THE SYLLABY OF ENGLISH FOR SMA SEKOLAH INDONESIA DAVAO

Subject : English
Class/Semester :X/1

1
 Time References
General Instructional
Basic Competencies Learning Materials Learning Activities Indicators Evaluation Allocation /Materials/
Objectives
(Minute) Tools
(14 hours)
Listening

1 Students are able to 1.1 Students are able to o introduction, • Students listen to
• Students are able to identify the meaning on the
Quiz, witten 1 hour www. Esl-lab
understand the the transactional tests, cassettes
understand the meaning greeting/saying farewell expressions about introduction
transactional and and interpersonal assignments CD
Examples:.
interpersonal dialogue
that exist on the
A: Pleased to meet you! dialogues through • Students are able to respond the expressions about
transactional dialogue cassettee in class introduction
in their lives (to get things done) and B: Pleased to meet you too!
• Students discuss 2 hour
interpersonal dialogue o Offering/Accepting the several expressions • Students are able to identify the meaning on the
(to socialiize) in formal offer/invitation used in dialogues expressions about offering/accepting the
and informal situation Examples: which are practiced offer/invitation
using various simple
language expressions
A: Come to my party.
B: Thanks for the invitation
in pairs • Students are able to respond the expressions about
• Students discuss offering/accepting the offer/invitation
accurately, fluently, and o Promising the responses used
acceptable in the daily Examples: in dialogues which • Students are able to identify the meaning on the 3 hour
life-context and involve A: I’ll get you the book. expressions about promising
are practiced in
the expressions of
Speaking
introduction,
B: It’s very kind of you.
o Cancelling the promises
pairs • Students are able to respond the expressions about
3. Students are able to greeting/saying farewell, Examples: promising
express the meaning of
transactional and
offering, accepting the A: I’m sorry I can’t make it. • Students play roles • Students are able to identify the meaning on the
offer or invitation, B: That’s OK. We’ll do it expressions about cancelling the promises
interpersonal dialogues in pairs
promising, and some other time. Performances
in their lives cancelling the promises • Students are able to respond the expressions about 4 hour
1.2
• Students do the canceling the promises
‘tourist hunting’
Students are able to express and record any 2 hour
the meaning on the possible dialogues • Students are able to use the expressions of
transactional dialogue introduction
(to get things done) and
interpersonal (to • Students are able to do the interpersonal dialogues
socialize) in formal and about introduction
informal situation using
various simple language
• Students are able to use the expressions of
offering/accepting the offer/invitation
expressions accurately,
fluently, and acceptable • Students are able to do the interpersonal dialogues
in the daily life-context about offering/accepting the offer/invitation
and involve the
expressions of • Students are able to use the expressions of
introduction, promising
greeting/saying farewell, • Students are able to do the interpersonal dialogues
offering, accepting the about promising
offer or invitation,
promising, and • Students are able to use the expressions of
cancelling the promises canceling the promising
• Students are able to do the interpersonal dialogues
about canceling the promising
* The learning activities discussed above are practiced in the tourist area.

2

Basic Competencies
Listening
1. Students are able to
understand the transactional
and interpersonal dialogue in
their lives
Speaking
2. Students are able to
express the meaning of
transactional and
interpersonal dialogues
in their lives
Bermain peran secara
berkelompok
Time References
General Instructional
Learning Materials Learning Activities Indicators Evaluation Allocation /Materials/
Objectives
(Minute) Tools
(14 hour)
•
1.3 Students are able to
o Showing happines
Examples
Students listen to
the transactional and
• Students are able to identify the meaning on the
Quiz, witten tests,
assignments
1 hour
www.englishda
expressions about showing happines
understand the meaning A: I’m so happy to get interpersonal ily626.com
that exist on the a scholarship. dialogues through • Students are able to respond the expressions about
transactional dialogue (to B: I’m happy cassettee in class showing happiness www. esl-
get things done) and for you. • Students discuss lab.com
interpersonal dialogue (to several expressions • Students are able to identify the meaning on the
socialiize) in formal and o Showing cares used in dialogues expressions about showing cares cassettees
informal situation using
various simple language
Examples which are practiced • Students are able to respond the expressions about 2 hour CD
A: You look fantastic. in pairs showing cares
expressions accurately, B: Thank you. • Students discuss the
fluently, and acceptable in
responses used in • Students are able to identify the meaning on the
the daily life-context and expressions about showing symphaty
involve the expressions of o Showing dialogues which are
showing happines, symphaty practiced in pairs • Students are able to respond the expressions about
showing caring, showing Examples showing sympathy 2 hour
symphaty, and giving A: Please accept
my condolences. • Students play roles • Students are able to identify the meaning on the
instructions expressions about giving instructions
B: Thank you so in pairs
Assignments,
1.4 much. • Students are able to respond the expressions about Performances
o Giving giving instructions
Students are able to express
the meaning on the instructions
transactional dialogue (to Examples
get things done) and A: Open the window! 3 hour
interpersonal (to B: OK.
socialize) in formal and • Students are able to use the expressions of showing
informal situation using happiness
various simple language
expressions accurately, • Students are able to use the expressions of showing 4 hour
fluently, and acceptable in sympathy
the daily life-context and
involve the expressions of
• Students are able to use the expressions of showing
cares
showing happines,
showing caring, showing • Students are able to give instructions
symphaty, and giving • Students are able to do the interview
instructions • Students are able to perform drama
3

Basic Competencies
Listening
2 Students are able to 2.1
understand short
functional text and
simple monologue
texts in the forms of
recount, narrative, and
procedure in the daily
life context
Speaking
2 Students are able to
express the meaning in 2.2
short functional text
and simple monologue
texts in the forms of
recount, narrative, and
procedure in the daily
life context
General Instructional
Objectives
Students are able to
respond the meaning
accurately, fluently, and
acceptable, in short
simple functional oral
text (such as
noticement, ads,
invitation, etc.) in
formal or non formal
situation in the daily life
context
Students are able to
express the meaning of
short functional text (such
as noticement, ads,
invitation, etc.) in formal
and non formal situation
by using various oral
expressions in the daily
life context
Time References
Learning Materials Learning Activities Indicators Evaluation Allocation /Materials/
(Minute) Tools
(8 hour)
• •
Oral noticement Students identify
several oral
• Students are able to identify topic in one oral
Assignments,
quiezes, written
1 hour www. esl-
lab.com
noticement
• Vocabularies noticement in public tests
related to the places in their group • Students are able to identify the specifics information cassettee
noticement from the announcements CD
• Students listen to • Students are able to identify the objective of the 1 hour
the noticement noticement they hear
through tape or
cassettees in class
• Students discuss the
content and forms of 2 hour
language used in the
expressions in their
group • Students are able to make the oral noticement
• Students are able to deliver the oral noticement
• Students are able to use the oral expressions
• Students make the Performamnces 2 hour
oral noticments with
their partner in pair
and present it in
front of the class
4
 Time References
Basic Competencies General Instructional Objectives Learning Materials Learning Activities Indicators Evaluation Allocation /Materials/
(Minute) Tools
(14 hour)
Listening .
• Students listen to
3 Students are able to 2.1 Students are able to respond the • Recount Oral Texts
stories/guidances to do
• Students are able to identify the
Quizes, written
tests, assignments
3 hour www. Esl-
lab.com
understand short meaning in simple monologue texts main idea of the text they have
functional text and • Narrative Oral Texts something in order to find
using various oral expressions heard cassettes
simple monologue several information
texts in the forms of
accurately, fluently, and acceptable, • Procedure Oral individually • Students are able to identify plots CD
in several daily life contexts in the Texts of the story they have heard
recount, narrative, and forms of recount, narrative, and
procedure in the daily procedure • Students discuss in group • Students are able to identify the
3 hour
life context the differences of the scheme of the texts
2.2 usage of oral and written • Students are able to identify the
expressions. events from the texts they have
Students are able to express the meaning heard
in simple monologue texts using various • Studens are able to identify
oral expressions accurately, fluently, and materials used in the procedure
acceptable, in several daily life contexts texts they have heard
in the forms of recount, narrative, and • Students are able to identify the
procedure objectives of the communication
• Students discuss in group
to make a story and tell of the texts they have heard
Speaking Performances
the story simultaneously 2 hour
3 Students are able to
express the meaning in • Students make a story • Students are able to use the
short functional text individually and tell in sentences in the form of past tense
and simple monologue front of the class when they tell a story
texts in the forms of • Students are able to deliver a story
recount, narrative, and • Students are able to present a story
procedure in the daily in front of the class 4 hour
life context • Students are able to present a
procedure in a story
• Students are able to tell
imaginative stories

5

Basic Competencies General Instructional Objectives
Reading
5.1
4. Students are able to
understand the
meanings in the short
functional written texts
in the daily life context
and to acceess the
knowledge
Writing
6. Students are able to 6.1
express the meanings
in the short functional
written texts in the
daily life context
Time References
Learning Materials Learning Activities Indicators Evaluation Allocation /Materials/
(Minute) Tools
(8 hour)
Students are able to respond the
Noticement, ads, • Students identify several • Students are able to read loudly 2 hour
meanings in the short functional invitation, etc. Quizes, written English Online
written noticements in any written texts using correct
written text (such as noticement, tests
public places in their intonation and pronounciation
ads, invitation, etc.) in formal and Jakarta Post
group • Students are able to identify the
non formal situation accurately,
topics of the text being read
fluently, and acceptable in the daily
• Students discuss the
life context and to acceess the the 2 hour
content and forms of used
knowledge
language in their group
• Students make the written • Students are able to use accurate
noticement with their grammar, vocabularies, spelling,
partnet and publish it to and forms of text Performances
class or school • 2 hour
Students are able to express the Students are able to write the main
idea
idea in the form of short
functional written texts (such as • Students are able to elaborate the
main idea
noticement, ads, invitation, etc,) in
formal and non formal situation • Students are able to make, revise,
and edit draft
by using various written language
forms accurately, fluently, and • Students are able to make any
appropriate to the context short functional texts
6

Basic Competencies
Reading
5. Students are able to
5.2 Students are able to respond to the
understand the
meaning of simple
short functional essay
in the forms of
recount, narrative, and
procedure in the daily
life context and to
acceess the knowledge
Writing
Students are able to express the idea and
6. Students are able to
express the ideas in the
simple short functional
essay texts in the forms
of recount, narrative,
and procedure in the
daily life context
Mengetahui:
Kepala Sekolah
General Instructional Objectives Learning Materials
•
Recount Oral Texts
using the Simple Past
the idea and retorical steps on the Tense
written essay accurately and fluenly • Jim Carrey had a
and appropriate to the daily life trip to Bunaken. • Students discuss in their
contexts and to access the • Who went to
knowledge in the forms of recount, Bunaken?
narrative, and procedure
• He went to Bunaken
yesterday.
Yesterday, he went • Stydents practice to use
to Bunaken. To
Bunaken, he went
yesterday.
retorical steps accurately, fluently, Narrative Written Texts
and acceptable by using various
written forms in the daily life
context in the forms of recount,
Procedure Written Texts
• Students make drafts of
narrative, and procedure
• Studens revise their
• Students rewrite their
Time References
Learning Activities Indicators Evaluation Allocation /Materials/
(Minute) Tools
(14 hour)
ESOL
Students read loudly any
meaningfull narratuve
• Students are able to identify the
Quizes, written
tests, assignment
2 hour ONLINE
main idea of a paragraph
texts ubdivually English online
• Students are able to identify the
meanings of words from the texts English K-6
froup several aspects being read 2 hour modules
from the texts such as
• Students are able to identify the Jakarta Post
content and structure
meanings of sentences from the
texts being read
• Students are able to identify the
the simple past tense to
ecxpress the event and any variation of sentences such as
recount, narrative, and procedure 2 hour
imperative sentences to
show guidance • Studets are able to identify
persons and plot of the stories
being read
• Students are able to identify the
scheeme iof events from the texts
narrative, recount and or Assignments
being read
procedure texts by using
the chain writing. • Students are able to identify any Performances 2 hour
rhetorical steps in the texts
• Students are able to identify the
friends’s draft obctives of readings texts being
read 2 hour
draft based on the • Students are able to use the
revision from their friend simple past tense to express event
on a story 2 hour
• Students are able to use the
imperative sentences in making
receipts or guidances
• Students are able to use direct and
indirect setences for naration
writing
• Students are able to write any
recount texts
• Students are able to write any
narrative texts
• Students are able to write any
procedure texts
Davao City, 14 Januari 2011
Guru Mata Pelajaran,
7
 Petrus Pati, S.E Tyzl N. Nunez
NIP. 1986 0108 1986 031 025

8
 THE SYLLABY OF ENGLISH FOR SMA SEKOLAH INDONESIA DAVAO
Subject : English
Class/Semester :X/2

Time
Learning Allocatio References /Materials/
Basic Competencies General Instructional Objectives Learning Activities Indicators Evaluation
Materials n Tools
(Minute)
(14 hour)
Listenoing
•
4 Students are able to
3.1 Students are able to understand
o Thsanking
Examples
• Students listen to the
The students are able to identify they
words they have heard
Quizzes
Written test
2 hour www.englishdaily626.co
m
understand the interpersonal/transacsiona Assignments
transactional and the meaning that exist on the
transactional dialogue (to get
A: Thank you
very much
l dialogue through a film • The students are able to identify the www. Esl-lab
interpersonal individually meaning of the words
dialogue in their things done) and interpersonal B: Don’t mention
•
lives dialogue (to socialiize) in formal it! Students discuss with
their partner the
• The students are able to identify the cassettees
and informal situation using o Appraising relation of each speaker in the dialogue 2 hour CD
expressions usedf in the
various simple language Examples
expressions accurately, fluently, A: You look
dialogues • The students are able to identify the
and acceptable in the daily life- slimmer. • Students discuss any expressions of thanking
responses in the dialogues
context and involve the B: You’re kidding • The students are able to respond the
expressions of thanking, me. expressions of rthanking
Speaking appraising, and congratulating o Congr 2 hour
atulating • Students in pair practice • The students are able to identify the
4. Students are able to the ecpressions and their expressions of appraising
Examples
express the meaning responses
of transactional and 9.1 Students are able to express the A: Congratulations!
• The students are able to respond of
interpersonal meaning on the transactional appraising
You did it again.
dialogues in their
lives
dialogue (to get things done) and B: Thank you. I • The students are able to identify the
interpersonal (to socialize) in don’t know expressions of congratulating Assignmnts
formal and informal situation what to do Performanc 6 hour
using various simple language without you. • Sthe students are able to respoond the es
expressions accurately, fluently, exprtessions fof congratulating
and acceptable in the daily life- • The students are able to identify the
context and involve the situation based on the contexts
expressions of thanking,
appraising, and congratulating
• The students are able to use the
expressions of trhanking
• The students are able to respond the
expressions of thanking
• The students are able to use the
expressions of appraising
• The students are able to respod the
ecxpressions of appraising
• The tudents are able to use the
ecxpressions of congratulating
• The students are able to respond to the
expressions of congratulating

9
 Time
Learning References /Materials/
Basic Competencies General Instructional Objectives Learning Activities Indicators Evaluation Allocation
Materials Tools
(Minute)
(14 hour)
Listenoing www.englishdaily626.co
5 Students are able to
3.2 Students are able to understand
o Showing
surprises
• Students listen to the • The students are able to identify the
Quizess
written tests
2 hour m
understand the interpersonal/transacsiona expressions of showing surprises
the meaning that exist on the Examples Assignemnts www. Esl-lab
transactional and
interpersonal transactional dialogue (to get A: How can you
l dialogues through tape
in class
• The students are able to respond the
things done) and interpersonal say that? expressions of showing surprises cassettees
dialogue in their
dialogue (to socialiize) in formal B: Well, that’s the CD
lives contexts
and informal situation using fact. • Students discuss in group • The students are able to identify the
various simple language the expressions and the expressions of disbelieving 4 hour
expressions accurately, fluently, o Disbelieving responses used in the • The students are able to respond the
and acceptable in the daily life- Examples daialogue they have heard expressions of disbeleiving
context and involve the A: I can’t believe
Speaking expressions of showing surprises, it! • The students are able to identify the
disbeleiving,and accepting B: That’s expressions of accepting the invitations
5. Students are able to invitation and offers true. and offers
express the meaning
o Accepting the
• The students are able to respond the
of transactional and • Stuents perform the role expressions of accepting the invitations
interpersonal invitation and play game in their group
dialogues in their 9.2 Students are able to express the offers
and offers
lives contexts meaning on the transactional Examples
dialogue (to get things done) and A: Thank you for Group
interpersonal (to socialize) in the invitation. • The students are able to use the assignments
formal and informal situation B: I look forward expressions of showing surprises Performanc 6 hour
using various simple language es
expressions accurately, fluently,
to seeing you.
• The students are able to use the respond
and acceptable in the daily life- of showing surprises
context and involve the
expressions of showing
• The students are able to use the
expressions of disbelieving
surprises, disbeleiving,and
accepting invitation and offers • The students are able to use the respond
of disbeleiving
• The students are able to use the
expressions of accepting the invitations
and offers
• The students are able to use the respond
of accepting the invitations and offers
• The students are able to invite and offer

10
 Time
Learning References /Materials/
Basic Competencies General Instructional Objectives Learning Activities Indicators Evaluation Allocation
Materials Tools
(Minute)
Listening
•
7. studnts ar able to 8.1 studnts are abkle to respond the Announcements,
• Studednts identify in
Students are able to identify the topic of
oral announcement
Quizess
Witten test
(8 hour) www. Esl-lab.com
understand the idea idea on the simple short group several oral ads in
ads, invitations • Students are able to identify specific Assgnmnt 1 hour CD
of any short functioal oral texts (such as public places.
functional texts and information on the oral announcement
announcement, ads, invitation, Cassettes
any simple etc.) in formal and non formal • Students listen to the ads • Students are able to identify the 1 hour
narrative and situation accurately and fluently through tape in class objectives of the announcement they
descriptive as well as acceptable in the have heard.
monologues and dailyu ligfe contexts
simple news item in • Students in froup discuss
the content and forms of 1 hour
the daily life
contexts language used in the ads

Speaking 10.1 Students are able to express the

idea in the forms of simple • Students are able to announce
• Students perform their ads
8. students are able to functional oral texts (such as something orally
orally with their partner in
express the idea in announcement, ads, invitation, • Students are able to invite someone Asssignment 1 hour
front class
any short functional etc.) in formal and non formal orally s
texts and any simple situation by using various simple • Students are able to perform monologue Performanc
narrative and oral expressions in the daily life • Students retell the ads that to ad something es
descriptive contexts theyu have ever seen or • Student are able to use the oral language
monologues and dan heard
news item in dailly 2 hour
life contexts

11
 Time
Learning Allocation References
Basic Competencies General Instructional Objectives Learning Activities Indicators Evaluation
Materials (Minute) /Materials/ Tools

(14 hour)
Listening .

9. studnts ar able to 8.1 studnts are abkle to respond the • Descriptive • Students listen to • Students are able to identify the main Assignments 1 hour ESOL ONLINE
Oral Texts news/descriptive/narratriv idea of the texts they have heard Written test
understand the idea idea on the simple monologue
e to find any information • Students are able to identify the roles of English Online
of any short texts accurately and fluently as
functional texts and well as acceptable in the dailyu • Narrative Oral through the tapes in class the story they have heard
Texts • Students are able to identify the events www. Esl-lab
any simple ligfe contexts in the form of
narrative and narrative, descriptive, and news • Students disccuss in their on the texts they haveh heard
• News items group the differences of cassettes
descriptive item • Students are able to identify the
Oral Texts using the language in 1 hour CD
monologues and characteristics of thing or person
simple news item in written and oral forms described before
the daily life • Students are able to identify the news
contexts they have heard
8.2 studnts are abkle to express the • Students are able to identify the sources
idea on the simple monologue
of the news the have heard
texts accurately and fluently as
well as acceptable in the dailyu
ligfe contexts in the form of
narrative, descriptive, and news • Students discuess in froup Assignments 1 hour
item to make Performances
news/descriptive/narrative • Students are able to use the simple
in chain system present to describe thing or person
Speaking • Students are able to perform
• Students deliver news as a monologues to tell news
10. students are
reporter directly from the • Students are able to perform 2 hour
able to express the monologues to tell descriptives
spot
idea in any short
• Students are able to tell stories orally
functional texts and
• Students tell the • Students are able to perform as a
any simple narrative
imaginative stories in reporter
and descriptive 1 hour
monologues and dan
their group
• Students are able to perform as a
news item in dailly storyteller
life contexts

12

Basic Competencies
Reading
10. students are able
to understand the idea of
short functional texts and
simple essays in forms of
narrative, descriptive and
news item in the daily life
contexts and to access the
knowledge
Writing
11. students are able to express
the idea in short functional
written texts and simple
essay in the forms of
narrative, descriptive and
news item in the daily life
contexts
Time
References/
General Learning Objective Learning Materials Learning Activities Objectives Evaluation Allocation
Materials/Tools
(minutes)
(8 hour)
• Students identify in group • Students are able to read Assignments 1 hour ESOL ONLINE
11.1 Students are able to Announcements, ads, several written loudly and meaningfully Written
respond to the idea on the short and invitation announcements in public various written texts being tests English Online
functional texts (such as places dicussed with correct
announcement, ads, and pronounciation and Jakarta Post
invitation, etc.) in formal and • Students in group discuss the intonation
non formal situation accurately, content and forms of • Students are able to identify
fluently, as well as acceptable language used in the the topics of the texts being 2 hour
culturally by using various announcements discussed
written language in the dailiy • Students are able to identify
life contexts specific information
3 hour
• Students individually make Assgnments
the announcements and portofolio
• Students are able to use the
12.1 Students are able to publish them in the
correct grammar,
express the idea in the form announcement board
vocabularies, punctuations,
of short functional text (such spelling, and sentences forms
as announcement, ads, and
• Students are able to write the
invitation, etc.) in formal and
main idea
non formal situation
• Students are able to elaborate
accurately, fluently, as well as
the main idea
acceptable culturally by using
various written language in • Students are able to make,
the dailiy life contexts revis, and edit draft
• Students are able to write any
short functional texts
•
13
 Basic Time
General Learning References/
Materi Pembelajaran Learning Activities Indicators Evaluation Allocation
Competencies Objectives Materials/Tools
(Minutes)
(14 hour)
Reading • •
11.2 Students are able Narrative Written
Texts
• Students read aloud
Students are able to identify the
meaning of words on the texts being
Quizzes
written tests
2 hour
ESOL ONLINE
12. students to respond the idea and
• Descriptive Written
comprehesively the texts
read Assignments
are able to tetorical steps in simple of
Texts • Students are able to identify the English online
understand the idea essays accurtely, fluently, news/descriptive/narrative
and acceptable culturally, • News Items-form individually
meaning of sentences on the texts being
of short functional read 2 hour English K-6 modules
in the daily life contexts Written Texts
texts and simple
and to access the • Pasive Voice • Students in group discuss • Students are able to identify the
essays in forms of several aspects like Jakarta Post
knowledge in the forms of • Reported speech complexity of narration
narrative, contents amd structure of
narrative, descriptive, • Students are able to identify the events
descriptive and the texts.
and news item on the texts being read
news item in the 2 hour
daily life contexts • Students practice to use • Students are able to identify the
and to access the simple present to express characteristics of thing or person being
knowledge facts and passive described
sentences to deliver the • Students are able to identify the main
main topic of the news focus of the news they have heard
• Students are able to identify the source
of news being they have heard 2 hour
• Students are able to identify retorical
steps from the texts
• Students are able to identify the
objectives of texts being read
12.2 Students are able to
Writing express the idea and
tetorical steps in 2 hour
13. students are able to simple essays • Students are able to use reported Assignments
express the idea in
short functional
accurtely, fluently, and • Students make draft of speech to tell news
acceptable culturally, portofolio
written texts and in the daily life
narrative, news, and
descriptive texts by using
• Students are able to use simple present
simple essay in the contexts and to access to describe something 2 hour
the chain writing system.
forms of narrative,
descriptive and
the knowledge in the • Students are able to use adverbial
forms of narrative,
news item in the descriptive, and news • Students revise their clause in a narration
daily life contexts item friends works for better • Students are able to make texts in the
draft. form of news item
• Students are able to make narrative
• Students rewrite the draft texts
based on the revison .
• Students are able to make descriptive
texts

Mengetahui: Davao City, 14 Januari 2011

Kepala Sekolah Guru Mata Pelajaran,

14
 Petrus Pati, S.E Tyzl N. Nunez
NIP. 1986 0108 1986 031 025

15