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Lesson Plan

School
Subject
Class/Semester
Topic
Time Allocation
A. Core Competence

: SMA NEGERI 4 KENDARI


: Bahasa Inggris (Wajib)
:X/1
: Congratulating and Complimenting
: 2 x 135 ( 2 x pertemuan )

KI 1
: Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong
royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukan sikap
sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa
dalam pergaulan dunia
KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural dan
metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni,
budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan
peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan
prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan
pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan
kreatif, serta mampu menggunakan metoda sesuai kaidah keilmuan

B. Basic Competence
3.3. Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi
transaksional lisan dan tulis yang melibatkan tindakan
memberi dan meminta
informasi terkait niat melakukan suatu tindakan/kegiatan, sesuai dengan konteks
penggunaannya. (Perhatikan unsur kebahasaan be going to, would like to)
4.3. Menyusun teks interaksi transaksional lisan dan tulis pendek dan sederhana
yang melibatkan tindakan memberi dan meminta informasi terkait niat melakukan
suatu tindakan/kegiatan, dengan memperhatikan fungsi sosial, struktur teks, dan
unsur kebahasaan yang benar dan sesuai konteks
C. Indicator of Competence Achievement
3.3.1. Mengidentifikasi teks interakasi transaksional lisan dan tulis mengenai tindakan
memberi dan meminta informasi terkait niat melakukan suatu tindakan/kegiatan
sesuai dengan konteks pengunaannya
3.3.2. Membedakan teks interakasi transaksional lisan dan tulis mengenai tindakan
memberi dan meminta informasi terkait niat melakukan suatu tindakan/kegiatan
sesuai dengan konteks pengunaannya
3.3.3. Mengelola teks interakasi transaksional lisan dan tulis mengenai tindakan memberi
dan meminta informasi terkait niat melakukan suatu tindakan/kegiatan sesuai
dengan konteks pengunaannya
3.3.4. Menggunakan teks interakasi transaksional lisan dan tulis mengenai tindakan
memberi dan meminta informasi terkait niat melakukan suatu tindakan/kegiatan
sesuai dengan konteks pengunaannya
4.3.1. Menyusun teks interakasi transaksional lisan dan tulis mengenai tindakan memberi
dan meminta informasi terkait niat melakukan suatu tindakan/kegiatan sesuai
dengan konteks pengunaannya

Menceritakan teks interakasi transaksional lisan dan tulis mengenai tindakan


memberi dan meminta informasi terkait niat melakukan suatu tindakan/kegiatan
sesuai dengan konteks pengunaannya
D. Learning Objectives
3.1.1.1. Students are able to identify the social function, text structure, and
4.3.2.

language feature of a simple short transactional text that involves self and family

introduction based on the context.


3.1.2.1. Students are able to determine the social function, text structure, and
language feature of a simple short transactional text that involves self and family

introduction based on the context.


3.2.3.1. Students are able to apply the social function, text structure, and language
feature of a simple short transactional text that involves self and family

introduction based on the context.


4.1.1.1. Students are able to arrange the oral and written text interpersonal
interactions that involving simple act of self and family introduction based on the
context.based on the social function, text structure and language feature based on

E.
F.
G.
H.

the context correctly.


Learning Material
Self Introduction
Learning Strategies and Model
Model: Task Based Learning
Approach: scientific
Media
Students book, video, text
Source
English book K 2013

I. Learning Procedure
Pre activity
Students greet their teacher
Students confirm their attendance to teacher
Students get motivation from teacher.
Students explain the previous study to their friend and teacher.
Teachers explain the learning objective for today.
Main activity
1) Pre task
Students

Time
Allocation

- Students watch the video about expressing intention on the screen

- Students guess some expression or vocabulary they can catch from


the video.
- Students explain some information needed according to the material
context.
- Students listen to the teacher for task.
- Students are divided in to several groups to accomplish the task.
2) Main Task
Students

Time
Allocation

- Students by their own group search the expression of intention.


- Every group of Students compares and writes the expression of
intention in white board.
- Students discuss the expression intention different of their finding
with the other groups and teacher.
- Students are pleased to ask their friend and teacher about expression
intention.
- Students are given a conversation text and try to identify which are
the expressions of intention based on the text.
- Students are given a missing conversation text to be completed.
- Students present their conversation they have completed.
- Every student in a group visits another group to be asked by home
group about the theme that the teacher gives.
- Students are given short conversation text consisting grammar review
of intention.
- Students complete the grammar of the missing expression using
appropriate part of speech.
- Students make sentences using the language pattern in expressing
intention. (Question form and statement form).
- Students present their sentences in front of the class.
- Students make up a short dialogue using situation that the teacher
prepares.
- Students act out the dialog they have created for the class.
- Students are instructed to make a simple speech about their plan if
they are selected as the captain of OSIS.
- Students present their speech in front of the class.
- Students write a paragraph about their holyday plan using language
pattern of expressing intention.
- Students read their paragraph.
3) Post Task

70

Students

Time
allocation

- Students conclude the material they have learnt. Teacher completes it.
- Students do reflection to know how effective their learning process

10

Post activity
-

Students pay attention to the teachers explanation about task for

bringing home.
Students get information about the material for the next week.
A student is given a time and space to perform his/her talent.
The class is closed.

J. Assesment
1. Assesment technique: observation, performance test
2. Assesment procedure:
N
o
1.

Aspects

Assesment technique

Time

Cognitive
1. Identify the words that is Observating, written During the lesson
used
in
expressing test and performance
suggestion and offering.
test.
2. Using the expression of
suggestion and offering in
dialogue form correctly.

2.

Skill in practicing a simple


dialogue.

Observation

Accomplishing
assigment (individual
or group) and during
discussion.

K. Instrumen Penilaian Hasil belajar


Test Performance
Assesment
Speaking Rubric Assesment
Aspek

Score
4
3

Item
Understandable although with certain accent.
There is a problem in pronouncing that make listener should

Pronouncing

Grammar

Vocabulary

Fluency

Comprehensio
n

give full focus and sometimes there is misunderstanding.


Hard to understand because there is pronouncing problem,

often to repeating.
There are often mistaken in pronouncing so it cannot be

understood.
Sometime makes grammar mistake but it doesnt influence

the meaning.
There are often make grammar mistake that influence the

meaning.
A lot of grammar mistake that block the meaning and often

rearrange the sentence.


Badly grammar mistake so its become so hard to

understand.
Sometimes pronoun the vocabulary in inappropriate way and

should explain the idea because unequal vocabulary.


Often use inappropiate vocabulary so the dialogue become

limited because of limiter vocabulary.


Using vocabulary in wrong way and limited vocabulary so

its cannot be understand.


Very limited vocabulary so the dialogue is impossible to

4
3
2
1

happen.
Fluency is having a little disruption by language problem.
A lot of mistake in language problem.
Often doubt and stop because of limited language.
Often break off and stop while dialogue so the dialogue

cannot be happen.
Most comprehend in all although there is repeating in certain

part.
Most comprehend in what she/he said although there is some

repeating.
Difficult to follow what they said, only comprehend in
socialization dialogue with slow speaking and a lot of

repeating.
Cannot be comprehended although in simple dialogue.
Category of Scoring

No
1
2
3
4

Score
90 100
80 89
70 79
60 69

Grade
A
B
C
D

Explanation
Excellent
Good
Fair
Bad

59

Very bad (Error)