LESSON PLAN

DEVELOPMENT

I Made Sujana
PPG – Bahasa Inggris Universitas Mataram

Lesson Plan Development I Made Sujana,PPG Bahasa Inggris UNRAM 09/21/20

COMPETENCY & MATERIALS:
Competency: Materials:
 Be able to design standard lesson plans.  Lesson Plan (components and
their elaboration)
 Be able to develop materials based on
the principles of materials development.  Materials Development
 Be able to select and develop strategies
in ELT (methods and media).  Learning Strategy (Methods and
 Be able to develop students’ worksheet. Media
 Be able to develop assessment
instruments.  Students’ Worksheet
 Be able to produce a T-L video from LD
developed
 Assessment instrument
 TL Video

Lesson Plan Development I Made Sujana,PPG Bahasa Inggris UNRAM 09/21/20

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Activity 1
(Brainstorming):

 Lesson Plan Evaluation: Please read the first model of Lesson Plan available
in Syllabus Model issued by Depdikbud based on the criteria given.

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LESSON PLAN

 A plan that describes procedures and organization of learning in order to achieve one basic
competency established in the Core Competency.
 The Lesson Plan is developed from a Syllabus.
 It is developed from one or more competencies (Listening and Speaking, etc.) for one or more
meetings.
 Path of Lesson Plan Development:

Core
Syllabus Lesson Plan
Competency
(RPP)

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 Essence of Program Design (Curriculum,
Syllabus, Lesson Plan)

• What are Learning Core Competency, Basic

Competency, Achievement
Goals?
1 Indicators, Tujuan Pembelajaran

• How to Achieve Goals? Methods/Models, Media,

Materials
2

• How to assess Goals? Holistic Assessment: Test

3 vs. Non-Test, Rubric

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Lesson Plan Development I Made Sujana,PPG Bahasa Inggris UNRAM
PRINSIP PENYUSUNAN RPP

 Perbedaan individual peserta  Pemberian umpan balik dan

didik tindak lanjut
 Partisipasi aktif peserta didik  Keterkaitan dan keterpaduan
antar komponen RPP
 Berpusat pada peserta didik
(SCL)  Mengakomodasi pembelajaran
tematik-terpadu
 Pengembanga literasi (budaya
membaca dan menulis)  Penerapan IT secara terintegrasi

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 COMPONENTS OF LESSON PLAN

NO COMPONENTS EXPLANATION
1 Identitas
2 Kompetensi Inti Quoted from Kemendikbud 21/2016
KI 1 – KI 4
All are quoted but only KI 3 and KI 4 are further
developed in English subject
3 Kompetensi Dasar Quoted from Kemendikbud 21/2016
KD 3  Pengetahuan
KD 4  Keterampilan
4 Indicator Developed by teachers
Achievement/IPK Use action/measurable/obersevable verbs
True and complete development
Developed from LOTS to HOTS

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 Components … (cont.)
5 “Tujuan Pembelajaran”  Developed based on KD, using observable and
measurable action verbs consisting of affective,
cognitive, and psychomotor.
 Written descriptively , covering competencies to be
achieved by students.
 Describe learning process
 Describe learning outcomes
 Cover ABCD aspects

6 Materi Pembelajaran  Consist of points developed from IPK or KD.

 Cover factual, conceptual, and procedural knowledge
 Consider time availability.
 Controlled on the depth and coverage
 Accommodate TPACK (Technological, Pedagogical,
Content Knowledge)

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Lesson Plan Development I Made Sujana,PPG Bahasa Inggris UNRAM
 Component … (cont.)
7 Teaching & Learning Relevant to learning objectives.
Methods Relevant to learners’ levels.
Involve SAL/SCL resulting HOTS.
Consider time availability.
Provide learners with opportunities to use
language
8 Instructional Media Aid learning to convey materials.
Support the achievement active learning and
achievement of competencies
Relevant to students’ characteristics.
Use Information Technology (IT) to
accommodate TPACK (Technological,
Pedagogical, Content Knowledge)  blended
learning

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Lesson Plan Development I Made Sujana,PPG Bahasa Inggris UNRAM
 Components … (cont.)
9 Learning Resources Can be printed materials (books and other resources) and
non-printed materials (audio, AV, social media, etc.),
environment

10 Langkah-Langkah Show integration 4Cs in 21st Century Learning, HOTS,

Pembelajaran GLS, Character Building
4C  Critical Thinking, Creativity, Collaboration,
Communication
HOTS  C4 – C6 in Revised Bloom Taxonomy
GLS (School Literacy Movement)  develop reading
habits
Must be interactive, inspiring, enjoyable, challenging,
motivating
Provide space for developing ideas, creativity, and
independence in learning
Clear stages and timing: Pre-, Whilst, and Post Activities

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Lesson Plan Development I Made Sujana,PPG Bahasa Inggris UNRAM

 Components … (cont.)

11 Assessment Appropriate techniques and forms of assessment

Application of Holistic/Comprehensive assessment
approach: AaL, AfL, AoL
Relevant to KD and IPK, and materials
Relevant to learning activities
Cover: knowledge, skills, and attitude
Develop HOTS and critical thinking
Marking Rubrics

Remedial Teaching Program

Enrichment Teaching Program
Appendices  Materials Development
 Media and Students’ Worksheet
 Assessment Instrument
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Lesson Plan Development I Made Sujana,PPG Bahasa Inggris UNRAM
1. Establishing Learning Objectives
 Effective Lesson Plan starts from appropriate and clearly written objectives
 An objective is a description of learning outcome – destination (not journey).
 Clear, well-written objectives will help:
 select appropriate teaching materials
 state precisely what we want students to do.
 guide the selection of appropriate activities, resource including media
 select appropriate forms of assessment (test vs. non-tests)

Lesson Plan Development I Made Sujana,PPG Bahasa Inggris UNRAM 09/21/20

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Establishing ... (cont.)

 Learning objectives are expressed in action verbs (observable and

measureable) (see Bloom’s Taxonomy or Barrett’s Taxonomy for
measurable action verbs and their level of complexity).
 Learning objectives are developed into achievement indicators
 Learning objectives consist of ABCD: Audience (A), Behaviour (B),
Condition (C), and Degree (D).
 Learning objectives should be graded from simple to complex behaviour.

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 Establishing ... (cont.)

 The formulation of learning objectives must be:

 Complete (when they are added up, they will form the
learning outcomes)
 True (all formulation must be true to support the
achievement of learning outcomes)

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Relationship of SK, KD, Indikator dan
Tujuan Pembelajaran

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 Activity 2: Check your own

 Based on the criteria mentioned above, check your own learning objectives. Have
they fulfilled those criteria? If not, correct them.

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 2. Selecting Materials

 Teaching materials must be presented in clear orders.

 Teaching materials are taken from the object of the learning objectives
 LO: Setelah mempelajari materi ini, siswa dapat melafalkan kata-kata yang berhubungan
dengan tema “My school”
 Materi: kata-kata tentang “My school”
 LO: Setelah mempelajari materi ini, siswa dapat mendeskripsikan secara lisan tentang
“My school”
 Materi: deskripsi tentang “My School”

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 Considerations in Selecting Materials

 Learners’ potencies
 Relevance on local geneous
 Learners’ development: physical, intelectual, emotional, social and spiritual
 Benefit to learners
 Knowledge structures
 Learner’s needs and the demand of the community
 Time allotment

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 Activity 3: Selecting Materials

 Based on the explanation above, check your own teaching materials.

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 3. Selecting Teaching Methods &
TL Activities
 The selection of teaching method/technique/strategy must be based on the learning
objectives (Three-phase technique, 4Ps, CTL, TLC ...)
 The selection of the teaching method must be based on learner-centered (learner-
based activity)
 The activity must show clear stages from one steps to another

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 Pembelajaran secara Terintegrasi

 Teaching and Learning Cycles (TLC)

 Contextual Teading and Learning (CTL)
 Cooperative Learning (dengan berbagai model)
 Fanani’s Technique (diperkenalkan di Australia dalam pembelajaran BIPA)
 Integrated Language Learning (ILL)
 Whole Language
 Three-Phase Technique
 4Ps Technique (Presentation, Practice and Production, Plenary)

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 Pembelajaran Speaking
 Information Gaps
 Role Plays
 Simulation
 Discussions
 Story Telling
 Interview
 TLC (Spoken Cycles)
 Presentation
 Project Presentation
 Ball Games

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 Pembelajaran Listening

 Total Physical Response (TPR)

 Reading Race
 Note Taking
 Mind Mapping
 Cloze Procedure
 Listen and Retell

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 Pembelajaran Reading
 Mind Mapping
 Note Taking
 SQ3R/SQ4R (Survey, Question, Read, Recite, Record, Review)
 REAP (Reading, Ecoding, Annotating, Pondering)
 SRR (Survey, Read, Review)
 PQ4R (Preview, Question, Read, Recite, Review, Rewrite)
 Reading Race
 Summary Translation

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 Pembelajaran Writing

 Mind mapping
 Project Report
 TLC (Written Cycles)
 Deconstruction-Construction Model (DCM)
 Modelling

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 Teaching and Learning Activities

 Steps/Activities to achieve learning objectives.

 Focus on learners (learners’-centered)
 Clear stages (modelling, practices, reinforcement (review))
 Stages/Steps depend on model/strategy applied
 Steps:
 Pre-Activity, Whilst Activity and Post-Activity
 4Ps (presentation, Practice and Production, and Plenary)
 etc.

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 4. Selecting Teaching Resource

 Teaching materials are reference and media used in teaching and learning process.
 Media: printed, audiolingual, audiovisual materials, environment (physical, natural,
social, and cultural), multimedia, etc.

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 Activity: Check your resource

 Based on the explanation above, check your own resourse (reference and media)
you used. Does it match to support the students’ learning achivement?

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 5. Selecting Assessment

 Assessment is a set of activities to provide, analyze and interprete data about proses
and achievement of the learners.
 The function of the assessment is to measure students’ achievement towards the
objectives established.
 Assessment must be derived from indicators (assess what you teach)
 The forms can be: Test and Non-Test, depending on the Learning Objectives.

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 Selecting Assement ... (cont.)

 Use Criterion-Reference Assessment (CRA)

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 Activity: Check your assessment
 Based on the explanation above, check your assessment from your RPP

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 TERIMA KASIH
SELAMAT MENGEMBANGKAN RPP

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Lesson Plan Development I Made Sujana,PPG Bahasa Inggris UNRAM