LPPM HKBP Nomensen Medan 2016

Penelitian Internsl

The Application of reacting

ErsbL rs r Foreign Lnngnage ([EFL) in

ilfaking l-esson Phr or Shdcn6 Fngtish Ilepartment on Fifth
Scnestcr Urivendty of HKBP

Nonma*n

Acedemfu Year

zUtfllzel6

Eben Pesrribu.lt4Pd
Rfoir Oct*vir $imarmrtr. S.PG hil.P4
(Doncn FKIP Univeninr HIffiP Nomneara|

IJ}IBAGA TEI{ELITIAH DAil PE}TGABDIAN MASTARAI(AT
TII{IYE.RSTTAS HXBP HOMMEMEF{

MET}AN

mr6

TABLE OF CONTENT

ur

I
1.1 Background of the Study........

I

1.2 Problems of the Study

2

1.3 Objective of the Study.........

2

1.4 Scope of the Study

J

1.5 Significance of the Study

J

1.5.1 Theoretical

S

ignificances .........

1.5.2 Practical Significances .........

CHAPTER II: REVIEW OF
2.

I

LITERATI]RE

J
J

5

Theoretical Framework..........

2.2 Langtage ..........-..

5

2.3 The Place of Languago........

6

2.4 Brief History of L,anguage Teaching

6

2.5 What is a Teacher?................

7

2.6 Teachers and Leamers

8

2.7 Course Design

9

2.8 SyIlabus................

q

2.9 Lesson Plan ..........
2.10 Principles in Writing Lesson Plan..........

10

2.

1

I

Learning Activities

2.I2The Example of Lesson Plan...........
2. 1 3 Conceptual

Framework.........

CE{PTER IU RESEARCH METH OD............

CIIAPTER

il
l5
20

2t

3.1 Design of the Study.........

21

3.2 Dataand Data Source.......

2t

3.3 Techniques of Collecting Data..........

22

3.4 Technique of Anarlyzing Data...........

23

MATA

ANALYSIS, FIIIDING AND DISCUSSION....

24

4.1 The Data..........

24

4.2 The analysis of Data

24

4.2.I

Time allocation ............

24

4.2.2

Textbook..

25

4.2.3

Classroorn Management ................

25

4.A.4

Learning Administration ...........

25

4.2.5 Leaming Assessment.................

26

4.3 Research Finding

26

4.4 Discussion "..........

26

CIIAPTER V CONCLUSION AI\[D SUGGESTION..........

28

5.1. The Conclusion

28

5.2. The Suggestion

28

REFERENCES..........

30

ABSTRACT
This sudy was intended to discover The Application of Teaching English as a
Fcneign t anguage in making Lesson Plan on Students' English Deparhnent on
Fiftt Serrester University of HKBP Nommensen Academic Year 201512016. The
smple of this study was 43 studenls. In this study the writers analyzed the
srrtdeat's task in making a lesson plan- From the nine groups of the student's task
in making a lesson plan for the time allocation only seventh group from nine
gnctp that followed or mentioned it in their lesson plan. And for the textbook,
classroom management learning administration and the last
leaming

assessment showed that all the groups of the student's is mentioned it in their
l"srcn plan- lt can be concluded that Teaching English as a Foreign Language
(TEFL) worked effectively in helping students in making a good lesson plan.

is

Key Words: TEFL, Lesson Plan

l1l

HALAMAN PENGESAIIAN PEFIELITIAN INTERNAL

u

Judul Penelitian

Application of Teaching English as a
Foreign Language in Making Lesson Plan on
Students English Department on Fifth Semester
University of HKBP Nommensen Academic
Year 2015/2016
: Pendidikan Bahasa Inggris
: Penelitian untuk Mengembangkan Fungsi
Kelembagaan Perguruan Tinggi
: The

b. Bidang Ilmu
c Kategori Penelitian

Peneliti

1. Ketua
:
a. Nama Lengkap

b. Program Studi
c. MDN
c.Jabatan Fungsional

Eben Pasaribu, M.Pd
Pendidikan Bahada Inggris

d.Nomor FIP

Anggota

:

a. Nama Lengkap

b. TempaV Tanggal Lahir
c. Jenis Kelamin
d. NIDN

Rina Octavia Simarmata, S.Pd., M.Pd
:Wonosari/ 18 Oktober 1988
Perempuan
01 18108802

e. Golongan/ Pangkat

f. Program Studi
g. Fakultas
d.Jabatan Fungsional
e.Nomor HP
f. Alamat (e-mail)
2. Lokasi Penelitian
3. Lama Penelitian
4. Biaya Penelitian
5. Sumber Dana

Pendidikan Bahasa Inggris
Keguruan dan Ilmu Pendidikan
Asisten Ahli/IIIb
081370615 138

rinaoctaviasimannata@yahoo.com
FKIP UHN Medan
3 bulan
Rp. 6.000.000
- Pihak Universitas : Rp.4.000.000
- Biaya Sendiri
: Rp.2 000.000
Medan,

Pebruari 2016

Bid.Akademik

ibu, M.Pd

Im"

|ULr.rrr

3*."'i,,o']

TNTRODUCTION

Lf L.*Eround of The Study
I-crning English is not same like how we use our mother tongue in our daily activities.
foi

mhing

English language the teacher should be able to know about English well. For

in Indonesia, learning English is how we to teach our students where their first language

m

Fnglish. So, we must have a good knowledge about English. English is one of the subjects

Endhir in manl- schools or university. Teaching English as a foreign language is one of subject in

Universiq, of HKBP Nommensen for the fifth semester students. The aim in teaching English

r

as

fureign language here students is able to making a lesson plan.
The ability in leaming English is knowledge to transfer to each other and people are able

b

mdersrand what we are talking about especially language. In learning English many of ways

ml leam it but the most importapt thing is the learners are know what we transfer is. The

ability in

Erching English as a foreign language is different like we teach English in course. In teaching
F!ilgili$l

fund

a-s

a foreign language is the ability we make that English as our foreign language. We

knou'rvhen we will use our first language, our mother tongue and our foreign language.

\lanl'of

m'c

teachers or lecturer in teaching English is less planned so that make the students

cmfused in iheir leaming especially for English subject, where this subject is a foreign

hFroge for them. The teachers or lecturer should have a planned before their doing learning in
il6classroom.
Teaching English as

a foreign language is one of subjects in University of HKBP

\crmmensen where in this subject the students are able to make a lesson plan to apply it. Lesson

b a gsod plan for teachers or lecturer

before doing the teaching learning process at

l"cssm plan is the ways to the teachers to make a good learning and well arranged for

hb

-hing urd to make a clear learning and more understand to the students. There are

ry ir nnking a lesson plan for teaching English as a foreign language. Before making a
dn re should know the curriculum and the syllabus of our subjects.
,,

trording to the background above the writer is interest to make

ryrylir:mion

'

of

Teaching English as a Foreign Language

lJ

in making

with the title

Lesson Plan on

English Department on Fifth Semester University of HKBP Nommensen Academic

-''01-{ f016". The writer wants

nirtrsq

a research

to know the ability of English

department students'

of HKBP Nommensen in making a lesson plan.

The Problem of the Study

Thc problem of the study is does students able to make a good lesson plan in application of

trrning

Teaching English as a Foreign Language?

lJ The Objectives of the Study
R"ehed to the problem of the study, the objectives of this study is to find out:

Tb tFpli:aion of leaming Teaching English

t"mplm.

as a Foreign Language is able to make a

l"{ Thc Scope of the Study
-{,s described above the writer make her scope
imm'r,u,smt'm

;f

of the study in making a lesson plan in

l,earning Teaching English as a Foreign Language on

fifth

semester

of English

sr,uihnts University of HKBP Nommensen.

f.5

Tt

Sfnificance of the Study

Truitms English

as a foreign language is how we as a teachers

or lecturer to transfer our

ahout teaching for our students. The findings of this study may have two general
rnsnmfinsm"'c*s.

i.e. theoretical and practical ones, the description of these can be seen in the

frrfilhrrylng:

l5-l

TheoreticalSignificances

Tberoretically, there are two significances of the findings in doing this research (1) making
ffiE lesscrn plan: (2) the information of teaching English as a foreign language.

r5"l

Practical Signifi cances

l. to make

siudents more understand how to make a lesson plan.

l. to add knowledge

for the lecturer in teaching English as a foreign language

(TEFL) in apply lesson plan.
3. To Researcher to increase more knowledge in doing her research about learning
lesson plan.
-1.

Useful to the writer to repair her research in the future.

5. For the society especially the society in University of HKBP Nommensen that

-

r-. ri\ e more information and knowledge about teaching English as a foreign

:::uase especially for TEFL lecturer.

" -

rtribute a valuable source ofdata to conduct related research.

CHAPTER

II

REVIEW OF'LITERATT]RE

A! tb:ricrl

Framework

h &fug research,

the terms used must be clarified in order to make

same

FrFd'rt c.f dre implementation in the field. The terms may function to give a limited
G1n nftistr is specifically meant in the particular context. By doing so, the research
f, h

fics trorn unnecessary in this case, it is important to list the following terms for

ft gpw

of the research.

!.1 f-lgurge
I-mgua-ee is the way how

cm.nicate
nm

to communicate each other. By using a language to

to each other we are able to know what people want to ask or what people

m do.
L"aneuage

is an intensely political issue since

it is bound up with

identity and

poffir. As a consequ,ence of its lingua franca status, English sometimes finds itself in
mprf,icr r*ith more local languages. Many people worry about what English means for the

crtmes

it

comes into contact with, seeing

@crialism". Most English

language teaching

its teaching as a form of

"cultural

in the world is not carried out by native

qFctkers. but despite this, as well as see that English language teaching methodology-

cqpecially that imported directly from English- speaking traditions world, just as the

c fu hllmge

m

ryrfeilsf ry
tb tr- -

.[l

ffiil;sd

rtr mh
{rc

c{rnsr.lHarmer 2A$:4-5)

of Englbh

inrur

one of an international language where how we to communicate to

m odrer country. ln this that all

seitsatiets.

hF[r

nldeil

npgc

know and learn to

English is not the language with the largest number of native or first

thnr

dfuffirl'etpr

the people should

m odler people in English.

ftfurfu

m

reaching materials need looking at carefully for the cultural

it

has become a lingua franca.

A lingua franca can be defined as a

adopted for communication between two speaker whose native language

trrrm each other's and where one or both speakers are using it as a second

bfunr people living in the European Union, for example, frequently operate in

mril$iliu rc nell as their own languages (where these are different), and the economic and

r-rmarl influence of the united has led in

increased English use

in many

areas

of

the

dmfre. rHermer.2003:1)

W

Erhf Histor-r of Language Teaching
Lmguage teaching has been around for many centuries and over the centuries, it

h

q&m:sed. Various influences have affected language teaching. Reasons

for learning

hpg€ have been different in different periods. In some eras, languages were mainly
I git tor rhe purpose of reading. In others, it was taught mainly to people who needed to
m

n oralll. These influenced how language was taught in various periods. Also, theories

drmi[ tfre narure of language and the nature of learning have changed. However, many of

1m

c

I

hguage teaching have been considered off and on throughout

-rlb@l mMlmft lllt4:lr

lhir

Tcrcler?

Ulbhrs

r.ls one of the actors that many of people looked at them. And for at

il'lrs- mhers

s1
m

m,

are who have more knowledge about the lessons. And to

learners anywhere and make more people understanding about

ffifuowi:rrgsomebooks,orwriteSomeconversationorpracticeit.

T'tdcrr

txsa

rnn\

metaphors to describe what they do. Sometimes, they say they

ry l% emm hcause ''rve are always on the stage". Others think they are like orchestral
5rc
h
ilq

*trecause rve
plant the seeds and then watch them grow". The range of images-

md

crirErs- *.hich teachers use about themselves indicate the range

of views that

h,rc rhurrt their profession.
,{,s

a language teacher you must make decisions all of the time. Some of your

*'nii{trurnw -mt reiatively minors ones- should homework be assigned that particular day,
'ihn

nmm

hF:llr
ffig
rdt

tXrer decisions have more profound implication. What should be the goal of

unsrnrction? Which language teaching method

ill

will be the most effective in

t\hat is the best means of evaluation to see if it

has been reached? Here is no

mrrect answer to questions like these. Each of you has to answer them for

lmrlr$Eti" \l'e believe, however, that a teacher informed about some of the possibilities
nql[, ml,lke bener decision. (Larsen 1986: 1)

tf

f-*t'r
nfry

n&

ud

l-errners

people in tris world or in centuries want to make their children more able to

&liltrq of them to understand about something, so that they make or they ask their

ft

m gn to some place where it place are able to add their knowledge like school or

1@,

h lmm sears. under the influence of humanistic and communicative theories,
qFtirrys has been placed on "learner-centered" teaching that is teaching which

f!
*
b

fu

lsrrners' needs and experience central to the educational process. In this

--natt; it is students' need which should drive the syllabus, not some imposed list; it

&

mmlFnts' learning experiences and their response to them which should be at the

biu

@f

mh.

mr fue performance of the teacher.

a lure-.rage course. The measure of a good lesson is the student activity taking

Tte phlsical manifestation of this trend is to be found in classroom where learners

lc

!m,m rasks to work on and where in the process of performing these tasks (with the

rErffi'5
Surom oil

helpr. .eat tearning takes place. In these situations the teacher is no longer the

lirnu* ledge. the controller and the authority, but rather a facilitator and a resource

frD 1ffi stnm{en6 to draw on. One writer has suggested that teachers

md
m

d

in such learner-

clmsroom need special qualities including maturity, intuition, educational skills

.hTclop sf,udents' awareness of language and leaming), an openness in students input,
a

gtd€r tolerance of uncertainty. (Harmer,2003:56-57)

Am C-nDG{f
Th

onnu.x is designed in the form of syllabus and lesson plan which refer to the

rrdd d srmsrl The learning plan covers writing lesson plan and preparing learning
d

ffi*

unsJia assessment tool and learning scenario. In doing a lesson plan here,

- trruld

ll

prepare all the design before applied at the teaching leaming in the

fu"
!! s;rx
mrcrnurmoiumg

lo Richards and Schmidt (2005:532), a syllabus is a description of

rG

dl

q

ryflffixes may be based on different criteria

the

.xrlsse of instruction and the order in which they are to be taught. Language-

uffit

such as (a) grammatical items and

TSTRLCTURAL SYLLABUS) (b) the language needed different types of

m

rSITL-ATIONAL METHOD) (c) the meanings and communicative functions

r&.!lih

fu

kamer needs

to

express

in the TARGET LANGUAGE (i.{OTIONAL

$}TJ-{BLSI t,Jt ,f," rt itt, unclerlying different

language behavior (e) the text types

GilrilMrs ngerd to rnaster.

tt

l^m Ptrr
lll"m plan is a plan for the teacher to make a good situation in her/ his classroom

rd ffi
'tfll.'rynrnrpncrr

fu

rranged. Richards and Schmidt (2002:302) defines lesson plan as

a

or outline of (a) the goals or objective a teacher has set for a lesson plan (b)

u'.rnies

and procedures the teacher

will

use to achieve them, the time to be allocated

D

d mrlfu]. ed ft€ order to be followed, and (c) the materials and resources which

nI b d
h

frring

r

dgn dre t-ace-to-face learning plan for one meeting or more.

h Uilh
mrTffi'l
[m

dre lesson.

nd

mrdfin

lo direct the learning activities for the learners in order to achieve
E*'et)' teacher

fuffilm.

basic

in an education unit must completely and systematically

rnrhe lesson plan

m dre activities.

i-'"tH " 't

It is developed

in

order

to

create interacting, inspiring, pleasuring,

It should give enough space for initiative, creativity

and self-

tr.i-.ed on the learners' aptitude, interest, physical, and psychological

h is prepared

based on basic competence or sub-theme carried out

in

one

q,M@nftT.

E,ll| ftrriptcs
{mrdine

@

in lVriting Lesson Plan

Napitupulu-Kisno (2014: 75-76) the following principles should be

*iiml uriting p.rpuring

lesson plan:

, ihe l€erners' personal differences

such as prior-knowledge, level of

mitnsence. aptitude, potency, interest, motivation, social ability, emotion,
hrmrkrg sq'le, special needs, learning speed, culture background, norm, value,

nd $e

learner's environment situation.

l-crners' active involvement
lnd€nt{entered in order to motivate the learning spirit, motivation, aptitude,
crsmir"itr .

in

itiative, insp iration, innovation, and self-independence

10

& furcirooing culture of reading and writing which is designed to develop habit of

lmGe

&
,g

it in

w,rlmen forms

trrnung leedback and the follow up of the lesson plan which cover positive
tftcdhu.

ril,

read. comprehension of various reading materials, and then express

L re in forcement, enrichment and remedi al

ffimusnzing on the relationship and integrity between basic competence,
m,mrTg materials, learning activities, competence achievement-indicators,
rmmffiTn€n[ and learning resources in a holistic learning experience
,{ul;rwnrrlr:r-3dating

integrated-thematic learning, integrity of inter-subjects, inter-

tcm,mmg aspects, and

ll,

culture variety

'wtnnmenting integrated, systematic, effective, information, communication,
mu rwiinology based on situation and condition.

&lD l,rlnry

-{ctivities

-,&nrn'org rctir ities is one way for the teachers to make a
quunrunmm. !s

t::ri situation the teacher

full of her teaching in the

has been prepared all she need for herselfand her

dilmm"
"llme allocation for educat ional level

&

Frimary School

35 minutes/

b.

Junior High School

40 minutes/ credit

c. Senior High School

45 minutes/ credit

d.

45 minutes/ credit

\'ocational School

uedit

LL

:

Teruim*
T,l

nm;dre

a good lesson plan for the teacher should prepared a textbook to

r@milme her teachin_e activities. The textbook is used to improve efficiency and
clffimr-renesb. The number of the textbook is adjusted to the needs of the learners.

i

lllsmnom\fanagement

rr :eu:hing learning activities the teacher has a centered for her teacher to

mqgs ler classroom

L

Te.,achers

in doing the activities.

shall arrange the seat of the learners based on the objective and

:-;racteristics of leaming process

t

The intonation and the voice off the teachers must be loud enough to be
:ee,-d b1'the learners

Tsrchers shall use polite words that are easy to understand by the learners

Tcircfiers shall adjust the learning materials with the speed and the
aup'ab,ilit1,of the learners in grasping the lesson

Tc'achers shall create discipline, comfort, and safety

in the

learning

m;|c5s
Tp"nhers shall give reinforcement and feedback to the response and the
result of the learners' achievement during the learning process

g

Teachers shall support and appreciate the learners to ask questions

Teachers shall dress properly, politely
:

TEachers shall explain the syllabus

to the learners in the beginning of

e\er]'semester
Teachers shall start and end the learning process based on the schedule

t2

Id;Afuinistration
.B

dminishation is the implementation of lesson plan that covers pre-

fflo*tivity

and post-activity

h*ivity
bfb
I

ph"se, the teachers shall:

Pfepare the learners psychologically and physically in order to follow

tle learning process

L

Give motivation the learners contextually based on the significance

ad application of the topic in the daily life by giving examples and
lm,l, national,

G

and intemational comparison

Give question related to the prior knowledge and the expected basic
ompetence

I

Deliver topic and explanation based on the syllabus

ISle

Activity

lHs

phase usually implements learning models, learning methods,
media, and learning resources adjusted to the learners' characteristics

ft

subject. The selection

of thematic learning/

integrated-thematic/

learning/ inquiry learning/ discovery leamingl project

.-rg
r.

based

is adjusted to the characteristics of competence and education level.

Affective/ attitude
Based on the characteristics of the alternatives chosen is the effective
pnocess started from accepting, responding, valuing, internalizing, and

13

ctwsmerizing/ actualizing.

All learning activities

are oriented in the

io{npetence phase supporting the learners to do those activities

:

Cognitivel Knowledge
Finou ledge

is

acquired through knowing understanding, applying,

anall'zing, evaluating, and creating. The characteristics of the learning
-rn,tir

;

ities in this domain are quite similar to the psychomotor domain.

Pslchomotor/ Skill

Skill is acquired through observing, questioning, experimenting,
*:triating,

communicating, and creating. To achieve this, discovery

md inquiry learning is the best practice to produce works

based on

:roject based learning

*-: P':s- Activity
un

r.

:is

phase, teachers and learners conduct reflection to evaluate:

1.ll learning activities process and the result obtained in order to find
rut th€ significances and value of the learning activities

:

Feedback to the leaming process and achievement

;

Follow up by giving assignment for personal and for team

:"

Inform the next leaming plan for the next meeting

I r Leaming Assessment
-{ssessment is conducted through authentic assessment that measures the

eltrners' readiness, learning process, and learning result holistically. The
siTlerg].

of those components will depict the capacity, style and learning

t4

h
Jftc
b

addition,

it will result in instructional effect

and nurturing

leaming process.

rusrh of authentic assessment can be used by teachers in order to
rtmedial, enrichment, and counseling. Moreover, it can also be used

ib

rfu,ence to improve the learning process based on the

education

standard. The evaluation of the learning process can be carried out

hrning

in,

process by using some instruments such as questionnaire,

anecdotal note, and reflection journal.

Lesson Plan

r

gmd learning process at classroom the teachers should prepare

lkre

the

the example of lesson plans:

SENIOR HIGH SCHOOL
ENGLISH

xlL

TECT{NOLOGY
LISTENING

2X

40',

dC.ompetence:
meaning in oral functional text and simple short monolog text in
report and explanation to communicate in daily life.

Cqetence:
explicit meaning of non interactive oral text in form of procedure,
qlanation to communicate in daily life or in academic context

L5

Cmpetence
implicit meaning of non interactive oral text in form ofprocedure
(s)

ut the general idea
m the synonym of the words

cf

the generic structures of the text

e simple procedure text

ry

the simple procedure text

Objectives:

d$€ lesson the students are able to:
te general idea
te synonym of the words
6e generic structures of the text

riryle

&

procedure text
simple procedure text

tsxt about "How to operate a digital camera,,
a

digital camera

(e friend/classmate or something interesting you can find around the
school yard)

rEps below to take pictures.
camera and centre the object in the LCD.
gr use the zoom control for the result you want.
lm are ready to take pictureso hold the shutter half way. It is very
s the camera sets the focus, shutter speed, and various othei calculation.
te a few second.
I ilould appear that let you know the camera is set tcl go.
drrter all the way down.
bressary to turn off the LCD and use the view finder when there is more
q!-snligtrt or to conserve battery life. The glare from the LCD does not rvork
ddh me bright light.

le

LHdrics
t"h

related to topic. For example: zoom, rens, flash, etc.

D\rc, hold,

press, etc.

16

lletrods:
Echnique

ad urswering

various questions related to the students' condition

the presence list
the previous material
Basic competence

I
4

the camera shown by the teacher
the vocabularies related to camera
b the text read by the teacher
* e€ questions based on the text oralry conceming to the general idea
-g th€ questions based on the text orally concerning to synJnym
lr-the sample of procedure text how to operate the digital camera
a simple procedure text in group
it in group in front of class

&
ft

students' difficulties during the leaming process
bg the materials
students homework to make another procedure text individually

Resources:

(gamera)
script
books
ternet

fL,hEar

trud

ilea

Answer the questions based on the text youjusl
listened!

d

I Orel Tesfi

Question
answer

Answer the questions based on the text

youjust

listened!

i

tF.

Oral Test

Question

Answer the teacher's questions!

answer
Make a simple procedure text in group of 4!

#E

Oral Test

En

rm

Tell your simple procedure text in front
Performance

class!

and answer the questions orally!

about?

Fpos€ of the text?

digital camera"
;mlm of the word "operate, important, centre"?
r!r see the picture of the object in a digital camera?
gHreric structures in procedure text?

lbe

simple procedure text in group of four!
Hprnprocedure text in front of the class!

lib:
hht A, maximum score 10 for each correct answer
fu kt B, maximum score 100
h Part C, maximum score t00

Ccrect answer and pronunciation

18

the

rswer and mispronunciation

8

ms$Jtr and mispronunciation

5

0

30
15
15

20
20

30

20
20
20

l0

bn':

Teacher,

I

rr

Smign

L,anguage

(TEFL) is a foreign language that should

Lrning English, the teachers should have a good planned
hnfif
(h rry rc make a well performance in the classroom is to make a

-

Er

1reclice

r

teach at the classroom. Most of the teachers have

- liry fuir activities in their classroom because they do not prepare
h{l} drq do not prepare their lesson plan.

r m

sleps to make a good lesson plan, such as (a) time allocation, (b)

ffi tLwoom management (d) Learning administration, and (e) learning
q Sfor-rhis 51sp5 in doing a lesson plan the teacher are able to manage and
h:

ClmsrOOm.

20

CHAPTER

III

RESEARCH METIIOD

l}dgr
applied descriptive and qualitative design. Descriptive design

rha[

dfte

data shown or what was going on by counting the percentage whal

data. Qualitative analysis was then applied to find out theoretically

to be the application of Teaching English as a foreign Language in

Fh

on students' English department on fifth semester Academic Year
-of HKBP Nommensen.

d

Biklen (1982:304) states official documents data include memos,
ne'wsletters, policy documents, books, proposals, codes ofethics,

gaement of philosophy, news releases and the like. Based on the
of the students' is available to be researched.

ile

lh

research, instrument is the researcher

lbra
Der

and Kahn 2002:

the instrument of choice in naturalistic inquire is the human. This

b dta is lesson plan of students'

fr

it's self. (Best

as data source. Researcher applied the

dda rvere identify by application of Teaching English as a Foreign

llete Source
of this research is the subject of the research is students of University of

fifth

Semester where the campus is located in Sutomo Street. There

21

lbnmuctr

chooses this class because the writer wants to know how the

tlde re able to make a lesson plan through the Teaching

English as a

GEFL) subjects.

dColtecting Data

lberrnan's (1988: 23) model is used to analyze the data descriptively.
on four activities, they are:

Colloction

ilim be tahen from the task of the students' of English department
of HKBP Nommensen Grade Fifth from the Teaching English as a
tr^quage (TEFL) class.

blo&rtion
rfll
h

reduce by analysis the task

of students with the two classes by using

lesson plan.

hDitphl
& dra will explain and present in table by analyzing
,fuhsirn

the student's task of

Drawing

ing the analyzing of the data, then the writer make conclusions drawn

L&n

rsr*-er the research questions.

22

l}t$r:drralfrirg
fr*if

frr

hb

Data

dma from the student's task, the datum was analyzed. The

b m kno* about percentage ofstudents ability in making a lesson

f -#t rrqb
k
[

= fue percentage of the items

t

:

m

= tbe total number of the items

frrequencl

23

CHAPTER IV

IIATA ANALYSIS, FINDING AND DISCUSSION

Lh
!h dn m this research were focuses on the task of the English students
lmF of Teaching English as a Foreign Language (TEFL) grade fifth University
\tedan.

lb Anllsb

of Data

mifu cslbcting the data flom the students

task the writer seen the data based on a

p{m from the students assignment. The data is collected from the task of the

r&n

e gsod steps of lesson plan. Good steps in lesson plan are as (a) time
I

tb
bn

cI

classroom management (d) Learning administration, and (e) learning

Alocrtion

{xsdh l-or Senior High School. There are nine of group to make a good steps

Sm ee nine group of this research show that eight of group mentioned time

h

hs$nn plan. Only one group that didn't mentioned time allocation in their

24

H
f,{db.tcr

it's better to prepare for everything especially for textbook

Lh

and

plan. From the nine group to make a good lesson plan mentioned a

Fh-

|hrn

Mrnrgement

tthn

mtrreg€ment is influenced in the activities of teacher at the classroom.

b*

m irmdle the entire situation in the classroom. From the students task of

&1

wrtioned it but it showed from their practice at the classroom. In here

& p

rlreir lesson plan in teaching practice at classroom as a candidate

fuoom
ml

frft

management here all the groups are able to handle the students at

behaviors.

Adninbtration

hmring

of learning administration in lesson plan is that the teacher explained

ding

leaming. In here means that the teacher should be able to handle all

rtere

include of games, quiz and all the activities in leaming pr.ocess

ffi's

cntire task in doing a lesson plan mentioned vrith a various learning

- ]ciry

dministration in lesson plan of the students task is showed that their

hf, nin

and closing activity.

25

4.2.5 Learning

Assessment

Leaming assessment is the scoring or how do the teacher to assess their students

to know their ability from his/ her learning material that she has been explained in learning
administration. Frorn the nine groups of the students task in their lesson plan showed that they
mentioned the leaming assessment. In here means that to know students ability that achieve.

4.3

Research Finding

After checking and analyzing the student's task in making a good lesson plan we
have seen that the students are able to make a good lesson plan that show in table below.

Table

No

4.3.I The Total Number

Percentage of Student's Task.

Steps of Lesson Plan

Total Group

Percentage

Time Allocation

7

t6.28 %

2

Textbook

9

2093%

J

Classroom Management

9

2A.% %

4

Learning Administration

9

24.% %

5

Learning Assessment

9

24.%Yo

Total group and percentage

43

100 %

4.4

Discussion

From the finding above, the students that make good steps in lesson plan in
application of Teaching English as a Foreign Language (TEFL) subject in English department
university of HKBP NOmmensen. From the nine groups of the student's task in making a lesson
plan for the time allocation only seventh group from nine group that followed or mentiod it in

26

their lesson plan. And for the textboolg classroom management, leaming administration and the
last is learning assessment showed that all the groups of the student's is mentioned

it in their

lesson plan.

27

CHAPTER V
CONCLUSION AND SUGGESTION
5.1

The Conclusion
Based on background, problem, data analysis, finding and discussion above that

from the application Teaching English as a Foreign Language (TEFL) subject the students are
able to make a good lesson plan with a good steps. To answer the problem of the study liom this
research where, the problem of this research is does students able to make a good lesson plan in

application of Learning Teaching English as a Foreign Language?
From the finding of the research conclude that the student's are able to make a
good lesson plan in application of Teaching English as a Foreign Language (TEFL) subject for

of the fifth grade students of university of HKBP Nommensen Medan.
From the percentage of the student's task conclude that the students are able to
make a good lesson plan in application of Teaching English as a Foreign Language (TEFL)
subject. The last that answered the problem of this research is the student's are able to practice or

apply these steps in their practice at the classroom.

5.2

The Suggestion

After conclude the finding the research from the student's task in application of
Teaching English as a Foreign Language (TEFL) subject in University of HKBP Nommensen
Medan. The following suggestions are addressed:

a. This study will be relevant used by a lecturer of teaching department

to

improve students ability to prepare theirs materials and especially theirs
attitude in classroom.

28

Lesson plan in this study can be used to improve for the all lecturers that
before entering the classroom to prepare a lesson plan.
c.

This study also more important or useful for teachers at the school to prepare
everything before entering the classroom.

29

REFERENCES

Creswell, J.W. 2008. Educational Research: Planning, conducting, and Evaluation Quantitative
and Qualitative (3rd ed). New Jersey: Pearson.
Bodgan, R.C. & Bilken, S.K. 1982. Qualitative Research in Education: An Introduction to
Theory and Method, Boston: Allyn & Bacon
Harmero J. 2003. The Practice of English Language Teoching. Pearson Education: Longman
Larsen Diana. 1986. Techniques and Principles in Language Teachirzg, Oxford University Press

Napitupulu Selviana and Kisno. 2014. Teaching English as a Foreign Language (LEFLI).
Jakarta: Halaman Moeka
Miles, M. B. and Huberman, A. M. 1988. Qualitative Data Analysis. London: Sage Publication.
Richards, Jack. C and Richards Schmidt. 2002. Longman Dictionary of Language Teaching and
Applied Linguistics. London: Pearson Education Ltd.

30

Jalan Sutomo No.4A Telepon (061) 4522922; 4522831; 4565635 P.O,Box 1133 Fax. 4571426 Medan 20234 - lndonesia

STIRAT KETERANGAI\
Nomor : eo7 lFKIP-MlKetlIU20l6

Wakil Dekan Khusus Bidang Akademik Fakultas Keguruan dan Ilmu Pendidikan Universitas
HKBP Nommensen, Dengan Ini menerangkan bahwa :
Narna

Rina Octavia Simarmata, S.Pd., M.Pd

NIPAIIDN
Unit Kerja

0l 180108802
FKIP Universitas HKBP Nommensen

Program Studi

Pendidikan Bahasa Inggns

Telah melaksanakan seminar hasil penelitian pada hari Senin tanggal 15 Pebruari 2016 dengan
judul tersebut adalah:
n'The Application Of Teaching English As A Foreigin Language (TEFL)

In Making

Lesson Plan ^dn Students English Department On Fifte Semester University Of
HKBP Nommensen Academic Year 201512016."

Demikian surat keterangan

ini

diperbuat dengan sebenarnya untuk dapat dipergunakan

seperlunya

gMedan, au Pebruari 2016
' wakil Dekan Khusus
Bidang Akademik

fUP-..1969 07011 9960 31 003

E- m ai I

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PROGP.AF/I STUDI PET\IDIDIKAN BAHASA INGGRIS
Telalr dilaksanakan seminar hasil penelitian interen atas nama:
Nama

: Rina Octavia Simarmat4 S.Pd., M.Pd

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