Contoh 1

. LEARNING ACTION PLAN

Institution
Semester
Program
Subject
Skill
Genre
Time

: University of Hindu Indonesia

:1
: Teknik
: Bahasa Inggris
: Speaking
: Simple Present Tense
: 3 x 50 minutes

Standard of Competency
1. To understand vocabulary, phrase, structure of sentence in English and able to communicate in
English and translate the text from English to Bahasa Indonesia.

Basic Competency
1.1 To understand kinds of tenses (simple present tense) and the function of simple present tense in
English.

Indicators:
1. Ability to construct a sentence in simple present tense orally
2. Ability to respond simple question using the proper tenses in spoken
3. Ability to perform a short monologue using simple present tense

Learning Goals
1. By showing flash card, students are able to construct a sentence in form of simple present tense
orally
2. By giving question, the students are able to respond teachers question using simple present tense
properly
3. By giving example of descriptive text, the students are able to perform a short monologue using
simple present tense in form of descriptive text correctly..

Materials:
Language functions

: Simple Present Tense

We use simple present tense to talk about things in general. We are not thinking only
about now. We use it to say that something happens all the time or repeatedly or something is
true in general. It is not important whether the action is happening at the time of speaking.

Focus on the Grammar

The Pattern:

Subject + V1/V1

Subject + DO/DOES + V1 + O

(s/Es)

+O

DO/DOES + s + v1 + o?
W/h Question +DO/DOES + s + v1 + o?

Note:
For subject
I
You

Do

They
We
Example:
She reads book every day

They usually take a bath at 7.00 am

He does not like the fruits
We do not do exercise on Monday
Do you go to school every morning?
Where does she live?
Flash Card

He
She
It

Does

Teaching Learning Activities

Teachers activities

Students activities

Pre-activities :
1. greet students
2. check students attendance

1. respond the greeting

2. showing attendance

Apperception
1. Brainstorming
2. Ask leading questions

1. express background knowledge

2. express ideas

Whilst-activities :

Whilst-activities :

Exploration
1. Explain the students about how toExploration
construct a simple sentences using1. listen to the teacher explanation
present tense and explain the function
2. say the sentence individually
2. ask students try to say a sentence with

simple present tense

3. students make a sentence
3. show the flash card and ask them to make

a sentence based on the flash card

4. make a group discussion
4. Invite the students to make a group

discussion
Elaboration

Elaboration

1. Make a short monologue

1. Ask the students to make a short

monologue with free topic using simple

present tense
2. Perform in front of the class one by one
2. Ask the students to perform in the front

of the class and invite the other students

to ask a question

confidently

Confirmation
1. Give feedback to students work

1.

All students participate in the game

2. Playing jumble sentences game

Post-activities :
1. Conclude what tenses they have learnt on
the day
2. Suggest the students to practice more to

Post activities :
1. Participate in making conclusion
2. Taking a note of teacher suggestion
3. Say goodbye

say the sentence

3. Resume the lesson

Sources :
1. English Dictionary (Echols, Stevens, Oxford),
2. Grammar (Henricus Budi H.)
3. Linguistics (Aitchison)
4. Power Point and LCD

Instructions:
Make a short monologue using simple present tense (describing something, person or place)

Assessment
The assessment covers the following aspects:
Categories

Score

The Criteria of Scoring

Grammar

5
4
3
2
1

Comprehension

5
4
3
2
1

Fluency

The student makes no mistakes in speaking

and it is acceptable
The student sometimes makes some mistakes
but it doesnt influence the meaning
The student often makes grammar mistake
that influence the meaning
The student makes a lot of grammar mistakes
that block the meaning and often rearrange
the sentence
The student has bad grammar mistake so it
becomes so hard to understand

5
4
3
2
1

The student can express and understand the

monologue well and the content is clear.
The student comprehends the monologue in
all although there is repeating in certain part
The student comprehends the monologue but
there are some repetition
The student is difficult to follow what she/he
said
The student does not comprehend although in
simple monologue
The student is able to continue speech
without too much hesitation.
The students fluency is having a little
disruption by language problem
The student makes a lot of mistake in
language problem
The student often doubts and stops because
of limited language
The student often breaks off and stops while
doing a monologue

THE POLICE STATION

In most cities we always find more than one police station. In the police station,
ther e is us uall y a chief of police as s is ted b y man y officers . The pol ice
officers are responsible for some areas which we usually called beats. A beat is an area

patrolled by a police officer. The police officer usually patrols the beat by riding a motorcycle,
driving a car or even on foot. In the village, or in the forests and mountains, the police officer
may ride a horse.
In their beats, the police officers have to do many important jobs. When they
are patrolling, they have to watch the beat very closely. They have to make sure that the beat is
s afe enough for the peopl e to l ive and work. The y ma y arres t people who
co mmit c r i m e s s u c h s t e a l i n g , r o b b i n g , o r s e l l i n g d r u g s . B e s i d e t h a t , t h e
y m a y a l s o s e t t l e arguments, control the traffic, or settle college student demonstrations.
Please answer these questions in the form of sentence with the proper tense!
1. What is usually there in police station?
2. What does the police officer usually call for the area they are responsible in?
3. How does the police officer patrol the beat?
4.

Who are the people that the police officer arrests?

5. What else the police officer responsibility?

Contoh 02

LEARNING ACTION PLAN

School
Grade
Program
Subject
minutes

: SMA Negeri 11 Jakarta

: XII
: Natural and Social Sciences
: English

Skill
: Reading
Genre
: Explanation
Semester
: First
Time
: 2x45

Standard of Competency
1. To understand meanings of short functional texts and written essay texts in
the form of narration, explanation, and discussion texts in daily life context
and to get access of sciences.

Basic Competency

1.1 To respond meanings in formal and informal short functional texts which use
written language varieties accurately, fluently, and acceptably in every day
life context.

1.2 To respond meanings in monologue texts which use written language

varieties accurately, fluently, and acceptably in every day life context in the
form of narrative, explanatory, and discussion texts.

Indicators :
1.
2.
3.
4.
5.
6.
7.
8.

Ability
Ability
Ability
Ability
Ability
Ability
Ability
Ability

to
to
to
to
to
to
to
to

mention the type of the text

find out the main ideas of the paragraphs in the text
find out specific information in the text
find out explicit information in the text
find out references of certain words in the text
find out the synonym of certain words in the text
find out the antonym of certain words in the text
explain the specific sentence structures in the text

Learning Goal
By group discussion students are able to
1.
2.
3.
4.
5.

mention the type of the text of the text

find out the main idea of the paragraph in the text
find out specific information in the text
find out explicit information in the text
find out references of certain words in the text

By referring to the clues in the text students are able to

6. find out the synonym of certain words in the text
7. find out the antonym of certain words in the text

By clss discussion led by the teacher, students are able to

8. explain the specific sentence structures in the text

Materials :
Language functions

: suggesting, requesting, complaining, discussing possibility, doing

something, and commanding.

Genre
Texts

: Explanation
: Rock Cycle, Rain, and Tsunami

Teaching Learning Activities

Teachers activities

Students activities

Pre-activities :

Pre-activities :

1. greet students
2. check students attendance

1. return greeting
2. show attendance

Engagement

Engagement

1.Brainstorming
2.Ask leading questions
3.Ask students to predict the topic of the text

1.Express ideas
2. Show background knowledge
3.State prediction

Whilst-activities :
Exploration

Exploration

1. Assign students to read the text

with questions in mind (Scanning
and skimming strategies)

1. Read questions and then do

skimming or scanning strategies

2. Ask
student
to
answer
comprehension questions following
the text

2. Write the answers to the questions

individually

3. Ask students to mingle with others

to discuss the answer
4. Asks students to read the answers
to the questions out loud (at
random)
5. Invite
comments
students

from

other

6. Lead a class discussion to conclude

the acceptable answers
7. Challenge students to ask more
explorative questions related to the
topics within 5 minute time

3. Discuss the answers with different

partners
4. Read answers out loud and respond
to comments made by classmates
5. Give comments after classmates
presentation

6. Write as many questions in limited

time

7. Ask / answer question posed by

8.

Invite students with most questions

to ask the class

9. Encourage
other
students
to
comment on the questions or
answers made by other students

appointed classmates
8. Participate in question and answer
section and give comments in the
course of the session

Elaboration
Elaboration
1. Lead students to recognize the key
concepts learnt
2. Elaborate students answers to the
key concepts

1. Contribute to the class discussion to

sum up key concept have been
learnt
2. Write up a brief report about what
have been learnt and read it out
loud to the class

3. Ask students to write a brief report

about what they have learnt and
read it to the class
Post Activities

Post Activities
1. Lead students to conclude what
have been learnt on the day

1. Participate
conclusion

2. Assign extensive
similar topics

2. Taking anote on the self directed

learning task

3. Resume the lesson

reading

with

in

making

3. Say good bye

Sources :
1. Look Ahead, Th.M.Sudarwati, Erlangga, 2005
2. Mater Pelatihan Terintegrasi Bahasa Inggris, Departemen Pendidikan
Nasional, 2008
3. English Grammar in Use, Raymond Murphy, 1998
4. English Sentence Structure, Robert Krohn, 1984
5. Functions of American English. Leo Jones. C. Von Baeyer. 1985
6. Interactions by Cheryl Pavlik
7. And other sources : internet, Encyclopedia, etc

Instructions :

Read the texts attentively, and then answer the following questions by putting a cross (X) on the
choice of A, B, C, D or E in your answer sheet.
Assessment
The assessment covers the following aspects:
1.
2.
3.
4.
5.
6.
7.
8.

the type of the text

the main ideas of the paragraphs in the text
specific informations in the text
explicit informations in the text
references of certain words in the text
the synonym of certain words in the text
the antonym of certain words in the text
the sentence structures in the text