LESSON PLAN

EDUCATION UNIT SUBJECT CLASS/SEMESTER MEETING TIME ALLOCATION : : : : : SENIOR HIGH SCHOOL ENGLISH XI / I 2 X 45 MINUTES

STANDARD COMPETENCE : 6. Writing Expressing the meaning in essay text in the form of report, narrative, and analytical exposition in the context of daily life BASIC COMPETENCE : 6.2 Writing (Analytical Exposition) Expressingthe meaning and rhetoric steps in essay textthat uses kind of written language accurately, fluently and acceptable in context of everyday life in the form of report, narrative, and analytical exposition. TEACHING OBJECTIVES : To practiceproducing written monologue text in the form of analytical exposition I. INDICATORS : Based on the written monologue text in the form of analytical exposition, students in groups are able to: 1. Brainstorm the ideas 2. Make drafting about analytical exposition text 3. Revise the analytical text they have written down in the drafting stage 4. Write analytical exposition text with well and correct generic structure 5. Write analytical exposition text with good developing ideas 6. Write analytical exposition text with good grammar application 7. Write analytical exposition text with good punctuation and capitalization MATERIAL : Analytical Exposition Text (Enclosed) Competence Based Approach Writing Process Approach : 10

II.

III. APPROACH : METHOD/TECHNIQUE : IV. TEACHING PROCEDURES 1

Opening Greeting and checking attendance Informing the target of the achieved indicators Giving Warm-up activities Main-Teaching Activities Inviting students to review about the definition of analytical expositiontext, its generic sturcture, and its social function. Inviting students to review about the the lexicogrammatical feature of analytical exposition text. Giving exercises for the grammar point, especially simple present tense, and passive voice.

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Written Cycle JCoT ( Joint Constrcution of the Text ) Teacher and students in group share how to brainstrom the ideas that relate to the characteristics of analytical expositiontext Teacher guides and monitor students in group how to write analytical expositionin drafting stage Teacher guides students in group how to revise their work Teacher assigns students in group to write their final of their analytical expositionas the result of group work

Closing Overviewing the meeting, reflecting about the strength and weaknessess of the writing process experienced by the students in group. Checking the students learning progress Giving motivation and the preview of the next meeting. Closing and Leave-taking

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V.

Equipment, Material, and Sources Equipment : LCD Projector and a unit of laptop Material : A written analytical exposition text created by students Sources : 1. Standard Competence of BSNP year 2006 2. Priyana, Joko. Riandi, Anita. andPrasetyoMumpuni (2008) INTERLANGUAGE: English for Senior High School Students XI: SMA/MA-Jakarta: PusatPerbukuan, DepartemenPendidikanNasional 3. Cahyono, Kristiawan Dwi and Eka Purnama.2006. Communicative Competence 2B: A course in Acquiring English Communicative Competence, For Senior High School Level, Grade XI Semester 2. Jombang: CV Karunia Agung 4. Sudarwati and Eudia Grace.2007. Look Ahead: An English Course for Senior High School Students Year XI, Science and Social Study Program. Jakarta: Erlangga

VI.

Evaluation Type Form Instrument

: : :

Performance test Written/Product (Enclosed)

Scoring of Psycomotor (writing) : ASPEC

Rubric Assessment Scale SCORE 5 4 3 2 1 5 4 3 2 1 5 4 3 DESCRIPTION Complete and orderly text structure Complete but not orderly text structure Incomplete text structure Incorrect text structure Unstructured Correct main idea, relevant supporting sentences Nearly relevant main idea and supporting sentences Less relevant main idea and supporting sentences Irrelevant main idea and supporting sentences No main idea Correct use of grammar and vocabulary Nearly correct use of grammar vocabulary Fairly correct use of grammar and vocabulary

Generic Structure

Developing Ideas

Accuracy (grammar and vocabulary)

Mechanics (punctuation, writing style) Affective :

2 1 5 4 3 2 1 -

Poor use of grammar and vocabulary Incorrect use of grammar and vocabulary Use of correct punctuation, good writing style Nearly correct use of punctuation, good writing style Fairly correct use of punctuation, fairly good writing style Poor use of punctuation, poor writing style Incorrect use of punctuation, bad writing style Presence Participation Activism of English usage Accuracy of task completion Kediri, May 15th, 2012

Approved by Headmaster

Teacher