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a. Standard Competence
• To understand the meaning of transactional (to get things done) and interpersonal
conversation in the context of daily life.
b. Basic competence
• To express the meaning of the transactional and interpersonal conversation and
continuing accurately, fluently and acceptable in context of daily live by involving
speech act; such as expressions of asking help, offering help, inviting someone by
using the variety of simple spoken language to interact with the other people.
c. Indicators
1. To respond orally the kinds of expression of offering help, accepting and
refusing other’s help in a conversation with the others.
2. To express the ways of offering help and accepting and refusing help by
using a simple spoken language.
d. Learning Objectives
At the end of this teaching and learning process, students are expected to be able
to:
To use directly the expressions of offering help and the appropriate responses that
used in daily interaction with the other people.
To carry out the transactional conversation that involves the action of offering help
and giving the appropriate responses.
e. Learning Material
• Brief introduction of expressions of offering help and giving the appropriate
responses.
• The expression of offering help and giving the appropriate responses (enclosured).
• The conversation contains the expression of offering help and giving the appropriate
responses (enclosured).
f. Learning Method
The method that used in this teaching and learning process is
Simulation
• Teacher • Stude
asks students to listen and nts listen when the teacher
repeat together the expressions reads some expressions
of offering help and the and then they repeat it
expression of accepting or after their teacher read it.
refusing help.
• Teacher • Stude
gives opportunities to several nts read the expression of
students for repeating the offering help and the
expression of offering help and expression of accepting or
the expression of accepting or refusing help under the
refusing help. teacher instruction.
• Teacher asks students to • Students read and
read the material in handbook concentrate to the
to comprehend the example of example of conversation
conversation within it. intensively.
• Teacher gives chance to the • Students ask some
students to ask some question questions if they still do
relate to the topic. not understand about the
material.
• Teacher asks students to • Students form a group
form a group of two and the of two and they remember
teacher divides them become their letter.
student A and student B.
• Teacher asks a captain class • A captain class
to distribute the name tags as distributes the name tags
students’ identity and asks to each group and each
each group to choose their group chooses their
group’s name. group’s name.
While • Teacher asks students to sit • Students sit with their 65 Minutes
Activi with their partners and they partners and they respond
ty turn on their partner’s attention the greeting of her/his
by saying “Hello or Hi”. partner by saying “Hello
or Hi”.
• Teacher asks student to • Students open the
open the handbook and find handbook and find the
out the pages of worksheet that pages of worksheet.
contains new topic.
i. Assessment orientation
The assessment that used in this subject is on going assessment, in which the
instrument form is interview task in a small group.
j. Assessment rubric
• Speaking
The criteria of scoring students’ speaking achievement can be seen at the following
table:
1= very poor
2= poor
3= enough
4= good
5= very good
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