Thursday, December 12, 2013

Classroom Management in English Conventional Classroom and English Course Classroom

Comparison-Contrast article                                                              Composed by: Rendi Afriadi
            Classroom management, the way teacher engages in the classroom, is something crucial in teaching and learning process as well as English. The successful classroom management in teaching and learning English will lead to the successful language learning outcome. In terms of classroom setting, teaching and learning English process falls into two categories namely, conventional classroom and course classroom. Theoretically, classroom management in both settings shares several similarities as well as disparities.
            The learning materials provided by the teacher, the necessity to create good social classroom environments and the way to get to the next levels are major similarities of classroom management in conventional classroom setting and course classroom setting. To begin with, teaching in both classroom settings will demand the teachers to provide interesting learning materials since it will make students enjoy studying the materials taught by the teacher. If students enjoy the taught materials, they will be easy to master them. Hence, it is important that the teacher give materials which are interesting for the students whether they teach in conventional class or course class. Teacher teaching in both classrooms will also have to create good social classroom environments, the relationship between classroom inhabitants. The good relationship between teacher and students and between students and other students will highly contribute to the good learning outcome; on the other hand, the bad relationship among them will lead to the bad learning outcome. Thus, teacher in both classrooms must create the former condition and avoid the latter one. In addition to the provided materials and good social classroom management, the way students to get the next level is another similarity of classroom management in conventional and course classroom setting. In both classrooms setting, students must pass somekind of test given by the institution they are studying in.
            Apart from having several similiraties, classroom management in conventional classroom setting and course classroom setting also have two major differences. Firstly, managing classroom in conventional and course classroom will lead to the different designed material. Unlike in the conventional classroom in which the material is designed based on the curricula decided by the government,  material in the course classroom setting is designed based on students’ needs. Secondly, the flexibility of material also has differences in the conventional and course classroom setting. Teacher who teaches in the conventional classroom setting should stick to the material based on the government curricula; he/she can’t change it as they like. Course teacher, however, is able to change the material along the period of the time; they do not have to stick to such strict curricula.
            In conclusion, managing classroom in conventional and course classroom setting will lead teacher to manage in the same way and also in the different way. To make the students get the good learning outcome, teachers need to manage the classroom successfully whether they teach in the conventional classroom or course classroom.

Islamic School vs Modern School
Composed by: Rendi Afriadi                                                              cause-effect essay
Seeking knowledge is a compulsory deed for Moslems both males and females. Such commandment can be found in many hadith of Prophet Muhammad pbuh and Al-Quran. To fulfill this commandment, many Islamic schools, ranging from traditional Islamic schools to modern ones, are built in all over the globe. In Indonesia, such schools have been introduced since the first time Islam was emerged. Although many modern schools are established in this country today, Islamic schools still exist to deliver the true meaning of Islam to the youth and give them guidance to face the modern world which shows contradictory circumstances with Islamic values. Despite their existence to preserve the religious spirit of the society, some parents are reluctant to have their children study in those schools. Why this phenomenon occurs in Indonesian society is due to the misconception of Islamic schools and the paid tuition of them.
            One common reason why parents not want their children to study in Islamic schools is because of their misconception about the schools. Much wrong information is spread in the society about the Islamic schools. Some say that they are worse than the modern schools in terms of the taught material. They claim that Islamic schools pay more attention to teach the students everything about Islam; there is only little attention to the modern knowledge. Since they are only taught Islamic knowledge, they will have lack insight about modern ones that are needed to face and to live in this modern society. As a result, some parents will doubt the credibility and the compatibility of Islamic school toward this society. Moreover, they will think that their children cannot be success living in this modern society due to the lack of modern knowledge they acquired in Islamic schools. In addition to the material, some perceive the teachers teaching modern knowledge in Islamic schools are not as good as those are teaching in the modern schools. Since Islamic schools focus on teaching Islam, they only select the Islamic teachers carefully not the modern ones. Even, they hire the teacher who has no teaching experience and no sufficient ability to teach, both academic and pedagogic. This misinformation leads the parents of students to be afraid to have their children study in those schools as the teachers teaching their children are not as qualified as those are in the modern schools.
            Another reason why parents are reluctant to send their children to the Islamic schools is due to the tuition should be paid in such schools. People also know that not all the Islamic schools have the bad qualities as mentioned in the preceding paragraph. They know some Islamic schools have the same qualities as the modern ones or even better, whether in material or teacher profile. Though they know it clearly, they prefer the modern schools to Islamic ones since it is unaffordable to send their children to the good Islamic schools. They tuition they should pay in those schools is much more expensive than those in modern ones. Accordingly, they low economic family cannot get their children to study in the good Islamic schools; they prefer the good modern schools which are affordable for them. Furthermore, some claim that the good Islamic schools only provide and suit for the rich families not for the poor ones.    
            To conclude, in spite of the important roles of Islamic schools to maintain and increase the religious spirit of the youth, some parents prefer modern school because they misconceive about Islamic schools and have no enough money to send their children to the schools. Thus, it is important to provide good fordable Islamic schools that all people can study there without spending a big amount of money. It is also recommended that Islamic school erase the misconception spread in the modern society. 

Revealing Westeners’ Misconception about Islam

Logical division of ideas article                                               Composed by: Rendi Afriadi
Negative image of Islam which makes much misconception about Islam among westerners is being spread in western world through mass media. It is not only mass media spreading the negative image of Islam through their published material but also anti-Islam orientalists through their works. The misconception lies in many aspects of Islamic tradition, lives, histories, and believes. Subjugation of women, terror of spreading Islam, and radicalism of moslem are common Islamic misconception spread among westerners in the western countries.
            Western people perceive that Islam is a religion subjugating women through gender disparity and the rule of wearing veil. Westerners consider that Islam treat women differently from men in all aspect of lives. So, there is segregation between men and women in Islam. This is not true, however. What Islam do is giving different roles between men and women since it is impossible for them to hold the same roles, there are several things which suitable to be done by men and vice versa. To begin with, let’s compare the status of women before islam and in islam. In period of antiquity, women were considered as a inferior creature. They worth nothing more than animal. They were created for men and to satisfy men. Men treated women as goods, they could sell , buy, and abandon women if they want to. Furthermore, women have no right over anyting. All the things they had belong to men, their husband, siblings, or father. Women were also considered as a root of evil things. It was women who brought all negative things to the world. In ancient Greek, it was Pandora through her box bringing pain, war, despair, oldness, death, and other negative things to the world. In biblical tradition, it was woman, eve, who cause the fall of humankind since she made Adam eat the forbidden fruit after being tempted by Satan.
Basically, there is no different status between men and women in Islamic belief. Men is not better than women before Allah and vice versa. The thing that differs them is the degree of their faith. In Islam there is no disparity between Men and women, they were created from the same thing,
“O people! Be careful of (your duty to) your Lord, who created you from a single being and created its mate of the same (kind) and spread from these too many men and women” (An-nisa: 1).
Accordingly, women were not created from the rib of men for this perspective implies that women are inferior than men since men is the origin of women. Men and women are equal in the rights over materials they own,
“Unto the men belongeth a share of that which parents and near kindred leave, and unto the women a share of that which they have earned and near kindred leave” (An-nisa : 7)
“Unto men a fortune that which they have earned, and unto women a fortune form that which they have earned” (an-nisa :
Furthermore, the reward for men and women of good acts is also similar,
“and their lord hath heard them (and He sayeth): low I suffer not the work of any worker, male or female, to be lost. Ye proceed one another”( Ali Imran : 285)
According to hadith, moslem should give more respect to women rather than men,
“When a man enquired of the holy prophet: “ who has the first claim to my good treatment”? he said “ your mother”, the man said “ and then who” the prophet replied: “then your mother. The man asked: “ and then”? the prophet replied: “then your mother”! The man once again asked: “and then?” the prophet said: “Then your father ( Muslim and Bukhari)
            Apart from gender disparity, Islam, according to westerners, also subjugates women through the rule of wearing veil which had been practiced by women long before the coming of Islam. In ancient Assyrian tradition, women coming from the higher status wore veil as sign of her noble status. In ancient Persian tradition, it was only prostitute and female slave who were not allowed to wear veil. Therefore, wearing veil would show that you were not a prostitute and a slave. Wearing veil cultural tradition is also found in ancient and medieval European women such as ancient Greek, Anglo-Saxon, Anglo-Norman etc. Such tradition is also found in Christianity and Jews. In Jewish, rules of wearing veil is revealed in Pentateuch,
“Make for yourselves tassels on the four corner of the cloak that covers you” (Deutoronomy 22:11). Moreover, in Talmudic law (Gemmara, ketuboth, 27 a), it is stated that women should be divorced if going out without covering their head. In Christianity, the rule of wearing veil is stated in new testament, epistle of Paul,
“But every woman praying or prophesying with her head uncovered disgraces her head, for it is the same as if she were shaven. For if a woman is not covered, let her be shaven. But if it is a disgrace for a woman to have her head shaved, let her cover her head” (ICorinthians 11:5-7).   In Islam, wearing veil is intended to uplift women degree and protect them from being molested not to subjugate them, as stated in the following surah:
“O prophet! Tell thy wives and daughters, and the believing women that they should cats their own garments over their person (when abroad); that is most convenient, that they should be known (as such) and not molested. And Allah is Oft-Forgiving, Most Merciful” (Adz-Dzuukruf : 59).
If wearing veil subjugated women, there would be no any wearing veil cultural tradition practiced by women before the coming of Islam.
Westeners also misconcept about the syatem of marriage in Islam. Polygamy, a marriage system in which men are allowed to marry more than one woman, is marriage system mentioned in Quran, the scripture of Islam. Unlike other scriptures, Quran limits the number of wives which are able to be married by men, namely four women. Moreover, there is strict rule given by Quran for those who want to engage in polygamy. The practice of polygamy also occurs in non-Islamic societies. For example, several characters in bible, Abraham, Jacob, David, Solomon etc, were enganged in polygamy. Another example, Hinduism scripture tells that the characters of Mahabrata were also enganged in such marriage system. The rulers of medieval Europe are also said to be enganged in polygamy such as Henry VIII, the king of great Britain, whose wives were Catherine of Aragon, Anne Boleyn, Jane Seymour, Anne of Cleves, Catherine Howard and Katherine Part.
            The most common Islamic misconception spreaded among westerners is related to the radicalism in which Islam teaches its followers to terrorize non-moslem. To begin with, Islam means peace not terror, so it is impossible to say Islam is terrorist since the term “terrorist” is contradictory with the term of “Islam” itself. Therefore, terrorism is not what islam teaches but what moslem radicalists do due to their misunderstanding about the meaning of Islam. Besides, radicalism exists in all aspect of human life not only in Islam. For instances, many Jews were killed by nazy; many Filistin inhabitants were murdered by radicalist jews, zionis; ten million people were killed in the war between catholic and protestant in Europe. To say islam radicalist means to say all religions are also radicalist due to the historical facts mentioned above.
            In conclusion, anti-islam media and orientalists have spreaded negative image of islam in the western countries. The spreading of Islamic negative image in the western countries make misconception in the western mind in which they think that Islam is a bad religion because of subjugating women, being spreaded by war, and terrorizing non-moslem. However, these are just false understanding among them. If they want to learn deeply, they will find that Islam is not like what they perceive.

Wednesday, December 11, 2013

Satuan Pendidikan    : ....................................
Kelas/ Semester         : XI (Sebelas) / 1 (Satu)
Skill                             : Listening & Speaking
Materi                         : Expression of asking and giving opinion
Alokasi Waktu           : 2 X 45 Menit
Standar Kompetensi
Kompetensi Dasar
1.      Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari. (Mendengar)

1.1  Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur menyampaikan pendapat, meminta pendapat, menyatakan puas dan menyatakan tidak puas.
2.  Mengungkapkan makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari. (Berbicara)

1.1  Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyampaikan pendapat, meminta pendapat, menyataka perasaan puas, an menyatakan perasaan tidak puas.
Indikator Pencapaian Kompetensi
Tujuan Pembelajaran
·         Mengidentifikasi makna tindak tutur menyampaikan pendapat.
·         Merespon tindak tutur menyampaikan pendapat.
·         Mengidentifkasi makna tindak tutur meminta pendapat.
·         Merespon tindak tutur meminta pendapat.

·         Menggunakan tindak tutur menyampaikan pendapat.
·         Menggunakan tindak tutur meminta pendapat.
Setelah mendengar expression of gv=iving advice and warning, siswa mampu:
·         Mengidentifikasi makna tindak tutur menyampaikan pendapat dengan tepat.
·         Merespon tindak tutur menyampaikan pendapat dengan tepat.
·         Mengidentifkasi makna tindak tutur meminta pendapat dengan tepat.
·         Merespon tindak tutur meminta pendapat dengan tepat.

·         Menggunakan tindak tutur menyampaikan pendapat dengan tepat.
·         Menggunakan tindak tutur meminta pendapat dengan tepat.

Materi Ajar                :
            Fakta               :  Expression of asking and giving opinion.

Konsep            :
Expression of Asking and Giving for opinion
Asking for opinion
Giving Opinion
- What’s your opinion?
- What do you think/feel about……..?
- How do you feel about………?
- What is your reaction to…….?
- Don’t you think…..?
-How do you see ……?
- Well, to my mind…..
- I’m convinced that…
- Well for me ….
- I personally think…
- I reckon that ….
- If you ask me …
-It seems to me …..
-In my opinion ……
- I suppose…..
-I believe
-From my point of view…….
-I guess……

Alokasi Waktu                       :
Explanation of asking and giving opinion
Listening and speaking activities of  asking and giving opinion.

Metode Pembelajaran                       :
1.      Penanaman Konsep
2.      Diskusi
3.      Penugasan

Model Pembelajaran
§  Cooperative Language Learning.
§  Communicative Language Teaching
Kegiatan Pembelajaran




A.    Pendahuluan
1.      Greeting
Ø  Berdoa
Ø  Cek kehadiran siswa
2.      Warming up
Ø  Guru mereview pelajaran yang telah dipelajari minggu lalu.
Ø  Guru mengaitkan materi yang telah dipelajari dengan materi yang akan dipelajari.
3.      Motivasi
Ø  Guru menyampaikan topik dari materi yang akan dipelajari dan tujuan yang hendak dicapai.
Ø  Guru menyampaikan pentingnya belajar materi yang akan dipelajari

5 Menit

5 Menit

5 Menit

Buku Absen
Papan Tulis

Papan Tulis

B.     Kegiatan Inti
1.      Eksplorasi
Ø  Guru membagikan listening worksheet kepada masing-masing peserta didik.
Ø  Guru memutar lagu “A gift of a friend untuk mengaktifkan prior knowledge peserta didik terkait materi listening yang akan didengar.
Ø  Guru memutar audio rekaman listening terkait materi asking and giving opinion dengan tema “What’s your opinion of good friends”
Ø  Masing-masing peserta didik ditugaskan mengisi dialog rumpang pada listening worksheet sementara rekaman audio diputar.
2.      Elaborasi
Ø  Guru bersama-sama peserta didik  mendiskusikan isi dari dialog listening yang rumpang dengan memberi penekanan kepada expression of asking and giving opinion dalam listening material.
Ø  Guru menggali pemahaman peserta didik terkait expression of asking  and giving opinion melalui latihan-latihan lembaran pada listening worksheet.
Ø  Peserta didik secara berpasangan menyusun dialog tentang asking and giving opinion berdasarkan model dialog yang telah diberikan.
Ø  Masing-masing pasangan menampilkan dialog yang telah mereka susun ke depan kelas.
3.      Konfirmasi
Ø  Guru menyuruh peserta didik menanyakan materi yang belum mereka mengerti.
Ø  Guru menjelaskan kembali materi yang belum dimengerti peserta didik.

25 Menit

30 Menit

10 Menit

Listening worksheet

A song ‘A gift of A friend from Demi Lovato’

Dialog ‘What’s your opinion of good friends’

C.    Penutup
Ø  Guru menyimpulkan hasil pembelajaran dengan diksusi dan tanya jawab bersama peserta didik.
Ø  Guru dan peserta didik menutup pelajaran dengan berdo’a bersama-sama.
10 Menit

Penilaian Hasil Belajar                     :
Ø  Tekhnik Penilaian                 :           Tes lisan (Perfomance assesment)
Ø  Bentuk instrumen                 :           Rubrik penilaian speaking
Ø  Contoh instrument                            :

Ø  Prosedur Penilaian                            :          
            Rubrik penilaian speaking (performance assesment)
Pronounciation (P)
Coherence (C)
Mimicry (M)
Voice (V)

            Skor Maksimal            = 100
            Skor Perolehan            = P + C + M + V
            Nilai siswa                   =

Sumber Belajar                     :
1.      Sudarwati, Th. M dan Eudia Grace, 2006, Look Ahead Book 2 Science and Social Program. Jakarta : Erlangga
2.      Priyana, Joko, 2008, InterInterlanguage : English For Senior High School Student XI Science And Social Study Programme, Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional
3.      Script audio of dialog asking and giving opinion taken from Jack. C. Richard, Developing Listening Tactics

Student’s Worksheet
Expression of Asking for and Giving Opinion

Name                           :
Class                            :

  1. Standar Kompetensi
§  Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam kehidupan sehari-hari
§  Mengungkapkan makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam kehidupan sehari-hari.
  1. Kompetensi Dasar
§  Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyampaikan pendapat, meminta pendapat, menyatakan puas dan menyatakan tidak puas.
§  Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyampaikan pendapat, meminta pendapat, menyatakan puas dan menyatakan tidak puas.
  1. Indikator
1.      Mengidentifikasi gambits yang digunakan dalam tindak tutur  menyampaikan pendapat dan meminta pendapat.
2.      Merespon tindak tutur menyampaikan pendapat dan meminta pendapat.
3.      Menggunakan tindak tutur menyampaikan pendapat dan meminta pendapat.
  1. Langkah Pembelajaran
I.   Listening Section
Part I: Understanding the dialogue of asking and giving for opinion
A.     Activating Your Prior Knowledge
Listen to the following song and answer the question that follow!
B.     Expanding Your Vocabulary
Find the meaning of the words in the left side to the right side!
1.      Fun                                                            a. Pantai
2.      Beach                                                        b. Pribadi
3.      Movie                                                        c. Merusak/Menghancurkan
4.      Personality                                                 d. Dusta
5.      Important                                                  e. Hilang                                 
6.      Personal                                                     f. Kepribadian
7.      Honest                                                       g. Jujur
8.      Lie                                                             h. Dikhianiati
9.      Disappear                                                  i. Filem
10.  Betrayed                                                   j. Menyenangkan
11.  Destroy                                                     k. Penting
C.     Listening Activity
Complete the following dialog with the suitable words you listen from the recording and answer the questions that follow!
Conversation 1 (DAVE&MARGARETH)
Margareth        :  So Dave, what do you think makes a good friend?
Dave                :  Well for me, a friend is someone who is ………... to be with.
Margareth        :  Hm…fun to be with? Can you give me an ………………..?
Dave                :  I like friends who like to go out and have fun together – go
                          downtown, go to  the ………...,  see a movie, something like that.
                        Margareth        : So….does that mean a friend has to like the same things you do?
                        Dave                : No…not really, just that they have a fun personality. 
                                                  You know, fun to be with whatever we do.
                        Comprehension Check
1.      Who talked in the dialogue?
2.      What were they talking about?
3.      What kind of friend did Dave probably like?
4.      According to Dave, Should friend have the same interest as we do?
Conversation 2 (LAURA&JOANNE)
Joanne             :  So, do you have lots of friends?
Laura               :  I guess so.
Joanne             :  What do you think makes a good friend?
Laura               :  Hah…good friend….well, a good friend …………. you when    
                           you  have a problem.
Joanne             : Hmm…do you think that’s the most ………………… thing?
Laura               :  Yeah, friends help each other. I really think so.
Joanne             :  Well, what kinds of problems does your best friend help you  
Laura               :  Well, that’s kind of …………….
                        Comprehension Check
1.      How many friends did Laura have according the dialogue?
2.      What kind of friend would likely Laura have?
3.      What kinds of problem did Laura often share with her friend?
Conversation 3 (STANLEY&MARRY )
                        Marry              : Some people say friends are always honest with each other. 
                                                  Do you agree?
                        Stanley                        : I completely agree. Friends need to be completely honest. 
                                                  One little lie and the ……………… just disappears.
                        Marry              : Ah, that’s pretty …………… language. Do you really think that?
                        Stanley                        : Yeah. Once, one of my good friends lied to me. He was a really         
                                                  good friend, and I just felt completely betrayed. It ………… the   
                        Comprehension Check
1.      What kind of friend did Stanley probably like?
2.      Why is lie dangerous in friendship?
3.      What happened to Stanley and one of his good friends?
            Part II: Understanding The Expression Used In Asking And Giving  
        For Opinion
A.     Activating Your Prior Knowledge
The following is the chart of some famous social networks. Complete each chart with the information that suits you!
Social Network
User Name
Number of Friends or Followers






            Answer the following question!
1.      Do you know all of your cyber friends in the real life?
2.      Have you ever met someone you know from the internet? How do you feel?
B.     Expanding Your Vocabulary
Complete the following sentences with the words in the box

Risky, Cool, Awesome

1.      The concert I watched last night was …………………. because the band show the best performance.
2.      Many girls think Robert is a ……………… boy as he tends to be on his own.
3.      Some people do not want to invest their money since investment is a ……………. Business.
C.     Listening Activity
Complete the following dialogue with the words you listen from the recording and underline the phrases that signify asking and giving for opinion!
A.    What’s your ………………. of meeting people online?
B.     In my ………………, It’s awesome.

A.    How do you ……………...  about meeting people online?
B.     I …………… meeting people online here is very …………...

A.    What do you think about meeting people online?
B.     I think it’s …………….
A.    What do you think about meeting people online?
B.     From my point of …………… . It’s risky
Part III: Identifying One’s Opinion
A.     Activating Your Prior Knowledge
The following is some opinion given by some persons. Identify the given opinion into good or bad opinion
1.      I hate using Taxi here. The service is really awful (Good Opinion/ Bad Opinion)
2.      The plane I fly with to this city is pretty awesome. I enjoy the flight (Good Opinion/ Bad Opinion)
3.      Well, I guess the waiter of the restaurant we ate at last night did us his good job. So, he deserved a good tip (Good Opinion/ Bad Opinion)
4.      If you ask me, I would say that the new president is worse than his predecessor. He didn’t show us any better (Good Opinion/ Bad Opinion)
5.       I think your dress is very nice. The color suits you best (Good Opinion/ Bad Opinion)
B.     Listening Activity
Complete the following dialogue with the words you listen from the recording and identify the opinion of each given item within the chart below!

1.      A: What do you think of this ……………………?
B: The style's okay, I guess. How  much is it?
A: It's $40
B: Wow! That's really ……………... What colors does it come in?
A: Look like they have it in black, gray, red, and brown.
B: I like those colors-especially the ………………. one. Try it on.
A: Okay. Well, how do I look?
B: I don't know. It's not exactly your size.
A: Really? Do you think I should buy it, anyway?
B: No, don't get it. It's too ……………………

2.      A: How about this …………….?
B: It's unusual.
A: You mean, you don't like the style.
B: Not really. And look at that ……………………. $ 160!
A: Is that bad?
B: Well, it sounds pretty expensive to me.
A: What about the ……………….?
B: Actually, the color is perfect. It goes perfectly with everything in the  
     ……………….. And the size is just right, too. But it's very expensive.
A: We could put it on the credit card.
B: That's true, I guess. Let's just buy it and go …………………...

3.      A: I have to get my …………………. a birthday present. What do you think about this watch?
B: It's really ……………... I love the style.
A: It only comes with a black or brown band, though.
B: Yeah. I'd prefer some brighter colors. Brown is so-so. How much is it?
A: $ 69,95
B: It's okay, I guess
A: What about the size?
B: It's ……………….! She'll love it. Just get it
A: Okay.
Good         Not Good
Good         Not Good
Good         Not Good
Good         Not Good
Good         Not Good
Good         Not Good
Good         Not Good
Good         Not Good
Good         Not Good
Good         Not Good
Good         Not Good
Good         Not Good

II. Speaking Section
A.     Put the following expression into the suitable column!
1What do you think about………   2I feel ……………….. 3Well for me …………
4How do you feel about…………5I think……6Do you have any idea about………..
7What’s your opinion of……… 8Well, to my mind………. 9What say you to ……
10I reckon that ………. …..11What is your reaction to ………… 12I suppose ……
13How do you see ………… 14It seems to me ………….      15I guess……………..

Giving Opinion

Asking for Opinion

B.     Cloud Callout: ………………………………………We shouldn’t protest at all because the rising is fair enough.Complete the following dialogues by supplying either expression of asking for opinion or giving opinion and match them to their best responses!

Cloud Callout: ……………………………. our new classroom?

Cloud Callout: What say you to our friends’ protest about the rising of committee fund?                                      
Cloud Callout: ……………………………………… They are friendly and very nice to play with                                                                                                                                

Cloud Callout: How do you find your new friends in your new neighbourhood?

Cloud Callout: I think this new class is amazing. It’s enjoyable.

Cloud Callout: ……………………………………….. the new rule that was decided by the principal yesterday?


Cloud Callout: …………………………………… It is a very strict one but it is for our goodness. So it doesn’t matter for me                                                                                                                          

C.     Dialogues
a.      Expanding Your Vocabulary
Find the synonyms of the following words to the right side
1.      Customer                                 a. Debate
2.      Colleagues                               b. Punctually
3.      Argue                                      c. Hurry
4.      Final                                        d. End
5.      Matter                                     e. Buyer
6.      Improvement                           f. Purchase
7.      Buy                                         g. Fellow Worker                               
8.      Rush                                        h. Problem
9.      On time                                   i. Agreement
10.  Approval                                 j. Advancement
b.      Arrange the following dialogues into the correct order and answer the questions that follow!
Situation 1
In a newly opened mall, Sofia meets her best friend, she brings some new books that she has bought.
Aldi:  The way I see it, it's amazing. It is the biggest mall in town, isn't it?
Rani:  Hi, Aldi! I've just come out from the bookstore on the third floor.
Aldi:  Did you buy any books?
Rani:  That's right. I reckon the facilities make the customers satisfied.
Aldi:  Hi, Rani! Where have you been?
Rani:  Yes, one story book and two textbooks for my little brother. By the way,
           what do you think of this new mall?
1.      Where did the dialogue take place?
2.      Where did Rani come out from when she met Aldi?
3.      What did she do there?
4.      How many books did she buy
5.      What did Aldi think about the mall?
_______________________________________________________________Situation 2
In a meeting,Mr Rizal Bakri and his colleagues are arguing about their opinions  on the right time to publish their books.
Mr Fuad: Well, if that's the final decision, I think I accept it.
Mr Bakri: Have you any comment on this matter, Mr Adam?
Mr Adam: I consider that we still have to make several improvements about
                  some  aspects. So we need at least two more months to publish.  
                  We needn't to be in a rush.
Mr Fuad: How about the customers?
Mr Bakri: I agree with Mr Adam's view.
Mr Adam: I'm convinced that the customers will have the books on time. It
                  will not be late.
Mr Fuad: The best time to publish our books is at the end of next month.
                 Students need them soon.
Mr Adam: Thank you for your approval, Sir.
Mr Bakri:  OK, we will be ready to publish our books within two months.
1.      How many persons did talk in the dialogue?
2.      Where did they probably work?
3.      How many months was needed to sell the book into public?
4.      Why was the end of next month the best time to publish the book?
D.     Create the dialogue about asking for and giving opinion with your chairmate . You may choose any topic you like in your dialogue!

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