AN ANALYSIS OF ENGLISH LESSON PLANS AND THEIR IMPLEMENTATION IN THE TEACHING LEARNING PROCESS : A Case Study conducted in a vocational school in Majalengka, West Java.

(1)

A Thesis

submitted to The English Education Department of School of Postgraduate Studies of Indonesia University of Education in partial fulfilment of requirements for thesis

project

Written by:

RATNA UTARI

1201102

ENGLISH EDUCATION DEPARTMENT

SCHOOL OF POSTGRADUATE STUDIES

INDONESIA UNIVERSITY OF EDUCATION

(2)

Oleh Ratna Utari

S.Pd IKIP Bandung, 1996

Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan (M.Pd.) pada Fakultas Pendidikan Bahasa dan Seni

Agustus 2014

Hak Cipta dilindungi undang-undang.

Tesis ini tidak boleh diperbanyak seluruhya atau sebagian,

(3)

Written by:

RATNA UTARI

1201102

This thesis has been approved by

Supervisor,

DR. WACHYU SUNDAYANA, M.A. NIP. ...

Head of English Education Program School of Postgraduate Studies,

(4)

Ratna Utari, 2014

An Analysis of English Lesson Plans and Their Implementation in The Teaching Learning Process Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

(5)

4. 1 The Process of Constructing lesson plans ... 45

4. 1. 1 Principle applied by the teachers in lesson planning ... 45

4. 1. 2 How the Teachers constructed their lesson Plans... 50

4. 1. 2 1 How the teachers conducted needs analysis ... 50

4. 1. 2 2 How the teachers identified Standard Comppetence and Basic Competence ...

4. 1. 3 Conclusion of how the teachers constructed their lesson plans .... 87

(6)

ABSTRACT

This study investigated how participant English teachers constructed and implemented their lesson plans. This study referred to a theory of systematic design of instruction (Reiser & Dick (1996) modified by Sundayana, 2010) in the context of School-Level Curriculum (SLC) for vocational schools. Utilizing two participants of English teachers, this study employed a descriptive case study design. This study collected the data in forms of lesson plan documents, observations, and semi-structured interviews. Those data were then analysed by coding, categorizing, and interpreting.

This study revealed two findings. The first dealt with research question one. Both teachers implemented systematic design of instruction (Reiser & Dick (1996) adapted by Sundayana, 2010) by applying eight out of nine processes of systematic instruction: conducting needs analysis, identifying SC and BC, analysing learning materials, formulating indicators and objectives in four language skills, developing learning activities, developing assessment tools, implementing the plans and evaluating the learning. However they did not conduct learning revision. In doing so, the teachers constrained some problems dealing with formulating learning indicators and objectives which met the criteria, learning material

which suited Ss’ needs, and assessment. These meant that the teachers needed more enhancement. Such problems were in line with previous research of Badriah (2013).

The second finding referred to research question two. Data from observations revealed that both teachers applied principles of delivering lessons based on pre determined objectives (Elliot, 2004), implementing the plan in the structure of pre, core, and post activities (Standard of Process, 2007) by considering basic teaching skills (Sundayana, 2010) with some modification, and accomodating various activities (http://serc.carleton.edu/58681) in individual or in group. Data form the second stage interview revealed that both teachers modified their lesson plans in their implementation because of some reasons: the time

allocation, students’ level of understanding, interest, and motivation. Such reasons were in line with the statement of adjusting the instruction to the class condition (Farrel, 2002; Harmer, 2007; Kumaravadivelu, 2009; Sundayana, 2010).

Besides its success to answer the research questions, the study possessed some limitations. First, there was possibility of reducing the objectivity in each research stage, in terms of data collection and analysis because the study was conducted in the researcher’s institution. Second, there was a possibility of lacking its in-depth understanding because the study utilized one unit of lesson in the teaching process. Due to those limitations, it is recommended that further research emphasizes on more institutions with more participants and unit of lessons.

(7)

ABSTRAK

Studi ini merupakan hasil investigasi tentang bagaimana dua guru Bahasa Inggris, di sebuah sekolah menengah kejuruan selaku subyek penelitian, menyusun dan menerapkan rencana pembelajaran di kelas. Studi ini mengacu pada teori tentang desain pengajaran sistematik dari Reiser & Dick (1996) yang telah dimodifikasi oleh Sundayana (2010) dalam konteks KTSP untuk sekolah kejuruan. Studi ini menggunakan desain Studi Kasus deskriptif dengan memberdayakan dua orang guru Bahasa Inggris sebagai subject penelitian. Dalam proses investigasi, tiga jenis data dikumpulkan yaitu dokumen RPP, observasi pembelajaran di kelas, dan dua macam interview semi-struktur. Untuk selanjutnya data tersebut dianalisa melalui proses kodifikasi, kategorisasi, dan pemaknaan.

Studi ini menghasilkan dua jenis temuan. Temuan pertama berkenaan dengan pertanyaan penelitian pertama, yaitu bahwa kedua subyek guru telah menerapkan desain pengajaran sistematik seperti yang digagas oleh Reiser & Dick (1996) yang telah diadaptasi oleh Sundayana (2010). Analisa data dokumen RPP dan interview pertama menunjukkan bahwa delapan dari sembilan langkah dalam teori dimaksud telah diterapkan, yaitu: melakukan analisa kebutuhan, mengidentifikasi SK-KD, menganalisa materi pelajaran, menyusun indikator dan tujuan pembelajaran dalam empat ketrampilan bahasa, mendisain kegiatan pembelajaran, mengembangkan instrumen penilaian, menerapkan rencana pengajaran, dan mengevaluasi pembelajaran. Adapun langkah sistematik yang belum dilakukan adalah merevisi rencana pembelajaran. Dalam penerapan desain pengajaran sistematik, kendala yang dihadapi berkenaan dengan penyusunan indikator dan tujuan pemelajaran yang lengkap dan sesuai kriteria, materi pelajaran yang mendukung kompetensi kejuruan siswa, dan penilaian. Temuan ini sejalan dengan penelitian sebelumnya (Kizlik, 2005; Badriah, 2013). Hal ini berarti bahwa dalam penyusunan perencanaan pembelajaran, elemen dimaksud masih memerlukan peningkatan.

Temuan kedua merujuk pada masalah penelitian kedua. Analisa data observasi menunjukkan bahwa kedua guru menerapkan beberapa prinsip dasar pengajaran, yaitu: berdasar pada tujuan pembelajaran (Elliot, 2004), menggunakan struktur pembelajaran yang terdiri dari kegiatan awal, inti, dan akhir pembelajaran (Standard Proses, 2007) dengan memperhatikan ketrampilan dasar mengajar (Sundayana, 2010) melalui beberapa modifikasi, dan mengakomodir beragam kegiatan pembelajaran (http://serc.carleton.edu/58681) secara individu maupun kelompok. Analisa data interview kedua menunjukkan beberapa alasan tentang diperlukannya modifikasi terhadap RPP, yaitu: ketersediaan waktu, tingkat pemahaman siswa, minat dan motivasi siswa. Alasan tersebut sejalan dengan pendapat yang menyatakan bahwa pengajaran sebaikya disesuaikan dengan kondisi kelas (Farrel, 2002; Harmer, 2007; Kumaravadivelu, 2009; Sundayana, 2010).

Studi ini juga memiliki beberapa kelemahan. Pertama, adanya kemungkinan berkurangnya obyektifitas dalam tahapan penelitian dalam bentuk pengunpulan dan analisa data karena dilaksanakan di lingkungan institusi peneliti. Kedua, adanya kemungkinan berkurangnya pemahaman yang mendalam karena studi ini menggunakan satu unit pelajaran dan dilaksanakan dalam waktu yang relatif singkat. Oleh karenanya, disarankan agar penelitian selanjutnya memberikan porsi yang lebih luas dan besar dengan institusi yang lebih banyak, menggunakan subyek yang lebih banyak, dan unit pelajaran yang lebih banyak pula.

(8)

An Analysis of English Lesson Plans and Their Implementation in The Teaching Learning Process

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

CHAPTER I

INTRODUCTION

This chapter presents the introduction of the study. It delineates background of the

study which explores the motivation behind the study, related research under the

topic of investigation and the importance of the topic. The rest of this chapter

focuses on research purposes, research questions, significance of the study,

definitions of the keys terms, and organization of thesis.

1.1 Background of the Study

This research investigates development of two lesson plans and its

implementation in the teaching and learning process in one vocational school in

Majalengka with the involvement of two vocational English teachers. This

research is conducted based on the consideration that many teachers in the site

have constructed their lesson plans but they are unsure whether their lesson plans

are properly constructed. And the two participants teachers are those who concern

about making a plan in advance before conducting their teaching. They also have

developed their lesson plans more completely than other English teachers in the

site. Therefore, this research hopefully may give a contribution to other teachers

in the site especially in developing a lesson plan.

The importance of lesson planning in the teaching learning process has been noted

by many researchers such as Reiser and Dick (1996), Brown (2001), Farrel

(2002), Harmer (2007b), and Sundayana (2010). (i) Lesson plan describes the

teaching behavior that will result in student learning by helping teachers think

about the content, materials, sequencing, time, and activities (Reiser & Dick,

1996). (ii) Lesson plan supports the feeling of secure to the teachers when

(9)

(iii) Lesson plan describes events of what will be taught, controlls the class when

teachers can not teach. It accomodates differences of students’ background,

interest, learning style and abilities in one class (Farrel, 2002: 30-31). (iv) Lesson

plan gives teachers a framework of the lesson, reminds them what they intend to

do in case they forget, and shows students that the teachers have spent their time

thinking about their class (Harmer, 2007b). (v) Lesson plan may help teachers

create effective and enjoyable learning situation (Sundayana, 2010).

Further, under the Regulation of Minister of Education no. 41, 2007 on Standard

of Process, a lesson planning is an obligatory duty of every single teacher in each

unit of Education in Indonesia. A lesson plan should be constructed in a complete

and systematic way in order to conduct a learning process in a creative,

inspirative, enjoyable, and challenging atmosphere (ibid).

Studies on lesson planning in Indonesian context have revealed some

contributions to the improvement of teaching and learning process in general. A

study about an English lesson plan and its implementation in Pangkalpinang

which were analysed with Genre-based approach showed its strengths as well as

weakness (Puspandari, 2008). In addition, another study on improving teachers’s

competence in developing their lesson plans through a workshop (Nunuh, 2011)

revealed that the workshop influenced teachers’ improvement in developing their

lesson plans. This study may function as a follow up of the previously mentioned

study.

Furthermore, a study on development and implementation of lesson planning in a

senior high shool in West Java (Badriah, 2013) found three findings. (i) A

sketchy-lesson plan was developed to see the framework of the teaching unit. (ii)

A scripted lesson plan was constructed to record the teaching learning in the

classroom for future lesson. And (iii) there were constraints in developing a lesson

(10)

method, and create proper evaluation. Those findings support the secondly

mentioned study in a way that training on developing lesson planning may

improve teachers’ competence.

All studies above have been conducted within the EFL context of senior or

secondary schools in Indonesia. As much as this research concerns, little study has

been focused on the research of lesson plan development and implementation in

the EFL vocational school context in Indonesia. Considering the lesson plan

important roles in the teaching and learning process as well as the different

context of teaching and learning (whether it is vocational, senior high school or

junior high school), studying the lesson plan viewed from vocational school is

worth investigating. Therefore, this research was conducted to serve this purpose

and aimed to explore the development of lesson plans constructed by two

vocational teachers and its implementation in the teaching learning process. This

study is almost similar to the one conducted by Badriah (2013) but in different

context.

1.2 Purposes of the Study

As above mentioned, this study was carried out in order to achieve the following

purposes.

1. To explore the development of lesson plans written by two vocational English

teachers;

2. To elaborate implementation of the lesson plans in the classroom.

1.3

Research Questions

The study was conducted in order to answer the following research questions.

1. How do the teachers construct their lesson plans?

2. How do the teachers implement the lesson plans in the classroom?

(11)

This study focuses on an analysis of English lesson plans development and its

implementation in the classroom by using a systematic instruction compatible

with vocational secondary education. The systematic instruction is based on the

one proposed by Sundayana (2010) adapted from Reiser & Dick’s (1996)

systematic planning process.The adaptation of systematic planning is used

because it suits the context of EFL in vocational schools in Indonesia.

In the adaptation of systematic learning, teachers construct their lesson plans by

conducting needs analysis, identifying Standard of Competence (SC) and Basic

Competence (BC), formulating learning indicators and objectives, materials,

activities, and assessment, implementing the plans, learning evaluation, and

learning revision (Sundayana, 2010). Related to this study, it will be noticed

whether or not the participant teachers employ the adapted systematic planning.

In implementing a learning plan, a procedure of exploration, elaboration and

confirmation (Standard of Process, 2007; Sundayana, 2010) process is used as a

reference. Such processes are in line with WIPPEA (TEAL center (2010) adapted

from Hunter, 1982), in which teachers are supposed to conduct their teaching by

following the steps of warming-up, introduction, presentation, practice, evaluation

and application. Related to this study, it will be reported whether or not the

participant teachers implement the procedure.

1.5 Significance of the Study

This study is significant to the theory, the educational practice and the

professional development of English education especially to the context of EFL in

vocational schools. Theoretically, this study is expected to be able to provide

more understanding in terms of the development of EFL lesson plans and their

implementation especially in vocational high schools by applying systematic

(12)

vocational high schools to be aware of and to improve the way they develop and

implement their lesson plans.

1.6 Operational Definition

1. English lesson plans refer to the document (s) of English learning plans made

by participant English teachers at a vocational high school.

2. An adapted systematic planning process is defined as a model of a language

teaching program (here lesson plans) construction as a framework which

focuses on students’ mastery of competency of English according to their level

and unit of study as their learning outcomes or objectives.

1.7 Organization of Thesis

This thesis is organized into five chapters. Chapter I is introduction which focuses

on the background of the study, research aims, research questions, scope of the

study, significance of the study, operational definition and organization of the

thesis. Chapter II discusses theoretical aspects which guides this study. Those

aspects include lesson planning, development of lesson plan, and implementation

of the learning plan. Conclusion to the chapter is also provided. Chapter III

elaborates research methodology comprising research purposes and research

questions, research design and method, research setting and participant, data

collection and data analysis. This chapter is ended with conclusion of the chapter.

Chapter IV describes the findings and discussions of the study which is divided

into two main sections of how the participant teachers construct their lesson plans

and how they implement their plans. The first section is based on analysis on first

interview and documents of lesson plans. The second section is based on

observation and second interview. This chapter is completed with conclusion of

the chapter. Chapter V presents conclusion drawn from the previous chapter,

(13)

CHAPTER III

RESEARCH METHODOLOGY

The previous chapter has reviewed relevant literature which functions as

foundational theories to this study. This chapter discusses the methodology used

in the study. It encompasses research aims, research questions, research design

and method, research setting and participant, data collection and data analysis.

This chapter is ended with conclusion.

3.1 Research Aims

As mentioned in chapter I, this study was carried out in order to achieve the

following aims. (1) To explore the development of lesson plans written by two

vocational English teachers. (2) To elaborate implementation of the lesson plans

in the classroom.

3.2 Research Questions

Based on the research aims above, the study was done in order to answer the

following research questions. (1) How do the teachers construct their lesson

plans? and (2) How do the teachers implement the lesson plans in the classroom?

3.3 Research Design and method

This study utilized a qualitative design and a case study method because it views

several characteristics of a qualitative case study (Lythcott & Duschl. (1990) in

Wiseman, 1993; Connole et.al, 1993; Cresswell, 1998; Cohen & Morrison, 2007;

Alwasilah, 2011). First, this study employed interview transcripts (Lythcott &

Duschl. (1990) in Wiseman, 1993) which were conducted in two sessions of

interview about how the participant English teachers constructed their lesson

plans and how they implemented their constructed plans. (2) This study employed

purposive samples (Maxwell, 1996) and applied to small number (Alwasilah,

2011) or small scale (Connole et.al., 1993) involving two English teachers and

their classess in different competence of expertise in a state vocational school in

(14)

(3) This study collected the data in words rather than in numbers (Miles and

Huberman (1984) in Connole et.al, 1993) because the collected data were in forms

of documents of English lesson plan, observation, and interviews. (4) This study

inquired process of understanding based on distinct methodological traditions to

explore a social problem (Cresswell, 1998) of how participant teachers of English

constructed their lesson plans and how they implemented their constructed lesson

plans in their classrooms.

(5) “It blends a description of events with the analysis of them” (Cohen &

Morrison, 2007: 253), in the sense that this study presented result of the first stage

interview analysis triangulated with document analysis to describe how the

participant teachers of English constructed their lesson plans. In addition, this

study presented results of classroom observation and the second interview

analysis to portray how the lesson plan designers (here the participant teachers of

English) implemented in their lesson plansin the teaching-learning process. (6)

“The writer is greatly involved in the case” (Cohen & Morrison, 2007: 253), since

the researcher involved in the observation, interview, analyszing the gathered

data, writing and reporting the research result.

This study utilized a single-case study design to examine the nature of a program

(Yin, 2003) of how participant teachers of English constructed and implemented

their lesson plans. The single case was selected due to several rationales. The first

rationale was that this case study type was a typical case with the objective was

to capture the circumstances and conditions (Yin, 2003) of how participant

teachers of English constructed and implemented their lesson plans in their

teaching learning process.

The second rationale was that the multiple data gathering of documents of English

lesson plans, observation and interview allowed the case study “to present more

(15)

Emilia, 2000: 5) of how the participant teachers of English English consructed

and implemented their lesson plans in classrooms. The third rationale was that

those kinds of multiple data were possibly effective to “compensate for the

weaknesses of one data gathering method with the strengths of another data

gathering method used in the study” (Emilia, 2000: 5).

This study tried to present a logical set of statement in some ways. The first

logical set of statement was that this study tried to address the construct validity,

dealing with establishment of correct operational measures (Yin, 2003), by

conducting data triangulation (Yin, 2003). Data triangulation was conducted by

comparing and interpreting the results of analysis from the first stage interview

and document analysis to portray how the participant teachers of English

constructed their lesson plans and how the lesson plans were like. Data

triangulation was also conducted by comparing and interpreting the results of

observation and the second stage interview analysis to describe how the

participant teachers of English implemented their lesson plans (the gap between

the plan and its implementation).

The second logical set of statement was that this study tried to meet the external

validity, concerning with the establishment to which the findings could be

generalized, by referring to the theory (Yin, 2003) of systematic design of

instruction. And the third logical set of statement was that this study tried to link

the reliability, concerning whether demonstration of the study operation could be

repeated with the same result (Yin, 2003), by making the database presentable in

the appendices.

This case study analyzed the data by implementing a strategy of relying on

theoretical proposition (Yin, 2003). Percisely, it meant that the case study was

guided by two theoretical propositions (Yin, 2003) of systematic design of

instruction. (1) Participant teachers of English may construct their lesson plans by

(16)

may implement their lesson plans by providing rooms for modification based on

the classroom condition (Reiser & Dick, 1996; Brown, 2001; Sundayana, 2010).

To implement the strategy of relying on theoretical proposition, this study

employed a technique namely pattern-matching logic (Yin, 2003). This technique

analyzed patterns of participant teachers of English in constructing their lesson

plans to match the theoretical pattern of lesson plan construction in systematic

design of instruction. This technique also analyzed patterns of participant teachers

of English in implementing their lesson plans in classrooms to match procedures

of teaching learning process as suggested in Regulation of Minister of Education

No. 41, 2007 on Standard of process. In the analyzing process, each data was

processed through several steps of coding, categorizing, and interpreting

(Creswell & Clark, 2005; Brenner et.al. (1985) in Cohen et.al., 2007).

3.4 Research Site and Participants

The research was conducted in one state vocational high school in Majalengka,

West Java. This school was selected based on two reasons. Firstly, the school was

considered as one of the referred vocational high schools in the region which was

frequently selected as a pilot school for various programs (environment, ISO,

regional meetings, etc) in the region. By having this school as the research site, it

is hoped that the study can improve the school quality by presenting good

enhancement in terms of classroom management because of good lesson planning.

Secondly, the school is easily accessed since the researcher is working in that

place providing an easy access for the researcher to manage her study.

Further, this study involved two English teachers who taught in different program

of expertise as the participants. The selection was purposive sampling strategy

viewing from its features (Teddlie & Yu.(2007) in Liamputtong, 2009). The

purposive sampling was selected due to several features. First, it was due to

individual uniqueness (Maxwell, 1996 in Alwasilah, 2011: 103). The study

(17)

working for more than six years as an instructor. It was intended to see how an

experienced teacher handled the lesson planning process and implemented her

plan. (ii) T2 was selected because she was a relatively new instructor with less

than two years of experience but she possessed higher level of education (S2).

These two types of sampling are interesting to see the degree of quality in

constructing and implementing the lesson plan.

The second was due to a heterogenous sample (Maxwell, 1996 in Alwasilah,

2011: 103). The respondents taught in different program of expertise. This is

intended to see how they accomodate students’ needs or their knowledge related

to vocational subject study.

Apart from that, the participants were selected since they were close with the

researcher and they were aware of the existence of lesson plans. By inviting the

teachers as research participants, later hopefully, they could share positive

contribution that might be received from the research with other teachers in

constructing and implementing the lesson plans in the school site.

3.5 Data Collections

This study applied multiple data collections by employing document of English

lesson plans, observation, and interview techniques. Multiple data collections

were aimed to attain in-depth information (Cohen et.al. 2007; Liamputtong, 2009;

Silverman, 2005) about two things as stated in the reseach questions. (1) Analysis

of documents of the lesson plans triangulated with analysis of the first stage

interview was intended to portray how participants teachers of English

constructed their lesson plans. (2) Analysis of observation triangulated with

analysis of the second stage interview was aimed to describe how participants

teachers of English implemented their lesson plans. In order to maintain clear

(18)

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 3.5.1 Document Collection

In this study, the documents refer to the English lesson plans written by the

participants in the research site. The collected documents comprised two English

lesson plans for grade eleven, precisely in the second semester of 2013 – 2014.

Grade eleven was selected because of several reasons. (1) School-Level

Curriculum in which Regulation of Minister of Education No. 41, 2007 on

Standard of Process Grade eleven of 2013-2014 was still implemented in grade

eleven while grade ten used Curriculum 2013 in which the regulation was

different and there was not instructional process in grade twelve after national

examination.

Furthermore, the two lesson plans were different in terms of selected basic

competences. The first participant (T1) selected basic competence of Expressing

various kinds of intention (B5) because she intended to follow the syllabus in

order. On the other hand, the second participant (T2) selected basic competence of

Understanding simple instruction (B6) with the reason that the teacher may

perform the basic competence not in predetermined order (Standard of Process,

2007). The second participant believed that the B6 is relevant to the students’

situation since they had just returned from their job training in which describing

process was common during their project work in industry.

In addition to document analysis, observation analysis is necessary to obtain

comprehensive understanding towards the focus of this study. Observation

analysis is discussed in the next section.

3.5.2 Observation

This study employed a non-participant observation because the role of the

researcher was only to investigate and to report on how the participant teachers of

English constructed and implemented their lesson plans in classroom. This is in

(19)

researcher usually observes the classroom, sitting in a specific place, or use a

video to record what is said and done by the teacher and the students in the class.”

In addition, by conducting non-participant observation, the researcher gained

some advantages. (1) It provides answer to the second research problem of how

the participant teachers of English implemented their lesson plans because it was

intended “to understand what goes on in the classroom” (Van Lier, 1999)

conducted by other people. (2) Non-participant observation provides valuable

application to conduct a research in a short time but still can demonstrate

collection of relatively rinch and direct observed data for low cost ( Cooper et.al,

2004). (3) The observation was conducted to achieve rich information about view

point, event, happening, and process observed (Alwasilah, 2011: 110) dealing

with the participants’ implementing their lesson plan in their classrooms in

relatively short time.

(4) A non-participant classroom observation also allowed the researcher to “learn

about behavior and the meaning attached to that behavior” (Allwright, 1993)

related to the implementation of the plans. (5) It is also easier to record

information and observations if the researcher is not participating, so data can be

recorded more easily (Cook, 2011).

Further, classroom observation can be conducted in one or two visits in a semester

(UM Center for Teaching and Learning, 2008). In this study the observation was

conducted in four meetings for each participant. This is due to the reason that

each constructed lesson plan was allocated for four meetings. Therefore four

times of class visits for each participant were enough to notice the consistency

between the plan and its implementation.

The observation was conducted by videotaping the learning process as well as by

taking notes on what the teacher said and done in the classroom (see appendix 3).

(20)

observation argues for a program of observing, recording, and transcribing (Lier,

1994). By videotaping and taking notes on the learning process, deep information

about what was happening could be obtained without intrusion on the learning.

The observation schedule was arranged as in the table 3.1 below.

Table 3.1 Observation schedule

Teacher Date

Teacher 1 1. April 3, 2014 : meeting 1 2. April 7, 2014 : meeting 2 3. April 17, 2014: meeting 3 4. April 28, 2014: meeting 4 Teacher 2 1. March 31, 2014 : meeting 1

2. April 3, 2014 : meeting 2 3. April 7, 2014: meeting 3 4. April 21, 2014: meeting 4

In order to obtain more complete and in-depth information about the phenomenon

understudy, this study provided more data in form of semi-structured interview

which is descussed in the following section.

3.5.3 Interview

This study employed semi-structured interviews. The use of semi-structured

interviews was due to the reason that “... there is openess to chance the sequence

and forms of questions in order to follow up the answers given and the stories told

by the subjects” (Kvale, 1996: 124). In addition, semi-structured interviews provides flexibility for the interviewee to respond and to describe the concepts as

well as flexibility for researcher to get the information required as stated by Field

& Morse ((1985) in Emilia, 2001). Based on those two reasons, semi-structured

interviews were applicable in this study and provided rooms for dynamic changes

of questions in the process.

In this study, two stages of semi-structured interviews were employed to the

participants. The first stage interview was thematized to obtain information about

how the participant teachers of Englih constructed their lesson plans. It was

(21)

lesson plans to the interviewer. The first stage interview was conducted before the

first meeting because it could make the participant focus on the questions dealing

with how they constructed their lesson plans.

The second stage of semi-structured interview was thematized to gain information

of how the participant teachers implemented their lesson plans in their classrooms.

It was conducted after each observation to maintain the teachers’ memories of the

teaching learning process. By doing so, information of implementation of the

lesson plans could be obtained based on the learning process in each meeting.

Questions of the interviews were designed in Indonesian language to obtain

deeper understanding of the phenomenon and were tested to one non participant in

the preparation stage to maintain its validity. This was in line with an idea stating

that “Questions in the interview should be tried out to ensure that all the questions are not ambiguous” (Emilia, 2011). The questions include several aspects such as, what the participants did in each stage of the learning process and their reasons,

reasons why they accomodated individual or group practices, types of feedback

and their reasons, etc. The interview was arranged in a schedule as shown in the

following table.

Table3. 2: Interview schedule

Teacher Interview 1 Interview 2

Teacher 1 April, 2014 : Week 1 April 3, 2014 : meeting 1 April 7, 2014 : meeting 2 April 17, 2014: meeting 3 April 28, 2014: meeting 4 Teacher 2 March, 2014 : week 4 March 31, 2014 : meeting 1

April 3, 2014 : meeting 2 April 7, 2014: meeting 3 April 21, 2014: meeting 4

The interviews were further transrcibed from oral speech into written text to be

used later in the analysis. The interview analysis covered verification or

(22)

The last stage was that the result of interview interpretation was reported as the

findings of the study.

3.6 Data Analysis

The analysis of the collected data was carried out during the data collection and

after the data had been entirely completed. The analysis followed a strategy of

relying on theoretical proposition (Yin, 2003) containing systematic design of

instruction. It was guided by some theoretical propositions (Yin, 2003) as follows:

(1) The participant teachers constructed their lesson plans in a systematic design

of instruction. (2) The participant teachers implemented their lesson plans within a

procedure proposed in Standard of Process.