38

Appendix 1
LESSON PLAN 1
(Experimental Class)

Subject : English
Skill : Reading
Grade : VIII
Semester : Odd
Time Allocation : 2 x 40 minutes

1. Standard Competence
To comprehend the meaning of short functional text and simple monolog text
which is in form of narrative and recount text in daily life context.

2. Basic Competence
To respond the meaning of short functional text accurately, fluently and
communicative in daily life context.

3. Indicators
- Students are able to understand the meaning within the text.
- Students are able to identify the characteristic of narrative text.
- Students are able to identify specific information.

4. Teaching Learning Activities

Pre-Activities (10 minutes)

a. Students get brainstorming from the teacher to construct their background

knowledge that related to the topic with answering several questions as
stimulant. For example:
T: “Do you have a best friend? What is your best friend like?”
“What would you do if your friend betrays you?”
“What would you do if one of your friends was in trouble?”
 39

It is used to build the students’ though before they learn further about
narrative text.
b. Students listen to the teacher’s explanation about material they are going to
learn – that is about “The Prince and His Best Friends”, the goals of
learning to achieve, and reading strategies the students use.

While Activities (60 minutes)

a. Students are divided into several groups based on STAD rules with four or
five students within a group. (Step I)
b. Students get the printed material from the teacher.
c. Students listen to the rules of STAD technique told by the teacher.
(Step II)
d. Students get information from the teacher that they will collect points for
their groups based on the level in which their quiz scores (posttest) exceed
their starting score (pre-test). (Step III)
e. Before starting to work in a group, students receive the brief explanation
about the printed material and answering several questions given by the
teacher orally (Step IV). For example:
T: “What do you know about narrative text?”
“Based on the text, could you give me some characteristics of the text?”
f. Students discuss the material and do the assignment in a group. (Step V)
g. Some representative students from each groups present their discussion in
front of class while discuss it together with the teacher. (Step VI)

Post – Activities (10 minutes)

a. Students ask the teacher about the difficulties in understanding the lesson.
b. Students infer what they have just already learned and get the conclusion
from the teacher.

5. Media
Reading text and students’ work-sheet.
 40

6. Materials

The Prince and His Best Friends

Once upon a time, there lived a kind young prince named

Jonathan. He was loved, and adored by his people. His two
close friends were Peter Piper, the servant of the palace
and Franklin Greedy, the son of an Aristocrat. One day,
orientation The Prince, Peter Piper, and Franklin Greedy were
walking through the forest. Suddenly a group of bandits
attacked the three boys near an old house. They entered
the old house and blockaded the gate and doors. The three
boys were trapped inside the house.

Franklin was very tired and asked the Prince to surrender

immediately, but Peter was not afraid. He urged and
supported the Prince not to give up. The Prince decided
not to surrender because he realized that he would become
a hostage for the bandits to ask for ransom to his father,
but Franklin was scared and wanted to make a deal, it
made Peter suspicious about Franklin’s behaviour. So he
complication quietly made up a plan for him and the Prince to escape.

Early at dawn, Franklin opened the front gate and

unlocked the doors. The bandits entered the house in
search of the Prince. When they came to the room where
the Prince was supposed to be sleeping, no one was there.
Suddenly they heard a horse running outside the house and
saw over the window that Peter Piper and the Prince were
riding away on one of the bandit’s horses.

It turns out, Peter Piper sneaked out of the house and

waited in the yard, while the Prince was hiding behind the
resolution house. The bandits were very angry at Franklin and took
him with them while the Prince and Peter went safely
going back to the Capital.

Answer the following questions based on the story above!

1. What kind of person was Prince Jonathan?

2. Who were Prince Jonathan’s friends?
3. What happened when the Prince and his two friends were walking in the
forest? Why did Franklin try to persuade the Prince to surrender?
4. What did Peter Piper do when Franklin tried to persuade the Prince to
surrender?
5. Why did Franklin sneak out to meet the bandits’ leader?
 41

6. Did the Prince manage to escape from the bandits? How?

7. After you read the story, what did you think of the Prince’s friends?
8. What is the message from the story?

7. Source
Artono, W., Masduki, J., Sukirman, D. 2008. English in Focus 2: for Grade
VIII Junior High School (SMP/MTs). Jakarta: Pusat Perbukuan, Departemen
Pendidikan Nasional.

8. Evaluation
Reading comprehension test
 42

Appendix 2
LESSON PLAN 1
(Control Class)

Subject : English
Skill : Reading
Grade : VIII
Semester : Odd
Time Allocation : 2 x 40 minutes

1. Standard Competence
To comprehend the meaning of short functional text and simple monolog text
which is in form of narrative and recount text in daily life context.

2. Basic Competence
To respond the meaning of short functional text accurately, fluently and
communicative in daily life context.

3. Indicators
- Students are able to understand the meaning within the text.
- Students are able to identify the characteristic of narrative text.
- Students are able to identify specific information.

4. Teaching Learning Activities

Pre-Activities (10 minutes)

a. Students are greeted by the teacher.

b. Students are informed the material to be learned – that is about “Narrative
text: The Prince and His Best Friends”.

While Activities (60 minutes)

a. Students listen to the teacher’s explanation about what narrative text is.
 43

b. Students open their handbook and read the passage entitled with “The
Prince and His Best Friends” through drill.
c. Students are revised by the teacher when they do some incorrect
pronunciation.
d. Students translate the passage into Bahasa Indonesia.
e. Some students are randomly chosen to read the translation loudly in front
of the class (optional when the time allows).
f. Students listen to the teacher’s correct translation and revise their wrong
translation.
g. Students answer the whole available questions below the passage.
h. Students are told the correct answers by the teacher at that time or on the
next meeting.

Post – Activities (10 minutes)

a. Students are asked whether there are some difficulties or not.

b. Students listen to the teacher’s material conclusion.

5. Media
Reading text and students’ work-sheet.

6. Source
Artono, W., Masduki, J., Sukirman, D. 2008. English in Focus 2: for Grade
VIII Junior High School (SMP/MTs). Jakarta: Pusat Perbukuan, Departemen
Pendidikan Nasional.

7. Evaluation
Reading comprehension test
 44

8. Materials
The Prince and His Best Friends

Once upon a time, there lived a kind young prince named

Jonathan. He was loved, and adored by his people. His two
close friends were Peter Piper, the servant of the palace
and Franklin Greedy, the son of an Aristocrat. One day,
orientation The Prince, Peter Piper, and Franklin Greedy were
walking through the forest. Suddenly a group of bandits
attacked the three boys near an old house. They entered
the old house and blockaded the gate and doors. The three
boys were trapped inside the house.

Franklin was very tired and asked the Prince to surrender

immediately, but Peter was not afraid. He urged and
supported the Prince not to give up. The Prince decided
not to surrender because he realized that he would become
a hostage for the bandits to ask for ransom to his father,
but Franklin was scared and wanted to make a deal, it
made Peter suspicious about Franklin’s behaviour. So he
complication quietly made up a plan for him and the Prince to escape.

Early at dawn, Franklin opened the front gate and

unlocked the doors. The bandits entered the house in
search of the Prince. When they came to the room where
the Prince was supposed to be sleeping, no one was there.
Suddenly they heard a horse running outside the house and
saw over the window that Peter Piper and the Prince were
riding away on one of the bandit’s horses.

It turns out, Peter Piper sneaked out of the house and

waited in the yard, while the Prince was hiding behind the
resolution house. The bandits were very angry at Franklin and took
him with them while the Prince and Peter went safely
going back to the Capital.

Answer the following questions based on the story above!

1. What kind of person was Prince Jonathan?

2. Who were Prince Jonathan’s friends?
3. What happened when the Prince and his two friends were walking in the
forest? Why did Franklin try to persuade the Prince to surrender?
4. What did Peter Piper do when Franklin tried to persuade the Prince to
surrender?
5. Why did Franklin sneak out to meet the bandits’ leader?
6. Did the Prince manage to escape from the bandits? How?
7. After you read the story, what did you think of the Prince’s friends?
 45

Appendix 3
LESSON PLAN 2
(Experimental Class)

Subject : English
Skill : Reading
Grade : VIII
Semester : Odd
Time Allocation : 2 x 40 minutes

1. Standard Competence
To comprehend the meaning of short functional text and simple monolog text
which is in form of narrative and recount text in daily life context.

2. Basic Competence
To respond the meaning of short functional text accurately, fluently and
communicative in daily life context.

3. Indicators
- Students are able to understand the meaning within the text.
- Students are able to identify the characteristic of narrative text.
- Students are able to identify specific information.

4. Teaching Learning Activities

Pre-Activities (10 minutes)

a. Students get brainstorming from the teacher to construct their background

knowledge that related to the topic with answering several questions as
stimulant. For example:
T: “Have you ever heard about a legend?”
“What legend have you ever heard?”
It is used to build the students’ though before they learn further about
narrative text.
 46

b. Students listen to the teacher’s explanation about material they are going
to learn – that is about “The legend of Banyuwangi”, the goals of learning
to achieve, and reading strategies the students use.

While Activities (60 minutes)

a. Students are divided into several groups based on STAD rules with four or
five students within a group. (Step I)
b. Students get the printed material from the teacher.
c. Students listen to the rules of STAD technique told by the teacher.
(Step II)
d. Students get information from the teacher that they will collect points for
their groups based on the level in which their quiz scores (posttest) exceed
their starting score (pre-test). (Step III)
e. Before starting to work in a group, students receive the brief explanation
about the printed material and answering several questions given by the
teacher orally (Step IV).
f. Students discuss the material and do the assignment in a group. (Step V)
g. Some representative students from each groups present their discussion in
front of class while discuss it together with the teacher. (Step VI)

Post – Activities (10 minutes)

a. Students ask the teacher about the difficulties in understanding the lesson.
b. Students infer what they have just already learned and get the conclusion
from the teacher.

5. Media
Reading text and students’ work-sheet.
 47

6. Materials

The legend of Banyuwangi

Once upon a time, there was a local ruler named King Sulahkromo. The
king had a Prime Minister named Raden Sidopekso. The Prime Minister
had a wife named Sri Tanjung. She was so beautiful that the king wanted
her to be his wife.

One day, the King sent his Prime Minister to a long mission. While the
Prime Minister was away, the King tried to get Sri Tanjung. However he
failed. He was very angry. Thus, when Sidopekso went back, the King told
him that his wife was unfaithful to him. The Prime Minister was very angry
with his wife. Sri Tanjung said that it was not true. However, Sidopekso
said that he would kill her. He brought her to the river bank. Before he
killed her and threw her into river, she said that her innocence would be
proven.

After Sidopekso kill her, he threw her dead body into the dirty river. The
river immediately became clean and began to spread a wonderful fragrance.
Sidopekso said, “Banyu…Wangi… Banyuwangi”. This means “fragrant
water”. Banyuwangi was born from the proof of nobel and sacred love.

Answer the following questions based on the story above!

1. Who was Raden Sidopekso?

2. Who was Sri Tanjung?
3. Why did the King want Sri Tanjung to be his wife?
4. How did the King try to get Sri Tanjung?
5. Why was the Prime Minister very angry with his wife?
6. How did Raden Sidopekso kill his wife?
7. What was finally proved in the story?
8. What is the message from the story above?

7. Source

Joko Priyana, Arnys R Irjayanti, Virga Renitasari. 2008. Scaffolding English

for Junior High School Students Grade VIII. Jakarta : Pusat Perbukuan,
Departemen Pendidikan Nasional.

8. Evaluation

Reading comprehension test

 48

Appendix 4
LESSON PLAN 2
(Control Class)

Subject : English
Skill : Reading
Grade : VIII
Semester : Odd
Time Allocation : 2 x 40 minutes

1. Standard Competence
To comprehend the meaning of short functional text and simple monolog text
which is in form of narrative and recount text in daily life context.

2. Basic Competence
To respond the meaning of short functional text accurately, fluently and
communicative in daily life context.

3. Indicators
- Students are able to understand the meaning within the text.
- Students are able to identify the characteristic of narrative text.
- Students are able to identify specific information.

4. Teaching Learning Activities

Pre-Activities (10 minutes)

a. Students are greeted by the teacher.

b. Students are informed the material to be learned – that is about “Narrative
text: The legend of Banyuwangi”.

While Activities (60 minutes)

a. Students listen to the teacher’s explanation about what narrative text is.
 49

b. Students open their handbook and read the passage entitled with “The
legend of Banyuwangi” through drill.
c. Students are revised by the teacher when they do some incorrect
pronunciation.
d. Students translate the passage into Bahasa Indonesia.
e. Some students are randomly chosen to read the translation loudly in front
of the class (optional when the time allows).
f. Students listen to the teacher’s correct translation and revise their wrong
translation.
g. Students answer the whole available questions below the passage.
h. Students are told the correct answers by the teacher at that time or on the
next meeting.

Post – Activities (10 minutes)

c. Students are asked whether there are some difficulties or not.

d. Students listen to the teacher’s material conclusion.

5. Media
Reading text and students’ work-sheet.

6. Source

Joko Priyana, Arnys R Irjayanti, Virga Renitasari. 2008. Scaffolding English

for Junior High School Students Grade VIII. Jakarta : Pusat Perbukuan,
Departemen Pendidikan Nasional.

7. Evaluation
Reading comprehension test
 50

8. Materials

The legend of Banyuwangi

Once upon a time, there was a local ruler named King Sulahkromo. The
king had a Prime Minister named Raden Sidopekso. The Prime Minister
had a wife named Sri Tanjung. She was so beautiful that the king wanted
her to be his wife.

One day, the King sent his Prime Minister to a long mission. While the
Prime Minister was away, the King tried to get Sri Tanjung. However he
failed. He was very angry. Thus, when Sidopekso went back, the King told
him that his wife was unfaithful to him. The Prime Minister was very angry
with his wife. Sri Tanjung said that it was not true. However, Sidopekso
said that he would kill her. He brought her to the river bank. Before he
killed her and threw her into river, she said that her innocence would be
proven.

After Sidopekso kill her, he threw her dead body into the dirty river. The
river immediately became clean and began to spread a wonderful fragrance.
Sidopekso said, “Banyu…Wangi… Banyuwangi”. This means “fragrant
water”. Banyuwangi was born from the proof of nobel and sacred love.

Answer the following questions based on the story above!

1. Who was Raden Sidopekso?

2. Who was Sri Tanjung?
3. Why did the King want Sri Tanjung to be his wife?
4. How did the King try to get Sri Tanjung?
5. Why was the Prime Minister very angry with his wife?
6. How did Raden Sidopekso kill his wife?
7. What was finally proved in the story?
8. What is the message from the story above?
 51

Appendix 5
LESSON PLAN 3
(Experimental Class)

Subject : English
Skill : Reading
Grade : VIII
Semester : Odd
Time Allocation : 2 x 40 minutes

1. Standard Competence
To comprehend the meaning of short functional text and simple monolog text
which is in form of narrative and recount text in daily life context.

2. Basic Competence
To respond the meaning of short functional text accurately, fluently and
communicative in daily life context.

3. Indicators
- Students are able to understand the meaning within the text.
- Students are able to identify the characteristic of narrative text.
- Students are able to identify specific information.

4. Teaching Learning Activities

Pre-Activities (10 minutes)

a. Students get brainstorming from the teacher to construct their background
knowledge that related to the topic with answering several questions as
stimulant. For example:
T: “Do you know what a fable is?”
“What fable have you ever heard?”
It is used to build the students’ though before they learn further about
narrative text.
 52

b. Students listen to the teacher’s explanation about material they are going
to learn – that is about “The Lion and The Mouse”, the goals of learning to
achieve, and reading strategies the students use.

While Activities (60 minutes)

a. Students are divided into several groups based on STAD rules with four or
five students within a group. (Step I)
b. Students get the printed material from the teacher.
c. Students listen to the rules of STAD technique told by the teacher.
(Step II)
d. Students get information from the teacher that they will collect points for
their groups based on the level in which their quiz scores (posttest) exceed
their starting score (pre-test). (Step III)
e. Before starting to work in a group, students receive the brief explanation
about the printed material and answering several questions given by the
teacher orally (Step IV).
f. Students discuss the material and do the assignment in a group. (Step V)
g. Some representative students from each groups present their discussion in
front of class while discuss it together with the teacher. (Step VI)

Post – Activities (10 minutes)

a. Students ask the teacher about the difficulties in understanding the lesson.
b. Students infer what they have just already learned and get the conclusion
from the teacher.

5. Media
Reading text and students’ work-sheet.
 53

6. Materials

The Lion and The Mouse

Once, when a Lion was asleep, a little mouse began running

up and down upon him; this soon wakened the Lion, who placed his
huge paw upon him, and opened his big jaws to swallow him.
“Pardon, O king,” cried the little Mouse, “ Forgive me this time, I
shall never forget it; who knows but what I may be able to do you a
turn some of these days?” The Lion was so tickled at the idea of the
Mouse being able to help him that he lifted up his paw and let him
go. Some time after the Lion was caught in a trap, and the hunters,
who desired to carry him alive to the king, tied him to a tree while
they went in search of a wagon to carry him on. Just then the little
Mouse happened to pass by, and see the sad plight in which the Lion
was. He went up to the lion and soon gnawed away the ropes that
bound the king of the Beasts. “Wasn’t I right?“ said the little Mouse.

Answer the following questions based on the story above!

1. What did little mouse do to wake the Lion?

2. How did the little mouse help the Lion?
3. What was a character of little mouse?
4. What is the moral message that we can get from the story?
5. Identify the generic structure of the text!

7. Source
Sudarwati, Th. M and Grace, E. 2007. Look Ahead 2. Jakarta: Erlangga.

8. Evaluation
Reading comprehension test
 54

Appendix 6
LESSON PLAN 3
(Control Class)

Subject : English
Skill : Reading
Grade : VIII
Semester : Odd
Time Allocation : 2 x 40 minutes

1. Standard Competence
To comprehend the meaning of short functional text and simple monolog text
which is in form of narrative and recount text in daily life context.

2. Basic Competence
To respond the meaning of short functional text accurately, fluently and
communicative in daily life context.

3. Indicators
- Students are able to understand the meaning within the text.
- Students are able to identify the characteristic of narrative text.
- Students are able to identify specific information.

4. Teaching Learning Activities

Pre-Activities (10 minutes)

a. Students are greeted by the teacher.

b. Students are informed the material to be learned – that is about “Narrative
text: The Lion and The Mouse”.

While Activities (60 minutes)

a. Students listen to the teacher’s explanation about what narrative text is.
 55

b. Students open their handbook and read the passage entitled with “The Lion
and The Mouse” through drill.
c. Students are revised by the teacher when they do some incorrect
pronunciation.
d. Students translate the passage into Bahasa Indonesia.
e. Some students are randomly chosen to read the translation loudly in front
of the class (optional when the time allows).
f. Students listen to the teacher’s correct translation and revise their wrong
translation.
g. Students answer the whole available questions below the passage.
h. Students are told the correct answers by the teacher at that time or on the
next meeting.

Post – Activities (10 minutes)

a. Students are asked whether there are some difficulties or not.

b. Students listen to the teacher’s material conclusion.

5. Media
Reading text and students’ work-sheet.

6. Source
Sudarwati, Th. M and Grace, E. 2007. Look Ahead 2. Jakarta: Erlangga.

7. Evaluation
Reading comprehension test
 56

8. Materials

The Lion and The Mouse

Once, when a Lion was asleep, a little mouse began running

up and down upon him; this soon wakened the Lion, who placed his
huge paw upon him, and opened his big jaws to swallow him.
“Pardon, O king,” cried the little Mouse, “ Forgive me this time, I
shall never forget it; who knows but what I may be able to do you a
turn some of these days?” The Lion was so tickled at the idea of the
Mouse being able to help him that he lifted up his paw and let him
go. Some time after the Lion was caught in a trap, and the hunters,
who desired to carry him alive to the king, tied him to a tree while
they went in search of a wagon to carry him on. Just then the little
Mouse happened to pass by, and see the sad plight in which the Lion
was. He went up to the lion and soon gnawed away the ropes that
bound the king of the Beasts. “Wasn’t I right?“ said the little Mouse.

Answer the following questions based on the story above!

1. What did little mouse do to wake the Lion?

2. How did the little mouse help the Lion?
3. What was a character of little mouse?
4. What is the moral message that we can get from the story?
5. Identify the generic structure of the text!