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CHAPTER IV
FINDINGS AND DISCUSSIONS
A. Findings
Research finding provide the information that is discovered by the researcher through research instrument. Explaining the instruments of this study, the researcher recalls the research question of this study. The findings are presented as follows:
1. How is the implementation of 21st century skills in lesson plan?
2. How do the teachers practice on 21st century skills in teaching English process?
The documents examined in this study are English lesson plans from a vocational high school. There are eight researched lesson plans. The lesson plans were created by two teachers at SMK Yapim Siak Hulu. The collected data included four grade XI lesson plans and four grade XII lesson plans. When teaching English at the senior high school level in Indonesia, which follows the K- 13 curriculum, the material or topic is divided into text types (genres), such as short functional text, transactional text, and interpersonal text. There are two lesson plans in this study that discuss short functional text and six lesson plans that discuss text types (genre).
1. The Implementation of 21st century skills in Lesson Plan
A checklist observation was used to assess the implementation of critical thinking, communication, collaboration, and creativity skills in lesson plans. Each skill in the 4C’s skills has a different indicator. These indicators were derived from a variety of sources pertaining to twenty-first century skills.
Table 4.1
General Findings of Implementation of 21st century skills in Lesson Plan
No Research
Question FINDINGS
1
The
Implementation of 21st century skills
in Lesson Plan
Partial
In critical thinking and communication skills, Only six indicators out of the ten indicators that were provided for the lesson plan are fulfilled. Out of the 8 indicators for creativity and collaborative skills, 5 indicators were fulfilled, and these results are included in the lesson plans for teachers A and B.
Based on the table above, it can be seen that the integration of 21st century skill is only partial. This showed that even though teachers A and B have fulfilled several indicators of 21st century skills, there were still certain indicators that have not been included in their lesson plans. On critical thinking skills, there were 6 indicators that are fulfilled in the lesson plans, meanwhile 4 indicators have not been fulfilled. On communication skills, there were 6 indicators that are fulfilled in the lesson plan, meanwhile 4 indicators were also not fulfilled. Then, on creativity skills, there were 5 indicators that are fulfilled in the lesson plans out of 8 indicators available. Finally, on collaboration skills, there were 5 indicators that are fulfilled in the lesson plans out of 7 indicators available.
Before analyzing the lesson plan, the researcher studied and comprehended the meaning of each indicator. The indicators of the critical thinking, communication, collaboration and creativity skills were then analyzed using the lesson plans to see how learning activities were implemented. The teachers' lesson plan clearly demonstrates that they have included the critical thinking, communication, collaboration and creativity skills. It can be seen in how each 4C's indicator was present in every lesson plan. The achievement of those indicators outlined in the lesson plans will be discussed.
C 1. Critical Thinking Skills
Table 4.2
The Implementation of Critical Thinking Indicator in Each Lesson Plan
No Indicators Lesson Plan
1 2 3 4 5 6 7 8
1 Includes Indicators of
Competence Achievement (IPK) that are formulated based on the cognitive processes of Higher Order Thinking Skills
✓ ✓ ✓ ✓ ✓
2 Includes assessment indicators that are formulated based on the cognitive processes of Higher Order Thinking Skills
✓ ✓ ✓ ✓ ✓ ✓
3 Incorporates the instruction of
metacognitive strategies ✓ ✓
4 Incorporates direct instruction of critical thinking skills
5 Incorporates group discussion
strategy ✓ ✓ ✓ ✓ ✓ ✓
6 Incorporates debate strategy 7 Incorporates reciprocal peer
questioning strategy
8 Implements Problem-based
Learning as a learning model ✓ ✓ 9 Incorporates activities involving
collaborative learning ✓ ✓ ✓
10 Incorporates concept mapping activities
Based on analysis from eight lesson plans, the first indicator of critical thinking skill which reads “Includes Indicators of Competence Achievement (IPK) that are formulated based on the cognitive processes of Higher Order Thinking Skills”, it is implemented in five lesson plans (LP). It is in LP one, LP two, LP three, LP four and LP six. It can be found in Learning Objectives of the Lesson plan. These quotations serve to support the findings:
1. Analyzing parts of the text to get a thorough understanding of the text in a group and present it
2. Evaluating a text such as the conclusion at the end of a text
3. Doing a text in accordance with the generic structure of the text that has been studied.
In 1956, Dr. Benjamin Bloom, an educational psychologist, in collaboration with Max Englehart, Edward Furst, Walter Hill and David Krathwohlput forward a theory to upgrade the teaching learning process from the lower level of rote- learning and memorization to the higher level of analysis, evaluation, creativity and
problem-solving approach. Bloom’s Taxonomy comprises three domains of academic learning: cognitive, affective and psychomotor. The cognitive domain includes mental skills to produce knowledge. The dimension of cognitive process are grouped into 3 levels by Puspendik. They are LOTS (Low order thinking skill), MOTS (Middle order thinking level) and HOTS (Higher order thinking level).
HOTS is a critical thinking skill and creative, which are categorized into higher order thinking skills. The ability to analyze, collect, and create are categorized as a higher order thinking skill (HOTS) of C4, C5, C6. It is in accordance with the cognitive domain of Bloom's Taxonomy.
Furthermore, the second indicator, which reads “Includes assessment indicators that are formulated based on the cognitive processes of Higher Order Thinking Skills”. It found in six lesson plans that discuss the subject matter about text types (genre). Any topic category has more of it than the others. These conclusions are supported by the texts that follow:
1. In lesson plan 1, the teacher gives short questions and guidelines to analyze the video.
2. In lesson plan 2, Students are directed to collect information and analyze the text given,
3. In lesson plan 4, Students observe and analyze the text which contains Procedure Text
4. In lesson plan 6, During the activities of searching and collecting information, students are given worksheets where there are several questions that they must find the answer in the process of collecting information
5. In lesson plan 7, Students analyze the social functions, linguistic features, and the structure of the text by answering questions related to the text
6. In lesson plan 8, Students write a job application letter based on the job advertisement that is chosen according to the structure of the text that has been studied.
Based on analysis from six lesson plans, the activity type in assessment indicators developed based on Higher Order Thinking Skill (HOTS) are “Students analyze, collecting information and Students write a job application letter”. In the second indicator, the implementation is in the form of activities in the classroom.
Consequently, it is included in the lesson plans, particularly in the learning processes.
Then, the third indicator which reads “incorporates the instruction of metacognitive strategy”. This indicator is only implemented in two lesson plans that discuss about News items text. As demonstrated in the following sample:
“In lesson plan 5 and 6, the teachers do reflection on learning activities by giving written tests that must be done by students individually.”
Based on this indicator, reflection is the key component of learning activities.
This task is found at the conclusion of learning, particularly in closing activities.
For more details, see the definition of metacognitive strategy. Metacognitive strategy is a strategy that enable students to become aware of how they are learning and to evaluate and adapt a skill to be more effective in learning.
Moreover, the fifth indicator of critical thinking skill is “Incorporates group discussion strategy”. This indicator is integrated into six lesson plans. These quotations serve to support the findings:
1. In lesson plan 1, the students discuss with their groups to collect information from the text which given and write it on students’
worksheet that has been provided
2. In lesson plan 2, the students discuss with their groups to collect information and describe the text as well as the meaning based on the structure of the text that has been studied
3. In lesson plan 3, in groups, collect the data and discuss about social functions, structures of the text and linguistic features of some procedure texts
4. In lesson plan 4, Students in the groups discuss to find information and process it from various sources about social functions, structure of the text and linguistic features of procedure text
5. In lesson plan 6, In groups, the students compete to compose Jumbled Paragraphs that written on a piece of paper to become a news items text
6. In lesson plan 7, Students watch a video about the explanation of job applications and then discuss it with their group as well as the teacher
Based on this indicator, "The students discuss with their groups" is the learning activity's core phrase, which indicates the group discussion approach. The
utilization of group discussion strategies facilitates student participation and gives each student the chance to speak, share their thoughts on a subject, and look for information and evidence that may be used to solve a specific issue.
Besides, the eighth indicator of critical thinking skill is “implements Problem-based Learning as a learning model”. It is integrated in two lesson plans.
Additionally, it is more common in lesson plans that examine analytical exposition texts than lesson plans that discuss the other topics do. To support this finding, it can be seen in the following quotation:
“In lesson plan 1 and 2, after following (completing) the analytical exposition text with the steps of 4C’s (Critical Thinking, Collaboration, Communication and Creativity) and the Problem-based learning method, the students are able to....”
The quotation above, it is located in the learning objectives on lesson plan one and two. Because analytical exposition texts typically address issues related to education, economics, health, politics, and other topics, it is appropriate to employ Problem-based learning as a model in this context. The analytical exposition text is a piece of writing that breaks the issue down into various subsections from the core
theme.
Moreover, the ninth indicator which read “incorporate activities involving collaborative learning”, it is incorporated into three lesson plans that discuss text types (genre). These passages are the substantiation to support the discoveries:
1. In lesson plan 1, students and their groups are directed to collect information based on the text provided by asking questions and identifying the social function and generic structure of the text,
2. In lesson plan 2, students and their groups are requested to describe the text based on Thesis, Arguments, and Reiteration and their meaning,
3. In lesson plan 6, students and their groups are given a guide in the form of worksheet where there are several questions about the contents of the video that they are watching.
Based on the analysis of indicator number nine, the researcher found that collaboration as a learning model is an effort by teachers to increase the effectiveness and efficiency of learning, and also as a strategy for solving problems in learning and achieving learning goals optimally. With the implementation of collaborative learning, it is expected to build an attitude and habit of working together in students themselves.
On the other side, there are four indicators which are not implemented in any of the lesson plan: the fourth indicator is “Incorporates direct instruction of critical thinking skills”, the sixth indicator, which read “Incorporates debate strategy”, the seventh indicator is “Incorporates reciprocal peer questioning strategy”, and the tenth indicator, which reads “Incorporates concept mapping activities”.
From all the explanations above, the researcher concluded that all indicators of critical thinking skills were not fully implemented in all lesson plans. There were several indicators only including in certain lesson plans. There were also indicators which incorporated in certain topics. Besides, the teachers tend to use operational verbs that check students' understanding of the topics that taught in the class. In lesson plans, the teacher only applied questions and gave assignments to analyze and conclude the lesson or the material, even though the teacher must also
equipped students by giving questions or assignments that are interpreting, evaluating, correlating, creating and others which more variation. Then, the teacher did not apply various strategies to develop students' critical thinking skills.
Therefore, before designing a lesson plans, it is important for teachers to pay more attention to the application of Higher Order Thinking Skills as well as strategies and model in the learning. Thus, all indicators of critical thinking skills can be incorporated in the lesson plans.
To assess the accuracy of the interpretations or conclusions derived from the analysis of teachers' lesson plans, an interview was conducted using face-to-face and telephone calls as additional information sources.
Teachers' Knowledge of Critical Thinking Skill and the Cognitive Process of Higher Order Thinking Skill.
The first indicators about the teachers' knowledge of critical thinking skill and the cognitive process of higher order thinking skill (HOTS). Two English teachers in this school stated that critical thinking is highly related to the cognitive process of higher order thinking skill. All teachers have same point of view about it.
Teacher A stated that critical thinking is a kind of higher order thinking skill.
As she stated in the interview on Friday, 9th December 2022 below:
“I think that critical thinking is a kind of higher order thinking skill in which individual shows their ability to scientifically and thoughtfully evaluate a phenomenon from different perspectives in different contexts to make an effective final decision.”
Teacher A also stated that in the interview transcript on Friday, 9th December 2022 below:
“HOTS in Bloom's Taxonomy has several indicators including analysis, evaluation, and creation. By having HOTS, students will automatically carry out in-depth analysis and evaluation activities so that students will be able to see a problem from a different point of view than usual.”
Teacher B stated that critical thinking is commonly known as High Order Thinking Skills (HOTS). As she stated in the interview on Monday, 12th December 2022 below:
“In my opinion, critical thinking is one of the higher order thinking skills or commonly known as High Order Thinking Skills (HOTS).
In the other words, this is an ability to think logically and rationally on the information received.”
Teacher B also stated that in the interview transcript on Monday, 12th December 2022 below:
“I think higher order thinking skills are the abilities where students are able to analyze and evaluate existing information, facts, and evidence to conclude a topic or problem.”
In line with their opinion, it can be concluded that teacher A and teacher B had applied critical thinking skills and Higher Order Thinking Skill in their lesson plan. It could be seen from the table of findings above as well. In the application of lesson plans, teacher A and teacher B designed learning activities by giving questions in the form of analyzing and evaluating to develop their students' critical thinking skills.
Learning Strategy to Develop Students' Critical Thinking Skills
The next indicators about learning strategy to develop students' critical thinking skills. Two English teachers in this school stated that one of the strategy that they applied in teaching and learning in lesson plan is group discussion strategy. In this case, they have the same way to apply discussion strategy in their class. Furthermore, they also have different strategy in developing the critical thinking of students.
Teacher A stated in the interview transcript on Friday, 9th December 2022 below:
“as a teacher, to improve students' critical thinking skills, I used discussion strategy between students by giving assignments in the class and outside the class in their groups, then giving students a group that can be used to improve their critical thinking. Students are expected to be able to demonstrate activeness and critical thinking processes that can take place continuously, both between students and teachers in cooperative environment which is well- structured.”
In developing the critical thinking of students, teacher A used group discussion strategy and collaborative learning in her lesson plan. It can be seen that it was in accordance with the findings based on analysis the lesson plans of teacher A.
Teacher B also stated that in the interview transcript on Monday, 12th December 2022 below:
“The strategy that I used to improve students' critical thinking skills in the class was I gave a case study that has no solution yet. Using the questions that have been provided, I invited students to discuss and allow students to find a solution and conclusion of the case study. Besides, I also used metacognitive strategies where students
were guided to plan, control, evaluate, and reflect on how they learn so that they found effective strategies to learn independently.”
From the interview data, it can be seen that Teacher B applied a case study to invite students in having discussion in the class. And, the teacher used metacognitive strategy to develop the critical thinking of her students.
In line with their opinion, it can be concluded that teacher A and teacher B had applied a group discussion strategy in their lesson plan. On the other hand, they did not use various strategies to develop students' critical thinking skills. In fact, many studies have been conducted to develop students' critical thinking skills, including it can be carried out by teachers such as incorporating debate strategies, for example discuss about controversial topics, or using reciprocal peer questioning.
C 2. Communication Skills
Table 4.3
The Implementation of Communication Indicator in Each Lesson Plan
No Indicators Lesson Plan
1 2 3 4 5 6 7 8 1 Incorporates activities involving productive
skills in communication ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
2 Incorporates activities involving receptive
skills in communication ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
3 Incorporates collaborative tasks 4 Incorporates a form of peer tutoring
5 Incorporates the instruction of
communication skills for modern digital channels
✓ ✓ ✓ ✓ ✓ ✓
6 Incorporates peer feedback in the teaching and/or assessment of speaking, reading, and/or writing
✓ ✓ ✓ ✓
7 Utilizes the role play technique 8 Incorporates self-assessment of oral
presentations and role plays ✓ ✓
9 Incorporates instruction on cultural differences in communicative norms 10 Incorporates the assessment of
communication skills (production, reception, and/or intercultural)
✓ ✓
Table 4.2 presents the indicators which used to analyze the implementation of communication skills in the lesson plan. It can be noted that, regardless of the subject matter covered, there are two indicators that appear to be used in all lesson plans. It is the first indicator which read “Incorporates activities involving productive skills in communication”. These paragraphs serve to support the conclusions:
1. In lesson plan 1, then, write down the answers on students’ worksheet that has been provided,
2. In lesson plan 2, students present the results of their group discussions,
3. In lesson plan 3, retell the contents of oral and written text in manual form related to use of technology,
4. In lesson plan 4, students and teacher communicate about the conclusion of learning material regarding procedures text,
5. In lesson plan 5, teacher asks the other students to provide the conclusions from several opinions,
6. In lesson plan 6, in groups, students present their task in front of the class,
7. In lesson plan 7, students answer the questions to connect with the context and explore the knowledge,
8. In lesson plan 8, the teacher conducts discussion based on the questions.
The language skills that are categorized into productive skills are speaking and writing. Writing, presentations, sharing stories, communicating, providing conclusions, and holding discussions are the learning activities' key words in this indicator. All of the keywords indicate that there are speaking and writing activities involved in the teaching and learning process.
The second indicator which reads “Incorporates activities involving receptive skills in communication” seems to be implemented in every lesson plans. As demonstrated in the following sample:
1. In lesson plan 1, students seek and read the lesson from the internet related to Analytical Exposition text
2. In lesson plan 2, students are directed to listen carefully to the text that read by their friends
3. In lesson plan 3, observing a written procedure text by giving and requesting information
4. In lesson plan 4, students read the results of their groups’ work regarding the Procedure Text
5. In lesson plan 5, the teacher gives an example from audio about news items text (occurring the listening activity from audio) and gives the text in the form of fill in the blank.
6. In lesson plan 6, teacher explains the scope of lesson and descriptions of learning activities according to the basic competencies to be achieved, 7. In lesson plan 7, students read a text about job application letter
according to their major
8. In lesson plan 8, students look and read several job vacancies according to their major that are displayed by the teacher.
In this indicator, Reading, listening, and text observation are the three main components of learning activities. The receptive skills include reading and listening, when students just receive in and comprehend language rather than producing it. Listening according to Gebhard (2006) defines that listening is not a passive skill but an active skill because by using this skill, it is necessary to be receptive to our interlocutors.
Next, the fifth indicator of the communication skill which reads
“Incorporates the instruction of communication skills for modern digital channels”
indicates to be integrated into every analyzed lesson plan besides two lesson plans which have topics of procedure text. As the following quotations illustrate:
1. In lesson plan 1 and 2, students are given motivation and guidance to see and observe the video related to the topic,
2. In lesson plan 5, the teacher shows news footage on TV media (source from Youtube),
3. In lesson plan 6, students watch a video that shows generic structures from news item text,
4. In lesson plan 7, students observe pictures of several people that shows certain jobs in the power point
5. In lesson plan 8, students listen to audio then answer questions related to job applications.
Modern digital channel is one of the things needed to support 21st century learning. Here is example of the most common modern digital channel used for learning such as youtube video. Moreover, modern digital channel provides an interesting learning experience for both students and educators. Digital learning provides an interesting learning experience for both students and teachers.
Furthermore, resources such as additional reading can be easily found, giving students the opportunity to maximize their learning, and to get extra information relating to subjects that they wish to understand better.
The sixth indicator which reads “Incorporates peer feedback in the teaching and/or assessment of speaking, reading, and/or writing”. From analyzing of eight lesson plans, this indicator that appears to be included in four lesson plan. The indicator is implemented in the lesson plans as it follow:
1. In lesson plan 1 and 2, students and teachers respond to each other on the results of the discussion of each group that carries out work presentations)
2. Teachers and students give feedback each other on the learning process and the teacher do an assessment
3. In lesson plan 8, students and teachers provide feedback to each other on the learning process and outcomes and give appreciation for the curious and communicative attitude shown by students.
Peer Feedback is a practice in language education where feedback is given by one student to another. By doing peer feedback, it helps students become teacher of themselves and each other, and to self-regulate their learning. Moreover, students who participate in peer feedback technique enhance educational relationships and socializing skills, experience deeper learning, become increasingly reflective learners and are less dependent on the teacher. Most importantly, students become more critical learners as a result of feedback.
Besides, the eighth indicator which contains “incorporates self-assessment of oral presentations and role plays”, it is only applied in two lesson plans which
discuss the topic about news items text. The passages that follow serve to highlight the discovery:
“In lesson plan 5 and 6, Assessment of Social attitude – Self Assessment (However, the lesson plans only contained the assessment of oral presentation. It did not include the assessment of role play).”
Moreover, the tenth indicator which reads “incorporates the assessment of communication skills (production, reception, and/or intercultural)”. Furthermore, it shows that there are just two lesson plans that use it. The two lesson plan have topic analytical exposition text (at the first meeting) and News item text (at the second meeting). These passages are to support the results:
1. In lesson plan 1, teacher gives assessment of random and brief orally,
2. In lesson plan 6, presentation of students are observed and assessed by the teacher as a skills assessment (Performance).
Aside from those, there are four indicators which are not incorporated in all of the lesson plan: the third indicator which read “Incorporate collaborative task”, the fourth indicator is “Incorporates a form of peer tutoring”, the seventh indicator, it reads “utilizes the role play technique”, and the ninth indicator is “Incorporates instruction on cultural differences in communicative norms”.
From the explanations above, the researcher concluded that all indicators of communication skills are not fully applicable in all lesson plans. The first reason, it because the material that taught and analyzed by researchers, it was not based on transactional and interpersonal texts. Regarding the materials that researchers used for analysis, namely the genres or text types. The second reason, learning activities
that should be included in the category of communication skills, it did not get the appropriate placement. The third reason, almost all lesson plans just applied learning activities from communication skills at the end of the activity. For example, the form of activity was doing presentation in front of the class.
Therefore, the teachers can design interesting and varied learning activities to help students improve their communication skills.
To assess the accuracy of the interpretations or conclusions derived from the analysis of teachers' lesson plans, an interview was conducted using face-to-face and telephone calls as additional information sources.
Productive Skills and Receptive Skills in Communication
The first indicators is about productive skills and receptive skills in communication. Two English teachers in this school have same opinion about definition of productive and receptive skills.
Teacher A stated that in the interview transcript on Friday, 9th December 2022 below:
“According to me, being competent in a language implies having the four basic language skills: namely reading, listening, writing, and speaking. These four skills can be subdivided into two different categories: receptive skills and productive skills. Receptive skills involve reading and listening. And, productive skills involve Speaking and writing”.
Meanwhile, Teacher B stated that in the interview transcript on Monday, 12th December 2022 below:
“In my opinion, there are two aspects of language: receptive skills and productive skills. Receptive skills include understanding and reading the English language. Receptive skills pertain to receiving information. Meanwhile, Productive skills include speaking and
writing the English language. Productive skill refers to producing or expressing language or information”.
In line with their opinion, it can be seen that teacher A and teacher B had designed learning activities which incorporate productive and receptive skill in all lesson plan to develop their students' communication skill.
Learning Strategy and/or learning method to Develop Students' Communication Skills
The next indicators about learning strategy and learning method to develop students' communication skills. Two English teachers in this school stated that they have different strategy in developing the communication skills of their students.
Teacher A stated that in the interview transcript on Friday, 9th December 2022 below:
“In my opinion, one way to develop communication skills in the classroom is to apply peer-feedback method. By using peer- feedback method, the goal is that the scores of students who have not achieved the passing grade are equivalent to the scores of students who have achieved the passing grade. Usually, I give assignments to students that require them to speak in front of the class, such as presenting their task in front of the class. This is also one way that I apply to improve students' communication skills”.
Teacher B stated that in the interview transcript on Monday, 12th December 2022 below:
“For me, in this case, I don't use special method or strategy to apply for my students. Basically, I routinely ask the children to present their assignment in front of the class. I think this is one of effective way to develop my students' communication skills as well.”
Based on their interview, it can be concluded that teacher A used the peer- feedback method and required her students to deliver their assignments in front of the class. The researcher's analysis of her lesson plan produced findings that are consistent with her opinion. Meanwhile, the teacher B just applied presentation method in developing students’ communication skill. The researcher's analysis of her lesson plan produced results that are consistent with her opinion.
Instruction of Communication Skill for Modern Digital Channel
The next interview about instruction of communication skill for modern digital channel. Two English teachers in this school stated that they have same tools which they use for learning in the class.
Teacher A stated that in the interview transcript on Friday, 9th December 2022 below:
“In teaching, I usually use modern digital channels such as video scribe as a learning tool. Besides, I also use the PowerPoint application to put the lesson or material that I teach to the students.”
Teacher B stated that in the interview transcript on Monday, 12th December 2022 below:
“I prefer to use the PowerPoint application and as a supporting instrument, I also use YouTube in learning. It is important I think, using modern digital channels in this sophisticated era. The purpose is to make learning more fun, especially in improving communication skills.”
Based on the interview data, it can be concluded that teacher A and B used modern digital channel in their teaching. The teachers used YouTube, PowerPoint
and video scribe in developing communication skill of students. Her lesson plan's analysis by the researcher produced results that are consistent with her opinion.
The assessment of Communication Skills (production, reception and/or intercultural)
Talking about assessment, teacher A stated that in the interview transcript on Friday, 9th December 2022 below:
“So far, I do the assessment based on the abilities of cognitive and affective students. For students' communication skills, I have never been measured. It is because there are several factors such as students who are still passive while learning, then there is limited time for me to design the instrument of communication skill, because I need to prepare other learning tools such as lesson plans and syllabus. So, students' communication skills have not been assessed by me.”
The same obstacle was expressed by teacher B in the interview with her as well. Teacher B stated that in the interview transcript on Monday, 12th December 2022 below:
“In assessment, I only measure cognitive and affective abilities.
Meanwhile, for students' communication skills, I have not been measured and I experienced a little difficulty to create the instrument due to there is time constraints.”
Based on the interview above, it can be concluded that teacher A and teacher B have never been evaluation of students' communication skills. It can be seen based on the lesson plan which was analyzed by researchers. Students' communication assessments are very seldom used by two teachers while the class was learning.
C3. Creativity and Innovation Skills
Table 4.4
The Implementation of Creativity and Innovation Indicator in Each Lesson Plan
No Indicators Lesson Plan
1 2 3 4 5 6 7 8 1 Incorporates one or more tasks that involve
a level of creativity in the taxonomy of creative thinking
✓ ✓ ✓
2 Implements Problem-based Learning as a learning model
✓ ✓
3 Incorporates remedial activities ✓ ✓ ✓ ✓ ✓ ✓
4 Incorporates activities conducted outside the classroom or school
✓ ✓ ✓ ✓ ✓ ✓
5 Incorporates activities in which students work collaboratively
✓ ✓ ✓ ✓
6 Incorporates role-play and/or improvisation 7 Incorporates the assessment of creativity by
means of assessment of divergent thinking, self-report, and/or assessment of creative works
8 Uses a defined creativity rubric in assessment, with separate dimensions for novelty and usefulness
Based on the table above, it points out that only three lesson plans which conducted in the first indicator. It read “Incorporates one or more tasks that involve a level of creativity in the taxonomy of creative thinking”. The three lesson plans have topic about News item text and Job application letter. These passages are to support the results:
1. In lesson plan 5, after identifying, students are requested to do news item texts in accordance with the generic structure and language features that have been explained.
2. In lesson plan 7, next, students are requested to do job application letter by imitating job application letter that already exists.
3. In lesson plan 8, students write a job application letter using their own language based on the selected job advertisement according to the structure of the text that has been studied.
In teaching for creativity, it is important to remember it can take place at various level, from perfect imitation (involving no novelty) to the elusive idea of complete originality (with a high degree of novelty in both form and content).
There are five level of creativity, they are imitation, variation, combination, transformation and original creation. In these lesson plans, it applied variation and original creation of the level of creativity. Variation is rewrite a sentence from a piece of literature with the same grammatical structure, by changing the subject matter and vocabulary. Meanwhile, original creation is creation of a new piece of work that is only very distantly, if at all, related to previous work (write a short story for classroom example).
Based on analysis from eight lesson plans, the second indicator of creativity and innovation skill which reads “Implement Problem-based learning as a learning model”. This indicator is not incorporated dominantly in all topic categories. It is only implemented in two lesson plans. The two lesson plans discusses about analytical exposition text and it can be seen in the following passage:
“In lesson plan 1 and 2, after following (completing) the lesson of analytical exposition text lesson with the learning steps of 4C’s (Critical Thinking, Collaboration, Communication and Creativity) and the Problem Based Learning method.”
In this case, one of learning method that can be used by teachers to increase student learning creativity is the Problem Based Learning (PBL) method. Problem Based Learning (PBL) is a student-centered learning model and it aims to improve students' creative learning skills. In its implementation, this learning method often makes problems as learning material that must be solved by students in the learning process. Problem solving can be seen as a process to gain knowledge. Then, problem solving is an effective way to explore new ideas. This is to trigger the students to think actively and creatively.
Aside from the indicators already discussed, there are two indicators which is implemented in six lesson plans except two lesson, which discuss about Job application letter. The indicators are the third and fourth indicator. The third indicator which contain of “Incorporates remedial activities”, it can be seen in the following passage:
“In lesson plan 1, 2, 3, 4, 5 and 6, the teacher plans follow-up activities in the form of remedial learning by scheduling the provision of special and individual guidance for students who have not or have difficulty mastering certain basic competencies.”
Remedial teaching is a teaching that functions to help students in achieving an expected results. This remedial teaching is special because, it is adapted to the characteristics of learning difficulties that faced by students. This service is provided to the students to improve their learning achievement so that students can achieve KKM. The implementation of remedial programs is carried out by means of individual or group guidance.
The fourth indicator which reads “Incorporates activities conducted outside the classroom or school”. The following quotation support these findings:
“In lesson plan 1, 2, 3, 4, 5 and 6, providing pengayaan program for students who have successfully exceeded the KKM, given additional assignment to do it at home.”
Pengayaan program is to provide additional experiences or activities for students who identified beyond the learning mastery which is determined by the curriculum.
The fifth indicator which reads “Incorporates activities in which students work collaboratively” seems to be implemented in four lesson plans. These passages support the lesson plans which incorporate the indicator:
1. In lesson plan 5, methods: Collaborative learning
2. In lesson plan 6, methods: Collaborative learning, Performance-based learning
3. In lesson plan 7, methods: discussion, group work, individual work
4. In lesson plan 8, methods: discussion, group work, individual work
In this indicator, it is dominantly located in sub-headings of approaches, models and learning methods that written in the lesson plan.
Besides, there are three indicators which does not seem to be implemented in any of the lesson plans that have been analyzed. They are the sixth indicator about
“Indicator role-play and/or improvisation”, the seventh indicator which reads
“Incorporates the assessment of creativity by means of assessment of divergent thinking, self-report, and/or assessment of creative works” and the eighth indicator is “Uses a defined creativity rubric in assessment, with separate dimensions for novelty and usefulness”.
In sum, the researcher concluded that all indicators of creativity and innovation skill are not fully implemented in all lesson plans. Two teacher did not incorporate the task that involve a level of creativity in the taxonomy of creative thinking. Moreover, to design lesson plans which implemented all the indicators of creativity and innovation skills, the teachers should be more pay attention to the components or indicators of creativity and innovation skills first.
To assess the accuracy of the interpretations or conclusions derived from the analysis of teachers' lesson plans, an interview was conducted using face-to-face and telephone calls as additional information sources.
The Level of Creativity in the Taxonomy of Creative Thinking
The first interview was about The Level of Creativity in the Taxonomy of Creative Thinking. Two English teachers in this school had different opinion about taxonomy of creative thinking.
Teacher A stated that in the interview transcript on Friday, 9th December 2022 below:
“In theory, I have never known about the taxonomy of creative thinking. But, in practice, I have applied how to develop student's creative thinking skills. For example, I often associate creative thinking with problem solving. This is because problem solving requires thinking activities, one of which is creative thinking activities.”
Based on interview above, it can be seen that the teacher A did not know the taxonomy of creative thinking. It can be seen from the findings of her lesson plan that analyzed by the researcher. She did not incorporate the task that involve a level of creativity in the taxonomy of creative thinking.
Teacher B stated that in the interview transcript on Monday, 12th December 2022 below:
“In my opinion, the taxonomy of creative thinking has 5 levels, starting from imitating, variation, combination, transformation and original creation. However, in its implementation, not all levels of creative thinking that I used in learning activities. For example, what I often use is the level of variation. Such as students being asked to vary job application letters according to their majors based on existing examples.”
From data interview above, it can be seen that the teacher B knew the taxonomy of creative thinking. It can be seen from the findings of her lesson plan that analyzed by the researcher as well.
Incorporates Improvement Program and Enrichment Program
The next indicator is about incorporates improvement program and enrichment program. Two English teachers in this school have same perspective about how to apply improvement and enrichment program in their class.
Teacher A stated that in the interview transcript on Friday, 9th December 2022 below:
“Yes, of course. Remedial and enrichment programs are two main activities that I do for students after evaluation. The basis that I use is the results of the student's test analysis monthly. I give different treatment for two different groups of students, namely providing a remedial program for those who have not achieve passing grade, and an enrichment program for those who have achieve passing grade”.
The same thing was also expressed by teacher B in the interview with her.
Teacher B stated that in the interview transcript on Monday, December 12, 2022 below:
“Yes, I have implemented these two programs in learning. If there are students who have not achieve passing grade, I have to provide a remedial program. Meanwhile, for students who have achieve passing grade, I provide an enrichment program.”
In line with their opinion, it can be concluded that teacher A and teacher B had applied remedial and enrichment program in their lesson plan. It can be seen from the findings of their lesson plan that analyzed by the researcher.
Problem-based Learning Model and Collaborative Learning to Develop Creativity and Innovation Skill
The next interview is about problem-based learning model and collaborative learning to develop creativity and innovation skill. Two English teachers in this school have different point of view about this.
Teacher A stated that in the interview transcript on Friday, 9th December 2022 below:
“Yes, I know about these 2 learning models. If the material make it possible to apply the learning model, so I’ll apply it. Such as my answer earlier, I often associate creative thinking with problem solving models. So that students are more effective in answering and solving a problem, and then I form them into a small groups.”
Based on the interview data above, the conclusion that can be drawn was teacher A have not been implemented problem-based learning models and collaborative learning in her lesson plans, to develop creativity and innovation skills.
Meanwhile, Teacher B stated that in the interview transcript on Monday, 12th December 2022 below:
“In my opinion, problem-based learning is a series of learning activities that aim to solve problems faced scientifically. If it is connected to collaborative learning, it will be more effective if students work together with others. Students will find it easier to find and understand difficult concepts if they discuss with their friends. In practice, I have been applied both of them in learning activities.”
The conclusion that can be drawn was teacher B have not been implemented problem-based learning models and she has been implemented collaborative learning in all her lesson plans, to develop creativity and innovation skills.
Incorporates the Assessment of Creativity and Innovation Skill
Teacher A stated that in the interview transcript on Friday, 9th December 2022 below:
“For assessment, I just do measurements limited to cognitive and affective abilities. While, the ability of students' creative skills have not been measured.”
The same thing was also expressed by teacher B in the interview with her.
Teacher B stated that in the interview transcript on Monday, December 12, 2022 below:
“For students' creativity skills, I have never measured it in the form of an instrument. So I only measure it based on students’ cognitive and affective.”
It can be concluded that teachers were very rarely to apply problem-based learning models. In evaluating the development of students’ creativity and innovation skill, the teacher still did not use an instrument or assessment to measure it.
C4. Collaboration Skills
Table 4.5
The Implementation of Collaboration Indicators in Each Lesson Plan
No Indicators Lesson Plan
1 2 3 4 5 6 7 8 1 Incorporates group activities
✓ ✓ ✓ ✓ ✓ ✓ ✓
2 Incorporates collaborative grouping
✓ ✓
strategies
3 Incorporates direct instruction of collaboration skills, including strategies for interacting productively with others, resolving conflicts, and managing task work
4 Incorporates peer evaluation of others’
collaboration skills ✓
5 Includes a statement that indicates group
rotation ✓
6 Incorporates group activities where students are assigned into specific functional roles
7 Incorporates the assessment or evaluation
of collaboration ✓ ✓
Based on analysis from eight lesson plans, the first indicator of collaboration skill which reads “incorporates group activities”, it seems to be integrated in every analyzed lesson plan except one lesson plan which has topic of news items text (first meeting). To support these findings, it can be seen in the passages:
1. In lesson plan 1, Students and their groups are directed to collect information based on the text provided by asking questions and identifying the social function and generic structure of the text.
2. In lesson plan 2, the teacher guides students to discuss the results of their group discussions that have been written on students’ worksheet
3. In lesson plan 3, in their groups, students collect the data and discuss the social functions, structures of the text and language features in several written procedure texts.
4. In lesson plan 4, students and their groups arrange procedure text regarding an activity that they often encounter or that they like with the rules that have been learned
5. In lesson plan 6, in their groups, students search and collect information from available learning resources, such as textbooks, handouts, and the Internet (if available).
6. In lesson plan 7, students form a group, it consist of two people
7. In lesson plan 8, the teacher assigns students in the form of groups to sort paragraphs in proper order
In these indicator, the keyword of learning activities are the students and their groups, in groups, students in a group which indicate the action verb of group activities. In their group, they are completing shared tasks in a pair or group.
From the eight lesson plans that have been examined, there is an indicators that appears to be included in two lesson plan which have topic about Analytical exposition text. It is the second indicator which reads “Incorporates collaborative grouping strategy”. The indicator is implemented in the lesson plans as it follow:
1. In lesson plan 1 and 2, students are divided into discussion groups of four people one group
2. In lesson plan 6, students are grouped into four or five groups.
Next, there are two indicators which is only incorporated in one lesson plan.
They are the fourth and fifth indicator. The fourth indicator which reads
“Incorporates peer evaluation of others’ collaboration skills”. The following quotation support this findings:
“In lesson plan 2, the students are requested to assess their own friends by providing a peer assessment format.”
The fifth indicator which reads “Includes a statement that indicates group rotation”. As the following quotation illustrate,
“In lesson plan 5, students exchange stories with other groups about expository texts by paying attention to the social function, structure and linguistic features.”
The tenth indicator is “Incorporates the assessment or evaluation of collaboration”. These passages are to support the results:
“In lesson plan 1 and 2, Skills: Performance & discussion observation.”
It is evidenced from the rubric made by the teacher. Rubric is a tool or an instrument for teachers to set assessment criteria for assignments
Aside from those, there are two indicators which are not incorporated in all of the lesson plan: the third indicator which read “Incorporates direct instruction of collaboration skills, including strategies for interacting productively with others, resolving conflicts, and managing task work”, and the sixth indicator is
“Incorporates group activities where students are assigned into specific functional roles”.
In sum, the researcher concluded that all indicators of collaboration skills were not fully implemented in all lesson plans. The first reason was a lack of time in class for learning; in its implementation, many activities were carried out by the teacher to keep the flow of teaching and learning activities. The teacher engaged in a variety of activities such as motivating, perception, and others. The second reason is that teachers did not participate in collaborative learning model training or seminars. As a result, in order to create lesson plans that incorporate all indicators of collaboration skills, teachers must pay particular attention to the indicators of collaboration skills.
To assess the accuracy of the interpretations or conclusions derived from the analysis of teachers' lesson plans, an interview was conducted using face-to-face and telephone calls as additional information sources.
Incorporate Group Activities in Learning
The first interview is about incorporate group activities in learning. two English teachers in this school agreed to answer that they had carried out group learning activities Two English teachers have same point of view about it.
Teacher A stated that discussion group is a kind of higher order thinking skill. As she stated in the interview on Friday, 9th December 2022 below:
“Of course, I incorporate group activities into my learning. For instance, I asked students to discuss the material that was provided.”
Meanwhile, Teacher B stated that in the interview transcript on Monday, 12th December 2022 below:
“Any material that necessitates discussion is always implemented by me.”
Based on the results of the interviews above and the analysis of lesson plans by researcher, it can be concluded that teachers applied group activities to their teaching and learning.
Incorporates Collaborative Grouping Strategy
The second interview is about incorporates collaborative grouping strategy.
Two English teachers in this school, they have same way and answer between teacher A and teacher B in grouping their students in the class.
Teacher A stated that in the interview transcript on Friday, 9th December 2022 below:
“In grouping, I group students based on their attendance list.”
Meanwhile, teacher B stated that in the interview transcript on Monday, 12th December 2022 below:
“I simply base it on their attendance.”
Kinds of Collaborative Learning to Develop Your Students’ Collaboration Skill.
The third interview is about incorporate Kinds of Collaborative Learning to Develop Your Students’ Collaboration Skill. Two English teachers in this school
agreed to answer that they had carried out group learning activities. Two English teachers have same point of view about it.
Teacher A stated that in the interview transcript on Friday, 9th December 2022 below:
“The learning method or model that I use in collaborative learning, in my opinion, varies; it is tailored to the material that I convey.”
Meanwhile, teacher B stated that in the interview transcript on Monday, 12th December 2022 below:
“For myself, I prefer to learn through group discussions.”
Attended a Seminar on Collaborative Learning Methods
Teacher A stated that in the interview transcript on Friday, 9th December 2022 below:
“Personally, I rarely attend seminars. Perhaps because of my limited time.”
Meanwhile, teacher B stated that in the interview transcript on Monday, 12th December 2022 below:
“I rarely go to seminars. It is due to my limited information and time.”
Based on the results of the fourth interview above and the analysis of lesson plans by researcher, it can be concluded that two English teachers rarely attend seminars, so they were not well enough implement collaborative learning models.
Because its application required careful preparation and planning on the part of the teacher. In order for the collaborative learning model to be successful.
Incorporates the Evaluation or Assessment of Collaboration
The fifth interview is about incorporates the evaluation or assessment of collaboration. Two English teachers have different ways to measure the development of students’ collaboration skill. Teacher A stated that in the interview transcript on Friday, 9th December 2022 below:
“To assess collaboration skills, I use an instrument that I obtained from the internet, but from a reputable source.”
Meanwhile, teacher B stated that in the interview transcript on Monday, 12th December 2022 below:
“I personally assess it based on students' cognitive and affective abilities.”
Based on the results of the interviews above and the analysis of lesson plans by researcher, it can be concluded that teachers had not constructed the best of collaborative assessment in their classrooms.
2. Teachers’ Practice on 21st Century Skills in Teaching English Process
The second question discussed about teachers practice about critical thinking, communication, collaboration and creativity skills in teaching English process. It meant that the second process in teaching was the implementation. Implementation is the realization or application of a plan or idea. A brilliant plan or idea will be zero without real action. To see the implementation of communication, collaboration, creativity and, critical thinking by English teachers in the classroom, the researcher did an observation. An observation checklist supported
by a lesson plan as a document of the English teachers. It showed how the teachers practiced 21st century skills and the suitability between their lesson plan and practices in teaching and learning of 21st century skills. The English teachers’
practices shown in table 4.6 below:
Table 4.6
General Findings of teachers practice 21st century skills in teaching English process
No Research
Question FINDINGS
1
How do the teachers practice 21st century skills
in teaching English process ?
Partial
Based on the results of study in the classroom, Teacher A and Teacher B did not have implemented all sub- aspects of the 21st century skills. On critical thinking, communication and creativity skill, there is one sub-aspect which did not applied to a series of learning activities in the class. On collaboration skill, there are two sub- aspects which did not applied to a series of learning activities in the class.
Based on the table above, it can be seen that the implementation of 21st century skill is only partial. This showed that even though teachers A and B have fulfilled several sub-aspects of 21st century skills, there were still certain sub- aspects that have not been included in their teaching English process. On critical thinking skills, there is one sub-aspect which did not apply in teaching English process. It was in evaluating reflection, namely ask students to summarize with English. On communication skills, it did not apply “use pictures to help students understand unknown words and make the lesson interesting”. On creativity and innovation skills, it did not apply “ask students to collect questions”. On collaboration skills, there were two sub-aspects which did not apply in teaching
English process. It were “know how to organize and classify students in the classroom and peer work discussion”.
The researcher only observed four classes, namely XI-AKL, XI-TKJ, XII- AKL, and XII-TKR which taught by two teachers who were the subjects of this study. The data were analyzed by using teaching observation sheet. Any data obtained from the teaching carried out by the teacher in the classroom, it was presented in this discussion. This study conducted four times and it started from 19 and 29 September, 3 and 15 October 2022. The observation had been conducted for two meetings for each English teacher. It meant there were four meetings for two teachers. There were two teachers as the main focus of this study. An explanation of critical thinking, communication, collaboration and creativity skills will be explained as follows:
C1. Critical Thinking Skill
Table 4.7
The Aspects of Critical Thinking skill in Teaching Learning Process
4C Skills Aspect Statement
Meet 1 Meet 2 Meet 3 Meet 4 Teacher
A
Teacher A
Teacher B
Teacher B Yes No Yes No Yes No Yes No
Critical Thinking
Reasoning
Ask students to present an argument
✓ ✓ ✓ ✓
Critical Thinking
Reasoning Problem
Evaluate the
ideas of each ✓ ✓ ✓ ✓
Solving student and provide feedback Asking
students to solve various
types of
unknown problems
✓ ✓ ✓
Evaluating
The teacher asks
questions as a
form to
evaluate students
✓ ✓ ✓ ✓
Evaluating Reflection
Compare and differentiate between ideas submitted by students
✓ ✓ ✓ ✓
Ask students to summarize with English
✓ ✓ ✓ ✓
Discuss the ✓ ✓ ✓ ✓
material taught, at the end of the class
Reflection Ask students
to give
messages and impressions when attending class
✓ ✓ ✓ ✓
Teachers A and B used the news item text content as the basis for questions they asked students as part of the learning process to develop their critical thinking skills. Students were invited to present their arguments in this section.
Thus, there were discussions and question-and-answer sessions between students and teachers. It was important for the teacher to assess each student's thoughts and offer comments on their arguments. Additionally, teachers who incorporated models of problem-based learning were able to see students' critical thinking abilities. Teachers A and B distributed worksheets to the students as the activity's format. In the course of teaching, teacher A brought up a topic that was relevant to the students, like the risks of leaving trash in the river. Meanwhile, Teacher B brought up a topic that was important to the pupils, such the news of the tragedy that occurred in Kanjuruhann.
To make it easier for students to find out the solutions of those problems, teacher A and teacher B divided their students into groups. Then, asked the students to do the exercises in students’ worksheet. After finished, teacher A and teacher B asked their students to present the results of their task in front of the class. The teachers also evaluated students' work through question and answer activities to check their understanding. In the part of reflection, teacher A and teacher B did the activities such as given the material reinforcement at the end of learning and reflecting on learning experiences such as asked the students which part was the most interesting during the learning process.
C2. Communication Skill
Table 4.8
The Aspects of Communication Skill in Teaching Learning Process
4C Skills Aspect Statement
Meet 1 Meet 2 Meet 3 Meet 4 Teacher
A
Teacher A
Teacher B
Teacher B Yes No Yes No Yes No Yes No
Communi
cation Oral
Communicatio n with English
in the
classroom
✓ ✓ ✓ ✓
Use language according to student's level of
understanding
✓ ✓ ✓ ✓
Give the
language meaning when
✓ ✓ ✓ ✓
students do not understand Give Rewards (good,
excellent) verbally
✓ ✓ ✓ ✓
Using oral communicatio n to convey instructions clearly
✓ ✓ ✓ ✓
Using oral communicatio n to motivate students
✓ ✓ ✓ ✓
Using oral communicatio n to provide information
✓ ✓ ✓ ✓
Use
presentation
tools to
improve learning materials
✓ ✓ ✓ ✓
Use pictures to help students understand unknown
words and
make the
lesson
✓ ✓ ✓ ✓
