CHAPTER II

REVIEW OF RELATED LITERATURES

2.1 Definition of Lesson Plan

Lesson plan is begin to be developed by primary teachers in Japan, which is

called as kenkyuu jugyo in Japanese language. Makoto Yoshida is regarded as who

introduced the kenkyuu jugyo. It was firstly applied in Mathematics. The success of

Japanese teachers in developing Lesson Study is, then, followed by some other

countries, including the United States of America. In the U.S., Lesson Plan was

introduced by Catherine Lewis, who had been conducting research on Lesson Study

since 1993 in Japan. In Indonesia, Lesson Study is a nowadays issue as well to be

socialized as an alternative model for improving student’s achievement in every

subject. It probably does not provide real strategies or techniques in improving

students’ achievement in a lesson, but this can be done by studying factors that

contribute to the students’ successfulness in their learning. Lesson plan provides

inputs and insights for teacher so that they can better their teaching resulting to the

students’ betterment in learning

Teachers concerns with a set of written steps about what they are going to do in

the classroom called lesson plan. Brown (2001:149) in Annisa, (2015 p.4) states

“lesson plan as a set of activities which represent ‘steps’ along a curriculum before

which and after which you have a hiatus (a day or more) in which to evaluate and

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prepare for the next lesson”. Additionally, Woodward (2001) in Asep (2014, p.20)

describes that “lesson planning is not only in a written form, it can be defined as

everything a teacher does when s/he is thinking of the next lesson such as visualizing,

reading resources, or even staring at the ceiling”.

Harmer (2007) in Asep (2014, p.22) highlights two important points of why
to plan a lesson. Firstly, lesson plan is guide for teachers to refer to. Creative
changes may be done to adapt with what actually happens in the classroom
but in the end lesson plan is still a guide for teachers to fall back on. Secondly,
it relates to teacher’s relationship with students. Teacher who has done
planning beforehand suggests their commitment toward teaching and will get
positive respond from students
A lesson is a unified set of activities that focuses on one teaching objective at

a time. A teaching objective states what the learners will be able to do at the end of

the lesson. Teachers use the information learned through the needs assessment to

develop the objectives. For example, if the learners identify understand written

communication from my children’s teachers” as a goal, an objective might be

“learners will be able to interpret a child’s weekly homework form” or “learners will

be able to read the notes that their children’s teachers send from school.”

Linda Jensen (2002: 403) in Arik 2013, p.16) states that a lesson plan is an
extremely useful tool that serves as a combination guide, resource and history
document reflecting our teaching philosophy, student population, text books,
and most importantly, our goals for our students. It can be described with
many metaphors such as road map, blueprint, or game plan but regardless of
the analogy, a lesson plan is essential for novice teachers and convenient for
experienced teachers.
As what stated above, the researcher highlight a conclusion that a lesson plan

is a specifics set of learners in a classroom. The classroom may vary in length from
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one to four hours and provides learners with instruction on skills needed to

accomplish an objective from the unit plan. The lesson plan breaks the unit plan

down into detail and is the direction for the classroom. A good lesson plan is an

important tool that focuses both the instructor and the learners on the purpose of the

lesson and, if carefully constructed and followed, enables learners to efficiently meet

their goals.

2.2 Aspects of Lesson Plan

There are no standard formats of what a lesson plan should contain. But it

is agreed that there are several essential elements that should be included in lesson

plan (Brown, 2001) in Irma (2015 p.23) .

1. Goals

Goal is a general change that is hoped to be achieved by learners within

completing a course or program and are derived from needs analysis done to

gather information needed related to the learners (Richards, 2001). Goals

composed for primary schools should exemplify children’s characteristics, and

more importantly they should be achievable for young learners.

2. Objectives

Objectives contain what teacher wants the students to accomplish at the

end of the lesson (Brown, 2001). In some cases, objectives are often overlapping
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with goals. But Richards (2001) in Arik (2013 p.18) has made clear distinctions of

objectives compared to goals. The way of expressing objectives is known as

Behavioral Objectives which “… take the idea of describing learning outcomes …

by further operationalizing the definition of behavior”. Operationalizing the

learning objectives can be done by including the aspects of “ABCD” as proposed

by Mager, Findlay and Nathan (Richards, 2001). “A” stands for “Audience” and

refers to the students as the subject. “B” stands for “Behavior” that defines

performance to be learned stated by action verbs. “C” stands for “Condition” under

which the demonstration of students’ performance is to occur. “D” stands for

“Degree” which describes how well the students must be able to demonstrate the

performance.

3. Activities

In accordance with the implementation of Theme-Based teaching, there are

some distinct characteristics to be exemplified in learning activities. They are as

follow and as suggested by Cameron (2001) in Irma (2015, p.30) : responsibility

on the students, introduction of new vocabulary items, Theme-Based learning

outcomes, teachers’ regular monitoring, and oral production. Moon (2000) in Irma

2015, p.30) also emphasizes some other essential principles that should be

considered before designing learning activities. Learning activities made for young

learners need to follow these principles: concrete to abstract, receptive to

productive skills, personal to impersonal, and controlled to less controlled.

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4. Media

Wright (1989) in Rifa 2017, p.18) states several principles to guide and

ease teachers in selecting media. He states that media should be easily prepared or

obtained, be easily used and operated in classroom situation, attract children’s

attention, be meaningful and authentic, and improve children’s language skills.

Based on Wright’s statement above, the use of media should fulfill three

principles; practicality, appropriateness, and effectiveness.

5. Assessments

In analyzing the aspect of assessment used in the lesson plan, principles of

assessments proposed by Cameron (2001) in Irma 2015, p.29) were employed.

Firstly, the assessment should be able to measure what is formulated in the

objectives regarding what and how well students should demonstrate certain action

verbs. Secondly, the assessment should be congruent with activities and using

familiar activities from their classroom experience. Finally, assessment for young

learners should be seen from learning-centered perspective which focuses on social

interaction. So, the assessment should be focused more to be done in group work

or through oral assessment.

2.3 Stages of Lesson Plan

As defined in the previous section, Lesson Plan involves a group of

teachers, learning or studying a lesson. Santyasa (2009) proposes four stages in

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conducting Lesson Study, they are, 1) Goal-Setting and Planning, 2) Research

Lesson, 3) Lesson Discussion, and 4) Consolidation of Learning. Meanwhile,

Cerbin & Kopp provide six steps in which the core of the Lesson Plan is the same

with Santyasa’s. Cerbin & Kopp (2006) point out steps of conducting Lesson Plan

as follow:

1) Form a Team: 3-6 people with similar teaching interests are identified.

2) Develop Student Learning Goals: Team members discuss what they would

like students to learn as a result of the lesson.

3) Plan the Research Lesson: Teachers design a lesson to achieve the learning

goals, anticipating how students will respond.

4) Gather Evidence of Student Learning: One team member teaches the lesson

while others observe, collecting evidence of student learning.

5) Analyze Evidence of Learning: The team discusses the results and assesses

progress made toward learning goals.

6) Repeat the Process: The group revises the lesson, repeating steps 2-5 as

necessary, and shares findings.

In the interim, Lewis in Santyasa (2009) in Irma (2015, p.20) describes the

collaborative stages into 1) planning, 2) observing, and 3) reflecting toward the lesson

itself. In other words, Lesson Plan has three steps: plan, do, and reflect (Panduan
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Pelaksanaan Lesson Study, 2009). Moreover, Lewis states that lesson plan is a

complex process supported by the collaborative works, the accuracy of data

collection on students’ activities and behaviors, and the agreements which provides

opportunity for further productive discussion about current issues. As what

mentioned before, Lesson plan is a cyclical continuous activities which has practical

implication in education. The cycle can be figured below

Figure 1 : Lesson Plan Cycle (Adapted from Santyasa, 2009)

2.4 The Implementation of Lesson Plan

Lesson study implementation as a form of teacher professional development is

promising as a model of continuing teacher professional development in Indonesia

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through teacher-teacher educator collaboration in designing, delivering, and reflecting

on the lessons. Both subject-based and entire-school lesson studies are effective

enough and inexpensive to improve teachers’ knowledge and skills without leaving

the schools. Strong supports of policy makers of teacher institutions are necessary to

sustain lesson study practice at schools.

Classes with poor lesson design and implementation are not designed to explore

students' prior knowledge or encourage student input. These classes typically focus

on convergent problems, are completely instructor directed, and don't provide

opportunities to explore ideas before instruction. Instructors often miss opportunities

to pose questions to students or they make generic inquiries ("Any questions?").

In contrast, a well-designed lesson might begin with the instructor making an

effort to determine how much students already know about the topic through a small

group discussion followed by a report-out activity. As the lesson proceeds, the

instructor can pause at key breaks in the lesson to ask a few low-stakes multiple

choice questions (individually or in groups) to check for understanding. Alternatively,

she might assign students to work in teams to complete an exercise linked to previous

material or ask them to explore a new concept in a non-technical way. This instructor

solicits multiple ways to approach a problem or investigation and provides students

with opportunities to influence the direction of the lesson.

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Based on previous study (Wakhid Nashruddin and Dian Nurrachman, The

Implementation of Lesson Study in English Language Learning: A Case Study) the

implementation of lesson plan had actually a good and ideal plan. The lesson plan

was constructed by the teacher, not collaboratively constructed by a team as ideally

expected in the real lesson plan. In practice, as well as in written form, the lesson did

not consider the process of teaching. It means that the whole process of learning did

not give direct transfer of knowledge, whereas the topic was about “Reading

Procedure” indeed. The teacher arranged the classroom instruction by a ‘game’ only,

derived from the text that was read by students. This made students did not really

understand of what had been instructed, since—seemingly—the teacher also could

not control students well from its beginning. Based on this study, the implementation

of the lesson plan is not always have to need the aspects of the true lesson plan.

2.5 The Problems in Implementing and Developing Lesson Plan

Based on the previous findings (Irma :2015, p.57) shows that the difficulties

faced by the teachers in developing lesson plans included to differentiate the students’

needs and interest in learning materials, to adjust between learning materials and the

right method, and to arrange learning activities. Based on the data, this recommended

that a longitudinal study be conducted to deal with the whole classroom activity to

find out its relevancy with what has been stipulated in the national curriculum.
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Based on the previous findings (Annisa: 2015, p.66) shows that 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 was 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.

2.6 How to Write a Good Lesson Plan

A good lesson plan helps you carry out the all important task of setting goals and

describing how you will reach them. A lesson plan is the road map or framework

used to plan and conduct every class from first meeting to final exam. In addition,

lesson plans ensure you have created a logical, systematic learning process essential

to making sure your students achieve the most learning in the least time. Lesson plan

is all about students’ success and achievement and that is why teachers should care

greatly about learning tips, strategies and techniques in planning a lesson plan

Before you begin the process of creating lesson plans, obtain the course outline

and syllabus. Without these two planning resources your only recourse is to shoot

from the instructional hip—substantially reducing the likelihood of creating

successful lesson plans.

There are some steps that significant in lesson planning. The following important

components must be included in all lesson plans:

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1. Preplanning

It is important to know the subject matter you will be teaching and list

the important facts, key concepts, skills, or vocabulary terms that you intend

to cover and to teach. Identify the aims or outcomes you want the students

to achieve and make sure you have a clear idea of what you want the

students to learn. The objective must contain a behavior, the content, the

condition, and the criterion, so that you can write, in detail, what is learned

and how well the students learn it and demonstrate a specific skill. e.g.,

listening, speaking, reading and writing. Make sure you will be able to tell

if the objective was met. It must include broad and narrow objectives. The

broad objective is the overall goal of the lesson plan. The narrow or specific

objective would be what it teaches the students to accomplish, e.g., teach

the students to add. Objectives demonstrate how well the students have

learned or understood the lesson presented. It should also be directly

measurable. Gather evidence that the students did the task, e.g. quizzes or

assignments and write objectives that describe learning outcomes. List all

the equipment to be used by the student and the teacher and describe how

the equipment will be used.

2. Lesson Setup

Decide on the signal for attention, e.g., ìGood Morning. Letís get

started or eyes on me. Explain the rules and procedures, .e.g. raising hands

or not talking at once. The statement of behavior expectations should be

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written in positive language and it must be age appropriate, specific, and

clear. Explain your expectations for learning at each transition of the lesson,

rather than stating them all at the beginning. It shows the students how this

lesson connects with yesterday’s lesson.

3. Lesson Opening

Review what has already been learned and state the objective of the

lesson. Don’t forget to motivate and get students focused on the lesson.

4. Lesson Body

Provide a detailed, step-by-step description of everything you will do

Include a description of how you will introduce the lesson.Tell the actual

techniques you will use. Plan frequent and varied opportunities for the

students to be involved include specific things that the student will do

during the lesson. Don’t forget to check for student understanding using

multiple methods. Describe how this material can be presented to ensure

each student will have a good learning experience

5. Extended Practice

Provide practice opportunities prior to evaluation and monitor this

practice session and give the students feedback. Describe how to provide

opportunities to practice during and following the lesson.

• Extended practice often takes two forms:

1. Homework

2. Follow-up practice at school.

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Provide a great deal of additional practice in real-world applications

and make sure the student can use the lesson learned in various settings.

6. Lesson Closing

Review the key points of the lesson and give students opportunities to

draw conclusions from the lesson. Describe when the students can use this

new information also preview future lessons. Have students describe their

problem-solving process because it should be a meaningful end to the lesson.

This is a time for students to show their work because the closing can create a

smooth transition from one lesson to the next lesson.

7. Assessment/Evaluation

Teachers must evaluate the objectives that were identified and provide

students with the opportunity to practice the activity you will be assessing

them on. Describe the ways you will provide opportunities for the students to

practice. Clear descriptions of the method that will help you accurately

determine whether or not the students have mastered the lesson objective.

(Lesson Planning, www.finchpark.com/courses/tkt/Unit_19/lessonplan.pdf )

2.7 2013 Curriculum

Curriculum of 2013 is competency and character based curriculum.

Curriculum of 2013 was born as a response to the various criticisms of School Based
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Curriculum 2006. It is in accordance with the development needs and the world of

work. Curriculum of 2013 is one of the government's efforts to resolve the various

problems being faced by the world of education today. The theme of 2013 curriculum

is generating Indonesian people which are: productive, creative, innovative, affective;

through the strengthening of attitudes, skills, and knowledge which are integrated.

Based on the theme, the implementation of 2013 curriculum is expected to produce a

productive, creative, and innovative human. (Salinan Lampiran Permendikbud No 59

Tahun 2014, Kurikulum 2013 ..., Rom I, point (C).

2.7.1 The Characteristics of 2013 Curriculum

Curriculum of 2013 is designed with the following characteristics:

1) Developing a balance between spiritual and social attitudes, knowledge, and skills,

and applying them in various situations in the school and community.

2) Putting the school as part of the community that provide a learning experience so

the learners are able to apply what is learned in the school to the community and

utilize the community as a learning resource.

3) Giving freely enough time to develop a variety of attitudes, knowledge, and skills.

4) Developing the competencies expressed in terms of class core competencies which

is specified more in basic competence of subjects

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5) Developing class core competence into organizing elements of basic competence.

All the basic competencies and learning processes are developed to achieve the

competence stated in core competencies.

6) Developing a basic competence based on the accumulative principle, mutually

reinforced and enriched between-subjects and education level (horizontal and vertical

organizations).(Salinan Lampiran Permendikbud No 59 Tahun 2014, Kurikulum 2013

..., Rom I, point (B)

2.8 Previous Studies

Looking at the previous studies that are closely related to this research ,

inIrma Nur Khasanah 2015. She conducted the study entitled "The Implementation of

2013 Curriculum by the English Teacher and its Barrier". This study focused on the

implementation of the curriculum 2013 by the English teacher and its barrier on the

dimensions of teaching learning planning, process, and learning evaluation. The result

from this study is teacher on the three dimensions has the barriers. The barriers of

the teaching learning planning affect the other two dimensions. The barriers are

finding the right method and the right instrument of authentic assessment.

Second is research by Asep Yassir Fauzi (2014) entitled “The Implementation

of 2013 curriculum in English Teaching and Learning”. This study focused on the

problems that arise in implementing 2013 curriculum. The result of this study is

teacher’s preparation in teaching and learning process and student’s readiness toward
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the learning subject in the new method that forced up to the students still become the

problems in implementing 2013 curriculum.

Those two studies above focused on the implementation of the curriculum

2013 itself, it difers from this research because this research focused on the

implementation of lesson plan of 2013 curriculum based. Those two studies became a

references for the researcher to conduct the research since it is closely related in terms

of problems and the implementation of the lesson plan based on 2013 curriculum.