LESSON PLAN

Educational Unit : Senior High School

Subject : English
Class / Semester : XII / Even Semester
Material : Obligation
Time Allocation : 2x40 minutes

A. CORE COMPETENCE
1. Respect and appreciate the teachings of the religion he adheres to
2. Respect and appreciate honest behavior, discipline, responsibility, caring (tolerance, mutual
cooperation), courtesy, confidence, in interacting effectively with the social and natural
environment within the range of relationships and whereabouts
3. Understanding knowledge (factual, conceptual, and procedural) based on the curiosity about
science, technology, art, culture related to phenomena and events that appear to the eye.
4. Trying, processing, and presenting in concrete realms (using, parsing, stringing, modifying,
and making) and abstract domains (writing, reading, counting, drawing and making) in
accordance with what is learned in school and other sources that are the same in point of
view / theory.

B. BASIC COMPETENCE
1.2 Grateful for the opportunity to learn English as an international language of
communication
2.3 Develop honest, disciplined, confident, and responsible behavior in carrying out
transactional communication with teachers and friends.
3.7 Analyzing social functions, text structure, and linguistic elements to express and ask
questions about necessity, according to the context of their use.
4.10 Compile oral and written texts to state and ask questions about necessity, by paying
attention to social functions, text structures, and correct linguistic elements
C. INDICATORS OF COMPETENCE ACHIEVEMENT
Knowledge:
1. Identify statements and questions about their necessity and response, according to the context
in which they are used.

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 2. Analyzing social functions, text structure, and linguistic elements in statements and questions
about the necessity and response according to the context of its use.

Skills:
1. Verbally state various statements and questions about the necessity and response, related to
energy savings.
2. Compile oral texts (dialogues) about stating and asking for necessities related to energy
saving.
3. Presenting dialogues about stating and asking for necessities related to energy saving.
Attitude:
1. Grateful for the opportunity to learn English as a language of communication International
communication is manifested in the spirit of learning.
2. Develop honest, disciplined, confident, and responsible behavior in carrying out transactional
communication with teachers and friends.
D. LEARNING AIMS
1. During and after the learning process, students can show gratitude for having the opportunity
to learn English as a language of instruction International communication which is
manifested in the spirit of learning.
2. During and after the learning process, students can show polite and caring behavior in
carrying out interpersonal communication with teachers and friends regarding energy
savings.
3. After identifying the dialogue relating to the expression of statements and questions about
the necessity and response, students can understand the use of statement expressions and
questions about the necessity and response.
4. Students can develop statements of expression and questions about necessity into dialogues
that discuss energy saving.

E. LEARNING MATERIALS
• Introduction of social functions, text structure, and linguistic elements in statements and
questions about necessity and response according to the context of their use.
• Understanding dialogue of statements and questions about necessity.

• Meaning of words, detailed information, linguistic elements, and expressions contained in the
dialogue regarding the expression of statements and questions about necessity.

F. LEARNING METHOD
Approach : Scientific Approach
Model : Discussion, Mentoring, Asking, Assignment
Method : Text Based Learning
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G. INSTRUCTIONAL MEDIA
 LCD
 Power point
 Paper

H. LEARNING SOURCES
1. Communication Builder - English for Vocational School for Intermediate Level
(Grade XII) - Eri Kurniawan and Arief Kurniawan
2. Understanding and using English grammar / Betty Schrampfer Azar 3rd-ed.

I. LEARNING STEPS

No Activitiy Learning activity Time

1. Opening Students respond the greeting from the teacher
1. The presence of students is checked by the
teacher
2. Students are prepared and reminded again 10
with the previous material minutes
3. Students know the material and learning
objectives and basic competencies to be
achieved
2. Core Observing
1. Learners read dialogue statement expressions and
questions about necessity.
2. Learners pay attention to the expression of
statements and questions about the necessity
contained in the dialogue.
Questioning
 Students ask questions about detailed
information, and linguistic elements contained in
dialogs about the expression of statements and
questions about the necessity associated with
energy savings
Exploring
• Students search from various sources about
expressing expressions and asking for necessity
with regard to.
Associating

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 • Students discuss the search results obtained from 30
various sources regarding statements and questions minutes
about necessity relating to energy savings.
• Students conclude the social function, text
structure, and linguistic elements regarding
statements and questions about the necessity and
response, according to the context of their use.
Communicating
• In pairs, students compile texts (dialogues) to
express and respond to statements and questions
about issues regarding energy saving.
• Students present dialogues about statements and
questions about necessity, regarding energy savings
in front of the class through role play.
• Students respond verbally to role play
performances from other groups.
3. Closing 1. The teacher give reviewing about the
materials.
2. Teacher gives a feedback to the students.
3. Teacher gives students a home work. 5 minutes
4. The teacher gives information the upcoming
materials.
5. The teacher close the meeting.

J. ASSESSMENT, REMEDIAL, AND ENRICHMENT LEARNING

I.I ASSESSMENT
1. Attitude assessment
Subject :...........................................................
Class/Semester :...........................................................
School year :...........................................................
Observation time : ..........................................................

Dab check list (√) according to the observation results.

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Nu Honest Dicipline Responsibities
mbe Name of Students Scor
r 1 2 3 1 2 3 1 2 3
1.
2.
3.
4.
5.

Note:
Value = Earnings score x 100%
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Attention Observation Criteria:

Honest
1 = Often shows dishonesty
2 = Several times showing dishonesty
3 = Never show dishonest attitude

Discipline
1 = Often shows an undisciplined attitude
2 = Several times showing an undisciplined attitude
3 = Never show an undisciplined attitude

Responsible
1 = Often shows an attitude of irresponsibility
2 = Several times showing irresponsibility
3 = Never show an attitude of irresponsibility
2. Knowledge Assessment
Assessment technique : Written
Instrument form : Complete the sentence using singular and plural
1. Make a dialogue about expressions and ask questions about energy saving!

NO COMPONENTS RANGE DESCRIPTION

1 CONTENT 30 – 27 - EXCELLENT TO VERY GOOD: related ideas

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 26 – 22 - GOOD: occasionally unrelated ideas
21 – 17 - FAIR TO POOR: very often unrelated ideas
16 – 13 - VERY POOR: irrelevant ideas
2 ORGANIZATION 20 – 18 - EXCELLENT TO VERY GOOD: effective and
17 – 14 well organized
- GOOD: occasionally ineffective, weak transition
13 – 10 and incomplete organization
9–7 - FAIR TO POOR: lack organization
- VERY POOR: little or no organization
3 VOCABULARY 20 – 18 - EXCELLENT TO VERY GOOD: effective word
17 – 14 choice
13 – 10 - GOOD: mostly effective word choice
9–7 - FAIR TO POOR: frequently error in word choice
- VERY POOR: mostly ineffective word choice
4 LANGUAGE 25 – 22 - EXCELLENT TO VERY GOOD: grammatically
USE 21 – 18 correct
17 – 11 - GOOD: mostly grammatically correct
10 – 5 - FAIR TO POOR: frequently error in grammar
- VERY POOR: very often error in grammar
5 MECHANICS 5 - EXCELLENT TO VERY GOOD: few errors in
spelling, punctuation, capitalization,
4 paragraphing
- GOOD: occasionally errors in spelling,
3 punctuation, capitalization, paragraphing
- FAIR TO POOR: frequent errors in spelling,
2 punctuation, capitalization, paragraphing
- VERY POOR: dominated by errors in spelling,
punctuation, capitalization, paragraphing
TOTAL SCORE

3. Speaking Rubric Assessment

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 Aspec Score Item
Pronouncing 4 - Understandable although with certain accent
3 - There is a problem in pronouncing that make listener
should give full focus and sometimes there is
2 misunderstanding
- Hard to understand because there is pronouncing
1 problem, often to repeating
- There are often mistaken in pronouncing so it cannot be
Grammar 4 understood

3 - Sometime makes grammar mistake but it doesn’t

2 influence the meaning
- There are often make grammar mistake that influence
1 the meaning
- A lot of grammar mistake that block the meaning and
Vocabulary 4 often re arrange the sentence
- Badly Grammar mistake so its become so hard to
3 understand

2 - Sometimes pronoun the vocabulary in inappropriate

way and should explain the idea because unequal
1 vocabulary
- Often use inappropriate vocabulary so the dialogue
Fluency 4 become limited because of limiter vocabulary
3 - Using vocabulary in wrong way and limited vocabulary
2 so its cannot be understand
1 - Very limited Vocabulary so the dialogue is impossible
to happen

Comprehension 4 - Fluency is having a little disruption by language

3 problem
- A lot of mistake in language problem
2 - Often doubt and stop because of limited language
- Often break off and stop while dialogue so the dialogue
1 cannot be happen

- Most Comprehend in all although there is repeating in

certain part
- Most comprehend in what she/he said although there is
some repeating

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 - Difficult to follow what they said, only comprehend in
socialization dialogue with slow speaking and a lot of
repeating
- Cannot be comprehended although in simple dialogue

I.II REMEDIAL LEARNING

a. Form a remedial learning program

 If the remedial students are more than 50% remedial activity will be done by
repeating learning
 If the remedial students are more than 20%-49% remedial activity will be done
by giving group assignment
 If participants are less than 20% special guidance is given

b. Retest must be taken by students who get score under 60

c. Remedial learning and retesting are conducted outside of face-to-face hours.
I.III ENRICHMENT LEARNING
a. The teacher will gives the students a text about obligation
b. The teacher ask students to identify the text

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Attachment :

1. Read the dialogue below!

One day, Betty found John playing PS game instead of finishing his English homework.
Betty : Hey, what are you doing? Why don’t you stop playing game? You said that you
have an English homework and tomorrow is the dateline.
John : It’s so difficult. And I need to relax for a while.
Betty : Relax? You have been playing the game for almost two hours. I peeped at you
when I was taking my book in the living room.
John : Well, you are supposed to help me doing my English homework. You know
that I have difficulties in English subject.
Betty : What! Now, you blame me. When you have obligation to do something, you
must do it yourself. However, if you have problem you must ask someone who
can help. So, have you asked me to help you?
John : Okay. Now, I ask your help. Please help me doing my English homework, my
beautiful sister.
Betty : Oh God, you are always good in persuading me.

Answer the questions based on the dialogue above!

1. What was John supposed to do in his room?
2. What did Betty tell to John when he needed a help?
3. What are the expressions of obligation found in the dialogue?

2. The expressions used in stating and asking for necessity / obligation!

Stating necessity / obligation:
- You have obligation to …
- I have to …
- I must ….
- You are supposed to …
Asking for necessity / obligation:
- What do I have to do to …?
- Do I have to …?
- What must I do …?
- What should I do to …?
- What am I supposed to do to …?

3. Watch and analyze the following video and write down the expression of necessity /
obligation you find!

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4. Look at the pictures below that related with energy saving. Then compose a sentence
about asking for and stating necessity/obligation!
Picture 1

Picture 2

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5. Compose a dialogue expressing necessity and obligation (in pair) about energy saving
issues!

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