English Modul Grade XII

Puji syukur kami panjatkan kepada Allah SWT atas rahmat serta
karunia-Nya sehingga penulis dapat menyelesaikan penyusunan modul Bahasa
Inggris untuk kelas XII SMK ini. Modul ini disusun sebagai salah satu bahan
ajar dalam pelaksanaan kegiatan belajar mengajar mata pelajaran Bahasa
Inggris di sekolah.

Dalam modul ini disajikan materi pembelajaran Bahasa Inggris secara
sederhana, efektif, dan mudah dimengerti yang disertai contoh dalam
kehidupan. Modul ini juga dilengkapi contoh soal dan tugas-tugas di setiap
akhir bab.

Ucapan terima kasih kami sampaikan kepada semua pihak yang tekah
membantu terselesaikannya modul ini sehingga dapat disajikan kepada siswa.
Namun demikian modul ini pastilah tak luput dari kekurangan-kekurangan.
Oleh karena itu berbagai macam perbaikan termasuk saran dan kritik dari
pembaca sangat kami harapkan demi kesempurnaan modul ini.

Cilacap, Oktober 2021

Penyusun

Modul ini akan membantu kalian untuk mempermudah memahami,
mempraktikkan dan menganalisis materi dalam proses pembelajaran. Pada
modul ini diharapkan kalian benar-benar mampu memahami secara utuh
materi yang ada pada modul .
Secara khusus, perhatikan petunjuk penggunaan modul berikut ini :
1. Modul ini dapat kalian pelajari secara mandiri.
2. Kalian dapat mempelajari modul ini dengan membaca, melihat dan
mengamati contoh-contoh dari gambar.
3. Kerjakan latihan-latihan dan evaluasi yang ada pada modul ini.
4. Jika ada kendala dan kalian mengalami kesulitan, tanyakan kepada guru
atau pakar lainnya. Setelah mengerjakan latihan / tugas / soal pada akhir
setiap kegiatan pembelajaran, ukurlah kemampuan kalian dengan memeriksa
hasil pekerjaan tersebut menggunakan kunci jawaban atau pedoman
penilaian yang terdapat pada bagian akhir modul ini. Kemudian hitunglah
berapa perolehan nilainya secara mandiri. Nilai yang kalian peroleh
menggambarkan tingkat penguasaan dan penentu bagi kalian untuk
melanjutkan atau kembali mempelajari modul ini. Selain itu, lakukan refleksi
diri untuk menjawab beberapa pertanyaan pendek untuk meyakinkan bahwa
kalian betul-betul memahami materi dalam modul ini. Selamat belajar dan
berlatih!

Kata Pengantar
Petunjuk Pengunaan Modul
Daftar Isi
BAB 1 CAUSE AND EFFECT
BAB 2 WRITING REPORT
BAB 3 PRESENTING REPORT
BAB 4 OFFERING
BAB 5 APPLICATION LETTER
BAB 6 JOB INTERVIEW

A. Apersepsi
Read the conversation below!

What do you think is happening in the above conversation?
Do you think smoking is dangerous?
Do you think it should be banned?

B. KOMPETENSI INTI

3. Memahami, menerapkan, menganalisis, dan mengevaluasi tentang
pengetahuan faktual, konseptual, operasional dasar, dan
metakognitif sesuai dengan bidang dan lingkup kajian/kerja mata
pelajaran Bahasa Inggris pada tingkat teknis, spesifik, detil, dan
kompleks, berkenaan dengan ilmu pengetahuan, teknologi, seni,
budaya, dan humaniora dalam konteks pengembangan potensi diri
sebagai bagian dari keluarga, sekolah, dunia kerja, warga masyarakat
nasional, regional, dan internasional.

4. a. Melaksanakan tugas spesifik dengan menggunakan alat, informasi,
dan prosedur kerja yang lazim dilakukan serta memecahkan
masalah sesuai dengan bidang kajian Bahasa Inggris.

b. Menampilkan kinerja di bawah bimbingan dengan mutu dan
kuantitas yang terukur sesuai dengan standar kompetensi kerja.

c. Menunjukkan keterampilan menalar, mengolah, dan menyaji
secara efektif, kreatif, produktif, kritis, mandiri, kolaboratif,
komunikatif, dan solutif dalam ranah abstrak terkait dengan
pengembangan dari yang dipelajarinya di sekolah, serta mampu
melaksanakan tugas spesifik di bawah pengawasan langsung.

d. Menunjukkan keterampilan mempersepsi, kesiapan, meniru,
membiasakan, gerak mahir, menjadikan gerak alami dalam ranah
konkret terkait dengan pengembangan dari yang dipelajarinya di
sekolah, serta mampu melaksanakan tugas spesifik di bawah
pengawasan langsung.

C. KOMPETENSI DASAR

3.24 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan

teks interaksi transaksional lisan dan tulis yang melibatkan

tindakan memberi dan meminta informasi terkait hubungan

sebab akibat sesuai dengan konteks penggunaannya. (Perhatikan

unsur kebahasaan because of ..., due to ..., thanks to ...)

4.24 Menyusun teks interaksi transaksional lisan dan tulis yang

melibatkan tindakan memberi dan meminta informasi terkait

hubungan sebab akibat dengan memperhatikan fungsi sosial,

struktur teks, dan unsur kebahasaan yang benar dan sesuai

konteks.

D. INDIKATOR PENCAPAIAN KOMPETENSI

3.24.1 Mengidentifikasi fungsi sosial, struktur teks, dan unsur
kebahasaan teks interaksi transaksional lisan dan tulis yang
melibatkan tindakan memberi dan meminta informasi terkait
hubungan sebab akibat, sesuai dengan konteks
penggunaannya. (Perhatikan unsur kebahasaan because of ...,
due to ..., thanks to ...)

3.24.2 Menerapkan struktur teks, dan unsur kebahasaan teks interaksi
transaksional lisan dan tulis yang melibatkan tindakan
memberi dan meminta informasi terkait hubungan sebab
akibat, sesuai dengan konteks penggunaannya. (Perhatikan
unsur kebahasaan because of ..., due to ..., thanks to ...)

4.24.1 Membuat teks interaksi transaksional lisan dan tulis yang
melibatkan tindakan memberi dan meminta informasi terkait
hubungan sebab akibat, sesuai dengan konteks penggunaannya.
(Perhatikan unsur kebahasaan because of ..., due to ..., thanks
to ...)

4.24.2 Melakukan dialog interaksi transaksional lisan yang melibatkan
tindakan memberi dan meminta informasi terkait hubungan
sebab akibat, sesuai dengan konteks penggunaannya.
(Perhatikan unsur kebahasaan because of ..., due to ..., thanks
to ...)

E. TUJUAN PEMBELAJARAN

1. Setelah mengikuti kegiatan pembelajaran melalui pendekatan
saintifik dengan menggunakan model pembelajaran Discovery
Learning,siswa dapat mengidentifikasi fungsi sosial, struktur teks,
dan unsur kebahasaan teks interaksi transaksional lisan dan tulis
yang melibatkan tindakan memberi dan meminta informasi terkait
hubungan sebab akibat, sesuai dengan konteks penggunaannya
melalui diskusi dan kerja kelomppok.

2. Setelah mengikuti kegiatan pembelajaran melalui pendekatan
saintifik dengan menggunakan model pembelajaran Discovery
Learning, dengan cermat dan kritis siswa dapat menerapkan
struktur teks, dan unsur kebahasaan teks interaksi transaksional
lisan dan tulis yang melibatkan tindakan memberi dan meminta
informasi terkait hubungan sebab akibat, sesuai dengan konteks
penggunaannya.

3.

F. PETA KONSEP

G. MATERI
Pay close attention to the explanation below !

Kata penghubung sebab-akibat atau dalam bahasa Inggris disebut
cause-effect adalah kata penghubung yang menghubungkan sebuah
sebab dan akibatnya. Ada dua jenis kata penghubung yaitu:
1. Kata penghubung yang diikuti dengan clause Kata penghubung

yang diikuti dengan klausa/ clause adalah kata penghubung yang
memerlukan sebuah subject dan predicate dalam penulisannya.
Kata penghubung jenis pertama ini antara lain:

a) Because
Sinta was absent because she got bad cold yesterday
b) Since
Jenny has decided to move to Surabaya since there are more
opportunities for employment in that city.
c) As
The players delivered a splendid performance as they had rehearsed
well
d) For
He could not get a seat for he came too late
e) As a result of
There are too many tasks, as a result most of the students are
unhappy and stressed.

2. Kata penghubung yang diikuti frasa / gerund Kata penghubung yang
diikuti frasa adalah kata hubung yang hanya diikuti dengan frasa
benda saja atau gerund tanpa ada predicate atau verb di dalamnya.
Kata penghubung jenis kedua ini antara lain:

a) Due to
Due to driving while drunk, his driving license was seized by the police
b) Because of
The teacher got angry because of the students’ disobedience
c) Owing to
Owing to her hard work, she passed the SBMPTN entrancestest
d) Thanks to
Thanks to their good plan, the event ran well.

We can mention the cause first, then the effect.
e.g. A tsunami causes disturbances.

We can also mention the effect first, then the cause.
e.g. A tsunami is caused by the displacement of a large volume of a
body of water

H. TUGAS

Do these exercises below by completing the sentences using Because
or Because of !
1. I can not come to your house______it is rain
2. I am afraid_______a ghost
3. Sinta makes a cake______her mom likes it
4. we will join that community______you
5. _______we never realize him anymore in our life
6. I don’t bring an umbrella______it is not rain
7. That girl is so smart______she never be lazy to study
8. Diana can not come to the party_______her mom never let her
9. My life has changed and it is_______you
10. I let him to go ______ I care with you
11. we were bored_______the space was too long
12. We decided to stay at office______the weather was bad
13. ________the weather was bad, she stayed at office
14. she lets me go_____she never care with me
15. I am not happy______the film is not so good
16. Alex was worried______the rain
17. we were bored______the speech
18. I am so happy______I always with you here

19. _______this cake, he loves me so much.
20. I will wear a jacket______the weather was so cold.

I. EVALUASI
A. Choose the best answer!

1. I am staying at home ____________ it is raining.
a. Due to
b. Owing to
c. Because
d. Because of
e. Thanks to

2. I am staying at home ___________ the rain.
a. Due to
b. Because
c. Since
d. For
e. As

3. Many species of wildlife are becoming extinct, __________ the
rain forests are being destroyed.
a. therefore
b. since
c. so
d. consequently
e. as a result

4. The flight is postponed _________ the weather is bad.
a. therefore
b. since
c. so
d. consequently
e. owing to

5. The flight is postponed __________ bad weather.
a. Because of
b. Because
c. Therefore
d. For
e. Since

B. Complete the sentences by using the word because or because of!
1. We stayed at home __________ the cold weather
2. I will have to rent a car __________ my car was stolen 3. She
didn’t go to the supermarket __________ her sickness
4. You’ll need a flashlight when you go dow into the basement
__________ the lights don’t work
5. I am going to ask my friend if I can borrow his calculator fot the
tomorrow exam __________ I lost mine
6. All the flights were cancelled _______________ the harsh weather
conditions.
7. Diane missed her flight _______________ a traffic delay on her
way to the airport.
8. Gareth could pass the examination _______________ he studied
hard.

9. He lost his driving licence _______________ he was convicted of
drinking and driving
10. He’s very difficult to understand _______________ his accent.

J. PENGAYAAN

A.Combine these sentences using because!
Example:
We went swimming. The weather was hot.
→ We went swimming because the weather was hot.

1. My car didn’t start. The battery was dead.
2. The children were hungry. There was no food in the house.
3. My sister went to bed. She was tired.
4. We didn’t have class. The teacher was absent.
5. I didn’t drink the coffee. It was too hot.

B. Combine these sentences using because of or due to!
Example:
The weather was cold. We stayed at home.
→ Because of the cold weather, we stayed at home.
→ Due to the cold weather, we stayed at home.

1. (The traffic was heavy). We were late to the meeting due to
______

2. (The day was foggy). We couldn’t see the road because of ______
3. (The tea was sweet). I got fresh because of ________
4. (It was a cold day). We had to wear wool coat because of _____
5. (The weather was bad). They postponed their trip due to _____

K. REMEDIAL

Complete the following sentence using because, because of or
due to!
1. Jerry is in good shape physically ________ he gets a lot of

exercise.
2. ___________ the rainy day, we didn’t go for a walk.
3. ___________ Ann is a good student, she received a scholarship.
4. He turned on the air conditioning ___________ the hot weather.
5. Joe speaks Spanish well _________ he lived in Mexico for a year.

A. APERSEPSI
Look at this picture!

What do you think about the picture above?
Have you ever been in this situation?
What preparations do you need?

B. KOMPETENSI INTI

3. Memahami, menerapkan, menganalisis, dan mengevaluasi
tentang pengetahuan faktual, konseptual, operasional
dasar, dan metakognitif sesuai dengan bidang dan lingkup
kajian/kerja mata pelajaran Bahasa Inggris pada tingkat
teknis, spesifik, detil, dan kompleks, berkenaan dengan ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dalam
konteks pengembangan potensi diri sebagai bagian dari
keluarga, sekolah, dunia kerja, warga masyarakat nasional,
regional, dan internasional.

4. a. Melaksanakan tugas spesifik dengan menggunakan alat,
informasi, dan prosedur kerja yang lazim dilakukan serta
memecahkan masalah sesuai dengan bidang kajian Bahasa
Inggris.
b. Menampilkan kinerja di bawah bimbingan dengan mutu
dan kuantitas yang terukur sesuai dengan standar
kompetensi kerja.
c. Menunjukkan keterampilan menalar, mengolah, dan
menyaji secara efektif, kreatif, produktif, kritis, mandiri,
kolaboratif, komunikatif, dan solutif dalam ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di
sekolah, serta mampu melaksanakan tugas spesifik di bawah
pengawasan langsung.
d. Menunjukkan keterampilan mempersepsi, kesiapan,
meniru, membiasakan, gerak mahir, menjadikan gerak alami
dalam ranah konkret terkait dengan pengembangan dari
yang dipelajarinya di sekolah, serta mampu melaksanakan
tugas spesifik di bawah pengawasan langsung.

C. KOMPETENSI DASAR

3.25 Menganalisis fungsi social, struktur teks dan unsur
kebahasaan teks interaksi transaksional yang melibatkan
tindakan memberi dan meminta informasi terkait penulisan
laporan sederhana.
4.25 Menyusun teks interaksi transaksional tulis yang
melibatkan tindakan memberi dan meminta informasi terkait
penulisan laporan sederhana dengan memperhatikan fungsi
social, struktur teks dan unsur kebahasaan yang benar dan
sesuai dengan konteks penggunaannya di dunia kerja.

D. INDIKATOR PENCAPAIAN KOMPETENSI

3.25.1 Mengidentifikasi laporan sederhana
4.25.1 Menyusun laporan sederhana

E. TUJUAN PEMBELAJARAN

1. Setelah mengikuti kegiatan pembelajaran melalui pendekatan
saintifik dengan menggunakan model pembelajaran
Discovery Learning secara kritis dan mandiri peserta didik
mampu mengidentifikasi laporan sederhana

2. Setelah mengikuti kegiatan pembelajaran melalui pendekatan
saintifik dengan menggunakan model pembelajaran
Discovery learning, siswa dapat menyusun laporan sederhana
secara komunikatif dan sistematis

F. PETA KONSEP

G. MATERI
A report is a statement to describe the findings of research. Reports
are usually a formal accpount of the result od an investigation or
observation. Reports can be short, just one page or very long
documents.
Preparations and planning
A few questions to consider include:
1. Who are the readers?
2. What is the purpose of the report and why is it needed?
3. What important has to be in the report?

Main section
To keep your report well-organized and easy to understand,
there is a clear format to follow. The main section of a
standard report are:

1. Title
The titlepage generaly has four main pieces of
information:
a. Title oh the report
b. Name of person or organization receiving the
report
c. Name of person or organization who authored the
report
d. Date the report was submitted

2. Table of Content
Table of content is a table of the information located

in the report. Each item in the content should have a

corresponding page number that shows where the

section begins only

3. Summary or Abstract
The summary contains a summarized version of the
entire report, including any conclusions or
recommendations.

4. Introduction or Background
The intorductions provides a context, so that the

reader understands what is in the report. It explains

the aim and the scope of the report. The purpose of

the introduction is to describe why the report was

written.

5. Main body of Report
The major part of the report is called the body. It
conyains information about the problem that the
report focuses on. The facts and the details are
explained in organized paragraphs.

6. Conclusion and Recommendations
The conclusions are the logical outcomes of the

information presented in the report

7. References
The reference section is a list of books, journals and other
sources of informationthat were used to compile the
report

7. Appendices
The appendices include all supplementary material related
to the report, such as test result, large photos or maps,
questionairies or other research information.

Example of Title page

Example of Approval Sheet

Example of Preface

Example of Table of Content
Example of Reference

H. PROYEK

Make a report based on your own project work!

I. EVALUASI

Read the report and then answer the questions!

Alumni Gathering Report

Terms of Reference
Mr. Nana, te headmaster, has requested this report on the Alumni
Gathering Activity. The report was to be submitted to him by 30 December
2018.
Procedure
A representative selection of 15% of all participants were interviewed during
the alumni gathering, on 16 december 2018 concerning:

1. Overall satisfaction with the activities in the gathering.
2. Problems encountered when dealing with the facilities
3. Suggestions for the improvement of the next gathering activity.
Findings
1. The participants were generally satisfied with the activities in the

gathering.
2. Some problems were encountered when they lacked of mineral water.
3. Most of the participants complained about the uncomfortability in

the room.
4. The most common suggestion for improvement was the mineral water

availability.
Conclusions

1. Participants are happy to join the activities in the gathering.
2. They have problems with the room.
3. Improvements need to take place in the uncomfortability of the room.
4. Mineral water should be considered as the most urgent need.
Recommendations
1. Meet the committee to discuss the serious problems faced by the

participants.
2. Give priority improvements on room comfortability
3. Have an ourdoor gathering.

1. What is the text about?

2. What happened to the participants?

3. What made them not happy?

4. What can be conclude?

5. What should be improved?

6. If everything has been improved, what do yoy think will happen?

7. What will the headmaster probably react knowing the situation?

8. If you were the committee, what will be your priority of

improvement?

J. PENGAYAAN

Choose the appropriate verbs in the brackets!
1. Water (froze / freezes) at zero degrees.
2. We (catch / caught) the bus every morning.
3. Last night I (played / play) my guitar loudly and the nieghbours

complained.
4. It (rains / rained) yesterday afternoon.
5. The survey (shows / showed) that the students often go to school

at 7 a.m.
6. The Earth (revolved / revolves) around the Sun.
7. Three books (were / are) written by Mr. Peter in his last thesis.
8. Cindy (loses / lost) her car key two days ago.
9. He (lived / lives) in Paris a year ago.
10. Mr. Harry only (ate / eats) fish.

A. APERSEPSI
Look at this picture and concern about the speech!

What do you think is happening in the picture above?
Is it easy to be a presenter like what you see in the picture?
What do you need to prepare if you want to become a presenter?

B. KOMPETENSI INTI

3. Memahami, menerapkan, menganalisis, dan mengevaluasi
tentang pengetahuan faktual, konseptual, operasional
dasar, dan metakognitif sesuai dengan bidang dan lingkup
kajian/kerja mata pelajaran Bahasa Inggris pada tingkat
teknis, spesifik, detil, dan kompleks, berkenaan dengan ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dalam
konteks pengembangan potensi diri sebagai bagian dari
keluarga, sekolah, dunia kerja, warga masyarakat nasional,
regional, dan internasional.

4. a. Melaksanakan tugas spesifik dengan menggunakan alat,
informasi, dan prosedur kerja yang lazim dilakukan serta
memecahkan masalah sesuai dengan bidang kajian Bahasa
Inggris.

b. Menampilkan kinerja di bawah bimbingan dengan mutu dan
kuantitas yang terukur sesuai dengan standar kompetensi
kerja.

c. Menunjukkan keterampilan menalar, mengolah, dan menyaji
secara efektif, kreatif, produktif, kritis, mandiri,
kolaboratif, komunikatif, dan solutif dalam ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di
sekolah, serta mampu melaksanakan tugas spesifik di bawah
pengawasan langsung.

d. Menunjukkan keterampilan mempersepsi, kesiapan, meniru,
membiasakan, gerak mahir, menjadikan gerak alami dalam
ranah konkret terkait dengan pengembangan dari yang
dipelajarinya di sekolah, serta mampu melaksanakan tugas
spesifik di bawah pengawasan langsung.

C. KOMPETENSI DASAR

3.26 Menganalisis fungsi social, struktur teks dan unsur
kebahasaan teks interaksi transaksional yang melibatkan
tindakan memberi dan meminta informasi terkait penyajian
laporan secara lisan (report presentation)

4.26 Menyusun teks interaksi transaksional lisan yang melibatkan
tindakan memberi dan meminta informasi terkait penyajian
laporan dengan memperhatikan fungsi sosial, struktur teks
dan unsur kebahasaan yang benar dan sesuai dengan konteks
penggunaannya di dunia kerja.

D. INDIKATOR PENCAPAIAN KOMPETENSI

3.26.1 Mengidentifikasi teks tentang memberi dan meminta
informasi terkait penyajian laporan

4.26.1 Menyajikan laporan
4.26.2 Membuat teks tentang memberi dan meminta informasi

terkait penyajian laporan

E. TUJUAN PEMBELAJARAN

1. Setelah mengikuti kegiatan pembelajaran melalui
pendekatan saintifik dengan menggunakan model
pembelajaran Discovery Learning Peserta didik mampu
mengidentifikasi teks tentang penyajian laporan secara kritis
dan mandiri.

2. Setelah mengikuti kegiatan pembelajaran melalui
pendekatan saintifik dengan menggunakan model
pembelajaran Discovery learning, Peserta didik mampu
menyajikan laporan secara komunikatif dan sistematis.

F. PETA KONSEP

G. MATERI
1. Signposting

Function Signposting
Introducing the subject
Language
Finishing one subject ...
• I’ll begin by ...
• I’d like to start by ...
• Let’s begin by ...
• First of all, I’ll ...
• Starting with ...
• So much for ...
• We’ve looked at ...
• That’s all I have to say about

...

... and starting another • Next ...
• Turning to ...
• Let me turn now to ...
• I’d like now to discuss ...
• Now let’s me move on and

discuss ...
• Next, I’d like to talk about ...

Analyzing a point and making • Where does that lead us?
recommendations • Translated into real terms ...
Giving an example • Whta does thsi mean for us?
Summarizing and concluding • Let’s consider thisin more

Ordering detail ...
• For example, ...
• As an illustration, ...
• A good example of this is ...
• To give you an example ...
• To illustrate this point ...
• In conclusoon, ...
• I’d like to recap ...
• Let’s summarize briefly what

we’ve looked at ...
• Finally, let me remind yoy of

some of te issue we’ve
covered ...
• Let’s review te key points
from this session ...
• Firstly ... secondly ... thirdly
... lastly ...
• First of all ... then ... next ...
after that ... finally ...
• To start with ... later ... to
finish up ...

2. Presentation

a. Introduction

Function Language

Welcoming your audience • Good morning, ladies and
Opening gentlemen
Introducing your subject
• Good afternoon, everyone
Outlining your structure into • I’d like to start by telling
stages
you as a sad story
Giving instructions about • I’m very happy to see so
questions
many of you here today
• I’m going to talk today

about ...
• The purpose of my

presentation is to introduce
...
• To start with I’ll ... Then I’ll
mention ... After that I’ll ...
Finally, I’ll summarize my
presentation
• Feel free to interrupt me if
you have any questions.
• I’ll try to answer all of your
questions after the
presentation is over.
• I plan to keep some time for
questions after the
presentation.

b. Body
The body is the real presentation.if te introduction was well
prepared and delivered, the body will be in control. Remember
these key points while delivering the presentation:
• Do not hurry
• Be excited

• Give time on visuals
• Maintain eye to eye connection
• Modulate your voice
• Look friendly
• Maintain positive body language
• Keep your structure
• Use your notes
• Signpost throughout, and
• Remain polite when dealing with difficult questions

c. Conclusion Language
Function
• To conclude ...
Summing up
• In conclusion ...
Making recommendations
• Now, to sum up ...
Thanking your audience
• So let me summarize what
Inviting questions
I’ve said ...

• Finally, may I remind you of

some of the main points

we’ve considered.

• In conclusion, my

recommendations are ...

• I therefore

suggest/recommend the

following strategy.

• Many thanks for your

attention.

• May I thank you all for

being such an attentive

audience.

• Can I answer by questions?

• Are there any questions?

• Do you have any questions?

• Are there any final

questions?

3. Dealing with problems
There are many common problems when you are delivering the
presentation. A cue card will be very important as a key focus for
vocabulary. Of course forgetting isn’t ideal but if you do, it’s
better to keep talking rather than just standing there silent.

Example of Summary

H. TUGAS
Make a summary based on your own project work!

I. PROYEK
Make a video presentation of your summary based on your own
project work!

J. EVALUASI
Complete the sentences. Choose te correct verbs.
1. I would like to __________ you of the current news.
a. Speak
b. Inform
c. Describe

2. Could you ___________ up? We can’t hear you at the back.
a. Talk
b. Say
c. Speak

3. I need to __________ the place as I don’t have any photos with me.
a. Explain
b. Describe
c. Present

4. He’s going to ___________ the latest results.
a. Describe
b. Inform
c. Present

5. Let me _________ why we have to cut costs.
a. Explain
b. Describe
c. Talk

6. She’ll have time to _________ about this over dinner.
a. Discuss
b. Say
c. Talk

7. I couldn’t _________ how long will it take.
a. Talk
b. Speak
c. Say

8. They will _________ you which project you could handle this month.
a. Say
b. Describe
c. Tell

9. I’d like to __________ our meeting today before the discussion.
a. Introduce
b. Inform
c. Summarize

10. Should you have any _________ , feel free to ask me.
a. Information
b. Inquiries
c. Recommendation

K. PENGAYAAN

Complete this introduction with words from the box!

Talk about consider perspectives questions charge

Hear serve as thirdly short interrupt

Good morning and thank you for being here with us today. My name’s
Martha and I’m (1) _______ of public affairs. What I’d like to do today
is (2) _______ our recent collective campaign. This (3) ________ talk will
ideally (4) ________ a springboard for discussion. I’m going to (5)
_________ the corporate campaign from three (6) _______ firstly, the
customers; secondly, the financial organizations; and (7) ______ the
invertors. If you have any (8) ________ , just (9) ________ me. Your
opinion may well be different, and we really like to (10) ________ from
you.

A. APERSEPSI

Pernahkan anda menjumpai situasi seperti ini dalam
kehidupan sehari-hari. Ketika menjumpai seseorang yang
terkena musibah dan membutuhkan pertolongan. apa yang
anda lakukan. Apa yang kalian lakukan pertama kali.Tentunya
anda segera menolongnya atau mungkin menanyakan terlebih
dahulu apakah yang bersangkutan membutuhkan bantuan.
Bagaimana cara menawarkan bantuan, merespon, baik
menerima atau menolak tawaran bantuan akan kita bahas
pada bab ini Silahkan anda simak penjelasan beserta contoh-
contohnya.

B. KOMPETENSI INTI

3. Memahami, menerapkan, menganalisis, dan mengevaluasi
tentang pengetahuan faktual, konseptual, operasional dasar,
dan metakognitif sesuai dengan bidang dan lingkup
kajian/kerja mata pelajaran Bahasa Inggris pada tingkat teknis,
spesifik, detil, dan kompleks, berkenaan dengan ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dalam
konteks pengembangan potensi diri sebagai bagian dari
keluarga, sekolah, dunia kerja, warga masyarakat nasional,
regional, dan internasional.

4. a. Melaksanakan tugas spesifik dengan menggunakan alat,
informasi, dan prosedur kerja yang lazim dilakukan serta
memecahkan masalah sesuai dengan bidang kajian Bahasa
Inggris.
b. Menampilkan kinerja di bawah bimbingan dengan mutu dan
kuantitas yang terukur sesuai dengan standar kompetensi
kerja.
c. Menunjukkan keterampilan menalar, mengolah, dan menyaji
secara efektif, kreatif, produktif, kritis, mandiri, kolaboratif,
komunikatif, dan solutif dalam ranah abstrak terkait dengan
pengembangan dari yang dipelajarinya di sekolah, serta mampu
melaksanakan tugas spesifik di bawah pengawasan langsung.
d. Menunjukkan keterampilan mempersepsi, kesiapan, meniru,
membiasakan, gerak mahir, menjadikan gerak alami dalam
ranah konkret terkait dengan pengembangan dari yang
dipelajarinya di sekolah, serta mampu melaksanakan tugas
spesifik di bawah pengawasan langsung.

C. KOMPETENSI DASAR

3. 27 Menerapkan fungsi sosial, struktur teks, dan unsur
kebahasaan teks interaksi interpersonal lisan dan tulis yang
melibatkan tindakan menawarkan jasa, serta menanggapinya,
sesuai dengan konteks penggunaannya. (Perhatikan unsur
kebahasaan May I help you?, What can I do for you? What if ...?)

4. 27 Menyusun teks interaksi interpersonal lisan dan tulis
sederhana yang melibatkan tindakan menawarkan jasa, dan
menanggapinya dengan memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan yang benar dan sesuai konteks

D. INDIKATOR PENCAPAIAN KOMPETENSI

3.27.1. Mengidentifikasi ungkapan penawaran
3.27.2. Memberikan respon terhadap ungkapan penawaran
3.27.3 Menjelaskan penggunaan ungkapan penawaran
4.27.1. Menawarkan sesuatu dengan benar
4.27.2. Memberikan respon terhadap sebuah penawaran dengan

benar
4.27.3. Menuliskan ungkapan penawaran dengan benar

E. TUJUAN PEMBELAJARAN

1. Setelah mengikuti kegiatan pembelajaran melalui pendekatan
saintifik dengan menggunakan model pembelajaran Project
Based Learning,siswa dapat mengidentifikasi fungsi sosial,
struktur teks, dan unsur kebahasaan teks interaksi
transaksional lisan dan tulis yang melibatkan tindakan memberi
dan meminta informasi terkait hubungan sebab akibat, sesuai
dengan konteks penggunaannya.

2. Setelah mengikuti kegiatan pembelajaran melalui pendekatan
saintifik dengan menggunakan model pembelajaran Project
Based Learning, siswa dapat menerapkan struktur teks, dan
unsur kebahasaan teks interaksi transaksional lisan dan tulis
yang melibatkan tindakan memberi dan meminta informasi
terkait hubungan sebab akibat, sesuai dengan konteks
penggunaannya.

F. PETA KONSEP

G. MATERI

Read the following dialogue, Then, identify the expressions of
offering help from the dialogue by completing the table below the
dialogue.

Fikri : Hi Najib, have you finished your English
Najib assignment?
Fikri : No. I haven't. We still have one more week to
finish it, don't we? What about yours?
Najib : Are you joking? The due date will be tomorrow.
I have finished mine and I’ve just submitted it to
Fikri Ibu Yuli. Do you need any help with your
Najib assignment, Najib?
: Of course. Well, I plan to talk about
Fikri Descriptive text. I will describe tourism spot
Najib next to my house and how it becomes one of the
Fikri famous tourism spot.
Najib : That's a good idea. What can I do for you?
: I think you can help me with the text. I am a bit
confused with the structure text. Can you
please explain it to me?
: Sure. Is there anything else I can help?
: Hmm, I don’t think so. I think I can do it myself.
: Okay, then. I’ll take my laptop and show you
the structure text of descriptive text.
: Okay.

Identify the expressions of offering help that you can find in the
dialogue and the responses by completing the table below. Check (√)
the correct answer.

NO Expression Types of expression
Offering Accepting Refusing
1 Do you need any help with your
assignment, Najib? help

2 Of course
3 What can I do for you?

4 Can you please explain it to
me?

5 Sure
Is there anything else I can

6 help?

7 I don’t think so

Study the following expressions used to offer help.

Expressions of Offering Help

Formal situation Informal situation

➢ Would you like some help? ➢ What can I do for you?
➢ Would you like me to do it for ➢ May I help you?
➢ Can I help you with your task?
you? ➢ Do you want me to help you?
➢ Would you mind if I carry your ➢ Let me help you.
➢ I will help you.
bag? ➢ Do you want me to have a
➢ Could I offer you a help?
➢ Would you like a cup of tea? look at your task?
➢ I wonder if I could help you? ➢ I’d be glad to help.
➢ Shall I help you? ➢ Is there anything I can help?

RESPONSES

Accepting Refusing

➢ Yes please, ➢ No, thank you.
➢ I’d love to. ➢ That’s very kind of you, but ….
➢ If you wouldn’t mind. ➢ Thank you for offering, but
➢ Thank you. That would be great.
➢ Thank you very much. ….
➢ Thank you. ➢ It’s okay. I can do it myself.
➢ Thanks. ➢ Don’t worry, I’ll do it.
➢ Yes, please. ➢ No, thank you. I’m fine.
➢ I’d like it very much. ➢ No, thanks. I am good.
➢ That sounds nice. ➢ No, it’s alright.
➢ No, thanks. –

➢ That’s very kind of you. ➢ No, I can manage it by myself.

H. TUGAS Ungkapan Menawarkan

Mengidentifikasi Fungsi
Bantuan/Jasa dalam Teks

Setelah kalian mampu mengenali dan menemukan ungkapan-
ungkapan menawarkan jasa yang ada dalam sebuah teks, ayo
sekarang kita belajar untuk mengenali fungsi sosial dari ungkapan
menawarkan bantuan/jasa dan responnya dengan menyelesaikan
latihan- latihan berikut ini

Practice 1
Read the dialogue in Practice 1 once more. Then, answer the
questions about it.
1. Where do you think the dialogue takes place?
2. What is the dialogue about?
3. What problem does Najib have?
4. How can Fikri help Najib?
5. Why do you think Fikri help Najib?
6. What is Najib’s response toward Fikri’s offer of help?

7. What is the benefit of helping each other?

Anda tentu dapat dengan mudah menjawab pertanyaan-pertanyaan
di atas karena semua jawaban dari pertanyaan-pertanyaan tersebut
ada dalam teks yang sudah Anda kuasai. Sebelum melihat ke
pembahasan soal, Anda terlebih dahulu bisa mendiskusikan hasil
kerja Anda dengan teman, guru atau orang tua Anda.

Mengidentifikasi Struktur dan Ciri Kebahasaan Teks
Berisi Ungkapan Menawarkan Bantuan/Jasa

Ayo kita pelajari lebih lanjut tentang ungkapan-ungkapan
menawarkan bantuan/jasa dan responnya. Pada kegiatan belajar
berikut ini kita akan belajar mengidentifikasi struktur dan ciri
kebahasaan dari teks berisi ungkapan menawarkan bantuan/jasa.

Practice 2

Please read two dialogues below. Underline the expressions of
offering helps used in each dialogue.
Dialogue 1

Kissha : Hey you looks pale, what’s wrong with you?
Helen : My stomach hurts, maybe this is because I

Kissha didn’t take breakfast this morning.
Helen : let me take you to the UKS?
Kissha : Sure, It would be really helpful.
Helen : Do you want me to bring you some foods?
Kissha : Yes please.
: Okay, but I will take you to UKS first then I
Helen will bring you foods and medicine.
Kissha : Thanks Kissha, It’s very nice of you.
: It was friends are for.

Dialogue 2

Hamada : My extended family is going to give a surprise
birthday party for my grandmother next week.
Diana
Hamada : Wow! That sounds great. How old is she?
Diana : She’ll be 75 on August 13.
: Really? I didn’t know that she was that old. I
Hamada
Diana thought that she was still around 60. She
Hamada looks much younger
: Thanks.
Diana : What if I help you with the preparation?
: Oh, it’s very nice of you. But I’m going to do it
with my sister. Thanks for the offer.
: Okay, no problem.

Setelah berlatih membaca dua dialog di atas, coba Anda garis bawahi
ungkapan-ungkapan menawarkan jasa yang ada dalam dua dialog
tersebut, cermati urutan dari penggunaan ungkapan menawarkan
jasa dalam sebuah teks dialog. Pola kalimat untuk menawarkan
bantuan adalah sbb :

1. Would you like + noun or verb with to
2. Can I help you with + noun
3. I wonder if I could + base form of verb
4. What if I help you with + Noun
5. Do you want me to + base form of verb
6. Let me + base form of verb

Practice 3

Read two dialogues in Practice 4 once more. Then, answer the
following questions based on those two dialogues.

1. What is the relationship between Kissha and Helen ?
2. Why did Helen get stomachache ?
3. What kind of favor does Kissha offer to Helen ?
4. What is Helen’s response ?
5. How can Diana help Hamada ?
6. What will Hamada do for grandmother’s birthday ?

I. EVALUASI

PART 1
Read the dialogue carefully and answer the question about it.
1. Woman : You look so gloomy. What’s wrong? I wonder if there is

something I can do for you.
Man : Well, I forgot tobring my book.
Woman : You can borrow mine if you want?
Man : Thank you, I’d love to.
What is the dialogue about?
A. The man’s book
B. The woman’s book
C. The man’s gloomy day
D. The woman’s sympathy to the man
E. The woman’s offer of help to the man

2. Man : Oh my god, I think I dropped my pen.
Woman : Do you want to use this? I have two.
Man : If you wouldn’t mind.
Woman : Sure
What does the woman do?
A. Use a pen
B. Drop a pen
C. Offer a help
D. Ask the man
E. Bring two pens

3. Woman : Would you like me to help you with your project?
Man : Don’t worry. I’ll do it.
What does the man intend to do?
A. Help the woman
B. Share the project
C. Work with the woman
D. Ask for the woman’s help
E. Finish the project himself

4. Dio : Can I help you with that bag

Jon : Thanks. How nice you are.

Dio : No problem!

From the dialogue above, Dio is…

A. Asking for help

B. Giving help

C. Declining a help

D. Offering a help

E. Begging for a help

5. Jul : I wonder if I could help you with those books?
Ria : Thank you. That would be great.
Jul : Anytim
From the dialogue above, Jul is…
A. Asking for a help
B. Asking for assistance
C. Requesting for assistance
D. Offering a favor
E. Refusing a help