25 Since the seventh grade students of SMP Pangudi Luhur 1 Yogyakarta
answered the questionnaires, the given questions use Indonesian language. Thus, the students did not have any difficulties in answering the questionnaires.
Therefore, the questionnaire had ten close-ended questions covering the needs ‟
analysis in this research. Likert scale implemented in the questionnaire to find the meaning of agreement points. The list of questions can be seen in appendix B.
2. Designing the Lesson Plans
After the needs‟ analysis finished, the researcher needed to design the lesson plans. It should be in accordance with the newly curriculum, i.e.,
curriculum 2013. The newly curriculum had four main competencies and the researcher created the lesson plans into four unit exercises. Certainty, the lesson
plans depended on students‟ needs as in the result of interview and questionnaire.
The design of lesson plans from unit 1 up to unit 4 presented as follows:
a. Lesson Plan of Unit 1
First, the design of lesson plan in unit 1 integrated with Biology subject, i.e. body parts as the topic. The researcher applied descriptive text in this unit as
the reading text. Then, the descriptive text applied to describe the body parts and the function of body parts. Thus, the design of lesson plan in unit 1 can be seen in
the Table 2 below.
26
Table 2. Lesson Plan Unit 1 UNIT 2
TOPIC TIME ALLOCATION
INDICATORS
Descriptive text: Body Parts
1x45‟ 1
Students are able to identify the meaning of
body parts‟ vocabulary by filling the crossword
puzzles
2 Students are able to
recognize the vocabulary of body
parts through reading comprehension
3 Students are able to
answer the reading items based on the
descriptive text 4
Students can mention the names of body parts
by answering the items
b. Lesson Plan of Unit 2
Second, the researcher designed and integrated the lesson plan in unit 2 with Geography subject, e.g. water cycle as the topic. The given text was in forms
of descriptive. It also applied to describe the process of water cycle. Therefore, the design of lesson plan in unit 2 can be seen in the Table 3 below.
Table 3. Lesson Plan Unit 2 UNIT 2
TOPIC TIME ALLOCATION
INDICATORS
Descriptive text: Water Cycle
1x45‟ 1
Students are able to answer the items based
on the descriptive text of water cycle in forms
of song
2 Students are able to
answer the items based on water cycle video
3 Students are able to
identify the vocabulary usage in water cycle by
filling the crossword puzzles
27
c. Lesson Plan of Unit 3
Third, the researcher designed the lesson plan in unit 3 with integrating the English materials with students‟ daily activity, i.e. evacuation plan as the topic.
Again, the researcher applied procedure text in this unit as the given reading text. The procedure text functioned to give the steps of evacuation plan. Therefore, the
design of lesson plan in unit 3 can be seen in the Table 4 below.
Table 4. Lesson Plan Unit 3 UNIT 3
TOPIC TIME ALLOCATION
INDICATORS
Procedure text: Evacuation Plan
1x45‟ 1
Students are able to identify the vocabulary
usage in giving directions signs by
filling the crossword puzzles
2 Students are able to
answer the items based on the procedure text
of evacuation plan 3
Students can give directions of
evacuation plan based on the map provided
d. Lesson Plan of Unit 4
Fourth, the researcher designed and integrated the lesson plan in unit 4 with students‟ daily activity. Thus, the researcher also applied photography as a
topic in this unit. There were two types of text in this unit, e.g. descriptive text and news report text. The researcher applied descriptive text to describe posed
photography and candid photography. And then, the purpose of news report text was reporting the news about photography competition. Indeed, the design of
lesson plan in unit 4 can be seen in the Table 5 below.
