THE ANALYSIS OF TEACHERS’ LESSON PLAN IN IMPLEMENTING THEME-BASED INSTRUCTION FOR TEACHING ENGLISH TO YOUNG LEARNERS.

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Septi Sesiorina, 2014

THE ANALYSIS OF TEACHERS’ LESSON PLAN IN IMPLEMENTING THEME-BASED INSTRUCTION FOR TEACHING ENGLISH TO YOUNG LEARNERS

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

THE ANALYSIS OF TEACHERS’ LESSON PLAN IN IMPLEMENTING

THEME-BASED INSTRUCTION FOR TEACHING ENGLISH TO YOUNG LEARNERS

A RESEARCH PAPER

Submitted to Department of English Education as Partial Fulfillment of the

Requirements for Sarjana Pendidikan Degree

By

Septi Sesiorina

0907397

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ARTS EDUCATION

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Septi Sesiorina, 2014

2013

The Analysis of Teachers’ Lesson Plan in Implementing

Theme-Based Instruction for Teaching English to Young Learners

Oleh:

Septi Sesiorina

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni

Universitas Pendidikan Indonesia

Desember 2013

Hak Cipta dilindungi undang-undang.

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Septi Sesiorina, 2014

THE ANALYSIS OF TEACHERS’ LESSON PLAN IN IMPLEMENTING THEME-BASED INSTRUCTION FOR TEACHING ENGLISH TO YOUNG LEARNERS

dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

SEPTI SESIORINA

THE ANALYSIS OF TEACHERS’ LESSON PLAN IN IMPLEMENTING

THEME-BASED INSTRUCTION FOR TEACHING ENGLISH TO YOUNG LEARNERS

APPROVED BY:

Main Supervisor,

Prof. Dr. Didi Suherdi, M.Ed. NIP. 196211011987121001

Co-Supervisor,

Ika Lestari Damayanti, S.Pd., M.A. NIP. 197709192001122001

Head of English Department of English Education Faculty of Language and Arts Education

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Septi Sesiorina, 2014

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THE ANALYSIS OF TEACHERS’ LESSON PLAN IN IMPLEMENTING THEME-BASED INSTRUCTION FOR TEACHING ENGLISH TO YOUNG LEARNERS

ABSTRACT

The Analysis of Teachers’ Lesson plan in Implementing Theme-Based

Instruction for Teaching English to Young Learners

Lesson plan is an important part of instruction which consists of some aspects (Goals, Objectives, Activities, Media, and Assessments). This paper investigated what aspects taken in the lesson plan in implementing Theme-Based instruction. As many as 15 lesson plans were analyzed using qualitative method and descriptive case study as its framework. The data were obtained from document analysis and interview. Theories from Cameron (2001), Moon (2000), Brown (2001), and Richards (2001) were adapted in analyzing the documents. The results showed that both teachers were aware in making lesson plans which all aspects are connected with each other and more specifically in implementing Theme-Based, most activities have reflected the characteristics. However, improvements are needed in composing Behavioral Objectives, encouraging students’ responsibility, and producing learning outcomes.

Keywords: lesson plan, theme-based, young learners.

Rencana Pelaksanaan Pembelajaran (RPP) adalah bagian penting dalam kegiatan belajar mengajar yang terdiri dari beberapa aspek (Indikator, Tujuan Pembelajaran, Aktivitas, Media, dan Evaluasi). Penelitian dalam skripsi ini menginvestigasi aspek apa saja yang ada dalam RPP untuk mengimplementasikan Pembelajaran Berbasis Tema. Sebanyak 15 RPP dianalisis secara kualitatif dengan kerangka studi kasus deskriptif. Data didapatkan dari analisis dokumen dan wawancara. Teori dari Cameron (2001), Moon (2000), Brown (2001), dan Richards (2001) diadaptasi untuk menganalisis dokumen. Hasil yang didapat menunjukan bahwa kedua guru dalam penelitian ini sudah paham bagaimana membuat RPP yang aspek-aspeknya saling berkaitan dan kegiatan pembelajaran sudah mencerminkan karakteristik pembelajaran berbasis tema. Namun, perlu dilakukan perbaikan dalam menyusun Behavioral Objectives, menumbuhkan sikap tanggung jawab siswa, dan menghasilkan produk pembelajaran.

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CHAPTER I ... 1

1.1 Background of The Study ... 1

1.2 Statement of The Problem ... 3

1.3 Aims of The Study ... 3

1.4 Significance of The Research ... 4

1.5 Organization of The Paper ... 4

1.5.1 Chapter I ... 4

1.5.2 Chapter II ... 4

1.5.3 Chapter III ... 4

1.5.4 Chapter IV ... 5

1.5.5 Chapter V ... 5

CHAPTER II ... 6

2.1 Definition of Lesson Planning ... 6

2.1.1 Function of Lesson Planning ... 7

2.1.2 Aspects of Lesson Plan ... 8

2.1.2.1 Goals ... 8

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Septi Sesiorina, 2014

THE ANALYSIS OF TEACHERS’ LESSON PLAN IN IMPLEMENTING THEME-BASED INSTRUCTION FOR TEACHING ENGLISH TO YOUNG LEARNERS

2.1.2.3 Activities ... 10

2.1.2.4 Media ... 13

2.1.2.5 Assessments ... 15

2.2 Theme-Based Instruction ... 16

2.2.1 Characteristics of Theme-Based Instruction ... 18

2.3 Who Young Learners Are ... 19

2.3.1 Characteristics of Young Language Learners... 20

2.4 Related Studies ... 22

2.5 Concluding Remarks ... 23

CHAPTER III ... 26

3.1 Research Method ... 26

3.2 Sample and Respondents ... 26

3.3 Technique of Data Collection ... 27

3.3.1 Document Analysis ... 27

3.3.2 Interview ... 28

3.4 Data Analysis ... 28

3.5 Procedure of The Study ... 29

CHAPTER IV ... 31

4.1 Aspects of Lesson Plan ... 31

4.1.1 Goals ... 31

4.1.2 Objectives ... 36

4.1.3 Activities ... 42

4.1.4 Media ... 51

4.1.5 Assessments ... 55

4.2 Concluding Remarks ... 60

CHAPTER V ... 62

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5.2 Suggestions ... 63

REFERENCES ... 64

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THE ANALYSIS OF TEACHERS’ LESSON PLAN IN IMPLEMENTING THEME-BASED INSTRUCTION FOR TEACHING ENGLISH TO YOUNG LEARNERS

LIST OF TABLES

Table 3.1 Respondents of the study ... 27

Table 3.2 Interview guidance ... 28

Table 3.3 Rubric to analyze the aspects of theme-based lesson plan ... 29

Table 4.1 Instructional Goals in Teacher 1 Cycle 1 Lesson Plans (L1.1) ... 32

Table 4.5 Correspondence of Goals and Objectives in L1.1 ... 36

Table 4.6 Summary of “ABCD” aspects in the objectives of L1.1 ... 37

Table 4.13 Summary of activities that reflected Theme-Based characteristics in L1.1 ... 43

Table 4.14 Summary of activities that reflected the principles of sequencing activities in L1.1 ... 44

Table 4.21 Instructional Media used by T1 in eight lesson plans ... 52

Table 4.22 Instructional Media used by T2 in seven lesson plans ... 53

Table 4.23 Assessments in Teacher 1 Cycle 1 Lesson Plan (L1.1) ... 56

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LIST OF FIGURES

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CHAPTER I INTRODUCTION

This chapter provides the introductory explanation that serves to give outline of

the research in this study. It covers the background of this research that indicates

changing in the practice of English Language Teaching (ELT) in Indonesian

primary schools due to the process of implementing curriculum 2013.

1.1Background of the Study

For the eleventh time since Indonesia‟s independence on 1945, the country has

been through eleven changes of curriculum. The most recent one occurred in the

end of 2012 when the Ministry of Education announced curriculum 2013.

curriculum 2013 is made by the mean to replace curriculum 2006 (Kurikulum Tingkat Satuan Pendidikan).

The implementation of curriculum 2013 results in one major change that will take

place in Indonesian primary schools. The change is the reduction of the number of

subjects taught in classroom from ten to six because some subjects will be

integrated to another. In other word, it can be said that curriculum 2013 puts skills

integration as the ultimate goal of the instruction.

Integrated learning can be put under an approach namely Theme-Based teaching.

Theme-Based teaching is a model of teaching where all subjects taught in

classroom are set on the same particular topic. For example, when science is

discussing mammals, other subjects will also discuss about the same topic. When

Theme-Based teaching is applied, it is believed that it will give meaningful

contribution for young learners because during a certain period their live will

revolve around one topic. The Theme-Based teaching itself has been practiced in

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Planning theme-based teaching can be started by teachers across subjects in a

school planning thematic unit. A school-wide theme-based teaching is planned by

referring to resources available and the objectives of the unit. The advantage from

the school-wide theme-based teaching is that teachers benefit from the

interchange of ideas when they come together to work collaboratively (Mumford,

2000).

According to Cameron (2001), Theme-Based teaching can serve the role as

connecting thread for students and teachers when it is run through everything that

happens in the classroom. Theme-based teaching aims to get learners using

English „in a purposeful way to find out things and do things which have meaning

and interest for them and to communicate the results to others‟ (Moon, 2000:119).

In Indonesia, the policy that underlies the teaching of English is the policy of The

Indonesia Ministry of Education No. 0487/4/1992, Chapter VIII. The policy states that primary schools in Indonesia may add subjects in their curriculum, as long as

the subjects are in line with the objective of national standards. Furthermore, the

follow-up of the policy appeared on the Decree on the Minister of Education No. 060/U/1993 on February 25th 1993 about the position of English in primary school teaching as a local content (Muatan Lokal). During its implementation, English curriculum is designed not in the national level by the Ministry of Education but

instead in the province level (Suyanto, 2008).

Due to the status, textbook as a guide for teachers will not be available. This

phenomenon requires English teachers, especially in primary school, to be

creative in designing lessons that can be beneficial for students.

Whether or not the Theme-Based teaching will succeed as the new curriculum

implementation lies on some factors. According to Dokumen Kurikulum 2013, factors that can lead to the success of curriculum implementation are as follow:

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establishing and supervising, and compatibility of human resources in this case

the teachers. The latter is in line with Dermody (2004) who states that the success

of Theme-Based teaching relies on the role of teachers as a teaching team and

their knowledge as well as competencies regarding Theme-Based teaching. In

order to provide an effective lesson that is based on Theme-based teaching, every

activity in classroom has to be arranged in a purposeful way. This makes lesson

planning a fundamental stage in teaching-learning cycle. Combining good lesson

planning and Theme-based teaching can initiate effective instruction. Yet,

considering that Theme-Based is a new term for English teachers in Indonesia,

problems are likely to be encountered during the process of designing the lesson

plans.

Based on the fact that the success of Curriculum 2013 implementation for the

sustainability of English teaching-learning process, the research explores the

process of how the Indonesian primary school teachers preparing a lesson plan

that can meet the demands of theme-based teaching and Curriculum 2013 and also

the problems they encounter during the making process.

1.2Statement of The Problem

This study will be conducted to answer the problems that are formulated in the

following questions:

 “What aspects are included in teachers‟ lesson plan to implement Theme

-based teaching?”

 “What are considerations taken by the teachers in designing learning activities that accommodate the theme-based teaching?”

1.3Aims of The Study

The research is aimed at identifying the aspects taken and considerations taken in

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1.4Significance of The Research

The result of the research is expected to give a beneficial contribution for the

English education department and English teachers. The reasons behind this

consideration are; firstly, lesson planning is the very first step for teachers to

create a meaningful instruction for students in formal education. By providing the

information of how teachers plan a lesson, hopefully this research can give

beneficial inputs for English teacher in primary school in developing

Theme-Based lesson plans as well as the Ministry of Education as the policy maker in

developing nationwide curriculum. Secondly, this paper reveals a real condition of

the process behind English teachers‟ Theme-Based lesson plan making. Hence, this research can give essential information regarding English teachers‟ competencies and readiness in fulfilling the demands of upcoming Curriculum

2013.

1.5Organization of The Paper

This paper is divided into five parts. The explanation of what each chapter

discusses is elaborated below:

1.5.1 Chapter I

Chapter I contains background of the study, statement of the problem, aims of the

study, significance of the study, and the organization of the paper.

1.5.2 Chapter II

Chapter II is where the theories underlying the study are elaborated. The theories

cover the explanation of lesson planning, Theme-Based instruction, and young

learners.

1.5.3 Chapter III

Chapter III presents the methodology which was employed in conducting the

study. It contains research method, sample and respondents, techniques of data

collection through document analysis and interview, data analysis, and procedure

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1.5.4 Chapter IV

Chapter IV reports the findings and discussions of this study based on the

collected data. The data in this chapter were analyzed using the theoretical

framework elaborated in Chapter II.

1.5.5 Chapter V

Chapter V contains conclusions of the study. It also offers suggestions for further

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CHAPTER III METHODOLOGY

This chapter focuses on the research methodology used in this study to investigate what aspects that are taken into teachers’ lesson plan in order to implement Theme-Based teaching. Furthermore, this chapter elaborates research method, site

and respondents, technique in data collection, data analysis, and procedure of

analysis.

3.1 Research Method

This research is intended to identify the aspects that are taken into teachers’ lesson

plan in order to implement Theme-Based teaching for young learners.

Due to the aim of this research, this study employed qualitative research and

applied descriptive study as its framework. Qualitative research was employed to

its nature which provides actual settings as the direct source of data (Bogdan and

Biklen, 2006). Bogdan and Biklen (2006) also state that descriptive study views

that everything is potential to provide a clue that reveals more comprehensive

understanding.

3.2 Sample and Respondents

The study took place in one of private elementary school in North Bandung. As

many as two teachers were involved in this study. Teacher one (T1) and Teacher

two (T2) were college students majoring in English Education who were doing

their final paper which required them to implement theme-based in teaching

during the practice.

During their practice, both teachers were going to teach 2 learning cycles. Every

learning cycle contains 4 meetings that are under one theme as a connecting

thread to bind the lessons. Under the school policy, T1 taught third grader while

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There are 15 lesson plans gathered from T1 and T2. T1 contributed 8 lesson plans,

four in each learning cycle. T2 contributed 7 lesson plans, 4 in Cycle 1 and 3

lesson plans in Cycle 2. The description of two teachers and the lesson plans is

presented in Table 3.1 below:

Table 3.1 Respondents of the study

Teacher Grade Cycle Theme Quantities of

Lesson Plan

Educational Background

Teacher 1 (T1)

III Cycle 1

(L1.1)

“Occupation” L1.1a, L1.1b,

L1.1c, L1.1d

English Education

Cycle 2 (L1.2)

“Weather” L1.2a, L1.2b,

L1.2c, L1.2d Teacher 2

(T2)

V Cycle 1

(L2.1)

“Food and

Drink” L2.1a, L2.1c, L2.1d L2.1b,

English Education

Cycle 2 (L2.2)

“Around the

School” L2.2a, L2.2c L2.2b,

3.3 Technique of Data Collection

The data collection in this research is done through analyzing archived documents

and interviewing the respondents. This study was conducted with the technique of

document analysis in which the analyzed documents provide the data meant to be

investigated. Some aspects were obtained effortlessly since they are stated

explicitly in the lesson plan while for some aspects that were implicitly stated the

findings were obtained after inferences were made. According to Silverman

(2010) interviewing process is one of the most natural things in the world and its practice is able to get inside someone’s mind and to tell things from his point of view.

3.3.1 Document Analysis

The content of the Theme-based lesson plan will be matched with theories

proposed by Cameron (2001), Moon (2000), Brown (2001), and Richards (2001)

to analyze the lesson plan. The theories then were made into rubric on which the

analysis of lesson plan is based. The rubric serves as framework of this study and

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were used in this study are originally written in Indonesian. For the purpose of the

study, translation of some aspects such as instructional goals and objectives were

employed to provide findings in Chapter 4. As for the authentic version of the

lesson plans written in Indonesian, they can be found in the Appendix section of

this paper.

3.3.2 Interview

Interview was conducted to get more detailed information, clarify any

misconceptions during the process of document analysis, and to recheck what has

been revealed in the lesson plan. According to Bogdan and Biklen (2006) interview is used to collect information directly from the participant’s own statements where the researcher can develop perceptions of how the participant

perceives a phenomenon.

Interview guidance was utilized to direct the flow of the interview as it was done

in an informal situation. The guidance consists of the interview questions grouped

into some categories. The guidance is shown in the table below:

Table 3.2 Interview guidance

Aspect Classification

Teachers’ view of lesson planning Teachers’ perspective of making a lesson plan prior to get into the classroom.

Teachers’ techniques in making a lesson plan.

Goals Teachers’ understanding about goals.

Objectives Teachers’ techniques in composing objectives.

Teachers’ consideration in composing objectives.

Activities Teachers’ techniques in designing learning activities.

Teachers’ consideration in adding in Theme-based characteristics in learning activities.

Teachers’ perspective in sequencing learning activities.

Media Teachers’ consideration in choosing media.

Assessment Teachers’ consideration in constructing assessment.

3.4 Data Analysis

The data obtained from document of the teachers were analyzed in terms of their

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proposed by Cameron (2001), Moon (2000), Brown (2001), and Richards (2001)

to find out whether the aspects in each lesson plan have met the criterion stated by

the theories. The framework employed in this study to investigate the aspects

taken in Theme-Based lesson plan is presented in the table below.

Table 3.3

Rubric to analyze the aspects of theme-based lesson plan

No. Aspects of Lesson Plan

Aspects Characteristics

1 Goals Achievable for young learners

2 Objectives Congruent with goals

Containing “ABCD” aspects Containing 3 learning domains

3 Activities In line with Objectives

Theme Based Characteristics

 Encouraging students responsibility

 Exposing vocabulary items

 Producing learning outcome(s)

 Showing teacher’s regular monitoring

 Maximizing oral production (repetitive pattern, rhyme, rhythm, and song)

Concrete to Abstract Receptive to Productive skill Personal to Impersonal Controlled to Less-controlled

4 Media Practicality

Appropriateness Effectivity

5 Assessment Congruent with Objectives and Activities

Using familiar activities

Retaining the perspective of social-interaction

3.5 Procedure of the Study

The research is done through the following procedure:

The data for the research will be gained through the following procedure:

1. Searching for primary school.

This step was done to find out primary school that implements theme-based

teaching in teaching English to welcome Curriculum 2013.

2. Collecting the Theme-based lesson plan from the teachers.

This step was done to gain data needed to be analyzed later.

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Relevant theories were used to guide the process in analyzing what has been

found in the lesson plan.

4. Synchronizing data in lesson plan with the criteria.

The obtained data were analyzed whether it has effectively represented the

corresponding theories.

5. Interviewing the teachers.

Interview was done to get more comprehensive data and to crosscheck what has been found in the lesson plans with what the teachers’ point of view. 6. Transcribing the data from the interview.

7. Interpreting the answers from the interview.

8. Presenting the data descriptively.

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Septi Sesiorina, 2014

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

After the findings have been analyzed, conclusions can be drawn to present the

interpretation of the discussion in the previous chapter. Furthermore, suggestions are

made as a follow-up of this study.

5.1 Conclusions

A good teacher should be able to present meaningful lessons in the classroom which accommodate students‟ characteristics. Being a good teacher needs a great amount of effort and a long process of continuous improvement. Presenting meaningful lessons

is not easy and it needs a continuous progress of creating a lesson plan. Lesson plan is

a significant part in learning since it acts as a tool for teachers to fall back on to guide

their lessons in the classroom.

The teachers under this study implemented Theme-Based teaching in which one

particular theme was used to connect the lessons in four meetings. How the teachers

implemented Theme-Based characteristics can be seen in their lesson plans. Other

than Theme-Based characteristics, the information of how the teachers designed

instructional goals, objectives, activities, media, and assessment is obtainable in the

lesson plan.

From the discussions presented earlier, it can be concluded that both teachers have

been aware about the importance of designing English lessons in which all five

aspects (goals, objectives, activities, media, and assessment) are all connected.

Teachers could make goals which were measurable, objectives which were

corresponding with the respective goals, activities which were sequentially

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which accommodated learning-centered perspective for children. However, some

inconsistencies occurred when the teachers were not successful in creating learning

objectives with complete “ABCD” (Audience, Behavior, Condition, Degree) features.

Almost all of the objectives also neglect the psychomotor and learning domains.

Regarding the Theme-Based teaching itself, it is found that both teachers have been

able to implement the characteristics which are „exposing vocabulary items‟, „exposing oral production‟, and „showing teacher‟s regular monitoring‟. However, there are two characteristics which were frequently neglected; they are „encouraging

students‟ responsibility‟ and„producing learning outcomes‟.

After all, from the interview session it was revealed that both teachers have realized

and admitted the importance of creating lesson plan prior getting into the classroom.

The teachers also stated that goals should be suitable for young learners, objectives

should derive from goals, activities should be congruent with the objectives, media

should support language learning, and assessment should be child friendly able to

measure students achievement.

5.2 Suggestions

A further study would be needed to investigate more comprehensively about the

implementation of Theme-Based teaching in English classrooms to adapt with a

recent changing of Indonesian curriculum, which is Curriculum 2013. Furthermore,

the investigation of which Theme-Based teaching is implemented as a mean of

integrating more than one subject may be required. In addition, the subject of further

study may cover higher level of education apart from primary school, which could be

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REFERENCES

Asfaw, A. (2002). Analysis of Lesson Plans: The Case of English Teaching in Kafa Zone. (Master Thesis, Addis Ababa University, Ethiopia). Retrieved from http://etd.aau.edu.et/dspace/bitstream/123456789/2736/1/Abebe%20Asfaw.pd f [June 10th, 2013]

Bogdan, R. and Biklen, S. K. (2006). Qualitative Research for Education: An Introduction to Theories and Methods. USA Pearson Education, Inc.

Brien, J. (2012). Teaching Primary English. London, California, New Delhi, Singapore: SAGE Publications Ltd.

Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy 2nd Edition. New York: Addison Wesley Longman, Inc.

Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: Cambridge University Press.

Dermody, B. (2004). Improving Student Learning Through Theme Based Curriculum Design and Team Teaching: An Action Research Study. (Master Thesis, Dublin Institute of Technology, Ireland). Retrieved from http://arrow.dit.ie/ltcdis [May 22nd, 2013]

Gagnè, R. and Briggs, L. J. (1978). Principles of Instructional Design. Florida: Florida State University.

Halliwell, S. (1992). Teaching English in the Primary Classroom. Harlow: Longman.

Harmer, J. (2007). The Practice of English Language Teaching 4th Edition. Harlow: England Pearson Education.

Haycraft, J. (1984). An Introduction to English Language Teaching. Essex: Longman Group Limited.

Kurosawa, J. A. (2010). An Analysis of Lesson Plans Developed to Meet the Japanese Ministry of Education’s “English Activities” Mandate. (Master Thesis,

University of Columbia, Canada) Retrieved from

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Linse, C. and Nunan, D. (2005). Practical English Language Teaching: Young Learners. New York: McGraw-Hill

Ministry of Education and Culture. (2013). Curriculum Development 2013. Jakarta, Indonesia: Author.

Moon, J. (2000). Children Learning English. Oxford : Macmillan Education.

Mumford, D. (2000). Planning a Theme Based Unit. Canada: Pacific Edge Publishing Ltd.

Richards, J. C. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.

Scott, W. A. and Ytreberg, L. H. (1990). Teaching English to Children. Essex, England; New York: Longman.

Silverman, D. (2010). Doing Qualitative Research. London: SAGE Publication Ltd.

Slavin, R. (2006). Educational Psychology: Theory and Practice. Boston: Pearson/ Allyn & Bacon.

Suyanto, K. E. (2008). English for Young Learners. Jakarta: Bumi Aksara.

University of Canberra. (2010). A Guide to Referencing 6th Edition. [Online]. Retrieved from: http://www.canberra.edu.au/library/research-gateway/research_help/referencing-guides.html [November 7th, 2013]

Woodward, T. (2001). Planning Lessons and Courses: Designing Consequences of Work for the Language Classroom. Cambridge: Cambridge University Press.

THE ANALYSIS OF TEACHERS’ LESSON PLAN IN IMPLEMENTING THEME-BASED INSTRUCTION FOR TEACHING ENGLISH TO YOUNG LEARNERS.

Septi Sesiorina, 2014

THE ANALYSIS OF TEACHERS’ LESSON PLAN IN IMPLEMENTING

Septi Sesiorina

ENGLISH EDUCATION DEPARTMENT

Septi Sesiorina, 2014

Septi Sesiorina, 2014

SEPTI SESIORINA

Main Supervisor,

ABSTRACT

The Analysis of Teachers’ Lesson plan in Implementing Theme-Based

TABLE OF CONTENTS

PAGE OF APPROVAL ... ii

CHAPTER I ... 1

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CHAPTER III ... 26

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LIST OF TABLES

LIST OF FIGURES

Septi Sesiorina, 2014

CHAPTER I INTRODUCTION

1.1Background of the Study

Septi Sesiorina, 2014

1.2Statement of The Problem

1.3Aims of The Study

1.5Organization of The Paper

1.5.3 Chapter III

1.5.4 Chapter IV

CHAPTER III METHODOLOGY

3.1 Research Method

3.2 Sample and Respondents

Septi Sesiorina, 2014

Teacher Grade Cycle Theme Quantities of

3.3.1 Document Analysis

3.3.2 Interview

Aspect Classification

3.4 Data Analysis

No. Aspects of Lesson Plan

3.5 Procedure of the Study

Septi Sesiorina, 2014

CHAPTER V

5.1 Conclusions

5.2 Suggestions

Septi Sesiorina, 2014

REFERENCES