Procedure text accurately, fluent,
and acceptably to interact with many
daily life contexts.
Reading
9. Responding meaning of
simplest Written Texts accurately,
fluent, and acceptably to
interact with many relates to theme
and genre ›Language
features of Descriptive and
Procedure text ›Language
features of Descriptive and
Procedure text
›Short Functional texts: Instruction,
Goods List, Greeting,
Announcement responding to the explanation of
vocabulary and structure of
grammar in monolog text in the form of Descriptive and
Procedure, such as ‘Dea How to make a cup of tea.’
3. Listening to verbal monolog text model, in the form of
Descriptive and Procedure 4. Discussing back the draft of
monolog text in group and delivering draft procedure using
student own words 5. Doing verbal monolog text
individually
1. Asking and answering question activities, those relate to the
studied materials
2. Discussing vocabulary and
structure of language, these relate to ‘noun, noun phrase,
adjective, verb, and adverb’ of
daily life contexts.
10. Responding the meaning and
procedures of rhetoric
accurately, fluent, and acceptably in
simplest essay of Descriptive and
Procedure form in daily life contexts
›The monolog text in Descriptive and
Procedure form
›The vocabulary
relates to studied theme and genre
›The language features of
Procedure and Descriptive text
studied materials. 3. Listening to texts that teacher
reads loudly 4. Discussing to answer the
questions of reading texts in group
5. Answering the questions of reading texts verbally and
individually 6. Reading the reading texts loudly
in turn 1. Listening and responding
‘Introduction’ to Descriptive or Procedure text relates to topic of
material that students would read
2. Paying close attention to
Vocabulary and Structure of
Grammar that relate to the Descriptive or Procedure text
that students would read 3. Paying close attention to the
procedures of rhetoric in
11. Responding meaning and
procedures accurately, fluent,
and acceptably of the simplest essay
that relates to the daily life context
in the form of Descriptive or
Procedure text The Monolog text
in the form of Descriptive or
Procedure
The Vocabulary
relates to theme or genre
The Language Features of
Procedure and Descriptive text
Descriptive or Procedure text 4. Identifying the procedures of
rhetoric in group 5. Identifying any information of
Descriptive or Procedure text group
6. Identifying any information and the procedures of rhetoric
independently 1. Listening and responding
‘Introduction’ to Descriptive or Procedure text relates to the
topic of material that students would read
2. Paying close attention to the
explanation of Vocabulary and
the Structure of Grammar that relates to the Descriptive or
Procedure text students would read
3. Paying close attention to the rhetoric procedure of
Descriptive or Procedure text
12. Reading the simplest short
Functional Text and Essay of
Descriptive or Procedure text by
using acceptable pronunciation,
stress, and intonation
›Descriptive or Procedure Text
›Pronunciation ›Intonation
›Punctuation 4. Identifying the rhetoric of
Descriptive or Procedure text in pairs
5. Identifying any information in pairs
6. Identifying the rhetoric of Descriptive or Procedure text
and any information independently
1. Listening and paying close attention to Pronunciation,
Intonation, Punctuation, and voice quality in reading
Descriptive and Procedure loudly
2. Listening to the model of how to read Descriptive and
Procedure Text loudly 3. Imitating the model to read
Descriptive or Procedure text loudly
4. Reading the Descriptive or Procedure text by using correct
Writing
13. Expressing the meaning of
simplest Short Functional Text,
by using students own written style
accurately, fluent, and acceptably to
interact with many daily life contexts
Procedure form
›The vocabulary
relates to studied theme and genre
›The language features of
Procedure and Descriptive text
Pronunciation, Intonation, Punctuation loudly and
individually
1. Asking and answering question activities, those relate to the
studied materials
2. Discussing vocabulary and
