chapter ii~ lesson plan

8/11/2019 Chapter II~ lesson plan

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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Lesson plan

a) Definition of Lesson Plan

Lesson plan is the one thing it is very important for the teacher in teaching

and learning process, in lesson plan the teacher puts the steps, strategy, methods,

and evaluation teaching what will they do in class and also will guide teacher in

teaching later. According to Farrel (2002: 30 a lesson plan can !e defined as "a

series of related lessons around a specific theme, or it can !e specified as a

systematic records of a teacher thoughts a!out what will !e covered during a

lesson.

#hrum and glisan (as cited in farrel, 2002 point out that for english

language lesson, the effective o!$ectives of a lesson plan descri!e what students

will a!le to do in terms of o!serva!le !ehaviour and when using the foreign

language

Lester, (cited in %ochar, &'): &*' puts the concept of lesson plan " A

lesson plan is actually a plan of action. +t therefore, includes the wor%ing

philosophy of the teacher, her %nowledge of philosophy her information a!out and

understanding of her pupils, hes comprehension of o!$ectives of education, her

%nowledge of the material to !e taught and her a!ility to utilie effective

methods . . it is the teacher-s mental and emotional visualiation of the classroom

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eperience as she plans it to occur. +t is many ways the core, the heart of effective

teaching./

According to lester, a lesson plan is the heart of effective teaching in

which the teacher indicates the o!$ective of the lesson plan, the materials to !e

taught and the effective methodes to !e applied in order to achive the o!$ectives.

+n adding #pratt, puverness and williams (200) point out that lesson plan

is a series of course plan which provides direction for a teacher of what %ind of

materials of study to !e tought and how to teach them. his refers to how the

teacher.

1armer (200 stated that a lesson plan as a teaching preparation

developed !ased on the teachers thought a!out what will !e suita!le for the

students and on waht the curriculum or the sylla!us epects them to do.

b) The Role Of Lesson Plan In Teaching And Learning Process

ichard and !hol%e (20&&:3) stated that planning lesson plan !efore

teaching is considered essential in order to teach an effective lesson./ +t should

ena!le students to learn effectively in the classroom so that they are a!le to gain

specific competencies after teaching*learning process. hat will ma%e the student

good in their competencies in language s%ill !y appropriate 4uality language

learning. 5ue to teaching and learning activity is conducted effectively and

appropriately.

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6las% and #tarr (&'7: &) stated that every lesson plan should !e

planned. he reason they gave to this opinion was that careful planning ensures

that one is familiar with the content. According to them it gives the confidence

that comes from %nowing what one is doing.

+t tells that having lesson plan ma%es teacher !e easy in teaching and

learning activity. hey would not get confused in the middle of teaching, they can

manage their time, !esides it provides the teachers many ways such as variation

of activities, methods and materials to %eep the teaching process not monotonous

and redudant. Furthemore, lesson plans can help teachers to achive the goals and

o!$ectives appropriately.

ichard (as cited in farrel:2002 suggests that lesson plans help he teacher

thin% a!out the lesson in advance to "resolve pro!lems and difficulties, to provide

a structure for a lesson, to provide 8map- for the teacher to follow, and to provide

a record of what has !een taught/

9c6ucheon, &'0, stated that there are also internal and eernal reasons

for planning lessons, teacher plan for internal reasons in order to feel more

confident, to learn the su!$ect matter !etter, to ena!le lessons to run more

smoothly, and to anticipate pro!lems !efore they happen. eacher plan for

eternal reasons in order to satisfy the epectations of the principal or supervisor

and to guide a su!stitute teacher in case the class needs one. Lesson planning is

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especially imporant for preservice teachers !ecause they may feel more of a need

to !e in control !efore the lesson !egins.

According to minister of national education regulation num!er & year

200 (;ochhar (&'):&' said that careful planning is the foundation of a good

teching from the first day to the last day of student teaching. According to him,

lesson plan performs some specific functions as descri!ed !elow:

1. +t forces consideration of o!$ectives, the selection of su!$ect matter, the

selection of procedure, the plannning of activities and the preparatio of

tests of progress.

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2. +t %eeps the teacher on the trac%? ensures steady progress and a definite

outcome of teaching and learning procedures

3. +t is essential for effective teaching. +t re4uires the teacher to loo% ahead

and plan a series of such activities and progressively modify children-s

attitudes, ha!its, information and a!ilities in desira!le directions

4. +t prevents waste? it helps the teacher to !e systematic and orderly? it

encourages good organiation of su!$ect matter and activities? it prevents

haphaard teaching.

5. +t gives teacher grater freedom in teaching. +t can ensure that the teacher

does not 8dry up- or forget a vital point. +t can remind the teacher of the

telling phrase, the apt 4uotation or the effective smile or illustration at the

moment in the lesson.

@raves (2000, generally, lesson plan has two functions? to give the lesson

a framewor%, an overall form to ease a teacher in preparing what material suita!le

for students and managing teaching*learning process in the classroom. Another

functionis to remind a teacher what he is going to do, especially if he gets

perpleed or temporarily forgets what he had intended. herefore, it is a fruitful

and meaningful effort if a teacher spends his energy and time to thin% and develop

a lesson plan or more to meet the 4uality of teaching process in the classroom.

Addition to this point, ;rown (&''):23 said that planning is a vital

element in teaching. 1e further stated that systematic planning almost always

yield !etter results in teaching.

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6allahan and clar% (&':&03 perceived good teacher as the ones who

plan their teaching. hey associated planning with familiariing oneself with

tet!oo%s, resource materials and innovations in one-s field. +n the process of

planning the teacher gets the chance to ma%e a good glance at the tet!oo%s and

other resource materials in order to present a fruitful lesson.

c) Coponent of lesson plan

Lesson plan is developed for each standar of competencies which can !e

applied for one meeting or more. he teacher develops each of lesson plans for

each meeting !y ad$ustig to the schedule of institutional unit. +n order to achive

effective and appropriate teaching and learning process, there are several

components guiding teachers in developing lesson plan which can also !e criteria

for constructing an effective lesson plan.

;rown (&'):2 indirectly pointed out the contents of a lesson plan when

he listed %ey 4uestion in planning. Accordingly, he raised the following:

1. what %inds of thing do you want the pupils to learn

2. hat are your precise instructional o!$ectivesB

3. hat is the most appropriate se4uence of the topics and tas% ( procedure B

4. hat are the most appropriate methodsB

5. 1ow should the teaching and learning !e evaluatedB

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;ased on the 9inister of


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6. 9aterial of study consists of relevant theory, facts, principles, and procedure

which are written in point style !ased on the indicator of competency

achievement. his means that material are related to what students will learn

in the learning setting and have to !e relied on the indicator of competency

esta!lished.

7. ime allocation is !ased on the need to achieve !asic competency and

learning load. +t means that time allocation is the time allocated for

conducting teaching*learning activity in order to achive !asic competence

determined.

8. 9ethod of study is certain method applied !y a teacher in order to create

learning situation and learning process through which learners achieve the

!asic competence or a series of indicator determined. he selection of method

of study is ad$usted with situation and condition of learners as well as

characteristic or each indicator and competence to !e achieved in every

su!$ect. +t assures that the methods employed are suita!le for students

condition in order to achieve !asic competence and indicators esta!lished

9. eaching activity. +t is devide into three stages? first pre*teaching is conducted

to encourage students motivation and to attract their attention in learning

participation. +t can !e interpreted that there are apperception and motivation

conveyed to students in the !eginning of teaching*learning process. #econd,

while*teaching is the process of teaching and learning to achieve !asic

competency which is conducted systematically through eploration,

ela!oration and confirmation phases. Cploration is in which students are

engaged in finding information actively, ela!oration is in which students are

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facilitated to thin%, to analye, and to do tas%s or pro$ects cooperatively and

colla!oratively, while confirmation is in which students are confirmed their

tas%s or pro$ects after eploration and ela!oration phases through giving

feed!ac% or reflection. Finally, post teaching is conducted !y concluding the

lesson, doing assessment and reflection, and providing feed!ac% and follow*

up towards students.

10. Assessment is conducted to evaluate students- results of study in which the

instruments used are !ased on the indicator of competency achievement and

#tandard of Assessment. +t can !e elucidated that assessment is re4uired to

eecute using ru!rics in order to evaluate students- achievement towards

indicators determined.

11. esources are !ased on standard of competency and !asic competency,

materials, activity, and achievement indicator of competency. +n this

viewpoint, resources are tools and media used such as tet!oo%, pro$ector,

computer, internet, and so forth in order to conduct teaching*learning activity

runs well and effectively as well as to attract students- interests in learning.

B. Reading s!ill

eading is an activity to get the comprehension of printed words.

@rellet (2000: point out the definition of reading into three. First, reading is an

active s%ill, it constantly involves guessing, predicting, chec%ing and as%ing

oneself 4uestion. +t means that reading is a thin%ing process what the author thin%

in the tet eactly.

#econd, reading is a constant process of guessing and what one !rings

to the tet is often more important that what one finds in it. his thing related

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where the readers are epected to find out what is the important point of the

printed word, the core of the tet. hird, @rellet said that reading involves a

variety of s%ills? understanding conceptual meaning, understanding relations

within the sentence, and understanding the communicative value. eading is not

$ust the readers are a!le to read the printed word. eading is the process of

o!taining and constructing meaning from a word or cluster word (#eyler, 200:3.

1arris (&'0:2 stated that reading is meaningful interpretation of

written of printed ver!al sym!ol. hile


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According to @rellet (2000:3 said that reading comprehension

understanding a written tet means etracting the re4uired information from it as

efficiently as possi!le and also the comprehending of words, concepts related idea,

structure, %nowing the writer-s purpose and evaluation.

>ustaryo (&':2 said that reading comprehension one of reading

techni4ue in which the read tries to understand what has !een read. eading

comprehension as an active thin%ing process depends on eperience? prior

%nowledge and comprehension namely understand voca!ularies, the a!ility to

identify the purpose and the intention of the writer, ma%ing $udgment and

evaluation. 9a%ing $udgment and evaluation are the higher*level comprehension

s%ill.

C. Teaching Reading "!ill

eaching reading is a set of events in reading class which must !e

planned and designed, for eample, ma%ing the o!$ectives in teaching and

learning in a reading class, choose the suita!le topic, the appropriate methods, and

also in assessment in teaching reading.

eaching reading will facilitate students who want to read efficiently.

herefore the teachers in reading class should provide the student good materials

which are the students are near to the materials with the appropriate methods,

techni4ue, and strategy that will ma%e learning o!$ective success and also in

assessment. 9oreover in senior high school level reading is a s%ill that have to !e

studied and one !asic competence for the students.

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he teacher should carefully ma%e a plan to facilitate a high of

students success in the learning process. he teacher in this reading class should

teach an integrated into a passage*reading eercise. he students in this case

should !e sure that suita!le strategies are used to facilitate their rapid

understanding of the reading material.

The Principles of Teaching Reading Coprehension


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fellow readers what strategies they use to comprehend. ;y doing this, the

readers use !oth their cognitive and metacognitive s%ills.

d. or% on increasing reading rate.

he teacher must wor% towards finding a !alance !etween assisting studentsto improve their reading rate and developing reading comprehension s%ills. +t

is very important to understand that the focus is not to develop speed readers,

!ut fluent readers.

e. each reading strategies.

A good techni4ue to sensitie students to the strategies they use is to get themto ver!alie (or tal% a!out their thought processes as they read.

f. Cncourage readers to transform strategies into s%ills.

#trategies can !e defined as conscious actions that learners ta%e to achievedesired goals or o!$ectives, while a s%ill is a strategy that has !ecome

automatic. As learners consciously learn and practice specific readingstrategies, the strategies move from conscious to unconscious? from strategy

to s%ill.

g. ;uild assessment and evaluation into your teaching.

Assessing growth and development in reading s%ills from !oth a formal and

informal perspectives re4uiring time and training. ;oth 4uantitative and4ualitative assessment will include information from reading comprehension

test as well as reading rate data, 4uantitative information can include reading

$ournal responses, reading interest surveys and responses to reading strategy.

h. #trive for continuous improvement as a reading teacher.

eading teachers need to !e passionate a!out their wor%. hey should view

themselves as facilitators, helping each reader discover what wor%s !est.

D. C#rric#l# $%T"P&

6urriculum is a set of plan and rules of o!$ective, content, materials of

study as well as methods used as a guideline of teaching*learning activity

instruction in order to reach the specific goals of education (;


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Kurikulum tingkat satuan pendidikan (>#= gives the chance to the

teacher to developed tools of learning li%e sylla!us itself, !ut %eep depend on the

curriculum. +t means that Cnglish teachers are a!le to determine what materials

should !e taught it is suita!le for their students.

E. Rele'ance "t#d(

his reserach is supported !y other researcher which deal with this

research. ;ut there are some previous researcher pro!ed the contri!ution in

analie a!out reading =ermana (20&0 Analysis on the =ro!lems Faced !y Cnglish

eachers in 5esigning Lesson =lan ;ased on #chool*;ased 6urriculum (#;6 at

#9A< & #umenep, he find that some of pro!lem encountered !y the teacher in

designning lesson plan. the teachers formulated learning o!$ectives that were not

in accordance with indicators. #econd, the teachers also did not formulate

learning o!$ectives operationally and clearly. o solve those pro!lems, they read

references li%e lesson plan guide from 5epdi%nas and as%ed other teachers. hird,

the teachers faced pro!lem in formulating learning methods and others)

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chapter ii~ lesson plan

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