SEKOLAH MENENGAH ATAS NEGERI

102 JAKARTA
Jalan Kayu Tinggi, Cakung, Jakarta Timur, 13910. Telp: (021) 4604674

LESSON PLAN
Field of Study
Sub-Field of Study
Topic of Discussion
Skill
Class/Semester
Time Allocation
Day / Date
Teacher

: Language
: English
: Hortatory Exposition
: Speaking
: XI IIS IV/ II
: 2 x 45
: Tuesday / March 24, 2015
: Melva Melisa Tambunan

A. MAIN COMPETENCES
KI 1
KI 2

Students are able to inspire and to apply his or her religion teaching.
Students are able to inspire and apply the honesty, discipline, responsible,
social care (such as in: mutual aids, cooperative, tolerance, peace)
politeness, responsive and proactive and showing act part of solution and
problem solving from many concern and also being involved in any
interaction effectively in social and nature welfare in putting ourselves

KI 3

properly in open common international relationship.

Students are able to understand, apply, analyze factual knowledge,
conceptual, procedural based on curiosity of knowledge, technology, arts,
culture, humanism with humanistic perspective nationality and related
civilization causing phenomenon and events as well as implementing
procedural knowledge in a specific field of study based on talents and

KI 4

interest to solve the problems.

Students are able to process, reason, and present both in concrete and
abstract domains related to the development of individual learning at

schools and able to use the method based on the rules or norms.
B. BASIC COMPETENCES
3.10.

Analyzing the social function, the structure of the text, and linguistic
elements of the exposition text on topics recently discussed in public,
according to the context of its use.
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4.14.

Capturing the meaning of the exposition text by topics recently discussed in

public.

C. INDICATORS COMPETENCE ACHIEVEMENT

1. Students are able to analyze the generic structure and language features in the
hortatory exposition.
2. Students understand to make some example of hortatory exposition.
D. LEARNING OBJECTIVES
1. Students are enabled to state the generic structure and language feature of
hortatory exposition.
2. Students are able to make some example by topics recently of hortatory
exposition in clipping.
E. LEARNING MATERIALS
Hortatory Exposition
a. The Definition of Hortatory Exposition
It is a kind of text type that presents arguments or reasons to support the
opinion. It is aimed to persuade the readers or listeners that something should or
should not be the case. The difference of analytical and hortatory exposition is on
the term of its generic structure in the last part that is called as reiteration in
analytical and recommendation in hortatory exposition. The function of both is
quite different. In analytical exposition, reiteration is used to give emphasize on
the writers opinion by restating point of view. While in hortatory exposition,
recommendation is used to give advice or such a suggestion to the readers to
make a choice by considering the presented arguments. In short the purpose of
hortatory exposition text is to argue a case for against a particular position or
point of view and it purposes a suggestion in the end of the argumentation.
b. The Generic Structure of Hortatory Exposition
1. Title, tells about the topic of the essay.
2. Introduction, it consists of the authors point of view (thesis), preview of the
arguments that will follow in the next section, and a question or emotional
statement to get audience attention.
3. Argument, this part is significant to support about the thesis. Therefore, it
needs some requirements. They are explained as follow;
a) A new paragraph is used for each argument.
b) Each new paragraph begins with topic sentence.
c) After topic sentence comes the detail to support the arguments.

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d) Emotive words are used to persuade the audience into believing the
author.
4. Recommendation, statement of what should or should not happen.
c. The Language Features of Hortatory Exposition
1. Use thesaurus to find an appropriate word, such as:
a) Instead of using bad, use appalling, unfavorable, ghastly, and terrible.
b) Instead of using good, use fantastic, incredible, momentous, and
remarkable.
c) Instead of using persuading, use convincing, urging, enticing, and
realistic.
d) Instead of using persuasive, use credible, realistic, rational, sane, and
coherent.
2. Use present tense such as lions live; I eat; cheetahs run; etc.
3. Use mental verbs such as I believe; I prefer; I agree; I doubt; I disagree; etc.
4. Use saying verbs to support the arguments such as people say; it is said;
research indicates; etc.
5. Use connecting words to link to argument so that the flow of argument is
logical and fluent, such as additionally; furthermore; not only; also; in
addition; moreover; like wise; etc.
6. Use causal conjunction to indicate cause or reason of what is being stated,
such as because; consequently; despite; due to; for that reason; in case;
otherwise; yet; first; second; etc.
7. Use words that express the authors attitude to qualify or confirm, such as
will; frequently; may; must; usually; typically; habitually; commonly;
doubtless; characteristically; in all probability; etc.
8. Use persuasive techniques, such as:
a) Use generalizations to support viewpoints or arguments. Generalizations
are common beliefs and general statements.
b) Use evidence and facts to back up the generalizations like using research,
expert opinion, testimony or quotes.
c) Use exaggeration to make things or issues appear better or worse than
they actually are.
Yudhistira (Simon & Schuster, 2002, p.113)
d. The Example of Hortatory Exposition
Banning of Motorbikes is Necessary in the Housing Areas
Motorbikes are a nuisance and a cause for great distress.
Even though motorbikes are considered as the most

Introduction

convenient form of transportation, I think they are a hazard

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to humans, animals as well as the environment. I think

motorbikes should be banned in housing areas due to the
following reasons; cause of unreasonable amount of noise,
air pollution, diseases, and accidents.
First of all, I would like to point out that motorbikes
are major contributor to the pollution in the world. Research
has shown that motorbikes emit a deadly gas that is
dangerous for environment.

Consequently, long-term

Argument 1

emission of gas from motorbikes is a major contributor of

global warming (Science Daily).
Secondly, according to a report from BBC News
Channel, motorbikes are also responsible for causing
diseases such as bronchitis, cancer and are a major trigger of

Argument 2

asthma and high blood pressure. Some of the diseases are so

ghastly that they can kill people (BBC News, 2009).
Furthermore, motorbikes create so much noise. There
is vroom vroom noise everywhere. It is extremely difficult
to sleep. Parents with infants find it extremely challenging.
The moment their babies fall asleep, one or other motorbikes
passes by and the baby wakes up. It is also arduous for

Argument 3

children to concentrate on their homework. Experts are of

opinion that if there is extreme noise, it can lead to deafness
and lack of concentration in children and adults. (Fields,
1993)
Finally, motorbikes are responsible for horrible
accidents. In some cases there are deaths. Motorbike riders
go so fast that they are unable to stop on time thus they end
up hitting other people or animals. Many a times lot of

Argument 4

animals are trampled and found death on road. Motorbikes

are known to be the biggest killers on road. (Fields, 1993)
From the arguments above, I strongly believe that
motorbikes should be banned from housing areas.

Recommendation

Yudhistira (Simon & Schuster, 2002, p.115)

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F. LEARNING METHOD
1. Explanation
2. Discussion
3. Presentation
G. LEARNING MEDIA
1. Whiteboard
2. Marker
3. Text book
H. LEARNING SOURCES
1. English Book Class XI (BSE)
2. English Book Class XI Yudhistira
I. PROCEDURES OF LEARNING
Activities
1.
2.
Warming Up 3.
4.

Activity Description
Pre Activities
The students greet the teacher and pray.
The teacher introduces herself.
The teacher checks the students attendance.
The teacher refreshes the lesson that they have

learned.
5. The teacher explains what will be learned today.
Main Activity
Activities
1. The teacher asks the students to tell the recent

Time Allocation

10 minutes

10 minutes

75 minutes

issues in the media.

2. The teacher gives explanation about hortatory
exposition.
3. The teacher asks students to determine the
Observing

difference between analytical exposition and

10 minutes

hortatory exposition.
4. The students read some example of hortatory
exposition.
5. The students find the generic structure on the
hortatory exposition text.
The teacher gives chance to students to ask
Asking

questions and students giving feedback about the

2 minutes

Exploring

material.
1. The teacher asks students to search some

3 minutes

example of hortatory exposition from many

sources.
2. The students in group are asked to determine
what the generic structures and language
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Associating

features.
The teacher asks students to make an example of
hortatory exposition in a group.
1. The teacher asks students to exchange their

15 minutes

work to other group to check the generic

Communicating

structure.
2. The students give feedback and the teacher
gives confirmation about their work.
Post Activities
1. The teacher asks the students to bring a

Closing

45 minutes

5 minutes

newspaper, glue and cutter to the next meeting.

2. The teacher and students conclude the learning
topic of the day.
3. The students submit their assignment.
4. The teacher closes the meeting.
5. The students greet the teacher.

5 minutes

J. ASSESMENTS
1. Rubric of Speaking
2. Power Point Slides

Jakarta, March 24, 2015

Approved by:
English Teacher,
Salohot Pane, S.Pd.
NIP.195611281981122001

Advisor,
L. Angelianawati, M.Pd.
NIP.141102

Complied by:
Researcher,
Melva Melisa Tambunan
NIM.1112150016

Known by:
Headmaster,
Ridoan, MM
NIP.196409211988031002
Assessment 1
Aspects
Pronunciation

Score
5
4

Behavioral Statements
Have few traces of foreign accent
Always intelligible, though one is concious of a

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definite accent
Pronunciation problem necessitate concentrated
3

2
1
5

Grammar

1
5
4

Vocabulary

2
1
Fluency
5
4
3

listening

and

occasionally

lead

to

misunderstanding
Very hard to understand because of pronunciation
problems, must frequently be asked to repeat
Pronunciation problems so severe as to make
speech virtually unintelligiblely
Makes few (if any) noticable errors of grammar
and word order
Occasionally makes grammatical and/or word
order errors which do not, however obscure the
meaning
Make frequent errors of grammar and word order
which occasionally obscure the meaning
Grammar and word order errors

make

comprehension difficult. Must often rephrase

sentences and/or restrict him to basic patterns
Errors in grammar and word order as severe as to
make speech virtually unintelligible
Use of vocabulary and idioms is virtually that of a
native speaker
Sometimes uses inappropriate terms and/or must
rephrase the idea because of lexical inadequate
Frequently uses the wrong words; conversation
somewhat

limited

because

of

inadequate

vocabulary
Misuse of word and very limited vocabulary
make comprehension quite difficult
Vocabulary limitation so extreame as to make
conversation virtually impossible
Speed as fluent and effortless as that of a native
speaker
Speed of the speech seems to be slightly affected
by language problem
Speed and fluency are rather strongly affected by
language problem

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2
1
5
4
Comprehension

Usually hesitant; often forced into silent by

language limitations
Speech is so halting and fragmentary as to make
conversation virtually impossible
Appears to understand everything without
difficulty
Understand nearly everything at normal speed,
although occasional repetation may be neccesary
Understand most of what is said at slower than
normal speed with repetition
Has great difficulty following what is said. Can
comprehend only social conversation spoken
slowly with frequently repetitions
Cannot be said to understand even simple
conversation virtually impossible

Assessment 2

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