1.

LESSON PLAN
Planning ahead to identify a course of action that can effectively reach goals and
objectives is an important first step in any process, and education is no exception (Barroso:
2005). In education, the lesson plan is one of the learning tools with innovative learning
models or approaches. The planning tool is the lesson plan, which is a detailed description of
an instructor’s course of instruction for an individual lesson intended to help learners achieve
a particular learning objective. Lesson plans communicate to learners what they will learn
and how they will be assessed, and they help instructors organize content, materials, time, in-
structional strategies, and assistance in the class-room.
Teachers are occupied with a set of written steps about what they are going to do in
the classroom called lesson plan. Brown (2001:149) describes lesson plan as “a set of
activities which “represent ‘steps’ along a curriculum before which and after which you have
a hiatus (a day or more) in which to evaluate and prepare for the next lesson”. Additionally,
Woodward (2001) states that lesson planning is not only in a written form, it can be defined
as everything a teacher does when s/he is thinking of the next lesson such as visualizing,
reading resources, or even staring at the ceiling. Harmer (2007) highlights two important
points of why to plan a lesson, Firstly, lesson plan is guide for teachers to refer to. Creative
changes may be done to adapt with what actually happens in the classroom but in the end
lesson plan is still a guide for teachers to fall back on. Secondly, it relates to teacher’s
relationship with students, teacher who has done planning beforehand suggests their
commitment toward teaching and will get positive respond from students.
Harmer (2001:308) explained lesson planning is the art of combining several of
different elements into a coherent whole so that a lesson has an identity which students can
recognise, work within, and react to whatever metaphor teachers may use to visualise and
create that identity.A lesson plan can also be defined as “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 thoughts about what will be covered during a lesson” (Farrell, 2002:30). He further
adds that a daily lesson plan is a written description of how students will move towards
obtaining specific objectives. Brown (2001:149) mentioned that lesson plans are a set of
activities that cover a period of classroom time, usually ranging from forty to ninety minutes.
Mulyasa (2007:212) stated that the lesson plan constitutes planning which illustrates the
procedure and management of the learning process to achieve one or more basic competence
that set in standard competence and describe in the syllabus, this statement in line with
(Ikhwan: 2012) who state that lesson plan is a plan that draws the procedure and organizes
the learning process to reach one of the standard competence in syllabus. Furthermore,
Richards and Bohlke (2011:35) have stated, “planning a lesson before teaching is considered
essential to teach an effective lesson.”
Hence, to produce good and systematic lesson plan, English teachers should be
skilful, creative, and innovative to enable learners to absorb the knowledge of language
learning easily and effectively. Mutmainnah’s research (2012). She found that a good lesson
plans and worksheet can be made the students more active in learning activity in the class.
The lesson plan also has two basic functions as mentioned in Nurdin&Andriantoni
(2016: 94) namely:
 1) Planning function,
Before starting the learning process, teachers must have written and unwritten
preparations. Learning implementation plans can encourage teachers to make a
careful planning and be better prepared in making learning activities.
2) Implementation function,
The learning implementation plan functions to encourage the effectiveness of learning
process according to what is planned. Learning activities must be organized through a
series of specific activities with appropriate and qualified strategies.
Thus, Cruickshank (2011:171) said that the good lesson plan which has been
requiring objectives by including the aspects of “ABCD” which also proposed by Mager,
Findlay and Nathan (Richards, 2001), as proposed by. “A” stands for “Audience” and refers
to the students as the subject. “B” stands for “Behavior” that defines performance to be
learned stated by action verbs. “C” stands for “Condition” under which the demonstration of
students’ performance is to occur. “D” stands for “Degree” which describes how well the
students must be able to demonstrate the performance. For example: (1) At the end of the
lesson, students [A] are able to identify five names of occupation [B]after being shown
pictures [C]using correct pronunciation [D], (2) Given a paragraph [C], the learner [A] will
identify every verb [B] by circling it correctly [D], (3) Students [A] read the descriptive text
loudly [B] based on what has been shown in the powerpoint [C] by using correct stressing
and intonation [D].
Minister of Education and Culture Regulation No. 65 of 2013 concerning Process
Standards states that every educator is obliged to adraw up a complete and systematic lesson
plan, so that learning goes interactively, inspiratively, fun, challenging, motivating students to
actively participate, also provide sufficient space for initiative, creativity, and independence
in accordance with the talents, interests, and students physical and psychological
development with the right strategy to improve the efficiency and effectiveness of achieving
competency graduates.
And so was formed the principles for preparing lesson plans according to Akbar
(2013: 42), that also in line with Permendikbud No 22 (2016 hml.7) which are,
1) Observe the students individual differences including initial abilities, intellectual
level, talents, potential, interests, learning motivation, social abilities, emotions,
learning style, special needs, learning speed, cultural background, norms, values, and
students environments.
2) Encourage active participation of students, centered on students to encourage the
spirit of learning, motivation, interest, creativity, initiative, inspiration, innovation and
independence.
3) Developing a culture of reading and writing, this development is designed to develop
a fondness for reading, diverse readings understanding, and express various forms of
writing.
4) Provide feedback and follow-up, providing feedback and follow-up lesson plan
includes the design of programs providing positive feedback, reinforcement,
enrichment, and remedies
 5) Linkages and cohesiveness, emphasis on the corelations and cohesiveness between
BC, learning materials, learning activities, indicators of competency achievement,
assessment, and learning resources in a wholeness of learning experiences
6) Accommodate thematic-integrated learning, cross-subjects integration, aspects of
learning, and cultural diversity.
7) Implement integrated systematic and effective information and communication
technology, according to the situation and conditions.
According to Minister of Education and Culture Regulation No. 81A 2013 appendix IV
regarding curriculum implementation in the lesson plan, it states that the lesson plan contains
at least learning objectives, learning materials, learning methods, learning resources and
assessment of learning outcomes.
Nanang Hanafiah and Cucu Suhana (2012 hml.122,) in the preparation of lesson plan, the
steps should contain elaments as follows:
1. Inclusion of identity
2. Formulate the learning objectives
3. Determine learning material
4. Determine the learning model
5. Establish learning activities
For the learning activities, that in line with Sa’dun Akbar (2013: 143), the steps of learning
activities divided into 3 steps which are
a) Pre-teaching
This activitivies contains preparations of students before they start learning, apperception,
explanation of the learning objectives, and the scope of the material.
b) While-teaching
This activity contains the learning process or learning experience to achieve the basic
competencies.
c) Post-teaching activities
- The teacher and students summarize and conclude the lesson that has been done.
- The teacher will give an assessment or reflection on the activities that has been done
- The teacher provides feedback on the process and learning outcomes.
- The teacher convey a moral message, plans follow-up activities, illustrate the next
learning plan.
6. Choose the learning resources
7. Determine the assessment.

The Ministry of Education and Culture also stated some standards for the processing
of lesson plan in Decree Number 22 of 2016.
(1) Identity of a school which consists of the name of the institution and education unit
Example : School : Public High School 4 Medan
(2) Identity of the lesson, which consists of the name of the subject, the number and topic
of the lesson and the date and time allocated.
Example : Subject : English...
(3) Class / Semester: degree of class
Example : Class/ Semester: VII (seven) / 2
(4) Main Subject : Learning material that will be learn during the meetings.
Example : Text type : Descriptive Text
(5) Time Allocation :
The time that required in learning the material. which is determined in accordance
with the needs for achieving basic competency and learning load by considering the
number of hours of study available in the syllabus and basic competency that must be
achieved.
Example : Time Allocation : 10 X 50 minutes (5 meetings @50')
(6) Learning Objectives : The objectives and purpose of the learning that expected to be
achieved by learners in the process of teaching-learning. Learning objectives are
formulated based on Basic Competencies, using operational verbs that can be
observed and measured, which include attitudes, knowledge, and skills
Example : Through training activities, students can communicate and writes about
descriptions of people (including themself) and figures, for the purpose of
understanding / promoting / introducing / setting an example, contextually by paying
attention to the appropriate social function, text structure and language features.
(7) Core competence : Which describes the main competence that students need to learn
for the school level class in that subject in the aspect of attitudes, knowledge, and
skills.
(8) Basic competence and Indicator : Basic Competence is knowledge, skills and
attitudes that must be achieved by students to show that students have mastered the
competency standards that have been set, therefore the basic competencies are the
translation of competency standards. Meanwhile, indicators of competent
achievement are behaviours or performances including attitudes, knowledge, and
skills which can be measured and observed to show the achievement of the basic
competences.
Example :
Basic competence
1.1 Compare the social function, structure text, and language feature from some oral
and written descriptive text with give and ask information related with person,
animal, and things description, briely and simple, based on the use of context.
Indicator : Students can communicate integrated in oral and written about description
person, figure for proudly/promote/ prsent, contextually, related with three aspect of
text, such as :
- Social function
- Structure text
- Language feature
(9) Learning materials : which consist of relevant theories, facts, concepts, principles and
procedures that are relevant, and written in the form of items in accordance with the
formulation of indicators of competency achievement.
Example : Some descriptive text about person/different figure, in three aspect of text,
contextually, integrated with oral and written:
- Social function
-Structure text
-Language feature
10. Learning method : used by a teacher to create teaching-learning processes. Some
methods for teaching that can be used in teaching speaking ESL are the
Communicative Language Teaching (Communicative) Approach and the Co-
operative Language Learning Approach/Method
Example : Co-operative Language Learning Approach/Method
11. Learning media : media are used by the teacher to deliver materials and maintain the
processes
Example: • media/tools : video, laptop, lcd, pictures, slides, textbooks, novels,
English newspapers, magazines, flashcards, tape recordings, CDs and VCDs, the
Internet, and another IT resources, etc
12. Learning sources : all of the suitable sources or reference in the form of link or book
Example : Ministry of Education and Culture, English, When English Rings The
Bell, Smp/Mts grade 7 page 146-163, www.englishindo.com, And other suitable
sources
13. Steps of Teaching: procedure of learning
Example :
1. Preliminary Activities :
- Teacher and students greeting the class
- Teacher absent the students
- Teacher gives the aim of the lesson.
2. Main Activities :
during the learning process in class, students actively participate, work together with
friends and take advantage of teacher guidance:
In the first meeting:
- Student listening to the teacher reads some texts
- Ask and answer about social function, text structur and linguistic element from each
text in general
- Write the texts, one by one completely
- Presenting the result of writing in the class
- Giving suggestion on the written result of other grups
- Submit the written result in portfolio file.
3. Closing :
- Discuss the benefits of learning
- Teacher and students conclude the materials
- Teacher gives homework
- Teacher inform the next activities
- Teacher close the class
 14. Assessment : which are done to evaluate the results of the students’ study in which the
instruments used are based on the indicators for achievement of predetermined
competencies.
Example : Valuation of learning:
A. Authentic assessment techniques
- Knowledge: Use of rubric to measures reliability social function, complete and
collapse of text structure and accuracy language features which include in process and
learning result
- Skill: the working of verbal communicative act and written work (practice of reading
aloud, written task to describe person)
B. Assessment instruments for written test
C. Assessment rubric and guidance assessment.

According to Mulyasa (2007: 217) that lesson plan uses assessment instruments that
arranged based on indicators. Therefore the quality of the lesson plan must be in accordance
with the lesson plan assessment indicators in the form of:
1) Clarity and completeness of the lesson plan identity that includes the name of the school,
identity of the subject, class, semester, subject topic, time allocation, and year of study.
2) Completed lesson plan components that include CC, BC, Indicators of Competency
Achievement, learning objectives, learning materials, learning methods, tools / media /
learning resources, steps in learning activities, and assessment of learning outcomes.
3) Accuracy time allocation.
4) The suitability of the formulation of indicators and learning objectives with CC, BC,
indicators of competency achievement, and the use of operational verbs that can be
observed / measured.
5) Scope of the indicators and learning objectives.
6) Compatibility of learning material with learning objectives.
7) The suitability of learning material with the characteristics and needs of students.
8) Systematics of the learning material.
9) The suitability of learning methods with learning objectives, learning materials, and
student characteristics.
10) The suitability of tools, media, and learning resources with indicators, objectives,
materials, methods, and characteristics of students.
11) The suitability of learning activities with learning methods and models
12) Appropriate assessment of learning outcomes.

The indicators described above can be used as a reference or grid in making research
instruments in the form of assessment sheets and validation of lesson plans that will be
validated and assessed by the validator. The lesson plan assessment sheet is used to find out
the quality of the lesson plan.

Here is an example of a lesson plan :

Slideshare.net