42 3.
Input Processing In input processing, language learners are guided to pay particular
attention to a feature in English language input that is likely to cause a processing problem, thereby increasing the chances of the feature is becoming intake. Input
processing tasks seek to alter the way in which learners perceive and process the input by pushing learners to attend to form differently than they would with their
first language. In other words, teachers need to introduce how the first language‘s
grammatical structure differ from the English grammatical structure. 4.
Collaborative Dialogues Language learners need to produce the language in order to produce the
language in order to notice the gap between what they want to say and what they are able to say. Production forces learners to pay attention to the form of intended
messages. By doing so learners will recognize the areas where they have problems and will seek out relevant input in a more focused way. Therefore, teachers should
decide on selecting grammatical exercises and activities that support learning and encourage oral and written communication.
c. Conducting a Lesson
When a language teacher has planned a lesson, he or she still need to make decisions that relate to the needs of the class. Richards and Renandya 2002 state
that the process of planning and adaptation is a crucial dimension of teaching because during the process the teacher makes many decisions that are essential for
a successful lesson. In this section, the maximization of using lesson plan and classroom management will be discussed.
43
1 Using Lesson Plan
Planning can be regarded as a process of transformation during which the teacher creates ideas for a lesson based on understanding of learners‘ needs,
problems, and interests, and on the content of the lesson itself Richards and Renandya, 2002. Lesson planning involves decisions about the pedagogical
dimensions of the lesson. Richards and Renandya 2002 have compiled several steps to plan a lesson.
1. Developing the Plan
An effective lesson plan starts with appropriate and clearly written objectives. The objectives will describe the destination that the teachers expect the
students to reach. Shrum and Glisan 1994, as cited in Richards and Renandya, 2002 point out that effective objectives describe what students will be able to do
in terms of observable behavior and when using the foreign language. Before starting the main activity of today‘s lesson, teachers are required to begin the class
in an interesting and delighting way so that it gives stimulation to the students. In relation to instruction and participation, teachers are to present the activity and
check for the student understanding as well as get the students to interact by the use of pair work andor group work. It is important for the teachers to manage to
create fluent transitions between activities and tasks for individuals, groups and the whole class. Moreover, they also propose generic components of a lesson plan
as follow.
44
Table 2.3: Generic Components of a Lesson Plan Shrum and Glisan, 1994, as cited in Richards and Renandya, 2002
Lesson Phase Role of Teacher
Role of Students
I. Perspective
opening Asks what students have
learned in previous lesson Previews new lesson
Tell what they‘ve learned previously
Respond to preview II.
Stimulation Prepares students for new
activity Presents attention grabber
Relate activity to their lives
Respond to attention grabber
III. Instruction Participation
Presents activity Checks for understanding
Encourages involvement Do activity
Show understanding Interact with others
IV. Closure Asks what students have
learned Previews future lessons
Tell what they have learned
Give input on future lessons
V. Follow-up
Presents other activities to reinforce some concepts
Presents opportunities for interaction
Do new activities Interact with others
Additionally, English curriculum 2013 of Indonesia also contributes to the lesson plan that teachers should consider in the teaching and learning process.
Priyana 2014 states that to facilitate students to attain the aims of the curriculum 2013, there is a specific teaching and learning method that has been developed.
The first is dealing with teaching learning principles. According to The Ministry of Education and Culture recommendations, there are a number of learning
principles applied in the teaching and learning process of all subjects: 1 students are facilitated to learn, 2 learning process applies the scientific approach, 3
learning is competency-based, 4 learning is integrated, 5 students learn from varied learning sources. The scientific approach emphasizes that learning takes
45 place through the steps of observing, questioning, experimenting, associating, and
communicating. 2.
Implementing the Plan Implementing the lesson plan is the most important and also difficult phase
of the daily lesson planning cycle. Teachers should remember that the original plan was designed with specific intentions in mind and the plan was based on the
teacher‘s diagnosis of the learning competence of the students. However, teachers may also need to make certain adjustments to the lesson at the implementation
phase. Additionally, teachers also need to adjust the time schedule when unpredictable situations and conditions occur. Brown 1994, as cited in Richards
and Renandya, 2002 suggests the following guidelines for a lesson progresses: 1 activities should not be too long or too short; 2 various techniques for
delivering the activities should ‗flow‘ together; 3 there should be clear transitions between each activity.
3. Evaluating the Plan
Evaluation can take place during the lesson, especially when the teacher must evaluate the success or the failure of the lesson. Ur 1996, as cited in
Richards and Renandya, 2002 state that when evaluating a lesson, the first and the most important criterion is student learning because that is the reason the
teacher conducts a lesson in the first place. He adds that even though it may be difficult to judge how much has been learned in a lesson, teachers can still guess it
based on the knowledge in the class, the type of activity the students are engaged in, and some informal test activities that give feedback on learning.
46
2 Classroom Management
As mentioned earlier, lesson planning involves decisions about the pedagogical dimensions of the lesson. Nevertheless, another important aspect of a
lesson has something to do with the management of learners during the lesson. This includes eliciting the students‘ attention, maintaining their engagement in the
lesson, and organizing them into pairs of groups Richards and Renandya, 2002. Classroom management is a term for teachers‘ actions to provide order and
involve students actively in the lesson for learning to take place Cothran, Kulinna Garrahy, 2003; Demirden, 1994; Emmer, 2001; Sanford, Emmer Clements,
1983, as cited in Yilmaz, 2004. Furthermore, Richards and Renandya 2002 present several concerns that underline classroom management that should be
taken into consideration. 1.
Motivating the Students Language teachers encourage language use through both intrinsic and
extrinsic motivation. Some students have strong intrinsic motivation; they know the benefits of learning a particular language. Others need to be reminded of
where success could lead. In the classroom, teachers need to keep and maximize the attention of learners during a lesson. Since language is a skill that needs to be
applied, teachers should also encourage learner participation whenever possible. The classroom may also consist of various type of classes e.g. small or large class
with different characteristics of the students. Thus, teachers should be able to think about supporting a range of learning styles so that the students will be more
encouraged to learn.
47 2.
Managing Constraints Students are highly required to be participating in the classroom through
several lessons involving listening, speaking, reading or writing. However, there are so many constraints that may inhibit the students‘ opportunities to talk.
Richards and Renandya 2002 describe the constraints, such as large, multilevel classes with fixed furniture; traditions of learning, an examination-oriented
curriculum; and difficulty in accessing resources all seem to stand in the way of organizing talk. Therefore, teachers need to adjust and manage different roles
according to the needs of the learners and requirements of the activity. It is also the teachers‘ decision in creating opportunities for and manage individual, partner,
group and whole class work. Furthermore, teachers should also be critical in making use of available instructional media e.g. teaching media and technology.
3. Managing the Teacher’s Role
In communicative language classrooms, the students are asked to say something that the teacher or textbook has not yet introduced or even that the
teacher cannot answer. The teacher is the most powerful player in the classroom dynamics and determines the class structure. Lewis 1998, as cited in Richards
and Renandya, 2002 suggests a model where teacher has different roles at different times. The role is described such as: 1 answering or asking questions;
2 up-front roles or supporting individuals; 3 language informant or eliciting language; 4 congratulating or encouraging individuals; 5 designer of tasks and
materials. Teacher also takes into account on the language classroom that is supposed to be managed. Since it is all about teaching English language, Teachers
48 should be able to conduct a lesson in the target language. Teachers should also
decide when to use mostly English and when not to when it is necessary. Furthermore, Priyana 2014 explains that there is a specific role of teacher
in the English curriculum 2013. He asserts that English teachers need to provide the students with support in every learning step. The first role of English teachers
is observing text, by which teachers assist students to list items in order to comprehend and create the targeted text. The second role requires teachers to help
students to ask questions with reference to the items they want to know in order to comprehend and create texts. The third role is dealing with experimenting, where
teachers provide the students with worksheets and learning resources so that students may collect data or information to answer questions. The fourth role is
associating, teacher helps the students see patterns to answer questions and help draw conclusions. The fifth role is about communication, the teachers should
provide the students with feedback in order that students are able to enrich the constructed knowledge. The last role is emphasized on creating texts, where
teachers should give the students opportunity to convert their declarative knowledge into procedural knowledge in the form of written products.
4. Related Studies
