LESSON PLAN

Level of Education : Senior High School

Subject : English
Grade/Semester : XII/1st
Topic : Caption
Language Skill : Writing
Time Allocated : 1 X 10 minutes

A. Main Competence
1. Menghargai dan menghayati ajaran agama yang dianutnya
2. Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli
(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif
dengan lingkungan social dan alam dalam jangkauan pergaulan dan keberadaannya.
3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin
tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan
kejadian tampak mata.
4. Mencoba, mengolah, dan menyaji 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.

B. Basic Competence
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam
melaksanakan komunikasi fungsional.

3.5 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks penyerta
gambar (caption), sesuai dengan konteks penggunaannya.
4.7 Menangkap makna teks penyerta gambar (caption).
4.8 Menyusun teks penyerta gambar (caption), dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
C. Learning Indicators
1. Identify the text structure of caption.
2. Catch the meaning of caption.
3. Create a caption of picture.

D. Learning Goals

After observing the object shown, students are able to:

1. Mention the parts of caption in general.
2. Mention the parts of caption based on the text.
3. Write a caption of picture.

E. Learning Materials

CAPTION
A caption is a mini-story that answers all questions about a photo.
Requires time, thought, research, variety and consistency to write. Every
photo should have a caption for adequate identification of its contents
and to insure its historical value. A good caption has four parts:

 a headline

The headline should be a clever title verbally linked to the photograph. A

pun works well here when appropriate. Catch-lines are like individual mini-
headlines at the beginning of the caption, and their main advantage is that
they serve as astonishers, or impact words, to lure the reader into the caption
body.

 an identification sentence

The identification sentence explains exactly what is going on in the photo,

names all visible people and is written in present tense.
In short, the first sentence in a caption at least answers the questions
who
what
when
where
  a secondary information sentence

The secondary information sentence…

Adds information that is not obvious in the photo and is written in past
tense. Includes information from the interview.
Maybe answers the questions why and how.
Includes any information that might be of interest to your reader.

 a quote

A quote at the end adds the feeling of being there.

Use feelings and opinion in quotes.
Don’t just quote facts.
An expanded caption can include quotes from the subject about his/her
reaction to the action in the photo.

SURFING
Eli Tiller, a senior in biochemistry, crowd surfs during The Avett Brothers’
performance at Pack Howl. “I have crowd surfed before, but the crowd surfing in
Reynolds was the best I’ve ever done,” Tiller said. “Everyone was tossing me back
and forth like the first place hot potato at the State Fair. It seemed like I was up there
for a couple of hours.” Photo by Aria Behrouzi
F. Learning Method
Approach : Discovery Learning
Strategy : Observe-practice

G. Media and Source

Source : students’ handbook, newspaper.
Media : laptop, LCD.

H. Learning Activities
a. Pre-activities (2 minutes)
 Teacher greets the students and asks their condition.
 Teacher checks the students’ attendance.
 Teacher conducts brain storming through question-answer section.
 Teacher gives the general topic they will learn.
b. Main activities (5 minutes)
1) Observing
 Teacher gives students some newspapers.
 Students observe the newspapers by paying attention on the
teacher’s questions.
 Students mention the part of caption
2) Questioning
 Students ask how to find information in a caption.
3) Associating
 In pair, students find the caption in the newspaper given.
 Students classify the caption based on the elements/parts of
caption.
 Students write the result in a piece of paper.
4) Experimenting
 Each group asks other group to compare the result.
 Students write the differences of each group result.
5) Communicating
 In pair, students capture a picture around the school.
 Students print the picture they have been captured.
  Students write o caption based on the picture.

c. End activities (3 minutes)

 Teacher and students summarize what they have learned today.
 Teacher gives the students feedback.
 The teacher gives the students exercise or home work.

I. Assessment
a. Technique : Written
b. Test : subjective test
c. Instrument

Activity 1
Classify the parts of this caption!
SURFING
Eli Tiller, a senior in biochemistry, crowd surfs during The Avett Brothers’
performance at Pack Howl. “I have crowd surfed before, but the crowd
surfing in Reynolds was the best I’ve ever done,” Tiller said. “Everyone was
tossing me back and forth like the first place hot potato at the State Fair. It
seemed like I was up there for a couple of hours.” Photo by Aria Behrouzi

Activity 2
Go surround your school. Capture an interesting picture. Print out your pictures and
gives it a caption.

J. Scoring
Students’ writing skill scoring format

Scored aspects
Student
No Text Sentence Vocabularies Writing Writing
Name Diction
structure coherency writing originality neat
Criteria:
a. Text structure
5 = 100% writing has written in good structure
4 = 80% writing has written in good structure
3 = 60% writing has written in good structure
2 = 40% writing has written in good structure
1 = 20% writing has written in good structure
b. Diction
5 = 100% using appropriate diction
4 = 80% using appropriate diction
3 = 60% using appropriate diction
2 = 40% using appropriate diction
1 = 20% using appropriate diction
c. Sentence Coherency
5 = 100% sentences are coherence arranged
4 = 80% sentences are coherence arranged
3 = 60% sentences are coherence arranged
2 = 40% sentences are coherence arranged
1 = 20% sentences are coherence arranged
d. Vocabularies writing
5 = 100% vocabularies writing are correct
4 = 80% vocabularies writing are correct
3 = 60% vocabularies writing are correct
2 = 40% vocabularies writing are correct
1 = 20% vocabularies writing are correct
e. Writing originality
5 = 100% the writing is based on themselves thinking
4 = 80% the writing is based on themselves thinking
3 = 60% the writing is based on themselves thinking
2 = 40% the writing is based on themselves thinking
1 = 20% the writing is based on themselves thinking
f. Writing neat
5 = Neat and can be read easily
3 = not neat and difficult to read
 Surabaya, 29 Mei 2015
Mengetahui,
Kepala Sekolah Mahasiswa,

______________________ DIANA NURUL

NIP. NIM. 125300187