SK-KD BAHASA INGGRIS

SK-KD BAHASA INGGRIS
Mata Pelajaran Bahasa Inggris untuk Sekolah Menengah Pertama (SMP)/ Madrasah Tsanawiyah (MTs)

A. Latar Belakang

Bahasa memiliki peran sentral dalam perkembangan intelektual, sosial, dan emosional peserta didik dan merupakan penunjang keberhasilan dalam mempelajari semua bidang studi. Pembelajaran bahasa diharapkan membantu peserta didik mengenal dirinya, budayanya, dan budaya orang lain. Selain itu, pembelajaran bahasa juga membantu peserta didik mampu mengemukakan gagasan dan perasaan, berpartisipasi dalam masyarakat, dan bahkan menemukan serta menggunakan kemampuan analitis dan imaginatif yang ada dalam dirinya.

Bahasa Inggris merupakan alat untuk berkomunikasi secara lisan dan tulis. Berkomunikasi adalah memahami dan mengungkapkan informasi, pikiran, perasaan, dan mengembangkan ilmu pengetahuan, teknologi, dan budaya. Kemampuan berkomunikasi dalam pengertian yang utuh adalah kemampuan berwacana, yakni kemampuan memahami dan/atau menghasilkan teks lisan dan/atau tulis yang direalisasikan dalam empat keterampilan berbahasa, yaitu mendengarkan, berbicara, membaca dan menulis. Keempat keterampilan inilah yang digunakan untuk menanggapi atau menciptakan wacana dalam kehidupan bermasyarakat. Oleh karena itu, mata pelajaran Bahasa Inggris diarahkan untuk mengembangkan keterampilan-keterampilan tersebut agar lulusan mampu berkomunikasi dan berwacana dalam bahasa Inggris pada tingkat literasi tertentu.

Tingkat literasi mencakup performative, functional, informational, dan epistemic. Pada tingkat performative, orang mampu membaca, menulis, mendengarkan, dan berbicara dengan simbol-simbol yang digunakan. Pada tingkat functional, orang mampu menggunakan bahasa untuk memenuhi kebutuhan hidup sehari-hari seperti membaca surat kabar, manual atau petunjuk. Pada tingkat informational, orang mampu mengakses pengetahuan dengan kemampuan berbahasa, sedangkan pada tingkat epistemic orang mampu mengungkapkan pengetahuan ke dalam bahasa sasaran (Wells,1987).

Pembelajaran bahasa Inggris di SMP/MTs ditargetkan agar peserta didik dapat mencapai tingkat functional yakni berkomunikasi secara lisan dan tulis untuk menyelesaikan masalah sehari-hari, sedangkan untuk SMA/MA diharapkan dapat mencapai tingkat informational karena mereka disiapkan untuk melanjutkan pendidikannya ke perguruan tinggi. Tingkat literasi epistemic dianggap terlalu tinggi untuk dapat dicapai oleh peserta didik SMA/MA karena bahasa Inggris di Indonesia berfungsi sebagai bahasa asing.


B. Tujuan

Mata Pelajaran Bahasa Inggris di SMP/MTs bertujuan agar peserta didik memiliki kemampuan sebagai berikut.
1. Mengembangkan kompetensi berkomunikasi dalam bentuk lisan dan tulis untuk mencapai tingkat literasi functional
2. Memiliki kesadaran tentang hakikat dan pentingnya bahasa Inggris untuk meningkatkan daya saing bangsa dalam masyarakat global
3. Mengembangkan pemahaman peserta didik tentang keterkaitan antara bahasa dengan budaya.
C. Ruang Lingkup

Ruang lingkup mata pelajaran Bahasa Inggris di SMP/MTs meliputi:
1. kemampuan berwacana, yakni kemampuan memahami dan/atau menghasilkan teks lisan dan/atau tulis yang direalisasikan dalam empat keterampilan berbahasa, yakni mendengarkan, berbicara, membaca dan menulis secara terpadu untuk mencapai tingkat literasi functional;
2. kemampuan memahami dan menciptakan berbagai teks fungsional pendek dan monolog serta esei berbentuk procedure, descriptive, recount, narrative, dan report. Gradasi bahan ajar tampak dalam penggunaan kosa kata, tata bahasa, dan langkah-langkah retorika;
3. kompetensi pendukung, yakni kompetensi linguistik (menggunakan tata bahasa dan kosa kata, tata bunyi, tata tulis), kompetensi sosiokultural (menggunakan ungkapan dan tindak bahasa secara berterima dalam berbagai konteks komunikasi), kompetensi strategi (mengatasi masalah yang timbul dalam proses komunikasi dengan berbagai cara agar komunikasi tetap berlangsung), dan kompetensi pembentuk wacana (menggunakan piranti pembentuk wacana).

D. Standar Kompetensi dan Kompetensi Dasar

Kelas VII, Semester 1

Standar Kompetensi Kompetensi Dasar
Mendengarkan
1. Memahami makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat








1.1 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) yang menggunakan ragam bahasa lisan sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: menyapa orang yang belum/sudah dikenal, memperkenal-kan diri sendiri/orang lain, dan memerintah atau melarang
1.2 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) yang menggunakan ragam bahasa lisan sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta dan memberi informasi, mengucapkan terima kasih, meminta maaf, dan mengungkapkan kesantunan

2. Memahami makna dalam teks lisan fungsional pendek sangat sederhana untuk berinteraksi dengan lingkungan terdekat 2.1 Merespon makna tindak tutur yang terdapat dalam teks lisan fungsional pendek sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat
2.2 Merespon makna gagasan yang terdapat dalam teks lisan fungsional pendek sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat

Berbicara
3. Mengungkapkan makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat






3.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) dengan menggunakan ragam bahasa lisan sangat sederhana secara akurat, lancar, dan berterima
3.2 Melakukan interaksi dengan lingkungan terdekat yang melibatkan tindak tutur: menyapa orang yang belum/sudah dikenal, memperkenalkan diri sendiri/orang lain, dan memerintah atau melarang
3.3 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) dengan menggunakan ragam bahasa lisan sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta dan memberi informasi, mengucapkan terima kasih, meminta maaf, dan mengungkapkan kesantunan
4. Mengungkapkan makna dalam teks lisan fungsional pendek sangat sederhana untuk berinteraksi dengan lingkungan terdekat
4.1 Mengungkapkan makna tindak tutur dalam teks lisan fungsional pendek sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat
4.2 Mengungkapkan makna gagasan dalam teks lisan fungsional pendek sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat



Standar Kompetensi Kompetensi Dasar
Membaca
5. Memahami makna dalam teks tulis fungsional pendek sangat sederhana yang berkaitan dengan lingkungan terdekat
.
5.1 Membaca nyaring bermakna kata, frasa, dan kalimat dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan terdekat
5.2 Merespon makna yang terdapat dalam teks tulis fungsional pendek sangat sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan terdekat

Menulis
6. Mengungkapkan makna dalam teks tulis fungsional pendek sangat sederhana untuk berinteraksi dengan lingkungan terdekat

6.1 Mengungkapkan makna gagasan dalam teks tulis fungsional pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat
6.2 Mengungkapkan langkah retorika dalam teks tulis fungsional pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat




Kelas VII, Semester 2

Standar Kompetensi Kompetensi Dasar
Mendengarkan
7. Memahami makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat







7.1 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta dan memberi jasa, meminta dan memberi barang, serta meminta dan memberi fakta
7.2 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta dan memberi pendapat , menyatakan suka dan tidak suka, meminta klarifikasi, dan merespon secara interpersonal

8. Memahami makna dalam teks lisan fungsional dan monolog pendek sangat sederhana yang berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat 8.1 Merespon makna yang terdapat dalam teks lisan fungsional pendek sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat
8.2 Merespon makna yang terdapat dalam monolog sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat dalam teks berbentuk descriptive dan procedure



Standar Kompetensi Kompetensi Dasar
Berbicara
9. Mengungkapkan makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat
9.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sangat sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta dan memberi jasa, meminta dan memberi barang, dan meminta dan memberi fakta
9.2 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sangat sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta dan memberi pendapat, menyatakan suka dan tidak suka, meminta klarifikasi, merespon secara interpersonal

10. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sangat sederhana berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat 10.1 Mengungkapkan makna yang terdapat dalam teks lisan fungsional pendek sangat sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat
10.2 Mengungkapkan makna dalam monolog pendek sangat sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat dalam teks berbentuk descriptive dan procedure








Membaca
11. Memahami makna teks tulis fungsional dan esei pendek sangat sederhana berbentuk descriptive dan procedure yang berkaitan dengan lingkungan terdekat

11.1 Merespon makna yang terdapat dalam teks tulis fungsional pendek sangat sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan terdekat
11.2 Merespon makna dan langkah retorika secara akurat, lancar dan berterima dalam esei sangat sederhana yang berkaitan dengan lingkungan terdekat dalam teks berbentuk descriptive dan procedure
11.3 Membaca nyaring bermakna teks fungsional dan esei pendek dan sangat sederhana berbentuk descriptive dan procedure dengan ucapan, tekanan dan intonasi yang berterima

Menulis
12. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sangat sederhana berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat

12.1 Mengungkapkan makna dalam teks tulis fungsional pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat
12.2 Mengungkapkan makna dan langkah retorika dalam esei pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat dalam teks berbentuk descriptive dan procedure




Kelas VIII, Semester 1

Standar Kompetensi Kompetensi Dasar
Mendengarkan
1. Memahami makna dalam percakapan transaksional dan interpersonal sederhana untuk berinteraksi dengan lingkungan sekitar







1.1 Merespon makna yang terdapat dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur: meminta, memberi, menolak jasa, meminta, memberi, menolak barang, mengakui, mengingkari fakta, dan meminta dan memberi pendapat
1.2 Merespon makna yang terdapat dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur: mengundang, menerima dan menolak ajakan, menyetujui/tidak menyetujui, memuji, dan memberi selamat

2. Memahami makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk descriptive dan recount untuk berinteraksi dengan lingkungan sekitar
Merespon makna yang terdapat dalam teks lisan fungsional pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar
Merespon makna yang terdapat dalam monolog pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount



Standar Kompetensi Kompetensi Dasar
Berbicara
3. Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar







Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur: meminta, memberi, menolak jasa, meminta, memberi, menolak barang, mengakui, mengingkari fakta, dan meminta dan memberi pendapat
Memahami dan merespon percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur: mengundang, menerima dan menolak ajakan, menyetujui/tidak menyetujui, memuji, dan memberi selamat

4. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana yang berbentuk descriptive dan recount untuk berinteraksi dengan lingkungan sekitar
Mengungkapkan makna dalam bentuk teks lisan fungsional pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar
Mengungkapkan makna dalam monolog pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount







Membaca
5. Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar

Membaca nyaring bermakna teks tulis fungsional dan esei berbentuk descriptive dan recount pendek dan sederhana dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan sekitar
Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar
Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount

Membaca
1. Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar

Membaca nyaring bermakna teks tulis fungsional dan esei berbentuk descriptive dan recount pendek dan sederhana dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan sekitar
Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar
Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount

Menulis
2. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk descriptive, dan recount untuk berinteraksi dengan lingkungan sekitar

Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar
Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount

ENGLIST TEST FOR THE NINTH YEAR STUDENTS

Choose the correct answer!
1. Anto : Look!What is that?
Rio : That is a … . It is a very high rocky hill.
a. Mountain
b. Hill
c. Valley
d. low land
2. Anto : I think it is … Merapi.
Rio : How… is it?
Anto : It is about 2.911m.
a. mount – high
b. hill – low
c. valley - high
d. low land – wide
3. Bravo : Do you know Bengawan Solo?
Nisa : Yes,of course! It is a (3)…
Bravo : What is it?
Nisa : It is a large (4)… water that … into another river,lake,sea or ocean.
Bravo : How (5)… is it?
Nisa : It is about 640 km long.
a. lake
b. river
c. sea
d. ocean
4. a. area of – flows
b. stream of – flows
c. place of – stream
d. stream of - flow
5. a. large
b. long
c. far
d. short
6. Java is an … .It is located east of Sumatra island.Its… is about 32.187 square.
a. area – large
b. map – large
c. island – large
d. area of land – long
7. The moon is the earth’s… .It can be seen in the … at …. Its … from the earth is 384.400 kms.
a. sky – satellite – night – far
b. far – night – satellite – far – sky
c. satellite – sky – night – far
d. satellite – night – sky – far
8. Australia is one of the … in the world.It is a … area of land.Its … is about 7.7 millions kms square.
a. continents – very large – large
b. continents – very long – long
c. nations – very large – population
d. island – very large – population
9. The water of Bengawan Solo river is used to … rice field so the farmers can get harvest three times a year well.
a. Water
b. Get
c. Make
d. Irrigate
10. Mount Merapi is one of the most active … in Indonesia.It … at the end of July 2006.
a. mountain – exploded
b. mountainous – exploded
c. volcanoe – explode
d. volcanoe – exploded
11. The volcanoes make the land …
a. fertile
b. fertilizer
c. fertilize
d. to fertilize
12. It is very good time for … plants.
a. grow
b. grows
c. growing
d. growth
13. During the dry season,there are almost no rainfall.And even … happen in some places.
a. storage
b. shortage
c. wet
d. fload
14. Sea is a large body of … water.It is smaller than an ocean
a. salt
b. clean
c. dirty
d. salty
15. Cloud is tiny drops of water … in the sky.It results in rainfall.
a. floating
b. float
c. floater
d. flat
16. It is an imaginary line in the middle of the earth from west to east.We call it …
a. equivalent line
b. equator line
c. elevation line
d. red line
17. Andri : Can You tell me about island?
Jhony : It is an area of land … by sea. It is … than continent.
a. surrounded – smaller
b. surrounded – bigger
c. covered – smaller
d. covered – bigger
18. The moon … around the earth because it is the earth’s satellite.
a. rotate
b. rotates
c. rotating
d. rotated
19. The … of the moon is not flat but it is very steep.
a. locate
b. area
c. surface
d. face
20. We can see the moon … on the sky at night.
a. sine
b. shine
c. light
d. shinning

Format Pengamatan Guru

FORMAT PENGAMATAN GURU BAHASA INGGRIS
DALAM PEMBELAJARAN

Nama Guru : Mata Pelajaran : Bahasa Inggris
Hari / Tanggal : ............................ Pengamat : ..........................


Petunjuk : Amati penampilan guru selama pembelajaran berlangsung.
Lingkari atau beri tanda centang (V) pada tiap butir dalam kolom yang sesuai dengan penilaian anda, yakni 4 = sangat bagus, 3 = diatas rata-rata, 2 = rata-rata, 1 = tidak memuaskan, TT = Tidak terlaksana. Anda dapat juga menulis komentar untuk memberikan tambahan terhadap kriteria, baik lebih maupun kurang dari kriteria yang tersedia.

NO. INDIKATOR Skala Penilaian
I PERSIAPAN 4 3 2 1 TT
1. Guru menyiapkan dan menata kelas dengan baik.
Komentar : ...........................................
..............................................................

2. Guru mengaitkan materi yang lalu dengan materi yang akan diajarkan.
Komentar : ...........................................
..............................................................

3. Tujuan pembelajaran tersusun dengan jelas
Komentar : ...........................................
..............................................................

II. PENYAJIAN
1. Penyajian materi mudah dipahami siswa
Komentar : ...........................................
..............................................................

2. Pembelajaran terlaksana dengan lancar, runtut, dan logis
Komentar : ...........................................
..............................................................

3. Penyampaian materi berlangsung dengan irama yang sesuai dengan kondisi dan kemampuan siswa.
Komentar : ...........................................
..............................................................

4. Arah pembelajaran jelas, konsisten dan siswa bisa mengikuti pembelajaran dengan baik.
Komentar : ...........................................
..............................................................

5. Materi pelajaran disajikan sesuai dengan tingkat kemampuan pemahaman siswa.
Komentar : ...........................................
..............................................................


6. Guru menjawab pertanyaan siswa dengan santun dan memuaskan.
Komentar : ...........................................
..............................................................

7. Metode yang digunakan sesuai dengan usia dan kemampuan siswa

Komentar : ...........................................
..............................................................
8. Guru mengetahui kapan siswa mengalami kesulitan dalam memahami materi
Komentar : ...........................................
..............................................................

9. Guru tampak peduli dan bersemangat dalam menyajikan materi
Komentar : ...........................................
..............................................................

III. SANKSI / METODE
1. Kegiatan pembelajaran dilaksanakan dengan bervariasi dan seimbang.
Komentar : ...........................................
..............................................................

2. Guru mampu beradaptasi dengan perubahan situasi yang tidak terduga.
Komentar : ...........................................
..............................................................

3. Materi diberi penguatan.
Komentar : ...........................................
..............................................................

4. Guru berkeliling kelas dan menatap siswa.
Komentar : ...........................................
..............................................................

5. Guru hafal nama siswanya
Komentar : ...........................................
..............................................................

6. Guru memberi penguatan secara positif kepada siswa.
Komentar : ...........................................
..............................................................

7. Respon siswa dijabarkan dengan efektif oleh guru (misalnya, guru menjabarkan berdasarkan urgensi kelas)
Komentar : ...........................................
..............................................................



8. Contoh dan ilustrasi dimanfaatkan secara efektif.
Komentar : ...........................................
..............................................................

9. Piranti pembelajaran atau sumber materi dimanfaatkan secara efektif.
Komentar : ...........................................
..............................................................

10. Tubian dimanfaatkan dan disajikan secara efektif.
Komentar : ...........................................
..............................................................

11. Materi diambilkan dari tubian kontek yang ideal dan diterapkan ke dalam konteks nyata sesuai dengan budaya dan pengalaman pribadi siswa.
Komentar : ...........................................
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12. Persepsi guru terhadap kekeliruan siswa.
Komentar : ...........................................
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13. Kecukupan terhadap pembenaran kekeliruan siswa.
Komentar : ...........................................
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IV KARAKTERISTIK PRIBADI
1. Sabar dalam menjabarkan respon
Komentar : ...........................................
..............................................................

2. Suara guru jelas dan terjangkau bagi seluruh siswa.
Komentar : ...........................................
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3. Tampilan pribadi
Komentar : ...........................................
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4. Kreatif, inisiatif, dan mumpuni
Komentar : ...........................................
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5. Ucapan, intonasi, kelancaran, dan ketepatan dalam menggunakan bahasa mudah dipahami
Komentar : ...........................................
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V. INTERAKSI GURU DAN SISWA
1. Guru memacu dan menjamin siswa untuk berpartisipasi di kelas secara penuh.
Komentar : ...........................................
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2. Kondisi kelas terasa bebas untuk kegiatan tanya jawab, menyatakan tidak setuju, atau menyatakan ide pribadi.
Komentar : ...........................................
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3. Guru mampu mengontrol dan mengendalikan kelas.
Komentar : ...........................................
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4. Siswa peduli dan terlibat dalam kegiatan
Komentar : ...........................................
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5. Siswa puas dan santai, bahkan selama aktivitas intelektual berlangsung.
Komentar : ...........................................
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6. Siswa dilayani dengan adil, tidak membeda bedakan, dan penuh tenggang rasa.
Komentar : ...........................................
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7. Siswa dipacu untuk menunjukkan kerja terbaik mereka.
Komentar : ...........................................
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8. Suara dan sikap guru terasa mengayomi seluruh siswa.
Komentar : ...........................................
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9. Guru menyadari keperluan individu dan keperluan kelompok.
Komentar : ...........................................
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10. Kejenuhan dimanfaatkan secara positif dan tidak berlebih-lebihan.
Komentar : ...........................................
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SONG FOR PEMBELAJARAN ENGLISH

What is your name ?
What is your name ?
My name is Wati
What is her name ?
Her name is Sriyati

What is his name ?
His name is Suyadi
What is your name ?
My name is Kartini

I show you-Naik Ke Puncak Gng
My brother and my sister let me study together
I show you that is important for you to be excellent student
I show you that is possible for you to be
A winner

My mother and my father tell me how to be greater
I ask you is that crucial for me to be a clever student
I ask you is that possible for me to be a clever student.

My teacher, my headmaster lead me tobe successful student
I hope you, you are good leader for me to face my future
I hope you, you are good parents for me to lead good learners.



What do you like ?
I like candy
You like candy
All of us like the candy
He likes candy
She likes candy
All of them like the candy
La…la..la…la…la





Listen to me
(kapan-kapan)

Listen to me
Let’s goto learn together
We are clever students to get our future.

If we learn forever
We can to be a winner
Don’t be lazy…
You will lose your future.

Getting the knowledge
( Cucak Rowo )

I wish to get best knowledges
Getting the knowledge better to life
I like to get happiness …
I don’t like to get the sadness

Let me go to get our science
Getting the science better to exist
I like to be scientist
I dislike to be the foolish.

So we are happy-happy forever.
Learning English
( Maribeth ).

Learning English make me know what I will do
Let me see that is important for you x2
What will you do ? If you don’t know anything
I help you for knowing what you will do x2

Learning English it is important for you…

My brothers, what can I do for you ?
Please tell me what I can do for you x2

My sisters, what can I do for you ?
Don’t forget… I remember for you

Our meeting, make me waiting for you.






Brother and Sister
Are you sleeping ? x2
Brother John x2
Morning bells are ringing x2
Ding dong ding …

Are you working ? x2
Sister Renn x2
Come here for eating x2
Ting tang ting …

Are you gambling? X2
Brother Son x2
Your father are coming x2
For hitting x2

PRESENT CONTINOUSE
Kita bernyanyi
Mreka bertepuk
We are singing
They are clapping
For learning
For Doing
I am reading
You are writing
For learning
For meeting
He is sleeping
She is dreaming
For resting
For loving

Lihat kebunku
One Two Three Four Five
Six Seven Eight Nine Ten
One Two Three Four Five
Six Seven eight Nine Ten
Four Five Six Seven Eleven Twelve







Present Tense (At Fatayyaji)
I know you
You know me
We know each other
Knowing together

He knows her
She knows him
They know each other
Knowing Forever

We know each other
To know forever
Be better life
Life forever 2x.

The following Verbs can be used to sing:
Call-Tell-Love-kiss-Give-Pick-Ask-See-Show-etc.

He loves you darling
She looks for everything
He wants to do something
She hopes to your loving
Sharing together

They go there for eating
We welcome for doing
They want to get something
We want to get everything
Doing together


Love, oh my love
Question tags Sedang Apa ?

I love you, do not I ?
You love me, do not you ?
He loves her, does not he ?
She loves him, doesn’t she ?

They love us, do not they ?
We love them, do not we ?
It is true love, is not it ?
It is better, isn’t it ?

I am student, aren’t I ?
You are teacher, aren’t You ?
We are clever, are not We ?
They are clever, aren’t They ?



He is better, is not He ?
She is patient, is not She ?
He is a doctor, is not He ?
She is a nurse, isn’t She ?

Happy birthday to you

I will go, won’t I ?
You will come, won’t You ?
He will come, won’t he ?
She will go, won’t She ?

They went there, didn’t They ?
We got there , didn’t We ?
I gave you, didn’t I ?
You gave him, didn’t you ?


Would you mind … ?
Kasih Ibu

Would you mind helping me know
Knowing the world
For getting knowledge

Only your helping
Make me know everything
Let’s study together
So we are glad forever

It is better for me to research
Nothing compare
To lead good actions

Only my God
Who gives me a good chance
To built up life
To be successful human
Go Away
Be back to me Sri
Will you follow me
You say you want,… **
To go to buy “Trasi”
But up to now,…
You don’t be back to me
Be back to me Sri x2

GOODBYE TO ALL MY FRIENDS
GO HOME
LETS GO TOGETHER

GO HOME
LETS GO TOGETHER 2X
SEE YOU TOMORROW
Soleram
Show me friend x2
Show me friend, What are you doing?
I am reading, come here for learning,
My friend
If you are lazy,
Don’t think to follow me.
Show me friend x2
Show me friend, What is he doing?
He is reading, come here for learning,
My friend

If you are lazy,
Don’t think to follow him.

Take me the Moon-Imperative

Take me the moon, Mam! X2
When I want to see in the dark sky.

Guide me to reach them! X2
When I want to know It’s impossible

Help me to touch to them! X2
When I want to go is for clever

Pick me to be clever! X2
When I want to be
To be clever.

Possesive-Sedang Apa?

What do you have? X2
I have some good presents
My present is for you
It is mine only you

What do they have? X2
They have a nice house
There is a beautiful house
The beautiful house is theirs.

What does he have? X2
He has something to give us
His parcel is only for us
Only for us It is his.

What does she have? X2
She has basket for shopping
Her basket has a colour red
This is basket, It is hers.
Apuse-Certain and Un certain

Come to me… I want to see!
My parents have something for me
You have chance… to be better
To be pleasure
Are you sure? I am sure

Close to me… I want to know!
My close friend … has something for you
You get praise to be winner
To be clever
Is he sure? He is sure.

Do you know what I can do?
Yes of course! You give me answer.
Your answer make me sure
To be better

Are you sure? I am sure
Is he sure? He is sure
Are they sure? They are sure
Is she sure? She is sure
Are we sure? We are sure
Am I sure? I am sure……….

Falling In love – Comparative degree.

Where do you want to go my friend?
I want to follow you



Borobudur is the biggest temple
You want to see to get experience

Ask For Reason,
Why You come here
I want to know
It is a desire

Let me see my friends
Make me to be better
To be better



Sangkuriang
(Gandulaning Ati song)

What do you want to read my friend?
I will listen to you
I read a good legend, my friend.
Legend of Sangkuriang

You often come to read it again
There is a Tangkuban Perahu
If you say do not to read again
I won’t be close to you

Dayang Sumbi is a nice mother
Sangkuriang is a naughty boy
Ask for mother
For being his wife
We want to know it is impossible.

He got angry, my friend
He made a boat, my friend
Ke kicked the boat, my friend
To be mountain




Hobbies
(Gandulane Ati)
What do you want to do, my friend?
I want to follow you
I see mountain climbing my friend
It is dangerous for you

You never come to try it again
Climbing, fishing and swimming
If you say to play with me
Come to gather to tell hobby


Kutilang

There is a good change for you
If you wanto to be in your life
Be a good student
You will be clever
Many ways to be better

There is a good chance
Be better for you
Your success is in front of you.

Sedang Apa (Present Continuous)

I am drawing
You are drawing
We are drawing together
What picture are you drawing?
I am drawing a circle

He is drawing
She is drawing
They are drawing at school
What picture are they drawing?
They are drawing triangel.

The Rainbow (Pelangi2)

The rainbow 2 x
How beautiful you are!
Red yellow and green You are
In the blue sky

Your artist is so great
What do you think he is?
The rainbow 2x
The creation of God.

Climbing a mountain

Hike up, hike up to the top of mountain
So high, very very high
To left ang right
I see many trees,
Many casuarina trees








A new bike

Kring kring kring
There is cycle
My cycle is on three weels
My father bought it for me
Cause I ‘m very happy






Going by Train

Going somewhere by train tut 3x
Who will be coming with me?
To Bandung-Surabaya
Going on the train will be not useless
Let’s go on the train All my friends
My train will be moving soon.

Learning English
I like English
You like English
Ye ye ye
English will support my bussiness
Ye ye ye
He likes English
She likes English
Everybody loves English
We love English




MY GOD
(Lagu “Tuhan”)

My God, Allah is almighty
I want to close to YOU
Whatever I do for YOU

My God, Allah is The only one
My life is only YOU
You guide me in The right way

I am poor, YOU are in rich
I am too weak, YOU are too strong

Qur’an is YOUR Guidance
The guidance in all my life

My God, Allah is almighty
I want to close to YOU
Whatever I do for YOU

My God, Allah is The only one
My life is only YOU
You guide me in The right way

It is nice, isn’t it?

Love, oh my love
Question tags Sedang Apa ?

I love you, do not I ?
You love me, do not you ?
He loves her, does not he ?
She loves him, doesn’t she ?

They love us, do not they ?
We love them, do not we ?
It is true love, is not it ?
It is better, isn’t it ?

I am student, aren’t I ?
You are teacher, aren’t You ?
We are clever, are not We ?
They are clever, aren’t They ?



He is better, is not He ?
She is patient, is not She ?
He is a doctor, is not He ?
She is a nurse, isn’t She ?

Happy birthday to you

I will go, won’t I ?
You will come, won’t You ?
He will come, won’t he ?
She will go, won’t She ?

They went there, didn’t They ?
We got there , didn’t We ?
I gave you, didn’t I ?
You gave him, didn’t you ?

TIM PENYUSUN LKS

SUSUNAN TIM PENYUSUN
LKS BAHASA INGGRIS
MGMP POKJA KARANGANYAR TIMUR

Asesor : Drs. GIYANTO,M.Hum.
Editor :
Kelas IX : Eko Nur Huda,S.Pd.
Kelas VIII : Joko Santoso,S.Pd.
Kelas VII : Siti Indartiningsih,S.Pd.

Tim Penyusun :
Kelas IX :
1. Setyaningsih,S.Pd.
2. Tukini,S.Pd.
3. Yunita Puspita Sari,S.Pd.
4. Suyatna,S.Pd.
5. Andri Kurniawan,S.Pd.
6. Retno Wiryansari,S.Pd.
7. Sukarsi,S.Pd.
8. Sutrisno,S.Pd.
9. Kamadi,S.Pd.
10. Dwi Umiatun.S.Pd.
11. Sigit Pramono,S.Pd.
12. Tri Widayati,S.Pd.
13. Atik Wuryandari,S.Pd.

Kelas VIII :
1. Sri Harini,S.Pd.
2. Yuniarti,S.Pd.
3. Sri Setyarini,S.Pd.
4. Komie Waning Gondri,S.Pd.
5. Sukamda,S.Pd.
6. Suwanto,S.Pd.
7. Rakhael Haryani Karya,S.Pd.
8. Suyatna,S.Pd.
9. Rukiyanto,S.Pd.
10. Sri Nurhayanti,S.Pd.

Kelas VII :
1. Siti Indarsih,S.Pd.
2. S.Tegug Nugroho,S.Pd.
3. Romadhoni Wulandari,S.Pd.
4. Suparmi,S.Pd.
5. Sri Suharti,S.Pd.
6. Sarmini,S.Pd.
7. Sri Hastuti,S.Pd.
8. Purnani Saptorini,S.Pd.
9. Tri Mulyanto,S.Pd.
10. Yuli Astuti,S.Pd.
11. Retmo Pretiwi,S.Pd.
12. Prihanto,S.Pd.

prediksi SOAL UN BAHASA INGGRIS SMP 2010

PREDIKSI UAN 2010


This following text is for questions 1-2.







1. From the text we know that ….
a. The passengers are not allowed to carry their baggage to the aircraft.
b. It is forbidden to bring dangerous articles to the aircraft.
c. The aircraft is in dangerous situation.
d. It is suggested to bring articles for safety reason.

2. We usually find this caution at ….
a. the bus station
b. the railway station
c. the airport
d. the harbor

This following text is for questions 3-4.











3. From the text we can conclude that ….
a. Marina has graduated from S2 degree.
b. Martin has graduated from S2 .
c. Martin has been successful on his career.
d. Marina decorates Martin’s graduations.

4. Based on the text we know that Martin is Marina’s ....
a. Student
b. Teacher
c. Relative
d. Friend

This following text is for questions 5-6.











5. What should Disti do during the bad weather?
a. Pick Ita at around at 5p.m.at the airport
b. Wait for one or two hours for the flight.
c. Wait for the plane to land.
d. Board soon.

6. From the text above we can conclude that Ita is still … now.
a. At airport.
b. At home.
c. In the plane.
d. In the waiting room.

This following text is for questions 7-8.














7. Who will celebrate her birthday?
a. David’s sister
b. Zulfa’s sister
c. David
d. Zulfa

8. The purpose of the text is ........to a birthday party.
a. to tell a past birthday party
b. to describe a certain party
c. to invite someone
d. task for a confirmation

This following text is for questions 9-11.














9. What will be discussed in the meeting?
a. The customer’s order
b. The customer’s needed
c. The customer’s documents
d. The customer’s complaining



10. Who will attend the meeting?
a. Customers
b. All managers
c. Secretary and all managers
d. Director, secretary and all managers

11. “… the meeting to discuss the customer’s complain.”
The underlined word means …
a. to speak
b. to say
c. to talk about
d. to tell

This following text is for questions 12-13.












12. When can Xacti be used?
a. On picnic time
b. In important occasion
c. In whatever occasion
d. On holiday

13. The words “most compact” in this advertisement means very …
a. big
b. high
c. large
d. small

This following text is for questions 14-15.


14. What is the text mostly about?
a. A product of food supplement
b. Quality of a food supplement
c. The usage of a food supplement
d. The composition of a food supplement

15. “Moreover, such combination can alleviate colic of ..”
The underlined word has the same meaning as ………
a. reduce
b. increase
c. recover
d. suffer

This following text is for questions 16-18.


















16. “It is a nice place for…….”
What does “It” refer to…..
a. Devon mountain
b. a river
c. around the fire
d. near the campsite

17. What activity is Haikal going to do for the long holiday?
a. Camping and hiking.
b. Camping and fishing.
c. Camping, hiking and fishing.
d. Camping, hiking, singing, and sitting around fire

18. “ …..really keen on it.”
The synonym of the bold word is…..
a. happy
b. eager
c. like
d. pleased

This following text is for questions 19-20.

One of the famous tourist destination in the US in Mount Rushmore. It is located in South Dakota, USA.
It is a huge carving that shows the faces of four famous America Presidents: George Washington, Thomas Jefferson, Theodore Roosevelt, and Abraham Lincoln. The artist who carved it was Gutzon Borglum. He started carving it in 1927 but he didn’t complete it until he died in 1941.




19. How many Presidents were carved?
a. one
b. two
c. three
d. four

20. The word “huge“ has the same meaning as……
a. very small
b. very big
c. too big
d. tiny

This following text is for questions 21-23.

DAVID BECKHAM

David Beckham is a leading English footballer whose popularity extends beyond the field and into international celebrity. As a player, Beckham typically plays midfield and particularly known for his free kick expertise and spectacular long-range shots, including a famous goal from midfield against Wimbledon in 1996. He was captain of English national team from 2000 until 2006, Beckham was disqualified from the 1998 World Cup for a rough foul in England’s loss to Argentina, but retuned to lay in the 2002 and 2006 World Cups.
In June of 2003 Manchester United sold Beckham to the Spanish team Real Madrid for a transfer fee of 35 million Euros, about 25 million British pounds, In 2007 he signed a multi-million dollar contract to leave Real Madrid and move to the United States and play for the L.A. Galaxy, he first suited up for his new team in a “friendly” match against Chelsea on 21 July 2007. Beckham wore uniform number 7 with Manchester United, upon joining Real Madrid he switched to number 23, with 7 already taken by the teammate Raul, he kept the jersey number with the Galaxy.

21. The text tells us about David Beckham’s ….
a. Family
b. Career
c. Life
d. Success

22. When did Beckham play for the LA Galaxy?
a. In 1998
b. In 2003
c. In 2002
d. In 2007

23. “. . . he kept the journey number with the Galaxy”
What does the word ‘he’ refer to?
a. Keira Knightley
b. Romeo
c. Raul
d. David Beckham
This following text is for questions 24-26.

At the last holiday our family went to Central Flores Island of Indonesia. We went to Kalimutu Volcano lake. It is a wonderful place that I never forget it, because of that place is really unique.
Kalimutu is a volcano, close to the town of Moni in central Flores Island of Indonesia containingbthere summit crater lakes of varying colors. Tiwu Ata Mbupu (lake of old people) is usually blue and is the western most of the three lakes.The other two lakes,Tiwu Nawa Muri Koo Fai (lake of -young men and maidens) and Tiwu Ata Polo (Bewitched or Enchanted lake) are separated by a shared crater wall and are typically green or red in color, respectively,The lake colors do very on a periodic basis. Subaqueous fumaroles are the probable cause of active up welling that occurs at the two castern lakes.
We hope someday, we will go the again, the color of the lake is very amazing. There are different colors.

24. What is the name of the lake of young People and Maiden?
a. Tiwu Ata Polo
b. Tiwu Nuwa Muri
c. Tiwu Ata Mbupu
d. Tiwu Nuwa Muri Koo Fai

25. The first paragraph tells you where the writer … his holiday to Kalimutu Volcano Lake.
a. Spent
b. Planned
c. Thought of
d. Got

26. What is the writer’s impression of the lake?
a. The lake is divided into western and eastern
b. The lake is very wonderful and really unique also amassing place
c. The lake is separated by shared crater wall and are typically green or red
d. Lake of old people is usually blue and is the western most the three lake

This following text is for questions 27-28.

Josse and Robby decided to go to a film theatre to relax. They were very tired after finishing the exams. They chose to see an adventure film. They didn’t want to see a drama, thriller, or horror film. They wanted to forget studying for one night and fantasize a little. So they bought two tickets for a movie called Lord of rings, The fellowship of the ring. They got in the theatre just on time before the movie started.
Inside the theatre, a tall man sat on a seat in front of them. He put on tall hat. Josse and Robby could not see the screen. Josse tapped on the man on the shoulder and asked him to remove his hat. When the man turned around to say sorry, they recognized him. He was Mr. Samuel, Josse’s father.

27. What is the most important idea of the first paragraph?
a. Jossee purposely met his father in the theatre.
b. Jossee and Robby were late to get in the movie.
c. They bought two tickets in the movie.
d. Jossee and Robby went to the movie for relaxing

28. Which of these statements is TRUE based on the text?
a. Josse and Robby watched movie to do the exam.
b. They love to see horror movie.
c. They forgot to study the day before.
d. They didn’t know who the man in a tall hat was.

This following text is for questions 29-31.

There was a handsome traveler named Raden Budog. He was resting under the tree, soon he fell sleep. He has a dream met a very beautiful woman. She was standing in front of him and he tried to touch her. Suddenly, a twig of the tree fell down and hit him. That made him awake from his sleep. He was really upset.
Raden Budog wanted to meet that woman. He traveled day and night and never stopped to rest. Finally he arrived in a village. All the villagers were farmers. He saw some girls were pounding rice in the mortar (people usually called it “lesung”).
They pounded the rice everyday except holy day (it was time to pray the God). Suddenly, he met the girl in his dream, he was so happy. He followed her .When she entered her house, he knocked at the door. An old woman opened it
“Who are you, young man?” asked Nyi Siti (Sri Poh Haci’s mother)
“My name is Rade Budog. May I spend my night here? I am a traveler and I don’t have a place to stay” said Raden Budog
“If you want to spend the night here you can sleep in the terrace. I’m sorry I don’t allow the men to stay in my house,” said Nyi Siti.Raden Budog who was extremely happy. Then he tried to find the way to stay in the village and married Sri Poh Haci.
Days passed by and later Sri Poh Haci fell in love with him. Then they got married. Raden Budog worked in the rice field and Sri Poh Haci continued pounding the rice in the lesung
One day (it was on Friday) Raden Budog wanted to pound the rice. He forgot that pounding the rice on Friday was not allowed. And when he was busy making the sound, the villagers screamed
“Hey, look! A monkey is pounding the rice,” Slowly, the villagers came closer to Raden Budog. He didn’t notice that all the villagers were looking at him until one of men yelled at him. ”Hey monkey! Stop it! It’s Friday.” Raden Budog didn’t understand why the villagers call him monkey. However, when he looked at his body, he was shocked! He had changed into a monkey.
Since then people named the village Lesung Village or Kampung Lesung. And since the village is located in a cape, people called it Lesung cape or Tanjung Lesung

29. What is the story tell us about?
a. A handsome traveler and his dream
b. The legend of Tanjung Lesung
c. A very beautiful girl name Sri Poh Haci
d. The legend of monkey
30.”There was a handsome traveler.”
The underline word means……….
a. Ugly
b. ill-looking
c. graceless
d. good-looking
31. What happened to Raden Budog when he pounded the rice on the holy day?
a. A.one of the villager yelled at him monkey so he had changed into the monkey
b. One of the villager had changed into a monkey
c. Sri Poh Haci had changed into a monkey
d. Raden Budog was shocked because the villagers called the monkey to their village.

This following text is for questions 32-33.

Once upon a time in the jungle, there lived a fox. His name was Rox. Noone didn’t know him. Everybody in the jungle was afraid of him because his face and style looked very vicious.
One day, in a beautiful summer morning, when Rox was drinking at the side of the river, he saw a little rabbit in danger. A snake came sneaking behind the little rabbit. The snake was going to eat it. Rox jumped over the snake as soon as possible and scared it away.
The little rabbit then felt relieved that Rox just saved his life from the threat of the dangerous snake. After that, it told the whole jungle that Rox was a kind fox. He just saved its life. There was no need to be afraid of him anymore.

32. What is the story about?
a. A fox and his friend.
b. A snake and the rabbit.
c. A rabbit and his enemy.
d. A fox and the rabbit.
33. Paragraph 2 tells us that ….
a. Little rabbit was relieved.
b. Rox saved a little rabbit’s life.
c. A snake was afraid of the little rabbit.
d. Rox looked very vicious to every one.

This following text is for questions 34-36.

Erosion is the removal of solids like sediment, soil, rock and other particles, in the natural environment. It usually occurs because of the movement of wind, water, or ice: by down slope movement of soil and other material under the force of gravity; or by living organisms, such as burrowing animals, in the case of bio-erosion.
Erosion is a natural process but in many places it is increased by human land use. Poor land use practices include deforestation, overgrazing, unmanaged construction activity and road-building. Land that is used for the production of agricultural crops generally experiences a significance greater rate of erosion than that of land under natural vegetation. This is particularly true if ploughing is used, which reduces vegetation cover on the surface of the soil and disturbs both soil structure and plant roots that would otherwise hold the soil in place. However, improved land use practices can limit erosion, using techniques such as terrace-building, conservation ploughing practices, and tree planting.
A certain amount of erosion is natural and, in fact, healthy for ecosystem. For examples, gravels continuously move downstream in watercourses. Excessive erosion, however, does cause problems, such as receiving water sedimentation, ecosystem damage and outright loss of soil
(http://en.wikipedia.org/wiki/Erosion)

34. From the text above we can conclude that ….
a. erosion can be avoided
b. erosion is bad for environment
c. erosion is caused only by human activity
d. erosion caused by human is worse than by nature
35. From the text we know that erosion is caused by ….
a. Terrace-building, conservation ploughing practices, and tree planting
b. Receiving water sedimentation, ecosystem damage and outright loss of soil
c. The movement of wind, water, ice, down slope movement of soil, and bio-erosion
d. reforestation, managed construction activity and road-building
36. What is the main idea of paragraph two?
a. Certain amount of erosion is good for ecosystem
b. Human can avoid erosion by improved land use
c. Erosion is natural process
d. Ploughing disturbs both soil structure and plant roots

This following text is for questions 37-38.

Cacti grow in desert and in very dry places. Cacti have very unusual shapes. They have very thick and fleshy stems. Some cacti have flowers and fruit too.
People plant them for special purpose. One of them is for food. For example cool drinks, jam and sweets.

37. Which of these statements is TRUE based on the text?
a. Cacti can grow in wet area.
b. Cacti have thick and dry stems.
c. Cacti have common shapes.
d. Cacti have function for human.
38. “People plant them for special purpose.”
The underlined word has the same meaning with …
a. need
b. aim
c. thing
d. way
This following text is for questions 39-40.
MR JACK KEBAB

Ingredients:

1. Cubes of the lamb
2. Squares of green pepper
3. Onions
4. Salad
5. Seasoning mixture
Step:
1. Cut onions into quarters.
2. Put cubes of the lambs, squares of green pepper and onions squares on bamboo skewers and marinate them in seasoning.
3. Grill them.
4. Serve them with a salad (curry like seasoning from India)
39. “Grill them”
The underlined word means ….
a. Burn
b. Fry
c. Bake
d. Light
40. How many ingredients are needed to make MR. JACK KEBAB?
a. Three
b. Four
c. Five
d. Six

This following text is for questions 41-43.

Making a Simple Kite
Materials :
- Two sticks of bamboo (1 m long)
- Light but strong string
- A large piece of rice paper
- A pencil - Paint
- A brush - Glue
Steps :
1. Smooth down the two sticks with a knife.
2. Mark the centre of sticks A. Place it with its centre on stick B.
3. Tie the two sticks tightly with a piece of string
4. Cut a long piece of string. Tie it to each end of the two sticks to make the frame of the kite.
5. Tie a piece of string around one end of stick A. Stretch the string to the other end of stick and tie it tightly there too. The frame is now finished.
6. Place the frame on a piece of paper and copy its shape. Leave about 2 cm all around.
7. Put some glue on the edges of the paper. Fold the edges over the string of the frame and press down to glue the paper to the frame.
8. Then, paint and decorate your kite. When the paint is dry, make the bridle of the kite.
9. Cut a piece of string about 150 cm long. Tie one end to the point where the two sticks cross. Then, tie the other end to the bottom of the kite.
10. Make a tail for the kite from strips of paper and glue it to the bottom of the kite. Finally, tie a piece of string about 100 m long to the bridle. This is the sting you use to fly the kite.

41. What does the text talk about?
a. A simple kite
b. Steps to fly a kite
c. How to make a kite
d. Two sticks of bamboo
42. Why do you need to paint and decorate the kite?
a. To make it stronger
b. To make it fly easily
c. To make it more colorful
d. To make it more interesting
43. “Tie the two sticks tightly…”
The synonym of the underlined word is….
a. strongly
b. firmly
c. loosely
d. closely
44. door - after - the - lock - out - you - go
1 2 3 4 5 6 7

The best arrangement is ……
a. 4 – 3 – 1 – 2 – 6 – 7 – 5
b. 4 – 3 – 1 – 6 – 2 – 5 – 7
c. 4 – 3 – 1 – 5 – 2 – 6 – 7
d. 4 – 3 - `1 – 6 – 7 – 5 – 2
45. the teacher - forgot - her - to do - Dea - her - so - homework - grounded
1 2 3 4 5 6 7 8 9
The best arrangement is …
a. 1 – 2 – 4 – 6 – 5 – 8 – 9 – 7 – 3
b. 1 – 4 – 5 – 7 – 6 – 2 – 3 – 9 – 8
c. 5 - 4 – 9 – 3 – 2 – 1 – 8 – 7 – 6
d. 5 – 2 – 4 – 3 – 8 – 7 – 1 – 9 – 6
Rearrange into good paragraph.
1. Small flood is common but big flood are rare
2. Flood can destroy homes and wash away soil from farmland
3. Flood happens when a river or the sea rises so much that it spills over the Surrounding land
4. River flood may occur after a period of heavy rain.\
5. Flood size is described in terms of frequently.
6. The river floods are sometimes big and sometimes small.

46. The best arrangement of the jumble sentences is……
a. 3-1-65-4-2
b. 3-4-6-2-1-5
c. 3-4-6-5-1-2
d. 3-1-6-2-4-5
Rearrange into good paragraph.

1. But, her stepsisters would not let her go
2. Cinderella was sad because her step sisters went to the ball without her.
3. Fortunately, the fairy godmother came and helped her to get the ball.
4. At the ball Cinderella danced with the prince.
5. Once upon a time there was a girl called Cinderella.
6. One day an invitation to the ball came to the family.
7. She had do all house works
8. She lived with her stepsisters and stepmother.
9. The prince fell in love with her and then married her
10. They lived happily ever after.
11. They treated her badly.

47. They best arrangement of the story is……………
a. 4- -7-10-9-6-5-1-3-2-8-11
b. 4-5-11-2-3-8-9-6-7-10-1
c. 4-7-11-6-5-1-3-2-8-9-10
d. 5-8-11-7-6-1-2-3-4-9-10

Although the jaguar is an animal that is found in Asia, it is famous in Asia because of the cat named after the animal. This report provides information on the characteristics, habitat and life of the jaguar.
The jaguar is brownish yellow in (48) … and has spots on the head, neck and legs rosettes on other parts of its body. It can weight up to 100 kilograms and has a (49) … paw that it can (50) … crush the skill of its prey.
The jaguar belongs to the cat family. It is one of the four big (roaring) cats: the lion, the tiger and the leopard. Although it has spots, a jaguar is often mistaken for the leopard.

48. a. skin
b. bone
c. body
d. color

49. a. useful
b. powerful
c. Beautiful
d. wonderful

50. a. quickly
b. slowly
c. heavily
d. easily