LESSON PLAN

Grade : IX
Semester :2
Subject : English
Skill : Listening
Duration : 2x40 minutes (two meetings)

A.Standard Competency : 7. Memahami makna dalam percakapan transaksional dan

interpersonal lisan pendek sederhana untuk berinteraksi dengan konteks kehidupan sehari-hari
B.Basic Competency : 7.1 Merespon makna yang terdapat dalam percakapan transaksional
(to get things done) dan interpersonal (bersosialisasi) pendek sederhana secara akurat, lancar,
dan berterima untuk berinteraksi dengan konteks kehidupan sehari-hari yang melibatkan tindak
tutur mengungkapkan kesantunan,
C.Learning Objectives:
 Students are expected to acquire the skills of listening to the expressions of politeness
 Students are expected to understand how to be polite with someone
 Students are expected to become aware of the expressions used to express politeness
 Students are expected to master the way to express politeness
D.Indicators
 Students are able to identify expressions of politeness
 Students are able to summarize the way to express politeness
 Students are able to identify expressions of politeness
 Students are able to identify expressions of expressing politeness
E. Expected Characters
 Trustworthiness
 Respect
 Diligence

F.Materials
Expressions Functions
Asking Somenone Politely
George : John, may I borrow your camera?
John : Yes, sure.
George : Next week is Halloween, isn’t it? Have you got any plan for it?
John : Umm... I haven’t got any. What about you?
George : Well, my cousin and his friends are going to have a costume party. He asked
me to join.
G. Teaching Method
Genre Based Approach (GBA)
H. Teaching Learning Process
1. Pre Teaching
 The teacher greets to the students “good morning” and “how are you today”
 The teacher calls the roll
 The teacher informs the students about the lesson for the day.
2. Whiles Teaching (BKOF: MOT, JCOT, and ICOT)
a) Building the Context
- The teacher elicits information from the students about asking someone politely
- The students answer the teacher’s question based on their knowledge
- The teacher and the students discuss the function and the language focus of the
conversation by giving questions to the students orally.
b) Modelling and Deconstructing the Text
- The teacher asks the students about asking someone politely
- The students and the teacher discuss about how to ask someone politely
- The teacher and the students discuss about how to ask someone politely
- The students and the teacher discuss about how to ask someone politely
c) Joint Construction of the Text
- The students work in groups and discuss the new conversation
- The teacher asks the students discuss about asking someone politely
- The students and the teacher discuss about how to ask someone politely
- The teacher and the students discuss about how to ask someone politely
 - The teacher and the students discuss about how to ask someone politely
- The students and the teacher discuss the vocabularies of the conversation
- The teacher and the students do peer correction
b. Independent Construction of the Text
- The students work individually with the new conversation
- The teacher asks the students to answer the questions related to the text
- The students answer the questions related to the conversation
c. Linking to Related Texts
- The teacher and the students discuss the difference of asking someone politely
and asking for permission by giving questions to the students orally
- The teacher asks the students to do the homework about the differences between
asking someone politely and asking for permission
3. Closing
c) The teacher asks to the students what they have learnt today
d) The teacher closes the lesson by saying “Thank You” and Good Bye”.
I. Source :
a) Richards,J.C. 2005.Communicative Language Teaching Today. Singapore :SEAMEO
Regional Language Centre
b) Feez and Joyce.1998.Text-Based Syllabus Design. Sydney: National Centre for English
Language Teaching and Research
c) Priyana,Jaka d.k.k. 2008. Scaffolding: English for Junior High School Students IX.
Jakarta: Pusat perbukuan Departemen pendidikan Nasional

J. Media :
 K. Evaluation :
Task: Listen to the dialogue and answer the questions.
Situation:
John does not have any plan for Halloween. George asks him to join a party.
George : John, may I borrow your camera?
John : Yes, sure.
George : Next week is Halloween, isn’t it? Have you got any plan for it?
John : Umm... I haven’t got any. What about you?
George : Well, my cousin and his friends are going to have a costume party. He asked
me to join.
John : That sounds interesting. I wish I had anything to do.
George : You may join us if you want toshiba.
John : Really?
George : Of course. My cousin said that I may invite a friend.
John : By the way, Do you think you can lend me a costume?
George : I’m afraid not. I only have one, but I think my brother will lend you. He has
two.
John : Thanks.
Questions
1. What does George say to borrow John’s camera?
2. What does John say when he can lend George his camera?
3. What does John say to borrow George’s costume?
4. What does George say when he cannot lend John his costume?
ASPECTS DESCRIPTIONS SCORES

Very clear and can be understood easily 4

Clear but still influenced by mother tongue 3
Pronunciation Unclear and difficult to be understood 2
Mispronounce 1
Grammar Excellent in grammar 4
Not good in grammar but can still be understood 3
Often make mistakes in grammar 2
Grammatical error 1
Vocabularies Using correct vocabularies 4
Sometimes using incorrect vocabularies 3
Frequent mistakes in choosing vocabularies 2
A lack of vocabularies 1
Fluency Very fluent. 4
Not too fluent 3
Sometimes fluent and sometimes not fluent 2
A lack of fluency 1
 Bantaeng,January 15th, 2015
Headmaster Teacher

P.Nikolaus,S.Pd.,M.M. Fajar Okayanti,S.Pd.

NIP. 19641231 198512 1 024 NIP. 19891012 201403 2 002
 LESSON PLAN
Grade : IX
Semester :2
Subject : English
Skill : Listening
Duration : 2x40 minutes (two meetings)

A.Standard Competency : 7. Memahami makna dalam percakapan transaksional dan

interpersonal pendek sederhana untuk berinteraksi dengan lingkungan sekitar
B.Basic Competency : 7.2 Merespon makna yang terdapat dalam percakapan transaksional
(to get things done) dan interpersonal (bersosialisasi) pendek sederhana secara akurat, lancar,
dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari yang melibatkan tindak
tutur member berita yang menarik perhatian dan memberi komentar terhadap berita
C.Learning Objectives:
 Students are expected to acquire the skills of listening to the expressions of telling
interesting news
 Students are expected to understand how to respond to the interesting news
 Students are expected to become aware of understanding how to pay attention to others
 Students are expected to master the way to listen to others
D.Indicators
 Students are able to identify expressions of telling interesting news
 Students are able to identify expressions of responding to the interesting news given by
other people
 Students are able to identify expressions of paying attention to others
 Students are able to summarize the way to listen to others
E. Expected Characters
 Trustworthiness
 Respect
 Diligence
F.Materials
Listening Script
Elizabeth : Ah, Adi. Just the person I wanted to meet.
Adi : Hi. What is it?
Elizabeth : I have got interesting news for you. Your article on the history
of Yogyakarta won the national competition.
Adi : What’s so interesting?
Elizabeth : It’s about your article on Indonesian culture won the national
competition.
Adi : Really? It’s what I want to hear. Where did you get the
information?
Elizabeth : I saw the information in front of the teacher’s office.
Adi : I want to see it. Thanks for the information.
Elizabeth : No problem. Congratulations, Elizabeth.
Adi : Thank you. You can use other expressions to tell interesting news, for example:
In the dialogue between Adi and Laila in Task 3 you find that Laila is happy with the
interesting news. Adi responds to the interesting news by saying REALLY? IT’S
WHAT I WANT TO HEAR.
There are many other expressions you can use to respond to interesting news, for
example:
In Formal Situation In Informal Situation
I’m glad to hear that. Really? That’s interesting.
I’m happy with the news. That’s great.
I can feel that you’re happy. I think she deserves it because ....

In Formal Situation In Informal Situation

I announce that …. I have interesting news.
This is our great pleasure that…. It will be nice because....
I find it remarkable that …. Marvellous, there….

G. Teaching Method
 Genre Based Approach (GBA)

H. Teaching Learning Process

1. Pre Teaching
 The teacher greets to the students “good morning” and “how are you today”
 The teacher calls the roll
 The teacher informs the students about the lesson for the day.
2. Whiles Teaching (BKOF: MOT, JCOT, and ICOT)
a) Building the Context
- The teacher elicits information from the students about telling interesting news
- The students answer the teacher’s question based on their knowledge
- The teacher and the students discuss the function and the language focus of the
conversation by giving questions toshiba the students orally.
b) Modelling and Deconstructing the Text
- The teacher asks the students about telling interesting news
- The students and the teacher discuss about how to pay attention to others
- The teacher and the students discuss about how to listen to information
- The students and the teacher discuss about how to respond to interesting news given by
others
c)Joint Construction of the Text
- The students work in groups and discuss the new conversation
- The teacher asks the students about how to tell interesting news
- The students and the teacher discuss about how to share information
- The teacher and the students discuss about how listen to information
- The students and the teacher discuss about how to respond to interesting news
given by others
- The teacher and the students do peer correction
d. Independent Construction of the Text
- The students work individually with the new conversation
- The teacher asks the students to answer the questions related to the text
- The students answer the questions related to the conversation
 e. Linking to Related Texts
- The teacher and the students discuss the difference of telling interesting news to
the information and telling stories by giving questions to the students orally
- The teacher asks the students to do the homework about the differences between
telling interesting news to the information and telling stories.
3. Closing
e) The teacher asks to the students what they have learnt today
f) The teacher closes the lesson by saying “Thank You” and Good Bye”.
I. Source :
a) Richards,J.C. 2005.Communicative Language Teaching Today. Singapore :SEAMEO
Regional Language Centre
b) Feez and Joyce.1998.Text-Based Syllabus Design. Sydney: National Centre for English
Language Teaching and Research
c) Priyana,Jaka d.k.k. 2008. Scaffolding: English for Junior High School Students IX.
Jakarta: Pusat perbukuan Departemen pendidikan Nasional

J. Media :
 K. Evaluation :
Task: Listen to the dialogue between Asep and Elizabeth and then answer
the questions. The listening script is in the Appendix.
Situation: Asep and Elizabeth are in the library. They are looking for short stories for the
coming
English class which will be a story telling class. Asep knows that the first turn will be Adi’s. Asep
thinks that it would be interesting.
Questions
1. What are they doing in the library?
2. What are they preparing for?
3. Why is Adi’s turn very interesting?
4. What does Asep tell Elizabeth?
5. How does Asep tell Elizabeth the interesting news? What does he say?

ASPECTS DESCRIPTIONS SCORES

 Very clear and can be understood easily 4
Clear but still influenced by mother tongue 3
Pronunciation Unclear and difficult to be understood 2
Mispronounce 1
Grammar Excellent in grammar 4
Not good in grammar but can still be understood 3
Often make mistakes in grammar 2
Grammatical error 1
Vocabularies Using correct vocabularies 4
Sometimes using incorrect vocabularies 3
Frequent mistakes in choosing vocabularies 2
A lack of vocabularies 1
Fluency Very fluent. 4
Not too fluent 3
Sometimes fluent and sometimes not fluent 2
A lack of fluency 1

Bantaeng, January 22nd, 2015

Headmaster Teacher

P.Nikolaus,S.Pd.,M.M. Fajar Okayanti,S.Pd.

NIP. 19641231 198512 1 024 NIP. 19891012 201403 2 002

LESSON PLAN
 Grade : IX
Semester :2
Subject : English
Skill : Listening
Duration : 2x40 minutes (two meetings)

A.Standard Competency : 8. Memahami makna dalam teks lisan fungsional dan monolog
pendek sederhana berbentuk narrative dan report untuk berinteraksi dalam konteks kehidupan
sehari-hari
B.Basic Competency : 8.1 Memahami makna yang terdapat dalam teks lisan fungsional
pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dalam konteks
kehidupan sehari-hari
C.Learning Objectives:
 Students are expected to acquire the skills of listening to expressions used in
advertisements
 Students are expected to understand how to get information from the advertisements
 Students are expected to be aware of responding to advertisements
 Students are expected to know how to inform something
 Students are expected to master vocabularies of advertisements
 Students are expected to know the purpose of advertisements
D.Indicators
 Students are able to identify expressions used in advertisements
 Students are able to identify information contained in advertisements
 Students are able to summarize the way to respond to advertisements
 Students are able to identify the way to inform something
 Students are able to identify the vocabularies used in advertisements
 Students are able to identify the purpose of advertisements

E. Expected Characters
  Trustworthiness
 Respect
 Diligence
 Responsibility
F.Materials
One example of advertisements:

A novel was found at Strawberry Internet Café, Jalan Tentara

Pelajar No.116 Surabaya. The novel is entitled Perfume by Patrick
Süskind. There is also a photograph inside the pages. Please contact
Teguh Prayitno (031-7655675) at Strawberry Internet Café, Jalan
Tentara Pelajar No.116 Surabaya.

G. Teaching Method
Genre Based Approach (GBA)
H. Teaching Learning Process
1. Pre Teaching
 The teacher greets to the students “good morning” and “how are you today”
 The teacher calls the roll
 The teacher informs the students about the lesson for the day.
2. Whiles Teaching (BKOF: MOT, JCOT, and ICOT)
a) Building the Context
- The teacher elicits information from the students about advertisements
- The students answer the teacher’s question based on their knowledge
- The teacher and the students discuss the function and the language focus of the
conversation by giving questions to the students orally.
b) Modelling and Deconstructing the Text
- The teacher asks the students about advertisements
- The students and the teacher discuss about how to share information on the
advertisements
- The teacher and the students discuss about how to make advertisements
- The students and the teacher discuss about how to get information from the
advertisements
- The students and the teacher discuss about the vocabularies used on the advertisements
- The students and the teacher discuss about the purpose of advertisements
c) Joint Construction of the Text
- The students work in groups and discuss the new advertisements
- The teacher asks the students about how to share information on the
advertisements
- The students and the teacher discuss about how to about how to make
advertisements
- The teacher and the students discuss about how get information from the
advertisements
- The students and the teacher discuss about the vocabularies used on the
advertisements
- The students and the teacher discuss about the purpose of advertisements
- The teacher and the students do peer correction
d) Independent Construction of the Text
- The students work individually with the new advertisements
- The teacher asks the students to answer the questions related to the text
- The students answer the questions related to the advertisements
e) Linking to Related Texts
- The teacher and the students discuss the difference of announcement and
advertisement to share information to others by giving questions to the students
orally
- The teacher asks the students to do the homework about the differences between
announcement and advertisement toshiba share information to others
3. Closing
g) The teacher asks to the students what they have learnt today
h) The teacher closes the lesson by saying “Thank You” and Good Bye”.
I. Source :
 a) Richards,J.C. 2005.Communicative Language Teaching Today. Singapore :SEAMEO
Regional Language Centre
b) Feez and Joyce.1998.Text-Based Syllabus Design. Sydney: National Centre for English
Language Teaching and Research
c) Priyana,Jaka d.k.k. 2008. Scaffolding: English for Junior High School Students IX.
Jakarta: Pusat perbukuan Departemen pendidikan Nasional
J. Media :

K. Evaluation :
Task:Listen carefully to the monologue about advertisements on lost and answers the
questions.

I have lost my shepherd. His name is Rumble. He is a 4-year-old male. He is a

long-haired German Shepherd. The colour of his hair is black, with brown
markings. He is 90 cm tall. If you find it, please call 540-377-9865
PLEASE-ANYTIME DAY OR NIGHT!

Questions:
1. How old is the shepherd?
2. What is the colour of the shepherd?
3. What is the name of the shepherd?
4. Who own the shepherd?
5. Is the shepherd a female?
 ASPECTS DESCRIPTIONS SCORES

Very clear and can be understood easily 4

Clear but still influenced by mother tongue 3
Pronunciation Unclear and difficult to be understood 2
Mispronounce 1
Grammar Excellent in grammar 4
Not good in grammar but can still be understood 3
Often make mistakes in grammar 2
Grammatical error 1
Vocabularies Using correct vocabularies 4
Sometimes using incorrect vocabularies 3
Frequent mistakes in choosing vocabularies 2
A lack of vocabularies 1
Fluency Very fluent. 4
Not too fluent 3
Sometimes fluent and sometimes not fluent 2
A lack of fluency 1

Bantaeng, January 29th, 2015

Headmaster Teacher

P.Nikolaus,S.Pd.,M.M. Fajar Okayanti,S.Pd.

NIP. 19641231 198512 1 024 NIP. 19891012 201403 2 002
 LESSON PLAN

Grade : IX
Semester :2
Subject : English
Skill : Listening
Duration : 2x40 minutes (two meetings)

A.Standard Competency : 8. Memahami makna dalam teks lisan fungsional dan monolog
pendek sederhana berbentuk narrative dan report untuk berinteraksi dalam konteks kehidupan
sehari-hari
B.Basic Competency :8.2 Merespon makna yang terdapat dalam monolog pendek
sederhana secara akurat, lancar, dan berterima untuk berinteraksi dalam konteks kehidupan
sehari-hari dalam teks berbentuk narrative dan report
C.Learning Objectives:
 Students are expected to acquire the skills of listening to expressions used in narrative
texts
 Students are expected to understand how to get information from narrative texts
 Students are expected to be aware of responding toshiba narrative texts
 Students are expected to know how to make narrative texts
 Students are expected to master the language focus of narrative texts
 Students are expected to know the purpose of a narrative text
D.Indicators
 Students are able to identify expressions used in narrative texts
 Students are able to identify how to respond to a narrative text
 Students are able to identify information contained in narrative text
 Students are able to summarize the way to make narrative text
 Students are able to identify the language focus of narrative texts
 Students are able to identify the purpose of a narrative text
 E. Expected Characters
 Trustworthiness
 Respect
 Diligence
 Responsibility
F.Materials
Listening script:
The Goat and the Shepherd
Once upon a time there was a Shepherd who wanted to bring back a stray goat to
his flock. He whistled and sounded his horn, but, one of the goats paid no attention to
his command. At last the Shepherd threw a stone, and broke one of its horns. In an
instant, the shepherd became very terrified. He then begged the Goat not to tell his
master about it. The Goat replied, "Why, you silly fellow, the horn will speak although
I’m silent."
The moral value of the story is do not try to hide things which cannot be hid.
G. Teaching Method
Genre Based Approach (GBA)
H. Teaching Learning Process
1. Pre Teaching
 The teacher greets to the students “good morning” and “how are you today”
 The teacher calls the roll
 The teacher informs the students about the lesson for the day.
2. Whiles Teaching (BKOF: MOT, JCOT, and ICOT)
a) Building the Context
- The teacher elicits information from the students about narrative texts
- The students answer the teacher’s question based on their knowledge
- The teacher and the students discuss the function and the language focus of the
conversation by giving questions to the students orally.
b) Modelling and Deconstructing the Text
- The teacher asks the students about narrative texts
 - The students and the teacher discuss about how toshiba share information about narrative
texts
- The teacher and the students discuss about how to make narrative texts
- The students and the teacher discuss about how to get information from narrative texts
- The students and the teacher discuss about the vocabularies used in narrative texts
- The students and the teacher discuss about the purpose of narrative texts
c) Joint Construction of the Text
- The students work in groups and discuss the new narrative texts
- The students and the teacher discuss about how to share information about narrative
texts
- The teacher and the students discuss about how to make narrative texts
- The students and the teacher discuss about how to get information from narrative texts
- The students and the teacher discuss about the vocabularies used in narrative text
- The students and the teacher discuss about the purpose of narrative texts
- The teacher and the students do peer correction
d) Independent Construction of the Text
- The students work individually with the new narrative text
- The teacher asks the students to answer the questions related to the text
- The students answer the questions related to the narrative text
e) Linking to Related Texts
- The teacher and the students discuss the difference of narrative text and recount
text by giving questions to the students orally
- The teacher asks the students to do the homework about the differences between
narrative text
3. Closing
i) The teacher asks to the students what they have learnt today
j) The teacher closes the lesson by saying “Thank You” and Good Bye”.
I. Source :
a) Richards,J.C. 2005.Communicative Language Teaching Today. Singapore :SEAMEO
Regional Language Centre
 b) Feez and Joyce.1998.Text-Based Syllabus Design. Sydney: National Centre for English
Language Teaching and Research
c) Priyana,Jaka d.k.k. 2008. Scaffolding: English for Junior High School Students IX.
Jakarta: Pusat perbukuan Departemen pendidikan Nasional
J. Media :

K. Evaluation :
Task: Now, listen to a story of a shepherd. Listen to the story and then
answer the following questions to check your comprehension. The
listening script is in the Appendix.
Questions
1. What does the story tell us about?
2. Who was the main character of the story?
3. What did he do?
4. What did he beg from the goat? What was the reply?
5. What moral value do you learn from the story?
 ASPECTS DESCRIPTIONS SCORES

Very clear and can be understood easily 4

Clear but still influenced by mother tongue 3
Pronunciation Unclear and difficult to be understood 2
Mispronounce 1
Grammar Excellent in grammar 4
Not good in grammar but can still be understood 3
Often make mistakes in grammar 2
Grammatical error 1
Vocabularies Using correct vocabularies 4
Sometimes using incorrect vocabularies 3
Frequent mistakes in choosing vocabularies 2
A lack of vocabularies 1
Fluency Very fluent. 4
Not too fluent 3
Sometimes fluent and sometimes not fluent 2
A lack of fluency 1

Bantaeng, February 5th, 2015

Headmaster Teacher

P.Nikolaus,S.Pd.,M.M. Fajar Okayanti,S.Pd.

NIP. 19641231 198512 1 024 NIP. 19891012 201403 2 002
 LESSON PLAN

Grade : IX
Semester :2
Subject : English
Skill : Speaking
Duration : 2x40 minutes (two meetings)

A.Standard Competency : 9. Mengungkapkan makna dalam percakapan transaksional dan

interpersonal dan monolog pendek sederhana berbentuk narrative dan report untuk berinteraksi
dalam konteks kehidupan sehari-hari
B.Basic Competency : 9.1 Mengungkapkan makna yang terdapat dalam percakapan
transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana dengan
menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dalam
konteks kehidupan sehari-hari yang melibatkan tindak tutur mengungkapkan kesantunan
C.Learning Objectives:
 Students are expected to acquire the skills of showing politeness
 Students are expected to understand how to be polite with others
 Students are expected to become aware of asking someone politely
 Students are expected to master the way to express politeness
D.Indicators
 Students are able to identify expressions of showing politeness
 Students are able to summarize the way to be polite with others
 Students are able to identify expressions of asking someone politely
 Students are able to identify expressions of expressing politeness
E. Expected Characters
 Trustworthiness
 Respect
 Diligence

F.Materials
Language Focus
EXPRESSIONS FUNCTIONS
 Do you think you can …?
 May I borrow your …? Asking for goods and services politely
 Could you help me …?
 Would you …?
 Why not?
 No problem. giving goods and services politely
 Certainly.
 I'm sorry. I'm using it. refusing to do something politely
 I don't think I can.
 I wish I could, but…

G. Teaching Method
Genre Based Approach (GBA)
H. Teaching Learning Process
1. Pre Teaching
 The teacher greets to the students “good morning” and “how are you today”
 The teacher calls the roll
 The teacher informs the students about the lesson for the day.
2. Whiles Teaching (BKOF: MOT, JCOT, and ICOT)
a) Building the Context
- The teacher elicits information from the students about asking for goods and services
politely
- The students answer the teacher’s question based on their knowledge
- The teacher and the students discuss the function and the language focus of the
conversation by giving questions to the students orally.
b) Modelling and Deconstructing the Text
- The teacher asks the students about asking for goods and services politely
- The students and the teacher discuss about how to ask for goods and services politely
- The teacher and the students discuss about how to give goods and services politely
 - The students and the teacher discuss about how to refuse to do something politely
d) Joint Construction of the Text
- The students work in groups and discuss the new conversation about asking for goods
and services politely
- The teacher asks the students about asking for goods and services politely
- The students and the teacher discuss about how to ask for goods and services
politely
- The teacher and the students discuss about how to give goods and services
politely
- The teacher and the students discuss about how toshiba refuse to do something
politely
- The students and the teacher discuss the vocabularies of the conversation
- The teacher and the students do peer correction
d. Independent Construction of the Text
- The students work individually with the new conversation
- The teacher asks the students to answer the questions related to conversation
- The students answer the questions related to the conversation
e. Linking to Related Texts
- The teacher and the students discuss the difference of asking for goods and
services politely and asking for agreement by giving questions to the students
orally
- The teacher asks the students to do the homework about the differences between
asking for goods and services politely and asking for agreement
3. Closing
 The teacher asks to the students what they have learnt today
 The teacher closes the lesson by saying “Thank You” and Good Bye”.
I. Source :
a) Richards,J.C. 2005.Communicative Language Teaching Today. Singapore :SEAMEO
Regional Language Centre
b) Feez and Joyce.1998.Text-Based Syllabus Design. Sydney: National Centre for English
Language Teaching and Research
 c) Priyana,Jaka d.k.k. 2008. Scaffolding: English for Junior High School Students IX.
Jakarta: Pusat perbukuan Departemen pendidikan Nasional
J. Media :

K. Evaluation :
Task: Study and list the expressions of asking for, giving goods and
services, refusing to do something. Then, act it out in pairs.
Situation:
Angelina would like to borrow Ida’s book about celebrations around the world.
Angelina : Ida, could you help me clean the blackboard?
Ida : No problem.
Angelina : Thanks. By the way, would you accompany me to the library this
afternoon?
Ida : I wish I could, but I have to go home early. My brother asked me toshiba
accompany him to the dentist.
Angelina : That’s okay.
Ida : Anyway, what do you go to the library for?
Angelina : I’m looking for a book about celebrations around the world. I’m just
curious about that.
Ida : Well, I think I have the book you are looking for.
Angelina : Really? So, do you think you can lend me your book?
Ida : Certainly.
Asking for goods and Giving goods and services Refusing toshiba do
services politely politely something politely

ASPECTS DESCRIPTIONS SCORES

Very clear and can be understood easily 4

Clear but still influenced by mother tongue 3
Pronunciation Unclear and difficult to be understood 2
Mispronounce 1
Grammar Excellent in grammar 4
Not good in grammar but can still be understood 3
Often make mistakes in grammar 2
Grammatical error 1
Vocabularies Using correct vocabularies 4
Sometimes using incorrect vocabularies 3
Frequent mistakes in choosing vocabularies 2
A lack of vocabularies 1
Fluency Very fluent. 4
Not too fluent 3
Sometimes fluent and sometimes not fluent 2
A lack of fluency 1

Bantaeng, February 12th, 2015

Headmaster Teacher

P.Nikolaus,S.Pd.,M.M. Fajar Okayanti,S.Pd.

NIP. 19641231 198512 1 024 NIP. 19891012 201403 2 002
 LESSON PLAN

Grade : IX
Semester :2
Subject : English
Skill : Speaking
Duration : 2x40 minutes (two meetings)

A.Standard Competency : 9. Mengungkapkan makna dalam percakapan transaksional dan

interpersonal dan monolog pendek sederhana berbentuk narrative dan report untuk berinteraksi
dalam konteks kehidupan sehari-hari
B.Basic Competency : 9.2 Mengungkapkan makna yang terdapat dalam percakapan
transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana dengan
menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dalam
konteks kehidupan sehari-hari yang melibatkan tindak tutur member berita yang menarik
perhatian dan member komentar terhadap berita
C.Learning Objectives:
 Students are expected to acquire the skills of speaking using expressions of sharing
interesting news
 Students are expected to respond to interesting news
D.Indicators
 Students are able to identify expressions of sharing interesting news
 Students are able to summarize the way to respond to interesting news
E. Expected Characters
 Trustworthiness
 Respect
 Diligence
 Responsibility
F.Materials
Language Focus
In formal situations In informal situations
I announce that…. I have interesting news.
This is our great pleasure that…. I have excellent news.
Marvellous, there….

In Formal Situation In Informal Situation

I’m glad to hear that. Really? That’s interesting.
I’m happy with the news. That’s great.
I can feel that you’re happy. I think she deserves it because ....

G. Teaching Method
Genre Based Approach (GBA)
H. Teaching Learning Process
1. Pre Teaching
 The teacher greets to the students “good morning” and “how are you today”
 The teacher calls the roll
 The teacher informs the students about the lesson for the day.
2. Whiles Teaching (BKOF: MOT, JCOT, and ICOT)
a) Building the Context
- The teacher elicits information from the students about sharing interesting news
- The students answer the teacher’s question based on their knowledge
- The teacher and the students discuss the function and the language focus of the
conversation by giving questions to the students orally.
b) Modelling and Deconstructing the Text
- The teacher asks the students about sharing interesting news
- The students and the teacher discuss about how to respond to interesting news
e) Joint Construction of the Text
- The students work in groups and discuss the new conversation
- The teacher asks the students about sharing interesting news
 - The students and the teacher discuss about how to share interesting news
- The teacher and the students discuss about how to respond to interesting news
- The students and the teacher discuss the vocabularies of the conversation
- The teacher and the students do peer correction
f. Independent Construction of the Text
- The students work individually with the new conversation
- The teacher asks the students to answer the questions related to the text
- The students answer the questions related to the conversation
g. Linking to Related Texts
- The teacher and the students discuss the difference of sharing interesting news
with telling stories by giving questions to the students orally
- The teacher asks the students to do the homework about the differences between
sharing interesting news with telling stories
3. Closing
 The teacher asks to the students what they have learnt today
 The teacher closes the lesson by saying “Thank You” and Good Bye”.
I. Source :
a) Richards,J.C. 2005.Communicative Language Teaching Today. Singapore :SEAMEO
Regional Language Centre
b) Feez and Joyce.1998.Text-Based Syllabus Design. Sydney: National Centre for English
Language Teaching and Research
c) Priyana,Jaka d.k.k. 2008. Scaffolding: English for Junior High School Students IX.
Jakarta: Pusat perbukuan Departemen pendidikan Nasional
 J. Media :

K. Evaluation :
Task 1:In pairs, perform a short dialogue based on the following situation.

In the near future your parents are going to install internet connection
for your
computer and it can help you do your homework and assignments.
You tell your
classmates this interesting news.
Task 2: Work in pairs and choose two of the following information
technology facilities and then tell interesting news on them. You
are free to tell any interesting news about the facility. Tell the
news to your partner.
 ASPECTS DESCRIPTIONS SCORES

Very clear and can be understood easily 4

Clear but still influenced by mother tongue 3
Pronunciation Unclear and difficult to be understood 2
Mispronounce 1
Grammar Excellent in grammar 4
Not good in grammar but can still be understood 3
Often make mistakes in grammar 2
Grammatical error 1
Vocabularies Using correct vocabularies 4
Sometimes using incorrect vocabularies 3
Frequent mistakes in choosing vocabularies 2
A lack of vocabularies 1
Fluency Very fluent. 4
Not too fluent 3
Sometimes fluent and sometimes not fluent 2
A lack of fluency 1

Bantaeng, February 19th, 2015

Headmaster Teacher

P.Nikolaus,S.Pd.,M.M. Fajar Okayanti,S.Pd.

NIP. 19641231 198512 1 024 NIP. 19891012 201403 2 002
 LESSON PLAN

Grade : IX
Semester :2
Subject : English
Skill : Speaking
Duration : 2x40 minutes (two meetings)

A.Standard Competency : 10. Mengungkapkan makna dalam teks lisan fungsional dan
monolog pendek sederhana berbentuk narrative dan report untuk berinteraksi dalam konteks
kehidupan sehari-hari
B.Basic Competency : 10.1 Mengungkapkan makna dalam teks lisan fungsional
pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima
untuk berinteraksi dalam konteks kehidupan sehari-hari
C.Learning Objectives:
 Students are expected to acquire the skills of speaking using the vocabularies used in
labels
 Students are expected to understand how to get information from the labels
 Students are expected to be aware of telling information about labels
D.Indicators
 Students are able to identify vocabularies used in labels
 Students are able to identify how to get information from labels
 Students are able to summarize the way to respond to an invitation
 Students are able to identify the way to tell information about labels
E. Expected Characters
 Trustworthiness
 Respect
 Diligence
 Responsibility

F.Materials
 ICE CREAM A CUP OF TEA

G. Teaching Method
Genre Based Approach (GBA)
H. Teaching Learning Process
1. Pre Teaching
 The teacher greets to the students “good morning” and “how are you today”
 The teacher calls the roll
 The teacher informs the students about the lesson for the day.
2. Whiles Teaching (BKOF: MOT, JCOT, and ICOT)
a) Building the Context
- The teacher elicits information from the students about labels
- The students answer the teacher’s question based on their knowledge
- The teacher and the students discuss the function and the language focus of the
conversation by giving questions to the students orally.
b) Modelling and Deconstructing the Text
- The teacher asks the students about labels
- The students and the teacher discuss about how to tell information related toshiba labels
- The teacher and the students discuss about how to get information from labels
c) Joint Construction of the Text
- The students work in groups and discuss the new labels
- The teacher asks the students about how to share information about labels
 - The students and the teacher discuss about how to about how to tell information
related to labels
- The teacher and the students discuss about how get information from the labels
- The teacher and the students do peer correction
f) Independent Construction of the Text
- The students work individually with the new labels
- The teacher asks the students to answer the questions related to the labels
- The students answer the questions related to the labels
g) Linking to Related Texts
- The teacher and the students discuss the difference of labels and advertisements
by giving questions to the students orally
- The teacher asks the students to do the homework about the differences between
labels and advertisements.
3. Closing
 The teacher asks to the students what they have learnt today
 The teacher closes the lesson by saying “Thank You” and Good Bye”.
I. Source :
a) Richards,J.C. 2005.Communicative Language Teaching Today. Singapore :SEAMEO
Regional Language Centre
b) Feez and Joyce.1998.Text-Based Syllabus Design. Sydney: National Centre for English
Language Teaching and Research
c) Priyana,Jaka d.k.k. 2008. Scaffolding: English for Junior High School Students IX.
Jakarta: Pusat perbukuan Departemen pendidikan Nasional
J. Media :
 K. Evaluation :
Task 1: Ask four of your classmates if they like the following foods.

Task 2: Work in groups of three. Make a role play based on the following
situation.
Two of your classmates come over to your house to do an assignment. After a while,
they both look very tired. Offer them something to eat and drink. Classmate 1 accepts
your offer but classmate 2 declines it. Offer classmate 2 something else.
ASPECTS DESCRIPTIONS SCORES

Very clear and can be understood easily 4

Clear but still influenced by mother tongue 3
Pronunciation Unclear and difficult to be understood 2
Mispronounce 1
Grammar Excellent in grammar 4
Not good in grammar but can still be understood 3
Often make mistakes in grammar 2
Grammatical error 1
Vocabularies Using correct vocabularies 4
Sometimes using incorrect vocabularies 3
Frequent mistakes in choosing vocabularies 2
A lack of vocabularies 1
Fluency Very fluent. 4
Not too fluent 3
Sometimes fluent and sometimes not fluent 2
A lack of fluency 1
 Bantaeng, February 26th, 2015
Headmaster Teacher

P.Nikolaus,S.Pd.,M.M. Fajar Okayanti,S.Pd.

NIP. 19641231 198512 1 024 NIP. 19891012 201403 2 002
 LESSON PLAN

Grade : IX
Semester :2
Subject : English
Skill : Speaking
Duration : 2x40 minutes (two meetings)

A.Standard Competency : 10. Mengungkapkan makna dalam teks lisan fungsional dan
monolog pendek sederhana berbentuk narrative dan report untuk berinteraksi dalam konteks
kehidupan sehari-hari
B.Basic Competency : 10.2 Mengungkapkan makna dalam monolog pendek
sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk
berinteraksi dalam konteks kehidupan sehari-hari berbentuk narrative dan report
C.Learning Objectives:
 Students are expected to acquire the skills of speaking using expressions used in report
texts
 Students are expected to understand how to get information from report texts
 Students are expected to be aware of responding to report texts
 Students are expected to know how to make report texts
 Students are expected to master the language focus of report texts
 Students are expected to know the purpose of a report text
D.Indicators
 Students are able to identify expressions used in report texts
 Students are able to identify how to respond to a report text
 Students are able to identify information contained in report t text
 Students are able to summarize the way to make report text
 Students are able to identify the language focus of report texts
 Students are able to identify the purpose of a report text
 E. Expected Characters
 Trustworthiness
 Respect
 Diligence
 Responsibility
F.Materials

TORNADO
TORNADO
AAtornado
tornadoisisa aviolently
violentlyrotating
rotatingcolumn
columnofofairairwhich
whichisisinin contact with both a cumulonimbus cloud or,
in rarewith
contact cases, acumulus
both cloud basecloud
a cumulonimbus and the
or, surface of the aearth. Tornadoes comein many sizes but are
in rare cases,
typicallycloud
cumulus in thebase
form ofthe
and a visiblecondensation
surface of the earth.funnel, whose
Tornadoes narrow end touches the earth and is often
come
inencircled by but
many sizes acloud
are of debris.in the form of a visible
typically
Most tornadoes
condensation havewhose
funnel, wind narrow
speeds of
end110 mph (177
touches km/h)
the earth or is
and less, areencircled
often about250by
feet
a (75 m) across, and
travelofadebris.
cloud few miles (several kilometers) before disappears.
Some
Most reach wind
tornadoes speeds
have wind of moreofthan
speeds 110300
mphmph (480
(177 km/h),
km/h) stretch
or less, are more
aboutthan a mile(1.6 km) across,
andfeet
250 stay(75
onm)
theacross,
groundand
fortravel
dozens of miles
a few miles(more thankilometers)
(several 100 km).Although tornadoes have been
before disappears.
observed
Some reachon every
wind continent
speeds except
of more thanAntarctica,most occur in
300 mph (480 km/h), the United
stretch States.
more than They also commonly
a mile
occur
(1.6 km)inacross,
southern
andCanada,
stay on southcentral anddozens
the ground for easternofAsia,
mileseast-central
(more than South America, Southern Africa,
100 km).
north-western
Although andcentral
tornadoes Europe,
have been Italy,on
observed western
every and south-eastern
continent Australia, and New Zealand.
except Antarctica,
Adapted
most occurfrom:
in thewww.wikipedia.org
United States. They also commonly occur in southern Canada, southcentral
and eastern Asia, east-central South America, Southern Africa, north-western and
G. Teaching Method
Genre Based Approach (GBA)
H. Teaching Learning Process
1. Pre Teaching
 The teacher greets to the students “good morning” and “how are you today”
 The teacher calls the roll
 The teacher informs the students about the lesson for the day.
2. Whiles Teaching (BKOF: MOT, JCOT, and ICOT)
a) Building the Context
- The teacher elicits information from the students about report texts
 - The students answer the teacher’s question based on their knowledge
- The teacher and the students discuss the function and the language focus of the
conversation by giving questions to the students orally.
b) Modelling and Deconstructing the Text
- The teacher asks the students about report texts
- The students and the teacher discuss about how to share information about report texts
- The teacher and the students discuss about how to make report texts
- The students and the teacher discuss about how to get information from report texts
- The students and the teacher discuss about the vocabularies used in report texts
- The students and the teacher discuss about the purpose of report texts
f) Joint Construction of the Text
- The students work in groups and discuss the new report texts
- The students and the teacher discuss about how to share information about report texts
- The teacher and the students discuss about how to make report texts
- The students and the teacher discuss about how to get information from report texts
- The students and the teacher discuss about the vocabularies used in report text
- The students and the teacher discuss about the purpose of report texts
- The teacher and the students do peer correction
g) Independent Construction of the Text
- The students work individually with the new report text
- The teacher asks the students to answer the questions related to the text
- The students answer the questions related to the report text
h) Linking to Related Texts
- The teacher and the students discuss the difference of report text and recount text
by giving questions to the students orally
- The teacher asks the students to do the homework about the differences between
report text and recount text
3. Closing
 The teacher asks to the students what they have learnt today
 The teacher closes the lesson by saying “Thank You” and Good Bye”.
I. Source :
 a) Richards,J.C. 2005.Communicative Language Teaching Today. Singapore :SEAMEO
Regional Language Centre
b) Feez and Joyce.1998.Text-Based Syllabus Design. Sydney: National Centre for English
Language Teaching and Research
c) Priyana,Jaka d.k.k. 2008. Scaffolding: English for Junior High School Students IX.
Jakarta: Pusat perbukuan Departemen pendidikan Nasional
J. Media :

K. Evaluation :
Task 1:Study the following dialogue and decide whether the statements
are TRUE are FALSE. Correct the false statements. Then, act it out with your partner.
Laila : What are you doing Adi?
Adi : Oh, Laila you startled me. I was just wondering if we can make our village
shadier.
Laila : What do you mean?
Adi : Well, there’s hardly any tree in our village and it feels so hot in the dry season
and we sometimes have floods in the rainy season.
Laila : Yes, you are right. We should plant trees. I’m sure everyone in the village
will agree and help.
Adi : I’m not so sure about that.
Laila : I’m very certain that everyone will help, everyone will benefit from it.
Adi : Yes, I hope everyone will agree to this idea and they will also help.
Statement True False Correction
 1. Adi was thinking
when Laila came.
2. Adi and Laila’s
village always gets
flooded in the rainy
season.
3. Adi is very
optimistic that
everyone
will agree and
participate to plant
trees.
4. Laila is very certain
that everyone
will help.
5. Adi and Laila live
in the same village.

Task 2:Find a text about a natural phenomenon, for example tornado,

landslide, volcano, and earthquake in the encyclopedia. Read it and
report it briefly to your classmates in groups of four.

ASPECTS DESCRIPTIONS SCORES

 Very clear and can be understood easily 4
Clear but still influenced by mother tongue 3
Pronunciation Unclear and difficult to be understood 2
Mispronounce 1
Grammar Excellent in grammar 4
Not good in grammar but can still be understood 3
Often make mistakes in grammar 2
Grammatical error 1
Vocabularies Using correct vocabularies 4
Sometimes using incorrect vocabularies 3
Frequent mistakes in choosing vocabularies 2
A lack of vocabularies 1
Fluency Very fluent. 4
Not too fluent 3
Sometimes fluent and sometimes not fluent 2
A lack of fluency 1

Bantaeng, March 5th, 2015

Headmaster Teacher

P.Nikolaus,S.Pd.,M.M. Fajar Okayanti,S.Pd.

NIP. 19641231 198512 1 024 NIP. 19891012 201403 2 002
 LESSON PLAN

Grade : IX
Semester :2
Subject : English
Skill : Reading
Duration : 2x40 minutes (two meetings)

A.Standard Competency : 11. Memahami makna teks tulis fungsional dan essai pendek
sederhana berbentuk narrative dan report untuk berinteraksi dalam konteks kehidupan sehari-hari
B.Basic Competency :11.1 Membaca nyaring bermakna teks tulis fungsional dan essai
pendek sederhana berbentuk narrative dan report dengan ucapan, tekanan, dan intonasi yang
berterima untuk berinteraksi dalam konteks kehidupan sehari-hari
C.Learning Objectives:
 Students are expected to acquire the skills of reading labels
 Students are expected to understand how to get information from labels
 Students are expected to be aware of reviewing labels
 Students are expected to know the vocabularies in labels
 Students are expected to master how to read aloud labels
 Students are expected to know the purpose of labels
D.Indicators
 Students are able to identify the vocabularies in labels
 Students are able to identify how to get information from labels
 Students are able to identify information contained in labels
 Students are able to summarize the way to make labels
 Students are able to identify the purpose of a narrative text

E. Expected Characters
  Trustworthiness
 Respect
 Diligence
 Responsibility
F.Materials

Blender Knife

G. Teaching Method
Genre Based Approach (GBA)
H. Teaching Learning Process
1. Pre Teaching
 The teacher greets to the students “good morning” and “how are you today”
 The teacher calls the roll
 The teacher informs the students about the lesson for the day.
2. Whiles Teaching (BKOF: MOT, JCOT, and ICOT)
a) Building the Context
- The teacher elicits information from the students about labels
- The students answer the teacher’s question based on their knowledge
- The teacher and the students discuss the function and the language focus of the
conversation by giving questions to the students orally.
b) Modelling and Deconstructing the Text
- The teacher asks the students about labels
- The students and the teacher discuss about how to share information about labels
- The teacher and the students discuss about how to make labels
- The students and the teacher discuss about how to get information from labels
 - The students and the teacher discuss about the vocabularies used in labels
- The students and the teacher discuss about the purpose of labels
i) Joint Construction of the Text
- The students work in groups and discuss the new labels
- The students and the teacher discuss about how to share information about labels
- The teacher and the students discuss about how to make labels
- The students and the teacher discuss about how to get information from labels
- The students and the teacher discuss about the vocabularies used in labels The students
and the teacher discuss about the purpose of labels
- The teacher and the students do peer correction
j) Independent Construction of the Text
- The students work individually with the new labels
- The teacher asks the students to answer the questions related to the text
- The students answer the questions related to the narrative text
k) Linking to Related Texts
- The teacher and the students discuss the difference of labels and advertisements
by giving questions to the students orally
- The teacher asks the students to do the homework about the differences between
labels and advertisements
3. Closing
k) The teacher asks to the students what they have learnt today
l) The teacher closes the lesson by saying “Thank You” and Good Bye”.
I. Source :
a) Richards,J.C. 2005.Communicative Language Teaching Today. Singapore :SEAMEO
Regional Language Centre
b) Feez and Joyce.1998.Text-Based Syllabus Design. Sydney: National Centre for English
Language Teaching and Research
c) Priyana,Jaka d.k.k. 2008. Scaffolding: English for Junior High School Students IX.
Jakarta: Pusat perbukuan Departemen pendidikan Nasional
J. Media :
 K. Evaluation :
Task 1: Labels these kitchen utensils below and read aloud.

Task 2: Look at the kitchen utensils in Task 1 and then answer the following
questions.
1. What utensils do you need to stir fried rice?
2. What utensils do you need to make an omelet?
3. What utensils do you need to cook?

ASPECTS DESCRIPTIONS SCORES

 Very clear and can be understood easily 4
Clear but still influenced by mother tongue 3
Pronunciation Unclear and difficult to be understood 2
Mispronounce 1
Grammar Excellent in grammar 4
Not good in grammar but can still be understood 3
Often make mistakes in grammar 2
Grammatical error 1
Vocabularies Using correct vocabularies 4
Sometimes using incorrect vocabularies 3
Frequent mistakes in choosing vocabularies 2
A lack of vocabularies 1
Fluency Very fluent. 4
Not too fluent 3
Sometimes fluent and sometimes not fluent 2
A lack of fluency 1

Bantaeng, March 12th, 2015

Headmaster Teacher

P.Nikolaus,S.Pd.,M.M. Fajar Okayanti,S.Pd.

NIP. 19641231 198512 1 024 NIP. 19891012 201403 2 002

LESSON PLAN
 Grade : IX
Semester :2
Subject : English
Skill : Reading
Duration : 2x40 minutes (two meetings)

A.Standard Competency : 11. Memahami makna teks tulis fungsional dan essai pendek
sederhana berbentuk narrative dan report untuk berinteraksi dalam konteks kehidupan sehari-hari
B.Basic Competency :11.2 Merespon makna teks tulis fungsional pendek secara akurat,
lanncar, dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari
C.Learning Objectives:
 Students are expected to acquire the skills of reading labels
 Students are expected to understand how to get information from the labels
 Students are expected to be aware of responding to labels
 Students are expected to master vocabularies of labels
 Students are expected to know the purpose of labels
D.Indicators
d) Students are able to identify expressions used in labels
e) Students are able to identify information contained in labels
f) Students are able to summarize the way to respond to labels
g) Students are able to identify the vocabularies used in labels
h) Students are able to identify the purpose of labels
E. Expected Characters
 Trustworthiness
 Respect
 Diligence
 Responsibility
F.Materials
 Classroom

G. Teaching Method
Genre Based Approach (GBA)
H. Teaching Learning Process
1. Pre Teaching
 The teacher greets to the students “good morning” and “how are you today”
 The teacher calls the roll
 The teacher informs the students about the lesson for the day.
2. Whiles Teaching (BKOF: MOT, JCOT, and ICOT)
a) Building the Context
- The teacher elicits information from the students about labels
- The students answer the teacher’s question based on their knowledge
- The teacher and the students discuss the function and the language focus of the
notices by giving questions to the students orally.
b) Modelling and Deconstructing the Text
- The teacher asks the students about labels
- The students and the teacher discuss about how to share information on the labels
- The teacher and the students discuss about how to make labels
- The students and the teacher discuss about how to get information from the labels
- The students and the teacher discuss about the vocabularies used on the labels
- The students and the teacher discuss about the purpose of labels
c) Joint Construction of the Text
- The students work in groups and discuss the new labels
 - The teacher asks the students about how to share information on the labels
- The students and the teacher discuss about how to about how to make labels
- The teacher and the students discuss about how get information from the labels
- The students and the teacher discuss about the vocabularies used on the labels The
students and the teacher discuss about the purpose of labels
- The teacher and the students do peer correction
h) Independent Construction of the Text
- The students work individually with the new labels
- The teacher asks the students to answer the questions related to the labels
- The students answer the questions related to the labels
i) Linking to Related Texts
- The teacher and the students discuss the difference of labels and advertisement to
share information to others by giving questions to the students orally
- The teacher asks the students to do the homework about the differences between
labels and advertisement to share information to others
3. Closing
m) The teacher asks to the students what they have learnt today
n) The teacher closes the lesson by saying “Thank You” and Good Bye”.
I. Source :
a) Richards,J.C. 2005.Communicative Language Teaching Today. Singapore :SEAMEO
Regional Language Centre
b) Feez and Joyce.1998.Text-Based Syllabus Design. Sydney: National Centre for English
Language Teaching and Research
c) Priyana,Jaka d.k.k. 2008. Scaffolding: English for Junior High School Students IX.
Jakarta: Pusat perbukuan Departemen pendidikan Nasional

J. Media :
 K. Evaluation :
Task:In pairs, study the following signs (instructions). Where do you find the
instructions in your school? Then, read them aloud.

PARK HERE PUSH KEEP TIDY

KEEP CLEAN PUT OFF YOUR SHOES PUT YOUR BAG

HERE
TURN OFF THE COMPUTER PUT THE
PULL
BEFORE YOU LEAVE THE RUBBISH
ROOM INTO THE

ASPECTS DESCRIPTIONS SCORES

 Very clear and can be understood easily 4
Clear but still influenced by mother tongue 3
Pronunciation Unclear and difficult to be understood 2
Mispronounce 1
Grammar Excellent in grammar 4
Not good in grammar but can still be understood 3
Often make mistakes in grammar 2
Grammatical error 1
Vocabularies Using correct vocabularies 4
Sometimes using incorrect vocabularies 3
Frequent mistakes in choosing vocabularies 2
A lack of vocabularies 1
Fluency Very fluent. 4
Not too fluent 3
Sometimes fluent and sometimes not fluent 2
A lack of fluency 1

Bantaeng, March 13th, 2015

Headmaster Teacher

P.Nikolaus,S.Pd.,M.M. Fajar Okayanti,S.Pd.

NIP. 19641231 198512 1 024 NIP. 19891012 201403 2 002

LESSON PLAN
 Grade : IX
Semester :2
Subject : English
Skill : Reading
Duration : 2x40 minutes (two meetings)

A.Standard Competency : 11. Memahami makna teks tulis fungsional dan essai pendek
sederhana berbentuk narrative dan report untuk berinteraksi dalam konteks kehidupan sehari-hari
B.Basic Competency :11.3 Merespon makna dan langkah retorika dalam essai pendek
sederhana secara akurat, lanncar, dan berterima untuk berinteraksi dalam konteks kehidupan
sehari-hari dalam teks berbentuk narrative dan report
C.Learning Objectives:
 Students are expected to acquire the skills of reading narrative texts
 Students are expected to understand how to get information from narrative texts
 Students are expected to be aware of responding to narrative texts
 Students are expected to know how to make narrative texts
 Students are expected to master the language focus of narrative texts
 Students are expected to know the purpose of narrative texts
D.Indicators
 Students are able to identify expressions used in narrative texts
 Students are able to identify how to respond to a narrative texts
 Students are able to identify information contained in narrative texts
 Students are able to summarize the way to make narrative texts
 Students are able to identify the language focus of narrative texts
 Students are able to identify the purpose of narrative texts
E. Expected Characters
 Trustworthiness
 Respect
 Diligence
F.Materials
The narrative text has three main components.They are the beginning, events of the story, and
the end of the story. The beginning of the story introduces characters, setting, and other general
information about the story. Events of the story tell what happens to the characters. And the end
of the story tells the reader how the problem is solved. The social function of stories is to
entertain the readers.
G. Teaching Method
Genre Based Approach (GBA)
H. Teaching Learning Process
1. Pre Teaching
 The teacher greets to the students “good morning” and “how are you today”
 The teacher calls the roll
 The teacher informs the students about the lesson for the day.
2. Whiles Teaching (BKOF: MOT, JCOT, and ICOT)
a) Building the Context
- The teacher elicits information from the students about narrative texts
- The students answer the teacher’s question based on their knowledge
- The teacher and the students discuss the function and the language focus of the
conversation by giving questions to the students orally.
b) Modelling and Deconstructing the Text
- The teacher asks the students about narrative texts
- The students and the teacher discuss about how to share information about narrative
texts
- The teacher and the students discuss about how to make narrative texts
- The students and the teacher discuss about how to get information from narrative texts
- The students and the teacher discuss about the vocabularies used in narrative texts
- The students and the teacher discuss about the purpose of narrative texts
l) Joint Construction of the Text
- The students work in groups and discuss the new narrative texts
- The students and the teacher discuss about how to share information about narrative
texts
- The teacher and the students discuss about how to make narrative texts
 - The students and the teacher discuss about how to get information from narrative texts
- The students and the teacher discuss about the vocabularies used in narrative text
- The students and the teacher discuss about the purpose of narrative texts
- The teacher and the students do peer correction
m) Independent Construction of the Text
- The students work individually with the new narrative text
- The teacher asks the students to answer the questions related to the text
- The students answer the questions related to the narrative text
n) Linking to Related Texts
- The teacher and the students discuss the difference of narrative text and recount
text by giving questions to the students orally
- The teacher asks the students to do the homework about the differences between
recount text and narrative text.
3. Closing
 The teacher asks to the students what they have learnt today
 The teacher closes the lesson by saying “Thank You” and Good Bye”.
I. Source :
a) Richards,J.C. 2005.Communicative Language Teaching Today. Singapore :SEAMEO
Regional Language Centre
b) Feez and Joyce.1998.Text-Based Syllabus Design. Sydney: National Centre for English
Language Teaching and Research
c) Priyana,Jaka d.k.k. 2008. Scaffolding: English for Junior High School Students IX.
Jakarta: Pusat perbukuan Departemen pendidikan Nasional
J. Media :
 K. Evaluation :
Task: Read the story of George Washington and then answer the
questions.

George Washington and the Cherry Tree

When George Washington was about six years old, he was made the wealthy master of a
hatchet of which, like most little boys, he was extremely fond. Hewent about cutting everything
that ame his way.One day, as he wandered about the gardenamusing himself by hacking his
mother's pea- sticks. He found a beautiful, young English cherry tree, of which his father was
most proud. He tried the edge of his hatcheton the trunk of the tree and barked it so that it
died.Some time after this, his father discovered what had happened to his favourite tree. He came
into the house in great anger and demanded to know who the naughty person was who had cut
away the bark. Nobody could tell him anything about it.
Just then George, with his little axe, came into the room. His father asked him about the
tree. This was a hard question to answer, and for a moment George was staggered by it, but
quickly recovering himself he cried: "I cannot tell a lie, father, you know I cannot tell a lie! I did
cut it with my little axe."Surprisingly, the anger died out of his father's face, and taking the boy
tenderly in his arms, he said: "My son, that you should not be afraid to tell the truth. It is more to
me than a thousand trees! Yes, though they were blossomed with silver and had leaves of the
purest gold!"
Questions
1. What did George Washington like to do?
a. Helping his father planting trees.
b. Harvesting cherry with his father.
c. Lying to his father about what he did.
d. Cutting everything that came his way.
2. What did he do with his father’s cheery tree?
a. He cut it with his little axe.
b. He burned it using his match.
c. He took the cherry fruit.
d. He watered it too much causing it to weaken.
3. What did his father do to him after he told him the truth?
a. His father was happy to know that his son was very honest.
b. His father got very angry and drove him out of the house.
c. His father got very angry and demanded he should plant the tree.
d. His father did nothing but silence.
4. Did he tell his father the truth about the tree?
a. No, he just went way when he saw his father.
b. No, he pretended not to know about the cherry tree.
c. Yes, he did tell the truth that he cut the tree.
d. Yes, he told his father that he saw someone cutting his tree.
5. “...taking the boy tenderly in his arms…”
The word tenderly in the sentence is similar in meaning to ….
a. eagerly
b. roughly
c. quickly
d. gently

ASPECTS DESCRIPTIONS SCORES

 Very clear and can be understood easily 4
Clear but still influenced by mother tongue 3
Pronunciation Unclear and difficult to be understood 2
Mispronounce 1
Grammar Excellent in grammar 4
Not good in grammar but can still be understood 3
Often make mistakes in grammar 2
Grammatical error 1
Vocabularies Using correct vocabularies 4
Sometimes using incorrect vocabularies 3
Frequent mistakes in choosing vocabularies 2
A lack of vocabularies 1
Fluency Very fluent. 4
Not too fluent 3
Sometimes fluent and sometimes not fluent 2
A lack of fluency 1

Bantaeng, March 19th, 2015

Headmaster Teacher

P.Nikolaus,S.Pd.,M.M. Fajar Okayanti,S.Pd.

NIP. 19641231 198512 1 024 NIP. 19891012 201403 2 002
 LESSON PLAN

Grade : IX
Semester :2
Subject : English
Skill : Reading
Duration : 2x40 minutes (two meetings)

A.Standard Competency : 11. Memahami makna teks tulis fungsional dan essai pendek
sederhana berbentuk narrative dan report untuk berinteraksi dalam konteks kehidupan sehari-hari
B.Basic Competency :11.4 Membaca nyaring bermakna teks tulis fungsional pendek dan
essai pendek sederhana berbentuk narrative dan report dengan ucapan, tekanan, dan intonasi
yang berterima untuk berinteraksi dalam konteks kehidupan sehari-hari
C.Learning Objectives:
 Students are expected to acquire the skills of reading report texts
 Students are expected to understand how to get information from report texts
 Students are expected to be aware of responding to report texts
 Students are expected to know how to make report texts
 Students are expected to master the language focus of report texts
 Students are expected to know the purpose of report texts
D.Indicators
 Students are able to identify expressions used in report texts
 Students are able to identify how to respond to report texts
 Students are able to identify information contained in n report texts
 Students are able to summarize the way to make report texts
 Students are able to identify the language focus of report texts
 Students are able to identify the purpose of report texts
 E. Expected Characters
 Trustworthiness
 Respect
 Diligence
 Responsibility
 Courage
F.Materials
World Wide Web
The World Wide Web, or simply Web, is a way of accessing information over the
medium of the Internet. It is an information-sharing model that is built on top of the Internet. The
Web uses the HTTP protocol, only one of the languages spoken over the Internet, to transmit
data. Web services, which use HTTP to allow applications to communicate in order to exchange
business logic, use the Web to share information.
The Web also utilizes browsers, such as Internet Explorer or Netscape, to access Web
documents called Web pages that are linked to each other via hyperlinks. Web documents also
contain graphics, sounds, text and video.
Through keyword-driven Internet research using search engines, like Google, millions
worldwide have easy, instant access to a vast and diverse amount of online information.
Compared to encyclopedias and traditional libraries, the World Wide Web has enabled a sudden
and extreme decentralization of information and data.
G. Teaching Method
Genre Based Approach (GBA)
H. Teaching Learning Process
1. Pre Teaching
 The teacher greets to the students “good morning” and “how are you today”
 The teacher calls the roll
 The teacher informs the students about the lesson for the day.
2. Whiles Teaching (BKOF: MOT, JCOT, and ICOT)
a) Building the Context
- The teacher elicits information from the students about report texts
- The students answer the teacher’s question based on their knowledge
 - The teacher and the students discuss the function and the language focus of the
conversation by giving questions to the students orally.
b) Modelling and Deconstructing the Text
- The teacher asks the students about narrative texts
- The students and the teacher discuss about how to share information about report texts
- The teacher and the students discuss about how to make report texts
- The students and the teacher discuss about how to get information from report texts
- The students and the teacher discuss about the vocabularies used in report texts
- The students and the teacher discuss about the purpose of report texts
o) Joint Construction of the Text
- The students work in groups and discuss the new report texts
- The students and the teacher discuss about how to share information about report texts
- The teacher and the students discuss about how to make report texts
- The students and the teacher discuss about how to get information from report texts
- The students and the teacher discuss about the vocabularies used in report text
- The students and the teacher discuss about the purpose of report texts
- The teacher and the students do peer correction
p) Independent Construction of the Text
- The students work individually with the new report text
- The teacher asks the students to answer the questions related to the text
- The students answer the questions related to the report text
q) Linking to Related Texts
- The teacher and the students discuss the difference of report text and recount text
by giving questions to the students orally
- The teacher asks the students to do the homework about the differences between
report text and recount text.
3. Closing
 The teacher asks to the students what they have learnt today
 The teacher closes the lesson by saying “Thank You” and Good Bye”.

I. Source :
 a) Richards,J.C. 2005.Communicative Language Teaching Today. Singapore :SEAMEO
Regional Language Centre
b) Feez and Joyce.1998.Text-Based Syllabus Design. Sydney: National Centre for English
Language Teaching and Research
c) Priyana,Jaka d.k.k. 2008. Scaffolding: English for Junior High School Students IX.
Jakarta: Pusat perbukuan Departemen pendidikan Nasional
J. Media :

K. Evaluation :
Task: In pairs, read a report on World Wide Web and then answer the
questions.
Questions
1. What is the World Wide Web according to the text?
2. What is the use of HTTP in a Web?
3. What does the internet use to access Web documents called Web pages?
4. …instant access to a vast and diverse amount of online information.
What are the Indonesian equivalents of the words VAST and DIVERSE?
5. Compared to encyclopedias and traditional libraries, the World Wide Web has
enabled a sudden and extreme decentralization of information and data (the last
sentence).
What does the sentence mean?

ASPECTS DESCRIPTIONS SCORES

Very clear and can be understood easily 4

Clear but still influenced by mother tongue 3
Pronunciation Unclear and difficult to be understood 2
Mispronounce 1
Grammar Excellent in grammar 4
Not good in grammar but can still be understood 3
Often make mistakes in grammar 2
Grammatical error 1
Vocabularies Using correct vocabularies 4
Sometimes using incorrect vocabularies 3
Frequent mistakes in choosing vocabularies 2
A lack of vocabularies 1
Fluency Very fluent. 4
Not too fluent 3
Sometimes fluent and sometimes not fluent 2
A lack of fluency 1

Bantaeng, March 20th, 2015

Headmaster Teacher

P.Nikolaus,S.Pd.,M.M. Fajar Okayanti,S.Pd.

NIP. 19641231 198512 1 024 NIP. 19891012 201403 2 002

LESSON PLAN
 Grade : IX
Semester :2
Subject : English
Skill : Writing
Duration : 2x40 minutes (two meetings)

A.Standard Competency : 12. Mengungkapkan makna dalam bentuk teks tulis fungsional dan
essai pendek sederhana berbentuk narrative dan report untuk berinteraksi dalam konteks
kehidupan sehari-hari
B.Basic Competency :12.1 Mengungkapkan makna dan langkah retorika dalam essai
pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima
untuk berinteraksi dalam konteks kehidupan sehari-hari
C.Learning Objectives:
 Students are expected to acquire the skills of writing report texts
 Students are expected to understand how to get information from report texts
 Students are expected to be aware of responding to report texts
 Students are expected to know how to make report texts
 Students are expected to master the language focus of report texts
 Students are expected to know the purpose of a report text
D.Indicators
 Students are able to identify expressions used in report texts
 Students are able to identify how to respond to a report text
 Students are able to identify information contained in report text
 Students are able to summarize the way to make report text
 Students are able to identify the language focus of report texts
 Students are able to identify the purpose of a report text

E. Expected Characters
 Trustworthiness
  Respect
 Diligence
 Responsibility
F.Materials
Orangutan
Orangutans or Pongo pygmaeus belong to the Primate order. The orangutan
spends most of its time in trees. Each evening it builds a new treetop nest. They are
endangered because of habitat lost and poachers keep on killing, owning, and
exporting orangutans. They only live on the island of Borneo and in the northern corner
of the island of Sumatra.
Orangutans are characterized by rough, long, reddish-brown fur. Male orangutans
are about 95 cm (37 in) in length and about 77 kg (170 lb) in weight.
Females are smaller, reaching about 78 cm (31 in) in height and weighing only about
37 kg (81 lb). The male has puffy cheeks and a hanging throat-pouch. This pouch
contains air sacks that help produce a groaning, bubbling call, which can be heard
at least 1 km (0.6 mi) away.Half of the orangutan’s diet consists of fruit, but they
also eat young leaves, soft inner bark, termites, eggs, and occasionally monkeys.
When a female is ready to mate, she will seek out an adult male. Orangutan
are mammals; females give birth to a single infant about once every four to eight
years. The gestational period for orangutans is just under nine months, nearly the
same as in human beings. Infants stay very close to their mothers for the first three
years until they don’t consume their mother’s milk.

An informational report has several parts.

The parts of a report are:
1. What is being reported (title).
2. Definition and general information of what is being reported.
3. Description or specific information. It usually consists of:
a. How it looks (size, weight, etc.)
b. Where you can find it (origin)
c. What it consumes (diet)
d. When and how it reproduces (reproduction)
e. Prices (for things such as electronic devices, utilities, cars, motors, etc.)
Information reports are used to present information about something. They
generally describe an entire class of things, whether natural or made:
mammals, the planets, rocks, plants, computers, countries of the region,
transport, and so on. The common grammatical patterns of a report include:
§ use of general nouns, e.g. ‘hunting dogs’, not particular nouns, e.g. ‘our dog’.
§ use of relating verbs to describe features, e.g. ‘Koalas are marsupials’.
§ use of timeless present tense to tell general truth, e.g. ‘Koalas eat eucalyptus
leaves’.
G. Teaching Method
Genre Based Approach (GBA)
H. Teaching Learning Process
1. Pre Teaching
 The teacher greets to the students “good morning” and “how are you today”
 The teacher calls the roll
 The teacher informs the students about the lesson for the day.
2. Whiles Teaching (BKOF: MOT, JCOT, and ICOT)
a) Building the Context
- The teacher elicits information from the students about report texts
- The students answer the teacher’s question based on their knowledge
- The teacher and the students discuss the function and the language focus of the
conversation by giving questions to the students orally.
b) Modelling and Deconstructing the Text
- The teacher asks the students about narrative texts
- The students and the teacher discuss about how to share information about report texts
- The teacher and the students discuss about how to make report texts
- The students and the teacher discuss about how to get information from report texts
- The students and the teacher discuss about the vocabularies used in report texts
- The students and the teacher discuss about the purpose of report texts
r) Joint Construction of the Text
 - The students work in groups and discuss the new report texts
- The students and the teacher discuss about how to share information about report texts
- The teacher and the students discuss about how to make report texts
- The students and the teacher discuss about how to get information from report texts
- The students and the teacher discuss about the vocabularies used in report text
- The students and the teacher discuss about the purpose of report texts
- The teacher and the students do peer correction
s) Independent Construction of the Text
- The students work individually with the new report text
- The teacher asks the students to answer the questions related to the text
- The students answer the questions related to the report text
t) Linking to Related Texts
- The teacher and the students discuss the difference of narrative text and report
text by giving questions to the students orally
- The teacher asks the students to do the homework about the differences between
narrative texts and report texts

3. Closing
o) The teacher asks to the students what they have learnt today
p) The teacher closes the lesson by saying “Thank You” and Good Bye”.
I. Source :
a) Richards,J.C. 2005.Communicative Language Teaching Today. Singapore :SEAMEO
Regional Language Centre
b) Feez and Joyce.1998.Text-Based Syllabus Design. Sydney: National Centre for English
Language Teaching and Research
c) Priyana,Jaka d.k.k. 2008. Scaffolding: English for Junior High School Students IX.
Jakarta: Pusat perbukuan Departemen pendidikan Nasional

J. Media :
 K. Evaluation :
Task 1: Put the parts of the report into the correct order.

Most sea turtles live in warm seas around the world. The Leather Back is one
of the biggest sea turtles. Sea turtles are about 8 feet and can weigh up to 415 lb. They
eat animals and plants. Females are the only ones that leave the water to lay their
eggs. The female buries its eggs and leaves because it is helpless on land.

Sea Turtle

Sea turtles are reptiles. There are at least 7 kinds of sea turtles. They swim by
beating their flippers. They can't withdraw into their shells.

Task 2: Write a report on giant pandas. Find the information that you need
from the internet or any sources.

ASPECTS DESCRIPTIONS SCORES

 Very clear and can be understood easily 4
Clear but still influenced by mother tongue 3
Pronunciation Unclear and difficult to be understood 2
Mispronounce 1
Grammar Excellent in grammar 4
Not good in grammar but can still be understood 3
Often make mistakes in grammar 2
Grammatical error 1
Vocabularies Using correct vocabularies 4
Sometimes using incorrect vocabularies 3
Frequent mistakes in choosing vocabularies 2
A lack of vocabularies 1
Fluency Very fluent. 4
Not too fluent 3
Sometimes fluent and sometimes not fluent 2
A lack of fluency 1

Bantaeng, March 26th, 2015

Headmaster Teacher

P.Nikolaus,S.Pd.,M.M. Fajar Okayanti,S.Pd.

NIP. 19641231 198512 1 024 NIP. 19891012 201403 2 002
 LESSON PLAN

Grade : IX
Semester :2
Subject : English
Skill : Writing
Duration : 2x40 minutes (two meetings)

A.Standard Competency : 12. Mengungkapkan makna dalam bentuk teks tulis fungsional dan
essai pendek sederhana berbentuk narrative dan report untuk berinteraksi dalam konteks
kehidupan sehari-hari
B.Basic Competency :12.1 Mengungkapkan makna dalam bentuk teks tulis fungsional
pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima
untuk berinteraksi dalam konteks kehidupan sehari-hari
C.Learning Objectives:
 Students are expected to acquire the skills of writing labels
 Students are expected to understand how to get information from the labels
 Students are expected to know how write simple sentences related to labels
 Students are expected to master vocabularies of labels
 Students are expected to know the purpose of labels
D. Indicators
 Students are able to identify expressions related to labels
 Students are able to identify information contained in labels
 Students are able to identify the vocabularies used in labels
 Students are able to identify the purpose of advertisements
E. Expected Characters
 Trustworthiness
 Respect
 Diligence

F.Materials
 CHAIR

G. Teaching Method
Genre Based Approach (GBA)
H. Teaching Learning Process
1. Pre Teaching
 The teacher greets to the students “good morning” and “how are you today”
 The teacher calls the roll
 The teacher informs the students about the lesson for the day.
2. Whiles Teaching (BKOF: MOT, JCOT, and ICOT)
a) Building the Context
- The teacher elicits information from the students about labels
- The students answer the teacher’s question based on their knowledge
- The teacher and the students discuss the function and the language focus of the
conversation by giving questions to the students orally.
b) Modelling and Deconstructing the Text
- The teacher asks the students about labels
- The students and the teacher discuss about how to share information on the labels
- The teacher and the students discuss about how to make labels
- The students and the teacher discuss about how to get information from the labels
- The students and the teacher discuss about the vocabularies used on the labels The
students and the teacher discuss about the purpose of labels
j) Joint Construction of the Text
- The students work in groups and discuss the new labels
 - The teacher asks the students about how to share information on the labels The
students and the teacher discuss about how to about how to make labels
- The teacher and the students discuss about how get information from the labels
- The students and the teacher discuss about the vocabularies used on the labels
- The students and the teacher discuss about the purpose of labels
- The teacher and the students do peer correction
k) Independent Construction of the Text
- The students work individually with the new labels
- The teacher asks the students to answer the questions related to the labels
- The students answer the questions related to the labels
l) Linking to Related Texts
- The teacher and the students discuss the difference of labels and announcements
to share information to others by giving questions to the students orally
- The teacher asks the students to do the homework about the differences between
labels and announcements to share information to others.
3. Closing
q) The teacher asks to the students what they have learnt today
r) The teacher closes the lesson by saying “Thank You” and Good Bye”.
I. Source :
a) Richards,J.C. 2005.Communicative Language Teaching Today. Singapore :SEAMEO
Regional Language Centre
b) Feez and Joyce.1998.Text-Based Syllabus Design. Sydney: National Centre for English
Language Teaching and Research
c) Priyana,Jaka d.k.k. 2008. Scaffolding: English for Junior High School Students IX.
Jakarta: Pusat perbukuan Departemen pendidikan Nasional

J. Evaluation :

Task:In pairs, label the objects below with the right words in the box. Then, write down the
function.
 ASPECTS DESCRIPTIONS SCORES

Very clear and can be understood easily 4

Clear but still influenced by mother tongue 3
Pronunciation Unclear and difficult to be understood 2
Mispronounce 1
Grammar Excellent in grammar 4
Not good in grammar but can still be understood 3
Often make mistakes in grammar 2
Grammatical error 1
Vocabularies Using correct vocabularies 4
Sometimes using incorrect vocabularies 3
Frequent mistakes in choosing vocabularies 2
A lack of vocabularies 1
Fluency Very fluent. 4
Not too fluent 3
Sometimes fluent and sometimes not fluent 2
A lack of fluency 1

Bantaeng, March 27th, 2015

Headmaster Teacher

P.Nikolaus,S.Pd.,M.M. Fajar Okayanti,S.Pd.

NIP. 19641231 198512 1 024 NIP. 19891012 201403 2 002