ENGLISH EDUCATION DEPARTMENT IAIN KEDIRI
XI–
Semester 1
Penyusun:
1.Miska Khitami
2.Reza Estu Prasetio
3.Lailatul Anggraini
Editor:
Lailatus Sa’diyah
XI– Semester 1
BAHASA INGGRIS
SMA/MA
XI
BAHASA INGGRIS
XI– Semester
1
1
Words of the Author
Dear teachers,
In Indonesia, curriculum development is fairly active. The requirement to always incorporate the
most recent references is crucial. In the following, we have created a teaching module for junior
high and high school English classes. Despite the fact that this module is not yet complete, we
hope that what has been assembled might serve as a resource for useful student teaching resources.
This Teaching Module includes lesson ideas and exercises to assess students' proficiency with this
module.
All of the writers hope that the included lesson plans and resources might be utilized as references
for more effective classroom practice.
The writers express gratitude to Mrs. Ima Fitriyah, who directed the development of this
instructional module, as well as the editors, design templates, and those who submitted the
instructional module to Guru Berbagi.
We are aware of the numerous flaws in the production of this module; thus, any ideas from our
valued readers would be greatly appreciated. Thanks.
The authors.
BAHASA INGGRIS
XI– Semester
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ENGLISH EDUCATION DEPARTMENT IAIN KEDIRI
XI–
Semester 1
Penyusun:
Miska Khitami
XI– Semester 1
BAHASA INGGRIS
Suggestions & Offers, Opinions and
Thoughts
SMA/MA XI
BAHASA INGGRIS
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1. INFORMASI UMUM
1. Kode Modul Ajar -
2. Kode ATP Acuan -
3. Nama Penyusun/Institusi/Tahun Miska khitami/ IAIN Kediri/ 2022
4. Jenjang Sekolah SMA
5. Fase/Kelas F/ 11
6. Domain/Topik Menerapkan fungsi sosial struktur teks,
dan unsur kebahasaan teks interaksi
transaksional lisan dan tulis yang
melibatkan tindakan memberi dan
meminta informasi terkait saran, tawaran,
pendapat dan pikiran.
7. Kata Kunci Should, Can, I think, I suppose, in my
opinion
8. Pengetahuan/Keterampilan Prasyarat Berbicara, Menulis-Mempresentasikan
9. Alokasi waktu (menit) 45 menit x 4JP (90 menit)
10. Jumlah pertemuan 2 pertemuan
11. Capaian Pembelajaran Pada akhir Fase F, peserta didik dapat
menggunakan teks lisan, tulisan dan visual
seperti narasi, deskripsi, eksposisi,
prosedur, argumentasi, diskusi, dan teks
otentik dalam Bahasa Inggris untuk
berkomunikasi sesuai dengan situasi,
tujuan, dan pemirsa/pembacanya.
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12. Moda Pembelajaran • Tatap Muka ™
13. Metode Pembelajaran • Genre-based approach
14. Sarana Prasarana - Komputer
- Internet
- LCD Proyektor/ Papan Tulis
15. Target Peserta Didik Peserta didik regular
16. Karakteristik Peserta Didik • Mandiri: Dapat memahami materi
pembelajaran dengan membaca
mandiri
• Kreatif: Membuat teks dengan ide
yang meliputi penggunaan unsur
kebahasaan tindakan memberi dan
meminta informasi terkait saran,
tawaran, dan pendapat dan pikiran.
• Berfikir kritis: Mengembangkan
dan mengaitkan materi dalam
kehidupan sehari-hari.
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2. KOMPONEN INTI
A. Tujuan Pembelajaran
F1. Mengidentifikasi fungsi sosial dari teks saran dan tawaran, pendapat dan pikiran.
F2. Mengidentifikasi fungsi sosial dari teks saran dan tawaran, pendapat dan pikiran.
F3. Menyebutkan struktur teks yang terbagi menjadi expressing to suggest, to offer, to
ask, to give information about opinions and thoughts.
F4. Membedakan unsur kebahasaan yang mengungkapkan suggestions and offers,
opinions and thpughts.
F5. Menyusun teks interaksi transaksional lisan dan tulis dalam tindakan memberi dan
meminta informasi terkait saran dan tawaran, pendapat dan pikiran.
B. Pemahaman Bermakna
Informasi yang hendak kita dapat atau berikan kepada seseorang dapat dilakukan dalam
berbagai bentuk tindakan. Yaitu ketika memberi dan meminta saran dan tawaran. Serta dalam
memberi dan meminta informasi juga perlu adanya kegiatan memberi dan meminta pendapat
dan pikiran terhadap isu suatu hal yang tentunya melibatkan penerapan fungsi sosial dan unsur
kebahasaan sesuai konteks.
C. Pertanyaan Pemantik
• Apa yang sering diucapkan ketika memberi atau menawarkan sesuatu?
• Apa yang sering diucapkan ketika memberi atau meminta saran?
• Apa yang dilakukan ketika meminta dan memberi informasi terkait pendapat dan
pikiran?
• Apa saja struktur bahasa yang dapat digunakan untuk meminta dan memberi
pendapat dan pikiran?
D. Kegiatan Pembelajaran
Pertemuan ke-1
Pre-activities
1. Teacher greets students and calls one by one to take students' attendance list.
2. Teacher explains learning objectives to be achieved.
3. Teacher gives explanation in short about Problem Based Learning model.
4. Teacher gives brainstorming.
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Main Activities
1. A student are asked to read aloud a text containing asking and giving information
about suggestions and offers.
2. Students are asked to identify social function of asking and giving information about
suggestions and offers.
3. Students are asked to categorize generic structure used in the text for which
expressing suggestions and offers.
4. Students are asked to differentiate of the use in asking and giving information about
suggestions and offers.
5. Students are asked to construct an interactive text containing asking and giving
information about suggestions and offers.
Post Activities
1. Students are given tasks and evaluation
2. Teacher and students pray to close the course together
Pertemuan ke-2
Pre-activity
1. Teacher greets students and calls one by one to take students' attendance list.
2. Teacher explains learning objectives to be achieved.
3. Teacher gives explanation in short about Problem Based Learning model.
4. Teacher gives brainstorming.
Main Activities
1. A student are asked to read aloud a text containing asking and giving information
about opinions and thoughts.
2. Students are asked to identify social function of asking and giving information about
opinions and thoughts.
3. Students are asked to categorize generic structure used in the text for which
expressing opinions and thoughts.
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4. Students are asked to differentiate of the use in asking and giving information about
opinions and thoughts.
5. Students are asked to construct an interactive text containing asking and giving
information about opinions and thoughts.
Post Activities
1. Students are given tasks and evaluation
2. Teacher and students pray to close the course together
Oral Poster Presentation Rubric
Excellent Proficient Needs Improvement
Content
Structure & Organization
Time & Pacing
Posture
Eye Contact
Clear & Audible Voice
Visual Aid
Comments
…………………………………………………………………………………………..
E. Asesmen
1. Formatif
• Mengerjakan Exercises
• Menceritakan secara jujur apa yang dipahami dan tidak dipahami tentang materi
serta rencana untuk mengatasi kesulitan yang dialami.
2. Sumatif
• Mengerjakan soal di akhir pembelajaran
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LAMPIRAN
A. Related Material
Pre Activity
This is an overview of some materials to give you little understanding about asking and
giving suggestions and offers. Please try to practice this conversation with your pairs!
Conversation 1
Jane : Hi John.
John : Hi, Jane. What are you doing?
Jane : Nothing much. Would you like to go to
movies?
John : I would love to, but not right now.
Jane : How about in the afternoon?
John : Great! What movie do you want to watch?
Jane : Let’s watch “Ring”.
John : I would rather not. I am not much into horror
movies. How about Peanuts?
Jane : Ok. Let’s go. When do you want to go?
John : 4 o’clock show.
Jane : It sounds good. Okay, see you then!
John : Okay, see you!
From the conversation above, what kind of interactional transaction done between
those people? Write your answer below
Source: Kemendikbud
(Mahrukh Bashir, 2017)
…………………………………………………..
MEETING 1
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Conversation 2
Practice this conversation with your pair!
Jane : Hello, Jane.
Siti : Hi, Siti.
Jane : You look tired. What is going on to you?
Siti : I am working on my project paper. It is due tomorrow. I don’t think I will be able
to finish it.
Jane : Would you like any help?
Siti : Yes, please. I would really appreciate it.
Jane : Tell me what I can do for you and I will start right away.
Siti : Thank you! You are an angel.
From the conversation above, what kind of interpersonal transaction is going on in the
conversation? Write your answer below
After practicing two interpersonal transactions above, you have known and understood
which conversation talks about suggestion and which another talks about offers.
SUGGESTING AND OFFERING
LET’S SEE HOW SUGGESTIONS ARE MEANT TO BE FOR!
Suggestions are abstract
and can be in form of
solutions, advice, plan,
and idea. It can be
accepted or refused
…………………………………………………..
Social function: to facilitate
interpersonal communication
between different people
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Let’s take a look at the sentence structure to suggest something!
Sentence structure to suggest something
Subject Verb That Object
I
We
suggest
recommend
that he cleans his room.
she reads “The Hunger
Games”.
I propose that a report should be sent in.
I put forward that we work together on this.
We advise that he works hard.
I advocate that we support them in every way
possible
When making suggestions, we often use the following expressions
Let’s …..
Why don’t we …..?
Expression/Gambits
We could …..
What about …..?
How about …..?
I suggest that …..
You might want to change …..
I think …..
I don’t think ….
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Let’s take a look at responding suggestion!
Responding to
Suggestion
Making Suggestions Accepting Suggestions Declining Suggestions
Let’s go to movies. Yes, let’s go. No, thank you. I do not feel like
going.
Why don’t you do your
homework before
going out?
Ok, I will. Sorry, I think I will go out first
and then do my
homework.
How about going to
Sam’s place first
and then to the
supermarket?
Yes, let’s go. It is a good
idea.
No, let’s just go to the
supermarket.
I think you should go and
meet her.
Ok, If you say so. Sorry, I can’t. I have previous
engagement.
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MATERIALS UNDERSTADING
This is the example of suggestion poster about saving world to be clean and healthy.
Answer this question based on your understanding of the poster beside. What is suggested to us
according to the poster?
………………………………………………………………
………………………………………………………………
………………………………………………….
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According to the poster, what is
suggested to do?
…………………………………………………………
…………………………………………………………
…………………………………………………………
….
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LET’S SEE HOW OFFERS ARE MEANT TO BE FOR!
Responding to Offers
Making Offers Accepting Offers Declining Offers
Can I help you? Yes, please.
I really appreciate it.
Its okay, I can do it myself.
Shall I bring you some tea? Thank you, it is very kind
of you.
No, thank you.
When making offers, we often use the following expressions
May I …..?
Can I …..?
Shall I …..”
Would you …..?
How about I…..?
Expression/Gambits
Social function: to facilitate
interpersonal
communication between
different people
Suggestions can be given in
terms of food, money,
solutions, friendship or a
bargain. It can be taken or
refused.
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Would you like another
helping of cake?
Yes, please. That would be
lovely.
No, thanks. I don’t want
another helping.
How about I help you with
this?
Yes, please, that would be
very kind of you.
Don’t worry, I will do it
myself.
Can I take you home? Thank you, I appreciate
your help.
That’s alright, I will
manage on my own.
Sentence structure to offer something
Modal Verb Subject Object
Would you care for another cup of tea?
Shall we take you there?
Could I offer you something?
Will you have tea with me?
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Pre Activity
Asking for and giving opinion and its responses are very common expression. Do you know
what is meant to be an opinion?
Let’s take a look a conversation between 2 friends below. Read aloud so you are able to
train how to read a text by good intonation and clear pronunciation.
http://olahwarta.blogspot.com
Bima : Do you like watching ‘Indonesian
Idol’?
Sadewa : Right. I never miss this reality show. I
think it is the best reality show and it has fascinated
many fans around the nation.
Bima : I think so. No one can deny that Indonesian Idol is the one of the many
talent search show. I believe it becomes one of the most popular shows in the history of
Indonesian television. What’s your view?
Sadewa : I suppose this reality show has not fully succeeded in reaching its main
goal. If you take an objective look at a number of the winners, you’ll see that some of them
are not yet able to survive in the Indonesian music industry.
Bima : I know what you mean. Some of them are not able to fill the most basic
requirement which is to sing properly. Well, what do you think about it?
Sadewa : Are they?
Bima : Actually I don’t know much about music industry so I’d rather not to say
anything about it.
Sadewa : Well, neither do I.
An opinion is the way you feel or think about something. Our opinions about something
or someone are based on our perspective. Whenever we give or express our opinion, it is
important to give reasoning or an example to support our opinion.
MEETING 2
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From the dialogue above, we are able to get attention at how to ask and give
information related to opinions and thoughts. These are some expressions used above. Look
at table below!
Asking for
someone's opinion
Giving your opinion Saying you
have no
opinion
Avoiding giving
an opinion
What's your view? I think it is the best
reality show that has
fascinated many fans
around the nation
I really don’t
have opinion
about it
Actually I don’t
know much
about music
industry so I'd
rather not say
anything about it
What's your
opinion?
I believe it becomes
one of the most
popular shows in the
history of Indonesian
television
I don’t know
what to say
Do you think so?
Do you have any
opinion on
Indonesian Idol?
I suppose this reality
show has not fully
succeeded in reaching
its main objective
No opinion That's your
opinion, is it?
What do you think
of Indonesian Idol?
In my opinion, some
of the winners are no
able to fill the most
basic requirement
which is to sing
properly
I really
couldn’t say
anything about
it
Are they?
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Let’s look at the sentence structure to express opinions
Sentence structure to offer something
Subject Verb Object
I agree with what you are saying.
We believe this is not the right way to
handle things.
I reckon this could be right
considering the reasons
you have provided.
I agree that I didn’t look at it from
this perspective.
I doubt that this is possible
We assume you are biased on this
issue.
I don’t agree with you
I think you are mistaken
I think so too.
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What I mean is …..
In my opinion …..
In my experience …..
I strongly believe that ..
Expressions (Personal
Point of View)
As far as I am concerned
... …..
From my point of view …..
As I see it …..
I reckon …..
I am compelled to say …..
By this I mean ..
…..
To my mind …..
I’d like to point out that
…..
In my humble opinion …..
I think …..
Personally, I think …..
As I understand …..
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Agreeing with an opinion
I agree with what you are saying but have you ever …
I couldn’t agree more.
I agree with this opinion.
This is absolutely right.
Of course.
I agree, I never thought of that.
Neither do I.
That’s a good point.
I think so too.
Expressions (Personal
Point of View)
Most people do not agree ..
Almost everyone ..
Most people do not agree ..
Some people say that ..
Most people do not agree ..
Some people believe ..
Most people do not agree ..
Of course, many argue ..
Most people do not agree ..
Generally it is accepted ..
Most people do not agree ..
The majority disagree with ..
Most people do not agree ..
The majority agree with ..
Most people do not agree ..
It is sometimes argued ..
Most people do not agree ..
It is considered ..
Most people do not agree ..
While some people believe
..
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Disagreeing with an opinion
By this I mean …
I do not believe that.
I am afraid I have to disagree with you.
I don’t agree with you.
I am not sure I agree with you.
I’m sorry, I don’t agree with you.
I disagree with you.
I think you are wrong.
That’s not the same thing at all.
It is not justified to say so.
I’m not convinced that ..
I can’t say I agree with this, and here’s why ..
B. Exercises
Let’s practice
1. Hello Nura, Is there anything ….. do for you?
a. I
b. We
c. Can I
MEETING 1
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d. would I
2. Nadia : I need to sleep earlier since my eyes will be more minus to see at night.
Fara : Oh no. So ….. just go to your bed?
a. What about
b. Why don’t you
c. Shall I
d. Let’s
3. Nayra : what I am thinking about now is what I will do when my mother comes here
seeing his vase is broken!
Vena: Please, not to overthink to move on. Let me think , ….. saying that your cat has
just been chased by the dog? And the cat is the suspect.
a. I suggest that
b. How about you
c. How about
d. I suggest
4. ……… to run over 20 minutes. It will make you feel better.
a. You need
b. I advise
c. You could
d. I think
5. Verly : I have done my cleaning just now. But I have still got anger from my dad.
Renata : ……… ask him the reason?
a. I propose
b. Shall us
c. I’ll do
d. Why don’t you
6. ……. like me to pick your cat up from pet shop?
a. Let’s
b. I think
c. Would you
d. How about
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7. Jeni : Today, in the evening. My crush will go here to ask me for dating. What will I
wear to meet him?
Sonia : ……. that you are more beautiful to wear pinky girl outfit.
a. I don’t think
b. I think
c. How about
d. Let’s
8. Aura : I am so hungry
Celine: ……….. get you something to eat?
a. Can I
b. Why don’t
c. How about
d. What about
9. Kayla : I am studying at school right now. I must call my mom. But I don’t think I can do
it.
Fera : ……. like any help?
a. Can I
b. Would you
c. How about
d. Will you
10. ………. Do the washing. If you like.
a. Can I
b. I’ll do
c. Would you
d. Let’s
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Formative Assessment
Exercise
Oral Practical Assignment
Choose one of the following activities for your project
(Cooking Cookies) (Cleaning Jobs at Home)
(Weekdays Activities)
1. With a partner. Construct interpersonal transaction using the pictures containing asking
and giving information related to suggestions and offers based on each of the pictures;
picture 1 (what shape cookies will be made), picture 2 (dividing cleaning job at home),
and picture 3 (activities done in weekdays). Present your work to be spoken and
expressed in front of class with your pair.
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2. Work in your pair to exchange experience during COVID 19, give suggestions what
activities good to be done at home. Draw a poster to be presented in class with your
information got in the form of dialogue with your pair.
I can do this
Complete these statements
1. The most interesting thing I learned in this chapter was …..
2. The part I enjoyed most was …..
3. I would like to find more about …..
4. The hardest part in this chapter was …..
5. I need to work harder at ……
Read the statements below and tick (√ ) the option that is most applicable to you.
Definitely Yes Maybe No Not at all
The interpersonal
transactions were
easy to understand
I can tell the
difference between
offer and suggestion
I could write a
dialogue between
two people
My plan to overcome the difficulties of this chapter
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Let’s Practice
A. Fill in the blanks using the opinion given in the box below
1. I ……… with you using masker doesn’t need to be obeyed by people who are
healthy.
2. I feel …….. about this issue.
3. Most people …….. drinking ice while sweating at the same time causes hypothermia.
4. As far as I ……., I will not support vaccinating in my school.
5. I ……. the cost of cooking oil must be as same as before now.
6. It is all right if you don’t agree with me but I have every right to my ………
What to do
Formative Assessment
1. Take a look some issues below! Give your idea and write down here!
1
st
Issue
I think so too. I believe the
government………………………………………………………..
I agree. I think it is not easy to overcome the problem
but……………………………….
I don’t think so. I believe it is only in some big cities
because……………………………
I can’t say agree with that. I think police…………………………………….
Crimes in Cities
Crime is a serious problem in big cities and it is
getting worse every year. This is what police departments
around the country said in their reports last week. The
streets are more dangerous. You may not even be safe in
your own house.
MEETING 2
Totally agree, opinion, am concerned, strongly believe, believe that, strongly
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2
nd
Issue
By this I mean ……………………………………………………
To my mind ………………………………………………..
In my humble opinion ………………………………….
I strongly believe that ……………………………………………
I can do this
Complete these statements
2. The most interesting thing I learned in this chapter was …..
3. The part I enjoyed most was …..
4. I would like to find more about …..
5. The hardest part in this chapter was …..
6. I need to work harder at ……
Read the statements below and tick (√ ) the option that is most applicable to you.
Definitely Yes Maybe No Not at
all
The conversation was easy to
understand.
The Use of Mobile Phones by Students
In the last few years, there has been an explosion in the
use of new communication technologies, including
mobile phones; it is estimated that over 70% of young
people aged 10 to 14 now own mobile phones.
Considerable debate has taken place in the press
recently as to whether pupils should be allowed to take
their mobile phones to school.
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B. Glosarium
Offer : Tawaran
Suggest : Saran
Recommend : Merekomendasikan
Propose : Mengusulkan
Put forward : Mengajukan
Advise : Menasehati
Advocate : Menganjurkan
Opinion : Pendapat
Agree : Setuju
Don’t agree : Tidak setuju
Believe : Percaya
Reckon : Menganggap
Doubt : Ragu
Assume : Menganggap
Think : Berfikir
Don’t think : Tidak berfikir
I know how to express
opinions.
I could write a dialoge
My plan to overcome the difficulties of this chapter
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C. Daftar Pustaka
Mahrukh Bashir. (2017). BAHASA INGGRIS SMA/MA/MAK XI (2nd ed.). Kementerian
Pendidikan dan Kebudayaan.
Sudarwati & Eudia Grace. (2014). PATHWAY TO ENGLISH 2. Penerbit Erlangga.
https://m.apdut.com/coretan/post/poster-suggestion/
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ENGLISH EDUCATION DEPARTMENT IAIN KEDIRI
XI–
Semester 1
Penyusun:
Reza Estu Prasetio
XI– Semester 1
BAHASA INGGRIS
ANALYTICAL EXPOSITION TEXT
SMA/MA XI
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1. INFORMASI UMUM
1. Kode Modul Ajar -
2. Kode ATP Acuan -
3. Nama
Penyusun/Institusi/Tahun
Reza Estu Prasetio / IAIN Kediri / 2021 – 2022
4. Jenjang Sekolah SMA / MA / SMK / SEDERAJAT
5. Fase/Kelas F / XI (Sebelas)
6. Domain/Topik Membedakan, menangkap makna, dan menyusun
Analytical Exposition Text
7. Kata Kunci Analytical Exposition Text
8. Pengetahuan/Keterampilan
Prasyarat
Writing
9. Alokasi waktu (menit) 4 X 45 Menit (180 Menit)
10. Jumlah Pertemuan (JP) 2 JP
11. Modal Pembelajaran Tatap muka
12. Metode Pembelajaran 1) Scientific Approach
2) Discovery Learning
3) Tanya jawab, diskusi, dan mengerjakan soal
13. Sarana Prasarana 1) Media: Laptop, LCD Proyektor, Papan Tulis,
Spidol.
2) Sumber belajar: Buku paket/LKS, Video
Youtube.
14. Target Peserta Didik Reguler
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15. Karakteristik Peserta Didik Siswa regular yang aktif berdiskusi dalam kegiatan
pembelajaran dan bernalar kritis serta mampu
menulis Analytical Exposition Text dengan mandiri
dan tidak pantang menyerah.
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2. KOMPONEN INTI
A. Tujuan Pembelajaran
F3 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks exposisi
analitik lisan dan tulis dengan memberi dan meminta informasi terkait isu actual, sesuai
dengan konteks penggunaannya
F4 Menangkap makna secara konstektual terkait fungsi sosial, stuktur teks dan unsur
kebahasaan beberapa teks exposisi analitik lisan dan tulis dengan memberi dan meminta
informasi terkait isu actual
F5 Menyususn teks exposisi analitik tulis terkait isu actual, dengan memperhatikan fungsi
sosial, struktur teks, dan unsur kebahasaaan secara benar dan konteks
B. Pemahaman Bermakna
Analytical Exposition Text atau teks exposisi analitik termasuk teks jenis Argumentation
Text. Analytical Exposition Text merupakan jenis teks yang banyak dijumpai dalam
bacaan sehari-hari walaupun tidak semua orang tau bahwa yang dibaca itu sebenarnya
adalah jenis teks ini. Analytical Exposition Text merupakan jenis teks yang berisikan
pendapat-pendapat mengenai sesuatu baik benda, tempat, atau kejadian.
C. Pertanyaan Pemantik
• Apa yang kamu ketahui tentang Analytical Exposition Text?
D. Kegiatan Pembelajaran
1) Kegiatan Pembelajaran
PERTEMUAN PERTAMA
Tahap
Pembelajaran
Kegiatan Pembelajaran
Kegiatan
Pendahuluan
1. Guru melakukan pembukaan dengan salam pembuka dan berdoa
untuk memulai pembelajaran
2. Guru memeriksa kehadiran peserta didik sebagai sikap disiplin
3. Guru memberi informasi mengenai tujuan pembelajaran
Kegiatan Inti 1. Guru membagi atau membuat kelompok untuk peserta didik.
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2. Peserta didik diberi motivasi atau rangsangan (stimulus) tentang
materi yang akan dipelajari dengan cara mengamati video yang
berhubungan dengan materi.
Berikut link Youtube tentang Analytical Exposition Text: :
https://youtu.be/XRmpgQdkSz8
3. Peserta didik secara individu menulis rangkuman dari video yang
telah ditampilkan.
4. Peserta didik secara berkelompok menganalisis fungsi sosial,
struktur teks, dan unsur kebahasaan teks recount dalam grup.
5. Setelah melakukan diskusi kelompok, guru mengarahkan peserta
didik untuk mempresentasikan hasil diskusinya didepan kelas, dan
peserta didik secara individu menulis hasil diskusi yang
disampaikan temannya.
6. Peserta didik diberikan sebuah LKPD dan peserta didik mencari
dan mengumpulkan informasi tentang fungsi sosial, struktur teks,
dan unsur kebahasaan terkait teks exposisi analitik. Hingga pada
akhirnya peserta didik menemukan informasi terkait teks exposisi
analitik
7. Peserta didik bersama dengan guru melakukan diskusi kelas untuk
menganalisis hasil jawaban dan menyamakan persepsi tentang
materi yang dipelajari.
Kegiatan
Penutup
1. Guru memberikan feedback tentang materi teks exposisi analitik
2. Guru menginformasikan kegiatan yang akan dilaksanakan pada
pertemuan berikutnya.
3. Guru dan peserta didik berdo’a bersama untuk mengakhiri
pembelajaran.
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PERTEMUAN KEDUA
Tahap
Pembelajaran
Kegiatan Pembelajaran
Kegiatan
Pendahuluan
1. Guru memberi salam dan mengajak berdo’a sebelum pembelajaran
dimulai.
2. Guru memberi motivasi kepada peserta didik dan menanyakan
kondisi kesehatan.
3. Guru mengecek kehadiran peserta didik.
4. Guru memberi apersepsi tentang materi yang akan dipelajari.
5. menyampaikan tujuan yang akan dicapai pada pembelajaran hari
ini.
6. Guru menyampaikan garis besar cakupan materi yang dipelajari.
7. Guru menyampaikan metode pembelajaran dan teknik penilaian
yang akan digunakan.
Kegiatan Inti 1. Guru bersama peserta didik mengingat kembali terkait materi yang
sudah disampaikan.
2. Guru menyampaikan lanjutan materi pada pertemuan pertama.
3. Peserta didik menanggapi secara lisan terkait undangan resmi.
4. Guru memberi tugas individu untuk membuat teks exposisi analitik.
5. peserta didik membuat teks exposisi analitik pada kertas folio
6. peserta didik mengumpulkan teks eksposisi analitik kepada guru.
Kegiatan
Penutup
1. Guru memfasilitasi peserta didik untuk menyampaikan kelebihan
dan kekurangan peserta didik dalam memahami materi teks
exposisi analitik.
2. Guru dan peserta didik berdo’a bersama untuk mengakhiri
pembelajaran.
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2) Instrument Penilaian
a) Sikap (Penilaian Observasi)
Penilaian observasi berdasarkan pengamatan sikap dan perilaku peserta didik
sehari-hari, baik terkait dalam proses pembelajaran maupun secara umum.
No
Nama Siswa
Aspek Perilaku yang Dinilai Jumlah
Skor
Skor
Sikap
Kode
Nilai BS JJ TJ DS
1 75 75 75 75 300 75 B
2 …. …. …. …. …. …. ….
3 …. …. …. …. …. …. ….
Dst …. …. …. …. …. …. ….
Keterangan:
• BS : Bekerja Keras
• JJ : Jujur
• TJ : Tanggung Jawab
• DS : Disiplin
Catatan:
1) Aspek perilaku dinilai dengan kriteria:
100 = Sangat baik
75 = Baik
50 = Cukup
25 = Kurang
2) Skor maksimal = jumlah sikap yang dinilai dikalikan jumlah kriteria = 100 x 4
= 400
3) Skor sikap = jumlah skor dibagi jumlah sikap yang dinilai = 300 : 4 = 75
4) Kode nilai / predikat:
75,01 – 100,00 = Sangat Baik (SB)
50,01 – 75,00 = Baik (B)
25,01 – 50,00 = Cukup (C)
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00,00 – 25,00 = Kurang (K)
5) Format diatas dapat diubah sesuai dengan aspek perilaku yang ingin dinilai.
b) Penilaian Pengetahuan
Tabel Penilaian Aspek Pengetahuan
No Aspek yang
Dinilai
Kriteria Skor
1-5
Skor
1-4
1
Tujuan
Komunikatif
Sangat memahami 5 4
Memahami 4 3
Cukup memahami 3 2
Kurang memahami Hampir tidak
memahami
2 1
Tidak memahami 1 -
2
Keruntutan
Teks
Struktur teks yang digunakan sangat runtut 5 4
Struktur teks yang digunakan runtut 4 3
Stuktur teks yang digunakan cukup 3 2
Stuktur teks yang
digunakan kurang
runtut
Stuktur teks yang
digunakan hampir
tidak runtut
2 1
Stuktur teks yang
digunakan tidak
runtut
1 -
3
Pilihan
Kosakata
Sangat variatif dan tepat 5 4
Variatif dan tepat 4 3
Cukup variatif dan tepat 3 2
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Kurang variatif dan
tepat
Hampir tidak variatif
dan tepat
2 1
Tidak variatif dan
tepat
1 -
4
Pilihan Tata
Bahasa
Pilihan tata bahasa sangat tepat 5 4
Pilihan tata bahasa tepat 4 3
Pilihan tata bahasa cukup tepat 3 2
Pilihan tata bahasa
kurang tepat
Pilihan tata bahasa
hampir tidak tepat
2 1
Pilihan tata bahasa
tidak tepat
1 -
c) Rubrik untuk Penilaian Unjuk Kerja
AKTIVITAS KRITERIA
TERBATAS MEMUASKAN MAHIR
Melakukan
Observasi
Tidak jelas
pelaksanaannya
Beberapa kegiatan
jelas dan terperinci
Semua kegiatan
jelas dan terperinci
Simulasi
Fungsi sosial tidak
tercapai, struktur,
dan unsur
kebahasaan tidak
tepat
Fungsi sosial
kurang, struktur, dan
unsur kebahasaan
kurang tepat
Fungsi sosial
tercapai, struktur,
dan unsur
kebahasaan tepat
Presentasi /
Hasil Diskusi
Tidak lancar, topik
kurang jelas, tidak
mencatat hasil
diskusi
Lancar, topik jelas,
menunjukkan
catatan hasil diskusi
tetapi kurang
lengkap
Sangat lancar,
topik jelas,
menunjukkan
catatan hasil
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diskusi yang
lengkap
Keterangan:
MAHIR mendapat skor 3
MEMUASKAN mendapat skor 2
TERBATAS mendapat skor 1
E. Assessment
1) Teknik Penilaian
a. Pengetahuan : Lembar Kerja Peserta Didik
b. Keterampilan : Membuat teks Analytical Exposition
c. Sikap : Observasi/pengamatan terhadap kerja kelompok
2) Instrumen Penilaian
a. Pengetahuan : Isian singkat dan uraian
b. Keterampilan : Rubrik penilaian menulis
c. Sikap : Lembar observasi
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LAMPIRAN
A. Materi
TEXT ANALYTICAL EXPOSITION
Apa itu analytical exposition?
Pengertian atau definisi analytical exposition text sebenarnya sangat mudah dipahami.
Secara bahasa, “analytical” bermakna, “examining or liking to examine things very carefully”
(Cambridge). Artinya, (suka memeriksa / menguji sesuatu secara hati-hati). Sedangkan makna
exposition adalah “a comprehensive description” atau penjelasan secara luas.
Dengan demikian, pengertian analytical Exposition bisa dipahami sebagai text yang
mencoba memberikan penjelasan secara komprehensif tentang suatu masalah dengan
menampilkan pendapat-pendapat pendukung secara hati-hati.
Tujuan utama analytical exposition text ini adalah, “to attempt to persuade the reader to
believe something by presenting one side of the argument.” Artinya mencoba meyakinkan
pembaca agar mempercayai sesuatu dengan memberikan satu sisi pendapat saja.”
Teks ini termasuk dalam argumentative text karena menunjukkan suatu pendapat
(argumen) terhadap sesuatu. Fungsi sosialnya adalah untuk meyakinkan pembaca bahwa topik
yang dihadirkan adalah topik yang penting untuk dibahas.
Berikut adalah struktur textnya:
1. Thesis
Pada bagian thesis ini, penulis harus memberitahu pembaca tentang topik utama yang
akan ditulisnya. Thesis biasanya bisa ditemukan di paragraf pertama teks. Di bagian ini,
pembaca juga bisa melihat mengapa penulis memberikan pendapat terhadap hal yang
menjadi topiknya.
2. Arguments
Di paragraf selanjutnya, kita bisa menemukan bagian arguments. Penulis akan
menuliskan pendapat untuk mendukung topik utama yang telah disampaikan sebelumnya.
Biasanya dalam analytical exposition terdapat lebih dari dua argumen. Semakin banyak
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argumen yang ditampilkan, pembaca akan semakin percaya bahwa topik yang dibahas
adalah topik yang penting atau membutuhkan perhatian.
3. Reiteration/Conclusion
Bagian ini selalu terletak di akhir teks dan menjadi paragraf penutup tulisan. Reiteration
berisi penegasan kembali posisi dan pendapat penulis terhadap topik utama.
Perhatikan contoh analytical exposition text dibawah ini:
Kaidah Kebahasaan analytical exposition text, sebagai berikut:
1. Penulisan analytical exposition text menggunakan simple present tense. Mengapa
menggunakan tenses ini adalah karena teks eksposisi merupakan teks yang menyampaikan
pendapat yang bersifat umum dan merupakan fakta.
2. Menggunakan thinking verb/kata-kata yang mengekspresikan pikiran atau perasaan
penulis, contohnya: experience, feel, know, realize, sense, think, dll.
3. Menggunakan internal conjunction yaitu kata penghubung yang menghubungkan
argumen di antara dua klausula. Internal conjunctions dapat dibagi menjadi empat
kategori, yaitu
(1) Addition (penambahan) contohnya besides, in addition, further.
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(2) Comparisons (perbandingan), seperti but, vice versa, meanwhile, on the other hand.
(3) Time (waktu), misalnya kata second, then, then, next.
(4) Cause-effect (akibat). Contoh katanya antara lain consequence, as a result, so, the
result.
Perhatikan penggunaan simple present tenses, thinking verb, dan internal conjuction
sebagai ciri khas dari teks eksposisi analitik.
Perhatikan bahwa hampir seluruh kalimat dalam teks adalah dalam bentuk simple present
tense yang dicirikan dengan penggunaan kata kerja atau verb 1. Kata yang ditebalkan (to begin
with, for instance, my other main reason, whether dan in conclusion) adalah kata sambung
atau conjuction yang umumnya digunakan untuk menghubungkan argumen di antara dua
klausa. Sementara kata believe adalah contoh thinking verb yang mengekspresikan pikiran
atau perasaan penulis.
I strongly believe that mobile phones are necessary. My reasons for this belief are that
these phones are convenient for business people who travel a lot, and they are handy for
emergencies.
To begin with, mobile phones are necessary in the case of emergencies. For instance, if
you fall down a set of stairs in a building and are badly injured and can’t reach a pay
phone, it is handy to have one to use. Or, if your car breaks down in the middle of the
night in a strange neighbourhood, it would be dangerous to leave it in search of a public
phone booth.
My other main reason is that mobile phones are convenient for business people. For
example, if you are out of the state or even overseas and you have to contact a client to
do some important work, it is useful to have one to use. By using a mobile phone,
important information can be received. People can’t stay in an office all day waiting for
their phone to ring. Some people have to go and do jobs or they will go out of business.
You can even send faxes or messages and use the internet with your mobile.
In conclusion, I believe that mobile phones have now become a necessary part of every
day life. Instant communication will ensure that information can be passed on with a
simple press of a button. Whether this is to do with business or personal information or
emergencies, it goes to show that they are necessary in the new millennium.
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B. Lembar Kerja Peserta Didik
Task 1
You will write down the important information about the video shown by the teacher during
the learning process or the first meeting. (https://youtu.be/XRmpgQdkSz8 )
Task 2
Analyze the two Analytical Exposition Texts then write the differences between them
Analytical Exposition 1
The Importance of English
I personally think that English is the world‟s most important language. Why do I say that?
Firstly, English is an international language. It is spoken by many people all around the world,
either as a first or second language. Secondly, English is also the key which opens doors to
scientific and technical knowledge, which is needed for the economic and political
development of many countries in the world. Thirdly, English is a top requirement of those
seeking jobs. Applicants who master either active or passive English are more favorable than
those who for not. From the fact above, it is obvious that everybody needs to learn English to
greet the global era.
Analytical Exposition 2
START SAVING UP NOW!
People today tend to have high daily expenses, for example on cable subscriptions,
transport, and mobile phone bills. The need to pay those bills drives people to consider saving
money, even wealthy individuals. There are four reasons why people consider saving money.
First, saving money is beneficial for emergency funds. Unexpected things can happen,
such as car repairs and hospital bills due to vehicular accidents, a sudden loss of job, extra
tuition for a school field trip, and an invitation to a friend‟s wedding party.
Second, education is important and necessary for a better future, for oneself and one‟s
offspring. These days, the better the education, the higher the tuition will be. Moreover,
tuition from primary school to university increases each year. Without saving money, paying
tuition will be so hard that sometimes people decide not to continue their studies due to a lack
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of funds.
Third, people need to save money for retirement. Life still goes on when people retire
from a job, so they will need to save money to fulfill their daily needs.
Finally, the last reason for saving money is for entertainment. Travelling on holiday or
hanging out with friends at a café is needed to relieve stress after working for a long time.
Seeing how important it is to save money, don‟t wait until an unexpected expense appear.
Remember the proverb “forewarned is forearmed.” Start saving as soon as possible.
Analysis of two examples analytical exposition texts
Text Function Generic
structures
Language
Features
(Simple
Present
Tense)
Language
Features
(Causal
conjunction)
Language
Features
(modal verb)
Analytical
Exposition
Text 1
Analytical
Exposition
Text 2
Task 3
Pay attention to the text below!
Laptop as Students’ Friend
Conventionally, students need book, pen, eraser, drawing book, ruler and such other stuff.
Additionally, in this multimedia era, students need more to reach their progressive
development. Students need mobile keyboards to record every presented subject easily. Of
course it will need more cost but it will deserve for its function.
First, modern schools tend to apply fast transferring knowledge because the school needs to
catch the target of curriculum. Every subject will tend to be given in demonstrative method.
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Consequently students need extra media cover the subject. Since there is a laptop on every
student’s desk, this method will help student to get better understanding.
Secondly, finding an appropriate laptop is not difficult as it was. Recently there is an online
shop which provides comprehensive information. The best is that the shop has service of
online shopping. The students just need to brows that online shop, decide which computer
or laptop they need, and then complete the transaction. After that the laptop will be delivered
to the students’ houses. That is really easy and save time and money.
From all of that, having mobile computer is absolutely useful for students who want to catch
the best result for their study. Buying laptop online is advisable because it will cut the price.
This online way is recommended since online shop also provides several laptop types.
Students just need to decide which type they really need.
Answer the following question to deepen your understanding.
1. What is the text about?
2. Where can you find this kind of text?
3. What is the main purpose of text?
4. Why does modern school tend to use laptop?
5. What can you conclude from the text?
Task 4
The students will write an analytical exposition. Here are the procedures to write it:
1. Choose one of the issues below:
a. Online transportation is a good choice.
b. The benefits of E-money.
c. The advantages of social media.
d. The importance of exercise.
2. Develop each topic sentence with supporting arguments.
3. Write it in a good order
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C. Glosarium
Analytical exposition
Thesis
Argumentation
Conclusion
Reiretation
Therefore
Based on argument
Conjunction
Shown
Analyze
Conventionally
Consequently
Recently
Absolutely
Purpose
Advantages
Importance
:
:
:
:
:
:
:
:
:
:
:
:
:
:
:
:
:
Eksposisi analitik
Tesis
Argumentasi
Kesimpulan
Penegasan ulang / Rangkuman
Oleh karena itu
Berdasarkan argumen
Konjungsi
Tampil
Menganalisa
Secara konvensional
Akibatnya
Baru-baru ini
Sangat
Tujuan
Keuntungan
Pentingnya
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D. Daftar Pustaka
Kemendikbud. 2013. Buku Siswa Bahasa Indonesia Wahana Pengetahuan kelas VII.Jakarta:
Politeknik Negeri Media Kreatif.
Kosasis, E. 2014. Jenis-Jenis Teks dalam Bahasa Indonesia. Bandung: Yrama Widya.
Marni, H. 2020. Modul Pembelajaran SMA Bahasa Inggris Kelas XI. Kementerian Pendidikan
dan Kebudayaan Direktorat Jenderal Pendidikan Menengah Direktorat PSMA. Hal. 35.
http://britishcourse.com/analytical-exposition-text-materi-dan-contoh.php diunduh, 7 Juni
2022, 17.00
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ENGLISH EDUCATION DEPARTMENT IAIN KEDIRI
XI–
Semester 1
Penyusun:
Lailatul Anggraini
XI– Semester 1
BAHASA INGGRIS
FORMAL INVITATION
SMA/MA XI
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1. INFORMASI UMUM
1. Kode modul ajar -
2. Kode ATP acuan -
3. Nama penyusun Lailatul Anggraini
4. Jenjang sekolah SMA/MA
5. Fase/kelas F/XI
6. Domain/topic Menganalisis dan menulis undangan resmi
7. Kata kunci Formal Invitation, structure, function
8. Pengetahuan/Keterampilan Prasyarat Writing dan Reading
9. Alokasi waktu (menit) 45 menit X 4 JP (90 Menit)
10. Jumlah Pertemuan (JP) 2 JP
11. Moda pembelajaran Tatap muka
TM
12. Metode Pembelajaran 1) Inductive approach
2) Tanya jawab, diskusi, dan mengerjakan
soal
13. Sarana Prasarana 1. LKS/Modul
2. PowerPoint
3. Video Youtube
4. Google Classroom
5. Papan tulis, spidol, laptop, LCD,
proyektor
14. Target peserta didik Reguler
15. Karakteristik peserta didik Siswa regular yang aktif bertanya dan berani
menyampaikan pendapat secara kritis serta
mampu membuat undangan resmi secara
mandiri
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2. KOMPONEN INTI
A. Tujuan Pembelajaran
F5. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks
khusus dalam bentuk undangan resmi
F6. Membuat undangan resmi secara individu dengan baik dan benar
B. Pemahaman Bermakna
Pada kegiatan ini siswa diharapkan mampu menganalisis serta menulis beberapa
teks undangan resmi baik dalam bentuk surat maupun kartu. Untuk Itu siswa perlu
menyimak kemudian mempraktekkan dalam bentuk latihan terstruktur, dan kemudian
membiasakan diri untuk menggunakannya dalam kehidupan sehari-hari. Untuk
mengetahui kemajuan belajar siswa, perlu dilakukan penilaian antara lain menjawab
multiple choice dan menulis formal invitation pada soal esai yang sudah disediakan serta
membuat surat secara individu kemudian dikumpulkan dalam portofolio masing-masing.
C. Pertanyaan Pemantik
1. Apa yang kamu ketahui tentang undangan resmi?
2. Apa fungsi sosial dari undangan resmi?
3. Apa saja struktur dari undangan resmi?
4. Bagaimana unsur/ciri kebahasan undangan resmi?
5. Bagaimana langkah-langkah membuat undangan resmi?
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D. Kegiataan Pembelajaran
Pertemuan Pertama
A. Tujuan Pembelajaran
Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks khusus
dalam bentuk undangan resmi
B. Kegiatan Pembelajaran
❖ Pendahuluan
1. Guru memberi informasi mengenai tujuan pembelajaran.
2. Guru mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan
dengan pengalaman peserta didik dengan materi/tema/kegiatan sebelumnya
serta mengajukan pertanyaan untuk mengingat dan menghubungkan dengan
materi selanjutnya
❖ Inti
1. Guru bersama peserta didik membuat beberapa kelompok belajar. Satu
kelompok terdiri 4-5 peserta didik
2. Guru menampilkan contoh video presentasi dari youtube dan powerpoint
tentang undangan resmi sudah diupload di google classroom
Berikut ini adalah link video dari youtube: https://youtu.be/kAFWqj8Gx4U
3. Peserta didik menelaah video presentasi dan powerpoint mengenai undangan
resmi tentang fungsi social, struktur teks,unsur kebahasaan
4. Peserta didik memberi contoh mengenai fungsi social, struktur teks, unsur
kebahasaan tentang undangan resmi secara individu
5. Guru mengarahkan peserta didik berdiskusi mengenai fungsi social, struktur
teks, unsur kebahasaan/materi yang sudah disampaikan mengenai undangan
resmi bersama kelompok yang telah dibuat.
Kegiatan Pembelajaran I
Have a Good Day
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6. Peserta didik menulis hasil diskusi secara individu
7. Peserta didik mampu menganalisis fungsi sosial, struktur teks, unsur
kebahasaan undangan resmi
❖ Penutup
1. Guru bersama peserta didik membuat kesimpulan tentang materi undangan
resmi
2. Peserta didik bersama guru menganalisis kelebihan dan kekurangan kegiatan
pembelajaran
3. Guru bersama peserta didik berdoa untuk mengakhiri
C. Assessment
1. Formatif
Mengerjakan LKPD 1
Menceritakan apa yang dipahami dan belum dipahami mengenai materi serta rencana
untuk mengatasi kesulitan yang dialami.
2. Sumatif
Mengerjakan soal di akhir pembelajaran
D. Penilaian
1. Rubrik Penilaian keaktifan
NO Aspek Keaktifan Skor Keterangan
1. Aspek keaktifan 5 Peserta didik mampu
menanggapi/menyanggah/bertanya
dengan baik dan benar
3 Peserta didik kurang
menanggapi/menyanggah/bertanya
dengan baik dan benar
2 Peserta didik tidak
menanggapi/menyanggah/bertanya
Pedoman skor: Jumlah perolehan × 5
Jumlah maksimal
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2. Rubrik Penilain Soal Esai
• Jawaban benar = 20 poin
• Jawaban hampir benar = 15 poin
• Jawaban salah = 5 poin
• Soal tidak sijawab = 0 poin
Penilaian: 20 x 5 = 100
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Pertemuan KEDUA
A. Tujuan Pembelajaran
Membuat undangan resmi secara individu dengan baik dan benar sesuai dengan konteks
B. Kegiatan Pembelajaran
❖ Pendahuluan
1. Guru melakukan pembukaan dengan salam pembuka dan berdoa untuk memulai
pembelajaran
2. Guru Memeriksa kehadiran peserta didik sebagai sikap disiplin
3. Guru memberi informasi mengenai tujuan pembelajaran.
❖ Inti
1. Guru bersama peserta didik mengingat kembali materi mengenai pengertian,
struktrur, fungsi sosial formal invitation yang sudah disampaikan pada pertemuan
pertama melalui PowerPoint Guru
2. Peserta didik aktif menanggapi secara lisan terkait undangan resmi
4. Guru mengapresiasi siswa yang aktif dan memberi tugas individu untuk membuat
undangan resmi
5. Peserta didik membuat undangan resmi pada kertas folio
6. Peserta didik mengupload tugas yang sudah selesai melalui Google Classroom.
Jika ada peserta didik yang belum selesai bisa dilanjutkan diluar jam
pelajaran/dirumah dengan batas waktu yang sudah ditentukan
❖ Penutup
1. Guru bersama peserta didik membuat kesimpulan tentang materi undangan resmi
2. Peserta didik bersama guru menganalisis kelebihan dan kekurangan kegiatan
pembelajaran
3. Guru bersama peserta didik berdoa untuk mengakhiri pembelajaran
Kegiatan Pembelajaran II
Let’s Write Together
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C. Assessment
1. Formatif
Mengerjakan LKPD 2
Menceritakan apa yang dipahami dan belum dipahami mengenai materi serta rencana untuk
mengatasi kesulitan yang dialami.
2. Sumatif
Mengerjakan soal di akhir pembelajaran
D. Penilaian
1. Rubrik Penilaian keaktifan
NO Aspek Keaktifan Skor Keterangan
1. Aspek keaktifan 5 Peserta didik mampu
menanggapi/menyanggah/bertanya
dengan baik dan benar
3 Peserta didik kurang
menanggapi/menyanggah/bertanya
dengan baik dan benar
2 Peserta didik tidak
menanggapi/menyanggah/bertanya
Pedoman skor: Jumlah perolehan × 5
Jumlah maksimal
2. Rubrik Penilain Multiple Choice
• Satu soal benar = 1 poin
• Satu soal salah = 0 poin
Penilaian: soal benar X 10 = nilai
3. Rubrik Penilaian Writing
a. Teknik Penilaian : Tulis
b. Bentuk Instrumen : Membuat surat undangan secara individu
c. Kisi-kisi :
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NO Aspek Penilaian Writing Skor Keterangan/Rubrik/Kriteria
1. Structure 4 Tidak ada kesalahan struktur
teks
3 Ada kesalahan struktur namun
bisa dipahami.
1 Banyak kesalahan struktur dan
sulit dipahami.
2. Vocabulary 3 Penggunaan kosa kata dengan
tepat.
2 Penggunaan kosa kata yang
kurang tepat namun masih bisa
dipahami.
1 Penggunaan kosakata yang
salah dan sulit dipahami
percakapannya
3. Punctuation 3 Tidak ada kesalahan
penggunaan punctuation.
2 Ada sedikit kesalahan dalam
penggunaan punctuation.
1 Banyak kesalahan dalam
penggunaan punctuation.
Pedoman skor: Jumlah perolehan × 5
10
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LAMPIRAN
A. Related Material
1. Definition of Formal Invitation
Letters in English are called letters. Letters are formal or informal communication media
that have been used for a long time. Letters are communication facilities/media used to
convey written information by one party to another. There are several functions of letters,
including: means of notification, requests, thoughts, and ideas, written evidence, reminders,
historical evidence, and work guidelines. Some experts provide varied definitions of letters
(letters). According to Marjo, (2000: 15) letter is a written communication tool, or a means
to convey written statements or information from one party to another. Such information can
be in the form of notices, statements, questions, requests, reports, thoughts, disclaimers and
so on.
Formal letters are generally sent formally, using formal language, and bound by the rules
in writing letters. Official letters can be found at letters addressed to government offices,
companies and the like. Official letters can also be in the form of invitation letters sent to
formal events, such as meeting invitations, seminar invitations, symposiums, etc. When you
want someone to attend an event that you host, you can send an invitation. Invitation can be
written on a card, a letter or an Email. Shorter invitation such as one to a wedding party,
birthday party are usually written on a card and the longer one like invitation to celebrate
BRAINSTROM
Let’s discuss
about
Social
Function
Generic
Structure
Language
Feature
Definition
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school or office anniversary usually written in a letter.
2. Social Function of Formal Invitation
To request the attendance of a particular person, group of people, or representative of an
organization at a particular event.
3. Generic Structure of Formal Invitation
1) Heading (address of the host; optional)
Heading usually covers the address of the sender and the date when the letter is being
written. On the first line, write your apartment number, postal box, rural route number,
and your street address1 (whatever applies to your address). The second line gives your
city, town, or village, and the province name, and postal code2. On the third line, write
the month, the day and the year you are writing the letter
2) Inside address (address of the invitee).
The inside address is placed at the left margin, two spaces below the heading and
contains the receiver’s full name, title, and address.
3) Salutation (Opening Greeting).
The salutation is placed two spaces below the inside address. The salutation or
greeting depends on how well-acquainted the sender and the addresses are. You can notice
the table below on how to write the salutation;
Addressee Salutation
A person who is not known to the
sender
Dear Sir/Madam, Sir/Madam, Dear Sirs
A person who is known to the
sender
Dear Mr. Singh,/ Ms. Bose,/ Mrs. Methew,
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4) Body of the (gives the details of the place, date and time of the event and other
information related to the event).
The body of the letter is, of course, what the letter is all about. It begins two spaces
below the salutation. You should single space within paragraphs and double space
between them. The body of the letter consists of the introduction, the main message and
the conclusion.
5) Complimentary Close.
The conclusion of all letters is a brief phrase showing respect called the
complimentary closing which is placed two spaces below the body. Only the first word
of this closing is capitalized. Notice the table below on how to write the complimentary
closing;
Salutation Complimentary Closing
Dear Sir/Madam, Sir/Madam, Dear Sirs, Yours faithfully,
Dear Mr. Singh,/ Ms. Bose,/ Mrs. Mehta Yours sincerely
6) Signature.
The signature follows the complimentary close. The name of the sender must also be
included under the signature. It appears in brackets along the writer’s designation.
Note:
RSVP or R.S.V.P. is adopted from French word réspondez s-ilvous
plait which means please answer. The receiver of the invitation must
tell the host whether they plan to attend the event or not.
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Parts of Structure
4. Language Features of Formal Invitation)
Language features: ✓ Verb in present tense for example invite, attend etc.
✓ Verb in future tense; will take place, will start, will
celebrate
The information
that should be
included in an
invitation is as
follows:
✓ The information about the host (name, address)
✓ The information about the event (name, purpose, date, time
and location)
✓ Special instruction (e.g dresscode, direction to the location)
✓ RSVP information (contact person, phone number)
Formal invitation is
an invitation which
follows a dignified
form, tone or style
in agreement with
the established
norms custom or
values (Websters,
✓ An invitation to the opening of a school
✓ An invitation to the graduation ceremony
✓ An invitation to a wedding, etc.
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Example for formal invitation and structure
2012) For Example
:
Common format of
a formal invitation
(Card):
✓ The first line is the name of the person who invites.
✓ The second line is the request for participation
✓ The third line is the name of the person (s) invited
✓ The fourth line is the occasion for invitation
✓ The fifth line is the time and date of the occasion
✓ The sixth line is the place of the occasion
✓ The last line is the request for reply
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5. Some phrases that are used in FORMAL INVITATION
Inviting Accepting Declining
➢ Would you like to...
➢ I’d very much like you
to...
➢ We should be
pleased/delighted if you
could...
➢ Would you care to...
➢ You will... wont you?
➢ That’s very kind of you.
➢ We’d very much like
to...
➢ What a delightful idea.
➢ With the greatest
pleasure.
➢ Thank you very much to
inviting me.
➢ I am very sorry, i
don’t
think i can.
➢ I’d like to, but...
➢ I’m afraid i’ve
already promised...
➢ Thank you for
asking me, but...
➢ Unfortunately, I
can’t
6. Some phrases that are used in INFORMAL INVITATION
Inviting Accepting Declining
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➢ Why don’t you come
to...
➢ Like to come to...
➢ Come and...
➢ Shall we come to...
➢ You must come to...
➢ I would/will.
➢ That would be very nice.
➢ OK.
➢ I’d like to love to come.
➢ All right (then).
➢ Sorry, I can’t.
➢ I’d love to, but...
➢ I don’t think I can’t.
➢ Thank you for
asking me, but...
➢ Unfortunately, I
can’t
7. Responding to formal invitations
Example:
1. Acceptance
- Mr. and Mrs. Eri Utomo accept with pleasure the kind invitation of Mr.and Mrs.
Pujiyanto to the wedding ceremony of their daughter on Friday, the twelfth of
December at seven o' clock.
- Mr. and Mrs. Wibowo accept the invitation with pleasure.
2. Declining/ Regret
- Mr. and Mrs. Situmorang regret that they are unable to accept the kind invitation
of Mr. and Mrs. Pujiyanto for Friday, the twelfth of December at seven o' clock
due to prior engagement.
- Mr. And Mrs. Wibowo regret to decline the invitation due to health reasons.
3. Responding card
The responding card comes with the invitation card. This card should preferably be
hand written.
B. Lembar Kerja Peserta Didik
LKPD 1
MEETING I
Answer the following questions clearly and correctly!
1. What is the meaning of formal invitation?
2. Mention the general structure of formal invitation?
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3. What part of formal invitation shows the difference between written formal and informal
invitation?
4. Mention five occasions which need formal invitation!
5. Arrange the following sentences into a body of formal invitation letter!
a. We are looking forward to your attendance at the event.
b. We are enclosing the program of events for the evening, so please be prompt on arrival.
c. Dear Madam,
d. Please, remember to R.S.V.P before the 20th February 2019, and inform us of the number
of guests you wish to bring with you, in order for us to send you your tickets.
e. It is with great pleasure that we write to invite you to Jenkins Company’s Annual Charity
Dinner on Sunday, February 24th, 2019 at 7 p.m
f. Our charity dinner will be held at the Jenkins Meeting Hall with a black tie/ formal/ theme
dress code.
LKPD 2
MEETING II
A. Choose the correct answer by crossing A, B, C, D, or E!
1. Read the invitation below!
Mr. & Mrs. Kenedy
Glad to invite you to come
The marriage of their daughter
Chelsea Islan
To
Argavi Koto
at Alila Villas Uluwatu Hotel, Bali
on Friday, 1 November 2018
Started on 1 p.m
Please RSVP before 30 October to Rahmat
There will be Maroon 5 performance
We wait your presence.
What is the part structure of invitation which is underlined above? a
a. Name of the host and time of event
b. Date and kind of event
c. Phrasing of the invitation and request to response
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d. Name of the host and Date
e. Phrasing of the invitation and kind of event
2. Read the dialogue below!
John : Would you like to go to the Saroha’s Cafe tonight?
Kiki : Do you have a special party?
John : I wanna invite you to drink coffee.
Kiki : Oh, I’d love to, what time?
John : Around 8
Kiki : Oooh, That sounds great. I’m really relaxed at that time.
Why does John invite Kiki?
a. To drink coffee
b. To tell something
c. To attend the party
d. To celebrate the anniversary
e. To drink milk
This text is for questions number 3 – 5
Hi Bruce!
I am sorry. I recently tried to call you but was unable to get a
hold of you. I wanted to give you the information you requested
about earning extra income from home.
I need you to call me back to my home office at 021-7303841
or reply to this e-mail with 2 days/ times to reach you.
I’m looking forwards to show your business that not only
makes, but it works. Standing by and wishing you well.
Best Regards,
John Adam
3. What is the text about?
a. Giving the information about extra income to Bruce.
b. Earning extra income for new officer.
c. Complaining about the extra income
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d. Replying to John’s e-mail.
e. Showing the business.
4. How can Bruce call John Adam?
a. By sending letter.
b. By sending SMS.
c. By sending mailbox.
d. By calling Adam in line 021-7303841.
e. By giving information through mailbox.
5. The “earning” in the text is similar meaning with….
a. giving
b. responding
c. getting
d. replying
e. Producing
Dear all committees of Smart Competition 2018.
Invite you in last meeting of this event
On Monday, August 30, 2018
6 – 8 p.m. AL.A.D room, third floor
for head of division, please prepare your progress on this event and
for those who have idea, don’t forget to
deliver it in the meeting.
Sincerely,
M Dani Aulia
6. What is the language feature of the invitation text above?
a. Simple Past Tense
b. Simple Present Tense
c. Simple Future Tense
d. Passive Sentence
e. Active Sentence
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This text is for questions 7 to 10
Libby’s Coffee & Cake
Is opening in Bandung
You are cordially invited to
a private Grand Opening Celebration
On March 31th, 2019 From 1 p.m – 6 p.m
Jln. Merak 21 Blok C
Bandung
• Ribbon Cutting 1.15 p.m. – 1.30 p.m.
• Meet the staff 1.30 p.m. – 2 p.m
• Explore Place 2 p.m. – 3 p.m.
• Deluxe Sampling 3 p.m.- 5.30 p.m.
7. What is the purpose of the text?
a. To invite someone to a grand opening.
b. To announce a new café.
c. To invite someone to birthday celebration.
d. To announce the new location of a café.
e. To invite someone to a coffee and cake festival.
8. Which of the following statements is true based on the text?
a. The event is held for all guests.
b. The guest can only attend one of four sessions.
c. The customers can taste the sampling from 1 p.m.
d. The guests will enjoy the dinner after the event.
e. The event starts with ribbon cutting
This incomplete text is for numbers 9-10
Dear Floyd,
This month is the celebration of the founding of our organization. It is a big
event, which will be leaded by various groups, and social events including a grand
party, which will be the culminating event for the whole celebration.
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It is my honor to invite you tour grand party. The date, time and venue are
already printed on the party (4)________ enclosed with this letter, as well as a
program sheet for the occasion. I would like it very much if you could come but if
there are any unavoidable circumstances that will prevent you from (5)________,
please give me a call at once.
Thank you. See you at the commemoration.
Sincerely,
Joseph
9. a. Invitation
b. Inviting
c. Invite
d. Invited
e. Invitee
10. a. come
b. join
c. came
d. joined
e. coming
B. Do as instructed!
Please write a formal invitation letter or email based on the following situation!
1. As an owner of DailyHijab.id, you are going to open a new outlet. You are going to invite
your patrons to the opening ceremony
2. As chairmen of the OSIS MA Miftahul Ula you will hold a ”Pancasila Seminar” on 22
June 2022 which will invite the district education office and a speaker at the seminar
which will be held at 09.00 in the school hall. Make a formal invitation to:
a) District education office
b) Seminar speaker
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C. Glosarium
Cordially : dengan hormat
Invited : diundang
Recipient : penerima
Sender : pengirim
Customer : pelanggan
Partner : rekan kerja/businis
Greeting : salam, dengan hormat
Credential : dokumen atau Tanda Pengenal (KTP)
Signature : tanda tangan
Aim : tujuan
Inauguration : pelantikan
Occasion : kesempatan
Auspicious : menguntungkan
Completion : penyelesaian
D. Daftar Pustaka
Dra. Sukhriani Yenny, MS.Ed. 2020. Modul Pembelajaran SMA Bahasa Inggris. Direktorat
SMA, Direktorat Jenderal PAUD, DIKDAS dan DIKMEN
Nurhasanah dan Basir, Mahrukh. Buku Bahasa Inggris SMA/MA/SMK/MAK Kelas XI (Buku
Guru dan buku Siswa). Jakarta: Kementerian Pendidikan dan Kebudayaan.