322
Core Competence
English Competen
ce Basic
Competenc e
Specified Basic
Competence Learning
Outcomes Indicators
the factual,
conceptual ,
procedural knowledg
e based on the
curiosity towards
science, technolog
y, arts, culture,
and humanitie
s with humanism
, nationalis
m, patriotism,
and civilizatio
n insight in relation
to the phenomen
a and events
causes, as well as
applying the
procedural knowledg
e in the specific
field of studies
according to their
talents and interests to
solve the problem
language features of
the text the text, and
the linguistic
elements of text being
studied of experiences
, phenomeno
n, and events,
simply according
to the context
and the meaning, the
sentence patternsexpres
sions, and verb group used in
the recount text being studied
and linguistic
elements of a simple
recount text about great
people short
biography text
structure of the text.
Mention the
language features
related to the text.
Skill Constructin
4:13 Exchanging
Respondin The
323
Core Competence
English Competen
ce Basic
Competenc e
Specified Basic
Competence Learning
Outcomes Indicators
8. Processing
, reasoning,
and presenting
in the concrete
and abstract
realm associated
with the developm
ent of what are
learned in the school
independe ntly, and
is able to use the
method according
to the rules of
science g oral and
written text which is
short and simple
using the sequential
and coherent
text structure
and using the
language features
accurately, eligibly,
and fluently
Grasping the meaning
of the simple
recount text both oral
and written, about the
experiences , activities,
phenomena, and events.
4:14 Constructin
g the simple oral and
written texts
recount, about
activities, phenomena,
events by taking into
account the social
function, the
structure of the text, and
the correct linguistic
elements and in
context information
about themselves and
their families in the context of
life in the classroom,
neighbourhood, nation, and
country with eligible
grammar and pronunciation
and easy to understand
with the covered topics
of holiday experience,
childhood experience, the
biography text of great people,
and the favourite
inspiring person.
g to the meaning of
a simple recount text
about holiday
experiences Producing
a simple recount text
spoken about great
people short
biography text
students communic
ate to their friends
with good grammar,
appropriate vocabulary
and expression,
correct pronunciati
on and intonation,
and good interactive
skill.
II. Learning Materials A.
Input Text The Biography of Shergey Brin see Appendix K Cycle 2 Meeting 1A for
Shergey Brin’s biography Steve Jobs’ speech
B. Vocabulary cofound, develop, emigrate, graduate, invest, famous, genius, investor, establish,
324 wealth
C. Pronunciation and intonation point Pronunciation:
The international alphabet spelling see Appendix K Cycle 2 Meeting 1B for the international spelling
Intonation: Rising and Falling Intonation
D. Language Focus Simple past tenses statement, question, denial statement
Connectors: first, then, after that, finally Adverb of time: last weekend, last holiday, two years ago, yesterday
Action Verbs Regularirregular verb
Language Functions: Asking and giving information about the biography of great people.
III. Learning Methodology Communicative Language Teaching
IV. Learning Media Technical
Power point slide presentation Projectors
Speakers Laptop
Nontechnical hand-outs see Appendix K Cycle 2 Meeting 1A for Shergey Brin’s
biography and Appendix K Cycle 2 Meeting 1B for the international spelling
Information Gap Sheet see Appendix K Cycle 2 Meeting 1C for the sheet
V. Learning Sources www.youtube.com
www.famouspeoplelesson.com
325
VI. Procedures Activity A.
Meeting 1 80 minutes Phase
Teachers’ T Activities Students’ Ss
Activities Time
Opening 1. Greeting the students
2. Leading to prayer
3. Checking attendance
4. Opening the lesson
5. Checking students’ prior
knowledge 6.
Conducting Vocabulary Quiz
Procedure: a.
Ss are to study the new words they learn
in the previous meeting within the
given time.
b. T mentions word per
word the English or the Indonesian
version and asks Ss to mention the
contrary orally.
c. Ss who know the
word raise their hands.
d. T points the student
who is the fastest. e.
If the answer is right, Ss get point if it is
wrong it is answered by the other student
appointed.
7. Introducing the topic of
―Great People’ 8.
Relating previous lesson with today’s lesson
1. Answering T greeting
2. Saying their prayer
3. Giving the
information 4.
Paying attention to T 5.
Stating their knowledge
6. Being involved in the
vocabulary quiz 7.
Paying attention to T and responding based
on their opinion 8.
Paying attention to T and responding based
on their opinion 10 minutes
12.30- 12.40
326
Phase Teachers’ T Activities
Students’ Ss Activities
Time
Main Activity
Pre-communicative Activity
1. ɒuilding Ss’ knowledge
of Shergey Brin asking, stimulating
2. Distributing the hand-out
see Appendix K Cycle 2 Meeting 1 A for the
hand-out
3. Leading Ss to do Task 1
and Task 2 4.
Asking T to write their answer on the board,
discussing it, and doing pronunciation drilling in
the words related to Task 1 and Task 2
5. Asking Ss to move to the
Task 3 6.
Asking Ss to read it aloud in pairs
7. Introducing the way to
spell letter internationally and
distributing the hand-out see Appendix K Cycle
2 Meeting 1B for the international spelling
8. Telling a story about
Yuyun —an intermezzo
funny phenomenon of spelling letter to make Ss
realized that spelling is important
9. Drilling Ss pronouncing
the letter 10.
Inviting Ss to move to the next activity
1. Answering T
questions 2. Receiving the hand-
out 3. Doing Task 1 and
Task 2 4. Writing their answer
on the board, joining the discussion, and
pronouncing the words being drilled
correctly
5. Paying attention to Task 3
6. Reading the conversation in Task
3 aloud with their friends
7. Listening to T and receiving the hand-
out 8. Listening to T story
9. Pronouncing the letter correctly
10. Getting ready to move to the next
activity 1112
Doing the ―Great People Missing Identity‖ with
the rule of only English speaking time.
13. Listening to T 60 minutes
12.40- 13.40
327
Phase Teachers’ T Activities
Students’ Ss Activities
Time Semi-communicative
Activity
11. Conducting
information gap activity entitled ―Great
People Missing Identity‖
Procedure: a.
Distributing the
worksheet see Appendix K Cycle
2 Meeting 1C for the worksheet
b. Explaining the
procedure to the students.
c. Ss are to work with
their chair mate in pairs.
d. They use the
questions example given in the
conversation Task 3 to reveal the missing
identity.
e. They use the
international spelling to spell
letter.
12. Applying the only
English speaking time rule during the
communicative activity for the first time.
Rule: Ss are to speak with English only. If
they speak with other feedback.
328
Phase Teachers’ T Activities
Students’ Ss Activities
Time
language they will be fined. Rp1000 per word.
The use of body language is permitted.
13. Giving feedback to Ss.
Closing 2.
Signalling the lesson is about to end
3. Leading Ss to sum up the
lesson 4.
Giving explanation for the Homework
-collecting Longman Project
-giving: finding the biography of their most
favourite inspiring person see Appendix L
Homework 5 for the guideline
5. Leading the
prayerasking a student to lead the prayer
6. Saying goodbye
1. Getting ready to end
the lesson 2.
Summarising the lesson they learned
3. Paying attention to
T explanation 4.
Saying their prayer to end the lesson
5. Responding to what
T says 10 minutes
13.40- 13.50
B. Meeting 2 80 minutes
Phase Teachers’ T Activities
Students’ Ss Activities
Time
Opening 1. Greeting the students
2. Leading to prayer
3. Checking attendance
4. Opening the lesson
5. Checking students’ prior
knowledge 6.
Conducting Vocabulary Quiz
Procedure: a.
Ss are to study the new 1.
Answering T greeting
2. Saying their
prayer 3.
Giving the information
4. Paying attention
to T 5.
Stating their knowledge
10 minutes 12.30-12.40
329
Phase Teachers’ T Activities
Students’ Ss Activities
Time
words they learn in the previous meeting within
the given time.
b. T mentions word per
word the English or the Indonesian version and
asks Ss to mention the contrary orally.
c. Ss who know the word
raise their hands d.
T points the student who is the fastest.
e. If the answer is right, Ss
get point if it is wrong it is answered by the other
student appointed.
7. Relating previous lesson
with today’s lesson 6.
Being involved in the
vocabulary quiz 7.
Paying attention to T
Main Activity
Communicative Activity 1.
ɒuilding Ss’ knowledge of Steve Jobs.
2. Distributing the blank paper
to Ss. 3.
Telling Ss that today they are going to watch a video
of Steve Job inspiring speech
4. Asking Ss to write any
information they get during the video watching
especially about the life story of Steve Jobs
5. Playing the video and
making sure that Ss can watch and hear it clearly
6. Asking Ss opinion about
Steve Jobs’ speech 7.
Asking Ss to sit with their 1.
Stating what they know about
Steve Jobs and listening to the
new information given.
2. Receiving the
blank paper given by T
3. Listening to
what T explains 4.
Paying attention to what T
instructs. 5.
Paying attention to the video and
taking note on information they
get on the blank
60 minutes 12.40-13.40
330
Phase Teachers’ T Activities
Students’ Ss Activities
Time
group the name of group division is written in the
blank paper given previously
8. Distributing the Asturo
paper 1 sheet per group 9.
Conducting the Steve Jobs Life Story Timeline
Procedure: a.
Ss work in the group. They gathered the
information that they got to make Steve Jobs’ life
timeline timeline: date, year, event
b. Ss have to communicate
with English the rule of only English speaking
time is put into effect.
c. The group which makes
the most informative timeline and which
communicates with English a lot to finish
their work will be the winner. The
collaborators and I will be the observer.
10. Collecting Ss work
11. Giving feedback to Ss
paper 6.
Stating their opinion about
Steve Jobs’ speech
7. Moving to their
group 8.
Receiving the Asturo paper
given 9.
Doing the Steve Jobs’ Life Story
Timeline 10.
Submitting their work
11. Paying attention
to T feedback
Closing 1.
Signalling the lesson is about to end
2. Leading Ss to sum up the
lesson 3.
Giving explanation for the Homework
-collecting Ss homework on the biography of their
6. Getting ready to
end the lesson 7.
Summarising the lesson they
learned 8.
Paying attention to T explanation
9. Saying their
10 minutes 13.40-13.50
331
Phase Teachers’ T Activities
Students’ Ss Activities
Time
favourite inspiring person —
pre-communicative activity for the sixth meeting
-giving Reading Exercise see Appendix L
Homework 6 for the homework
—pre- communicative activity
for the sixth meeting 4.
Leading the prayerasking a
student to lead the prayer
5.
Saying goodbye
prayer to end the lesson
10. Responding
to what T says
VII. Assessment
Grammar Accuracy Fluency
Vocabulary and Expression Pronunciation and Intonation
Interactive Skill see Appendix F for the Speaking Assessment Rubric
The English Teacher, The Researcher,
Sri Suryanti Meilani
NIP. 19750131 200501 2 008 NIM.12202241016
