LESSON
PLAN
School :
Madrasah Aliyah Negeri 1 Jember
Subject :
English
Grade/ Semester : XI/
1
Skill : Speaking
Topic : At School
Language Function : Expression of giving agreement and disagreement
Time Allocation : 2 x 45
Minutes
I.
Core Competence
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 dan
berinteraksi secara efektif dengan
lingkungan sosial dan alam
serta dalam menempatkan diri sebagai cerminan
bangsa dalam
pergaulan dunia.
KI3:
Memahami, menerapkan, dan menganalisis pengetahuan
faktual,
konseptual,
prosedural, dan metakognitif 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, bertindak
secara efektif dan kreatif, serta
mampu menggunakan metoda sesuai kaidah
keilmuan.
II.
Basic Competence
2.1.Mengembangkan
perilaku santun dan peduli dalam melaksanakan
komunikasi
antar pribadi dengan guru dan teman.
3.2. Menganalisis fungsi sosial, struktur teks, dan unsur
kebahasaan
untuk menyatakan
dan menanyakan tentang pendapat dan pikiran,
sesuai
dengan konteks penggunaannya.
4.2. Menyusun teks lisan dan tulis untuk menyatakan dan
merespon
ungkapan menyatakan pendapat dan pikiran,
dengan
memperhatikan
fungsi sosial, struktur teks, dan unsur kebahasaan
yang benar
dan sesuai konteks.
III.
Indicators
2.1.1. Discussing the solution based on the problem given by
the
teacher seriously.
3.2.1. Constructing dialogues by using
the expression of giving
agreement and disagreement
through sociodrama orally.
4.2.1.
Performing dialogues by using the expression of giving
agreement and
disagreement through sociodrama
appropriately.
IV.
Learning
Objectives
2.1.1.1. The students are able to discuss
the solution based on the
problem given by the
teacher seriously.
3.2.1.1. The students are able to construct
dialogues by using the
expression of giving
agreement and disagreement through
sociodrama.
4.2.1.1. The students are able to perform dialogues by using the
expression
of giving agreement and disagreement through
sociodrama
appropriately.
V.
Learning
Materials
Enclosed
VI.
Approach,
Method, and Technique
1. Approach : Scientific Approach
2. Methode : Communicative Language Teaching
3. Technique : Sociodrama
VII.
Learning
Activity
Activity
|
Description
|
Time
Allocation
|
1. Set
induction:
|
5’
|
|
-
Greeting
-
Asking the students to
pray together according to their own beliefs.
-
Asking the students
about their condition and checking the students’ attandance.
Warming up
-
Showing sociodrama
performance about one of problem in school by playing a video.
-
Teacher explains what
kinds of performance that has been performed and stating the objectives.
|
30’’
30’’ 30’’ 3’
30’’
|
|
2. Main
Activities:
|
80’
|
|
2.1. Observing
-
Explaining sociodrama
and expression of giving agreement and disagreement
-
Showing dialogue of
sociodrama using the expression of giving agreement and disagreement.
2.2.Questioning
-
Asking the students to
make questions about sociodrama.
-
Asking the students to
make questions about expressions of giving agreement and disagreement to the
teacher.
2.3.Explorating
-
Asking the students to
find the expressions of giving agreement and disagreement orally from the
dialogue given.
2.4.Associating
-
Making groups of four
-
Giving and explaining a
cue card to each group.
-
Asking the students to
construct a short sociodrama based on the problem given in group orally.
2.5.Communicating
Enactment
-
Asking each group to perform the dialogue through sociodrama in front
of the class.
-
Asking the students to give comments to their friends’ performance.
|
5’
5’
2’
2’
2’
8’
3’
15’
33’
5’
|
|
3.
Closure
|
5’
|
|
Sharing
-
Doing reflection by
asking the students’ opinion about the material that has been taught.
-
Guiding the students to
make conclusions about the material that has been taught.
-
Giving feedback to the
students.
-
Informing the students
the materials in the next meeting.
-
Asking the students to
pray based on their beliefs and parting the students.
|
1’
1’
1’
1’
1’
|
VIII. Media and Sources
Media :
a. Whiteboard
b. Boardmarker
c. Recorder
d. Group
Work Exercises
Sources :
a)
Hughes, A. 2003. Testing for Language Teachers.
Cambridge: Cambridge University Press.
b)
Kementrian Pendidikan dan
Kebudayaan. 2015. Materi Pelatihan Guru Implementasi
Kurikulum 2013 Tahun 2015. Jakarta: Kementrian Pendidikan dan Kebudayaan.
IX.
Assessment
a. Process
assessment
Process
assessment will be conducted by observing the students’ participation through
five indicators below in the teaching learning process.
No.
|
Students’
Name
|
Indicators
of Students Active Participation
|
Active
|
Passive
|
||||
1
|
2
|
3
|
4
|
5
|
||||
1
|
||||||||
Etc.
|
||||||||
Notes:
1. Paying
attention to the teacher’s explanations.
2. Responding
communicatively in giving and sharing opinions in the group.
3. Working cooperatively
in the group.
4. Doing
the exercises given by the teacher seriously.
5. Performing
sociodrama in front of the class in groups.
The students’ participation can be seen as follows.
- The students will be categorized as passive
participants if they do 1 or 2
indicators in
the teaching learning process.
- The students will be categorized as active participants
if they do at least 4
indicators in
the teaching learning process.
b. Product
assessment
Product
assessment will be conducted by observing each students’ performance directly
while administering a speaking test. The scoring rubric of speaking and scoring
for counting students’ speaking achievement are as follows.
Scoring Rubric of Speaking Adapted
from Adam and Friths’ scoring rubric in Hughes
ASPECT
|
CRITERIA
|
SCORE
|
Pronunciation
|
Pronunciation is incomprehensible
in every single words
|
1
|
Frequently error pronunciation
happen
|
2
|
|
Pronunciation is influenced by
mother tongue, lead misspronunciation
|
3
|
|
Mother tongue still influences
pronunciation, but only few errors happen
|
4
|
|
Pronunciation slightly influenced
by mother tongue, but most of
the utterances are correct
|
5
|
|
Fluency
|
Speech is so halting and
incomplete
|
1
|
Speech is vey slow and frequently
produce incomplete sentences
|
2
|
|
Speech is frequently hesitant and
sentences may be left uncompleted
|
3
|
|
Speech is occasionally hesistant,
complete sentences are used
|
4
|
|
Speech is effortless and smooth
|
5
|
ASPECT
|
CRITERIA
|
SCORE
|
Content
|
Content
of speech almost entirely incomprehensible
|
1
|
Difficult
to be understood and inaccurate
|
2
|
|
Few
of misunderstanding and produce incoherent sentences
|
3
|
|
Occasionally
lead missunderstanding, a few
sentences need correction
|
4
|
|
Understandable,
a few misunderstanding
|
5
|
(Adapted
from Adams and Frith in Hughes, 1989: 131-133)
Scoring Table
Based on Hughes’ Rating Score
Student
|
Indicators
|
Final Score
Observation Score X 100%
|
|||
F
|
P
|
C
|
Obtained Score
|
||
Note:
F: Fluency
P: Pronunciation
C: Content
|
Teacher
MOH. FAUZAN
|
MATERIAL
The example of the script of
sociodrama about bullying in the school
(
Riza
is a student with bad fashion style in the school. One day, she walks in front of the class, then Ine approaches
Riza. They fight about Riza’s fashion style,
then Rina and Desi come to break up the fight)
Ine : Hello Riza, good morning
Riza : Hi Ine, good morning
Ine : What are you doing here?
Riza : I’m reading my note book
Ine : Oh my God!
What a smart girl!
Riza : Thank you
By the way, how are you today?
Ine : I’m fine, you can see
How about you?
Riza : As you can see, i’m fine too, thank you
Ine : O, are you sure you are fine?
Riza : Yes, of course I’m
Ine : But, i don’t think so
You are not so fine today
You are in a very old style
Riza : What do you mean you say like that to me?
Ine :
What I mean is that, you know, you are a student with the oldest style,
you
know?
Riza : No, that’s not true
Ine : Yes, you are
You can see here your reflection
Riza : My mom said to me that i’m beautiful
Ine : Yes, but, what i mean is that your
style Riza, it’s very old
Riza : No, that’s not true
You are lying
Ine : No, I’m not
Riza : My mom never lies to me
Ine : That’s true
Riza : No, you are the one is lying
Ine : you must trust me
(Then Rina and Desi come to break up
the fight)
Desi : hei, you can not say that to her
Ine : Why can not I say that?
Desi : Look at us, we and all students in this
school wear the same style and
uniform
Ine : Yes, i know, we......
Desi : And it is clear we’ve not difference each
other
Ine : But, you can see it yourself, she is
really old fashion
Desi : But, we are friends
Ine : Ok, Ok, all right
Rina : Yes Riza, Ok Riza and Ine, both of you
must shake hand and forgive
each
other
Desi : Yes
Ine : All
right, sorry Riza
Rina : That’s
good guys
(End)
Main
Activities
-
Sociodrama is an unscripted drama performed by a
group of students, based on the problem told briefly by the teacher. In
sociodrama you usually find expression of agreement and disagreement. Here are
the examples of expression of agreement and disagreement:
Giving agreement
|
Giving
disagreement
|
I agree with
you
|
I don’t
agree with you
|
I really
think so
|
You are/ he
is wrong
|
He is absolutely
right
|
I take a
different view
|
I have no
objection
|
I am afraid
that is not quite true
|
That is
right!
|
I don’t
think so
|
Yes of course!
|
I don’t
think that’s quite right
|
I hold the
same opinion
|
That is
wrong!
|
Task
Perform dialogues containing the expressions of giving agreement and disagreement
through sociodrama with your group according to cue card
given. Each group will be given a cue card.
No.
|
Cue cards
|
1.
|
There
are four people here. The problem is there is a person from other class comes to your class in break time.
When the class start again there is your friend lost a handphone in his/ her
bag. You ask the person from other class what he/ she has done in their class
in break time, but he/ she say nothing, three people fight and there is a person comes. Make your own creativity to
creat good dialogues, but still in line with the cue card.
|
2.
|
There
are four people here. A person is the most clever person in the school. But
when in examination day the person don’t want to give answer keys to other
students. Then, there are two people hate with the person. They fight at
other place and there is a
person comes.
You can make your own creativity to creat good dialogues, but still in line
with the cue card.
|
3.
|
There
are four people here. The problem occurs in the class. There is a person steals a wallet in
the class. Other person has known the case. But the thief doesn’t want to say honesty. He/ she has thrown the wallet
in other place. There is a person mocks him and comes again another person. You can make your own
creativity to creat good dialogues, but still in line with the cue card.
|
4.
|
There
are four people here. Two people as narcotic addicts, they always consume narcotic in
the school. Someday, a person see that two of them doing narcotic party in
the school and tell the party to the headmaster. At the next day, the
headmaster call the people and he/ she wants to call their parents to talk
about their children attitude. The two narcotic addicts angry to the person
that tell about the narcotic party to the headmaster. They all three fight at
a place and there is another person comes.
|
5.
|
There are four people here. Two people are as best
friends forever. Both of them are friends since in kindergarten to senior
high school, but there is another person as a third person that make them
will not be friends again and a person more is another person that is not
friends of the three people.
|
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