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Procedure TextBy : Nurul Husna

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LESSON PLAN

School : SMAN. 1 Kejuruan Muda

Class / Semester : XI / I

Subject : English

Material Subject : Procedure Text

Time Allocation : 2 x 45 Minutes

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A. Core Competencies (KI)

1. Respect and appreciate the teachings of their religion.2. Respect and appreciate the honest behavior,

discipline, responsibility, caring (tolerance, mutual aid), polite, confident, in interacting effectively with the social environment within reach of the association da nature and existence.

3. Understanding knowledge (factual, conceptual, and procedural) based on curiosity about science, technology, arts, culture and events related phenomena seem eye.

4. Trying, process, and present in the realm of concrete (using, parse, compose, modify, and create) and the realm of the abstract (writing, reading, counting, drawing, and making up) in accordance with the learned in school and other similar sources in view point / theory.

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B. Basic Competence (KD)1.1. Grateful for the opportunity can learn English as the

language of instruction International communication embodied in the spirit of learning.

2.1. Shows polite behavior and care in performing interpersonal communication with teacher and friends.

2.2. Shows the behavior honest, disciplined, confident, and responsible in implementing transactional communication with teachers and friends.

2.3. Shows the behavior of responsibility, caring, cooperation, and peace-loving, in implementing functional communication.

3.6.Analyse social function, text structure, and language features of manual procedure text and appropriate tips with use context.

4.9. Get meaning of procedure text, spoken and written, manual and tips. Social function, text structure, correct language features based on context.

4.10. Proofread manual procedure text and tips, concern with social function, text structure, correct language features based on context. Page 4

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INDICATORS

Students can show the grateful for the opportunity can learn English as the language of instructional communication embodied in the spirit of learning.

Students show behaviour honest, responsive, proactive in understanding information relate to show to make something in procedure text concept.

Students can analyse social function, text structure and language features of procedure text about making something with appropriate context.

Students can understand the way to show procedure text about making something.

Students are able to arrange spoken and written procedure text about making something. Page 5

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LEARNING OBJECTIVES

Students can identify the meaning of procedure

text.

Students can make procedure text correctly.

Students can identify social function, text

structure and language features of procedure

text.

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LEARNING MATERIAL

Social Function

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Giving the way or step by step to make something.

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LEARNING MATERIAL

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PROCEDURE TEXT Purpose :

To help us do a task or make something. They can be a set of instructions or direction..

Text Organization : - Goal (the final purpose of doing instructions)- Materials (ingredients, utensils, equipment to do the

instructions)- Steps (a set of instructions to achieve the final

purpose) Language Features :

- Use of imperatives (ex : cut, don’t mix)- Use of action verbs (ex : turn, put) - Use connectives (ex : first, then)

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LEARNING MATERIAL

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Modelling Monolog : How To Make Instant Fried Noodles

First, heat a saucepan of water until it boils. Then put the noodles in the boiling water. After that, put the seasoning and oil into plate. The noodles are cooked, take them out of the water and drain well. Next, mix the noodles well and remember to put some chili sauce and the soy-bean sauce. Finally, serve the noodles on a and don’t forget to season it with onions and garnish them with a slice of tomato and egg.

Linguistic elements : - Vocabularies related to procedure text.- Appropriate action verb and connectives based on

procedure text- Appropriate pronunciation, fluency, grammar when

present orally

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F. Media

Picture related material.Real equipment’s to make procedure text.Page 10

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G. Resources

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- The book “Look ahead for senior high school, XI grade (page 71, 72, 88).

- Internet.

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H. Learning method

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- approach:

Scientific approach

- steps:

Observing, questioning,

experimenting,

associating and

networking

- method:

Role playing

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I. Teaching – learning activities1. Introduction (10 minute)

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Teacher activity Student activity

Teacher makes greeting - Students give respond

Teacher asks students to read al

Fatihah before study

- Students read al Fatihah core fully

Teacher checks attending list - Students answer to the teacher

Teacher asks some questions such as :

- “What picture is it ?”

- “Have you ever drunk a cup of

coffee ?”

- “Do you know to make it ?”

- Students answer to the teacher

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I. Teaching – learning activities2. Core activities (70 minute)

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Teacher activity Student activity

Observing

- Teacher explains about definition,

goal, text organization and language

features of procedure text.

- Students listen to the teacher

carefully

- Teacher ask a students to read

monolog text about procedure in

front of the class.

- A students reads the text in front of

the class

Questioning

- Teacher asks students about text

organization from the example for

procedure text. And asks them to

underline it

- Students answer teacher’s

question and underline it

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I. Teaching – learning activities

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Experimenting- Teacher asks students to make

- Students make groups

- Teacher gives them several materials and equipment to make something and write procedure text based on materials in group

 

- Students follow teacher’s instruction by using equipment’s and materials

Associating - Teacher asks each group to analyse

and compare their result with another group’s result

- Each group analyse and compare their result with another’s based on teacher’s instruction

Networking/communicating- Teacher asks students to present the

result in front of the class one students will tell the step and one student is as a model

- Two students present it in front of the class by using real equipment’s

- Teacher gives feedback for students - Students get feedback from teacher

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I. Teaching – learning activities3. Closure (10 minute)

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Teacher activity Student activity

- Teacher is asking back to students

about the lesson, so that they are able

to conclude the material

- Students give respond answer

teacher’s questions

- Teacher maker conclusion about the

lesson

- Students listen carefully

- Teacher gives home work for students

to make a procedure text based on

Aceh’s traditional food

- Students give respond

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1. Kind of assessment :

- Mannerism (based on observation

during teaching learning process)

- Knowledge (based on demonstrate /

playing the role in front of the class)

J. Learning assessment

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2. Rubric

a. Mannerism aspect

J. Learning assessment

No. Butir Sikap Deskripsi Perolehan Skor

1. Sungguh-sungguh 5 : selalu sungguh-sungguh

4 : sering sungguh-sungguh

3 : kadang-kadang sungguh-sungguh

2 : jarang sungguh-sungguh

1 : tidak pernah sungguh-sungguh

2. Peduli 5 : selalu menunjukkan sikap peduli

4 : sering menunjukkan sikap peduli

3 : kadang-kadang menunjukkan

sikap peduli

2 : jarang menunjukkan sikap peduli

1 : tidak pernah menunjukkan sikap

peduli

3. Jujur 5 : selalu menunjukkan sikap jujur

4 : sering enunjukkan sikap jujur

3 : kadang-kadang enunjukkan sikap

jujur

2 : jarang enunjukkan sikap jujur

1 : tidak enunjukkan sikap jujur

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2. Rubric

a. Mannerism aspect

J. Learning assessment

No. Butir Sikap Deskripsi Perolehan Skor

4. Percayadiri 5 : selalu menunjukkan sikap percaya

diri

4 : sering menunjukkan sikap percaya

diri

3 : kadang-kadang menunjukkan

sikap percaya diri

2 : jarang menunjukkan sikap percaya

diri

1 : tidak menunjukkan sikap percaya

diri

5. TanggungJawab 5 : selalu menunjukkan sikap

tanggungjawab

4 : sering menunjukkan sikap

tanggungjawab

3 : kadang-kadang menunjukkan

sikap tanggungjawab

2 : jarang menunjukkan sikap

tanggungjawab

1 : tidak menunjukkan sikap

tanggungjawab

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2. Rubric

b. Behaviourist aspect

J. Learning assessment

No. Butir Sikap DeskripsiPerolehan

skor

1. Melakukan tindak

komunikasi yang

tepat

5 = Selalu melakukan kegiatan

komunikasi yang tepat

4 = Sering melakukan kegiatan

komunikasi yang tepat

3 = Beberapa akli melakukan kegiatan

komunikasi yang tepat

2 = Pernah melakukan kegiatan

komunikasi yang tepat

1 = tidak pernah melakukan kegiatan

komunikasi yang tepat

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3. Speaking assessment

J. Learning assessment

No Name

Language Skill and Component

Pronunciation Grammar Vocabulary Fluency Comprehension

1            

2            

3            

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Rubrik Penilaian Speaking

J. Learning assessment

CriteriaRating

ScoreRemarks

Pronunciation 5 Has a few traces of foreign language

  4 Always intelligible, though one is conscious of a definite

accent.

  3 Pronunciation problem necessitate concentrated

listening and occasionally lead to misunderstanding.

  2 Very hard to understand because of pronunciation

problem, most frequently be asked to repeat.

  1 Pronunciation problem to serve as to make speech

virtually unintelligible.

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Rubrik Penilaian Speaking

J. Learning assessment

CriteriaRating

ScoreRemarks

Grammar 5 Make free (if any) noticeable errors of grammar and

word order.

  4 Occasionally makes grammatical or word order errors

that do not however, obscure meaning.

  3 Make frequent errors of grammar and word order errors

which occasionally, obscure meaning.

  2 Grammar and word orders errors make comprehension

difficult, must often rephrase sentences.

  1 Pronunciation problem to serve as to make speech

virtually speaker.

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Rubrik Penilaian Speaking

J. Learning assessment

CriteriaRating

ScoreRemarks

Vocabulary 5 Use of vocabulary and idioms is virtually, that of native

speaker.

  4 Occasionally uses inappropriate terms and must

rephrase ideas because of lexical and equities.

  3 Frequently uses the wrong, conversation somewhat

limited because of inadequate vocabulary.

  2 Misuse of words and very limited vocabulary makes

comprehension quite difficult.

  1 Vocabulary limitation so extremes as to make

conversation virtually impossible.

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Rubrik Penilaian Speaking

J. Learning assessment

CriteriaRating

ScoreRemarks

Fluency 5 Speech as fluent and efforts less as that of native

speaker.

  4 Speed of speech seems to be slightly affected by

language problem.

  3 Speed and fluency are rather strongly affected by

language

  2 Usually hesitant, often forced into silence by language

limitation.

  1 Speech is so halting and fragmentary as to make

conversation virtually impossible.

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Rubrik Penilaian Speaking

J. Learning assessment

CriteriaRating

ScoreRemarks

Comprehension 5 Appears to understand everything without difficult.

  4 Understand nearly everything at normal speed although

occasionally repetition may be necessary.

  3 Understand most of what is said at slower than normal

speed without repetition.

  2 Has great difficulty following what is said can

comprehend only ‘social conversation’ spoken slowly

and with frequent repetition.

  1 Cannot be said to understand even simple conversation

English.

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Knowing by Langsa, 26 Mei 2015

Headmaster English Teacher

Nafsiah, M.Pd Nurul Husna

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