A STUDY ON THE IMPLEMENTATION OF LESSON PLAN IN TEACHING PRACTICE USED BY EIGHTH SEMESTER OF ENGLISH DEPARTMENT STUDENTS CONDUCTED IN SMP ‘AISYIYAH MUHAMMADIYAH 3 MALANG
CHAPTER I
INTRODUCTION
In this chapter, the writer presents the aspects dealing with introduction,
such as; background of the study, statement of problem, purpose of the study,
significance of the study, scope and limitation, and definition of key term.
1.1 Background of Study
Teaching and learning process is a core activity in education. Teaching
and learning are two things that cannot be separated one another. Teaching itself
is not simply matter of helping students to learn but also a matter of managing
learning activities and everything that go on in the classroom in such a way to
create an enjoyable situation to learn (Brown in Wati, 2010). According to Banks
(2000), teaching is an active process in which one person shares information with
others to provide them with the information to make behavioral changes while
learning is the process of requiring information change. It can be concluded that
teaching learning process is a planned interaction that make behavioral change.
Teaching and learning process in many schools, especially in Indonesia
involves many compulsory subjects to be taught, for example is English. It is
taught from playgroup to university level. Because of English, people around the
world are able to communicate each other. Besides, English is also used to seek
knowledge and technology. They use it to get knowledge from English textbook,
internet, computer, hand phone, etc. Teaching and learning English certainly has
general objectives. It is not only to enable the students to understand the language
1
2
correctly but also to use it in their daily life. Therefore, teaching and learning
English is very essential and highly needed.
In teaching learning process, especially English teaching, the teacher needs
a certain curriculum. Curriculum itself cannot be separated from syllabus and
lesson plan. Those three things are three consecutive chains that are very
important in teaching learning process. Curriculum is as a basic in composing the
syllabus and the syllabus is the basic in composing the lesson plan (Mirdianto,
2009).
Curriculum is the important element in teaching learning process because
it is regarded as a core or guideline of teaching and learning process. According to
Graves (in Basturkmen, 2006:21), “Curriculum is a broad statement of the
philosophy, purposes, design, and implementation of the entire teaching
program”. It can be concluded that curriculum is the material design in which it
makes the students understand the material and make them easy in doing a
learning activity, so that the goals can be achieved.
As important as curriculum, syllabus also holds an important role to
achieve the goals of teaching learning process. Graves (in Basturkmen, 2006:1)
states, “Syllabus is a specification an ordering of content of a course”. In other
word, syllabus is a developing curriculum product or an outline of materials in
which it will be elaborated specifically in lesson plan.
In addition to syllabus, a lesson plan is an important factor in teaching
learning process. No one can teach well without any good planning. Woodward
(2001) states that planning is something to do to ensure the lessons and courses
are good ones. It includes considering the students, thinking the materials, content
3
and activities. This planning is in form of lesson plan. According to Mirdianto
(2009), lesson plan usually consists of standard competence, basic competence,
indicator, objective, material, teaching method, teaching activities, source, and
assessment. It can be concluded that lesson plan is a planning and guidance which
explains teaching procedures and teaching learning management in order to
achieve one or more basic competence(s) written in syllabus used to teach in
teaching learning process.
Faculty
of
Teacher
Training
and
Education
in
University
of
Muhammadiyah Malang (UMM) is one of faculties that has responsibility to
create candidate of teachers. Because of that reason, it is a must for the faculty to
give qualified education and skill for the students. The demands of producing
professional teacher make this faculty concern about how to prepare the students
to be qualified teacher. In order to achieve that goal, the faculty especially English
Department trains the student to be a qualified teacher by holding teaching
practice in some schools in Malang.
Before joining the teaching practice in a school, students are supplied with
a theory and teaching skill in peer-teaching class. There, students are drilled to do
a practice teaching, make a lesson plan, and enrich with theory to be dealt with
teaching and learning process. Therefore, teaching practice is a time for students
or practice teacher to apply the knowledge gained in a class to a real situation.
Based on the importance of this research, the researcher must know about
the previous researches that studied about the implementation of lesson plan.
Those previous research were done by Nurcahyanto (2010) and Suryaningsih
(2011).
4
Nurcahyanto (2010) studied about the implementation of lesson plan in
EYL teaching practice. He found that practice teachers in EYL teaching practice
did not implement all the procedures written in the lesson plan. From eight lesson
plans, there was no one lesson plan that could be fully implemented. Furthermore,
Suryaningsih (2011) also studied about the construction of lesson plan made by
teachers of SDN Beji 2 Batu. She found that the teacher did not focus on the
allocated time of pre teaching, whilst teaching and post teaching in the classroom
so that there were some activities that were not implemented.
Based on the findings above, a study about the implementation of lesson
plan in teaching practice is necessary to do because practice teachers are in a
process to be the real teacher. Besides, the writer wants to know how far the
practice teachers implement the lesson plan that they made in the classroom.
Lesson plan has an important role in teaching learning process. Through a
lesson plan teacher can know how far the objectives of the teaching learning
process have been achieved. Thus, the researcher is interested in carrying out a
research entitle “ A Study on the Implementation of Lesson Plan in Teaching
Practice Used by Eighth Semester of English Department Students Conducted in
SMP „Aisyiyah Muhammadiyah 3 Malang”. Therefore, it is suggested that the
practice teachers make a good lesson plan and be more creative in order to
establish a satisfactory teaching and learning process.
1.2 Statement of Problem
Based on the background of the study, the writer formulates the problems
as follows:
5
1. How far is the lesson plan implemented by practice teacher in teaching
practice?
2. Which phase of lesson plan is consistently implemented by practice
teacher in teaching practice?
1.3 Purpose of the Study
Based on the questions, the purposes are as follows:
1. To know how far the lesson plan can be implemented by practice teachers
in teaching practice.
2. To identify the phase in a lesson plan which is consistently implemented in
teaching practice.
1.4 Significance of Study
Based on the description above, this study is expected to give advantages
for practice teachers and English teachers. The researcher is supposed to be able to
give contribution as the reference and source of information for them about all
phases in lesson plan that should be applied by teacher in order to make teaching
learning process is successful. By knowing whether the lesson plan is consistently
implemented or not, teachers will know the objectives of teaching learning process
are achieved or not. Then this research is also expected to give contribution for
practice teachers and English teachers in general as self evaluation about how far
the lesson plan is implemented. Thus, before teaching, teachers should know what
to do in preparing a good lesson plan and will be more creative in making lesson
plan.
6
1.5 Scope and Limitation
The scope of this study is the implementation of lesson plan in teaching
practice. It is limited on the teaching procedures written in lesson plan which will
be done by practice teachers of 8th semester students of English Department in
teaching practice, exactly conducted in SMP „Aisyiyah Muhammadiyah 3
Malang.
1.6 Definition of Key Term
To avoid misunderstanding, the definition of terms in this study:
1. Lesson plan is a plan that describes learning procedures and management
to achieve one or more competence(s) written in syllabus (Mulyasa,
2009).
2. Teaching practice is a session where students applied the theories gained
with other trainees acting as students or students in a school before
becoming a real teacher (Gower, et.al., 1995).
A STUDY ON THE IMPLEMENTATION OF LESSON PLAN
IN TEACHING PRACTICE USED BY EIGHTH SEMESTER
OF ENGLISH DEPARTMENT STUDENTS CONDUCTED
IN SMP ‘AISYIYAH MUHAMMADIYAH 3 MALANG
THESIS
By:
ANITA DWIANASARI
08360058
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINNING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2012
A STUDY ON THE IMPLEMENTATION OF LESSON PLAN
IN TEACHING PRACTICE USED BY EIGHTH SEMESTER
OF ENGLISH DEPARTMENT STUDENTS CONDUCTED
IN SMP ‘AISYIYAH MUHAMMADIYAH 3 MALANG
THESIS
This thesis is submitted to meet one of the requirements to
achieve Sarjana Degree in English Department
By:
ANITA DWIANASARI
08360058
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINNING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2012
MOTTO AND DEDICATION
For indeed, with hardship will be ease
(QS. Al-Insirakh: 6)
HIDUP adalah PROSES
HIDUP adalah BELAJAR
Tanpa ada batas UMUR
Tanpa ada kata TUA
JATUH, berdiri lagi…
KALAH, mencoba lagi…
GAGAL, bangkit lagi…
“NEVER GIVE UP”
Sampai TUHAN berkata:
“WAKTUnYA PULANG”
(Anonymous)
DEDICATION:
I dedicate this thesis to:
My beloved mother and father,
My sister,
My advisors,
My friends,
Rider Magetan #92
.
TABLE OF CONTENTS
TITLE .................................................................................................................... i
APPROVAL .......................................................................................................... ii
LEGALIZATION ................................................................................................ iii
MOTTO AND DEDICATION ........................................................................... iv
ABSTRACT ............................................................................................................v
ACKNOWLEDGEMENT ................................................................................... vi
TABLE OF CONTENTS .................................................................................. viii
CHAPTER I INTRODUCTION
1.1 Background of the Study ........................................................................1
1.2 Statement of Problem .............................................................................4
1.3 Purpose of the Study ..............................................................................5
1.4 Significance of the Study ......................................................................5
1.5 Scope and Limitation ............................................................................6
1.6 Definition of Key Terms ........................................................................6
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Curriculum ............................................................................................7
2.1.1 Types of Curriculum ...............................................................7
2.1.2 Components of Curriculum .....................................................8
2.2 Syllabus .................................................................................................9
2.2.1 Functions of Syllabus ............................................................10
2.2.2 Components of Syllabus .......................................................10
2.2.3 Development Processes .........................................................10
2.3 Lesson Plan ..........................................................................................11
2.3.1 Functions of Lesson Plan ......................................................12
2.3.2 Components of Lesson Plan ..................................................12
2.4 Teaching Practice .................................................................................13
2.4.1 Responsibilities of Practice Teacher .....................................14
2.5 Teaching Skills .....................................................................................16
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design ...................................................................................18
3.2 Subject of the Research ........................................................................18
3.3 Research Instrument .............................................................................19
3.3.1 Observation ...........................................................................19
3.3.2 Interview ...............................................................................20
3.4 Data Collection .....................................................................................21
3.5 Data Analysis .......................................................................................21
CHAPTER IV REEARCH FINDINGS AND DISCUSSION
4.1 Findings ................................................................................................23
4.1.1 The Implementation of Lesson Plan .....................................23
4.1.2 The Phase which is Consistently Implemented .....................34
4.2 Discussion ............................................................................................36
CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions ..........................................................................................38
5.2 Suggestions...........................................................................................39
5.2.1 For Practice Teacher .............................................................39
5.2.2 For Lecturer ...........................................................................40
5.2.3 For Further Researcher ..........................................................40
BIBLIOGRAPHY
APPENDIX
BIBLIOGRAPHY
Agustiningsih, Citra. 2010. Laporan Prakek Pengalaman Lapang (PPL). (online),
(http://makalahmeza.blogspot.com/2011/11/laporan-praktek-pengalamanlapangan-ppl.html)
Ary, Donald. 2010. Introduction to Research in Education. USA: Wadsworth
Cengange Learning
Banks, Teressa. 2000. Teaching and Learning Process. (Online),
(http://www.ncdhhs.gov/dhsr/hcpr/pdf/PrinciplesofAdultLearning2007.pdf)
Basturkmen, Helen. 2006. Ideas and Opinions in English Specific Purposes. New
Jersey: Lawrance Erlbaum Asssociates
Bogdan, Robert and Sari Knopp Biklen. 2007. Qualitative Research for
Education. USA: Allyn and Bacon
Clark L, Irving S. Starr. 1986. Secondary and Middle School Teaching Methods.
USA: Macmillan Publishing Company
Fahrudin. 2010. Komponen Silabus. (Online), (http://itusudah.com/komponensilabus/)
Gower, Roger, Diane Philips, and Steve Walters. 1995. Teaching Practice
Handbook. USA: Macmillan
Majid, Abdul. 2008. Perencanaan Pembelajaran: Meningkatkan Standar
Kompetensi Guru. Bandung: PT. Remaja Rosdakarya
Mirdianto.
2009.
Pengembangan
Silabus
dan
RPP.
(Online),
(http://dfmirdianto.blogspot.com/2009/11/pengembangan-silabus-dan-rppberbasis.html)
Mulyasa. 2009. Kurikulum Tingkat Satuan Pendidikan. Bandung: PT. Remaja
Rosdakarya
Mulyasa. 2009. Menjadi Guru Profesioanal: Meningkatkan Pembelajaran Kreatif
dan Menyenangkan. Bandung: PT. Remaja Rosdakarya
Nurdin, Syafrudin. 2005. Guru Profesionaldan Implemtasi Kurikulum. Jakarta:
Quantum Teaching
Sudrajat, Akhmad. 2008. Komponen-Komnponen dalam Kurikulum. (Online),
(http://akhmadsudrajat.wordpress.com/2008/01/22/komponen-komponenkurikulum/)
Undang-Undang Republik Indonesia Nomor 14 Tahun 2005 tentang Guru dan
Dosen. 2006 Bandung: Citra Umbara
Woodward, Tessa. 2001. Planning the Lesson and Courses. Cambridge:
Cambridge University Press.
INTRODUCTION
In this chapter, the writer presents the aspects dealing with introduction,
such as; background of the study, statement of problem, purpose of the study,
significance of the study, scope and limitation, and definition of key term.
1.1 Background of Study
Teaching and learning process is a core activity in education. Teaching
and learning are two things that cannot be separated one another. Teaching itself
is not simply matter of helping students to learn but also a matter of managing
learning activities and everything that go on in the classroom in such a way to
create an enjoyable situation to learn (Brown in Wati, 2010). According to Banks
(2000), teaching is an active process in which one person shares information with
others to provide them with the information to make behavioral changes while
learning is the process of requiring information change. It can be concluded that
teaching learning process is a planned interaction that make behavioral change.
Teaching and learning process in many schools, especially in Indonesia
involves many compulsory subjects to be taught, for example is English. It is
taught from playgroup to university level. Because of English, people around the
world are able to communicate each other. Besides, English is also used to seek
knowledge and technology. They use it to get knowledge from English textbook,
internet, computer, hand phone, etc. Teaching and learning English certainly has
general objectives. It is not only to enable the students to understand the language
1
2
correctly but also to use it in their daily life. Therefore, teaching and learning
English is very essential and highly needed.
In teaching learning process, especially English teaching, the teacher needs
a certain curriculum. Curriculum itself cannot be separated from syllabus and
lesson plan. Those three things are three consecutive chains that are very
important in teaching learning process. Curriculum is as a basic in composing the
syllabus and the syllabus is the basic in composing the lesson plan (Mirdianto,
2009).
Curriculum is the important element in teaching learning process because
it is regarded as a core or guideline of teaching and learning process. According to
Graves (in Basturkmen, 2006:21), “Curriculum is a broad statement of the
philosophy, purposes, design, and implementation of the entire teaching
program”. It can be concluded that curriculum is the material design in which it
makes the students understand the material and make them easy in doing a
learning activity, so that the goals can be achieved.
As important as curriculum, syllabus also holds an important role to
achieve the goals of teaching learning process. Graves (in Basturkmen, 2006:1)
states, “Syllabus is a specification an ordering of content of a course”. In other
word, syllabus is a developing curriculum product or an outline of materials in
which it will be elaborated specifically in lesson plan.
In addition to syllabus, a lesson plan is an important factor in teaching
learning process. No one can teach well without any good planning. Woodward
(2001) states that planning is something to do to ensure the lessons and courses
are good ones. It includes considering the students, thinking the materials, content
3
and activities. This planning is in form of lesson plan. According to Mirdianto
(2009), lesson plan usually consists of standard competence, basic competence,
indicator, objective, material, teaching method, teaching activities, source, and
assessment. It can be concluded that lesson plan is a planning and guidance which
explains teaching procedures and teaching learning management in order to
achieve one or more basic competence(s) written in syllabus used to teach in
teaching learning process.
Faculty
of
Teacher
Training
and
Education
in
University
of
Muhammadiyah Malang (UMM) is one of faculties that has responsibility to
create candidate of teachers. Because of that reason, it is a must for the faculty to
give qualified education and skill for the students. The demands of producing
professional teacher make this faculty concern about how to prepare the students
to be qualified teacher. In order to achieve that goal, the faculty especially English
Department trains the student to be a qualified teacher by holding teaching
practice in some schools in Malang.
Before joining the teaching practice in a school, students are supplied with
a theory and teaching skill in peer-teaching class. There, students are drilled to do
a practice teaching, make a lesson plan, and enrich with theory to be dealt with
teaching and learning process. Therefore, teaching practice is a time for students
or practice teacher to apply the knowledge gained in a class to a real situation.
Based on the importance of this research, the researcher must know about
the previous researches that studied about the implementation of lesson plan.
Those previous research were done by Nurcahyanto (2010) and Suryaningsih
(2011).
4
Nurcahyanto (2010) studied about the implementation of lesson plan in
EYL teaching practice. He found that practice teachers in EYL teaching practice
did not implement all the procedures written in the lesson plan. From eight lesson
plans, there was no one lesson plan that could be fully implemented. Furthermore,
Suryaningsih (2011) also studied about the construction of lesson plan made by
teachers of SDN Beji 2 Batu. She found that the teacher did not focus on the
allocated time of pre teaching, whilst teaching and post teaching in the classroom
so that there were some activities that were not implemented.
Based on the findings above, a study about the implementation of lesson
plan in teaching practice is necessary to do because practice teachers are in a
process to be the real teacher. Besides, the writer wants to know how far the
practice teachers implement the lesson plan that they made in the classroom.
Lesson plan has an important role in teaching learning process. Through a
lesson plan teacher can know how far the objectives of the teaching learning
process have been achieved. Thus, the researcher is interested in carrying out a
research entitle “ A Study on the Implementation of Lesson Plan in Teaching
Practice Used by Eighth Semester of English Department Students Conducted in
SMP „Aisyiyah Muhammadiyah 3 Malang”. Therefore, it is suggested that the
practice teachers make a good lesson plan and be more creative in order to
establish a satisfactory teaching and learning process.
1.2 Statement of Problem
Based on the background of the study, the writer formulates the problems
as follows:
5
1. How far is the lesson plan implemented by practice teacher in teaching
practice?
2. Which phase of lesson plan is consistently implemented by practice
teacher in teaching practice?
1.3 Purpose of the Study
Based on the questions, the purposes are as follows:
1. To know how far the lesson plan can be implemented by practice teachers
in teaching practice.
2. To identify the phase in a lesson plan which is consistently implemented in
teaching practice.
1.4 Significance of Study
Based on the description above, this study is expected to give advantages
for practice teachers and English teachers. The researcher is supposed to be able to
give contribution as the reference and source of information for them about all
phases in lesson plan that should be applied by teacher in order to make teaching
learning process is successful. By knowing whether the lesson plan is consistently
implemented or not, teachers will know the objectives of teaching learning process
are achieved or not. Then this research is also expected to give contribution for
practice teachers and English teachers in general as self evaluation about how far
the lesson plan is implemented. Thus, before teaching, teachers should know what
to do in preparing a good lesson plan and will be more creative in making lesson
plan.
6
1.5 Scope and Limitation
The scope of this study is the implementation of lesson plan in teaching
practice. It is limited on the teaching procedures written in lesson plan which will
be done by practice teachers of 8th semester students of English Department in
teaching practice, exactly conducted in SMP „Aisyiyah Muhammadiyah 3
Malang.
1.6 Definition of Key Term
To avoid misunderstanding, the definition of terms in this study:
1. Lesson plan is a plan that describes learning procedures and management
to achieve one or more competence(s) written in syllabus (Mulyasa,
2009).
2. Teaching practice is a session where students applied the theories gained
with other trainees acting as students or students in a school before
becoming a real teacher (Gower, et.al., 1995).
A STUDY ON THE IMPLEMENTATION OF LESSON PLAN
IN TEACHING PRACTICE USED BY EIGHTH SEMESTER
OF ENGLISH DEPARTMENT STUDENTS CONDUCTED
IN SMP ‘AISYIYAH MUHAMMADIYAH 3 MALANG
THESIS
By:
ANITA DWIANASARI
08360058
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINNING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2012
A STUDY ON THE IMPLEMENTATION OF LESSON PLAN
IN TEACHING PRACTICE USED BY EIGHTH SEMESTER
OF ENGLISH DEPARTMENT STUDENTS CONDUCTED
IN SMP ‘AISYIYAH MUHAMMADIYAH 3 MALANG
THESIS
This thesis is submitted to meet one of the requirements to
achieve Sarjana Degree in English Department
By:
ANITA DWIANASARI
08360058
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINNING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2012
MOTTO AND DEDICATION
For indeed, with hardship will be ease
(QS. Al-Insirakh: 6)
HIDUP adalah PROSES
HIDUP adalah BELAJAR
Tanpa ada batas UMUR
Tanpa ada kata TUA
JATUH, berdiri lagi…
KALAH, mencoba lagi…
GAGAL, bangkit lagi…
“NEVER GIVE UP”
Sampai TUHAN berkata:
“WAKTUnYA PULANG”
(Anonymous)
DEDICATION:
I dedicate this thesis to:
My beloved mother and father,
My sister,
My advisors,
My friends,
Rider Magetan #92
.
TABLE OF CONTENTS
TITLE .................................................................................................................... i
APPROVAL .......................................................................................................... ii
LEGALIZATION ................................................................................................ iii
MOTTO AND DEDICATION ........................................................................... iv
ABSTRACT ............................................................................................................v
ACKNOWLEDGEMENT ................................................................................... vi
TABLE OF CONTENTS .................................................................................. viii
CHAPTER I INTRODUCTION
1.1 Background of the Study ........................................................................1
1.2 Statement of Problem .............................................................................4
1.3 Purpose of the Study ..............................................................................5
1.4 Significance of the Study ......................................................................5
1.5 Scope and Limitation ............................................................................6
1.6 Definition of Key Terms ........................................................................6
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Curriculum ............................................................................................7
2.1.1 Types of Curriculum ...............................................................7
2.1.2 Components of Curriculum .....................................................8
2.2 Syllabus .................................................................................................9
2.2.1 Functions of Syllabus ............................................................10
2.2.2 Components of Syllabus .......................................................10
2.2.3 Development Processes .........................................................10
2.3 Lesson Plan ..........................................................................................11
2.3.1 Functions of Lesson Plan ......................................................12
2.3.2 Components of Lesson Plan ..................................................12
2.4 Teaching Practice .................................................................................13
2.4.1 Responsibilities of Practice Teacher .....................................14
2.5 Teaching Skills .....................................................................................16
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design ...................................................................................18
3.2 Subject of the Research ........................................................................18
3.3 Research Instrument .............................................................................19
3.3.1 Observation ...........................................................................19
3.3.2 Interview ...............................................................................20
3.4 Data Collection .....................................................................................21
3.5 Data Analysis .......................................................................................21
CHAPTER IV REEARCH FINDINGS AND DISCUSSION
4.1 Findings ................................................................................................23
4.1.1 The Implementation of Lesson Plan .....................................23
4.1.2 The Phase which is Consistently Implemented .....................34
4.2 Discussion ............................................................................................36
CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions ..........................................................................................38
5.2 Suggestions...........................................................................................39
5.2.1 For Practice Teacher .............................................................39
5.2.2 For Lecturer ...........................................................................40
5.2.3 For Further Researcher ..........................................................40
BIBLIOGRAPHY
APPENDIX
BIBLIOGRAPHY
Agustiningsih, Citra. 2010. Laporan Prakek Pengalaman Lapang (PPL). (online),
(http://makalahmeza.blogspot.com/2011/11/laporan-praktek-pengalamanlapangan-ppl.html)
Ary, Donald. 2010. Introduction to Research in Education. USA: Wadsworth
Cengange Learning
Banks, Teressa. 2000. Teaching and Learning Process. (Online),
(http://www.ncdhhs.gov/dhsr/hcpr/pdf/PrinciplesofAdultLearning2007.pdf)
Basturkmen, Helen. 2006. Ideas and Opinions in English Specific Purposes. New
Jersey: Lawrance Erlbaum Asssociates
Bogdan, Robert and Sari Knopp Biklen. 2007. Qualitative Research for
Education. USA: Allyn and Bacon
Clark L, Irving S. Starr. 1986. Secondary and Middle School Teaching Methods.
USA: Macmillan Publishing Company
Fahrudin. 2010. Komponen Silabus. (Online), (http://itusudah.com/komponensilabus/)
Gower, Roger, Diane Philips, and Steve Walters. 1995. Teaching Practice
Handbook. USA: Macmillan
Majid, Abdul. 2008. Perencanaan Pembelajaran: Meningkatkan Standar
Kompetensi Guru. Bandung: PT. Remaja Rosdakarya
Mirdianto.
2009.
Pengembangan
Silabus
dan
RPP.
(Online),
(http://dfmirdianto.blogspot.com/2009/11/pengembangan-silabus-dan-rppberbasis.html)
Mulyasa. 2009. Kurikulum Tingkat Satuan Pendidikan. Bandung: PT. Remaja
Rosdakarya
Mulyasa. 2009. Menjadi Guru Profesioanal: Meningkatkan Pembelajaran Kreatif
dan Menyenangkan. Bandung: PT. Remaja Rosdakarya
Nurdin, Syafrudin. 2005. Guru Profesionaldan Implemtasi Kurikulum. Jakarta:
Quantum Teaching
Sudrajat, Akhmad. 2008. Komponen-Komnponen dalam Kurikulum. (Online),
(http://akhmadsudrajat.wordpress.com/2008/01/22/komponen-komponenkurikulum/)
Undang-Undang Republik Indonesia Nomor 14 Tahun 2005 tentang Guru dan
Dosen. 2006 Bandung: Citra Umbara
Woodward, Tessa. 2001. Planning the Lesson and Courses. Cambridge:
Cambridge University Press.