DESIGNING LESSON PLAN FOR THE SEVENTH GRADERS

A FINAL PROJECT REPORT

Submitted as a final assignment of Classroom Instruction Plan and English
Syllabus supervised by Dr. Arwijati W. Murdibjono M.Pd, Dip. TESL

By
Yunita Puspitasari
NIM. 609653527903/ Class D-2009

STATE UNVERSITY OF MALANG

GRADUATE PROGRAM IN ENGLISH LANGUAGE EDUCATION
May 2010

DESIGNING LESSON PLAN FOR THE SEVENTH GRADERS

I.

Introduction
Conducting teaching learning process is not merely transferring
knowledge from the teacher to the students. It is how the activity can facilitate
students learning, motivate students, and encouraging them for long-live learning.
Teacher has very important role in establishing a favor situation in teaching
learning process. Teacher should make preparation in order to be able to institute
such favor teaching learning process. In this case, the role of teacher as manager
and facilitator is very important (Brown, 2007:215). As a manager, a teacher plays
important role in planning the lesson, structure time allotment, control the run of
the teaching learning process, and retain particular goal to be achieved. Teacher
acts as facilitator through his/her ability in making learning easier for students,
helping them to clear away obstacles, to find their own pathways to success.
Thus, it is very crucial for the teacher to be well prepared in conducting as
well as in facilitating the teaching and learning process. Preparation is an essential
part of any activities, including in teaching. Teacher must begin his or her
teaching with planning the lesson. Planning is often viewed as a key aspect of
teaching a successful lesson. In this stage, teacher plan the goal, objective
materials, technique, assessment and even an extra class work. In other words, the
teacher should make a lesson plan in advance. Through the lesson plan teacher
can see whether he or she can facilitate students learning in an interesting and
motivating way. This article presents lesson plans that can facilitate students
learning interestingly, encouragingly, and fun.

II.

Theoretical Base
Some literatures are presented here to support the lesson plan proposed in this
paper. It covers the discussion on the important of lesson planning, the
considerations in lesson planning, the face of lesson plan, and the current
approach selected method and techniques used in the lesson plan
1. The Important of Planning the Lesson

Frankly speaking not all teachers write their lesson plan. Some of them
feel burden to write it, they write it in their head, some write it after the lesson,
and some other write it for the sake of the principals demand. Fortunately, there
are more other teachers who write their lesson plan as they find some benefit from
it. Farrel (2002:30) argues that daily lesson planning advantages English teachers
in some ways. They are: (a) helps the teacher think about content, materials,
sequencing, timing, and activities, (b) provides security for some unpredictable
conditions may appear, (c) monitors what has been taught, (d) help the substitute
teacher to smoothly take over a class when the teacher cannot teach. It can also
benefit the students since it is made based on learners different in backgrounds,
interest, learning style, and ability.
2. Considerations in Lesson Planning
Making a lesson plan is like thinking what is going to do if something is
done. There are some considerations to be bear in mind in making a lesson plan,
as proposed by Brown (2007:167), they are:
a) Beginning to plan
Subconsciously, in fact, a teacher has made a lesson by choosing what to
teach. Generally, it starts with the knowledge of the curriculum, what is the
overall objective. With a perception of what students need, he or she determines
the topic and the purpose of the lesson which is stated as the objective of the
lesson. He or she also deciding what strategy should be used to deliver the lesson
and to measure the students learning. Those things should be drafted in term of
step-by-step procedures. Drafting the lesson plan helps teacher to anticipate what
is going to happen, notably for beginner teacher.
b) Variety, sequencing, pacing, and timing.
Here, teacher should see whether the draft is unity. The considerations of a
unity lesson plan are variety, sequencing, pacing, and timing. Lesson plan should
convey sufficient variety so that the students will not get bored. The activities are
planned to be applied in order. They must be sequenced logically. Pacing means
that the activities are neither too long nor too short; the various technique used are
flow together; providing a proper transition from one activity to the next.
c) Gauging difficulty
Inferring some difficulty that student will face takes a good deal of
cognitive empathy. Yet, as the teacher, one shall know best his or her students

condition. He or she should anticipate the students problems by giving clear and
purposeful teaching technique.
d) Individual differences
To cope with individual differences, a lesson plan should be made not only
based on the need of the majority of the student, but also take into account the
variation of ability of the students, especially the less-average.
e) Students talk and teacher talk
Put careful consideration in the balance between student talk and teacher
talk. Be careful of taking the whole minutes for teacher talk since it is what
commonly happens. By designing a lesson plan that thing can be prevented.
f) Adapting the curriculum
Curriculum poses as the umbrella for teacher in planning the lesson as
each class hour must contribute to the goals that a curriculum is designed to
pursue.
g) Classroom lesson note
Teacher can put the official lesson plan into more physically manageable
notes. In some cases, teacher can have cards index to help them in track with the
activities have been planed. It is more practical rather than bringing those thick
papers of the official lesson plan.
3. The approaches and techniques
Lesson plan not only describes the goal and objective of the lesson but it
can also describe what kind of activities and interaction will appear in the teaching
and learning process. Thus, it attains particular teaching technique which belongs
to particular method and approach. The discussion of approaches used in the
practice of teaching and learning in this era is about the current communicative
approaches. Current communicative approaches cover Communicative Language
Teaching (CLT), Natural Approach, Cooperative Language Learning (CLL),
Content-Based Teaching, and Task-based teaching. Yet, the discussion in this
paper is limited to several approaches only, namely CLT and CLL, as they are the
approaches which underlie the teaching techniques conveyed in the lesson plans
presented in this paper.
Communicative Language Teaching emphasizes on communicative
proficiency rather than on merely mastery of structures (Richard and Rogers,
2001:153). This approach requires teachers to consider learners and to have more
learner-centered activities in the classroom. Teacher should be able to provide
guidance, reduce teacher talk, and acts as learning facilitator. Accordingly, the

activities should set up in line with the need of instituting more chances to
students to use the language in order to be able to use it in the real-world
communication.
This approach is implemented in the lesson plan proposed through the use
of some teaching techniques, i.e. mingle speaking. Mingle Speaking is a teaching
technique that allow the student to practice speaking skill. This activity helps the
students to practice forming question, negotiate information, and reduce tense
(Ferdinand: undated).Through this activity, it is expected that the students can
practice the target language expression in an interactive and meaningful way.
In Cooperative Language Learning, students work together in groups to
solve problems or do some tasks. Cooperative learning is more than just putting
student in groups and giving them something to do. Jacobs and Hall (2002:54)
mentions that cooperative learning principles and techniques are tools which
teachers use to encourage mutual helpfulness in the groups and the active
participation of all members. Cooperative Language Learning is defined as
follows:
Cooperative learning is group learning activity organized so that learning
is dependent on the socially structured exchange of information between
learners in groups and I which each learner is held accountable for his or
her own learning and is motivated to increase the learning of others.
(Olsen and Kagan, 1992, as cited in Richards and Rodgers, 2001: 192)
In brief, cooperative learning is a way for teacher to increase students
participations, have more comprehensible input and have more meaning
negotiation, build students motivation, and provide more relax atmosphere.
There are some models of teaching based on cooperative learning, namely
Jigsaw, Number Heads Together, Two Stay Two Stray, etc. Those models give
more variation for teacher to apply Cooperative Language Learning. They are
interesting, meaningful and interactive techniques that area worth-applied during
the teaching and learning process. Some of that models or techniques are
implemented in the lesson plan proposed in this paper. The lesson plan presents
the teaching learning process by using Jigsaw II.
Jigsaw II is a strategy in which the students are grouped into expert group
and jigsaw group. In the expert group they have similar instructions, which they
must learn or accomplish, then this expert group split up to go back to the jigsaw
4

group in which they have to share different knowledge that they have discussed in
the expert group. The special thing here is that there is a kind of individual quiz
whose score will contribute to the group score (Buehl, 2001:73). This
modification of Aronsons jigsaw is developed by Slavin (1986) (Mattingly and
VanSickle, undated:5). Each member of the group contributes to the final score of
the group. Thus, each is responsible for gaining the score. In addition, Jigsaw II
can help students for better academic achievement compared with the traditional
whole-class teaching (Mattingly and VanSickle, undated:14)
Communicative Language Teaching and Cooperative Language Learning
go in the same track. The two approaches highlight learner-centered, reduce
teacher talk, and engage the process of learning to enable learners to find their
idiosyncratic learning. Therefore the lesson plans apply them in the teaching
learning activities so that the writer as the teacher can facilitate better students
learning.
III.

Rationales of the Lesson Plan

Lesson plan is designed with the purpose of providing the teacher with
guidelines of teaching and learning activities, as stated previously, it also benefits
both teacher and the students. The lesson plans presented here were developed by
the writer and are expected to support teaching learning process. The lesson plans
include the following items: (1) preliminary information, (2) the teaching learning
objective, (3) the material, (4) teaching technique, (5) teaching procedures, (6)
source, and (7) assessment.
1. Preliminary information
This tells about the school and students profile, the standard of
competence, the basic competence, the indicators, and time allotment.
a. Students profile
The Lesson plans are used to assist teaching learning process in MTs.
Al-Asad. They are implemented in the seventh grade. MTs. Al-Asad is a small
private Junior High School. It belongs to Al-Asad Islamic institution of
education. This school has limited facilities and shares building with the
institutions Elementary. It is located in the suburban area. The students come
5

form the surrounding of the school. Many of them enrolled this school because
they could not enroll the state Junior High school. Some prefer to continue their
study to this school because they think that the state Junior High school in the city
is too expensive.
There is only one class of seventh grade and it consists of 16 (sixteen)
students. The students of seventh grade are quite homogeny in terms of English
proficiency. They are not very high achievers as seen in their English score. In
average the students score is 60-65. Yet, some students are highly motivated.
Thus, the teacher should establish motivating atmosphere in the class through
appropriate teaching learning strategies. Thus, students can be more motivated in
learning English.
b. The standards of competence
The standards of competence of Lesson Plan 1 are those which are
stated the national curriculum. In other words, this lesson plan is designed based
on the existing national curriculum. They are:
(a)
Listening: Memahami makna dalam percakapan transaksional
dan interpersonal sangat sederhana untuk berinteraksi dengan
(b)

lingkungan terdekat.
Speaking: Mengungkapkan makna dalam percakapan
transaksional dann interpersonal sangat sederhana untuk
berinteraksi dengan lingkungan terdekat.

The two standard competences emphasize the teaching learning process on

listening skill and speaking skill. They were presented in one lesson plan since in
initial meeting the writer would like to introduce podcast, as the material, and
have them listen and comprehend the material. Then, in the second meeting, based
on the same material, the students are trained to imitate the language they have
heard and, finally, produce the language with the knowledge of how to pronounce
the utterance and use the language properly.
As Lesson Plan 1, Lesson Plan 2 is also designed based on the national
curriculum. The standard competence conveyed in this lesson plan is:
(a) Reading: Memahami makna teks tulis esai pendek sangat
sederhana yang berkaitan dengan lingkungan terdekat.

This lesson plan focuses on one standard competence since the teaching learning
process would practice mainly on students reading ability in comprehending a
short essay in an authentic material, i.e. Nokia booklet.
c. The basic competence
The basic competences are derived from the above standards of
competences. The basic competences which are recorded in the school syllabus
are specification of the standard of competence. Here in Lesson Plan 1, the lesson
of expressing like and dislike is presented. Thus, the teaching learning process
will be about how to respond and express the gambit of expression like and
dislike.
In Lesson Plan 2, since it takes simple short essay so the lesson is
presented in term of genre text, i.e. procedure text. The genre is taken as it is one
kind of genre text which should be taught in the seventh grade, notably in the
second semester.
d. The indicators
The indicators serve as descriptors of the basic competence. To what
extent the knowledge of the text, either functional text or essay, will be gained.
These indicators will precisely picture particular competence related to the basic
competence in particular text.
The indicators of Lesson Plan 1 are:
1. Menemukan berbagai informasi yang terdapat dalam percakapan What
kind of sports do you like?
2. Menirukan model percakapan transaksional pendek sangat sederhana
yang menyatakan suka dan tidak suka (What kind of Sport do you
like?) yang terdapat dalam podcast dengan intonasi dan pronunciation
yang akurat
3. Melakukan percakapan transaksional dengan teman kelas dengan
menyatakan suka dan tidak suka.
Thus, to respond meaning (basic competence (Listening) means to find
information in dialogue What kind of sports do you like?, and to express
meaning (Speaking) means to imitate the model dialogue and to have simple
transactional dialogue with classmate.
The indicators of Lesson Plan 2 are:
1. Mengidentifikasikan berbagai informasi yang terdapat dalam teks tulis
esai pendek sangat sederhana berbentuk procedure cara

menggoperasikan fitur (fasilitas) telepon genggam seperti mengirim

sms dan menelpon dengan menggunakan data dari phone book.
2. merespon informasi yang terdapat dalam teks tulis esai pendek
berbentuk procedure tentang menggunakan beberapa fitur dalam
telepon genggam.
3. Mengidentifikasikan langkah retorika procedure text (Goal, Material,
and Steps) dalam teks tentang mengoperasikan fitur-fitur dalam telpon
genggam.
To respond meaning and rhetorical structure (basic competence:
Reading) means to identify kinds of information, respond information, and
identify the generic structure of procedure text (Goal, Material, and Steps). By
providing the indicators in the lesson plan the success of the teaching learning
process can be identified by the establishment of these indicators.
e. Time Allotment
Time allotment here is considered as the amount of time needed for
applying a lesson plan. Generally time allotment in one meeting is 2x40 minutes
but a lesson plan can consist of more than one meeting depend on the material,
skills covered, and the students competence. The two Lesson Plans here need
different time allotment since the skills and the material presented are indifferent
range. Lesson Plan 1 needs more time in implementing it because the lesson plan
focuses on two skills. Moreover the two skills are practiced intensely in each
meeting. Meanwhile Lesson plan 2 is devoted for one skill only so it is sufficient
to be applied in one meeting. As the writer is the teacher so she can safely assume
that the amount of time mentioned is proper to the students competence, material
and skill range.
2. The teaching learning objective
The teaching learning objectives of Lesson Plans are in line with the
indicators through which students success in the learning will be measured.
3. The material
The material in Lesson Plan 1 is form of podcast. It is an audio file
which taken from the Internet. This podcast is taken as source of material because
it presents authentic language environment, easy-downloaded, and come in
various theme and level so that the teacher can suit it with the students level of
8

proficiency (Beare: 2000). The theme is interesting and meets the students
background knowledge.
The material in Lesson Plan 2 is an authentic material. It is taken from
a brand cellular phone booklet, i.e. Nokia booklet. The use of authentic material is
considered beneficial in language teaching since the students will be acquainted
with the real-world language use. According to Kilickaya (2004), authentic
materials enable students to interact with the real language as well as the content.
4. The teaching technique
The teaching technique used in Lesson Plan 1 is an implementation of
cooperative language learning and communicative teaching learning. In the initial
meeting Jigsaw II and Mingle Speaking tailor the teaching learning activities. By
using Jigsaw II and Mingle Speaking the writer hopes that motivating atmosphere
as well as interactive learning will establish. Thus, the students will actively
inquire the knowledge, use the language as well as learn the language and use the
language. The lesson Plan 2 has Three Phase Technique as the teaching technique.
This technique is applied as whole teaching procedures
5. The teaching procedures
The teaching procedures provide step by step teaching and learning
activities. Each lesson plan has different teaching procedures depend on the
teaching objective, material, teaching technique(s), and assessment. The teaching
procedure is presented in one meeting or in 2x40 minutes time allotment. Lesson
Plan 1 consists of two teaching procedures, while Lesson Plan 2 consists one
teaching procedure.
6. Source
The teaching and learning source for Lesson Plan1 is in term of
podcast script, jigsaw cards, and Mingle Sheet. In Lesson Plan 2, the source is
procedure text adapted from Nokia booklet, real object (the Hand phone), and
teacher-made worksheet. Those sources are designed by the writer as the teacher
to facilitate students learning.
7. Assessment
The assessment is used to indicate whether or not the teaching learning
objectives are fulfilled. Lesson Plan 1 conveys product assessment and on going
process assessment. The product assessment is aimed at the students ability in
comprehending the short transactional dialogue What kinds of sports do you
like? while the on going process assessment is aimed at the students ability to
9

imitate the model dialogue in the podcast and perform simple transactional
dialogue by the help of Mingle Sheet.
In Lesson Plan 2, the assessment is in term of on going process
assessment. This is due to the fact that the teaching learning process using
authentic material is a new thing. The teaching learning activities emphasizes on
the practice of reading skill by using authentic material. Thus, the product
assessment is not considered crucial.

IV.

Product of Lesson Plans

1. Lesson Plan 1
RENCANA PELAKSANAAN PEMBELAJARAAN (RPP)

MTs.

: MTs. Al-Asad

Mata Pelajaran

: Bahasa Inggris

Kelas/Semester

: VII (Tujuh)/ 2 (Dua)

Standar Kompetensi :
7. Mendengarkan
Memahami makna dalam percakapan transaksional
dan interpersonal sangat sederhana untuk
berinteraksi dengan lingkungan terdekat.
9. Berbicara
Mengungkapkan makna dalam percakapan
transaksional dan interpersonal sangat sederhana
untuk berinteraksi dengan lingkungan terdekat.
Kompetensi Dasar

:
7.2 Merespon makna dalam percakapan transaksional
sangat sederhana secara akurat, lancar dan berterima untuk
berinteraksi dengan ingkungan terdekat yang melibatkan
tindak tutur: menanyakan dan menyatakan suka dan tidak
suka.
9.2 Mengungkapkan makna dalam percakapan
transaksional sangat sederhana dengan menggunakan
ragam bahasa lisan secara akurat, lancar, dan berterima
untuk berinteraksi dengan lingkungan terdekat yang

10

melibatkan tindak tutur: menyakan dan menyatakan suka

dan tidak suka.
Indikator

:
4. Menemukan berbagai informasi yang terdapat dalam
percakapan What kind of sports do you like?
5. Menirukan model percakapan transaksional pendek
sangat sederhana yang menyatakan suka dan tidak suka
(What kind of Sport do you like?) yang terdapat
dalam podcast dengan intonasi dan pronunciation yang
akurat
6. Melakukan percakapan transaksional dengan teman
dengan menyatakan suka dan tidak suka.

Jenis Teks

: Teks percakapan transaksional pendek

Tema

: Personal Life

Aspek/Skill

: Mendengarkan dan Berbicara

Alokasi Waktu: 4 x 40 menit

1. Tujuan Pembelajaran:
Pada akhir pembelajaran pertemuan 1 siswa dapat:
1. Menemukan berbagai informasi yang terdapat dalam teks transaksional
pendek sangat sederhana yang menyatakan suka dan tidak suka yang
terdapat dalam percakapan What kind of sports do you like?
Pada akhir pembelajaran pertemuan 1 siswa dapat:
2. Menirukan model percakapan transaksional pendek sangat sederhana
yang menyatakan suka dan tidak suka (What kind of Sport do you
like?) yang terdapat dalam podcast dengan intonasi dan pronunciation
yang akurat.
3. Melakukan percakapan transaksional dengan teman dengan
menyatakan suka dan tidak suka.
2. Materi Pembelajaran
a. Teks transaksional pendek sangat sederhana (podcast audio file):
Pertemuan 1:

What kind of sports do you like?

Bill: Robert, I have some tickets to the Hawks game. Do you
want to go?
Robert: Not really, Bill. I don't like baseball.
Bill: Oh, do you like sports?
11
Robert: Yes, of course.
Bill: What kind of sports do you like?
Robert: I like soccer.

Let's practice.
A: What kind of sports do you like?
A: What kind of Japanese
food do you like?
B: I like soccer.
B: I like sushi.

Pertemuan 2:
Percakapan What kind of Sport do you like? dan Lets Practice
A: What kind of books do you like?
A: What kind of movies do
you like?
B: I like Harry Potter.
B: I like action movies.
A: What kind of cars do you like?
A: What kind of computers
do you like?
B: I like sports cars.
B: I like Apple computers.

b. Kosakata terkait: like, dislike, sport, food, music, ticket, popular.

c. Grammar:
- I like football
- I do not like football
- Do you like footbal
d. Ungkapan:
- What kind of sport do you like?
I like football
- Do you like sport?
Yes, of course.
3. Metode/Teknik: Three-phase technique, jigsaw II listening, and mingle
speaking.
4. Langkah-Langkah Kegiatan
Pertemuan 1 (Mendengarkan)
Pre Listening:
1. Guru menginformasikan tujuan pembelajaran.
2. Guru melakukan brainstorming dengan bantuan gambar bola (relevan
dengan sports).
12

3. Guru dan siswa bertanya jawab tentang olah raga yang menggunakan bola,
olah raga yang umumnya digemari siswa laki-laki dan siswa perempuan.
4. Guru membentuk kelompok (home group) untuk kegiatan jigsaw listening.
Whilst Listening
5. Memberikan kartu tugas yang berbeda warna kepada masing-masing
anggota kelompok (home group) dan menjelaskan instruksi.
6. Meminta siswa untuk membentuk kelompok ahli (expert group)
berdasarkan warna kartu yang sama.
7. Guru memutar podcast What kind of sports do you like?
8. Siswa dalam tim ahli mendengarkan dan berdiskusikan untuk menemukan
informasi yang terdapat dalam podcast What kind of sport do you like?
9. Guru berkeliling memantau dan memberikan bimbingan siswa jika perlu.
10. Siswa dalam tim ahli diminta kembali ke home group untuk saling
bertukar informasi agar dapat menyelesaikan tugas yang terdapat dalam
kertas kerja individu.
11. Guru memilih siswa secara acak untuk menjawab pertanyaan yang
terdapat dalam kertas kerja secara lisan.
12. Meminta siswa mengumpulkan kertas kerja individu.
13. Membahas jawaban untuk pertanyaan yang terdapat dalam kertas kerja
individu.
Post-Listening
14. Guru membimbing siswa untuk menyimpulkan apa yang telah dipelajari.
15. Guru melakukan refleksi proses belajar mengajar dan memberikan
penguatan.
Pertemuan 2: (Berbicara)
Pre Speaking:
1. Guru menginformasikan tujuan pembelajaran.
2. Guru mereview pembelajaran pertemuan sebelumnya tentang like and
dislike.
Whilst Speaking:
3. Guru memutar podcast What Kind of Sports do you like?
4. Guru memberilkan skrip podcast What Kind of Sports do you like? pada
siswa.
5. Guru memutar podcast What Kind of Sports do you like? lagi dan
meminta siswa memperhatikan intonasi dan pronunciationnya.
6. Guru memberikan modeling repetition sesuai dengan yang ada dalam
podcast.

13

7. Siswa secara klasikan menirukan percakapan What kinds of sports do you

like?
8. Guru mengelompokan 6 siswa menjadi satu kelompok.
9. Siswa secara berkelompok menirukan percakapan What kinds of sports
do you like?
10. Guru memberilkan skrip podcast Lets Practice pada siswa.
11. Guru memutar Lets practice sebanyak tiga kali dan meminta siswa
secara berkelompok untuk menirukan sesuai dengan yang didengar.
12. Guru membagikan mingle sheet dan menjelaskan instruksi.
13. Siswa melakukan percakapan dengan teman dalam satu kelompok bantuan
mingle sheet.
14. Guru berkeliling meamntau siswa dan melakukan on going process
assessment.
Post-Listening
15. Guru membimbing siswa untuk menyimpulkan apa yang telah dipelajari.
16. Merefleksi proses belajar mengajar dan mendorong siswa untuk
menggunakan ungkapan suka dan tidak suka dalam kehidupan sehari-hari.
5. Sumber Belajar
a. http://www.eltpodcastcom/archieve/bc/whatkindof.html (rekaman
percakapan)
b. Skrip percakapan (lihat appendix).
c. Kartu jigsaw (lihat appendix).
d. Mingle Sheet (lihat appendix).
e. Gambar-gambar yang relevan
6. Penilaian
a. Teknik:
On going process assessment pada mendengarkan (pertemuan 1)
dilakukan dengan melihat kemampuan siswa dalam menjawab pertanyaan dalam
kertas kerja individu. Sedangkan on going process assessment pada berbicara
(pertemuan 2) dilakukan secara berkelompok mengingat keterbatasan waktu yang
ada.
b. Bentuk
: Pertanyaan tertulis (mendengarkan) dan unjuk kerja
(berbicara).

14

c. Instrument:
I.

Individual Worksheet for Listening:

Answer the questions, please.
1.

Does Robert like baseball?

_______________________________________________
2. What sport does Bill like?
______________________________________________
3. What is the synonym of the word like?
______________________________________________
4. What is the most popular sport mentioned in the conversation?
_______________________________________________
5. What is the synonym of the word game?
_______________________________________________
6. Who has the tickets?
_______________________________________________
7. How does Robert response to Bills invitation?
________________________________________________
8. Do they like the same things?
________________________________________________
9. What is the conversation mainly about?
________________________________________
10. What kind of sport do you like?
________________________________________________

Kunci jawaban:
Individual Worksheet
1. No, he does not./ No. he likes baseball.
2. He likes soccer.
3. Loves, fond of, keen on.
4. Soccer
5. Match
6. Bill.
7. Robert refuses Bill invitation.
8. Yes
9. It is about like and dislike.
10. I like .
7. Pedoman Penilaian
I.
Penilaian individu pada pertemuan 1 berdasarkan kemampuan menjawab
pertanyaan dalam lembar kerja individu:
a. Setiap nomor benar diberi skor maksimal 3 (tiga)
b. Jumlah skor maksimal 3 x 10 = 30
c. Nilai Maksimal = 100
d. Nilai siswa = Skor perolehan X 100
Skor maksimal

15

II.

Penilaian kelompok pada pertemuan 2 berdasarkan partisipasi dalam

kegiatan menirukan model percakapan secara kelompok dan mingle
speaking.
a. Skor maksimal 100
b. Nilai maksimal 100
e. Nilai siswa = Skor perolehan X 10
Skor maksimal

8. Rubrik Penilaian
Rubrik penilaian pertemuan 1
No
I.

Uraian
Isi benar, tata bahasa benar.
Isi benar, tata bahasa kurang tepat
Isi dan tata bahasa kurang tepat
Tidak menjawab

Skor
3
2
1
0

Rubrik penilaian pertemuan 2

No
1
2
3
4

Skor (sesuai
uraian)
VG
G F

Nama
Kelompok 1
Kelompok 2
Kelompok 3
Kelompok 4

Deskripsi skor:

Uraian
Very Good: berpartisipasi dengan intonasi
dan pronunciation yang akurat
Good: berpartisipasi, intonasi dan
pronunciation kurang akurat
Fair: partisipasi, intonasi dan
pronunciation kurang akurat
Poor: kurang berpartisipasi, intonasi dan
pronunciation kurang akurat

Skor
85-100
70-84
55-70
<54

Jombang, ..
Mengetahui,
Kepala Sekolah

Guru Mata Pelajaran

16

Arif Badjuri, S.Ag

2. Lesson Plan 2:

Yunita Puspitasari

RENCANA PELAKSANAAN PEMBELAJARAAN (RPP)

MTs.

: MTs. Al-Asad

Mata Pelajaran

: Bahasa Inggris

Kelas/Semester

: VII (Tujuh)/ 2 (Dua)

Standar Kompetensi : 11. Memahami makna teks tulis esai pendek sangat
sederhana yang berkaitan dengan lingkungan terdekat.
Kompetensi Dasar

Indikator

: 11.2 Merespon makna dan langkah retorika secara akurat,

lancar dan berterima dalam esai sangat sederhana
yang berkaitan dengan lingkungan terdekat dalam
teks berbentuk procedure.
:
1. Mengidentifikasikan berbagai informasi yang terdapat
dalam teks tulis esai pendek sangat sederhana
berbentuk procedure cara menggoperasikan fitur
(fasilitas) telepon genggam seperti menelpon and
menjawab telpon, dan mengirim sms.
2. merespon informasi yang terdapat dalam teks tulis esai
pendek berbentuk procedure tentang menggunakan
beberapa fitur dalam telepon genggam.
3. Mengidentifikasikan langkah retorika procedure text
(Goal, Material, and Steps) dalam teks tentang
mengoperasikan fitur-fitur dalam telpon genggam.

Jenis Teks

: Prosedur teks.

Tema

: Personal Life

Aspek/Skill

: Membaca

Alokasi Waktu: 2 x 40 menit

3. Tujuan Pembelajaran:
Pada akhir pembelajaran siswa dapat:
a. Menemukan gagasan umum procedure text tentang cara
mengoperasikan fitur-fitur telepon genggam seperti menelpon dan
menjawab telpon, dan mengirim sms.

17

b. Menemukan informasi rinci procedure text tentang cara

mengoperasikan fitur-fitur telepon genggam seperti menelpon dan
menjawab telpon, dan mengirim sms.
c. Menemukan makna kata tertentu dalam procedure text tentang cara
mengoperasikan fitur-fitur telepon genggam seperti menelpon dan
menjawab telpon, dan mengirim sms.
d. Menemukan langkah retorika procedure text (Goal, Materials, and
Steps) tentang cara mengoperasikan fitur-fitur telepon genggam seperti
menelpon dan menjawab telpon, dan mengirim sms.
4. Materi Pembelajaran
e. Teks esai pendek sangat sederhana diambil dari Nokia Booklet:
Make and Answer a Call
To make a call, enter the phone number, including the country code
and area code if necessary. Press the call key () to call the number.
Scroll right to increase or left to decrease the volume of the earpiece of
headset during the phone call.
To answer the incoming call, press the call key. To reject the call
without answering, press the end key ().
f. Kosakata terkai tema/teks.
Example:
- call
- contact
- phone book
- end key
- search
- menu
- screen
- button
c. Ungkapan/Grammar
1. Kalimat perintah
- enter the phone number
- press the call key
- scroll right
3. Metode/Teknik: Three-phase technique, praktek mengirim sms pada guru.
4. Langkah-Langkah Kegiatan
No
1

Stage
Kegiatan
Pendahuluan

Time
Allotment

Activities
Teacher
Student
1. Menunjukan Hand
1. Menjawab berbagai
phone dan memberikan
pertanyaan tentang
pertanyaan seputar
kegunaan hand phone.
kegunaan hand phone.
2. Menjawab berbagai
2. Bertanya tentang
18

15

beberapa fitur yang ada

dalam hand phone.

2.

Kegiatan Inti

3. Meminta siswa untuk

menujukkan hand
phone (pada pertemuan
sebelumnya guru
meminta siswa yang
memiliki hand phone
nokia untuk
membawanya ke kelas)
4. Guru menuliskan di
papan tulis beberapa
fitur yang telah
disebutkan oleh siswa.
5. Guru membuat
kelompok yang
masing-masing terdiri
dari 4 (empat) siswa.
Setiap kelompok
setidaknya mempunyai
satu hand phone
6. Guru meminta siswa
untuk menyalakan hand
phone.
7. Guru mengajak siswa
untuk membuka menu
hand phone: Click the
menu, please
8. Guru meminta siswa
untuk menyebutkan
fitur-fitur yang tertera
dalam layar menu.
9. Guru membagikan teks
prosedur Make and
Answer a Call.
10. Guru meminta siswa
untuk membaca
sendiri.
11. Guru bertanya tentang
isi teks:
Gagasan utama (What
is the text about?)

pertanyaan seputar fitur

yang ada di dalam hand
phone.
3. Menunjukkan hand
phone nokia

4. Siswa membuat
lingkaran kecil,
membentuk kelompok.
5. Siswa menyalakan
handphone

55

6. Siswa membuka menu

seperti yang
diinstruksikan guru
7. Menyebutkan fitur-fitur
yang ada dalam hand
phone di kelompoknya.

8. Siswa membaca.
9. Menjawab pertanyaan
tentang isi teks

19

3.

Kegiatan
Penutup

Informasi Rinci (What

do you do to reject a
call?)
Makna kata (what does
the word Scroll
mean?)
Tujuan komunikatif
12. Guru meminta dan
membimbing siswa
untuk mempraktekan
apa yang tercantum
dalam teks.
13. Guru menjelaskan
tentang langkah
retorika (Goal,
Material, and Steps)
14. Guru memberikan teks
prosedur teks dalam
worksheet (enclosed)
yang lain.
15. Guru memantau siswa
dan berkeliling
memberikan
bimbingan.
16. Guru meminta siswa
untuk mengirim sms.
17. Membimbing siswa
untuk menyimpulkan
materi.
18. Melakukan refleksi
proses belajar mengajar
dan memberikan
penguatan.

10. Dalam kelompok,

mempraktekkan apa
yang tercantum dalam
teks dengan
bimbingan guru.
11. Siswa memperhatikan
penjelasan guru.
12. Dalam kelompok
membahas teks,
menjawab pertanyaan
dalam worksheet, dan
mempraktekkan apa
yang tercantum dalam
teks (mengirim sms).
12. Menyimpulkan materi. 10

9. Sumber Belajar
- Contoh teks prosedur Make and Answer a Call adapted from Nokia
booklet
- Real object (Hand phone)
- Teacher-made Worksheet
10. Penilaian
a. Teknik
: On going process assessment, siswa dapat menjawab
pertanyaan tertulis dalam worksheet dan mengoperasikan
fitur yang dimaksud dalam teks.
b. Bentuk
: pertanyaan tulis dan unjuk kerja (mengirim sms).

20

c. Instrument

: Teacher-made Worksheet

How to Send SMS

There are some steps to send SMS. They are:
1. Click the menu
2. Select messages
3. Select Create Message
4. Set the fonts by pushing the right corner button (#) twice
5. Start writing by pushing the letter buttons. You need to push
them several times so the intended letter will appear on the
screen.
6. If you finish writing, then click options.
7. Select send.
8. The machine asks you to insert a phone number or you can
click search if you have the number in your phone book.
9. If you choose to use phone book feature, you can click
search then write the first two letter of your friends or
teachers name.
10. Finally, the number will appear and you can click OK.
I.

II.

Read the text above carefully. In group, discuss the questions and
answer them.
1. What is the text about?
2. What feature is used?
3. What does the word fonts mean?
4. Which button do you need to set the fonts?
5. How do you write the message?
6. What should you do if you choose to use phone book feature?
7. What should you do after clicking options?
8. What is the Goal of the text?
Do the steps in the text and send your teacher an SMS, please.

11. Pedoman Penilaian

1. Untuk I: 1. Tiap nomor benar diberi skor maksimal 5 (lima)
2. Total Skor maksimal 8 x 5 = 40
Untuk II: Score maksimal 10
2. Jumlah skor maksimal: I 8 x 5 = 40
II
10
Jumlah 50
3. Nilai maksimal 10
4. Nilai Siswa: Score Perolehan I + II
X 10
Score Maksimal I+II (50)
12. Rubrik Penilaian

21

I.

II.

Rubrik penilaian untuk pemahaman

No Uraian
I.
Isi benar, tata bahasa benar.
Isi benar, tata bahasa kurang tepat
Isi dan tata bahasa kurang tepat
Tidak menjawab

Skor
3
2
1
0

Rubrik penilaian untuk praktek

No
Kriteria
II
Berhasil mengirim sms pada kali pertama
Berhasil mengirim SMS pada kali ke dua
Berhasil mengirim SMS pada kali ke tiga
Berhasil mengirim SMS pada kali ke empat
Berhasil mengirim SMS pada kali ke lima
Berhasil mengirim SMS lebih dari 5 kali

Skor
10
9
8
7
6
<5

Jombang, ..
Mengetahui,
Kepala Sekolah

Guru Mata Pelajaran

Arif Badjuri, S.Ag

Yunita Puspitasari

V.

Conclusion
Designing lesson plan offers beneficial contributions both to the teacher

and the students. The lesson plan proposed in this paper is expected to give such
contribution in the practice. As product of final project, the Lesson Plans are
supposed to support the teaching learning process in the classroom since it
consists of standard of competence, basic competence, indicators, theme, time
allotted, teaching learning objective, teaching material, teaching
method/technique, teaching learning procedures, source, and assessment. The
points in the Lesson Plans are used to get planning and guidance in teaching
whether or not the target and achievement are achieved.

22

References

Beare, K. 2009. Introduction to English Listening Podcast. (Online).

(http://esl.about.com/od/englishlistening/a/intro_podcasts.html, accessed
October 10, 2009)
Buehl, D. 2002. Classroom Strategies for Interactive Learning. Newark:
International Reading Association.
Farrel, T.S.C. 2002. Lesson Planning. In J.K. Richard & W.A . Renandya (Eds.)
Methodology in Language Teaching: An Anthology of Current Practice
(pp. 30-39). Cambridge: Cambridge University Press.
Ferdinan, S. undated. An Experiments Cuiseinaire Rods. (Online).
(http://www.developingteachers.com-articles/tchtraining/cusrods_plan,
accessed on May 31, 2010)

23

Jacobs, M.G. & Hall, S. 2002. Implementing Cooperative Learning. In Richards,

J.C. & Renandya, A.W. 2002. Methodology in Language Teaching: An
Anthology of Current Practice (pp.52-58). Cambridge: Cambridge
University Press.
Kilickaya, F. 2004. Authentic Material and Cultural Content in EFL Classrom.
(Online). (http://iteslj.org/Techniques/Kilickaya-AutenticMaterial.html,
accessed on November 15, 2009)
Mattingly, R.M. & VanSickle, R.L. undated. Cooperative Learning in Social
Studies: Jigsaw II. (Online).
(http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/
0000019b/80/24/45/5c, accessed on May 31, 2010)
Richard, J.C., & Rodgers, T.S. 2001. Approaches and Methods in Language
Teaching. (2nd ed). Cambridge: Cambridge University Press.

Let's practice.
A: What kind of sports do you like?
A: What kind of Japanese
food do you like?
B: I like soccer.
B: I like sushi.
Appendix: Sumber Belajar

1. Podcast Script

A: What kind of books do you like?

A: What kind of movies do
you like?
B: I like Harry Potter.
The Podcast Script:
B: I like action movies.

What kind of sports do you like?

A: What kind of cars do you like?

A: What kind of computers
Bill: Robert, I have some tickets to the Hawks game. Do you
do you like?
want to go?
B: I like sports cars.
Robert: Not really, Bill. B:
I don't
baseball.
I likelike
Apple
computers.
Bill: Oh, do you like sports?
Robert: Yes, of course.
Bill: What kind of sports do you like?
Robert: I like soccer.

24

2. Jigsaw Cards
Please, write down
any
word(s) that you
Task
Card
hear from the conversation and find the
A
synonym in your dictionary.
1.
2.
3.
4.
5.

_____________________
_____________________
_____________________
_____________________
_____________________

Listen carefully, and answer these

questions.

Task
1. Do Robert and
Bill Card
like baseball?
B
2. Who has the tickets?
3. What sport does Bill invite Robert to
see?
4. Why does Robert refuse the
invitation?
5. What is the most popular sport?

25

Listen carefully and answer these questions.

Task Card

What is the conversation mainly

about?
C
______________________________________________________
______________________Please, write down the main
idea of the
podcast______________________________________________
______________________________________________________
________

B. Mingle Sheet:
Ask your friends in group about what they like or dislike by
filling in the table below.

N
o
1.

Name of
your
friends
Nina (ask
her: What
kind of sport
do you like?)
Anik

Sport

Food

Book

Music

Drink

Dangd
ut

Tea

tennis

Basketb
all

Tofu

Comic

26

27