4. Classroom Instructional Plan
A. Learning Outcomes
After learning process, students are able to compose
oral and written text about people’s characteristics
correctly.
B. Basic Competencies and Indicators
a. Basic Competencies
• Appreciating the opportunity to learn English as an
international communication language which is
presented in the form of spirit in learning English.
• Showing honesty, disciplines, self-confidence, and
responsibility in transactional communication with
teachers and friends.
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5. Cont …
• Analyzing social function, text structure,
and language elements from describing
people, tourism objects, and famous
landmarks text based on the functional
context.
• Composing oral and written text to
express and respond to description of
people, tourism objects, and famous
landmarks, by paying attention to its
correct and contextual social function,
text structure, and language elements.
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11. D. Learning Method
1. Discussion
2. Lecturing
3. Interview
E. Teaching Aids
Slides, pictures
F. Learning Sources
1. Pangesti, M. R. D., Pramono W.
S., & Suhermawan. 2008. English
for SMK 1. Pusat Perbukuan
Departemen Pendidikan Nasional:
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Jakarta
13. F. Learning Strategy
1. Pre-activity
- Teacher greets the student.
- Teacher checks the students’
attendance.
- Teacher shows slide showing
people and their hobbies.
- Teacher gives questions to lead
students to discuss the pictures
shown
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14. What are the people doing?
Do they look enjoying their
activities?
When do you think they do these
activities?
What benefits can they get by doing
these activities?
BRIDGING FROM
PREEVIOUS TO THE
LATEST MATERIIAL
NOT LEADING
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15. 2. Whilst activity
- Teacher explains that
sometimes people’s hobbies
can describe what their
characteristics are.
- Teacher shows the pictures
again and ask the students to
guess what characteristics
belong to each person shown in
the picture.
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16. - Teacher shows a slide
containing bubbles with an
adjectives showing
characteristics in each of them.
- Students group the bubbles
based on the positive and
negative sense.
- Students add some more
adjectives they know.
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17. - Students interview two friends
related to their hobbies and then
guess what the friends’
personalities are.
- The some interviewers share the
interview result then confirm to
the interviewees.
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18. 3. Post-activity
- Teacher facilitates the students
to sum up today’s material.
- Students write the interview
report in compositions as their
homework.
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20. b. Writing assessment
Code
Descriptor
B
Blank: nothing written or drawn in the space provided
I
Illegible: cannot be read; completely crossed out / erased;
not written in English
OR Irrelevant content: does not attempt assigned prompt
(e.g., comment on the task, drawings, “?”, “!”, “I don’t know”)
10
Response is not developed; ideas and information are
limited and unclear. Organization is random with no links
between ideas. Response has a limited relationship to the
assigned task.
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21. Code
Descriptor
20
Response is minimally developed with few
ideas and little information.
Organization is minimal with weak links
between ideas. Response is partly related to
the assigned task.
30
Response has a clear focus, adequately
developed with ideas and supporting details.
Organization is simple or mechanical with
adequate links between ideas. Response is
clearly related to the assigned task.
40
Response has a clear focus, well-developed
with sufficient specific and relevant ideas and
supporting details. Organization is logical and
coherent with effective links between ideas.
Response has a thorough relationship to the
assigned task
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