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LESSON PLAN

                                 

School                         : SMA

Subject                        : English

Material                       :  Analytical Exposition

Skill                             : Reading

Class/Semester            :   XI

Time Allocation            :   2 X 45 minutes

A.    Standard Competence

Understanding the meaning of short functional text and essay form report, narrative and analytical exposition in the context of daily life and to access knowledge.

B.     Basic competence

Responding  the meaning and rhetorical steps in essay writing using a variety of language accurately, fluently and acceptable in the context of everyday life and to access knowledge in text form: report, narrative and exposition analytical.

C.    Indicators

1.      Cognitive

Product

a.       Students read the text about analytical exposition

b.      Stdents find the generic structure of text about generic structure

Process

a.       Students identify the material about analitical exposition

b.      Students give the respon of the material about analytical exposition

c.       Students get a text from teacher about analytical exposition

d.      Students read the text about analytical exposition

e.       Students identify the generic structure of the text about analytical exposition

f.       Students discuss of the text about analytical exposition

2.      Affective

a.       Characters : honest, creative, critical and logical, responsible

b.      Social skill : asking question, giving idea and opinion, communicating in a good manner.

3.      Psychomotor

Reading  a text analytical expositon and determining a generic structure of the text abouy analytical exposition

Teaching and learning objectives

1.    Cognitive

Product

a.         Students are able to read the text about analytical exposition

b.         Stdents are able to find the generic structure of text about generic structure

Process

a.         Students are able to identify the material about analitical exposition

b.         Students student are able give the respon of the material about analytical exposition

c.         Students are able to get a text from teacher about analytical exposition

d.        Students are able to read the text about analytical exposition

e.         Students are able to identify the generic structure of the text about analytical exposition

f.          Students are able to discuss of the text about analytical exposition

2.    Affective

c.       Characters : students are able  honest, creative, critical and logical, responsible

d.      Social skill : students are able asking question, giving idea and opinion, communicating in a good manner.

3.      Psychomotor

Students are able to reading a text analytical expositon and to determining a generic structure of the text abouy analytical exposition

D.    Material

Analytical expositions

E.     Teaching Method/Technique

1.      Method        : CLT (cooperative learning teaching)

2.      Technique     : textbook

F.     Activities Plan

1.      Opening Activities (10 minutes)

a.       Greeting and checking student attendance

b.         Students identify the material about analitical exposition

2.      Main Activities (70 minutes)

a.         Students give the respon of the material about analytical exposition

b.         Students get a text from teacher about analytical exposition

c.         Students read the text about analytical exposition

d.        Students identify the generic structure of the text about analytical exposition

e.         Students discuss of the text about analytical exposition

e.       closing activities (10 minutes)

a.       Summarizing the lesson

b.      Giving chances for student to ask questions dealing with the material

c.       Giving homework

d.      Closing the lesson

G.    Learning Sources

1.      Internet

2.      English zone book year XI

H.      Media and Tools

1.      LCD

2.      Infocus

3.      Laptop

4.      speakers

I.       Evaluation

1.      Technique         : Reading test

2.      Form                 : reading a text about analytical exposition

Disetujui, Guru Pamong IvikaAngreini, S.Pd NIP. 19641210 199412 1 001	Bengkulu,      November  2012 Guru Praktikan Heri Kusnadi NPM. 112 111 0152
Mengetahui Dosen Pembimbing Lapangan Sinarman Jaya M.Pd NBK .                         .

Analytical Exposition

Pengertianataudefinisi analytical exposition text sebenarnyasangatmudahdipahami.Secarabahasa, “Analytical” bermakna, “examining or liking to examine things very carefully” (Cambridge).Artinya, (sukamemeriksa / mengujisesuatusecarahati-hati).Sedangkanmakna exposition sendirisudahpernahsayajelaskanpadatulisantentang hortatory exposition, yaitu “a comprehensive description” ataupenjelasansecaraluas.

Dengandemikian, pengertian Analytical Expositionbisadipahamisebagai text yang mencobamemberikanpenjelasansecarakomprehensiftentangsuatumasalahdenganmenampilkanpendapat-pendapatpendukungsecarahati-hati.

Sedangkantujuanutama analytical exposition text iniadalah, “ to attempt to persuade the reader to believe something by presenting one side of the argument.” Artinyamencobameyakinkanpembaca agar mempercayaisesuatudenganmemberikansatusisipendapatsaja.”Mengacupadatujuan analytical exposition ini, halinitidakbermaknabahwadalam analytical exposition berisisatuargumensaja, akantetapiberisiberbagaiargumen yang memilikitujuansama.

Generic Structure of Analytical Exposition

Perbedaansusunanantara hortatory exposition dengan analytical exposition hanyalahpadastrukturterakhirnyasaja.Jikahortatory expositiondiakhiridenganrecommendation, analytical expostiondiakhiridenganconclusion.Untuklebihjelasnyamarikitasimak di bawahini:

Thesis

Sepertipadajenistekslainnya, thesis iniberisipandanganpenulistentangsuatumasalahsecaralebihsederhana.  Untuklebihjelasnyasilahkanbacapenjelasanmengenai thesis statemenpadatekshortatory.

Series of Argument

Series of Argument berisibeberapapenjelasanlanjutandariketerangansederhanadalam thesis statement.Ketikamenulis argument ini, diusahakan agar lebihtelitilagikarenapadabagianinilahsebuahtulisanbisamempengaruhipembaca.Jikaperlu, sertakanpendapatmenurutparaahli.

Conclusion

Conclusion seringjugadisebutdenganreiteration.Padabagianini, kitahanyadituntutuntukmenyimpulkan, ataulebihsederhananyakitamengungkapkankembaliapa yang dijelaskanpada thesis statement.

Example of text analitical exposition:

Watch your Kids While Watching TV

Television becomes one of the most important devices which takes place in almost houses. It can unite all members of the family as well as separate them. However, is it important to know what your kids are watching? The answer is, of course, absolutely “Yes” and that should be done by all parents. Television can expose things you have tried to protect the children from, especially violence, pornography, consumerism and so on.

Recently, a study demonstrated that spending too much time on watching TV during the day or at bedtime often cause bed-time disruption, stress, and short sleep duration.

Another research found that there is a significant relationship between the amount of time spent for watching television during adolescence and early adulthood, and the possibility of being aggressive.

Meanwhile, many studies have identified a relationship between kids who watch TV a lot and being inactive and overweight.

Thesis             : danger for child of watching TV

Arguments     : Limit television viewing to one-two hours each day

Do not allow your children to have a TV set in their own bedrooms

Review the rating of TV shows which your children watch

Conclution     : kids who watch TV a lot and being inactive and overweight.

EXERCISE FOR STUDENT

      Please you determine the generic structure of this text

smoking

Before we are going to smoke, it is better to look at the fact. About 50 thousands people die every year in Britain as direct result of smoking. This is seven times as many as die in road accidents. Nearly a quarter of smokers die because of diseases caused by smoking.

Ninety percent of lung cancers are caused by smoking. If we smoke five cigarettes a day, we are six times more likely to die of lung cancer than a non smoker. If we smoke twenty cigarettes a day, the risk is nineteen greater. Ninety five percent of people who suffer of bronchitis are people who are smoking. Smokers are two and half times more likely to die of heart disease than non smokers.

Additionally, children of smoker are more likely to develop bronchitis and pneumonia. In one hour in smoky room, non smoker breathes as much as substance causing cancer as if he had smoked fifteen cigarettes.

Smoking is really good for tobacco companies because they do make much money from smoking habit. Smoking however is not good for every body else.

THE ANSWER OF THE EXERCISE

Thesis: Paragraph 1 is the thesis of this analytical exposition text. It states the fact of the very fatal impact of the smoking habit. Clearly the writer wants to say that smoking is not a good habit.

Arguments: In this example of analytical exposition text, paragraph 2 and 3 are the detail arguments presented in a reporting fact to support that smoking is not good even for smokers themselves. Furthermore, people who do not smoke but they are in smoky area have the bad effect too from the smoking habit.

Reiteration: The last paragraph of this example of analytical exposition points again that smoking is not good for smokers and people around smokers. However smoking is very good for Cigarette Companies