LESSON PLAN SPEAKING

LESSON PLAN

Level                       : Junior High School

Subject                    : English

Class/Semester       : IX/1

Material                  : Procedure Text

Time Allocation      : 1 Meeting

A.   Main Competence

K1	:	Respecting and appreciating religion they believe.
K2`	:	Respecting and appreciating honestly, discipline, responsibility, care (tolerance, cooperation), good manner, confident, to interact effectively with social environment and nature in their association and existence.
K3	:	Understanding knowledge (factual, conceptual, and procedural) based on their curiosity about science, technology, art, culture related to the real phenomena and incident.
K4	:	Trying, processing, and presenting in concrete (use, analyze, string up, modify, and make) and abstract (write, read, count, draw, and create) in accordance with subject learnt in school and other source that has the same point of view / theory.

B.   Basic Competence and Indicator

No.	Basic Competence		Indicator
1.	1.1	Be thankful for the chance to be able to learn English as international communication language which is shown in the spririt of learning.	1.1.1	Write learning log which shows gratefulness for the chance to be able to learn English.
2.	2.2	Showing honest, discipline, confident, and responsible attitude in doing transactional communication with the teacher and friend.	2.2.1 2.2.2 2.2.3 2.2.4	Be responsible for the action done by the member when being the leader of group. Admit when doing mistake. Not blame others for his own action. Do things which are said to be done without being reminded by others.
3.	3.7	Applying text structure and linguistic elements to carry out the procedure with the social function of the text stating and asking about recipes and manuals, short and simple, according to the context of its use.	3.7.1 3.7.2 3.7.3	Determine the social function of the text. Identify the generic structures of the text. Identify the language features of the text.
4.	4.7 4.8	Catching the meaning of the text procedures, oral and written, recipes and manually shaped, short and simple. Arranging procedure texts, oral and written, short and simple, recipes and manually shaped, with attention to social functions, text structure and linguistic elements are correct and appropriate context.	4.7.1 4.7.2 4.8.1 4.8.2	Identify some information of the text. Get the meaning of procedure text. Perform a dialog about procedure text. Create a procedure text with attention to social functions, text structure and linguistic elements.

C.   Teaching Objectives

       In the end of the teaching learning process, students are able to:

1.      Pronounce some words fluently.

2.      Analyze the social function and generic structures of the text correctly.

3.      Identify the language features of procedure text correctly, focused on imperative sentence and temporal conjunction.

4.      Complete the dialog and perform it in front of class fluently.

5.      Create a procedure text with attention to social functions, text structure and linguistic elements.

6.      Share their procedure text in front of the class fluently.

D.   Teaching Material

Social Function                       : To describe how something is accomplished through a sequence of actions or step by step to achieve the best results efficiently, avoiding accidents, damage, and wastage.

Generic Structure                   :

Goal / Aim	How to Make Sandwich
Materials	You will need: -       Two slice of bread       - Cheese          - Mayonnaise -       Tomato sauce              - Tomatoes      - Salad
Steps	You will do: First, place a slice of bread on the plate. Second, put the tomato sauce. Third, adds salad, slice tomatoes, cheddar cheese, mayonnaise, tomato sauce. After that, add salad. Then, put a slice of bread on the top, and Finally, serve it!

Language Features                 :

·         A description of the action in the Simple Present tense.

·         Use of imperative: e.g. Enter. Insert, Mix, Cut, Stir

·         Use of action verb: e.g. turn, put, mix, shake, fill

·         Use of Adverbs: e.g. Slowly. quickly, carefully, lightly

·         Use temporal conjunction: e.g. firstly, then, after that, finally

·         Speech, words stress, intonation, when presented orally.

Topic                                        : How to cook, do the games, use or operate equipment, projects, etc. by giving the example of the behavior discipline, efficient, environmental friendly, responsibility.

E.   Teaching Method

       1. Scientific Approach

F.    Media, tools, and learning sources

       1. Media

          Audio, picture

       2. Tools

          Laptop, LCD, White board, Board marker

       3. Sources

          a. Internet

         b. Gunarso, dkk. 2008. Contextual Teaching and Learning. Jakarta: Pusat Perbukuan Departemen Nasional.

          c. Nearest environment

G.   Teaching Steps

Opening (10 minutes)
Step	Activity
Greeting	1.      Greeting the students. 2.      Checking the attendance list 3.      Preparing students to follow teaching learning process. 4.      Giving motivation 5.      Telling the students about the teaching objectives and the material that will be learned.
Main Activity (60 minutes)
Observing	1.      Students observe some pictures 2.      Students answer the questions about procedure text 3.      Students match the picture with its name 4.      Students pronounce some words after the teacher
Questioning	1.      With the help of teacher, students ask the generic structure of procedure text
Experimenting	1.      Students make imperative sentence by completing the sentence with the correct verb 2.      Students complete procedure text with correct sequence words
Associating	1.      Students complete a dialog and perform it with their partner 2.      Students make note about their favorite food to create a procedure text
Communicating	1.      Students share their procedure in front of the class
Closing (10 minutes)
Closing	1.      Teacher and students have a reflection about the teaching learning process and it purposes. 2.      Teacher and students give a feedback about teaching learning process. 3.      Students pay attention to the information about lesson plan in the next meeting. 4.      Teacher and students say goodbye.

H.      Evaluation

a. Spiritual Attitude

            Rubric of Attitude Assessment (Main Competence 1)

No	Aspect Assessed	Score	Rubric
1	Actively participate in learning activities	3	Always doing the task without being reminded of others.
		2	Sometimes the task must be requested in advance.
		1	Never work on a given task.

b. Social Attitude

            Rubric of Attitude Assessment (Main Competence 2)

No	Aspect Assessed	Score	Rubric
1	Showing responsibility	3	Always
		2	Sometimes
		1	Not yet

         

          c. Knowledge

            Rubric of Knowledge and Practice Assessment (Main Competence 3)

          Oral test

No	Aspect Assessed	Score	Rubric
1.	Accuracy	3	The use of appropriate grammar and vocabulary
		2	The use of less appropriate grammar and vocabulary
		1	The use of inappropriate grammar and vocabulary
2.	Spelling	3	The use of correct spelling
		2	The use of less correct spelling
		1	The use of incorrect spelling

          Written Test

          Form                  : Subjective question

                                      Each correct answer              : 20
Total maximum score            : 5 X 20 = 100
Maximum Value                    : 100

          d.  Skill

     Rubric of Practical Assessment (Main Competence 4)

     Listening

No.	Aspects	Score	Rubrics
1.	Vocabulary	3	The use of extensive and precise vocabulary
		2	The use of quite extensive and accurate vocabulary
		1	The use of  less extensive and accurate vocabulary
2.	Scrupulosity	3	Students listen the material attentively
		2	Students listen the material less attentively
		1	Students listen the material inattentively

            Speaking

No.	Aspects	Score	Rubrics
1.	Speech and Intonation	3	Very clear, easily understandable
		2	Less clear, less understandable
		1	It is not clear, cannot be understood vocabulary
2.	Vocabulary	3	The use of correct vocabulary and pronunciation
		2	The use of quite correct vocabulary and pronunciation
		1	The use of incorrect vocabulary and pronunciation
3.	Performance	3	Performance  (expression, posture, and gesture) is very good
		2	Performance  (expression, posture, and gesture) is less good
		1	Performance  (expression, posture, and gesture) is not good

                                                                                                Kediri, June 3^rd, 2014

                        Lecturer                                                                   Students

     ­­­­­­­­­­­­­­­­­­­­­           Drs. S U G I A N T O                                         WIDA NI’HAYATUSY S.     

             NIP.                                                                           NPM. 11.1.01.08.0214