ENGLISH E-Book

Sri Mulyani, S.Pd.

SM’Art

ENGLISH BOOK
For SMK

Grade XII Semester 6

TAHUN PELAJARAN 2020 / 2021
SMK MA`ARIF NU 1

Jl. Raya Ajibarang Km. 1. Pandansari,
Kecamatan Ajibarang Kabupaten
Banyumas Provinsi Jawa Tengah.
Kode Pos 53163
Email : [email protected]

Telp./Fax. (0281)

Telp. (0281) 571284

DAFTAR ISI

KATA PENGANTAR

UNIT 1 Obligation / Necessity

UNIT 2 News Item

UNIT 3 Conditional Sentences with Suggestions

UNIT 4 Procedure Text

KATA PENGANTAR
Puji dan syukur penyusun panjatkan kehadirat Alloh SWT atas petunjk dan karuniaNYa sehingga
penyusun dapat menyelesaikan tugas sekolah untuk membuat modul SM’ART ENGLISH BOOK ini.

Modul ini disusun dengan tuujuan menjadi sumber belajar mata pelajaran Bahasa Inggris untuk
kelas XII SMK yang relevan dengan kebutuhan. Modul ini penyusun copy paste dari berbagai sumber
untuk memenuhi tugas sekolah.

Penyusun menyadari bahwa buku ini masih jauh dari kata sempurna. Untuk itu kritik dan saran yang
membangun sangat penyusun harapkan. Akhirnya, semoga buku in bermanfaat dan memberikan
kontribusi positif terhadap berkualitasnya pembelakaran Bahasa Inggris tingkat SMK.

Penyusun

UNIT 1
STATING OBLIGATION AND NECESSITY

A. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator Pencapaian Kompetensi

3.6 Menganalisis fungsi sosial, struktur teks, dan 3.6.1 Mengidentifikasi fungsi sosial, struktur teks, dan
unsur kebahasaan pada pernyataan dan unsur kebahasaan pada pernyataan dan
pertanyaan tentang keharusan dan responnya, pertanyaan tentang keharusan dan responnya,
sesuai dengan konteks penggunaannya. sesuai dengan konteks penggunaannya.

3.6.2 Menemukan fungsi sosial, struktur teks, dan
unsur kebahasaan pada pernyataan dan
pertanyaan tentang keharusan dan responnya,
sesuai dengan konteks penggunaannya

4.9 Menyusun teks lisan dan tulis untuk 4.9.1 Menerapkan teks lisan dan tulis untuk
menyatakan dan menanyakantentang menyatakan dan menanyakan tentang
keharusan, dengan memperhatikan fungsi keharusan
sosial, struktur teks, dan unsur kebahasaan,
yang benar dan sesuai konteks. 4.9.2 Membuat teks lisan dan tulis untuk menyatakan
dan menanyakantentang keharusan

B. Tujuan Pembelajaran.
1. Setelah melalui proses pembelajaran peserta dididk mampu mengidentifikasi fungsi sosial,
struktur teks, dan unsur kebahasaan pada pernyataan dan pertanyaan tentang keharusan dan
responnya, sesuai dengan konteks penggunaannya dengan tepat.
2. Sietelah melalui prosese diskusi peserta didik mampu menemukan fungsi sosial, struktur teks,
dan unsur kebahasaan pada pernyataan dan pertanyaan tentang keharusan dan responnya,
sesuai dengan konteks penggunaannya dengan tepat.
3. Setelah melalui proses pembelajaran peserta didik mampu menerapkan teks lisan dan tulis untuk
menyatakan dan menanyakan tentang keharusan dengan baik.
4. Setelah melalui proses pembelajaran peserta didik mampu membuat teks lisan dan tulis untuk
menyatakan dan menanyakantentang keharusan dengan benar.

C. Materi Stating Obligation and Necessity
STATING OBLIGATION AND NECESSITY

Obligation adalah sebuah ungkapan dalam Bahasa Inggris yang digunakan untuk menyatakan
kewajiban yang harus dilakukan. Ungkapan obligation ini biasanya digabung dengan expressing
necessity. Dalam kesempatan ini kita jadikan satu keduanya bisa diartikan dengan wajib dan perlu.

Pelajaran stating obligation dan necessity ini diawali dengan beberapa ungkapan yang
menanyakan dan menjawab tentang adanya kewajiban, dilanjutkan dengan rumus kalimat yang
mengungkapkan kewajiban, kemudian berlanjut pada contoh percakapan singkat bahasa inggrs
yang memuat kata bermakna kewajiban.

Expressions To Show Obligation And Necessity
 Asking about Obligation and Necessity (kalimat yang menanyakan apakah ada suatu kewajiban

atau tidak)
 Do I have to do it now? = Apakah saya harus melakukannya sekarang?
 Do I need to leave her a message? = Apakah saya perlu meninggalkan pesan padanya?
 Must I accept the request? = Haruskah saya menerima permintaan itu?
 I don’t have to attend the meeting, do I? = Saya tidak harus menghadiri rapat, bukan?
 Do you have to get to the office so early? = Apakah Anda harus sampai di kantor sepagi ini?
 Are you expected to finish the job by tomorrow? = Apakah Anda diharapkan untuk

menyelesaikan pekerjaan besok?
 Must you work so hard? = Haruskah kamu bekerja begitu keras?
 Is it necessary for me to go with them? = Apakah perlu bagi saya untuk pergi bersama

mereka?
 Stating Obligation and Necessity (kalimat yang menyatakan adanya suatu kewajiban)

 I have to finish my work before this evening. = Saya harus menyelesaikan pekerjaan saya
sebelum malam ini.

 I have got to learn English if I want to live in the USA. = Saya harus belajar bahasa Inggris
jika saya ingin tinggal di Amerika Serikat.

 I must see the doctor soon because I don’t feel well. = Saya harus segera ke dokter karena
saya merasa tidak enak badan.

 It is obligatory that I stop when the traffic light turn red. = Saya wajib berhenti ketika lampu
lalu lintas menyala merah.

 It is necessary that I take a taxi. I’m late. = Saya harus naik taksi. Saya terlambat.
 I must tell them the true. = Saya harus mengatakan yang sebenarnya kepada mereka.
 I must do everything I can to help you. = Saya harus melakukan semua yang saya bisa untuk

membantu Anda.
 I have to send the report today. = Saya harus mengirim laporan hari ini.
 I have to be there by tomorrow. = Saya harus berada di sana besok.
 I have to go now. = Aku harus pergi sekarang.
 I’ll have to pick her up from the airport. = Saya harus menjemputnya dari bandara.
 It is necessary that you follow this guideline. = Anda harus mengikuti panduan ini.
 I can’t refuse to do that. = Saya tidak bisa menolak untuk melakukan itu.
 I can’t avoid it. = Saya tidak bisa menghindarinya.
 It is my responsibility to clear the table. = Adalah tanggung jawab saya untuk membersihkan

meja.
 It’s my duty to do it. = Adalah tugas saya untuk melakukannya.
 I have no other choice. = Saya tidak punya pilihan lain.

Struktur Bahasa Inggris Menyatakan Obligation
Ada beberapa modals dan frasa dalam bahasa Inggris yang bisa digunakan sebagai

pengungkap kewajiban atau keharusan. Beberapa modals dan frasa tersebut adalah MUST, HAVE
TO, NEED TO, NECESSARY THAT, dan OBLIGATORY THAT. Untuk lebih detil masing masing
kata bantu kalimat bahasa Inggris ini, lihat dibawah ini!
1. Modal Must

Must adalah modal verb dalam bahasa Inggris yang fungsi utamanya adalah untuk menyatakan
kewajiban. Must pada umumnya dipakai untuk menyatakan kewajiban yang datang dari diri si
pembicara.
Rumus: S + MUST + Verb + O

Contoh:
 I must talk to my mother before I leave. (Saya harus berbicara pada ibu saya sebelum saya

berangkat)
 You must leave now. (Anda harus berangkat sekarang)
 you must keep the house clean. (Kamu harus menjaga kebersihan rumah)
 you must help your parents. (Kamu harus membantu orang tua kamu)
 We must study hard to graduate (Kami harus rajin belajar supaya lulus
 They must learn more seriously (Mereka harus lebih serius lagi belajar)
 Daddy must immediately go to the airport (Ayah harus segera pergi ke bandara
 We must do that even though we don’t want to (Kami harus melakukan hal itu walau kami

tidak ingin)
 Mira must accept the bitter reality (Mira harus menerima kenyataan pahit itu)
 Workers must queue to pick up a meal coupon (Para pekerja harus mengantri untuk mengabil

kupon makan)
 We must know this (Kami harus tahu ini)
 Mother must cook delicious food (Ibu harus memasak makanan yang lezat)
 The school must take care of every student who skips (Sekolah harus mengurus setiap murid

yang bolos)
 The doctor must check the patient (Dokter harus periksai pasien)
 Guests must report to staff before using facilities. (Tamu wajib melapor pada staf sebelum

menggunakan fasilitas)
 All students must participate in extracurricular activities. (Semua siswa diwajibkan mengikuti

kegiatan ekstrakurikuler)

Jika dalam bentuk negative, kata “must not” “mustn’t” untuk itu menyatakan LARANGAN.
Contoh:
Visitors must not eat and drink inside the museum. (Pengunjung tidak boleh makan dan minum
di dalam museum)
I mustn’t call her. (Saya tidak boleh meneleponnya)

2. Modal Have to
Modal HAVE TO atau HAS TO digunakan untuk menyatakan keharusan juga dimana asal
keharusan itu datang dari luar diri pembicara.
Rumus: S + HAVE TO/HAS TO + Verb + O

Contoh:
 I have to wear uniform at work. (Saya harus mengenakan seragam di tempat kerja)
 Rita has to finish her work before Friday. (Rita harus menyelesaikan pekerjaannya sebelum

hari Jumat)
 you have to do housework everyday.(Harus mengerjakan pekerjaan rumah setiap hari)
 I have to sleep (Saya harus tidur)
 I he to go (saya harus pergi)
 You have to eat (kamu harus makan)
 You have to go ( Kamu harus pergi)
 They have to sleep ( Mereka arus tidur)
 They have to go (mereka harus pergi)
 We have to eat ( Kita harus makan)
 We have to learn (Kita harus belajar)
 The dogs have to play ( Anjing-anjing harus bermain)
 She has to sing ( Dia harus bernyanyi)
 She has to reading ( dia harus membaca)
 He has to do his work ( dia harus mengerjakan pekerjaannya)
 He has to dance ( dia harus menari)

Jika menggunakan have to dalam bentuk negatif do not have to/ don’t have to, maka artinya
TIDAK HARUS, alias boleh dilakukan, atau tidak. Dalam konteks ini, Subjek kalimat tidak perlu
perlu melakukan kegiatan dalam predikat, tetapi ia boleh melakukan jika ia mau. Tidak ada
keharusan yang dinyatakan dalam kalimat ini.
 I don’t have to bring food. (Saya tidak harus membawa makanan)
 I do not have to sleep ( Saya tidak harus tidur)
 You do not have to go ( Kamu tidak harus pergi)
 They do not have to eat ( Mereka tidak harus makan)
 We do not have to stay ( Kita tidak harus tinggal)
 The tiger do not to eat ( Harimau tidak harus makan)
 She do not has to go ( Dia tidak harus pergi)
 He do not has to bring money ( Dia tidak harus membawa uang)
 It do not has to lstay ( Dia tidak harus tinggal)

Keterangan: Terlepas dari konteks, have to lebih umum digunakan dalam bentuk lisan (spoken)
dibandingkan dengan must untuk menyatakan keharusan. Untuk itu, lebih baik gunakan have to
untuk mengungkapkan keharusan saat kita berbicara dalam bahasa Inggris agar kita terdengar
lebih natural.

3. Modal Need to
Kata bantu NEED TO, NEEDS TO juga bisa dipakai untuk mengutarakan keharusan atau sesuatu
itu bersifat penting untuk dilakukan.
Rumus: S + NEED TO/NEEDS TO + Verb + O
Contoh:
 We need to buy groceries. (Kita harus membeli bahan makanan)
 He needs to practice more often. (Dia harus berlatih lebih sering lagi)
 I need to clean my room. (Saya harus membersihkan kamar saya)
 She need to try harder. (Dia harus mencoba lebih keras)
 I need to study well (Saya harus belajar dengan baik)
 He need to survive (Dia harus bertahan)
 Lace need to sleep now (Lace harus tidur sekarang)
 My mom need to know (Ibuku harus tahu)

4. It is necessary that…
Selanjutnya, kita bisa memakai frasa “it is necessary that…” untuk menyatakan keharusan. Ikuti
pola di bawah ini untuk menyusun kalimat keharusan dengan menggunakan frasa ini:
Rumus: It is necessary that + subject + verb

Contoh:

 It’s necessary that I’ll be there on time. (Saya harus tepat waktu nanti disana)
 It is necessary that we bring umbrella. It is raining outside. (Kita harus membawa payung. Di

luar hujan)
 It’s necessary that she buys the ticket now before it’s sold out. (Dia harus membeli tiketnya

sekarang sebelum tiketnya habis)
 It is necessary that I see a doctor now. I am not feeling well. (Saya harus pergi ke dokter

sekarang. Saya merasa tidak enak badan)

5. It is obligatory that
Frasa lainnya yang dapat dipakai untuk mengungkapkan keharusan atau kewajiban dalam
bahasa Inggris adalah “it is obligatory that…”. Kita bisa mengikuti pola di bawah ini untuk
membentuk kalimat yang menyatakan keharusan dengan menggunakan frasa ini:
Rumus: It is obligatory that + subject + verb

Contoh:
 It is obligatory that we wear uniform in school. (Kita wajib memakai seragam di sekolah)
 It is obligatory that we stop at red lights. (Kita wajib berhenti di lampu merah)
 It is obligatory that we wear helmet while riding bicycle or motorcycle. (Kita wajib

mengenakan helm ketika naik sepeda atau sepeda motor)
 It is obligatory that all drivers have driving license. (Pengemudi wajib memiliki SIM)

D. Latihan Soal
1. We ..... Obey school rules without exception.
a. not recommended
b. Do not have to
c. useless
d. Must

2. Elsa: "...................
Syifa: "All right. Be careful on the way home.
a. I must back home immediately. it's almost dark.
b. May I sleep at your house tonight?
c. You don't come to my house
d. I'm glad to be with you here

3. You ..... go to the doctor if you are sick.
a. should
b. do not like
c. not allowed
d. Straight ahead

4. Syifa: "I always come late to school.
Helen: "..................
a. You must wake up afternoon
b. You have to get up earlier
c. c.it is better for you
d. it's not my business

5. What .... I do for make you believe to me?
a. should not be
b. Make you
c. hurt you
d. should

6. I .... to go to the Cinema
a. ought
b. going
c. won't
d. can

7. Learning science has been made as a ..... for me.
a. error
b. honor
c. necessity

d. hypocrisy

8. Where....we bring this stuff?
a. For
b. Should
c. will not
d. Can not

9. It's a....for us to know the true meaning of love.
a. Need
b. Useless
c. It's up to you
d. not important

10.You ... help your mom in the kitchen.
a. have to
b. have no
c. banned
d. have not

UNIT 2
NEWS ITEM
A. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator Pencapaian Kompetensi

3.7 Menganalisis fungsi sosial, struktur teks, dan 3.7.1 Peserta didik dapat menelaah fungsi
unsur kebahasaan dari teks news item
berbentuk berita sederhana dari koran/radio/TV, sosial, struktur teks, dan unsur
sesuai dengan konteks penggunaannya.
kebahasaan dari teks news item.

3.7.2 Peserta didik dapat menyimpulkan fungsi

sosial, struktur teks, dan unsur
kebahasaan dari teks news item.

4.10 Menangkap makna dalam teks berita sederhana 4.10.1 Peserta didik dapat menyusun News
dari koran/radio/TV. Item berbentuk berita sederhana dari
koran/radio/TV, sesuai dengan konteks
penggunaannya

4.10.2 Peserta didik dapat menulis News Item
berbentuk berita sederhana dari
koran/radio/TV, sesuai dengan konteks
penggunaannya

B. Tujuan Pembelajaran.

1. Setelah melalui proses pembelajaran peserta dididk dapat menelaah fungsi sosial, struktur teks,
dan unsur kebahasaan dari teks news item dengan tepat.

2. Setelah melalui proses pembelajaran peserta dididk dapat menyimpulkan fungsi sosial, struktur
teks, dan unsur kebahasaan dari teks news item dengan tepat.

3. Setelah melalui proses pembelajaran peserta dididk dapat menyusun News Item berbentuk
berita sederhana dari koran/radio/TV, sesuai dengan konteks penggunaannya dengan benar.

4. Setelah melalui proses pembelajaran peserta dididk dapat menulis News Item berbentuk berita
sederhana dari koran/radio/TV, sesuai dengan konteks penggunaannya dengan baik.

C. Materi
NEWS ITEM

News item is a text which informs readers about events of the day. The events are
considered newsworthy or important.
 The generic structure of news item:

a. Main event.
b. Elaboration (Background,participant,time,place)
c. Resource of information.
 Language structures of news item :
a. Focusing on circumstances.
b. Using material process.
 The example of news item :

Generic Stucture Town Contaminated
Newsworthy events
Moscow- A Russian journalist has uncovered evidence of another Soviet
Background Events nuclear catastrophe, which killed 10 sailors and contaminated an entire
town.

Yelena Vazrshavskya is the first journalist to speak to people who
witnessed the explosion of a nuclear submarine at the naval base of
shkotovo – 22 near Vladivostock.

The accident, which occurred 13 months before the cher-nobly, disaster,
spread radioactive fall-out over the base and nearby town, but was
covered up by officials of the soviet union. Residents were told the
explosion in the reactor of the victor-class submarine during a refit had
been a `thermal` and not a nuclear explosion. And those involved in the
clean up operation to remove more than 600 tones of contaminated
material were sworn to se-crecy.

sources A board of investigators was later to describe it as the worst accident in
the history of the soviet navy.

Student’s worksheet
Activity 1
Find a newspaper then choose one of news item, rewrite with your own word! Then identify the
generic structure of the news item.

Activity 2
Make the news item that you heard on TV with your own word!

Activity 3
Read the news item text below and study the explanation, and answer the questions
that follow.

Olympiad-winning students need gift’s supports

Newsworthy event
Indonesia must support its most gifted young students in order to build a talented workforce in the
future, an Indonesian Olympiad chairman says.

Background events
Indonesian students took home three gold medals from the ninth Asian Physics Olympiad in
Mongolia on Wednesday, 30th April 2008, defeated only by China with eight gold medals. The
medals add to a tally of over 50 gold medals already won by Indonesian students in international
competitions over the last two years.
National Education Minister Bambang Sudibyo said the government has no firm programs to keep its
world-class students at home to develop the nation. “There’s no problem if other countries take
them. As long as they are patriots, they will do something for the sake of the nation,” he told the
press Wednesday after welcoming the successful student home from the Mongolian Physics
Olympiad. The minister, however, acknowledged there should be an incentive to entice outstanding
students to work and live in their homeland.

Source
Indonesian Physics Olympiad team chairman Yohaness Surya suggested the government send
students to the world’s best universities to retain them for the future. “I have written to the
President and the education minister, calling on them to grant gold medal winners full scholarships
at the world’s best universities,” he said. “By doing so, these children will be our country’s assets.
We can expect them to come back through, for example, a service contract mechanism,” Yohaness
said. Yohaness said the government’s lack of support of Olympiad-winning students has meant most
of them are now continuing their studies with support from other countries. He said the success of
Indonesian students in international competitions proved Indonesia had a talented future workforce.
“All that’s left to do is see how the government can polish these remarkable students,” Yohaness
added.

Adapted from: http://www.thejakartapost.com (2nd April 2008)

A news item text is a factual text which informs readers of daily newspapers about events of the

day which are regarded as newsworthy or important.
The structure of the text consists of:

1. Newsworthy event (recounts the events in summary form)

2. Background events (elaborate what happened, to whom, and in what circumstances)
3. Source (comments by participants on, witnesses to, and authorities expert on the event).

Questions:
1. What is the purpose of the text?
2. In your opinion, who writes the text?
3. Is the text easy to follow? Why/why not?
4. Who were involved in the story?
5. When and where was the event held?
6. According to National Education Minister, what does the government view these world class

students in developing the nation?
7. What happens if the government grants the gold medal winners full scholarship at the
8. World’s best universities?
9. What is the consequence of the government’s lack of support of Olympiad winners?
10.Who is the team chairman of Indonesian Physics Olympiad?

D. Evaluasi
Berikut di bawah ini, soal pilihan ganda materi NEWS ITEM!
Choose the correct answer!
Text for number 1-3
BAGHDAD (Reuters) – Six U.S. soldiers were killed by a blast north of Baghdad on Monday, the U.S.
military said on Tuesday, in one of the single deadliest ground attacks against American forces in
Iraq in months.
Three other soldiers were wounded after an explosion went off near their vehicles in the province of
Salahaddin, the military said in a statement, without giving details. Salahaddin is a Sunni Arab
insurgent stronghold. More than 3,170 U.S. soldiers have died in Iraq since the U.S.-led invasion in
March 2003.
Iraqi and U.S. forces are in the third week of a security crackdown in Baghdad aimed at stemming
sectarian violencE. U.S. military commanders have expressed concerns that insurgents could step up
attacks outside Baghdad.

1. The text talks about ….
a. six U.S. soldiers killed by a blast
b. attacking against the soldier
c. a blast north of Baghdad
d. a Sunni Arab insurgent
e. the U.S. military

2. Which of the following statements is NOT mentioned in the text?
a. Insurgents could increase attacks outside Baghdad.
b. Three soldiers were wounded after an explosion went off.
c. The U.S invasion has caused more than 3,170 of its soldiers died.
d. Six, US, soldiers died due to a blast north of Baghdad on Monday.
e. Iraqi and U.S. forces are in the second week of a security crackdown in Baghdad.

3. Iraqi and U.S. forces are in the third week of a security crackdown in Baghdad aimed at
stemming sectarian violencE.(Paragraph3). The crackdown word means….
a. Line
b. Guard
c. Attack
d. clean-up
e. protection

Text for number 4-6
Taufik Hidayat quiting national badminton team after 13 years of service, which culminated in an
Olympic gold medal, shuttler Taufik Hidayat announced Friday his resignation from the national
training camp in Jakarta.
“My decision to resign is final. It’s not an impulse or emotional decision. I’ve been thinking about
quitting the national team since 2004, after I won at the Athens Olympics,” he saiD. “However,
people kept on encouraging me to stay in the national team, considering my potential and my
youth. Therefore I stayed until 2008.” In 2001, Taufik threatened to quit the training camp because
of Mulyo’s exclusion. Mulyo is his mentor. He only joined the national team after the head of PBSI
Djoko Santoso has agreed to restore Mulyo. In 2004, Taufik made yet another threat to quit, and
again backed down from it. “It’s time for younger players to take the baton. I’m giving way to them.
It’s all about regeneration in Indonesian badminton,” he said (By kompas.com 2008)

4. How many years Taufik Hidayat played badminton with the national team …
a. 14 years
b. 15 years
c. 2008
d. 13 years
e. until now

5. Since the year how he plans to quit the national team …
a. 2004
b. 2008
c. 2009
d. 2011
e. 2001

6. How many times he plans to quit the team of national badminton…
a. 4 times
b. 5 times
c. 3 times
d. 1 time
e. 2 times

7. Who the coach of Olympic gold winner …
a. Nurdin halid
b. Taufik hidayat
c. Djoko santoso
d. Mulyo
e. Agung gumelar

8. It’s all about regeneration in Indonesian badminton,” he saiD. The word “ he “ refers to …
a. Taufik hidayat
b. Djoko santoso
c. Mulyo
d. Agung gumelar
e. Nurdin halid

Text for number 9-10
Growing Number of High School Student Smoking A survey has found about 13 percent of first-time
smokers in the country are junior high school students. It also revealed 89 percent of young female
employees were smokers. The survey was conducted in five major cities across the country,
including Surakarta in Central JavA.
Muhammad Syahril Mansyur, the Surakarta Health Agency’s respiratory illness division, said that the
finding of the survey showed an alarming growth rate of Indonesian smokers. “This situation is a
cause for concern,” he saiD. “It appears the country’s younger generation is uneducated about the
health risks of smoking.”
The Indonesian anti-tobacco campaign has reportedly been deemed as ineffective as the
government refuses to sign the international convention on tobacco control. It said that cigarette
producers contributed to a large amount to state revenue and gave jobs to thousands of workers

9. The Indonesian anti-tobacco campaign has reportedly been deemed as ineffective
as...“Paragraph 3) The ineffective word has similar meaning to ….
a. Useful
b. Useless
c. Functional
d. to fail
e. fall

10.Which statement is fault according to the text …
a. The Indonesian anti-tobacco campaign has reportedly been deemed as ineffective
b. Mohamed Mansour Syahril perkerja from the health department
c. First-time smokers in the country are junior high school students
d. Government agrees with the anti-tobacco convention
e. 89 percent of young female employees were smokers.

UNIT 3

CODITIONAL SENTENCES WITH SUGGESTIONS

A. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator Pencapaian Kompetensi

3.8 Menganalisis fungsi sosial, struktur teks, dan 3.8.1 Mendeteksi fungsi sosial, struktur teks
unsur kebahasaan untuk menyatakan dan
menanyakan tentang pengandaian diikuti oleh dan unsur kebahasaan untuk
perintah/saran, sesuai dengan konteks
penggunaannya. menyatakan dan menanyakan tentang

pengandaian

3.8.2 Membuat kalimat pengandaian Type
1,2,3

4.11 Menyusun teks lisan dan tulis untuk 4.11.1 Menyusun teks lisan dan tulis untuk
menyatakan dan menanyakan tentang menanyakan tentang pengandaian
pengandaian diikuti perintah/saran, dengan
memperhatikan fungsisosial, struktu rteks, dan 4.11.2.Memilih kalimat pengandaian type 1,2
unsur kebahasaan yang benar dan sesuai dan 3
konteks.

B. Tujuan Pembelajaran

1. Setelah melalui proses pembelajaran, peserta didik mampu mendeteksi fungsi sosial, struktur
teks dan unsur kebahasaan untuk menanyakan dan menyatakan tentang pengandaian dengan
benar.

2. Setelah melalui proses pembelajaran peserta didik mampu membuat kalimat pengandaian type
1. 2 dan 3 dengan benar

3. Setelah proses pembelajaran, peserta didik dapat menyusun teks tertulis dan lisan tentang
pengandaian

4. Setelah melalui prosese diskusi peserta didik mampu memilih kalimat pengandaian dengan tepat

C. Materi

CODITIONAL SENTENCES WITH SUGGESTIONS
Conditional Sentence are made up of two parts: the if-clause (condition) and the main clause (result

that follows)
Basically, there are three conditionals:

1. First conditional (condition possible to fulfill)

If Clause Main Clause

Simple Present Tense Present Future / Will-future (modal=infinitive)

(+) S + V1 + O (+) S + WILL + V1 + O

(+) S + V1+s/es + O

(-) S + DO/DOES + NOT + V1 + O (-) S + WILL + NOT + V1 + O

(?) DO/DOES + S + V1 + O + ? (?) WILL + S + V1 + O + ?

Example:
If I study, I will pass the exam
I will pass the exam if I study

2. Second conditional (condition in theory possible to fulfill)

If Clause Main Clause

Simple Past Tense Past Future / Would + infinitive

(+) S + V2 + O (+) S +WOULD + V1 + O

(-) S + DID + NOT + V1 + O (-) S + WOULD + NOT + V1 + O

(?) DID + S + V1 + O + ? (?) WOULD + S + V1 + O + ?

Example:

If I studied, I would pass the exam
I would pass the exam if I studied

3. Third conditional (condition not possible to fulfill /too late)

If Clause Main Clause

Past Perfect Past Future Perfect / Would + have + past participle

(+) S + HAD + V3 + O (+) S + WOULD + HAVE + V3 + O

(-) S + HAD + NOT + V3 + O (-) S + WOULD + HAVE + NOT + V3 + O

(?) HAD + S + V3 + O + ? (?) WOULD + S + HAVE + V3 + O + ?

Example:

If I had studied, I would have passed the exam
I would have passed the exam if I had studied

Student’s worksheet
Activity 1
 Make conditional sentences type 1, 2, and 3! Each type five sentences!

Activity 2

 Change this sentence into English ( use conditional senetence)
1. Jika kamu ingin sukses, mengapa kamu tidak berusaha lebih keras.
2. Jika kamu ingin lulus ujian, mengapa kamu tidak belajar keras dari sekarang.
3. Jika kamu ingin menjadi ketua osis, mengapa kamu tidak membuktikan dengan
program-program yang terbaik.

Activity 3
 Identification this sentence using conditional pattern type 1

1. If I want get my dream, why i don’t try hard to get it.
2. If she need support for our, why don’t she ask us.

Activity 4
 Complete the Conditional Sentence by putting the verbs into the correct form!

1. If she …( have) a temperature, she … (see) the doctor.
2. If we … (live) in Bandung, Fajar … (visit) us.
3. If I … (mad) at you, I … (not talk) to you
4. If you … (study) hard, you … (pass) the exam
5. I … (write) you a postcards if I … (have) your address.

Activity 5
 Complete the sentences with the verbs in the brackets

1. If she gives back my money, I ( save)____in the bank.
2. What ( you, do )_______if she were here now?
3. His father will add his pocket money if he ( study)___well.
4. If she had been here at that time what ( you, say)______.
5. If I were you, I (apply) _____for the job.
6. Would you be happy if she (meet)_____you now?
7. If she had studied, she (get)______.
8. What (you, buy)_____if you had had a lot of money?
9. ( you, go)_____back to your hometown if you graduate?
10. He (fall)______off his bike if she had not been careful.

Activity 6
 Complete the Conditional Sentence by putting the verbs into the correct form!

1. If you (eat) an ice-cream, I (have) a hot chocolate.

2. If she (need) a computer, her brother (give) her his
computer.

3. If we (have / not) time this afternoon, we (meet) tomorrow.

4. He (talk) to her if you (want / not) to do it.

5. You (win / not) the game if you (know / not) the rules.

D. Evaluasi
Soal Pilihan Ganda Materi Conditinal Sentences.
1. If I … (finish) my assignment tonight, I will go to Mall with my friends.
a. finish
b. finishes
c. would finish
d. had finished

2. If you cook vegetables for long time, they … (lose) their nutrients.
a. lose
b. loses
c. had lose
d. would lose

3. I would never lend to you if I … (know) before.
a. know
b. knows
c. knew
d. had known

4. If we … (wake up) earlier, we would have reached school.
a. wake up
b. woke up
c. woken up
d. had woken up

5. Dinda would buy tens luxury houses if she … (win) the lottery.
a. win
b. wins
c. won
d. had won

6. If the Sun rises on the west, the world … (end)
a. end
b. ends
c. ended
d. will end

7. They … (bring) the cake if the baker had finished it.
a. brought
b. had brought
c. would brought
d. would have brought

8. Ramadhan will be so silent if Corona … (not;leave) soon.
a. not leave
b. don’t leave
c. doesn’t leave
d. had left

9. If today is your birthday, I … (give) you present.
a. give
b. gives
c. will give
d. would give

10.Nothing is going to change my love for you if you always … (love) me too.
a. love
b. loves
c. loving
d. will love

11.If Rafli gets score more than 90, his mom … (buy) PS 4 for him.
a. buy
b. buys

c. will buy
d. would buy

12.Dinda would erase all policies she hated if she … (be) a president.
a. was
b. being
c. to be
d. were

13.If my brother … (study) hard, he would have passed the exam well.
a. studies
b. had study
c. had studied
d. have studied

14.Indonesian people would be safe from corona if they … (keep) healthy environment.
a. keep
b. kept
c. keeping
d. had kept

15.You will never earn money if you just … (stay) at home doing nothing.
a. stay
b. stays
c. stayed
d. staying

16.2020 graders would do UNBK if corona … (go) away.
a. goes
b. went
c. gone
d. had gone

17.If my brother and I finish the homework this evening, we … (watch) TV tonight.
a. can watch
b. could watch
c. can be watched
d. could be watched

18.They … (win) the match if the had trained harder.
a. won
b. had won
c. would won
d. would have won

19.If I were rich, I … (collect) many branded bags.
a. collected
b. would collect
c. had collected
d. would collected

20.The cock crows if morning … (come).
a. come
b. comes
c. came
d. had come

UNIT 4
PROCEDURE TEXT
A. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator Pencapaian Kompetensi

3.9 Menganalisis fungsi sosial, struktur teks, dan 3.9.1 Mengidentifikasi sosial, struktur teks, dan
unsur kebahasaan dari teks prosedur unsur kebahasaaan dari teks prosedur
berbentuk resep, sesuai dengan konteks berbentuk resep
penggunaannya
3.9.2 Menelaah fungsi sosial, struktur teks,
dan unsur kebahasaan dari teks
prosedur berbentuk resep, sesuai
dengan konteks penggunaannya

4.12 Menangkap makna dalam teks prosedur lisan 4.12.1 Mengumpulkan makna dalam teks
dan tulis berbentuk resep prosedur lisan dan tulis berbentuk
resep

4.12.2 Membuat teks prosedur dan
dipresentasikan

B. Tujuan Pembelajaran.
1. Setelah melalui proses pembelajaran peserta didik dapat mengidentifikasi sosial, struktur
teks, dan unsur kebahasaaan dari teks prosedur berbentuk resep dengan tepat.
2. Setelah melalui prosese diskusi peserta dididk dapat menelaah fungsi sosial, struktur teks,
dan unsur kebahasaan dari teks prosedur berbentuk resep, sesuai dengan konteks
penggunaannya.
3. Setelah melalui proses diskusi peserta didik dapat mengumpulkan makna dalam teks
prosedur lisan dan tulis berbentuk resep dengan tepat.
4. Setelah melalui proses pembelajaran peserta didik dapat membuat teks prosedur dengan
tepat.

C. Materi
Procedure Text

Procedure text is a text that is designed to describe how something is achieved through a
sequence of actions or steps. It explains how people perform different processes in a sequence of
steps. This text uses simple present tense, often imperative sentences. It also uses the temporal
conjunction such as first, second, then, next, finally, etc.
 The generic structures of procedure text are :

 Goal/aim ( or title)
 Materials (not required for all procedural texts)
 Steps (the actions that must be taken)

Other definition:
A procedure is a specified series of actions or operations which have to be executed in the

same manner in order to always obtain the same result under the same circumstances (for example,
emergency procedures). Less precisely speaking, this word can indicate a sequence of tasks, steps,
decisions, calculations and processes, that when undertaken in the sequence laid down produces
the described result, product or outcome. A procedure usually induces a change. It is in the
scientific method.

 Language Features of Procedure Text we use:
 Simple Present Tense
 Imperatives (e.g.: cut, don’t mix)
 Action verbs (e.g.: turn, put, mix)
 Connectives (e.g. : first, then, finally, …)
 Adverbial phrases (e.g. : for five minutes)

 Generic Structure of Procedure
1. Goal : It is containt the purpose of the text. (e.g : How to make spagheti)

2. Material or Ingredient : it is containt of the materials that used in the process. (e.g : the
material to cook omelette are egg, onion, vegetable oil, etc)

3. Step : it is containt of the steps to make something in the goal. (e.g : first, wash the
tomatoes, onion, ...., second cut the onions becomes slice. . . )

 Purpose of a Procedure Text
An anticipated outcome that is intended or that guides your planned actions. A particular
course of action intended to achieve a result. Or To help us do a task or make something. They
can be a set of instructions or directions.

The example of Procedure Text
How to Make a Milkshake

A milkshake is a sweet, cold beverage which is usually made from milk, ice cream, or iced
milk, and flavorings or sweeteners such as butterscotch, caramel sauce, chocolate sauce, or
fruit syrup. If you want to make a delicious milkshake by your selves, then this is the way how
to make it.

The ingredients that you need to make a milkshake are:
 4 cups vanilla ice cream
 2 cups milk
 4 teaspoons chocolate sauce (optional)
 1 cup fresh or frozen strawberries

Now, follow these steps to make a milkshake.
1. Place milkshake glasses into the freezer. Using cold glasses will help the shake stay cool to

give you time to enjoy. Leave for up to an hour if possible.
2. Soften ice cream. It is easier to make a shake when the ice cream is slightly soft. Take the

ice cream out of the freezer a few minutes before making your shake.
3. Place the ingredients into a blender. Mix the ice cream, milk and added flavors into the

blender. Blend on high for one minute. Don’t leave in the blender for longer or the shake
will melt quickly.
4. Pour shakes into frosty glasses. Take the glasses out of the freezer as soon as the
blending is complete. Then pour the shake mixture in.
5. Drop a straw into the shake, then enjoy. You can sip a shake right from the glass but
somehow the straw adds to the flavor and the experience.

If you do not have a blender, you may substitute with a mixer, but be careful as it could be
messy. And if you do not have anything else to mix, just use a spoon, but let the ice cream
thaw first to make the milkshake easier to mix. Enjoy your milkshake.

Student’s worksheet
Activity 1
 Where do you usually see a textbook that contains of procedure text? Make a list of it!
 Make the procedure text!

Activity 2
 Write a fried rice recipe that you usually make at home!
 Translate this recipe into Indonesian!

How to make a sandwich
You need (materials)
* 2 slices of bread
* peanut butter
* a banana
* honey

What you should do are : (steps)
* Take two slices of bread
* Spread peanut butter

* Cut up a banana onto small slices and put them on one of the slices
* Pour some honey over the bananas
* Put the other slice of bread on top

Activity 3
 Make some of procedure text based on recipt of food!

 Translate to Indonesian!

Procedure to Charge hand phone battery:
Prepare your:
 Handphone
 Battery Charger
Steps:
1. First, Connect the charger to your hand phone, the flash symbol on the charger plug must

face upward.
2. Second, Wait until the battery icon appears on the screen
3. After that, Charge battery approximately 3 hours until the battery icon indicates that the

battery is fully charged
4. And Then Removed the charger by pulling out from your hand phone

D. Evaluasi

Soal Procedure Text

Text 1
A quick and easy cheese cake recipe
Yield : 6 servings
Prep. Time :5 minutes
Cook Time : 40 minutes
Total Time : 45 minutes

Ingredients:
16 ounces cream cheese, 2 packages, softened
½ cup sugar
½ teaspoon vanilla
2 large eggs
4 ounces semi-sweet chocolate chips
1 prepared Graham cracker crust

Directions:
Beat cream cheese, sugar and vanilla at medium speed until well-blended. Blend in 2 eggs. Stir in
chocolate chips then pour batter into Graham cracker chust. (you may sprinkle ¼ cup mini semi
sweet chocolate chips ontop if you desire). Bake at 35calcius for 40 minutes, or until certer is almost
set. Cool. For best results refrigerate for 3 hours.

1. How many persons is the cake for?
a. 2
b. 5
c. 6
d. 35
e. 36

2. The goal of the text is to tell about . . . . .
a. how to beat cream cheese
b. how to blend sugar and vanilla
c. how to bake chocolate cheese and cake
d. how make chocolate cheese cake
e. how to make mini sweet chocolate chips

3. The text is called a/an . . . . .
a. explanation
b. description
c. procedure
d. report
e. spoof

Text 2

How to make a Cheese Omelet

Ingredients : 1 egg, 50 g cheese, 1 cup milk, 3 tablespoons cooking oil, a pinch of salt and

pepper.

Utensils : Frying pan, fork, spatula, cheese-grater, bowl, and plate.

Method : • Crack the egg into a bowl

• Whisk the egg with a fork until it’s smooth

• Add milk and whisk well

• Grate the cheese into the bowl and stir

• Heat the oil in frying pan

• Turn the omelet with spatula and cook both sides

• Place on a plate, season with salt and pepper

4. The text above belongs to……

a. narrative
b. Procedure
c. news item
d. Spoof
e. recount

5. The text tells us about……

a. how long to make any kind of food
b. ingredients of making omelet
c. utensils of making omelet
d. methods of making omelet
e. how to eat a cheese omelet

6. The followings are methods of making a cheese omelet, except…..

a. cracking the egg
b. whisking the egg
c. adding milk
d. cheese-grater
e. heating the oil

7. How much cheese do we need to make a cheese omelet?

a. one gram
b. three grams
c. five grams
d. fifteen
e. fifty grams

8. ……is a tool with a flat flexible blade used for mixing and spreading.

a. Pan
b. Fork
c. Spatula
d. Plate
e. Cheese-grater

9. Arrange the sentences into good procedure!
1. You can make instant noodles with the help of a microwave.
2. Finally, add any items that you want and serve the noodles.
3. First, fill the bowl with two cups of water and the noodle.
4. Microwave it for about three to five minutes.
5. Then, take the noodles out of the microwave and pour the seasonings.
6. After the microwave beeps, wait for three minutes in the closed microwave.
7. Next, stir the noodles until the seasonings dissolve.

a. 1-7-5-6-2-4-3

b. 1-3-4-6-5-7-2
c. 1-2-7-3-6-5-4
d. 1-4-7-5-2-6-3
e. 1-4-6-5-2-3-7

10. Arrange the following sentences into correct and meaningful procedure!
1. Wrap the casualty in a sheet which has been dampened with cold water.
2. Move the casualty to a cool place, loosen or remove any tight or heavy clothing.
3. Make sure the sheet stays wet and fan the casualty to keep them cool.
4. Check the casualty’s temperature regularly.
5. Once it has fallen to a safer level (under 40oC), remove the wet sheet and stop the cooling
process.
a. (4)–(5)–(1)–(3)–(2)
b. (4)–(5)–(2)–(3)–(1)
c. (2)–(1)–(4)–(5)–(3)
d. (2)–(1)–(3)–(4)–(5)
e. (2)–(3)–(4)–(1)–(5)