Appendix 1: Lesson Plan of Experimental Class

LESSON PLAN 2

A. Identity
1. School : SMKN 3 Jepara
2. Subject : English
3. Topic : Respecting Nation
4. Class/ Semester : XI/ I
5. Skill : Speaking
6. Meeting :2 (two)
7. Time allocation : 2 x 45 minutes

B. Competence Standard
Express the idea in transactional and interpersonal dialogue in daily life
context
C. Basic Competence
Express the idea for transactional (to get things done) and interpersonal (to
socialize) using spoke language accurately, fluently, and acceptable in daily
life.
D. Indicators
 The students are able to use grammar correctly.
 The students are able to pronounce the words in English with correct
stress and intonation.
 The students are able to use vocabulary appropriately in certain
context.
 The students are able to speak fluently.
 The students are able to understand and state the content and give
relevant response in communication.
E. Materials : Attached
F. Method/ technique : Australian Parliamentary Debate
G. Media : Motion lottery, Scoring Sheet

H. Source
Doddy, Achmad and Achmad Sugeng. 2008. Developing English
Competencies for grade X. Jakarta: Pusat Perbukuan DEPDIKNAS.

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 Irmawan, Catur and Loritarini. 2008. English Today for grade X. Semarang:
Quadra
I. Teaching Learning Process

1. Opening
 Greeting
 Praying
 Checking students’ attendance
 Stating a topic of the lesson
 Explaining the objectives of the lesson
 Explaining the benefits of the lesson

2. Main Activity

Teacher’s Activity Students’ Activity

1. Brainstorming

 Teacher introduces the selected  Students pay attention to

motion “Local Business in Jepara
is compatible to Foreign Business”
 Teacher makes lottery to put the
groups into affirmative
opposite team
2. Whilst Teaching
the teacher and get ready to
the Ground Base Round
based on the job disk as
debaters, adjudicators, and
committee on the previous
meeting.
and
 The debater groups are
given the position as
affirmative or opposite team

 Teacher provides several time to let

the debaters group formulates their
ideas, the guidance from teacher is
 Students in debater groups
given when it is needed
formulate their ideas based
on the motion and job disk
 Teacher guides the debate given

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3. Post Teaching

 The teacher invites the students to  Students do their job disk

give comments and ask questions
about the debate

 Teacher provides evaluations about

the example of the debates in the  Students give comments
Ground Zero Round and ask questions about the
debate
 Teacher prepares the sechedule for
the Round 1 etc for the debate
performance in next meeting  Students listen to teacher’s
evaluations.
 Teacher gives the motion for the
next session debate
 The groups prepares the
sechedule for the Round 1
etc for the debate
performance in next
meeting

 Students get ready to the

motion for the next session
debate

3. Closing
 Summarizing the lesson
 Giving a chance to students to ask question
 Doing reflection (asking what the students feel about the
lesson)
 Preparing the forthcoming lesson
 Closing by greeting

J. Assessment
a. Technique : Students’ oral performance through debate, the
winning team is determined by the adjudicators

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 b. Instrument : Attached
c. Scoring rubric : Attached

Jepara, 2013

Acknowledged by

The Head of SMKN 3 Jepara Researcher,

Drs.H.Muh.Kasno Zuni Muttofiyah

NIP. 195209181974021001 S891108126

Motion of ADP

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 a. This House Believs that Indonesia is a good place to

investment
b. This House would stop sending workers abroad
c. This House Believes that Local products are better than

imported goods
d. This House Believs that being an enterpreneur is the best way

to solve jobless problem

e. This House would abolish tax to poor people
f. This House believes that Vocational High Scool is better than

Senior High School

g. This House This House believes that Tourism Developement

should be put in priority in Jepara

h. This House belives that decentralization has failed.

The Adjudicators Scoring Sheet

Aspects Affitmative Team Opposite Team

1st Speaker 2nd Speaker 3rd Speaker 1st Speaker 2nd Speaker 3rd

Speaker

Strength

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Weakness

Fact

Time

Best

Speaker

Winner

The Teacher’s Scoring Sheet

Aspects Affitmative Team Opposite Team

1st Speaker 2nd Speaker 3rd Speaker 1st Speaker 2nd Speaker 3rd Speaker

Strength

Weakness

Fact

Time

Best

Speaker

Winner

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Additional Note :

The Affirmative Team The Opposite Team

Evaluation :

The Affirmative Team The Opposite Team

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 The Run-Down of ADP

TIME CHAIR
Positive KEEPPER PERSON Negative

1st 1st

2nd 2nd

3rd 3rd

TEACHER

AUDIENCES

Explanation :
1) Adjudicators alwyas come in odd number (here is 3 adjudicators)
2) The committee of debate consist of Chair Person and Time Keeper
3) Each speech from all speakers will be taken 7 minutes
4) The debate round will have 1 chosen motion each meeting. One (1) debate
session will be performed in 3 rounds. In conclusion, the debater groups have
3 sessions of performance until the end of the meeting.

Explanation of the Flow of debate:

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 Explanation of the Flow of debate:

1) The 1st Speaker: opens the debate, defines the motion and advances

arguments.

2) The 2nd Speaker: refutes at first instance the case of the opposition, re-

established the government claim, and advance arguments.

3) The 3rd Speaker: makes and issues based rebuttal of the government’s

and summarize the case of opposition.

While the members of the Negative side are as follows:

1) The 1st Speaker: responds directly to the case of the government by

giving a direct clash, and advance arguments. May challenge the definition if

it’s chalengeable.

2) The 2nd Speaker: refutes the case of the 1st speaker, re-establishes the

case of the opposition, and advance argument,

3) The 3rd Speaker: makes and issue based rebuttal of the government’s

and summaries the case of Negative Side.

Scoring Rubric

Aspect Score Indicator

Fluency 1 Speech is too halting and

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 fragmentary that conversation is
virtually impossible.
2 Speech is very slow and uneven
except for short and routine
sentences.
3 Speech is effortless and smooth, but
perceptively nonnative in speed and
evenness.
4 Speech is effortless and smooth as a
native speaker.

Aspect Score Indicator

Pronunciation 1 Inaccuracy of pronunciation makes
understanding almost impossible.
2 Inaccuracies of pronunciation do not
impede understanding.
3 Few inaccurate pronunciation.
4 Consistently correct and clear
pronunciation.

Aspect Score Indicator

Appropriateness of 1 Communication was severely
vocabulary hampered due to lack of vocabulary.
No facial expression body language
support communication.
2 Some difficulties arose due to limited
vocabulary and/or bad diction.
The facial expression and body
language also do not support
communication.
3 A few minor difficulties arose from

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 not using appropriate vocabulary.
The facial expression and body
language in some occasion support
communication.
4 Vocabulary was used to express ideas
eloquently.
The facial expression and body
language are appropriate and fully
support communication.

Aspect Score Indicator

Grammar 1 Incorrect of grammar makes
understanding almost impossible.
2 Incorrect grammar does not impede
understanding.
3 Few incorrect grammar.
4 Clear and appropriate use of
grammar.

Aspect Score Indicator

Comprehension 1 Content barely comprehensible,
requiring frequent interpretation;
pronunciation may frequently
interfere with communication.
a. responses almost impossible
to understand as spoken, even by
a sympathetic listener.
b. errors of vocabulary and
grammar may be impossible to
decipher.

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 c. Responses require listener to
figure out what the student is
trying to say.
2 Content mostly comprehensible,
requiring interpretation;
pronunciation may occasionally
interfere with communication.
Listener should be able to
comprehend most of the response
but some sections may be more
difficult to interpret.
3 Content comprehensible, requiring
minimal interpretation:
pronunciation does not interfere with
communication. Listener may have
to pause two or three times in order
to comprehend the response.
4 Content readily comprehensible,
requiring no interpretation; listener
should be able to understand all of
the response without pausing.

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