LESSON PLAN

CLASS : VII
BAHASA INGGRIS

OLEH
VIVIANA MELINA SIMANJUNTAK
NRP: 1212321157
NO UKG: 201506677870

PENDIDIKAN PROFESI GURU DALAM JABATAN

PENDIDIKAN GURU BAHASA INGGRIS SMP
UNIVERSITAS KATOLIK WIDYA MANDALA SURABAYA
2021

VIVIANA MELINA SIMANJUNTAK, S. PD 1

 LESSON PLAN (OFFLINE LEARNING)
Name of School : SMP Swasta Brigjen Katamso I Medan
Subject : Bahasa Inggris
Class : VII/ II
Topic : Things Around Us!
Subtopic : Public Places
Time Allocation : 2 x 30 menit

A. Core Competencies
1. Respecting and vivifying the teachings of the religion. (Spiritual)
2. Demonstrating honesty, discipline, responsibility, caring (tolerance, work together),
manners, confidence, in interacting effectively with the social and natural
environment within the reach of association and existence. (Affective)
3. Understanding knowledge (factual, conceptual, and procedural) based on a sense of
curiosity of science, technology, art, culture related to the phenomena and the visible
events. (Cognitive)
4. Trying, processing, and providing in the concrete realm (using, analyzing,
stringing, modifying, and creating) and abstract realms (writing, reading, counting,
drawing, and composing) based on the knowledge from the schools and other sources
which has the same point of view/theory. (Skill)

B. Basic Competences and Indicators

Basic Competences Indicators
3.4 Identify the social function, generic 3.4.1 Identify the social function and
structure, and language features of oral generic structure and language features
and written transactional interaction of transactional interactions which
texts involving the act of giving and involve the act of giving and asking for
asking the information about names and the information related to the public
numbers of animals, things, and public places that are close to students' daily
places that are close to a student's daily life
life, according to the context of their use. 3.4.2 Analyze the social function,
(Note. the language features and generic structure and language feature
vocabulary elements related to article a of transactional interactions which
and the, plural and singular) involve the act of giving and asking for
the information related to the public
places that are close to students' daily
life based on the contexts (Pay attention
to the vocabularies related to a and the,
plural and singular)
4.4 Composing a very short and simple 4.4.1 Compose the social function,
oral and written transactional interaction generic structure and the language
text involving the act of giving and feature of transactional interactions
asking about the name and which involve the act of giving and
the number of animals, things, and asking for the information related to the
public places that are close to the public places that are close to students'
students’ daily lives, by paying attention daily life based on the contexts (Pay
to the social function, generic structure, attention to the vocabularies related to a
and the language features that are correct and the, plural and singular).
VIVIANA MELINA SIMANJUNTAK, S. PD 2
 and appropriate in context

C. Objective of Learning
By applying Problem Based Learning, students are able to:
1. Identify the name of public places based on the social function correctly.
2. Analyze the appropriate social function, generic structure and language features
about the public places that are close to students' life
3. Create a simple dialog based on the social functions, generic structure, and the
language features about the public places that are close to students' life, according
to the context of the use.

D. Learning Materials
1. Social Function
To know, to identify the name of public places that are close to the students’ life
2. Generic Structure
a. Those are offices.
b. There is a school.
c. How many classrooms are there?
d. Where is the library? The library is behind the classroom.
3. Language Features
• Asking and giving the information related to public places
• The using of a, an, the, singular and plural forms (-s)
• The using of demonstrative pronouns, such as these, that, these, those
 The using of there is and there are
 The using of preposition of place
 The using of asking and giving the direction
• Speech, stress, intonation, spelling, punctuation and handwriting.

E. Model of Learning
The learning process uses Problem Based Learning which is supported by the following
techniques such as guided observation, discussion, and question and answer.

F. Media and Tools

1. Media:
 PowerPoint of public places
 Picture of public places
 Student worksheet
 Whatsapp Group, Google Classroom, Quizizz and Mentimeter Application
 Link Youtube https://youtu.be/EfD2k9beP-4
2. Tools: Laptop, Android Phone

G. Source of Learning
1. The 2013 revision of the 2017 curriculum book “When English Ring the Bell”
2. Brilian Book.2019. Bandung, Kusmana.

VIVIANA MELINA SIMANJUNTAK, S. PD 3

 3. PowerPoint from Teacher
H. Steps of Learning
STAGE OF
ACTIVITIES TIMES
LEARNING
A. Opening Activities
1. Teacher greets the students, and ask them to pray to be given health to
continue the learning process.
2. Teacher checks the students’ attendance 5 minutes
3. Teacher review the previous materials by playing “Guessing Game”
4. Teacher tells the materials and the objective of learning
B. Whilst Activities
Problem Orientation 1. The teacher shows the pictures and the
(Critical Thinking) video about public places
https://youtu.be/EfD2k9beP-4
2. After the students watched the video and
saw the pictures, the teacher gives the questions
based on the video
3. The students are asked to do the quiz by
using Quizizz Application,
https://quizizz.com/pro/join and enter the code
Organize the students 1. The students divides the students into 3 groups
(Collaboration) that consists of 4 students.
2. The teacher assigns the task to each group to
45
find the social function, generic structure and
minutes
language features
Guide the investigation 1. The teacher guides the process of discussion
(Critical Thinking, group
Creativity) 2. The student discuss about the social function,
generic structure and language features.
3. The students look for the further information
related to the topic from the internet.
4. The students find the information from the other
sources that they found
Develop the Outcome 1. In group, the students create the dialog about
(Collaboration, asking and giving the direction of public places
Creativity, 2. The teacher guides the group who have found
Communication) some difficulties in creating the dialog.
Analysis and Evaluate 1. The group presents the dialog in front of the
other group
2. The other groups pay attention, give the
feedback and ask some questions about the
group presentation
3. The teacher gives the evaluation of the
presentation.
C. Closing Activities
1. The teacher gives a conclusion to the learning material 10

VIVIANA MELINA SIMANJUNTAK, S. PD 4

 2. The teacher gives assignments related to the topic and is collected through
Google Classroom.
3. The teacher conducts reflection of learning by choosing the option by minutes
using Mentimeter Application, www.menti.com and enter the code
4. The teacher greets the students and pray to end the lesson
I. ASSESSMENT

ASSESSMENT, REMEDIAL TEST, AND ENRICHMENT

A. Behavior
Criteria Total Final Predi
No Name of
Score Score cate
Students
C H R D
1 William Manalu 75 75 50 75 275 68,75 C
... ... ... ... ... ... ...

Notes:
• C : Collaboration
• H : Honesty
• R : Responsibility
• D : Discipline

Notes:
1. Criteria of behaviour aspect:
100 = Very Good
75 = Good
50 = Enough
25 = Insufficient
2. Maximal Score = the total score x the criteria (4) = 100 x 4 = 400
3. Final score = total score : the criteria (4) = 275 : 4 = 68,75
4. Predicate:
75,01 – 100,00 = Very Good/Sangat Baik (SB)
50,01 – 75,00 = Good/Baik (B)
25,01 – 50,00 = Enough/Cukup (C)
00,00 – 25,00 = Insufficient/Kurang (K)
5. The format is not permanent

B. Knowledge (Writing Skill)

a. Technique : Written Test and Assignment
b. Form : Label the name of public places, answer the questions and
dialog
Activity 1
Name of public places
Final Score = 10 x 10 = 100

Activity 2

VIVIANA MELINA SIMANJUNTAK, S. PD 5

 Answer the questions based on the map.

Create the dialog.

Final score = 5 x 20 =100
The rubric of writing test
Aspect Criteria Score (1-5)
Content The students labels the public places 5 4 3 2 1
Grammar The students uses appropriate grammar (singular 5 4 3 2 1
plural, article, demonstrative pronouns,
preposition of place
Vocabular The students uses appropriate vocabulary related 5 4 3 2 1
y to the public places
Spelling The students uses the correct spelling 5 4 3 2 1
Coherence The students arrange the suitable sentence by 5 4 3 2 1
of Dialog sentence and the dialog
The total score = sum of all scores x 5 x 4

Predicate :
86 – 100 = Very Good (Sangat Baik)
71 – 85 = Good (Baik)
56 – 70 = Enough (Cukup)
≤ 55 = Insufficient (Kurang)

C. Skills (Speaking Skill)

a. Technique : The presentation
b. Form : The dialog (Speaking skill)
Rubric for Speaking Test

VIVIANA MELINA SIMANJUNTAK, S. PD 6

 No Aspects Criteria Score
1 Pronounciation 100% appropriate pronounciation 5
80% appropriate pronounciation 4
60% appropriate pronounciation 3
40% appropriate pronounciation 2
20% appropriate pronounciation 1
2 Fluency 100% correct fluency 5
80% correct fluency 4
60% correct fluency 3
40% correct fluency 2
20% correct fluency 1
3 Performance 100% correct performance 5
80% correct performance 4
60% correct performance 3
40% correct performance 2
20% correct performance 1
4 Grammar accuracy 100% appropriate grammar 5
80% appropriate grammar 4
60% appropriate grammar 3
40% appropriate grammar 2
20% appropriate grammar 1
5 Details 100 % additional details beyond the required 5
80% all required information included 4
60% some additional details should be 3
provided
40% difficult for the listener to understand 2
20% the listener cannot understand 1
Predicate :
86 – 100 = Very Good (Sangat Baik)
71 – 85 = Good (Baik)
56 – 70 = Enough (Cukup)
≤ 55 = Insufficient (Kurang)

The rubric for “Unjuk Kerja”

KRITERIA
AKTIVITAS
TERBATAS MEMUASKAN MAHIR
Tidak jelas Beberapa kegiatan jelas dan Semua kegiatan jelas dan
Melakukan Observasi
pelaksanaannya terperinci terperinci
Membaca script, Lancar dan kosakata dan Lancar mencapai fungsi
Role Play kosakata terbatas, dan kalimat berkembang, serta ada sosial, struktur lengkap dan
tidak lancar transisi unsur kebahasaan sesuai
Fungsi social tidak
Fungsi social kurang tercapai, Fungsi social tercapai,
tercapai, ungkapan dan
Simulasi ungkapan dan unsure ungkapan dan unsure
unsur kebahasaan tidak
kebahasaan kurang tepat kebahasaan tepat
tepat
Tidak lancar, topik
Lancar, topik jelas, dan Sangat lancar, topic jelas,
kurang jelas, dan tidak
Presentasi menggunakan slide presentasi menggunakan slide
menggunakan slide
tetapi kurang menarik presentasi yang menarik
presentasi

VIVIANA MELINA SIMANJUNTAK, S. PD 7

 Membaca teks, fungsi Lancar mencapai fungsi
Kurang lancar, fungsi social
social kurang tercapai, sosial, struktur lengkap dan
tercapai, struktur dan unsure
Melakukan Dialog ungkapan dan unsur unsur kebahasaan sesuai,
kebahasaan tepat dan kalimat
kebahasaan kurang tepat, kalimat berkembang, serta
berkembang, serta ada transisi
serta tidak lancar ada transisi
Notes:
MAHIR mendapat skor 3
MEMUASKAN mendapat skor 2
TERBATAS mendapat skor 1

B. Remedial Test
Remedial test is given to students who have not pass the passing score in the form of re-
study or give the assignments related to language features.

C. Enrichment Learning
Based on the results of the assessment analysis, students who have achieved completeness
learning is given enrichment learning activities for expansion and/deepening
material (competence) among others in the form of assignments to do independent tasks
more challenging.

Approved, Medan, October .... 2021

The principal of SMPS Brigjen Katamso The teacher

Dwarta M. Lubis, S. Pd Viviana M. Simanjuntak, S. Pd

VIVIANA MELINA SIMANJUNTAK, S. PD 8