some parts of learning set grade XII 2013

 

 

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SYLLABUS  MAPPING

GRADE XII / SEMESTER 2

NORTH KUTA HIGH SCHOOL

2012-2013

SARDANI

 


 

Standard Competence

Basic Competence

TB

Indicators

TB

Learning Material

Indicators of National Character

Time Allocation  (Minutes)

Listening

Understanding the meaning in the interpersonal and transactional text informally/formally and sustainable in the daily life context

 

 

 

 

 

 

 

Speaking

Expressing the meaning of the text in the transactional and interpersonal conversation  formal and sustainable in the daily life contex

Responding the meaning of the text in the transactional conversation ( to get things done ) and interpersonal (sosialisation) formally and ( sustainable ) accuratelty fluently, appropriately which using various spoken language  in the daily life context include expression of persuading, encouraging, and  critisicing, expressing hope , prohibiting

 

 

 

 

Expressing the meaning of the text in the transactional conversation ( to get things done ) and interpersonal (sosialisation) formally and ( sustainable ) accuratelty fluently, appropriately which using various spoken language  in the daily life context include expression of persuading, encouraging, and  critisicing, expressing hope , prohibiting

 

C3
  • § Identify the meaning an expression of persuading/ encouraging
  • §  
  • § Mentioning the meaning an expression of persuading/ encouraging
  • § Memorizing the expression of persuading/ encouraging
  • § Explainning the meaning an expression of persuading/ encouraging
  • § Giving exampling an expression of persuading/encouraging  in sentences
  • § Using expression of persuading/encouraging

C1/P2

C1

C1

C2

C2

C3/P4

Persuading, encouraging

eg.

A: Would it be possible for you to…?

B: I’ll consider that.

 

Stand on one self

Religious

Tolerant

Honest

Diciplne

Hard effort

Creative

2×45 mnt

 
  • § Identify the meaning an expression of   persuading
  • § Mentioning the meaning an expression of persuading
  • § Memorizing the expression persuading
  • § Explainning the meaning an expression of persuading
  • § Giving exampling an expression of persuading in sentences
  • § Using expression of persuading

C1/P2

C1

C1

C2

C2

  C3/P4

Persuading, encouraging

eg.

A: Would it be possible for you to…?

B: I’ll consider that.

 

Stand on one self

Religious

Tolerant

Honest

Diciplne

 

2×45 mnt

 


 

Standard Competence

Basic Competence

TB

Indicators

TB

Learning Material

Indicators of National Character

Time Allocation  (Minutes)

Listening

Understanding the meaning in the interpersonal and transactional text informally/formally and sustainable in the daily life context

 

 

 

Speaking

Expressing the meaning of the text in the transactional and interpersonal conversation  formal and sustainable in the daily life contex

 

Responding the meaning of the text in the transactional conversation ( to get things done ) and interpersonal (sosialisation) formally and ( sustainable ) accuratelty fluently, appropriately which using various spoken language  in the daily life context include expression of persuading, encouraging, and  critisicing, expressing hope , prohibiting

 

 

 

 

Expressing the meaning of the text in the transactional conversation ( to get things done ) and interpersonal (sosialisation) formally and ( sustainable ) accuratelty fluently, appropriately which using various spoken language  in the daily life context include expression of persuading, encouraging, and  critisicing, expressing hope , prohibiting

 

C3
  • § Identify the meaning an expression of critisicing
  • § Mentioning the meaning an expression of critisicing
  • § Memorizing the expression of critisicing
  • § Explainning the meaning an expression of critisicing
  • § Giving exampling an expression of critisicing
  • § in sentences
  • § Using expression of critisicing

C1/P2

C1

C1

C2

C2

C3/P4

Persuading, encouraging

eg.

A: Would it be possible for you to…?

B: I’ll consider that.

 

Stand on one self

Religious

Tolerant

Honest

Diciplne

 

2×45 mnt

C3
  • § Identify the meaning an expression of critisicing
  • § Mentioning the meaning an expression of critisicing
  • § Memorizing the expression critisicing
  • § Explainning the meaning an expression of critisicing
  • § Giving exampling an expression of critisicing in sentences
  • § Using expression of critisicing

C1/P2

C1

C1

C2

C2

   C3/P4

Critisicing

eg.

A: I don’t think that was a good idea.

B: I’m glad you bring that up…

 

Stand on one self

Religious

Tolerant

Honest

Diciplne

Hard effort

Creative dicipline

2×45 mnt

 

 

 

 

 

 

Standard Competence

Basic Competence

TB

Indicators

TB

Learning Material

Indicators of National Character

Time Allocation  (Minutes)

Understanding the meaning in the interpersonal and transactional text informally/formally and sustainable in the daily life context

 

 

 

Speaking

Expressing the meaning of the text in the transactional and interpersonal conversation  formal and sustainable in the daily life contex

 

Responding the meaning of the text in the transactional conversation ( to get things done ) and interpersonal (sosialisation) formally and ( sustainable ) accuratelty fluently, appropriately which using various spoken language  in the daily life context include expression of persuading, encouraging, and  critisicing, expressing hope , prohibiting

 

 

Expressing the meaning of the text in the transactional conversation ( to get things done ) and interpersonal (sosialisation) formally and ( sustainable ) accuratelty fluently, appropriately which using various spoken language  in the daily life context include expression of persuading, encouraging, and  critisicing, expressing hope , prohibiting

 

C3
  • § Identify the meaning an expression of hope
  • §  
  • § Mentioning the meaning an expression of hope
  • § Memorizing the expression of hope
  • § Explainning the meaning an expression of hope
  • § Giving exampling an expression of hope in sentences
  • § Using expression of hope

C1/P2

C1

C1

C2

C2

C3/P4

Expressing hope

eg.

      A: I do hope that…

      B: I hope so too.

 

Work hard

Stand on one self

Religious

Tolerant

Diciplne

Hard effort

Creative

2×45 mnt

C3
  • § Identify the meaning an expression of prohibiting
  • § Mentioning the meaning an expression of  prohibiting
  • § Memorizing the expression prohibiting
  • § Explainning the meaning an expression of prohibiting
  • § Giving exampling an expression of prohibiting in sentences
  • § Using expression of prohibiting

C1/P2

C1

C1

C2

C2

  C3/P4

Prohibiting

eg.

A: I wouldn’t do that if I were you.

B: Thanks for telling m

Creative

Honest

Diciplne

Hard effort

Creative

 

 

Standard Competence

Basic Competence

TB

Indicators

TB

Learning Material

Indicators of National Character

Time Allocation  (Minutes

Listening

Understanding the meaning in the interpersonal and transactional text informally/formally and sustainable in the daily life context

Responding the meaning of the text in the transactional conversation ( to get things done ) and interpersonal (sosialisation) formally and ( sustainable ) accuratelty fluently, appropriately which using various spoken language  in the daily life context include expression blame, plan,confesing, point of view, C3
  • § Identify the meaning an expression of regreting
  • § Mentioning the meaning an expression of  regreting
  • § Responding the meaning an expression of  regreting
  • § Memorizing the expression regreting
  • § Explainning the meaning an expression of regreting
  • § Giving exampling an expression of regreting in sentences
  • § Using expression of regreting

C1/P2

C1

C1

C1

C2

C2

  C3/P4

regretting

eg.

                A: I’m the one to blame.

B: No use crying over spilt milk.

 

Outonomous

Stand on one self

Religious

Tolerant

Honest

Diciplne

Hard effort

Creative

2×45 mnt

Speaking

Expressing the meaning of the text in the transactional and interpersonal conversation  formal and sustainable in the daily life contex

Expressing the meaning of the text in the transactional conversation ( to get things done ) and interpersonal (sosialisation) formally and ( sustainable ) accuratelty fluently, appropriately which using various spoken language  in the daily life context include expression regretting, plan, intention/purpose, prediction, speculation, and giving value

 

 
  • § Identify the meaning an expression of regreting
  • § Mentioning the meaning an expression of  regreting
  • § Memorizing the expression regreting
  • § Explainning the meaning an expression of regreting
  • § Giving exampling an expression of regreting in sentences
  • § Using expression of regreting

C1/P2

C1

C1

C2

C2

  C3/P4

regretting

eg.

                A: I’m the one to blame.

B: No use crying over spilt milk.

 

Stand on one self

Religious

Tolerant

Honest

Diciplne

democracy

2×45 mnt

 

 

 

Standard Competence

Basic Competence

TB

Indicators

TB

Learning Material

Indicators of National Character

Time Allocation  (Minutes

Listening

Understanding the meaning in the interpersonal and transactional text informally/formally and sustainable in the daily life context

Responding the meaning of the text in the transactional conversation ( to get things done ) and interpersonal (sosialisation) formally and ( sustainable ) accuratelty fluently, appropriately which using various spoken language  in the daily life context include expression regretting, plan, intention/purpose, prediction, speculation, and giving value C3
  • § Identify the meaning an expression of planning
  • § Mentioning the meaning an expression of  planning
  • § Responding the meaning an expression of  planning
  • § Memorizing the expression planning
  • § Explainning the meaning an expression of planning
  • § Giving exampling an expression of planning in sentences
  • § Using expression of planning

C1/P2

C1

C1

C1

C2

C2

  C3/P4

Expressing /asking plan, purpose, intention

eg.

A: What’s the plan?

B: The plan is…

 

Stand on one self

Religious

Tolerant

Honest

Diciplne

Hard effort

Creative courious

2×45 mnt

Speaking

Expressing the meaning of the text in the transactional and interpersonal conversation  formal and sustainable in the daily life contex

Expressing the meaning of the text in the transactional conversation ( to get things done ) and interpersonal (sosialisation) formally and ( sustainable ) accuratelty fluently, appropriately which using various spoken language  in the daily life context include expression regretting, plan, intention/purpose, prediction, speculation, and giving value

 

 
  • § Identify the meaning an expression of planning
  • § Mentioning the meaning an expression of planning
  • § Memorizing the expression planning
  • § Explainning the meaning an expression of planning
  • § Giving exampling an expression of planning in sentences
  • § Using expression of planning

C1/P2

C1

C1

C2

C2

  C3/P4

Expressing /asking plan, purpose, intention

eg.

A: What’s the plan?

B: The plan is…

 

Stand on one self

Religious

Tolerant

Honest

Diciplne

Hard effort

Creative nationalism

2×45 mnt

 

 

 

Standard Competence

Basic Competence

TB

Indicators

TB

Learning Material

Indicators of National Character

Time Allocation  (Minutes

Listening

Understanding the meaning in the interpersonal and transactional text informally/formally and sustainable in the daily life context

Responding the meaning of the text in the transactional conversation ( to get things done ) and interpersonal (sosialisation) formally and ( sustainable ) accuratelty fluently, appropriately which using various spoken language  in the daily life context include expression regretting, plan, intention/purpose, prediction, speculation, and giving value C3
  • § Identify the meaning an expression of intention/purpose
  • § Mentioning the meaning an expression of  intention/purpose
  • § Responding the meaning an expression of intention/purpose
  • § Memorizing the expression intention/purpose
  • § Explainning the meaning an expression of intention/purpose
  • § Giving exampling an expression of in sentences intention/purpose
  • § Using expression of intention/purpose

 

C1/P2

C1

C1

C1

C2

C2

  C3/P4

  • Expressing /asking plan, purpose, intention

eg.    A: What’s the plan?

B: The plan is…

 

motherlandish Stand on one self

Religious

Tolerant

Honest

Diciplne

Hard effort

2×45 mnt

Speaking

Expressing the meaning of the text in the transactional and interpersonal conversation  formal and sustainable in the daily life contex

Expressing the meaning of the text in the transactional conversation ( to get things done ) and interpersonal (sosialisation) formally and ( sustainable ) accuratelty fluently, appropriately which using various spoken language  in the daily life context include expression regretting, plan, intention/purpose, prediction, speculation, and giving value

 

 
  • § Identify the meaning an expression of intention/purpose
  • § Mentioning the meaning an expression of intention/purpose
  • § Memorizing the expression intention/purpose
  • § Explainning the meaning an expression of intention/purpose
  • § Giving exampling an expression of intention/purpose in sentences
  • § Using expression of intention/purpose

C1/P2

C1

C1

C2

C2

  C3/P4

  • Expressing /asking plan, purpose, intention

eg.    A: What’s the plan?

B: The plan is…

 

Reward respectful Stand on one self

Honest

Diciplne

Hard effort

Creative

2×45 mnt

 

 

 

Standard Competence

Basic Competence

TB

Indicators

TB

Learning Material

Indicators of National Character

Time Allocation  (Minutes

Listening

Understanding the meaning in the interpersonal and transactional text informally/formally and sustainable in the daily life context

Responding the meaning of the text in the transactional conversation ( to get things done ) and interpersonal (sosialisation) formally and ( sustainable ) accuratelty fluently, appropriately which using various spoken language  in the daily life context include expression regretting, plan, intention/purpose, prediction, speculation, and giving value C3
  • § Identify the meaning an expression of prediction
  • § Mentioning the meaning an expression of prediction
  • § Responding the meaning an expression of prediction
  • § Memorizing the expression prediction
  • § Explainning the meaning an expression of prediction
  • § Giving exampling an expression of in sentences prediction
  • § Using expression of prediction

 

 

C1/P2

C1

C1

C1

C2

C2

  C3/P4

  • Prediction Speculation

eg.

A: We can speculate that …

B: I think it’s well grounded

Communicative

Stand on one self

Religious

Tolerant

Honest

Diciplne

Hard effort

Creative

2×45 mnt

Speaking

Expressing the meaning of the text in the transactional and interpersonal conversation  formal and sustainable in the daily life contex

Expressing the meaning of the text in the transactional conversation ( to get things done ) and interpersonal (sosialisation) formally and ( sustainable ) accuratelty fluently, appropriately which using various spoken language  in the daily life context include expression regretting, plan, intention/purpose, prediction, speculation, and giving value

 

 
  • § Identify the meaning an expression of prediction
  • § Mentioning the meaning an expression of i prediction
  • § Memorizing the expression prediction
  • § Explainning the meaning an expression of prediction
  • § Giving exampling an expression of prediction  in sentences
  • § Using expression of prediction

C1/P2

C1

C1

C2

C2

  C3/P4

  • Prediction Speculation

eg.

A: We can speculate that …

B: I think it’s well grounde

Peace lover

Stand on one self

Religious

Tolerant

Hard effort

Creative

2×45 mnt

 

 

 

Standard Competence

Basic Competence

TB

Indicators

TB

Learning Material

Indicators of National Character

Time Allocation  (Minutes

Listening

Understanding the meaning in the interpersonal and transactional text informally/formally and sustainable in the daily life context

Responding the meaning of the text in the transactional conversation ( to get things done ) and interpersonal (sosialisation) formally and ( sustainable ) accuratelty fluently, appropriately which using various spoken language  in the daily life context include expression regretting, plan, intention/purpose, prediction, speculation, and giving value C3
  • § Identify the meaning an expression of speculation
  • § Mentioning the meaning an expression of speculation
  • § Responding the meaning an expression of speculation
  • § Memorizing the expression speculation
  • § Explainning the meaning an expression of speculation
  • § Giving exampling an expression of in sentences speculation
  • § Using expression of speculation

 

 

C1/P2

C1

C1

C1

C2

C2

  C3/P4

 Speculation

eg.

A: We can speculate that …

B: I think it’s well grounded.

 

Fond of reading

Stand on one self

Religious

Tolerant

Honest

Diciplne

Hard effort

Creative

2×45 mnt

Speaking

Expressing the meaning of the text in the transactional and interpersonal conversation  formal and sustainable in the daily life contex

Expressing the meaning of the text in the transactional conversation ( to get things done ) and interpersonal (sosialisation) formally and ( sustainable ) accuratelty fluently, appropriately which using various spoken language  in the daily life context include expression regretting, plan, intention/purpose, prediction, speculation, and giving value

 

 
  • § Identify the meaning an expression of speculation
  • § Mentioning the meaning an expression of speculation
  • § Memorizing the expression speculation
  • § Explainning the meaning an expression of prediction
  • § Giving exampling an expression of speculation in sentences
  • § Using expression of speculation

C1/P2

C1

C1

C2

C2

  C3/P4

 Speculation

eg.

A: We can speculate that …

B: I think it’s well grounded.

 

Stand on one self

Religious

Tolerant

Honest

Creative

2×45 mnt

 

 

 

Standard Competence

Basic Competence

TB

Indicators

TB

Learning Material

Indicators of National Character

Time Allocation  (Minutes

 
Listening

Understanding the meaning in the interpersonal and transactional text informally/formally and sustainable in the daily life context

Responding the meaning of the text in the transactional conversation ( to get things done ) and interpersonal (sosialisation) formally and ( sustainable ) accuratelty fluently, appropriately which using various spoken language  in the daily life context include expression regretting, plan, intention/purpose, prediction, speculation, and giving value C3
  • § Identify the meaning an expression of giving value
  • § Mentioning the meaning an expression of giving value
  • § Responding the meaning an expression of giving value
  • § Memorizing the expression giving value
  • § Explainning the meaning an expression of giving value
  • § Giving exampling an expression of in sentences giving value
  • § Using expression of giving value

C1/P2

C1

C1

C1

C2

C2

  C3/P4

Giving value

eg.

A: You did a good job!

B: Thank you.

Green peace

Stand on one self

Religious

Tolerant

Honest

Diciplne

Hard effort

2×45 mnt

 
Speaking

Expressing the meaning of the text in the transactional and interpersonal conversation  formal and sustainable in the daily life contex

Expressing the meaning of the text in the transactional conversation ( to get things done ) and interpersonal (sosialisation) formally and ( sustainable ) accuratelty fluently, appropriately which using various spoken language  in the daily life context include expression regretting, plan, intention/purpose, prediction, speculation, and giving value

 

 
  • § Identify the meaning an expression of giving value
  • § Mentioning the meaning an expression of giving value
  • § Memorizing the expression giving value
  • § Explainning the meaning an expression of giving value
  • § Giving exampling an expression of giving value  in sentences
  • § Using expression of giving value

C1P2

C1

C1

C2

C2

  C3/P4

 

Giving value

eg.

A: You did a good job!

B: Thank you.

Religious

Tolerant

Honest

Diciplne

Hard effort

Creative

 

 

2×45 mnt

 

Standard Competence

Basic Competence

TL

Indicators

TL

Learning Material

Indicators of National Character

Time Allocation  (Minutes)

Listen

Understanding the meaning of short functional monologue in the form of narratives, review n the daily life context

 

Responding the meaning of short monologue text using various spoken language accurately, fluently, and appropriately in the daily life context in the form of narrative text

C1  

  • Taking note some information
  • Fixing information to incomplete statement
  • Choosing a correct answer
  • Stating a true/false statement

 

 

C1

C1/P1

C1/P2

C1

 

 

Verbal narrative text

 

Tolerant

Honest

Diciplne

Hard effort

Creative

2×45 mnt

Speaking

Expressing the meaning of short functional monologue in the form of narratives, review in the daily life context

 

Expressing the meaning of short functional monologue in the form of narratives in the daily life context

 
  • Reading the text of narrative
  • Stating/mntioning difficult words taken from the text
  • Explaining difficult words from the text
  • Summarising the text

 

 

C1/P2

C2

C2

C2

 

 

Written narrative text

Tolerant

Stand on one self

Religious

Tolerant

Honest

2×45 mnt

 

 

 

Standard Competence

Basic Competence

TL

Indicators

TL

Learning Material

Indicators of National Character

Time Allocation  (Minutes)

Reading

Understanding the meaning of short finctional text and simple essay in the form of narrative dan review  in the daily life context to access knowledge

 

 

Understanding the meaning of short finctional text and simple essay in the form of narrative in the daily life context to access knowledge

 

   

  • Identify some pictures
  • Naming some pictures of traffics
  • Reading a text of narrative
  • Explaining difficult words from the text
  • Mentioning the characters of the stopry
  • Matching some words with its definition
  • Describing the chronology of the story
  • Summarising the story  of the text
  • Find out deeply the moral value of the text
 

C1/P2

C1

C1/P2

C1

C1

C1/P1

C2

C2

C3

 

 

Text of narrative

Stand on one self

Religious

Tolerant

Honest

Diciplne

Hard effort

Creative

2×45 mnt

 


 

Standard Competence

Basic Competence

TB

Indicators

TB

Learning Material

Indicators of National Character

Time Allocation  (Minutes)

Writing

Expressing the meaning of the text rethorical steps using a various monologues with written  language accurately, fluently and approprietlly in the context of everyday life in the form of text: narrative and review

 

Expressing meaning and text organization of esei using various written language accurately, fluently, and appropriately in the daily life context in the form of narrative

   

  • Matching sentences with thier pairs (C1)
  • Rewriting sentences using the correct grammar (C1)
  • Changing the verbs in the bracket into the simple past and perfect tense (P1)
  • Constructing right order of paragraphs from the dis order ones (C3)
 

C1

C1

/P1

C3/P4

 

 

 

Written Text of narratives

 

creative

Tolerant

Honest

Diciplne

Hard effort

2×45 mnt

 

Standard Competence

Basic Competence

TL

Indicators

TL

Learning Material

Indicators of National Character

Time Allocation  (Minutes)

Listen

Understanding the meaning of short functional monologue in the form of narratives, review n the daily life context

 

Responding the meaning of short monologue text using various spoken language accurately, fluently, and appropriately in the daily life context in the form of Review text

C1
  • Taking note some information
  • Fixing information to incomplete statement
  • Choosing a correct answer
  • Stating a true/false statement

 

C1

C1/P1

C1/P2

C1

 Verbal review text Honest

Tolerant

Diciplne

Creative

2×45 mnt

Speaking

Expressing the meaning of short functional monologue in the form of narratives, review in the daily life context

 

Expressing the meaning of short functional monologue in the form of in Review text the daily life context

 
  • Reading the text of review
  • Stating/mentioning difficult words taken from the text
  • Explaining difficult words from the text
  • Summarising the text

 

C1/P2

C2

C2

C2

Written review text Tolerant

Responsible

Social awareness

Fond of reading

2×45 mnt

 

 

 

Standard Competence

Basic Competence

TL

Indicators

TL

Learning Material

Indicators of National Character

Time Allocation  (Minutes)

Reading

Understanding the meaning of short finctional text and simple essay in the form of narrative dan review  in the daily life context to access knowledge

 

 

Understanding the meaning of short finctional text and simple essay in the form of review in the daily life context to access knowledge

 

   

  • Identify some pictures
  • Naming some pictures of traffics
  • Reading a text of narrative
  • Explaining difficult words from the text
  • Mentioning the characters of the story
  • Matching some words with its definition
  • Concluding passage of review
  • Abstracting the story  of the text
  • Appraising a book/novel/film

 

 

C1/P2

C1

C1/P2

C2

C3

C4

C5

C6

Text of review

Responsible

Social awareness

Environment awareness

Fond of reading

Peace lover

Communicative

Respect prestige

2×45 mnt

 


 

Standard Competence

Basic Competence

TB

Indicators

TB

Learning Material

Indicators of National Character

Time Allocation  (Minutes)

Writing

Expressing the meaning of the text rethorical steps using a various monologues with written  language accurately, fluently and approprietlly in the context of everyday life in the form of text: narrative and review

 

 

Expressing meaning and text organization of esei using various written language accurately, fluently, and appropriately in the daily life context in the form of review

   

  • Choose the correct words to complete the incomplete sentence of paragraphs
  • Making examples of supporting sentences  to the main sentences
  • Ordering cronologically the sentences into paragrphs and paragraphs in  to composition
  • Contructing composition of review
  • Using correct grammar, punctuation, and tenses in the composition
 

C1

C2

C2/P1

C3/P1

C3/P4

 

 

 

Written Text of review

Responsible

Social awareness

Environment awareness

Fond of reading

Peace lover

Communicative

Respect prestige

2×45 mnt

 

 

MY COMMENT ON CURRICULUM 2013

COMMENT ON CURRICULUM 2013

Beranjak dari alasan kenapa perlu pengembangan kurikulum 2013 pertama  adalah tantangan masa depan seperti : Globalisasi: WTO, ASEAN Community, dst, masalah lingkungan hidup, kebangkitan industri kreatif dan budaya, mutu investasi dan transformasi pada sektor pendidikan, kedua, kompetensi masa depan  seperti kemampuan berkomunikasi, kemampuan berpikir jernih dan kritis, kemampuan menjadi warga negara yang bertanggungjawab, kemampuan mencoba untuk mengerti dan toleran terhadap pandangan yang berbeda, kemampuan hidup dalam masyarakat yang mengglobal, dst maka pengembangan kurikulum sangat urgent diimplementasikan. Namun alasan-alasan tersebut diatas masih merupakan statement yang abstract bagi kami kaum guru yang perposisi sebagai praktisi lapangan yang mana lebih sesuai menjadi butir-butir program pengembangan yang dirancang oleh pemerintah pusat.

Sedangkan alasan berikutnya seperti fenomena negatif  yang  mengemuka antara lain perkelahian pelajar, narkoban, korupsi, plagiarisme, kecurangan dalam Ujian (Contek, Kerpek..), gejolak masyarakat (social unrest) yang terjadi pada peserta didik Indonesia menyentuh hati para guru sebagai praktisi pendidikan di lapangan khusunya dan dinas pendidikan pada umumnya yang menjadi bahan penilaian diri sendiri bagi para guru apa yang salah dengan pendidikan di Indonesia , dimana letak kesalahan atau kekurangan para guru Indonesia?. Fenomena ini akan selalu menjadi pekerjaan rumah bagi kami yang secara harapan internal ingin membenahi apa yang telah terjadi pada peserta didik  kami khusunya dan peserta didik Indonesia secara umum. Namun keinginan untuk perbaikan itu tidak bisa dilakukan secara individu atau partial, fenomena ini sudah menggejolak secara nasional, sehingga tugas ini menjadi tugas nasional yang muaranya adalah perbaikan atau pengembagan kurikulum sebelumnya.

Tentang persepsi masyarakat yang menyatakan bahwa pendidikan terlalu menitik beratkan pada aspek cognitive, beban siswa terlalu berat, kurang bermuatan karakter memang benar adanya. Menurut hasil dari rembuk para guru secara lisan, sebenarnya kurikulum yang berlaku sebelumnya sampai pada kurikulum terakhir (KTSP) menurut hemat saya secara pribadi melihat bahwa para guru dikejar-kejar oleh kurikulum yang mengacu pada keberhasil Ujan Nasional dimana pembelajaran mengejar target Ujian Nasional dan mentut para guru untuk memberikan pembelajaran yang menekankan aspek cognitive, sehingga pemebelajaran pada aspek keterampilan yang ditandai dengan sebuah produk yang dihasilkan oleh peserta didik sangat minim. Menurut kami minimya pembelajaran yang menekankan aspek keterampilan yang dapat menghasilkan produk bukanlah kesalahan guru melulu. Kalau boleh kami katakan secara tidak disadari kurikulumlah yang menggiring kami melaksanakan pembelajaran demikian adanya.  Ya memang benar KTSP sudah menekankan pada tiga ranah atau aspek yaitu pengetahuan, keterampilan, dan dan aspek sikap yang harus diperoleh oleh peserta didik namun pada kenyataanya pelaksanaanya tidak seperti yang diharapkan kurikulum,  mengingat jam pelajarannya masih kurang sehingga aplikasi aspek keterampilan dan aspek sikap harus perlu disediakan jam pelajarannya. Di lain pihak diberikan jam pelajaran tambahan  menambah beban para peserta didik untuk belajar. Jadi benar bahwa persepsi masyarakat bahwa beban peserta didik cukup berat. Berdasarkan pengalaman kami peserta didik merasakan keluhan yang lumayan serius karena mereka dijejali tugas terlalu banyak menurut mereka, apakah ini tuntutan kurikulum atau ini merupakan fenomena bakhwa karakter siswa tidak pernah terlatih akan karakter bekerja keras sejak pendidikan usia dini. Lagi, kurikulumkah yang perlu dibenahi atau gurukah yang kurang wawasannya tentang pendidikan karakter? Masalah ini juga menjadi teka-teki bagi kami para guru.

Berdasarkan hasil penelitian International terhadap rendahnya kualitas pendidikan Indonesia oleh PERC (kita berada pada ranking 12 dari 12 negara di Asia) ,The World economic Forum (daya saing rendah urutan ke 37 dari 57 negara), dan tercermin dari Program PISA dimana ditunjukkan dengan kemampuan siswa yang rendah, kemudian TIMSS memperlihatkan daya nalar siswa yang rendah, serta diakibatkan oleh sistim pendidikan Indonesia yang buruk dan berdampak pula pada kualitas guru rendah. Menurut hemat saya permasalahnya tidaklah melulu terletak pada implementasi kurikulum sebelumnya. Rendahnya mutu keluaran pendidikan mungkin salah satunya disebabkan oleh implementasi kurikulum sebelumnya dan mungkin saja disebabkan oleh kualitas guru yang rendah, akan tetapi rendahnya kualitas guru perlu diteliti lebih jauh dan masalah ini perlu mendapat perhatian yang lebih serius berbarengan dengan peningkatan mutu siswa  melalui perubahan kurikulum. Walaupun program pemerintah dalam usahanya meningkatkan kualitas guru melalui pelatihan-pelatihan sudah diselengarakan namun program ini tidak sepenuhnya efektive terlaksana sampai pada guru pada tingkat paling bawah dan tidak semua guru memperoleh kesempatan yang adil untuk mengikuti pelatihan-pelatihan demi peningkatan kualitas mereka.

Permasalahan hasil implementasi kurikulum yang persisten dari tahun ketahun dari kurikulum ke kurikulum berikutnya, menurut hemat saya muatan kurikulum sebelumnya sudah kurang layak lagi diterapkan untuk menantang derasnya gerus globalisasi ini. Muatan kurikulum yang tidak jelas mengantar siswa ke dunia kerja sebagai salah satu factor penyebab redahnya mutu  pendidikan Indonesia yang dihadapi saat ini. Muatan kurikulum yang secara tidak disadari menuntut lebih banyak  pada penguasaan aspek pengetahuan tingkat rendah bagi para peserta didik dan kalaupun beberapa guru berkeinginan  menerapkan model pembelajaran yang memerlukan tingkat perubahan yang lebih tinggi menimbulkan kesulitan bagi siswa. Siswa tidak terbiasa dengan cara pembelajaran yang memerlukan kreativitas, inovasi, produktivitas, dan efektif masalah ini terbawa sejak pendidikan usia dini. In disebabkan oleh belum terintegrasinya karakter bangsa.

Mengingat fenomena tersebut diatas adalah suatu tindakan yang tepat dan bijak apabila pemerintah dalam hal ini KeMenDikBud untuk menjawab semua pertanyaan tersebut dengan merubah kurikulum  seperti apa yang sudah di rencanakan dan lanjut pelaksanaanya walaupun masih dalam proses. Dan apabila pada waktu pelaksanaanya pada tahun pelajaran 2013-2014 adalah tahun pertama bagi institusi pendidikan dan berharap semua sekolah diberikan kesempatan yang equal untuk memulai melaksanakanya. Dengan besar harapan  semua guru sampai ke pelosok-pelosok sudah memahami dan siap menindak lanjuti kurikulum yang baru ini. Inilah yang akan menjadi pertanyaan besar, mampukah para guru dan siapkah mereka dengan perubahan ini karena permasalahanya tidak hanya pada kemampuan siswa untuk beradaptasi dan mengadopsi sesuatu yang baru tapi permasalahnya juga terletak pada para guru, insane yang paling berperan meningkatkan kualitas genereasi penerusnya dan insane yang menjadi ujung tombak untuk meningkatkan mutu pendidikan bangsa Indonesia masa depan.  Apabila kurikulum selanjutnya mengintegrasikan karakter budaya bangsa karena ingin menanamkan nilai-nilai luhur budaya bangsa kepada peserta didik dan ingin mengasilkan  kualitas keluaran yang lebih tinggi dan mampu bersaing di dunia global, tidakah para guru dan instansi terkait baik vertical maupun horizontal juga perlu diberikan pendidikan karakter budaya bangsa sehingga bisa menjadi model dan dipanut oleh peserta didik kita.