A.Review of Previous Research
The research, which examined the lesson plan, was a broader research. Various results of previous reearchess on the lesson plan have been done by some researcher, such as; Faiq (2012), Mulyani (2015), Rosdiana (2013), and Setyaningrum (2009). It provides results and theories that can be support the next research. First research conducted by Faiq (2012) entitled “Analisis Kesesuaian Rencana Pelaksanaan Pembelajaran dengan Proses Kegiatan Belajar Mengajar Kimia Meteri Pokok Ikatan Kimia Kelas X di SMA Nu 02 Sunan Abinawa Kendal”. The purpose of the research is to know how the chemistry teaching and learning activities in class X SMA NU Sunan Abinawa 02 Kendal and the suitability of lesson plan with the teaching and learning activities in chemistry subject class X SMA NU Sunan Abinawa 02 Kendal. The results of this research, the lesson plan has been prepared in accordance with the development of the syllabus, but there were some few points that misplaced, and there is no suitability between a lesson plan with teaching and learning in SMA 02 NU Sunan Abinawa. Research conducted by Faiq (2012) in line with research that conducted by the researchers, both examined the suitability of the lesson plans but it has a difference in the focus of research here. In his research, the researchers are not only focused on the suitability of the lesson plan and teaching implementation, but the researchers also focused on the problems faced by teachers and how they overcome the problems in developing lesson plan.
plans in terms of non-component of lesson plan basis and component of lesson plan basis as well as the efforts made by the teacher to overcome the difficulties. The result of this research showed that the lesson plans developed by the teacher generally met the standard determined by the KTSP, Standard of Content, and Standard of Process but there were deficiencies found in 6 components from almost lesson plans developed by the teacher and there were 9 difficulties faced by teacher. Meanwhile, there were 5 efforts made by the teacher to overcome the problems. The research conducted by Mulyani (2015) has same topic about analysis lesson plan and the problems also the solution in developing the lesson plan. Beside, research conducted by the researcher also analyzing the teaching implementation in his research.
Third, research conducted by Rosdiana (2013), with the title “Penilaian Kinerja Guru SMA dalam Pembuatan Rencana Pelaksanaan Pembelajaran (RPP) Geografi di Kabupaten Brebes”. The purpose of this study was to knew the performance of teachers in making lesson plan on Brebes district. This research showed that the performance of high school teacher in making geography lesson plan in Brebes in good category stated in four (4) scale amounted 37.36%, moderate category stated in three (3) scale amounted 54.95%, less category stated in two (2) scale amounted 7.86%, while bad category stated in one (1) scale nothing. The research conducted by Rosdiana (2013) and the researcher has same topic but the research conducted by the researcher not only measure the teacher perfomance in developing lesson plan, it also analyze the conformity of lesson plan created by teacher and the teaching implementation in conformity with KTSP.
Wedarijaksa Pati. The result of the research showed that, firstly, the implementation of KTSP in teaching English of SMP N 1 Wedarijkasa Pati in the academic year 2008/ 2009 was well conducted. It was viewed from many aspects namely the teaching learning activities in English classes, the teaching material and the system evaluation used in the school.
The implementation of KTSP also had the strengths and the weaknesses. The strengths were (1) the learners became active and critical, (2) they had a chance to make up the score through a remedial test, (3) the use of language laboratory in supporting teaching English was optimal, (4) the teacher had a good preparation before teaching the learners and there were also some weaknesses of the implementation of KTSP in Teaching English in SMP 1 Wedarijaksa Pati , they were (1) the limited time allotment in delivering the materials still became the major problem for the teacher in implementing the KTSP, (2) some teachers who did not follow the KTSP workshop had the lack of understanding to the curriculum being used, (3) the existence of KTSP did not fit to the final examination, (4) the learner‘s communicative skill in English lesson was low because the teacher taught grammar oriented. The research conducted by Setyaningrum (2009) focused on the aspect of KTSP and on the other hand the research conducted by the researcher focused on the Lesson plan and the implementation on teaching learning process viewed from KTSP.
Based from those previous research, the research conducted by the researcher was focus on the analysis of lesson plan components and teaching implementation wheter they were in conformity with KTSP or not, including the problems and solution in developing the lesson plan by the English teacher in SMP Punama.
B.Curriculum
goals, content, materials, and ways used as direction of teaching activities process to reach the education goals.
Furthermore, Harold B. Alberty in Kurikulum Tingkat Satuan Pendidikan (KTSP) (2008:9) defined that Curriculum is all of the activities that are provided for the learners by the school. Moreover, Douglass in Setyaningrum (2009:12) stated that curriculum is broad and varied as the child‘s school environment. Broadly, curriculum embraces not only on the subject matter but also various aspects of the physical and social environment consisting of school facilities, subject matter, other children and teacher from interaction or the child with these elements learning results. In addition, Paff in Lutfi (2012:15) said that curriculum is a set of planned activities in which written on formal education and arrange systematically which contains learning objective, materials and tools to use and how to evaluate learning.
Based on definition above, curriculum can be defined as a set of plan that contains goal, materials, method, tools will be used in teaching learning process and evaluation of all activities conducted inside and outside the classrooms.
C.Educational Unit Level Curriculum (KTSP) 1. Definition
coordination and supervision of the education department for the primary, secondary and special education. Moreover, Sanjaya in Wiyana (2013:240) stated that KTSP is the operational curriculum formulated and implemented by each educational unit based on standards and basic competencies developed by Badan Standar Nasional Pendidikan (BSNP). In short, KTSP is an operational curriculum which applied by educational unit and developed in accordance with school characteristic, potential and learners characteristic under the coordination and supervision of education department.
2. Characteristic of Educational Unit Level Curriculum (KTSP)
According to Ahiri in Setyaningrum (2009:23), KTSP is a development model of the competency based curriculum that has some characteristics:
a. It is oriented to learner outcomes and the effects
b. It is based on competency standard and basic competency that is spelt out into content standard
c. It is based on the graduation competency standard
d. It is concerned more on the diversity of curriculum model e. It develops the whole and overall competencies
f. It applies complete learning
Related to the explanation above, Mulyasa (2009:29) argued that there are at least four characteristic of KTSP which can be identified, namely:
a. The full authority of school and educational unit
Each school has a board of trustee that is responsible for all aspects of school operation. In this case, the school has some rules dealing with the school operation such as the full authority holder of school and decision maker of school cooperated with school committee. Related to the concept of KTSP, the school should be able to adopt the learner’s need and local community need based on the characteristics and cultural environment background.
b. Parents and society have high participation
supervise and help the school in managing the school program. The participation can be taken directly and indirectly in school program and learning process.
c. The democratic and professional leadership
In a school, the headmaster has a significant role in determining the school policy. Dealing with the concept of KTSP, the existence of headmaster as the person elected by the school committee and some school personnel’s has the responsibility in creating conductive atmosphere, which is suited to teaching learning process dealing with school decision. The headmaster has the high authority for making school decision in line with the school committee agreement.
d. Transparent teamwork
A school system consists of some correlated components namely the learners, the teachers, parents and some school personnel. Those all components work together in order to realize the intended goal. All school components are demanded to conduct and manage the coordination properly in order to achieve the certain purpose. Related to the KTSP concept, the intended goals have to deal with the mission and vision of the school.
3. Principles of Developing Educational Unit Level Curriculum (KTSP)
According to BSNP (2006:3) , there were some operational references in arranging KTSP, as follows:
a. Focused on learners’ potential, development, needs, and interest, and their environment.
b. Varied and integrated.
Curriculum is developed which support the diversity of learners characteristic, geography condition, level and type of education, as well as differences in religion, ethnic, culture, tradition, socio-economic status, and gender. Curriculum must contain required subjects, local content, and integrated self development which is developed in meaningful and right inter subject’s integration. c. Responsive to the development of science, knowledge, technology,
and art.
Curriculum is developed by recgonize that science, knowledge, technology, and art developing dynamically. Therefore, the curriculum substance and content are required to provide learners with learning experience that enable them to keep up with and utilize science, knowledge, technology, and art development. d. Relevant with the need of life
Curriculum is developed by involving the stakeholder in ensuring the relevance with the needs of life, which include social life, business, and employment. Moreover, educational institutions have to include the development of personal, thinking, social, academic, and vocational skills.
e. Comprehensive and continued
Curriculum content includes the whole dimensions of competencies and subject that are planned and presented continuously through all educational level. It means that the same subject may be presented at different level but with different depth and scope.
f. Lifelong learning
g. Balancing national and regional interest
Curriculum is developed by concern to the national and regional interest in order to develop a well-balanced life in community, nation, and state. National and regional interest must be kept in balance with the motto of Indonesia: “Bhineka Tunggal Ika” (Unity Through Diversity).
4. Components of Educational Unit Level Curriculum (KTSP)
Mulyasa in Setyaningrum (2009) argued that there are six components of KTSP namely:
a. Vision and mission of school
A vision is a set of representative of belief as a view of customers, staff, stakeholder, and the manager. While mission is the step which is arranged in order to gain the vision. Related to education system, each school must have those components as the representation of school belief as the references in conducting school operation. All school programs conducted should be matched to those components.
b. Educational goal of school
As a system, a school works together in achieving the education goal of the school. Each school also needs to write their own goals, objectives, and target as clear as possible for long and short period. It makes the school program conducted clearer, more understandable, and measurable. Dealing with this, school vision and mission usually spell out into the school education goal. All school program taken should refer to this in order to achieve the intended school goal.
c. Educational calendar
content of education calendar is time allotment in conducting the teaching learning process. It consisted of time allotment to face learning for structured task, unstructured independent activity and the time of holiday. Moreover, it can be used as reference to estiminate of some competencies, which should be possessed by the learners during learning activity, the organization of materials, and the evaluation should be taken.
d. Syllabus
In teaching process, a syllabus can be interpreted as a set of teaching plans as the reference of particular subject matter conducted that consists of competency standard, basic competency, materials, indicators, assessment, time allotment, and some other of teaching developed by each school.
e. Lesson Plan
Generally, a lesson plan is a set of plan describing the procedure and learning management in conducting the learning process. The components of lesson plan are competency standard, basic competency, instructional objectives, teaching materials, methods, the step of learning conducted, the sources of learning and technique of evaluation.
f. Structure of subject matter curriculum
According to the Decree of National Education Minister number 22 years 2006, it regulates about content standard. It can be defined as the boundaries of minimum materials and minimum grades competency, which should be possessed by the learners in order to achieve minimum graduation competency standard.
D.Planning the Learning Process
teaching material, time allotment, teaching methods, learning activities, assessment of learning outcomes, and learning resources. The following detail explanation from planning the learning process components, as follows:
1. Syllabus
Syllabus as a reference for development of lesson plan contains the identity of the subject or lesson plan theme, competence standard, basic competence, learning materials, learning activities, indicators in achieving competence, assessment, allocation of time, and learning resources. Syllabus developed by the educational unit based on content standard and competency standards as well as arranging curriculum guidance. In implementation, syllabus development can be done by teachers individually or in a group on a school or some schools, discussion group of teacher or teacher’s activity center, and the education department. The syllabus development under the supervision of official district / city which responsible in the field of education for elementary and junior high schools, and provincial government agencies which responsible for senior high school and vocational school, as well as the department that handles the field of religion for MI, MTs, MA and MAK.
2. Lesson Plan a. Definition
Lesson plan outlined from the syllabus in directing the learners activities which appropiate with basic competence. Every teachers in the educational unit is obliged to draw up a complete and systematic lesson plan in order to make the learning teaching process interactive, inspiring, fun, challenging, motivating the learners to actively participate and provide enough space for innovation, creativity, and independence in accordance with their talents, interests, and physical and psychological development of learners.
i. Farrell in Mulyani (2015:67) states that lesson plan is a unit in which it is a sequence of correlated lessons around a particular theme or it can be specified as a systematic record of a teacher’s thought about what will be covered during a lesson. ii. Mulyasa (2008:154) Lesson plan is a long-term planning in
estimating and projecting on what will be done by teachers in learning process and developed learner’s competencies.
iii. Jingga in Maromon (2015:536) Lesson plan is a plan to describe the procedure and learning organization to achieve a basic competition that have been constructing in content standard and explain in syllabic.
iv. Duncan & Met in Nuraeni (2015:175) Lesson plan is a tool that is useful for both the teacher and the learners, the teacher can carefully construct and follow the plans and also enable the learners to efficiently meet their objectives in improving their knowledge and performance.
Based on definition above, Lesson plan can be defined as guidelines for the teacher in conducting the teaching learning process and facilitate the learners to achieve the learning objective easier.
b. The Role of Lesson Plan
i. Directions of activities in achieving the learning objectives. ii. Basic pattern in organizing tasks and authority for every
element involved in the activity.
iii. Guidelines for each element, both teacher and learners elements.
iv. Instruments of the effectiveness of a job, so the accuracy and slowness of works detectable.
v. Constituents of a data to enable the balance of work. vi. Saving time, energy, tools and cost.
By having a lesson plan, a teacher is able to manage his time, effort and resources efficiently. Besides, lesson plans can help teachers to achieve the objectives appropriately as well as help them to have great self-confidence and get rid of problems.
c. Component of Lesson Plan
According to National Education Minister Decree number 41 year 2007 about Standard Process, there are 11 components of lesson plan namely:
i. Identity of subjects
Identity of subjects, including the education unit, class, semester, program / membership program, subject or theme of the lesson, number of meetings.
ii. Standard competence
Qualification standards of competence are a minimal ability of learners that illustrate mastery of the knowledge, attitudes, and skills to be achieved in each class or the semester in a subject. iii. Basic competence
iv. Indicators of competence achievement
Indicators of competence are a behavior that can be measured and observed to demonstrate the achievement of certain basic competencies as assessment reference. Indicators of achievement of competencies formulated using the operational verb that can be observed and measured, which includes knowledge, attitudes, and skills.
v. Purpose of learning
The learning objectives describe the process and expected learning outcomes achieved by learners in accordance with the basic competencies.
vi. Teaching material
Teaching materials containing facts, concepts, principles and procedures that relevant which were written in the form of grains in accordance with the formulation in indicators of achievement of competencies.
vii. Time allocation
Time allocation is determined in accordance with the need for achievement and learning load the basic competence.
viii. Learning method
The learning method used by teachers to create an atmosphere of learning. Therefore, learners can achieve basic competence or indicators that have been set. Teaching methods selected specifically with learner condition as well as the characteristics of each indicator and competencies to be achieved in each lesson. ix. Learning activities
a) Opening activity
b) Core activity
Core activity is a learning process to reach basic competences. The learning activities carried out in an interactive, inspiring, fun, challenging, motivating learners to actively participate and provide enough space for innovation, creativity, and independence in accordance with their talents, interests, and physical and psychological development of learners. This activity is carried out systematically through the process of exploration, elaboration, and confirmation.
c) Closing activity
Closing activity is an activity implemented in the end of the learning activities that can be done in the form of summaries or conclusions, assessment and reflection, feedback, and follow-up task.
x. Assessment of learning outcomes
Procedures and assessment instruments and processes directed to the learning outcomes and competence achievement indicator refers to the Assessment Standards.
xi. Learning resources
Determination of learning resources based on standards of competence and basic competence, as well as teaching materials, learning activities, and indicators of achievement of competencies.
d. Principles of Developing Lesson Plan
There are several important principles, based on the Minister of National Education Regulation number 41 year 2007 about Standard of Process, which should be considered by the teacher before developing a lesson plan (BSNP, 2007). The principles are as follows:
potential, social ability, emotion, learning style, special needs, learning speed, culture background, norms, values, and learners’ environment.
ii. Encourage learners to be active participants. The process of teaching-learning places learners as the center by boosting motivation, interest, creativity, initiative, inspiration, autonomy, and learning enthusiasm.
iii. Develop reading and writing culture.
iv. Give feedback and follow-up such as develop draft program of positive feedback, empowerment, enrichment, and remedial. v. Be relevant and cohesive. Lesson plan is developed by
considering relevance and cohesiveness among standard of competency, basic competence, materials, teaching-learning activity, indicator of competency achievement, assessment, and resources in learning experience.
vi. Apply information of technology and communication based on situation and condition.
Furthermore, lesson planning can be good if it is developed well through a combination of techniques, activities, and materials without ignoring perfect balance for the class. This means that to develop a good lesson plan, a mixture of procedures, learning activities, and materials are needed. As asserted by Gagne and Briggs in Mulyasa (2008) stated that in developing lesson plan to improve learning qualities must pay attention to the following aspects:
i. Lesson plan needs to be developed properly and using a systematic approach.
The learning process is seen as a system because it has a number of interacting components and a function in achieving the learning objectives and learners’ competencies development. ii. Lesson plan should be developed based on the knowledge of
Lesson plan should be developed scientifically based knowledge of learners and from the theories of teaching and learning that has been tested and examined by science education experts. A teacher should have that knowledge and should have the ability to develop a lesson plan properly and effectively.
iii. Lesson plan should be developed in facilitating learners to learn and develop their competence.
In developing a lesson plan, teachers not only consider about the elements of lesson plan only but also the learners characteristics. There are some aspects to consider by teachers to provide ease of learning to the learners:
a) Information should be prepared properly.
b) Give examples and illustrations are close to the lives of learners.
c) Give learners the opportunity to participate in the learning process.
d) Use variety of media and tool of learning. e) Choose and using a variety of methods
In developing lesson plan, a teacher should think, make decision and consideration, also intellectual and theoretical knowledge. In addition on learning teaching process, lesson plan carry out “professional accountability” so teacher has responsibility what have been done there. Lesson plan is not only a routine activity to fulfill the administrative requirement, but it’s a reflection of views, attitudes and beliefs from the teachers about what is the best for their learners. Therefore, every teacher should develop and have lesson plan before they teach their learner.
e. Steps of Developing Lesson Plan
i. fill out identity column,
ii. determine time allocation needed for the meeting,
iii. determine standard of competency and basic competence as well as indicators to be used which are available on the syllabus, iv. conceptualize objectives of study based on standard of
competency, basic competence, and indicators,
v. identify standard of materials based on the main materials which are available on the syllabus,
vi. determine method of teaching to be applied,
vii. conceptualize steps of teaching or teaching activity consisting of pre-teaching, while-teaching, and post-teaching,
viii. determine resources to be used,
ix. Arrange or create rubric assessment, observation sheet, example of questions, and technique of scoring.
All of these steps should be conducted by the teacher if he/she wants to develop a coherent and systematic lesson plan as well as all the elements inserted to be clear so that the learners are easier to assimilate the lesson, and to obtain the organized and appropriate concept of knowledge and skills as well.
E.Implementation of Learning Process
According to Decree of National Education Minister number 41 year 2007 about Standard Process, Implementation of learning process consists of some aspects as follows:
1. Requirements of Implementation a. Learning delegation
In order to make teaching learning process efectively on every education level, the education ministry set the maximum amount of learners each class as follows:
iv. Vocational School : 32 learner
b. Teachers workload
i. Teachers workload includes the following principal activities planned learning, implementing the learning, assessing learning outcomes, guided and train learners, as well as carry out additional duties;
ii. The workload of teachers referred to in paragraph above is at least 24 (twenty four) hours of face to face in one (1) week.
c. Lesson textbook
i. Textbooks that will be used by the school has been chosen through teachers meeting with consideration from the school textbooks stipulated by the Minister;
ii. The ratio of textbooks to learners is 1: 1 each subject; iii. In addition to textbooks, teachers use teacher guide books,
enrichment books, reference books and other learning resources;
iv. Teachers familiarize learners use books and other learning resources that exist in the school library.
d. Classroom management
i. Teachers arrange learners seat position accordance to their characteristics and subjects, as well as learning activities would be performed;
ii. volume and tone of teachers voice in the learning process should be able to hear well by learners;
iii. teachers speech mannered and understood by learners; iv. teachers adjust the subject matter with the speed and ability
of learners;
vi. teachers provide reinforcement and feedback on the response and learning outcomes of learners during the learning process;
vii. teachers respect learners regardless of religious background, ethnicity, gender, and socioeconomic status;
viii. teachers value the opinions of learners; ix. teachers wear decent clothes, clean and tidy;
x. At the beginning of each semester, the teachers submit a syllabus of his subjects; and teachers start and finish the learning process according to the scheduled time.
2. Teaching implementation
Learning implementation is the implementation from the lesson plan. Learning implementation includes opening activities, core activities and closing activities.
a. Opening activity
In this activity, teachers:
i. prepare learners psychologically and physically to participate in the learning process;
ii. present questions linking the prior knowledge with the material to be learned;
iii. explains the purpose of learning or basic competencies to be achieved;
iv. Convey the range of material and explanations descriptions of activities appropriate with syllabus.
b. Core activity
adapted to the learners characteristics and subjects, which may include the exploration, elaboration, and confirmation.
i. Exploration
In exploration activity, teacher:
1. engage learners to seek broader and deeper information about a topic / theme of the material to be studied; 2. using a variety of learning approaches, instructional
media, and other learning resources;
3. facilitate the interaction between all learners and between learners and teachers, environmental, and other learning resources;
4. engage learners actively in any learning activities; and 5. Facilitate learners to experiment in the laboratory,
studio, or field. ii. Elaboration
In elaboration activity, teacher:
1. familiarize the learners to read and write through a variety of specific and meaningful tasks;
2. facilitate learners through the provision of tasks, discussions, and etc, to bring new ideas both orally and written;
3. provide an opportunity to think, analyze, solve problems, and act without fear;
4. facilitate the learners in a cooperative and collaborative learning;
5. facilitate learners to compete in a healthy way in improve learning achievement;
6. facilitate learners create exploration reports had been done orally and written, individually or in groups; 7. facilitate learners to present their work individual or
8. facilitating learners do exhibitions, tournaments, festivals, as well as products produced;
9. Facilitating learners do an activity will be developed their pride and self-confidence.
iii. Confirmation
In confirmation activity, teacher:
1. give positive feedback and reinforcement in the form of oral, written, signed, and gifts to the success of learners,
2. confirm the results of exploration and elaboration of learners through a variety of sources,
3. facilitate learners to reflect and gain a learning experience that has been done,
4. facilitate learners to gain meaningful experience in achieving the basic competencies:
a) serves as a resource and facilitator in answering questions learners facing difficulties, using standardized language and correct;
b) help to solve the problem;
c) provide a reference so that learners can check the results of exploration;
d) provide information for further exploration;
e) Provide motivation to learners who lack or have not actively participated.
c. Closing activity
In closing activity, teacher:
i. together with learners and/or itself makes a summary/concluding the lesson;
ii. assess and reflect the activity had been done consistently and programmatically;
iv. planned follow-up activities in the form of remedial learning, enrichment programs, counseling services and / or assign a task both individual and group tasks in accordance with the learning outcomes of learners; convey the lesson plan for next meeting.
F. Basic Assumption
