DAFTAR NILAI BAHASA INGGRIS KLS XII TP 2024/2025

MATERI SAS KLS XII TP 2024/2025

 MATERI SAS KLS XII TP 2024/2025

TEXT 1 

The current important issue today is the influence of social media on modern communication and relationships. Social media has revolutionized the way we connect with each other, bringing both positive and negative impacts.

From my perspective, one of the most significant positive impacts of social media is the ability to stay connected with friends and family, no matter where they are in the world. Platforms like Facebook, Instagram, and WhatsApp have made it easier to share moments and maintain relationships across distances. However, it's also important to recognize the challenges that come with this digital connectivity. I agree that while social media can bring people closer, it can also create a sense of distance in face-to-face interactions. We often find ourselves more engrossed in our screens than in meaningful conversations with those physically present around us.

In my opinion, another critical issue is the impact of social media on self-esteem and mental health. The constant exposure to curated, idealized versions of other people's lives can lead to feelings of inadequacy and anxiety. It seems to me that it's essential to remember that social media often showcases highlights rather than the full picture of someone's life. On the other hand, social media has provided a platform for important social movements and awareness campaigns. I believe that it has given a voice to those who might not have been heard otherwise. I feel that the ability to mobilize support and share information quickly has been a powerful tool for social change.

In conclusion, social media's influence on modern communication and relationships is profound and multifaceted. In my opinion, it's important to strike a balance between online interactions and real-life connections. We need to consider that by being mindful of how we use these platforms, we can harness their benefits while mitigating the negative impacts.

DIALOGUE 

Alice: Hi guys! Have you heard about tourists in Bali getting involved in narcotics? What do you think?

Ben: Yes, I think it's a serious issue. What do you think, Cindy?

Cindy: I agree. It harms Bali's reputation and affects locals. What about you, Alice?

Alice: I think it's alarming and increases crime. Do the authorities have more attention on that?

Ben: I'm not sure. They need more resources and stricter rules. Do you have any suggestions?

Cindy: We should promote awareness campaigns for tourists and locals. It should be better to have law enforcement coordination.

Alice: Good ideas. Also, hotels should educate guests about local laws. Do you agree, Ben?

Ben: Yes, and we should also support local communities.

Cindy: Right. In conclusion, everyone needs to work together to solve this problem.

Alice: Absolutely. Let's hope for positive change.

Ben: Agreed. Thanks, guys!

Cindy: Thanks, see you later!

TEXT 2

Nowdays, Artificial intelligence (AI) becomes a trending topic especially in the field of education. It can infleunce on education since it brings advantages and disadvantages.

AI can adapt lessons to fit each student’s needs, making it easier for them to learn at their own pace. Tools like virtual reality can make subjects like history and science more interesting. AI is available anytime to help students with questions and problems, even outside of school hours. It also helps students develop critical thinking and problem-solving skills through interactive games and simulations.

However, there are some challenges. Students might rely too much on AI and not learn to think for themselves. Using AI can also raise privacy concerns because it collects a lot of personal data. Additionally, AI can be expensive for schools to implement. AI should help teachers, not replace them, as teachers provide important emotional support and adapt lessons in ways AI cannot.

To make the most of AI in education, teachers need training on how to use it effectively. Students should also learn about AI and how it works. Schools should make sure all students have access to AI tools, regardless of their background. In conclusion, AI can greatly improve education if used carefully and ethically. By using AI to support teachers and equipping students with the right skills, we can prepare them for the future.

The increasing availability of technology has led to a debate about its role in education. Some argue that technology can enhance learning, while others express concerns about its potential negative impacts.

 

 

 TEXT 3 

              The increasing availability of technology has led to a debate about its role in education. Some argue that technology can enhance learning, while others express concerns about its potential negative impacts.

            Provides access to a vast amount of information: Technology offers students access to a wide range of educational resources, including textbooks, articles, videos, and online courses.

Facilitates collaboration and communication: Technology enables students to collaborate with their peers and teachers from around the world, promoting teamwork and communication skills.

Promotes critical thinking and problem-solving skills: Technology can be used to create interactive learning experiences that challenge students to think critically and solve problems.

Personalizes learning: Technology can be used to personalize learning experiences, allowing students to learn at their own pace and in a way that best suits their individual needs.

On the other hands, it can lead to distractions and decreased focus: Students may be tempted to use technology for non-educational purposes, which can lead to distractions and decreased focus.

May widen the digital divide: If students do not have access to technology at home, they may be at a disadvantage compared to their peers who do.

Raises concerns about privacy and security: The use of technology in education raises concerns about student privacy and data security.

May replace human interaction: Overreliance on technology may lead to a decrease in human interaction, which is essential for social and emotional development.

          While technology offers many benefits to education, it is important to consider its potential drawbacks. The effective use of technology depends on how it is integrated into the learning process and how it is monitored and managed. It is essential to ensure that technology is used to enhance learning, rather than to replace it. Additionally, schools should strive to provide equitable access to technology for all students, regardless of their socioeconomic background.

TEXT 4

The implementation of full-day school programs has become a topic of much debate. While proponents argue for its numerous benefits, opponents raise concerns about its potential drawbacks.

Improved Academic Performance: Full-day schools provide ample time for students to engage in academic activities, leading to improved academic performance.

Enhanced Character Development: Extended school hours allow for extracurricular activities, character education programs, and social skills development.

Reduced Parental Burden: Full-day schools alleviate the burden on working parents, providing a safe and supervised environment for their children.

Equal Opportunity: Full-day schools can help bridge the gap between students from different socioeconomic backgrounds by providing equal access to educational resources.

On the other hands, full-day school can increase Stress and Fatigue: Longer school hours can lead to increased stress and fatigue among students, affecting their overall well-being.

Limited Family Time: Full-day schools can reduce family time, impacting parent-child bonding and family activities.

Higher Costs: Implementing full-day school programs may require additional funding for infrastructure, staffing, and resources.

Potential for Overcrowding: Increased enrollment in full-day schools can lead to overcrowding and a decline in the quality of education.

While full-day schools offer potential benefits, it is crucial to consider the individual needs of students and the specific context of each school. A balanced approach that combines the advantages of full-day and half-day models may be the most effective solution.

It is recommended that schools conduct thorough assessments to determine the feasibility and impact of full-day programs. Additionally, parents should be actively involved in decision-making processes to ensure that their children's needs are met.

TELLING DIRECTIONS

 Telling Directions

Language Functions/Expressions:

Asking for Directions:

"Excuse me, could you tell me how to get to the library?"

"Can you help me find the nearest bus stop?"

"Where is the post office located?"

Giving Directions:

"Go straight ahead and turn left at the second street."

"Walk past the supermarket and you’ll see the park on your right."

"It's next to the bank, opposite the pharmacy."

Detailed Language Functions for Giving Directions

Asking for Directions

• Starting the Conversation:
  • "Excuse me, could you help me find the way to...?"
  • "Hi, can you tell me how to get to...?"
  • "I’m looking for [location]. Can you give me directions?"
  • "Could you tell me where [location] is?"
  • "How do I get to [location] from here?"
• Specific Requests:
  • "What’s the best way to get to...?"
  • "Which direction should I take to reach...?"
  • "Is [location] far from here?"
  • "Can you point me in the direction of [location]?"

Giving Directions

• Starting Directions:

  • "Sure, it’s not far from here."
  • "Of course, it’s easy to find."
  • "Certainly, I can help you with that."

• Basic Directions:

  • "Go straight ahead for [distance/time]."
  • "Turn left/right at the next intersection/traffic light/stop sign."
  • "Continue down this road/street until you reach..."
  • "Walk/drive straight until you see..."
  • "It’s on your left/right after the [landmark]."
  • "Take the first/second/third left/right."
  • "Head north/south/east/west on [street name]."

• Using Landmarks:

  • "You’ll see a [landmark] on your right/left."
  • "It’s next to/across from/behind/in front of the [landmark]."
  • "Just past the [landmark], you’ll find [location]."
  • "If you pass the [landmark], you’ve gone too far."

• Clarifying Directions:

  • "Make sure to stay on [street name] until you see the [landmark]."
  • "It’s directly opposite the [landmark]."
  • "You can’t miss it, it’s right next to [landmark]."
  • "If you reach [landmark], you’ve gone too far."
  • "Keep an eye out for [landmark]; it’s just before/after that."

• Detailing Distances:

• "It’s about [distance] from here."
• "It’s a [number]-minute walk/drive."
• "You’ll see it in about [distance] meters/yards."

Example Dialogues

Asking for Directions

Tourist:

"Excuse me, could you tell me how to get to the library?"

Local Resident:

"Sure, go straight ahead until you reach the second intersection, then turn left. The library will be on your right, just past the supermarket."

Giving Directions

Tourist:

"Hi, I’m looking for the nearest bus stop. Can you help me?"

Local Resident:

"Of course. Walk straight down this road for about two blocks, then turn right at the traffic light. The bus stop is directly opposite the park."

MY SCHOOL (ESC 3)

 About My School 

Language Functions: 

1. Introducing Oneself

When students play the role of a new student, they need to introduce themselves clearly and confidently. They can use the following phrases and expand on them with more details.

Basic Phrases:

• "Hi, my name is [Name]. I’m new here."
• "I just moved here from [previous school/city]."

Extended Phrases:

• "Hello, everyone. My name is [Name], and I'm excited to be here. I recently transferred from [previous school. I'm looking forward to making new friends and joining some fun activities."

2. Asking About the School

Students should be able to ask specific and open-ended questions to learn more about their new school.

Basic Questions:

• "What clubs/extracurricular can I join?"
• "Are there any special events coming up?"

Extended Questions:

• "Can you tell me about the different clubs and extracurricular activities available here?"
• "What sports teams does the school have, and how can I join them?"
• "Are there any upcoming events or school traditions I should know about?"

3. Describing the School

Current students need to provide detailed and encouraging information about the school's facilities, activities, and overall environment.

Basic Descriptions:

• "We have a great basketball team."
• "Our library has a lot of resources for studying."

Extended Descriptions:

• "Our school has a fantastic football team that competes at the state level. The coach is really supportive, and we practice three times a week."
• "The library is one of my favorite places. It has a huge collection of books, study materials, and computers. Plus, there's a quiet study area where you can focus on your homework."
• "Our canteen serves delicious and healthy meals, and it's a great place to hang out during breaks."

4. Welcoming a New Student

When welcoming a new student, current students should be friendly and helpful, making the newcomer feel at ease.

Basic Phrases:

• "Welcome to our school!"
• "If you have any questions, feel free to ask."

Extended Phrases:

• "Welcome to our school! I’m [Name], and I’d be happy to show you around. Let me know if you need any help."
• "Our teachers are very approachable, and the students are always willing to lend a hand. You'll find it easy to adjust here."

Example Dialogues

Introducing Oneself

Student A (New Student):

• "Hi, my name is Alex. I’m new here."
• "I just moved here from Greenfield High School."

Student B (Current Student):

• "Welcome to our school, Alex! I’m Taylor. If you have any questions, feel free to ask."

Asking About the School

Student A (New Student):

• "What clubs can I join?"

Student B (Current Student):

• "There are many clubs you can join, like the science club, drama club, and debate team. Do you have any specific interests?"

 

Describing the School

Student A (New Student):

• "Can you tell me about the sports teams here?"

Student B (Current Student):

• "Sure! We have a great basketball team that practices three times a week. There’s also soccer, tennis, and track and field. The coaches are really supportive."

 

LITERASI BALITAL II TP 2024/2025

 LITERASI BALITAL II TP 2024/2025

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KUMPULAN PUISI 

KUMPULAN CERPEN 

 

TUGAS:

Silakan baca karya baik itu puisi maupun cerpen, kemudian analisis isi/makna yang terkandung disertai dengan pesan moral dari karya tersebut! Selanjutnya, tuangkan hasil karya anak-anak dalam bentuk digital menggunakan platform/aplikasi desain grafis online. Terakhir, unggah karya tersebut di MEDIA SOSIAL (IG/TIKTOK/YOUTUBE) anak-anak dengan men-tag akun SMAN 1 KUBU dan juga WAHYU SUPRABA WATHI. 

MY FAMILY AND FRIENDS (ESC 2)

 My Family and Friends

Language Focus and Expressions for the Topic: "My Family and Friends"

Expressions/Language Functions:

• Asking about family and friends:
• "Do you have any siblings?"
• "Do you enjoy cooking with your family?"
• "Do you have a friend from another country?"
• Responding to questions:
• "Yes, I have two younger brothers."
• "No, I usually cook alone."
• "Yes, my best friend is from Japan."

Main Activity: Group Discussion on Family Traditions

Expressions/Language Functions:

• Sharing family traditions:
• "In my family, we always..."
• "Every year, my family celebrates..."
• "A special tradition in my family is..."
• Asking for more information:
• "Can you tell me more about that?"
• "How do you celebrate that holiday?"
• "Why is that tradition important to your family?"
• Responding and adding details:
• "We do this because..."
• "It's important to us because..."
• "This tradition started when..."

Main Activity: Describing Friends

Expressions/Language Functions:

• Describing appearance:
• "My friend has..."
• "...short/long hair."
• "...blue/brown/green eyes."
• "...a tall/short/average height."
• Describing personality:
• "He/She is very..."
• "...friendly."
• "...funny."
• "...kind."
• "...energetic."
• Describing hobbies/interests:
• "He/She likes to..."
• "...play soccer."
• "...read books."
• "...listen to music."
• Sharing memorable experiences:
• "We once..."
• "...went on a trip together."
• "...celebrated a special birthday."
• "...had a lot of fun at the park."

Example Dialogues

Ice Breaking Activity:

• Student A: "Do you have any siblings?"
• Student B: "Yes, I have two younger brothers. How about you?"
• Student A: "I have one older sister."

Group Discussion on Family Traditions:

• Student A: "In my family, we always have a big dinner on Sundays. What about your family?"
• Student B: "Every year, my family celebrates the Lunar New Year. We have a big feast and visit our relatives."

Describing Friends:

• Student A: "My best friend has long brown hair and green eyes. She is very friendly and loves to read books. Can you guess who she is?"
• Student B: "Is she Anna?"
• Student A: "Yes, you're right!"

 

Text Analysis (Discussion Text)

 Text Analysis (Discussion Text)

VIDEO 1

Watch and understand the following video, and then answer the questions!

Questions: 

1. After you watch the video, do you think that the text is a discussion text?
2. If it is not a discussion text, please explain your answer!
3. If it is a discussion text, please explain your answer!

VIDEO 2

1. What is the issue of the text? 
2. Please, describe the argument for and argument againts with your own words (not taking the words from the video)! 
3. After viewing the debate about the green revolution, what is your recommendation/conclusion about the issue?