PROGRAM TAHUNAN
Satuan
Pendidikan : SMK MEDIKACOM
Mata
Pelajaran : Bahasa Inggris
Kelas/
Fase : X/Fase E
Tahun Pelajaran : 2025-2026
A.
Capaian Pembelajaran
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No |
Tujuan
Pembelajaran |
Materi |
Alokasi
Waktu |
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SEMESTER GANJIL |
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1 |
mengembangkan kompetensi komunikatif dalam bahasa Inggris dengan
berbagai teks, lisan, tulis, visual, audio visual, atau multimodal; |
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Introduction System |
12 |
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2 |
dan mengembangkan keterampilan bernalar kritis dan kreatif. |
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Descriptive Text |
16 |
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3 |
mengembangkan kepercayaan diri untuk berekspresi sebagai individu
yang mandiri dan bertanggung jawab; |
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Procedure Text |
16 |
|
4 |
mengembangkan kompetensi interkultural untuk memahami dan
menghargai perspektif, praktik, dan produk budaya Indonesia dan budaya asing; |
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Narrative Text |
20 |
|
5 |
dan mengembangkan keterampilan bernalar kritis dan kreatif. |
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Recount Text |
16 |
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SEMESTER GENAP |
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6 |
Mengembangkan keterampilan bernalar dalam pembuatan draft comic
digital sederhana setiap kelompok |
- Comic digital book |
20 |
|
7 |
Menguatkan keterampilan coding dalam comic digital sederhana |
- Coding in comic digital |
18 |
|
8 |
Menuliskan keterampilan melaporkan hasil keterampilan diri dalam
pembuatan coding comic digital sederhana |
- Simple Report text |
16 |
|
9 |
Mengembangkan kompetensi bernegosiasi terkait coding comic
digital sederhana |
- Negotiate conversation text |
16 |
|
10 |
Mengembangkan keterampilan mengiklankan project comic digital
dengan social media |
- Promoting poster |
14 |
|
Jumlah
Jam Pelajaran |
164 JP |
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PROGRAM SEMESTER
Mata Pelajaran : Bahasa Inggris Kelas/Semester : X (E)/ Genap
Alokasi Waktu : 84 JP x 40
Tahun Pelajaran : 2025/2026
|
TP/Materi |
Alokasi Waktu |
Januari |
Februari |
Maret |
April |
Mei |
Juni |
Ket |
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1 |
2 |
3 |
4 |
5 |
1 |
2 |
3 |
4 |
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1 |
2 |
3 |
4 |
5 |
1 |
2 |
3 |
4 |
5 |
1 |
2 |
3 |
4 |
5 |
1 |
2 |
3 |
4 |
5 |
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Recipe digital book fills in : International
recipes Traditional
recipes Language Focus Pronunciation Reading text Tenses Picture & Text |
20 JP X 40 |
Libur Semester
Ganjil |
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Libur awal Ramadhan |
SMARTTREN |
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SMARTTREN |
SMARTTREN |
Libur Hari Raya |
Idul Fitri |
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PSAT Praktik |
PSAT Teori |
JEDA SAS & Pemb Rapot |
Libur Semester Genap |
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Procedure text in Recipe digital book International or
Traditional Recipe in short video Language Focus Active tense Passive tense Gerund as verb and noun Past Participle and present participle |
18 JP X 40 |
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Simple Report text Interviewing report
in asking and respond about something. Language focus Telling something in
short Asking opinion about
what was listened and seen |
16 JP X 40 |
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Negotiate conversation text Prolog Item in purpose Deal with Language focus Even though Although Despite In spite of Though Since |
16 JP X 40 |
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Promoting poster Picture Announcing sentence Influencing utterance Language focus Simple sentence Idiom part 1 Phrases part 1-2 |
14 JP X 40 |
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Praactical test |
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UJIAN AKHIR SEMESTER
GANJIL 2025 |
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Jumlah |
84 X 40 = 3360 |
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WORK’S
BOOK
Tujuan Pembelajaran adalah
Menuliskan, menyusun dan mempromosikan e-book hasil karya bersama
Waktu : 20 JP x 40 menit
Materi
Pembelajaran: Work’s
Book in:
1.
Digital Recipe book of International
and Traditional with basic ingredients (TBG)
2. Comic
book in Narrative Text (RPL)
3. Describing
book about All Hardware tools and How to use them (TKJ)
4. Describing
book about All instruments of Manual and matic motorcycle and how to repair
them (TBSM)
5. Describing
book about All instruments of Manual and matic Car how to caring them (TKR)
6. Describing
book about All tools in Finance and how to use them (AKL)
7. Describing
book about All instruments of Machine and how to work safely with them (TPM)
8. Knowing
Health Care Book in Pharmacy’s product (Far)
Language Focus
- Simple
sentences in present, past, present continues, past continues, present future, past
future, present perfect, past perfect.
- Conjunction
with and, because, because of, due to, since, as, even though, though,
although, in spite of, despite, if, as if, as though, but, the other side,
beside.
- Direct
and indirect.
- Pronunciation
- Reading text
- Tenses
- Picture & Text
PRACTICE WRITING
Description tasks
You can get the scripts as an adventure
recipe book which is as student work
1. “Digital Recipe book of Traditional and International with basic ingredients (TBG)”
Culinary
program
THE OPENING BOOK
SPEAKING IN DISCUSSING CLASS FOR
SHARING A JOB
First Term in Lesson
T :
Students, would you mind if I take a wheel for choosing your own icon book as
the main actor?
S :
………………………………………………….
X :
Would you mind if you come on time?
You were
out loud
You
think it’s over
H : Yes, of course. Please.
Alright, I would
Okay
Yeah. It would be great idea.
Thank you
[student is expected to understand
expressing for the usage of “would you mind and don’t mind”. He can understand
how to express the respond]
T :
Do you agree with this young girl/man?
S :
………………………………………………….
[student is expected to understand
expressing for the usage of “Opinion inquiry”. He can understand or not about how
to express the respond and decision]
T : Alright, what do you have to do as the main
actor?
S :
………………………………………………….
[student is expected to understand
expressing for the usage of “responsibility plan as main actor”. He can
understand or not about how to express the respond]
T :
So you just help your friends to guide in the first time to solve the Task 1, 2
and 3 about 5 minute for each task.
S :
………………………………………………….
[student is expected to understand the
explanation and how to react as responding]
T : After doing the tasks, you chain task 1 till
3 to become opening your book.
Therefore, you write back in a file
word from your WA group in less of 5 minutes.
S :
………………………………………………….
[student is expected to understand the
explanation and how to do as responding]
T :
who would help him/her? Which regions or countries do you choose?
[students are bravely expected to propose
himself/herself for learning deeply how to help the main actor]
G :
……………………………… [he/she also chooses the
region and will cook iconic food]
R :
………………………………. [he/she also chooses the
region and will cook iconic food]
H :
………………………………. [he/she also chooses the
region and will cook iconic food]
J :
……………………………… [he/she also chooses the
region and will cook iconic food]
K :
……………………………… [he/she also chooses the
region and will cook iconic food]
F :
……………………………… [he/she also chooses the
region and will cook iconic food]
D :
……………………………… [he/she also chooses the
region and will cook iconic food]
L :
………………………………. [he/she also chooses the
region and will cook iconic food]
A :
………………………………. [he/she also chooses the
region and will cook iconic food]
B :
………………………………. [he/she also chooses the
region and will cook iconic food]
M :
………………………………… [he/she also chooses the region and will cook iconic food]
X :
…………………………………. [he/she also chooses the region and will cook iconic food]
V :
…………………………………. [he/she also chooses the region and will cook iconic food]
There .... (1) a teenager …. (2) liked
travelling. When he …. (3) a semester holiday, he …. (4) a part time job around
some …. (5) in Indonesia.
he / But/ alone /was/ not/ to/ make/ trip,
/his/ asked/ he/ friends /some/ to/ go/ with.
His friends/ from / and/ were /Sumatra, /Java, /Kalimantan, /Bali, /NTT,
/Maluku / Papua.
Task 3
1. they
were not only planning for travelling
2. and
share the recipe with some foreigners who visited the region.
3. What
you wanted to know as a special,
4. but
also collaborating to find some recipes from their regions to taste together in
their food trip with
5. Because
they were from Culinary Class in Vocational High School,
6.
they would help people surround how to
cook well, clean and healthy.
Part
2
They are tewhi seasoning, der seasoning
and lowyel seasoning
As
we know that white seasoning (consist /consists) of
candlenut,
garlic,
onion,
salt,
Galangal,
Sugar
palm
oil.
While
red seaingson among (others/another):
Onion,
bird’s
eye/Thai chili,
curly
red chili,
garlic,
tomato,
sugar,
salt,
cooking
oil
will
be paredpre by my friends,
I
am going to prepare yellow seasoning:
candleberry,
garlic,
onion,
turmeric,
ginger,
Galangal,
white
pepper,
salt,
sugar,
cooking
oil.
Part
3
My
friend ..1.. you the best recipes ..2.. other regions.
Read ..3.. and you can get ..4.. cook them ..6..
the sensation flavors. Don’t ..7.. to try after reading them.
Recipe
from Sumatra
Title
……………
Pictures
Ingredients:
……………………………………
Step : …………………………………………….
Tips : …………………………………………….
Recipe
from Java
Title
……………
Pictures
Ingredients:
……………………………………
Step : …………………………………………….
Tips : …………………………………………….
Recipe
from Kalimantan
Title
……………
Pictures
Ingredients:
……………………………………
Step : …………………………………………….
Tips : …………………………………………….
Recipe
from Bali
Title
……………
Pictures
Ingredients:
……………………………………
Step : …………………………………………….
Tips : …………………………………………….
Recipe
from NTT
Title
……………
Pictures
Ingredients:
……………………………………
Step : …………………………………………….
Tips : …………………………………………….
Recipe
from Maluku
Title
……………
Pictures
Ingredients:
……………………………………
Step : …………………………………………….
Tips : …………………………………………….
Recipe
from Papua
Title
……………
Pictures
Ingredients:
……………………………………
Step : …………………………………………….
Tips : …………………………………………….
After
travelling to some Indonesia regions, you know that Indonesia is richest taste of
food. You can taste them when you get a holiday anytime. I hope you can feel
the vibe flavor heritage on Indonesia dishes from many regions which still
exist until now.
1.
Who is travelling through Indonesia
Island?
2.
What does the writer expect with the readers?
3.
What does the writer suggest?
4.
How many dishes are the writer
introduced in?
5.
Where can the reader get the heritage
foods?
1.
Whether (When/Why) is the “a”
conjunction for two sentences above?
2.
Whether (Whom/Who) is the “b”
conjunction for explaining about someone in subject position?
Europe
Recipe
Title
……………
Pictures
Ingredients:
……………………………………
Step : …………………………………………….
Tips : …………………………………………….
Title
……………
Pictures
Ingredients: ……………………………………
Step :
…………………………………………….
Tips :
…………………………………………….
Thailand Recipe
Title
……………
Pictures
Ingredients: ……………………………………
Step :
…………………………………………….
Tips :
…………………………………………….
2.
Software Engineering program
Narrative Illustration for Comic Book
“Four Kindnesses throw the curse”
THE OPENING BOOK
SPEAKING IN DISCUSSING CLASS FOR SHARING A JOB
First Term in Lesson
T :
Students, would you mind if I take a wheel for choosing your own icon book as
the main actor?
S :
………………………………………………….
Don’t you mind if you slap his thigh?
S :
Don’t you mind if you run fast to bring
my bag in my office?
[student is expected to understand
expressing for the usage of “would you mind and don’t mind”. He can understand
how to express the respond]
T :
Do you agree with this young girl/man?
S :
………………………………………………….
[student is expected to understand
expressing for the usage of “Opinion inquiry”. He can understand or not about how
to express the respond and decision]
T : Alright, what do you have to do as the main
actor?
S :
………………………………………………….
[student is expected to understand
expressing for the usage of “responsibility plan as main actor”. He can
understand or not about how to express the respond]
T :
So you just help your friends to guide in the first time to solve the Task 1, 2
and 3 about 5 minute for each task.
S :
………………………………………………….
[student is expected to understand the
explanation and how to react as responding]
T : After doing the tasks, you chain task 1 till
3 to become opening your book.
Therefore, you write back in a file
word from your WA group in less of 5 minutes.
S :
………………………………………………….
[student is expected to understand the
explanation and how to do as responding]
T :
who would help him/her? Which regions or countries do you choose?
[students are bravely expected to propose
himself/herself for learning deeply how to help the main actor]
G :
……………………………… [he/she also chooses the
respect and love action to others]
H :
……………………………… [he/she also chooses the
respect and love action to others]
I :
……………………………… [he/she also chooses the
respect and love action to others]
J :
……………………………… [he/she also chooses the
respect and love action to others]
K :
……………………………… [he/she also chooses the
respect and love action to others]
L :
………………………… [he/she also chooses the consider
and care action to others]
M :
………………………… [he/she also chooses the
consider and care action to others]
N :
………………………… [he/she also chooses the
consider and care action to others]
O :
………………………… [he/she also chooses the
consider and care action to others]
P :
………………………… [he/she also chooses the
consider and care action to others]
1.
There was so misry when my friends
and I went to road, which some people
A B C
lived in the river edge, suddenly
threw garbage into the river.
D E
2.
How was I forbid them
because my friends and I were still teenagers and
A B C D
they were adult people?
E
3.
The stereotype was that the young man should
respected adult.
A B C D E
4. We were afraid in curse because
we were educated to respect, consider, love
A B C
and care others from our parents
and teachers.
D E
Panel 2
Main Actor : Friends, ..1..
you look ..2.. the woman ..3.. there?
Friends : Yes, ..4.. do. What do ..5..
purpose about ..6..?
Main Actor : If you
see the view that she throws garbage into the river, is it
misery?
Friend G : Yeah. I agree with
you.
Friend H : Whereas we had a tragedy
about Over Flood since human did the bad things for Earth.
Friend I : don’t talk too much, let go tell her that
she was wrong. Even we need talking her to punish as damaging
environment.
1. What
is If as a conjunction or an adverb?
2. What
is that as a conjunction or a noun?
3. What
is Whereas as an adjective or a conjunction?
4. What
is since as a conjunction or a preposition?
5. What
is that as an adjective or a conjunction?
6. What
is Even as an adverb or a conjunction?
Main Actor : Hey guys. Clam down. Calm down. Positifely,
she wes wrong but she was not alone. So money people there throw grabage into
the river. How abot we tell to hour chief vilage for cleaning river?
Friend J : I
agree with friend 3. She must be mensioned that she was wrong and make
her change here attitude.
Find miswrite in utterance what the
main actor and friend 4 say! There are 10 words miswrite in order to make
misinterpretation!
TASK 3 : Second Term in Lesson
Panel 5
Main Actor : [1] With
cleaning river together students and people with supporting from the Villager
Management, we must not argue long time. [2] Everybody can enjoy and be happy. [3]
We do with kindness actions to adult people, respect them, love Earth and care
to our environment. [4] Yeah, I know.
Friend K : [5] What
did she do? [6] Oh. [7] You mean that we have only to see the woman.
What the main actor and friend 5 says
is not properly in good sentence arrangement. Would you re-arrange them so that
they become good statements or utterances?
Main Actor : Thank you, I care of you guy.
(sarcastic)
Friend K : Am I wrong? Hei guys.. Am I
wrong?
Friend I : Nope, you are just late
to get up.
What are the synonyms and antonyms of
the italic and bold words above? Minimum 2 for a word.
Friend H : have/ you/ been/ about/ when/ we/ are/ Where/
discussing/ the /river/ and/ the/ woman?
Friend K : I focused on my dream to meet my girl.
Everyone just shook head over and over.
Panel
7
This
paragraph is not properly suitable for another sentence. Find them and Arrange
correctly so that it can be understood!
Panel 8
Friend
K : wow, that’s the girl I like. You know man.
Main
Actor : I know. [he still was calmly]
Friend
K :
Please, give me support. I know you are the best for everything. I’m
so shy to tell her.
Main
Actor
: If you were a man, you
had to say bravely about your feeling. No time for me to help you, bro.
Only this thing, I wont help you.
Friend K : you
have the authority to help me, so I think you can give me a hand for this reason.
Main
Actor
: say to others. Not for me. I
have a lot to do to help this region clean and not get the flood. If you
wanted my help, I would like to give you requirements.
1. The
italic sentence is the same with … [only a word]
2. The
underline italic sentence has meaning that he is … [only a word]
3. The
bold italic sentence can prove that main character has … [only a word]
4. The
italic sentence means that he is [possible/impossible] to help his friend.
Panel 9
Main
actor left him while smiling up.
Friend K grumbled and still sat down in a stone near the river while other
friends left him behind.
1. The
italic utterance can perspective that main character is [respect/unrespect]
2. What
does Friend K feel after you read the bold utterance above?
Panel 10
Friend
K : just helping me, he needs
prerequisite such I wanna get a job. So stingy! [grumbling]
Friend
H : are you mad? Please get up boy!
[while smiling up, following other friends who walked through the village’s
chief office]
Friend
I : come on, don’t be sad. You have
to clean the river first, make the garbage into fertilizing in the ground,
plant some flower or vegetable in the edge of river and some parks around our
home and become the environment hero. The girl will be melted on you. Believe
me. [explaining what Friend K should do when he loves anyone]
3. Whether
will main actor help Friend K or not? Give your reason!
4. What
is Friend H said truly or only … to Friend K?
5. Whether
does Friend I care or not about what he feels?
6. With
helping people from the flood in cleaning river, can he show himself his love
to a girl or not?
Third Term in Lesson
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