1. LESSON PLAN
Name of The School : SMK Negeri 1 Kudus
Subject : English
Grade / Semester : X/2
Core Material : Narrative Text (fable)
Meeting : 1 meeting
Time Allocation : 2 x 45 minutes
A. Core Competence:
1. Experiencing and applying their religion values
2. Experiencing and applying honesty, discipline, responsibility, care (helping
one another, cooperation, tolerance, peace), well-mannered, responsive, and
pro-active and to show attitude as a part of solution for problems to interact
effectively in social and natural environment and take a position as a
reflection of nation in the world’s association
3. Comprehending, applying, analyzing factual, conceptual, procedural
knowledge and meta- cognitive based on students' curiosity on science,
technology, art, culture, and humanity along with understanding of human
nature, nationality, statesmanship, and civilization in relation with causal
phenomena and event, and implementing procedural knowledge on specific
examination field according with their talents and preference to solve
problems.
4. Processing, reasoning, and presenting in either concrete or abstract field
related to the development of what they have been learned in school
independently, taking action effectively and creatively, and being able to use
methods which is suitable with principles of science.
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2. Basic Competence:
1.1 Being grateful for the chance that they able to learn English as an
international language that is accomplished in the learning enthusiasm.
2.3 Showing responsibility, care, cooperation and peace in doing the
functional communication.
3.14 Analyzing social function, text structure, and language feature in
narrative text in the form of fables in accordance with the context it use.
4.18 Grasping the meaning of spoken and written narrative text in the form of
short and simple fables, by paying attention to social function, text
structure, and language feature, which is credible and appropriate with the
context.
B. Indicators:
Spiritual
1.1.1 Students are being grateful to God for the existence of English as
international language and communication.
Social
2.3.1 Students are able to be responsible during the learning process
2.3.2 Students show care during the learning process
2.3.3 Students are able to be cooperative during the learning process
2.3.4 Students are able to show peace
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3. Knowledge
3.3.1 Students are able to identify the social function of narrative text in the
form of short and simple fables.
3.3.2 Students are able to identify language features of narrative text in the
form of short and simple fables.
Skill
4.4.1 Students are able to make a short oral narrative text.
4.4.2 Students are able to tell a short narrative text orally.
C. Objectives
Spiritual
1.1.1 At the end of the lesson, students are able to be grateful for having a chance
to learn English by making self-reflection (the benefits of learning narrative
text in the form of short and simple fables) in English correctly.
Social
2.3.1 Through learning material on narrative text in the form of short and
simple fables, students are able to be responsible for the task given
consistently
2.3.2 Through learning material on narrative text in the form of short and
simple fables, students show care about their environment during the
learning process actively
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4. 2.3.3 Through learning material on narrative text in the form of short and
simple fables, students are able to work together with others during the
learning process cooperatively
2.3.4 Through learning material on narrative text in the form of short and
simple fables, students are able to show peace consistently
Knowledge
3.3.1 After learning material on narrative text in the form of short and simple
fables, students are able to identify the social function of narrative text
in the form of short and simple fables in English correctly
3.3.2 After learning material on narrative text in the form of short and simple
fables, students are able to identify language features of narrative text
shaped of short and simple fables) in English correctly
3.3.3 After learning material on narrative text in the form of short and simple
fables, students are able to identify generic structure of narrative text
shaped of short and simple fables from examples given in a form of
audio or spoken text in English correctly
Skill
4.4.1 After learning material on narrative text in the form of short and simple
fables, students are able to make a short oral narrative text.
4.4.2 After learning material on narrative text in the form of short and simple
fables, students are able to produce oral text (speaking) in narrative text
shaped of short and simple fables in English appropriately
D. Learning Materials
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5. 1. Social function of narrative text shaped of short and simple fable:
• To tell a story about something or someone.
• To entertain or amuse, stimulate emotions, motivate, give and teach the
readers.
• A narrative story usually has moral value.
2. Generic structure about narrative text shaped of short and simple fable:
a) Orientation: Introduce the participants and informing the time and the
place. It also introduces some characters involved in this genre.
b) Complication: Describe the rising crises which the participants have to
do with or among participants relationship in a process of social
interaction.
c) Resolution: Show the way of participant to solve the crises, better or
worse. The end can be open ended or close ended. Open ended is a
conclusion that depends on the perception of the readers. Whereas,
close ended is an end of a story in which the conclusion is early stated.
d) Re-orientation: The ending of the story. (Optional)
e) Coda: This summarizes the point of the story.
3. Language feature about narrative text shaped of short and simple fable:
a) Past tense, e.g. the lion woke up and grabbed the mouse in his sharp
claws.
b) Nouns, e.g. lion, mouse, hunter, etc.
c) Pronouns, e.g. it, you, he, etc.
d) Noun Phrases, e.g. a sleeping lion, the grateful mouse, a strong net,
etc.
e) Time connectives and conjunctions, e.g. one day, sometime later, then,
a long time ago, when, first, finally, etc.
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6. f) Adjectives, e.g. small, helpless, etc.
g) Adverbs, e.g. sadly, angrily, etc.
h) Adverbial phrases of time and place, e.g. a few days ago, in the forest,
etc.
i) Material process (action verbs), e.g. grabbed, ran, arrived, ate, went,
laughed, etc.
j) Verbal processes (saying verbs), e.g. asked, said, told, etc.
k) Thinking verbs, feeling verbs, verbs of senses, e.g. the lion felt
hungry; the mouse thought he was clever; the hunter smelt something
burning.
l) Direct speech, e.g. “Please, don’t eat me!” begged the mouse.
m) Indirect speech, e.g. the mouse begged the lion not to eat him.
Example of narative text:
A Fox and A Cat
One day a cat and a fox were having a conversation. The fox, who was
a conceited creature, boasted how clever she was. 'Why, I know at least a
hundred tricks to get away from our mutual enemies, the dogs,' she said.
'I know only one trick to get away from dogs,' said the cat. 'You should teach
me some of yours!'
'Well, maybe some day, when I have the time, I may teach you a few of the
simpler ones,' replied the fox airily.
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Orie
ntati
on
Complic
ation

7. Just then they heard the barking of a pack of dogs in the distance. The barking
grew louder and louder - the dogs were coming in their direction! At once the
cat ran to the nearest tree and climbed into its branches, well out of reach of
any dog. 'This is the trick I told you about, the only one I know,' said the cat.
'Which one of your hundred tricks are you going to use?'
The fox sat silently under the tree, wondering which trick she should use.
Before she could make up her mind, the dogs arrived. They fell upon the fox
and tore her to pieces.
E. Learning Media
• Handout
• White Board
• Markers
• Power Point
• Ball
F. Learning Method
1. Approach : scientific approach
2. Method : task-based learning, cooperative learning
3. Technique : Good Morning Ball Game
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Re-
Solution

8. G. Learning Activity
Activity Description Time
Allocation
Learning
source
Opening • Teacher greets students using
“Good morning everybody.
How are you today?”
• Teacher invites students to
prepare themselves for the
English class and begins a
simple game to gain students’
attention.
• Teacher ask the student:
“Do you like reading?”
“What kind of books do you
like?”
“If you like reading the story,
let’s mention some story that
you know!
• Teacher explains today’s
material is about narrative text
in the form of fable.
5 minutes
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9. Main
activity
Observing
• Teacher explains the material
on the slides.
• Teacher invite students to read
the example of narrative story
(A Fox and A Cat) and try to
identify the generic structure.
Asking
• Teacher explains that narrative
story today is fable.
• Teacher ask to the students,
“What is fable?”
Experimenting
• Teacher tells the students about
‘good morning ball game’.
• Teacher asks students to make
a group consist of 5 person for
each group and make the name
of their group.
• Teacher ask the representative
of the group to choose the
colouring ball.
80
minutes
Power
point
Power
point
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10. • Teacher ask to the student to
make an oral text in narrative
based on sentences in the ball
that they got.
Analyzing
• Teacher asks group of students
to perform their story in front
of the class.
Communicating
• Teacher invites some student
to give comment or suggestion
for the performing group.
• Teacher ask the students to
give the appreciation to their
friend by giving star to them.
• The group that collecting many
stars than others will be the
winner.
Closing • Teacher and students together
reflect on what they have done
during the lesson. “What we
have learned so far?”
• Teacher ask to the students,
5 minutes
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11. “What is the social function of
narrative text in the form of
fable?”
• Teacher ask to the students,
“What is the generic structure
of narrative text in the form of
fable?”
• Teacher ask to the students,
“What is the language feature
of narrative text in the form of
fable?”
I. Sources :
1. LKS for English subject for tenth grade students in semester II
2. http://virdamufida.blogspot.com/2011/06/example-of-narrative-text.html
J. Assessment
• Assessment’s technique : Spoken
• Assessment’s type :
1. Individual (teacher)
• Assessment’s indicators :
1. Speaking assessment’s rubric
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12. 1. Speaking assessment’s rubric
ADVANCED 4 PROFICIENT 3 PARTIALLY
PROFICIEN
T 2
NOVICE
1
EFFORT Excelent effort
goes above and
beyond
Great effort put
forth on
assignment
Limited effort
put forth on
assignment
Very little
effort put
forth on
assignmen
t
COMPREHENSIBILITY Communicates
ideas clearly and
effectively
Some errors but
ideas are well
communicate
Some parts are
unclear but
able to
communicate
Somewhat
comprehen
sible;impr
oper use of
language
PRONUNCIATION Can be easily
understood;
pronunciation of
vocabulary
Good
pronunciation of
vocabulary, some
errors in
pronunciation
Difficult to
understood;
many
pronunciation
errors
Very
difficult to
understood
;
demonstrat
es very
little
ability in
the target
language
REQUIREMENTS Exceeds all task
requirements
Meets all tasks
requirements
Partial
comletion of
task
requirements
Does not
meet
minimum
task of
requireme
nts
DELIVERY Maintains
excellent eye
contact and
Maintains good
eye contact and
interaction with
Maintains
some eye
contact and
Very little
eye
contact
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13. interaction with
audience; excelent
use of resources
audience; very
good use of
resources
interaction
with audience;
good use of
resources
and
interaction
with
audience;
resources
are not
used
Total score(max. 5 x 4=20) x 5= 100
Scoring criteria: A = 91-100 B= 83-91 C= 75-83 D: > 75
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