Metode/Teknik

Kompetensi Dasar Materi Pokok Contoh Materi Kegiatan Pembelajaran

Pembelajaran di kelas

3.6 Mengidentifkasi  Fungsi sosial  Conversation about job  Menyimak guru  Dialogue

fungsi sosial, Mendeskripsikan, Teacher : Good morning! membacakan Memorization

struktur teks, dan mengidentifkasi, Students: Good morning, miss. beberapa teks pendek Students memorize the

unsur kebahasaan mengkritisi orang, Teacher : Today we are going to kebiasaan yang dialogue of two people.

teks interaksi binatang, dan benda learn about job and dilakukan orang The teacher plays the

transaksional lisan dari segi sifatnya. profession. Beni, what dan binatang yang role of one people, and

dan tulis yang  Struktur teks does your father do? terdapat di rumah, the students play the role

melibatkan tindakan - Memulai Beni : My father is a farmer. sekolah, dan of partner.

memberi dan - Menanggapi He plants and grows sekitarnya, dan e.g.

meminta informasi (diharapkan/dilu rice. kemudian Teacher : What does your

terkait dengan ar dugaan) Teacher : That’s great! How menirukannya father do?

tingkah  Unsur kebahasaan about you, Dayu, what kalimat-kalimat Students: My father is a

laku/tindakan/ fungsi - Pernyataan dan does your father do? dengan tata bahasa, farmer.

orang, binatang, pertanyaan terkait Dayu : He is a teacher. He ucapan dan

benda, sesuai dengan
tingkah teacher mathematics tekanan kata yang  Individual
laku/tindakan/fun in junior high school. Imitation
konteks benar.
gsi orang, Teacher : That’s wonderful. Lisa, 
penggunaannya. Didiktekan guru, Students are asked to
binatang, benda.
(Perhatikan unsur how about your peserta didik menulis repeat the model that
- Kalimat deklaratif
kebahasaan kalimat mother? What does teks-teks tersebut has been given by the
(positif dan
declarative, negatif) dalam she do? dengan tulis tangan, teacher to check their
interrogative, simple simple present Lisa : She’s a house wife. dengan ejaan dan pronunciation.
present tense) tense. She takes a good care tanda baca yang e.g.
- Kalimat of us and our house. benar. Teacher : What does your
interogative:
4.6 Menyusun teks Teacher : That’s excellent! What  Membuat teks-teks father do?
Yes/No question;
interaksi does your mother do, pendek tentang Student A: What does your
Wh- question.
transaksional lisan Udin? kebiasaan yang father do?
- Ucapan, tekanan
dan tulis sangat Udin : She is a surgeon. She dilakukan beberapa Teacher : My father is a
kata,
pendek dan performs operations orang dan binatang farmer.
intonasi, ejaan,
sederhana yang tanda baca, dan on her patients. yang sangat dikenal. Student B: My father is a
melibatkan tindakan tulisan tangan Teacher : That is excellent! How  Bertanya jawab farmer.
memberi dan  Topik about you, Edo? What tentang isi teks yang  Chain Drill
meminta informasi Tingkah do you do? telah ditulis dengan Students are asked to sit
terkait tingkah laku/tindakan/ Edo : I’m a student. kelompok lain in a circle in the
laku/tindakan/fungsi fungsi orang, Teacher : That’s good. Now, do  Melakukan refleksi classroom. The teacher
orang, binatang, dan binatang, benda, you want to know tentang proses dan starts to ask students a
benda, dengan fungsi yang terdapat di what your other hasil belajarnya. question about job and
sosial, struktur teks, rumah, sekolah, dan friends’ parents do? profession. The student
dan unsur lingkungan sekitar Students: Yes, we do. answers the teacher’s
kebahasaan yang peserta didik yang question. The student
dapat menumbuhkan then asks his/her friend
benar dan sesuai perilaku yang who sits next to him/ her
konteks termuat di KI the same question, and
so on.
e.g.
Teacher : What does your
mother do?
Student A: My mother is a
housewife.
Student A: What does your
mother do?
Student B: My mother is a
surgeon.
 Dictation
The teacher dictates the
dialogue the class has
practiced before. The
students listen to the
teacher and write down
the dialogue.
 Conversation about  Repetition Drill
habits
Siti : Good morning, Beni. Students are asked to
Beni : Good morning, Siti. repeat an utterance aloud
How are you today? as soon as they have
Siti : I’m doing very well. heard it.
Beni : You arrive very early. Do e.g.
you arrive early Teacher : Do you arrive
everyday? early everyday?
Siti : Yes, I do. I always come Students: Yes, I do. I
to school early. I always always come to
leave home at 6. I don’t school early. I
want to be late. Beni, always leave
why do you clean the home at 6. I
classroom by yourself? don’t want to be
Beni : Dayu is not here. She’s late.
late.  Role playing
Siti : Don’t worry, I will help The teacher asks the
you clean the classroom. students to perform the
Beni : Thank you, Siti. You dialogue about habits in
always help other front of the class. One
people. student plays the role of
Siti : You are welcome, Beni.
 Siti, and the other plays
the role of Beni.
e.g.
Student A: Good morning,
Beni.
Student B: Good morning,
Siti. How are
you today?
Student A: I’m doing very
well.
Student B: You arrive very
early. Do you
arrive early
everyday?
Student A: Yes, I do. I
always come
to school early.
I always
leave home at
I don’t want to
be late. Beni,
 why do you
clean the
classroom by
yourself?
 Roundtable
Students are divided
into several groups
in which each group
consists of maximal
five students. Each
of the students of
each group write
down an utterance
about habits, and
each of the students
make a
contribution.
e.g.
Student A writes
Aldo: Let’s study together
again tomorrow.
Student B writes
Bela: Do you study
everyday?
Student C writes
Aldo: Yes, I do. I always
study everyday.
Student D writes
Bela: That’s why you
always get good
grades. You always
study everyday.
Student E writes
Aldo: I do and I enjoy it.
 Discussion and
conversation
Teacher directs the
students to have a
discussion of the
conversation about
habits that they
have created before.
 e.g.
Teacher: Which part of the
conversation that
 Text of the you do not
functions/actions of understand?
animal
- This is a butterfly. The  Using pictures to
color is pretty. It flies. introduce new
- This is a snake. It is a vocabulary
wild animal. It bites. The teacher shows
- This is my cat. She has the students some
black fur. She sleeps. pictures related to

the texts that are

going to be taught.
Then, (s)he
introduce new
vocabulary related
to the text. After
 that (s)he read the
texts for the
students.

e.g.
Vocabulary: cat, black, fur,
sleep
Text: This is my cat. She
has black fur. She sleeps.
 Imagination
Students are asked
to imagine an
animal and write
down the
vocabulary related
to the animal. After
that students are
asked to write down
some sentences
 about the
functions/actions of
the animal.
e.g.
Students are asked to
imagine a snake and write
down the vocabulary
related to snake. After that
students are asked to write
down some sentences about
the functions/actions of the
snake.
Vocabulary: snake, wild,
animal, bite
Text: This is a snake. It is a
wild animal. It bites.
 Sharing
information
Students are asked
to present about and share
the information about the
 text they have created
before one by one in front
of the class. When a
student is presenting and
sharing information about
the text, the teacher guides
the other students to ask
some questions to the
student who is presenting.
e.g.
Student A: It is a butterfly.
The color is pretty. It flies.
Teacher ( guide the class to
ask question ): Do you
understand with the text
you friend presented?
 Texts of functions of Student B: What is the
things meaning of the color is
- ( A chair ) pretty?
It’s very comfortable. I
sit on it.
- ( A book ) Student S: The meaning of
It’s an interesting book. it is that the color of the
I read it everyday. butterfly is beautiful.
- ( A bowl )  Imperative drills
This is a bowl. It’s The teacher gives
round. We put soup into the students some
it. commands related
to the texts that are
going to be taught.
Students perform
the actions after the
teacher gives the
commands.
e.g.
The teacher says:
The chair is very
comfortable. I sit on it.
The students perform the
actions.
 Individual and
small group
reading and
writing
The teacher asks all
of the students to
read the texts that
has been taught, and
the students are
asked to form
several groups in
which each group
consists of five
students. After that,
the students write
down a text of the
functions of things
collaboratively.