COMMON MISTAKES IN CREATING ENGLISH TEACHING LESSON PLAN

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COMMON MISTAKES IN CREATING ENGLISH
TEACHING LESSON PLAN

Written by:

Kuntum Trilestari, S.Pd.
20112506002

LANGUAGE TEACHING AND LEARNING EVALUATION

Lecturer:

Sofendi, M.A., Ph.D.

Pascasarjana Program Sriwijaya University

English Language and Study Program

Palembang

2012

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COMMON MISTAKES IN CREATING ENGLISH TEACHING LESSON
PLAN

Abstract

In doing teaching and learning activity, one of the
teacher‟s guides is lesson plan. Lesson plan is used in
managing the teaching and learning activity. There is a
rule from minister of education in creating the lesson plan.
It is written in regulation of national education minister
(PERMENDIKNAS) number 41 in 2007. Based on the
rule, lesson plan has eleven components. Unfortunately, in
the application of creating the lesson plan, there are still
mistakes made by teachers especially in arranging a good
structure of lesson plan components. Sometimes, teachers
omit some parts of lesson plan. One of the presentation of
Teaching Language and Learning Evaluation class
presented that English curriculum written in lesson plan
was not completely relevant to 2006 English Education
Unit Level Curriculum (KTSP).
This paper tries to elaborate the mistakes that commonly
appear in creating the lesson plan. Furthermore, this paper
tries to give suggestions to avoid making mistakes in
creating English teaching lesson plan.

Key words: Regulation of National Education Minister
(PERMENDIKNAS) number 41 in 2007,
2006 English Education Unit Level
Curriculum (KTSP)

Introduction

Lesson plan is a guide for teachers in planning the teaching and learning

activities. A lesson plan is a framework and a road map, which each teacher will

create using an individual style (Kelly, 2009). A good lesson plan gives a rough

outline of how a lesson in a classroom should run. It suggests ways of

approaching the problem of teaching students about a particular subject. In this

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case, lesson plan is focused on English subject. A lesson plan should include a lot

of details, including information on possible problems and possible solutions that

may appear during the class activity. It also has step by step instructions or

teaching procedures to show what to teach and when.

The guide of how to create a lesson plan in general, all school subject, is

set in the rule named PERMENDIKNAS number 41 in 2007. This regulation of

national education minister (PERMENDIKNAS) covers the information about

planning, implementation, evaluation and supervision of the learning process.

Teachers should read and at least know about this rule. It helps the teachers in

creating the lesson plan well.

Regulation of National Education Minister (PERMENDIKNAS)

Number 41 in 2007: Standard Process

Lesson plan is designed for each basic competency in one or more

meeting. A daily lesson plan is developed by a teacher to guide class instruction

(Wikipedia, 2012). Every teacher creates the lesson plan every meeting based on

the school academic calendar and schedule of education units. There are eleven

components written in this rule about Lesson Plan Components (Attachment 1):

1. Subject Identity

In subject identity, it includes:

a. Education Unit (School Level Identity)

b. Class

c. Semester

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d. Subject

e. Theme/Skill

f. Meeting

2. Standard Competency

The standard competency is taken from 2006 English curriculum and must

be the same (without editing). This is the minimum qualification skill of

students which describes the mastery of skill and attitude that want to be

achieved from a school subject.

3. Basic Competency

It is some of sub skills that should be achieved from standard competency.

This basic competency should be relevant to the standard competency

parts and must be written correctly based on 2006 English curriculum

without editing.

4. Indicator(s)

It is a kind of behavior that can be measured or observed to achieve certain

basic competencies. Indicator is designed by using operational verb in

order to be measured and observed which covers knowledge, attitude and

skill.

5. Objective(s)

It describes the process and result of study that is hoped to be achieved by

the students based on the basic competency.

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6. Material

It includes facts, concepts, principles and procedures, and written in the

form of points based on the formulation indicator of competency

achievement.

7. Time Allocation

It is arranged based on the need for basic competency achievement and

load learned.

8. Method

It is used to create an atmosphere of teaching and learning process so that

the learners achieve basic competencies or set of indicators that have been

set. The selection of teaching methods adapted to the circumstances of

learners, as well as the characteristics of each indicators and competencies

to be achieved in each subject.

9. Teaching and Learning Activity

a. Pre activity

This is an introduction session where the teacher motivates and attracts

the students‟ attention to participate actively in teaching and learning

process.

b. Whilst activity

In this part, the process of teaching and learning come up to achieve

the basic competency. This activity should be in interactive way,

inspiring, fun, challenging, motivating learners to participate actively

and provide enough space for innovation, creativity. And

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independence based on their talents, interests and physical and

psychological development of students.

c. Post activity

This is where the process of teaching and learning would be ended by

having review, conclusion, scoring and reflecting, giving feedback.

10. Evaluation

Procedure and instrument of process evaluation and result of study is

based on competence and achievement indicators refer to the Standard

Assessment. It means a test could be delivered to the students after at least

one topic, indicator or basic competency is already being studied.

11. Learning Resources

Determination of learning resources is based on the standard competency

and basic competencies and teaching materials, learning activities, and

indicators of achievement of competencies.

After having the information about the lesson plan components, lesson

plan should focuses on the 2006 English Education Unit Level Curriculum

(KTSP). The main function of the lesson plan in an elementary to senior high

school setting is to ensure that teachers are following the correct curriculum and

that each class will be exposed to the data in a timely and efficient manner. The

government gives the curriculum only, while the curriculum development is

submitted to the respective schools. Unfortunately, based on the interview from

teachers in Language Teaching and Learning Evaluation class, they stated that

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curriculum on their school is not handed to teachers. In fact, some school just

copied annual program and semester program sample from other schools or

internet. These will affect to the lesson plan whether they have grabbed the right

and full text of curriculum or not.

Mistakes in Creating English Teaching Lesson Plan

1. Format

In creating a lesson plan, the teacher should follow the format based

on the regulation of national education minister number 41 in 2007. It is

written that lesson plan has eleven components. The format is shown in the

rule, so that the English teacher could follow the general rule of creating a

lesson plan (Attachment 2 and 3).

The format mistake that is found in creating the lesson plan is not

totally following the general format. From three lesson planx analyzed in

topic lesson plan, media and material presented on Language Teaching and

Learning Evaluation class, three of them have different format. Some of them

did not complete some components of lesson plan. For example in one lesson

plan, there is no objective, no skill or theme, or no learning resource.

2. Content

The second common mistakes in creating English teaching lesson plan

is in term of content. Based on the title, it should be relevance with the

content. Sometimes, mistake happens in creating the content. For example, in

standard competency, some lesson plans do not write in full text of the

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original text taken from 2006 English curriculum. Sometimes, the teachers

edit the standard competency content and put the half text of it in lesson plan.

It is not permitted because in writing the standard competency and basic

competency, it must be the same as the original text of 2006 English

curriculum. Teachers are not allowed to edit or cut the text.

3. Objective versus Indicator

There are two common mistakes in creating objective and indicator

for lesson plan. First is in understanding of the difference between indicator

and objective. Second is in the use of operational verb for indicators.

Some teachers argued that the objective and indicator are the same so

that they only create indicator in lesson plan and omit the objective. Some

argued that the objective and indicator are similar so that they made the same

points for indicator and objective but the different is for objective, there is no

subject and directly use operational verb.

For example:

Indicators:

At the end of teaching and learning process, the students are to be careful, fast

and correct:

(a) To understand the purpose of news item in pairs

(b) To identify the generic structure of news item text in pairs

Objectives:

At the end of the learning process the students are able:

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(a) To understand the purpose of news item text

(b) To identify the generic structure of news item text

Based on the regulation of national education minister

(PERMENDIKNAS), the indicator is created to measure a skill based on the

competency that wants to be achieved. While objective describes the process

and result that is hoped to be achieved by the students based on the basic

competency. It is clear that the objective and indicator are parallel and

support each other.

Second mistake in creating indicator is the use of operational verb.

Indicator is created to measure a skill. It means that in creating indicator, it

uses operational verb with the aim that the action can be measured. Mostly,

lesson plan use the word „understand‟, „identify‟, „answer question‟. In fact,

those words are still abstract and cannot be measured yet. The indicators

should use quantitative word in order to measure certain skill.

For example:

Indicators:

(a) Students are able to identify at least three generic structure of news

item.

(b) Students are able to answer ten question correctly based on the

paragraph.

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4. Material

“The materials specified in the lesson are extraneous to the actual

described learning activities. This means keep the list of materials in line with

what you actually plan to do” (Kizlik, 2012). Material should be written in the

lesson plan. It is useful to guide which part of activity that the students will

do later. In material, there should be teaching material and learning material.

Mostly, teachers omit the teaching material in lesson plan and only create the

learning material taken from textbook. Ideally, material in lesson plan is a

guide of what the teachers are going to teach. It is used as the note while

teaching activity is running so that the teacher could focus in line of lesson

plan.

5. Language

Language means the use of English in creating lesson plan. The use of

English sometime imitates Indonesian style. Mistakes happen in language

term when teachers should translate standard competency and basic

competency. It is because the term used in Bahasa will be different in English

context. For example the word „berterima‟ will be translated as „acceptable‟

not „thanks‟.

6. Students activity

The student activities described in the lesson plan do not contribute in

a direct and effective way to the lesson objective. Don't have the students

engaged in activities just to keep them busy (Kizlik, 2012). Students‟ activity

created in lesson plan is focused on doing the assessment, not in term of

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understanding English. They are taught and learned about structure and form

but not in the real context of communication. That is why when teachers

create a lesson plan, the students activity will be doing assessment, test and

homework.

Conclusion

The Regulation of National Education Minister (PERMENDIKNAS) has

set the general format and components of lesson plan. Ideally, the creation of

making a lesson plan for format should follow the rule. The guide for creating

English teaching lesson plan refers to the 2006 English curriculum (KTSP).

Unfortunately, there are still some mistakes in creating lesson plan such as

mistakes in format, content, objective versus indicator, material, language and

students activity. Some mistakes written in this paper is based on topic analysis in

Language Teaching and Learning Evaluation class held for at least 4 months,

especially from lesson plan topic presentation.

Suggestion

In writing English teaching lesson plan, it should follow the format and

components required by the regulation of national education minister. The clarity

of content is important in order to guide teacher in handling teaching and learning

activities. The understanding of indicator and objective is based on the teachers‟

perception but guided in the rule. If teachers still have problems in describing

indicator and objective, it should be discussed in teachers meeting to solve this

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problem. And remember, teaching English is not only about structure and form

but also meaning and context. Do not teach textbook to the students, but follow

the standard and basic competency needs to be achieved for suitable materials.

And for students activity, do not lecture above or below the students‟ level of

understanding. Create a lesson plan based on the students‟ needs.

References

Capati, J., & Taylor, S. (2010). 5 Mistakes that Students and Teachers Should
Make. Retrieved on June 2, 2012, from Convergemag:
http://www.convergemag.com/classtech/5-Mistakes-that-Students-
111510.html

Johanson, M. (2006). Eight Common Lesson Plan Mistakes. Retrieved on June 2,
2012, from Yahoo Voice: http://voices.yahoo.com/eight-common-lesson-
plan-mistakes-33700.html?cat=4

Kelly, M. (2009). What is a lesson plan? Retrieved on May 29, 2012, from
Netplace.com: http://www.netplaces.com/new-teacher/working-with-a-
lesson-plan/what-is-a-lesson-plan.htm

Kizlik, B. (2012). Six Common Mistakes in Writing Lesson Plans. Retrieved on
June 2, 2012, from Adprima:
http://www.adprima.com/Printer/printmistakes.htm

Wikipedia. (2012). Lesson Plan. Retrieved on May 29, 2012, from Wikipedia:
http://en.wikipedia.org/wiki/Lesson_plan

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Attachment 1

PERMENDIKNAS NOMOR 41
Dalam membuat dan mempersiapkan RPP untuk sekolah dasar dan menengah kita
haruslah mengacu pada peraturan yang ada dan telah di legitimasi oleh pihak yang
berwewenang dalam hal ini pemerintah. Berdasar PERMENDIKNAS NOMOR 41 TAHUN
2007 Tentang STANDAR PROSES UNTUK SATUAN PENDIDIKAN DASAR DAN MENENGAH,
RPP yang di buat oleh guru harus memenuhi 11 komponen RPP dan Prinsip-prinsip
penyusunannya.
RPP dijabarkan dari silabus untuk mengarahkan kegiatan belajar peserta didik dalam
upaya mencapai KD. Setiap guru pada satuan pendidikan berkewajiban menyusun RPP
secara lengkap dan sistematis agar pembelajaran berlangsung secara interaktif,
inspiratif, menyenangkan, menantang, memotivasi peserta didik untuk berpartisipasi
aktif, serta memberikan ruang yang cukup bagi prakarsa, kreativitas, dan kemandirian
sesuai dengan bakat, minat, dan perkembangan fisik serta psikologis peserta didik.

RPP disusun untuk setiap KD yang dapat dilaksanakan dalam satu kali pertemuan atau
lebih. Guru merancang penggalan RPP untuk setiap pertemuan yang disesuaikan dengan
penjadwalan di satuan pendidikan.

Komponen RPP adalah :

1. Identitas mata pelajaran ; Identitas mata pelajaran, meliputi: satuan pendidikan,
kelas, semester, program/program keahlian, mata pelajaran atau tema
pelajaran, jumlah pertemuan.
2. Standar kompetensi ; Standar kompetensi merupakan kualifikasi kemampuan
minimal peserta didik yang menggambarkan penguasaan pengetahuan, sikap,
dan keterampilan yang diharapkan dicapai pada setiap kelas dan/atau semester
pada suatu mata pelajaran.
3. Kompetensi dasar ; Kompetensi dasar adalah sejumlah kemampuan yang harus
dikuasai pesertadidik dalam mata pelajaran tertentu sebagai rujukan
penyusunan indikator kompetensi dalam suatu pelajaran.
4. Indikator pencapaian kompetensi ; Indikator kompetensi adalah perilaku yang
dapat diukur dan/atau diobservasi untuk menunjukkan ketercapaian kompetensi
dasar tertentu yang menjadi acuan penilaian mata pelajaran. Indikator
pencapaian kompetensi dirumuskan dengan menggunakan kata kerja
operasional yang dapat diamati dan diukur, yang mencakup pengetahuan,
sikap, dan keterampilan.
5. Tujuan pembelajaran ; Tujuan pembelajaran menggambarkan proses dan hasil
belajar yang diharapkandicapai oleh peserta didik sesuai dengan kompetensi
dasar.
6. Materi ajar ; Materi ajar memuat fakta, konsep, prinsip, dan prosedur yang
relevan, dan ditulis dalam bentuk butir-butir sesuai dengan rumusan indikator
pencapaian kompetensi.
7. Alokasi waktu ; Alokasi waktu ditentukan sesuai dengan keperluan untuk
pencapaian KD dan beban belajar.

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8. Metode pembelajaran ; Metode pembelajaran digunakan oleh guru untuk
mewujudkan suasana belajar dan proses pembelajaran agar peserta didik
mencapai kompetensi dasar atau seperangkat indikator yang telah ditetapkan.
Pemilihan metode pembelajaran disesuaikan dengan situasi dan kondisi peserta
didik, serta karakteristik dari setiap indikator dan kompetensi yang hendak
dicapai pada setiap mata pelajaran. Pendekatan pembelajaran tematik
digunakan untuk peserta didik kelas 1 sampai kelas 3 SD/MI.
9. Kegiatan pembelajaran

a. Pendahuluan ; Pendahuluan merupakan kegiatan awal dalam suatu
pertemuan pembelajaran yang ditujukan untuk membangkitkan motivasi dan
memfokuskan perhatian peserta didik untuk berpartisipasi aktif dalam proses
pembelajaran.

b. Inti ; Kegiatan inti merupakan proses pembelajaran untuk mencapai KD.
Kegiatan pembelajaran dilakukan secara interaktif, inspiratif, menyenangkan,
menantang, memotivasi peserta didik untuk berpartisipasi aktif, serta
memberikan ruang yang cukup bagi prakarsa, kreativitas, dan kemandirian
sesuai dengan bakat, minat, dan perkembangan fisik serta psikologis peserta
didik. Kegiatan ini dilakukan secara sistematis dan sistemik melalui proses
eksplorasi, elaborasi, dan konfirmasi.

c. Penutup ; Penutup merupakan kegiatan yang dilakukan untuk mengakhiri
aktivitas pembelajaran yang dapat dilakukan dalam bentuk rangkuman atau
kesimpulan, penilaian dan refleksi, umpan balik, dan tindak lanjut.

10. Penilaian hasil belajar ; Prosedur dan instrumen penilaian proses dan hasil belajar
disesuaikan dengan indikator pencapaian kompetensi dan mengacu kepada Standar
Penilaian.
11. Sumber belajar ; Penentuan sumber belajar didasarkan pada standar kompetensi
dan kompetensi dasar, serta materi ajar, kegiatan pembelajaran, dan indikator
pencapaian kom petensi.

Prinsip-prinsip Penyusunan RPP

1. Memperhatikan perbedaan individu peserta didik; RPP disusun dengan
memperhatikan perbedaan jenis kelamin, kemampuan awal, tingkat intelektual,
minat, motivasi belajar, bakat, potensi, kemampuan sosial, emosi, gaya belajar,
kebutuhan khusus, kecepatan belajar, latar belakang budaya, norma, nilai,
dan/atau lingkungan peserta didik.
2. Mendorong partisipasi aktif peserta didik; Proses pembelajaran dirancang
dengan berpusat pada peserta didik untuk mendorong motivasi, minat,
kreativitas, inisiatif, inspirasi, kemandirian, dan semangat belajar.
3. Mengembangkan budaya membaca dan menulis; Proses pembelajaran
dirancang untuk mengembangkan kegemaran membaca, pemahaman beragam
bacaan, dan berekspresi dalam berbagai bentuk tulisan.

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4. Memberikan umpan balik dan tindak lanjut; RPP memuat rancangan program
pemberian umpan balik positif, penguatan, pengayaan, dan remedial.
5. Keterkaitan dan keterpaduan; RPP disusun dengan memperhatikan keterkaitan
dan keterpaduan antara SK, KD, materi pembelajaran, kegiatan pembelajaran,
indikator pencapaian kompetensi, penilaian, dan sumber belajar dalam satu
keutuhan pengalaman belajar. RPP disusun dengan mengakomodasikan
pembelajaran tematik, keterpaduan lintas mata pelajaran, lintas aspek belajar,
dan keragaman budaya.
6. Menerapkan teknologi informasi dan komunikasi; RPP disusun dengan
mempertimbangkan penerapan teknologi informasi dan komunikasi secara
terintegrasi, sistematis, dan efektif sesuai dengan situasi dan kondisi.

Untuk kedepannya Kabar Sekolah akan berusaha menyajikan RPP Lengkap SD yang
mengacu pada 11 komponen RPP dan Prinsip-prinsip Penyusunan RPP.

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Attachment 2 (Bahasa version)

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

A. Identitas
Nama Sekolah : ...................................
Mata Pelajaran : ...................................
Kelas, Semester : ...................................
Standar Kompetensi : ...................................
Kompetensi Dasar : ...................................
Indikator : ...................................
Alokasi Waktu : ..... x ... menit (… pertemuan)

B. Tujuan Pembelajaran
C. Materi Pembelajaran
D. Metode Pembelajaran
E. Kegiatan Pembelajaran
Langkah-langkah :
Pertemuan 1
 Kegiatan Awal
 Kegiatan Inti
 Kegiatan Penutup
Pertemuan 2
 Kegiatan Awal
 Kegiatan Inti
 Kegiatan Penutup
Pertemuan 3. dst
F. Sumber Belajar
G. Penilaian

Mengetahui

Kepala Sekolah..................., Guru Mata Pelajaran,

.................................. ............................
NIP. NIP.

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Attachment 3 (English version)

LESSON PLAN

A. Identity
School name : ...................................
Subject : ...................................
Class, Semester : ...................................
Standard Competency : ...................................
Basic Competency : ...................................
Indicators : ...................................
Time Allocation : ..... x ... minutes (... meetings)

B. The Objectives
C. Materials
D. Methods
E. Teaching and Learning Activities
Steps:
First meeting
 PreActivity
 Whilst Activities
 Post Activities
Second meeting
 Early Activity
 Core Activities
 Closing Activities
Third meeting. etc.
F. Learning Resources
G. Evaluation/Test

Agreed by,
School Principal, Teacher,

.................................. .................................
NIP. NIP.

COMMON MISTAKES IN CREATING ENGLISH TEACHING LESSON PLAN

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