LEARNING ENFORCEMENT PLANNING

NO. 13

School : SMPN 1Ungaran

Subject : English
Grade/Semester : VIII /2nd Semester
Text type : Exposition Text
Topic : Teenager
Language Skill : Reading and Writing
Time Allotment : 8 x 40 minutes (4 meeting)

Standard of Competence:
Reading
11. Understanding the meaning in short written functional text and simple short essay of
exposition, exposition and exposition to communicate with surrounding and/or in academic
contexts.
Writing
12. Expressing the meaning in simple functional written texts and simple short essay of
exposition, exposition, exposition, text efficiently and related with surrounding and/or in
academic contexts.

Basic Competence:
Reading
11.2. Understanding the explicit and implicit meaning efficiently in short functional text and
simple short essay of exposition, exposition and exposition to communicate with
surrounding and/or in academic contexts.
Writing
12.2. Expressing the meaning in simple functional written texts of exposition, exposition,
exposition accurately, in sequence and acceptable to communicate with surrounding and/or
in academic contexts.
Character to develop
to show curious, courteous and confident, thinking logically, critically, and innovatively,
when making and creating a text.

Indicators
The students are able to ;
1. find the explicit and implicit information of narrative text curiously and confidently,
2. read aloud and meaningful narrative text courteously and confidenly,
3. identify various information in narrative text thinking logically, critically, and innovatively.
4. identify language feature of narrative thinking logically, critically, and innovatively.
text,
5. identify language structure of narrative text thinking logically, critically, and innovatively.
6. retell the narrative text using the students’ sentences thinking logically, critically, and
innovatively.
Learning Objectives
 At the end of the learning, the students are able to;
1. find the explicit and implicit information of narrative text curiously and confidently,
2. read aloud and meaningful narrative text courteously and confidenly,
3. identify various information in narrative text thinking logically, critically, and innovatively.
4. identify language feature of narrative thinking logically, critically, and innovatively.
text,
5. identify language structure of narrative text thinking logically, critically, and innovatively.
6. retell the narrative text using the students’ sentences thinking logically, critically, and
innovatively.

Learning Materials
 Vocabularies related to the vocabularies : why, wear, helmet, motor cycle, etc.
 Spelling, punctuation and the exercise.
 Phrases, for example: style helmet, black uniform,….
 The examples of exposition texts.

Note:
 The definition of exposition text
 The purpose of exposition text
 Language features ;
a) The use of simple present
b) The use of adjective
c) The use of linking Verb
d) The use of attributive
Learning Methods (integrated with ICT)
 Reading Aloud
 Discussion
 Question and Answer
 Exercise

Teaching and Learning Activities

The First Meeting:
Teaching and Learning Activities Time
No. Method
Allotment
Spoken cycle 2 x 40  Reading Aloud
Opening Activities  Discusssion
 Responding greeting from teacher about  Question and
various things related to the students’ Answer
condition.  Exercise
 Responding teacher question about students
present.
 Paying attention to learning objective.
 Brain storming related to learning material.
 Paying attention to the material explained.
  Being active in teaching learning process
Main Activities
Exploration
 Listening the teacher reading the exposition
text
 Discussing the difficult vocabularies.
 Identifying various information of
exposition text.
 Practicing pronunciation of difficult words
Elaboration
 Explaining about the grammar, generic
structure, and language feture related to the
exposition text.
 Reading aloud with correct intonation and
pronunciation in a group. One student read
some sentences of the text and the others
listent to carefully and correct the mistakes)
Confirmation
 Indentifying and analyzing structure in the
text in a group.
 Anwer ing the questions related to the text.
 Finding the explicit meaning in exposition
text individually.
 Discussing th e exercise.
Closing Activities
 Making summary and conclusion related to
the material.
 Reflecting the learning experiences have
done.
 Expressing their handicaps/problems along
the learning activities.
 doing homework/assessment given

The Second Meeting

Teaching and Learning Activities Time
No. Method
Allotment
Spoken cycle 2 x 40  Reading Aloud
Opening Activities  Discusssion
 Responding greeting from teacher about  Question and
various things related to the students’ Answer
condition.  Exercise
 Responding teacher question about students
present.
  Paying attention to learning objective.
 Brain storming related to learning material.
 Paying attention to the material explained.
 Being active in teaching learning process
Main Activities
Exploration
Paying attention to the picture shown by teacher.
Elaboration
 Writing a exposition text with the generic
structure in a group of 4 based on the picture.
 Performing the result in front of the class per
group by group representative.
Confirmation
 Doing peer assessment each group to know
and correct the mistake has made.
 Writing the exposition text individually with
the generic structure correctly.
 Asking the teacher to repair the text.
Closing Activities
 Making summary and conclusion related to
the material.
 Reflecting the learning experiences have
done.
 Expressing their handicaps/problems along
the learning activities.
 doing homework/assessment given

H. Assessment

Examples of the instrument

Indicators Techniques Types
1. Reading aloud Spoken test Spoken. When children become teenagers,
the exposition both they and their parents
text sometimes find it difficult to live
2. Question and Written test Written together happily at home. Their
answer about (essay) might be many arguments. This
explicit and often ….
implicit meaning
in exposition text.
1. Instrument Assessment
1. What does the writer say teenage children often want to do that can make parents
angry?
2. Why does the writer say parents stop their teenagers from doing what they
want?
 3. Who does the writer say is right?Why?
4. What does the writer say they parents and children should’t do?
5. What is the answer to the problem?

2. Assessment Section
 Reading assessment/spoken test
Aspect Score Total
1 2 3 4 5
1. Fluency
2. Pronunciation
3. Intonation
4. Performance
Total

Final score = (maximum score x total aspect) x 5

= (5 x 4) x 5
= 25 x5
= 100

 Essay assessment/written test

ASPECT Score
1. The answer is correct, grammar is correct, and spelling is correct 5
2. The answer is correct, grammar is correct, and spelling is not correct 4
3. The answer is correct, grammar is not correct, and spelling is correct 3
4. The answer is correct, grammar is not correct, and spelling is not correct 2
5. The answer is not correct, grammar is not correct, and spelling is not correct 1
6. No answer 0

Final score = (total maximum score x number of test item) x 5

= (5 x 10) x 5
= 100

Ungaran, 12th July 2009

Approved by
The Headmaster The Teacher

Drs. Agus Wisnugroho, M.M. Dra. Endang Susilowati

NIP. 19610226 198803 1 005 NIP. 19670601 199512 2 001