Efl Teachers� Understanding in Developing Lesson Plan (original) (raw)
Related papers
2018
A lesson plan is used to guide EFL teachers in conducting the learning process and reaching the achievedtarget. A good lesson plan influences its implementation as well. In Indonesia, lesson plan refers to the syllabus and the syllabus refers to the curriculum. The research aims to describe: 1) the conformity between the lesson plan and the learning process; and 2) the EFL teachers' perception to their implementation of lesson plan in the classroom. The research is described qualitatively with a multiple case study. There are six participants of the research from different schools. Those are MTs in Sukabumi, SMP in Cianjur, and SMP in Garut. Interview, observation, and documentation were used to collect the data. There are six steps used to analyze the data: 1) preparing and organizing the data; 2) engaging in an initial exploration of the data and it is coded; 3) using the codes to develop a more general picture of the data descriptions; 4) representing the findings through narratives and visuals; 5) making an interpretation of the results meaning; and 6) conducting strategies to validate the accuracy of the findings. Based on the data analysis, about how the EFL teachers implement their lesson plans, it shows that only one EFL teachers wrote the teacher's activities while other teachers only wrote the students' activities on the lesson plan. The teacher's activities are only written on the pre-activities and post-activities.
ELT Worldwide: Journal of English Language Teaching, 2019
This study aims at exploring the beginning EFL teacher in making learning objective, selecting learning materials, and assessment used in learning, and discovering the problems and solutions of the beginning EFL teacher. This study is qualitative research with a case study. Data sources of the study were one beginning EFL teacher of SMAN A (pseudonym), the Vice Principal of SMAN A, and the Head of MGMP Makassar. Data were collected by employing observation, interview, questionnaire, and documentation. The results of the study reveal that the beginning EFL teacher has problem in formulating clear learning objective and in using appropriate assessment to students’ achievement. However, he has adequate knowledge of selecting the materials from the easiest to the most challenging one. The solutions to overcome the problems of the beginning EFL teacher are to provide supervisor (superintendent) with the same discipline in school, assign qualified experienced teacher as mentor teacher to ...
Lesson plan is a written description of education process in which it is shown what, when, where and with which method learners should learn and how they should be assessed. Lesson plan is one of the key factors in the educational process. According to the literature available, unfortunately few studies have been conducted on this issue in the context of Iran. Therefore, the effect of EFL teachers' attitudes towards lesson planning on improving teaching process seems to be neglected to some extent. With regard to this gap, the present study was an attempt to survey 93 English teachers' views concerning lesson plan at secondary high schools and institutions. Participants in this study answered a Modified Questionnaire, adopted from Ramaila et al. (2014). This Questionnaire was used to measure teachers' attitudes towards lesson planning and the degree of educational differences among them. Data analysis was done by utilizing descriptive statistics and T-test. The results showed that English teachers agreed with utilizing lesson plan. No significant difference was observed among teachers' views concerning the given variable. The findings revealed that due to the importance of lesson plan, holding specialized workshops may provide information for developing better course plans.
The Important Role of Lesson Plan on Educational Achievement of Iranian EFL Teachers' Attitudes
International Journal of Foreign Language Teaching and Research, 2014
Lesson plan is a written description of education process in which it is shown what, when, where and with which method learners should learn and how they should be assessed. Lesson plan is one of the key factors in the educational process. According to the literature available, unfortunately few studies have been conducted on this issue in the context of Iran. Therefore, the effect of EFL teachers' attitudes towards lesson planning on improving teaching process seems to be neglected to some extent. With regard to this gap, the present study was an attempt to survey 93 English teachers' views concerning lesson plan at secondary high schools and institutions. Participants in this study answered a Modified Questionnaire, adopted from Ramaila et al. (2014). This Questionnaire was used to measure teachers' attitudes towards lesson planning and the degree of educational differences among them. Data analysis was done by utilizing descriptive statistics and T-test. The results s...
Journal of Literature, Languages and Linguistics, 2017
The study aims at discovering the beginning EFL teacher’s competence in planning lessons in terms of the way he articulates clear learning objectives for the lesson, the way he selects teaching materials related to the objectives to be achieved, and the way he selects assessment related to lesson objectives. This study is a qualitative research with a case study. The study was conducted at SMAN A in Makassar, South Sulawesi, Indonesia. The subject was one beginning EFL teacher who taught English of the first year students in a public senior high school in Makassar. He has an undergraduate certificate (S1 Sarjana degree or equal to B.A.) in English Education and had been teaching one year in SMAN A. The data collections were obtained through the questionnaire, semi structured interview, on-site lesson plan observation, and documentation. Data then was analyzed descriptively. The results of the study reveal that Muhlis (pseudonym), the beginning EFL teacher, stated general learning ob...
Teachers`Teachers`Viewpoints on the Practical Implementation of Lesson Study in EFL Classrooms
2016
Lesson Study is considered as an updated way of professional development which aims at improving the teaching process and as a result improving students' progress. This study applied an empirical implementation of lesson study in the EFL context in order to investigate teachers' viewpoints on the practical implementation of lesson study. To this end, 15 Iranian EFL teachers were selected through random sampling. The survey method was employed and "teachers' viewpoint on practical implementation of lesson study" questionnaire was administered to them after the implementation of lesson study in their classrooms. The results showed that teachers had positive viewpoint toward the different parts of the questionnaire that deals with teaching and learning procedure. Lesson study is used as a tool to provide teachers with an opportunity to emphasize the quality of teaching that consequently affect the quality of learning.
Teachers` Viewpoints on the Practical Implementation of Lesson Study in EFL Classrooms
International journal of humanities and social sciences, 2016
Lesson Study is considered as an updated way of professional development which aims at improving the teaching process and as a result improving students' progress. This study applied an empirical implementation of lesson study in the EFL context in order to investigate teachers' viewpoints on the practical implementation of lesson study. To this end, 15 Iranian EFL teachers were selected through random sampling. The survey method was employed and "teachers' viewpoint on practical implementation of lesson study" questionnaire was administered to them after implementation of lesson study in their classrooms. The results showed that teachers had positive viewpoint toward the different parts of the questionnaire that deals with teaching and learning procedure. Lesson study is used as a tool to provide teachers with an opportunity to emphasize the quality of teaching that consequently affect the quality of learning.
2020
The objectives of this research were to find out: (a) the implementation of learning assessment based on the 2013 curriculum, (b) difficulties that teachers found in the implementation of learning assessment in EFL classroom (c) teachers' perception about the implementation of learning assessment based on the 2013 curriculum. This research employed qualitative method. The participants of this research were four English Teachers that consits of two teachers from SMP Negeri 1 Takalar and two teachers from SMP Negeri 2 Takalar. The data were collected by using classroom observation and interview. The results of this research were (a) teachers applied well the learning assessement in EFL classroom. It could be recognized by all teachers did all stages to apply learning assessment in EFL Classroom, (b) for 3 aspects in learning assessment based on the 2013 curriculum all teachers found difficulties in assessing skill aspect because there were many terms that teachers needed to measure. (c) teachers' perception on the implementation of learning assessment, all of teachers had good perception and preferred this assessment.
دراسات عربیة فی التربیة وعلم النفس, 2017
The present study is an attempt to investigate the effect of Collaborative Lesson-Preparation (CLP) on developing EFL prospective teachers' lesson plan quality and pedagogical performance. The study used a pre-posttest experimental and control group design. The study participants were (n=42) voluntary fourth year English majors at the Faculty of Education, October 6 University, Egypt. The participants were randomly divided into two equal groups. To collect the data for the study, a pre-post lesson plan quality evaluation checklist, a collaborative lesson-preparation training program and a pre-post pedagogical performance observation sheet were designed and implemented. Before the intervention, the quality of the participants' lesson plans was pre-evaluated and their pedagogical performance was pre-observed. While the experimental group participants (n=21) were exposed to the suggested training program, the control group participants (n=21) received their regular instruction and monitoring. Results revealed that the quality of the lesson plans of the experimental group participants was higher than that of the control group and the pedagogical performance of the experimental group was better than that of the control group. Moreover, there was a positive correlation between EFL prospective teachers' lesson plan quality and their pedagogical performance effectiveness. Thus, it could be concluded that using collaborative lesson-preparation was effective in developing EFL prospective teachers' lesson plan quality and pedagogical performance.
Developing Lesson Plans on Curriculum 2013 : Efl Teachers’ Perception
2021
This study aims to investigate EFL teachers’ perception on developing lesson plans on curriculum 2013. There are 16 teachers of English in Junior High School in Cilacap who participated in this study. To investigate teacher’s perceptions, questionnaires and interview were used. Guttman and Likert scale questionnaires were used to collect their insights on developing a lesson plan. An interview was administered to get in-depth information about teachers’ perceptions of developing lessons plans. The finding indicates that teachers of English have a negative perception on developing lesson plans. They feel unhappy, not encouraged, and unenthusiastic, even when they realize the developing lesson plan would facilitate and achieve their objective in teaching English. Unpredictably, the MGMP lesson plan product arises as resistance in developing a lesson plan. It is proposed to the teacher who implements curriculum 2013 to be creative and innovative to fulfill teaching objectives.