LESSON PLAN
(By_@restu_rc)
SCHOOL : SMAN…
SUBJECT : ENGLISH
GRADE/SEMESTER : X/1
TIME
ALLOTMENT : 2 X 45 MINUTES
A.
CORE
COMPETENCIES (KI)
KI 1: Menghayati dan
mengamalkan ajaran agama yang dianutnya.
KI 2: Menghayati dan
mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong,
kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan
sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi
secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri
sebagai cerminan bangsa dalam pergaulan dunia.
KI 3: Memahami,
menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni,
budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan
peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan
prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya
untuk memecahkan masalah.
KI 4: Mengolah,
menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan
pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu
menggunakan metoda sesuai kaidah keilmuan.
B.
BASIC
COMPETENCIES
1.1.
Mensyukuri kesempatan
dapat mempelajari bahasa Inggris sebagai bahasa pengantar Komunikasi
internasional yang diwujudkan dalam semangat belajar
2.2.
Menunjukkan perilaku
jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan
Komunikasi transaksional dengan guru dan teman.
3.1.
Menganalisis fungsi
sosial, struktur teks, dan unsur kebahasaan dari teks pemaparan jati diri,
sesuai dengan konteks penggunaannya.
4.1.
Menyusun teks lisan
dan tulis sederhana, untuk memaparkan, menanyakan, dan merespon pemaparan jati
diri, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan,
secara benar dan sesuai dengan konteks.
C.
INDICATORS
1.1.1
Showing the gratitude
that can learn English as an international language of instruction.
2.2.1.
Showing polite
behavior in communicating with teachers and friends.
2.2.2.
Showing the confidence
in interpersonal communication with teachers and friends.
2.2.3.
Showing a caring
attitude in performing functional communication.
3.1.1.
Students are able to
analyze the social function, the structure of the text, and linguistic elements
in the text, the exposure of identity, according to the context.
4.1.1.
Students are able to prepare oral and written text to
describe, ask and
give a respond to identity
exposure, taking into the account of
social function, the structure of
the text, and linguistic
elements in appropriate
context.
D.
TEACHING
MATERIALS
1.
Social
Function:
·
Keep the personal
relationships between teachers and friends.
·
Accustomed by using
the expression in introducing our self properly and related with the situations
happening.
2.
Warming
Question
a.
Have you ever meet
someone you did not know before? And what will you do?
b.
How to introduce
yourself, your friends and family when you face with someone new?
c.
What are you going to
do if you want to introduce yourself to other people from other country or long
distance?
d.
When do we usually
write and send personal letter?
e.
Can you mention what
components or structure are in personal letter?
3.
Example
of introduction in spoken and text form
Spoken
Form
Joe :
Hey, Komang. It is good time to see you here.
Komang :
Hi, Joe. Glad to see you too. Are you here for Sari’s invitation?
Joe :
Yes. Aren’t you?
Komang :
Yes. I was meet her this morning and she invited me to come to her party
Joe :
by the way, who is she?
Komang :
She is Gladis, she is my friend.
Joe :
Oh, hay, I am Joe.
Gladis :
Hi, I am Gladis.
Joe :
How are you, Gladis?
Gladis :
I’m fine, thanks, and you?
Joe :
great, thanks… how do you know Sari?
Gladis :
Oh, she is my pen pal.
Komang :
Okay, let’s join us
Joe :
Ok that’s sound great.
Written Form
Dear
John, (SALUTATION)
Hello John, how are you? I hope you are in a good condition.
I already read your introduction letter. I think become your pen friend is a
nice thing. Now, I want to introduce myself to you. (OPENING)
My name is I Ketut Restu Cahyadiarta. I was born in Seririt,
July, 29th - 1995. Now, I am 20 years old. My religion is
Hindu. I live on Jalan Tunjung, Gang 1,
number 6. I am as first grade students of SMA N 1 Seririt. My hobbies are
watching, reading, playing game and travelling. I have only one sister. My father
is a teacher and my mother is a housewife. When I finish my study, I want to be
an English teacher. (BODY)
Well that’s all about me, I hope we can be a good pen
friend. Take care. (CLOSING)
Your pen friend,
(SIGNATURE)
4.
Questions
for the students
1.
Who is the writer of
that letter?
2.
To whom does Restu
write the letter?
3.
What thing/point does Restu
Introduce to John?
4.
Can you mention the
introduction expressions that use in the conversation and text in above?
5.
The
Letter Structure
Salutation : To receiver
Opening :
Greeting (hello / how are you / nice to meet you / etc.)
Body :
Data of our self (name / date of birth / religion / / study / hobby / family /
dream / etc.)
Closing :
Expression of satisfaction or hope (thank you / I’m glad / I hope…. / etc.)
Signature : From sender
6.
Expression
that used in the text above
1. My name is…
2. I was born on…
3. I am… years old
4. I live on…
5. My religion is…
6. I study at…
7. I am in the… grade
8. My father / mother is a/an…
9. I have… Sister and… brother
10. My hobby is / are…
11. When I finish my study, I want to be a/an…
7.
Another
expression in introducing self
In
Formal Situation
·
I would like to
introduce myself. My name is…
·
May I introduce
myself. My name is…
·
Let me introduce
myself. My name is…
·
Would you mind if I
introduce myself? My name is...
·
I’d like to introduce
myself. My name is…
·
I’d like you to meet
with my friend … (friend name).
·
Hi, my name is …
Informal
Situation
·
Hi, I’m Restu from
Singaraja.
·
Hi bro/sis, I’m Restu,
nice to see you.
·
Joe, this is my friend
… (Gladis).
Replied
·
It is nice to meet you
·
I am glad to see you
·
I am pleased to see
you
·
How do you do? (How do
you do?)
·
How are you? (I am
fine thank you)
E.
TEACHING
AND LEARNING ACTIVITIES
|
Activity
|
Description
|
Time allotment
|
|
Pre-activity
|
Orientation
· The
teacher enters the classroom, greets the students, and started learning
activities by praying together.
· Teacher
checks the students’ attendances and readiness in learning English.
· Setting
up the physical and psychological readiness of learners in initiating
learning activities.
Apperception
· Teacher
associates the material with students’ prior knowledge in junior high school
about introducing self.
· Asking
questions that are regularly related to learning process.
Motivates
· Teacher
gives the motivation to students about the benefits of learning process.
· If
the material is mastered well, the students are expected to explain the
social function of the material that will be discussed.
· Explaining
the mechanism of learning that will be implemented.
|
10
minutes
|
|
Whilst
activity
|
1.
Observing
·
Students are guided
to be able to listen, read, observe, and see the introduction of learning
activities regarding:
Ø The
comprehensiveness and structure of oral and written texts in introducing
self.
Ø Able
to understand spoken and write text format in introducing self.
·
Students try to
imitate the pronunciation and write exposure identity that are used.
2.
Questioning
·
With the guidance of
teachers, students questioned among other things, the differences between the
various exposure identity in English, compared with that exist in Indonesian.
·
Students questioned
the pronunciation and the text content of the self-espouser.
3.
Exploring
·
Students are seeking
exposure the identity from any learning resources.
·
Students are
practiced the simulation with their friend about exposes the identity.
·
Students are practiced
exposes identity through writing to make a reply from a letter that was read
before.
4.
Associating
·
Students analyze the
expression of exposing the identity by grouping them based on the form that
use.
·
In groups, (consisting
of 5 persons) students are able to discuss the expression of identity that
they find from other sources.
·
Students created a
new group from one representative of each group to discuss and compare the
findings that they found in the previous group.
·
Students acquire
feedback from teachers and friends about the social function and language
elements that they conveyed in the group work.
5.
Communicating
·
Students do
activities; playing game, to practice their skills in self-introduction.
·
Students demonstrate
the use of the exposure identity orally and in writing form in the class by
observing the social function, expression, and linguistic elements that
appropriate to the context.
|
70
minutes
|
|
Post-activity
|
·
Teacher and students
conclude the result of learning process.
·
Students reflecting
on the learning activities that they have been carried out to home.
·
Teacher and Students
are planning a follow-up study to the next meeting.
·
Teacher and students
are implementing common prayer for terminate the learning process.
|
10
minutes
|
F.
ASSESSMENTS
1.
Assessment
Techniques
a.
Attitudes
·
Observation
·
Journal
b.
Knowledge
·
Written test
c.
Skills
·
Practical activity
2.
Assessment
Instrument
Students are
required to design a reply of the personal letter in above by using their own
words and creativity.
3.
Assignment
Students are
required to make a recording of short conversation about introducing self
(using hand phone, or a tape recorder) with a foreign tourist. They worked in group,
each group consist of 2 students. This assignment will be submitted in the next
meeting.
G.
SOURCES
AND MEDIAS
1.
Learning Medias
·
Power point
presentation (Flash Animation Media)
·
Video about introducing
self
2.
Learning Sources
·
Internet Sources
·
Buku
Sekolah Elektronik (BSE) Bahasa Inggris SMA/MA/SMK/MAK Kelas
X Semester 1
Sinagraja,
....................................
Mengetahui
Kepala Sekolah Guru
Kelas,
……………………………. …………………..………
NIP……………...………… NIP………………………
Lampiran
Scoring
Rubric
a.
Rubric
of Attitude Aspect:
1.
Observation
Table
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No
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Name of Students
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Observations
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Score
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Total
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Predicate
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Spiritual
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Responsibility
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Tolerance
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Cooperation
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1
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2
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3
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4
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1
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2
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3
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4
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1
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2
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3
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4
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1
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2
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3
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4
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1
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2
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3
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Etc
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The Descriptions:
|
(2) Rare do those activities
(3) Quite often do those activities
(4) Often do those activities
With
the Predicate:
|
Predicate
|
Range
|
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Very Good
|
80 ≤ SB ≤ 100
|
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Good
|
70 ≤ B ≤ 79
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Fair
|
60 ≤ C ≤ 69
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Less
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< 60
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2.
Journal
of Teacher
|
No.
|
Day/Date
|
Name of Students
|
Behavior
|
Follow-up
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1.
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2.
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3.
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4.
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Etc.
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b.
Rubric
of Knowledge Aspect
|
No
|
Items
|
Descriptions
|
Score
|
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1
|
Writing
|
Almost perfect
|
5
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Some mistakes but not interfere the meaning
|
4
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Some mistakes but interfere the meaning
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3
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Many mistakes and interfere the meaning
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2
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Too many mistakes
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1
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2
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Word Selection
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Really variable
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5
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Variable
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4
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Quiet variable
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3
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Less variable
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2
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Very less variable
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1
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3
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Thoroughness
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Very carefully
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5
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Carefully
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4
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Quiet carefully
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3
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Less carefully
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2
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Very less carefully
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1
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4
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Comprehension
|
Very understanding
|
5
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Understanding
|
4
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Quiet understanding
|
3
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Less understanding
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2
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Very less understanding
|
1
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c.
Rubric
of Skills Aspect
|
No
|
Name of Students
|
Score
|
Total
|
Score
|
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Fluency
|
Pronunciation
|
Intonation
|
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1.
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3
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2
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2
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2.
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3.
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Etc.
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Criteria, score,
and skill indicators:
|
Criteria
|
Scores
|
Indicators
|
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Fluency
|
3
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Very Fluent
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2
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Rare Fluent
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1
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Less Fluent
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Pronunciation
|
3
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Good
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2
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Fair
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1
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Less
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Intonation
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3
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Good
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2
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Fair
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1
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Less
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Game: Candy Confession
a.
Purpose
of the Game
To practice
speaking ability and students’ comprehension in introducing self.
b.
Game
Rules
1.
Students are work
individually.
2.
Teacher will hand out
a candy for every student. Each student will get one candy with different color.
3.
There are five kind of
candy’s color; red, green, blue, yellow, and orange.
4.
After every student
get the candy, then they must be introducing their self-associating with the
fact that they must saying based on the candy’s color.
Red candy : Hobby
Green candy : Favorite Place
Blue candy : Favorite experience
Yellow candy : Dream job
Orange candy : favorite food.
5.
Every student
alternately introducing their self, starting from introduce their name, and stating
a fact in accordance with candy colors that they got before. For example, a
student gets a red candy, he/she must say his/her name along with his hobby and
then after he/she finished, another student continues the games.
Learning Media:
Introducing self-Video
