001_Jeni

Midterm Project – Group 1A Einstein (Self-Introduction In English)

Name: NIM: Level: Topic:

1. Jeni Rahma Awaliah 202510100110001 Grade 7 – Junior Self-Introduction

highschool
2. Talitha Sahda 202510100110008
Istiqomah
202510100110016
3. Nayyara Shakira
202510100110026
4. ⁠Chelsea Luna Amalia

Duration: Skill: Tools:

2 x 40 minutes Writing & Speaking Rednote & Quizizz

Lesson Plan Table

ASSURE Sub-Element Details

Component
A- Analyze Learners Learner Profile Age & Grade: 12-13 years old, Grade
7. Including 1 student with speech
impairment.

Proficiency: Super Beginner - CEFR AI

Prior Knowledge: Basic sentence

structure, basic vocabulary such as
numbers, hobbies, favorite colors
(semester 1). There is no task to write
long sentences yet.

Learning Style: visual & kinesthetic.

Students prefer group work and
competitive assignments.

Digital Familiarity: The students are

daily smartphone users. Familiar with
TikTok, Youtube and Quizizz.

Device Access: School WiFi is available

and only a few students have (personal)
smartphones. Other students routinely

use smartphones every day, but still use

mobile phones together with their
parents.

Class Size: 24 people (6 groups).

S- State Objective Learning Objectives Objective 1: Introduce yourself well in
front of classmates. With a basic
introduction and using at least 5 of the
vocabulary lists provided. Especially for
students with speech impairment,
self-introduction is done by writing on
the blackboard.

Objective 2: Be able to write 5

sentences on visual introduction cards
related to self-introduction. In this
sentence, use at least the 5 vocabulary
words that have been given. The writing
task is to be completed individually
within a group.

Objective 3: Collaborate with a group

of friends to work on quizzes (text and
image based) from Quizizz.
S- Select Method, Teaching Method Scaffolded collaborative writing:
Media & Materials comprehensible input (video) – guided
annotation (vocabulary handout) –
collaborative production (co-writing) –
peer feedback (read and remember well
other friends' visual introduction cards.
And evaluate their friends' writing on
the visual introduction cards).

Tool 1 - Rednote Rule: Provides authentic

comprehensible input at lesson start (30
second video: “Self Introduction in
English”).

Usage: Video plays 3x. firstly only

audio, secondly showing videos with
English subtitles (vocabulary
introduction) and thirdly to ensure
student understanding.

Anstey & Watson:

Functionality = supports video, audio

and subtitles simultaneously.

Accessibility = Free, can be run on any

phone via standard cellular data.
Tool 2 - Quizizz Rule: Manage the group practice phase
and check vocabulary understanding
instantly.

Usage: Each group accesses a quiz

which contains 5 multiple choice
questions (with pictures) and 5 fill the
blanks (writing the answer). Each group
competes fairly through a real-time
leaderboard.

Functionality: able to provide

Real-Time results via leaderboard to
teachers to monitor student
understanding.

Accessibility: can be played on either a

cellphone or laptop without an
application, and can be accessed with or
without network problems.

Anstey and Watson:

Functionality: able to provide

Real-Time results through leaderboards
to teachers to monitor students'
understanding.

Accessibility: can be played either on a

cellphone or laptop without an
application, and can be accessed even
with or without network problems.
Additional Materials Vocabulary flashcards = vocabulary
given based on the basic introduction.
Such as numbers, colors and favorite
foods.

Visual Introductory Card = distributed

in an attractive visual form (hardfile)
before learning begins.
U- Utilize Media & Lesson Sequence Minutes 1-10 (introduction): The
Materials teacher plays a 30 second video from
Rednote. First, students listen to the
audio from the video. Second, watch the
video with English subtitles
(introduction to vocabulary &
sentences). Short question and answer
regarding self-introduction (2-3
questions).

Minutes 11-25 (input processing):

Students receive a vocabulary handout
in the form of a flashcard drill (the
teacher shows pictures quickly and
students guess the vocabulary by taking
turns writing on the board).

Minutes 26-40 (collaborative writing):

Watch the video again to ensure
students' understanding. After that, each
student writes 5 introduction sentences
on a visual introduction card (each) with
their group friends. The teacher directly
monitors the writing process, then
exchanges cards between groups of
students to read and evaluate their
friends' writing structures.

Minutes 41-65 (demonstration): Each

student introduces themselves in front of
their classmates (with/without seeing a
visual introduction card) with interactive
body gestures. Especially for students
with speech impairment,
self-introduction is done by writing 5
basic introduction sentences on the
board. Assisted by interactive body
gestures and flashcards as vocabulary
visualization.

Minutes 66-75 (evaluate students'

abilities through quizzes): Each group
takes a quiz (related to self-introduction)
from Quizizz using one device available
in each group.

Minutes 76-80 (ending): The teacher

projects the group with the highest score
 on the screen, then combines that score
with the individual writing points of
each member from their visual
introduction cards. the teacher provides
five evaluation questions regarding
today's lesson.
R- Require Learner Participation Strategies Formed groups: The teacher assigns
Participation members of each group randomly before
learning begins, to prevent unequal
participation and ensure mixed ability
interaction. During group formation, the
teacher also ensures that each group has
either one school tablet or one student
who has brought a personal smartphone.

Individual Accountability: Each

student writes their own 6 sentences
related to basic self-introduction on each
visual introduction card. Later, the
results of the correctness and accuracy
of each person's writing will become
additional points to support the group's
victory at the end.

Gamification: Implementing a system

of collecting the most points both
individually and in groups. So that
students are encouraged to express as
much as possible and focus on healthy
group competition.
E- Evaluate and Revise Formative Assessment Assessment of writing skills on visual
introduction cards:

The teacher identifies the accuracy of

each student's grammar and vocabulary,
while they writing on visual introduction
cards.

Monitoring quiz work in Quizizz

Real-Time:

The teacher monitors the scores of each

group when taking quizzes and projects
the results of the overall group points via
the monitor screen.
Summative Assessment Total Writing Personal Identity on
Visual Introduction Card 100 points:

a. Grammatical accuracy 70 points:

sentences are arranged with appropriate
structure and word forms.

b. Vocabulary range 30 points: variety

of vocabulary used accurately.

Total quiz Quizizz 100 points:

a. Accuracy in answering questions 80

points: Each question is worth 8 points.

b. Group Cooperation 20 points:

Students collaborationin doing quizzes
together.

Total Speaking or Presentation 100

points:

A. Voice clarity 40 points: clear and

correct intonation and pronunciation.
Especially for students with speech
impairment in this sub-assessment is
transferred to: clarity of writing on the
blackboard: 40 points.

B. Body gesture 30 points: introduction

is done with an attractive mimic/gesture.

C. Self-confidence 30 points: not shy

when introducing theirself.
Student Self-Assessment Quizizz (5 questions, last 5 minutes of
class):

1. What is one thing you learned in

today's lesson?

2. Which application makes your

learning easier? Rednote or Quizizz?

3. What part of the writing assignment

was the most challenging? When
guessing vocabulary from Flashcard
drills or when writing sentences on
visual introduction cards?

4. Do you want to use Quizizz to

improve your writing skills on quizzes in
other lessons?

5. What is one thing you would change

about today's Lesson if you were the
teacher?
Revision Plan The teacher reviews students' abilities
through writing results from flashcard
drills, visual introduction cards, writing
on the blackboard (especially for
students with speech impediments) and
writing abilities when answering the 5
"fill the blanks on Quiziz" questions. If
more than 40% of students found
vocabulary handouts from flashcard
drills, visual introduction cards and
Quizizz less helpful. Therefore, the
handout will be redesigned before the
next reading of this topic.
Written Justification (400 words)

The lesson design shows how digital tools can be used in a meaningful way that also connects with
Second Language Acquisition theories. In this lesson, Rednote and Quizizz are not just used
randomly, but they have different roles that support students in learning how to introduce
themselves in English, especially because they are still beginners.

Rednote is used at the beginning of the lesson to give students input. This relates to Krashen’s
Input Hypothesis (1985), where students learn language by getting understandable input that is a
little bit higher than their level. The short video helps students hear and see simple English
sentences about self introduction. Also, the teacher plays the video 3 times (audio only, with
subtitles, and full video), which helps students understand it better step by step. This also connects
with Vygotsky’s ZPD because the teacher gives support while students are still learning. Besides
that, using a short video like this can make students feel more relaxed and not nervous, so it
supports the Affective Filter Hypothesis too.

On the other hand, Quizizz focuses on helping students produce language and interact with others.
This matches with Swain’s Output Hypothesis (1985), because students need to write answers and
choose the correct words during the quiz. When they don’t know the answer, they realize their
mistakes and try to fix them. Also, since they work in groups and share one device, they need to
talk and discuss the answers together. This shows Long’s Interaction Hypothesis (1996), where
learning happens through communication and discussion.

In addition, the lesson is also designed so that students with speech impediments can still participate
without too much difficulty. They are allowed to express their self-introduction through writing on
the board and using visual support like flashcards, so they are not forced to rely only on speaking.
This makes them be able to learn with the others about the same vocabulary.

Overall, both tools are useful but for different reasons. Rednote helps students understand the
language first, while Quizizz helps them practice and use it.
Images 1. Learning Material

Images 2. Rednote Video

Images 3. Vocabulary Flashcard

Image 4. Visual Introductory Card

Image 5. Two Types of Questions from Quizizz

004_Alvin
 ACAB
Name NIM Distribution

Granada Meylano Alvinit 202510100110004 35%

Kislar Rizki Ramdani 202510100110018 35%

Sandy Eka S. 202510100110011 10%

Irfan 202510100110010 20%

ASSURE Sub-Element Details

Comeponent

Age & Grade : 12-13 years old, Grade 7,

State Junior School (SMP Negeri)

Proficiency : Beginner (A1).

Prior Knowledge : Students had no English

lessons in elemntary school, but they know a
simple vocabulary like “sorry” “thank you”
and name of some colours.

Learning Style : Visual and Collaboration

A – Analyze Learner Profile Digital Familiarity : Know how to use a
Learners smartphone and familiar with Tiktok.

Device Access : School WI-Fi available and

all the students have their own smartphones.

Class Size: 24 Students (4 pairs/6 group)

S – State Objectives Learning Objective 1: Students will be able to identify
Objectives greetings expressions and introduction.

(Bloom’s : Remembering)

Objectives 2: Students will be able to

perform a 2 minute role-play about greetings
and introduction with a partner using correct
pronounciation.

(Bloom’s : Applying)

S – Select Methods, Teaching Method Role-Play & Audiolingualism Method:

Media & Materials Using visual to trigger their attention.

Tool 1 – Tiktok Role: Providing authentic audio-visual input

for self introduction and hobbies material

Usage : Students watch a short video about

“Greetings and Introduction” TikTok is used
as a media so that students knows how to
pronoun word correctly.

Anstey & Watson: Functionally (Visual) and

Accessibility (Free, mobile-friendly).

Tool 2 – Role: Self studying media (gamification) to

Duolingo improve basic vocabulary

Usage: Students complete the exercises on

Duolingo. The teacher monitors the
students” score progress in each meetings.

Anstey & Watson: Teaching Presence

(Teacher can track students progress via
Duolingo).

Additional Students print sheets that contain

Materials vocabulary and a list of hobby names in
English.
U – Utilize Media & Lesson Min 1 – 10: Teacher shows a short video on
Materials Sequence TikTok about Greetings and Introduction.

Min 11 – 15: Teacher ask students to

makes 6 group (4 pairs).

Min 16 – 45: In pairs, students create a

role-play script about their hobbies.

Min 46 – 65: Group presentation in front of

the class.

Min 66 – 80: Teacher gives feedback about

their presentation and also assigns
homework on the Duolingo app.

R – Require Learner Participation Pair Work: Collaborative role-play ensures

Participation Strategies active speaking participation

Individual: Every students must reach a

specific XP goal on Duolingo.

Extension Task: Students who finish earlier

are asked to make a short video like 15-30
seconds about their hobby on TikTok.

E – Evaluate and Formative Real time Feedback: Teacher gives

Revise Assessment feedback to students who are presenting
and corrects any incorrect pronounciation.

Summartive Speaking Rubric (100 pts):

Assessment
Evaluates Fluency (25 pts)

Vocabulary (25)

Pronounciation (25)

Confidence (25).
 Student Self Reflective Exit Card:Before going home,
Assessment student answering 3 brief question:

1. What new vobabulary did you get from Tik

Tok today?

2. Which part was the most difficult during

practice on duolingo?

3. Do you feel more confident speaking

English now?

Revision Plan The teacher reviews the students' Self

Assessment results. If more than 30% of
students feel difficulty in the pronunciation
section, then in the next meeting the teacher
will add a drilling session using a slower
TikTok video. If using Duolingo is too boring,
the teacher will replace it with a group
competition mode (Leaderboard).

Written justification (400 Words)

They are 7th grade students (12-13y.o). Since they are really just starting to learn English
but are already very skilled at using mobile phones and prefer looking at visuals, we think it
is most appropriate if we use mobile applications. Moreover, the school has Wi-Fi, so we can
take advantage of that so they do not get bored quickly and do not feel scared at the
beginning when learning a new language.

For the initial stage or providing examples, we chose TikTok so they can get the right
language input through short videos that are easy to grasp but still challenging. This method
is much more engaging for children who easily lose focus with the old methods. Looking at
the Accessibility criteria from Anstey & Watson, TikTok is a very strategic choice because the
app is free and almost all students already have it on their phones, so the technical barriers
are very low. Through those videos, they can also immediately get a clear sound model
before later trying to speak themselves.

After that, we used Duolingo as a tool to reinforce their memory through fun repetition like
playing a game. With this application, students can gradually memorize basic words
independently. In relation to the Teaching Presence points according to Anstey & Watson,
Duolingo is very helpful for us as teachers to monitor their progress. We can see their
practice results directly and know which parts they often make mistakes in or have difficulty
with vocabulary through the tracking feature in the app.

Lastly, so that they don't just become spectators, students are invited to practice directly
through role-playing. By working in pairs, a collaborative learning atmosphere is created
where they can help each other. When they try to converse, they become aware of which
parts they don't know or which pronunciations are still incorrect. So, even though they are
beginners, they are encouraged to actively try and learn from these real interactions.
Tab 4
005_Nailla
Midterm Pr
oject – Group BLACKPINKNailla Sari Wahyuni (005)​
Najwa Sofiyah (013)​
Syahma Azimatul Khairani (023)​
Afifah Dzatil Himmah (028)

ASSURE Component Sub-Element Details

A – Analyze Learners Learner Profile Many students find English difficult

because they are not used to
hearing and using it in everyday
life. They easily forget vocabulary
and hesitate when speaking.
Students prefer visual, interactive,
and experiential learning

Age & Grade: The students are

around 12–13 years old and
currently in Grade 7. There is also
one student with a speech
impairment in the class.

Proficiency: Their English level is

still at a beginner stage (CEFR
A1), so they are just starting to
learn and use simple English.

Prior Knowledge: The students

already understand basic
sentence structures and simple
vocabulary such as numbers,
hobbies, and favorite colors from
the previous semester. However,
they are not yet used to writing
long or complex sentences.

Learning Style: Most students

prefer learning through visuals and
movement. They enjoy activities
that include pictures, videos, and
hands-on practice. They are also
more enthusiastic when working in
groups and doing fun, competitive
tasks.
 Learning Challenges: Many
students still find English difficult
because they are not used to
hearing or using it in their daily
lives. As a result, they often forget
vocabulary and feel shy or hesitant
when speaking.

Digital Familiarity: The students

are quite familiar with
smartphones since they use them
in their daily lives. They also know
popular apps like TikTok, YouTube,
and Quizizz, which can be used to
support learning.

Device Access: The school

provides WiFi, but only a few
students have their own
smartphones. Most of them
usually share devices with their
parents outside of school..

S – State Objective Learning Objectives Activities:

• Students watch videos about

rooms, houses, schools, the
surrounding environment, and so
on on YouTube.

• Students can virtually view rooms

using 3D glasses, which make it
feel like they are in that virtual
world.

• Write the names of objects they

have watched on a smart TV.

• Students describe the room

simply.

Objectives:

• Students can recognize and write

vocabulary for objects in the room.

• They are able to speak simply

about what they see.
 • Students can remember
vocabulary and pronounce it more
correctly.

S – Select Methods Method & Media 1. YouTube (video "Bedroom

Vocabulary" or "House Rooms in
English")

2. Simple 3D/VR glasses

Method:

Using Task Based Learning (TBL):

1. Pre-task: The teacher

introduces the topic and provides
instructions

2. Task: Students observe the

video in 3D

3. Planning: Students record their

observations

4. Report: Describe what they

learned from what they saw

5. Language Focus: The teacher

corrects language errors, such as
reading errors

U – Utilize Lesson Steps Steps:

YouTube

The teacher shows a video about

"Bedroom Vocabulary"

Asks guiding questions such as:

"What things do you see in the
bedroom?"

Students record the vocabulary

words they encounter and
remember.

2. 3D Glasses (VR)

• The teacher prepares a 360°

video of the room (bedroom/house
tour).
 • Students use 3D glasses to
virtually view the room.

• Students observe and name the

objects they see.

• One example activity: "I see a

bed, a lamp, and a table." "The
bed is next to the window.”

R – Participation Student Activity Student Participation

Students are actively involved by:

• Observing directly through VR

• Discussing with friends

• Presenting in front of the class

• Practicing speaking.

This method makes learning more

fun, less boring, and easier to
understand and remember
vocabulary.

E – Evaluation Assessment Evaluation is conducted by

observing students' abilities in
writing, speaking, understanding,
and pronouncing English
vocabulary. Teachers can assess
students' writing and how they
verbally describe the room they
are considering. Students'
understanding can also be seen
from how they comprehend the
video content and their
pronunciation when telling the
story. Students are considered
successful if they can name
objects and explain them simply.

However, some students still

struggle, such as easily forgetting
vocabulary, lacking confidence
when speaking, and not being
accustomed to hearing English.
Therefore, teachers need to
 provide more engaging and
repetitive exercises to help
students gain understanding and
confidence.

Justification

This lesson is based on the real-life situations of students in the classroom. Many students still find English
difficult because they rarely hear and use it in their daily lives. As a result, they often forget vocabulary and feel
less confident when speaking. To address this, the lesson is designed using more engaging media such as
YouTube videos and VR (3D glasses). This way, students not only read or listen but also see and experience a
more realistic learning experience. This approach helps students more easily understand the material and
makes them more engaged in learning.

The learning objectives are structured in stages, from the simplest to the more complex. First, students are
asked to identify and write vocabulary for objects in the room. After that, they begin using the vocabulary to
create simple sentences. This process is important because it helps students gradually build understanding
and increase their confidence in using English.

The use of video and VR also supports language learning theory. Students will more easily understand the
material when they are presented with clear and engaging examples. Through videos and visual displays,
students can directly see the shape of objects and understand their meaning without having to constantly
translate. Furthermore, discussion and group work activities help students learn from each other, making the
learning process more active and less boring.

The method used in this lesson is Task-Based Learning. This method emphasizes the direct use of language
through meaningful tasks. Therefore, students not only memorize vocabulary but also use it to describe what
they see. This makes learning feel more real and meaningful to them.

Student participation is also a key focus. Through pair activities and presentations, students have the
opportunity to speak and practice directly. This is crucial for building their confidence. Furthermore, the relaxed
and stress-free learning environment helps students feel more comfortable trying to use English without fear of
mistakes.

Finally, evaluations are conducted by assessing students' writing, speaking, and vocabulary pronunciation
skills. From these results, teachers can track student progress and gradually improve future teaching
effectively.
006_Dalfa
Midterm Project – Group 7A Ophelia (Greetings & Introduction In English)

Name: NIM: Level: Topic:

1. Miza Karmila Aulia M 202510100110009 Grade 7 - Junior Greetings &

High school Introduction
2. Dalfa Mutiara Zulfa 202510100110006

3. Citra Virsa Amelia 202510100110022

4. Nofelia Annisaa 202510100110014

Syahda

Duration: Skill: Tools:

2 x 40 minutes Vocabulary & Video & Quizlet

Speaking

Part 1 — Lesson Plan Table

ASSURE Sub-Element Details

Component
A — Analyze Learner Profile Age & Grade: The learners are 7th grade,
Learners Junior High School. Around 12-13 years old.

Proficiency: Beginner Level (A1), still at the

beginner level. In terms of vocabulary, students
are able to recognize and use basic vocabulary
related to greetings and introducing yourself. In
terms of speaking skills, students can engage in
a brief conversation with their partner. However,
students need support in pronunciation and
fluency.

Prior Knowledge: Students have a basic

knowledge of English, particularly vocabulary
and common greetings related to introducing
yourself.

Learning Style: Students prefer learning

methods that involve watching and listening,
such as visual and audio materials. This is in
contrast to simply reading text and listening to
lengthy explanations.

Digital Familiarity: Students already possess

basic skills in using digital media and understand
video-based content. Students can understand
the material through an instructional video
created by the teacher, which helps them better
understand the subject matter.

Device Access: Smartphone access and

school Wi-Fi.

Class Size: 30 students (2 groups).

 Objective 1: Students learn new vocabulary
S — State Learning from educational videos by listening to them in
Objectives Objectives English. (remembering)

Objective 2: Students use vocabulary to

improve their speaking skills through short
conversations. (Applying)

Objective 3: Students practice using English

through activities conducted via instructional
videos, focusing not on theory but on the
practical use of English in everyday life.
(Applying)

Blended learning, is a form of education that

S — Select Teaching combines technology with face-to-face
Methods, Media & Method interaction with students in the classroom. This
Materials section is supported by two resources:
educational videos and quizlet.

Tool 1 – Role: This tool can help students understand

Educational pronunciation and vocabulary in everyday
Video conversations.

Usage: These educational videos are about 2–3

minutes long and feature examples of everyday
conversations, using simple language so that
students can easily understand them.

The Input Hypothesis (Krashen). Posits that

students can learn from easily understandable
input, such as through educational videos.

Anstey & Watson: Functionality, as educational

videos that support both audio and visual
elements can help students understand the
material.
Tool 2 – Role: Can help students learn and remember
Quizlet new vocabulary through interactive activities

Usage: Quizlet provides teachers with flashcard

exercises and quizzes, the content aligns with
the topics currently being covered. It’s designed
to be engaging so it doesn’t get boring.

Output Hypothesis (Swain). Students can

immediately apply vocabulary during practice.
Affective Filter Hypothesis (Krashen) Learning in
a pleasant atmosphere can boost students’
self-confidence.

Anstey & Watson: Accessibility, because

Quizlet is easily accessible to both students
and teachers.

Additional Explanatory videos as learning materials, QR

Materials codes to access the Quizlet page that will be
used for formative assessment, and notebooks
for students to summarize the material they have
learned.
U — Utilize Media Lesson Min 1–10 (Introduction): The teacher played an
& Materials Sequence introductory video showing several examples of
introductory situations. The students were asked
to watch and guess who's the people in the video
were. After that, the teacher led a discussion
about the elements of a good introduction, such
as name, age, and hobbies.

Min 11–30 (Input Processing - Speaking):

Students work in pairs and use flashcards from
Quizlet. One student reads or shows a card,
while their partner tries to say the introductory
sentence with the correct pronunciation and
intonation. The teacher circulates to monitor and
provide assistance if anyone is having trouble.

Min 31–50 (Vocabulary Mastery - Quiz):

Students complete a quiz on Quizlet on their own
to strengthen the vocabulary that appeared in the
video, such as greetings, aspirations, and
hobbies. Based on the quiz results, the teacher
can identify which part still need further
explanation.

Min 51–70 (Collaborative Writing): The

students remain in the same pairs and then
begin writing an introductory text in their
notebooks. They are asked to include the
elements they have learned previously. Once
they are finished, they check each other’s work,
paying particular attention to spelling and
grammar.

Min 71–80 (Closure): Several pairs were

chosen to come to the front of the class and
practice the introductory dialogue. The teacher
offered brief comments and reviewed the key
phrases they had learned that day.
R — Require Participation Paired Collaboration: Teacher can randomly
Learner Strategies pair students up so that all students have the
Participation opportunity to participate and work together with
their classmates.

Real-time Response: Students can respond

immediately during speaking activities, such as
practicing dialogues or responding to their
partner’s remarks. Teachers can monitor and
provide immediate feedback to help improve
students skills.

E — Evaluate and Formative Teachers can monitor students ability to use

Revise Assessment and identify new vocabulary while observing
their participation as they watch educational
videos.

Summative Writing Rubric — 100 points total:

Assessment
• Content and Ideas — 25 pts: Student provides
a complete self-introduction (name, age,
hobbies, and self-description) clearly and
specifically.

• Grammar Accuracy — 25 pts: Correct use of

Simple Present Tense and Subject/Possessive
Pronouns (I, My, He, She) in sentences.

• Vocabulary Range — 25 pts: Effective use of

vocabulary learned from the educational videos
and Quizlet activities (e.g., adjectives for
descriptions and verbs for hobbies).

• Coherence & Organisation — 25 pts: The

introduction flows logically, including a proper
greeting, body of introduction, and a closing
statement.

Rubric sharing: Distributed via Google

Classroom or as a handout before the individual
writing task begins.
Student The teacher handed out a sheet of paper with
Self-Assessme questions on it for the students to answer
nt individually.

1. What vocabulary words have you learned

today?
2. How well do you understand the material that
has been provided?
3. Did the instructional video help you
understand?
4. What difficulties have you encountered in
understanding the material?

Revision Plan The teacher analyzes student assessments, if it

is found that most students are having difficulty
understanding the material, the teacher will
simplify the material by creating videos specific
to the students level. If the results indicate the
same issue, the teacher will conduct practice
quizzes on the quizlet platform. As part of the
teaching strategy, the teacher will adapt the
lesson by adding interactive activities to help
increase student engagement.
sonya_007
ASSURE
Component​ Sub-Element​ Details

A — Analyze Learners​

Learner Profile​ Age & Grade: 12–13 years old, Grade 7 (Junior High School)
Proficiency: Beginner (A1)
Prior knowledge: Students had no English lesion in elementary school, but they know like
“sorry”, “Thank you” and names of some colors.
Learning Style: Visual and Collaboration
Digital Access: Students possess personal smartphones and have access to school Wi-Fi.
Class Size: 24 Students (4 pairs/ 6 group

S — State Objectives​
Learning Objectives​ Objective 1: Students will be able to identify greeting expressions and
self-introduction phrases.
Objective 2: Students will be able to perform a 2-minute role-play about daily conversation
with accurate pronunciation.
S — Select Methods, Media & Materials​ Teaching Method
​ Method: Role-Play and Audiolingualism using visual triggers.

​ Tools 1-Youtube

​ YouTube: Used to provide authentic audio-visual input for self-introduction and daily
routines.
​ Tools 2-Kahoot​ Kahoot: An interactive gamification tool for practicing
vocabulary and sentence structures in real-time.

U — Utilize Media & Materials​

Lesson
Implementation​ Minutes 1-15: Students observe short YouTube videos on daily
interactions to build foundation understanding.
Minutes 16-35: The teacher facilitates a Kahoot session to explain material and practice
vocabulary in an engaging way.
Minutes 36-65: Pair work where students draft and perform role-play scripts regarding their
hobbies.
Minutes 66-80: Teacher provides feedback based on Kahoot results and role-play
performances.

R — Require Learner Participation​

Participation Strategies​ Active Engagement: Individual competition in Kahoot ensures
real time involvement.
Collaboration: Pair work in role-playing encourages active speaking and peer scaffolding.
ASSURE
Component​ Formative Assessment ​ Real-Time Feedback: The teacher provides
immediate oral feedback during the role-play practice and corrects any incorrect
pronunciation.
Kahoot Interactive Quiz: A live quiz to monitor students understanding of greetings and daily
activity vocabulary in real-time.

E — Evaluate and Revise​

Summative Assessment​ Speaking Rubic (Total: 100 pts)
Fluency (25 pts): Ability to speak smoothly without too many unnatural pauses.
Vocabulary (25 pts): Correct usage of greetings and hobby-related words.
Pronunciation (25 pts): Accuracy in pronouncing words based on the YouTube modeling.
Confidence (25 pts): Body language and clarity during the presentation.
​ Student Self- Assessment​ Before the session ends, students answer three brief
questions to reflect on their learning.

1.​ What new vocabulary did you get from the YouTube video and Kahoot today?
2.​ Which part was the most difficult during the role-play practice?
3.​ Do you feel more confident speaking English now?
​

Revision Plan​ The teacher reviews the students Self-Assessment results. If more than 30%
of students feel difficulty in the pronunciation section, the teacher will add a drilling session
using a slower YouTube video in the next meeting. If student engagement is low, the teacher
will adjust the Kahoot competitive mode or simplify the visual materials used.
008_Talitha
 Midterm Project – Group 1A Einstein (Self-Introduction In English)

Name: NIM: Level: Topic:

1. Jeni Rahma Awaliah 202510100110001 Grade 7 – Junior Self-Introduction

highschool
2. Talitha Sahda Istiqomah 202510100110008

3. Nayyara Shakira 202510100110016

4. ⁠Chelsea Luna Amalia 202510100110026

Duration: Skill: Tools:

2 x 40 minutes Writing & Speaking Rednote & Quizizz

Lesson Plan Table

ASSURE Sub-Element Details

Component
A- Analyze Learner Profile Age & Grade: 12-13 years old, Grade 7th. Including
Learners 1 student with speech impairment.

Profiency: Super Beginner - CEFR AI.

Prior Knowledge: Basic sentence structure, basic

vocabulary such as numbers, hobbies, favorite colors
(semester 1). There is no task to write long sentences
yet.

Learning Style: visual & kinesthetic. Students prefer

group work and competitive assignments.

Digital Familiarity: The students are daily

smartphone users. Familiar with TikTok, Youtube
and Quizizz.

Device Access: School WiFi is available and only a

few students have (personal) smartphones. Other
students routinely use smartphones every day, but
still use mobile phones together with their parents.

Class Size: 24 people (6 groups).

S- State Objective Learning Objective 1: Introduce yourself well in front of

Objectives classmates. With a basic introduction and using at
least 5 of the vocabulary lists provided. Especially
for students with speech impairment,
self-introduction is done by writing on the
blackboard.
 Objective 2: Be able to write 5 sentences on visual
introduction cards related to self-introduction. In this
sentence, use at least the 5 vocabulary words that
have been given. The writing task is to be completed
individually within a group.

Objective 3: Collaborate with a group of friends to

work on quizzes (text and image based) from
Quizizz.

S- Select Method, Teaching Method Scaffolded collaborative writing: comprehensible

Media & input (video) – guided annotation (vocabulary
Materials handout) – collaborative production (co-writing) –
peer feedback (read and remember well other friends'
visual introduction cards. And evaluate their friends'
writing on the visual introduction cards).
Tool 1 - Rednote

Tool 1- Rednote Rule: Provides authentic

comprehensible input at lesson start (30 second
video: “Self Introduction in English”).

Usage: Video plays 3x. firstly only audio, secondly

showing videos with English subtitles (vocabulary
introduction) and thirdly to ensure student
understanding.

Anstey & Watson:

Functionality = supports video, audio and subtitles

simultaneously.

Accessibility = Free, can be run on any phone via

standard cellular data.
Tool 2 - Quizizz

Rule: Manage the group practice phase and check

vocabulary understanding instantly.

Usage: Each group accesses a quiz which contains 5

multiple choice questions (with pictures) and 5 fill
the blanks (writing the answer). Each group
competes fairly through a real-time leaderboard.
Functionality: able to provide Real-Time results via
leaderboard to teachers to monitor student
understanding.

Accessibility: can be played on either a cellphone or

laptop without an application, and can be accessed
with or without network problems.

Anstey and Watson:

Functionality: able to provide Real-Time results

through leaderboards to teachers to monitor students'
understanding.

Accessibility: can be played either on a cellphone or

laptop without an application, and can be accessed
even with or without network problems.
Additional Vocabulary flashcards = vocabulary given based on
Materials the basic introduction. Such as numbers, colors and
favorite foods.

Visual Introductory Card = distributed in an

attractive visual form (hardfile) before learning
begins.
U- Utilize Media Lesson Sequence Minutes 1-10 (introduction): The teacher plays a 30
& Materials second video from Rednote. Students listen to the
audio from the video, then watch the video with
English subtitles (introduction to vocabulary &
sentences), and watch the video again to ensure
students' understanding. Short question and answer
regarding self-introduction (2-3 questions).

Minutes 11-25 (input processing): Students receive

a vocabulary handout in the form of a flashcard drill
(the teacher shows pictures quickly and students
guess the vocabulary by taking turns writing on the
board).

Minutes 26-40 (collaborative writing): each student

writes 5 introduction sentences on a visual
introduction card (each) with their group friends. The
teacher directly monitors the writing process, then
exchanges cards between groups of students to read
and evaluate their friends' writing structures.

Minutes 41-65 (demonstration): Each student

introduces themselves in front of their classmates
(with/without seeing a visual introduction card) with
interactive body gestures. Especially for students
with speech impediments, self-introduction is done
by writing 5 basic introduction sentences on the
board. Assisted by interactive body gestures and
flashcards as vocabulary visualization.

Minutes 66-75 (evaluate students' abilities

through quizzes): Each group takes a quiz (related
to self-introduction) from Quizizz using one device
available in each group.

Minutes 76-80 (ending): The teacher projects the

group with the highest score on the screen, then
combines that score with the individual writing
points of each member from their visual introduction
cards. the teacher provides five evaluation questions
regarding today's lesson.
R- Require Participation Formed groups: The teacher assigns members of
Learner Strategies each group randomly before learning begins, to
Participation prevent unequal participation and ensure mixed
ability interaction. During group formation, the
teacher also ensures that each group has either one
school tablet or one student who has brought a
personal smartphone.

Individual Accountability: Each student writes their

own 5 sentences related to basic self-introduction on
each visual introduction card. Later, the results of the
correctness and accuracy of each person's writing
will become additional points to support the group's
victory at the end.

Gamification: Implementing a system of collecting

the most points both individually and in groups. So
that students are encouraged to express as much as
possible and focus on healthy group competition.

E- Evaluate and Formative Assessment of writing skills on visual introduction

Revise Assessment cards:

The teacher identifies the accuracy of each student's

grammar and vocabulary based on their writing skills
on visual introduction cards.

Monitoring quiz work in Quizizz Real-Time:

The teacher monitors the scores of each group when

taking quizzes and projects the results of the overall
group points via the monitor screen.
Summative Total Writing Rubric 100 points:
Assessment
a. Grammatical accuracy 70 points: sentences are
arranged with appropriate structure and word forms.

b. Vocabulary range 30 points: variety of

vocabulary used accurately.

Total quiz Rubric Quizizz100 points:

a. Accuracy in answering questions: Each question

is worth 10 points.

Total Speaking Rubric or Presentation 100 points:

A. Voice clarity 40 points: clear and correct

intonation and pronunciation. Especially for students
with speech impediments in this sub-assessment is
transferred to: clarity of writing on the blackboard:
40 points.

B. 30-point body gesture: introduction is done with

an attractive mimic/gesture.

C. Self-confidence 30 points: not shy shy when

introducing yourself.

Total Quizizz Quiz Rubric 100 points:

A. Answering the question accuracy: Each

question is worth 10 points.
Student Quizizz (5 questions, last 5 minutes of class):
Self-Assessment
1. What is one thing you learned in today's lesson?

2. Which application makes your learning easier?

Rednote or Quizizz?

3. What part of the writing assignment was the most

challenging? When guessing vocabulary from
Flashcard drills or when writing sentences on visual
introduction cards?

4. Do you want to use Quizizz to improve your

writing skills on quizzes in other lessons?

5. What is one thing you would change about today's

Lesson if you were the teacher?

Revision Plan The teacher reviews students' abilities through

writing results from flashcard drills, visual
introduction cards, writing on the blackboard
(especially for students with speech impediments)
and writing abilities when answering the 5 "fill the
blanks on Quiziz" questions. If more than 40% of
students found vocabulary handouts from flashcard
drills, visual introduction cards and Quizizz less
helpful. Therefore, the handout will be redesigned
before the next reading of this topic.
Written Justification (400 words)

The lesson design shows how digital tools can be used in a meaningful way that also connects
with Second Language Acquisition theories. In this lesson, Rednote and Quizizz are not just used
randomly, but they have different roles that support students in learning how to introduce
themselves in English, especially because they are still beginners.

Rednote is used at the beginning of the lesson to give students input. This relates to Krashen’s
Input Hypothesis (1985), where students learn language by getting understandable input that is a
little bit higher than their level. The short video helps students hear and see simple English
sentences about self introduction. Also, the teacher plays the video 3 times (audio only, with
subtitles, and full video), which helps students understand it better step by step. This also connects
with Vygotsky’s ZPD because the teacher gives support while students are still learning. Besides
that, using a short video like this can make students feel more relaxed and not nervous, so it
supports the Affective Filter Hypothesis too.

On the other hand, Quizizz focuses on helping students produce language and interact with others.
This matches with Swain’s Output Hypothesis (1985), because students need to write answers
and choose the correct words during the quiz. When they don’t know the answer, they realize their
mistakes and try to fix them. Also, since they work in groups and share one device, they need to
talk and discuss the answers together. This shows Long’s Interaction Hypothesis (1996), where
learning happens through communication and discussion.

In addition, the lesson is also designed so that students with speech impairment can still
participate without too much difficulty. They are allowed to express their self-introduction through
writing on the board and using visual support like flashcards, so they are not forced to rely only on
speaking. This makes them be able to learn with the others about the same vocabulary.

Overall, both tools are useful but for different reasons. Rednote helps students understand the
language first, while Quizizz helps them practice and use it.
009_Miza
Midterm Project – Group 7 Ophelia (Greetings & Introduction In English)

Name: NIM: Level: Topic:

1. Miza Karmila Aulia M 202510100110009 Grade 7 - Junior Greetings &

High school Introduction
2. Dalfa Mutiara Zulfa 202510100110006

3. Citra Virsa Amelia 202510100110022

4. Nofelia Annisaa 202510100110014

Syahda

Duration: Skill: Tools:

2 x 40 minutes Vocabulary & Video & Quizlet

Speaking

Part 1 — Lesson Plan Table

ASSURE Sub-Element Details

Component
A — Analyze Learner Profile Age & Grade: The learners are 7th grade,
Learners Junior High School. Around 12-13 years old.

Proficiency: Beginner Level (A1), still at the

beginner level. In terms of vocabulary, students
are able to recognize and use basic vocabulary
related to greetings and introducing yourself. In
terms of speaking skills, students can engage in
a brief conversation with their partner. However,
students need support in pronunciation and
fluency.

Prior Knowledge: Students have a basic

knowledge of English, particularly vocabulary
and common greetings related to introducing
yourself.

Learning Style: Students prefer learning

methods that involve watching and listening,
such as visual and audio materials. This is in
contrast to simply reading text and listening to
lengthy explanations.

Digital Familiarity: Students already possess

basic skills in using digital media and understand
video-based content. Students can understand
the material through an instructional video
created by the teacher, which helps them better
understand the subject matter.

Device Access: Smartphone access and

school Wi-Fi.

Class Size: 30 students (2 groups).

 Objective 1: Students learn new vocabulary
S — State Learning from educational videos by listening to them in
Objectives Objectives English. (remembering)

Objective 2: Students use vocabulary to

improve their speaking skills through short
conversations. (Applying)

Objective 3: Students practice using English

through activities conducted via instructional
videos, focusing not on theory but on the
practical use of English in everyday life.
(Applying)

Blended learning, is a form of education that

S — Select Teaching combines technology with face-to-face
Methods, Media & Method interaction with students in the classroom. This
Materials section is supported by two resources:
educational videos and quizlet.

Tool 1 – Role: This tool can help students understand

Educational pronunciation and vocabulary in everyday
Video conversations.

Usage: These educational videos are about 2–3

minutes long and feature
examples of everyday conversations, using
simple language so that students

can easily understand them.

The Input
Hypothesis (Krashen). Posits that students
can learn from easily

understandable input, such as through

educational videos.

Anstey & Watson: Functionality, as

educational videos that support both audio and
visual elements can help

students understand the material.

Tool 2 – Role: can help students learn and remember
Quizlet new vocabulary through interactive activities

Usage: Quizlet
provides teachers with flashcard exercises and
quizzes, the content
aligns with the topics currently being covered.
It’s designed to be engaging

so it doesn’t get boring.

Output
Hypothesis (Swain). Students can immediately
apply vocabulary
during practice. Affective Filter
Hypothesis (Krashen) Learning

in a pleasant atmosphere can boost students’

self-confidence.

Anstey & Watson: Accessibility, because

Quizlet is easily accessible to both students
and teachers.

Additional Explanatory videos as learning materials, QR

Materials codes to access the Quizlet page that will be
used for formative assessment, and notebooks
for students to summarize the material they have
learned.
U — Utilize Media Lesson Min 1–10 (Introduction): The teacher played an
& Materials Sequence introductory video showing several examples of
introductory situations. The students were asked
to watch and guess who's the people in the video
were. After that, the teacher led a discussion
about the elements of a good introduction, such
as name, age, and hobbies.

Min 11–30 (Input Processing - Speaking):

Students work in pairs and use flashcards from
Quizlet. One student reads or shows a card,
while their partner tries to say the introductory
sentence with the correct pronunciation and
intonation. The teacher circulates to monitor and
provide assistance if anyone is having trouble.

Min 31–50 (Vocabulary Mastery - Quiz):

Students complete a quiz on Quizlet on their own
to strengthen the vocabulary that appeared in the
video, such as greetings, aspirations, and
hobbies. Based on the quiz results, the teacher
can identify which part still need further
explanation.

Min 51–70 (Collaborative Writing): The

students remain in the same pairs and then
begin writing an introductory text in their
notebooks. They are asked to include the
elements they have learned previously. Once
they are finished, they check each other’s work,
paying particular attention to spelling and
grammar.

Min 71–80 (Closure): Several pairs were

chosen to come to the front of the class and
practice the introductory dialogue. The teacher
offered brief comments and reviewed the key
phrases they had learned that day.
R — Require Participation Paired Collaboration: Teacher can randomly
Learner Strategies pair students up so that all students have the
Participation opportunity to participate and work together with
their classmates.

Real-time Response: Students can respond

immediately during speaking activities,
such as practicing dialogues or responding to
their partner’s remarks.
Teachers can monitor and provide immediate
feedback to help improve students

skills.

E — Evaluate and Formative Teachers can monitor students ability to use

Revise Assessment and identify new vocabulary while observing
their participation as they watch educational
videos.

Summative Writing Rubric — 100 points total:

Assessment
• Content and Ideas — 25 pts: Student provides
a complete self-introduction (name, age,
hobbies, and self-description) clearly and
specifically.

• Grammar Accuracy — 25 pts: Correct use of

Simple Present Tense and Subject/Possessive
Pronouns (I, My, He, She) in sentences.

• Vocabulary Range — 25 pts: Effective use of

vocabulary learned from the educational videos
and Quizlet activities (e.g., adjectives for
descriptions and verbs for hobbies).

• Coherence & Organisation — 25 pts: The

introduction flows logically, including a proper
greeting, body of introduction, and a closing
statement.

Rubric sharing: Distributed via Google

Classroom or as a handout before the individual
writing task begins.
Student The teacher handed out a sheet of paper with
Self-Assessme questions on it for the students to answer
nt individually.

1. What vocabulary words

have you learned today?

2. How well do you

understand the material that has been

provided?

3. Did the instructional

video help you understand?

4. What

difficulties have you encountered in

understanding the material?

Revision Plan The teacher analyzes student assessments, if it

is found that most students are having difficulty
understanding the material, the teacher will
simplify the material by creating videos specific
to the students level. If the results indicate the
same issue, the teacher will conduct practice
quizzes on the quizlet platform. As part of the
teaching strategy, the teacher will adapt the
lesson by adding interactive activities to help
increase student engagement.
irfan_010
 ACAB
Name NIM Distribution

Granada Meylano Alvinit 202510100110004 35%

Kislar Rizki Ramdani 202510100110018 35%

Sandy Eka S. 202510100110011 10%

Irfan 202510100110010 20%

ASSURE Sub-Element Details

Comeponent

Age & Grade : 12-13 years old, Grade 7,

State Junior School (SMP Negeri)

Proficiency : Beginner (A1).

Prior Knowledge : Students had no English

lessons in elemntary school, but they know a
simple vocabulary like “sorry” “thank you”
and name of some colours.

Learning Style : Visual and Colaboration

A – Analyze Learner Profile Digital Familiarity : Know how to use a
Learners smartphone and familiar with Tiktok.

Device Access : School WI-Fi available and

all the students have their own smartphones.

Class Size: 24 Students (4 pairs/6 group)

S – State Objectives Learning Objective 1: Students will be able to identify
Objectives greetings expressions and introduction.

(Bloom’s : Remembering)

Objectives 2: Students will be able to

perform a 2 minute role-play about greetings
and introduction with a partner using correct
pronounciation.

(Bloom’s : Applying)

S – Select Methods, Teaching Method Role-Play & Audiolingualism Method:

Media & Materials Using visual to trigger their attention.

Tool 1 – Tiktok Role: Providing authentic audio-visual input

for self introduction and hobbies material

Usage : Students watch a short video about

“Greetings and Introduction” TikTok is used
as a media so that students knows how to
pronoun word correctly.

Anstey & Watson: Functionally (Visual) and

Accessibility (Free, mobile-friendly).

Tool 2 – Role: Self studying media (gamification) to

Duolingo improve basic vocabulary

Usage: Students complete the exercises on

Duolingo. The teacher monitors the
students” score progress in each meetings.

Anstey & Watson: Teaching Presence

(Teacher can track students progress via
Duolingo).

Additional Students print sheets that contain

Materials vocabulary and a list of hobby names in
English.
U – Utilize Media & Lesson Min 1 – 10: Teacher shows a short video on
Materials Sequence TikTok about Greetings and Introduction.

Min 11 – 15: Teacher ask students to

makes 6 group (4 pairs).

Min 16 – 45: In pairs, students create a

role-play script about their hobbies.

Min 46 – 65: Group presntation in front of

the class.

Min 66 – 80: Teacher gives feedback about

their presentation and also assigns
homework on the Duolingo app.

R – Require Learner Participation Pair Work: Collaborative role-play ensures

Participation Strategies active speaking participation

Individual: Every students must reach a

specific XP goal on Duolingo.

Extension Task: Students who finish earlier

are asked to make a short video like 15-30
seconds about their hobby on TikTok.

E – Evaluate and Formative Real time Feedback: Teacher gives a

Revise Assessment feedback to students who are presenting
and corrects any incorrect pronounciation.

Summartive Speaking Rubric (100 pts):

Assessment
Evaluates Fluency (25 pts)

Vocabulary (25)

Pronounciation (25)

Confidence (25).
 Student Self Reflective Exit Card:Before going home,
Assessment student answering 3 brief question:

1. What new vobabulary did you get from Tik

Tok today?

2. Which part was the most difficult during

practice on duolingo?

3. Do you feel more confident speaking

English now?

Revision Plan The teacher reviews the students' Self

Assessment results. If more than 30% of
students feel difficulty in the pronunciation
section, then in the next meeting the teacher
will add a drilling session using a slower
TikTok video. If using Duolingo is too boring,
the teacher will replace it with a group
competition mode (Leaderboard).

​ Written justification (400 Words)

All decisions in this lesson plan are based on the real conditions of our 7th-grade students.
Since they are really just starting to learn English but are already very skilled at using mobile
phones and prefer looking at visuals, we think it is most appropriate if we use mobile
applications. Moreover, the school has Wi-Fi, so we can take advantage of that so they do
not get bored quickly and do not feel scared at the beginning when learning a new language.

For the initial stage or providing examples, we chose TikTok so they can get the right
language input through short videos that are easy to grasp but still challenging. This method
is much more engaging for children who easily lose focus with the old methods. Looking at
the Accessibility criteria from Anstey & Watson, TikTok is a very strategic choice because the
app is free and almost all students already have it on their phones, so the technical barriers
are very low. Through those videos, they can also immediately get a clear sound model
before later trying to speak themselves.
After that, we used Duolingo as a tool to reinforce their memory through fun repetition like
playing a game. With this application, students can gradually memorize basic words
independently. In relation to the Teaching Presence points according to Anstey & Watson,
Duolingo is very helpful for us as teachers to monitor their progress. We can see their
practice results directly and know which parts they often make mistakes in or have difficulty
with vocabulary through the tracking feature in the app.

Lastly, so that they don't just become spectators, students are invited to practice directly
through role-playing. By working in pairs, a collaborative learning atmosphere is created
where they can help each other. When they try to converse, they become aware of which
parts they don't know or which pronunciations are still incorrect. So, even though they are
beginners, they are encouraged to actively try and learn from these real interactions.
Tab 11
012_Abell
 Midterm Project – Group 3A FURAB (Describing Bedroom
Vocabulary)

Name: NIM: Level: Topic:

1. Rusnia
Salma 202510100110 Grade 7 – Describing Bedroom Vocabulary
017 Junior
highschool
2. Annisa Az
Zahra 202510100110
015
3. Anatasya
Desi Nabila 202510100110
012
4. Irma
Umamit 202510100110
025

Duration: Skill: Tools: File:

2 x 40 minutes Writing, BBC MidtermProject_Group3A_FUR

Speaking, Learning [Link]
Memorizing English &
Kahoot!

Part 1 – Lesson Plan Table

Sub-Element
ASSURE Component Details
alyze Learners rs Profile Grade: 13-14 years old, Grade 7, State Junior High School (SMP

ency: Beginners – Pre-Intermediate – (CEFR Level A1 – A2)

Knowledge: Basic Grammar, Basic Tenses, Text Type/Genre;

nal Skills; Thematic Vocabulary.

ng Style: Visual and Reading/Writing; prefer pair work and writing

Familiarity: Daily smartphones users; familiar with Youtube,

Chrome, Google docs; Have watched English videos.

Access: School Wi-Fi available;most students own Android

hones;Computer-Lab

ize: 32 students (8 pairs)

te Objectives ng Objectives ive 1: Try to write about the room in the house and the things in their

’s: Writing – CEFR A1]

ive 2: Describe what your friend has written.

’s: Speaking – CEFR A1]

ive 3: Memorizing things in their room

’s: Memorizing – CEFR A1]

ect Methods, Media & ng Methods Task-Based Learning):

als
k (sets the scene and gives the learners the mission) → Problem
g (The task learners get, learners must try to save it) → Presentation
ts recap and present their work) → Fixing (helping the learners who
ed with during the task).

– rovides a visual that can be clearly understood at the beginning of the

(7-min video: 10 Easy English Words-Bedroom Vocabulary)
earning English
Watch the Videos twice; Read the script; and try the course.

& Watson: Teaching presence – Teacher monitors All pairs

aneously. Technically – integrates with google Classroom; Works in
browser, no download required.
– Kahoot! Helping the learners to memorize vocabulary using interactive quiz
panied by a point scoring system

Host a gaming session; display the question and answer on the

s device; provide challenges with multiple-choice question or
se choices with a point scoring system; Adjust the time options
ing on the difficult of the question.

and Waston: Teaching Presence - Teacher design the quiz; Teacher

e discussion during

me; Teacher provide feedback & explain. Technically – integrates with

Chrome; Works in mobile browser, no download required.

nal Materials rd English – Using “Learning English Words” app from Microsoft
his app help the learners learning method.
lize Media & Materials Sequence 10 (Introduction): Teacher plays 7-min BBC Learning English
bout Bedroom Vocabulary. Student watch the video. Then, read the
elow the video. After that, the students can try to solve the quiz
d by BBC.

-20 (Input processing): The teacher asked the learners to write

he room in their house and the things in the room with using
ptive Text which the identification of the object that will be described
tailed explanation of the characteristics, properties, physical
ance, or special characteristics of the object.

-50 (Collaborative writing): The learners choose one of friend’s

s and explain in front of the class what their friend has written.
r monitors each learner’s presentation process directly and ensures
e no vocabulary pronunciation errors.

-65 (Peer feedback): Teacher asked the learners to memorize

laries they had written. Then, the teacher correcting mistakes made
ners during the memorization process and appreciate every learning
s.

-80 (Closure): Teacher host a gaming with Kahoot!, display the

n and answer on the learner’s device, provide challenges with
e-choice question or true/false choices with a point scoring system,
the time options depending on the difficult of the question. Then, the
s complete 5-question self-assessment from Kahoot! In the end of the
 Kahoot
quire Learning Participation pation Strategies
g Individually: Students use a point system to play on their own.

er Wins: The student with the fastest and most accurate response
eive the highest score.

Ranking: The final score and ranking will be displayed once students
mpleted all of the questions.

Get Feedback: The teacher will provide feedback, including prizes or

s, to the student with the highest score.

Flashcards (Learn English Word)

Division: eight teams of four students each are created by the

Competition: Every team competes simultaneously.

t Score: Points will be awarded to the group member who

fully answers the question the quickest.

roup with the Highest Score Wins: The team that completed the
rd with the most points wins.
 BBC Learning English
aluate & Revise ive Assessment
the video twice: Watch it twice to make sure you understand. The
identifies which parts the students didn’t understand and
ately explains them again.

recall: Students try to recall and rewrite the script without looking at
eo. Any mistakes reveal what they haven’t understood yet, and those
are corrected immediately.

repetition: Review it tomorrow or the day after using a quiz or

rds. Check if they still remember or have forgotten. If they’ve
en, review it again.

Kahoot!

ction stability: Check if the app frequently lags or disconnects

quizzes. If so, it can disrupt students’ concentration.

e alignment with learning objectives: See if the timer, points, and

n types align with what you want to teach and support learning.

t engagement and participation: Pay attention to whether students

he quiz or feel stressed because they’re rushing. Quizzes should be
ing, not stressful.

y of question types: If there are only multiple-choice questions, it’s

xible enough. It’s hard to use for essay questions or matching
es.
tive Assessment ng Rubric – 100 points total:

unciation - 25 pts → Speak clearly so people can understand.

ncy - 25 pts → Speak smoothly, without stumbling.

mmar - 15 pts → The sentence structure is correct.

ent & Confidence - 35 pts → The answers are relevant to the

n + confident speaking in front of others.

g Rubric - 100 points totals:

ent/Ideas – 25 pts → The content is clear and detailed.

mmar – 25 pts → The writing is correct.

bulary - 25 pts → The vocabulary is varied.

ification of Object – 25 pts → Identify the object to be described and

acteristics.

rizing Rubric – 100 points total:

pleteness - 40 pts → All sentences are memorized,

is forgotten.

ncy - 20 pts → Recited smoothly, without hesitation

unciation - 30 pts → Pronounced correctly while reciting.

ession – 10 pts → Has style/intonation, not flat like a robot.

 Self – Assessment t (5 questions, review for students)

did you feel after today’s lesson?

ch part was the trickiest for you today?

ch tool - BBC Learning English, Kahoot, Learn English Word

ards) - helped you understand better?

was working with your friend/group?

t do you need from me as your teacher?

n Plan teacher reviews the students’ descriptive texts.

3 students still make mistakes in their descriptive texts, the next

should focus on reviewing descriptive writing.

% of the students’ pronunciation is still incorrect, the teacher should

h them the correct pronunciation.

ey still cannot remember the vocabulary, this activity can be repeated.

Part 2 – Justification
 depth analysis of the characteristics of 7th-grade students, who generally possess beginner to
ermediate English proficiency (CEFR A1–A2), served as the primary basis for developing this
y. Given that basic grammar forms the core framework they use in everyday conversation, the
n of learning styles focused on visual and reading/writing methods. The use of technology through
hones and Google Chrome, supported by the school’s Wi-Fi access, serves as a practical bridge to
e their cognitive processes. Determining this proficiency level is essential as it acts as a compass for
goals, defining the learning pathway, and selecting the digital tools most relevant to the students’
c needs.

tegration of BBC Learning English into this learning process aligns with the Input Hypothesis
ed by Krashen (1985). This resource was chosen as the primary visual material because its topics are
relevant to the environment of seventh-grade students. Through the video titled “Bedroom
lary,” students are guided to identify real-world objects such as beds, lamps, and wardrobes. This
y avoids the demand for instant production of complex sentences. instead, students absorb input
h observation of objects. The use of images as a form of Visual Scaffolding facilitates the brain’s
e processing of new language without getting bogged down in the process of translating words one

other hand, Kahoot! is implemented not as a medium for delivering textual content, but as a tool for
rming the classroom atmosphere. Healthy competition, upbeat music, a points system, and
oards are specifically designed to maintain students’ emotional stability. According to the Affective
Hypothesis, feelings of tension or fear of making mistakes can create mental barriers that hinder the
ion of information into the brain. Kahoot! successfully lowers this filter by creating a sense of safety
. When students recognize vocabulary from the BBC video reappearing in the game, their confidence
es significantly.

nally, the use of Flashcards (Learn English Words) provides students with space for repetition and
ected memorization without pressure. The overall design of this participatory approach aims to make
s more open to receiving language input regarding homework assignments and descriptions of their
al spaces. Finally, the assessment design combines formative and summative evaluations to
hensively monitor progress. The use of transparent assessment rubrics for speaking and writing
s clear goals for students. The inclusion of self-assessment tools and revision plans ensures that any
es in vocabulary mastery or pronunciation can be promptly identified and addressed.
013_Najwa Sofiyah
Midterm Project – Group BLACKPINK
Nailla Sari Wahyuni (005)​
Najwa Sofiyah (013)​
Syahma Azimatul Khairani (023)​
Afifah Dzatil Himmah (028)

ASSURE Component Sub-Element Details

A – Analyze Learners Learner Profile Many students find English difficult

because they are not used to
hearing and using it in everyday
life. They easily forget vocabulary
and hesitate when speaking.
Students prefer visual, interactive,
and experiential learning.

Age & Grade: The students are

around 12–13 years old and
currently in Grade 7. There is also
one student with a speech
impairment in the class.

Proficiency: Their English level is

still at a beginner stage (CEFR
A1), so they are just starting to
learn and use simple English.

Prior Knowledge: The students

already understand basic
sentence structures and simple
vocabulary such as numbers,
hobbies, and favorite colors from
the previous semester. However,
they are not yet used to writing
long or complex sentences.

Learning Style: Most students

prefer learning through visuals and
movement. They enjoy activities
that include pictures, videos, and
hands-on practice. They are also
more enthusiastic when working in
groups and doing fun, competitive
tasks.
 Learning Challenges: Many
students still find English difficult
because they are not used to
hearing or using it in their daily
lives. As a result, they often forget
vocabulary and feel shy or hesitant
when speaking.

Digital Familiarity: The students

are quite familiar with
smartphones since they use them
in their daily lives. They also know
popular apps like TikTok, YouTube,
and Quizizz, which can be used to
support learning.

Device Access: The school

provides WiFi, but only a few
students have their own
smartphones. Most of them
usually share devices with their
parents outside of school.

S – State Objective Learning Objectives Activities:

• Students watch videos about

rooms, houses, schools, the
surrounding environment, and so
on on YouTube.

• Students can virtually view rooms

using 3D glasses, which make it
feel like they are in that virtual
world.

• Write the names of objects they

have watched on a smart TV.

• Students describe the room

simply.

Objectives:

• Students can recognize and write

vocabulary for objects in the room.

• They are able to speak simply

about what they see.
 • Students can remember
vocabulary and pronounce it more
correctly.

S – Select Methods Method & Media 1. YouTube (video "Bedroom

Vocabulary" or "House Rooms in
English")

2. Simple 3D/VR glasses

Method:

Using Task Based Learning (TBL):

1. Pre-task: The teacher

introduces the topic and provides
instructions

2. Task: Students observe the

video in 3D

3. Planning: Students record their

observations

4. Report: Describe what they

learned from what they saw

5. Language Focus: The teacher

corrects language errors, such as
reading errors

U – Utilize Lesson Steps Steps:

YouTube

The teacher shows a video about

"Bedroom Vocabulary"

Asks guiding questions such as:

"What things do you see in the
bedroom?"

Students record the vocabulary

words they encounter and
remember.

2. 3D Glasses (VR)

• The teacher prepares a 360°

video of the room (bedroom/house
tour).
 • Students use 3D glasses to
virtually view the room.

• Students observe and name the

objects they see.

• One example activity: "I see a

bed, a lamp, and a table." "The
bed is next to the window."

R – Participation Student Activity Student Participation

Students are actively involved by:

• Observing directly through VR

• Discussing with friends

• Presenting in front of the class

• Practicing speaking.

This method makes learning more

fun, less boring, and easier to
understand and remember
vocabulary.

E – Evaluation Assessment Evaluation is conducted by

observing students' abilities in
writing, speaking, understanding,
and pronouncing English
vocabulary. Teachers can assess
students' writing and how they
verbally describe the room they
are considering. Students'
understanding can also be seen
from how they comprehend the
video content and their
pronunciation when telling the
story. Students are considered
successful if they can name
objects and explain them simply.

However, some students still

struggle, such as easily forgetting
vocabulary, lacking confidence
when speaking, and not being
accustomed to hearing English.
Therefore, teachers need to
 provide more engaging and
repetitive exercises to help
students gain understanding and
confidence.

Justification

This lesson is based on the real-life situations of students in the classroom. Many students still find English
difficult because they rarely hear and use it in their daily lives. As a result, they often forget vocabulary and feel
less confident when speaking. To address this, the lesson is designed using more engaging media such as
YouTube videos and VR (3D glasses). This way, students not only read or listen but also see and experience a
more realistic learning experience. This approach helps students more easily understand the material and
makes them more engaged in learning.

The learning objectives are structured in stages, from the simplest to the more complex. First, students are
asked to identify and write vocabulary for objects in the room. After that, they begin using the vocabulary to
create simple sentences. This process is important because it helps students gradually build understanding
and increase their confidence in using English.

The use of video and VR also supports language learning theory. Students will more easily understand the
material when they are presented with clear and engaging examples. Through videos and visual displays,
students can directly see the shape of objects and understand their meaning without having to constantly
translate. Furthermore, discussion and group work activities help students learn from each other, making the
learning process more active and less boring.

The method used in this lesson is Task-Based Learning. This method emphasizes the direct use of language
through meaningful tasks. Therefore, students not only memorize vocabulary but also use it to describe what
they see. This makes learning feel more real and meaningful to them.

Student participation is also a key focus. Through pair activities and presentations, students have the
opportunity to speak and practice directly. This is crucial for building their confidence. Furthermore, the relaxed
and stress-free learning environment helps students feel more comfortable trying to use English without fear of
mistakes.

Finally, evaluations are conducted by assessing students' writing, speaking, and vocabulary pronunciation
skills. From these results, teachers can track student progress and gradually improve future teaching
effectively.
Tab 14
Tab 15
015_Rara
 Midterm Project – Group 3A FURAB (Describing Bedroom
Vocabulary)

Name: NIM: Level: Topic:

1. Rusnia
Salma 202510100110 Grade 7 – Describing Bedroom Vocabulary
017 Junior
highschool
2. Annisa Az
Zahra 202510100110
015
3. Anatasya
Desi Nabila 202510100110
012
4. Irma
Umamit 202510100110
025

Duration: Skill: Tools: File:

2 x 40 minutes Writing, BBC MidtermProject_Group3A_FUR

Speaking, Learning [Link]
Memorizing English &
Kahoot!

Part 1 – Lesson Plan Table

Sub-Element
URE Component Details
alyze Learners rs Profile Grade: 13-14 years old, Grade 7, State Junior High
(SMP Negeri)

ency: Beginners – Pre-Intermediate – (CEFR Level A1

Knowledge: Basic Grammar, Basic Tenses, Text

enre; Functional Skills; Thematic Vocabulary.

ng Style: Visual and Reading/Writing; prefer pair work

ting task.

Familiarity: Daily smartphones users; familiar with

e, Google Chrome, Google docs; Have watched English

Access: School Wi-Fi available;most students own

d smartphones;Computer-Lab

ize: 32 students (8 pairs)

te Objectives ng Objectives ive 1: Try to write about the room in the house and the
n their room.

’s: Writing – CEFR A1]

ive 2: Describe what your friend has written.

’s: Speaking – CEFR A1]

ive 3: Memorizing things in their room

’s: Memorizing – CEFR A1]

lect Methods, Media ng Methods Task-Based Learning):

rials
k (sets the scene and gives the learners the mission) →
m Solving (The task learners get, learners must try to
→ Presentation (students recap and present their work)
ng (helping the learners who struggled with during the
– Provides a visual that can be clearly understood at the
ng of the lesson. (7-min video: 10 Easy English
earning English Bedroom Vocabulary)

Watch the Videos twice; Read the script; and try the

& Watson: Teaching presence – Teacher monitors All

Simultaneously. Technically – integrates with google
om; Works in mobile browser, no download required.

– Kahoot! Helping the learners to memorize vocabulary using

ive quiz accompanied by a point scoring system

Host a gaming session; display the question and answer

he learner’s device; provide challenges with
e-choice question or true/false choices with a point
system; Adjust the time options depending on the
t of the question.

and Waston: Teaching Presence - Teacher design the

eacher lead the discussion during

me; Teacher provide feedback & explain. Technically –

es with google Chrome; Works in mobile browser, no
ad required.

nal Materials rd English – Using “Learning English Words” app from

oft store; this app help the learners learning method.
 Utilize Media & Sequence 10 (Introduction): Teacher plays 7-min BBC Learning
als video about Bedroom Vocabulary. Student watch the
Then, read the script below the video. After that, the
s can try to solve the quiz provided by BBC.

-20 (Input processing): The teacher asked the learners

e about the room in their house and the things in the
with using Descriptive Text which the identification of
ect that will be described and Detailed explanation of the
eristics, properties, physical appearance, or special
eristics of the object.

-50 (Collaborative writing): The learners choose one

d’s writings and explain in front of the class what their
has written. Teacher monitors each learner’s presentation
directly and ensures there are no vocabulary
ciation errors.

1-65 (Peer feedback): Teacher asked the learners to

ize vocabularies they had written. Then, the teacher
ng mistakes made by learners during the memorization
and appreciate every learning progress.

6-80 (Closure): Teacher host a gaming with Kahoot!,

the question and answer on the learner’s device,
challenges with multiple-choice question or true/false
with a point scoring system, Adjust the time options
ing on the difficult of the question. Then, the learners
te 5-question self-assessment from Kahoot! In the end
ames.
 Kahoot
Require Learning pation Strategies
pation g Individually: Students use a point system to play on
wn.

er Wins: The student with the fastest and most accurate

e will receive the highest score.

Ranking: The final score and ranking will be displayed

udents have completed all of the questions.

Get Feedback: The teacher will provide feedback,

ng prizes or presents, to the student with the highest

Flashcards (Learn English Word)

Division: eight teams of four students each are created

eacher.

Competition: Every team competes simultaneously.

t Score: Points will be awarded to the group member

ccessfully answers the question the quickest.

roup with the Highest Score Wins: The team that

ted the flashcard with the most points wins.
 BBC Learning English
aluate & Revise ive Assessment
the video twice: Watch it twice to make sure you
and. The teacher identifies which parts the students
understand and immediately explains them again.

recall: Students try to recall and rewrite the script

looking at the video. Any mistakes reveal what they
understood yet, and those points are corrected
ately.

repetition: Review it tomorrow or the day after using a

r flashcards. Check if they still remember or have
en. If they’ve forgotten, review it again.

Kahoot!

ction stability: Check if the app frequently lags or

nects during quizzes. If so, it can disrupt students’
tration.

e alignment with learning objectives: See if the timer,

and question types align with what you want to teach
port learning.

t engagement and participation: Pay attention to

r students enjoy the quiz or feel stressed because they’re
. Quizzes should be motivating, not stressful.

y of question types: If there are only multiple-choice

ns, it’s not flexible enough. It’s hard to use for essay
ns or matching exercises.
tive Assessment ng Rubric – 100 points total:

nunciation - 25 pts → Speak clearly so people can

and.

ncy - 25 pts → Speak smoothly, without stumbling.

mmar - 15 pts → The sentence structure is correct.

ent & Confidence - 35 pts → The answers are relevant

uestion + confident speaking in front of others.

g Rubric - 100 points totals:

ent/Ideas – 25 pts → The content is clear and detailed.

mmar – 25 pts → The writing is correct.

bulary - 25 pts → The vocabulary is varied.

tification of Object – 25 pts → Identify the object to be

ed and its characteristics.

rizing Rubric – 100 points total:

pleteness - 40 pts → All sentences are memorized,

is forgotten.

ncy - 20 pts → Recited smoothly, without hesitation

nunciation - 30 pts → Pronounced correctly while

.

ression – 10 pts → Has style/intonation, not flat like a

 Self – Assessment t (5 questions, review for students)

did you feel after today’s lesson?

ch part was the trickiest for you today?

ch tool - BBC Learning English, Kahoot, Learn English

Flashcards) - helped you understand better?

was working with your friend/group?

t do you need from me as your teacher?

n Plan teacher reviews the students’ descriptive texts.

3 students still make mistakes in their descriptive texts,

t lesson should focus on reviewing descriptive writing.

0% of the students’ pronunciation is still incorrect, the

should re-teach them the correct pronunciation.

ey still cannot remember the vocabulary, this activity can

ated.

Part 2 – Justification
 depth analysis of the characteristics of 7th-grade students, who generally possess beginner to
ermediate English proficiency (CEFR A1–A2), served as the primary basis for developing this
y. Given that basic grammar forms the core framework they use in everyday conversation, the
n of learning styles focused on visual and reading/writing methods. The use of technology through
hones and Google Chrome, supported by the school’s Wi-Fi access, serves as a practical bridge to
e their cognitive processes. Determining this proficiency level is essential as it acts as a compass for
goals, defining the learning pathway, and selecting the digital tools most relevant to the students’
c needs.

tegration of BBC Learning English into this learning process aligns with the Input Hypothesis
ed by Krashen (1985). This resource was chosen as the primary visual material because its topics are
relevant to the environment of seventh-grade students. Through the video titled “Bedroom
lary,” students are guided to identify real-world objects such as beds, lamps, and wardrobes. This
y avoids the demand for instant production of complex sentences. instead, students absorb input
h observation of objects. The use of images as a form of Visual Scaffolding facilitates the brain’s
e processing of new language without getting bogged down in the process of translating words one

other hand, Kahoot! is implemented not as a medium for delivering textual content, but as a tool for
rming the classroom atmosphere. Healthy competition, upbeat music, a points system, and
oards are specifically designed to maintain students’ emotional stability. According to the Affective
Hypothesis, feelings of tension or fear of making mistakes can create mental barriers that hinder the
ion of information into the brain. Kahoot! successfully lowers this filter by creating a sense of safety
. When students recognize vocabulary from the BBC video reappearing in the game, their confidence
es significantly.

nally, the use of Flashcards (Learn English Words) provides students with space for repetition and
ected memorization without pressure. The overall design of this participatory approach aims to make
s more open to receiving language input regarding homework assignments and descriptions of their
al spaces. Finally, the assessment design combines formative and summative evaluations to
hensively monitor progress. The use of transparent assessment rubrics for speaking and writing
s clear goals for students. The inclusion of self-assessment tools and revision plans ensures that any
es in vocabulary mastery or pronunciation can be promptly identified and addressed.
Nayyara Shakira_016
 Midterm Project – Group 1A Einstein (Self-Introduction In English)
Name: NIM: Level: Topic:

1. Jeni Rahma Awaliah 202510100110001 Grade 7 – Junior Self-Introduction

highschool
2. Talitha Sahda 202510100110008
Istiqomah
202510100110016
3. Nayyara Shakira
202510100110026
4. ⁠Chelsea Luna Amalia

Duration: Skill: Tools:

2 x 40 minutes Writing & Speaking Rednote & Quizizz

Lesson Plan Table

ASSURE Sub-Element Details

Component
A- Analyze Learners Learner Profile Age & Grade: 12-13 years old, Grade
7. Including 1 student with speech
impairment.

Proficiency: Super Beginner - CEFR AI

Prior Knowledge: Basic sentence

structure, basic vocabulary such as
numbers, hobbies, favorite colors
(semester 1). There is no task to write
long sentences yet.

Learning Style: visual & kinesthetic.

Students prefer group work and
competitive assignments.

Digital Familiarity: The students are

daily smartphone users. Familiar with
TikTok, Youtube and Quizizz.

Device Access: School WiFi is available

and only a few students have (personal)
smartphones. Other students routinely
use smartphones every day, but still use
mobile phones together with their
parents.

Class Size: 24 people (6 groups).

S- State Objective Learning Objectives Objective 1: Introduce yourself well in
front of classmates. With a basic
introduction and using at least 5 of the
vocabulary lists provided. Especially for
students with speech impairment,
self-introduction is done by writing on
the blackboard.

Objective 2: Be able to write 5

sentences on visual introduction cards
related to self-introduction. In this
sentence, use at least the 5 vocabulary
words that have been given. The writing
task is to be completed individually
within a group.

Objective 3: Collaborate with a group

of friends to work on quizzes (text and
image based) from Quizizz.
S- Select Method, Teaching Method Scaffolded collaborative writing:
Media & Materials comprehensible input (video) – guided
annotation (vocabulary handout) –
collaborative production (co-writing) –
peer feedback (read and remember well
other friends' visual introduction cards.
And evaluate their friends' writing on
the visual introduction cards).

Tool 1 - Rednote Tool 1- Rednote Rule: Provides

authentic comprehensible input at lesson
start (30 second video: “Self
Introduction in English”).

Usage: Video plays 3x. firstly only

audio, secondly showing videos with
English subtitles (vocabulary
introduction) and thirdly to ensure
student understanding.

Anstey & Watson:

Functionality = supports video, audio

and subtitles simultaneously.

Accessibility = Free, can be run on any

phone via standard cellular data.
Tool 2 - Quizizz Rule: Manage the group practice phase
and check vocabulary understanding
instantly.

Usage: Each group accesses a quiz

which contains 5 multiple choice
questions (with pictures) and 5 fill the
blanks (writing the answer). Each group
competes fairly through a real-time
leaderboard.

Functionality: able to provide

Real-Time results via leaderboard to
teachers to monitor student
understanding.

Accessibility: can be played on either a

cellphone or laptop without an
application, and can be accessed with or
without network problems.

Anstey and Watson:

Functionality: able to provide

Real-Time results through leaderboards
to teachers to monitor students'
understanding.

Accessibility: can be played either on a

cellphone or laptop without an
application, and can be accessed even
with or without network problems.
Additional Materials Vocabulary flashcards = vocabulary
given based on the basic introduction.
Such as numbers, colors and favorite
foods.

Visual Introductory Card = distributed

in an attractive visual form (hardfile)
before learning begins.
U- Utilize Media & Lesson Sequence Minutes 1-10 (introduction): The
Materials teacher plays a 30 second video from
Rednote. Students listen to the audio
from the video, then watch the video
with English subtitles (introduction to
vocabulary & sentences), and watch the
video again to ensure students'
understanding. Short question and
answer regarding self-introduction (2-3
questions).

Minutes 11-25 (input processing):

Students receive a vocabulary handout
in the form of a flashcard drill (the
teacher shows pictures quickly and
students guess the vocabulary by taking
turns writing on the board).

Minutes 26-40 (collaborative writing):

each student writes 5 introduction
sentences on a visual introduction card
(each) with their group friends. The
teacher directly monitors the writing
process, then exchanges cards between
groups of students to read and evaluate
their friends' writing structures.

Minutes 41-65 (demonstration): Each

student introduces themselves in front of
their classmates (with/without seeing a
visual introduction card) with interactive
body gestures. Especially for students
with speech impairment,
self-introduction is done by writing 5
basic introduction sentences on the
board. Assisted by interactive body
gestures and flashcards as vocabulary
visualization.

Minutes 66-75 (evaluate students'

abilities through quizzes): Each group
takes a quiz (related to self-introduction)
from Quizizz using one device available
in each group.

Minutes 76-80 (ending): The teacher

projects the group with the highest score
on the screen, then combines that score
 with the individual writing points of
each member from their visual
introduction cards. the teacher provides
five evaluation questions regarding
today's lesson.
R- Require Learner Participation Strategies Formed groups: The teacher assigns
Participation members of each group randomly before
learning begins, to prevent unequal
participation and ensure mixed ability
interaction. During group formation, the
teacher also ensures that each group has
either one school tablet or one student
who has brought a personal smartphone.

Individual Accountability: Each

student writes their own 5 sentences
related to basic self-introduction on each
visual introduction card. Later, the
results of the correctness and accuracy
of each person's writing will become
additional points to support the group's
victory at the end.

Gamification: Implementing a system

of collecting the most points both
individually and in groups. So that
students are encouraged to express as
much as possible and focus on healthy
group competition.
E- Evaluate and Revise Formative Assessment Assessment of writing skills on visual
introduction cards:

The teacher identifies the accuracy of

each student's grammar and vocabulary
based on their writing skills on visual
introduction cards.

Monitoring quiz work in Quizizz

Real-Time:

The teacher monitors the scores of each

group when taking quizzes and projects
the results of the overall group points via
the monitor screen.
Summative Assessment Total Writing Rubric 100 points:

a. Grammatical accuracy 70 points:

sentences are arranged with appropriate
structure and word forms.

b. Vocabulary range 30 points: variety

of vocabulary used accurately.

Total quiz Rubric Quizizz100 points:

a. Accuracy in answering questions:

Each question is worth 10 points.

Total Speaking Rubric or

Presentation 100 points:

A. Voice clarity 40 points: clear and

correct intonation and pronunciation.
Especially for students with speech
impairment in this sub-assessment is
transferred to: clarity of writing on the
blackboard: 40 points.

B. 30-point body gesture: introduction

is done with an attractive mimic/gesture.

C. Self-confidence 30 points: not shy

shy when introducing yourself.

Total Quizizz Quiz Rubric 100 points:

A. Answering the question accuracy:

Each question is worth 10 points.
Student Self-Assessment Quizizz (5 questions, last 5 minutes of
class):

1. What is one thing you learned in

today's lesson?

2. Which application makes your

learning easier? Rednote or Quizizz?

3. What part of the writing assignment

was the most challenging? When
guessing vocabulary from Flashcard
drills or when writing sentences on
visual introduction cards?

4. Do you want to use Quizizz to

improve your writing skills on quizzes in
other lessons?

5. What is one thing you would change

about today's Lesson if you were the
teacher?
Revision Plan The teacher reviews students' abilities
through writing results from flashcard
drills, visual introduction cards, writing
on the blackboard (especially for
students with speech impediments) and
writing abilities when answering the 5
"fill the blanks on Quiziz" questions. If
more than 40% of students found
vocabulary handouts from flashcard
drills, visual introduction cards and
Quizizz less helpful. Therefore, the
handout will be redesigned before the
next reading of this topic.
Written Justification (400 words)

The lesson design shows how digital tools can be used in a meaningful way that also connects with
Second Language Acquisition theories. In this lesson, Rednote and Quizizz are not just used
randomly, but they have different roles that support students in learning how to introduce
themselves in English, especially because they are still beginners.

Rednote is used at the beginning of the lesson to give students input. This relates to Krashen’s
Input Hypothesis (1985), where students learn language by getting understandable input that is a
little bit higher than their level. The short video helps students hear and see simple English
sentences about self introduction. Also, the teacher plays the video 3 times (audio only, with
subtitles, and full video), which helps students understand it better step by step. This also connects
with Vygotsky’s ZPD because the teacher gives support while students are still learning. Besides
that, using a short video like this can make students feel more relaxed and not nervous, so it
supports the Affective Filter Hypothesis too.

On the other hand, Quizizz focuses on helping students produce language and interact with others.
This matches with Swain’s Output Hypothesis (1985), because students need to write answers and
choose the correct words during the quiz. When they don’t know the answer, they realize their
mistakes and try to fix them. Also, since they work in groups and share one device, they need to
talk and discuss the answers together. This shows Long’s Interaction Hypothesis (1996), where
learning happens through communication and discussion.

In addition, the lesson is also designed so that students with speech impediments can still participate
without too much difficulty. They are allowed to express their self-introduction through writing on
the board and using visual support like flashcards, so they are not forced to rely only on speaking.
This makes them be able to learn with the others about the same vocabulary.

Overall, both tools are useful but for different reasons. Rednote helps students understand the
language first, while Quizizz helps them practice and use it.
Images 1. Learning Material

Images 2. Rednote Video

Images 3. Vocabulary Flashcard

Image 4. Visual Introductory Card

Image 5. Two Types of Questions from Quizizz

G
017_Nia
 Midterm Project – Group 3A FURAB (Describing Bedroom
Vocabulary)

Name: NIM: Level: Topic:

1. Rusnia
Salma 202510100110 Grade 7 – Describing Bedroom Vocabulary
017 Junior
highschool
2. Annisa Az
Zahra 202510100110
015
3. Anatasya
Desi Nabila 202510100110
012
4. Irma
Umamit 202510100110
025

Duration: Skill: Tools: File:

2 x 40 minutes Writing, BBC MidtermProject_Group3A_FUR

Speaking, Learning [Link]
Memorizing English &
Kahoot!

Part 1 – Lesson Plan Table

Sub-Element
URE Component Details
alyze Learners rs Profile Grade: 13-14 years old, Grade 7, State Junior High
(SMP Negeri)

ency: Beginners – Pre-Intermediate – (CEFR Level A1

Knowledge: Basic Grammar, Basic Tenses, Text

enre; Functional Skills; Thematic Vocabulary.

ng Style: Visual and Reading/Writing; prefer pair work

ting task.

Familiarity: Daily smartphones users; familiar with

e, Google Chrome, Google docs; Have watched English

Access: School Wi-Fi available;most students own

d smartphones;Computer-Lab

ize: 32 students (8 pairs)

te Objectives ng Objectives ive 1: Try to write about the room in the house and the
n their room.

’s: Writing – CEFR A1]

ive 2: Describe what your friend has written.

’s: Speaking – CEFR A1]

ive 3: Memorizing things in their room

’s: Memorizing – CEFR A1]

lect Methods, Media ng Methods Task-Based Learning):

rials
k (sets the scene and gives the learners the mission) →
m Solving (The task learners get, learners must try to
→ Presentation (students recap and present their work)
ng (helping the learners who struggled with during the
– Provides a visual that can be clearly understood at the
ng of the lesson. (7-min video: 10 Easy English
earning English Bedroom Vocabulary)

Watch the Videos twice; Read the script; and try the

& Watson: Teaching presence – Teacher monitors All

Simultaneously. Technically – integrates with google
om; Works in mobile browser, no download required.

– Kahoot! Helping the learners to memorize vocabulary using

ive quiz accompanied by a point scoring system

Host a gaming session; display the question and answer

he learner’s device; provide challenges with
e-choice question or true/false choices with a point
system; Adjust the time options depending on the
t of the question.

and Waston: Teaching Presence - Teacher design the

eacher lead the discussion during

me; Teacher provide feedback & explain. Technically –

es with google Chrome; Works in mobile browser, no
ad required.

nal Materials rd English – Using “Learning English Words” app from

oft store; this app help the learners learning method.
 Utilize Media & Sequence 10 (Introduction): Teacher plays 7-min BBC Learning
als video about Bedroom Vocabulary. Student watch the
Then, read the script below the video. After that, the
s can try to solve the quiz provided by BBC.

-20 (Input processing): The teacher asked the learners

e about the room in their house and the things in the
with using Descriptive Text which the identification of
ect that will be described and Detailed explanation of the
eristics, properties, physical appearance, or special
eristics of the object.

-50 (Collaborative writing): The learners choose one

d’s writings and explain in front of the class what their
has written. Teacher monitors each learner’s presentation
directly and ensures there are no vocabulary
ciation errors.

1-65 (Peer feedback): Teacher asked the learners to

ize vocabularies they had written. Then, the teacher
ng mistakes made by learners during the memorization
and appreciate every learning progress.

6-80 (Closure): Teacher host a gaming with Kahoot!,

the question and answer on the learner’s device,
challenges with multiple-choice question or true/false
with a point scoring system, Adjust the time options
ing on the difficult of the question. Then, the learners
te 5-question self-assessment from Kahoot! In the end
ames.
 Kahoot
Require Learning pation Strategies
pation g Individually: Students use a point system to play on
wn.

er Wins: The student with the fastest and most accurate

e will receive the highest score.

Ranking: The final score and ranking will be displayed

udents have completed all of the questions.

Get Feedback: The teacher will provide feedback,

ng prizes or presents, to the student with the highest

Flashcards (Learn English Word)

Division: eight teams of four students each are created

eacher.

Competition: Every team competes simultaneously.

t Score: Points will be awarded to the group member

ccessfully answers the question the quickest.

roup with the Highest Score Wins: The team that

ted the flashcard with the most points wins.
 BBC Learning English
aluate & Revise ive Assessment
the video twice: Watch it twice to make sure you
and. The teacher identifies which parts the students
understand and immediately explains them again.

recall: Students try to recall and rewrite the script

looking at the video. Any mistakes reveal what they
understood yet, and those points are corrected
ately.

repetition: Review it tomorrow or the day after using a

r flashcards. Check if they still remember or have
en. If they’ve forgotten, review it again.

Kahoot!

ction stability: Check if the app frequently lags or

nects during quizzes. If so, it can disrupt students’
tration.

e alignment with learning objectives: See if the timer,

and question types align with what you want to teach
port learning.

t engagement and participation: Pay attention to

r students enjoy the quiz or feel stressed because they’re
. Quizzes should be motivating, not stressful.

y of question types: If there are only multiple-choice

ns, it’s not flexible enough. It’s hard to use for essay
ns or matching exercises.
tive Assessment ng Rubric – 100 points total:

nunciation - 25 pts → Speak clearly so people can

and.

ncy - 25 pts → Speak smoothly, without stumbling.

mmar - 15 pts → The sentence structure is correct.

ent & Confidence - 35 pts → The answers are relevant

uestion + confident speaking in front of others.

g Rubric - 100 points totals:

ent/Ideas – 25 pts → The content is clear and detailed.

mmar – 25 pts → The writing is correct.

bulary - 25 pts → The vocabulary is varied.

tification of Object – 25 pts → Identify the object to be

ed and its characteristics.

rizing Rubric – 100 points total:

pleteness - 40 pts → All sentences are memorized,

is forgotten.

ncy - 20 pts → Recited smoothly, without hesitation

nunciation - 30 pts → Pronounced correctly while

.

ression – 10 pts → Has style/intonation, not flat like a

 Self – Assessment t (5 questions, review for students)

did you feel after today’s lesson?

ch part was the trickiest for you today?

ch tool - BBC Learning English, Kahoot, Learn English

Flashcards) - helped you understand better?

was working with your friend/group?

t do you need from me as your teacher?

n Plan teacher reviews the students’ descriptive texts.

3 students still make mistakes in their descriptive texts,

t lesson should focus on reviewing descriptive writing.

0% of the students’ pronunciation is still incorrect, the

should re-teach them the correct pronunciation.

ey still cannot remember the vocabulary, this activity can

ated.

Part 2 – Justification
 depth analysis of the characteristics of 7th-grade students, who generally possess beginner to
ermediate English proficiency (CEFR A1–A2), served as the primary basis for developing this
y. Given that basic grammar forms the core framework they use in everyday conversation, the
n of learning styles focused on visual and reading/writing methods. The use of technology through
hones and Google Chrome, supported by the school’s Wi-Fi access, serves as a practical bridge to
e their cognitive processes. Determining this proficiency level is essential as it acts as a compass for
goals, defining the learning pathway, and selecting the digital tools most relevant to the students’
c needs.

tegration of BBC Learning English into this learning process aligns with the Input Hypothesis
ed by Krashen (1985). This resource was chosen as the primary visual material because its topics are
relevant to the environment of seventh-grade students. Through the video titled “Bedroom
lary,” students are guided to identify real-world objects such as beds, lamps, and wardrobes. This
y avoids the demand for instant production of complex sentences. instead, students absorb input
h observation of objects. The use of images as a form of Visual Scaffolding facilitates the brain’s
e processing of new language without getting bogged down in the process of translating words one

other hand, Kahoot! is implemented not as a medium for delivering textual content, but as a tool for
rming the classroom atmosphere. Healthy competition, upbeat music, a points system, and
oards are specifically designed to maintain students’ emotional stability. According to the Affective
Hypothesis, feelings of tension or fear of making mistakes can create mental barriers that hinder the
ion of information into the brain. Kahoot! successfully lowers this filter by creating a sense of safety
. When students recognize vocabulary from the BBC video reappearing in the game, their confidence
es significantly.

nally, the use of Flashcards (Learn English Words) provides students with space for repetition and
ected memorization without pressure. The overall design of this participatory approach aims to make
s more open to receiving language input regarding homework assignments and descriptions of their
al spaces. Finally, the assessment design combines formative and summative evaluations to
hensively monitor progress. The use of transparent assessment rubrics for speaking and writing
s clear goals for students. The inclusion of self-assessment tools and revision plans ensures that any
es in vocabulary mastery or pronunciation can be promptly identified and addressed.
Tab 19
Tab 20
021_Amel
Frank Ocean Grub:
1.​ Shifwa Amelia Z (202510100110021)
2.​ Nasya Balqis W (202510100110029)
3.​ Meisya Nadya P (202510100110030)
4.​ Arsya Adzillani S (202510100110031)

ASSURE Sub-Elementn Details

Component t

Age & Grade: 11-12 years old, Grade 7 (Scholarship

A — Analyze Learner Profile recipient), State Junior High School (A school with limited
Learners technology located in regency)
Proficiency: Lower-intermediate — CEFR A2
Prior Knowledge: Basic sentence structures and daily
vocab.
Learning Style: Auditory and Practice activity..
Digital Familiarity: Daily smartphone users (sharing with
their parents),familiar with several apps, such as YouTube,
Instagram, TikTok, and still learning how to use canva.
Device Access: School projector available, teacher laptop,
speaker and keyboard mouse bluetooth.
Class Size: 20 Students

Objective 1: Recognize and understand topics presented in

S — State Learning audio material. [Bloom’s: Understanding — [CEFR A2
Objectives productive]
Objectives

Objective 2: Descriptive writing, using vocabulary

appropriately and writing 5 sentences about introduction.
[Bloom’s: Applying — CEFR A2 productive]

Scaffolded listening to writing: contextual teaching and

S — Select Teaching Method learning introduction (short question about introduction) →
Methods, Media & comprehensible input (video) → guided annotation (write
new vocabulary) → individual task (describe and make a
Materials
short sentence) → teacher feedback (Revision).
 Role: Provides authentic language input at lesson start (2-3
Tool 1 — minutes video: “Introduction my self”).
YouTube Usage: Viewed twice — first without subtitles (just
listening),and then with writing Indonesian subtitles
(vocabulary recognition).
Anstey & Watson: Functionality — supports video, audio,
and subtitles. Accessibility — free, visual and Audio clarity.
[Link]

Role: Students complete the dialogue from a comic that was

Tool 2 — Canva made by the teacher.
Usage: Fill the blank
Anstey & Watson: functionality - supports editing picture
and text. Technicality - easy to access (browser/apps),
simple editing tools.
 Printed introduction worksheet - contain the introduction
Additional sentences (name, age origin, school, siblings, hobby,
Materials address).

Min 1–10 (Introduction): Teachers give the question about

U — Utilize Media Lesson introduction (ask the question about their favourite hobby,
Sequence hometown, age etc).
& Materials
Min 11–30(Input Processing): Teachers give the student
material by youtube video twice, the first to explain the
introduction and the second to write the subtitles. The
student writes the new vocabulary from the video and
makes 5 sentences .
Min 31–60(Individual Writing): Show the assignment (Fill
the blank dialogue comic) from canva and prepare for the
keyboard and mouse bluetooth, so the student takes their
turn to type using it.
Min 61–70 (Feedback): Teacher correct the students
answer after they finish an assignment so correct answer
repeating by student.
Min 71–80 (Closure): Student receives printed introduction
worksheet containing the introduction sentences.
 Question & answer Activity: The teacher asks a simple
R — Require Participation question about self introduction to the student so the student
Strategies answers the question to show their understanding of the
Learner
topic.
Participation
Guided sentence practice: The teacher chooses some
students to make simple sentences about themself using
vocabulary from the video.
Feedback: The teacher directly corrects students'
sentences and repeats the correct answer.
Extension Task: Students who finish early read their
introduction paragraph in front of the class.

Real-time Canva monitoring: The teacher show canva

E — Evaluate and Formative slides while completing the assignment and directly correct
Assessment the answer.
Revise
Feedback review: The teacher reviews the students
assignment and corrects the wrong sentence structure.

Writing Rubric — 100 points total:

Summative ●​ Listening comprehension - 35 points : ability to
Assessment understand audio/video from YouTube.
●​ Grammar accuracy - 30 points : sentences
correctly.
●​ Vocabulary range - 20 points : Variety of adjectives
used accurately.
●​ Student Participations - 15 points : Actively answer
the question.

Reflexing question after class:

Student 1. How much vocabulary did you learn today?
Self-Assessment
2. Are the videos on YouTube interesting to you?
3. Which part is the most difficult today?

The teacher reflects on the question given to the students.

Revision Plan The teacher will ask about previous material in the next
meeting if there are students who have difficulty
understanding vocabulary.
Justification (400 words)

The material that we used in our learning design is from the first chapter of the book (English
for Nusantara) for 7th grade junior high school, wich focus on the topic “About You”

In the beginning, we intended to use the audio material provided in the book, but the
barcode in the book couldn’t be accessed.
In this learning design material, teaching model, tools, and learning methods are carefully
adjusted with the students character and the conditions of school facilities. The media that
we used in this learning design are YouTube and Canva. YouTube is used to provide
comprehensible input, such as listening, and an example of how to introduce. The used of
Canva serves as a platform for students to produce their language / their new vocabulary
that they have learned by creating short sentences and short descriptions through comics or
worksheets that have been prepared.

Due to the students limited access to technology, we also provide the Bluetooth keyboard to
ensure that students still have the opportunity to engage with technology devices and
participate in digital learning activities. These tools excepted the students become more
active, familiar with technology, and increase their learning motivation despite the limited
school technology facilities.

Initially, our learning design focuses on listening and speaking skills,but after we discussed
the students abilities they are not yet ready to directly focus on speaking skills. The students
still require a gradual process to be better prepared for learning English orally (Speaking
Skills). Therefore, our learning design focus was adjusted to listening and writing. This
adjustment was made to align with the students abilities. The learning outcomes in our
learning design is, the students are able to describe themselves and are able to make short
sentences about the introduction. Speaking skills are not eliminated, but will be emphasized
in the next material after students have developed their vocabulary, understanding, and
confidence.

There was an identification error during the discussion process. Initially, the allocation of
learning time was planned as 1 x 45 minutes. However, this was not aligned with the
standard learning of junior high school. Therefore, the duration was revised to 2 x 40
minutes (2 JP) to ensure that the learning process can be completed properly.

The theoretical framework used in this design is Stephen Kharsen’s Input Hypothesis
Theory (1985). Students receive comprehensible input from YouTube before being
introduced to new vocabulary. Then, the students write the sentences comfortably before
moving to speaking skills. Students use Canva to write sentences as the output from the
material that have been learned. The gramatical evaluation is still included, as proper
structure supports students to write accurate sentences. However, grammar is not the
primary focus of the learning processes, but serves to evaluate students development.
022_Citra
Midterm Project – Group 7 Ophelia (Greetings & Introduction In English)

Name: NIM: Level: Topic:

1. Miza Karmila Aulia M 202510100110009 Grade 7 - Junior Greetings &

High school Introduction
2. Dalfa Mutiara Zulfa 202510100110006

3. Citra Virsa Amelia 202510100110022

4. Nofelia Annisaa 202510100110014

Syahda

Duration: Skill: Tools:

2 x 40 minutes Vocabulary & Video & Quizlet

Speaking

Part 1 — Lesson Plan Table

ASSURE Sub-Element Details

Component
A — Analyze Learner Profile Age & Grade: The learners are 7th grade,
Learners Junior High School. Around 12-13 years old.

Proficiency: Beginner Level (A1), still at the

beginner level. In terms of vocabulary, students
are able to recognize and use basic vocabulary
related to greetings and introducing yourself. In
terms of speaking skills, students can engage in
a brief conversation with their partner. However,
students need support in pronunciation and
fluency.

Prior Knowledge: Students have a basic

knowledge of English, particularly vocabulary
and common greetings related to introducing
yourself.

Learning Style: Students prefer learning

methods that involve watching and listening,
such as visual and audio materials. This is in
contrast to simply reading text and listening to
lengthy explanations.

Digital Familiarity: Students already possess

basic skills in using digital media and understand
video-based content. Students can understand
the material through an instructional video
created by the teacher, which helps them better
understand the subject matter.

Device Access: Smartphone access and

school Wi-Fi.

Class Size: 30 students (2 groups).

 Objective 1: Students learn new vocabulary
S — State Learning from educational videos by listening to them in
Objectives Objectives English. (remembering)

Objective 2: Students use vocabulary to

improve their speaking skills through short
conversations. (Applying)

Objective 3: Students practice using English

through activities conducted via instructional
videos, focusing not on theory but on the
practical use of English in everyday life.
(Applying)

Blended learning, is a form of education that

S — Select Teaching combines technology with face-to-face
Methods, Media & Method interaction with students in the classroom. This
Materials section is supported by two resources:
educational videos and quizlet.

Tool 1 – Role: This tool can help students understand

Educational pronunciation and vocabulary in everyday
Video conversations.

Usage: These educational videos are about 2–3

minutes long and feature
examples of everyday conversations, using
simple language so that students

can easily understand them.

The Input
Hypothesis (Krashen). Posits that students
can learn from easily

understandable input, such as through

educational videos.

Anstey & Watson: Functionality, as

educational videos that support both audio and
visual elements can help

students understand the material.

Tool 2 – Role: can help students learn and remember
Quizlet new vocabulary through interactive activities

Usage: Quizlet
provides teachers with flashcard exercises and
quizzes, the content
aligns with the topics currently being covered.
It’s designed to be engaging

so it doesn’t get boring.

Output
Hypothesis (Swain). Students can immediately
apply vocabulary
during practice. Affective Filter
Hypothesis (Krashen) Learning

in a pleasant atmosphere can boost students’

self-confidence.

Anstey & Watson: Accessibility, because

Quizlet is easily accessible to both students
and teachers.

Additional Explanatory videos as learning materials, QR

Materials codes to access the Quizlet page that will be
used for formative assessment, and notebooks
for students to summarize the material they have
learned.
U — Utilize Media Lesson Min 1–10 (Introduction): The teacher played an
& Materials Sequence introductory video showing several examples of
introductory situations. The students were asked
to watch and guess who's the people in the video
were. After that, the teacher led a discussion
about the elements of a good introduction, such
as name, age, and hobbies.

Min 11–30 (Input Processing - Speaking):

Students work in pairs and use flashcards from
Quizlet. One student reads or shows a card,
while their partner tries to say the introductory
sentence with the correct pronunciation and
intonation. The teacher circulates to monitor and
provide assistance if anyone is having trouble.

Min 31–50 (Vocabulary Mastery - Quiz):

Students complete a quiz on Quizlet on their own
to strengthen the vocabulary that appeared in the
video, such as greetings, aspirations, and
hobbies. Based on the quiz results, the teacher
can identify which part still need further
explanation.

Min 51–70 (Collaborative Writing): The

students remain in the same pairs and then
begin writing an introductory text in their
notebooks. They are asked to include the
elements they have learned previously. Once
they are finished, they check each other’s work,
paying particular attention to spelling and
grammar.

Min 71–80 (Closure): Several pairs were

chosen to come to the front of the class and
practice the introductory dialogue. The teacher
offered brief comments and reviewed the key
phrases they had learned that day.
R — Require Participation Paired Collaboration: Teacher can randomly
Learner Strategies pair students up so that all students have the
Participation opportunity to participate and work together with
their classmates.

Real-time Response: Students can respond

immediately during speaking activities,
such as practicing dialogues or responding to
their partner’s remarks.
Teachers can monitor and provide immediate
feedback to help improve students

skills.

E — Evaluate and Formative Teachers can monitor students ability to use

Revise Assessment and identify new vocabulary while observing
their participation as they watch educational
videos.

Summative Writing Rubric — 100 points total:

Assessment
• Content and Ideas — 25 pts: Student provides
a complete self-introduction (name, age,
hobbies, and self-description) clearly and
specifically.

• Grammar Accuracy — 25 pts: Correct use of

Simple Present Tense and Subject/Possessive
Pronouns (I, My, He, She) in sentences.

• Vocabulary Range — 25 pts: Effective use of

vocabulary learned from the educational videos
and Quizlet activities (e.g., adjectives for
descriptions and verbs for hobbies).

• Coherence & Organisation — 25 pts: The

introduction flows logically, including a proper
greeting, body of introduction, and a closing
statement.

Rubric sharing: Distributed via Google

Classroom or as a handout before the individual
writing task begins.
Student The teacher handed out a sheet of paper with
Self-Assessme questions on it for the students to answer
nt individually.

1. What vocabulary words

have you learned today?

2. How well do you

understand the material that has been

provided?

3. Did the instructional

video help you understand?

4. What

difficulties have you encountered in

understanding the material?

Revision Plan The teacher analyzes student assessments, if it

is found that most students are having difficulty
understanding the material, the teacher will
simplify the material by creating videos specific
to the students level. If the results indicate the
same issue, the teacher will conduct practice
quizzes on the quizlet platform. As part of the
teaching strategy, the teacher will adapt the
lesson by adding interactive activities to help
increase student engagement.
023_Syahma
Midterm Project – Group BLACKPINK
Nailla Sari Wahyuni (005)​
Najwa Sofiyah (013)​
Syahma Azimatul Khairani (023)​
Afifah Dzatil Himmah (028)

ASSURE Component Sub-Element Details

A – Analyze Learners Learner Profile Many students find English difficult

because they are not used to
hearing and using it in everyday
life. They easily forget vocabulary
and hesitate when speaking.
Students prefer visual, interactive,
and experiential learning.

Age & Grade: The students are

around 12–13 years old and
currently in Grade 7. There is also
one student with a speech
impairment in the class.

Proficiency: Their English level is

still at a beginner stage (CEFR
A1), so they are just starting to
learn and use simple English.

Prior Knowledge: The students

already understand basic
sentence structures and simple
vocabulary such as numbers,
hobbies, and favorite colors from
the previous semester. However,
they are not yet used to writing
long or complex sentences.

Learning Style: Most students

prefer learning through visuals and
movement. They enjoy activities
that include pictures, videos, and
hands-on practice. They are also
more enthusiastic when working in
groups and doing fun, competitive
tasks.
 Learning Challenges: Many
students still find English difficult
because they are not used to
hearing or using it in their daily
lives. As a result, they often forget
vocabulary and feel shy or hesitant
when speaking.

Digital Familiarity: The students

are quite familiar with
smartphones since they use them
in their daily lives. They also know
popular apps like TikTok, YouTube,
and Quizizz, which can be used to
support learning.

Device Access: The school

provides WiFi, but only a few
students have their own
smartphones. Most of them
usually share devices with their
parents outside of school.

S – State Objective Learning Objectives Activities:

• Students watch videos about

rooms, houses, schools, the
surrounding environment, and so
on on YouTube.

• Students can virtually view rooms

using 3D glasses, which make it
feel like they are in that virtual
world.

• Write the names of objects they

have watched on a smart TV.

• Students describe the room

simply.

Objectives:

• Students can recognize and write

vocabulary for objects in the room.

• They are able to speak simply

about what they see.
 • Students can remember
vocabulary and pronounce it more
correctly.

S – Select Methods Method & Media Media:

1. YouTube (video "Bedroom

Vocabulary" or "House Rooms in
English")

2. Simple 3D/VR glasses

Method:

Using Task Based Learning (TBL):

1. Pre-task: The teacher

introduces the topic and provides
instructions

2. Task: Students observe the

video in 3D

3. Planning: Students record their

observations

4. Report: Describe what they

learned from what they saw

5. Language Focus: The teacher

corrects language errors, such as
reading errors

U – Utilize Lesson Steps Steps:

[Link]

The teacher shows a video about

"Bedroom Vocabulary"

Asks guiding questions such as:

"What things do you see in the
bedroom?"

Students record the vocabulary

words they encounter and
remember.

2. 3D Glasses (VR)

• The teacher prepares a 360°

video of the room (bedroom/house
tour).
 • Students use 3D glasses to
virtually view the room.

• Students observe and name the

objects they see.

• One example activity: "I see a

bed, a lamp, and a table." "The
bed is next to the window."

R – Participation Student Activity Student Participation

Students are actively involved by:

• Observing directly through VR

• Discussing with friends

• Presenting in front of the class

• Practicing speaking.

This method makes learning more

fun, less boring, and easier to
understand and remember
vocabulary.

E – Evaluation Assessment Evaluation is conducted by

observing students' abilities in
writing, speaking, understanding,
and pronouncing English
vocabulary. Teachers can assess
students' writing and how they
verbally describe the room they
are considering. Students'
understanding can also be seen
from how they comprehend the
video content and their
pronunciation when telling the
story. Students are considered
successful if they can name
objects and explain them simply.

However, some students still

struggle, such as easily forgetting
vocabulary, lacking confidence
when speaking, and not being
accustomed to hearing English.
Therefore, teachers need to
provide more engaging and
repetitive exercises to help
 students gain understanding and
confidence.

Justification

This lesson is based on the real-life situations of students in the classroom. Many students still find English
difficult because they rarely hear and use it in their daily lives. As a result, they often forget vocabulary and feel
less confident when speaking. To address this, the lesson is designed using more engaging media such as
YouTube videos and VR (3D glasses). This way, students not only read or listen but also see and experience a
more realistic learning experience. This approach helps students more easily understand the material and
makes them more engaged in learning.

The learning objectives are structured in stages, from the simplest to the more complex. First, students are
asked to identify and write vocabulary for objects in the room. After that, they begin using the vocabulary to
create simple sentences. This process is important because it helps students gradually build understanding
and increase their confidence in using English.

The use of video and VR also supports language learning theory. Students will more easily understand the
material when they are presented with clear and engaging examples. Through videos and visual displays,
students can directly see the shape of objects and understand their meaning without having to constantly
translate. Furthermore, discussion and group work activities help students learn from each other, making the
learning process more active and less boring.

The method used in this lesson is Task-Based Learning. This method emphasizes the direct use of language
through meaningful tasks. Therefore, students not only memorize vocabulary but also use it to describe what
they see. This makes learning feel more real and meaningful to them.

Student participation is also a key focus. Through pair activities and presentations, students have the
opportunity to speak and practice directly. This is crucial for building their confidence. Furthermore, the relaxed
and stress-free learning environment helps students feel more comfortable trying to use English without fear of
mistakes.

Finally, evaluations are conducted by assessing students' writing, speaking, and vocabulary pronunciation
skills. From these results, teachers can track student progress and gradually improve future teaching
effectively.
ara_024
ASSURE
Component​ Sub-Element​ Details

A — Analyze Learners​

Learner Profile​ Age & Grade: 12–13 years old, Grade 7 (Junior High School)
Proficiency: Beginner (A1)
Prior knowledge: Students had no English lesion in elementary school, but they know like
“sorry”, “Thank you” and names of some colors.
Learning Style: Visual and Collaboration
Digital Access: Students possess personal smartphones and have access to school Wi-Fi.
Class Size: 24 Students (4 pairs/ 6 group

S — State Objectives​
Learning Objectives​ Objective 1: Students will be able to identify greeting expressions and
self-introduction phrases.
Objective 2: Students will be able to perform a 2-minute role-play about daily conversation
with accurate pronunciation.
S — Select Methods, Media & Materials​ Teaching Method
​ Method: Role-Play and Audiolingualism using visual triggers.

​ Tools 1-Youtube

​ YouTube: Used to provide authentic audio-visual input for self-introduction and daily
routines.
​ Tools 2-Kahoot​ Kahoot: An interactive gamification tool for practicing
vocabulary and sentence structures in real-time.

U — Utilize Media & Materials​

Lesson
Implementation​ Minutes 1-15: Students observe short YouTube videos on daily
interactions to build foundation understanding.
Minutes 16-35: The teacher facilitates a Kahoot session to explain material and practice
vocabulary in an engaging way.
Minutes 36-65: Pair work where students draft and perform role-play scripts regarding their
hobbies.
Minutes 66-80: Teacher provides feedback based on Kahoot results and role-play
performances.

R — Require Learner Participation​

Participation Strategies​ Active Engagement: Individual competition in Kahoot ensures
real time involvement.
Collaboration: Pair work in role-playing encourages active speaking and peer scaffolding.
ASSURE
Component​ Formative Assessment ​ Real-Time Feedback: The teacher provides
immediate oral feedback during the role-play practice and corrects any incorrect
pronunciation.
Kahoot Interactive Quiz: A live quiz to monitor students understanding of greetings and daily
activity vocabulary in real-time.

E — Evaluate and Revise​

Summative Assessment​ Speaking Rubic (Total: 100 pts)
Fluency (25 pts): Ability to speak smoothly without too many unnatural pauses.
Vocabulary (25 pts): Correct usage of greetings and hobby-related words.
Pronunciation (25 pts): Accuracy in pronouncing words based on the YouTube modeling.
Confidence (25 pts): Body language and clarity during the presentation.
​ Student Self- Assessment​ Before the session ends, students answer three brief
questions to reflect on their learning.

1.​ What new vocabulary did you get from the YouTube video and Kahoot today?
2.​ Which part was the most difficult during the role-play practice?
3.​ Do you feel more confident speaking English now?
​

Revision Plan​ The teacher reviews the students Self-Assessment results. If more than 30%
of students feel difficulty in the pronunciation section, the teacher will add a drilling session
using a slower YouTube video in the next meeting. If student engagement is low, the teacher
will adjust the Kahoot competitive mode or simplify the visual materials used.
025_Irma
 Midterm Project – Group 3A FURAB (Describing Bedroom
Vocabulary)

Name: NIM: Level: Topic:

1. Rusnia
Salma 202510100110 Grade 7 – Describing Bedroom Vocabulary
017 Junior
highschool
2. Annisa Az
Zahra 202510100110
015
3. Anatasya
Desi Nabila 202510100110
012
4. Irma
Umamit 202510100110
025

Duration: Skill: Tools: File:

2 x 40 minutes Writing, BBC MidtermProject_Group3A_FUR

Speaking, Learning [Link]
Memorizing English &
Kahoot!

Part 1 – Lesson Plan Table

Sub-Element
URE Component Details
alyze Learners rs Profile Grade: 13-14 years old, Grade 7, State Junior High
(SMP Negeri)

ency: Beginners – Pre-Intermediate – (CEFR Level A1

Knowledge: Basic Grammar, Basic Tenses, Text

enre; Functional Skills; Thematic Vocabulary.

ng Style: Visual and Reading/Writing; prefer pair work

ting task.

Familiarity: Daily smartphones users; familiar with

e, Google Chrome, Google docs; Have watched English

Access: School Wi-Fi available;most students own

d smartphones;Computer-Lab

ize: 32 students (8 pairs)

te Objectives ng Objectives ive 1: Try to write about the room in the house and the
n their room.

’s: Writing – CEFR A1]

ive 2: Describe what your friend has written.

’s: Speaking – CEFR A1]

ive 3: Memorizing things in their room

’s: Memorizing – CEFR A1]

lect Methods, Media ng Methods Task-Based Learning):

rials
k (sets the scene and gives the learners the mission) →
m Solving (The task learners get, learners must try to
→ Presentation (students recap and present their work)
ng (helping the learners who struggled with during the
– Provides a visual that can be clearly understood at the
ng of the lesson. (7-min video: 10 Easy English
earning English Bedroom Vocabulary)

Watch the Videos twice; Read the script; and try the

& Watson: Teaching presence – Teacher monitors All

Simultaneously. Technically – integrates with google
om; Works in mobile browser, no download required.

– Kahoot! Helping the learners to memorize vocabulary using

ive quiz accompanied by a point scoring system

Host a gaming session; display the question and answer

he learner’s device; provide challenges with
e-choice question or true/false choices with a point
system; Adjust the time options depending on the
t of the question.

and Waston: Teaching Presence - Teacher design the

eacher lead the discussion during

me; Teacher provide feedback & explain. Technically –

es with google Chrome; Works in mobile browser, no
ad required.

nal Materials rd English – Using “Learning English Words” app from

oft store; this app help the learners learning method.
 Utilize Media & Sequence 10 (Introduction): Teacher plays 7-min BBC Learning
als video about Bedroom Vocabulary. Student watch the
Then, read the script below the video. After that, the
s can try to solve the quiz provided by BBC.

-20 (Input processing): The teacher asked the learners

e about the room in their house and the things in the
with using Descriptive Text which the identification of
ect that will be described and Detailed explanation of the
eristics, properties, physical appearance, or special
eristics of the object.

-50 (Collaborative writing): The learners choose one

d’s writings and explain in front of the class what their
has written. Teacher monitors each learner’s presentation
directly and ensures there are no vocabulary
ciation errors.

1-65 (Peer feedback): Teacher asked the learners to

ize vocabularies they had written. Then, the teacher
ng mistakes made by learners during the memorization
and appreciate every learning progress.

6-80 (Closure): Teacher host a gaming with Kahoot!,

the question and answer on the learner’s device,
challenges with multiple-choice question or true/false
with a point scoring system, Adjust the time options
ing on the difficult of the question. Then, the learners
te 5-question self-assessment from Kahoot! In the end
ames.
 Kahoot
Require Learning pation Strategies
pation g Individually: Students use a point system to play on
wn.

er Wins: The student with the fastest and most accurate

e will receive the highest score.

Ranking: The final score and ranking will be displayed

udents have completed all of the questions.

Get Feedback: The teacher will provide feedback,

ng prizes or presents, to the student with the highest

Flashcards (Learn English Word)

Division: eight teams of four students each are created

eacher.

Competition: Every team competes simultaneously.

t Score: Points will be awarded to the group member

ccessfully answers the question the quickest.

roup with the Highest Score Wins: The team that

ted the flashcard with the most points wins.
 BBC Learning English
aluate & Revise ive Assessment
the video twice: Watch it twice to make sure you
and. The teacher identifies which parts the students
understand and immediately explains them again.

recall: Students try to recall and rewrite the script

looking at the video. Any mistakes reveal what they
understood yet, and those points are corrected
ately.

repetition: Review it tomorrow or the day after using a

r flashcards. Check if they still remember or have
en. If they’ve forgotten, review it again.

Kahoot!

ction stability: Check if the app frequently lags or

nects during quizzes. If so, it can disrupt students’
tration.

e alignment with learning objectives: See if the timer,

and question types align with what you want to teach
port learning.

t engagement and participation: Pay attention to

r students enjoy the quiz or feel stressed because they’re
. Quizzes should be motivating, not stressful.

y of question types: If there are only multiple-choice

ns, it’s not flexible enough. It’s hard to use for essay
ns or matching exercises.
tive Assessment ng Rubric – 100 points total:

nunciation - 25 pts → Speak clearly so people can

and.

ncy - 25 pts → Speak smoothly, without stumbling.

mmar - 15 pts → The sentence structure is correct.

ent & Confidence - 35 pts → The answers are relevant

uestion + confident speaking in front of others.

g Rubric - 100 points totals:

ent/Ideas – 25 pts → The content is clear and detailed.

mmar – 25 pts → The writing is correct.

bulary - 25 pts → The vocabulary is varied.

tification of Object – 25 pts → Identify the object to be

ed and its characteristics.

rizing Rubric – 100 points total:

pleteness - 40 pts → All sentences are memorized,

is forgotten.

ncy - 20 pts → Recited smoothly, without hesitation

nunciation - 30 pts → Pronounced correctly while

.

ression – 10 pts → Has style/intonation, not flat like a

 Self – Assessment t (5 questions, review for students)

did you feel after today’s lesson?

ch part was the trickiest for you today?

ch tool - BBC Learning English, Kahoot, Learn English

Flashcards) - helped you understand better?

was working with your friend/group?

t do you need from me as your teacher?

n Plan teacher reviews the students’ descriptive texts.

3 students still make mistakes in their descriptive texts,

t lesson should focus on reviewing descriptive writing.

0% of the students’ pronunciation is still incorrect, the

should re-teach them the correct pronunciation.

ey still cannot remember the vocabulary, this activity can

ated.

Part 2 – Justification
 depth analysis of the characteristics of 7th-grade students, who generally possess beginner to
ermediate English proficiency (CEFR A1–A2), served as the primary basis for developing this
y. Given that basic grammar forms the core framework they use in everyday conversation, the
n of learning styles focused on visual and reading/writing methods. The use of technology through
hones and Google Chrome, supported by the school’s Wi-Fi access, serves as a practical bridge to
e their cognitive processes. Determining this proficiency level is essential as it acts as a compass for
goals, defining the learning pathway, and selecting the digital tools most relevant to the students’
c needs.

tegration of BBC Learning English into this learning process aligns with the Input Hypothesis
ed by Krashen (1985). This resource was chosen as the primary visual material because its topics are
relevant to the environment of seventh-grade students. Through the video titled “Bedroom
lary,” students are guided to identify real-world objects such as beds, lamps, and wardrobes. This
y avoids the demand for instant production of complex sentences. instead, students absorb input
h observation of objects. The use of images as a form of Visual Scaffolding facilitates the brain’s
e processing of new language without getting bogged down in the process of translating words one

other hand, Kahoot! is implemented not as a medium for delivering textual content, but as a tool for
rming the classroom atmosphere. Healthy competition, upbeat music, a points system, and
oards are specifically designed to maintain students’ emotional stability. According to the Affective
Hypothesis, feelings of tension or fear of making mistakes can create mental barriers that hinder the
ion of information into the brain. Kahoot! successfully lowers this filter by creating a sense of safety
. When students recognize vocabulary from the BBC video reappearing in the game, their confidence
es significantly.

nally, the use of Flashcards (Learn English Words) provides students with space for repetition and
ected memorization without pressure. The overall design of this participatory approach aims to make
s more open to receiving language input regarding homework assignments and descriptions of their
al spaces. Finally, the assessment design combines formative and summative evaluations to
hensively monitor progress. The use of transparent assessment rubrics for speaking and writing
s clear goals for students. The inclusion of self-assessment tools and revision plans ensures that any
es in vocabulary mastery or pronunciation can be promptly identified and addressed.
026_Chelsea
BEFORE REVISION

Group 1 (A) Einstein

member of group
1. Jeni Rahma Awaliah_001
2. Talitha Sahda Istiqomah_008
3. Nayyara Shakira_016
4. ⁠Chelsea Luna Amalia_026

A- Analyze Learners
7th-grade students, aged 12-13 years. Encompasses a diversity of abilities, including
students with disabilities (speech impairments). The students generally enjoy visual content
and possess good digital literacy. English proficiency level is CEFR A1.

S- State Objectives
At the end of the lessons, grade 7 students would be able to introduce themselves (at the
very least with name, age, and hobby) using simple and expressive sentences through
writing with an 85% accuracy.

S – Select Method, Media & Materials

This lesson will be conducted in a blended learning environment and UDL. It combines
offline videos from YouTube or TikTok with direct writing activities on visual introduction
cards. In addition, students participate in offline quizzes based on text and images (without
speaking pressure) through Quizizz.

U- Utilize Media & Materials

We would show a short introductory video and tell the students to look at the face
expression, body language and dialogue of the video. Then, we asked the students to write
their personal information (name, age, and hobby) on the cards and afterwards instruct the
students to introduce themselves with expressive gestures and body language (Like waving
their hands whenever they want to explain something).

They would then need to exchange the introductory cards between each other with writings
and drawings.

In the end, we would host a game of quizziz, to check students’ vocabulary levels using text
and image-based questions.

Each group gets to answer with one device each, to teach the students(even the ones with
speech impairment) to be able to discuss and participate with each other equally.

R- Require Learner Participation

The teacher implements a gamification system or the collection of the highest points, both in
individual introductions and in completing group quizzes. Thus, indirectly, students are
encouraged to introduce themselves as expressively as possible and to focus on winning the
group competition.

E- Evaluate and Revise

The teacher evaluates students based on their ability to introduce themselves well, the
results of their identity cards, participation, and Quizizz scores. The assessment focuses on
the accuracy of word choice and sentence structure, not on speaking fluency.

If physical interaction is still considered difficult between regular students and students with
speech impairments, in the next meeting the teacher will prepare a new instructional design
to express understanding in other ways, such as activities involving pointing to pictures or
learning that focuses on movement (TPR).

AFTER REVISION

Midterm Project – Group 1A Einstein (Self-Introduction In English)

Name: NIM: Level: Topic:
1. Jeni Rahma 202510100110001 Grade 7 – Junior Self-Introduction
Awaliah 202510100110008 highschool
2. Talitha Sahda 202510100110016
Istiqomah 202510100110026
3. Nayyara Shakira
4. ⁠Chelsea Luna
Amalia
Duration: Skill: Tools:
2 x 40 minutes Writing & Speaking Rednote &
Quizizz

Lesson Plan Table

ASSURE Sub-Element Details
Component
A- Analyze Learners Learner Profile Age & Grade: 12-13 years old, Grade
7. Including 1 student with speech
impedised
Proficiency: Super Beginner - CEFR
AI
Prior Knowledge: Basic sentence
structure, basic vocabulary such as
numbers, hobbies, favorite colors
(semester 1). There is no task to write
long sentences yet.
Learning Style: visual & kinesthetic.
Students prefer group work and
competitive assignments.
Digital Familiarity: The students are
daily smartphone users. Familiar
with TikTok, Youtube and Quizizz.
Device Access: School WiFi is
available and only a few students
have (personal) smartphones. Other
students routinely use smartphones
every day, but still use mobile phones
together with their parents.
Class Size: 24 people (6 groups).
S- State Objective Learning Objectives Objective 1: Introduce yourself well
in front of classmates. With a basic
introduction and using at least 5 of
the vocabulary lists provided.
Especially for students with speech
impediments, self-introduction is
done by writing on the blackboard.
Objective 2: Be able to write 5
sentences on visual introduction
cards related to self-introduction. In
this sentence, use at least the 5
vocabulary words that have been
given. The writing task is to be
completed individually within a
group.
Objective 3: Collaborate with a
group of friends to work on quizzes
(text and image based) from Quizizz.
S- Select Method, Teaching Method Scaffolded collaborative writing:
Media & Materials comprehensible input (video) –
guided annotation (vocabulary
handout) – collaborative production
(co-writing) – peer feedback (read
and remember well other friends'
visual introduction cards. And
evaluate their friends' writing on the
visual introduction cards).
Tool 1 - Rednote

Tool 1- Rednote Rule: Provides

authentic comprehensible input at
lesson start (30 second video: “Self
Introduction in English”).
Usage: Video plays 3x. firstly only
audio, secondly showing videos with
English subtitles (vocabulary
introduction) and thirdly to ensure
student understanding.
Anstey & Watson:
Functionality = supports video, audio
and subtitles simultaneously.
Accessibility = Free, can be run on
any phone via standard cellular data.
Tool 2 - Quizizz

Rule: Manage the group practice

phase and check vocabulary
understanding instantly.
Usage: Each group accesses a quiz
which contains 5 multiple choice
questions (with pictures) and 5 fill
the blanks (writing the answer). Each
group competes fairly through a
real-time leaderboard.
Functionality: able to provide
Real-Time results via leaderboard to
teachers to monitor student
understanding.
Accessibility: can be played on either
a cellphone or laptop without an
application, and can be accessed with
or without network problems.
Anstey and Watson:
Functionality: able to provide
Real-Time results through
leaderboards to teachers to monitor
students' understanding.
Accessibility: can be played either on
a cellphone or laptop without an
application, and can be accessed even
with or without network problems.
Additional Materials Vocabulary flashcards = vocabulary
given based on the basic
introduction. Such as numbers,
colors and favorite foods.

Visual Introductory Card =

distributed in an attractive visual
form (hardfile) before learning
begins.
U- Utilize Media & Lesson Sequence Minutes 1-10 (introduction): The
Materials teacher plays a 30 second video from
Rednote. Students listen to the audio
from the video, then watch the video
with English subtitles (introduction
to vocabulary & sentences), and
watch the video again to ensure
students' understanding. Short
question and answer regarding
self-introduction (2-3 questions).
Minutes 11-25 (input processing):
Students receive a vocabulary
handout in the form of a flashcard
drill (the teacher shows pictures
quickly and students guess the
vocabulary by taking turns writing
on the board).
Minutes 26-40 (collaborative
writing): each student writes 5
introduction sentences on a visual
introduction card (each) with their
group friends. The teacher directly
monitors the writing process, then
exchanges cards between groups of
students to read and evaluate their
friends' writing structures.
Minutes 41-65 (demonstration): Each
student introduces themselves in
front of their classmates
(with/without seeing a visual
introduction card) with interactive
body gestures. Especially for students
with speech impediments,
self-introduction is done by writing 5
basic introduction sentences on the
board. Assisted by interactive body
gestures and flashcards as
vocabulary visualization.
Minutes 66-75 (evaluate students'
abilities through quizzes): Each
group takes a quiz (related to
self-introduction) from Quizizz using
one device available in each group.
 Minutes 76-80 (ending): The teacher
projects the group with the highest
score on the screen, then combines
that score with the individual writing
points of each member from their
visual introduction cards. the teacher
provides five evaluation questions
regarding today's lesson.
R- Require Learner Participation Formed groups: The teacher assigns
Participation Strategies members of each group randomly
before learning begins, to prevent
unequal participation and ensure
mixed ability interaction. During
group formation, the teacher also
ensures that each group has either
one school tablet or one student who
has brought a personal smartphone.
Individual Accountability: Each
student writes their own 5 sentences
related to basic self-introduction on
each visual introduction card. Later,
the results of the correctness and
accuracy of each person's writing
will become additional points to
support the group's victory at the
end.
Gamification: Implementing a
system of collecting the most points
both individually and in groups. So
that students are encouraged to
express as much as possible and focus
on healthy group competition.
E- Evaluate and Formative Assessment Assessment of writing skills on visual
Revise introduction cards:
The teacher identifies the accuracy of
each student's grammar and
vocabulary based on their writing
skills on visual introduction cards.
Monitoring quiz work in Quizizz
Real-Time:
The teacher monitors the scores of
each group when taking quizzes and
 projects the results of the overall
group points via the monitor screen.
Summative Total Writing Rubric 100 points:
Assessment a. Grammatical accuracy 70 points:
sentences are arranged with
appropriate structure and word
forms.
b. Vocabulary range 30 points:
variety of vocabulary used
accurately.

Total quiz Rubric Quizizz100 points:

a. Accuracy in answering questions:
Each question is worth 10 points.

Total Speaking Rubric or

Presentation 100 points:
A. Voice clarity 40 points: clear and
correct intonation and
pronunciation. Especially for
students with speech impediments in
this sub-assessment is transferred to:
clarity of writing on the blackboard:
40 points.
B. 30-point body gesture:
introduction is done with an
attractive mimic/gesture.
C. Self-confidence 30 points: not
shyshy when introducing yourself.

Total Quizizz Quiz Rubric 100

points:
A. Answering the question accuracy:
Each question is worth 10 points.
Student Quizizz (5 questions, last 5 minutes of
Self-Assessment class):
1. What is one thing you learned in
today's lesson?
2. Which application makes your
learning easier? Rednote or Quizizz?
3. What part of the writing
assignment was the most
challenging? When guessing
vocabulary from Flashcard drills or
when writing sentences on visual
introduction cards?
4. Do you want to use Quizizz to
improve your writing skills on
quizzes in other lessons?
5. What is one thing you would
change about today's Lesson if you
were the teacher?
Revision Plan The teacher reviews students'
abilities through writing results from
flashcard drills, visual introduction
cards, writing on the blackboard
(especially for students with speech
impediments) and writing abilities
when answering the 5 "fill the blanks
on Quiziz" questions. If more than
40% of students found vocabulary
handouts from flashcard drills, visual
introduction cards and Quizizz less
helpful. Therefore, the handout will
be redesigned before the next reading
of this topic.
Written Justification (400 words)

The lesson design shows how digital tools can be used in a meaningful way that also
connects with Second Language Acquisition theories. In this lesson, Rednote and
Quizizz are not just used randomly, but they have different roles that support
students in learning how to introduce themselves in English, especially because they
are still beginners.

Rednote is used at the beginning of the lesson to give students input. This relates to
Krashen’s Input Hypothesis (1985), where students learn language by getting
understandable input that is a little bit higher than their level. The short video helps
students hear and see simple English sentences about self introduction. Also, the
teacher plays the video 3 times (audio only, with subtitles, and full video), which
helps students understand it better step by step. This also connects with Vygotsky’s
ZPD because the teacher gives support while students are still learning. Besides that,
using a short video like this can make students feel more relaxed and not nervous, so
it supports the Affective Filter Hypothesis too.

On the other hand, Quizizz focuses on helping students produce language and
interact with others. This matches with Swain’s Output Hypothesis (1985), because
students need to write answers and choose the correct words during the quiz. When
they don’t know the answer, they realize their mistakes and try to fix them. Also,
since they work in groups and share one device, they need to talk and discuss the
answers together. This shows Long’s Interaction Hypothesis (1996), where learning
happens through communication and discussion.

In addition, the lesson is also designed so that students with speech impediments can
still participate without too much difficulty. They are allowed to express their
self-introduction through writing on the board and using visual support like
flashcards, so they are not forced to rely only on speaking. This makes them be able
to learn with the others about the same vocabulary.

Overall, both tools are useful but for different reasons. Rednote helps students
understand the language first, while Quizizz helps them practice and use it.
Tab 27
028_Afifah
Midterm Project – Group BLACKPINK
Nailla Sari Wahyuni (005)​
Najwa Sofiyah (013)​
Syahma Azimatul Khairani (023)​
Afifah Dzatil Himmah (028)

ASSURE Component Sub-Element Details

A – Analyze Learners Learner Profile Many students find English difficult

because they are not used to
hearing and using it in everyday
life. They easily forget vocabulary
and hesitate when speaking.
Students prefer visual, interactive,
and experiential learning.

Age & Grade: The students are

around 12–13 years old and
currently in Grade 7. There is also
one student with a speech
impairment in the class.

Proficiency: Their English level is

still at a beginner stage (CEFR
A1), so they are just starting to
learn and use simple English.

Prior Knowledge: The students

already understand basic
sentence structures and simple
vocabulary such as numbers,
hobbies, and favorite colors from
the previous semester. However,
they are not yet used to writing
long or complex sentences.

Learning Style: Most students

prefer learning through visuals and
movement. They enjoy activities
that include pictures, videos, and
hands-on practice. They are also
more enthusiastic when working in
groups and doing fun, competitive
tasks.
 Learning Challenges: Many
students still find English difficult
because they are not used to
hearing or using it in their daily
lives. As a result, they often forget
vocabulary and feel shy or hesitant
when speaking.

Digital Familiarity: The students

are quite familiar with
smartphones since they use them
in their daily lives. They also know
popular apps like TikTok, YouTube,
and Quizizz, which can be used to
support learning.

Device Access: The school

provides WiFi, but only a few
students have their own
smartphones. Most of them
usually share devices with their
parents outside of school.

S – State Objective Learning Objectives Activities:

• Students watch videos about

rooms, houses, schools, the
surrounding environment, and so
on on YouTube.

• Students can virtually view rooms

using 3D glasses, which make it
feel like they are in that virtual
world.

• Write the names of objects they

have watched on a smart TV.

• Students describe the room

simply.

Objectives:

• Students can recognize and write

vocabulary for objects in the room.

• They are able to speak simply

about what they see.
 • Students can remember
vocabulary and pronounce it more
correctly.

S – Select Methods Method & Media Media:

1. YouTube (video "Bedroom

Vocabulary" or "House Rooms in
English")

2. Simple 3D/VR glasses

Method:

Using Task Based Learning (TBL):

1. Pre-task: The teacher

introduces the topic and provides
instructions

2. Task: Students observe the

video in 3D

3. Planning: Students record their

observations

4. Report: Describe what they

learned from what they saw

5. Language Focus: The teacher

corrects language errors, such as
reading errors

U – Utilize Lesson Steps Steps:

[Link]

The teacher shows a video about

"Bedroom Vocabulary"

Asks guiding questions such as:

"What things do you see in the
bedroom?"

Students record the vocabulary

words they encounter and
remember.

2. 3D Glasses (VR)

• The teacher prepares a 360°

video of the room (bedroom/house
tour).
 • Students use 3D glasses to
virtually view the room.

• Students observe and name the

objects they see.

• One example activity: "I see a

bed, a lamp, and a table." "The
bed is next to the window.”

R – Participation Student Activity Student Participation

Students are actively involved by:

• Observing directly through VR

• Discussing with friends

• Presenting in front of the class

• Practicing speaking.

This method makes learning more

fun, less boring, and easier to
understand and remember
vocabulary.

E – Evaluation Assessment Evaluation is conducted by

observing students' abilities in
writing, speaking, understanding,
and pronouncing English
vocabulary. Teachers can assess
students' writing and how they
verbally describe the room they
are considering. Students'
understanding can also be seen
from how they comprehend the
video content and their
pronunciation when telling the
story. Students are considered
successful if they can name
objects and explain them simply.

However, some students still

struggle, such as easily forgetting
vocabulary, lacking confidence
when speaking, and not being
accustomed to hearing English.
Therefore, teachers need to
provide more engaging and
repetitive exercises to help
 students gain understanding and
confidence.

Justification

This lesson is based on the real-life situations of students in the classroom. Many students still find English
difficult because they rarely hear and use it in their daily lives. As a result, they often forget vocabulary and feel
less confident when speaking. To address this, the lesson is designed using more engaging media such as
YouTube videos and VR (3D glasses). This way, students not only read or listen but also see and experience a
more realistic learning experience. This approach helps students more easily understand the material and
makes them more engaged in learning.

The learning objectives are structured in stages, from the simplest to the more complex. First, students are
asked to identify and write vocabulary for objects in the room. After that, they begin using the vocabulary to
create simple sentences. This process is important because it helps students gradually build understanding
and increase their confidence in using English.

The use of video and VR also supports language learning theory. Students will more easily understand the
material when they are presented with clear and engaging examples. Through videos and visual displays,
students can directly see the shape of objects and understand their meaning without having to constantly
translate. Furthermore, discussion and group work activities help students learn from each other, making the
learning process more active and less boring.

The method used in this lesson is Task-Based Learning. This method emphasizes the direct use of language
through meaningful tasks. Therefore, students not only memorize vocabulary but also use it to describe what
they see. This makes learning feel more real and meaningful to them.

Student participation is also a key focus. Through pair activities and presentations, students have the
opportunity to speak and practice directly. This is crucial for building their confidence. Furthermore, the relaxed
and stress-free learning environment helps students feel more comfortable trying to use English without fear of
mistakes.

Finally, evaluations are conducted by assessing students' writing, speaking, and vocabulary pronunciation
skills. From these results, teachers can track student progress and gradually improve future teaching
effectively.
029_Nasya
Frank Ocean Grub:
1.​ Shifwa Amelia Z (202510100110021)
2.​ Nasya Balqis W (202510100110029)
3.​ Meisya Nadya P (202510100110030)
4.​ Arsya Adzillani S (202510100110031)

ASSURE Sub-Element Details

Component

Age & Grade: 11-12 years old, Grade 7 (Scholarship

A — Analyze Learner Profile recipient), State Junior High School (A school with limited
Learners technology located in regency)
Proficiency: Lower-intermediate — CEFR A2
Prior Knowledge: Basic sentence structures and daily
vocab.
Learning Style: Auditory and Practice activity..
Digital Familiarity: Daily smartphone users (sharing with
their parents),familiar with several apps, such as YouTube,
Instagram, TikTok, and still learning how to use canva.
Device Access: School projector available, teacher laptop,
speaker and keyboard mouse bluetooth.
Class Size: 20 Students

Objective 1: Recognize and understand topics presented in

S — State Learning audio material. [Bloom’s: Understanding — CEFR A2
Objectives productive]
Objectives

Objective 2: Descriptive writing, using vocabulary

appropriately and writing 5 sentences about introduction.
[Bloom’s: Applying — CEFR A2 productive.

Scaffolded listening to writing: contextual teaching and

S — Select Teaching Method learning introduction (short question about introduction) →
Methods, Media & comprehensible input (video) → guided annotation (write
new vocabulary) → individual task (describe and make a
Materials
short sentence) → teacher feedback (Revision).
 Role: Provides authentic language input at lesson start (2-3
Tool 1 — minutes video: “Introduction my self”).
YouTube Usage: Viewed twice — first without subtitles (just
listening),and then with writing Indonesian subtitles
(vocabulary recognition).
Anstey & Watson: Functionality — supports video, audio,
and subtitles. Accessibility — free, visual and Audio clarity.
[Link]

Role: Students complete the dialogue from a comic that was

Tool 2 — Canva made by the teacher.
Usage: Fill the blank
Anstey & Watson: functionality - supports editing picture
and text. Technicality - easy to access (browser/apps),
simple editing tools.
 Printed introduction worksheet - contain the introduction
Additional sentences (name, age origin, school, siblings, hobby,
Materials address).

Min 1–10 (Introduction): Teachers give the question about

U — Utilize Media Lesson introduction (ask the question about their favourite hobby,
Sequence hometown, age etc).
& Materials
Min 11–30(Input Processing): Teachers give the student
material by youtube video twice, the first to explain the
introduction and the second to write the subtitles. The
student writes the new vocabulary from the video and
makes 5 sentences .
Min 31–60(Individual Writing): Show the assignment (Fill
the blank dialogue comic) from canva and prepare for the
keyboard and mouse bluetooth, so the student takes their
turn to type using it.
Min 61–70 (Feedback): Teacher correct the students
answer after they finish an assignment so correct answer
repeating by student.
Min 71–80 (Closure): Student receives printed introduction
worksheet containing the introduction sentences.
 Question & answer Activity: The teacher asks a simple
R — Require Participation question about self introduction to the student so the student
Strategies answers the question to show their understanding of the
Learner
topic.
Participation
Guided sentence practice: The teacher chooses some
students to make simple sentences about themself using
vocabulary from the video.
Feedback: The teacher directly corrects students'
sentences and repeats the correct answer.
Extension Task: Students who finish early read their
introduction paragraph in front of the class.

Real-time Canva monitoring: The teacher show canva

E — Evaluate and Formative slides while completing the assignment and directly correct
Assessment the answer.
Revise
Feedback review: The teacher reviews the students
assignment and corrects the wrong sentence structure.

Writing Rubric — 100 points total:

Summative ●​ Listening comprehension - 35 points : ability to
Assessment understand audio/video from YouTube.
●​ Grammar accuracy - 30 points : sentences
correctly.
●​ Vocabulary range - 20 points : Variety of adjectives
used accurately.
●​ Student Participations - 15 points : Actively answer
the question.

Reflexing question after class:

Student 1. How much vocabulary did you learn today?
Self-Assessment
2. Are the videos on YouTube interesting to you?
3. Which part is the most difficult today?

The teacher reflects on the question given to the students.

Revision Plan The teacher will ask about previous material in the next
meeting if there are students who have difficulty
understanding vocabulary.

Justification (400 words)

The material that we used in our learning design is from the first chapter of the book (English
for Nusantara) for 7th grade junior high school, wich focus on the topic “About You”
In the beginning, we intended to use the audio material provided in the book, but the
barcode in the book couldn’t be accessed.

In this learning design material, teaching model, tools, and learning methods are carefully
adjusted with the students character and the conditions of school facilities. The media that
we used in this learning design are YouTube and Canva. YouTube is used to provide
comprehensible input, such as listening, and an example of how to introduce. The used of
Canva serves as a platform for students to produce their language / their new vocabulary
that they have learned by creating short sentences and short descriptions through comics or
worksheets that have been prepared.

Due to the students limited access to technology, we also provide the Bluetooth keyboard to
ensure that students still have the opportunity to engage with technology devices and
participate in digital learning activities. These tools excepted the students become more
active, familiar with technology, and increase their learning motivation despite the limited
school technology facilities.

Initially, our learning design focuses on listening and speaking skills,but after we discussed
the students' abilities they are not yet ready to directly focus on speaking skills. The students
still require a gradual process to be better prepared for learning English orally (Speaking
Skills). Therefore, our learning design focus was adjusted to listening and writing. This
adjustment was made to align with the students abilities. The learning outcomes in our
learning design is, the students are able to describe themselves and are able to make short
sentences about the introduction. Speaking skills are not eliminated, but will be emphasized
in the next material after students have developed their vocabulary, understanding, and
confidence.

There was an identification error during the discussion process. Initially, the allocation of
learning time was planned as 1 x 45 minutes. However, this was not aligned with the
standard learning of junior high school. Therefore, the duration was revised to 2 x 40
minutes (2 JP) to ensure that the learning process can be completed properly.

The theoretical framework used in this design is Stephen Kharsen’s Input Hypothesis
Theory (1985). Students receive comprehensible input from YouTube before being
introduced to new vocabulary. Then, the students write the sentences comfortably before
moving to speaking skills. Students use Canva to write sentences as the output from the
material that have been learned. The gramatical evaluation is still included, as proper
structure supports students to write accurate sentences. However, grammar is not the
primary focus of the learning processes, but serves to evaluate students development.
030_Meisya
Frank Ocean Grub:
1.​ Shifwa Amelia Z (202510100110021)
2.​ Nasya Balqis W (202510100110029)
3.​ Meisya Nadya P (202510100110030)
4.​ Arsya Adzillani S (202510100110031)

ASSURE Sub-Element Details

Component

Age & Grade: 11-12 years old, Grade 7 (Scholarship

A — Analyze Learner Profile recipient), State Junior High School (A school with limited
Learners technology located in regency)
Proficiency: Lower-intermediate — CEFR A2
Prior Knowledge: Basic sentence structures and daily
vocab.
Learning Style: Auditory and Practice activity..
Digital Familiarity: Daily smartphone users (sharing with
their parents),familiar with several apps, such as YouTube,
Instagram, TikTok, and still learning how to use canva.
Device Access: School projector available, teacher laptop,
speaker and keyboard mouse bluetooth.
Class Size: 20 Students

Objective 1: Recognize and understand topics presented in

S — State Learning audio material. [Bloom’s: Understanding — CEFR A2
Objectives productive]
Objectives

Objective 2: Descriptive writing, using vocabulary

appropriately and writing 5 sentences about introduction.
[Bloom’s: Applying — CEFR A2 productive.

Scaffolded listening to writing: contextual teaching and

S — Select Teaching Method learning introduction (short question about introduction) →
Methods, Media & comprehensible input (video) → guided annotation (write
new vocabulary) → individual task (describe and make a
Materials
short sentence) → teacher feedback (Revision).
 Role: Provides authentic language input at lesson start (2-3
Tool 1 — minutes video: “Introduction my self”).
YouTube Usage: Viewed twice — first without subtitles (just
listening),and then with writing Indonesian subtitles
(vocabulary recognition).
Anstey & Watson: Functionality — supports video, audio,
and subtitles. Accessibility — free, visual and Audio clarity.
[Link]

Role: Students complete the dialogue from a comic that was

Tool 2 — Canva made by the teacher.
Usage: Fill the blank
Anstey & Watson: functionality - supports editing picture
and text. Technicality - easy to access (browser/apps),
simple editing tools.
 Printed introduction worksheet - contain the introduction
Additional sentences (name, age origin, school, siblings, hobby,
Materials address).

Min 1–10 (Introduction): Teachers give the question about

U — Utilize Media Lesson introduction (ask the question about their favourite hobby,
Sequence hometown, age etc).
& Materials
Min 11–30(Input Processing): Teachers give the student
material by youtube video twice, the first to explain the
introduction and the second to write the subtitles. The
student writes the new vocabulary from the video and
makes 5 sentences .
Min 31–60(Individual Writing): Show the assignment (Fill
the blank dialogue comic) from canva and prepare for the
keyboard and mouse bluetooth, so the student takes their
turn to type using it.
Min 61–70 (Feedback): Teacher correct the students
answer after they finish an assignment so correct answer
repeating by student.
Min 71–80 (Closure): Student receives printed introduction
worksheet containing the introduction sentences.
 Question & answer Activity: The teacher asks a simple
R — Require Participation question about self introduction to the student so the student
Strategies answers the question to show their understanding of the
Learner
topic.
Participation
Guided sentence practice: The teacher chooses some
students to make simple sentences about themself using
vocabulary from the video.
Feedback: The teacher directly corrects students'
sentences and repeats the correct answer.
Extension Task: Students who finish early read their
introduction paragraph in front of the class.

Real-time Canva monitoring: The teacher show canva

E — Evaluate and Formative slides while completing the assignment and directly correct
Assessment the answer.
Revise
Feedback review: The teacher reviews the students
assignment and corrects the wrong sentence structure.

Writing Rubric — 100 points total:

Summative ●​ Listening comprehension - 35 points : ability to
Assessment understand audio/video from YouTube.
●​ Grammar accuracy - 30 points : sentences
correctly.
●​ Vocabulary range - 20 points : Variety of adjectives
used accurately.
●​ Student Participations - 15 points : Actively answer
the question.

Reflexing question after class:

Student 1. How much vocabulary did you learn today?
Self-Assessment
2. Are the videos on YouTube interesting to you?
3. Which part is the most difficult today?

The teacher reflects on the question given to the students.

Revision Plan The teacher will ask about previous material in the next
meeting if there are students who have difficulty
understanding vocabulary.

Justification (400 words)

The material that we used in our learning design is from the first chapter of the book (English
for Nusantara) for 7th grade junior high school, wich focus on the topic “About You”
In the beginning, we intended to use the audio material provided in the book, but the
barcode in the book couldn’t be accessed.

In this learning design material, teaching model, tools, and learning methods are carefully
adjusted with the students character and the conditions of school facilities. The media that
we used in this learning design are YouTube and Canva. YouTube is used to provide
comprehensible input, such as listening, and an example of how to introduce. The used of
Canva serves as a platform for students to produce their language / their new vocabulary
that they have learned by creating short sentences and short descriptions through comics or
worksheets that have been prepared.

Due to the students limited access to technology, we also provide the Bluetooth keyboard to
ensure that students still have the opportunity to engage with technology devices and
participate in digital learning activities. These tools excepted the students become more
active, familiar with technology, and increase their learning motivation despite the limited
school technology facilities.

Initially, our learning design focuses on listening and speaking skills,but after we discussed
the students' abilities they are not yet ready to directly focus on speaking skills. The students
still require a gradual process to be better prepared for learning English orally (Speaking
Skills). Therefore, our learning design focus was adjusted to listening and writing. This
adjustment was made to align with the students abilities. The learning outcomes in our
learning design is, the students are able to describe themselves and are able to make short
sentences about the introduction. Speaking skills are not eliminated, but will be emphasized
in the next material after students have developed their vocabulary, understanding, and
confidence.

There was an identification error during the discussion process. Initially, the allocation of
learning time was planned as 1 x 45 minutes. However, this was not aligned with the
standard learning of junior high school. Therefore, the duration was revised to 2 x 40
minutes (2 JP) to ensure that the learning process can be completed properly.

The theoretical framework used in this design is Stephen Kharsen’s Input Hypothesis
Theory (1985). Students receive comprehensible input from YouTube before being
introduced to new vocabulary. Then, the students write the sentences comfortably before
moving to speaking skills. Students use Canva to write sentences as the output from the
material that have been learned. The gramatical evaluation is still included, as proper
structure supports students to write accurate sentences. However, grammar is not the
primary focus of the learning processes, but serves to evaluate students development.
031_Arsya
Frank Ocean Grub:
1.​ Shifwa Amelia Z (202510100110021)
2.​ Nasya Balqis W (202510100110029)
3.​ Meisya Nadya P (202510100110030)
4.​ Arsya Adzillani S (202510100110031)

ASSURE Sub-Element Details

Component

Age & Grade: 11-12 years old, Grade 7 (Scholarship

A — Analyze Learner Profile recipient), State Junior High School (A school with limited
Learners technology located in regency)
Proficiency: Lower-intermediate — CEFR A2
Prior Knowledge: Basic sentence structures and daily
vocab.
Learning Style: Auditory and Practice activity..
Digital Familiarity: Daily smartphone users (sharing with
their parents),familiar with several apps, such as YouTube,
Instagram, TikTok, and still learning how to use canva.
Device Access: School projector available, teacher laptop,
speaker and keyboard mouse bluetooth.
Class Size: 20 Students

Objective 1: Recognize and understand topics presented in

S — State Learning audio material. [Bloom’s: Understanding — CEFR A2
Objectives productive]
Objectives

Objective 2: Descriptive writing, using vocabulary

appropriately and writing 5 sentences about introduction.
[Bloom’s: Applying — CEFR A2 productive.

Scaffolded listening to writing: contextual teaching and

S — Select Teaching Method learning introduction (short question about introduction) →
Methods, Media & comprehensible input (video) → guided annotation (write
new vocabulary) → individual task (describe and make a
Materials
short sentence) → teacher feedback (Revision).
 Role: Provides authentic language input at lesson start (2-3
Tool 1 — minutes video: “Introduction my self”).
YouTube Usage: Viewed twice — first without subtitles (just
listening),and then with writing Indonesian subtitles
(vocabulary recognition).
Anstey & Watson: Functionality — supports video, audio,
and subtitles. Accessibility — free, visual and Audio clarity.
[Link]

Role: Students complete the dialogue from a comic that was

Tool 2 — Canva made by the teacher.
Usage: Fill the blank
Anstey & Watson: functionality - supports editing picture
and text. Technicality - easy to access (browser/apps),
simple editing tools.
 Printed introduction worksheet - contain the introduction
Additional sentences (name, age origin, school, siblings, hobby,
Materials address).

Min 1–10 (Introduction): Teachers give the question about

U — Utilize Media Lesson introduction (ask the question about their favourite hobby,
Sequence hometown, age etc).
& Materials
Min 11–30(Input Processing): Teachers give the student
material by youtube video twice, the first to explain the
introduction and the second to write the subtitles. The
student writes the new vocabulary from the video and
makes 5 sentences .
Min 31–60(Individual Writing): Show the assignment (Fill
the blank dialogue comic) from canva and prepare for the
keyboard and mouse bluetooth, so the student takes their
turn to type using it.
Min 61–70 (Feedback): Teacher correct the students
answer after they finish an assignment so correct answer
repeating by student.
Min 71–80 (Closure): Student receives printed introduction
worksheet containing the introduction sentences.
 Question & answer Activity: The teacher asks a simple
R — Require Participation question about self introduction to the student so the student
Strategies answers the question to show their understanding of the
Learner
topic.
Participation
Guided sentence practice: The teacher chooses some
students to make simple sentences about themself using
vocabulary from the video.
Feedback: The teacher directly corrects students'
sentences and repeats the correct answer.
Extension Task: Students who finish early read their
introduction paragraph in front of the class.

Real-time Canva monitoring: The teacher show canva

E — Evaluate and Formative slides while completing the assignment and directly correct
Assessment the answer.
Revise
Feedback review: The teacher reviews the students
assignment and corrects the wrong sentence structure.

Writing Rubric — 100 points total:

Summative ●​ Listening comprehension - 35 points : ability to
Assessment understand audio/video from YouTube.
●​ Grammar accuracy - 30 points : sentences
correctly.
●​ Vocabulary range - 20 points : Variety of adjectives
used accurately.
●​ Student Participations - 15 points : Actively answer
the question.

Reflexing question after class:

Student 1. How much vocabulary did you learn today?
Self-Assessment
2. Are the videos on YouTube interesting to you?
3. Which part is the most difficult today?

The teacher reflects on the question given to the students.

Revision Plan The teacher will ask about previous material in the next
meeting if there are students who have difficulty
understanding vocabulary.

Justification (400 words)

The material that we used in our learning design is from the first chapter of the book (English
for Nusantara) for 7th grade junior high school, wich focus on the topic “About You”
In the beginning, we intended to use the audio material provided in the book, but the
barcode in the book couldn’t be accessed.

In this learning design material, teaching model, tools, and learning methods are carefully
adjusted with the students character and the conditions of school facilities. The media that
we used in this learning design are YouTube and Canva. YouTube is used to provide
comprehensible input, such as listening, and an example of how to introduce. The used of
Canva serves as a platform for students to produce their language / their new vocabulary
that they have learned by creating short sentences and short descriptions through comics or
worksheets that have been prepared.

Due to the students limited access to technology, we also provide the Bluetooth keyboard to
ensure that students still have the opportunity to engage with technology devices and
participate in digital learning activities. These tools excepted the students become more
active, familiar with technology, and increase their learning motivation despite the limited
school technology facilities.

Initially, our learning design focuses on listening and speaking skills,but after we discussed
the students' abilities they are not yet ready to directly focus on speaking skills. The students
still require a gradual process to be better prepared for learning English orally (Speaking
Skills). Therefore, our learning design focus was adjusted to listening and writing. This
adjustment was made to align with the students abilities. The learning outcomes in our
learning design is, the students are able to describe themselves and are able to make short
sentences about the introduction. Speaking skills are not eliminated, but will be emphasized
in the next material after students have developed their vocabulary, understanding, and
confidence.

There was an identification error during the discussion process. Initially, the allocation of
learning time was planned as 1 x 45 minutes. However, this was not aligned with the
standard learning of junior high school. Therefore, the duration was revised to 2 x 40
minutes (2 JP) to ensure that the learning process can be completed properly.

The theoretical framework used in this design is Stephen Kharsen’s Input Hypothesis
Theory (1985). Students receive comprehensible input from YouTube before being
introduced to new vocabulary. Then, the students write the sentences comfortably before
moving to speaking skills. Students use Canva to write sentences as the output from the
material that have been learned. The gramatical evaluation is still included, as proper
structure supports students to write accurate sentences. However, grammar is not the
primary focus of the learning processes, but serves to evaluate students development.
032_Ilham
ASSURE
Component​ Sub-Element​ Details

A — Analyze Learners​

Learner Profile​ Age & Grade: 12–13 years old, Grade 7 (Junior High School)
Proficiency: Beginner (A1)
Prior knowledge: Students had no English lesion in elementary school, but they know like
“sorry”, “Thank you” and names of some colors.
Learning Style: Visual and Collaboration
Digital Access: Students possess personal smartphones and have access to school Wi-Fi.
Class Size: 24 Students (4 pairs/ 6 group

S — State Objectives​
Learning Objectives​ Objective 1: Students will be able to identify greeting expressions and
self-introduction phrases.
Objective 2: Students will be able to perform a 2-minute role-play about daily conversation
with accurate pronunciation.
S — Select Methods, Media & Materials​ Teaching Method
​ Method: Role-Play and Audiolingualism using visual triggers.

​ Tools 1-Youtube

​ YouTube: Used to provide authentic audio-visual input for self-introduction and daily
routines.
​ Tools 2-Kahoot​ Kahoot: An interactive gamification tool for practicing
vocabulary and sentence structures in real-time.

U — Utilize Media & Materials​

Lesson
Implementation​ Minutes 1-15: Students observe short YouTube videos on daily
interactions to build foundation understanding.
Minutes 16-35: The teacher facilitates a Kahoot session to explain material and practice
vocabulary in an engaging way.
Minutes 36-65: Pair work where students draft and perform role-play scripts regarding their
hobbies.
Minutes 66-80: Teacher provides feedback based on Kahoot results and role-play
performances.

R — Require Learner Participation​

Participation Strategies​ Active Engagement: Individual competition in Kahoot ensures
real time involvement.
Collaboration: Pair work in role-playing encourages active speaking and peer scaffolding.
ASSURE
Component​ Formative Assessment ​ Real-Time Feedback: The teacher provides
immediate oral feedback during the role-play practice and corrects any incorrect
pronunciation.
Kahoot Interactive Quiz: A live quiz to monitor students understanding of greetings and daily
activity vocabulary in real-time.

E — Evaluate and Revise​

Summative Assessment​ Speaking Rubic (Total: 100 pts)
Fluency (25 pts): Ability to speak smoothly without too many unnatural pauses.
Vocabulary (25 pts): Correct usage of greetings and hobby-related words.
Pronunciation (25 pts): Accuracy in pronouncing words based on the YouTube modeling.
Confidence (25 pts): Body language and clarity during the presentation.
​ Student Self- Assessment​ Before the session ends, students answer three brief
questions to reflect on their learning.

1.​ What new vocabulary did you get from the YouTube video and Kahoot today?
2.​ Which part was the most difficult during the role-play practice?
3.​ Do you feel more confident speaking English now?
​

Revision Plan​ The teacher reviews the students Self-Assessment results. If more than 30%
of students feel difficulty in the pronunciation section, the teacher will add a drilling session
using a slower YouTube video in the next meeting. If student engagement is low, the teacher
will adjust the Kahoot competitive mode or simplify the visual materials used.
033_Ferinda
ASSURE
Component​ Sub-Element​ Details

A — Analyze Learners​

Learner Profile​ Age & Grade: 12–13 years old, Grade 7 (Junior High School)
Proficiency: Beginner (A1)
Prior knowledge: Students had no English lesion in elementary school, but they know like
“sorry”, “Thank you” and names of some colors.
Learning Style: Visual and Collaboration
Digital Access: Students possess personal smartphones and have access to school Wi-Fi.
Class Size: 24 Students (4 pairs/ 6 group

S — State Objectives​
Learning Objectives​ Objective 1: Students will be able to identify greeting expressions and
self-introduction phrases.
Objective 2: Students will be able to perform a 2-minute role-play about daily conversation
with accurate pronunciation.
S — Select Methods, Media & Materials​ Teaching Method
​ Method: Role-Play and Audiolingualism using visual triggers.

​ Tools 1-Youtube

​ YouTube: Used to provide authentic audio-visual input for self-introduction and daily
routines.
​ Tools 2-Kahoot​ Kahoot: An interactive gamification tool for practicing
vocabulary and sentence structures in real-time.

U — Utilize Media & Materials​

Lesson
Implementation​ Minutes 1-15: Students observe short YouTube videos on daily
interactions to build foundation understanding.
Minutes 16-35: The teacher facilitates a Kahoot session to explain material and practice
vocabulary in an engaging way.
Minutes 36-65: Pair work where students draft and perform role-play scripts regarding their
hobbies.
Minutes 66-80: Teacher provides feedback based on Kahoot results and role-play
performances.

R — Require Learner Participation​

Participation Strategies​ Active Engagement: Individual competition in Kahoot ensures
real time involvement.
Collaboration: Pair work in role-playing encourages active speaking and peer scaffolding.
ASSURE
Component​ Formative Assessment ​ Real-Time Feedback: The teacher provides
immediate oral feedback during the role-play practice and corrects any incorrect
pronunciation.
Kahoot Interactive Quiz: A live quiz to monitor students understanding of greetings and daily
activity vocabulary in real-time.

E — Evaluate and Revise​

Summative Assessment​ Speaking Rubic (Total: 100 pts)
Fluency (25 pts): Ability to speak smoothly without too many unnatural pauses.
Vocabulary (25 pts): Correct usage of greetings and hobby-related words.
Pronunciation (25 pts): Accuracy in pronouncing words based on the YouTube modeling.
Confidence (25 pts): Body language and clarity during the presentation.
​ Student Self- Assessment​ Before the session ends, students answer three brief
questions to reflect on their learning.

1.​ What new vocabulary did you get from the YouTube video and Kahoot today?
2.​ Which part was the most difficult during the role-play practice?
3.​ Do you feel more confident speaking English now?
​

Revision Plan​ The teacher reviews the students Self-Assessment results. If more than 30%
of students feel difficulty in the pronunciation section, the teacher will add a drilling session
using a slower YouTube video in the next meeting. If student engagement is low, the teacher
will adjust the Kahoot competitive mode or simplify the visual materials used.
Tab 34
.
Tab 35
018_kislar
 ACAB
Name NIM Distribution

Granada Meylano Alvinit 202510100110004 35%

Kislar Rizki Ramdani 202510100110018 35%

Sandy Eka S. 202510100110011 10%

Irfan 202510100110010 20%

ASSURE Sub-Element Details

Comeponent

Age & Grade : 12-13 years old, Grade 7,

State Junior School (SMP Negeri)

Proficiency : Beginner (A1).

Prior Knowledge : Students had no English

lessons in elemntary school, but they know a
simple vocabulary like “sorry” “thank you”
and name of some colours.

Learning Style : Visual and Colaboration

A – Analyze Learner Profile Digital Familiarity : Know how to use a
Learners smartphone and familiar with Tiktok.

Device Access : School WI-Fi available and

all the students have their own smartphones.

Class Size: 24 Students (4 pairs/6 group)

S – State Objectives Learning Objective 1: Students will be able to identify
Objectives greetings expressions and introduction.

(Bloom’s : Remembering)

Objectives 2: Students will be able to

perform a 2 minute role-play about greetings
and introduction with a partner using correct
pronounciation.

(Bloom’s : Applying)

S – Select Methods, Teaching Method Role-Play & Audiolingualism Method:

Media & Materials Using visual to trigger their attention.

Tool 1 – Tiktok Role: Providing authentic audio-visual input

for self introduction and hobbies material

Usage : Students watch a short video about

“Greetings and Introduction” TikTok is used
as a media so that students knows how to
pronoun word correctly.

Anstey & Watson: Functionally (Visual) and

Accessibility (Free, mobile-friendly).

Tool 2 – Role: Self studying media (gamification) to

Duolingo improve basic vocabulary

Usage: Students complete the exercises on

Duolingo. The teacher monitors the
students” score progress in each meetings.

Anstey & Watson: Teaching Presence

(Teacher can track students progress via
Duolingo).

Additional Students print sheets that contain

Materials vocabulary and a list of hobby names in
English.
U – Utilize Media & Lesson Min 1 – 10: Teacher shows a short video on
Materials Sequence TikTok about Greetings and Introduction.

Min 11 – 15: Teacher ask students to

makes 6 group (4 pairs).

Min 16 – 45: In pairs, students create a

role-play script about their hobbies.

Min 46 – 65: Group presntation in front of

the class.

Min 66 – 80: Teacher gives feedback about

their presentation and also assigns
homework on the Duolingo app.

R – Require Learner Participation Pair Work: Collaborative role-play ensures

Participation Strategies active speaking participation

Individual: Every students must reach a

specific XP goal on Duolingo.

Extension Task: Students who finish earlier

are asked to make a short video like 15-30
seconds about their hobby on TikTok.

E – Evaluate and Formative Real time Feedback: Teacher gives a

Revise Assessment feedback to students who are presenting
and corrects any incorrect pronounciation.

Summartive Speaking Rubric (100 pts):

Assessment
Evaluates Fluency (25 pts)

Vocabulary (25)

Pronounciation (25)

Confidence (25).
 Student Self Reflective Exit Card:Before going home,
Assessment student answering 3 brief question:

1. What new vobabulary did you get from Tik

Tok today?

2. Which part was the most difficult during

practice on duolingo?

3. Do you feel more confident speaking

English now?

Revision Plan The teacher reviews the students' Self

Assessment results. If more than 30% of
students feel difficulty in the pronunciation
section, then in the next meeting the teacher
will add a drilling session using a slower
TikTok video. If using Duolingo is too boring,
the teacher will replace it with a group
competition mode (Leaderboard).

​ Written justification (400 Words)

They are 7th grade students (12-13y.o).. Since they are really just starting to learn English
but are already very skilled at using mobile phones and prefer looking at visuals, we think it
is most appropriate if we use mobile applications. Moreover, the school has Wi-Fi, so we can
take advantage of that so they do not get bored quickly and do not feel scared at the
beginning when learning a new language.

For the initial stage or providing examples, we chose TikTok so they can get the right
language input through short videos that are easy to grasp but still challenging. This method
is much more engaging for children who easily lose focus with the old methods. Looking at
the Accessibility criteria from Anstey & Watson, TikTok is a very strategic choice because the
app is free and almost all students already have it on their phones, so the technical barriers
are very low. Through those videos, they can also immediately get a clear sound model
before later trying to speak themselves.
After that, we used Duolingo as a tool to reinforce their memory through fun repetition like
playing a game. With this application, students can gradually memorize basic words
independently. In relation to the Teaching Presence points according to Anstey & Watson,
Duolingo is very helpful for us as teachers to monitor their progress. We can see their
practice results directly and know which parts they often make mistakes in or have difficulty
with vocabulary through the tracking feature in the app.

Lastly, so that they don't just become spectators, students are invited to practice directly
through role-playing. By working in pairs, a collaborative learning atmosphere is created
where they can help each other. When they try to converse, they become aware of which
parts they don't know or which pronunciations are still incorrect. So, even though they are
beginners, they are encouraged to actively try and learn from these real interactions.
Tab 37
sandi_011
 ACAB
Name NIM Distribution

Granada Meylano Alvinit 202510100110004 35%

Kislar Rizki Ramdani 202510100110018 35%

Sandy Eka S. 202510100110011 10%

Irfan 202510100110010 20%

ASSURE Sub-Element Details

Comeponent

Age & Grade : 12-13 years old, Grade 7,

State Junior School (SMP Negeri)

Proficiency : Beginner (A1).

Prior Knowledge : Students had no English

lessons in elemntary school, but they know a
simple vocabulary like “sorry” “thank you”
and name of some colours.

Learning Style : Visual and Colaboration

A – Analyze Learner Profile Digital Familiarity : Know how to use a
Learners smartphone and familiar with Tiktok.

Device Access : School WI-Fi available and

all the students have their own smartphones.

Class Size: 24 Students (4 pairs/6 group)

S – State Objectives Learning Objective 1: Students will be able to identify
Objectives greetings expressions and introduction.

(Bloom’s : Remembering)

Objectives 2: Students will be able to

perform a 2 minute role-play about greetings
and introduction with a partner using correct
pronounciation.

(Bloom’s : Applying)

S – Select Methods, Teaching Method Role-Play & Audiolingualism Method:

Media & Materials Using visual to trigger their attention.

Tool 1 – Tiktok Role: Providing authentic audio-visual input

for self introduction and hobbies material

Usage : Students watch a short video about

“Greetings and Introduction” TikTok is used
as a media so that students knows how to
pronoun word correctly.

Anstey & Watson: Functionally (Visual) and

Accessibility (Free, mobile-friendly).

Tool 2 – Role: Self studying media (gamification) to

Duolingo improve basic vocabulary

Usage: Students complete the exercises on

Duolingo. The teacher monitors the
students” score progress in each meetings.

Anstey & Watson: Teaching Presence

(Teacher can track students progress via
Duolingo).

Additional Students print sheets that contain

Materials vocabulary and a list of hobby names in
English.
U – Utilize Media & Lesson Min 1 – 10: Teacher shows a short video on
Materials Sequence TikTok about Greetings and Introduction.

Min 11 – 15: Teacher ask students to

makes 6 group (4 pairs).

Min 16 – 45: In pairs, students create a

role-play script about their hobbies.

Min 46 – 65: Group presntation in front of

the class.

Min 66 – 80: Teacher gives feedback about

their presentation and also assigns
homework on the Duolingo app.

R – Require Learner Participation Pair Work: Collaborative role-play ensures

Participation Strategies active speaking participation

Individual: Every students must reach a

specific XP goal on Duolingo.

Extension Task: Students who finish earlier

are asked to make a short video like 15-30
seconds about their hobby on TikTok.

E – Evaluate and Formative Real time Feedback: Teacher gives a

Revise Assessment feedback to students who are presenting
and corrects any incorrect pronounciation.

Summartive Speaking Rubric (100 pts):

Assessment
Evaluates Fluency (25 pts)

Vocabulary (25)

Pronounciation (25)

Confidence (25).
 Student Self Reflective Exit Card:Before going home,
Assessment student answering 3 brief question:

1. What new vobabulary did you get from Tik

Tok today?

2. Which part was the most difficult during

practice on duolingo?

3. Do you feel more confident speaking

English now?

Revision Plan The teacher reviews the students' Self

Assessment results. If more than 30% of
students feel difficulty in the pronunciation
section, then in the next meeting the teacher
will add a drilling session using a slower
TikTok video. If using Duolingo is too boring,
the teacher will replace it with a group
competition mode (Leaderboard).

​ Written justification (400 Words)

All decisions in this lesson plan are based on the real conditions of our 7th-grade students.
Since they are really just starting to learn English but are already very skilled at using mobile
phones and prefer looking at visuals, we think it is most appropriate if we use mobile
applications. Moreover, the school has Wi-Fi, so we can take advantage of that so they do
not get bored quickly and do not feel scared at the beginning when learning a new language.

For the initial stage or providing examples, we chose TikTok so they can get the right
language input through short videos that are easy to grasp but still challenging. This method
is much more engaging for children who easily lose focus with the old methods. Looking at
the Accessibility criteria from Anstey & Watson, TikTok is a very strategic choice because the
app is free and almost all students already have it on their phones, so the technical barriers
are very low. Through those videos, they can also immediately get a clear sound model
before later trying to speak themselves.
After that, we used Duolingo as a tool to reinforce their memory through fun repetition like
playing a game. With this application, students can gradually memorize basic words
independently. In relation to the Teaching Presence points according to Anstey & Watson,
Duolingo is very helpful for us as teachers to monitor their progress. We can see their
practice results directly and know which parts they often make mistakes in or have difficulty
with vocabulary through the tracking feature in the app.

Lastly, so that they don't just become spectators, students are invited to practice directly
through role-playing. By working in pairs, a collaborative learning atmosphere is created
where they can help each other. When they try to converse, they become aware of which
parts they don't know or which pronunciations are still incorrect. So, even though they are
beginners, they are encouraged to actively try and learn from these real interactions.
Tab 39
Tab 40
Tab 41
Tab 42
Tab 43
Tab 44