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
|
:
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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
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Write learning log
which shows gratefulness for the chance to be able to learn English.
|
2.
|
2.2
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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
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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
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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.
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5. Create a
procedure text with attention to social functions,
text structure and linguistic elements.
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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
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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
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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
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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 3rd, 2014
Lecturer Students
Drs. S U G I A N T O WIDA NI’HAYATUSY S.
NIP. NPM. 11.1.01.08.0214
