STATE SENIOR Document Number

HIGH SCHOOL 1
BATU Date/Month/Year

Edition/Revision
Number
LEARNING
Page
DESIGN

SPECIFYING OF THE DETAILS EVECTIVE WEEK

Education Unit : State Senior High School 1 Batu
Class/Semester : XII /First
Subject : English
Academic Year : 2014-2015

I. The sum of weeks in the Odd Semester

NO MONTH THE SUM OF WEEK

1 JULY 5
2. AUGUST 4
3. SEPTEMBER 4
4. OCTOBER 5
5. NOVEMBER 4
6. DESEMBER 5
Total 27

II. The Sum of Ineffective week in the Odd Semester

NO DESCRIPTION THE SUM OF WEEK

1. The holiday of second semester 2013-2014 academic year 2
2. The holiday of the Feast day 1
3. Middle Test 1
4. Final Test and prepare the students report 2
5. The First semester holiday 2
Total 8

Learning Design Page 1

III. The sum of the effective week
The sum of week in the odd semester the sum of ineffective week in the odd semester : 27 8
= 19 effective week.
IV. The sum of Effective lesson hour
The sum of effective lesson hour = 19 x 5 lesson hour = 95 lesson hour.

It has been verified Batu, 24 June 2013

by Team of SMAN 1 Batu English Teacher

Achmad Sulton, S.Pd

NIP. NIP. 19731118 199802 1 002

Legalized by
The Headmaster

Drs. SUPRANTIYO, MM
NIP. 19590923 198703 1 009

Learning Design Page 2

 STATE SENIOR Document Number
HIGH SCHOOL 1
BATU Date/Month/Year

Edition/Revision
Number
LEARNING
Page
DESIGN

YEARLY PROGRAM
SCHOOL : State Senior High School 1 of Batu
SUBJECT : English
CLASS/PROGRAM : XII/Language, Social and Science
ACADEMIC YEAR : 2014-2015
Semes Time
Standard Competence Basic Competence Note
ter Allocation

Listening: 1.1 Respond to the meaning of formal or

1.Understanding informal transactional and interpersonal
transactional and
interpersonal dialogues using varieties of simple spoken
dialogues in the daily language accurately, fluently, and
life. accepted in daily life by using the speech
acts such as advise, beg, complain.
Speaking: 8 X 45
1 3. Express meaningful
minutes
utterance in
transactional and 3.1 Express to the meaning of formal or
interpersonal informal transactional and interpersonal
dialogues in the daily dialogues using varieties of simple spoken
life language accurately, fluently, and
accepted in daily life by using the speech
acts such as advise, beg, complain.

Listening : 2.2 Responding to simple spoken

2.Understand the monologue in Narrative text accurately,
meaning of short fluently, and accepted in daily life.
functional text, the
simple talks in
Narrative, Explanation
and Discussion 8 X 45
minutes
in the daily life context
4.2Expressing meaning in the form of
Speaking : simple monologue text Narrative using
3. Express the varieties of spoken language accurately,
meaning of short fluently, and accepted in daily life.
functional text, the
simple talks in

Learning Design Page 3

 Narrative, Explanation
and Discussion

Reading: 5.2Responding to the meaning and

5. Understand the rhetoric steps in a written monologue for
meaning of short
functional text, the Narrative text accurately, fluently, and
simple talks in accepted in daily life and to access
Narrative, Explanation knowledge.
and Discussion in
daily life and to access 6.2.Expressing meaning and rhetoric steps
the knowledge 6 X 45
accurately, fluently, and accepted in any
Minutes
Writing: daily life context in the form of Narrative
6. Arouse the meaning
of short functional
text, the simple talks
in Narrative,
Explanation and
Discussion in
daily life and to access
the knowledge
Listening : 1.1 Respond to the meaning of formal or
1. Understanding informal transactional and interpersonal
transactional and
interpersonal dialogues using varieties of simple spoken
dialogues in the daily language accurately, fluently, and
life accepted in daily life by using the speech
acts such as possibility and impossibility
Speaking : 3. Express
meaningful utterance and command.
in transactional and 6 X 45
interpersonal Minutes
dialogues in the daily 3.1 Express to the meaning of formal or
life informal transactional and interpersonal
dialogues using varieties of simple spoken
language accurately, fluently, and
accepted in daily life by using the speech
acts such as possibility and impossibility
and command

First Daily Test 2 X 45

Minutes

Listening : 2.
2.2 Responding to simple spoken
Understand the
meaning of short monologue in Explanation text accurately,
functional text, the fluently, and accepted in daily life.
simple talks in 6 X 45
Narrative, Explanation
Minutes
and Discussion
in the daily life context 4.2Expressing meaning in the form of
simple monologue for Explanation text
Speaking : 3. Express
using varieties of spoken language
the meaning of short
functional text, the accurately, fluently, and accepted in daily

Learning Design Page 4

 simple talks in life.
Narrative, Explanation
and Discussion
in the daily life context

Reading: 5.
Understand the 5.2Responding to the meaning and
meaning of short rhetoric steps in a written monologue for
functional text, the Explanation text accurately, fluently, and
simple talks in
Narrative, Explanation accepted in daily life and to access
and Discussion in knowledge.
daily life and to access 6 X 45
the knowledge
Minutes
Writing: 6. Arouse the 6.2Expressing meaning and rhetoric steps
meaning of short
accurately, fluently, and accepted in any
functional text, the
simple talks in daily life context in the form of
Narrative, Explanation Explanation
and Discussion in
daily life and to access
the knowledge
Listening : 2. 2.1Responding to formal and informal
Understand the simple short spoken functional text
meaning of short (announcement, advertisement, invitation,
functional text, the etc.) accurately, fluently and accepted in
simple talks in
daily life.
Narrative, Explanation
and Discussion
in the daily life context 6 X 45
4.1 Demonstrate a short functional text
Minutes
Speaking : 4. Express (advertisement, announcement, and
the meaning of short invitation) formal or non-formal by using
functional text, the
simple talks in different speech acts in daily life.
Narrative, Explanation
and Discussion
in the daily life context

Reading: 5. 5.1 Responding to the meaning of formal

Understand the and informal simple short functional texts
meaning of short
functional text, the (such as announcement, advertisement,
simple talks in invitation, etc accurately, fluently, and
Narrative, Explanation accepted in daily life and to access
and Discussion in knowledge
daily life and to access 6 X 45
the knowledge Minutes
6.1Expressing meaning in the form of
formal and informal short functional text
Writing: 6. Arouse the (such as announcement, advertisement,
meaning of short invitation, etc.) using varieties of written
functional text, the
simple talks in language accurately, fluently, and
Narrative, Explanation accepted in any daily life context.
and Discussion in

Learning Design Page 5

 daily life and to access
the knowledge
Second Daily Test 2 X 45
Minutes
Listening : 2. 2.2 Responding to simple spoken
Understand the monologue in Discussion text accurately,
meaning of short
functional text, the fluently, and accepted in daily life.
simple talks in
Narrative, Explanation 4.2Expressing meaning in the form of
and Discussion simple monologue for Discussion text
6 X 45
in the daily life context using varieties of spoken language
Minutes
accurately, fluently, and accepted in daily
Speaking : 3. Express life.
the meaning of short
functional text, the
simple talks in
Narrative, Explanation
and Discussion
in the daily life context
Reading: 5.
Understand the 5.2Responding to the meaning and
meaning of short rhetoric steps in a written monologue for
functional text, the Discussion text accurately, fluently, and
simple talks in
Narrative, Explanation accepted in daily life and to access
and Discussion in knowledge.
daily life and to access 9 X 45
the knowledge
Minutes
Writing: 6. Arouse the 6.2Expressing meaning and rhetoric steps
meaning of short
accurately, fluently, and accepted in any
functional text, the
simple talks in daily life context in the form of
Narrative, Explanation Discussion
and Discussion in
daily life and to access
the knowledge
Third Daily Test 2 X 45
Minutes
Listening : 1. 1.2 Respond to the meaning of formal or
Understanding informal transactional and interpersonal
transactional and
interpersonal dialogues using varieties of simple spoken
dialogues in the daily language accurately, fluently, and
life accepted in daily life by using the speech
acts such as expression of confessing,
promising, blaming and curiosity. 6 X 45
Minutes

3.2 Express to the meaning of formal or

informal transactional and interpersonal
Speaking : 3. Express
dialogues using varieties of simple spoken
meaningful utterance language accurately, fluently, and
in transactional and
Learning Design Page 6
 interpersonal accepted in daily life by using the speech
dialogues in the daily acts such as confessing, promising,
life
blaming, curiosity

Listening : 1. 1.2 Respond to the meaning of formal or

Understanding informal transactional and interpersonal
transactional and
interpersonal dialogues using varieties of simple spoken
dialogues in the daily language accurately, fluently, and
life accepted in daily life by using the speech
acts such as expression of attitudes,
pleased and displeased.
6 X 45
3.2 Express to the meaning of formal or Minutes
informal transactional and interpersonal
dialogues using varieties of simple spoken
Speaking : 3. Express language accurately, fluently, and
meaningful utterance accepted in daily life by using the speech
in transactional and acts such as expression of attitudes,
interpersonal pleased and displeased
dialogues in the daily
life
Fourth Daily Test 2 X 45
Minutes
TOTAL 95 x 45
Minutes

Listening: 7.1 Respond to the meaning of formal or

1.Understanding informal transactional and interpersonal
transactional and
interpersonal dialogues using varieties of simple spoken
dialogues in the daily language accurately, fluently, and
life. accepted in daily life by using the speech
acts such as persuading, encouraging,
Speaking:
3. Express meaningful criticize.
utterance in 6 X 45
2
transactional and Minutes
interpersonal 9.1 Express to the meaning of formal or
dialogues in the daily informal transactional and interpersonal
life dialogues using varieties of simple spoken
language accurately, fluently, and
accepted in daily life by using the speech
acts such as persuading, encouraging,
criticize.

Listening :
2.Understand the 8.2 Responding to simple spoken
6 X 45
meaning of short monologue in Narrative text accurately,
Minutes
functional text, the fluently, and accepted in daily life.
simple talks in
Narrative, Review

Learning Design Page 7

 in the daily life context

Speaking :
3. Express the 10.2Expressing meaning in the form of
meaning of short
simple monologue text Narrative using
functional text, the
simple talks in
varieties of spoken language accurately,
Narrative, Review fluently, and accepted in daily life.
Reading: 11.2Responding to the meaning and
5. Understand the rhetoric steps in a written monologue for
meaning of short
functional text, the Narrative text accurately, fluently, and
simple talks in accepted in daily life and to access
Narrative, Review in knowledge.
daily life and to access 6 X 45
the knowledge 12.2.Expressing meaning and rhetoric Minutes
Writing:
steps accurately, fluently, and accepted in
6. Arouse the meaning any daily life context in the form of
of short functional Narrative
text, the simple talks
in Narrative, Review in
daily life and to access
the knowledge
Listening : 7.1 Respond to the meaning of formal or
1. Understanding informal transactional and interpersonal
transactional and
interpersonal dialogues using varieties of simple spoken
dialogues in the daily language accurately, fluently, and
life accepted in daily life by using the speech
acts such as planning, hoping and
Speaking : 3. Express
meaningful utterance preventing
in transactional and 6 X 45
interpersonal Minutes
dialogues in the daily 9.1 Express to the meaning of formal or
life informal transactional and interpersonal
dialogues using varieties of simple spoken
language accurately, fluently, and
accepted in daily life by using the speech
acts such as planning, hoping and
preventing

FIRST Daily Test 2 x 45

minutes

Listening : 2.
Understand the 8.2 Responding to simple spoken
meaning of short monologue in Review text accurately,
functional text, the fluently, and accepted in daily life. 6 X 45
simple talks in
Minutes
Narrative, Review
in the daily life context
10.2Expressing meaning in the form of
Speaking : 3. Express
simple monologue for Review text using
the meaning of short
Learning Design Page 8
 functional text, the varieties of spoken language accurately,
simple talks in fluently, and accepted in daily life.
Narrative, Review
in the daily life context
Reading: 5.
11.2Responding to the meaning and
Understand the
meaning of short rhetoric steps in a written monologue for
functional text, the Review text accurately, fluently, and
simple talks in accepted in daily life and to access
Narrative, Review in
knowledge.
daily life and to access 6 X 45
the knowledge
Minutes
Writing: 6. Arouse the
meaning of short 12.2Expressing meaning and rhetoric
functional text, the steps accurately, fluently, and accepted in
simple talks in any daily life context in the form of
Narrative, Review in
daily life and to access Review
the knowledge
Listening : 2. 8.1Responding to formal and informal
Understand the simple short spoken functional text
meaning of short (announcement, advertisement, invitation,
functional text, the etc.) accurately, fluently and accepted in
simple talks in
daily life.
Narrative, Review 7 X 45
in the daily life context
Minutes
Speaking : 4. Express 10.1 Demonstrate a short functional text
the meaning of short (advertisement, announcement, and
functional text, the invitation) formal or non-formal by using
simple talks in
Narrative, Review different speech acts in daily life.
in the daily life context
Reading: 5. 11.1 Responding to the meaning of formal
Understand the and informal simple short functional texts
meaning of short
functional text, the (such as announcement, advertisement,
simple talks in invitation, etc accurately, fluently, and
Narrative, Review in accepted in daily life and to access
daily life and to access knowledge
the knowledge 4 X 45
Minutes
12.1Expressing meaning in the form of
Writing: 6. Arouse the formal and informal short functional text
meaning of short (such as announcement, advertisement,
functional text, the invitation, etc.) using varieties of written
simple talks in
Narrative, Review in language accurately, fluently, and
daily life and to access accepted in any daily life context.
the knowledge
Listening : 1. 7.2 Respond to the meaning of formal or
Understanding informal transactional and interpersonal
transactional and
dialogues using varieties of simple spoken 4 X 45
interpersonal Minutes
dialogues in the daily language accurately, fluently, and
life accepted in daily life by using the speech
acts such as expression of purpose, intend,

Learning Design Page 9

 predicting, speculating, accessing.

9.2 Express to the meaning of formal or

informal transactional and interpersonal
dialogues using varieties of simple spoken
language accurately, fluently, and
Speaking : 3. Express accepted in daily life by using the speech
meaningful utterance
in transactional and acts such as purpose, intend, predicting,
interpersonal speculating, accessing
dialogues in the daily
life
Second Daily Test 2 x 45
minutes

TOTAL 55 X 45
Minutes

It has been verified Batu, 14 July 2014

by Team of SMAN 1 Batu English Teacher

Achmad Sulton, S.Pd

NIP. NIP. 19731118 199802 1 002

Legalized by
The Headmaster

Drs. SUPRANTIYO, MM
NIP. 19590923 198703 1 009

Learning Design Page 10

 STATE SENIOR Document Number
HIGH SCHOOL 1
BATU Date/Month/Year

Edition/Revision
Number
LEARNING
Page
DESIGN

LESSON PLAN

SUBJECT : English
GRADE/SEMESTER : Twelfth/First
MEETING : First
TIME ALLOTMENT : 2 X 45 minutes

Standard Competence
Listening : Understand the meaning in transactional and interpersonal conversation in daily
life.
Speaking : Express the meaning in transactional and interpersonal conversation in daily life.
Basic Competence
2.2 Respond the meaning in transactional and interpersonal conversation and sustained accurately,
fluently and properly by using variety of spoken utterances in daily life and involved expression
of advice, beg, and complain
4.2 Arouse the meaning in transactional and interpersonal conversation and sustained accurately,
fluently and properly by using variety of spoken utterances in daily life and involved expression
of advice, beg, and complain
Indicators
a. Identify speech act of Expression of advice/beg,
b. Respond speech act of Expression advice/beg
c. Identify speech act of Expression of complain
d. Respond speech act of Expression of complain
IGCSE
Listening
- demonstrate understanding of specific details, information and semiformal announcements, e.g.
news, weather, travel, and in interviews, dialogues and telephone conversations
- demonstrate general comprehension of the speaker's intentions where appropriate
- identify the important points or themes of the material they hear, including attitudes
- draw conclusions from and identify the relationships between ideas within the material they hear
- show awareness of major variations in register
- take notes from material they have heard
Speaking
- demonstrate competence in a range of speech activities, e.g. respond to questions on topics within
a defined range such as past and present schooling, future plans, current affairs
- conduct a sustained conversation
- demonstrate greater flexibility in dealing with new, topical ideas
- show a sense of audience

Learning Design Page 11

1. Learning Activity
After discussing about the expression that the students have learned, They are able to identify and
respond the expression of advice, beg, and complain
2. Materials
The dialogues about expression of advice, beg and complain.
3. Learning Steps
A. Beginning Activity (10 minutes)
Apperception
1. Give the regard to the students
2. Ask and answer some questions related with the expression given
3. Convey the goal of activity in the class
B. Core Activity (70 minutes)
Exploration
1. Listen and complete the dialog based on what youve heard (LKS 2012, C on page 27)
2. Answer the questions based on the dialog in Task C
3. Listen and choose a, b, c, d, or e for the correct answer (LKS 2012, E on page 28)
Elaboration
1. Read the dialog and study the expression (LKS 2012, on page 24 and 25)
2. Create the dialogue about expression advice/beg, request and complain with your partner
C. Closing Activity
Confirmation
1. The teacher asks to the student for concluding the materials that have been done.
2. Give the assignment to continue in composing the dialogue.
4. Method and Model of Learning
Method of Learning : Communicative Approach
Model of Learning : Cooperative Learning (Role Playing)
5. Tools/Materials/Sources
a. Tools : The students worksheet
b. Materials : The expression of advice, beg and complain
c. Sources : Student's worksheet for senior high school in twelfth grade by Cicik Kurniawati
and Yuniarti Dwi Arini published by Intan Pariwara, 2012.
6. Assessment
a. Technique : written test
b. Form : Answer the questions
I. Listen the dialogue carefully and answer some questions (PROGRESS text book on page 28 and
29).
c. Scoring system
1. Maximal Score : 40
2. Totally Score : 100
3. Student's Score : Getting Score X 100
Maximal Score
c. Scoring Rubric
SCORE TOTAL
NO NAME
1 2 3 4 5 6 7 8 SCORE

Learning Design Page 12

Note:
1. The score for each number is 5. If the student can answer a question truly, he/she will get
5. So, total score for the test is 100.

It has been verified Batu, 14 July 2014

by Team of SMAN 1 Batu English Teacher

Achmad Sulton, S.Pd

NIP. NIP. 19731118 199802 1 002

Legalized by
The Headmaster

Drs. SUPRANTIYO, MM
NIP. 19590923 198703 1 009

Learning Design Page 13

 STATE SENIOR Document Number
HIGH SCHOOL 1
BATU Date/Month/Year

Edition/Revision
Number
LEARNING
Page
DESIGN

LESSON PLAN

SUBJECT : English
GRADE/SEMESTER : Twelfth/First
MEETING : Second
TIME ALLOTMENT : 2 X 45 minutes

Standard Competence
Listening : Understand the meaning in transactional and interpersonal conversation in daily
life.
Speaking : Express the meaning in transactional and interpersonal conversation in daily life.
Basic Competence
2.2 Respond the meaning in transactional and interpersonal conversation and sustained accurately,
fluently and properly by using variety of spoken utterances in daily life and involved expression
of advice, beg, and complain
4.2 Arouse the meaning in transactional and interpersonal conversation and sustained accurately,
fluently and properly by using variety of spoken utterances in daily life and involved expression
of advice, beg, and complain
Indicators
a. Identify speech act of Expression of advice/beg,
b. Respond speech act of Expression advice/beg
c. Identify speech act of Expression of complain
d. Respond speech act of Expression of complain
IGCSE
Listening
- demonstrate understanding of specific details, information and semiformal announcements, e.g.
news, weather, travel, and in interviews, dialogues and telephone conversations
- demonstrate general comprehension of the speaker's intentions where appropriate
- identify the important points or themes of the material they hear, including attitudes
- draw conclusions from and identify the relationships between ideas within the material they hear
- show awareness of major variations in register
- take notes from material they have heard
Speaking
- demonstrate competence in a range of speech activities, e.g. respond to questions on topics within
a defined range such as past and present schooling, future plans, current affairs
- conduct a sustained conversation

Learning Design Page 14

- demonstrate greater flexibility in dealing with new, topical ideas
- show a sense of audience
1. Learning Activity
After discussing about the expression that the students have learned, They are able to identify and
respond the expression of advice, beg, and complain
2. Materials
The dialogues about expression of advice, beg and complain.
3. Learning Steps
A. Beginning Activity (10 minutes)
Apperception
1. Give the regard to the students
2. Ask and answer some questions related with the expression given
3. Convey the goal of activity in the class
B. Core Activity (70 minutes)
Exploration
1. Practice the dialogs with your partner. Do it in turns (LKS 2012, A on page 27)
2. Make the list of the difficult words from the dialogue and guess the meaning of them (LKS
2012, A on page 27)
3. Practice the dialogs with your partner. Do it in turns (LKS 2012, A on page 28)
4. Make the list of the difficult words from the dialogue and guess the meaning of them (LKS
2012, A on page 28)
5. Answer the questions based on the dialogs in Task A (LKS 2012, A on page 29)

Elaboration
1. Arrange the sentences in the correct order to form a good dialog (LKS 2012, A on page 29)
2. Make a short dialogue based on the expressions you have learned
C. Closing Activity
Confirmation
1. The teacher asks to the student for concluding the materials that have been done.
2. Give the assignment to continue in composing the dialogue.
4. Method and Model of Learning
Method of Learning : Communicative Approach
Model of Learning : Cooperative Learning (Role Playing)
5. Tools/Materials/Sources
a. Tools : The students worksheet
b. Materials : The expression of advice, beg, and complain
c. Sources : Student's worksheet for senior high school in twelfth grade by Cicik Kurniawati
and Yuniarti Dwi Arini published by Intan Pariwara, 2012.
6. Assessment
a. Technique : performance test
b. Form : Role Playing/Oral test
I. Present your dialogue in front of the class
c. Scoring system
1. Maximal Score :9
2. Totally Score : 100
3. Student's Score : Getting Score X 100
Maximal Score

Learning Design Page 15

 c. Scoring Rubric
SCORING ASPECT
Grammar and Pronounciation
NO NAME content SCORE
vocabulary and stressing
3 2 1 0 3 2 1 0 3 2 1 0

Scoring Aspect
1 Grammar and Vocabulary
3. Use the right grammar and appropriate vocabulary
2. Use incorrect grammar and appropriate vocabulary
1. Use incorrect grammar and inappropriate vocabulary
0. Use the wrong grammar and vocabulary
2 Pronounciation and Stressing
3. Pronounciation and stressing are clear
2. Pronounciation and stressing are clear enough
1. Pronounciation and stressing are unclear
0. Silent/no produce the voice
3 Content
3. The content is suitable with the expression
2. The content is rather suitable with the expression
1. The content isn't suitable with the expression
0. The content isn't relationship with the expression

It has been verified Batu, 14 July 2014

by Team of SMAN 1 Batu English Teacher

Achmad Sulton, S.Pd

NIP. NIP. 19731118 199802 1 002

Legalized by
The Headmaster

Drs. SUPRANTIYO, MM
NIP. 19590923 198703 1 009

Learning Design Page 16

 STATE SENIOR Document Number
HIGH SCHOOL 1
BATU Date/Month/Year

Edition/Revision
Number
LEARNING
Page
DESIGN

LESSON PLAN

SUBJECT : English
GRADE/SEMESTER : Twelfth/First
MEETING : Third
TIME ALLOTMENT : 2 X 45 minutes

Standard Competence
Listening :Understand the meaning of short functional text, the simple talks in
Narrative, Explanation and Discussion in the daily life context.
Speaking :Express the meaning of short functional text, the simple talks in Narrative,
Explanation and Discussion in the daily life context

Basic Competence
2.1 Responding to simple spoken monologue in Narrative text accurately, fluently, and accepted in
daily life
1.2 Expressing meaning in the form of simple monologue text Narrative using varieties of spoken
language accurately, fluently, and accepted in daily life
Indicators
a. Identify the main idea of the text.
b. Identify the characters in the story.
c. Identify the chronological events of the story.
d. Identify detailed information

IGCSE
Listening
- demonstrate understanding of specific details, information and semiformal announcements, e.g.
news, weather, travel, and in interviews, dialogues and telephone conversations
- demonstrate general comprehension of the speaker's intentions where appropriate
- identify the important points or themes of the material they hear, including attitudes
- draw conclusions from and identify the relationships between ideas within the material they hear
- show awareness of major variations in register
- take notes from material they have heard
Speaking
- demonstrate competence in a range of speech activities, e.g. respond to questions on topics within
a defined range such as past and present schooling, future plans, current affairs
Learning Design Page 17
- conduct a sustained conversation
- demonstrate greater flexibility in dealing with new, topical ideas
- show a sense of audience
1. Learning Activity
After discussing about Narrative that the students have learned, They are able to identify and
respond narrative text
2. Materials
Narrative as the spoken text
3. Learning Steps
A. Beginning Activity (10 minutes)
Apperception
1. Give the regard to the students
2. Ask and answer some questions related with the text given
3. Convey the goal of activity in the class
B. Core Activity (70 minutes)
Exploration
1. Look at the picture and answer some questions (Look A Head 3, A on page 2)
2. Listen to the fable and complete the missing words with the words you hear (Look A Head 3, A
on page 2)
3. Answer some questions based on the text (Look A Head 3, A on page 2)
4. Look at the picture and answer some questions (Look A Head 3, D on page 11)
5. Listen to the fable and complete the missing words with the words you hear (Look A Head 3, D
on page 11)
6. Answer some questions based on the text (Look A Head 3, D on page 11)

Elaboration
1. Find the meaning of the words in the text (English Text in Use, Activity 7 on page 20-21)
2. Listen the story about Alison in a group of five and answer some questions (English Text in
Use, Activity 7 on page 20-21)
C. Closing Activity
Confirmation
1. The teacher asks to the student for concluding the materials that have been done.
2. Give the assignment in a group of five to read and understand of the story entitled The faithful
Lovers (Look A Head, F on page 12, 13, and 14)
3. Answer the questions based on the text (Look A Head, F on page 12, 13, and 14)
4. Method and Model of Learning
Method of Learning : Communicative Approach
Model of Learning : Cooperative Learning (Role Playing)
5. Tools/Materials/Sources
a. Tools : The students worksheet
b. Materials : Narrative text
c. Sources : Student's worksheet for senior high school in twelfth grade by Cicik Kurniawati
and Yuniarti Dwi Arini published by Intan Pariwara, 2012, Look A Head by
Sudarwati and Eudia Grace published by Erlangga
6. Assessment
a. Technique : written test
b. Form : Answer the questions based on the text that is listened by the students
I. Listen the text carefully and answer some questions based on the text (LKS 2012, A on page 12
and 13

Learning Design Page 18

 c. Scoring system
1. Maximal Score : 40
2. Totally Score : 100
3. Student's Score : Getting Score X 100
Maximal Score
c. Scoring Rubric
SCORE TOTAL
NO NAME
1 2 3 4 5 6 7 8 SCORE

Note:
2. The score for each number is 5. If the student can answer a question truly, he/she will get 5.
So, total score for the test is 100.
It has been verified Batu, 14 July 2014
by Team of SMAN 1 Batu English Teacher

Achmad Sulton, S.Pd

NIP. NIP. 19731118 199802 1 002

Legalized by
The Headmaster

Drs. SUPRANTIYO, MM
NIP. 19590923 198703 1 009

Learning Design Page 19

 STATE SENIOR Document Number
HIGH SCHOOL 1
BATU Date/Month/Year

Edition/Revision
Number
LEARNING
Page
DESIGN

LESSON PLAN

SUBJECT : English
GRADE/SEMESTER : Twelfth/First
MEETING : Fourth
TIME ALLOTMENT : 2 X 45 minutes
Standard Competence
Listening :Understand the meaning of short functional text, the simple talks in
Narrative, Explanation and Discussion in the daily life context.
Speaking :Express the meaning of short functional text, the simple talks in Narrative,
Explanation and Discussion in the daily life context

Basic Competence
2.2 Responding to simple spoken monologue in Narrative text accurately, fluently, and accepted in
daily life
1.3 Expressing meaning in the form of simple monologue text Narrative using varieties of spoken
language accurately, fluently, and accepted in daily life
Indicators
a. Identify the main idea of the text.
b. Identify the characters in the story.
c. Identify the orientation, complication and resolution of the story.
d. Identify detailed information
IGCSE
Listening
- demonstrate understanding of specific details, information and semiformal announcements, e.g.
news, weather, travel, and in interviews, dialogues and telephone conversations
- demonstrate general comprehension of the speaker's intentions where appropriate
- identify the important points or themes of the material they hear, including attitudes
- draw conclusions from and identify the relationships between ideas within the material they hear
- show awareness of major variations in register
- take notes from material they have heard
Speaking
- demonstrate competence in a range of speech activities, e.g. respond to questions on topics within
a defined range such as past and present schooling, future plans, current affairs
- conduct a sustained conversation
- demonstrate greater flexibility in dealing with new, topical ideas
Learning Design Page 20
- show a sense of audience
1. Learning Activity
After discussing about Narrative that the students have learned, They are able to identify and
respond narrative text
2. Materials
Narrative as the spoken text
3. Learning Steps
A. Beginning Activity (10 minutes)
Apperception
1. Give the regard to the students
2. Ask and answer some questions related with the text given
3. Convey the goal of activity in the class
B. Core Activity (70 minutes)
Exploration
1. Listen the song carefully and complete the missing words.
Conditional Sentences Type 1, 2, and 3 + Capability (My Darling/Clementines Song
What I do for you,.?
You can that ..to .
..you are my ..baby
I.give you.., ..
..you?
., yup
You could do and
If youmy ..
I ..ask to ..some tea
You could .
To your ,Please
Dont bejust
If you.my sweet.
I would.a..TV
2. Analyze the song and find the three type of conditional sentences
3. Complete the sentences using the words in brackets (LKS 2012, F on page 16)
4. Read the text in turns and find out the meaning of the vocabularies based on the text (Look A
Head, A on page 15)
5. Answer some questions according to the text (Look A Head, A on page 15 and 16)
Elaboration
1. Read the text about The history of Jack and the beanstalk and discuss between your group
to answer some questions based on the text (Look A Head, B and C on page 32, 33 and 34)
C. Closing Activity
Confirmation
1. The teacher asks to the student for concluding the materials that have been done.
2. Re-tell the story about the text that has been discussed (Look A Head, B and C on page 32, 33
and 34)
4. Method and Model of Learning
Method of Learning : Communicative Approach
Model of Learning : Cooperative Learning (Role Playing)
5. Tools/Materials/Sources
a. Tools : The students worksheet
b. Materials : Narrative Text
c. Sources : Student's worksheet for senior high school in twelfth grade by Cicik Kurniawati

Learning Design Page 21

 and Yuniarti Dwi Arini published by Intan Pariwara, 2012, Look A Head by
Sudarwati and Eudia Grace published by Erlangga
6. Assessment
a. Technique : Performance Test
b. Form : Oral Test
I. Re-tell a narrative with your own group
c. Scoring system
1. Maximal Score :9
2. Totally Score : 100
3. Student's Score : Getting Score X 100
Maximal Score

c. Scoring Rubric
SCORING ASPECT
Grammar and Pronounciation
NO NAME content SCORE
vocabulary and stressing
3 2 1 0 3 2 1 0 3 2 1 0

Scoring Aspect
1. Grammar and Vocabulary
3. Use the right grammar and appropriate vocabulary
2. Use incorrect grammar and appropriate vocabulary
1. Use incorrect grammar and inappropriate vocabulary
0. Use the wrong grammar and vocabulary
2. Pronounciation and Stressing
3. Pronounciation and stressing are clear
2. Pronounciation and stressing are clear enough
1. Pronounciation and stressing are unclear
0. Silent/no produce the voice
3. Content
3. The content is suitable with the expression
2. The content is rather suitable with the expression
1. The content isn't suitable with the expression
0. The content isn't relationship with the expression

It has been verified Batu, 14 July 2014

by Team of SMAN 1 Batu English Teacher

Achmad Sulton, S.Pd

NIP. NIP. 19731118 199802 1 002

Legalized by
The Headmaster

Drs. SUPRANTIYO, MM
NIP. 19590923 198703 1 009

Learning Design Page 22

 STATE SENIOR Document Number
HIGH SCHOOL 1
BATU Date/Month/Year

Edition/Revision
Number
LEARNING
Page
DESIGN

LESSON PLAN

SUBJECT : English
GRADE/SEMESTER : Twelfth/First
MEETING : Fifth
TIME ALLOTMENT : 2 X 45 minutes

Standard Competence
Reading : 5. Understand the meaning of short functional text, the simple talks in
Narrative, Explanation and Discussion in daily life and to access the
knowledge.
Writing : 6. Arouse the meaning of short functional text, the simple talks in Narrative
Explanation and Discussion in daily life and to access the knowledge.

Basic Competence
5.2Responding to the meaning and rhetoric steps in a written monologue for Narrative text
accurately, fluently, and accepted in daily life and to access knowledge

6.2.Expressing meaning and rhetoric steps accurately, fluently, and accepted in any daily life context
in the form of Narrative

Indicators
1.Understand the meaning in short functional text and simple essay for Narrative text in daily life
context
2.Read the text discussed
3.Identify the topic the text that is read
4.Identify direct speech
IGCSE
Reading
- demonstrate the ability to recognize public notices and signs including timetables and
advertisements)
- demonstrate the ability to extract relevant specific information from forms, letters, brochures and
examples of imaginative writing considered likely to be within the experience of and reflecting the
interests of young people from varied cultural backgrounds

Learning Design Page 23

- scan for particular information, organize the relevant information and present it in a logical
manner/given format
- demonstrate the ability to extract relevant information from a wider range of texts, including
magazines and newspapers likely to be read by young people
- demonstrate the ability to identify the important points or themes within an extended piece of
writing
- draw conclusions from and see relations within an extended text

Writing
- carry out simple writing tasks, such as completing forms, writing postcards or short letters in an
appropriate and accurate form of English in response to a written stimulus
- demonstrate the ability to describe, report, give personal information
- identify, organize and present given material in a particular form
- carry out longer writing tasks on a wider range of topics in response to a written stimulus

1. Learning Activity
After discussing about Narrative that the students have learned, They are able to read with the
good pronunciation, know about direct speech and understand the generic structure and
communicative purpose of the text
2. Materials
Narrative as the written text
3. Learning Steps
A. Beginning Activity (10 minutes)
Apperception
1. Give the regard to the students
2. Ask and answer some questions related with the text given
3. Convey the goal of activity in the class
B. Core Activity (70 minutes)
Exploration
1. Discuss about the direct speech
2. Read the fable carefully( Look A Head, F on page 30)
3. Write down the direct speech found in the text. Then, change it into indirect speech ( Look A
Head, F on page 31)
4. Give the correct punctuation to the direct speech ( Look A Head, G on page 31)
5. Change the underlined words to your own version of direct speech ( Look A Head, C on page
19)
6. Read the text in turn and discuss the meaning of the difficult words in the text between your
partner ( Look A Head, C on page 19)
7. Look at the pictures. Then, answer the questions ( Look A Head, A on page 22)
8. Check the vocabularies in the text and guess the meaning of them ( Look A Head, B on page 23)
6. Read the text and answer the questions ( Look A Head, B on page 23)

Elaboration
1. Look at the pictures. Then, answer the questions ( Look A Head, A on page 22)
2. Check the vocabularies in the text and guess the meaning of them ( Look A Head, B on page 23)
3. Read the text and answer the questions ( Look A Head, B on page 23)

C. Closing Activity
Confirmation
1. The teacher asks to the student for concluding the materials that have been done.

Learning Design Page 24

 2. Give the assignment in a group of five to read and understand of the story entitled Please All
and You will Please None. You may begin by determining the generic structure and
communicative purpose of the text (Look A Head, F on page 12, 13, and 14)
4. Method and Model of Learning
Method of Learning : Communicative Approach
Model of Learning : Cooperative Learning (Role Playing)
5. Tools/Materials/Sources
a. Tools : The students worksheet
b. Materials : Narrative Text
c. Sources : Look A Head by Sudarwati and Eudia Grace published by Erlangga
6. Assessment
a. Technique : written test
b. Form : Answer the questions based on the text given (The History of Jack and the
Beanstalk (Look A Head, B on page 32, 33 and 34)
I. Listen the text carefully and answer some questions based on the text
c. Scoring system
1. Maximal Score : 40
2. Totally Score : 100
3. Student's Score : Getting Score X 100
Maximal Score
c. Scoring Rubric
SCORE TOTAL
NO NAME
1 2 3 4 5 6 7 8 SCORE

Note:
The score for each number is 5. If the student can answer a question truly, he/she will get 5.
So, total score for the test is 100.

It has been verified Batu, 14 July 2014

by Team of SMAN 1 Batu English Teacher

Achmad Sulton, S.Pd

NIP. NIP. 19731118 199802 1 002

Legalized by
The Headmaster

Drs. SUPRANTIYO, MM
NIP. 19590923 198703 1 009

Learning Design Page 25

 STATE SENIOR Document Number
HIGH SCHOOL 1
BATU Date/Month/Year

Edition/Revision
Number
LEARNING
Page
DESIGN

LESSON PLAN

SUBJECT : English
GRADE/SEMESTER : Twelfth/First
MEETING : Sixth
TIME ALLOTMENT : 2 X 45 minutes

Standard Competence
Reading : 5. Understand the meaning of short functional text, the simple talks in
Narrative, Explanation and Discussion in daily life and to access the
knowledge.
Writing : 6. Arouse the meaning of short functional text, the simple talks in Narrative
Explanation and Discussion in daily life and to access the knowledge.

Basic Competence
5.2Responding to the meaning and rhetoric steps in a written monologue for Narrative text
accurately, fluently, and accepted in daily life and to access knowledge

6.2.Expressing meaning and rhetoric steps accurately, fluently, and accepted in any daily life context
in the form of Narrative

Indicators
1.Express the meaning in short functional text and simple essay for Narrative text in daily life
context
2.Write the main idea of the text
3.Use grammar, vocabulary, spelling and punctuation accurately.
4.Elaborate the main idea.
5.Make the draft, and revision of the text.
6.Make the Narrative text

IGCSE
Reading
- demonstrate the ability to recognize public notices and signs including timetables and
advertisements)
- demonstrate the ability to extract relevant specific information from forms, letters, brochures and

Learning Design Page 26

 examples of imaginative writing considered likely to be within the experience of and reflecting the
interests of young people from varied cultural backgrounds
- scan for particular information, organize the relevant information and present it in a logical
manner/given format
- demonstrate the ability to extract relevant information from a wider range of texts, including
magazines and newspapers likely to be read by young people
- demonstrate the ability to identify the important points or themes within an extended piece of
writing
- draw conclusions from and see relations within an extended text

Writing
- carry out simple writing tasks, such as completing forms, writing postcards or short letters in an
appropriate and accurate form of English in response to a written stimulus
- demonstrate the ability to describe, report, give personal information
- identify, organize and present given material in a particular form
- carry out longer writing tasks on a wider range of topics in response to a written stimulus

1. Learning Activity
After discussing about Narrative that the students have learned, They are able to write a Narrative
text
2. Materials
Narrative as the written text
3. Learning Steps
A. Beginning Activity (10 minutes)
Apperception
1. Give the regard to the students
2. Ask and answer some questions related with the text given
3. Convey the goal of activity in the class
B. Core Activity (70 minutes)
Exploration
1. Read the story carefully and find out the meaning of the difficult words ( Look A Head, C on
page 28)
2. Find out the generic structure of the text ( Look A Head, C on page 28)
3. Fill in the blanks with the correct words from the box (LKS 2012, A on page 13 and 14)
4. Find the meaning of the words and determine the synonym of them (LKS 2012, A on page 14)
5. Answer the questions based on the text (LKS 2012, A on page 14)
Elaboration
1. Work in a group of four. Continue the following story as creative as possible (Look A Head,
Hand in Hand on page 35)
C. Closing Activity
Confirmation
1. The teacher asks to the student for concluding the materials that have been done.
2. Read the plot summary and characters in The SpongeBob Square Pants The Movie. Then,
make your own version of the story. Start your story with orientation, complication and
resolution (Look A Head, Show it off on page 37)
4. Method and Model of Learning
Method of Learning : Communicative Approach
Model of Learning : Cooperative Learning (Role Playing)
5. Tools/Materials/Sources
a. Tools : The students worksheet

Learning Design Page 27

 b. Materials : Narrative Text
c. Sources : Look A Head by Sudarwati and Eudia Grace published by Erlangga and PR Bahasa
Inggris by Cicik Kurniawati and Yuniarti Dwi Arini published by Intan Pariwara
6. Assessment
a. Technique : written test
b. Form : Write the free story about Narrative
I. Make the Narrative with your own tittle. You may write with guiding of the books that youve ever
read.
c. Scoring system
1. Maximal Score :6
2. Totally Score : 100
3. Student's Score : Getting Score X 100
Maximal Score
scoring Rubric
SCORING ASPECT
The Sentences SCORE
NO NAME Punctuation
Arrangement

Scoring Aspect
A. Punctuation
3.Use the right punctuation for the passage
2. Lack of using the right punctuation for the passage
1. Almost all of the passage isn't using the right punctuation
0. Not using the right punctuation for the passage
B. The sentences Arrangement
3. The sentences arrangement are very good
2. The sentences arrangement are good
1. The sentences arrangement are fair
0. The sentences arrangement are not suitable

It has been verified Batu, 14 July 2014

by Team of SMAN 1 Batu English Teacher

Achmad Sulton, S.Pd

NIP. NIP. 19731118 199802 1 002

Legalized by
The Headmaster

Drs. SUPRANTIYO, MM
NIP. 19590923 198703 1 009

Learning Design Page 28

 STATE SENIOR Document Number
HIGH SCHOOL 1
BATU Date/Month/Year

Edition/Revision
Number
LEARNING
Page
DESIGN

LESSON PLAN

SUBJECT : English
GRADE/SEMESTER : Twelfth/First
MEETING : Seventh
TIME ALLOTMENT : 2 X 45 minutes

Standard Competence
Listening : Understand the meaning in transactional and interpersonal conversation in daily
life.
Speaking : Express the meaning in transactional and interpersonal conversation in daily life.
Basic Competence
2.2 Respond the meaning in transactional and interpersonal conversation and sustained accurately,
fluently and properly by using variety of spoken utterances in daily life and involved expression
of possibility/impossibility and command/giving instruction
4.2 Arouse the meaning in transactional and interpersonal conversation and sustained accurately,
fluently and properly by using variety of spoken utterances in daily life and involved expression
of possibility/impossibility and command/giving instruction
Indicators
a. Identify speech act of Expression of possibility/impossibility
b. Respond speech act of Expression possibility/ impossibility
c. Identify speech act of Expression of command/giving instruction
d. Respond speech act of Expression of command/giving instruction
IGCSE
Listening
- demonstrate understanding of specific details, information and semiformal announcements, e.g.
news, weather, travel, and in interviews, dialogues and telephone conversations
- demonstrate general comprehension of the speaker's intentions where appropriate
- identify the important points or themes of the material they hear, including attitudes
- draw conclusions from and identify the relationships between ideas within the material they hear
- show awareness of major variations in register
- take notes from material they have heard
Speaking
- demonstrate competence in a range of speech activities, e.g. respond to questions on topics within
a defined range such as past and present schooling, future plans, current affairs
- conduct a sustained conversation

Learning Design Page 29

- demonstrate greater flexibility in dealing with new, topical ideas
- show a sense of audience
1. Learning Activity
After discussing about the expression that the students have learned, They are able to identify and
respond the expression of possibility/ impossibility and command/ giving instruction
2. Materials
The dialogues about possibility/impossibility and command /giving instruction
3. Learning Steps
A. Beginning Activity (10 minutes)
Apperception
1. Give the regard to the students
2. Ask and answer some questions related with the expression given
3. Convey the goal of activity in the class
B. Core Activity (70 minutes)
Exploration
1. Listen and answer the questions based on a dialog (LKS , A 2012 on page 58)
2. Listen and complete the dialog based on a dialog (LKS , B 2012 on page 58)
3. Answer the questions based on the dialog in task B (LKS , C 2012 on page 58)
4. Listen and choose a, b, c, d, or e for the correct answer (LKS , D 2012 on page 58 and 58)
Elaboration
1. Listen and complete a dialog based on what the students have heard (LKS , C 2012 on page 27
and 28)
2. Answer the questions based on the dialog in task C (LKS , C 2012 on page 27 and 28)
3. Listen and choose a, b, c, d or e for the correct answer (LKS , E 2012 on page 58 and 58)
C. Closing Activity
Confirmation
1. The teacher asks to the student for concluding the materials that have been done.
2. Give the assignment to continue in composing the dialogue about expression of
possibility/impossibility and command/giving instruction
4. Method and Model of Learning
Method of Learning : Communicative Approach
Model of Learning : Cooperative Learning (Role Playing)
5. Tools/Materials/Sources
a. Tools : The students worksheet
b. Materials : The expression of possibility/impossibility and command/giving instruction
c. Sources : Student's worksheet for senior high school in twelfth grade by Cicik Kurniawati
and Yuniarti Dwi Arini published by Intan Pariwara, 2012.
6. Assessment
a. Technique : written test
b. Form : Answer the questions
I. Listen the dialogue carefully and answer some questions (PROGRESS text book on page 78 and
79).
c. Scoring system
1. Maximal Score : 40
2. Totally Score : 100
3. Student's Score : Getting Score X 100
Maximal Score

Learning Design Page 30

c. Scoring Rubric

SCORE TOTAL
NO NAME
1 2 3 4 5 6 7 8 SCORE

Note:
The score for each number is 5. If the student can answer a question truly, he/she will get
5. So, total score for the test is 100.
It has been verified Batu, 14 July 2014
by Team of SMAN 1 Batu English Teacher

Achmad Sulton, S.Pd

NIP. NIP. 19731118 199802 1 002

Legalized by
The Headmaster

Drs. SUPRANTIYO, MM
NIP. 19590923 198703 1 009

Learning Design Page 31

 STATE SENIOR Document Number
HIGH SCHOOL 1
BATU Date/Month/Year

Edition/Revision
Number
LEARNING
Page
DESIGN

LESSON PLAN

SUBJECT : English
GRADE/SEMESTER : Twelfth/First
MEETING : Eighth
TIME ALLOTMENT : 2 X 45 minutes

Standard Competence
Listening : Understand the meaning in transactional and interpersonal conversation in daily
life.
Speaking : Express the meaning in transactional and interpersonal conversation in daily life.
Basic Competence
2.2 Respond the meaning in transactional and interpersonal conversation and sustained accurately,
fluently and properly by using variety of spoken utterances in daily life and involved expression
of possibility/impossibility and command/giving instruction
4.2 Arouse the meaning in transactional and interpersonal conversation and sustained accurately,
fluently and properly by using variety of spoken utterances in daily life and involved expression
of possibility/impossibility and command/giving instruction
Indicators
a. Identify speech act of Expression of possibility/impossibility
b. Respond speech act of Expression possibility/impossibility
c. Identify speech act of Expression of command/giving instruction
d. Respond speech act of Expression of command/giving instruction
IGCSE
Listening
- demonstrate understanding of specific details, information and semiformal announcements, e.g.
news, weather, travel, and in interviews, dialogues and telephone conversations
- demonstrate general comprehension of the speaker's intentions where appropriate
- identify the important points or themes of the material they hear, including attitudes
- draw conclusions from and identify the relationships between ideas within the material they hear
- show awareness of major variations in register
- take notes from material they have heard
Speaking
- demonstrate competence in a range of speech activities, e.g. respond to questions on topics within
a defined range such as past and present schooling, future plans, current affairs
- conduct a sustained conversation

Learning Design Page 32

- demonstrate greater flexibility in dealing with new, topical ideas
- show a sense of audience
1. Learning Activity
After discussing about the expression that the students have learned, They are able to identify and
express the expression of possibility/impossibility and command/giving instruction
2. Materials
The dialogues about expression of possibility/impossibility and command/giving instruction.
3. Learning Steps
A. Beginning Activity (10 minutes)
Apperception
1. Give the regard to the students
2. Ask and answer some questions related with the expression given
3. Convey the goal of activity in the class
B. Core Activity (70 minutes)
Exploration
1. Arrange the sentences in the correct order. Then, practice it with a friend (LKS 2012, A on page
59)
2. Study the expression of possibility/probability (Look A Head on page 9)
3. Work in pairs. Create possible questions and responses to the situations (Look A Head, F on
page 9 and 10)
4. Make a dialog with your partner about expression of possibility/impossibility and
command/giving instruction
Elaboration
1. Act the dialog that the students have been made
C. Closing Activity
Confirmation
1. The teacher asks to the student for concluding the materials that have been done.
4. Method and Model of Learning
Method of Learning : Communicative Approach
Model of Learning : Cooperative Learning (Role Playing)
5. Tools/Materials/Sources
a. Tools : The students worksheet
b. Materials : The expression of possibility/impossibility and command/giving instruction
c. Sources : Student's worksheet for senior high school in twelfth grade by Cicik Kurniawati
and Yuniarti Dwi Arini published by Intan Pariwara, 2012.
6. Assessment
a. Technique : performance test
b. Form : Role Playing/Oral test
I. Present your dialogue in front of the class
c. Scoring system
1. Maximal Score :9
2. Totally Score : 100
3. Student's Score : Getting Score X 100
Maximal Score

Learning Design Page 33

c. Scoring Rubric

SCORING ASPECT
Grammar and Pronounciation
NO NAME content SCORE
vocabulary and stressing
3 2 1 0 3 2 1 0 3 2 1 0

Scoring Aspect
1. Grammar and Vocabulary
3. Use the right grammar and appropriate vocabulary
2. Use incorrect grammar and appropriate vocabulary
1. Use incorrect grammar and inappropriate vocabulary
0. Use the wrong grammar and vocabulary
2.Pronounciation and Stressing
3. Pronounciation and stressing are clear
2. Pronounciation and stressing are clear enough
1. Pronounciation and stressing are unclear
0. Silent/no produce the voice
3.Content
3. The content is suitable with the expression
2. The content is rather suitable with the expression
1. The content isn't suitable with the expression
0. The content isn't relationship with the expression

It has been verified Batu, 14 July 2014

by Team of SMAN 1 Batu English Teacher

Achmad Sulton, S.Pd

NIP. NIP. 19731118 199802 1 002

Legalized by
The Headmaster

Drs. SUPRANTIYO, MM
NIP. 19590923 198703 1 009

Learning Design Page 34

 STATE SENIOR Document Number
HIGH SCHOOL 1
BATU Date/Month/Year

Edition/Revision
Number
LEARNING
Page
DESIGN

LESSON PLAN

SUBJECT : English
GRADE/SEMESTER : Twelfth/First
MEETING : Ninth
TIME ALLOTMENT : 2 X 45 minutes

Standard Competence
Listening :Understand the meaning of short functional text, the simple talks in
Narrative, Explanation and Discussion in the daily life context.
Speaking :Express the meaning of short functional text, the simple talks in Narrative,
Explanation and Discussion in the daily life context

Basic Competence
2.3 Responding to simple spoken monologue in Explanation text accurately, fluently, and accepted
in daily life
1.4 Expressing meaning in the form of simple monologue text Explanation using varieties of spoken
language accurately, fluently, and accepted in daily life
Indicators
- Identify the main idea of the text..
- Identify detailed information

IGCSE
Listening
- demonstrate understanding of specific details, information and semiformal announcements, e.g.
news, weather, travel, and in interviews, dialogues and telephone conversations
- demonstrate general comprehension of the speaker's intentions where appropriate
- identify the important points or themes of the material they hear, including attitudes
- draw conclusions from and identify the relationships between ideas within the material they hear
- show awareness of major variations in register
- take notes from material they have heard
Speaking
- demonstrate competence in a range of speech activities, e.g. respond to questions on topics within
a defined range such as past and present schooling, future plans, current affairs
Learning Design Page 35
- conduct a sustained conversation
- demonstrate greater flexibility in dealing with new, topical ideas
- show a sense of audience
1. Learning Activity
After discussing about Explanation that the students have learned, They are able to identify and
respond Explanation text
2. Materials
Explanation as the spoken text
3. Learning Steps
A. Beginning Activity (10 minutes)
Apperception
1. Give the regard to the students
2. Ask and answer some questions related with the text given
3. Convey the goal of activity in the class
B. Core Activity (70 minutes)
Exploration
1. Look at the picture and answer some questions (Look A Head 3, A on page 42 and 43)
2. Find the meaning of difficult words from the text (Look A Head 3, B on page 43)
3. Find out gambits used for presentation (Look A Head 3, B on page 43)
4. Check the meaning of the words in dictionary (Look A Head 3, A on page 51)
5. Listen and fill in the blanks (Look A Head 3, B on page 52)
6. Answer some questions based on the text (Look A Head 3, B on page 52)
Elaboration
1. Find the meaning of the difficult words from the text Listen and fill in the blanks (Look A Head
3, C on page 53)
2. Listen and fill in the blanks (Look A Head 3, C on page 53)
3. Answer some questions based on the text Do with your friend Listen and fill in the blanks
(Look A Head 3, C on page 54)
C. Closing Activity
Confirmation
1. The teacher asks to the student for concluding the materials that have been done.
2. Do with your friend for completing the text based on the words in the box and label the
generic structure
4. Method and Model of Learning
Method of Learning : Communicative Approach
Model of Learning : Cooperative Learning
5. Tools/Materials/Sources
a. Tools : The students worksheet
b. Materials : Explanation text
c. Sources : Student's worksheet for senior high school in twelfth grade by Cicik Kurniawati
and Yuniarti Dwi Arini published by Intan Pariwara, 2012, Look A Head by
Sudarwati and Eudia Grace published by Erlangga
6. Assessment
a. Technique : written test
b. Form : Answer the questions based on the text that is listened by the students
I. Listen the text carefully and answer some questions based on the text (LKS 2012, A on page 12
and 13
c. Scoring system
1. Maximal Score : 50
2. Totally Score : 100

Learning Design Page 36

 3. Student's Score : Getting Score X 100
Maximal Score
c. Scoring Rubric
SCORE TOTAL
NO NAME
1 2 3 4 5 6 7 8 9 10 SCORE

Note:
The score for each number is 5. If the student can answer a question truly, he/she will get 5.
So, total score for the test is 100.

It has been verified Batu, 14 July 2014

by Team of SMAN 1 Batu English Teacher

Achmad Sulton, S.Pd

NIP. NIP. 19731118 199802 1 002

Legalized by
The Headmaster

Drs. SUPRANTIYO, MM
NIP. 19590923 198703 1 009

Learning Design Page 37

 STATE SENIOR Document Number
HIGH SCHOOL 1
BATU Date/Month/Year

Edition/Revision
Number
LEARNING
Page
DESIGN

LESSON PLAN

SUBJECT : English
GRADE/SEMESTER : Twelfth/first
MEETING : Tenth
TIME ALLOTMENT : 2 X 45 minutes
Standard Competence
Listening :Understand the meaning of short functional text, the simple talks in
Narrative, Explanation and Discussion in the daily life context.
Speaking :Express the meaning of short functional text, the simple talks in Narrative,
Explanation and Discussion in the daily life context

Basic Competence
2.4 Responding to simple spoken monologue in Explanation text accurately, fluently, and accepted
in daily life
1.5 Expressing meaning in the form of simple monologue text Explanation using varieties of spoken
language accurately, fluently, and accepted in daily life
Indicators
- Identify the main idea of the text.
- Identify the generic structure of the text.
- Identify detailed information

IGCSE
Listening
- demonstrate understanding of specific details, information and semiformal announcements, e.g.
news, weather, travel, and in interviews, dialogues and telephone conversations
- demonstrate general comprehension of the speaker's intentions where appropriate
- identify the important points or themes of the material they hear, including attitudes
- draw conclusions from and identify the relationships between ideas within the material they hear
- show awareness of major variations in register
- take notes from material they have heard
Speaking
- demonstrate competence in a range of speech activities, e.g. respond to questions on topics within
a defined range such as past and present schooling, future plans, current affairs
- conduct a sustained conversation
Learning Design Page 38
- demonstrate greater flexibility in dealing with new, topical ideas
- show a sense of audience
1. Learning Activity
After discussing about Explanation that the students have learned, They are able to identify and
express explanation text
2. Materials
Explanation as the spoken text
3. Learning Steps
A. Beginning Activity (10 minutes)
Apperception
1. Give the regard to the students
2. Ask and answer some questions related with the text given
3. Convey the goal of activity in the class
B. Core Activity (70 minutes)
Exploration
1. Look at a picture and answer some questions related with it (Look A Head, A on page 63)
2. Arrange the jumbled words in the brackets and re-tell an explanation by your own words (Look
A Head, B on page 64)
3. Listen the song about conjunction of time and complete the missing words (Look A Head on
page 76)
When I you there in the .
Ill always you tonight
, I ..sleep
Because you make my body
everything in
We can giveto my .
I know you want ..
My.., Baby
a. What does the text tell you about?
b. Can you find the conjunction in that text? Mention them
c. Analyze the conjunction of time from the text above
Elaboration
1. Circle the best conjunction. Do with your friend (Look A Head, D on page 66)
C. Closing Activity
Confirmation
1. The teacher asks to the student for concluding the materials that have been done.
2. Re-tell the story about the text that has been discussed. (Look A Head, B and C on page 43, 52,
53 and 55)
4. Method and Model of Learning
Method of Learning : Communicative Approach
Model of Learning : Cooperative Learning (Role Playing)
5. Tools/Materials/Sources
a. Tools : The students worksheet
b. Materials : Explanation
c. Sources : Student's worksheet for senior high school in twelfth grade by Cicik Kurniawati
and Yuniarti Dwi Arini published by Intan Pariwara, 2012, Look A Head by
Sudarwati and Eudia Grace published by Erlangga
6. Assessment
a. Technique : Performance Test
b. Form : Oral Test

Learning Design Page 39

I. Re-tell an explanation about the texts that have been discussed. The teacher draws the texts and
each student chooses a text.
c. Scoring system
1. Maximal Score :9
2. Totally Score : 100
3. Student's Score : Getting Score X 100
Maximal Score

c. Scoring Rubric
SCORING ASPECT
Grammar and Pronounciation
NO NAME content SCORE
vocabulary and stressing
3 2 1 0 3 2 1 0 3 2 1 0

Scoring Aspect
1. Grammar and Vocabulary
3. Use the right grammar and appropriate vocabulary
2. Use incorrect grammar and appropriate vocabulary
1. Use incorrect grammar and inappropriate vocabulary
0. Use the wrong grammar and vocabulary
2. Pronounciation and Stressing
3. Pronounciation and stressing are clear
2. Pronounciation and stressing are clear enough
1. Pronounciation and stressing are unclear
0. Silent/no produce the voice
3. Content
3. The content is suitable with the expression
2. The content is rather suitable with the expression
1. The content isn't suitable with the expression
0. The content isn't relationship with the expression

It has been verified Batu, 14 July 2014

by Team of SMAN 1 Batu English Teacher

Achmad Sulton, S.Pd

NIP. NIP. 19731118 199802 1 002

Legalized by
The Headmaster

Drs. SUPRANTIYO, MM
NIP. 19590923 198703 1 009

Learning Design Page 40

 STATE SENIOR Document Number
HIGH SCHOOL 1
BATU Date/Month/Year

Edition/Revision
Number
LEARNING
Page
DESIGN

LESSON PLAN

SUBJECT : English
GRADE/SEMESTER : Twelfth/First
MEETING : Eleventh
TIME ALLOTMENT : 2 X 45 minutes

Standard Competence
Reading : 5. Understand the meaning of short functional text, the simple talks in
Narrative, Explanation and Discussion in daily life and to access the
knowledge.
Writing : 6. Arouse the meaning of short functional text, the simple talks in Narrative
Explanation and Discussion in daily life and to access the knowledge.

Basic Competence
5.2Responding to the meaning and rhetoric steps in a written monologue for Explanation text
accurately, fluently, and accepted in daily life and to access knowledge

6.2.Expressing meaning and rhetoric steps accurately, fluently, and accepted in any daily life context
in the form of Explanation

Indicators
1. Understand the meaning in short functional text and simple essay for Explanation text in daily life
context
2. Read the text discussed
3. Identify the topic the text that is read
4. Discuss about Participle phrases, technical language, and present tense in passive sentence .

IGCSE
Reading
- demonstrate the ability to recognize public notices and signs including timetables and
advertisements)
- demonstrate the ability to extract relevant specific information from forms, letters, brochures and
examples of imaginative writing considered likely to be within the experience of and reflecting the

Learning Design Page 41

 interests of young people from varied cultural backgrounds
- scan for particular information, organize the relevant information and present it in a logical
manner/given format
- demonstrate the ability to extract relevant information from a wider range of texts, including
magazines and newspapers likely to be read by young people
- demonstrate the ability to identify the important points or themes within an extended piece of
writing
- draw conclusions from and see relations within an extended text

Writing
- carry out simple writing tasks, such as completing forms, writing postcards or short letters in an
appropriate and accurate form of English in response to a written stimulus
- demonstrate the ability to describe, report, give personal information
- identify, organize and present given material in a particular form
- carry out longer writing tasks on a wider range of topics in response to a written stimulus

1. Learning Activity
After discussing about Explanation that the students have learned, They are able to read with the
good pronunciation, know about Participle phrases, technical language, present tense in passive
sentence and also understand the generic structure and communicative purpose of the text
2. Materials
Explanation as the written text
3. Learning Steps
A. Beginning Activity (10 minutes)
Apperception
1. Give the regard to the students
2. Ask and answer some questions related with the text given
3. Convey the goal of activity in the class
B. Core Activity (70 minutes)
Exploration
1. Change the clauses into participle phrases (Look A Head, A on page 65)
2. Match the technical language with its example. (Look A Head, B on page 65)
3. Change the verb in the brackets into the correct form of the passive (Look A Head, A on page
65)
Elaboration
1. Work in a group of four and arrange the paragraph into a good order (Look A Head, A on page
56)
2. Answer the questions based on the text. You may do number 1, 2, 3, 4, 6, and 7 (Look A Head,
A on page 57)
C. Closing Activity
Confirmation
1. The teacher asks to the student for concluding the materials that have been done.
4. Method and Model of Learning
Method of Learning : Communicative Approach
Model of Learning : Cooperative Learning
5. Tools/Materials/Sources
a. Tools : The students worksheet
b. Materials : Explanation Text
c. Sources : Look A Head by Sudarwati and Eudia Grace published by Erlangga
6. Assessment

Learning Design Page 42

 a. Technique : written test
b. Form : Answer the questions based on the text given (Why is Arizona so hot?) (LKS, 2012
on page 33)
I. Listen the text carefully and answer some questions based on the text
c. Scoring system
1. Maximal Score : 25
2. Totally Score : 100
3. Student's Score : Getting Score X 100
Maximal Score
c. Scoring Rubric
TOTAL
SCORE
NO NAME SCORE
1 2 3 4 5

Note:
The score for each number is 5. If the student can answer a question truly, he/she will get 5.
So, total score for the test is 100.
It has been verified Batu, 14 July 2014
by Team of SMAN 1 Batu English Teacher

Achmad Sulton, S.Pd

NIP. NIP. 19731118 199802 1 002

Legalized by
The Headmaster

Drs. SUPRANTIYO, MM
NIP. 19590923 198703 1 009

Learning Design Page 43

 STATE SENIOR Document Number
HIGH SCHOOL 1
BATU Date/Month/Year

Edition/Revision
Number
LEARNING
Page
DESIGN

LESSON PLAN

SUBJECT : English
GRADE/SEMESTER : Twelfth/First
MEETING : Twelfth
TIME ALLOTMENT : 2 X 45 minutes

Standard Competence
Reading : 5. Understand the meaning of short functional text, the simple talks in
Narrative, Explanation and Discussion in daily life and to access the
knowledge.
Writing : 6. Arouse the meaning of short functional text, the simple talks in Narrative
Explanation and Discussion in daily life and to access the knowledge.

Basic Competence
5.2Responding to the meaning and rhetoric steps in a written monologue for Explanation text
accurately, fluently, and accepted in daily life and to access knowledge

6.2.Expressing meaning and rhetoric steps accurately, fluently, and accepted in any daily life context
in the form of Explanation

Indicators
1. Express the meaning in short functional text and simple essay for Explanation text in daily life
context
2.Write the main idea of the text
3.Use grammar, vocabulary, spelling and punctuation accurately.
4.Elaborate the main idea.
5.Make the draft, and revision of the text.
6.Make the Explanation text

IGCSE
Reading
- demonstrate the ability to recognize public notices and signs including timetables and
advertisements)

Learning Design Page 44

- demonstrate the ability to extract relevant specific information from forms, letters, brochures and
examples of imaginative writing considered likely to be within the experience of and reflecting the
interests of young people from varied cultural backgrounds
- scan for particular information, organize the relevant information and present it in a logical
manner/given format
- demonstrate the ability to extract relevant information from a wider range of texts, including
magazines and newspapers likely to be read by young people
- demonstrate the ability to identify the important points or themes within an extended piece of
writing
- draw conclusions from and see relations within an extended text

Writing
- carry out simple writing tasks, such as completing forms, writing postcards or short letters in an
appropriate and accurate form of English in response to a written stimulus
- demonstrate the ability to describe, report, give personal information
- identify, organize and present given material in a particular form
- carry out longer writing tasks on a wider range of topics in response to a written stimulus

1. Learning Activity
After discussing about Explanation that the students have learned, They are able to write an
Explanation text well
2. Materials
Explanation as the written text
3. Learning Steps
A. Beginning Activity (10 minutes)
Apperception
1. Give the regard to the students
2. Ask and answer some questions related with the text given
3. Convey the goal of activity in the class
B. Core Activity (70 minutes)
Exploration
1. See the LCD and understand the basic competence, indicator and the purpose of the learning
2. See the picture and answer some questions related it
3. Find out the meaning of the difficult words before reading the text
4. Read the text carefully and discuss the main idea for each paragraph
Elaboration
1. Write an Explanation based on the tittle
C. Closing Activity
Confirmation
1. The teacher asks to the student for concluding the materials that have been done.
4. Method and Model of Learning
Method of Learning : Communicative Approach
Model of Learning : Cooperative Learning
5. Tools/Materials/Sources
a. Tools : The students worksheet
b. Materials : Explanation Text
c. Sources : Look A Head by Sudarwati and Eudia Grace published by Erlangga and PR Bahasa
Inggris by Cicik Kurniawati and Yuniarti Dwi Arini published by Intan Pariwara
6. Assessment
a. Technique : written test

Learning Design Page 45

 b. Form : write an Explanation text
I. make your own explanation text. Go to the library or use Internet. Then follow the instruction
(Look A Head on page 74)
c. Scoring system
1. Maximal Score :6
2. Totally Score : 100
3. Student's Score : Getting Score X 100
Maximal Score
scoring Rubric
SCORING ASPECT
The Sentences SCORE
NO NAME Punctuation
Arrangement

Scoring Aspect
A. Punctuation
3.Use the right punctuation for the passage
2. Lack of using the right punctuation for the passage
1. Almost all of the passage isn't using the right punctuation
0. Not using the right punctuation for the passage
B. The sentences Arrangement
3. The sentences arrangement are very good
2. The sentences arrangement are good
1. The sentences arrangement are fair
0. The sentences arrangement are not suitable

It has been verified Batu, 14 July 2014

by Team of SMAN 1 Batu English Teacher

Achmad Sulton, S.Pd

NIP. NIP. 19731118 199802 1 002

Legalized by
The Headmaster

Drs. SUPRANTIYO, MM
NIP. 19590923 198703 1 009

Learning Design Page 46

 STATE SENIOR Document Number
HIGH SCHOOL 1
BATU Date/Month/Year

Edition/Revision
Number
LEARNING
Page
DESIGN

LESSON PLAN

SUBJECT : English
GRADE/SEMESTER : Twelfth/First
MEETING : Thirteenth
TIME ALLOTMENT : 2 X 45 minutes

Standard Competence
Listening :Understand the meaning of short functional text, the simple talks in
Narrative, Explanation and Discussion in the daily life context.
Speaking :Express the meaning of short functional text, the simple talks in Narrative,
Explanation and Discussion in the daily life context

Basic Competence
2.1 Responding to formal and informal simple short spoken functional text (announcement,
advertisement, invitation, etc.) accurately, fluently and accepted in daily life.
4.1 Demonstrate a short functional text (advertisement, announcement, and invitation) formal or
non-formal by using different speech acts in daily life.

Indicators
-Identify oral announcement, cautions, messages
-Identify certain information of announcement, cautions, messages
-Identify the aim of announcement, cautions, messages

IGCSE
Listening
- demonstrate understanding of specific details, information and semiformal announcements, e.g.
news, weather, travel, and in interviews, dialogues and telephone conversations
- demonstrate general comprehension of the speaker's intentions where appropriate
- identify the important points or themes of the material they hear, including attitudes
- draw conclusions from and identify the relationships between ideas within the material they hear
- show awareness of major variations in register
- take notes from material they have heard
Speaking
- demonstrate competence in a range of speech activities, e.g. respond to questions on topics within
a defined range such as past and present schooling, future plans, current affairs
Learning Design Page 47
- conduct a sustained conversation
- demonstrate greater flexibility in dealing with new, topical ideas
- show a sense of audience
1. Learning Activity
After discussing about announcement, cautions, messages that the students have learned, They
are able to identify and respond them
2. Materials
announcement, cautions, messages as the spoken text
3. Learning Steps
A. Beginning Activity (10 minutes)
Apperception
1. Give the regard to the students
2. Ask and answer some questions related with the text given
3. Convey the goal of activity in the class
B. Core Activity (70 minutes)
Exploration
1. Listen and answer the questions based on what the students have heard (LKS 2012, A on page
17)
2. Listen and complete the text based on what the students have heard (LKS 2012, B on page 17)
3. Complete the statements based on the text in task B (LKS 2012, C on page 17)
4. Listen and answer the questions based on what the students have heard (LKS 2012, A on page
38)
5. Listen and complete the text based on what the students have heard (LKS 2012, B on page 38)
6. Answer the questions based on the text in Task B (LKS 2012, C on page 38)
7. Listen and choose a, b, c, d, or e for the correct answer (LKS 2012, D on page 38)
Elaboration
1. Listen and complete the text based on what the students have heard (LKS 2012, A on page 69)
2. Answer the questions based on the texts in task A (LKS 2012, B on page 69)
3. Listen and choose a, b, c, d, or e for the correct answer (LKS 2012, C on page 69)
C. Closing Activity
Confirmation
1. The teacher asks to the student for concluding the materials that have been done.
4. Method and Model of Learning
Method of Learning : Communicative Approach
Model of Learning : Cooperative Learning
5. Tools/Materials/Sources
a. Tools : The students worksheet
b. Materials : Announcement, caution and message
c. Sources : Student's worksheet for senior high school in twelfth grade by Cicik Kurniawati
and Yuniarti Dwi Arini published by Intan Pariwara, 2012, Look A Head by
Sudarwati and Eudia Grace published by Erlangga
6. Assessment
a. Technique : written test
b. Form : Answer the questions based on the text that is listened by the students
I. Listen the text carefully and answer some questions based on the text (Announcement, LKS 2011,
B on page 17 number 1-5, Caution, C on page 38 number 1-5, Message, A on page 68 number 1 -5)
c. Scoring system
1. Maximal Score : 45
2. Totally Score : 100

Learning Design Page 48

 3. Student's Score : Getting Score X 100
Maximal Score
c. Scoring Rubric

SCORE
NO NAME TOTAL
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Note:
The score for each number is 3. If the student can answer a question truly, he/she will get 5.
So, total score for the test is 100.
It has been verified Batu, 14 July 2014
by Team of SMAN 1 Batu English Teacher

Achmad Sulton, S.Pd

NIP. NIP. 19731118 199802 1 002

Legalized by
The Headmaster

Drs. SUPRANTIYO, MM
NIP. 19590923 198703 1 009

Learning Design Page 49

 STATE SENIOR Document Number
HIGH SCHOOL 1
BATU Date/Month/Year

Edition/Revision
Number
LEARNING
Page
DESIGN

LESSON PLAN

SUBJECT : English
GRADE/SEMESTER : Twelfth/First
MEETING : fourteenth
TIME ALLOTMENT : 2 X 45 minutes
Standard Competence
Listening :Understand the meaning of short functional text, the simple talks in
Narrative, Explanation and Discussion in the daily life context.
Speaking :Express the meaning of short functional text, the simple talks in Narrative,
Explanation and Discussion in the daily life context

Basic Competence
2.1 Responding to formal and informal simple short spoken functional text (announcement,
advertisement, invitation, etc.) accurately, fluently and accepted in daily life.
4.1 Demonstrate a short functional text (advertisement, announcement, and invitation) formal or
non-formal by using different speech acts in daily life.

Indicators
-Express oral announcement, cautions, messages
-Express certain information of announcement, cautions, message
-Express the aim of announcement, cautions, messages

IGCSE
Listening
- demonstrate understanding of specific details, information and semiformal announcements, e.g.
news, weather, travel, and in interviews, dialogues and telephone conversations
- demonstrate general comprehension of the speaker's intentions where appropriate
- identify the important points or themes of the material they hear, including attitudes
- draw conclusions from and identify the relationships between ideas within the material they hear
- show awareness of major variations in register
- take notes from material they have heard
Speaking
- demonstrate competence in a range of speech activities, e.g. respond to questions on topics within
a defined range such as past and present schooling, future plans, current affairs
- conduct a sustained conversation
Learning Design Page 50
- demonstrate greater flexibility in dealing with new, topical ideas
- show a sense of audience
1. Learning Activity
After discussing about announcement, caution and message that the students have learned, They
are able to express them well
2. Materials
Announcement, caution and message
3. Learning Steps
A. Beginning Activity (10 minutes)
Apperception
1. Give the regard to the students
2. Ask and answer some questions related with the text given
3. Convey the goal of activity in the class
B. Core Activity (70 minutes)
Exploration
1. Arrange the following sentences to form a good announcement (LKS 2012, A on page 18)
2. Present the announcement in Task A using your own words (LKS 2012, B on page 18)
3. Suppose there will be an event held at your school (LKS 2012, C on page 18)
4. Read the cautions in turn (LKS 2012, A on page 39)
5. Complete the following statements based on the cautions in Task A (LKS 2012, B on page 39)
6. Arrange the words in the correct order to form good cautions (LKS 2012, C on page 18)
7. Look at your surroundings and make five cautions based on what you have seen (LKS 2012, D
on page 39)
Elaboration
1. Create and present messages based on the situations (LKS 2012, A on page 69)
C. Closing Activity
Confirmation
1. The teacher asks to the student for concluding the materials that have been done.
2. Practice at home the announcement, cautions and message that have been made and act them
out in front of the class for the next meeting
4. Method and Model of Learning
Method of Learning : Communicative Approach
Model of Learning : Cooperative Learning (Role Playing)
5. Tools/Materials/Sources
a. Tools : The students worksheet
b. Materials : Announcements, cautions and messages
c. Sources : Student's worksheet for senior high school in twelfth grade by Cicik Kurniawati
and Yuniarti Dwi Arini published by Intan Pariwara, 2012
6. Assessment
a. Technique : Performance Test
b. Form : Oral Test
I. Choose one of the short functional text, such as announcement, cautions and message and re-tell
it in front of the class
c. Scoring system
1. Maximal Score :9
2. Totally Score : 100
3. Student's Score : Getting Score X 100
Maximal Score

Learning Design Page 51

c. Scoring Rubric
SCORING ASPECT
Grammar and Pronounciation
NO NAME content SCORE
vocabulary and stressing
3 2 1 0 3 2 1 0 3 2 1 0

Scoring Aspect
1. Grammar and Vocabulary
3. Use the right grammar and appropriate vocabulary
2. Use incorrect grammar and appropriate vocabulary
1. Use incorrect grammar and inappropriate vocabulary
0. Use the wrong grammar and vocabulary
2. Pronounciation and Stressing
3. Pronounciation and stressing are clear
2. Pronounciation and stressing are clear enough
1. Pronounciation and stressing are unclear
0. Silent/no produce the voice
3. Content
3. The content is suitable with the expression
2. The content is rather suitable with the expression
1. The content isn't suitable with the expression
0. The content isn't relationship with the expression

It has been verified Batu, 14 July 2014

by Team of SMAN 1 Batu English Teacher

Achmad Sulton, S.Pd

NIP. NIP. 19731118 199802 1 002

Legalized by
The Headmaster

Drs. SUPRANTIYO, MM
NIP. 19590923 198703 1 009

Learning Design Page 52

 STATE SENIOR Document Number
HIGH SCHOOL 1
BATU Date/Month/Year

Edition/Revision
Number
LEARNING
Page
DESIGN

LESSON PLAN

SUBJECT : English
GRADE/SEMESTER : Twelfth/First
MEETING : Fifteenth
TIME ALLOTMENT : 2 X 45 minutes

Standard Competence
Reading : 5. Understand the meaning of short functional text, the simple talks in
Narrative, Explanation and Discussion in daily life and to access the
knowledge.
Writing : 6. Arouse the meaning of short functional text, the simple talks in Narrative
Explanation and Discussion in daily life and to access the knowledge.

Basic Competence
5.1 Responding to the meaning of formal and informal simple short functional texts (such as
announcement, advertisement, invitation, etc. accurately, fluently, and accepted in daily life and to
access knowledge.

6.1Expressing meaning in the form of formal and informal short functional text (such as
announcement, advertisement, invitation, etc.) using varieties of written language accurately,
fluently, and accepted in any daily life context.

Indicators
1.Understand the meaning in short functional text and simple essay for Announcement, letter,
leaflet in daily life context
2.Read the text discussed
3.Identify the topic of the text that is read

IGCSE
Reading
- demonstrate the ability to recognize public notices and signs including timetables and
advertisements)

Learning Design Page 53

- demonstrate the ability to extract relevant specific information from forms, letters, brochures and
examples of imaginative writing considered likely to be within the experience of and reflecting the
interests of young people from varied cultural backgrounds
- scan for particular information, organize the relevant information and present it in a logical
manner/given format
- demonstrate the ability to extract relevant information from a wider range of texts, including
magazines and newspapers likely to be read by young people
- demonstrate the ability to identify the important points or themes within an extended piece of
writing
- draw conclusions from and see relations within an extended text

Writing
- carry out simple writing tasks, such as completing forms, writing postcards or short letters in an
appropriate and accurate form of English in response to a written stimulus
- demonstrate the ability to describe, report, give personal information
- identify, organize and present given material in a particular form
- carry out longer writing tasks on a wider range of topics in response to a written stimulus

1. Learning Activity
After discussing about short functional text, such as announcement, letter, leaflet, the students
can read the text with the good pronounciation, understand it and identify the text discussed well
2. Materials
Short functional text, such as announcement, letter and leaflet as the written text
3. Learning Steps
A. Beginning Activity (10 minutes)
Apperception
1. Give the regard to the students
2. Ask and answer some questions related with the text given
3. Convey the goal of activity in the class
B. Core Activity (70 minutes)
Exploration
1. Fill in the blanks with the correct words in the box (LKS 2012, A on page 18)
2. Answer the questions based on the announcement in Task A (LKS 2012, B on page 18)
3. Choose a, b, c, d or e for the correct answer (LKS 2012, C on page 19)
4. Read the letter and answer the questions (LKS 2012, A on page 40)
5. Complete the letter with the suitable words from the box (LKS 2012, B on page 41)
6. Choose a, b, c, d or e for the correct answer (LKS 2012, C on page 42)
Elaboration
1. Find the meaning of the words (LKS 2012, A on page 70)
2. Read the leaflet and answer the questions (LKS 2012, B on page 70)
3. Choose a, b, c, d, or e for the correct answer (LKS 2012, C on page 71)
C. Closing Activity
Confirmation
1. The teacher asks to the student for concluding the materials that have been done.
4. Method and Model of Learning
Method of Learning : Communicative Approach
Model of Learning : Cooperative Learning
5. Tools/Materials/Sources
a. Tools : The students worksheet
b. Materials : Announcement, letter and leaflet

Learning Design Page 54

 c. Sources : PR Bahasa Inggris written by Cicik Kurniawati and Yuniarti Dwi Arini published by
Intan Pariwara, 2012
6. Assessment
a. Technique : written test
b. Form : Fill in the blanks
I. Fill in the blanks with the correct words from the box (LKS 2011, A on page 18)
c. Scoring system
1. Maximal Score : 50
2. Totally Score : 100
3. Student's Score : Getting Score X 100
Maximal Score
c. Scoring Rubric
Score
Name Total
1 2 3 4 5 6 7 8 9 10

Note:
The score for each number is 5. If the student can answer a question truly, he/she will get 5.
So, total score for the test is 100.
It has been verified Batu, 14 July 2014
by Team of SMAN 1 Batu English Teacher

Achmad Sulton, S.Pd

NIP. NIP. 19731118 199802 1 002

Legalized by
The Headmaster

Drs. SUPRANTIYO, MM
NIP. 19590923 198703 1 009

Learning Design Page 55

 STATE SENIOR Document Number
HIGH SCHOOL 1
BATU Date/Month/Year

Edition/Revision
Number
LEARNING
Page
DESIGN

LESSON PLAN

SUBJECT : English
GRADE/SEMESTER : Twelfth/First
MEETING : Sixteenth
TIME ALLOTMENT : 2 X 45 minutes

Standard Competence
Reading : 5. Understand the meaning of short functional text, the simple talks in
Narrative, Explanation and Discussion in daily life and to access the
knowledge.
Writing : 6. Arouse the meaning of short functional text, the simple talks in Narrative
Explanation and Discussion in daily life and to access the knowledge.

Basic Competence
5.1 Responding to the meaning of formal and informal simple short functional texts (such as
announcement, advertisement, invitation, etc. accurately, fluently, and accepted in daily life and to
access knowledge.

6.1Expressing meaning in the form of formal and informal short functional text (such as
announcement, advertisement, invitation, etc.) using varieties of written language accurately,
fluently, and accepted in any daily life context.

Indicators
1.Express the meaning in short functional text and simple essay for Announcement, letter and
leaflet in daily life context
2.Read the text discussed
3.Express the topic the text that is read
4. Make announcement, letter and leaflet

IGCSE
Reading
- demonstrate the ability to recognize public notices and signs including timetables and
advertisements)
- demonstrate the ability to extract relevant specific information from forms, letters, brochures and
Learning Design Page 56
 examples of imaginative writing considered likely to be within the experience of and reflecting the
interests of young people from varied cultural backgrounds
- scan for particular information, organize the relevant information and present it in a logical
manner/given format
- demonstrate the ability to extract relevant information from a wider range of texts, including
magazines and newspapers likely to be read by young people
- demonstrate the ability to identify the important points or themes within an extended piece of
writing
- draw conclusions from and see relations within an extended text

Writing
- carry out simple writing tasks, such as completing forms, writing postcards or short letters in an
appropriate and accurate form of English in response to a written stimulus
- demonstrate the ability to describe, report, give personal information
- identify, organize and present given material in a particular form
- carry out longer writing tasks on a wider range of topics in response to a written stimulus

1. Learning Activity
After discussing about short functional text, like announcement, letter and leaflet that have been
learned by the students, they are able to make them well
2. Materials
short functional text, like announcement, letter and leaflet as the written text
3. Learning Steps
A. Beginning Activity (10 minutes)
Apperception
1. Give the regard to the students
2. Ask and answer some questions related with the text given
3. Convey the goal of activity in the class
B. Core Activity (70 minutes)
Exploration
1. Write an announcement based on your own topic (LKS, 2012 on page 19)
2. Write a letter based on the situations (LKS, 2012 A on page 43)
Elaboration
1. Write a leaflet dealing with health (LKS, 2012 on page 71)
C. Closing Activity
Confirmation
1. The teacher asks to the student for concluding the materials that have been done.
4. Method and Model of Learning
Method of Learning : Communicative Approach
Model of Learning : Cooperative Learning
5. Tools/Materials/Sources
a. Tools : The students worksheet
b. Materials : short functional text, like announcement, letter and leaflet
c. Sources : PR Bahasa Inggris by Cicik Kurniawati and Yuniarti Dwi Arini published by Intan
Pariwara
6. Assessment
a. Technique : written test
b. Form : write the short functional text, like announcement, letter and leaflet
I. Write short functional text, like announcement, letter and leaflet by drawing
c. Scoring system

Learning Design Page 57

 1. Maximal Score :6
2. Totally Score : 100
3. Student's Score : Getting Score X 100
Maximal Score
scoring Rubric
SCORING ASPECT
The Sentences SCORE
NO NAME Punctuation
Arrangement

Scoring Aspect
A. Punctuation
3.Use the right punctuation for the passage
2. Lack of using the right punctuation for the passage
1. Almost all of the passage isn't using the right punctuation
0. Not using the right punctuation for the passage
B. The sentences Arrangement
3. The sentences arrangement are very good
2. The sentences arrangement are good
1. The sentences arrangement are fair
0. The sentences arrangement are not suitable

It has been verified Batu, 14 July 2014

by Team of SMAN 1 Batu English Teacher

Achmad Sulton, S.Pd

NIP. NIP. 19731118 199802 1 002

Legalized by
The Headmaster

Drs. SUPRANTIYO, MM
NIP. 19590923 198703 1 009

Learning Design Page 58

 STATE SENIOR Document Number
HIGH SCHOOL 1
BATU Date/Month/Year

Edition/Revision
Number
LEARNING
Page
DESIGN

LESSON PLAN

SUBJECT : English
GRADE/SEMESTER : Twelfth/First
MEETING : Seventeenth
TIME ALLOTMENT : 2 X 45 minutes

Standard Competence
Listening :Understand the meaning of short functional text, the simple talks in
Narrative, Explanation and Discussion in the daily life context.
Speaking :Express the meaning of short functional text, the simple talks in Narrative,
Explanation and Discussion in the daily life context

Basic Competence
2.5 Responding to simple spoken monologue in Discussion text accurately, fluently, and accepted in
daily life
1.6 Expressing meaning in the form of simple monologue text Discussion using varieties of spoken
language accurately, fluently, and accepted in daily life
Indicators
a. Identify the main idea of the text.
b. Identify detailed information

IGCSE
Listening
- demonstrate understanding of specific details, information and semiformal announcements, e.g.
news, weather, travel, and in interviews, dialogues and telephone conversations
- demonstrate general comprehension of the speaker's intentions where appropriate
- identify the important points or themes of the material they hear, including attitudes
- draw conclusions from and identify the relationships between ideas within the material they hear
- show awareness of major variations in register
- take notes from material they have heard
Speaking
- demonstrate competence in a range of speech activities, e.g. respond to questions on topics within
a defined range such as past and present schooling, future plans, current affairs
- conduct a sustained conversation
- demonstrate greater flexibility in dealing with new, topical ideas
Learning Design Page 59
- show a sense of audience
1. Learning Activity
After discussing about Narrative that the students have learned, They are able to identify and
respond Discussion text well
2. Materials
Discussion text as the spoken text
3. Learning Steps
A. Beginning Activity (10 minutes)
Apperception
1. Give the regard to the students
2. Ask and answer some questions related with the text given
3. Convey the goal of activity in the class
B. Core Activity (70 minutes)
Exploration
1. Listen to the monolog and complete the missing words, then answer the questions (Look A
Head 3, G on page 83-84)
2. Answer the questions orally (Look A Head 3, A on page 91)
3. Listen to the monolog and complete the missing words, then answer the questions (Look A
Head 3, B on page 91-92)
Elaboration
1. Listen to the monolog and complete the missing words, then answer the questions (Look A
Head 3, B on page 91-92)
C. Closing Activity
Confirmation
1. The teacher asks to the student for concluding the materials that have been done.
4. Method and Model of Learning
Method of Learning : Communicative Approach
Model of Learning : Cooperative Learning (Role Playing)
5. Tools/Materials/Sources
a. Tools : The students worksheet
b. Materials : Discussion Text
c. Sources : Student's worksheet for senior high school in twelfth grade by Cicik Kurniawati
and Yuniarti Dwi Arini published by Intan Pariwara, 2012, Look A Head by
Sudarwati and Eudia Grace published by Erlangga
6. Assessment
a. Technique : written test
b. Form : complete the text and choose a, b, c, d, or e
I. Listen and complete the text based on what youve heard and choose a, b, c, d or e for the correct
Answer (LKS 2012, B and C on page 63 -64)
c. Scoring system
1. Maximal Score : 50
2. Totally Score : 100
3. Student's Score : Getting Score X 100
Maximal Score
c. Scoring Rubric
Score
Name Total
1 2 3 4 5 6 7 8 9 10

Learning Design Page 60

Note:
The score for each number is 5. If the student can answer a question truly, he/she will get 5.
So, total score for the test is 100.

It has been verified Batu, 14 July 2014

by Team of SMAN 1 Batu English Teacher

Achmad Sulton, S.Pd

NIP. NIP. 19731118 199802 1 002

Legalized by
The Headmaster

Drs. SUPRANTIYO, MM
NIP. 19590923 198703 1 009

Learning Design Page 61

 STATE SENIOR Document Number
HIGH SCHOOL 1
BATU Date/Month/Year

Edition/Revision
Number
LEARNING
Page
DESIGN

LESSON PLAN

SUBJECT : English
GRADE/SEMESTER : Twelfth/First
MEETING : Eighteenth
TIME ALLOTMENT : 2 X 45 minutes
Standard Competence
Listening :Understand the meaning of short functional text, the simple talks in
Narrative, Explanation and Discussion in the daily life context.
Speaking :Express the meaning of short functional text, the simple talks in Narrative,
Explanation and Discussion in the daily life context

Basic Competence
2.6 Responding to simple spoken monologue in Discussion text accurately, fluently, and accepted in
daily life
1.7 Expressing meaning in the form of simple monologue text Discussion using varieties of spoken
language accurately, fluently, and accepted in daily life
Indicators
-Express the main idea of the text.
-Express the generic structure of the text.
-Express detailed information

IGCSE
Listening
- demonstrate understanding of specific details, information and semiformal announcements, e.g.
news, weather, travel, and in interviews, dialogues and telephone conversations
- demonstrate general comprehension of the speaker's intentions where appropriate
- identify the important points or themes of the material they hear, including attitudes
- draw conclusions from and identify the relationships between ideas within the material they hear
- show awareness of major variations in register
- take notes from material they have heard
Speaking
- demonstrate competence in a range of speech activities, e.g. respond to questions on topics within
a defined range such as past and present schooling, future plans, current affairs
- conduct a sustained conversation
- demonstrate greater flexibility in dealing with new, topical ideas
Learning Design Page 62
- show a sense of audience
1. Learning Activity
After discussing about Discussion that the students have learned, They are able to identify and
respond Discussion text well
2. Materials
Discussion as the spoken text
3. Learning Steps
A. Beginning Activity (10 minutes)
Apperception
1. Give the regard to the students
2. Ask and answer some questions related with the text given
3. Convey the goal of activity in the class
B. Core Activity (70 minutes)
Exploration
1. Read about discussion text and answer some questions based on the text (Look A Head, C on
page 93-94)
2. Read the text and label the part of the text (Look A Head, C on page 95-96)
Elaboration
1. Divide the class into two big groups then present in front of the class (Look A Head, C on page
96)
C. Closing Activity
Confirmation
1. The teacher asks to the student for concluding the materials that have been done.
2. Re-tell the story about the text that has been discussed in group
4. Method and Model of Learning
Method of Learning : Communicative Approach
Model of Learning : Cooperative Learning (Role Playing)
5. Tools/Materials/Sources
a. Tools : The students worksheet
b. Materials : Discussion Text
c. Sources : Student's worksheet for senior high school in twelfth grade by Cicik Kurniawati
and Yuniarti Dwi Arini published by Intan Pariwara, 2012, Look A Head by
Sudarwati and Eudia Grace published by Erlangga
6. Assessment
a. Technique : Performance Test
b. Form : Oral Test
I. Re-tell a discussion text in front of the class
c. Scoring system
1. Maximal Score :9
2. Totally Score : 100
3. Student's Score : Getting Score X 100
Maximal Score

c. Scoring Rubric
SCORING ASPECT
Grammar and Pronounciation
NO NAME content SCORE
vocabulary and stressing
3 2 1 0 3 2 1 0 3 2 1 0

Learning Design Page 63

 Scoring Aspect
1. Grammar and Vocabulary
3. Use the right grammar and appropriate vocabulary
2. Use incorrect grammar and appropriate vocabulary
1. Use incorrect grammar and inappropriate vocabulary
0. Use the wrong grammar and vocabulary
2. Pronounciation and Stressing
3. Pronounciation and stressing are clear
2. Pronounciation and stressing are clear enough
1. Pronounciation and stressing are unclear
0. Silent/no produce the voice
3. Content
3. The content is suitable with the expression
2. The content is rather suitable with the expression
1. The content isn't suitable with the expression
0. The content isn't relationship with the expression

It has been verified Batu, 14 July 2014

by Team of SMAN 1 Batu English Teacher

Achmad Sulton, S.Pd

NIP. NIP. 19731118 199802 1 002

Legalized by
The Headmaster

Drs. SUPRANTIYO, MM
NIP. 19590923 198703 1 009

Learning Design Page 64

 STATE SENIOR Document Number
HIGH SCHOOL 1
BATU Date/Month/Year

Edition/Revision
Number
LEARNING
Page
DESIGN

LESSON PLAN

SUBJECT : English
GRADE/SEMESTER : Twelfth/First
MEETING : Nineteenth
TIME ALLOTMENT : 2 X 45 minutes

Standard Competence
Reading : 5. Understand the meaning of short functional text, the simple talks in
Narrative, Explanation and Discussion in daily life and to access the
knowledge.
Writing : 6. Arouse the meaning of short functional text, the simple talks in Narrative
Explanation and Discussion in daily life and to access the knowledge.

Basic Competence
5.2Responding to the meaning and rhetoric steps in a written monologue for Discussion text
accurately, fluently, and accepted in daily life and to access knowledge

6.2.Expressing meaning and rhetoric steps accurately, fluently, and accepted in any daily life context
in the form of Discussion

Indicators
1.Understand the meaning in short functional text and simple essay for Discussion text in daily life
context
2.Read the text discussed
3.Identify the topic the text that is read
4. Discuss about contrast conjunction and adverb of manner

IGCSE
Reading
- demonstrate the ability to recognize public notices and signs including timetables and
advertisements)
- demonstrate the ability to extract relevant specific information from forms, letters, brochures and
examples of imaginative writing considered likely to be within the experience of and reflecting the
interests of young people from varied cultural backgrounds

Learning Design Page 65

- scan for particular information, organize the relevant information and present it in a logical
manner/given format
- demonstrate the ability to extract relevant information from a wider range of texts, including
magazines and newspapers likely to be read by young people
- demonstrate the ability to identify the important points or themes within an extended piece of
writing
- draw conclusions from and see relations within an extended text

Writing
- carry out simple writing tasks, such as completing forms, writing postcards or short letters in an
appropriate and accurate form of English in response to a written stimulus
- demonstrate the ability to describe, report, give personal information
- identify, organize and present given material in a particular form
- carry out longer writing tasks on a wider range of topics in response to a written stimulus

1. Learning Activity
After discussing about Discussion that the students have learned, They are able to read with the
good pronunciation, know about contrast conjunction, adverb of manner and understand the
generic structure also communicative purpose of the text well
2. Materials
Discussion as the written text
3. Learning Steps
A. Beginning Activity (10 minutes)
Apperception
1. Give the regard to the students
2. Ask and answer some questions related with the text given
3. Convey the goal of activity in the class
B. Core Activity (70 minutes)
Exploration
1. Match the phrases in column A with the phrases in Column B. (Look A Head, A on page 105)
2. Complete the sentence with although and in spite of (Look A Head, B on page 106)
3. Complete the sentences using Although + sentence (Look A Head, C on page 106)
4. Rewrite the sentence using the conjunction in the brackets (Look A Head, D on page 106)
5. Study adverb of manner (Look A Head, E on page 107)
6. Fill in the blanks with suitable adverb (Look A Head, A on page 108)
Elaboration
1. Look at the picture and answer the questions (Look A Head, A on page 101)
2. Look for the meaning of the difficult word from the text and answer the questions (Look A
Head, B on page 102)
3. Give a clear description of nuclear energy (Look C Head, A on page 103-104)
C. Closing Activity
Confirmation
1. The teacher asks to the student for concluding the materials that have been done.
4. Method and Model of Learning
Method of Learning : Communicative Approach
Model of Learning : Cooperative Learning (Role Playing)
5. Tools/Materials/Sources
a. Tools : The students worksheet
b. Materials : Discussion Text
c. Sources : Look A Head by Sudarwati and Eudia Grace published by Erlangga

Learning Design Page 66

6. Assessment
a. Technique : written test
b. Form : Answer the questions based on the text given (Look C Head, C on page 116-117)
I. Read the text carefully and answer some questions based on the text
c. Scoring system
1. Maximal Score : 40
2. Totally Score : 100
3. Student's Score : Getting Score X 100
Maximal Score
c. Scoring Rubric
SCORE TOTAL
NO NAME
1 2 3 4 5 6 7 8 SCORE

Note:
The score for each number is 5. If the student can answer a question truly, he/she will get 5.
So, total score for the test is 100.
It has been verified Batu, 14 July 2014
by Team of SMAN 1 Batu English Teacher

Achmad Sulton, S.Pd

NIP. NIP. 19731118 199802 1 002

Legalized by
The Headmaster

Drs. SUPRANTIYO, MM
NIP. 19590923 198703 1 009

Learning Design Page 67

 STATE SENIOR Document Number
HIGH SCHOOL 1
BATU Date/Month/Year

Edition/Revision
Number
LEARNING
Page
DESIGN

LESSON PLAN

SUBJECT : English
GRADE/SEMESTER : Twelfth/First
MEETING : Twentieth
TIME ALLOTMENT : 2 X 45 minutes

Standard Competence
Reading : 5. Understand the meaning of short functional text, the simple talks in
Narrative, Explanation and Discussion in daily life and to access the
knowledge.
Writing : 6. Arouse the meaning of short functional text, the simple talks in Narrative
Explanation and Discussion in daily life and to access the knowledge.

Basic Competence
5.2Responding to the meaning and rhetoric steps in a written monologue for Discussion text
accurately, fluently, and accepted in daily life and to access knowledge

6.2.Expressing meaning and rhetoric steps accurately, fluently, and accepted in any daily life context
in the form of Discussion

Indicators
1.Express the meaning in short functional text and simple essay for Discussion text in daily life
context
2.Write the main idea of the text
3.Use grammar, vocabulary, spelling and punctuation accurately.
4.Elaborate the main idea.
5.Make the draft, and revision of the text.
6.Make the Discussion text

IGCSE
Reading
- demonstrate the ability to recognize public notices and signs including timetables and
advertisements)
- demonstrate the ability to extract relevant specific information from forms, letters, brochures and

Learning Design Page 68

 examples of imaginative writing considered likely to be within the experience of and reflecting the
interests of young people from varied cultural backgrounds
- scan for particular information, organize the relevant information and present it in a logical
manner/given format
- demonstrate the ability to extract relevant information from a wider range of texts, including
magazines and newspapers likely to be read by young people
- demonstrate the ability to identify the important points or themes within an extended piece of
writing
- draw conclusions from and see relations within an extended text

Writing
- carry out simple writing tasks, such as completing forms, writing postcards or short letters in an
appropriate and accurate form of English in response to a written stimulus
- demonstrate the ability to describe, report, give personal information
- identify, organize and present given material in a particular form
- carry out longer writing tasks on a wider range of topics in response to a written stimulus

1. Learning Activity
After discussing about Discussion that the students have learned, They are able to write a
discussion text very well
2. Materials
Discussion as the written text
3. Learning Steps
A. Beginning Activity (10 minutes)
Apperception
1. Give the regard to the students
2. Ask and answer some questions related with the text given
3. Convey the goal of activity in the class
B. Core Activity (70 minutes)
Exploration
1. Answer the questions (Look A Head, A on page 114)
2. Read the text, find out the generic structure and communicative purpose of the text and
answer the questions (Look A Head, B on page 115)
3. Work in pairs. Read the following text. Then label the parts of the text (Look A Head, D on page
117)
4. Work in pairs. Rearrange the jumbled paragraph into a good and meaningful text. (Look A
Head, A on page 118)
Elaboration
1. Create the issues and the conclusion of the text (Look A Head, B on page 119)
2. Make a composition of discussion text about some actual topics that happen in your society.
(Look A Head, A on page 120)
C. Closing Activity
Confirmation
1. The teacher asks to the student for concluding the materials that have been done.
4. Method and Model of Learning
Method of Learning : Communicative Approach
Model of Learning : Cooperative Learning (Role Playing)
5. Tools/Materials/Sources
a. Tools : The students worksheet
b. Materials : Discussion Text

Learning Design Page 69

 c. Sources : Look A Head by Sudarwati and Eudia Grace published by Erlangga and PR Bahasa
Inggris by Cicik Kurniawati and Yuniarti Dwi Arini published by Intan Pariwara
6. Assessment
a. Technique : written test
b. Form : Write the free composition about Descriptive
I. Make a Discussion with your own tittle. You may write with guiding of the books that youve ever
read.
c. Scoring system
1. Maximal Score :6
2. Totally Score : 100
3. Student's Score : Getting Score X 100
Maximal Score
scoring Rubric
SCORING ASPECT
The Sentences SCORE
NO NAME Punctuation
Arrangement

Scoring Aspect
A. Punctuation
3.Use the right punctuation for the passage
2. Lack of using the right punctuation for the passage
1. Almost all of the passage isn't using the right punctuation
0. Not using the right punctuation for the passage
B. The sentences Arrangement
3. The sentences arrangement are very good
2. The sentences arrangement are good
1. The sentences arrangement are fair
0. The sentences arrangement are not suitable

It has been verified Batu, 14 July 2014

by Team of SMAN 1 Batu English Teacher

Achmad Sulton, S.Pd

NIP. NIP. 19731118 199802 1 002

Legalized by
The Headmaster

Drs. SUPRANTIYO, MM
NIP. 19590923 198703 1 009

Learning Design Page 70

 STATE SENIOR Document Number
HIGH SCHOOL 1
BATU Date/Month/Year

Edition/Revision
Number
LEARNING
Page
DESIGN

LESSON PLAN

SUBJECT : English
GRADE/SEMESTER : Twelfth/First
MEETING : Twenty First
TIME ALLOTMENT : 2 X 45 minutes

Standard Competence
Listening : Understand the meaning in transactional and interpersonal conversation in daily
life.
Speaking : Express the meaning in transactional and interpersonal conversation in daily life.
Basic Competence
2.2 Respond the meaning in transactional and interpersonal conversation and sustained accurately,
fluently and properly by using variety of spoken utterances in daily life and involved expression
of advice, beg, and complain
4.2 Arouse the meaning in transactional and interpersonal conversation and sustained accurately,
fluently and properly by using variety of spoken utterances in daily life and involved expression
of advice, beg, and complain
Indicators
a. Identify speech act of Expression of confessing
b. Respond speech act of Expression confessing
c. Identify speech act of Expression of promising
d. Respond speech act of Expression of promising
e. Identify speech act of Expression of blaming
f. Respond speech act of Expression blaming
g. Identify speech act of Expression of curiosity
h. Respond speech act of Expression of curiosity

IGCSE
Listening
- demonstrate understanding of specific details, information and semiformal announcements, e.g.
news, weather, travel, and in interviews, dialogues and telephone conversations
- demonstrate general comprehension of the speaker's intentions where appropriate
- identify the important points or themes of the material they hear, including attitudes
- draw conclusions from and identify the relationships between ideas within the material they hear
- show awareness of major variations in register

Learning Design Page 71

- take notes from material they have heard
Speaking
- demonstrate competence in a range of speech activities, e.g. respond to questions on topics within
a defined range such as past and present schooling, future plans, current affairs
- conduct a sustained conversation
- demonstrate greater flexibility in dealing with new, topical ideas
- show a sense of audience
1. Learning Activity
After discussing about the expression that the students have learned, They are able to identify and
respond the expression of confessing, blaming, promising and curiosity well
2. Materials
The dialogues about expression of confessing, blaming, promising and curiosity.
3. Learning Steps
A. Beginning Activity (10 minutes)
Apperception
1. Give the regard to the students
2. Ask and answer some questions related with the expression given
3. Convey the goal of activity in the class
B. Core Activity (70 minutes)
Exploration
1. Listen and complete the dialogs based on what the students have heard (LKS 2012, A on page
4)
2. Answer the questions based on the dialogs in task A (LKS 2012, B on page 4)
3. Listen and arrange the sentences based on what the students have heard (LKS 2012, C on
page 5)
4. Complete the statement based on the dialogs in Task C (LKS 2012, D on page 5)
5. Listen and answer the questions based on what the students have heard (LKS 2012, E on page
5)
6. Listen and complete the dialogs based on what the students have heard (LKS 2012, B on page
58)
7. Answer the questions based on the dialogs in task B(LKS 2012, C on page 58)
Elaboration
1. Read and study the expression of confessing/admitting mistakes, blaming and promising with
your partner (LKS 2012, on page 2, 3 and 4)
2. Read and study the expression of curiosity (LKS 2012, on page 57)
C. Closing Activity
Confirmation
1. The teacher asks to the student for concluding the materials that have been done.
4. Method and Model of Learning
Method of Learning : Communicative Approach
Model of Learning : Cooperative Learning (Role Playing)
5. Tools/Materials/Sources
a. Tools : The students worksheet
b. Materials : The expression of confessing, blaming, promising and curiosity
c. Sources : Student's worksheet for senior high school in twelfth grade by Cicik Kurniawati
and Yuniarti Dwi Arini published by Intan Pariwara, 2012.
6. Assessment
a. Technique : written test
b. Form : Answer the questions
I. Listen and complete the dialogs carefully .

Learning Design Page 72

 c. Scoring system
1. Maximal Score : 50
2. Totally Score : 100
3. Student's Score : Getting Score X 100
Maximal Score
c. Scoring Rubric
Score
Name Total
1 2 3 4 5 6 7 8 9 10

Note:
The score for each number is 5. If the student can answer a question truly, he/she will get
5. So, total score for the test is 100.

It has been verified Batu, 14 July 2014

by Team of SMAN 1 Batu English Teacher

Achmad Sulton, S.Pd

NIP. NIP. 19731118 199802 1 002

Legalized by
The Headmaster

Drs. SUPRANTIYO, MM
NIP. 19590923 198703 1 009

Learning Design Page 73

 STATE SENIOR Document Number
HIGH SCHOOL 1
BATU Date/Month/Year

Edition/Revision
Number
LEARNING
Page
DESIGN

LESSON PLAN

SUBJECT : English
GRADE/SEMESTER : Twelfth/First
MEETING : Twenty Second
TIME ALLOTMENT : 2 X 45 minutes

Standard Competence
Listening : Understand the meaning in transactional and interpersonal conversation in daily
life.
Speaking : Express the meaning in transactional and interpersonal conversation in daily life.
Basic Competence
2.2 Respond the meaning in transactional and interpersonal conversation and sustained accurately,
fluently and properly by using variety of spoken utterances in daily life and involved expression
of confessing, blaming, promising and curiosity
4.2 Arouse the meaning in transactional and interpersonal conversation and sustained accurately,
fluently and properly by using variety of spoken utterances in daily life and involved expression
of confessing, blaming, promising and curiosity
Indicators
a. Identify speech act of Expression of confessing
b. Respond speech act of Expression confessing
c. Identify speech act of Expression of promising
d. Respond speech act of Expression of promising
e. Identify speech act of Expression of blaming
f. Respond speech act of Expression blaming
g. Identify speech act of Expression of curiosity
h. Respond speech act of Expression of curiosity

IGCSE
Listening
- demonstrate understanding of specific details, information and semiformal announcements, e.g.
news, weather, travel, and in interviews, dialogues and telephone conversations
- demonstrate general comprehension of the speaker's intentions where appropriate
- identify the important points or themes of the material they hear, including attitudes
- draw conclusions from and identify the relationships between ideas within the material they hear
- show awareness of major variations in register

Learning Design Page 74

- take notes from material they have heard
Speaking
- demonstrate competence in a range of speech activities, e.g. respond to questions on topics within
a defined range such as past and present schooling, future plans, current affairs
- conduct a sustained conversation
- demonstrate greater flexibility in dealing with new, topical ideas
- show a sense of audience
1. Learning Activity
After discussing about the expression that the students have learned, They are able to identify and
respond the expression of confessing, blaming, promising and curiosity very well
2. Materials
The dialogues about expression of confessing, blaming, promising and curiosity.
3. Learning Steps
A. Beginning Activity (10 minutes)
Apperception
1. Give the regard to the students
2. Ask and answer some questions related with the expression given
3. Convey the goal of activity in the class
B. Core Activity (70 minutes)
Exploration
1. Practice the dialogs with your partner (LKS 2012, A on page 6)
2. Answer the questions based on the dialogs A (LKS 2012, B on page 6)
3. Complete the dialogue with the correct words from the box (LKS 2012, C on page 7)
Elaboration
1. Create the dialogs with your partner based on the situation (LKS 2012, D, C on page 7 and 60)
C. Closing Activity
Confirmation
1. The teacher asks to the student for concluding the materials that have been done.
2. Give the assignment to continue in composing the dialogue.
4. Method and Model of Learning
Method of Learning : Communicative Approach
Model of Learning : Cooperative Learning (Role Playing)
5. Tools/Materials/Sources
a. Tools : The students worksheet
b. Materials : The expression of confessing, blaming, promising and curiosity
c. Sources : Student's worksheet for senior high school in twelfth grade by Cicik Kurniawati
and Yuniarti Dwi Arini published by Intan Pariwara, 2012.
6. Assessment
a. Technique : performance test
b. Form : Role Playing/Oral test
I. Present your dialogue in front of the class by choosing one of them
c. Scoring system
1. Maximal Score :9
2. Totally Score : 100
3. Student's Score : Getting Score X 100
Maximal Score

Learning Design Page 75

c. Scoring Rubric
SCORING ASPECT
Grammar and Pronounciation
NO NAME content SCORE
vocabulary and stressing
3 2 1 0 3 2 1 0 3 2 1 0

Scoring Aspect
1 Grammar and Vocabulary
3. Use the right grammar and appropriate vocabulary
2. Use incorrect grammar and appropriate vocabulary
1. Use incorrect grammar and inappropriate vocabulary
0. Use the wrong grammar and vocabulary
2. Pronounciation and Stressing
3. Pronounciation and stressing are clear
2. Pronounciation and stressing are clear enough
1. Pronounciation and stressing are unclear
0. Silent/no produce the voice
3. Content
3. The content is suitable with the expression
2. The content is rather suitable with the expression
1. The content isn't suitable with the expression
0. The content isn't relationship with the expression

It has been verified Batu, 14 July 2014

by Team of SMAN 1 Batu English Teacher

Achmad Sulton, S.Pd

NIP. NIP. 19731118 199802 1 002

Legalized by
The Headmaster

Drs. SUPRANTIYO, MM
NIP. 19590923 198703 1 009

Learning Design Page 76

 STATE SENIOR Document Number
HIGH SCHOOL 1
BATU Date/Month/Year

Edition/Revision
Number
LEARNING
Page
DESIGN

LESSON PLAN

SUBJECT : English
GRADE/SEMESTER : Twelfth/First
MEETING : Twenty Third
TIME ALLOTMENT : 2 X 45 minutes

Standard Competence
Listening : Understand the meaning in transactional and interpersonal conversation in daily
life.
Speaking : Express the meaning in transactional and interpersonal conversation in daily life.
Basic Competence
2.2 Respond the meaning in transactional and interpersonal conversation and sustained accurately,
fluently and properly by using variety of spoken utterances in daily life and involved expression
of advice, beg, and complain
4.2 Arouse the meaning in transactional and interpersonal conversation and sustained accurately,
fluently and properly by using variety of spoken utterances in daily life and involved expression
of advice, beg, and complain
Indicators
a. Identify speech act of Expression of attitude
b. Respond speech act of Expression attitude
c. Identify speech act of Expression of pleased and displeased
d. Respond speech act of Expression of pleased and displeased

IGCSE
Listening
- demonstrate understanding of specific details, information and semiformal announcements, e.g.
news, weather, travel, and in interviews, dialogues and telephone conversations
- demonstrate general comprehension of the speaker's intentions where appropriate
- identify the important points or themes of the material they hear, including attitudes
- draw conclusions from and identify the relationships between ideas within the material they hear
- show awareness of major variations in register
- take notes from material they have heard
Speaking
- demonstrate competence in a range of speech activities, e.g. respond to questions on topics within

Learning Design Page 77

 a defined range such as past and present schooling, future plans, current affairs
- conduct a sustained conversation
- demonstrate greater flexibility in dealing with new, topical ideas
- show a sense of audience
1. Learning Activity
After discussing about the expression that the students have learned, They are able to identify and
respond the expression of attitude, pleased and displeased well
2. Materials
The dialogues about expression of attitude, pleased and displeased.
3. Learning Steps
A. Beginning Activity (10 minutes)
Apperception
1. Give the regard to the students
2. Ask and answer some questions related with the expression given
3. Convey the goal of activity in the class
B. Core Activity (70 minutes)
Exploration
1. Listen the dialog and fill in the blanks (Look A Head, B on page 79)
2. Find out the expression of attitudes in the dialog (Look A Head, B on page 79)
3. Answer the question based on the dialog (Look A Head, B on page 79)
Elaboration
1. listen the dialog and complete the missing words (Look A Head, C on page 155-156)
2. find examples of gambits and communication function in the previous dialog. Do with your
partner (Look A Head, D on page 156)
C. Closing Activity
Confirmation
1. The teacher asks to the student for concluding the materials that have been done.
4. Method and Model of Learning
Method of Learning : Communicative Approach
Model of Learning : Cooperative Learning (Role Playing)
5. Tools/Materials/Sources
a. Tools : The students worksheet
b. Materials : The expression of confessing, blaming, promising and curiosity
c. Sources : Student's worksheet for senior high school in twelfth grade Look A Head 3 written
by Sudarwati and Eudia Grace published by Erlangga
6. Assessment
a. Technique : written test
b. Form : Answer the questions
I. Give your pleased and displeased according to the movie programs (Look A Head, B on page 158-
159)
c. Scoring system
1. Maximal Score : 50
2. Totally Score : 100
3. Student's Score : Getting Score X 100
Maximal Score
c. Scoring Rubric
Score
Name Total
1 2 3 4 5 6 7 8 9 10

Learning Design Page 78

Note:
The score for each number is 5. If the student can answer a question truly, he/she will get
5. So, total score for the test is 100.
It has been verified Batu, 14 July 2014
by Team of SMAN 1 Batu English Teacher

Achmad Sulton, S.Pd

NIP. NIP. 19731118 199802 1 002

Legalized by
The Headmaster

Drs. SUPRANTIYO, MM
NIP. 19590923 198703 1 009

Learning Design Page 79

 STATE SENIOR Document Number
HIGH SCHOOL 1
BATU Date/Month/Year

Edition/Revision
Number
LEARNING
Page
DESIGN

LESSON PLAN

SUBJECT : English
GRADE/SEMESTER : Twelfth/First
MEETING : Twenty Fourth
TIME ALLOTMENT : 2 X 45 minutes

Standard Competence
Listening : Understand the meaning in transactional and interpersonal conversation in daily
life.
Speaking : Express the meaning in transactional and interpersonal conversation in daily life.
Basic Competence
2.2 Respond the meaning in transactional and interpersonal conversation and sustained accurately,
fluently and properly by using variety of spoken utterances in daily life and involved expression
of confessing, blaming, promising and curiosity
4.2 Arouse the meaning in transactional and interpersonal conversation and sustained accurately,
fluently and properly by using variety of spoken utterances in daily life and involved expression
of confessing, blaming, promising and curiosity
Indicators
a. Identify speech act of Expression of attitudes
b. Respond speech act of Expression attitudes
c. Identify speech act of Expression of pleased and displeased
d. Respond speech act of Expression of pleased and displeased
IGCSE
Listening
- demonstrate understanding of specific details, information and semiformal announcements, e.g.
news, weather, travel, and in interviews, dialogues and telephone conversations
- demonstrate general comprehension of the speaker's intentions where appropriate
- identify the important points or themes of the material they hear, including attitudes
- draw conclusions from and identify the relationships between ideas within the material they hear
- show awareness of major variations in register
- take notes from material they have heard
Speaking
- demonstrate competence in a range of speech activities, e.g. respond to questions on topics within
a defined range such as past and present schooling, future plans, current affairs

Learning Design Page 80

- conduct a sustained conversation
- demonstrate greater flexibility in dealing with new, topical ideas
- show a sense of audience
1. Learning Activity
After discussing about the expression that the students have learned, They are able to identify and
respond the expression of attitudes, pleased and displeased very well
2. Materials
The dialogues about expression of attitudes, pleased and displeased.
3. Learning Steps
A. Beginning Activity (10 minutes)
Apperception
1. Give the regard to the students
2. Ask and answer some questions related with the expression given
3. Convey the goal of activity in the class
B. Core Activity (70 minutes)
Exploration
1. Study expression of attitudes (Look A Head 3 on page 157-158)
2. Study expression of pleased and displeased (Look A Head 3 on page 157-158)
Elaboration
1. Create the dialogs with your partner based on expression attitudes, pleased and displeased
C. Closing Activity
Confirmation
1. The teacher asks to the student for concluding the materials that have been done.
2. Give the assignment to continue in composing the dialogue.
4. Method and Model of Learning
Method of Learning : Communicative Approach
Model of Learning : Cooperative Learning (Role Playing)
5. Tools/Materials/Sources
a. Tools : The students worksheet
b. Materials : The expression of confessing, blaming, promising and curiosity
c. Sources : Student's worksheet for senior high school in twelfth grade by Cicik Kurniawati
and Yuniarti Dwi Arini published by Intan Pariwara, 2012. Student's worksheet for
senior high school in twelfth grade Look A Head 3 written by Sudarwati and Eudia
Grace published by Erlangga
6. Assessment
a. Technique : performance test
b. Form : Role Playing/Oral test
I. Present your dialogue in front of the class by choosing one of them
c. Scoring system
1. Maximal Score :9
2. Totally Score : 100
3. Student's Score : Getting Score X 100
Maximal Score

c. Scoring Rubric
SCORING ASPECT
Grammar and Pronounciation
NO NAME content SCORE
vocabulary and stressing
3 2 1 0 3 2 1 0 3 2 1 0

Learning Design Page 81

 Scoring Aspect
1. Grammar and Vocabulary
3. Use the right grammar and appropriate vocabulary
2. Use incorrect grammar and appropriate vocabulary
1. Use incorrect grammar and inappropriate vocabulary
0. Use the wrong grammar and vocabulary
2.Pronounciation and Stressing
3. Pronounciation and stressing are clear
2. Pronounciation and stressing are clear enough
1. Pronounciation and stressing are unclear
0. Silent/no produce the voice
3.Content
3. The content is suitable with the expression
2. The content is rather suitable with the expression
1. The content isn't suitable with the expression
0. The content isn't relationship with the expression

It has been verified Batu, 14 July 2014

by Team of SMAN 1 Batu English Teacher

Achmad Sulton, S.Pd

NIP. NIP. 19731118 199802 1 002

Legalized by
The Headmaster

Drs. SUPRANTIYO, MM
NIP. 19590923 198703 1 009

Learning Design Page 82