LESSON PLAN 4.

TEACHER AWALUDIN
SUBJECT ENGLISH
GRADE / CLASS VIII/BOYS/GIRLS
WEEK.SEMESTER.YEAR …………………………
TIME ALLOCATION 2 PERIODS
SMA Global Islamic Boarding School

Core Competencies:
KI-3 : Memahami dan menerapkan pengetahuan (faktual,konseptualdan 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 konkrit
(menulis,membaca,menghitung,menggambar dan mengarang) sesuai dengan
yang dipelajari di sekolah dan sumber lain yang sama dengan sudut
pandang/teori

Basic Competency:
⮚ Cognitive Aspects: 3.1 menerapkan fungsi sosial, struktur teks, dan unsur
kebahasaan teks interaksi transaksional lisan dan tulis yang
melibatkan ndakan memberi dan meminta informasi terkait
perbandingan jumlah dan sifat orang, binatang, benda, sesuai
dengan konteks penggunaannya. (Perha kan unsur kebahasaan
degree of comparison)

⮚ Skills Aspects: 4.1 menyusun teks interaksi transaksional lisan dan tulis sangat
pendek dan sederhana yang melibatkan ndakan memberi dan
meminta informasi terkait perbandingan jumlah dan sifat orang,
binatang, benda, dengan memperha kan fungsi sosial, struktur
teks, dan unsur kebahasaan yang benar dan sesuai konteks

Indicators of Basic Competency Achievement

⮚ Cognitive Aspects: 3.1.1 Mengiden fikasi fungsi sosial ungkapan menyatakan dan
menanyakan perbandingan jumlah dan sifat orang, binatang, dan
benda
3.1.2 Mengiden fikasi struktur teks pada ungkapan menyatakan
dan menanyakan perbandingan jumlah dan sifat orang, binatang,
dan benda
3.1.3 Mengidentifikasi unsur kebahasaan pada ungkapan
menyatakan dan menanyakan perbandingan jumlah dan sifat
orang, binatang, dan benda
LESSON PLAN 4.0

⮚ Skills Aspects: 4.1.1

4.1.2
4.1.3

MEDIA PEMBELAJARAN :

1. Power Point dan Proyektor menampilkan gambar dan video

2. Video Pembelajaran dari Youtube
3. Flash card Bahasa Inggris
4. Lembar Kerja Digital Siswa (LKPD) digital
5. Google Form
6. Quiziz dan Kahoot

1. CONTENT/TOPIC
DEGREE OF COMPARISON
Sub content:
1.1. adjective
1.2. comparative
1.3. superlative
1.4.

2. CONTEXT
Two Students will be asked to come forward, the rest of students will be asked to mention the
differences between two students in front of the class.

3. CONCEPT
Measurement, size,

4. LEARNING GOALS
By the end of the session, student will be able to:
1. Make a basic sentence using comparative adjective
2. Recognize the basic pattern of degree of comparison
3. Differentiate comparative and superlative
4. Be more responsible and respect to the others.

5. MATERIAL DEVELOPMENT

Degrees of Comparison
Definition
Adjectives describe a quality or characteristic of a noun or pronoun. The basic form of an adjective is
sometimes known as the positive degree.
LESSON PLAN 4.0

But adjectives can also be inflected (changed in form) to compare a quality between two nouns—this
form is known as the comparative degree.
Similarly, we can also inflect an adjective to identify a noun with the highest (or lowest) degree of an
attribute among a group—this is known as the superlative degree.

Forming the Comparative and Superlative Degrees

We generally form the comparative degree by adding the suffix “-er” to the end of the adjective, or by
using the words more or less before it.
To form the superlative degree, we either add “-est” to the end of the adjective or use the words most
or least before it.
In some cases, depending on how the adjective is spelled, we have to change the spelling slightly to
accommodate the addition of the suffix; there are some simple rules we can follow to know when such
a change is necessary.
(To learn when and how to use these inflected degrees of comparison, go to the sections on
Comparative Adjectives and Superlative Adjectives.)

“Short” Adjectives
With one-syllable adjectives, we add “-er” or “-est” and double the final consonant if preceded by one
vowel. For example:

Adjective (positive degree) Comparative degree Superlative degree

big bigger biggest

thin thinner thinnest

sad sadder saddest

slim slimmer slimmest

The final consonant is not doubled if it is preceded by two vowels or another consonant, as in:

Adjective (positive degree) Comparative degree Superlative degree

weak weaker weakest

strong stronger strongest

large* larger* largest*

small smaller smallest

(*If the adjective ends in an “e,” then you only need to add “-r” or “-st.”)
If an adjective has two syllables and ends in “-y,” we replace “y” with “i” and add “-er” or “-est,” as
in:

Adjective (positive degree) Comparative degree Superlative degree

happy happier happiest

chewy chewier chewiest

LESSON PLAN 4.0

“Long” Adjectives
“Long” adjectives are adjectives that have three or more syllables, or adjectives that have two
syllables and do not end in “-y.” Rather than changing the ending of long adjectives, we use the words
more or less before the adjective to make them comparative, or most/least to make them superlative.
For example:

Adjective (positive degree) Comparative degree Superlative degree

careful more/less careful most/least careful

caring more/less caring most/least caring

gifted more/less gifted most/least gifted

intelligent more/less intelligent most/least intelligent

beautiful more/less beautiful most/least beautiful

amazing more/less amazing most/least amazing

Irregular adjectives
As with most grammatical rules in English, there are some exceptions to the patterns above.
Adjectives that do not inflect according to the normal patterns are known as irregular adjectives. For
example:

Irregular adjective (positive degree) Comparative degree Superlative degree

fun more/less fun most/least fun

bad worse worst

well (healthy) better best

good better best

far* farther/further* farthest/furthest*

(*Although farther/further and farthest/furthest are often used interchangeably, there are differences
between these two forms. In American English, farther/farthest is preferred when comparing physical
distances, and further/furthest is preferred when comparing figurative distances; in British English,
further/furthest is preferred for both uses.)

Adjectives with multiple forms of inflection

There are also some adjectives that can be inflected using either form we looked at above. The
following are some of the most common:

Adjective (positive degree) Comparative degree Superlative degree

clever cleverer or more/less clever cleverest or most/least clever

likely likelier or more/less likely likeliest or most/least likely

narrow narrower or more/less narrow narrowest or most/least narrow

quiet quieter or more/less quiet quietest or most/least quiet

LESSON PLAN 4.0

simple simpler or more/less simple simplest or most/least simple

6. LEARNING PATH
K
n
PC2
o PC1 PC3
w
l CC1 CC2 CC3
e
d
g FC1 FC2 FC3
e

Cognition

List of questions:
PC3
From the table, make those adjectives into sentences!
PC2 CC3
Find the opposite of those Change the adjective below into comparative adjective!
adjectives!
PC1 FC3
Arrange those words into good Translate these three
sentence! sentences into Indonesia.

CC2
Make three adjectives into
sentences!
Complete the following
sentences with the right
comparative!

CC1 FC2
Find three adjectives in your fill in the blanks with the right opposites!
dictionary!
LESSON PLAN 4.0

FC1

write down an adjec ve that you know.

7. KNOWLEDGE OF LEARNER
Prior Knowledge Students’ Level of Learning Path (AKT)
✔ Basic sentence
PC1 PC2 PC3
✔ Present tense
✔ Present continuous CC1 CC2 CC3
FC1 FC2 FC3

Life Experience (Point of View) a. Learning Style

They have ever been seen things in various Visual: some of students are visual
forms learners
Audio: only some of my students Audio
learners
Kinetic: most of my students are kinetic
learners
b. Emotion
This subject will be taught at the end of
period. So, the mood of the students will
be in the low level.
c. Learning Difficulties
They have difficulties in differentiating
the verb and adjective.
Lack of vocabularies

Behavior Issues
VIII girls tend to scream loud in the class, they often says a negative words

8. PEDAGOGY
Instruction:
Good morning students!
I have some questions to you.
fill in the blanks with the right opposites!
write down an adjec ve that you know.
Translate these three sentences into Indonesia.
Find three adjectives in your dictionary!
Make three adjectives into sentences!
Complete the following sentences with the right comparative!
LESSON PLAN 4.0

Change the adjective below into comparative adjective!

Arrange those words into good sentence!
Find the opposite of those adjectives!
From the table, make those adjectives into sentences!

9. ANTICIPATION

K K
n n
PC3 PC3
o PC1 PC2 o PC1 PC2
w w
l l CC1 CC2 CC3
CC1 CC2 CC3
e e
d d
g g FC1 FC2 FC3
FC1 FC2 FC3
e e
Cognition
Cognition

List of questions:
PC3
Change the adjective below into comparative
degree!
She is _____(fast) then me.
Jakarta is ____(hot) than Banjarmasin
My room is ____(narrow) than my my brother
She is_____(pretty) than her sister.

PC2 CC3
………………………………………................
...............
LESSON PLAN 4.0

PC1 CC2 FC3

…………………………………… Add -ed at the end of …………………………………
…… the adjectivces below, …………..
Wide, narrow, slow,
high, low

CC1 FC2
……………………………………… what are added at the end of the
……….. adjectives below?

FC1
Mention all the word below!
Bigger, smaller, shorter, longer, thicker,

10. MITIGATION
If they don’t understand what adjective ask them some questions, what is adjective?give
them some examples of adjectives and lead them step by step to form the adjective into
comparative degree.

11. ASSESSMENT
Students are assessed through the activities.
Aspect of assessment:
a) Thinking level
b) Cognitive :
c) Cognitive Assessment
NO ASPEK YG DINILAI KRITERIA SKO
. R
1. Ketepatan Jawaban Tepat dan penulisan jawaban tepat 3
Tepat tapi penulisan jawaban 2
kurang tepat
Tidak tepat 1
Tidak menjawab 0

No Nama Peserta Skor tiap no. Total NA

Didik soal Skor

1 2 3 4

2
LESSON PLAN 4.0

d) Skor maksimal : 12
e) Pedoman Penskoran
𝑆𝑘𝑜𝑟𝑃𝑒𝑟𝑜𝑙𝑒ℎ𝑎𝑛
𝑁𝐴 = 𝑆𝑘𝑜𝑟𝑀𝑎𝑘𝑠𝑖𝑚𝑎𝑙
𝑋4

f) Computation skills
a. Teknik Penilaian : Tes tulis
b. Bentuk Instrumen : Memuliskan 5 kalimat perbandingan dengan
membandingkan teman sekelasnya

c. Rubrik untuk penilaian keterampilan

● Tes tulis
NO. ASPEK YG DINILAI KRITERIA SKOR
1. Originalitas Penulisan Sangat Original 5
Original 4
Cukup original 3
Kurang original 2
Tidak Original 1
2. Penulisan Kosakata Sangat tepat 5
Tepat 4
Cukup tepat 3
Kurang tepat 2
Tidak tepat 1
3 Penggunaan tata bahasa Sangat tepat 5
Tepat 4
Cukup tepat 3
Kurang tepat 2
Tidak tepat 1
4 Kerapihan Tulisan Tulisan rapi dan mudah dibaca 5
Tulisan kurang rapi tapi mudah dibaca 4
Tulisan tidak rapi tetapi mudah dibaca 3
Tulisan tidak rapi dan sulit dibaca 2
Tulisan tidak rapi sehingga tidak bisa 1
dibaca
Nama Aspek Tota N
N Peserta l A
o Didik originalitas Kosakata Tata tulisan Skor
bahasa
1
2
3

d. Skor maksimal : 20
e. Pedoman Penskoran tes tulis
LESSON PLAN 4.0

𝑆𝑘𝑜𝑟𝑃𝑒𝑟𝑜𝑙𝑒ℎ𝑎𝑛
𝑁𝐴 = 𝑆𝑘𝑜𝑟𝑀𝑎𝑘𝑠𝑖𝑚𝑎𝑙
𝑋4

g) Behavior
The assessment of students’ behavior is conducted during the teaching and learning
process,

12. RELATED CURRICULUM

✔ This material is interconnected with adjective, noun
✔ This material is interconnected with Bahasa Indonesia in the context of
perbandingan. It also tells about how to compare things in the right way

13. VALUE
Discipline, Responsibility
- the concept of discipline is regularity
value : by learning the lesson, students will learn how to assess and analyses
something.. They will be able to differentiate the good and bad thing in their
daily life.

Approach, strategy, and method

⮚ Approach : Scientific Learning
⮚ Strategy : Cooperative Learning
⮚ Method : Discussion, teamwork

District, date/month/year
Approved by, Designed by,

Ali Harun, M.Pd Awaludin

Deputy Director in Learning English Teacher

A. PENILAIAN HASIL PEMBELAJARAN

▪ Penilaian Pengetahuan : Tertulis Uraian (Lihat lampiran), Tes Lisan/Observasi
Terhadap Diskusi, Tanya Jawab dan
PercakapandanPenugasan(Lihat Lampiran)
▪ Penilaian Keterampilan : Penilaian Portofolio

a) Rubrik penilaian Cognitive and skills

No. Soal Latihan KD
Soal
LESSON PLAN 4.0

1 3.3

2 Write down at least 3 differences of the waterfalls! (CC3) 3.3

3 Compare three things (things/people/animals) around you, at least 3 4.3

sentences!(CC4)

b) Behavior
Lembar catatan guru dan angket.
RUBRIK PENILAIAN SIKAP

SEMANGAT BELAJAR
1 = tidak menulis/mengerjakan latihan sama sekali
2 = Mengerjakan beberapa soal tetapi tidak aktif di kegiatan kelas
LESSON PLAN 4.0

3 = Mengerjakan beberapa soal dan aktif di kegiatan kelas

4 = Mengerjakan semua soal dan sangat aktif di kegiatan kelas

KERJA SAMA
1 = tidak membantu dan tidak berdiskusi dengan temannya sama sekali
2 = tidak membantu dan berdiskusi sedikit tentang soal yang diberikan
3 = banyak berkontribusi menyelesaikan tugas namun sedikit berdiskusi
4 = banyak berkontribusi dan sangat aktif berdiskusi dalam menyelesaikan tugas

TEKUN
1 = langsung menyerah jika tidak bisa menyelesaikan soal
2 = tidak pantang menyerah dalam menyelesaikan soal namun masih tergantung
kepada guru dan teman
3 = tidak pantang menyerah dalam menyelesaikan soal namun masih tergantung
kepada guru/teman
4 = tidak pantang menyerah dan selalu berusaha untuk menyelesaikan soal tanpa
tergantung orang lain

SOPAN SANTUN
1 = berkata dan berbuat kasar kepada guru dan teman
2 = tidak pernah berkata dan berbuat kasar kepada guru, namun sebaliknya kepada
teman
3 = tidak pernah berkata dan berbuat kasar kepada guru dan teman
4 = tidak pernah berkata dan berbuat kasar kepada guru dan teman dan selalu lembut
dalam berbicara

RASA INGIN TAHU

1 = tidak belajar sama sekali
2 = hanya mengerjakan apa yang diperintahkan oleh guru
3 = aktif bertanya terhadap materi yang diberikan oleh guru
4 = menjawab soal melebihi apa yang diberikan oleh guru pada lembar latihan

TERBUKA
1 = hanya diam di kelas
2 = sedikit respon jika ditanya oleh guru
3 = pernyataan mengerti terhadap materi, ketika menjawab soal tidak bisa
4 = jujur jika mempunyai masalah dalam proses belajar/memahami materi

Lembar Penilaian Sikap

Skor (1-4)

No. Nama
LESSON PLAN 4.0

Se Ras
ma Sop a
Ker Ter
nga Tek an Ing
jasa buk
t un San in
ma a
Bel tun Tah
ajar u