A PROPOSAL

DEVELOPING INTERACTIVE LESSON PLAN FOR TEACHING

EXPRESSING OBLIGATION AT JUNIOR HIGH SCHOOL

By:
Bilqis Sholikha
Reg. Number: 1808103136

ENGLISH LANGUAGE TEACHING DEPARTMENT

TARBIYAH AND TEACHER TRAINING FACULTY
SYEKH NURJATI ISLAMIC INSTITUTE
CIREBON
2022
Table of Contents
A. The Background of the Research..........................................................................................2
B. Identifications of The Issues..................................................................................................7
C. Delimitations and Focus of the Study...................................................................................8
D. Research Question.................................................................................................................9
E. Aim of the research................................................................................................................9
F. Significances of the Research................................................................................................9
G. Theorical Foundation............................................................................................................9
1. Speaking Skills.................................................................................................................10
2. Lesson plan.......................................................................................................................11
3. Expressing obligation.......................................................................................................13
H. Previous Studies..................................................................................................................14
I. Frame of thought...................................................................................................................16
J. Research Method..................................................................................................................17
1. Research design and step of the research.........................................................................17
2. Source and type of data....................................................................................................19
3. Data collection techniques and instruments.....................................................................20
a. Interview.......................................................................................................................20
b. Questionnaire................................................................................................................21
c. Critical Literature Review.............................................................................................22
4. Data Analysis Techniques................................................................................................23
1. Interview.......................................................................................................................23
2. Questionnaire................................................................................................................23
3. Critical Literature Review............................................................................................24
5. Research Timeline............................................................................................................24
References................................................................................................................................25
APPENDIX..............................................................................................................................31
Appendix 1...........................................................................................................................31
Interview...........................................................................................................................31
Appendix 2...........................................................................................................................31
Questionnaire....................................................................................................................31

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A. The Background of the Research

Lesson plans used by some teachers are still in the form of old material and have not
been touched by updates such as combining activities with innovative media or using
interactive technology that can make students motivated in learning. (Alizadeh as cited in
Purmama, A., 2019) Teachers should be aware of the importance of motivation in
students' language acquisition, and they can assist students in increasing their drive by
making specific changes. Education in the 21st century is a new trend; learning will never
happen the way it does in these days. Learning happens all over the place, all the time, on
any subject, helping any learning style. The development of increasingly complex
materials, the use of technology that cannot be separated from learning will create a more
difficult learning atmosphere for students if the teacher has not found a way to develop
interesting teaching materials. It is undeniable that there are also many teachers who use
old teaching materials that are not suitable for use in this era. (Chatib as cited in
Mauizdati, 2020), if the teacher does not make plans in teaching, then the teacher is
planning to fail in teaching. The needs of students who are met in learning will lead
students to the ease of understanding the material. In addition, teachers and students will
achieve the learning objectives intact.

A lesson plan is the teacher's daily guide to students need to learn, it relates to how it
will be taught, and how learning will be measured. In making it, the teacher will be asked
to see the learning needs of students so that they can be achieved properly. Moreover,
lesson plan is very important to help teachers to be more effective in the classroom by
providing a detailed outline to follow each class period, so that it can meet the needs of
students as a whole and in depth in each lesson. (Johnson as cited in Alanazi, 2019) states
Lesson planning is one of the critical components that provides an effective teaching-
learning environment. The preparation of lesson plans for learning English is an
important aspect to do before the teacher conducts learning in the classroom. (Borich as
cited in Alanazi, 2019) states teachers decide on the manner and content of their training,
such as how much presenting, questioning, and discussing to do, how much material to
cover in the allocated time, and the level of the subject, to write down instructions. In
addition, lesson plans are made so that the learning process is more structured so that it is
expected to make it easier for teachers to achieve predetermined learning targets or goals
and teachers can meet the needs of their students.

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 Teaching speaking is an important part of learning English skills. This is because
speaking is something that can show someone is considered capable of using a language.
In today's era teaching speaking is more complex by showing all aspects to complement
the needs of students to compete in this 21st century. In addition, (Blestein as cited in
Yolanda, 2019) states that the goal of teaching speaking is to teach English language
learners how to make English speech sounds and patterns: use word and sentence stress,
intonation patterns, and the second language's rhythm, choose appropriate words and
phrases based on the appropriate social setting, audience, scenario, and topic matter,
arrange their thoughts in a logical and relevant order, make use of language to express
your values and opinions, fluency is defined as the ability to speak a language swiftly and
confidently with few artificial pauses. (Richards and Renandya as cited in Maulidar,
2019) states that classroom activities appear to be an important component of a language
course because the purpose of language instruction is to provide learners with
communicative competence. Finally, teachers must consider several aspects in designing
and managing speaking teaching activities that can make students are easier to learn.

Obligations are actions that one must do. (Huddleston as cited in Betti, 2018) declare
that the deontic modality includes permission, obligation, and prohibition. In other hand,
(Sag in Betti, 2018) In the same way that obligation is tied to necessities, permission is
related to possibility. Moreover, according to (Leech as cited in Kenneth, 2020) modal is
employed in writing and speaking to communicate concerns relating to the formation of
opinions, understandings, purposes, obligations, free will, and other related concepts.
From some of the explanations above, it can be concluded that the expression of
obligation is one of the materials in English which aims to provide students with an
understanding of expressions that contain elements of obligation in everyday life.

Humans are programmed to speak before they learn to read and write. Speaking is the
most important skill because it is one of the skills needed to have a conversation. (Brown
as cited in Parmawati, 2018) “While speaking is a productive talent that can be observed
directly and objectively, those observations are invariably tinted by the correctness and
effectiveness of the test-takers listening skill, which inevitably undermines the reliability
and validity of an oral production test.” Speaking is not an easy task because the speaker
has to know many important things components such as pronunciation, grammar,
vocabulary, fluency, and understanding. Further, (Thornbory as cited in Nasri, 2019)
states that speaking is described in Applied Linguistics as a social and situation-based

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activity, as well as speaking as an interaction. Speaking is a crucial talent in current
globalization period. Meanwhile (Bailey as cited in Bangun., 2018) state that speaking is
“an interactive process of generating meaning that involves producing, receiving, and
processing information, typically spontaneous, open-ended, and developing, but not
wholly unpredictable,” speaking skills to communicate easily and effectively with others.
Speaking is one of the skills needed in learning English. By speaking can see a person's
ability to master a language.

Entering the era of increasingly rapid global world rotation will encourage all aspects
to be able to improve all existing aspects. including the world of education, with a variety
of teaching methods and all kinds of new technology introduced in this teaching is
expected to make it easier for students to carry out learning activities. (Tamhane as cited
in Sapitri, 2021) found that mobile technology is changing the way we live and is
beginning to change the way we learn. (Winda as cited in Rahmayanti, 2020) discusses
how the influence of Cake application on students speaking ability in her work the use of
cake application in teaching speaking to senior hight school’s students. Teachers, on the
other hand, must come up with creative solutions to help students overcome their
obstacles in communicating. Since the mobile phone has become an integral part of daily
life, numerous applications have been developed, including those for learning English.
Teachers must seek out the finest application that will assist students in improving their
speaking abilities. Therefore, in teaching speaking the development of how to teach
speaking is also very much needed by incorporating new technology that will allow
students, to explore everything they want to be able to in this skill. The lecture method,
which was often taught in teaching speaking, will slowly shift to the use of technology so
that students become actively involved in learning.

Further, Interactive lesson plan is something that needs to be developed in this 4.0 era.
Research in Developing interactive lesson plan includes some clusters. For instance. The
progress of the times will make the demand for education higher. speaking skill is one
thing that needs to be reviewed further in this era. This skill is an important one to have in
this century. The Important of Speaking skill ( (Rao, S, 2019), (ArafaH & Andi, 2017),
(Al-Sobhi, Preece, 2018), (Armadi , Kultsum, & Dewi, 2017), (Gusweni, 2018) ).
Strategy of Teaching speaking ( (Ngadiso, Wijayanto & Purwaningsih, 2019) (Krebt,
2017), (Mirshekaran, Nasri, Esfahani, Namaziandost, 2018), (Kuning, 2019)). There are
several previous studies that have discussed lesson plans as follows, Lesson plan for

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English language teaching ( (Sukanadi, Puspawati,& Wardana, 2018) (Putri & Drivoka,
2021), (Kristina, 2021), (Ekawati, 2021), (Başar, 2021) (Diartha, Muntar, Andayani &
Purwoko, 2017), (Baharun & Adhimiy, 2018), (Verhoef & Coenders, 2019)). Lesson
plan preparation ( (Taskin, 2017), (Budiarta, Tantra & Larasati, 2021), (Margunayasa,
2018). Lesson plan components ((Sudibyo, 2020), (Purwianingsih , Widodo &
Tresnawati, 2017), (Pusparini & Kurniasih, 2017)). Of the many previous studies that
discuss lesson plans, what doesn't exist yet is about interactive lesson plans that can build
student motivation in learning and appropriate lesson plans in this era by combining
interesting learning using appropriate technology, especially speaking learning.

The research has shown there are some different findings. Furthermore, the fact that
lesson plan itself has variations in which includes lesson plan for English language
teaching, Lesson plan preparation, lesson plan components. From those findings, the
focus on the research is about to make interactive lesson plan, especially in teaching
speaking and students speaking skill. Interactive lesson plan is important for teacher and
students need in learning and teaching activities. There are some strategies of teaching
speaking should have by teacher such as Cooperative activities, Creative task (Solcova as
cited in Ngadiso, 2019) creative tasks for learners enhance their fluency best when they
engage in tasks that require all their attention to produce anything, Drilling,
Brainstorming, Storytelling. Besides, some of research above explains the importance of
speaking skills for students. (Brown and Yuke as cited in Rao, 2019) Speaking is the
talent that the students will be judged on the most in real world circumstances.

There are several criticisms from previous research, including: the main criticism is
the lesson plan for teaching English only adjusts the material, makes a needs analysis, and
prepares teaching materials. As time goes on, it is necessary to create learning models that
are in accordance with the needs of students in the 21st century. Making an interactive
lesson plan will provide an update in learning English, this is because the interactive
lesson plan will combine a variety of interesting, easy-to-use learning methods for
students, and meet all student needs from various student learning methods. The solution
offered above is one of the efforts to make learning more effective. (Stigler and Hiebert as
cited in Astuti, 2018) This is a great model as the secret of Japan's success in improving
the quality of education. Interactive lesson plans must be made by teachers in today's era.
Interactive lesson plans will help students more easily understand the learning.

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 The second critic is about the elements of the lesson plans for three respondents
consisting of lecturer identity, time allocation, main competencies, basic competencies,
indicators, learning materials, teaching activities, assessment and evaluation, media and
learning resources. To support the statement of one respondent, the lesson plan format has
been provided by the lesson plan development team. However, in support of this research,
some difficulties were found in developing a perfect lesson plan. (Imron as cited in
Sudirman, 2017) This is demonstrated by the fact that (1) teachers frequently complain
about curriculum changes, (2) teachers frequently complain about curriculum
requirements with regard to workload, (3) students frequently complain about the manner
in which teachers teach being less appealing, and (4) still cannot guarantee the quality of
education as it should be. Teachers must prepare appropriate lesson plans in the 21st
century to promote renewal in learning and achieve goals for students in meeting their
needs.

The third critic is about the thing that needs to be criticized is the less-than-
optimal teacher performance, explained by previous respondents that some teachers are
too focused on preparing lesson plans and do not have enough time to expand teaching
media in the classroom and appropriate teaching materials for students. teach by
following all the elements of the available textbooks or exercise books without wanting to
modify them with personal ideas in developing lesson plans in class. (Departemen
Pendidikan Nasional, as cited in Sudibyo, 2020) Lesson plan component includes: (a) the
subject's identification, (b) the competency standard, (c) fundamental competence, (d)
competency success indicators, (e) learning objectives, and (f) instructional materials (h)
learning approaches, (g) time allocation Introduction, core, j) learning materials, and (k)
assessment of learning outcomes comprise questions, scores, and key answers.

The last critic is in the previous research no one has discussed how to design an
appropriate lesson plan in the 21st century era. The lesson plan discussed earlier contains
the many uses of methods for learning. The previous lesson plans did not discuss more
innovative designs in learning. Learning speaking. Teaching speaking develops rapidly
over time. This must be balanced by the English teacher. Speaking skills are not just a
repetition of exercises or memorizing dialogues. Today's world requires that the aim of
teaching speaking should be to improve students' communicative skills, because that is
the only way students can express themselves and learn how to follow appropriate social
and cultural rules in every communication situation. (Nunan as cited in Sri, 2019)

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 Teaching speaking entails instructing students on how to: Produce English speech sounds
and sound patterns. Use the second language's rhythm, intonation patterns, and word and
sentence stress. Choose acceptable words and sentences for the audience, situation, and
topic matter in the right social setting. Organize their thoughts in a logical and relevant
order. Use words to communicate your values and opinions. Fluency is defined as the
ability to speak a language swiftly and confidently with minimal artificial pauses.

B. Identifications of The Issues

Based on the research background mention above, it is necessary to have a common

ground to provide clarification of the problem to be studied. In the 21st century,
everything becomes more complex, including the world of education. Learning plans are
no longer limited to making material adjustments but must be able to cover all student
needs from all aspects that are in accordance with this era. It is known that lesson plans
are very important in planning and organizing learning in the classroom. in the RPP all
activities are arranged systematically with the hope that learning objectives can be
achieved. (Wong as cited in Alanazi, 2019) “Well-managed classrooms are built on well-
set lesson plans,” explain Students may be fully immersed in their work, teachers can
obtain the desired results from students, teachers do not have to spend time organizing
the classroom, the classroom must be a pleasant, work-oriented, stress-free environment.
From previous research, it can be concluded that some of the problems teachers
experience in making lesson plans are as follows:
a) difficulty finding learning resources, learning media so that they only follow the
available package books. This makes learning not varied and makes students easily
bored.
b) Make it easier to get RPP files from one teacher to another which can't be applied in
the classroom because the modalities, characteristics, and potential of students are
different, but the RPP is still used.
c) Some teachers still think that the lesson plan is only an administrative fulfilment. So,
there is no encouragement to be creative in building interactive learning.
d) Teacher centre is still very much used by some teachers. This prevents students from
playing a more active role in the classroom.

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 e) Some teachers are still not able to balance the use of technology in learning. Thus, the
fear of teachers in trying to vary the material by using existing technology makes
learning in accordance with the 21st century hampered.
This research specified to “developing interactive lesson plan to enhance students
speaking skill”. The reason why researcher raises this issue is because first, this issue is
related to the needs of this 21st century. Second, because there is still a lack of
improvement and development in making interactive learning plans that can cover all
student needs and are in accordance with the 4.0 era. Third, considering the importance
of improving speaking skills in this century, special attention is needed in designing
innovative learning that will involve students in many classroom activities to make
students accustomed to conducting conversations in class.

C. Delimitations and Focus of the Study

Considering that the discussion on the phenomenon of interactive lesson plan is quite
extensive. Then, this discussion will be limited in such a way that this discussion can be
more focused and not vary from the essential discussion. The researcher limits this
research by focusing on preparing to make interactive lesson plans to improve students'
speaking skills, then the researchers focus on the steps for making interactive lesson plans
that can suit the needs of students in the 21st century. In this study, the researcher did not
take the point the general attitude toward designing lesson plans This is because the
discussion of this area is too broad and not in accordance with this research.
The tendency of some teachers to be less creative in developing lesson plans is the
reason for researchers to raise studies that focus on developing interactive lesson plans,
this is so that they can build education that is appropriate for this century and can achieve
more effective learning goals. (Combs as cited in Sudirman, 2017) learning program
planning is a decision that includes the components of systematic learning. Systematic
analysis is a method of educational development that helps students, schools, and
communities achieve their educational goals more effectively and efficiently. It is
organized in a logical, reasonable manner to meet the needs of students, schools, and
communities. Thus, this research will only focus on developing interactive lesson plans to
improve the speaking skills of 8th grade.

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D. Research Question

This study will conduct research on how to develop interactive lesson plan for teaching
expressing obligation in the 21st century. The formulation of research questions is as follows:

1. What is an interactive lesson plan?

2. How is the development of interactive lesson plan or teaching expressing obligation
for the eighth grade of junior high school students that supports the development of
21st century skills?

E. Aim of the research

Based on the research formulation above, the research objectives are:

1. To know what an interactive lesson plan is
2. To find out how is the development of interactive lesson plan for teaching expressing
obligation for the eighth grade of junior high school students that supports the
development of 21st century skills.

F. Significances of the Research

The significance of this research is expected to provide information for:

This study is intended to make a significant contribution to the theoretical benefits,
practical benefits, and professional benefits. At the theoretical level, the findings of this
study will enrich the literature on the development of interactive lesson plans, especially
where this research is conducted. On a practical level, this research presents activities that
are considered important to improve the development of interactive lesson plans. This
information is the basis for teachers to choose professional development according to their
needs in teaching.
Additionally, these findings can promote lifelong interactive learning for teachers and
students. Teachers who practice interactive learning plans will be good models for their
students in terms of the concept of continuous learning.

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G. Theorical Foundation

The research is also challenged when the research investigate phenomenon

raised obviously. Hence, the research would disclose some of Topic in the title
explicitly to investigate which consist of, Speaking Skills, Lesson plan, expressing
obligation.

1. Speaking Skills
Speaking is an oral language skill that is functional in everyday human life,
Speaking is a productive ability. Speaking cannot separate from listening. When we
speak, we create a meaningful text. In communication, we can find speakers, listeners
and messages and feedback. (Byrne as cited in Metwally, 2019) Speaking is a two-
way activity including both productive speaking and receptive skills between the
speaker and the listener’s and listening with understanding. Speaking skill is an
important tool for English learners to convey messages and communicate for different
purposes effectively. (Howarth as cited in Leong, 2017) Speaking is defined as a two-
way process in which true communication of ideas, information, or emotions takes
place. (Tomak as cited in Aktay, 2020) speaking skill is one of the most prevalent
language skills that pre-service teachers will employ in their professional lives is ns or
conjunctions, which can be defined as a fascinating talent that needs individuals to be
distinctive and creative and to develop themselves to express themselves. by
improving speaking skills will provide a great opportunity to meet the needs of this
21st century. It can be concluded that the importance of speaking skills is basic in
communicating with many people.
In other hand, there are several characteristics in speaking skills, the following
points must be considered in learning. (Ilankumaran, 2018) The learners must follow
four important skills. They are:
1) Accuracy refers to the ability to explain diverse concepts using correct language,
vocabulary, and pronunciation.
2) Fluency refers to the ability to speak at a normal rate, which eliminates
communication problems such as hesitancy.
3) Appropriateness refers to the ability to utilize formal or informal language
appropriately in each setting.
4) Coherence refers to the ability to produce connected spoken sentences, such as
using ellipsis, substitutes, pronouns, or conjunctions. From some of the points above,
10
 it can be understood that improving speaking skills requires supporting points to make
it easier to improve speaking skills.
In addition, there are several factors that will affect students in speaking.
(Tuan & Mai as cited in Sirisrimangkorn, 2021) Performance conditions, affective
elements, listening abilities, and feedback during speaking activities are all aspects
that influence students' speaking performance. The above factors will provide teachers
and students with ways to improve speaking skills by paying attention to these factors.
This is done so that the learning process will be more focused on improving this skill.
In sum, speaking skills are defined as skills that allow for effective
communication. They provide the ability to convey information verbally and in a way
that the listener can understand. Speaking skill is very needed in the 21st century. This
skill will help to meet the needs socially or in the world of work in the future.
Speaking skills can be separated into formal and informal speaking skills and use both
types of speaking skills in various contexts throughout life.

2. Lesson plan
Lesson plan is an arrangement of learning plans carried out by a teacher before
carrying out the teaching and learning process in the classroom. (Majid & Rochman
as cited in Maryani, 2018) A lesson plan is a document that describes the procedures
and organization of learning to acquire the fundamental competency stated in the
Content Standards and in the syllabus. The preparation of this study plan will provide
an overview for teachers in carrying out learning activities in the classroom in
accordance with the curriculum and the needs of each student. In learning, the
preparation of lesson plans is needed for teachers to direct teachers in systematic and
directed learning at each meeting. (Neisari and Heidari as cited in Emiliasari, 2019) A
lesson plan details the learning process, including the topic to be taught, the
technique, the time, and the location, as well as the students' evaluation. (Yildri as
cited in Alanazi, 2019), states that lesson planning is an important skill for the
trainees’ for gaining experience since it forces them to reflect on the following: •
What to tea.ch? • How to teach? • How to evaluate. It can be concluded that the
importance of this lesson plan is to provide convenience for teachers in carrying out
the teaching process starting from how to teach in class, what will be taught to
students in class and how teachers evaluate each learning activity for each student in
the class.

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 There are several Characteristic that make lesson plan more effective and
creative. In preparation of the lesson plan needs to pay attention to many things, such
as what kind of design will be made, what the structure will be, this depends on the
creativity of the teacher to make the lesson plan interesting. (Munif Chatib as cited in
Baharun, 2018), The creative lesson plan is separated into three sections in terms of
design and structure:
1. The identity and curriculum are included in the header or opening.
2. Content or content consists of a. Apperception, in which some objects serve
as the fulcrum of openers in the learning process, such as:
A. Alpha Zone, warmer, pre-teach, and scene setting
b. Teaching Strategy
c. Activity Procedures
d. Teaching Aids
e. Learning Resources
f. The Plan
3. Assessment rubric and teacher's opinion in the footer or cover. Issues, fresh
ideas, and exceptional events can all be brought up by teachers.

In assembling a lesson plan, the teacher must pay attention to several steps that
must be fulfilled to make a series of lesson plans that are effective in learning. (Brown
as cited in Vitara, 2021) A lesson plan involves various steps in a general situation in
design; the first step of lesson planning includes how to start preparing, variation,
sequencing and timing, individual variances, student, and teacher communication, and
adjusting to an established curriculum.

In sum, Lesson plan is documents compiled based on the syllabus in

accordance with the provisions set by the government which contain all aspects
related to the implementation of learning. The learning implementation plan is made
to make the learning process more structured so that it is expected to make it easier
for teachers to achieve the specified learning targets or objectives.

3. Expressing obligation
Expressing obligation is one of the expressions to express the idea of a
necessity, to talk about rules, obligations, or to give firm advice to others or to
oneself. (Garner as cited in Vertan, 2021) prohibition, on the other hand is usually

12
include in the definition of obligation as it is defined as a duty refrain from acting.
(Oxford Dictionary of English as cited in Oktaviani, 2019) An obligation or
commitment is defined as an act or course of action to which a person is ethically or
legally obliged. So, in English this expression is devoted to expressing an expression
stating an obligation that must be done either individually or by someone else. In
English there are various kinds of capital that can be learned, one of which is
obligation capital. This capital is used to declare obligations, in the obligation capital
there are strong obligations and weaker obligations. (Swan as cited in Kızılay, 2019)
When it comes to strong obligation, it's best to talk about the modal auxiliary "must,"
because "should" implies a much weaker obligation. From the quote above, it states
that a strong obligation is marked with the word "must", why use "must" for a strong
obligation. This is because Must is a modal verb in English which one of its functions
is to express an obligation. Must is generally used to express obligations that come
from the speaker. Meanwhile, the modal verb should express weaker obligation than
must. This is because capital should be more commonly used in the arrangement of an
advisory obligation, so that the speaker can accept or reject this obligation.
There are several principles related to the act of obligation in English. (Fraser
as cited in Al-Ghizzi, 2018) To consider the act as an obligation, distinguishes the
following principles: a. The principle of undetermined time, which states that if the
time of an activity is not defined, the agent is expected to undertake it as soon as
possible. b. Efficiency principle, i.e., anytime an utterance is redundant, one can
conclude that the speaker does not need to make the utterance but would act as if he
did and expect the hearer to act similarly. c. The principle of obligation fulfilment,
which states that when someone is obligated to do something, it is possible to predict
that they will do it.
The use of "must" in obligation can be divided into several categories that
state the use of the word "must" more clearly. (Coates as cited in Warchał, 2007)
recognizes the following must occurrences (grouped into four categories):
1. subjective usage with a strong sense of obligation - meeting at least three of the
four main conditions outlined above, such as in Now is the time to turn off your
phone.
2. non-subjective use – with second or third person subjects (including inanimate), as
in stating a law or a general rule, or in official rules – with a strong sense of obligation
that is not imposed by the speaker.

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 3. subjective use with a weak sense of obligation – self-exhortation or pseudo-
exhortation in formal conversation with first-person subjects (including third-person
impersonal ones); likewise in formulaic expressions with verbs of speaking
4. non-subjective use with a strong sense of obligation – with first-person subjects,
attempting to communicate a necessity that affects the speaker, with third-person
subjects (including inanimate), and frequently with non-agentive verbs to convey root
necessity.

In sum, Expressing Obligation is an expression in English that is used to

express an obligation or something that you must do as an obligation. Its usefulness to
express necessity in English we can use the words must and should. The word "must"
be used to express something that must be done usually in connection with the rules
that need to be done for oneself. While should is a modal verb that is used to indicate
what to do.

Why these topics have related each other, this is because development of
interactive Lesson plan is very needed in this era. Besides, from the many studies in
various journals, there is still no development of an interactive lesson plan that is
specifically designed for speaking skills in obligation material that is in accordance
with the 21st century. In addition, the development of an interactive lesson plan will
provide a fresher picture of teaching by combining speaking skills with obligation
materials. In addition, the obligation material gives students in-depth knowledge
about how to express the idea of a necessity, talk about rules, strict obligations to
others or to oneself.

H. Previous Studies
Based on comparisons with what has been investigated or studied by previous
researchers, earlier studies will also assist researchers to determine the method of
processing and analysis performed. Several prior research papers that are relevant and
valuable to the current research demonstrate the importance of previous studies.
Previous studies that have been conducted include:

First, is about Lesson plan for English language teaching, study was carried
out by Sukanadi (2018). This study is entitled Interactive Lesson Study as a
Competence Indicator of Prospective English Teachers. This study uses quantitative
research including 30 student teachers yielded randomly in each cycle. The result of

14
the study showed that the achievement of the students' score in cycle 1 was 68 with
the medium category. In the second cycle, changes in student learning attitudes began
to show significant improvement: total score of 2390 on attitude aspect with a mean
of 80, a total score of 2416 on knowledge aspect with a mean of 81, and a total score
of 2457 on skill aspect with a mean of 83. Student score gained in cycle II was 82
with the high category. In short, students' abilities in learning attitudes, knowledge,
and writing skills are included in the high category with cultural attitudes. The next
study was carried out by Ekawati (2021), This study is entitled Arranging an
innovative lesson plan: The complexity of preservice teacher during COVID-19
pandemic era. This research conducted a study which focuses on Explore the way
preservice teachers arrange innovative lesson plans and describe their complexity in
arranging that lesson plan. The result of the study showed that preservice teacher has
complexity problems in arranging innovative lesson plan such as their less
understanding the concept of TPACK and implementation of HOTS.

Second is about Preparation of lesson plan, study was carried out by Budiarta
(2021) this study entitled An Analysis of Lesson Plan Preparation through Google
Classroom in Junior High School. this study uses qualitative research design. with the
device used as an instrument covering aspects that include learning objectives,
learning materials, learning activities, media, and learning resources, and learning
benefits. The aim of this study is to analyse the preparation of lesson plans through
google classroom based on a scientific approach to the K-13 curriculum. The result of
the study showed that the RPP developed can be applied in online learning, it has
completed the 2013 Curriculum RPP material, and uses Google Classroom as an
appropriate platform for online learning. Another study in this cluster was explored by
Margunayasa (2018), this study entitled Improving Teachers Competency through
Strengthening of Teachers Group Work based on Lesson Study. The design of this
study was using action research. The result of this research showed that: 1) there was
an improvement of the teacher’s competency in designing lesson plan in the amount
of 18.1% from the first cycle was 65.7 (average category) to the second cycle was
83.8 (good category), 2) there was an improvement of the teacher’s competency in
applying lesson plan in the classroom in the amount of 13.8% from the first cycle was
75.4 (average category) to the second cycle was 89.2 (good category), and 3) overall,
there was and improvement of the teacher’s competency in the amount of 15.9% from

15
 the first cycle was 70.6 (average category) to the second cycle was 86.5 (good
category). Thus, strengthening the lesson study-based teacher working group can
improve the competence of elementary school teachers in Clusters I and II in
Sukasada District.

Although several previous research reports have provided a comprehensive

overview of lesson plan development, it is important to further explore this issue. In
four previous studies, the authors stated that there were some differences between this
study and previous studies. This research is focused on developing interactive lesson
plans to improve student speaking skills which will be supported by testing several
supporting technologies such as the ELSA speak application using qualitative
research. On the other hand, previous studies used various research methods and
previous research only explored the difficulties of teachers in preparing innovative
lesson plans, developing lesson plans in online classes using Google Classroom as a
platform instead of discussing the development of interactive lesson plans in the 21st
century, and there has been no interactive discussion. lesson plan that was made
specifically for the speaking obligation material in the previous research. In short, this
research differs from previous research in the context of research design, research
objectives, and setting.

I. Frame of thought

The frame of thought of this research includes Interactive lesson plan,

speaking skills, and students as the main object of this research. In the 21st century,
learning cannot be done with old concepts, meaning that there needs to be an update
in developing learning plans that are appropriate for this century. That way, it is
explained that the development of interactive lesson plans in the 21st century is one
that needs to be well prepared. In addition, speaking skill is an ability that must be
possessed by students to be able to organize thoughts, data and findings to be shared
in various media, both verbally and in writing in this century. The two are
interconnected, this is because the interactive lesson plan development process will
involve students' needs in and student activities in preparing interactive lesson plans
in speaking skills. If both have been developed, it will produce interactive lesson
plans that are appropriate for the century. 21st to improve students' speaking skills. To

16
 make sure how each element relates to each other, illustrated by this frame of though
in Figure 1. frame of thought.

Interactive Lesson
Speaking Skills
Plan In 21st Century

The Activities and Students

need through interactive lesson
plan for speaking

Interactive Lesson plan to

enhance Students speaking
Skills in 21st Century

J. Research Method

1. Research design and step of the research

This research employed qualitative study, according to (Meriam 2002 as cited
in Patton 1985, P.5) Explain qualitative research is an attempt to comprehend
circumstances in its uniqueness as part of a specific context, as well as the
relationships that occur there. (Voegtle , 2006) argue that Qualitative researchers
focus on the study of social phenomena and on giving voice to the feelings and
perceptions of the participants under study
This research use Research and development, research and development are
activities carried out by researchers to innovate to create new products. (Samsu 2017
Seals dan Richey 1994, P. 174) defines development research as a systematic study

17
 of the design, development and evaluation of programs, processes and learning
products that must meet the criteria of validity, practicality, and effectiveness.
Researchers chose this design because of its purpose to develop and collect data,
then the data will be used as specifications for certain products and then developed
and made. (Samsu, 2017) The essence of this research and development research is
that the research is carried out to develop previous research products on an ongoing
basis, so that changes and developments occur that are ideally as expected.

The steps of recently study used two stage that include: stage 1 and 2. In
conducting research method adapted from (Borg, Walter & Gall, 2003.) states that
research and development can be broken down into ten steps. The need analysis is the
initial step. This step entails a literature review as well as classroom observation. The
second and third steps are to plan and design the product's preliminary form. Defining
the product, establishing the objectives, determining the course order, and the size of
testing the product are all part of the planning process. Preparing the contents and the
assessment tool were all part of developing the preliminary form of the product. The
fourth and fifth processes are preliminary field testing and primary product revision,
which involves revising the product based on the preliminary field-test results. The
primary field testing is the sixth step, while the main product modification is the
seventh. The eighth phase was to create an operational product. The operational field
testing and final product are the ninth and last steps, respectively. Dissemination and
implementation are the final steps. Experts and an English teacher have endorsed the
product.

After knowing there are 10 stages put forward by (Borg, Walter & Gall, 2003.)
above, researcher choose the 6 steps in this study. Funders may expect all four stages
to be accomplished within a single project in some situations. In some circumstances,
a design and development project may require a series of steps. (The Institute of
Educational Sciences, U.S. Department of Education and National Science Foundtion
[IES&NSF], 2013).

1. First, is to identify the topic or focus of research. Topics are usually identified by
the researcher based on experience, observations in the research setting, and reading
about the topic. (Lodico, Spaulding, Voegtle, 2006)

18
 2. Second is to review the literature on the problem using critical literature reviews.
Researchers thoroughly review relevant literature to gain more insight into problems
and to determine what research may have been done. (Jesson, Matheson, Lacey,
2011, as Cited in Nashruddin & Mustaqimah, 2019) A critical review is a teaching
that uses a systematic review design. Critical literature review lists the recent
opinion of the principal authors in their subject field, demonstrates current
conceptual understanding, assesses the strengths and weaknesses of previous
assignments, and enables others to follow up on the work you cited, use correct,
detailed references. "
3. The third step is to plan and develop an early form of the product. Planning
includes defining products, stating goals, determining course sequences, and the
scale of product testing. The development of an initial form of a product includes the
collection of needs for a lesson plan and development preparation in a lesson plan.
4. The fourth step, which will involve the implementation of the research plan. As
for this data-collection technique that includes in-depth interviews and questionnaire
that will be done simultaneously
5. Interpreting the findings and suggesting conclusions. Researchers next try to
interpret the findings in relation to the research problem. Qualitative researchers
presented its interpretation and explanations in a narrative form.
6. The final step is socialization and implementation. Product is validated by English
experts and teachers.

2. Source and type of data

The data used in this study are primary and secondary. The reason researchers
choose primary and secondary data is because primary collecting will provide data
researchers with both real and direct data in research, while secondary data is needed
to supplement information already obtained in the primary data. (Nugrahani, 2014)
The primary source of data is the source of the data that contains the main data
obtained directly in the field, such as informant or informant. Where primary data
sources originate from a questionnaire supplied by a source of five classes at Junior
high scool, each one will receive 10 questions related to this research problem and a
source interviewed by a researcher. There are 2 English teachers interviewed or more
depending on how much data this study requires. As for the conditions of resources
that will be interviewed investigators are teachers, particularly teacher EFL at one of

19
 Junior high school. Meanwhile, Secondary sources are additional data not directly in
the field, but rather from sources already made, such as books, document, photos, and
statistic. (Nugrahani, 2014). Secondary data sources in this study come from journals,
books, research thesis and study studies that are still relevant to this title or research
problem.

In addition, there are 4 types of data include: article in journals, reference

books, personal communications such as interview and questionnaire. The reason
researchers chose these source and types of data is because it would be easier to do
research using personal communication (interviews,), questionnaire and the collection
of journals, or books that are relevant to the study. Another reason is to shorten time
in collecting data sources.

3. Data collection techniques and instruments

In this study, researcher involves 3 techniques of collecting data. They are
interview, Critical Literature review, and questionnaire.

a. Interview
In this study using interview techniques in data collection. Why researchers
choose interviews is that interviews will provide first-hand information to supplement
the purpose of the study, while doing so further represents the entire population of
research and personal contact between the researcher and the respondents allows the
researcher to explain detailed, ambiguous questions. (Sugiyono , 2011) Interviews are
used as data collection techniques when researchers want to do a preliminary study to
find problems to be thorough, as well as if any researcher wants to know things from
a deep responder and only a small number of respondents.

There are many interviews, including: (Sugiyono , 2011). 1. Structured

interviews. Used as a data-collection technique when researchers knew for sure what
information would be obtained. In this technique researchers have discovered
instruments of analytical writing questions prepared as well. In this interview each of
the respondents was given the same question. Among the tools that can be used in
interviews are a tape recorder, a picture of a brochure and so forth. 2. Semitone
interview. Conducted this interview is more free than structured interviews. The
purpose of the interview is to determine the matter more openly, where the parties
interviewed with his opinions and ideas. In doing this interview carefully and

20
 recording what the source is saying. 3. An unstructured interview. Is a free interview
where researchers do not use structured, complete interview guidelines to gather data.
The guidelines used in this interview are just Outlines of the problems that will be
asked. In unstructured interviews, researchers did not know exactly what data to
receive, so researcher listened more to what the respondents were telling. In this study
using unstructured interviews to obtain data from the respondents, interviews are
conducted freely without systematic use of the interview guidelines, which is done to
allow the respondents freedom of opinion in the data collection, researchers step as
follows: 1. Set out to whom the interview would be conducted. 2. Points of concern
that will be the subject of conversation. 3. Opening interview line. 5. Wrote the
interviews into field records. 6. Follow-up interviews have been obtained. To
complete the attachment of the instrument in this study, the researcher provided a
hyperlink that refers to appendix 1 about questions for teacher for further observation.

b. Questionnaire
The researchers select questioner as one way to help ease the collective of
data, this because the use of questioner may express opinions or responses of both
individuals and groups to a problem with ease, and questioner usage may be
distributed to large respondents in relatively short periods of time. A questionnaire is
a research instrument composed of a series of questions and other guidelines for
Purpose of gathering information from respondents, although they are often designed
to Statistical analysis of the responses, this doesn't always (Galton as cited in Kabir,
2015).

Questioner it is divided into the two: open-ended question and close-ended

question. An open-ended question is analogy with an essay or a short answer question
that may be feared as a student and a close-ended question are analogy with a
multiple-choice question that might be preferred (Sierra & Hyman, p.1, 2016). In this
study, the researcher selected a close ended question within which had a soluble
response in the questionnaire was an objective choice that made it easier for the
respondents to select ones that fit his opinion. This makes it easier for researchers to
collect data from a phenomenon or an event quickly. In addition to avoiding
uncomfortable or irrelevant answers to the given topic.

21
 Data collection researchers use some of the following steps: 1. The first step in
creating a research questionnaire is understanding the data or formulations of the
questions needed in research to collect important data and information from
respondents as research material, 2. The second step is to make a list of questions or
create a grid that includes indicators and the number of question items. Thus, the data
and information needed for research can be combined into a question or detailed
statement in the study questionnaire, 3. The third step is to determine the type of
questionnaire that is needed, an open, closed questionnaire. Therefore, it is necessary
to determine the kind of questionnaire that matches the information and data needed
in the study, 4. The next step makes a research questionnaire. After creating the grid
or questions needed to collect information, it can then create a more detailed, clearer
list of follow-up questions. Follow-up questions from the questionnaire are aimed at
extracting information that requires deeper research. 5. The last step is to conduct a
test to measure how good the questionnaire is. This can be done by spreading
questionnaire to targeted respondents. (Nugroho, p. 19, 2018). Questionnaire is a set
of questions used to obtain information from respondents related to their personality
and other matters related to research material. To complete the attachment of the
instrument in this study, the researcher provided a hyperlink that refers to appendix 2
about questions for students for further observation.

c. Critical Literature Review

(Karl Popper (Miller, 1985) dan Brookfield as cited in Eladi, 2016) states that a critical
review of literature is a volatile situation where there is no sufficient information to
make a critical point using a critical point of view. (Snyder as cited in Winoto, 2020)
Concludes the literature review has a role as a basis for various studies because the
results of the literature review provide insight into the development of knowledge, the
source of policymaking stimulus, sparked new ideas and was useful as a guide to
specific fields of research.

Hence, researchers use this critical literature review because there are some topics
or issues that need to be crosschecked and more comprehension in understanding
research. The critical literature review process could be as follows: (Jesson,
Matheson, Lacey as cited in Mustaqimah, 2020): 1. Formulating a draft of research
questions. 2. Search, scan, information, using key words. 3. Scan, scan, read, ponder,

22
 and search again, defining key concepts. 4. Get an article and read it again. 5.
Regrade your question. 6. Formulating final research questions for analysis.

4. Data Analysis Techniques

Researchers wrote clearly on data collection techniques and instruments. In
this section data analysis technique uses interviews to learn information on the
purpose of a lesson plan and how the lesson plan is implemented during teaching.
critical literature review to gain basic knowledge and enhance information relating to
research, next is giving questionnaire to the student to know the needs of the student
and the difficulties of the student in the learners, and the last critical literature review
to gain basic knowledge and enhance information relating to research Just to be clear,
Researchers also want to write down some points after data has been obtained and
what researchers have done to investigate the case.

1. Interview
To conducting an interview intimately, researcher will transcribe the answers
from teacher and participants. Here, researcher may be easier to transcribe that
because will help with a videotaping or tape recorder. Researcher transcribes the
answer based on what the participant said, the answer is more detail and specific
because researcher can hear the conversation and in aspect carefully by tape
recorder. (Sugiyono , 2011) It suggests that with an interview, the researchers will
learn more deeply about participants in interpreting situations and phenomena,
which they cannot be found by observation.

2. Questionnaire
In processing the questionnaire data, the researcher will interpret the data to
facilitate obtaining the results. This will be done by coding the data. Giving this code
aims to make it easier for researchers when conducting analysis. Giving a code to the
answer, which means putting a number on each answer. Next will analyse the data, this
is a series of processes in the context of grouping, making a sequence, and summarizing
the data so that it is easy to read and give meaning to the data. (Sugiyono , 2011) "Data
analysis represents an activity after all the respondents have gathered. The activity in
data analysis is classify data based on variables and types of respondents, tabulate data
based on variables and the type of respondents, present the data of each variable
studied, calculate to solve problems, and do calculations to test the pre-existing
hypotheses."

23
3. Critical Literature Review
Researchers tend to use code as one way to find data reviews. Encoding data is
involved to maintain a research and review identity. Researchers have used datum as
the established code. In addition, the study and identification reviewed by investigators
and supervisors. Coding thus refers to the process of labelling data using broad
category names that can identify and describe data associated with phenomena (Voegtle
, 2006)

No. Code Name

1. Datum1 Journal 1
2. Datum2 Journal 2
3. Datum3 Journal 3
4. Datum4 Journal 4
5. Datum5 Journal 5

Researchers, in turn, examined some principles with descriptions. It forms the

basis of the reporting structure in results and discussion.

5. Research Timeline
Month

Activities February March April

1 2 3 4 1 2 3 4 1 2 3 4

1. Research Proposal
Seminar and
Revision

2. Data Collection

3. Data Analysis

4. Finalisation of
Research

24
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Linguistics and Language Research, 199-215.

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Tomak as cited in Aktay. (2020). Impromptu Speaking Skills of Pre-Service Teachers.
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Speaking Skills Through Project-Based Learning Using Presentation. Advances in
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Speaking Skills Through Project-Based Learning Using Presentation. Advances in
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and experienced teachers. Professional Development in Education, 217-228.
Voegtle . (2006). Methods in Educational Research From Theory to Practice . Sanfrancisco: :
Jossey-Bass.
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APPENDIX

Appendix 1

Interview
1. What is your role and how long have you been in this school?

2. What do you think of a lesson plan being drafted?

3. How do you rate a writing lesson plan that needs to be adjusted to the 21st century?

4. Do you find it difficult to make a lesson plan?

5. What aspects do you think need to watch for a lesson plan that corresponds to this
century?

6. Does a lesson plan have to be adapted to student needs?

7. How do you plan the lesson plan to meet the needs of the student in one class?

8. What influences a student to decrease his motivation in learning?

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9. How do you respond to the use of technology as a medium in a lesson plan?

10. How much influence do you think the use of technology can have on the students'
learning motivation?

Appendix 2
Questionnaire
No Question Agree Disagree

1. Learning English is very fun

2. Speaking will train our confidence as

students

3. The teacher has taught according to the

needs of his students in class

4. Using technology in teaching is fun

5. The use of interesting learning media

will increase students' learning
motivation

6. The way the teacher teaches in the

classroom is interesting and fun

7. Students lose their motivation to learn

because of an unattractive teaching
system

8 Friends are very helpful in learning

9 Can teachers provide great motivation to

students

10. students want to learn English by

providing many opportunities to discuss
and express opinions

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