Badriah, 2013: Lesson Planing Universitas Pendidikan Indonesia Repository - Upi.edu Perpustakaan - Upi.edu

CHAPTER I
INTRODUCTION
This chapter includes an introductory explanation of the study. It will

cover the background information relevant to the study, the research questions,
the purpose of the study, the significance of the study, and the thesis organization.
1.1 The Background of the Study

Lesson planning is important and has a pervasive influence on successful
teaching-learning activities (Brown, 2001, p.149). It is during the planning
process that a framework to select goals is provided; activities and assignments
relevant to knowledge, skills, and attitudes are developed (Cooper 1990). In
addition, appropriate assessments that make the planning process complete are
designed (Hunter, 1994, p. 87 cited by Jalongo et al., 2007, p. 42). Research has
found planning skills are essential part of successful teaching (Haynes, 2010;
McArdle, 2010). A carefully prepared plan develops the pupils to a maximum
level in the time available (Husain, 1990, p. 32), and promotes student
achievement (Jalongo, et. al 2007). Furthermore, it helps teachers to fulfill the
essential elements of good teaching such as shape the space, time and learning
they share with students (Woodward, 2009, p.1).
Teachers at every level are typically to prepare lesson plans that aid the
organization and delivery of their daily lessons (Cooper, 1990. p. 7) to assure a
successful lesson (Richards and Renandya, 2002, p. 27). There are different
approaches in lesson planning. Some teachers prefer to construct detailed typed
outlines; others rely on the brief notes that are hand written (Haynes, 2010, p. 65).
Regardless of the method, the teachers tend to use more or less the same format to
develop lesson plans (Piskurich, 2006 see also McArdle, 2010, p. 82). To start off,
a lesson plan blank or template may be helpful. This blank format sheet typically
includes: title/heading, standard of competence, basic competence, performance
indicator, teaching objectives, materials, time allocated, teaching method,
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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
procedures, assessment, and sources (Ministerial Regulation No. 41 year 2007, pp
6-8; McArdle, 2010). In short, Brewster (2003) describes planning lessons as one
with clear objectives, a range of activities, is enjoyable for the students and
appropriately challenging (p. 231).
Lesson planning becomes an important measure of teacher’s competence
(Kwo, 1988). A teacher with pedagogical and professional competence can
demonstrate the ability to bring about the intended learning outcomes (Cooper,
1990, p. 3). Yet, lesson planning is often neglected, underutilized, misinterpreted,
or poorly executed (Jalongo, et al., 2007, p. 43). Rivers (1981, p. 484, cited by
Brewster et al., 2003, p.231) argues that some teachers consider lesson planning
as collecting a number of more or less interesting ideas. Some others see lesson
planning as a worksheet, a handout, a textbook, or a classroom game
(www.englishclub.com).
Likewise, previous findings show that many teachers have substandard
lesson planning skills. For example, Alwasilah (2012) reports that 65% out of
130,000 of EFL teachers’ mastery on lesson planning remain appalling. Jalongo et
al. (2007) mention that many teachers develop poor lesson plans. Woodward
(2009, p. 3) explains most teachers were concerned about lesson planning. On
one hand, beginner teachers tended to worry that planning lessons take too long
and, that there were too many things to consider. Experienced teachers tended to
remark that to planning they to be found boring. In short, findings show that many
teachers are in the state of not having enough professional and pedagogic
competence. As a result of this they do not see lesson planning as an ultimate step
to improve the effectiveness of teaching and learning (Richards, 2002 p. 112).
Considering the apparent deficiencies (Adam and Tulaeisewicz, 2005) in
teachers’ lesson planning skill and research on lesson planning has not been well
observed, the aim of this study is to investigate how English teachers develop and
implement the lesson plans. By doing so, it aims to bring to light the source of
their difficulties in lesson planning.
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1.2 The Research Questions
In line with the background above, this study attempts to address the
following questions:
1. How does an English teacher develop lesson plans?
2. Does an English teacher implement the lesson plans in their teaching-learning
activities?
3. What problems are faced by English teachers in developing the lesson plan?
1.3 The Purpose of the Study
Based on the research questions outlined above, the purposes of this study
are to:
1. Investigate how the English teacher develops the lesson plan.
2. Investigate the implementation of the lesson plan in teaching-learning
activities.
3. Examine the difficulties faced by the English teacher in developing the
lesson plan.
1.4 The Significance of the Study

This study is of great significance for three reasons. First, theoretically this
study can enrich the literature on lesson planning in the context of English
teaching in Indonesia. Secondly, practically, this study may provide teachers with
practical strategies in developing and implementing lesson plans in order to
improve their quality of teaching. Finally, professionally, it is hoped that findings
of this study be used as a basic information for the improvement in lesson
planning.
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1.5 The organization of the thesis
This thesis consists of five chapters.
Chapter 1 introduces the background of the study, the research questions,
the purposes of the study, the significance of the study, and the organization of the
thesis.
Chapter 2 presents the theoretical framework that has shaped this study. It
covers the lesson planning, the value of lesson planning, the components of the
lesson plan, and the implementation of the lesson plan.
Chapter 3 describes the research methodology of this study. It covers the
research problem, the research design, research site and participants, data
collection and data analysis.
Chapter 4 presents data presentation and analysis.
Chapter 5 provides the conclusion of the findings and recommendations
for further study.
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CHAPTER I

This chapter includes an introductory explanation of the study. It will

1.1 The Background of the Study

1.3 The Purpose of the Study

1.4 The Significance of the Study

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