< Previous21Chapter 3Dialog 1:- A: Which caption(s) do you like?- B: I like caption number four.- A: Why do you think so?- B: It plays words so interestingly. It’s clever. What about you, which one(s) do you like?- A: I think number 1 is not a good caption.- B: Can you tell me why you like it?- A: The words are not put properly. I mean I like the picture of the flowers, but the caption writer cannot make it become an interesting caption.Dialog 2:- A: Which caption do you like the best?- B: I like caption number 4. The font is so interesting and the combination of black and white colours provides a clear contrast. What about you, which one do you like the best?- A: I like caption number 5. The yellow colour with the greeny nature background gives an interesting image.- B: I like it, too. The words also give a clear message about the article to come afterwards.Task 6:- Guru meminta siswa untuk berkelompok. Setiap kelompok memiliki dua caption yang ada di Task 1, lalu mendiskusikan tiga hal: apakah caption tersebut bagus, pesan apa yang ada di dalamnya, dan tata bahasa apa yang digunakan. -Please work in groups. Then, choose two captions from Task 1.Discuss in your grup, whether they are good, what the messages are, and what grammar is used.22Bahasa InggrisC. WRITING AND DESCRIBING CAPTIONSPROSEDURINSTRUKSI/CATATAN- Guru menjelaskan tips membuat caption yang baik.- Kemudian guru meminta siswa untuk berkelompok. Guru meminta agar masing-masing siswa mengeluarkan caption mereka lainnya yang telah difotokopi sebanyak 4 (empat) kali.- Guru menjelaskan hal yang akan dilakukan oleh siswa untuk menulis kata-kata dalam caption.- Masing-masing siswa secara bergantian membagikan caption-nya kepada siswa lain dan meminta mereka untuk menuliskan kata-kata yang cocok untuk caption-nya.- Setelah selesai, guru membahas tentang caption yang telah dibuat siswa dan mendiskusikan dengan siswa yang kesulitan dalam membuat caption. -Please take a look at the picture closely. What do you think the suitable words to complate the picture are? ... Let's read and understand the explanation about captions. Feell free to ask if you have difficulties. -Okay, students. Last week I asked you to bring a picture and make 4 copies of it. Now, work in groups of four. Distribute your picture to your friends and ask your friends to write captions on the picture. Now, start with a picture of the first student. Distribute it to other students and write a caption on it. ....Good. Now, each student reads your caption to your friends in group and discuss it.... Now, picture from the second student. Do it like before .... -Well, you've tried to make captions. Do you think it's easy or difficult. What difficulties did you find when writing a caption?23Chapter 3D. REFLECTIONPROSEDURGuru meminta siswa untuk melakukan refleksi. Guru memberi tanya-jawab singkat untuk mengukur pemahaman siswa terhadap materi yang diajarkan.1. Do you know why people write captions? 2. Where do you usually find captions? 3. What can make people understand the message in a caption? 4. Do you know how to write a text accompanying captions? 5. What can you learn from this chapter? 6. Do you have any difficulties in understanding and writing captions?24Halaman ApersepsiMembedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks khusus dalam bentuk surat lamaran kerja, dengan memberi dan meminta informasi terkait jati diri dan latar belakang pendidikan/pengalaman kerja, sesuai dengan konteks penggunaannya.Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks khusus dalam bentuk surat lamaran kerja, yang memberikan informasi antara lain terkait jati diri dan latar belakang pendidikan/pengalaman kerja.Menyusun teks khusus surat lamaran kerja, yang memberikan informasi antara lain terkait jati diri dan latar belakang pendidikan/pengalaman kerja, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks.Kompetensi Dasar:Setelah mempelajari Bab 4, siswa diharapkan mampu melakukan hal-hal sebagai berikut: 3.24.2.14.2.2Do You Know Howto Apply for a Job?Chapter 4Source: www.adweek.com25Chapter 4A. WARMER: BOARDGAME (MINDMAP)PROSEDURINSTRUKSI/CATATAN- Guru membagi siswa menjadi 4 (empat) kelompok dan membimbing mereka untuk melengkapi diagram mindmapping tentang profesi. Profesi sebagai secretary diambil sebagai contoh.- Secara berkelompok siswa menyebutkan tugas-tugas yang harus dilakukan oleh masing-masing profesi. -In this chapter, we will learn about texts related to job applications. Let’s start the chapter by playing a board game. This is a game about professions. -Alright, now divide the class into four groups. Complete the diagram using information related to professions. Please observe the example; that is a job as a secretary. Notice any information related to ‘secretary’. Now, do like this example, please. For all the professions, complete the diagrams with your group members. The group who finishes first is the winner. Come on. One, two, three … Go.B. VOCABULARY BUILDINGPROSEDURINSTRUKSI/CATATAN- Guru dapat meminta siswa untuk bekerja berpasangan. -Now, work in pairs. 26Bahasa InggrisPROSEDURINSTRUKSI/CATATAN- Guru membimbing siswa mengamati dan memahami kosakata yang ada dalam daftar dan mencari pasangan artinya. Jika siswa tidak tahu, mereka diperbolehkan membuka kamus.Study the words carefully by matching the words in the left column to their meaning in the right column. If you don't know the meaning, open your dictionary. You will find those words in the texts that we are going to learn in this chapter.C. PRONUNCIATION PRACTICEPROSEDURINSTRUKSI/CATATAN- Guru memberikan contoh pelafalan yang benar pada siswa. Selanjutnya, siswa mengulang pelafalan kata-kata tersebut sampai benar.- Guru memberikan contoh cara melafalkan kata-kata yang sedang dipelajari dengan benar. Pertama-tama kegiatan berlatih melafalkan dilakukan secara klasikal, dan selanjutnya kegiatan berlatih melafalkan dilakukan secara individu. -Okay, listen to me carefully, please. I'll show you the correct pronunciation of the words. All of you, then, repeat after me. -Now, it’s time for you to practice reading the words individually. (Please mention students’ names in your class).27Chapter 4D. READING COMPREHENSIONPROSEDURINSTRUKSI/CATATANComprehension Questions- Sebelum meminta siswa membaca teks surat lamaran kerja, guru memastikan bahwa siswa memahami pertanyaan yang ada pada bagian task 1.- Kemudian guru membimbing siswa untuk membaca dan memahami isi contoh surat lamaran kerja secara saksama melalui latihan yang ada. Guru meminta siswa untuk menjelaskan jawaban mereka.- Selanjutnya, guru membimbing siswa menganalisis fungsi sosial, struktur teks, dan ciri kebahasaan surat lamaran kerja melalui latihan yang disediakan - Melalui kegiatan tanya jawab, siswa memberikan komentar dan pandangannya tentang fungsi surat lamaran kerja, ketepatan unsur kebahasaannya, format, tampilan, dan sebagainya.Questioning Activities- Guru membimbing siswa untuk bertanya dengan menuliskan segala sesuatu yang menjadi permasalahan dalam bentuk pertanyaan. -Before you read the text, please refer to the instructions in task 1. Read the questions carefully. Do you understand all the four questions? Then, try answer them to. -OK, now read the text carefully and silently. Notice the numbers in the brackets. Do you see that there are number one up to number seven? -Finished reading? Let us refer to the comprehension questions. Then, answer the questions. Explain why you think so. -Do you still have questions? Write down your questions and take turns asking and answering questions with your partner. Compare your answers to your partner’s.28Bahasa InggrisPROSEDURINSTRUKSI/CATATANGuru selanjutnya meminta siswa menanyakan permasalahan mereka kepada teman terdekat. Setelah secara individu membuat pertanyaan, siswa dapat berdiskusi dengan teman terdekat, dan mereka bisa saling bertanya dan menjawab. -Identify relevant words (data) from the text to support your answers. If you’re not sure, check the answers with the teachers.E. VOCABULARY EXERCISESPROSEDURINSTRUKSI/CATATAN- Guru membimbing siswa mengamati kosakata. Secara berpasangan, siswa mengerjakan latihan mengaplikasikan kosakata yang sudah dipelajari ke dalam konteks yang lain.1. Siti still cannot hide her happiness because her investigation report about high school students’ eating habit appeared on a regional newspaper yesterday. -As you already know the meaning of the new words in the vocabulary builder as well as those in the text, now use the following words to fill in the blanks. Consider the contexts of the sentences in choosing the right words.29Chapter 4PROSEDURINSTRUKSI/CATATAN2. Butet frequently initiates speaking in English with her classmates because one of the requirements appearing in job vacancy advertisement in the internet and newspaper requireEnglish fluency.3. Students of XII E class made class pledge stating their commitment to stop bullying in order to create positive classroom atmosphere for every class member. 4. I support Eva Tuarita to be the new head of our student association because she possesses all the qualifications to be a good leader for us. 5. Ratu Tita has written a letter addressed to the principal of our school asking permission not to attend classes for 2 days because she and I will join an English speech competition. Attached to the letter is our completed application letter to join the event, which is also signed by our English teacher.30Bahasa InggrisPROSEDURINSTRUKSI/CATATAN6. As good colleagues, our teachers visited our English teacher who has been sick for a week. Some of us also went there together bringing our her favorite fruit. 7. Maya’s calm personality is really suited for her role as one of the school mediators that help conflicting students achieve conflict resolution. 8. Fighting? Never. Although Bejo is a great master in martial art, he never takes fighting into his consideration in dealing with problems. 9. Don’t forget to attach your Resume/Curriculum Vitae (CV) in your application letter and don’t forget to include all the certificates of trainings that you have attended. Next >