Appendix 2

LESSON PLAN

School : SMA N 1 Rumbia

Subject : English
Class/Semester : X/2
Aspect of Skill : Writing
Time Allocation : 6 x 45 minutes

A. Core Competence
1. Appreciating and practicing the religion which is embraced.
2. Appreciating and practicing the honest, discipline, responsibility, caring
(mutual assistance, cooperation, tolerance, peace), polite, responsible, and
pro-active behavior and showing the attitude as part of the solution to
various problem in interacting effectively with the social and natural
environment as reflection of the nation in the world association.
3. Understanding, applying, analyzing the factual, conceptual, procedural,
knowledge based on the science, technology, art, culture, and humanities
curiosity with the perception of human, nationality, civilization related to
the cause of phenomenon and event, also applying the procedural
knowledge in specific field with the talent and interest to solve the
problem.
4. Processing, reasoning, and presenting the concrete and the abstract
domains related to the development of a self-learned at school, and able to
use the method according to the rules of science.

B. Basic Competence
1.1 Grateful for the opportunity to learn English as a language of
international communication embodied in the spirit of learning.
2.3 Showing the behavior of an honest, disciplined, confident, and
responsible in implementing transactional communication with teacher
and friends.
3.9 Analyzing the social function, text structure, and linguistic elements of
recount text about the experience/ event/ events is appropriate to the use
context.
4.13 Catching the meaning of the simple oral and written recount text.
4.14 Arranging simple oral and written recount text about the experience/
event/ events with attention to social function, text structure and
linguistics elements correctly and appropriate context.

C. Indicators
1. Applying the generic structure of recount text.
2. Understanding the general idea and specific information of recount text.
3. Using grammar correctly.
4. Using the Simple Past Tense appropriately.
5. Using appropriate vocabulary such as: action verb.
 6. Using chronological connection.
7. Composing recount text by using five aspects of writing: content,
grammar, organization, vocabulary, and mechanics about their holiday.

D. Learning Objectives
1. Students are able to apply the generic structure of recount text.
2. Students are able to understand the general idea and specific information
of recount text.
3. Students are able to use grammar correctly.
4. Students are able to use the Simple Past Tense in making sentences
appropriately.
5. Students are able to use appropriate vocabulary such as: action verb.
6. Students are able to use chronological connection correctly.
7. Students are able to compose recount text by using five aspects of writing:
content, organization, vocabulary, language use and mechanics.

E. Teaching Materials : Monolog Text

Theme: Holiday
A Trip to Tanjung Setia Beach
Last year, at the end of the year, my wife and I decided to spend our
holiday at Tanjung Setia beach, which located around 234 kilometers from
Bandarlampung.

When we arrived at the beach, we were surprised to see the beautiful view
of the beach. After having a quick dip in the ocean, which was really cold
and windy, we realized that there were not many people there. We thought
that it happened because it was too windy there during that time but we
finally realized that it was Christmas holiday so almost all of tourists who
are used to spending time there went back to their country.

After spending few times swimming in the beach, we bought some hot
chips at the takeaway store nearby, and we rode our bikes down the beach
for a while, on the hard, damp part of the sand. The next day we visited
Labuan Jukung beach. There, we were amazed to see the high wave owned
by this beach. Because it was so high that no body was brave enough to
surf on it that time.

The third day there, we decided to go home when we finally made it back
home, we were both totally exhausted because of the trip but we were so
happy to travel such an amazing beach Lampung province has.

Source: http://www.englishiana.com/2016/03/10-contoh-recount-text-holiday-
dan.html

F. Teaching Method
1. Approach: Scientific Approach
2. Contextual Teaching Learning
3. Semantic Mapping Strategy
G. Teaching Learning Activities
First Meeting
Pre-activities (10 minutes)
a. Teacher greets the students using English in order to create English
environment.
b. Teacher and students pray together.
c. Teacher checks students’ attendance list.
d. Teacher gives warming up by asking the students some question related to
the material such as, do you have a pleasant holiday? When did it happen?
With whom did you go?
e. Students are given information of competence, material, purpose, benefits,
and lesson that will be implemented.
Whilst-activities (65 minutes)
Observing:
a. Students are given an example of recount text entitled A Trip to Tanjung
Setia Beach.
b. Students listen to the teacher’s explanation about the generic structure and
the language features of recount text.
c. Students read carefully the example of recount text given.
d. Students analyze the generic structure and the language features of the
recount text given.
e. Teacher introduces semantic mapping to the students as the strategy to
help the students revising a recount text.
f. Students are asked to determine their peer.
Questioning:
a. Students ask the teacher the material they are still confused.
b. Students pay attention to the teacher’s feedback about the question.
Reasoning:
a. Teacher points some students to answer the questions related to generic
structure and language features of recount text.
Experimenting:
a. The students have thought their own recount text they will compose.
b. Students try to make outline based on the recount text they will compose.
c. After listing the outlines, the peer checks and gives feedback to their
peer’s outline by personalizing semantic map.
d. Students are allowed to ask teacher when they face difficulty.
Communicating:
a. Students are asked to write their own recount text about holiday based on
their outlines. (DRAFTING, DRAFT 1)
b. Teacher monitors the students’ activity in making recount text.
Post Activity (15 Minutes)
a. Teacher confirms students’ understanding.
b. Teacher gives feedback and asks the students if they find some difficulties
in comprehending the material.
c. Students are asked to finish their writing at home as homework and they
are asked to pay attention to their language use, vocabulary, mechanic, and
organization.
d. Teacher closes the class.
Second Meeting
Pre-activities (5 minutes)
a. Teacher greets the students using English in order to create English
environment.
b. Teacher and students pray together.
c. Teacher checks students’ attendance list.
d. Teacher asks the students about the homework given in the last meeting.
Whilst-activities (75 minutes)
Observing:
a. Students are asked to make a group consisting of three (3) students.
b. Every student is asked to prepare their own writing and has their writing
read by their peers in turns. Each writing should be read and given
feedback in 25 minutes.
Questioning:
a. Students ask the friend the material they are still confused.
b. Students pay attention to the friend’s feedback about the question.
Reasoning:
a. Students are asked to list the words and determine the labels (headings) for
the semantic map from their peer’s writing.
Experimenting:
a. Students personalize semantic map from their peer’s writing.
b. Students firstly focus on the specific information (content) to make
semantic map.
c. Students develop their idea by adding or eliminating items in the semantic
map.
d. Teacher monitors the students while they are creating semantic map.
Communicating:
a. Students proofread their own writing.
b. Students identify and correct their own mistake.
Post Activity (10 Minutes)
a. Teacher confirms students’ understanding.
b. Teacher gives feedback and asks the students if they find some difficulties
in comprehending the material.
c. Teacher ask the students to revise their writing that had been reviewed by
their peers and bring it in the next meeting. (REVISING, DRAFT 2)
d. Teacher closes the class.

Third Meeting
Pre-activities (10 minutes)
a. Teacher greets the students using English in order to create English
environment.
b. Teacher and students pray together.
c. Teacher checks students’ attendance list.
d. Teacher asks the students about the homework whether they have finished
the homework and whether they faced any difficulties or not.
Whilst-activities (70 minutes)
Observing:
a. Students are asked to make a group consisting of three (3) students with
same group member from the last meeting.
b. Every student is asked to prepare their own writing.
Questioning:
a. Students ask the friend the material they are still confused.
b. Students pay attention to the friend’s feedback about the question.
Reasoning:
a. Students read the peer’s writing peers in turns. Each writing should be
read and given feedback in 25 minutes.
Experimenting:
a. Students personalize semantic map from their peer’s writing.
b. Students firstly focus on the specific information (content) to make
semantic map.
c. Students develop their idea by adding or eliminating items in the semantic
map.
d. Teacher monitors the students while they are creating semantic map.
e. Students are allowed to ask teacher when they face difficulty.
Communicating:
a. Students proofread their own writing.
b. Students identify and correct their own mistake.
Post Activity (10 Minutes)
a. Teacher confirms students’ understanding.
b. Teacher gives feedback and asks the students if they find some difficulties
in comprehending the material.
c. Students summary what they have learned.
d. Students are asked make the final writing of their recount text that had
been reviewed by their peers and bring it in the next meeting. (REVISING,
DRAFT 3).
e. Teacher closes the class.

H. Media
1. Whiteboard
2. Handout the example of recount text.

I. Scoring System
Table of Specification

Aspects of Writing Score Criteria

Excellent to very good: knowledgeable, substantive,
Content 30-27 through development of thesis, relevant to assigned topic
Good to average: some knowledge of subject,
adequate range, limited development of thesis, mostly
26-22 relevant to topic but lacks detail
 Fair to poor: limited knowledge of subject, little
21-17 substance, inadequate development of topic
Very poor: does not show knowledge of subject, non
16-13 substantive, not pertinent or not enough to evaluate
Excellent to very good: fluent expression, ideas
clearly stated or supported, succinct, well-organized,
20-18 logical sequence, cohesive

Good to average: somewhat choppy, loosely

organized but main ideas stand out, limited support,
17-14 logical but incomplete sequencing
Organization
Fair to poor: non-fluent, ideas confused or
13-10 disconnected, lacks logical sequencing and development
Very poor: does not communicate, no organization or
9-7 not enough to evaluate
Excellent to very good: sophisticated range,
effective word or idiom choice and usage, word from
20-18 mastery, appropriate register

Good to average: adequate range, occasional errors

of word or idiom form, choice, usage but meaning not
17-14 obscured

Vocabulary Fair to poor: limited range; frequent error of word or

13-10 idiom form, choice, usage, meaning confused or obscured

Very poor: essentially translation; little knowledge

of English vocabulary, idioms, word form or not
9-7 enough to evaluate

Excellent to very good: effective complex

construction; few errors of agreement, tense, number,
25-22 word order or function, articles, pronouns, prepositions.

Good to average: effective but simple construction;

minor problem in complex construction; several errors of
agreement, tense, number, word order or function,
21-18 articles, pro- nouns, prepositions but meaning seldom
obscured
Fair to poor: major problem in simple or complex
Language use
constructions; frequents errors of negation, agreement,
tense, number, word order or function articles, pronouns,
17-11 prepositions, and/or fragments run-ons, deletions;
meaning confused or obscured
Very poor: virtually no mastery of sentence
10-5 construction rules, dominated by errors, does not
communicate or not enough to evaluate

Excellent to very good: demonstrates mastery of

5 conventions; few errors of spelling, punctuation,
Mechanics capitalization, paragraphing
 Good to average: occasional errors of spelling,
4 punctuation, capitalization, paragraphing but meaning
not obscured
Fair to poor: frequent errors of spelling, punctuation,
capitalization, paragraphing; poor handwriting; meaning
3 confused or obscured

Very poor: no mastery of conventions; dominated by

errors of spelling, punctuation, capitalization,
2 paragraphing; handwriting illegible or not to evaluate

Total score

The score of writing based on five components could be compared in

the percentage as follows:
Content 30%
Organization 20%
Vocabulary 20%
Language use 25%
Mechanics 5%

Total = 100%

Table of Rating Sheet Score

S’s Cont. Org. Voc. Lang. Mech. Total

Codes (1-30) (1-20) (1-20) (1-25) (1-5) (1-100)

1.

2.

3.