Contoh 1. LEARNING ACTION PLANInstitution: University of Hindu IndonesiaSemester: 1Program: TeknikSubject: Bahasa InggrisSkill: SpeakingGenre: Simple Present TenseTime: 3 x 50 minutesStandard of CompetencyTo understand vocabulary, phrase, structure of sentence in English and able to communicate in English and translate the text from English to Bahasa Indonesia.Basic CompetencyTo understand kinds of tenses (simple present tense) and the function of simple present tense in English.Indicators: Ability to construct a sentence in simple present tense orallyAbility to respond simple question using the proper tenses in spokenAbility to perform a short monologue using simple present tenseLearning GoalsBy showing flash card, students are able to construct a sentence in form of simple present tense orallyBy giving question, the students are able to respond teachers question using simple present tense properlyBy giving example of descriptive text, the students are able to perform a short monologue using simple present tense in form of descriptive text correctly.. Materials:Language functions : Simple Present Tense We use simple present tense to talk about things in general. We are not thinking only about now. We use it to say that something happens all the time or repeatedly or something is true in general. It is not important whether the action is happening at the time of speaking. Focus on the GrammarSubject + V1/V1 (s/Es) + OThe Pattern: +Subject + DO/DOES + V1 + O -DO/DOES + s + v1 + o?W/h Question +DO/DOES + s + v1 + o? ?Note: For subjectHe She It I Does DoYouThey WeExample:She reads book every dayThey usually take a bath at 7.00 amHe does not like the fruitsWe do not do exercise on MondayDo you go to school every morning?Where does she live? Flash Card Teaching Learning ActivitiesTeachers activitiesStudents activitiesPre-activities :1. greet students2. check students attendanceApperception1. Brainstorming2. Ask leading questionsWhilst-activities :ExplorationExplain the students about how to construct a simple sentences using present tense and explain the functionask students try to say a sentence with simple present tense show the flash card and ask them to make a sentence based on the flash cardInvite the students to make a group discussion ElaborationAsk the students to make a short monologue with free topic using simple present tense Ask the students to perform in the front of the class and invite the other students to ask a questionConfirmationGive feedback to students workPlaying jumble sentences game Post-activities :Conclude what tenses they have learnt on the daySuggest the students to practice more to say the sentence Resume the lessonrespond the greetingshowing attendance 1. express background knowledge2. express ideasWhilst-activities :Explorationlisten to the teacher explanation say the sentence individuallystudents make a sentencemake a group discussion ElaborationMake a short monologue Perform in front of the class one by one confidently All students participate in the gamePost activities :Participate in making conclusionTaking a note of teacher suggestionSay goodbyeSources :English Dictionary (Echols, Stevens, Oxford), Grammar (Henricus Budi H.)Linguistics (Aitchison)Power Point and LCD Instructions:Make a short monologue using simple present tense (describing something, person or place)AssessmentThe assessment covers the following aspects:CategoriesScore The Criteria of Scoring Grammar54321The student makes no mistakes in speaking and it is acceptableThe student sometimes makes some mistakes but it doesnt influence the meaning The student often makes grammar mistake that influence the meaningThe student makes a lot of grammar mistakes that block the meaning and often rearrange the sentenceThe student has bad grammar mistake so it becomes so hard to understandComprehension54321The student can express and understand the monologue well and the content is clear.The student comprehends the monologue in all although there is repeating in certain partThe student comprehends the monologue but there are some repetitionThe student is difficult to follow what she/he said The student does notcomprehend although in simple monologue Fluency54321The student is able to continue speech without too much hesitation.The students fluency is having a little disruption by language problemThe student makes a lot of mistake in language problemThe student often doubts and stops because of limited languageThe student often breaks off and stops while doing a monologueTHE POLICE STATIONIn most cities we always find more than one police station. In the police station, there is usually a chief of police assisted by many officers. The police officers are responsible for some areas which we usually called beats. A beat is an area patrolled by apolice officer. The police officer usually patrols the beat by riding a motorcycle, driving a car or even on foot. In the village, or in the forests and mountains, the police officer may ride a horse. In their beats, the police officers have to domany important jobs. When they arepatrolling, they have to watch the beat very closely. They have to make sure that the beat is safe enough for the people to live and work. They may arrest people who commitcrimessuchstealing,robbing,orsellingdrugs.Besidethat,theymayalsosettlearguments, control the traffic, or settle college student demonstrations.Please answer these questions in the form of sentence with the proper tense!What is usually there in police station? What does the police officer usually call for the area they are responsible in?How does the police officer patrol the beat? Who are the people that the police officer arrests? What else the police officer responsibility?Contoh 02LEARNING ACTION PLANSchool: SMA Negeri 11 JakartaSkill: ReadingGrade: XIIGenre: ExplanationProgram: Natural and Social SciencesSemester: FirstSubject: EnglishTime: 2x45 minutesStandard of CompetencyTo understand meanings of short functional texts and written essay texts in the form of narration, explanation, and discussion texts in daily life context and to get access of sciences.Basic CompetencyTo respond meanings in formal and informal short functional texts which use written language varieties accurately, fluently, and acceptably in every day life context.To respond meanings in monologue texts which use written language varieties accurately, fluently, and acceptably in every day life context in the form of narrative, explanatory, and discussion texts.Indicators :Ability to mention the type of the textAbility to find out the main ideas of the paragraphs in the textAbility to find out specific information in the textAbility to find out explicit information in the textAbility to find out references of certain words in the textAbility to find out the synonym of certain words in the textAbility to find out the antonym of certain words in the text Ability to explain the specific sentence structures in the textLearning GoalBy group discussion students are able tomention the type of the text of the textfind out the main idea of the paragraph in the textfind out specific information in the textfind out explicit information in the textfind out references of certain words in the textBy referring to the clues in the text students are able to find out the synonym of certain words in the textfind out the antonym of certain words in the textBy clss discussion led by the teacher, students are able toexplain the specific sentence structures in the text Materials :Language functions: suggesting, requesting, complaining, discussing possibility, doing something, and commanding.Genre: ExplanationTexts: Rock Cycle, Rain, and TsunamiTeaching Learning ActivitiesTeachers activitiesStudents activitiesPre-activities :1. greet students2. check students attendanceEngagement1.Brainstorming2.Ask leading questions3.Ask students to predict the topic of the textWhilst-activities :ExplorationAssign students to read the text with questions in mind (Scanning and skimming strategies)Ask student to answer comprehension questions following the textAsk students to mingle with others to discuss the answerAsks students to read the answers to the questions out loud (at random)Invite comments from other studentsLead a class discussion to conclude the acceptable answersChallenge students to ask more explorative questions related to the topics within 5 minute time Invite students with most questions to ask the classEncourage other students to comment on the questions or answers made by other studentsElaborationLead students to recognize the key concepts learntElaborate students answers to the key conceptsAsk students to write a brief report about what they have learnt and read it to the classPost ActivitiesLead students to conclude what have been learnt on the dayAssign extensive reading with similar topicsResume the lessonPre-activities :1. return greeting2. show attendanceEngagement1.Express ideas2. Show background knowledge3.State predictionExplorationRead questions and then do skimming or scanning strategiesWrite the answers to the questions individuallyDiscuss the answers with different partnersRead answers out loud and respond to comments made by classmatesGive comments after classmates presentationWrite as many questions in limited timeAsk / answer question posed by appointed classmatesParticipate in question and answer section and give comments in the course of the sessionElaborationContribute to the class discussion to sum up key concept have been learntWrite up a brief report about what have been learnt and read it out loud to the classPost ActivitiesParticipate in making a conclusionTaking anote on the self directed learning taskSay good byeSources :Look Ahead, Th.M.Sudarwati, Erlangga, 2005Mater Pelatihan Terintegrasi Bahasa Inggris, Departemen Pendidikan Nasional, 2008English Grammar in Use, Raymond Murphy, 1998English Sentence Structure, Robert Krohn, 1984Functions of American English. Leo Jones. C. Von Baeyer. 1985Interactions by Cheryl PavlikAnd other sources : internet, Encyclopedia, etcInstructions :Read the texts attentively, and then answer the following questions by putting a cross (X) on the choice of A, B, C, D or E in your answer sheet.AssessmentThe assessment covers the following aspects:the type of the textthe main ideas of the paragraphs in the textspecific informations in the textexplicit informations in the textreferences of certain words in the textthe synonym of certain words in the textthe antonym of certain words in the text the sentence structures in the text