Standard Competences Basic Competences Indicators

LISTENING
7. To understand the 7.1 To respond the meanings in formal and sustained •Students can identify kinds of oral language to
meaning in formal intrapersonal and transactional conversations that use propose, to beg and to complain formally,
and sustained various oral language accurately, fluently and sustained, and acceptable.
intrapersonal and acceptably in daily life context and in form of: • Students can identify kinds of oral language to
transactional expressing attitude to something, expressing love, discuss the probability, to do something and to
conversation texts in and expressing sadness. command formally, sustained, and acceptable.
daily life context. 7.2 To respond the meanings in formal and sustained • Students can identify kinds of oral language to
intrapersonal and transactional conversations that use admit the mistakes, to promise, and to blame
various oral language accurately, fluently and formally, sustained, and acceptable.
acceptably in daily life context and in form of:
• Students can identify kinds of oral language to
expressing embarrassment, expressing anger, and
accuse, to reveal curiosity and propensity, and to
expressing annoyance.
express many attitudes.
8. To understand the 8.1 To respond the meanings in formal and informal short • Students can identify kinds of oral language in
meanings in short functional texts that use various oral language formal and informal short functional text fluently,
functional texts and accurately, fluently and acceptably in daily life accurately, and acceptable in daily life context
monolog in form of context. • Students can identify monologue text fluently,
narrative, spoof and 8.2 To respond the meanings in monolog text that use accurately, and acceptable in the form of narrative,
hortatory exposition various oral language accurately, fluently and explanation, and discussion in daily life context.
in daily life context. acceptably in daily life context in form of: narrative,
spoof and hortatory exposition.
SPEAKING
o Students can respond orally at least two kinds of
9. To express the 9.1 To express the meanings in formal and sustained responses to propose, to beg, and to complain
meaning in formal intrapersonal and transactional conversations that use formally, sustained, and acceptable.
and sustained various oral language accurately, fluently and o Students can respond orally at least two kinds of
intrapersonal and acceptably in daily life context and in form of: responses to discuss the probability, to do
transactional expressing attitude to something, expressing love, something, and to give command formally,
conversation texts in and expressing sadness. sustained, and acceptable.
daily life context. o Students can respond orally at least two kinds of
responses to admit the mistakes, to promise, and to

10. To express the
meanings in short
functional texts and
essay in form of
narrative, spoof and
hortatory exposition
in daily life context.
READING
11 To understand the
meanings of short
functional texts and
written essay texts in the
form of narrative,
explanation, and
discussion in daily life
context and to access the
knowledge.
WRITING
12 To reveal the meanings
in written monologue
texts in the form of
narrative, explanation,
and discussion
accurately, fluently and
acceptable in daily life
context.
9.2 To express the meanings in formal and sustained blame formally, sustained, and acceptable.
intrapersonal and transactional conversations that use o Students can respond orally at least two kinds of
various oral language accurately, fluently and responses to accuse, to reveal curiosity and
acceptably in daily life context and in form of: propensity, and to express many attitudes formally,
expressing embarrassment, expressing anger, and sustained, and acceptable.
expressing annoyance.
10.1 To express the meanings in formal and informal short o Students can respond kinds of oral language in
functional texts that use various oral language formal and informal short functional text fluently,
accurately, fluently and acceptably in daily life accurately, and acceptable in daily life context.
context. o Students can respond monologue text fluently,
10.2To express the meanings in essay that use various accurately, and acceptable in the form of narrative,
oral language accurately, fluently and acceptably in explanation, and discussion.
daily life context in form of: narrative, spoof and
hortatory exposition.
11.2To respond the meanings in formal and informal short  Students can identify many kinds of information
functional texts which use kinds of written language from formal and informal short functional text, such
accurately, fluently and acceptable in daily life context as: narrative, explanation and discussion to access
and to access the knowledge the knowledge.
11.3To respond the meanings and rhetorical steps in essay
which use kinds of oral language accurately, fluently and
acceptable in daily life context and to access the
knowledge in texts in the form of: narrative,
explanation, and discussion.
12.2To reveal the meanings in formal and informal short ♦ Students can write at least one formal and informal
functional texts by using kinds of written language short functional text in the form of: narrative,
accurately, fluently and acceptable in daily life context. explanation, and discussion accurately, fluently, and
12.3To reveal the meanings and rhetorical steps in acceptable in daily life context.
monologue texts by using kinds of written language
accurately, fluently and acceptable in daily life context
and to access the knowledge in texts in the form of:
narrative, explanation, and discussion.
Curriculum, year XII, Semester 2
Standard Competences Basic Competences Indicators
LISTENING
7. To understand the 7.1 To respond the meanings in formal intrapersonal and 13 Students can identify kind of oral language to
meaning in formal transactional and sustained conversation texts propose, to persuade and to support formally,
transactional and accurately, fluently and acceptable which use kinds of sustained, and acceptable.
intrapersonal sustained oral language and involve oral actions: to persuade, to 14 Students can identify kinds of oral language to
conversation texts in support, to criticize, to reveal expectation and to prevent. criticize, to reveal expectation and to prevent
daily life context. 7.2 To respond the meanings in formal intrapersonal and formally, sustained, and acceptable.
transactional and sustained conversation texts 15 Students can identify kinds of oral language to
accurately, fluently and acceptable which use kinds of regret and to reveal/ask planning, purpose and
oral language and involve talk actions: to regret, to meaning formally, sustained, and acceptable.
reveal/ask planning, purpose, meaning, to predict, to 16 Students can identify kinds of oral language to
speculate, and to give assessment. predict, to speculate, and to give assessment.

8. To understand the 8.1 To respond the meanings in formal and informal short • Students can identify kinds of oral language in
meanings in short functional texts which use kinds of oral language formal and informal short functional text fluently,
functional texts and accurately, fluently and acceptable in daily life contexts. accurately, and acceptable in daily life context
narrative and review 8.2 To understand and respond the meanings in monologue • Students can identify monologue text fluently,
monologue in daily life texts which use kinds of oral language accurately, accurately, and acceptable in the form of narrative
context. fluently and acceptable in daily life context in texts in and review in daily life context.
the form of: narrative and review.
SPEAKING
9. To reveal the meanings 9.1 To reveal the meanings in transactional and formal o Students can respond orally at least two kinds of
in interactional text, intrapersonal and sustained conversation accurately, responses to persuade, to support and to criticize
with pressure at the fluently and acceptable by using kinds of oral language formally, sustained, and acceptable.
formal and sustained in daily life context and involve orally actions, namely: o Students can respond orally at least two kinds of
transactional to persuade, to support, to criticize, to reveal expectation responses to reveal expectation and to prevent
conversation texts in and to prevent. formally, sustained, and acceptable.
daily life context. 9.2 To reveal the meanings in formal intrapersonal and o Students can respond orally at least two kinds of
transactional and sustained conversation texts responses to regret, to reveal/ask planning, purpose,
accurately, fluently and acceptable in daily live and and meaning formally, sustained, and acceptable.
 involve talk actions: to regret, to reveal/ask planning, o Students can respond orally at least two kinds of
purpose, meaning, to predict, to speculate, and to give responses to predict, to speculate and to give
assessment. assessment formally, sustained, and acceptable.
10. To reveal the meanings 10.1To respond the meanings in formal and informal short o Students can respond kinds of oral language in
in short functional texts functional texts which use kinds of oral language formal and informal short functional text fluently,
and monologue in form accurately, fluently and acceptable in daily life context. accurately, and acceptable in daily life context.
of narrative and review 10.2To reveal the meanings in monologue texts which use o Students can respond monologue text fluently,
accurately, fluently, and kinds of oral language accurately, fluently and accurately, and acceptable in the form of narrative
acceptable in daily life acceptable in daily life context in texts in the form of: and review.
context. narrative and review.
READING
11. To understand the 11.1To respond the meanings in formal and informal short  Students can identify many kinds of information
meanings of written functional texts which use kinds of written language from formal and informal short functional text to
monologue texts in the accurately, fluently and acceptable in daily life context access the knowledge.
form of narrative and and to access the knowledge.  Students can identify many kinds of information
review in daily life 11.2To respond the meanings and rhetorical steps in from monologue text in form of narrative and
context and to access the monologue text which use kinds of written language review to access the knowledge.
knowledge. accurately, fluently and acceptable in daily life context
and to access the knowledge in texts in the form of:
narrative and review.
WRITING
12. To reveal the meanings 12.1To reveal the meanings and rhetorical steps in essay by ♦ Students can write at least one formal and informal
in written monologue using kinds of written language accurately, fluently and short functional text in the form of: narrative and
texts/essay in the form acceptable in daily life context in texts in the form of: review accurately, fluently, and acceptable in daily
of narrative and review narrative and review. life context.
in daily life context.

Textbook Title : Look Ahead, An English Course for Senior High School Students
Year : XII
Semester :1&2
 Examples Notes / Corrections/Analysis
Skill & Sentences/Paragraph
Pages
Listening
Some examples of the indicator from basic competence Some corrections from analyzing the chapter:
2.2, short functional text in form of narrative, explanation,  …was going to … and found there was…
discussion. found should be was founding (parallelism)
3,  Paragraph : “The Goose with The Golden Eggs”  … a dog had a piece of meat and was carrying …
10,  Paragraph : “The Dog and the Shadow” had should be was having (parallelism)
11,  Paragraph : “The Wolf in Sheep’s Clothing”
12-14,  Story : “The Faithful Lovers”  … make a conversation similar to the above dialog ...
15 Should be similar with the dialog above.
 Hand in hand, first project
 Read and try to understand the following information.
Should be informations.
 … of the verbs in brackets.
Speaking Should be the brackets.
Some examples of the indicator from basic competence 3.1
9,  Ways to say it, Expressing a possibility

Some examples of the indicator from basic competence 3.2

5,  Ways to say it, Expressing a promise
7,  Ways to say it, Expressing curiosity Notes: for the task “fill in the blank” , there are no cassette.
It should be better use the cassette for the task.
Some examples of the indicator from basic competence 4.2
20,  Show it Off, Telling our friends about fable.
22  Let’s talk, discussing and answering the questions. Analysis:
Reading
Some examples of the indicator from basic competence 5.1
and 5.2
4  Enjoy this, Reading the comics and answering the
questions
20  Cultural Awareness, Halloween.
23  Active Reading, The Wind and the Sun
25  Enjoy this, Please All and You will Please None
28  Read the story, The Shepherd’s Boy
32
 First challenge
Writing
Conclusion:
This chapter contains many stories. Most of them are in the form of narrative and some other in discussion and explanation. This chapter mostly
discuss about narrative text. So, the examples are mostly about the narrative.
This book is not good enough for the students because only one chapter. In this chapter, there are many indicators which do not have the examples and
some of sentences in this book are incorrect. So, we should check the whole book first in order to find out about this book.
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