Planning an English Lesson: the Text-based

Instruction
Komponen RPP terdiri atas:
a. identitas sekolah yaitu nama satuan pendidikan;
b. identitas mata pelajaran atau tema/subtema;
c. kelas/semester;
d. materi pokok;
e. alokasi waktu ditentukan sesuai dengan keperluan untuk pencapaian KD dan
beban belajar dengan mempertimbangkan jumlah jam pelajaran yang tersedia
dalam silabus dan KD yang harus dicapai;
f. tujuan pembelajaran yang dirumuskan berdasarkan KD, dengan menggunakan
kata kerja operasional yang dapat diamati dan diukur, yang mencakup sikap,
pengetahuan, dan keterampilan;
g. kompetensi dasar dan indikator pencapaian kompetensi;
h. materi pembelajaran, memuat fakta, konsep, prinsip, dan prosedur yang relevan,
dan ditulis dalam bentuk butir-butir sesuai dengan rumusan indikator ketercapaian
kompetensi;
s
I. Lesson Identification: a. School Identity; b. Theme; c. Class/Semester; d. Duration
II. Materiak
a. Objectives
b. Basic Competencies
and Indicators c. Indicators: vocab; grammatical structures; pronunciation/punctuations-spelling
- discourse: coherence & cohesiveness
c. Learning Materials
d. Methods
e. Media
d. Learning Resources
III. Stages of teaching/learning (A series of meetings)
A. Stage 1: Buildning the Knowledge of the field (BKOF)
(2-4 x 90’) a. Opening (Warming up/Pre-teaching)
b. Main activities (comprehending the texts, 2-3 texts) + vocab exercises
c. Closing
B. Stage 2: Modelling and deconstructing the texts used in Stsge 1)
Assessment is
(2-4 x 90’) a. Opening (Warming up/Pre-teaching)
b. Main activities (analyzing the texts, grammar exercises) done during the
c. Closing processes, i.e.
C. Stage 3: Joint Construction of the text assessing Ss’
(2-4 x 90’) a. Opening (Warming up/Pre-teaching)
b. Main activities (speaking/writing in groups, revision)
performances
c. Closing
D. Stage 4: Individual construction of the text
(2-4 x 90’) a. Opening (Warming up/Pre-teaching)
b. Main activities (writing individually, personal/peer revision perfect text)
c. Closing
E. Stage 5: Linking related texts (Optional)
(1 X 90’) a. Opening (Warming up/Pre-teaching)
b. Main activities (comparing texts to see simalirites/diferences)
c. Closing
 Indicators of learning performances

The
production of
the intended
text by
individual Ss
(grammatical
ly accurate,
functionally
appropriately

Continuous assessment during the process

Teaching-Learning Stages
I. Lesson Identification
II. a. SK-KD
b. Tujuan:
c. Indicators:
- vocab
- grammatical structures
- pronunciation/punctuations-spelling
- discourse: coherence & cohesiveness
III. Stages
A. 1. Opening: establish a rapport with Ss
2. Warming up: - attract & direct Ss’ atttention
- motivate Ss to learn the intended competency
B. Stages of Learning
1. BKOF: at least three texts of the intended type
Focus: building Ss’ background knowledge about the topic
they are going to write or talk about in terms of content and
vocabulary used.  the understanding of each text (what, where,
who and in what relationship) general information, specific
information, detailed information factual, conceptual, procedural
and inferential questions
Important points to consider in planning an
English lesson:

1. The Standard of Competency

2. The Communicative Objectives
3. The Pre-communicative Objectives
4. The Theme and Topic
5. The Genre (descriptive, narrative, report,
expository, argumentative, etc)
5. Functions
6. Notions General-notion-LCD.doc
7. Key Grammatical Structure
8. Key vocabulary
 Standard
Competency Teacher
Role
Precom &
Com
Competencies

Learner
Input TASK Role
Text

Setting
Activities

The Modified Framework of DCT

Description of the Modified Framework of DCT 
 
Goals  general  Expressed in non-behavioural verbs
 
Communicative objectives  specifically language function-oriented 
Expressed in behavioural verbs ABCD
 
Pre-communicative Objectiveslanguage forms (vocab, structure, pron.,
spelling, text orientation)  indicators
 
Inputmodel texts (oral/written) containing the target language functions
 
Activities  things done by students: pre-communicative activities
related to the precommunicative objectives and communicative activities
related to the communicative objectives

Teacher role  as a conversational partner, information provider,

manager, director, helper, and/or facilitator
 
Learner role  as a group member, an indl. performer, or as a partner
Settings class, big group work, small group work, or pair work
 Example 1
 
Goal: Understanding ways of expressing likes and dislikes

Com. Objective: Provided with an interview guide, through pair

work students can give and obtain from each other information on
what one likes and dislikes about food with intelligible
pronunciation and grammar (final product)
( = Actor; = Behaviour; = Condition; = Degree)

Pre-Com. Objectives (indicators):

a)Students are able to pronounce intelligibly names of
food, and adjectives related to the taste of food
b) Students are able to use the pattern of the verbs ‘like’
(Noun/Pronoun + V + Noun) in ‘simple present tense’ (statement,
question, and denial).
c) Students are able to use the pattern of ‘Noun/pronouns +be +
fond of + noun’ (statement, question, and denial)
Input: A dialogue on food one likes and dislikes between two
people accompanied with pictures of food varieties
 
Activities: i) Reading the dialogue containing the intended
expressions, followed by comprehension
questions and answers
ii) Pronunciation practice with the teacher’s model
(words, phrases, sentences)
iii) Arranging jumbled words into sentences
iv) Asking and answering questions about likes
and dislikes of food through pair work aided by
an interview guide and role play

Teacher role: Monitor and facilitator

Learner role: Conversational partner

Setting: Class & pair work

 Example 2
Goal: Understanding ways of describing an object (Basic
competency)

C. Objective: Provided with a list of words related to a

school environment, individual students can describe in a paragraph
the object each has observed in the school environment with less than 3
mistakes of grammar and spelling. (final product)
 ( = Actor; = Behaviour; = Condition; = Degree)

P-C Objectives (Enabling competencies = indicators):

a)Students are able to spell names of objects found in the school
environment and related adjectives, verbs, adverbs used in the
description
b) Students are able to use the simple present tense
c) Students are able to use the pattern of ‘be + noun (+ preposition +
noun) (declarative and negative)
d) Students are able to express a topic sentence.
 Example 3
Goal: Understanding ways of finding information stated explicitly and
implicitly in a written text (Basic competency)

C. Objective: Provided with a written text on education, students,

through individual and pair work, can find all types of information
contained in the text (the main idea, specific information, details, the
function of the text, distinguishing facts from opinions) with no more
than 10% mistakes. (specific Competencies)
 ( = Actor; = Behaviour; = Condition; = Degree)

P-C. Objectives: (Enabling competencies = indicators)

a)Students are able to recognize key words and their classes
b) Students are able to find the synonyms and antonyms of words used
in the text (nouns, adjectives, verbs, adverbs)
c) Students are able to recognize the references and the related words
d) Students are able to find the main idea, specific information, and
detailed information in the text
e) Students are able to explain relationships between people/things/
events

Input: An expository text

Activities: i) Answering multiple-choice questions about meanings of
key words used in the text (vocabulary preparation)
ii) Identifying key words and their classes in the text (nouns,
verbs, adjectives, adverbs)
iii) Finding synonyms and antonyms of words
iv) Answering the question asking for the main idea
v) Answering the questions asking for specific information
vi) Answering the questions asking for the details

Teacher role: Monitor, supervisor, helper, and facilitator

Learner role: Individual doer and working partner

Setting: Class, individual and pair work

 
 Example 4
Goal: Understanding ways of finding information stated explicitly and
implicitly in an oral text (Basic competency)

C. Objective: Provided with an oral text on recreation, students,

through individual and pair work, can find all types of information
contained in the text (the gist, specific information, details, the function
of the text, distinguishing facts from opinions) with no more than 10%
mistakes. (specific Competencies)
( = Actor; = Behaviour; = Condition; = Degree)

P-C. Objectives: (Enabling competencies or indicators)

a) Students are able to recognize key words and their classes
b) Students are able to find the synonyms and antonyms of words used
in the text (nouns, adjectives, verbs, adverbs)
c) Students are able to recognize the references and the related words
 
Input: A descriptive oral text on a recreational object
Activities:
i) Students listen to the text and choose from the list the words used in
the text and determine the class of each word
ii) Students answer multiple-choice questions about the synonyms or
antonyms of words used in the text
iii) Students identify key words and their classes in the text (nouns,
verbs, adjectives, adverbs)
iv) Students read the comprehension questions, then listen to the text,
and finally answer comprehension questions.
v) The class discusses some points mentioned in the text

Teacher role: Presenter of the oral text, helper, and facilitator

Learner role: Individual doer and working partner

Setting: Class, individual and pair work

 
Please work individually to creeate your task plans
for:
1.Listening
2.Speaking
3.Reading
4.Writing

Follow the examples.

A paragraph:
1.Is its organization at the sentence level or discourse
level?
2. What are the criteria of a good paragraph?
3.So what activities can help students in meeting the
criteria of a good paragraph?

A Descriptive Text:
1.What is the aim of a descriptive text?
2.How is it organized?
3.What forms of the verbs are used?
Possible activities:
1.Ss are to answer comprehension questions.
2.Ss are to find the topic sentence.
3.Ss are to answer whether the information is
from general to specific or specific to general.
4.Ss are to find declarative and negative
sentences.
5.Ss are to find forms of verbs (probably by
underlying them).
6.Ss are to find definite and indefinite articles.
7.Ss are to rearrange jumbled words into
meaningful sentences.
8.Ss are to rearrange jumbled sentences into a
coherent paragraph.
- At the BKOFstage, students:
• are introduced to the social context of an authentic model of
the text-type being studied

• explore features of the general cultural context in which the

text-type is used and the social purposes the text-type
achieves

• explore the immediate context of situation by investigating

the register of a model text which has been selected on the
basis of the course objectives and learner need.

When students have a very limited mastery of

vocabulary about the field, this phase should be
conducted as many teaching sessions as
needed.
An exploration of register involves (Feez & Joyce,
1998: 27):
•building knowledge of the topic of the model text and
knowledge of the social activity in which this text is used,
e.g. the social activity of job-seeking within the topic
Employment in Australia.

•understanding the roles and relationships of the people

using the text and how these are established and
maintained, e.g. the relationship between a job-seeker
and a prospective employer.

•Understanding the channel of communication being used,

e.g. using the telephone, speaking face-to-face with
members of an interview panel.
Context-building activities include:
•presenting the context through pictures, audio-visual
material, realia, excursions, field-trips, guest speakers etc.

•establishing the social purpose through discussions or

surveys etc

•cross-cultural activities

•related research activities

•comparing the model text with other texts of the same

genre or contrasting type, eg comparing a job interview
with a complex spoke exchange involving close friends,, a
work colleague or a stranger in service encounter (ibid.)
During the BKOF stage, teachers should create
activities which help students to comprehend the
content of the text, including the roles of the people
involved, the purposes of the text, the function of the
text, and the type of situation.

Comprehension activities may vary from simple (find

information concerning the ‘what’ to more complex
(inferential questions). The questions may be multiple
choice in their form, completion, or essay, depending
on the level of learning.

 
2. Modelling and Deconstructing the Text

• involves analysis and discussions about how and why examples of

a particular genre are organized to make meaning.

•Deconstruction allows students to analyze the representatives of a

text, its generic structures and linguistic features.

•They should be assisted in finding out following questions: What is

the social purpose of the genre? Who uses it? Why? What is the
topic? Who are the participants? How do they relate to one another
in that situation? Is it written or spoken language? What are the
functions of the text stages? What are some of the language
features? How do we know what the text is about? What is the
relationship between the writer and the reader?

Students: (1) investigate the structural patterns and

language features of the model text; and (2) compare the
model with other examples of the text-type.
Modelling and Deconstructing the text involves analyzing:
a. Generic Structure of the text
- How do the texts begin? What information is
presented at the beginning of a text?
- What happened next? Any problem?
- How does the text end?
b. The grammatical features
- vocab
- conjucntions
- sentence connectors
- verb forms> tenses
- verb groups
- noun groups
- pronunciation/spelling/punctuations
(Using the same texts as those used in BKOF) Why?
Questions for each text:
What is the social purpose of the genre?
Who uses it? Why?
What is the topic?
Who are the participants?
How do they relate to one another in that situation?
Is it written or spoken language?
What are the functions of the text stages?
What are some of the language features?
How do we know what the text is about?
What is the relationship between the writer and the reader?

Compare some texts to identify features shared by the

texts.
 Activities at each level of language
Level of Activities
language
Text-level  presentation activities using devices such as OHTs, LBDs,
charts, big books, board work etc
 sorting, matching and labeling activities eg sorting sets of
texts, sequencing jumbled stages, labeling stages etc.
 activities focusing on cohesive devices such as sets of related
lexical items, conjunction, modality, reference eg semantic
maps, vocabulary networks, cloze, transparency overlays etc.
Clause-  presentation and practice activities relating to the
level grammatical features of the text
Expression-  oral-aural, pronunciation, decoding, spelling, handwriting or
level typing practice as needed for the use of the text-type
3. Joint Construction of text
• provides a chance for students to practice writing in groups
and apply their critical thinking skills in working in groups, in
discussing with peers, which constitutes one of the ways to
promote critical thinking.

• the students are to jointly construct a new text.

• To prepare for this, information can be built up through

research, which can involve the following activities:
observations, interviewing, film and video viewing, reading, and
note-taking.

•Then the teacher guides the students in jointly constructing a

new text of the same genre.
In the joint construction of the text stage:

(a)“students begin to contribute to the construction of

whole examples of the text-type”, and

(b) “the teacher gradually reduces the contribution to

text construction, as the students move closer to
being able to control the text-type independently”
(Feez & Joyce, 1998: 30).
The activities at the JCOT stage may include the
following (ibid.):

•teacher questioning, discussing and editing whole

class construction, then scribing onto board or OHT

•skeleton texts

•jigsaw and information gap activities

•small group construction of texts

•Dictogloss

•self-assessment and peer assessment activities

What is “dictogloss”?

Dictogloss is a classroom dictation activity where learners

are required to reconstruct a short text by listening and noting
down key words, which are then used as a base for
reconstruction.

For example: Learners discuss the sea. The teacher then

explains the task, and reads a short text on the sea to the
class, who just listen. The teacher reads the text again, and
the learners take notes. In groups, the learners then
reconstruct the text.

Dictogloss is often regarded as a multiple skills and systems

activity because learners practise listening, writing and
speaking (by working in groups) and use vocabulary, grammar
and discourse systems in order to complete the task.
In the joint construction of the text
students are to write several drafts in
several sessions, at least three sessions,
to make them aware that writing is a
recursive process, and not a one shot
activity.
 
4. Independent Construction of Text
 
Through independent constructions students have got
a chance to practise individually the speaking or writing
skills they have acquired from the previous stages.

In the case of writing, they individually construct a new

text of the same genre in several sessions to give them
opportunities to revise their own drafts (Emi Emilia, 2010: 60).

Her suggestion is related to the frequently observed

fact that it will be very difficult, if not impossible, to have
students construct a new text, be it oral or written, by
learning in one teaching session only, especially when
their vocabulary and grammar are limited.
Two points are noted by Feez and Joyce (1998: 31):
(1)students work independently with the text; and
(2)learner performances are used for achievement assessment.

These two authors continue to say that this stage of the genre-based
teaching cycle may include the following activities:
•listening tasks e.g. comprehension activities in response to live or
recorded material such as performing a task, sequencing pictures,
numbering, ticking or underlining material on a worksheet, answering
questions
•speaking tasks e.g. spoken presentation to class, community
organization, workplaces etc.
•listening and speaking tasks e.g. role plays, simulated or authentic
dialogues
•reading tasks e.g. comprehension activities in response to written
material such as performing a task, sequencing pictures, numbering,
ticking or underlining material on a worksheet, answering questions
•writing tasks which demand that students draft and present whole
texts
5. Linking to Related Texts
 
The last is the stage in which students link what has been
learned to other related texts. They are encouraged to
investigate how what they have learned in the previous stages
can be related to (1) other texts in the same contexts and (2)
future or past cycles of teaching and learning (Feez & Joyce,
1998: 31). Activities in this stage may include the following (ibid.):
•Comparing the use of the text-type across different fields
•Researching other text-types used in the same field
•Role-playing what happens if the same text-type is used by
people with different roles and relationships
•Comparing spoken and written models of the same text-type
•Researching how a key language feature used in this text-type
is used in other text-types
C. Closing:
-summarize important points
-reflection on the learning experiencessuccesses,
difficulties, enjoyment, excitement, boredom?
- suggestions of improvement

Since each stage may last for more than one meeting,
one lesson plan of teaching the production of a certain
text type may cover several weeks.