LESSON PLAN

(Control group )

School : SMA N 1 PARIGI

Grade/semester : XI MIPA /I (SATU)

Subject : English subject

Material : narrative story

Time allocation : 5 x 45 minute

Meeting : 1st , 2st , 3st, 4st, 5st

A. Standard competence

understand the meaning of functional written texts and simple short essays in
the form of narrative to interact in the context of everyday life.

B. Basic competence

Respond to meanings in short functional written texts accurately, fluently and

acceptably to interact in the context of everyday life.

C. Indicator

 Determine the main idea, supporting details in the narrative story.

 Determine general, specific information in the narrative story.

 Identifying moral values in the narrative story.

 Identify language features and generic structure of narrative story.

D. Objectives learning
 Students are able to identify main ideas, general information, specific
and moral values in narrative story.
 Students are able to identify language features and generic structure of
narrative story.
 Students are able to respond to main ideas, supporting details in
narrative story.
 Students are able to respond to general information, specific in
narrative story.
E. Learning material
Narrative text is an imaginative story to entertain people.
Narrative text model

1. Types of Narrative Text

The following are several types of narrative text, namely:
 Personal experience (Stories in the form of personal experiences)
 Fairy stories (Stories that are fantastic or full of magic)
 Fables (Stories about animals that are usually described as behaving
like humans)
 Legends
 Myth
 Romance
 Mysteries
 Science fiction
 Horror stories
 Adventure stories
 Historical narratives
 Slice of life
2. Generic Structure of Narrative Text
  Orientation: It is about the opening paragraph where the characters of
the story are introduced. (person, time, and place)
 Complication: where the problems in the story developed.
 Resolution: where the problems in the story is solved.
Sometimes (generic structure) narrative text can be contained:
Orientation, Complication, Evaluation, Resolution, and Reorientation. Even
though “Evaluation” and “Reorientation” it is optional; can be added or not.
Evaluation contains of controlling and evaluating a love adventure or conflict
Reorientation contains the conclusion of the end story.
3. Language Features:
 Using part action verb: Climbed, Turned, Brought, etc.
 Using specific noun as pronoun of person, animal in the story.
Example: The king, the queen, etc.
 Using adjectives which are for noun phrase. Example: Long black,
hair, two red apples, etc.  
 Using time connectives and Conjunctions to arrange the events.
Examples: Then, before, after, soon, etc.
 Using adverbs and adverbial phrase to show the location of events.
Examples: Here, in the mountain, ever after, etc.
 Using dialogue to elicit an emotional response from the reader.
 Using Past Tense
 Using of variety of simple, compound and complex sentences

4. Example narrative text

Cinderella

Once upon a time, there lived a girl named Cinderella. She lived with her
step mother and two step sisters. The step mother and her two daughters didn’t
like Cinderella. They treated Cincerella very bad. Cinderella usually did the
hardest works in the house; such as scrubbing the floor, cleaning the pot and pan
and preparing the food for the family, and so on.
One day, a ball was to be held by the royal family of the kingdom to find the
Prince’s spouse. Cinderella wanted to go to the ball but her step mother asked her
to stay at home and do the house works. Cinderella cried. Then there was a fairy
godmother standing beside her.

“Why are you crying, Cinderella?”, the fairy godmother asked.

“Because I want to go to the ball but my step mother insists me to stay at home.
Besides, I don’t have any beautiful dress” said Cinderella.

Then the fairy turned Cinderella’s ugly dress became the most beautiful
dress and with beautiful slippers. The fairy also turned a pumpkin into a parking
coach and the mice become six white horses. Cinderella fiinally could go to the
ball but she had to come back before midnight before the spell ended.

At the ball, Cinderella amazed everybody there include the Prince. The
Prince asked her to dance. Cinderella had a wonderful time at the ball. But, all of a
sudden, she heard the sound of a clock, the first stroke of midnight. Remembered
what the fairy had said, Cinderella ran back to go home. But she lost one of her
slippers in ballroom. The Prince picked up her slipper and would search for the
girl whose foot fitted with the slipper.

A few days later, the Prince proclaimed that he would marry the girl
whose feet fitted the slipper. Her step sisters tried on the slipper but it was too
small for them, no matter how hard they squeezed their toes into it. In the end, the
King’s solder let Cinderella try on the slipper. She stuck out her foot and the page
slipped the slipper on. It fitted perfectly.

Finally, she was driven to the palace. The Prince was overjoyed to see her
again. They were married and live happily ever after.

F. Learning method
Learning method : (read and listen narrative story)

G. Media ,tool, and learning source

1) Media : laptop, infokus, pamphlet
2) Learning source : English book and worksheet students
 H. Learning activity

Meeting Pre activity While activity Post activity

1st
 The researcher  Researcher make small groups  The researcher
greets, prays and  The researcher distributes copy conclude the
organizes class of narrative text material
 The researcher  The researcher teacher presents  The researcher
reviews the narrative text gives motivation
previous material  The researcher gives students to
 The researcher ask questions
conveys the  The researcher reads a narrative
learning objectives (cinderella) story
 The researcher gives questions
to students
 The researcher asks students to
retell the story in front of the
class
2st  The researcher asks students for
 The researcher narrative stories that they have  The researcher
teacher greets, been heard teacher conclude
 The researcher teacher reads out
prays and narrative text (maling kundang) the material
organizes class  The researcher eacher asks  The researcher
students about the characters,
 The researcher main ideas, settings, etc. in the teacher gives
teacher reviews the narrative story motivation
 The researcher asks students to
previous material present the narrative story they
 The researcher have made.

teacher conveys
the learning
objectives
3st  The researcher divides the group
 The researcher into 4 groups  The researcher
  The researcher share narrative
greets, prays and stories to each group conclude the
organizes class  The researcher teacher asks material
students to answer the essay
 The researcher questions that are given  The researcher
reviews the  The researcher asks students to gives motivation
exchange the answer sheets to
previous material
other groups to check
 The researcher
conveys the
learning objectives
4st  The researcher asks students
 The researcher about the experiences of their  The researcher
greets, prays and holidays conclude the
 The researcher instructs students
organizes class to write down their experiences, material
 The researcher based on the structure of the  The researcher
narrative story
reviews the  The researcher asks students to gives motivation
previous material present the narrative story they
have made.
 The researcher
conveys the
learning objectives
5st  The researcher gives an
 The researcher evaluation test in the form of  The researcher
greets, prays and essays and multiple choice conclude the
 The researcher gives students 30
organizes class minutes to answer the evaluation material
 The researcher test  The researcher
 The researcher asks students to
reviews the submit an evaluation test gives motivation
previous material
 The researcher
conveys the
learning objectives

Table of rubric speaking assessment

 Aspect 1 2 3 4
Grammar Big mistakes Makes Little Several minor
in using frequent mistakes in mistakes of
grammar. errors in using preposition,
grammar. grammar. articles, etc.
Vocabulary Lack of Very limited Attempt to use Good use of
vocabulary. vocabulary. words words acquired.
acquired.
Pronunciation Very poor Consists of Some Using almost
pronunciation mostly mistakes of appropriate
inappropriate inappropriate pronunciation.
pronunciation. pronunciation.
Performances Lack of Low Good Good
confident in confidence in creativity confidence in
performing presenting arranging the expressing the
story story, but performance
lack of with loud
confidence in voice
presenting
idea

No Name of students Grammar Pronunciation vocabulary Performances Total

1.
2.
3.
4.
5.
6.
7.
8.
9.
10
.
11
.
12
.
13
.
14
.

Description: Description point:

1 = need improvement 1 = 10
2 = satisfied 2 = 15
3 = good 3 = 20
4 = excellent 4 = 25