LESSON
PLAN OF EXPERIMENTAL CLASS
School’s
Name : SMA
N. 02 Selatpanjang Kepulauan Meranti Regency
Subject :
English Lesson (Writing)
Subtopic : Descriptive Paragraph/Text
Class/ semester :
X / 1
Meeting :
1
Time Duration : 2 x 45 Minutes
I.
STANDARD
COMPETENCE
Revealing the meaning
in the short functional text and simple written essay formed in narrative,
descriptive, and news item text in the context of daily life.
II.
BASIC
COMPETENCE
Responding the meaning
in the short functional text and
simple written essay accurately, fluently and acceptably in
the context of daily life in the form of narrative, descriptive, and news item
text.
III.
INDICATORS
1. The
students understand about the purpose of descriptive text, the generic structure
of descriptive text, and the language features of descriptive text.
2. The
students are able to use grammar, vocabulary, punctuation, and spelling
accurately in writing descriptive text.
3. The
students are able to write the main idea.
4. The
students are able to elaborate the main idea.
5. The
students are able to make draft, revise draft, and proofread their writing.
6. The
students are able to write descriptive text.
IV.
LEARNING
PURPOSE
At the end of the
course the students are able to write descriptive text accurately, fluently and
acceptably in the context of daily life.
V.
MAIN
MATERIAL/ LEARNING MATERIAL
1.
Definitions
a. Descriptive paragraph is
a paragraph which is describes about object, place, or person.
2. The generic structure
a. Identification: identifies an
object to be described.
b. Description: describes parts,
qualities, and characteristics of the object.
3. Language Features
a. Using adjective and compound
adjectives.
b. Using linking verbs.
c. Using attributes has and have.
d. Using simple present tense.
VI.
LEARNING
SOURCES
1. Mulyono and M.J. Ari Widayanti. 2010. English Alive for Senior High School Students Year X.
Jakarta: Yudhistira.
VII. STEPS
OF THE ACTIVITIES
|
No
|
ACTIVITIES
|
TEACHER
|
STUDENTS
|
LEARNING
SOURCES
|
|
1
|
Pre-Asactivities
|
·
The teacher prays to god and says
greeting to the students.
·
The teacher checks the students’
attendance list.
|
·
The students pray to the god and
response greeting from the teacher.
·
The students give response to the
teacher.
|
· Mulyono and M.J. Ari Widayanti. 2010. English Alive for Senior High School Students Year
X.
Jakarta: Yudhistira.
|
|
2
|
While-Activities
|
·
The teacher asks to the students
about descriptive paragraph to see their background knowledge about it.
·
The teacher gives the students
explanation about descriptive paragraph.
·
The teacher gives the students
explanation about word-mapping
technique.
·
The teacher gives a topic to the
students. Then, she leads the students to write descriptive paragraph by
using word-mapping directly
to give example steps in applying word-mapping technique toward composition:
ü
Writes a topic on the board.
ü
Organize related words.
ü Concepts
in c1usters around the central topic.
· The
teacher asks the students to arrange the ideas that have listed by using word-mapping in form descriptive
paragraph by writing the identification and description as discussed in
pre-activities before.
|
·
The students pay attention to the
teacher’s questions and response it.
·
The students pay attention to the
teacher’s explanation.
·
The students pay attention to the
teacher’s explanation.
·
The students follow the teacher’s
instructions based on the steps in writing descriptive paragraph by using word-mapping technique.
·
The students do the teacher’s
instruction by themselves
|
|
|
3
|
Post-Activities
|
·
The teacher evaluates the word-mapping session. Word-mapping is not just about collecting ideas
as fast as possible but also to evaluate and select the ideas that will be used
in writing the text.
·
The
teacher thanks and gives appreciation of students’ help. Finally, the teacher
closes the meeting and says parting to the students.
|
·
The students pay attention to the
teacher
·
The students pray to God and say
parting to the teacher.
|
VIII.
TESTING TECHNIQUE
Written
Test
IX.
EVALUATION
|
NO
|
ASPECT
ASSESSED
|
SCORE
|
|||||
|
1
|
2
|
3
|
4
|
||||
|
1
|
Content
|
|
|
|
|
||
|
2
|
Organization
a.
Identification
b.
Description
|
|
|
|
|
||
|
3
|
Vocabulary
|
|
|
|
|
||
|
4
|
Language
features
a.
Adjective and compound adjectives
b.
Linking verbs
c.
Attributes has and have
d.
Simple present tense
|
|
|
|
|
||
|
5
|
Spelling and
Punctuation
|
|
|
|
|
||
|
TOTAL
|
|
||||||
|
MAXIMUM SCORE
|
20
|
||||||
|
Explanation of score
1 : Incompetent
2 : Competent enough
3 : Competent
4 : Very competent
|
Final Score :
Total score
 x 80
Maximum score
|
||||||
X.
TEACHING
TECHNIQUE
The method which is
used by the teacher for all of indicators is word-mapping technique.
XI.
INSTRUMENT
Please write
descriptive paragraph including the generic structures and language features of
descriptive paragraph under the title: Prambanan Temple.
XII. THE KEY ANSWER
Prambanan
Temple
The
Prambanan Temple, which is well-known as the temple of Lara Jonggrang, is
one of the cultural inheritances from the ancestors of Indonesian people having
worldwide international value. The Prambanan Temple is to be biggest Hindu
temple in the world. This temple has been known well all over the world since
many years ago. Lots of local as well as foreign visitors have come for a close
look at the temple.
Prambanan Temple, which is located in
the village of Karang Asem, the ward of Bokoharjo, the Prambanan district of
Sleman Regency of Yogyakarta Province, was built by Rakai Pikatan , the secend
king of Mataram dynasty in 850 AC. Recently, all of the land around the temple
that covers not less than 20 hectares has been freed from the inhabitants.
Today, in this vast land has been built on open theater, an indoor theater,
offices, an archeological museum, a parking area, a cafeteria, a souvenirs
shop, asphalt road, and all other means supporting tourism.
The ornamental motifs chiseled in the
Lara Jonggrang temple are very luxurious and various: Prambanan motifs, flora
motifs, and fauna motifs. The carving of the Prambanan motifs is located
between the lower frame and the upper frame of the balustrades at the outside
part of the foot of the temple. This motif is one of the special
characteristics found in Lara Jonggrang temple and none of the kind is found in
other temples in Indonesia.
The very fine carving with
extra-ordinary imagination has totals 135 panels surrounding each of the
balustrades in each
temple. They can be classified as follows:
1. Civa
temple : 32
panels
2. Brahma
temple : 23 panels
3. Wisnu temple : 23 panels
4. Nandi
temple :
19 panels
5. Temple
A (eagle) : 19 panels
6. Temple
B (goose) : 19 panels
The flora motifs or the motifs from the
world of plants are numerous on the foot as well as the body of the temple.
Those motifs are especially the leaves of the tree, which are depicted in
naturalistic idealized form.
The fauna motifs or the animal world
motifs are only found on the foot of the Civa, Wisnu, Brahma, Wahana, and Apit
temples. In this depiction, the fauna motifs are naturalistic. The kinds of
animals depicted are goose, dog, hen, squirrel, crocodile, hawk, fish,
elephant, tiger, reptile, cockatoo, horse, snail, crow, crab, dove, parrot,
deer, cow, rat, lion, and snake.
(English Alive Book for Senior High School).
pekanbaru,
March 21th, 2013
The
Teacher of English, The
Researcher,
MARHAMAH
S. Pd M.Ed
LILY
HAYATI
NIM.
126311288
Knowing,
The
Head Master of SMA N. 02 Selatpanjang
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