Form 4 / IK. 7.3.

1/ING
SYLLABUS

School : SMA Negeri 1 Cianjur Class/ Program : XI/ IPA-IPS

Subject : English Semester :1
Standard of : 1. Listening
Competence Understanding meaning in transactional and interpersonal discourse for both formal
and sustained way in the context of daily life.
2. Understanding meaning in short functional and monolog use in the forms of report, narrative and analytical exposition
in the context of daily life.

Basic Competence Achievement Indicator Learning Material Learning Activity Assessment Time Sources
Allowed
1.1 Responding to a meaning in Identifying words in the dialog Giving an opinion Meetings :
transactional (to get things done) Identifying a meaning of the e.g. A: I think this is great. Leading questions. Oral Test 2 x 45 Cassette/
and interpersonal (to socialize) CD
word B: I think so too. Listening to an opinion/
discourse, for both Written Test Tape
Identifying relation among the Asking for an opinion satisfaction and Recorder
formal and sustained way by speakers e.g. A: What do you think dissatisfaction ( Multiple
using simple spoken language about it? expressions with their choice/essay)
Identifying a meaning of
variety accurately, fluently and B: I think its a good idea. responses for the whole
speech act of giving an opinion
acceptably in the context of daily Expressing class. Quiz
life and involves speech act of Responding to the speech act
of giving an opinion satisfaction Studying the expressions
giving and asking for an opinion, e.g. A: I cant think of to identify the variety of
satisfaction and dissatisfaction. Identifying meaning of Assignment
expressing satisfaction anything better. an opinion/ satisfaction
B: Thank you for your and dissatisfaction
Responding to the speech act
compliment, Sir. expressions with their
of satisfaction
Expressing responses.
Identifying meaning of
dissatisfaction Answering the questions
expressing dissatisfaction
e.g. A: Im not happy given by the teachers.
Responding to the speech act about it. Discussing the answers
of dissatisfaction B: Please give me another with the whole class.
Identifying the context of chance. Structural Instructions:
situation Assignments related
the expressions given.

1.2 Responding to a meaning in
transactional (to get things done) Identifying a meaning of
and interpersonal (to socialize) giving advice
discourse, for both formal and Responding the speech act of
sustainable by using simple giving advice
spoken language variety Identifying a meaning of
accurately, fluently and acceptably warning
in the context of daily life and Responding the speech act of
involves speech act of giving
warning
advice, warning, accepting a
Identifying meaning of
request and expressing relief, pain
accepting a request
and pleasure
Responding the speech act of
accepting a request
Identifying meaning of
expressing relief, pain and
pleasure
Responding the speech act of
expressing relief, pain and
pleasure.
Giving advice
e.g. A: Youd better do it
now.
B: I will
Warning
e.g. A : Dont forget to
bring the food with you.
B: I wont.
Accepting a request
e.g. A: You may go
B: Youre the best, Dad.
Expressing Relief
e.g. A: I feel so relieved.
B: I can see that
Pain
e.g. A: Ouch! It hurts so
much.
B: Oh, you poor thing.
Pleasure
e.g. A: Im so pleased.
B: Im glad you like it.
Non structural self activity :
Making dialog related to
Erlarga,
the previous expressions
grad XI.
in groups of four.
BSE,
Meetings : Oral Test 4 x 45 Grade XI
Leading questions. Written Test
Listening to giving (Multiple
advice, warning, choice and
accepting a request and essay)
relief, pain and pleasure
expressions with their
responses for the whole Quiz
class.
Studying the expressions
to identify the variety of
giving advice, warning,
Assignment
accepting a request and
relief, pain and pleasure
expressions with their
responses.
Answering the questions
given by the teachers.
Discussing the answers
with the whole class.
Structural Instructions:
Giving assignments
related the expressions
given.
Non structural self activity :
Making dialog related to
the previous expressions
in groups of four.
Listening
2.1 Responding to a meaning in
the short spoken functional text,
formal and informal accurately,
fluently and acceptably in the
various context of daily life.
2.2 Responding to a meaning in the
monolog text using spoken
language variety accurately,
fluently and acceptably in the
context of daily life in form of
report, narrative and analytical
exposition text
Written Test 2 x 45
Invitation card Meetings : (Multiple
Listening to the
Identifying the topic of short invitation of meeting choice/essay)
spoken functional text through tape recorder for Quiz
Identifying specific the whole class. Assignment
information from spoken text Discussing the
Identifying the communicative content and the form of
purpose of short spoken language used in the text
functional text in groups
Using spoken language in Discussing the
giving short functional text answers with the whole
class.
Structural Instructions :
Looking for the
model of invitation card.
Non structural self activity
Making an invitation 4 x 45
card individually.
Identifying the main idea of the
report text listened orally Meetings :
Identifying the characters in Leading questions by
the text showing a picture related
Identifying the events in the to the topic.
text Identifying the main idea
Identifying the characteristic of of the report text listened
things or person reported orally
Identifying the cases in the Identifying the characters
text listened in the text
Identifying the arguments l in Identifying the events
the text. listened in the text
Identifying the
characteristic of things or
 person reported
Identifying the cases
listened in the text
Identifying the arguments
listened in the text
Structural Instructions :
Giving assignment by
listening to the text
related to the topic
individually.
Non structural self activity :
Reporting the result in
front of the class.

Standard of Competence : Speaking

3. Expressing a meaning in transactional and interpersonal discourse, for both formal and sustained way in the context of daily life.
4. Expressing a meaning in short functional text and monolog use in the forms of report, narrative and analytical exposition
in the context of daily life.

Basic Competence Achievement Indicator Learning Material Learning Activity Assessment Time Sources
Allowed
3.1 Expressing a meaning in Using the speech act of giving Giving an opinion Meetings :
transactional (to get things done) and asking for an opinion e.g. A: I think this is great. Answering the Assignment
and interpersonal 6 x 45
Responding to the speech act B: I think so too. questions related to the
(to socialize) for both formal and of giving and asking for an Asking for an opinion expressions. Performance
sustained way by using spoken opinion e.g. A: What do you think Reading the dialog
language variety accurately, Using the speech act of about it? related to the
fluently and acceptably in the satisfaction and dissatisfaction B: I think its a good idea. expressions.
context of daily life and involve Expressing Answering the
Responding to the speech act
speech act of giving and asking for satisfaction questions from the
of satisfaction and
an opinion, satisfaction and e.g. A: I cant think of dialog.
dissatisfaction
dissatisfaction. anything better. Learning any kind of
B: Thank you for your expressions related to Assignment

3.2 Expressing a meaning in
transactional (to get things done) Using the speech act of giving
and interpersonal advice
(to socialize) for both formal and Responding the speech act of
sustainable by using spoken giving advice
language variety accurately, Using the speech act of
fluently and acceptably in the warning
context of daily life and involves
Responding the speech act of
speech act of giving advice,
warning
warning, accepting a request and
Using the speech act of
expressing relief, pain and
pleasure. accepting a request
Responding a speech act of
accepting a request
Using the speech act of
expressing feelings
Responding the speech act of
expressing feelings
compliment, Sir.
Expressing
dissatisfaction
e.g. A: Im not happy
about it.
B: Please give me another
chance.
Giving advice
e.g. A: Youd better do it
now.
B: I will
Warning
e.g. A : Dont forget to
bring the food with you.
B: I wont.
Accepting a request
e.g. A: You may go
B: Youre the best, Dad.
Expressing Relief
e.g. A: I feel so relieved.
B: I can see that
Pain
e.g. A: Ouch! It hurts so
much.
B: Oh, you poor thing.
Pleasure
e.g. A: Im so pleased.
B: Im glad you like it.
the topics.
Making dialog in pairs. Performance
Acting out in front of
the class.
Stuctural Instructions.
Giving assignment
by making with their
own situations.
Non structural self
activity:
Acting out the
dialog in front of the
class.
8 x 45
Meetings :
Answering the
questions related to the
expressions.
Reading the dialog
related to the
expressions.
Answering the
questions from the
dialog.
Learning any kind of
expressions related to
the topics.
Making dialog in pairs.
Acting out in front of
the class.
Stuctural Instructions.
Giving assignment
by making with their
 own situations.
Non structural self
activity:
Acting out the
dialog in front of the
4.1 Expressing a meaning in the 2 x 45
short spoken functional text, for class.
Using spoken language in
both formal and informal Invitation Card
giving short functional text
accurately, fluently and acceptably
in the various context of daily life
Meetings :
Showing the
model of invitation
card.
Discussing the
card shown by the
teacher.
Structural Instructions
Making an
invitation card
individually.
4.2 Expressing a meaning in Non Structural self
monolog text by using spoken activity.
language variety accurately, Using present tense in Reporting the 4 x 45
fluently and acceptably in the telling report Text of Report invitations made by
context of daily life in form of Doing monolog in narrative the students.
report, narrative and analytical Using past tense in telling Text of narrative
exposition text narrative
Doing monolog in Text of Analytical Meetings :
analytical exposition Exposition Reading The text
related to the topic.
Discussing the text
related to the topic in
the whole class.
Structural instructions :
 Looking for the
text related to the text.
Non structural self
activity :
Retelling the reading text
they found in front of the
class.

Standard of Competence : Reading

5. Understanding a meaning of short functional text and simple essay in form of report, narrative and analytical exposition text
in the context of daily life to access science.
Basic Competence Achievement Indicator Learning Material Learning Activity Assessment Time Sources
Allowed
5.1 Responding to a meaning in Identifying the topic of Banner, poster, pamphlet Meetings :
short functional text (e.g. banner, the text Studying the model of Written test 2 x 45
poster, pamphlets, etc.) for both Identifying specific banner, poster and (Multiple
formal and informal by using information from a short pamphlet. choice/essay)
written language variety accurately, functional text Reading the models
fluently and acceptably in the individually.
context of daily life. Answering the
questions based on the
topic individually.
Structural Instructions :
Giving assignment
by looking for any kind
of banner, poster and
pamphlet in groups/
individually.
Non Structural self
activity :
Reading the banner,
poster and pamphlet in
the front of the class.
5.2 Responding to a meaning and Identifying the meaning of the
rhetorical step in essay by using words in the reading text
written language variety accurately, Identifying the main idea
fluently and acceptably in the report text
context of daily life to access Identifying the conflict in
science narrative text
Identifying the events in the
reading text
Identifying the characteristics
of thing/person in the text
Identifying the cases in the
text
Identifying the arguments
given
Identifying the rhetorical steps
of the text
Identifying the
communicative purpose of the
text
Text of Report Meetings : 8 x 45
Answering the Quiz
Text of narrative questions the topics. Written test
Reading Assignment
Text of Analytical report/narrative/
Exposition analytical exposition
text individually
Analyzing various
aspect from the text as
the content and
grammatical structure in
groups.
Practicing using the
grammatical structure
found in the text.
Reading aloud the text
of report/
narrative /analytical
exposition individually
Answering the questions
based the text
individually.
Discussing the answers
with the whole class.
Structural Instructions :
Giving assignment
by reading the text
related to the topic.
Non Structural self
Activity :
Reading aluod the text
related to the topics
in front of the class.
Standard of Competence : Writing
6. Expressing a meaning in short written functional text and simple essay in form of report, narrative
and analytical exposition text in the context of daily life

Basic Competence Achievement Indicator Learning Material Learning Activity Assessment Time Sources
Allowed
6.1 Expressing a meaning in short Using structure, Banner, Meetings : Assignment
functional text (e.g. banner, poster, vocabulary, punctuation, Poster ,Pamphlet Studying the model 2 x 45
pamphlet, etc.) for both formal and spelling, accurately. of banner, poster and
informal by using written language Writing the main idea pamphlet provided.
variety accurately, fluently and Elaborating the main idea Making draft in the
acceptably in the context of daily forms of banner,
Making draft, revision,
life poster, pamphlet wth
editing
Making banner, poster or the condition given by
pamphlet doing chain writing
Peer editing
Making banner, poster
or pamphlet based on
their draft.
Structural Instructons:
Giving
assignment by lookng
for the model of
banner, poster or
pamphlet.
Non Structural self
activity :
Making banner, poster or
pamphlet based their own
condition.

6.2 Expressing a meaning and Noun Phrase

Meetings :
rhetorical step in essay by using Reading the model of Assignment
Adjective Clause 6 x 45
written language variety accurately, reading text.
Using adjective clause to Narrative Text
fluently and acceptably in form of Discussing any
make report Report Text Project
report, narrative and analytical Making report text
exposition text Making narrative text
Making analytical exposition
text
Text of narrative
Text of Analytical
Analytical Exposition aspects related to the
Text text such as rhetorical
Text of Report steps and grammatical
feature
Practicing using
simple present tense
to express the fact and
Exposition complex sentence
using modal to
express opinion
Making draft of
narrative, report or
analytical exposition
text by using chain
writing.
Making the reading
text based on the topic
given.
Structural Instructions :
Looking for the models of
reading text related to the
topics.
Non structural self
activity :
Writing the text
related to the topic
based their own
knowledge.
 SYLLABUS

School : SMA Negeri 1 Cianjur Class/ Program : XI/ IPA-IPS

Subject : English Semester :2
Standard Of : Listening
Competence 7. Understanding a meaning in transactional and interpersonal discourse for both formal
and sustained way in the context of daily life.
8. Understanding a meaning in short functional and monolog use in the forms of narrative, spoof and hortatory exposition
in the context of daily life.

Basic Competence Indicator Learning Material Learning Activity Assessment Time Sources
Allocated
7.1 Responding to a meaning in Identifying the relation among Expressing Meetings : Oral test
transactional (to get things done) the speakers attitude Leading questions. Written test 2 x 45
and interpersonal ( to socialize) Identifying the sense of E.g. A: Im against the Listening to attitude, Quiz
discourse, for both formal and speech act of love idea. love and sadness Assignment
sustained way by using simple Responding speech act of love B: I cant agree expressions with their
spoken language variety more responses for the
Identifying the sense of
accurately, fluently and acceptably Expressing whole class.
speech act of sadness
in the context of daily life and - love Studying the attitude,
involves speech act of expressing Responding speech act of
sadness e.g. A: I love you love and sadness
attitude, love and sadness. B: I love you too. expressions to identify
- sadness the variety
e.g. A: This is the expressions with their
 lowest time in responses.
my life. Answering the
B: Take an easy questions given by the
teachers.
Discussing the answers
with the whole class.
Structural Instructions:
Assignments
related the expressions
given.
Non structural self
activity :
Making dialog related
to the previous
expressions in groups
7.2 Responding to a meaning in
of four.
transactional (to get things done) 4 x 45
Identifying the meaning of Oral test
and interpersonal ( to socialize)
a speech act of embarrassment Embarrassment Written test
discourse, for both formal and E.g. A: I was so
. Responding to a speech act Meetings : Quiz
sustained way by using simple embarrassed.
of embarrassment. Leading questions. Assignment
spoken language variety B: I dont think its
Identifying the sense of a Listening to
accurately, fluently and acceptably a big deal
in the context of daily life and speech act of anger embarrassment, anger
Anger
involves speech act of expressing Responding to a speech act of and annoyance
E.g. A: Theres nothing
embarrassment, anger and anger expressions with their
to talk about,
annoyance Identifying the meaning of a responses for the
get out of here.
speech act of annoyance whole class.
B: If you say so.
Responding to a speech act Studying the
Annoyance
of annoyance. expressions to identify
E.g. A: I cant take this
the variety of
anymore.
embarrassment, anger
B: Sorry about that
and annoyance
expressions with their
responses.
Answering the
questions given by the
teachers.
 Discussing the answers
with the whole class.
Structural Instructions:
Giving
assignments related
the expressions given.
Non structural self
activity :
Making dialog related
to the previous
expressions in groups
8.1 Responding to a meaning in of four.
short functional text, for both Identifying the topic of short Meetings : Oral test
formal and informal by using Written test 2 x 45
functional text listened Listening to the
spoken language variety accurately, Identifying specific Short spoken functional quiz
fluently and acceptably in the text ( announcement) announcement given assignment
information of the text by the teacher.
context of daily life. listened
Discussing the
Identifying the form of
content and the form
spoken language based on the
of language used in
text listened
the announcement in
groups
Discussing the
Spoken text of
answers with the
narrative
whole class.
Spoken text of
Structural Instructions :
spoof
Looking for the
Spoken text of
model of
hortatory exposition
announcement.
Non structural self
activity
Making an
announcement
8.2 Responding to a meaning in individually. Oral Test 4 x 45
monolog text by using spoken Identifying the main idea of Written test
language variety accurately, hortatory exposition listened Meetings : Assignment
fluently and acceptably in the Identifying the characters of Leading questions Quiz
context of daily life in form of the story given by showing a picture
narrative, spoof and hortatory Identifying the events of the related to the topic.
exposition text listened Identifying the main
Identifying the twist in idea of the text
spoof text listened orally
Identifying the solution in Identifying the
the story characters listened in
Identifying the case the text
Identifying the arguments Identifying the events
listened in the text
Identifying the
characteristic of things
or person reported
Identifying the cases
listened in the text
Identifying the
arguments listened in
the text
Structural Instructions :
Giving assignment by
listening to the text
related to the topic
individually.
Non structural self
activity :
Reporting the result in
front of the class.

Standard of Competence : Speaking

9. Expressing a meaning in transactional and interpersonal discourse, for both formal and sustainable in the context of daily life.
10. Expressing a meaning in short functional text and monolog use in the forms of report, narrative and analytical exposition
in the context of daily life.
Basic Competence Indicator Learning Material Learning Activity Assessment Time Sources
Allocated
9.1 Expressing a meaning in Using speech act of Expressing Meetings : Assignment
transactional (to get things done) expressing feeling - love Answering the 6 x 45
and interpersonal Using speech act of love e.g. A: I love you questions related to the
(to socialize) formal and Responding speech act of B: I love you too. expressions.
sustainable by using spoken love - sadness Reading the dialog
language variety accurately, e.g. A: This is the related to the love and Performance
Using speech act of sadness
fluently and acceptably in the lowest time in sadness expressions.
context of daily life and involves Responding speech act of
my life. Answering the
speech act of expressing love and sadness
B: Take an easy questions from the
sadness dialog.
Learning any kind of
expressions related to
the topics.
Making dialog in pairs.
Acting out in front of
the class.
Stuctural Instructions.
Giving assignment
by making with their
own situations.
Non structural self
activity:
Acting out the
dialog in front of the
class.
9.2 Expressing a meaning in Embarrassment Performance 8 x 45
transactional (to get things done) E.g. A: I was so assignment
and interpersonal Using speech act of Meetings : performance
embarrassed.
(to socialize) for both formal and embarrassment Answering the
B: I dont think its
sustainable by using spoken Responding speech act of questions related to the
language variety accurately, embarrassment a big deal expressions.
fluently and acceptably in the Using speech act of anger Anger Reading the dialog
context of daily life and involves Responding speech act of E.g. A: Theres nothing related to the
speech act of expressing anger to talk about, embarrassment, anger
embarrassement, anger and Using speech act of get out of here. and annoyance
annoyance. annoyance B: If you say so expressions.
Responding speech act of Annoyance Answering the
annoyance. E.g. A: I cant take this questions from the
anymore. dialog.
B: Sorry about that Learning any kind of
expressions related to
the topics.
Making dialog in pairs.
Acting out in front of
the class.
Stuctural Instructions.
Giving assignment
by making with their
own situations.
Non structural self
activity:
Acting out the
dialog in front of the
class. Assignment
4 x 45
10.1 Expressing a meaning in short performance
functional text ( e.g. Banner, foster
Using spoken language in Announcement Meetings :
pamphlet, etc) for both formal and
informal accurately, fluently and delivering short functional Showing the
acceptably in various daily life text. model of
context. announcement.
Discussing the
announcemnt read
by the teacher.
Structural Instructions
 Making an
announcement
individually.
Non Structural self
activity.
Reporting the
announcement made 8 x 45
10.2 Expressing a meaning in by the students.
monolog text by using spoken Text of Narrative
language variety accurately, Using past continuous in
fluently and acceptably in various telling spoof Text of spoof
Meetings :
daily life context. In forms of Doing monolog in narrative
narrative, spoof and hortatory Reading The text
Doing monolog in Text of hortatory
exposition Exposition related to the topic.
hortatory exposition Discussing the text
Using modal should to give related to the topic in
recommendation. the whole class.
Debating Structural instructions :
Looking for the
text related to the text.
Non structural self
activity :
Retelling the
reading text they found
in front of the class.

Standard of Competence : Reading

11. Understanding a meaning of short functional text and simple essay in the forms of narrative , spoof
and hortatory exposition in the context of daily life to access science

Basic Competence Indicator Learning Material Learning Method Assessment Time Sources
Allocated
11.1 Responding to a meaning in Reading meaningful written Banner Meetings : Performance 4 x 45
short functional text (e.g. Banner, variety text discussed with the Poster Studying the model of Written test
poster, pamphlet, etc) for both correct spelling and intonation Pamphlet banner, poster and Quiz
formal or informal by using written Identifying the topic of the pamphlet. Assignment
language variety accurately, text read Reading the models
fluently and acceptably in the Identifying specific individually.
context of daily life. information from banner, Answering the
poster or pamphlet questions based on the
topic individually.
Structural Instructions :
Giving assignment
by looking for any
kind of banner, poster
and pamphlet in
groups/ individually.
Non Structural self
activity :
Reading the
banner,
poster and pamphlet
in the front of the class.
11.2 Responding to a meaning and Identifying the meaning of Written text of Meetings : 8 45
rhetorical in essay by using written words in exposition text narrative Performance
language variety accurately, Answering the
individually Written text of Written test
fluently and acceptably in the questions the topics.
Identifying the meaning of spoof Assignment
context of daily life to access Reading
the sentence in the text Written text of spoof/narrative/hortator
sciences in forms of narrative,
spoof and hortatory exposition text Identifying the setting in hortatory exposition y exposition text
narrative individually Quiz
Identifying the complication Complex Analyzing various
in narrative text sentences aspect from the text as
Identifying the events of the content and
the text grammatical structure
Identifying the case of the in groups.
text given Practicing using the
Identifying the arguments grammatical structure
given found in the text.
Identifying the Reading aloud the text
 recommendation given of spoof/
Identifying the rhetorical narrative /hortatory
steps in the text exposition text
Identifying the individually
communicative purpose in the Answering the
text questions based the text
individually.
Discussing the answers
with the whole class.
Structural Instructions :
Giving assignment
by reading the text
related to the topic.
Non Structural self
Activity :
Reading aluod the
text related to the
topics in front of the
class.

Standard of Competence : 12. Writing

Understanding a meaning of short functional text and simple essay in the forms of narrative ,
spoof and hortatory exposition texts in the context of daily life to access science
Basic Competence Indicator Learning Material Learning Activity Assessment Time Sources
Allocated
12.1 Expressing a meaning in short Using structure, Meetings : Assignment 2 x 45
functional text (e.g. Banner, vocabulary, punctuation, Banner Studying the model
poster , pamphlet, etc) formal and spelling and rules of writing Poster of banner, poster and Performance
informal by using written language accurately Pamphlet pamphlet provided.
variety accurately, fluently and Writing the main idea Making draft in the
acceptably in the context of daily Elaborating the main idea forms of banner,
life. poster, pamphlet wth
Making draft, doing revision,
editing the condition given by
Making banner, poster or doing chain writing
Peer editing
 pamphlet
12.2. Expressing a meaning and
rhetorical step in essay by using
written language variety accurately, Using past continuous tense in
fluently and acceptably in form of writing spoof
narrative, spoof and hortatory l Using complex sentence in
exposition texts. making the story
Using modal should to write
recommendation in hortatory
exposition
Making the text of spoof
Making text of narrative
Producing text in form of
hortatory exposition
Making banner, poster
or pamphlet based on
their draft.
Structural Instructons:
Giving assignment by
lookng for the model
of banner, poster or
pamphlet.
Non Structural self
activity :
Making banner, poster
or pamphlet based
their own condition.
Modals Meetings :
Reading the model of Assignment 6 x 45
Past Continuous Tense reading text.
Discussing any
Text of Narrative aspects related to the
Project
text such as rhetorical
Text of spoof steps and grammatical
feature
Text of hortatory Practicing using past
exposition continuous tense to
write spoof, complex
sentence to write
narrative and Modal
should to write
recommendation.
Making draft of spoof,
narrative or hortatory
exposition text by
using chain writing.
Making the reading
 text based on the topic
given.
Structural Instructions :
Looking for the models of
reading text related to the
topics.
Non structural self
activity :
Writing the text
related to the topic
based their own
knowledge.