Halaman
ii
iii
Hak Cipta © 201 pada Kementerian Pendidikan dan Kebudayaan
Dilindungi Undang-Undang
Disklaimer:
Buku ini merup
a
kan buku siswa yang dipersiapkan Pemerintah dalam rangka
implementasi Kurikulum 2013. Buku siswa ini disusun dan ditelaah oleh berbagai pihak di
bawah koordinasi Kementerian Pendidikan dan Kebudayaan, dan dipergunakan dalam
tahap awal penerapan Kurikulum 2013. Buku ini merupakan “dokumen hidup” yang
senantiasa diperbaiki, diperbaharui, dan dimutakhirkan sesuai dengan dinamika
kebutuhan dan perubahan zaman. Masukan dari berbagai kalangan diharapkan dapat
meningkatkan kualitas buku ini.
Katalog Dalam Terbitan (KDT)
Indonesia. Kementerian Pendidikan dan Kebudayaan.
Bahasa Inggris / Kementerian Pendidikan dan Kebudayaan. Jakarta
Kementerian Pendidikan dan Kebudayaan, 2014.
iv, 126 hlm. : ilus. ; 25 cm.
Untuk SMA/MA/SMK/MAK Kelas XI
ISBN 978-602-282-479-4 (jilid lengkap)
ISBN 978-602-282-483-1 (jilid 2b)
1. Bahasa Inggris -- Studi dan Pengajaran
I. Judul
II. Kementerian Pendidikan dan Kebudayaan
420
Kontributor Naskah
: Mahrukh Bashir.
Penelaah
: Helena I.R Agustien dan Emi Emilia.
Penyelia Penerbitan
: Pusat Kurikulum dan Perbukuan, Balitbang, Kemdikbud.
Cetakan Ke-1, 2014
Disusun dengan huruf Calibri, 11pt
4
MILIK NEGARA
TIDAK DIPERDAGANGKAN
Kelas XI SMA/MA/SMK/MAK
Semester 2
Bahasa Inggris
Kata Pengantar
Kurikulum 2013 dirancang untuk menyongsong model pembelajaran Abad 21.
Didalamnya terdapat pergeseran pembelajaran dari siswa diberi tahu menjadi siswa mencari tahu
dari berbagai sumber belajar melampaui batas pendidik dan satuan pendidikan. Peran Bahasa
Inggris dalam model pembelajaran seperti itu menjadi sangat sentral mengingat lebih banyak
sumber belajar dalam Bahasa Inggris dibanding semua sumber belajar dalam semua bahasa lainnya
digabungkan.
Makin datarnya dunia dengan teknologi informasi dan komunikasi menyebabkan
pergaulan tidak dapat lagi dibatasi oleh batas-batas negara. Kurikulum 2013 menyadari peran
penting Bahasa Inggris tersebut dalam menyampaikan gagasan melebihi batas negara Indonesia
serta untuk menyerap gagasan dari luar yang dapat dipergunakan untuk kemaslahatan bangsa dan
negara. Dengan demikian kompetensi lulusan Pendidikan Menengah yang dirumuskan sebagai
mampu menjadi cerminan bangsa yang berkontribusi aktif dalam pergaulan dan peradaban dunia
dapat tercapai.
Sejalan dengan peran di atas, pembelajaran Bahasa Inggris untuk Pendidikan Menengah
Kelas XI yang disajikan dalam buku ini disusun untuk meningkatkan kemampuan berbahasa.
Penyajiannya adalah dengan menggunakan pendekatan pembelajaran berbasis teks, baik lisan
maupun tulis, dengan menempatkan Bahasa Inggris sebagai wahana komunikasi. Pemahaman
terhadap jenis, kaidah dan konteks suatu teks ditekankan sehingga memudahkan peserta didik
menangkap makna yang tersurat dan tersirat dalam suatu teks; juga untuk menyajikan gagasan
dalam bentuk teks yang mudah dipahami makna kandungannya dan diapresiasi keindahan pilihan
rangkaian katanya.
Sebagai bagian dari Kurikulum 2013 yang menekankan pentingnya keseimbangan
kompetensi sikap, pengetahuan dan keterampilan, kemampuan berbahasa Inggris yang dituntut
dibentuk melalui pembelajaran berkelanjutan: dimulai dengan meningkatkan kompetensi
pengetahuan tentang jenis, kaidah dan konteks suatu teks, dilanjutkan dengan kompetensi
keterampilan menyajikan suatu teks tulis dan lisan baik terencana maupun spontan dengan
pelafalan dan intonasi yang tepat, dan bermuara pada pembentukan sikap kesantunan berbahasa
dan sikap menghargai keindahan bahasa.
Buku ini menjabarkan usaha minimal yang harus dilakukan siswa untuk mencapai
kompetensi yang diharapkan. Sesuai dengan pendekatan yang digunakan dalam Kurikulum 2013,
siswa diajak menjadi berani untuk mencari sumber belajar lain yang tersedia dan terbentang luas di
sekitarnya. Peran guru dalam meningkatkan dan menyesuaikan daya serap siswa dengan
ketersediaan kegiatan pada buku ini sangat penting. Guru dapat memperkayanya dengan kreasi
dalam bentuk kegiatan-kegiatan lain yang sesuai dan relevan yang bersumber dari lingkungan sosial
dan alam.
Implementasi terbatas Kurikulum 2013 pada tahun ajaran 2013/2014 telah mendapatkan
tanggapan yang sangat positif dan masukan yang sangat berharga. Pengalaman tersebut
dipergunakan semaksimal mungkin dalam menyiapkan buku untuk implementasi menyeluruh pada
tahun ajaran 2014/2015 dan seterusnya. Walaupun demikian, sebagai edisi pertama, buku ini sangat
terbuka dan perlu terus dilakukan perbaikan dan penyempurnaan. Oleh karen itu, kami
mengundang para pembaca memberikan kritik, saran dan masukan untuk perbaikan dan
penyempurnaan pada edisi berikutnya. Atas kontribusi tersebut, kami ucapkan terima kasih. Mudah-
mudahan kita dapat memberikan yang terbaik bagi kemajuan dunia pendidikan dalam rangka
mempersiapkan generasi seratus tahun Indonesia Merdeka (2045).
Jakarta, Januari 2014
Menteri Pendidikan dan Kebudayaan
Mohammad Nuh
iii
Bahasa Inggris
Kata Pengantar
Kurikulum 2013 dirancang untuk menyongsong model pembelajaran Abad 21.
Didalamnya terdapat pergeseran pembelajaran dari siswa diberi tahu menjadi siswa mencari tahu
dari berbagai sumber belajar melampaui batas pendidik dan satuan pendidikan. Peran Bahasa
Inggris dalam model pembelajaran seperti itu menjadi sangat sentral mengingat lebih banyak
sumber belajar dalam Bahasa Inggris dibanding semua sumber belajar dalam semua bahasa lainnya
digabungkan.
Makin datarnya dunia dengan teknologi informasi dan komunikasi menyebabkan
pergaulan tidak dapat lagi dibatasi oleh batas-batas negara. Kurikulum 2013 menyadari peran
penting Bahasa Inggris tersebut dalam menyampaikan gagasan melebihi batas negara Indonesia
serta untuk menyerap gagasan dari luar yang dapat dipergunakan untuk kemaslahatan bangsa dan
negara. Dengan demikian kompetensi lulusan Pendidikan Menengah yang dirumuskan sebagai
mampu menjadi cerminan bangsa yang berkontribusi aktif dalam pergaulan dan peradaban dunia
dapat tercapai.
Sejalan dengan peran di atas, pembelajaran Bahasa Inggris untuk Pendidikan Menengah
Kelas XI yang disajikan dalam buku ini disusun untuk meningkatkan kemampuan berbahasa.
Penyajiannya adalah dengan menggunakan pendekatan pembelajaran berbasis teks, baik lisan
maupun tulis, dengan menempatkan Bahasa Inggris sebagai wahana komunikasi. Pemahaman
terhadap jenis, kaidah dan konteks suatu teks ditekankan sehingga memudahkan peserta didik
menangkap makna yang tersurat dan tersirat dalam suatu teks; juga untuk menyajikan gagasan
dalam bentuk teks yang mudah dipahami makna kandungannya dan diapresiasi keindahan pilihan
rangkaian katanya.
Sebagai bagian dari Kurikulum 2013 yang menekankan pentingnya keseimbangan
kompetensi sikap, pengetahuan dan keterampilan, kemampuan berbahasa Inggris yang dituntut
dibentuk melalui pembelajaran berkelanjutan: dimulai dengan meningkatkan kompetensi
pengetahuan tentang jenis, kaidah dan konteks suatu teks, dilanjutkan dengan kompetensi
keterampilan menyajikan suatu teks tulis dan lisan baik terencana maupun spontan dengan
pelafalan dan intonasi yang tepat, dan bermuara pada pembentukan sikap kesantunan berbahasa
dan sikap menghargai keindahan bahasa.
Buku ini menjabarkan usaha minimal yang harus dilakukan siswa untuk mencapai
kompetensi yang diharapkan. Sesuai dengan pendekatan yang digunakan dalam Kurikulum 2013,
siswa diajak menjadi berani untuk mencari sumber belajar lain yang tersedia dan terbentang luas di
sekitarnya. Peran guru dalam meningkatkan dan menyesuaikan daya serap siswa dengan
ketersediaan kegiatan pada buku ini sangat penting. Guru dapat memperkayanya dengan kreasi
dalam bentuk kegiatan-kegiatan lain yang sesuai dan relevan yang bersumber dari lingkungan sosial
dan alam.
Implementasi terbatas Kurikulum 2013 pada tahun ajaran 2013/2014 telah mendapatkan
tanggapan yang sangat positif dan masukan yang sangat berharga. Pengalaman tersebut
dipergunakan semaksimal mungkin dalam menyiapkan buku untuk implementasi menyeluruh pada
tahun ajaran 2014/2015 dan seterusnya. Walaupun demikian, sebagai edisi pertama, buku ini sangat
terbuka dan perlu terus dilakukan perbaikan dan penyempurnaan. Oleh karen itu, kami
mengundang para pembaca memberikan kritik, saran dan masukan untuk perbaikan dan
penyempurnaan pada edisi berikutnya. Atas kontribusi tersebut, kami ucapkan terima kasih. Mudah-
mudahan kita dapat memberikan yang terbaik bagi kemajuan dunia pendidikan dalam rangka
mempersiapkan generasi seratus tahun Indonesia Merdeka (2045).
Jakarta, Januari 2014
Menteri Pendidikan dan Kebudayaan
Mohammad Nuh
iv
KDT
Kata Pengantar
Contents
CHAPTER 6
CHAPTER 7
CHAPTER 8
CHAPTER 9
CHAPTER 10
CHAPTER 11
References
Contents
The Story of Writing!
Natural Disasters
The Last Leaf
Father of Indonesian Education
Meaning Through Music
Man Made Disaster
1
26
45
63
80
106
125
Kelas XI SMA/MA/SMK/MAK
Semester 2
Diunduh dari BSE.Mahoni.com
CHAPTER 06
1
The story of writing!
Bahasa Inggris
CHAPTER 6
In this chapter you will:
- Read an article
- Have a discussion
- Learn how to write procedural text
- Write procedural text
Personal Connection
Have you ever read procedural or technical instructions for doing some
task? Do you think it was easy to complete the task after reading the
instructions or it became more complicated? Share your experience with
your classmates and teacher.
Genre Connection
Technical writing is a kind of writing which involves simplifying the complex
details. Technical writing involves communicating complex information in a
simple way in order to accomplish certain tasks or goals. Manuals,
instructions, contracts, FAQs (frequently asked questions), knowledge-
based articles, process flows, and help files are examples of Technical
writing. Technical writing focuses on clarity and exactness rather than
elegance (Alred et al, 2006).
Prereading Activities
2
The story of writing!
Kelas XI SMA/MA/SMK/MAK
Semester 2
History of Writing
Language was born at the same time as man was created. Language
existed long before writing came into existence. The advent of writing can be said
to have emerged when man started to settle down. The initial writing found was in
form of pictures. Egyptians developed the most famous and well-known form of
picture writing known as the hieroglyphics (Larkin, 1999).
Early Writing
Initially man used to express and record through signs and pictures on
walls of caves and later on clay tablets. The Mesopotamians developed one of the
earliest writing systems, they had specialist known as scribes. These scribes were
the only ones who could write. Their writing system was essentially used to
measure barley, which was considered the most important commodity at that
time. (Larkin, 1999)
Writing Systems
As time passed and man progressed these signs became more
sophisticated and instruments for writing were developed. Cuneiform script came
into existence and it was used in different cities to record a variety of information
such as temple activities, business and trade. Eventually it was also used to write
stories, myths and personal letters. It is debated that writing systems were
developed in four major civilizations: Indus valley in Ancient India, Chinese,
Mesopotamian, and Egyptian independently but around the same time. (Daniels
& Bright, 1996)
As man evolved, so did writing. Greeks developed the earliest ways of
writing which is quite similar to the modern writing system. They used to write
with metal stylus on wax-coated tablets. The invention and use of ink by Chinese
took writing to new heights. Advancement in technologies altered what was
written and how it was produced. During the Golden age of Islam, Arabic script
was prominently used everywhere and it became one of the world's standard
scripts. By the end of 16th century old Roman and Greek letters were transformed
into twenty-six alphabets letters, as we know today.
Story of Technical Writing
Reading Activity
3
Bahasa Inggris
Writing in Education
Formal education played a significant role in bringing the writing to
masses. This changed the nature of writing and evolved into the form we know
now.
Writing is considered a very powerful learning tool and plays a very
crucial role in our education. It helps us discover new information, ideas, evaluate
our thoughts and opinions. Writing is broadly divided into fiction and non-fiction.
Fiction is a kind of writing that deals with ideas or events that are imaginary or
theoretical whereas non-fiction is a kind of writing that is based on facts and
information. Major types of non-fiction literature are essays, journals, memoirs,
technical documentation/writing, scientific papers, travel books, blue prints and
user manuals.
What is technical writing?
Technical writing is a kind of non-fiction writing. It is used for technical
communication and is often associated with help files, procedure and user
manuals. One of the important uses of technical writing is step-by-step
explanation of how to do things, for example assemble a machine, repair
something, routine maintenance, recipe to make something. It focuses on
simplifying something which is complex. It can be said that technical writing
involves creating useful documents that can be clearly understood by the readers.
Good technical writing presents useful information in a way that is easily
understood by the users.
The origin of technical writing can be traced back to Geoffrey Chaucer
who wrote “ Treatise of Astrolabe”, the first technical writing in English Language.
This treatise is considered the oldest work in English describing a complex
scientific instrument. This document is admired for its clarity in explaining difficult
concepts (North, 1988).
Technical writing as a discipline came into existence around the World
War 1 due to the growing need in technology-based documentation. In 1953, the
society of technical writers and the association of technical writers and editors
were set up to improve the practice of technical writing. Later these two
organizations merged and formed Society of Technical Communication. The
golden age of technical writing started with invention of computers and the need
for help files for the laymen (Alred, et al, 2006).
Characteristics of good technical writing
A well-written piece of technical writing presents information in a
4
Kelas XI SMA/MA/SMK/MAK
Semester 2
relevant, useful and accurate way, which is targeted towards a special audience. A
good technical document requires the following techniques:
- Clear, simple writing;
- A thorough understanding of the procedure in all its technical details;
- Ability to put yourself in the place of the reader, the person trying to use
your instructions;
- Ability to visualize the procedure in great detail and to capture that
awareness on paper;
- Finally, willingness to go that extra distance and test your instructions
(Alred, et al, 2006).
Conclusion:
Lots of changes have taken place in the field of technical writing. Now
there are specified writers called technical writers. Technical writing has its own
categories. Technical writers work together with editors, graphic designers and
illustrators, document specialists, content managers, instructional designers,
trainers, and analysts to produce an amazing variety of deliverables, including:
contracts, customer service scripts, design documents, FAQs, how-to-do videos,
instructions, knowledge-based articles, policy documents, user manuals, training
course materials, warning labels, help files, white papers, etc.
Picture 6.2 (Source: wikipedia)
Picture 6.1 (Source: wikipedia)
Hieroglyphics
Cuneiform script
5
Bahasa Inggris
Read the questions carefully. Note down your opinions and reactions to the
questions. During the discussion with your teacher and classmates, offer your
personal reaction and understanding of the text.
1. Do you think writing changed our society? How? Give reasons to support
your answer.
2. “Need is the mother of invention.” Do you think this saying is applicable to
the development of technical writing? Discuss how it is applicable and
support your discussion with reasons.
3. Which is your favorite kind of writing? Why? Give reasons for your answer.
4. What do you think would have motivated the early man to record and
draw on walls using signs and symbols? Discuss.
5. Discuss differences between different genres of writing like fiction and
non-fiction? You may focus on:
a. How are they different?
b. How do they speak to different audiences?
Discussion Notes:
6
Kelas XI SMA/MA/SMK/MAK
Semester 2
PERSONAL
JOURNAL WRITING
Do you think advent of writing has had a major influence in making our
world as it is now? If writing had not been invented what would our world
be like? Reflect on it for a few minutes. Write your reflections here.
7
Bahasa Inggris
Procedural/Instructional Text
Steps/Method
1.
2.
3.
4.
5.
A procedure is a sequence of
steps in a particular order. It is
also known as instructions or
directions. The most common
example of procedural text is a
recipe.
The procedural text tells the
readers how to do or make
something. The information is
presented in logical sequence of
events that are broken into steps.
Procedure involves
following steps:
Title (purpose)
Ingredients/Materials
Tips
There are three (3) types of
procedural texts:
Texts that explain
how
something works or how to
use
instructions or operation
manual, for example, how to
use a video game, a computer
etc.
Texts that instruct how to
do
a
particular activity, for example,
games, science experiments
etc.
Texts that explain how to make
something, for example
recipes (Wing, 1991).
8
Kelas XI SMA/MA/SMK/MAK
Semester 2
Language features of procedural text:
Let's look at the noun phrase pattern.
This is the pattern we follow when writing procedural text.
2 teaspoons
4 pieces
10 pieces
5 cups
brown
soft
fresh
white
palm
Japanese
Indonesian
Thai
sugar
tofu
chilies
rice
NUMERATIVE
DESCRIBER
CLASSIFIER
NOUN
Ingredients/
materials
It is the goal or outcome of the activity,
for example; how to make banana
muffin, how to make
bakso
, how to
operate a video game, etc.
Steps/
Method
Tips
Title
It is the list and amount of things and
materials required.
It is the step-by-step description of how
to complete the task.
It is the final comment or
9
Bahasa Inggris
Let's look at adverbs in procedural text.
Adverbs are words that modify verbs, adjectives and other adverbs. They
tell us how, when, where and under what conditions something happens.
Adverbs usually end in -ly but all adverbs do not end in -ly, for example:
quite, really, wonderfully, beautifully etc.
- You should fry the banana slices
- You drill the holes in the wall
- You should press the button
- You should stir the sauce
- When the class is over, walk
towards the bus.
- You should filter the solution
- Add remaining vegetables to the
CIRCUMSTANCES
EVENT
for 3 minutes till they turn
golden brown.
carefully so that the holes are
of the same size.
gently.
vigorously, so that lumps do
not form.
quietly.
carefully till the water is clear.
slowly .
Let's look at Action verbs pattern.
Action verbs are used to give instructions to represent the processes
involved in completing the task.
Cut
Put
Wash
Fold
Twist
Drill
Squeeze
Don't cut
Don't put
Don't drill
TASK
ACTION VERBS
the bananas into thin slices.
the bananas on the plate.
the vegetables before cutting them.
the wrap slowly.
the dough into small rings.
holes in the plank.
a little amount of glue.
the apple slices too thin.
cream on the fruits.
too deep.
10
Kelas XI SMA/MA/SMK/MAK
Semester 2
First,
Then,
After that,
Finally,
PROCESS
TEMPORAL CONJUNCTION
take a slice of bread,
spread some butter on it,
fold the bread
your bread is ready.
Let's look at the modal verb pattern.
Modal verbs are used in instructions to lessen or heighten the degree of
requirement in completing the task.
- You
should
beat the egg vigorously.
- You
might
add some chilies, if you
like
.
- You
could
add some extra holes in the plank.
1.
2.
3.
4.
5.
6.
7.
8.
ALWAYS REMEMBER
Let's look at the temporal conjunction pattern.
Temporal conjunctions are used to ensure that processes are placed in
correct order.
- Use
Action verbs
like cut, fold, twist, drill, squeeze, drill, remove etc.
- Procedural text focuses on general people rather than individual person.
For example: You should cut the roll into tiny circles
rather than
I should cut
the roll into tiny circles.
- Use of linking words or temporal conjunctions such as first, second, next,
when, then, finally.
- Give detailed information on the following:
- How (cut it carefully with cookie cutter)
- Where (start from the top)
- When (after it has set)
- Detailed factual description (shape, size, color, amount).
- Number your steps.
- Write each step on a new line.
- Include visuals for each step.
(Knapp & Watkins, 1994)
11
Bahasa Inggris
Examples of Procedural Writing
HOW TO MAKE ORANGE JUICE
Meaning
To be alive, occur or be found in
particular place or situation.
Arrival of something notable.
Become apparent or prominent.
Develop gradually.
Important, famous.
Change in character or composition.
Something that exists in imagination.
Note-worthy or worthy of attention.
Decisive and critical.
Combine or blend to become one.
Closely connected or appropriate to
matter in hand.
exist
advent
emerge
evolve
prominent
alter
imaginary
significant
crucial
merge
relevant
\ɪgˈzɪst\
\ˈadv(ə)nt\
\ɪˈməːdʒ\
\ɪˈvɒlv\
\ˈprɒmɪnənt\
\ˈɔːltə\
\ɪˈmadʒɪn(ə)ri\
\sɪgˈnɪfɪk(ə)nt\
\ˈkruːʃ(ə)l\
\məːdʒ\
\ˈrɛlɪv(ə)nt\
Word Power
Picture 6.3 (Source: Kemendikbud)
Ingredients
-
2 oranges
- 2 teaspoons of sugar
- pinch of cinnamon
Materials
-
Handheld juicer
- Sieve
- Glass
- Knife
- Cutting board
12
Kelas XI SMA/MA/SMK/MAK
Semester 2
HOW TO PLANT JASMINE
You will need:
-
A packet of jasmine seeds.
- A small pot
- Loamy soil
- Fertilizers
- Water
- Mix the soil with fertilizer well to create a medium
for planting the seeds.
- Scatter seeds on the surface of the soil.
- Cover the seeds with a 3mm layer of soil.
- Now, add 2 teaspoons of sugar and a pinch of cinnamon if you want and
stir till the sugar and cinnamon has completely dissolved.
- Finally, your orange juice is ready to be served.
Tips
-
You can add ice cubes to make it cold.
- You can peel the rind of the orange and put it on the glass as decoration.
- Orange juice can stay fresh for 2 days in the fridge.
- Do not leave it outside.
Title
Material &
Equipment
Steps/
method
Picture 6.5 (Source: Kemendikbud)
Steps/Methods
- First, wash the oranges and put them on a cutting
board.
- Then, cut the oranges into halves.
- After that, prepare the handheld juicer and put the
oranges on the juicer and squeeze them one by one.
- Continue doing this till all oranges have been juiced.
- If you want your juice without pulp use the sieve to
take out all the pulp.
- Now, add 2 teaspoons of sugar and a pinch of
Picture 6.4 (Source: Kemendikbud)
13
Bahasa Inggris
- Keep the soil moist but avoid over watering.
- Watch for small black droppings and holes in leaves
which indicates your jasmine has caterpillars.
Let’s Practice
Tips
- Press the soil firmly, then spray with water to
moisten the bed.
- Place the pot in warm, sunny position (at least 25 C)
for 10-14 days.
- Seeds will germinate approximately in 10-14 days.
o
1. Below are given ingredients for Indonesian chicken satay. Can you
write a procedural text for Indonesian chicken satay in the graphic
organizer.
Indonesian Chicken Satay
Ingredients/equipment:
3 tablespoons (45ml) soya sauce
3 tablespoons tomato sauce
1 tablespoon (15ml) peanut oil
2 cloves garlic, peeled and crushed
1 pinch ground black pepper
1 pinch ground cumin
6 skinless, boneless chicken breast halves, cubed
1 tablespoon (15ml) vegetable oil
¼ cup grated onion, about half a medium onion
1 clove garlic, peeled and crushed
1 cup (250ml) water
½ cup (125g) chunky peanuts
Picture 6.6 (Source: indonesiantravel.org)
14
Kelas XI SMA/MA/SMK/MAK
Semester 2
2 tablespoons (30ml) soya sauce
2 tablespoons caster sugar
1 tablespoon (15ml) lemon juice, about one small lemon
skewers
Barbeque grill
Coal
Title
Ingredients/material
Steps/method
Tips
15
Bahasa Inggris
HOW TO MAKE CHEESE TOAST
You will need:
- 2 slices of bread
- A slice of cheese
- An oven toaster
- A plate
- A knife
1. First, switch on an oven toaster and heat it for 1 minute.
2. Second, take 2 slices of bread and place a slice of cheese between
the slices of bread.
3. Third, place the slices in the oven for 5 minutes.
4. After 5 minutes check it. If the bread is slightly golden brown, take it
out carefully.
5. Cut the cheese toast.
6. Put the cheese toast on a plate.
7. Your cheese toast is ready to be served
Tips:
- Make sure you wear oven mitts.
- Be careful when you take the cheese toast out.
- Let the cheese toast cool before eating. The cheese can burn your
tongue.
2. Read the procedure text carefully and answer the questions given below.
1. What are the above instructions about?
___________________________________________________________
2. Can you identify the verbs used in the recipe given above?
___________________________________________________________
3. Can you identify the circumstance in the above text?
___________________________________________________________
Picture 6.7 (Source: feveravenue.com)
Picture 6.8 (Source: feveravenue.com)
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Kelas XI SMA/MA/SMK/MAK
Semester 2
3. This is a quick recipe to make pizza. Read the recipe carefully, with a partner
draw pictures of the ingredients used in making this pizza on the graphic
organizer given.
HOW TO MAKE A PIZZA
Ingredients/Equipment
- Readymade Pizza dough
- Pepperoni
- Apron
- Tomato sauce
- Flour to dust
- Plate
- Mozzarella cheese
- Oven
- Rolling pin
- Mushrooms
- Oven mitts
4. What ingredients are used in this recipe?
___________________________________________________________
5. What shouldn't you do when making a cheese toast?
___________________________________________________________
Steps
- Wash your hands.
- Put on your apron.
- Take out the dough and leave to thaw for
10 minutes.
- Lightly dust the table with flour.
- Roll the dough into a round shape with a
rolling pin.
- Spread tomato sauce on the pizza crust.
- Put toppings (mushrooms & pepperoni) on the
pizza.
- Grate the cheese and sprinkle it on top.
- Place the pizza in the oven for 10 minutes at 210
degrees Celsius.
- Take the pizza out and cut into slices.
- Place on a plate.
- Your pizza is ready.
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Comments/tips
- Do not touch the oven interior when
taking the pizza out of the oven.
- Use oven mitts to take the pizza out.
- Eat when it is hot.
- Do not leave in oven longer than 10
minutes.
Title
Pictures of
Ingredients/material
Picture 6.9 (Source: funpop.com)
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Kelas XI SMA/MA/SMK/MAK
Semester 2
4. Fill in the blanks with the words given in the box:
evolved, imaginary, significant, merge, relevant, prominent, crucial,
emerge, alter, advent, exist, prominent
1. According to the understanding of Darwinism, human beings _________from
monkey.
2. Can you go to the tailor and ask him to ____________ my shirt. He has
stitched it too tight.
3. Many young children have __________________ friends.
4. The world has seen___________________changes since the industrial era.
5. Some aboriginal Australian tribes still __________________ and they
maintain their culture and traditions.
6. Since the ______________ of printing press, writing changed drastically.
7. Her father is a____________________ social figure. Everyone seems to know
him.
8. It is ________________that we get it done now.
9. Today, world's two most powerful business tycoons are going to
________________their companies.
10. I do not think this is __________________ to the point you are making.
Please give related evidence.
11. It seems the economy has started to _____________ from the black hole
depression.
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Choose one of the activities given below:
1. Instead of reading the instructional manual for your new gas stove, you decide to
call technical support. With your partner create a conversation between the
customer and the technical support personnel and reenact this conversation in
front of your class.
Active Conversation
Technical Support
Customer
Technical Support
Customer
Technical Support
Customer
Technical Support
Customer
Technical Support
Welcome to technical support, How may I help you?
Hi there, I need help to set up my gas stove.
C
model umber
an you give the
n
of your gas stove please?
Yes sure, it is 1435 bright.
Have you taken it out of the pack ing?ag
:
:
:
:
:
:
:
:
:
2. Look at a procedural manual or an online help file. With your partner discuss
following questions:
- What were the instructions for?
- How helpful was it?
- Were the instructions easy to follow?
- What was the best part of the instructions?
- What was the most difficult part of the instructions?
- Do you think it would have been better not to use the manual? Why?
Make a presentation of your discussion and share it with your classmates and
teacher.
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Kelas XI SMA/MA/SMK/MAK
Semester 2
Writing Connection
Write a simple procedural text for anyone of the following:
- How to make fried noodles.
- How to use and refill mechanical pencil. Write tips to keep the pencil in top-
notch condition.
- How to play snakes and ladders. Write tips to avoid the snake.
- How to make a kite.
- How to make chicken fried rice.
- How to make a miniature volcano.
- How to separate sand from water.
Use this organizer to write down the ideas for your procedural text.
Procedural Writing Organizer
What procedure are you writing?
____________________________________________________________
____________________________________________________________
Who is your audience? Who are these instructions/directions for?
____________________________________________________________
____________________________________________________________
What do they need to know before following your procedure?
____________________________________________________________
____________________________________________________________
Briefly, identify the steps you will elaborate in your final writing:
____________________________________________________________
____________________________________________________________
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What tools, resources or items will be required:
____________________________________________________________
____________________________________________________________
Title
Ingredients/material
Steps/method
Tips
My Procedure for__________________________________________________
Audience
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Kelas XI SMA/MA/SMK/MAK
Semester 2
Create a procedural text for people to use. You are free to use item/product of your
choice but the item/product should not be overly complex or too simple. Be
creative in your choice. Use the techniques for writing effective procedural text
you have learnt in building blocks.
You can publish it on a blog or print it and showcase it in the classroom.
Use this organizer to write down the ideas for your procedural text.
Procedural Writing Organizer
What procedure are you writing?
____________________________________________________________
____________________________________________________________
Who is your audience? Who are these instructions/directions for?
____________________________________________________________
____________________________________________________________
What do they need to know before following your procedure?
____________________________________________________________
____________________________________________________________
Briefly, identify the steps you will elaborate in your final writing:
____________________________________________________________
____________________________________________________________
Let’s Create/Contribute
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Parent Connection
Select five (5) people from your neighborhood including your parents. Interview
them on the use of procedural text. Write down the result of your interview and
share it with your classmates and teacher.
You can ask them the following questions
but
you are free to create your own.
1. Have your ever used a procedural text to do something?
2. What have you used it for?
3. Was it helpful?
4. Was it easy to follow?
5. Was it easy to use?
6. Will you use a procedural text again?
7. Can you tell us your experience in using procedural texts?
Picture 6.10 (Source: Kemendikbud)
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Kelas XI SMA/MA/SMK/MAK
Semester 2
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.
The text was easy to understand.
I can tell the difference between
different forms of writings.
I will continue writing reflections.
I can write a procedural text.
I like writing reflections.
Definitely
Maybe
No
Not at all
Yes
My plan to overcome difficulties of this chapter
Formative Assessment
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