THE ANALYSIS OF TEACHERS’ LESSON PLAN IN IMPLEMENTING THEME-BASED INSTRUCTION FOR TEACHING ENGLISH TO YOUNG LEARNERS.
Septi Sesiorina, 2014
THE ANALYSIS OF TEACHERS’ LESSON PLAN IN IMPLEMENTING THEME-BASED INSTRUCTION FOR TEACHING ENGLISH TO YOUNG LEARNERS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
THE ANALYSIS OF TEACHERS’ LESSON PLAN IN IMPLEMENTING
THEME-BASED INSTRUCTION FOR TEACHING ENGLISH TO YOUNG LEARNERS
A RESEARCH PAPER
Submitted to Department of English Education as Partial Fulfillment of the Requirements for Sarjana Pendidikan Degree
By Septi Sesiorina
0907397
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE AND ARTS EDUCATION INDONESIA UNIVERSITY OF EDUCATION
(2)
Septi Sesiorina, 2014
2013
The Analysis of Teachers’ Lesson Plan in Implementing Theme-Based Instruction for Teaching English to Young Learners
Oleh: Septi Sesiorina
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni
© Septi Sesiorina 2013 Universitas Pendidikan Indonesia
Desember 2013
Hak Cipta dilindungi undang-undang.
(3)
Septi Sesiorina, 2014
THE ANALYSIS OF TEACHERS’ LESSON PLAN IN IMPLEMENTING THEME-BASED INSTRUCTION FOR TEACHING ENGLISH TO YOUNG LEARNERS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis. SEPTI SESIORINA
THE ANALYSIS OF TEACHERS’ LESSON PLAN IN IMPLEMENTING
THEME-BASED INSTRUCTION FOR TEACHING ENGLISH TO YOUNG LEARNERS
APPROVED BY:
Main Supervisor,
Prof. Dr. Didi Suherdi, M.Ed. NIP. 196211011987121001
Co-Supervisor,
Ika Lestari Damayanti, S.Pd., M.A. NIP. 197709192001122001
Head of English Department of English Education Faculty of Language and Arts Education
(4)
Septi Sesiorina, 2014
Prof. Dr. Didi Suherdi, M.Ed. NIP. 196211011987121001
(5)
Septi Sesiorina, 2014
THE ANALYSIS OF TEACHERS’ LESSON PLAN IN IMPLEMENTING THEME-BASED INSTRUCTION FOR TEACHING ENGLISH TO YOUNG LEARNERS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
ABSTRACT
The Analysis of Teachers’ Lesson plan in Implementing Theme-Based Instruction for Teaching English to Young Learners
Lesson plan is an important part of instruction which consists of some aspects (Goals, Objectives, Activities, Media, and Assessments). This paper investigated what aspects taken in the lesson plan in implementing Theme-Based instruction. As many as 15 lesson plans were analyzed using qualitative method and descriptive case study as its framework. The data were obtained from document analysis and interview. Theories from Cameron (2001), Moon (2000), Brown (2001), and Richards (2001) were adapted in analyzing the documents. The results showed that both teachers were aware in making lesson plans which all aspects are connected with each other and more specifically in implementing Theme-Based, most activities have reflected the characteristics. However, improvements are needed in composing Behavioral Objectives, encouraging students’ responsibility, and producing learning outcomes. Keywords: lesson plan, theme-based, young learners.
Rencana Pelaksanaan Pembelajaran (RPP) adalah bagian penting dalam kegiatan belajar mengajar yang terdiri dari beberapa aspek (Indikator, Tujuan Pembelajaran, Aktivitas, Media, dan Evaluasi). Penelitian dalam skripsi ini menginvestigasi aspek apa saja yang ada dalam RPP untuk mengimplementasikan Pembelajaran Berbasis Tema. Sebanyak 15 RPP dianalisis secara kualitatif dengan kerangka studi kasus deskriptif. Data didapatkan dari analisis dokumen dan wawancara. Teori dari Cameron (2001), Moon (2000), Brown (2001), dan Richards (2001) diadaptasi untuk menganalisis dokumen. Hasil yang didapat menunjukan bahwa kedua guru dalam penelitian ini sudah paham bagaimana membuat RPP yang aspek-aspeknya saling berkaitan dan kegiatan pembelajaran sudah mencerminkan karakteristik pembelajaran berbasis tema. Namun, perlu dilakukan perbaikan dalam menyusun Behavioral Objectives, menumbuhkan sikap tanggung jawab siswa, dan menghasilkan produk pembelajaran.
(6)
TABLE OF CONTENTS
PAGE OF APPROVAL ... ii
DECLARATION ... iii
PREFACE ... iv
ACKNOWLEDGEMENT ... v
ABSTRACT ... vi
TABLE OF CONTENT ... vii
LIST OF TABLES ... x
LIST OF FIGURES ... xi
CHAPTER I ... 1
1.1 Background of The Study ... 1
1.2 Statement of The Problem ... 3
1.3 Aims of The Study ... 3
1.4 Significance of The Research ... 4
1.5 Organization of The Paper ... 4
1.5.1 Chapter I ... 4
1.5.2 Chapter II ... 4
1.5.3 Chapter III ... 4
1.5.4 Chapter IV ... 5
1.5.5 Chapter V ... 5
CHAPTER II ... 6
2.1 Definition of Lesson Planning ... 6
2.1.1 Function of Lesson Planning ... 7
2.1.2 Aspects of Lesson Plan ... 8
2.1.2.1 Goals ... 8
(7)
Septi Sesiorina, 2014
THE ANALYSIS OF TEACHERS’ LESSON PLAN IN IMPLEMENTING THEME-BASED INSTRUCTION FOR TEACHING ENGLISH TO YOUNG LEARNERS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
2.1.2.3 Activities ... 10
2.1.2.4 Media ... 13
2.1.2.5 Assessments ... 15
2.2 Theme-Based Instruction ... 16
2.2.1 Characteristics of Theme-Based Instruction ... 18
2.3 Who Young Learners Are ... 19
2.3.1 Characteristics of Young Language Learners... 20
2.4 Related Studies ... 22
2.5 Concluding Remarks ... 23
CHAPTER III ... 26
3.1 Research Method ... 26
3.2 Sample and Respondents ... 26
3.3 Technique of Data Collection ... 27
3.3.1 Document Analysis ... 27
3.3.2 Interview ... 28
3.4 Data Analysis ... 28
3.5 Procedure of The Study ... 29
CHAPTER IV ... 31
4.1 Aspects of Lesson Plan ... 31
4.1.1 Goals ... 31
4.1.2 Objectives ... 36
4.1.3 Activities ... 42
4.1.4 Media ... 51
4.1.5 Assessments ... 55
4.2 Concluding Remarks ... 60
CHAPTER V ... 62
(8)
5.2 Suggestions ... 63 REFERENCES ... 64 APPENDICES ... 66
(9)
Septi Sesiorina, 2014
THE ANALYSIS OF TEACHERS’ LESSON PLAN IN IMPLEMENTING THEME-BASED INSTRUCTION FOR TEACHING ENGLISH TO YOUNG LEARNERS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
LIST OF TABLES
Table 3.1 Respondents of the study ... 27
Table 3.2 Interview guidance ... 28
Table 3.3 Rubric to analyze the aspects of theme-based lesson plan ... 29
Table 4.1 Instructional Goals in Teacher 1 Cycle 1 Lesson Plans (L1.1) ... 32
Table 4.2 Instructional Goals in Teacher 1 Cycle 2 Lesson Plans (L1.2) ... 33
Table 4.3 Instructional Goals in Teacher 2 Cycle 1 Lesson Plans (L2.1) ... 34
Table 4.4 Instructional Goals in Teacher 2 Cycle 2 Lesson Plans (L2.2) ... 35
Table 4.5 Correspondence of Goals and Objectives in L1.1 ... 36
Table 4.6 Summary of “ABCD” aspects in the objectives of L1.1 ... 37
Table 4.7 Correspondence of Goals and Objectives in L1.2 ... 38
Table 4.8 Summary of “ABCD” aspects in the objectives of L1.2 ... 38
Table 4.9 Correspondence of Goals and Objectives in L2.1 ... 39
Table 4.10 Summary of “ABCD” aspects in the objectives of L2.1 ... 40
Table 4.11 Correspondence of Goals and Objectives in L2.2 ... 40
Table 4.12 Summary of “ABCD” aspects in the objectives of L2.2 ... 41
Table 4.13 Summary of activities that reflected Theme-Based characteristics in L1.1 ... 43
Table 4.14 Summary of activities that reflected the principles of sequencing activities in L1.1 ... 44
Table 4.15 Summary of activities that reflected Theme-Based characteristics in L1.2 ... 45
Table 4.16 Summary of activities that reflected the principles of sequencing activities in L1.2 ... 46
Table 4.17 Summary of activities that reflected Theme-Based characteristics in L2.1 ... 48
Table 4.18 Summary of activities that reflected the principles of sequencing activities in L2.1 ... 48
Table 4.19 Summary of activities that reflected Theme-Based characteristics in L2.2 ... 50
Table 4.20 Summary of activities that reflected the principles of sequencing activities in L2.2 ... 50
Table 4.21 Instructional Media used by T1 in eight lesson plans ... 52
Table 4.22 Instructional Media used by T2 in seven lesson plans ... 53
Table 4.23 Assessments in Teacher 1 Cycle 1 Lesson Plan (L1.1) ... 56
Table 4.24 Assessments in Teacher 1 Cycle 2 Lesson Plan (L1.2) ... 57
Table 4.25 Assessments in Teacher 2 Cycle 1 Lesson Plan (L2.1) ... 58
(10)
LIST OF FIGURES
Figure 2.1 Example of the sequence of Indonesian SK KD to determine Goals and Objectives for 5th grader... 10
(11)
Septi Sesiorina, 2014
THE ANALYSIS OF TEACHERS’ LESSON PLAN IN IMPLEMENTING THEME-BASED INSTRUCTION FOR TEACHING ENGLISH TO YOUNG LEARNERS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER I INTRODUCTION
This chapter provides the introductory explanation that serves to give outline of the research in this study. It covers the background of this research that indicates changing in the practice of English Language Teaching (ELT) in Indonesian primary schools due to the process of implementing curriculum 2013.
1.1Background of the Study
For the eleventh time since Indonesia‟s independence on 1945, the country has
been through eleven changes of curriculum. The most recent one occurred in the end of 2012 when the Ministry of Education announced curriculum 2013. curriculum 2013 is made by the mean to replace curriculum 2006 (Kurikulum Tingkat Satuan Pendidikan).
The implementation of curriculum 2013 results in one major change that will take place in Indonesian primary schools. The change is the reduction of the number of subjects taught in classroom from ten to six because some subjects will be integrated to another. In other word, it can be said that curriculum 2013 puts skills integration as the ultimate goal of the instruction.
Integrated learning can be put under an approach namely Theme-Based teaching. Theme-Based teaching is a model of teaching where all subjects taught in classroom are set on the same particular topic. For example, when science is discussing mammals, other subjects will also discuss about the same topic. When Theme-Based teaching is applied, it is believed that it will give meaningful contribution for young learners because during a certain period their live will revolve around one topic. The Theme-Based teaching itself has been practiced in UK primary classroom since 1960s (Cameron, 2001).
(12)
Planning theme-based teaching can be started by teachers across subjects in a school planning thematic unit. A school-wide theme-based teaching is planned by referring to resources available and the objectives of the unit. The advantage from the school-wide theme-based teaching is that teachers benefit from the interchange of ideas when they come together to work collaboratively (Mumford, 2000).
According to Cameron (2001), Theme-Based teaching can serve the role as connecting thread for students and teachers when it is run through everything that happens in the classroom. Theme-based teaching aims to get learners using English „in a purposeful way to find out things and do things which have meaning
and interest for them and to communicate the results to others‟ (Moon, 2000:119).
In Indonesia, the policy that underlies the teaching of English is the policy of The Indonesia Ministry of Education No. 0487/4/1992, Chapter VIII. The policy states that primary schools in Indonesia may add subjects in their curriculum, as long as the subjects are in line with the objective of national standards. Furthermore, the follow-up of the policy appeared on the Decree on the Minister of Education No. 060/U/1993 on February 25th 1993 about the position of English in primary school teaching as a local content (Muatan Lokal). During its implementation, English curriculum is designed not in the national level by the Ministry of Education but instead in the province level (Suyanto, 2008).
Due to the status, textbook as a guide for teachers will not be available. This phenomenon requires English teachers, especially in primary school, to be creative in designing lessons that can be beneficial for students.
Whether or not the Theme-Based teaching will succeed as the new curriculum implementation lies on some factors. According to Dokumen Kurikulum 2013, factors that can lead to the success of curriculum implementation are as follow:
(13)
Septi Sesiorina, 2014
THE ANALYSIS OF TEACHERS’ LESSON PLAN IN IMPLEMENTING THEME-BASED INSTRUCTION FOR TEACHING ENGLISH TO YOUNG LEARNERS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
establishing and supervising, and compatibility of human resources in this case the teachers. The latter is in line with Dermody (2004) who states that the success of Theme-Based teaching relies on the role of teachers as a teaching team and their knowledge as well as competencies regarding Theme-Based teaching. In order to provide an effective lesson that is based on Theme-based teaching, every activity in classroom has to be arranged in a purposeful way. This makes lesson planning a fundamental stage in teaching-learning cycle. Combining good lesson planning and Theme-based teaching can initiate effective instruction. Yet, considering that Theme-Based is a new term for English teachers in Indonesia, problems are likely to be encountered during the process of designing the lesson plans.
Based on the fact that the success of Curriculum 2013 implementation for the sustainability of English teaching-learning process, the research explores the process of how the Indonesian primary school teachers preparing a lesson plan that can meet the demands of theme-based teaching and Curriculum 2013 and also the problems they encounter during the making process.
1.2Statement of The Problem
This study will be conducted to answer the problems that are formulated in the following questions:
“What aspects are included in teachers‟ lesson plan to implement Theme
-based teaching?”
“What are considerations taken by the teachers in designing learning activities that accommodate the theme-based teaching?”
1.3Aims of The Study
The research is aimed at identifying the aspects taken and considerations taken in making Theme-Based lesson plan for teaching English to Young Learners.
(14)
1.4Significance of The Research
The result of the research is expected to give a beneficial contribution for the English education department and English teachers. The reasons behind this consideration are; firstly, lesson planning is the very first step for teachers to create a meaningful instruction for students in formal education. By providing the information of how teachers plan a lesson, hopefully this research can give beneficial inputs for English teacher in primary school in developing Theme-Based lesson plans as well as the Ministry of Education as the policy maker in developing nationwide curriculum. Secondly, this paper reveals a real condition of
the process behind English teachers‟ Theme-Based lesson plan making. Hence, this research can give essential information regarding English teachers‟ competencies and readiness in fulfilling the demands of upcoming Curriculum 2013.
1.5Organization of The Paper
This paper is divided into five parts. The explanation of what each chapter discusses is elaborated below:
1.5.1 Chapter I
Chapter I contains background of the study, statement of the problem, aims of the study, significance of the study, and the organization of the paper.
1.5.2 Chapter II
Chapter II is where the theories underlying the study are elaborated. The theories cover the explanation of lesson planning, Theme-Based instruction, and young learners.
1.5.3 Chapter III
Chapter III presents the methodology which was employed in conducting the study. It contains research method, sample and respondents, techniques of data collection through document analysis and interview, data analysis, and procedure of the study.
(15)
Septi Sesiorina, 2014
THE ANALYSIS OF TEACHERS’ LESSON PLAN IN IMPLEMENTING THEME-BASED INSTRUCTION FOR TEACHING ENGLISH TO YOUNG LEARNERS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
1.5.4 Chapter IV
Chapter IV reports the findings and discussions of this study based on the collected data. The data in this chapter were analyzed using the theoretical framework elaborated in Chapter II.
1.5.5 Chapter V
Chapter V contains conclusions of the study. It also offers suggestions for further study.
(16)
CHAPTER III METHODOLOGY
This chapter focuses on the research methodology used in this study to investigate what aspects that are taken into teachers’ lesson plan in order to implement Theme-Based teaching. Furthermore, this chapter elaborates research method, site and respondents, technique in data collection, data analysis, and procedure of analysis.
3.1 Research Method
This research is intended to identify the aspects that are taken into teachers’ lesson plan in order to implement Theme-Based teaching for young learners.
Due to the aim of this research, this study employed qualitative research and applied descriptive study as its framework. Qualitative research was employed to its nature which provides actual settings as the direct source of data (Bogdan and Biklen, 2006). Bogdan and Biklen (2006) also state that descriptive study views that everything is potential to provide a clue that reveals more comprehensive understanding.
3.2 Sample and Respondents
The study took place in one of private elementary school in North Bandung. As many as two teachers were involved in this study. Teacher one (T1) and Teacher two (T2) were college students majoring in English Education who were doing their final paper which required them to implement theme-based in teaching during the practice.
During their practice, both teachers were going to teach 2 learning cycles. Every learning cycle contains 4 meetings that are under one theme as a connecting thread to bind the lessons. Under the school policy, T1 taught third grader while T2 taught fifth grader.
(17)
Septi Sesiorina, 2014
THE ANALYSIS OF TEACHERS’ LESSON PLAN IN IMPLEMENTING THEME-BASED INSTRUCTION FOR TEACHING ENGLISH TO YOUNG LEARNERS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
There are 15 lesson plans gathered from T1 and T2. T1 contributed 8 lesson plans, four in each learning cycle. T2 contributed 7 lesson plans, 4 in Cycle 1 and 3 lesson plans in Cycle 2. The description of two teachers and the lesson plans is presented in Table 3.1 below:
Table 3.1 Respondents of the study
Teacher Grade Cycle Theme Quantities of
Lesson Plan
Educational Background
Teacher 1 (T1)
III Cycle 1
(L1.1)
“Occupation” L1.1a, L1.1b,
L1.1c, L1.1d
English Education Cycle 2
(L1.2)
“Weather” L1.2a, L1.2b,
L1.2c, L1.2d Teacher 2
(T2)
V Cycle 1
(L2.1)
“Food and
Drink” L2.1a, L2.1c, L2.1d L2.1b,
English Education Cycle 2
(L2.2)
“Around the
School” L2.2a, L2.2c L2.2b,
3.3 Technique of Data Collection
The data collection in this research is done through analyzing archived documents and interviewing the respondents. This study was conducted with the technique of document analysis in which the analyzed documents provide the data meant to be investigated. Some aspects were obtained effortlessly since they are stated explicitly in the lesson plan while for some aspects that were implicitly stated the findings were obtained after inferences were made. According to Silverman (2010) interviewing process is one of the most natural things in the world and its practice is able to get inside someone’s mind and to tell things from his point of view.
3.3.1 Document Analysis
The content of the Theme-based lesson plan will be matched with theories proposed by Cameron (2001), Moon (2000), Brown (2001), and Richards (2001) to analyze the lesson plan. The theories then were made into rubric on which the analysis of lesson plan is based. The rubric serves as framework of this study and can be found in the Data Analysis section of this chapter. The documents which
(18)
were used in this study are originally written in Indonesian. For the purpose of the study, translation of some aspects such as instructional goals and objectives were employed to provide findings in Chapter 4. As for the authentic version of the lesson plans written in Indonesian, they can be found in the Appendix section of this paper.
3.3.2 Interview
Interview was conducted to get more detailed information, clarify any misconceptions during the process of document analysis, and to recheck what has been revealed in the lesson plan. According to Bogdan and Biklen (2006) interview is used to collect information directly from the participant’s own statements where the researcher can develop perceptions of how the participant perceives a phenomenon.
Interview guidance was utilized to direct the flow of the interview as it was done in an informal situation. The guidance consists of the interview questions grouped into some categories. The guidance is shown in the table below:
Table 3.2 Interview guidance
Aspect Classification
Teachers’ view of lesson planning Teachers’ perspective of making a lesson plan prior to get into the classroom.
Teachers’ techniques in making a lesson plan.
Goals Teachers’ understanding about goals.
Objectives Teachers’ techniques in composing objectives.
Teachers’ consideration in composing objectives.
Activities Teachers’ techniques in designing learning activities.
Teachers’ consideration in adding in Theme-based characteristics in learning activities.
Teachers’ perspective in sequencing learning activities.
Media Teachers’ consideration in choosing media.
Assessment Teachers’ consideration in constructing assessment.
3.4 Data Analysis
The data obtained from document of the teachers were analyzed in terms of their content. The content of the Theme-based lesson plan were matched with theories
(19)
Septi Sesiorina, 2014
THE ANALYSIS OF TEACHERS’ LESSON PLAN IN IMPLEMENTING THEME-BASED INSTRUCTION FOR TEACHING ENGLISH TO YOUNG LEARNERS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
proposed by Cameron (2001), Moon (2000), Brown (2001), and Richards (2001) to find out whether the aspects in each lesson plan have met the criterion stated by the theories. The framework employed in this study to investigate the aspects taken in Theme-Based lesson plan is presented in the table below.
Table 3.3
Rubric to analyze the aspects of theme-based lesson plan
No. Aspects of Lesson Plan
Aspects Characteristics
1 Goals Achievable for young learners
2 Objectives Congruent with goals
Containing “ABCD” aspects Containing 3 learning domains
3 Activities In line with Objectives
Theme Based Characteristics
Encouraging students responsibility
Exposing vocabulary items
Producing learning outcome(s)
Showing teacher’s regular monitoring
Maximizing oral production (repetitive pattern, rhyme, rhythm, and song)
Concrete to Abstract Receptive to Productive skill Personal to Impersonal Controlled to Less-controlled
4 Media Practicality
Appropriateness Effectivity
5 Assessment Congruent with Objectives and Activities
Using familiar activities
Retaining the perspective of social-interaction
3.5 Procedure of the Study
The research is done through the following procedure:
The data for the research will be gained through the following procedure: 1. Searching for primary school.
This step was done to find out primary school that implements theme-based teaching in teaching English to welcome Curriculum 2013.
2. Collecting the Theme-based lesson plan from the teachers. This step was done to gain data needed to be analyzed later. 3. Drawing criteria based on theories from experts.
(20)
Relevant theories were used to guide the process in analyzing what has been found in the lesson plan.
4. Synchronizing data in lesson plan with the criteria.
The obtained data were analyzed whether it has effectively represented the corresponding theories.
5. Interviewing the teachers.
Interview was done to get more comprehensive data and to crosscheck what has been found in the lesson plans with what the teachers’ point of view. 6. Transcribing the data from the interview.
7. Interpreting the answers from the interview. 8. Presenting the data descriptively.
(21)
Septi Sesiorina, 2014
THE ANALYSIS OF TEACHERS’ LESSON PLAN IN IMPLEMENTING THEME-BASED INSTRUCTION FOR TEACHING ENGLISH TO YOUNG LEARNERS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
After the findings have been analyzed, conclusions can be drawn to present the interpretation of the discussion in the previous chapter. Furthermore, suggestions are made as a follow-up of this study.
5.1 Conclusions
A good teacher should be able to present meaningful lessons in the classroom which accommodate students‟ characteristics. Being a good teacher needs a great amount of effort and a long process of continuous improvement. Presenting meaningful lessons is not easy and it needs a continuous progress of creating a lesson plan. Lesson plan is a significant part in learning since it acts as a tool for teachers to fall back on to guide their lessons in the classroom.
The teachers under this study implemented Theme-Based teaching in which one particular theme was used to connect the lessons in four meetings. How the teachers implemented Theme-Based characteristics can be seen in their lesson plans. Other than Theme-Based characteristics, the information of how the teachers designed instructional goals, objectives, activities, media, and assessment is obtainable in the lesson plan.
From the discussions presented earlier, it can be concluded that both teachers have been aware about the importance of designing English lessons in which all five aspects (goals, objectives, activities, media, and assessment) are all connected. Teachers could make goals which were measurable, objectives which were corresponding with the respective goals, activities which were sequentially well-arranged, media which were practical, effective, and appropriate, and assessments
(22)
which accommodated learning-centered perspective for children. However, some inconsistencies occurred when the teachers were not successful in creating learning objectives with complete “ABCD” (Audience, Behavior, Condition, Degree) features. Almost all of the objectives also neglect the psychomotor and learning domains.
Regarding the Theme-Based teaching itself, it is found that both teachers have been able to implement the characteristics which are „exposing vocabulary items‟, „exposing oral production‟, and „showing teacher‟s regular monitoring‟. However, there are two characteristics which were frequently neglected; they are „encouraging
students‟ responsibility‟ and„producing learning outcomes‟.
After all, from the interview session it was revealed that both teachers have realized and admitted the importance of creating lesson plan prior getting into the classroom. The teachers also stated that goals should be suitable for young learners, objectives should derive from goals, activities should be congruent with the objectives, media should support language learning, and assessment should be child friendly able to measure students achievement.
5.2 Suggestions
A further study would be needed to investigate more comprehensively about the implementation of Theme-Based teaching in English classrooms to adapt with a recent changing of Indonesian curriculum, which is Curriculum 2013. Furthermore, the investigation of which Theme-Based teaching is implemented as a mean of integrating more than one subject may be required. In addition, the subject of further study may cover higher level of education apart from primary school, which could be either junior high or high school.
(23)
Septi Sesiorina, 2014
THE ANALYSIS OF TEACHERS’ LESSON PLAN IN IMPLEMENTING THEME-BASED INSTRUCTION FOR TEACHING ENGLISH TO YOUNG LEARNERS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
REFERENCES
Asfaw, A. (2002). Analysis of Lesson Plans: The Case of English Teaching in Kafa Zone. (Master Thesis, Addis Ababa University, Ethiopia). Retrieved from http://etd.aau.edu.et/dspace/bitstream/123456789/2736/1/Abebe%20Asfaw.pd f [June 10th, 2013]
Bogdan, R. and Biklen, S. K. (2006). Qualitative Research for Education: An Introduction to Theories and Methods. USA Pearson Education, Inc.
Brien, J. (2012). Teaching Primary English. London, California, New Delhi, Singapore: SAGE Publications Ltd.
Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy 2nd Edition. New York: Addison Wesley Longman, Inc.
Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: Cambridge University Press.
Dermody, B. (2004). Improving Student Learning Through Theme Based Curriculum Design and Team Teaching: An Action Research Study. (Master Thesis, Dublin Institute of Technology, Ireland). Retrieved from http://arrow.dit.ie/ltcdis [May 22nd, 2013]
Gagnè, R. and Briggs, L. J. (1978). Principles of Instructional Design. Florida: Florida State University.
Halliwell, S. (1992). Teaching English in the Primary Classroom. Harlow: Longman.
Harmer, J. (2007). The Practice of English Language Teaching 4th Edition. Harlow: England Pearson Education.
Haycraft, J. (1984). An Introduction to English Language Teaching. Essex: Longman Group Limited.
Kurosawa, J. A. (2010). An Analysis of Lesson Plans Developed to Meet the Japanese Ministry of Education’s “English Activities” Mandate. (Master Thesis,
University of Columbia, Canada) Retrieved from
http://dspace.library.uvic.ca:8080/bitstream/handle/1828/2731/project%20201 0.pdf [June 6th, 2013]
(24)
Linse, C. and Nunan, D. (2005). Practical English Language Teaching: Young Learners. New York: McGraw-Hill
Ministry of Education and Culture. (2013). Curriculum Development 2013. Jakarta, Indonesia: Author.
Moon, J. (2000). Children Learning English. Oxford : Macmillan Education.
Mumford, D. (2000). Planning a Theme Based Unit. Canada: Pacific Edge Publishing Ltd.
Richards, J. C. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.
Scott, W. A. and Ytreberg, L. H. (1990). Teaching English to Children. Essex, England; New York: Longman.
Silverman, D. (2010). Doing Qualitative Research. London: SAGE Publication Ltd.
Slavin, R. (2006). Educational Psychology: Theory and Practice. Boston: Pearson/ Allyn & Bacon.
Suyanto, K. E. (2008). English for Young Learners. Jakarta: Bumi Aksara.
University of Canberra. (2010). A Guide to Referencing 6th Edition. [Online]. Retrieved from: http://www.canberra.edu.au/library/research-gateway/research_help/referencing-guides.html [November 7th, 2013]
Woodward, T. (2001). Planning Lessons and Courses: Designing Consequences of Work for the Language Classroom. Cambridge: Cambridge University Press.
Wright, A. (1989). Pictures for Language Learning. Cambridge: Cambridge University Press.
(1)
proposed by Cameron (2001), Moon (2000), Brown (2001), and Richards (2001) to find out whether the aspects in each lesson plan have met the criterion stated by the theories. The framework employed in this study to investigate the aspects taken in Theme-Based lesson plan is presented in the table below.
Table 3.3
Rubric to analyze the aspects of theme-based lesson plan No. Aspects of Lesson Plan
Aspects Characteristics
1 Goals Achievable for young learners 2 Objectives Congruent with goals
Containing “ABCD” aspects
Containing 3 learning domains 3 Activities In line with Objectives
Theme Based Characteristics
Encouraging students responsibility
Exposing vocabulary items
Producing learning outcome(s)
Showing teacher’s regular monitoring
Maximizing oral production (repetitive pattern, rhyme, rhythm, and song)
Concrete to Abstract Receptive to Productive skill Personal to Impersonal Controlled to Less-controlled
4 Media Practicality
Appropriateness Effectivity
5 Assessment Congruent with Objectives and Activities Using familiar activities
Retaining the perspective of social-interaction
3.5 Procedure of the Study
The research is done through the following procedure:
The data for the research will be gained through the following procedure: 1. Searching for primary school.
This step was done to find out primary school that implements theme-based teaching in teaching English to welcome Curriculum 2013.
2. Collecting the Theme-based lesson plan from the teachers. This step was done to gain data needed to be analyzed later.
(2)
Relevant theories were used to guide the process in analyzing what has been found in the lesson plan.
4. Synchronizing data in lesson plan with the criteria.
The obtained data were analyzed whether it has effectively represented the corresponding theories.
5. Interviewing the teachers.
Interview was done to get more comprehensive data and to crosscheck what
has been found in the lesson plans with what the teachers’ point of view.
6. Transcribing the data from the interview. 7. Interpreting the answers from the interview. 8. Presenting the data descriptively.
(3)
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
After the findings have been analyzed, conclusions can be drawn to present the interpretation of the discussion in the previous chapter. Furthermore, suggestions are made as a follow-up of this study.
5.1 Conclusions
A good teacher should be able to present meaningful lessons in the classroom which
accommodate students‟ characteristics. Being a good teacher needs a great amount of
effort and a long process of continuous improvement. Presenting meaningful lessons is not easy and it needs a continuous progress of creating a lesson plan. Lesson plan is a significant part in learning since it acts as a tool for teachers to fall back on to guide their lessons in the classroom.
The teachers under this study implemented Theme-Based teaching in which one particular theme was used to connect the lessons in four meetings. How the teachers implemented Theme-Based characteristics can be seen in their lesson plans. Other than Theme-Based characteristics, the information of how the teachers designed instructional goals, objectives, activities, media, and assessment is obtainable in the lesson plan.
From the discussions presented earlier, it can be concluded that both teachers have been aware about the importance of designing English lessons in which all five aspects (goals, objectives, activities, media, and assessment) are all connected. Teachers could make goals which were measurable, objectives which were corresponding with the respective goals, activities which were sequentially
(4)
well-which accommodated learning-centered perspective for children. However, some inconsistencies occurred when the teachers were not successful in creating learning objectives with complete “ABCD” (Audience, Behavior, Condition, Degree) features. Almost all of the objectives also neglect the psychomotor and learning domains.
Regarding the Theme-Based teaching itself, it is found that both teachers have been able to implement the characteristics which are „exposing vocabulary items‟,
„exposing oral production‟, and „showing teacher‟s regular monitoring‟. However, there are two characteristics which were frequently neglected; they are „encouraging students‟ responsibility‟ and„producing learning outcomes‟.
After all, from the interview session it was revealed that both teachers have realized and admitted the importance of creating lesson plan prior getting into the classroom. The teachers also stated that goals should be suitable for young learners, objectives should derive from goals, activities should be congruent with the objectives, media should support language learning, and assessment should be child friendly able to measure students achievement.
5.2 Suggestions
A further study would be needed to investigate more comprehensively about the implementation of Theme-Based teaching in English classrooms to adapt with a recent changing of Indonesian curriculum, which is Curriculum 2013. Furthermore, the investigation of which Theme-Based teaching is implemented as a mean of integrating more than one subject may be required. In addition, the subject of further study may cover higher level of education apart from primary school, which could be either junior high or high school.
(5)
REFERENCES
Asfaw, A. (2002). Analysis of Lesson Plans: The Case of English Teaching in Kafa Zone. (Master Thesis, Addis Ababa University, Ethiopia). Retrieved from http://etd.aau.edu.et/dspace/bitstream/123456789/2736/1/Abebe%20Asfaw.pd f [June 10th, 2013]
Bogdan, R. and Biklen, S. K. (2006). Qualitative Research for Education: An Introduction to Theories and Methods. USA Pearson Education, Inc.
Brien, J. (2012). Teaching Primary English. London, California, New Delhi, Singapore: SAGE Publications Ltd.
Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy 2nd Edition. New York: Addison Wesley Longman, Inc.
Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: Cambridge University Press.
Dermody, B. (2004). Improving Student Learning Through Theme Based Curriculum Design and Team Teaching: An Action Research Study. (Master Thesis, Dublin Institute of Technology, Ireland). Retrieved from http://arrow.dit.ie/ltcdis [May 22nd, 2013]
Gagnè, R. and Briggs, L. J. (1978). Principles of Instructional Design. Florida: Florida State University.
Halliwell, S. (1992). Teaching English in the Primary Classroom. Harlow: Longman. Harmer, J. (2007). The Practice of English Language Teaching 4th Edition. Harlow:
England Pearson Education.
Haycraft, J. (1984). An Introduction to English Language Teaching. Essex: Longman Group Limited.
Kurosawa, J. A. (2010). An Analysis of Lesson Plans Developed to Meet the Japanese Ministry of Education’s “English Activities” Mandate. (Master Thesis, University of Columbia, Canada) Retrieved from http://dspace.library.uvic.ca:8080/bitstream/handle/1828/2731/project%20201 0.pdf [June 6th, 2013]
(6)
Linse, C. and Nunan, D. (2005). Practical English Language Teaching: Young
Learners. New York: McGraw-Hill
Ministry of Education and Culture. (2013). Curriculum Development 2013. Jakarta, Indonesia: Author.
Moon, J. (2000). Children Learning English. Oxford : Macmillan Education.
Mumford, D. (2000). Planning a Theme Based Unit. Canada: Pacific Edge Publishing Ltd.
Richards, J. C. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.
Scott, W. A. and Ytreberg, L. H. (1990). Teaching English to Children. Essex, England; New York: Longman.
Silverman, D. (2010). Doing Qualitative Research. London: SAGE Publication Ltd. Slavin, R. (2006). Educational Psychology: Theory and Practice. Boston: Pearson/
Allyn & Bacon.
Suyanto, K. E. (2008). English for Young Learners. Jakarta: Bumi Aksara.
University of Canberra. (2010). A Guide to Referencing 6th Edition. [Online]. Retrieved from: http://www.canberra.edu.au/library/research-gateway/research_help/referencing-guides.html [November 7th, 2013]
Woodward, T. (2001). Planning Lessons and Courses: Designing Consequences of
Work for the Language Classroom. Cambridge: Cambridge University Press.
Wright, A. (1989). Pictures for Language Learning. Cambridge: Cambridge University Press.