After the data were processed and present in this study, the researcher presented the findings above. The aims of this part were to find the interpretation of the findings of the research based on the research questions. The discussion of this study explained the correlation between the findings and the theory that has been explained in chapter two as well. After conducting the study and analyzing all the data, the researcher would like to conclude all the result of the study as follows:
1. The Implementation of 21st Century Skills in Lesson Plan.
In critical thinking skill, the result of the study indicated that there were many indicators of critical thinking skill that have not been fulfilled in lesson plans of teacher A and teacher B. In the implementation of lesson plans, especially in QnA (question and answer) activities, the form of questions which given by the teacher must use operational verbs of C4, C5 and C6. Besides, in concept mapping activities, the teacher should be able to include activities to guide students on how the material such as text procedures used a concept mapping. Based on researcher's experience, the lesson like text types of English has been created in the form of concept mapping when writing big ideas before they were compiled into a text. So, the material was not just monotonous in a text or paragraphs. Then, none of lesson plans implemented a debate strategy. In this case, it is supported by a previous study which confirmed that The teacher found it challenging to manage a large class, or to put it another way, it was tough to manage the students in large classrooms, and the teacher needs a lot of time to set up the debating concept so the debate goes well (J.A Siahaan & R.D Nasution, 2021).
In communication skill, the result of the study showed that the lesson plans of teacher A and teacher B did not apply the fourth, seventh and ninth indicator.
It was because those indicators were more dominantly applied in transactional and interpersonal text material. This is supported by a previous study which claimed that Lesson plans on interpersonal and transactional texts greater emphasis on teaching about cultural differences in communication that is placed on them in lesson plans that cover functional texts (Radifan & Dewanti, 2020).
Those texts were used to relate with other people. The purpose was to get what we wanted and we established good communication with other people. In addition, there were also indicators of communication skills that appear more dominant on certain topics. From the findings above, the researcher concluded that all indicators of communication skills are not fully implemented in all lesson plans.
In creativity and innovation skill, the findings shows that in the lesson plan arranged by teacher A and teacher B, it had already been integrated with creativity and innovation skill, but there were some indicators that incompatible with the skills of creativity and innovation, especially the implementation of activities in their lesson plan. In addition, the formation of a creative and innovative learning environment is an important key in developing creativity in both teachers and students. Besides, none of the lesson plans implemented a rubric or assessment of creativity to assess learning activity formatively. In fact, it is important for teachers to do it because it aims to monitor and improve student learning processes, as well as evaluate the achievement of learning objectives so that the students really develop their creativity and innovation skills. It is supported by a previous study which confirmed that the OECD rubric is intended to help teachers plan their pedagogical activities, revise and enhance their current lesson plans, talk with their students about what creativity and critical thinking entail, assess them in a formative manner, and continue to be intentional about fostering these skills in their instruction. (Lancrin, 2017).
In collaboration skill, the results of the research indicated that several indicators and or criteria must be mastered by the teacher in designing lesson
plans. The indicator was collaborating with others. Collaborative activities did exist in lesson plan of teacher A and teacher B. Each student was required to discuss and exchanged information in completing assignments that given by the teacher. This is in accordance with Widiawati's theory (2018) which defined Collaboration: Students learn how to work with others by exchanging knowledge and expertise while carrying out or finishing their assigned tasks.
However, when designing the lesson plans, teacher A and teacher B did not do much collaborating activities. In its implementation, teachers were more dominant in placing their explanations related to learning material in collaboration skills. After that, collaboration activities occurred between students and the other students.
2. Teachers’ Practice about 21st Century Skills in Teaching English Process.
Based on the results of study in the classroom, teacher A and teacher B almost have implemented all sub-aspects of the twenty-first century skills through the application of critical thinking skills for a series of learning activities in class. So, it can be concluded that the teachers have been able to make students have the ability to question, evaluate and reflect on any information conveyed by their teacher. Through critical thinking skills, it allows students to participate actively, such as conveying arguments related to learning topics, providing solutions to problems found, and concluding learning material in class. It is in line with Romanowski and Nasser (2012) statement that critical thinking ability can be learnt when a student is learning, so such thinking ability can be implemented appropriately and the students be better thinkers.
Based on the findings of study in the class, the teachers have been implemented several sub-aspects of collaboration skills in a series of learning activities in the classroom. By using this collaboration skill, it could be seen that students have more to learn and students tend to be more active and take longer to remember material than using other methods such as lecture method. In addition, through collaboration skill, it can be concluded that teachers have been able to increase open-minded attitude of students, they were able to adapt to the learning environment, and the students were able to develop an attitude of tolerance with the different opinions of their friends. It is supported by a previous study which confirmed that this activity supported collaboration skills, especially mutual respect and compromise, cooperation, responsibility, and contribution (Hairida, Marmawi, Kartono, 2021).
Based on the results of study in the class, the teachers have implemented almost all of sub-aspect of creativity skills in a series of learning activities in class. To hone creativity and innovation skills, teacher A and teacher B used digital material in teaching. It had good impacts, it could be seen that students understand and learn more easily as well as more fun. It is supported by a previous study which confirmed that Digitalized and accessible from any environment, digital teaching materials make teaching environments more effective and enjoyable (Basarmark, 2019).
Based on the results of study in classroom, teacher A and teacher B have implemented almost all sub-aspects of communication skills in a series of learning activities in class. To hone communication skills, the teachers applied