Lesson Plan

School

: SMP Negeri 1 Raha

Class

: VIII9

Topic

: Short Message

Skill

: Writing

Objective
At the end of the class:
Students are expected to be able to recognize and detect the generic structure
of short message and language feature of short message.
Students are expected to be able to write short message with the correct
generic structure and language feature.
Teaching Procedure

Teacher greets students and asks their condition.

Teacher brainstorms the students by asking the students whether they have
ever written a message or not, asking what kind of message they write and to
whom the message, asking the students to share their experience of how they

write the message.

Teacher introduces the topic to the students that will be learned.
Teacher explains about short message and shows examples of short message

with different purpose using PowerPoint presentation. (See Appendix 1)

Teacher explains the generic structure of short message in front of the students
using PowerPoint presentation. (See Appendix 2)

Name
SID
Class
Subject

:
:
:
:

La Ode Suhardin
21213003
B
CMD I

Teacher explains the language feature used in writing short message such
present tense, present perfect tense and present continues tense and gives them

the example in sentence using PowerPoint presentation. (See Appendix 3)

Teacher gives each student a paper of example of short messages. (See

Appendix 4)
Teacher asks the students to read the message.
Teacher asks the students to list the unfamiliar vocabulary from the message,
asks the students to find the meaning of it in their own dictionary and asks the

students to understand the content of the message.

Teacher asks the students about the content of the message.
Students answer what the content of the message is.
Teacher asks the students to analyze which one of the generic structures and

the language features of the message are.

Students state the generic structures and the language feature of the message.
Teacher asks the students to write short message individually based on the

description given. (See Appendix 5)

Teacher gives feedback to the students answer.
Teacher asks students difficulty about the topic that has been learned.
Teacher does a reflection by summing up the topic and asks the students about

the generic structures and the language features of short message.

Teacher gives homework to the students to write short message based on the

situation given. (See Appendix 6)

Teacher ends the class.

Appendix 1
Example of short message

Name
SID
Class
Subject

:
:
:
:

La Ode Suhardin
21213003
B
CMD I

1. Short message for picking up

Dear Diana,
Please tell my uncle to pick me up at 5 p.m. I have an OSIS meeting after school.
Thanks.
Desy
2. Short Message to tell something
Dear Anita,
Tell Dony that I have prepared some food for breakfast. I put it on the refrigerator.
Sorry, I have to go to work very early. See you.
Mom
3. Short message to order something
Good evening Jessica,
I need your help. Please deliver some tart cakes for birthday party tomorrow morning.
Im waiting the cakes before 10 a.m. Thank you.
Mr. Chello

Appendix 2
Generic structure of short message:
1.
2.
3.
4.

Addressee (Salutation, Dear Diana, Greetings)

Body (the expressions/content of short messages)
Closing (see you, thank you)
Writer (the person who write a short message)

Appendix 3
Language Features of short message:
Example:
Name
SID
Class
Subject

:
:
:
:

La Ode Suhardin
21213003
B
CMD I

Simple present:

S + VI + .
I have an OSIS meeting

Past perfect:

S + Have + VIII + ..
I have prepared some food for breakfast

Present continuous:

S + be (am, is, are) + V(ing)

I am waiting the cakes

Appendix 4
Dear Dimas,
I am sorry I cannot come to your house this afternoon to work on our project as we
have planned because I am fixing my motorcycle now. Thank you.
Ari

Appendix 5
Exercise
Write a short message related to the situation below:
Mr. Amir comes late to the class because he is joining the meeting in the office. He
leaves a message to the captain of the class.

Appendix 6
Homework
Write a short message related to the situation below:
Name
SID
Class
Subject

:
:
:
:

La Ode Suhardin
21213003
B
CMD I

Anita is sick. She leaves a message with her friend to the captain of class that she is
not going to school today.

My English teachers problem in SMP Negeri 1 Raha, class VIII9:

a. Pronunciation

Name
SID
Class
Subject

:
:
:
:

La Ode Suhardin
21213003
B
CMD I

He never shows in the first lesson example how pronunciation issue can be

planned into a lesson.

He never model words or sentences to pronounce.
He never describes the sound and mouth position when pronouncing words or

sentences.
He does not use prompts, pictures, mime, etc to help the learning process in

classroom.
He does not use a variety of classroom activity for focusing on vowel sounds

in the classroom.
He does not use a variety of classroom activity for focusing on consonant

sounds in the classroom.

He never raises awareness of vowel sounds to his students.
He never raises awareness of consonant sounds to his students.
He does not teach us word stress and unstressed, rule of word stress, level of

word stress and sentence stress.

He does not teach us connecting intonation with grammar, connecting
intonation with attitude and connecting intonation with the surrounding
discourse.

b. Speaking

He does not brainstorm us about the lesson that will be learn.

He never does small talk at the beginning of the lesson.
He does not give us a good opportunity to speak and encourage as many to

speak as possible.
He does not use the knowledge that we already know.
He does not provide gramatical and vocabulary points.
He does not make a class activity more interesting that can encourage us to be

more active.
He does not do an activity to improve our ability in speaking such as a

conversation that includes lots of examples of a new grammar structure.

He does not do oral grammar drill.
He does not put us in a safe situation to encourage us to try to use the
language.
Name
SID
Class
Subject

:
:
:
:

La Ode Suhardin
21213003
B
CMD I

He does not give reward to us.

c. Reading

He does not get us interested in the topic.

He does not get initial discussion of key theme about the material that will be

learned.
He does not make an explicit link between the topic of the text and our own

lives and experiences.

He does not focus on important language that will come in the text.
He does not choose useful reading activity.
He does not use a classroom activity for focusing on individual language

items e.g. vocabulary or grammar exercises.

He only asks his students to answer questions from the text but he never

teaches how to find out the main idea and the title of the text.
He does not teach how to find a specific piece of information in the text.
He does not make use of information in the text to do something (make a

sketch, fill out a form, find out which picture is being described, etc).
He does not draw the lesson to a conclusion.
He does not review what has been studied and what has been learned.
d. Writing
He does not get us interested in the topic that will be learned
He does not brainstorm for making us get plan in writing.
He does not start to plan structure of text by arranging ideas.
He does not discuss ideas with others to get new perspectives.
He does not encourage us about what we are going to write.
He does not guide us what we are going to write.
He does not get us involved in collaborative writing for encouraging drafting,

reflection and revision.

He never makes notes, diagram, etc to help organize idea.
He does not provide a model of the type of writing we want to do.
He does not get feedback on content.
He does not get feedback on language use.

Name
SID
Class
Subject

:
:
:
:

La Ode Suhardin
21213003
B
CMD I

Mr. Hs Students weakness in learning English:

a. Pronunciation

It is hard to pronounce every single word in English.

We tend to pronounce every single word in English as they seem
We are poor in intonation and rhythm.
We cannot pronounce every single word of English with correct stressing.

b. Speaking

It is hard to say something in English or to express our ideas orally

We cannot speak well because we have less vocabulary.
We get shy to express our ideas in English.
We are not confident when saying something in English.
We always worry about making mistakes when speaking
We always worry about pronunciation whether the words that we pronounce
are correct or not so that we are shy to speak.

c. Reading

It is hard to understand the content of the reading passage.

It is hard to understand the detailed information of the reading passage.
We are not compatible in determining the main idea of the reading passage.
Name
SID
Class
Subject

:
:
:
:

La Ode Suhardin
21213003
B
CMD I

We were not also compatible in determining what the topic of the text is

about.
Retelling the reading passage in our own words is still difficult to do.
We have less vocabulary to catch the meaning of the reading passage.

d. Writing
We do not know how to construct a sentence correctly.
We have less vocabulary to write both in sentence and in paragraph.
It is hard to express our ideas in written language.
It is hard to arrange our ideas in sentence.
It is hard to arrange our ideas in paragraph.
We get confuse in starting to write. There is no guidance and clue.

Name
SID
Class
Subject

:
:
:
:

La Ode Suhardin
21213003
B
CMD I

My English Teachers Problem and Our Weakness

It is undeniable that English is still considered to be a difficult subject for
some students. However, English is actually not to be something difficult when it is
taught with the right basic concepts. In this case, English teachers are the key to
overcome the students who think that English is difficult to be learned. By good
approach, technique and method used by teachers in teaching English, students will
find that English is not as hard as they assume. On the other hand, if teachers use
monotonous approach, technique and method as well as not to create a good
atmosphere of learning, students will find it hard. Additionally, unsystematic teaching
by teachers also makes students get hard to understand English better. This is what
my friends and I experience when we were still students in SLTP Negeri 1 Raha
especially in class VIII9. Because of our English teacher who teaches English without
good procedure how to teach English as a foreign language, make us get difficult to
comprehend English well. Therefore, I as the writer want to elaborate my English
teachers problems, Mr. H, in teaching English that focus on pronunciation, speaking,
reading and writing. Moreover, I will also elaborate our weakness in studying
English. The purpose of doing this elaboration is to give an illustration of how to
make an appropriate lesson plan by observing my English teachers problems and our
weakness in learning English. To be more detail, it will be elaborated in the following
paragraphs.
The first point of my English teachers problems in teaching English that I
want to elaborate is pronunciation. When Mr. H begins to teach pronunciation, he
never shows in the first lesson example how pronunciation issue can be planned into
a lesson. He never models and describes the sound and mouth position when
pronouncing words or sentences. He does not use prompts, pictures, mime, etc to help
Name
SID
Class
Subject

:
:
:
:

La Ode Suhardin
21213003
B
CMD I

the learning process in classroom. He does not use a variety of classroom activity for
focusing on vowel and consonant sounds in the classroom. He never raises awareness
of vowel and consonant sounds to his students. He does not teach us word stress and
unstressed, rule of word stress, level of word stress and sentence stress, connecting
intonation with grammar, connecting intonation with attitude and connecting
intonation with the surrounding discourse. As the result, we get hard to pronounce
every single word in English. We tend to pronounce every single word in English, as
they seem. We cannot pronounce every single word of English with correct stressing,
intonation and rhythm. We are really poor on them. It is all of such our weakness that
our English teacher does not become aware of.
The second point of my English teachers problems in teaching English that I
want to elaborate is speaking. In teaching speaking, Mr. H does not brainstorm us
about the lesson that will be learned. He never does small talk at the beginning of the
lesson. He does not give us a good opportunity to speak and encourage as many to
speak as possible. He does not use the knowledge that we already know. He does not
provide gramatical and vocabulary points. He does not make a class activity more
interesting that can encourage us to be more active and he does not do an activity to
improve our ability in speaking such as a conversation that includes lots of examples
of a new grammar structure. Additionally, he does not do oral grammar drill. He does
not also put us in a safe situation to encourage us to try to use the language. Even
he does not give reward or appreciation to us. Finally, as the consequence of not
treating us all of them, we cannot say something in English or to express our ideas
orally. We cannot speak well because we have less vocabulary. We are not confident
when saying something in English even we are also shy to express our ideas. We are
not only worry about making mistakes when speaking but also worry about
pronunciation whether the words that we pronounce are correct or not. That is all of
our weakness in speaking that our teacher does not notice.
Name
SID
Class
Subject

:
:
:
:

La Ode Suhardin
21213003
B
CMD I

The third point of English my teachers problems in teaching English that I

want to elaborate is reading. In teaching reading, Mr. H does not get us interested in
the topic and get initial discussion of key theme about the material that will be
learned. He does not make an explicit link between the topic of the text and our own
lives and experiences. He does not focus on important language that will come in the
text or focus on individual language items e.g. vocabulary. He does not choose useful
reading activity. He only asks his students to answer questions from the text but he
never teaches how to find out the main idea the title of the text and how to find a
specific piece of information in the text. He does not make use of information in the
text to do something (make a sketch, fill out a form, find out which picture is being
described, etc). He does not draw the lesson to a conclusion and review what has been
studied and what has been learned. As the result, we always get difficult to
understand the content of the reading passage and the detailed information of the
reading passage. We are not compatible in determining the main idea of the reading
passage and in determining what the topic of the text is about. Retelling the reading
passage in our own words is hard to do. We have less vocabulary to catch the
meaning of the reading passage. It is such our great weakness in reading that our
English teacher does not observe.
The last point of my English teachers problems in teaching English that I
want to elaborate is writing. In teaching writing, Mr. H does not get us interested in
the topic that will be learned. He does not brainstorm for making us get plan in
writing. He does not start to plan structure of text by arranging ideas. He does not
discuss ideas with others to get new perspectives. He does not encourage and guide us
what we are going to write. He does not get us involved in collaborative writing for
encouraging drafting, reflection and revision. He never makes notes, diagram, etc to
help organize idea. He does not focus on important language that will come in the
text or focus on individual language items e.g. vocabulary. He does not provide a
Name
SID
Class
Subject

:
:
:
:

La Ode Suhardin
21213003
B
CMD I

model of the type of writing we want to do. He does not get feedback on content and
language use. As the result, we do not know how to construct a sentence correctly. We
do not know how to write both in sentence and in paragraph because we have less
vocabulary. We get difficulty in expressing and arrange our ideas. Then we get
confuse in starting to write because there is no guidance and clue. That is all our
weakness in writing that Mr. H does not notice.

Name
SID
Class
Subject

:
:
:
:

La Ode Suhardin
21213003
B
CMD I