AN ANALYSIS OF TEACHERS’ LESSON PLANS BASED ON 2013 CURRICULUM.
AN ANALYSIS OF TEACHERS
’
LESSON PLANS BASED ON
2013 CURRICULUM
A Research Paper
Submitted to the Department of English Education of Indonesia University of Education in Partial Fulfillment of The Requirements for Sarjana Pendidikan
Degree
Annisa Dwi Puspita (1000531)
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF LANGUAGE AND LITERATURE EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
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PAGE OF APPROVAL
AN ANALYSIS OF TEACHERS’ LESSON PLANS BASED ON 2013 CURRICULUM
A Research Paper
Written by: Annisa Dwi Puspita
1000531
Approved by:
Supervisor,
Prof. Emi Emilia, M.Ed., Ph.D. NIP. 196609161990012001
Head of Department of English Education Faculty of Language and Literature Education
Indonesia University of Education
Dr. Rd. Safrina Noorman, M.A. NIP. 196207291987032003
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Annisa Dwi Puspita, 2015
AN ANALYSIS OF TEACHERS’ LESSON PLANS BASED ON 2013 CURRICULUM Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
AN ANALYSIS OF TEACHERS’ LESSON PLANS
BASED ON 2013 CURRICULUM
Annisa Dwi Puspita
annisadwi.ad@gmail.com
Supervisor:
Prof. Emi. Emilia, M.Ed., Ph.D.
emi.emilia.upi@gmail.com
ABSTRACT
The aims of this study were to investigate whether the teachers’ lesson plans are relevant to the 2013 Curriculum or not and to examine the problems faced by the teachers in developing the lesson plans based on the 2013 Curriculum. An English teacher was volunteering as the participant in this study. This study used qualitative method. The data were collected from document analysis and interview. All the data obtained were analyzed qualitatively. The findings showed that the teacher applied and reflected the format and elements of lesson plan based on the Decree of Minister of National Education No.65/2013. It was started from stating indicators and learning objectives, designing learning material and activities for the students also assessing the students. However, in developing learning activities, the teacher did not implement the stages of scientific approach as stipulated by the Ministerial Regulation No. 65/2013. As the interview data indicated, the teacher faced some problems in developing lesson plans based on 2013 Curriculum, including the difficulties to state the indicators and learning objectives, to select appropriate materials or contents, and to develop activities and assessment.
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Annisa Dwi Puspita, 2015
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TABLE OF CONTENTS
STATEMENT OF AUTHORIZATION ... i
ACKNOWLEDGEMENTS ... ii
LIST OF TABLES AND FIGURES ... iv
TABLE OF CONTENTS ... v
ABSTRACT ... viii
CHAPTER 1 INTRODUCTION 1.1 Background of Study ... 1
1.2 Research Question ... 3
1.3 Purpose of Study ... 3
1.4 Significance of Study ... 3
1.5 Clarification of the Keyterms ... 3
1.6 Organization of the Paper ... 4
CHAPTER 2 LITERATURE REVIEW 2.1 Introduction of Curriculum ... 5
2.2 Curriculum 2013 ... 5
2.2.1 The Concept Underlying The 2013 Curriculum: Scientific Approach ... 7
2.3 Lesson Plan ... 9
2.3.1 The Elements of Lesson Plan ... 11
2.3.1.1 Indicators ... 11
2.3.1.2 Objectives ... 12
2.3.1.3 Learning Materials ... 13
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2.3.1.5 Teaching Media ... 14
2.3.1.6 Learning Activities ... 15
2.3.1.7 Assessment ... 18
2.3.2 The Principles of Developing Lesson Plan... 19
2.3.3 Models of Lesson Planning ... 20
2.4 Factors Considered in Designing Lesson Plan ... 23
2.5 Previous Studies ... 23
CHAPTER III METHODOLOGY 3.1 Research Questions ... 25
3.2 Research Method ... 25
3.3 Research Site ... 26
3.4 Participant ... 27
3.5 Data Collection ... 27
3.6 Data Analysis ... 29
3.7 Concluding Remark ... 30
CHAPTER IV FINDING AND DISCUSSION 4.1 An Analysis of Teachers’ Lesson Plan ... 31
4.1.1 Document Analysis ... 32
4.1.1.1 Indicators ... 34
4.1.1.2 Objectives ... 36
4.1.1.3 Learning Materials ... 39
4.1.1.4 Teaching Method ... 41
4.1.1.5 Learning Activities ... 42
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4.2 Teacher’s Difficulties in Developing Lesson Plan ... 47 4.2.1 Data from Interview... 47 CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion ... 52 5.2 Suggestion ... 54 REFERENCES ... 55 APPENDIX
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CHAPTER I
INTRODUCTION
This chapter generally provides an introductory explanation of study. It covers background of study, research questions, purposes of the study, significance of the study, clarification of the keyterms and organization of the paper.
1.1 Background of study
Curriculum is an important thing for developing educational program in Indonesia. According to Dokumen Kurikulum 2013, curriculum is one of educational elements that can make significant contributions to develop the potential and quality of students in Indonesia. It can be used to direct the students to be: (1) quality person that can face globalization era; and (2) educated person; and (3) responsible person.
Indonesia has changed the curriculum for several times. The most recent is when the Indonesia Ministry of Education announced the new curriculum in the end of 2012. It is 2013 Curriculum. The 2013 Curriculum is made to change the last curriculum, 2006 Curriculum (Kurikulum Tingkat Satuan Pendidikan or KTSP). By variety of reasons, the 2013 Curriculum is expected to be able to increase education of Indonesian students in this globalization era. After the declaration of the 2013 Curriculum policy, some schools in Indonesia from every level has been implemented the 2013 Curriculum.
The Indonesia Ministry of Education stipulated that 2013 Curriculum is emphasized on competency, such as cognitive,
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psychomotor, and affective. In this globalization era, students are easier looking for any informations. Therefore, teachers are asked to be more active in preparing materials or informations for students. The approach expects learning should be scientific-based, meaning all processes and steps of learning shoud reflect fixed procedures starting from observing, questioning, associating, experimenting, and communicating (Suhardi, 2013). Furthermore, teachers are asked to develop their teaching materials. It can be made by making or developing lesson plans
Lesson plan has an important influence on successful teaching and learning process (Brown, 2001, p.149). Research has found planning skills are essential part of successful teaching (Badriah, 2013). Furthermore, it helps teachers to fulfill the essential elements of good teaching such as shape the space, time and learning they share with students (Badriah, 2013).
Previous findings show that many teachers have substandard lesson planning skills (Badriah, 2013). For example, Alwasilah (2012) reported that 65% out of 130,000 EFL teachers’ mastery on lesson planning remain appalling (Badriah, 2013). Jolongo, et al. (2007) mention that many teacher develop poor lesson plans. Experienced teachers tended to remark that to planning a lesson was boring (Badriah, 2013). In short, findings show that some teachers are not having enough professional and pedagogic competence in planning a lesson (Badriah, 2013).
Based on findings above, the writer tried to investigate whether the teachers’ lesson plans are relevant to the 2013 Curriculum or not and how they faced the problems in developing the lesson plans based on 2013 Curriculum.
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Annisa Dwi Puspita, 2015
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1.2 Research Question
The problems will be formulated in the following questions: 1. Are the teachers’ lesson plans relevant to the 2013 Curriculum? 2. What problems are faced by the teachers in developing the lesson
plans based on the 2013 Curriculum?
1.3 Purpose of Study
Based on the research questions above, the purposes of this study are to:
1. Investigate whether the teachers’ lesson plans are relevant to the 2013 Curriculum or not.
2. Examine the problems faced by the teachers in developing the lesson plans based on the 2013 Curriculum.
1.4 Significance of Study
This study is expected for three reasons. First, theoretically this study can give explanations about 2013 Curriculum in the context of teaching and learning English.
Second, practically this study can provide English teachers in developing lesson plans based on 2013 Curriculum. Lastly, it is expected that this study can be used as one of the information about 2013 Curriculum for further study.
1.5 Clarificaton of the Keyterms
To the extent of the study, some terms are clarified as follows. a. Curriculum
Curriculum is educational program which states: (a) educational purpose of the program (ends/outcomes); (b) the content; (c) teaching procedures and learning experiences which will be
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necessary to achieve this purpose (means/process); (d) some means for assessing whether or not educational ends have been achieved. (Sundayana’s handouts, 2010).
b. Lesson Plan
Lesson plan is a description of the contents of the course of instruction and the order in which they are to be taught. (Sundayana’s handouts). Farrell (2002) describes lesson plan as a written description of how students will move toward attaining specific objectives.
1.6 Organization of the Paper
The organization of paper consists of five chapters.
Chapter one introduces a brief description of study, which consists of background of study, research questions, purposes of the study, significance of the study, and organization of the paper.
Chapter two elaborates the theoretical framework that related to the study. It covers lesson planning, elements of lesson plans, and model of lesson plans.
Chapter three presents the research methodology of this study which includes research method, site and participants, data collection, and data analysis.
Chapter four discusses the findings from the sudy.
Chapter five covers the conclusion of the findings from the result of the study and suggestion for further study.
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CHAPTER III
METHODOLOGY
This chapter presents research methodology of this study to investigate how the teachers develop the lesson plans based on 2013 Curriculum and the problems are faced by the teachers in developing lesson plans based on 2013 Curriculum. Furthermore, this chapter elaborates research questions, research method, site and participants, data collection, and data analysis of the study.
3.1 Research Questions
This research was conducted to investigate two questions. These questions are as follows:
1. Are the teachers’ lesson plans relevant to the 2013 Curriculum?
2. What problems are faced by the teacher in developing the lesson plans based on the 2013 Curriculum?
3.2Research Method
In line with the research questions in the Chapter I above, this study applied a qualitative method in order to understanding situations and events from the viewpoint of the participants (Fraenkel, et.al., 2012, p. 10). The qualitative method was the most suitable method to investigate whether the teachers’ lesson plans are relevant to the 2013 Curriculum or not and the problems are faced by the teachers in developing lesson plans based on 2013 Curriculum.
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Descriptive study is a part of qualitative study, so treatments and manipulation are not involved. Data are collected in the form of words or pictures rather than numbers (Fraenkel, Wallen, & Hyun, 2011).
Further, this study more specifically can be characterized as a case study design. Yet in terms of case study design, this study collected and analyzed the data that were obtained from some sources. They were interview and document analysis.
3.3 Research Site
This study took place in a Vocational High School in Bandung. The institution was chosen because the writer was familiar with the context and also the participant, and the school was the place where the writer did a teacher training before. It can help the writer to gain the data collection.
3.4Participants
An English teacher was volunteering to act as the participant in this research. She is Mrs. Sya. She is an English teacher who has more than five years of experience in teaching English at Vocational High School.
She was optimized to obtain the best possible data from multiple sources i.e. document analysis and interview. Each of data collection techniques are discussed below.
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3.5Data Collection
As stated above, the data were collected from various sources such as document analysis and interview. Each of data collection wiil be described briefly below.
3.5.1 Document Analysis
Teachers’ lesson plans were collected in this study. There were
two lesson plans (see Appendix 1). The lesson plans became documents that functioned as natural sources that provided real information on lesson plan development and its implementation (Alwasilah, Nunan & Bailey, as cited in Badriah 2013, p. 30). Lesson plans were analyzed by using checklist in accordance with its elements as stipulated by Ministerial Regulation No. 65/2013, i.e. indicators, learning objectives, learning materials, teaching method, teaching media, learning sources, learning activities, and assessment.
Table 3.1. Checklist for Analyzing Lesson Plan Elements based on 2013 Curriculum as stipulated by Ministerial Regulation No.
65/2013
Lesson Plan Elements
Lesson Plan
Available Not Available Indicators
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Objectives
Learning Materials Teaching Methods Learning Activities:
- Pre-activity - Main activity - Post activity
Assessment
3.5.2 Interview
The interview was an important way for a researcher to check the accuracy of – to verify or refute – the impressions of the researcher which has gained through observation (Fraenkel, et.al., 2012). In this research, the interview was conducted to gain the information on the problems faced by the teacher in developing lesson plans based on 2013 Curriculum.
The writer used semi-structured interview. It was verbal questionnaires. It consisted of a series of questions designed to elicit specific answers from respondents (Fraenkel, et.al., 2012). It is regarded as the most suitable format to learn about the perception of the teacher for the questions are more flexible worded. (Merriam, as cited in Badriah, 2013).
Before the interview, the teacher were given a list of questions to be covered. According to Kvale and Dawson, in Badriah (2013), interviews were done by asking questions orally, speaking in Bahasa
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Indonesia to give the English teacher unlimited responses. The interview was recorded to gain the information about the problems faced by the teacher in developing lesson plans based on 2013 Curriculum. Data from the interview will be presented and discussed in Chapter 4.
3.6 Data Analysis
The analysis and interpretation were obtained based on the document
in the form of the teachers’ typed lesson plans, and the interview which has
been audio-taped. The data from each source was analyzed in steps described below.
First, the data gained from the document analysis of lesson plan was analyzed using checklist in accordance with its elements as stipulated by Ministerial Regulation No. 65/2013, i.e. indicators, learning objectives, learning materials, teaching method, teaching media, learning sources, learning activities, and assessment.
The data gained from interview was analyzed by transcribing (see Appendix 2), and interpreting them to answer the second research questions about the problems faced by the teacher in developing lesson plans based on 2013 Curriculum. The results were interpreted in Chapter 4 of this study.
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3.7 Concluding Remark
This chapter had drawn the qualitative study, the case study design as the methodology of the study. The data were collected by the document analysis, and the interview. All the data obtained were analyzed qualitatively.
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CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents the conclusion and suggestion. The conclusion is drawn based on the data analysis which is discussed in the previous chapter. Meanwhile the suggestion is used for further studies have same issues about analyzing lesson plans. The suggestion can be a guidance information for the next studies.
5.1 Conclusion
This study conducted whether the teachers’ lesson plans are related to the 2013 Curriculum or not as well as finds out the difficulties and problems faced by the teacher during the process of developing lesson plans. As discussed in the previous chapter based on the data conducted from the document analysis and the interview. The conclusion of the study can be drawn as follows.
Firstly, in term of elements of lesson plan, the teacher applied the format for designing instructions lesson plan as stipulated by the Decree of Minister of National Education No. 65/2013 where in the lesson plan, the teacher started her planning with identifying indicator, objectives, selecting materials, developing learning activities and assessment. The teacher used Indonesian language in developing the lesson plans.
Secondly, in the previous chapter, the elements of lesson plan had been discussed. From indicators, the result showed that the indicators covered three domains of learning, i.e. cognitive, affective and psyhomotoric. It is in line with the Ministerial Regulation No.65/2013 regarding process standard. Next, objectives. The result showed that both lesson plans reflect Haynes’(as cited in Farid, 2014, p. 38) statement that
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objectives specify: a) what students should be able to perform as a result of their learning, b) in what context they should be able to perform those actions, and c) at what level the students are expected to perform. Also reflect the Decree of Minister of National Education No,65/2013. In selecting learning materials, the result showed both lesson plans are in line with the objectives mentioned in both documents. The result of analyzing learning activities showed that the activities in the main activities did not cover scientific approach such as observing, questioning, assosiating, experimenting and communicating. Lastly, assessment. The teacher conducted the assessment based on three domains of learning, i.e. cognitive, affective and psychomotor. Overall, the teacher developed lesson plans based on the Decree of Minister of National Education No.65/2013 regarding process standard in the 2103 Curriculum.
This study also conducted the problems and difficulties faced by the teacher in developing lesson plans. Based on the data analysisn in the previous chapter, the teacher faced some difficulties and problems in developing lesson plan based on 2013 Curriculum. It was difficult for the teacher to select material, develop learning activities and assess the students. The lack of time was the reason. Because the teacher thought that for vocational school two hours per meeting were too short for teaching English while there were lots of materials should be done by the students. But the teacher could solve those problems by sharing with other teachers or MGMP at school level.
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5.2 Suggestion
In line with the topic under discussion which is about developing lesson plans and the difficulties faced by the teacher in developing lesson plans based on 2013 Curriculum and the findings as elaborate above, this study also provides some suggestions as follows.
In response to the problems and difficulties faced by the teachers, it would be better if the teacher shares with other teachers or being part of
MGMP at school level. The teacher also can join in the traning about
lesson planning, it can give knowledge to the teacher about developing lesson plans. As a teacher, she or he must be creative, she or he has to find the way how to maximalize the time, so the materials can be done by the students meanwhile the time is limited. The teacher should read some journals related the issues so the teacher can learn from the journal how to develop the lesson plans and how to solve the difficulties in developing lesson plans.
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Annisa Dwi Puspita, 2015
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Ariza, W. F., & Munir, A. (2014). Focus on form in 2013 curriculum. RETAIN, 2(2), 1-6.
Badriah. (2013). Lesson planing. Thesis. Bandung: Universitas Pendidikan Indonesia.
Brown, H. D. (2001). Teaching by principles: An interactive approach to
language pedagogy. New York: Longman.
Brown, J. D. (1995). The elements of language curriculum: A systematic
approach to program development. Massachusetts: Heinle&Heinle
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Clark, R., & Harrelson, G. L. (2002). Designing instruction that supports cognitive learninng processes. Journal of athletic training, 37(4), pp. 152-159.
Dudley-Evans, A. and M. J. St John. (2009). Developments in english for specific
purposes: A multi-disciplinary approach. Cambridge: Cambridge University
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Fadillah, M. (2014). Implementasi kurikulum 2013 dalam pembelajaran. Yogyakarta: Ar-Ruzz Media
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and
evaluative research in education. New York: Mc-Graw-Hill.
Gafoor, A. (2010). Ways to improve lesson planning: A student teacher perspective. Journal of international seminar cum conference on teacher
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Hughes, A. (2003). Testing for language teachers (2nd ed.). Cambridge: Cambridge University Press.
Hutchinson, T., & Waters, A. (1987). English for specific purposes: A
learning-centered approach. Cambridge: Cambridge University Press.
Kurinasih, I. (2014). Implementasi kurikulum 2013: Konsep dan penerapan. Surabaya: Kata Pena
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berbagai aspek dalam kurikulum 2013. Surabaya: Kata Pena.
Lawrence, W. (2011). Textbook evaluation: A framework for evaluating the fitness of the hong kong new secondary school (NSS) curriculum. Unpublished Master’s Thesis. Hongkong: City University of Hong Kong. Machali, I. (2014). Kebijakan perubahan kurikulum 2013 dalam menyongsong
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McGrath, I. (2002). Materials evaluation and design for language teaching. Edinburgh: Edinburgh University Press.
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Richards, J. C. (2010). Curriculum approaches in language teaching: Forward, central, and backward design. RELC Journal, 44(1). 5-33.
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Richards, J. C., & Rodgers, T. S. (1986). Approaches and methods in language
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Sundayana, W. (2010). English for specific purposes course design. Handouts. Bandung: Universitas Pendidikan Indonesia
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objectives specify: a) what students should be able to perform as a result of their learning, b) in what context they should be able to perform those actions, and c) at what level the students are expected to perform. Also reflect the Decree of Minister of National Education No,65/2013. In selecting learning materials, the result showed both lesson plans are in line with the objectives mentioned in both documents. The result of analyzing learning activities showed that the activities in the main activities did not cover scientific approach such as observing, questioning, assosiating, experimenting and communicating. Lastly, assessment. The teacher conducted the assessment based on three domains of learning, i.e. cognitive, affective and psychomotor. Overall, the teacher developed lesson plans based on the Decree of Minister of National Education No.65/2013 regarding process standard in the 2103 Curriculum.
This study also conducted the problems and difficulties faced by the teacher in developing lesson plans. Based on the data analysisn in the previous chapter, the teacher faced some difficulties and problems in developing lesson plan based on 2013 Curriculum. It was difficult for the teacher to select material, develop learning activities and assess the students. The lack of time was the reason. Because the teacher thought that for vocational school two hours per meeting were too short for teaching English while there were lots of materials should be done by the students. But the teacher could solve those problems by sharing with other teachers or MGMP at school level.
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Annisa Dwi Puspita, 2015
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5.2 Suggestion
In line with the topic under discussion which is about developing lesson plans and the difficulties faced by the teacher in developing lesson plans based on 2013 Curriculum and the findings as elaborate above, this study also provides some suggestions as follows.
In response to the problems and difficulties faced by the teachers, it would be better if the teacher shares with other teachers or being part of MGMP at school level. The teacher also can join in the traning about lesson planning, it can give knowledge to the teacher about developing lesson plans. As a teacher, she or he must be creative, she or he has to find the way how to maximalize the time, so the materials can be done by the students meanwhile the time is limited. The teacher should read some journals related the issues so the teacher can learn from the journal how to develop the lesson plans and how to solve the difficulties in developing lesson plans.
(3)
Annisa Dwi Puspita, 2015
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REFERENCES
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