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COMMUNICATIVE LANGUAGE TEACHING LESSON PLAN 1

School
Subjects
Semester/Year

: SMPN 1 Blahbatuh
: English
: II / 2016-2017

Grade

: XI (Eleven)

Time Allocation

: 2 x 40 minute

1. CORE COMPETENCE
Understand and apply knowledge (factual, conceptual and procedural) by curiosity about
science, technology, art, culture, associated phenomena and real incident.
2. BASIC COMPETENCE AND INDICATORS
1. BASIC COMPETENCE
3.4. Applying text structure and language elements to carry out the social function of
private invitation text and congratulations (greeting card in accordance with the
context of its use.
2. INDICATOR
a. Show earnest attitude in learning
b. Responsible, caring, working and peace-loving in learning to make "Invitation
Birthday".
c. Explaining the function of social and linguistic elements in making Invite Birthday.
d. Being able to make "Invitation Birthday" skillfully.
3. LEARNING OBJECTIVES
After carrying out a series of learning activities, students can:
The first meeting
1.1 Creating birthday invitation letter with a polite language
1.2 Disclose birthday invitation letter with proper intonation
1.3 Responding birthday invitations to colleagues.
The Second meeting
2.1 Saying phrases birthday invitation letter with proper intonation
2.2 Present expressions birthday invitation letters correctly and with a thankful and
respectful manner
1

2.3 Interacting with colleagues about the birthday invitation letter.


4. LEARNING MATERIALS
1. First Meeting
Greetings (Greeting)
2. Second Meeting
Sample letter birthday invitation
5. LEARNING METHOD
1. Scientific Approach
6. MEDIA, EQUIPMENT AND SOURCES OF LEARNING
1. Media:
Birthday invitation card
Handout students (sheet format birthday invitation)
2. Equipment / Materials:
Markers marker, glue, etc
3. Learning Resources:
Books class VIII
Book VIII grade teacher
7. LEARNING STEPS
1. INTRODUCTION
a. Greetings and prayed
b. Provide motivation and appreciation
c. Informing learning objectives
2. CORE
a. Observe
A. Students observed instances birthday invitation

B. Students practice imitating the expression used in the birthday invitations,


like: Hi, would you like to come to my birthday party? / Dear, Karina. I
would like to invite you to come to my birthday party.
C. Students practice saying the phrase used in a birthday invitation.
b. questioning
D. With the guidance of teachers, students questioned the meaning and social
function in the birthday invitation.
c.

Gathering information
E. Students seeking other expressions that can be used in making a birthday
invitation.

d. Analyze
F. In pairs, students study the expression relating to the birthday invitation.
e.

Communicate
G. Through a variety of situations that are given by the teacher, the students
practice making birthday invitations invitation and used the phrase money
years with proper and polite.

3. CLOSING
a. Teachers and students make a summary / conclusion of learning
b. Conduct an assessment or reflection of the activities that have been carried out
consistently and programmatically
c. Provide feedback on the learning process and results
d. Give assignments, both individual and group tasks in accordance with the
learning outcomes of students
e. Delivering the lesson plan at the next meeting.
D. ASSESSMENT OF LEARNING
1. Performance (practice)
Dialogue between students and colleagues about the birthday invitation.
Making birthday invitation card.
2. Observation
Ratings for the purpose of providing feedback. Objective assessment:

Efforts to use English in making a birthday invitation with appropriate

Seriousness of students in the learning process in every stage.

Behavior responsibility, cooperation and peaceful in implementing communication

Rubric
a. Attitude aspects
No
.
1.

Item

Description

Earnest

2.

Responsible

3.

Concern

Cooperation

Love Peace

5:
4:
3:
2:
1:
5:
4:
3:
2:
1:
5:
4:
3:
2:
1:
5:
4:
3:
2:
1:
5:
4:
3:
2:
1:

Score

always earnest
often earnest
sometimes earnest
rarely earnest
never seriously
always liable
often the responsibility
sometimes the responsibility
a rare responsibility
never liable
always care
often cares
sometimes care
rarely care
never cared
always cooperative
frequent cooperative
sometimes cooperative
a rare cooperative
never cooperative
always love peace
often pacifist
sometimes love peace
rarely peaceful
never pacifist

b. Knowledge aspects
No
.
1.

Item

Description

Score

Pronunciation

5 = Almost Perfect
4 = no error but do not interfere
with meaning
3 = there are some errors and
disturbing meaning
2 = many errors and disturbing
meaning
1 = too many mistakes so
4

2.

Intonation

3.

Accuracy

4.

Understanding

elusive
5 = Almost Perfect
4 = no error but do not interfere
with meaning
3 = there are some errors and
disturbing meaning
2 = many errors and disturbing
meaning
1 = too many mistakes so
elusive
5 = very thorough
4 = conscientious
3 = fairly thorough
2 = less scrupulous
1 = not careful
5 = very understanding
4 = understand
3 = quite understand
2 = less understanding
1 = do not understand

c. Skills aspect
No
.
1.

Item

Description

Score

Make a birthday
invitation with a
skilled and
attractive

5 = highly skilled and attractive


4 = skilled and attractive
3 = quite skilled and quite
interesting
2 = less skilled and less
attractive
1 = unskilled and uninteresting

Blahbatuh, 12 July 2016


Knowing,
Headmaster

Subject teachers

Dewa Ayu Mas Lestari


NIP.

COMMUNICATIVE LANGUAGE TEACHING LESSON PLAN 2


School
Subjects
Semester/Year

: SMPN 1 Blahbatuh
: English
: II / 2016-2017

Grade

: XI (Eleven)

Time Allocation

: 2 x 40 minute

CORE COMPETENCE
Expressing meaning in short functional text and write a simple essay in the form of a
recount, narrative and simple procedure in the context of everyday life.
BASIC COMPETENCE
Expressing meaning in simple monologue text by using a variety of oral language
accurately, fluently and thank the various contexts of everyday life in text form: recount,
narrative, and procedure.
Expressing meaning rhetoric and steps accurately, fluently and acceptable by using a
variety of written language in the context of everyday life in text form: text recount.
CHARACTERS:
1. Persevering
2. Confidence
3. Respect and Attention

LEARNING OBJECTIVES:
1. Students know the purpose and content of the text memahani recount.
2. Students are able to identify the parts (general classification and identification) of a

recount text.
3. Students are able to distinguish recount text with other text of its kind.
4. Students are able to write a simple example of a recount text and present it to his

friends.

LEARNING MATERIALS:
Recount text
Kind of text in English recounting of events or experiences in the past. The purpose of
Recount Text is to provide information or to entertain the reader that there are no conflicts.
1. Various Recount Text:
a. Personal Recount
That tells about the author's personal experience
b. Pub factual Recount
That report events that actually occurred, such as science experiments report, police
report.
c. Cooperation Agreements, Score = 4 imaginative
Making imaginative story and wrote the event or events that have occurred.
2. Text Recount structure is as follows:
a.

Orientation
Namely the introduction of the form provide information on who, where and when
the event or events that occurred in the past.

b.

Pub Events
That is a record of events that occurred, usually presented in chronological order,
such as: "In the first day ....And in the next day .... And in the last day .... " In
this section there are also personal comments about the event or events recounted.

c.

Cooperation Agreements, Score = 4 reorientation


Namely the introduction of repetition in orientation, repetition of a summary of the
event or events recounted.

3. Linguistic Characteristics Recount Text


At the time of reading Recount Text, will show characteristic linguistic as follows:
a. Using the phrase in the form of Past Tense.

Example: We went to Bandung last year, I was very happy.


b. Pub Using Action Verbs.
Example: went, bought, wrote, slept, etc.
c. Cooperation Agreements, Score = 4 Using Adverbs and Adverbial Phrase to express
the time, place and manner.
Example: yesterday, at school, quickly intervening, etc.
d. Using Conjunction and Time connectives to sort the event or events.
Examples: but, and, after that, etc.
4. Sample Text Recount
Orientation
I spent my holiday in Jogjakarta last year. I went to Prambanan Temple with my family
early in the morning.
Events
We went to Prambanan Temple by bus and arrived at 1:00 in the afternoon. I saw many
foreign tourists there. I spoke English with them. Their names are Andrew and Peter.
They were very friendly. They Came from New York. Prambanan Temple was crowded
in the holiday. We went back at 7:00 in the evening.
Reorientation
It was a very interesting holiday.
METHODS:
The method used here is the method of CLT (Communicative Language Teaching), which
focuses on students' writing skills are also using correct sentence structure:
LESSON:
A. Introductions Activity:
a.

Focusing attention of students with the greeting, prayer,


clicking absent students, and check the cleanliness class.

b.

Motivating students.

c.

Teacher tells of the experience of a vacation, and some


tourist places likable.

d.

Deliver the material to be studied.

B. Main Activity:
a. Exploration
Teachers encourage students told me about experiences that they experience in

everyday life, because it indirectly has led to their right to communicate. before
explaining directly on recount text.
Students are given the opportunity to present their experience (representing only as an

example)
The teacher asks each student to write a story about their experiences in a most

memorable vacation for them.


Teachers appointed one student to read the story.

b. Elaboration
Teacher gives an example recount text () to each student and guide students to

understand the contents, characteristics, as well as the organization of a recount text


text.
Teachers also paste pictures vacation spots to help students' understanding.
Students can menyakan things that have not understood before proceeding to the next

stage of the teacher of his.


The teacher asks the students to determine the parts (general classification and

identification) of recount text they are reading.


Teachers group students into 3-4 groups, then each group to share an example of the

image, and told the They discuss and explain the image and adjusting the general
classification and identification of the text.
Teachers provide an opportunity to the representatives of each group to present the

results of its discussions.


c. Confirmation
After the group discussion, the teacher asked the students what is not yet understood

about the recount text.

Students expressed her doubts


Teachers back to explain it to the students to understand and truly understand.

d. Closing
The teacher asks the students to conclusions about what they understand about the

recount text.
Teachers give homework to students to make a simple example recount text about

vacation places or something they know well, in accordance with the interests of
students.
MEDIA / LEARNING RESOURCES

Whiteboard

Some pictures vacation spots

Text relating to recount

Look ahead for senior high school students XI year, semester II.

EVALUATION
No.

Indicators

form of
matter

1. Students are able to identify theText-written


general
classification
and
identification of a text reports.
2. Students are able to distinguishtest-verbal
text reports with other types of his
text.
3. Students are able to write a simple Written test
example of a text and present
reports to the friends of his.

Another example of recount text:

10

instrument

Problems example

My Holiday in Bali
by Dewa Ayu Mas Lestari
When I was 2nd grade of senior high school, my friends and I went to Bali. We were
there for three days. I had many impressive experiences during the vacation. First day, we
visited Sanur Beach in the morning. We saw the beautiful sunrise together. It was a great
scenery. Then, we checked in to the hotel. After prepared ourselves, we went to Tanah Lot. We
met so many other tourists there. They were not only domestic but also foreign tourists.
Second day, we enjoyed the day on Tanjung Benoa beach. We played so many water sports
such as banana boat, Jetsky, speedboat etc. Also we went to Turtle Island to see many unique
animals. They were turtles, snakes, and sea birds. We were very happy. In the afternoon, we
went to Kuta Beach to see the amazing sunset and enjoyed the beautiful wave. The last day,
we spent our time in Sangeh. We could enjoy the green and shady forest. There were so many
monkies. They were so tame but sometimes they could be naughty. We could make a close
interaction with them. After that, we went to Sragen market for shopping. That was my lovely
time. I bought some Bali T-shirts and souvenirs. In the evening, we had to check out from the
hotel. We went back home bringing so many amazing memories of Bali.
Assessment criteria

No.

SCORE

Rated aspect

1. The ability of the student


determine the organization of
reports text text
2. Students' ability to determine
the main topic of a text reports
3. Students' ability to write a
simple text reports

Blahbatuh, 12 July 2016


Knowing,
Headmaster

NIP.

Subject teachers

11

Dewa Ayu Mas Lestari

12

INTERACTIVE LANGUAGE TEACHING LESSON PLAN 1


School
Subjects
Semester/Year

: SMPN 1 Blahbatuh
: English
: II / 2016-2017

Grade

: XI (Eleven)

Time Allocation

: 2 x 40 minute

A. CORE COMPETENCE
KI1: Respect and appreciate the teachings of their religion.
KI2: Respect and appreciate the honest behavior, discipline, responsibility, caring
(tolerance,

mutual

assistance),

mannered,

confident,

in

interacting

effectively with the social environment on reach of the association and its
existence.
KI3: Understanding knowledge (factual, conceptual and procedural) by curiosity
about science, technology, arts, culture and events related phenomena
seem real.
KI4: Trying, process, and show in the realm of the concrete (using, parse,
compose, modify, and makes) and the realm of the abstract (writing,
reading, counting, drawing, and fabricated) in accordance with the studied
in another in the same schools and resources viewpoints / theories.
B. ACHIEVEMENT INDICATORS BASIC COMPETENCE AND COMPETENCE
Accoun
t No.

BASIC COMPETENCE

Indicators of Competence
Achievement

1.

1.1 Grateful for the


opportunity can learn English
as introduction language of
international communication
embodied in the spirit of
learning

1.1. 1 Expressing gratitude


for the opportunity can learn
English.

2.

2.2 Demonstrate honest


behavior, discipline,
confidence and
responsibility for
implementing a
communication transactional
with teacher and friend.

2.2.1 Responsible for the


actions of its members when
it became a group leader

13

2.2.2
Recognizing
making a mistake

when

2.2.2 Do not blame others for


his own actions

2.2.4 Doing things that are


said to be done without being
reminded of others
3.

4.

3.3 Understanding the social


function, the text structure and
elements of the language of
the text to state and ask the
name of the day, the month,
the name of the time of day,
time in the form of numbers,
date and year.

3.3.1
Determining
the
communicative purpose text

4.3 Develop oral and written


texts to express and ask for
the day, the month, the name
of the time of day, time in the
form of numbers, date and
year, with the correct linguistic
elements and in context.

4.3.1 Asking for days, months,


and name any time orally
accurately,
fluently
and
thankful

3.3.2 Identify the text structure


3.3.3 Identify the elements of
language in the text

4.3.2 Stating the day, month


and
time
orally
names
accurately,
fluently
and
thankful
4.3.3 Asking the day, month
and time in writing the name of
an accurate, coherent and
acceptable
4.3.4 Stating the day, month
and time in writing the name of
an accurate, coherent and
acceptable

C. LEARNING MATERIALS

Oral and written texts

Oral and written texts to express and ask the name of the day,

the month, the name of the time of day, time as a number, date, and
year.

JUNE 2014
14

Monday

Tuesday

Wednesday

Thrusday

Friday

Saturday

Sunday

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

JULY,

AUGUST,

MONTHS OF THE YEAR


JANUARY, FEBRUARY, MART, APRIL, MAY, JUNE,
SEPTEMBER, OCTOBER, NOVEMBER, AND DECEMBER.
NUMBER
a. Cardinal Number

b. Ordinal Number

TIMES

15

D. Learning methods
Approach: The scientific approach
Model: Discovery Learning.
Method: Role play
E.

Media, Tools and Learning Resources


1. Media
The names of the day
The names of the months
Calendar
2. Tool
Realita objects, markers, newsprint and plano, LCD
3. Learning Resources
The Ministry of Education and Culture, 2013. English, English When rings
the bell.
Teachers and students at school

F.

METHODS AND TECHNIQUES.


Scientific approach (Observing, questioning, associating, experimenting,
networking).

G.

STEPS TO DO
the first meeting
1. Initial Activity (5 minutes)
a. Teachers greet (greeting);
b. Teachers check students' attendance;
c. Teachers provide motivation
d. Teacher asks students about the readiness of the student's readiness to
follow the lesson
e. Teachers asked questions relating between previous knowledge with
the material to be learned;
f. Teachers provide the learning objectives or basic competencies to be
achieved;

16

g. Teachers deliver the range of material and descriptions of activities


appropriate syllabus.
2.

Main Activity (70 minutes)


STUDENTS

TEACHER
Viewing (Observing)

1.

Viewing an image of a calendar

2.

Viewing the names of any


calendar month.

10
minute

Teachers attaching / displaying


a calendar.
The teacher asks the students
to listen to and imitating the
teacher about a month.

Inquire (Questioning)
3.

Doing questioning and


interaction with the teacher to
ask things that are not known or
wanted to know.

Respond and answer student


questions about the things he
wants to know.

4.

Asking questions about the


order of name day / month
served.

Explaining the sequence of the


name is in the display.

5.

Asking questions about the


content of the text, the meaning
of words, grammar, text
structure, communicative
function of the text, as well as
other things that we want to
know in a simple way.

6.

Asking questions about how to


pronounce the name of the
month that exist in the slide
show.

Identify the functions and types


of words that relate to the

17

20
minute

Explaining provide an
opportunity for other students to
try to answer or respond to the
question. Then help answer
student questions.

Explaining how to pronounce


the name of the month.

Try (experimenting)
7.

Time

Ask students to identify the


functions and types of words

20
menit

moon.

that relate to the moon.

8.

Identifying the structure of the


Asked students to identify the
sentence contained in the text in structure of sentences
a simple way.

9.

Identify communicative purpose


text based on a referral from the
teacher questions.

Giving referring questions to the


students to identify the
communicative purpose of the
text.

Identify the text structure based


on a referral from the teacher
questions.

Giving referring questions to the


students to identify the structure
of the text.

10.

Reasoning (associating)
11.

Learners form groups (three or


four people)

Grouping students into groups.

12.

Each group receives a set of


cards a month, and then the
cards are dealt to the group
members.

Distributing cards in each group


and explain how to do it.

Each member of the group with


the right sort the name of the
month.

Explaining how to sort the


month and ask the students to
do the same.

13.

Communicating (Networking)
14. Each member of the group took
turns to mention utterances
followed by the names of the
months.

Asking students to mention the


phrase followed by the names
of the months.

15. Each member of the group took Ask each group (representative
turns to mention his expressions of the group) to present its
followed by the names of the
findings.
months
16. Say the names of the months
alternately

18

Gave the order to pronounce


the names of the months with

10
menit

10
menit

alternating benarsecara

3. Closing Activities (5 minutes)


a) Students and teachers reflect on learning activities and benefits.
b) Students and teachers provide feedback on the process and learning
outcomes.
c) Teachers provide follow-up information to the learning has just done.
d) Students and teachers state farewell.
H. Learning Outcomes Assessment
Instrument Rating
Answer the following questions!
1. What day is today?
2. What day is tomorrow?
3. What date is today?
4. What is the second month of the year?
5. What month is after this month?
a.
assessment process
Observation Sheet Attitude
SCORE

Rated aspect

Notes:

Truly
Responsible
Care
Cooperation

Attitudes Assessment Rubric


EACH ASPECT

Description

Truly

1.
2.
3.
1.
2.
3.
1.
2.

Responsible
Care

19

Very earnest
Less seriously
Not really sunguh
Very responsibility
Less responsibility
Not liable
Very care
Careless

3.
1.
2.
3.

Cooperation

b.

assessment results
Indicators of
Mechanical
Competence
Ratings
Achievement
written

Does not matter


very cooperation
Less kerajasama
not cooperation

Forms of
Assessment

Instrument

commentary

sda

guidelines scoring
EACH ASPECT

SCORE

Correct answers with the words correctly

Answer true with writing less true

1.5

Answer wrong with writing properly

Answer wrong with writing one

0.5

No answer

I. INSTRUCTIONAL MEDIA :
Images, calendar, Laptop and LCD
J.
LEARNING RESOURCES :
English When English rings the bell. And teacher - a teacher at the School.
K. Evaluation
1. Performance (practice)
It rattled and asked the name of the day, the month, the name of the time of day,
time as a number, date, and year
The accuracy and appropriateness of using the text structure and language
elements in oral texts and write appropriate material that has been given.
2. Observation
Ratings for the purpose of providing feedback. target ratings

20

Attempts to use the English language to name and asks the name of the
day, the month, the name of the time of day, time as a number, date, and
year
Seriousness of learners in the learning process at every stage.
Polite behavior, caring, honest, disciplined, confident, and responsible for
implementing communication

Rubric
1. aspects attitude
Account
Item attitude
No.
1.
Courtesy

2.

Responsible

3.

Care

4.

Truly

5.

Discipline

6.

honest

Description

Earned
score

5: always polite
4: often mannered
3: sometimes mannered
2: seldom polite
1: never mannered
5: always liable
4: often the responsibility
3: sometimes the responsibility
2: a rare responsibility
1: never liable
5: always care
4: often pedul
3: sometimes care
2: rarely care
1: never cared
5: always sincerely
4: often sincerely
3: sometimes sincerely
2: seldom sincerely
1: never sincerely
5: always disciplined
4: often discipline
3: sometimes discipline
2: rarely disciplined
1: never disciplined
5: always honest
4: frequently dishonest
3: occasionally honest
2: rarely honest
1: never honest

2. Knowledge Aspect
Account Item attitude
No.

Description

21

Earned
score

1.

2.

3.

4.

5.

6.

7.

Pronunciation

5 = Almost Perfect
4 = no error but do not interfere with
meaning
3 = there are some errors and disturbing
meaning
2 = many errors and disturbing meaning
1 = too many mistakes so elusive
Intonation
5 = Almost Perfect
4 = no error but do not interfere with
meaning
3 = there are some errors and disturbing
meaning
2 = many errors and disturbing meaning
1 = too many mistakes so elusive
Accuracy
5 = very thorough
Check
3 = fairly thorough
2 = less scrupulous
1 = not careful
comprehension 5 = very understanding
4 = understand
3 = quite understand
2 = less understanding
1 = do not understand
Smoothness of 5 = very smoothly
4 = smooth
3 = fairly smoothly
2 = substandard
1 = noncurrent
said options
5 = very varied and precise
4 = varied and precise
3 = quite varied and precise
2 = less varied and precise
1 = not varied and precise
The structure
5 = very precise and appropriate
and language
4 = prompt and appropriate
elements
3 = fairly accurate and appropriate
2 = less precise and appropriate
1 = not appropriate and suitable

3. Behavior Aspect
Account Item attitude
No.
1.
Commits an
appropriate
communication

Description
5 = Always do the right
communication kegiatn
4 = Often conducting proper
22

Earned
score

communication
3 = Some akli conducting proper
communication
2 = Never conduct appropriate
communication
1 = never do proper communication
activities
Blahbatuh, 12 July 2016
Knowing,
Headmaster

Subject teachers

Dewa Ayu Mas Lestari


NIP.

23

INTERACTIVE LANGUAGE TEACHING LESSON PLAN 2


School
Subjects
Semester/Year

: SMPN 1 Blahbatuh
: English
: II / 2016-2017

Grade

: XI (Eleven)

Time Allocation

: 2 x 40 minute

A. BASIC COMPETENCE And INDICATOR


1. BASIC COMPETENCE
1.1. Grateful for the opportunity to learn the language in the English language
international communication embodied in the spirit of learning
1.2. Demonstrate honest behavior, discipline, confidence, and in content of
implementing transactional communication with teachers and friends.
1.3. Behave responsibility, caring, cooperation, and peaceful, in implementing
functional communication.
1.4. Understanding the social function, the structure of the text, and linguistic
elements in the text to state and ask for the name and number of animals,
objects, and public buildings are close to the students' everyday life.
1.5. Develop oral and written texts to express and ask the name of animals,
objects, and public buildings are close to the students' everyday life, with
due regard to the social function, the structure of the text, and correct
linguistic elements and in context.
2. INDICATORS
1. Show earnest attitude in learning.
2. Responsible, caring, working and peace-loving in learning the meaning of
the nature of people, animals and objects.
3. Explaining the function of social and linguistic elements in oral and written
texts
4. Develop oral and written texts about the nature of people, animals, and
objects
B. LEARNING MATERIALS
People, animals, objects around and relevant to learners, by providing
exemplary behavior of discipline, honesty, caring, healthy lifestyles and
environmentally friendly.
Social functions:
Identify, introduce, praise, criticize, admire
Text structure
- People who portrayed
- The characteristics of people: young, old, clever, big, small, easy, difficult,,
diligent, tired, tall, short, beautiful, etc.
It's .., They're ..., I'm ... etc.

24

It is small? What is he like? What are they like? Are you tired? What do you
think /? dst
Linguistic element:
1. What question words? Which? How?
2. The names of objects that are so prevalent around the home and school and
related.
3. The verb in the simple present tense.
4. Speech, said stress, intonation, spelling and handwriting.
C.

LEARNING METHODS:
Scientific Learning

D.

LEARNING STEPS
1. INTRODUCTION
a. Greetings and pray.
b. Provide motivation and apersepsi.
c. Informing learning objectives.
2. CORE
a. Observe
student

Teacher

Students listen / read


various texts to express and
ask the nature of people,
animals, objects

Students
follow
the
interaction of text to express
and ask the nature of people,
animals, and objects

Students imitate the model


text for the states and asked
the nature of people, animals,
and objects

Students
identify
the
characteristics of text to
express and ask the nature of
people, animals and objects
(social function, the structure
of the text, and linguistic
elements).

b. questioning
25

play / ask students to read a


variety of texts to express and
ask the nature of people,
animals, objects

Guiding Students to follow


the interaction of text to
express and ask the nature of
people, animals, and objects

provides a model text for the


states and asked the nature of
people, animals, and objects

Provide
guidance
and
direction, in order to identify the
characteristics of text to
express and ask the nature of
people, animals and objects
(social function, the structure of
the
text,
and
linguistic
elements).

student

Teacher

Questioning among other


differences between various
phrases to express and ask
the nature of people, animals,
objects in accordance with the
context of its use in English,
differences in expression to
those in Indonesian, the
possibility of using another
expression, etc.

c. exploring
student

Teacher

constructing the text to state and


ask the nature of people,
animals, objects according to
user context with the English
language in the context of
simulations, role-play, and other
structured activities.
d. Associating
student

Guide students in preparing the


text for the states and asked the
nature of people, animals, objects
according to user context with the
English language in the context of
simulations, role-play, and other
structured activities.

Teacher

Comparing the expression


to express and ask the nature
of people, animals, objects
that have been studied in a
variety of other sources.

Comparison between
expressions to express and
ask the nature of people,
animals, objects in English
and in the language of the
student.

e. Communicating
student

Guide the students in question


Among other differences
between various phrases to
express and ask the nature of
people, animals, objects in
accordance with the context of
its use in English, differences in
expression to Reviews those in
Indonesian, the possibility of
using another expression, etc.

Ask students to compare the


expression to express and ask
the nature of people, animals,
objects that have been studied
in a variety of other sources.
Asking students compare
one expression to express and
ask the nature of people,
animals, objects in English and
in the language of the student.

Teacher

States and asked the nature


26

Asking students in the states

of people, animals, objects


with the English language,
inside and outside the
classroom.
Write down the problems in
using the English language to
express and ask the nature of
people, animals and objects in
accordance with its use in the
context of the journal learning
(learning journal).

and asked the nature of people,


animals, objects with the
English language, inside and
outside the classroom.

Asks the students to write


down the problems in using the
English language to express
and ask the nature of people,
animals and objects in
accordance with its use in the
context of the journal learning
(learning journal).

3. CLOSING
a. Teachers and students make a summary / concluding lesson.
b. Conducting an assessment and / or reflection of the activities that have
been carried out consistently and programmatically.
c. Provide feedback on the learning process and results.
d. Give assignments, both individual and group tasks in accordance with the
learning outcomes of students.
e. Delivering the lesson plan at the next meeting.
E. INSTRUCTIONAL MEDIA:
LCD, Whiteboard
F. LEARNING RESOURCES
Student Discount Books When English Rings the Bell
G. ASSESSMENT OF LEARNING
1. PERFORMANCE (practice)
a. Verbally describe a character and their families as well as anything
owned by the family with the proper greeting.
b. Describing by writing a character and their families and it is owned by the
family properly.
2. Observation:
Ratings for the purpose of providing feedback. target ratings
Seriousness of students in the learning process at every stage.
Behavior of responsibility, caring, cooperation, and peaceful, in carrying
out communications

Rubric
a.
aspects attitude
Account Item attitude

Description

27

Earned

No.
1.

Truly

score

2.

Responsible

3.

Care

4.

Cooperation

5.

Love peace

5: always earnest
4: often earnest
3: sometimes earnest
2: rarely earnest
1: never seriously
5: always liable
4: often the responsibility
3: sometimes the responsibility
2: a rare responsibility
1: never liable
5: always care
4: often pedul
3: sometimes care
2: rarely care
1: never cared
5: always cooperation
4: frequent cooperation
3: sometimes cooperation
2: a rare collaboration
1: never cooperation
5: always love peace
4: often pacifist
3: sometimes love peace
2: rarely peaceful
1: never pacifist

b.
aspects of Knowledge
Account Item attitude
Description
No.
1.
Pronunciation
5 = Almost Perfect
4 = no error but do not interfere with
meaning
3 = there are some errors and
disturbing meaning
2 = many errors and disturbing
meaning
1 = too many mistakes so elusive
2.

Intonation

5 = Almost Perfect
4 = no error but do not interfere with
meaning
3 = there are some errors and
28

Earned
score

3.

4.

disturbing meaning
2 = many errors and disturbing
meaning
1 = too many mistakes so elusive
Accuracy
5 = very thorough
Check
3 = fairly thorough
2 = less scrupulous
1 = not careful
comprehension 5 = very understanding
4 = understand
3 = quite understand
2 = less understanding
1 = do not understand

c.
Aspects of Writing Skills
Account Rated aspect
Criteria
Earned
No.
score
1.
Kesesuan
5 = 100% of the contents in accordance
content with the with Title
title
4 = 80% of the contents in accordance
with Title
3 = 60% of the contents in accordance
with Title
2 = 40% of the contents in accordance
with Title
1 = 20% of the contents in accordance
with Title
2.
text structure
5 = 100% post has the right structure
4 = 80% of posts have the right
structure
3 = 60% of posts have the right
structure
2 = 40% of posts have the right
structure
1 = 20% of posts have the right
structure
3.
choice of words 5 = 100% right choice of words
4 = 80% the right choice of words
3 = 60% the right choice of words
2 = 40% the right choice of words
1 = 20% the right choice of words
4.
The integration 5 = 100% integrated and coherent
of the sentence sentences
29

5.

6.

7.

8.

4.

4 = 80% integrated and coherent


sentences
3 = 60% integrated and coherent
sentences
2 = 40% integrated and coherent
sentences
1 = 20% integrated and coherent
sentences
The integration 5 = 100% integrated and coherent
paragraph
paragraphs
4 = 80% integrated and coherent
paragraphs
3 = 60% integrated and coherent
paragraphs
2 = 40% integrated and coherent
paragraphs
1 = 20% integrated and coherent
paragraphs
Writing
5 = 100% exact spelling
vocabulary
4 = 80% writing the right word
3 = 60% writing the right word
2 = 40% writing the right word
1 = 20% writing the right word
Grammatical
5 = 100% use proper grammar
correctness
4 = 80% use proper grammar
3 = 60% use proper grammar
2 = 40% use proper grammar
1 = 20% use proper grammar
originality writing 5 = 100% writing the ideas of its own
4 = 80% writing the ideas of its own
3 = 60% writing the ideas of its own
2 = 40% writing the ideas of its own
1 = 20% writing the ideas of its own
neatness posts 5 = neat and legible
3 = less tidy and less legible

d. Aspects of Behavior
Account Item attitude
No.
1.
Commits an
appropriate
communication

Description
5 = Always do the right
communication
4 = Often conducting proper
communication
30

Earned
score

3 = Several times conducting


appropriate communication
2 = Never conduct appropriate
communication
1 = never do proper
communication activities
Blahbatuh, 12 July 2016
Knowing,
Headmaster

Subject teachers

Dewa Ayu Mas Lestari


NIP.

31