LESSON PLANNING:

THE DEVELOPMENT AND IMPLEMENTATION

IN THE TEACHING OF ENGLISH

(A Case Study in a Senior High School in Cianjur, West Java)

A THESIS
Submitted in Partial Fulfillment of the Requirements for the
Master’s Degree in English Education

By:
BADRIAH
1006940

ENGLISH EDUCATION PROGRAM

SCHOOL OF POST GRADUATE STUDIES
INDONESIA UNIVERSITY OF EDUCATION
2013

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==========================================================

Lesson Planning:
The Development and
Implementation
in the Teaching of English
(A Case Study in a Senior High School in Cianjur, West Java)

Oleh
Badriah
Dra. UNINUS Bandung, 1992

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

© Badriah 2013
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Juli 2013

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian,
dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis

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 APPROVAL PAGE

This thesis entitled “Lesson Planning: the Development and Implementation in the

Teaching of English (A Case Study in a Senior High School in Cianjur, West Java)”

has been approved by the supervisor.

Approved by:

Supervisor,

Emi Emilia, M.Ed., Ph.D.

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 LESSON PLANNING:
THE DEVELOPMENT AND IMPLEMENTATION
IN THE TEACHING OF ENGLISH
(A Case Study in a Senior High School in Cianjur, West Java)

ABSTRACT
This study aims to investigate how English teachers develop and implement
lesson plans, and what teachers consider as obstacles during lesson planning. The
study employed a case study design conducted in a senior high school in Cianjur,
West Java. The study involved an English teacher with ten years of teaching
experience. All data were gathered from several sources, including a sketchy-
lesson plan for a curriculum cycle, scripted-lesson plans, eight weeks non-
participant classroom observations and semi-structured interview upon the
completion of teaching-learning activities. The study revealed three findings.
First, as the result of document analysis revealed, the teacher developed two kinds
of lesson plan: the sketchy-lesson plan and scripted-lesson plan. The former was
developed prior to its implementation as the proposal of teaching-learning
activities. The later was developed upon the teaching completion to record what
the teacher had successfully performed in the classroom to inform subsequent
classes. Secondly, the classroom observations revealed that despite the fact that
the teacher did not use any lesson plan as navigator during its implementation, the
teacher showed her expertise in delivering the instructional events and helping
students to undergo learning experiences. In addition, the teacher reliance on the
textbook during the teaching-learning activities and deviation from lesson plans
emerged as her self-conviction that lesson plans were merely to fulfill the
administration requirement. Last but not least, as the interview data indicated, the
teacher faced fundamental problem in lesson planning including the difficulties to
state the objectives, to select suitable content, to develop activities and assignment
relevant to knowledge, skill and attitude, and to create an appropriate evaluation.
The findings above suggest that the teacher needs more enhancement and
guidance in developing lesson plans.

Key words: scripted-lesson plan, sketchy-lesson plan, lesson plan implementation

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 TABLE OF CONTENTS

APPROVAL PAGE ………………………………………………………........ i

DECLARATION …………………………………………………………........ ii
PREFACE ……………………………………………………………………... iii
ACKNOWLEDGEMENT …………………………………………………….. iv
ABSTRACT ………………………………………………………………....... v
TABLE OF CONTENTS ……………………………………………………... vi
LIST OF APPENDICES ………………………………………………………. ix
LIST OF TABLES ……………………………………………………………. ix

CHAPTER I: INTRODUCTION
1.1 The Background of the Study ……………………………………………. 1
1.2 The Research Questions …………………………………………………. 3
1.3 The Purpose of the Study ………………………………………………… 3
1.4 The Significance of the Study ……………………………………………. 3
1.5 The Organization of the Study …………………………………………… 3

CHAPTER II: LITERATURE REVIEW

2.1 Lesson Planning ………………………………………………………….. 5
2.1.1 Definitions of Lesson Plan ………………………………………... 5
2.1.2 Time Set up for Lesson Planning …………………………………. 6
2.1.3 The Values of Lesson Planning …………………………………... 7
2.2 The Development of Lesson Plan ………………………………………... 9
2.2.1 The Principles of Lesson Planning Development ……………….... 9
2.2.2 Planning Model ………………………………………………….... 11
2.2.3 The Elements of Lesson Plan …………………………………….. 12
2.2.4 The Plan Format ………………………………………………….. 14
2.2.5 The Development Steps …………………………………………... 15
2.2.5.1 Posting the Title/Heading ……………………………….. 15
2.2.5.2 Developing the Teaching Objective …………………….. 16
2.2.5.3 Describing the Subject Matter Content …………………. 17
2.2.5.4 Defining the Teaching Method ………………………….. 19
2.2.5.5 Identifying the Teaching Media …………………………. 20
2.2.5.6 Constructing the Teaching-Learning Activities …………. 21
2.2.5.7 Stating the Assessment ………………………………….. 23
2.2.5.8 Choosing the Resource ………………………………….. 23
2.3 The Implementation of Lesson Plans ……………………………………. 24
2.3.1 Pre-Activity ………………………………………………………. 24
2.3.2 Main Activity …………………………………………………….. 25
2.3.3 Post Activity ……………………………………………………... 26
2.4 Concluding Remarks ……………………………………………………. 27

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CHAPTER III: RESEARCH METHODOLOGY
3.1 Research Problems ……………………………………………………….. 28
3.2 Research Design …………………………………………………………. 28
3.3 Research Site …………………………………………………………….. 29
3.4 Participants ………………………………………………………………. 29
3.5 Data Collection …………………………………………………………... 30
3.5.1 Document Analysis………………………………………………... 30
3.5.2 Classroom Observation …………………………………………… 31
3.5.3 Interviews ………………………………………………………… 32
3.6 Data Analysis …………………………………………………………….. 33
3.7 Concluding Remark

CHAPTER IV: DATA PRESENTATION AND ANALYSIS

4.1 The Teacher’s Lesson Plan ………………………………………………. 35
4.1.1 Analysis of Principles Applied in Lesson Planning ……………... 36
4.1.2 The Elements of Lesson Plan ……………………………………. 39
4.1.2.1 The Title/Heading ……………………………………… 39
4.1.2.2 Standard of Competence ………………………………. 41
4.1.2.3 Basic Competence ……………………………………... 41
4.1.2.4 Performance Indicator …………………………………. 42
4.1.2.5 Teaching Objective …………………………………….. 44
4.1.2.6 Material ………………………………………………… 48
4.1.2.7 Teaching Method and Media …………………………... 51
4.1.2.8 Teaching Procedures …………………………………… 53
4.1.2.9 Assessment …………………………………………….. 56
4.1.2.10 Resource ……………………………………………….. 58
4.2 Lesson Plan Implementation ……………………………………………... 59
4.2.1 The Preparatory Phase for Teaching ……………………………… 59
4.2.2 The Demonstration Stages ………………………………………... 62
a. Pre Activity …………………………………………………... 62
b. Main Activity ………………………………………………… 63
c. Post Activity …………………………………………………. 70
4.3 Teacher’s Personal Conviction towards Lesson Planning ………………. 72
4.3.1 Teacher’s View on Lesson Planning ……………………………... 73
4.3.2 How Teacher Develops and Implements Lesson Plans ………….. 75
4.3.3 Teacher Problems in Developing Lesson Plans ………………….. 80
4.4 Synthesis of Findings …………………………………………………….. 82
4.5 Concluding Remark

CHAPTER V: CONCLUSION AND RECOMMENDATION

5.1 Conclusion ……………………………………………………………….. 85
5.2 Recommendation ………………………………………………………… 87

BIBLIOGRAPHY ……………………………………………………………... 89

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APPENDICES Page
Appendix 1 Lesson Plan Analysis ……………………………………………. 99
Appendix 2 Lesson Plan Template (Ministerial Regulation No. 41 Year 2007) 103
Appendix 3 Analysis on Cognitive, Psychomotoric, and Affective Domain …. 104
Appendix 4 Observation Schedule ……………………………………………. 105
Appendix 5 List of Guiding Questions ………………………………………... 106
Appendix 6 Interview Transcription ………………………………………….. 107
Appendix 7 The Sketchy-Lesson Plan ………………………………………… 112
Appendix 8 The Scripted Lesson Plans ……………………………………….. 117
Appendix 9 The National Syllabus ……………………………………………. 135

LIST OF TABLES Page

Table 2.1 Lesson Plan Format Adopted from Ministerial Regulation No 41/
2007 ……………………………………………………………...... 20
Table 2.2 The Assessment …………………………………………………….. 23
Table 3.1 Interview’s Theme ………………………………………………….. 33
Table 4.1 The Summary of Analysis on Principles in Lesson Planning ……… 37
Table 4.2 Checklist on Teacher’s Entry in the Title Element ………………… 40
Table 4.3 Performance Indicators …………………………………………….. 42
Table 4.4 Check Questions on Five-Component Teaching Objective ………... 44
Table 4.5 Bloom’s Taxonomy Domains ……………………………………… 45
Table 4.6 Material …………………………………………………………….. 48
Table 4.7 The Example of Material in a List ………………………………….. 50
Table 4.8 Summary of Teaching Method and Media ………………...……….. 51
Table 4.9 Sample of Teaching Procedure ……………………………………... 53
Table 4.10 The List of Skills Stated in the Scripted-Lesson Plans ……………. 55
Table 4.11 Assessment Stated in the Scripted Lesson Plan ………………... 56
Table 4.12 Summary of Various Activities in the Pre Activity ……………….. 61
Table 4.13 Summary of Major Activities in the Main Activity ………………. 64
Table 4.14 Summary of Activities Captured in the Main Activities ………….. 67
Table 4.15 Planned-Content and Its Demonstration ………………………….. 68
Table 4.16 Summary of Various Activities in the Post Activity ……………… 70

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 CHAPTER I
INTRODUCTION

This chapter includes an introductory explanation of the study. It will

cover the background information relevant to the study, the research questions,
the purpose of the study, the significance of the study, and the thesis organization.

1.1 The Background of the Study

Lesson planning is important and has a pervasive influence on successful
teaching-learning activities (Brown, 2001, p.149). It is during the planning
process that a framework to select goals is provided; activities and assignments
relevant to knowledge, skills, and attitudes are developed (Cooper 1990). In
addition, appropriate assessments that make the planning process complete are
designed (Hunter, 1994, p. 87 cited by Jalongo et al., 2007, p. 42). Research has
found planning skills are essential part of successful teaching (Haynes, 2010;
McArdle, 2010). A carefully prepared plan develops the pupils to a maximum
level in the time available (Husain, 1990, p. 32), and promotes student
achievement (Jalongo, et. al 2007). Furthermore, it helps teachers to fulfill the
essential elements of good teaching such as shape the space, time and learning
they share with students (Woodward, 2009, p.1).
Teachers at every level are typically to prepare lesson plans that aid the
organization and delivery of their daily lessons (Cooper, 1990. p. 7) to assure a
successful lesson (Richards and Renandya, 2002, p. 27). There are different
approaches in lesson planning. Some teachers prefer to construct detailed typed
outlines; others rely on the brief notes that are hand written (Haynes, 2010, p. 65).
Regardless of the method, the teachers tend to use more or less the same format to
develop lesson plans (Piskurich, 2006 see also McArdle, 2010, p. 82). To start off,
a lesson plan blank or template may be helpful. This blank format sheet typically
includes: title/heading, standard of competence, basic competence, performance
indicator, teaching objectives, materials, time allocated, teaching method,

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procedures, assessment, and sources (Ministerial Regulation No. 41 year 2007, pp
6-8; McArdle, 2010). In short, Brewster (2003) describes planning lessons as one
with clear objectives, a range of activities, is enjoyable for the students and
appropriately challenging (p. 231).
Lesson planning becomes an important measure of teacher’s competence
(Kwo, 1988). A teacher with pedagogical and professional competence can
demonstrate the ability to bring about the intended learning outcomes (Cooper,
1990, p. 3). Yet, lesson planning is often neglected, underutilized, misinterpreted,
or poorly executed (Jalongo, et al., 2007, p. 43). Rivers (1981, p. 484, cited by
Brewster et al., 2003, p.231) argues that some teachers consider lesson planning
as collecting a number of more or less interesting ideas. Some others see lesson
planning as a worksheet, a handout, a textbook, or a classroom game
(www.englishclub.com).
Likewise, previous findings show that many teachers have substandard
lesson planning skills. For example, Alwasilah (2012) reports that 65% out of
130,000 of EFL teachers’ mastery on lesson planning remain appalling. Jalongo et
al. (2007) mention that many teachers develop poor lesson plans. Woodward
(2009, p. 3) explains most teachers were concerned about lesson planning. On
one hand, beginner teachers tended to worry that planning lessons take too long
and, that there were too many things to consider. Experienced teachers tended to
remark that to planning they to be found boring. In short, findings show that many
teachers are in the state of not having enough professional and pedagogic
competence. As a result of this they do not see lesson planning as an ultimate step
to improve the effectiveness of teaching and learning (Richards, 2002 p. 112).
Considering the apparent deficiencies (Adam and Tulaeisewicz, 2005) in
teachers’ lesson planning skill and research on lesson planning has not been well
observed, the aim of this study is to investigate how English teachers develop and
implement the lesson plans. By doing so, it aims to bring to light the source of
their difficulties in lesson planning.

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1.2 The Research Questions
In line with the background above, this study attempts to address the
following questions:
1. How does an English teacher develop lesson plans?
2. Does an English teacher implement the lesson plans in their teaching-learning
activities?
3. What problems are faced by English teachers in developing the lesson plan?

1.3 The Purpose of the Study

Based on the research questions outlined above, the purposes of this study
are to:
1. Investigate how the English teacher develops the lesson plan.
2. Investigate the implementation of the lesson plan in teaching-learning
activities.
3. Examine the difficulties faced by the English teacher in developing the
lesson plan.

1.4 The Significance of the Study

This study is of great significance for three reasons. First, theoretically this
study can enrich the literature on lesson planning in the context of English
teaching in Indonesia. Secondly, practically, this study may provide teachers with
practical strategies in developing and implementing lesson plans in order to
improve their quality of teaching. Finally, professionally, it is hoped that findings
of this study be used as a basic information for the improvement in lesson
planning.

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1.5 The organization of the thesis
This thesis consists of five chapters.
Chapter 1 introduces the background of the study, the research questions,
the purposes of the study, the significance of the study, and the organization of the
thesis.
Chapter 2 presents the theoretical framework that has shaped this study. It
covers the lesson planning, the value of lesson planning, the components of the
lesson plan, and the implementation of the lesson plan.
Chapter 3 describes the research methodology of this study. It covers the
research problem, the research design, research site and participants, data
collection and data analysis.
Chapter 4 presents data presentation and analysis.
Chapter 5 provides the conclusion of the findings and recommendations
for further study.

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 CHAPTER III
RESEARCH METHODOLOGY
Previous chapter has described the theoretical background of the study. It
discusses the literature review about lesson planning, the development of lesson
plans, and the implementation of lesson plans.
This chapter discusses a set of methodological approaches which covers
the research problems, the research design, the research site, and the participant in
the study. It also informs the instruments of research, and the role of researcher.
Further, it presents the data collection through the documentation analysis
especially the lesson plan, classroom observation, and interview. The conclusion
ends this chapter.

3.1 Research Problems

This research was conducted in an attempt to address three research
questions. These questions are as follows:
(1) How do English teachers develop lesson plans?
(2) Do English teachers implement the lesson plan in their teaching-learning
activities?
(3) What problems are faced by English teachers in developing the lesson plan?

3.2 Research Design

In line with the research questions above, this study applied a qualitative
method in order to understand the phenomenon of lesson planning (Taylor and
Bogdan, 1984; Nunan, 1992, p. 81; Travers, 2001; Alwasilah, 2009; Nunan and
Bailey, 2009, p. 158; Hood, 2009). The qualitative method was regarded as the
most suitable design to understand how teachers develop lesson plans and
implement them in the classroom.
Further, this study more specifically can be characterized as a case study
design, for it was carried out in “a small scale and a single case” (Nunan and

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Bailey: 2009, Freebody, 2003 in Emilia, 2005, p.74; Nunan, 1992, p. 75). The
case was focused on the development, the implementation, and the problem faced
in the lesson planning where the researcher acted as a non-participant (Taylor and
Bogdan, 1984; Holliday, 2005).
Yet in terms of a case study design, this study collected and analyzed the
data that were obtained from „multiple sources”, i.e. documents analysis,
classroom observation, and semi-structured interviews. By doing so, „in depth
information‟ on lesson planning and its implementation (Alwasilah, 2009, p. 154)
could be achieved. The multiple data collection techniques employed in this study
insure validity of the study (McMillan and Schumacher, 2001, p.407; Holliday,
2005).

3.3 Research Site

This study was conducted at a Senior High School located in Cianjur,
West Java. This research site was chosen for three reasons. First, it was related to
technical consideration, that is, easy access. Secondly, the researcher was
welcomed warmly by the principal for conducting this research topic so that this
„increases the feasibility of the study‟ (Bogdan and Biklen, 1998, p. 54). The third
reason was that the research conducted on lesson planning was rare because there
was hardly ever anyone who tried to do such research at the site.
For that reasons, this research is worth carrying out as the initial step to get
complete information on teachers‟ competence in planning and implementing
lesson plans (Nunan, 1992) as stipulated in Ministerial Regulation No. 16 year
2007 on teachers obligation to do lesson planning.

3.4 Participants
One teacher was volunteering to act as a participant in the study. She is an
English teacher who has more than ten years of experience in teaching English at
Senior High School. The decision to investigate a teacher with extensive
experience is in line with McMillan and Schumacher (2001, p. 401) and
Creswell‟s (2008, p. 523) suggestion to have study participants who are

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knowledgeable and fully informed about the study investigated. Besides, the sole
participant helped the researcher to fully focus on what the teacher do in lesson
planning, and hence, increased the feasibility of the study.
The participant above was optimized to obtain the best possible data from
multiple sources i.e. classroom observation, document analysis, and semi-
structured interviews. Each of the data collection techniques are discussed below.

3.5 Data Collection

As stated above, this study collected data from various sources such as
document analysis, observation, and semi-structured interview. Each of these will
be described briefly below.

3.5.1 Document Analysis

To follow Cohen and Manion (1994) regarding the use of documents in
data collection, two types of documents were collected in this study. The first was
a sketchy-lesson plan for a curriculum cycle developed prior its implementation
and the second was seven scripted-lesson plans developed after its
implementation. Those two kinds of lesson plans became documents that
functioned as natural sources that provided real information on lesson plan
development and its implementation (Alwasilah, 2009; Nunan & Bailey, 2009),
and at the same time they represented an essential part of „triangulation‟
(Holliday, 2005, p. 43; Rallis and Rosman, 2009).
Lesson plans were analyzed using checklist in accordance with the
principles of lesson planning, among others, knowledge, considering individual
differences, variety, coherence and cohesiveness, flexibility, and feedback as
suggested by Ministerial Regulation No. 41/2007 (see Appendix 1). Further, the
lesson plans were also analyzed based on its elements as stipulated by the
Ministerial Regulation No. 41/2007, i.e. title, standard of competence, basic
competence, performance indicator, teaching objectives, materials, time allocated,
teaching method, procedures, assessment, and sources (see Appendix 2). Last but
not least, the analysis was also carried out to see whether the cognitive, affective,

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and psychomotoric domain were provided evenly (see Appendix 3). The analysis
will be presented in Chapter 4.

3.5.2 Classroom Observation

Classroom observation was conducted to gain “the authentic data” (Van
Lier, 1998; Patton, 2002 cited in Cowie, 2009) on how teacher demonstrated the
lesson plan in the teaching-learning activities. Besides, it also enabled the
researcher to describe in detail how the lesson plan was implemented in the
classroom. In this way, the researcher was encouraged to understand and to know
how to implement the lesson plan (Creswell, 2008, p. 223; Nunan and Bailey,
2009) in ongoing and regular class (Van Lier, 1998).
The researcher employed an observation sheet to collect the data on lesson
plan‟s implementation in three major areas. The first area was pre-activity
covered: gaining attention, informing learners of objectives, stimulating recall for
prior learning, as suggested by Gagné (1992). The examples of observation sheets
are in appendix 7. The second area was the main activity. It was the materials
presentation that covered process of exploration, elaboration, and confirmation.
And, the third area was post activity covered: providing feedback, assessing
performance, and enhancing retention and transfer.
To further understand how to implement the lesson plan, the researcher
conducted “field observation” as suggested by McMillan and Schumacher (2001,
p. 437) and Holliday (2005). The observation was conducted ten times. The first
of the ten observations was conducted to give the researcher a familiar presence
while remaining unobtrusive in order to lessen the anxiety on the part of the
participant (Creswell, 2008, p. 225). Meanwhile, the rest was devoted to
understand on how the teacher implemented the lesson plan. The observations
were conducted from October to November 2012 with each meeting lasting in 90
minutes (The schedule can be seen completely on Appendix 4).
During the classroom observations, the researcher did not only take notes
on the implementation of the lesson plan but also did the videotaping or recording
on the teaching-learning activities. The videotaping implementation was aimed at

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examining whether the teacher implemented all the three major components of a
lesson plan in its entirety. Furthermore, to be fully aware of what the teacher did
in the implementation of the lesson plan, the researcher also did the informal
discussion the teacher for about 10 to 15 minutes upon the completion of the
lesson by the teacher. Data from classroom observation will be presented and
discussed in Chapter 4.

3.5.3 Interviews
The interview was conducted to gain a deeper understanding on how the
teacher developed and implemented the lesson plan as well as to understand what
problems were faced by the teacher in relation to the lesson planning.
The interview was undertaken with the individual teacher for about 10 to
15 minutes upon the completion of the lesson in the teacher‟s room. The interview
was to get „in-depth‟ information about how the teacher developed and
implemented the lesson plan, as well as what problems she encountered in
developing and implementing it (Taylor and Bogdan, 1984; Holliday, 2005;
Marshal and Rossman: 2006). The interview format used was a semi-structured
interview as proposed by Stainback & Stainback (1988, p.52), Van Lier (1998),
Cohen and Manion (2004), and Dawson (2009). It is regarded as the most
suitable format to learn about the perception of the teacher for the questions „are
more flexible worded‟ (Merriam, 1988, p. 73).
A list of questions to be covered was given to the teacher before the
interview. (The list of guiding questions can be seen completely at Appendix 5).
Then, in accordance with Kvale‟s and Dawson‟s suggestion, interviews were done
by asking questions orally, speaking in Bahasa Indonesia and the teacher was told
beforehand to train before being recorded. To follow Kvale and Dawson (2009),
the interview is conducted according to interview guide that focuses on certain
themes and include suggested questions to be transcribed, and the written text
together with the recording are material for the subsequent interpretation of
meaning‟ (Interview result can be seen in Appendix 6). The theme of the
interview of this study was on how the teacher developed a lesson plan, the

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teacher‟s problem in developing lesson plan, and the teacher‟s view on lesson
plan‟s demonstration as depicted in table 3.1 below.
Table 3.1 Interview‟s Themes

No Elements Classification
1. Teacher‟s perspective on lesson Teacher‟s problems in developing
planning lesson plan
2. Fill out the title
3. Develop the teaching objective Teacher‟s view on developing lesson
4. State the teaching material plan and its implementation
5. Define the teaching method
6. Choose the resource
7. State the assessment

In the interview, Bahasa Indonesia was chosen to give the English teacher
uncontrolled and unlimited response. The interview was recorded to make the
transcription viable and get „verbatim data‟ (Marshal and Rossman, 2006;
Alwasilah, 2010). Data from the interview will be presented and discussed in
Chapter 4.

3.6 Data Analysis

The data in this study were analyzed before, during, and after the
implementation of the lesson plan. The analyses and interpretation were carried
out based on the document in the form of the teacher‟s written and typed lesson
plan, the observation, and the interview. The data from each source was analyzed
in steps described below.
First, the data gained from the documented analysis of the lesson plan was
categorized into six principles, namely, knowing the subject matter, considering
individual differences, variety, coherence and cohesiveness, flexibility, and
feedback as suggested by Ministerial Regulation No. 41/2007. Further, the lesson
plans were also analyzed based on its elements as stipulated by the Ministerial
Regulation No. 41/2007, i.e. title, standard of competence, basic competence,
performance indicator, teaching objectives, materials, time allocated, teaching
method, procedures, assessment, and sources. Lastly, the lesson plans were
analyzed in their usage of action verbs as enabling indicator.

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 The data obtained from classroom observation in the form of a field note
was categorized into three main categories of lesson plans implementation as
suggested by Ministerial Regulation No. 41 year 2007. The categorization was
aimed to enable the researcher to find out whether each elements of the lesson
plan emerged or deviated from the plan.
The data obtained from the interviews were analyzed by transcribing,
subsequently categorizing, and interpreting them to answer the research questions.
During the transcription stage, the teacher‟s name was replaced with pseudonym
(Silverman, 1993). Then, the transcripts were given back to the teacher to make
sure that it was indeed what she meant. In the effort to maintain validity, the
researcher also conducted member checks by „sending back‟ (Rallis and Rossman:
2009; Creswell, 2008, p. 266; Kvale, 1996) the transcripts of interview results to
the participant who had been interviewed to ensure that the results were
appropriate with her given responses After that, the transcripts were condensed
into briefer statements by rephrasing them into shorter ones (Kvale, 1996, p. 192).
Finally, data were coded and categorized by applying thematic data analysis in
line with the focus of this study such as the teacher‟s difficulties in developing the
lesson plan and the deviation of implementing the lesson plan.. The results were
interpreted in Chapter 4 of this research.
At last, all of the data obtained from documentation analysis, classroom
observation, and interviews were triangulated by making comparison and contrast
to get „in depth information‟ to enhance validity and to gain accuracy of the
conclusion of this study (Marshal and Rossman, 2006).

3.7 Concluding Remark

This chapter had drawn the qualitative study, particularly the case study
design, as the methodology of the study. Therefore, the data were collected by
means of the documentation analyses, the classroom observation, and the
interview. Consequently, all the data obtained were analyzed qualitatively to be
compared and contrasted or triangulated to enhance validity.

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 CHAPTER V
CONCLUSION AND RECOMMENDATION
This chapter presents conclusion and some recommendation. The
conclusion of the study is drawn based on the data analysis which is discussed in
Chapter Four. Meanwhile the recommendations are provided to give information
as well as guidance to conduct further related research concerning the same issue.
The last but not least, the recommendations are addressed to those who will get
involved in the development and implementation of the lesson plan such as
teachers, principals, and supervisors.

5.1 Conclusion
This study investigates how English teacher develops and implements the
lesson plan as well as finds out what problems are faced by the teacher during
lesson plan’s development and its implementation. As discussed in Chapter Four
based on the data gained from the document analysis, the classroom observations,
and the interviews, the major conclusion of this study can be drawn as follows.
First, the teacher developed two kinds of lesson plan, namely sketchy and
scripted-lesson plan. The sketchy-lesson plan was developed prior to the teaching-
learning activities. In the sketchy-lesson plan, the teacher has actually been able to
show the ability to develop a lesson note to provide a proposal of teaching
learning activities for one curriculum cycle by making note on the material and
teaching procedures followed the textbook. This finding supports the previous
studies concerning the lesson note or the sketchy-lesson plan as a map before the
implementation is decided as those proposed by Wayse (2002), Richards (1998),
Piskurich (2006), Woodward (2009), and Fisher et all (2008) as mentioned in
Chapter Two. Meanwhile, the scripted-lesson plan was developed upon the
teaching completion. The teacher wrote a scripted-lesson plan on the template as
suggested by Ministerial Regulation No 41 Year 2007 as her method to plan a
future lesson by seeing and using the successful experiences when she was

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implementing the sketchy-lesson plan. This finding coincides with planning a
lesson after its implementation as proposed by (Cooper, 1990); and those of
reflecting and recording on what teachers do and what happens during the
teaching-learning activities in detail to inform subsequent classes as put forward
by Partin (2009).
Second, in terms of elements of lesson plan wrote in both sketchy and
scripted-lesson plan, the teacher applied a Systematic Model for designing
instruction lesson plan as proposed by Gagné (1977) where in the lesson plan the
teacher started her planning with identifying teaching objectives, followed by
selecting material, determining procedures, and ended with the stating evaluation.
Additionally, the teacher took the advantage of lesson plan template issued by
Ministerial Regulation No 41 Year 2007 to write all the lesson plan’s elements
completely in her scripted-lesson plan. In contradictory, in the sketchy-lesson plan
the teacher developed her own format and wrote only standard competence, basic
competence, objective, material and teaching procedure as her lesson plan’s
elements. The method of developing her own format in the sketchy-lesson plan is
in line with the previous findings of lesson planning by Piskurich (2006) and
Petrina (2007) that there is ‘no correct’ way to write a lesson plan and there is no
‘single, universal’ format to give a clear picture of what a teacher intends to do
and achieve in the teaching-learning activitie. Yet, the elements stated in the
sketchy-lesson plan is not parallel with the elements of lesson plan proposed by
Brewster (2003) that a lesson plan format should at least typically cover a
description of students, a statement of objectives, a description of procedures,
materials to be used, and the evaluation.
Third, the findings gained from the observation revealed that both the
sketchy and scripted-lesson plans were not used as proposal for action during the
teaching-learning activities. This is irrelevant to the theory proposed by Brown
(2001) that lesson plan acts as framework of teaching but also an overall guide
teaching for activities; Woodward (2001) and Scott &Ytreberg (2000) that lesson
plan helps teacher to anticipate the potential problems occur during teaching-
learning activities. Yet, the teacher used the textbook as her teaching guidance.

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