LESSON PLAN

School : SMP N 1 Mlati

Subject : English
Class/Semester : VIII B/II
Time allocation : 2 x 40 Minutes
Date : , March th 2019
Skill : Writing

Topic : Recount text

I. Core Competences (KI)

KI 1: Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli
(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya
KI 3: Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya
terkait fenomena dan kejadian tampak mata.
KI 4: Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis,
membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari
di sekolah dan sumber lain yang sama dalam sudut pandang/teori.

II. Basic Competences (KD)

1.11 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi internasional yang diwujudkan dalam semangat
belajar.
2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi
interpersonal dengan guru dan teman.
3.12 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi
sosial teks recount dengan menyatakan dan menanyakan tentang kegiatan,
kejadian, dan peristiwa, pendek dan sederhana, sesuai dengan konteks
penggunaannya
 4.14 Menangkap makna teks recount lisan dan tulis, pendek dan sederhana, tentang
kegiatan, kejadian, peristiwa.
4.15 Menyusun teks recount lisan dan tulis, pendek dan sederhana, tentang
kegiatan, kejadian, peristiwa, dengan memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan yang benar dan sesuai konteks
III. Indicators
1.1.1 Menunjukkan rasa syukur dapat mengikuti pelajaran bahasa Inggris.
2.1.1 Menunjukkan sikap sungguh-sungguh dalam belajar dan
berperilaku santun dan peduli dalam dalam belajar komunikasi
interpersonal dengan guru dan teman.
2.1.2 Jujur, disiplin, percaya diri, bertanggung jawab, peduli, kerja sama, dan
cinta damai dalam melaksanakan komunikasi.
3.12.1Menjelaskan struktur teks pada teks recount.
3.12.2 Menjelaskan unsur kebahasaan pada teks recount.
4.14.1 Mengidentifikasikan makna teks recount lisan dan tulis pendek tentang
kegiatan, kejadian dan peristiwa.
4.15.1 Menyusun teks recount lisan dan tulis pendek tentang kegiatan.

IV. Teaching Material

1. The needed materials
2. Video

V. Methods
1. Communicative Language Teaching

VI. Media
1. White board/Board marker
2. Projector/LCD
3. Laptop
4. Speaker
VII. Sources
Interactive English 2 (Book)
Internet
VIII. Learning Steps
Preliminary Activity
Teacher Students Time
 The teacher greets the students  The students respond to the 10
teacher’s greeting minutes
 The teacher invites students to  One of the students leads the
pray praying
  The teacher checks the presence  The students respond to the
of students teacher when there is (are)
student(s) who is (are)
absent.
Main Activity

Teacher Students Time

(Observing)

 The teacher asks the students:  The students answer the 30

- What did you do last night?
- What did you watch last
night?
- What did you learn
yesterday?
 The teacher makes the students
realize about the use of past
tense.
 The teacher gives an instruction
before showing a video to the
students.
Instruction:
- Please pay attention to the
video and do the instruction
by the teacher.
 The teacher shows the students
the video.
 The teacher discusses what the
video is about.
 The teacher will explain the
material about sequence words.
teacher’s question in an minutes
appropriate way (using past
tense).
 The students listen to the
teacher’s explanation.
 The students listen to the
teacher’s instruction.
 The students watch the video.
 The students answer the
questions related to the
video.
 The students discuss their
answer with the teacher and
others.

(Questioning)
 The teacher gives the students an  By guided by the teacher, the 10
opportunity to ask. students ask questions based minutes
on the materials given
(Exploring)
 The teacher gives the student the  The students read, share and 15
 exercise, then asks the student to discuss their findings. minutes
do the exercise.
 The teacher discusses the
students’ finding.
 The teacher divides the students 30
into 3 groups. Each group minutes
consists of four pairs.
 The teacher gives the students the
themes. Each pair should write its
part. The results will be written
on the board.
 The teacher shows the picture on 15
the projector. Then, asks the minutes
students write a recount text
based on the picture.
Closing Activity

Teacher Students Time

 The teacher guides the learning  The students respond the 10
outcomes concluded teachers’ question/ ask the minutes
- Okay, students. Today we question to the teacher.
have finished study about
recount text
- Until now, do you have any
question? Is it clear?
- I hope you understand about
our lesson today and
implement it in daily life.
 Provide structured individual
assignment
 Student, don’t forget study at  The students pay attention to
home. Read the next lesson the teacher’s instruction.
and also practice what we
have learned about.
 Good. See you next time.
Assalamu’alaikum  The students respond the
warahmatullahi wa teacher’s greeting.
barakaatuh.
 IX. Assessment:
The assessments of students are: writing the recount text and the students’
presentation. In order to assess the students’ writing and performance, the teacher
uses the following rubric:
WRITING SCORING RUBRIC
BY ARTHUR HUGHES
ASPECTS CRITERIA SCORES LEVEL
Grammar - Few (if any) noticeable errors of grammar or word order. 6 Excellent
- Some errors of grammar or word order which do not,
however, interfere with comprehension. 5 Very Good
- Errors of grammar or word order fairly frequent;
occasional re—reading necessary for full 4 Good
comprehension.
- Errors of grammar or word order frequent; efforts of
interpretation sometimes required on reader’s part. 3 Fair
- Errors of grammar or word order very frequent; reader
often has to rely on own interpretation.
- Errors of grammar- or word order so severe as to make 2 Poor
comprehension virtually impossible.
1 Very Poor
Vocabulary - Use of vocabulary and idiom rarely (if at all) 6 Excellent
distinguishable from that of educated native writer
- Occasionally uses inappropriate terms or relies on
circumlocutions; expression of ideas hardly impaired. 5 Very Good
- Uses wrong or inappropriate words fairly frequently;
expression of ideas may be limited because of inadequate
vocabulary. 4 Good
- Limited vocabulary end frequent errors clearly hinder
expression of ideas.
- Vocabulary so limited and so frequently misused that 3 Fair
reader must often rely on own interpretation.
- Vocabulary limitations so extreme as to make 2 Poor
comprehension virtually impossible.

1 Very Poor
Mechanics - Few (if any) noticeable lapses in punctuation or spelling. 6 Excellent
- Occasional lapses in punctuation or Spelling which does
not, however, interfere with comprehension. 5 Very Good
- Errors in punctuation or Spelling fairly frequent;
occasional re-reading necessary for full comprehension.
- Frequent errors in spelling or punctuation; lead 4 Good
sometimes to Obscurity.
- Errors in spelling or punctuation so frequent that reader
must often rely on own interpretation. 3 Fair
- Errors in spelling on punctuation so severe as to make
comprehension virtually impossible. 2 Poor

1 Very Poor
Fluency - Choice of structure, and vocabulary consistently 6 Excellent
(style and ease appropriate; like that of educated native writer.
of - Occasional Lack of consistency in choice of structures
communicatio and vocabulary which does not, however, impair overall 5 Very Good
n) ease of communication.
- ‘Patchy’, with some structures or vocabulary Items
noticeably inappropriate to general style.
- Structures or vocabulary items sometimes not only 4 Good
inappropriate but also misused; little sense of ease of
communication. 3 Fair
- Communication often impaired by completely
inappropriate or misused structures or vocabulary items.
- A ‘hotch-potch’ of half-learned misused structures and 2 Poor
vocabulary items rendering communication almost
Impossible.
1 Very Poor
Organization - Highly organized; clear progression of ideas well linked; 6 Excellent
like educated native writer.
- Material well organized; links could occasionally he 5 Very Good
clearer but communication not impaired.
- Some lack of organization; re-reading required for
clarification of ideas, 4 Good
- Little or no attempt at connectivity, though reader can
deduce some organization. 3 Fair
- Individual ideas may be clear, but very difficult to
deduce connection between them. 2 Poor
- Lack of organization so severe that communication is
seriously impaired. 1 Very Poor

Yogyakarta, March 20th 2019

English Teacher Researchers

Ahmad Naufal
Dra. Hj. Dewi Muslimah, S.Pd. 18716251029
NIP. 1961120219083032002

Rizki Agung Pratama

18716251036

Ardina Udiawan
18716251039
 LESSON PLAN

School : SMP N 1 Mlati

Subject : English
Class/Semester : VIII B/II
Time allocation : 2 x 40 Minutes
Date : Saturday, March 23th 2019
Skill : Writing

Topic : Recount text

I. Core Competences (KI)

KI 1: Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli
(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya
KI 3: Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya
terkait fenomena dan kejadian tampak mata.
KI 4: Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis,
membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari
di sekolah dan sumber lain yang sama dalam sudut pandang/teori.

II. Basic Competences (KD)

1.11 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi internasional yang diwujudkan dalam semangat
belajar.
2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi
interpersonal dengan guru dan teman.
3.12 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi
sosial teks recount dengan menyatakan dan menanyakan tentang kegiatan,
kejadian, dan peristiwa, pendek dan sederhana, sesuai dengan konteks
penggunaannya
 4.14 Menangkap makna teks recount lisan dan tulis, pendek dan sederhana, tentang
kegiatan, kejadian, peristiwa.
4.15 Menyusun teks recount lisan dan tulis, pendek dan sederhana, tentang
kegiatan, kejadian, peristiwa, dengan memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan yang benar dan sesuai konteks
III. Indicators
1.1.1 Menunjukkan rasa syukur dapat mengikuti pelajaran bahasa Inggris.
2.1.1 Menunjukkan sikap sungguh-sungguh dalam belajar dan
berperilaku santun dan peduli dalam dalam belajar komunikasi
interpersonal dengan guru dan teman.
2.1.2 Jujur, disiplin, percaya diri, bertanggung jawab, peduli, kerja sama, dan
cinta damai dalam melaksanakan komunikasi.
3.12.1Menjelaskan struktur teks pada teks recount.
3.12.2 Menjelaskan unsur kebahasaan pada teks recount.
4.14.1 Mengidentifikasikan makna teks recount lisan dan tulis pendek tentang
kegiatan, kejadian dan peristiwa.
4.15.1 Menyusun teks recount lisan dan tulis pendek tentang kegiatan.

IV. Teaching Material

1. The needed materials
2. Pictures Series

V. Methods
1. Communicative Language Teaching

VI. Media
1. White board/Board marker
2. Projector/LCD
3. Laptop
4. Speaker
VII. Sources
Interactive English 2 (Book)
Internet
VIII. Learning Steps
Preliminary Activity
Teacher Students Time
 The teacher greets the students  The students respond to the 5
teacher’s greeting minutes
 The teacher invites students to  One of the students leads the
pray prayer
  The teacher checks the presence 
of students
Main Activity
Teacher
(Observing)
 The teacher asks the students:  The students answer the 5
- What did you learn at the last
meeting?
- Could you give an example of
what we have learned?
-
(Questioning)
 The teacher gives the students an 
opportunity to ask.
(Associating)
 The teacher ask the student to
make some groups. Each group
consists of eight students.
 The teacher gives a worksheet
containing jumbled words for
every group and asks them to
arrange the jumbled word into
good sentences.
 The teacher asks a volunteer of
each group to write down their
answer on the board.
 The teacher discusses the answer
with the students and gives
feedback to the students
 The teacher instructs the students
to arrange the jumbled sentences
into a good simple recount text.
 The teacher asks the students to
exchange the work with other
The students respond to the
teacher when there is
one/more student(s) who is
absent
Students Time
teacher’s questions in an minutes
appropriate way (using past
tense).
By guided by the teacher, the 5
students ask questions based minutes
on the materials given
 The students make a group 20
defined by the teacher. minutes
 The students follow the
teachers’ instruction to work
on the worksheet containing
jumbled word.
 The volunteer of each group
writes down the answer on
the board.
 The students discuss their
work with the teacher and
other students.
 The students arrange the
jumbled sentences into a
good simple recount text.
 The students gives feedback
to the other students’ work.
 groups.
 The teacher discusses the answer  The students discuss their
with the students and gives work with the teacher and
feedback to the students other students.
(Communicating)
 The teacher will ask the students  The students create their own 40
to make their draft of recount text draft of recount text in pair. minutes
in pair. Then the teacher spreads
out picture series to assist the
students in creating the draft. By
the guidance of the teacher, the
students construct their draft.
 The teacher’ asks the students to  Every pair submits their own
submit their work. draft.
Closing Activity

Teacher Students Time

 The teacher guides the learning  The students respond the 5
outcomes concluded teachers’ question/ ask the minutes
- Okay, students. Today we question to the teacher.
have finished study about
recount text
- Until now, do you have any
question? Is it clear?
- I hope you understand about
our lesson today and
implement it in daily life.
 Provide structured individual
assignment
 Student, don’t forget study at  The students pay attention to
home. Read the next lesson the teacher’s instruction.
and also practice what we
have learned about.
 Good. See you next time.
Assalamu’alaikum  The students respond the
warahmatullahi wa teacher’s greeting.
barakaatuh.
 IX. Assessment:
The assessments of students are: writing the recount text and the students’
presentation. In order to assess the students’ writing and performance, the teacher
uses the following rubric:
WRITING SCORING RUBRIC
BY ARTHUR HUGHES
ASPECTS CRITERIA SCORES LEVEL
Grammar - Few (if any) noticeable errors of grammar or word order. 6 Excellent
- Some errors of grammar or word order which do not,
however, interfere with comprehension. 5 Very Good
- Errors of grammar or word order fairly frequent;
occasional re—reading necessary for full 4 Good
comprehension.
- Errors of grammar or word order frequent; efforts of
interpretation sometimes required on reader’s part. 3 Fair
- Errors of grammar or word order very frequent; reader
often has to rely on own interpretation.
- Errors of grammar- or word order so severe as to make 2 Poor
comprehension virtually impossible.
1 Very Poor
Vocabulary - Use of vocabulary and idiom rarely (if at all) 6 Excellent
distinguishable from that of educated native writer
- Occasionally uses inappropriate terms or relies on
circumlocutions; expression of ideas hardly impaired. 5 Very Good
- Uses wrong or inappropriate words fairly frequently;
expression of ideas may be limited because of inadequate
vocabulary. 4 Good
- Limited vocabulary end frequent errors clearly hinder
expression of ideas.
- Vocabulary so limited and so frequently misused that 3 Fair
reader must often rely on own interpretation.
- Vocabulary limitations so extreme as to make 2 Poor
comprehension virtually impossible.

1 Very Poor
Mechanics - Few (if any) noticeable lapses in punctuation or spelling. 6 Excellent
- Occasional lapses in punctuation or Spelling which does
not, however, interfere with comprehension. 5 Very Good
- Errors in punctuation or Spelling fairly frequent;
occasional re-reading necessary for full comprehension.
- Frequent errors in spelling or punctuation; lead 4 Good
sometimes to Obscurity.
- Errors in spelling or punctuation so frequent that reader
must often rely on own interpretation. 3 Fair
- Errors in spelling on punctuation so severe as to make
comprehension virtually impossible. 2 Poor

1 Very Poor
Fluency - Choice of structure, and vocabulary consistently 6 Excellent
(style and ease appropriate; like that of educated native writer.
of - Occasional Lack of consistency in choice of structures
communicatio and vocabulary which does not, however, impair overall 5 Very Good
n) ease of communication.
- ‘Patchy’, with some structures or vocabulary Items
noticeably inappropriate to general style.
- Structures or vocabulary items sometimes not only 4 Good
inappropriate but also misused; little sense of ease of
communication. 3 Fair
- Communication often impaired by completely
inappropriate or misused structures or vocabulary items.
- A ‘hotch-potch’ of half-learned misused structures and 2 Poor
vocabulary items rendering communication almost
Impossible.
1 Very Poor
Organization - Highly organized; clear progression of ideas well linked; 6 Excellent
like educated native writer.
- Material well organized; links could occasionally he 5 Very Good
clearer but communication not impaired.
- Some lack of organization; re-reading required for
clarification of ideas, 4 Good
- Little or no attempt at connectivity, though reader can
deduce some organization. 3 Fair
- Individual ideas may be clear, but very difficult to
deduce connection between them. 2 Poor
- Lack of organization so severe that communication is
seriously impaired. 1 Very Poor

Yogyakarta, March 20th 2019

English Teacher Researchers

Ahmad Naufal
Dra. Hj. Dewi Muslimah, S.Pd. 18716251029
NIP. 1961120219083032002

Rizki Agung Pratama

18716251036

Ardina Udiawan
18716251039