Appendix 1: Lesson Plan of Experimental Class

LESSON PLAN 1

A. Identity
1. School : SMKN 3 Jepara
2. Subject : English
3. Topic : Respecting Nation
4. Class/ Semester : XI/ I
5. Skill : Speaking
6. Meeting : 1 (one)
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.
 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 material that  Students pay attention to the

will be given to the students. teacher.

 Teacher gives explanation about the

method that will be used in the  Students pay attention to the
classroom. teacher.

2. Whilst Teaching

 Teacher provides the videos in order

to gain the students knowledge on  Students watch the videos
debate and gain the knowledge on
debate

 Teacher devides the students in

groups of 6 for the debate group and
for the committee additional task
(Chair Person, Time Keeper,
Adjudicators)
 Students form groups of 6
for the debate group and for
the committee additional
task (Chair Person, Time
Keeper, Adjudicators)
 3. Post Teaching

 The teacher invites the students to

give comments and ask questions
about the video of debate.
 Teacher provides evaluations about
the example of the debates in the
videos
 Teacher prepares the sechedule for
the Ground Base and choose 2
groups as the examples group to
have trial in next meeting
 Students give comments and
give comments and ask
questions about the video of
debate.
 Students discuss the
evaluation about the
examples of the debates in
the videos.
 The groups will perform as
the 2 group of debaters, 1
group of committee and
adjudicators. The rest of
groups will be the audiences

3. Closing
 Summarizing the lesson
 Invitimg students to ask and give any comment related to
Australian Parliamenatry Debate
 Doing reflection (asking what the students feel about the
lesson)
 Preparing the forth coming lesson
 Closing by greeting

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

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

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

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

to solve jobless problem

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

Senior High School

7. This House This House believes that Tourism Developement

should be put in priority in Jepara

8. This House belives that decentralization has failed.

The Adjudicators Scoring Sheet

Aspects Affitmative Team Negative Team

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

Strength

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

Additional Note :

The Affirmative Team The Opposite Team

Evaluation :

The Affirmative Team The Opposite Team

 The Run-Down of ADP

TIME CHAIR
Positive KEEPPER PERSON Negative

1st 1st

2nd 2nd

3rd 3rd
 TEACHER

AUDIENCES

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 DPM, 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 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 hampered
vocabulary 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 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.
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.