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Name: Imam Raharjo

LESSON PLAN
School

: SMA /MA

Subject

: English

Grade / Semester

: XI/1

Skill

: Reading

Time Allotment

A. Competency Standard

: 2 x 45 minutes

: 5. Reading
Understanding

the

meaning

of

short

functional text and essay formed report,


narrative and analytical exposition in the
daily

activity

and

knowledge.
B. Basic Competence 5.2

for
:

accessing
Responding

the meaning and rhetoric steps in essay


that

use

variety

written

accurately,

fluency, and base on daily activity and for


accessing knowledge in the form texts:
report,

narrative,

and

analytical

exposition.
C. Indicator
:
1. Identifying the content of an analytical exposition text.
2. Identifying the synonym of the words in an analytical exposition
text.
3. Mentioning the content of an analytical exposition text.
4. Understanding the content of an analytical exposition text.
D. Learning Objective
:
At the end of the lesson, students are able to:
1. identify the content of an analytical exposition text,
2. identify the synonym of the words in an analytical exposition
text,
3. mention the content of an analytical exposition text,
4. understand the content of an analytical exposition text.

Characters Building :
- Democratic
- Responsible
- Creative
- Critical
- Brave
E. Learning Material
a. Material of Analytical Exposition
Purpose:

To persuade the reader or listener that there is something that,


certainly, needs to get attention

To analyze a topic and to persuade the reader that this opinion is


correct and supported by arguments
Examples: argumentative essay, exploratory essay
Generic Structure:

1. Thesis : Introduces the topic and shows speaker or writers


position; Outlines of the arguments are presented.
2. Arguments : It consists about Point and Elaboration Point, states
the main argument Elaboration, develops and supports each point
of argument
3. Conclusion : Reiteration (restatement), restates speaker or
writers position
Language Features:

Focus on generic human and non-human participants, e.g.: car,


pollution, leaded petrol car

Use abstract noun, e.g.: policy, government

Use of relational processes, e.g.: It is important

Modal verbs, e.g.: we must preserve

Modal adverbs, e.g.: certainly we.

Connective or Use of internal conjunction to state argument, e.g.:


first, secondly, then, finally)

Evaluative language, e.g.: important, valuable, trustworthy, etc.

Giving reasons through causal conjunction

(e.g. so, thus, therefore, hence)

Use of present tense

Passive sentence
b. Example of analytical exposition text
Cars should be banned
Thesis
Cars should be banned in the city. As we all know, cars create
pollution, and cause a lot of road deaths and other accidents.
Argument 1
Firstly, cars, as we all know, contribution to the most of the
pollution in the world. Cars emit a deadly gas that causes illness
such as bronchritis, lung cancer, and triggers off asthma. Some
of these illnesses are so bad that people can die from them.
Argument 2
secondly, the city is very busy. Pedestrians wander everywhere
and cars commonly hit pedestrains in the city, which causes
them to die. Cars today are our roads biggest killers.
Argument 3
Thirdly, cars are very noisy. If you live in the city, you may find it
hard to sleep at night, or concentrate on your homework, and
especially talk to someone.
Reiteration
In conclusion, cars should be banned from the city for the reason
listed.

F. Steps of Teaching

1. Opening
a. Orientation :
- Teacher greets the class.
- Teacher asks the students who absent is.
b. Apperception :
- Teacher shows the pictures. Do brainstorming related the
picture.
c. Motivation :
- Teacher gives the aim of the lesson.
- Teacher state the scope and objective of the lesson.
- Teacher state what activities will be done by the students
2. Main Activities
a. Exploration :
- Teacher explains the material of analytical exposition text.
- Teacher gives the examples of analytical exposition text.
- Students identify the content of an analytical exposition
text.
- Students identify the synonym in an analytical exposition.
b. Elaboration :
- Activity 1
Teacher asks the students to work in pairs.
Students work in pair to mention the main idea of each
paragraph in an analytical exposition text.
Students tell and explain the result to the friends in
-

front of the class.


Activity 2
Teacher gives an analytical exposition text.
Teacher asks students to work individually to answer
the comprehension question of an analytical exposition

text.
Students work individually to answer the
comprehension question of an analytical exposition

text.
c. Confirmation :
-

Teacher asks to the


students whether they

understand or not.
Teacher checks their
understanding by asking
some questions.

3. Closing
- Teacher and students conclude the materials.
- Teacher gives homework.
- Teacher informs the next activities.
- Teacher closes the class.
G. Teaching Technique
- Question and answer
- Lecturing
- Discussion

H. Media
- Pictures
- Marker
- Whiteboard
-

I. Learning Sources
:
Sarjito,Rudi. 2006. Steppingstone Year XI. Surakarta. Widya Duta

Grafika.
http://www.belajarbahasainggris.us/2012/01/teks-analytical-

exposition.html
http://nurinuryani.wordpress.com/functional-texts/kumpulan-

tugas/analytical-exposition-2/
J. Assessment
:
Guru melakukan penilaian dengan ketentuan sebagai berikut :
Teknik Penilaian : tugas kelompok dan tugas individu
Bentuk Penilaian : tulis
Penilaian
Indikator
Teknik
Bentuk

a.
b.

Mengidentifikasitopik
dari Tes tulis
teksanalytical
exposition yang
dibaca.

Menjawab
pertanyaan

Mengidentifikasi
informasi Tes tulis
tertentu dari teks fungsional
pendek Analytical exposition

Menjawab
Pertanyaan

Instrumen Penilaian.

Jumbled words
Complete the following text with suitable answer that provided!
Easy

Information

Desk

Modern

Contoh
Instrumen
Lihat contoh

Lihat contoh

Secondly
Laptop
Because

Shopping

Students
Study

Students Need Laptop


Conventionally, 1 need book, pen, eraser, drawing book, ruler and such other stuff.
Additionally, in this multimedia era, students need more to reach their progressive
development. Students need mobile keyboards to record every presented subject easily. Of
course it will need more cost but it will deserve for its function.
First, 2
schools tend to apply fast transferring knowledge 3 the school needs
to catch the target of curriculum. Every subject will tend to be given in demonstrative
method. Consequently students need extra media cover the subject. Since there is a laptop on
every students' 4 , this method will help student to get better understanding.
5
, finding an appropriate laptop is not difficult as it was. Recently there is an online
shop which provides comprehensive 6 . The best is that the shop has service of
online
7 . The students just need to brows that online shop, decide which computer or
laptop they need, then complete the transaction. After that the
8 will be delivered to the
students' houses. That is really 9 and save time and money.
From all of that, having mobile computer is absolutely useful for students who want to catch
the best result for their 10 . Buying laptop online is advisable because it will cut the
price. This online way is recommended since online shop also provide several laptop types.
Students just need to decide which type they really need.
True False exercise
Decide whether the statement is TRUE ( T ) or FALSE ( F ) based on the Text above!
1. ( T F ) Students neednt book, pen, eraser, drawing book, ruler and such other stuff.
2. ( T F ) Having mobile computer is absolutely unuseful for students who want to
catch
the best result for their study
3. ( T F ) Buying laptop online is advisable because it will cut the price
4. ( T F ) If there is a laptop on every students' desk, it will help student to get
better
understanding
5. ( T F ) In this multimedia era, students need more to reach their
progressive
development.

Rubrik Penilaian
Bentuk Instrumen
Jumbled words
True False

Rubrik Penilaian
Aspek
Jawaban benar
Jawaban salah
Jawaban benar
Jawaban salah

e.
Pedoman Penilaian
Jumbled words
Jumlah skor maksimal per siswa : 10
Nilai siswa diperoleh dengan cara mengkali jumlah nilai perolehan dengan 1.
Misal Andri dan Vina mendapat nilai perolehan : 8
Maka nilainya : 8 x 1 = 8

Skor
1
0
2
0

True False
Jumlah skor maksimal per siswa : 5
Nilai siswa diperoleh dengan cara mengkali jumlah nilai perolehan dengan 2.
Misal Putri mendapat nilai perolehan : 4
Maka nilainya : 4 x 2 = 8