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CHAPTER I
INTRODUCTION

In order to properly implement learning activities and focused, a teacher
needs to do a variety of preparations. One of the usual preparation is to design and
develop lesson plan or RPP. RPP prepared can be described as a direction that
makes an optimal learning can take place, with clear steps and is a part of a
unified coverage of learning materials that have been determined for a specified
period of time. Coverage is usually tercantm the syllabus designed for 1 semester,
1 subject knowledge, or complete or even during the 3 year period of learning in a
learning unit.
In general lesson plan can be defined as a set of lesson plans that give
guidance to teachers matter what will be taught and how to teach it Spratt, et al .,
2005). The above definition indicates that the elements that must exist in a lesson
plan is the subject matter to be mastered and learning how to achieve such
material will be designed , managed , and evaluated its success . In this training
session will be discussed and then we arrange primarily designed to clarify the
definition section that says ' and how to teach it ' .

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CHAPTER II
DISCUSSION

A. Definition of Lesson Plan
In general lesson plan can be defined as a set of lesson plans that give
guidance to teachers matter what will be taught and how to teach it Spratt, et
al ., 2005). The above definition indicates that the elements that must exist in a
lesson plan is the subject matter to be mastered and learning how to achieve
such material will be designed , managed , and evaluated its success . In this
training session will be discussed and then we arrange primarily designed to
clarify the definition section that says ' and how to teach it ' .
The design of good learning imply its two main properties ( Harmer , 2001) ,
namely coherence and variety.
a. Coherence
Coherence means that RPP has a logical pattern and there are linkages
between elements that make up the turf or unity. If in it there is, for
example, three different activities, there must be a link between the three
types of activity. At least , each of these activities should achieve the same
goal . If any activity not related to each other , it can be said that the RPP
is not coherent .
b. Variety
Variety means the use of the types of different activities. A monotonous
drill conducted within the overall scope of the meeting time is definitely
going to make the lesson very drab. To achieve a certain competence is
often required some sustainable activities that will together be able to help
students have the desired capabilities .

B. Why Need Lesson Plan
Lesson planning is one of the basic skills required by a teacher. Its
importance in lesson planning learning activities can be described as someone
who is doing a trip. People who travel it is necessary to know various things
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concerning the journey : to a journey where the destination , how long it took ,
what will be needed during the trip takes place. In general, the lesson plan
serves to:
1. To give the lesson a framework, an overall shape
2. To remind teachers what they intended to do, especially if they get
momentarily distracted or forget what they had intended (Graves, 2000) .

C. Key elements in the Lesson Plan
Elements that exist in the lesson plan may vary, vary antarguru, each
suit their needs. However, according to Harmer (2001), basically a lesson plan
should include the following aspects.
1. Who are the students for this activity?
That description or characteristic classes and study groups will learn to use
the lesson plan
2. Achieve What will it ?
Form of description of learning objectives to be achieved
3. How long will it take ?
A statement about the limitations of the time allocated to perform the
learning process
4. What might go wrong ?
Problems that may arise and anticipation
5. What will be needed ?
Media are required to perform learning
6. How does it work ?
The series of activities (procedures ) that will be undertaken to achieve the
objectives

D. Formulation of Objectives and Indicators
As a lesson plan, the existing turf in the RPP should be interrelated and
interconnected. Interdepartmental linkages in the lesson plan can be described
as follows
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SK KD Objective Indicators materials evaluation tasks
In connection with the preparation of Learning Objectives and
Indicators of Learning, as long as there are two types of formulation, each of
which is widely used by the teachers, namely Model 1 (A detailed global goal
into several sub-objectives / indicators), and Model 2 (Number of indicators
equal to the number purposes by adding the aspect indicator ABCD). Each of
the model will be discussed in this section.
Model 1 (General - Detailed)
This model refers to the description of the objectives ( aims , goals)
and sub-objectives ( which were made by several prominent language teaching
experts , among others Harmer
( 2001) , Hedge ( 2000) , Graves ( 2000) , and Spratt , et al . ( 2005) .
There are two terms that need to be distinguished , namely the goals
and objectives .
a. Goals ( Main purposes and intended outcomes of the course , general
statements , but not vague ) .
b. Objectives ( Statements about how the goal will be Achieved ,

Learnable and teachable units , observable , operational )
Beween the two there is a close relationship , which is referred to as
the if-then relationship : By Achieving the objectives , the goal will be reached
Model 1 will be easily understood by analogy to the trip : for example
a person is traveling ( eg A journey from Yogya to uncle 's house in Jakarta ) ,
the formulation of this trip is as follows :
Goal : to the uncle's house in Jakarta safely .
Route taken : 1 . Houses 2 . Ride motorcycles to Adisucipto airport 3 .
Airplane ride to Cengkareng 4 . Damri bus ride to the terminal Jakarta 5
. Ride Bajaj to my uncle's house .

Thus , the analogy of traveling and teaching can be described as
the following :
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Journey = Teaching
Goal = The goal of learning
Route taken = Formulation of indicators of achievement goals

Concrete examples to be like the following : Teaching : reading
Goal ( goal ) : At the end of the learning activity , students have an overview
of the text being read

Indicators :
1. Discovering a general idea of the text
2. Find detailed information on the contents of the text express
3. Discovering implicit information contained in the text
4. Discovering synonyms of a word in a text

Model 2 ( Detailed - Detailed )
This model uses the description made by Mager (1962 ) and written
by Brown (1995 ) in Graves ( 2000) , who formulated objectives by adding
elements of Performance , Condition , Criterion , Subject , and Measure .
In a more familiar concept , these elements abbreviated ABCD
elements :
A. Audience who should do it
B. Behavior can do what
C. Condition if given what task
D. Degree how well

This model is then understood as a linear model that balances the
number of destinations and the number of indicators ; indicators are purpose
made more detailed by adding elements of ABCD . The objective has been
formulated in more detail as well , not just one sentence of a general nature ,
but it includes elements such as sub-objectives .
example :
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Objectives :
1. Discovering general information
2. Discovering detailed information
3. Discovering the meaning of the word

indicators :
1.
audience) can find a general description of the contents of paragraph (

2. Etc.
3. Etc.

E. Steps of Teaching
Learning steps are commonly referred to make
more targeted learning and there are many sequence , respectively ,
when followed
complete , can be used to achieve the learning objectives have been
formulated .
Some steps are known of which are :
1. Text - based teaching ( BKOF - MOT - JCOT - ICOT ( plus LRT ) )
2. PPP ( Presentation , Practice , Production )
3. ESA ( Engage , Study, Activate )
4. Boomerang ' ( EASA )
5. Task-based approach

F. designing Tasks
In designing the sequence of tasks , should use the basic principles that
facilitate student sequence , starting from the so-called guided practice ( very
controlled , guided , easy ) to freer practice ( more complex ) . The following
aspects may be considered :

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Guided Practice : Freer Practice :
Easy , simple Difficult , complex
Free guided activites activities
Student Teacher talk time talk time
No help from the teacher help
Error correction self / peer correction
T supplied the subject matter of S chosen subject matter
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CHAPTER III
CONCLUSION

In general lesson plan can be defined as a set of lesson plans that give
guidance to teachers matter what will be taught and how to teach it Spratt, et al .,
2005). The above definition indicates that the elements that must exist in a lesson
plan is the subject matter to be mastered and learning how to achieve such
material will be designed , managed , and evaluated its success . In this training
session will be discussed and then we arrange primarily designed to clarify the
definition section that says ' and how to teach it '

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REFERENCE

Feez , S. 1998. Text - Based Syllabus Design . Sydney : AMES .

Graves , K. , 2000. Designing language courses : A guide for teachers . Boston :
Heinle & Heinle

Harmer , J.2001 . How to teach English . Harlow : Longman

Hedge , T. 2000 . Teaching and learning in the language classroom . Oxford :
Oxford University Press

Jones, H. and Wheeler , T. 1996. A training course for TEFL . Oxford : OUP
Richards , J. and Renandya , W. 2002. Methodology in language teaching .
Cambridge : CUP

Spratt , M. , et al . , 2005. The TKT Course . Cambridge : Cambridge University
Press

Yalden , J. 1983. The Communicative Syllabus : Evolution , Design , and
Implementation . New York : Pergamon Press