Buku Bahasa Inggris kelas 10 semester 2
Kurikulum 2013
Bahasa Inggris
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i
Hak Cipta © 2014 pada Kementerian Pendidikan dan Kebudayaan
Dilindungi Undang-Undang
MILIK NEGARA
TIDAK DIPERDAGANGKAN
Disklaimer: Buku ini merupakan buku guru yang dipersiapkan Pemerintah dalam rangka
implementasi Kurikulum 2013. Buku guru ini disusun dan ditelaah oleh berbagai pihak di
bawah koordinasi Kementerian Pendidikan dan Kebudayaan, dan dipergunakan dalam
tahap awal penerapan Kurikulum 2013. Buku ini merupakan "dokumen hidup" yang
senaniasa diperbaiki, diperbaharui, dan dimutakhirkan sesuai dengan dinamika kebutuhan
dan perubahan zaman. Masukan dari berbagai kalangan diharapkan dapat meningkatkan
kualitas buku ini.
Katalog Dalam Terbitan (KDT)
Indonesia. Kementerian Pendidikan dan Kebudayaan.
Bahasa Inggris dan Budi Pekerti/Kementerian Pendidikan dan Kebudayaan. -- Jakarta:
Kementerian Pendidikan dan Kebudayaan, 2014.
iv, 112 hlm. : ilus. ; 25 cm.
Untuk SMA/MA/SMK/MAK Kelas X
ISBN (jilid lengkap)
ISBN (jilid 4)
Kontributor Naskah
Penelaah
Penyelia Penerbitan
: Utami Widyai, Furaidah, Zuliai Rohmah.
: Safrina dan Helena I.R. Agusien.
: Pusat Kurikulum dan Perbukuan, Balitbang Kemdikbud.
Cetakan Ke-1, 2014
Disusun dengan huruf Bookman Old Style, 11 pt
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DAFTAR ISI
DAFTAR ISI .................................................................................................... iii
CHAPTER 10:
Meeting My Idol .................................................................................................................. 1
CHAPTER 11:
Keeping a Diary .................................................................................................................. 11
CHAPTER 12:
Talking about an Idol ......................................................................................................... 25
CHAPTER 13:
Somebody I Admire ........................................................................................................... 35
CHAPTER 14:
Issumboshi ......................................................................................................................... 47
CHAPTER 15:
Malin Kundang ................................................................................................................... 61
CHAPTER 16:
Interviewing the Wright Brothers .................................................................................... 73
CHAPTER 17:
Strong Wind ....................................................................................................................... 87
CHAPTER 18:
Learning through Songs ................................................................................................... 99
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Chapter 10
Meeting My Idol
Source: Dokumen Kemdikbud
Picture 10.1
Tujuan Pembelajaran:
Setelah mempelajari Bab 10, siswa diharapkan mampu:
1. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks recount
sederhana tentang pengalaman/kejadian/peristiwa.
2. Menunjukkan perilaku peduli, percaya diri, dan tanggung jawab dalam
melaksanakan komunikasi terkait teks recount sederhana tentang
pengalaman/kejadian/peristiwa.
3. Mengidentiikasi fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
recount sederhana tentang pengalaman/kejadian/peristiwa.
4. Merespon makna teks recount sederhana tentang pengalaman/kejadian/
peristiwa.
5. Menyusun teks recount sederhana tentang pengalaman/kejadian/peristiwa.
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1
A
WARMER
Look at the pictures below. Do you know these
people? What are they famous for? Discuss with your
friends!
Source: http://sidomi.com/wpcontent/uploads/2013/11/
Rossa.jpg
Picture 10.2
Source: http://atcoitec.com/
bill-gates/
Picture 10.3
Source: http://bola.viva.co.id/
news/read/451129-perjalanankarier-evan-dimas
Picture 10.4
POINTS TO PONDER
What makes those people successful?
What characters do those people have in common?
B
VOCABULARY BUILDER
Match the words in the left column with the
synonyms on the right column. Then, compare your
work to your classmates’.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
2
hit by lightning (adjective)
a meet-and-greet event (noun)
excited (adjective)
lobby (noun)
memorabilia (noun)
showed up (verb)
waved (verb)
crowd (noun)
sang along (verb)
autograph (noun)
speechless (adjective)
unreal (adjective)
cool/awesome (adjective)
friendly (adjective)
nervous (adjective)
amazing (adjective)
a. waiting room
b. come or arrive
c. sing together
d. get along
e. fan meeting
f. merchandise
g. wonderful
h. move
i. signature
j. great
k. surprised
l. anxious
m. very happy
n. unbelievable
o. can’t say a word
p. a lot of people
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C
PRONUNCIATION PRACTICE
Listen to your teacher reading the following words.
Repeat after him/her.
hit by lightning
a meet-and-greet event
excited
lobby
memorabilia
showed up
waved
crowd
sang along
autograph
speechless
unreal
cool/awesome
friendly
nervous
amazing
D
: / hɪt baɪ ˈlaɪtnɪŋ /
: / ə miːt ænd ɡriːt ɪˈvent /
: / ɪkˈsaɪtəd /
: / ˈlɒbi /
: / ˌmem ə rəˈbɪliə /
: / ʃoʊd ʌp /
: / weɪvd /
: / kraʊd /
: / sæŋ əˈlɒŋ /
: / ˈɔːtəɡrɑːf /
: / ˈspiːtʃləs /
: / ˌʌnˈrɪəl◂ /
: / kuːl / / ˈɔːs ə m $ ˈɒː- /
: / ˈfrendli /
: / ˈnɜːvəs /
: / əˈmeɪzɪŋ /
READING
Read the following text, and then answer the
comprehension questions.
MEETING MY IDOL
Afgan has always been my favourite
singer. I had always been thinking of how
I would feel when I met him. Then I was
suddenly hit by lightning when I found out
Afgan was coming to town for a concert in a
local auditorium. A day before the concert,
there would be a meet-and-greet event at a
local radio station. Feeling excited, I packed
all my Afgan’s CDs to get his signature at the
event.
Source: http://www.mataberita.com/
proil-dan-foto-afgan-syah-reza.html
Picture 10.5
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On that bright and sunny Saturday morning, the radio station
was full of Afganism (that’s how Afgan’s fans are called). They sat
on the chairs prepared inside the radio station’s lobby. Some stood
in rows in the front yard of the radio station. A spot inside a lobby
was prepared with a mini stage for Afgan’s singing performance
and a table for Afgan to sign Afganism’s memorabilia. Finally, after
about 40 or 50 minutes wait, Afgan showed up from inside the
radio station. He smiled and waved to all Afganism who had been
waiting excitedly saying, “Good morning. How are you all?”. The
crowd went crazy. The shouts sounded like a mix of “Fine, thank
you” and screams of Afgan’s name.
Then, he started the event by singing his hit single “Dia
dia dia”. Afganisme went even crazier; they sang along with him
throughout the song. Of course, I did too. I couldn’t take my eyes
off this amazing singer who had released three albums. When he
was inished with the song, the host announced that it was time
for autographing the memorabilia. I prepared my CDs and began
to stand in the line. When I arrived at the table, I was speechless.
It was unreal just seeing him that close. I thought it was really cool
seeing him like that because he really just felt like a normal person,
which was awesome. He asked my name so that he could write it
on the CD to say “To Mia, Love Afgan”. He was also very friendly, so
I didn’t feel too nervous when I had a chance to take pictures with
him. He was just an amazing person. And it was the best day ever!
COMPREHENSION QUESTIONS
1. How did the writer feel when she knew that Afgan was coming to
town?
2. Did the writer want to see the concert?
3. When and where was the meet-and-greet event?
4. What is Afganism?
5. How did the fans wait for Afgan?
6. What did Afgan do when he showed up in the lobby?
7. How did the fans react when Afgan sang his hit single?
8. How did the writer feel when she inally got the turn to get Afgan’s
signature?
9. Did she feel nervous?
10. What is the writer’s opinion about the meet-and-greet event?
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E
VOCABULARY EXERCISES
Complete the sentence using the words from the
box.
hit by lightning
sing along
amazing
autograph
showed up
friendly
speechless
crowd
nervous
excited
1.
One of the reasons why I like to study in this class is
because all my friends are _____________________ . They
are always nice to me.
2.
I was surprised when a big birthday cake suddenly
_____________________ from under the table. It has been
hidden there for my surprise birthday party.
3.
The police formed a line in front of the stage to avoid the
_____________________ from climbing up the stage.
4.
Today, we have to present our paper in front of the class.
I’m very ___________________.
5.
On the weekends, my family and I like to spend our time
doing karaoke at home. We ___________________ with the
singer on the DVD screen. It’s fun.
6.
The students were very ___________________ when the
teacher announced that they were going to have an
excursion to the local public library.
7.
I really want to have an ___________________ of my
favourite football player, Lionel Messi, on my jersey.
8.
When we arrived at the top of the mountain, we were
___________________, the scenery was magniicent.
9.
I was ______________________________________ when I
knew that my dad gave me a new laptop for my birthday.
10. Afgan is an ___________________ singer. His songs are
always a hit.
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F
TEXT STRUCTURE
Task 1:
Answer the questions below about the text.
1. Who were involved in the story?
______________________________________________________________
2. When and where did the event happen?
______________________________________________________________
3. How were the events in the text arranged?
______________________________________________________________
4. Write the sequence of the events in the text!
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
5. Was there any conclusion of the story?
______________________________________________________________
Task 2:
Individually, complete the following chart to ind out the
structure of the recount text above.
Parts of a
recount text
Purposes
Summary from text
Introductory
paragraph
A sequence of
events
1.
2.
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3.
4.
A conclusion
(if any)
Task 3:
Discuss your answer with a partner, and then share it to the
class.
G
GRAMMAR REVIEW
Using was and were
Task 1:
Read the excerpt from the reading text and study the uses of
was and were.
On that bright and sunny Saturday morning, the radio
station was full of fans. They were excited to wait for Afgan. They
were ready to see his performance on the meet-and-greet. When
he was inished with the song, the host announced that it was time
for autographing the memorabilia. I prepared my CDs and began
to stand in the line. When I arrived at the table, I was speechless.
It was unreal just seeing him that close. I thought it was really cool
seeing him like that because he really just felt like a normal person,
which was awesome. He was also very friendly, so I didn’t feel too
nervous when I had a chance to take pictures with him. He was
just an amazing person.
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Task 2:
Observe the situation at the picture below. Also, think of
several adjectives that you can ind from the picture. Then,
write sentences using was and were + adjectives.
Source: http://musicweekly.asia/culture/clockenlap-festival-an-airy-carnival
Picture 10.6
List of adjectives:
Example: sunny
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
Write the sentences below:
1.
It was a sunny day.
2.
__________________________________________________________
3.
__________________________________________________________
4.
__________________________________________________________
5.
__________________________________________________________
6.
__________________________________________________________
7.
__________________________________________________________
8.
__________________________________________________________
9.
__________________________________________________________
10. __________________________________________________________
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H
SPEAKING
THREE-WORD CLUES
1. Work in pairs.
2. Think about a list of famous people. Prepare some clues
for other pairs to guess the famous person that you mean.
Your clues should only consist of three words. If your
opponent cannot guess from the irst clues, give another
set of three-word clues. Look at the example below:
Example:
A : Singer, male, Indonesian.
B : Next clues please.
A : Pop, young, handsome.
B : Uhm… I need next clues
A : Okay, this is the last clues. Tall, dark haired, glasses.
B : uhm… is it Afgan?
A : Yes, you’re right.
Etc.
3. Take turns with other pairs doing this activity.
I
WRITING
Task 1 :
Have you ever met someone special? What happened?
How did you feel? Make the outline of the story below:
1. Introduction
:
_____________________________________________________________
_____________________________________________________________
2. Sequence of events
:
a. __________________________________________________________
b. __________________________________________________________
c. __________________________________________________________
d. __________________________________________________________
3. Conclusion (if any)
:
_____________________________________________________________
_____________________________________________________________
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Task 2:
Write the outline into a paragraph in the space below.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Source: Dokumen Kemdikbud
________________________________________________________________
Picture
10.7
________________________________________________________________
________________________________________________________________
________________________________________________________________
J
REFLECTION
At the end of this chapter, ask yourself the
following questions to know how effective your learning
process is.
1. Can you identify the information in a recount text?
2. Do you know the type of language structure that
you can use to tell about the past events?
3. Can you tell or write an event that happened in the
past based on the structure of a recount text?
If your answer is ‘no’ to one of these questions, see
your teacher and discuss with him/her on how to make you
understand and be able to tell or write about past events.
K
FURTHER ACTIVITIES
Think about an interesting activity that you did
last week. Can you retell that activity to your friends?
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Chapter 11
Keeping a Diary
Source: Dokumen Kemdikbud
Picture 11.1
Tujuan Pembelajaran:
Setelah mempelajari Bab 11, siswa diharapkan mampu:
1. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks recount
sederhana tentang pengalaman/kejadian/peristiwa.
2. Menunjukkan perilaku peduli, percaya diri, dan tanggung jawab dalam
melaksanakan komunikasi terkait teks recount sederhana tentang
pengalaman/kejadian/peristiwa.
3. Mengidentiikasi fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
recount sederhana tentang pengalaman/kejadian/peristiwa.
4. Merespon makna teks recount sederhana tentang pengalaman/kejadian/
peristiwa.
5. Menyusun teks recount sederhana tentang pengalaman/kejadian/peristiwa.
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A
WARMER
Observe the crossword puzzle below. In the puzzle,
there are 10 regular and 10 irregular verbs in the past
form. Work in pairs to ind them as fast as possible. Write
your answers on a piece of paper. Post your answers on the
white/black board or on a wall of your classroom as soon as
you inish doing it. Those who can inish the earliest are the
winners. As the winners, you can tell the class to sing an
English song that you like and tell them to dance too.
12
regular verbs
irregular verbs
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
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B
VOCABULARY BUILDER
Match the English words with their Indonesian
equivalents. Compare your work to your classmates’.
vendor (noun)
remind of (verb)
grab (verb)
spend (verb)
step out (verb)
wanna (verb/informal)
pick (verb)
chill out (verb/informal)
strange (adjective)
treat (verb)
It’s on me.
shout (verb)
ID card (noun)
no way (noun)
cash (noun)
innocent (adjective)
C
berteriak
memilih
bersantai
membelanjakan
ingin (want to)
melangkah ke luar
mengingatkan pada
mengambil dengan cepat
penjual keliling
tidak mungkin
tak bersalah
aneh
kartu identitas
mentraktir
saya yang membayar
uang
PRONUNCIATION PRACTICE
Listen to your teacher reading these words. Repeat
after him/her.
a vendor
remind of
grab
spend
step out
wanna
pick
chill out
strange
treat
shout
cash
innocent
an ID card
Kurikulum 2013
:
:
:
:
:
:
:
:
:
:
:
:
:
:
/ə ˈvendə/
/ rɪˈmaɪnd əv /
/ ɡræb /
/ spend /
/ step aʊt /
/ ˈwɒnə /
/ pɪk /
/ tʃɪl aʊt /
/ streɪndʒ /
/ triːt /
/ ʃaʊt /
/ kæʃ /
/ ˈɪnəs ə nt /
/ ˌaɪ ˈdiː kɑːd /
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D
READING
Task 1:
Reading Comprehension
The following text is an entry from Didi’s diary. Didi is a
tenth grade student. Diary is a book in which we write things
that happen to us. Read the entry below. What do you think
about his experience? Has it ever happened to you?
January 27, 2013
I have mixed feelings about my cousin. Yes,
I love him, but his being careless many times gets me
annoyed, like this one.
It was Monday afternoon at that time. I
was enjoying a TV show when I heard the bell of the
ice cream vendor from a distance. That reminded me
of something. I jumped from my seat and grabbed
my wallet. I opened my wallet, and I was surprised.
There were only a few rupiahs in it. Just a week Source: Dokumen Kemdikbud
Picture 11.2
ago, my auntie gave me more than enough for what
I did for her. I am good at computer so she asked me
to edit some photos from the last vacation.
I tried to remember where I spent my money during the past week. I remembered
going to Jatim Park with my cousin, buying two tickets, two bowls of meatball soup, and two
glasses of iced lemon tea. That was all. What else did I buy?
While I was busy thinking, my cousin stepped out of the front door and called the
ice cream man. He looked at me and said, “Hey, wanna grab some ice cream? It’s on me.” And
I said to myself, “Well it’s free, so why not?” We both picked our ice cream and enjoyed it
while we were chilling out in the living room. I asked him “It is strange that you actually
treated me ice cream”. He shrugged his shoulder and said “That’s because I got some money
in my wallet.” “Where did you get it?” I asked him. He replied, “No idea, man. It was just
suddenly there.” “What? Let me see your wallet!” I shouted. Then, I opened it and learned
that the wallet was mine. I just remembered that we had the same wallets and they even had
the same color. “This is mine,” I told him. “No way! Are you sure?” he asked. I showed him
a card from the wallet and said, “Look, this is my student ID card. Just a while ago I was
thinking why my money was all gone.” “Sorry, man. I didn’t know that it wasn’t mine. But,
don’t worry I haven’t bought anything with that. Only this ice cream,” He explained with an
innocent look. I took my wallet and said, “It is okay. I’m sorry you don’t have any cash now.
Here, take 20 thousands and buy some more ice cream with it. Oh, and here’s your wallet.”
“Cool! Thanks, man!” he replied.
Yes, I hate his being careless. Fortunately, he is honest. Well, perhaps that’s why I
love him.
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Task 2:
Comprehension questions
Answer the following questions briely.
1. When did the story happen?
2. Where did it happen?
3. What was Didi doing at that time?
4. What was he looking for?
5. Why was he confused?
6. What did his cousin do while he was confused?
7. What did they enjoy together?
8. What made Didi realize about his money?
9. What fact about their wallet did Didi remember?
10. Was his cousin sad when he knew the fact about his wallet?
Why do you think so?
11. What do you think about Didi’s cousin?
12. What suggestion can you give to Didi so that he will not get the
same problem again in the future?
13. Why do people write a diary?
POINTS TO PONDER
Discuss with your friends the positive characters that
the two boys have.
How important are those characters for you?
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Task 3:
Identifying the arrangement of ideas in a recount text
Do you know how ideas in a personal recount text are
arranged? Diary is a personal recount text. To know that, draw
a chart like the following one on a piece of paper. Then, write
down the ideas in the text above into the following chart.
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E
VOCABULARY
Task 1:
Fill in the blanks with the right words. Don’t forget to change
the verbs to the past form.
chill out
remind of
pick
strange
step out
ID cards
shout
It’s on me
cash
grab
treat
innocent
vendors
spend
wanna (want to)
no way
1. I ___________ the money I got from my parents wisely. I only
bought things that I needed, not things that I wanted.
2. It was already 6.30 am. I __________ my backpack and ran to
school with my mouth still full of bread.
3. I think all babies in the world have an _______________ look.
That’s what makes people fall in love with them every time they
look at babies.
4. _______________ go and see a good ilm with me? Let’s go
together. Don’t worry if you don’t have enough money.
_____ ____ _____.
5. I wanted to ____________ my mother her favorite food because I
successfully sold all the brooches that I made.
6. The smell of the leaves and lowers in the garden ________
me______ my grandparents’ village that I visited last year.
7. I was standing in front of the shop window for ifteen minutes.
I was confused which T-shirt to __________ because they all
looked good.
8. I was home alone at that night. I was doing my homework when
I heard a _____________ noise from the kitchen. Though I was
scared, I tried to ind out the source of the noise.
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9. Today was my lucky day. This morning, my sister’s friend
________ me a nice lunch. We met in a food court and had lunch
together. When I was about to pay my lunch, she said, “Keep
your money. It’s ____ _____. Today is my payday.”
10. Last Tuesday was a bad day for me. I didn’t have time to eat
breakfast and I forgot to bring my pocket money. At break time,
I could not go to the school canteen to buy something to eat
because I didn’t have any __________ . I felt very hungry all day
long.
11. We were doing our assignment when our teacher suddenly
_______ loudly, “Thief …… thief.” He dashed out of the class.
Then, we saw him grab the thief’s hand who stole a laptop from
the principal room.
12. President Obama still remembers his childhood that he spent
in Indonesia. He remembers the sate __________ who usually
passed in front of his house and shouted, “Te … sate.”
13. After the hard work of cleaning our classroom, we ___________
______ together in the school yard under the shady tree.
14. “Winda, could I borrow your money again?” I asked Winda.
Winda refused to lend me some money. “ ___ ___ __,” she said.
She explained that I had not returned the money that I had
borrowed.
15. We were waiting for our favorite artists who were still inside the
airport. As they _________ ________ of the arrival gate, we cheered
them loudly and showered them with lowers and confetti.
16. We liked going to the café across our school. In the café we
could read newspapers, use the internet facility, and buy some
drinks and snacks. We usually got a 15% discount when we
showed our student _______ __________.
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F
GRAMMAR REVIEW
Task 1:
Read the following incomplete sentences. Complete them with
am/is/are (present) or was/were (past).
1. Last year, they _____ 15, so they ______ 16 now.
2. This Monday the weather _____ cool, but last Monday it _______
terribly hot.
3. I _____ very thirsty. Can somebody give me a glass of water,
please?
4. Last night I __________ very tired. This morning I feel energetic.
5. I _____ happy with my room now. Last week, it _____ very dirty
and messy.
6. Don’t buy those gadgets. They _____ expensive.
7. Hey, I like your new headscarf. It its you well. ____ it expensive?
8. This time a month ago, I ________ still in Papua.
9. “Where ______ the ladies?” “I don’t know. They _______ in the
living room ive minutes ago.”
10. They ______ happy and optimistic now. When I met them last
year, they ________ unhappy and pessimistic.
Task 2:
Complete the sentences. Change the verbs to the simple past
or present tense according to the context of the sentences.
open
clean
want
come
ride
have
enjoy
meet
write
die
walk
buy
be
1. I _______ my room once a day every day. Yesterday, I _____ it
several times because my cousin was going to stay with me for
two days.
2. It was very hot in the room, so she _______ the door and the
windows.
3. The members of the boy band usually never ______ late.
However, in their performance last week, they _________ late.
The audience _____ impatient.
4. Seven goats ______ in the accidents in the highway three days
ago.
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5.
He always _______ when he goes to school. Yesterday, he ______
a new bicycle.
6.
When I was still in kindergarten, I __________ to be a chef.
7.
They usually ______ two glasses of milk. Three days ago, they
______ only one glass.
8.
An apple a day keeps the doctor away. So, I ______ apple every
day.
9.
She frequently ________ her experiences in a diary in the corner
of the room. This morning, she ______ them in her room.
10. We _____ a reading club. We usually _____ once a week. Last
week, we ________ twice to discuss our new activities.
G
SPEAKING
A three-step interview
Make groups of four. Name each member of each
group with A, B, C, and D. Now follow each step of the
speaking activity below.
Step I:
A interviews B, and C interviews D.
Ask the following questions:
1. Can you tell me an interesting experience that you
wrote in your diary, if you have a diary; or an interesting
experience that you remember?
2. a. What was your experience about?
b. Where did it happen?
c. When did it happen?
d. Who was/were involved?
e. What happened irst, second, third and so forth?
f. What happened then?
g. What happened inally?
h. How did you feel about that?
Step II:
Now B interviews A, and D interviews C. Interview them using
the questions in number 2 above.
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Step III:
Now A, B, C, and D share the interview results within groups of
four students. Decide which story is the most interesting one
and explain why so. After that, share the most interesting story
with the class.
H
WRITING
Task 1
Read again the entry of Didi’s diary in part B above. Now
write an entry of a diary from the point of view of Didi’s cousin. Or,
as an alternative, you can write your own personal experience. If
you want to write your own personal experience go directly to task
2. If you choose to write Didi’s cousin’s point of view, you can use
the following writing prompt to begin with. Use also the guiding
questions in task 2 below to help you.
January 27, 2013
It was Monday afternoon. I was tidying up my room when I
heard the bell of the ice cream vendor. __________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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21
Task 2
Write down your personal
experience in a diary. Use the following
questions to help you start to write.
See part D Task 3 to remember how
to organize your ideas. If you want to,
you can collaborate with a classmate.
If you choose that way, you should
write an experience that both of you
have gone through.
Source: http://www.freelancercafe.com/writingtranslation/freelance-writer-writing-translation/
Picture 11.3
Guiding questions:
1. What was your experience about?
2. Where did it happen?
3. When did it happen?
4. Who was/were involved?
5. What happened irst, second, third, and so forth?
6. What happened then?
7. What happened inally?
8. How did you feel about that?
I
REFLECTION
At the end of this chapter, ask yourself the following
questions to know how effective your learning process
is.
1. What have you learned from this chapter, which is
about a personal recount text in the form of a diary?
2. Can you do all the exercises here? If not, what is your
plan to solve your problem? If you can, what is your
plan to further your English competence?
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J
FURTHER ACTIVITIES
Try to keep a diary. Write your feelings, experiences,
comments about many things in English regularly. Don’t
worry about the errors because actually diary is personal
and sometimes is even conidential. Writing in a diary in
English regularly helps you develop your writing competence
and you will enjoy reading your diary. Your funny stories can
make you chuckle, your sad stories can make you cry, and
your thoughtful writing can make you smarter and wiser.
There are people who are famous because of their
diary. One of them is Anne Frank. Who is Anne Frank? Why
is her diary famous? Find that from internet. Another one is
Wimpy Kid. Wimpy Kid is also a published diary and most of
the stories in the diary are funny. Try to get the information
about that from internet.
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________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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Chapter 12
Talking about
an Idol
Source: Dokumen Kemdikbud
Picture 12.1
Tujuan Pembelajaran:
Setelah mempelajari Bab 12, siswa diharapkan mampu:
1. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks recount
sederhana tentang pengalaman/kejadian/peristiwa.
2. Menunjukkan perilaku jujur, kerjasama, dan tanggung jawab dalam
melaksanakan komunikasi terkait teks recount sederhana tentang
pengalaman/kejadian/peristiwa.
3. Mengidentiikasi fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
recount sederhana tentang pengalaman/kejadian/peristiwa.
4. Merespon makna teks recount sederhana tentang pengalaman/kejadian/
peristiwa.
5. Menyusun teks recount sederhana tentang pengalaman/kejadian/peristiwa.
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A
WARMER
Hangman
Your teacher will tell you how to play Hangman.
You have to guess what words that your teacher has in
mind.
B
VOCABULARY BUILDER
Match the words with their Indonesian equivalents.
Compare your work to your classmate’s.
descent (noun)
a sick leave (noun)
reacquainted (verb)
settled in (verb)
marque (noun)
respectively (adverb)
retirement (noun)
resignation (noun)
sworn in (verb)
relinquishing (verb)
release (verb)
26
pensiun
pengunduran diri
meninggalkan/ menyerahkan
berteman kembali
cuti sakit
secara berurutan
merek/label
keturunan
menetap, tinggal
menerbitkan
disumpah
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PRONUNCIATION PRACTICE
Listen to your teacher reading these words. Repeat
after him/her.
agriculturist
descent
reacquainted
wage
aerodynamics
announced
resignation
chaos
relinquishing
D
:
:
:
:
:
:
:
:
:
/
/
/
/
/
/
/
/
/
ˌæɡrɪˈkʌltʃ ə rɪst◂ /
dɪˈsent /
rɪəˈkweɪntəd /
weɪdʒ /
ˌeərəʊdaɪˈnæmɪk /
əˈnaʊnsəd /
ˌrezɪɡˈneɪʃ ə n /
ˈkeɪ-ɒs /
rɪˈlɪŋkwɪʃɪŋ /
READING COMPREHENSION
B.J. HABIBIE
Bacharuddin Jusuf Habibie
known as BJ. Habibie was born on
25 June 1936. He was the Third
President of the Republic of Indonesia
(1998–1999). Habibie was born in
Parepare, South Sulawesi Province
to Alwi Abdul Jalil Habibie and R.A.
Tuti Marini Puspowardojo. His father
was an agriculturist from Gorontalo
of Bugis descent and his mother
was a Javanese noblewoman from
Yogyakarta. His parents met while
studying in Bogor. When he was 14
years old, Habibie’s father died.
Source: http://peperonity.com/go/sites/mview/
Following his father’s death,
effendy/26817732/26817810
Habibie
continued his studies in
Picture 12.2
Jakarta and then in 1955 moved to
Germany. In 1960, Habibie received a degree in engineering in
Germany, giving him the title Diplom-Ingenieur.
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He remained in Germany as a research assistant under Hans
Ebner at the Lehrstuhl und Institut für Leichtbau, RWTH Aachen
to conduct research for his doctoral degree.
In 1962, Habibie returned to Indonesia for three months
on sick leave. During this time, he was reacquainted with Hasri
Ainun, the daughter of R. Mohamad Besari. The two married on
12 May 1962, returning to Germany shortly afterwards. Habibie
and his wife settled in Aachen for a short period before moving to
Oberforstbach. In May 1963 they had their irst son, Ilham Akbar
Habibie, and later another son, Thareq Kemal Habibie.
When Habibie’s minimum wage salary forced him into parttime work, he found employment with the Automotive Marque
Talbot, where he became an advisor. Habibie worked on two
projects which received funding from Deutsche Bundesbahn. Due
to his work with Makosh, the head of train constructions offered
his position to Habibie upon his retirement three years later, but
Habibie refused.
Habibie did accept a position with Messerschmitt-BölkowBlohm in Hamburg. There, he developed theories on thermodynamics,
construction, and aerodynamics known as the Habibie Factor,
Habibie Theorem, and Habibie Method, respectively. He worked for
Messerschmit on the development of the Airbus A-300B aircraft. In
1974, he was promoted to vice president of the company.
In 1974, Suharto requested Habibie to return to Indonesia
as part of Suharto’s drive to develop the country. Habibie initially
served as a special assistant to Ibnu Sutowo, the CEO of the state
oil company Pertamina. Two years later, in 1976, Habibie was made
Chief Executive Oficer of the new state-owned enterprise Industri
Pesawat Terbang Nusantara (IPTN). In 1978, he was appointed
as Minister of Research and Technology. Habibie was elected
vice president in March 1998. On 21 May 1998, Suharto publicly
announced his resignation and Habibie was immediately sworn
in as president. Habibie’s government stabilized the economy in
the face of the Asian inancial crisis and the chaos of the last few
months of Suharto’s presidency.
Since relinquishing the presidency, Habibie has spent more
time in Germany than in Indonesia. However, he has also been
active as a presidential adviser during Susilo Bambang Yudoyono’s
presidency. In September 2006, he released a book called DetikDetik Yang Menentukan: Jalan Panjang Indonesia Menuju Demokrasi
(Decisive Moments: Indonesia’s Long Road Towards Democracy).
The book recalled the events of May 1998.
(Adapted from: http://en.wikipedia.org/wiki/B._J._Habibie)
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Task 1:
Form Completion
Fill in the blanks with information about B.J. Habibie
mentioned in the reading text.
Short Bio
Name
: B.J. Habibie
Place of birth
: ____________________________________________
Date of birth
: ____________________________________________
Parents and Origins : ____________________________________________
Education
: ____________________________________________
Marriage date
: ____________________________________________
Name of wife
: ____________________________________________
Name of sons
: ____________________________________________
Work Experience
: ____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
(______
(______
(______
(______
(______
(______
(______
(______
(______
(______
-
______)
______)
______)
______)
______)
______)
______)
______)
______)
______)
Task 2:
Comprehension Questions
Answer the following questions by referring to the reading
text about B.J. Habibie.
1.
2.
3.
4.
When did Habibie’s father die?
Why did Habibie move to Germany?
When did Habibie receive a degree in engineering in Germany?
Why did Habibie remain in Germany after getting a degree?
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5. What happened to Habibie in 1962?
6. Had Habibie met Ainun before meeting her in 1962?
7. Where did the new couple settle in after getting married in May
1962?
8. What was Habibie’s role in Talbot?
9. What theory was developed by Habibie?
10. What was Habibie’s irst position when he returned to Indonesia?
11. When was Habibie appointed CEO of IPTN?
12. What had happened before Habibie was sworn in as a president?
POINTS TO PONDER
•
•
•
E
Mention the good points that you can learn from Habibie.
Which good points do you want to imitate?
What steps will you take to develop the good points?
VOCABULARY EXERCISE
Complete the following sentences using the words
in the box.
resignation
descent
settled in
reacquainted
relinquishing
respectively
retirement
sick leave
release
sworn in
1. He traces his _____________ from Yogya palace.
2. She is coming here on a ____________ She will come back to the
company when she is recovered.
3. They were classmates when they were in senior high school.
Now, after ten years of separation, they are now ______________
in Bandung.
4. After getting married, the young couple ___________ Minneapolis.
5. English and Arabic courses are held in Room 10 and 11
_________________
6. After his ___________, the company faces a complicated problem.
7. He was only seventeen when he was _____________ as King of
Marcalaca.
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8. ______________ her position as the CEO of the oil company, she
mostly spend her time in New Zealand.
9. They will ____________ a new album by the end of this year to
mark their 25th anniversary.
F
TEXT STRUCTURE
Individually, complete the following chart to ind out
the structure of the biographical recount of B.J Habibie.
Paragraph
Introductory
paragraph
Purposes
To start the recount
by introducing the
person
Details
- When and where
Habibie was born.
- Habibie’s parents
and how they met.
- Habibie’s father
died.
Supporting
paragraph 1
Supporting
paragraph 2
Supporting
paragraph 3
Supporting
paragraph 4
Supporting
paragraph 5
Concluding
paragraph
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G
GRAMMAR REVIEW
THE SIMPLE PAST TENSE
Observe the italicized verbs in the following
sentences in the left and the right columns. What’s the
difference?
• Habibie continued his
studies in Jakarta.
• Habibie received a degree
in engineering in Germany.
• Habibie and his wife
settled in Aachen for a
short period.
• He developed theories on
thermodynamics.
• He worked for
Messerschmit.
• His parents met while
studying in Bogor.
• They had the irst son,
Ilham Akbar Habibie
• He found employment with
the Automotive Marque
Talbot.
• Habibie became an advisor
in the Automotive Morque
Talbot.
• Habibie spent some of his
life in Germany.
Past Tense: Irregular Verb
Make a sentence from each of the following irregular verbs.
Example:
see – saw: I saw him yesterday.
Present-past
Present-past
Present-past
arise- arose
begin - began
break - broke
build - built
catch - caught
choose - chose
drive - drove
fall - fell
eat - ate
give - gave
have - had
hear - heard
know - knew
leave - left
see – saw
sleep – slept
teach - taught
take - took
write - wrote
say - said
shake - shook
sit - sat
tell - told
win – won
pay – paid
read – read
mean - meant
put - put
become - became
bend- bent
bring - brought
buy - bought
cut - cut
draw - drew
drink - drank
ind - found
go - went
grow - grew
hide - hid
keep - kept
lead - led
make - made
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H
SPEAKING
Task 1:
Identifying an idol
Think of a famous person that you like very much. Write
the name on a circle. Write down important information about
that person. Look at the following example.
Task 2:
Pair work
Tell your friends about your idol. Use your note on Task
1 to help you.
-
Tell your friends
Tell your friends
Tell your friends
Tell your friends
society.
- Tell your friends
your idol’s life.
I
about
about
about
about
your
your
your
your
idol’s
idol’s
idol’s
idol’s
parents/family.
education.
job.
contribution to the
about what you want to imitate from
WRITING
Task 1:
Independent Writing
Using Habibie’s biography as a reference, write a
biographical recount about your idol. Use your notes on the
speaking activities to help you write.
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Task 2:
Peer Feedback
Exchange your work with your friend. Ask your friend to
write feedback on your writing. Then, discuss the feedback you
obtain from your friend and the one you give to your friend.
Use the following guide to give feedback for your friend.
- Look at the spelling: Is the spelling correct?
- Look at the use of the words: Does your friend use suitable
choice of words?
- Look at the grammar: Are your friend’s sentences
grammatical?
- Look at the references: Are the references clear and correct?
- Look at the organization: Is there any topic sentence? Are
there adequate supporting sentences? Are there concluding
sentences?
Task 3:
Rewrite the Biographical Recount
After getting feedback from friends, rewrite your
biographical recount. To improve the content of your writing,
you might need to browse the internet or read books to ind
more information about your idol.
J
REFLECTION
At the end of this chapter, ask yourself the
following questions to know how effective your learning
process is.
1. What have you learned from this chapter?
2. Can you do all the exercises here? If not, what is your
plan to solve your problem? If you can, what is your plan
to further your English competence?
K
FURTHER ACTIVITIES
Read more biographies of famous people. Reading
this kind of texts may inspire you to be a better person.
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Chapter 13
Somebody
I admire
Source: Dokumen Kemdikbud
Picture 13.1
Tujuan Pembelajaran:
Setelah mempelajari Bab 13, siswa diharapkan mampu:
1. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks recount
sederhana tentang pengalaman/kejadian/peristiwa.
2. Menunjukkan perilaku jujur, kerjasama, dan tanggung jawab dalam
melaksanakan komunikasi terkait teks recount sederhana tentang
pengalaman/kejadian/peristiwa.
3. Mengidentiikasi fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
recount sederhana tentang pengalaman/kejadian/peristiwa.
4. Merespon makna teks recount sederhana tentang pengalaman/kejadian/
peristiwa.
5. Menyusun teks recount sederhana tentang pengalaman/kejadian/peristiwa.
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A
WARMER: DESCRIBE AND GUESS
Your teacher will tell you how to play this game. You
have to guess what words that your teacher has described.
For example: ‘A person who is forced to leave his/her
place.’ He/she is an ‘exile’.
After you know how to play the game, your teacher will
divide the class into two groups to play the game. The group
who can guess more words will be the winner.
B
VOCABULARY BUILDER
Match the words with their Indonesian equivalents.
Compare your work to your classmates’.
guerrilla forces (noun)
aristocratic (adjective)
was renowned (verb)
evacuate (verb)
reclaim (verb)
declare (verb)
Holy War (noun)
surrender (verb)
betray (verb)
assault (verb)
treason (noun)
shed tears (verb)
martyred (verb)
resist (verb)
C
perang suci (jihad)
diasingkan
bangsawan
menumpahkan air mata
evakuasi
menyerang
tentara perang gerilya
melawan
mati syahid
menyerah
perlawanan/kudeta
merebut kembali
melawan
mengumumkan
PRONUNCIATION PRACTICE
Listen to your teacher reading these words. Repeat
after him/her.
guerrilla forces
aristocratic
was renowned
36
: / ɡəˈrɪlə fɔːrses /
: / ˌærəstəˈkrætɪk /
: / wəz rɪˈnaʊnd /
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evacuate
reclaim
declare
surrender
betray
assault
treason
shed tears
martyred
resist
exile
D
:
:
:
:
:
:
:
:
:
:
:
/
/
/
/
/
/
/
/
/
/
/
ɪˈvækjueɪt /
rɪˈkleɪm /
dɪˈkler /
səˈrendər /
bɪˈtreɪ /
əˈsɔːlt /
ˈtriːz ə n /
ʃed tɪəz /
ˈmɑːrtərd /
rɪˈzɪst /
ˈeɡzaɪl /
READING
CUT NYAK DHIEN
Cut Nyak Dhien was a leader of the Acehnese guerrilla forces
during the Aceh War. She was born in Lampadang in 1848.
Following the death of her husband Teuku Umar, she led guerrilla
actions against the Dutch for 25 years. She was awarded the title
of Indonesian National Hero on 2 May 1964 by the Indonesian
government.
Cut Nyak Dhien was born into an Islamic aristocratic family
in Aceh Besar. Her father, Teuku Nanta Setia, was a member of the
ruling Ulèë Balang aristocratic class in VI mukim, and her mother
was also from an aristocratic
family. She was educated in
religion and household matters.
She was renowned for her beauty,
and many men proposed
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i
Hak Cipta © 2014 pada Kementerian Pendidikan dan Kebudayaan
Dilindungi Undang-Undang
MILIK NEGARA
TIDAK DIPERDAGANGKAN
Disklaimer: Buku ini merupakan buku guru yang dipersiapkan Pemerintah dalam rangka
implementasi Kurikulum 2013. Buku guru ini disusun dan ditelaah oleh berbagai pihak di
bawah koordinasi Kementerian Pendidikan dan Kebudayaan, dan dipergunakan dalam
tahap awal penerapan Kurikulum 2013. Buku ini merupakan "dokumen hidup" yang
senaniasa diperbaiki, diperbaharui, dan dimutakhirkan sesuai dengan dinamika kebutuhan
dan perubahan zaman. Masukan dari berbagai kalangan diharapkan dapat meningkatkan
kualitas buku ini.
Katalog Dalam Terbitan (KDT)
Indonesia. Kementerian Pendidikan dan Kebudayaan.
Bahasa Inggris dan Budi Pekerti/Kementerian Pendidikan dan Kebudayaan. -- Jakarta:
Kementerian Pendidikan dan Kebudayaan, 2014.
iv, 112 hlm. : ilus. ; 25 cm.
Untuk SMA/MA/SMK/MAK Kelas X
ISBN (jilid lengkap)
ISBN (jilid 4)
Kontributor Naskah
Penelaah
Penyelia Penerbitan
: Utami Widyai, Furaidah, Zuliai Rohmah.
: Safrina dan Helena I.R. Agusien.
: Pusat Kurikulum dan Perbukuan, Balitbang Kemdikbud.
Cetakan Ke-1, 2014
Disusun dengan huruf Bookman Old Style, 11 pt
ii
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DAFTAR ISI
DAFTAR ISI .................................................................................................... iii
CHAPTER 10:
Meeting My Idol .................................................................................................................. 1
CHAPTER 11:
Keeping a Diary .................................................................................................................. 11
CHAPTER 12:
Talking about an Idol ......................................................................................................... 25
CHAPTER 13:
Somebody I Admire ........................................................................................................... 35
CHAPTER 14:
Issumboshi ......................................................................................................................... 47
CHAPTER 15:
Malin Kundang ................................................................................................................... 61
CHAPTER 16:
Interviewing the Wright Brothers .................................................................................... 73
CHAPTER 17:
Strong Wind ....................................................................................................................... 87
CHAPTER 18:
Learning through Songs ................................................................................................... 99
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iv
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Chapter 10
Meeting My Idol
Source: Dokumen Kemdikbud
Picture 10.1
Tujuan Pembelajaran:
Setelah mempelajari Bab 10, siswa diharapkan mampu:
1. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks recount
sederhana tentang pengalaman/kejadian/peristiwa.
2. Menunjukkan perilaku peduli, percaya diri, dan tanggung jawab dalam
melaksanakan komunikasi terkait teks recount sederhana tentang
pengalaman/kejadian/peristiwa.
3. Mengidentiikasi fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
recount sederhana tentang pengalaman/kejadian/peristiwa.
4. Merespon makna teks recount sederhana tentang pengalaman/kejadian/
peristiwa.
5. Menyusun teks recount sederhana tentang pengalaman/kejadian/peristiwa.
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1
A
WARMER
Look at the pictures below. Do you know these
people? What are they famous for? Discuss with your
friends!
Source: http://sidomi.com/wpcontent/uploads/2013/11/
Rossa.jpg
Picture 10.2
Source: http://atcoitec.com/
bill-gates/
Picture 10.3
Source: http://bola.viva.co.id/
news/read/451129-perjalanankarier-evan-dimas
Picture 10.4
POINTS TO PONDER
What makes those people successful?
What characters do those people have in common?
B
VOCABULARY BUILDER
Match the words in the left column with the
synonyms on the right column. Then, compare your
work to your classmates’.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
2
hit by lightning (adjective)
a meet-and-greet event (noun)
excited (adjective)
lobby (noun)
memorabilia (noun)
showed up (verb)
waved (verb)
crowd (noun)
sang along (verb)
autograph (noun)
speechless (adjective)
unreal (adjective)
cool/awesome (adjective)
friendly (adjective)
nervous (adjective)
amazing (adjective)
a. waiting room
b. come or arrive
c. sing together
d. get along
e. fan meeting
f. merchandise
g. wonderful
h. move
i. signature
j. great
k. surprised
l. anxious
m. very happy
n. unbelievable
o. can’t say a word
p. a lot of people
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C
PRONUNCIATION PRACTICE
Listen to your teacher reading the following words.
Repeat after him/her.
hit by lightning
a meet-and-greet event
excited
lobby
memorabilia
showed up
waved
crowd
sang along
autograph
speechless
unreal
cool/awesome
friendly
nervous
amazing
D
: / hɪt baɪ ˈlaɪtnɪŋ /
: / ə miːt ænd ɡriːt ɪˈvent /
: / ɪkˈsaɪtəd /
: / ˈlɒbi /
: / ˌmem ə rəˈbɪliə /
: / ʃoʊd ʌp /
: / weɪvd /
: / kraʊd /
: / sæŋ əˈlɒŋ /
: / ˈɔːtəɡrɑːf /
: / ˈspiːtʃləs /
: / ˌʌnˈrɪəl◂ /
: / kuːl / / ˈɔːs ə m $ ˈɒː- /
: / ˈfrendli /
: / ˈnɜːvəs /
: / əˈmeɪzɪŋ /
READING
Read the following text, and then answer the
comprehension questions.
MEETING MY IDOL
Afgan has always been my favourite
singer. I had always been thinking of how
I would feel when I met him. Then I was
suddenly hit by lightning when I found out
Afgan was coming to town for a concert in a
local auditorium. A day before the concert,
there would be a meet-and-greet event at a
local radio station. Feeling excited, I packed
all my Afgan’s CDs to get his signature at the
event.
Source: http://www.mataberita.com/
proil-dan-foto-afgan-syah-reza.html
Picture 10.5
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On that bright and sunny Saturday morning, the radio station
was full of Afganism (that’s how Afgan’s fans are called). They sat
on the chairs prepared inside the radio station’s lobby. Some stood
in rows in the front yard of the radio station. A spot inside a lobby
was prepared with a mini stage for Afgan’s singing performance
and a table for Afgan to sign Afganism’s memorabilia. Finally, after
about 40 or 50 minutes wait, Afgan showed up from inside the
radio station. He smiled and waved to all Afganism who had been
waiting excitedly saying, “Good morning. How are you all?”. The
crowd went crazy. The shouts sounded like a mix of “Fine, thank
you” and screams of Afgan’s name.
Then, he started the event by singing his hit single “Dia
dia dia”. Afganisme went even crazier; they sang along with him
throughout the song. Of course, I did too. I couldn’t take my eyes
off this amazing singer who had released three albums. When he
was inished with the song, the host announced that it was time
for autographing the memorabilia. I prepared my CDs and began
to stand in the line. When I arrived at the table, I was speechless.
It was unreal just seeing him that close. I thought it was really cool
seeing him like that because he really just felt like a normal person,
which was awesome. He asked my name so that he could write it
on the CD to say “To Mia, Love Afgan”. He was also very friendly, so
I didn’t feel too nervous when I had a chance to take pictures with
him. He was just an amazing person. And it was the best day ever!
COMPREHENSION QUESTIONS
1. How did the writer feel when she knew that Afgan was coming to
town?
2. Did the writer want to see the concert?
3. When and where was the meet-and-greet event?
4. What is Afganism?
5. How did the fans wait for Afgan?
6. What did Afgan do when he showed up in the lobby?
7. How did the fans react when Afgan sang his hit single?
8. How did the writer feel when she inally got the turn to get Afgan’s
signature?
9. Did she feel nervous?
10. What is the writer’s opinion about the meet-and-greet event?
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E
VOCABULARY EXERCISES
Complete the sentence using the words from the
box.
hit by lightning
sing along
amazing
autograph
showed up
friendly
speechless
crowd
nervous
excited
1.
One of the reasons why I like to study in this class is
because all my friends are _____________________ . They
are always nice to me.
2.
I was surprised when a big birthday cake suddenly
_____________________ from under the table. It has been
hidden there for my surprise birthday party.
3.
The police formed a line in front of the stage to avoid the
_____________________ from climbing up the stage.
4.
Today, we have to present our paper in front of the class.
I’m very ___________________.
5.
On the weekends, my family and I like to spend our time
doing karaoke at home. We ___________________ with the
singer on the DVD screen. It’s fun.
6.
The students were very ___________________ when the
teacher announced that they were going to have an
excursion to the local public library.
7.
I really want to have an ___________________ of my
favourite football player, Lionel Messi, on my jersey.
8.
When we arrived at the top of the mountain, we were
___________________, the scenery was magniicent.
9.
I was ______________________________________ when I
knew that my dad gave me a new laptop for my birthday.
10. Afgan is an ___________________ singer. His songs are
always a hit.
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F
TEXT STRUCTURE
Task 1:
Answer the questions below about the text.
1. Who were involved in the story?
______________________________________________________________
2. When and where did the event happen?
______________________________________________________________
3. How were the events in the text arranged?
______________________________________________________________
4. Write the sequence of the events in the text!
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
5. Was there any conclusion of the story?
______________________________________________________________
Task 2:
Individually, complete the following chart to ind out the
structure of the recount text above.
Parts of a
recount text
Purposes
Summary from text
Introductory
paragraph
A sequence of
events
1.
2.
6
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3.
4.
A conclusion
(if any)
Task 3:
Discuss your answer with a partner, and then share it to the
class.
G
GRAMMAR REVIEW
Using was and were
Task 1:
Read the excerpt from the reading text and study the uses of
was and were.
On that bright and sunny Saturday morning, the radio
station was full of fans. They were excited to wait for Afgan. They
were ready to see his performance on the meet-and-greet. When
he was inished with the song, the host announced that it was time
for autographing the memorabilia. I prepared my CDs and began
to stand in the line. When I arrived at the table, I was speechless.
It was unreal just seeing him that close. I thought it was really cool
seeing him like that because he really just felt like a normal person,
which was awesome. He was also very friendly, so I didn’t feel too
nervous when I had a chance to take pictures with him. He was
just an amazing person.
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Task 2:
Observe the situation at the picture below. Also, think of
several adjectives that you can ind from the picture. Then,
write sentences using was and were + adjectives.
Source: http://musicweekly.asia/culture/clockenlap-festival-an-airy-carnival
Picture 10.6
List of adjectives:
Example: sunny
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
Write the sentences below:
1.
It was a sunny day.
2.
__________________________________________________________
3.
__________________________________________________________
4.
__________________________________________________________
5.
__________________________________________________________
6.
__________________________________________________________
7.
__________________________________________________________
8.
__________________________________________________________
9.
__________________________________________________________
10. __________________________________________________________
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H
SPEAKING
THREE-WORD CLUES
1. Work in pairs.
2. Think about a list of famous people. Prepare some clues
for other pairs to guess the famous person that you mean.
Your clues should only consist of three words. If your
opponent cannot guess from the irst clues, give another
set of three-word clues. Look at the example below:
Example:
A : Singer, male, Indonesian.
B : Next clues please.
A : Pop, young, handsome.
B : Uhm… I need next clues
A : Okay, this is the last clues. Tall, dark haired, glasses.
B : uhm… is it Afgan?
A : Yes, you’re right.
Etc.
3. Take turns with other pairs doing this activity.
I
WRITING
Task 1 :
Have you ever met someone special? What happened?
How did you feel? Make the outline of the story below:
1. Introduction
:
_____________________________________________________________
_____________________________________________________________
2. Sequence of events
:
a. __________________________________________________________
b. __________________________________________________________
c. __________________________________________________________
d. __________________________________________________________
3. Conclusion (if any)
:
_____________________________________________________________
_____________________________________________________________
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Task 2:
Write the outline into a paragraph in the space below.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Source: Dokumen Kemdikbud
________________________________________________________________
Picture
10.7
________________________________________________________________
________________________________________________________________
________________________________________________________________
J
REFLECTION
At the end of this chapter, ask yourself the
following questions to know how effective your learning
process is.
1. Can you identify the information in a recount text?
2. Do you know the type of language structure that
you can use to tell about the past events?
3. Can you tell or write an event that happened in the
past based on the structure of a recount text?
If your answer is ‘no’ to one of these questions, see
your teacher and discuss with him/her on how to make you
understand and be able to tell or write about past events.
K
FURTHER ACTIVITIES
Think about an interesting activity that you did
last week. Can you retell that activity to your friends?
10
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Chapter 11
Keeping a Diary
Source: Dokumen Kemdikbud
Picture 11.1
Tujuan Pembelajaran:
Setelah mempelajari Bab 11, siswa diharapkan mampu:
1. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks recount
sederhana tentang pengalaman/kejadian/peristiwa.
2. Menunjukkan perilaku peduli, percaya diri, dan tanggung jawab dalam
melaksanakan komunikasi terkait teks recount sederhana tentang
pengalaman/kejadian/peristiwa.
3. Mengidentiikasi fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
recount sederhana tentang pengalaman/kejadian/peristiwa.
4. Merespon makna teks recount sederhana tentang pengalaman/kejadian/
peristiwa.
5. Menyusun teks recount sederhana tentang pengalaman/kejadian/peristiwa.
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11
A
WARMER
Observe the crossword puzzle below. In the puzzle,
there are 10 regular and 10 irregular verbs in the past
form. Work in pairs to ind them as fast as possible. Write
your answers on a piece of paper. Post your answers on the
white/black board or on a wall of your classroom as soon as
you inish doing it. Those who can inish the earliest are the
winners. As the winners, you can tell the class to sing an
English song that you like and tell them to dance too.
12
regular verbs
irregular verbs
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
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B
VOCABULARY BUILDER
Match the English words with their Indonesian
equivalents. Compare your work to your classmates’.
vendor (noun)
remind of (verb)
grab (verb)
spend (verb)
step out (verb)
wanna (verb/informal)
pick (verb)
chill out (verb/informal)
strange (adjective)
treat (verb)
It’s on me.
shout (verb)
ID card (noun)
no way (noun)
cash (noun)
innocent (adjective)
C
berteriak
memilih
bersantai
membelanjakan
ingin (want to)
melangkah ke luar
mengingatkan pada
mengambil dengan cepat
penjual keliling
tidak mungkin
tak bersalah
aneh
kartu identitas
mentraktir
saya yang membayar
uang
PRONUNCIATION PRACTICE
Listen to your teacher reading these words. Repeat
after him/her.
a vendor
remind of
grab
spend
step out
wanna
pick
chill out
strange
treat
shout
cash
innocent
an ID card
Kurikulum 2013
:
:
:
:
:
:
:
:
:
:
:
:
:
:
/ə ˈvendə/
/ rɪˈmaɪnd əv /
/ ɡræb /
/ spend /
/ step aʊt /
/ ˈwɒnə /
/ pɪk /
/ tʃɪl aʊt /
/ streɪndʒ /
/ triːt /
/ ʃaʊt /
/ kæʃ /
/ ˈɪnəs ə nt /
/ ˌaɪ ˈdiː kɑːd /
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D
READING
Task 1:
Reading Comprehension
The following text is an entry from Didi’s diary. Didi is a
tenth grade student. Diary is a book in which we write things
that happen to us. Read the entry below. What do you think
about his experience? Has it ever happened to you?
January 27, 2013
I have mixed feelings about my cousin. Yes,
I love him, but his being careless many times gets me
annoyed, like this one.
It was Monday afternoon at that time. I
was enjoying a TV show when I heard the bell of the
ice cream vendor from a distance. That reminded me
of something. I jumped from my seat and grabbed
my wallet. I opened my wallet, and I was surprised.
There were only a few rupiahs in it. Just a week Source: Dokumen Kemdikbud
Picture 11.2
ago, my auntie gave me more than enough for what
I did for her. I am good at computer so she asked me
to edit some photos from the last vacation.
I tried to remember where I spent my money during the past week. I remembered
going to Jatim Park with my cousin, buying two tickets, two bowls of meatball soup, and two
glasses of iced lemon tea. That was all. What else did I buy?
While I was busy thinking, my cousin stepped out of the front door and called the
ice cream man. He looked at me and said, “Hey, wanna grab some ice cream? It’s on me.” And
I said to myself, “Well it’s free, so why not?” We both picked our ice cream and enjoyed it
while we were chilling out in the living room. I asked him “It is strange that you actually
treated me ice cream”. He shrugged his shoulder and said “That’s because I got some money
in my wallet.” “Where did you get it?” I asked him. He replied, “No idea, man. It was just
suddenly there.” “What? Let me see your wallet!” I shouted. Then, I opened it and learned
that the wallet was mine. I just remembered that we had the same wallets and they even had
the same color. “This is mine,” I told him. “No way! Are you sure?” he asked. I showed him
a card from the wallet and said, “Look, this is my student ID card. Just a while ago I was
thinking why my money was all gone.” “Sorry, man. I didn’t know that it wasn’t mine. But,
don’t worry I haven’t bought anything with that. Only this ice cream,” He explained with an
innocent look. I took my wallet and said, “It is okay. I’m sorry you don’t have any cash now.
Here, take 20 thousands and buy some more ice cream with it. Oh, and here’s your wallet.”
“Cool! Thanks, man!” he replied.
Yes, I hate his being careless. Fortunately, he is honest. Well, perhaps that’s why I
love him.
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Task 2:
Comprehension questions
Answer the following questions briely.
1. When did the story happen?
2. Where did it happen?
3. What was Didi doing at that time?
4. What was he looking for?
5. Why was he confused?
6. What did his cousin do while he was confused?
7. What did they enjoy together?
8. What made Didi realize about his money?
9. What fact about their wallet did Didi remember?
10. Was his cousin sad when he knew the fact about his wallet?
Why do you think so?
11. What do you think about Didi’s cousin?
12. What suggestion can you give to Didi so that he will not get the
same problem again in the future?
13. Why do people write a diary?
POINTS TO PONDER
Discuss with your friends the positive characters that
the two boys have.
How important are those characters for you?
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Task 3:
Identifying the arrangement of ideas in a recount text
Do you know how ideas in a personal recount text are
arranged? Diary is a personal recount text. To know that, draw
a chart like the following one on a piece of paper. Then, write
down the ideas in the text above into the following chart.
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E
VOCABULARY
Task 1:
Fill in the blanks with the right words. Don’t forget to change
the verbs to the past form.
chill out
remind of
pick
strange
step out
ID cards
shout
It’s on me
cash
grab
treat
innocent
vendors
spend
wanna (want to)
no way
1. I ___________ the money I got from my parents wisely. I only
bought things that I needed, not things that I wanted.
2. It was already 6.30 am. I __________ my backpack and ran to
school with my mouth still full of bread.
3. I think all babies in the world have an _______________ look.
That’s what makes people fall in love with them every time they
look at babies.
4. _______________ go and see a good ilm with me? Let’s go
together. Don’t worry if you don’t have enough money.
_____ ____ _____.
5. I wanted to ____________ my mother her favorite food because I
successfully sold all the brooches that I made.
6. The smell of the leaves and lowers in the garden ________
me______ my grandparents’ village that I visited last year.
7. I was standing in front of the shop window for ifteen minutes.
I was confused which T-shirt to __________ because they all
looked good.
8. I was home alone at that night. I was doing my homework when
I heard a _____________ noise from the kitchen. Though I was
scared, I tried to ind out the source of the noise.
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9. Today was my lucky day. This morning, my sister’s friend
________ me a nice lunch. We met in a food court and had lunch
together. When I was about to pay my lunch, she said, “Keep
your money. It’s ____ _____. Today is my payday.”
10. Last Tuesday was a bad day for me. I didn’t have time to eat
breakfast and I forgot to bring my pocket money. At break time,
I could not go to the school canteen to buy something to eat
because I didn’t have any __________ . I felt very hungry all day
long.
11. We were doing our assignment when our teacher suddenly
_______ loudly, “Thief …… thief.” He dashed out of the class.
Then, we saw him grab the thief’s hand who stole a laptop from
the principal room.
12. President Obama still remembers his childhood that he spent
in Indonesia. He remembers the sate __________ who usually
passed in front of his house and shouted, “Te … sate.”
13. After the hard work of cleaning our classroom, we ___________
______ together in the school yard under the shady tree.
14. “Winda, could I borrow your money again?” I asked Winda.
Winda refused to lend me some money. “ ___ ___ __,” she said.
She explained that I had not returned the money that I had
borrowed.
15. We were waiting for our favorite artists who were still inside the
airport. As they _________ ________ of the arrival gate, we cheered
them loudly and showered them with lowers and confetti.
16. We liked going to the café across our school. In the café we
could read newspapers, use the internet facility, and buy some
drinks and snacks. We usually got a 15% discount when we
showed our student _______ __________.
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F
GRAMMAR REVIEW
Task 1:
Read the following incomplete sentences. Complete them with
am/is/are (present) or was/were (past).
1. Last year, they _____ 15, so they ______ 16 now.
2. This Monday the weather _____ cool, but last Monday it _______
terribly hot.
3. I _____ very thirsty. Can somebody give me a glass of water,
please?
4. Last night I __________ very tired. This morning I feel energetic.
5. I _____ happy with my room now. Last week, it _____ very dirty
and messy.
6. Don’t buy those gadgets. They _____ expensive.
7. Hey, I like your new headscarf. It its you well. ____ it expensive?
8. This time a month ago, I ________ still in Papua.
9. “Where ______ the ladies?” “I don’t know. They _______ in the
living room ive minutes ago.”
10. They ______ happy and optimistic now. When I met them last
year, they ________ unhappy and pessimistic.
Task 2:
Complete the sentences. Change the verbs to the simple past
or present tense according to the context of the sentences.
open
clean
want
come
ride
have
enjoy
meet
write
die
walk
buy
be
1. I _______ my room once a day every day. Yesterday, I _____ it
several times because my cousin was going to stay with me for
two days.
2. It was very hot in the room, so she _______ the door and the
windows.
3. The members of the boy band usually never ______ late.
However, in their performance last week, they _________ late.
The audience _____ impatient.
4. Seven goats ______ in the accidents in the highway three days
ago.
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5.
He always _______ when he goes to school. Yesterday, he ______
a new bicycle.
6.
When I was still in kindergarten, I __________ to be a chef.
7.
They usually ______ two glasses of milk. Three days ago, they
______ only one glass.
8.
An apple a day keeps the doctor away. So, I ______ apple every
day.
9.
She frequently ________ her experiences in a diary in the corner
of the room. This morning, she ______ them in her room.
10. We _____ a reading club. We usually _____ once a week. Last
week, we ________ twice to discuss our new activities.
G
SPEAKING
A three-step interview
Make groups of four. Name each member of each
group with A, B, C, and D. Now follow each step of the
speaking activity below.
Step I:
A interviews B, and C interviews D.
Ask the following questions:
1. Can you tell me an interesting experience that you
wrote in your diary, if you have a diary; or an interesting
experience that you remember?
2. a. What was your experience about?
b. Where did it happen?
c. When did it happen?
d. Who was/were involved?
e. What happened irst, second, third and so forth?
f. What happened then?
g. What happened inally?
h. How did you feel about that?
Step II:
Now B interviews A, and D interviews C. Interview them using
the questions in number 2 above.
20
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Step III:
Now A, B, C, and D share the interview results within groups of
four students. Decide which story is the most interesting one
and explain why so. After that, share the most interesting story
with the class.
H
WRITING
Task 1
Read again the entry of Didi’s diary in part B above. Now
write an entry of a diary from the point of view of Didi’s cousin. Or,
as an alternative, you can write your own personal experience. If
you want to write your own personal experience go directly to task
2. If you choose to write Didi’s cousin’s point of view, you can use
the following writing prompt to begin with. Use also the guiding
questions in task 2 below to help you.
January 27, 2013
It was Monday afternoon. I was tidying up my room when I
heard the bell of the ice cream vendor. __________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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21
Task 2
Write down your personal
experience in a diary. Use the following
questions to help you start to write.
See part D Task 3 to remember how
to organize your ideas. If you want to,
you can collaborate with a classmate.
If you choose that way, you should
write an experience that both of you
have gone through.
Source: http://www.freelancercafe.com/writingtranslation/freelance-writer-writing-translation/
Picture 11.3
Guiding questions:
1. What was your experience about?
2. Where did it happen?
3. When did it happen?
4. Who was/were involved?
5. What happened irst, second, third, and so forth?
6. What happened then?
7. What happened inally?
8. How did you feel about that?
I
REFLECTION
At the end of this chapter, ask yourself the following
questions to know how effective your learning process
is.
1. What have you learned from this chapter, which is
about a personal recount text in the form of a diary?
2. Can you do all the exercises here? If not, what is your
plan to solve your problem? If you can, what is your
plan to further your English competence?
22
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J
FURTHER ACTIVITIES
Try to keep a diary. Write your feelings, experiences,
comments about many things in English regularly. Don’t
worry about the errors because actually diary is personal
and sometimes is even conidential. Writing in a diary in
English regularly helps you develop your writing competence
and you will enjoy reading your diary. Your funny stories can
make you chuckle, your sad stories can make you cry, and
your thoughtful writing can make you smarter and wiser.
There are people who are famous because of their
diary. One of them is Anne Frank. Who is Anne Frank? Why
is her diary famous? Find that from internet. Another one is
Wimpy Kid. Wimpy Kid is also a published diary and most of
the stories in the diary are funny. Try to get the information
about that from internet.
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________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
24
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Chapter 12
Talking about
an Idol
Source: Dokumen Kemdikbud
Picture 12.1
Tujuan Pembelajaran:
Setelah mempelajari Bab 12, siswa diharapkan mampu:
1. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks recount
sederhana tentang pengalaman/kejadian/peristiwa.
2. Menunjukkan perilaku jujur, kerjasama, dan tanggung jawab dalam
melaksanakan komunikasi terkait teks recount sederhana tentang
pengalaman/kejadian/peristiwa.
3. Mengidentiikasi fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
recount sederhana tentang pengalaman/kejadian/peristiwa.
4. Merespon makna teks recount sederhana tentang pengalaman/kejadian/
peristiwa.
5. Menyusun teks recount sederhana tentang pengalaman/kejadian/peristiwa.
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25
A
WARMER
Hangman
Your teacher will tell you how to play Hangman.
You have to guess what words that your teacher has in
mind.
B
VOCABULARY BUILDER
Match the words with their Indonesian equivalents.
Compare your work to your classmate’s.
descent (noun)
a sick leave (noun)
reacquainted (verb)
settled in (verb)
marque (noun)
respectively (adverb)
retirement (noun)
resignation (noun)
sworn in (verb)
relinquishing (verb)
release (verb)
26
pensiun
pengunduran diri
meninggalkan/ menyerahkan
berteman kembali
cuti sakit
secara berurutan
merek/label
keturunan
menetap, tinggal
menerbitkan
disumpah
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C
PRONUNCIATION PRACTICE
Listen to your teacher reading these words. Repeat
after him/her.
agriculturist
descent
reacquainted
wage
aerodynamics
announced
resignation
chaos
relinquishing
D
:
:
:
:
:
:
:
:
:
/
/
/
/
/
/
/
/
/
ˌæɡrɪˈkʌltʃ ə rɪst◂ /
dɪˈsent /
rɪəˈkweɪntəd /
weɪdʒ /
ˌeərəʊdaɪˈnæmɪk /
əˈnaʊnsəd /
ˌrezɪɡˈneɪʃ ə n /
ˈkeɪ-ɒs /
rɪˈlɪŋkwɪʃɪŋ /
READING COMPREHENSION
B.J. HABIBIE
Bacharuddin Jusuf Habibie
known as BJ. Habibie was born on
25 June 1936. He was the Third
President of the Republic of Indonesia
(1998–1999). Habibie was born in
Parepare, South Sulawesi Province
to Alwi Abdul Jalil Habibie and R.A.
Tuti Marini Puspowardojo. His father
was an agriculturist from Gorontalo
of Bugis descent and his mother
was a Javanese noblewoman from
Yogyakarta. His parents met while
studying in Bogor. When he was 14
years old, Habibie’s father died.
Source: http://peperonity.com/go/sites/mview/
Following his father’s death,
effendy/26817732/26817810
Habibie
continued his studies in
Picture 12.2
Jakarta and then in 1955 moved to
Germany. In 1960, Habibie received a degree in engineering in
Germany, giving him the title Diplom-Ingenieur.
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He remained in Germany as a research assistant under Hans
Ebner at the Lehrstuhl und Institut für Leichtbau, RWTH Aachen
to conduct research for his doctoral degree.
In 1962, Habibie returned to Indonesia for three months
on sick leave. During this time, he was reacquainted with Hasri
Ainun, the daughter of R. Mohamad Besari. The two married on
12 May 1962, returning to Germany shortly afterwards. Habibie
and his wife settled in Aachen for a short period before moving to
Oberforstbach. In May 1963 they had their irst son, Ilham Akbar
Habibie, and later another son, Thareq Kemal Habibie.
When Habibie’s minimum wage salary forced him into parttime work, he found employment with the Automotive Marque
Talbot, where he became an advisor. Habibie worked on two
projects which received funding from Deutsche Bundesbahn. Due
to his work with Makosh, the head of train constructions offered
his position to Habibie upon his retirement three years later, but
Habibie refused.
Habibie did accept a position with Messerschmitt-BölkowBlohm in Hamburg. There, he developed theories on thermodynamics,
construction, and aerodynamics known as the Habibie Factor,
Habibie Theorem, and Habibie Method, respectively. He worked for
Messerschmit on the development of the Airbus A-300B aircraft. In
1974, he was promoted to vice president of the company.
In 1974, Suharto requested Habibie to return to Indonesia
as part of Suharto’s drive to develop the country. Habibie initially
served as a special assistant to Ibnu Sutowo, the CEO of the state
oil company Pertamina. Two years later, in 1976, Habibie was made
Chief Executive Oficer of the new state-owned enterprise Industri
Pesawat Terbang Nusantara (IPTN). In 1978, he was appointed
as Minister of Research and Technology. Habibie was elected
vice president in March 1998. On 21 May 1998, Suharto publicly
announced his resignation and Habibie was immediately sworn
in as president. Habibie’s government stabilized the economy in
the face of the Asian inancial crisis and the chaos of the last few
months of Suharto’s presidency.
Since relinquishing the presidency, Habibie has spent more
time in Germany than in Indonesia. However, he has also been
active as a presidential adviser during Susilo Bambang Yudoyono’s
presidency. In September 2006, he released a book called DetikDetik Yang Menentukan: Jalan Panjang Indonesia Menuju Demokrasi
(Decisive Moments: Indonesia’s Long Road Towards Democracy).
The book recalled the events of May 1998.
(Adapted from: http://en.wikipedia.org/wiki/B._J._Habibie)
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Task 1:
Form Completion
Fill in the blanks with information about B.J. Habibie
mentioned in the reading text.
Short Bio
Name
: B.J. Habibie
Place of birth
: ____________________________________________
Date of birth
: ____________________________________________
Parents and Origins : ____________________________________________
Education
: ____________________________________________
Marriage date
: ____________________________________________
Name of wife
: ____________________________________________
Name of sons
: ____________________________________________
Work Experience
: ____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
(______
(______
(______
(______
(______
(______
(______
(______
(______
(______
-
______)
______)
______)
______)
______)
______)
______)
______)
______)
______)
Task 2:
Comprehension Questions
Answer the following questions by referring to the reading
text about B.J. Habibie.
1.
2.
3.
4.
When did Habibie’s father die?
Why did Habibie move to Germany?
When did Habibie receive a degree in engineering in Germany?
Why did Habibie remain in Germany after getting a degree?
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5. What happened to Habibie in 1962?
6. Had Habibie met Ainun before meeting her in 1962?
7. Where did the new couple settle in after getting married in May
1962?
8. What was Habibie’s role in Talbot?
9. What theory was developed by Habibie?
10. What was Habibie’s irst position when he returned to Indonesia?
11. When was Habibie appointed CEO of IPTN?
12. What had happened before Habibie was sworn in as a president?
POINTS TO PONDER
•
•
•
E
Mention the good points that you can learn from Habibie.
Which good points do you want to imitate?
What steps will you take to develop the good points?
VOCABULARY EXERCISE
Complete the following sentences using the words
in the box.
resignation
descent
settled in
reacquainted
relinquishing
respectively
retirement
sick leave
release
sworn in
1. He traces his _____________ from Yogya palace.
2. She is coming here on a ____________ She will come back to the
company when she is recovered.
3. They were classmates when they were in senior high school.
Now, after ten years of separation, they are now ______________
in Bandung.
4. After getting married, the young couple ___________ Minneapolis.
5. English and Arabic courses are held in Room 10 and 11
_________________
6. After his ___________, the company faces a complicated problem.
7. He was only seventeen when he was _____________ as King of
Marcalaca.
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8. ______________ her position as the CEO of the oil company, she
mostly spend her time in New Zealand.
9. They will ____________ a new album by the end of this year to
mark their 25th anniversary.
F
TEXT STRUCTURE
Individually, complete the following chart to ind out
the structure of the biographical recount of B.J Habibie.
Paragraph
Introductory
paragraph
Purposes
To start the recount
by introducing the
person
Details
- When and where
Habibie was born.
- Habibie’s parents
and how they met.
- Habibie’s father
died.
Supporting
paragraph 1
Supporting
paragraph 2
Supporting
paragraph 3
Supporting
paragraph 4
Supporting
paragraph 5
Concluding
paragraph
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G
GRAMMAR REVIEW
THE SIMPLE PAST TENSE
Observe the italicized verbs in the following
sentences in the left and the right columns. What’s the
difference?
• Habibie continued his
studies in Jakarta.
• Habibie received a degree
in engineering in Germany.
• Habibie and his wife
settled in Aachen for a
short period.
• He developed theories on
thermodynamics.
• He worked for
Messerschmit.
• His parents met while
studying in Bogor.
• They had the irst son,
Ilham Akbar Habibie
• He found employment with
the Automotive Marque
Talbot.
• Habibie became an advisor
in the Automotive Morque
Talbot.
• Habibie spent some of his
life in Germany.
Past Tense: Irregular Verb
Make a sentence from each of the following irregular verbs.
Example:
see – saw: I saw him yesterday.
Present-past
Present-past
Present-past
arise- arose
begin - began
break - broke
build - built
catch - caught
choose - chose
drive - drove
fall - fell
eat - ate
give - gave
have - had
hear - heard
know - knew
leave - left
see – saw
sleep – slept
teach - taught
take - took
write - wrote
say - said
shake - shook
sit - sat
tell - told
win – won
pay – paid
read – read
mean - meant
put - put
become - became
bend- bent
bring - brought
buy - bought
cut - cut
draw - drew
drink - drank
ind - found
go - went
grow - grew
hide - hid
keep - kept
lead - led
make - made
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H
SPEAKING
Task 1:
Identifying an idol
Think of a famous person that you like very much. Write
the name on a circle. Write down important information about
that person. Look at the following example.
Task 2:
Pair work
Tell your friends about your idol. Use your note on Task
1 to help you.
-
Tell your friends
Tell your friends
Tell your friends
Tell your friends
society.
- Tell your friends
your idol’s life.
I
about
about
about
about
your
your
your
your
idol’s
idol’s
idol’s
idol’s
parents/family.
education.
job.
contribution to the
about what you want to imitate from
WRITING
Task 1:
Independent Writing
Using Habibie’s biography as a reference, write a
biographical recount about your idol. Use your notes on the
speaking activities to help you write.
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Task 2:
Peer Feedback
Exchange your work with your friend. Ask your friend to
write feedback on your writing. Then, discuss the feedback you
obtain from your friend and the one you give to your friend.
Use the following guide to give feedback for your friend.
- Look at the spelling: Is the spelling correct?
- Look at the use of the words: Does your friend use suitable
choice of words?
- Look at the grammar: Are your friend’s sentences
grammatical?
- Look at the references: Are the references clear and correct?
- Look at the organization: Is there any topic sentence? Are
there adequate supporting sentences? Are there concluding
sentences?
Task 3:
Rewrite the Biographical Recount
After getting feedback from friends, rewrite your
biographical recount. To improve the content of your writing,
you might need to browse the internet or read books to ind
more information about your idol.
J
REFLECTION
At the end of this chapter, ask yourself the
following questions to know how effective your learning
process is.
1. What have you learned from this chapter?
2. Can you do all the exercises here? If not, what is your
plan to solve your problem? If you can, what is your plan
to further your English competence?
K
FURTHER ACTIVITIES
Read more biographies of famous people. Reading
this kind of texts may inspire you to be a better person.
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Chapter 13
Somebody
I admire
Source: Dokumen Kemdikbud
Picture 13.1
Tujuan Pembelajaran:
Setelah mempelajari Bab 13, siswa diharapkan mampu:
1. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks recount
sederhana tentang pengalaman/kejadian/peristiwa.
2. Menunjukkan perilaku jujur, kerjasama, dan tanggung jawab dalam
melaksanakan komunikasi terkait teks recount sederhana tentang
pengalaman/kejadian/peristiwa.
3. Mengidentiikasi fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
recount sederhana tentang pengalaman/kejadian/peristiwa.
4. Merespon makna teks recount sederhana tentang pengalaman/kejadian/
peristiwa.
5. Menyusun teks recount sederhana tentang pengalaman/kejadian/peristiwa.
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A
WARMER: DESCRIBE AND GUESS
Your teacher will tell you how to play this game. You
have to guess what words that your teacher has described.
For example: ‘A person who is forced to leave his/her
place.’ He/she is an ‘exile’.
After you know how to play the game, your teacher will
divide the class into two groups to play the game. The group
who can guess more words will be the winner.
B
VOCABULARY BUILDER
Match the words with their Indonesian equivalents.
Compare your work to your classmates’.
guerrilla forces (noun)
aristocratic (adjective)
was renowned (verb)
evacuate (verb)
reclaim (verb)
declare (verb)
Holy War (noun)
surrender (verb)
betray (verb)
assault (verb)
treason (noun)
shed tears (verb)
martyred (verb)
resist (verb)
C
perang suci (jihad)
diasingkan
bangsawan
menumpahkan air mata
evakuasi
menyerang
tentara perang gerilya
melawan
mati syahid
menyerah
perlawanan/kudeta
merebut kembali
melawan
mengumumkan
PRONUNCIATION PRACTICE
Listen to your teacher reading these words. Repeat
after him/her.
guerrilla forces
aristocratic
was renowned
36
: / ɡəˈrɪlə fɔːrses /
: / ˌærəstəˈkrætɪk /
: / wəz rɪˈnaʊnd /
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evacuate
reclaim
declare
surrender
betray
assault
treason
shed tears
martyred
resist
exile
D
:
:
:
:
:
:
:
:
:
:
:
/
/
/
/
/
/
/
/
/
/
/
ɪˈvækjueɪt /
rɪˈkleɪm /
dɪˈkler /
səˈrendər /
bɪˈtreɪ /
əˈsɔːlt /
ˈtriːz ə n /
ʃed tɪəz /
ˈmɑːrtərd /
rɪˈzɪst /
ˈeɡzaɪl /
READING
CUT NYAK DHIEN
Cut Nyak Dhien was a leader of the Acehnese guerrilla forces
during the Aceh War. She was born in Lampadang in 1848.
Following the death of her husband Teuku Umar, she led guerrilla
actions against the Dutch for 25 years. She was awarded the title
of Indonesian National Hero on 2 May 1964 by the Indonesian
government.
Cut Nyak Dhien was born into an Islamic aristocratic family
in Aceh Besar. Her father, Teuku Nanta Setia, was a member of the
ruling Ulèë Balang aristocratic class in VI mukim, and her mother
was also from an aristocratic
family. She was educated in
religion and household matters.
She was renowned for her beauty,
and many men proposed