CHAPTER II THEORETICAL FRAMEWORK
A. Lesson Planning
Planning for teaching, or commonly called A Lesson Plan like planning for building, for winning the championship, or for a vacation serving as one attempts to
move from where he is to where he want to be- to his goals. As stated by David Jacobson et al that the lesson planning serves as a way of helping teachers think
about their teaching as opposed to going through daily activities in rather mechanical way.
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The teachers’ skill at planning will greatly affect both their success as a teacher and their students’ learning. Edward David Allen and Rebecca M. Vallete
said that careful planning is essential to successful teaching.
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The teachers are to determine the educational aims of the lesson and then select activities that will
contribute to the realization of those aims.
1. The Meaning of Lesson Planning
According to Jeremy Harmer, lesson planning is the art of combining a number of different elements into a coherent whole so that a lesson has an identity,
which students can recognize, work within, and react to whatever metaphor teachers
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David Jacobson et al, Methods of Teaching; A Skills Approach, 2
nd
ed, Colombus: Charles E. Meril Company, 1985, p.127
may use to visualize and create that identity.
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While Blair says that lesson planning is envisioning a blue print for the achievement of instructional goals.
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According to Penny Ur Lesson plan is type organized social event that occurs in virtually all cultures. Lesson plan built in different places may vary in topic, time,
place, atmosphere, methodology and materials, but they all, essentially, are concerned with learning as their main objective, involve the participation of learners and
teachers.
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From some definition above, it can be seen that lesson planning is the technique essential to successful teaching. Lesson planning is one step on the road to
meet the course objectives, which contains standard information, starting with objective, detailed activities to be done, materials and technique to be used, and
assessment to be assigned.
2. The Kinds of Lesson Plan
There are various kinds of planning that teachers do and some multiplicity of tables, but a basic classification would establish three categories: course planning; an
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Edward David Allen and Rebecca M. Valette, Classroom Techniques; Foreign Languages and English as a Second Languages
, New York: Harcourt Brace Jovanovich Inc, 1972,p. 29
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Jeremy Harmer, The Practice of English Languages Teaching, 3
rd
ed, London: Longman, 2001,p. 308
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Timothy R. Blair, Emerging Patterns of Teaching Methods to Field Experiences, Colombus: Merril Publising Company, 1988, p. 65
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Penny Ur, A Course in Language Teaching, Practice and Theory Cambridge University Press, 1996,p. 213
overall plan for semester or year, unit planning, organized around some topic or part of the course and daily lesson plan.
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1 Course Planning
Course of study, curriculum guides, and syllabus are frequently provided by state or local school district personal so that the individual teacher is not
responsible for developing the entire course of study. The teacher is, however, responsible for the content of the course, the emphasis, variations in time
allotments, varying teaching procedures, changes sequence, and supplementary materials used.
2 Unit Planning
Unit is a plan for developing and teaching the teachers’ educational objectives which have been organized around a central theme, purpose or
problem. A resource unit is wider in scope, more comprehensive and serves as a warehouse of ideas, information, materials, media, and procedures from which the
teacher select what is wanted for a specific teaching units are usually from two to six weeks in length, depending upon the topic, the class, the teacher and the
materials and resources available.
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Alvin W. Howard, Teaching in Middle School, Pennsylvania: Internatioanl Text Book Company, 1968, p. 56-65
Planning units also involves consideration initiating activities, developing activities and culminating activities. The major divisions of an unit should an
outline similar to this: • Overview. This provides the setting nature and extent of the unit should
follow an outline similar to this.
3 Daily Planning
There are many forms for daily lesson plans, any of which will generally prove satisfactory or the teacher may devise hiher own. A daily plan should
includes: a
One or two objectives. The objectives must be capable of attainment by the class. Do not try to reach too many in one class period or none will be
achieved. b
Objectives must be quite specific in daily plan. c
Subject matter. This should, obviously, be selected in terms of the objectives of the lesson. No one really “cover” the subject, so be choosy about what is
selected. d
Activities. e
Materials. f
The assignment. g
Summary and concluding activities.
3. Planning principles
Kategori