LESSON PLAN SD Kelas II Bahasa Inggris

LESSON PLAN

School                                     : SD N Potrobangsan 3 Magelang

Subject                                    : English

Grade/Semester                       : II/2

Topic                                       : Plant and Animal (Environment)

Time Allocation                      : 2 x 35 minutes

Day/date                                 : March 8^th, 2013

Academic year                        : 2012/2013

A.    Standard Competence

1.      Listening

Comprehending the simple instructions in the class context.

2.      Speaking

Expressing the instruction and information that very simple in the class context.

3.      Reading

Comprehending English written that very simple in the class context. 

4.      Writing

Spelling and copying English written that very simple in the class context. 

B.     Basic Competence

1.      Comprehending very simple text acceptably with pictures.

2.      Having conversation to says words, phrases,  or simple sentences which are need for communication.

3.      Reading and comprehending a very simple text with picture that relevant with the topic.

4.      Spelling simple words  correctly and acceptably.

5.      Writing vocabulary that relevant with the topic.

C. Indicators                   

1.      To respond the teacher’s word physically and verbally.

2.      To identify the name of animal and plant.

3.      To point the picture of plant and animal which have been mentioned by the teacher.

4.      To read and repeat with pay attention about in the correct pronunciation and intonation and answer the question.

5.      To answer the  teacher’s question .

6.      To match the picture of plant and animal with words or right sentences.

7.      To copy words or short phrase  about plant and animal which have been giving.

D.  Learning Objectives

At the end of the lesson :

The students are able to identify the meaning of the word from context.

1.      The students are able to mention about the name of animal on the farm and animal on the zoo.

2.      The students are able to mention about the name of vegetables and fruits.

3.      The students are able to point the pictures which have been mentioned by the teacher.

4.      The students are able to read text  with pay attention of pronunciation and intonation.

5.      The students are able to complete sentence and arrange into the correct sentence.

6.      Students are able to answer simple questions.

7.      Students are able to match the picture of animal and plant to the words or sentence correctly.

8.      Write the names of plant and animal in English correctly.

E.  Learning Material

-          Pictures Plant and animal

-          Vocabulary Chart

-          Text

-           

F. Learning method: three-phrase technique

G. Steps of the activities

Teaching – learning activities	Time allocation
OPENING Teacher greets the students: Ø  Good morning students Ø  How are you today? Introducing as the new teacher. Registration: Teacher : Who is absent today?  I will call you one by one.	5’
MAIN ACTIVITY a.      EXPLORATION The teacher  1.      Asks the students to mention the name of Animal. 2.      Check the previous knowledge Teacher            :  “What do you know about plant and animal?” Teacher             :  The Kinds of Animals are Cow, Duck, Buffalo, Goat, Rabbit,  Elephant, Tiger, Lion, etc. Zoo animals are Elephant, Tiger, Camel, Monkey. Farm animals are cow, Buffalo, Goat, Rabbit, etc. Animal Buffalo, Goat, Rabbit,  Elephant, Tiger, Lion,etc   3.      Give a note about ‘animals and ask them  to write in their notebook. 4.      Ask students to read and repeat animal vocabulary after the teacher says. 5.      Give the game to help the students to remember the lesson easily. For example : Jumble words  b – i – t – r – b – a = ­________________________________                 b.      ELABORATION The teacher                                             1.         Teacher gives example how to read the reading text, and the students imitate it. c.       CONFIRMATION 1.             The teacher Gives a written test Animals (multiple choice and fill n the blanks). CLOSING 1.    The teacher Summarizes and review about the main points of the topic together. 2.    Encourages the students to always learn English. 3.    Gives Homework. 4.    Closes with ask to pray together and says goodbye	20’ 25’ 10’ 10’

H. Learning resources and media

1.      Oxford advanced learner’s  dictionary

2.      Relevant pictures

3.      Students’ Worksheet

                                 

I. Assessments of Learning

Indicator of Scoring	Scoring Technique	Score
Students choose the right answers on the worksheet.	Written test a. 1 number have score 1 for ABC, if all questions are answered correct have score b.1 number have score 2 for essay, if all questions are answered correct have score Score maximum	10 1x5=5 2 x10 100

                                                                                                  

Magelang, March 8^th 2013

                                             Approved by,

                    English Teacher                                          Teacher trainer

                                

                  Fx. Hari Raharjo                              Nur Arifta Lantiningrum

Approved by,

Lecturer

     M. Malik Firdaus, M. Pd.

Written Test of  ‘Animal and Plant’ 

Name : ______________

Class : ______________

No   : ______________

B. Choose the correct answer by crossing (x) a, b, or c!

Pilihlah jawaban yang benar dengan menyilang (x) huruf a, b, atau c!

1.      ... is an amphibian.

a.       Frog

b.      Turtle

c.       Goose

2.      It is ....I can see it in the zoo.

a.       Elephant

b.      Tiger

c.       Cow

3.      Joni has a ....

a.       Goose

b.      Horse

c.       sheep

4.      Orin has cute ...

a.       Rabbit

b.      Snake

c.       cat

5.      Look, the ... very dangerous!

a.       Cat

b.      Tiger

c.       Snake

Discussion Text

Wahhh berasa Capek setelah menyelesaikan ujian ini,,, Hemm,,, tugas-tugas selai sudah... waktunya menarik nafas lega barang untuk sejenak, besok tanggal 30 Juni (Cyeee.. berasa tanggal special banget) sudah penerjunan KKN.. Emmm.. Tita tetep semangat kok.. yuckk.. Mulai Bahas Apa ya topik segar-segar agar otak kita tak terlalu lama melamun.. (ih... yang melamun mah qt nya, otak tetap berfikir lain ya... hehehhe)

Jujur masih bingung mau review apa kalau habis ujian ini, yahh sedikit-sedikit mengulang materi saja dweh...

Materi yang aku suka dari kecil memang text. Ya.. Genre of the Text tepatnya..
Pada kali ini,  tita lagi seneng nulis discussion Text. Yuck... Let's Check it together... !

1.  Apa Sih Discussion Text itu??

Tita  gak kaget kalau ditanya pengertian Disccuson text itu apa? Kenyit dahi pastilah jawabannya.

”Sulit ku jabarkan, pokoknya mbahas tentang permasalahan yang di debatkan kak,” jawab salah satu murid lesku.

Hemm...

Pengertian  Discussion text yakni sebuah text di mana memberikan informasi, ide, opini, dan lain-lain tentang suatu hal yang di permasalahkan  baik secara lisan atau pun tulisam.

2.  Social Function

The Discussion Text  present (at least) two points of view of abbout issue.

3.    Schematic Structure

Untuk memerjelas, discussion text memiliki structure sebagai berikut:

1.     Issue

2.    Arguments for and Against statements of differing points of view

3.    Conclusion or recommendation

4.  Language Features

a.   Focus on generic human and non-human participants.

b.  Use of modality and modulation

c.   Use of logical conjunctive relations

d.  Reasoning expressed as verbs and nouns.

e.   Use of material, relational and mental process.

5.  Example of Discussion Text

The Ban on Bringing Handphone  in School

There are a lot of discussion as to whether students should bring handphone in the school or not. Is it important for students on bringing handphone when they study in the school or disturbing students in learning activities.

Some people claim that bringing handphone is important for students. It is one of communication tools. They also argue that the students need handphone for making communication such as when they have important information, they can give the  information to their parent directly. For example, If they do not bring the money or the money is not enough to buy school goods, they are late for go home because the task must be done with their friends, they need to be pick up, etc.

However, there are also strong arguments against this point of view. Teachers argue that It is important to ban students bring handphone in school. There are many disadvantages for students. There are rules in the school, that students do not bring precious goods. Handphone is one of precious good. Beside that,  It makes social gap, and also It is possible that students can lose their handphone.

Furthermore, they claim that bringing handphone is too disturb in the learning process. Students will not pay attention to their teachers when they are learning in the class. They will play It and they think that handphone is more interesting than teachers’ explanation.

I think, on balance that bringing handphone in the school is bad idea. There are many disadvantages. Students should think that it is important to study without bring the handphone.

6.  Conclusion

Nah... setelah melihat contoh diatas sudahkah kalian paham?

Semoga lebih bermanfaat...

Tinta Arifta Lantita Jinggaa

Magelang, 1-7-3013

Download Materi Pragmatics (Maxim)

In daily life a person unconsciously communicates with others in many ways such as language, gestures and expressions. In communication he/she is expected to give or share information with others. In order to make a conversation understood by the speaker and the hearer, there must be the general principle of language use, which is called the cooperative principle (Renkema, 1993: 9). The principle states that the speaker gives contribution in conversation in which the speaker is engaged. This cooperative principle contains four categories, which are formulated as basic rules or maxims. Those four maxims are maxim of quantity, maxim of quality, maxim of relevance, and maxim of manner.

a.      Definition of Maxim

Maxim is a set of norms which language users adhere to in order to uphold the effectiveness and efficiency of communication.(Hatim and Mason, 1990: 242).

Based on Lavinson (1983:103) stated that Grice’s maxims above specify what participants have to do in order to converse in a maximally efficient, rational, cooperative way: the participant should speak sincerely, relevantly, and clearly while providing sufficient information.

While  based on other expert maxim is the assumption  of cooperation  is so pervasive that it can be started as a cooperative principle of conversation and elaborated in four sub-principles. (George Yule, 2003:37).

Based on the definitions above, the researcher can conclude that maxim is expresses a general truth or rule of behavior.

b.    Kinds of Maxim

1. The maxim of quantity, where one tries to be as informative as one possibly can, and gives as much information as is needed, and no more.

Example:

A: “Where are you going?”

B: “I’m going to the post office.”

2. The maxim of quality, where one tries to be truthful, and does not give information that is false or that is not supported by evidence.

Example:

A: ”What is the quality of that skirt?

B: ”That Skirt is good quality.”

3. The maxim of relation, where one tries to be relevant, and says things that are pertinent to the discussion.

In many cases the relevance of an answer needs to be inferred on the basis of information from the context. Leech (1983: 94) provides the following example:

A: Where is my box of chocolates?

B: It’s in your room.

can be compared to

A: Where is my box of chocolates?

B: The children were in your room this morning.

B’s contribution in the first example abides by the maxim of relevance, since a direct and appropriate answer to the question is given. B’s answer in the second example appears not to be relevant to the question at first sight. However, the second example could still be relevant to the speaker. A will assume that B abides by the cooperative principle and will therefore infer that specific implied meanings are being conveyed. In the example given, such implicates could be that the children may have eaten the chocolate, or that the children may know where the chocolate is, as they were in A’s room.

4. The maxim of manner, when one tries to be as clear, as brief, and as orderly as one can in what one says, and where one avoids obscurity and ambiguity.

     Maxim of Manner requires the speaker to avoid obscurity of expression and ambiguity. Maxim of manner demands the speaker to be brief and orderly. Below are the examples of utterance that obeys the maxim of manner and that one violates the maxim!

Example of obeying:

1.      A: Where was Alfred yesterday?

B: Alfred went to the store and bought some whiskey.

2.      A: How did you finish your paper?

B: I finished my paper seriously.

In the  firstexample, B’s answer obeys the manner maxim: be orderly, because she gives a clear explanation where A was.

Download material about Pragmatigs, you can click this!

Material about Morphology

MORPHOLOGY: THE WORDS OF LANGUAGE

morphe (Greek) = shape, form
-ology = "science of"

MORPHOLOGY
The study of the internal structure of words, and of the rules by which words are formed.

To know a word, is to know

* spelling
* pronunciation
* definition
* part of speech
* history
* non-standard/slang
* whether the word is vulgar
* whether the word is obsolete
* examples


LEXICON

* The component of the grammar containing speakers’ knowledge about morphemes and words.
* a speaker’s mental dictionary.

Each word stored in our mental dictionaries must be listed with its unique phonological representation, which determines its pronunciation, and with its meaning. For literate speakers, the spelling or orthography of most of the words we know is also in our lexicons.

Other information listed in our mental lexicon includes:

* Grammatical category, or syntactic class such as nouns, verbs, adjectives, and so on
* Semantic properties (meanings).


Homonyms (homophones) ? Different words with the same sounds: bear bare


I. CLASSES OF WORDS

1. Lexical Content Words (Open Class Words)

* The classes of words that are defined as words which have stateable LEXICAL MEAING - The majority of words in the language apart from the few FUNCION words. Lexical Content Words are also called pen class words, since we can add new words to these classes.

Example: download : means to transfer information from one computer system to another (This entered English with the computer revolution)


Nouns (attached by the suffix -s to mark plural, take ’s to mark possessive)

One book, two books
John'sbook

Verbs (attached by the suffixes -ed, -s, -ing, -en): walked, walks, walking, brighten

Adjectives (attached by the suffixes -er, -est or use with ‘more’, ‘most’; occur with verbs like ‘be’, ‘seem’, ‘appear’)

taller , tallest, morebeautiful, most beautiful
be happy, seem happy

Adverbs (attached by the suffix -ly; or use with ‘more’, ‘most’)

nicely , more beautifully


* We can and regularly do add new words to these classes

2. Function Words (Grammatical Words) --closed class words

* The class of words whose role is largely or wholly grammatical and do not carry the main semantic content.
* They are also called closed class words since the number of function words are limited in a language.

Determiners articles the, a/an, some, lots of, few
Auxiliary can, could, shall, should, may, might, must
Negation no, not
Relations subordinate conjunction while
Intensifier very, too
Connectors and, or, but (connect two independent clauses)
Preposition in, of
Pronouns I, me, mine, he, she, and so on


II. MORPHEME

* the smallest unit of linguistic meaning.
* A single word may be composed of one or more morphemes.

Example: un+system+atic+al+ly ( the word unsystematically can be analyzed into 5 separate morphemes) A grammatical unit in which there is an arbitrary union of a sound and a meaning that cannot be further analyzed.
* * Every word in every language is composed of one or more morphemes.

One morpheme boy (one syllable)
desire, lady, water (two syllables)
crocodile (three syllables)
salamander (four syllables), or more syllables
Two morpheme boy + ish
desire + able
Three morpheme boy + ish + ness
desire + able + ity
Four morpheme gentle + man + li + ness
un + desire + able + ity
More than four un + gentle + man + li + ness
anti + dis + establish + ment + ari + an + ism


1. Free Morphemes : Morphemes which can be used as a word on its own (without the need for further elements, i.e. affixes)

Example: girl, system, desire, hope, act, phone, happy..


2. Bound Morphemes: Morphemes which cannot occur on its own as an independent (or separate) word.


* Affixes (prefix, suffix, infix and circumfix) are all bound morphemes.

Prefixes

Suffixes

Infixes
Circumfixes (discontinuous morpheme)
Bound morphemes which occur only before other morphemes.
Examples:
un- (uncover, undo)
dis- (displeased, disconnect),
pre- (predetermine, prejudge) Bound morphemes which occur
following other morphemes.
Examples:
-er (singer, performer)
-ist (typist, pianist)
-ly (manly, friendly) Bound morphemes which are inserted
into other morphemes.
Example:
fikas "strong"
fumikas "to be strong"
(Bontoc Language) Bound morphemes that are attached to a root or
stem morpheme both initially and finally.
Example:
chokma "he is good"
ik + chokm + o "he isn’t’ good"
(Chickasaw Language)

3. Root vs. Stem

Root

Stem
Non-affix lexical content morphemes that cannot be analyzed into smaller parts
(ex.) cran (as in cranberry), act, beauty, system, etc..

* Free Root Morpheme: run bottle, phone, etc.
* Bound Root Morpheme: receive, remit, uncount, uncouth, nonchalant, etc.



* When a root morpheme is combined with affix morphemes, it forms a stem.
* Other affixes can be added to a stem to form a more complex stem.

Root believe (verb)
Stem believe + able (verb + suffix)
Word un + believe + able (prefix + verb + suffix)

Root system (noun)
Stem system + atic (noun + suffix)
Stem un + system + atic (prefix + noun + suffix)
Stem un + system + atic + al (prefix + noun + suffix + suffix)
Word un + system + atic + al + ly prefix + noun + suffix + suffix + suffix


4. Derivational morphemes vs. Inflectional Morphemes (Bound morphemes)

Derivational Morphemes

Inflectional Morphemes
1. Derivational morphemes derive a new word by being attached to root morphemes or stems. 1. Inflectional morphemes signal grammatical information such as number (plural), tense, possession and so on. They are thus often called bound grammatical morphemes
2. They can be both suffixes and prefixes in English.
Examples: beautiful, exactly, unhappy, impossible, recover
2. They are only found in suffixes in English.
Examples: boys, Mary’s , walked
3. Change of Meaning
Examples: un+do (the opposite meaning of ‘do’)
sing+er ( deriving a new word with the meaning of a person who sings). 3. No change of Meaning
Examples: walk vs. walks
toy vs. toys
4. Change of the syntactic category (optionally)

i) Change of category

Noun to Adjective boy (noun) + ish ----> boyish (adj.)
Elizabeth (noun) + an ----> Elizabethan (adj.)
affection (noun) + ate ---->affectionate (adj.)

Verb to Noun sing (Verb) + er ----> singer (noun)
predict (Verb) + ion ----> prediction (noun)

Adjective to Adverb exact (adj) + ly ----> exactly (adv)
quiet (adj) + ly ----> quietly (adv.)

Noun to Verb moral (noun) + ize ----> moralize (verb)

Adjective to Noun specific (Adj.) + ity ---->specificity (noun)


ii) No change of category

friend+ship (Noun --> Noun)
pink+ish (Adjective --> Adjective)
re+print (Verb --> Verb)

4. Never change the syntactic category of the words or morpheme to they which they are attached.


* They are always attached to completed words


Examples: walk vs. walked or walks (V--> V)
boy vs. boys (N --> N)
eat vs. eating (progressive) (V-->V)

* In English, inflectional morphemes typically follow derivational morphemes

Examples: unlikelihood, unlikelihoods (not *unlikeslihood)



5. English Inflectional Morphemes Examples
-s third person singular present She waits at home.
-ed past tense She waited at home.
-ing progressive She is eating the donut.
-en past participle Mary has eaten the donuts.
-s plural She ate the donuts.
-’s possessive Disa's hair is short.
-er comparative Disa has shorter hair than Karin.
-est superlative Disa has the shortest hair.





III. MORPHOLOGICAL ANALYSIS: IDENTIFYING MORPHEMES

Suppose that we collected the following sets or paradigms of forms

Paku (textbook pp.96) ( the language used by the monkey people called Pakuni)

me "I" meni "we"
ye "you(singular)" yeni "you(plural)"
we "he" weni "they(masculine)"
wa "she" wani "they(feminine)"
abuma "girl" abumani "girls"
adusa "boy" adusani "boys"
abu "child" abuni "children"

To detemine what the morphemes are in such a list, what you have to do is to see if there are any forms that mean the same thing in different words, that is, to look for recurring forms. We find -ni occuring in all the words in the right column which are plurals. Therefore, we can conclude that ?ni as a separate morpheme meaning "plural" which is attached to as a suffix to a noun.

In more complex cases, the next step will be to make a list of all the morphemes we find including free morphemes (root) and bound morphemes and indicate what the meaning of each morpheme and also whether they are root morphemes or bound morphemes. When you find bound morphemes, you also need to indicate whether they are derivational morphemes or inflectional morphemes.