AN ANALYSIS OF ENGLISH LESSON PLANS AND THEIR IMPLEMENTATION IN THE TEACHING LEARNING PROCESS : A Case Study conducted in a vocational school in Majalengka, West Java.

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A Thesis

submitted to The English Education Department of School of Postgraduate Studies of Indonesia University of Education in partial fulfilment of requirements for thesis

project

Written by:

RATNA UTARI

1201102

ENGLISH EDUCATION DEPARTMENT

SCHOOL OF POSTGRADUATE STUDIES

INDONESIA UNIVERSITY OF EDUCATION

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Oleh Ratna Utari

S.Pd IKIP Bandung, 1996

Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan (M.Pd.) pada Fakultas Pendidikan Bahasa dan Seni

Agustus 2014

Hak Cipta dilindungi undang-undang.

Tesis ini tidak boleh diperbanyak seluruhya atau sebagian,

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Written by:

RATNA UTARI

1201102

This thesis has been approved by Supervisor,

DR. WACHYU SUNDAYANA, M.A. NIP. ...

Head of English Education Program School of Postgraduate Studies,

PROF. EMI EMILIA, M.ED, PH.D. NIP. ...

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Ratna Utari, 2014

An Analysis of English Lesson Plans and Their Implementation in The Teaching Learning Process Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Acknowledgement iii

Table of Contents iv

List of Tables v

List of Figures vi

Absract vii

Chapter One: Introduction

1. 1 Background of The Study ... 1

1. 2 Purposes of The Study... 3

1. 3 Research Questions... 3

1. 4 Scopeof The Study... 3

1. 5 Significances of The Study... 4

1. 6 Opreational Definition... ... 4

1. 7 Organization of Thesis ... 4

Chapter Two: Literature Review 2. 1. Introduction ... 6

2. 2. Lesson Planning ... ... 6

2. 2. 1. Definition of a Lesson Plan... 6

2. 2. 2. Lesson Plan in Vocational School Context ... 7

2. 2. 3. Format of a Lesson Plan ... 10

2. 2. 4. Advantages of Lesson Planning ... 12

2. 3. Development of a Lesson Plan ... 13

2. 3. 1. Principles of LessonPlan Development ... ... 13

2. 3. 2. How a Lesson Plan is Developed ... 15

2. 3. 3. Elements of a Lesso Plan ... ... 19

2. 3. 3. 1 Standard of Competence and Basic Competence ... ... 20

2. 3. 3. 2 Learning Objectives ... 21

2. 3 3. 3 Learning Materials ... ... 22

2. 3. 3. 4 Learning Activities ... 23

2. 3. 3. 4 Evaluation ... ... 24

2. 4. How a Lesson Plan is Implemented ... 26

2. 4. 1 Empirical Evidences Related to Lesson Plans ... 29

2. 5 Conclusion of Chapter Two ... 30

Chapter Three: Research Methodology 3. 1 Research Aims ... 31

3. 2 Research Questions ... 31

3. 3 Research Design and Method ... 31

3. 4 Research Site and Participant ... 34

3. 5 Data Collection ... ... 35

3. 5. 1 Document Collection ... 36

3. 5. 2 Observation ... 36

3. 5. 3 Interview ... 38

3. 6. Data Analysis ... 40

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An Analysis of English Lesson Plans and Their Implementation in The Teaching Learning Process Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

4. 1 The Process of Constructing lesson plans ... 45

4. 1. 1 Principle applied by the teachers in lesson planning ... 45

4. 1. 2 How the Teachers constructed their lesson Plans... 50

4. 1. 2 1 How the teachers conducted needs analysis ... 50

4. 1. 2 2 How the teachers identified Standard Comppetence and Basic Competence ... 55 4. 1. 2 3 How the teachers analysed learning materials ... 59

4. 1. 2 4 How the teachers formulated learning indicators ... 65

4. 1. 2 5 How the teachers formulated learning objectives ... 69

4. 1. 2 6 How the teachers formulated learning activities ... 73

4. 1. 2 7 How the teachers developed assessment tools ... 78

4. 1. 2 8 How the teachers implemented the learning ... ... 83

4. 1. 2 9 How the teachers revised the learning ... ... 86

4. 1. 3 Conclusion of how the teachers constructed their lesson plans .... 87

4. 2. Implementation of the lesson plans by the teachers in the research site 89 4. 2. How Teacher 1 implemented her lesson plan ... 90

4. 2. 1 How Teacher 1 implemented her lesson plan ... 90

4. 2. 1.1 How Teacher 1 conducted listening class ... 90

4. 2. 1.2 How Teacher 1 conducted speaking class ... 95

4. 2. 1.3 How Teacher 1 conducted reading class ... 100

4. 2. 1.4 How Teacher 1 conducted writing class ... 104

4. 2. 1.5 Conclusion of how T2 implemented her lesson plan ... 107

4. 2. 2. How teacher 2 implemented her lesson plan... 108

4. 2. 2. 1 How teacher 2 conducted listening class ... 109

4. 2. 2. 2 How teacher 2 conducted speaking class ... 114

4. 2. 2. 3 How teacher 2 conducted reading class ... 117

4. 2. 2. 4 How teacher 2 conducted writing class ... 120

4. 2. 2. 5 Conclusion of how teacher 2 implemented her lesson plan ... 122

4. 3 Synthesis of the findings ... 123

4. 4. Conclusion of Chapter IV ... 124

Chapter V Conclusion ... 125

5 1. Research Aims and Questions ... 125

5. 2. Conclusion of the study ... 125

5 3. Limitation of the study ... 126

5. 4. Recommendation ... 127

Bibliography 128

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Ratna Utari, 2014

An Analysis of English Lesson Plans and Their Implementation in The Teaching Learning Process Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

ABSTRACT

This study investigated how participant English teachers constructed and implemented their lesson plans. This study referred to a theory of systematic design of instruction (Reiser & Dick (1996) modified by Sundayana, 2010) in the context of School-Level Curriculum (SLC) for vocational schools. Utilizing two participants of English teachers, this study employed a descriptive case study design. This study collected the data in forms of lesson plan documents, observations, and semi-structured interviews. Those data were then analysed by coding, categorizing, and interpreting.

This study revealed two findings. The first dealt with research question one. Both teachers implemented systematic design of instruction (Reiser & Dick (1996) adapted by Sundayana, 2010) by applying eight out of nine processes of systematic instruction: conducting needs analysis, identifying SC and BC, analysing learning materials, formulating indicators and objectives in four language skills, developing learning activities, developing assessment tools, implementing the plans and evaluating the learning. However they did not conduct learning revision. In doing so, the teachers constrained some problems dealing with formulating learning indicators and objectives which met the criteria, learning material

which suited Ss’ needs, and assessment. These meant that the teachers needed more enhancement. Such problems were in line with previous research of Badriah (2013).

The second finding referred to research question two. Data from observations revealed that both teachers applied principles of delivering lessons based on pre determined objectives (Elliot, 2004), implementing the plan in the structure of pre, core, and post activities (Standard of Process, 2007) by considering basic teaching skills (Sundayana, 2010) with some modification, and accomodating various activities (http://serc.carleton.edu/58681) in individual or in group. Data form the second stage interview revealed that both teachers modified their lesson plans in their implementation because of some reasons: the time

allocation, students’ level of understanding, interest, and motivation. Such reasons were in line with the statement of adjusting the instruction to the class condition (Farrel, 2002; Harmer, 2007; Kumaravadivelu, 2009; Sundayana, 2010).

Besides its success to answer the research questions, the study possessed some limitations. First, there was possibility of reducing the objectivity in each research stage, in terms of data collection and analysis because the study was conducted in the researcher’s institution. Second, there was a possibility of lacking its in-depth understanding because the study utilized one unit of lesson in the teaching process. Due to those limitations, it is recommended that further research emphasizes on more institutions with more participants and unit of lessons.

Key words: Systematic design of instruction, Lesson plans, Standard of Competence, Basic Competence, indicators, objectives, materials, assessment.

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ABSTRAK

Studi ini merupakan hasil investigasi tentang bagaimana dua guru Bahasa Inggris, di sebuah sekolah menengah kejuruan selaku subyek penelitian, menyusun dan menerapkan rencana pembelajaran di kelas. Studi ini mengacu pada teori tentang desain pengajaran sistematik dari Reiser & Dick (1996) yang telah dimodifikasi oleh Sundayana (2010) dalam konteks KTSP untuk sekolah kejuruan. Studi ini menggunakan desain Studi Kasus deskriptif dengan memberdayakan dua orang guru Bahasa Inggris sebagai subject penelitian. Dalam proses investigasi, tiga jenis data dikumpulkan yaitu dokumen RPP, observasi pembelajaran di kelas, dan dua macam interview semi-struktur. Untuk selanjutnya data tersebut dianalisa melalui proses kodifikasi, kategorisasi, dan pemaknaan.

Studi ini menghasilkan dua jenis temuan. Temuan pertama berkenaan dengan pertanyaan penelitian pertama, yaitu bahwa kedua subyek guru telah menerapkan desain pengajaran sistematik seperti yang digagas oleh Reiser & Dick (1996) yang telah diadaptasi oleh Sundayana (2010). Analisa data dokumen RPP dan interview pertama menunjukkan bahwa delapan dari sembilan langkah dalam teori dimaksud telah diterapkan, yaitu: melakukan analisa kebutuhan, mengidentifikasi SK-KD, menganalisa materi pelajaran, menyusun indikator dan tujuan pembelajaran dalam empat ketrampilan bahasa, mendisain kegiatan pembelajaran, mengembangkan instrumen penilaian, menerapkan rencana pengajaran, dan mengevaluasi pembelajaran. Adapun langkah sistematik yang belum dilakukan adalah merevisi rencana pembelajaran. Dalam penerapan desain pengajaran sistematik, kendala yang dihadapi berkenaan dengan penyusunan indikator dan tujuan pemelajaran yang lengkap dan sesuai kriteria, materi pelajaran yang mendukung kompetensi kejuruan siswa, dan penilaian. Temuan ini sejalan dengan penelitian sebelumnya (Kizlik, 2005; Badriah, 2013). Hal ini berarti bahwa dalam penyusunan perencanaan pembelajaran, elemen dimaksud masih memerlukan peningkatan.

Temuan kedua merujuk pada masalah penelitian kedua. Analisa data observasi menunjukkan bahwa kedua guru menerapkan beberapa prinsip dasar pengajaran, yaitu: berdasar pada tujuan pembelajaran (Elliot, 2004), menggunakan struktur pembelajaran yang terdiri dari kegiatan awal, inti, dan akhir pembelajaran (Standard Proses, 2007) dengan memperhatikan ketrampilan dasar mengajar (Sundayana, 2010) melalui beberapa modifikasi, dan mengakomodir beragam kegiatan pembelajaran (http://serc.carleton.edu/58681) secara individu maupun kelompok. Analisa data interview kedua menunjukkan beberapa alasan tentang diperlukannya modifikasi terhadap RPP, yaitu: ketersediaan waktu, tingkat pemahaman siswa, minat dan motivasi siswa. Alasan tersebut sejalan dengan pendapat yang menyatakan bahwa pengajaran sebaikya disesuaikan dengan kondisi kelas (Farrel, 2002; Harmer, 2007; Kumaravadivelu, 2009; Sundayana, 2010).

Studi ini juga memiliki beberapa kelemahan. Pertama, adanya kemungkinan berkurangnya obyektifitas dalam tahapan penelitian dalam bentuk pengunpulan dan analisa data karena dilaksanakan di lingkungan institusi peneliti. Kedua, adanya kemungkinan berkurangnya pemahaman yang mendalam karena studi ini menggunakan satu unit pelajaran dan dilaksanakan dalam waktu yang relatif singkat. Oleh karenanya, disarankan agar penelitian selanjutnya memberikan porsi yang lebih luas dan besar dengan institusi yang lebih banyak, menggunakan subyek yang lebih banyak, dan unit pelajaran yang lebih banyak pula.

Kata kunci: pembelajaran sistematik, RPP, Kompetensi standar, Kompetensi Dasar, indikator, tujuan pembelajaran, materi pembelajaran, dan penilaian.

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An Analysis of English Lesson Plans and Their Implementation in The Teaching Learning Process

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CHAPTER I

INTRODUCTION

This chapter presents the introduction of the study. It delineates background of the study which explores the motivation behind the study, related research under the topic of investigation and the importance of the topic. The rest of this chapter focuses on research purposes, research questions, significance of the study, definitions of the keys terms, and organization of thesis.

1.1 Background of the Study

This research investigates development of two lesson plans and its implementation in the teaching and learning process in one vocational school in Majalengka with the involvement of two vocational English teachers. This research is conducted based on the consideration that many teachers in the site have constructed their lesson plans but they are unsure whether their lesson plans are properly constructed. And the two participants teachers are those who concern about making a plan in advance before conducting their teaching. They also have developed their lesson plans more completely than other English teachers in the site. Therefore, this research hopefully may give a contribution to other teachers in the site especially in developing a lesson plan.

The importance of lesson planning in the teaching learning process has been noted by many researchers such as Reiser and Dick (1996), Brown (2001), Farrel (2002), Harmer (2007b), and Sundayana (2010). (i) Lesson plan describes the teaching behavior that will result in student learning by helping teachers think about the content, materials, sequencing, time, and activities (Reiser & Dick, 1996). (ii) Lesson plan supports the feeling of secure to the teachers when unpredictable things happen in their classroom (Brown, 2001: 149).

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An Analysis of English Lesson Plans and Their Implementation in The Teaching Learning Process

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(iii) Lesson plan describes events of what will be taught, controlls the class when teachers can not teach. It accomodates differences of students’ background, interest, learning style and abilities in one class (Farrel, 2002: 30-31). (iv) Lesson plan gives teachers a framework of the lesson, reminds them what they intend to do in case they forget, and shows students that the teachers have spent their time thinking about their class (Harmer, 2007b). (v) Lesson plan may help teachers create effective and enjoyable learning situation (Sundayana, 2010).

Further, under the Regulation of Minister of Education no. 41, 2007 on Standard of Process, a lesson planning is an obligatory duty of every single teacher in each unit of Education in Indonesia. A lesson plan should be constructed in a complete and systematic way in order to conduct a learning process in a creative, inspirative, enjoyable, and challenging atmosphere (ibid).

Studies on lesson planning in Indonesian context have revealed some contributions to the improvement of teaching and learning process in general. A study about an English lesson plan and its implementation in Pangkalpinang which were analysed with Genre-based approach showed its strengths as well as weakness (Puspandari, 2008). In addition, another study on improving teachers’s competence in developing their lesson plans through a workshop (Nunuh, 2011)

revealed that the workshop influenced teachers’ improvement in developing their

lesson plans. This study may function as a follow up of the previously mentioned study.

Furthermore, a study on development and implementation of lesson planning in a senior high shool in West Java (Badriah, 2013) found three findings. (i) A sketchy-lesson plan was developed to see the framework of the teaching unit. (ii) A scripted lesson plan was constructed to record the teaching learning in the classroom for future lesson. And (iii) there were constraints in developing a lesson plan: difficulty to develop aims and objectives, right content, proper teaching

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An Analysis of English Lesson Plans and Their Implementation in The Teaching Learning Process

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method, and create proper evaluation. Those findings support the secondly mentioned study in a way that training on developing lesson planning may

improve teachers’ competence.

All studies above have been conducted within the EFL context of senior or secondary schools in Indonesia. As much as this research concerns, little study has been focused on the research of lesson plan development and implementation in the EFL vocational school context in Indonesia. Considering the lesson plan important roles in the teaching and learning process as well as the different context of teaching and learning (whether it is vocational, senior high school or junior high school), studying the lesson plan viewed from vocational school is worth investigating. Therefore, this research was conducted to serve this purpose and aimed to explore the development of lesson plans constructed by two vocational teachers and its implementation in the teaching learning process. This study is almost similar to the one conducted by Badriah (2013) but in different context.

1.2 Purposes of the Study

As above mentioned, this study was carried out in order to achieve the following purposes.

1. To explore the development of lesson plans written by two vocational English teachers;

2. To elaborate implementation of the lesson plans in the classroom.

1.3

Research Questions

The study was conducted in order to answer the following research questions. 1. How do the teachers construct their lesson plans?

2. How do the teachers implement the lesson plans in the classroom?

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An Analysis of English Lesson Plans and Their Implementation in The Teaching Learning Process

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This study focuses on an analysis of English lesson plans development and its implementation in the classroom by using a systematic instruction compatible with vocational secondary education. The systematic instruction is based on the

one proposed by Sundayana (2010) adapted from Reiser & Dick’s (1996)

systematic planning process.The adaptation of systematic planning is used because it suits the context of EFL in vocational schools in Indonesia.

In the adaptation of systematic learning, teachers construct their lesson plans by conducting needs analysis, identifying Standard of Competence (SC) and Basic Competence (BC), formulating learning indicators and objectives, materials, activities, and assessment, implementing the plans, learning evaluation, and learning revision (Sundayana, 2010). Related to this study, it will be noticed whether or not the participant teachers employ the adapted systematic planning.

In implementing a learning plan, a procedure of exploration, elaboration and confirmation (Standard of Process, 2007; Sundayana, 2010) process is used as a reference. Such processes are in line with WIPPEA (TEAL center (2010) adapted from Hunter, 1982), in which teachers are supposed to conduct their teaching by following the steps of warming-up, introduction, presentation, practice, evaluation and application. Related to this study, it will be reported whether or not the participant teachers implement the procedure.

1.5 Significance of the Study

This study is significant to the theory, the educational practice and the professional development of English education especially to the context of EFL in vocational schools. Theoretically, this study is expected to be able to provide more understanding in terms of the development of EFL lesson plans and their implementation especially in vocational high schools by applying systematic learning. Practically, this study is expected to stimulate teachers of English in

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An Analysis of English Lesson Plans and Their Implementation in The Teaching Learning Process

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vocational high schools to be aware of and to improve the way they develop and implement their lesson plans.

1.6 Operational Definition

1. English lesson plans refer to the document (s) of English learning plans made by participant English teachers at a vocational high school.

2. An adapted systematic planning process is defined as a model of a language teaching program (here lesson plans) construction as a framework which focuses on students’ mastery of competency of English according to their level and unit of study as their learning outcomes or objectives.

1.7 Organization of Thesis

This thesis is organized into five chapters. Chapter I is introduction which focuses on the background of the study, research aims, research questions, scope of the study, significance of the study, operational definition and organization of the thesis. Chapter II discusses theoretical aspects which guides this study. Those aspects include lesson planning, development of lesson plan, and implementation of the learning plan. Conclusion to the chapter is also provided. Chapter III elaborates research methodology comprising research purposes and research questions, research design and method, research setting and participant, data collection and data analysis. This chapter is ended with conclusion of the chapter. Chapter IV describes the findings and discussions of the study which is divided into two main sections of how the participant teachers construct their lesson plans and how they implement their plans. The first section is based on analysis on first interview and documents of lesson plans. The second section is based on observation and second interview. This chapter is completed with conclusion of the chapter. Chapter V presents conclusion drawn from the previous chapter, limitation of the study, and recommendation.

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An Analysis of English Lesson Plans and Their Implementation in The Teaching Learning Process

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CHAPTER III

RESEARCH METHODOLOGY

The previous chapter has reviewed relevant literature which functions as foundational theories to this study. This chapter discusses the methodology used in the study. It encompasses research aims, research questions, research design and method, research setting and participant, data collection and data analysis. This chapter is ended with conclusion.

3.1 Research Aims

As mentioned in chapter I, this study was carried out in order to achieve the following aims. (1) To explore the development of lesson plans written by two vocational English teachers. (2) To elaborate implementation of the lesson plans in the classroom.

3.2 Research Questions

Based on the research aims above, the study was done in order to answer the following research questions. (1) How do the teachers construct their lesson plans? and (2) How do the teachers implement the lesson plans in the classroom?

3.3 Research Design and method

This study utilized a qualitative design and a case study method because it views several characteristics of a qualitative case study (Lythcott & Duschl. (1990) in Wiseman, 1993; Connole et.al, 1993; Cresswell, 1998; Cohen & Morrison, 2007; Alwasilah, 2011). First, this study employed interview transcripts (Lythcott & Duschl. (1990) in Wiseman, 1993) which were conducted in two sessions of interview about how the participant English teachers constructed their lesson plans and how they implemented their constructed plans. (2) This study employed purposive samples (Maxwell, 1996) and applied to small number (Alwasilah, 2011) or small scale (Connole et.al., 1993) involving two English teachers and their classess in different competence of expertise in a state vocational school in the research site.

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An Analysis of English Lesson Plans and Their Implementation in The Teaching Learning Process

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(3) This study collected the data in words rather than in numbers (Miles and Huberman (1984) in Connole et.al, 1993) because the collected data were in forms of documents of English lesson plan, observation, and interviews. (4) This study inquired process of understanding based on distinct methodological traditions to explore a social problem (Cresswell, 1998) of how participant teachers of English constructed their lesson plans and how they implemented their constructed lesson plans in their classrooms.

(5) “It blends a description of events with the analysis of them” (Cohen & Morrison, 2007: 253), in the sense that this study presented result of the first stage interview analysis triangulated with document analysis to describe how the participant teachers of English constructed their lesson plans. In addition, this study presented results of classroom observation and the second interview analysis to portray how the lesson plan designers (here the participant teachers of English) implemented in their lesson plansin the teaching-learning process. (6)

“The writer is greatly involved in the case” (Cohen & Morrison, 2007: 253), since

the researcher involved in the observation, interview, analyszing the gathered data, writing and reporting the research result.

This study utilized a single-case study design to examine the nature of a program (Yin, 2003) of how participant teachers of English constructed and implemented their lesson plans. The single case was selected due to several rationales. The first rationale was that this case study type was a typical case with the objective was to capture the circumstances and conditions (Yin, 2003) of how participant teachers of English constructed and implemented their lesson plans in their teaching learning process.

The second rationale was that the multiple data gathering of documents of English lesson plans, observation and interview allowed the case study “to present more rounded and complete accounts of social issues and processes” (Hakim.(1987) in

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An Analysis of English Lesson Plans and Their Implementation in The Teaching Learning Process

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Emilia, 2000: 5) of how the participant teachers of English English consructed and implemented their lesson plans in classrooms. The third rationale was that those kinds of multiple data were possibly effective to “compensate for the weaknesses of one data gathering method with the strengths of another data

gathering method used in the study” (Emilia, 2000: 5).

This study tried to present a logical set of statement in some ways. The first logical set of statement was that this study tried to address the construct validity, dealing with establishment of correct operational measures (Yin, 2003), by conducting data triangulation (Yin, 2003). Data triangulation was conducted by comparing and interpreting the results of analysis from the first stage interview and document analysis to portray how the participant teachers of English constructed their lesson plans and how the lesson plans were like. Data triangulation was also conducted by comparing and interpreting the results of observation and the second stage interview analysis to describe how the participant teachers of English implemented their lesson plans (the gap between the plan and its implementation).

The second logical set of statement was that this study tried to meet the external validity, concerning with the establishment to which the findings could be generalized, by referring to the theory (Yin, 2003) of systematic design of instruction. And the third logical set of statement was that this study tried to link the reliability, concerning whether demonstration of the study operation could be repeated with the same result (Yin, 2003), by making the database presentable in the appendices.

This case study analyzed the data by implementing a strategy of relying on theoretical proposition (Yin, 2003). Percisely, it meant that the case study was guided by two theoretical propositions (Yin, 2003) of systematic design of instruction. (1) Participant teachers of English may construct their lesson plans by following systematic design of of instruction. (2) Participant teachers of English

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An Analysis of English Lesson Plans and Their Implementation in The Teaching Learning Process

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may implement their lesson plans by providing rooms for modification based on the classroom condition (Reiser & Dick, 1996; Brown, 2001; Sundayana, 2010).

To implement the strategy of relying on theoretical proposition, this study employed a technique namely pattern-matching logic (Yin, 2003). This technique analyzed patterns of participant teachers of English in constructing their lesson plans to match the theoretical pattern of lesson plan construction in systematic design of instruction. This technique also analyzed patterns of participant teachers of English in implementing their lesson plans in classrooms to match procedures of teaching learning process as suggested in Regulation of Minister of Education No. 41, 2007 on Standard of process. In the analyzing process, each data was processed through several steps of coding, categorizing, and interpreting (Creswell & Clark, 2005; Brenner et.al. (1985) in Cohen et.al., 2007).

3.4 Research Site and Participants

The research was conducted in one state vocational high school in Majalengka, West Java. This school was selected based on two reasons. Firstly, the school was considered as one of the referred vocational high schools in the region which was frequently selected as a pilot school for various programs (environment, ISO, regional meetings, etc) in the region. By having this school as the research site, it is hoped that the study can improve the school quality by presenting good enhancement in terms of classroom management because of good lesson planning. Secondly, the school is easily accessed since the researcher is working in that place providing an easy access for the researcher to manage her study.

Further, this study involved two English teachers who taught in different program of expertise as the participants. The selection was purposive sampling strategy viewing from its features (Teddlie & Yu.(2007) in Liamputtong, 2009). The purposive sampling was selected due to several features. First, it was due to individual uniqueness (Maxwell, 1996 in Alwasilah, 2011: 103). The study employed two types of sampling : (i) T1 was selected because she had been

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An Analysis of English Lesson Plans and Their Implementation in The Teaching Learning Process

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working for more than six years as an instructor. It was intended to see how an experienced teacher handled the lesson planning process and implemented her plan. (ii) T2 was selected because she was a relatively new instructor with less than two years of experience but she possessed higher level of education (S2). These two types of sampling are interesting to see the degree of quality in constructing and implementing the lesson plan.

The second was due to a heterogenous sample (Maxwell, 1996 in Alwasilah, 2011: 103). The respondents taught in different program of expertise. This is intended to see how they accomodate students’ needs or their knowledge related to vocational subject study.

Apart from that, the participants were selected since they were close with the researcher and they were aware of the existence of lesson plans. By inviting the teachers as research participants, later hopefully, they could share positive contribution that might be received from the research with other teachers in constructing and implementing the lesson plans in the school site.

3.5 Data Collections

This study applied multiple data collections by employing document of English lesson plans, observation, and interview techniques. Multiple data collections were aimed to attain in-depth information (Cohen et.al. 2007; Liamputtong, 2009; Silverman, 2005) about two things as stated in the reseach questions. (1) Analysis of documents of the lesson plans triangulated with analysis of the first stage interview was intended to portray how participants teachers of English constructed their lesson plans. (2) Analysis of observation triangulated with analysis of the second stage interview was aimed to describe how participants teachers of English implemented their lesson plans. In order to maintain clear description, each technique will be elaborated below.

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Ratna Utari, 2014

An Analysis of English Lesson Plans and Their Implementation in The Teaching Learning Process

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 3.5.1 Document Collection

In this study, the documents refer to the English lesson plans written by the participants in the research site. The collected documents comprised two English lesson plans for grade eleven, precisely in the second semester of 2013 – 2014. Grade eleven was selected because of several reasons. (1) School-Level Curriculum in which Regulation of Minister of Education No. 41, 2007 on Standard of Process Grade eleven of 2013-2014 was still implemented in grade eleven while grade ten used Curriculum 2013 in which the regulation was different and there was not instructional process in grade twelve after national examination.

Furthermore, the two lesson plans were different in terms of selected basic competences. The first participant (T1) selected basic competence of Expressing

various kinds of intention (B5) because she intended to follow the syllabus in

order. On the other hand, the second participant (T2) selected basic competence of

Understanding simple instruction (B6) with the reason that the teacher may

perform the basic competence not in predetermined order (Standard of Process,

2007). The second participant believed that the B6 is relevant to the students’

situation since they had just returned from their job training in which describing process was common during their project work in industry.

In addition to document analysis, observation analysis is necessary to obtain comprehensive understanding towards the focus of this study. Observation analysis is discussed in the next section.

3.5.2 Observation

This study employed a non-participant observation because the role of the researcher was only to investigate and to report on how the participant teachers of English constructed and implemented their lesson plans in classroom. This is in line with what Emilia (2011: 6) stated that in a non-particippant observation “the

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researcher usually observes the classroom, sitting in a specific place, or use a

video to record what is said and done by the teacher and the students in the class.”

In addition, by conducting non-participant observation, the researcher gained some advantages. (1) It provides answer to the second research problem of how the participant teachers of English implemented their lesson plans because it was intended “to understand what goes on in the classroom” (Van Lier, 1999) conducted by other people. (2) Non-participant observation provides valuable application to conduct a research in a short time but still can demonstrate collection of relatively rinch and direct observed data for low cost ( Cooper et.al, 2004). (3) The observation was conducted to achieve rich information about view point, event, happening, and process observed (Alwasilah, 2011: 110) dealing with the participants’ implementing their lesson plan in their classrooms in relatively short time.

(4) A non-participant classroom observation also allowed the researcher to “learn about behavior and the meaning attached to that behavior” (Allwright, 1993) related to the implementation of the plans. (5) It is also easier to record information and observations if the researcher is not participating, so data can be recorded more easily (Cook, 2011).

Further, classroom observation can be conducted in one or two visits in a semester (UM Center for Teaching and Learning, 2008). In this study the observation was conducted in four meetings for each participant. This is due to the reason that each constructed lesson plan was allocated for four meetings. Therefore four times of class visits for each participant were enough to notice the consistency between the plan and its implementation.

The observation was conducted by videotaping the learning process as well as by taking notes on what the teacher said and done in the classroom (see appendix 3). Such techniques were relevant to idea which states that non-participant

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observation argues for a program of observing, recording, and transcribing (Lier, 1994). By videotaping and taking notes on the learning process, deep information about what was happening could be obtained without intrusion on the learning. The observation schedule was arranged as in the table 3.1 below.

Table 3.1 Observation schedule

Teacher Date

Teacher 1 1. April 3, 2014 : meeting 1 2. April 7, 2014 : meeting 2 3. April 17, 2014: meeting 3 4. April 28, 2014: meeting 4 Teacher 2 1. March 31, 2014 : meeting 1

2. April 3, 2014 : meeting 2 3. April 7, 2014: meeting 3 4. April 21, 2014: meeting 4

In order to obtain more complete and in-depth information about the phenomenon understudy, this study provided more data in form of semi-structured interview which is descussed in the following section.

3.5.3 Interview

This study employed semi-structured interviews. The use of semi-structured interviews was due to the reason that “... there is openess to chance the sequence and forms of questions in order to follow up the answers given and the stories told

by the subjects” (Kvale, 1996: 124). In addition, semi-structured interviews provides flexibility for the interviewee to respond and to describe the concepts as well as flexibility for researcher to get the information required as stated by Field & Morse ((1985) in Emilia, 2001). Based on those two reasons, semi-structured interviews were applicable in this study and provided rooms for dynamic changes of questions in the process.

In this study, two stages of semi-structured interviews were employed to the participants. The first stage interview was thematized to obtain information about how the participant teachers of Englih constructed their lesson plans. It was conducted before the first meeting and after the participant teachers sent their

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lesson plans to the interviewer. The first stage interview was conducted before the first meeting because it could make the participant focus on the questions dealing with how they constructed their lesson plans.

The second stage of semi-structured interview was thematized to gain information of how the participant teachers implemented their lesson plans in their classrooms. It was conducted after each observation to maintain the teachers’ memories of the teaching learning process. By doing so, information of implementation of the lesson plans could be obtained based on the learning process in each meeting.

Questions of the interviews were designed in Indonesian language to obtain deeper understanding of the phenomenon and were tested to one non participant in the preparation stage to maintain its validity. This was in line with an idea stating

that “Questions in the interview should be tried out to ensure that all the questions are not ambiguous” (Emilia, 2011). The questions include several aspects such as, what the participants did in each stage of the learning process and their reasons, reasons why they accomodated individual or group practices, types of feedback and their reasons, etc. The interview was arranged in a schedule as shown in the following table.

Table3. 2: Interview schedule

Teacher Interview 1 Interview 2

Teacher 1 April, 2014 : Week 1 April 3, 2014 : meeting 1 April 7, 2014 : meeting 2 April 17, 2014: meeting 3 April 28, 2014: meeting 4 Teacher 2 March, 2014 : week 4 March 31, 2014 : meeting 1

April 3, 2014 : meeting 2 April 7, 2014: meeting 3 April 21, 2014: meeting 4

The interviews were further transrcibed from oral speech into written text to be used later in the analysis. The interview analysis covered verification or interpretation of the result to be linked with the theory and other sources of data.

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The last stage was that the result of interview interpretation was reported as the findings of the study.

3.6 Data Analysis

The analysis of the collected data was carried out during the data collection and after the data had been entirely completed. The analysis followed a strategy of relying on theoretical proposition (Yin, 2003) containing systematic design of instruction. It was guided by some theoretical propositions (Yin, 2003) as follows: (1) The participant teachers constructed their lesson plans in a systematic design of instruction. (2) The participant teachers implemented their lesson plans within a procedure proposed in Standard of Process.

The analysis was organised by instruments in conjunction with another method - by issue (Cohen et al., 2007) covering document analysis, observation analysis, and interview analysis. This method of analysis was used because it was believed to retain fidelity to the coherence of the instrument, to enable readers to see which data was derived from which instrument, and to maintain the connection between data to find the content of the responses by issue (Cohen et al., 2007).

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The document analysis covered five elements of a lesson plan with discussion for each element based on synthesized theory supported by explanation from Standard of Process. The document analysis, triangulated with analysis of the first interview, was aimed to describe how the participant teachers of English constructed their lesson plans. The result of the analysis was used as the basis of

information for the “modification or curtailment” (Nunan.(1992) in Puspandari, 2008: 36) of how the participant teachers constructed their lesson plans.

The document analysis was processed through several steps including coding, categorizing (Creswell & Clark, 2005; Brenner et al.(1985) in Cohen et.al., 2007; Emilia, 2009), and interpreting the data (Brenner et al.(1985) in Cohen et al., 2007). In this study, coding was done by making codes (Alwasilah, 2011) on each aspect of lesson plan. In analyzing learning objectives, for example, the codes used were TV: transitive verb used in the objectives, A was for affective domain, C for cognitive domain, Ps for psychomotor domain, Ad for audience, Con for condition, Deg for degree; and B for behavior. Such coding was relevant to the theory related to aspects contained in learning objectives (Mager, 1984).

Categorizing in analysis of document of lesson plans was conducted by classifying (Alwasilah, 2011) each element of lesson plan into four categories: (1) each element of a lesson plan covered all the requirements based on the theory, (2) each element of a lesson plan contained most of the requirements mentioned in the theory, (3) each element of a lesson plan covered some of the requirements mentioned in the theory, and (4) none of the requirements mentioned in the theory. Such categories helped the researcher tabulate and notice the tendency of how the participant teachers construc their learning plans.

Interpretting in analysis of document of lesson plans was conducted by making meaning of the data about (Cohen et.al. 2007) the aspects of lesson plans and

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relating them with the theory, comparing findings in the two lesson plans. Such procedure helped the researcher presented the result of document analysis.

3.6.2 Analysis of the Observation

Analysis of the observation was conducted by by coding, categorizing, , and interpreting the findings (Creswell & Clark, 2005; Brenner et al. (1985) in Cohen

et al., 2007).

In this study, coding was done by making codes (Alwasilah, 2011) on each aspect of learning activities. For example, the codes covered PRE for pre activities, CORE for main activities, and POST for post activities. Such coding helped the researcher in categorising the phenomenon.

Categorizing in analysis of implementations of lesson plans was conducted by classifying (Alwasilah, 2011) what conducted by the teachers in their classrooms into three categories: (1). implementation did not refer to the plans in all stages (2), implementation referred to the plans in some of the stages and provide rooms for modification (3) implementation referred to the plans in all stages. Such categories helped the researcher tabulate and notice the tendency of how the participant teachers implemented their learning plans.

Interpretting in analysis of observation was conducted by making meaning of the data (Cohen et.al., 2007) about aspects of learning activities and relating them with the theory, comparing findings in the two lesson plans. Such procedure helped the researcher presented the result of observation analysis.

3.6.3 Analysis of the Interview

Analysis of the interviews were conducted by transcribing, coding, categorizing, , and interpreting the findings (Creswell & Clark, 2005; Brenner et al. (1985) in Cohen et al., 2007).

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In this study, transcribing was conducted by typing what the interviewee said during the interview and sending the transcript back to see if they were what the interviewee intended to say.

Coding of the first stage interview was done by making consistent codes (Alwasilah, 2011) on each aspect of learning plans. For example, the codes for learning objectives covered: CONS for consideration, ASP for aspects covered, MISS for aspects missed in each elements of the plans. Such coding helped the researcher in categorising the phenomenon. Coding for the second stage interview was conducted by making codes if the interview covered (1) reasons of implementation and (2) aims of the implementation, .

Categorizing in analysis of the first stage interview was conducted by classifying (Alwasilah, 2011) the elements stated into: (1) N/A as not available, (2) NS as not sufficient and (3) sufficient. Categorizing in analysis of the second stage interview was conducted by classifying what conducted by the teachers in their classrooms into three categories: (1). Implementation did not refer to the plans in all stages (2), implementation referred to the plans in some of the stages and provide rooms for modification (3) Implementation referred to the plans in all stages. Such categories helped the researcher tabulate and notice the tendency of how the participant teachers implemented their learning plans.

Interpretting in analysis of the first stage interview was conducted by making meaning of the data (Cohen et.al., 2007) about the aspects of lesson plans and relating them to the theory, comparing findings in the two lesson plans. Interpretting in analysis of the second stage interview was conducted by making meaning (Cohen et.al., 2007) of the gap between the planned and implementation, comparing implementation between the teachers and related the interpretation to the theory. Such procedure helped the researcher presented the result of the first and the second stage of interview analysis.

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Ethical consideration was implemented in this study through some steps of including (1) asking permission to the head of the institution; (2) requesting the volunteering teachers to be the participants in this study; (3) utilizing appropriate and not demanding questions to the participants; and (5) maintaining the secret of the participants (University of Minnesota,Center for Bioethics, 2003).

3.8 Conclusion of the Chapter

This chapter has discussed the methodology of the study. By discussing those aspects, this study, hopefully, could clearly explained and reported how the study was conduced to meet the aim of the study. Further issues on data analysis and dicsussion were presented in chapter four, which elaborated research findings and discussion.

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CHAPTER V

CONCLUSION

This chapter delineates the conclusion of the study. It is started with the restatement of research aims and questions. It further illustrates brief summary of the findings of the study. This chapter is ended with the limitation of the study as well as the recommendation for further study.

5.1 Research Aims and Questions

This study tried to investigate development of two lesson plans and its implementation in the teaching and learning process in one vocational school in Majalengka with the involvement of two vocational English teachers. The aims of this study were to explore the development of lesson plans written by two vocational English teachers and to elaborate implementation of the lesson plans in the classroom. The aims were based on the problems concerning how the teachers constructed their lesson plans and how they implemented the lesson plans in the classroom.

5.2 Conclusion of the Study

Based on theanalysis of the lesson plan documents, observations, and interviews; this study, to certain extent, was successful in several following aspects.

1. Regarding the first research question, data obtained from document analysis coincided with those obtained from the first interview analysis. The findings showed that Both teachers implemented systematic design of instruction (Sundayana (2010) adapted from Reiser & Dick, 1996). Both the teachers conducted eight out of the nine processes of systematic instruction: conducting needs analysis, identifying SC and BC, analysing learning materials, formulating indicators and objectives in four language skills, developing learning activities, developing assessment tools, implementing the plans and evaluating the learning. However both teachers did not conduct learning revision.

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In developing their instructional plans, the teachers constrained some problems dealing with formulating learning indicators and objectives which meant that the teachers needed more enhancement. Such problems were in line with previous research of Badriah (2013).

2. Referring to the second research question, data from observation revealed that both the teachers applied principles of delivering the lessons based on pre determined objectives, implementing the plan in the structure of pre, core, and post activities as mandated in Standard of Process by considering basic teaching skills (Sundayana, 2010) with some modification, and accomodating various activities in individual or in group.

Data analysis form the second stage interview revealed that both teachers modified their lesson plans in their implementation because of some reasons:

the time allocation, students’ level of understanding, interest and motivation.

Such reasons were in line with the statement of adjusting the instruction to the class condition (Ferrel, (2002); Harmer, (2007); Kumaravadivelu, (2009); Sundayana, (2010)).

5.3Limitations of the Study

Apart from being successful in achieving the aims to answer the research questions, this thesis has some limitation. First, the study was conducted in the

researcher’s own institution. Therefore, there was possibility of reducing the objectivity in the research, in terms of data collection and analysis. In conducting an interview with colleague teachers, for example, there was a possibility of trying to please the researcher as a colleague. Second, the study utilized one unit of lesson in the teaching process. Therefore, there was a possibility of lacking its indepth understanding of the study. Third, since this study was conducted in a short period of time, it did not provide a full picture of the phenomena in one semester or one school year.

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Based on the limitations of this study, it is recommended that further research be conducted in more than one institution with more participants and more unit of lessons in a longer period of time.

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AN ANALYSIS OF ENGLISH LESSON PLANS AND THEIR IMPLEMENTATION IN THE TEACHING LEARNING PROCESS : A Case Study conducted in a vocational school in Majalengka, West Java.

ENGLISH EDUCATION DEPARTMENT

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INDONESIA UNIVERSITY OF EDUCATION

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AN ANALYSIS OF ENGLISH LESSON PLANS AND THEIR IMPLEMENTATION IN THE TEACHING LEARNING PROCESS : A Case Study conducted in a vocational school in Majalengka, West Java.

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