1 CHAPTER I INTRODUCTION
In this chapter, the writer presents the aspects dealing with introduction, such as; background of the study, statement of problem, purpose of the study, significance of the study, scope and limitation, and definition of key term.
1.1Background of Study
Teaching and learning process is a core activity in education. Teaching and learning are two things that cannot be separated one another. Teaching itself is not simply matter of helping students to learn but also a matter of managing learning activities and everything that go on in the classroom in such a way to create an enjoyable situation to learn (Brown in Wati, 2010). According to Banks (2000), teaching is an active process in which one person shares information with others to provide them with the information to make behavioral changes while learning is the process of requiring information change. It can be concluded that teaching learning process is a planned interaction that make behavioral change.
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correctly but also to use it in their daily life. Therefore, teaching and learning English is very essential and highly needed.
In teaching learning process, especially English teaching, the teacher needs a certain curriculum. Curriculum itself cannot be separated from syllabus and lesson plan. Those three things are three consecutive chains that are very important in teaching learning process. Curriculum is as a basic in composing the syllabus and the syllabus is the basic in composing the lesson plan (Mirdianto, 2009).
Curriculum is the important element in teaching learning process because it is regarded as a core or guideline of teaching and learning process. According to Graves (in Basturkmen, 2006:21), “Curriculum is a broad statement of the philosophy, purposes, design, and implementation of the entire teaching program”. It can be concluded that curriculum is the material design in which it makes the students understand the material and make them easy in doing a learning activity, so that the goals can be achieved.
As important as curriculum, syllabus also holds an important role to achieve the goals of teaching learning process. Graves (in Basturkmen, 2006:1) states, “Syllabus is a specification an ordering of content of a course”. In other word, syllabus is a developing curriculum product or an outline of materials in which it will be elaborated specifically in lesson plan.
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and activities. This planning is in form of lesson plan. According to Mirdianto (2009), lesson plan usually consists of standard competence, basic competence, indicator, objective, material, teaching method, teaching activities, source, and assessment. It can be concluded that lesson plan is a planning and guidance which explains teaching procedures and teaching learning management in order to achieve one or more basic competence(s) written in syllabus used to teach in teaching learning process.
Faculty of Teacher Training and Education in University of Muhammadiyah Malang (UMM) is one of faculties that has responsibility to create candidate of teachers. Because of that reason, it is a must for the faculty to give qualified education and skill for the students. The demands of producing professional teacher make this faculty concern about how to prepare the students to be qualified teacher. In order to achieve that goal, the faculty especially English Department trains the student to be a qualified teacher by holding teaching practice in some schools in Malang.
Before joining the teaching practice in a school, students are supplied with a theory and teaching skill in peer-teaching class. There, students are drilled to do a practice teaching, make a lesson plan, and enrich with theory to be dealt with teaching and learning process. Therefore, teaching practice is a time for students or practice teacher to apply the knowledge gained in a class to a real situation.
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Nurcahyanto (2010) studied about the implementation of lesson plan in EYL teaching practice. He found that practice teachers in EYL teaching practice did not implement all the procedures written in the lesson plan. From eight lesson plans, there was no one lesson plan that could be fully implemented. Furthermore, Suryaningsih (2011) also studied about the construction of lesson plan made by teachers of SDN Beji 2 Batu. She found that the teacher did not focus on the allocated time of pre teaching, whilst teaching and post teaching in the classroom so that there were some activities that were not implemented.
Based on the findings above, a study about the implementation of lesson plan in teaching practice is necessary to do because practice teachers are in a process to be the real teacher. Besides, the writer wants to know how far the practice teachers implement the lesson plan that they made in the classroom.
Lesson plan has an important role in teaching learning process. Through a lesson plan teacher can know how far the objectives of the teaching learning process have been achieved. Thus, the researcher is interested in carrying out a
research entitle “ A Study on the Implementation of Lesson Plan in Teaching
Practice Used by Eighth Semester of English Department Students Conducted in
SMP „Aisyiyah Muhammadiyah 3 Malang”. Therefore, it is suggested that the
practice teachers make a good lesson plan and be more creative in order to establish a satisfactory teaching and learning process.
1.2 Statement of Problem
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1. How far is the lesson plan implemented by practice teacher in teaching practice?
2. Which phase of lesson plan is consistently implemented by practice teacher in teaching practice?
1.3 Purpose of the Study
Based on the questions, the purposes are as follows:
1. To know how far the lesson plan can be implemented by practice teachers in teaching practice.
2. To identify the phase in a lesson plan which is consistently implemented in teaching practice.
1.4 Significance of Study
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1.5Scope and Limitation
The scope of this study is the implementation of lesson plan in teaching practice. It is limited on the teaching procedures written in lesson plan which will be done by practice teachers of 8th semester students of English Department in
teaching practice, exactly conducted in SMP „Aisyiyah Muhammadiyah 3
Malang.
1.6Definition of Key Term
To avoid misunderstanding, the definition of terms in this study:
1. Lesson plan is a plan that describes learning procedures and management to achieve one or more competence(s) written in syllabus (Mulyasa, 2009).
A STUDY ON THE IMPLEMENTATION OF LESSON PLAN
IN TEACHING PRACTICE USED BY EIGHTH SEMESTER
OF ENGLISH DEPARTMENT STUDENTS CONDUCTED
IN
SMP ‘AISYIYAH MUHAMMADIYAH 3
MALANG
THESIS
By:
ANITA DWIANASARI
08360058
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINNING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
A STUDY ON THE IMPLEMENTATION OF LESSON PLAN
IN TEACHING PRACTICE USED BY EIGHTH SEMESTER
OF ENGLISH DEPARTMENT STUDENTS CONDUCTED
IN
SMP ‘AISYIYAH MUHAMMADIYAH 3
MALANG
THESIS
This thesis is submitted to meet one of the requirements to
achieve Sarjana Degree in English Department
By:
ANITA DWIANASARI
08360058
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINNING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
MOTTO AND DEDICATION
For indeed, with hardship will be ease (QS. Al-Insirakh: 6)
HIDUP adalah PROSES HIDUP adalah BELAJAR
Tanpa ada batas UMUR
Tanpa ada kata TUA JATUH, berdiri lagi…
KALAH, mencoba lagi…
GAGAL, bangkit lagi…
“NEVER GIVE UP”
Sampai TUHAN berkata:
“WAKTUnYA PULANG”
(Anonymous)
DEDICATION:
TABLE OF CONTENTS
TABLE OF CONTENTS ... viii
CHAPTER I INTRODUCTION 1.1 Background of the Study ... 1
1.2 Statement of Problem ... 4
1.3 Purpose of the Study ... 5
1.4 Significance of the Study ... 5
1.5 Scope and Limitation ... 6
1.6 Definition of Key Terms ... 6
CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Curriculum ... 7
2.1.1 Types of Curriculum ... 7
2.1.2 Components of Curriculum ... 8
2.2 Syllabus ... 9
2.2.1 Functions of Syllabus ... 10
2.2.2 Components of Syllabus ... 10
2.2.3 Development Processes ... 10
2.3 Lesson Plan ... 11
2.3.1 Functions of Lesson Plan ... 12
2.3.2 Components of Lesson Plan ... 12
2.4 Teaching Practice ... 13
2.4.1 Responsibilities of Practice Teacher ... 14
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design ... 18
3.2 Subject of the Research ... 18
3.3 Research Instrument ... 19
3.3.1 Observation ... 19
3.3.2 Interview ... 20
3.4 Data Collection ... 21
3.5 Data Analysis ... 21
CHAPTER IV REEARCH FINDINGS AND DISCUSSION 4.1 Findings ... 23
4.1.1 The Implementation of Lesson Plan ... 23
4.1.2 The Phase which is Consistently Implemented ... 34
4.2 Discussion ... 36
CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ... 38
5.2 Suggestions ... 39
5.2.1 For Practice Teacher ... 39
5.2.2 For Lecturer ... 40
5.2.3 For Further Researcher ... 40
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