394 f.
The students are appreciated for being cooperative. They respond
to it and say their goodbyes.
g.
The teacher responds to the students’ goodbyes and leaves the class. B.
Meeting 2 1.
Pre-Activity 10 minutes
a. The students greet the teacher soon after the teacher enters the
class. b.
The students’ attendance is checked by the teacher. c.
The students are asked about the materials they learned in the previous meeting to check whether they still remember the
structures –er… than and more… than… .
d. If the students do not remember, they are asked to open their notes
and briefly explain what the materials were. e.
The students are tested to mention the comparatives of several words. The words are mixed in terms of whether it should use the
structure –er than… or more… than… to check whether the
students have really understood how to differentiate the use of the two structures. The list of words to be asked includes the word
“good” and “bad” as the introduction to the materials they are going to learn.
f. If the students guess the comparatives of “good” and “bad” wrong,
the teacher says, “Are you sure?” and then goes to the main activity of learning.
2. Main Activity
No. Steps
Learning Activity
Allocated Time
1. Observing
a. The students are notified that
there are still one more way to compare the characteristics
of two different people, animals or things.
b. A video whose script is
mentioned in the part of materials in this lesson plan
is played. In the video, there is the word “good”. The
students are expected to notice it.
c. The students are asked
whether they find any 5’
395 irregular comparative words
in the video. 2.
Questioning The students are guided to
construct the question “What are the irregular comparative words
other than “good”?” 5’
3. Collecting data
The students are asked to read the examples on page 120, 122
See attachment 10’
4. Associating
The students are stimulated to answer the question they have
constructed in the step of questioning. They are guided to
find the answer that are “good –
better” and “bad – worse” 5’
5. Communicating a. The students conclude what
irregular comparatives they find.
b. The students are guided to
conclude the three kinds of comparatives they have
learned i.e the structure –er
than… , more… than… , and the ones having irregular
forms.
c. The students are asked to do
an exercise concerning on rearranging jumbled words
into good sentences of stating and asking about the
comparison of the characteristics of people,
animals and things by using comparative structures. See
attachment 15
’
6. Creating
a. The students are notified that
they are going to be involved in an information-gap
activity. The teacher explains the rules of the activity.
25 ’
396 b.
The students are notified that making mistakes is a part of
learning. Thus, they are not to be punished. They are
informed that the more they speak, the better their
speaking skill will be.
c. The students’ understanding
toward the activity is checked by giving them questions.
d. The students are required to
create oral utterances in comparing people, animals
and things by being involved in an information-gap
activity. See attachment
3. Post activity 5 minutes
a. The students are stimulated to summarize what they have learned
i.e How we can compare different characteristics of two people, animals and things.
b. The students are given an opportunity to deliver their comments,
feelings andor opinions toward their learning process as well as the speaking activity they have got.
c. The students are notified that in the next meeting they are going
to learn the way to compare more than two people, animals and things.
d. The students are appreciated for being cooperative. They respond
to it and say their goodbyes.
e. The teacher responds to the students’ goodbyes and leaves the
class.
397
VI. Assessment
SPEAKING ASSESSMENT RUBRIC Date
: _______________________ Assessor : _______________________
No. Students’
Name Aspects of Assessment
Score
Notes PI
VE F G
IS
1.
2.
3.
Note : P
: Pronunciation V
: Vocabulary F
: Fluency G
: Grammar IS
: Interactive skill Score : Total score of the five aspects
Note :The guidelines of assessment is attached as Appendix N..
VII. Media
1. LCD projector
2. Screen
3. Whiteboard
4. Board markers
5. Speakers
398 6.
Digital dictionaries which can be displayed in front of the class 7.
Manual dictionaries 8.
A video 9.
Pictures of animals
399
VIII. Resource
Indonesia. Kementerian Pendidikan dan Kebudayaan. Bahasa Inggris, When English Rings a Bell Kementerian Pendidikan dan Kebudayaan.
Jakarta : Kementerian Pendidikan dan Kebudayaan, 2014. Indonesia. Kementerian Pendidikan dan Kebudayaan. Bahasa Inggris, When
English Rings a Bell : buku guruKementerian Pendidikan dan Kebudayaan.-- Jakarta : Kementerian Pendidikan dan Kebudayaan,
2014.
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IX. Attachment
A. Meeting 1
