LPPM HKBP Nomensen Medan 2016

Penelitian

Internsl

The

Application

of

reacting

ErsbL

rs

r

Foreign

Lnngnage

([EFL)

in

ilfaking

l-esson

Phr

or Shdcn6

Fngtish

Ilepartment

on

Fifth

Scnestcr

Urivendty

of

HKBP

Nonma*n

Acedemfu

Year

zUtfllzel6

Eben

Pesrribu.lt4Pd

Rfoir

Oct*vir $imarmrtr.

S.PG

hil.P4

(Doncn

FKIP Univeninr

HIffiP Nomneara|

IJ}IBAGA

TEI{ELITIAH DAil

PE}TGABDIAN

MASTARAI(AT

TII{IYE.RSTTAS

HXBP

HOMMEMEF{

MET}AN

TABLE OF CONTENT

1.1 Background of the Study...

1.2 Problems of the Study

1.3 Objective of the Study...

1.4 Scope of the Study

1.5

Significance of the Study

1.5.1 Theoretical S ignificances ...

1.5.2 Practical Significances ...

ur

I

I 2 2 J J J J

CHAPTER

II:

REVIEW

OF

LITERATI]RE

5

2.

I

Theoretical Framework...

2.2

Langtage ...-..

2.3

The Place of Languago...

2.4

Brief History of L,anguage Teaching

2.5

What is a Teacher?...

2.6

Teachers and Leamers

2.7

Course Design

2.8

SyIlabus...

2.9

Lesson Plan ...

2.10 Principles in Writing Lesson Plan...

2. 1

I

Learning Activities

2.I2The

Example of Lesson Plan...

2. 1 3 Conceptual Framework...

CE{PTER IU

RESEARCH METH OD...

3.1

Design of the Study...

3.2

Dataand Data Source...

3.3

Techniques of Collecting Data...

3.4

Technique of Anarlyzing Data...

CIIAPTER

MATA

ANALYSIS,

FIIIDING

AND DISCUSSION....

4.1

The Data...

4.2

The analysis of Data

4.2.I

Time allocation ...

4.2.2

Textbook..

4.2.3

Classroorn Management ...

4.A.4

Learning Administration ...

4.2.5

Leaming Assessment...

4.3

Research Finding

4.4

_{Discussion "...}

CIIAPTER

V CONCLUSION AI\[D SUGGESTION...

5.1. The Conclusion

5.2. The Suggestion

ABSTRACT

This

sudy

was intended

to

discover The Application

of

Teaching English as a

Fcneign t anguage

in

making Lesson Plan

on

Students' English Deparhnent on

Fiftt

Serrester University of HKBP Nommensen Academic Year 201512016. The

smple

of

this

study was

43

studenls.

In

this

study

the writers

analyzed the

srrtdeat's task in making a lesson plan- From the nine groups of the student's task

in

making

a

lesson plan

for

the

time

allocation

only

seventh group

from

nine

gnctp that followed

or

mentioned

it

in

their lesson plan.

And for

the textbook,

classroom management

learning administration

and

the

last

is

leaming

assessment showed that

all

the groups

of

the student's

is

mentioned

it

in

their

l"srcn

plan-

lt

can be concluded

that

Teaching English as a Foreign Language (TEFL) worked effectively in helping students in making a good lesson plan.

Key Words: TEFL, Lesson Plan

HALAMAN

PENGESAIIAN PEFIELITIAN

INTERNAL

u

Judul Penelitian

b. Bidang

Ilmu

c

Kategori Penelitian

1. Ketua

Peneliti

:

a. Nama Lengkap

b. Program Studi

c.

MDN

c.Jabatan Fungsional d.Nomor FIP

Anggota

:

a. Nama Lengkap

b. TempaV Tanggal Lahir

c. Jenis Kelamin

d.

NIDN

e. Golongan/ Pangkat f. Program Studi

g. Fakultas

d.Jabatan Fungsional e.Nomor HP

f. Alamat (e-mail)

2. Lokasi Penelitian

3. Lama Penelitian

4. Biaya Penelitian

5. Sumber Dana

Bid.Akademik

: The

Application

of Teaching English as a

Foreign Language in

Making

Lesson Plan on Students English Department on

Fifth

Semester

University of

HKBP

Nommensen Academic

Year 2015/2016

: Pendidikan Bahasa

Inggris

: Penelitian

untuk

Mengembangkan Fungsi Kelembagaan Perguruan

Tinggi

Eben Pasaribu, M.Pd Pendidikan Bahada Inggris

Rina Octavia Simarmata, S.Pd., M.Pd :Wonosari/ 18 Oktober 1988

Perempuan

01 18108802

Pendidikan Bahasa Inggris Keguruan dan Ilmu Pendidikan Asisten

Ahli/IIIb

081370615 138

rinaoctaviasimannata@yahoo.com FKIP UHN Medan

3 bulan Rp. 6.000.000

- Pihak Universitas - Biaya Sendiri

Medan,

: Rp.4.000.000

:

Rp.2

000.000 Pebruari 2016

ibu, M.Pd

Im"

|UL-r.rrr

TNTRODUCTION

Lf

L.*Eround

of The Study

I-crning

English is not same

like

how we use our mother tongue

in

our

daily

activities.

foi

mhing

English language the teacher should be able

to

know about English

well.

For

in Indonesia, learning English is how we to teach our students where their first language

m

Fnglish. So, we must have a good knowledge about English. English is one of the subjects

Endhir in manl- schools or university. Teaching English as a foreign language is one of subject in Universiq, of HKBP Nommensen for the

fifth

semester students. The aim in teaching English as

r

fureign language here students is able to making a lesson plan.

The

ability in

leaming English is knowledge to transfer to each other and people are able

b

mdersrand what we are

talking

about especially language.

In

learning English many

of

ways

ml leam it but the most importapt thing is the learners are know what we transfer is. The

ability

in

Erching

English as a foreign language is different like we teach English

in

course. In teaching F!ilgili$l a-s a foreign language

is

the

ability

we make that English as our foreign language. We

fund

knou'rvhen we

will

use our

first

language, our mother tongue and our foreign language.

\lanl'of

teachers or lecturer in teaching English is less planned so that make the students

m'c

cmfused

in iheir

leaming especially

for

English subject, where

this

subject

is a

foreign

hFroge

for them. The teachers or lecturer should have a planned before their doing learning in

il6classroom.

Teaching

English as

a

foreign

language

is

one

of

subjects

in

University

of

HKBP

b

a

gsod

plan

for

teachers

or

lecturer

before doing

the

teaching learning process at

l"cssm plan is the ways to the teachers to make a good learning and

well

arranged

for

hb

-hing urd

to

make a clear learning and more understand

to

the students. There are

ry

ir

nnking

a lesson plan for teaching English as a foreign language. Before making a

dn

re

should know the curriculum and the syllabus of our subjects.

,,

trording

to the background above the

writer

is interest to make a research

with

the

title

ryrylir:mion

of

Teaching

English as

a

Foreign

Language

in

making

Lesson

Plan

on

'

_{English Department}

on

Fifth

_Semester

University

of

HKBP

_{Nommensen Academic}

-''01-{

f016".

The writer

wants

to

know

the ability

of

English

department students'

nirtrsq

of HKBP Nommensen in making a lesson plan.

lJ

The Problem of the Study

Thc problem of the study is does students able to make a good lesson plan in application

of

trrning

Teaching English as a Foreign Language?

lJ

The Objectives of the Study

R"ehed to the problem of the study, the objectives of this study is to find out:

Tb

tFpli:aion

of leaming Teaching English as a Foreign Language is able to make a

l"{

Thc Scope of the Study

-{,s described above the

writer

make her scope

imm'r,u,smt'm

;f

_{l,earning Teaching}

English

_as

a

_Foreign

of

the study

in

making

a

lesson

plan

in Language

on

fifth

semester

of

English

sr,uihnts University of HKBP Nommensen.

f.5

Tt

Sfnificance

of the Study

Truitms

English as a foreign language is how we as a teachers

or

lecturer to transfer our ahout teaching

for

our

students. The

findings

of this

study may have

two

general ones,

the

description

of

these can

be

seen

in

the

rnsnmfinsm"'c*s.

i.e.

theoretical and practical

frrfilhrrylng:

l5-l

TheoreticalSignificances

Tberoretically, there are

two

significances of the findings in doing this research (1) making ffiE lesscrn plan: (2) the information of teaching English as a foreign language.

r5"l

Practical Signifi cances

l.

to make siudents more understand how to make a lesson plan.

l.

to add knowledge for the lecturer in teaching English as a foreign language

(TEFL) in apply lesson plan.

3. To Researcher to increase more knowledge in doing her research about learning

lesson plan.

-1. _{Useful to the writer to repair her research in the future.}

- r-.

ri\

e more information and knowledge about teaching English as a foreign

:::uase

especially for TEFL lecturer.

CHAPTER

II

REVIEW OF'LITERATT]RE

A! tb:ricrl

Framework

h

&fug

research,

the

terms

used

must be clarified

in

order

to

make

same

FrFd'rt

c.f dre implementation

in

the

field.

The terms may function

to

give a limited

G1n

nftistr is

specifically meant

in

the particular context.

By

doing so, the research

f, h

fics

trorn unnecessary

in

this case,

it

is

important

to

list

the

following

terms

for

ft gpw

of the research.

!.1

f-lgurge

I-mgua-ee

is

the

way how

to

communicate each other.

By

using

a

language to

cm.nicate

to each other we are able to know what people want to ask or what people

nm

m do.

L"aneuage

is

an

intensely

political

issue since

it

is

bound

up

with

identity

and

poffir.

As

a

consequ,ence

of its

lingua franca status, English sometimes

finds

itself

in

mprf,icr

r*ith

more local languages. Many people worry about what English means for the

crtmes

it

comes

into

contact

with,

seeing

its

teaching

as

a

form

of

"cultural

@crialism".

Most English language teaching

in

the

world is not

carried out

by

native qFctkers.

but

despite

this,

as

well

as see that English language teaching

m

c fu

hllmge

reaching materials need

ryrfeilsf ry

c{rnsr.lHarmer 2A$:4-5)

.[l tb

tr-

-

of Englbh

ffiil;sd

inrur one

of

an

international language

rtr mh

m

odrer

country.

ln

this that

all

the

{rc

m odler people in English.

looking at carefully

for

the

cultural

where

how we

to

communicate

people should

know

and

learn to

to

ftfurfu

English

is

not the

language

with

the

largest number

of

native

or

first

thnr

seitsatiets.

it

has become

a

lingua franca.

A

lingua franca can be defined as a

hF[r

nldeil

adopted for communication between two speaker whose native language

m

dfuffirl'etpr _{trrrm each other's and where one or}

both

_{speakers are using}

it

_{as a second}

npgc

bfunr

people

living

in the European Union,

for

example, frequently operate in

mril$iliu

rc

nell

as their own languages (where these are different), and the economic and

r-rmarl

influence

of

the

united has led

in

increased English use

in

many areas

of

the

dmfre. rHermer.2003:1)

W

Erhf

Histor-r of Language Teaching

Lmguage teaching has been around

for

many centuries and over the centuries,

it

h

q&m:sed. _{Various influences have affected language teaching. Reasons}

for

_learning

hpg€

have been

different

in

different periods.

In

some eras, languages were mainly

I

git

tor rhe purpose of reading. In others, it was taught mainly to people who needed to

m

n

oralll.

These influenced how language was taught in various periods. Also, theories

1m c

I

hguage

teaching have been considered

off

and

on

throughout

-rlb@l

mMlmft

lllt4:lr

lhir

Tcrcler?

Ulbhrs

r.ls

one

of

the

actors

that

many

of

people looked at them.

And for

at

s1

il'lrs-

mhers

are

who

have

more

knowledge about

the

lessons.

And

to

m

m,

learners anywhere

and make more

people understanding about

ffifuowi:rrgsomebooks,orwriteSomeconversationorpracticeit.

T'tdcrr

txsa

rnn\

metaphors

to

describe what they do. Sometimes, they say they

ry

l%

emm

hcause

''rve are always on the stage". Others think they are like orchestral

5rc

*trecause rve plant the seeds and then watch them grow". The range

of

images-h

md

crirErs-

*.hich

teachers use about themselves indicate the range

of

views that

ilq

h,rc

rhurrt their profession.

,{,s

a

language teacher

you

must make decisions

all of

the time.

Some

of

your

*'nii{trurnw _{-mt reiatively minors ones- should homework be assigned that particular day,} 'ihn

nmm

tXrer

decisions have more profound implication. What should be the goal

of

hF:llr

unsrnrction?

Which

language teaching method

will

be the

most

effective

in

ffig

ill

t\hat

_{is the best means of evaluation to see}

if

it

_{has been reached? Here is no}

rdt

mrrect

answer

to

questions

like

these. Each

of

you

has

to

answer

them for

lmrlr$Eti"

\l'e

believe, however, that a teacher informed about some

of

the possibilities

tf f-*t'r

ud

l-errners

nfry

people in

tris

world

or in centuries want to make their children more able to

n&

&liltrq

of them to understand about something, so that they make or they ask their

ft

m gn to some place where it place are able to add their knowledge

like

school or

1@,

h

lmm

sears. under

the

influence

of

humanistic and communicative theories,

f!

qFtirrys

has been placed

on

"learner-centered" teaching

that

is

teaching which

*

fu

lsrrners'

needs

and

experience central

to

the

educational process.

In

this

-

--natt;

it

_{is students' need which should drive the syllabus, not some imposed}

list;

it

b

&

mmlFnts' learning experiences and

their

response

to

them

which

should be at the

biu

@f

a

lure-.rage course. The measure

of

a good lesson

is

the student

activity

taking

mh.

mr

fue performance of the teacher.

Tte phlsical

manifestation of this trend is to be found in classroom where learners

lc

!m,m

rasks to

work

on and where in the process of performing these tasks

(with

the

rErffi'5

helpr. .eat tearning takes place.

In

these situations the teacher is no longer the

Surom oil lirnu* ledge. the controller and the authority, but rather a facilitator and a resource

frD

1ffi

stnm{en6

to

draw

on.

One

writer

has suggested

that

teachers

in

such

learner-md

clmsroom need special qualities including maturity,

intuition,

educational skills

m

.hTclop sf,udents' awareness

of

language and leaming), an openness

in

students input,

Am

C-nDG{f

Th

onnu.x is designed

in

the form

of

syllabus and lesson plan

which

refer

to

the

rrdd d

srmsrl

The learning plan covers

writing

lesson plan and preparing learning

ffi*

d

unsJia assessment

tool

and learning scenario.

In

doing a lesson plan here,

ll

-

trruld

prepare

all

the design before applied at the teaching leaming

in

the

fu"

!! s;rx

mrcrnurmoiumg

lo

Richards and Schmidt (2005:532), a syllabus

is

a description

of

the

rG

dl

.xrlsse of instruction and the order in which they are to be taught.

Language-q

ryflffixes

may be based on different criteria such as (a) grammatical items and

uffit

TSTRLCTURAL SYLLABUS)

(b)

the

language needed

different

types

of

m

rSITL-ATIONAL METHOD)

(c)

the

meanings and communicative functions

r&.!lih

fu

kamer

needs

to

express

in

the

TARGET

LANGUAGE

(i.{OTIONAL

$}TJ-{BLSI

t,Jt

,f,"

rt

itt,

unclerlying

different

language behavior

(e) the

text

types

GilrilMrs ngerd to rnaster.

tt l^m

Ptrr

lll"m

plan is a plan for the teacher to make a good situation in her/ his classroom

rd ffi

rranged.

Richards

and

Schmidt (2002:302) defines lesson

plan

as

a

'tfll.'rynrnrpncrr

or

outline

of

(a) the goals or objective a teacher has set

for

a lesson plan (b)

D

d

mrlfu].

ed

ft€

order to be followed, and (c) the materials and resources which

nI b d

frring

dre lesson.

h

r

dgn

dre t-ace-to-face learning

plan

for

one meeting

or

more.

It

is

developed

h Uilh

lo

direct

the

learning activities

for

the learners

in

order

to

achieve basic

mrTffi'l

E*'et)' teacher

in

an

education

unit

must

completely

and

systematically

[m

nd

rnrhe

lesson

plan

in

order

to

create

interacting, inspiring,

pleasuring,

mrdfin

m dre activities.

It

should give enough space

for

initiative, creativity and

self-i-'"tH " 't

tr.i-.ed

on the

learners' aptitude,

interest,

physical, and

psychological

fuffilm.

h

is prepared based on basic competence

or

sub-theme carried out

in

one

q,M@nftT.

E,ll|

ftrriptcs

in

lVriting

Lesson Plan

{mrdine

Napitupulu-Kisno (2014:

75-76)

the following

principles

should be

@

*iiml

uriting

p.rpuring lesson plan:

, ihe

l€erners' personal

differences

such

as

prior-knowledge,

level

of

mitnsence.

aptitude,

potency,

interest,

motivation, social

ability,

emotion,

hrmrkrg sq'le, special needs, learning speed, culture background, norm, value,

nd

$e

learner's environment situation.

l-crners'

active involvement

lnd€nt{entered in

order

to

motivate the learning

spirit,

motivation, aptitude, crsmir"itr . in itiative, insp iration, innovation, and self-independence

& furcirooing culture of reading and

writing

which is designed to develop habit

of

lmGe

read. comprehension of various reading materials, and then express

it

in

&

w,rlmen forms

trrnung leedback and

the

follow up of

the

lesson

plan

which

cover positive

tftcdhu.

L

re in forcement, enrichment and remedi al

ffimusnzing

on the

relationship

and integrity

between

basic

competence,

m,mrTg materials, learning

activities,

competence achievement-indicators,

rmmffiTn€n[ and learning resources in a holistic learning experience

,{ul;rwnrrlr:r-3dating _{integrated-thematic learning, integrity}

of

_subjects,

inter-,g

ril,

tcm,mmg aspects, and culture variety

ll,

'wtnnmenting integrated, systematic,

effective, information,

communication,

mu rwiinology based on situation and condition.

&lD

l,rlnry

-{ctivities

-,&nrn'org rctir ities is one way for the teachers to make

quunrunmm. _!s

t::ri

_{situation the teacher has been prepared all}

dilmm"

a

full

of

her teaching in the

she need for herselfand her

"llme allocation for educat

&

Frimary School

b.

Junior High School

c.

Senior High School

d.

\'ocational School

ional level

35 minutes/

uedit

40 minutes/ credit

45 minutes/ credit

45 minutes/ credit

:

Teruim*

T,l

nm;dre

a

good lesson

plan

for

the

teacher should prepared

a

textbook to r@milme her teachin_e activities. The textbook is used

to

improve efficiency and

clffimr-renesb. The number of the textbook is adjusted to the needs of the learners.

i

lllsmnom\fanagement

rr

:eu:hing

learning activities the teacher has

a

centered

for

her teacher to

mqgs

ler

classroom in doing the activities.

L

Te.,achers shall arrange the seat

of

the learners based on the objective and

:-;racteristics

of leaming process

t

The intonation and the voice

off

the teachers must be loud enough

to

be

:ee,-d b1'the learners

Tsrchers shall use polite words that are easy to understand

Tcircfiers

shall

adjust

the

learning

materials

with

the

aup'ab,ilit1,of the learners in grasping the lesson

Tc'achers

shall

create

discipline,

comfort, and

safety

m;|c5s

by the learners

speed

and

the

g

:

in

the

learning

Tp"nhers shall give reinforcement and feedback

to

the response and the result of the learners' achievement during the learning process

Teachers shall support and appreciate the learners to ask questions Teachers shall dress properly,

politely

TEachers

shall

explain

the

syllabus

to

the

learners

in

the

beginning

of

e\er]'semester

Teachers shall start and end the learning process based on the schedule

Id;Afuinistration

.B

dminishation

_{is the implementation}

of

_{lesson plan that covers}

pre-fflo*tivity

and post-activity

h*ivity

bfb

ph"se, the teachers shall:

I

Pfepare the learners psychologically and physically

in

order

to follow

tle

learning process

L

Give

motivation

the

learners contextually based

on the

significance

ad

application

of

the

topic

in

the

daily

life by

giving

examples and

lm,l,

national, and intemational comparison

G

Give

question related

to

the

prior

knowledge and the expected basic

ompetence

I

Deliver topic and explanation based on the syllabus

ISle

Activity

lHs

phase

usually

implements

learning models, learning

methods,

media, and learning resources adjusted to the learners' characteristics

ft

subject.

The

selection

of

thematic learning/

integrated-thematic/

learning/

inquiry

learning/ discovery leamingl project

based

.-rg

is adjusted to the characteristics of competence and education level.

r.

Affective/ attitude

Based on the characteristics

of

the alternatives chosen is the effective

pnocess started from accepting, responding, valuing, internalizing, and

ctwsmerizing/

actualizing.

All

learning activities are oriented

in

the io{npetence phase supporting the learners to do those activities

:

Cognitivel Knowledge

Finou

ledge

is

acquired

through

knowing

understanding, applying, anall'zing, evaluating, and creating. The characteristics

of

the learning

-rn,tir ities in this domain are quite similar to the psychomotor domain.

;

Pslchomotor/

Skill

Skill

is

acquired

through

observing, questioning,

experimenting,

*:triating,

communicating, and creating.

To

achieve this, discovery

md

inquiry

learning

is the

best practice

to

produce works based on

:roject based learning

*-:

P':s- Activity

un

:is

phase, teachers and learners conduct reflection to evaluate:

r.

1.ll learning activities process and the result obtained

in

order

to find

rut th€ significances and value of the learning activities

:

Feedback to the leaming process and achievement

;

Follow up by giving assignment for personal and for team

:"

Inform the next leaming plan for the next meeting

I

r

Leaming Assessment

-{ssessment

is

conducted through authentic assessment that measures the

eltrners'

readiness, learning process,

and learning result holistically.

The siTlerg].

of

those components

will

depict

the

capacity,

style and

learning

h

addition,

it will

result

in

instructional effect and nurturing

Jftc

leaming process.

b

rusrh

of

authentic assessment can be used

by

teachers

in

order to

rtmedial, enrichment, and counseling. Moreover,

it

can also be used

ib

rfu,ence

to

improve

the

learning process based

on the

education

standard. The evaluation of the learning process can be carried out

hrning

process

by

using

some instruments such as questionnaire,

in,

anecdotal note, and reflection journal.

Lesson Plan

r

gmd

learning process

at

classroom

the

teachers should prepare the

lkre

the example of lesson plans:

SENIOR

HIGH

SCHOOL

ENGLISH

xlL

TECT{NOLOGY

LISTENING

2X

40',

dC.ompetence:

meaning

in

oral

functional

text

and simple short monolog

text

in

report and explanation to communicate in daily life.

Cqetence:

explicit meaning

of

non interactive oral

text

in

form of

procedure, to communicate in daily

life

or in academic context

qlanation

Cmpetence

implicit

meaning of non interactive oral text in form ofprocedure

ut

the general idea

m

the synonym of the words

cf

the generic structures of the text

e simple procedure text

ry

the simple procedure text

Objectives:

d$€

lesson the students are able to:

te

general idea

te

synonym of the words

6e

generic structures of the text

riryle

procedure text

&

simple procedure text

tsxt about "How to operate a digital camera,,

a

digital

camera

(e

friend/classmate

or

something interesting

you

can

find

around the school yard)

rEps below to take pictures.

le

camera and centre the object in the LCD.

gr use the zoom control for the result you want.

lm

are

ready

to

take

pictureso

hold the

shutter

half way.

It

is

_very

s

the camera sets the focus, shutter speed, and various othei calculation.

te

a few second. (s)

I

ilould

appear _{that let you know the camera is set tcl go.}

drrter

all the way down.

bressary

to turn

off

the LCD and use the view finder when there is more

q!-snligtrt

or to conserve battery

life.

The glare from the LCD does not rvork

ddh me

bright light.

LHdrics

related to topic. For example: zoom, rens, flash, etc.

t"h

D\rc,

hold, press, etc.

lletrods:

Echnique

ad

_{urswering various questions related to the students' condition} the presence

list

the previous material Basic competence

I

the camera shown by the teacher

4

the vocabularies related to camera

b

the text read by the teacher

*

e€

questions based on the text _{oralry conceming to the general}

-g

th€ questions based on the text orally concerning to synJnym idea

lr-the

sample of _{procedure text how to operate the digital camera}

a simple procedure text in group

it in group in front of class

&

students' difficulties during the leaming process

bg

the materials

ft

students homework to make another procedure text individually

Resources:

(gamera) script books

ternet

fL,hEar

trud

ilea

Answer the questions based on the text youjusl

Answer the questions based on the text youjust

listened!

Answer the teacher's questions!

Make a simple procedure text in group of 4!

Tell your simple procedure text in front the

class! Question answer Question answer Performance

d

I Orel Tesfi

i

tF.

Oral Test

#E

Oral Test

Ccrect

answer and pronunciation

En

and answer the questions orally!

rm

about?

Fpos€

of the text?

digital camera"

;mlm

of the word "operate, important, centre"?

r!r

see the picture of the object in a digital camera?

gHreric structures in procedure text?

lbe

simple procedure text in group of four!

Hprnprocedure

text in front of the class!

lib:

hht

A, maximum score

fu kt

B, maximum score

h

Part C, maximum score

10 for each correct

100

t00

answer

rswer

and

mispronunciation

ms$Jtr

and

mispronunciation

8

5

0

30

15 15

20

20

30

20

20

20

l0

bn':

Teacher,

rr

Smign

L,anguage

(TEFL)

is a foreign language that should

hnfif

Lrning

English, the teachers should have a good planned

(h rry

rc

make a

well

performance

in

the classroom is

to

make a

-

Er

1reclice

r

teach at

the

classroom.

Most

of

the teachers have

- liry

fuir

activities

in

their classroom because they do not prepare

h{l} drq

do not prepare their lesson plan.

r m

sleps

to

make a good lesson plan, such as (a)

time

allocation, (b)

ffi

tLwoom

management

(d)

Learning

administration,

and

(e)

learning

q

Sfor-rhis

51sp5 in doing a lesson plan the teacher are able to manage and

h:

ClmsrOOm.

CHAPTER

III

RESEARCH

METIIOD

l}dgr

applied

descriptive

and

qualitative design. Descriptive

design

rha[

data shown or what was going on by counting the percentage whal

dfte

data. _Qualitative analysis was then applied

to find

out theoretically

to

be the application

of

Teaching English as

a

foreign Language in

Fh

on

students' English department

on

fifth

semester Academic Year

-of

_{HKBP Nommensen.}

d

Biklen

(1982:304) states

official

documents data include memos,

codes

ofethics,

ne'wsletters,

policy

documents, books, proposals,

gaement

of

_{philosophy, news releases and}

the like.

_Based

on

_the of the students' is available to be researched.

ile

research, instrument is the researcher

it's

self. (Best and Kahn 2002:

lh

the

instrument

of

choice

in

naturalistic inquire

is

the human. This

b dta

is

lesson

plan

of

students' as data source. Researcher applied the

fr

dda

rvere

identify

by

application

of

Teaching

English as

a

Foreign

lbra

llete

Source

Der

of this research is the subject of the research is students of University

of

fifth

Semester where the campus is located in Sutomo Street. There

lbnmuctr

chooses this class because the writer wants to know how the

tlde

re

able to make a lesson plan through the Teaching English as a

GEFL)

subjects.

dColtecting

Data

lberrnan's

(1988: 23) model is used to analyze the data descriptively. on four activities, they are:

Colloction

ilim

be tahen from the task of the students' of English department

of

HKBP Nommensen Grade

Fifth

from the Teaching English as a

tr^quage

(TEFL) class.

blo&rtion

rfll

reduce

by

analysis the task

of

students

with

the two classes by using

h

lesson plan.

hDitphl

&

dra

will

explain and present

in

table

by

analyzing the student's task

of

,fuhsirn

Drawing

ing the analyzing of the data, then the writer make conclusions drawn

L&n

rsr*-er

the research questions.

l}t$r:drralfrirg

Data

fr*if

frr

dma

from the

student's task,

the

datum

hb

b

m

kno*

about percentage ofstudents

ability

was analyzed. The

in

making a lesson

f

-#t

rrqb

k

[

= fue percentage of the items

t

:

frrequencl

m

= tbe total number of the items

CHAPTER

IV

IIATA

ANALYSIS,

FINDING

AND

DISCUSSION

Lh

!h dn

m

this

research

were

focuses

on the

task

of

the

English

students

lmF

of

Teaching English as a Foreign Language

(TEFL)

grade

fifth

University \tedan.

lb

Anllsb

of Data

mifu

cslbcting

the data

flom

the students task the

writer

seen the data based on a

p{m

from the students assignment. The data is collected from the task of the

r&n

e

gsod

steps

of

lesson

plan. Good

steps

in

lesson

plan

are

as

(a)

time

I c I classroom management (d) Learning administration, and (e) learning

tb

Alocrtion

bn

{xsdh l-or Senior

High

School. There are nine of group to make a good steps

Sm

ee

nine group

of

this

research show that eight

of

group mentioned time

h

hs$nn plan.

Only

one group

that

didn't

mentioned

time

allocation

in

their

H

f,{db.tcr

it's

better to prepare

for

everything especially for textbook and

L

h

plan. From the nine group to make a good lesson plan mentioned a

Fh-|hrn

Mrnrgement

tthn

_{mtrreg€ment is influenced in the activities of teacher at the classroom.}

b*

m

irmdle the entire situation in _{the classroom. From the students task}

of

&1

wrtioned

it

but

it

showed from their practice at the classroom.

In

here

& p

rlreir

lesson

plan

in

teaching practice

at

classroom

as

a

candidate

fuoom

management here

all

the groups are able

to

handle the students at

ml

behaviors.

frft

Adninbtration

hmring

of

learning administration in lesson plan is that the teacher explained

ding

leaming. In _{here means that the teacher should be able to handle all}

rtere

include

of

games,

quiz

and

all

the

activities

in

leaming pr.ocess

ffi's

cntire

task

in

doing

a

lesson

plan

mentioned

vrith a

various learning

-

]ciry

dministration in

lesson plan

of

the students task

is

showed that their

hf,

nin

and closing activity.

4.2.5

Learning

Assessment

Leaming assessment is the scoring or how do the teacher

to

assess

their

students

to

know their

ability from

his/ her

learning material

that

she has been explained

in

learning

administration. Frorn the nine groups

of

the students task

in their

lesson plan showed that they mentioned the leaming assessment. In here means that to know students ability that achieve.

Research

Finding

After

checking and analyzing the student's task in making a good lesson plan we have seen that the students are able to make a good lesson plan that show in table below.

Table

4.3.I

The Total Number Percentage

of

Student's Task.

No Steps of Lesson Plan Total Group Percentage

Time Allocation 7 t6.28 %

2 _{Textbook 9}

2093%

J Classroom Management 9 2A.% %

4 Learning Administration 9 24.% %

5 Learning Assessment 9 24.%Yo

Total group and percentage 43 100 %

4.4

Discussion

From

the finding

above,

the

students

that

make

good

steps

in

lesson

plan

in application

of

Teaching English as a Foreign Language

(TEFL)

subject

in

English department

university of HKBP NOmmensen. From the nine groups of the student's task in making a lesson

plan

for

the

time

allocation

only

seventh group from nine group that

followed

or mentiod

it

in

4.3

[image:31.595.86.515.369.616.2]

their lesson plan.

And for

the textboolg classroom management, leaming administration and the

last

is

learning assessment showed that

all

the groups

of

the student's

is

mentioned

it

in

their

lesson plan.

CHAPTER

V

CONCLUSION AND SUGGESTION

5.1 The Conclusion

Based on background, problem, data analysis, finding and discussion above that from the application Teaching English as a Foreign Language (TEFL) subject the students are

able to make a good lesson plan

with

a good steps. To answer the problem of the study

liom

this research where, the problem of this research is does students able to make a good lesson plan in application of Learning Teaching English as a Foreign Language?

From the finding of the research conclude that the student's are able to make a

good lesson plan in application of Teaching English as a Foreign Language (TEFL) subject

for

of the

fifth

grade students of university of HKBP Nommensen Medan.

From the percentage of the student's task conclude that the students are able to

make a good lesson plan in application of Teaching English as a Foreign Language (TEFL)

subject. _{The last that answered the problem of this research is the student's} are able to practice or

apply these steps in their practice at the classroom.

5.2

The Suggestion

After

conclude the finding the research from the student's task in application

of

Teaching English as a Foreign Language (TEFL) subject in University of HKBP Nommensen Medan. The

following

suggestions are addressed:

a.

This study

will

be relevant used by a lecturer of teaching department to

improve students ability to prepare theirs materials and especially theirs attitude in classroom.

c.

Lesson plan in this study can be used to improve for the

all

lecturers that before entering the classroom to prepare a lesson plan.

This study also more important or useful for teachers at the school to prepare

everything before entering the classroom.

REFERENCES

Creswell, J.W. 2008. Educational Research: Planning, conducting, and Evaluation _Quantitative

and _Qualitative (3rd ed). New Jersey: Pearson.

Bodgan, R.C.

&

Bilken, S.K. _{1982. Qualitative Research in Education: An} Introduction to Theory and Method, Boston:

Allyn &

Bacon

Harmero J. 2003. The Practice of English Language Teoching. Pearson Education: Longman Larsen Diana. 1986. Techniques and Principles in Language Teachirzg, Oxford University Press

Napitupulu Selviana and Kisno. 2014. Teaching English as a Foreign Language

(LEFLI).

Jakarta: Halaman Moeka

Miles,

M.

B. and Huberman, A.

M.

_{1988. Qualitative Data Analysis.} London: Sage Publication. Richards, Jack. C and Richards Schmidt. 2002. Longman Dictionary of Language Teaching and

Applied Linguistics. London: Pearson Education Ltd.

Jalan Sutomo No.4A Telepon (061) 4522922; 4522831; 4565635 P.O,Box 1133 Fax. 4571426 Medan 20234 - lndonesia

STIRAT

KETERANGAI\

Nomor : eo7

lFKIP-MlKetlIU20l6

Wakil

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Bidang Akademik

Fakultas Keguruan dan

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Pendidikan Universitas HKBP Nommensen, Dengan

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menerangkan bahwa :

Narna

NIPAIIDN

Unit Kerja

Program Studi

Rina Octavia Simarmata, S.Pd., M.Pd

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180108802

FKIP

Universitas

HKBP

Nommensen Pendidikan Bahasa Inggns

Telah melaksanakan seminar hasil penelitian pada

hari

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tersebut adalah:

n'The

Application

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Teaching English

_As

A Foreigin

Language

(TEFL)

In

Making

Lesson

Plan

_^dn

Students

English Department

On Fifte

Semester

University

Of

HKBP

Nommensen Academic

Year

201512016."

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ini

diperbuat

dengan

sebenarnya

untuk

dapat

dipergunakan seperlunya

gMedan, au Pebruari 2016

' wakil

Dekan Khusus Bidang

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