CHAPTER ONE INTRODUCTION
1.1 Background of the Study
Education is a complex process that includes many components, where each of the components is related to each other. Students, teachers, materials, methods, media, learning resources, or even an environment are included as the component of the learning system (Sukirman dan Jumhana, 2008). To make all components are related to each other, teaching planning is needed, so that teaching and learning processes can run properly. In planning the learning process, there are includes syllabus, lesson plan, standard competence (SK), and basic competence (KD). All of those components are related to each other. A syllabus was developed from basic competence (KD). While a lesson plan was developed from the syllabus to direct learning activities to achieve basic competence.
A lesson plan is a daily guide used by the teacher which contains what students need to learn, how it will be taught, and how learning is measured. It can also be defined as a plan that describes the prsocedure and organization of learning to achieve a basic competence that is set out in standards competence and described in the syllabus (Kunandar, 2007). Components included in the lesson plan are (1) subject identity, class/semester, (2) time allocation, (3) learning objectives, (4) Indicators and basic competence, (5) materials, (6) learning resources, (7) method and media, (8) learning activities, and (9) assessment.(Permendikbud, 2016)
Learning activities are expected to be adjusted to the lesson plan. It is important to make the lesson plan and the learning activities are aligned to build
the learning process effectively and efficiently. In the previous study conducted by Susiani (2018), it was found that the implementation of learning with lesson plans as a guide still cannot run perfectly, especially in time allocation. She found a discrepancy in pre-activity and post-activity, which is following the time specified in the lesson plan. However, the main activities are still going well, as it should be. In another study conducted by Putra (2012), it was found that the crowded condition and the limitations of time is the problem for the teacher to finish the material. The material that should be able to be presented in 2-3 meetings will be extended to 3-4 meetings. It causes the time allocation set in the lesson plan is not aligned with the implementation.
In a different case, it seems that it will be challenging to implement the learning process by following the lesson plans during the COVID-19 pandemic.
As everyone knows, the COVID-19 pandemic is part of the ongoing coronavirus disease pandemic 2019 (COVID-19) around the world. During this pandemic, the Ministry of Education and Culture implemented learning from home. However, as the research explained by Arsendyet al. (2020) that there are ways in which to organize teacher-student interactions. First, the teaching and learning process is used cell phones and internet applications. Second, the teacher visits the students' houses. Third, the assignments from school could be brought to their house. The students were asked to work on and then submitted the assignments. Fourth, teachers do not directly interact with students. The activity can be through TV or radio programs. In this case, the activities of learning are carried out online.
As stated above, a lesson plan was developed from the syllabus wherein the syllabus, in each subject, already set the time allocation. Time allocation was set
out after calculating the effective weeks or hours on the academic calendar for one semester or even a year. After time allocation was analyzed, the time was divided into some basic competence (KD), and it is continue divided into each subject.
From there, we can manage the minutes and meetings will take for one basic competence (KD).
At SMKN 1 Talangpadang, when experiencing the teaching practicum program (PPL), the researcher found that during the pandemic, students cannot attend the 8-hour lesson in the school as usual. They will have online classes for classes X and XI, or if it is possible for class XII, they can go to school in conditions of shortened lesson hours or short classes. Typically, they will have 8 hours of study, but during the pandemic, they are only had 4-5 hours with the estimation of 20 minutes per subject. Another discrepancy is a rolling class which means the students will be divided into two groups. The first group will study in the first week, and the second group will study in the second week. If usually, one subject has 2-3 meetings with a time allocation of 40-45 minutes, it will take many meetings or weeks during the COVID-19 pandemic. As well as done during online learning.
Based on the conditions above, the researcher researched the implementation of the lesson plan used in online learning. Therefore, the writer made research entitled “The Implementation of Lesson Plan in the Online Learning during COVID-19 Pandemic: A Case Study at the Tenth grade of SMKN 1 Talangpadang”. The study was conducted to review how the teacher adjusted in implementing the lesson plans that have been prepared. This study was also used to see how the teacher managed that all activities (pre-activity, main activity, and
post-activity) keep run well.Besides,the researcher investigated how the teacher meets the goals of basic competence that was already set in the syllabus and lesson plan.
1.2 Research Questions
Based on the background of the study above, the researcher formulated the questions as follows:
1. How is the implementation of the lesson plan for online learning during the COVID-19 pandemic at the tenth grade of SMKN 1 Talangpadang?
2. How is the teacher’s adjustment in maintaining the online learning activities as set out in the lesson plan?
3. What are the ways of teachers to meet the goals of basic competence as set out in the syllabus and the lesson plan during the COVID-19 pandemic?
1.3 Research Objectives
Based on the questions proposed, the research objectives were:
1. To explore the implementation of a lesson plan for online learning during the COVID-19 pandemic at the tenth grade of SMKN 1 Talangpadang.
2. To find out the teacher’s adjustment in maintaining that the online learning activities run as set out in the lesson plan.
3. To investigate the ways of the teacher to meet the goals of basic competence as set out in the syllabus and the lesson plan during the COVID-19 pandemic.
1.4 Uses of the Research
The uses of the research were expected to be useful both theoretically and practically.
1. Theoretically
This study can be used as a reference for another researcher who wants to research on a similar topic. Thus, the other researcher can use the information in this research as additional information in their research.
2. Practically
The result of this study hopefully can give information for teachers in evaluating the online learning process so that the activities run as set out in the lesson plan. In the end, the teachers are ready to become innovative teachers in planning and teaching English online.
1.5 Scope of the Research
Based on the research questions proposed, the research was limited to the implementation of the lesson plan in the learning activities listed in the teacher's lesson plan, which was applied during online learning. Besides, this research was also limited to the class where the research was conducted which wasin the tenth grade. The research was focused on the teacher who teaches English subjects in class X at SMKN 1 Talangpadang. The school is located on Jl. Raden Intan No.
35 Pekon Banding Agung, Talangpadang, Tanggamus.
