THE DIFFICULTIES FOUND BY THE TEACHER IN PREPARING ENGLISH LESSON PLAN AT SMP AISYIYAH MUHAMMADIYAH 3 MALANG
THE DIFFICULTIES FOUND BY THE TEACHER IN PREPARING
ENGLISH LESSON PLAN AT SMP AISYIYAH
MUHAMMADIYAH 3 MALANG
THESIS
By:
NURIA SETIARINI
09360140
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
THE DIFFICULTIES FOUND BY THE TEACHER IN PREPARING
ENGLISH LESSON PLAN AT SMP AISYIYAH
MUHAMMADIYAH 3 MALANG
THESIS
By
NURIA SETIARINI
09360140
ENGLISH DEPARTMENT
FACULTY OF TEACHER AND TRAINING EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
THE DIFFICULTIES FOUND BY THE TEACHER IN PREPARING
ENGLISH LESSON PLAN AT SMP AISYIYAH
MUHAMMADIYAH 3 MALANG
THESIS
This thesis is submitted tp meet one of the requirements to achieve
Sarjana Degree in English Education
By
NURIA SETIARINI
09360140
ENGLISH DEPARTMENT
FACULTY OF TEACHER AND TRAINING EDUCATION
MUHAMMADIYAH UNIVERSITY OF MALANG
2015
ACKNOWLEDGEMENTS
Alhamdulillah, all praise due to Allah SWT, the merciful and Charitable,
because of Allah guidance, blessing, and affection, the researcher can finish this
thesis.
The researcher would like to express her deepest gratitude to Dr. Masduki,
M.Pd as her first advisor and Dr. Sri Hartiningsih, MM as her second advisor, for
their suggestions, guidance, advice, time and patience during the consultation
period. Andfor their comments and correction during the progress. Also to Ma’am
Rina Wahyu Setyaningrum S.Pd, M.Ed for the advice and patience during the
researcher’s college activities.
Finally, the next gratitude goes to researcher’s beloved parents Mr. Setioso
and Mrs. Patrohida, for their endless pray and affections timelessly. Also to her
dearest sister Ruly Setia Pramesti, for the hilarious sarcasm jokes which are meant
to be entertain during the progress of this thesis. Future husband of mine
somewhere out there, my step-fams in Malang, my friends in English department
in C class ’09, my friends in KKN batch 31 2012, all the haters, and everyone
who has support the reseacher.
Malang, September 3rd, 2015
Nuria Setiarini
TABLE OF CONTENTS
APPROVAL ........................................................................................................
LEGALIZATION ...............................................................................................
LETTER OF AUTHENCITY ...........................................................................
MOTTO and DEDICATION .............................................................................
ABSTRACT ........................................................................................................
ACKNOWLEDGMENTS ..................................................................................
TABLE OF CONTENTS …..………………………………………………...
iii
iv
v
vi
vii
viii
ix
CHAPTER I: INTRODUCTION
1.1 Background of the Study …………………………………………………….
1.2 Statement of Problem ………………………………………………………..
1.3 Purpose of Study …………………………………………………………….
1.4 Significance of Study ………………………………………………………..
1.5 Scope and Limitation ………………………………………………………..
1.6 Definition of Key Term ……………………………………………………...
1
4
4
5
5
5
CHAPTER II: REVIEW OF RELATED LITERATURE
2.1 Curriculum …………………………………………………………………..
2.1.1 The Concept of Curriculum 2013 ………………………………………
2.1.2 The Practical Implementation Curriculum 2013 ……………………….
2.2 Syllabus ……………………………………………………………………..
2.3 Lesson Plan ………………………………………………………………….
2.3.1 The Criteria to Develop Components of Lesson Plan in A Good Way ...
2.3.2 The Components of Lesson Plan on Curriculum 2013 …………………
2.4 Teachers’ Problem in Preparing Lesson Plan Based on Curriculum 2013 ….
7
9
11
12
15
18
23
24
CHAPTER III: RESEARCH METHODOLOGY
3.1 Research Design …………………………………………………………….
3.2 Research Subject ……………………………………………………………
3.3 Data Collection Technique ………………………………………………….
3.3.1 Interview ……………………………………………………………….
3.3.2 Document ………………………………………………………………
3.4 Data Analysis ………………………………………………………………..
27
28
28
28
30
30
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSIONS
4.1 Research Findings ……………………………………………………………
4.1.1 The Difficulties Found by the Teacher in Preparing English
Lesson Plan ……………………………………………………………..
4.1.2 The Teacher’s Ways to Solve the Problems …………………………....
4.2 Discussion ……………………………………………………………………
33
37
39
CHAPTER V: CONCLUSION AND SUGGESTION
5.1 Conclusion ……………………………………………………………………
5.2 Suggestions …………………………………………………………………...
45
46
33
5.2.1 For English Teacher …………………………………………………….
5.2.2 For the Further Research ……………………………………………….
BIBLIOGRAPHY
APPENDIX 1
APPENDIX 2
APPENDIX 3
APPENDIX 4
APPENDIX 5
46
46
BIBLIOGRAPHY
Adeoye, E.A. (2006). Curriculum Development: Theory and Practice. Abuja:
National Open University of Nigeria.
Agency of Human Resource Development on Education-Culture and Education
Quality Assurance. (2013). Bahan Ajar Training of Trainer Implementasi
Kurikulum 2013, penyusunan RPP SD/SMP/SMA/SMK. Jakarta:
Kementrian Pendidikan dan Kebudayaan.
Andry. (2009). Analysis on the lesson plan of English speaking (SBC) at public
Senior High Schools in Malang. Unpublished under graduated final
project. Malang: Universitas Muhammadiyah Malang.
Aprilah, Ahmad. (2013). Implementasi Kurikulum 2013 dan Kesiapan Guru.
Manado: Universitas Sam Ratulangi.
Ary, Donald. (2002). Introduction to Research in Education (eighth edition).
United States of America: Wadsworth.
Bogdan, R., & Biklen, S. K. (2007). Qualitative Research For Education: An
Introduction to Theories and Methods (5th edition). New York: Pearson
Brown, H. D. (2002). Principles of Language Learning and Teaching (4th
edition). New York: Pearson Education.
BSNP. (2002). Undang-Undang Republik Indonesia No.20 Tahun 2003, tentang
Sistem Pendidikan Nasional. Jakarta: Presiden Republik Indonesia.
BSNP. (2013). Undang-Undang Republik Indonesia No.65 Tahun 2013, tentang
Standar Proses. Jakarta: Kementrian Pendidikan dan Kebudayaan.
BSNP. (2013). Undang-Undang Republik Indonesia No.81A Tahun 2013, tentang
Implementasi Kurikulum. Jakarta: Kementrian Pendidikan dan
Kebudayaan.
Clark, H. Leonard & Starr, Irving S. (1986). Secondary and Middle School
Teaching Methods. New Jersey: Simon and Schuster Company.
Farel, Thomas S.C. (2002). Lesson Planning. In Richards, J.C. & Renandya, W.A
(Eds). Methodology in Language Teaching: An Anthology of Current
Practice (pp. 30-39).New York: Cambridge University Press.
Feez, Susan. (2001). Curriculum Evolution in Australian Adult Migrant English
Program. Oxon: Routledge.
Graves, Kathleen. (2008). The Language Curriculum: A Social Contextual
Perspective. United States of America: Cambridge University Press.
Hasibuan, Marinasari F. (2013). Pradigma Tugas Guru Dalam Kurikulum 2013.
Medan: Balai Diklat Keagamaan. Retrieved on April 12, 2015 from
http://sumut.kemenag.go.id.
Klein, Stephen B. 2002. Learning Principle and Applications 4th Edition.
Singapore: McGraw-Hill.
Kurke, Lance B. & Matejka, Ken. (1994). Designing A Great Syllabus.
Washington DC: Heldref Publications.
Maulana, Luthfi. (2014). Analisis Tingkat Menyusun RPP Pada Peserta Diklat
Kurikulum 2013 Guru Madrasah di Kementrian Agama Kabupaten Aceh
Singkil. Medan: Balai Diklat Keagamaan. Retrieved on April 14, 2015
from http://sumut.kemenag.go.id.
McMillan, James. H. (1996). Educational Research: Fundamentals For The
Costumer (Second Edition). New York: Harper Collins Publication.
Milles, Matthew B. & Huberman, A. Michael. (1996). Qualitative Data Analysis
(Second Edition). United States of America: Sage Publication.
Mulyasa. (2014). Pengembangan Implementasi Kurikulum 2013. Bandung:
Remaja Rosdakarya.
Murcia, Celce M. (1996). Teaching English As A Foreign Language. Springer.
Null, Wesley. (2010). From Theory to Practice. United Kingdom: Rowman &
Littlefield Publisher.
Permana, M.A. (2010). Analysis on the Problems Faced by Teachers In Designing
Lesson Plan Based on School Curriculum (SBC) at SMAN 1 Sumenep.
Unpublished under graduated final project. Malang: Universitas
Muhammadiyah Malang.
Suhardi. (2014). Pembelajaran, Penilaian, & Pendampingan Implementasi
Kurikulum 2013. Jakarta.
CHAPTER I
INTRODUCTION
This chapter discusses the background of the study, the statement of
problem, the purpose of study, the scope and limitation and the definition of key
terms.
1.1 Background of Study
Human needs to learn about anything during their life time. Brown
(2000:7) says that learning may be defined as showing or helping someone to
learn how to do something, giving instructions, guiding in the study of something,
providing with knowledge, causing to know or understand.
The ability to interact using foreign language cannot be ignored. That is
why English is studied as foreign language in Indonesia. Language learning is not
a set of easy steps that can be programmed in a quick do-it-yourself kit (Brown,
2000:1).
The teacher should be the guide and facilitator in helping the learners to
learn. The excitement of teaching learning will bring the good atmosphere to the
learners. Clark & Starr (1986) argued that teaching must be smoothly running,
distraction-free, efficient operation in which students can learn effectively. It
means that the teacher is possible to build students’ interest and motivation to
achieve the goal of their study. One of the ways to help the learners is by making
a structural and sistematic lesson plan.
1
2
In order to achieve the maximum result of teaching learning process,
teachers must develop some teaching learning devices. The goverment through
the Minister of National Education has developed new curriculum. Curriculum is
a set of plans and arrangements about the purpose, content, and learning materials
and the method that is used as a guideline to achieve a certain goals (The Decree
of Minister of National Education Number 20 year 2003). Curriculum has
changed several times in Indonesia as an attempt to improve the quality of our
education. However, along with the changes still do not provide good education
quality. There are a lot of things that must be changed along with the new
curriculum such as syllabus, lesson plans, materials, methods, and strategies.
KTSP (Kurikulum Tingkat Satuan Pendidikan) or school-based curriculum
has been applied since 2006 in Indonesia. Furthermore, there is a new curriculum
named K-13 or 2013 Curriculum. In the Decree Minister of National Education
number 71 year 2013 about the Structure of Curriculum, it has explained further
about the aims of Indonesian citizen to have the ability to live as a person who has
faith, productive, creative, innovative, and affective so that they may have
contribution to the society, country, and nation.
Despite pro and contra in our society about 2013 Curriculum, teachers still
need to use appropriate materials and strategies of teaching in the classroom.
Therefore, teachers must prepare the syllabus and the lesson plan for teaching
instruction in order to create an interesting teaching learning process. The syllabus
is a plan for one period of teaching program. In the other hand, lesson plan is a
small unit which explains every step in teaching learning process. The teachers
are handed a freedom in developing their lesson plans. The teachers are required
3
to be able to create fun and interesting teaching learning activities in the
classroom by using systematic lesson plan.
In this research, the reseacher wants to identify the problem faced by
teachers in preparing English lesson plan. Based on previous studies conducted by
Andry (2009), “Analysis on the lesson plan of English speaking (SBC) at public
Senior High Schools in Malang.”, he found that some teachers faced some
problems in preparing lesson plan: First, the lesson plan’s components on which
most of the teachers made mistake of the material or learning resources and
assessments. Second, most of the material or learning resources on these lesson
plans are not written operationally. Third, there are two lesson plans whose
assessments are developed less appropriately with the basic competences and
indicators. Fourth, half of the lesson plans have techniques of assessments that are
not developed in accordance with the forms of instruments. Fifth, the forms of
instrument are not developed in accordance with the rubrics and the rubrics are
not developed correctly (In Permana, 2010).
The other research done by Permana (2010) was an Analysis on the
Problems Faced by Teachers In Designing Lesson Plan Based on School
Curriculum (SBC) at SMAN 1 Sumenep. He found some problems faced by the
teachers: a). The teachers faced problems in formulating learning objectives. They
formulated learning objectives that were not in accordance with indicators. b). the
teachers also did not formulate learning objectives operationally and clearly. To
solve those problems, they read references like lesson plan guideline from
Depdiknas and asked other teachers c). The teachers faced problem in formulating
learning methods. They give pre-test in the first meeting and use some learning
4
methods in a teaching learning process. d). the teachers had problem in
formulating instructional material. e). the teachers faced problem in looking for
learning resources. They solve the problem by taking resources from magazine,
newspaper, and internet. f). the teachers faced problem in formulating time
allocation. To solve it, they determined time allocation based on the difficulties of
materials and learning objectives. g). the teachers faced problems in formulating
assessment. To overcome with it, they took the assessment instruments from the
textbooks and enclosed the assessment rubric in appendices on the lesson plan.
However, there are some English teachers who still face difficulty in
developing a systematic lesson plan for teaching learning program. Especially
with the new curriculum that is regulated by our Minister of National Education.
Based on the description above, the researcher is interested in knowing the
problem faced by the teacher in preparing lesson plan in teaching English and
how do the teachers solve the problems.
1.2 Statement of Problem
Based on the background above, the problems of this study were formulated as
follows:
1. What were the teachers’ difficulties in preparing English lesson plan at
SMP Aisyiyah Muhammadiyah 3 Malang?
2. How did the teachers solve the problems in preparing English lesson plan
at SMP Aisyiyah Muhammadiyah 3 Malang?
1.3 Purpose of Study
Based on the statement of problems mentioned above, the researcher digs out:
5
1. To find out teachers’ problems in preparing English lesson plan at SMP
Aisyiyah Muhammadiyah 3 Malang.
2. To discover how the teacher solve the problems in preparing English
lesson plan at SMP Aisyiyah Muhammadiyah 3 Malang.
1.4 Significance of Study
This study will give contribution as the source of information to English
teacher in SMP Aisyiyah Muhammadiyah 3 Malang. By reading this research, the
teacher will understand in which part of the difficulties in preparing the lesson
plan and how to solve it. It also helps the teacher to be better organized so that the
goal in the teaching learning process can be reached. The students also have better
understanding about the material. So they can reach the goal of their study.
1.5 Scope and Limitation
This study focused on the difficulties faced by teacher in preparing
English lesson plan in teaching English at SMP Aisyiyah Muhammadiyah 3
Malang and also the way how the teacher solve the problems. Moreover, the study
limited on the English teacher who teaches eighth grade. The eighth grade was
chosen because the ninth grade was busy for the final exam, so the teacher did not
pay attention fully on making the lesson plan.
1.6 Definition of Key Term
1. Difficulty is the state or quality of being difficult (Oxford).
2. Lesson plan is indicated teaching strategies and procedures for students’
engagement (Neil, 1990).
3. Teaching is retention of information or skill (Brown :2000).
6
4. Problem is a situation in which person is motivated to reach a goal but
some obstacle block the attainment of the goal (Klein, 2002).
ENGLISH LESSON PLAN AT SMP AISYIYAH
MUHAMMADIYAH 3 MALANG
THESIS
By:
NURIA SETIARINI
09360140
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
THE DIFFICULTIES FOUND BY THE TEACHER IN PREPARING
ENGLISH LESSON PLAN AT SMP AISYIYAH
MUHAMMADIYAH 3 MALANG
THESIS
By
NURIA SETIARINI
09360140
ENGLISH DEPARTMENT
FACULTY OF TEACHER AND TRAINING EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
THE DIFFICULTIES FOUND BY THE TEACHER IN PREPARING
ENGLISH LESSON PLAN AT SMP AISYIYAH
MUHAMMADIYAH 3 MALANG
THESIS
This thesis is submitted tp meet one of the requirements to achieve
Sarjana Degree in English Education
By
NURIA SETIARINI
09360140
ENGLISH DEPARTMENT
FACULTY OF TEACHER AND TRAINING EDUCATION
MUHAMMADIYAH UNIVERSITY OF MALANG
2015
ACKNOWLEDGEMENTS
Alhamdulillah, all praise due to Allah SWT, the merciful and Charitable,
because of Allah guidance, blessing, and affection, the researcher can finish this
thesis.
The researcher would like to express her deepest gratitude to Dr. Masduki,
M.Pd as her first advisor and Dr. Sri Hartiningsih, MM as her second advisor, for
their suggestions, guidance, advice, time and patience during the consultation
period. Andfor their comments and correction during the progress. Also to Ma’am
Rina Wahyu Setyaningrum S.Pd, M.Ed for the advice and patience during the
researcher’s college activities.
Finally, the next gratitude goes to researcher’s beloved parents Mr. Setioso
and Mrs. Patrohida, for their endless pray and affections timelessly. Also to her
dearest sister Ruly Setia Pramesti, for the hilarious sarcasm jokes which are meant
to be entertain during the progress of this thesis. Future husband of mine
somewhere out there, my step-fams in Malang, my friends in English department
in C class ’09, my friends in KKN batch 31 2012, all the haters, and everyone
who has support the reseacher.
Malang, September 3rd, 2015
Nuria Setiarini
TABLE OF CONTENTS
APPROVAL ........................................................................................................
LEGALIZATION ...............................................................................................
LETTER OF AUTHENCITY ...........................................................................
MOTTO and DEDICATION .............................................................................
ABSTRACT ........................................................................................................
ACKNOWLEDGMENTS ..................................................................................
TABLE OF CONTENTS …..………………………………………………...
iii
iv
v
vi
vii
viii
ix
CHAPTER I: INTRODUCTION
1.1 Background of the Study …………………………………………………….
1.2 Statement of Problem ………………………………………………………..
1.3 Purpose of Study …………………………………………………………….
1.4 Significance of Study ………………………………………………………..
1.5 Scope and Limitation ………………………………………………………..
1.6 Definition of Key Term ……………………………………………………...
1
4
4
5
5
5
CHAPTER II: REVIEW OF RELATED LITERATURE
2.1 Curriculum …………………………………………………………………..
2.1.1 The Concept of Curriculum 2013 ………………………………………
2.1.2 The Practical Implementation Curriculum 2013 ……………………….
2.2 Syllabus ……………………………………………………………………..
2.3 Lesson Plan ………………………………………………………………….
2.3.1 The Criteria to Develop Components of Lesson Plan in A Good Way ...
2.3.2 The Components of Lesson Plan on Curriculum 2013 …………………
2.4 Teachers’ Problem in Preparing Lesson Plan Based on Curriculum 2013 ….
7
9
11
12
15
18
23
24
CHAPTER III: RESEARCH METHODOLOGY
3.1 Research Design …………………………………………………………….
3.2 Research Subject ……………………………………………………………
3.3 Data Collection Technique ………………………………………………….
3.3.1 Interview ……………………………………………………………….
3.3.2 Document ………………………………………………………………
3.4 Data Analysis ………………………………………………………………..
27
28
28
28
30
30
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSIONS
4.1 Research Findings ……………………………………………………………
4.1.1 The Difficulties Found by the Teacher in Preparing English
Lesson Plan ……………………………………………………………..
4.1.2 The Teacher’s Ways to Solve the Problems …………………………....
4.2 Discussion ……………………………………………………………………
33
37
39
CHAPTER V: CONCLUSION AND SUGGESTION
5.1 Conclusion ……………………………………………………………………
5.2 Suggestions …………………………………………………………………...
45
46
33
5.2.1 For English Teacher …………………………………………………….
5.2.2 For the Further Research ……………………………………………….
BIBLIOGRAPHY
APPENDIX 1
APPENDIX 2
APPENDIX 3
APPENDIX 4
APPENDIX 5
46
46
BIBLIOGRAPHY
Adeoye, E.A. (2006). Curriculum Development: Theory and Practice. Abuja:
National Open University of Nigeria.
Agency of Human Resource Development on Education-Culture and Education
Quality Assurance. (2013). Bahan Ajar Training of Trainer Implementasi
Kurikulum 2013, penyusunan RPP SD/SMP/SMA/SMK. Jakarta:
Kementrian Pendidikan dan Kebudayaan.
Andry. (2009). Analysis on the lesson plan of English speaking (SBC) at public
Senior High Schools in Malang. Unpublished under graduated final
project. Malang: Universitas Muhammadiyah Malang.
Aprilah, Ahmad. (2013). Implementasi Kurikulum 2013 dan Kesiapan Guru.
Manado: Universitas Sam Ratulangi.
Ary, Donald. (2002). Introduction to Research in Education (eighth edition).
United States of America: Wadsworth.
Bogdan, R., & Biklen, S. K. (2007). Qualitative Research For Education: An
Introduction to Theories and Methods (5th edition). New York: Pearson
Brown, H. D. (2002). Principles of Language Learning and Teaching (4th
edition). New York: Pearson Education.
BSNP. (2002). Undang-Undang Republik Indonesia No.20 Tahun 2003, tentang
Sistem Pendidikan Nasional. Jakarta: Presiden Republik Indonesia.
BSNP. (2013). Undang-Undang Republik Indonesia No.65 Tahun 2013, tentang
Standar Proses. Jakarta: Kementrian Pendidikan dan Kebudayaan.
BSNP. (2013). Undang-Undang Republik Indonesia No.81A Tahun 2013, tentang
Implementasi Kurikulum. Jakarta: Kementrian Pendidikan dan
Kebudayaan.
Clark, H. Leonard & Starr, Irving S. (1986). Secondary and Middle School
Teaching Methods. New Jersey: Simon and Schuster Company.
Farel, Thomas S.C. (2002). Lesson Planning. In Richards, J.C. & Renandya, W.A
(Eds). Methodology in Language Teaching: An Anthology of Current
Practice (pp. 30-39).New York: Cambridge University Press.
Feez, Susan. (2001). Curriculum Evolution in Australian Adult Migrant English
Program. Oxon: Routledge.
Graves, Kathleen. (2008). The Language Curriculum: A Social Contextual
Perspective. United States of America: Cambridge University Press.
Hasibuan, Marinasari F. (2013). Pradigma Tugas Guru Dalam Kurikulum 2013.
Medan: Balai Diklat Keagamaan. Retrieved on April 12, 2015 from
http://sumut.kemenag.go.id.
Klein, Stephen B. 2002. Learning Principle and Applications 4th Edition.
Singapore: McGraw-Hill.
Kurke, Lance B. & Matejka, Ken. (1994). Designing A Great Syllabus.
Washington DC: Heldref Publications.
Maulana, Luthfi. (2014). Analisis Tingkat Menyusun RPP Pada Peserta Diklat
Kurikulum 2013 Guru Madrasah di Kementrian Agama Kabupaten Aceh
Singkil. Medan: Balai Diklat Keagamaan. Retrieved on April 14, 2015
from http://sumut.kemenag.go.id.
McMillan, James. H. (1996). Educational Research: Fundamentals For The
Costumer (Second Edition). New York: Harper Collins Publication.
Milles, Matthew B. & Huberman, A. Michael. (1996). Qualitative Data Analysis
(Second Edition). United States of America: Sage Publication.
Mulyasa. (2014). Pengembangan Implementasi Kurikulum 2013. Bandung:
Remaja Rosdakarya.
Murcia, Celce M. (1996). Teaching English As A Foreign Language. Springer.
Null, Wesley. (2010). From Theory to Practice. United Kingdom: Rowman &
Littlefield Publisher.
Permana, M.A. (2010). Analysis on the Problems Faced by Teachers In Designing
Lesson Plan Based on School Curriculum (SBC) at SMAN 1 Sumenep.
Unpublished under graduated final project. Malang: Universitas
Muhammadiyah Malang.
Suhardi. (2014). Pembelajaran, Penilaian, & Pendampingan Implementasi
Kurikulum 2013. Jakarta.
CHAPTER I
INTRODUCTION
This chapter discusses the background of the study, the statement of
problem, the purpose of study, the scope and limitation and the definition of key
terms.
1.1 Background of Study
Human needs to learn about anything during their life time. Brown
(2000:7) says that learning may be defined as showing or helping someone to
learn how to do something, giving instructions, guiding in the study of something,
providing with knowledge, causing to know or understand.
The ability to interact using foreign language cannot be ignored. That is
why English is studied as foreign language in Indonesia. Language learning is not
a set of easy steps that can be programmed in a quick do-it-yourself kit (Brown,
2000:1).
The teacher should be the guide and facilitator in helping the learners to
learn. The excitement of teaching learning will bring the good atmosphere to the
learners. Clark & Starr (1986) argued that teaching must be smoothly running,
distraction-free, efficient operation in which students can learn effectively. It
means that the teacher is possible to build students’ interest and motivation to
achieve the goal of their study. One of the ways to help the learners is by making
a structural and sistematic lesson plan.
1
2
In order to achieve the maximum result of teaching learning process,
teachers must develop some teaching learning devices. The goverment through
the Minister of National Education has developed new curriculum. Curriculum is
a set of plans and arrangements about the purpose, content, and learning materials
and the method that is used as a guideline to achieve a certain goals (The Decree
of Minister of National Education Number 20 year 2003). Curriculum has
changed several times in Indonesia as an attempt to improve the quality of our
education. However, along with the changes still do not provide good education
quality. There are a lot of things that must be changed along with the new
curriculum such as syllabus, lesson plans, materials, methods, and strategies.
KTSP (Kurikulum Tingkat Satuan Pendidikan) or school-based curriculum
has been applied since 2006 in Indonesia. Furthermore, there is a new curriculum
named K-13 or 2013 Curriculum. In the Decree Minister of National Education
number 71 year 2013 about the Structure of Curriculum, it has explained further
about the aims of Indonesian citizen to have the ability to live as a person who has
faith, productive, creative, innovative, and affective so that they may have
contribution to the society, country, and nation.
Despite pro and contra in our society about 2013 Curriculum, teachers still
need to use appropriate materials and strategies of teaching in the classroom.
Therefore, teachers must prepare the syllabus and the lesson plan for teaching
instruction in order to create an interesting teaching learning process. The syllabus
is a plan for one period of teaching program. In the other hand, lesson plan is a
small unit which explains every step in teaching learning process. The teachers
are handed a freedom in developing their lesson plans. The teachers are required
3
to be able to create fun and interesting teaching learning activities in the
classroom by using systematic lesson plan.
In this research, the reseacher wants to identify the problem faced by
teachers in preparing English lesson plan. Based on previous studies conducted by
Andry (2009), “Analysis on the lesson plan of English speaking (SBC) at public
Senior High Schools in Malang.”, he found that some teachers faced some
problems in preparing lesson plan: First, the lesson plan’s components on which
most of the teachers made mistake of the material or learning resources and
assessments. Second, most of the material or learning resources on these lesson
plans are not written operationally. Third, there are two lesson plans whose
assessments are developed less appropriately with the basic competences and
indicators. Fourth, half of the lesson plans have techniques of assessments that are
not developed in accordance with the forms of instruments. Fifth, the forms of
instrument are not developed in accordance with the rubrics and the rubrics are
not developed correctly (In Permana, 2010).
The other research done by Permana (2010) was an Analysis on the
Problems Faced by Teachers In Designing Lesson Plan Based on School
Curriculum (SBC) at SMAN 1 Sumenep. He found some problems faced by the
teachers: a). The teachers faced problems in formulating learning objectives. They
formulated learning objectives that were not in accordance with indicators. b). the
teachers also did not formulate learning objectives operationally and clearly. To
solve those problems, they read references like lesson plan guideline from
Depdiknas and asked other teachers c). The teachers faced problem in formulating
learning methods. They give pre-test in the first meeting and use some learning
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methods in a teaching learning process. d). the teachers had problem in
formulating instructional material. e). the teachers faced problem in looking for
learning resources. They solve the problem by taking resources from magazine,
newspaper, and internet. f). the teachers faced problem in formulating time
allocation. To solve it, they determined time allocation based on the difficulties of
materials and learning objectives. g). the teachers faced problems in formulating
assessment. To overcome with it, they took the assessment instruments from the
textbooks and enclosed the assessment rubric in appendices on the lesson plan.
However, there are some English teachers who still face difficulty in
developing a systematic lesson plan for teaching learning program. Especially
with the new curriculum that is regulated by our Minister of National Education.
Based on the description above, the researcher is interested in knowing the
problem faced by the teacher in preparing lesson plan in teaching English and
how do the teachers solve the problems.
1.2 Statement of Problem
Based on the background above, the problems of this study were formulated as
follows:
1. What were the teachers’ difficulties in preparing English lesson plan at
SMP Aisyiyah Muhammadiyah 3 Malang?
2. How did the teachers solve the problems in preparing English lesson plan
at SMP Aisyiyah Muhammadiyah 3 Malang?
1.3 Purpose of Study
Based on the statement of problems mentioned above, the researcher digs out:
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1. To find out teachers’ problems in preparing English lesson plan at SMP
Aisyiyah Muhammadiyah 3 Malang.
2. To discover how the teacher solve the problems in preparing English
lesson plan at SMP Aisyiyah Muhammadiyah 3 Malang.
1.4 Significance of Study
This study will give contribution as the source of information to English
teacher in SMP Aisyiyah Muhammadiyah 3 Malang. By reading this research, the
teacher will understand in which part of the difficulties in preparing the lesson
plan and how to solve it. It also helps the teacher to be better organized so that the
goal in the teaching learning process can be reached. The students also have better
understanding about the material. So they can reach the goal of their study.
1.5 Scope and Limitation
This study focused on the difficulties faced by teacher in preparing
English lesson plan in teaching English at SMP Aisyiyah Muhammadiyah 3
Malang and also the way how the teacher solve the problems. Moreover, the study
limited on the English teacher who teaches eighth grade. The eighth grade was
chosen because the ninth grade was busy for the final exam, so the teacher did not
pay attention fully on making the lesson plan.
1.6 Definition of Key Term
1. Difficulty is the state or quality of being difficult (Oxford).
2. Lesson plan is indicated teaching strategies and procedures for students’
engagement (Neil, 1990).
3. Teaching is retention of information or skill (Brown :2000).
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4. Problem is a situation in which person is motivated to reach a goal but
some obstacle block the attainment of the goal (Klein, 2002).