LESSON PLAN

A.

School

: SMP PMB 1 Pituruh

Subject

: English

Grade/Semester

: VIII/1/

Theme/ Subtheme

: Greeting Card

Meeting

Time Allotment

: 2 x 40 minutes

CORE COMPETENCIES
KI 1: Appreciating and applying the students religion norms and beliefs.
KI 2: Appreciating and applying the attitude of honest, discipline, responsible, aware (tolerate,
cooperative), polite, confident, in having effective interactions with social environment and
nature in the students life and existence.
KI 3: Understanding and applying knowledge (factual, conceptual, and procedural) based on the
curiosities for science, technology, art, and culture related to the phenomena and visible
events.
KI 4: Experimenting, processing, presenting in concrete aspects (applying, synthesizing, arranging,
modifying, and composing) and in abstract aspects (writing, reading, counting, drawing, and
creating) based on what have been learned in school and other sources from the same
perspectives.

B.

BASIC COMPETENCIES AND INDICATORS

No

Basic Competence

1.

1.1. Thanking for the chance to be

able to learn English as

Indicators of Competence Achievement

1.1.1. Able to thank God orally.
1.1.2. Start and finish the lesson by praying.

international communication
language in the form of spirit
2.

of learning.
2.1 Showing the attitude of polite

2.1.1 Able to show politeness and awareness in

and aware in having

having interpersonal communication with the

interpersonal communication

teacher and friends.

with the teacher and friends.

2.2 Showing the attitude of honest,
discipline, confident, and

2.2.1 Able to show honesty, discipline, and

responsibility in having transactional

responsible in having

communication with the teacher and friends.

transactional communication
with the teacher and friends.
2.3 Showing the attitude of

3.

responsible, aware,

2.3.1 Able to show responsibility, awareness,

cooperative, and peace for

cooperativeness, and peace for functional

functional communicative

communicative purposes.

purposes.
3.4. Applying the generic structure

3.4.1 Able to apply the generic structure and

and language features to

language features to perform the social function

perform the social function of

of greeting card based on the real-life context.

invitation and greeting card

4.

based on the real-life context.

4.4 Getting meaning of very short
and simple personal invitation

4.4.1. Able to get meaning of very short and

simple greeting cards.

and greeting cards.

4.5 Writing very short and simple
invitation by paying attention
to the social function, generic
structure, and language
features based on the real-life
context.
C.

INSTRUCTIONAL OBJECTIVES

1. Students are able to thank God orally.

2. Students start and finish the lesson by praying.
3. Students are able to show politeness in having interpersonal communication with the teacher and
friends.
4. Students are able to show discipline and responsibility in having transactional communication
with the teacher and friends.
5. Students are able to show responsibility, respect, and cooperativeness for functional
communicative purposes.
6. Students are able to apply the generic structure and language features to perform the social
function of greeting card based on the real-life context.
7. Students are able to get meaning of very short and simple greeting cards.

D.

INSTRUCTIONAL MATERIAL
Greeting Cards:

Social function:
To greet/ congratulate someone on certain event.
Generic structure:
1. A statement of a certain occasion, for example Happy Birthday, Happy New Year or else.
2. Sentences consist of some hopes/ wishes.
Language Features:
- The use of words expressing hopes/wishes, for example hope, wish, may, or else.
- The use of some pictures representing the event.
E. INSTRUCTIONAL APPROACH AND METHOD
Approach: Scientific Approach
Method:
- Problem-based learning
- Cooperative learning
F. INSTRUCTIONAL MEDIA AND LEARNING RESOURCES
Instructional Media: Pictures of greeting cards.
Learning Resources:
- Indonesia. Kementerian Pendidikan dan Kebudayaan. Bahasa Inggris, When English Rings a
Bell / Kementerian Pendidikan dan Kebudayaan. Jakarta : Kementerian Pendidikan dan
Kebudayaan, 2014.
- https://www.holidaycardsapp.com/cards/hand_painted_style_flower_birthday_card accessed on
15th October 2016.
G. TEACHING AND LEARNING ACTIVITIES
Teaching

and

Learning Students Activities

Activities
Introduction ( 7 minutes )

Teachers Activities

1. Students say a prayer to 1.

2.
start the lesson.
2. Students prepare themselves
3.
for the lesson such as
preparing the books and
stationeries.

Teacher leads the prayer.

Teacher
check
the
attendance list
Teacher gives apperception
by asking whether there is a
student who has birthday

Main Activities (63 minutes)

3. Students sing the happy

that today. Then, students

birthday song together.

and teachers sing the happy

birthday song together.

Observing
Observing
1. In groups, students observe 1. Teacher divides the students
the cards given.

into groups of three.

2. Each group is given a

picture of greeting card.

Questioning
Questioning
In groups, students discuss
1.Teacher asks the students to
the type of card.
discuss in group.
The social functions of
the type of card.
the cards.
The social functions of
- The generic structure of
the cards.
the card.
- The generic structure of
- The language features of
the card.
the card.
- The language features of
- Other things about
the card.
greeting card
- Other things about
greeting card
2.Teacher
observes

the

students attitude.
3.Teacher acts as mentor and
facilitator
Collecting information
Collecting information
1.Students make list of their 1.Teacher asks the student to
new vocabulary found in the make

list

of

their

new

text.
vocabulary found in the text.
2.Students write down the 2.Teacher gives some reading
answer

of

the

reading comprehension questions to be

comprehension question.
Communicating
1.Each group presents
result

of

their

discussed in groups.
Communicating
the 1.Teacher asks each group to

discussion. present

the

result

of

the

Every student must take part in discussion.

2.Teacher evaluates the result
the presentation.
2.Students submit the answer of reading comprehension
of
Closing (10 minutes)

reading

question.
1.Together

comprehension answers.
with

teacher, 1.Together

with

students,

student makes summary and teacher makes summary and

conclusion on the material conclusion on the material
learned that day.
learned that day.
2.Students pay attention to the 2.Teacher gives feedback on

instruction of the assessment what students have done that

given.
3.Students do peer-assessment.
4.Students say a prayer.

day.
3.Teacher asks students to do
peer-assessment
3.Teacher asks student to find
at least two greeting cards from
the internet, and submit the
printed greeting cards in the
next meeting.
4.Teacher closes the lesson by
praying.

H. ASSESSMENT
1.

Attitude aspects.
a. Technique
: Observation, peer-assessment.
b. Type of instrument: observation sheet in the form of rating scale.

c. Instrument:
Observation sheet
No
1.
2.

Name

Politeness Discipline Responsibility Cooperativeness Respect

Total

and
so
on
Peer assessment sheet
No

Name

Politeness

Discipline

Responsibility Cooperativeness Respect

Total

d. Rubrics:
Each instrument score from 1 to 3.
1 = Poor (During the process, the student does not show this attitude)
2 = Medium (During the process, the student sometime shows this attitude)
3 = Good (During the process, the student always shows this attitude)
Final Score = Total Score x 2 = 30 = 10
3
3
2.

Cognitive aspects.
a. Technique
: Observation.
b. Type of instrument: observation sheet in the form of rating scale.
c. Instrument:
Observation sheet
No

Name

Social

Vocabulary

Grammatical

Diction

Total

Function
1.
2.
and
so
on

3.

d. Rubrics:
Each aspects score from 1 to 3.
1 = Poor (The student do not know the aspect at all)
2 = Medium (The student know a little of the aspect)
3 = Good (The student know a lot of the aspect)
Final Score = Total Score x 2 = 30 = 10
3
3
Reading Skill aspects.
a. Technique
: Test.
b. Type of instrument: Essay.
c. Instrument:
Ten reading comprehension questions enclosed.
d. Rubrics:
Each aspects score from 0 to 3.
0 = Very poor (The student do not answer the question)
1 = Poor (The student write down the answer but it is totally wrong answer)
2 = Medium (The student write down the answer, it is almost correct answer)
3 = Good (The student write down the correct answer)