Maap ku tak sempurna

Tak kunjung ku temu kata yang tepat
Tak dapat ku pikir makna yang hebat
Teruntuk kamu yang teramat kuat
Menjadi pribadi yang taat
Terhadap apapun yang terikat

Kini ku tersdar
Tak ada kata yang bisa ku ucap
Selain kata MAAP
Dan meminta MAAP

Karna ku tak bisa seperti yang lain
Menghiburmu
Menyapamu
Merayu
Didekatmu aku jarang
romantis kepadamu aku tak pernah
Bahkan Dingin sikapku

Ku akui tak jarang kau tertawa lepas
Karna diriku
tapi inilah aku...🤗🤔😝😝

Selalu bersikap menunggu
Menunggu hingga kelak
Ucap akadku di depan orang tuamu
Menjadi syah dan bukti

Menunggu hingga kelak
Cindramata terindah yaitu cincin
Melingkar di jarimu

Menunggu hingga kelak
Kau lillah menerimaku menjadi
Imammu nanti

Menjadi diri sendiri

Menjadi diri sendiri

Awak bukanlah orang nan impresip
Atau bahkan orang yang nan aktip
Cakap awak pun tak terngiang komunikatip
Karna awak  hanya orang awam
Yang mungkin sedang mencoba hal baru
kebiasaan awak nan terdiam
Tanya saja pada teman awak
Tak jarang awak bercakap didepan mereka
Awak nan terdiam, menjadi pendengar setia dengan kujur kaku
Sejatinya awak utarakan Lewat kata ,warna, dan rupa awak  impretasikankaku
Sejatinya awak hanya orang visual
Bukan orang verbal

Tak  lihay membuat kata dan retorika
Atau bahkan bercerita di taburi fakta
Realitanya awak hanya suka bercerita
Menghibur diri yang lara
Megadu lewat kata yang terucap dalam doa
hingga menuai makna

Contoh review text and general structure

Mr. Bean's Holiday

It’s a film produced by Working Title Production entertaining and full of ridiculous views. The film is starred by the famous funny man Rowan Atkinson.
The film was begun by the crowd waiting for the announcement of prize won by Mr. Bean. The funny man began travelling with 200 euros heading to Cannes, France. Unfortunately, when he bought some snacks he missed the train so he had to wait for the next one.
The film told about Mr. Bean’s effort to return a boy who missed his dad because of Bean’s fault. He was left by his dad in the railway station when Mr. Bean asked him to shoot using a camera. The door was closed but the man was still outside the train. (Riding bicycle) Every screen showed some funny, ridiculous moment and some beautiful scenery about France. An interesting moment was when Mr. Bean and the boy tried to call the parent’s phone number. They tried every number because the last number giving the boy’s father couldn’t be caught by the camera brought by Mr. Bean. When they didn’t have coins to make a call, the boy begged to a woman and she gave a coin. When Bean tried the same action, the woman left him.
(Mr. Bean reads the map)
Mr. Bean and the boy made a part when Mr. Bean ran after a ticket for a bus. The man then met Sabine, an actress, who helped Mr. Bean and the boy to meet the boy’s parent. (Playing imaginary piano)
In my opinion, this film is good for laugh. The story is not complicated and easy to understand although some conversations are in French language. The film is suitable to watch for every ages. But some scenes may be risky for children like when Sabine kissed Mr. Bean’s cheek to thank him and her low cut dress revealed part of her breasts. The film also shows a view of the beach where Mr. Bean was supposed to go, and there are a lot of women wearing bikinis. This is not good for teenagers.  

Generic Structure

Orientation: Places the work in its general and particular context.
Often by comparing it with others of its kind or through analogue with a non-art object or even.
Interpretive Recount: summaries the plot and/or provides an account of how the reviewed rendition on work came into being; is optional, but if present; often recursive.
Evaluation: provides an evaluation of the work and/or its performance or production is usually recursive.
Evaluative Summation: provides kind of punch line which sums up the reviewers opinion of the art event as a whole is optional.

Teaching activites of writing lesson (warming up, areal studies, and introduce)

TEACHING ACTIVITIES

School: SMA MUSADADIYAH GARUT
Subject: English
Class / Semester: XII/II
Learning Material: Multimedia/PowerPoint (review text)
Allocation Time: 45x2
Language skill: Writing Skill

I.                   Standard Competency (12)
      The Students are able to express the idea in written text essay of review text in real life context.

II.                Basic Competency (12.1)
      The Student are able to express the idea and rhetoric steps in assay using various written accurately, fluently and acceptable in real life context in form review text.
III.             Purpose of Study

1.      Cognitive
         Product
      The students be able to express the idea in review text
       Become familiar with review text.
      Be able to express review text acceptable, accurate and fluently.
      The students understanding review text

         Process
      The students find steps to express review text.
      The students discuss the example of review text.
      Know the characteristic/identifying of review text.

2.      Affective (personal character building and social behavior building)
         Character
      Care
      Responsible
      Honest
      Smart

         Social behavior
      Good communication
      Friendly to friend
      Helping
         Psychomotor
      To express and comprehend in review text.
IV. Warm-up (15 minutes)

Tells the class that she was lost the day before. Then, T asks what the students do when they get confused of direction in the street.  T raises some responses. 
Says, she wants the students solve a puzzle of direction and they have to be quick.
Splits the class into 2 big groups, distributes a piece of maze puzzle for each person, and explains what to do with the maze, and the group should solve the puzzle earlier than the other. 
The winner gets applause. Later, T relates the topic with Islamic values. 

V. Introducing

  At the time, do you know Mr. Bean?
Who is like him?
What do you know about Mr. Bean?
So, if you like watching film in television, exactly you know Mr. Bean.

VI. Around interest

What is your opinion about Mr. Bean?
What do you like from the film Mr. Bean?
You can tell me now, and write the paper!!!

VII.                Model and Learning Method
Method/Teaching Approach: Communicative Language Teaching

VIII.             Learning Material: Review text
      Teacher explains to students to take attention about the material.
      The material is enclosure
IX.          Media
      Multimedia (in focus)
      Worksheet.
      Marker

X.       Learning Activity
A.    Pre-activity (15 minute).
Activity
Evaluation rate

1.      The Teacher greets and checks the student’s attendance list.
2.      The Teacher construct the student minds by how are they today and what some fun they got.
3.       The Students Given the objective of instruction, standard competency and basic competency as well as benefit of learning the material.

B.     Whilst (65 minute)
Activity
Evaluation rate

1.      The Students given explain about material (text) and ask to take attention about material.
2.      The Teacher gives instruction steps how to make review text.
3.      The student given the example of text.
4.      The Teacher instruction Students discuss with their friends about the material and give back respond to teacher.

C.    Post Activity (15 minute)
Activity
Evaluation rate give by observer

Reflection:
      The Teacher give conclusion about material have learned and find what the obstacles face by student.

I.                   Table of specification
Indicator
Items
Key items

Product
 The Students are able to express ideas in oral text functional and short monolog simple for interaction with nearby environmental.
 The students are able to listen to conversation well.
 The students are able to respond meaning in oral text.

Product
Teacher’s judgment

Process
 The student listens to conversation audio text or oral text.
 The student expresses the idea about the topic.

Teacher’s judgment

Psychomotor
 To respond expressions in the conversation.

Teacher’s judgment

Character
  Care
  Responsible
  Honest
  Patient
  Sharing ideas

The learners are assessed by assessor. At least s/he in ‘’improve’’ category which covers; honesty, care and responsibility.

social behavior
 Good communication.
 Friendly to friend.
 Helping.
 Interesting.
 Understanding.

The minimal requirement is that the learners are in ‘’improve’’ category which shows the learners’ behavior in asking question, sharing ideas, listening to others and communicating well which are relevant to the culture of target language and local culture as well.

X.                Assessment

1.      The students make another example of review text.

No.
Evaluation aspect
Score

1.
Tense

2.
Pattern

3.
Vocabulary

4.
Punctuation

5.
Mechanic

Total

Maximal scores
25

Rating
Accuracy
Tense
Vocabulary
punctuation
Comprehensibility

5
Excellent :
write without too great mistake.
Excellent :
Tense is very exactly and accurately.
Excellent :
Using effective word.
Excellent :
Using the punctuation effectively. 
Excellent :
Easy for reader’s to  writer’s intention and meaning.

4
Very good :
Has to make effort at times to search the word.
Very good :
Tense is exactly and accurately.
Very good :
Occasional errors of word choice.
Very good :
Effective but not complex construction.
Very good :
A few interruptions by the reader for the clarification. 

3
Enough :
There are no many problems order.
Enough :
Tense is still many problems in using grammar.
Enough :
Limited of vocabulary.
Enough :
Many problems in using punctuation.
Enough :
Most of what the writer write still confusing reader.

2
Poor :
Can not write the idea.
Poor :
Grammatical trouble.
Poor :
Little of knowledge of vocabulary. 
Poor :
No mastery using punctuation.
Poor :
Hardly anything what he/she write to be understood.

      Format observation characteristic

Students’ name:
Class:
Date:
Clue:
For every characteristic student it will give evaluation on every behavior student using these scales.
D = Need remedial
C = show development
B = satisfied 
A = excellent
Characteristic (format evaluation)

No
Social character
D =
Need  remedial
C =
Show development 

B =
Satisfied
A =
Excellent

1
  Care

2
  Responsible

3
  Honest

4
  Kind

5
  Patient

6
  Asking question

7
  Sharing ideas

      Form of evaluation social behavior. 

Clue:
For every characteristic’s students they will give evaluation on every behavior student using these scales.
D = Need remedial
C = show development
B = satisfied 
A = excellent
No
Social skill
D =
Need  remedial
C =
Show development 

B =
Satisfied
A =
Excellent

1
 Good communication.

2
 Friendly to friend.

3
 Helping.

The Headmaster    Teacher

           

NIP.NIP

Enclosure

Malam teramat dekat

Sesak dadaku mengiang
Menjerit seakan tak pernah lagi berulang
sayup yang tak seiring
Akan rintih yang tak bertulang
Menjadikan seraras obat penenang
Kala mimpi tak lagi berniang
Pada satu tumpuan yang tak bertiang

Lamunan ku mnjadi pilu
Sedihku menjadi menggebu
Tak ku dapat sedikitpun rasa darimu
Sampai ku putuskan membisu

Sisa dari kelam menjadi kelabu
Sisa malam Menjadi gulita
Terbitlah sang mentari
Saat surya tak lagi menerpa
Ku ingin terlelap selalu
Menutup mata
Menjaga asa
Melebarkan lara
Untuk menjadikan semua
malam bersahabat
Menjadikan malam teman yang terikat
Teruntuk tidurku yang teramat dekat
Dengan penuh ku harap
Tidur yang tak memikirkanmu

RPP Bahasa inggris kelas 12 materi suggestion

RENCANA PELAKSANAAN PEMBELAJARAN

Nama Sekolah                       : SMA CILEDUG GARUT

Mata Pelajaran                      : Bahasa Inggris

Kelas/Semester                      : XII IPA II dan IPA IV/1

Alokasi Waktu                       : 4 x 45 menit (2 x pertemuan)

Topik Pembelajaran             : Expressions of suggestion

Pertemuan Ke                       :

A.    Standar Kompetensi

Mendengarkan

1.      Memahami makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut dalam konteks kehidupan sehari-hari.

Berbicara

3.      Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur mengusulkan, memohon, mengeluh, membahas kemungkinan atau untuk melakukan sesuatu, dan memerintah.

B.     Kompetensi Dasar          

1.      Merespon makna dalam percakan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar dan berterima dalam konteks kehidupan sehari – hari dan melibatkan tindak tutur: mengusulkan, memohon, mengeluh, membahas kemungkinan atau untuk melakukan sesuatu, dan memerintah.

3.1 mengungkapkan makna dalam percakapan transaksional ( to get things done ) dan inrerpersional (bersosialisasi ) resmi dan berlanjut (sustained) secara akurat, lancar dan berterima dalam konteks kehidupan sehari – hari dan melibatkan tindak tutur: mengusulkan, memohon, mengeluh, membahas kemungkinan atau untuk melakukan sesuatu, dan memerintah.

C.    Indikator Pencapaian Kompetensi

§  Mengenali tindak tutur mengusulkan

§  Mengidentifikasi makna tindak tutur mengusulkan

§  Membuat ungkapan tindak tutur mengusulkan

§  Menggunakan tindak tutur mengusulkan dengan tepat

D.    Nilai Budaya dan Karakter Bangsa

Religius, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab, mandiri.

E.     Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat:

§  Mengenali tindak tutur mengusulkan

§  Mengidentifikasi makna tindak tutur mengusulkan

§  Membuat ungkapan tindak tutur mengusulkan

§  Memahami penggunaan tindak tutur mengusulkan

F.     Materi pokok

Expression of giving and responding the suggestion dengan kosa kata yang terkait

G.    Metode Pembelajaran/Teknik

Student team

H.    Strategi pembelajaran

Tatap Muka	Terstruktur	Mandiri
-          Membahas apa itu tindak tutur mengusulkan -          Membahas fungsi tindak tutur mengusulkan -          Membahas ciri tindak tutur mengusulkan -          Membahas kesulitan yang dihadapi siswa dalam melakukan kegiatan terstruktur	§  Dengan pasangan belajarnya, siswa diberi tugas untuk membuat percakapan tentang tidak tutur mengusulkan dan melaporkan kesulitan yang dihadapi §  Bertanya jawab tentang terjemahan/arti kalimat – kalimat tindak tutur mengusulkan dari bahasa Inggris ke dalam bahasa Indonesia. §  Membacakan teks percakapan tindak tutur mengusulkan yang telah dibuat.

Langkah – langkah kegiatan pembelajaran

Kegiatan Awal (10’)

§  Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang ditanamkan: santun, peduli)

§  Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)

§  Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter

§  Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir karakter yang hendak dikembangkan selain yang terkait dengan SK/kd

§  Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks

Kegiatan inti (70’)

Eksplorasi

Dalam kagiatan eksplorasi guru:

§  Memberikan stimulus berupa pemberian materi expressions of suggestion.

§  Mendiskusikan materi bersama tentang tindak tutur mengusulkan.

§  Memberikan kesempatan pada peserta didik mengkomunikasikan secara lisan atau mempresentasikan mengenai tindak tutur mengusulkan dalam beberapa contoh.

§  Siswa diminta membahas contoh tindak tutur mengusulkan dari contoh yang diberikan.

Elaborasi

Dalam kegiatan elaborasi guru:

§  Memberikan umpan balik pada siswa dengan  memberi penguatan dalam bentuk lisan.

§  Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal yang diberikan sebagai tugas terstruktur.

Konfirmasi

Dalam kegiatan konfirmasi guru:

§  Memberikan umpan balik pada siswa dengan memberi penguatan dalam bentuk lisan.

§  Memberikan konfirmasi pada hasil pekerjaan yang sudah dikerjakan.

§  Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar yang sudah dilakukan.

§  Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam materi tindak tutur mengusulkan.

Kegiatan Akhir (10’)

§  Siswa dan guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.

§  Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi tindak tutur mengusulkan.

I.       Sumber/Bahan/Alat

§  English Texts in Use jilid XII English for Better Life XII

§  Lembar kerja siswa (LKS) Bahasa Inggris penerbit CV Hayati Tumbuh Subur

§  Power point tindak tutur mengusulkan

J.      Meteri Pembelajaran

Asking for suggestion	Giving for suggestion	Responding the suggestion
		Accepting the suggestion	Refusing the suggestion
I’ve got a bad toothache. What do you suggest? What do you advise me to do? What should I do? What ought I to do? Do you have any suggestion for me…	Why don’t you go to the dentist? I suggest/ recommend that you … I would suggest that you....... My suggestion is you.. Perhaps you should..... You really should/ought to… You’d better/must … What/how about ........? A possible solution is you......	That is good idea/suggestion. What’s a good idea/suggestion. That sounds good/interesting. Thank you for your suggestion. I’ll do/try that. You are right. I think so. That’s what is in my mind. Yes, I’d like/ love to. Thank you/Thanks. Why didn’t I think of that?	I tried that, but… Thanks, but that won’t work/ help because … That’s a good idea, but … I don’t feel like it.

K.    Penilaian

I. Indikator, Teknik, Bentuk, dan Contoh

No	Indikator	Teknik	Bentuk	Contoh
1	- Memahami penggunaan tindak tutur mengusulkan - Membuat dialog tindak tutur mengusulkan - Mempraktekan secara berpasangan tindak tutur mengusulkan	Tes tertulis	Essay	Please make the expression of suggestion based on the conditions that were given below!

      II. Instrumen penilaian

Please make the expression of suggestion based on the conditions that were given below!

1.      I can’t operate the computer.

2.      Oh my god, i am late to go to school.

3.      I get stomachache.

4.      My English score was bad and my mother was angry.

5.      I am sad because my relationship is broken.

Kunci jawaban

1. I suggest that you have to learn how to operate the computer

2. I would suggest that you must wake up earlier.

3. Why don’t you go to the hospital.

4. You really should study hard before the test.

5. You’d better move on than think about that.

     III. Pedoman Penilaian

            Untuk setiap nomor betul nilai 20, salah 0

            Skor maksimal 20 x 5 = 100      

      IV. Karakter

Kelas XII IPA II

No

Nama Siswa

Nilai karakter

Keterangan

R

T

D

K

M

DM

RIT

GM

PD

PS

TJ

1

Afrida Kartika N.

R= Religius

2

Agi Ginanajar

T= Toleransi

3

Anggun Samudra

D= Disiplin

4

Aris Subagja

K= Kerja Keras

5

Asri Nurholida

M= Mandiri

6

Ceci Prihastuti

DM= Demokratis

7

Dandi Andryan

RIT= Rasa Ingin Tahu

8

Dimas Perkasa Z.

9

Dwi Rengganis

GM= Gemar Membaca

10

Fany Octaviani

11

Fikri Fauzan

PD= Peduli Lingkungan

12

Giat Nugraha

13

Hilmi Maulana A.

PS= Peduli Sosial

14

Ilma Nur’afni S.

TJ= Tanggung Jawab

15

Intan Nur Fauziyah A.

16

Kaka Fikri Maulana

17

Muhammad Luthfi F.

Pemberian nilai

18

Rizqi Maulia Mazid

BT= Belum Terlihat

19

Sani Ahmad Jawari

20

Sillvi Sri Wahyuni

MT= Mulai Terlihat

21

Siti Asa Sepila

22

Siti Indah Susilawati

MK= Mulai Berkembang

23

Wanda Ahzani N. A.

24

Windi Ahzani N. A.

MB= Membudaya

25

Windi Sanubari

KELAS XII IPA IV

No

Nama Siswa

Nilai karakter

Keterangan

R

T

D

K

M

DM

RIT

GM

PD

PS

TJ

1

Ai Kamila

R= Religius

2

Andri Permana

T= Toleransi

3

Arif Arifin

D= Disiplin

4

Asep Sutiana

K= Kerja Keras

5

Dadang Muhamad R.

M= Mandiri

6

Dasep Sutoni

DM= Demokratis

7

Denda Muhamad I.

RIT= Rasa Ingin Tahu

8

Dendi Setiawan

9

Dila Islamiah N. U.

GM= Gemar Membaca

10

Dila Silvia

11

Hendra Pratama

PD= Peduli Lingkungan

12

Imas Lutfiah Alawiah

13

Mira Parwati

PS= Peduli Sosial

14

Muh. Fajar Sidik

TJ= Tanggung Jawab

15

Muh. Sigit Lesmana

16

Muh. Abdul Yusuf  H.

17

Muh. Sagie Suhendar

Pemberian nilai

18

Nadia

BT= Belum Terlihat

19

Nina Sabrina

20

Nizar Nurhakim

MT= Mulai Terlihat

21

Sarah Syamsiah

22

Silvia Lestari

MK= Mulai Berkembang

23

Sopi Febryani

24

Suherman

MB= Membudaya

25

Susi Hartini

26

Susi Nur Baetillah

                                                                                                            Garut, Agustus 2016

Mengetahui

Guru Pamong                                                                                         Guru Praktikan

Ida Lumongga, S.S                                                                                  Aten sohib s