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The data obtained from classroom observation in the form of a field note was categorized into three main categories of lesson plans implementation as
suggested by Ministerial Regulation No. 41 year 2007. The categorization was aimed to enable the researcher to find out whether each elements of the lesson
plan emerged or deviated from the plan. The data obtained from the interviews were analyzed by transcribing,
subsequently categorizing, and interpreting them to answer the research questions. During the transcription stage, the teacher‟s name was replaced with pseudonym
Silverman, 1993. Then, the transcripts were given back to the teacher to make sure that it was indeed what she meant. In the effort to maintain validity, the
researcher also conducted member checks by „sending back‟ Rallis and Rossman: 2009; Creswell, 2008, p. 266; Kvale, 1996 the transcripts of interview results to
the participant who had been interviewed to ensure that the results were appropriate with her given responses After that, the transcripts were condensed
into briefer statements by rephrasing them into shorter ones Kvale, 1996, p. 192. Finally, data were coded and categorized by applying thematic data analysis in
line with the focus of this study such as the teacher‟s difficulties in developing the lesson plan and the deviation of implementing the lesson plan.. The results were
interpreted in Chapter 4 of this research. At last, all of the data obtained from documentation analysis, classroom
observation, and interviews were triangulated by making comparison and contrast to get „in depth information‟ to enhance validity and to gain accuracy of the
conclusion of this study Marshal and Rossman, 2006.
3.7 Concluding Remark
This chapter had drawn the qualitative study, particularly the case study design, as the methodology of the study. Therefore, the data were collected by
means of the documentation analyses, the classroom observation, and the interview. Consequently, all the data obtained were analyzed qualitatively to be
compared and contrasted or triangulated to enhance validity.
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CHAPTER V CONCLUSION AND RECOMMENDATION
This chapter presents conclusion and some recommendation. The conclusion of the study is drawn based on the data analysis which is discussed in
Chapter Four. Meanwhile the recommendations are provided to give information as well as guidance to conduct further related research concerning the same issue.
The last but not least, the recommendations are addressed to those who will get involved in the development and implementation of the lesson plan such as
teachers, principals, and supervisors.
5.1 Conclusion
This study investigates how English teacher develops and implements the lesson plan as well as finds out what problems are faced by the teacher during
lesson plan’s development and its implementation. As discussed in Chapter Four based on the data gained from the document analysis, the classroom observations,
and the interviews, the major conclusion of this study can be drawn as follows. First, the teacher developed two kinds of lesson plan, namely sketchy and
scripted-lesson plan. The sketchy-lesson plan was developed prior to the teaching- learning activities. In the sketchy-lesson plan, the teacher has actually been able to
show the ability to develop a lesson note to provide a proposal of teaching learning activities for one curriculum cycle by making note on the material and
teaching procedures followed the textbook. This finding supports the previous studies concerning the lesson note or the sketchy-lesson plan as a map before the
implementation is decided as those proposed by Wayse 2002, Richards 1998, Piskurich 2006, Woodward 2009, and Fisher et all 2008 as mentioned in
Chapter Two. Meanwhile, the scripted-lesson plan was developed upon the teaching completion. The teacher wrote a scripted-lesson plan on the template as
suggested by Ministerial Regulation No 41 Year 2007 as her method to plan a future lesson by seeing and using the successful experiences when she was
