A STUDY ON ENGLISH TEACHERS’ LESSON PLAN DEVELOPMENT IN INTERNATIONAL CLASS AT SMP MUHAMMADIYAH 5 SURABAYA.

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A STUDY ON ENGLISH TEACHERS’ LESSON PLAN

DEVELOPMENT IN INTERNATIONAL CLASS AT SMP

MUHAMMADIYAH 5 SURABAYA

THESIS

Submitted in partial fulfillment of the requirement for the degree of

Sarjana Pendidikan (S.Pd) in teaching English

By

Kurrotul Ainiyah

NIM D05210016

ENGLISH TEACHER EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING

SUNAN AMPEL STATE ISLAMIC UNIVERSITY

SURABAYA

2015

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ABSTRACT

Ainiyah, Kurrotul (2015). A Study on English Teachers’ Lesson Plan Development in International Class at SMP Muhammadiyah 5 Surabaya. A Thesis. English Teacher Education Department, Faculty of Education and Teacher Training, Sunan Ampel State Islamic University, Surabaya. First advisor: Dra. Hj. Arba’iyah YS., MA. Second advisor: Ana Nurul Laila, S.Pd, M. TESOL

Key Words: teachers’ ability, lesson plan

Lesson plan is an important component in teaching and learning process. It plays a crucial role in managing the class and the activities in the class. Moreover, the readiness of teachers in class can be understood from their lesson plan development. It is regarded as the teachers’ professionalism and responsibility to develop the lesson plan based on the students’ characteristic, students’ need and the situation of the school. Thus, the lesson plan of the teachers need to be analyzed regarding with its importance in teaching and learning process.

This study was conducted in an International class at SMP Muhammadiyah 5 Surabaya to know the ability of the teachers in developing lesson plan using a combination between Cambridge curriculum and 2013 curriculum. Furthermore, the difficulties and the solutions during the process were also analyzed.

This study used qualitative approach. The sources of data were gathered from the teachers of SMP Muhammadiyah 5 Surabaya. The lesson plan documents and an in-depth interview were conducted to collect the data about the development of lesson plan and the difficulties during the process of developing lesson plan. The researcher used documentation study and an in-depth interview as the techniques to gain the data.

Based on the analysis of the findings, the teachers developed their lesson plans well regarding with the components of lesson plan include the identity of lesson plan, indicator’s formulation, the instructional objectives, the instructional materials, the source of the materials, the teaching and learning media and its model and also its procedure and assessment technique. Furthermore, the combination of two curriculums in the lesson plan was succees. It has been done by eliciting the materials and the way to assess the students. While the difficulties in developing lesson plan found in time allotment and the selection of the materials.

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ABSTRAK

Ainiyah, Kurrotul (2015). Kajian Pengembangan Rencana Perangkat Pembelajaran di Kelas Internasional di SMP Muhammadiyah 5 Surabaya. Skripsi.Prodi Pendidikan Guru Bahasa Inggris, Fakultas Pendidikan dan Pelatihan Guru, Universitas Islam Negeri Sunan Ampel, Surabaya. Penasihat pertama: Dra.Hj.Arba’iyah YS., MA.Penasihat kedua: Ana Nurul Laila, S.Pd, M. TESOL

Kata Kunci: kemampuan guru, Rencana Perangkat Pembelajaran

RPP merupakan komponen penting dalam proses belajar mengajar.Hal ini dikarenakan dalam mengelola kelas dan kegiatan di kelas, diperlukan sebuah rencana.Selain itu, kesiapan guru dalam kelas dapat dipahami dari pengembangan rencana pelajaran mereka.Hal ini dianggap sebagai sebuah profesionalisme guru dan tanggung jawab mereka untuk mengembangkan rencana pembelajaran berdasarkan karakteristik siswa, kebutuhan siswa dan situasi sekolah.Dengan demikian, rencana pelajaran dari guru perlu dianalisis mengenai dengan pentingnya dalam proses belajar mengajar.

Penelitian ini dilakukan di kelas Internasional di SMP Muhammadiyah 5 Surabaya untuk mengetahui kemampuan guru dalam mengembangkan rencana pembelajaran dengan menggunakan kombinasi antara Cambridge kurikulum dan kurikulum 2013.Selain itu, peneliti juga menganalisa kesulitan dan solusi selama proses.

Penelitian ini menggunakan pendekatan kualitatif.Sumber data yang dikumpulkan bersumber dari para guru dari SMP Muhammadiyah 5 Surabaya.Dokumen rencana pelajaran dan wawancara mendalam dilakukan untuk mengumpulkan data tentang perkembangan rencana pembelajaran dan kesulitan selama proses pengembangan rencana pelajaran.Peneliti menggunakan studi dokumentasi dan wawancara mendalam sebagai teknik untuk mendapatkan data.

Berdasarkan analisis temuan, para guru mengembangkan rencana pelajaran mereka dengan baik mengenai dengan komponen RPP meliputi identitas RPP, perumusan indikator, tujuan instruksional, bahan ajar, sumber bahan, mengajar dan media pembelajaran dan model serta prosedur dan teknik penilaian. Terlebih lagi, perpaduan dua kurikulum pada RPP ini sudah baik. Hal ini dibuktikan dengan memadukan materi dan cara para guru menilai siswa. Sementara kesulitan dalam mengembangkan rencana pembelajaran yang ditemukan di peruntukan waktu dan pemilihan bahan.

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TABLE OF CONTENT

TITLE SHEET ... i

ADVISOR APPROVAL SHEET ... ii

APPROVAL SHEET ... iii

MOTTO ... iv

DEDICATION SHEET ...v

ABSTRACT ... vi

ACKNOWLEDGEMENT ... vii

PERNYATAAN KEASLIAN TULISAN. ... ix

LIST OF CONTENTS ...x

LIST OF TABLES ... xiv

LIST OF FIGURES ...xv

LIST OF APPENDICES ... xvi

CHAPTER I : INTRODUCTION A. Background of Study ...1

B. Statement of Research Problems ...5

C. Objective of Study ...6

D. Significance of Study ...6

E. Scope and Limit ...7

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CHAPTER II : REVIEW OF RELATED LITERATURE

A. Review of Related Literature. ...9

1. Teaching and Learning. ...9

2. The Role of Teacher ...11

a. As Controller ...11

b. As prompter ...12

c. As Participant ...12

d. As Resource ...12

e. As Tutor ...12

3. The Role of Learner. ...14

4. The Role of Material ...15

5. English Teaching Document Based on 2013 Curriculum and International Cambridge Curriculum...16

a. English Teaching Document Based on 2013 Curriculum ...16

b. English Teaching Document Based on International Curriculum ...18

6. The Definition of Lesson Plan ...19

7. The Importance of Lesson Plan ...21

8. Lesson Plan Guide ...24

9. Difficulties in Developing Lesson Plan ...26

B. Review of Previous Study. ...27

CHAPTER III : RESEARCH METHODOLOGY A. Research Design ...31

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C. Data and Source of Data ...33

C. Research Procedure ...34

D. Data Collection Techniques and Instruments ...36

E. Data Analysis ...40

CHAPTER IV : RESEARCH FINDINGS AND DISCUSSIONS A. Research Findings ...42

1. The Development of English Teachers’ Lesson Plan in International Class at SMP Muhammadiyah 5 Surabaya ...42

a. The Teachers’ Perspective of Lesson Plan ...43

b. The Lesson Plan’s Components Developed by English Teachers ...43

c. The Teachers’ Strategy and Process in Developing Lesson Plan ...68

d. Teachers’ way in Combining Cambridge Curriculum Component and 2013 Curriculum Component ...69

2. The Teachers’ Difficulties and The Solution in Developing Lesson Plan in International Class at SMP Muhammadiyah 5 Surabaya ...70

B. Research Discussion ...72

1. The Development of English Teachers’ Lesson Plan in International Class at SMP Muhammadiyah 5 Surabaya ...72

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b. The Lesson Plan’s Components Developed by English Teachers ...72 c. The Teachers’ Strategy and Process in Developing

Lesson Plan ...80 d. Teachers’ way in Combining Cambridge Curriculum

Component and 2013 Curriculum Component ...80 2. The Teachers’ Difficulties and The Solution in Developing Lesson Plan in International Class at SMP Muhammadiyah 5 Surabaya ...81

CHAPTER IV : CONCLUSION AND SUGGESTION

A. Conclusion ...82 B. Suggestion ...84

REFERENCES APPENDICES

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LIST OF TABLES

Page

4.4 KD and Indicators for Seventh Grade ... 46

4.5 KD and Indicators for Eighth Grade ... 47

4.10 Source Materials... 53

4.11 Learning Media ... 54

4.12 Teaching and Learning Model ... 55

4.14 Teaching and Learning Procedure of Eighth Grade Teacher ... 58

4.21 Scoring Rubric of Seventh Grade Teacher... 63

4.25 Teachers’ Difficulties in Developing Lesson Plan... 71

4.26 The Cognitive Operational Verbs for Each Stage in Blooms’ Taxonomy of Thinking ... 74

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LIST OF FIGURES

Page

4.1 Lesson Plan Identity Teacher A ... 44

4.2 Lesson Plan Identity Teacher B ... 45

4.3 KI for Seventh and Eighth Grade ... 46

4.6 Instructional Objectives of Seventh Grade Teacher ... 48

4.7 Instructional Objectives of Eighth Grade Teacher ... 49

4.8 Instructional Materials of Seventh Grade Teacher... 51

4.9 Instructional Materials of Eighth Grade Teacher ... 52

4.13 Teaching and Learning Procedure of Seventh Grade Teacher... 57

4.15 Assessment Technique of Seventh Grade Teacher ... 60

4.16 Self Assessment Rubric for Seventh Grade Students (Attitude) ... 61

4.17 Self Assessment Rubric for Seventh Grade Students (Knowledge) ... 61

4.18 Self Assessment Rubric for Seventh Grade Students (Performance) ... 62

4.19 Listening Exercise for Seventh Grade Students ... 62

4.20 Performance Task for Seventh Grade Students ... 63

4.22 Teacher B’s Assessment Technique and Rubric of Attitude of Eighth Grade ... 65

4.23 Teacher B’s Assessment Technique and Rubric of Attitude of Eighth Grade ... 66

4.24 Teacher B’s Assessment Technique and Rubric of Attitude of Eighth Grade ... 67

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LIST OF APPENDICES Appendix A Interview Guide

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CHAPTER I INTRODUCTION

This chapter provides the background explaining the reasons why the researcher intends to conduct the study. Then, the problems are formulated along with the objectives of the study. The significance of the study is presented in the next part to inform how the results of the study will be useful for educational terms. Some limits about what are included in this study are explained in the scope and limitation of the study. The definition of key terms to distinguish the key words from this study is described at the end of this part.

A. Background of The Study

Generally, most schools apply a particular curriculum to make the teaching and learning process better. The choice was based on the student’s characteristic and the context of the school. It needs a set of syllabus, lesson plan, semester program, annual program, detail of effective weeks and hours, and the media of teaching. They must be prepared before the teaching and learning process.

One of the most important things of all is preparing the lesson plan. Many educators believe that lesson plan is a critical element of effective instruction.1

1_{Duncan, G., & Met., M, “}

Startalk:from Paper to Practice,” (College park, MD: National Foreign

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So, at least before the new semester comes along, lesson plans, as well as other teaching materials must be provided.

The 2013 curriculum has provided the component needed for the teacher with an expectation that this curriculum will make better learning process. Regarding with this situation, the teacher as manager of the class should be able to understand how to organize the teaching and learning process. According to Subarman a teacher at least must have three basic competences. They are competence of understanding subject or instructional materials, planning a teaching and learning program, and applying the teaching and learning program.2 This study takes lesson plan as the object of the research. It is because lesson plan is the starting point of teaching process. All activities in the teaching process go from the lesson plan. Therefore, the ability of managing, preparing, organizing, and making joyful teaching and learning be written in a lesson plan is essential. A good teaching will get a good achievement especially for the students.

Lesson plans consist both the teacher own ideas about what will be appropriate for the students and what the syllabus are working towards the objectives.3 It means that the lesson plan does not only based on syllabus

designer’s understanding but also the teacher’s perceptions of the students’ need.

Enggus Subarman, Kemampuan Dasar Guru dalam Proses Belajar Mengajar, (Bandung: PT Remaja Rosdakarya, 1992), 30

Jeremy Harmer, The Practice of English Language Teaching 4th Edition, (Essex: Longman, 2007), 367

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Thus the teacher should have skill and ability in preparing the learning process because teachers are one of the most important aspects after the existence of the students and materials.

However, there are some problems related with this newest curriculum. One of the problems is that the lesson plan sometimes might not be compatible

with the characteristic of the students in the class. In addition, the school’s

facilities, and the readiness of the teacher in understanding the curriculum and to apply it in the teaching and learning process are also important in applying 2013 curriculum. Consequently, the teacher should prepare and develop the lesson

plan based on the student’s characteristic and the context of the school. Sugandi

stated that taking an educational decision involves how to interact with the learners, the use of an appropriate approach, the organization of the material, the

school’s facilities and everything which relates to teaching and learning process.4 Regarding with this theory, the teacher should have the ability to design and develop the lesson plan well.

On the other hand, Marsigit stated in his study that some teachers have difficulties to develop syllabus and lesson plan. And yet they are inactive to join the programs related to the socialization of lesson plan which is held by the

Abdul Hamidran, Thesis, “Analisis Kemampuan Guru Biologi dalam Penyusunan RPP Berdasarkan

Kurikulum Tingkat Satuan Pendidikan Di SMA Se Kecamatan Medan Johor,” (Medan: UPT. Perpustakaan UNIMED, 2012), 2

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school institution or government.5 In addition, similar result of the study conducted by Supardi shown that the teachers use lesson plan as only the requirement of the school administration. They prefer using handbook than their own lesson plan.6 It happens because the ability of the teachers in designing lesson plan is still low and their educational background different with the subject they teach in the class. Consequently, the lesson plans they made were only copied from examples given during MGMP meeting. This result of the study is conducted by Wijaya.7 It makes the professionalism of the teacher is low.8 This result is found by Eko. Furthermore, as stated by Ningsih that the

quality of the teachers’ lesson plan of Biology subject in all state senior high

school Medan is not really good.9 Moreover, a study which is conducted by Ginanjar described that the lesson plan made by the teachers is not detail enough and not applied in actual teaching and learning process.10 From those results of the study, it can be concluded that the teachers in Indonesia has low ability in developing lesson plan. Nevertheless, developing lesson plan is regarded as priority because it can run well in the class if it is suitable with the students’ characteristic and preferences.

As cited in Abdul Hamidran, Thesis, “Analisis Kemampuan Guru Biologi dalam Penyusunan RPP

Berdasarkan Kurikulum Tingkat Satuan Pendidikan Di SMA Se Kecamatan Medan Johor,” (Medan: UPT. Perpustakaan UNIMED, 2012), 2

As cited in Abdul Hamidran. “Analisis Kemampuan… 2 7

As cited in Siti Hajar, Thesis, “Analisis Kemampuan Guru Kimia Dalam Menyusun RPP Berdasarkan

Kurikulum 2013 Di SMAN Se Kabupaten Deliserdang,” (Medan: UPT. Perpustakaan UNIMED, 2012), 4

As cited in Siti Hajar. “Analisis Kemampuan… 5 9

As cited in Abdul Hamidran. “Analisis Kemampuan… 2 10

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As international school, SMP Muhammadiyah 5 Surabaya has the need to be dynamic. One of the keys to professionalism of the teacher is a good preparation before lesson.11 In this case, the professionalism ability of the teacher includes the ability of designing lesson plan and managing the lesson as stated by Gegne. This theory is a good reason of why the teacher in this school needs to be observed. The researcher proposed doing a study in this school because this school is one of best schools in Surabaya especially at junior high school level. The researcher wants to know how the teacher prepares the lesson before the teaching and learning process especially in developing lesson plan.

In conclusion, the researcher conducts the study entitled “A Study on An

English Teacher’s Ability in Developing Lesson Plan in International Class at

SMP Muhammadiyah 5 Surabaya” to know the preparation, development and management of the English lesson plans by teacher.

B. Statement of The Research Problem

This study will answer these following questions.

1. How do the teachers develop the lesson plan in the international class at SMP Muhammadiyah 5 Surabaya?

2. What are the difficulties faced by the teacher in developing lesson plan in the international class at SMP Muhammadiyah 5 Surabaya?

As cited in Nurkaisah Tanjung, Unpublished Thesis, “Hubungan Kemampuan Merancang Pembelajaran dan Sikap Terhadap Profesi Guru dengan Kemampuan Mengajar Guru-Guru Bidang

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C. Objective of The Study

The objectives of this study are:

1. To know how the teachers develop lesson plan in international class at SMP Muhammadiyah 5 Surabaya.

2. To know the difficulties faced by the teacher in developing lesson plan in international class at SMP Muhammadiyah 5 Surabaya

D. Significance of The Study 1. For teachers

After conducting this study, it is expected that the teachers know and understand that developing lesson plan is important in order to reach the goal of the teaching and learning process. Moreover, this study will also describe briefly about lesson plan and how to use it in the class. Hopefully, it can be used as a future reference on how to make lesson plans for better English classes.

2. For the researcher

It is important for the writer as the future English teacher to be able to make a good lesson plan based on some references related with this study because it is regarded as prior instrument of teaching and learning process. After conducting this study, the researcher will know how to develop and use the lesson plan more effectively. In addition, another researcher can use this study as one of the references to similar problems related to lesson plan.

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E. Scope and Limit of The Study

There are many requirements to design and develop lesson plan. This study focuses on the lesson plan developed by the English teacher in international class in SMP Muhammadiyah 5 Surabaya. The lesson plans to be analyzed is based on one chapter from the book. The chapter is from one chapter because the teachers and the school use the revision book from the government. Consequently, the teachers develop from the beginning. In this study, there are two teachers will as the source and the developer of the lesson plans.

F. Definition of The Key Terms

Regarding with this study, the researcher explain more about these key words to help the reader understand easily. They are:

1. Teacher ability

An ability may refer to:12

a. Aptitude, a component of a competency to do a certain kind of work at a certain level

b. Intelligence, logic, abstract thought, understanding, self-awareness, communication, learning, having emotional knowledge, retaining, planning, and problem solving

c. Knowledge, a familiarity with someone or something, which can include facts, information, descriptions, or skills

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d. Skill, the learned ability to carry out a task with pre-determined results In this study, the ability of the teacher is based on the third definition which shows the awareness of something, understanding and skill related to teaching and learning process. So the study is focused on the knowledge of the teacher in knowing facts, information, descriptions, or skills.

2. Lesson plan

Lesson plan in Asfaw’s research was defined as a daily preparation of the teachers related to the instructional materials to be used in the class during the teaching and learning process.13 Lesson planning is also showing the readiness of a teacher to present an effective and valid lesson.14 Planning effectively help learners reach their goals and objectives. Lesson planning communicates to learners what they learn and their goals, and helps the teachers organize content of the lesson, instructional materials, time, instructional approaches, and assistance in the classroom.15

In conclusion, lesson plan is a guidance of the teacher in preparing an effective daily plan to communicate with the students by organizing content, materials, time, instructional strategies and assistance in the classroom.

13_{Abebe Asfaw, Unpublished Thesis, “}

An Analysis of Lesson Plans: The Case of English Teaching in Kafa Zone, (Addis Ababa: Addis Ababa University, 2002), 1

Enggus Subarman, Kemampuan Dasar Guru dalam Proses Belajar Mengajar, 30 15_{TEAL Center Staff, “}

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter reviews the theory related to the topic of the research. It is about teaching and learning. To be more specific, this review of related literature discuss the essential of education, teaching and learning and its component, the role of teacher, learner and media, the teaching document, the lesson plan, its definition and importance, and also lesson plan guide. This chapter also presents several similar studies taken before. The analysis conducted in this study relies on some theories discussed in this chapter.

A. Review of Related Literature 1. Teaching and Learning

Based on Oxford dictionary1, teaching is “imparting knowledge or to instruct (someone) how to do something”. In his book, Brown defines teaching as “guiding and facilitating learning, enabling the learner to learn, setting the condition for learning.”2 Teaching also shows and helps someone to learn how to do something, gives instructions, guides in the study of something, provides knowledge, causes to know or understand.3 In other

http://oxforddictionaries.com/definition/English/teaching 2

H. Douglas Brown, Principles of Language … 7 3

H. Douglas Brown, Principles of Language Learning and Teaching 4th Edition, (Longman: Pearson education, 2000), 7

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words, teaching is one of the ways to help and guide someone to have more understanding about something using some particular instructions and knowledge.

Based on Schivener, teaching is managing a well-organized performance in which one has:4

A stage on which to perform… a show to present… an audience watching your every move… a character to step into… when you’re on the stage. “being” the teacher, you’re not playing yourself.

It can be concluded that teaching is one activity which needs many preparations before doing it.

In addition, a similar definition of teaching according to Banks is “an active process in which one person shares information with others to provide them with the information to make behavioral changes.”5 By knowing these definitions, it can be known that teaching assist someone to make his/her behavior better by providing information to be considered.

According to Haynes, teaching includes three activities.6 The first step consists of activities before teaching a class which relates to planning and preparation. The second activities in the classroom include classroom management, teaching, and learning. The last activities take place after the

Jim Schivener, Classroom Management Techniques, (New York: Cambridge university press, 2012), 37

Teresa Banks. Teaching-Learning Process: Assess, Plan, Implement, Evaluate, and Document. (North Carolina Department of Health and Human Services, 2000), 1

Anthony Haynes. The Complete Guide to Lesson Planning and Preparation, (New York: Continuum International Publishing Group, 2010), 1

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lesson assessment, with linked activities and task. It can be inferred that by conducting those three steps, it will help the planner to make a better teaching.

Based on Kimble and Garmezy, “learning is a relatively permanent change in a behavioral tendency and is the result of reinforced practice.”7 This is because according to Banks, teaching and learning is “a planned

interaction” which can cause behavioral change that is not a result of maturation or concurrence.8 It can be inferred that teaching and learning process is inseparable activity to create behavioral changes by practicing, studying, understanding and providing knowledge and information.

2. The Role of Teacher

The important role of teacher is to help the learners to learn. Teachers have to follow the curriculum and provide, make, or choose materials which can be adapted, combined, and mixed those materials and also monitor the progress and students’ need and finally evaluate them.9 Based on Harmer, in the class, the teacher has five important roles.10

a. As controller

They have responsibility to control the class and the activity. They are usually in front of the class to lead the students.

As cited in H. Douglas Brown, Principles of Language… 7 8

Teressa Banks, Teaching-Learning Process…1 9

Kenji Kitao, Selecting and Developing Teaching/Learning Materials, The internet TESL Journal, Vol. IV, No.4, 1997 accessed on http://iteslj.org/Articles/Kitao-Materials.html on Sunday August 10, 2014 10

Jeremy Harmer, The practice of English Language teaching 3rd edition, (Essex: Longman, 2007), 108-110

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b. As prompter

They are involved in role-play activity. In this role, the teachers are intense to encourage the students to think productively because they will not directly give the truthful answers, but they suggest some alternative choices which relate to the answer.

c. As participant

They stand back from the activity and let the learners concern with the activity and only get involved later to provide feedback and/or correct mistakes. Sometimes the teachers act not only just as an instructor but also as a member of the activity.

d. As resource

They are as the source of some information that the learners want to know when they need that information in the middle of activity.

e. As tutor

They are combining the roles of prompter and resource. It means that the teachers both take position in the activities among the students and as the source of any information.

According to the nature tasks of the teacher, Saikh and Khoja have similar descriptions about the roles of teacher in personal learning environment (PLE).11 They are explained below:

Zaffar ahmed shaikh and shakeel ahmed khoja, Role of Teacher in Personal Learning Environment.

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1) The planning and design aspect.

It is related with how to organize students’ PLEs, design learning activities, create learning areas, manage instructional decisions, and solve programming difficulties. The teachers should plan and prepare course design, promote teamwork in design process, define procedures of

instructional design, conduct students’ needs assessment, present content

and questions, in-line existing courses with PLE requirements, creation interactive content, ensure course design works with technology, etc. 2) Instruction and learning

It is related to informative and cognitive aspects of instruction in PLE settings. The teachers do not only act as a tutor to guide the students, evaluate the learning process, observe students’ performance, but also as advisor to give some suggestion to the students, etc.

3) Communication and interaction.

It is related to the learners’ rapport with peers, other students, and the teachers. The duties are to foster peer learning and social communication, understand, be a tutor of collaborative learning activities, respond or underpin student involvement, promote learning and create climate for learning, ensure participation, stimulate and control discussion, and measure the efficacy of learning processes, etc.

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4) Management and administration.

It is related with capability which allows developing and adapting

organized actions such as motivate and understand the students’ need,

respond to students’ interest quickly, and conducting communication and deliberate participation.

5) Use of technology

It is related to practical awareness of support services, social computing applications, open access and proprietary software, data analysis and design skills.

3. The Role of Learner

Learners should be the center of instruction and learning.12 The learners are as important as teachers, materials, curriculum, methods, or evaluation because they are designed for the learners and their needs.13

According to Brooks and Brooks, the learner controls their own learning themselves.14 Furthermore, they also explain that the learners also share their opinion and viewpoints and demonstrate their knowledge in many ways. In the classroom setting, Brooks and Brooks stated that the learners would ask questions and express their interest during the activities, and the learners also make decisions and share ideas confidently. As the result, learners can achieve

Kenji Kitao. Selecting and Developing Teaching… 13

Kenji Kitao. Selecting and Developing Teaching… 14

Accessed from http://en.wikibooks.org/wiki/constructivism_%26_technology/individual_learners on Friday, August 8, 2014 at 6:05

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the outcomes of teaching and learning process through completing those learning activities.

4. The Role of Material

Materials are used to facilitate learning for better result. Based on Allwright, the materials are aimed to teach students to learn, to be resource for ideas and activities for teaching and learning, and give teachers suggestions for what they should do.15 Furthermore according to O’Neill, materials are suitable for the students to review and prepare their lesson.16 He emphasizes that the textbooks help teaching and learning.17 Also, most educators generally agree that the creative use of variety of instructional materials will increase the probability that student would learn more, retain better and bring about the skills they are expected to perform.18 In conclusion, the materials could help the learners to be more independent in understanding the lesson and developing the skills they may execute. The materials give both teachers and students space to be more confident during the teaching and learning process.

According to Cunningsworth, the role of materials especially course books in language teaching as19:

1. A resource for presentation materials whether spoken or written.

As cited in Kenji Kitao, Selecting and Developing Teaching…

As cited in Kenji Kitao, Selecting and Developing Teaching…

J. A. Adewoyin, Introduction to Educational Technology, (Lagon: John-Lad Publisher Limited, 1991), 23

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2. A source of activities for learners’ practice and communicative interaction.

3. A reference for learners on grammar, vocabulary, pronunciation and so on.

4. A stimulation tool and ideas in classroom activity.

5. A syllabus which can reveal the objectives of the learning which have been determined.

6. A support for those novice teachers who has less experience in teaching and less confident.

It can be concluded that the materials are vital elements in every almost teaching and learning program. The materials give both teachers by providing the basis for the content of the lesson and learners by serving the basis for

learners’ input and practices.

5. English Teaching Document Based on 2013 Curriculum and International Cambridge Curriculum

1. English Teaching Document Based on 2013 Curriculum

As one of the purposes from the government to implement the newest curriculum, SMP Muhammadiyah 5 Surabaya applies the 2013 curriculum. It is a well designed curriculum to prepare Indonesian students by applying an active teaching and learning process (KBM).20 Based on education and culture minister’s regulations

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(PERMENDIKBUD) paragraph 77 the curriculum is an operational document to facilitate development, implementation and curriculum assessment document. It consists of curriculum document of every educational program, curriculum document of every subject, a curriculum implementation guide, textbook, teacher’s book, and other documents.

In this latest curriculum, the government which has coordinated with the education and culture minister has designed the instructional documents to support the implementation of the curriculum. The government has prepared a document of the curriculum, the syllabus, the main competence, the basic competence, the student’s book, and the teacher’s book.21 However the teachers still have a big responsibility to improve and develop the lesson plans from the syllabus. They should develop the lesson plans whether individually or collectively in teacher’s subject conference (MGMP)22 because according to Gegne, a well-prepared teacher has a good preparation before lesson to show their professionalism.23 This means that the professionalism of the teacher in managing and preparing the lesson can be acquainted with the readiness of the lesson plans. Those lesson plans help the teacher to be well prepared in teaching and learning process.

http://www.kemdikbud.go.id/kemdikbud/artikel-menyongsong-penerapan-kurikulum2013 accessed on Tuesday, September 23rd 2014

http://kemdibud.go.id/kemdikbud/berita/1005, accessed on Tuesday, September 23rd 2014 23

As cited in Nurkaisah Tanjung, Unpublished Thesis, “Hubungan Kemampuan Merancang

Pembelajaran dan Sikap Terhadap Profesi Guru dengan Kemampuan Mengajar Guru-Guru Bidang

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2. English Teaching Document Based on International Curriculum

The international curriculum in this case is Cambridge curriculum. Cambridge educational programs and qualifications are “deliberately designed to be flexible so that they can be used by schools and school systems in ways that best meet local needs”.24 It means that the Cambridge curriculum could be modified and applied based on the

students’ need and characteristics.

This curriculum has provided the teaching document from the Cambridge official management to make it easy to be applied. Those Curriculum materials and resources to support teachers in the delivery of subject curricula are well designed. The teaching resources which like syllabus, schemes of work, teacher guide on planning and teaching, textbook and publisher resources, and example candidate responses (standard booklets) are included in Cambridge curriculum development. In addition, the exam preparation materials included past question papers, examiner reports, grades threshold, and mark schemes are also required.25 This means that the teachers and the school do not have any responsibility in designing the curriculum and the teaching documents because the Cambridge curriculum affairs have provided the teaching document

http://Education.cambridge.org./as/whats-new/Cambridge-news/2013/03/implementing-the-curriculum-with-cambridge, accessed on Tuesday, September 23rd 2014

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included lesson plan. However the school still has rights to modify and combine this curriculum with another curriculum especially 2013

curriculum with the students need and school’s characteristic although

most of teaching documents are well designed. 6. The Definition of Lesson Plan

Psychologically, according to Lorin, planning in teaching and learning is a process of the teachers to visualize and design an outline to guide their proceedings in the future.26 Meanwhile, planning, according to Scrivener, is

“imagining the lesson before it happens which includes prediction, anticipation, sequencing, organizing, and simplifying.”27 Planning helps most teachers to predict what they will perform by using a guide.

In teaching and learning program, the teachers need a guideline of teaching procedures called lesson plan. As stated by Anderson, lesson plan is a document that describes what will happen and when, during the specific period of class.28 When the teachers make lesson plan, they try to develop the preparation of teaching and learning process carefully.

Furthermore, Harmer stated that 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

Lorin W. Anderson, The Effective Teacher, (Singapore: McGraw Hill Book Company, 1989), 47 27

Jim Scrivener, Learning Teaching 2nd edition, (Oxford: Macmillan, 2005), 109 28

Cristina Patricia Fuentes Valentino, Language teaching and learning in ESL education, (Charlotte, North Carolina: Kona Publishing and Media Group, 2010), 62

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react to-whatever metaphor teachers may use to visualize and create the identity.29

From Harmer’s statement, it can be concluded that a lesson plan is such a teacher’s ideas and creativity to provide and create a lesson in which the

students can engage to.

According to O’Bannon, a lesson plan is a teacher’s complete course’s explanation and description of instruction for one class.30 He further explains that details may be varied depending on the teacher’s preference, covered subject, and students’ interest and need. This statement means that a lesson

plan is designed for guiding teacher to run the activities based on the students’

need, the subject, and the school system related with it.

Arrends also states similar definition regarding lesson plan. According to him, daily lesson plan outlines what content to be taught, motivational techniques to be used, specific steps and activities for students to be done, the materials needed, and the evaluation process.31 The lesson plan should provide those criteria in order to achieve the goals of instructional objectives of the lesson.

According to Hamm and Adams, a good lesson plan provides the teacher with a reservoir of well-reasoned questions, activities, direction for

Jeremy Harmer, The practice of English Language teaching 3rd edition, (Essex: Longman, 2001), 308

O'Bannon, B. "What is a Lesson Plan?" Innovative Technology Center, (The University of Tennessee, 2008), Cited in http://en.wikipedia.org/wiki/Lesson_plan assessed on Monday, March 17, 2014 at 4:06

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exploration, and alternative assessment techniques.32 Lesson plan is like a tour guide and provides clear instruction, related question and appropriate technique of assessments.

In conclusion, all of those statements are basically similar. As the object of this study, the lesson plan is as same as the statement of O’Bannon. It is a comprehensive description of the teaching for one class. Details will vary

depending on the teacher’s preference, subject being taught, and the students’

need. A good lesson plan is outlining the teachers about the content of the materials to be taught, the techniques to motivate learners to be used, well-arranged procedure and activities for students to be done, the instructional materials and the evaluation process to be utilized in the classroom.

This study will clarify the content of the lesson plans which have been developed by the teachers of SMP Muhammadiyah 5 Surabaya. The descriptions related to the content, the techniques, the specific procedure and activities for students, the instructional materials and the evaluation process to be utilized during teaching and learning process.

7. The Importance of Lesson Plan

Regarding the importance of a lesson plan, although in different terms, several scholars, had said almost the same thing. The teachers should have excellent guide before the class begins because lesson plan is planning,

Mary Hamm and Dennis Adams, Activating Assessment for All Students: Innovative Activities, Lesson Plans, and Informative Assessment. (United Kingdom: Rowman and Littlefield Education, 2009), 109

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organizing and designing the content will be presenting, and preparing to perform successfully in the classroom.33

Woodward stated some reasons why the teachers should plan courses and lessons, including the following:34

1. Thinking things deeply before teaching helps to reduce doubt or uncertainty feelings and motivates teachers to be more confident.

2. It can increase confidence for the students who pick up a feeling of purpose, progression and consistency.

3. It helps teachers to comprehend what research they need to do.

4. It reminds teachers to arrange materials beforehand to make it easier and organize them in appropriate time and activity in classes.

5. It can be shared with the students and try to congregate their thoughts and ideas with the teachers.

6. Plans can be used in lessons to get started, and prompt memory, and help the teachers to answer student questions.

7. Working on planning after lessons, as well as before, ensures that the class will get a reasonable mixture of different kinds of materials, content and interaction styles through the course.

8. Course and lesson planning help the teachers in developing a personal style to represent the art of development of lesson plan.

Cristina Patricia Fuentes Valentino, Language teaching and learning …61 34

Tessa Woodward, Planning Lessons and Courses: designing sequences of work for the language classroom,. (Cambridge: Cambridge University Press, 2001), 181

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As stated by Hamm and Adams, “a well-designed lesson plan will take the teachers throughout the whole journey to tell them where to stop, where to review, what assignment, etc.”35 By having lesson plan, a teacher has taken a

giant step toward “owning” the content she/he teaches and methods used.36 Moreover, Milkova said that a lesson plan is the instructor’s map of what students need to learn and how it will be done effectively during the class time.37 As a result the students know what lesson will be learned, how to understand it, and how to use it. This statement means that if the teachers do not have lesson plan, they will have no idea how to manage the class, conduct the lesson and assess the learners’ work.

Furthermore, Brown said that lesson planning is regarded as a vital element of the teaching and learning process. He further stated that orderly planning almost always yields better result in teaching.38 From that statement, it can be concluded that planning lesson will get the better result of teaching and learning process.

Amin stated that developing lesson plan brings several advantages in pre-, whilst-, and post-teaching. They are described as follows:39

Mary Hamm and Dennis Adams, Activating Assessment …109 36

Cristina Patricia Fuentes Valentino, Language teaching and learning… 61 37

Stiliana Milkova. Strategies for effective Lesson Planning, (University of Michigan: Center for Research on Learning and teaching, 2014), retrieved from http://www.crlt.umich.edu/gsis/p2_5 on Friday, 21 March, 2014 at 6:37

G. Brown, Micro Teaching. (London: Methuen and Co. Ltd, 1975), 23 39

Muhammad Amin, Serba-Serbi Pengajaran Bahasa Buku 2, (Surabaya: Edufutura Press, 2010), 77-78

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1. Pre-teaching: as the informer to a teachers focusing all activities which they will do during the teaching and learning process.

2. Whilst-teaching: as a compass or guideline, especially for new teachers with less experiences of teaching, to convey the learning activities in the class.

3. Post-teaching: as a reference to reflect the process and activities which have already done. The reflection is really essential to improve the quality and effectiveness of the next learning process.

From all of those statements regarding the importance of lesson plan,

Amin’s opinion is quite familiar among English teachers. Lesson plan is

important because it guides and reflects the teaching and learning process. Therefore, it will keep them on the track and can be used as a reflection to improve the quality of the next teaching process especially in international class.

8. Lesson Plan Guide

Though a lesson plan may contain a lot of main and specific elements, most scholars; Hamm and Adams40, Valentino41, Haynes42, Harmer43 and Chatel44 agree that a lesson plan should indicate the objectives to be achieved (products of the learning), the content of the presentation, the procedure

Mary Hamm and Dennis Adams. Activating Assessment For…111 41

Cristina Patricia Fuentes Valentino, Language teaching and learning... 63 42

Anthony Haynes, The Complete Guide to Lesson Planning and Preparation, 65-66 43

Jeremy Harmer, The practice of English Language teaching 4th edition, 371-374 44

Regina G. Chatel, Lesson Planning & Analysis: Including Analysis of Implementation & Samples of Student Work, ( U.S. Department Of Education: Educational Resources Information Center, 2002)

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included activities and methods, the main materials and supported materials even homework and resources that help achieve the objectives and the assessment techniques.

According to Barosso and Pon in TEAL (Teaching Excellence in Adult Literacy), the lesson planning has different model.45 It is called as WIPPEA Model, an acronym that stands for Warm-up, Introduction, Presentation, Practice, Evaluation, and Application. They are described below:

1. Warm-up assesses preceding knowledge by reviewing previous materials relevant to the current lesson, introduce an activity that reviews previously learned content, and also include an activity that focuses on the topic to be taught.

2. Introduction provides a broad overview of the content and concepts to be taught and focuses the learners’ attention on the new lesson.

3. Presentation to teach the lesson content and concepts, create an activity to introduce the concept or skill and then introduce information through a variety ways using visuals, realia, description, explanation, and written text and check learners’ understanding of the new material and make modification in lesson procedures if necessary.

4. Practice acts as models of the skills and provides opportunities for guided performance.

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5. Evaluation helps the instructor to assess each learner’s attainment of the objective, include oral, aural, written, or applied performance assessments and omit the word bank for more advanced students.

6. Application provides activities that facilitate learners to practice their knowledge to their own lives.

This study analyzes the content of the lesson plans, the strategy used in developing lesson plans, the specific procedure and activities for students, the instructional materials and the evaluation process to be utilized during teaching and learning process.

9. Difficulties in Developing Lesson Plan

Developing a lesson plan takes thinking and practice. There are some problems might find when teachers and planners develop the lesson plan. According to Gafoor and Farooque, those difficulties are specifying the educational objectives, deciding and allotting the time, identifying and developing proper learning aids, sequencing the lesson, and using appropriate teaching methods.46 The similar statement also stated by Kizlik which explained that the most common problems in developing lesson plan are specifying the objectives, the selection of the lesson assessment, the selection

Gafoor and Umer Farooque, Ways to improve lesson planning: A Student Teacher Perspective,

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of the materials and choosing the students activities.47 It can be inferred that when develop a lesson plan, the planners and the teachers may find some difficulties related with its components.

B. Previous Study

There are some studies related with lesson plan. The first research was conducted by Asfaw, done in 2002 in Kafa Zone. From this study, the researcher, Asfaw found that the attention given to the importance of lesson plan is negligible. According to the findings of the study, the lesson plans were not powerful enough to guide and inform the user. Therefore, the lesson plans prepared by teachers were not dependable to guarantee successful teaching.48

The second study was conducted by Herny in 2013. It was done in SMKN 8 Malang. He analyzed the formats of the lesson plans which were aligned by two different curriculums. The results showed that the English syllabus and lesson plans are influenced by the vision and missions of the school and the curriculum used for English subject was combined the curriculum of SMA and SMK. In addition, the formats of the syllabus and lesson plans apply the criteria of KTSP syllabus and lesson plan using character values. The procedures of the syllabus do not completely follow the criteria of KTSP while

Bob Kizlik. “Five Common Mistakes in Writing Lesson Plans(and How to Avoid Them)”, accessed on www.educationoasis.com/instruction/bt/five_common_mistakes.htm, on Tuesday, 27th January 2015

Abebe Asfaw, Thesis, An Analysis of Lesson Plans: The Case of English Teaching in Kafa Zone,

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the procedures of lesson plans follow the criteria based on KTSP. In fact, the developed lesson plan does not take significance roles in determining the learning outcomes of the students and are only the documentation of school administration.49

The third study in 2012 was conducted in SMAN 3 Malang by Nurichsania. The result of the study showed that the teacher did not implement and develop her English syllabus and lesson plan in accordance with SBI

regulation ruled by Education and Culture Minister. Furthermore, the teacher’s

syllabus and lesson plans have not satisfied all criteria in developing syllabus and lesson plans based on KTSP yet.50

The next study was conducted by Kodriyah in 2011 at two national junior high schools, SMPN 1 Malang and SMPN 5 Malang. The researcher concluded the result of this study which showed that the teachers have already developed the competence standards and basic competence, the learning indicators, learning objectives, time allotment, the instructional materials, the teaching and learning methods, and the teaching and learning procedure, the assessment based on the

KTSP curriculum to comprehend the curriculum to achieve the students’

competences.51

49_{Herny Istiqomah, Thesis, “}

The Development of English Syllabus and Lesson Plans at SMK Negeri 8

Malang”, (Malang: Fakultas sastra Inggris Universitas Negeri Malang, 2013) 50_{Nurichsania, Nina Amalia Thesis, “}

A Study on The Implementation of an English Syllabus and Lesson Plan in SMAN 3 Malang”, (Malang: Fakultas sastra Inggris Universitas Negeri Malang, 2012) 51_{Kodriyah, Lailatul, Thesis, “}

An Analysis of Lesson Plans on Teaching Speaking at National Junior

High Schools with International Standards (SBI) in Malang”, (Malang: Fakultas sastra Inggris Universitas Negeri Malang, 2011)

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The next study was a research dealing with designing a lesson plan which conducted by Rini in 2013. Her study focused on student teachers of English Education Department of The State Islamic Institute for Islamic Studies Surabaya. She tried to explore the quality of the lesson plan which has been made by student teachers. The result described that the ability of the pre-service English teachers in designing lesson plans are quite good although there are some missing parts.52

The difference between those studies with this study is that the subject of the study is the level of the school; senior high school and vocational high school. Meanwhile, this study is conducted in junior high school which although the same as the last study which is conducted by Kodriyah, her study was focused on KTSP curriculum while this study is focused on integrated curriculum.

Furthermore, the previous study by Asfaw was focused on knowing the quality of the lesson plans designed by the teachers, and how the teachers applied the lesson plans in conducting teaching, while this study focuses on how the teachers develop the lesson plan using the integrated curriculum, Cambridge and 2013 curriculum.

The difference between this study and Rahayu’s study is the subject of the study. This study is conducted in junior high school while Rahayu’s study

52_{Rini Budi Rahayu, Thesis, “}

An Analysis of Pre Service teacher ability in designing lesson plan at

English Education Depatment of State Institute for Islamic Studies Surabaya”, (Surabaya: Institut Agama Islam Negeri Sunan Ampel Surabaya, 2013)

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was conducted in the state Islamic studies of bachelor degree. She analyzed the quality of the lesson plan designed by the students of pre-service teachers of English Education Department. Meanwhile this study conducts to describe how the teacher develops the lesson plan using integrated curriculum. Moreover, this study focuses on teachers in one of junior high school with special treatment using integrated curriculum.

In conclusion, the lesson plans in this study focuses on the development of its component regarding with the curriculum alignment of Cambridge and national curriculum called 2013 curriculum. This study also concentrates to the junior high school teachers in that special which apply this kind of curriculum. The researcher will analyze how the teacher develop the lesson plans and to know whether they ensue the alignment curriculum. Furthermore, the researcher wants to describe some difficulties in developing the lesson plans.

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CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

This research is a descriptive research which uses qualitative approach. The descriptive research is used to identify and classify the elements or characteristics of the subject.1Descriptive research is to describe or to get information about the current condition of certain objects. Therefore, it includes “describing, taking notes, analyzing, and interpreting the existing facts”.2In addition, Arikunto states that descriptive research is not aimed at testing a certain hypothesis, but only describes the phenomenon, situation, and condition that happen during the research.3

As stated by Sugiyono, Bogdan and Biklen propose several characteristics of qualitative research as follows: 4

1. Qualitative research has the natural setting as the direct source of data and researcher is the key instrument

2. Qualitative research is descriptive. The data collected is in the form of words of pictures rather than number

1_{Association of MBAs, ”}

Introduction to research and research methods,” (Bradford: University

School of Management), 3 2

Mardalis, Metode Penelitian, (Jakarta: Bumi Aksara, 1995), 26 3

Suharsimi Arikunto, Prosedur Penelitian, (Jakarta: Rineka Cipta, 1996), 10 4

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3. Qualitative research are concerned with process rather than simply with outcomes or products

4. Qualitative research tends to analyze their data inductively 5. “Meaning” is essential to the qualitative approach

Therefore, this study attempted to presents the description, analysis, and interpretation of the existence of the lesson plan which has been developed by the teacher of international class at SMP Muhammadiyah 5 Surabaya. The researcher would explain the result of the study about how the teacher develops the lesson plan. In addition, the researcher also wanted to know some difficulties faced by the teacher in developing the lesson plan.

Regarding with the first research question, the researcher used documentation study and interview as the techniques to explain the detail of developing lesson plan. While the second research question was described by interviewing the teacher of international class at SMP Muhammadiyah 5 Surabaya.

B. Research Subject

The subject of this research is SMP Muhammadiyah 5 Surabaya because this school is on its way to be an international school. The researcher focused on two teachers who taught in international class at SMP Muhammadiyah 5 Surabaya. The teachers should teach in international class, and apply the newest curriculum includes the lesson plan, and they develop the lesson plan.

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C. Data and Source of The Data

This study was conducted to describe lesson plan developed by the teachers in international class at SMP Muhammadiyah 5 Surabaya. For the purpose of the study, some data that were collected from the subjects were:

1. The teachers’ consideration

The teachers’ considerations to develop lesson plans were needed to be analyzed. This data were from the teachers as the main source. The additional data might be taken from the school’s principal to clarify the urgency of developing the lesson plans. Furthermore, some written sources found in books, journal articles, and undergraduate thesis were to be used by the researcher to explain the detail of those considerations.

2. The teachers’ strategy

In developing lesson plans, the teachers’ strategy was also considered as important variable to be observed. It was taken from the English teachers as the primary source of the data. In addition, the secondary source has taken from weekly teachers meetings to know the strategy used by the teachers. The researcher used semi structured interview to clarify the data about the way how the teachers develop the lesson plan.

3. The lesson plan development components

The lesson plans had many critical components. The researcher wanted to know what components need to be developed by the teachers. In depth-

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interview and formal document were used as the primary technique to get the data. Meanwhile the data source was from the teachers themselves.

4. The teachers difficulties

The researcher would describe the difficulties the development of lesson plans which have been written down in formal document. The teachers would clarify the complexity in developing lesson plans. The primary data source was taken from the teachers.

D. Research procedure

Based on Suharsimi, research has five steps to be done. They are preliminary study, research preparation, research action, analyzing data and writing result of the study.5Knowing this research procedure’s theory, the researcher implements those steps in this study. They are described as follows: 1. Preliminary Study

It is regarded as the researcher’s preparation of the study. This preliminary research gave an opportunity for the researcher to observe directly about anything related with the study. This preparation was done by asking some questions dealing with the lesson plan development. In this study, the researcher has conducted this step since Monday, March 3rd 2014. Proposing a good title, studying some literatures, choosing the subject and instrument of

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the research were included in this step. It was conducted to make research proposal to know the possibility of the research.

2. Research Preparation

This was the continuing step after the researcher conducts the preliminary study about lesson plans in international class at SMP Muhammadiyah 5 Surabaya. The researcher has done this research preparation which was started from Thursday, June 12th 2014 to Friday, October 24th 2014 to. In this step, the researcher managed the research design, review the instruments, prepare the study, and do trial study with the focus on how the teachers develop the lesson plan and their difficulties.

3. Research Action

The researcher conducted the research action after the researcher has prepared for the study. This research action was completed during Wednesday, November 26th 2014 to Wednesday, December 10th 2014. This step had two main points. The first, the researcher interviewed the teachers to know the development of lesson plan and also the teachers’ difficulties during the process. The second part was documentation study to describe how the teachers develop lesson plans.

4. Analyzing Data

The researcher used the data from the instruments which have been obtained from the research. Then, the researcher analyzed both of the instruments to clarify and answer the research questions because the

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researcher had to present some conclusions based on related literatures and experts. The researcher has examined the analysis which was started from Thursday, December 11th 2014 to Friday, December 19th 2014.

5. Writing The Result of The Study

This step gave opportunity to the researcher to arrange the design of the report, the main explanation of the result of the study, some parts of the

result’s complement and written format of the report. In this step, while analyzing the data which have been obtained from the study, the researcher also wrote the result of the study. The researcher started from Saturday, December 20th 2014 to Sunday, December 28th 2014.

E. Data Collection Techniques and Instrument

Marshall and Rossman, stated that “the fundamental methods relied on by qualitative researchers for gathering information are, participation in the setting, direct observation, in-depth interviewing, and document review.”6 Knowing the nature of this study, the researcher used documentation and in-depth interview. In addition, the researcher also acted as human instrument because this study is regarded as qualitative research.7They are described as follows:

As cited in Sugiyono, Metode Penelitian Kuantitatif dan Kualitatif dan R&D, (Bandung: Alfabeta, 2007), 225

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1. Documentation Study

Sukmadinata describes documentation as “a technique to collect the data by assembling and analyzing the documents, either written documents, pictures, or electronic ones.”8In addition, Ary stated that documents can be classified into four categories; public records, personal documents, physical materials, and researcher-generated documents.9These definitions clarify that documentation is one of collection data technique to be analyzed and described based on either written or oral documents.

In this study, the researcher used documentation to collect the data of well-developed lesson plan which has been done by the teacher. It was used to answer the first research question which is focused on how teacher develop the lesson plan. In this case, the researcher would explain how the teacher develops the lesson plan whether individually or group.

2. Interview

Esterberg defines interview as “a meeting of two people to exchange information and idea through questions and responses, resulting in communication and joint construction of meaning about a particular topic.”10 Interview is described as the way of getting information and opinion by

Nana Syaodih Sukmadinata, Metode Penelitian Pendidikan, (Bandung: Remaja Rosdakarya, 2007), 221

Donald Ary, Lucy Cheser Jacobs and Chris Sorensen,Introduction to research in education,(California: Wadsworth, Cengage Learning, 2010), 442

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questioning, answering, and concluding meaning of the certain topic between two people.

Furthermore, Stainback explained that “interviewing provide the researcher a means to gain a deeper understanding of how to participant interpret a situation or phenomenon than can be gained through observation along.”11 This means that after conducting interview, it is expected that the researcher will get more understanding about the problems of the study.

Esterberg categorized three types of interview. Those are structured interview, semi structured interview, and unstructured interview.12

a. Structured Interview

It is used if the researcher can suppose the particular information related to the topic of the study.

b. Semi Structured Interview

It is categorized as in-depth interview because the researcher has more chances to ask the interviewee about the data. The researcher will get the data deeper and more free.

c. Unstructured Interview

It is used to know the information about the data but the researcher does not have any systematic and completed interview guides.

As cited in Sugiyono, Metode Penelitian…, 231

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This study used semi structured interview to collect information on how lesson plans are developed because this provided the researcher more space and flexibility to ask question and the teachers to answer more freely. This clarification was expected to give deeper explanation about the lesson plans.

The researcher selected this technique to clarify the data focused on how the teacher develops the lesson plan as stated in the first question. This study used an interview guide to understand the teacher development of the lesson plan. In addition, this technique was also used for gaining the

information about the teacher’s difficulties in developing lesson plan.

3. Human instrument

Since this study used the qualitative approach, the researcher was the key instrument. According to Sugiyono, the qualitative researcher as the human instrument is “to determine the research focus, to choose informant as the data source, to collect the data, to assess the quality of data, to analyze data, to interpret data, and to conclude all the findings of the research.”13 Therefore, in this study, the researcher acted as the human instrument and did all of those related to the study, such as deciding the research focus, determining informant as the data source, collecting data, assessing the quality of data, analyzing data, interpreting data, and concluding all of the research findings.

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F. Data Analysis

Bogdan clarified that data analysis is the process of understanding the interview transcripts, field notes, and other materials which have been discovered during the study efficiently to enable the researcher to present.14 It means that data analysis is a process to analyze the data using interview transcripts, field notes, and other materials and then the researcher display the data based on the techniques.

To answer two research questions in this study, the researcher took some steps in presenting the data in data analysis. Those research problems would be briefly described as follows:

1. The ways how the teachers develop the lesson plans

The researcher collected the data of the ways how teachers develop lesson plans form interviewing the teachers and documenting the teacher’s formal document. After collecting the data, the researcher analyzed the data deeply and intensively. In this part, the researcher would describe the

teachers’ understanding of lesson plan, the teachers’ consideration in developing lesson plan, the teachers’ strategy in developing lesson plan and

the lesson plan development components.

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To analyze the data, Ary stated some procedures to be done in a study.15 Those are:

a. Organizing and familiarizing b. Coding and reducing

c. Interpreting and representing

In conclusion, in this study, the researcher would do those steps to investigate the data which have been accumulated.

2. The difficulties which are found in developing lesson plan

After conducting an in-depth interview, to analyze the second research question about the difficulties in developing lesson plan, the researcher organized the interview transcript, familiarized the transcript interpretation, coded the data, reduced the data which was not related with the data, interpreted the result of the analysis and also represented the data into a brief explanation. The researcher analyzed the data about the teachers’ difficulties and solutions in developing lesson plan using the combination theories of Gafoor and Farooque and also the theory of Kizlik which stated that the difficulties in developing lesson plan are narrowing down the instructional objectives, managing time, developing the learning aids, arranging the lesson, using suitable methods, selecting the lesson assessment and choosing the students activities.

Donald Ary, Lucy Cheser Jacobs and Chris Sorensen,Introduction to Research in Education,(California: Wadsworth, Cengage Learning, 2010), 481-491

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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

In this chapter, the researcher would like to present and analyze the data which have been collected during the research. The first data are concerning the development of the lesson plans in international class using Cambridge curriculum and 2013 curriculum. The second data are the difficulties faced by the teachersin developing lesson plans. The researcher obtained all of the data through documentation study and an in-depth interview.

A. Research Findings

1. The development of English teachers’ lesson plans in international class at SMP Muhammadiyah 5 Surabaya

In this study, the teachers’ lesson plans were analyzed. Those two

different lesson plans were obtained from two different teachers who teach seventh grade who interpreted as Teacher A and eighth grade who recognized

as Teacher B. To gain the data of teachers’ development in their lesson plan,

the researcher used documentation study on Wednesday, November 26th 2014 and in-depth interview which was conducted on Wednesday, December 10th 2014 at 10.00 o’clock at SMP Muhammadiyah 5 Surabaya. The data is described below:

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a. The teachers’ perspective of lesson plan

In this study, based on interview, the teachers had said the similar thing but with different perceptions. Teacher A stated that lesson plan is a guide for the teacher to teach, a rule to manage the class, and a topic to be taught to aim a perfect teaching and learning program while Teacher B defined lesson plan as a written plan of the teacher before teaching in the

class. Teacher B further explained that a lesson plan is one of teacher’s

responsibilities as a primary component before teaching to prepare the materials and the activities in the class.

Regarding with the components of lesson plan, Teacher A described that lesson plan consisted of the topic, the method, teaching procedure, time management and also assessment. Meanwhile, Teacher B stated that lesson plan consisted of teaching and learning process (procedures), instructional materials, and also assessment techniques.

b. The lesson plan’s components developed by English teachers

When the researcher interviewed and asked the teachers about lesson plan components which needed to be developed, they also had similar opinions. Teacher A has explained that the teacher could not change the form of the lesson plan because the government has provided

lesson plan design in the teacher’s book. So the teacher could only

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CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presents the conclusion and suggestion. In the conclusion, the

researcher would like to conclude the result of the study on teachers’ ability in

developing lesson plan which is broken down into two sub-research problems. They

are the development of the lesson plans developed by teachers, the difficulties during

its process, and the solutions to the problems. Meanwhile, in the suggestion, the

researcher would like to recommend suggestions on areas that need to be improved.

A. Conclusion

From the analysis, it can be concluded that the teachers’ lesson plans were

good because their lesson plans components and developments were in line with

the researcher’s guide which was provided by the government. The explanation is described below:

1. Teachers’ development of lesson plan

Regarding with the teachers’ lesson plan, the researcher concluded that both teachers develop the lesson plan well. By giving more trainings and guidance,

there are possibilities for the teacher to combine curriculums.Their lesson

plans were quite clear and understandable. They also filed the clear identity of

the lesson plan, the indicator’s formulation, the instructional objectives, the

instructional materials, the source of the materials, the teaching and learning

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and the assessment technique. However, there were some different

descriptions in their lesson plan regarding with the selection of instructional

materials and assessment technique while other components were basically

similar. The selection of instructional materials was established from the

presence of Cambridge curriculum materials with the latest curriculum

materials. Both materials could be combined if they were identical. The

teachers however, considered the materials carefully. In the assessment

technique, teacher A and B had different idea to assess the students’

achievement.

2. Teachers’ difficulties and solutions during the process of developing lesson plan

In conducting the study, the researcher found the data which stated that the

Teacher A had difficulties in allotting time in lesson plan development while

Teacher B notified the difficulties in developing lesson plan regarding with

time allotment and the selection of the materials to combine the Cambridge

curriculum materials and the 2013 curriculum materials. To solve those

problems, the teacher had the solution to review the activities to make a

suitable time allotment and try to select the suitable materials from both

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B. Suggestion

After conducting the study, the researcher would give some suggestions to

the teachers and for the next researcher.

1. For the teachers of seventh and eighth grade of SMP Muhammadiyah 5

Surabaya

After conducting the analysis of lesson plan of two English teachers in

international class, it can be concluded that they tried to modify the lesson

plan which were combined the national curriculum, 2013 curriculum and the

international curriculum, Cambridge curriculum. However, the teachers

should select the materials carefully because the materials given in

international class at SMP Muhammadiyah 5 Surabaya was the combination

of Cambridge curriculum materials and 2013 curriculum materials. In

addition, to ensure the appropriateness of the assessment techniques and the

assessment rubric should also be considered well. They should give clear

instruction and appropriate rubric which have to be in line with the

instructional objectives.

2. For the next researcher

Other researcher can continue to conduct the study regarding with the

implementation of the lesson plan in the class to make sure whether the

teachers had a teaching and learning process based on the lesson plan which

has been set up or not. In addition, the next researchers are able to cover

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A STUDY ON ENGLISH TEACHERS’ LESSON PLAN DEVELOPMENT IN INTERNATIONAL CLASS AT SMP MUHAMMADIYAH 5 SURABAYA.