses gases processed from releasing the carbon into the air then mixes the oxygen.Take an important role in stimulating global warming. Carbon dioxidentraps the heat from the sun, so that it keeps the earth warm.
Modern living, like modern agriculture and industry produce more carbon. Meanwhile, the higher of carbon released into the air means more heat trapped on earth. Today, the level of carbon dioxide is the highest for half million years. So, what can we do to save our beloved planet?
Plant trees
Plant trees or grow at the garden. Plants turn carbon dioxide into oxygen we need to breathe. Trees also help keep the soil from the erosion and give animals like bird, butterflies, and squirrels a place to live.
Save electricity
Turn off the lights when you leave the room, turn off the computer, radio and TV when you do not use it.
Recycling
Recycle bottles, cans, plastic bags, or newspaper into the useful items, it can reduce the amount of trash.
Ride your bike
When you don't have far to go, try riding your bike or have a walk instead of using a car or motorcycle. It will help to save energy. Reduce the amount of air pollution and you'll keep healthy and fit too.
Try these tips to protect the environment around you. Remind your friends and your family to do these things too. Let's save our planet.

....take a look at previous publication

english nih yee bisis edition 20

2009-05-12T09:30:00.000-07:00

Global Warming and its Solution

Global warming may or may not be a problem. Man may or may not be driving it. Given the uncertainties, a significant amount of global regret may apply if we divert too much of our global wealth to solving what may be a non-existent or trivial problem, especially if that diversion mires billions in poverty. On the other hand, we may also regret not doing anything if man-made global warming does turn out to be a problem. It is therefore prudent to examine what steps we can take that would prove beneficial whether or not anthropogenic global warming turns out to be a problem. These steps can be termed “no regrets” policies.

What makes a No Regrets Global Warming Policy? A global warming policy can be termed “no regrets” as long as it:
Reduces the amount of greenhouse gases emitted into the atmosphere, or
Mitigates, prevents or reduces a harm associated with global warming, or
Provides greater capacity for dealing with problems associated with global warming
Without imposing significant cost or diverting economic activity.
Top Five “No Regrets” Policies

1.) Eliminate all subsidies to fuel use.
Subsidies to energy R&D cost taxpayers millions of dollars while producing minimal benefits. While these programs may be relatively small given the size of domestic energy markets, they serve little, if any, useful purpose while subsidizing large corporations at taxpayer expense. The potential threat of global warming, whether it is real or not, is simply one more reason to eliminate these subsidy programs. An international agreement aimed at ending energy subsidy with binding targets would be a significant victory for emissions reduction. Unlike Kyoto, which forces an energy starvation diet on its participants, such a treaty would be a move to combat energy obesity.

2.) Repeal the Federal Flood Insurance Program.
Much of the concern over global warming’s potential for harm in the US relates to sea level rise and the flooding that will result. However, much of the investment in potentially vulnerable areas is a result of the Federal flood Insurance Program. This program encourages building in vulnerable areas by acting as a moral hazard: people take greater risks because the government has said it will help bear that risk. Reform would reduce the moral hazard connected with building on vulnerable land, transferring the risk from the taxpayer to the private sector, which is likely to take a more realistic view of the issue.

3.) Reform Air Traffic Control Systems.
Greater demand for air travel means more flights, which means greater fuel use and increased emissions. Yet, the current government-operated system of air traffic control, based on a 1920s-era system of beacons, may hinder innovations that could reduce fuel use and emissions. As a general rule, the shorter the flight, the less fuel will be consumed. Yet neither airlines nor pilots have the freedom to choose the most direct and economical route. Giving pilots freedom to map their own course is an attractive and desirable change in the eyes of the industry, and the impact on the environment would be tremendous. As well as saving considerable amounts of greenhouse gas emissions, the policy will deliver significant benefits in terms of time and expense to the US economy. By obviating significant reductions in service levels associated with more routine applications of emissions reduction policy, it is to be preferred to that approach.

4.) Facilitate Electricity Competition.
By rejecting the model of central regulation and allowing suppliers to meet their customers’ needs more exactly while relying on distributed generation, energy waste and the associated emissions will reduce considerably. This reduction in waste will prove economically beneficial even if emissions themselves do not cause problems.

5.) Reduce Regulatory Barriers to New Nuclear Build.
There is no other technology than nuclear that is proven to be capable of providing emissions-free energy at the scale required to make significant reductions in carbon emissions. The problem is that thanks to anti-nuclear activism by environmentalists in the 1970s, it takes a very long time to build a nuclear plant. This pushes development and construction costs up to the level where it is not economically competitive with higher-emitting forms of electricity generation like coal and natural gas. According to the nuclear energy institute, it takes 10 years from concept to operation to build a nuclear plant, and only four of those are construction, the rest is permit application development (2 years) and decision-making by the Nuclear Regulatory Commission (4 years).
...previous article for BISIS Oct-March

artikel bisis okt-maret 2009

2009-01-28T20:08:00.000-08:00

Death is a door of the next lives

Sometimes most of us understand that the death is the end of all human being’s period. A death is the last life. An event that indicates no life after this. Why do they see like that?
Most of people see that the death is the end of everything because they always think everything materially. A man is only a body, blood, skeleton, brain sensory and set of another organ. All the things will finish when the man dies. He can not see, hear, think, feel and move. And, it is called the end of the life for the man.
An educated and faithful man understands a man as a body and spirit. The corpse will rotten but spirit will be alive forever till the day which has beginnings but no endings, For Allah, to recreate a body from the dust is as easy as to create a man from the clot of blood.a deat is only a dodor of the next lifes likie previous life; in the womb of mother, when you are a spirit, when you are in the cloth of bood, when you are flesh of four month baby in the mothers’s womb. Think about it…
So, is this such a big tragedy for whom fights in the path of Allah and then he is killed in struggle? Allah will promise him with the bounty of whatever he likes in the world; an everlasting and never ending paradise with all facilities after his martyrdom
...see previous issue on this rubric for BISIS

dunia chote

2008-10-04T18:26:00.001-07:00

this life is too short, but life after this life will last forever. so, if ones 's happy in this life the happiness is only 70 or 60 years...

The Egyptian Islamic Jihad (Arabic: الجهاد الإسلامي المصري ‎) (EIJ), formerly called simply Islamic Jihad ( الجهاد الإسلامي and Liberation Army for Holy Sites[1] ) originally referred to as "al-Jihad," and then "the Jihad Group", or "the Jihad Organization",[2] is an Egyptian Islamist group active since the late 1970s with origins in the Muslim Brotherhood. It is under worldwide embargo by the United Nations as an affiliate of al-Qaeda.[3] It is also banned by several individual governments including that of The Russian Federation.[4] Since 1991 it has been led by Ayman al-Zawahiri.
The organization's original primary goal was to overthrow the Egyptian Government and replace it with an Islamic state. Later it broadened its aims to include attacking the United States and Israel interests in Egypt and abroad.
EIJ has suffered setbacks as a result of numerous arrests of operatives worldwide, most recently in Lebanon and Yemen.[citation needed] In June 2001, Al Qaeda and Egyptian Islamic Jihad, which had been associated with each other for many years, merged into "Qaeda al-Jihad."[5]
Al-Jihad or "Tanzim al-Jihad" was formed in 1980 from the merger of two clusters of Islamist groups: a Cairo branch, under Mohammad abd al-Salam Faraj, and a Saidi (Upper Egypt) branch under Karam Zuhdi.[6]
Farj used to deliver Friday sermons in a private mosque that had been built by his in-laws. During the ensuing discussions with his listeners, he managed to convince some to join in a clandestine organization to eventually wage violent jihad. ... The Cairo branch was composed of five or six groups, loosely connected and each with its own emir (one of whom was Ayman al-Zawahiri). They had autonomy but met weekly to work out a general strategy. ..."[6]

In October 6, 1981 it carried out the assassination of Anwar Sadat.
After the assassination, the Egyptian government succeeded in rounding up the membership of Tanzim al-Jihad, but "was rather lenient in the ensuing trial. Only the four direct perpetrators and the Cairo leader Faraj, were condemned to death." In prison, the Cairenes and Saidis reverted into two faction, the Cairo militants later becoming the Egyptian Islamic Jihad, and the Saidis later forming the al-Gama'a al-Islamiyya, or Egyptian Islamic Group.
The leader of the Cairo militants was Abud Zumour, "a onetime army intelligence officer serving a life sentence for his part in the plot to kill Sadat." This faction, the Islamic Jihad, "was small and tightly disciplined. ... Among it members was a 30-year-old Cairo physician named Ayman Zawahiri ...[7]
Most of the middle-rank members were discharged from prison after only three years and fled to Pakistan and Afghanistan to help the mujahideen there and escape persecution at home.[8]

Pakistan and Afghanistan
In the mid-1980s, in Peshawar Pakistan, the militants reconstituted themselves as the Egyptian Islamic Jihad, "with very loose ties to their nominal imprisoned leader, Abud al-Zumur." A physician by the name of Sayyed Imam Al-Sharif or "Dr. Fadl" was head of EIJ for some time,[9] although eventually Ayman al-Zawahiri, "whose leadership style was autocratic," would take over. During this time EIJ became more extreme, with for example, Dr. Fadl emphasizing the importance of takfir and execution of apostates, which he argued should include those who registered to vote, since this was a violation of God's sovereignty over governance.[10]
It was also at this time that some saw "the Egyptians" of the EIJ begin to exert an influence on Osama bin Laden, who at the time was known as a wealthy and well-connected fundraiser for the jihad in Afghanistan. Egyptian filmmaker Essam Deraz, "bin Laden's first biographer," met bin Laden in the "Lion's Den" training camp in Afghanistan and complained that the Egyptians "formed a barrier" around bin Laden and "whenever he tried to speak confidentially to bin Laden, the Egyptians would surround the Saudi and drag him into another room."[11] One of those who complained of being elbowed aside[12] was a former mentor of bin Laden Abdullah Azzam, the original exponent and organizer of global jihad on behalf of the Afghan mujahideen.[13]
In 1991, EIJ broke with al-Zumur and al-Zawahiri took control of the leadership. At this point, Marc Sageman (a former foreign service officer who was based in Islamabad from 1987 to 1989), says "the EIJ became a free-floating network without any real ties to its original society or to its surrounding society."[14]

Sudan
Al-Jihad (EIJ) had a blind-cell structure, meaning members in one group did not know the identities or activities of those in another, so that if one member were captured they would not be able to endanger the whole organization. However, Egyptian authorities captured the membership director of EIJ, the one member who had all the other members names. The database in his computer listed every member's address, aliases, and potential hideouts. Al-Jihad leader al-Zawahiri bitterly lamented "the government newspapers" elation over “the arrest of 800 members of the al-Jihad group without a single shot being fired."[15]
In August 1993 Al-Jihad attempted to kill the Egyptian Interior Minister, Hasan al-Alfi. who was leading a crackdown on Islamic militants and their terror campaign. A bomb-laden motorcycle exploded next to the minister's car, killing the bomber and his accomplice," but not the minister. The attacked marked the first time Sunni Islamists had made use of suicide in terrorism, a technique made famous by Shia Hezbollah in Lebanon. It is "likely that the notion of suicide bombing" was inspired by Hezbollah as EIJ head Ayman Zawahir had been to Iran to raise money, and had sent his talented underling Ali Mohamed, "among others, to Lebanon to train with Hezbollah".[16]
A few months later in November Al-Jihad made another bombing attempted, this time to kill Egypt's prime minister, Atef Sidqi. The car bomb exploded close to a girls' school in Cairo as the minister was driven past. The minister, protected by his armored car, was unhurt, but the explosion injured 21 people and killed a young schoolgirl, Shayma Abdel-Halim. Unfortunately for al-Jihad this bombing was preceded by two years of terror by a larger terror group, al-Gama'a al-Islamiyya that had killed 240, and the patience of the Egyptian public had run short. "Little Shayma's death captured people's emotions as nothing else had" and "when her coffin was borne through the streets of Cairo, people cried, `Terrorism is the enemy of God!`" A harsh police crackdown followed and 280 EIJ member were arrested, with 6 eventually given a death sentence.[17]
EIJ's longtime association with al-Qaeda became closer at this time when "most" of its members were reported to have gone "on the al-Qaeda payroll." EIJ leader hoped this would be a temporary measure but later confided to one of this chief assistants that joining with bin Laden had been `the only solution to keeping the Jihad organization abroad alive.`"[18]

Mubarak assassination attempt
In June 1995 another failed assassination attempt caused yet a greater setback. Operating from its exile base in Sudan, EIJ joined forces with the Egyptian al-Gama'a al-Islamiyya and Sudanese intelligence[19] in an attempt to kill Egyptian President Hosni Mubarak while he was in Ethiopia for a conference of the Organization of African Unity. The leader of the plot was "Mustafa Hamza, a senior Egyptian member of the Al-Qaeda and commander to the military branch of the Islamic Group." The plotters had been planning the attack for more than a year, and even married local women in Ethiopia. They received assistance from Sudanese intelligence services, which smuggled weapons into their embassy in Ethiopia.[20][21]

Their hope was to decapitate the Egyptian government thereby eliminating the "iron grip" of the state security services, and creating a power vacuum which Islamists could then fill. Unfortunately for this plan, the attack was foiled by a malfunctioning grenade launcher and Mubarak’s bulletproof limousine.

Expulsion from Sudan
Back in Egypt, Mubarak launched a ruthless campaign to crush anyone involved in Islamist terrorism,[21] but in Sudan the EIJ had even worse troubles. It had enraged the Sudanese intelligence service by executing two sons of senior EIJ members on Sudanese soil after promising not to. The boys, Ahmed, the son of Mohammed Sharraf, and Mus'ab, son of Abu al-Faraj, had been drugged and blackmailed by the Egyptian intelligence service and were collaborating with them. Sudanese intelligence service captured them and allowed EIJ to interrogate them. The boys immediately confessed, were found guilty of "sodomy, treason, and attempted murder," and sentenced to death under "Sharia law". Al-Zawahiri ordered their execution by firing squad and distributed videotapes of it.
When the Sudanese found out about the executions in its jurisdiction, al-Zawahiri and the rest of EIJ were ordered to leave the Sudan.[20] It was a devastating blow to the group. "In Zawahiri's hands, al-Jihad had splintered into angry and homeless gangs."[22]
Bin Laden was also weakened by this failed operation. The core of his al-Qaeda group was made up of members of Islamic Jihad. Because of Sudan's collaboration in the plot, the United Nations voted to impose sanction on the country.[23] To rehabilitate itself in the international community, the Sudanese government pressured bin Laden to leave the country.[24][20] Bin Laden and many EIJ returned to war torn Afghanistan having lost many members and almost all of bin Laden's assets.[25]
The November 19, 1995 bombing of the Egpyptian embassy in Islamabad served as a prototype for future attacks by its sister organization al-Qaeda, such as the 1998 bombings of American embassies in Africa.
Afghanistan
According journalist Lawrence Wright, according to testimony given at the trial of the Albanian cell members in the late 1990s or early 00's, EIJ membership had dwindled to 40 members outside Egypt, and none at all inside the country where "the movement had been eradicated".[26]
In Afghanistan Zawahiri wrote the 1998 fatwa for the "International Islamic Front for Jihad Against Jews and Crusaders," calling for the killing of Americans and their allies, both civilian and military, which was signed by representatives of several jihadi organizations, including EIJ.[27]
Dissent among EIJ members to this change of direction and abandonment of the taking over Egypt as the group's primary goal, was so strong that "in the end, Zawahiri pledged to resign if the members failed to endorse his actions. The organization was in such disarray because of arrests and defections, and so close to bankruptcy, that the only choice was to follow Zawahiri or abandon al-Jihad." One of those who did abandon al-Jihad was Zawahiri's own brother Muhammed, the military commander of EIJ.[28]

Merger with al-Qaeda
In June 2001, Al Qaeda and Egyptian Islamic Jihad merged into an entity formally called jamaa'at Qa'idat al-Jihad,[5] with leadership of EIJ "comprises the majority" - six of nine seats - "of al Qaeda's ruling council (shura)."[29][30]

Consequently it often considered synonymous with Al-Qaeda, (for example by the U.S. Treasury Department),[31] although some refer to it as a separate organization with al-Zawahiri as its leader and global jihad's main ideologist.[32]

Activities
The organization specializes in armed attacks against high-level Egyptian Government personnel, including cabinet ministers, and car-bombings against official US and Egyptian facilities. The original Jihad was responsible for the attempted assassinations of Interior Minister Hassan al-Alfi in August 1993 and Prime Minister Atef Sedky in November 1993. Egyptian Jihad and rival armed group launched a wave of violence against Egypt's secular government in 1992, a campaign they only abandoned at the end of the decade. Nearly 1300 people died in the unrest, including policemen and government officials. It is responsible for the Egyptian Embassy bombing in Islamabad, Pakistan in 1995. In 1998 a planned attack against the US Embassy in Albania was thwarted by a roundup of suspects who are now called the Returnees from Albania.

Leadership
Al-Sharif passed the Jihad leadership to Ayman al-Zawahri amid dissent within the movement in the mid 1980's. The al-Zawahri faction subsequently formed an alliance with Al-Qaeda leading over time to the effective merger of the two groups operations inside Afghanistan.
Although al-Zawahri is frequently referred to as a 'lieutenant' or 'second in command' of Al Qaeda this description is misleading as it implies a hierarchical relationship. The modern Al Qaeda organization is the combination of Bin Laden's financial resources with al-Zawahri's ideological and operational leadership. Despite the effective merger of al-Zawahri and Bin Laden's groups in the Afghanistan area of operations there is evidence that suggests that at least part of the Islamic Jihad group continuing to operate in Egypt remains independent of Bin Laden's organization and reports to al-Zawahri personally.[citation needed]

External Aid
The extent of its aid from outside of Egypt is not known. The Egyptian Government claims that both Iran and Osama bin Laden support the Islamic Jihad. It also may obtain some funding through various Islamic nongovernmental organizations, cover businesses, and criminal acts.[citation needed]
Iraq March 1993 agreed to renew relations with the Islamic Jihad Organization in Egypt.[33]

marketing program

2008-06-16T19:44:00.000-07:00

The places disliked by Allah are markets; while ones mostly liked by Allah are mosques.Below, however, some links provide the material dealing with the English for marketing:

Marketing Glosary : English for Special Purposes

Marketing, English Language exercises

English for Accountancy

2008-06-16T19:38:00.000-07:00

Like banking and finance, we also provide some English materials for accounting. Below are some links that the students can visit

Accountancy: English for Accounting

English for Accounting students

Kya hal hai, saheeb?

2008-05-11T21:11:00.000-07:00

Say No God but Allah; and May Peace upon our Beloved Prophet Muhammad PUH

Karte-karte marte hai, marte marte karna hai

Student's contribution

2008-03-26T23:28:00.000-07:00

A Wish of a Student

I want the justice from my beloved school. As we know that majority of the students in SMK 1 Batang come from the poor family. We have decided to give all of the best that we can do for the school, however; including paying the school fee regularly. But, we think we haven’t got all of the facilities in this school yet; for example, we never have one of the facilities we want to have. Browsing internet is our dream that need to be realized. Up to now, we have not had it yet. It’s just promise which never comes true. Similarly, we can see that 50 percents of the classrooms get broken.
Again, I think there is no same justice for all of the students. We can see that TKJ group gets more special attentions. The classroom of this majoring is more beautiful and comfortable than the other classrooms. We also need the best teaching from our teachers. In fact, they often forget to leave any assignments when they don’t attend the class because of any reasons. We hope we get the justice; and it’s our best wish.

Why Don’t We Study English

By Nasiyati, X AK 2

From my point of view, English is the most important language. Why do I say that? I said that because English is an international language. It’s spoken by many people all over the world either as a first or second language. So I think that learning English in this modern era is crucial especially for Indonesia teenagers. There are some reasons for this. Firstly, learning English can enhance our language which is needed to dominate technologies; especially latest technology. We are lucky if we have knowledge about important issues; like language is a big power to greet the global era which full of competitions. Secondly, learning English can advance our country. If the teenagers know English, of course, the quality of human resources in Indonesia will increase. Their English ability is needed for the economic and political development in Indonesia. Moreover learning English can help us to get job easily. In my opinion, English is a top requirement of seeking job. The applicants who master on English either in written or spoken are preferable in the world of work. So it’s important to learn English for the better future. Although learning a new language is not easy, as Indonesia teenagers we should never give up to always study English. In order to be fluent in English, we need many practices with people around us as often as possible. The key to success in speaking English is confidence. The more you speak you will become more confident. Just concentrate on speaking without worrying about making grammatical mistakes. The more you practice the better you will be. From the facts above, we can conclude that everybody needs to learn English. Let’s study English and reach your nice future. Good luck with your English.

Written by Nasiyati, X AK2

..dont miss it, read previous article here

Soal Bahasa Inggris SMK

2008-02-16T18:03:00.000-08:00

Choose the correct word in bracket!

Why don't We Study in SMK

When I was a third year student of SMP, SMP 1 TULIS, I had been dreaming of being a student of SMK JUTEX PEKALONGAN, belongs to textile group. My choice met the economical conditions of my parents, as only poor villager-farmers in CLUWUK, SUBAH. At that time, I thought that being a graduate of SMK was (easier, more easy) to get any jobs; (compared,comparing) with the graduate of SMA.
Students learning in SMK will study a lot of life skills, such as; typing, operating computer, repairing machine, etc.Hence, (being, be) a student of SMK is (more skillful, skillfuler)than those of SMA. SMK students will get (applicativer, more applicative) courses; which are needed in the world of work.
I enrolled to be a student of SMA, however; instead of being a student of SMK. ONe of my teachers in SMP led me (be, to be, being)a student of SMA Negeri 1 PEKALONGAN. My teacher said "There, you'll be (more competitive, competitiver)than that in other schools; more over, you're smart enough to be one of students in that favorite school."
Finally, I was (happy, happier)to be a (commuting, commuted)student in(better, the best) SMA in Residency of PEKALONGAN, SMANSA PEKALONGAN. A senior high school which brought me to be a student of ENGLISH DEPARTMENT, FACULTY of LETTERS, UNS SEBELAS MARET UNIVERSITY, SURAKARTA; through PMDK, new student recruitment for the big ten rank students in the classroom.
Now, I'm an English teacher of SMK 1 BATANG, however. After being three year honorarium teacher and getting the certificate of teaching liscence,AKTA IV, from UT, UNIVERSITAS TERBUKA, I'm a candidate of stabled teacher of government.

Translate the passage into Bahasa INDONESIA

Memory 2

2008-01-01T18:54:00.000-08:00

Getting in trance, being possessed by ghost’s spirit: How Islam views it

Getting in trance or being possessed by Ghost’s spirit is a phenomenon we often hear, listen to the radio, read, see when we read a magazine, newspaper or watch on TV. People talk that; even they discuss it since that phenomenon sometimes become a national tragedy for it causes many victims over the country.

How ignorant people view it

Common people understand that getting in trance is a mythical phenomenon. There is a devil, ghost, or deceased people spirit influence; which disturbs instable living person’s mind. It’s something superstitious, illogical, ridiculous
So that, the myth, mystery or superstitious tales and stories well known; to be consumed by the ignorant people; such as Nyi Roro Kidul, Nini Pelet or Nyi Blorong and any legends which bring the ignorant people into atheism or paranoid of Ghost spirit.

How educated people view it

Educated people comprehend the trance phenomenon based on the knowledge and the faith; Al Qur’an and Hadith.
Psychologically, a man getting in trance, having mental disorders must have any personal-hidden unsolved problems. Hence, this instable person will do anything irrational, illogical , weird, or strange such as; jumping over five meters high fence, or walking in the fire. A Phenomenon which is actually normal, rational, and logical for human. Every single man can does it if he regularly train that potency.
In conclusion, we get in trance because of the psychological disorders. So, a good religious learning and spiritual training will be the best problem solving for those who gets the worldly problems.

Everything comes from Allah; and will come back to Allah

this article is sent by Yati Octa , II TKJ, SMK 1 Batang

“KL” in Batang

Do you know what is KL ? You must be think that KL is Kuala Lumpur, the capital city of Malaysia. But do you know if we have KL in Batang ? You don’t believe it. You must be have a big question : IS IT TRUE ? You may think I’m crazy, but I don’t lie to you. We really have KL in Batang.

OK, I wanna tell you how I can say like that. When my friend said that she wanna ate Kue Lumpur, I thought “Ow, Kue Lumpur! The capital city of Malaysia. That’s so far away”. But she said that she didn’t talk about Kuala Lumpur. She said Kue Lumpur! Oh my God... I was shocked. Maybe my ear was error. But I thought it was not too error, coz Kue Lumpur and Kuala Lumpur slightly heard same, right ?

“KL” is looks like a pan cake. But it’s more soft and small. You can buy it at the front of our school. I suggest you to try it. It’s delicious enough and also cheap. Guys... you must eat it. Eat our “KL” and taste it! Cya (^O^)

Read more at BISIS edisi April-Juni 2008
and You can also read Death is a door of the next lives in BISIS edisi Oktobert-maret 2009 by the print out magazine.
...please go back to BISIS Menu

Memory 1

2008-01-01T18:37:00.000-08:00

Savior’s Shutters in Islam

Shutters, curtain or veil are terms which refer to a media for covering, shutting; i.e. clothing, stone, wood, or anything can block the eye sight. In Al Qur’an, having shutters means to cover or shut with such media mentioned. A shutter or cover (jilbab and purdah) is used to cover anything forbidden to see; which is considered private; not publicly viewed; for example, woman’s body and face are private parts for “other men or boys” (in Islam ajnabi .
One thousand five hundreds years ago, when the command of having shutters for women was issued, all faithful women who didn’t cover their face or their whole body ran as fast as she could to get shelters; hiding behind the tree, the rocks or even cutting their windows curtains into pieces to cover their faces.
Shutters or covers (wall, curtain)in Islam are also used to make mother and father’s private activities become more private and secret. So that, the children could not whatever their parents do during the night and taking nap times.
In Islam, it’s considered polite to make a groups based on the activity. There will be a group which is learning Al Qur’an dan Hadith, one which is performing shalat and dzikr or a group which is preparing journey for any religious affairs. Those groups must have shutters or cover each others. Hence, it’s rude to shout or call somebody who is in a group from outside or other groups. Similarly, it’s impolite to talk or have a chat with our friends in a group while a discussion or lectures is in sessions.
Shutters or coves are also used to cover ourselves from others while having personal needs, such as pass urinate.
Being naked or open for any private activities we are doing bring us to very low level, or even lower than the animal rank. What makes the human different from the animal? Eating, drinking, sleeping, having sex? Actually, the human will be different from the animal if she or he uses his or her intellectual and feeling to be more civilized; creating good norms and etiquette. So that, there will be etiquette of eating, sleeping etc. But, all depends on you. Being civilized human or barbarous animal is your choice.

more info, Klik here..

Do whatever you want till you comprehend that your life will be finished

What Makes Da'wah Different from Ta'lim

2007-12-05T18:30:00.000-08:00

If You don'nt know Ask to Whom Knows

Da'wah is like the rain; it will drop every where without any exception. On the top of hill, mountain, on the ocean, the rain will fall. Similarly, da'wah will come to everyone; both ignorant villagers and educated scholars, both the young and the old, to whom are willing or refusing, to women and man, even to the bad and good guys.

While ta'lim must be given or delivered to people who like and want. Delivering to people who do not want is like giving a beautiful flower to a monkey.

So that,it was my reason why I was not willing to deliver any religious speech on the weekly/month held by OSIS SMK 1 Batang 4 weeks ago. I think the audience do not wish me at that occassion since they chose me because the other speakers had no time at that morning. Moreover, I got headache, athma, bone ache and flu

English Term Test

2007-11-20T20:16:00.000-08:00

Photo PSB Tahun Ajaran 2006/2007

Foto Upacara Hari Senin

Please prepare the materials below for your mid term test

Greeting and Leave Taking

Introducing Oneself and Others

Thanking

Apologizing

Personal Pronoun

Simple Present

Describing People

Describing Thing

Preposition

Demonstrative Pronoun

Cardinal and Ordinal Numbers

Singular and Plural

Days,Date,Months, and Years

Degree of Comparative

Offering something

Describing Events

Continous Tense

Expressing Feelings

Linking Verbs

Punctuation

Asking and Giving Permission

Expressing Possibility

Possibility using MIGHT and MAY

Explaining Signs and Symbols

Question Tags

exercises

Conditional Sentences

Imperative

Asking and Giving direction

Expressing Want and Need

Gerund and to infinitive

Expressing Capabilities

Expressing Preferences

Expressing Wishes and Imagery

Subjunctive

Expressing Writing Letters

Practice with the vocabulary game

Post Test 1 on Thursday, February 11, 2010

Need a free software for TOEIC, click here

Name :…………………………………
NIS :……………………
Kompetensi : 1.5 Menjelaskan secara sederhana kegiatan yang sedang terjadi

1. Look at the picture and choose the statement which is best describe the picture
A. All chairs in the room are occupied by the students.
B. Not all students can have seats.
C. The teacher is speaking is front of the students with a microphone.
D. Several students are making a presentation.

2. Look at the picture and choose the statement which is best describe the picture

A. The electric organ is in front of the television.
B. The water dispenser is between the television and the electric organ.
C. There are some photographs on the table.
D. No one is watching television in the room, because it is off.

3. Look at the picture and choose the statement which is best describe the picture

A. There is a traffic jam on the street.
B. There will a car on the street.
C. The road work is not complete yet
D. An accident happens on the road

When you're installing your computer, system remember to follow the set up direction in the manual. Perform all steps in. the order percentage in it. Proceed slowly and carefully to make sure that you put each cable into correct socket. The pin in the plug and line with corresponding holes in the socket and so on. Its cable usually has different kinds, of plug on its two ends. Making slowly will make it almost impossible for you to make mistake. But to perform socket, do not plug the power cable or switch on any components until you have double check every connection.

4. What must we do to install a computer system?
A. Install it slowly and carefully.
B. Make it impossible td make mistakes.
C. Follow the set up directions in the manual.
D. Align pins in a plug with the corresponding holes.

5.What may happen if we do not double check every connection?
A. The cables cannot be put into the correct sockets,
B. It will be impossible to make a mistake.
C. There may be short circuit.
D. The computer can not be switched on.

Arrange these sentences into a good instruction based on the picture!
1. When steam escapes freely through the vent tube, place the vent weight on it.
2. Place the cooker on heat source and turn heat on high.
3. Add water (the quantity is stated in each recipe) and close the lid. Remember that you should never load the cooker beyond two-thirds its maximum capacity. Do not place the vent weight yet on the vent tube. 4. Place the food to be cooked in the body of the cooker. 5. I think that’s all.

The best arrangement based on the picture is ...
6)………………………………………………………………………………………………
7)………………………………………………………………………………………………
8)……………………………………………………………………………………………….
9)………………………………………………………………………………………………..
10)…………………………………………………………………………………………….

Passage for questions number 11 to 15

E-COMMERCE
There are many commercial activities that can be carried out on the internet, among others, merchandise ordering and advertising. For consumers, any kind of merchandise can be ordered by the internet, like books, cooking appliances, or even cars. Sellers, on the other hand, can advertise their merchandise in the same way. This is very convenient because millions of people can access the internet. Advertising on the internet is also cheaper than on TV. The internet has become an alternative of doing commercial of business activities. And since the activities are done electronically, they are called Electronic Commerce or e- commerce for short.
These activities can now be done through the internet or World Wide Web (WWW). E-commerce has developed into a new way of
transaction. We usually buy our daily needs at the supermarket or traditional market, but now days we can shop on the internet. We won't see a long queue in front of the cash register anymore because e-commerce is all done electronically.

11. To find the e-commerce we should know its ...
A. computer
B. internet
C. electronic
D. monitor television
E. WWW (World Wide Web)

12. The most advantageous thing of advertising via the internet is that ...
A. any merchandises can be ordered via the internet
B. books, cooking appliances of even cars can be advertised
C. merchandise ordering is so much easier on it
D. it has become an alternative for business activities
E. millions of people over the world access and see it on the internet

13. One example of digital money is a/an ...
A. e-commerce
B. credit card
C. icon
D. money account
E. cash
14. …but now we can shop on the internet. The underlined word is similar to..
A. Buy
B. Do
C. Market
D. Need
E. Sell
15. These activities can now be done through the internet or World Wide Web. These refers to..
A. Shopping
B. Accessing
C. Cooking
D. Doing
E. Seeing

Good Luck and weldone

My Nightmares

2007-10-27T07:18:00.000-07:00

The Hard days of Teaching in TKJ class

From July 2006 to April 2007, it was period of teaching experience which haunted my nights and days; created many nightmares and made my days unpleasant amd restless; which left the worst experience during my life.
Frankly speaking, teaching in TKJ class was something make me crazy to remember.
I often found only few students of III TKJ in the classroom for two hours of the last teaching schedule.
While in II TKJ , I often had a very passive class; eventhough no body had ever played truant.
In I TKJ, only few of the students who did want to concentrate and had a class.
Apparantly, their lifes at home has corrupted their motivation of learning, being relax free or obeying whatever the desire, lust, wish want to do. Listening to the music, having a joke, and watching films etc or browsing in the internet are what they prefer to enjoy.
How can they live in the very short world hapilly while the death is closer than their neck ?

Think about it my kids...do whatever you like to do ..but remember you will die soon and later...

Listening Scores for Novice

2007-10-24T19:21:00.000-07:00

SEX, Male and Female

2007-10-07T07:26:00.000-07:00

How Qur'an says about sex, male and female

A husband is a qowam towards his wife. It means he should stand erectly, keep something, handle business, straighten, correct, and do duty. Is it concerning with the position of man towards his wife while they are making sexual activity?
And is it permissible to show his penis? Think of suroh al mu'minun (23):5-6 What is the meaning of haafidzuun? It means 'to take care', keep something in our memory, inspect, being angry towards'. Is an inspection at this private part permissible for our wife? What about the husband? Is it permissible to show it? What I wonder is the word "furujahum yuhaafidzun". In dictionary, and some linguistic using, farji refers to 'vagina'; and inspection is also componential meaning meaning for yuhaafidzun. Does it show that husband is OK to see his wife's sexual private part?
Is it OK to fuck our wife through any positions we desire?
Our wife is like "hartsun" purports in Surat 2:223, a place where we plow, do agricultural activities. can we imagine how a farmer does plowing. Firstly, he will clean the grass, or meadow covering the soil.

Attention:This passage is not "tafsir", but it's just a result of contemplation during stressed days

by Der Zugelos mann

Homeless and Restless

2007-09-19T18:59:00.000-07:00

The hard Days During Rhamadan

Ramadan is a special months for Muslims; since it's a month for them to increase their quality of deeds. This month , however, is the hardest month among the other previous Rhamadans. Why? lihat dan baca Cerita dari Negeri Impian...
We're homeless. A homeless means no rights to do, to possess, and to manage the household.What are needed in our household?

Da'wat,compaign the way of life purported in Al- Qur'an and the practical live guidance narrated in Hadist

Ta'lim wa Ta'alaum, do learning Al-Qur'an, as the way of life and the practical live guidance of our beloved prophet, Muhammad SAW

Dzikir and Ibadat, any religious practices in Islam, such as reciting Al Qur'an, contemplation of thinking the commandment of Allah, the greatness of Allah, shalat etc

Ikrom, fulfilling all of our needs dealing with foods, clothing, housing, transportation, health and other life supports for the family, the relatives, the neighbor, the society and even the animal and plants and our environment where we live in

Hence , it's something burden for a life without a house; as if we were a bird that keeps flying on the air....of course it's very exhausting.
Actually, a house is first place where we can begin or start our activities. a place where we live, we have our beloved wife keep in it, and a place where we prepare our next generation.
So, what can we do if we live or staying a house where there are other families, other with different interests, rules and values? Can we ride smoothly in one car with two or more drivers in it?

I do expect your input and will be patient to waiting forward yours in my mail box
May our meeting in the Cyber World will be the first time for our next meetings in da'wat

spend our times in the path of Allah for 3, 10, 40 days, 4 months, masturot and ijtima'

Allah, who knows every matters the best

Where will you go?

2007-08-31T23:17:00.000-07:00

Say

No GOD but ALLAH, you will succeed

Live after this Live

Hi, man! How long will you live in this very little, narrow not eternal world? You’ll be alive for more than 100 years? Then, where will you go?

Alam Barzah, the first world we’ll stay after the death.

Your soul, spirit will go to a place where we call it ‘ alam barzah’ where our body are buried in the grave and turn into the soil. Whoever lived in the earth with good deeds, behavior and conducts will get happiness, joys and excitements. They will lie on a very soft and beautiful bed in a room which is large as vast as the sight can see or reach. Through the windows they can see a very beautiful park or garden they have never seen before; there are many prairies, beautiful teenage girls. Through the window, they also can smell very fragrant flowers they never smelt before in the previous world. In the contrary, whoever made a bad deeds, conduct, behavior, their soul/spirit will be captured or jailed in very messy, frightening places; a place where their souls are tortured. They will be accompanied with a dragon which is called “Suja’ul Aqro”, which of the length is 900 years walk; its eyes are made of fire, its talons are very sharp and strong like the steel. Suja’ul aqro will beat them again and again till the next world. For a while, they will take a rest on a bed made of the very fire. Our spirit, souls, will be waiting till the next world. Whatever will happen in this world, please you learn Al Qur’an / The Koran or ask the pious and educated Muslim scholars where you can find them.

2.Alam Makhsyar, a world where all the mankind from the first man till the last who was born in the earth, will meet and gather.

When qiyamat, the doomsday; when the universe is destroyed, all souls in alam Baryah/Qubr will gather on Alam Makhsyar. They will be naked without any covers for their heads, bodies or feet while the sun will approach the ground closer than one foot. Very and very hot; it’s as a torture for the bad guys; their sweat will be able make them drown. In the contrast, A good guys will be sheltered with a very thick cloud; protect them from the heat and save them. They stay till the next world. Whatever will happen in this world, please you learn Al Qur’an / The Koran or ask the pious and educated Muslim scholars where you can find them.

Methofd of Teaching

2007-08-30T20:53:00.000-07:00

Teaching Methods and Correlation to Learning in the Language Classroom
VER ESTA PÁGINA EN ESPAÑOL

It is imperative that teachers provide a “safe” learning environment, treat language learning as a “social” process where comprehensible input is a must when expecting comprehensible output. Most importantly, FL teachers must provide students with adequate teaching methodology and time, as well as appropriate vocabulary and learning activities that will allow for the development of verbal skills.

There is no single "BEST WAY" to teach. The question teachers must address is which methods are best employed during the different stages of the teaching and learning process and then design curriculum to meet their final objectives/goals. USE A COMBINATION OF METHODS!

NOTE: No comparative study has consistently demonstrated the superiority of one method over another for all students, all teachers and in all settings.

Grammar Translation:
The Grammar Translation method started around the time of Erasmus (1466-1536). Its primary focus is on memorization of verb paradigms, grammar rules, and vocabulary. Application of this knowledge was directed on translation of literary texts--focusing of developing students' appreciation of the target language's literature as well as teaching the language. Activities utilized in today's classrooms include: questions that follow a reading passage; translating literary passages from one language to another; memorizing grammar rules; memorizing native-language equivalents of target language vocabulary. (Highly structured class work with the teacher controlling all activities.)
*Most early twentieth-century Spanish educators emphasized the importance of oral skills.
Direct Method:
The Direct Method was introduced by the German educator Wilhelm Viëtor in the early 1800's. Focusing on oral language, it requires that all instruction be conducted in the target language with no recourse to translation. Reading and writing are taught from the beginning, although speaking and listening skills are emphasized--grammar is learned inductively. It has a balanced, four-skill emphasis.
*One of the earliest claims for an introductory "silent period" was presented by Hills (1929) and Place (1925). Teachers were cautioned that they should not expect unrealistic results from the Natural Method after only two years of study.
The Silent Way:
The teacher is active in setting up classroom situations while the students do most of the talking and interaction among themselves. All four skills (listening, speaking, reading & writing) are taught from the beginning. Student errors are expected as a normal part of learning; the teacher's silence helps to foster self-reliance and student initiative.
*The theoretical basis of Gattegno's Silent Way is the idea that students must be subordinated to learning and must develop their own inner criteria for correctness.
Suggestopedia:
The learning environment is relaxed, subdued, with low lighting and soft music playing in the background. Student choose a name and character in the target language and imagine being that person. Students relax and listen while dialogues are presented accompanied by music. Students later practice dialogues during an "activation" phase.
*Lazanov's method of suggestopedia seeks to help learners eliminate psychological barriers to learning.
Community Language Learning:
Teachers recognize that learning can be threatening and by understanding and accepting students' fears, they help their students feel secure and overcome their fears of language learning--ultimately providing students with positive energy directed at language learning. Students choose what they want to learn in the class and the syllabus is learner-generated.
The AATSP Service Learning website has many activities you can use in your classroom!
*Curren's method allows the student to lead the direction of the class.
Natural Approach:
Introduced by Gottlieb Henese and Dr. L. Sauveur in Boston around 1866. The Natural Approach is similar to the Direct Method, concentrating on active demonstrations to convey meaning by associating words and phrases with objects and actions. Associations are achieved via mime, paraphrase and the use of manipulatives. Terrell (1977) focused on the principles of meaningful communication, comprehension before production, and indirect error correction. Krashen's (1980) input hypothesis is applied in the Natural Approach.
*This approach is widely used in elementary FL programs (FLES).
Reading Method:
The reading method was prominent in the U.S. following the Committee of Twelve in 1900 and following the Modern Foreign Language Study in 1928. The earlier method was similar to the traditional Grammar/Translation method and emphasized the transference of linguistic understanding to English. Presently, the reading method focuses more on silent reading for comprehension purposes.
*At the present time, reading proficiency remains an important second language skill as contemporary researchers in L2 reading take an information-processing approach to instruction and stress the role of reading strategies in comprehension.
ASTP and the Audiolingual Method:
This approach is based on the behaviorist belief that language learning is the acquisition of a set of correct language habits. The learner repeats patterns and phrases in the language laboratory until able to reproduce them spontaneously.
ASTP (Army Specialized Training Program) was an intensive, specialized approach to language instruction used in during the 1940's. In the postwar years, the civilian version of ASTP and the audiolingual method featured memorization of dialogues, pattern drills, and emphasis on pronunciation.
*The audiolingual approach achieved some of its goals such as good pronunciation and formulaic speech, although it did not always result in communicative competence.
Technological Approaches:
This approach has been utilized since the 1920's in FL classrooms. Access to audio visual equipment and materials such as records, short-wave radio, motion pictures and films, wire recorders, video tape recorders and computers enhance instruction as well as provide student opportunities for authentic exposure and interaction in the target language(s).
*Today's students can communicate by email and the web as well as view programming directly from other countries using satellite and cable links in their classrooms.
Cognitive Methods:
Cognitive methods of language teaching are based on meaningful acquisition of grammar structures followed by meaningful practice.
*For more information see Bloom.
Communicative Methods:
The goal of communicative language approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitudes, desires and needs. Open ended questioning and problem-solving activities and exchanges of personal information are utilized as the primary means of communication. Students usually work with authentic materials (authentic realia) in small groups on communication activities, during which they receive practice in negotiating meaning.
*The Communicative approach stresses the need to teach communicative competence as opposed to linguistic competence. Error analysis research was a product of this method.
Total Physical Response Method:
This approach to second language teaching is based on the belief that
listening comprehension should be fully developed before any active oral
participation from students is expected (just as it is with children when they
are learning their native language) .
*For more information see TPR.
Total Physical Response Storytelling Method:
This approach was modeled after the TPR method but provides the critical vehicle–storytelling–to utilize and expand acquired vocabulary by contextualizing it in high-interest stories which students can hear, see, act out, retell, revise and rewrite.
*For more information see TPRS.
Lexical Approach:
Based on the idea that an important part of language acquisition is the ability to comprehend and produce lexical phrases as unanalyzed wholes, or “chunks,” and that these chunks become the raw data by which learners perceive patterns of language traditionally thought of as grammar--that language production is the piecing together of ready-made units appropriate for a particular situation--the Lexical Approach concentrates on developing learners’ proficiency with lexis, or words and word combinations. This method proposes that it isn’t grammar but lexis that is the basis of language and that the mastery of the grammatical system is not a prerequisite for effective communication.
For more information see Moudraia.
Focus-On-Form Approach:
The Focus-On-Form Approach considers grammar to be heterogeneous, meaning that some grammar points are easy to explain and easy to apply, and other points are difficult if not impossible to apply. This method proposes that the real problem is that grammar instruction in both approaches is limited to a small set of pedagogical practices. A Focus-On-Form pedagogy profitably mixes explicit and implicit techniques depending on the grammar item and the communicative task.
For more information see Blyth.
Content-Based Method:
In content-based instruction (CBI), the curriculum organizing principle is subject matter, not language. CBI can be focused around regular academic courses such as history and science taught in the target language or organized around a series of selected themes drawn from the regular curriculum.
*See examples of this method: GLOBE Program in the Foreign Language Classroom AND NASA materials in other languages.

The methods chosen should promote skill development in listening, speaking, reading and writing. Avoid using a written word list as an introductory learning activity--only provide lists as a review exercise.
The Verbal-Linguistic Intelligence (word smart) is related to the use of language and words including anything associated to complex thought possibilities such as reading, writing, abstract reasoning and symbolic speaking. The verbal-linguistic learner typically listens carefully and enjoys speaking in public, reading, spelling correctly, writing, has a good memory for names and dates, and has a strong vocabulary. This intelligence includes the ability to manipulate the syntax or structure of language and phonology or sounds of language.

Activities that strengthen the verbal-linguistic intelligence

Activities:
Listening and tape exercises, lectures, vocabulary activities, word games, word memory devices, working with metaphors and similes, summarize in your own words, situations and dialogs, grammar skills, oral presentations/reports, group discussions, debates, story telling, reading—literature, newspapers and magazines, writing activities, journal writing, word-processing programs and on-line communication. Some games for vocabulary development are puzzles; Pictionary; Tic Tac Toe; classroom board races; Concentration; Memory; I Spy; Charades; Password; Wheel of Fortune; Bingo; Jeopardy; Scrabble. Examples of games that develop sentence structure and verb development are Battleship; Classroom Board Races; Gossip; Debate; Board Games—Monopoly; Guess Who?, etc.

Why am I standing alone?

2007-07-15T20:16:00.000-07:00

Standing alone is sometimes something strange as others are not standing. Doing something different is a must, however, if it's something obliged to us by Allah and Rasul SAW. Why? Sometimes any deeds or amal in Islam which are considered strange by who are ignorant with Islamic values; Qur'an and Sunnah. Islam came with a strange values and will return in strange; according to whom do not understand Qur'an and Sunnah. How do you know that your amal doesn't match with Qur'an and Sunnah; ask 'Ulama and learn Al Qur'an and Al Hadist

No Iman Suicide is an Alternative

2007-06-14T20:18:00.002-07:00

Suicide Among Former Military
By: Psych Central News Editor
on Wednesday, Jun, 13, 2007

Reviewed by: John M. Grohol, Psy.D.
on Wednesday, Jun, 13, 2007
An epidemiological study of male military personnel between 1917 and 1994 finds that the former soldiers were twice as likely to commit suicide as people who had not seen combat.
The discovery suggests that medical and mental health professionals take proactive steps to identify suicidal intentions as well as providing overall mental health support for soldiers returning from service in Afghanistan and Iraq.
The study will be published in the July issue of Journal of Epidemiology and Community Health.
Researchers in the United States followed up 320,000 men aged over 18 years for 12 years and found that those who had served in the armed forces at some time between 1917 and 1994 were twice as likely to die from suicide compared with men in the general population.
The risk was highest in veterans who could not participate fully in home, work or leisure activities because of a health problem. Veterans that killed themselves were also more likely to be older, white, better educated and less likely to have never been married than other suicides.
Interestingly, former soldiers who were overweight were far less likely to kill themselves than those of normal weight.
However, a tour of duty in the military did not increase the risk of dying from natural or accidental causes, or of being a homicide victim.
The authors concluded: ‘With the projected rise in functional impairments and psychiatric morbidity among veterans of the conflicts in Afghanistan and Iraq, clinical and community interventions that are directed towards these patients are needed.’
‘Clinicians need to be alert for signs of suicidal intent among veterans, as well as their access to firearms.’
The researchers found that veterans were 58 percent more likely to use a gun to kill themselves than other suicides.
The research was funded with a grant from the US National Institute of Mental Health.
Source: Journal of Epidemiology and Community Health
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Noun Clauses

2007-05-29T23:01:00.000-07:00

Noun Clauses

A noun clause is an entire clause which takes the place of a noun in another clause or phrase. Like a noun, a noun clause acts as the subject or object of a verb or the object of a preposition, answering the questions "who(m)?" or "what?". Consider the following examples:

noun
I know Latin.
noun clause
I know that Latin is no longer spoken as a native language.

In the first example, the noun "Latin" acts as the direct object of the verb "know." In the second example, the entire clause "that Latin ..." is the direct object.

In fact, many noun clauses are indirect questions:

noun
Their destination is unknown.
noun clause
Where they are going is unknown.

The question "Where are they going?," with a slight change in word order, becomes a noun clause when used as part of a larger unit -- like the noun "destination," the clause is the subject of the verb "is."

Here are some more examples of noun clauses:

about what you bought at the mall

This noun clause is the object of the preposition "about," and answers the question "about what?"

Whoever broke the vase will have to pay for it.

This noun clause is the subject of the verb "will have to pay," and answers the question "who will have to pay?"

The Toronto fans hope that the Blue Jays will win again.

This noun clause is the object of the verb "hope," and answers the question "what do the fans hope?"
Adjective Clauses

An adjective clause is a dependent clause which takes the place of an adjective in another clause or phrase. Like an adjective, an adjective clause modifies a noun or pronoun, answering questions like "which?" or "what kind of?" Consider the following examples:

Adjective
the red coat

Adjective clause
the coat which I bought yesterday

Like the word "red" in the first example, the dependent clause "which I bought yesterday" in the second example modifies the noun "coat." Note that an adjective clause usually comes after what it modifies, while an adjective usually comes before.

In formal writing, an adjective clause begins with the relative pronouns "who(m)," "that," or "which." In informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjective clause, but you should usually include the relative pronoun in formal, academic writing:

informal
The books people read were mainly religious.
formal
The books that people read were mainly religious.

informal
Some firefighters never meet the people they save.
formal
Some firefighters never meet the people whom they save.

Here are some more examples of adjective clauses:

the meat which they ate was tainted

This clause modifies the noun "meat" and answers the question "which meat?".

about the movie which made him cry

This clause modifies the noun "movie" and answers the question "which movie?".

they are searching for the one who borrowed the book

The clause modifies the pronoun "one" and answers the question "which one?".

Did I tell you about the author whom I met?

The clause modifies the noun "author" and answers the question "which author?".
Adverb Clauses

An adverb clause is a dependent clause which takes the place of an adverb in another clause or phrase. An adverb clause answers questions such as "when?", "where?", "why?", "with what goal/result?", and "under what conditions?".

Note how an adverb clause can replace an adverb in the following example:

adverb
The premier gave a speech here.
adverb clause
The premier gave a speech where the workers were striking.

Usually, a subordinating conjunction like "because," "when(ever)," "where(ever)," "since," "after," and "so that," will introduce an adverb clause. Note that a dependent adverb clause can never stand alone as a complete sentence:

independent clause
they left the locker room
dependent adverb clause
after they left the locker room

The first example can easily stand alone as a sentence, but the second cannot -- the reader will ask what happened "after they left the locker room". Here are some more examples of adverb clauses expressing the relationships of cause, effect, space, time, and condition:

cause
Hamlet wanted to kill his uncle because the uncle had murdered Hamlet's father.

The adverb clause answers the question "why?".

effect
Hamlet wanted to kill his uncle so that his father's murder would be avenged.

The adverb clause answers the question "with what goal/result?".

time
After Hamlet's uncle Claudius married Hamlet's mother, Hamlet wanted to kill him.

The adverb clause answers the question "when?". Note the change in word order -- an adverb clause can often appear either before or after the main part of the sentence.

place
Where the whole Danish court was assembled, Hamlet ordered a play in an attempt to prove his uncle's guilt.

The adverb clause answers the question "where?".

condition
If the British co-operate, the Europeans may achieve monetary union.

The adverb clause answers the question "under what conditions?"

See The Sentence for definitions of sentence, clause, and dependent clause.

A sentence which contains just one clause is called a simple sentence.

A sentence which contains one independent clause and one or more dependent clauses is called a complex sentence. (Dependent clauses are also called subordinate clauses.)

There are three basic types of dependent clauses: adjective clauses, adverb clauses, and noun clauses. (Adjective clauses are also called relative clauses.)

This page contains information about noun clauses. Also see Adjective Clauses and Adverb Clauses.

A. Noun clauses perform the same functions in sentences that nouns do:

A noun clause can be a subject of a verb:

What Billy did shocked his friends.

A noun clause can be an object of a verb:

Billy's friends didn't know that he couldn't swim.

A noun clause can be a subject complement:

Billy's mistake was that he refused to take lessons.

A noun clause can be an object of a preposition:

Mary is not responsible for what Billy did.

A noun clause (but not a noun) can be an adjective complement:

Everybody is sad that Billy drowned.

B. You can combine two independent clauses by changing one to a noun clause and using it in one of the ways listed above. The choice of the noun clause marker (see below) depends on the type of clause you are changing to a noun clause:

To change a statement to a noun clause use that:

I know + Billy made a mistake =

I know that Billy made a mistake.

To change a yes/no question to a noun clause, use if or whether:

George wonders + Does Fred know how to cook? =

George wonders if Fred knows how to cook.

To change a wh-question to a noun clause, use the wh-word:

I don't know + Where is George? =

I don't know where George is.

C. The subordinators in noun clauses are called noun clause markers. Here is a list of the noun clause markers:

that

if, whether

Wh-words: how, what, when, where, which, who, whom, whose, why

Wh-ever words: however, whatever, whenever, wherever, whichever, whoever, whomever

D. Except for that, noun clause markers cannot be omitted. Only that can be omitted, but it can be omitted only if it is not the first word in a sentence:

correct:

Billy's friends didn't know that he couldn't swim.

correct:

Billy's friends didn't know he couldn't swim.

correct:

Billy's mistake was that he refused to take lessons.

correct:

Billy's mistake was he refused to take lessons.

correct:

That Billy jumped off the pier surprised everyone.

not correct:

* Billy jumped off the pier surprised everyone.

E. Statement word order is always used in a noun clause, even if the main clause is a question:

not correct:

* Do you know what time is it? (Question word order: is it)

correct:

Do you know what time it is? (Statement word order: it is)

not correct:

* Everybody wondered where did Billy go. (Question word order: did Billy go)

correct:

Everybody wondered where Billy went. (Statement word order: Billy went)

F. Sequence of tenses in sentences containing noun clauses:

When the main verb (the verb in the independent clause) is present, the verb in the noun clause is:

future if its action/state is later

He thinks that the exam next week will be hard.

He thinks that the exam next week is going to be hard.

present if its action/state is at the same time

He thinks that Mary is taking the exam right now.

past if its action/state is earlier

He thinks that George took the exam yesterday.

When the main verb (the verb in the independent clause) is past, the verb in the noun clause is:

was/were going to or would + BASE if its action/state is later

He thought that the exam the following week was going to be hard.

He thought that the exam the following week would be hard.

past if its action/state is at the same time

He thought that Mary was taking the exam then.

past perfect if its action/state is earlier

He thought that George had taken the exam the day before.

If the action/state of the noun clause is still in the future (that is, after the writer has written the sentence), then a future verb can be used even if the main verb is past.

The astronaut said that people will live on other planets someday.

If the action/state of the noun clause continues in the present (that is, at the time the writer is writing the sentence) or if the noun clause expresses a general truth or fact, the simple present tense can be used even if the main verb is past.

We learned that English is not easy.

The boys knew that the sun rises in the east.

G. Here are some examples of sentences which contain one noun clause (underlined) and one independent clause:

Noun clauses as subjects of verbs:

That George learned how to swim is a miracle.

Whether Fred can get a better job is not certain.

What Mary said confused her parents.

However you learn to spell is OK with me.

Noun clauses as objects of verbs:

We didn't know that Billy would jump.

We didn't know Billy would jump.

Can you tell me if Fred is here?

I don't know where he is.

George eats whatever is on his plate.

Noun clauses as subject complements:

The truth is that Billy was not very smart.

The truth is Billy was not very smart.

The question is whether other boys will try the same thing.

The winner will be whoever runs fastest.

Noun clauses as objects of prepositions:

Billy didn't listen to what Mary said.

He wants to learn about whatever is interesting.

Noun clauses as adjective complements:

He is happy that he is learning English.

We are all afraid that the final exam will be difficult.

English easy? Why not!

2007-05-20T20:33:00.000-07:00

Actually, when a learner has an inner motive; such "I like it", then learning process will run smoothly.Many problems coming outside will be solved and managed by his/her inner motive. A teacher who makes hi/her bored, a class makes annoyed and the classroom makes unpleasant won't be the problems in learning if she/he is fond of learning the material; e.i English. So the problem is how we can encourage our inner motive to come out. It's something common if we have a feeling 'like and dislike'; our task is how to like something we dislike because of its advantages

Traffic signs and symbols

2007-05-20T19:00:00.001-07:00

Take a look these traffic signs below and explain in your words the meaning!
USA Traffic Signs
National suppliers of road, street, and traffic signs using 7 distribution warehouses to insure speedy delivery. We offer same day shipping for many products listed and quantity discounts shown online. Over 90% of our online orders ship the same or next business day. Tracking numbers are provided for all online orders. Our reflective aluminum signs are approved by Cities nationwide and meet State and Federal guidelines. Over 800 traffic control signs to choose from, high quality and trouble free.

Speaking Section

2007-05-20T18:40:00.001-07:00

A.Speech

By SMK N 1 BATANG 2004

Good morning, Your Excellency Mr. And Mrs. Examiners (Jurists), entire the speech and debate contestants, and all the distinguished guests. Thanks to the examiners who give a chance to give my speech in front of you.
Ladies and gentlemen, in this occasion I will speak about how to overcome the juvenile delinquency as my topic of speech. As we understand that young people we sometimes call teenagers are periods when they try to find out their identity. So that, in this period, a young men and women is looking for what she or he will be, wants to be, and dreams of. She or he is in trial and error period. We can imagine that that a young boy is looking for something he does not understand much. Of course, he will find some failures anytime. Think of also! A young girl who tries to influence her idol, perhaps a well known actress, while she does not know who she is, of course, will get a disappointment then. A young boy and girl who dream of something but their dreams never come true; hence he will get frustrated easily.
From this typical period; ladies and gentlemen, we can guess what the teenagers who are emotional, very green in experience and norm or religious values, will do. They, indeed, will run to something bad and wrong both in the point of view of religious and social values. Smoking, drinking drug, and uncontrolled interaction, such as, join the bad gangs, etc. will be easily done by these frustrated young men and women; especially by the teenagers. Consequently, many teenagers do bad and wrong activities; like, playing truant, stealing their friend’s money, fighting among the gangs from the same school or different school gangs, speeding by their motorcycles on the road etc. Those bad conduct and activity are some of juvenile delinquency, or teenager crime.
Ladies and gentlemen, we can imagine that our country will be …if our next generation is in such bad condition that our generation becomes weaker and weaker, more stupid, lazier. Consequently, our country will loose the good human resource. It means, our country will becomes worse and worse. So that, ladies and gentlemen, we should think of the best solution for this juvenile delinquency; otherwise we will find our next generation are a generation that does not competitive with other generation in the world. Of course, we do not want to see that our generation will underdog in the global competition. We do not want to see that or generations are smokers, drug drinkers, and troublemakers on this world.
Ladies and gentlemen, we should make a great effort to solve these problems. And the best solution for those problems is a much better religious and social value education. With this solution, we will overcome the social problems in general; and particularly juvenile delinquency in the society.
Ladies and gentlemen, I think that’s all; the better religious and social values education should be carried out; other wise we will loose our good generation in the future. And this is the end of my speech, thanks.

B.Debate

National Examination is still needed

Affirmative:
A1:
National exam is such exam done by the school nationally. It means this last test determining the final result of teaching and learning process for the students in the last year in a certain school; such as, College, etc. As the test is very carried out integrally, this test is very effective to measure the students’ ability objectively. Consequently, the result of test tends to be used as a standard of measurement.
A2:
As we know, our government is building the national program for the education on the basis of global standard. So that, we can think of it! How powerful, important the national exam is since the test will be same in their difficulty, easiness, and complexity.
A3:
As the national exam is a kind of standard test, the students in our country will have the national capability and ability. In addition, national exam is a national standard of measurement for the students in our country to compete objectively.

Negative
N1:
In my opinion, as national exam is done nationally, integrally, it will bring many difficulties in procedures and fees. We can imagine how complex is the problem should be done by our government to prepare that kind of test. It means our government will be busier to face that national test.
N2:
Well! Everybody, as the national exam is done in the same time, difficulty; this test sometimes can not measure the students’ ability accurately, since the preparation needs more times, more attention.
N3:
And the last! How can this national exam measure accurately if the students’ ability is different from other students in different regions? A clever student in a certain region will be considered an average one in another region.

Western Culture is a threat for Indonesian society
A1:
Western culture is a culture coming from the western countries, especially American-English countries. This culture usually refers to a bad culture in the point of view of eastern society. It means, the culture from western countries is considered bad, negative, or not suitable in eastern countries, such as in Indonesia.
A2:
Everybody! We can watch western films in TV, how dangerous are the western culture for our society. Free sex, violence, and other irreligious conducts are often seen in western films. So that, it will influence our society; well known as a familiar, civilized, and religious society.
A3:
And the result? We can observe our society; our young generation nowadays. They wear, live, and dream of like what the western young generation does. Hence, the western culture is a threat for our society, because of its bad impacts.

Negative
N1:
Western culture, in our opinion, does not always bring bad, negative, wrong and useless things. Many aspects of western culture also bring positive effects toward our society. Their science, technology and knowledge will help our society to develop.
N2:
Beside that! We can imagine ‘can a country develop from their own culture with out the influence of other culture?” Ok! We may live in peace; But, can our country live isolatedly in this global age? I think it’s such an impossibility…ridiculous thing to live without other culture’s influence.
N3:
And the last but not finished! The western culture is not a threat for our society; if …our people are clever enough to accept it. A threat or support the western culture will be. It depends on the way we see, accept and use. If we see only the wrong, bad, and useless aspect of the western culture, of course, we’ll find out that western culture is bad, wrong and useless; but if we see it as the positive, good, and useful aspect; we’ll get many advantage from the western culture. All depends on us.

TV Program is NOT good for Student
Affirmative
A1:
Well, everybody! TV program is a program managed by TV crew for TV. TV program is usually arranged timely, like a schedule or timetable of our lessons. It can be entertainment, science, education, or culture.
A2:
My brother and sisters! If we observe the TV program nowadays, we can see that TV program is mostly entertainment. They can be quiz, film, telenovela, and music, as the like. And we know, the school age children, for example, mostly see film. It means most students almost watch TV daily. We can imagine what will happen if the students spend their times for film daily. They will be lazy to study; even they have no time for study since their times are for the serial films they like most.
A3:
And, consequently; as we know most films often offer a life style; such as free sex, violence and profane life style; a life style which thinks just worldly life; the easy going life style. That bad impact, of course, will influence the student’s life style. That’s all…

Negative
N1:
Well, guys! We admit that most TV program is entertainment. And everybody, including student, enjoys the entertainment. But, there are also other good aspects from TV program, such as; knowledge, science, education, culture and technology.
N2:
And in addition, it is not wrong for students to have entertainment for relax, such as film, tele novela, etc. The important thing is how we can choose which is the bad or wrong, not suitable for students. Furthermore, clever students, of course, will not spend their times for films since they can see which is bad or wrong.
N3:
And the last! Let’s think what will happen if there is not TV in the world; or students are allowed to watch TV. The students need many knowledge, science and information. With TV program, the students can improve their knowledge, information and skill. That’s all, thanks.

All were created for Speech and Debate Contest in 2004/2005

Grammar

2007-05-11T17:40:00.000-07:00

[links]

Question Tags - Study and Practice

Question Tags are commonly used in English for 2 main functions:

1) To get someone involved in a conversation, to encourage a response

With this type of question tag, the speaker may often know the answer.

Intonation tends to rise slightly and then fall at the end of the tag.

Example:

That barman was a bit rude, wasn't he? (falling intonation)

2) To confirm information that you think is true

With this type of question tag, the speaker expects the listener to know the answer and is asking a genuine question.

Intonation tends to rise sharply at the end of the tag.

Example:

I switched off the iron before we came out, didn't I? (rising intonation)

How to Form Question Tags

Although other forms of tag, such as reinforcement tags, same-way tags and attention signals exist in English, most question tags follow the following logic:

Positive statements

Say a positive statement, repeat the auxiliary verb in the negative, add the subject:

He's absolutely crazy, isn't he?

Negative statements

Say a negative statement, repeat the auxiliary verb in the positive, add the subject:

He isn't crazy, is he?

Exceptions

There are many! Note the following:

Let's go out, shall we? (use shall after let's)

I'm older than you, aren't I? (use aren't after I'm)

Sign here, please, will/would you? (use will/would after imperatives)

Final Note

In many forms of spoken British English, a universal tag is sometimes preferred to all the above complications:

Examples:

He lives here, innit? pronounced /init/

We didn't have enough money to get in, innit?

etc.

This is considered slang and incorrect by other speakers, and is rarely accepted in exams!

Grammar Notes by Jason Anderson (c) 2003.

Exercise 1 Insert a Tag

Complete each question or statement with an appropriate tag. All the tags used in these examples are inverted.

Examples:

He's absolutely crazy, isn't he? Positive statement, negative tag

He isn't crazy, is he? Negative statement, positive tag

1. You're Russian, ___________?

2. The capital of Mongolia is Ulan Bator, _________?

3. You've done a lot of travelling, ___________?

4. You speak Farsi, _________?

5. Let's play a trick on him, _________?

6. Oh, shut up, _________!

7. You wouldn't hurt me, ___________?

8. Don't be too upset about it, ________?

9. Let's go to the pub tonight, _________?

10. You couldn't lend me a fiver, __________?

11. There'll be lots to see in Sicily, __________?

12. You can't smoke at 'Rose of York', __________?

13. Say something to me in Greek, _________?

14. There isn't any smog in the Highlands of Scotland, ________?

15. Your father works in Canada, ___________?

16. You met your husband in Canada, __________?

17. Help me with these bags, _________?

18. Shakespeare was born in Stratford-Upon-Avon, _________?

19. You haven't broken that as well, __________?

20. There aren't any theatres in Saudi Arabia, __________?

21. Sit down a moment, ________?

22. Look after this for a moment, _________?

23. You couldn't help me with my homework, __________?

24. There won't be too many people at the party, __________?

25. She looks really great, __________?

26. Your father doesn't drink whisky, _________?

27. You haven't got a dog, ________?

28. I'm a teacher, ___________?

29. There isn't any soccer violence in your country, __________?

30. He's got a very peculiar voice, __________?

31. Oh, shut the door, _________?

32. Soho isn't a very nice area, ________?

33. You haven't got a pen by any chance, _________?

34. Let's take a break, _________?

35.You don't like football, ________?

36. They're not exactly slim, _________?

37. Your brother can't drive, _________?

38. She's never loved her parents, ________?

39. It's extremely cold in Siberia in the winter, ________?

40. She's going to have a baby soon, ________?

41. Let's meet at 8, ________?

42. Some people are really crazy, _________?

43. We're going to Bournemouth on Saturday, _________?

44. You'd like to win a fortune on the lottery, __________?

45. You've been working late again, ____________?

46. The night bus service is very convenient, ________?

47. I've been teaching for sixteen years, __________?

48. You must be careful when you go to Rio de Janeiro, __________?

49. It's been raining for days now, _________?

50. I'm always right, _________?

Answers

Please Note: This lesson was created and is owned by J. Morley (c) 2003.
Back to Learning Index

Answers

1. You're Russian, aren't you?

2. The capital of Mongolia is Ulan Bator, isn't it?

3. You've done a lot of travelling, haven't you?

4. You speak Farsi, don't you?

5. Let's play a trick on him, shall we?

6. Oh, shut up, will you!

7. You wouldn't hurt me, would you?

8. Don't be too upset about it, will you?

9. Let's go to the pub tonight, shall we?

10. You couldn't lend me a fiver, could you?

11. There'll be lots to see in Sicily, won't there?

12. You can't smoke at 'Rose of York', can you?

13. Say something to me in Greek, will/would you?

14. There isn't any smog in the Highlands of Scotland, is there?

15. Your father works in Canada, doesn't he?

16. You met your husband in Canada, didn't you?

17. Help me with these bags, will/would you?

18. Shakespeare was born in Stratford-Upon-Avon, wasn't he?

19. You haven't broken that as well, have you?

20. There aren't any theatres in Saudi Arabia, are there?

21. Sit down a moment, will/would you?

22. Look after this for a moment, will/would you?

23. You couldn't help me with my homework, could you?

24. There won't be too many people at the party, will there?

25. She looks really great, doesn't she?

26. Your father doesn't drink whisky, does he?

27. You haven't got a dog, have you?

28. I'm a teacher, aren't I?

29. There isn't any soccer violence in your country, is there?

30. He's got a very peculiar voice, hasn't he?

31. Oh, shut the door, will/would you?

32. Soho isn't a very nice area, is it?

33. You haven't got a pen by any chance, have you?

34. Let's take a break, shall we?

35.You don't like football, do you?

36. They're not exactly slim, are they?

37. Your brother can't drive, can he?

38. She's never loved her parents, has she?

39. It's extremely cold in Siberia in the winter, isn't it?

40. She's going to have a baby soon, isn't she?

41. Let's meet at 8, shall we?

42. Some people are really crazy, aren't they?

43. We're going to Bournemouth on Saturday, aren't we?

44. You'd like to win a fortune on the lottery, wouldn't you?

45. You've been working late again, haven't you?

46. The night bus service is very convenient, isn't it?

47. I've been teaching for sixteen years, haven't I?

48. You must be careful when you go to Rio de Janeiro, mustn't you?

49. It's been raining for days now, hasn't it?

50. I'm always right, aren't I?

Back

Please Note: This lesson was created and is owned by J. Morley (c) 2003.

Noun Clause Practice Quiz

1. I had an accident and took my car to the garage. My husband asked me where ________.
a. is my car
b. my car was
c. my car is
d. was my car
e. is your car?
2. The old lady next door must have a lot of cats. I don't know how many _______________.
a. cats does she have
b. does she has cats
c. she has cats
d. cats she has
e. cats has she
3. Do you know ____________ from the earth? I have no idea.
a. how far the moon is
b. how far is the moon
c. how the moon is far
d. if how far the moon is
e. whether how is the moon far
4. Your brother is playing his music too loud. I can't hear what ____________ .
a. is saying your brother
b. that your brother is saying
c. is saying your brother
d. your brother is saying
e. your brother says
5. When I left home, my uncle gave me some advice. He said __________ give up.
a. I shouldn't
b. that shouldn't
c. don't
d. that I don't
e. no
6. Jill didn't want to go to the car show. Her husband insisted that ___________ with him.
a. she come
b. she came
c. she had come
d. she comes
e. she has come
7. My boss wants this report immediately. He demanded that it ______________ ready by 5:00.
a. is
b. will be
c. be
d. was
e. should be
8. Did he tell you where __________ the report when you finish?
a. should you put
b. you to put
c. you put
d. to put
e. will you put
9. My friend predicted _____________ receive a lot praise for my work.
a. that I would
b. that I
c. what would I
d. what I
e. me to
10. My friend saw an accident. He told me ____________ at the scene of the accident.
a. if he'd seen
b. what he saw
c. what he'd seen
d. whether he saw
e. that he'd seen
11. Is it true all of the computers will shut down in the year 2,000? _______ is unbelievable!
a. That all the computers could shut down
b. All computers could shut down
c. Due to the fact that all computers could shut down
d. It is that all computers could shut down
e. Shutting down of all computers
12. Can you tell me how to fix my computer? That depends on ____________ an old computer.
a. have you
b. whether you have
c. that have you
d. if have you
e. about your having
13. Is it true __________ people are saying about Y2K?
a. that what
b. that
c. if
d. whether or not
e. what
14. _______________ an old "date" chip is important.
a. A computer has
b. Does a computer
c. If a computer have
d. Whether or not a computer has
e. Has a computer
15. What are you going to do with your old computer? Nothing! _________ is too expensive.
a. That I want to do
b. What I want to do
c. That what I want to do
d. What do I want to do
e. If what I want to do

Noun clauses connectors "what and that:" Quiz 2

Click the answer button to see the correct answer.

1. _________ he said to me was not important.

A. that

B. what

2. I know ____________ Hiroko has talked to Jun.

A. that

B. what

3. He doesn't remember __________ happened at the accident.

A. that

B. what

4. I heard ______________ there was a serious traffic accident on the corner of University Parkway and College Avenue.

A. that

B. what

5. ______________ we should do in the case of an earthquake should be an agenda item at the next City Council meeting.

A. that

B. what

6. _____________ we should keep a 72 hour emergency kit in case of an earthquake was a suggestion at the city council meeting.

A. that

B. what

7. I need to talk to you about ___________ John said to Mary at the party last Friday.

A. that

B. what

8. Everyone knows _____________ she said to him.

A. that

B. what

9. We know _____________ good love is always hard to find.

A. that

B. what

10. Friendship in a relationship is _______________ I seek.

A. that

B. what

11. It is unlikely _______________ we will have hurricanes in Southern California.

A. that

B. what

12. _____________ I do is not a concern of yours.

A. that

B. what

13. _______________ transpired at the game must be investigated if the police really want to understand the state of mind of the criminal.

A. that

B. what

14. ____________ Soumaya has successfully completed her MBA studies is not surprising because she has always been an exceptional student.

A. that

B. what

15. ____________ causes most teenage suicides remains a mystery to most professional counselors.

A. that

B. what

16. The soccer coach wanted to know ____________ problems caused her team to suffer their worst defeat in 75 years, a defeat bringing shame to the entire student body.

A. that

B. what

17. It is unfortunate _____________ the weather is so hot in the high desert. Otherwise, it would be the perfect place to live.

A. that

B. what

18. ___________ he had asked for is not what he would eventually get, which disappointed him immensely.

A. that

B. what

19. ______________ the U.S. possesses a nuclear arsenal is a well known military fact around the world.

A. that

B. what

20. _____________ we saw on TV was the most bizarre show I have ever seen.

A. that

B. what

Pictures of Student Activity

2007-04-30T20:55:00.000-07:00

Actually, this is page where I saved many activities done by my students in SMK 1 Batang, a state vocational high school in Batang, central Java. This page is enriched and colored by many photographs the students sent.
What is your opinion? If you like your own picture shown here, send yours to my address: karkun1976_btg@yahoo.com or others email address you've known

Practical English

2007-04-27T18:53:00.000-07:00

Daily Activities

Bahasa Inggris
X1 / 1
1& 2 / minggu ke 1
6 X 45’
Standar kompetensi : Berkomunikasi denganBahasa Inggris setara level Elementary

Kompetensi dasar : Memahami percakapan sederhana sehari-hari baik dalam konteks profesional maupun pribadi dengan orang bukan penutur asli.

Indikator : Kegiatan sehari-hari dan pertanyaan dengan Yes / No answers dapat diceritakan dengan tepat.

Pertanyaan dengan pola WH-questions dalam konteks kegiatan sehari-hari diceritakan/ dijawab dengan tepat.

Tujuan Pembelajaran:
Setelah mempraktekan unit ini, siswa dapat:

menyebutkan tentang kegiatan sehari-hari baik dirumah atau di tempat kerja
menggunakan ‘adverb of frequency’ dalam menceriterakan tentang kegiatan sehari-hari

menggunakan WH question dan jawabannya dalam kalimat
membaca berbagai wacana yang menunjang pengembangan kosa kata dan struktur kalimat

Materi Pembelajaran:

What time do you wake up every morning?

What do you do on Sunday?

I usually take my little brother to the park on Sunday morning

Does he often act on the Legend films?

Viola lives in Mataram, doesn’t she?

Hilwa can speak French, can’t she?

What are you afraid of?

Where will Tania go? Etc.

Metode Pembelajaran. :

Questions- Answers/ Discussions/

Individual works/ pair works/ group works

Penugasan/ Assessment/ Homeworks

Langkah-langkah Pembelajaran

Pendahuluan

Penyajian:

Listening
Mendengarkan contoh ‘percakapan sederhana sehari-hari baik dalam konteks profesional maupun pribadi dengan orang bukan penutur asli’ dari kaset.

Speaking
* Siswa memperagakan dialog tentang ‘percakapan sederhana sehari-hari baik dalam konteks profesional maupun pribadi dengan orang bukan penutur asli seperi contoh dialog yang ada dalam buku.
* Siswa membuat dialog sendiri tentang percakapan sederhana sehari-hari baik dalam konteks profesional maupun pribadi dengan orang bukan penutur asli seperti contoh dialogs yang ada dalam buku berpasangan atau group works.

Reading
* Siswa bisa menemukan informasi umum dan khusus dari bacaan yang menunjukan tentang percakapan sederhana sehari-hari baik dalam konteks profesional maupun pribadi dengan orang bukan penutur asli.
* Menjawab pertanyaan bacaan secara comprehensive

Writing
* Siswa membuat dialog sendiri yang menunjukan tentang percakapan sederhana sehari-hari baik dalam konteks profesional maupun pribadi dengan orang bukan penutur asli.
* Melengkapi kalimat dengan suitable words dalam percakapan sederhana sehari-hari baik dalam konteks profesional maupun pribadi dengan orang bukan penutur asli.

Penutup

Siswa diberi tugas yang menunjukan tentang percakapan sederhana sehari-hari baik dalam konteks profesional maupun pribadi dengan orang bukan penutur asli.

Mengerjakan assessment yang menunjukan tentang percakapan sederhana sehari-hari baik dalam konteks profesional maupun pribadi dengan orang bukan penutur asli.

V. Alat / sumber/ bahan
English for Vocational Schools II A
VI. Penilaian

Lisan : Praktik berpasangan / pair works/ group works
Tertulis : Hasil pekerjaan Assessment dari buku menuliskan tentang percakapan sederhana sehari-hari baik dalam konteks profesional maupun pribadi dengan orang bukan penutur asli.

Penugasan: mengerjakan homeworks tentang tentang percakapan sederhana sehari-hari baik dalam konteks profesional maupun pribadi dengan orang bukan penutur asli.

Portofolio : Hasil pekerjaan siswa ditandatangani siswa dan guru ma-pel.

Drs.Sugito, NIP.195612211988031001 (Kepala Sekolah)

Agus Bagyo, S.S NIP.19760819200701011 (Guru Mapel Bahasa Inggris)

B. 2. Guest Handling

Nama Sekolah : SMK N 1 Batang

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : X1 / 1

Pertemuan ke : 1& 2 / minggu ke 2

Alokasi waktu : 6 X 45’

Standar kompetensi : Berkomunikasi denganBahasa Inggris setara level Elementary

Kompetensi dasar : 2.1. Memahami percakapan sederhana sehari-hari baik dalam konteks profesional maupun pribadi dengan orang bukan penutur asli.

Indikator : Ungkapan ungkapan untuk menangani tamu hotel, restaurant, travel agency dipraktekan dan diucapkan dengan tepat.

I. Tujuan Pembelajaran:
Setelah mempraktekan unit ini, siswa dapat:
1. menggunakan ungkapan ungkapan untuk menangani tamu hotel, restaurant, travel agency
2. menggunakan intensifiers (enough, too) dalam kalimat
3. membaca berbagai wacana yang menunjang pengembangan kosa kata dan struktur kalimat

II. Materi Pembelajaran:
• Ungkapan untuk menangani tamu hotel, restoran, travel agency:
• Wellcome to our hotel/ restaurant, office.
• What can I do for you, Sir?
• May I help you? / Have a nice rest, Sir.
• We hope that you enjoy staying in our hotel.
• We’ll send your coffee right away. Etc
• Too and Enough:
• She speaks too quickly for me to understand .
• The tea is warm enough for us to drink.
• They were too frightened to stay in that old building at night. Etc.

III. Metode Pembelajaran :
• Questions- Answers/ Discussions/
• Individual works/ pair works/ group works
• Penugasan/ Assessment/ Homeworks

IV. Langkah-langkah Pembelajaran
A. Pendahuluan
Salam pembuka / greetings
B. Penyajian:
B.1. Listening
* Mendengarkan contoh ‘Ungkapan untuk menangani tamu hotel, restaurant, travel agency’ dari kaset
* Mendengarkan contoh ‘percakapan sederhana sehari-hari dalam konteks professional untuk menangani tamu hotel, restaurant, travel agency’ dari kaset
B.2. Speaking
* Siswa memperagakan dialog tentang ‘percakapan sederhana konteks professional untuk menangani tamu hotel, restaurant, travel agency’ seperti contoh dialog yang ada dalam buku.
* Siswa membuat dialog sendiri tentang ‘percakapan sederhana konteks professional untuk menangani tamu hotel, restaurant, travel agency’ seperti contoh dialog yang ada dalam buku berpasangan atau group works.

B.3. Reading
* Siswa bisa menemukan informasi umum dan khusus dari bacaan yang menunjukan tentang ‘percakapan sederhana konteks professional untuk menangani tamu hotel, restaurant, travel agency’
* Menjawab pertanyaan bacaan secara comprehensive
B.4. Writing
* Siswa membuat dialog sendiri yang menunjukan tentang ‘percakapan sederhana konteks professional untuk menangani tamu hotel, restaurant, travel agency’
* Melengkapi kalimat dengan suitable words dalam konteks professional untuk menangani tamu hotel, restaurant, travel agency’
C. Penutup
* Siswa diberi tugas yang menunjukan tentang ‘percakapan sederhana konteks professional untuk menangani tamu hotel, restaurant, travel agency’
* Mengerjakan assessment yang menunjukan tentang ‘percakapan sederhana konteks professional untuk menangani tamu hotel, restaurant, travel agency’

V. Alat / sumber/ bahan
English for Vocational Schools II A

VI. Penilaian
Lisan : Praktik berpasangan / pair works/ group works
Tertulis : Hasil pekerjaan Assessment dari buku menuliskan tentang ‘percakapan sederhana
konteks professional untuk menangani tamu hotel, restaurant, travel agency’
Penugasan: Mengerjakan homeworks tentang tentang ‘percakapan sederhana konteks
professional untuk menangani tamu hotel, restaurant, travel agency’
Portofolio: Hasil pekerjaan siswa ditandatangani siswa dan guru ma-pel.

Mengetahui, ………………, ….,………………,……
Kepala Sekolah

(………………………..) (………………………..)
NIP. NIP.

B. 3. Telephoning

Nama Sekolah :
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : X1 / 1
Pertemuan ke : 1& 2 / minggu ke 3
Alokasi waktu : 6 X 45’
Standar kompetensi : Berkomunikasi denganBahasa Inggris setara level Elementary
Kompetensi dasar : 2.2. Mencatat pesan-pesan sederhana baik dalam interaksi langsung maupun melalui alat.
Indikator : Pesan yang diterima lewat telepon dicatat/ dipahami secara benar
Pesan yang diterima secara langsung dicatat dan dipahami secara benar

I. Tujuan Pembelajaran:
Setelah mempraktekan unit ini, siswa dapat:
1. menelepon dengan menggunakan ungkapan untuk bertelepon yang formal
2. menerima telepon dengan menggunakan ungkapan yang tepat
3. meninggalkan pesan ketika bertelepon
4. menerima pesan dari penelepon

II. Materi Pembelajaran:
Pesan yang diterima lewat telepon/Mencatat pesan yang diterima secara langsung:
* Good morning, Melia Grang Hotel. May I help you?
* Could you put me to extension 18 please?
* May I speak to Mr Hafidz please?
* Please tell him I ‘ll call her back at four this afternoon.
* Who is speaking please?
* Could you speak up please, It’s a terrible connection.
* Etc.

III.Metode Pembelajaran :
• Questions- Answers/ Discussions/
• Individual works/ pair works/ group works
• Penugasan/ Assessment/ Homeworks

IV. Langkah-langkah Pembelajaran
A. Pendahuluan
Salam pembuka / greetings.
B. Penyajian:
B.1. Listening
Mendengarkan contoh ‘Mencatat pesan-pesan sederhana baik dalam interaksi langsung maupun melalui alat’ dari kaset
B.2. Speaking
* Siswa memperagakan dialog tentang ‘Mencatat pesan-pesan sederhana baik dalam interaksi langsung maupun melalui alat seperti contoh dialog’ yang ada dalam buku.
* Siswa membuat dialog sendiri tentang ‘Mencatat pesan-pesan sederhana baik dalam interaksi langsung maupun melalui alat seperti contoh dialog’ yang ada dalam buku berpasangan atau group works.
B.3. Reading
* Siswa bisa menemukan informasi umum dan khusus dari bacaan yang menunjukan tentang ‘percakapan sederhana konteks professional untuk menangani tamu hotel, restaurant, travel agency’
* Menjawab pertanyaan bacaan secara comprehensive

B.4. Writing
* Siswa membuat dialog sendiri yang menunjukan tentang ‘percakapan sederhana konteks professional untuk menangani tamu hotel, restaurant, travel agency’
* Melengkapi kalimat dengan suitable words dalam konteks professional untuk menangani tamu hotel, restaurant, travel agency’
C. Penutup
* Siswa diberi tugas yang menunjukan tentang ‘percakapan sederhana konteks professional untuk menangani tamu hotel, restaurant, travel agency’
* Mengerjakan assessment yang menunjukan tentang ‘percakapan sederhana konteks professional untuk menangani tamu hotel, restaurant, travel agency’

V. Alat / sumber/ bahan
English for Vocational Schools II A

VI.Penilaian
Lisan : Praktik berpasangan / pair works/ group works
Tertulis : Hasil pekerjaan Assessment dari buku menuliskan tentang ‘percakapan sederhana
konteks professional untuk menangani tamu hotel, restaurant, travel agency’
Penugasan : Mengerjakan homeworks tentang tentang ‘percakapan sederhana konteks
professional untuk menangani tamu hotel, restaurant, travel agency’
Portofolio : Hasil pekerjaan siswa ditandatangani siswa dan guru ma-pel.

Mengetahui, ………………, ….,………………,……
Kepala Sekolah

(………………………..) (………………………..)
NIP. NIP.

B. 4. Making arrangements

Nama Sekolah :
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : X1 / 1
Pertemuan ke : 1& 2 / minggu ke 4
Alokasi waktu : 6 X 45’
Standar kompetensi : Berkomunikasi denganBahasa Inggris setara level Elementary
Kompetensi dasar : 2.2. Mencatat pesan-pesan sederhana baik dalam interaksi langsung maupun melalui alat.
Indikator : Ungkapan-ungkapan untuk membuat kesepakatan atau perjanjian diekspresikan dengan tepat

I. Tujuan Pembelajaran:
Setelah mempraktekan unit ini, siswa dapat:
1. menggunakan ungkapan-ungkapan untuk membuat kesepakatan atau perjanjian secara lisan dan tulisan
2. membuat kalimat langsung dan tak langsung
3. membaca berbagai wacana yang menunjang pengembangan kosa kata dan struktur kalimat

II. Materi Pembelajaran:
Ungkapan-ungkapan untuk membuat kesepakatan atau perjanjian;
* Can you make it tomorrow after lunch?
* What about tonight at seven?
* Sorry, I’m not free until 2 p.m
* Good. See you then
* Is Tuesday OK with you?
* OK let’s meet at 2.30 tomorrow.
* Etc.

III. Metode Pembelajaran :
• Questions- Answers/ Discussions/
• Individual works/ pair works/ group works
• Penugasan/ Assessment/ Homeworks

IV. Langkah-langkah Pembelajaran
A. Pendahuluan
Salam pembuka / greetings.
B. Penyajian:
B.1. Listening
Mendengarkan contoh ‘Ungkapan-ungkapan untuk membuat kesepakatan atau perjanjian’ dari kaset
B.2. Speaking
* Siswa memperagakan dialog tentang ‘Ungkapan-ungkapan untuk membuat kesepakatan atau perjanjian’ seperi contoh dialog yang ada dalam buku.
* Siswa membuat dialog sendiri tentang ‘Ungkapan-ungkapan untuk membuat kesepakatan atau perjanjian’ seperti contoh dialog yang ada dalam buku berpasangan atau group works.
B.3. Reading
* Siswa bisa menemukan informasi umum dan khusus dari bacaan berupa text biasa dan surat yang menunjukan tentang ‘Ungkapan-ungkapan untuk membuat kesepakatan atau perjanjian’
* Menjawab pertanyaan bacaan secara comprehensive

B.4. Writing
* Siswa membuat dialog sendiri yang menunjukan tentang ‘Ungkapan-ungkapan untuk membuat kesepakatan atau perjanjian’
* Melengkapi kalimat dengan suitable words Ungkapan-ungkapan untuk membuat kesepakatan atau perjanjian
C. Penutup
* Siswa diberi tugas yang menunjukan tentang ‘Ungkapan-ungkapan untuk membuat kesepakatan atau perjanjian’
* Mengerjakan assessment yang menunjukan tentang ‘Ungkapan-ungkapan untuk membuat kesepakatan atau perjanjian’

V. Alat / sumber/ bahan
English for Vocational Schools II A

VI.Penilaian
Lisan : Praktik berpasangan / pair works/ group works
Tertulis : Hasil pekerjaan Assessment dari buku
Penugasan : Mengerjakan homeworks tentang tentang ‘Ungkapan-ungkapan untuk membuat
kesepakatan atau perjanjian’
Portofolio : Hasil pekerjaan siswa ditandatangani siswa dan guru ma-pel.

Mengetahui, ………………, ….,………………,……
Kepala Sekolah

(………………………..) (………………………..)
NIP. NIP.

B. 5. Confirming or Canceling Arrangements

Nama Sekolah :
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : X1 / 1
Pertemuan ke : 1& 2 / minggu ke 5
Alokasi waktu : 6 X 45’
Standar kompetensi : Berkomunikasi denganBahasa Inggris setara level Elementary
Kompetensi dasar : 2.2. Mencatat pesan-pesan sederhana baik dalam interaksi langsung maupun melalui alat.
Indikator : Ungkapan-ungkapan untuk memastikan atau membatalkan kesepakatan atau perjanjian diekspresikan dengan tepat

I. Tujuan Pembelajaran:
Setelah mempraktekan unit ini, siswa dapat:
1. menggunakan ungkapan-ungkapan untuk memastikan kesepakatan atau perjanjian
2. ungkapan-ungkapan untuk membatalkan kesepakatan atau perjanjian
3. membaca berbagai wacana yang menunjang pengembangan kosa kata dan struktur kalimat

II. Materi Pembelajaran:
Ungkapan-ungkapan untuk memastikan atau membatalkan kesepakatan atau perjanjian
Are you still OK for the next week meeting?
Could you let me know about the exact day/ time/ place?
Sorry I won’t be back until next Sunday
I regret to tell you that I should fly to Mataram next Monday.
Let’s change the meeting to Sunday afternoon.
I’d like to confirm my ticket to Medan.
Etc.

III. Metode Pembelajaran :
• Questions- Answers/ Discussions/
• Individual works/ pair works/ group works
• Penugasan/ Assessment/ Homeworks

IV. Langkah-langkah Pembelajaran
A. Pendahuluan
Salam pembuka / greetings.
B. Penyajian:
B.1. Listening
Mendengarkan contoh ‘Ungkapan-ungkapan untuk memastikan atau membatalkan kesepakatan atau perjanjian’ dari kaset
B.2. Speaking
* Siswa memperagakan dialog tentang ‘Ungkapan-ungkapan untuk memastikan atau membatalkan kesepakatan atau perjanjian’ seperi contoh dialog yang ada dalam buku.
* Siswa membuat dialog sendiri tentang ‘Ungkapan-ungkapan untuk memastikan atau membatalkan kesepakatan atau perjanjian’ seperti contoh dialog yang ada dalam buku berpasangan atau group works.
B.3. Reading
* Siswa bisa menemukan informasi umum dan khusus dari bacaan berupa text biasa dan surat yang menunjukan tentang ‘Ungkapan-ungkapan untuk memastikan atau membatalkan kesepakatan atau perjanjian’
* Menjawab pertanyaan bacaan secara comprehensive
B.4. Writing
* Siswa membuat dialog sendiri yang menunjukan tentang ‘Ungkapan-ungkapan untuk memastikan atau membatalkan kesepakatan atau perjanjian’
* Melengkapi kalimat dengan suitable words Ungkapan-ungkapan untuk memastikan atau membatalkan kesepakatan atau perjanjian’
C. Penutup
* Siswa diberi tugas yang menunjukan tentang ‘Ungkapan-ungkapan untuk memastikan atau membatalkan kesepakatan atau perjanjian’
* Mengerjakan assessment yang menunjukan tentang ‘Ungkapan-ungkapan untuk memastikan atau membatalkan kesepakatan atau perjanjian’

V. Alat / sumber/ bahan
English for Vocational Schools II A

VI. Penilaian
Lisan : Praktik berpasangan / pair works/ group works
Tertulis : Assessment/ excersises menuliskan tentang ‘Ungkapan-ungkapan untuk
memastikan atau membatalkan kesepakatan atau perjanjian’
Penugasan : Mengerjakan homeworks
Portofolio : Hasil pekerjaan siswa ditandatangani siswa dan guru ma-pel.

Mengetahui, ………………, ….,………………,……
Kepala Sekolah

(………………………..) (………………………..)
NIP. NIP.

B. 6. Telling about Past Experiences

Nama Sekolah :
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : X1 / 1
Pertemuan ke : 1& 2 / minggu ke 6
Alokasi waktu : 6 X 45’
Standar kompetensi : Berkomunikasi denganBahasa Inggris setara level Elementary
Kompetensi dasar : 2.3 Merinci tugas pekerjaan dan latar belakang pendidikan yang dimilikinya secara lisan
Indikator : - Bentuk kata kerja digunakan dalam Simple Past untuk menerangkan
latar belakang pendidikan diekspresikan dengan benar
- Ungkapan tentang kegiatan masa lampau diekspresikan/ ditulis dengan benar
- Curriculum Vitae yang sederhana ditulis dengan benar

I. Tujuan Pembelajaran:
Setelah mempraktekan unit ini, siswa dapat:
1. menceriterakan kisah berdasarkan pengalaman di waktu yang lampau
2. membuat ceritera berdasarkan kronologis kejadian diwaktu lampau
3. menggunakan pola kalimat the simple past tense dan the simple perfect tense
4. membaca berbagai wacana yang menunjang pengembangan kosa kata dan struktur kalimat
5. mengisi biodata untuk melamar pekerjaan

II. Materi Pembelajaran:
Ungkapan-ungkapan untuk menceriterakan pengalaman dimasa lalu dengan menggunakan The Simple Past Tense;
• Tina Arena was born on November 1st, 1967 in Melbourne.
• Tina began singing when she was five years old.
• The second album she releaed included the hot song ‘Change’
• On Sunday morning, the Hadi family went to Lombok Island.
• The simple past tense.
• Writing ‘Curriculum Vitae’

III. Metode Pembelajaran:
• Questions- Answers/ Discussions/
• Individual works/ pair works/ group works
• Penugasan/ Assessment/ Homeworks

IV. Langkah-langkah Pembelajaran
A. Pendahuluan
Salam pembuka / greetings Guru bertanya jawab tentang pengalaman pribadi yang paling……..(menakutkan, membahagiakan, menyedihkan, memalukan dsb).
B. Penyajian:
B.1. Listening
Mendengarkan lirik lagu ‘Nobody’s child’ dari kaset, sambil mendengarkan siswa mengisi kata – kata yang dikosongkan.
B.2. Speaking
* Siswa menceriterakan pengalaman dirinya ketika sekolah di SMP dengan menggunakan pola kalimat the simple past tense seperi contoh yang ada dalam buku.
* Siswa bertanya jawab tentang pengalaman pribadi yang paling……..(menakutkan, membahagiakan, menyedihkan, memalukan dsb)seperti contoh dialog yang ada dalam buku berpasangan atau group works.
B.3. Reading
* Siswa bisa menemukan informasi umum dan khusus dari bacaan berupa text biasa dan lirik lagu yang menunjukan tentang pengalaman pribadi seseorang atau keluarga.
* Menjawab pertanyaan bacaan secara comprehensive
B.4. Writing
* Siswa membuat dialog sendiri yang menunjukan tentang pengalaman pribadi atau keluarganya yang paling……..(menakutkan, membahagiakan, menyedihkan, memalukan dsb)
* Melengkapi kalimat dengan suitable words yang menunjukan tentang pengalaman dengan menggunakan bentuk kata kerja lampau/ The simple past tense.
* Menuliskan ‘Curriculum Vitae’ dengan panduan guru.

C. Penutup
* Siswa diberi tugas/ latihan yang menunjukan tentang pengalaman dengan menggunakan bentuk kata kerja lampau.
* Mengerjakan assessment yang menunjukan tentang pengalaman dengan menggunakan bentuk kata kerja lampau.
* Menuliskan ‘Curriculum Vitae’

V. Alat / sumber/ bahan
English for Vocational Schools II A

VI. Penilaian
Lisan : Praktik berpasangan / pair works/ group works
Tertulis : Assessment/ excersises menuliskan tentang pengalaman dengan menggunakan
bentuk kata kerja lampau/ The simple past tense.
Penugasan: Mengerjakan Assessment membuat Curriculum Vitae berdasarkan data yang ada.
Portofolio : Hasil pekerjaan siswa ditandatangani siswa dan guru ma-pel.

B. 7. Talking about Future plans

Nama Sekolah : SMK Negeri 1 Batang
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : X1 / 1
Pertemuan ke : 1& 2 / minggu ke 7
Alokasi waktu : 6 X 45’
Standar kompetensi : Berkomunikasi denganBahasa Inggris setara level Elementary
Kompetensi dasar : 2.4 Menceritakan pekerjaan dimasa lalu dan rencana kerja yang akan datang
Indikator : -Bentuk kata kerja digunakan dalam future tense diekspresikan dengan benar
-Ungkapan tentang kegiatan/ rencana yang akan datang diekspresikan/ ditulis dengan benar
I.Tujuan Pembelajaran:
Setelah mempraktekan unit ini, siswa dapat:

menceriterakan rencana/ kegiatan di waktu yang akan datang

membuat ceritera kejadian/ rencana diwaktu yang akan dating lisan dan tulisan

menggunakan pola kalimat the simple future tense dengan to be going to V1 dan Will V 1

membaca berbagai wacana yang menunjang pengembangan kosa kata dan struktur kalimat

II. Materi Pembelajaran:
Ungkapan-ungkapan untuk menceriterakan kegiatan/ rencana di waktu yang akan dengan menggunakan pola kalimat the simple future tense:
I’m going to be a successful manager
I’m going to start my career right after I graduate from this school
She will take the first job opportunity given to her
The boys will show their best performance on the stage tonight
The government will increase the salary next year
Etc.

III. Metode Pembelajaran :
• Questions- Answers/ Discussions/
• Individual works/ pair works/ group works
• Penugasan/ Assessment/ Homeworks

IV. Langkah-langkah Pembelajaran
A. Pendahuluan
Salam pembuka / greetings Guru bertanya jawab rencana siswa pada hari minggu yang akan datang dengan memakai pola the simple future tense.
B. Penyajian:
B.1. Listening
* Mendengarkan ungkapan-ungkapan untuk menceriterakan kegiatan/ rencana di waktu yang akan dating dengan menggunakan pola kalimat the simple future tense
* Memilih gambar yang tepat sesuai pernyataan dari kaset
* Memilih respon yang tepat atas pertanyaan dari kaset
B.2. Speaking
* Siswa menceriterakan rencana dirinya setelah tamat sekolah di SMK dengan menggunakan pola kalimat the simple future tense seperi contoh yang ada dalam buku.
* Siswa bertanya jawab tentang rencana kegiatan di waktu yang akan datang seperti contoh dialog yang ada dalam buku berpasangan atau group works.

B.3. Reading
* Siswa bisa menemukan informasi umum dan khusus dari bacaan berupa text yang menunjukan tentang rencana pribadi seseorang atau keluarga.
* Menjawab pertanyaan bacaan secara comprehensive
B.4. Writing
* Siswa membuat kalimat- kalimat sendiri yang menceriterakan kegiatan/ rencana di waktu yang akan datang dengan menggunakan pola kalimat the simple future tense
* Melengkapi kalimat dengan kata kerja yang tepat untuk menceriterakan kegiatan/
rencana di waktu yang akan dengan menggunakan pola kalimat the simple future tense.
C. Penutup
* Siswa diberi tugas/ latihan yang menunjukan tentang rencana kegiatan di waktu yang akan datang dengan menggunakan bentuk kata terja yang tepat
* Mengerjakan assessment tentang rencana kegiatan di waktu yang akan datang dengan menggunakan bentuk kata terja yang tepat ( to be going to V1/ Will V1)

V. Alat / sumber/ bahan
English for Vocational Schools II A

VI. Penilaian
Lisan : Praktik berpasangan / pair works/ group works
Tertulis : Assessment/ excersises menuliskan tentang rencana kegiatan dengan menggunakan
bentuk kata kerja the simple future tense.
Penugasan : Mengerjakan homeworks
Portofolio : Hasil pekerjaan siswa ditandatangani siswa dan guru ma-pel.

Mengetahui, ………………, ….,………………,……
Kepala Sekolah

(………………………..) (………………………..)
NIP. NIP.

RENCANA PELAKSANAAN PEMBELAJARAN
(RPP) B. 8. Shopping and Bargaining

Nama Sekolah :
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : X1 / 1
Pertemuan ke : 1& 2 / minggu ke 8
Alokasi waktu : 6 X 45’
Standar kompetensi : Berkomunikasi denganBahasa Inggris setara level Elementary
Kompetensi dasar : 2.5. Mengungkapkan berbagai macam maksud hati
Indikator : Ungkapan-ungkapan untuk melakukan tawar-menawar diekspresikan dengan tepat

I. Tujuan Pembelajaran:
Setelah mempraktekan unit ini, siswa dapat:
1. menggunakan ungkapan- ungkapan dalam berbelanja
2. menggunakan ungkapan- ungkapan dalam tawar menawar
3. membaca berbagai wacana yang menunjang pengembangan kosa kata dan struktur kalimat

II. Materi Pembelajaran:
Ungkapan-ungkapan untuk berbelanja dan tawar menawar:
I need a sack of flour and a tin of milk
What about 20 % off?
Is there any discount?
Can I use a credit card?
How much do you want to spend for your daughter’s necklace
We can’t make it for $ 4 each.
How can I pay for the purchase, is a credit card OK?
Etc.

III. Metode Pembelajaran :
• Questions- Answers/ Discussions/
• Individual works/ pair works/ group works
• Penugasan/ Assessment/ Homeworks

IV. Langkah-langkah Pembelajaran
A. Pendahuluan
Salam pembuka / greetings
B. Penyajian:
B.1. Listening
Mendengarkan ungkapan-ungkapan untuk kegiatan berbelanja dan tawar menawar
Mengisi kata- kata yang dikosongkan sambil mendengarkan percakapan dari kaset
B.2. Speaking
* Siswa memperagakan kegiatan/ role play dengan menggunakan ungkapan- ungkapan dalam berbelanja dan tawar menawar
* Siswa bertanya jawab tentang berbelanja dan tawar menawar seperti contoh dialog yang ada dalam buku berpasangan atau group works.
B.3. Reading
* Siswa bisa menemukan informasi umum dan khusus dari bacaan berupa tentang rencana berbelanja dan tawar menawar
* Menjawab pertanyaan bacaan secara comprehensive
B.4. Writing
* Siswa membuat kalimat- kalimat sendiri yang menceriterakan berbelanja dan tawar menawar
* Melengkapi kalimat dengan kata yang tepat sesuai makna text dengan topic berbelanja dan tawar menawar
C. Penutup
* Siswa diberi tugas/ latihan yang menunjukan tentang kegiatan berbelanja dan tawar menawar
* Mengerjakan assessment tentang kegiatan berbelanja dan tawar menawar

V. Alat / sumber/ bahan
English for Vocational Schools II A

VI. Penilaian
Lisan : Praktik berpasangan / pair works/ group works
Tertulis : Assessment/ excersises menuliskan tentang rencana kegiatan dengan menggunakan bentuk kata kerja the simple future tense.
Penugasan: mengerjakan homeworks
Portofolio : Hasil pekerjaan siswa ditandatangani siswa dan guru ma-pel.

Mengetahui, ………………, ….,………………,……
Kepala Sekolah

(………………………..) (………………………..)
NIP. NIP.
B. 9. Talking about hobbies and interest

Nama Sekolah :
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : X1 / 1
Pertemuan ke : 1& 2 / minggu ke 9
Alokasi waktu : 6 X 45’
Standar kompetensi : Berkomunikasi denganBahasa Inggris setara level Elementary
Kompetensi dasar : 2.5. Mengungkapkan berbagai macam maksud hati
Indikator : Ungkapan-ungkapan untuk membicarakan hobi dan kegemaran diekspresikan dengan tepat

I. Tujuan Pembelajaran:
Setelah mempraktekan unit ini, siswa dapat:
1. menggunakan ungkapan- ungkapan dalam membicarakan tentang hobi dan kegemaran
2. menggunakan ungkapan- ungkapan dalam membicarakan minat dengan pola kalimat yang menggunakan ‘gerund’
3. membaca berbagai wacana yang menunjang pengembangan kosa kata dan struktur kalimat

II. Materi Pembelajaran:
Ungkapan-ungkapan dalam membicarakan hobi dan kegemaran atau minat:
I love dancing
We like watching television in the evening
Do you enjoy fishing in the river?
What do you do in your spare time?
What’s your favourite hobby?
Mario and his friends like hiking in the country
Who likes to go to the music concert?
Etc.

III. Metode Pembelajaran :
• Questions- Answers/ Discussions/
• Individual works/ pair works/ group works
• Penugasan/ Assessment/ Homeworks

IV. Langkah-langkah Pembelajaran
A. Pendahuluan
Salam pembuka / greetings Tanya jawab tentang hobi siswa
B. Penyajian:
B.1. Listening
* Mendengarkan tentang macam-macam kegemaran seseorang, sambil mendengarkan siswa memberi tanda pada kalimat- kalimat yang disediakan dalam buku
* Mengisi kata- kata yang dikosongkan sambil mendengarkan lirik lagu dari kaset
* Memilih gambar yang tepat sesuai pernyataan dari kaset
B.2. Speaking
* Siswa memperagakan kegiatan/ role play dengan menggunakan ungkapan- ungkapan dalam membicarakan tentang hobi dan kegemaran
* Siswa bertanya jawab tentang ungkapan- ungkapan dalam membicarakan tentang hobi dan kegemaran menonton acara TV seperti contoh dialog yang ada dalam buku berpasangan atau group works.

B.3. Reading
* Siswa bisa menemukan informasi umum dan khusus dari bacaan berupa kegemaran akan olah raga basket ball
* Siswa bisa menemukan informasi umum dan khusus dari bacaan berupa kegemaran akan musik/ band/ celebrities tertentu
* Menjawab pertanyaan bacaan secara comprehensive

B.4. Writing
* Siswa membuat kalimat- kalimat sendiri yang menceriterakan tentang hobi dan minatnya
* Menganalisa kesalahan kata dalam kalimat dengan kata yang tepat sesuai struktur kalimat
C. Penutup
* Siswa diberi tugas/ latihan memilih kata untuk melengkapi kalimat
* Mengerjakan assessment tentang kegemaran dan minat

V. Alat / sumber/ bahan
English for Vocational Schools II A

VI. Penilaian
Lisan : Praktik berpasangan / pair works/ group works
Tertulis : Hasil pekerjaan Assessment dari buku
Penugasan : Mengerjakan homework
Portofolio : Hasil pekerjaan siswa ditandatangani siswa dan guru ma-pel.

Mengetahui, ………………, ….,………………,……
Kepala Sekolah

(………………………..) (………………………..)
NIP. NIP.
B. 10 Giving Sugesstion

Nama Sekolah :
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : X1 / 1
Pertemuan ke : 1& 2 / minggu ke 10
Alokasi waktu : 6 X 45’
Standar kompetensi : Berkomunikasi dengan Bahasa Inggris setara level Elementary
Kompetensi dasar : 2.5. Mengungkapkan berbagai macam maksud hati
Indikator : Ungkapan-ungkapan untuk meminta dan memberi nasihat/ saran diekspresikan dengan tepat

I. Tujuan Pembelajaran:
Setelah mempraktekan unit ini, siswa dapat:
1. menggunakan ungkapan- ungkapan untuk meminta nasihat/ saran
2. menggunakan ungkapan- ungkapan untuk memberi nasihat/ saran
3. membaca berbagai wacana yang menunjang pengembangan kosa kata dan struktur kalimat

II. Materi Pembelajaran:
Ungkapan-ungkapan dalam meminta dan memberi saran dan nasihat:
I think you should take a rest for a while
You should do your best to stop smoking
What is your sugesstion about my habit of smoking?
How about ………………….?
What is your advise of ……………..?
You should try to be more functual
I do advise you to think about the benefits of joging on Sundays
Etc.

III. Metode Pembelajaran :
• Questions- Answers/ Discussions/
• Individual works/ pair works/ group works
• Penugasan/ Assessment/ Homeworks

IV. Langkah-langkah Pembelajaran
A. Pendahuluan
Salam pembuka / greetings
B. Penyajian:
B.1. Listening
* Mendengarkan beberapa dialog tentang meminta dan memberi saran, sambil mendengarkan siswa mengisi kata yang dikosongkan pada kalimat- kalimat yang disediakan dalam buku
B.2. Speaking
* Siswa memperagakan kegiatan/ role play dengan menggunakan ungkapan- ungkapan dalam meminta dan memberi saran/ nasehat
* Siswa bertanya jawab tentang ungkapan- ungkapan meminta dan memberi saran seperti contoh dialog yang ada dalam buku berpasangan atau group works.
B.3. Reading
* Siswa bisa menemukan informasi umum dan khusus dari bacaan berupa surat memberi saran dan text bacaan lain dengan thema menanyakan dan memberi saran/ nasehat
* Siswa bisa menemukan informasi umum dan khusus dari bacaan berupa percakapan tentang meminta dan memberi saran/ nasihat
* Menjawab pertanyaan bacaan secara comprehensive
B.4. Writing
* Siswa membuat kalimat- kalimat sendiri berupa surat meminta nasehat seseorang tentang hal- hal tertentu
C. Penutup
* Siswa diberi tugas/ latihan membuat kalimat respon atas permintaan saran dari orang lain
* Mengerjakan assessment tentang meminta dan memberi saran
* Menjawab pertanyaan soal tentang meminta saran/ nasehat secara comprehensive

V. Alat / sumber/ bahan
English for Vocational Schools II A

VI. Penilaian
Lisan : Praktik berpasangan / pair works/ group works
Tertulis : Hasil pekerjaan Assessment dari buku
Penugasan: Mengerjakan homeworks
Portofolio: Hasil pekerjaan siswa ditandatangani siswa dan guru ma-pel.

Mengetahui, ………………, ….,………………,……
Kepala Sekolah

(………………………..) (………………………..)
NIP. NIP.
B. 11 Expressing Necessity and Obligation

Nama Sekolah :
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : X1 / 1
Pertemuan ke : 1& 2 / minggu ke 11
Alokasi waktu : 6 X 45’
Standar kompetensi : Berkomunikasi dengan Bahasa Inggris setara level Elementary
Kompetensi dasar : 2.5. Mengungkapkan berbagai macam maksud hati
Indikator : Ungkapan-ungkapan untuk menunjukkan keharusan dan kewajiban diekspresikan dengan tepat

I. Tujuan Pembelajaran:
Setelah mempraktekan unit ini, siswa dapat:
1. menggunakan ungkapan- ungkapan untuk menunjukkan keharusan/kewajiban
2. menggunakan ungkapan- ungkapan untuk menunjukkan keharusan/ kewajiban dengan menggunakan modal auxilaries yang tepat
3. membaca berbagai wacana yang menunjang pengembangan kosa kata dan struktur kalimat

II. Materi Pembelajaran:
Ungkapan-ungkapan untuk menunjukkan keharusan/ kewajiban:
It’s necessary for you to be here on time
What time should we get into the airport?
We have to submit the report by July 1st
You need to come to the meeting with your parents
Will they be back for the meeting at 2 p.m?
All employees should be at the office before the boss comes
Etc.

III. Metode Pembelajaran :
• Questions- Answers/ Discussions/
• Individual works/ pair works/ group works
• Penugasan/ Assessment/ Homeworks

IV. Langkah-langkah Pembelajaran
A. Pendahuluan
Salam pembuka / greetings
B. Penyajian:
B.1. Listening
* Mendengarkan ungkapan tentang meminta dan memberi saran yang diucapkan guru dan mempraktekan ekspresi/ ungkapan tersebut
B.2. Speaking
* Siswa memperagakan kegiatan/ role play dengan menggunakan ungkapan- ungkapan dalam menunjukkan keharusan/ kewajiban melakukan sesuatu
* Siswa bertanya jawab tentang ungkapan- ungkapan untuk menunjukkan keharusan seperti contoh dialog yang ada dalam buku berpasangan atau group works.

B.3. Reading
* Siswa bisa menemukan informasi umum dan khusus dari bacaan berupa surat memberi saran dan text bacaan lain dengan thema menanyakan dan memberi saran/ nasehat
* Siswa bisa menemukan informasi umum dan khusus dari bacaan berupa percakapan tentang menanyakan dan menyatakan tentang suatu keharusan/ kewajiban
* Menjawab pertanyaan bacaan secara comprehensive
B.4. Writing
* Siswa membuat kalimat- kalimat sendiri berupa pernyataan keharusan melakukan sesuatu hal- hal tertentu
C. Penutup
* Siswa diberi tugas/ latihan membuat kalimat respon atas pertanyaan tentang keharusan melakukan sesuatu dari orang lain
* Mengerjakan assessment tentang ‘obligatori and necessity’
* Menjawab pertanyaan soal tentang ‘obligatori and necessity’ secara comprehensive

V. Alat / sumber/ bahan
English for Vocational Schools II A

VI. Penilaian
Lisan : Praktik berpasangan / pair works/ group works
Tertulis : Hasil pekerjaan Assessment dari buku
Penugasan: Mengerjakan homeworks
Portofolio: Hasil pekerjaan siswa ditandatangani siswa dan guru ma-pel.

Mengetahui, ………………, ….,………………,……
Kepala Sekolah

(………………………..) (………………………..)
NIP. NIP.

B. 12 Expressing Certainty

Nama Sekolah :
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : X1 / 1
Pertemuan ke : 1& 2 / minggu ke 12
Alokasi waktu : 6 X 45’
Standar kompetensi : Berkomunikasi dengan Bahasa Inggris setara level Elementary
Kompetensi dasar : 2.5. Mengungkapkan berbagai macam maksud hati
Indikator : Ungkapan-ungkapan untuk menanyakan dan menunjukkan kepastian akan suatu hal diekspresikan dengan tepat

I. Tujuan Pembelajaran:
Setelah mempraktekan unit ini, siswa dapat:
1. menggunakan ungkapan-ungkapan untuk menanyakan dan menunjukkan kepastian akan suatu hal
2. menggunakan ungkapan-ungkapan untuk menanyakan dan menunjukkan kepastian akan suatu hal dengan menggunakan modal auxilaries yang tepat
3. membaca berbagai wacana yang menunjang pengembangan kosa kata dan struktur kalimat

II. Materi Pembelajaran:
Ungkapan-ungkapan untuk menunjukkan kepastian akan suatu hal:
I’m sure it’s going to rain heavily
Are you quite sure about it?
She must be here in a few minutes
We have no doubt about it/ We are absolutely sure about it
Definitely? / Really? / Are you certain about it?
It’s my conviction/ It’s positive yhat ……../ I’m sure that ….
Etc.

III. Metode Pembelajaran :
• Questions- Answers/ Discussions/
• Individual works/ pair works/ group works
• Penugasan/ Assessment/ Homeworks

IV. Langkah-langkah Pembelajaran
A. Pendahuluan
Salam pembuka / greetings
B. Penyajian:
B.1. Listening
* Mendengarkan ungkapan menanyakan dan menunjukkan kepastian akan suatu hal yang diucapkan guru dan mempraktekan ekspresi/ ungkapan tersebut
* Mendengarkan text wacana tentang meminta dan memberi saran, sambil mendengarkan siswa mengisi kata yang dikosongkan pada kalimat- kalimat yang disediakan dalam buku
B.2. Speaking
* Siswa memperagakan kegiatan/ role play dengan menggunakan ungkapan-ungkapan untuk menanyakan dan menunjukkan keyakinan akan suatu hal
* Siswa bertanya jawab tentang ungkapan- ungkapan untuk menanyakan dan menunjukkan keyakinan akan suatu hal seperti contoh dialog yang ada dalam buku berpasangan atau group works (matching sentences)
B.3. Reading
* Siswa bisa menemukan informasi umum dan khusus dari bacaan ‘having good communication skills’ dan menjawab pertanyaan bacaan secara comprehensive
B.4. Writing
* Siswa membuat kalimat- kalimat sendiri berupa pernyataan keyakinan akan sesuatu hal- hal tertentu sesuai contoh dari buku
C. Penutup
* Siswa diberi tugas/ latihan membuat kalimat respon atas pertanyaan dan pernyataan tentang keyakinan akan suatu hal
* Mengerjakan assessment tentang ‘expressing certainty’
* Menjawab pertanyaan soal tentang ‘expressing certainty’ secara comprehensive

V. Alat / sumber/ bahan
English for Vocational Schools II A

VI. Penilaian
Lisan : Praktik berpasangan / pair works/ group works
Tertulis : Hasil pekerjaan Assessment dari buku
Penugasan: Mengerjakan homeworks
Portofolio: Hasil pekerjaan siswa ditandatangani siswa dan guru ma-pel.

Mengetahui, ………………, ….,………………,……
Kepala Sekolah

Drs.Sugito Agus Bagyo, S.S
NIP. NIP. 500165731

English Material

2007-04-10T20:47:00.000-07:00

For third grade, it would be better if I provide them with some links dealing with the final exam tests; here are some of them below:

Soal UAN SMK Bahasa Inggris

Materi Uan Bahasa Inggris

Materi Listening UAN

Bank Soal Ujian

TOEIC dan UAN SMK

Soal-Soal Bahasa Inggris SMK

Prediksi UAN

SKL UN SMP-SMK

UN Bahasa Inggris

Soal UN SMK 2008

Kisi-Kisi Lengkap

Presdiksi Soal UN

Bank Soal Ujian Nasional

Want new prediction of final English test 2007/2008 for SMK, visit this site
juga bisa di blognya mas Nugroho, sorry mas aku link...
dan yang pasti cari aja di google

Good Luck and bravo for SMK N 1 BATANG...May God Bless U in next final test