The document discusses the key elements that should be included in an effective lesson plan, such as objectives, materials, procedures, assignments, and assessments. It provides examples of different types of objectives, assignments, and components of a lesson plan. An effective lesson plan is structured, aligned with student needs and interests, and incorporates best teaching practices.

1. Elements of Lesson Plan
By Iyus Rustandi, M.Pd

2. What is a lesson plan ?
• A lesson plan is the instructor’s road
map of what students need to learn
and how it will be done effectively
during the class time

3. The Purpose of Lesson Plan
• Is to simplify the process of teaching
the classroom.
• This lesson plan can make the
process of teaching in the classroom
more effectively than the teacher
didn’t make a lesson plan.

4. Most lesson plans contain some or all of these
elements, typically in this order:
• Title of the lesson
• Time required to complete the lesson
• List of required materials
• List of objectives, which may be behavioral
objectives (what the student can do at lesson
completion) or knowledge objectives (what the
student knows at lesson completion)
• The set (or lead-in, or bridge-in) that focuses
students on the lesson's skills or concepts—these
include showing pictures or models, asking
leading questions, or reviewing previous lessons

5. • An instructional component that describes the sequence of
events that make up the lesson, including the teacher's
instructional input and guided practice the students use to
try new skills or work with new ideas
• Independent practice that allows students to extend skills
or knowledge on their own
• A summary, where the teacher wraps up the discussion and
answers questions
• An evaluation component, a test for mastery of the
instructed skills or concepts—such as a set of questions to
answer or a set of instructions to follow
• A risk assessment where the lesson's risks and the steps
taken to minimize them are documented.
• Analysis component the teacher uses to reflect on the
lesson itself —such as what worked, what needs improving
• A continuity component reviews and reflects on content
from the previous lesson

6. A well-developed lesson plan
• A well-developed lesson plan reflects the
interests and needs of students. It
incorporates best practices for the educational
field. The lesson plan correlates with the
teacher's philosophy of education, which is
what the teacher feels is the purpose of
educating the students

7. Kutipan Stephen Covey
• “Mengawali dengan tujuan akhir dalam pikiran berarti
memulai dengan pemahaman yang jelas tentang tujuan
perjalanan Anda. Itu berarti mengetahui ke mana Anda ingin
pergi sehingga Anda memahami lebih baik di mana Anda
sekarang dan dengan demikian langkah-langkah yang Anda
ambil selalu menurut arah yang benar.”
• (“To begin with the end in mind means to start with a clear
understanding of your destination. It means to know where
you’re going so that you better understand where you are
now and so that the steps you take are always in the right
direction.”)

8. Setting objectives
• The first thing a teacher does is create an
objective, a statement of purpose for the
whole lesson. An objective statement itself
should answer what students will be able to
do by the end of the lesson

9. Harry Wong states that:
• “Each [objective] must begin with a
verb that states the action to be
taken to show accomplishment. The
most important word to use in an
assignment is a verb, because verbs
state how to demonstrate if
accomplishment has taken place or
not.”

10. • The objective drives the whole lesson, it is
the reason the lesson exists.
• Care is taken when creating the objective for
each day’s lesson, as it will determine the
activities the students engage in.
• The teacher also ensures that lesson plan
goals are compatible with the developmental
level of the students.
• The teacher ensures as well that their
student achievement expectations are
reasonable.

11. Selecting lesson plan material
• A lesson plan must correlate with the
text book the class uses.
• The school usually selects the text books
or provides teachers with a limited text
book choice for a particular unit.
• The teacher must take great care and
select the most appropriate book for the
students

12. Types of Assignments
• Whole-class—the teacher lectures to the class
as a whole and has the class collectively
participate in classroom discussions.
• Small groups—students work on assignments
in groups of three or four.
• Workshops—students perform various tasks
simultaneously. Workshop activities must be
tailored to the lesson plan.

13. Types of Assignments
• Independent work—students complete
assignments individually.
• Peer learning—students work together, face to
face, so they can learn from one another.
• Contractual work—teacher and student
establish an agreement that the student must
perform a certain amount of work by a
deadline

14. • These assignment categories (e.g. peer
learning, independent, small groups) can also
be used to guide the instructor’s choice of
assessment measures that can provide
information about student and class
comprehension of the material.
• As discussed by Biggs (1999), there are
additional questions an instructor can
consider when choosing which type of
assignment would provide the most benefit to
students. These include:

15. • What level of learning do the students need to attain
before choosing assignments with varying difficulty
levels?
• What is the amount of time the instructor wants the
students to use to complete the assignment?
• How much time and effort does the instructor have to
provide student grading and feedback?
• What is the purpose of the assignment? (e.g. to track
student learning; to provide students with time to
practice concepts; to practice incidental skills such as
group process or independent research)
• How does the assignment fit with the rest of the lesson
plan? Does the assignment test content knowledge or
does it require application in a new context?

16. Komponen RPP
• (1) identitas,
• (2) standar kompetensi (kompetensi inti),
• (3) kompetensi dasar,
• (4) indikator,
• (5) materi ajar,
• (6) metode pembelajaran,
• (7) prosedur pembelajaran,
• (8) media pembelajaran,
• (9) sumber belajar, dan
• (10) penilaian.

17. Identitas
• Identitas RPP meliputi: satuan pendidikan,
kelas, semester, mata pelajaran, keterampilan
berbahasa, genre, topik, pertemun ke-, dan
alokasi waktu.
• Pencantuman unsur keterampilan berbahasa,
genre, dan topik adalah pilihan (optional) –
boleh dicantumkan dan boleh tidak
dicantumkan

18. Standar Kompetensi(Kompetensi Inti)
• Standar kompetensi (SK) 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. SK
diambil dari SI yang terdapat dalam
Permendiknas Nomor 22 Tahun 2006.

19. Kompetensi Dasar
• Kompetensi dasar (KD) adalah sejumlah
kemampuan yang harus dikuasai peserta didik
dalam mata pelajaran tertentu sebagai
rujukan penyusunan indikator kompetensi
dalam suatu pelajaran. Sebagaimana SK, KD
juga diambil dari SI yang terdapat dalam
Permendiknas Nomor 22 Tahun 2006.

20. Indikator
• Indikator kompetensi adalah perilaku yang
dapat diukur dan/atau diobservasi untuk
menunjukkan ketercapaian kompetensi dasar
tertentu yang menjadi acuan pengembangan
materi ajar dan penilaian mata pelajaran.
Indikator pencapaian kompetensi dirumuskan
dengan menggunakan kata kerja operasional
yang dapat diamati dan diukur.

21. Dalam merumuskan indikator perlu diperhatikan
beberapa ketentuan sebagai berikut:
• Rumusan indikator harus relevan dengan KD-nya;
• Indikator harus dirumuskan dalam jumlah yang
cukup untuk menunjukkan ketercapaian
kompetensi minimal dalam KD;
• Indikator dirumuskan dengan menggunakan kata
kerja operasional yang dapat diamati dan diukur;
• Setiap satu rumusan indikator hanya memuat
satu perilaku;
• Rumusan indikator dibedakan dengan rumusan
dalam penilaian.

22. Kesalahan umum yang sering dibuat oleh guru dalam
merumuskan indikator (dari suatu KD)
• Rumusan indikator tidak relevan dengan rumusan
kompetensi dasarnya;
• Indikator dirumuskan secara tidak memadai dalam
jumlah;
• Rumusan indikator tidak terkait dengan kegiatan
pembelajaran bahasa;
• Terdapat lebih dari satu perilaku dalam satu rumusan
indikator;
• Indikator dirumuskan dengan menggunakan kata kerja
yang tidak terukur;
• Guru tidak dapat membedakan antara rumusan
indikator dan bahasa evaluasi

23. Berikut ini diberikan beberapa contoh indikator yang
kurang tepat, yang dirumuskan oleh guru
• Memahami makna teks bacaan naratif (kata kerja
yang tidak operasional dan tidak terukur);
• Mengisi titik-titik dengan kata atau frasa yang
tepat (bahasa evaluasi);
• Menyebutkan dan menjelaskan makna ungkapan
(mengandung dua perilaku);
• Menyebutkan langkah-langkah membuat nasi
goreng (di luar kegiatan bahasa);
• Menjelaskan fungsi sosial teks deskriptif (kognitif
teoretik).

24. contoh rumusan indikator yang benar untuk empat
keterampilan berbahasa, khususnya untuk teks
monolog yang panjang (longer monologue texts
1. Listening
• Menunjukkan gagasan utama (main idea) suatu teks;
• Menentukan tujuan teks;
• Menyebutkan informasi rinci dalam teks, baik yang
tersirat maupun tersurat;
• Menjelaskan makna kata atau ungkapan tertentu
dalam teks;
• Menunjukkan respons yang tepat sesuai dengan
tuntutan dalam teks;
• Memanfaatkan peranti kohesi (cohesive devices) untuk
menjelaskan hubungan antar elemen dalam teks

25. 2. Reading
• Menunjukkan gagasan utama (main idea) suatu
teks;
• Menentukan tujuan teks atau penulis;
• Menyebutkan informasi rinci dalam teks, baik
yang tersirat maupun tersurat;
• Menjelaskan makna kata atau ungkapan tertentu
dalam teks;
• Menjelaskan rujukan (reference) yang ada dalam
teks;
• Memanfaatkan peranti kohesi (cohesive devices)
untuk menjelaskan hubungan antar elemen
dalam teks.

26. 3. Speaking
• State the main idea of the speech;
• Provide supporting details of the topic/idea;
• Use appropriate words, phrases, or utterences to
express the idea;
• Use certain language system (grammar) to make
well-formed utterances;
• Make use of appropriate cohesive devices to
cretae a well-organized speech;
• Use appropriate gestures to accomplish the
purpose of the speech;
• Perform acceptable pronunciation to express
understandable utterences.

27. 4. Writing
• Express the main idea of the text;
• Provide supporting details of the topic/idea;
• Use appropriate words and phrases to express
the idea;
• Use certain language system (grammar) to
make well-formed sentences;
• Make use of appropriate cohesive devices to
create a well-organized text;
• Use appropriate mechanics to accomplish the
purpose of the speech.

28. Jenis penilaian
Bermakna jika
dikenal
Penting diketahui
& dilakukan
Ide-ide besar
Bermakna dilakukan
dengan
pemahaman
Kuis & tes tradisional
• paper/pencil
• Pilihan jawaban
• Jawaban
terkonstruksi
Tugas unjuk kerja
(performance) & proyek
• jawaban terbuka
• kompleks
• otentik

29. Contoh yang lain
Fokus ke transfer
Bagaimana saya melatih Anda agar
mendapatkan SIM untuk mengemudi?
Copyright © 2008 Mississippi Department of
Education

30. Transfer = ‘melepaskan tanggung
jawab secara gradual’
1. Saya lakukan, kamu amati.
2. Saya lakukan, kamu tolong.
3. Kamu lakukan, saya bantu.
4. Kamu lakukan, saya amati.
Copyright © 2008 Mississippi Department of Education

31. Guru tradisional hanya sampai
langkah No. 2 sedangkan
guru belajar aktif sampai ke
langkah No. 4
Copyright © 2008 Mississippi Department of
Education

32. Strategi penilaian kelas
Jawaban terpilih
•Pilihan ganda
•Benar-salah
•Menjodohkan
•Isian titik-titik
(kata,
ungkapan)
•Esai
•Jawaban
singkat
(kalimat,
paragraf)
•Diagram
•Jaringan
•Peta konsep
•Bagan alir
•Grafik
•Tabel
•Matriks
•Ilustrasi
•Presentasi
•Gerakan
•Lab IPA
•Keterampilan
atletik
•Dramatisasi
•Bermain peran
•Projek
•Debat
•Model
•Pameran
•Pertunjukan
•Pertanyaan
lisan
•Observasi
•Wawancara
•Konfrensi
•Deskripsi proses
•Daftar cek
•Skala rating
•Berbagi jurnal
•Penjelasan
proses
•Penilaian diri
siswa
•Kaji ulang
dengan teman
Jawaban
terkonstruksi
Penilaian unjuk
kerja
Penilaian informal