lesson plan explanation1

Lesson Plan

Sekolah : SMA N 6 Semarang

Matapelajaran : Bahasa Inggris

Kelas/Semester : X/2

Materi Pokok : Explanation (Written)

Alokasi Waktu : 1 pertemuan ( 2 x 45 menit)

A. Kompetensi Inti (KI)

KI 1: Menghargai dan menghayati ajaran agama yang dianutnya. KI 2: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli

(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.

KI 3: Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.

KI 4: Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.

B. Kompetensi Dasar dan Indikator

Lesson Plan Adung Media N

Kompetensi Dasar Indikator

1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris yang diwujudkan dalam semangat belajar.

2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional.

3.11 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks explanation tentang gejala alam, terkait dengan mata pelajaran lain di Kelas X, sesuai dengan konteks penggunaannya.

4.12 Menyunting teks berbentuk explanation dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan teks tersebut.

Sikap

Siswa antusias mengikuti pembelajaran bahasa Inggris.

Siswa menunjukan sikap peduli terhadap fenomena alam yang terjadi disekitarnya.

Pengetahuan1. Siswa dapat membedakan penggunaan kata kerja

untuk kalimat aktif/pasif yang ditemukan dalam explanation text dengan memilih kata kerja yang tepat.

2. Siswa dapat memilih pernyataan yang benar atau salah(true/false) berdasarkan informasi yang terdapat dalam teks.

Keterampilan 1. Siswa menyusun ulang teks explanation

berdasarkan clues yang disediakan.

C. Tujuan Pembelajaran

Kompetensi Sikap Spiritual dan Sikap Sosial

1. Siswa menunjukan sikap antusias dalam mengikuti kegiatan pembelajaran.

2. Siswa menunjukan sikap peduli terhadap fenomena alam yang terjadi disekitarnya.

Kompetensi pengetahuan

Setelah melakukan serangkaian kegiatan pembelajaran, 100% siswa mendapatkan nilai

≥KKM dalam kegiatan:

1. membedakan penggunaan kata kerja untuk kalimat aktif/pasif yang ditemukan dalam

explanation text dengan memilih kata kerja yang tepat;

2. memilih pernyataan yang benar atau salah(true/false) berdasarkan informasi yang

terdapat dalam teks.


Kompetensi keterampilan

Setelah melakukan serangkaian kegiatan pembelajaran, 100% siswa mendapatkan nilai

≥KKM dalam kegiatan menyusun ulang teks explanation berdasarkan clues yang

disediakan.

D. Materi Pembelajaran

Observing

Mengamati media yang disediakan oleh guru berupa power point dan short audio-video

tentang teks explanation ‘The Water Cycle’

How the Water Cycle

The water cycle, which is sometimes referred to the rain cycle, begins when heat from the sun

turns the water molecules (tiny particles) in lakes, rivers and oceans into vapour (gas). This is

called evaporation.

This vapour or water molecules in the form of gas rise up in the air. As they get higher the water molecules are cooled and they begin to join together. This process is called condensation and we see it happening when clouds are forming particularly over mountains. When the droplets in the clouds get big enough they can fall as rain. If the cloud is very high up the droplets may be swept up to the top of the cloud where they get even colder. These drops then fall as snow or hailstones.

When the rain reaches the ground, some of it goes into the ground and becomes part of

ground water or the water table but most of the rain flows across the ground and into streams,

rivers and lakes.

Streams, lakes and rivers eventually reach the ocean where evaporation of the water

molecules begins again.

Questioning

Fungsi sosial, struktur teks dan unsur kebahasaan.


Experimenting

1. Fungsi sosial

Untuk menjelaskan proses kejadian dan bagaimana sesuatu hal terjadi. Explanations sering ditemukan pada buku-buku pelajaran, petunjuk dan manual serta buku-buku sejarah.

2. Struktur teks

Title How the Water Cycle

Identification :The process being explained may be highlighted in a title or in the first sentence/stage.

The water cycle, which is sometimes referred to the rain cycle, begins when heat from the sun turns the water molecules (tiny particles) in lakes, rivers and oceans into vapour (gas). This is called evaporation.

Explanation sequence of stages:- use of topic words to start each stage- use of circumstances of time or placeto stage and develop text- use of diagrams, illustrations

This vapour or water molecules in the form of gas rise up in the air. As they get higher the water molecules are cooled and they begin to join together. This process is called condensation and we see it happening when clouds are forming particularly over mountains. When the droplets in the clouds get big enough they can fall as rain. If the cloud is very high up the droplets may be swept up to the top of the cloud where they get even colder. These drops then fall as snow or hailstones.When the rain reaches the ground, some of it goes into the ground and becomes part of ground water or the water table but most of the rain flows across the ground and into streams, rivers and lakes.

Conclusion – Explanations do not have aconclusion but may return to the first stage incyclic explanations.

Streams, lakes and rivers eventually reach the ocean where evaporation of the water molecules begins again.


3. Unsur Kebahasaan

a. Vocabulary and technical words

Technical words Equivalent Phonetic transcribtion

Diverse bermacam-macam /dɪˈvɝːs/

Molecules molekul /ˈiː.kə ʊ ˌsɪs.təm/

Ground tanah /ˌhaɪ.drəʊ.ɪˈlek.trɪk/

Ecosystem ekosistem /ˈiː.kə ʊ sɪs.təm/

Phenomenon kejadian alam /fəˈnɒm.ɪ.nən/

Weather cuaca /ˈweð.ə r /

Cold dingin /koʊld/

Evaporate menguap /ɪˈvæp. ə r.eɪt/

Vapour uap air /ˈveɪ.pə r /

Atmosphere Atmosfir /ˈæt.mə.sfɪə r /

Droplet tetes air /ˈdrɒp.lət/ Precipitation Hujan /prɪˌsɪp.ɪˈteɪ.ʃ ə n/

Infiltration perembesan /ˌɪn.fɪlˈtreɪ.ʃ ə n/

b. Grammar and punctuation

Action verbs and present tense

runs, develops, becomes

Passive voice

Kalimat Present Passive

Contoh:

- Water is pulled up.

- This is called evaporation.

Object + to be + V3 + Adverb

- List of Irregular Verbs

V1 (Infinitive) V2 (Preterite) V3 (Participle)

Grow

Find

Make

Grew

Found

Made

Grown

Found

Made


Eat

Write

Read

Do

Ate

Wrote

Read

Did

Eaten

Written

Read

Done

Conjunctions, word linking cause and ffect and comparative conjunction chart.

Conjunctions Linking words for cause and effect

Comparative/Contrasting conjunctions

Alternativelyafterwhilethenpreviouslybecauseifalthoughsoandlikeorwhereashoweverindeedthereforesubsequently

Becauseconsequentlysothereforebecausecaused thisled todue tosocreatedculminated inencouragedgrew out ofinfluenced byinspiredas a result ofshaped bya source ofstemmed frombrought about

Butsimilarlythat iswhereasfor examplealternativelyin factwhilealsoinsteadin other wordson the other handhowever

E. Metode Pembelajaran

Task Based Learning

Cooperative Learning

F. Media, Alat, dan Sumber Pembelajaran

Media

1. Power Point Slide

2. Audio-Video

3. Kertas, buku dan alat tulis


Alat/Bahan

1. Cambridge Dictionary

2. Laptop and LCD Proyektor

Sumber Belajar

1. Buku Betty Azhar; Azhar, Betty Schampfer. 1989. Understanding and Using English

Grammar. USA; Prentice Hall

2. Droga, Louise and Sally Humphrey. 2003. Grammar and meaning: An Introduction

for Primary teacher. Australia: Target Texts.

3. Cambridge Advance Learner Dictionary 3

4. Learning materials from the internet:

Audio-Video:

http://www.youtube.com/watch?v=i3NeMVBcXXU [15/05/2014]

list of action verb:

http://www.k12reader.com/action-verbs/ [05/05/2014]

Explanation texts:

http://www.bbc.co.uk/search/learning/?q=explanation+texts&search_form=in-page-

search-form[5/05/2014]

text types:

http://sacsnet.sacs.nsw.edu.au/library/Texttypes/ttexplanation.htm[10/05/2014]

cause and effect:

http://Cause-and-Effect Diagram - National Geographic Education.htm[25/04/2014]

http://Grammar Cause and Effect _ Zenius English.html[11/04/2014]

5. Pedoman Penilaian:

Brown, H. Douglas.2004.Language Assessment: Principles and Classroom Practices.

San Francisco: Longman. http://rubistar.4teachers.org/index.php?

screen=Login&module=User

G. Langkah-langkah Kegiatan Pembelajaran

Pertemuan Pertama Alokasi

Waktu

Pendahuluan 1. Siswa menjawab salam dan berdoa.2. Siswa termotivasi untuk mengikuti pelajaran hari ini.3. Siswa diberi tahu oleh guru tentang tujuan

pembelajaran.

5”

Inti Observing1. Siswa melakukan kegiatan yang diberikan oleh guru

20”


http://rubistar.4teachers.org/index.php?screen=Login&module=User

http://rubistar.4teachers.org/index.php?screen=Login&module=User

http://sacsnet.sacs.nsw.edu.au/library/Texttypes/ttexplanation.htm

http://www.bbc.co.uk/search/learning/?q=explanation+texts&search_form=in-page-search-form

http://www.bbc.co.uk/search/learning/?q=explanation+texts&search_form=in-page-search-form

http://www.k12reader.com/action-verbs/

http://www.youtube.com/watch?v=i3NeMVBcXXU

berupa brain storming melihat dan mengamati media yang di sediakan oleh guru berupa video, power point dan realia.

2. Siswa diajak untuk saling tanya jawab dan mengidentifikasi explantion text dari media yang telah disediakan.

Questioning1. Siswa diarahkan dan diberi kesempatan untuk

bertanya tentang maksud media yang diberikan oleh guru.

2. Siswa diarahkan untuk bertanya tentang fungsi explanation text dalam kehidupan sehari-hari.

3. Siswa diberi penjelasan tentang explanation texts( water cycle) melalui tayangan power point.

Experimenting1. Siswa secara berekelompok menemukan action

verbs, passive sentences, linking words for cause and effect, and technical tems yang ada dalam teks water cycle.

2. Siswa mengetahui unsur kebahasaan, penggunaan serta grammar dari explanation text.

3. Siswa diberi explanation text tentang volcano.4. Siswa secara individu mengidentifikasi dan

membedakan penggunaan kata kerja aktif/pasif yang benar dalam teks explanation:volcano(exercise 1)

5. Siswa diminta untuk membaca dan memahami isi teks yang telah diberikan.

6. Siswa diberi penjelasan ulang tentang teks volcano yang baru saja mereka kerjakan.

7. Siswa mengerjakan soal yang diberikan oleh guru secara individu (True/False)(exercise 2).

Associating1. Siswa distimulasi untuk mampu menggunakan jenis

text explanation dalam kegiatan belajar mengajar mata pelajaran lain yang masih relevan.

2. Siswa memperoleh balikan (feedback) dari guru dan teman tentang setiap yang dia sampaikan dalam kerja kelompok maupun individu.

Communicating1. Siswa bekerja secara individu.2. Siswa melengkapi teks explanation yang rumpang

berdasarkan kalimat pengantar yang diberikan.

10”

35”

15”

Penutup 1. Siswa dengan bantuan dari guru, membuat rangkuman/simpulan pelajaran.

2. Siswa melakukan penilaian dan/atau refleksi

5”


terhadap kegiatan yang sudah dilaksanakan.3. Siswa mendapatkan umpan balik dari proses dan

hasil pembelajaran.4. Siswa menulis jurnal untuk mengungkapkan

pengalaman yang mereka peroleh selama pembelajaran, hal-hal yang sulit dan mudah dipelajari dan strategi yang sudah atau akan dilakukan untuk mengatasinya.

H. Penilaian

1. Sikap SosialJenis/Teknik Penilaian : Pengamatan Langsung

Bentuk Instrumen dan Instrumen : Lembar Observasi

Pedoman Penskoran :

Nama SiswaPeduli

Total1 2 3 4

1. Fadillah Sandy ... … … …

2. Fajar Afi ... … … …

3. Tri Aryanti ... … … …

Keterangan:

1 : Membantu teman yang berada dalam kesulitan.

2 : Mau bergaul dengan semua teman tanpa membeda - bedakan.

3 : Menjaga ketenangan kegiatan belajar mengajar di dalam kelas.

4 : Menjaga kebersihan kelas dan lingkungan.

Pedoman Penskoran

NA=Skor Perole hanSkor Maksimal

X 4

Konversi Kompetensi Sikap

PredikatNilai Kompetensi

Skor SikapA 4

SBA- 3.66

B+ 3.33

BB 3

B- 2.66

C+ 2.33C

C 2


C- 1.66

D+ 1.33K

D- 1

2. Penilaian PengetahuanIndikator Teknik Bentuk instrumen Contoh instruksi

3.11 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks explanation tentang gejala alam, terkait dengan mata pelajaran lain di Kelas X, sesuai dengan konteks penggunaannya.

Tertulis Fill in the blanks Direction: Determine the passive/active form in the explanation text below by selecting the correct verb in the bracket.

Why volcanic eruptions occur.Volcanic eruptions often 1_________ (occur/are occurred) at the boundaries of two colliding plates. These plate boundaries 2_________ (call/are called) subduction zones.

Jumlah soal: 10 (sepuluh)Skor: setiap jawaban diberi nilai 10NA: jumlah benar x 10Total nilai: benar semua: 10 x 10=100


Tertulis True/False Direction: Choose the true or false information based on the text above!

1. Volcanic eruptions often occur at the boundaries of two colliding plates.(T/F)

Jumlah soal: 5 (Lima)Skor: Setiap jawaban benar diberi nilai 20NA: Jumlah benarTotal nilai: benar semua= 205= 100


Tertulis Direction : Fulfill the template below by answering the questions related to the Explanation texts abaut volcanoes!Volcanic eruptions occur at .......(4)( the boundaries of two colliding plates)..........................................Jumlah soal: 10 (sepuluh)Skor: setiap jawaban diberi nilai 10NA: jumlah benar x 10Total nilai: benar semua: 10 x 10=100

3. Penilaian Ketrampilan


Jenis/Teknik Penilaian : TertulisBentuk Instrumen/Instrumen : Paragraph ConstructionPedoman Penskoran :

Scoring scale for controlled writing

Aspek yang dinilai

Skor Keterangan

Grammar and Vocabulary

4321

(76%-100%) kontrol dalam grammar dan pemilihan kosa kata benar.(51%-75%) kontrol dalam grammar dan pemilihan kosa kata benar.(26%-50%) kontrol dalam grammar dan pemilihan kosa kata benar.(0%-25%) kontrol dalam grammar dan pemilihan kosa kata benar.

Punctuation and spelling

4321

(76%-100 %) penggunaan tanda baca dan ejaan tepat. (51%-75 %) penggunaan tanda baca dan ejaan tepat.(26%-50%) penggunaan tanda baca dan ejaan tepat.(0%-25%) penggunaan tanda baca dan ejaan tepat.

Sequencing (organization)

4321

(76%-100 %) urutan pemaparan informasi tepat. (51%-75 %) urutan pemaparan informasi tepat.(26%-50%) urutan pemaparan informasi tepat.(0%-25%) urutan pemaparan informasi tepat.

Content

4321

(76%-100 %) kesesuaian isi dengan fakta yang dipaparkan tepat.(51%-75 %) kesesuaian isi dengan fakta yang dipaparkan tepat.(26%-50%) kesesuaian isi dengan fakta yang dipaparkan tepat.(0%-25%) kesesuaian isi dengan fakta yang dipaparkan tepat..

NA= JumlahskorSkor Maksimal

X 4

Konversi Kompetensi Pengetahuan, Keterampilan dan Sikap


PredikatNilai Kompetensi

Pengetahuan Keterampilan SikapA 4 4

SBA- 3.66 3.66B+ 3.33 3.33

BB 3 3B- 2.66 2.66C+ 2.33 2.33

CC 2 2C- 1.66 1.66D+ 1.33 1.33

KD- 1 1

Semarang, Mei 2014

Kepala Sekolah Guru Mata Pelajaran Bahasa Inggris

....................................................

...................................................... Adung Media N, S.Pd.

NIP. NIP.


Lampiran

Exercise 1

Direction: Determine the passive/active form in the explanation text below by selecting the correct verb in the bracket.

Why volcanic eruptions occur

Volcanic eruptions often 1_________ (occur/are occurred) at the boundaries of two colliding plates. These plate boundaries 2_________ (call/are called) subduction zones.

When the two plates 3_________ (collide/are collided), one plate 4_________ (forces/is forced) underneath the other. Because the plate 5_________ (moves/is moved) downwards, it 6_________ (heats up/is heated up). This heating 7_________ (creates/is created) magma. As the heat and pressure 8_________ (continue/are continued) to build up, the magma 9_________ (bursts/is burst) through the crust. This 10_________ (results/is resulted) in hot lava and gases being released into the atmosphere along with rocks and smoke. The hot lava destroys everything in its path because it is very hot, very hot!

Exercise 2

Direction: Choose the true or false information based on the text above!

2. Volcanic eruptions often occur at the boundaries of two colliding plates.(T/F)3. These plate boundaries are called seduction zones.(T/F)4. When the two plates collide, one plate is forced underneath the other.(T/F)5. As the heat and pressure continue to build up, the lava bursts through the crust.(T/F)6. The hot lava destroys everything in its path because it is very hot, very hot!(T/F)


Exercise 3

Direction : Fulfill the template below by answering the questions related to the Explanation texts abaut volcanoes!

1. What is the purpose of the text?2. What is the best title for the text?3. What is the structure of the text?4. Where does volcanic eruptions often occur?5. What are called subduction zones?6. When does one plate is forced underneath the other?7. What happen when the plate moves downwards?8. What is produced by heating plates that move downward?9. What makes the magma bursts through the crust?10. What is the results in hot lava and gases being released into the atmosphere along

with rocks and smoke?

Purpose : ____________________(1)____________________________________

Text type : Explanation

Text Structure Title: .......................(2)............................................................................

.............(3)...........Volcanic eruptions occur at .....................(4)...........................................

...............................(5)..............................................................................

............(3)............ ............(6)............................................................................................., one plate is forced underneath the other.

Because the plate moves downwards, .....................(7)........................

The heating creates .............(8)............. ............(9)...........the magma bursts through the crust........................................................................

This results in hot lava and gases being released into the atmosphere.... (10)................

.......................................................................................................because it is very hot, very hot!


ANSWER KEY

Exercise 1

Why volcanic eruptions occur

Volcanic eruptions often occur at the boundaries of two colliding plates. These plate boundaries are called subduction zones.

When the two plates collide, one plate is forced underneath the other. Because the plate moves downwards, it heats up. This heating creates magma. As the heat and pressure continue to build up, the magma bursts through the crust. This results in hot lava and gases being released into the atmosphere along with rocks and smoke. The hot lava destroys everything in its path because it is very hot, very hot!

Exercise 2

1. T 2. F 3. T 4. F 5. F

Exercise 3

Purpose : Untuk menjelaskan proses kejadian dan bagaimana sesuatu hal terjadi.

Text type : Explanatiom

Text Structure Title: Why volcanic eruptions occur

IdentificationVolcanic eruptions often occur at the boundaries of two colliding plates. These plate boundaries are called subduction zones.

ExplanationSequence ofstages

When the two plates collide, one plate is forced underneath the other. Because the plate moves downwards, it heats up. This heating creates magma. As the heat and pressure continue to build up, the magma bursts through the crust. This results in hot lava and gases being released into the atmosphere along with rocks and smoke. The hot lava destroys everything in its path because it is very hot, very hot!


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