Mister Guru

Listening Section

In this section of the test, you will have the chance to show how well you understand spoken English. There are 4 parts to this section, with special directions for each part.

Part I. Pictures

Questions: 1 to 3.
Directions:
For each item, there is a picture in your test book and four short statements about it on the tape. These statements will be spoken twice, but are NOT WRITTEN out in your test book, so you must listen carefully. You must choose one statement – (A), (B), (C), or (D) – that best describes the picture. Then, on your answer sheet, mark your choice.

Example: Look at the picture and listen to the four sentences.

1. The girl is wearing a T-shirt.
2. The girl has curly hair.
3. The girl looks unhappy.
4. The girl is holding something.

Choice (D) – The girl is holding something – best describes what is seen in the picture. Therefore, you should mark (D) on your answer sheet.Now let’s begin with picture number 1.

1. 
2. 
3. 

Part II. Questions/Statements – Responses

Questions: 4 to 6Directions:
In this part of the test, you will hear several questions spoken in English, followed by three responses, also spoken in English. The questions and responses will be spoken twice. They are not printed in your test book, so you must listen carefully to understand what the speakers say. You have to choose the best response to each question.
Now listen to a sample question. You will hear: “Where can I pick up my tickets?”.
You will also hear

1. Thursday morning, if that’s convenient
2. At the Overseas Travel Desk
3. I think it’s at nine o’clock".

Choice (B) – “At the Overseas Travel Desk” – is the appropriate response to the question “Where can I pick up my tickets?” Therefore you should mark (B) on your answer sheet.Now let’s begin with question number 4.

1. Mark your answer on your answer sheet.
2. Mark your answer on your answer sheet.
3. Mark your answer on your answer sheet.

Part III. Short Conversations

Questions: 7 to 10Directions:
In this part of the test, you will hear several short conversations. You will hear the conversations twice. The conversations are not printed in your test book, so you must listen carefully to understand what the speakers say. In your test book, you will read a question about each conversation. The question will be followed by four answers. You have to choose the best answer to each question and mark it on your answer sheet.
Example:
You will hear:
Man: "Are you a student here?"
Woman: "Yes, Sir."
Man: "Where is the English class?"
Woman: "Next to the laboratory."
You will read: "Where does the dialogue probably take place?"

1. At the hospital.
2. At the station.
3. At the market.
4. In a school.

Choice (D) –“In a school” – is the best answer to the question “Where does the dialogue probably take place? “ Therefore, you should mark (D) on your answer sheet.

1. Why is the man later than usual?
   1. He missed the taxi.
   2. He rides his motorcycle.
   3. He gave his friend a ride.
   4. He is going by taxi.
2. What did the man choose to drink?
   1. Avocado juice.
   2. Apple juice.
   3. Orange juice.
   4. Soft drink.
3. What time should the man call again?
   1. After lunch.
   2. Before lunch.
   3. Now.
   4. Some time later.
4. What can be implied about the woman?
   1. She will go to the mountain with her classmates.
   2. She keeps the man’s photograph.
   3. She lives not far from the mountain.
   4. She will go to the mountain as soon as possible.

Part IV. Short Talks

Questions: 11 to 15
Directions: In this part of the test, you will hear several short talks. Each will be spoken twice. They are not printed in your test book, so you must listen carefully to understand and remember what is said. In your test book, you will read two or more questions about each short talk. Each question will be followed by four answers. You have to choose the best answer to each question and mark it on your answer sheet.

11. What is the talk about?
    1. How to take a plug out of a socket.
    2. How to switch off a tool
    3. How to fix a tool.
    4. How to operate a tool.
12. When should you release the button?
    1. After putting the plug into the socket.
    2. After placing the tip of the screwdriver.
    3. When the screw is strongly attached to its place.
    4. After taking the plug out of the socket.
13. Why would you put the plug into the socket?
    1. To place the screw on the tip of the screwdriver.
    2. To switch on the power button.
    3. To push the button while you install the screw.
    4. To release the button.
14. What is the final destination of the flight?
    1. Bangkok
    2. Copenhagen
    3. Dubai
    4. Calcutta
15. What will happen in a few minutes?
    1. The plane will take off.
    2. The passengers will board the plane.
    3. The gate number will be announced.
    4. The flight will land in Dubai.

This is the end of the listening section.

Reading Section

Choose the best answer A, B, C, or D to each question.

16. Linda: Look! This painting is very beautiful.
    Prita : I agree. I think it is the most beautiful painting in this art gallery.
    Linda : It’s Basuki Abdullah’s painting. He’s one of the best painters in Indonesia.
    
    Where does the conversation most likely take place?
    1. Basuki Abdullah’s office
    2. An art gallery
    3. A painter's studio
    4. A war museum
17. Tracy : I heard that your grandfather has an antique clock.
    Agnes : He does. It is a clock with the height of an average person, and maybe 20 to 24 inches wide.
    Tracy : Really? I wonder what it looks like.
    Agnes : Let's see it this weekend.
    
    What will Agnes do?
    1. Buy the clock for Tracy
    2. Borrow the clock from her grandfather
    3. Spend the weekend with her grandfather
    4. Take Tracy to her grandfather's home
18. Reynald : Who is the woman standing next to Mr. Arman?
    Rina : Do you mean the one who is wearing spectacles?
    Reynald : Yes, I’ve never seen her here before.
    Rina : Oh, she's Ms. Martha, the new English teacher.
    
    Who are they talking about?
    1. Mr. Arman
    2. English subject
    3. Their school
    4. The new teacher
19. Brian : I thought you have met your advisor.
    Hendra : I have. I went to her office this morning.
    Brian: Did you talk to her about your problems?
    Hendra : No. She was going to have a sudden meeting and asked me to see her tomorrow.
    
    What can we conclude from the above conversation?
    1. Brian would have talked to his advisor if she hadn't had a meeting.
    2. Brian had no intention to talk to his advisor at all.
    3. Hendra thought that Brian would talk to his advisor tomorrow.
    4. Brian would be able to talk to his advisor if she didn't have a sudden meeting.
20. Arman : You look awful. What’s the matter?
    Rony : I got a bad mark for my maths test. I’m afraid I won’t pass the subject.
    Arman : Don’t worry. There are three other tests. You can make up and do better next time.
    
    What is Arman trying to do in the end of the conversation?
    1. Do better in the next test
    2. Make his friend feel awful
    3. Help his friend pass the test
    4. Support and cheer his friend up

Questions 21-23 refer to the following letter :

Ms. Ashley Crane Savbizooe Ltd 28 Green St., Suite 11 Upstate, NY 10947 Dear Ms. Crane: Thank you for ordering 15 cases of premium paper from Imperial Stationery Ltd. Your order has been shipped and should reach you within the next five business days. Find enclosed your total bill for the above order amounting to $794.85, and the check for $23.85 is your refund. Because you paid in advance, we are giving you 3 percent cash discount and we also are paying for shipping and handling. Imperial Stationery is pleased to add you to its list of customers. We look forward to your next order. Sincerely, Jennifer Lopez Customer Service 2 enclosures

21. Who is Ms. Ashley Crane?
    1. Manager of Imperial Stationery Ltd.
    2. Distributor of Imperial Stationery Ltd.
    3. Customer of Imperial Stationery Ltd.
    4. Customer service of Imperial Stationery Ltd.
22. What are enclosed in the letter?
    1. Ms. Crane’s orders.
    2. The total bill and check.
    3. The discount.
    4. The list of customers.
23. According to the letter, who is in charge for the shipping and handling?
    1. Ms. Ashley Crane.
    2. Imperial Stationery Ltd.
    3. Customer of Imperial Stationery Ltd.
    4. Customer Service of Imperial Stationery Ltd.

Questions 24-26 refer to the following text:

Excel Travel is the result of 50 years of experience within the Travel Industry between its President and Vice President in the fields of leisure travel, corporate travel, meetings, conferences, incentives & exhibitions – simply it is a one supplier one solution approach. Among its shareholders are leading Egyptian investors in Egypt and the region. In our third of operation, we are ranked among the top five Travel Management Companies in Egypt. At Excel Travel we have worked carefully to select the right, highly trained personnel to properly manage your business. We are aiming at establishing continuous training programs to enhance the existing expertise. Our current headcount exceeds 90 employees. In Cairo we have two offices in addition to 3 Implants and we have branches within the following cities: Alexandria, Luxor, Aswan, Sharm El Sheikh, Hurghada, El Gouna, Taba.

24. Which statement is NOT true according to the text above?
    1. Excel Travel was established 50 years ago by its President and Vice President.
    2. The leaders of Excel Travel have long years of experience in the travel industry.
    3. The stocks of the company are owned by leading Egyptian investors.
    4. Excel Travel is one of the best Travel Management Companies in Egypt.
25. “... to enhance the existing expertise”. The antonym of “enhance” is ....
    1. Improve
    2. Raise
    3. Increase
    4. Decrease
26. In how many cities in Egypt can you find Excel Travel?
    1. 7
    2. 8
    3. 9
    4. 10

Questions 27-28 refer to the following text

GRAPHIC DESIGNER Job Purpose: Prepares visual presentations by designing art and copy layouts. Job Duties: Prepares work to be accomplished by gathering information and materials. Plans concept by studying information and materials. Illustrates concept by designing rough layout of art and copy regarding arrangement, size, type size and style, and related aesthetic concepts. Obtains approval of concept by submitting rough layout for approval. Prepares finished copy and art by operating typesetting, printing, and similar equipment; purchasing from vendors. Prepares final layout by marking and pasting up finished copy and art. Ensures operation of equipment by completing preventive maintenance requirements; following manufacturer's instructions; troubleshooting malfunctions; calling for repairs; maintaining equipment inventories; evaluating new equipment. Completes projects by coordinating with outside agencies, art services, printers, etc. Maintains technical knowledge by attending design workshops; reviewing professional publications; participating in professional societies. Skills/Qualifications: Graphic Design Skills, Layout Skills, Creative Services, Customer Focus, Creativity, Flexibility, Attention to Detail, Deadline-Oriented, Desktop Publishing Tools, Acute Vision, Handles Rejection.

27. The followings are some duties of a graphic designer, except....
    1. Prepare and plan information and materials
    2. Ilustrate concept in a rough layout
    3. Get approval of the concept and prepare the finished copy and art
    4. Request vendors to prepare the final layout.
28. What are the skills needed to be a graphic designer?
    1. Graphic design skills, layout skills, purchasing skills, customer focus, creativity, etc.
    2. Graphic design skills, layout skills, creativity, flexibility, deadline-oriented, etc.
    3. Graphic design skills, creative services, customer focus, financial management, etc.
    4. Graphic design skills, creative services, bargaining skills, creativity, acute vision, etc.

Questions 29-31 refer to the following text:

CLASSIC KING CRAB Ingredients: 3-4 pounds Alaskan king crab legs and claws 1 stick of butter Lemon wedges for garnish Method: Melt the butter in a small pan and keep warm on its lowest setting. Set a steamer tray inside a large pot and pour enough water inside to steam the crab. Remember, you are only reheating the crab, so you will only need about an inch of water tops. Bring this to a boil before laying the crab legs on the steamer. Cover the pot and steam for 5 minutes. Remove the crab legs and use kitchen shears to cut the shells. You can either totally remove the meat from the shell or just get each one started for your guests. Serve with the melted butter.

29. These are the kitchen equipment needed to make Classic King Crab, except ....
    1. A small pan.
    2. A large wok.
    3. A steamer.
    4. Kitchen shears.
30. What should you do before laying the crab legs on the steamer?
    1. Set a steamer tray inside a large pot.
    2. Pour enough water inside the steamer.
    3. Boil an inch of water in the steamer.
    4. Cover the pot and steam for 5 minutes.
31. Which is not true according to the text?
    1. You should open the pot while steaming the crab legs.
    2. First, you should melt the butter and keep it warm.
    3. You should serve the dish with the melted butter.
    4. You should steam the crab legs for 5 minutes.

7. Incomplete Dialog: In questions 32 to 41, choose the best answer to complete the dialog.

32. Rio : Will you attend our high school reunion next Sunday?
    Marisa : I’m afraid I can’t. .... on that day.
    Rio : That's too bad.
    1. I will possibly be here
    2. I will attend it
    3. I maybe out of town
    4. I’d love to meet you all
33. Martha : John, .... . It's getting darker. I can't read clearly.
    John : Alright. But I can’t see where the switch is.
    Martha : It’s near the door.
    1. Switch off the lamp.
    2. Please turn on the light.
    3. Please close all windows.
    4. What about locking the door.
34. Dani : My throat hurts everytime I swallow.
    Mitha : I’ve told you not to drink too much ice. .... to have your throat examined.
    Dani: Yes, I’ll go there tonight.
    1. Let me see your throat
    2. You should not swallow
    3. You’d better drink hot water
    4. You should see the doctor
35. Fred : Hello, Jeff! Where are the others? Haven’t they come yet?
    Jeff: No, they’re not coming. They’ve changed their mind.
    Fred : I wonder what they are doing right now.
    Jeff : ....
    1. They will go to swim.
    2. They’re going to swim.
    3. They’re going swimming.
    4. They will be going swimming.
36. Waiter : Good evening, sir. What would you like to order?
    Customer : .... a grilled cheese sandwich, please.
    Waiter : Would you like anything to drink?
    Customer : Yes, I’d like a glass of coke, please.
    1. I’d like to make
    2. I’d like to have
    3. I’d like to serve
    4. I’d like you to order
37. Mother : .... . You have to go to school early in the morning.
    Rossy : OK. Good night, mom.
    1. Don’t stay up late.
    2. Go to bed late.
    3. You should stay awake.
    4. I will go to bed now.
38. Rizka : Did you get the tickets for Cherrybell’s concert?
    Dinda : No, I didn’t. The tickets were already sold out when I got there.
    Rizka : That’s too bad.
    Dinda : If I had come earlier, .... .
    1. I would miss the concert.
    2. I would not miss the concert.
    3. I would have missed the concert.
    4. I wouldn’t have missed the concert.
39. Mr. Wardhana : Mr. Abraham wants all documents to be ready before the meeting.
    Liza : I’m sorry, sir. Which documents do you mean?
    Mr. Wardhana : About our company’s expansion to Asia. ...., haven’t you?
    Liza : Yes, sir. I’ll put them on his desk right away.
    1. You have finished it
    2. You would be able to finish
    3. You would have finished it
    4. You could have finished it
40. Rizky : The Royal Wedding of Prince William and Kate Middleton was spectacular.
    Brenda : I agree with you. .... on television, internet, and radio in many countries.
    1. I have watched it
    2. It was widely broadcasted
    3. It would be broadcasted
    4. It could have been broadcasted
41. Rianti : ....
    Farhan : Yes, I’ve had it a few times. What about you?
    Rianti : I’ve never tried it.
    1. Have you ever eaten Thai food?
    2. Did you have Thai food for dinner?
    3. Could you get me Thai food?
    4. Would you like Thai food?

8. Cloze Text: Choose the most appropriate word or phrase to complete the texts. Questions 42-44 refer to the following text:

MEMO To: Abigail From: Patricia Adam Date: January 17, 2012 Subject: A round-trip ticket booking I will need to attend a meeting in Jakarta. Please .... (42).... a round-trip ticket flight for me. I need to depart on Monday morning. If possible, please book the ... (43)... flight for me. I need to arrive in Jakarta before 9 a.m. I will leave Jakarta on Wednesday evening. Please put the ticket .... (44)... my desk on Friday afternoon. Thank you.

42. A. book       B. books       C. booked       D. booking

43. A. early       B. earlier       C. earliest       D. earlier than

44. A. in       B. on       C. up       D. above

Questions 45-47 refer to the following announcement:

Promotion Announcement Subject Line: Jane Doe, Director of Marketing We .... (45)... to announce the promotion of Jane Doe to Director of Marketing in the Corporate Communications department. Jane joined the company five years ago and has held positions in both the Advertising and Sales departments. Jane brings a wealth of experience to her new role and we are .... (46)... about her new role at the company. Please join us in welcoming Jane to Corporate Communications and .... (47)... her on the promotion. Best Regards, Marian Smith Executive Director, Corporate Communications

45. A. thrilled       B. are thrilled       C. were thrilled       D. could be thrilled

46. A. excited       B. exciting       C. being excited       D. excitement

47. A. congratulation       B. congratulate       C. congratulated       D. congratulating

Questions 48-50 refer to the following text:

EZ Contacts USA At EZContacts ... (48)... the best contact lenses, designer eyeglasses frames, and prescription sunglasses from all major brand names in eye wear at the best price.Top quality contact lenses like Acuvuse, Soflens, Proclear, PureVision, AirOptix, and Biomedics are on .... (49)...! FREE SHIPPING for all orders $99.00 or more! Visit ezcontactsusa.com or call 1-888-267-5367 .... (50)... further information.

48. A. provide       B. provides       C. provided       D. providing

49. A. discount       B. discounted       C. discountable       D. discounter

50. A. in       B. on       C. at       D. for

A. Kompetensi Listening

Listening (Mendengarkan)
Memahami makna dalam wacana lisan interpersonal, transaksional, monolog sederhana dan teks fungsional pendek berkaitan dengan kehidupan sehari-hari, pekerjaan dan keprofesian.

1. Pictures
   Indikator:
   1. Menentukan pernyataan lisan yang tepat tentang kegiatan yang sedang berlangsung di dalam ruangan (indoor)/di luar ruangan (outdoor) sesuai dengan gambar.
   2. Menentukan pernyataan lisan yang tepat tentang lokasi suatu benda/posisi seseorang sesuai dengan gambar.
   3. Menentukan pernyataan lisan yang tepat tentang penampilan (ciri-ciri fisik) seseorang/deskripsi benda sesuai dengan gambar.
2. Questions/Statements-Responses
   Indikator:
   1. Menentukan respons yang tepat terhadap pernyataan/pertanyaan lisan yang berisi pemberian saran/pendapat.
   2. Menentukan respons yang tepat terhadap pernyataan/pertanyaan lisan yang mengungkapkan sebuah undangan/penawaran.
   3. Menentukan respons yang tepat terhadap pernyataan/pertanyaan lisan yang berisi pemberian arah atau lokasi suatu tempat/keberadaan seseorang/kondisi suatu benda/tempat.
3. Short Conversations
   Indikator:
   1. Menentukan gambaran umum/informasi tertentu/informasi tersirat dari percakapan lisan singkat tentang kegiatan sehari-hari/kegiatan yang sedang berlangsung.
   2. Menentukan gambaran umum/informasi tertentu/informasi tersirat dari percakapan lisan singkat tentang pemesanan sesuatu/pemberitahuan tentang keadaan suatu barang.
   3. Menentukan gambaran umum/informasi tertentu/informasi tersirat dari percakapan lisan singkat tentang suatu perijinan/perjanjian.
   4. Menentukan gambaran umum/informasi tersirat dari percakapan lisan singkat tentang kegiatan masa lampau/pendapat terhadap sesuatu hal (benda/tempat/masalah).
4. Short Talks (Monologs)
   Indikator:
   1. Menentukan gambaran umum/informasi tertentu/informasi rinci/informasi tersirat dengan tepat dari monolog lisan singkat tentang proses pengerjaan/pengoperasian suatu alat/tips melakukan sesuatu.
   2. Menentukan gambaran umum/informasi tertentu/informasi rinci/informasi tersirat dengan tepat dari monolog lisan singkat berbentuk pengumuman singkat/iklan singkat/brosur suatu produk.

B. Kompetensi Reading

Reading (Membaca)
Memahami dan merespon makna dalam wacana tulis interpersonal dan transaksional, esai/monolog pendek dan teks fungsional pendek berkaitan dengan kehidupan sehari-hari, pekerjaan dan keprofesian.

5. Error Recognition
   Indikator:
   1. Menentukan kata/frasa yang salah yang terdapat dalam kalimat yang menyatakan perbandingan benda/peraturan atau penolakan.
   2. Menentukan kata/frasa yang salah yang terdapat dalam kalimat yang menyatakan deskripsi benda/tempat wh-questions.
   3. Menentukan kata/frasa yang salah yang terdapat dalam kalimat yang menyatakan deskripsi fisik seseorang (physical appearance)/benda atau profesi seseorang.
   4. Menentukan kata/frasa yang salah yang terdapat dalam kalimat yang menyatakan pengandaian/ pilihan tindakan.
   5. Menentukan kata/frasa yang salah yang terdapat dalam kalimat yang menyatakan perasaan seseorang terhadap sesuatu/pendapat seseorang.
6. Reading Comprehension
   Indikator:
   1. Menentukan pikiran utama paragraf/gambaran umum atau informasi tertentu/informasi rinci/informasi tersirat atau makna kata/frasa dalam surat/memo/pesan/e-mail bersifat bisnis.
   2. Menentukan pikiran utama paragraf/gambaran umum atau informasi tertentu/informasi rinci/informasi tersirat atau makna kata/frasa dari deskripsi perusahaan/profil perusahaan.
   3. Menentukan pikiran utama paragraf/gambaran umum atau informasi tertentu/informasi rinci/informasi tersirat atau makna kata/frasa pada deskripsi pekerjaan seseorang di waktu lampau/job descriptions.
   4. Menentukan pikiran utama paragraf/gambaran umum atau informasi rinci/informasi tersirat, atau makna kata/frasa dalam sebuah teks procedure dalam bentuk a.l. manual/ resep/ petunjuk/instruksi atau iklan.

C. Kompetensi Writing

Writing (Menulis)
Mengungkapkan dan merespon makna dalam teks tulis fungsional pendek dan esai sederhana bentuk recount/news item/procedure secara akurat dan berterima dalam konteks kehidupan sehari-hari, pekerjaan dan keprofesian.

7. Incomplete Dialog
   Indikator
   1. Menentukan ungkapan untuk melengkapi dialog yang berisi uraian tentang suatu kemungkinan/ pemberian pendapat.
   2. Menentukan ungkapan untuk melengkapi dialog yang berisi penawaran sesuatu/perintah.
   3. Menentukan ungkapan untuk melengkapi dialog yang berisi permohonan/pemberian saran.
   4. Menentukan ungkapan untuk melengkapi dialog yang berisi uraian tentang kegiatan rutin/gerund.
   5. Menentukan ungkapan untuk melengkapi dialog yang berisi suatu pilihan atau pemesanan barang/jasa.
   6. Menentukan ungkapan untuk melengkapi dialog yang berisi perintah/permohonan/saran.
   7. Menentukan ungkapan untuk melengkapi dialog yang berisi pengandaian/penggunaan used to (kebiasaan waktu lampau).
   8. Menentukan ungkapan untuk melengkapi dialog yang berisi rencana/janji yang akan datang/question tag.
   9. Menentukan ungkapan untuk melengkapi dialog yang berisi kegiatan waktu lampau/passive voice.
   10. Menentukan ungkapan untuk melengkapi dialog yang terkait dengan kegiatan yang sedang berlangsung/present perfect tense.
8. Cloze Test
   Indikator
   1. Menentukan kosa kata (kata kerja/kata depan/kata sifat) yang tepat untuk melengkapi teks rumpang tidak lengkap pada surat bisnis berbentuk surat lamaran kerja/memo.
   2. Menentukan kosa kata (kata kerja/kata depan/kata sifat) yang tepat untuk melengkapi teks rumpang tidak lengkap pada sebuah pengumuman/pemberitahuan.
   3. Menentukan kosa kata (kata kerja/kata depan/kata sifat) yang tepat untuk melengkapi teks rumpang tidak lengkap pada iklan/brosur singkat.

Membuat RPP (Rencana Pelaksanaan Pembelajaran) atau Lesson Plan adalah suatu kewajiban yang harus dilakukan guru sebagai bagian dari tugasnya mengajar. Tanpa RPP atau Lesson Plan, guru tidak akan memiliki pedoman dalam proses mengajar sehingga pada akhirnya akan mengalami kesulitan dalam meningkatkan kualitas pendidikan yang dia berikan kepada siswanya.

Dalam PPG (Pendidikan Profesi Guru), menyiapkan RPP / Lesson Plan untuk peer-teaching merupakan salah satu point penting yang harus bisa dilakukan seorang guru. Kesesuaian RPP dengan tujuan dan praktek pembelajaran sangat menentukan keberhasilan guru dalam uji sertifikasi. Meskipun membuat RPP sudah merupakan tugas sehari-hari, masih banyak guru yang dipusingkan oleh RPP agar bisa tampil dengan sebaik-baiknya dalam peer-teaching.

Karena itu, dengan tujuan untuk berbagi, Mister Guru sengaja mempublikasikan salah satu contoh RPP Bahasa Inggris tingkat SMK yang pernah dipakai saat mengikuti PLPG di Universitas Jember (Unej) tahun 2012 yang lalu. Semoga contoh RPP Bahasa Inggris tingkat SMK yang ada disini bisa membantu rekan-rekan guru terutama saat mereka mengikuti PLPG agar bisa lolos sertifikasi.

LESSON PLAN

• School: SMK
• Subject: English
• Class/Semester: XI/3
• Language Skills: Listening
• Text Type: Functional Texts
• Time Allocation: 2 x 45 minutes

A. STANDARD COMPETENCE

Berkomunikasi dengan bahasa Inggris setara level Elementary

B. BASIC COMPETENCE

2.4. Menceritakan pekerjaan di masa lalu dan rencana kerja yang akan datang.

C. INDICATORS

1. Cognitive
   1. Product:
      1. Finding specific information from the oral texts about past events correctly.
      2. Finding general information from the oral texts about past events correctly.
      3. Retelling the content of the oral texts about past events correctly.
   2. Process:
      1. In small groups, identifying the literal information from the oral texts about past events correctly.
      2. In small groups, identifying the inferential information from the oral texts about past events correctly.
      3. In small groups, identifying the language structures in the oral texts about past events correctly.
2. Affective
   1. Showing curiosity and cooperative manner in identifying information from the oral texts about past events with the group.
   2. Listening attentively to the oral texts about past events.
   3. Showing enthusiasm and communicative manner in retelling the content of the oral texts about past events.
3. Psychomotoric
   1. In groups, identifying the literal information from the oral texts about past events by doing the exercise on the worksheet.
   2. In groups, retelling the content of the oral texts about past events in the front of the class.

D. LEARNING OBJECTIVES

1. Students are able to find specific information from the oral texts about past events correctly.
2. Students are able to find general information from the oral texts about past events correctly.
3. Students are able to retell the content of the oral texts about past events correctly.

E. LEARNING MATERIAL

1. Functional texts: Dialogs
2. The use of the Simple Past tense in talking about completed actions or events in the past.
3. Asking and responding to Wh-questions and Yes/no questions about completed actions or events in the past.

F. APPROACH/METHOD

• Approach: Cooperative learning
• Method: TBLL - STAD

G. TEACHING-LEARNING ACTIVITIES

No.	Teacher’s Activities	Students’ Activities	Time (mins)
1	Set Induction: Greeting students, praying, and taking attendance. Giving leading questions about past events. Elaborating learning objectives.	Set Induction: Greeting the teacher, praying, and responding to teacher. Answering teacher’s questions about past events. Listening to learning objectives.	15
2	Main Activities: Dividing the class into small groups (of 3-5 students). Playing the dialog in Top Notch: Fundamental, Unit 11. Distributing worksheets to each group. Replaying the dialog. Asking each group to work on Section A Replaying the dialog. Asking each group to work on Sect. B. Replaying the dialog. Giving each group 5 minutes to work on Section C. Asking the groups to swap their work. Asking the students to present their work on the whiteboard while correcting another group’s work. Asking each group to score another group’s work. Asking each group’s representative to retell the video. Giving evaluation to students’ work.	Main Activities: Forming small groups (of 3-5 students). Listening to the dialog in Top Notch: Fundamental, Unit 11. Helping the teacher distribute the worksheet. Listening to the dialog for the second time. Working on Section A. Listening to the dialog for the third time. Working on Section B. Listening to the dialog for the fourth time. Working on Section C. Swapping the worksheet with another group. Presenting the answers on the whiteboard while correcting another group’s work. Scoring another group’s work. Retelling the video. Listening to teacher’s evaluation.	3 3 3 3 5 3 3 3 7 2 5 3 15 5
3	Closure: Asking students in random to draw a conclusion about what they have learned. Parting with the students.	Closure: In random, drawing a conclusion about what they have learned. Parting with the teacher.	12

H. MEDIA & RESOURCES

1. Top Notch TV – Fundamentals, Unit 11.
2. Lap top / DVD Player.
3. Loudspeakers

alam berkomunikasi menggunakan bahasa Inggris, seringkali kita harus menggunakan kalimat berisi "degrees of comparison". Apakah "degrees of comparison" itu? "Degrees of comparison" adalah kalimat bermakna perbandingan (comparison) ketika kita membandingkan suatu benda, orang, maupun aktifitas dengan yang lainnya. Fungsi kalimat perbandingan atau "comparison" adalah untuk mencari kesamaan atau perbedaan dalam hal kualitas, tingkatan, jumlah, atau perkiraan. Bentuk perbandingan (comparison) adalah poin yang selalu diujikan dalam tes-tes bahasa Inggris seperti Ujian Nasional, TOEFL, dan TOEIC.

Bentuk-bentuk Comparison

Ada 3 (tiga) bentuk comparison dalam bahasa Inggris, yaitu positive/equivalence, comparative, dan superlative. Bentuk-bentuk kata sifat (adjective) dan kata keterangan (adverb) yang beraturan dalam kalimat comparative dan superlative adalah sebagai berikut:

1. Kata-kata bersuku kata tunggal diberi akhiran "–er" dan "–est".

Positive	Comparative	Superlative
new old big soon late	newer older bigger sooner later	newest oldest biggest soonest latest

2. Kata-kata dengan dua atau lebih suku kata didahului oleh "more" dan "most".

Positive	Comparative	Superlative
interesting convenient beautiful easily carefully	more interesting more convenient more beautiful more easily more carefully	most interesting most convenient most beautiful most easily most carefully

3. Kata-kata dengan dua suku kata dan berakhir dengan "–y" atau "–ly", "-ow", "-le" dan "–er" diberi akhiran "–er" dan "–est".

Positive	Comparative	Superlative
tiny speedy early friendly shallow narrow clever	tinier speedier earlier friendlier shallower narrower cleverer	tiniest speediest earliest friendliest shallowest narrowest cleverest

4. Kata-kata lainnya dengan dua suku kata kebanyakan diawali dengan "more" dan "most".

Positive	Comparative	Superlative
careful careless boring awful complex	more careful more careless more boring more awful more complex	most careful most careless most boring most awful most complex

5. Beberapa kata dengan dua suku kata bisa berakhiran "-er", "-est" atau di dahului "more", "most".

Positive	Comparative	Superlative
common gentle quiet	commoner/more common gentler/more gentle quieter/more quiet	commonest/most common gentlest/most gentle quietest/most quiet

6. Kata keterangan (adverb) berakhiran –ly didahului oleh "more" dan "most".

Positive	Comparative	Superlative
quickly slowly badly	more quickly more slowly more badly	most quickly most slowly most badly

7. Beberapa kata sifat (adjective) dan kata keterangan (adverb) memiliki bentuk comparative dan superlative tidak beraturan (irregular).

Positive	Comparative	Superlative
bad far good many badly far little much well	worse farther/further better more worse farther/further less more better	worst farthest/furthest best most worst farthest/furthest least most best

Penggunaan Bentuk Perbandingan (Comparison)

Bentuk perbandingan atau comparisons digunakan untuk mengungkapkan kesetaraan atau equivalence (positive), Ketidak-setaraan atau non-equivalence (comparative), tingkatan tertinggi atau the highest degree of something (superlative), dan peningkatan secara paralel atau parallel increase.

1. Equivalence atau positive:
   Bentuk perbandingan positive digunakan untuk mengungkapkan atau menggambarkan kesetaraan, atau tingkatan yang sama atau serupa dalam hal kualitas, tingkatan, jumlah, atau perkiraan antara dua benda atau orang.
   Contoh:
   1. Here, the term ‘processor’ is equivalent to the central processing unit.
   2. Fatin has become as famous as Agnes Monica.
   3. Some companies have as many computers as employees.
   4. Some companies use both computers and conventional filing systems for storing data.
   5. A computer virus is like a virus in the human body. It can do a lot of damage.
   6. Many chat engine softwares are similar in that they share certain common functions.


2. Non-equivalence atau Comparative:
   Bentuk comparative digunakan untuk membandingkan atau menggambarkan ketidak-samaan dalam hal kualitas, tingkatan, jumlah, atau perkiraan antara dua benda atau orang.
   Contoh:
   1. American cars are usually larger and more expensive than Japanese cars.
   2. Learning to use a computer is not as difficult as learning to program.
   3. Riding a motorcycle is not the same as driving a car.
   4. A notebook costs less than a lap top.
   5. Unlike factory-sealed software, pirated versions may contain viruses.
   6. You can save money with a network because you will need fewer printers.


3. The highest degree atau superlative:
   Bentuk superlative digunakan untuk membandingkan suatu benda atau seseorang yang memiliki kualitas, tingkatan, jumlah, atau perkiraan tertinggi atau terendah dengan sekelompok benda atau orang lainnya.
   Contoh:
   1. This is the most popular type on the market today.
   2. For me, English is the least difficult language to learn.
   3. The best programs are those adapted specifically to your own needs.


4. Parallel increase:
   Bentuk parallel increase adalah dua bentuk comparative yang digunakan untuk mengungkapkan atau menggambarkan dua perubahan kualitas, tingkatan, jumlah, atau perkiraan yang terjadi secara paralel.
   Contoh:
   1. The more memory your computer has, the more data it can store.
   2. The bigger your computer system, the less time you spend waiting.
   3. The more training you give to your employees, the better they will perform.

long time ago, there was a very beautiful princess named Dewi Sanggalangit. She was a daughter of a famous king of Kediri Kingdom. In spite of her beauty and elegance that had made her win the heart of many princes and kings, Dewi Sanggalangit had no interest in making a family. This worried her parents who had been hoping to have grandchildren.

One day, her father asked, "My Daughter, when will you get married?"

Dewi Sanggalangit replied, "Father, I never think about it. If you really want me to get married, then I will only marry a man who is able to fulfill my wishes."

"Then, what are your wishes?" asked her father.

"I still don't know. Please let me contemplate and seek for revelations from Gods. When I'm done, I will let you know," Dewi Sanggalangit made a request, which was agreed by his father.

On the fourth day of her contemplation, Dewi Sanggalangit, accompanied by Biyung Emban, the chief lady-in-waiting, went to meet the King in the audience hall. After bowing before him, she said, "Father, whoever wishes to be my husband must be able to perform an extraordinary show that has never existed before. It is a dance accompanied by musical hornets and gamelan, with a procession of one hundred forty twin horses. There must be a two-headed animal as well."

The request was announced publicly and soon became a contest for everyone who had been wishing to marry her. All of them failed, except two men, Raja Singabarong, the King of Lodaya kingdom, and Raja Kelanaswandana, the King of Bandarangin.

This worried Dewi Sanggalangit and her father for they knew who the two men were. Raja Singabarong was a cruel and vicious lion-headed man. He was big and tall, with a lion face and neck covered with fur. On the other hand, Raja Kelanaswandana was a handsome man. Yet, he had a strange behavior. He was so fond of boys that he treated them as beautiful girls. Now that the contest had run, there was no way to cancel it.

In spite of his many mistresses, Singabarong had long expected Dewi Sanggalangit to be his queen. In order to fulfill Dewi Sanggalangit's requests, he had ordered his servants to find twin horses. He had also had the best artists create an attractive show and find a two-headed animal. However, the last two requests proved to be difficult to meet.

One day, he told Iderkala, his vice regent, to go to Bandarangin and find out about Kelanaswandana's preparation. Five days later, Iderkala returned, reporting that Kelanaswandana was ahead in the contest. More than one hundred twin horses had been prepared. An attractive show had also been created. Kelanaswandana didn't have much difficulty due to the help and support of his loyal vice regent, Patih Pujanggeleng, and his people who loved him and wanted him to get married and stop his bad habit. The only thing they couldn't find was a two-headed animal.

Raja Singabarong got very upset and told Iderkala to prepare a well-armed troop and attack Bandarangin at any time. He sent spies to locate Kelanaswandana's route from Wengker to Kediri, where he would ambush Kelanaswandana and seize the procession.

Somehow, the spies were caught by Kelanaswandana's men. Kelanaswandana, who was now aware of Singabarong's plan to attack, alerted Patih Pujanggeleng and prepared a sudden invasion to Lodaya before Singabarong started his move.

Filled with anxiety as his spies had not returned, Singabarong sent Iderkala to find out what had happened. His furry head was itching from fleas, so he went back to his castle where his peacock would peck at the annoying insects. As the bird was perching on his shoulder eating the fleas on his head, he fell asleep. He was unaware of what was going on, but as usual no one was dare to disturb and wake him up.

Meanwhile, Kelanaswandana's troop had advanced far into Lodaya. They didn't meet heavy resistance as the enemy was totally unprepared. Iderkala and his troop had also been defeated near the border. Now, they were nearing Singabarong's castle.

The noise of the troop woke Singabarong up. He rushed furiously outside his castle to see what was going on. He saw most of his soldiers had been defeated by Bandarangin troop, but what surprised him most was the sight of Raja Kelanaswandana among his troop. He shouted in anger, "Hey, Kelanaswandana. What in the world are you doing here?"

Raja Kelanaswandana replied, "Stop acting like a fool! I know you've been planning to seize what I've prepared for Dewi Sanggalangit. You must be punished!" As he said that, he directed his magical power towards Singabarong, whose head suddenly changed. The lion head had merged with the peacock perching on his shoulder. It made Singabarong look like a two-headed animal.

Blazing in anger, Singabarong drew his keris and charged at Kelanaswandana. He moved so fast that Kelanaswandana could not evade the attack. His left shoulder was scratched. The scar soon blistered, blackened, and fumed.

Kelanaswandana barely had time to make a stance when Singabarong charged at him with another attack. This time, he managed to block it with his hand, making Singabarong stagger a few steps back. Kelanaswandana didn't waste the chance. He launched a powerful kick which dropped the keris in Singabarong's hand.

Singabarong roared and sprang to Kelanaswandana as if he had been his prey. His claws, punches, and kicks landed on Kelanaswandana mercilessly. He obviously overpowered Kelanaswandana in that fight.

On the verge of his defeat, Kelanaswandana got up and removed a rope-like belt from his waist. It was his secret weapon, the magical whip of Kyai Pecut Samandiman. He slashed it at Singabarong. The whiplash sounded like an explosion, leaving a trail of fume in the air, and tossed Singabarong's body as if it had been a coin. Singabarong fell to the ground. As he tried to get up, he felt so weak that he tottered.

Raja Kelanaswandana approached Singabarong, who was now unable to move. "Be a two-headed animal!" he said. Suddenly, Singabarong turned into a strange animal. It had two heads, one was that of a lion, the other was a peacock's right above the lion's head. Kelanaswandana immediately asked his men to capture the animal and bring it home to Bandarangin.

Several days later, Raja Kelanaswandana came to Kediri to propose a marriage to Dewi Sanggalangit. One hundred forty twin horses were tailing behind him, accompanied by a strange two-headed animal which was dancing in excitement to the music of gamelan and hornet. Everyone was happy to see the show.

Dewi Sanggalangit accepted his proposal and became the Queen of Bandarangin in Wengker. Raja Kelanaswandana had managed to stop his bad habit and ruled Bandarangin in peace and harmony.

The show itself is still very popular today, known as Reog Ponorogo. It takes the name of its origin, Ponorogo, which is another name of Wengker, in East Java, Indonesia.

---

Retold in English by Mister Guru

Pada umumnya, peserta ujian TOEFL berpendapat bahwa Listening section dalam TOEFL sangat sulit, karena percakapan dan pembicaraan tidak dapat diulangi. Peserta TOEFL diharuskan mampu memahami serta merekam informasi yang dibutuhkan hanya setelah satu kali mendengarkan. Tidak ada pengulangan, dan peserta juga tidak bisa mencatat informasi yang didengar. Karena itulah, Listening section dalam TOEFL cukup membuat calon peserta TOEFL khawatir dengan kemampuan mereka.

Bagaimana jika materi Listening section tidak dapat terdengar dengan baik dan jelas?

Dalam Computer-Based TOEFL (CBT), setiap peserta mendapatkan headset untuk mendengarkan percakapan dan pembicaraan dalam Listening section. Sebelum tes dimulai, peserta TOEFL memiliki kesempatan untuk menyesuaikan volume headset masing-masing. Sesuaikan volume pada saat yang dianjurkan. Jika menunggu hingga tes dimulai, peserta TOEFL tidak akan dapat menyesuaikan volume lagi.

Sedangkan, dalam Paper-Based TOEFL, supervisor atau pengawas ujian bertanggung-jawab dalam memastikan apakah materi Listening section bisa terdengar dengan baik dan jelas oleh seluruh peserta TOEFL. Jika peserta TOEFL tidak dapat mendengarkan materi Listening section dengan baik, dia boleh mengangkat tangan dan meminta pengawas ujian menyesuaikan dan mengatur volume suara.

Strategi Belajar sebagai Persiapan Menghadapi TOEFL Listening section

Dengan cukup tingginya tingkat kesulitan TOEFL Listening section, peserta TOEFL harus bisa mempersiapkan diri dengan baik. Berlatih, dan terus berlatih secara teratur, sistematis, dan terarah adalah kunci menuju sukses TOEFL. Calon peserta TOEFL harus memiliki strategi yang tepat dalam melakukan latihan TOEFL Listening section.

Berikut ini, Mister Guru akan berbagi strategi berlatih Listening section agar peserta TOEFL bisa mendapatkan hasil yang baik.

1. Jangan mencatat atau menghentikan rekaman
   Saat berlatih Listening section, jangan mencatat informasi apapun dan jangan menghentikan rekaman sebelum latihan berakhir. Hal ini penting sebagai latihan atau pembiasaan untuk menjaga konsentrasi terhadap soal-soal Listening section. Setelah latihan berakhir, periksalah jawaban dengan melihat kunci jawaban.
2. Ulangi Latihan
   Jika pada latihan pertama anda melewatkan banyak pertanyaan, atau tidak mampu merekam informasi yang cukup, kerjakan latihan sekali lagi. Mulailah dari awal, dan jangan menghentikan rekaman sebelum latihan berakhir. Lalu periksa jawaban sekali lagi, kali ini dengan melihat penjelasan atau pembahasan jawaban. Cara ini akan mengasah kemampuan mendengarkan (listening-comprehension skill).
3. Perhatikan informasi rinci
   Saat mendengarkan pembicara, berikan perhatian khusus pada contoh-contoh, diagram, atau grafik yang ada di layar (untuk Computer-Based TOEFL) serta nama-nama spesifik, tempat, dan tanggal yang disebutkan sang pembicara. Seringkali muncul pertanyaan-pertanyaan tentang hal-hal itu.
4. Pahami hubungan antara para pembicara
   Jika ada lebih dari satu pembicara, pikirkan dan pahami hubungan mereka. Apakah mereka teman kuliah (college friends), teman sekamar (roommates), teman sekelas (classmates), atau dosen (lecturer) dengan mahasiswa? Apakah mereka mahasiswa dengan pegawai/staf administratif? Dengan memahami hubungan mereka, pembicaraan mereka akan menjadi lebih mudah untuk dipahami.
5. Bacalah pilihan jawaban secara sepintas lalu (teknik skimming)
   Meskipun TOEFL Listening section dirancang untuk menguji kecakapan mendengarkan (Listening) dan memahami bahasa Inggris lisan, secara tidak langsung tes ini juga menguji kemampuan membaca (Reading) karena peserta TOEFL harus membaca pilihan jawaban. Waktu yang sangat singkat dan terbatas mengharuskan peserta TOEFL mampu membaca secara cepat. Salah satu teknik membaca cepat adalah skimming. Dalam teknik ini, peserta TOEFL melihat semua pilihan jawaban secara sepintas, tapi bukan membaca setiap baris secara perlahan. Cobalah berlatih dengan melihat pilihan jawaban dari atas ke bawah secara sepintas lalu, tanpa harus membaca maupun mencoba memahami setiap kalimat secara seksama. Lakukan hal berikut ini:
   1. Carilah kata dan frase yang hampir sama dalam dua atau lebih pilihan jawaban. Kata-kata atau frase yang serupa tersebut dapat memberikan petunjuk tentang topik dan dapat membantu peserta dalam memahami suatu informasi yang didengar secara terperinci.
   2. Jangan memilih suatu jawaban hanya karena tampak sama atau terdengar sama dengan kata-kata yang terdengar. Kata-kata dengan bunyi yang hampir sama bisa memiliki makna berbeda, dan berfungsi sebagai "jebakan" dalam TOEFL.
6. Lihatlah pilihan jawaban secara sekilas terlebih dahulu (khusus Paper-Based TOEFL)
   Prosedur standar dalam mengerjakan TOEFL adalah mendengarkan lalu membaca pilihan jawaban dalam naskah soal. Akan tetapi, dalam prakteknya, melihat pilihan jawaban secara sepintas sebelum mendengarkan pembicara dalam rekaman seringkali merupakan teknik yang sangat membantu memahami apa yang akan dibicarakan. Dengan melihat pilihan jawaban secara sekilas, peserta TOEFL seringkali mendapatkan petunjuk tentang topik umum yang akan dibicarakan, baik itu berupa percakapan, pembahasan, maupun pertanyaan.
7. Baca pilihan jawaban dengan teliti saat mendengarkan rekaman (khusus Paper-Based TOEFL)
   Saat mendengarkan pembicara, melihat pilihan jawaban secara teliti seringkali dapat membantu peserta TOEFL dalam memahami informasi-informasi rinci yang sedang dibicarakan. Cobalah mencocokkan beberapa kata yang didengar dengan kata-kata yang ada dalam pilihan jawaban. Dengan teknik mengamati pilihan jawaban, peserta TOEFL biasanya dapat menebak pertanyaan yang akan diberikan. Meskipun begitu, tetaplah ingat bahwa pilihan jawaban kadang-kadang seperti serupa dan seringkali membingungkan. Dan ketika teknik ini ternyata tetap tidak bisa memberikan petunjuk, berhentilah membaca dan pusatkan perhatian secara penuh pada rekaman.

Baca lebih lanjut tentang tes TOEFL®:

1. Tips Sukses Tes TOEFL
2. Tips TOEFL®: Strategi Mengerjakan Test TOEFL Dengan Mengenali Testing Point
3. TOEFL® Preparation Exercise: Reducing An Adjective Clause In
4. TOEFL® Preparation 1: Written Expression - Error Recognition
5. Klik disini untuk mengunduh soal latihan TOEFL

Semoga sukses.