LESSON PLAN

School : SMP Negeri 2 Gombong

Subject : English
Grade/Semester : XI / 2
Theme : Narrative text
Alokasi Waktu : 1 x 40 minutes (1 meeting)

A. Basic Competence and Competence Achievement Indicators

Basic Competence Competence Achievement Indicators

KD 3
Comparing the social function, text Indicators
structure, and language features some - Students identify the social function, text
spoken and written narrative texts with structure and language features of the
giving and asking for the information narrative text.
related to short and simple fairy in - Students determine the text structure and
accordance with the context of its use. language features of the narrative text.

KD 4 Indicator
Catching the meaning contextually of - Students put back the sentences in the cloze
social function, text structure, and text of the fairy tale narrative story.
language features of narrative texts
which are short and simple related to
fairy tales.

B. The Learning Objectives

After learning this material, the students are able to:
3.7.1 identify the social function, text structure and language features of the narrative
text.
3.7.2 determine the text structure and language features of the narrative text.
4.7.1 Put back the sentences in the cloze text of the fairy tale narrative story.

C. Learning Material
The narrative text (attachment 1).

D. Learning Method
1. Approach : Communicative
2. Method : Cooperative Learning
3. Technique : Cooperative Integrated Reading and Composition (CIRC)

E. Learning Media
1. Video
2. Pictures
3. Power point presentation

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F. Sources
1. Book
Wachidah, et.al. 2015. Bahasa Inggris XI: Think Globally, Act Locally. Jakarta: Tiga
Puskurbuk Balitbang Kemendikbud.
2. Internet
Http://www.Youtube.com.

G. Learning Activity
ACTIVITY TIME ALLOCATION
1. Pre- activity : 3 minutes
a. The teacher greets the students.
b. The teacher checks the rolls.
c. Teacher motivates students to be ready to join
the activity.
d. The teacher explains about the objectives of the
learning.

2. Main Activity
a. Teacher Presentation
 Students observe the video. 7 minutes
 Students discuss the video with students by
showing slides of Narrative text material
 With the guidance and direction of teachers,
students identify the story related to (social
function, the structure of the text, and
linguistic elements).

b. Team Practice 7 minutes

 Teacher divides the students into some
groups consisting of four students with
different abilities and asks students in these
groups to deliberate by choosing one
representative person as a group presenter.
 Students go toward their respective groups.
 Teacher gives a narrative text sheet to
students containing questions related to
communicative purpose, rhetorical structure,
and significant lexicogrammatical features for
discussion.
 Students give questions and answers among
themselves in one group related to narrative
texts and write the results on group paper
sheets.
 Teacher goes around each group and observes
the course of the discussion by occasionally
answering the questions the group have not 5 minutes
understood yet.
c. Independent Practice
 Teacher asks each student to write the group
discussion results on individual sheets of
paper.
 Each student writes the group discussion
results on individual sheets of paper. 7 minutes
d. Peer pre-assessment

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  Teacher gives each group the opportunity to
present the results of their discussion to other
groups
 Representatives of groups who have been
selected as spokespersons present the results
of group discussions to all groups in the class
 Teacher guides the presentation
 A group that acts as an audience is listening
to what the group that serves as the presenter
shows
 Teacher allows other groups to ask
representatives of the presenter of group who
is presenting the discussion result about
things that are not yet understood
 The student who presents the discussion
result answers the questions given by the
audiences group with the help of friends in
their group (if necessary)
 The teacher asks the audience group to assess
the results of the group discussion by
showing and fixing incomplete things.
 The student who presents the discussion
result listens to the other group's assessment
as valuable inputs to the presenter and his 3minutes
group

e. Additional Practice
 Teacher asks all students in each group to
listen and record important things in class
5 minutes
discussions
 All students listen and take note of important
things in class discussions
f. Testing
 Teachers provide written tests of multiple
choice forms and essays to students to
answer
 Students answer the test providing by teacher
honestly and responsibly

3. Closing
a. Summarizing
Teacher requires students to make the learning 2 minutes
conclusion at this meeting.
b. Reflection
c. Teacher asks questions to determine whether
students have understood using this expression.

H. Assessment
1. Cognitive : (attachment 2)
a. Type : Summative test
b. Technique : Written test (Multiple choice)

c. Rubric :
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 Score
Element
No 0 1 Total
1 Text structure
2 Text structure
3 Text structure
4 Text structure
5 Language features
Score = (Gaining score x 20)
d. Answer key:
1. B
2. C
3. B
4. C

2. Psychomotor : (attachment 3)
a. Type : Summative test
b. Technique : Written test (Essay)
c. Rubric :

Description
Criteria
No 2 4 6
1. - information - some information is - information is
is irrelevant irrelevant to the relevant to the
to the topic topic topic

- message - message is - fluent

cannot be sometimes difficult expression
understood to follow

- text is - text is fairly well - ideas clearly

Content and
poorly organized stated
organization
organized

- task is not - chunks of the task - text is well

written in are not written in organized
pupil's own pupil's own words
words - task is written
mostly in pupil's
own words

2. - limited or - correct use of - correct use of

inappropriate appropriate varied and rich
vocabulary vocabulary vocabulary

- frequent - occasional errors of - effective

errors of word/idiom form, word/idiom  cho
word/idiom choice and usage ice and usage
Vocabulary
form, choice
and usage
- occasional use of
- use of inappropriate - use of
inappropriate register appropriate
register register

3. Language - incorrect use - correct use of basic - incorrect use of

4
 of language language structures language
structures structures

- frequent - several errors of

errors of agreement, tense, - frequent errors
agreement, word order, of agreement,
tense, word connectors,  prono tense, word
use uns, prepositions, order,
order,
connectors, fragments, run-ons connectors,
pronouns, pronouns,
prepositions, prepositions,
fragments, fragments, run-
run-ons ons

4. - frequent - occasional errors - few errors of

errors of of spelling, spelling,
spelling, punctuation, punctuation,
Mechanic
punctuation, capitalization, capitalization,
capitalization, paragraphing paragraphing
paragraphing

Below average score = 2

Average = 4
Above average = 6

Total Score: (Gained score /24) x 100

d. Answer Key:
Any possible answer

Kebumen, October 21, 2017

Principal, Teacher,

Bambang Purnomo Teguh Waluyo

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Attachment 1: Learning Material

Video

Slide Ppt

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7
Attachment 2: Cognitive Assessment
Directions: Read the following narrative text, then answer the questions.

WHY THE BAT FLIES AT NIGHT

Once upon a time, in the distant past, there was a great war between the animals who
live in the sky and those that live on the ground. Nobody now remembers how the war
started or what it was about, but it was a terrible time. Many animals on both sides were
wounded or killed, and eventually somebody said that if they carried on like this, there
would be no animals left on the earth. So some of the sky animals and some of the ground
animals had a meeting, and as nobody could recall what they were fighting each other for, it
was agreed that a truce should be called, and peace declared.
For the sky dwellers, the heron was appointed to make the announcements, and for
the ground animals, the hare would do this job, as he was able to get around the area very
quickly. This was done the next morning, but as all animals settled down, realizing they
could now live in peace and rebuild their lives, some body found the body of Mr Bat. He
was the last victim of the war, and must have been killed late the previous day. All the flying
animals were very upset, and the decided to organise a big burial for their friend. But as they
were preparing his body for the funeral, one of the birds noticed that Mr Bat had teeth in his
mouth.
How was that possible? Flying animals don’t have teeth. They called a meeting, and
they agreed that Bat can’t be one of them, as no other bird has teeth in his mouth. So they
took bat’s body to the ground animals, and told them that as Mr Bat was not a bird, it was
their responsibility to give him a decent burial.
The ground animals agreed to accept the body, but then, as they were preparing for
the burial, one of them shouted: “Wait a minute, this bat may have teeth, but he definitely
also has wings! How can he be one of us if he has wings?”
So now the ground animals had a meeting to consider the problem, and they decided
that no ground animal can have wings, so therefore, Mr Bat can’t be regarded as one of
them. So they too, refused to bury Mr Bat. 
Poor Mr Bat, the flying animals refused to accept him because he has teeth, and the
ground animals refused to accept him because he has wings. And that is why the bat is still
flying around every night.

1. What does the text tell us about?

A. Bat`s wings C. The teeth of Bat
B. The way bat flies at night D. The Bat enemy

2. The first paragraph is….?

A. Introduction C. orientation
B. resolution D. Complication

3. What temporal conjunction is operated in the fourth paragraph?

A. As C. Of
B. Then D. But

4. Why do not the ground animals finally deny the bat as his friend?
Because ….
A. Bat has teeth. C. Bat has wings.
B. Bat has black eyes D. Bat has not beak.

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Rubric
Score
Element
No 0 1 Total
1 Text structure
2 Text structure
3 Text structure
4 Text structure
5 Language features

Score = (Gaining score x 20)

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Attachment 3: Psychomotor

Make the sentences that are related to the narrative text.

Rubric

Description
Criteria
No 2 4 6
1. - information - some information is - information is
is irrelevant irrelevant to the relevant to the
to the topic topic topic

- message - message is - fluent

cannot be sometimes difficult expression
understood to follow

- text is - text is fairly well - ideas clearly

Content and
poorly organized stated
organization
organized

- task is not - chunks of the task - text is well

written in are not written in organized
pupil's own pupil's own words
words - task is written
mostly in pupil's
own words

2. - limited or - correct use of - correct use of

inappropriate appropriate varied and rich
vocabulary vocabulary vocabulary

- frequent - occasional errors of - effective

errors of word/idiom form, word/idiom  cho
word/idiom choice and usage ice and usage
Vocabulary
form, choice
and usage
- occasional use of
- use of inappropriate - use of
inappropriate register appropriate
register register

3. - incorrect use - correct use of basic - incorrect use of

of language language structures language
structures structures

- frequent - several errors of

errors of agreement, tense, - frequent errors
agreement, word order, of agreement,
Language connectors,  prono tense, word
tense, word
use uns, prepositions, order,
order,
connectors, fragments, run-ons connectors,
pronouns, pronouns,
prepositions, prepositions,
fragments, fragments, run-
run-ons ons

4. Mechanic - frequent - occasional errors - few errors of

errors of of spelling, spelling,

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 spelling, punctuation, punctuation,
punctuation, capitalization, capitalization,
capitalization, paragraphing paragraphing
paragraphing

Below average score = 2

Average = 4
Above average = 6

Total Score: (Gained score /24) x 100

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Students` worksheet for group 1
Put back the sentence in the box to the text, and then answer the questions about it.

On a cloudy day, a peacock was dancing on a lawn by the side of a lake.

……………….., “Mr. Peacock, how I would like to be dancing with you there?”
“Mr. Tortoise”, said the peacock, “I do not think you would be safe if you were to
leave the water, to come dance with me. Further, your short legs and heavy appearance
would not enable you to cut a good figure at dancing.”
“I see,” said Tortoise, “You are very proud of your fine feathers and gait, but you
must remember that my shell is also as beautifully colored and that was my gait; tough not
so quick and graceful, is yet slow and steady.”
The peacock replied, “I am very sorry to have displeased you, Mr. Tortoise, but if
you wish to come dance with me, unmindful of the danger of leaving the water, you are
welcome.”
…….., in his own awkward manner and prepared to dance together. Just then a
hunter, who was passing by the pond, observing the scene, approached the animals.
…………….., but the tortoise, was laid on his back and killed by the hunter, before he
could reach the pond.
The peacock cried mournfully, “Mr. Tortoise, now you know how dangerous it is
to get into difficulties from which we cannot easily escape.”

1. The peacock flew up a tree and safely perched on its top

2. The tortoise came out of the lake and stood by the side of the peacock
3. A tortoise, in a lake, addressed the peacock

1. What is the suitable title of the text?

2. How was the day? It was ….
3. What did the peacock do on the lawn?
4.“Mr. Peacock, how I would like to be dancing with you there?” (Paragraph 1).
What does the bold word refers to….
5. “You are very proud of your fine feathers and gait, ….” (Paragraph 3).

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Students` worksheet for group 2
Read the text then answer the questions about it.

The Crow`s Challenge

Two crows challenged each other to see which one could fly higher while carrying a
sack of an agreed size.
The first crow filled his sack with cotton and laughed at the other crow who had filled
his with salt, which was much heavier.
When it began to rain, as the second crow expected, the salt began to dissolve.
The cotton absorbed to rain water and became heavy. The first crow did not even have
the strength to get off the ground and had to admit defeat.

1. What was the challenge about? Which of the crows could ….

2. What did the second crow fill his sack with?
3. Why did the cotton become heavy in the rain?
4. “… as the second crow expected, …” (Paragraph 3). The underlined word has similar meaning
as….
5. How many specific participants are in the story above?

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Students` worksheet for group 3
Read the text then answer the questions about it.

Once there were two ducks that always walked along the same road each day to go
to the pond. As they went along, one of the ducks quacked to the other, " Why don't we go
on a different path today. There are lots of other roads that lead to the pond?"
"No, no, no. I have always gone this way and I am not about to change my ways,"
said the biggest duck.
As the ducks walked along they came upon a very sly fox. "Hello ladies, how are
you doing?"
 "Oh we are just on our way to the pond." The ducks continued to waddled quickly
to the pond.
The next day the duck that had wanted to go to the pond another way said, "Please,
let`s go the other way. If we go the same way that fox will surely eat us."
 "Oh don't be such a worry wart," snapped the biggest duck. So they both had gone
the same way that they always had, and there was the fox waiting for them with a sack in
his paw. As soon as the ducks walked by the fox pounced on them. The ducks ran
screaming back to their house.
The next day the ducks took another road to the pond because they were both still
in shock over what the fox did to them the day before.

1. What does the text tell us about?

2. What is the main idea of the 1st paragraph? Two ducks that went to….
3. The other ducks actually wanted to change the way to the pond because….
4. "No, no, no. I have always gone this way," (paragraph 2)
The italic word above refers to….
5.  "Oh don't be such a worry wart," (Paragraph 5)
The opposite meaning of the italic word above is….

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Students` worksheet for group 4
Read the text then answer the questions about it.

The Tiger and His Clothing

Once there was a greedy old Tiger. He liked to take things from others. One day he
came across a poor Beggar Dog who had to beg for a living. Dog had a penny which he
had earned. He was by a thorn bush when Tiger came by.
Tiger grabbed the penny from Dog and Tiger tugged so hard that Tiger fell into the
thorn bush. Tiger did not notice he had tattered clothing because he was too busy admiring
his treasure. He walked over a bridge and looked at his reflection in the water. He did not
realize that the reflection was his because he did not know his clothing was tattered by the
thorn bush. Tiger thought he saw another Beggar Dog with a penny because of the
clothing. Tiger then plunged his hand into the water only to realize that the penny was
gone.

1. “Tiger did not notice he had tattered clothing because he was too busy admiring his treasure.”
(paragraph 2). The italic word refers to….
2. Who sees his body on the water?
3. “Tiger thought he saw another Beggar Dog with a penny because of the clothing.” (paragraph
The underlined word has similar meaning as….
4. How many specific participants in the above story?
5. Does finally the tiger get the penny?

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