CHAPTER 1 INTRODUCTION 1.1 Research Background
Indonesian education must be renewed and improved. At present, through government policies, Indonesia often pursues a change agenda, both in evaluating existing systems and materials and those that will be presented in the future. Wijaya, Sudjimat, & Nyoto ( 2016, p. 1) stated that the twenty-first century is known as the century of openness or the century of globalization, which means that human life in the twenty-first century undergoes various changes because everything in the twenty-first century is required to be of high quality in human effort and work, including education. Teachers must create effective learning implementation strategies under the 2013 Curriculum.
The lesson plan is created considering the curriculum is reference. Lesson plans must be written using pedagogical concepts to be realized in learning activities as than students obtain an effective learning experience in developing attitudes, knowledge, and skills in accordance with the learning objectives that have been stated (Mardiana, Abbas, & Mutiani, 2020, p. 2).
Learning planning must also take into account students' skills, learning motivation, potential, social abilities, emotions, learning styles, cultural backgrounds, and student habitats (Mardiana et al, 2020, p. 2). The components that have been described are necessary for developing the lesson plan so that learning may be implemented effectively. Teachers have a major challenge in the twenty-first century.
When it comes to classroom teaching, especially language learning, the teacher or instructor has a big effect on their capacity to understand the language, especially English, and in Indonesia, there is still a teacher's experience in the field, most teachers lack skills in being oriented to learning goals, communicating learning goals to students, understanding how to formulate general and specific goals, improving learning goals to students' abilities and needs, and formulating clear instructional goals when planning, implementing, and evaluating learning activities (Azman, 2019, p.58). This
will make learning monotonous and inefficient due to the lack of lesson plan carried out by the teacher, a teacher must provide clear information about what students expect to be learned and how teaching can be delivered effectively, such as challenges in 21st century learning and changes in the 2013 curriculum that demand the ability of teachers to be better educators to design more effective and innovative learning in new learning English. The development of information technology media is one of the main foundations in the development of 21st century learning (Karim as cited in Tarihoran, 2019, p.1).
For example, creating a fun learning process and being able to make students interested in what the teacher says is why teachers are required to be professional and have knowledge in teaching, one of the teacher's knowledge is to create a lesson plans.
The lesson plan is divided into two, namely planning and learning.
Planning is a work program structure that is created or planned to be implemented later in order to achieve the targets set by a teacher. Meanwhile, learning is a process which will result in a change. As a result, learning planning is an activity which requires that is carried in order to meet the aims and make changes (Sum & Megan Taran, 2020, p. 5). Every teacher certainly has a learning goal at the end of teaching activities, and to achieve these goals must be able to create a pleasant classroom atmosphere so that students are comfortable with the material explained by the teacher. Students are guided, directed, and encouraged while they are taught. Teaching is a collaborative activity in which teachers must include learners in various classroom tasks such as planning, managing, talking, presenting, and assessing findings (Rajagopalan, 2019, p. 3). A teacher must be able to manage the class and it is necessary preparations that must be done by the teacher, in this case related to all forms of planning that have been designed with activities that will be carried out by teachers and students, the use of methods, learning resources and media used in helping the learning process. For this reason, a lesson plan that has been prepared in advance carefully and seriously is needed.
A lesson plan must be established based on basic skills or sub- themes that are carried out in one or more meetings. When it comes to language learning, especially in English, four language abilities must be mastered: listening, speaking, reading, and writing. This is mutually useful and correlated, specifically if followed or applied in retelling written content in recount text material.
In reading skills, reading is a means to increase knowledge and information. Reading is like a tool to help students gain understanding of what they have read and refresh their ideas (Putri as cited in Novia and Nery, 2019, p. 1). The ability to read means to copy information received from the text that is read and relate it to the information they already have. Therefore, students can carry out reading activities to obtain information and knowledge.
However, there are some problems in teaching reading. Suyatno as cited in Novia and Nery (2019, p. 2) identified that students in Indonesia are relatively passive in learning, due to inadequate practice of reading strategies, and achieve low achievement in learning English. In addition, one of the texts that must be studied is recount text. Recount text is a type of text that retells past events with the aim of informing or entertaining the reader (Novia and Nery, 2019, p. 2). Recount text is included in junior high school material which has a text structure, namely orientation, event and reorientation. Thus, a text that tells of past events or what has happened, with a certain text structure.
In this case, planning provides as a learning goal to inform the design of learning methods, which means that with clear goals, it can assist teachers in determining subject matter, learning methods or strategies, tools, media, and learning resources, as well as determining and designing evaluation tools to assess student learning success as a result teaching and learning activities are directed and structured, teachers are also not monotonous in a learning atmosphere because they have prepared strategies and media that are in accordance with the material to be taught.
In learner-centered teaching involving students in it, this is needed because it encourages students to reflect on what they learn and how they
learn it. Every educator must master the subject matter he/she has and be able to convey the material effectively and efficiently to students because today there are still many teachers who are not efficient in teaching. In order for educators to carry out these duties properly, teaching performance is needed related to the ability of educators to explain the content of the lesson, interacting with students, supporting with problem solving, managing classrooms, organizing teaching materials, determining class activities, creating learning assessments, determining techniques, media, or simply answering questions correctly and intelligently (Nasution, 2017, p. 1). Related to the main problem, the development of a lesson plan is important to solve the problem.
Furthermore, Developing a Lesson Plan for Teaching “Recount Text” at Junior high school must be achieved to improve education in Indonesia in accordance with the rules and developments of the times.
Research in the fieldof learner-centered teaching includes several clusters. For instance, 21st Century in Teaching and Learning (Trilling & Fadel 2009;
Fatimatul Rizkiyah, 2020; Wijaya,Sudjimat & Nyoto, 2016; Tarihoran, 2017;
Orakci, 2020; Erdem, 2019). The developing of lesson plan (Rochmahwati, 2017; Nengah Sudipa, et al, 2020; Hasan Baharu and Syafiqiyah Adhimiy, 2018; Wildan, 2017; Kholisatin, Supardi, & Suprapto, 2020). Teacher preparation for making lesson plan (Taran and Sum, 2020; Sabilah, Abidasari,
& H., 2021; Laia, 2019; Rizkiya, 2019). Component that must exist in lesson plan (Cintiya, 2019; Widarto, 2014; Ninik Purwantini, Teguh Dalyono, dan Ratna Dyah, 2017). Teacher difficulties in making Lesson plan (Sugianto, 2020; Yuliani, Tindangen, & Rambitan, 2017; Palobo & Sianturi, 2018; Tina Oktafiyanti, 2019). Teaching and learning (Hudri and Naim, 2017; Isola Rajagopalan, 2019; Ismail Al-Rawi, 2013; Azman, 2019; Christi Agustin Malaikosa and Lita Liviani Taopan, 2020; Zakiah Wati & Trihantono, 2020).
About Reading skills (Fitri Novia and Ratna Nery, 2019; Wirhayati, 2017;
Grabe & Stoller, 2011) and Recount text junior high school material (Asteti Hilda, 2017; Saepuloh and Salsabila, 2020; Andre Santosa, 2020; Agustina,
2021; Melandita, 2019; Nurlaili Rosyadah, 2020).
Learning-oriented lesson plans development requires good skills.
This should start from the lesson planning stage. However, based on previous research searches, there are many studies that explain the criteria for a good lesson plan, what should be in it, but to find a developing 21st century lesson plan is still rare. In fact, 21st century learning plans are very important for today's students, especially in Indonesia to raise the standard of their education in the modern era because in the future Indonesia will always experience a revolution both in terms of education and technology. Ideally, all teachers should prepare lesson plans that are oriented towards higher-order thinking skills (Khairani and Iryasman, 2020, p. 2). In the 21st century which requires teachers to be all-knowing and creative in presenting material.
In developing a lesson plan, a teacher has the right to develop them according to the teacher's abilities and creativity (Vausah, 2018, p. 14). This can be done by a teacher to express his creativity in managing the class and delivering material according to its objectives, especially in the 21st century.
However, in previous research in the same field, regarding the stages in teaching, it was not explained how to make and develop lesson plans for these materials, so that it is not perfect if it is not discussed at once, because through lesson plans that the teacher makes, it can achieve student learning goals. Not only this research, but rarely found other research on the development of lesson plans on certain materials even though the development of lesson plans is important because the syllabus designed by the government is a basic unit that may be created by any educator.
Next is related to learning recount text on reading skills. When they read and get no meaning, their activities are wasted. There are several studies related to students' difficulties in reading texts conducted in Indonesia, especially in recount texts. Previous research has only little or rarely discussed recount text material for reading skills, most of the previous studies discussed writing, even though reading is essential for improving our language abilities.
This statement is supported by Harmer as quoted in Hudri & Naim (2017, p.
2) stating that reading is beneficial for language learning as long as learners understand what they read to some point; the more they read, the more they understand it. As a result, when individuals read, they must comprehend what they are reading.
Thus, based on the phenomenon that was explained previously, it become the reason to analyze how to developing a lesson plan for teaching recount text on reading skills. People's daily lives and reading activities are closely related because reading is not only useful in the world of education, but also in social life and work (Melandita, 2019, p. 16)
1.2 Identification of the Issue/Phenomena
In related to the background of research in developing lesson plans for teaching reading recount text in the 21st century based on the researcher identified possible phenomena based on the needs of teachers and students.
There is an identification of the phenomenon: The key to education is in the teacher, and every learning activity carried out in the classroom plays a significant role in the effective implementation of educational goals, specifically in teaching reading recount text in the twenty-first century. To realize learning goals in order to increase student quality, teachers must be able to create an enjoyable learning environment in the classroom according to the curriculum with methods and strategies in teaching reading recount text.
As explained by Mulyasa as quoted in Zakiah Wati & Trihantoyo (2020, p. 3) strategy is a continuous, systematic and coordinated effort that aims to improve service quality so that customers or consumers get maximum benefits. Learning activities consist of seeking, forming and transferring knowledge, which are often referred to as teaching and learning activities.
This activity involves two elements, namely teachers and students. Managing the class is very important because it relates to student learning outcomes, how students can be comfortable in class so that the learning method becomes very important, because it is concerned with the quality of learning materials, which determines the success or affect of a teaching and learning process. If the teacher does not prepare lesson plans, then in managing the class the
teacher looks less than optimal which results in many obstacles in learning, for example students who do not pay attention to the teacher, students who are bored with learning and are not interested in what the teacher says so that it interferes with the process of learning objectives. Teaching methods must be adjusted to the styles of the students, materials and the educational environment in which teaching takes place, meaning that it must be in accordance with the characteristics, situations, conditions, abilities of teachers, facilities and infrastructure of students.
Based on the above phenomena, this research needs to be carried out in-depth analysis as an initial study in developing Lesson Plan for 21st century recount text material. Because the success of educational goals is dependent on how professionally a teacher in Indonesia handles the teaching and learning process. The process of teaching and learning is at the heart of educational activities in schools. There is contact between educators and students during the teaching and learning process. Students go through the educational process, while educators produce learning activities and other activities as then teaching and learning activities in the classroom become successful, creative, and enjoyable with set goals.
1.3 Delimitation of the Research
To avoid taking a wide view of problem analysis, this research mainly focused at analyzing student-centered learning with the title "Developing Lesson Plans in the 21st Century for Teaching Recount Texts in Junior High Schools", for that the researcher will not discuss other things in this research.
because the focus of research is only on developing lesson plans for junior high school students and on recount text material on reading skills, the researchers will not discuss further about making teaching materials or materials, learning media and others in teaching because to carry out these discussions further discussion is needed so it requires a lot of work experience and time. Researchers researched this because according to the existing phenomenon, namely the educational goals that exist in the teacher through lesson plans specially designed to the characteristics and needs of
students to anticipate boredom and learning difficulties, especially in recount text reading skills, so that teachers can optimize in managing the class so that it can be achieved learning goals, therefore the focus of this research only discusses the development of lesson plans for teaching recount text in reading skills in junior high school because recount text is one of the subject matter in junior high school. This is very important for teaching English especially for students and teachers. To avoid an expanded perspective in problem analysis, this study takes place at one of Cirebon Regency's junior high schools, which is one of Cirebon's educational establishments.
1.4 Research Questions
The following research questions are based on the research phenomenon:
1) What are the characteristics of lesson plans in 21st century?
2) What is the teacher needed to develop lesson plan for teaching reading recount text?
3) How is the development of lesson plans for teaching recount texts in junior high schools that support the 21st century skills?
1.5 Aims of the Research
The following are the research objectives, as stated in the research questions:
1. To find out the characteristics of lesson plans in 21st century.
2. To find out the teacher needed to develop lesson plan for teaching reading recount text.
3. To know how is the development of lesson plans for teaching recount texts in junior high schools that support the 21st century skills.
1.6 Significances of the Research
This study is able to give significant benefits both theoretically and practically:
1.6.1 Theoretically
Theoretically, this research can contribute to people who want to explore the field or research area of student-centered lesson plans development in English language teaching. Thus, a description of how
lesson plans in the 21st century, the 2013 curriculum, in particular, may help instructors and students know the necessities in the learning process. Then,
1.6.2 Practically
Practically, this research was made and furthermore it is hoped that it can be used and useful for teachers, students, readers, other researchers with the same field who are interested in student-centered lesson plans development studies to increase the quality of English instruction, particularly in Indonesia, by adjusting it to user requirements or interests.
1.7 Theoretical Foundation
This research consists of several uses of theory. This subtopic describes a literature review related to the research topic. It provides information on language learning skills in the 21st century, lesson plans, reading theory, recount text materials and junior high school students.
1.7.1 21st Century Skills Language Learning
Learning in the twenty-first century is learning using digital technology (Noss as cited in Erdem, 2019, p. 4). This 21st century skills revolutions need educational change (Ananiadou & Claro as cited in Erdem, 2019, p. 4). Advances in the economy and society need changes in education and curriculum. Otherwise, it is hard to prepare students for the abilities they will need after they leave the classroom. Given the features of the twenty-first century, students require a new set of abilities to handle a challenging for ever present (Craig as cited in Erdem, 2019, p. 2). These are commonly referred to as 21st-century abilities.
Trilling and Fadel (2009, p. 98) stated that to be a successful learning educator (rather than only a teacher) throughout a project, learning activities must be organized such that students own much of the learning and teaching. Work planning, research, sharing findings with other team members, asking questions, designing procedures, taking on leadership and group facilitation roles, analyzing their own results,
receiving feedback from others, and so on are all important components of a good project design that develops 21st century skills and deepens understanding of the learning content. Teachers must also learn to be facilitators and coaches in addition to giving knowledge and direction.
Teachers must be comfortable managing many sorts of classroom dynamics in the twenty-first century, allowing several teams of students to work independently as they explore and gain new understandings and abilities that will prepare them for life in the twenty-first century (Trilling and Fadel, 2009, p. 115).
In sum, learning in the twenty-first century is learning with digital technology, which necessitates changes, particularly in the field of education, so that students are prepared to have the skills required in the twenty-first century with the guidance of teachers as facilitators in the scope of classroom learning; this will also be a challenge for teachers to have professional skills in managing teaching in the classroom.
The 21st century learning environment consists of many key components that work together to facilitate 21st century teaching and learning is the physical buildings, classrooms, and facilities, and their design, a school's daily operations, scheduling, courses, and activities, the educational technology infrastructure, the professional community of teachers, administrators, and others, the culture of school community involvement and participation, and the education units To encourage new learning structures, resources, and relationships must be established to meet each student's specific learning needs and to give the conditions for 21st century learning to advance. Creating "whole habitats for the full student" in the twenty-first century necessitates changes in educational space and time, technology, communities, and leadership. The first set of 21st century traits is focused with critical thinking and innovation:
problem solving and critical thinking (expert thinking), collaboration and communication (complicated communication), as well as creativity and innovation (applied imagination and invention) (Trilling and Fadel,
2009, p. 139).
While, Kennedy Latham and Jacinto as cited in Erdem (2019, p. 5- 6) divide the skills into four categories: ways of thinking (creativity, critical thinking, problem solving, decision-making, and learning); ways of working (communication and collaboration); tools for working (information and communications technology [ICT] and information literacy); and skills for living in the world (citizenship, life and career, and personal and social responsibility).
1.7.2 Lesson plan
In order to accomplish successful teaching, a lesson plan may be characterized as a rule of thumb for the instructor in the learning process (Rolanda, 2019, p. 10).While Sugianto (2020, p. 2) state that a lesson plan is one of the main components that English teachers must consider It is used as a guideline to determine that the teacher's instructions result in the desired outcome. Furthermore, the objectives, subjects, materials, time allocation, level, kind of method used, activities, and method of evaluation are all combined in it (Brown as cited in Sugianto, 2020, p. 1).
Brown as cited in Rolanda (2019, p. 9) “Writing a lesson plan is essential for student-teachers preparation for the next teaching and learning process in the real classroom, especially for student-teachers who have never taught before," he noted. It is frequently beneficial to begin create a script or scenario for the lesson plan”
In sum, the lesson plan serves as a guide for teachers during the learning process and is one of the critical components that English teachers must consider in order to achieve teaching success. It includes objectives, topics, materials, time allocation, levels, types of methods used, activities, and how the assessment is carried out.
1.7.3. Curriculum history in the 21st century
Regarding lesson plans, Indonesia has a curriculum history, especially in the 21st century which gave birth to lesson plans for each curriculum, including the curriculum based on competencies (KBK) in
2004, the education unit level curriculum (KTSP) in 2006, the 2013 curriculum (K13) in 2013 and the prototype curriculum in 2022, for more details as follows:
1.7.3.1. The nature of competency-based curriculum (KBK)
The competency-based curriculum model has actually developed for a long time and is the result of the rise of competency- based education, which focuses developing the competence to do certain activities in line with defined performance criteria. In the 1970s the concept of Competency-Based Education (CBE) began to be widely used in the world of education. The concept is growing with the various demands that must be met by education. The world of education is not only required to account for the costs used for the implementation of education, but also must be responsible for the learning outcomes achieved by students (Masykur, 2018).
Article 1 paragraph (19) of Law No. 20 of 2003 Concerning the National Education System states that the curriculum is a set of plans and arrangements concerning the aims, content, and learning materials, as well as the methods used as guidelines for the implementation of learning activities to achieve specific educational goals. Meanwhile, according to the Minister of National Education's Decree 45 of 2002, competency is defined as "a collection of intelligent, responsible acts that a person must have in order to be regarded capable by the community in carrying out activities in specified fields of activity (Rahdiyanta, 2003).
A competency-based curriculum is a collection of plans and arrangements for students' skills and learning goals, assessment, teaching and learning activities, and the empowerment of educational resources in the development of school curriculum (Boediono, 2002).
Based on this, teachers need to design materials, methods, media, and assessment models as "food" for students with a learning approach that is more supportive and serves all students (Rifai, 2016).
Competency-based curriculum emphasizes exploring the abilities/potentials of students optimally, constructing what is learned and seeking application in everyday life (Rahdiyanta, 2016). Than Ofsted in Rahdiyanta (2016) argue that “Learning how to learn a dozen times, as it explains the requirements for building a curriculum for the twenty-first century. Over the last decade, it appears that we have defined the concept that understanding "how" students learn is at least as significant as understanding "what" they learn. The primary and secondary National Strategies promote learning capabilities, and the motto for every child matters includes fun and involvement with learning as a core "goal".
In sum, a competency-based curriculum is a collection of plans and arrangements for students' competences and learning goals., so teachers need to design materials, methods, media, and assessment models as "food" for students with a learning approach that supports and serves all students, because Curriculum Competency-based learning explores students' abilities optimally, constructs what is learned and tries to apply it in everyday life, What students learn is as essential as how they learn.
By referring to basic competence and indications of learning outcome achievement, teachers create learning situations that provide opportunities for students to learn through “experiencing” activities in a natural environment. Therefore, the principles of competency-based curriculum learning activities include: 1) Student-centered 2) Learning by doing and doing; 3) Creating a fun and challenging learning atmosphere (Rifai, 2016).
1.7.3.1.1 The characteristics of the Competency-Based Curriculum are as follows:
1) Puts an emphasis on students achieving individual and classical skills.
2) Dedicated to learning (learning) results and diversity.
3) Learning delivery offers a number of methodologies and strategies.
4) Learning resources include not just teachers, but also additional learning materials that help students learn.
5) Assessment stresses the process and learning outcomes in order to achieve mastery or success based on competence.
1.7.3.1.2 The Characteristics of Competency-Based Curriculum Lesson Plans
Retnowati (2004) said that while developing the lesson plan, the teacher must consider the competence standards that address the basic competencies that will be included in the learning implementation plan. It must involve in the competency- based curriculum lesson plan: 1) Identity; 2) School name; 3) Subjects; 4) Class/Semester; 5) Time Allocation (calculated for the achievement of the relevant basic competency, which is expressed in lesson hours and the number of meetings. As a conclusion, based on the qualities of the basic competency, the time to achieve it can be calculated in one or several meetings); 6) Competency Standards; 7) Basic Competence and competency achievement indicators (a lesson plan is produced for one basic competence, competency standards, basic competencies, and competency indicators taken from the education unit's curriculum); 8) Learning Objectives; 9) Learning Materials; 10) Learning Methods; 11) Steps of learning activity (beginning activity, main activity, and closing activity); 12) Include learning resources (media, resource persons, tools, and materials) and the last 13) Include Assessment (assessment technique, form of instrument, and instrument used to collect data).
In the dish can be poured in the form of a horizontal or vertical matrix. If the assessment uses a written description test technique, performance test, and homework or project
assignments, it must be accompanied by an assessment rubric, later the term test technique is adjusted to the subject group assessment guide.
1.7.3.2 The nature of Education Unit Level Curriculum (KTSP)
Article 1 of the national education standard states that the education unit level curriculum (KTSP) is an operational curriculum that is produced and managed by each education unit (BSNP, 2006).
Each educational unit prepares and develops this curriculum based on topic requirements and graduate competence criteria. Content standards and graduate competence requirements are recommendations for designing education unit level curricula in order to fulfill national education goals.
Education unit level curriculum (KTSP) is an operational curriculum developed and applied by each educational unit. The curriculum at the education unit level consists of educational goals at the education unit level, the organization and content of the curriculum at the education unit level, the educational calendar, and the syllabus. The curriculum for education units was designed in response to the needs of educational autonomy (Prastyoko, 2013).
Education unit level curriculum can differ from one school to the next since it is adapted to the qualities, conditions, and potential of the school, as well as individual student (Baedowi, 2007).
The curriculum at the education unit level is an operational curriculum developed and managed by each education unit. National Education Standards (SNP) are minimal requirements for the education system in all domains of the Unitary State of the Republic of Indonesia (Azzizah, 2014).
In sum, education unit level curriculum is an operational curriculum that is obtained and implemented in every educational unit and consists of learning goals at the education unit level, curriculum structure and content at the education unit level,
educational calendar and syllabus, and is developed in accordance with the needs of educational autonomy that is suited to the characteristics, conditions, and potential of the school, as well as each student.
1.7.3.2.1 The characteristics of Education Unit Level Curriculum (KTSP) As a concept, as well as a program, education unit level curriculum has the following characteristics (Kunandar, 2008, p.
138): 1) Increase student competency achievement in the individual and classical education unit level curriculum. Students are produced in education unit level curriculum to build information, understanding, talents, values, attitudes, and interests that will eventually form a skilled and autonomous individual; 2) The curriculum at the educational unit level is directed toward learning goals and diversity; 3) Learning delivery employs a variety of ways and methods; and 4) The sources include not only educators, but also other learning resources that fulfill educational aspects. Assessment focuses on the process and results of learning in order to master or obtain a skill (Kunandar, 2008 in Saputra, 2021).
1.7.3.2.2 The Characteristics of Lesson Plan Education Unit Level Curriculum (KTSP)
The lesson plan is developed based on the basic skills or sub-themes discussed in one or more meetings. The education unit level curriculum lesson plan includes the following components: 1) The identification of the school, namely the name of the educational institution; 2) Subject or theme/subtheme identity; 3) Course/semester 4) The subject; 5) Time allocation (decided by the requirement to accomplish fundamental skills and learning load by taking into account the amount of class hours available in the curriculum and the basic competencies that must be reached); 6) Learning objectives (which are developed based
on fundamental competences and include operational verbs that can be seen and assessed, such as attitudes, knowledge, and abilities); 7) Basic skills and indications of competency attainment; 8) Learning materials (relevant facts, ideas, principles, and processes written in the form of points in line with the development of competence success indicators); 9) A learning strategy used by educators to build a learning environment and learning process in which students gain basic skills that are tailored to the characteristics of the students and the basic competencies to be attained. 10) Learning media used to convey topic knowledge in the form of learning process tools; 11) Educational resources (can be books, print and electronic media, natural surroundings, or other relevant learning resources); 12) Learn steps are carried out through the preliminary, core, and closure phases; and 13) Assessment of learning results.
1.7.3.3 The nature of 2013 Curriculum
The 2013 curriculum is an upgrade over the previous curriculum, specifically the education unit level curriculum (KTSP), which is seen as less relevant in the growth of education in Indonesia. Muslich (2007) states, in the curriculum of the educational unit level, the government feels that the education unit level curriculum contains inter/multidisciplinary content because it is not enough that historical narrative studies can explain the social aspects that surround it, which can be explained thus, the Indonesian curriculum was born (Danu Eko Agustinova, 2018, p. 2-3).
The 2013 curriculum is an improvement of the last curriculum. For now, the 2013 curriculum includes a curriculum that is more student- oriented. In the aspect of material provided based on the needs and level of ability possessed by students. When compared with the previous curriculum, the 2013 curriculum has advantages, particularly in the learning approach process and the application of learning result
and process evaluation (Masykur, 2018).
The 2013 curriculum seeks to teach Indonesians to live as faithful, productive, creative, inventive, and affective persons and citizens capable of contributing to the life of society, country, state, and world civilization (Regulation by the Minister of Education and Culture, 2018). The 2013 curriculum is also defined as an outcomes-based curriculum, which means the results-based curriculum means that the 2013 curriculum emphasizes that the results obtained by students should not be changed (Foresfer, Sari, Mayang, & Rahmadina, 2020, p. 5).
In conclusion, the 2013 curriculum is a supplement to the previous curriculum, which is more student-oriented in the content aspect based on the needs and level of ability of students, because the 2013 curriculum has advantages, particularly in the learning approach process and implementation of evaluation of learning goals and processes, and it aims to prepare Indonesian students for life skills. as believers, productive, creative, inventive, and emotional persons and citizens capable of contributing to the lives of community, nation, state, and world culture.
The government stipulates that the implementation of the 2013 curriculum will begin atbegin of the 2013-2014 school year, which will be gradually implemented at the primary, secondary schools, and senior high school/vocational levels. The 2013 curriculum attempts to assist students to be better able to observe, ask questions, reason, and communicate (presentation) what they learn or learn at school. In the design and development of the 2013 curriculum, the purpose of learning is increased focus on natural phenomena, sociological world, artistic events, and cultural phenomena. Students are supposed to have considerably improved attitudes, abilities, and knowledge competencies as a result of this strategy (Anwar, 2014).
1.7.3.3.1 2013 Curriculum Characteristics
The 2013 curriculum is designed with the following characteristics: 1) Try for a balance of spiritual and social attitudes, knowledge, and abilities that may be applied in a variety of situations in school and society; 2) Including schools as a part of the community that offers learning opportunities so that learners may apply what they learn in school to the community and use the community as a learning resource; 3) Allowing enough time for the development of varied attitudes, knowledge, and abilities; 4) Create competencies that are presented in the form of class core competencies and are further specified in the basic competencies of topics; 5) Create organizational components for basic competencies from class core competencies.
The basic competencies and learning procedures are designed to accomplish the core competencies; and 6) Develop basic skills that are cumulative, mutually reinforcing, and developed among courses and levels of study (horizontal and vertical organization) (Regulation 63 of the Minister of Education and Culture of 2013).
1.7.3.3.2 The Characteristics of the 2013 Curriculum Lesson Plan
Regulation number 22 of the Minister of Education and Culture of 2016 the lesson plan 2013 Curriculum as follow: 1) Include the name of the school;2) Include the identification of the subject; 3) Include the class/semester; 4) Include the major material; and 5) Time allotment; 6) Fundamental skills; 7) Fundamental competencies and indications; 8) Learning goals; 9) Learning materials (details from major sources); 10) Learning techniques; 11) Media, tools, and educational resources; 12) Learning activity steps: (introductory activity, core activities, and closure) and 13) Assessment: (Assessment types/techniques, instrument and instrument forms, and scoring standards).
1.7.3.3.3 The nature of curriculum prototype
The Ministry of Education, Culture, Research, and Technology (Kemendikbud-Ristek) proposes three curriculum alternatives for educational units to use in their learning from 2022 to 2024. The first is the 2013 curriculum, followed by the emergency and prototype curriculums. The emergency curriculum is a condensed version of the 2013 curriculum, which went into effect in 2020 during the COVID-19 pandemic.
The prototype curriculum is a new curriculum called competency-based that uses project-based learning to facilitate learning recovery. Examining the features of the three curriculum supplied by Education, Culture, and Technology Ministry, the existence of a prototype curriculum is an ideal curriculum model that has actually become a learning course that is anticipated by education experts. The meeting point is on the empowerment and independence of schools in learning to their students. The assumption is that it is the teachers and the school who best understand the potential of each student. Of course, external factors from developments and demands of the times are also a consideration in how the relationship between schools, teachers, and students interact (Nua, 2022).
In the prototype curriculum structure, 20 - 30 percent of lesson hours are used for character development of the pancasila student profile via project-based learning. Project-based learning is important for character development because: 1) It provides opportunities for learning through experience (experiential learning);
2) Integrates essential competencies learned by students from various disciplines; and 3) Flexible learning structure (Badan Standards, Curriculum and Educational Assessment, 2021, p. 12).
New Things in the prototype curriculum the curriculum structure is: pancasila student profiles which will bethe guideline for
defining content and process standards, and assessment standards, or curriculum structures, learning outcomes, and learning assessments then the terms core competencies and basic competencies is changed to learning outcomes, then thematic learning can be used in junior high school. At the elementary level, subject-based learning can also be carried out. Then the number of hours of lessons is determined per year. Collaborative learning in the form of projects aims to develop a profile of Pancasila through learning experiences. ICT subjects (information and communication technology) are taught again. Natural science subjects (social sciences) are taught simultaneously at elementary school level and 11th grade students get compulsory subjects and can choose subjects from the mathematics and natural sciences group, social studies, language, and vocational skills according to talent interests (Nua, 2022, p. 4).
1.7.3.4.1 Characteristics of Prototype Curriculum
Main characteristics of the prototype curriculum: 1) character development; 2) Focus on essential material and 3) Flexibility of school curriculum design and preparation of learning plans, the prototype promote and sustain students to learn based on their ability and allows for greater room for character development and basic competencies. The prototype curriculum includes many critical elements that promote recovery learning:1) Project-based learning for the development of soft skills and character (faith, piety, and noble character; mutual cooperation; global diversity; independence;
critical reasoning; creativity); 2) Focus on essential material so that there is enough time for in-depth study of basic competencies such as literacy and numeracy; and 3) Flexibility for teachers to bring out learning according to students' skills (teach at the right level) and make adjustments to local conditions.
1.7.3.4.2 Characteristics of Prototype Curriculum for Junior High School Characteristics of prototype curriculum include: 1) Adaptation to the development of digital technology, Informatics subjects become mandatory subjects; 2) Guidelines for informatics teachers are prepared to help novice teachers, so that subject teachers do not have to have an informatics education background; 3) Project-based learning to strengthen the profile of pancasila students is carried out at least 3 times a year teachings.
1.7.3.4.3 Prototype Curriculum Lesson Plan Characteristics
As discussed above, the characteristics of the lesson plan prototype curriculum emphasize character development via project-based learning. Project-based learning is important for character development because: 1) Provide opportunities to learn through experience (experiential learning); 2) Integrating the essential competencies learned by students from various disciplines and 3) Flexible learning structure (Badan Standards, Curriculum and Assessment of Education, 2021, p. 12).
1.7.4 Reading Skill
The development of such materials as well as their appealing accessibility to engange students learn. Melandita (2019, p. 9-10) say that reading is an attempt by people to learn, understand, translate, and provide meaning to the written form in order to get or impart the meaning and information from the text. Reading is the process of extracting meaning from what we have written and obtaining knowledge from what we have read. Reading connects the writer and the reader; the writer explains her opinion and her expertise, and the reader accepts meaning and information. Reading is more than just reading and forgetting; it is also about understanding what the writer is saying.
Reading has always been a popular way for individuals to have a better understanding of what is going on in the world. The text is the competence of cognition or interactions between visual symbols and
language reading ability. Reading is also a kind of communication between the writer and the reader (Santosa, 2019, p. 21). Reading has become an essential bridge for kids who seek to integrate interaction ability (Springer, Harris, & Dole as cited in Dewi, Fahrurrozi, Hasanah, &
Wahyudi, 2020, p. 10).
Thus, reading are activities from students to get or transfer the meaning and information from text by understanding, translating, and giving meaning to the written form that is an important bridge for students who want to integrate interactive abilities that are connected between the authors and readers, the author explains the statement and knowledge and readers receive meaning and information, reading not only read and forget it but also know what the author means.
Brown (2003, p. 189) explained there are three kinds of reading, as listed below:
1.7.4.1 Perceptive reading
A similar definition is provided here, with some different language to express the character of reading, with some alternative language to explain the nature of reading Perceptive reading tasks include paying attention to bigger components of discourse, such as letters, words, punctuation marks, and other graphemic symbols. The bottom-up processing idea is addressed.
1.7.4.2 Selective Reading
The assessment format is mostly an artifact of this category.
Certain common activities are used to ensure that one's reading describes the lexical, grammatical, or discourse elements of language in a very short span of time: visual tasks, matching, true/false, multiple choice, and so on. Feelings, short phrases, and basic graphs and diagrams are examples of stimulation. A concise response is also planned. Underside and highest processing can be used all at the same.
1.7.4.3 Interactive Reading
Types of interactive reading include language parts ranging from few paragraphs to a page or more in which the reader must connect with the text in a psycholinguistic sense. That is, reading is a meaning-making process in which the reader applies a set of concepts to the text in understanding it, and the take is the result of that interaction. Inter-descriptions, statements from bigger ones, questionnaires, notes, announcements, directions, recipes, and the like are all common genres that lend themselves to inter-descriptions. The purpose of interactive tasks is to find significant aspects (lexical, symbolic, grammatical, and conversational) in sufficiently brief texts such that the processed information may be collected. Such activities typically need top-down processing, while certain examples of bottom-up performance may be needed.
1.7.4.4. Extensive Reading
Extensive reading includes any content that is more than one page in length, such as professional articles, essays, scientific documents, short stories, and books. It is vital to highlight that
"extensive reading" is commonly referred to as added discourse, such as major articles and books read outside of class. The definition is discussed in this section. It's been changed a little to allow any material that's more than one page. Perhaps of asking the test taker to
"zoom in" on specific details, the goal of the assessment is generally to tap into a learner's thorough view of a book. For the most part, top- down processing is planned.
1.7.4.5 Intensive Reading
Intensive reading usually refers to activities in the classroom.
Students concentrate on linguistic or semantic elements in a segment.
Intensive reading requires students to pay close attention to grammatical forms, discourse markers, and nuances of other surface structures in order to comprehend precise meaning, implications, rhetorical links, and such like.
Everyone reads the content for one of two reasons: to learn something new or to be entertained. Grabe & L. Stoller (2011, p. 7) states the inclusion of knowledge regarding the teaching of reading into a purpose:
1.7.4.5.1 Read to Find Basic Information and Read to Skim
Although some studies consider reading for basic information to be a relatively independent cognitive activity, it is a common reading ability. Because it occurs so regularly used in reading, it is best defined as a form of reading ability. Usually scan material for a specific word, a particular chunk of information, or a typical phrase while reading to search. Slow down the process of meaning in words or phrases in prose text to find for signals that we are on the proper page, section, or chapter. Than skimming (sampling sections of text for general understanding) it also a common feature of many reading exercises and a good skill in its own right. It comprises a number of strategies for guessing where important information could be found in the text and then applying basic reading comprehension skills to those areas of the text until a broad notion is formed.
1.7.4.5.2 Text Reading to Learn
Reading for learning is particularly prevalent in academic and professional contexts where a large amount of information from a text is required. This needs the abilities to:
1) Keep in mind the essential concepts as well as a few facts that describe the primary and supporting ideas in the book;
2) Analyze and develop a rhetorical concept that organizes the text's material;
3) Connect the text to the reader's existing knowledge base;
4) Learning reading is often done at a slower speed than regular reading skills (mainly due to rereading and reflection strategies to help remember information). Furthermore, it places greater
emphasis on inference than general comprehension in order to connect text information to prior knowledge (e.g., relating characters, events, or concepts to other known characters, events, or concepts; or attributing potential causes of known happenings);
5) Reading for information integration, writing and critiquing texts: is reading to integrate information involves new decisions about the relative importance of additional, mutually supporting information, as well as possible rhetorical framework re-modeling to accept information from different sources. This ability always needs a critical assessment of the information read in order for the reader to choose what knowledge to include and how to integrate it for their own interests. Both reading to write and reading critical texts might be considered types of reading activities to integrate knowledge in this scenario. Both need the ability to choose, evaluate, and handle data from a text;
6) Reading for general understanding: The idea of basic reading ability has been placed last in this explanation for two reasons.
First, it is the most fundamental reading goal, serving as the foundation for all other reading goals. Second, most individuals underestimate the difficulty of ordinary reading ability. Reading for general knowledge requires quick and automatic word processing, strong talents in forming broad meanings, representation of important ideas, and successful coordination of many operations under time restrictions when conducted by a skilled and fluent reader;
7) Reading comprehension is the process through which a reader accepts a message presented by the writer against the context of previous personal information in the reader's memory (Melandita, 2019, p. 18-19).
Brown's language assessment theory is used (2003, p. 206) In particular, in reading, the following criteria are frequently used
to assess learners' reading comprehension skills: 1) The main idea: this is the heart of each paragraph or the substance of what is addressed in a reading paragraph; 2) Contextual expressions/idioms; 3) Inferences (implied detail); 4) Grammatical characteristics 5) Detail (looking for a specific detail); 6) Excluding unwritten facts (unstated details); 7) Supporting ideas: sentences that include supporting concepts; and 8) Vocabulary in context.
1.7.5 Recount Text
The latter three decades have seen a significant shift in our understanding of how individuals learn. In terms of learning in the twenty-first century, there is in to every student in the twenty-first century, offering all students an opportunity to develop the skills they have to grow as educated workers and citizens in the twenty-first century (Trilling & Fadel, 2009, p. 177). The text is a communication system that is structured as a unit. A text is any finished communication activity, such as a street conversation, television advertising, novels, or films, and so on. In terms of speech and writing, a text standing only as an act of communication (Peter Knap and Megan Watkins as cited in Santosa, 2019, p. 28-29). There are various sorts of text, including narrative, recount, descriptive, report explanation, analytical exposition, hortatory exposition, process, discussion review, anecdote, satire, and news item.
One of the types taught in middle school, beginning with students in grade eight, is recount text. Recount material is written in the first person to describe past events or experiences. It might be closely tied to authentic or unique experiences. Recount text is created to recount an experience in informing or enjoy their target or reader (Desrina Elita, Zainiland Desmawati Radjab as cited in Santosa, 2019, p. 32-33).
A recount text is one that uses a defined adverb of time in the past to relate events that occurred consecutively. This material typically represents somebody's memories. The presenter might be the perpetrator himself, or somebody who relays the experiences of others. Recount text is
a sort of writing that describes or narrates past events such as accidents, activity reports, visits to a location, or other experiences (Suhaimi, 2016, p. 27-28).
To summarize, recount text is one of the texts in English that students study in secondary schools beginning. A recount text is a text written by the author that recounts prior events or experiences with someone, the experience that somebody has had or someone who relays the experiences of others such as accidents, activity reports, visits to a location, or other encounters.
We can divide recount text into 3 types:
1. Personal Recount
Is a recount text that tells a personal experience.
Example: Personal experience, diary, biography.
2. Factual Recount
Is a recount text that contains reports of events that actually happened.
Example: journal.
3. Imaginative recount
Is a recount text containing made-up or fictional events.
The components of recount text include orientation, event information, and re-orientation (Dirgeyasa as cited in Mayasari, 2020, p.
8). For more details see below:
1. Orientation
It consists of a specific theme to be informed about, to draw the reader's attention and interest, and to entice and stimulate the reader so that he/she is inclined to read the entire work.
2. Events or sequences of events
It is useful to tell sequentially rather than flash back and forward to improve specifics about the event described chronologically (the sort of story may change). The sequence creator such as first, second, third, and so on, are needed in order to have a solid chronological
order.
3. Re-orientation
The end of the story or end of the event. The account can be concluded with personal remarks regarding the events described.
According to Pardiyono as cited in Hilda (2017, p. 11-12) the following language features are employed in recount text:
1. Active and Passive
The writer's approach to presenting ideas heavily influences whether to employ active or passive voice.
2. Past Tense
The past form is ideal for speaking about former activities or events in the recount narrative. A recount is a historical account of events from the past. The events are presented in succession using a number of conjunctions and a sequence marker.
3. Past Continuous Tense
This tense indicates that the activity is ongoing in the past.
4. The use of Adverb
Students can utilize the adverb in phrase or clause form to provide and exchange clarification in sentences. Example: adverbial phrase indicating time, adverbial clause indicating time: immediately after the school test was completed, before definitely deciding to return to Solo, etc., adverbial clause indicating reason: since we felt the place was lovely and the people were friendly.
5. Verb of ‘being’ and ‘having’
The verb "being" will always be followed by a noun, adjective, or adverb in the manner of a phrase.
6. Verb Patterns
To enhance our writing, we must recognize the following verb patterns:
1. Verb + to verb 2. Adjective + to verb
3. Intransitive verb + adjective 7. Connecting Words and Conjunction
The connecting words are used to organize the events that transpired. The connection in the recount text is then utilized for the combine clause. Connecting words: first, second, then, last, finally, and so on; conjunctions: when, then, and but.
1.7.6 Junior High School Student
To accommodate this, the notion of autonomy, which comprises the conditions, capacities to guide one's own education, has been applied. Marliani as cited in Wenda (2018, p. 22) says that the teenage phase is the transition period in childhood and adulthood that occurs at the age of 12 to 21 years. Based on the brush middle school learners are believed to be in the phase. Early Adolescence (13 or 14 years - 17 years) in this phase the changes occur very rapidly and reach their peak.
Emotional imbalance and instability in many ways exist at this age. He is looking for self-identity because at this time, his status is not clear.
Patterns of social relations began to change. Like young adults, teens often feel entitled to make their own decisions. During this period of development, the attainment of independence and identity is very prominent, thinking is more logical, abstract and idealistic and more time is spent outside the family (Diananda, 2018, p. 3).
Based on the roles and purposes of national education, it is apparent that education at all levels, including junior school, must be arranged in a methodical manner in order to fulfill these purposes. This is connected to the development of students' personalities so that they can compete, be ethical, moral, fair, and interact with people in public (Rohman, 2019, p. 2).
In sum junior high school (SMP) is unit of education in the adolescent phase which is a transition period in childhood and adulthood that occurs at the age of 12 to 21 years. In this phase there is early adolescence (13 or 14 years – 17 years) where changes occur very
quickly and reach their peak. Emotional imbalance and instability in many ways exist at this age must be organized systematically to attain these objectives This is connected to the development of students' personality so that they can compete, be ethical, moral, fair, and engage with the society.
The characteristics of children as language learners as language learners (Scottand Ytreberg & Moeslicatoen as cited in Sariyati, 2017, p. 4). Children have characteristics that teachers must consider in teaching them. The following are some of the general characteristics of children according (Harmer as cited in Sariyati, 2017, p. 4) below:
1. They respond to meaning even though they don't understand the words. They frequently learn in an indirect way rather than directly.
2. Their comprehension is influenced not just by explanations, but also by what they've seen hear, and it is critical that they have the opportunity to touch and participate.
3. They are often eager about studying and inquisitive about their surroundings.
4. They require the teacher's attention and approval.
5. They enjoy talking about themselves and react well to studying that focuses on themselves and their own life as the major topic in class.
6. They are inattentive; except for really exciting activities, they might become bored after 10 minutes or so of interaction.
Meanwhile, Syafei as cited in Rozano (2019, p. 9) mentions the characteristics of adolescent students as follows:
1. Adolescence is considered as a process of socialization in search of identity
2. It is not easy for teenagers to fight parents/teachers if they are understood not suppressed.
3. In the eyes of parents/teachers, teenagers show attitudes and behaviors that can be destructive, such as resisting parental authority, being irresponsible regarding the use of time, using household
appliances, using vehicles, radio, VCD, cellphones and so on.
1.8 Previous Research
In recent years, issues regarding the development of lesson plans in learner-centered English teaching have garnered much attention in the educational context. There has been a lot of research on teaching English.
Before doing this study, the researcher provided various past studies to support the current research and to avoid duplication or the same analysis, the clusters are: Teaching and Learning in the Twenty-First Century: Fatimatul Rizkiyah, 2020, The developing of lesson: Hasan Baharu and Syafiqiyah Adhimiy, 2018; Maysusi Siaahan, 2019; Ratnawati, 2017 Teacher preparation for making lesson plan (Sabilah, Abidasari, & H., 2021) Component that must exist in lesson plan (Sela Cintiya, 2019) Teacher difficulties in making Lesson plan (Palobo & Sianturi, 2018) Teaching and learning (Hudri and Naim, 2017; Isola Rajagopalan, 2019) About Reading skills (Fitri Novia and Ratna Nery, 2019)
Fatimatul Rizkiyah (2020) conducted a study entitled "The Implementation of 4C Skills of Reading in English Lesson Plan in the Classroom" which focused on implementing 4C skills in lesson plans in education in the 21st century. This research analyzes the implementation of 4C skills in the learning process of reading in class because it is really essential for educators to apply 4C abilities in the teaching and learning process in the classroom, particularly in this twenty - first - century period, by collecting data using documentary, observation, and interviews. The findings of the study based on observations and interviews revealed that (1) in the implementation of 4C skills in learning to read in the classroom, namely communication, collaboration, creative, and critical thinking, every educator participated in the teaching and learning process, and (3) all 4C skill criteria can be utilized by three teachers. A, B, C each teacher only one who gets the category "very good" and the other two are "good" then the problems faced by teachers are problems that are shared by teachers, difficulties in creating lesson plans in accordance with the 2013 curriculum standards which include
4C skills so that it is not optimal in making strategies in teaching, Therefore, the suggestions in the study lead teachers to learn more in making or developing lesson plans in order to determine the right strategy in teaching English in order to achieve learning goals in the 21st century.
Another research conducted by Hasan Baharun (2018) with the title
"Curriculum Development through Creative Lesson Plan". This research focuses on curriculum development through Creative Lesson Plans. This research provides an overview of educational goals with the hope that education can be carried out more directed so that it can be effective and efficient using creative lesson plans because by using the existing syllabus and lesson plans without any development, the learning process will forever not succeed in increasing student learning motivation, especially in this modern era millennials who demand omniscient and creative teachers in presenting material. The existence of a creative lesson plan is the answer for teachers and even schools in the 21st century, according to the realm of research that is being made. One way to implement curriculum development is to use creative lesson plans. The purpose of this research is to provide a study that shows how important it is to develop lesson plans for the learning process that teachers should know.
Then the research conducted by Maysusi Siaahan (2019) with title
"Developing English Lesson Plan of Writing Recount Text Based on Scientific Approach For Vocation High School Computer Network ngineering Program” This research focuses on developing lesson plans according to the realm of research that is being made so that it can be used as a reference in order to have an overview in the field using a six-phase research and development approach using data collecting tools such as observations, documents, and interviews. Two lesson plans were created using a scientific approach to the 2013 curriculum and two separate learning models.Researchers found problems from the information and data collected which means it is very important develop a lesson plan, because with it researchers can adjust the character of students at school
