The Perception of English Education Department of Universitas Muhammadiyah Yogyakarta Pre-Service Teachers on the Implementation of
Their Lesson Plans at SMA Muhammadiyah 6 Yogyakarta A Skripsi
Submitted to the Faculty of Language Education In a Partial Fulfillment of the Requirements
For the Degree Sarjana Pendidikan
Ghaisani Rahmatillah 20120540089
English Education Department
Faculty of Language Education
Universitas Muhammadiyah Yogyakarta
Chapter One Introduction
This chapter discusses introduction. It consists of background of the study, identification and limitation of the problems, formulation of the problems,
purpose of the study, significance of the study, and outline of the study. Background of the Study
Teaching is basically delivering material or lesson to the students, making interaction with them, and facilitating students to understand the lesson at the end. Chrisastum, John, and Glenn (2014) pointed that there are some professional skills that are needed in teaching process such as, content knowledge, good planning, classroom management and organization, classroom behavior,
individual differences, communication skill, the teachers’ confidence, motivation
for learning, respect, fairness and equity, assessment and evaluation, and teacher learning development. Chrisastum et al. (2014) further showed that there are some personal skills that are needed in teaching process such as, caring, knowing
students individually, teacher-students relationship, and classroom environment. To be successful in teaching process, teachers should have those skills to be implemented in the classroom.
To conduct teaching and learning process, teachers need a lesson plan. Lesson plan is very essential in teaching and learning process. It is created by teachers to guide their teaching to the students in the classroom. “Many educators
believe that lesson planning is a critical element of effective instruction. As an old adage says, „failing to plan is planning to fail’ ” (Duncan & Met, 2010, p. 2). In
phase of the daily lesson planning cycle. In this phase the lesson plan itself will retreat into the background as the reality of the class takes over” (Richards & Renandya, 2002, p.34). Besides, Goofur and Farooque (2010) stated that “the most frequent difficulties cited by student teachers in lesson planning are: in choosing learning experiences appropriate to the learners, deciding and allotting the time suitably for every lesson, identifying and developing proper learning aids, and executing the planned lesson in classroom” (p.7). Those problems mostly faced by beginning teachers when implementing the lesson plan.
Pre-service teachers are people who practice their teaching in some schools before they become a professional teacher. Mostly, people who are called pre-service teachers are those who are still in a college or university that have experiences in teaching students in some public schools. Carlin (2013) argued that “pre-service teachers are those engaged in initial teacher education programs at
undergraduate or postgraduate level” (p.77). The goal of pre-service teacher education programme is to prepare graduates to be worth teachers furnished with pedagogical practices that will help to encounter the increasing demands related with the teaching profession (Bransford, Darling-Hammond, & Lepage, 2005).
prospects of working conditions in that profession” (p.487). Moreover, Bukaliya (2012) showed that “internships are therefore any carefully monitored piece of work or service experience in which an individual has intentional learning goals and reflects actively on what she or he is learning throughout the experience or duration of attachment” (p.120).
English Education Department of Universitas Muhammadiyah Yogyakarta (EED of UMY) is an institution that creates English teachers. It provides
internship program in its curriculum. Students of EED of UMY are pre-service teachers that join the internship program. They practice their teaching from the 1st semester up to 6th semester in some public schools. They are given debriefing first by teacher at those schools before they teach students in the class such as, how to create a lesson plan, how to implement the lesson plan, how the way to teach well, and how the way to interact with the students. Usually they do the internship program once in a week and it takes 45-90 minutes for a subject commonly.
Based on the observation and the researcher’s experience when doing the
internship program, most of students of EED of UMY have experiences in implementing the lesson plan in the classroom. They often face various
difficulties in implementing the lesson plan such as difficult to reach the objective of the lesson, teaching aids, time allocation, etc.
Department of Universitas Muhammadiyah Yogyakarta Pre-Service Teachers on the Implementation of Their Lesson Plans at SMA Muhammadiyah 6 Yogyakarta. Identification and Limitation of the Problems
Students of English Education Department of Universitas Muhammadiyah Yogyakarta (EED of UMY) have taught some subjects related to lesson plan and the way to implement it in teaching practice. Subjects of Curriculum Design, Instructional Design, Material Design, Education and Teaching Practice, and Internship Program are taught to the students from the 1st semester up to 6th semester. Those are very important to support them with some knowledge to design the lesson plan to be implemented in the internship program. Students of EED of UMY face some problems in implementing the lesson plan such as, difficult to reach the objective of the lesson, teaching aids, time allocation, etc.
Based on the problem faced earlier in implementing the lesson plan, it is important to conduct a research to ensure students of EED of UMY as pre-service teachers about the problems and the strategies used on the implementation of lesson plan in their teaching practice.
Lesson plan takes many spaces to be researched such as, how to design lesson plan appropriately, how to use lesson plan effectively, etc. This study is focused in using lesson plan to identify the implementation, problems and the strategies used by EED of UMY pre-service teachers. The reason why is the researcher is interested to observe three parts of them.
Formulation of the Problems
1. How is the lesson plan implemented by EED of UMY pre-service teachers at SMA Muhammadiyah 6 Yogyakarta?
2. What are the problems that EED of UMY pre-service teachers faced in implementing the lesson plan in their teaching practice at SMA
Muhammadiyah 6 Yogyakarta?
3. What are the strategies used by EED of UMY pre-service teachers in implementing the lesson plan in their teaching practice at SMA Muhammadiyah 6 Yogyakarta?
Purpose of the Study
The purposes of the study are as follow:
1. To look for some information related to the lesson plan implementation by EED of UMY pre-service teachers at SMA Muhammadiyah 6 Yogyakarta. 2. To reveal the problems those EED of UMY pre-service teachers faced in
implementing their lesson plans in their teaching practice at SMA Muhammadiyah 6 Yogyakarta.
3. To investigate the strategies used by EED of UMY pre-service teachers in implementing the lesson plan in their teaching practice at SMA
Muhammadiyah 6 Yogyakarta. Significance of the Study
By involving the problems statement above, there are some advantages of this study:
classroom. If they face the same problems they know what they have actually to do to switch the activity from the original lesson plan.
For teachers. For the same problems, they may know how to deal or solve the problems as found in this study. They are able to use the strategies that are provided in this research to discover the solution towards the problems that faced by them in implementing the lesson plan in the classroom.
For institution. The result of this study can be used as an evaluation for the institution of SMA Muhammadiyah 6 Yogyakarta. The school supports all of EED of UMY pre-service teachers to conduct internship program at that school. Hence, in every semester the school conducts internship program for students’
university to teach students at that school.
For other researchers. They can take some points to conduct the same study in-depth in the future. This study can help them to look for the references related to lesson plan implementation. They can use this study as their references in part of review of related study.
Outline of the Study
This study consists of five chapters. Those chapters have some sub chapters. The first chapter is introduction. In the introduction consists of background of the study, identification and limitation of the problems,
Chapter Two Literature Review
This chapter discusses the existing literatures that are related with the topic of the study. The topic consists of pre-service teachers and lesson plan. The sub-topics of pre-service teacher include definition of pre-service teachers and the role of pre-service teachers. The sub-topics of lesson plan include definition of lesson plan, advantages of lesson plan, the problems on the implementation of lesson plan, and the strategies used to overcome the problems on the implementation of lesson plan. Those topics are discussed below.
Pre-Service Teachers
Definition. Pre-service teachers exist in teacher education program. They are people who are going to be a teacher someday. They are also students who are still in a college or university that have experiences in teaching students in some public schools. Carlin (2013) argued that “pre-service teachers are those engaged in initial teacher education programs at undergraduate or postgraduate level” (p.77). Pre-service teachers are students who work based on field experience. They focus to teach students by using lesson plan that they have created as well. They are tried to be a professional teacher in the future.
The role of pre-service teachers. To conduct teaching and learning process, there are some roles of pre-service teachers that must be concerned by them. Some pre- service teachers feel afraid of „what they are going to do‟ in the classroom during conducting teaching and learning process. Richards and
Renandya (2002) stated that “teachers may wonder “which way they ought to go” before they enter a classrooms. It usually means that teachers need to plan what
they want to do in their classrooms” (p.30). They should create lesson plan to
conduct teaching and learning process so that it works smoothly.
There are two reasons for lesson planning. Those are internal and external reasons (McCutcheon, 1980). Teachers should plan for internal reasons in order to feel more self-confident, to acquire the topic material better, to allow lessons to work more efficiently, and to avoid problems before they occur. Moreover, teachers also should plan for external reasons in order to fulfill the prospects of the principal or supervisor and to monitor a substitute teacher in case the class needs one (Richards & Renandya, 2002). Internal and external reasons are required by pre-service teachers in conducting teaching and learning process.
There are several roles of pre-service teachers in lesson planning. There are perspective (opening), stimulation, instruction/participation, closure, and follow-up (Richards & Renandya, 2002).
Stimulation. Pre-service teachers should organize the students for new activity. It means that they must prepare good things to deliver new lesson to the students such as giving motivation to them towards activity that related to their lives.
Instruction/participation. Pre-service teachers should explain the kinds
of activity that will be used, check for students‟ understanding towards the lesson,
and encourage participation in teaching and learning process. It means that the activity that is given by pre-service teachers should have clearly instruction explanation so that the students do not ask more related to the activity. The students can interact with others in doing the activity.
Closure. Pre-service teachers should ask students about what they have learned and pre-service teachers should preview future lesson to students. It means that the students must tell what they have learned to check their understanding. Besides, they must give input on future lesson.
Follow-up. Pre-service teachers should deliver other activities to
strengthen similar concepts. Besides, pre-service teachers should deliver chance for interaction. It means that the students must do some new activities to support the same concepts and they must interact with others.
Lesson Plan
to teach student, “a plan – however informal – gives the lesson a framework, an
overall shape” (p.121). It means that lesson plan gives illustration for pre-service
teachers related with what they ensure in teaching and learning process. McKay (2010) study found the following:
“Lesson plans describe what teachers plan to do in a class; what they
actually do, of course, could be quite different. What kinds of classroom problems can lesson plans help to solve? This depends to a large extent on how detailed the lesson plans are” (p.1).
The detailed lesson plan can support pre-service teachers‟ teaching
practice in the classroom. They act and do movement in each activity based on the lesson plan that they have created as well. Lesson plan is needed by pre-service
teachers‟ education program. They have to prepare what are the activities they
should do in the classroom so they do not obscure to think what they should do next. Those activities have to run well to create teaching practice effectively. Okwuedei (2010) highlighted that lesson plan helps as a director to the teacher‟s daily performance with lack of detail. It works as a guideline for teaching
widespread lesson in some schools, over a daily lesson or throughout the week. It can ease pre-service teachers in teaching and learning process by following the activities in the lesson plan. Actually, pre-service teachers write the lesson plan because of an obligation from supervisor, cooperating teacher, and school
administrator ask them to do that. When they have become a teacher, they give up writing lesson plan. They just teach based on their own way.
planning helps ensure that classroom instruction aligns with curriculum goals and objectives and therefore enables students to demonstrate their successful learning
on unit or curricular assessments” (p.2). In addition, lesson plan can be an
instruction to conduct teaching and learning process so that the students can reach the goal of the lesson. Furthermore, Jensen (2002) pointed that “lesson plan is an extremely useful tool that serves as combination guide, resource, and historical document reflecting our teaching philosophy, student population, textbooks, and
most importantly, our goals for our students” (p.403).
Lesson plans support new or inexperienced teachers establish content, materials, and methods. However, many professional teachers do not need a lesson plan. They just create a short map (mind mapping) to conduct teaching and learning process. It does not matter but the most important thing is the students can reach the goals of the lesson in the end of the class. Many qualified teachers often decrease lesson plan to a mental map or short framework (Goofur & Farooque, 2010). Briefly, lesson plan is a guideline for teachers to conduct teaching and learning process. It eases them to implement each activity that is provided in the lesson plan. The lesson plan helps teachers to make those
activities are able to run step by step smoothly. It creates an effective teaching and
learning process in the classroom. Lesson plan helps as a director to the teacher‟s
Problems Faced by Pre-Service Teachers on the Implementation of Lesson Plan
Burden and Byrd (2010) claimed that there are some problems that
commonly happened by pre-service teachers on the implementation of lesson plan such as, objectives, procedures, time allocation, teaching aids, and
assessment/evaluation.
Objectives. Planning the objectives is a crucial thing that must be concentrated carefully when arranging lesson plan, because the objectives will dictate the natural content to be taught to the students (Burden & Byrd, 2010). Pre-service teachers should determine the objectives of the lesson before teaching and learning process is started. Students have to reach the objectives in the end of the lesson. Thornes (2009) pointed that “objectives describe what students will learn, and this is sometimes called the learning product. At least as important as what students will learn is how they will learn it; this often called the learning
process” (p.418). Determining the objectives will be the difficult part for
pre-service teachers before starting the lesson. Most of pre-pre-service teachers have problems in determining the objectives at the beginning, inclining to consider in phase of what the teachers will do rather than what the students will learn (Thornes, 2009). If pre-service teachers just focus on what they will do in the classroom, the objectives of students towards the lesson will not be reached well. Tenbrink (2011) stated that “sometimes teachers use instructional objectives that emphasize what they themselves are expected to do rather than what they expect
Procedures. There are some activities to conduct teaching and learning process. Each activity should be based on lesson plan. There are opening activity, developmental activity, and closing activity (Burden & Byrd, 2010).
Opening activity. There are some activities in the opening activity before teaching and learning process is conducted. Burden and Byrd (2010) argued that if this activity is not held properly, students may be more tending to be off task and perhaps misbehave. This activity is planned to get students‟ attention and focus
learning the objectives. “Perhaps most perplexing to new teachers is deciding the
level of behavioral complexity at which a lesson should begin” (Borich, 1996, p.199). That problem happened in introductory or opening activity. Pre-service teachers confuse in what they should do with the students in opening activity whether they should add up to date information related to the lesson, give warmers activity or repeat the lesson in advance. Besides, this activity is also planned to motivate students to learn the lesson. Richards and Renandya (2002) revealed that students are learning English in school because it is a must. It creates motivation is extremely difficult part for teacher. Thornes (2009) argued that
“motivation is regarded by experienced and inexperienced teachers alike as a
prerequisite for effective learning, and the greatest challenge that many teachers
face is to make their students want to learn” (p.44). Besides, taking attendance is
very crucial thing in the beginning of the lesson to check the students‟ attendance.
Credé, Roch and Kieszczynka (2010) revealed that “both students and some
educational researchers appear to be somewhat skeptical of the importance of
Developmental activity. The students may feel boring with the lesson in the classroom so that they lack of attention to the pre-teacher‟s explanation in the developmental activity. Teachers may discover that the lesson is not working out in the way that had planned by them. Students may have trouble grasping the concepts, they may have a little bit interest to the topic, or partaking may not be what they expected (Burden & Byrd, 1999).
Closing activity. It consists of summary of lesson, feedback of lesson, and homework. Sometimes pre-service teachers were difficult to conclude or summary
the lesson to the students because of the students‟ attention. The students do not
pay attention to the pre-service teachers. “Teacher needs to get the students‟ attention. This can sometimes be difficult, especially when the teacher try to draw a speaking activity to a conclusion” (Harmer, 1998, p.18). Besides, pre-service teachers have problem in giving feedback of the lesson to the students. Usually, in the end of the lesson the students do not focus anymore to learn the lesson.
Duncan (2007) as cited by Ako (2009) pointed that “students do not pay attention to comments because they do not make sense to them or that they do not
understand the purpose of the feedback process” (p.4).
Time allocation. Most of pre-service teachers should consider about the time in conducting teaching and learning process based on lesson plan that they have created as well. Usually time allocation is influenced by the condition of the students in the classrooms. Burden and Byrd (2010) study found the following:
“Some students may be daydreaming or be off task, so the time spent in
or talking to other students. Off-task behavior can often manifest itself in daydreaming or other forms of mental or emotional disengagement that
may be difficult to detect” (p. 45).
Moreover, one of many comments is about discipline. People who dislike bad behavior most are not teacher, but other students who feel their time is being wasted (Harmer, 1998). Discipline is more important thing to conduct teaching and learning process. It influences on time allocation from the beginning until the end of the class.
Teaching aids. Pre-service teachers plan some teaching aids that are written in the lesson plan. Sometimes the teaching aids implementation is not appropriate with the lesson plan. Pre-service teachers might need to have a rally with a computer and a program that related to the subject area; unfortunately the computer might already be booked for the day that you were preparing the lesson (Burden & Byrd, 2010, p.77). Those problems commonly happened in the class by pre-service teachers so that teaching and learning process are not running effectively. Besides computer, there are other things of teaching aids that make lesson plan deviate from the original plan. For instance, the copies of tasks are not appropriate with the number of students in the class, projector is off, and there is no bold maker to write on the blackboard, and so on. It is challenging for the teachers to prepare and re-check the teaching aids to be used in teaching and learning process. Richards and Renandya (2002) investigated that dealing with some teaching aids are a challenge.
implemented to check the students‟ understanding about the lesson that has been
learned. Burden and Byrd (2010) claimed that measuring students is essential to support teachers defining the grade to which educational objectives have been accomplished and to help teachers identify their students as individual. The assessments that are given should be appropriate with the objectives because it
produces students‟ learning outcome. Commonly, pre-service teachers are obscure
to give what kind of assessments to make them being suitable with the objective. Kizlik (2005) showed that the lesson assessment is separated from the behavior specified in the objective. If the assessments are not related to behavior of the objectives, those will make students fail to achieve objectives in the end of the lesson.
Strategies to Overcome the Problems on the Implementation of Lesson Plan There are several strategies to overcome the problems on the
implementation of lesson plan. There are stating objectives, organize the procedures, considering time allocation, designing materials, and planning for assessment/evaluation (Burden & Byrd, 2010).
Stating objectives. Mager (1997) as quoted by Burden and Byrd (2010) pointed that each performance objective must include an action statement, a conditions statement, and a criterion statement. Stating objectives in lesson planning has a large number of benefits. It helps the teachers to decide what they should do to accomplish and to design the lesson consequently. It also helps the pre-service teachers to describe to their students what they should do and learn in the classroom. There are three things that can be done by teachers to set
kind of circumstance they should accomplish those actions, and at what level students are estimated to perform (Haynes, 2007). Thornes (2009) highlighted that there are several things that the teachers to do to set specific objectives: specify precisely and in concrete terms what the student should be able to do, be written in such a way that it is possible to determine whether or not the objective has been achieved, usually be short-term be drawn up by the teacher to suit the resources, the teacher and the students, and optionally, define the circumstances under which the objective is to be demonstrated and/or what constitutes an achievement, (e.g., translate passage 6d in less than five minutes, making fewer than four minor mistakes).
Kauchak and Eggen (2011) maintained that two of the most general
approaches to set objectives focus on what students should be able to do at the end of the lesson. Each objective covers a circumstance, student presentation, and standards for successful completion (Mager, 1962). Teachers explain a general objective, such as identify, comprehend, or utilize, monitored by particular learning outcomes that operationally describe what students are going to do (Gronlund, 2004).
Organizing the procedures. To conduct an effective teaching and
learning process, pre-service teachers should consider about the procedures. They should organize opening activity, developmental activity, and closing activity (Burden & Byrd, 1999).
Opening activity. Some activities in opening of activity such as
introducing lesson objectives, distributing and collecting materials, and giving clear, focused directions (Burden & Byrd, 2010).
Motivating students to learn. Burden and Byrd (2010) revealed that the
opening of a lesson must be considered to arrest the students‟ attention and
concentrate their attention on the knowledge of objectives to be showed
throughout the lesson. An effective opening is able to improve students‟ skill to concentrate on the objectives. It is such giving motivation to learn to the students. Activities that take at the beginning of a lesson support to create a circumstance in which students need the motivation to learn (Brophy, 2010). Burden and Byrd (2010) mentioned that “motivation to learn draws on the meaningfulness, value, and benefits of the academic task to the learner” (p.190). For instance, English problems can be developed based on student interests by watching English movie with the subtitle. This action just focuses on learning not performing. Besides, Ersoz (2000) pointed that games are extremely motivating because they are entertaining and fascinating. They are able to be used to give practice in all language skills and be used to exercise many categories of communication. Taking attendance. Most of teachers in schools commonly taking
attendance in the morning before they start the lesson. Student who comes late to the class must be noted so that there is no punishment at the beginning of the class. Teachers must obey school policies when facing tardy student. It is also important having a seating chart in each class for substitute teachers in order to ease them find the students (Burden & Byrd, 2010).
Getting attention. Teachers should make the students pay full attention
Commonly, teachers use some signals to begin the lesson such as, rising hand by
saying “silent please!”, ringing a bell, put self to certain place, or create a
declaration. After giving the signal to the students, pause for a moment to see the impact. When the students have given full attention, transfer to the lesson rapidly (Burden & Byrd, 2010). There are several ways to get students‟ full attention at the beginning of the lesson (Jones & Jones, 2007):
Selecting a cue for getting students‟ attention. Students want a reliable cue
to emphasis their attention, such as by closing the door at the beginning of the lesson. Teacher should not begin the lesson until everyone is paying attention. It is very essential not to start the lesson until the students are paying attention. It will spend much time to repeat directions for teachers who start the lesson without
students‟ attention. Sometimes teachers are being silent to get students‟ attention
and the students can catch the meaning of the teachers so the students will give full attention.
Remove distractions. Teachers can support to eliminate distractions by
closing the door, eliminating unimportant materials from the top of students‟ desk,
altering the screens, or taking other suitable movements. To get the students‟
attention, teacher is able to do students‟ approach. Harahap (2011) pointed that in
Teacher is being able to move around the class, receiving the level of closeness, making eye contact with the students, listening to what they have said, and responding approximately. It is impossible to help students to learn a language in a class without interact with them. The teacher‟s physical approach and
personality in the class is one aspect of class management to consider. Providing daily review. A lesson can begin with brief review of the previous lesson to check the students‟ memories and understanding to the lesson. This review needs three up to eight minutes. This daily review is very convenient for teaching materials that will be implemented in following learning. Checking homework at the beginning of the class is also a form of review (Burden & Byrd, 2010).
Establishing set. Commonly set induction is the primary activity at the beginning of the lesson. It helps students know what the topic of the lesson is going to learn that is connected with their interests and their own lives. For example, a civics lesson in the first activity might start by reading a newspaper that report brawl of some students from different school. After reading the article, teachers should ask to the students what they are going to do if they are in that situation. This activity might be produced into group discussion (Burden & Byrd, 2010).
things for teacher. It will make the students understand whether they reach the objectives or they cannot reach the objectives.
Distributing and collecting materials. Commonly, teachers need to distribute the materials to the students in the form of hardcopy. It can be done at
the beginning of the class. It will make the students‟ attention focus towards
important materials and avoid disruption throughout the lesson (Burden & Byrd, 2010).
Giving clear, focused directions. When designing for directions, teachers should have no more than three student activities that are needed to be defined, define the directions so that students are able to require in completing the assignments, make clear what kind and eminence of product is expected, create the explanation of each step detailed and properly brief, offer written and verbal directions, provide the directions before the activity, and make requirements for supporting students who have trouble
When offering the directions, teachers need to gain students‟ attention,
give the directions, check the students to know their understanding of the directions, have students start the assignments, and remediate if important if the students are not following directions (Burden & Byrd, 2010).
Organizing developmental activity. When the lesson is not succeeding, teachers should change the lesson during instruction. Teachers may choose to change the method of an activity to have students work in pair instead of
making continuing changes in their lessons. It is beneficial to make additional notes on their lesson plans about the changes that they made. Briefly, these
annotated lesson plans are able to be a rich source of information when they create plans for the future they teach the lesson (Burden & Byrd, 2010).
Organizing closing activity. Effective teachers plan to discontinue the developmental part of the lesson a few minutes before the end of the class period to convey sufficient time for the content closing and the procedural closing of a lesson. The content closing of a lesson contains a summary of the key points in the lesson. The procedural closing of a lesson includes activities that aid students get ready to move on to the next topic or class at the proper time. Students may use the time during the procedural closing to write down the exercise assignment, put away resources and supplies, turn in papers, and get ready leave the classroom (Burden & Byrd, 2010). Besides, teacher leads the students to conclude the lesson. Then, the students will follow to conclude the lesson. Scrivener (2005) argued that teachers sit down and wait for the class to conclude the lesson in its own time, waiting until students show that they are ready for the teacher to begin. Besides, Harmer (1998) highlighted that using pair work and group work with large groups, it is essential to give instruction clearly, to agree how to end the activity and to provide good feedback. It will help the teachers to give feedback of the lesson to the students. Besides, the feedback is very essential for the students in the process of teaching and learning process.
Considering time allocation. Pre-service teachers have to try considering of time allocation. It is very important in conducting teaching and learning
movement time between assignments and activities in a lesson, and reduce waste time in an exertion to exploit time-on-task and student involvement. Burden and Byrd (2010) study found the following:
“Consider a 45-minute class. Within this allocated time, 5 minutes may be
spent on taking attendance and making announcements, 5 minutes on describing an activity and giving directions, and 5 minutes for cleanup and preparation to finish the class. That leaves 30 minutes of actual academic
time, but students may not even be fully engaged during all that time” (p.
45).
The time accessible for instruction improves when the teachers do these things such as, trail schedule, start and finish activities on time, ease movements from activity to activity, and give scheduled activities first importance rather than involving in unplanned substitute activities (Burden & Byrd, 2010). Scrivener (2005) investigated that it is like a good method of adding variety to a lesson, sitting in one place for a long time is able to be difficult, getting people to do physical things is able to be a good method of waking up their mental powers. If there are several minutes left, it is appropriate to add some activities to be done at that time. It makes the students do not feel boredom at the class.
pictures, posters, globes, charts, supplies, laboratory equipment, bulletin boards, and other items. Teacher also should make final decisions in their lesson plans and make sure that the items required will be available on the daytime of the class (Burden & Byrd, 2010). In addition, Zheng and Wang (2016) study found the following:
“Electronic dictionaries have become more and more attractive, accepted
and popular to EFL (English for Foreign Language) learners at different levels, using electronic dictionaries in EFL classroom has gradually become an alternative to many. Most recently, electronic dictionaries have become available on mobile devices such as smartphones and tablet
computers” (p.144).
Planning for assessment/evaluation. Professional teachers plan at the first and consider how they are able to decide and measure whether their students have reached the learning objectives. “Effective assessments address two
questions: 1) How will I know that my students have reached my learning
objectives? 2) How can I use assessment to increase my students‟ learning?”
(Kauchak & Eggen, 2011, p.382). There are many kinds of giving assessments to the students such as, true-false, matching, multiple-choice, completion (short answer), and essay (Borich, 1996). There are several things that have to be ensured by teachers to assess their students. The effectiveness of any gauging device to be determined by its validity, reliability, and practicality (Airasian & Russel, 2008).
validity. Content validity states to the grade to which an instrument models the subject matter in the space to be measured or the grade to which it appropriates with the instructional objectives to be measured. To define content validity, teachers should observe the outline of instructional objectives and check the equivalence with the test questions.
Reliability. Reliability agrees with the steadiness of results. The more steadiness the results are the higher the reliability of the test. Teachers will suffer a test less reliable because of three things such as, the length of a test, the
vagueness of directions and questions, and a burden of questions that are too hard
or too easy. Variability in students‟ responses are influenced by many factors such
as, lack of motivation and interest, inappropriate test background, lack of emotional set, and sickness.
Practicality. It agrees to comfort of managing the measuring device, the time needed, the energy prolonged to gain the data, and the easiness with the data is able to be understood. For instance, teachers will be able to prepare essay test easily and quickly, but the time needed to assess it perhaps create such a test unfeasible.
Evaluating students are very important in the end of the lesson whether the students can reach the objectives of the lesson. Teachers should not have to
provide a test or quiz in each class period. Teachers should evaluate their students
occasionally. It helps to check students‟ understanding of the lesson (Burden &
Review of Related Studies
There are some previous studies that are related with the topic of this study. Those researchers talk about implementation of lesson plan, problems faced on the implementation of lesson plan, and the strategies to overcome the problems on the implementation of lesson plan. First, the study was conducted by Dr K. Abdul Gafoor and Umer Farooque, T.K at Maharaja Madakarinayaka FG/PG College, Chitradurga, Karnataka, India. The title of the study was Ways to
Improve Lesson Planning: A Students Teacher Perspective. Gafoor and Farooque (2010) pointed that there are some problems that faced by pre-service teachers in implementing the lesson plan.
The problems are choosing learning experiences appropriate to the
learners, deciding and allotting the time suitably for every lesson, identifying and developing proper learning aids, executing the planned lesson in classroom, psychological sequencing of the lessons, bringing about necessary adaptations to the lessons according to the requirements of individual classrooms, specifying the educational objectives, finding and using appropriate teaching methods,
identifying instructional objectives matching students and curriculum, choosing life experiences and illustrations capable of creating the set and motivation in students regarding the lesson, and lack of content knowledge.
Furthermore, to overcome those problems, some pre-service teachers do some actions such as, adding knowledge through observation seminars
exercise different models, trying to practice lesson off-hand and planned lesson then compare the result both of them, and practice in time management in implementing the lesson plan. Most of pre-service teachers have difficulties in time management so that pre-service teachers have to manage the time perfectly so that the implementation of lesson plan can be taking place effectively.
Second, the study was conducted by Agnes Puji Lestari at some schools in Yogyakarta. The title of the study was The Implementation of Student Teachers’ Lesson Plan in their Program Pengalaman Lapangan 2 Classes. Lestari (2010) pointed that are some problems happened on the implementation of lesson plan in Program Pengalaman Lapangan as called as Internship program. The problems are implementation of objectives of the lesson, introductory activities,
developmental activities, time allocation, and evaluation. Those things are not appropriate with the lesson plan.
Moreover, to overcome those problems, there are several things that have been done based on that research. Those are changing the objectives of the lesson, changing the introductory activities, improving the developmental activities, changing the time allocation, and changing the evaluation.
Conceptual Framework
explain the kinds of activity that will be used, check for students‟ understanding toward the lesson, and encourage participation in teaching and learning process, closure: teachers should ask students about what they have learned and teachers should preview future lesson to students, follow-up: teachers should deliver other activities to strengthen similar concepts. Besides, teachers should deliver chance for interaction (Richards & Renandya, 2002).
Lesson plan is needed by pre-service teachers as a guideline for teaching and learning process. It will ease them to teach effectively in the classroom. There are some components on the implementation of lesson plan. There are Opening activity includes motivating students to learn, taking attendance, getting attention, providing daily review, establishing set, introducing lesson objectives, distributing and collecting materials, giving clear, focused directions, developmental activity, closing activity (summary of lesson, feedback of lesson, and homework), time allocation, teaching aids, and assessment/evaluation (Burden & Byrd, 2010).
There are some problems that happened on the lesson plan
Figure 2.1
Conceptual Framework
The Perception of EED of UMY Pre-Service Teachers on the Implementation of their Lesson Plans
Implementation of Lesson Plan
(Burden & Byrd, 2010)
Problems Faced on the Implementation of
Lesson Plan
(Burden & Byrd, 2010)
Strategies on the Implementation of
Lesson Plan
(Burden & Byrd, 2010)
Objectives of the lesson Opening activity:motivating students to learn, taking attendance, getting attention, providing daily review,
establishing set, introducing lesson objectives, distributing and collecting materials, giving clear, focused directions.
Developmental activity Closing activity: summary of lesson, feedback, homework.
Time allocation Teaching aids
Assessment/evaluation
Objectives of the lesson
Procedures
Time allocation
Teaching aids
Stating objectives of the lesson
Organize the procedures
Considering time allocation
Designing teaching aids
Chapter Three Research Methodology
This chapter discusses research methodology which is used in this study. This chapter consists of design of the study, setting of the study, participants of the study, data collection method, and data analysis. In design of the study, the researcher discusses the design and the reason why that is used. In the setting and participants of the study, the researcher discusses where the study is conducted by the researcher and who the participants in this study are. In the data collection method, the researcher describes how the way she collects the data. In the data analysis, the researcher explains some steps to analyze the data.
Design of the Study
Furthermore, this study used descriptive qualitative research because the result reported about phenomenon and opinion of people that was not quantifiable. Hence, this study was suitable to use descriptive qualitative research. Description is a comprehensive interpreting of individuals, places, or events in a background of qualitative research and it is easy to begin the analysis after the first reading and coding of the data (Creswell, 2012). By using descriptive qualitative research, it could give detailed information related to this study. Creswell (2012) further showed that in giving comprehensive information, description is able to carry the reader to a research site or support the reader imagine a person and it proceeds experience and practice to describe the feature in a situation.
Setting of the Study
This study was conducted at SMA Muhammadiyah 6 Yogyakarta. The researcher chose SMA Muhammadiyah 6 Yogyakarta as the research setting in this study because of some reasons. First, SMA Muhammadiyah 6 Yogyakarta was one of the schools where internship program was conducted so the researcher had a chance to observe the students at that school. Also, at the time this research was being conducted, the internship program at this school was still running. Second, it was accessible for the researcher as the researcher had been living near the school. This study was conducted on April to May 2016. The researcher gathered the data in approximately a month.
Participants of the Study
research participants. Etikan, Musa, and Alkassim (2016) revealed that the purposive sampling technique is called judgment sampling. It is the thoughtful choice of a respondent because of the abilities the respondent possesses. It is a non-random technique that does not need fundamental theories or a set number of respondents. The researcher selected and sets out what the requirements to be known, looked for people who were able and are willing to deliver the
information by feature of knowledge or experience.
Three pre-service teachers were selected as participants in this study because of some reasons. First, they had joined the internship program during six semesters. Second, in the internship program they had created lesson plan to conduct teaching and learning process. Third, they were willing to be observed and interviewed by the researcher. In this study, the researcher chose three participants because there was no limitation of number of participants in
qualitative research. Mason (2012) as cited in Bonde (2013) pointed that it is good having a smaller number of interviews that are inventively and interpretively analyzed, than increasing the sample size where the researcher is able to run the possibility of running out of time and flop to analyze content appropriately. The participants consisted of three females because they still had twice more in teaching practice to be observed by the researcher twice. The researcher used pseudonym for three participants. The pseudonym is name of abbreviation. They were pre-service teacher A (PSTA), pre-service teacher B (PSTB), and pre-service teacher C (PSTC).
Data Collection Method
Observation. The researcher conducted observation in six meetings. Each pre-service teacher was observed twice. Creswell (2012) revealed that observation is the method of collecting open-ended, straight information by observing people and places at a research place. Furthermore, Cohen (2011) highlighted that the unique characteristic of observation as a research method is that it deals an investigator the occasion to collect „live’ data from naturally taking place social
circumstances. In this method, the researcher was able to gaze directly at what is occurring in situ rather than entrusting on second-hand accounts.
The researcher observed the phenomenon through outside the class because there was a reason. A teacher at that school had made a regulation that if any student of university did observation at that school especially at the class, the student of university had to observe the phenomenon of the class through outside the class. This was called as a nonparticipant observer.
Creswell (2012) found:
“A nonparticipant observer is an observer who visits a site and records
notes without becoming involved in the activities of the participants. The nonparticipant observer is an “outsider” who sits on the periphery or some
advantageous place (e.g., the back of the classroom) to watch and record the phenomenon under study” (p.214).
Before conducting the observation, the researcher learned the participants’
observation checklist was used to report the observation whether the
implementation had been appropriate or inappropriate. Moreover, the researcher conducted the observation. The researcher observed teaching and learning process at the class by using video recorder and reported the observation into observation checklist.
Interview. The researcher used interview to add some unclear information from the observation. Besides, the researcher used interview to check the second and third research questions and the reason why they did not implement some of components in the lesson plan. Englander (2012) found that the interview has converted the core data collection method narrowly related with qualitative, human systematic study. Harrel and Bradley (2009) stated that interviews are discussions between an interviewer and an interviewee to collect information on a particular set of issues.
Before conducting the interview, the researcher made interview guidelines. It consisted of some questions to be asked to the participants. Those questions were open-ended questions. An open-ended response to a question permits the participant to make the choice for responding (Creswell, 2012).
Then, the researcher used tools to conduct the interview. First, the researcher utilized video recorder. The researcher asked the participants to watch their teaching practice at class several days ago so that they could remember what the activity that they had not implemented in the lesson plan. Second, notebook was used to put those questions that were asked to the participants. Third, audiotape recorder was used to record participants’ voices in answering those
Before the researcher started the interview, the researcher asked the participants to watch the video of their teaching practice first. After that, the researcher started the interview. Creswell (2012) argued that “a qualitative interview occurs when researchers ask one or more participants general, open-ended questions and record their answers” (p. 217). The researcher recorded the
face-to-face interview with the participants by using cellphone. Harrel and
Bradley (2009) further found that interviews are able to be carried out in person or via cellphone. The researcher conducted the interview by using Indonesian
language so that the researcher and the participants understood and gained clear and detailed information. The researcher used semi-structured interview because it provided the participants sufficient time and space to express their several of views and permits the researcher to reach to and follow up on evolving ideas and explaining events (Nohl 2009). In addition, Nohl (2009) further showed that semi-structured interviews permit not only for measuring the participants' opinions, statements and views; they also permit to gain narratives about their individual experiences.
Data Analysis
Moreover, the researcher conducted member checking to the interviewee to fix the data. The researcher asked the participants one by one to prove whether what was written was what they actually said. Member checking endures to be an essential quality control process in qualitative research as throughout the course of conducting a study; participants accept the occasion to evaluate their speeches for truthfulness (Harper & Cole, 2012). After the researcher did member checking to the participants, there were some changes in the transcripts of interview.
To analyze the data, the researcher used coding analysis. “Coding is the
process of segmenting and labeling text to form descriptions and broad themes in the data” (Creswell, 2012, p. 243). There were three types of coding analysis,
Chapter Four
Research Findings and Discussions
This chapter presents and discusses the findings and discussions of the study. This study is conducted to explore three research questions that are
presented in the Formulation of the Problem. The research questions are how pre-service teachers implement their lesson plan, what the problems faced on the implementation of lesson plan, and how pre-service teachers overcome the problems.
How Lesson Plan Is Implemented by EED of UMY Pre-Service Teachers at SMA Muhammadiyah 6 Yogyakarta
This part reported the implementation of pre-service teachers‟ lesson plan. The researcher described some activities based on lesson plan that they have created for each pre-service teacher in each teaching activity (internship program). They were three pre-service teachers in this study. The researcher used
pseudonym for them as abbreviation name. They were pre-service teacher A (PSTA), pre-service teacher B (PSTB), and pre-service teacher C (PSTC).
Pre-service teacher A. Pre-service teacher A (PSTA) implemented
Table 4.1
Observation Checklist of Pre-Service Teacher A (PSTA)
Setting Outside classroom of XI IPS (first observation)
Outside classroom of XI IPA (second observation)
Time 12.30 p.m., April 9, 2016 (first observation)
12.30 p.m., April 18, 2016 (second observation)
Length of Observation 30 minutes (first observation) 45 minutes (second observation) *Same lesson plan in two meetings
Lesson Plan Planning Could be
implemented well
Could not be implemented
well O - I O - II O - I O - II Objectives of
the lesson
Students tell pictorial story. Students re-tell spoof text in
front of the class.
Materials LKS Kreatif Bahasa Inggris
untuk SMA Kelas XI.
Opening Activity
PSTA gives greetings and takes attendance of the students.
PSTA gives motivation to the students then gives a topic and the purpose of the lesson.
PSTA asks the students
about spoof text.
Development al Activity
PSTA reveals some questions that stimulates
students‟ knowledge about
spoof text.
PSTA persuades the students to see some examples of spoof text.
questions from PSTA related to spoof text.
PSTA gives a chance to the
students for asking.
PSTA tells pictorial story. PSTA chooses spoof text
that are available.
The students re-tell the
spoof text.
PSTA explains about spoof
text that has been practiced. PSTA and the students
conclude the lesson that has been explained.
PSTA gives a chance to the
students for asking.
Closing Activity
The students conclude the lesson that has been taught by PSTA.
PSTA gives assessment of the activity that has been done by the students.
PSTA gives feedback to the
students.
PSTA gives homework to
be finished at home.
Time management
2 x 45 minutes (90 minutes)
Assessment/e valuation
Group
assessment/evaluation
objectives of the lesson, the students could follow the activities well. The activities were such as rearranging the sentence into a good paragraph and then PSTA asked a student to retell the story in front of the class and then the other students only listened to the student what the student was going to tell. Based on the activities, PSTA had taught writing and speaking skills to the students.
Based on the observation above, it can be concluded that PSTA could implement the objectives of the lesson well in two meetings based on what PSTA wrote in the lesson plan. There was no problem with the objectives. The
objectives were appropriate with the lesson plan. It was supported by Burden and Byrd (2010) who revealed that planning the objective is a crucial thing that must be concentrated when arranging lesson plan, because the objectives will dictate the natural content to be taught to the students.
Teaching aids. Pre-service teacher A (PSTA) listed only a teaching aid to be used during teaching and learning process in the lesson plan. There was LKS Kreatif Bahasa Inggris untuk SMA Kelas XI.
In the first meeting on April 9th, 2016 at XI IPS, PSTA used laptop, LCD, and projector although they were not listed in the lesson plan. PSTA could not use the laptop because the HDMI cable was not suitable with her laptop so that there was nothing appeared on the screen (LCD). It happened because of mistake from PSTA. PSTA did not check it first several hours yet. PSTA just checked it when
PSTA was going to teach at that time. There was PSTA‟s friend who brought a
laptop. PSTA borrowed the laptop. Fortunately, there was something appeared on the screen (LCD) by using PSTA friend‟s laptop so that PSTA could start
activity. The copies of hands out were appropriate with the number of the students.
In the second meeting on April 18th, 2016 at XI IPA, PSTA asked her friend to bring laptop again on the other hand PSTA brought her own laptop.
Unfortunately, PSTA‟s laptop could not work well again so that PSTA borrowed
PSTA friend‟s laptop. Fortunately, it could work well so that PSTA could do
teaching and learning process at the class. In the first activity, there was an activity using pictorial cards. In the lesson plan, PSTA did not write pictorial cards as material for teaching and learning process. When PSTA worked in the field, PSTA used pictorial cards as a tool for game challenge whereas that material did not write clearly in the lesson plan. It happened because PSTA changed the material suddenly but PSTA had asked the teacher for changing the material. Besides, PSTA used hands out in the second activity. The copies of hands out were appropriate with the number of the students.
also should make final decisions in their lesson plans and make sure that the items required will be available on the daytime of the class.
Opening activity. Pre-service teacher A (PSTA) listed the opening
activities in the lesson plan. Those activities were greetings, took attendance, gave motivation and delivered topic and aim towards learning the lesson, and asked students about the lesson (spoof text). Those activities were same for two classes.
Firstly, in two meetings pre-service teacher A (PSTA) gave greetings to
the students by saying “Bismillahirrahmanirrahim. Assalamu’alaikum
warahmatullahi wabarakatuh. Ok, hello everyone!” PSTA always gave greetings
to the students before PSTA started the lesson. By giving greetings in the beginning of the lesson, it could manage the students to learn the lesson. In addition, PSTA took attendance of students in every meeting in the beginning of
the lesson. PSTA took attendance by calling the students‟ full names. PSTA also
asked to the students what their nicknames were so that PSTA could call them in the short name.
Based on the observation above, it can be concluded that PSTA could implement greeting and taking attendance in every meeting based on what PSTA wrote in the lesson plan. There was nothing problems on them. It was in line with Burden and Byrd (2010) who highlighted that most of teachers in schools
commonly taking attendance in the morning before they start the lesson.
were enthusiast in learning the lesson. They expressed some characteristics of the cartoons happily.
Based on the observation above, it can be concluded that PSTA could implement giving motivation to the students well based on what PSTA wrote in the lesson plan. It could be seen when the students were enthusiast in learning about spoof text by showing them some famous of cartoons. The way PSTA gave motivation was like establishing set. It was supported by Burden and Byrd (2010) who mentioned that “motivation to learn draws on the meaningfulness, value, and benefits of the academic task to the learner” (p.190). In addition, it was in line with Burden and Byrd (2010) who claimed that commonly set induction is the primary activity at the beginning of the lesson and it helps students know what the topic of the lesson is going to learn that is connected with their interests and their own lives.
Thirdly, pre-service teacher A (PSTA) introduced topic and purpose of the lesson in each meeting. The topic and purpose of the lesson were delivered to the students well. The students could understand about the topic and purpose or objectives that must be reached by them. It could be seen from some activities that were finished by them. They could follow the activities well and they could reach the purpose of the lesson (learning objectives).
Byrd (2010) who maintained that the beginning of the lesson, teacher should describe to the students about the objectives, activities, and evaluation to be used
in the class and those processes can decrease students‟ anxiety towards the lesson.
The last, pre-service teacher A (PSTA) asked the students about spoof text. The questions consisted of what spoof text was, what the characteristics of spoof text were, when spoof text was used, etc. The students could answer the questions individually or assembly.
Based on the observation above, it can be concluded that PSTA could implement asking the students about spoof text based on what PSTA wrote in the lesson plan. The students understood about the questions so that they could answer the questions well. It was in line with Haris (1991) as cited in Lestari (2010) revealed that teacher should ask the students one by one to make students more responsible for producing something rather than just giving attention throughout teaching and learning process.
Developmental activity. Pre-service teacher A (PSTA) listed the
developmental activities in the lesson plan. Those activities were PSTA revealed
some questions that stimulated students‟ knowledge about spoof text, PSTA
persuaded the students to see some examples of spoof text, PSTA identified spoof text, students answered some questions from PSTA related to spoof text, PSTA gave a chance to the students for asking, students told pictorial story, students chose one of spoof texts that were available, students retold the spoof text, PSTA explained spoof text that had been practiced, PSTA and the students concluded the lesson that had been explained, and PSTA gave a chance to the students for
In the first meeting on April 9th, 2016 at XI IPS, PSTA asked some questions to the students about spoof text in order the students could remember again about spoof text. After that, PSTA asked the students to see and read some examples of spoof text on the screen. Then, PSTA identified spoof text. Moreover, PSTA asked the students again about spoof text. Fortunately, the students could answer some questions from PSTA. Besides, PSTA gave a chance to the students for asking some questions related to spoof text. Furthermore, each student read a sentence until the end. Besides, PSTA asked the students to make group
discussion that consisted of two students in each group. The number of group was three groups because many students were absent at that day. Before PSTA
in front of the class (second activity). Then, one student retold a story.
Furthermore, PSTA gave such appreciation by giving applause to the students who had done those activities well. After that, PSTA delivered the purpose of the activity given to the students. The purpose of the activity was to help the students to think critically. When they saw some pictures, they could create a story. In the last, PSTA conclude the lesson with the students together and gave a chance to the students for asking some questions related to the lesson (spoof text).
student as a volunteer to retell the story in front of the class (second activity). In the last, PSTA concluded the lesson with the students together and gave a chance to the students for asking some questions related to the lesson (spoof text).
Based on observation above, it can be concluded that PSTA could
implement the developmental activities well in two meetings based on what PSTA wrote in the lesson plan. The activities were based on the lesson plan. It could be seen from the students who did the good job in each activity. It was supported by Burden and Byrd (2010) who mentioned that teacher might choose to change the
method of an activity to have students‟ works in pair instead of individually, or
teachers might reduce one activity and increase totally different.
Closing activity. Pre-service teacher A (PSTA) listed some activities in closing activity on the lesson plan. There were students concluded the lesson that had been taught by PSTA, PSTA gave assessment of the activity that had been done by the students, PSTA gave feedback to the students, PSTA gave homework to be finished at home.
In the first meeting on April 9th, 2016, pre-service teacher A (PSTA) faced problem in concluding the lesson in two meetings. It happened because the
students did not pay attention to PSTA when PSTA started to give the summary of the lesson. Then, PSTA tried to guide the students to conclude the lesson. Finally, the students could understand what they had learned.
Then, pre-service teacher A (PSTA) gave feedback of the lesson to the students in each meeting. PSTA asked the students about the lesson. Besides, PSTA asked some questions to the students one by one related to the lesson. The students could answer the questions well.
In addition, pre-service teacher A (PSTA) planed giving homework in the closing activity. Unfortunately, it could not be implemented because there was an instruction from the teacher of the school. PSTA did not need giving homework to the students because PSTA did not teach at the same class and meet the same students again in the next meeting. Finally, PSTA cancelled giving homework.
Based on the observation above, it can be concluded that PSTA could implement giving assessment and feedback based on what PSTA wrote in the lesson plan. Unfortunately, PSTA could not implement concluding the lesson and giving homework that were written in the lesson plan. It was reinforced by Burden and Byrd (2010) who revealed that affective teachers plan to discontinue the developmental part of the lesson a few minutes before the end of the class period to convey sufficient time for the content closing and the procedural closing of a lesson. The content closing of a lesson contains a summary of the key points in the lesson.
Time allocation. Pre-service teacher A (PSTA) listed 90 minutes in the lesson plan to teach at each class. Opening activity was 10 minutes,
In the first meeting on April 9th, 2016 at XI IPS, PSTA spent 30 minutes teaching at the class. Opening activity was 5 minutes, developmental activity was 20 minutes, and closing activity was 5 minutes. In the developmental activity, PSTA spent 5 minutes for exploration, 15 minutes for elaboration, and 5 minutes for confirmation.
While in the second meeting on April 18th, 2016 at XI IPA, PSTA spent 45 minutes teaching at the class. Opening activity was 5 minutes, developmental activity was 35 minutes, and closing activity was 5 minutes. In fact, in the developmental activity, PSTA spent 5 minutes for exploration, 35 minutes for elaboration, and 5 minutes for confirmation.
Table 4.2
Time Allocation of Pre-Service Teacher A (PSTA)
Pre-Service Teacher (PST) /
Observation
Time Allocation Plan Implementation
PST-A / Observation I
Opening activity 10 minutes 5 minutes Developmental activity
(exploration)
20 minutes 5 minutes
Developmental activity (elaboration)
40 minutes 15 minutes
Developmental activity (confirmation)
10 minutes 5 minutes
Closing activity 10 minutes 5 minutes
PST-A / Observation II
Opening activity 10 minutes 5 minutes Developmental activity
(exploration)
20 minutes 5 minutes
Developmental activity (elaboration)
40 minutes 35 minutes
Developmental activity (confirmation)
10 minutes 5 minutes
Assessment/evaluation. Pre-service teacher A (PSTA) listed an assessment / evaluation in each activity in the form of group. It was done to
evaluate students‟ understand about the lesson. Surely, the assessment/evaluation
related to the lesson. PSTA used group assessment/evaluation in every meeting. In the first meeting on April 9th, 2016 at XI IPS, PSTA used essay as kind of assessment / evaluation. Then, the essay should be presented in front of the class. PSTA asked all of students to retell the story in front of the class. The students took in turn one by one. The students could perform well in front of the class but PSTA did not mention about the score. However, PSTA just gave the students such kind of expression of appreciation by giving applause for them.
In the second meeting on April 18th 2016 at XI IPA, PSTA used essay as an assessment/evaluation. Then, the essay should be presented in front of the class. In this XI IPA, PSTA just asked a student to retell the story in front the class. The student could perform well. However, PSTA just gave the students such kind of expression of appreciation by giving applause for them.
Pre-service teacher B. Pre-service teacher B (PSTB) implemented
Internship at SMA Muhammadiyah 6 Yogyakarta. The researcher observed PSTB for twice in the same school and different day. The first observation was
conducted on April 21st, 2016 at XI IPS. The second observation was conducted on April 23rd, 2016 at XI IPS, too. PSTB taught one class at SMA
Table 4.3
Observation Checklist of Pre-Service Teacher B (PSTB)
Setting Outside classroom of XI IPS (twice observations)
Time
10.57 a.m., April 21, 2016 (first observation) 13.00 p.m., April 23, 2016 (second observation)
Length of Observation
33 minutes (first observation) 50 minutes (second observation) *Different lesson plans in two
